StatusThe thesis was presented on the 22 January, 2009
Approved by NCAA on the 23 April, 2009
Abstract– 0.39 Mb / in romanian
The thesis approaches the matter of attitudinal development in the literary and artistic education context. The research presents the limited attitudinal demonstration of the primary, middle and high school level students in relation with a literary production and its phenomena in traditional didactic situations and the qualitative changes as a result of the formative experiment.
The analysis of the present curricula and textbooks as well as students’ works oriented the research towards highlighting some lacunae in the process of instruction and determined the development of some didactic situations to diminish the phenomena concerned. The analysis of the theoretic sources allowed to define the attitude in the literary and artistic education context and the classification of it according to the established dimensions in direct interaction with the literary production: pedagogical, psychological, esthetic, sociological and attitudinal which in its turn generates evaluative dominant, rigid, conservative attitudes and sub attitudes.
The description of the student’s attitude creation mechanism in relation with a literary production is done from the prospective of the literary and artistic education principles, which put forward a range of both classroom organization forms and extracurricular activities. The research emphasize the attitudinal development strategy in the literary production – student relation which is grounded by the students’ free imagination principle, the priority of the receiver of literature and art principle, the valuation of the artistic text by the individual receiver principle.
The latter strategy gave the opportunity to analyze and establish efficient development conditions of the student’s attitude towards a literary production organized according to the level of reception of the literary production: reproductive, productive and creative.
An analysis of the dynamic of the levels of a literary production reception is submitted. The dynamic is one of the literary and artistic education priorities which emphasize the methodological qualitative orientation character in the didactic process. Moreover it acknowledges the need to examine the didactic process in a preferably non traditional manner.
The thesis propounds an elaboration of didactic instruments which will orient teachers towards the attitudinal domain of the literary and artistic education with an emphasis on the formation of a mechanism to support a development of a student’s attitude toward a literary production. At the curricular level the author suggests an intensification of the impact student-literary production through the adjustment of the curricular objectives to learning activities, oriented towards the establishment of continuity throughout all education stages.
Under consideration  :