MOTIVIRANJE UČENCEV V UVODNI ETAPI UČNEGA PROCESA PRI POUKU DRUŽBA - Oblak Miklavčič, Teja (T. Oblak Miklavčič, 2013)
V diplomski nalogi z naslovom Motiviranje učencev v uvodni etapi učnega procesa pri pouku družba smo v teoretičnem delu predstavili pojem motivacije in učne motivacije, njun pomen in teoretična izhodišča. Opisali smo celosten model kakovostnega motiviranja učencev, kriterije kakovosti motivacije in stopnje načrtovanja motiviranja učencev. Predstavili smo strukturo učnega procesa in znotraj nje izpostavili nekaj avtorjev, ki so utemeljili pomembnost uvodne etape v učnem procesu. Ob koncu teoretičnega dela smo opredelili predmet družba, njene cilje, didaktične principe in priporočila ter učne oblike in metode, ki so zapisane v učnem načrtu. V praktičnem delu pričujoče diplomske naloge smo raziskali, ali si učitelji, ki poučujejo družbo v 4. razredu 9-letne osnovne šole, z vidika uvodnega motiviranja učencev lahko pomagajo in uporabijo pri pouku predloge uvodnih motivacij, ki so zapisani v priročnikih za učitelje različnih založb. Analizirali smo pet priročnikov in za vsakega posebej izpisali predloge uvodnih motivacij, ki so zapisani ob vsaki učni temi. Zapisali smo tudi, katere vrste uvodnih motivacij so najbolj priporočene v posameznih priročnikih. Rezultati analize so pokazali, da je v priročnikih pri vsaki učni temi zapisan tudi predlog uvodne motivacije. Vendar pa so ti predlogi monotoni in se ponavljajo. Zato je dobro, da si učitelji sami načrtujejo uvodne motivacije, ki naj bodo čim bolj zanimive, da lahko z njimi pritegnejo pozornost učencev za nadaljnje delo. Ob koncu praktičnega dela je zapisanih nekaj primerov uvodnih motivacij, ki se nam zdijo zanimivi in menimo, da z njimi učitelj lahko pritegne pri učencih dovolj pozornosti in zanimanja za učno temo. In the theoretical part of the diploma paper Motivating pupils during introductory phase of the learning process in Society we present the term motivation and learning motivation, their meaning and theoretical grounds. We furthermore describe an integrated model of quality motivation of pupils, criteria of motivation quality, and stages in planning motivation of pupils. We also present the structure of the learning process and highlight some of the authors who have established the importance of the introductory phase of the learning process. In the last section of the theoretical part, we define the school subject Society, its goals, didactic principles and recommendations, as well as teaching forms and methods written down in the curriculum. In the practical part of the present diploma paper, we check whether the teachers who teach Society in year 4 of elementary school, can plan activities for introductory motivation of their pupils using introductory motivation activities suggested in teacher's handbooks, published by various publishing houses. We have analysed five teacher's handbooks, collected suggested introductory motivation activities for each lesson, and written down which type of motivation is most recommended in specific handbook. The results of the analysis show that in all handbooks, each lesson plan includes suggested introductory motivation activities, however the suggested activities are monotonous and repetitive. Therefore, teachers should prepare their own motivation activities that are as interesting as possible to draw their pupils' attention for further learning. In the last section of the practical part, we include some examples of introductory motivation activities we believe to be interesting enough to enable teachers to draw their pupils' attention in interest for the learning theme.