Kaunokirjallisia elämyksiä etsimässä: Analyysi perusopetuksen ja lukion opetussuunnitelmateksteistä

Abstract

This study explores on how experience emphasising conceptions of literature are written in the national core curricula of primary and upper secondary education. The study focuses on how these conceptions are formed and how they change through the levels of education. The data of this study consists of the text of the Finnish language and literature curriculum. The text was analysed through the means of content analysis using the Atlas.ti program. The analysis revealed that although the curriculum has experiential content and objectives for literary education, overall the curriculum puts more emphasis on skills related to analytical reading of texts. Because the objectives for reading experiences remain the same through the grades, no progression of skills related with experiential reading could be found.