Merila določanja besedilnih vrst v učbenikih od leta 1990 do danes - Golob, Andreja ([A. Golob], 2016)
Učitelji pri pouku slovenščine v osnovnih in srednjih šolah uporabljajo učbenike, ki jim služijo kot pripomočki za razlago in utrjevanje snovi. Učbenik ima namreč pomembno vlogo pri posredovanju učnih vsebin učencem pomaga pri usvajanju le-teh, učiteljem pa pri načrtovanju pouka. Zato je zelo pomembno, da so učbeniki primerni in kvalitetni. Ker učbenike izbirajo učitelji sami, imajo možnost izbrati takšne, s katerimi bodo učencem oz. dijakom najbolje predstavili učno snov in ki bodo po drugi strani učence oz. dijake pritegnili že po samem videzu. V današnjih časih imajo učitelji težjo nalogo, saj je na trgu veliko učbenikov, med katerimi morajo izbrati tistega, ki bo najbolj primeren, hkrati pa so na boljšem kot pred nekaj desetletji, ko niso mogli izbirati. Za namen diplomskega dela smo pregledovali učbenike od leta 1990 dalje, pri tem pa ugotovili, da so takrat po več let imele vse šole enake učbenike, učitelji pa niso imeli možnosti izbire. Diplomsko delo je razdeljeno na dva dela v teoretičnem delu smo predstavili temeljne opredelitve sporočanja, besedila in besedilnih vrst. Pozornost smo namenili tudi vlogam in funkcijam besedila, saj so te ključne pri analiziranju besedilnih vrst. Podali smo definicijo učbenika in predstavili, kdo in na kakšen način potrdi učbenik, da je sploh primeren za poučevanje. V empiričnem delu diplomskega dela smo iz zbranega gradiva, tj. učbenikov za slovenščino, poiskali in izpisali definicije izbranih besedilnih vrst. Za analizo smo izbrali naslednjih pet: opravičilo, prošnjo, vabilo, zahvalo in reklamo, ki smo jih primerjali in analizirali. V zaključnem delu smo povzeli temeljne ugotovitve, do katerih smo prišli med nastankom samega dela, in odgovorili na raziskovalna vprašanja, ki smo jih postavili na začetku diplomskega dela. Teachers of the Slovenian language are using textbooks, which are their teaching accessories for explaining and repetition during lessons. A textbook plays an important role in presenting the subject taught it helps students to assimilate the knowledge and it helps teachers to plan the lesson. Therefore, the appropriateness and quality of textbooks is very important. Since teachers choose the textbooks, they can choose textbooks, which present the subject taught best to the students, as well as attract students by their appearance. Today teachers have a difficult choice among a number of textbooks, however, this is better than a couple of decades ago, when there was no choice. In the diploma paper we studied textbooks since 1990 and came to the conclusion that all schools had the same textbooks for years and teachers did not have the possibility to choose. The diploma paper is divided into two parts: the theoretical part represents the basic definitions of communication, text and text types. Attention was also payed to the roles and functions of a text as they are playing the key role in analyzing text types. We also stated the definition of a textbook as well as the responsible people and procedures for confirming the appropriateness of textbooks for teaching. In the empirical part we searched and wrote down definitions of the chosen text types from the corresponding material, i.e. textbooks for the Slovenian language. We chose five for our analysis: apology, application, invitation, a thank you note and advert, which we compared and analyzed. The conclusion summarises the main results, which we obtained during the making of the paper, as well as answers the research questions, which have been asked at the beginning of the diploma paper.