Stilske figure u nastavnim programima za srpski jezik u mlađim razredima osnovne škole

Abstract

This 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.