20.500.12556/DKUM-18139 VLOGA DRAMSKE IGRE PRI INDIVIDUALNEM NAPREDKU UČENCEV 2. RAZREDA DVOJEZIČNE OSNOVNE ŠOLE THE ROLE OF ACTING IN THE PROGRESS OF INDIVIDUAL STUDENTS IN THE SECOND GRADE OF BILINGUAL PRIMARY SCHOOL Diplomsko delo z naslovom Vloga dramske igre pri individualnem napredku učencev 2. razreda dvojezične osnovne šole obravnava s teoretičnega vidika grafomotoriko kot sestavni del pisanja in s tem povezano opismenjevanje v prvem triletju osnovne šole pri nas in na Madžarskem. Dotaknila sem se tudi opismenjevanja na dvojezični osnovni šoli. Ker se le-to nekoliko razlikuje od tistega na enojezičnih šolah, sem najprej ugotavljala splošna dejstva o jeziku in dvojezičnosti ter o dvojezičnem poučevanju. Namen empiričnega dela v diplomskem delu je bila primerjava treh narekov, kjer sem merila individualni napredek posameznika. Primerjala sem pisanje splošnega nareka in nareka, ki sem ga izvedla s pomočjo dramske igre. Pozorna sem bila na napake razločujočega poslušanja, napake, vezane na neznanje in šibek spomin, posebno pozornost pa sem namenila estetski pisavi. Zanimalo me je, kako zmanjšati napor, ki bremeni učence, ki se morajo opismeniti v dveh jezikih. Kako jim olajšati učenje in kako jim približati svet, v katerem naj bi vzljubili pisanje ter branje. Ali lahko to storim z igro? Odgovor na to vprašanje so mi pomagali oblikovati učenci 2. razreda dvojezične osnovne šole. Vse podrobnejše ugotovitve so predstavljene v sklepnem poglavju diplomskega dela. The diploma work entitled The role of acting in the progress of individual students in the second grade of bilingual primary school in theory deals graphomotor skills as an integral part of writing and related literacy in the first three years of primary schools in Slovenia and Hungary. I also touched on literacy in bilingual primary school. Because they do somewhat differ from that of monolingual schools, I first established the general facts of language, bilingualism and bilingual teaching. The purpose of the empirical part of the thesis was to compare the three dictations, where I measured the individual progress of each student. I compared the writing of a general dictation and a dictation, which I carried out through staging a play. I focused on listening to differentiating errors, errors associated with lack of knowledge and weak memory, special attention was dedicated to the calligraphy. I was wondering how to reduce the effort students have to make in mastering two languages at the same time. How to make learning more bearable for them and how to bring the world closer so they become interested in writing and reading. Can I manage it through acting? The answer to this question was given to me by the students in the second grade of The Bilingual Primary School. All detailed findings are presented in the final chapter of the thesis. grafomotorika opismenjevanje pisanje dvojezičnost madžarščina kot materni jezik dramska igra graphomotor skills literacy writing bilingualism Hungarian as mother tongue staging a play/acting true true false [Ž. Kusek] Slovenski jezik Angleški jezik Diplomsko delo 2011-04-19 21:43:32 2011-05-12 13:10:44 2022-04-13 10:28:05 2023-12-23 03:08:01 2011 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 82(043.2) 18339848 URN:SI:UM:DK:OPK9KD4H UNI_Kusek_Zana_2011.pdf UNI_Kusek_Zana_2011.pdf 1 8A405D3E3BFD79E696EDFD5D6FFE29C8 9198e22d49a73c60aded89deb1df5891a687666e1fbe93ee24a387e35c1111ac 0e9a4d3b-7c05-11eb-bb7a-00155d0001ca 20.500.12556/dkum/357f258b-cc07-4d58-88bf-656a32a71456 https://dk.um.si/Dokument.php?lang=slv&id=21504 Pedagoška fakulteta 0 0 0