20.500.12556/DKUM-11712 UČENCI PETEGA RAZREDA BEREJO NEUMETNOSTNO BESEDILO IN GA RAZČLENIJO STUDENTS FROM THE FIFTH GRADE READ NON-ART TEXTS, AND ANALYSE THEM V šoli je za usvajanje znanja še vedno najučinkovitejše sredstvo branje. Učenci se vsakodnevno znajdejo v »poplavi« novih informacij, zato je zanje najpomembneje, da znajo te informacije učinkovito shraniti v njihovo že obstoječo shemo. Učiteljeva naloga je, da raven razumevanja pri učencih preverja s pomočjo vprašanj nižje ter višje ravni. Razumevanje je aktiven proces, pri katerem učenci interpretirajo prebrano gradivo glede na predznanje, njihove izkušnje ter besedni zaklad. Predznanje in besedni zaklad sta ključnega pomena za dobro razumevanje prebranega in sta pogoj za nadaljnje lažje nadgrajevanje znanja. Za učinkovito učenje je pomembno tudi dobro poznavanje različnih bralnih strategij, katere bralcu omogočajo lažjo zapomnitev ter uporabo novih informacij. Pojmovna mapa je ena od učinkovitih bralnih metod, ki s svojo posebno grafično strukturo omogoča bralcu lažjo zapomnitev novih pojmov ter širjenje besednega zaklada. Uporabljena je lahko kot dejavnost pred branjem, med branjem ali po branju. Namen diplomskega dela je ugotoviti razliko v pravilnosti gradnje pojmovne mape ter razumevanju prebranega besedila med učenci dveh petih razredov. V enem razredu so učenci spoznali pojmovno mapo že v 4. razredu in jo v 5. le še nadgradili s pomočjo učnega gradiva. V drugem razredu pa uporabljajo učenci drugo gradivo, v katerem se gradnja pojmovne mape ne pojavlja. Reading remains the most effective method of assimilating knowledge in school. Students are confronted by a "deluge" of new information everyday, therefore it is very important that they know how to effectively store such knowledge in an already existing scheme. It is the teacher's task to verify the students' level of understanding by utilising lower and higher level questions. Comprehension is an active process whereby students interpret materials they read based on prior knowledge, experience and vocabulary. Previous knowledge and vocabulary are key to understanding things read and are conditional for the continued facilitated supplementation of knowledge. A good knowledge of various reading strategies will enable readers to more easily remember and use new information and is also important for effective learning. The conceptual map with its special graphic structure is one of the most effective reading methods available, providing readers with a facilitated method for remembering new concepts and enabling them to expand their vocabulary. It can also be used as an activity prior, during or following reading. The aim of this diploma thesis is to establish the difference in the correct construction of a conceptual map and the comprehension of text read by the students of two fifth grade classes. The students in one of the classes had already been acquainted with the conceptual map in fourth grade, merely supplementing it with the aid of learning materials. The students in the second class used other materials in which the construction of conceptual maps did not arise. Bralno razumevanje predznanje besedni zaklad ravni razumevanja bralne strategije pojmovna mapa. Reading comprehension prior knowledge vocabulary comprehension level reading strategies conceptual map. true true false [E. Thaler] Slovenski jezik Angleški jezik Diplomsko delo 2009-09-14 00:52:31 2009-10-01 09:12:23 2022-04-12 00:07:34 2022-04-18 03:24:28 2009 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 82(043.2) 17142280 URN:SI:UM:DK:95EA1KRL UNI_Thaler_Eva_2009.pdf UNI_Thaler_Eva_2009.pdf 1 8A4F8E180C1C86E06BB211C26335AC6E d96f9f027b1fcd07e228bcc6fbabad58147d0aeedefd97dc53e1c10531964729 33d966ef-7c03-11eb-bb7a-00155d0001ca 20.500.12556/dkum/94947392-fffd-4390-8cb7-f9bff374948d https://dk.um.si/Dokument.php?lang=slv&id=10605 Pedagoška fakulteta 0 0 0