За питането в урока по литература
On Asking Questions in Literature Lessons

Summary/Abstract: The article examines a problem that is not posed on its own in the literary education methodology. There is no research answer to the problem “How to ask questions in a literature lesson?” based on the different question-response system in the pedagogical discourse. The essence of asking as an opportunity to explore the unknown through the word implies, on the one hand, some interest of the ignorant towards new knowledge, different than his prejudices, and on the other - sets directions for the discovery of the object of study (HG Gadamer). In the communicative situation of a lesson, however, the roles of the questioner and the respondent are usually exchanged – more often the knowledgeable (the teacher) asks the questions, and the unknowing (the student) responds. This reversal of positions also changes the essence of the question - it should help students learn how to ask questions about the subjects studied (unfortunately in practice test and disciplinary questions dominate). The literature lesson further complicates the formulation of good questions guiding the thought process due to the creative, essentially ambiguous subject of study. In an educational group reading of fiction, the questions of the teacher suggest a possible way to search and discover the meaning of the text through genre pointers of its creation. The examples in this article illustrate the principles for creating models of guiding question that will help the students develop as asking, active individuals - wanting to know and to be able to achieve what they need to.

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