20.500.12556/DKUM-11234 BRANJE NEBESEDNE KOMUNIKACIJE KOT SEGMENT RECEPCIJSKE ZMOŽNOSTI UNDERSTANDING NONVERBAL COMMUNICATION AS SEGMENT OF RECEPTION CAPACITY Usmerjanje pozornosti otrok v neverbalne komunikacijske znake vpliva na zaznavanje in razumevanje le-teh ter na razumevanje sporočilnosti avtorjevega dela. Cilj v raziskavi je bil ugotoviti, ali pri recepciji slikanice obstaja relevantna razlika v razumevanju slikanice med otroki, ki jim je slikanica bila predstavljena na ''običajen'' način, torej tako, da jim je učitelj ob pripovedovanju besedila projiciral ilustracije, a je v fazi interpretacije njihovo pozornost usmerjal le v ''verbalno'' sporočilo, in med otroki, ki jim je bila slikanica predstavljena integralno, tako da so imeli zagotovljen hkraten dostop do besedilnega in slikovnega dela s projekcijo književnih ilustracij, pri tem pa je učitelj pozornost otrok usmerjal tudi v nebesedilne signale v književni ilustraciji. Poglobljenemu doživljanju zgodbe je v obeh skupinah sledila poustvarjalna aktivnost. Učenci so pripovedovali zgodbo, pri tem pa so si lahko pomagali le s projiciranimi slikami. Po analizi govora učencev smo ugotovili, da je razumevanje učencev, pri katerih smo ob interpretativnem branju usmerjali njihovo pozornost v nebesedne znake slikanice, boljše, prav tako pa se ob pripovedovanju pokaže boljše razumevanje čustvenih odnosov in socialne interakcije med književnimi osebami. V raziskovalni nalogi so zajete naslednje metode: eksperimentalna metoda, metoda dela s slikanico in komunikacijska metoda književne vzgoje. Directing the children’s attention towards nonverbal communication has influence on sensing and understanding the message of a picture book that is presented to the children. The main goal of the survey was to observe whether in the reception of the picture book there is a relevant difference in the understanding with the children to whom the picture book was presented in the “ordinary” way – when the teacher presented illustrations whilst he/she was talking (in the interpretation phase, the children’s attention was directed only to the verbal message), and between the children to whom the picture book was presented integrally, in other words, these children had possibility to see both, text and pictures at the same time, with the help of the projection of the illustrations from the book, hence during that time directed children’s attention was directed also to the nonverbal communication signals in the picture book. New activities followed after the intense listening of the book story and pupils from both groups had to retell the story with the projected pictures. The analysis of their speech has shown that the understanding of the pupils, whose attention was directed towards the nonverbal signs of the picture book, proved to be more profound and at the same time, a better understanding of emotional relations and social interaction among the book characters was proven. In this survey, there were used the following methods: an experimental method, a method of working with a picture book and a communicational method of a literary book education. slovenščina / medosebni odnosi / komunikacija / recepcija / osnovna šola / razredni pouk / diplomska dela Slovene / interpersonal relations / communication / reception / elementary school / elementary-school teaching / undergraduate thesis true true false [M. Plohl Grujić] Slovenski jezik Angleški jezik Diplomsko delo 2009-07-23 09:56:07 2009-10-12 14:33:10 2022-04-11 23:38:51 2022-04-17 03:36:45 2009 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 82-93(043.2) 17167368 URN:SI:UM:DK:HY73V1HT UNI_Plohl_Grujic_Marko_2009.pdf UNI_Plohl_Grujic_Marko_2009.pdf 1 CD3F78A3BBEF7285812C91A1F8A1A65C 69b189f849d2e0d41f3dc776290838c2bb88e3feb1b7ff1fca9991f03424556f 10f23ac3-7c03-11eb-bb7a-00155d0001ca 20.500.12556/dkum/ceb582a3-5a54-4735-b699-be471e809e4c https://dk.um.si/Dokument.php?lang=slv&id=9899 Pedagoška fakulteta 0 0 0