OBRAVNAVA IN UPORABA TELEFONSKEGA POGOVORA V 4. RAZREDU S POMOČJO IKT

The principles of telephone conversation and its use in 4th grade using ICT

Simona Jan, Danijela Jeršič
Osnovna šola Vransko-Tabor

Povzetek

V prispevku predstavljava primer učnega sklopa telefonskega pogovora pri pouku slovenščine v 4. razredu. Temo sva obravnavali s pomočjo  interaktivnega samostojnega delovnega zvezka za slovenščino v 4. razredu osnovne šole, TIS-a in telefonskega imenika (knjiga). Poudarek je bil na  izkustvenem učenju in kritičnem vrednotenju. Izvedba je potekala v učilnicah 4. a in 4. b. Obravnava tematskega sklopa je trajala pet šolskih ur.
Učenci so telefonski pogovor spoznavali preko raznolikih dejavnosti (gledanje posnetkov, iskanje telefonskih številk, zapisovanje, snemanje pogovorov z iPadom…). Pri svojem delu so  bili izredno motivirani, aktivni in s tem imeli možnost dosegati taksonomsko višje učne cilje. Preko ogledov posnetkov na iPadu so se navajali na kritično vrednotenje dela. Na koncu so znanje še nagradili s praktično uporabo telefonskega pogovora preko Skypa. Pri uporabi so sodelovali učenci obeh paralelk. Zato je bilo pomembno, da sva z učiteljico timsko načrtovali delo. Prispevek je opremljen tudi z analizo anketnega vprašalnika učencev, s katerim sva hoteli preveriti, kako je bilo učencem delo všeč in kaj so se novega naučili.

Ključne besede: telefonski pogovor, interaktivni delovni zvezek, izkustveno učenje, kritično vrednotenje, samovrednotenje.

Abstract

The article is about an example of the topic of telephone conversation with in Slovene lesson in 4th grade. The topic was dealt with the aid of interactive workbook for Slovene in 4th grade of primary school, electronic form and hard copy of TIS telephone directory. The emphasis was on experiential learning and critical evaluation.  There were five lessons and they were carried out in classrooms 4A and 4B.
Pupils got to know the principles of telephone conversation through different activities (watching clips, searching for telephone numbers, making notes, recording conversations with iPad). At their work they were highly motivated, active and they had the ability to achieve high level learning goals.
They were getting used to critical evaluation of their work through clips watched on iPad. At the end they upgraded their knowledge by means of practical use of telephone conversation via Skype. Pupils from both classes participated in the lesson. This is why team planning was necessary. An analysis of questionnaire is added by means of which we wanted to check how the pupils liked their work and what they have gained from it.

Key words: Telephone conversation, interactive workbook, experiential learning, critical evaluation, self-evaluation