Aktywność komunikacyjna w procesie nauczania czytania i podstaw literatury na pierwszym stopniu szkoły podstawowej

Abstract

The author of the paper deals with the terms „reading” and „literary education” and makes some correlations of both of them. The author defines the reading, in the system of other hum an activities, as a communicational activity of a reader (percipient) in acquiring information about reality incoded by an author (expedient) into a written message (text). The reading is considered a form of speech activity enabling an exchange of information. The process of reading is a dynamic, open communicational system realized by two communicational factors: literary text and its receiver — a reader. The act of reading itself is a decoding (interpretation) of the text by the percipient (reader). It is realized in an interaction of percipient — text — expedient (author). This interaction is characterized by a sum of activities, semiotisational operations of a percipient decoding information from the text. The opposition of selection and adaptation is a source of the reader’s activities, it is a tendency of the percipient to select, acquire or adapt information from the text on the basis of his own information dispositions ( = a disposition field of information of the reader’s personality for the reception). The intensity of interaction is determined by a coincidence or difference of information of the percipient and the text. In correlation with the term „reading”, the author of the paper defines the term „literary education” from the point of view of the process of education in schools and suggests to replace it with the term „education through literature”. The process of education through literature models the relations of teacher — text — pupil. In this connection the author of the text outlines the basic phases of the process of education through literature, e.g. the phase of the reader’s aesthetic experience, the phase of aesthetic evaluation and the phase of aesthetic attitude towards reality. To achieve a relative optimum level of the reader’s education is the aim of the process of education through literature. The optimum is manifested by emotional — intellectual qualities of aesthetic experience and is presented in the last phase of the process of education through literature, namely, in the phase of aesthetic attitude towards reality.