Branje slikanic v vrtcu in nižjih razredih osnovne šole

  • Janja Batič Department of Fine Arts, Faculty of Education, University of Maribor, Slovenia
DOI: https://doi.org/10.26529/cepsj.554
Ključne besede: slikanica, multimodalno besedilo, vizualna pismenost, vzgojitelji, učitelji razrednega pouka

Povzetek

V članku predstavljamo izsledke raziskave, ki je vključevala 443 vzgojiteljev in učiteljev razrednega pouka. Namen anketiranja vzgojiteljev in razrednih učiteljev je bil ugotoviti, kakšna so stališča vprašanih glede branja slikanic v pedagoškem procesu, kako poteka branje slikanic in kako je zasnovan produktivni likovni odziv na prebrano slikanico. Rezultati kažejo na to, da vprašani prepoznavajo slikanico kot knjigo, ki ni primerna le za mlajše otroke, in da brez težav izberejo kakovostno slikanico. Polovica vprašanih navaja tudi, da otroci oz. učenci po branju slikanic svoje vtise likovno izrazijo. Odgovori vprašanih pa kažejo tudi na to, da je slikanica v pedagoškem procesu še neizkoriščen potencial z vidika razvijanja vizualne in multimodalne pismenosti.

Prenosi

Podatki o prenosih še niso na voljo.

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Objavljeno
2021-03-25
Kako citirati
Batič, J. (2021). Branje slikanic v vrtcu in nižjih razredih osnovne šole. Revija Centra Za študij Edukacijskih Strategij , 11(1), 9–26. https://doi.org/10.26529/cepsj.554
Številka
Letn. 11 Št. 1 (2021): VARIA Issue
Rubrike
VARIA

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