Abstract The following article is about cultural and literary education at school. Its point of reference are considerations regarding conditions of Polish education system in relation to Polish language classes. The article emerges from the need to seek solutions helpful in overcoming the reading crisis, which being conditioned by various cultural and social factors, is present at school and is expressed by the negation of mandatory reading material, as well as rejection of teaching model established in education. The author of this text attempts to reflect on the awareness of reading material which is used, or might be used in modern school. The criteria proposed in this article are related to the issue of choosing material suitable for reading. They can be used as a selection mechanism implemented at the stage of designing the process of teaching. Further parts of the text describe the ways of obtaining open interpretations from students in the process of education while designing introductory reading material classes. They can be treated as solutions which could have different functions, useful in terms of the quality of literary-cultural education. The article is complemented with the concept of planning the lesson based on the use of students’ open interpretations, which if organised in a planned and conscious way, could stimulate students’ participation and facilitate reading while dealing with literature discussed at school.

中文翻译：

---

学校阅读组织：学生公开口译的作用和意义

摘要下面的文章是关于学校的文化和文学教育的。它的参考点是有关波兰语文课程的波兰教育系统条件的考虑。该文章源于寻求解决克服阅读危机的解决方案的需要，该解决方案受多种文化和社会因素的制约，存​​在于学校中，并通过否定强制性阅读材料以及拒绝建立现有的教学模式来表达。教育。本文的作者试图反思在现代学校中使用或可能使用的阅读材料的意识。本文提出的标准与选择适合阅读的材料有关。它们可以用作在设计教学过程阶段实施的选择机制。本书的其他部分描述了在设计入门阅读材料课时，在教育过程中从学生那里获得公开解释的方法。可以将它们视为可以具有不同功能的解决方案，这对提高文学文化教育的质量很有用。本文以基于学生公开解释的课程计划概念为补充，如果以有计划和有意识的方式组织课程，可以激发学生的参与并在阅读学校讨论的文学作品时促进阅读。本书的其他部分描述了在设计入门阅读材料课时，在教育过程中从学生那里获得公开解释的方法。可以将它们视为可以具有不同功能的解决方案，这对提高文学文化教育的质量很有用。本文以基于学生公开解释的课程计划概念为补充，如果以有计划和有意识的方式组织课程，可以激发学生的参与并在阅读学校讨论的文学作品时促进阅读。本书的其他部分描述了在设计入门阅读材料课时，在教育过程中从学生那里获得公开解释的方法。可以将它们视为可以具有不同功能的解决方案，这对提高文学文化教育的质量很有用。本文以基于学生公开解释的计划课程概念为补充，如果以有计划和有意识的方式组织起来，可以激发学生的参与并在阅读学校讨论的文学作品时促进阅读。