Abstract
The problem-based teaching of literature is a contemporary teaching model that has emerged from the need to overcome the weaknesses of traditional teaching and to increase the efficiency of educational work. Unlike the traditional paradigms that focused on the teacher and the lecturing model of education, the problem-based teaching of literature engages students, places them at the centre of the teaching process, and encourages them to independently define and research the problem. The problem-based teaching of literature is based on the students’ active relationship to literary phenomena, while the teacher functions as the initiator and motivator of the students’ versatile creations that are reached by solving problem-based tasks. This paper explores the problem-based teaching of literature and presents the results and discussion of the conducted research on the attitudes of Croatian language teachers on the problem-based teaching of literature. Fifty Croatian language teachers participated in the research by filling a survey in an attempt to determine how often the respondents use the problem-based teaching of literature as well as which forms, methods and methods of teaching they use. More specifically, the aim was to determine how teachers see their own role and students’ activity in problem-based teaching of literature. In addition, the research sought to find out whether teachers believe that learning outcomes are more successfully achieved in the problem-based teaching of literature and what the reasons for the (un)acceptability of the problem-based teaching of literature are.
Highlights
1.1 The Problem-Based Teaching of Literature as a Shift from the Traditional TeachingFrom the perspective of contemporary teaching, the traditional class-subject-lesson system should change and the former encyclopaedic knowledge needs to be replaced by “developing the ability to understand, solve problems, and apply practical knowledge to acquire skills that contribute to the students’ quality of life in the contemporary world” (Tot, 2010: 67)
One such contemporary teaching model that has emerged from the need to overcome the weaknesses of traditional teaching and increase the efficiency of educational work (Gajić, 2004: 41) is the problem-based creative teaching methodology system for which numerous terms occur in the scientific literature: problem-based teaching, problem-situation, problem solving, problem-solving teaching, and problem-solving learning
It is notable that the majority of fifty respondents, teachers of Croatian language, twenty respondents (40%), answered that they sometimes use the problem-based teaching of literature
Summary
1.1 The Problem-Based Teaching of Literature as a Shift from the Traditional TeachingFrom the perspective of contemporary teaching, the traditional class-subject-lesson system should change and the former encyclopaedic knowledge needs to be replaced by “developing the ability to understand, solve problems, and apply practical knowledge to acquire skills that contribute to the students’ quality of life in the contemporary world” (Tot, 2010: 67). Stevanović (2003: 12) emphasizes that such problems can be solved following a bold view of the future, dispensing with an uncritical imitation of past strategies, and by using contemporary teaching models. One such contemporary teaching model that has emerged from the need to overcome the weaknesses of traditional teaching and increase the efficiency of educational work (Gajić, 2004: 41) is the problem-based creative teaching methodology system for which numerous terms occur in the scientific literature: problem-based teaching, problem-situation, problem solving, problem-solving teaching, and problem-solving learning. In it, teaching is not based on the students’ passive observation of the operations performed by the teacher since it establishes an active (thoughtful) attitude toward phenomena, and encourages the students’ independent hypothesizing, researching, and problem solving (Rosandić, 1975: 159)
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