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Title:KVANTITATIVNI VIDIK PISANJA ZGODBE UČENCEV 1. RAZREDA
Authors:Krautberger, Vesna (Author)
Ropič Kop, Marija (Mentor) More about this mentor... New window
Files:.pdf UN_Krautberger_Vesna_2016.pdf (4,66 MB)
 
Language:Slovenian
Work type:Undergraduate thesis (m5)
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:Govoriti, brati in pisati se ljudje učimo vse življenje. Ob rojstvu smo najprej sposobni zgolj poslušati. Kot dojenček komuniciramo z jokom. S starostjo nekaj tednov začnemo spuščati zvoke, s katerimi sporočamo, kaj želimo. Do enega leta sporočamo svoje želje in potrebe z različnimi glasovi in s telesnimi gibi. Med prvim in drugim letom starosti začnemo izgovarjati prve besede in preproste povedi. Do šestega leta že znamo pripovedovati preproste zgodbe. Ko otrok vstopi v šolo, je njegovo znanje branja in pisanja različno. Učitelj s pomočjo bralnih in pisalnih stopenj ugotovi predznanje, da ve, kje nadaljevati z učenčevim razvojem bralnih in pisalnih zmožnosti. Potrebno je veliko truda, vaje, motivacije, da je pot do uspešnega branja in pisanja uspešna. Na začetku učenci tvorijo preproste enostavčne povedi, ko pa obogatijo besedni zaklad, začnejo pogosteje tvoriti zložene povedi. V empiričnem delu naloge sem preverjala kvantitativni vidik pisanja zgodbe učencev 1. razreda na petih mariborskih osnovnih šolah. Preverila sem, koliko enostavčnih povedi je v izdelku, koliko besed vsebuje enostavčna poved, koliko je zloženih povedi v izdelku in koliko je besed na zloženo poved. Preverila sem tudi učenčev napredek glede na nivo pisanja. S preverjanjem kvantitativnega vidika sem z deskriptivno in s kavzalno neeksperimentalno metodo raziskovala, kakšen je napredek učencev v razmahu treh mesecev. Preverjanje je bilo izvedeno dvakrat, pri čemer je bil instrumentarij enak. Le tako lahko govorimo o napredku
Keywords:govorjenje, opismenjevanje, pisanje, enostavčna poved, zložena poved, branje.
Year of publishing:2016
Publisher:[V. Krautberger]
Source:Maribor
UDC:37.091.33:003-028.31(043.2)
COBISS_ID:22253320 Link is opened in a new window
NUK URN:URN:SI:UM:DK:ZHO5P0RH
Views:646
Downloads:45
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Categories:PEF
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Secondary language

Language:English
Title:QUANTITATIVE PAINT OF VIEW FOR WRITTING STORIES OF THE 1ST CLASS PUPILS
Abstract:ABSTRACT People learn how to talk, read and write all their life. When we are born we are able to listen only. As a baby we communicate with crying. Some weeks after the birth we use voices and in such a way we express what we want. Till our 1st year we express our wishes and needs with various voices and a body language. From the 1st to the 2nd year we begin to use and speak our first words and simple sentences. Before we are 6 years old we can tell short simple stories. When going to school children have various knowledge of reading and writing. Teachers check pupil`s knowledge with various levels of reading and writing to see where to start. At the beginning pupils use simple sentences, when their vocabulary becomes richer, they start to use longer sentences. In the empirical part of my work I checked quantitative point of view of writing stories by pupils in the 1st grade. It was done on 5 primary schools and stories were compared. I was searching for how many simple sentences, how many words were usede and on the other hand how many words were there in longer sentences and how many of them were used. The pupil`s improvement in connection to the level of writing eas also checked. Descriptive and causal and non-experimental methods were used to find out the pupils` improvement fort he period of three months. It was done twice and the instrumentary was the same. This is the only way which allowes us to talk about improvement.
Keywords:talking/speaking, writing, simple sentences, longer sentences, reading


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