https://doi.org/10.59132/svs/2026/2/14-26
Izvleček
Prispevek povzema bistvene novosti književnega dela gimnazijskega učnega načrta za slovenščino (2025) in jih razume kot priložnost za nadgradnjo temeljnega cilja književnega pouka, tj. procesno razvijanje literarne zmožnosti. Izpostavlja zmanjšanje števila obveznih književnih del, izbirnost določenih tem ter tesnejše povezovanje jezikovnega in književnega pouka. Ker naj bi bilo tudi v prihodnje pri pouku književnosti v ospredju literarno branje, je v prispevku posebna pozornost namenjena različnim vrstam in stopnjam literarnega branja. Prikazane so tabelarno in povezane z ustreznimi metodami in oblikami dela ter bralnimi strategijami. Članek izhaja iz predpostavke, da lahko književni pouk dijake nagovori celostno, tj. na doživljajski, miselni, vrednotenjski in ustvarjalni ravni, kadar je usmerjen v oblikovanje čustvenega, kreativnega, argumentiranega in kulturno ozaveščenega odnosa do literarnih besedil.
Abstract
Less Prescriptive Content, More Literary Reading and Text Production: The 2025 Slovenian Language Curriculum for the Gymnasium Programme as an Opportunity for Active Literature Instruction
This article summarises key innovations in the literature section of the Slovenian language curriculum for the gymnasium (2025). It views these changes as an opportunity to advance the fundamental goal of literature instruction: the process-oriented development of literary competence. The article highlights a reduction in the number of compulsory literary works, the optional nature of certain themes, and the closer integration of language and literature instruction. Since literary reading is expected to remain at the forefront of literature instruction, special attention is given to the various types and levels of literary reading. These are presented in tabular form and linked to appropriate methods, forms of work, and reading strategies. The article is based on the assumption that literature instruction can engage students holistically, i.e., on experiential, cognitive, evaluative, and creative levels, by fostering an emotional, creative, argument-based, and culturally aware relationship with literary texts.