The connection of the methodology of teaching literature with other disciplines. Methods of teaching literature as a scientific discipline

MPL- This is a pedagogical science, the subject of which is the process of teaching literature to schoolchildren as an academic subject, and the task of which is to discover the laws of this process in order to more correctly guide it. The social significance of the methodology of literature is due to the enormous educational value of fiction.

MPL course is designed to help develop the creative principles of a personality-literary specialist, to form an idea of the literary development of schoolchildren, of the historical change in teaching methods and techniques, and of the professional activities of a teacher.

Public importance: Literature is one of the most important means of shaping the worldview and social position of schoolchildren.

Teaching literature is an integral part of the work of the school as a whole. Therefore, the methodology is closely related to didactics, which develops a general theory and general principles of teaching. Teaching methodology is closely connected with literary criticism, as well as with aesthetics.

The methodology distinguishes the following forms of organization of the educational process: a lesson as the main form of training sessions, extracurricular activities, extracurricular activities, extracurricular activities (circles, excursions, literary evenings, exhibitions, etc.).

The development of teaching methods is connected with the solution of the following problems: the relationship between the content and methods of teaching, the method of science and the method of teaching; the nature of the cognitive process in the study of literature; the essence of the literary development of students; ways and methods of analysis of a work of art; age, typological and individual characteristics of the perception of literature; students' literary abilities.

Fiction is called upon to play a special role in shaping the self-awareness of modern society, in its humanization. It carries the artistic, aesthetic memory of the people, moral attitudes. What has been done in the theory and practice of the methodology of teaching literature today? Unambiguous approaches to the development of Russian literature of the 19th and 20th centuries have been overcome, assessments of many literary facts have changed, variable programs, manuals, textbooks have been created, various classes, schools, lyceums, and gymnasiums have been opened.

The nineties brought a lot of new things to literature, literary criticism, aesthetics, philosophy, to the methodology itself. The following theoretical Problems modern methodological science:

1. The problem of reading, the perception of fiction as the art of the word; formation of the reader, his spiritual world. Here it is impossible not to notice the danger of a kind of inertia, inferiority of perception, characteristic of a significant part of

youth, expressed in the choice of books to read, and in the assessments of what they read, and in those life ideals that are formed under the influence of many reasons.

2. Mutual enrichment of literary criticism and methods of teaching literature. Problems and prospects of studying the poetics of a work of art in literature lessons.

3. Deepening the links between the perception of the work, its interpretation, analysis and independent activity of students.

4. The problem of studying the literary development of students, and not only in the research aspect, but as the basis of school teaching of literature, the choice of programs, concepts, technologies of lessons at different stages of literary education

schoolchildren.

5. Historical change in the methods and techniques of studying literature, designing new ones, relying on traditional ones.

6. Formation of a new type of relationship between teacher and student, education of the creative principles of the individual.

7. Search for new lesson structures and modeling of other forms of conducting classes.

Lecture number 1. Methods of teaching literature as a scientific discipline

Lecture No. 2. Literature as a subject at school

Lecture No. 3. Literature teacher and professional requirements for him

Lecture number 4. Methods and techniques for teaching literature at school

Lecture number 5. Stages of work on a work of art. Introductory classes

Lecture number 6. Reading and studying the text of a work of art at school

Lecture number 7-8. Methods for studying a literary work at school

Lecture number 9. Ways of analyzing literary works at school

Lecture No. 10. Final lessons

Lecture No. 11. The study of epic works

Lecture No. 12. The study of lyrical works

Lecture No. 13. Methods for studying dramatic works

Lecture No. 14. Studying the biography of the writer at school

Lecture No. 15

Lecture number 16. The development of students' oral speech in literature lessons

Lecture number 17. The development of written speech of students in literature lessons

Lecture No. 18. Literature lesson in a modern school

Lecture No. 19. Visual aids in literature lessons

LECTURE №1. METHODOLOGY OF TEACHING LITERATURE AS A SCIENTIFIC DISCIPLINE

Plan:

1. Subject, content and structure of the course "Methods of teaching Russian literature".

2. Research methods in the methodology of teaching Russian literature.

3. Interdisciplinary connections of the course.

Keywords: methodology, art, talent, teacher's personality, subject of research interdisciplinary connections, pedagogical science, academic subject, teacher, student; model program, state educational standards, teaching methods and techniques, the problem of a textbook and teaching aids, forms of organization of the educational process.

The methodology of teaching literature as a science has existed for more than two hundred years. But even today the question of its content and tasks is being discussed. A number of educators believe that the method of teaching one or another subject, and literature in particular, is not so much a science as an art. The success of teaching, they note, is determined by the personal abilities of the teacher, the absence of which is not compensated for by knowledge of the methodology: only knowledge of the subject itself and love for it are needed, and pedagogical talent and practical experience will ensure the high quality of teaching.

One cannot agree with this, since not a single profession, including pedagogical, can develop and improve, relying only on talent. In our opinion, it is necessary to talk about mastery, about the actual knowledge of the educational process, about educational skill, the question is mastery based on skill, on qualification.

In the process of training and education, the personality of the teacher, his human qualities, worldview, love for his subject and for children, passion for the profession, the gradual systematic accumulation of teaching experience are of great importance.

Any science has the right to exist as a separate, independent branch of knowledge in the presence of three conditions:

1. a subject of study that is not studied by any other science;

2. the public need to study the subject;

3. specific methods of scientific research.

The main task of the methodology of teaching literature as a science is the discovery of the laws of this process, which are not reducible either to literary laws or to didactic and psychological laws.

Literary criticism studies the patterns of development of fiction, didactics - the general patterns of learning, psychology - the patterns of human mental activity. Methodology directly comes into contact with these sciences, relies on their data, but at the same time solves its own specific tasks.

Based on the discovery of the laws of the learning process, the methodology develops the basic principles of teaching, as well as private rules, which are the initial data for guiding practice.

The methodology of teaching literature is a pedagogical science, the subject of which is the social process of educating schoolchildren in literature as an academic subject and the task of which is to discover the patterns of this process with the aim of deeper correct guidance of it.

The social significance of the methodology of teaching literature is due to the enormous educational value of fiction.

Teaching literature is an integral part of the work of the school as a whole, therefore the methodology is closely related to didactics, which develops a general theory and general principles of education.

The methodology of teaching literature is closely connected with literary criticism - methodology, theory and history of literature. This connection is found in the definition of the purpose, content, structure of the literature course. The methodology of the literature also influences teaching methods.

The methodology is also connected with aesthetics; in the process of studying literature, philosophical, ethical, historical, and linguistic issues are also touched upon.

In solving a number of problems, the methodology of teaching literature comes into contact with psychology. This connection is revealed in two ways: it is the psychology of artistic perception and the psychology of teaching, the mental and moral development of students, and their upbringing.

But psychology and methodology do not coincide in terms of the subject of study: educational psychology studies the mental life of children; methodology - the pedagogical process of learning as a social phenomenon, the assimilation of a circle of knowledge by students, general and literary development, the formation of skills and abilities.

The pedagogical process at school is a very complex phenomenon, in which the teaching work of teachers and the educational work of students in various subjects are interconnected. Therefore, the methodology of each subject should study the relationship of various, especially related subjects - language, literature, history, music, fine arts.

The structure of each science reflects the structure of the subject of its study. The structure of the methodology of literature reflects the process of teaching literature at school. The main elements of this process are: learning objectives, learning process, teacher, student.

Learning objectives affect the selection of material and the system of its organization in the educational process; the subject dictates the system and methods of teaching it to the teacher; The activity of the teacher forms the knowledge, skills and abilities of students.

The methodology of teaching literature develops the problems, goals and objectives of teaching literature at school. The course of literature should meet the educational and educational tasks of the school, the requirements of scientific character and the age characteristics of students.

The methodology guides the creation of standard programs, which indicates the works to be studied; the range of classroom and extracurricular reading at different levels of education was determined; a system of knowledge and skills in the theory and history of literature and a system for the development of oral and written coherent speech were developed, interdisciplinary connections were outlined.

The development of teaching methods is associated with the solution of such problems: the relationship between the content and teaching methods; the method of science and the method of teaching, the essence of literary development, the ways and means of analyzing a work of art, etc.

The methodology also develops the problem of a textbook and teaching aids, the problem of visibility and the use of technical teaching aids.

The methodology, like didactics, distinguishes the following forms of organization of the educational process: a lesson, extracurricular activities, extracurricular and extracurricular activities (circles, excursions, literary evenings, exhibitions, etc.).

The question of the professional training of a teacher of literature, his creative laboratory, and his profile as a specialist is also of paramount importance.

The subject of scientific research in methodology is the teaching of literature to students as an academic subject. It is necessary to distinguish between the practical study of the teaching process by a teacher to improve personal skills, theoretical study in order to develop the theory of methodology, improve teaching practice in general.

A good knowledge of the practice of the school is a necessary condition for research (research work) in the field of methodology. The best way to learn practice is through direct teaching.

Generalization of best practices is one of the methods of scientific research in methodology. The researcher must clearly understand the problem posed to him, isolate it from the complex pedagogical process, and organize a sequence of monitoring the progress of teaching.

The chosen problem should be, first of all, studied in theoretical terms: the researcher should get acquainted with the relevant scientific literature, as well as with what material school practice can provide for its solution.

Then a hypothesis is put forward, i.e. theoretically based assumption about how the problem posed should be solved. The hypothesis must be confirmed by scientifically established facts taken in connection with other facts under precisely fixed conditions. Facts are conclusive if they can be reproduced under certain or similar conditions, if with sufficient persuasiveness the researcher can prove the real connections of these facts with these conditions, if causal relationships are established.

Pedagogical facts must be accurately recorded: tape recorder, transcripts, protocols, written answers, diaries, etc.

The most common are the following research methods:

1. The method of slices, or the method of mass simultaneous polling

2. The method of purposeful observation contributes to a detailed study of the course of the pedagogical process, in accordance with the problem and hypothesis posed by the researchers.

3. Method of natural experiment (close to the method of observations).

4. Laboratory experiment.

Methods of observation and experiment require preliminary and subsequent theoretical work.

LECTURE No. 2. LITERATURE AS A SUBJECT IN SCHOOL

Plan:

1. The essence and objectives of the subject.

2. The place of literature among other school subjects.

3. Stages of studying literature at school.

Keywords: theory of developmental learning, leading activity, direct-emotional communication, subject-manipulative activity, game and educational activities, socially significant and educational and professional activities.

Literature at school includes a certain range of works of fiction, scientific articles on literature, the foundations of the theory and history of literature, a system of oral and written work on the development of speech and reading culture of schoolchildren.

In accordance with the needs and capabilities of a growing person, the subject is built in steps: it relies on the reading training that the child received in the primary grades, contains a stage from grades V to VII, the task of which is to introduce the world of a work of art, develop their reading susceptibility and thereby prepare to the stage of education in a lyceum or college, when works of verbal art are studied on a historical and literary basis and students comprehend the role of literature in the social movement, in the development of the human personality, the self-consciousness of the people and the human personality, in the self-consciousness of the people and mankind.

The place of literature among other school subjects. Literature belongs to the subjects of the aesthetic cycle, together with such subjects as music and fine arts.

The study of verbal art in grades V-V1 is interconnected with the study of other types of art, and in the senior grades, literature is so far the only subject that is entrusted with the artistic education of schoolchildren. But even in the middle and senior grades, literature enters into diverse contacts with all school subjects without exception: firstly, all the diversity of life is expressed in literature, in order to understand a work of art, the reader needs all his knowledge, all his experience; secondly, any school subject relies on literature in order to reveal the beauty of human thought, the humane aspirations of advanced science, the loftiness of the ideas and ideals of mankind.

The ties between literature and the Russian language are especially close: language is the source of literature, its “building material”. At the same time, conscientious art is a treasury and workshop of the highest patterns of speech. Programs in the Russian language and literature have directly contiguous sections devoted to the development of oral and written speech, many types of student work are equally related to both subjects.

Literature is firmly connected with school courses in history and social science. The study of literature constantly needs knowledge about the process and laws of social development, about the historical situation, and social problems. In turn, social science and history cannot do without literature, which helps to see the patterns of social development in the complex course of life, in the unity of “the fate of man and the fate of the people” (A.S. Pushkin).

Teaching literature arose as an expression of the social need for the systematic preparation of the younger generations for activities in the field of verbal art. The methodology of school teaching of literature was formed during the centuries along with the development of literature as an art, the science of literature, along with the artistic self-awareness of society. But only in the middle of the XIX century. in the process of a long and difficult ideological struggle, under the influence of revolutionary-democratic criticism, the subject of school study of style is fiction proper, the work of writers, the literary process. During this period, the role of literature in human life was more clearly defined than ever.

Modern literature programs are built on the basis of two concentrations: V-IX and teaching literature in lyceums and colleges (senior level). This division is based on ideas about the periods of development of the student, developed in the works of psychologists. The programs reflect the basic component of literary education and the content of secondary education standards.

V.V. Davydov in the book "Theory of Developmental Education" (M., 1996) uses the term "leading activity", which causes the most important changes in the psychological characteristics of the child in one or another period of his development. L.S. Vygotsky noted that what was the central line of development at one age becomes side lines of development at another, and vice versa.

In this work, V.V. Davydov gives, with some changes, the scheme for the formation of the leading activity in D.B. Elkonin.

1. Direct emotional communication with adults is typical for a child from the first weeks of life to a year. Thanks to such communication, the child develops a need for communication, an emotional attitude towards adults.

2. Subject-manipulative activity child from 1 to 3 years old. The central neoplasm of this age is the appearance in the child of consciousness, "acting in others in the form of his own childish self"

3. gaming activity peculiar to a small extent to a child from 3 to 6 years. In the game, imagination develops, experiences and “meaningful orientation in them” are formed.

4. Learning activities typical for children from 6 to 110 years. “on its basis, younger students develop theoretical consciousness and thinking, develop their corresponding abilities (reflection, analysis, mental planning), as well as the needs and motives of learning.”

5. socially significant activities are inherent in children from 10 to 15 years old, including labor. public organizational , sports and art. Adolescents acquire the ability to build communication in various teams, the ability to assess the capabilities of their "I", that is, practical consciousness.

6. Educational and professional activities occurs in high school students aged 15 to 17-18 years. They develop professional interests, the ability to build life plans, the moral and civic qualities of the individual and the foundations of the worldview are formed.

Speaking about the various positions of scientists in the field of developmental psychology, V.V. Davydov writes: “For L.N. Leontiev and D.B. Elkonin, the basis for the development of the psyche and personality of a person is the development of his activity, while personality is understood as a characteristic of the activity and integral psyche of a person. For A.V. Petrovsky, the mental is part of the personality, and its development is determined by a change in the relationship of a person with people around him.

Literary development and reading activity of schoolchildren of different ages have been studied in methodological science (works by N.D. Moldavsky, N.I. Kudryashev, S.A. Gurevich, V.G. Marantsman, O.Yu. Bogdanova, etc.). The results of the study were taken into account when creating temporary standards for literary education and variable programs.

The main goal of literary education is to familiarize students with the riches of domestic and world classics, the formation of a culture of artistic perception and education on this basis of morality, aesthetic taste, culture of speech, the basis of the content of literary education is the reading and study of artistic tests, taking into account literary, ethical, philosophical and historical -cultural components.

The transition to a concentric structure of education presupposes the completion of each stage. Modern programs do not contain an indication of the amount of time for each topic; a number of works are offered for the choice of the teacher and students.

In elementary grades the foundations of the reader's culture, the ability to meaningfully expressive reading and elementary analysis of a work of art are laid. In many textbooks, the literary text acts as the main teaching tool. Diverse tasks, including those of a creative nature, are aimed at developing the cognitive and emotional spheres of younger schoolchildren, the full perception of a literary text, and the inclusion of schoolchildren in active speech activity.

A schoolchild, developing preschool experience, masters a work of art as an integral structure, as a creation of a particular author.

In the middle stage(V-IX grades) Literature is an independent subject, two links are distinguished: V-VII and VIII-IX grades. In grades V-VII, a literary work is studied as a result of the writer's work, as a result of an aesthetic understanding of life. The idea of literature as the art of the word involves the development of perception and understanding of the text, the poetics of the author. A culture of speech, a culture of thinking and communication are brought up, emotional responsiveness, the ability to experience and empathize are formed.

Programs of classes V-VII are built according to the concentric principle and on a chronological basis: from folklore and literature of the past to the present. Works of foreign literature are studied in parallel with works of native literature. The programs include sections for independent reading, information on the theory of literature.

Programs VIII-IX are also built according to the concentric and chronological principle. They provide biographical information about the writers, complicate the material on the theory of literature and create a readiness to study the course in lyceums and colleges, built on a historical and literary basis.

In grades V-IX, one can increase attention to the purposeful use of concepts in the theory of literature and to the consideration of the poetics of a work of art in its ideological and aesthetic integrity.

In grades V-VI, students do not just find comparisons, metaphors, epithets in the text, but learn to determine their purpose, learn to “draw” certain pictures with words, master the concept of genre, determine the meaning of individual words and expressions, understand the meaning of the composition and its components components. This is confirmed by the real result of conversations, retellings, business games, written creative works.

In lyceums and colleges the basis of the course on a historical and literary basis is the reading and study of the most important works of Russian and world literature. Three lists of works are outlined: for reading and studying, for reviews and independent reading.

Students in lyceums and colleges master literature in its movement and development, in the context of the historical and literary process and the cultural life of the era. The subject of special concern of the teacher of literature is the formation of the reading circle of students and reader interests, the improvement of reader's perception, the comprehension of the nature of literature and its patterns, the improvement of students' speech.

METHODOLOGY OF TEACHING LITERATURE AS A SCIENTIFIC DISCIPLINE

The methodology of literature as an independent scientific discipline began to take shape about two hundred years ago. Originating in the 18th century, it has come a long way in its development. As a complex discipline (at the intersection of pedagogy and literary criticism), the methodology of teaching literature improved along with the growth of these sciences and society itself.

However, until recently there have been disagreements about its content and objectives. The question of what constitutes the basis of the content of the methodology of teaching literature has long been the object of close attention not only of language teachers, but also literary critics, psychologists, and representatives of other scientific disciplines, causing lively debate.

For some, the methodology of teaching literature is applied literary criticism; others call it the art of teaching; others seek only advice in it to help in conducting lessons; the fourth value in the methodology, first of all, such an organization of the learning process, which is based on the data of psychology about the student-reader, about the periods of his development and the peculiarities of his perception of works of fiction.

There is a widespread opinion among some teachers and scientists that the teaching methodology of a particular discipline, and literature in particular, is not so much a science as an art. They refer to the fact that often, with equal scientific and methodological training, one teacher is able to interest students, gives them extensive and solid knowledge, while the other turns out to be completely helpless. From this it is concluded that the success of teaching is determined by the personal abilities of the teacher, the absence of which is not compensated by knowledge of the methodology; all you need is knowledge of science and love for children, and pedagogical talent and practical experience will tell you how best to bring the educational material to the minds of students. No one, of course, denies the importance of talent in teaching. However, what branch of science, art, technology, practical activity does not need talents? Nevertheless, no profession, including teaching, can develop and improve, relying only on talent. It is impossible to build the upbringing of the younger generation only on the basis of talent and that the matter is decided by skill based on qualifications, on skill.

But skill, qualifications are acquired only on condition of a deep study of one's business. For a teacher of literature, this is, first of all, knowledge of fiction, and also literary criticism, mainly the theory and history of literature, possession of the method of literary study of literary texts. But this still does not guarantee the success of teaching literature F.I. Buslaev rightly pointed out: “It is necessary to distinguish the scientific method from the educational one. The scientist, expounding science, is carried away only by it alone, without paying any attention to the personality of the reader or listener: he offers his science only to those who understand him. On the contrary, the teacher must develop, educate and exercise the abilities of students: then his science has its price when it is appropriate for those persons to whom it is taught.

When they talk about the art of literature teachers, they often mean not just the skill of teaching it, but the fact that the subject itself - one of the most effective types of art - obliges the teacher to be an artist-reader, actor, writer.

A language teacher should love literature, deeply perceive its works, be able to expressively read poetry and prose, know a lot by heart. But first of all, he is not an artist, but a teacher who must have a wide range of knowledge in fiction, aesthetics, literary criticism and methodology, have the ability to teach and educate students.

Teachers' observations on the teaching of students, their development, on the most appropriate methods and techniques for teaching the relevant academic subject are passed down from generation to generation, summarized and scientifically substantiated in pedagogical and methodological writings, in educational books and represent such a cultural heritage that cannot be passed by. teacher. To deny a long-existing science - methodology and to reduce the teacher's task to an intuitive mastery of the art of teaching, based only on personal abilities, means to prevent him from mastering a true skill based on solid knowledge.

What is the methodology as a scientific discipline, what is the object of its study, goals and objectives?

Some consider the methodology of literature an applied science, taking its content and teaching methods from literary criticism. But this is not true. Science, which is the basis of the academic subject, and the methodology of its teaching, for all their organic connection, have different objects of study and different tasks. Literary criticism studies the essence of fiction, the patterns of its development based on the study of the facts of literary life and related phenomena: works of art, critical and journalistic literature, biographies of writers, documents related to their work, historical and social events, etc. Methods of literature studies the process of teaching students literature as a school subject at school, the patterns of this process, based on the study of facts of a pedagogical nature: students' perception of literary works, their assimilation, as well as the basics of literary science, the educational and educational influence of literature on children, their development in the process of school and extracurricular activities, depending on the specifics of the material, teaching methods, etc. Of course, it is impossible to study the process of teaching students literature as an academic subject without knowing the specifics of literature as a form of ideology, its laws. However, the laws of learning do not follow directly from the laws of literature. According to the object of study, content and tasks, the methodology of literature is part of the pedagogical sciences, while literary criticism is a philological science.

Methods of teaching literature is a private pedagogical discipline, object the study of which is the pedagogical process of educating students in literature as a subject (i.e. the relationship between teacher and students in school classes in literature) and task which consists in discovering the patterns of this learning process in educational work on literary material in order to guide it most correctly.

The methodology of teaching literature studies the pedagogical process of classes in literature separately in grades V-VIII (in the system of literary reading) and in the upper grades of secondary school (in terms of the school historical and literary course), everywhere determines the successive stages of studying literary material, methods of educational work and types of lessons in relation to the age of students, to literary material, establishes a system of knowledge in the history and theory of literature and ways of communicating this knowledge to students.

The methodology of teaching literature outlines the path that should be taken when teaching schoolchildren this academic subject. The choice of this path, the formation of one's own view of the content and methodology of literary education is not only the result of an analysis of someone else's experience, but also the result of understanding a number of theoretical problems of teaching literature at school, among which the following can be distinguished primarily: the goals and content of literary education, the reader - schoolchild, the perception of fiction by students, school analysis of a literary work, the relationship of methods and techniques of teaching, perception and analysis of a literary work, the study of literature in the specifics of the genus and genre, questions of the history and theory of literature in the school course, etc. The methodology of teaching literature highlights the problems of the modern literature lesson (the variability of lessons, the relationship between extracurricular reading and other organizational forms of classes (electives, extracurricular activities), individualization and differentiation of teaching literature, the development of reader independence, the organization of reading, managing the reading interests of schoolchildren; considers practical issues (oral and written speech of students, their speech creativity, teaching writing essays, the formation of skills, the role of visibility).

The priority areas in the course "Methods of teaching literature" are such topical issues as the paramount importance of reading, perception and interpretation of a literary work, contributing to the formation of humanistic ideas about the world around; inclusion in the lesson of literature of the analysis of the poetics of a literary text in accordance with the ideas of hermeneutics; taking into account the level of literary development of schoolchildren; using the achievements of literary education in Russia; search for new methods and technologies for conducting classes; dialogue of cultures; inclusion of the cultural aspect in the study of literature.

The school should instill in students not only knowledge, but also teach them to master the methods of cognition. This determines the constant attention of researchers and teachers to the personality of the student in the theory and practice of teaching literature. Reading and analyzing works of art, students acquire specific, "artistic" knowledge - ideas about life, about the inner world of a person, about the social and moral ideals of people from different eras. In order for the meeting of the reader-student and the writer to take place, so that the literary text is deeply assimilated, the teacher needs to awaken the mental, emotional, creative activity of students.

Therefore, now one of the most important tasks of the methodology of teaching literature is to help the teacher implement such principles of teaching the subject that would stimulate the active behavior of schoolchildren in the educational process, would create conditions for the creative nature of their activities. If these principles are constantly implemented in the classroom, then students will not only learn the methods of studying works of art, but also master the methods of cognition, the methods of artistic exploration of reality.

Studying the program topics of the course, students acquire knowledge of the theory of literature and the historical and literary process. They must be able to put them into practice. Therefore, the urgent task of the methodology is to develop a system of knowledge, skills and abilities. The teacher should strive to instill in students an interest in learning, independent work skills, awaken in them the spirit of search and a thirst for discovery. Literature as an academic subject provides great opportunities for this. In order for the teacher to be able to implement them, the methodology substantiates and improves various methods, techniques and forms of work that help him maximize the activity of schoolchildren, organize their teaching as work and creativity. This nature of educational activity has a positive effect on the education of the personality of students, develops their independence.

Literature at school as a subject: goals, functions, structure. Its connection with other school subjects.

Lit-ra refers to the humanities. sciences and also gives people the knowledge of reality. But Litra thinks figuratively, so it allows you to form creativity. imagination.

Cognitive value of a liter: a powerful tool for broadening one's horizons. Hood. liters takes the child out of the circle of his own. impressions in comprehending pictures of the world in general.

Functions:

Main f-i The child learns about himself and those around him.

Bring up. f-i- education of a citizen and a patriot. Emotion education. spheres of personality, leaving the reader alone with the world recreated by the work.

Developing function- text analysis leads to the development of thinking, the development of critical thinking, the development of speech.

The main content of lit. shaping-.

Kochurin M.G.: Litra as textbook. the subject is a system of ZUN, necessary for the child to perceive verbal art, to develop art. cool-ry, speeches, creativity. way-tey.

Bogdanova O.Yu.: The basis of lit. image-I - reading texts thin. liters, as well as the study of ethico-philos. and historical cult. aspects.

GOS 2nd generation: Ochnova liters - reading and studying art. books, cat. are the gold fund of Rus. classics, their perception, analysis.

Goals and objectives of studying liters at school:

1. Education of a spiritually developed personality, the formation of a humanistic. outlook, citizenship consciousness, feelings of patriotism, love and respect for the liter and the values of the report. cool-ry.

2. Development of emotions. perception of thin text, figurative and analytical. thinking, creativity imagination, read. culture and understanding of the author's position, the formation of ideas about the specifics of literature as a type of art, the need for self-sufficiency. reading, development of the mouth. and letters. speech.

3. Mastering texts. thin produced in the unity of form and content, based on historical literature. and theoretical literature. concepts; mastery of reading and analysis skills. proivz th, identification in the production of specifically ichtorich. and universal. content, competent use of RLA when creating an utterance.

In accordance with the needs and capabilities of a growing person, the subject is built in steps:

It relies on the reading training that the child received in the primary grades, contains a stage from grades V to VII, the task of which is to introduce them into the world of a work of art, develop their reading susceptibility and thereby prepare them for the stage of education in a lyceum or college, when works of verbal art are studied on a historical and literary basis, and schoolchildren comprehend the role of literature in the social movement, in the development of the human personality, the self-consciousness of the people and the human personality, in the self-consciousness of the people and mankind.

The place of literature among other school subjects.

Literature belongs to the subjects of the aesthetic cycle, together with such subjects as music and visual arts.

Literature and Russian language: language is the source of literature, its "building material". At the same time, conscientious art is a treasury and workshop of the highest patterns of speech. Programs in the Russian language and literature have directly contiguous sections devoted to the development of oral and written speech, many types of student work are equally related to both subjects.

When studying foreign literature, the subject has a connection with foreign languages.

Literature is firmly connected with school courses. history and social science. The study of literature constantly needs knowledge about the process and laws of social development, about the historical situation, and social problems. In turn, social science and history cannot do without literature, which helps to see the patterns of social development in the complex course of life, in the unity of “the fate of man and the fate of the people” (A.S. Pushkin).

Methods of teaching literature as a science, Its connection with other subjects.

Liter technique- This is a branch of pedagogical science that studies the patterns of learning activities of students in the process of mastering fiction as the art of the word.

The main task methods of teaching literature as a science - the discovery of the laws of this process, which are not reducible either to the laws of literary criticism, or to the laws of didactic and psychological.

Subject of study- the process of studying the interaction of teacher and student in the study of literature. Task consists in discovering the regularities of this process with the aim of a deeper correct management of it.

Goals:

1) determination, in accordance with the requirements of modernity, of the purpose, specifics, content and volume of the school literature course;

2) study and description of the most effective methods and techniques for a faster, more thorough and deeper mastering of works of art in the unity of content and form;

3) development of questions about the conditions and ways of successful assimilation by schoolchildren of certain knowledge, skills and abilities in literature.

Research methods:

1) The method of slices, or the method of mass simultaneous polling

2) observation (contributes to a detailed study of the course of the pedagogical process, in accordance with the problem and hypothesis posed by the researchers.);

2) study, analysis or generalization of experience;

3) analysis of school documentation, sources of information;

4) individual conversations with students and teachers;

5) natural experiment (close to the method of observation);

6) testing (a targeted, identical survey for all, conducted in the ranks of specific conditions and allowing objective measurement of the characteristics and results of training, education, and development of students);

7) questioning (a method of mass collection of information using specially designed questionnaires, questionnaires);

8) statistical (determines quantitative indicators);

9) critical study of methodological heritage;

10) study of the products of student creativity.

Methods of observation and experiment require preliminary and subsequent theoretical work.

Interaction with related disciplines:

1) Didactics (learning theory) is closely related to the methodology that is part of the system of pedagogical skills.

2) Literary criticism is a science that studies the features of fiction, its development, it determines the specific content of the MPL.

3) Aesthetics - the science of the nature and laws of the aesthetic development of effectiveness. The technique largely contributes to the aesthetic perception of the individual.

4) Psychology - studies the patterns of development of the psyche. The MPL relies on its data and concepts.

5) Linguistics explores the features of the language. And language is the first element of literature.

6) History is connected with the methodology, since the language teacher must have a deep knowledge of history.

Definitions: 19th century, N. Novikov: methodology is an important part of pedagogy, indicating the path to follow when instructing youth. 20th century, Skatkin: private didactics, theory of teaching a particular subject. In the pedagogical dictionary: a branch of pedagogical science that studies the patterns of students' learning activities in the process of mastering fiction as the art of the word.

The subject of study is the process of studying the interaction between a teacher and a student in the study of literature. Purpose - 1) determination, in accordance with the requirements of modernity, of the purpose, specifics, content and volume of the school literature course; 2) study and description of the most effective methods and techniques for a faster, more thorough and deeper mastering of works of art in the unity of content and form; 3) development of questions about the conditions and ways of successful assimilation by schoolchildren of certain knowledge, skills and abilities in literature.

Research methods: 1) observation - a purposeful process of collecting information; 2) study, analysis or generalization of experience; 3) analysis of school documentation, sources of information; 4) individual conversations with students and teachers; 5) experiment - a scientifically set experiment for the purpose of studying a pedagogical phenomenon in natural or laboratory conditions; 6) testing - a purposeful examination, identical for all, conducted in the ranks of specific conditions and allowing to objectively measure the characteristics and results of training, education, development of students; 7) questioning - a method of mass collection of information using specially designed questionnaires, questionnaires; 8) statistical - determines quantitative indicators; 9) critical study of methodological heritage; 10) study of the products of student creativity.

Interaction with related disciplines: 1) Didactics (learning theory) is closely related to the methodology that is part of the system of pedagogical skills. 2) Literary criticism is a science that studies the features of fiction, its development, it determines the specific content of the MPL. 3) Aesthetics - the science of the nature and laws of the aesthetic development of effectiveness. The technique largely contributes to the aesthetic perception of the individual. 4) Psychology - studies the patterns of development of the psyche. The MPL relies on its data and concepts. 5) Linguistics explores the features of the language. And language is the first element of literature. 6) History is connected with the methodology, since the language teacher must have a deep knowledge of history.

Methods of teaching literature- a science that is constantly evolving, its future prospects, according to Bogdanova's definition: 1) humanization of educational work; 2) differentiation of training; 3) integration of the subject and specific methods; 4) bringing the level of teaching closer to the level of development of modern science and culture; 5) creation of new lesson technologies and variable programs; 6) intensification of methods; 7) search for new forms of education.