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Doktorska disertacija obravnava uporabo stripa kot literarnodidaktične metode dela za zmanjšanje razlik med spoloma v bralni pismenosti na razredni stopnji šolanja. Razlike med spoloma se v šolskem okolju pogosto pojavljajo, tudi na področju bralne pismenosti. Pismenost predstavlja eno osnovnih spretnosti posameznika, ki jih nujno potrebuje za uspešno funkcioniranje v sodobni družbi. Bralna pismenost je kot ena izmed vrst pismenosti sestavljena iz različnih faktorjev, na njihov razvoj pa z upoštevanjem sodobnih načel in smernic vpliva tudi učitelj, ki s svojim izborom uporabljenih metod vpliva na uspešnost ali neuspešnost doseganja z učnim načrtom določenih ciljev. Osrednji namen raziskave je bil kvazieksperimentalno preveriti učinke sistematične uporabe stripa kot literarnodidaktične metode dela na zmanjšanje razlik med spoloma v bralni pismenosti na razredni stopnji šolanja. V empiričnem delu disertacije je sodelovalo 143 učencev od drugega do petega razreda dveh slovenskih osnovnih šol iz ruralnega okolja. Od tega je 73 učencev predstavljalo eksperimentalno, 70 učencev pa kontrolno skupino. Oblikovali smo intervencijski program uporabe stripa kot literarnodidaktične metode dela v razredu in preučevali učinek njegove uporabe na bralno pismenost na razredni stopnji šolanja. V obstoječo vzgojno-izobraževalno prakso smo pri pouku slovenščine in likovne umetnosti v obliki literarnodidaktične metode dela vnesli strip in preverjali njegov učinek na bralno pismenost, odnos do branja, bralno motivacijo in bralne interese. Rezultati niso potrdili zastavljenih hipotez. Naša predvidevanja so bila osnovana na raziskavah, izvedenih na vzorcih starejših učencev, rezultati, pridobljeni na vzorcu mlajših učencev pa kažejo, da je potrebno uporabo stripa na razredni stopnji načrtovati drugače kot smo predvidevali. Uporaba stripa pri učencih razredne stopnje se je izkazala kot zelo kompleksna in jo je potrebno obravnavati ter raziskovati, predvsem pa program uporabe načrtovati, ob upoštevanju starosti in zmožnosti učencev na razredni stopnji. Na podlagi pridobljenih empiričnih spoznanj oblikujemo smernice za nadaljnje raziskave in delo v razredu. A doctoral dissertation discusses the use of comics as a literary-didactic method for reducing gender differences in reading literacy at the primary level of education. Differences between genders in school environment often occur in the field of reading literacy. Literacy is one of the basic skills of the individual needed for effective functioning in modern society. Reading literacy is a type of literacy composed by various factors affected by teacher's observance of modern principles, guidelines and selection of methods used in class that represents the difference between achieving or not achieving objectives set in curriculum. The main purpose of study was to verify quasi-experimentally the effects of using comics as a literary-didactic method for reducing gender differences in reading literacy at the primary level of education. The sample consisted of 143 students from second to fifth grade from two Slovenian primary schools in a rural environment, of which 73 students participated in the experimental group and 70 students in the control group. There was designed a program of using comics as a literary didactic method in class and we have examined its effect on reading literacy at the primary level of education. Comics as a literary-didactic method were implemented in current educational practice at Slovene and Art lessons in order to verify its effect on reading literacy, attitude towards reading, reading motivation, and reading interests. The hypotheses were not confirmed. Our predictions were based on researches carried out on samples of older students while results obtained are based on younger students and have shown the use of comics in the classroom must be designed differently than anticipated. Using comics at the primary level of education has proved to be very complex and should be explored and planned by taking into account primary level students’ age and abilities. Guidelines for further researches and work in the classroom are provided. |
