Uporaba aktivizirajoče knjige pri razvoju predopismenjevalnih zmožnosti : magistrsko delo

Perme, Nina (author), Bešter, Marja (mentor), Rot Vrhovec, Alenka (co-mentor)

Predopismenjevalne zmožnosti vključujejo razne vrste zmožnosti, ki jih učenci razvijajo pri pouku slovenščine na začetku šolanja, tj. pred začetkom sistematičnega opismenjevanja, razvijajo pa se tudi v predšolskem obdobju, in sicer spontano ob stiku s pisnim jezikom in lahko tudi načrtno v vrtcu. Na njihov razvoj vplivajo notranji in zunanji dejavniki, za njihovo razvijanje je potrebna individualizacija. Otroci vstopajo v šolo z različno razvitimi zmožnostmi, spretnostmi in interesi; učitelj se mora zavedati tudi, da imajo učenci ob vstopu v šolo različno razvite predopismenjevalne zmožnosti in da mora vsem zagotoviti možnost napredovanja. Pri tem si učitelj lahko pomaga z raznimi didaktičnimi pripomočki. Ti pripomorejo, da učenje pri učencih vzbuja radovednost in jih motivira za delo, hkrati pa se učenci ob njihovi uporabi sprostijo. Predbralne in -pisalne dejavnosti razvijamo z dejavnostmi, s katerimi učenci/otroci razvijajo grafično in fonološko zavedanje, sposobnost zaznavanja prostora ter dejavnosti za razvijanje grafomotorike. Namen magistrskega dela je bil izdelati in preizkusiti didaktični pripomoček imenovan »aktivizirajoča knjiga«, ki ga lahko uporabimo za razvijanje predopismenjevalnih zmožnosti pri pouku v 1. razredu OŠ pa tudi v vrtcu. V ločenih raziskavah smo poskušali ugotoviti, ali bodo učenci 1. razreda OŠ, stari 6–7 let, in predšolski otroci v vrtcu, stari 5–6 let, z uporabo aktivizirajoče knjige izboljšali predopismenjevalne zmožnosti, njihov razvoj je potreben za začetek sistematičnega opismenjevanja. Učenci 1. razreda OŠ in predšolski otroci so pred uporabo aktivizirajoče knjige in po njej pisali preizkus predopismenjevalnih zmožnosti. Aktivizirajočo knjigo je en mesec uporabljalo 15 učencev 1. razreda OŠ in 12 predšolskih otrok. Omenjeni otroci/učenci so izboljšali svoje predopismenjevalne zmožnosti na vseh področjih, ki sem jih preverjala; tj. grafomotorika, orientacija, zapis besed ter vidno in slušno zaznavanje. Uporaba aktivizirajoče knjige je povečala motivacijo in interes ter učenje naredila zanimivejše. Dobljeni rezultati so potrdili pozitivno vlogo didaktičnega pripomočka, aktivizirajoče knjige, pri razvijanju predopismenjevalnih zmožnosti in bodo s tem uporabni za učitelje razrednega pouka in vzgojitelje.

• Language: Slovenian
• Keywords: začetno opismenjevanje, predopismenjevalne zmožnosti, učni pripomoček, aktivizirajoča knjiga
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: [N. Perme]
• Year: 2017
• Number of pages: 113 str.
• PID: 20.500.12556/RUL-92993
• UDC: 373.32.016:003(043.2)
• COBISS.SI-ID: 11622729
• Publication date in RUL: 24.08.2017

Secondary language

• Language: English
• Title: The use of silent book for development of pre-literacy abilities

Abstract

Preliteracy abilities include a variety of different capabilities that pupils develop during Slovene language classes in their raw beginning of the school process. This takes place before the systematic literacy process. However, preliteracy skills are also being developed before entering the primary school. This can be a result of spontaneous contact with the language itself or it can be done intentionally during kindergarten. There are inner and outer factors that influence the development of preliteracy abilities and either way an individual approach is required. Children enter primary school with differently developed skills, interests and preliteracy abilities of which the teacher needs to be aware of. The teacher needs to consider this differencess and enable every student the chance of personal development. This is often highly challenging and teachers are therefore allowed to use a variety of teaching aids that trigger students curiosity and motivate them to work on predetermined learning activities during which they are not feeling pressured. Both prereading and prewriting capabilities are being developed with activities, during which the students establish graphical and phonological awareness and improve their graphomotor skills and the ability to detect and understand space. The aim of this master thesis was to design and test a teaching aid called »the silent book« which can be used for development of preliteracy abilities for students of the first year of primary school and also in kindergarten. A separate analysis was conducted, where we tried to determine if first-grade students of primary school (aged 6–7) and children in kindergarten (aged 5–6) will improve their preliteracy abilities with the use of the silent book. First grade primary school students and kindergarten children have taken exam testing their preliteracy abilities twice – before and after using the silent book. The silent book was used by 15 first grade primary school students and 12 kindergarten children for a period of one month. All students that conducted the test have improved their preliteracy abilities at all examined sections (graphomotor skills, orientation, writing, visual and sound detection). In general, the silent book increased students motivation and their interest to participate in learning activities. Obtained results from the conducted analysis have confirmed the silent book's role as a teaching aid in the process of preliteracy abilities development, making them useful for primary school and kindergarten teachers.

• Keywords: Slovenian language, pre-writing, pre-reading, slovenščina, priprave na učenje pisanja, priprave na učenje branja