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Metoda dolgega branja besedil : primerjava med 1. in 5. razredom
ID Črv Kompara, Tanja (Author), ID Saksida, Igor (Mentor) More about this mentor... This link opens in a new window

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/3541/ This link opens in a new window

Abstract
Branje in knjige, so bile povod in temelj, na katerih sem se odločila za pisanje diplomskega dela pri didaktiki književnosti. Glavno vodilo mojega dela je bilo spoznavanje literature z uporabo metode branja v nadaljevanjih. Z izborom teme, »metoda dolgega branja besedil: primerjava med 1. in 5. razredom«, sem želela preveriti otroško pomnjenje dolgih besedil. V teoretičnem delu sem izpostavila razlike med tradicionalnim in komunikacijskim poukom književnosti. Nadalje sem razčlenila in podrobno opisala faze šolske interpretacije besedila ter opisala otroški zorni kot oziroma perspektivo. Povzela sem tudi bistvo bralnega razvoja, ki sovpada z posameznimi stopnjami otrokovega razvoja. Ker se učitelj pri svojem delu in pisanju učnih priprav opira na učni načrt, sem pregledala posodobljen učni načrt za slovenščino in izpisala cilje, ki se nanašajo, oziroma jih lahko dosežemo s knjigo Drejček in trije Marsovčki. Empirični del diplomskega dela je temeljil na raziskovanju in primerjanju odzivov otrok na metodo branja v nadaljevanjih. Zanimala me je razlika v pomnjenju predhodnega branja med učenci 1. in 5. razreda. Projekt branja v nadaljevanju sem izvedla v enem oddelku 1. razreda in enem oddelku 5. razreda. Skupno je sodelovalo 38 učencev. V diplomskem delu so učne priprave za vsako učno uro, ter analiza učnih ur, ter interpretacije rezultatov učnih listov. Branje v nadaljevanjih je bilo pri učencih pozitivno sprejeto, zato ga je potrebno vključiti v pouk večkrat letno.

Language:Slovenian
Keywords:branje v nadaljevanjih, komunikacijski pouk književnosti, faze šolske interpretacije, otroški zorni kot, bralni razvoj
Work type:Undergraduate thesis
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Publisher:[T. Črv Kompara]
Year:2016
Number of pages:160 str.
PID:20.500.12556/RUL-84047 This link opens in a new window
UDC:028:373.3(043.2)
COBISS.SI-ID:11066697 This link opens in a new window
Publication date in RUL:18.08.2016
Views:2872
Downloads:291
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Secondary language

Language:English
Title:Method of long reading text
Abstract:
Reading and books were the cause and the foundation on which I decided to write the thesis in didactic literature. The leitmotiv of my work was the knowledge of the literature, using the method of reading in sequels. By choosing the theme "method of reading long texts: comparison between the 1st and 5th class", I wanted to check children's memorization of long texts. In the theoretical part I highlighted the differences between the traditional and communication teaching literature. Furthermore, I have broken down and explained in detail the stages of school interpretation of the text and described children's viewing angle or perspective. I took the essence of reading development, coinciding with the various stages of child development. Because the teacher in his work and preparing for lessons bases on the curriculum, I examined the updated curriculum for Slovene and appear as objectives relating to, or can be achieved with a book Drejček in trije Marsovčki. The empirical part of the thesis is based on research and comparing the responses of children to a method of reading in sequels. I was interested in the difference in memory prior reading among students 1st and 5th grade. I planed the project of reading in seqals for one 1st grade class and one section of the 5th grade. A total of 38 students. In this thesis are lesson plans for each lesson, and an analysis of lessons, and interpretation of the results of worksheets. Reading in sequels were, by the pupils, positively received, therefore it should be incorporated into lessons several times a year.

Keywords:reading sequels

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