KVALITETNI VIDIK V PISNIH IZDELKIH UČENCEV PRVEGA RAZREDA

• Main Author: Mohar, Anja
• Other Authors: Ropič, Marija
• Format: Bachelor Thesis
• Language: Slovenian
• Published: [A. Mohar] 2015
• Subjects: asociativni dogodki; domišljija; branje; pisanje; govor; razvoj mišljenja in poslušanje; Associative events; imagination; reading; writing; speech; thinking development; listening; info:eu-repo/classification/udc/373.3:(043.2); sami
• Online Access: https://dk.um.si/IzpisGradiva.php?id=47623; https://dk.um.si/Dokument.php?id=70806&dn=; http://www.cobiss.si/scripts/cobiss?command=DISPLAY&base=cobib&rid=21315336&fmt=11

Kvalitetni vidik pisnih izdelkov učencev v začetnem obdobju osnovne šole zaznamujejo predvsem asociativni dogodki, personifikacije in ustvarjalnost, zato sem se v svojem diplomskem delu osredotočila na le-te dejavnike, ki so vplivali na vrednotenje izdelkov prvošolcev. V teoretičnem delu sem se dotaknila šestih področij opismenjevanja, ki so povezana s temo mojega diplomskega dela. Pisala sem o pomembnosti ustvarjalnega mišljenja, na kakšen način ga spodbujamo in kako lahko učitelji sami pripomoremo k razvoju le-tega, o bralnih strategijah, saj se branja med seboj lahko zelo razlikujejo, odvisno od vrste literature, ki jo beremo. Glede na to, da je govor ključnega pomena za razvoj otrokove pismenosti, sem razmišljala tudi o samem razvoju govora in procesu zaznavanja glasov od otrokovega rojstva dalje. Meni najbolj zanimiva tema je bilo pisanje o otroški domišljiji, saj sem spoznala, kaj jo zavira, kaj jo spodbuja in kako se otroška domišljija razvija. Razvoja mišljenja pa sem se v diplomski nalogi lotila le iz psihološkega vidika švicarskega filozofa Piageta, ki poudarja pomen štirih stopenj razvoja. V zadnjem poglavju teoretičnega dela sem pisala o stopnjah razvoja pisanja otrok, grafomotoričnih vajah ter o pomembnosti pisnega sporazumevanja v začetni fazi opismenjevanja. V prvih razredih osnovnih šol so se otroci začeli sistematično opismenjevati v drugi polovici razreda, zato sem se osredotočila le na domišljijske dejavnike in kreativnost. Učenci so dobili sliko, ki so jo pisno opisali in dodali poljubne elemente. Preverila sem število asociativnih dogodkov, personifikacij in ustreznosti naslova zgodbe. Preverjala sem jih dvakrat, in sicer v prvi polovici šolskega leta pred sistematičnim opismenjevanjem in nato še v drugi med procesom pridobivanja črk, branja in pisanja. Ker me je zanimala samo njihova ustvarjalnost in domišljija, njihove pravopisne zmožnosti pisanja nisem upoštevala. The quality of papers written by children in the starting period of primary school are characterised by associative events, personification and creativity so I concentrated on these factors that influenced the evaluation of first graders' work. The theoretical part discusses the six fields of literacy that are connected with the theme of my diploma. I write about the importance of creative thinking, how it can be stimulated and how teachers can help develop it. Discussing reading I write about reading strategies, for reading can differ very much depending on the kind of literature we are reading. Because speech is of key importance for developing a child’s literacy I also discuss the development of speech and the process of sound perception from birth on. The most interesting theme in my opinion is writing about child imagination, for I discovered what slows it down, what stimulates it and how it is developed. The thinking development is described only from the psychological point of view of the Swiss philosopher Piaget, who emphasised the importance of a four level development. In the last chapter of the theoretical part I discuss the levels of a child’s writing development, the graphomotor exercises and the importance of written communication in the beginning stage of literacy. Teaching literacy begins in the second half of the first class and therefore I concentrated only on the imagination factors and creativity. The pupils were given a picture they had to write about and add optional elements. I checked the number of associative events, personifications and the adequacy of the story title. The pupils were tested twice in the first half of the first school year before the systematic literacy for the first time and later on during the process of learning letters, reading and writing for the second time. I was interested only in their creativity and imagination and therefore I did not consider their spelling mistakes.