| | SLO | ENG | Cookies and privacy

Bigger font | Smaller font
First page > Show document

Show document Help

Title:MNENJE VZGOJITELJIC IN UČITELJIC O OPISMENJEVANJU UČENCEV NA OSNOVNIH ŠOLAH V KOROŠKI REGIJI
Authors:ID Krevh, Tonja (Author)
ID Ropič, Marija (Mentor) More about this mentor... New window
Files:.pdf UNI_Krevh_Tonja_2009.pdf (399,20 KB)
MD5: 556905108E9E8E67B78824FCBE76B18A
PID: 20.500.12556/dkum/ded2b938-cc73-407a-8294-79ed7a895ef4
 
Language:Slovenian
Work type:Undergraduate thesis
Organization:PEF - Faculty of Education
Abstract:Namen mojega dela je ugotoviti in predstaviti načine učenja branja in pisanja, ki se jih uporabljajo vzgojiteljice in učiteljice v prvi triadi devetletne osnovne šole. Zanimalo me je predvsem, kdo po mnenju učiteljic in vzgojiteljic največ prispeva k uspešnemu opismenjevanju otrok, katera dejavnost priprave na opismenjevanje je najučinkovitejša, kako učiteljice in vzgojiteljice motivirajo otroke in kako spodbujajo njihov interes za branje in pisanje, ter kako vpliva na mnenje vzgojiteljic in učiteljic njihova izobrazba. Želela sem tudi izvedeti, katere metode so po mnenju učiteljic in vzgojiteljic najprimernejše za poučevanje branja in pisanja, kako pogosto učiteljice oziroma vzgojiteljice berejo otrokom in kaj po mnenju učiteljic in vzgojiteljic zavira razvoj opismenjevanja oziroma kaj povzroča otroku največje težave pri opismenjevanju. Da bi prišla do rezultatov in ugotovitev, sem trenutno stanje preverila z vprašalnikom na osnovnih šolah po Koroškem. V raziskovalni vzorec so bile zajete vzgojiteljice prvih razredov in učiteljice prve triade dvaindvajsetih osnovnih šol Koroške regije. Rezultati ankete so odgovorili na vprašanja, ki so se mi zastavljala. Rezultati so pokazali, da po mnenju vzgojiteljic največ k uspešnemu opismenjevanju prispevata učiteljica in vzgojiteljica skupaj. Učiteljice pa menijo, da največ prispevajo starši. Vzgojiteljice menijo, da sta najpomembnejši dejavnosti priprave na opismenjevanje govorna ustvarjalnost in poslušanje. Učiteljice so podobnega mnenja, le da je po njihovem mnenju pomemben tudi sproščen govor. V odgovorih na vprašanje o motivaciji vzgojiteljice in učiteljice menijo, da je najbolje motivirati in spodbujati otrokov interes za branje in pisanje tako, da jim veliko pripoveduješ. Najučinkovitejša metoda za učenje branja in pisanja je po mnenju vzgojiteljic metoda igre, učiteljice pa menijo, da je najučinkovitejša metoda pripovedovanja. Raziskava je tudi pokazala, da vzgojiteljice berejo otrokom nekajkrat na teden, učiteljice pa vsak dan. Mnenja glede zaviranja razvoja opismenjevanja so bila s strani učiteljic in vzgojiteljic zelo podobna. Večina jih meni, da sta za to kriva nestimulativno okolje in slaba grafomotorika.
Keywords:Opismenjevanje, metode opismenjevanja, poslušanje, pisanje, branje
Place of publishing:Maribor
Publisher:[T. Krevh]
Year of publishing:2009
PID:20.500.12556/DKUM-10934 New window
UDC:37(043.2)
COBISS.SI-ID:17000712 New window
NUK URN:URN:SI:UM:DK:CODTZKUE
Publication date in DKUM:08.07.2009
Views:4722
Downloads:400
Metadata:XML DC-XML DC-RDF
Categories:PEF
:
Copy citation
  
Average score:(0 votes)
Your score:Voting is allowed only for logged in users.
Share:Bookmark and Share



Hover the mouse pointer over a document title to show the abstract or click on the title to get all document metadata.

Secondary language

Language:English
Title:PRIMARY SCHOOL AND KINDERGARTEN TEACHERS OPINION ABOUT THE LITERACY OF PUPILS IN PRIMARY SCHOOLS FROM KOROŠKA
Abstract:The purpose of my thesis is to establish and present the learning methods of reading and writing, used by educators and teachers in the first triad of the nine-year primary school. The main emphasis of my research lies within the following questions: who, according to educators and teachers, contributes the most to a successful literacy of pupils; which activity of preparation for literacy is the most effective; in what ways teachers and educators motivate pupils and stimulate their interest in reading and writing; and how the teachers' and educators' opinion is affected by their level of education. The additional questions of the research are: which methods, according to teachers and educators, are most suitable for teaching reading and writing; how often teachers and educators read to pupils; and what, according to their oppinion, impedes the development of literacy, i. e. what obstacles are the hardest to pass for pupils. The current state at primary schools in Koroska region was examined through my questionnaire. The research pattern included educators of the first grades and teachers of the first triad from twenty-two primary schools in Koroska region. The results showed that in educators' opinion the coworking of teachers and educators is essential for a successful literacy, while in teachers' opinion the role of parents is the most significant factor. Educators believe that the most important activities of preparation for literacy are speech creativity and listening. Teachers agree but also emphasize the importance of unimpeded speech. Regarding motivation, they agree that the best way to motivate and stimulate pupils' interest in reading and writing is regular narration. According to educators, the best method for learning reading and writing is playing, while according to educators it is narration. The research also showed that educators read to pupils a few times a week, while teachers do it on a daily basis. The beliefs of educators and teachers regarding obstacles in the literacy process are similar – most of them blame unstimulative environment and low graphomotor skills.
Keywords:literacy, methods of literacy, listening, writing, reading


Comments

Leave comment

You must log in to leave a comment.

Comments (0)
0 - 0 / 0
 
There are no comments!

Back
Logos of partners University of Maribor University of Ljubljana University of Primorska University of Nova Gorica