BRALNA PISMENOST IN ESEJ NA MATURI - Božičnik, Nuška (N. Božičnik, 2012)
Čas, v katerem živimo, od nas zahteva veliko znanja in spretnosti, da lahko delujemo v družbi. Način življenja se nenehno spreminja. Ena najpomembnejših zmožnosti, s katero se soočamo vsak dan, je pismenost. Brez nje človek ne more delovati, napredovati in se sporazumevati. Dobro razvita pismenost je zelo pomembna za razvoj posameznika in družbe. Nekdaj je veljal za pismeno osebo vsak, ki je znal brati in pisati, kasneje tisti, ki je poleg branja in pisanja obvladal tudi pravopis in formalno zgradbo spisja. V današnjem času pa pismenost pomeni še prepoznavanje vrste strategij razumevanja in tvorjenja besedil v raznih okoliščinah in z raznimi sredstvi, poznavanje razpoložljivih izraznih sredstev različnih jezikovnih in nejezikovnih sistemov sporočanja, razumevanje pomena vsakokratnega konteksta posamezne jezikovne rabe in dejavnosti, zmožnost pridobivanja informacij iz raznih virov in njihove kritične uporabe. Diplomsko delo je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem bomo opredelili pojme, kot so pismenost, vrste pismenosti s poudarkom na bralni pismenosti, ki je potrebna tako za človekov osebni razvoj, kot tudi za delovanje v družbi. Opredelili bomo pojem branja, ki je glavni cilj književnega pouka, definirali vrste šolskega branja, pogledali stopnje razvoja branja. Nadalje bomo opredelili cilje sodobnega bralnega pouka, med katerimi je najpomembnejša dobro razvita bralna pismenost. Pri načrtovanju pouka nam je v pomoč tudi Bloomova taksonomija znanja, ki opredeljuje različne vrste znanja. S pomočjo le-te bomo analizirali esejska navodila mature 2011. Ob tem bomo pogledali zgodovino mature, opredelili sam pojem mature in njene cilje. Osredotočili se bomo predvsem na maturo iz slovenščine, ki je sestavljena iz pisnega in ustnega dela. Predmet raziskovanja bo predvsem prvi del pisnega dela, esej: kaj esej sploh je, obravnava maturitetnih besedil, priprava na pisanje, kritično razmišljanje. Esej mora odražati dijakovo mišljenje, ustvarjalnost, poznavanje besedila, jezika. Zanimal nas bo tudi problem navodil za esej, kako morajo biti zasnovana. V empiričnem delu bomo, s pomočjo ankete med dijaki Gimnazije B., raziskali bralne navade dijakov, kako se pripravljajo na pisanje eseja, kaj storijo, ko naletijo na težavo pri branju, kako bi sami napisali navodila za esej, kaj bi/česa ne bi spremenili pri navodilih. Ugotovili bomo, da dijaki pred pisanjem eseja preberejo besedilo v celoti, da raziskujejo, se pri interpretaciji neradi vključujejo v pogovor, da je leposlovje pomembno za pismenost posameznika, da so jim bolj všeč kratka in jasna navodila za esej. Present-day times require a lot of effort from us in terms of knowledge and skills in order to perform well in society. The way of living is changing constantly. One cannot work, make progress and communicate without one of the most important abilities in our every-day life - literacy. Well-developed literacy is crucial for the improvement of an individual or society. In old times a literate person was considered everyone who could read and write later on, a literate person was the one who, in addition to reading and writing, mastered spelling as well as form of writing. Present-day literacy is much more than that it includes the identification of types of text comprehension and text production strategies in different circumstances using a variety of tools, knowledge of expressing different linguistic and non-linguistic communication systems, understanding the meaning of the context. Moreover, literacy means being able to gain information from various sources and apply it critically. This diploma thesis consists of a theoretical and an empirical part. The theoretical part defines terms such as literacy and types of literacy with emphasis on reading literacy that is needed for a person’s development and work in society. It identifies the term reading as the main objective in literary classes, defines types of school reading and deals with reading stages. Further, it establishes the aims of modern literary lessons among which well-developed reading literacy bears the highest importance. When planning lessons, Bloom’s taxonomy might be of great help since it specifies different types of learning objectives. Using this taxonomy we are going to analyse essay instructions of the 2011 Matura. In addition, we are going to look into the history of the Matura, define the term “matura” and identify its objectives. Focus will primarily be on Slovene language exam which consists of two parts – a written part and an oral part. The first part of the written exam – an essay – will be the object of research. We are going to establish what an essay really is, deal with the Matura texts, look into preparation for writing and giving critical views. An essay should be a reflection of student’s own views, creativity, knowledge of a text and language. We will be intrigued by the problem of essay instructions and the way they are designed. In the empirical part, we are going to research students’ reading habits by means of conducting a survey between the students of Gimnazija B. The survey will reveal how the students prepare themselves for essay writing, what they do when they come across a problem while reading, and how they would change instructions for writing an essay if they were to write them on their own. The results will show us that students read the whole book before writing an essay on it as well as they do some research. Moreover, we will see that they are not willing to share their opinions when it comes to a discussion about he book in the classroom, that literature is important for individual’s literacy, and that short and clear instructions are preferred