KVALITATIVNI VIDIKI PISANJA ZGODBE OB SLIKI UČENCEV V PRVEM VZGOJNO-IZOBRAŽEVALNEM OBDOBJU

Barborič, Petra

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Title:	KVALITATIVNI VIDIKI PISANJA ZGODBE OB SLIKI UČENCEV V PRVEM VZGOJNO-IZOBRAŽEVALNEM OBDOBJU
Authors:	ID Barborič, Petra (Author) ID Ropič, Marija (Mentor) More about this mentor...
Files:	MAG_Barboric_Petra_2014.pdf (2,98 MB) MD5: 8EBB99A7DC69F73E841DC4546852598D
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Prvi šolski dan, novi obrazi, šolske potrebščine in vstop v svet črk in številk so ene izmed mnogih stvari, s katerimi bo učenec odraščal skozi svoje šolanje. In ravno svet črk je tista prva stopnja, katero bo spoznaval prva tri leta osnovne šole. Od velikih tiskanih črk do pisanih črk pa je kar dolga pot. Prične se pri začetnem navajanju na različne oblike črk in konča, ko otrok postane pismen. Zna brati in pisati. Vendar to ne pomeni, da se pot v tretjem razredu konča, opismenjevanja se ljudje učimo celo življenje. Večino odgovornosti na začetku poti nosi le en sam, to je učitelj. Njegova naloga je, da nam pokaže pot, po kateri bomo usvojili pisanje. Ta je lahko za nekatere lahka, za druge težja. Delo mu olajšajo opismenjevalne metode in postopki začetnega opismenjevanja, ki jih narekujejo različni avtorji. Učitelj mora poiskati le dober način, s katerim se bo lotil poučevanja. Ob koncu tretjega razreda naj bi tako vsi učenci znali brati in pisati. Sledi nadgrajevanje te poti, torej učitelj od učenca zahteva vedno več in s tem učenec postaja ustvarjalen in kreativen. Razširja pa tudi svoj besedni zaklad in mišljenje, ki je povezano z njim. V svojem empiričnem delu sem raziskovala ravno to, kreativnost in ustvarjalnost učencev; kako daleč seže njihova domišljija ob koncu 2. in 3. razreda. Raziskava je potekala na petih mariborskih osnovnih šolah, med istimi učenci. Njihova naloga je bila napisati zgodbo ob sliki. Preverjala sem napredek petih spremenljivk. Preverila sem tudi, ali je tretji razred dosegel svoj namen - namen celoletnega utrjevanja. Pri preverjanju sem uporabila deskriptivno in kavzalno neeksperimentalno metodo pedagoškega raziskovanja. S temi metodami sem prišla do rezultatov, ki so pokazali zmožnosti pisanja učencev na kvalitativnem vidiku pisanja zgodbe. Rezultate sem interpretirala s t-testom odvisnih spremenljivk. Preverjanje kvalitativnega vidika pisanja zgodbe ob sliki je potekalo dvakrat, meseca maja 2013 in 2014, instrumentarij je bil enak, saj lahko le tako govorimo o napredku.
Keywords:	opismenjevanje, pisanje, kreativnost, zgodba, kakovostni vidik
Place of publishing:	Maribor
Publisher:	[P. Barborič]
Year of publishing:	2014
PID:	20.500.12556/DKUM-46604
UDC:	811.163.6:373.3(043.2)
COBISS.SI-ID:	20926728
NUK URN:	URN:SI:UM:DK:4NRAJKPE
Publication date in DKUM:	09.12.2014
Views:	3059
Downloads:	266
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	QUALITATIVE ASPECT OF STORY WRITING BASED ON THE PISTURE OF PUPILS IN THE FIRST TRIAD OF PRIMARY SCHOOL
Abstract:	First school day, new faces, school requisites and entry into the world of letters and numbers are just few out of many things which will pupil grow up with during his schooling. The world of letters is the first level which he will get discover in the first three years of primary school. It is a long way from standard letters to hand lettering.. A pupil gets accustomed to different shapes of letters and it ends when a child knows how to read and write. But that does not mean that this process is finished, literacy development is a long life process. A teacher is the one who is responsible for literacy development. His job is to show the way to writing. This task is easy for some children, but for others can be hard. Different authors dictate literacy methods and the process of early literacy and that makes teacher's job easier. A teacher just needs to find a good way of teaching. Pupils should read and write by the end of the third class. This way should continue, that means that a teacher demands more and more, consequently a pupil becomes creative and he expands his vocabulary and thinking which are coherent. In empirical part I researched children's creativity and how big is their imagination at the end of the second and the third class. The research was made among the same pupils in five different primary schools in Maribor. They had to write a story based on a picture. I was checking progress of five variables. Beside that I checked if the third class had reached its purpose – all year long revision. I used descriptive and causal non eksperimental method of educational research. These methods gave the results which show pupils' writing abilities based on qualitative aspect of story writing. The results were intepreted by dependent t-test. Testing of qualitative aspect of story writing was done twice, in May 2013 and in May 2014. The same instrumentation was used as best way to show the progress.
Keywords:	literacy, writing, creativity, story, qualitative aspect

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