Obravnava literature s pomočjo spletnih orodij pri pouku književnosti : magistrska delo

Klinkon, Alja (author), Perenič, Urška (mentor), Šteh, Barbara (mentor)

V magistrski nalogi sem raziskovala, kako lahko spodbujamo kakovostno učenje pri pouku književnosti. Predstavila sem nov pristop za obravnavo literature pri pouku književnosti v gimnazijah, ki temelji na kombinaciji oddaljenega in natančnega branja. V teoretičnem uvodu sem predstavila obstoječa teoretična spoznanja, empirične ugotovitve in argumente, ki govorijo tako v prid kot proti novo vpeljanemu pristopu. Vrnila sem se k razumevanju procesa učenja pri učencih in načinom, ki ga spodbujajo. Predstavila sem pouk književnosti, cilje Učnega načrta za slovenščino v gimnazijah in metode, ki se jih poslužujemo pri poučevanju književnosti. Opredelila sem termina natančno in oddaljeno branje. V empiričnem delu naloge je opisana raziskava pri pouku književnosti v gimnaziji. Šlo je za študijo primera, pri kateri sem v enem oddelku uvajala nov pristop k poučevanju literature. Zanimalo me je, v kolikšni meri lahko pri dijakih s kombinacijo metod oddaljenega in natančnega branja pri obravnavi literature dosežemo globlje razumevanje pesmi in pesnikove poetike ter uresničimo učne cilje iz učnega načrta. Poleg tega sem na osnovi opazovalnih obrazcev, refleksije, anketnih vprašalnikov in fokusne skupine ugotavljala prednosti in slabosti uporabe novega pristopa k obravnavi literature. V magistrski nalogi sem ugotovila, da z zagotavljanjem za učenje in raziskovanje ustreznih pogojev lahko s pristopom dosežemo globlje razumevanje učne vsebine, prav tako pa večino učnih ciljev v povezavi z obravnavano učno vsebino, ki so določeni z učnim načrtom, a bi morali za doseganje nekaterih potek učnih ur nekoliko drugače zastaviti. Kot glavne prednosti novega pristopa smo prepoznali olajšanje iskanja, prepoznavanja in povezovanja motivov v pesmih ter boljše razumevanje motivov, torej prispevek predvsem k razumevanju pesmi, pa tudi pesnika, njegove poetike, literarnega obdobja ter zanimivost/drugačnost pristopa, kar pri dijakih lahko spodbuja večje zanimanje za učno vsebino ter motivacijo za delo. Ključne omejitve pristopa so dolgotrajnost obravnave (ki sovpada s časovno omejitvijo pouka), možna napačna interpretacija besedil, če spletnega orodja ne kombiniramo z natančnim branjem in težavno vzdrževanje koncentracije pri delu z računalnikom.

• Language: Slovenian
• Keywords: poučevanje, učenje, književnost, oddaljeno branje, natančno branje, Simon Gregorčič
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: FF - Faculty of Arts
• Place of publishing: Ljubljana
• Publisher: [A. Klinkon]
• Year: 2025
• Number of pages: 143 str.
• PID: 20.500.12556/RUL-169051
• COBISS.SI-ID: 234330627
• Publication date in RUL: 09.05.2025

Secondary language

• Language: English
• Title: Teaching literature using online tools

Abstract

In master’s thesis I explored approaches related to how to improve quality learning in literature classes. I presented a new approach for teaching literature in high schools based on a combination of distant and close reading. In the theoretical part, I first presented existing theoretical insights, empirical findings, and arguments for and against the newly introduced approach. I revisited the understanding of the learning process for students and the methods that foster it. I presented literature teaching, the goals outlined in the Slovenian curriculum for high schools, and the methods used in teaching literature. Finally, I introduced the terms close reading and distant reading. In the empirical part of the thesis, I discussed a study that I conducted in a high school literature class in which I introduced the new approach to teaching literature. In addition to the impact on achieving curriculum goals, I was interested in how much of a deeper understanding of a poem and the poet’s meaning could be achieved through a combination of distant and close reading methods. I identified the advantages and disadvantages of using the new approach to literature analysis through observation forms, reflections, surveys, and a focus group feedback. I concluded that by providing appropriate conditions for learning and research, the approach can lead to a deeper understanding of the content. It also helps achieve the majority of the learning goals related to the taught content as outlined in the curriculum, though some aspects of the lessons should be adjusted to achieve certain objectives. The main advantages of the new approach were identified as facilitating the search, recognition, and connection of motifs in poems, as well as enhancing understanding of these motifs, thereby contributing to a better understanding of the poem itself, the poet, and his poetics. The approach is also engaging and different, which can stimulate students’ interest in the content and their motivation to work. Key limitations of the approach include the lengthy analysis (which coincides with the time limitations of lessons), the potential for misinterpretation of texts if the online tool is not combined with close reading and difficulty in maintaining concentration when working with computers.

• Keywords: teaching, learning, literature, distant reading, close reading, Simon Gregorčič