Individual progress of students at writing a story based on a picture between second and third grade

V prvem triletju osnovne šole je izobraževalni proces pri pouku slovenščine vezan na proces opismenjevanja. Za tak proces pa moramo razvijati komunikacijske spretnosti, ki se jih ljudje učimo celo življenje. Gre za nepretrgan proces, ki se začenja že pred formalnim začetkom šolanja in traja do funkcionalne pismenosti človeka. Ta cilj nekateri dosežejo že po nekaj letih šolanja, drugi nikoli. Kot novorojenčki smo najprej sposobni le poslušati, kasneje govoriti, ko pa začnemo s šolanjem, se naučimo tudi brati in pisati. V šolo učenci vstopijo z različnimi predznanji, na kar mora biti učitelj pripravljen. Ugotoviti mora, kje nadaljevati z učenčevim razvojem pisalnih oz. bralnih zmožnosti. Za usvojitev pisanja in branja je potrebne veliko vaje, motivacije in učenčevega interesa. Ko učenci usvojijo tehniko pisanja, jih pričnemo spodbujati h kreativnemu pisanju, kar pomeni, da ob večji ali manjši predhodni pripravi z učiteljem, pišejo samostojno. Ena izmed oblik samostojnega pisanja je tudi opis slike. To učenci predstavijo v pripovedi, na podlagi slike je ustvarjeno novo besedilo. Besedno ustvarjalnejši učenci pišejo daljše povedi, zapisujejo več zloženih povedi, uporabljajo več kakovostnih pridevnikov. V svojem empiričnem delu sem raziskovala individualni napredek učencev ob pisanju opisa slike med drugim in tretjim razredom iz količinskega vidika, torej števila besed, povedi, povprečje besed v povedih. Raziskava je bila izvedena na petih mariborskih osnovnih šolah med istimi učenci. Dobili so nalogo, da napišejo besedilo ob dani ilustraciji. Raziskovala sem, ali so pri drugem preverjanju pokazali napredek enoletnega utrjevanja pisanja. Uporabila sem deskriptivno in kavzalno-neeksperimentalno metodo pedagoškega raziskovanja. Na podlagi rezultatov sem ugotovila individualni napredek otrok. Preverjanje učencev je potekalo dvakrat, meseca maja 2013 in maja 2014, instrumentarij je bil enak, saj sem lahko le na ta način merila napredek.In the first triad of primary school, the educational process in Slovene lessons is closely connected to the literacy programme, for which we have to develop communication skills that evolve throughout our lives. This constant process begins even before the start of formal education and lasts until a person is functionally literate. Some people achieve this goal after only a few years of schooling, whereas others never do. As newborns, we are initially only capable of listening, then talking, and when we enter school, we also learn how to read and write. Pupils enter school with different levels of prior knowledge, something teachers have to be prepared for. They need to establish how to further develop a student\u27s reading and writing skills. The acquisition of reading and writing skills requires a lot of practice, motivation and interest on behalf of the student. Once students have acquired writing skills, we begin to encourage creative writing, meaning that students write independently with extensive or little preliminary work with the teacher. One of the forms of independent writing is picture description, where students describe a picture through a story, thus creating a new text based on the picture. Verbally gifted students write longer sentences, more complex sentences and use better adjectives. In the empirical part of my paper, I studied the individual progress of students at writing a picture description between second and third grade in terms of quantitative aspects: the number of words and sentences and the average number of words in a sentence. I conducted my study at five primary schools in Maribor using a descriptive and causal non-experimental pedagogical research approach. The task was to write a text based on an illustration. The aim was to see whether there was any progress at the second examination after a year of writing practice. Based on the results, I determined the individual progress of the children. Two examinations of the students were carried out, in May 2013 and May 2014, with the same instruments, as this was the only means to measure their progress