RECEPCIJA KNJIŽEVNOG TEKSTA U MODELIMA RAZVIJAJUĆE NASTAVE I USVOJENOST OSNOVNIH KNJIŽEVNOTEORIJSKIH POJMOVA NA MLAĐEM ŠKOLSKOM UZRASTU UČENIKA
LITERARY TEXT RECEPTION IN THE DEVELOPING TEACHING MODELS AND LEVELS OF ACQUISITION OF KEY LITERARY THEORY CONCEPTS AMONG YOUNGER SCHOOL AGE STUDENTS

Summary/Abstract: The students have the opportunity from the very start of school to be introduced with different literary subgenres from all three literary genres interpreted in textbooks in accordance with (reception) abilities and prior reading knowledge of the students through listening (and later through reading). Although at first glance they appear as simple texts, a more detailed analysis of their structure shows that this simplicity is only seemingly so and that the children's literature is rather complex and layered, rich in a variety of literary theory and teaching interpretations. Since it is also necessary to understand what was experienced, the students of younger school age need to be prepared for understanding the expressive factors in literature and they need to be introduced with literary theory concepts. This can be achieved through efficient reception of literary texts in the developing teaching. The theoretical basis of reception and micro plans of literary text analysis were developed into two models of the developing classroom teaching (different complexity levels teaching ‒ DCLT and responsible teaching ‒ RT) while taking into account the key postulates of the theory of reception, the theory of innovative-developing teaching and the findings of several tangential research. The aim of this empirical research is to determine the effect of literary texts reception in the models of the developing teaching (DCLT and RT) on achievements of the fifth grade students. Through the implementation of a one-year teaching methods experiment the students’ achievment was measured as the knowledge of the basic literary theory concepts, in comparison to the usual work on a literary text.. The students in experimental groups (E1 and E2) achieved statistically significantly higher scores in the final measuring of knowledge on basic literary theory concepts than the students in control groups (C1 and C2). Results of this experimental teaching methods research represent a significant contribution to improving the teaching practice of literary texts to achieve an understanding of the basic literary theory concepts and also to further development of the teaching methods of classroom teaching of the Serbian language and literature.

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