UČNI POGOVOR MED UČITELJEM IN UČENCI PRI POUKU MATEMATIKE

Kokol, Anita

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Title:	UČNI POGOVOR MED UČITELJEM IN UČENCI PRI POUKU MATEMATIKE
Authors:	ID Kokol, Anita (Author) ID Javornik Krečič, Marija (Mentor) More about this mentor... ID Repolusk, Samo (Comentor)
Files:	UNI_Kokol_Anita_2012.pdf (651,72 KB) MD5: 72647F6F87677F4269C73719212C881E PID: 20.500.12556/dkum/4888b853-3e75-4aef-8e61-cd3e7865ffcc
Language:	Slovenian
Work type:	Undergraduate thesis
Typology:	2.11 - Undergraduate Thesis
Organization:	FF - Faculty of Arts
Abstract:	Učitelji pri izvajanju pouka uporabljajo različne metode. Ena pomembnejših, ki se pojavlja samostojno ali v kombinaciji z drugimi, je metoda pogovora. Učitelj, ki uporablja metodo pogovora, mora obvladati vodenje pogovora, zastavljanje vprašanj, spremljanje učenčevih odgovorov ter korektnost odziva nanje. Kadar učitelj upošteva vse zahteve učnega pogovora, doseže zastavljene cilje, hkrati pa vpliva na kakovostno učenje in poglabljanje znanja. V diplomskem delu smo predstavili značilnosti in vrste metode pogovora. Poseben poudarek smo pripisali strategiji spraševanja in njenim sestavnim delom, med katere prištevamo učiteljeva vprašanja in druge spodbude za pogovor, čas za razmislek, učenčeve odgovore, učiteljeve odzive ter učenčeva vprašanja. V empiričnem delu diplomskega dela smo opravili študije primera na treh srednjih poklicnih in strokovnih šolah v Mariboru, ki so temeljile na snemanju in opazovanju. Analizirali smo značilnosti učnega pogovora, deleža govora učitelja in učencev ter ugotovili, da učitelji še zmeraj zastavijo preveč vprašanj, ki so v večini nižje spoznavne ravni, in da je več učiteljevega kot učenčevega govora. Potrdili smo tudi, da učitelji dajo prekratek čas za razmislek po zastavljenem vprašanju in da so odgovori na vprašanja najpogosteje kratki. Na odgovore učencev se učitelji primerno odzivajo, saj pogosto uporabljajo parafraziranje ali učencem pomagajo s podvprašanji. V pogovoru se pojavljajo tudi učenčeva vprašanja, kar dodatno nakazuje, da je učni pogovor skupek pristnega in tradicionalnega učnega pogovora.
Keywords:	metoda učnega pogovora, učiteljeva vprašanja, čas za razmislek, odgovori učencev, učiteljevi odzivi, učenčeva vprašanja, deleža govora učitelja in učencev, študija primera.
Place of publishing:	Maribor
Publisher:	[A. Kokol]
Year of publishing:	2012
PID:	20.500.12556/DKUM-38076
UDC:	37(043.2)
COBISS.SI-ID:	19409928
NUK URN:	URN:SI:UM:DK:95LJF4JE
Publication date in DKUM:	18.10.2012
Views:	5216
Downloads:	397
Metadata:
Categories:	FF FNM
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Secondary language

Language:	English
Title:	THEACING DIALOGUE BETWEEN TEACHER AND STUDENTS AT MATHEMATICS LESSONS
Abstract:	Teachers use different methods when teaching in class. One of the important methods, which can be used in combination with other methods, or separately, is the dialogue method. A teacher using the dialogue method must master the guidance of the dialogue, posing questions, and monitoring of the student’s answers and the correctness of the responses. When a teacher takes all the needs of the teaching dialogue into account, he or she reaches the goals set, and influences the quality of the learning and the deepening of one’s knowledge. This diploma work introduces the features and types of the dialogue method. A special emphasis is given to the questioning strategy and its components, among which are teacher’s questions and other dialogue incentives, the time to think, student’s answers, teacher’s responses and student’s questions. The empirical part of this diploma work consists of the case studies conducted on three vocational and technical schools in Maribor, and these studies were based on recording and observation. The characteristics of teaching dialogue and the speech share of both teacher and student were analysed, and the results show that teachers still tend to ask too many questions of the lower cognitive level, and furthermore, that the amount of the teacher’s speech is much higher than that of a student. It has also been confirmed that teachers do not give the appropriate amount of answering time to a student after posing a question, and that the answers to the question are most often short. Teachers tend to give an appropriate response to the students’ answers by often paraphrasing the answer or helping the student by asking supplementary questions. Student’s questions are also a part of the dialogue which shows that the teaching dialogue is a sum of an authentic and traditional teaching dialogue.
Keywords:	teaching dialogue method, teacher's questions, time to think, student's answers, teacher's response, student’s questions, teacher’s and student’s speech share, case study.

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