Title Metodički predlošci za početno opismenjavanje u prvom i drugom razredu osnovne škole Title (english) Methodical templates for initial literacy in the first and second grade of primary school Author Anja Marjanović Mentor Martina Kolar Billege (mentor)Committee member Vesna Budinski (predsjednik povjerenstva)Committee member Tamara Gazdić- Alerić (član povjerenstva)Committee member Martina Kolar Billege (član povjerenstva)Granter University of Zagreb Defense date and country 2022-07-08, Croatia Scientific / art field, HUMANISTIC SCIENCES Abstract Početno čitanje i pisanje, kao odgojno-obrazovni ishod Kurikuluma nastavnog predmeta Hrvatski jezik (NN 10/2019), pojavljuje se u sva tri nastavna područja Hrvatskoga jezika (Hrvatski jezik i komunikacija, Književnost i stvaralaštvo, Kultura i medij). Početno opismenjavanje je zbog svoje složenosti i interdisciplinarnosti posebno zahtjevan proces izvođenja u nastavi. Ono se može posebno izdvojiti u svakome području nastavnog predmeta Hrvatski jezik jer je svojom pojavom temelj za razvijanje i napredak pojedinaca u cjelokupnom budućem obrazovanju. Posebno značajnu ulogu u motiviranju učenika za učenje i sudjelovanje u odgojno-obrazovnom činu početnog čitanja i pisanja ima učitelj. Učitelj, radi znanja i poznavanja metodike početnog čitanja i pisanja, može odabrati odgovarajuće i prikladne metodičke sustave, metode, strategije i postupke, sredstva i izvore poučavanja za praćenje i vrednovanje rada pojedinaca. Odgovarajući i prikladan izbor sredstava i izvora u poučavanju početnog čitanja i pisanja također djeluje na usvajanje osnovnih jezičnih djelatnosti. Proučavanjem i analizom metodičkih predložaka, koji su iznimno važni elementi za poticanje učenika na zainteresiranost u nastavnom području početnog opismenjavanja, ostvaruju se kognitivni ciljevi i pojmovi nastavnog programa. Metodički predlošci u početnicama i u udžbenicima primarnoga obrazovanja trebali bi biti u skladu s razvojnim sposobnostima učenika, njihovim jezičnim predznanjem te razvojnoj pismenosti. Sadržaj učenja i poučavanja početnog čitanja i pisanja nalazi se i objedinjen je upravo u metodičkim predlošcima i glavno je nastavno sredstvo usvajanja vještina čitanja i pisanja. Pri odabiru udžbenika i početnica važno je proučiti njihove sadržaje i provjeriti jesu li oni u skladu s načelom teksta, sadržajne, tekstovne i stilske raznovrsnosti. Uz navedeno, važno je analizirati i njihovo metodičko i likovno-grafičko oblikovanje. Upravo je zato zastupljenost metodičkih predložaka u udžbenicima s obzirom na vrstu metodičkog metateksta, temu te funkcionalne stilove predmet istraživanja ovoga rada.
Abstract (english) Initial reading and writing is appearing as an educational outcome of the Croatian Language Curriculum (NN 10/2019) in all three teaching areas of the Croatian Language (Croatian Language and Communication, Literature and Creativity, Culture and Media). Due to its complexity and interdisciplinarity, initial description is a particularly demanding teaching process. It can be singled out in each area of the subject Croatian language because its appearance is the basis for the development and progress of individuals in the overall future education. Mastering the skills of reading and writing that communicate in the native language is also the acquisition of basic linguistic competences. The teacher has a particularly important role in motivating students to learn and participate in the educational act of initial reading and writing. Combining knowledge of Croatian language methodology and initial reading and writing methodology, the teacher can and is able to select appropriate systems, methods, strategies and procedures, teaching aids and resources for evaluating the work of individuals. Appropriate choice of teaching aids and resources facilitates and makes the acquisition of basic language skills interesting for students who analyze them. By studying and analyzing methodological templates, which are extremely important elements in encouraging students to be interested in the teaching area of initial literacy, cognitive goals and concepts of the curriculum are achieved. Methodological templates in textbooks should be in accordance with student’s developmental abilities, prior language skills and developmental literacy. The content of learning initial reading and writing is found and united in methodological templates and is the main teaching tool for acquiring reading and writing skills. When choosing textbooks, it is important to study their contents and check whether they are adjusted with the principle of text, content, textual and stylistic diversity. It is also important to analyze their methodological and graphic design. That is why the representation of methodological templates in textbooks with regard to the type of methodological metatext, topic and functional styles is the subject of research in this paper.
Keywords
početno čitanje i pisanje
metodika početnog čitanja i pisanja
metodički predložak
funkcionalni stilovi
Keywords (english)
initial reading and writing
methodology of initial reading and writing
methodological template
functional styles
type and topic of the text
Language croatian URN:NBN urn:nbn:hr:147:663878 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 Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2022-07-25 11:51:47
