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Title:PRAVOPISNE ZMOŽNOSTI UČENCEV 5. RAZREDA
Authors:Kokol, Brigita (Author)
Ropič, Marija (Mentor) More about this mentor... New window
Files:.pdf UNI_Kokol_Brigita_2012.pdf (3,00 MB)
 
Language:Slovenian
Work type:Undergraduate thesis (m5)
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:Komunikacija je človekova družbena dejavnost, zato je razvijanje komunikacijskih dejavnosti osnovno težišče pouka. Jezikovne dejavnosti: poslušanje, govorjenje, branje in pisanje predstavljajo integriran jezikovni sistem. Zato je pomemben razvoj vsake izmed dejavnosti. Kajti primanjkljaj pri kateri koli dejavnosti slabi jezikovni sistem. Prav zato so v teoretičnem diplomskem delu vsem štirim komunikacijskim dejavnostim namenjena svoja poglavja. Podrobneje je opisana dejavnost poslušanja. Gre namreč za prvo in najpogostejšo komunikacijsko jezikovno sposobnost, od katere je odvisen razvoj ostalih treh. Pri tem ne gre zapostavljati niti razločujočega poslušanja, ki predstavlja temelj ostalim vrstam poslušanja ter odločilno vpliva na učenje govora in branja. Tako je tudi branje temeljni pogoj za napredovanja otroka v šoli. Še posebej, ko postanejo pisni viri pomembni za učenje. Ob samem usvajanju pisanja se morajo učenci naučiti še številnih pravopisnih pravil. Le-ta so opisana v poglavju o pravopisu. Nekaj strani je namenjenih učnemu načrtu za slovenščino, kjer je med drugim tudi primerjava starega in novega učnega načrta. Namen diplomskega dela je bilo preveriti pravopisno zmožnost učencev 5. razreda. V empiričnem delu sledijo rezultati in interpretacije raziskave razreda, na eni izmed mariborskih osnovnih šol. Raziskava je bila izvedena dvakrat v istem razredu ter z istim besedilom s pravopisnimi napakami, ki so jih morali učenci prepoznati, označiti ter ustrezno popraviti. Le tako je realno in objektivno govoriti o napredku učencev. S tem preizkusom je z deskriptivno in kavzalno-neeksperimentalno metodo bil raziskan individualni napredek učencev v zmožnostih pravopisnih pravil ter razlike v napredku učencev glede na spol v obdobju štirih mesecev. Raziskava je tudi pokazala, da je bil pri večini pravopisnih kriterijev individualni napredek učencev od 1. do 2. preverjanja, prav tako pa tudi, da so bile deklice pri večini pravopisnih kriterijev uspešnejše od dečkov.
Keywords:poslušanje, vrste poslušanja, govorjenje, branje, pisanje, učni načrt, pravopis, besedilo s pravopisnimi napakami
Year of publishing:2012
Publisher:[B. Kokol]
Source:Maribor
UDC:82(043.2)
COBISS_ID:19568648 Link is opened in a new window
NUK URN:URN:SI:UM:DK:HPKVTXC6
Views:1820
Downloads:214
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:ORTOGRAPHIC CAPABILITIES OF 5 TH GRADE STUDENTS
Abstract:Communication is human social activity, therefore developing of communication activities is in the centre of lessons. Language activities, ie. listening, speaking, reading, and writing form integrated language system. Thus the development of every activity is important; failing to develop individual activity, results in weakening of the whole language system. In the theoretical part of the thesis all four communication activities are presented in separated chapters. Listening is described in detail because it is the first and most frequent communication activity that influences the development of other three activities. Listening for specific information must not be ignored because it is the basis for other types of listening and importantly affects learning to speak and read. Reading is the basis for child's progress at school, especially when written texts become important part of learning. Besides learning how to write, learners have to adopt also orthographic rules. These are described in the chapter about orthography. I mentioned also the curriculum for Slovene language and compared the old and new curriculum. The aim of the thesis was to check orthographic ability of the students in class 5. In the empirical part the results and their interpretations are presented. Test was performed in a primary school in Maribor. It was performed twice including the same text and orthographic mistakes. Learners had to recognize mistakes, label and correct them. Only in this case we can establish child's progress objectively. With descriptive and causal non-experimental method individual learners' progress in orthography was evaluated and the differences among learner's progress were established regarding sex in the period of four months. Findings show that there was individual progress with the most orthographic criteria between the first and the second test and that girls more successfully recognized and solved mistakes.
Keywords:listening, types of listening, speaking, reading, writing, curriculum, orthography, text with orthographic mistakes.


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