Teorie výuky literatury v historické perspektivě
| Title in English | Theory of teaching literature in the historical perspective |
|---|---|
| Authors | |
| Year of publication | 2020 |
| Type | Monograph |
| MU Faculty or unit | |
| Citation | |
| Description | The text provides an insight into the development of the theory of teaching literature in the last decades and it is trying to find the benefits as well as insufficiencies of the said efforts as possible stimuli for the current theory. The turn of the millennium was selected as the milestone between the past and the present. The text deals mainly with the second half of the 20th century. The three most important didactic categories are to be found in the centre of attention, i.e. – aims, content and methods of teaching literature – and, further, the specific and fundamental methodological question of interpreting an artistic text in school. The main focus of the work is devoted to the methods and, especially, to the method of didactic interpretation, which, however, cannot be dealt with in isolation without defining the content as well as the aims. The first chapter of each of the four parts presents the results of the first phase of the research – gathering the topical literature, the analysis thereof as well as the description linked with a certain hierarchization according to the significance of the literary work. The second chapter in each part of the text comprises the results of the comparative phase of the research – found relationships, congruence and differences in the individual concepts and approaches, formulating the main tendencies in the concepts of the individual didactic categories. The directions of the conceptions were monitored in the line of the curriculum, the line of the literary-educational theory and the line of aesthetic-educational theory. In the part focusing on the didactic interpretation of texts the main tendencies were observed mainly in the line of the literary-educational theory and the line of the literary-scientific concept of the matter. The text was planned to be an orientation introduction of the space, which has not been paid attention as a whole, even though it creates the roots of the Czech didactics of literature education. |