Analysis of Literary Situation and Reconstruction of the Writing Subject in Literary Education by Educational Psychology

Educational psychology focuses on the laws of change in the knowledge, skills, and individual psychology of the educatees in the process of education and teaching. Writing teaching is a key and difficult point in literature teaching. Nowadays, it is common for students to be afraid and tired of writing in school literature education. In view of these problems, the present work optimizes the teaching mode of writing from the perspective of reconstructing the writing subject. Through literature research and interdisciplinary analysis, a questionnaire is designed to analyze the literary situation and the reconstruction of writing subjects in literary education. The questionnaire is aimed at three aspects, namely the hidden educational effect of teachers’ personality charm, the influencing factors of students’ psychology and students’ learning effect, and the influencing factors of psychology of the communication between teachers and students and teachers’ teaching effect. Then, the changes of students’ performance in literary class in these three aspects before and after using the teaching strategy of writing subject reconstruction are analyzed. Finally, the changes of students’ grades in the literary course are investigated. In this experiment, a total of 400 questionnaires were distributed, and a total of 389 questionnaires were collected. The survey results show that the number of students who feel the classroom atmosphere is active increases by 10%, the number of students who listen carefully and take notes increases by 7%, and 45% of students have improved their grades. Besides, after the implementation of the teaching strategy, most students change their attitude to the literature course, become more active, and significantly improve their motivation for learning. This study has a certain reference value for the analysis of literary situations and the reconstruction of writing subjects in literary education from the perspective of educational psychology.

MULTILATERAL VIEW OF SHOAH EVENTS THROUGH LITERARY TEXTS

The paper presents the potential of literary texts with the theme of Shoah in the field of forming the desired profile of citizens of a democratic society. After the introduction, we briefly focus on the anchoring of the Shoah in Czech curricular documents focusing on the educational field of Czech Language and Literature, then we deal with the possibilities of Literary Education in the presentation of Shoah events and then the importance of multilateral perspective on the Shoah and its educational and axiological potential. We demonstrate various multilateral views on the issue of the Shoah with artistic narratives in which one line of events of the Second World War is viewed from another or from different angles.

Historia literatury inaczej. Komparatystyczne – zagadnieniowe kształcenie literackie… w szkole ponadpodstawowej

Along with the successive reforms of education, the discussion on the method of teaching literature in high school returns, including the role of the history of literature in preparation for the matriculation examination. The article presents the advantages of a comparative approach to literary education in the core curriculum of the Polish language from 2008, which in individual programs prepared by teachers can also be successfully used in themed-chronological teaching, facilitating work with history of literature based, extensive in terms of issues and essential readingscore curriculum from 2018. Examples of original curriculum solutions come from the author’s own experience and were created during her classes of literature didactics at secondary school at the Faculty of Polish Studies of the Jagiellonian University.

Jak godzić ogień z wodą? Między ministerialnym dyktatem… a potrzebami współczesnych uczniów. Projektowanie kształcenia w klasie I licealnej (po szkole podstawowej)

The text of the articleis a proposal of a way of working in the new high school (after primary school), whichfunctions in the conditions set by the structural and curriculum reform. The author distances himself from the concept of historical and literary education, at the same time showing the inability to maintain the problematic order in literary and cultural education under the conditions of implementing the obligation of the core curriculum. In opposition to the sanctioned model of education in the education of high school students, it proposes a concept of work that, on the one hand, respects the curriculum requirements, and on the otherhand, meets the authentic needs and expectations of students, and includes broadly understood popular culture in the scope of teaching interests. Such thinking is exemplified by the presentation of anexcerpt from the work plan implemented in the firstgrades of the new high school. It is provided with a commentary that reveals the difficulties of such an organization of literary and cultural education in the current curriculum conditions.

Staropolska poezja religijna w zreformowanej szkole ponadpodstawowej

The connection between literature and religion can be observed in the writing of every literary period. Old Polish religious poetry has an established position within this field of research – it constitutes a huge part of the literary works of the Middle Ages, the Reneissance and Baroque. Therefore, it is not surprising that this kind of literature appeared in the core curricula, syllabuses and textbooks for cultural and literary education of secondary school students even before the latest reform of the educational system, as well as after it. The crucial factor in the consideration of the role of Old Polish religious poetry in schools, is the opinion of Polish teachers, who base it on their experience in teaching it. The empirical research conducted on a group of Polish teachers prove that despite various difficulties faced while teaching Old Polish religious poetry, they see a great value in this type of literature in the overall process of education as well as in young adults’ personal life. Old Polish religious poetry introduces students to symbols crucial for our cultural circle. The last but not the least, it may help to fully understand and experience oneself/other people in the face of the sacred.

Alfabetização e Educação Literária: Contrastando Duas Formas de Mediação de Livros Literários na Escola

Resumo O foco deste texto, recorte de uma pesquisa mais ampla sobre alfabetização de crianças, é a educação literária no contexto escolar. O objetivo é abordar como duas docentes, colaboradoras da pesquisa e atuantes em uma turma de 2º ano da Rede Municipal de Recife, conduziram as mediações durante a leitura de livros literários, além de evidenciar e compreender as diferenças e semelhanças nessas mediações, revelando o processo de escolarização da literatura. Metodologicamente, trabalham-se com técnicas e ferramentas etnográficas, incluindo a observação participante e entrevistas; a categoria de análise central é o evento. Argumenta-se que as interações com o livro literário, mediadas por professores, precisam ocupar um lugar de destaque nos processos de alfabetização. Os resultados obtidos indicam que, nessa turma, esses ocuparam esse lugar, mas também apontam contrastes entre as formas de mediação do texto literário, que podem resultar em aprendizagens também diferentes para as crianças; além disso, deixam claro o processo inevitável de escolarização da literatura, com as marcas da cultura escolar, próprias do trabalho pedagógico com a alfabetização. Palavras-chave: Leitura. Literatura na escola. Etnografia. AbstractThe focus of this text, part of a broader research on children's literacy, is literary education in the school context. The objective is to address how two teachers, research collaborators and working in a 2nd year class, from the Municipal Network of Recife, conducted mediations while reading literary books, in addition to highlighting and understanding the differences and similarities in these mediations, revealing the literature schooling process. Methodologically, it is worked with ethnographic techniques and tools, including participant observation and interviews; the central analysis category of this study is the event. It is argued that interactions with the literary book, mediated by teachers, need to occupy a prominent place in literacy processes. The results obtained indicate that, in this class, they occupied this place, but also point out contrasts among the forms of the literary text mediation, which can result in different learning for children; in addition, they make clear the inevitable schooling literature process, with the marks of school culture, typical of pedagogical work with literacy. Keywords: Reading. School Literature. Ethnography.

Intertextuális utalások II-III. századi phrygiai sírfeliratokon

A Közép-Anatóliában fekvő Phrygia nagy történelmi múlttal, sajátos nyelvvel és kultúrával rendelkező térség volt a Római Birodalomban, ahol az írásbeliséget és az irodalmi műveltséget igen sokra becsülték. A Kr. u. II–IV. század közötti időszakból több száz görög nyelvű epigráfiai emlék maradt ránk, amely mindezt tanúsítja. A síremlékeken feltűnően nagy számban ábrázoltak írótáblákat, tolltartókat és papirusztekercseket, és sehol másutt nem került elő ennyi verses sírfelirat, melyeknek szinte mindegyike zsúfolásig tele van homérosi reminiszcenciákkal és klasszikus mitológiai utalásokkal. Mindez ráadásul nemcsak a városok, hanem a rurális területek lakói – többnyire egyszerű földművesek és állattenyésztők – körében is egyformán jellemző. Az epikus nyelven fogalmazott verses epitáfiumok a görög–római vallás hívei és a keresztények között is népszerűek voltak. Az utóbbiak természetesen bibliai idézetekkel és allúziókkal is bővítették irodalmi repertoárjukat, ráadásul már nagyjából másfél száz évvel a konstantini vallásbéke előtti időszakban.Phrygia in Central Anatolia was an area with a rich historical heritage, its own language, and particular culture within the Roman Empire, where literacy and literary education was highly valued. All this is witnessed by hundreds of Greek epitaphs that have come down to us from the period between the second and fourth centuries A.D. A strikingly large number of these funerary monuments depict writing tablets, styluses, pen cases and papyrus scrolls; and nowhere else have so many metrical epitaphs been preserved in the territory of the whole Empire, filled with Homeric reminiscences and classical mythological references. Besides, this is equally typical of the inhabitants of urban and rural areas – simple farmers and stockbreeders – as well. Poetic epitaphs in an epic language were popular among both the devotees of the Greco-Roman religion and Christians. And naturally, the latter expanded their literary repertoire with Biblical quotations and allusions as early as 150 years prior to the religious peace of Constantine’s reign.

A Study of Novel Education and Classicization of Ancient Chinese Novels in the Age of Fusion Media

In today’s new media environment, more and more communication contents have been digitized. Also because of digitization, traditional media and new media, which were previously well-defined services, have now merged, media fusion. In the age of media fusion, communication systems are updated more rapidly and more and more novels are being adapted into TV series. Literary education in ancient China has a long history and has played an important role in the development and dissemination of the ancient Chinese literature. Literary education refers to an educational behavior in which the educator and the educated acquire knowledge, enrich emotional experience, and obtain aesthetic pleasure through the reading, explanation, and acceptance of literary texts and then cultivate language ability and cultivate spirituality. There are many factors that promote the classicization of ancient Chinese fiction works. This thesis examines the relationship between fiction education and the classicization of ancient Chinese fiction works. The experiment shows that there are still many problems with the reading of ancient Chinese novels today; the number of respondents who have an average interest in reading ancient Chinese novels accounts for 51%, and only 12% have a high interest in reading. In terms of the choice of reading content, 16% of the students focus on reading literary masterpieces, 70% are inclined to reading young adult literature and campus literature, and 14% prefer to read romance martial arts novels, popular science books, and newspaper publications, etc.

Spain in the Making and Reception of García Márquez’s Works

Gabriel García Márquez is one of the most beloved and read writers of the last century in Spain. Yet his early literary works went almost unnoticed for more than a decade among Spanish publishers, critics, and readers. The success of One Hundred Years of Solitude and subsequent works transformed him into a popular bestselling writer and iconic figure in that country. Using little-known and new sources, including documents from contemporary reviews and readers’ reactions as well as the author’s archives, this article studies the reception of García Márquez’s works and his rise to stardom in Spain. Key to the successful response to his oeuvre were (1) the literary education of the author, which allowed him to develop a writing style with appeal to Spanish audiences; (2) the diffusion and consecration of the New Latin American Novel (aka Boom novel) during a crisis in Peninsular fiction; (3) the modernization of Spain’s book industry, which benefited the promotion of García Márquez’s works among the rising middle classes; and (4) the writer’s involvement in the country’s cultural and political affairs during its transition to and consolidation of democratic rule. The intersection of these threads resulted in the appropriation of García Márquez as a Spanish writer and his transformation into one of Spain’s cultural icons. This article builds on analytical tools developed by the fields of cultural sociology and the history of reading practices.

The Filmic Literary Works of Gabriel García Márquez

Cinema is a very important area of GGM literary activity, which the author conceived as another way to tell stories, in parallel and connected to the ways novels/stories and journalism tell stories of their own. This article addresses the work of García Márquez as a filmic writer. After briefly explaining the influence of cinema on his literary education, the article focuses on some problems in the writing of subjects and screenplays in relation to film production, which also concerned García Márquez. His film work is discussed in chronological order, while also highlighting the more relevant thematic and aesthetic elements. The theme of destiny opens and closes the discourse, given that it is present both in the first and last important screenplays by the author, Tiempo de morir and Edipo Alcalde, linked to the influence of Sophocles’s Oedipus Rex. Another relevant theme is that of the tension between realistic representation and the different forms of transfiguration of reality, via fantastic elements, absurd situations, and hyperbolic intensifications. Such aspects may be found in the screenplays of many films written by GGM between the 1970s and 1980s: Presagio, El año de la peste, María de mi corazón, Eréndira, Un señor muy viejo con unas alas enormes, and the series Amores difíciles. Finally, the article focuses on some unexecuted projects: unpublished screenplays or film stories, such as “Dios y yo”, “Para Elisa”, and “Blacamán”, which show the richness of the filmic imagination of García Márquez.