Učiteljevo zastavljanje vprašanj po branju književnega dela - Bratec, Lara (2017)
Komunikacijski pouk je ključni del učne ure pri vseh predmetih tudi sodobno načrtovanje in poučevanje književnega pouka temelji na tem pristopu, pri katerem sta v središču književno besedilo in učenec. Pri pouku književnosti komunikacijski pouk poteka po fazah od uvodne motivacije do poglabljanja doživetij in novih nalog. V magistrskem delu smo se osredinili na dejavnosti po branju književnega besedila, poudarek je na vprašanjih, ki jih učitelj zastavlja učencem po branju književnega besedila. Pomembno je dajati poudarek predvsem problemskim vprašanjem oziroma vprašanjem višje ravni, veliko raziskav, tudi naša, pa kaže, da še vedno močno prevladujejo vprašanja nižje ravni. Pri zastavljanju vprašanj ni tako pomembno število vprašanj, ampak je treba poskrbeti predvsem za ustreznost oziroma kakovost zastavljenih vprašanj. Kakovostno zastavljena vprašanja so učencem izziv, da sami z razmišljanjem pridejo do odgovora in da se v njih aktivirajo višji miselni procesi. Izsledki raziskave nam ponujajo vpogled v trenutno stanje zastavljanja vprašanj pri razrednih učiteljih, hkrati pa razrednim učiteljem lahko predstavljajo pomoč pri zastavljanju vprašanj na različnih ravneh pri obravnavi književnega dela. V empiričnem delu smo z vprašanji učiteljic in s kratkim vprašalnikom ugotovili, da danes učitelji zastavljajo vprašanja pretežno na nižji ravni (raven znanja, razumevanja in uporabe). Zaslediti je bilo tudi nekaj vprašanj višje ravni, vendar je bil to le majhen del. Ugotovili smo tudi, da se učitelji zavedajo pomena in pomembnosti zastavljanja vprašanj, saj se na pogovor o besedilu pripravijo, si zapišejo vprašanja, preberejo besedilo, razmislijo o vsebini, uvodni motivaciji, sporočilu itd., vendar to še vedno ni dovolj. Večji poudarek bi moral biti na razmišljanju učencev in ne samo na obnovitvi besedila z vprašanji na ravni znanja. Communication class is the key part of learning lesson in all school objects modern planning and teaching of literary class is based on this approach, which puts the pupil and the literary text in the centre. Communication class in literature is lectured in stages, from initial motivation to deepening of experience to new tasks. In my master's thesis, I put in front the activities after reading some literature, centring the questions the teacher is asking pupils after reading the text. It is important to put in front problematical questions and higher-level questions, but many researches reveal that lower level questions are still prevailing. Number of questions is not so important, it is necessary to take care of compliance and quality of questions. Well-formed questions are challenge to the pupils, they use their knowledge and thinking to get the answer and by doing that, they are activating the higher learning/thinking processes. Findings of research will offer us insight in current condition of asking of questions at class teachers, at the same time they will be presenting base for devising of model, that will help class teachers at asking of questions on different levels at treatment of literary part. We found out with questions of teachers and short questionnaires in empirical part, that teachers were asking questions mostly on lower level (level of knowledge, understanding and use) today. We came across some higher-level questions however, it was just a small part. We also found out, that teachers were aware of meaning and importance of this, that they get ready for the conversation on a text, they write down questions, they read through a text, they think about content, initial motivation, message etc., however this anyhow isn't enough yet. Larger emphasis would have to be on thinking of pupils, not only restorations of the text with questions on level of knowledge.