FOLIA 227
ŶŶĂůĞƐhŶŝǀĞƌƐŝƚĂƟƐWĂĞĚĂŐŽŐŝĐĂĞƌĂĐŽǀŝĞŶƐŝƐ
^ƚƵĚŝĂĂĚŝĚĂĐƟĐĂŵ>ŝƩĞƌĂƌƵŵWŽůŽŶĂƌƵŵĞƚ>ŝŶŐƵĂĞWŽůŽŶĂĞWĞƌƟŶĞŶƟĂϴ;ϮϬϭϳͿ
/^^EϮϬϴϮͲϬϵϬϵ K/ϭϬ͘ϮϰϵϭϳͬϮϬϴϮϬϵϬϵ͘ϴ͘ϴ sŝƓŶũĂDŝđŝđ͕ŽũĂŶDĂƌŬŽǀŝđ&/Zzd>^/EWZK>D
WƌŽďůĞŵͲďĂƐĞĚĂƉƉƌŽĂĐŚŝŶƚĞĂĐŚŝŶŐĨĂŝƌLJƚĂůĞƐ
/ŶƚƌŽĚƵĐƚŝŽŶ
ǤǦǡ ǡ Ǥ Ǧ ͳǡ ǡ Ǥ ǡ ǡ ǡ ȋȌ ǡ ǡ ǡ ǡ Ǥ ǡ ǡ ǤǦ ǡ ǡ Ǣ Ǥ Ǥ ǯ ǯ Ǥ ǯǡ ǤWƌŽŐƌĂŵŵĞƐĂŶĚĚŽŵŝŶĂƚŝŽŶŽĨƚŚĞƐƚƌƵĐƚƵƌĂůŝƐƚĂƉƉƌŽĂĐŚ
ŝŶƚĞĂĐŚŝŶŐĨĂŝƌLJƚĂůĞƐ
ʹǡ ǡ Ǥ ͳԘǤ ©ǡ Ȃ ¯ ǡ ǡʹͲͳͷǤǤͷͷΫͻǤ ʹԘ ǣ ǣȀȀǤǤǤȀȀǦȀǦǦǦǦȀǫαǡ ʹͲʹͲͳǤFAIRY TALES IN A PROBLEM Problem-based approach in teaching fairy tales ϳϵ ǡ ǡ Ǥȋ Ȍǡ ǡ ȋȌǤ Ǥ ǡ ǡ Ǥ ǡ Ǥǡ ǡ ǡ ȋ Ȍ ȋ ȌǤ Ǥ ǡ ǡ ǡ ǡ ǡ Ǥ ǡ ǡ ǡ ǡ ǡ Ǥ ȋȀǡ ǡȌǡ ǡ ǡ Ȁ Ǥ ǣǡǣǡ ǡ ǡ ȋ ǡ ǡ ǡ Ȍǡ ǡ ǡ ǡ ǡ ǡ ǡ ǡ ǡ ǡ ǡ ǡ ǡ in the work of prose3. ǡ
Ǥ 3ԘǷ Ǧ ǡ ǡ Ǥ ǡ Ǥ ǡ ǡ Ǥǯ ǡǡ ǡ dzǡ ǤǤͳ͵ǡǣǣȀȀǤǤǤȀȀȀΨʹͲ ΨʹͲ ȀΨʹͲ ΨʹͲΨʹͲΨʹͲΨʹͲȀ͵ΨʹͲ ΨʹͲΨʹͲΨʹͲ ΨʹͲΨʹͲΨʹͲΨʹͲΨʹͲ Ǥǡ ʹͲʹͲͳǤ
ϴϬ sŝƓŶũĂDŝđŝđ͕ŽũĂŶDĂƌŬŽǀŝđ Ǥ ǡ Ǥ ǣ ȋ Ȍǡ ȋ Ȍǡ ȋȌǡ ȋ Ȍǡ ȋ Ȍǡ ȋ Ȍǡ ȋ ȌǤ ȋȌ ȋǡ ǡ ȌǤ Ǥ ǡ ǡ ǯ Ǥ ǡ ǡ ǡ ǤǦ ǣ ǡ ǡ ȋǡǡǡȀǡ ǡ ǡ ǡ Ȍǡ ǡ ǡ Ǥ ǣ (notice the ǦȌǡȋȌǣ ǡ ǣ ǡǣ ǡǡ ǡ ǡ Ǣ ǡ ǣ ǡ ǡ ǡ ǡ ǡǡǡ ǡȋ ǡǡȌ and key ȋ ȌǢ ȋǡ ǡ ǡ ȌǢǢ of the ǡǡǡǡǤ ǡ ǤǦ Ǥǡ Ǧǡǡ Ǥǡ Dz ǡ dzǤ ǡ ǡǡ ǡ Ǥ Ǧǡ ǡ ǡ and ǡ Ǥ ǣ Dz Ǧ Ͷdzǣ ͶԘĂǤ
FAIRY TALES IN A PROBLEM Problem-based approach in teaching fairy tales ϴϭ Ǧ Ǥ ǡ Ǧ Ǥǡ Ǧǡǡ genre based groups of requirements.
ǯ Ǧ ȀǦȀ Ǥ Ǧ Ǥ
WƌŽďůĞŵďĂƐĞĚĂƉƉƌŽĂĐŚŝŶƚĞĂĐŚŝŶŐ
ǡǡ Ȁ ǡ ͷ. Dz dz Ǧ ǡ Dz dzǡ ǡ Dzdz . ǡ ǡǡǡ ǡǯǡ ǡ ǡ ǤDz ǯ ǯ Ǥ ǡǡǡǡ dz. ǡǯ ǫDz dzͺ. Can Ǧ ǡ ǫ ǡ Ǧ ǡ ͷԘǤ©ǡāǡʹͲͲǡǤ͵ͻȂ͵ͺǡ ǤāǡāǡͳͻͺͻǡǤ͵Ͳ͵ǡ Ǥ©ǡāǡʹͲͳͳǡ Ǥ͵ʹʹȂ͵ʹǤ ԘǤāǡāǤͳͻͺͻǤ Ǥ͵ͳͺǤ ԘǤ©ǡāǡ-ʹͲͳͳǡǤ͵ʹ͵Ǥ ͺԘǤǤ©ǡāǡʹͲͲǡǤ͵ͲǤϴϮ sŝƓŶũĂDŝđŝđ͕ŽũĂŶDĂƌŬŽǀŝđ Ǥ ǡ the can be found in the shifting continuum between ȋͳȌ ǡȋʹȌ ǡȋ͵Ȍ Ǥ ǡ ȀǣDz ͻǤ ǡ ǡ ǯ ǫ ǫ ǡ ȋȌ ǯ ȋ ȌǤǡ Ǥ ǡ Ǥ Ǥ ǡ ͳͲ Ǧ Ǥ Ǧ Ǧ Ȃ Ȁ Ǥ ȋ Ȍ Ǥ ǡ ǡ Ǧ Ǥ ȋ ǡ ǡ ǡ ǤȌͳͳǤǡ ȋ and drama). It points out to certain ǡǡ Ǥ Ǥ ǣ Dz dz ͻԘĂǤ ͳͲԘǤ ©ǦæǡǤ «««. Beograd. ͳͻͻǤ ǡ Ǥ ͳͳԘǤǡ «ǡǡǤ
FAIRY TALES IN A PROBLEM Problem-based approach in teaching fairy tales ϴϯ Ǥ ǡǡ ǡǡǤ ǡ Ǥ Ǥǡǡ Ǥ ǡ ǡ ͳʹǤ ǡ ͳ͵. ǡ ǯ Dz dz ǡ ǤǦ ǡ ǤǦ ǡ Ǥ Ǧȋǡǡ ǡ ȌǤǡ Ǥ Ǧ Ǥ ǡ ǡ Ǧ ǡ ǡ ǦDzdzǡ ǤǯǦ Ǥǡ Ǥ Ǧǡ Dz dzͳͶǤ Ȁ ǡ ǡ Ǥ ǯǤ ǯǡ ǡ ǦǡǤ Ǧǡ ǡǯ Dzdzǡ ǡ ǡ ǡ ǤDz dzǡ ͳʹԘǤʛǤæ©Ǧǡǡǡͳͻͺ͵Ǥ ͳ͵ Ԙ ǡ - ǡ Ǧǡǡ - ǯ Ǥ ͳͶԘǤ«©ǡ©ǡʹͲͳͳǡǤʹǤ
ϴϰ sŝƓŶũĂDŝđŝđ͕ŽũĂŶDĂƌŬŽǀŝđ ǯǦǡǦ ǣDz dzǡ DzdzǡDzdzǡDz dzǡͳͷ.
WůĂĐĞƐŽĨŶŽŶͲĚĞĨŝŶĂďŝůŝƚLJĂƐƚŚĞƉůĂĐĞƐĨŽƌƉƌŽďůĞŵďĂƐĞĚƚĞĂĐŚŝŶŐ
ΫDz dzȋȌǡ Dz ǦdzȋȌǫDz Ǧ dzͳǤ Ǧǡǡ ȋDz ǡ ǡ ǡ Ǥ ǡ ǦdzȌͳǡ ǡǡ Ǧ ǤDz ȋ ǦȌ ȋȌǡ ǡ dzͳͺǤ ǡ Ȃ ͳͻ. ǦǣDz ǡ ǡ ʹͲǤ Ǧ ǯǤ Ǧǡǡǡ ǡ of the authorʹͳǤ ǡ Ǥ ǡ Ǥǯ Ǥ ǡDzdzǡǯ Ǥǯ Ǥ ͳͷԘǤǤ©ǡǡʹͲͳͳǤ ͳԘǤǡā«ǡͳͻͳǡǤͶǤ ͳԘĂǤ ͳͺԘĂǤ ͳͻԘǯ ǡ ȋǤǡāǡ«ǡͳͻͷǡǤͳͻͶȂͳͻͺȌǤ ǡ ǡ ǡ dz ȋĂǡǤʹͷͶȌǤ ʹͲԘǤǡā«ǡͳͻͳǡǤͶǤ ʹͳԘ Ȁ Ǧ ǡ ǤFAIRY TALES IN A PROBLEM Problem-based approach in teaching fairy tales ϴϱ Ǥ ǫ ǦǤ Ǥǡ Ǧ ǡ ǡ Ȁ ǦǤ
^ĞůĞĐƚĞĚĞdžĂŵƉůĞƐŽĨƉƌŽďůĞŵƉůĂĐĞƐŝŶ^ĞƌďŝĂŶ&ŽůŬ&ĂŝƌLJͲƚĂůĞƐ
ǡǦǣDz ǤǤǤdzǡ Ǥ Ǥǯǡ Ǥ ǫ ǯ Ǥ Ǧ Ǧ ǣ Ǧǫǡ ǯ Ǥ Ǥ Ǧǫ Ǧ ǯ ǣ Dz dzʹʹǡ Dz dzǡ Dz dzʹ͵. In the ǣDzdzǡ ǣDzǡ ǡ ǡ dzǤ ǫǡǡ ǡ ǡ ǤǤ Ǥ ǯǡǡǯǫ ǫ ǫDzǡ ǡǢ ǡǡǡ ǣ Ǯ ǯǤ Ǥʡ ǡ or the ǯǤ ǤǷ ǡ ǯ ǣ Ǯ ǯdzǤ ǯ ʹʹԘ Ǥ ʹ͵ԘǦ Ǥϴϲ sŝƓŶũĂDŝđŝđ͕ŽũĂŶDĂƌŬŽǀŝđ Ǥ Dz ǡ ǡ ǡ ǡǡǡǯ ǯǡǥdz ǡ Ǧǫǡ Ǥ ǯ Ǥ Ǥ ǡ Dz dzǡ ǯǤǡ Dzdzǡ ǡ Ǥ ǯ Ǥ Ƿ ǯ ǡDzǡ Ǥ Ǥ ǡ ǡ ǯ ǡ ǡ Ǥǡ Ǥǯǯ ǡ ±ȋ ȌǤ ǡ Ȁǡ ǡ Ǥ Ã ǡ ǡ Ǥ Dz dzǡ ǡ ǡ Ǥ Ǥ ǣdz ǡǤ ǡ ǤǷ DzǡǡǷ DzǤ ǡdzǤ ǯ ǡ Ǥ ǡ ǣ Ǥ ǡ Ǥ ǡ ȋȌ ǣǷǡǡǯ ǡǡ ǡǨDz
FAIRY TALES IN A PROBLEM Problem-based approach in teaching fairy tales ϴϳ ǡ ȋǡȌǡ ȋȌǡ ǯ ǡ Ǥ ǡ ǡ ǣǷǯǯdzǫ Ǥ Ǧ Ǥ ǯǡ Ǥ ǯ ȋ ȌǤ Ǥ ǤǷǯ ǡǤǯ ǤDzǡ ǡ ǡ Ǥ Ǧǡ ǡ ǣ Dz ǡǤǡ ǡ dzǤ ǯ Ǥ ǡ Ǥ Ǥ ǡ ǯ ǡ Ǥ
ŽŶĐůƵƐŝŽŶ
ǯ Ǧ Dz dzǤǯȋǦȌ Ǧ ǤǦ ǡ Ǧȋ Ȍ ǯ ǡ ǯ Ǥ Ǧ Ǥ ǡ ǯǡǯ ǡ ǡǤ ǡ ǡ ϴϴ sŝƓŶũĂDŝđŝđ͕ŽũĂŶDĂƌŬŽǀŝđ ǡ ʹͶ. Ǥ ǡ ǡ Ǥǡǡ ǡ Dz dz ʹͷǤ Ǥ ǯ ǡ ǡ Ǥǡ ǡǦ ǡ ǡ Ǥ ǡ ǡ ȋ ǡ ǡ ǡ ǡ Ȍ ǡǡ Ǥǡ Ǥ Ǥ ǤǡǦ ǤǦ Ǧ ǯǣ ǡ ǡǤ Ǧ ǡ Ǧ.
^ŽƵƌĐĞƐ
ǤǤǡǤǡͳͻͻͳǤ Ǥǡ©ˬ©ǡǡʹͲͳͷǤ ©Ǥǡǡǡ«ˬʹͲͳͳǤ ǡǡʹͲͳͷǤ ʹͶԘ ǡ ǡ ǤǤ ǡǣ - ȋǤǤ ǡā āǡ āǡǡǡͳͻͺǡǤͶȂͶȌǤ ʹͷԘǤǡā«ǡͳͻͳǡǤ͵ͶǤFAIRY TALES IN A PROBLEM Problem-based approach in teaching fairy tales ϴϵ