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Title:UPORABA IN UČINKOVITOST KOMPLEKSNE BRALNE STRATEGIJE VŽN V 3. RAZREDU DEVETLETNE OSNOVNE ŠOLE
Authors:Lipovnik, Tjaša (Author)
Ropič, Marija (Mentor) More about this mentor... New window
Files:.pdf UNI_Lipovnik_Tjasa_2011.pdf (2,33 MB)
 
Language:Slovenian
Work type:Undergraduate thesis (m5)
Organization:PEF - Faculty of Education
Abstract: Pismenost je bila nekoč dejavnost določenih družbenih slojev in se je nanašala izključno na obvladanje branja in pisanja. V sodobnem svetu, moderni družbi, pa je postala eno temeljnih orodij za delovanje slehernega posameznika. Z različnimi oblikami pismenosti, kot so jutranje novice v časopisu, imena ulic, obvestila na cestah, branje in pisanje na delovnem mestu, šolah, skoraj ni mogoče preživeti dneva. Računalniki, televizorji, mobilni telefoni, bankomati, gospodinjski stroji ipd. so postali del našega vsakdanjika. Pomen pismenosti, tako za posameznika kot za družbo, nenehno narašča. Naloga nas, bodočih učiteljev, je pripraviti otroke na svet, ki teži k nenehnim spremembam in napredku. Otroci se naj razvijejo v enkratne vrstnike, prijatelje, mladostnike, sodelavce, starše in odlične intelektualce, ki jim funkcionalna pismenost ni tujka. V svoji diplomski nalogi se bom dotaknila širokega pojma, ki je povezan z besedo branje. Osredotočila se bom na bralno učno strategijo VŽN: Kaj vem? Kaj želim izvedeti? Kaj sem se naučil? Na eni izmed osnovnih šol na Koroškem sem v tretjih razredih to strategijo preizkusila in preverila njeno učinkovitost. Eden izmed razredov je bil kontrolni razred (3. b), drugi pa eksperimentalni (3. a). Nobeden izmed razredov še ni obravnaval neumetnostnih besedil po bralni strategiji VŽN. Pri delu sem si pomagala z eksperimentalno in kavzalno ali neeksperimentalno metodo pedagoškega raziskovanja. Po prvem preverjanju sem – skupaj z eksperimentalnim razredom – dva meseca, vsak četrtek drugo in tretjo šolsko uro, obravnavala različna neumetnostna besedila z že omenjeno metodo. Kontrolni razred te strategije pri svojem delu ni uporabljal. Po dveh mesecih sem ponovno izvedla preverjanje in rezultate obeh preverjanj vnesla v tabele.
Keywords:branje, bralna pismenost, dejavniki bralne učinkovitosti, bralno razumevanje, učenje, bralne strategije, kompleksne bralne učne strategije, kompleksna bralna strategija VŽN, opismenjevanje.
Year of publishing:2011
Publisher:[T. Lipovnik]
Source:Dravograd
UDC:37(043.2)
COBISS_ID:18612744 Link is opened in a new window
NUK URN:URN:SI:UM:DK:TQDK7R3X
Views:3370
Downloads:333
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Categories:PEF
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Secondary language

Language:English
Title:THE USE EFFECTIVENESS OF THE COMPLEX READING STRATEGY KWL IN THE THIRD GRADE OF THE NINE-YEAR ELEMENTARY SCHOOL
Abstract: Literacy used to be a privilege of only certain social classes and was related solely to the mastery of reading and writing. In the modern world and in the contemporary society, literacy has evolved to one of the fundamental tools in the life of each individual. Without the different forms of literacy, such as morning news in the newspaper, names of the streets, information on roads and reading and writing in your workplace or school, it is almost impossible to spend the day. Computers, television, mobile phones, cash machines, household appliances have become a part of our everyday lives. The importance of literacy for both the individual and the society is constantly increasing. The task of us, the future teachers, is to prepare the children for life in a world that is subject to constant change and progress. Let the children develop in unique peers, friends, adolescents, colleagues, parents and great intelectuals to whom functional literacy is not a foreign word. In my diploma, I will touch upon the broad concept associated with the word reading. I will focus on the teaching reading strategy KWL: What do I know? What do I want to learn? What did I learn? In two 3rd grades at one of the elementary schools in Koroška I have tested the strategy and verified its effectiveness. One of the grades was the control grade (3. b) and the other was the experimental grade (3. a). None of the grades has yet discussed non-fiction texts according to the reading strategy KWL. During my work I used the experimental and the causal or non experimental methods of pedagogical research. After the first test I discussed different non-fiction texts in my experimental grade using the method mentioned above. The teaching took place during the second and third lessons every Thursday for a time period of two months. The control grade did not use this strategy during their lessons. After two months I repeated the test and represented the results of both tests in tables.
Keywords:reading, reading literacy, the factors of reading performance, reading comprehension, teaching, reading strategies, complex teaching reading strategies, complex reading strategy KWL, literacy.


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