Obraz szkoły w podręcznikach do języka polskiego (1999-2004)
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Date
2009
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The Noetic Proces of School as a Cultural Byproduct: Textbooks for Polish Language and Literature (1999-2004) in Poland
Abstract
Rozprawa wpisuje się w aktualny nurt badawczych refleksji nad dydaktyką szkolną. Głównym zagadnieniem pracy jest próba odpowiedzi na pytanie o miejsce szkolnego podręcznika w procesie przekazu wizerunku szkoły. W jaki sposób autorzy podręczników ten przekaz kształtują, zwracając się zarówno do indywidualnego odbiorcy, jak i do zbiorowości uczniów. Sumując właściwości jednostkowych konkretyzacji, zmierzano do uchwycenia elementów powtarzalnych. By wizerunek szkoły był jak najpełniejszy, badano stopień intensywności występowania danej cechy. Wyłaniający się z toku badań empirycznych wizerunek szkoły, poddano zestawieniu z obrazem, o jakim najczęściej mówi się w trakcie zajęć polonistycznych. Analizie poddano 197 podręczników do języka polskiego na różnych etapach kształcenia. Badano obecność toposu szkoły nie tylko w zamieszczonych tekstach, ale także w ich obudowie dydaktycznej: zadaniach, poleceniach, ćwiczeniach. Dane statystyczne uzupełnione zostały listami frekwencyjnymi. Teoretyczną refleksję dopełniają wskazania praktyczne – wnioski z przeprowadzonych analiz, sugestie kierowane do autorów podręczników szkolnych oraz propozycja treści podręcznikowych ze szczególnym uwzględnieniem szkoły podstawowej.
In the context of recent research into the didactic culture of the school, this study aims to cast more light on the contribution of the school textbook in terms of how it is seen and its related process as a so called topos in the formative stages of the Polish education system. The principal focus of investigation therefore was the school as a formative topos in education, a specific cultural noesis based on explicit/implicit didactic premises that may be present in the form of content and related exercises that such textbooks may offer. In order to gain a more complete picture of the school, empirical research was conducted, investigating the intensity of frequency for particular textbook elements in the possible formation of such a noesis, in concordance with the creation of an associated culture, as presented during Polish Language and Literature classes. Accordingly, 197 textbooks were analysed (approach to the individual pupil as well as pupils per se) at various levels of primary and secondary schooling. Subsequently, on the basis of particular elements that appear as significant and are repeated, the base of material was created into a relevant corpora. The results of the above study may suggest the need for a review of the direction and its educative effects on school culture in particular respect to the didactic process and its main media such as textbooks. In this sense, Polish Language and Literature classes may be seen as an exemplar whereby propositions resulting from the above research can be addressed to those who write textbooks (in particular for primary education), as far as the choice and application of themes is concerned.
In the context of recent research into the didactic culture of the school, this study aims to cast more light on the contribution of the school textbook in terms of how it is seen and its related process as a so called topos in the formative stages of the Polish education system. The principal focus of investigation therefore was the school as a formative topos in education, a specific cultural noesis based on explicit/implicit didactic premises that may be present in the form of content and related exercises that such textbooks may offer. In order to gain a more complete picture of the school, empirical research was conducted, investigating the intensity of frequency for particular textbook elements in the possible formation of such a noesis, in concordance with the creation of an associated culture, as presented during Polish Language and Literature classes. Accordingly, 197 textbooks were analysed (approach to the individual pupil as well as pupils per se) at various levels of primary and secondary schooling. Subsequently, on the basis of particular elements that appear as significant and are repeated, the base of material was created into a relevant corpora. The results of the above study may suggest the need for a review of the direction and its educative effects on school culture in particular respect to the didactic process and its main media such as textbooks. In this sense, Polish Language and Literature classes may be seen as an exemplar whereby propositions resulting from the above research can be addressed to those who write textbooks (in particular for primary education), as far as the choice and application of themes is concerned.
Description
Wydział Filologii Polskiej i Klasycznej: Instytut Filologii Polskiej
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Keywords
Szkoła, School, Podręcznik, Textbook, Tekst, Text, Obraz, Noesis, Stereotyp, Stereotype