Motivacijski postopki pri obravnavi pravljice v osnovni šoli

Vnuk, Petra

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Title:	Motivacijski postopki pri obravnavi pravljice v osnovni šoli
Authors:	ID Vnuk, Petra (Author) ID Lipnik, Jože (Mentor) More about this mentor...
Files:	MAG_Vnuk_Petra_2011.pdf (1,79 MB) MD5: DD83F74FE1CB6FD512A4B1343950B40A PID: 20.500.12556/dkum/379c5b40-6202-4fd6-88c3-96ac2b1fa5ca
Language:	Slovenian
Work type:	Master's thesis
Organization:	FF - Faculty of Arts
Abstract:	Tema in cilj magistrske naloge je oblikovati dolgoročne motivacijske strategije za branje in sestaviti tako tipologijo uvodne motivacije kot sestavine didaktične enote književnega besedila, ki bodo procesno-ciljno naravnane. V teoretičnem delu smo tako v okviru razvoja otrokove recepcijske zmožnosti predstavili tipologijo uvodnih motivacij kot korak v didaktični komunikaciji z umetnostnim besedilom različnih domačih in tujih strokovnjakov in sestavili tak nabor dolgoročnih motivacijskih strategij, ki omogoča polno doživljanje, razumevanje in vrednotenje umetnostnih besedil. V empiričnem delu magistrske naloge nas je v okviru kvalitativne raziskave zanimalo raziskovalno vprašanje, kako motivacija vpliva na literarnoestetsko doživetje in posledično na oblikovanje miselne sheme pravljice. Na podlagi študija teorije motivacije za branje literarnega besedila smo se odločili za tri medbesedilne motivacije, ki so v 2. in 3. triletju osnovne šole primerne za razvijanje kakovosti literarnoestetskega doživetja pri recepciji pravljice. Kriterij za preverjanje kakovosti literarnoestetskega doživetja pri recepciji pravljice pa je kvalitativna metoda triangulacije, in sicer je to poglabljanje doživetja v okviru produktivnih literarnodidaktičnih metod pri učencih od 4. do 9. razreda, doseganje kurikularnega cilja, v okviru katerega učenci oblikujejo literarnoteoretično miselno shemo pravljice, in pogovor z učitelji o kakovosti literarnoestetskega doživetja teh otrok ob branju posameznih pravljic. Uspešnost različnih tipov uvodnih motivacij smo primerjalno odstotkovno in grafično preverjali na različnih ravneh, in sicer na ravni povezave uvodne motivacije, produktivnih didaktičnih metod in doseženih ciljev, na ravni razčlenjevanja enot produktivnih književnih metod motiviranih in nemotiviranih učencev, na ravni vpliva enakih uvodnih motivacij pri obravnavi umetnostnih besedil v homogenih in heterogenih skupinah, na ravni povezave vpliva motivacije, branja in literarnoestetskega doživetja in oblikovanja miselne sheme pravljice in produktivnih didaktičnih metod ter na ravni urne analize obravnave slovenskih ljudskih pravljic.
Keywords:	literarnoestetsko branje in doživetje, motivacija, dolgoročne motivacijske strategije za branje, uvodna motivacija pri pouku književnosti, medbesedilne uvodne motivacije, produktivne literarno-didaktične metode, slovenska ljudska pravljica, kvalitativna raziskava, metoda triangulacije
Place of publishing:	Maribor
Publisher:	[P. Vnuk]
Year of publishing:	2011
PID:	20.500.12556/DKUM-19367
UDC:	37.091.3:82-343(043.2)
COBISS.SI-ID:	18536456
NUK URN:	URN:SI:UM:DK:OTMQSVNV
Publication date in DKUM:	20.07.2011
Views:	5612
Downloads:	1202
Metadata:
Categories:	FF
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Secondary language

Language:	English
Title:	Motivational procedures and discusing farytales in primary school
Abstract:	The subject and aim of the Master's degree is to form long-term reading motivation strategies and construct the typology of the initial motivation and the constituents of the didactic unit of the literary text, which will have a process-goal tendency. In the framework of the child's reception capacity development the theoretical part presents the typology of initial motivations as a step in didactic communications with literary text of different domestic and foreign professionals and constructed such a collection of long-term motivation strategies, which enables full experience, comprehension and evaluation of literary texts. In the empirical part we were in the framework of a quantitative research interested in the research question, how motivation affects the literary-aesthetic experience and consequently the formation of the fairy tale's mind scheme. Based on the study on the theory of motivation to read literary texts we decided for three intra-textual motivations, which are during the 2nd and 3rd triennium of the primary school suitable for the development of the quality of the literary-aesthetic experience by the reception of a fairy tale. The criterion to evaluate the quality of the literary-aesthetic experience by the reception of the fairy tale is the quantitative method of triangulation, namely the deepening of the experience in the framework of productive literary-didactic methods in pupils from the 4th to the 9th grade, meeting the curricular aim, within which pupils form the literary theoretical mind scheme of the fairy tale, and the discussion with teachers on the quality of the literary-aesthetic experience of this children by reading particular fairy tales. We graphically and percentage based compared the success of different initial motivation types at different levels, namely at the level of the connection of the initial motivation, productive didactic methods and gained aims, at the level of dissection of the productive literary method units of the motivated and not motivated pupils, at the level of the impact of same initial motivations at the discussion of artistic texts in homogeneous and heterogeneous groups, at the level of the connection of the impact of motivation, reading, literary-aesthetic experience, formation of the fairy tale mind scheme and the productive didactic methods and on the level of the hourly analysis of the discussion of Slovenian folk tales.
Keywords:	literary-aesthetic experience, motivation, long-term motivation strategies, initial motivation at the literature class, intratextual initial motivations, productive literary-didactic methods, Slovenian folk tale, quantitative research, triangulation method

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