Uporaba učnih sredstev pri pouku angleščine v 3. razredu - Kurež, Nastja (2019)
Govora o zgodnjem učenju angleščine, njegovih prednostih in slabostih je vedno več, saj se pouk angleščine izvaja že v prvem razredu osnovne šole kot neobvezni izbirni predmet, od drugega razreda naprej pa kot obvezni predmet. Prav zaradi zgodnjih začetkov je pomembno, da učitelj izbere ustrezne metode in načine dela ter ustrezna učna sredstva, ki bodo učencem pomagala pri pridobivanju novih znanj. Učna sredstva morajo biti za učence v 3. razredu oprijemljiva, zanimiva, zabavna in konkretna. Otroka morajo spodbujati in mu pomagati pri pomnjenju novih spoznanj. Ker imajo učna sredstva pomembno vlogo pri poučevanju angleščine v 3. razredu, bom v magistrskem delu raziskala uporabo učnih sredstev v 3. razredu in učiteljeva ter učenčeva mnenja o le-teh. V empiričnem delu magistrskega dela bom s pomočjo anketnega vprašalnika raziskala, katera učna sredstva uporabljajo učitelji pri pouku angleščine v 3. razredu, v katerem delu učnega procesa in skupaj s katerimi oblikami dela jih uporabljajo, kako učna sredstva pridobijo, pri uporabi katerega učnega sredstva opazijo povečano zanimanje in motivacijo s strani učencev, za razvijanje katere jezikovne zmožnosti uporabljajo učna sredstva in kateri so pozitivni vidiki in težave, s katerimi se srečujejo pri uporabi teh učnih sredstev. Prav tako bom z anketnim vprašalnikom ugotovila, kakšna so mnenja učencev o učnih sredstvih in ali z njimi raje delajo sami ali rajši vidijo, da z njimi rokujejo učitelji. V raziskavi bodo sodelovali učitelji, ki poučujejo angleščino v 3. razredu in učenci 3. razredov. Opravljena raziskava bo prispevala vpogled v stanje, katera učna sredstva so v večji meri uporabljena pri pouku angleščine v 3. razredu ter kakšno je mnenje učiteljev in učencev o rabi učnih sredstev. Ugotovitve lahko služijo kot pomoč in priporočilo izobraževalnim programom in učiteljem angleščine na razredni stopnji pri izbiri učnih sredstev pri pouku angleščine. There is a lot of talk about learning English at a young age, about its positive and negative sides due to having English as an optional subject in the 1st grade of elementary school and as a mandatory subject in the 2nd grade. Because of these early starts of learning English it is important that teachers choose the right methods and ways of working with students and the right learning resources that will help children understand new meanings. The learning resources must be concrete, interesting and fun. They have to encourage children and help them with learning and remembering. Learning resources have a big role in teaching English to young learners and that is why we decided to explore the use of learning resources in the 3rd grade of elementary school and the teachers’ and students’ opinions of them. In the empirical section we will present the results of a quantitative research we conducted to find out which teaching resources Slovenian teachers use in teaching English in the 3rd grade of elementary school, in which part of the learning process they use them, in combination with which forms of teaching they use them, how they acquire the teaching resources, which is the most motivating resource to use in class in their opinion, for development of which linguistic skill they use a certain resource and what the positive aspects and problems of using a certain resource are. We will also find out what the students think of a certain resource and if they prefer to work with the resource alone or they would rather see the teacher to work with it. We asked 80 Slovenian teachers, who teach English in the 3rd grade and 80 students of the 3rd grade to complete the questionnaire. The research will give us an insights into the use of resources in teaching English in the 3rd grade of elementary school and the teachers’ and students’ opinions of them. The findings can serve as help and recommendation to educational programmes and teachers of English in choosing the right teaching resources.