| Popis: |
V prvem delu članka pojasnjujem razlike med paradigmama sistemske in recepcijske didaktike književnosti, ki dajeta teoretične podlage za kurikulum. Primerjam ju z Evropskim literarnim okvirom in ugotavljam kompatibilnost didaktičnih načel. V drugem delu podajam spoznanja o zgolj polovičnih učinkih književnega pouka na njihovi podlagi pri učencih in razmišljam o nekaterih možnostih za izboljšanje teh rezultatov. Vidim jih predvsem v intenzivnem permanentnem izobraževanju učiteljev. The first part of the paper clarifies the difference between the paradigms of the systemic and receptive teaching of literature that provide the theoretical basis for the curriculum these are compared with the European literary framework and the compatibility of didactic principles is assessed. In the second part, findings are offered regarding the limited effects of the teaching of literature on pupils and some possibilities for improving this result are considered, based primarily on the intensive permanent teacher education . |
