Page 20 - Spodbujanje učinkovitega učenja: zbornik povzetkov strokovne konference
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a Čemas Spodbujanje aktivnega učenja nemščine – ko učilnica postane
Osnovna šola Vodice ordinacija, učenci pa motivirani igralci vlog
jana.cemas@gmail.com
Uspešnost učenja nemškega jezika kot drugega jezika je pri učencih odvisna od
Zbornik povzetkov strokovne motivacije, ki jo spodbujata šolsko okolje ter učitelj v njem. Dejstvo je, da se učenci
konference Spodbujanje v pouk drugega tujega jezika vključijo prostovoljno, zato od njih pričakujemo vi-
učinkovitega učenja, soko motiviranost. V resnici se pogosto soočamo z nemotiviranimi učenci, ki v
Koper, 26. avgust 2020 skupino pridejo zaradi želje ali prisile staršev. Pravi izziv za učitelje predstavljajo
Abstracts of the Professional še učne skupine, ki so glede na predznanje zelo raznolike. Naša naloga pri po-
Conference Developing uku nemščine je, da vse učence usposobimo za ustrezno, situaciji primerno je-
Effective Learning, zikovno ravnanje. Ker se v svojem neposrednem življenjskem okolju redko znaj-
Koper, 26 August 2020 dejo v nemškem okolju, ga skušamo ustvariti v učilnici. V prispevku smo prika-
zali primera aktivnega učenja nemščine v dveh različnih skupinah, in sicer v po
predznanju in starosti heterogeni skupini (učenci od 4. do 6. razreda) in v homo-
geni skupini devetošolcev, ki se razlikujejo po motiviranosti za učenje jezika. Da
bi pritegnili zanimanje čim večjega števila učencev, sta bili izbrani dve življenjski
situaciji, ki sta jim blizu, hkrati pa so bili postavljeni pred izziv, kako učilnico spre-
meniti v zdravniško ordinacijo ter se igrati zdravnike oziroma učilnico spremeniti
v mestne ulice ter se igrati izgubljenega turista. Uporabljena je bila aktivna oblika
učenja, s katero smo spodbudili samostojnost učencev in medsebojno sodelo-
vanje ter dokazali, da lahko vzpostavimo pozitivno vzdušje za učenje nemškega
jezika.
Ključne besede: nemški jezik kot drugi jezik, motivacija, aktivno učenje, igra vlog
Encouragement of Active Learning of German – When a Classroom
Becomes a GP Surgery and the Students Motivated Role Players
The success of learning German as a second foreign language depends on moti-
vation, which is encouraged by the school environment as well as by the teacher
working in it. It is a fact that students take on second language learning volun-
tarily, therefore high motivation is expected. The truth is that teachers are often
faced with unmotivated students who attend the subject because of the wish, or
under the constraint, of their parents. However, the real challenge for the teacher
is also the groups consisting of students of various prior knowledge. It is the
teacher’s job to prepare all students for suitable, situation appropriate, language
conduct. Because they rarely get the chance to find themselves in a German cul-
tural environment we try to create it in the classroom. This article presents two
examples of active learning of German in two various groups, i.e. in a heteroge-
neous group of students from 4th to 6th grades who vary according to their prior
knowledge, and in a homogeneous group of 9th grade students who vary accord-
ing to their motivation. To attract the interest of as many students as possible,
two life-like situations are chosen. Simultaneously the students are challenged
to change the classroom into a GP surgery and to role play doctors, or into streets
of a city and role play a lost tourist. An active model of learning is applied with
which independence and cooperation of the students are encouraged. It is thus
proven that a positive atmosphere for learning German can be achieved.
Key words: German as a second foreign language, motivation, active learning, role
play
https://doi.org/10.26493/978-961-293-002-8.18 18
Osnovna šola Vodice ordinacija, učenci pa motivirani igralci vlog
jana.cemas@gmail.com
Uspešnost učenja nemškega jezika kot drugega jezika je pri učencih odvisna od
Zbornik povzetkov strokovne motivacije, ki jo spodbujata šolsko okolje ter učitelj v njem. Dejstvo je, da se učenci
konference Spodbujanje v pouk drugega tujega jezika vključijo prostovoljno, zato od njih pričakujemo vi-
učinkovitega učenja, soko motiviranost. V resnici se pogosto soočamo z nemotiviranimi učenci, ki v
Koper, 26. avgust 2020 skupino pridejo zaradi želje ali prisile staršev. Pravi izziv za učitelje predstavljajo
Abstracts of the Professional še učne skupine, ki so glede na predznanje zelo raznolike. Naša naloga pri po-
Conference Developing uku nemščine je, da vse učence usposobimo za ustrezno, situaciji primerno je-
Effective Learning, zikovno ravnanje. Ker se v svojem neposrednem življenjskem okolju redko znaj-
Koper, 26 August 2020 dejo v nemškem okolju, ga skušamo ustvariti v učilnici. V prispevku smo prika-
zali primera aktivnega učenja nemščine v dveh različnih skupinah, in sicer v po
predznanju in starosti heterogeni skupini (učenci od 4. do 6. razreda) in v homo-
geni skupini devetošolcev, ki se razlikujejo po motiviranosti za učenje jezika. Da
bi pritegnili zanimanje čim večjega števila učencev, sta bili izbrani dve življenjski
situaciji, ki sta jim blizu, hkrati pa so bili postavljeni pred izziv, kako učilnico spre-
meniti v zdravniško ordinacijo ter se igrati zdravnike oziroma učilnico spremeniti
v mestne ulice ter se igrati izgubljenega turista. Uporabljena je bila aktivna oblika
učenja, s katero smo spodbudili samostojnost učencev in medsebojno sodelo-
vanje ter dokazali, da lahko vzpostavimo pozitivno vzdušje za učenje nemškega
jezika.
Ključne besede: nemški jezik kot drugi jezik, motivacija, aktivno učenje, igra vlog
Encouragement of Active Learning of German – When a Classroom
Becomes a GP Surgery and the Students Motivated Role Players
The success of learning German as a second foreign language depends on moti-
vation, which is encouraged by the school environment as well as by the teacher
working in it. It is a fact that students take on second language learning volun-
tarily, therefore high motivation is expected. The truth is that teachers are often
faced with unmotivated students who attend the subject because of the wish, or
under the constraint, of their parents. However, the real challenge for the teacher
is also the groups consisting of students of various prior knowledge. It is the
teacher’s job to prepare all students for suitable, situation appropriate, language
conduct. Because they rarely get the chance to find themselves in a German cul-
tural environment we try to create it in the classroom. This article presents two
examples of active learning of German in two various groups, i.e. in a heteroge-
neous group of students from 4th to 6th grades who vary according to their prior
knowledge, and in a homogeneous group of 9th grade students who vary accord-
ing to their motivation. To attract the interest of as many students as possible,
two life-like situations are chosen. Simultaneously the students are challenged
to change the classroom into a GP surgery and to role play doctors, or into streets
of a city and role play a lost tourist. An active model of learning is applied with
which independence and cooperation of the students are encouraged. It is thus
proven that a positive atmosphere for learning German can be achieved.
Key words: German as a second foreign language, motivation, active learning, role
play
https://doi.org/10.26493/978-961-293-002-8.18 18
