| dc.description.abstract | The author presents a e. stem of the methodical approaches to literary texts. This system is based upon the
assumption according to which such texts are instruments of literary education at school. Thus the author points
out at first, as a necessary link of this process, a previous-to-interpretation, chiefly based upon dialogue,
phase of reading including motivation endeavours, suggestive reading of a text, and the pupils’ expressing of
their experience as readers. In the second, interpretative phasе of reading he indicates the dominance of
analytic-and- -synthetic as well as rational-and-cognitive work directed by a teacher and leading to the getting
at the meanings of the text and its profound structure as well as its rational valuation. In the third phase the
author stresses the importance of the pupils' creative practice based upon the acquired knowledge (the
declamation and dramatization of texts, their use in writing composition exercises, their transformation, etc.).
He defines this stage of reading as an aesthetic one.
The author believes that such a complex attitude towards interpretation at school is a result of the theory of
literary communication which connects the possibility of the cultivation of the readers' experience and the
improvement of their taste with the introduction into the domain of communication, during the process of
interpretation, of the elements of knowledge of both the history and theory of literature. | en_EN |
