Individualizacija pri začetnem opismenjevanju učencev v 1. razredu

Hostar, Patricija (avtor), Godec Soršak, Lara (mentor), Rot Vrhovec, Alenka (komentor)

Začetno opismenjevanje je dolgotrajen proces, s katerim se učenci srečajo v 1. razredu osnovne šole (v nadaljevanju OŠ) in traja celotno 1. vzgojno-izobraževalno obdobje (v nadaljevanju VIO). Skladno z učnim načrtom za slovenščino morajo učenci do konca 1. VIO doseči cilj opismenjevanja, tj. razvijanje zmožnosti branja in pisanja neumetnostnih besedil, primernih učenčevi starosti (Program osnovna šola, 2018). Prva faza opismenjevanja je razvijanje predopismenjevalnih zmožnosti, ki učencu omogočajo lažji proces opismenjevanja. Te zmožnosti zajemajo področja vidnega in slušnega razločevanja, slušnega razčlenjevanja, orientacijo in grafomotoriko. Učenci jih razvijajo že v predšolskem obdobju, a vseeno ima vsak učenec ob vstopu v 1. razred OŠ različno razvite bralno-pisalne zmožnosti; nekateri že samostojno berejo in zapišejo katero besedo, drugi preberejo le kako besedo in zapišejo katero črko, nekateri pa se z branjem in pisanjem prvič srečajo v šoli. Ravno zato je pomembno, da učitelji oblikujejo individualni načrt opismenjevanja za vsakega učenca in po ugotovljenih zmožnostih posameznika po potrebi izvajajo individualizacijo. Ta pouk učitelji individualizirajo učencem, ki imajo na tem področju primanjkljaje, in tistim učencem, ki so na tem področju nadpovprečni. Glavni cilj magistrskega dela je bil pri učencih, ki imajo na področju začetnega opismenjevanja primanjkljaje oziroma so na tem področju nadpovprečni, z individualnim didaktičnim pristopom, tj. z uporabo različnih metod in strategij poučevanja ter za učence zanimivih nalog, doseči napredek na tem področju. Najprej sem pri posameznikih preverila njihove predopismenjevalne zmožnosti, potem pa sem na podlagi ugotovljenega pripravila individualni načrt dela in ga izvajala na daljavo. Cilj magistrskega dela pa je bil tudi ugotoviti, ali je individualizacija na področju začetnega opismenjevanja v 1. razredu OŠ prisotna in kako jo učitelji izvajajo. V teoretičnem delu magistrskega dela sem najprej opredelila pojem sporazumevalna zmožnost, ki je eden izmed pomembnejših členov pouka začetnega opismenjevanja, definirala sem pismenost, podrobneje so predstavljene tudi značilnosti začetnega opismenjevanja in individualizacija v osnovni šoli. V empiričnem delu magistrskega dela sem uporabila kombinirani raziskovalni pristop, tj. kvantitativno in akcijsko raziskavo. Pri tem sem uporabila deskriptivno opisno metodo pedagoškega raziskovanja. V kvantitativni raziskavi je 60 učiteljic, ki poučujejo v 1. razredu OŠ, rešilo anketni vprašalnik o individualizaciji na področju začetnega opismenjevanja. V akcijsko raziskavo je bilo vključenih pet učencev 1. razreda ene izmed posavskih osnovnih šol, za katere sem ugotovila, da na področju opismenjevanja izstopajo (ali imajo primanjkljaje ali pa so njihove zmožnosti nadpovprečne). Rezultati anketnega vprašalnika so pokazali, da učitelji 1. razreda OŠ večinoma izvajajo individualizacijo pri pouku začetnega opismenjevanja. Pri učencih, s katerimi sem izvajala ure individualnega pouka na daljavo, se je pokazal napredek – učenci, ki so na preizkusu fonološkega zavedanja ter branja in pisanja imeli nadpovprečne rezultate, so svoje zmožnosti branja in pisanja izboljšali, pri učencih, ki so imeli na področju slušnega razločevanja in razčlenjevanja primanjkljaj, pa se je izboljšala predvsem njihova zmožnost fonološkega zavedanja.

• Jezik: Slovenski jezik
• Ključne besede: osnovna šola
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2021
• PID: 20.500.12556/RUL-129014
• COBISS.SI-ID: 73675779
• Datum objave v RUL: 06.09.2021

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Individualization in initial literacy instruction of first graders

Izvleček

Initial literacy is a long-term process that students encounter in the 1st grade of primary school (hereinafter PS) and lasts the entire 1st educational period (hereinafter EP). According to the curriculum for Slovene, students must achieve the goal of literacy by the end of the 1st EP, i.e. developing the ability to read and write non-fiction texts appropriate to the student's age (Primary School Program, 2018). The first phase of literacy is the development of pre-literacy skills that enable the student to facilitate the literacy process. These abilities cover the areas of visual and auditory discrimination, auditory analysis, orientation, and graphomotor skills. Pupils develop them already in the pre-school period, but still each pupil has differently developed reading and writing abilities upon entering the 1st grade of PS; some are already reading and writing a word on their own, others are just reading a word and writing a letter, and some are reading and writing for the first time in school. That is why it is important for teachers to design an individual literacy plan for each student and, if necessary, carry out individualization according to the identified abilities of the individual. Teachers individualize this lesson to students who have deficits in this area and to those students who are above average in this area. The main goal of the master's thesis was for students who have deficits in the field of initial literacy or are above average in this field, with an individual didactic approach, i.e. using various teaching methods and strategies and interesting tasks for students, to make progress in this area. I first checked the individuals' pre-literacy skills, and then, based on the findings, I prepared an individual work plan and implemented it remotely. The aim of the master's thesis was also to determine whether individualization in the field of initial literacy is present in the 1st grade of PS and how teachers implement it. In the theoretical part of the master's thesis, I first defined the concept of communication ability, which is one of the most important articles in the teaching of initial literacy, I defined literacy, the characteristics of initial literacy and individualization in PS are presented in more detail. In the empirical part of the master's thesis I used a combined research approach, i.e. quantitative and action research. I used a descriptive method of pedagogical research. In a quantitative research, 60 teachers who teach in the 1st grade of PS solved a questionnaire on individualization in the field of initial literacy. Five students of the 1st grade of one of the Posavje primary schools were included in the action research, and I found that they stand out in the field of literacy (either they have deficits, or their abilities are above average). In the theoretical part of the master's thesis, I first defined the concept of communication ability, which is one of the most important articles in the teaching of initial literacy, I defined literacy, the characteristics of initial literacy and individualization in primary school are presented in more detail. The results of the questionnaire showed that the teachers of the 1st grade of PS mostly carry out individualization in the lessons of initial literacy. Progress was shown in the students with whom I taught individual distance lessons – students who had above-average results in the phonological awareness and reading and writing test improved their reading and writing skills, in students who had in the field of auditory differentiation and deficit analysis, however, their ability to be phonologically aware has improved in particular.

• Ključne besede: primary school