The Impact of the Students’ Age on the Literary Text Analysis Approach: Teaching Methods and Approaches in Primary Education

Daniela Andonovska-Trajkovska, Faculty of Education, Bitola, “St. Kliment Ohridski” University of Bitola, Republic of Macedonia, e-mail:
Иновације у настави, XXX, 2017/3, стр. 57–66

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doi: 10.5937/inovacije1703057A


Abstract: Literary text analysis is part of the Language Arts and The Language and Literature Curriculum in the primary education. Teachers are expected to practice different types of teaching methods depending on the age of the students, such as: demonstration, whole class work, reading and working on a text, discussion, conversation, students’ oral presentations and creative writing. Students can also do literary analysis in groups, pairs, individually and in whole-class work. The aim of this paper is to answer the question whether teachers employ different teaching methods and approaches in the process of students’ responses to literary texts and the literary text analysis depending on their age and if they prefer some of the methods over others relative to students’ age.
We have collected the necessary data for this descriptive research by conducting surveys that were specifically designed for the purpose of the research with the random sample of primary school teachers in the Republic of Macedonia (total N=75). Descriptive analysis and ANOVA – single factor were used as well. The results have shown that the teachers practice different teaching approaches depending on the students’ age in the process of literary text analysis in class, which is graphically presented and discussed in the paper. The results did not show any significant differences among the general teaching methods used in different classes in primary education. The methods and approaches that teachers use are compared to the ones that are considered to be part of the modern trends according to the latest research.
The results of the research will help scholars to build a broader picture of the literary analysis lessons in the primary school in the Republic of Macedonia regarding the teaching methods and approaches that are employed for the purpose of obtaining the age-appropriate classroom atmosphere. It will also contribute to the process of teacher reflections about the methods and approaches that they are using in order to improve the quality of teaching while bearing in mind the contemporary trends of building interactive classrooms in which the students are responsible for their own learning.

Keywords: teaching methods, literary text analysis, teaching approaches, primary education.


Резиме: Анализа књижевног текста саставни је део наставног плана и програма за предмет Језик и књижевност у основном образовању. Од наставника се очекује да примењују различите методе у зависности од узраста ученика: демонстрацију, директан метод, читање и рад на тексту, дискусију, разговор, усмено излагање ученика и креативно писање. Ученици могу да раде анализу текста у групи, у пару, појединачно или као цело одељење. Циљ овог рада је да одговори на питање да ли наставници у основној школи заиста примењују, у зависности од узраста ученика, различите методе и приступе у процесу усвајања и анализе књижевног текста, као и да ли ученици различитог узраста више воле неке методе од других. Подаци у овом дескриптивном истраживању прикупљени су путем анкета наменски сачињених за потребе истраживања. Анкетирање је спроведено на случајном узорку наставника из различитих основних школа на територији републике Македоније (Н=75). Поступци коришћени у овој студији су дескриптивна анализа и АНОВА једнофакторски тест. На основу резултата истраживања може се закључити да наставници за анализу књижевног текста користе различите методе и приступе, у зависности од узраста
ученика. Методе и приступи које примењу анкетирани наставници упоређени су са приступима који се према најновијим истраживањима сврставају у савремене приступе и методе.
Захваљујући резултатима истраживања, научна јавност стећи ће бољи увид у начин на који се врши анализа књижевног текста на нивоу основне школе у Македонији у погледу приступа и метода помоћу којих се у учионици ствара одговарајућа атмосфера за рад. Наставницима ће ови резултати бити корисни када треба да се определе за одређени приступ или метод којим ће побољшати наставни процес. Притом, треба да узму у обзир савремене трендове у настави, као што је интерактивна учионица, где се тежиште ставља на одговорност ученика за сопствено учење.

Кључне речи: наставни метод, анализа књижевног текста, наставнички приступи, основна школа.



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