Igor Saksida
Mladinska knjizevnost v prvih dveh triletjih osnovne sole
Juvenile Literature in the First Two Three-year Periods of Elementary School
Slovenski sinopsis
English synopsis
English summary
Slovenski sinopsis
V okviru prenove pouka slovenskega jezika in knjizevnosti avtor obravnava vsebine, smotre in metode knjizevnega pouka v prvih dveh triletjih osnovne sole. Ugotovitve opira na spoznanja primerjalne knjizevne didaktike in izsledke proucevanj nekaterih tujih kurikularnih resitev. Opredeljene sestavine predmetnega kurikula pa terjajo preverjanje v praksi, da bi kot take ponudile gradivo za ucne nacrte, prirocnike in ucbenike.
English synopsis
In the framework of the renovation of the teaching of the Slovene language and literature the author analyzes the content, the aims and methods of literature teaching in the first two three-year periods. His results are based on the findings of the comparative literature teaching didactics and the research carried out by certain foreign curricular solutions. The defined elements of the subject curriculum demand verification in practice, so as to become, as such, a material for teaching programmes, manuals and textbooks.
English summary
The contribution deals with the elements of the subject curriculum of literature teaching in general, especially as regards the forming of literature teaching starting-points in the first two three-year periods of elementary school. Solutions that are offered on the level of principles and aims have to be verified on the basis of the findings in comparative literature teaching didactics and the study of foreign curricular solutions, textbooks and manuals for literature didactics.
The definition of the elements of the curriculum is possible within the framework of introductory thoughts on the teaching of literature can be limited to three questions: WHAT, WHY and HOW. The first question (What) refers to the content of the subject curriculum, the second question (Why) can be linked with the aims of literature teaching, the third one (How) with algorhythm and the models of school interpretation. All the three components of the curriculum require verification in practice, i.e. the suitability test of an individual subject content, aims and models with regard to the age of a child, social situation and needs.
Discussions of literary didactics should, however, not remain on the level of theoretical definitions and models, but should offer material for teaching programmes, manuals and textbooks.
