RECEPTION OF LITERARY TEXT BY HIGH SCHOOL STUDENTS
<doi>10.24250/jpe/1/2026/PTC/</doi>
Keywords:
literary reception, educational technology, visible learning, motivation, literary skills, high school students, digital methodologyAbstract
The article investigates the way in which high school students receive literary texts in the context of integrating visible learning technologies. The research was conducted on a sample of 100 11th grade students from the “Andronic Motrescu” College in Radauti, with the objective of analyzing the frequency of reading, preferences for text types and the impact of digital tools on understanding and affective involvement. The results indicate that intrinsic motivation, previous experiences and socio-cultural context significantly influence the reception of literary texts. Digital technologies and visual activities, such as concept maps, multimedia clips and interactive applications, contribute to increasing involvement, developing literary empathy and stimulating critical thinking. The study offers pedagogical recommendations for integrating digital tools in teaching literature, promoting an active and reflective approach, adapted to the diversity of students. The conclusions support the development of a model of good practices that combines traditional and innovative methods to optimize the literary-artistic learning process.
