Številka 1/2019 ~ Issue 1/2019

Milena Mileva Blažić: Učni načrt za slovenščino v osnovni šoli (2011) v luči sodobnih pogledov na pouk mladinske književnosti. Jezik in slovstvo. 1/2019. 11–19.
Članek analizira Učni načrt za slovenščino v osnovni šoli (2011), pri čemer se osredotoča na mladinsko književnost, razmerje med avtoricami in avtorji, slovensko in neslovensko književnostjo, ljudskim slovstvom in avtorsko književnostjo, opozarja na nekatere pomanjkljivosti ter predlaga možnosti za izboljšave.
Ključne besede: UN, slovenščina, književni pouk, mladinska književnost

Milena Mileva Blažić: The Slovenian Curriculum in Primary School (2011) in the Light of Contemporary Views on Teaching Youth Literature. Jezik in slovstvo. 1/2019. 11–19.
The article analyses the Slovenian Curriculum in Primary School (2011), focusing on youth literature, folk literature, the relationship between female and male authors, and between Slovenian and English literature. It highlights certain deficiencies and proposes options for improvement.
Keywords: Slovenian Curriculum in Primary School, teaching literature, youth literature

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2019|1|13-21



Igor Saksida: Izhodišča in posledice komunikacijskega in tradicionalnega načrtovanja pouka književnosti. Jezik in slovstvo. 1/2019. 21–28.
Komunikacijski pouk književnosti v osnovni šoli izhaja iz pojmovanja bralne zmožnosti kot prepleta motivacijskih dejavnikov, bralnih strategij in poznavanja temeljnih sestavin književnosti kot sistema. Književnost je kot način izražanja avtonomna in je ni mogoče podrejati drugim področjem, pouk se načrtuje na podlagi literarne vede, a upošteva tudi bralca in relevantnost besedila zanj, dosledno je uresničeno načelo kontinuitete šolske interpretacije.
Ključne besede: bralna zmožnost, komunikacijski pouk, osnovna šola, načrtovanje in izvedba pouka

Igor Saksida: The Bases and Consequences of Communicative and Traditional Literature Teaching. Jezik in slovstvo. 1/2019. 21–28.
Communicative literature teaching in primary school is derived from a concept of reading competence that interlaces motivational factors, reading strategies and knowledge of the basic elements of literature as a system. Literature is an autonomous mode of expression and cannot be subordinated to other fields. Instruction is planned on the basis of literary theory, while also taking into account the reader and the relevance of the text for him/her. The principle of the continuity of school interpretation is consistently applied.
Keywords: reading competence, communicative teaching, primary school, planning and execution of teaching

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2019|1|23-30



Vida Medved Udovič: Književni pouk v osnovni šoli med tradicijo in sodobnostjo. Oživljanje žanrov slovstvene folklore pri mladih bralcih. Jezik in slovstvo. 1/2019. 29–38.
V prispevku je obravnavana problematika književnega pouka v OŠ v luči nekaterih pomislekov, izraženih na posvetu (Ljubljana 2017), o umeščenosti in obravnavi književnih besedil iz slovstvene folklore, antike in svetega pisma v osnovnošolski UN za slovenščino (2011) in aktualna osnovnošolska berila. Na podlagi pregleda UN in izbranih beril je ugotovljeno, da sta delež in obravnava navedenih besedil v glavnem zastopana tako v UN kot tudi v berilih, posebej je ob besedilih pomemben didaktični instrumentarij, ki upošteva recepcijske zmožnosti različno starih učencev in njihov dejavni stik s predlaganimi besedili. Le-tega spodbuja in razvija komunikacijski pouk književnosti.
Ključne besede: književni pouk v OŠ, učni načrt za slovenščino, berila, didaktični instrumentarij, žanri slovstvene folklore

Vida Medved Udovič: Teaching Literature in Primary School between the Traditional and the Contemporary. The Revival of the Genres of Literary Folklore among Young Readers. Jezik in slovstvo. 1/2019. 29–38.
The article addresses the topic of teaching literature in primary school in the light of certain concerns expressed at the conference (Ljubljana, 2017) on the placement and treatment of literary texts from literary folklore, antiquity and the Bible in the Slovenian Curriculum in Primary School (Učni načrt za slovenščino, 2011) and in the readers currently used in primary school. Based on a review of the curriculum and selected readers, it was found that the presence and treatment of such texts is evident in both the curriculum and the readers. When treating such texts, it is especially important that the didactic instruments used take into account the reception capacities of students of different ages and their active contact with the proposed texts. The latter is encouraged and developed by the communicative approach to teaching literature.
Keywords: teaching literature in primary school, the Slovenian curriculum, readers, didactic instruments, genres of literary folklore

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2019|1|31-40



Boža Krakar Vogel: Modeli književnega pouka v slovenskem šolskem sistemu. Jezik in slovstvo. 1/2019. 41–50.
V članku prikazujem, kako so se od druge polovice 70. let 20. stoletja do sodobnosti pri nas razvijali pogledi na književni pouk v gimnazijah, se oblikovali v nekatere modele, in kako so bili ti vgrajeni v prakso ob reformah šolskega sistema. Iz nekaterih raziskav povzemam tudi aktualno stanje pri književnem pouku v gimnazijah.
Ključne besede: književni pouk v gimnazijah, eksterna matura, komunikacijski pouk, recepcijska didaktika književnosti, sistemska didaktika književnosti, diferenciacija

Boža Krakar Vogel: Models of Literature Teaching in the Slovenian School System. Jezik in slovstvo. 1/2019. 41–50.
The article presents various views on literature teaching in Slovenian grammar schools (gimnazija) as they have developed from the second half of the 1970s until today. It presents some of the models that have been created and shows how they have been integrated into teaching practice during school reforms. On the basis of existing research, a summary is given of the current situation with regard to literature teaching in grammar schools and some guidelines are offered for the future.
Keywords: literature teaching in grammar schools, external matriculation exam (matura), communicative teaching, reception didactics of literature, systemic didactics of literature, differentiation

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2019|1|43-52



Alenka Koron: Pripovedništvo na maturi iz slovenščine in problem vrednotenja v šolskem eseju. Jezik in slovstvo. 1/2019. 51–56.
Prispevek se osredotoča na predpisana pripovedna besedila na maturi od 1995 do splošne mature 2019. Osvetljuje njihovo zastopanost (v primerjavi z dramskimi deli) ter njihovo literarnozgodovinsko, žanrsko in tematsko raznolikost. Premisliti skuša tudi o potrebah in možnostih razširitve izbora. Posebna pozornost je posvečena vrednotenju kot enemu od ciljev sistemske didaktike književnosti in njegovi praktični uresničljivosti v šolskem eseju kot najkompleksnejši obliki preverjanja znanja književnosti na srednješolski ravni.
Ključne besede: splošna matura iz slovenščine, sistemska didaktika književnosti, cilji, šolski esej, izbor literarnih besedil

Alenka Koron: Storytelling in the Matura Examination and the Problem of Assessing the School Essay. Jezik in slovstvo. 1/2019. 51–56.
The article focuses on prescribed narrative texts for the Matura examination from 1995 to 2019. It sheds light on the frequency of the appearance of narrative texts in the selection (in comparison to dramas) and the literary historical, generic and thematic diversity of such texts. It also examines the need to expand the selection and the possibilities for doing so. Particular attention is devoted to assessment as one of the goals of the systemic didactics of literature, and to the problem of its practical realisation in the school essay as the most complex form of literary examination on the secondary school level.
Keywords: General Matura in Slovenian, systemic didactics of literature, goals, school essay, selection

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2019|1|53-58



Sonja Pečjak: Pouk književnosti v osnovni in srednji šoli pri generaciji »Z« – psihološka perspektiva. Jezik in slovstvo. 1/2019. 57–63.
V prispevku prikazujemo (psihološke) značilnosti zdajšnje generacije učencev – osnovnošolcev in dijakov, imenovane generacija »Z«. Pri tem smo izhajali iz predpostavke, da jih moramo, če želimo zanje oblikovati učinkovit pouk književnosti, najprej poznati in razumeti. Nekatere najbolj izstopajoče značilnosti današnjih učencev (kot so npr. njihova globalna, digitalna, socialna in vizualna usmerjenost) povezujemo z didaktičnimi pristopi k pouku književnosti. Pri tem poudarjamo tudi pomembnost učiteljevega razumevanja mehanizmov motiviranja učencev za učinkovito poučevanje književnosti.
Ključne besede: generacija »Z«, pouk književnosti, učenje in motivacija

Sonja Pečjak: Teaching Literature in Primary and Secondary Schools in the “Z” Generation – A Psychological Perspective. Jezik in slovstvo. 1/2019. 57–63.
The article presents the (psychological) characteristics of the current generation of primary and secondary students, also known as the “Z” generation. It proceeds from the assumption that we first need to know and understand the students in order to design effective literature instruction. Some of the most outstanding features of today’s students (such as their global, digital, social and visual orientation) are associated with didactic approaches to teaching literature. The importance of the teacher understanding the mechanisms for motivating students is also emphasised for effective literature teaching.
Keywords: the “Z” generation, teaching literature, learning and motivation

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2019|1|59-65



Tomo Virk: Literatura, etika in pouk književnosti v gimnazijah . Jezik in slovstvo. 1/2019. 65–72.
Članek izhaja iz postavke, da je sestavni del pouka književnosti tudi etična vzgoja. V uvodu izpostavlja tako prednosti kot pomanjkljivosti etične vzgoje z literaturo in poglavitni razlog za dvoumnost tovrstne vzgoje vidi v pristopu, ki se osredinja predvsem na privzgajanje konkretnih, družbeno sprejemljivih ali zaželenih etičnih (oziroma moralnih) vrednot. Ob sklicevanju na misel G. C. Spivak in M. C. Nussbaum predlaga drugačen pristop. Ta izhaja iz prepričanja, da je največji etični potencial umetniške literature v njenem omogočanju srečavanja z drugostjo in drugim ter empatičnega »podoživljanja« etičnih položajev in njihovega domišljijskega preigravanja. Branje literature tako prispeva k širjenju naše etične zavesti in ostrenju etične občutljivosti. Osnovni pogoj za tako etično vzgojo – širok nabor vrhunskih literarnih del svetovne in slovenske književnost iz različnih obdobij in kultur – je v gimnazijskem učnem načrtu zagotovljen.
Ključne besede: pouk književnosti, etična vzgoja s književnostjo, Martha C. Nussbaum, Gayatri C. Spivak

Tomo Virk: Literature, Ethics and Literature Teaching in Grammar Schools. Jezik in slovstvo. 1/2019. 65–72.
The article proceeds from the assumption that ethical education is an integral part of literature teaching in grammar schools. It highlights both the advantages and disadvantages of ethical education through literature, and concludes that the main reason for the ambiguity of this kind of education lies in the specific approach, which primarily focuses on the education of specific, socially acceptable or desirable ethical (or moral) values. Referring to the theories of G. C. Spivak and M. C. Nussbaum, it proposes a different kind of approach based on the belief that the greatest ethical potential of literature lies in its ability to confront the reader with otherness and the Other. Literature prepares the reader, with the help of his or her imagination, for an empathic encounter with singular ethical situations. Reading literature thus broadens our ethical awareness and contributes to our ethical sensibility. The current grammar school curriculum offers a sufficient basis for this kind of ethical education, as it prescribes a wide range of high-quality literary works of world and Slovenian literature from various periods and cultures.
Keywords: literature teaching, literary ethical education, Martha C. Nussbaum, Gayatri C. Spivak

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2019|1|67-74



Alenka Žbogar: Razvijanje literarne zmožnosti pri pouku književnosti . Jezik in slovstvo. 1/2019. 73–83.
Definiciji literarne zmožnosti z dveh njenih pomembnejših konstitutivnih vidikov, tj. vidika bralca in vidika literarnih besedil in njihove institucionaliziranosti v vzgoji in izobraževanju, sledi poskus definicije literarne in bralne pismenosti. Pojma osvetljujemo z vidika različnih bralnih raziskav ter skušamo izsledke aplicirati na slovensko šolsko prakso.
Ključne besede: literarna in bralna zmožnost, literarna in bralna pismenost, bralne raziskave, pouk književnosti

Alenka Žbogar: The Processing of Literary Competence in Literature Teaching. Jezik in slovstvo. 1/2019. 73–83.
The article provides a definition of literary competence from two of its most important constituent aspects: the reader’s perspective, and the aspect of literary texts and their institutionalisation in education. This is followed by an attempt to define literary literacy and reading literacy. The concepts are highlighted from the perspective of various reading surveys and an attempt is made to apply the results to Slovenian school practice.
Keywords: literary competence, reading ability, literary literacy, reading literacy, reading studies, literature teaching

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2019|1|75-85



Darinka Ambrož: Pomen pouka književnosti v gimnazijskem programu. Jezik in slovstvo. 1/2019. 85–92.
Prispevek se sprašuje o pomenu pouka književnosti v času, ko branje za mnoge dijake ni več vabljivo oziroma se jim zdi, da je treba v branje vložiti preveč napora in jim svet besed nadomešča svet podob. Kljub temu še vedno velja Konfucijeva misel o koristnosti učenja pesmi.
Ključne besede: pouk književnosti, šolski kurikulum, pomen branja, bralni užitek, sporazumevalne zmožnosti, učni načrt, literarna klasika

Darinka Ambrož: The Importance of Teaching Literature in the Grammar School Programme. Jezik in slovstvo. 1/2019. 85–92.
The paper addresses the importance of teaching literature in times when many pupils are less attracted to reading or consider it to be too demanding, as their worlds of words are being replaced by worlds of images. The author nonetheless advocates Confucius’s idea about the great importance of learning poems.
Keywords: teaching literature, school curriculum, importance of reading, reading enjoyment, communicative abilities, literary classics

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2019|1|87-94



Jože Kurinčič: Evalvacija pouka književnosti v gimnaziji ali paberki nekdanjega profesorja slovenščine na ŠKG v Šentvidu. Jezik in slovstvo. 1/2019. 93–100.
Članek poroča o interni evalvaciji pouka književnosti, ki je potekala leta 2015 in 2016 na ŠKG. Želeli smo premisliti, kaj je pri gimnazijskem učnem načrtu za književnost dobro in kaj slabo, predvsem pa, kaj bi kazalo izboljšati. Osredotočili smo se na vprašanje, koliko so izbrana književna besedila primerna starosti in razumevanju mladostnika, koliko upoštevajo načelo bližine (ne le psihološke, ampak tudi krajevne), kakšno mesto imajo v UN in v učbenikih verske teme in »katoliški« avtorji, katere vrednote je moč posredovati ob določenem besedilu.
Ključne besede: učni načrt, spoznavne, estetske, etične vrednote, načelo bližine, verska tematika, katoliški avtorji, Trubar, Prešeren, Cankar, Kocbek

Jože Kurinčič: An Evaluation of Literature Teaching in Grammar School and the Fruits of the Work of a Former Slovenian Teacher at the Diocesan Classical Grammar School in Šentvid, Ljubljana. Jezik in slovstvo. 1/2019. 93–100.
The article reports on the internal evaluation of literature teaching that took place in 2015 and 2016 at the Diocesan Classical Grammar School in Šentvid, Ljubljana. The aim was to reflect on the positive and negative aspects of the secondary school literature curriculum, and above all to consider how it could be improved. The focus was on how appropriate the selected literary texts are to the age and understanding of the adolescent, the degree to which they take into account the principle of proximity (not only psychological, but also local), the place of “Catholic” authors and religious topics in the curriculum and textbooks, and which values can be communicated by a specific text.
Keywords: secondary school literature curriculum, cognitive, aesthetic and ethical values, proximity principle, religious themes, Catholic authors, Trubar, Prešeren, Cankar, Kocbek

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2019|1|95-102



Marjetka Golež Kaučič: V branje vam priporočamo. Jezik in slovstvo. 1/2019. 101.

Marjetka Golež Kaučič: Recommended Reading. Jezik in slovstvo. 1/2019. 101.

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2019|1|103