20.500.12556/DKUM-12075 Bralne navade dijakov četrtih letnikov gimnazijskega programa ter njihovi pogledi na maturitetno branje 2009 Reading habits of students of 4 years of gymnasium and their viws upon leaving examination reading 2009 Branje omogoča dostop do sveta. Brati se pravzaprav učimo vse življenje, zato je učenje branja vseživljenjski proces. Različni ljudje beremo na različne načine: otroci berejo drugače od mladostnikov, mladostniki drugače od odraslih in učenci drugače od učiteljev. Govorimo tudi o bolj ali manj izkušenih ali občutljivih bralcih ter o bolj ali manj obveščenih in kritičnih bralcih. Bralne sposobnosti je mogoče, tako kot vse druge sposobnosti, razvijati z vajo. S pogostim in načrtovano vodenim branjem se je mogoče naučiti boljše, učinkoviteje in bolj kritično brati razna besedila, še posebej umetnostna besedila. Cilj branja je torej razumevanje prebranega oz. oblikovanje smiselne razlage o prebrani vsebini. Diplomska naloga vsebuje dva dela. V prvem, teoretičnem delu diplomske naloge opredelim kaj je to branje, zakaj se učimo brati in zakaj sploh naj bi branje bilo pomembno. Nato sledijo definicije branja, vrste branja, bralna zmožnost, bralni interes, bralna pismenost bralna motivacija in maturiteno branje 2009. V empiričnem delu sem iskala odgovore na zastavljena vprašanja, povezana z bralnimi navadami dijakov ter njihovimi pogledi na maturitetno branje 2009. Zanimalo me je, koliko berejo oz. ali svoj prosti čas namenijo branju knjig, kakšen je njihov odnos do branja, itd. Nato so dijaki izražali svoja mnenja o izboru knjig za maturitetno branje, o načinih obravnave maturitetnega branja, o predlogih za maturitetno branje. Dijaki so odgovarjali tudi na vprašanje, ali se pri interpretacijah vključujejo v razpravo in iz kakšnih razlogov se ne. Zanimalo me je tudi, ali se kdaj izven šole pogovarjajo o prebranih besedilih. V zadnjem delu ankete pa me je zanimala zmožnost literarnega branja (razumevanje, doživljanje, vrednotenje). Reading allows us access to the world. We actually learn to read all live, that is why learning to read is an all-life process. Different people read on different ways: children read different from the adolescents, adolescents read different from adults and students read different from the teachers. We can also talk about more or less experienced or sensitive readers and on the other hand about more or less informed and critical readers. Reading habits can be worked out with more practice, just like all the other habits. With more frequent and planned or guided reading it is possible to learn to read various texts, particular literary texts more efficiently and more critical. The aim of reading is to understand what you read and to form the reasonable explanation about read content. My diploma is composed of two parts. In the first part, the theoretical part of the diploma I define, what is reading, why do we learn to read and why is reading important in general. After that some definition of reading are following, kinds of reading, reading ability, reading interest, reading literacy, reading motivation and graduation reading 2009. In the empirical part I have looked for answers on the stated questions, connected with reading habits of students and their views on graduation reading 2009. I was interested in how much the students read, if they spare their free time on reading and what sort is their attitude to reading. After that students expressed their opinions, their views about the selection of books for the graduation reading, about ways of discussion of graduation reading and about the proposals on the graduation reading. The students also answered on the question, whether they use discussion in their interpretations and from what kind of reasons they are not. I was interested in, if the sometimes maybe also talk about read texts outside the school. In the last part of my diploma, in the questionnaire my interest was oriented into the ability of reading literary texts (understanding, experiencing, evaluation). branje bralne navade bralni interes matura dijaki gimnazijskega programa reading reading habits reading interest graduation literacy students of gymnasium true true false [S. Sakelšek] Slovenski jezik Angleški jezik Diplomsko delo 2009-10-03 11:45:40 2009-12-23 17:44:39 2023-09-11 10:44:45 2023-09-12 03:10:27 2009 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 82(043.2) 17305352 URN:SI:UM:DK:BKTPYASN UNI_Sakelsek_Simona_2009.pdf UNI_Sakelsek_Simona_2009.pdf 1 F61E0B04A93EA0B3D89FFA9DD302C4AF 1eb5a1de244430f91e491bf009be69787ef6fe4aef178a2291f1e8b1ae4ac2d3 4eed82a9-7c03-11eb-bb7a-00155d0001ca 20.500.12556/dkum/dad0d6da-4779-45ac-83c3-8560a8fc5eb5 https://dk.um.si/Dokument.php?lang=slv&id=11202 Filozofska fakulteta 0 0 0