Comparison of the new Slovenian and Croatian curriculum for literature lessons

V Učnem načrtu Program osnovna šola slovenščina (2018) in Kurikulumu učnega predmeta hrvaški jezik za osnovne šole in gimnazije v Republiki Hrvaški (2019) so zapisani napotki in cilji, ki jim učitelji sledijo, da bi pripravili učne priprave za izvajanje pouka. Slovenija in Hrvaška imata različno ureditev šolskega sistema, čeprav sta sosednji državi. Učitelji v Sloveniji sledijo učnemu načrtu, na Hrvaškem pa nacionalnemu okvirnemu kurikulumu in kurikulumu učnega predmeta. V teoretičnem delu sem predstavila osnovne pojme, kot sta učni načrt in nacionalni okvirni kurikulum. Predstavila sem šolski sistem obeh držav, Slovenije in Hrvaške, in bistvene elemente vzgojno-izobraževalnega sistema na razredni stopnji. Kot raziskovalni pristop sem uporabila kvalitativno empirično raziskavo in deskriptivno metodo pedagoškega raziskovanja, ki sem jo razdelila na dva dela. V empiričnem delu sem najprej naredila študijo dokumentov, kjer sem primerjala učna načrta ter analizirala razlike in podobnosti med njima. Učna načrta sem primerjala po razlikah in podobnostih v njuni strukturi, pri ciljih in vsebinah, jeziku in književnosti, standardih znanja in didaktičnih priporočilih. Preverjala sem tudi razlike in podobnosti na področju književnosti: ljudsko slovstvo – avtorska književnost, klasika, sodobna klasika, sodobniki, obvezni/kanonski avtorji – priporočeni avtorji/besedila, svetovna književnost – slovenska in/ali hrvaška književnost, avtorice – avtorji. V drugem delu raziskave sem naredila intervju z učitelji razrednega pouka v Sloveniji in na Hrvaškem. Na podlagi odgovorov sem izvedela, kako učitelji uporabljajo učni načrt pri svojem pouku, in ugotovila, ali je uporaba učnih načrtov v obeh državah podobna ali obstajajo razlike. Zaključila sem s skupno analizo obeh delov raziskovanja.The Primary School Slovene Programme Curriculum (2018) and the Croatian Language Curriculum for Primary Schools and Gymnasiums in the Republic of Croatia (2019) contain guidelines and objectives that teachers must adhere to when creating learning contents. Despite being neighbouring countries, Slovenia and Croatia have very different education systems. Teachers in Slovenia follow the curriculum, whereas teachers in Croatia follow both the national framework and subject curriculum. In the theoretical section, I introduced basic concepts such as curriculum and national framework curriculum. I discussed the educational systems of both Slovenia and Croatia, as well as the key elements of each country\u27s educational system at the grade level. As a research approach, I employed qualitative empirical research and a descriptive pedagogical research method, which I divided into two parts. In the empirical part, I first conducted a document analysis, comparing curricula and analysing differences and similarities. I compared the curricula based on their structure, goals, and contentslanguage and literatureknowledge standardsand didactic recommendations. I also looked for differences and similarities in the field of literature: folk literature-author\u27s literature, classics, contemporary classics, contemporaries, obligatory/canonical authors, recommended authors/texts, world literature-Slovenian and/or Croatian literature, authors-authors. As part of the following research, I conducted interviews with primary school teachers in Slovenia and Croatia. Based on the responses, I learned how teachers use the curriculum in their lessons and whether the use of curricula is similar or different in both countries. I concluded with a joint analysis of both parts of the research