BRANJE IN BRALNA MOTIVACIJA V SREDNJI ŠOLI - Hrnčič, Tea (T. Hrnčič, 2014)
V diplomskem delu predstavljamo branje, ki je pomembno za posameznikovo osebnostno rast in pomeni pot do vseživljenjskega znanja. Diplomsko delo je sestavljeno iz dveh delov. V teoretičnem delu opredelimo branje in vrste branja ter predstavimo bralno pismenost in bralni razvoj. V nadaljevanju opredelimo bralno motivacijo ter prvine notranje in zunanje motivacije. Predstavimo tudi povezanost bralne motivacije z učno/bralno uspešnostjo in motivacijo za branje glede na starost in spol dijakov, dijakinj. V teoriji govorimo tudi o razvijanju bralne motivacije v srednji šoli in predstavimo še branje pri urah slovenščine po učnem načrtu. Nato opišemo načine spodbujanja branja oz. motivacije za branje v domačem bralnem okolju, predšolskih vzgojnovarstvenih ustanovah, šolah, šolskih in splošnih knjižnicah ter knjigarnah. Zanima nas tudi vpliv medijev in vrstnikov na branje mladih. V drugem, empiričnem delu smo izvedli raziskavo z anketnim vprašalnikom v gimnaziji med dijaki in dijakinjami vseh štirih letnikov. Zanimali so nas njihovi bralni interesi in navade, poznavanje samega pomena branja, kako pogosto in kaj sploh radi berejo, kakšna je njihova motivacija za branje in kako jih k branju spodbujajo starši in profesorji. Rezultati so nam pokazali, da večina mladih rada bere in da najraje berejo leposlovje (romane, pesmi, povesti .), stripe, poučne revije, knjige. Razveseljujoč je podatek, da jih največ bere zato, ker ob branju uživajo in se sprostijo, kar kaže na notranjo motiviranost le-teh za branje. Še vedno je preveč mladih, ki so za branje zunanje motivirani, to pomeni, da berejo zato, ker morajo brati za šolo in da jih starši, profesorji pohvalijo in dobijo nagrado (priznanje .). Večina anketiranih se zaveda, da je branje pomembno zaradi širjenja besednega zaklada in učne uspešnosti. Dobro je tudi, da se dijaki/-nje zavedajo, da branje tudi širi njihov besedni zaklad. Pri izbiranju knjig za branje se večina zanese kar sama nase, pri izboru pa jim svetujejo še prijatelji, sošolci, profesorica, knjižničarka in starši, sorodniki. Profesorji mlade spodbujajo k branju tako, da poudarjajo pomen branja ali svetujejo pri izboru knjige in jim pustijo, da si knjigo tudi sami izberejo. This thesis presents reading, which is important for an individual's personal growth and signifies a path to lifelong skills. Thesis consists of two parts. The theoretical part defines reading and types of reading and also introduces literacy and reading development. Furthermore, reading motivation and elements of internal and external motivation are defined. We also present the integration of reading motivation with learning/reading performance and motivation for reading in relation to age and gender of students. In theoretical part, we also talk about developing reading motivation in secondary schools and illustrate reading in Slovene lessons according to the curriculum. Furthermore, ways to promote reading and motivation for reading in a domestic reading environment, pre-schools, schools, libraries and bookstores are described. We are also interested in the influence of the media and peers on the reading of young people. In the second, empirical part, we conducted a survey with a questionnaire among all students in a grammar school. We were interested in their reading interests and habits, their knowledge of the importance of reading itself, how often and what do they like to read, what is their motivation for reading and how do their teachers and parents encourage them to read. The results have shown us that the majority of young people likes to read and prefers to read fiction (novels, poems, stories .), comic books, educational magazines, books. A very pleasing fact is that the majority of young people read because they enjoy it and because it relaxes them, which indicates their internal motivation for reading. There are still too many young people that are externally motivated for reading, which means that they read because they have to read educational books and because they want to receive their parents and teachers’ praise and recognition. The majority of respondents are aware that reading is important due to the expansion of vocabulary and academic achievement. It is also good that the students are aware that reading expands their vocabulary. When choosing books to read, the majority of young people rely on themselves, but sometimes accept the advice for book selection from their friends, classmates, teacher, librarian, parents and relatives. Teachers encourage young people to read by emphasizing the importance of reading or by advising them which books to read, yet allowing them to choose books themselves.