’Det var ikke særlig slemt at læse den’. En empirisk undersøgelse af romanen i klasserummet
DOI:
https://doi.org/10.5617/adno.1065Keywords:
Litteraturdidaktik, romanundervisningAbstract
Hvorfor er det krævende at undervise i romaner? Artiklen besvarer spørgsmålet med udgangspunkt i en observation af en nordsjællandsk gymnasielærers undervisning af en 2.g. biotek-klasse i H.C. Andersens roman Lykke-Peer (1870/- 1984). I fire analytiske nedslag undersøges det specifikt, hvordan undervisningsgenstanden (i form af såkaldte genrevariabler) påvirker undervisningen, herunder lærerens didaktiske prioriteringer samt elevernes reaktioner på genstanden og lærerens udspil. Det litteraturdidaktiske case-studie er gennemført som en fokuseret observation (Hopkins 2009, s. 88-89) på baggrund af en åben pilot-observation af et tilsvarende undervisningsforløb og et teoretisk forarbejde (Skriver 2010). Et af de centrale resultater af undersøgelsen er den analytiske tydeliggørelse af, at genrevariablen den komplekse fortælling, nærmere bestemt afdækningen af fortællertypen, skaber de mest markante didaktiske udfordringer for læreren. På den baggrund forekommer det relevant at videreudvikle de didaktiske genveje og løsningsforslag i relation til fortæller-problematikken, som er fremlagt i en foreløbig form i Skriver (2010).Downloads
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