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1.
Mit Literatur in die Welt einer Fremdsprache - S književnostjo v svet tujega jezika
Adrijana Koroša, 2009, diplomsko delo

Opis: Otroška in mladinska književnost sta lahko pri pouku tujega jezika uspešno uporabljeni in otroka na zanimiv in privlačen način vpeljeta v svet tujega jezika. Namen pričujočega dela je poiskati in predstaviti razlike med enojezičnimi in dvojezičnimi osnovnimi šolami glede na uporabo književnosti pri pouku tujega jezika. Na začetku je opisano, kaj je jezik, kako se otrok uči jezikov, katere zvrsti otroške in mladinske književnosti so primerne za pouk tujega jezika, kako učitelji učence motivirajo za branje knjig, kakšna je vloga in katere so naloge učitelja pri pouku tujega jezika. Zatem so navedeni še cilji književnega pouka, kriteriji za izbiro književnih del, ki jih morajo učitelji upoštevati, metode za obravnavo književnega dela in koraki, po katerih obravnava književnega dela poteka, skupaj z nalogami, kot predlogi za obravnavo književnega dela. Na podlagi teoretičnih izhodišč je bil sestavljen anketni vprašalnik, na katerega so odgovarjali učitelji nemškega jezika na enojezičnih in dvojezičnih osnovnih šolah. Rezultati anketnega vprašalnika so tabelarično in grafično ponazorjeni in nudijo pregledno primerjavo med enojezičnimi in dvojezičnimi osnovnimi šolami ter kažejo, da učitelji pri pouku tujega jezika obravnavajo književna dela, da se jim zdi uporaba književnosti pri pouku tujega jezika smiselna, da pa književnost po mnenju učiteljev in učiteljic nemškega jezika pri pouku tujega jezika ne potrebuje večjega poudarka. Hkrati so rezultati pokazali, da med enojezičnimi in dvojezičnimi osnovnimi šolami obstajajo določene razlike glede na uporabo književnosti pri pouku tujega jezika.
Ključne besede: otroška in mladinska književnost, jezik, bralna motivacija, pouk tujega jezika, enojezičnost, dvojezičnost, tuji jezik, književna didaktika
Objavljeno: 23.03.2010; Ogledov: 2249; Prenosov: 186
.pdf Celotno besedilo (666,95 KB)

2.
3.
O književni osebi in horizontu pričakovanj v predoperativnem in operativnem obdobju otrokovega bralnega razvoja
Metka Kordigel Aberšek, Mateja Šega, 2003, izvirni znanstveni članek

Opis: Pričujoči sestavek skuša predstaviti rezultate drugega dela raziskave otrokove recepcijske sposobnosti, povezane z njegovo miselno shemo pravljica, ki smo jo opravili na Oddelku za pouk Pedagoške fakultete Univerze v Mariboru. V okviru kvalitativne analize rezultatov produktivnega ustvarjalnega postopka in analize rezultatov vodenega intervjuja smo preučevali otrokov horizont pričakovanj, povezan s pravljičnimi književnimi osebami, in tako posredno preverjali ustreznost v učnem načrtu za prvo in drugo triletje devetletke zastavljenih aproksimativnih literarnorecepcijskih ciljev, povezanih z zaznavanjem, razumevanjem in vrednotenjem književne osebe sploh (cilj 4.1.1./2.1,2,3) in pravljičnih književnih oseb posebej (cilj 4.1.1/4.2).
Ključne besede: književna didaktika, pravljica, branje, osnovna šola
Objavljeno: 10.07.2015; Ogledov: 306; Prenosov: 14
URL Povezava na celotno besedilo

4.
Pouk literarne teorije malo drugače ali Zakaj pravljica v učni načrt za drugo triletje
Metka Kordigel Aberšek, 2000, izvirni znanstveni članek

Opis: V pričujočem sestavku smo pokazali, na kakšen način je mogoče dosegati s komunikacijskim modelom književne vzgoje, ki ga postopoma uvajamo v vse stopnje šole in in v večino oblik srednješolskega izobraževanja, literarnovedne cilje književne vzgoje enako uspešno kot klasični pouk književnosti, in istočasno realizirati tudi njene funkcionalne in vzgojne cilje: sistematično razvijati recepcijsko sposobnost (= sposobnost literarnegabranja) ter ohranjati naklonjenost do branja leposlovja.
Ključne besede: književna didaktika, književna vzgoja, komunikacijski modeli, pravljice
Objavljeno: 10.07.2015; Ogledov: 620; Prenosov: 34
URL Povezava na celotno besedilo

5.
Komunikacijski model književne vzgoje
Metka Kordigel Aberšek, 1999, izvirni znanstveni članek

Opis: A communicative model of literary education is presented that was used in the new primary school curriculum. It is based on three sciences, which - each within its own framework - explore elements of the communicative situation in the classroom in which the reader and the literary text meet, in the presence of the teacher as the organiser or the manager of the learning situation. The model borrows its knowledge about the student and his receptive ability from the young reader studies, its knowledge about the literary work from literary studies, and its knowledge about what happens when the reader and the literary text meet from aesthetics of reception. Following the ideas of aesthetics of reception, the communicative model of literary education presumes there exists nothing that might be termed "the real meaning of a literary text", no precious value that the author has hidden among the words of his literary creation and that should be found - or possibly missed - by readers in the process of reception. The meaning of a literary text is created in each reading anew as a product of interaction between the text and its reception by the reader. Within this framework, the model primarily prepares students for dialogue with a literary text and for constructing their individual meanings of texts, because it is only the student himself or herself that can make (or not make) a literary text speak to him/ her, i.e. actualise a literary text's potential meaning into his/ her own, bringing into the referential framework of literary data to be used in reception his/ her own specific expectations that belong to his developmental and biographically determined field of interests, desires, needs and experiences, in other words, to his horizon of expectations. A reader can understand a literary text only to the extent matching the ability of his horizon of expectation to receive signals or data for reception conveyed by a literary text. Using principles of aesthetics of reception, literary theory and studies on development of literary reading, the communicative model of literary education guides the young reader systematically, step by step from spontaneous to reflexive reception of a literary text, i.e. to a developed ability of literary reading. In this process, the model does not focus on increasing the number of textual signals perceived by the reader, but primarily on a systematic development of his/ her ability to understand and evaluate these signals. This is the principle of Less may be more, with special attention going to the selection of textual signals brought to students' attention by the teacher. The teacher selects only those signals that students are capable of registering, understanding and evaluating within their horizon of expectation as defined by their ability to receive literature and their stage of development at a given point in time. The basic novelty of the communicative model of literary education is its attempt to define the structural complex of receptive ability and its description of the child's (literary) reading (=receptive) dvelopment within each of its structural component. Doing this, the communicative model of literary education manages to break down the contiguous progression from the so-called spontaneous to the so-called reflective reception into a manageable number of partial objectives that the teacher may seek to pursue in his/her didactic communication
Ključne besede: književna vzgoja, didaktika književne vzgoje, recepcija, recepcijske sposobnosti
Objavljeno: 10.07.2015; Ogledov: 872; Prenosov: 35
URL Povezava na celotno besedilo

6.
Še enkrat o integriranem/celostnem pouku z zornega kota književne didaktike
Metka Kordigel Aberšek, 1998, izvirni znanstveni članek

Opis: Against the background of current heated discussions about the appropriateness of the integrated model of education in the first four years of primary school, the author reviews the model in terms of objectives of both science and literary courses. The fictional worlds of fairy tales and fantastic literature have effect within the subjective cognitive scheme. Literary texts of this kind involve a type of response to reality comparable to that of animistic cognition tipical of children at the pre-operative (=pre-school) stage of their cognitive development. Cognitive psychology (which is claimed to be the basis of the integrated model!) calls for lower grades curricula that would go beyond the level of concrete intellectual operations and stimulate development of formal logical intellectual operations. This objective rules out the use of literary texts whose fictional world is regulated by principles typical of the earlier, in most children already surpassed, stage of intuitive intelligence. From the point of view of literary education, the integrated model is disastrous. In it, literary education objectives would supposedly be achieved as side-effect of pursuing other objectives. The use of a literary text in "preparing pupils for a thematic complex" or as a didactic instrument "to learn a natural/technical structure" ignores the fact that reading a text involves two very different reading situations. Even more, the place and role assigned to the literary text in the integrated model imply that all texts are primarily meant to help the child in learning about the world and the principles governing it. As the integrated model does not develop the child's ability to distinguish reading situations and reading objectives, the child cannot chose a reading strategy appropriate for a given text. In other words, the child does know when he should extract from the text a necessary amount of data in a minimum possible time to reach the objective of his reading, and when the reading speed does not matter, because reading should be a source of literary aesthetic experience, and, therefore, should not be as short as possible. Not distinguishing between the pragmatic and literary perceptive situations, the child enters into both of them with misplaced expectations. He evaluates literature in terms of its informative content and exactness. This is of course completely inadequate. By definition, literature is more than is cognitive component only. With the integrated model not developing the child's ability to recognize the reception situation, the child will not learn to know when the meaning of a text can be grasped simply by putting together the data in it, and when a text has a lot of'empty space' to be filled in by the reader's own imagination
Ključne besede: integrirani pouk, didaktika, književna didaktika, osnovne šole
Objavljeno: 10.07.2015; Ogledov: 554; Prenosov: 16
URL Povezava na celotno besedilo

7.
O nekaterih (že preizkušenih) literarnodidaktičnih konceptih ali česa se lahko naučimo iz tujih izkušenj pri poučevanju književnosti
Metka Kordigel Aberšek, 1996, izvirni znanstveni članek

Opis: Različni nemški literarnodidaktični sistemi, ki so se uveljavili v času po drugi svetovni vojni, so razkrili številne prednosti in tudi slabosti pri pouku literature, ki ne sme imeti samo didaktične ali vzgojne funkcije, marveč naj bi učenca postopoma pripravil za literarnoestetsko doživetje in mu obenem omogočil tudi ustvarjalno komunikacijo z besedilom.
Ključne besede: književna didaktika, pouk književnosti
Objavljeno: 10.07.2015; Ogledov: 547; Prenosov: 19
URL Povezava na celotno besedilo

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