VZPOREDNA INTEGRACIJA SLOVENŠČINE KOT DODATNEGA JEZIKA V MEDNARODNI UČNI NAČRT ZA RAZREDNO STOPNJO OŠ (IPC)

• Main Author: Kokalj, Nino
• Other Authors: Brumen, Mihaela
• Format: Bachelor Thesis
• Language: Slovenian
• Published: N. Kokalj 2012
• Subjects: slovenščina kot drugi/tuji jezik; integracija; mednarodna šola; britansko zasebno šolstvo; Slovene as an additional/foreign language; integration; international school; British private education.; info:eu-repo/classification/udc/37(043.2); sami
• Online Access: https://dk.um.si/IzpisGradiva.php?id=22658; https://dk.um.si/Dokument.php?id=29349&dn=; https://plus.si.cobiss.net/opac7/bib/19130888?lang=sl

Povpraševanje po alternativnih šolskih sistemih je v zadnjih letih v Sloveniji spodbudilo odpiranje novih mednarodnih šol, ki nudijo izobraževanje po mednarodnih učnih načrtih. V diplomskem delu smo se v teoretičnem delu osredotočili na predstavitev Britanske mednarodne šole v Ljubljani in sistem tematskega poučevanja po Mednarodnem učnem načrtu za razredno stopnjo (IPC), ki ga šola uporablja. Namen empirične raziskave je bil ugotoviti, kakšen učinek ima integrativni pristop pri poučevanju slovenščine kot dodatnega/ tujega jezika z vidika pokazateljev razumevanja in uporabe jezikovnega znanja. Za proučevanje učinka poučevanja učnih tem v tematskih sklopih Cirkus in Nova gradiva po didaktično metodičnem načinu integracija smo v okviru študije primera uporabili deskriptivno metodo. V naši raziskavi smo preučevali na nivoju opisovanja stanja znanja učencev pred 5-tedenskem tematskem poučevanju učne vsebine v razredu in po njem. Didaktični eksperiment je potekal pri predmetu Slovenščina kot dodatni/tuji jezik trikrat tedensko, v didaktični eksperiment pa smo vključili učence treh oddelkov Britanske mednarodne šole v Ljubljani. Integrativni pristop se je izkazal kot dober način učenja in poučevanja tujega jezika. Ugotovili smo, da je poučevanje po tem pristopu preprostejše, saj imajo učenci že izoblikovano miselno shemo vsebine, ki se je učijo, laže ugotavljajo pomen tujih besed, poleg tega pa laže sledijo učnemu procesu in tudi sami predlagajo smiselno nadaljevanje in poglobitev znanja. The demand for alternative educational systems has encouraged the opening of new international schools in Slovenia in recent years that offer education based on international curricula. The theoretical portion of the diploma thesis presents the British international school in Ljubljana and its use of a thematic teaching in line with the International Primary Curriculum (IPC). The purpose of the empirical research was to determine the effect the integrative approach to teaching the Slovene language as an additional/foreign language had based on indicators on comprehension and use of language skills. The descriptive method was used within the scope of the study to establish the effects of teaching learning concepts of thematic sets of the topics Circus and New materials according to the didactic methodical manner of integration. The study examined the knowledge of the participants prior to and following a 5-week thematic instruction of the learning contents in class. The didactic experiment comprised the subject Slovene as an additional/foreign language which was held three times a week. The students of three departments of the British International School in Ljubljana participated in the experiment. The integrative approach proved to be a good method for learning and teaching a foreign language. It was found that this teaching approach was easier for the students had already formed a mental scheme of the content, making it easier for them to determine the meaning of foreign words and follow the learning process, leading to them also proposing a logical continuation and deepening of their knowledge.