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Title:UČENCI TRETJEGA RAZREDA POSLUŠAJO NEUMETNOSTNO BESEDILO IN GA UREDIJO V POJMOVNO MAPO
Authors:ID Tomanič, Tjaša (Author)
ID Ropič, Marija (Mentor) More about this mentor... New window
Files:.pdf UNI_Tomanic_Tjasa_2010.pdf (1,37 MB)
MD5: F8ACF5E237DB7541C682340899DEE4F0
PID: 20.500.12556/dkum/5d44ed52-c5f3-4021-ad84-2b03ae5b617d
 
Language:Slovenian
Work type:Undergraduate thesis
Organization:PEF - Faculty of Education
Abstract:Učenci se že v osnovni šoli znajdejo sredi kopičenja podatkov in raznih znanj z različnih področij. Veliko preberejo v revijah, knjigah in učbenikih, vidijo ter slišijo po televiziji in predvsem veliko izvedo preko uporabe spleta. Vse to znanje in informacije si lahko uredijo pregledno ter iz njega izluščijo ključne besede in bistvene podatke s pomočjo raznih učnih strategij, katerih jih morajo naučiti učitelji. Predznanje in besedni zaklad sta ključnega pomena za dobro razumevanje prebranega ter sta pogoj za nadaljnje lažje nadgrajevanje znanja. Pojmovna mapa je ena od učinkovitih bralnih metod, ki s svojo grafično strukturo omogoča bralcu lažjo pomnjenje novih pojmov ter širjenje besednega zaklada. Z njo si učenec osveži svoje predznanje ter ga prikliče iz spomina, vanjo vgradi nove ključne informacije ter nato pregledno uredi, da se lažje znajde med zapiski in uči. Namen naloge je bil preveriti, kakšna bo razlika med številom bistvenih podatkov in ključnih besed pri dveh skupinah učencev tretjega razreda. Uporabljeni sta bili deskriptivna in eksperimentalna metoda. Raziskava je primerjala pojmovne mape, ki so nastale ob dveh preverjanjih (v časovnem razmaku enega meseca) po treh poslušanjih posnetka neumetnostnega besedila v skupini A, ki uporablja gradivo z uporabo pojmovne mape, in v skupini B, ki takih gradiv ne uporablja. Potrjena je bila hipoteza, da bodo uspešnejši učenci skupine A, ki so uporabljali didaktično gradivo, ki vsebuje pojmovno mapo. Ob obeh preverjanjih se je potrdilo tudi predvidevanje, da bodo učenci največ zapisali po prvem poslušanju posnetka.
Keywords:Pojmovna mapa, ključne besede, bistveni podatki, bralne strategije, predznanje, poslušanje z razumevanjem, poslušanje neumetnostnega besedila
Place of publishing:Maribor
Publisher:[T. Tomanič]
Year of publishing:2010
PID:20.500.12556/DKUM-14590 New window
UDC:37(043.2)
COBISS.SI-ID:17747720 New window
NUK URN:URN:SI:UM:DK:MUIEQMWS
Publication date in DKUM:08.07.2010
Views:2946
Downloads:304
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:LISTENING TO NON-FICTION TEXTS AND ARRANGING THEIR TERMS INTO A THOUGHT PATTERN BY THIRD CLASS PUPILS
Abstract:As early as in primary school children encounter piles of information and knowledge from various fields. They obtain lots of knowledge by reading magazines, books and textbooks, by watching television and, especially, by using the internet. Pupils can arrange all the knowledge and information gathered in a clear and logical pattern in order to extract the key words and essential information. However, to do so, they must be thought proper learning strategies by their teachers. Pupils’ prior knowledge and vocabulary are of key importance for a good understanding of the texts read, and a precondition for upgrading their knowledge. A thought pattern is one of the efficient reading methods which, with its graphic structure, enables readers to easily memorize new terms and to expand their vocabulary. With the help of a thought pattern pupils can recall and brush up their prior knowledge. Additionally, they upgrade the thought pattern with new key information, and arrange it in a transparent way so that they can easily use it for their learning. Listening with understanding is of essential importance for drawing up the thought pattern after listening. Our purpose was to compare the quantity of essential information and key words with two groups of third class pupils, for which a descriptive and experimental method were used. We compared the thought patters drawn up after the two listenings (a time interval of one month) between the groups A and B, and the notes put down in the thought patterns considering how many times a non-fiction text had been listened to. It was found out that the pupils had made the most notes after the first listening to the non-fiction text. In accordance with our expectations, after the both thought patterns had been drawn up, the pupils of the group A, who were using the textbooks treating thought patters, were more successful.
Keywords:KEY WORDS Thought pattern, key words, essential information, reading strategies, prior knowledge, listening with understanding, listening to a non-fiction text


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