20.500.12556/DKUM-11733 VPLIV PREDZNANJA NA ZAČETNO BRANJE IN PISANJE THE INFLUENCE OF BASIC KNOWLEDGE ON THE BEGINER'S READING AND WRITING ABILITIES Otroci se, z uvedbo devetletne osnovne šole, že precej zgodaj seznanijo z opismenjevanjem. V šoli razvijajo vse štiri komunikacijske sposobnosti, to so poslušanje, govorjenje, branje in pisanje, ki sem jih opisala v svojem teoretičnem delu. V prvem razredu predvsem poslušajo in govorijo, začnejo pa že raziskovati in spoznavati možnosti pisnega sporazumevanja. Učenci so med seboj zelo različni in od intelektualnih sposobnosti, motivacije in še mnogo drugih dejavnikov je odvisno, s kakšnim predznanjem vstopijo v drugi razred, kjer se začne sistematično opismenjevanje. Učiteljevo poznavanje učenčevega predznanja je pomembno, saj lahko tako individualizira pouk in spremlja napredek vsakega posameznika. V svojem empiričnem delu sem preverila predznanje učencev dveh drugih razredov na začetku šolskega leta in njihov napredek po nekaj mesecih. Individualni napredek učencev sem preverila s pisanjem po nareku in branjem neumetnostnega besedila z razumevanjem. Rezultate preverjanja predznanja, klasifikacije napak nareka in razumevanja prebranega besedila sem prikazala v tabelah. Obravnavala sem dva razreda, ki se bistveno ne razlikujeta, saj v obeh učitelja uporabljata analitično-sintetično metodo opismenjevanja. Kljub temu sem želela ugotoviti, če se razreda med sabo razlikujeta, zato sem na koncu z grafi prikazala še primerjavo med a in b razredom. Children are acquainted with literacy at a very early age with the introduction of nine year primary schooling. In school, they develop all four communication abilities which I have described in my theoretical part. These abilities are listening, speaking, reading and writing. In first year classes, they mostly listen and speak, but they are also learning and exploring the possibilities of written communication. The students are very different from one another and it depends on many factors besides intellectual abilities and motivation what knowledge they will bring to the second year classes where systematical literacy is taught. It is important for teachers to know the student’s basic knowledge because this way he or she can individualize the lessons and track the progress of every individual. In my empirical work I have examined the basic knowledge of students in two second year classes at the beginning of the school year and their progress after a few months. I examined their knowledge with dictation exercises and reading a text and apprehension exercises. I displayed my results with a tabulated list. The two classes I examined did not differ much from one another, as bots teachers use the analytically synthetic learning method of literacy. Despite this I wished to see if the classes differ in any way so at the end I have made a graph to show the comparison between classes a and b. opismenjevanje predznanje branje razumevanje prebranega pisanje narek literacy basic knowledge reading understanding the text writing dictation true true false [T. Forjan] Slovenski jezik Angleški jezik Diplomsko delo 2009-09-14 18:41:46 2009-10-01 09:26:26 2022-04-12 00:08:57 2022-04-18 03:25:23 2009 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 811.163.6(043.2):373.2 17136648 URN:SI:UM:DK:O9K3YYB7 UNI_Forjan_Tadeja_2009.pdf UNI_Forjan_Tadeja_2009.pdf 1 920F734099796CB173C7743C34C74E7D b68b8ae7144611306e575d1c9b3f5446cbc6169ede49fe917df319f35a915bf1 3567ba71-7c03-11eb-bb7a-00155d0001ca 20.500.12556/dkum/cbf9c8f3-ab34-4674-875f-54d6aefe168e https://dk.um.si/Dokument.php?lang=slv&id=10634 Pedagoška fakulteta 0 0 0