Development of pre-writing and pre-reading abilities with a help of computer didactical games
Alenka Žlogar, OŠ Franja Malgaja Šentjur, Šentjur
Povzetek
Sodobna učna računalniška tehnologija odpira nove možnosti razvijanja posameznih učnih zmožnosti učencev, med njimi tudi zmožnosti v okviru t. i. porajajoče se pismenosti. Zato je namen prispevka preučiti, kako uporaba računalniških didaktičnih iger za razvoj predopismenjevalnih zmožnosti vpliva na razvoj teh zmožnosti pri učencih.
V raziskavo je bilo vključenih približno 160 učencev 1. razreda, od tega približno polovica učencev iz eksperimentalne in polovica iz kontrolne skupine. V eksperimentalni in kontrolni skupini se je v začetni fazi izvedlo merjenje preizkusa predopismenjevalnih zmožnosti učencev. Nato so učiteljice in vzgojiteljice eksperimentalne skupine izvajale šestmesečni program sistematične uporabe računalniških didaktičnih iger za razvoj predopismenjevalnih zmožnosti. V kontrolni skupini je delo potekalo skladno z učnim načrtom za 1. razred 9-letne osnovne šole brez dodatnih in posebej poudarjenih dejavnosti. Ob koncu programa se je ponovno izmerila razvitost predopismenjevalnih zmožnosti učencev iz obeh skupin. Rezultati ob koncu merjenja so pokazali pomembne razlike med učenci eksperimentalne in kontrolne skupine v predopismenjevalnih zmožnostih, in sicer so učenci eksperimentalne skupine bolj razvili te zmožnosti. Ugotovili smo, da je bil trening predopismenjevalnih zmožnosti s pomočjo računalniških didaktičnih iger učinkovit.
Abstract
Modern computer technology opens new possibilities to develop individual students’ learning abilities, including abilities inside so called emergent literacy. The purpose of my article is to research how the use of didactical games influences a development of pre-writing and pre-reading abilities of learners.
About 160 learners of first grade were included into my research; half of them were in the experimental and half of them in the control group. In the first phase I carried out test of pre-writing and pre-reading activities of those learners’ abilities in both experimental and control group. After that teachers and tutors of the experimental groups carried out six months program of systematic use of computer didactical games for developing pre-writing and pre-reading abilities. In control group work proceeded in accordance with the learning plan for first grade of primary school without additional and especially emphasized activities. At the end of that program I measured again the development of learners’ pre-writing and pre-reading abilities in both groups. Results at the end have shown important differences in pre-writing and pre-reading abilities comparing learners in experimental and learners in control group. Learners in the experimental group developed their abilities much better than learners in the control group. We have found out that training of pre-writing and pre-reading abilities with a help of computer didactical games was effective.
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