Primerjalna analiza branja in poznavanja avtorjev in del iz prenovljenega učnega načrta za slovenščino v osnovni šoli (2011) : magistrsko delo

Blažič, Milena (mentor), Renko, Tina (author)

V teoretičnem delu je predstavljeno branje kot ena izmed temeljnih zmožnosti pismenosti. Bralna pismenost je bistvenega pomena za družbo. Potrebujemo jo vse življenje na vseh področjih. Vendar pa izsledki raziskave PISA - Programme for International Student Assessment (Štraus, Šterman Ivančič in Štigl, 2013) kažejo, da je potrebno v mnogih državah, tudi v Sloveniji, ravni bralne pismenosti izboljšati. Posebna vrsta branja je branje literarnih besedil. Če učenci veliko berejo, postajajo boljši bralci. Če berejo kakovostna književna besedila in so notranje motivirani za branje, to spet spodbuja več branja. Branje strokovnih/poučnih besedil ter vizualno branje (seznami, tabele, grafi in diagrami) sta temelj za učenje vseh predmetov, zatorej so učenci z razvito bralno pismenostjo pri pouku uspešnejši in obratno. Otroci, ki imajo težave pri branju, so nemotivirani za branje in posledično manj uspešni pri predmetih, kjer je ta dejavnost ključnega pomena za učenje. Empirični del predstavlja raziskavo o tem, koliko: 1) študenti predšolske vzgoje, 2) študenti razrednega pouka ter 3) študenti slovenistike berejo, kaj berejo ter koliko poznajo obvezne avtorje in dela iz učnega načrta za slovenščino v osnovni šoli (2011). Raziskala sem tudi, kakšen je pomen učitelja bralca za motiviranje učencev bralcev, ali bi si želeli brati več in kaj jih pri tem (de)motivira, ali berejo tudi elektronske knjige ter kako pridobijo podatke o vsebini obveznega čtiva. Izsledki raziskave kažejo, da knjige najpogosteje berejo študenti slovenistike, sledijo študenti razrednega pouka, najredkeje pa jih berejo študenti predšolske vzgoje. Med njimi obstajajo statistično pomembne razlike v poznavanju nekaterih obveznih avtorjev/avtoric in del iz učnega načrta. Ugotovila sem še, da med študenti, ki berejo leposlovje, in tistimi, ki berejo druge zvrsti literature, ni statistično pomembnih razlik v poznavanju obveznih avtorjev/avtoric iz učnega načrta. Večina anketirancev pridobi podatke o vsebini knjige avtorjev iz učnega načrta tako, da knjigo prebere. Raziskava je še pokazala, da študenti višjih letnikov bolj poznajo nekatere avtorje/avtorice in nekatera dela iz učnega načrta kot študenti nižjih letnikov. Izsledki raziskave bodo smernice vzgojiteljem/učiteljem in didaktikom. Vplivajo lahko na proces izobraževanja vzgojiteljev in učiteljev z namenom izboljšanja njihovih kompetenc za poučevanje književnosti. Pomembno je, da se vsi, ki sodelujemo v pedagoškem procesu, zavedamo pomena branja in da skušamo učence motivirati za vseživljenjsko branje.

• Language: Slovenian
• Keywords: bralna pismenost, leposlovje, učni načrti, obvezni avtorji in dela
• Work type: Master's thesis
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: [T. Renko]
• Year: 2016
• Number of pages: 162 str.
• PID: 20.500.12556/RUL-83399
• UDC: 82-93(043.2)
• COBISS.SI-ID: 11030857
• Publication date in RUL: 24.08.2016

Secondary language

• Language: English
• Title: Comparative analysis of reading and knowing the authors and works from the renewed curriculum for Slovenian language in primary school (2011)

Abstract

The theoretical part presents reading as one of the basic abilities of literacy. The reading literacy is essentially relevant for the society and we need it life-long in all areas. However, the research results of the PISA – Programme for International Student Assessment (Štraus, Šturman Ivančič and Štigl, 2013) show that it is necessary to improve the literacy level in many countries, including Slovenia. A special kind of reading is reading of literary texts. If students read a lot, they become better readers. If they read quality literary works/ texts and possess an inner motivation for reading, even more reading is encouraged. Reading of scientific/educational texts and visual reading (lists, charts, pie charts and diagrammes) are the basis for studying all school subjects, therefore the students with a developed literacy skill are more successful at school and vice versa. Children with difficulties in reading are highly under-motivated for reading and consequently less successful at school subjects where this activity is of a key significance for learning. The empirical part deals with the research about how much: 1) pre-school education students, 2) primary teacher education students and 3) Slovenian studies students read, what they read and how much knowledge they have about the obligatory authors and works stated in the primary school curriculum for Slovene (2011). I have also researched the significance of a teacher-reader for motivating students-readers. Would they like to read more and what motivates or doesn't motivate them? Do they read electronic books as well and how do they obtain the details and summaries of the school reading? The research results show that books are most frequently read by the Slovenian studies students, less frequently by the primary teacher education students and the least frequently by the pre-school education students. There are statistically relevant differences between their acquaintance with some of the obligatory authors and works. I have also discovered that there are no statistically significant differences between fiction-reading students and those students reading other texts in knowing the obligatory authors and works. Most surveyes obtain information about the above-mentioned books by reading the books. The research showed that the upper-graduate students are familiar with some authors and works more than the sophomore/ lower-graduate students. These research results will be signposts for teachers/educators and didactic scholars. They can influence the process of educating the pre-school and school teachers in order to improve their competence for literature teaching. It is important that everybody involved in the teaching process is aware of the reading significance and that the students are motivated for the life-long reading.

• Keywords: reading