Developing reading and writing capabilities in the second class of primary school - a case study of good practice

V diplomskem delu smo želeli preveriti, ali je mogoče uspešno uporabiti kognitivno metodo pisanja že v času, ko so učenci še na začetni stopnji usvajanja branja in pisanja, torej že ob koncu drugega razreda osnovne šole. Preverjanja smo se lotili tako, da smo v teoretičnem delu naloge najprej povzeli teoretična spoznanja o učenju branja, proučili prilagojeno ključno metodologijo korak za korakom, ki jo pri razvijanju bralnih in pisnih zmožnosti v prvem in drugem razredu osnovne šole dosledno uporablja profesorica razrednega pouka Marinka Doblekar, na kratko povzeli metodo branja in pisanja za kritično mišljenje ter opredelili glavne ugotovitve, ki se nanašajo na teorijo kognitivnega procesa pisanja. V empiričnem delu naloge smo na osnovi opazovanja praktične izvedbe petih učnih enot, ki so bile posvečene učenju sporočanja (poslušanja, govornega izražanja, branja in samostojnega pisanja) s pomočjo del domačega in tujega mladinskega leposlovja, analizirali, kako se teoretična spoznanja, ki jih opisujemo v teoretičnem delu naloge, obnesejo v praktičnem učnem procesu. Na osnovi analize pisnih izdelkov učencev smo ugotovili, da so bili učenci v večini sposobni uspešno uporabiti kognitivno metodo pisanja, pod pogoji, da so dosegli stopnjo interpretacijskega branja, ponotranjili tehnike dostopanja do dolgoročnega spomina, razvili sposobnost oblikovanja retoričnega problema (zamisli, kaj želijo napisati) in da dobro poznajo ciljno občinstvo, za katero pišejo sporočilo. Z Marinko Doblekar smo opravili tudi polstrukturirani intervju, s katerim smo preverili, katere strategije pri učenju branja in pisanja uporablja in kako sama ocenjuje učinke svojih didaktičnih in pedagoških pristopov. Izkazalo se je, da so didaktični pristopi Marinke Doblekar prav gotovo primer dobre prakse, saj nam je v petih opazovanih enotah pa tudi z informacijami, ki smo jih pridobili iz intervjuja, demonstrirala, kako je s prilagajanjem naloge doseženi stopnji znanja in že razvitih bralnih in pisnih zmožnosti otrok mogoče sprostiti njihov ustvarjalni potencial ter jih pripraviti do tega, da z uporabo najpomembnejših elementov kognitivne metode pisanja samostojno napišejo (in ilustrirajo) smiseln avtorski prispevek.With this thesis we set out to establish if it is possible to successfully utilize cognitive theory of writing in the period where pupils are still at the initial stages of learning how to read and write, namely at the end of the second year of elementary school. We have decided to approach this, by initially summarising theoretical discoveries related to teaching how to read, studied adapted key method Step by step, used strictly by primary school professor Marinka Doblekar to teach her second class students how to read and write, summarized the »Reading and writing for critical thinking«, and identified key findings related to the cognitive theory of writing. In the empiric part of the thesis, based on observation of five teaching units (classes), which were dedicated to teaching communication skills (listening, verbal expression, reading and independent writing) with the aid of Slovene and foreign youth literature, we have analysed, how the theoretical models outlined in the theoretical part of the thesis correspond to a practical teaching and learning process. Based on the analysis of what the pupils produced, we have determined that they were mostly capable of successfully applying cognitive theory of writing to their assignment, given that they have reached an interpretative level of reading, started utilising specific techniques for accessing their long term memory, developed a methodology for generating ideas based on the rhetorical problem and when they were closely familiar with their target audience. We conducted a half-structured interview with Marinka Doblekar, to determine which teaching strategies she uses for teaching reading and writing, and what she thinks about the effect of her unique didactic and pedagogic approach. We can conclude that Marinka Doblekar’s didactic approach is indeed an example of good practice, and that it is possible, with adaptation of assignments based on her pupil’s level of existing knowledge, reading and writing skills, to channel their creative potential into independently producing a work of their own, utilising most relevant elements of cognitive process model of writing