Abstract
This article analyzes methods of literary interpretation at secondary schools. Looking at three sets of interpretations (the publication Interpretation (not only) for the state baccalaureate, the so-called 'Speaking Heads of the FF UK', and Seminars of the Czech Library) and one theoretical work (Didactics of Literature: Challenges of the Field), we identify and classify various methodological influences, building an outline of which interpretative tendencies prevail (intertextuality and New Critical methodologies), those which do not (reception theory and archetypal theory), and those which tend to be overlooked (deconstruction, feminist criticism, new historicism and others).
The article begins by providing a definition of the term 'didactic interpretation'.