Govor, komunikacijski stili in vodenje razreda: študija primera
DOI:
https://doi.org/10.55707/ds-po.v41i1.214Ključne besede:
Flandersova analiza, interakcija v razredu, slovenščina v osnovni šoli, komunikacija z učitelji, vodenje razreda, Wubbelsov modelPovzetek
Članek predstavlja analizo strukture komunikacije v razredu v slovenskih osnovnih šolah s poudarkom na deležu neposrednega in posrednega govora, ki ga uporablja učitelj, komunikacijskih stilih ter odnosu med komunikacijo in vodenjem razreda. Z uporabo Flandersove jezikovne analize in Wubbelsovega modela komunikacijskih stilov je bila izvedena študija primera s slovensko učiteljico, ki poučuje učence osmega razreda. Študija je vključevala analizo posnetka učne ure in anketo, izvedeno z učenci, s katero je bil ocenjen učiteljičin komunikacijski stil. Rezultati kažejo, da učiteljica uporablja avtoritativni, a tudi delno demokratični stil. Učenci učiteljico dojemajo kot organizirano in kompetentno, hkrati pa jo vidijo kot strožjo in manj razumevajočo, kot se dojema sama. Raziskava potrjuje povezavo med komunikacijskim stilom in vodenjem razreda. Zaključki študije poudarjajo potrebo po dvosmerni komunikaciji, ki bi učencem omogočila večjo iniciativnost in aktivno sodelovanje v učnem procesu.
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Avtorske pravice (c) 2026 Eva Zore, Darija Skubic
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