Vključevanje diferenciacije pri pouku opismenjevanja v prvem in drugem razredu osnovne šole
Povzetek
V sodobnem vzgojno-izobraževalnem procesu učitelji prilagajajo pouk učenčevim individualnim zmožnostim, predznanju, interesom in socialnim spretnostim. Raziskavo, katere namen je bil preučiti vključevanje diferenciacije pri pouku opismenjevanja v prvem in drugem razredu slovenske osnovne šole, smo izvedli v manjšem obsegu (N = 79). Cilji raziskave so bili ugotoviti, kakšna so stališča učiteljev, ki poučujejo v 1. in 2. razredu osnovne šole, do diferenciacije. Želeli smo izvedeti, kako poteka diferenciacija pri pouku opismenjevanja in kateri dejavniki vplivajo na uspešnost učencev pri pouku. Rezultati so pokazali, da je vključevanje diferenciacije v pouk opismenjevanja prisotno v celotnem procesu začetnega opismenjevanja in da se slovenski učitelji redno izobražujejo in izpopolnjujejo na tem področju ter s tem vplivajo na uspešnost učencev na učnem in osebnostnem področju. Učitelji ocenjujejo, da so med glavnimi dejavniki za uspešnost učencev preplet individualne zmožnosti, družinskega okolja, vključenosti učencev v šolsko dejavnost in razvite socialne spretnosti. Pričakovana je ugotovitev, da je notranja diferenciacija učinkovitejša od zunanje, presenetljiva pa je ugotovitev, da heterogene skupine po mnenju učiteljev ne prispevajo k večji učinkovitosti.
Prenosi
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