Povzemanje teme in bistvenih značilnosti besedila na osnovi petih značilnosti literarne analize : magistrsko delo

Bučer, Barbara (avtor), Blažič, Milena (mentor)

Z učnim načrtom za slovenščino 2018 v šoli razvijamo 4 sporazumevalne zmožnosti, in sicer branje, pisanje, govorjenje in poslušanje. To so zmožnosti, ki jih uporabljamo vsak dan, a raziskave (Pisa, Knjiga in bralci) kažejo, da so bralne zmožnosti ter delo z besedilom v upadu. Poleg tega je motivacija za branje vedno nižja in vedno manj ljudi poseže po knjigi. V šoli opažamo tudi vse več težav pri obnovi ter samostojnem zapisu pravljice. Učenci ne napišejo bistva besedila pri obnovi, samostojne zgodbe pa se ne znajo lotiti. Za lažje pisanje in obnovo pravljic smo s pomočjo morfologije Vladimirja Proppa, Marjane Kobe in učnega načrta za slovenščino izoblikovali 5 strukturiranih vprašanj, ki so orientacija za učence pri obnovi in pisanju zgodb. Torej gre za sintezo teorije, in sicer morfologije Vladimirja Proppa, Marjane Kobe in učnega načrta za slovenščino (2018), ter slikovite metode 5 strukturnih vprašanj, ki temelji na 5 prstih za lažjo zapomnitev. Z vprašanji je poljudno poimenovanih 5 bistvenih in strukturiranih značilnosti literarne analize. Predvidevamo, da si bodo ob pogostem in strukturiranem ponavljanju vprašanj ter analizi pravljic, branih pri pouku in v podaljšanem bivanju, vprašanja zapomnili, jih ponotranjili ter uporabili, ko bodo obnavljali ali pisali zgodbo. Pravljice smo izbrali, ker imajo v tem obdobju največji vpliv na otroke. Poleg tega, da učence zanima tematika, jih pravljice tudi vzgajajo, jim pomagajo razrešiti težave in jih učijo vrednot, ki veljajo v naši družbi. Pomembno pa je, da izberemo pravljice, ki so primerne za razvojno stopnjo otrok. Po branju vsake pravljice bomo učencem zastavljali 5 strukturiranih vprašanj. Predvidevamo, da si bodo sčasoma vprašanja zapomnili in jih začeli sami uporabljati pri obnovi pravljic. Njihov napredek zapomnitve bomo preverili s kazalniki, ki jih bomo izpolnjevali vsake 3 mesece ob pripovedovanju obnove za Bralno značko Slovenije. Ker smo si za raziskovalni vzorec izbrali 1. razred, bomo preverili zapis zgodbe ob koncu šolskega leta, in sicer s spletno aplikacijo Story jumper, kjer bodo učenci »napisali« strukturirano zgodbo. Predvidevamo, da si bodo pomagali s strukturiranimi vprašanji, zato bodo zgodbe vsebovale vse bistvene značilnosti (književna oseba, književni prostor in čas…).

• Jezik: Slovenski jezik
• Ključne besede: bralna pismenost, raziskave na področju bralne pismenosti, pravljica, morfologija pravljice, analiza pravljic pri pouku, obnova pravljice
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2022
• Št. strani: 68 str.
• PID: 20.500.12556/RUL-143390
• UDK: 028(043.2)
• COBISS.SI-ID: 134697731
• Datum objave v RUL: 18.12.2022

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Summarising the Theme and Essential Features of a Literary Text Using Five Features of Literary Analysis

Izvleček

We develop 4 communication skills with the curriculum for Slovene (2018) at school, namely reading, writing, speaking and listening. We use these skills every day, but research (Pisa, Book and Readers) shows that reading skills and working with text are in decline. In addition, the motivation to read is decreasing and not many people take a book in their hands. We also notice increasing issues with summaries and independent writing of fairy tales. Students do not write the essence of the text when summarizing, and they do not know how to write stories independently. For easier writing and summarizing of fairy tales, we created 5 structured questions that serve as an orientation for students in summarizing and writing stories with the help of the morphology of Vladimir Propp, Marjana Kobe and the curriculum for Slovenian language. This is a synthesis of theory, namely the morphology of Vladimir Propp, Marjana Kobe and the curriculum for Slovenian language (2018), and the illustrious method of 5 structural questions, based on 5 fingers for easier memorization. 5 essential and structured characteristics of literary analysis are popularly called questions. We assume that, with frequent and structured repetition of questions and analysis of fairy tales read in class and during extended stay, they will remember the questions, internalize them and use them when they summarize or write a story. We chose fairy tales because they have the greatest impact on children during this period. In addition to making students interested in the topic, fairy tales also educate them, help them solve problems and teach them the values that apply in our society. It is important however to choose fairy tales that are suitable for the children's developmental level. We will ask the students 5 structured questions after reading each fairy tale. We assume that they will eventually remember the questions and begin to use them for summarizing fairy tales. We will check their memorization progress with indicators which we will add every 3 months when summarizing for the Reading Badge of Slovenia. Since we have chosen the 1st grade as the research sample, we will check how the story is written at the end of the school year, namely with the online application Story jumper, where the students will "write" a structured story. We assume that they will use structured questions for help, in order for the stories to contain all the essential features (literary person, literary place and time etc.).

• Ključne besede: reading literacy, research in reading literacy, fairy tale, fairy tale morphology, analysis of fairy tales in lessons, summarizing fairy tales