Učenčeva vprašanja

Šebalj, Taja (avtor), Valenčič Zuljan, Milena (mentor)

Običajna oblika komuniciranja temelji na pogovoru vsaj dveh sodelujočih, kar pomeni, da vedno nekdo sprašuje, drugi pa odgovarja, pojasnjuje, komentira … Na osnovi vprašanj se izoblikuje tema in namen pogovora. Podobno je tudi pri pouku, z bistveno razliko, da je pogovor pri pouku ciljno načrtovan. Najbolj se življenjskemu pogovoru približa prosti pogovor. V njem zastavljajo vprašanja učenci in učitelj. V teoretičnem delu sem opredelila vlogo vprašanj v preteklosti, vlogo učitelja v učnem procesu, predstavila različne vrste vprašanj, predvsem pa sem se osredotočila na učenčeva vprašanja. Zastopanost učenčevih vprašanj pri pouku ima namreč po mojem mnenju še vedno premajhen delež v primerjavi z učiteljevimi vprašanji učencem. Pomemben cilj sodobne šole je učence spodbuditi in usposobiti, da znajo in želijo spraševati in v sodelovanju z drugimi iskati odgovore na zastavljena vprašanja. V empiričnem delu sem se usmerila na učiteljeve spodbude pri učenčevih vprašanjih in odzive na učenčeva vprašanja. Osredotočila sem se tudi na taksonomski nivo učenčevih vprašanj med poukom. Pozorna sem bila tudi na količino zastavljenih vprašanj v posameznih učnih urah pri pouku matematike, v 9. razredih bilo je 70 učencev. Pozorna sem bila tudi pri razporeditvi vprašanj skozi učno uro. Zanimalo me je tudi kolikšen pomen učenci pripisujejo zastavljanju vprašanj ter s kakšnimi nameni jih zastavljajo.

• Jezik: Slovenski jezik
• Ključne besede: učenčeva vprašanja
• Vrsta gradiva: Diplomsko delo/naloga
• Tipologija: 2.11 - Diplomsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2019
• PID: 20.500.12556/RUL-111974
• COBISS.SI-ID: 12644169
• Datum objave v RUL: 21.10.2019

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Students questions

Izvleček

The usual form of communication is based on the conversation of at least two participants, which means that one always asks and the other responds, explains, comments... Based on the questions, the topic and purpose of the conversation are formed. Similar is the case with school lessons, with the essential difference being that the conversation is intentionally planned. Natural conversation in class is the closest thing to a conversation in life. Both students and teachers can asks questions. In the theoretical part, I defined the role of questions in the past, the role of the teacher in the learning process, presented different types of questions and focused mainly on the student's questions. In my opinion, the representations of student questions in lessons is still too low in proportion to the teacher's questions to students. An important goal of the modern school is to encourage and empower students in a way that they want to ask questions and work with others to find the answers to the questions asked. In the empirical part, I focused on the teacher's encouragment in the students's questions and the answers to the students's questions. I also focused on the taxonomic level of student questions during class and paid attention to the amount of questions asked in each mathematics lessons. There were 70 students in 9th grades. I was attentive about scheduling questions throughout the lesson. I was also interested in the importance students attach to asking questions and to what purpose they ask them.

• Ključne besede: student questions