20.500.12556/DKUM-13577 TRANSMISIJSKI IN KOMUNIKACIJSKI MODEL KNJIŽEVNE VZGOJE - STALIŠČA UČITELJEV TRANSMISSIONAL AND COMMUNICATIVE MODEL OF LITERATURE EDUCATION - TEACHERS' STANDPOINTS V diplomski nalogi so strnjene ugotovitve že opravljenih raziskav, v katerih so ugotavljali stališča in mnenja učiteljev o posameznih spremembah, ki jih je s seboj prinesla devetletna osnovna šola. Nadalje je zapisana primerjava strukture in vsebine med učnim načrtom za slovenski jezik za osemletno osnovno šolo ter učnim načrtom za slovenščino za devetletno osnovno šolo, in sicer primerjava prvih dveh razredov osemletne osnovne šole s prvim triletjem devetletne osnovne šole. Opisan je tudi komunikacijski model poučevanja književne vzgoje in nenazadnje izpostavljene posamezne spremembe, ki jih je prinesel prehod od transmisijskega h komunikacijskemu modelu književne vzgoje. V empiričnem delu so predstavljeni rezultati, ki so bili pridobljeni s pomočjo anketnega vprašalnika, na osnovi katerih smo ugotavljali (ne)znanje in stališča učiteljev razrednega pouka prvega in drugega triletja o komunikacijskem modelu književne vzgoje ter razlike med njimi. The diploma work contains consolidated statements of already performed researches in which they established the teachers’ standpoints and opinions about several changes that the nine-year elementary school has brought with it. Furthermore, the comparison of the structure and contents between the Slovenian language curriculum for the eight-year elementary school and the Slovenian language curriculum for the nine-year elementary school has been described, namely the comparison of the first two classes of the eight-year elementary school with the first triennium of the nine-year elementary school. A communicative model for teaching literature education has also been described, and last but not least, the same has been done with several relevant changes being caused by the transition from the transmissional to the communicative model of literature education. In the empiric part of the diploma work we present results achieved with the help of a questionnaire; on their basis we established the (non)knowledge and standpoints of teachers, teaching in the first and the second triennium, about the communicative model of literature education and the differences between them. komunikacijski model književne vzgoje učni načrt stališča učiteljev znanje učiteljev razredni pouk primerjava communicative model of literature education curriculum teachers’ standpoints teachers’ knowledge elementary education comparison true true false [K. Bek] Slovenski jezik Angleški jezik Diplomsko delo 2010-03-31 21:14:41 2010-04-15 12:41:55 2022-04-12 11:18:47 2023-12-16 03:21:03 2010 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 82(043.2) 17541384 URN:SI:UM:DK:JRUDIHVH UNI_Bek_Katja_2010.pdf UNI_Bek_Katja_2010.pdf 1 19111BFA0CB22A1362D5ACC75EA4BC44 ab352d90d1e23b268a7c417cb4d24062e22561e74064cd3ec683e949adcd6597 f061c3bf-7c03-11eb-bb7a-00155d0001ca 20.500.12556/dkum/185674af-5a63-4382-bf4d-16f97468ad0b https://dk.um.si/Dokument.php?lang=slv&id=13835 Pedagoška fakulteta 0 0 0