Poučevanje in učenje s slikovnim gradivom pri spoznavanju okolja v 2. razredu osnovne šole : magistrsko delo

Frelih Meglič, Urška (author), Umek, Maja (mentor), Tomšič Amon, Bea (comentor)

Človekovo delovanje je v veliki meri odvisno od vidnega zaznavanja in spoznavanja sveta. Tudi današnji svet je postal takšen, da nam vse več informacij podaja kot kombinacijo besed in podob. Popolnoma enako je tudi v šolah. V pridobivanje znanja učencev je vključenih vedno več slikovnih informacij, zato smo v magistrski nalogi predstavili strategijo dela s slikovnim gradivom. Učitelji se pogosto premalo zavedajo, da obvladovanje slikovnega gradiva zahteva načrtno opazovanje in povezovanje s predznanjem in izkušnjami. Šele na tej stopnji namreč postane slikovno gradivo pomemben vir za razširjanje znanja in ne le popestritev pouka ali motivacijsko sredstvo za učencev. V nalogi smo se osredinili na uporabo slikovnega gradiva v začetnih letih šolanja pri spoznavanju okolja. To je namreč učni predmet, ki v povezavi z raziskovanjem okolja učencem zelo razširja obzorja znanja. Ker pa je opazovanje dejanskega okolja največkrat nemogoče, je okolje predstavljeno s slikovnim gradivom. Tako smo v teoretičnem delu naloge predstavili različne vrste slikovnega gradiva, ki se pojavljajo v učbenikih za spoznavanje okolja. Strategija dela s slikovnim gradivom spada med procesna učenja, zato ji moramo kot taki nameniti precej časa. Seveda pa je nujno poznavanje zakonitosti procesnega učenja, ki na učencih pušča trajne sledi in je medpredmetno prenosljivo. Prav tako je za delo s slikovnim gradivom pomembno tudi poznavanje likovnega jezika, ki s svojimi zakonitostmi vpliva na proces zaznavanja. Temeljni cilj naloge je uvajanje strategije dela s slikovnim gradivom pri pouku spoznavanja okolja v drugem razredu, ko še ni končan proces opismenjevanja in besedilo še ni osnovno izhodišče za pridobivanje novih znanj. Izvedli smo akcijsko raziskavo, ki je pokazala, da se v načrtno delo s slikovnim gradivom izplača vložiti nekaj več časa, saj so končni rezultati pokazali velik napredek pri delu s slikovnim gradivom.

• Language: Slovenian
• Keywords: spoznavanje okolja, slikovno gradivo, procesno učenje, strategije dela
• Work type: Master's thesis
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: [U. Frelih Meglič]
• Year: 2016
• Number of pages: VII, 172 str.
• PID: 20.500.12556/RUL-81726
• UDC: 373.32.016:50(043.2)
• COBISS.SI-ID: 10985545
• Publication date in RUL: 25.05.2016

Secondary language

• Language: English
• Title: Teaching and learning environment with visual representations in the second grade of primary school

Abstract

Human being's functioning largely depends on visual perception and cognition of the world. Even the world in which we now live provides us with more and more information by means of words and images. The same also applies for schools. Acquisition of learners' knowledge includes more and more image information, and for this purpose this master's thesis demonstrates the strategy of working with visual representations. Teachers are often not well aware that managing visual representations requires systematic observation and associating with prior knowledge and experience. Only at that stage does the visual representations becomes an important source for expanding knowledge and not only a means of variegating lessons or motivating learners. In this thesis we concentrated on using visual representations in lessons on learning about the environment in early education years. This is actually the school subject that in connection with exploring the environment broadens learners' knowledge horizons. However, since observation of the actual environment is often impossible, the environment is presented by means of visual representations. For this reason the theoretical part of this thesis presents different kinds of visual representations that can be found in textbooks for learning about the environment. The strategy of working with visual representations is part of procedural learning so it is necessary that it is dedicated considerable time. It is of course essential to know the legality of procedural learning which leaves permanent marks on learners and can be transferred between subjects. What is important for working with visual representations is also knowing the language of arts which affects the process of perception with its legality. The ultimate objective of this thesis is to introduce the strategy of working with visual representations in lessons on learning about the environment in the 2nd grade when teaching literacy is not over and a text is not a basic starting point for acquiring new knowledge. We performed an action research which demonstrated that it is worth spending some extra time on systematic work with visual representations as the final results showed significant progress in working with visual representations.

• Keywords: learning about the environment