Pouk literarne teorije malo drugače ali Zakaj pravljica v učni načrt za drugo triletje

Abstract

V pričujočem sestavku smo pokazali, na kakšen način je mogoče dosegati s komunikacijskim modelom književne vzgoje, ki ga postopoma uvajamo v vse stopnje šole in in v večino oblik srednješolskega izobraževanja, literarnovedne cilje književne vzgoje enako uspešno kot klasični pouk književnosti, in istočasno realizirati tudi njene funkcionalne in vzgojne cilje: sistematično razvijati recepcijsko sposobnost (= sposobnost literarnegabranja) ter ohranjati naklonjenost do branja leposlovja.

Keywords

književna didaktika;književna vzgoja;komunikacijski modeli;pravljice;

Data

Language:	Slovenian
Year of publishing:	2000
Typology:	1.01 - Original Scientific Article
Organization:	UM PEF - Faculty of Education
Publisher:	Slavistično društvo Slovenije
UDC:	372.882:82.08-34
COBISS:	3706910
ISSN:	0021-6933
Parent publication:	Jezik in slovstvo
Views:	1312
Downloads:	56
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary abstract:	The paper describes the communicative model of literary education, which is being gradually introduced at all primary school levels and most secondary school levels, is equally successful in achieving literary studies aims as the traditional approach, while at the same time also pursuing its functional and educational objectives: to systematically develop the receptive ability (i.e. the ability of literary reading) and to maintain and develop students' interest for reading literature.
URN:	URN:NBN:SI
Type (COBISS):	Not categorized
Pages:	str. 67-76
Volume:	ǂLetn. ǂ45
Issue:	ǂšt. ǂ3
Chronology:	jan. 1999/2000
ID:	1749367