Pouk slovenščine v računalniški učilnici

• Main Author: Štrbenk, Janja
• Other Authors: Bešter, Marja
• Format: Master Thesis
• Language: Slovenian
• Published: J. Štrbenk 2018
• Subjects: računalniška učilnica; IKT v izobraževanju; primary school; Slovenian language; teaching method; osnovna šola; slovenščina; didaktična metoda; info:eu-repo/classification/udc/811.163.6:373.3(043.2); Ure; sami
• Online Access: https://repozitorij.uni-lj.si/IzpisGradiva.php?id=102073; https://repozitorij.uni-lj.si/Dokument.php?id=112365&dn=; https://plus.si.cobiss.net/opac7/bib/12048713?lang=sl

Informacijsko-komunikacijska tehnologija (IKT) postaja vedno bolj pomemben del naše družbe. Učitelji naj bi klasični pouk občasno nadgradili s poukom v računalniški učilnici. Tudi v učnem načrtu za slovenščino je predvidena uporaba IKT, vendar učitelji kljub velikemu številu ur pouka redko poučujejo slovenščino v računalniški učilnici. V magistrskem delu smo s kvalitativno raziskavo ter z opazovanjem z udeležbo ugotavljali, kako poteka pouk slovenščine v računalniški učilnici in kako razširjen je tak način učenja pri tem predmetu na razredni stopnji. Sestavili smo pisni anketni vprašalnik za učitelje in učence. Poleg tega smo načrtovali in izvedli štiri učne ure slovenščine v računalniški učilnici – osredotočili smo se predvsem na jezikovni pouk. Ugotovili smo, da je delež učiteljev, ki poučujejo slovenščino v računalniški učilnici, majhen. Tisti, ki se odločijo za tako obliko pouka, vidijo prednosti predvsem v tem, da lahko pouk individualizirajo. Prav tako opažajo, da so učenci za delo bolj motivirani. Učitelji večinoma izvajajo in načrtujejo pouk v računalniški učilnici sami, kot gradivo pa najpogosteje uporabljajo plačljive programe. Tudi učenci so poročali, da jim je tak način pouka všeč in bi si ga želeli imeti večkrat. Iz našega aktivnega vodenja učnih ur smo ugotovili, da sta najprimernejši učni obliki za vodenje pouka v računalniški učilnici individualna učna oblika in pouk v dvojicah. Tudi učitelji so potrdili, da največkrat izvajajo ravno individualno učno obliko. Z raziskavo želimo poudariti, da je pouk slovenščine v računalniški učilnici dobra metoda, ki lahko nadgradi pouk v klasični učilnici. Pomembna je priprava na tako obliko pouka pri tem pa imajo učitelji še nekaj težav, saj se večinoma odločajo za že pripravljene naloge, ki so dostopne na spletu. Učitelji so izrazili željo po dodatnem izobraževanju o poučevanju slovenščine v računalniški učilnici. Z magistrskim delom želimo vplivati na učitelje razrednega pouka, da bi spoznali prednosti poučevanja slovenščine v računalniški učilnici, se o takem načinu pouka dodatno izobraževali in ga nato pogosteje uporabljali. Information-communication technology is becoming an increasingly important part of our society. Its use is also specified in the Curriculum for Slovenian. Teachers are supposed to occasionally upgrade the classic form of teaching with the usage of ICT. Time-wise, Slovenian is the most extensive subject out of all subjects from the Primary school curriculum. Nonetheless, teaching Slovenian with the use of ICT is still an area that most teachers rarely make use of. In this thesis we used qualitative research and participant observation to try and find out what Slovenian lessons in the computer classroom look like and how widely used this form of teaching is amongst the teachers of the lower grades of primary school (specifically, grades one to five). We put together a written questionnaire and preformed four lessons of Slovenian in the computer classroom. Our focus was mainly on the linguistic aspect of the curriculum, as oppose to the literary one. We discovered that very few teachers teach Slovenian with the usage of ICT. Those who do decide to use this form of teaching recognise its biggest advantage in the fact that students’ work can be individualised. They also notice that students are very motivated for work when the lessons include the usage of computers. Teacher mostly plan and perform their lessons by themselves and usually use paid for programmes for their work. The students have also reported that they enjoy this type of work and wish there was more of it. From the lessons that we performed we discovered that the most appropriate teaching methods for teaching Slovenian in combination with the usage of ICT are individual work and working in pairs. The teachers also confirmed that they mostly use the method of individual work. With our research we want to stress that teaching Slovenian in the computer classroom can be a good method for upgrading the standard ways of teaching. But it is very important for teachers to thoroughly prepare for this kind of work. Some of them have troubles with this, as they mostly decide to use online tasks that have been prepared in advance. The teachers also expressed the need for additional training regarding this form of teaching. With this thesis we want to influence primary school teachers in a way that would make them realise the benefits of teaching Slovenian in the computer classroom. We also wish they would try to educate themselves more on this particular topic and use this form of teaching more often.