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The article shows the possibi1ity to enrich the field of methodical didactics of Literature by means of takling advantage of experiences in literary communication. The starting point of the argumentation is the analysis of different principles in the formulation of practicable statements in the field of that didactic theory, which engages in questions of understandinga piece of literary work by young people ; The author takes into consideration such partaking factors in the formulation of those statements as the knowledge of a literary work together with its background of theoretical concepts, the knowledge of general correctnesses of learning and teaching, the hoard of facts about the course of understanding a piece of literary work by doing justice to psychical and cultural conditions. ; Reflecting upon the consequences of structuralism of the system of didactic rues by the above mentioned factors, the article proves the necessity of enlarging in a high degree the knowledge about pupils and about their way of communing with a piece of literary work. This demand causes perspectives of researches in interdisciplinary capacity with a special direction to the necessities of literary education. ; The author not only demands full advantage of the researches conduced to date according to the mentioned necessities, but requests also satisfactorily profiled works of one's own in order to receive an answer to the question: what are the ways of interpretation of a piece of literary work by the pupil, what tactics does he use and what are the perceptional bars to the chois of the best way of application. It is necessary to embrace all final factors of comprehension not only in a psychological, but also in a sociological and cultural aspect. Especially the didactic consequences of the existence of an intersemiotic literary communication must be taken into consideration. ; A realization of those tasks is possible on two levels: on the first level it is the way of function of the school on the background of a broader sytem of literary education. On the second level it is a recipient, shaped by integration of school functions with the educational environment outside the school. ; Indispensable is the recognition of the pupils attitude as a literary recipient and his proceedings of concretization together with his development factors and his system of appraising. The support of such a recognition on empirical researches gives the chance of concretization of the system of didactic standards and the erection of a theory, which takes into consideration the newest conquests of pedagogical science.