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Title:POZNAVANJE IN UPORABA BRALNIH STRATEGIJ V PRVEM IN DRUGEM VZGOJNO-IZOBRAŽEVALNEM OBDOBJU
Authors:ID Hrnčič, Anja (Author)
ID Ropič Kop, Marija (Mentor) More about this mentor... New window
Files:.pdf MAG_Hrncic_Anja_2016.pdf (1,88 MB)
MD5: 66F39A3DE21C1C034D7EDC94AE848E9E
 
Language:Slovenian
Work type:Master's thesis
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:V magistrski nalogi smo proučili bralne učne strategije, ki jih učitelji najpogosteje uporabljajo v prvem in drugem vzgojno-izobraževalnem obdobju. Magistrska naloga je razdeljena na dva dela, teoretičnega in empiričnega. V teoretičnem delu smo najprej definirali bralno pismenost in opisali izobraževalne vidike bralne pismenosti. Osredotočili smo se na začetno branje, tekočnost branja in na bralno razumevanje, ki je ključnega pomena za uspešno učenje. Predstavili smo dve mednarodni raziskavi, PISA in PIRLS, ki merita uspešnost četrtošolcev in učencev prvih letnikov v bralni pismenosti. Nato smo opisali značilnosti sodobnega bralnega pouka, ki od učiteljev zahteva poznavanje sodobnih teoretičnih izhodišč poučevanja branja, poglobljeno razumevanje bralnega razvoja, dobro organizacijo dela, pravo izbiro učnih sredstev, uporabo bralnih učnih strategij pri svojem delu ter neprestano izpopolnjevanje lastnega znanja. V nadaljevanju smo podrobneje opisali bralne učne strategije, predvsem tiste, ki se nanašajo na dejavnosti pred, med in po branju, ter strategije, ki zajemajo celoten učni proces, t. i. kompleksne bralne učne strategije. V empiričnem delu smo proučili, katere bralne učne strategije so uporabljali učitelji v prvem in drugem vzgojno-izobraževalnem obdobju v šolskem letu 2014/2015, kako pogosto ter pri katerih predmetih so jih uporabljali. Rezultate smo analizirali glede na delovno dobo, vzgojno-izobraževalno obdobje in naziv učiteljev. Z raziskavo smo ugotovili, da so učitelji najpogosteje uporabljali strategijo podčrtavanja ključnih besed, nato strategijo VŽN, sledijo strategija pisanja povzetkov, Paukova strategija ter nazadnje metoda PV3P. Izmed grafičnih prikazov so učitelji najpogosteje uporabljali miselni vzorec, sledijo časovni trak, Venov diagram, pojmovna mreža, nato primerjalna matrika in nazadnje ribja kost. Več kot polovica anketiranih učiteljev se je o bralnih učnih strategijah že dodatno izobraževala in velika večina učiteljev se na tem področju želi še dodatno izobraževati.
Keywords:Bralna pismenost, bralne učne strategije, razredni pouk, uporaba bralnih učnih strategij
Place of publishing:Maribor
Publisher:[A. Hrnčič]
Year of publishing:2016
PID:20.500.12556/DKUM-63327 New window
UDC:37.091.3:028(043.2)
COBISS.SI-ID:22658056 New window
NUK URN:URN:SI:UM:DK:9MGSR5Q9
Publication date in DKUM:14.10.2016
Views:2504
Downloads:413
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:FAMILIARITY AND APPLICATION OF READING STRATEGIES IN FIRST AND SECOND EDUCATIONAL PERIOD
Abstract:In the Master's thesis reading strategies, most commonly used by teachers in the first and second lower educational period have been studied. Master's thesis is divided in two parts: theoretical part and empirical analysis. In the theoretical part reading literacy was defined and educational aspects of reading literacy were described. The focus was on initial reading, reading fluency and reading comprehension, which is a key part for successful learning. Two international researches PISA and PIRLS, which measure prosperity of reading literacy of students in the 4th grade of primary schools and prosperity of students in the 1st year of high schools, have been introduced. Described were characteristics of modern reading lessons, which demand from teachers a wide knowledge of modern theoretical basis of teaching literacy, in-depth understanding of reading progress, good work organization, right selection of teaching means, the use of reading strategies and constant improvement of their own knowledge. In detail described were strategies, especially those, which lean on activities before, during and after reading, and strategies, which cover the complete learning process, i.e. complex reading strategies. In the empirical analysis the use of reading strategies, frequency of use and at which subject, among teachers in first and second lower educational period in the school year 20014/20015 was observed. The results were analyzed based on the period of employment, educational period, and teachers title. The research showed that the most commonly used reading strategy among teachers were Underlining of Key-Words, followed by “VŽN” Strategy, Writing of Abstracts, Pauk Strategy and “PV3P” Strategy. Most commonly used graphical displays among teachers were Mind Maps, Time Band, Venn Diagram, Hierarchical Network Model, Comparative Matrix and lastly Herringbone. More than half of the teachers participating in the research already undertook additional education in the field of reading strategies while the majority of them want additional education in this field.
Keywords:reading literacy, reading strategies, first and second lower educational period, use of reading strategies


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