20.500.12556/RUL-154430 Učitelj v vlogi govornega interpreta literarnega besedila Učitelj posreduje učencem svoje znanje predvsem z govorom, zato se zdi samoumevno (a žal neresnično), da si je hkrati s študijem svoje stroke pridobil tudi znanje o specifiki govornega sporazumevanja. Zlasti od učitelja slovenskega jezika in književnosti pričakujemo kultiviran govor oz. obvladovanje različnih govornih spretnosti. Posebno zahtevna oblika govorne dejavnosti je govorna interpretacija literarnega besedila (glasno interpretativno branje). Z govorno predstavitvijo literarnega besedila želi učitelj skozi svoje doživetje besedila v učencih spodbuditi njihovo individualno doživljanje, razvijati njihove recepcijske sposobnosti in jih navajati na aktivno komunikacijo z literaturo. Tak učinek pa lahko doseže samo s kvalitetno govorno izvedbo, ki ni rezultat improvizacije, temelječe na intuiciji, pač pa temeljite priprave, narejene na osnovi znanja, zlasti o govorjenem jeziku. Prispevek predstavlja trifazni model učiteljeve priprave na govorno interpretacijo literarnega besedila. Izvesti ga je mogoče le po predhodni vsebinsko-idejni analizi besedila. V prvi fazi (upočasnjeno tiho branje) bralec evidentira govorne znake v jezikovni strukturi besedila, v drugi fazi (govorni zapis) opremi besedilo z grafičnimi znaki za uzvočitev, v tretji fazi (poskusno glasno branje) pa preskusi ustreznost svojega govornega zapisa, ozavesti zvočno sliko celotnega besedila in kontrolira svoje individualne govorne posebnosti. Model je odprt za ustvarjalno spreminjanje ob konkretnem besedilu. Teachers pass on their knowledge primarily through speech, so it would seem self-evident that in studying their discipline they would also obtain knowledge of the specifics of oral communication (although this is sadly not the case). From teachers of Slovene language and literature in particular we expect a cultivated way of speaking or mastery of different speaking skills. A particularly demanding form of speech is the reading aloud or interpretive reading of a literary text. Through the spoken presentation of a piece of literature the teacher wishes to stimulate the pupils’ individual experiencing of the text, develop their receptive skills and accustom them to active engagement with literature. This can be achieved only through a quality reading that is not the result of improvisation, based on intuition, but rather of thorough preparation, based on knowledge, in particular of the spoken language. This paper presents a three-step model for the preparation of the interpretive reading of a literary text, which must be preceded by analysis of the text’s content. During the first step (slow silent reading), the reader makes a note of the vocal patterns in the linguistic structure of the text; in the second (speaking notes) the text is equipped with graphic symbols for speaking; and in the third (trial reading aloud) the reader tests the suitability of her speaking notes, becomes famliar with the vocal image of the whole text and monitors her individual speaking idiosyncracies. The model is open to creative adaptation in relation to a specific text. literarno besedilo učitelj govorna interpretacija literarnega besedila branje glasno interpretativno branje govorni znak govorni zapis spoken interpretation of a literary text interpretive reading vocal pattern speaking notes true false true Slovenski jezik Angleški jezik Neznano 2024-02-14 12:41:41 2024-02-14 12:41:41 2024-02-15 03:39:58 0000-00-00 00:00:00 2008 0 0 Str. 77-90 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 801.7 2777179 242242304 25-Podbevsek.pdf 25-Podbevsek.pdf 1 509F2B9BD2EA5EE8379DB2B98D238CB9 2886f7676346c86e970b0ec5d18f91cdc38f1e02531005b029aaf13ea3867b82 03d8b563-cb2e-11ee-b865-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=180858 https://centerslo.si/simpozij-obdobja/zborniki/obdobja-25/ 0 0a7df1a0-cb30-11ee-b865-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=180863 Filozofska fakulteta 0 0 0