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.

Lidija Magajna

Razvojne teorije branja in pisanja kot osnova za sodobne pristope k začetnemu opismenjevanju
Reading Development Theories As The Basis For Contemporary Approaches To The Initial Literacy Acquisition

Slovenski sinopsis
English synopsis
English summary

Slovenski sinopsis

Prispevek opisuje vplive različnih teoretičnih pristopov na raziskovanje in poučevanje branja in pisanja. Sledi prikaz modela branja, ki vključuje ob dekodiranju tudi procese predrazumevanja, bralnega razumevanja in interpretacije vsebine. Sodobni pristopi k opismenjevanju temeljijo tudi na razvojnih teorijah razumevanja abecedne pisave.

English synopsis

The aricle describes the influences of the various theoretical approaches to the research and the teaching of reading and writing. There follows the description of the model of reading which includes together with decoding also the process of pre-comprehension, reading comprehension and the interpretation of the content. Contemporary approaches to literacy acquisition are based also on the development theories of the comprehension of alphabet letters, reading and writing.

English summary

The ways of research and the teaching of reading and writing depend on the theoretical assumptions and definitions of these processes. The conception of reading as a decoding skill or a linguistic phenomenon with emphasis on the building of meaning with the help of letter-signs leads to the selection of different ways of teaching. The reading process along with the recognition (decoding) of words includes also pre-comprehension, activities that require attention, reading comprehension and the interpretation of the content. The development of the processes of the comprehension of an alphabetic way of speech writing, reading and writing is carried out according to individual stages of development. The notion of learning as the process of knowledge construction and the taking into account of the characteristics pertaing to development changes the role of the teacher, pupil and learning environment. The awareness and the change of one's own learning and teaching theories represents a demanding and lasting process, since it involves reflection, the reorganization of one's own knowledge and the learning of new truths.