Izvleček
Prispevek obravnava razvijanje učenčeve zmožnosti pisanja v povezavi s pridobivanjem književnega znanja pri pouku književnosti v zadnjih razredih osnovne šole; osredotoča pa se na učenčevo samostojno pisanje razlagalnega besedila o književnem besedilu in pridobivanje književnega znanja v 8. in 9. razredu, kot je opredeljeno v prenovljenem učnem načrtu za slovenščino v 2. in 3. vzgojno-izobraževalnem obdobju osnovne šole (Učni načrt, 2025). V prvem delu prispevka je predstavljen prenovljeni učni načrt za pouk književnosti v 2. in 3. vzgojno-izobraževalnem obdobju (Učni načrt, 2025), v drugem delu pa umestitev pisanja razlagalnega besedila o književnih besedilih ter pridobivanja literarnovednega znanja v učni načrt za pouk književnosti v 8. in 9. razredu. Izpostavljeno je vprašanje kakovosti književnega znanja; nakazana je tudi specialnodidaktična umestitev pisanja razlagalnega besedila ter pridobivanja literarnovednega znanja pri načrtovanju književnega pouka v 8. in 9. razredu.
Writing Expository Essays on Literary Texts: Developing Literary Knowledge Under Reformed Slovenian Language Curriculum for 2nd and 3rd Educational Cycles of Primary School
The article discusses the development of students‘ writing skills in relation to the acquisition of literary knowledge in literature classes during the final grades of primary school. It focuses on students‘ independent creation of expository essays about literary works and the acquisition of literary knowledge in grades 8 and 9, as outlined in the newly reformed curriculum for the Slovenian language in the second and third educational cycles of primary school (UN, 2025). The first part outlines the key features of the reformed curriculum for literature instruction in these cycles. The second part examines how the writing of expository essays on literary texts and the acquisition of literary knowledge are embedded in the grade-8 and grade-9 curriculum. Particular attention is given to the quality and depth of literary knowledge that students are expected to attain, as well as to the subject-specific pedagogical approach to expository writing and literary theory in planning literature lessons in the final two years of primary education.