Szkolna interpretacja w epoce mass mediów i multimediów

Abstract

The iconic context helps to create substantiation and to read symbolic meanings of texts. The contemporary teacher should refer to the deconstructionist model, which assumes that the reader should seek the meaning of the text in the environment of other texts, and thus include it in the contemporary interpretative universe, which is dominated by electronic media. It assimilates the text to the communication practice of pupils. During Polish language lessons teachers ought to shape the pupils’ abilities necessary to read net-literature and the hypertextual lay-out of printed handbooks, to use electronic handbooks, multimedia programmes, e-learning courses, to show pupils the value of noticing internet services and to demonstrate the use of its resources, and to use didactic screens supplemented with the teacher's verbal annotations. The latter do not only recall contexts, but they also arrange and synthesize information, and also show dependences, enriching the interpretation. Nowadays, a direct reception of texts has been replaced by an indirect one. The literary text is often perceived as derivative. Subjective treatment of pupils demands consideringthe cultural attribute of their educational environment, in which the new media became the interface of reality. Today the main duty of the Polish teacher is the fusion of Gadamer's horizons: the historic one (of works) and the contemporary one (of readers).