| | SLO | ENG | Cookies and privacy

Bigger font | Smaller font
First page > Show document

Show document Help

Title:Zmožnost pripovedovanja pravljiške zgodbe deklic in dečkov v 5. razredu osnovne šole : magistrsko delo
Authors:ID Bačič, Michelle (Author)
ID Kordigel Aberšek, Metka (Mentor) More about this mentor... New window
Files:.pdf MAG_Bacic_Michelle_2023.pdf (2,12 MB)
MD5: 1AC1732977C12CBDBE5139A351361507
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:V teoretičnem delu je magistrsko delo usmerjeno v predstavitev razvoja govora, faz razvoja in razlike v govornem razvoju deklic in dečkov. Na kratko smo opisali tudi, kako lahko govor spodbujamo. Osredotočili smo se na pripovedno zmožnost otrok in teorijo uma v povezavi s pripovedovanjem zgodb. Opisali smo dejavnike, ki vplivajo na razvoj zmožnosti pripovedovanja ter na ocenjevanje otrokovega pripovedovanja zgodb. Opisali smo tudi standardne postopke in merila, standardizirane preizkuse in pripomočke za pripovedovanje zgodb ter pripovedovanje zgodb glede na spol. Prav tako smo opisali vpliv spolnih stereotipov na izbiro pravljice. Sledi podrobna raziskava, v kateri je pravljico Kraljična na zrnu graha pripovedovalo 20 otrok, od tega 10 deklic in 10 dečkov. Zgodbe smo analizirali z vidika koherentnosti in kohezivnosti. Zanimalo nas je, ali obstajajo razlike med spoloma v povprečni rabi: vseh besed, različnih besed, dolžini povedi, priredno zloženih povedi, podredno zloženih povedi in enostavčnih povedi, rabi prirednih veznikov in podrednih veznikov. Poleg tega smo želeli proučiti še povprečno število dogodkov, zamenjav perspektive ter besed za opisovanje mentalnih stanj glede na spol učencev. Rezultati analize povedanih zgodb kažejo, da obstajajo razlike v pripovedovanju zgodb deklic in dečkov v 5. razredu osnovne šole. Ugotovili smo, da so dečki pripovedovali daljše zgodbe,z več (različnimi) besedami. Več dečkov je v zgodbe vključilo priredne veznike, ki ne izražajo vezalnega priredja. Deklice pa so pri pripovedovanju opisale več dogodkov in v prepoznanih dogodkih večkrat zamenjale perspektivo pripovedovanja. Skoraj vsi učenci pa so pri pripovedovanju zgodbe uporabili besede za opisovanje mentalnih stanj, kar priča o temu, da imajo petošolci že dobro razvito teorijo uma.
Keywords:pripovedovanje, zgodba, kohezivnost, koherentnost, spol
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[M. Bačič]
Year of publishing:2023
Number of pages:1 spletni vir (1 datoteka PDF (XII, 139 str.))
PID:20.500.12556/DKUM-85018 New window
UDC:373.3:159.946.3:808.543(043.2)
COBISS.SI-ID:164534531 New window
Publication date in DKUM:15.09.2023
Views:783
Downloads:121
Metadata:XML DC-XML DC-RDF
Categories:PEF
:
Copy citation
  
Average score:(0 votes)
Your score:Voting is allowed only for logged in users.
Share:Bookmark and 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:16.08.2023

Secondary language

Language:English
Title:The ability of fifth grade elementary school girls and boys to tell a fairytale
Abstract:In the theoretical part, the master's thesis aims to present the development of speech, the stages of development and the differences in speech development of girls and boys. We also briefly describe how we can encourage speaking. We have focused on children's narrative ability and theory of mind in relation to storytelling. We described the factors that influence the development of storytelling abilities and the assessment of children's storytelling. We have also described standard procedures and criteria, standardised tests and tools for storytelling and gender-specific storytelling. We also describe the impact of gender stereotypes on the choice of story. This is followed by a detailed study in which 20 children, 10 girls and 10 boys, told the fairy tale The Princess and the Pea. The stories were analysed in terms of coherence and cohesion. We were interested in whether there were gender differences in the average use of: all words, different words, sentence length, coordinate clauses, subordinate clauses and simple sentences, the use of coordinating conjunctions and subordinating conjunctions. In addition, we wanted to look at the average number of events, changes of perspective and words used to describe mental states, according to the gender of the students. The results of the analysis of the stories told show that there are differences in the storytelling of girls and boys in the fifth grade of primary school. We found that boys told longer stories, with more (different) words. More boys included coordinating conjunctions that do not express cumulativesentences. Girls, on the other hand, described more events and changed the narrative perspective several times in the identified events. However, almost all students used words to describe mental states when telling the story, which shows that fifth grade students already have a well-developed theory of mind.
Keywords:storytelling, story, cohesion, coherence, gender


Comments

Leave comment

You must log in to leave a comment.

Comments (0)
0 - 0 / 0
 
There are no comments!

Back
Logos of partners University of Maribor University of Ljubljana University of Primorska University of Nova Gorica