Stališča učiteljev o poučevanju z bralno učno strategijo VŽN v prvem vzgojno-izobraževalnem obdobju

Ivartnik, Katja

| | SLO | ENG | Cookies and privacy

Bigger font | Smaller font

First page > Show document

Show document

Title:	Stališča učiteljev o poučevanju z bralno učno strategijo VŽN v prvem vzgojno-izobraževalnem obdobju
Authors:	ID Ivartnik, Katja (Author) ID Ropič Kop, Marija (Mentor) More about this mentor...
Files:	MAG_Ivartnik_Katja_2022.pdf (2,15 MB) MD5: 46269FC2BB1A7D0C16989D9F97D6A882 PID: 20.500.12556/dkum/430dcc97-287b-4f2d-849d-2d5441789496
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	V magistrskem delu smo preučili seznanjenost učiteljev prvega vzgojno-izobraževalnega obdobja s poučevanjem z bralnimi učnimi strategijami, katere strategije so že uporabili pri poučevanju, pogostost vključevanja strategij v pouk slovenskega jezika in najpogosteje uporabljene dejavnosti pred, med in po branju. Zanimalo nas je predvsem mnenje učiteljev o uporabi strategije VŽN, s katerimi dejavnostmi jo vključujejo v pouk, pozitivni učinki in primernost njene uporabe. Osredotočili smo se na obstoj razlik med učitelji glede na razred, v katerem poučujejo. Rezultati raziskave so pokazali, da velika večina učiteljev vključuje bralne učne strategije v pouk vsaj trikrat mesečno. Pred branjem več kot tri četrtine učiteljev izvaja dejavnost »možganska nevihta«. Najpogostejša dejavnost med branjem je bila glasno branje posameznih učencev. Po branju pa se v večini poslužujejo ustnega odgovarjanja na učiteljeva vprašanja. Več kot polovica učiteljev je mnenja, da je uporaba strategij zelo pomembna. Najbolj soglašajo s trditvami, da je strategija VŽN primerna za delo s celotnim razredom ter da se zanjo odločimo, ko želimo boljšo zapomnitev učne snovi. Manjšina jih meni, da strategije VŽN ne moremo uporabiti v 1. razredu. Večina (vsaj 80 %) med pozitivne učinke uporabe strategije VŽN prišteva večjo zapomnitev informacij iz besedila, večjo zanimivost in aktivnost učencev, omogočanje spremljanja napredka v znanju, nudenje vpogleda v predznanje in nove informacije, dvig motiviranosti in ustvarjanje prijetnega vzdušja v razredu. Kot omejitev strategije VŽN pa ocenjujejo ne nudenje veliko možnosti pisanja in porabo veliko časa, truda in energije s strani učitelja.
Keywords:	branje, bralna učna strategije VŽN, 1. vzgojno-izobraževalno obdobje, stališča učiteljev
Place of publishing:	Maribor
Publisher:	[K. Ivartnik]
Year of publishing:	2022
PID:	20.500.12556/DKUM-81358
UDC:	37.091.33:028.1(043.2)
COBISS.SI-ID:	103080451
Publication date in DKUM:	06.04.2022
Views:	938
Downloads:	79
Metadata:
Categories:	PEF
:	Copy citation

Average score:	(0 votes)
Your score:	Voting is allowed only for logged in users.
Share:

Hover the mouse pointer over a document title to show the abstract or click on the title to get all document metadata.

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:	06.03.2022

Secondary language

Language:	English
Title:	Teachers' views on teaching with the reading and learning kwl strategy in the first educational period
Abstract:	In the master's thesis we examined the familiarity of teachers of the first educational period with the teaching of reading learning strategies, which strategies they have already used in teaching, the frequency of the integration of strategies in Slovenian language teaching and the most frequently used activities before, during and after reading. We were particularly interested in teachers’ views on the use of the KWL strategy, the activities they use to integrate it into their lessons, its positive effects and the appropriateness of its use. We focused on the existence of differences between teachers depending on the class they teach. The results of the survey showed that most teachers integrate reading learning strategies into their lessons at least three times a month. Before reading, more than three-quarters of teachers engage in the “brainstorming” activity. The most frequent activity during the reading was individual pupils reading aloud. After the reading, however, they mostly use oral answers to the teacher's questions. More than half of teachers consider the use of strategies to be very important. Most agree with the claims that the KWL strategy is suitable for working with the whole class and that it should be used when we want to better memorize learning materials. A minority of them believe that the KWL strategy cannot be used in the 1st grade. Most (at least 80 %) of the positive effects of using the KWL strategy include more additional information from the text, more attractive and student-oriented activities, allowing monitoring of knowledge progress, providing insight into prior knowledge and new information, increasing motivation to create a pleasant classroom atmosphere. The limitations of the KWL strategy are seen as not offering many writing opportunities and consuming a lot of teacher’s time, effort and energy.
Keywords:	reading, reading learning strategy KWL, 1st educational period, teachers' views

Comments

Leave comment

You must log in to leave a comment.

Comments (0)

0 - 0 / 0

There are no comments!

Back