https://doi.org/10.59132/viz/2026/2-3/10-16
V prispevku predstavljamo vlogo skupnih ciljev v učnih načrtih in katalogih znanj za predmet slovenščina. Skupni cilji nadgrajujejo temeljni cilj predmeta – to je razvijanje sporazumevalne zmožnosti v slovenščini – na funkcionalni in kritični ravni. Vključeni so v obe področji predmeta: pri jeziku v procese sporazumevanja in izgrajevanja slovničnega znanja, pri književnosti pa v procese razvijanja recepcijske oz. literarne zmožnosti. Skupni cilji se ne razvijajo ločeno od ciljev predmeta, ampak so z njimi prepleteni. S tem so od drugega vzgojno-izobraževalnega obdobja dalje (bolj kot doslej in skladno s specifikami izobraževalnih programov) poudarjeni naslednji vidiki pouka slovenščine: razumevanje pomena branja in odziva na besedilo (tudi v kontekstu razvijanja bralne pismenosti), oblikovanje bralnih navad, povezovanje znanja slovenščine s tujimi jeziki in drugimi predmeti ter (metakognitivna) refleksija dijaka o lastnem bralnem procesu. Razvijanje bralne pismenosti in bralne kulture je strokovna odgovornost učiteljev vseh predmetov, zato se prikazi v preglednicah lahko smiselno uporabijo tudi pri pouku drugih predmetov oz. pri medpredmetnem povezovanju.
Abstract
Common Goals in Slovene Language Curriculum from Primary School to Gymnasium
This article presents the role of common goals in the curriculum and knowledge catalogues for the Slovene language. Common goals extend the primary goal of the subject, i.e., the development of communicative competence in Slovene at functional and critical levels. they are integrated into both areas of the subject: language (i.e., communication processes and the construction of grammatical knowledge) and literature (i.e., the development of receptive and literary competence). the common goals are not developed in isolation; rather, they are intertwined with the overall objectives. Consequently, from the second educational cycle onward (more than previously and in line with the specifics of educational programmes), the following aspects of Slovene instruction are emphasised: understanding the importance of reading and responding to a text, which contributes to developing reading literacy and through a new format of written responses; forming reading habits; linking knowledge of Slovene with foreign languages and other subjects; and encouraging secondary students’ metacognitive reflection on their own reading process. the development of reading literacy and reading culture is a professional responsibility of teachers of all subjects. therefore, the tabular presentations can be used meaningfully in the instruction of other subjects or for cross-curricular integration.