DEVELOPMENT OF POETRY RECEPTIVE ABILITIES IN THE SECOND TRIENNIUM

POVZETEK V diplomskem delu je obravnavana tematika razvijanje strukturnih elementov zmožnosti recepcije poezije v drugem triletju osnovne šole. Namen diplomskega dela je bil ugotoviti, kako uspešna so potrjena berila / učbeniki z didaktičnim instrumentarijem pri razvijanju strukturnih elementov zmožnosti recepcije poezije. V raziskavi so bile uporabljene deskriptivna in komparativna metoda ter metoda analize in sinteze. Teoretični del naloge je temeljil na teoretičnih izhodiščih o recepciji poezije. Predstavljeni so bili procesni literarnorecepcijski cilji segmentov recepcijske zmožnosti, razvoj recepcije poezije, pouk književnosti v drugem triletju, metode za razvijanje zmožnosti recepcije poezije in strukturni elementi zmožnosti recepcije poezije. Po pregledu teoretičnih izhodišč o recepciji poezije, je bila izpeljana naslednja hipoteza: Vsi izbrani učbeniki / berila so potrjeni učbeniki. Ker je eden izmed bistvenih kriterijev v procesu potrjevanja učbenikov pokritost ciljev v veljavnem učnem načrtu, lahko iz tega logično izpeljemo hipotezo, da vsi izbrani učbeniki z didaktičnim instrumentarijem razvijajo vse segmente zmožnosti recepcije poezije. V empiričnem delu diplomske naloge, je sledilo preverjanje hipoteze. Z izbranimi berili / učbeniki in didaktičnimi instrumentariji, ki so potrjeni za pouk književnosti v drugem triletju, so bile analizirane pesmi po zastopanosti strukturnih elementov zmožnosti recepcije poezije. V zadnjem poglavju diplomskega dela, so bili v obliki preglednic predstavljeni rezultati raziskave.ABSTRACT Diploma paper discusses the subject of developing structural elements of poetry receptive abilities in the second triennium of primary school. The intention of the diploma paper was to determine how successful approved reading-books / textbooks with didactic instruments in developing structural elements of poetry receptive abilities really are. Both descriptive and comparative method and method of analysis and synthesis were used in the research. The theoretical part of the paper is based on theoretical basis on poetry reception. Presented are the procedural literary-receptive aims of receptive abilities, development of poetry reception, literature lessons in second triennium, methods for developing poetry receptive abilities and structural elements of poetry receptive elements. After reviewing the theoretical basis on poetry reception, the following hypothesis was derived: all the selected textbooks / reading-books are approved textbooks. Since coverage of learning aims in the valid curriculum is one of the fundamental criteria in the process of text-book approval, a logical hypothesis is derived, that all the selected textbooks with didactic instruments develop all the segments of poetry receptive abilities. In the empirical part of the diploma paper the hypothesis is verified. With selected reading-books / textbooks and didactic instruments approved for literature lessons in second triennium, poems were analysed according to the representation of structural elements of poetry receptive abilities. The last chapter of the diploma paper presents the results of the survey in the form of tables