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Required Reading of Our Time

Corinna Jerkin   ORCID icon ; Rijeka, Hrvatska

Puni tekst: hrvatski, pdf (269 KB) str. 113-132 preuzimanja: 5.293* citiraj
APA 6th Edition
Jerkin, C. (2012). LEKTIRA NAŠEG DOBA. Život i škola, LVIII (27), 113-132. Preuzeto s
MLA 8th Edition
Jerkin, Corinna. "LEKTIRA NAŠEG DOBA." Život i škola, vol. LVIII, br. 27, 2012, str. 113-132. Citirano 18.04.2021.
Chicago 17th Edition
Jerkin, Corinna. "LEKTIRA NAŠEG DOBA." Život i škola LVIII, br. 27 (2012): 113-132.
Jerkin, C. (2012). 'LEKTIRA NAŠEG DOBA', Život i škola, LVIII(27), str. 113-132. Preuzeto s: (Datum pristupa: 18.04.2021.)
Jerkin C. LEKTIRA NAŠEG DOBA. Život i škola [Internet]. 2012 [pristupljeno 18.04.2021.];LVIII(27):113-132. Dostupno na:
C. Jerkin, "LEKTIRA NAŠEG DOBA", Život i škola, vol.LVIII, br. 27, str. 113-132, 2012. [Online]. Dostupno na: [Citirano: 18.04.2021.]

The subject of the article is required reading in the contemporary Croatian
educational system, specifically in the elementary school. The article is divided into
three parts. The first part describes the general state of required reading in the
contemporary Croatian educational system, especially in the language subjects, and
the field of linguistics and communication (lingustic and artistic field). The second
part presents all the important assumptions, methodological principles and
approaches, teaching forms of the 'new' required reading that are consistent with
fundamental objectives of required reading classes, as well as literature education in
general. The most important objectives of literature education are increasing pupils'
love of literature, development of need for reading and creation of an independent,
critical and selective reader. The requirements of the 'new' required reading are partly
synthesized from varioius earlier important works and partly deduced from
contemporary didactical-methodical theory and contemporary knowledge about
reading, but they are also designed on the basis of inductive theoretical and practical
observations. The combination of the deductive-inductive approach leads to the
conclusion that the required reading must extend to all subjects. Other conclusions are
connected to the required reading of literature, and they are: the need for
individualisation, tutorial approach, greater student freedom in the selection of the
titles, a pleasant atmosphere in the required reading classroom, greater appreciation of
students and their experiences, and the change of existing concepts in literature
classes, that is, the replacement of teaching based on the passages from literary works
by reading complete literary works, so that the reading experience can be more
fulfilling. The third part specifies the consequences arising from such an approach to
required reading.

Ključne riječi
reading: individual approach; required reading; tutorial approach; elementary school

Hrčak ID: 84255


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