Jezik in slovstvo

Kodni sistem
Slovenska književnost
Avtorji
Uredništvo <-> bralci

Jezik in slovstvo
Povzetki

Boža Krakar-Vogel

Pouk književnosti v srednji šoli
Teaching Literature in Secondary School

Slovenski sinopsis
English synopsis
English summary

Slovenski sinopsis

V prispevku avtorica podaja splošna teoretična izhodišča za pouk književnosti v praksi. Didaktično strukturo pouka književnosti predstavi kot hierarhično in soodvisno prepletanje ciljev, vsebin in metod, ki vodi k temeljnemu smotru književnega pouka --- dejavnemu stiku z leposlovjem. Prikaže tudi možno diferenciacijo ciljev in vsebin književnega pouka v osnovni šoli in štiriletnih srednješolskih programih ter nakaže nekatere kratkoročne in dolgoročne naloge podprojekta Pouk književnosti v srednji šoli.

English synopsis

The author in the article describes the general theoretical starting-point for literature teaching in practice. She presents the didactic structure of literature teaching as a hierarhical and correlated complexity of various contents and methods, which leads to the basic aim of literature teaching --- an active contact with literature. She also demonstrates the possible differentiation of aims and texts of literature teaching in elementary school and the four-year secondary school programmes and points to some of the short-term and long-term tasks of the sub-projects Teaching literature in secondary school.

English summary

The article at first describes the general theoretical starting-points for the teaching of literature in practice. It presents the didactic structure of literature teaching as a hierarhic and correlated complexity of its aims, subjects and methods. As the basic aim of literature teaching on all the levels of education it defines the education of a student for an active contact with Belles-Lettres. This aim is realized gradually, by developing the capabilities for literary reception and 'production', by a systematic broadening of the knowledge of literature and by expanding literary culture as an interest for reading various kinds of literature in spare time. In the continuation the article in the form of maps depicts the possible differentiation of aims and the texts used in elementary school literature teaching and in the four-year maturity programmes and programmes ending with the final examination. This differentiation is based on the differences in the level of pupil maturity and the different horizon of expectation. The approach to literature is being graduated from the one based on experience and reception to the critical reception of a cultivated reader, one that is based on experience and analysis. At the end there are enumerated some of the short-term and long-term tasks of the sub-project Teaching literature in secondary school.