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Title:ZMOŽNOSTI UČENCEV 2. RAZREDA PRI PISANJU NAREKA IN DOMIŠLJIJSKEGA BINOMA
Authors:ID Ivezić, Katja (Author)
ID Ropič, Marija (Mentor) More about this mentor... New window
Files:.pdf UNI_Ivezic_Katja_2012.pdf (1,62 MB)
MD5: 9D9ED29DF9403DBA5B2707C7776DCCFD
PID: 20.500.12556/dkum/91f57402-91ef-463b-9562-d1e17f7fcda1
 
Language:Slovenian
Work type:Undergraduate thesis
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:Otroci se že od rojstva naprej srečujejo z opismenjevanjem doma in v okolju z različnimi bralnimi in pisnimi vzorci; le-ti jim pomagajo pri spoznavanju sveta ter jim omogočajo socialno interakcijo z odraslimi. Ob vstopu v formalni proces opismenjevanja otrok tako v razvoju ni na točki nič. Ko otroci vstopijo v šolo in gredo v prvem triletju osnovne šole skozi fazo opismenjevanja, kar pomeni učenje branja in pisanja, je učiteljeva naloga ta, da z najprimernejšim pristopom (z različnimi metodami opismenjevanja, z grafomotoričnimi vajami in s slušnimi vajami) učencem zagotovi možnost, da bodo postali funkcionalno pismeni bralci. Napredek pri opismenjevanju učitelji lahko spremljajo s pisanjem nareka. Pomembno je, da učenci pišejo isti narek dvakrat v različnih časovnih obdobjih, učitelji pa zabeležijo, katere napake so pri učencu najpogostejše ter katera napaka je bila pri učencu dominantna. V teoretičnem delu diplomskega dela sem predstavila opismenjevanje (postopke, metode, motnje) in poudarek namenila predvsem grafomotoriki, pisanju, poslušanju, branju ter različnim motnjam, ki spremljajo posamezne procese, na katere mora biti učitelj zelo pozoren, saj je mogoče, da so jih starši v zgodnjem otroštvu spregledali. Danes je že skoraj v vsakem razredu učenec, ki ima težave v razvoju branja in pisanja; nedvomno pa lahko take težave vplivajo na posameznikove rezultate in uspeh v nadaljnjem izobraževanju. V teoretičnem delu diplomskega dela sem opisala tudi obe preverjanji, in sicer narek ter domišljijski binom, s katerima so se srečali učenci med šolskim letom. V empiričnem delu sem v obliki tabel predstavila rezultate, ki so jih učenci dosegli pri preizkusu pismenosti, ki so ga pisali na začetku šolskega leta, ter napake, ki so jih učenci napravili pri pisanju nareka ob koncu šolskega leta. V obliki tabel sem predstavila tudi rezultate domišljijskega binoma, ki smo jih ocenjevali na podlagi prej zastavljenih kriterijev. Domišljijske binome so učenci pisali konec šolskega leta. S preizkusi znanja sem ugotavljala njihove zmožnost pri pisanju nareka in domišljijskega binoma.
Keywords:Opismenjevanje, grafomotorika, poslušanje, branje, narek, domišljijski binom.
Place of publishing:Maribor
Publisher:[K. Ivezić]
Year of publishing:2012
PID:20.500.12556/DKUM-37185 New window
UDC:37.016:003-028.31(043.2)
COBISS.SI-ID:19365640 New window
NUK URN:URN:SI:UM:DK:YK6DN44L
Publication date in DKUM:03.10.2012
Views:4984
Downloads:378
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:ABILITIES OF 2ND CLASS PUPILS IN TAKING DICTATION AND FANTASTIC BINOMIAL
Abstract:From the moment of their birth children encounter literacy development attempts both at home and in the outside-home environment by way of various reading and writing patterns, which help them discover the world and enable their social interaction with adults. On entering the formal literacy development process, a child therefore does not start from the zero point. When children begin their school education and in the first three-year cycle of the elementary school go through the literacy development phase, which means being taught to read and write, it is the task of the teacher to use the most suitable approach, the variety of literacy development methods, the graphomotor exercises and listening exercises for enabling the pupils to become functionally literate readers. Teachers can monitor the progress in literacy development by using dictation. It is important though that the pupils take the same dictation twice in different time periods, that the teachers note down the most frequent mistakes a pupil makes as well as the prevailing mistake made by the pupil. In the theoretical part of the paper we presented the literacy development (processes, methods, disorders) with particular emphasis on graphomotor, writing, listening and reading skills as well as various disorders, accompanying individual processes, which call for particular attention of the teacher, as they might have well been overlooked by the parents in the early childhood. Nowadays, in almost every classroom there is a pupil who has difficulties in developing the reading and writing skills, which undoubtedly affects the results and the success of an individual in his/her further educational process. The theoretical part of the paper also describes both methods of testing i.e. the dictation and the fantastic binomial, which the pupils met with during the school year. In the empirical part we used tables to present the results, achieved by the pupils in literacy tests, taken at the beginning of the school year and the mistakes, made by the pupils when taking dictation at the end of the school year. Tables were also used for presenting the results of the fantastic binomial, which were evaluated on the basis of the previously set criteria. The fantastic binomials were written by the pupils at the end of the school year. We used such tests to ascertain their abilities in taking dictation and fantastic binomial.
Keywords:Literacy, development, graphomotor skills, listening skills, reading skills, dictation, fantastic binomial.


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