Bralne učne strategije pri pouku književnosti v 4. in 5. razredu devetletne osnovne šole : magistrsko delo

Završnik, Ines (author), Saksida, Igor (mentor)

Branje je ključnega pomena za učence osnovnošolskega izobraževanja. Je sredstvo, s katerim učenec najučinkoviteje usvaja različna znanja (Pečjak in Gradišar, 2012). Proces učenja se prične z usvajanjem znanja in branje v funkciji učenja zahteva, da učenec − bralec pozna in razume bralne učne strategije (Pečjak in Gradišar, 2002). Lahko bi trdili, da omenjene strategije pri učencih razvijajo sposobnost usmerjanja lastnega procesa učenja do končnega cilja. To pomeni, da je učenec sposoben samoregulacijskega učenja, za katero pa je potrebna aktivna metakognitivna, motivacijska in vedenjska udeležba učenca, kar pa bralne učne strategije razvijajo (Nolimal, idr., 2013). Različne študije od osemdesetih let 20. stoletja naprej kažejo, da se slabši učni dosežki učencev povezujejo z neustrezno rabo ali neuporabo bralnih učnih strategij (Nolimal idr., 2013). S. Pečjak (2001) je v zborniku 4. posvetovanja Bralnega društva Slovenije zapisala, da učenci v formalnem izobraževanju največkrat razvijajo bralne strategije po metodi poskusa in napak ter pripomb in komentarjev učiteljev in staršev (Zbornik Bralnega društva Slovenije, 2001). Zelo je pomembno, da učitelji učence seznanijo z različnimi bralnimi učnimi strategijami, jim pomagajo pri njihovem razvijanju, jih navajajo na fleksibilno uporabo, kajti raziskave so pokazale, da strategije učinkujejo na učno uspešnost učencev v vseh obdobjih šolanja (Nolimal idr., 2013). Namen prvega raziskovalnega dela je bil oblikovati naloge, ki razvijajo kompleksni bralni strategiji (Paukovo strategijo in metodo recipročnega poučevanja) pri pouku književnosti. Naloge so bile oblikovane za 4. in 5. razred devetletnega osnovnošolskega izobraževanja in izvedene pri pouku književnosti. Pri oblikovanju nalog sem upoštevala postopek razvijanja posamezne kompleksne bralne učne strategije. S pomočjo nalog sem skušala učencem predstaviti kompleksne bralne učne strategije in jih motivirati za njihovo kasnejšo rabo, saj jim bodo omogočile napredek na področju branja in kasneje tudi učenja. Ugotovila sem, da sta obe kompleksni bralni učni strategiji uporabni in učinkoviti pri predelavi umetnostnega besedila, saj sta izboljšali bralno razumevanje učencev. Drugi del raziskovalnega dela se navezuje na analizo beril za 4. in 5. razred osnovnošolskega izobraževanja. V tem delu sem želela ugotoviti, katere bralne učne strategije se pojavljajo v berilih. Zanimalo me je, kakšen poudarek dajejo avtorji beril bralnim učnim strategijam, katere bralne učne strategije razvijajo in na kakšen način. Analiziranje je potekalo po vnaprej določenih kategorijah. V analizo so bila vključena berila od leta potrditve 1999 do leta 2015. Ugotovila sem, da med pregledanimi berili za 4. In tudi za 5. razred avtorji v največjem obsegu dajejo pozornost predvsem strategijam po branju, sledijo jim strategije pred branjem, najmanj pa se razvijajo medbralne strategije. Tudi pri vseh treh besedilnih zvrsteh (prozi, poeziji, dramatiki) prevladujejo predbralne in pobralne strategije, najmanj strategij pa opazimo pri dramskih besedilih.

• Language: Slovenian
• Keywords: bralne sposobnosti, bralni pouk, bralne učne strategije
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: [I. Završnik]
• Year: 2015
• Number of pages: 86 str.
• PID: 20.500.12556/RUL-72039
• UDC: 373.3:028(043.2)
• COBISS.SI-ID: 10647625
• Publication date in RUL: 18.08.2015

Secondary language

• Language: English
• Title: Reading strategies and literature learning in the 4. and 5. grade of elementary school

Abstract

Reading is crucial for pupils of elementary education. It represents means by which pupil most effective adopt different skills (Pečjak and Gradišar, 2012). Learning process starts with assimilation of knowledge and reading, in its function of learning, requires pupil's understanding of reading strategies. A pupil is capable of self-regulation of learning, but self-regulation requires anactive metacognitive, motivational and behavioral pupil participation, which reading strategies develop. Various studies since the eighties of the 20th century show that poorer pupil’s educational achievements associate with the improper use or non-use reading strategies. S. Pečjak (2001) noted that pupils in formal education often develop reading strategies by the method of trial and error observations and remarks of their teachers and parents (Proceedings of the Reading Society of Slovenia, 2001). It is very important that teachers familiarize pupils with different reading strategies, to help them to develop these strategies and teach children to a flexible use of the strategies. (Nolimal et al., 2013). The purpose of the research's first part was to form tasks, that are developing complex reading strategies and that are being related to chosen theme. Tasks were formed for 4th and 5th class of elementary education and for class teachers, who use them in their classrooms. Teachers tested the strategies and wrote down their opinion about usability of the reading strategies. I took into consideration procedure of developing of individual complex reading didactic strategy at formation of tasks. Using tasks teachers help pupil to develop complex reading strategies which will enable them to progress in reading and learning later. Second part of research part is related to the analysis of books for literary claas used for 4th and 5th class of elementary education for learning how to read. I wanted to find out, which reading didactic strategies were appearing in book for literary class. I questioned, what emphasis authors of books for literary class were giving reading didactic strategies, that are developing reading didactic strategies and on what manner. Analysis included books for literary class from 1999 till 2015. I found out that author's prior attention was given to strategies after reading, following strategies before reading and at least notice was given to between reading strategies. Strategies before and after reading predominate also at all three textual types (prose, poetries, dramatists) and we noticed fewest strategies at the dramatic texts.

• Keywords: literature