Encouraging initiative, cooperation and creativity in teaching Serbian language and literature

Abstract

Instruction in Serbian language and literature serves to prepare and in a certain way enable the students to follow other school subjects, which points to its special relevance for total education. Unfortunately, research results indicate that students' knowledge in this field is not entirely satisfactory. One of the reasons maybe the fact that this knowledge is not sufficiently used in practice, which can have an unfavourable impact on students' response to more and more complex demands set by the education system of the 21st century. Additionally, the problem can also be related to the fact that dogmatic-reproductive and reproductive-explicative methodical approaches are still used in the classes of Serbian language and literature, while less attention is paid to creative work, cooperative learning and students' initiative, the competences that should be developed first and foremost during the initial education. This paper aims at pointing to the methods and procedures that contribute to the encouragement of initiative, cooperation and creativity in primary school students in the instruction in Serbian language and literature. Among other tings, we point out to the innovation of the drama method as an integral approach to teaching contents, which serves to adopt more quality knowledge via focused role-playing activities and drama techniques, primarily in the field of literature, and enables the durability and quality of the aesthetic perception and the reception of literature. It is also pointed to the fact that instruction that includes creative work, initiative and cooperative relations enhances student competences not only in knowledge and skills in Serbian language and literature, but also at the level of emotional and social relations between students.

Nastava srpskog jezika i književnosti priprema i na izvestan način osposobljava učenike da prate ostale školske predmete, što upućuje na njen poseban značaj u celokupnom obrazovanju. Rezultati istraživanja, nažalost, pokazuju da nije sasvim zadovoljavajuće znanje učenika iz ove oblasti. Jedan od razloga može predstavljati podatak da ova znanja učenici nedovoljno primenjuju u praksi, što može nepovoljno uticati na njihove odgovore na sve složenije opšte zahteve koje obrazovni sistem u 21. veku postavlja. Takođe, problem može biti povezan i sa činjenicom da se na časovima srpskog jezika i književnosti još uvek primenjuju dogmatsko-reproduktivni i reproduktivno-eksplikativni metodički sistem, a da se kreativnom radu, kooperativnom učenju i inicijativnosti učenika, kompetencijama koje je neophodno razvijati najpre tokom inicijalnog obrazovanja, posvećuje manje pažnje. Cilj rada jeste da se ukaže na metode i postupke koji doprinose podsticanju inicijative, saradnje i stvaralaštva kod učenika osnovnoškolskog uzrasta u nastavi srpskog jezika i književnosti. Ističe se, između ostalog, inovativnost dramskog metoda kao integralnog pristupa nastavnim sadržajima, u kome se kroz usmerene igrovne aktivnosti i dramske tehnike usvaja kvalitetnije znanje prevashodno iz oblasti književnosti i obezbeđuje trajnost i kvalitet estetskog doživljaja i recepcije književnog dela. Ukazuje se na to da nastava kojoj su imanentni stvaralački rad, inicijativnost i saradnički odnosi unapređuje učeničke kompetencije ne samo u znanjima i umenjima iz predmeta Srpski jezik i književnost, nego i na planu emocionalnih i socijalnih odnosa učenika.