Smolej, MojcaLampret, Nika2020-03-032020-03-032018-022385-8753https://hdl.handle.net/1808/30038Prispevek podaja skrajšan pregled rezultatov analize obravnave skladnje pri pouku slovenščine v osnovni in srednji šoli. Pregled tiskanega učnega gradiva je pokazal, da večina samostojnih delovnih zvezkov za pouk slovenščine učencev ne navaja k razmisleku o pomembnosti pridobljenega znanja s področja skladnje. V pregledanih samostojnih delovnih zvezkih skoraj ni mogoče zaznati kritične refleksije in osmislitve pridobljenega znanja. The article presents a shortened and simplified overview of the results of the analysis regarding teaching Slovene syntax in elementary and secondary school. A review of printed learning material showed that most autonomous workbooks for teaching Slovene do not encourage elementary and high school pupils to reflect on the importance of the acquired knowledge in the field of syntax. In the examined autonomous workbooks, it is hardly possible to detect critical reflection and understanding of acquired knowledge.Copyright 2018, the Authors. All articles are licensed under a Creative Commons Attribution Non-Commercial 4.0 International License (CC-BY-NC).http://creativecommons.org/licenses/by-nc/4.0/syntaxSlovene lessonselementary schoolgymnasiumsecondary technical and vocational educationsskladnjapouk slovenščineosnovna šolagimnazijasrednje strokovno in poklicno izobraževanjeArticle10.17161/1808.30038openAccess