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Title:PRIMERJAVA GOVORNIH NASTOPOV V SEDMEM IN DEVETEM RAZREDU OSNOVNE ŠOLE
Authors:Volavšek, Valentina (Author)
Zemljak Jontes, Melita (Mentor) More about this mentor... New window
Pulko, Simona (Co-mentor)
Files:.pdf UNI_Volavsek_Valentina_2009.pdf (1,13 MB)
 
Language:Slovenian
Work type:Undergraduate thesis (m5)
Organization:FF - Faculty of Arts
Abstract:V pričujočem diplomskem delu z naslovom Primerjava govornih nastopov v sedmem in devetem razredu osnovne šole sem se ukvarjala s problematiko usposabljanja učencev omenjenih razredov v govornem nastopanju. Glavni cilj je bil v okviru poslušanja in analize govornih nastopov v sedmem in devetem razredu razrešiti raziskovalni problem, tj. preučiti in ovrednotiti prednosti in slabosti izvajanja govornih nastopov v sedmem in devetem razredu ter na podlagi primerjave učencev obeh razredov prikazati razlike. Na osnovi rezultatov sem želela dokazati, da se je z vajo možno naučiti veščin govornega nastopanja. V teoretičnem delu sem predstavila in primerjala cilje starega in prenovljenega učnega načrta, ki jih morajo učenci dosegati pri govornem nastopanju v sedmem in devetem razredu, ter izpostavila razlike vsebin obeh učnih načrtov. Po preučitvi strokovne literature sem prikazala, kakšna mora biti zgradba govornega nastopa in kakšne priprave so potrebne, da je govorni nastop dober tako v svoji vsebini kot tudi izvedbi. V empiričnem delu sem predstavila lastni ocenjevalni kriterij, s pomočjo katerega sem analizirala, primerjala in vrednotila poslušane govorne nastope učencev, nato pa sem prikazala še prednosti in pomanjkljivosti govornih nastopov. Govorne nastope in njihovo ocenjevanje sem primerjala med učenci različnih razredov in prišla do naslednje ugotovitve: učenci devetega razreda so načeloma bolje izvajali govorne nastope na vseh ocenjevalnih ravneh (v primerjavi s sedmošolci je bila vidna manjša uporaba pisne predloge pri izvajanju govornih nastopov, učenci niso izgubljali stika s poslušalci zaradi govora, ki bi bil naučen na pamet, učenci so se dobro otresli treme, pri izvajanju govornega nastopa so upoštevali besedilno vrsto in bolje razporejali vsebino kot sedmošolci, pri izvajanju govornega nastopa so uporabljali bogatejši besedni zaklad in izkoriščali svojo zmožnost skladenjske raznolikosti, trudili so se upoštevati pravorečno normo, njihova uporaba mašil je bila majhna, med govorom so poskušali govoriti razumljivo, zborno, ponazorila so bila privlačna, prav tako pa so se bolje zavedali časovnega okvira, v katerem so morali izpeljati nastop ipd.).
Keywords:Ključne besede: osnovna šola, govorni nastop, sedmi razred, deveti razred, primerjava.
Year of publishing:2009
Publisher:[V. Volavšek]
Source:Maribor
UDC:82(043.2)
COBISS_ID:17193992 Link is opened in a new window
NUK URN:URN:SI:UM:DK:CGHEFJDU
Views:2401
Downloads:269
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:FF
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Secondary language

Language:English
Title:Comparison of speeches presented by pupils in seventh and ninth grade of grammar school
Abstract:In the thesis with the title Comparison of speeches performed in the seventh and ninth grade of grammar school I was concerned with the problematic of training pupils of these grades in delivering speeches. The main aim of the thesis was to listen and analyse speeches performed in the seventh and ninth grade and thus solve the research problem, id est. the study and evaluation of the advantages and disadvantages of delivering speeches in the seventh and ninth grade and the presentation of differences in the performance on the basis of comparison of the pupils of both grades. With the help of the results, I wanted to prove that it is possible to learn the speech delivering skills with the practice. In the theoretical part I presented and compared the aims of the old and new syllabi which the pupils need to achieve when delivering speeches in the seventh and ninth grade. I also emphasised the differences in the contents of the both syllabi. After studying the literature I presented how the speeches should be structured and what preparations are needed for delivering a good speech, so in the content as in performance. In the empirical part I presented my own criterion, with its help I analysed, compared and evaluate the pupils’ speeches, and then presented their advantages and disadvantages. I compared the speeches and their evaluation between pupils of both grades and came to the conclusion: pupils from the ninth grade performed their speeches better in all the assessed levels (compared to the pupils from the seventh grade, the ninth graders did not use the speech scripts so often in delivering their speeches, nor did they lose contact with the listeners due to the speech, learned by heart; they got rid of the stage fright and paid regard to a discourse type, their speech content was better structured than in the seventh grade; they used richer vocabulary and made good use of their ability of producing diverse sentence structures; they tried to pay regard to the correct pronunciation and used less expletives; during the speech they tried to speak clearly and correctly, illustrations were attractive; they were also better aware of limited amount of time in which they had to deliver a speech etc.).
Keywords:grammar school, speech, seventh grade, ninth grade, comparison.


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