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Title:SAMOSTOJNO UČENJE UČENCEV V ODDELKU PODALJŠANEGA BIVANJA
Authors:ID Mirt, Anja (Author)
ID Ivanuš-Grmek, Milena (Mentor) More about this mentor... New window
Files:.pdf UN_Mirt_Anja_2016.pdf (1,34 MB)
MD5: 0D336C9723A4AD6317894DB368F4D031
 
Language:Slovenian
Work type:Undergraduate thesis
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:Podaljšano bivanje je oblika vzgojno-izobraževalnega procesa, ki ga je osnovna šola dolžna organizirati po pouku in je namenjena predvsem otrokom na razredni stopnji, torej od 1. do 5. razreda. Vanj se učenci vključujejo prostovoljno s prijavo staršev. Cilje podaljšanega bivanja predpisuje nacionalni koncept. Vsebuje štiri dejavnosti, ki so strokovno vodene in vnaprej načrtovane: sprostitvena dejavnost, prehrana, ustvarjalno preživljanje prostega časa in samostojno učenje. V diplomski nalogi sem se osredotočila na motivacijo učencev pri opravljanju domačih nalog v oddelku podaljšanega bivanja pri dejavnosti samostojnega učenja. Zanimalo me je, koliko časa vsakodnevno učitelji namenijo motivaciji pri samostojnem učenju, ali si pomagajo z motivacijskimi sredstvi in pripomočki ter ali ob koncu dejavnosti pregledajo domačo nalogo. Podatke za raziskavo sem zbrala s pomočjo anonimnega anketnega vprašalnika pri učiteljih, ki so vključeni v oddelke podaljšanega bivanja. Rezultati raziskave razkrivajo, dav povprečju, ne glede na delovne izkušnje, izobrazbo ali delovno obliko podaljšanega bivanja, učitelji motivaciji pri samostojnem učenju namenijo 5 do 10 minut. Učitelji razrednega pouka, predvsem tisti, z najmanj delovnimi izkušnjami, si pomagajo pri motivaciji tako s sredstvi zunanje motivacije (pogosteje pohvala, povratna informacija) kot z različnimi pripomočki (strokovna literatura, didaktični pripomočki, računalnik). Čeprav je dejavnosti samostojnega učenja po Konceptu podaljšanega bivanja namenjenih okoli 50 minut, kar 41,6 % učiteljev tej dejavnosti nameni več časa. Domače naloge ob koncu dejavnosti samostojnega učenja vestno pregledujejo učitelji, ki imajo do 15 let delovnih izkušenj. Pri učiteljih nad 20 let delovnih izkušenj, pa pregled domačih nalog močno upade.
Keywords:podaljšano bivanje, motivacija, samostojno učenje, domača naloga.
Place of publishing:Maribor
Publisher:[A. Mirt]
Year of publishing:2016
PID:20.500.12556/DKUM-60750 New window
UDC:37.091.2/.3:379.8(043.2)
COBISS.SI-ID:22545416 New window
NUK URN:URN:SI:UM:DK:2GJTYMZA
Publication date in DKUM:20.09.2016
Views:1471
Downloads:307
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:INDEPENDENT WORK OF PUPILS DURING THE EXTEDED ATTENDANCE
Abstract:Extended attendance is a form of the educational process which every primary school has to organise after regular school hours and is primarily intended for children from form 1 to 5. The attendance is on a voluntary basis and only if so decided by the parents. The aims of the extended school hours are defined by the National Concept. It includes four activities guided by specialists and are planned in advance: relaxation activities, food, spending creative free time and independent learning. This diploma paper is focused on the motivation of school children in doing their homework during extended school attendance during the independent learning session. I was trying to find out how much time teachers dedicate to motivation on a daily basis during independent learning, do they make use of motivation tools and devices and do they check homework at the end of the session. Survey data was collected on the basis of an anonymous questionnaire conducted with the teachers who work in sections of extended attendance hours. The survey results suggest that on average and regardless of work experience, education or work form of the extended school attendance, the teachers spend 5 to 10 minutes on motivation per each independent learning session. Teachers of classes grades 1 to 5, in particular those with lesser work experience, use both tools of external motivation (frequent praise, feedback information) and various other means (technical literature, didactic handbooks, computer). Although only approximately 50 minutes should be used for independent learning according to the Concept of extended school attendance, as many as 41.6 % of teachers assign more time to these activities. At the end of each session all homework is checked carefully by teachers with less than 15 years of work experience. This percentage drastically drops with teachers with more than 20 years of work experience.
Keywords:extended attendance, motivation, independent learning, homework.


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