Domače branje v gimnaziji v luči Izhodišč za prenovo učnih načrtov v osnovni šoli in gimnaziji (2022)

Volk, Tinkara (author), Žbogar, Alenka (mentor)

V magistrskem delu sem se ukvarjala z domačim branjem pri pouku književnosti, natančneje z domačim branjem v srednješolskem izobraževalnem programu gimnazija. Ob prenovi učnih načrtov za osnovno šolo in gimnazijo, ki poteka od šolskega leta 2023/24, sem gimnazijsko domače branje obravnavala z vidika izhodišč za prenovo le-teh, s poudarkom na dveh skupnih ciljih, in sicer podjetnosti ter zdravju in dobrobiti. Predstavila sem tako Izhodišča za prenovo učni načrtov v osnovni šoli in gimnaziji (2022), ki služijo kot podlaga za drugi dokument, ki sem ga predstavila – Skupni cilji in njihovo umeščanje v učne načrte in kataloge znanj iz leta 2023. Z obravnavo etapnega domačega branja (Krakar Vogel 2020) sem skupne cilje povezala na podlagi problemsko-ustvarjalnega pouka književnosti (Žbogar 2013). Ugotavljala sem tudi, kako je domače branje trenutno zastavljeno v slovenskem učnem načrtu za gimnazijo (2018) in ga primerjala s tujimi učnimi načrti za pouk književnosti na sekundarni stopnji vzgoje in izobraževanja, in sicer hrvaškim (2019), italijanskim (2010) in avstrijskim (2023) učnim načrtom. V nadaljevanju magistrskega dela je po Alenki Žbogar (2014, 2021) predstavljena tipologija šolskega literarnega branja, ki se deli na doživljajsko, (meta)kognitivno-kritično in ustvarjalno branje. Teoretična dognanja so sprotno povezana s prakso – na podlagi prispevkov, ki so jih objavili učitelji in so se izkazali kot kakovostno zasnovana obravnava domačega branja ali pouka književnosti na višjem nivoju. Magistrsko delo zaključim s predlogom obravnave domačega branja v gimnaziji, in sicer antiutopičnega romana kanadske avtorice Margaret Atwood – Deklina zgodba. V predlogu uporabim metodo etapnega branja (Krakar Vogel 2020), metodo problemsko-ustvarjalnega pouka (Žbogar 2013), individualno in izbirno zasnovano ocenjevanje znanja ter opozarjam na vse tri vrste literarnega šolskega branja (Žbogar 2014, 2021), s katerimi se večkrat srečamo med obravnavo.

• Language: Slovenian
• Keywords: pouk književnosti v gimnaziji, domače branje, gimnazija, prenova gimnazijskega učnega načrta za slovenščino (književnost), vrste literarnega branja, Margaret Atwood: Deklina zgodba
• Work type: Master's thesis/paper
• Organization: FF - Faculty of Arts
• Year: 2024
• PID: 20.500.12556/RUL-158728
• Publication date in RUL: 20.06.2024

Secondary language

• Language: English
• Title: Home reading in gymnasium in the light of Starting points for curriculum revision in primary school and gymnasium (2022)

Abstract

In my master's thesis, I dealt with assigned reading in literature lessons, more precisely with assigned reading in the secondary school educational program of gymnasiums. With the renewal of the curricula for primary and secondary schools, which has been going on since the school year 2023/24, secondary school assigned reading was considered from the point of view of starting points for the previously mentioned renewal, with an emphasis on two common goals, namely entrepreneurship, as well as health and well-being. Thus, I presented The starting points for the renewal of curricula in primary and secondary schools (2022), which serve as the basis for the second document that I presented - Common goals and their placement in the curricula and knowledge catalogs from 2023. By dealing with assigned reading (Krakar Vogel 2020), I connected common goals based on problem-creative literature lessons (Žbogar 2013). I was also looking at how assigned reading is currently set in the Slovenian secondary school curriculum for literature lessons (2018) in secondary school and was comparing it with the Croatian (2019), Italian (2010) and Austrian (2023) curriculum. The master's thesis continues with the presentation of typology of school literary reading according to Alenka Žbogar (2014, 2021), and is divided into descriptive, (meta)cognitive-critical and creative reading. The theoretical findings are connected to practice - based on the articles published by the teachers, which proved to be a qualitatively designed discussions of assigned reading or literature lessons at a higher level. I conclude my master's thesis with a suggestion of assigned reading discussion in secondary school, namely an anti-utopian novel by the Canadian author Margaret Atwood – The Handmaid's Tale. In my suggestion, I use the method of staged reading (Krakar Vogel 2020), the method of problem-creative teaching (Žbogar 2013), individual and selective assessment, and I draw attention to all three types of literary school reading (Žbogar 2014, 2021), which we often encounter during the discussion.

• Keywords: literature lessons in gymnasium, assigned reading, secondary school, renewal of the secondary school curriculum for Slovene (literature), types of literary reading, Margaret Atwood: The Handmaid's Tale