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Kritični prerez besedilnih vrst v povezavi z učiteljevim oz. vzgojiteljevim govornim nastopanjem
Petek, Tomaž (Author)

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/2355/ This link opens in a new window

Abstract
Razprava prikazuje poskus kritičnega prereza besedilnih vrst v povezavi z učiteljevim oz. vzgojiteljevim govornim nastopanjem v razredu oz. igralnici in pri dejavnostih, povezanih s šolo oz. vrtcem. Ugotavljamo, da se učitelj oz. vzgojitelj v vzgojno-izobraževalnem procesu srečuje z različnimi položaji, okoliščinami, v katerih govorno nastopa. Ker se sporazumeva z besedili in ne s posameznimi povedmi ali celo z besedami, mora za učinkovito govorno nastopanje med drugim poznati značilnosti različnih besedilnih vrst. Za raziskovanje besedilnih vrst smo ob upoštevanju različnih znanstvenih opredelitev nekoliko priredili ToporišičŽagarjevo klasifikacijo glede na sporočevalne postopke in funkcijske zvrsti ter se omejili na tiste besedilne vrste, ki so posredno ali neposredno povezane z učiteljevim oz. vzgojiteljevim govornim nastopanjem v razredu oz. igralnici. V razpravi je poudarjeno tudi vprašanje, ali učitelj oz. vzgojitelj že z vstopom v razred oz. igralnico govorno nastopa oz. ali je vsaj del (učne) ure tudi govorni nastop.

Language:Unknown
Keywords:besedilne vrste
Work type:Not categorized (r6)
Organization:PEF - Faculty of Education
Year:2013
Publisher:Maribor, Pedagoška fakulteta
Number of pages:21-36
Numbering:6
ISSN:1855-4431
Views:534
Downloads:75
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Secondary language

Language:Unknown
Title:Critical breakdown of discourse categories in relation to (preschool) teacherʼs oral performance
Abstract:
The discussion presents an attempt of a critical breakdown of discourse categories in relation to the (preschool) teacher’s oral performance in class and during activities related to school or kindergarten. We established that during the educational process, (preschool) teachers find themselves in different situations and circumstances of oral performances. Since they use discourses in their communication rather than individual sentences or even words, they must, among other things, be familiar with the characteristics of different discourse categories in order to be efficient. When researching the discourse categories we have, in compliance with different scientific definitions, somewhat modified the ToporišičŽagar classification in accordance with communication methods and functional varieties and limited ourselves to the discourse categories that are directly or indirectly related to a (preschool) teacher’s oral performance in class. During the discussion, we focused on whether the (preschool) teacher already starts his or her oral performance when entering the classroom and whether at least a part of class is an oral performance.

Keywords:discourse categories

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