Метhodological interpretation of folk epic

U teorijskom delu ovog rada razmatraju se problemi porekla i nastanka epske pesme, teorijskog pristupa epskim pesmama, epskih pesama u nastavi, problemi različitih metodičkih interpretacija narodne epske pesme kao i savremeni pristup interpretaciji narodne epske pesme. U metodološkom delu postavljen je cilj da se eksperimentalnim faktorom kao nezavisnom varijablom, uvođenjem savremene nastave u interpretaciji narodne epske pesme, ispita transfer savremene nastave na znanje učenika, na stavove učenika i na razvoj metakognitivnih sposobnosti. Uzorak istraživanja čini 414 učenika osnovne škole. Od toga 284 učenika u OŠ Vuk Karadžić, Vlasenica, Republika Srpska koji su imali časove srpskog jezika i književnosti na tradicionalan i na modernizovan način i 130 učenika OŠ Kralj Aleksandar I, u Gornjem Milanovcu, Srbija koji su imali časove srpskog jezika i književnosti samo na tradicionalan način. Rezultati do kojih smo došli u ovom radu potvrđuju našu hipotezu da je savremena nastava (elektronska, integrisana, nastava u kojoj koristimo mape uma, istraživačke zadatke, timska, individualizovana nastava) efikasnija u odnosu na tradicionalnu nastavu (nastavu u kojoj je zastupljen frontalni oblik rada i monološka metoda) u interpretaciji epske pesme na povećanje znanja iz narodne književnosti, na povećanje rečnika učenika, na poboljšanje tumačenja ljudskog ponašanja, na jačanje pozitivnih stavova učenika osnovne škole prema epskim pesmama.In the theoretical part of this paper the problems of the origin and formation of epic poems, theoretical approach epic poems, epic poems in teaching, problems of different methodical interpretation of the folk epic and modern approach to the interpretation of the folk epic are discussed. In methodological part of work through experimental factor as the independent variable and introducing modern teaching in the interpretation of the folk epic a target is set to examine transfer of modern teaching on students' knowledge, their attitudes and developing their metacognitive skills. Sample consisted of 414 primary school students. Of these 284 students in Elementary school Vuk Karadzic Vlasenica, Republic of Serbian who had classes of Serbian language and literature in the traditional and modernized way and 130 primary pupils King Alexander I, in Gornji Milanovac, Serbia who had classes of Serbian language and literature only in traditional way. The results we obtained in this study confirmed our hypothesis that the modern teaching (electronic, integrated, classes in which we use mind maps, research tasks, team, individualized teaching) is more efficient compared to traditional teaching (teaching in which we represented a frontal form of work and monologue method) in the interpretation of an epic poem, in increasing knowledge of folk literature, in increasing the vocabulary of students, in improving the interpretation of human behavior, in strengthening the positive attitudes of primary school students to the epic poems