VLOGA DISPOZICIJE PRI NASTAJANJU POUSTVARJALNEGA BESEDILA

• Main Author: Domonkoš, Polonca
• Other Authors: Pulko, Simona
• Format: Master Thesis
• Language: Slovenian
• Published: P. Domonkoš 2014
• Subjects: dispozicija; poustvarjalno besedilo; miselni vzorec; ključne besede/točke; zaporedje dogodkov; kombinirani pouk; disposition; re-creative text; mind map; key words/points; sequence of events; combined classes; info:eu-repo/classification/udc/37.091.3:811.163.6(043.2); sami
• Online Access: https://dk.um.si/IzpisGradiva.php?id=46172; https://dk.um.si/Dokument.php?id=67348&dn=; https://plus.si.cobiss.net/opac7/bib/20889608?lang=sl

Pisanje poustvarjalnega besedila je del učnega načrta v zadnjem triletju osnovne šole. Tako se učenci spoznajo z različnimi oblikami besedil vseh treh literarnih zvrsti, vendar pa učni načrt pred pisanjem poustvarjalnega besedila ne zahteva priprave dispozicije in je tudi ne predvideva, le omenja nebesedne spremljevalce besedila (a le pri jezikovnem delu pouka), ki jih učenci morajo znati poiskati v besedilu in predstaviti njihovo vlogo. Prav tako priprave dispozicije pred pisanjem ne ponujajo navodila v berilih založbe Rokus Klett in Mladinske knjige, zato je od vsakega učitelja posebej odvisno, v kolikšni meri bo učence naučil pisanja poustvarjalnega besedila s pomočjo pripravljene dispozicije. Tako lahko učenci dispozicijo pripravijo sami, lahko jo naredijo skupaj z učiteljem ali pa učitelj učencem že ponudi svojo vnaprej pripravljeno dispozicijo. V raziskavi, ki smo jo izvedli na osnovni šoli K med učenci 6.–9. razreda, smo učencem ponudili pripravo dispozicije v obliki miselnega vzorca, ključnih besed/točk in zaporedja dogodkov. 74 % učencev je pred pisanjem uporabilo dispozicijo, od tega jih jo je 21 % pripravilo v obliki miselnega vzorca, 79 % pa v obliki zaporedja dogodkov. Raziskava je potekala v kombinirani obliki pouka. Writing a re-creative text is a part of curriculum in the last three years of primary school. Thus, students become acquainted with various forms of text of all three literary genres however, before creating re-creative text the curriculum does not require nor anticipate the preparation of disposition. The curriculum mentions only non-verbal text elements (but only in the linguistic part of the lessons), which students must be able to find in the text and introduce their role. Besides, instructions in readers of Rokus Klett Publishing House and Mladinska knjiga Publishing House do not indicate the preparation of disposition. Therefore, it depends on each particular teacher to what extent he or she is going to teach his or her students creating re-creative text with the help of prepared/written disposition. Thus, students can prepare dispositions by themselves or together with their teacher. What more, the teacher can offer the students his or her own pre-prepared disposition. In a survey, carried out among students from sixth to ninth grade at the elementary school K, students were offered a pre-prepared disposition in the form of the mind map, key words/points and the sequence of events. 74% of students used the pre-prepared disposition, of which 21% wrote the disposition in the form of a mind map and 79% in the form of sequence of events. The survey was conducted in combined classes.