BULGAKOV IN THE TEACHING PRACTICE

Abstract

This paper presents the results of a research conducted in „Jovan Jovanović Zmaj“ Grammar school in March 2014 with a sample of 35 students. The experimental procedure consisted of specially designed teaching methods and approaches, as well as the evaluation papers, with the aim of confirming the hypothesis that students’ motivation increases as a result of intertextuality used as a method of analysis and as a basis for the implementation of lessons. We know that students’ motivation for reading and active participation in the process learning and thinking depends on many factors, both inside and outside the classroom. If a teacher’s personality, his or her preferences, and personal motivation and engagement are taken as the key factors in motivating students, applying ideas of modern literary theory in the teaching process is the most appropriate solution to achieve that, since modern approaches in text analysis open up many possibilities in designing classes. We tried to test this theory in practice by constructing a micro-study, which included the observations and monitoring of the teaching process, as well as student and teacher evaluation forms. The hypothesis was that students are generally more motivated, more active in participation, and the number of those who read the book is proportionally on the rise if the approach to the text is more innovative, which ultimately motivates the teachers themselves. This was clearly confirmed in the students’ evaluation results. Some of the written and oral comments made by students in the final lesson (the synthesis) were that they think that this was the right time to read the novel, because they understood it quite differently after the lecture. They also agreed that “Master and Margarita” is a semiotic novel, and that they had the impression that they opened up a whole new field of looking at literature. This is proof of their increasing motivation, and also the greatest confirmation of the hypothesis that was tested.