Scenski govor kao oblik izražavanja u nastavi hrvatskoga jezika

master's thesis

• Author: Valentina Hasan
• Mentor: Dunja Pavličević-Franić (mentor)
• Committee member: Dunja Pavličević-Franić (član povjerenstva)
• Committee member: Katarina Aladrović Slovaček (član povjerenstva)
• Committee member: Jelena Vignjević (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2018-06-27, Croatia
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Interdisciplinary Humanistic Studies; Teaching Methods in the Humanistic Sciences

Abstract

Hrvatski je jezik nastavni predmet koji se poučava i uči na svim obrazovnim razinama, u svim razredima. Cilj mu je osposobiti pojedince za uspješnu komunikaciju na materinskome jeziku. No, jezični sadržaj koji osnovnoškolci u mlađim razredima trebaju svladati većinom je apstraktan i toj dobi teže razumljiv. Zato je važno u nastavu uvesti aktivnosti koje mogu pomoći u učenju jezika. Mogućnosti su velike, a što će učitelj odabrati za svoj razred ovisi o učenicima, ali i o njemu samome. Svakako je svrhovito primijeniti igru u nekom njenom obliku. Osim toga, u nastavu se s istom svrhom mogu uvesti i elementi scenske i dramske umjetnosti. Cilj takvih aktivnosti ne mora nužno biti izvođenje scenskoga djela na pozornici. Najčešće im je svrha i zadaća da učenici kroz riječi, pokrete i zvukove uče nove nastavne sadržaje ili ponavljaju poznate. Za potrebe ovoga diplomskoga rada provedeno je istraživanje u dvama trećim razredima jedne zagrebačke osnovne škole. Sudjelovalo je četrdeset osam ispitanika (N=48). S oba je razreda organiziran po jedan nastavni sat ponavljanja sadržaja o umanjenicama i uvećanicama. U jednom su razredu pritom korištene dramske aktivnosti (eksperimentalna skupina), a u drugome tradicionalne nastavne metode (kontrolna skupina). Temeljni je cilj bio ispitati utjecaj dramskih aktivnosti i tradicionalnih nastavnih metoda na uspješnost usvajanja predviđenih jezičnih sadržaja. Također, ispitani su i stavovi učenika prema jezičnim sadržajima i hrvatskome jeziku kao nastavnome predmetu. Kao instrumenti, za potrebe ovoga istraživanja, posebno su načinjeni nastavni listići i upitnik o stavovima učenika prema predmetu Hrvatski jezik. Pokazalo se da ispitanici koji su sudjelovali na nastavnome satu s dramskim aktivnostima imaju bolje rezultate u zadacima nastavnoga listića u odnosu na rezultate kontrolne skupine. Podaci pokazuju da ispitanici vole Hrvatski jezik kao nastavni predmet te da podjednako vole sve njegove sadržaje.

Abstract (english)

Croatian language is a school subject which is being taught and learned at all educational levels, in each grade. Its main goal is to capacitate individuals for a successful communication in their mother tongue. However, the linguistic content that primary school students are supposed to master is generally abstract and thus complicated for that developmental age. That is the reason why activities that support studying should be incorporated in language learning. There is a wide range of possibilities, but it is the teacher and the students that choose the needed ones. It is highly recommended to use play in some of its shapes. Except that, elements of drama and stage art can be also incorporated in class. The main aim of such activities does not necessarily have to be the preformance of the scene part. Usually the main purpose of such activities is to learn new educational contencts via words, movements and sounds, as well as repeating already mastered ones. For thesis purposes, the research was conducted in two 3rd grades in a primary school in Zagreb. There were forty-eight participants (N=48). Both of the classes took part in a lesson of repeating diminutives and augmentatives. In one classroom (experimental group), students were taught by using drama activities, and traditional classroom techniques were used in the other (control group). The main goal was to examine the effects of drama activities and traditional learning techniques on the efficacy of studying planned linguistic contents. During the research the attitudes of the students towards Croatian language as a school subject and its content were also examined. As instruments, for the purposes of this research, special tests (teaching leaflets) and questionnaires regarding Croatian language as a school subject were made. It was shown that students who participated in the lesson where drama activities were used, compared to the control group, have better results. Collected data also show that examinees like Croatian language as a school subject and that they like all of its contents equally.

• Keywords: scenski govor; učenje jezika; dramske metode; igra u nastavi
• Keywords (english): scene talk; language learning; drama methods; games in teaching
• Language: croatian
• URN:NBN: urn:nbn:hr:147:718749
• 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: 2019-04-16 07:16:30