Pedagoške dimenzije Grimmovih pravljic

In this Master’s thesis I considered the pedagogical dimensions of Grimm’s fairy tales. I wanted to know which of Grimm’s fairy tales are used in schools from English speaking countries, and which in schools from Slovenia. I also wanted to establish what kinds of activities are planned when working with fairy tales, and in which grades they are used. Before I started my research, I wrote the theoretical part of the thesis. I began by writing something about the authors of the fairy tales, the Brothers Grimm, and something about the fairy tales themselves. I continued by focusing on Grimm’s fairy tales and how they were modernised, and exploring about the didactic purposes of the fairy tales. For the research part of my thesis, I gathered 40 lesson plans, 20 from English speaking countries and 20 from Slovenia. I compared and analysed each lesson plan according to which fairy tale it included, how long it was, what kinds of activities were planned, and for which level of knowledge or grade it was written. I came to the conclusion that lesson plans that come from English speaking countries are better that those which actually originate from Slovenian schools. Moreover, Slovenian schools do not use the variety of fairy tales that is used in English speaking countries. However, I did come to see that both use fairy tales in all grades of Elementary school, not just for younger learners. Finally, we constructed our own lesson plan with the use of Grimm\u27s fairy tale "Tom Thumb".Magistrska naloga je napisana na temo pedagoške dimenzije Grimmovih pravljic. Preučevali smo katere od Grimmovih pravljic se uporabljajo v osnovnih šolah iz angleško govorečih držav in katere v Sloveniji. Prav tako smo raziskovali kakšne aktivnosti in naloge so pripravljene iz Grimmovih pravljic, ter v katerih razredih se uporabljajo za poučevanje. V teoretičnem delu smo najprej predstavili življenje avtorjev izbranih pravljic, to sta brata Jakob in Wilhelm Grimm. Nato smo se preusmerili v pravljice in se podrobneje poglobili prav v Grimmove. Omenili smo tudi modernizacijo in Herbartizem, ter raziskovali še didaktične vidike pravljic. V raziskovalnem delu smo zbrali 40 učnih priprav, od tega jih je 20 iz angleško govorečih šol ter 20 iz slovenskih šol. Osredotočali smo se na to, katero Grimmovo pravljico učna priprava vključuje, kako je dolga oziroma za koliko šolskih ur je pripravljena, za kateri razred je napisana ter kakšne aktivnosti vsebuje. Prišli smo do zaključka, da so učne priprave iz angleško govorečih šol pripravljene veliko bolje kot tiste, ki dejansko izhajajo iz Slovenije. Prav tako V Sloveniji uporabljamo manj različnih Grimmovih pravljic, medtem ko je v angleško govorečih šolah zbirka uporabljenih pravljic večja. Ugotovili pa smo, da se v obeh primerih Grimmove pravljice uporabljajo v vseh razredih osnovne šole. Za konec smo sestavili tudi svojo učno pripravo z uporabo Grimmove pravljice Palček