Vpliv predznaja na pisanje zgodb ob sliki

Kostanjšek, Urška

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Title:	Vpliv predznaja na pisanje zgodb ob sliki
Authors:	ID Kostanjšek, Urška (Author) ID Ropič Kop, Marija (Mentor) More about this mentor...
Files:	MAG_Kostanjsek_Urska_2020.pdf (707,36 KB) MD5: F2B01A7104E864DCCDF39C71839B6B74 PID: 20.500.12556/dkum/fbdfa211-c2e3-4f9c-9453-a592ab41f29d
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Magistrsko delo je sestavljeno iz dveh delov, teoretičnega in empiričnega. V teoretičnem delu smo se osredotočili na opismenjevanje in komunikacijske sposobnosti, predstavljena pa je tudi ustvarjalnost učencev, ki se odraža skozi pisanje zgodbe ob slikovnem gradivu. Opismenjevanje je proces, ki je ključen v prvem triletju pri pouku slovenščine. Za proces opismenjevanja je nujno, da razvijamo komunikacijske spretnosti, teh se ljudje učimo celo življenje. Predstavili smo procese govorjenja, branja in pisanja. Govorjenje je zelo pomembna dejavnost, saj nam omogoča socializacijo, komunikacijo s svetom. Procesa branja in pisanja potekata vzporedno. Da se učenci naučijo brati in pisati, je treba vložiti veliko dela, predvsem pa motivacije in interesa. Ko je tehnika pisanja usvojena, je učitelj tisti, ki učence spodbuja, da samostojno ustvarjajo. Svojo ustvarjalnost lahko učenci izražajo tako, da ob danem slikovnem materialu zapišejo zgodbo. Učenci, ki oblikujejo daljše, zložene povedi, v svoje opise vključujejo pridevnike in nenavadne zaključke zgodb, so besedno ustvarjalnejši, prav tako imajo bolj razvito domišljijo. V empiričnem delu smo raziskovali, kako predznanje učencev vpliva na oblikovanje zgodbe s pomočjo slikovnega gradiva. V raziskavo sta bili vključeni dve mariborski osnovni šoli. Preverjanje učencev je bilo izvedeno dvakrat z dvema različnima instrumentarijema. Prvo preverjanje je bilo izvedeno oktobra 2017, ko so učenci obiskovali 1. razred. Izvedli smo preizkus pismenosti. Drugo preverjanje je bilo izvedeno maja 2019, ko so učenci zaključevali 2. razred. Ob sliki so zapisovali zgodbo. Pri vsakem učencu smo preverili, koliko povedi in besed je vsebovala njegova zgodba ter kolikšno je bilo povprečno število besed v povedi. Prav tako nas je zanimalo, ali je v zgodbo vključil dodane elemente, ki jih na sliki ni.
Keywords:	govorjenje, branje, pisanje, zapis zgodbe, kreativnost
Place of publishing:	Maribor
Publisher:	[U. Kostanjšek]
Year of publishing:	2020
PID:	20.500.12556/DKUM-76394
UDC:	808.543:087.5(043.2)
COBISS.SI-ID:	21499395
NUK URN:	URN:SI:UM:DK:7VGTFKBB
Publication date in DKUM:	27.07.2020
Views:	1496
Downloads:	137
Metadata:
Categories:	PEF
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Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	18.05.2020

Secondary language

Language:	English
Title:	The effect of prior knowledge on story writing based on a picture
Abstract:	The master's thesis consists of the theoretical and empirical parts. In the theoretical part, we focused on literacy, communication skills, and we presented the students' creativity, which expresses through writing stories based on pictorial material. Literacy is a process that is crucial in the first three years of teaching Slovene. For the literacy process, we must develop communication skills, which people develop and learn throughout their lives. We introduced the process of speaking, reading, and writing. Speaking is an important activity because it enables socialisation and communication with the world. The process of reading and the process of writing are parallel. Students must work hard to learn to read and write, but most of all, they must be motivated and interested. Once the writing technique is adopted, however, the teacher is the one who encourages the students to work independently and creatively. Students can express their creativity by writing a story based on a given picture material. Pupils who form longer, compound sentences, include adjectives, and form unusual endings to the stories are more verbally creative and have a more developed imagination. In the empirical part, we explored how students' foreknowledge influences storytelling based on pictorial material. In the survey, we included two elementary schools in Maribor. We performed the assessment twice, using two different instrumentations. The first assessment was conducted in October 2017 when students attended 1st grade. We performed a literacy test. We conducted the second assessment in May 2019, when students were completing 2nd grade. The assessed students wrote a story based on a painting. For each student individually, we checked the number of sentences and words and the average number of words in the sentence. Additionally, we were interested if they included any added elements that were not in the given picture.
Keywords:	speaking, reading, writing, story recording, creativity

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