Az Altalanos Iskola Kezdo Evei es a Tanulok Otthoni TV-Nezese (The First Grades of Primary School and the Pupils' Television-Watching at Home).

Autor/in	Suranyi, Balint
Institution	Hungarian Inst. for Educational Research, Budapest.
Titel	Az Altalanos Iskola Kezdo Evei es a Tanulok Otthoni TV-Nezese (The First Grades of Primary School and the Pupils' Television-Watching at Home).
Quelle	(1987), (225 Seiten)Verfügbarkeit
Sprache	ungarisch
Dokumenttyp	gedruckt; Monographie
ISBN	963-404-079-9
Schlagwörter	Class Activities; Classroom Environment; Classroom Techniques; Foreign Countries; Grade 1; Grade 2; Group Discussion; Interpersonal Communication; Intervention; Mass Media Effects; Media Adaptation; Primary Education; Teacher Attitudes; Teacher Student Relationship; Television Viewing; Visual Literacy; Young Children; Hungary + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Klassenführung; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Gruppendiskussion; Interpersonale Kommunikation; Medienverwendung; Primarbereich; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Fernsehkonsum; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Frühe Kindheit; Ungarn
Abstract	A study incorporated into classroom activities knowledge gained by Hungarian primary students' television viewing at home, as well as assessing the effects of this practice. A secondary purpose was to improve the level of the children's television viewing. Subjects, first and second graders in 15 classes in the capital city, a country town and villages, participated for a year in highly diversified exercises, consisting of mimetic plays, quizzes, puppet plays, signature songs, and drawing, directed by their specially trained classroom teachers. Fundamental elements included the presence in the classroom of the weekly television program guide and its use by the children, and brief daily small group discussions ("TV minutes") about television in general and especially about the programs viewed the previous day. Verbal and visual test results did not show significant differences between participant and control classes, but teachers' reports and their experiences while visiting "TV lessons" indicated considerable differences as to the effects of intervention, especially in attitudes towards the "TV minutes." Sometimes a program so intrigued the children that routine and boredom were avoided in the classroom. Interpersonal relations between teachers and students improved as a more confident atmosphere was created in the classroom, and progress in the children's ability to communicate was observed by the teachers. Results also showed that the children in the study were advanced in social knowledge, to their teachers' surprise. Findings suggest that these experiences modified considerably the teachers views on the maturity level of the age group in question. (NKA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC