Učiteljevo razumevanje pomena otrokove likovne govorice v komunikacijskem modelu književne vzgoje : doktorska disertacija

slovenian

doktorska dela

2020

Univerza v Mariboru, Pedagoška fakulteta

The doctoral dissertation describes and verifies the visual response method on the example of the tale The Story of Caiman (African Tales, 1976, pp. 56-60) in light of developing the students' reception role. It also examines the teacher's competence to use the visual response method in order to develop the student's abilities of perception, understanding and evaluation of literary texts. Based on this, the dissertation assesses if such contents are justifiably included in the university curriculum and/or the curriculum for continuing teacher education. This topic was studied through the cross-curricular connection between literature and fine arts. The optimal use of aesthetically formed speech as a didactic path (method) to achieve the externalization of the student's dialogue with a literary text can only be achieved through such a connection. The hypotheses of the doctoral dissertation are based on the theory of psychonarratology, the characteristics of the child's reception development, youth literature didactics, fine arts theory and fine arts didactics. The theoretical findings suggest that in order to achieve a comprehensive articulation of the literary-aesthetic experience, students would need a wider vocabulary range than the range typical of their current cognitive development stage (the absence of abstract thinking) and their current linguistic development stage. The students may develop their own logical thinking abilities, narrative abilities and the ability of forming a creative dialogue with a literary text through visual communication and with the help of the teacher's knowledge of multimodal texts. The numerous required competences of the teacher pose the question as to the extent of the teacher's competence to use non-verbal semiotic functions, which require the knowledge of different fields and their governing laws. The research was done with the combination of the qualitative and the quantitative approach. The procedures of these two types of research complement one another and surpass the drawbacks of using only one type of pedagogical research. The main findings of the research are: 1. Observing the quality with which a student is able to perform the receptive role in a creative dialogue with a literary text on the example of a tale from a foreign civilization, where the teacher communicates with the student through words (language), allows us to analyse complex conventional signs (words), which fulfil the function of description and narration, and gain an insight into the student's understanding of the literary characters' personalities and the related ethical message of the tale. Through checking the understanding of the personalities of literary characters, judging the ethics of their actions and understanding the modality of the text through linguistic means, it seems that the students did not comprehend the ethical message of the tale from a foreign civilization. 2. Through checking the student's reception of the ethical message of the tale from a foreign civilization, where the teacher used the illustration of a literary character (the method of the student's artistic response to the text) as a didactic path (method) for the externalization of the student's dialogue with a literary text, it was shown that students are capable of grasping the ethical message of the tale from a foreign civilization. The students use non-linguistic semiotic functions and complex picture signs to verbalize the wisdom of the ethical message of a tale taking place on the other side of the world. The students' judgements are reflected in their drawings. Our interpretation is strengthened with the analysis of a semi-structured interview. 3. Through checking the teacher's competence to identify the students' externalized judgements through observation, analysis and the interpretation of drawings from a fine arts and pedagogical point of view, as well as determining the extent of the teacher's qualification to use the method.

08.08.2023