In my master's thesis, I have dealt with the didactics of literature, more precisely with modern methods of teaching literature. First, I have presented the general didactics of literature, literature lessons as well as the methods that are used in literature lessons, presenting the three main ones - partial and holistic school interpretation, communication lessons and problem-based lessons. In the following part, I have focused mainly on the latter by defining it in more detail and by presenting the derived method of problem-creative teaching of literature, in which students gain knowledge through research work, namely by solving literary problems and doing reproduction activities. Thus, they connect their merely theoretical knowledge to problem situations and with the help of problem questions use it in a different way by comparing, distinguishing, connecting, interpreting and reproducing it. They use different methods in their research. Collaborative work between students also plays an important role, with the help of which students exchange opinions and (new) information with each other, so that they can discover several possible solutions in solving literary problems. During my teaching of Slovenian in primary school, I found out that problem-based teaching is only feasible in a modified form. Therefore, I have adapted it by merging the method of problem-creative teaching and the method of school interpretation and thus a new, combined method was created, which can also be used for teaching Slovenian in the last three years of primary school. The combined method consists of motivation, announcement of the text and its placement, interpretative reading, pause, expression of experiences, text analysis and understanding of the literary problem and its design, definition of research methods, independent research work, analysis and correction of research results and new tasks. With the help of these phases, I have provided concrete practical suggestions for the implementation of some literary works in the last three years of primary school. The advantages and disadvantages of implementing the proposed teaching method according to my model have also been given. I have also used the flipped learning method for some practical suggestions.
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