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Organization of School Reading: the Role and Significance of Students’ Open Interpretations

Organization of School Reading: the Role and Significance of Students’ Open Interpretations AbstractThe following article is about cultural and literary education at school. Its point of reference are considerations regarding conditions of Polish education system in relation to Polish language classes. The article emerges from the need to seek solutions helpful in overcoming the reading crisis, which being conditioned by various cultural and social factors, is present at school and is expressed by the negation of mandatory reading material, as well as rejection of teaching model established in education. The author of this text attempts to reflect on the awareness of reading material which is used, or might be used in modern school. The criteria proposed in this article are related to the issue of choosing material suitable for reading. They can be used as a selection mechanism implemented at the stage of designing the process of teaching. Further parts of the text describe the ways of obtaining open interpretations from students in the process of education while designing introductory reading material classes. They can be treated as solutions which could have different functions, useful in terms of the quality of literary-cultural education. The article is complemented with the concept of planning the lesson based on the use of students’ open interpretations, which if organised in a planned and conscious way, could stimulate students’ participation and facilitate reading while dealing with literature discussed at school. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Language and Cultural Education de Gruyter

Organization of School Reading: the Role and Significance of Students’ Open Interpretations

Sporek, Paweł
Journal of Language and Cultural Education , Volume 6 (1): 17 – Jan 1, 2018
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Publisher
de Gruyter
Copyright
© 2018 Paweł Sporek, published by Sciendo
eISSN
1339-4584
DOI
10.2478/jolace-2018-0009
Publisher site
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Abstract

AbstractThe following article is about cultural and literary education at school. Its point of reference are considerations regarding conditions of Polish education system in relation to Polish language classes. The article emerges from the need to seek solutions helpful in overcoming the reading crisis, which being conditioned by various cultural and social factors, is present at school and is expressed by the negation of mandatory reading material, as well as rejection of teaching model established in education. The author of this text attempts to reflect on the awareness of reading material which is used, or might be used in modern school. The criteria proposed in this article are related to the issue of choosing material suitable for reading. They can be used as a selection mechanism implemented at the stage of designing the process of teaching. Further parts of the text describe the ways of obtaining open interpretations from students in the process of education while designing introductory reading material classes. They can be treated as solutions which could have different functions, useful in terms of the quality of literary-cultural education. The article is complemented with the concept of planning the lesson based on the use of students’ open interpretations, which if organised in a planned and conscious way, could stimulate students’ participation and facilitate reading while dealing with literature discussed at school.

Journal

Journal of Language and Cultural Education – de Gruyter

Published: Jan 1, 2018

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