Aanvangsleesonderrig en die hersiene nasionale kurrikulumverklaring
Date
2002
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch University
Abstract
Sedert die begin van die twintigste eeu, toe onderrig deur medium van Afrikaans in Suid-Afrika ën
aanvang geneem het, is verskeie aanvangsleesbenaderings vir leerders met Afrikaans as moedertaal,
bekend gestel en in gebruik geneem. Een so ën benadering is die psigolinguistiese benadering wat in
die sewentigerjare bekendheid begin verwerf het.
Een van die psigolinguistiese benaderings, die geÔntegreerde benadering, is by uitstek geskik
om binne uitkomsgebaseerde onderrig, die basis van die Hersiene Nasionale
Kurrikulumverklaring, gebruik te word. In hierdie artikel word twee aanvangsleesmetodes wat
gebaseer is op 'n geÔntegreerde benadering, die Oxford Storieboomreeks en Ster Stories, met mekaar
vergelyk. Daar word veral gelet op hulle versoenbaarheid met leeruitkoms 3 en graad 1 se
gepaardgaande assesseringsstandaarde soos vervat in die Hersiene Nasionale Kurrikulumverklaring
(Kurrikulum 2005) wat in 2004 in die Grondslagfase in gebruik geneem gaan word (Departement van
Onderwys 2002). Die menings van drie graad 1-onderwyseresse word ook by die bespreking betrek.
One of the psycholinguistic approaches, the integrated approach, is by far the most appropriate for outcomes-based education, which forms the basis of the Revised Curriculum Statement In this article, two initial teaching methods, which are based on an integrated approach, the Oxford Storieboomreeks and Ster Stories are compared, particularly with regard to their conciliability with learning outcome 3 and the concomitant assessment standards as set out in the Revised Curriculum Statement (Curriculum 2005). This will be implemented in the Foundation Phase in 2004 (Department of Education 2002). The opinions of three grade 1 teachers form part of the discussion.
One of the psycholinguistic approaches, the integrated approach, is by far the most appropriate for outcomes-based education, which forms the basis of the Revised Curriculum Statement In this article, two initial teaching methods, which are based on an integrated approach, the Oxford Storieboomreeks and Ster Stories are compared, particularly with regard to their conciliability with learning outcome 3 and the concomitant assessment standards as set out in the Revised Curriculum Statement (Curriculum 2005). This will be implemented in the Foundation Phase in 2004 (Department of Education 2002). The opinions of three grade 1 teachers form part of the discussion.
Description
CITATION: Menkveld, H. 2002. Aanvangsleesonderrig en die hersiene nasionale kurrikulumverklaring. Per Linguam, 18(2):31-41, doi:10.5785/18-2-128.
The original publication is available at http://perlinguam.journals.ac.za
The original publication is available at http://perlinguam.journals.ac.za
Keywords
Afrikaans language -- Study and teaching, Psycholinguistics, Curriculum change -- South Africa
Citation
Menkveld, H. 2002. Aanvangsleesonderrig en die hersiene nasionale kurrikulumverklaring. Per Linguam, 18(2):31-41, doi:10.5785/18-2-128.