Please use this identifier to cite or link to this item: https://scidar.kg.ac.rs/handle/123456789/14615
Full metadata record
DC FieldValueLanguage
dc.rights.licenseopenAccess-
dc.contributor.authorStakić, Mirjana-
dc.date.accessioned2022-07-13T19:44:18Z-
dc.date.available2022-07-13T19:44:18Z-
dc.date.issued2021-
dc.identifier.citationSerbian Pedagogical Society, Belgrade & University of Belgrade - Faculty of Philosophyen_US
dc.identifier.issn0547-3330en_US
dc.identifier.urihttps://scidar.kg.ac.rs/handle/123456789/14615-
dc.description.abstractThis paper is based on a content analysis of the curriculum for the subject Serbian Language for grades 1-4 of primary school, the purpose of which was to determine to what extent the elements of the curriculum regulating the teaching and learning of figures of speech in the first four grades of primary school are in accordance with contemporary insights into the learning abilities of children of this age, and into the importance of figures of speech for learning. An analysis of the content of the reformed curriculum has shown that the enabling of students to understand the role that figures of speech play in a literary work begins in the third grade of primary school, and that instruction only focuses on two figures, namely, simile and personification. The levels of knowledge specified in the syllabus outcomes include knowledge of the instruction content pertaining to these figures, understanding of this content and its application in the course of analyzing a literary work. Learning about figures of speech is gradual, but there is some inconsistency in terms of the relationship of outcomes–content–instructions from grade to grade. It is not enough for instruction about figures of speech to be limited to only two figures, since understanding of the role of figures of speech is an important segment in the interpretation of literary works and helps improve students’ language skills. In addition, work on figures of speech can represent the starting point for internal integration linking literature and stylistics instruction to language, i.e. grammar instruction. It is therefore suggested that enabling students to identify figures of speech in a literary work and to understand their role should start in the second grade of primary school, and that the number of figures of speech that students learn about in the first four grades should be increased.en_US
dc.language.isosren_US
dc.publisherSerbian Pedagogical Society, Belgrade & University of Belgrade - Faculty of Philosophyen_US
dc.rightsinfo:eu-repo/semantics/openAccess-
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/-
dc.sourceNastava i vaspitanjeen_US
dc.subjectSerbian languageen_US
dc.subjectfigures of speechen_US
dc.subjectcurriculum for the subject Serbian Language for grades 1-4 of primary schoolen_US
dc.subjectcurriculum for the subject Serbian Language for grades 1-4 of primary schoolen_US
dc.titleStilske figure u nastavnim programima za srpski jezik u mlađim razredima osnovne školeen_US
dc.title.alternativeFigures of speech in the Serbian language curriculum for grades 1-4 of primary schoolen_US
dc.typearticleen_US
dc.description.versionPublisheden_US
dc.identifier.doi10.5937/nasvas2103351Sen_US
dc.type.versionPublishedVersionen_US
Appears in Collections:Faculty of Teacher Education, Užice

Page views(s)

543

Downloads(s)

116

Files in This Item:
File Description SizeFormat 
0547-33302103351S.pdf183.02 kBAdobe PDFThumbnail
View/Open


This item is licensed under a Creative Commons License Creative Commons