{"id":9258,"date":"2024-05-16T12:38:42","date_gmt":"2024-05-16T10:38:42","guid":{"rendered":"https:\/\/bibliolingua.eu\/zachrante-citanie-ako-vzdelavacie-systemy-zlyhavaju-pri-podpore-lasky-ku-kniham\/"},"modified":"2024-07-30T14:50:32","modified_gmt":"2024-07-30T12:50:32","slug":"zachrante-citanie-ako-vzdelavacie-systemy-zlyhavaju-pri-podpore-lasky-ku-kniham","status":"publish","type":"post","link":"https:\/\/bibliolingua.eu\/sk\/zachrante-citanie-ako-vzdelavacie-systemy-zlyhavaju-pri-podpore-lasky-ku-kniham\/","title":{"rendered":"Zachr\u00e1\u0148te \u010d\u00edtanie: ako vzdel\u00e1vacie syst\u00e9my zlyh\u00e1vaj\u00fa pri podpore l\u00e1sky ku knih\u00e1m"},"content":{"rendered":"\n

V obdob\u00ed, v ktorom dominuj\u00fa obrazovky a okam\u017eit\u00e9 pote\u0161enie, sa umenie \u010d\u00edtania pre pote\u0161enie medzi mladou gener\u00e1ciou vytr\u00e1ca. Tradi\u010dn\u00fd vzdel\u00e1vac\u00ed syst\u00e9m s d\u00f4razom na klasick\u00e9 rom\u00e1ny a \u0161tandardizovan\u00e9 testovanie sa sna\u017e\u00ed podpori\u0165 skuto\u010dn\u00fa l\u00e1sku k \u010d\u00edtaniu. Tento pokles z\u00e1ujmu o \u010d\u00edtanie je alarmuj\u00faci, preto\u017ee m\u00e1 hlbok\u00e9 d\u00f4sledky pre kognit\u00edvny rozvoj, empatiu a akademick\u00fd \u00faspech. <\/p>\n\n

Stav \u010d\u00edtania medzi dne\u0161n\u00fdmi mlad\u00fdmi <\/h2>\n\n

Ned\u00e1vny v\u00fdskum National Literacy Trust odha\u013euje znepokojuj\u00faci trend: po\u010det det\u00ed a mlad\u00fdch \u013eud\u00ed, ktor\u00ed radi \u010d\u00edtaj\u00fa, klesol na najni\u017e\u0161iu \u00farove\u0148 od roku 2005. Len 25,8% det\u00ed a mlad\u00fdch \u013eud\u00ed v roku 2020 uviedlo, \u017ee \u010d\u00edtaj\u00fa denne mimo vyu\u010dovania v porovnan\u00ed so 43% z roku 2015. Tento pokles je e\u0161te v\u00fdraznej\u0161\u00ed medzi t\u00edned\u017eermi, pri\u010dom mnoh\u00ed vn\u00edmaj\u00fa \u010d\u00edtanie sk\u00f4r ako pr\u00e1cu ne\u017e pr\u00edjemn\u00fa \u010dinnos\u0165. <\/p>\n\n

V Spojenom kr\u00e1\u013eovstve \u0161t\u00fadia vypracovan\u00e1 Clarkom a \u010fal\u0161\u00edmi (2020) <\/em>z ministerstva \u0161kolstva zistila, \u017ee iba 30 % det\u00ed vo veku 8 a\u017e 18 rokov \u010d\u00edta denne pre pote\u0161enie. To je v pr\u00edsnom rozpore s predch\u00e1dzaj\u00facimi gener\u00e1ciami, kde bolo \u010d\u00edtanie prim\u00e1rnym zdrojom z\u00e1bavy a vedomost\u00ed. Spr\u00e1va zd\u00f4raznila, \u017ee siln\u00e9 zameranie u\u010debn\u00fdch osnov na klasick\u00fa literat\u00faru, ktor\u00fa modern\u00ed \u0161tudenti \u010dasto vn\u00edmaj\u00fa ako irelevantn\u00fa, v\u00fdrazne prispieva k tomuto poklesu. <\/p>\n\n

Okrem toho \u010fal\u0161\u00ed v\u00fdskum realizovan\u00fd Ahmadom, Zaheerom a \u010fal\u0161\u00edmi (2021) odhalil, \u017ee jednou z hlavn\u00fdch prek\u00e1\u017eok, ktor\u00fdm rodi\u010dia \u010delia pri podporovan\u00ed \u010ditate\u013esk\u00fdch n\u00e1vykov u det\u00ed, je nadmern\u00e9 pou\u017e\u00edvanie obrazoviek, ako s\u00fa mobiln\u00e9 telef\u00f3ny, telev\u00edzory a elektronick\u00e9 hry kv\u00f4li mno\u017estvu slu\u017eieb, ktor\u00e9 tieto zariadenia poskytuj\u00fa z h\u013eadiska z\u00e1bavy. Medzi \u010fal\u0161ie probl\u00e9my patr\u00ed obrovsk\u00e9 mno\u017estvo u\u010debn\u00edc, nedostatok z\u00e1ujmu rodi\u010dov, vysok\u00e9 n\u00e1klady na materi\u00e1ly na \u010d\u00edtanie, nedostato\u010dn\u00e9 postupy \u010d\u00edtania na \u00farovni \u0161k\u00f4l a absencia \u0161kolsk\u00fdch kni\u017en\u00edc. <\/p>\n\n

\u00daloha vzdel\u00e1vania pri podpore (alebo br\u00e1nen\u00ed) \u010d\u00edtania <\/h2>\n\n

S\u00fa\u010dasn\u00fd vzdel\u00e1vac\u00ed syst\u00e9m m\u00e1 tendenciu zd\u00f4raz\u0148ova\u0165 klasick\u00fa literat\u00faru, ako s\u00fa Shakespeare, Dickens a Austen. Aj ke\u010f s\u00fa tieto diela nepochybne hodnotn\u00e9, \u010dasto nedok\u00e1\u017eu zarezonova\u0165 u mlad\u00fdch \u010ditate\u013eov, ktor\u00ed ich pova\u017euj\u00fa za \u0165a\u017ek\u00e9 a nespojite\u013en\u00e9. N\u00fati\u0165 \u0161tudentov \u010d\u00edta\u0165 tieto texty bez toho, aby sa v nich pestovala vn\u00fatorn\u00e1 l\u00e1ska k \u010d\u00edtaniu, m\u00f4\u017ee vies\u0165 k negat\u00edvnym asoci\u00e1ci\u00e1m s knihami a literat\u00farou. <\/p>\n\n

Okrem toho d\u00f4raz na liter\u00e1rnu anal\u00fdzu a testy na porozumenie m\u00f4\u017ee zmeni\u0165 \u010d\u00edtanie na mechanick\u00fa a stresuj\u00facu \u00falohu, \u010d\u00edm sa zbav\u00ed radosti z objavovania nov\u00fdch pr\u00edbehov I my\u0161lienok. Tento pr\u00edstup neuzn\u00e1va, \u017ee \u010d\u00edtanie pre pote\u0161enie je kritick\u00fdm faktorom pri rozvoji celo\u017eivotn\u00fdch \u010ditate\u013eov. <\/p>\n\n

Predstavenie komiksu v prim\u00e1rnom vzdel\u00e1van\u00ed <\/h2>\n\n

Jedn\u00fdm z rie\u0161en\u00ed, ako znovu o\u017eivi\u0165 l\u00e1sku k \u010d\u00edtaniu medzi de\u0165mi, je pou\u017e\u00edvanie komiksov v z\u00e1kladnom vzdel\u00e1van\u00ed. Komiksy s\u00fa siln\u00e9 m\u00e9dium, ktor\u00e9 sp\u00e1ja vizu\u00e1lne umenie s rozpr\u00e1van\u00edm, v\u010faka \u010domu s\u00fa pre mlad\u00fdch \u010ditate\u013eov ve\u013emi p\u00fatav\u00e9. Dok\u00e1\u017eu zauja\u0165 predstavivos\u0165 a pozornos\u0165 det\u00ed tak, ako to hust\u00e9 knihy pln\u00e9 textu nedok\u00e1\u017eu. <\/p>\n\n

\"\"<\/figure>\n\n
\"\"<\/figure>\n\n

V\u00fdskum podporuj\u00faci komiks vo vzdel\u00e1van\u00ed <\/h2>\n\n

V\u00fdskum Texaskej univerzity zistil, \u017ee \u0161tudenti, ktor\u00ed \u010d\u00edtali komiksy, vykazovali vy\u0161\u0161iu \u00farove\u0148 zaanga\u017eovanosti a porozumenia pri \u010d\u00edtan\u00ed. \u0160t\u00fadia nazna\u010dila, \u017ee kombin\u00e1cia vizu\u00e1lneho a textov\u00e9ho rozpr\u00e1vania v komiksoch pom\u00e1ha zlep\u0161ova\u0165 gramotnos\u0165, najm\u00e4 medzi neochotn\u00fdmi \u010ditate\u013emi. <\/p>\n\n

Praktick\u00e9 kroky pre pedag\u00f3gov <\/h2>\n\n

1. Roz\u010dle\u0148te materi\u00e1l na \u010d\u00edtanie: zave\u010fte spolu s klasickou literat\u00farou r\u00f4zne materi\u00e1ly na \u010d\u00edtanie vr\u00e1tane komiksov, grafick\u00fdch rom\u00e1nov a s\u00fa\u010dasnej beletrie pre ml\u00e1de\u017e. <\/p>\n\n

2. Vytvorte prostredie vhodn\u00e9 na \u010d\u00edtanie: vytvorte v triedach a kni\u017eniciach \u00fatuln\u00e9 k\u00fatiky na \u010d\u00edtanie, kde m\u00f4\u017eu \u0161tudenti \u010d\u00edta\u0165 pohodlne a bez n\u00e1tlaku. <\/p>\n\n

3. Povzbudzujte mo\u017enos\u0165 v\u00fdberu: umo\u017enite \u0161tudentom vybra\u0165 si, \u010do chc\u00fa \u010d\u00edta\u0165. Poskytnutie auton\u00f3mie pri v\u00fdbere kn\u00edh m\u00f4\u017ee v\u00fdrazne zv\u00fd\u0161i\u0165 ich z\u00e1ujem a motiv\u00e1ciu. <\/p>\n\n

4. Za\u010dle\u0148te vizu\u00e1lnu gramotnos\u0165: pou\u017eite komiks na v\u00fdu\u010dbu vizu\u00e1lnej gramotnosti a rozpr\u00e1va\u010dsk\u00fdch zru\u010dnost\u00ed. Diskusia o umeleckom diele a \u0161trukt\u00fare pr\u00edbehu v komiksoch m\u00f4\u017ee zlep\u0161i\u0165 celkov\u00e9 porozumenie a ocenenie literat\u00fary u \u0161tudentov. <\/p>\n\n

5. Zapojte rodi\u010dov: povzbudzujte rodi\u010dov, aby \u010d\u00edtali komiksy so svojimi de\u0165mi. Spolo\u010dn\u00e9 z\u00e1\u017eitky z \u010d\u00edtania m\u00f4\u017eu podpori\u0165 l\u00e1sku k \u010d\u00edtaniu a poskytn\u00fa\u0165 pr\u00edle\u017eitosti na sp\u00e1janie. <\/p>\n\n

Pokles \u010d\u00edtania u mladej gener\u00e1cie je komplexn\u00fd probl\u00e9m, ktor\u00fd m\u00e1 korene v s\u00fa\u010dasnom vzdel\u00e1vacom pr\u00edstupe. Prehodnoten\u00edm sp\u00f4sobu, ak\u00fdm predstavujeme literat\u00faru de\u0165om a za\u010dlenen\u00edm p\u00fatav\u00fdch materi\u00e1lov, na ktor\u00e9 sa d\u00e1 spo\u013eahn\u00fa\u0165, ako s\u00fa komiksy, m\u00f4\u017eeme znovu vzbudi\u0165 v\u00e1\u0161e\u0148 pre \u010d\u00edtanie. Je \u010das, aby pedag\u00f3govia, rodi\u010dia a tvorcovia polit\u00edk uznali, \u017ee pestovanie l\u00e1sky k \u010d\u00edtaniu v dne\u0161nom digit\u00e1lnom veku si vy\u017eaduje kreativitu, flexibilitu a ochotu prij\u00edma\u0165 nov\u00e9 m\u00e9di\u00e1. T\u00fdmto \u00fasil\u00edm m\u00f4\u017eeme zabezpe\u010di\u0165, aby rados\u0165 z \u010d\u00edtania na\u010falej obohacovala \u017eivoty bud\u00facich gener\u00e1ci\u00ed. <\/p>\n\n

Zdroje <\/h2>\n\n

Clark, C. and Teravainen-Goff, A. (2020). Children and young people\u2019s reading in 2019: Findings from our Annual Literacy Survey. <\/em>London: National Literacy Trust. <\/p>\n\n

Tiemensma, L. (2009, August). Visual literacy: To comics or not to comics? Promoting literacy using comics.<\/em> In World Library and information congress: 75th IFLA general conference and council (pp. 23-27). Ahmad, Z., Tariq, M., Iqbal, Q., & Sial, T. A. (n.d.) (2021). Exploring the Factors Affecting the Development of Reading Habits among Children<\/em>. DigitalCommons@University of Nebraska – Lincoln. https:\/\/digitalcommons.unl.edu\/libphilprac\/6307\/<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

V obdob\u00ed, v ktorom dominuj\u00fa obrazovky a okam\u017eit\u00e9 pote\u0161enie, sa umenie \u010d\u00edtania pre pote\u0161enie medzi mladou gener\u00e1ciou vytr\u00e1ca. Tradi\u010dn\u00fd vzdel\u00e1vac\u00ed syst\u00e9m s d\u00f4razom na klasick\u00e9 rom\u00e1ny a \u0161tandardizovan\u00e9 testovanie sa sna\u017e\u00ed podpori\u0165 skuto\u010dn\u00fa l\u00e1sku k \u010d\u00edtaniu. Tento pokles z\u00e1ujmu o \u010d\u00edtanie je alarmuj\u00faci, preto\u017ee m\u00e1 hlbok\u00e9 d\u00f4sledky pre kognit\u00edvny rozvoj, empatiu a akademick\u00fd \u00faspech. Stav […]<\/p>\n","protected":false},"author":3,"featured_media":9242,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_et_pb_use_builder":"off","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[19],"tags":[],"class_list":["post-9258","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized-sk"],"acf":[],"_links":{"self":[{"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/posts\/9258","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/comments?post=9258"}],"version-history":[{"count":3,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/posts\/9258\/revisions"}],"predecessor-version":[{"id":9265,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/posts\/9258\/revisions\/9265"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/media\/9242"}],"wp:attachment":[{"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/media?parent=9258"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/categories?post=9258"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/tags?post=9258"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}