20.500.12556/DKUM-64523 MOTIVIRANOST UČENCEV PRI POUKU SLOVENŠČINE 3. TRILETJA OSNOVNIH ŠOL V OBČINI LJUTOMER THIRD TRIAD SLOVENE LANGUAGE CLASSES IN THE LJUTOMER MONICIPALITY MOTIVATION OF PRIMARY SCHOOL PUPILS Magistrsko delo sestoji iz teoretičnega in empiričnega dela. V teoretičnem delu smo podrobneje preučili učno motivacijo, ki smo jo nato v empiričnem delu tudi raziskali. V empiričnem delu smo izvedli anketna vprašalnika med učenci in učitelji 3. triletja osnovnih šol v občini Ljutomer. V raziskavi nas je zanimalo, kakšen odnos imajo učenci do predmeta slovenščina in posledično tudi do domačih nalog, ali je slovenščina priljubljen predmet, kateri so razlogi za njegovo priljubljenost, kako so motivirani za učenje, ali sodelujejo pri pouku, ali so učiteljem in učencem uvodne motivacije pomembne, katere strategije učitelji uporabljajo za motiviranje učencev. Ugotoviti smo želeli še, na katerem področju so učenci bolj motivirani za učenje in sodelovanje. Zanimalo nas je tudi, katere didaktične pripomočke uporabljajo učitelji pri pouku slovenščine. Pri določenih vprašanjih smo primerjali rezultate učencev glede na spol, razred in zaključeno oceno pri predmetu slovenščina. Naredili pa smo tudi primerjavo med rezultati učencev in učiteljev. Ugotovili smo, da so rezultati med seboj dokaj podobni. Raziskava je pokazala, da so učenci zunanje motivirani za učenje slovenščine. To pomeni, da se predmet učijo zaradi ocen, pritiska staršev ali učiteljev in ne zaradi lastnega interesa in radovednosti. Učencem se zdijo učne ure zanimive. Večina učencev ima do predmeta slovenščina negativen odnos – razlog je, da se jim zdi zahteven glede snovi in učenja. Učencem je slovenščina kot predmet všeč predvsem zaradi učiteljevega načina poučevanja. Večini učencev je ljubši književni pouk, posledično so zaradi tega tudi bolj motivirani za sodelovanje pri njem. Učitelji pri pouku uporabljajo različne strategije, s katerimi motivirajo učence za sodelovanje. Prav tako uporabljajo različne didaktične pripomočke, s katerimi izvedejo pouk na zanimiv in pester način. The thesis consists of theoretical and empirical part. In the theoretical part we examined in detail the learning motivation, which we further studied in the empirical part. In the empirical part of the survey we conducted a questionnaire among pupils and teachers in the third triad of several primary schools in the Ljutomer municipality. We were particularly interested in pupils’ attitude towards Slovene as a school subject and consequently also in their conceptions of homework in Slovene. We wanted to determine whether Slovene was a popular school subject and studied the reasons for its popularity. The research questions furthermore focused on how much pupils were motivated to learn, whether they participated in the classroom, if both, pupils as well as teachers found a motivational opening of the lesson important and what strategies teachers used to motivate students. We also wanted to find out whether pupils were more motivated to learn literature or grammar and were interested in which didactic teaching aids were used by teachers teaching Slovene. For gaining the optimum results we compared the pupils’ answers to certain questions according to sex, class and the final grade at Slovene. We also made a comparison between the results of pupils and teachers. We found that the results were quite similar. The results of the survey have shown that the main reason why pupils learn Slovene is outer motivation. This means that they learn the subject because they wish to get better grades, or as a result of pressure from parents or teachers, and not because of their own interest or curiosity. Furthermore, students report that they find Slovene lessons interesting. Most of the students have a negative attitude towards Slovene as a school subject – stating that they perceive it as demanding regarding the subject matter and learning. In additions pupils state that they like Slovene as a school subject mostly due to their teacher’s way of teaching. The majority of pupils prefers learning literature and are consequently more motivated to participate in it. The study has also shown that teachers use different teaching strategies to encourage pupils’ participation and a variety of didactic aids, to implement lessons in an interesting and varied way. učna motivacija motivacijske strategije predmet slovenščina motiviranost učencev osnovna šola. motivation to learn motivation strategies Slovene as a school subject motivation of pupils primary school. true true false [N. Škrlec] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2016-10-13 12:44:57 2016-11-16 13:45:16 2022-07-05 03:08:07 2019-07-11 14:04:38 2016 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.015.3:811.163.6(043.2) 22772488 URN:SI:UM:DK:0X7HH5CU MAG_Skrlec_Nastja_2016.pdf MAG_Skrlec_Nastja_2016.pdf 1 51783AD13534CB14E0E06DDB1C18672B e34ea9b5240c16cb0e8a102d0e22ca6fdc78a1515f657bf1986802a71aeb60d2 cb8174f9-7c0d-11eb-bb7a-00155d0001ca https://dk.um.si/Dokument.php?lang=slv&id=107661 Filozofska fakulteta 0 0 0