| Sažetak | Dobro je poznato kako učenici ne vole pasivnu nastavu u kojoj su prisiljeni samo sjediti i slušati, prepisivati i doslovno učiti gotove činjenice. Njihov potencijal se guši, a stav prema školi je izrazito negativan. Već neko vrijeme se nastoji odbaciti tradicionalni oblik nastave u kojoj učitelj vodi glavnu riječ i prevladava frontalni rad. U središte se stavlja učenik. Kao jedan od glavnih oblika takve nastave je problemsko-stvaralački sustav u kojem se pred učenike postavlja određeni problem za čije se rješavanje od njih zahtjeva kreativnost, maštovitost, sve iskustvo koje imaju, kao i stvaralačke sposobnosti. Nastava književnosti je nužna za razvoj govora i bogaćenje rječnika, nudi učenicima kulturno znanje i kompetencije potrebne za opstanak u suvremenom društvu, stvara čitateljske navike te potiče stvaralačko i kritičko mišljenje o književnom tekstu. Dramski odgoj učenike odgaja za život. Potiče ih na zbližavanje unutar skupine i izražavanje osjećaja i stavova, kao i na promišljanje i stvaralaštvo. Problemsko-stvaralački sustav učenici vole u nastavi jer se pred njih postavlja problem kojeg svojom aktivnošću, iskustvom i stvaralaštvom moraju riješiti. Također vole i razne dramske igre i aktivnosti koje ih izrazito motiviraju za nastavu. Zanimalo me stoga kako bi bilo kada bismo na jednom nastavnom satu književnosti spojili problemsko-stvaralački sustav i dramski odgoj. U praktičnom dijelu rada prikazana je usporedba sata u interpretativno-analitičkom sustavu i sata u problemsko-stvaralačkom sustavu zasićenim dramskim metodama na isti književno-metodički predložak. Nastavni sati su održani u ukupno šest razreda – dva druga razreda, dva treća razreda i dva četvrta razreda radi lakše usporedbe. Rezultati su iznimno pozitivni i ukazuju na nužnost upotrebe dramskih postupaka, kao i problemsko-stvaralačkog pristupa u nastavi jer rješavanjem problema do izražaja dolazi učenička stvaralačka djelatnost, a dramski postupci omogućuju učenicima da to izraze na zabavan i učinkovit način. |
| Sažetak (engleski) | It is well known that students do not like passive teaching in which they are forced to sit and listen, copy and literally learn the given facts. By participating in such classes, their potential is being suffocated, and therefore their attitudes towards school become extremely negative. The traditional lessons, where the teacher dominates the conversation and frontal teaching prevails, have been disregarded for a while now. Today, the students are being put in the central position of the lesson. One of the most important types of such lessons is the creative – problem solving lesson type, where the students are presented with a certain problem that they must resolve using creativity, imagination, their life experiences, and creative abilities. Teaching literature is necessary for speech development and vocabulary enrichment, but it also provides students with the cultural knowledge and the competences that are needed for survival in the modern society, develops their reading habits, and encourages creative and critical thinking about the literary work. Theater pedagogy prepares the students for life. It encourages bonding within the group and expressing one’s feelings and attitudes, as well as reflection and creativity. Students prefer the creative problem – solving lesson type because it faces them with a problem that they must resolve using their experience, activity, and creativity. Moreover, they enjoy different drama games and activities which extremely motivate class participation. With that being said, I was interested in seeing what it would be like to combine theater pedagogy and the creative problem – solving lesson type in a single literature class. The practical part of the thesis presents the comparison of a lesson in an interpretive – analytic lesson type and in a creative problem – solving lesson type, saturated with drama methods based on the same literary – methodological text. To make the process of the comparison simpler, the lessons were held in six grades – two second grades, two third grades, and two fourth grades. The results are highly positive and indicate the necessity of using drama techniques, along with the creative problem – solving lesson types, because problem solving accentuates students’ creativity, and drama techniques allow students to express it in a fun and effective way. |
