Influence of interpretative reading on fourth grade students\u27 reading motivation

Pričujoče magistrsko delo obravnava pomen in vpliv interpretativnega branje na bralno motivacijo učencev. V osnovni šoli se pri pouku književnosti večinoma poskušamo izogibati strokovnemu branju književnih del, namesto tega pa je glavni cilj pouka književnosti dejaven stik učenca z najrazličnejšimi književnimi besedili oziroma interpretacija književnih del. Navadno interpretativno bere učitelj, magistrsko delo pa se osredotoča na interpretativno branje učencev. Menimo namreč, da se je interpretativnega branja spodoben naučiti kdorkoli, torej tudi učenci. Zanimalo nas je, v kakšni meri lahko učence z ustreznimi spodbudami naučimo interpretativnega branja in ali lahko le-to vpliva na njihov odnos do poezije, književnosti na sploh, predvsem pa, ali pripomore k zviševanju njihove bralne motivacije. Hkrati nas je zanimalo, ali lahko s pomočjo doživetega branja učencev vplivamo na njihov odnos, ki ga imajo do glasnega branja, saj je pri nekaterih učencih pogost tudi strah. Empirični del magistrske naloge obsega anketni vprašalnik, s katerim smo preverili bralno motivacijo učencev ter vodene ure interpretativnega branja. V sklopu slednjih smo učencem skušali pokazati drugačen način branja poezije in jih zanj tudi navdušiti, hkrati pa smo pozornost posebej namenili zmanjševanju njihovega strahu pred glasnim branjem. Učenci so v sklopu učnih ur napredovali v interpretativnem branju poezije, večina pa jih je ob koncu ur upoštevala prvine interpretativnega branja, ki so predstavljene tudi v teoretičnem delu magistrske naloge. Ob koncu vodenih ur interpretativnega branja smo z anketnim vprašalnikom ponovno preverili njihov odnos do poezije in književnosti na splošno, glasnega branja in bralno motivacijo. Njihova zmožnost interpretativnega branja se je preko vodenih ur izboljševala, prav tako pa je izginjal njihov strah pred glasnim branjem.The present master\u27s thesis discusses the importance and impact of interpretive reading on pupils\u27 reading motivation. In primary school, when teaching literature, we mostly try to avoid professional reading of literary works, instead the main goal of teaching literature is to actively expose the pupil to various literary texts or the interpretation of literary works. The teacher usually reads interpretively, however, the master\u27s thesis focuses on pupils\u27 interpretive reading. We believe that interpretive reading should be learned by anyone, including pupils. We were interested in the extent to which we can teach pupils interpretive reading with appropriate incentives and whether it can affect their attitude towards poetry, literature in general, and above all, whether it helps to increase their reading motivation. At the same time, we were interested in whether we can influence pupils\u27 attitudes towards reading aloud with the help of interpretational reading, as fear is also common among some pupils. The empirical part of the master\u27s thesis consists of a questionnaire, which was used to check the pupils’ reading motivation, and guided learning hours of interpretive reading. As part of the latter, we tried to show pupils a different way of reading poetry and to excite them for it, moreover, we paid special attention to reducing their fear of reading aloud. As part of the lessons, the pupils progressed in interpretive reading of poetry and most of them took into account the elements of interpretive reading at the end of the lessons, which are also presented in the theoretical part of the master\u27s thesis. At the end of the guided learning hours of interpretive reading, we re-examined their attitude towards poetry and literature in general, reading aloud and reading motivation with a questionnaire. Their ability of interpretative reading has improved through the lessons, while at the same time their fear of reading aloud was subsiding