The (Lack of) Freedom in Choosing Literary Works and the Problem Approach to Literature Interpretation in Required Reading Lessons/(Ne)sloboda izbora književnih djela i problemski pristup interpretaciji literarnoga predloška u nastavi lektire

Abstract

Abstract

The fundamental task of reading material is to train young readers in aesthetic communication with literary works. The freedom of choice essentially determines a student's attitude toward reading; one should therefore reflect upon the effectiveness of planning and implementation of the existing teaching programs. Literature teaching programs allow for a creative approach to literary works, with the implementation based on principles of modernity and comparability applicable in the higher grades of elementary school. The paper presents the results of a survey conducted among Croatian language teachers from elementary schools in three counties, indicating the need for a change in the existing educational paradigms.

The recently awarded novel titled “Dear Oliver” (“Dragi Olivere”, 2012), written by Croatian novelist Mirjana Mrkela, provides a stimulating literary template for an examination of a possibility of combining elective reading and a problem-solving educational curriculum. The Dickens-inspired epistolary novel is a Croatian black-humor version of Oliver Twist. True poetological links are established with Dickens' work as Mirjana Mrkela develops interliterary dialogue and draws parallels between the 19th century and contemporary Croatian reality. With the aim of strengthening the analytical competence of young readers, the author of this paper offers a model for the teaching methodology interpretation of the novel in teaching literature to seventh grade students. In the problem-solving educational approach, students acquire an active role and develop their creative potential along with critical thinking skills. The novel, rich with elements of child activism and adventures, can positively influence children's literary education.

Key words: children's literature; principle of contemporaneity; problem-oriented learning; required reading; classroom interpretation.

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Sažetak

Temeljna zadaća školske lektire jest osposobljavanje mladih čitatelja za estetsku komunikaciju s književnim djelom. Sloboda izbora bitno određuje učenički odnos prema čitanju, stoga valja promišljati o učinkovitosti planiranja i realizaciji postojećih programskih sadržaja. Problemska nastava književnosti omogućuje stvaralački pristup literarnom djelu, a interpretacija utemeljena na načelima suvremenosti i komparativnosti primjenjiva je u višim razredima osnovne škole. U tekstu su prikazani rezultati istraživanja provedenog među nastavnicima Hrvatskoga jezika osnovnih škola triju županija, o recepciji romana Oliver Twist, Charlesa Dickensa, koji upućuju na potrebu za promjenom postojeće nastavne paradigme. U tom kontekstu nagrađeni roman Dragi Olivere (2012), hrvatske književnice Mirjane Mrkela, nadaje se kao poticajan literarni predložak za propitivanje mogućnosti kombiniranja izborne lektire s problemskim nastavnim sustavom. Epistolarni roman inspiriran je popularnim Dickensovim djelom, a poetološkim poveznicama Mirjana Mrkela razvija međuknjiževni dijalog te povlači paralele između 19. stoljeća i suvremene hrvatske stvarnosti. Autor teksta navodi model metodičke interpretacije romana u nastavi književnosti za 7. razred osnovne škole, s ciljem jačanja analitičkih kompetencija mladih čitatelja. U problemskom sustavu učenik dobiva aktivnu ulogu razvijajući svoj kreativni potencijal i sposobnost kritičkoga promišljanja. 

Ključne riječi: dječja književnost; lektira; načelo suvremenosti; problemska nastava; školska interpretacija.