Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Presently(2002) South Africa finds itself in the centre of a transformation process as far
as the provision of education is concerned. Curriculum restructuring is an ongoing
process. An exciting development which is coupled herewith is the dissemination of
curriculum information, in order to implement outcomes directed curriculum
development successfully. This implies that educators must be able to handle these
challenges; it demands that they have to be empowered in respect of appropriate
curriculum knowledge and skills.
In the concept document "Revised National Curriculum Statement for gr. R-9" specific
mention is made of the fact that pupils should in future become familiar with the process
of writing, which includes prewriting, concept writing, revision, editing and publishing.
Indeed a great challenge for educators, acting as facilitators. When learners write, they
must follow the aforesaid process. The fact that language, oral as well as written, assists
pupils in brightening their thoughts and conveying their observations while they are
forming and testing ideas, researcher is of the opinion that more time should be spent on
the purposeful teaching of writing in the intermediate phase (gr. 4-6).
In the light of the aforesaid the aim of this thesis was to establish, by means of a
questionnaire, whether primary schools, and more specific the intermediate phase (gr. 4-
6), are implementing a writing development programme in which the process approach to
writing forms an integral part of the teaching. The gathered information was used to
suggest strategies for the implementation of a process approach to writing development. / AFRIKAANSE OPSOMMING: Tans (2002) IS Suid-Afrika midde-in 'n transformasieproses In soverre dit
onderwysvoorsiening betref. Kurrikulumherstrukturering vind voortdurend plaas. 'n
Opwindende ontwikkeling wat met hierdie herstrukturering gepaard gaan, is die
disseminering van kurrikulurninligting om uitkomsgerigte kurrikulumontwikkeling suksesvol
te implementeer. Dit impliseer dat onderwysers in staat moet wees om hierdie uitdagings te
kan hanteer; dit vereis dat hulle ten opsigte van toepaslike kurrikulumkennis en vaardighede
bemagtig moet word.
In die konsepdokument "Revised National Curriculum Statement for gr. R-9" word spesifiek
daarna verwys dat leerders moet leer dat skryfwerk 'n proses is wat die volgende insluit:
preskryf, konsepskryf, hersiening, redigering en publisering. Wanneer leerders dus skryf,
moet hulle dié skryfproses volg. Omdat die gebruik van taal, mondeling sowel as skriftelik,
leerders help om hulle denke te verhelder en hul waarnemings oor te dra terwyl hul idees
vorm en toets, is navorser van mening dat meer tyd aan skryfonderrig in die intermediêre
fase (gr.4-6) afgestaan moet word.
Die probleem wat in hierdie tesis ondersoek is, is of 'n prosesbenadering tot skryfonderrig,
waarin die onderwyser sy onderrig aan die hand van die kurrikulum en leerderkennis en -
insette uitbou met doelbewuste onderrig van die skryfproses, en 'n daarmee gepaardgaande
geleide komponent waaronder verstaan word die onderrig van skryfvaardighede, 'n bruikbare
metode vir skryfonderrig in die intermediêre fase (gr.2-6) is.
'n Empiriese vraelysondersoek is by laerskole gedoen, en die verkreë inligting is gebruik om
voorstelle aan die hand te doen waarvolgens 'n prosesgerigte skryfontwikkelingsprogram
geïmplementeer kan word.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/52966 |
| Date | 03 1900 |
| Creators | Van Zijl, George Clifford |
| Contributors | Menkveld, H., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 146 p. |
| Rights | Stellenbosch University |
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