asītprasmes pilnveide vācu valodā kā svešvalodas stundās 5. klasēs

Abstract

Lasītprasmes un teksta izpratnes zemais līmenis un līdz ar to “riska grupas” skolēnu skaita palielināšanās ir pieaugošs drauds nākotnes sabiedrībai. "Riska grupas” skolēniem ar zemu lasītprasmi bez nepieciešamā atbalsta pašiem izkļūt no šī negatīvā apļa nav iespējams. Jo ātrāk tiek diagnosticēts zems lasīšanas līmenis, jo labāk pašam skolēnam un visiem iesaistītajiem pedagogiem. Skolēns ar zemu lasītprasmi bieži stundās ir nemotivēts, traucē stundu, nepiedalās uzticēto uzdevumu pildīšanā un nodarbojas ar blakus lietām, turklāt mājās izvairās no mājas darbu pildīšanas. Dažos gadījumos skolēna uzvedība var kļūt kritiska. Priekšmeta skolotājam iespējams veikt gan manuālu, gan digitālu lasītprasmes diagnostiku un pēcāk mērķtiecīgi trenējot sākumā zilbes-vārda-teikuma-teksta lasīšanas līmenī, tad precīzas un detalizētas lasīšanas līmenī un visbeidzot lasīšanas stratēģiju līmenī (skolēnam pasvītrojot nezināmu vārdu, apvelkot atslēgvārdu, atzīmējot teksta struktūrā ievadu, iztirzājumu un nobeigumu) iespējams skolēniem šīs prasmes trenēt un pielietot patstāvīgi, pašvadīti visos mācību priekšmetos. Pēc rūpīgas izpētes, praksē priekšmeta skolotāja ikdienā lietojams izrādījās tikai viens Dānijas-Vācijas kopuzņēmuma lasīšanas diagnostikas rīks Frontread. Tas tika izmantots empīriskā pētījuma veikšanā, kā rezultātā 33 skolēnus bija iespējams sadalīt 3 grupās pēc lasītprasmes līmeņiem: zems, vidējs un labs un 11 kontaktstundās tika aprobēta kāda no skaļās lasīšanas veicināšanas metodēm: pāru-tandēma lasīšana, kora lasīšana vai lasīšanas ķēdes metode.

Low levels of literacy and reading comprehension, and the consequent increase in the number of “at-risk” pupils, are a growing threat to the society of the future. As the findings of theoreticians and expert practitioners show, it is not possible for ‘at-risk’ pupils with low literacy to break out of this negative cycle on their own without the necessary support. The sooner low and average reading levels are diagnosed, the better for the pupil and all teachers involved. A pupil with low reading skills is often unmotivated in lessons, disruptive, absent from assigned tasks, and busy with extraneous matters, and avoids doing homework at home. In some cases, the pupil's behaviour may become critical. In the course of the fieldwork it was observed that it is possible for the subject teacher to carry out both manual and digital literacy diagnosis and subsequent targeted coaching at the syllable-word-sentence-text reading level at the beginning, then at the level of precise and detailed reading and finally at the level of reading strategies (underlining an unknown word, circling a key word, marking the introduction, conclusion and conclusion in a text structure), it is possible for pupils to practise and apply these skills independently, in a self-directed way, in all subjects. After researching digital diagnostic tools, it may initially seem that there are many different digital diagnostic tools for reading. After careful research, only one reading diagnostic tool, Frontrea, from a Danish-German joint venture, was found to be usable in the daily practice of a subject teacher. This was used for the empirical study, which resulted in 33 pupils being divided into 3 groups according to their reading levels: low, medium and good, and 11 contact lessons were used to test one of the methods of promoting reading aloud: pair-tandem reading, choral reading or the reading chain method. The main conclusions are: 1) an effective reading development requires a regular and systematic reading routine both at school and at home; 2) for this age group, 11-12 year olds, short texts, reading reasoning exercises on 1/3 A4 pages and small group work are motivating in a second foreign language; 3) teacher role modeling in the case of reading strategies and providing qualitative feedback to students. The promotion of literacy with the newly acquired methods will be further developed through the additional involvement of parents in the establishment of a regular home reading routine and the introduction of a culture of reading as a habit at home. To work together to support pupils in the practical acquisition of reading skills and text strategies.