GOVORNO NASTOPANJE V ŠESTEM RAZREDU OSNOVNE ŠOLE

Hartman, Barbara

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Title:	GOVORNO NASTOPANJE V ŠESTEM RAZREDU OSNOVNE ŠOLE
Authors:	ID Hartman, Barbara (Author) ID Pulko, Simona (Mentor) More about this mentor...
Files:	UN_Hartman_Barbara_2016.pdf (966,54 KB) MD5: 693A748C69E7E4EB1FF4C2BBE5133A0E
Language:	Slovenian
Work type:	Undergraduate thesis
Typology:	2.11 - Undergraduate Thesis
Organization:	FF - Faculty of Arts
Abstract:	Diplomsko delo obravnava govorno nastopanje v šestem razredu osnovne šole in temelji na teoretičnih ugotovitvah ter raziskavi, s katero smo želeli ugotoviti, kako uspešni so učenci šestega razreda izbrane osnovne šole pri pripravi in izvedbi govornega nastopa ter kaj jim povzroča največ težav. Z raziskavo smo želeli dokazati, da učinkovit, prepričljiv, samozavesten, razumljiv in slikovit govorni nastop temelji na ustrezni vsebini, načelih dobrega jezikovnega sloga, ustrezni zgradbi besedila ter upoštevanju besednih in nebesednih spremljevalcev govorjenja. Glede na to, da je za govorni nastop potrebna temeljita priprava, smo jo v teoretičnem delu podrobno proučili, pozornost pa smo namenili tudi izvedbi govornega nastopa ter opozorili, na kaj mora biti govornik pri izražanju predmetnosti pazljiv. Ugotoviti smo želeli, kako pripraviti dober govorni nastop ter raziskati, ali lahko vzroke za neuspeh pripisujemo neustrezni pripravi. V empiričnem delu smo s pomočjo ocenjevalnega obrazca in anketnih vprašalnikov govorne nastope tudi analizirali. Želeli smo ugotoviti, če imajo učenci med posredovanjem govorjenega besedila tremo, kako in koliko časa se pripravljajo na govorni nastop. Zanimalo nas je, kdo jim pri pripravi na govorni nastop pomaga ter katere vire najpogosteje uporabljajo, da pripravijo ustrezno besedilo, ki ga predstavijo pred učiteljem in sošolci. Ugotoviti smo želeli tudi, kaj je učencem izmed zbiranja gradiva, priprave in izvedbe govornega nastopa najzahtevnejše ter kolikšen delež učencev se besedilo, ki ga pripravijo, poskuša naučiti na pamet. Z rezultati smo ugotovili, da ima večina učencev med posredovanjem govorjenega besedila tremo, zato neradi govorno nastopajo. Večini učencev je izvedba govornega nastopa najzahtevnejša, iskanje in zbiranje gradiva pa najmanj. Prav tako smo ugotovili, da večina učencev pripravi na nastop ne nameni dovolj časa; besedilo, ki ga pripravijo za nastop, pa se poskušajo naučiti na pamet. Pri ocenjevanju govornih nastopov smo prišli do spoznanja, da manj kot polovica učencev pripravi dober in učinkovit govorni nastop s smiselno in povezano vsebino, ki ima ustrezen uvod, jedro ter zaključek, poleg tega pa upoštevajo tudi dejavnike sporočanja, besedne in nebesedne elemente sporazumevanja ter načela uspešnega sporočanja.
Keywords:	sporazumevanje, govorni nastop, šesti razred, osnovna šola
Place of publishing:	Maribor
Publisher:	[B. Hartman]
Year of publishing:	2016
PID:	20.500.12556/DKUM-58174
UDC:	37.091.3:811.163.6:808.5(043.2)
COBISS.SI-ID:	22221064
NUK URN:	URN:SI:UM:DK:XMZ9GSCJ
Publication date in DKUM:	27.05.2016
Views:	2117
Downloads:	223
Metadata:
Categories:	FF
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Secondary language

Language:	English
Title:	Speech performing in sixth class of primary school
Abstract:	The work is about oral presentations in the sixth grade of elementary school and is based on theoretical findings as well as on the research. The purpose of our research was to determine how successful are the sixth graders of the selected elementary school, at preparing and implementing oral presentations and which are the problems the face in this process. By the research, we wanted to demonstrate that effective, compelling, confident, understandable and scenic oral presentation is based on a relevant content, the principles of good linguistic style, appropriate structure and on an appropriate verbal and non-verbal communication. Given that the oral presentation requires thorough preparation, we have examined the theoretical part in details; put emphasis on the implementation of the speech and warned the speaker how to carefully express objectivity. We wanted to determine how to prepare a good oral presentation and to examine whether the reasons for the failure can be attributed to inadequate preparation. In the empirical part we analysed oral presentations by using evaluation forms and questionnaires. We wanted to find out if children have stage fright during an oral presentation; in what ways they prepare for it and how much time they spend preparing it. One of our objectives was also to figure out who helps pupils prepare an oral presentation and which resources are most commonly used. Another objective was to determine which part of preparing an oral presentation pupils find most demanding and what proportion of pupils try to memorize the text. The results showed that the majority of pupils has stage fright and for that, they do not enjoy oral presentations. The majority finds the implementation of oral presentations more demanding than its preparation. Most of them do not devote enough time to prepare well for an oral presentation and try to memorize the text. In assessing oral presentations, we have come to the conclusion, that less than half pupils prepare a good and effective oral presentation. This should include logical and linked content; an appropriate introduction, core and conclusion; and should consider the factors, verbal and non-verbal elements and principles of successful communication.
Keywords:	communication, oral presentation, sixth grade, elementary school

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