DEVELOPMENT OF POETRY RECEPTIVE ABILITIES IN THE FIRST TRIENNIUM

POVZETEK Diplomsko delo se nanaša na razvijanje zmožnosti recepcije poezije v prvem triletju osnovne šole. Namen diplomskega dela je bil ugotoviti, v kolikšni meri potrjena berila oziroma učbeniki in pripadajoči didaktični instrumentariji za pouk književnosti v prvem triletju osnovne šole razvijajo strukturne elemente zmožnosti recepcije poezije. V raziskavi sem uporabila deskriptivno in komparativno metodo ter metodi analize in sinteze. Prvi del diplomskega dela je bil namenjen predstavitvi dosedanjih teoretičnih spoznanj v zvezi z recepcijo poezije v prvem triletju osnovne šole. Predstavila sem obdobja razvoja recepcijske zmožnosti poezije pri otroku v prvem triletju, opisala otrokove pesemske interese in nazadnje natančneje predstavila posamezne strukturne elemente recepcijske zmožnosti doživljanja in vrednotenja poezije. Na podlagi teoretične osnove sem oblikovala raziskovalno hipotezo, ki pravi: Vsi izbrani učbeniki so potrjeni učbeniki. Ker je eden bistvenih kriterijev v procesu potrjevanja učbenikov pokritost ciljev v veljavnem učnem načrtu, lahko iz tega izpeljem, da vsi zbrani učbeniki z didaktičnim instrumentarijem razvijajo vse segmente zmožnosti recepcije poezije. V drugem delu diplomskega dela sem opravila raziskavo, s katero sem želela to hipotezo preveriti. Izbrala sem berila/učbenike in pripadajoče didaktične instrumentarije, ki so potrjena za poučevanje književnosti v prvem triletju in analizirala pesmi glede na zastopanost posameznih strukturnih elementov v predlaganih didaktičnih instrumentarijih. V zadnjem poglavju diplomskega dela sem ob pomoči preglednic predstavila svoje ugotovitve.ABSTRACT The study deals with developing the ability for poetry reception in the first triennium of primary school. The purpose of the study is to ascertain to which extent the confirmed reading books/ student books and the belonging didactic instruments for the literature lessons, develop structural elements for poetry receptive abilities. The descriptive and comparative methods as well as the method of analyses and syntheses were used in the research. The first part of the study presents theoretical recognitions dealing with reception of poetry in the first triennium of primary school that were established until now. I presented development periods of child\u27s poetry receptive abilities in the first triennium and described child\u27s interests for poems. I also presented individual structural elements of receptive abilities to experience and assess poetry. On the theoretical basis I develop research hypothesis that says: All chosen student books are confirmed student books. One of the crucial criteria in the process of confirming student books is inclusion of goals that are stated in the valid curriculum, therefore we can derive that all chosen student books with didactic instruments develop all segments of poetry receptive abilities. In the second part of the study I tried to examine this hypothesis with a research. I chose reading books/student books and belonging didactic instruments that are confirmed for teaching literature in the first triennium and analysed poems to establish to which extent different structural elements are represented in proposing didactic instruments. In the last chapter of the study charts, that present my findings, are displayed