Pogledi učiteljev razrednega pouka in učiteljev slovenščine na interpretativno branje

Petek, Tomaž (author)

Temelj sodobnega načrtovanja pouka književnosti predstavlja t. i. komunikacijski pouk. V prispevku izhajamo iz predpostavke, da interpretativno branje učitelja predstavlja središčno vlogo v priporočenem modelu šolske interpretacije umetnostnega besedila za razvijanje bralne zmožnosti učencev. Preučili smo poglede učiteljev razrednega pouka in učiteljev slovenščine na interpretativno branje. V raziskavi, v kateri je sodelovalo 110 učiteljev, se je med drugim pokazalo, da se večini zdi ustrezno interpretativno branje v razredu zelo pomembno, znanje pa bi morali, sodeč po izsledkih raziskave, še nadgraditi. Med učitelji razrednega pouka in učitelji slovenščine ni razlik glede znanja o interpretativnem branju.

• Language: Slovenian
• Keywords: komunikacijski pouk, šolska interpretacija, književno besedilo, interpretativno branje, pogledi učiteljev, branje, učitelji, osnovnošolsko izobraževanje
• Work type: Article
• Typology: 1.01 - Original Scientific Article
• Organization: PEF - Faculty of Education
• Publication status: Published
• Publication version: Version of Record
• Year: 2024
• Number of pages: Str. 171-187
• Numbering: Vol. 17, no. 2
• PID: 20.500.12556/RUL-159118
• UDC: 373.3:028.8
• ISSN on article: 2350-4803
• DOI: 10.18690/rei.3741
• COBISS.SI-ID: 200193283
• Publication date in RUL: 01.07.2024

Record is a part of a journal

• Title: Revija za elementarno izobraževanje = Journal of elementary education
• Publisher: Univerzitetna založba Univerze v Mariboru
• ISSN: 2350-4803
• COBISS.SI-ID: 271923456

Licences

• License: CC BY 4.0, Creative Commons Attribution 4.0 International
• Link: http://creativecommons.org/licenses/by/4.0/
• Description: This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.

Secondary language

• Language: English
• Title: Views of elementary school teachers and Slovenian language teachers on interpretive reading

Abstract

The basis for modern planning of literature teaching is communication teaching. In the present study, we assumed that interpretive reading by the teacher plays a central role in the recommended model of school interpretation of literary texts for the development of student reading ability. We investigated the views of elementary school teachers and Slovenian language teachers on interpretive reading. A survey of 110 teachers revealed, among other things, that most consider appropriate interpretive reading in the classroom to be very important and that knowledge about it should be further developed. There was no difference between elementary school teachers and Slovenian language teachers in terms of knowledge about interpretive reading.

• Keywords: communication teaching, school-based interpreting, literary texts, interpretive reading, teachers' views