Problemski pristopi k pouku književnosti v tretjem triletju : magistrsko delo

Bracovič, Lea (avtor), Žbogar, Alenka (mentor)

V magistrskem delu sem se ukvarjala z didaktiko književnosti, natančneje s sodobnimi metodami pouka književnosti. Najprej sem predstavila splošno didaktiko književnosti, pouk književnosti in metode, ki jih uporabljamo pri pouku književnosti, pri čemer sem predstavila tri poglavitne – delno in celostno šolsko interpretacijo, komunikacijski pouk ter problemski pouk. V nadaljevanju sem se osredotočila predvsem na slednjo, jo natančneje opredelila in predstavila izpeljano metodo problemsko-ustvarjalnega pouka književnosti, pri kateri učenci pridejo do spoznanj z raziskovalnim delom – reševanjem književnih problemov in poustvarjalnimi dejavnostmi. Svoje, do sedaj teoretično znanje povežejo s problemskimi situacijami in ga s pomočjo problemskih vprašanj uporabijo na drugačen način s primerjanjem, razlikovanjem, povezovanjem, razlaganjem in poustvarjanjem. Pri raziskovanju uporabljajo različne metode. Pomembno je tudi sodelovalno delo med učenci, saj si na ta način izmenjujejo mnenja in (nove) informacije, s čimer lahko pri reševanju književnih problemov odkrijejo več možnih rešitev. Pri poučevanju slovenščine v osnovni šoli sem ugotovila, da je problemski pouk izvedljiv le v modificirani obliki, zato sem v praktičnem delu metodo problemsko-ustvarjalnega pouka in metodo šolske interpretacije priredila oz. združila tako, da je nastala kombinirana metoda, uporabna za pouk slovenščine v zadnjem triletju osnovne šole. Kombinirano metodo sestavljajo motiviranje, najava besedila in njegova umestitev, interpretativno branje, premor, izražanje doživetij, razčlemba besedila in spoznavanje književnega problema, oblikovanje književnega problema, definiranje raziskovalnih metod, samostojno raziskovalno delo, analiza in korekcija rezultatov raziskovanja ter nove naloge. Nato sem podala še konkretne praktične predloge za izvedbo literarnih del v zadnjem triletju. Pri nekaterih praktičnih predlogih sem uporabila še metodo obrnjenega učenja.

• Jezik: Slovenski jezik
• Ključne besede: pouk slovenščine, pouk književnosti, metoda šolske interpretacije, problemsko-ustvarjalni pouk, metoda obrnjenega učenja, osnovna šola, zadnje triletje
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: FF - Filozofska fakulteta
• Kraj izida: Ljubljana
• Založnik: [L. Bracovič]
• Leto izida: 2021
• Št. strani: 118 str.
• PID: 20.500.12556/RUL-128404
• UDK: 811.163.6:82-4:373.3
• COBISS.SI-ID: 71736835
• Datum objave v RUL: 11.07.2021

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Problem-based approaches to teaching literature in the third trilennium (of Slovenian Elementary schools)

Izvleček

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.

• Ključne besede: Slovene class, literature lessons, school interpretation method, problem-creative lessons, flipped learning method, primary school, final three years