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Diplomski rad pod nazivom „Usporedna analiza online nastave Hrvatskoga jezika drugoga i sedmoga razreda osnovne škole“ obuhvaća teorijsko-konceptualni, ali i glavni, metodološki dio rada koji se sastoji od 3 glavna dijela. Prvi je dio analiza govorne izvedbe dviju učiteljica nastave Hrvatskoga jezika drugoga razreda i triju nastavnica sedmoga razreda putem videolekcija dostupnih na stranicama „Škola za život/Škola na Trećem“ s ciljem uočavanja sličnih ili različitih karakteristika u prenošenju znanja te nastavničkim metodama poučavanja. Također, cilj je bio utvrditi fonetski status pojedine učiteljice/nastavnice. Utvrđeno je da ne postoje bitne i velike razlike u govornoj izvedbi različitih učiteljica i nastavnica. Putem anketnog se upitnika, na uzorku koji je obuhvatio 24 učenika sedmoga razreda, nastojalo ispitati zadovoljstvo i stav o online nastavi (što bi promijenili, a što im se prilikom takvog načina izvođenja sviđa). Učenici lakše prate nastavu uživo, lakše se koncentriraju te manje uče izvan nastave, dok im se online nastava sviđa zbog rada od kuće i mogućnosti vraćanja na lekcije i ponavljanja gradiva. Na kraju rada predložen je ogledni primjer za sat Hrvatskoga jezika koji bi potencijalno ispunio ciljeve prema Kurikulumu i nakon kojega bi učenici drugoga razreda ostvarili zadane ishode. Thesis entitled "Comparative analysis of online teaching of Croatian language in the second and seventh grade of primary school" includes theoretical and conceptual, but also the main, methodological part of the paper, which consists of 3 main parts. The first part is the analysis of the speech performance of two second grade Croatian language teachers and three seventh grade teachers through video lectures available on the pages "School for Life/School on the Third" in order to identify similar or different characteristics in knowledge transfer and teaching methods and teaching methods phonetic status of an individual teacher. It was found that there are no significant and large differences in the speech performance of different teachers. After that, 39 through a survey of 24 seventh-grade children, a questionnaire was used to examine satisfaction and attitudes about online teaching, what they would change and what they like about this way of performing. Students find it easier to follow live classes, concentrate more easily and have less learning after it, while they like online classes because of the work from home and the possibility of returning to lessons and repeating material. At the end of the paper, a sample example was proposed for a Croatian language lesson that would potentially meet the goals according to the curriculum and after which the second grade students would achieve the set outcomes. |
