POPULARITY AND THE USE OF PROBLEM METHOD OF TEACHING IN SELECTED PRIMARY SCHOOL

V diplomskem delu sem skušala prikazati priljubljenost problemskega pouka pri pouku književnosti, in sicer tako med učitelji, kot tudi med učenci ter hkrati tudi ugotoviti, kako pogosto učitelji dejansko to metodo poučevanja tudi izvajajo. V teoretičnem delu je predstavljena definicija problemskega pouka, kot ga vidijo različni strokovnjaki, nato pa še njegove prednosti in slabosti, metode problemskega pouka, pomembnost problemske situacije ter kakšna je vloga učitelja in kakšna učenca pri izvedbi problemskega pouka. V empiričnem delu so predstavljeni namen diplomske naloge, raziskovalna vprašanja in hipoteze ter metodologija. Najobširnejši del diplomskega dela pa je interpretacija, narejena na podlagi rezultatov anketnih vprašalnikov, ki so jih izpolnili učenci in učitelji slovenščine na štirih osnovnih šolah v moji okolici. Tu so grafično prikazani rezultati večine vprašanj, ki so bila zastavljena anketirancem, ter nato podani še komentarji. Pri učencih so rezultati grafično prikazani tudi glede na spol in njihov učni uspeh. Ob koncu analize vprašalnikov sledi še primerjava odgovorov med učitelji in učenci. V sklepu diplomske naloge je ugotovljeno, da je problemski pouk med učenci priljubljen in si želijo, da bi ga njihovi učitelji pogosteje izvajali, ti pa ravno tako izražajo željo, da bi lahko večkrat pri pouku uporabili to metodo, vendar pa jim to pogosto onemogoča pomanjkanje časa.In my final paper I tried to represent the popularity of problem method of teaching among teachers and students and at the same time to recognise how often do teachers perform this method during the lessons. In the theoretical part I have introduced the definition of the problem method of teaching, according to the explanation of various experts, its preferences and weaknesses, methods of problem method of teaching, the importance of problem situation and the role of a teacher and the role of pupils during the execution of the problem method of teaching. The empirical part introduces the purpose of the paper, research questions and hypothesis and the methodology. The most extensive part of this paper is the interpretation which has been made on the basis of the results of the survey questionnaire filled out by pupils and teachers of Slovene in four primary schools in the vicinity of my town. The results to most questions are graphically presented and also commented. Results of pupil’s questionnaires are introduced according to their gender and school success. At the end of the survey analysis is also the comparison of the teachers’ and pupils’ answers. In the conclusion it has been established that the problem method of teaching is quite popular among the pupils and they want their teachers to perform this method more often. Teachers also expressed the necessity to perform this method more frequently, but that is often impossible because of lack of time