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Title:DNEVNIK BRANJA KOT METODA ZA RAZVIJANJE ZMOŽNOSTI PRIVZEMANJA PERSPEKTIV KNJIŽEVNIH OSEB
Authors:ID Fras, Mirjana (Author)
ID Kordigel Aberšek, Metka (Mentor) More about this mentor... New window
Files:.pdf UNI_Fras_Mirjana_2012.pdf (908,82 KB)
MD5: FE8284ACF296EDE9E6B6DDFFAA542CD2
PID: 20.500.12556/dkum/7291791d-f676-4b58-9305-a99491cc2943
 
Language:Slovenian
Work type:Undergraduate thesis
Organization:PEF - Faculty of Education
Abstract:Diplomsko delo se nanaša na dnevnik branja kot metodo za razvijanje zmožnosti privzemanja perspektiv književnih oseb. Namen diplomskega dela je ugotoviti, ali metoda pisanja dnevnika književnih oseb pripomore k boljšemu zaznavanju in globljemu razumevanju perspektiv književnih oseb. V raziskavi je bila uporabljena eksperimentalna metoda pedagoškega raziskovanja. V okviru te metode sem podatke zbrala ob projektu branja v nadaljevanjih, s pisanjem dnevnikov književnih oseb in s pomočjo instrumentarija za merjenje zmožnosti privzemanja perspektive. Prvi del diplomskega dela je bil namenjen predstavitvi dosedanjih teoretičnih spoznanj v zvezi z razvojem recepcijske zmožnosti privzemanja perspektiv književnih oseb in spoznanj o metodi dnevnika branja. Predstavila sem teoretična načela sodobne didaktike mladinske književnosti, ki poudarjajo pomembnost osredinjenja pouka na učenca in s tem omogočanje razvoja bralne zmožnosti pri učencih. Opisala sem najpomembnejše značilnosti posameznih faz otrokovega recepcijskega razvoja, predstavila razvoj sposobnosti privzemanja perspektive pri otrocih ter naštela in opisala načine razvijanja zmožnosti zaznavanja notranjih perspektiv književnih oseb. Nazadnje so predstavljena še teoretična spoznanja o dnevniku branja v slovenski književni didaktiki. Na podlagi teoretične osnove sem oblikovala raziskovalno hipotezo, ki pravi, da učenci, ki ob branju v nadaljevanjih pišejo dnevnik književne osebe in ki pred naslednjim branjem poslušajo zapise dnevnikov drugih književnih oseb, ki so jih zapisali sošolci, bolje zaznajo in globlje razumejo perspektive književnih oseb. V drugem delu diplomskega dela sem opravila raziskavo, s katero sem želela preveriti to hipotezo. V raziskavo sta bila vključena dva 4. razreda. V obeh razredih sem izvajala projekt branja v nadaljevanjih, pri čemer so učenci eksperimentalne skupine po vsakem branju pisali dnevnike književnih oseb, učenci kontrolne skupine pa so samo poslušali branje v nadaljevanjih. Po koncu tega projekta sem učencem obeh razredov ponudila reševanje instrumentarija za merjenje zmožnosti privzemanja perspektive. V predzadnjem poglavju diplomskega dela sem ob pomoči preglednic predstavila svoje ugotovitve.
Keywords:dnevnik branja, metoda za razvijanje zmožnosti privzemanja perspektiv književnih oseb, razvoj sposobnosti privzemanja perspektive, branje v nadaljevanjih, instrumentarij za merjenje zmožnosti privzemanja perspektive
Place of publishing:Maribor
Publisher:[M. Fras]
Year of publishing:2012
PID:20.500.12556/DKUM-22888 New window
UDC:82(043.2)
COBISS.SI-ID:19142664 New window
NUK URN:URN:SI:UM:DK:J84T7DPE
Publication date in DKUM:21.05.2012
Views:4540
Downloads:553
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:THE DIARY OF READING AS A METHOD FOR DEVELOPING THE ABILITY OF ADAPTING THE LITERATURE CHARACTER'S PERSPECTIVES
Abstract:The diploma paper deals with the diary of reading as a method of adapting the literature character’s perspectives. The purpose of the diploma paper is to establish, whether the method of writing a diary of literature characters improves the perception and deepens the understanding of characters’ perspectives. The experimental method of pedagogic exploration was used in the research. Within the research I collected the data during the reading project in continuations, with writing diaries of literature characters and with the help of the instruments for measuring the ability of adapting perspectives. The first part of the diploma paper focuses on the presentation of theoretical cognitions dealing with the development of receptive abilities of adapting the literature character’s perspectives and other cognitions dealing with the method of diary reading that have been known so far. I represented the theoretical principals of juvenile’s literature’s modern didactics that emphasizes the importance of student focused lessons with the aim of developing reading competences among students. I have described the most important characteristics of certain phases of children’s perspective, introduced the development of abilities of adapting the perspective among children and described different ways for developing abilities to adapt literature character’s inner perspectives. In the end theoretical cognitions dealing with the diary reading technique in Slovene literature didactics are presented. The research hypothesis has been made on the theoretical basis, which argues that all pupils, that read and write the diary of other literature characters in sequence and listen to the notes of other students before the next reading, develop better and deeper perception and understanding of characters. In the second part of the diploma paper I have done a research in which I wanted to test the given hypothesis. Two 4th classes were involved in the research. In both classes I performed the reading project in sequences. Students of the experimental group have been writing literature character’s diaries after each reading and the students of monitoring group have been listening to the readings in sequence only. After the end of the project both groups were given a test that measured the ability of adopting perspectives. In the penultimate chapter of the diploma paper my findings are presented in the form of tables and charts.
Keywords:reading diary, method for developing the ability of adapting literature character’s perspectives, development of the ability of adapting perspectives, reading in sequences, instruments for measuring the ability of adapting the perspectives


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