Litteraturundervisning på gymnasiet -En kvalitativ intervjustudie
Sammanfattning: Literary science is one of the subjects that students learn about in the Swedish curriculum. The purpose is to learn how to interpret texts, to learn the differences between texts and genres and learn about different epochs, the value of societes and people’s perspectives within literature. Then it is the teacher’s assignment to choose which text and/or novel to work with. But there are a lot of literature texts to choose from and different ways to learn and adapt literature assignments. This is a qualitative interview study about how four teachers in high school chooses literature for the literature course, how teacher plan different assignments in classrooms and if different assignments work better or less good for students. I have chosen randomly four teachers where two of the them works at a college preparatory high school and the other two works at a vocational high school. I have emailed the teachers and gotten their consent, we decided together which date and time I would come to the schools for the interviews. I transcribed the interviews and summarized them all, and then I started to work on the analyze. The theories I used as a perspective in the analyze were legitimize and pedagogical process. I used the method content-analyze and were focusing on the teachers way of selecting literature, working assignment for the students and if they were influenced by a specific theory or had a specific perspective of literature. The results showed that teachers uses different sources to select literature for the courses. They choose to let the students opinion affect their choices, to emanate from the programs theme and be inspired by articles, social media and librarians. The most common ways to work with literature is to discuss and speak about texts, to write analysis and investigate texts. But depending on which method they used the teachers prefer to use more oral assignments than writing. Because they believe that oral assignments are a better way to learn about literature and creates more encouragement among the students. At the same time, they find it easier to judge and give feedback to students when they use writing assignments. Two of four teachers mention that they use course literature when they plan their lesson and another teacher mentions that she uses a specific teaching aid when she designs assignments. Except from the course literature, none of the teachers claims that they use a specific scientifically theory when they are planning their lessons.
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