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Metacognition in the Teaching of Literature

Metacognition in the Teaching of Literature

Martina Petríková
Copyright: © 2017 |Pages: 19
ISBN13: 9781522522188|ISBN10: 1522522182|EISBN13: 9781522522195
DOI: 10.4018/978-1-5225-2218-8.ch013
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MLA

Petríková, Martina. "Metacognition in the Teaching of Literature." Metacognition and Successful Learning Strategies in Higher Education, edited by Elena Railean, et al., IGI Global, 2017, pp. 231-249. https://doi.org/10.4018/978-1-5225-2218-8.ch013

APA

Petríková, M. (2017). Metacognition in the Teaching of Literature. In E. Railean, A. Elçi, & A. Elçi (Eds.), Metacognition and Successful Learning Strategies in Higher Education (pp. 231-249). IGI Global. https://doi.org/10.4018/978-1-5225-2218-8.ch013

Chicago

Petríková, Martina. "Metacognition in the Teaching of Literature." In Metacognition and Successful Learning Strategies in Higher Education, edited by Elena Railean, Alev Elçi, and Atilla Elçi, 231-249. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2218-8.ch013

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Abstract

In this chapter the problems of metacognition in the teaching of literature is considered. Artistic text is understood as a learning problem or assumption of developing cognitive and reading skills and the acquisition of literary terms in lower secondary education. Depending on the specific objectives of the analysis and interpretation of a literary text in the context of didactic communication and in accordance with the ambition to develop thinking and ability to learn, the author suggests teaching strategies and methods that participate in the processing and development of (factual, conceptual, procedural, metacognitive) knowledge of literary science, especially at higher levels of cognitive thinking.

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