Sõnasemantika ja teksti mõistmine põhikooli esimeses ja teises kooliastmes
Abstract
Sõnasemantika ehk sõna tähenduse tundmine on oluline tervikteksti sisu mõistmisel. Kui sõnade tähendus ei kinnistu, võib teksti mõistmine kujuneda õpilastele probleemiks kõigis kooliastmetes. Käesoleva pikiuurimuse eesmärk oli välja selgitada, mil määral muutub sõnatähenduse tundmine ja teksti mõistmine põhikooli esimeses ja teises kooliastmes. Artiklis analüüsitakse 3.–5. klassi õpilaste sõnatähenduse ning kahe raskusastmega tekstimõistmise ülesannete sooritust. Uuringus osales 508 õpilast (267 tüdrukut ja 241 poissi) 30 Eesti üldhariduskoolist. Selgus, et teksti mõistmine oli parem õpilastel, kes tundsid paremini erinevate sõnade tähendust. Soolises võrdluses edestasid tüdrukud poisse kõigil kolmel aastal sõnatähenduse tundmises ja teksti mõistmise keerukamas ülesandes, mis eeldas head info integreerimise oskust. Tüdrukud tundsid poistest paremini ka nende sõnade tähendust, mida nad olid varem õppinud. Et toetada õpilaste semantilist pädevust ja teksti mõistmist, on oluline arvestada nende arengulist eripära ning pakkuda lugemiseks võimetele ja huvidele vastavaid tekste.
DOI: http://dx.doi.org/10.5128/ERYa10.20
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DOI: http://dx.doi.org/10.5128/ERYa10.20
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DOI 10.5128/ERYa.1736-2563