20.500.12556/DKUM-93637 Razvijanje empatične zmožnosti v komunikacijskem modelu književne vzgoje magistrsko delo Emphatic ability development in the communication model of literary education Empatična zmožnost je ključen element recepcijske zmožnosti in se razvija v okviru učnega načrta za književno vzgojo v prvih dveh vzgojno-izobraževalnih obdobjih. Empatična zmožnost je tesno povezana s sposobnostjo privzemanja perspektive. Magistrsko delo Razvijanje empatične zmožnosti v komunikacijskem modelu književne vzgoje raziskuje vpliv tega modela na povečano empatijo preko uporabe igre vlog in pisanja dnevnika književnih oseb pri 12 učencih 3. razreda, na primeru književnega dela Pepelka. Raziskava je bila izvedena s študijo primera in metodo branja v nadaljevanjih, ki sta bili kombinirani z dialoškim branjem ter igro vlog. Naloga obravnava vprašanja, kot so ali je metoda branja v nadaljevanjih v kombinaciji z igro vlog primerna za razvijanje zmožnosti privzemanja perspektive ter z njo povezane empatične zmožnosti, ali obstajajo razlike v številu besed, ki izražajo empatijo pri Pepelki, mačehi, sestri in kraljeviču in ali se bo stopnja empatije povečala pri identifikacijski figuri oziroma pri tistih književnih osebah, ki so jih učenci ocenili kot dobre književne osebe. Ugotavlja se, da je branje v nadaljevanjih v kombinaciji z igro vlog primerna metoda za razvijanje zmožnosti privzemanja perspektive. Stopnja empatije se ni bistveno povečala z identifikacijsko figuro, se je pa izraziteje povečala pri tistih književnih osebah, ki so jih učenci ocenili kot dobre. Empathy is one of the key elements of the receptive skills developed in the literary education curriculum in the first two years of education. It is closely connected with the ability to take on different perspectives. The master’s thesis Emphatic Ability Development in the Communication Model of Literary Education explored the impact of this model on increased empathy through the use of role-playing and the writing of a diary of literary figures with 12 students from the 3rd grade, using the example of Cinderella as a literary work. The research was based on a case study and a method of reading in sequels combined with reading in dialogues and role-playing. We were interested in whether the method of reading in sequels in combination with role-playing is suitable for developing perspective-taking and related empathic skills. Additionally, we wanted to determine if there were differences in the number of words expressing empathy for Cinderella, the stepmother, the sisters and the prince. Finally, we investigated whether the level of empathy would increase more significantly for the identifying figure or for those literary figures considered good by the pupils. We have found that reading in sequels combined with role-play is a good method for developing perspective-taking skills. The level of empathy did not increase significantly with the identification figure, but it increased more markedly for those literary figures who were rated as good by the students. empatija komunikacijski model književne vzgoje igra vlog dnevnik branja v nadaljevanjih empathy communicative model of literary education role-play reading journal in sequels true true false P. Ducman Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-07-08 22:44:47 2025-09-26 10:06:13 2025-09-27 03:37:20 0000-00-00 00:00:00 2025 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (XI, 117 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.015.31:82(043.2) 250570499 MAG_Ducman_Polona_2025.pdf MAG_Ducman_Polona_2025.pdf 1 07335A4A3478BD7383E7B1F7B81FCE51 a4ed10fc753cad55ada37a4c7fecb1dd4327865b180ac5bd6a8f2c7d8e311254 9dfc99bb-6179-11f0-a7d3-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=193620 Pedagoška fakulteta 0 0 0