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Title:VPLIV UČENJA IN POUČEVANJA MATEMATIKE NA REZULTATE NA NACIONALNEM PREVERJANJU ZNANJA V NEKATERIH SLOVENSKIH REGIJAH
Authors:ID Dovečar, Polona (Author)
ID Ivanuš Grmek, Milena (Mentor) More about this mentor... New window
Files:.pdf UNI_Dovecar_Polona_2012.pdf (1,04 MB)
MD5: 02928F51F6E8B8DB16A52499753843A5
PID: 20.500.12556/dkum/57aeb449-9e02-485b-ad02-4a512c35abb4
 
Language:Slovenian
Work type:Undergraduate thesis
Organization:FF - Faculty of Arts
Abstract:V diplomski nalogi z naslovom Vpliv učenja in poučevanja matematike na rezultate na nacionalnem preverjanju znanja v nekaterih slovenskih regijah so prikazane metode in oblike dela pri pouku matematike, dejavniki učne uspešnosti, socialno-ekonomski dejavniki, družinsko okolje, pomen preverjanja in ocenjevanja znanja in pomen nacionalnega preverjanja znanja. Namen diplomske naloge je ugotoviti, kako učenje in poučevanje matematike vplivata na rezultate na nacionalnem preverjanju znanja, primerjati pristope učiteljev Osrednjeslovenske, Podravske in Pomurske regije pri poučevanju ter spoznati odnos in stališče ravnateljev osnovnih šol do nacionalnega preverjanja znanja. V teoretičnem delu smo opredelili namen, cilje in organizacijo nacionalnega preverjanja znanja v Sloveniji ter opisali motivacijske in socialno-ekonomske dejavnike, ki vplivajo na učno uspešnost učenca. V nadaljevanju smo se osredotočili na učiteljeve didaktične odločitve pri pouku matematike, pri čemer smo izpostavili učne oblike in metode ter njihovo uporabo in pomen. Posebno pozornost smo namenili tudi preverjanju in ocenjevanju znanja pri pouku matematike ter podrobneje opisali poznavanje in uporabo Gagnejeve taksonomije. Na koncu je predstavljeno ustno in pisno ocenjevanje znanja. V empiričnem delu diplomske naloge so prikazani rezultati, ki kažejo, da učitelji matematike premalo povezujejo matematične vsebine s primeri iz vsakdanjega življenja, premalo pa je tudi medpredmetne povezave. Statistično značilne razlike med regijami v metodah poučevanja so se pokazale pri metodi reševanja problemov, pri metodi razlage in razgovora, nadalje pri uporabi sodobne informacijske tehnologije in pri učiteljevih zahtevah ob preverjanju in ocenjevanju znanja. Stališča ravnateljev do nacionalnega preverjanja znanja so si enotna v tem, da posamezna šola primerja rezultate na nacionalnem preverjanju znanja z dosežki v državi, večina ravnateljev pa tudi trdi, da se dosežki šole upoštevajo pri načrtovanju nadaljnjega dela.
Keywords:nacionalno preverjanje znanja, motivacijski dejavniki, socialno-ekonomski dejavniki, učne oblike, učne metode, preverjanje znanja, ocenjevanje znanja, Gagnejeva taksonomija
Place of publishing:Maribor
Publisher:[P. Dovečar]
Year of publishing:2012
PID:20.500.12556/DKUM-22131 New window
UDC:37(043.2)
COBISS.SI-ID:19022088 New window
NUK URN:URN:SI:UM:DK:RF8XAGRB
Publication date in DKUM:26.03.2012
Views:3683
Downloads:391
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:FF
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Secondary language

Language:English
Title:THE IMPACT OF LEARNING AND TEACHIG MATHEMATICS ON THE RESULTS IN THE NATIONAL EXAMINATIONS IN SOME SLOVENIAN REGIONS
Abstract:This diploma paper presents methods and forms of work in mathematics lessons, the factors of learning success, social-economic factors, family environment, the meaning of testing and assessing of knowledge, and the meaning of National Examination. The purpose of the diploma paper is to find out how learning and teaching of mathematics influence the results of the National Examination of Knowledge, to compare the approaches of teachers in the Central Slovenian, Drava and Mura region at teaching, and to come to know the relations and point of views of primary school principals towards the National Examination of Knowledge. The theoretical part defines the purpose, goals and organization of the National Examination in Slovenia and describes the motivational and social-economic factors that influence the learning success of a pupil. It proceeds with a focus on teacher’s didactic decisions in mathematics lessons, where the learning forms and methods with their usage and meaning are set out. A special attention is also given to testing and assessing of knowledge in mathematics lessons, and the knowing and usage of Gagné’s taxonomy. At the end, oral and written assessment of knowledge is presented. The empirical part of the diploma paper shows the results which show that mathematics teachers do not link mathematical contents to the examples from everyday life often enough, and there is also too little inter-subject connections. Statistically typical differences between the regions according to methods of teaching are shown at the method of problem solving, method of explanation and discussion, further on at the usage of modern information technology and at teacher’s demands at testing and assessing of knowledge. The point of views of principals towards the National Examination are unified in the fact that individual schools compare the results on the National Examination with the achievements around the country, and most principals also claim that the achievements of the school are considered while planning future work.
Keywords:national examination, motivational factors, social-economic factors, learning forms, learning methods, testing of knowledge, assessing of knowledge, Gagné’s taxonomy


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