A special method of teaching literature as a science. Methods of teaching literature as a scientific discipline, its subject, tasks, research methods, connection with other sciences. Questions for self-control

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

Lecture number 2. Literature as an academic subject at school

Lecture number 3. Literature teacher and professional requirements for him

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

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

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

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

Lecture number 9. Ways of analyzing literary works at school

Lecture number 10. Final lessons

Lecture number 11. Study of epic works

Lecture number 12. Study of lyric works

Lecture number 13. Methods for studying dramatic works

Lecture number 14. Studying the biography of the writer at school

Lecture number 15. Study of theoretical and literary concepts in literature lessons

Lecture number 16. Development of oral speech of students in literature lessons

Lecture number 17. Development of written speech of students in literature lessons

Lecture number 18. Literature lesson in a modern school

Lecture number 19. Visual aids in literature lessons

Lecture number 1. Methods 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 teaching Russian literature.

3. Interdisciplinary communication of the course.

Keywords: methodology, art, talent, personality of the teacher, subject of research interdisciplinary connections, pedagogical science, academic subject, teacher, student; standard program, state educational standards, methods and techniques of teaching, the problem of textbooks 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 teachers believe that the methodology of teaching this or that subject, and literature in particular, is not so much science as 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 no profession, including teaching, can develop and improve, relying only on talent. In our opinion, one should talk about mastery, about real knowledge of the educational process, about educational skill; skill based on skill, on qualifications, solves the question.

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

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

1.the subject of research, which is not studied by any other science;

2. the social necessity of researching a given subject;

3. specific methods of scientific research.

The main task of the methodology of teaching literature as a science is to discover the laws of this process, which cannot be reduced to either literary laws or to didactic and psychological laws.

Literary criticism studies the laws of the development of fiction, didactics - the general laws of teaching, psychology - the laws of human mental activity. The methodology is in direct contact with these sciences, relies on their data, but at the same time solves its specific problems.

On the basis of the discovery of the regularities of the learning process, the methodology develops the basic principles of teaching, as well as particular 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 laws of this process in order to better guide it.

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

Literature teaching 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.

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

The methodology is also associated with aesthetics, in the process of studying literature, philosophical, ethical, historical, 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, mental and moral development of students, their upbringing.

Yo psychology and methodology do not coincide in the subject of study: educational psychology studies the mental life of children; methodology-pedagogical learning process as a social phenomenon, the assimilation of the 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 teaching work of students in different subjects are interconnected. Therefore, the methodology of each subject should study the relationship of various, especially close 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 literature methodology 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 teacher's activity 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 must meet the educational and educational objectives of the school, the requirements of scientific character and age characteristics of students.

The methodology guides the creation of standard programs, in which the works to be studied are indicated; the circle 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 have been developed, interdisciplinary connections have been outlined.

The development of teaching methods is associated with the solution of such problems: the relationship of content and teaching methods; the method of science and the method of teaching, the essence of literary development, ways and methods 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 between the following forms of organizing the educational process: lesson, extracurricular activities, extracurricular and extracurricular activities (circles, excursions, literary evenings, exhibitions, etc.).

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

The subject of scientific research in methodology is teaching students literature as an academic subject. It is necessary to distinguish between the practical study of the teaching process by the teacher to improve personal skill, theoretical study with the aim of developing the theory of methodology, improving the practice of teaching in general.

Good knowledge of school practice is a prerequisite for R&D (research work) in the field of methodology. The best way to learn the 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 observation of the teaching progress.

The selected problem must, first of all, be studied theoretically: the researcher must 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. a theoretically grounded assumption about how the problem should be solved. The hypothesis must be confirmed by scientifically established facts, taken in connection with other facts in precisely recorded conditions. Facts are evidential if they can be reproduced in certain or similar conditions, if the researcher can prove with sufficient convincingness the real connections of these facts with these conditions, if causal relationships are established.

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

The most common are the following research methods:

1. Method of slicing, or 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. The method of natural experiment (close to the method of observation).

4. Laboratory experiment.

Observation and experimental methods require preliminary and subsequent theoretical work.

Federal Agency for Education N.N. ZOLOTOTRUBOVA METHODOLOGY OF TEACHING LITERATURE Textbook for universities 2 Voronezh 2007 3 Approved by the Scientific and Methodological Council of the Faculty of Philology, February 22, 2007, protocol No. 3. Reviewer teacher of the Department of Foreign Literature OV Tikhonov The textbook was prepared at the Department of Russian Literature of the 20th Century, Faculty of Philology, Voronezh State University. Recommended for 3rd and 4th year students of the full-time department, 4th year students of the evening and correspondence departments of the Faculty of Philology. For the specialty: 031001 (021700) - Philology 4 Methods of teaching literature - a discipline that is aimed at studying the ways of transferring scientific thought from teacher to student, focuses on a fairly wide range of issues related to the redirection of knowledge. The teacher needs to introduce schoolchildren into the world of a work of art, develop sensitivity to the word, reading skills, teach to observe and correlate life phenomena with the student's own vision and understanding of the essence of what is happening, finally, prepare the student for the perception of that holistic knowledge about life and the world which contains literature as an art form. Another aspect of studying and, therefore, teaching literature at school is the formation of literary support and moral convictions in the student, which he needs in the future to achieve the goals and objectives that he will designate as priorities in his life. That is why it is so important to understand that teaching literature is associated with the prospect of personality development, where at the moment of its formation there are two unknowns: 1) the future, and what it will require from a person, what kind of knowledge and skills, and 2) the student's personality itself, since a teacher cannot know with certainty what can come of this or that student, how he will manifest himself in the circumstances of life. That is why the teaching of literature at all times is built taking into account the best that is in the experience of human life, which is rich in the history of the life of the people and the nation as a whole. All of this is necessary to prepare the human learner for an independent life. This complex of knowledge stands above the momentary requirements of the time and requires a person who ascends to knowledge to realize himself. The growing human "I" needs to rely on the best examples of historical and spiritual knowledge of life, which are embodied in the images of fiction. 5 The place of literature among other school subjects Literature refers to the subjects of the aesthetic cycle, along with such subjects as music and visual arts. At the same time, literature is a unique subject of its kind, because he is the only one who has the ability to speak in the language of images about the human essence, about the meaning of life. All its diversity is expressed in literature. And therefore, knowledge of the subject is able to provide spiritual maturation, makes it possible to relate the general and the singular, the individual and the characteristic in the proposed circumstances of life. All this requires the student to know himself, puts him in a position of choice, actively shapes his attitude towards certain phenomena of life. In other words, while studying literature, the student enters into a dialogue with the culture of his people, with the views of the world of this or that writer, comprehends the peculiarities of the era, social consciousness and acquires an incomparable experience of logical reasoning, considering things that are not in the only (own) plane projection, but in the general cultural tradition inherent in the given nation. If we consider the study of Russian literature as a stage of pre-preparation for entering adulthood, then the student's judgments about a particular life phenomenon should be based on knowledge of history (time), comprehension of the foundations of social life, everyday life, behavioral norms, customs, etc. morals, cultural traditions and beliefs so that a person can objectively judge the ongoing processes. To understand a work of fiction, the reader needs all his knowledge, all his experience. The student has little personal life experience, but reflecting on what he has read, or rather, plunging into reading, the young reader develops a different level of knowledge and gets the opportunity to talk about what he was not personally involved in, but survived thanks to literature. and thus overcomes his own ignorance of the foundations of life. Any school subject relies on literature to reveal the beauty of human thought, the height of spiritual ideals. 6 Language, the source of literature, its "building material" is especially closely related to literature. Literature and language programs have contiguous sections devoted to the development of oral and written speech, to understand the beauty of the language, to learn how to use the skills of speaking and writing - all this is the task of a literature lesson. The student should be inspired to master the language not only by the practical task of spelling, but also by the wisdom of knowledge about the world, which is contained in the language of fiction and therefore so attracts his attention. Literature is firmly connected with the course of history, social science, philosophy, literary criticism, ethics, aesthetics. Literature education arose as an expression of the social need for the preparation of future generations and the transfer of life experience to them. In the middle of the 19th century, fiction, the work of writers, and the literary process became the subject of school study. During this period and up to the present time, the role of literature in human life was more clearly defined. The goal of literary education today is to form a reader capable of "wasting himself on the roads of books" (NN Strakhov). In the program edited by A. Kutuzov, the goal of education is indicated as follows: "... educating a reader capable of full-fledged perception of literary works in the context of the spiritual culture of mankind and prepared for independent communication with the art of words." words through consciousness, it requires focused attention and a firm desire to correctly hear the author's voice. Reason and empty imagination alone are not enough for reading. "One must feel with the heart and contemplate from the heart (emphasized by me. - NZ). One must experience passion - with a passionate feeling, one must experience drama and tragedy with a living will, in a gentle lyric poem one must heed all sighs, tremble with one's tenderness , view- 1 Kutuzov A.T. Literature program for grades 5-1 / A.T. Kutuzov; [under the editorship of A.T. Kutuzov]. - M.: DROFA, 1995. - 140 p. - p. 7. 7 to go to all depths and distances, and a great idea may require no more and no less than the whole person. " literature as an academic subject and whose task is to discover the patterns of this process in order to more effectively guide it. The main task of the methodology of teaching literature as a science is to discover the patterns of development of the social process, which is not limited only to the patterns of literary criticism or didactic and psychological. But with each of the listed sciences, the method comes into contact directly, relies on their data, but at the same time it solves its own specific tasks. This is because learning is not something eternal and immovable. Changes in the development of society, culture, literature entail changes in the process of teaching literature as an academic subject. Based on the discovery of the patterns of the learning process, the methodology develops the basic principles of teaching and particular rules, which are the initial data for guiding practice. The methodology of teaching literature poses three questions at each separate time interval of its development: 1) why study literature ?, 2) what to study? and 3) how to learn? And it would be a mistake to consider the methodology of teaching literature as a subject that knows only the form of transmission of thought and is reduced only to knowledge of techniques and methods. The main thing for the teacher is a range of issues related to the goals and objectives of teaching the subject. 2 Ilyin I.A. About reading. Foreword. Singing heart. The book of quiet contemplation / I.A. Ilyin // Collection. Op. : in 10 volumes - T. 3. - M., 1994. - P. 229-231 8 The relationship of the methodology of literature with other sciences Literature education is an integral part of the school as a whole. Therefore, the methodology is closely related to didactics, which develops a general theory and general principles of teaching. Literature teaching methodology is primarily associated with literary criticism - methodology, theory and history of literature. This connection is found primarily in the definition of the purpose, content and structure of the course of literature. The methodology of literary studies has an impact on teaching methods. This process is endlessly renewed and improved, based on the latest scientific achievements. The technique is connected with aesthetics and organically interacts with it, because only that which is moral and carries the idea of Good is really beautiful. In the process of studying literature, philosophical, ethical, historical and linguistic issues are inevitably raised, which ensures the connection and interaction of these sciences in the learning process. Also, in a number of issues, the methodology of teaching literature comes into contact with psychology and has two aspects: 1) the psychology of artistic creativity and 2) the psychology of teaching, mental and moral development of the student, their upbringing. The regularities of the methodology cannot be deduced from the laws of psychology, but the teacher needs to know them in order to solve methodological problems: about the student's availability of this or that material, about the effective use of teaching methods and techniques. The pedagogical process of teaching at school is a complex phenomenon. It interacts the teaching work of all subject teachers and the learning work of the students themselves. 9 The structure of the methodology of teaching literature as a science The structure of the methodology of teaching literature reflects the process of teaching literature at school. The main elements of this process are: learning objectives - subject - teacher - student. Learning objectives affect the selection of material and the system of its organization in the academic subject; the academic subject (literature) dictates the system and teaching methods to the teacher; the teacher's activity forms the knowledge, skills and abilities of the student. The teacher is not a passive transmitter of knowledge. His level of training influences other links of the pedagogical process. The personality of the student, his abilities and capabilities, revealed in the pedagogical process, influence his other links. The course of literature at school must meet the educational and educational objectives of the school, the requirements of scientific character and age characteristics of the student. The content of literature education in accordance with the specifics of this academic subject determines the specifics of teaching methods. The development of teaching methods is associated with the solution of the following problems: the relationship between the content and teaching methods, the method of science and the teaching method; the nature of the cognitive process in the study of literature; the essence of the student's literary development; ways and methods of teaching, age, psychological and individual characteristics of the perception of literature, the literary ability of the student, the literary creativity of the student. The methodology also develops the problem of a textbook and teaching aids. The methodology distinguishes between the following forms of organizing the educational process: lesson as the main form of educational knowledge, extracurricular activities, extracurricular, extracurricular activities (circles, excursions, literary evenings, issues of newspapers, magazines, exhibitions, etc.). The subject of scientific research at school is teaching a student to literature as an academic subject. The learning process has a two-sided character: the teacher teaches, the student learns, while the teacher has the leading role, the student has the role of the follower, but the main thing in this chain is the student. Gradually, the teacher more and more fully reveals to the student the specific goals of learning, teaches not only to master knowledge, but also the ability to independently acquire it. The learning process is carried out through the application of a system of teaching methods. "Teaching methodology is the methods of work of the teacher and the student, with the help of which the mastery of knowledge, skills, skills is achieved, the student's worldview is formed, their abilities are developed." 3. The teaching method is implemented to a large extent through private methods and techniques. Reception is an element of a method, an integral part of the cognitive work that occurs when this method is applied. Each method is directly related to the corresponding activities of the student. The method of creative reading is most typical for literature as an academic subject. He uses all types of reading a literary text, requiring attention to a word, phrase, rhythm, evokes the work of imagination, emotional agitation, teaches to listen and perceive an artistic word, appreciate it and enjoy it, teaches to speak and write expressively, forms experiences , artistic inclinations and abilities of the student. The method of creative reading is necessary for organizing artistic perception and aesthetic experience in schoolchildren. Its use is appropriate both at the first acquaintance with the technique, and throughout all further work on mastering it. The method of creative reading is characterized by the following methodological techniques: 1) expressive (ideally, artistic) reading by the teacher, 2) reading by masters of the artistic word (individual scenes from plays performed by actors in gramophone records, on radio and television), 3) teaching you - 3 Pedagogical encyclopedia. - M., 1965 .-- T. 2. - p. 818

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MINISTRY OF PUBLIC EDUCATION OF THE REPUBLIC OF UZBEKSITAN

NAVOI STATE PEDAGOGICAL INSTITUTE

LECTURE COURSE

ON THE METHODOLOGY OF TEACHING LITERATURE

ARIPOVA H.A.

NAVOI - 2005

Reviewers: Cand. philol. Sciences, Assoc. Akhmedova R.Zh.

Cand. philol. Sciences, Assoc. Department of Russian

philology BukhGU Khon Yu.L.

The texts of the lectures were approved at a meeting of the Department of Russian Language and Literature (minutes No. 2 of September 10, 2005)

Lecture No. 1. METHODS OF TEACHING LITERATURE AS A SCIENTIFIC DISCIPLINE

Keywords

methodology, art, talent, personality of the teacher, the subject of research, interdisciplinary connections, pedagogical science, academic subject, teacher, student; standard program, state educational standards, methods and techniques of teaching, the problem of textbooks and teaching aids, forms of organization of the educational process.

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

a subject of research that is not studied by any other science;

the social necessity of researching this subject;

specific methods of scientific research.

The main task of the methodology of teaching literature as a science is to discover the laws of this process, which cannot be reduced to either literary laws or to didactic and psychological laws.

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 whose task is to discover the laws of this process with the aim of a deeper correct guidance of it.

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

The methodology is also associated with aesthetics, in the process of studying literature, philosophical, ethical, historical, 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, their upbringing.

The methodology guides the creation of standard programs in which the works to be studied are indicated; the circle 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 have been developed, interdisciplinary connections have been outlined.

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

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

Good knowledge of school practice is a prerequisite for R&D (research work) in the field of methodology. The best way to learn the practice is through direct teaching.

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

The most common are the following research methods:

Slicing method, or method of mass simultaneous polling

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.

Natural experiment method (close to the observation method).

Laboratory experiment.

Observation and experimental methods require preliminary and subsequent theoretical work.

LITERATURE

Questions of methods of teaching literature. / Ed. N. I.

Kudryasheva. - M., 1961.

V.V. Golubkov Methods of teaching literature. - M., 1962

State educational standards. - Tashkent, 2002.

Lecture No. 2. LITERATURE AS A SCHOOL SUBJECT

Keywords

theory of developmental education, leading activities, direct-emotional communication, subject-manipulative activities, play and educational activities, socially significant and educational and professional activities.

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

In accordance with the needs and capabilities of a growing person, the subject is built in stages: it relies on the reading training that the child received in the primary grades, contains a stage from V to VII grades, the task of which is to introduce into the world of a work of art, develop their reading sensitivity and thereby prepare to the stage of training 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 formation of the human personality, the self-consciousness of the people and the human personality, in the self-consciousness of the people and humanity.

The place of literature among other school subjects. Literature refers to the subjects of the aesthetic cycle, along with subjects such as music and visual 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 on which the artistic education of schoolchildren is entrusted. But even in middle and senior grades, literature enters into diverse contacts with all school subjects without exception: firstly, in literature all the diversity of life is expressed; 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 aspiration of advanced science, the height of the ideas and ideals of mankind.

The links between literature and the Russian language are especially close: language is the source of literature, its “building material”. At the same time, the art of conscience is a treasure trove and workshop of the highest examples of speech. Russian language and literature programs have directly related sections devoted to the development of oral and written speech, many types of student work are equally related to both subjects.

Literature is strongly associated with school history and social studies. The study of literature constantly needs knowledge about the process and laws of social development, about the historical situation, 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 “human destiny and people's destiny” (AS Pushkin).

Literature education arose as an expression of the social need for the planned preparation of the younger generations for activities in the field of verbal art. The methodology of school literature teaching was formed over the course of the wreaths along with the development of literature as an art, a science of literature, together 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 is the styles of fiction itself, the work of writers, the literary process. During this period, more clearly than ever, the role of literature in human life was defined.

Modern literature programs are built on the basis of two concentrates: V-IX and teaching literature in lyceums and colleges (senior level). This division is based on ideas about the periods of development of a schoolchild, 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 his book "Theory of Developmental Learning" (Moscow, 1996) use the term "leading activity", which determines the main changes in the psychological characteristics of a child at one time or another in his development. L.S. Vygotsky noted that what was the central line of development at one age becomes secondary 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 one year. Thanks to such communication, the child develops a need for communication, an emotional attitude towards adults.

2. Subject-manipulative activity of a child from one to three years old. The central neoplasm of this age is the appearance in the child of consciousness, "appearing in others in the form of his own child self"

3. Play activity is characteristic to a small extent of a child from 3 to 6 years old. In play, the imagination develops, experiences and "meaningful orientation in them" are formed.

4. Learning activity is typical for children from 6 to 110 years old. "On its basis, primary schoolchildren develop theoretical consciousness and thinking, develop the corresponding abilities (reflection, analysis, mental planning), as well as the needs and motives of learning."

5. Socially significant activity is inherent in children from 10 to 15 years old, including labor. Social and organizational, sports and artistic. Adolescents acquire the ability to build communication in various groups, the ability to assess the capabilities of their “I”, that is, practical consciousness.

6. Educational and professional activity occurs among high school students aged 15 to 17-18 years. They develop professional interests, the ability to make 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 the personality is understood as a characteristic of the activity and the 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 activities of schoolchildren of different ages have been studied in methodological science (works by N.D. Moldavsky, N.I. Kudryashev, S.A. Gurevich, V.G. Marantzman, O.Yu. Bogdanova, etc.). the results of the study were taken into account when creating temporary standards of 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 to read and study 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 on each topic; a number of works are offered for the choice of the teacher and students.

In the primary grades, the foundations of reading culture, the ability to meaningfully expressive reading and elementary analysis of a work of art are laid. In many textbooks, literary text serves as the main teaching tool. Diverse tasks, including those of a creative nature, are aimed at developing the cognitive and emotional sphere of primary schoolchildren, full-fledged perception of the literary text, and at including schoolchildren in active speech activity.

A schoolchild, developing preschool experience, masters a work of art as an integral structure, as a creation of a specific 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 creativity, as a result of an aesthetic understanding of life. The idea of literature as the art of words presupposes the development of perception and understanding of the text, the poetics of the author. The culture of speech, the culture of thinking and communication is brought up, emotional responsiveness, the ability to experience and empathy are formed.

The programs of the V-VII grades are built on a 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 structured on a concentric and chronological basis. They provide biographical information about the writers, complicate the material on the theory of literature, and create a willingness to study the course in lyceums and colleges, built on a historical and literary basis.

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

In grades V-VI, students not only find comparisons, metaphors, epithets in the text, but learn to determine their purpose, learn to “draw” certain pictures with words, master the concept of a genre, determine the meaning of individual words and expressions, understand the meaning of a composition and its constituent parts components. The real result of conversations, retellings, business games, written creative works convinces of this.

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 study, for reviews and self-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 concerns of the teacher of language and literature is the formation of a circle of reading of students and readers 'interests, improvement of reader's perception, comprehension of the nature of literature and its laws, improvement of students' speech.

LITERATURE

Literature program for grades 5-9 of secondary schools. - T., 1999.

Teaching language and literature. - Educational-methodical journal. - T., 2000 - 2003 (all issues).

Textbooks "Literature" for 5,6,7,8,9 grades.

Lecture No. 3. TEACHER OF LITERATURE AND PROFESSIONAL REQUIREMENTS FOR IT IN THE LIGHT OF THE PERFORMANCE OF THE NATIONAL PERSONNEL TRAINING PROGRAM (1997)

Keywords

The national program, the objectives of the national program, the concept of training, the functions of the teacher, training, upbringing, the personal nature of communication.

On August 29, 1997, at the 1st session of the Oliy Majlis, the National Program for Personnel Training was adopted. This document is of great importance for achieving the strategic goal of our state - the formation of a prosperous, strong, democratic state. And it is no coincidence that in the book "Uzbekistan, Aspiring to the 21st Century", our President Islam Abduganievich Karimov mentions six major priorities for the future, personnel training is called the third priority after liberalization in political and economic life and further spiritual renewal of our society. Islam Abduganievich Karimov believes that the future of our country completely depends on who will replace it, what kind of personnel will be educated today. Therefore, the main task of teachers is the implementation of the National Program for Personnel Training. Without this, it is impossible to see the prospect of a developed state. The initial task of teachers is to study the content of the program, penetrate the ideas of this program and accept it for execution.

The national training program consists of five chapters and 34 articles. It should be implemented in three stages:

The first stage (1997-2001) is the creation of a scientific and methodological base for personnel training.

The second stage (2002-2005) is the transition to a new education system: preschool education, primary, general and secondary education, secondary specialized vocational education, bachelor's, master's, postgraduate education, advanced training and retraining of personnel.

Academic lyceums will prepare students for universities and give them a specialty. Vocational colleges will provide multiple majors and jobs.

The third stage (since 2005) is an analysis of the work done in order to find out whether the national training program has justified itself.

The components of the program are:

personality - the order for education will come not from the state, but from the individual;

continuity of education;

state and society;

production.

To implement a national training program, a number of tasks should be solved:

To update curricula, textbooks, adjust the content of educational standards aimed at forming a new generation.

Train and retrain teaching staff.

Prepare the material base.

The requirement for the personality and professional training of a language teacher was clearly and almost exhaustively defined by the methodologist M.A. Rybnikov. Today, a teacher, she said, needs perfect mastery of his subject, knowledge of school and students, a vivid idea of the state's demand, of the public for school, for teaching literature, the ability to solve educational problems on the basis of literature and methods close to literature, to work in a well-thought-out and clear system based on an understanding of the nature of their subject and the laws of student development. Based on modern research, psychologists of pedagogical work can be called as the most important aspects of the activity of a language teacher:

Research - analysis of the phenomena of the language of works of literature and art, the use of scientific works and manuals, the study of students, their own work, the experience of colleagues;

Design activity of a language teacher - development of a teaching system, literature lessons, extracurricular activities, determination of the stages of development of students, types and forms of their work;

Organizational activity of the teacher - language specialist - the implementation of the plans, the organization of their own work, educational and non-educational activities of the class team and individual students;

communicative activity of a language teacher - establishing contacts with students, creating a relationship favorable for solving pedagogical problems, speech activity, expressive reading and storytelling, the use of text and visual aids and TSO.

Of course, all aspects of a teacher's work are interconnected, interact and are aimed at teaching, upbringing, and development of students. A language teacher, like a teacher of any specialty, comes to his students to guide their cognitive activity, to guide their development in accordance with the requirements and ideals of society. His task is to familiarize his students with the art of words and thereby influence their views and beliefs. To this end, he takes care of improving the speech and artistic sensibility of schoolchildren, helps to understand the basic laws of language and the art of words.

One of the most important functions of a teacher is research. A teacher of any subject must master scientific thinking, teach to observe and analyze, put forward hypotheses to solve emerging issues, carry out experimental work, use scientific literature, master experience.

In the work of a language teacher, the research function acquires its own characteristics. The verbalist analyzes the literary text, which is capable of discovering some new, still unknown aspects to each teacher-researcher, studies the artistic perception inherent in students in order to improve it, examines their speech in order to develop it.

School can be happiness for a child, a window into the wide world of nature and society, into the depths of his own soul, and can become a misfortune, despondency, a forced existence. And this climate of interest or indifference depends largely on the teacher, on the communication between the teacher and the class, students among themselves. Psychologists persistently draw attention to the fact that communication is not just an exchange of information, that the communication process involves the interaction of its participants.

The personal nature of communication presupposes the fulfillment of a number of conditions, without which communication does not consist. The first of these conditions is the spontaneity of perception, the simultaneity of the compatibility of the reactions of the interlocutors. This is not easy to achieve in the classroom, just as it is not just an actor on stage not to turn off, not to leave the role when a partner is delivering a monologue.

The second condition for pedagogical communication is information content. The interlocutors must have a different volume and nature of information, so that the mutual enrichment of the dialogue participants can take place.

The third condition for communication is "fasciation", ie. charm partner.

The teacher, studying students, pondering the achievements of other sciences (literary criticism, pedagogy, psychology, philosophy, sociology, aesthetics), seeks to determine the main trends in practical work at school, to direct it in the direction necessary for the modern development of our society.

Interest in the student, his needs and capabilities, the desire not only to inform the student, to develop him as a reader and citizen, the directed influence of literature lessons on the formation of the worldview of schoolchildren, conscious ideological and aesthetic criteria for evaluating a literary work, the upbringing of historicism of thinking, aesthetic education, moral education , problem-based learning is the direction of work of a literature teacher, providing communication with art in a literature lesson.

Of course, a real teacher always recreates what has been obtained by science in order to personally join the truths that he brings to the class. Children do not accept from the teacher someone else's, rented, unlived opinion. The teacher studies the reader's reactions of students of a certain age and generation, finds out what layer of literature content is necessary and feasible for students, what are the main ways of mastering this content. The teacher relies on the work of a literary critic and a methodologist, but he has a creative task: how to bring these specific students closer to the writer.

When it comes to whether we effectively use the enormous spiritual wealth of the culture of our city, whether we organically connect the art of the past and our present in the minds of our students, one cannot but turn to the living practice of the school.

The concept of teaching as an interaction between teachers and learners leads to the idea of pedagogical activity as a creative process. Communication in systems: teacher - students, teacher - student, student - students in the study of a literary work is complicated by the interaction of each of these links with the literary text. Creativity engages the participants in the learning process by leading to unexpected results. Therefore, the study of a literary work at school, which was built in accordance with the goals of learning and the capabilities of students, requires a creative search for the optimal variant of educational operations for these conditions and finding the necessary sequence of work.

It is known that for students the subject and the teacher are an inseparable unity. The joy of learning, always desired at school, is generated by communication with a teacher who knows how to maintain an optimistic mood in the classroom, the origins of which are faith in children, love for them and the creative freedom of a professional master.

The fruitfulness of a teacher-language teacher to a great extent depends on how much he knows how to “dominate himself,” “is capable of self-assessment,” self-education. Acquisition of the specialty of a teacher - presupposes a high level of activity and independence of the student, so that the various knowledge and skills acquired within the walls of the university form an integral system.

The happiness of becoming the master of the souls of your students and leading them into the world of literature does not come naturally with a diploma of higher education. A language teacher needs to get it all his life, tirelessly shaping and enriching his own personality. In the sphere of artistic activity, the human personality is revealed especially deeply and fully: it is impossible to talk about literature without revealing one's attitude to the writer, to the work. After leaving school, many students retain in their memory not only interesting lessons, but, above all, the very personality of the teacher.

LITERATURE

A harmoniously developed generation is the basis of Uzbekistan's progress. - T., 1997, p. 4 -18.

Questions of methods of teaching literature. / Ed. N.I. Kudryasheva. - M., 1961.

V.V. Golubkov Methods of teaching literature. M., 1962.

Nikolsky V.A. Methods of teaching literature in secondary school. -M., 1971.

Lecture No. 4. METHODS AND METHODS OF TEACHING LITERATURE AT SCHOOL

Keywords

cognitive activity, method, technique, type of educational activity (WUD), method of creative reading, heuristic or partial search, reproductive and research methods; visual, verbal and practical methods, conversation, independent work.

In the pedagogical process, the teacher plays a decisive role. The activities of teachers and students have their own specifics, their goals. The goal of the teacher is to teach, to educate the student, imparting knowledge to him, to develop his mind, culture of feelings, to form moral concepts, a spiritually rich, active personality. The goal of students is to fulfill the teacher's tasks.

The learning process is carried out through the application of teaching methods.

Teaching methods are “ways of work of teachers and students, with the help of which the mastery of knowledge, skills and abilities is achieved, the worldview of students is formed, their abilities are developed” (Pedagogical Encyclopedia. - M., 1965. - Vol. 2. - P. 813) ...

The teaching method is implemented through private methodological techniques.

Reception of teaching - details of a method, its elements, constituent parts or individual steps in the cognitive work that occurs when applying this method.

In the practice of school teaching, the justification of methods according to the source of knowledge is widespread:

Word (lecture) of the teacher;

Independent work, etc.

Yes, in the lesson the teacher speaks, the children listen, or the teacher asks questions and the students answer, or the children are working on a book as instructed by the teacher.

A teacher's word in a literature lesson can have a different purpose and different content. It can precede reading a work to emotionally prepare students for its perception. The teacher can tell students about the life and work of the writer, communicate historical-literary or theoretical-literary knowledge - in this case, the word will have a different purpose, different content: the teacher can analyze the work, simultaneously revealing to the students the essence, goals, methods of analysis, etc.

Very different in purpose and content can be a conversation in order to activate the students' perception of the read work: conversation-analysis on the teacher's questions; conversation-generalization.

Independent work can also be varied - consolidating the material presented by the teacher, researching new things, etc.

Naturally, in all these cases, the student's work will be different both in content and in the degree of independence. Therefore, the terms "lecture", "conversation", "independent work" mean the forms of communication between the teacher and students, but not methods.

The criterion in substantiating the methods is the content of the teaching activity of the teacher and the corresponding work of the students. Lecture, conversation, independent work are common in school practice, but one should be clearly aware of what specific goals and content are invested in these types of activities, what students should learn and what to learn from them.

Researchers M.N. Skatkin and I. Ya. Lerner in his "Didactics of Secondary School" (Moscow, 1975) note that the traditional classification of methods by sources of knowledge does not determine the nature of the cognitive activity of students. AND I. Lerner substantiates the following general didactic methods:

1. Explanatory and illustrative, or informational receptive;

2. Reproductive;

3. The method of problem statement;

4. Heuristic or partial search;

5. Research.

The first step in the logic of literary cognition is the perception of fiction. The process of enriching schoolchildren with literary knowledge and skills, the process of their literary, aesthetic and moral development is carried out in teaching, when the teacher applies a system of methods and techniques that correspond to the specifics of literature as an academic subject.

Each teaching method used by a teacher is linked directly to the corresponding methods, techniques and types of educational activities. (M = P + WOOD).

Kudryashev N.I. in the book "The relationship of teaching methods in literature lessons" (M., 1981) substantiated the following methods of teaching literature:

Creative reading method;

Heuristic or partial search;

Research;

Reproductive.

The method of creative reading is characterized by the following methodological principles:

expressive (artistic) reading of the teacher;

reading of the masters of the artistic word;

teaching expressive reading to students;

commented reading;

conversation, activating the immediate impressions of the students;

posing in the classroom a problem (artistic, moral,

socio-political);

creative assignments based on the life observations of students or according to the text of the work.

Types of educational activities (WUD):

reading art in class and at home;

expressive reading;

memorizing;

hearing;

planning;

retelling close to the text;

artistic storytelling;

drawing up scripts, illustrating the read work with drawings;

read reviews;

essays.

Thus, each technique must evoke a corresponding type of learning activity.

The heuristic, or partial search method provides the following techniques:

building a logically clear system of questions (based on text analysis

artwork., under a critical article ...) for

heuristic conversation;

building a system of assignments based on the text of works of art or critical articles;

posing a problem by the teacher or at his suggestion by students;

conducting a dispute.

selection of material from works of art, from a critical article, textbook and other aids to answer the question asked;

retelling with elements of text analysis;

analysis of the episode, scenes, the entire work on the instructions of the teacher;

drawing up a plan as a method of analysis;

analysis of the hero's image;

note-taking;

speaking at a dispute, etc.

The research method provides for the following techniques:

the teacher's advancement of the problem;

preparation of reports and speeches as an opponent;

independent analysis of a work not studied in the classroom;

performing tasks of a creative nature.

independent analysis of the work;

comparison of two or more works;

comparison of the work with its adaptation;

self-assessment of a play, film;

writing reports, speeches, articles.

The purpose of the research method is to develop the ability to independently analyze a work, assess its ideological and artistic merits, and improve artistic taste.

The reproductive method (students receive knowledge as if in a finished form) provides the following techniques:

the teacher's story about the life and work of the writer;

overview lecture;

assignments according to the textbook, teaching aids.

record of the plan or outline of the teacher's lecture;

drawing up a plan, synopsis or abstracts of the read articles of the textbook, critical articles;

compilation of synchronic tables;

preparation of oral answers based on the teacher's lecture;

preparation of reports, essays.

In school practice, methods do not exist in their pure form, but intertwine, intersect.

Currently, the classification of methods is being corrected in connection with the optimization of the entire educational process at school.

Optimization is understood, according to Yu. K. Babanskiy's definition, "the best option for the given conditions of training in terms of its effect and the time spent by schoolchildren and teachers." (Optimization of the educational process. - M., 1982)

methods of organizing educational and cognitive activities;

methods to stimulate it;

methods of monitoring its effectiveness.

There are three methods of organizing educational and cognitive activities:

verbal (story, lecture, conversation);

visual (showing illustrative tables);

practical (exercises, independent work).

In our work, we will be guided by the methods of teaching literature developed by N.I. Kudryashev.

LITERATURE

V.V. Golubkov Methods of teaching literature. - M., 1962.

Babansky Yu.K. Optimization of the educational process. - M., 1982.- P.9-16.

Questions of methods of teaching literature. / Ed. N.I. Kudryasheva. - M., 1961.

Nikolsky V.A. Methods of teaching literature in secondary school. - M., 1971.

Lecture number 5. STAGES OF WORK ON AN ARTISTIC PRODUCT.

Keywords

teacher's word, classification of introductory classes, excursion, introductory speech, genre-compositional and stylistic features of the work.

Introductory classes are designed to prepare students for the perception of the work, ensure the correct understanding of it, arouse interest, and create the most favorable atmosphere.

It is possible to clarify, modify and concretize these tasks (communicating the necessary historical, biographical information, explaining incomprehensible words, etc.), but attempts to strictly classify the introductory classes, as experience shows, turned out to be unproductive, since, firstly, school practice puts forward new tasks and types of introductory classes, and secondly, in practice they mix, overlap, almost never exist in a pure form.

It is also difficult to regulate the volume of introductory classes. It can be different - from 5-20 minutes. in middle school, up to a whole lesson in high school. One should only be firmly aware that the methodology of these classes can be varied. It can be:

the teacher's word;

conversation on personal impressions;

examining pictures;

preliminary creative work followed by its discussion;

use of TCO;

excursions, etc.

In the introductory classes, it is necessary to raise questions and offer tasks that establish a connection with previously studied and independently read works. This connection can be carried out both in the form of questions: “What works of this author have you read?”, And in the form of an introductory word about the history of creation, the place of this work in the creative destiny of the author.

The most significant and widespread:

introductory lessons, helping to understand the historical era, reflected in the work or related to the time of its creation;

introductory classes giving a certain angle of view on the works or introducing them to its topics;

classes based on the use of life experience and live observations of students;

introductory classes related to the use of biographical material, etc.

In the introductory classes (in grades 5-7), historical excursions are often necessary, and the principle of historicism in the study of literature requires knowledge of the historical era in which a work of art was created and which is depicted in it.

When classifying introductory classes into a separate group, those whose main task is to arouse students' interest in the work and the issues raised in it are often singled out. The communication of historical information and the explanation of incomprehensible words are designed to solve other problems - to ensure the correct understanding of the work. Here again the conventionality of the attempt to classify the introductory lesson is reflected. It must be remembered that any of the introductory classes should arouse interest in the work, including the communication of historical information. It is necessary that the era appears before the student in a picturesque and colorful way. For this purpose, it is necessary, first of all, to recreate the emotional image of the era, for which it is necessary to use works of fiction, related arts, memoirs of contemporaries, historical documents.

For example, before reading the story "Snowstorm" by A. Fadeev, in the opening remarks, one should colorfully describe the courage of the Far Eastern partisans, for this purpose the teacher should use:

partisan songs of the times of the civil war, excerpts from poems by E. Bagritsky and other poets, helping to understand and internally relive this time;

show reproductions of paintings by artists depicting the heroics of partisan struggle (V. Karev "Partisans of Siberia", Shatolin "Through the valleys and along the hills", B. Ioganeson "Interrogation of the Communists", etc.)

Thus, an introductory lesson before studying "Song of the merchant Kalashnikov" by M.Yu. Lermontov may look like this:

Information about the difficult era of Ivan 1V.

The character and activity of the formidable king.

About the oprichnina, family relations, everyday life and the way of life of that time.

The teacher's task is to show what kind of life the era of Ivan the Terrible in art received. To this end, it is proposed:

examination of the painting by V. Vasnetsov "Ivan the Terrible";

a conversation about the literary works read by students dedicated to that time - "Prince Silver" by A. Tolstoy, "Architect" by D. Kedrin;

acquaintance with songs about Grozny.

To explain the nature of Kalashnikov's relationship with his wife and brothers, everyday life and the way of his home life - reading excerpts from "Domostroi", which is discussed with great interest.

In order to recreate the external appearance and picture of the mores of Moscow in the XV1-XVII centuries. you can use reproductions of paintings by A.P. Ryabushkin "The family of a merchant", "Russian hawthorns of the 17th century", "Moscow street of the 17th century". Historical landscapes by A. Vasnetsov, dedicated to the image of Moscow in the 17th century.

In practice, the work of teachers is singled out in a special group of introductory classes, in which words incomprehensible to students are explained. What words are often misunderstood by schoolchildren?

Those that are associated with a distant era, customs, events.

Explain only those words that are necessary for the general correct understanding of the work and those that are easily assembled into the core theme of the introductory lesson.

So, before studying the story of I.S. Turgenev "Mumu", a historical commentary is required to help schoolchildren imagine the landlord - the manor house of serf Russia. And the incomprehensible words refer precisely to this area. Therefore, at the introductory lesson, with the help of a picture, it is interesting to make a correspondence excursion in which students will see manor parks and manor houses, interiors of rooms, get acquainted with the owners of these estates and their serfs. What schoolchildren will not see with their own eyes, the teacher will add his story. Thus, the "input" can be carried out in the era, the incomprehensible words can be explained, the emotional mood is created, interest in the work is aroused.

Another type of introductory classes are those that form a certain angle of view on the work. These introductory lessons should also generate interest in the literary text and help to understand it correctly.

Introductory classes can be varied, but the choice of content, problems and methods of their conduct should not be random. Everything is determined by the specifics of the work, the general direction of the subsequent analysis and those educational tasks that the teacher considers necessary to set. Here, for example, are different examples of introductory classes that give a certain angle of view on one work - the story of I.S. Turgenev "Bezhin Meadow".

1. The task of the teacher is to foster a feeling of love for nature. Introductory lesson - preparing students for an encounter with nature in Turgenev's story. Therefore, the introductory lesson is an extramural excursion to Spasskoye - Lugovinovo and its environs.

2. At the center of the analysis of the story are the boys, showing the author's attitude towards them, explaining that for Turgenev these boys are a peasant world in miniature.

The introductory lesson is a teacher's story about the Hunter's Notes and a demonstration of the most significant peasant types. A story about Khor and Kalinich, about Yakov Turk, about Kasyan with the beautiful Swords, about Biryuk. A useful demonstration of the portrait gallery of peasant types created by I.N. Kramskoy ("Seated Peasant", Mina Moiseev "), V.M. Vasnetsov ("Ivan Petrov"), I.E. Repin ("The Little Man of the Timid").

3. If the teacher's task is to connect with the material passed through and read independently, then the introductory lesson to the story "Bezhin Meadow" can be on the topic "The fate of Russian children in different eras." The conversation can include: "Peasant children" N.А. Nekrasov, "Children of the Underground" by V.G. Korolenko, “A lonely sail is white” by V. Kataev, thematically related canvases by artists (Perov, Makovsky). It is advisable to acquaint students with sketches of peasant children in the "Notes of a Hunter" - poetic Annushka ("Kasian with a beautiful Swords"), Biryuk's daughter - sad little Ulita, living in poverty, labor and loneliness, cunning Antipka ("Singers"), who does not want to undergo flogging, etc.

4. The introductory lesson can be carried out in this way: use a reproduction of Makovsky's painting "Night", relying on the personal impressions and imagination of students, offer them an imaginary walk. Imagine that you got lost and spent the night in the forest by the fire, and imagine what you feel, what you tell about the fire, what the appearance of children can be like, what the surrounding nature seems to be around the fire at night, etc.

Thus, all options for introductory classes are equally legitimate. The choice of one of the listed types of introductory lesson depends on the composition of the students, the class, teaching and educational tasks, on the entire system of lessons for the study of the story.

In grades 5-7, introductory classes based on the life experiences of schoolchildren can be effective. It is often used in connection with the study of landscape lyrics.

The biography of the writer is not studied in middle school. The program also provides for an appeal to biographical material: in textbooks-readers for grades 5-9, material about the writer is published before the work. These are short, popularly written articles by textbook compilers that provide an overview of the writer and the facts that are associated with the work under study. For example, in the 5th grade there are articles about Pushkin, Lermontov; in the 8th grade, fragments from works or memoirs about the writer, or school programs offering to reveal the "life basis" of the work (for example, when studying "Childhood" by AM Gorkov and "School" by A. Gaidar).

What kind of curriculum vitae can include an introductory lesson?

Establishing a direct connection between the work and the life of the writer. For example, when studying an excerpt from a poem by N.A. Nekrasov "On the Volga". The introductory lesson should be devoted to the story of the author's childhood, spent in a manor house on the banks of the great Russian Volga River, about what constituted the autobiographical basis of the work.

Revealing those aspects of the personality and inner world of the writer that show through in the work.

Thus, introductory classes related to the introduction of biographical material are designed not only to understand the literary work being studied, but also, prepare schoolchildren to understand the author's position, the author's view of heroes, events, life.

The introductory lesson in grades 8-9, as well as in the senior level of the school, is often difficult to differentiate, since their material is scattered in overview topics, in the presentation of biographical material.

Introductory classes at the senior level of the school provide for the disclosure of:

the history of the creation of the work;

characteristics of the era on the material of art (literature, painting, music).

For this purpose, the use of documentary material is proposed: diaries, letters of contemporaries, memoirs, historical chronicles. The lines of documents will allow students to hear the voices of people from bygone ages.

In the introductory lesson, providing an initial orientation in the text, it is proposed:

1. Reproduction of the factual basis of the work, for example, the novel "War and Peace", an introductory lesson - a story - a conversation about the time that is covered in the epic, about the history, the circumstances that affect the fate of the heroes of Leo Tolstoy.

2. Genre-compositional and stylistic features of the work. For example, the novel "What is to be done?" N.G. Chernyshevsky - to give students an idea of the compositional and structural originality of the novel ("break" of the plot, plot-independent parts - the dreams of Vera Pavlovna, "Praise to Marya Alekseevna") - this will facilitate reading and subsequent study of the novel.

Thus, the introductory lesson in high school becomes more difficult, but their goal remains the same: to prepare students for a more interested, active and conscious perception of the studied work.

LITERATURE

Study of literature in the evening school. A guide for teachers. / Ed. T.G. Brazhe. - M .: Education, 1977.- S. 107 -137.

Analysis of literary text. Digest of articles. Issue 3. - M .: Pedagogy ,. 1979. -S. 54-62.

Methods of teaching literature. / Under. ed. Z. Ya. Res. - M .: Education, 1986 .-- S. 119 -134.

Magazines "Literature at School" (Moscow) and "Teaching Language and Literature" for 1999-2003.

Lecture number 6... reading and studying the text of a work of art in school

Keywords

teacher's exemplary reading; students' first and second reading, commenting, expressive reading, home reading; quiet and loud, cool and extracurricular, individual, collective, role-based reading; conversation, quoting, work on the plan, retelling, analysis of the text: detailed (textual), selectively directed, overview.

A special method of teaching literature as a science. Methods of teaching literature as a scientific discipline, its subject, tasks, research methods, connection with other sciences. Questions for self-control

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

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NAVOI - 2005

Lecture number 5. STAGES OF WORK ON AN ARTISTIC PRODUCT.

LITERATURE

Lecture number 6... reading and studying the text of a work of art in school

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