Primjena monološke metode pripovijedanja na poučavanje izvornih govornika padežima hrvatskoga jezika

professional thesis

• Author: Katja Petrović
• Mentor: Vladimira Velički (mentor)
• Committee member: Iva Gruić (predsjednik povjerenstva)
• Committee member: Ana Ćavar (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2023-10-09, Croatia
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Interdisciplinary Humanistic Studies; Teaching Methods in the Humanistic Sciences

Abstract

Tema je ovoga specijalističkog rada primjena monološke metode pripovijedanja u poučavanju padežima hrvatskog jezika izvornim govornicima. Cilj je rada istražiti učinkovitost i mogućnosti korištenja ove metode u razumijevanju i primjeni padeža te potaknuti angažiranost i motivaciju učenika. Analizom tradicionalnih pristupa podučavanju gramatike ističu se nedostaci učenja pravila i padežnih pitanja umjesto razumijevanja i primjene padeža u govornom i pisanom okruženju. Monološka metoda pripovijedanja pruža učenicima neizravno otkrivanje jezičnih zakonitosti i praktičnu primjenu stečenog znanja, emocionalno povezivanje s pričom, pamćenje jezičnih struktura te razvoj aktivnog slušanja i kreativnog izražavanja. Stoga se glavni dio rada temelji na opisu primjene metode u praksi i obuhvaća prikaz sati s autorskim pričama o antropomorfiziranim padežima, koje su upotpunjene dramskim vježbama i aktivnostima. Analiza provedene prakse naglašava važnost pričanja priča u nastavi kao efektivnoga pedagoškog alata koji potiče angažiranost, motivaciju i uspješan razvoj učenika. Pamćenje priča pruža učenicima trajno znanje koje mogu primijeniti poslije u drugim životnim situacijama.

Abstract (english)

The topic of this specialist paper is the application of the monologue method of storytelling in teaching Croatian language cases to native speakers. The aim of the paper is to explore the effectiveness and possibilities of using this method in
understanding and applying cases and to stimulate the students' engagement and motivation. An analysis of traditional approaches to teaching grammar shows the shortcomings of learning rules and case questions instead of understanding and applying cases in both spoken and written environments. The monologic storytelling method provides students with an indirect discovery of linguistic regularities and a practical application of acquired knowledge, emotional connection with the story, memorization of language structures and the development of active listening and creative expression. Therefore, the main part of the paper is based on the description of the methods' application in practice and includes a presentation of lessons with author's stories about anthropomorphized cases, which are supplemented with drama exercises and activities. The conclusions of the conducted practice emphasize the importance of storytelling in class as an effective pedagogical tool which encourages the students' engagement, motivation and successful development. Additionally, memorizing stories provides students with lasting knowledge which they can later apply in various life situations.

• Keywords: pripovijedanje; padeži; Hrvatski jezik; autorske priče; dramske vježbe
• Keywords (english): storytelling; cases; Croatian language; author's stories; drama exercises
• Language: croatian
• URN:NBN: urn:nbn:hr:147:573200
• Study programme: Title: Theatre Pedagogy; Study programme type: university; Study level: postgraduate specialist; Academic / professional title: sveučilišni/a specijalist/specijalistica dramske pedagogije (sveučilišni/a specijalist/specijalistica dramske pedagogije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Embargoed access; Embargo expiration date: 2026-12-01
• Created on: 2024-02-08 11:32:14