ROLE OF FAIRY TALES RECEPTION IN DEVELOPMENT OF CRITICAL THINKING OF PRIMARY SCHOOL LOWER GRADE STUDENTS
DOI:
https://doi.org/10.46827/ejes.v0i0.1057Keywords:
the reception theory, fairy tales reception, critical thinking, a student, mother tongue, literature teachingAbstract
Continual development of critical thinking of students is one of the crucial tasks of efficient teaching. Without constant encouragement of students’ critical thinking, there is no gaining their intellectual independence in the process of acquiring, deepening, expanding and creative application of knowledge. The paper explicated possibilities of using fairy tales reception for the purposes of encouraging and developing critical thinking of primary school lower grade students. Dynamics of fairy tales narration, their overall structure, but also the development of this literary genre (from the folk genre, over the authorial one strongly relying on the oral, to the authorial with much more authenticity) are extremely compatible with the outline that the literary reception theory defined for reception process. In addition, the reception process that we formulate methodically in teaching (forming expectations’ horizon, presenting predictions and assumptions, reading and assessing aesthetic distance) has been recognized as a framework system of critical thinking: evocation, understanding of meaning and reflection.
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