Metodologické vlivy v současných didaktických interpretacích na střední škole

• Authors: Vojtíšek Ondřej

Title variants

EN

Methodological Influences in Contemporary Didactic Interpretations at Secondary Schools

• Languages of publication: CS

Abstracts

EN

This article analyzes methods of literary interpretation at secondary schools. Looking at three sets of interpretations (the publication Interpretation (not only) for the state baccalaureate, the so-called ‘Speaking Heads of the FF UK’, and Seminars of the Czech Library) and one theoretical work (Didactics of Literature: Challenges of the Field), we identify and classify various methodological influences, building an outline of which interpretative tendencies prevail (intertextuality and New Critical methodologies), those which do not (reception theory and archetypal theory), and those which tend to be overlooked (deconstruction, feminist criticism, new historicism and others). The article begins by providing a definition of the term ‘didactic interpretation’.

Keywords

CS

Didaktická interpretace; didaktika literatury; interpretační metody středoškolská výuka

EN

didactic interpretation; didactics of literature interpretative methods; secondary education

Discipline

• EDUCATION: EDUCATION
• PHILOLOGY_&_LINGUISTICS: PHILOLOGY & LINGUISTICS

• Publisher: Charles University in Prague, Faculty of Arts, Czech Republic
• Journal: Slovo a smysl - Word & Sense
• Year: 2019
• Volume: 16
• Issue: 31
• Pages: 209-224

Contributors

author

Vojtíšek Ondřej

• Filozofická fakulta Univerzity Karlovy, Ústav české literatury a komparatistiky — gymnázium Voděradská