Riddles in Textbooks and in Class

Abstract

The paper deals with the literary form of riddles as a mandatory program and teaching content according to the curriculum of 2019. It is based on the literary-theoretical determination of the riddle. An analysis of textbooks for teaching literature in the first four grades of primary school was made with regard to the representation of the riddle and also an analysis of methodical instrumentation were performed. Time continuity has also been established with regard to the presence of the riddle in teaching as well as in the methodical approach to riddles. The analysis showed the justification of the riddle in the textbooks, but also the modesty of the methodical instrumentation accompanying it. The methodical approach as the end outcome records the creation of a riddle, which was verified by a pilot research which was presented in the paper and demonstrated the readiness of the pupils to create a riddle.