Napomene o interpretaciji dječje književnosti u školi

Hranjec, Stjepan (author)

• Language: Croatian
• Keywords: mladinska književnost, otroška književnost, osnovne šole, literarna interpretacija, literarna recepcija, komunikacija, komunikacijski proces, funkcija književnosti, književno sporočilo, primernost
• Organization: FF - Faculty of Arts
• Year: 2008
• Number of pages: Str. 447-454
• PID: 20.500.12556/RUL-155079
• UDC: 373.31.016:003-028.31
• COBISS.SI-ID: 72065122
• Publication date in RUL: 19.03.2024

Record is a part of a monograph

• Title: Književnost v izobraževanju - cilji, vsebine, metode
• Editors: Boža Krakar-Vogel
• Place of publishing: Ljubljana
• Publisher: Filozofska fakulteta, Oddelek za slovenistiko, Center za slovenščino kot drugi/tuji jezik
• Year: 2008
• ISBN: 978-961-237-263-7
• COBISS.SI-ID: 242242304
• Collection title: Obdobja
• Collection numbering: 25
• Collection ISSN: 1408-211X

Secondary language

• Language: Slovenian

Abstract

Članek predstavlja bistvena vprašanja interpretacije književnosti v osnovni šoli: govorimo o tem, da je interpretacija "vrednotenjski odgovor", ter hkrati tudi dvosmerni komunikacijski in interdisciplinarni proces. Na kakovost interpretacije vplivajo tudi zasnova izobraževalnega programa ter izbor besedil za šolsko in obvezno domače branje, pri čemer se odpira predvsem problem tabuiziranih tem. Ker je književno delo nastalo v nekem konkretnem literarnozgodovinskem obdobju, to prav tako vpliva na razumevanje besedila. Vsi našteti elementi pa so vendarle podrejeni osnovnemu dejstvu, da je šolska interpretacija spoznavni proces, katerega glavni namen je prebuditi čustveni svet mladega bralca, ki prispeva k njegovemu vsestranskemu razvoju.

• Keywords: TITLE:This paper points to some important issues relating to the interpretation of literature in primary school: interpretation is an "evaluated response", but is at the same time a two-way communicative and interdisciplinary process whose quality is influenced by the nature of the syllabus and the selection of texts for required reading, which raises the issue of "taboo" themes. Moreover, it should be taken into account that each literary work is written in a specific period, which influences "understanding" of the text. However, all these elements are secondary to the basic fact that school interpretation is a cognitive process, but its primary purpose is to stir the emotional world of young readers, contributing to their all-round development./KEYWORDS:youth literature, literature for children, primary schools, interpretation for literature, reception of literature, communication, communicative process, function of literature, message of literature, suitability