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Title:Recepcijska zmožnost mladega bralca – razvijanje recepcijske zmožnosti zaznavanja, doživljanja in vrednotenja književne osebe
Authors:ID Jerčič Pšeničnik, Simona (Author)
ID Pulko, Simona (Mentor) More about this mentor... New window
Files:.pdf MAG_Jercic_Psenicnik_Simona_2016.pdf (2,83 MB)
MD5: 8BB868560FA0004DC6D57B3B9784559F
 
Language:Slovenian
Work type:Master's thesis
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:V zadnjem desetletju smo priča spreminjanju bralnih navad otrok in mladostnikov. Opazen je premik od tradicionalnega branja knjig za zabavo do novih bralnih priložnosti, ki jih ponujajo internet in drugi multimedijski sistemi. Računalniki in druge naprave, ki sočasno prikazujejo besedilo, slike, filme in zvoke, so že splošno rabljena orodja, ki lahko pomagajo pri razvijanju otrokovih bralnih zmožnosti. Vsekakor pa ima pri tem pomembno vlogo učitelj, ki bi moral biti usposobljen za pogovor o literarnih besedilih, hkrati pa bi se moral vedno znova seznanjati z novostmi ter jih uporabljati pri pouku književnosti. Ob poplavi vseh mogočih učbenikov, priročnikov in pripomočkov pa se učitelj nemalokrat počuti ujet med množico informacij, saj mu vsa potrebna in večinoma nepotrebna birokracija onemogoča, da bi se s temi novostmi seznanjal in izluščil najboljše za svoje učence. Postavili smo si raziskovalna vprašanja: 1. Kakšen je odnos mladih bralcev do branja? 2. Kako mladi bralci zaznavajo, doživljajo, razumejo in vrednotijo književno osebo in motive za njeno ravnanje? 3. Kakšen odnos imajo učitelji do dolgega branja, pomena motivacije in zaznavanja, doživljanja, razumevanja in vrednotenja književne osebe pri učencih glede na različne dejavnike? 4. Ali fantje berejo drugače kot dekleta? V empiričnem delu smo s pomočjo metode dolgega branja obravnavali književno delo Dese Muck Lažniva Suzi, in sicer po komunikacijskem modelu didaktike mladinske književnosti s poudarkom na zaznavanju, doživljanju, razumevanju in vrednotenju književne osebe. Ugotovili smo, da ima pri obravnavi didaktične enote velik pomen motivacija, učenke in učenci so zelo pozitivno sprejeli metodo dolgega branja, ustvarjalni so bili tudi v fazi poglabljanja doživetja. S pomočjo anketnih vprašalnikov smo dokazali, da je bralna pismenost odvisna od različnih dejavnikov; poleg pozitivnega oz. spodbudnega domačega okolja so zelo pomembni načini poučevanja branja, učiteljevo znanje in spretnosti za poučevanje branja ter promocija branja v šoli in zunaj šole. Podatki kažejo, da anketirani največkrat upoštevajo mnenje svojih vrstnikov, velikokrat jim knjigo predlagajo knjižničar, učitelj ali starši. Podatke o dobrih knjigah dobijo tudi na spletu ali si najprej ogledajo film, zatem preberejo knjigo. Zaskrbljujoč je podatek, da v prostem času kar polovica anketiranih bere redko, okoli 12 % pa nikoli, med njimi so večinoma fantje, teh ne zanima književna oseba, še manj zaznavanje, razumevanje in vrednotenje književne osebe. Vsekakor si je v prihodnosti nujno treba zastaviti prenovo pouka branja v slovenskem osnovnošolskem sistemu, saj je recepcijska zmožnost mladih bralcev slabo razvita, kar kaže tudi izveden anketni vprašalnik, s katerim smo želeli preveriti recepcijsko zmožnost zaznavanja, doživljanja in vrednotenja književne osebe. Upoštevati bo treba sodobne načine branja, saj tradicionalno branje knjig izpodrivajo novi načini branja s pomočjo interneta in drugih multimedijskih naprav.
Keywords:bralna pismenost, dejavniki branja, mladi bralec, doživljanje književne osebe
Place of publishing:Maribor
Publisher:[S. Jerčič Pšeničnik]
Year of publishing:2016
PID:20.500.12556/DKUM-64406 New window
UDC:028.02-057.784(043.2)
COBISS.SI-ID:22807048 New window
NUK URN:URN:SI:UM:DK:FNUPGGC6
Publication date in DKUM:05.10.2016
Views:3787
Downloads:373
Metadata:XML DC-XML DC-RDF
Categories:FF
:
JERČIČ PŠENIČNIK, Simona, 2016, Recepcijska zmožnost mladega bralca – razvijanje recepcijske zmožnosti zaznavanja, doživljanja in vrednotenja književne osebe [online]. Master’s thesis. Maribor : S. Jerčič Pšeničnik. [Accessed 18 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=64406
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Secondary language

Language:English
Title:The receptive skils of a young reader - the developement of receptive skills of reception, experience, understanding and evalution of a literary character
Abstract:In the last decade we have witnessed some changes in reading habits of children and adolescents. There is a shift from the traditional reading books for fun to the new reading opportunities offered by the Internet and other multimedia systems. Computers, and other devices that simultaneously show text, images, movies and sounds, are already widely used tools that can help in the development of children's reading skills. However, the teacher who has a major role in this process should be qualified to talk about literary texts. He/She always has to be acquainted with novelties and new approaches when teaching literature. But in the flood of all kinds of textbooks, handbooks and other tools, teachers often feel trapped in huge amount of information, all possible and impossible bureaucratic rules prevent them to be up-to-date and find out the best for their students. We wanted to find the answers to the following research questions: 1. What is the attitude of young readers towards reading? 2. How do young readers perceive, experience, understand and evaluate a literary person and motives for its action? 3. What kind of attitude do teachers have towards long reading, the importance of motivation and perception, experience, understanding and evaluation of a literary person of pupils according to different factors? 4. Do boys read differently than girls? In the empirical part, we discussed the literary work of Desa Muck - Lažniva Suzi (Lying Suzi) by using the method of long reading, according to the communication model of didactics of young adult literature with the empasis on perception, experience, understanding and evaluating literary person. We have found out that when dealing with didactic unit there is a great importance of motivation, pupils have warmly accepted the method of long reading, they have also been creative when absorbing the experience. The survey has proved that reading literacy depends on several factors. Not only the positive or stimulating home environment but also different approaches of teaching reading, teachers' knowledge and skills as well as the promotion of reading in and outside the school are very important factors. The facts show that most children involved in the survey listen to the peer advice when choosing a book to read; new books are often suggested by a librarian, a teacher or parents. Sometimes information about good books is found on the web or a specific book is taken in student’s hands after seeing the movie. However, it is worrying that half of the children and adolescents involved in the survey rarely read in their free time, about 12% never read, among them there are mostly boys who are not at all interested in a literary character or in the perception, understanding and evaluation of it. Some reforms of the Slovenian primary school system regarding the teaching of reading will be necessary in the future because the receptive abilities of young readers are inadequate. The questionnaire, which reflects that, examined the receptive ability of student’s perception, experience and evaluation of a literary character. New ways of reading will have to be stimulated because traditional reading of books is being replaced by reading through the Internet and other multimedia devices.
Keywords:reading literacy, reading factors, young reader, perception of a literary character


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