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Title:Diferenciacija ur športa na podružnični osnovni šoli v kombiniranem oddelku 2. in 3. razreda : magistrsko delo
Authors:ID Zdovc Kotnik, Valentina (Author)
ID Matejek, Črtomir (Mentor) More about this mentor... New window
Files:.pdf MAG_Zdovc_Kotnik_Valentina_2024.pdf (5,97 MB)
MD5: A75769B61CEA1CAE5C079823979CAE80
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Glavni namen magistrskega dela je bil pripraviti, izvesti in analizirati diferencirane ure predmeta šport v kombiniranem oddelku 2. in 3. razreda na podružnični šoli. Diferencirali smo ure iz različnih tematskih sklopov, ki so v učnem načrtu za šport. Načrtovali in zapisali smo priprave za pet šolskih ur, ki so predstavljene v praktičnem delu magistrskega dela. Te ure smo izvedli, jih dokumentirali ter v omenjenem poglavju opisali in tudi analizirali z vidika poučevanja v kombiniranem oddelku, z vidika učencev in vidika diferenciacije. Ugotovili smo, da je izvedba diferenciranega pouka težja kot v čistih razredih, vendar smiselna. Naredili smo tudi empirični del, kjer smo s pomočjo ankete, ki je bila izvedena na vzorcu sedemintridesetih učiteljev, ki poučujejo ali so poučevali v kombiniranem oddelku na podružnični šoli na izbrani šoli. V tem delu naloge nas je zanimal odnos učiteljev kombiniranih oddelkov do diferenciacije – kaj diferencirajo, kdaj, ali jim diferenciacija otežuje delo in kdaj se diferenciacije poslužujejo pri športu. Z raziskavo smo ugotovili, da skoraj vsi učitelji kombinirani pouk diferencirajo, vendar pogosteje slovenščino ter matematiko kot spoznavanje okolja, glasbeno umetnost in šport. Učitelji imajo do diferenciacije pozitiven odnos, čeprav jim načrtovanje in izvajanje le-te ni najlažje. Nekateri učitelji diferencirajo ure športa, pretežno v osrednjem delu pri ciljih, vsebinah, metodičnih postopkih in pripomočkih. Z izvedbo empiričnega in praktičnega dela smo hoteli podpreti idejo o tem, da je diferenciacija v kombiniranih oddelkih zelo pomembna, tudi pri športu, predvsem pa smo z izvedbo praktičnega dela hoteli raziskati diferenciacijo ur športa v kombiniranih oddelkih na podružničnih šolah.
Keywords:šport, podružnična šola, kombiniran oddelek, kombiniran pouk, diferenciacija
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[V. Zdovc Kotnik]
Year of publishing:2024
Number of pages:1 spletni vir (1 datoteka PDF (XVI, 184 str.))
PID:20.500.12556/DKUM-87920 New window
UDC:37.091.3:796/799(043.2)
COBISS.SI-ID:195366915 New window
Publication date in DKUM:14.05.2024
Views:483
Downloads:93
Metadata:XML DC-XML DC-RDF
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:30.03.2024

Secondary language

Language:English
Title:Differentiation of physical education's classes at the branch elementary school in the combined class of the second and third grade
Abstract:The main aim of the master’s thesis was to design, implement and analyse differentiated lessons in physical education (PE) in a combined 2nd and 3rd-grade class at a branch elementary school. We differentiated lessons from different thematic sections of the PE curriculum. We wrote lesson plans for five school lessons, which are described in the practical part of the master’s thesis. These lessons were implemented, documented, described and analysed in the above-mentioned chapter from the point of view of teaching in a combined class, from the pupils' point of view and the differentiation point of view. We have found that differentiated lessons are more difficult to implement in the multigrade situation than in the single-grade classes, but they make sense. We also did an empirical part, where we used a survey conducted on a sample of thirty-seven teachers who teach or have taught in a combined class in a branch school in the selected school. In this part of the assignment, we were interested in the attitudes of teachers of combined classes towards differentiation - what they differentiate, when they differentiate, whether differentiation makes their work more difficult and when they use differentiation in PE. The survey found that almost all teachers differentiate in combined lessons, but more often in Slovenian and mathematics than in science, music, and PE. Teachers have a positive attitude towards differentiation, although it is not the easiest thing for them to plan and implement. Some teachers differentiate during the central parts of the PE lessons; in objectives, content, methodological procedures and teaching accessories. By carrying out empirical and practical work, we wanted to support the idea that differentiation in combined classes is very important, also in PE, but above all, by carrying out practical work, we wanted to investigate the differentiation of PE lessons in combined classes in branch schools.
Keywords:physical education, branch elementary school, combined class, combined lessons, differentiation


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