Interpretativno branje učencev - Truden, Katja (2021)
Pouk književnosti razvija interpretacijo književnih besedil, pred katero se morajo učenci z njimi najprej seznaniti. Seznanijo se s poslušanjem govorne interpretacije umetnostnega besedila, ki jo izvede učitelj sam ali s pomočjo avdio posnetka. Govorna interpretacija učitelja mora biti doživeta in ustrezna, zato se mora nanjo predhodno pripraviti. Interpretativnega branja so se sposobni naučiti tudi učenci, saj je literarno branje nasploh zmožnost, ki jo lahko razvije kdorkoli. Pri razvijanju doživetega branja ima pomembno vlogo učitelj, ker predstavi umetnostno besedilo z govorno interpretacijo in oblikuje dejavnosti, v katerih bodo učenci poustvarjali in sami razvijali svojo govorno interpretacijo umetnostnega besedila. V magistrskem delu sem se osredotočila na interpretativno branje učencev in poskusila ugotovi, ali so učenci sposobni interpretativnega branja in ali je to dejavnost mogoče izboljšati. V empiričnem delu magistrskega dela sem z anketnim vprašalnikom ugotovila odnos učencev do pouka književnosti in branja književnih besedil pred in po vodenih dejavnostih. Po vodnih dejavnostih se je odnos do pouka književnosti in branja literarnih besedil izboljšal. Učenci so z vodenimi dejavnostmi razvili in izboljšali interpretativno branje literarnih besedil. Pri branju so upoštevali prvine govora: register, glasnost, tempo, intonacija, premor, poudarjenost ki so jih smiselno uporabili glede na vsebino in razpoloženje literarnega besedila. Literature lessons develop the interpretation of literary texts, before which students must familiarize the texts beforehand. They become acquainted with listening to the spoken interpretation of the literary work performed by the teacher himself or with the help of an audio recording. Teacher's verbal interpretation must be experienced correctly, so it must be prepared in advance. Students are also able to learn interpretive reading, as literary reading in general is an ability that can be developed by anyone. In developing experiential reading, the teacher plays an important role because he presents a literary work with spoken interpretation and shapes the activities in which the students will be able to reproduce and develop their own spoken interpretation of a literary work. In my master’s thesis, I focused on students’ interpretive reading and tried to determine whether students are capable of interpretive reading and whether this activity is possible to improve. In the empirical part of my master's thesis, I found out with a questionnaire students' attitudes towards teaching literature and reading literary texts before and after guided tours activities. After guided activities, the attitude towards teaching literature and reading literary texts improved. Pupils developed and improved interpretive reading through guided activities of the literary texts. The reading took into account the elements of speech: register, volume, tempo, intonation, pause, emphasis which they used sensibly according to content.