Environmental education is gaining more and more significance, not only because of the wasting of natural sources but also because of the polluting of the environment. The aim of environmental ...education is not only the knowledge or a line of facts which a child should learn about the environment, but also building proper attitudes and a positive relation towards the environment. It’s important to practice literature to develop an ecological conscience. It’s possible to accomplish a connection of literature and education on three levels: on the basic, on some higher and on the highest one. On the basic level, picture books and illustrated books for children process ecological themes more from the cognitive and less (or almost not at all) from the poetical point of view appeared. Exactly because of that, they are called a cognition type of picture books or illustrated books for children. The aim of this paper is to describe picture books with ecological themes and also to analyse functions of each picture book taken in the account. Six books were selected:
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Environmental education is gaining more and more significance, not only because of the wasting of natural sources but also because of the polluting of the environment. The aim of environmental ...education is not only the knowledge or a line of facts which a child should learn about the environment, but also building proper attitudes and a positive relation towards the environment. It’s important to practice literature to develop an ecological conscience. It’s possible to accomplish a connection of literature and education on three levels: on the basic, on some higher and on the highest one. On the basic level, picture books and illustrated books for children process ecological themes more from the cognitive and less (or almost not at all) from the poetical point of view appeared. Exactly because of that, they are called a cognition type of picture books or illustrated books for children. The aim of this paper is to describe picture books with ecological themes and also to analyse functions of each picture book taken in the account. Six books were selected: Sunčica upoznaje činčilu (eng. Sunčica meets chinchilla), Brdo na kraju grada (eng. Hill at the end of town), Priroda priča... (eng. Nature talks), Nauči poštivati prirodu uz kravicu Šaricu (eng. Learn to respect nature with Šarica the cow), Zatvori vodu! (eng. Shut the water off!) and Zraka trebam, hitno! (eng. I need air, now!).
World wars have left an indelible trace while they lasted as well as in times after them. In Czech culture and literature one of the common ways of adapting to political regime changes is using ...humour in literary works. The paper focuses on three novels by famous Czech novelists: The Good Soldier Švejk by Jaroslav Hašek, I Served the King of England by Bohumil Hrabal and The Joke by Milan Kundera. By using humour as dominant literary discourse, the authors created marginalised characters, (anti)heroes who, despite living at different times, disarm the war. Nuanced irony, black humour, sarcasm and grotesque reveal the true face of wars and restraints of (post)war ideologies – Austrian imperialism, Nazism and socialism by treating them as absurd. Timelessness of pacifism which these works promote makes these books appealing to readers even nowadays.
Today's education is marked by the emergence of new technologies and media that are increasingly used both in life and in teaching. Given that children encounter the media in their earliest ...childhood, they need to be informed about media content as the media increasingly become an integral part of education. In order to achieve educational processes, it is necessary to integrate contemporary media in a traditional way of learning and teaching. We should strive to take advantage of all that 21st century technology offers and provides. Although this is a great challenge given the lack of media equipment of some schools and weak media competencies of teachers. The aim of the research was to show the importance of modern media in the teaching of the Croatian language and to show the level of education of primary school teachers who encounter the use of modern media in their work on a daily basis. The research was conducted in the form of a survey in which 86 primary school teachers from the territory of the Republic of Croatia participated. The results of the research prove that the use of modern media improves students' educational achievement in understanding teaching topics, but also that teachers lack necessary education regarding the use of media in the education system. The results also show that of the digital tools and platforms offered by Croatian publishers, teachers most often use the "Wordwall" and "e-sphere".
Ekološki odgoj dobiva sve više na značenju ne samo zbog trošenja prirodnih izvora nego i zbog zagađivanja okoline. Cilj ekološkog odgoja nije samo znanje odnosno niz činjenica koje dijete treba ...naučiti o okolišu nego i izgradnja ispravnih stavova i pozitivnog odnosa prema okolišu. Za razvoj ekološke svijesti važno je baviti se i književnošću. Povezivanje književne umjetnosti i ekološkog odgoja i naobrazbe moguće je ostvariti na tri razine: na najnižoj, nešto višoj i najvišoj razini. Na najnižoj razini pojavljuju se slikovnice i ilustrirane dječje knjige koje ekološke teme obrađuju više sa spoznajnog, a manje ili gotovo nikako s poetskoga gledišta. Upravo zbog toga ih se i naziva spoznajnim tipom slikovnica odnosno ilustriranih knjiga za djecu. Cilj ovog rada opisati je slikovnice ekološke tematike, te analizirati funkcije pojedine slikovnice. Odabrano je šest slikovnica, a to su: Sunčica upoznaje činčilu, Brdo na kraju grada, Priroda priča..., Nauči poštivati prirodu uz kravicu Šaricu, Zatvori vodu! i Zraka trebam, hitno!
As a special genre in which there is no boundary between reality and imagination, and good always wins, the fairy tale has always attracted a wide circle of readers, regardless of their age. This is ...especially the case of the so-called creators of classical or artistic fairy tales such as Charles Perrault and the Grimm brothers. According to the Primary School Curriculum and the Elementary School Program (2006) in Croatia, the list of obligatory fairy tales for the first grade of primary school contains the selection of fairy tales by the Grimm brothers. The list for the second grade offers fairy tales by Charles Perrault. The aim of this paper is to compare the variants of five Perrault and Grimm fairy tales, namely Cinderella, Sleeping Beauty, Little Red Riding Hood, Thumbling and Puss in Boots. After a detailed comparison of the available editions of these fairy tales, their comparison will be based on the thematic-motive stratification, the characterization of the main characters and character-assistants, the presence of violence, the ending and other structural forms of the fairytale. In addition to the comparison of the fairytales by Perrault and Grimm brothers, there will be the diachronic changes in the different editions compared and analyzed accordingly.
Zavičaj kao prostor interpretacije Majdenić, Valentina
Bosanskohercegovački slavistički kongres. Zbornik radova (Online),
2012, Letnik:
I, Številka:
2
Journal Article
Odprti dostop
Regional literature and regionalism as notions which refer to culture and arts, bearing a deep meaning, have been present for a very long time in the Croatian imagination. Slavonian regional ...literature goes far into the past. Adam Krčelić’s work from 1774 Scriptorum ex regno Sclavoniae a saeculo XIV. usque ad XVII. Inclusive collectio has been regarded as the most famous historical work of the Slavonian literature. According to Stanislav Marijanović, the Slavonian regional component has been introduced in the 15th century by the humanist poet Janus Pannonius, born in the Osijek area. It is thus the aim of this paper to draw attention to those authors in whose works the necessity of the knowledge of the Slavonian regionalism and belonging to a certain place, categories being brought to students in primary schools, have been noted through the thematic and stylistic complexity. The purpose of this paper is to point to one of the authors (Josip Kozarac, Ivan Kozarac and Vladimir Kovačić) in whose works right across the thematic and stylistic necessity of understanding the complex reads Slavonia regional identity and belonging to a particular area as to those categories that are already transmitted to students in elementary education. The general purpose of the paper is to determine the representation of these three Slavonian authors in primary school textbooks. The textbooks have been regarded as fundamental means of transfer, bearing essential aesthetic values that are in this way becoming parts of the individual’s general literal culture, underlying the educational layer of literature classes.
Svjetski su ratovi ostavili neizbrisiv trag ne samo za svog trajanja nego i kasnije. Jedan od načina prilagodbe čestim smjenama političkih režima karakterističnih za češku kulturu i književnost ...upravo je humor u književnosti. U središtu su ovoga rada tri romana, proizašla iz pera poznatih čeških prozaika: Doživljaji dobrog vojnika Švejka u svjetskom ratu Jaroslava Hašeka, Dvorio sam engleskoga kralja Bohumila Hrabala i Šala Milana Kundere. Koristeći humor kao dominantan književni diskurs, pisci formiraju lik marginaliziranih (anti)junaka koji, usprkos egzistenciji u različitim povijesnim vremenima, ratuju protiv rata. Nijansiranim će postupcima ironije, crnog humora, sarkazma i groteske razoružati rat i okove (poslije)ratnih ideologija – austrijskog imperijalizma, nacizma i socijalizma, svodeći ih pod apsurd. Svevremenost pacifizma koji zagovaraju ova će djela učiniti jednako privlačnima i današnjem krugu čitatelja.
Rad Recepcija slavonske književnosti u osnovnoškolskim udžbenicima (od 1. do 8. razreda) od
1970. do 2008. godine obuhvaća recepciju regionalne komponente u osnovnoškolskim
udžbenicima, odnosno ...zastupljenost i ulogu pojedinoga autora u tom smislu. Zavičajna
komponenta ovoga sustava ima svoju bit u onim autorima koji su vezanošću uz zemlju
zavičajnoga prostora usustavili svoje individualne i općeljudske egzistencije, ali i potrebu da se u
određenim egzistencijalnim trenutcima i onima kojima se adrese više ne nalaze u Slavoniji, vrate
u nju tekstom. Stoga su u izbor uključeni autori koji su vezani uz prostor Slavonije mjestom
rođenja, školovanja, privatnoga i društvenoga života, zatim oni koji su školovanjem ili jednim
dijelom života (zaposlenjem) vezani uz Slavoniju ili oni kojima je mjesto rođenja kao i mjesto
školovanja u Slavoniji, ali su veći dio života i poslovnih aktivnosti ostvarili izvan nje.
U radu se nastojalo upozoriti na važnost istraživanja kulturnoga identiteta kao pogleda na
kulturne prilike prostora, posebice slavonskoga koji se nalazi uz rub, u onome smislu u kojemu
se rub promatra kao regionalni odraz u koji se prelijevaju i neki drugi prostori (Mađarska,
sjeverna Bosna, Vojvodina). Rad je utvrdio recepciju autora udžbenika prema zavičajnim
piscima. Izdvojeni su zavičajni slavonski pisci u osnovnoškolskim udžbenicima i utvrđene
sadržajne promjene koje su se u njima dogodile od 1970. do 1989. godine i od 1990. do 2008.
godine. Svi događaji unutar tih razdoblja odrazili su se i na obrazovnom planu tako da dolazi do
promjena u nastavnome planu i programu, što je djelomice uvjetovalo i kriterij uvrštavanja
slavonskih autora u čitanke. Istraživanjem je utvrđeno kako su u analiziranim udžbenicima
zastupljeni slavonski pisci od 18. stoljeća do suvremenosti, da se većina tih pisaca javlja u oba
analizirana razdoblja, da je mnogo veća zastupljenost njihovih poetskih nego proznih uradaka te
kako u njima preteže šaljiva, pejsažna i misaona tematika, a od Domovinskoga rata pojavljuju se
i tekstovi s domoljubnom tematikom. Nadalje, uočeno je da zanimanje za neke pisce raste, za
neke opada, a neki pisci svoje mjesto zadržavaju i u prvom i u drugom razdoblju. Uočeno je i
kako regionalnost nije kriterij pri odabiru pojedinoga pisca za uvrštavanje u čitanke te da se
tekstovi slavonskih pisaca kadšto raspoznaju karakterističnim temama i u specifičnom leksiku.
Rad Recepcija slavonske književnosti u osnovnoškolskim udžbenicima (od 1. do 8. razreda) od
1970. do 2008. godine obuhvaća recepciju regionalne komponente u osnovnoškolskim
udžbenicima, odnosno zastupljenost i ulogu pojedinoga autora u tom smislu. Zavičajna
komponenta ovoga sustava ima svoju bit u onim autorima koji su vezanošću uz zemlju
zavičajnoga prostora usustavili svoje individualne i općeljudske egzistencije, ali i potrebu da se u
određenim egzistencijalnim trenutcima i onima kojima se adrese više ne nalaze u Slavoniji, vrate
u nju tekstom. Stoga su u izbor uključeni autori koji su vezani uz prostor Slavonije mjestom
rođenja, školovanja, privatnoga i društvenoga života, zatim oni koji su školovanjem ili jednim
dijelom života (zaposlenjem) vezani uz Slavoniju ili oni kojima je mjesto rođenja kao i mjesto
školovanja u Slavoniji, ali su veći dio života i poslovnih aktivnosti ostvarili izvan nje.
U radu se nastojalo upozoriti na važnost istraživanja kulturnoga identiteta kao pogleda na
kulturne prilike prostora, posebice slavonskoga koji se nalazi uz rub, u onome smislu u kojemu
se rub promatra kao regionalni odraz u koji se prelijevaju i neki drugi prostori (Mađarska,
sjeverna Bosna, Vojvodina). Rad je utvrdio recepciju autora udžbenika prema zavičajnim
piscima. Izdvojeni su zavičajni slavonski pisci u osnovnoškolskim udžbenicima i utvrđene
sadržajne promjene koje su se u njima dogodile od 1970. do 1989. godine i od 1990. do 2008.
godine. Svi događaji unutar tih razdoblja odrazili su se i na obrazovnom planu tako da dolazi do
promjena u nastavnome planu i programu, što je djelomice uvjetovalo i kriterij uvrštavanja
slavonskih autora u čitanke. Istraživanjem je utvrđeno kako su u analiziranim udžbenicima
zastupljeni slavonski pisci od 18. stoljeća do suvremenosti, da se većina tih pisaca javlja u oba
analizirana razdoblja, da je mnogo veća zastupljenost njihovih poetskih nego proznih uradaka te
kako u njima preteže šaljiva, pejsažna i misaona tematika, a od Domovinskoga rata pojavljuju se
i tekstovi s domoljubnom tematikom. Nadalje, uočeno je da zanimanje za neke pisce raste, za
neke opada, a neki pisci svoje mjesto zadržavaju i u prvom i u drugom razdoblju. Uočeno je i
kako regionalnost nije kriterij pri odabiru pojedinoga pisca za uvrštavanje u čitanke te da se
tekstovi slavonskih pisaca kadšto raspoznaju karakterističnim temama i u specifičnom leksiku.
The present PhD Thesis, Reception Of The Slavonian Literature In Primary School Textbooks
(Grades 1 to 8) From 1970 Till 2008 comprises the reception of the regional constituent in
primary school textbooks. More precisely, the rate with which authors were included. The native
land component of this system is important not only for those authors, who systematized their
individual and human existences by connecting to the land of the native space, but also for those,
whose current addresses are not in Slavonia, uttering their need to return to it using texts. The
selection therefore included authors who are connected to the area of Slavonia by their
birthplace, education, private and social life, those who are bonded by their education or one part
of their lives (working place) to Slavonia, as well as those whose birthplace and educational
institution is in Slavonia, but who spent most of their lives and had business activities outside of
it. The present Thesis tries to draw attention to the importance of doing research in the area of
cultural identity as a viewpoint over the cultural circumstances of the space, particularly the
Slavonian, which is marginalized in a sense. That margin is considered to be a regional reflection
into which some other spaces melt (Hungary, Northern Bosnia, Vojvodina). The Thesis
identified the reception of the textbook authors according to the native land writers. There are
authors in primary school textbooks outlined, and changes in the contents from 1970 till 1989
and from 1990 till 2008 noted. All the events from these periods have reflected on the
educational level as well, resulting in changes in the school curricula. This had an impact on
developing criteria for enlisting Slavonian authors into textbooks. The research proved that in the
analyzed textbooks there are Slavonian authors present from the 18th century till modern age and
that most of these authors are present in both of the time spans analyzed. It became evident that
there are more poetic works than narratives with topics ranging from humor, scenery and
thoughtfulness. Since the Croatian homeland war there are texts with patriotic topics. Moreover,
it has been noted that there is a positive tendency when certain authors are considered, whereas
there has been a loss of interest when others are taken into account. Naturally, there are authors
who maintain their position in the first and second time span analyzed. Regionalism has not been
the only criterion when it was decided which author should be included into a textbook, the texts
written by Slavonian authors have a distinctive language and topics.
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