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Title:PROBLEM RAZVAJENOSTI OTROK IN POUK KNJIŽEVNOSTI V TRETJEM TRILETJU OSNOVNE ŠOLE
Authors:ID Videtič, Mojca (Author)
ID Pulko, Simona (Mentor) More about this mentor... New window
Files:.pdf UNI_Videtic_Mojca_2013.pdf (688,64 KB)
MD5: 5D26FA4096700AD66BFF3DBB2FA918E8
PID: 20.500.12556/dkum/38326fe4-3344-464b-841e-73bbb07513b2
 
Language:Slovenian
Work type:Undergraduate thesis
Typology:2.11 - Undergraduate Thesis
Organization:FF - Faculty of Arts
Abstract:V diplomskem delu smo skušali prikazati, kolikšna je vključenost elementov razvajenosti v berilih za tretje triletje osnovnih šol. Pri analizi smo se omejili na berila iz Kataloga učbenikov. Skušali smo predstaviti problematiko razvajenosti v okviru pouka književnosti. V prvem delu diplomskega dela smo predstavili pojme, ki so ključni pri analizi tega problema (načini razvajanja, posledice razvajenosti, čustvena inteligenca), in skušali podati nekaj predlogov za lažje in uspešnejše delo z razvajenimi otroki (mladostnik kot učenec, motivacija). V šestem poglavju smo poudarili pomen branja in težave, s katerimi se srečujejo učitelji pri pouku književnosti ob razvajenih otrocih. V drugem delu smo analizirali besedila v berilih in vprašanja, zapisana ob njih. Ugotavljali smo pogostost opisa načina razvajanja ali posledice razvajenosti in preverjali, če vprašanja spodbujajo razpravo o problematiki razvajenosti. Na podlagi analize smo ugotovili, da so kritična besedila v manjšini in da vprašanja bolj spodbujajo k razpravi o odnosih kot o čustvih.
Keywords:pouk književnosti, razvajenost, vzgoja, berila, učitelj, čustvena inteligenca.
Place of publishing:Maribor
Publisher:[M. Videtič]
Year of publishing:2013
PID:20.500.12556/DKUM-40262 New window
UDC:82(043.2)
COBISS.SI-ID:19910920 New window
NUK URN:URN:SI:UM:DK:FZRUH4QF
Publication date in DKUM:11.06.2013
Views:2995
Downloads:268
Metadata:XML DC-XML DC-RDF
Categories:FF
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Secondary language

Language:English
Title:THE PROBLEM OF CHILDREN BEING SPOILED AND TEACHING LITERATURE IN THE THIRD TRIAD OF PRIMARY SCHOOL
Abstract:In this B.A. thesis, we tried to present to what extent the elements of being spoiled are included in the textbooks for the third triad of primary schools. In the analysis we focused on the textbooks from the Textbook Catalogue. We tried to present the issue of being spoiled in the context of teaching literature. In the first part of the thesis we presented the concepts that are instrumental to the analysis of this problem (ways of spoiling children, the consequences of being spoiled, emotional intelligence), and tried to give some suggestions for easier and more effective work with spoiled children (an adolescent as a student, motivation). In the sixth chapter, we emphasized the importance of reading and problems encountered by teachers teaching literature to spoiled children. In the second part we analyzed the texts in the textbooks and questions accompanying them. We determined the frequency of description of ways of spoiling children or the consequences of being spoiled, and checked if the questions encourage discussion on the issue of being spoiled. Based on the analysis outlined above, we established that the critical texts are in minority and the questions tend to encourage discussion on relations rather than on emotions.
Keywords:teaching literature, being spoiled, upbringing, textbooks/texts, teacher, emotional intelligence.


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