StatusThe thesis was presented on the 28 September, 2007
Approved by NCAA on the 20 December, 2007
Abstract– 0.75 Mb / in romanian
ThesisCZU 37.016:82.09 (043.3)
1.77 Mb /
Teaching of literature, in particular of epic creations, is considered in this work from the perspective of methods aimed at improving the reading competences of students. Considering the lack of a didactic model for teaching the epic text, the author concludes and presents a design of a psychological model of formation of the homo lectoris – the scholar as a reader, capable of perceiving the epic creation.
The author analyzes the efficiency of several techniques of educating the reader: The Reader’s Response; The Double Diary; The Triple Diary; The Epic Pyramid; The Bowl Method; The Marathon; The Algorithms; The Directed Reading; The Multilevel Survey; The Terms Based Forecast; The Directed Imagination; Think – Pair – Share; The Concept Map. The experiment was implemented in two stages. Its results are reflected by the following achievement indicators of learning of epic works: the aptitude to identify the particular features of an epic text; the aptitude to identify the action parameters; the aptitude to distinguish the hero, according to his/her importance; the aptitude to distinguish the main values of the epic text and comment on them; the aptitude to state the idea of an unknown text, following its first reading; the aptitude to frame topics for a readers’ discussion; the aptitude to hold a discussion; the aptitude to formulate questions on the text; the aptitude to bring forward arguments in favor of one’s own opinion; the capacity to correlate epic texts; the aptitude to write about, independently read, epic texts. The analysis of statistics has demonstrated a higher level of learning and reading competence in experimental classes in comparison with control classes.
The indubitable educational potential of the epic text has been growing due to the usage of interactive learning techniques, of the individual approach as regards the development of intellectual work skills of the students, the use of an appropriate vocabulary and the development of the abilities to think creatively thinking and discuss the reading. The teaching model ensures a personal progress of each student due to the implementation of diverse grading method.
The dissertation represents an innovative research in the area of the Romanian language and literature methodology.
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