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Domače naloge pri slovenščini v 3., 4. in 5. razredu : magistrsko delo
Tolar, Tadeja (Author), Bešter, Marja (Mentor) More about this mentor... This link opens in a new window

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/id/eprint/4802 This link opens in a new window

Abstract
Slovenščina je v našem šolskem sistemu eden temeljnih učnih predmetov, poleg tega pa je tudi učni jezik. Glede na ti dve dejstvi bi si morali učitelji prizadevati, da naredijo pouk čim bolj kakovosten. Kakovost pouka pa je do neke mere odvisna tudi od kakovosti domačih nalog. Namen magistrske naloge je bil ugotoviti, kakšen pomen pripisujejo domači nalogi učitelji pri predmetu slovenščina v 3., 4. in 5. razredu, katere vrste domače naloge dajejo glede na vsebino in zahtevnost, kako pogosto jo dajejo, kaj je vir zanjo, kakšen pomen pripisujejo pregledovanju in na kateri način ga izvajajo, vse to pa ločeno pri jezikovnem in književnem pouku. Zanimalo nas je tudi, ali se med učitelji pri vseh naštetih spremenljivkah pojavljajo razlike glede na razred, v katerem poučujejo in glede na delovno dobo. Podatke smo pridobili z vprašalnikom za učitelje in delno strukturiranim opazovanjem pouka slovenščine v 3., 4. in 5. razredu. Podatke smo statistično obdelali s programom SPSS. Za ugotavljanje razlik med učitelji smo uporabili hi kvadrat preizkus hipoteze neodvisnosti. Raziskava je v veliki meri potrdila pričakovane rezultate. Večina učiteljev daje domačo nalogo skoraj pri vsaki uri slovenščine. Nalogo tudi redno pregledujejo in skoraj vsi vodijo evidenco o opravljanju domačih nalog. Rezultati so pokazali, da se med učitelji le v redkih primerih pojavljajo statistično pomembne razlike glede na razred, v katerem poučujejo, in glede na delovno dobo. Pri večini primerov pa podatkov iz vzorca nismo mogli posplošiti na osnovno množico. Z navedeno raziskavo smo prvič dobili vpogled v domače naloge pri predmetu slovenščina. Od učiteljev, ki so izpolnjevali vprašalnik, smo prejeli kar nekaj pozitivnih povratnih informacij. Pravijo, da so se ob reševanju vprašalnika zamislili nad domačimi nalogami, ki jih dajejo učencem.

Language:Slovenian
Keywords:jezikovni pouk, književni pouk, učitelji, vrste domačih nalog, pregled domačih nalog
Work type:Master's thesis/paper (mb22)
Tipology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Year:2017
Publisher:[T. Tolar]
Number of pages:XII, 125 str.
UDC:373.32.016:811.163.6(043.2)
COBISS.SI-ID:11752009 This link opens in a new window
Views:583
Downloads:136
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Secondary language

Language:English
Title:Homework in course Slovene in grades 3 to 5
Abstract:
The Slovene language, besides being the teaching language, is one of the core subjects in our school system. Consequently, teachers should strive to prepare lessons of the highest possible quality. However, the quality of lessons to some extent depends on the quality of homework. The intent of the present master’s thesis is to discern how important Slovene homework is to the third, fourth and fifth grade teachers, what kind of homework they give based on the content and difficulty, how often they assign homework, what the source of the material is, how important it is for them to check homework, and in what way they check it. All these variables are checked both for grammar and literature lessons. We are also interested in seeing if the grades in which the teachers lecture and the years of teaching experience affect the aforementioned variables. The data was acquired with a questionnaire for teachers and partly structured observation of Slovene lessons in third, fourth and fifth grade. The data was statistically processed using SPSS software. The chi-square test of independence was used to identify differences among teachers. The research confirms the anticipated results to a great extent. Most teachers give homework at almost every Slovene lesson. They also regularly check homework and keep a record of which pupils finished it. Results show that statistically important differences in teachers based on the grades in which they lecture and their years of experience appear only in rare cases. In most cases, the data from the sample could not be generalized to the basic set. With this research an insight into Slovene language homework has been obtained for the first time. A fair amount of positive feedback has been received from the teachers, who filled out the questionnaire. They reflected upon the homework they give to their pupils during the filling out of the questionnaire.

Keywords:primary education, homework, Slovenian language, osnovnošolski pouk, domača naloga, slovenščina

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