Metodička svrha misaone karte u nastavi lektire

master's thesis

• Author: Adela Kovač
• Mentor: Martina Kolar Billege (mentor)
• Committee member: Martina Kolar Billege (predsjednik povjerenstva)
• Committee member: Vesna Budinski (član povjerenstva)
• Committee member: Tamara Gazdić-Alerić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2018-02-27, Croatia
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Interdisciplinary Humanistic Studies; Teaching Methods in the Humanistic Sciences

Abstract

Učenje je složen proces koji obuhvaća tri faze: primanje informacija, pamćenje i zaboravljanje. Trostupanjski model učenja prema Atkinsonu predstavlja tri podsustava od kojih svaki ima funkciju pohranjivanja određene količine informacija određeno vrijeme: senzorni registar, radno (kratkoročno) pamćenje i dugoročno pamćenje (Vizek Vidović i sur., 2014). Ukoliko se informacija što dulje želi zadržati u sjećanju, ona se raznim strategijama učenja i pamćenja pohranjuje u dugoročnom pamćenju, nakon kojega se upotrebom prethodno navedenih strategija po potrebi zadržava u dugoročnom pamćenju dulje razdoblje. Misaone karte su strategija učenja osmišljena i razvijena od strane Tonyja Buzana, britanskog psihologa koji je velik dio svoje karijere posvetio proučavanju i stvaranju tehnika za lakše učenje i pamćenje. Misaone karte zamišljene su kako bi se prilagodile zakonima rada mozga koji procesima asociranja i maštanja stvara nove veze i povezuje nepoznate sadržaje s prethodnim iskustvom. Ovaj organizacijski alat pronalazi široku primjenu u različitim područjima života i rada, pa tako i u nastavi. Ovaj rad primarno se bavi primjenom misaone karte u nastavi lektire. Kako bismo kao učitelji ispunili zadaće nastave lektire kao dijela nastave književnosti, zadatak nam je posegnuti ne samo za novim strategijama učenja, već i motivacije. Vještina čitanja formalno se razvija unutar područja početno čitanje i pisanje, kao sastavnice nastavnog predmeta hrvatski jezik u prvom razredu osnovne škole. Jednako tako, vještinu čitanja možemo razvijati i nadograđivati ustaljivanjem navike čitanja stvarajući poticajne situacije i ugodna iskustva uoči ili pri zajedničkoj ili samostalnog interpretaciji književnog djela. Ukoliko je na adekvatan način predstavimo i povremeno koristimo u drugim područjima predmeta hrvatski jezik i nastavnim predmetima, učenici većinom neće imati problema u svladavanju strategije učenja misaonom kartom. Misaona karta pogodna je za primjenu u svim etapama nastavnog sata lektire, kao i kod samostalnog čitanja lektirnog djela, a to ću i iznijeti i podrobnije opisati u ovom radu.

Abstract (english)

Learning is a complex process which includes three stages: receiving information, memorizing and forgetting. The three-part multi-store model described by Atkinson introduces three separate components of human memory: a sensory register, a short-term store and a long-term store (Vizek Vidović et al., 2014). If the information needs to be retained in our memory for a longer period, it is eventually stored in a long-term store by using various memorization techniques and learning strategies. The occasional usage of previously mentioned strategies is required depending on the amount of time we want to retain the information in a long-term store. Mind maps are a learning strategy created and developed by Tony Buzan, a British psychologist who devoted most of his career to studying and designing techniques for easier learning and memorizing. Mind maps are originally imagined to adapt to the principles of how human brain works. It makes new connections for linking an unknown material to a familiar one, through the processes of associating and fantasizing. The implementation of this organizational tool can be found in various domains of living and working, as well as in teaching. This thesis is primarily concerned with the usage of ming maps in literature teaching. In order to achieve the aims of literature teaching in primary education, teachers are demanded to consider and explore new teaching and motivational methods. Reading skills are formally developed within the field of initial reading and writing, which is the component of Croatian language as a school subject in the first grade of primary education. Furthermore, reading skills could be expanded and improved by creating stimulative situations and pleasant experiences for or during group or individual literature interpretation, in order to establish students' reading routine. If mind map is appropriately introduced and occasionally used within other areas of Croatian language or other school subjects, most of students are not expected to encounter any problems in mastering this learning technique. Mind maps are suitable for using in any part of the literature teaching lesson, as well as in individual reading, which will be presented and elaborated in this thesis.

• Keywords: misaone karte; nastava hrvatskog jezika; čitanje; nastava lektire
• Keywords (english): mind maps; Croatian language teaching; reading; literature teaching
• Language: croatian
• URN:NBN: urn:nbn:hr:147:010240
• Study programme: Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Access restricted to students and staff of home institution
• Created on: 2019-02-11 15:42:10