Differentiation and Individualisation in the Literature Class in the Third Cycle of the Primary School

Uspešno izvajanje diferenciacije in individualizacije pri pouku je odvisno od več pogojev, osnovni pa je učiteljevo dobro poznavanje učencev in njegova usposobljenost za prepoznavanje razlik med učenci ter izvajanje takšnega pouka. Problem, ki ga proučujemo v doktorski nalogi, je usposobljenost učiteljev slovenščine za prepoznavanje razlik med učenci, in sicer v njihovi recepcijski zmožnosti in njihovih horizontih pričakovanj, ter v povezavi s tem za izvajanje načela notranje diferenciacije in individualizacije pri obravnavi književnih besedil v heterogenih učnih skupinah z namenom sistematičnega razvijanja recepcijske zmožnosti posameznega učenca. Opisana usposobljenost naj bi bila sestavina učiteljeve književnodidaktične kompetence. V prvem delu naloge predstavimo teoretična izhodišča, in sicer izhajamo iz razlik med dvema modeloma pouka (transmisijski in transakcijski), prikažemo (nove) vloge in kompetence učiteljev v sodobni šoli, podrobno predstavimo razlike med učenci, možnosti diferenciacije pouka književnosti in metode, ki so podpora le-tej. Natančno opišemo komunikacijski model pouka književnosti, prikažemo vlogo učenca bralca in razvoj recepcijske zmožnosti učencev v tretjem triletju. Ugotavljamo, da je zaznava oziroma analiza pričakovanj in potencialne recepcijske zmožnosti učencev nujna za diferenciacijo in individualizacijo ter za dvig pričakovanj oziroma zahtevnosti pouka književnosti. Ob tem se pojavi vprašanje učiteljevih kompetenc, kajti če želimo res optimalno razvijati recepcijsko zmožnost posameznih učencev, moramo najprej dobro vedeti, kje so v svojem razvoju, poznati njihove zmožnosti in predznanje (kateri segmenti recepcijske zmožnosti so bolje, kateri slabše razviti, kako učenci zaznavajo besedilne signale, kakšne so njihove realne in medbesedilne izkušnje, iz kakšnega bralnega okolja prihajajo), jih načrtno vključiti v načrtovanje pouka književnosti oz. v načrtovanje lastnega bralnega napredka (tudi s pomočjo razvijanja literarnorecepcijske metakognicije) in jim o tem dajati kvalitetno povratno informacijo. V drugem delu predstavljamo rezultate empirične raziskave, v kateri smo se ukvarjali z uresničevanjem didaktičnega načela notranje diferenciacije in individualizacije pri pouku književnosti. Metodološko smo v raziskavi kombinirali kvantitativni in kvalitativni pristop. Najprej smo ugotovili in evalvirali stanje pri pouku književnosti v heterogenih skupinah tretjega triletja s stališča tega načela. Diferenciacijo in individualizacijo pouka književnosti smo spremljali z različnih vidikov: diferenciacija/individualizacija in faze šolske interpretacije, diferenciacija/individualizacija in ugotavljanje recepcijske zmožnosti, horizonta pričakovanj, bralnega interesa učencev ter izbira književnih besedil, diferenciacija/individualizacija in uporaba aktivnih metod pouka, diferenciacija/individualizacija in preverjanje učenčevega napredka v razvoju recepcijske zmožnosti ter skupno načrtovanje le-tega ter presoja učiteljev o lastni usposobljenosti za izvajanje notranje učne diferenciacije in individualizacije. Na podlagi ugotovitev smo definirali in opisali novo literarnodidaktično kompetenco (kot del splošne literarnodidaktične kompetence učitelja) – kompetenco zaznavanja/spoznavanja horizontov pričakovanj učencev (v povezavi z njo tudi kompetenco razvijanja literarnorecepcijske metakognicije učencev), saj je poznavanje le-teh izhodišče diferenciacije in individualizacije pouka književnosti, in razvili kurikulum te kompetence. V nadaljevanju smo za to kompetenco izobraževali dve skupini učiteljev. Za pomoč pri načrtovanju pouka književnosti smo izdelali didaktični opomnik z elementi sprotne priprave za spodbujanje različnih možnosti diferenciacije in individualizacije pouka in ga v uporabo ponudili učiteljem. Po izobraževanju in drugi spremljavi pouka smo ugotavljali vpliv nove literarnodidaktične kompetence na izvajanje diferenciranega in individualiziranega pouka književnosti.When deciding about the appropriate form of differentiation in the literary class, one should take into consideration that the optimal development of the learner\u27s receptive abilities is the basic objective in group formation. Successful differentiation and individualisation in class depends on many factors (e.g. teacher should know learners very well and he/she should be capable of recognizing the differences among them in order to carry out such instruction). The problem studied in the PhD thesis is the Slovene language teachers\u27 qualifications to recognize the differences in learners e.g. their receptive abilities as well as their horizons of expectations which is related to the internal differentiation and individualisation when teaching literary texts in mixed ability groups (when systematically developing the receptive ability with an individual learner). The previously mentioned qualification should be one of the elements of a teacher\u27s literary didactics competence. In its first part the thesis deals with some theoretical issues, the differences among the two instruction models (transmission and transaction model of the teaching/learning), new teachers\u27 roles and competences in modern school, differences among learners, the possibilities of differentiation in the literary class as well as the methods which support the instruction. The communication model of the literary instruction as well as the role of the reader and the development of the learners\u27 receptive abilities in the third cycle of the primary school are described in detail. We found out that the perception or the analysis of the expectations and potential learners\u27 receptive abilities is indispensable for both the differentiation and individualisation as well as for the teachers to set their instruction at the appropriate level. This is when the question of teacher\u27s competences should be set. If one wishes to develop the receptive skills with individual learners, he or she should know what the learners are able to do in the first place. The teacher should also be able to recognize the learners\u27 abilities and experience (the strong and weak points of the learner\u27s receptive ability, how learners perceive the word signals, what is their real and interword experience, what is their reading environment like), he or she should include them in his/her literary lesson plan or in his or her reading advancement plan (by developing the literary reception metacognition) and give quality feedback at the same time. The second part of the thesis concentrates on the empirical research, where we deal with the didactic principles of the internal differentiation and individualisation in the literary class. From the methodological point of view we combined the quantitative and the qualitative approach. First we evaluated the situation in the literary class in mixed ability groups in the third cycle of the primary school. The differentiation and individualisation in the literary class was monitored from different points of view. According to the findings we defined and described a new literary didactics competence (as a part of the general literary didactics teacher\u27s competence) – the receptive/cognitive competence of the learner\u27s horizons of expectation. These horizons are the very essence of differentiation and individualisation of the literary instruction and are defined by the curriculum. As a follow up we trained two groups of teachers. As help we offered a didactic reminder which contained elements of the teacher\u27s daily plan in order to encourage different form of differentiation and individualisation. After training we monitored the instruction in order to find out how the previously mentioned literary didactics competence influenced the process of differentiation and individualisation in the literary class