Izvedba nareka pri slovenščini v 1. in 2. vzgojno-izobraževalnem obdobju - Verbanec, Mateja (2018)
Osnova, na kateri temelji razvoj pismenosti, je postavljena že v predšolskem obdobju, sistematično in načrtno pa se razvija skozi proces začetnega opismenjevanja v osnovni šoli. V tem procesu se učenci usposabljajo za branje in pisanje, ki sta zahtevni veščini. Za uspešno začetno opismenjevanje so potrebne dobro razvite predopismenjevalne zmožnosti. Da bi učenci v procesu šolanja usvojili tekoče pisanje, je potrebno veliko urjenja. Eden izmed načinov, s pomočjo katerega učitelji to dosegajo, je tudi pisanje nareka. Narek omogoča, da učenci razvijajo fonološko zavedanje, slušno razumevanje in pravopisno zmožnost, ter ob tem, ko se osredotočajo na pravilni zapis posamezne besede, utrjujejo tudi besedišče. Poznamo več vrst narekov, ki jih učitelj lahko uporabi pri pouku, le-ti pa se med seboj razlikujejo po namenu in načinu izvedbe. Ustrezna in uspešna izvedba nareka naj bi potekala v treh predpisanih fazah. Ključno je, da učitelj pri nareku ne zahteva od vseh učencev enakega znanja, temveč upošteva posameznikove individualne sposobnosti. Z analizo napak, ki jih učitelj pridobi s pomočjo nareka, lahko pripravi prilagoditve za posamezne učence in tako ustreznejše načrtuje pouk. Namen magistrskega dela je bil raziskati izvedbo nareka v 1. in 2. vzgojno-izobraževalnem obdobju. V prvem delu raziskave smo ugotovili, kako pogosto učitelji razrednega pouka, ki poučujejo slovenščino od 1. do vključno 5. razreda, in učitelji slovenščine, ki v 6. razredu poučujejo slovenščino, izvajajo narek ter s katerim namenom in kako ga izvajajo. V drugem delu raziskave smo z lastno udeležbo pri pouku opazovali šest izvedb nareka v prvih šestih razredih osnovne šole. V Teoretičnem delu magistrskega dela je predstavljena jezikovna zmožnost s poudarkom na pisanju, značilnosti in postopki začetnega opismenjevanja in predopismenjevalnih zmožnosti, razvoj metod opismenjevanja, značilnosti motenj branja in pisanja pri začetnem opismenjevanju s poudarkom na specifičnih učnih težavah, ki vplivajo na uspešnost izvedbe nareka, individualizacija in diferenciacija pri pouku opismenjevanja, značilnosti in namen nareka, postopek izvedbe, opis posameznih vrst nareka, ki jih učitelj lahko uporabi pri pouku, ter postopek poprave nareka. V Empiričnem delu magistrskega dela smo predstavili kvantitativno raziskavo. Pri tem smo uporabili deskriptivno statistično metodo pedagoškega raziskovanja. Podatke smo pridobili z anketnim vprašalnikom za učitelje in delno strukturiranim opazovanjem izvedbe nareka pri slovenščini v 1. in 2. vzgojno-izobraževalnem obdobju. Raziskava je v veliki meri potrdila pričakovane rezultate. Večina sodelujočih učiteljev 1. in 2. vzgojno-izobraževalnega obdobja pogosto izvaja narek, vendar ne le za vajo, ampak tudi za oceno. Največkrat izvajajo kontrolni narek in narek za preprečevanje napak. Rezultati so tudi pokazali, da največkrat sami sestavijo besedilo za narek in ga največkrat tudi sami popravijo, tj. označijo in odpravijo napake. Ugotovili smo tudi, da večina učiteljev pri izvedbi nareka izpušča posamezne faze. Podatki, pridobljeni z raziskavo na manjšem vzorcu učiteljev, so prikazali prakso rabe nareka pri jezikovnem pouku pri predmetu slovenščine v prvih šestih razredih OŠ. Uporabili smo jih za primerjavo z rezultati prvega dela raziskave. Dobljeni rezultati so uporabni za učitelje razrednega pouka in učitelje slovenščine, ki poučujejo slovenščino v 6. razredu lahko koristijo kot smernice za boljše načrtovanje in izvedbo nareka. The foundations for the development of literacy are set in preschool but the systematic and planned development starts in primary school through the initial process of teaching literacy. In this process, pupils learn to read and write, which are two highly demanding skills. Well developed pre-literacy skills are necessary for the process of teaching literacy to be successful. In order for pupils to become fluent in writing a lot of practice is required. One of the methods teachers use to achieve this is dictation. Dictation enables pupils to develop phonological awareness, speech understanding and grammar skills. While focussing on the correct spelling of a word they enrich their vocabulary. There are several types of dictation that teachers can use in class and they differ by their goals and by their implementation. In order for a dictation to be appropriate and successful, it should be conducted in three fix phases. It is crucial that the teacher does not demand the same level of knowledge from all pupils, but takes into consideration the abilities of each individual. By analysing their mistakes, the teacher can make adjustments to their lesson planning for individual pupils and thus improve their lesson plans. The purpose of the thesis was to study the conducting of dictation in the first and second third of the nine-year primary school. In the first part of our research, we tried to determine how frequently class teachers in the first to fifth grade and the teachers of Slovenian in the sixth grade give pupils a dictation in Slovenian classes, with what purpose and method. In the second part of the research, we attended classes to observe six dictations in the first six grades of primary school and monitor their course based on pre-set criteria. The theoretical part of the theses presents the linguistic proficiency with an emphasis on writing, the characteristics and processes of teaching literacy and pre-literacy abilities, the development of methods of teaching literacy, the characteristics of reading and writing difficulties in the initial process of teaching literacy with an emphasis on specific learning difficulties that affect the successfulness of dictation, individualisation and differentiation in teaching literacy, the characteristics and purpose of dictation, the process of implementation, the specific types of dictation that teachers can use in class and the process of preparation for dictation. In the empirical part of the thesis, the quantitative research is presented, using the descriptive statistical method of pedagogical research. The data were obtained by means of a questionnaire for teachers and partly-structured observation of dictation in Slovenian classes in the first and second third of primary school. The results of our research have largely confirmed our expectations. Most of the participating teachers frequently conduct dictation in the first and second third of the primary school education, but not merely for practice but also for marks. Most frequently, teachers use the type of dictation that checks pupils' knowledge and the type that focusses on their weaknesses to prevent the most repetitive mistakes. The results have also shown that teachers most frequently write the texts for dictation themselves and most frequently correct the mistakes themselves. We have also determined that most teachers leave out certain phrases when doing dictation. The data collected on a smaller sample of teachers have shown the real situation concerning the implementation of dictation in the first and second third of primary school. They were used for comparison of results from the first part of our research. The results obtained are useful for teachers of the first to sixth grade and the teachers of Slovenian in the sixth grade and can help improve the conducting of dictation.