Communication class is the key part of learning lesson in all school objects; modern planning and teaching of literary class is based on this approach, which puts the pupil and the literary text in the centre. Communication class in literature is lectured in stages, from initial motivation to deepening of experience to new tasks. In my master's thesis, I put in front the activities after reading some literature, centring the questions the teacher is asking pupils after reading the text. It is important to put in front problematical questions and higher-level questions, but many researches reveal that lower level questions are still prevailing. Number of questions is not so important, it is necessary to take care of compliance and quality of questions. Well-formed questions are challenge to the pupils, they use their knowledge and thinking to get the answer and by doing that, they are activating the higher learning/thinking processes. Findings of research will offer us insight in current condition of asking of questions at class teachers, at the same time they will be presenting base for devising of model, that will help class teachers at asking of questions on different levels at treatment of literary part. We found out with questions of teachers and short questionnaires in empirical part, that teachers were asking questions mostly on lower level (level of knowledge, understanding and use) today. We came across some higher-level questions; however, it was just a small part. We also found out, that teachers were aware of meaning and importance of this, that they get ready for the conversation on a text, they write down questions, they read through a text, they think about content, initial motivation, message etc., however this anyhow isn't enough yet. Larger emphasis would have to be on thinking of pupils, not only restorations of the text with questions on level of knowledge.
|
