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Title:IGRA VLOG KOT METODA IZKUSTVENEGA UČENJA PRI JEZIKOVNEM POUKU SLOVENŠČINE
Authors:ID Brčić Petek, Tanja (Author)
ID Pulko, Simona (Mentor) More about this mentor... New window
Files:.pdf MAG_Brcic_Petek_Tanja_2016.pdf (2,11 MB)
MD5: 7625FDCB3F2C132E02D1805F27430309
 
Language:Slovenian
Work type:Master's thesis
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Igra vlog je metoda izkustvenega učenja, ki omogoča učencu/dijaku, tudi študentu izgradnjo poglobljenega razumevanja učne snovi in izraţanje ustvarjalnosti ter ga spodbuja k razvoju raznovrstnih veščin, bazičnih miselnih veščin – primerjanje, razvrščanje, posploševanje, opredeljevanje, sklepanje, analiziranje, raziskovanje, veščin kritičnega mišljenja – analiza argumentov, preverjanje hipotez, pravilna raba jezika, komunikacijskih veščin – poslušanje, vzpostavljanje dvogovora. izraţanje stališč, mnenj. Z metodo igre vlog je mogoče uresničevanje širokega spektra vzgojno-izobraţevalnih ciljev tako na področju kognitivnega kot čustvenega razvoja posameznika. Učenci/dijaki s pomočjo učiteljevih navodil, smernic samostojno, domiselno in ustvarjalno, z miselnimi postopki predstavljajo dano situacijo, ustvarjajo razpravo, rešujejo nastale teţave in usvajajo snov. Poleg miselnih in intelektualnih procesov se prepletata tudi čustvena in domišljijska aktivnost. Izvedba pouka s pomočjo metode igre vlog in analiza pridobljenega znanja, stopnje ustvarjalnosti, zavzetosti, sodelovanja pri učenju sta bili usmerjeni k ugotovitvi, ali je s takšno obliko poučevanja/učenja v srednji šoli, gimnazijskem programu, mogoče doseči zastavljene vzgojno-izobraţevalne cilje in dijake motivirati za delo ter s tem narediti pouk zanimivejši in privlačnejši. Rezultati analize izdelkov, ocenjevanja kot posledice igre vlog, ki je bila izpeljana kot uvodna motivacija, kot popestritev pouka in kot metoda pridobivanja novega znanja, ponavljanja in utrjevanja znanja, ter ocenjevanja, torej v vseh fazah učnega procesa, so pokazali, da je igra vlog primerna in uspešna metoda poučevanja/učenja, saj so bili vzgojno-izobraţevalni cilji doseţeni, dijaki ustvarjalni, aktivni in uspešni.
Keywords:igra vlog, simulacija, domišljija, prevzem identitete, samostojno učenje, raziskovalno učenje, kognitivni razvoj, čustven razvoj
Place of publishing:Maribor
Publisher:[T. Brčić Petek]
Year of publishing:2016
PID:20.500.12556/DKUM-64482 New window
UDC:37.091.3:811.163.6(043.2)
COBISS.SI-ID:22688008 New window
NUK URN:URN:SI:UM:DK:L8KI0N6O
Publication date in DKUM:12.10.2016
Views:6164
Downloads:956
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:FF
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Secondary language

Language:English
Title:Role-playing as a Method of Experiential Learning in Slovenian Language Teaching
Abstract:Role-playing is an experiential learning method which enables a pupil or a student to build a profound understanding of a learning material and to express his/her creativity. It also encourages him/her to develop various skills: basic mental skills – comparing, classifying, generalizing, identifying, concluding, analyzing, researching; skills of critical thinking – analyzing arguments, testing hypotheses, correct using of language; communicational skills – listening, establishing a dialogue. Establishing positions, forming opinions. This method enables to exercise a wide spectre of educational goals in the field of a person’s cognitive as well as emotional development. Using a teacher’s instructions and guidelines, pupils/students autonomously, imaginatively and creatively, through mental processes, present a giving situation, create a debate, solve difficulties encountered and create learning material. Besides mental and intellectual processes, emotional and imaginative activities are also activated. Teaching by using the method of role-playing and the analysis of the acquired knowledge, the degree of creativity, of commitment, of participation in learning, all lead to a conclusion that by applying this teaching/learning method in a high school with a baccalaureate programme we can achieve the set educational goals and motivate pupils to work and thus make our lessons more interesting and attractive. The results of the analysis of school work, evaluation as a result of role-playing as an introductory motivation, as a method of making lessons more varied and as a method of acquiring, repeating and consolidating knowledge, showed that role playing is an adequate and successful teaching/learning method, because the educational goals were achieved and pupils were creative, active and successful.
Keywords:role-playing, simulation, imagination, impersonation, autonomous learning, investigative learning, cognitive development, emotional development


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