20.500.12556/DKUM-88623 Domišlijski svetovi orientalske in zahodne oziroma evropske književnosti ter njihova uporaba pri pouku slovenščine magistrsko delo Fictional universes in oriental and western or European literature and their use in the teaching of the Slovene language Namen magistrskega dela je bil predstaviti orientalske in zahodne domišljijske svetove ter oceniti, ali jih je mogoče uporabljati tudi kot učno motivacijo v osnovnošolskih in srednješolskih programih, ter predstaviti nekaj načinov, kako to storiti. Značilnosti različnih domišljijskih svetov smo prikazali v kronološkem zaporedju, evropske oziroma zahodne tudi s pomočjo literarnih obdobij, pri analizi katerih smo si pomagali s srednješolskimi berili Branja (Ambrož idr.) in Svet književnosti (Kos idr.) Ugotovili smo, da ima vsaka svetovna književnost bogato kulturno zgodovino, iz katere črpa navdih za pisanje, in da različna časovna obdobja s svojimi družbenimi značilnostmi zelo opazno vplivajo na to, kakšne zgodbe in posledično kakšni domišljijski svetovi so ustvarjeni. Ugotovili smo tudi, da bi potencialna zamenjava fiktivnega sveta enega literarnega dela z umišljenim svetom drugega pomembno spremenila ne samo vzdušje v zgodbi, ampak tudi njen potek in končno sporočilo. V empiričnem delu magistrske naloge smo na praktičnih primerih literarnih del prikazali značilnosti domišljijskih svetov v različnih književnostih in književnih obdobjih in ugotovili, da postajata orientalska in evropska oziroma zahodna književnost, posledično pa tudi njuni fiktivni svetovi, zaradi vpliva globalizacije vse bolj podobni druga drugi. Ustvarjanje naših lastnih primerov prikaznih učnih motivacij, pa tudi anketa, ki smo jo izvedli med učitelji in profesorji slovenščine (opozoriti moramo na dejstvo, da gre za majhen vzorec, saj so metodološko popolne odgovore podali le štirje učitelji in profesorji, na majhen vzorec primerov motivacij smo opozorili tudi v predvidenih omejitvah raziskave) sta pokazali, da obstaja veliko načinov, kako pri pouku književnosti uporabiti prikazno motivacijo z ustvarjanjem domišljijskih svetov, vendar pa to velja le v primeru nekaterih književnih del, in sicer tistih, v katerih dogajalni igra pomembno vlogo v zgodbi in pa v primeru zgodb, ki obstajajo v več prostorskih in časovnih različicah – pri slednjih gre običajno za ljudske pripovedke ali avtorske zgodbe s kasnejšimi priredbami. The purpose of this master's thesis was to explore the oriental and western fictional worlds and to assess whether they can also be used as a motivation for learning in primary and several secondary school programmes, and to present some ways to do so. The characteristics of the different fictional worlds have been presented in chronological order – the European and Western ones also with reference to literary periods – which we have analysed with the help of the secondary school books Branja (Ambrož et al.) and Svet književnost (Kos et al.) We found that each world literature has its own rich cultural history from which it draws inspiration for its writing, and that, as a consequence, different time periods with their own social characteristics have a very noticeable influence on the stories and, consequently, the fictional worlds that are created. We also found that the potential replacement of the fictional world in one literary work with the imaginary world of another would significantly change not only the atmosphere in the story, but also its plot and its ultimate message. In the empirical part of this thesis, we used real examples of literary works to illustrate the characteristics of fictional worlds in different literature and literary periods, and found that, due to the impact of globalisation, Oriental and European/Western literature, and consequently their fictional worlds, are showing increasing similarity. The creation of our own examples of motivations for learning, as well as the survey we conducted among teachers and professors of Slovene (we should point out here that this is a small sample, as only four teachers and professors gave full methodological answers, and we have noted the small sample size of motivation examples in the expected limitations of the survey), showed that there are many ways to do this. There are ways of using pictorial motifs to create imaginary worlds in literature classes, though this is only the case for certain literary works, namely those in which the setting plays an important role in the story and for stories that are available in multiple spatial and chronological versions – the latter are usually folk tales or original stories with subsequent adaptations. domišljijski svetovi predstavna učna motivacija ustvarjanje domišljijskih svetov pouk književnosti fictional worlds conceptual learning motivation creation of fictional worlds literature lessons true true false A. Žökš Slovenski jezik Angleški jezik Magistrsko delo/naloga 2024-05-16 16:13:53 2024-07-08 13:16:35 2024-07-09 03:49:40 0000-00-00 00:00:00 2024 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (IX, 126 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 82:37.091.3(043.2) 201043203 MAG_Zoks_Amadeja_2024.pdf MAG_Zoks_Amadeja_2024.pdf 1 0037BAE65D7C37BA26933C83C4D79112 38a74a2679d6ad47fea62fb17cb539ea7819ba8caf6d62047f536979ab9bdff3 d469ca42-2235-11ef-bc5a-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=180148 Filozofska fakulteta Filozofska fakulteta 0 0 0