20.500.12556/RUL-159148 Recepcija odlomka v primerjavi z recepcijo kratke pripovedi pri književnem pouku V prispevku sem se posvetila dilemam, ki obstajajo glede obravnave odlomka pri književnem pouku. S kvalitativnim eksperimentom sem ugotavljala, ali daje recepcija odlomka in kratke zgodbe pri gimnazijcih 3. letnika sklepati, da odlomek nanje ne učinkuje, da iz njega ničesar ne spoznajo, da pri branju ničesar ne občutijo in da si ne predstavljajo poteka besedila, kakor trdijo nasprotniki takih obravnav. Rezultati so pri eksperimentalni in kontrolni skupini pokazali naslednje: na dojemanje poglavitnih podobnosti in razlik med Klečevo kratko zgodbo in odlomkom iz Tomšičevega romana tako rekoč ni vplivalo dejstvo, da je eno besedilo odlomek, drugo pa celota; odlomek je spodbudil ustrezno dojemanje literarnih prvin (razlika med fabulo in sižejem je bila celo bolje opažena pri branju odlomka kakor celostnega besedila, bralci so iz odlomka oblikovali večinoma ustrezne predstave o književni osebi, perspektivi in kraju …); tudi na splošno po mnenju vprašanih odlomek pri pouku več bralcev zadovolji kakor ne; občasno je odlomek večini dijakov motivacija za branje celote; sprejemljivost odlomka je odvisna od vsebinske in didaktične umestitve; odlomek pri pouku omogoča izogibanje dolgotrajnim in zamudnim obravnavam (pre)dolgih besedil. Raziskava, ki je dopolnilo nekaterih poprej narejenih, kaže, da odlomek pri pouku književnosti opravlja določeno didaktično funkcijo, da pa je potrebna premišljena kombinacija s celostnimi besedili, premišljena in iz strukture besedil izhajajoča izbira in umestitev v celoto, kakor tudi upoštevanje stopnje bralnega razvoja. This paper addresses issues arising from the use of extracts in the teaching of literature. Through a qualitative experiment I ascertained whether the reception of extracts and short stories by 3rd year gimnazija students showed that these lacked effect, that students learned nothing from them and felt nothing when reading, or that they did not appreciate the development of the text, as opponents of such texts claim. The results from the experimental and control groups were as follows: the failure to appreciate the main similarities and differences between Kleč’s short story and an extract from Tomšič’s novel was not influenced by the fact that one text was an extract, while the other was a full text; the extract prompted appropriate comprehension of literary elements (the difference between plot and subject matter was actually more clearly perceived in the reading of the extract than of the full text, while on the whole readers of the extract formed appropriate perceptions of the protagonists, perspectives, location, etc.); in general, a majority of those taking part expressed satisfaction with the extract; the extract provided some motivation to most of the students to read the whole text; the acceptability of the extract depends on its content and the pedagogical uses to which it is put; the use of extracts facilitates the avoidance of lengthy discussion of (over)long texts. This research, which supplements some studies already made, shows that the use of extracts in the teaching of literaturehas a specific pedagogic function, that a considered combination with full texts is necessary, that extracts should be carefully made and used in the light of the structure of the whole, and that the level of reading skills should be taken into account. književna didaktika gimnazije kratka proza odlomek celotno besedilo obravnava pri pouku kvalitativni eksperiment eksperimentalna kontrolna skupina recepcija literarnega besedila pri gimnazijcih didaktična funkcija odlomka extract full text class discussion qualitative experiment experimental control group reception of literary text among students pedagogic function of an extract true false true Slovenski jezik Angleški jezik Neznano 2024-07-02 09:24:39 2024-07-02 09:24:39 2024-07-12 03:48:49 0000-00-00 00:00:00 2006 0 0 Str. 655-665 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 372.882:821-32 33414498 229730560 23-655_Krakar.pdf 23-655_Krakar.pdf 1 08216D68BD0E35D4D55448FF9F3F9D86 8eaa57d4162b0858cd6be9e46d029ad2659fcd905479ecf603fa2c57560a953d 241389dd-3844-11ef-926e-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=187066 https://centerslo.si/simpozij-obdobja/zborniki/obdobja-23/ 0 fdd62a2b-3848-11ef-926e-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=187075 Filozofska fakulteta 0 0 0