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Title:Pomen domačih nalog za učenca
Authors:Hartman, Tamara (Author)
Kramar, Martin (Mentor) More about this mentor... New window
Files:.pdf UN_Hartman_Tamara_2015.pdf (584,72 KB)
 
Language:Slovenian
Work type:Undergraduate thesis (m5)
Typology:2.11 - Undergraduate Thesis
Organization:FF - Faculty of Arts
Abstract:Pomen domačih nalog se je skozi zadnja leta in desetletja precej spremenil. Domače naloge se ne dajejo z namenom, da bi učenci opravili učiteljevo zapoved in nimajo zgolj vzgojne funkcije, ki učence navaja na izpolnjevanje obvez. Učencem zato ni smiselno nalagati naloge samo zato, da nekaj počnejo in z opravljanjem ne dosežejo ničesar, kar jim bo za nadaljnji proces usvajanja znanj pomagalo. Prav tako domače naloge niso potrebne takrat, ko učenci že vse znajo. Učenci morajo videti in vedeti, kaj z določeno domačo nalogo dosežejo in opravijo, zato mora imeti domača naloga jasen razlog. Domače naloge naj bodo v funkciji doseganja ciljev. V večini je to utrjevanje znanja, so pa za učenca pomembne tudi v širšem pomenu, in sicer domače naloge vplivajo na razvoj učenčevih navad glede opravljanja šolskih obveznosti zunaj šole, vplivajo na razvoj miselnih sposobnosti in reševanja problemov, so v funkciji učenčevega samostojnega učenja in v povezavi s poukom komplementarne ter dopolnjevalne. Z njimi lahko učitelj zelo učinkovito usmeri pouk. Diplomsko delo opredeljuje domače naloge, predstavi proces učiteljevega in učenčevega ravnanja v zvezi z domačimi nalogami od učiteljevih priprav, posredovanja, preverjanja do vrednotenja domačih nalog. Zajema tudi vidik učencev, tj. kaj domače naloge učencem prinašajo, oziroma kaj učenec z opravljanjem domačih nalog doseže, dejavnike uspešnosti, učne navade in motivacijo. Empirični del se osredotoča na izkušnje učencev z domačimi nalogami in vlogo učitelja pri ravnanju z domačimi nalogami. Razišče se tudi mnenje učencev o domačih nalogah.
Keywords:domača naloga, učenec, učitelj, učinkovitost, usvajanje znanja.
Year of publishing:2015
Publisher:[T. Hartman]
Source:Maribor
UDC:37.091.322(043.2)
COBISS_ID:21758984 Link is opened in a new window
NUK URN:URN:SI:UM:DK:CJKVLFLZ
Views:1172
Downloads:266
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Categories:FF
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Secondary language

Language:English
Title:The importance of homework for the pupil
Abstract:The meaning of homework has changed in the last years and decades. Homework is not given in order for the pupils to obey the teacher’s order and does not merely have an educational function, consequently, homework should not be a tool for fulfilling obligations. Therefore, it does not make sense to give homework to pupils just in order for them to do something and they do not achieve anything important for the ongoing process of acquiring new knowledge. Also, homework is not necessary when pupils already know everything. Pupils have to see and know what they achieve and do with a certain homework. Therefore, homework needs to have a clear purpose. Homework should be in the function of achieving the goals and in most cases that means to consolidate knowledge. However, homework is important for the pupil in a wider sense; it affects the development of pupil’s habits outside of school; their thinking skills and problem solving, homework is in the function of pupil’s independent learning, it is complementary with the lessons and it completes the lessons. The teacher can effectively direct the lesson with homework. The theoretical part of this diploma thesis defines homework, shows the process of the teachers' and pupils' handling with homework, including teachers' preparation, giving, checking and evaluating the homework. It also includes the pupils' view; what homework brings to pupils and what the pupil achieves when he/she does his/her homework, the factors of success, learning habits and motivation. The empirical part focuses on pupils' experiences with homework and the teachers’ role when dealing with homework. The pupils' opinions about homework are also explored in the thesis.
Keywords:homework, pupil, teacher, efficiency, acquiring knowledge.


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