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Title:Učiteljevo razumevanje pomena otrokove likovne govorice v komunikacijksem modelu književne vzgoje
Authors:ID Šrot, Kristina (Author)
ID Kordigel Aberšek, Metka (Mentor) More about this mentor... New window
ID Duh, Matjaž (Comentor)
Files:.pdf DOK_Srot_Kristina_2020.pdf (4,51 MB)
MD5: 9C22D955A46AD4BDA9D5BF3EE82F0765
PID: 20.500.12556/dkum/69333c5e-40cc-47a1-8a1e-8deb90da77ca
 
Language:Slovenian
Work type:Doctoral dissertation
Typology:2.08 - Doctoral Dissertation
Organization:PEF - Faculty of Education
UKM - University of Maribor Library
Abstract:Temeljni cilj doktorske disertacije je bil opisati metodo vizualnega odziva (MVO) na primeru pravljice Zgodba o kajmanu (Afriške pripovedke, 1976, str. 56–60) in jo preveriti v kontekstu razvijanja recepcijske vloge učencev, preučiti učiteljevo kompetenco uporabe metode vizualnega odziva za razvijanje učenčeve zmožnosti zaznavanja, razumevanja in vrednotenja literarnih besedil in na podlagi tega presoditi o upravičenosti vključevanja te vsebine v kurikulum univerzitetnega in/ali permanentnega izobraževanja učiteljev. Zastavljeni problem je bil opazovan v okviru medpredmetne povezave književnosti in likovne umetnosti, saj je mogoče le v povezavi doseči optimalno izrabo estetsko oblikovanih govoric kot didaktične poti (metode) za eksternalizacijo učenčevega dialoga z literarnim besedilom. Teze doktorske disertacije temeljijo na teoretičnih izhodiščih psihonaratologije, poznavanju zakonitosti otrokovega recepcijskega razvoja, didaktiki mladinske književnosti, likovni teoriji ter didaktiki likovne umetnosti. Iz teoretičnih izhodišč izluščimo, da bi učenec za polno upovedovanje literarnoestetskega doživetja potreboval veliko širše besedišče, kot ga ima na aktualni stopnji kognitivnega razvoja (odsotnost zmožnosti abstraktnega mišljenja) in kot ga ima na aktualni stopnji jezikovnega razvoja. Pot, ki učencu omogoči, da z lastno dejavnostjo razvija zmožnost logičnega mišljenja, upovedovalno zmožnost in zmožnost ustvarjalnega dialoga z literarnim besedilom, izhaja iz vizualne komunikacije in z njo povezane učiteljeve kompetence za poznavanje zakonitosti večkodnih besedil. Ob številnih zahtevanih kompetencah učitelja si zastavimo vprašanje, do katere mere so učitelji kompetentni uporabljati nejezikovne semiotične funkcije, ki zahtevajo poznavanje različnih strok in njihovih zakonitosti. Metodološko smo k raziskovanju pristopili s kombinacijo kvalitativnega in kvantitativnega načina raziskovanja. Uporaba obeh pristopov je smiselna, saj se postopki dopolnjujejo in presegajo pomanjkljivosti zgolj ene vrste pedagoškega raziskovanja. Glavne ugotovitve raziskave so: 1. Opazovanje, kako kvalitetno je učenec zmožen opravljati recepcijsko vlogo v ustvarjalnem dialogu z literarnim besedilom, in sicer na primeru pravljice tujega civilizacijskega kroga, ko se učitelj z njim sporazumeva s pomočjo besed (jezika), nam omogoči, da s pomočjo analiziranja kompleksnih konvencionalnih znakov (besed), ki nastopajo v funkciji opisovanja in pripovedovanja, razberemo učenčevo razumevanje karakterjev književnih oseb in s tem povezanega etičnega sporočila pravljice. 2. Ob preverjanju razumevanja karakterjev književnih oseb, presojanja etičnosti njihovega ravnanja in razumevanja modalnosti besedila s pomočjo jezikovnih sredstev se zdi, kot da so učenci zgrešili etično sporočilo pravljice tujega civilizacijskega kroga. 3. Preverjanje učenčeve recepcije etičnega sporočila pravljice tujega civilizacijskega kroga, ko učitelj uporabi ilustracijo književne osebe (metodo likovnega odziva učenca na besedilo) kot didaktično pot (metodo) za eksternalizacijo učenčevega dialoga z literarnim besedilom, dokazuje, da so učenci sposobni dojeti etično sporočilo pravljice tujega civilizacijskega kroga. Učenci so ob uporabi nejezikovnih semiotičnih funkcij – s pomočjo kompleksnih slikovnih znakov – sposobni upovediti modrost etičnega sporočila pravljice z drugega konca sveta. Sodbe učencev razberemo iz risb, ki jih naslikajo učenci, interpretacijo pa podkrepimo s pomočjo analize polstrukturiranega intervjuja. 4. Preverjanje učiteljeve kompetence prepoznavanja eksternaliziranih sodb učencev s pomočjo opazovanja, analize in interpretacije risbe z likovnopedagoškega vidika ter ugotavljanje, do katere mere je učitelj usposobljen za uporabo metode vizualnega odziva učenčevega literarnega sporočila, pokaže, da so učitelji le delno usposobljeni za interpretacijo slike učencev z likovnopedagoškega vidika in s tem za uporabo produktivne književnodidaktične metode vizualnega odziva v did
Keywords:literarna recepcija, psihonaratologija, poustvarjalna književnodidaktična metoda vizualnega odziva, kompetence učiteljev razrednega pouka, interpretacija ilustracije (slike)
Place of publishing:Maribor
Publisher:[K. Šrot]
Year of publishing:2020
PID:20.500.12556/DKUM-75441 New window
UDC:37.091.3:82(043.3)
COBISS.SI-ID:24738563 New window
NUK URN:URN:SI:UM:DK:DWSGCB5Y
Publication date in DKUM:10.08.2020
Views:2092
Downloads:293
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:PEF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:14.11.2019

Secondary language

Language:English
Title:Understanding of Child's Visual Language in the Communication Model of Literature Education by Primary School Teachers
Abstract:The doctoral dissertation describes and verifies the visual response method on the example of the tale The Story of Caiman (African Tales, 1976, pp. 56–60) in light of developing the students’ reception role. It also examines the teacher’s competence to use the visual response method in order to develop the student’s abilities of perception, understanding and evaluation of literary texts. Based on this, the dissertation assesses if such contents are justifiably included in the university curriculum and/or the curriculum for continuing teacher education. This topic was studied through the cross-curricular connection between literature and fine arts. The optimal use of aesthetically formed speech as a didactic path (method) to achieve the externalization of the student’s dialogue with a literary text can only be achieved through such a connection. The hypotheses of the doctoral dissertation are based on the theory of psychonarratology, the characteristics of the child’s reception development, youth literature didactics, fine arts theory and fine arts didactics. The theoretical findings suggest that in order to achieve a comprehensive articulation of the literary-aesthetic experience, students would need a wider vocabulary range than the range typical of their current cognitive development stage (the absence of abstract thinking) and their current linguistic development stage. The students may develop their own logical thinking abilities, narrative abilities and the ability of forming a creative dialogue with a literary text through visual communication and with the help of the teacher’s knowledge of multimodal texts. The numerous required competences of the teacher pose the question as to the extent of the teacher’s competence to use non-verbal semiotic functions, which require the knowledge of different fields and their governing laws. The research was done with the combination of the qualitative and the quantitative approach. The procedures of these two types of research complement one another and surpass the drawbacks of using only one type of pedagogical research. The main findings of the research are: 1. Observing the quality with which a student is able to perform the receptive role in a creative dialogue with a literary text on the example of a tale from a foreign civilization, where the teacher communicates with the student through words (language), allows us to analyse complex conventional signs (words), which fulfil the function of description and narration, and gain an insight into the student’s understanding of the literary characters’ personalities and the related ethical message of the tale. Through checking the understanding of the personalities of literary characters, judging the ethics of their actions and understanding the modality of the text through linguistic means, it seems that the students did not comprehend the ethical message of the tale from a foreign civilization. 2. Through checking the student’s reception of the ethical message of the tale from a foreign civilization, where the teacher used the illustration of a literary character (the method of the student’s artistic response to the text) as a didactic path (method) for the externalization of the student’s dialogue with a literary text, it was shown that students are capable of grasping the ethical message of the tale from a foreign civilization. The students use non-linguistic semiotic functions and complex picture signs to verbalize the wisdom of the ethical message of a tale taking place on the other side of the world. The students’ judgements are reflected in their drawings. Our interpretation is strengthened with the analysis of a semi-structured interview. 3. Through checking the teacher’s competence to identify the students’ externalized judgements through observation, analysis and the interpretation of drawings from a fine arts and pedagogical point of view, as well as determining the extent of the teacher’s qualification to use the method
Keywords:literature reception, psychonarratology, the literary-didactic recreation method of visual response, competences of teachers in the first cycle of elementary school, illustration interpretation (pictures)


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