Suvremeni metodički pristup bajkama u razrednoj nastavi

Fairy tale, as one of the oldest forms of oral folk literature, is an important part of literary history, which has been developing and changing over the course of years. Although there was a prevailing opinion about its negative influence on the upbringing of children, it found its place in the elementary school curriculum. During the classroom teaching period fairy tale is tackled in each of the four grades of elementary school, especially in the second and third grade, as a part of compulsory or optional reading assignment. The appropriate class structure in fairy tale analysis includes eight different steps: preparing students for reading fairy tales, interpretative reading, experience analysis, retelling of the text, text analysis (interpretation), generalization, preparing students for interpretative reading and other forms of individual creative tasks, and giving assignments for individual work at home. This structure can be partially changed when other contemporary methodological systems in teaching literature are used, such as multimedia and communicative systems. By using these systems the teaching process can be enriched and made easier and more interesting, and, eventually, they can encourage students to read fairy tales and reading assignments in general.