STALIŠČA UČENCEV 1. RAZREDA DO SVOJEGA OPISMENJEVALNEGA PROCESA

• Main Author: Meolic, Mateja
• Other Authors: Kordigel Aberšek, Metka
• Format: Bachelor Thesis
• Language: Slovenian
• Published: M. Meolic 2013
• Subjects: branje; motivacija; bralna motivacija; prvine bralne motivacije; dejavniki usvajanja branja; reading; motivation; reading motivation; primary matter of reading motivation; factors of learning to read; info:eu-repo/classification/udc/37(043.2); Malo; sami
• Online Access: https://dk.um.si/IzpisGradiva.php?id=40692; https://dk.um.si/Dokument.php?id=55807&dn=; https://plus.si.cobiss.net/opac7/bib/19957512?lang=sl

Cilj diplomske naloge z naslovom Stališča učencev 1. razreda do svojega opismenjevalnega procesa je ugotoviti, kaj učenci 1. razreda (ki so pred opismenjevanjem) menijo o svoji bralni spretnosti (kako sami sebe vidijo kot bralce), o težavnosti (na) učenja branja, o zanimivosti branja in interesu zanj ter o koristnosti branja, saj predvidevamo, da je to povezano z opismenjevalnim procesom. V teoretičnem delu diplomske naloge smo spregovorili o zgodovini branja, opredelili pojem branje, spregovorili o dejavnikih branja, o razlogih za branje in o pomenu branja. Opredelili smo tudi splošno motivacijo, spregovorili o dveh vrstah splošne motivacije in njenih pristopih. V nadaljevanju teoretičnega dela smo opredelili še bralno motivacijo, opisali dve vrsti bralne motivacije ter spregovorili o njenih prvinah. Na koncu teoretičnega dela pa smo spregovorili še o dejavnikih, ki vplivajo na usvajanje branja, in sicer o pripravljenosti na (za) branje, motivaciji za branje, interesu za branje, odnosu do branja ter o samopodobi. V empiričnem delu smo uporabili kvalitativno metodo pri čemer smo s pomočjo polstrukturiranega intervjuja opravili intervjuvanje 45 učencev 1. razreda osnovne šole. Od tega smo intervjuvali 15 učencev, ki ne berejo, 15 učencev, ki malo berejo ter 15 učencev, ki berejo, na koncu pa je sledila analiza intervjujev. Ugotovljeno je bilo, da imajo učenci, ki (malo) berejo, boljše mnenje o svoji bralni spretnosti kot tisti, ki ne berejo, poleg tega pa so tudi spretnejši pri branju. Ugotovili smo, da so tisti učenci, ki ne berejo in tisti, ki malo berejo, mnenja, da učenje branja ni oziroma je težko, učenci bralci pa menijo, da učenje branja ni težko. Ugotovili smo tudi, da skoraj vse tri skupine učencev menijo, da je branje zanimivo, poleg tega pa imajo vsi učenci tudi interes zanj. Ugotovljeno je bilo tudi, da so (skoraj) vsi učenci mnenja, da je branje koristno. The purpose of the thesis with the title The viewpoint of 1st class pupils towards their literacy process was to find, what the 1st class pupils (before their literacy process) think about their reading skills (how they see themselves as readers), about the difficulty of learning to read, about the interest for reading and its usefulness, because we anticipate that this is connected with the literacy process. In the theoretical part of the thesis we speak about the history of reading, we define the term reading, about the factors of reading, about the reasons and meaning of reading. We also defined the general motivation, talked about the two kinds of general motivation and its approaches. In the continuation of the theoretical part we also defined the reading motivation, described the two kinds of reading motivation and talked about its primary mater. At the end of the theoretical part we talk about the factors that influence the creation of reading readiness for reading, motivation for reading, interest for reading, relationship towards reading and about self-image. In the empirical part we used the qualitative method, where we interviewed 45 pupils of the 1st class of primary school, with the help of a half structured interview. We interviewed 15 pupils that do not read yet, 15 pupils that read a little and 15 pupils which read. This was followed by an analysis of the interviews. We found that the pupils who read (a little) have a better opinion about their reading capabilities than those who do not read. They are also more skilled at reading. We found that the pupils who do not read and those who read a little are of the opinion that learning to read is or is not hard, while the pupils who read think that it is not hard to learn to read. We also found that almost all three groups of pupils believe that reading is interesting and that all pupils have interest for reading. We also found that (almost) all pupils believe that reading is interesting.