20.500.12556/DKUM-38076 UČNI POGOVOR MED UČITELJEM IN UČENCI PRI POUKU MATEMATIKE THEACING DIALOGUE BETWEEN TEACHER AND STUDENTS AT MATHEMATICS LESSONS Učitelji pri izvajanju pouka uporabljajo različne metode. Ena pomembnejših, ki se pojavlja samostojno ali v kombinaciji z drugimi, je metoda pogovora. Učitelj, ki uporablja metodo pogovora, mora obvladati vodenje pogovora, zastavljanje vprašanj, spremljanje učenčevih odgovorov ter korektnost odziva nanje. Kadar učitelj upošteva vse zahteve učnega pogovora, doseže zastavljene cilje, hkrati pa vpliva na kakovostno učenje in poglabljanje znanja. V diplomskem delu smo predstavili značilnosti in vrste metode pogovora. Poseben poudarek smo pripisali strategiji spraševanja in njenim sestavnim delom, med katere prištevamo učiteljeva vprašanja in druge spodbude za pogovor, čas za razmislek, učenčeve odgovore, učiteljeve odzive ter učenčeva vprašanja. V empiričnem delu diplomskega dela smo opravili študije primera na treh srednjih poklicnih in strokovnih šolah v Mariboru, ki so temeljile na snemanju in opazovanju. Analizirali smo značilnosti učnega pogovora, deleža govora učitelja in učencev ter ugotovili, da učitelji še zmeraj zastavijo preveč vprašanj, ki so v večini nižje spoznavne ravni, in da je več učiteljevega kot učenčevega govora. Potrdili smo tudi, da učitelji dajo prekratek čas za razmislek po zastavljenem vprašanju in da so odgovori na vprašanja najpogosteje kratki. Na odgovore učencev se učitelji primerno odzivajo, saj pogosto uporabljajo parafraziranje ali učencem pomagajo s podvprašanji. V pogovoru se pojavljajo tudi učenčeva vprašanja, kar dodatno nakazuje, da je učni pogovor skupek pristnega in tradicionalnega učnega pogovora. Teachers use different methods when teaching in class. One of the important methods, which can be used in combination with other methods, or separately, is the dialogue method. A teacher using the dialogue method must master the guidance of the dialogue, posing questions, and monitoring of the student’s answers and the correctness of the responses. When a teacher takes all the needs of the teaching dialogue into account, he or she reaches the goals set, and influences the quality of the learning and the deepening of one’s knowledge. This diploma work introduces the features and types of the dialogue method. A special emphasis is given to the questioning strategy and its components, among which are teacher’s questions and other dialogue incentives, the time to think, student’s answers, teacher’s responses and student’s questions. The empirical part of this diploma work consists of the case studies conducted on three vocational and technical schools in Maribor, and these studies were based on recording and observation. The characteristics of teaching dialogue and the speech share of both teacher and student were analysed, and the results show that teachers still tend to ask too many questions of the lower cognitive level, and furthermore, that the amount of the teacher’s speech is much higher than that of a student. It has also been confirmed that teachers do not give the appropriate amount of answering time to a student after posing a question, and that the answers to the question are most often short. Teachers tend to give an appropriate response to the students’ answers by often paraphrasing the answer or helping the student by asking supplementary questions. Student’s questions are also a part of the dialogue which shows that the teaching dialogue is a sum of an authentic and traditional teaching dialogue. metoda učnega pogovora učiteljeva vprašanja čas za razmislek odgovori učencev učiteljevi odzivi učenčeva vprašanja deleža govora učitelja in učencev študija primera. teaching dialogue method teacher's questions time to think student's answers teacher's response student’s questions teacher’s and student’s speech share case study. true true false [A. Kokol] Slovenski jezik Angleški jezik Diplomsko delo 2012-09-17 09:53:20 2012-10-18 15:06:51 2022-04-25 23:09:37 2021-04-17 03:27:20 2012 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37(043.2) 19409928 URN:SI:UM:DK:95LJF4JE UNI_Kokol_Anita_2012.pdf UNI_Kokol_Anita_2012.pdf 1 72647F6F87677F4269C73719212C881E 76b5b9d6a71808906be341e9ddec00fb6bf13282f95696af25ab117d83238ac2 68d4db6e-7c08-11eb-bb7a-00155d0001ca 20.500.12556/dkum/4888b853-3e75-4aef-8e61-cd3e7865ffcc https://dk.um.si/Dokument.php?lang=slv&id=50616 Filozofska fakulteta 0 0 0