| KRATKA VSEBINA | Članek v uvodnem delu razloči spontano in kritično branje, v osrednjem delu pa prikazuje odgovore osnovnošolskih učiteljev na vprašanja, povezana s cilji tekmovanja, vlogo mentorjev branjapri pripravi tekmovalcev ter primernostjo izbire besedil, z navodili za pisanje razlagalnega spisa in kriteriji za njihovo ocenjevanje. Kritično branje izhaja iz zasnove komunikacijskega pouka književnosti, ki bralni dogodek (pouk oz. tekmovanje) opredeljuje kot prehajanje od spontanega k poglobljenemu branju, pri čemer ima pomembno vlogo učitelj književnosti. Mentorji Cankarjevega tekmovanja kot najpomembnejše označujejo cilje, povezane z bralno motivacijo, razvijanjem branja ter z individualizacijo indiferenciacijo pouka slovenščine. Med dejavnostmi kot osrednje pojmujejo kritično branje izhodiščnih besedil, poglobljeno branje navodil za pisanje ter aktualizacijo besedil. Navodila in kriteriji za vrednotenje razlagalnihspisov se jim zdijo primerni, bolj podrobni bi zaradi večje objektivnosti lahko bili na šolskem tekmovanju. // After outlining the distinction between spontaneous and critical reading in the introduction, the article discusses the responses of primary school teachers gathered in a questionnaire related to an optional form of reading competence assessment known as the Cankar Award Contest: the role of mentors, the range and suitability of the literary texts, the essay titles and criteria for the assessment of pupils' answers. Critical reading is related to a communication approach to literature that defines "a reading event" as a transition from a subjective to a critical response to literature, a process in which the teacher's involvement is essential. Mentors of the Cankar Award Contest stress the importance of goals related to reading motivation and the development of reading competence, together with the individualisation of approaches to language teaching. When discussing classroom activities, they list critical reading of literary works, in-depth understanding of reading tasks and the topicalisation of literary messages as the most important components of a reading event. They find both reading tasks and reading criteria very appropriate; in their opinion,however, the criteria should be somewhat more precise at the first level ofthe contest. |