Recepcija književnog teksta u razrednoj nastavi

Abstract

The chosen subjectoriginates from years of deliberation about theoretical settings in the field of literature and their implementation through the guidelines of the contemporary teaching process in classroom teaching, which, in its epistemological quest, is directed towardsthe student, for the purpose of finding such educational environments that respect their potentials and guide them through the perception getting to know the world and their own personality. In the working with students, literary text, as an explicit creation, is being revealed through the possibilities of linking diverse knowledge, which, along with the assessment and critical judgment of the artistic creation, directs students to independent and heuristic understanding of the world as a whole and an inexhaustible source of the emotional and the cognitive. The paper starts from the hypothesis that the research will show the success of the usage of literary texts reception in younger grades of elementary school, as a complex individual act, and with the realization of methodical concepts based on a humanistic, constructively orientated teaching, focused on the student,it will contribute to the improvement of judgment and critical evaluation of literary texts and will motivate self-directed research and self-actualization in the peer team. The analysis of the results of empirical research, using a pedagogical experiment with students of the 4th grade of elementary school, showed the existence of a significant statistical difference in the achievements of the experimental group versus the controlgroup in the results of the tests for checking the level of achievement of educational standards related to the deliberation and critical evaluation of the literary text. Significant differences between groups in deliberation and critical evaluation of literary text were noted, whereby the results of the experimental group are better than the results of the control group. Self-assessment of the usefulness and self-assessment of self-efficiency in the development of the plan is highly correlated so that students who estimate that the development of the plan is useful, at the same time estimate that they are efficient in the development of the plan, and vice versa. Opportunities for applying methodical concepts for the reception of literary text in classroom teaching are presented with the implementation of the research and analyzing the obtained results. By implementing the research, we have come upon new cognitions, which can be of relevance to the classroom methodic, thus we believe that it will contribute to the efforts to raise the quality of methodical approaches in contemporary teaching to a higher level.