Vključevanje matematičnih vsebin v pouk angleščine v prvem razredu po metodi CLIL : magistrsko delo

Koren, Laura (author), Hodnik, Tatjana (mentor), Pižorn, Karmen (comentor)

Zgodnje učenje tujih jezikov po številnih raziskavah prinaša veliko prednosti za otroka in njegov jezikovni ter kognitivni razvoj. Med njimi je najpomembnejša predvsem izpostavljenost jeziku od zgodnjih let. Z uvedbo prvega tujega jezika kot neobveznega izbirnega predmeta v prvi razred in kot obveznega v drugi razred osnovne šole se je tudi pri nas začel bolj množično uveljavljati način poučevanja tujega jezika, podoben pristopu, imenovanem CLIL (ang. Content and language integrated learning), pri katerem gre za celostno usvajanje oziroma nadgrajevanje nejezikovnih vsebin ob pridobivanju znanj tujega jezika. Ob tem se zastavlja predvsem vprašanje, kako nekatere nejezikovne vsebine, tudi matematične, vključiti v pouk tujega jezika. Matematika, ki v prvem razredu temelji predvsem na konkretnem izkustvu oziroma na izkušnjah učencev, naj bi po načelih sodobnega poučevanja vključevala problemski pristop, upoštevala naj bi otrokovo razvojno stopnjo pri reprezentacijah matematičnih pojmov ter bila učencem v izziv. Ker naj bi se po priporočilih učnih načrtov učne ure tujega jezika in ostalih predmetov oz. predmetnih področij povezovale in dopolnjevale med seboj, je bil v praktičnem delu magistrske naloge oblikovan model za povezovanje matematičnih vsebin s poukom tujega jezika, pri čemer so bili upoštevani sodobni pristopi poučevanja obeh predmetov. Na podlagi modela je bil v empiričnem delu v prakso apliciran učni pristop za poučevanje izbranih matematičnih vsebin v angleščini kot povezovanje učnih ur matematike in angleščine v prvem razredu. V akcijsko raziskavo je bilo vključenih 23 učencev prvega razreda, načrtovanih pa je bilo osem učnih ur matematike in angleščine za obravnavo matematične vsebine geometrijski liki. Po izvedbi vsake učne ure je po v naprej določenih opazovalnih kategorijah potekala evalvacija ter načrtovanje sprememb prihodnjih učnih ur. Učenci so dosegli učne cilje matematike in tujega jezika ter ob tem razvijali predvsem zmožnosti reševanja problemskih situacij in sodelovanja. Potrdilo se je, da model omogoča hkratno doseganje učnih ciljev različnih predmetov, učiteljem pa ponuja možnost načrtovanja raznolikih učnih ur, ki učence motivirajo, da se z zadovoljstvom učijo matematiko in hkrati spontano usvajajo tuji jezik.

• Language: Slovenian
• Keywords: zgodnje poučevanje tujega jezika, prvi razred, CLIL, geometrijski liki
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: [L. Koren]
• Year: 2016
• Number of pages: 86 str.
• PID: 20.500.12556/RUL-83663
• UDC: 373.32.016:811.111(043.2)
• COBISS.SI-ID: 11047241
• Publication date in RUL: 24.08.2016

KOREN, Laura, 2016, Vključevanje matematičnih vsebin v pouk angleščine v prvem razredu po metodi CLIL : magistrsko delo [online]. Master’s thesis. L. Koren. [Accessed 29 May 2025]. Retrieved from: https://repozitorij.uni-lj.si/IzpisGradiva.php?lang=eng&id=83663

Secondary language

• Language: English
• Title: Including mathematical content in English language instruction to year 1 pupils applying CLIL method

Abstract

According to many studies, early foreign language learning brings a lot advantages for the child’s linguistic and cognitive development. One of the most important is the exposure to the target language from early years. With the introduction of the first foreign language as a non-compulsory elective subject in the first grade and as a compulsory subject in the second grade of primary school in Slovenia, a way of teaching foreign language that is similar to the CLIL method (Content and language integrated learning) has been promoted. The concept is built on learning the content of the non-linguistic subjects while at the same time developing foreign language proficiency. This is why the main question is how to incorporate non-linguistic content (also mathematical content) in the foreign language instruction. Mathematics in the first grade is based on the student’s concrete experiences and should, according to the modern principles of teaching, include problem solving. It should also take the progress of student’s development into consideration and finally, present a challenge to the students. Since the foreign language lessons and the lessons of other subjects should be connected and should complement one another according to the recommendations of the syllabuses, a model for including mathematical content into English language instruction has been designed in the applicable part of the thesis. The modern principles of teaching both subjects have been considered while establishing the model. In the empirical part of the thesis, the model was the basis for the teaching approach that was applied in the practice and was developed to connect Mathematics and English in the first grade in a way that a particular mathematical content was taught in English. There were 23 students of the first grade included in the action research. In eight lessons of Mathematics and English, the mathematical content geometric shapes was taught. After each lesson, the lesson plan and the actual teaching process were evaluated and if required, changes and adaptations were planned for the next lesson. The lesson evaluation was performed by using a pre-prepared observation sheet which involved a number of categories to observe particular features of the lesson. Students achieved the aims of both subjects and also developed cooperation abilities and abilities for solving problems. It was confirmed that the model enables students to achieve the aims of the two different school subjects simultaneously. In addition, the model offers teachers a possibility to plan diverse lessons that motivate students to learn mathematics with enjoyment and also to learn a foreign language spontaneously.

• Keywords: mathematics