Abstract
M.Ed. (Subject Didactics)
There is growing concern that high school pupils and especially those
pupils in the senior secondary phase, are no longer interested in reading .,
Afrikaans books. The result is that the pupils' knowledge and understanding
of literature is fast diminishing. A further consequence is
that the formative possibilities that literature holds for the pupil are
also lost.
It can therefore be accepted that literature and the teaching of literature
has a substance which contributes to the forming of young people on
their way to adulthcod, A paradoxical situation prevails in that the
high school pupil and specifically pupils in the senior secondary phase do
not realise what formative value literature holds for him. The fact is
that prescribed prose and drama hold little significance for the majority
of pupils in this phase of their achonl, careers, as it is nei ther
relevent nor actual. It is therefore necessary that serious attention be
given to the goals we wish to achieve in the teaching of Afrikaans First
Language literature.
The goals we wish to achieve in the teaching of Afrikaans First Language
literature (senior secondary phase) as evaluated in a curriculum rational
and compared to the syllabus, results in a discrepancy between the goals
(ideals), the syllabus content and the teaching (practical). The reason
for this can possibly be attributed to the following factors:
the syllabus content does not accommodate sufficiently the formative
value of literature the criteria for prescribing prose and drama are too limited
too much emphasis is placed on examination
the teaching of literature is possibly too closely tied to the
text
* addressing of modern life situations via literature is not given
sufficient recognition.
From a didactical-pedagocical approach the nature of the discrepancy
between goals, syllabus content and teaching have been analysed. The
criteria for prescribing prose and drama have been examined and curriculum
rational has been brought into line. A situation analysis as a
component of curriculum rational is discussed and attention has been paid
to the present situation in respect of Afrikaans First Language...