Article metrics

  • citations in SCindeks: 0
  • citations in CrossRef:0
  • citations in Google Scholar:[=>]
  • visits in previous 30 days:7
  • full-text downloads in 30 days:0
article: 6 from 148  
Back back to result list
Zbornik radova Filozofskog fakulteta u Prištini
2018, vol. 48, iss. 4, pp. 165-183
article language: Serbian
document type: Original Scientific Paper
published on: 28/12/2018
doi: 10.5937/ZRFFP48-19172
Creative Commons License 4.0
Effect of literary text reception in individualized and responsible classroom teaching
aUniversity of Banja Luka, Faculty of Philosophy, Study program of the teacher's study, Republic of Srpska, B&H
bUniversity of Banja Luka, Faculty of Philosophy, Study program of pedagogy, Republic of Srpska, B&H

e-mail: zelimir.dragic@ff.unibl.org, ilic50@yahoo.com

Abstract

Reception of literary text in teaching is a new methodical concept that was defined and explicated in this paper for the first time. Transferable theoretical foundations of literary text reception in teaching for younger school age students were developed through synthesis of key assumptions of the reception theory, the theory of innovative-developmental teaching and findings of tangential pedagogical-psychological and didactic-methodical research. Operationalization of these foundations enabled their incorporation in the starting points, structures, characteristics and microteaching plans for literary text perception in interactive teaching with different levels of complexity (IN RNS - as a modality of individualized teaching system) in responsible teaching (RN). Through selection and interpretation of thematically relevant theoretical achievements, we have tried to establish new microteaching plans and exercises for reception of literary texts in innovative-developmental classroom teaching. In a three-month long experiment, the students of fifth grade of primary school received artistic-literary text in the aforesaid innovative-developmental classroom teaching systems. On average, statistically significantly higher results were achieved on the final rather than on the initial measurement in knowledge of literary-theoretical concepts, judgement in social situations and in identification and evaluation of elementary types of personality.

Keywords

reception of literary text in teaching; reception theory; developmental teaching theory; teaching with different levels of complexity; responsible teaching; knowledge of literary-theoretical concepts; judgement in social situations; identification and evalu

References

*** (1985) Rečnik književnih termina. Beograd: Nolit
Davydov, V. (1995) O shvatanjima razvijajuće nastave. in: Krnjajić Stevan [ed.] Saznanje i nastava, Beograd: Institut za pedagoška istraživanja, str. 9-36
Dubljanin, S. (2010) Učenik u razvijajućoj nastavi. Nastava i vaspitanje, vol. 59, br. 4, str. 525-535
Ilić, M. (1984) Učenje i nastava različitih nivoa složenosti. Sarajevo-Beograd: ZUNS
Ilić, M. (1998) Nastava različitih nivoa složenosti. Beograd: Učiteljski fakultet
Ilić, M. (1999) Interaktivna nastava različitih nivoa složenosti. in: Suzić N. [ed.] Interaktivno učenje, Banja Luka: Ministarstvo prosvjete, 77-108
Ilić, M. (2004) Tradicionalni i savremeni modeli nastavnog rada. in: Branković D., Šukalo M. [ed.] Tradicija i savremenost, Banja Luka: Filozofski fakultet, 1053-1062
Ilić, M., Jerković, Lj. (2014) Recepcija kvaliteta univerzitetske nastave. in: Jorgić D. [ed.] Kvalitet vaspitno-obrazovnog rada, Banja Luka: Društvo pedagoga Republike Srpske, 223-239
Ilić, M. (2015) Didaktika i sloboda učesnika nastavnog procesa. in: Vujević V. [ed.] Nauka i sloboda, Pale: Filozofski fakultet, 645-667
Ilić, M. (2002) Responsibilna nastava. Banja Luka: Univerzitet
Jaus, H.R. (1978) Estetika recepcije. Beograd: Nolit
Krstić, D. (1988) Psihološki rečnik. Beograd: 'Vuk Karadžić'
Repkin, V.V. (1997) Razvivajuščee obučenie i učebnaja dejatelnost. Riga: Pedagogičeskij centr Ëksperiment
Stepanovna-Sidenko, A. (2006) O inovacionim i tradicionalnim modelima nastavnog procesa. Nastava i vaspitanje, vol. 55, br. 2, str. 109-121
Stojanović, S. (2007) Obrazovno-vaspitni efekti responsibilne i interaktivne razredne nastave. Banja Luka: Filozofski fakultet, (neobjavljena doktorska disertacija)
Vigotski, L. (1977) Mišljenje i govor. Beograd: Nolit
Vilotijević, M., Vilotijević, N. (2016) Modeli razvijajuće nastave I. Beograd: Učiteljski fakultet
Vučković, D. (2006) Teorija recepcije u nastavi književnosti u mlađim razredima osnovne škole. Nikšić: Filozofski fakultet