Martyno Mažvydo Katekizmo skaitymas ir refleksija mokykloje: lietuvių kalbos ir literatūros programų bei vadovėlių (1991-2013 m.) žvalga
LTStraipsnyje aptariami Lietuvos senosios raštijos tekstų skaitymo mokykloje klausimai. Analizuojamos bendrosios programos ir aptariami literatūros vadovėliai, siekiant atskleisti Martyno Mažvydo Katekizmo bei kitų senosios raštijos tekstų skaitymo didaktinius aspektus: jų statuso programose kaitos tendencijas, probleminius skaitymo klausimus, vadovėliuose siūlomus didaktinius modelius. Kadangi XIV-XVII a. tekstų skaitymas mokykloje tampa vis problemiš- kesnis, analizuojama, kokie vadovėliuose siūlomi veiksmingi jų aktualizavimo ir skaitymo būdai, kaip jie padeda atverti naujas M. Mažvydo Katekizmo reikšmes. [Iš leidinio]
ENThis article discusses the relevant issues of reading the old Lithuanian writings in schools in the context of the current paradigmatic changes of the education system by focusing, in particular, on the Catechism by Martynas Mažvydas. The Lithuanian language and literature curricula for basic and secondary education drawn up in 1991-2013 are being discussed and analysed together with the literature textbooks of that period in order to reveal the didactic aspects of reading and reflecting the Catechism of Martynas Mažvydas, as well as the Lithuanian old writings (literature): the place of the author of the first Lithuanian book in the curricula, the main tendencies in repositioning the old writings (literature) in the curricula, the issues of reading texts of this kind, the suggested didactic models (directions and strategies of reading, the possibilities of dialogic learning). The results of the analysis have showed that the quantitative and qualitative weight of the Lithuanian old writings in the above curricula is constantly changing, however the Catechism by Martynas Mažvydas tends to be considered as one of the most significant texts. It is admitted that the teaching and learning of the old writings is becoming more and more complicated, and therefore it is necessary for the authors of the literature textbooks to find effective ways to actualize it and to offer new reading codes that would open new meanings of such texts. [From the publication]
