Ispričana lektira

master's thesis

• Author: Mande Kolić
• Mentor: Vladimira Velički (mentor)
• Committee member: Jelena Vignjević (član povjerenstva)
• Committee member: Iva Gruić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2018-09-13, Croatia
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Interdisciplinary Humanistic Studies; Teaching Methods in the Humanistic Sciences

Abstract

Ovaj diplomski rad daje uvid u književnoumjetnička djela koja učenici čitaju u nižim razredima osnovne škole. Izbor književnih djela odabran je prema određenim kriterijima koji pridonose odgoju i obrazovanju, a iz razreda u razred izbor djela se povećava kao i opseg pojedinog djela. Motivirati učenike za čitanje nije lak zadatak, stoga učitelji trebaju pregršt mogućnosti kako razviti motivaciju za čitanje određenog djela, ali i za čitanje općenito. Metoda pripovijedanja proteže se kroz prvih sedam razreda osnovne škole unutar područja književnosti i jezičnog izražavanja. Cilj pripovijedanja je da se učenik osamostali u govornom izražavanju te obuhvati djelo u cijelosti. Pripovijedanje se može koristiti na satima lektire kako bi smisao djela ostao sačuvan u cijelosti te prenesen od govornika slušatelju. Za odabir djela, priče ili bajke koje će se pripovijedati, valja uzeti nekoliko kriterija u obzir, počevši od učeničkih interesa, a tako i vlastitih. Pripovijedanje nije olak zadatak, treba mu pristupiti s ozbiljnom namjerom te pripremiti sebe i okolinu. Ako želimo da učenik pripovijeda valja uzeti neke metode i igre koje mu mogu olakšati govorno izražavanje. Priče i bajke izravno se obraćaju djetetu te tu sposobnost bajki trebamo iskoristiti kao put k spoznaji i smislu života. Provedeno istraživanje s učenicima trećeg razreda na satu lektire rezultiralo je pozitivnim stavovima prema slušanju i pripovijedanju lektirnog djela. Učenici su aktivno sudjelovali na satu lektire gdje su u prvoj etapi slušali bajku Mala vila, zatim slagali mozaik priče, potom izrađivali pripovjednu stazu koja im je pomogla pri samostalnom pripovijedanju djela. Zadnja etapa odnosila se na stvaralačko prepričavanje bajke. Učenicima je zatim podijeljen anketni upitnik u kojem izražavaju želju za ponovnim sudjelovanjem u ovako organiziranom satu lektire.

Abstract (english)

This thesis gives an insight into literary works of art which students in lower grades of primary school are required to read. The choice of literary works is made using certain criteria which contribute to a child’s upbringing and education. The list of works increases grade, as well as the volume of each literary work. Motivating learners to read is not an easy task, so teachers need handful of possibilities on how to develop motivation for reading a specific work, and for reading in general. The method of storytelling spreads through first seven grades of primary school within literature and language skills of mother tongue. The aim of storytelling is for a student to get self-assured in speaking skills and to comprehend the literary work completely. Storytelling can be used during book report classes in order to preserve the significance of a work in whole from a speaker to a listener. To pick a work, a story or a fairytale which will be narrated, there are several criteria to take in consideration, starting form learners’ interest as well as teacher’s own. Storytelling is not an easy task. It needs to be approached with serious intention and preparation of yourself as well as your surroundings. If we want learners to narrate we should use some methods and games which can facilitate oral expression. Stories and fairytales address to the child directly and we need to use that capacity as a path towards cognition and meaning of life. Research conducted with third grade learners during book report class resulted in positive attitudes towards listening to a story and narrating the literary work. Learners actively participated during book report class where in first stage of a class they listened to the storytelling of a fairytale Little Fairy, then made a mosaic of a story. Afterwards learners composed a narrative path which helped them during their independent narration in their notebooks. The last stage was related to creative writing. Ultimately, the learners were given the survey questionnaire in which they expressed a desire to participate in this type of organized class.

• Keywords: lektira; pripovijedanje; motivacija; bajka; govorno izražavanje
• Keywords (english): compulsory reading; storytelling; motivation; fairytale; oral expression
• Language: croatian
• URN:NBN: urn:nbn:hr:147:948663
• 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: Open access
• Created on: 2018-11-19 13:42:27