20.500.12556/DKUM-44755 UČNE STRATEGIJE ZA DVIG MOTIVACIJE PRI POUKU SLOVENŠČINE LEARNING STRATEGIES TO INCREASE MOTIVATION IN THE CLASSROOM SLOVENE V diplomskem delu predstavim najprej teoretični del, ki zajema različne tipe učenja. Osrednji del zajemajo različne vrste učnih strategij, kjer so posamezne učne strategije podrobno opisane, podano pa je tudi, zakaj je posamezna učna strategija učinkovita pri učenju, ter njene prednosti in slabosti. Glavno vprašanje diplomskega dela je, kakšne učne strategije uporabljajo učenci sedmega razreda, ter dijaki drugega in tretjega letnika, v povezavi s tem me je tudi zanimalo, kako pogosto učitelji razlagajo učencem o tem, kako se učiti, ter povezava med starostjo učencev in upoštevanje razlage učitelja o tem, kako se učiti. V ta namen sem sestavila vprašalnik, ki sem ga povzela po Pečjak in Košir, Lj 2000, Vprašanja zavedanja pomembnosti učnih strategij, ter po diplomskem delu Karmen Srnko, Lj 2007, Učenje učenja. Rezultati raziskav so pokazali, da učenci uporabljajo različne vrste učnih strategij po katerih sem spraševala v vprašalniku. Nekateri se jih poslužujejo v večji meri kot drugi, torej jih ne uporabljajo enako pogosto. Razlike v uporabi učnih strategij so se pokazale med sedmošolci in dijaki, tako kot sem predvidevala. Statistično pomembne razlike so se pokazale pri posameznih vrstah učnih strategij, glede na učni uspeh učencev in dijakov. Prav tako sem ugotovila, da učitelji razlagajo o učnih strategijah, pri čemer le včasih učenci in dijaki to razlago upoštevajo pri svojem učenju. Presenetljivo pa je, da si malo manj kot polovica učencev in dijakov te razlage sploh ne želi. The theoretical part covering different types of learning is presented in the beginning of this thesis. The central part covers different types of learning strategies, where specific learning strategies are described in detail, it is also explained why a particular learning strategy is effective for learning, as well as its advantages and disadvantages. The central issue of the thesis is what learning strategies are used by seventh grade pupils, and students in these second and third year. In connection with this, I was also interested in how often teachers explain to pupil show to learn, as well as what the correlation between students' age and their consideration of teachers’ interpretation on how to teach is. For this purpose, I have compiled a questionnaire which I have taken from Pečjak in Košir, Lj 2000, Vprašanja zavedanja pomembnosti učnih strategij, and from the thesis Karmen Srnko, Lj 2007, Učenje učenja. Research results showed that students use differently peso learning strategies which were the subject of the questionnaire. Some use them to a great extent than others; therefore they do not use the alike. The differences in the use of teaching strategies were highlighted during the seventh grade pupils and students, as was assumed. Statistically significant differences were present in the type of learning strategies, depending on the academic performance of students. I also found that although teachers explain the learning strategies only sometimes pupils take this interpretation into account in their learning. Surprisingly, a little less than half of the pupils and students do not want such interpretation. učenje tipi učenja učne strategije učinkovite učne strategije. learning types of learning learning strategies effective teaching strategies true true false [N. Žvegler] Slovenski jezik Angleški jezik Diplomsko delo 2014-06-19 10:38:49 2014-07-17 12:58:10 2022-05-13 03:07:45 2021-05-01 03:28:18 2014 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 811.163.6:37.091.3(043.2) 20717064 URN:SI:UM:DK:GELM8BPU UNI_Zvegler_Nusa_2014.pdf UNI_Zvegler_Nusa_2014.pdf 1 DF975F5AD94F345CD68F18A92FFEF463 e4082ed315965fa32e5e767305585301f1e9747b34cea90ed82e3aa1fb794905 f0a37e12-7c0a-11eb-bb7a-00155d0001ca https://dk.um.si/Dokument.php?lang=slv&id=64497 Filozofska fakulteta 0 0 0