Feb 27 2013
- what literary material is offered for classroom and extracurricular activities; what you need to take for compulsory reading in the analysis in the classroom; which works students read additionally at home, which ones are recommended for out-of-class independent reading; didactic material, i.e., the range of knowledge and skills that students should acquire in literature classes.
Principles for the selection of basic and additional literary material for the curriculum:
- the aesthetic value of a work of art as the art of the word; accessibility to the reader's perception, compliance with the interests and age characteristics of schoolchildren; adequacy of educational - educational goals and objectives.
The mandatory minimum content of basic general education (grades 5-9) in literature includes:
Information on the theory and history of literature;
List of literary works intended for reading and studying in grades 5-9:
From Russian folklore;
Old Russian literature;
Literature of the 18th century;
Literature of the nineteenth century;
Literature of the 20th century;
The mandatory minimum content of secondary (complete) general education in literature contains:
Information on the history and theory of literature;
A list of literary works that are intended for reading and studying in grades 10-11.
From the literature of the late 18th-first half of the 19th centuries; literature of the late 19th - first half of the 20th century;
Literature of the 20th century;
Selected works of foreign literature.
Training program(compilers - T. A. Kalganova, E. A. Krasnovsky, A. G. Kutuzov, Yu. I. Lyssy reflects the content of the literary education of schoolchildren:
Goals and objectives of the study of literature;
The system of classes in literature;
List of literary works for reading and studying;
Necessary historical and literary concepts;
Methods and ways of developing the speech activity of students;
Intersubject communications;
Requirements for the level of preparation of schoolchildren and the equipment of the educational process.
The list of literary works offered for reading and studying includes:
spiritual literature;
Old Russian monuments;
Russian classics of the 17th centuries;
Classics of foreign literature;
Modern literature (Russian and foreign).
The principle of concentrism involves the repetition of educational material at a higher theoretical level. It is combined with a linear way of constructing a program.
In modern literary education, Two concentrations corresponding to the levels of the main and secondary (full) schools:
5-9 grades;
10-11 grades.
The principle of variability find expression in the pedagogically sound methodological decision of the teacher.
Literary education programs for schoolchildren currently operating:
Program compiled by T. F. Kurdyumova (scientific editor), S. A. Leonov, E. N. Kolokoltsev, O. B. Maryina;
A program for schools and classes with an in-depth study of literature, gymnasiums and lyceums in the humanities, ed. M. B. Ladygina; authors: A. B. Esin, O. N. Zaitseva, M. B. Ladygin;
Program for National Educational Institutions, ed. M. V. Cherkezova;
Foreign literature program for grades 5-9 by N. P. Mikhalskaya and others.
Question 2. Stages of literary education
Literary education at school consists of three main stages, Each of which has its own specifics and is connected with the others:
The first stage - primary classes;
The second - the middle classes (5-9);
The third is the senior classes (10-11).
First step (according to the definition of A. B. Esin, O. N. Zaitseva and M. B. Ladygin): 1-3 classes, primary literary education.
Second phase: Grades 5-9, general literary education
Myths and legends of the peoples of Russia and the world;
Works of Russian classical literature, foreign and contemporary writers;
Children's periodicals;
Reference literature.
Approximate subject matter:
About the Motherland;
native nature;
The relation of man to nature, animals, labor, to each other; the lives of children, their friendship and camaraderie, their attitude towards people;
Moral and aesthetic concepts (good, evil, honor, duty, conscience, etc.);
Heroic events and deeds in the name of serving the Motherland.
Genres of works:
stories;
Poems;
Small forms of folklore - proverbs, sayings, counting rhymes, riddles, incantations, songs, etc.;
Folk and literary tales;
Fairy tales-plays;
Tales-tales;
Reference literature.
Work with text:
Understanding of words and expressions used in the text;
Distinguishing the simplest cases of ambiguity and comparisons, emphasizing epithets in the text;
Need a cheat sheet? Then save - » The Content of Literary Education - Part 1 . Literary writings!Literary education is the development of the wealth of world literature, the development of literature as the art of the word. Wealth: - the text of the work, - historical and literary knowledge, - the presence of theoretical and literary knowledge, - literary criticism, - biography of writers: 1. biographical study is not needed, 2. biographical facts are reflected in the author's works, 3. psychology is embodied in the images of the characters writer. The purpose of literary education: the formation of the spiritual world of a person, the education of a love of reading, the formation of the inner need of the individual for spiritual and moral study, which makes it possible to realize the personal capabilities of schoolchildren. The basis of literary education is reading and a holistic perception of a work of art. Literature course: - texts, pedagogical processed information on the history of literature, - basic aesthetic and ethical-philosophical concepts that are necessary for the formation of reading skills. Components of literature: - works of criticism and journalism, - historical and cultural information, - knowledge of style and culture of speech. Literary education is built on a concentric basis (3 concentres): 1-4 cells. - elementary school, 5-9 cells. - basic secondary school, 10-11 cells. - complete secondary school. The content of education in grades 5-9 is a variety of art forms from folklore and literature of the past to the present, including domestic and foreign samples. Teaching is aimed at developing the skills of aesthetic understanding of the writer's artistic world.
6. The main stages of the literary development of schoolchildren.
At present, thanks to the works of psychologists and methodologists (L. G. Zhabitskaya, N. D. Moldavskaya, V. G. Marantsman, O. I. Nikiforova, Z. Ya. Rez, L. N. Rozhina, N. Ya. Meshcheryakova and others), much is known about the student as a reader, about the patterns of his literary development, about the dependence of the level of reading culture on the nature of education, about the qualitative changes in his attitude to art in connection with age shifts, about individual reading characteristics, etc. According to the observations of psychologists, a student in his development goes through a number of stages: younger adolescence (10-12 years old), older adolescence (13-14 years old) and early adolescence (16-17 years old). The age stages of a child's development approximately coincide with his education in certain classes: younger adolescence - grades 4-6, senior adolescence - 7-8 and the time of early adolescence - grades 9 and 10. The division of students into age groups is to a certain extent arbitrary, since human development proceeds unevenly. The intensity of his internal growth depends on various factors - not only on age, but also on the social, domestic, psychological microclimate in which he is brought up, and, of course, on the individual characteristics of his personality. The situation is even more complicated when it comes to the literary development of man. It is known that in the same age group one can meet students with very different levels of literary development: some guys are ahead of their peers by one or two years, while others, on the contrary, lag behind their comrades. But with all the individual differences, schoolchildren of the same age and the same class have much in common. These general trends in the literary development of students are reflected in the changes that occur with age in their attitude to literature and art in general, in the transformation of literary preferences and assessments of literary characters, and in significant shifts in literary development. Similar are the difficulties that accompany these shifts at each age stage.
Periods of literary development of the student 3 periods: Grades 5-6, Grades 7-8, Grades 9-11 5th grade They retell (instead of analysis), taking words from the text, borrowing speech stamps. There is no feeling of someone else's text - quotes are written without quotes. Literature for them is a copy of life, a fixation of reality. Connection with life, evaluation of the work not in terms of how it is written, but how much it coincides with real life experience. They borrow thoughts from other works in the analysis. The reproductive imagination is highly developed. 6th grade Separate breakthrough to form analysis. Retelling with elements of analysis, but also using clichés. They cannot single out the essence - they list all the events in detail. Replacing the generalization with a private retelling of the episode, it is difficult to reach a generalization. 5-6 grades period of naive realism. Merging art with reality while reading. The book is perceived as a fixation of life. Don't remember the names of the authors. There is no attention to the form, the main thing is the plot. Emotional reaction. Can't see the position of the author . 7th grade Great ability to generalize - highlight the essence. More logic. Looking for instruction in the book. Stamps are used more limited. Creative imagination is developed, they identify themselves with the hero. Personal attitude is very important - the desire to intervene in the plot and change it. An attempt to understand the intentions of the author, the author's emotion, but they can replace the author's emotion with their own. They can already motivate their emotions. Attention to the word (details). 9-11 grades No episode links. No textual proof. Stop seeing a single word. They talk about the work of the author as a whole, about connections with other works. Awareness of the world as a whole.
According to the unanimous opinion of scientists, in grades 5-8 there is a significant shift in the literary development of students. It is in these classes that the student's attitude to art begins to acquire a conscious aesthetic character, when the book is perceived not only in its content-cognitive essence, but also as an artistic value. The range of works that interest older teenagers is significantly expanding. Favorites are those where the author is attentive to the experiences of the characters, to complex feelings - a book at this age becomes a tool that helps to understand oneself, evaluate the qualities of one's personality, and form one's ideal. However, with the achievements in the literary development of schoolchildren of older adolescence, some losses are also noticeable. If the view of the younger teenager is turned to the world, and this allows him, with all his naivete, to still approach the work as an objective value, then the older teenager is often focused on his inner world and looks for only motives consonant with him in the work. The need for self-expression in some schoolchildren is so strong that the analysis of the work is often replaced by an analysis of their own experiences or reasoning on topics of interest to them. 7-8- cl. - the period of moral suicide is characterized by a sharp subjectivization of perception. In connection with the growth of self-awareness of the individual, filling the literary text with the reader's own problems. The rapid development of the reader's imagination is often arbitrary in relation to the author's tendency. The reader gradually rises from reproductive to analytical comprehension, content, however, the subjectivity of the assessment of what is read, biasedly leads to a decrease in the objective understanding of the author's idea. .
Technologies and methods of teaching literature Philology Team of authors --
1.4. Stages of school literary education
In accordance with the State Educational Standard for Literature, the following levels of literary education are defined in a modern general education school:
1-4 grades - stage elementary general education,
5-9 grades - stage main general education,
10-11 grades - stage complete general secondary education.
On the steps elementary school the skill of meaningful reading is formed, fundamentals of literary education, elementary ways of communicating with a literary text are being worked out, stimulating emotional perception and responsiveness.
At the stage of basic general education, work continues on improving the skill of conscious, correct, fluent and expressive reading, developing the perception of a literary text, developing reading skills, raising interest in reading and books, and the need to communicate with the world of fiction.
Taking into account the age characteristics of students at the level of basic general education conditionally can be distinguished three stages literary education: grades 5–6, grades 7–8, grade 9.
5th-6th grades
At this stage, ideas are formed about the specifics of literature as the art of the word, the development of the ability to read consciously, the ability to communicate with the artistic world of works of different genres and individual styles. The selection of texts takes into account the age characteristics of students, whose interest is mainly focused on the plot and characters of the work. Separate theoretical and literary concepts studied at this stage are associated with the analysis of the internal structure of a work of art - from metaphor to composition.
7th-8th grades
At this stage, the tasks of developing the ability to formulate and reasonably defend a personal position related to the moral issues of the work, as well as improving the skills of analyzing and interpreting a literary text, which involve establishing links between the work and the historical era, cultural context, literary environment and the fate of the writer, come to the fore. The selection of works at this stage of literary education takes into account the growing interest of schoolchildren in the moral and philosophical problems of works and psychological analysis. The basis of theoretical and literary knowledge is the comprehension of the system of literary genera and genres, as well as artistic trends.
Grade 9
This stage of literary education is transitional since problems are solved in the 9th grade pre-profile training students, the foundations of a systematic study of the historical and literary course are laid.
The exemplary curriculum for grades 5-6 and 7-8 is more open to various options for the author's concepts of the course than the curriculum for grade 9, which traditionally has a more rigid structural and content basis.
When compiling author's programs and thematic planning, it is obligatory to allocate hours for the development of speech: in grades 5–6, students must write at least 4 essays per academic year (including 3 classroom essays), in grades 7–8 - at least 5 essays (of which there are 4 classroom essays), in the 9th grade - at least 6 essays (of which 5 classroom essays).
10-11 grades
On the steps complete general education, the study of the course of literature is carried out at the basic and profile levels.
Profile the literature course is designed for students interested in an in-depth study of Russian classics, as well as for students with pronounced humanitarian abilities who plan to continue their education in humanitarian universities.
The five-hour literature course is designed to help the student master the basics of research activities within the framework of the subject "Literature", to ensure the continuity of the stages of education (school - university of the humanities), i.e., to prepare for a successful subsequent professional activity in the humanitarian field.
The course of literature in high school is based on the knowledge gained in elementary school, and is aimed at developing and systematizing students' ideas about the historical development of literature, which allows them to better understand the dialogue between classical and modern literature. At the profile level of high school, the comparative aspect of the study of literary works, considered in a broad historical and cultural context, is enhanced.
The study of literature at the profile level preserves the fundamental basis of the course, systematizes students' ideas about the historical development of literature, allows them to deeply and comprehensively realize the dialogue between classical and modern literature. The course is based on the textual study of works of art, solves the problem of the formation of reading skills, the development of a culture of oral and written speech. At the same time, knowledge of the history and theory of literature is of great importance, contributing to the deepening of perception and evaluation of what is read, the development of the analytical culture of students.
This text is an introductory piece. From the book Technologies and Methods of Teaching Literature author Philology Team of authors --CHAPTER 1 Literature as an academic subject in the system of school philological education Literature as a school discipline has a number of distinctive features that determine its special position among other school subjects and must necessarily
From the author's book1.1. The Specificity of Literature as an Educational Subject in the System of School Philological Education Keywords: educational field "Philology", scientific component, aesthetic component, existential component, communicative component. School literature course
From the author's book1.2. Goals and objectives of literary education
From the author's book1.3.1. Documents regulating the content of literary education Key words: State educational standard, literary education programs, basic curriculum. The content of school literary education at the conceptual level
From the author's book1.3.2. Programs of School Literary Education Key words: principle of concentres, chronological (linear) principle. Based on the State Educational Standard in Literature and Exemplary Programs of Basic and Complete General Education in Literature
From the author's book1.3.3. Components of the content of school literary education Key words: scientific component, aesthetic component, existential component, communicative component. The goals and objectives of literary education, the specifics of literature as an academic subject determine
From the author's bookCHAPTER 3 The process of school literary education 3.1. Essence and components of the process of school literary education New concepts: educational process, process of literary education, components of the process of literary education, aesthetic
From the author's book3.1. The essence and components of the process of school literary education New concepts: the educational process, the process of literary education, the components of the process of literary education, the aesthetic component, the existential component, the communicative
From the author's book3.3. Objects of study in the process of literary education The specificity of literature as an academic subject determines the nature and characteristics of its content. Let us turn to the description of the objects of study in the school literature course. The object indicated in the previous paragraph
From the author's book3.4.1. Reading and its role in the process of literary education. Reading is the basis of theoretical
From the author's book3.4.3. Types of reading in the process of literary education USEFUL QUOTE “Reading is a window through which children see and learn about the world and themselves. It opens before the child only when, along with reading, simultaneously with it, and even before the book is opened for the first time,
From the author's book3.5. Pedagogical communication in the process of literary education 3.5.1. Communication as the main mechanism of interaction in the educational process
From the author's book3.5.2. Dialogical Communication in the Process of Literary Education Key concepts: dialogue, dialogueness, monologueness, dialogue experience. USEFUL QUOTE "Dialogue is the only form of relation to a person-person that preserves his freedom and incompletion." MM.
From the author's bookCHAPTER 4 Organization of the process of literary education Key words: organizational form of education, extracurricular activities, classification of lessons, non-traditional lesson, lesson structure, independent activity. USEFUL QUOTE "Organizational form of learning -
From the author's book4.1. Forms of organization of the process of literary education The main forms of organization of the process of literary education of schoolchildren are: lesson; independent activity of students; extracurricular activities. Successful implementation of the process of literary
From the author's book6.2. Method of projects in the process of school literary education Among the personality-oriented methods, a special place in the process of modern literary education of schoolchildren belongs to the project methodology. Methodists in both foreign and Russian science
The choice of literary and speech concepts, as shown above, was determined by the need to refer to them in the process of analyzing the studied works and relying on them when forming a system of skills. Naturally, the formation of these concepts in all their completeness and complexity is impossible at the level of primary education, simplification is inevitable. Therefore, it is especially important to develop the principle of simplification without distorting the essence of the concept, which seems to be a very difficult, if not impossible, task.
In a number of cases, such a simplification is possible by familiarizing oneself with the general concept and subsuming all particular cases under it. For example, when observing with children the role of repetitions in a text, it is inappropriate to single out their particular types: anaphora, epiphora, pickups, refrains, etc. Following this principle, one can form ideas about rhyme, about sound writing, about a lyrical poem. It is customary to single out such a genre as "lyrical poem" in primary education. This seems appropriate, since the question of the system of lyrical genres has not yet been resolved in literary criticism. The term "lyric poem", covering all genres of lyrics, focuses the attention of younger students on the specifics of this kind of literature and on the poetic form of the work. The principle of subsuming the particular under the general will allow in the future to deepen the knowledge of the children, introducing them to new particular manifestations, without destroying the idea of the general.
The second principle is that the content of the concept is revealed incompletely. For example, younger students get acquainted with the concept of "rhythm" as the repetition of identical elements and, depending on the characteristics of the work being studied, observe the rhythm of stress, syntactic rhythm, phonetic, but it is more expedient to get acquainted with the meter in high school. In this case, there will also be no need to break the existing ideas, they will only be supplemented.
The third principle is to combine close concepts. So, modern literary criticism separates the concepts of "text" and "work of art", in elementary school, in the process of reading and analyzing a work, these terms are used as synonymous. The concept of "text", introduced in the lessons of the Russian language ("Text - two or more sentences related to each other in meaning. The text can be titled.") is used when working on an essay. The concepts of "biographical author" and "image of the author" are also not separated in elementary school, as mentioned above, but it is advisable to separate the concepts of "author" and "narrator".
The level of assimilation of knowledge also varies. Part of the knowledge can be formed at the level of the concept, with the allocation of essential features, the introduction of the wording and the term. For example, the concepts of "main idea", "theme".
Part of the knowledge is formed at the practical level: students can use the term, call the corresponding phenomenon by this term, but the definition of the concept is not introduced. So, at the practical level, the concepts of "composition", "plot", "sound writing", "rhythm" are assimilated.
Knowledge can also be formed at the level of a general idea, in this case terms are not introduced, no definition is given, but all work is structured in such a way that children see the connection between individual phenomena. For example, the idea of the relationship between art and life, of the second "artistic" reality, of the difference between speech and the artistic word, of the relationship between the image and the artistic idea.
All the knowledge formed by younger students can be divided into two types: the knowledge necessary to create a general idea of the nature of art, its purpose, and the knowledge that is the basis for mastering a specific operation, a method of analysis. In the first year of study, the formation of knowledge is subject to the main tasks of the year: the formation of motivation for reading activity, and mastering the operational side of analysis. Therefore, both types of knowledge are formed in first-graders, but the knowledge of the first type is at the level of a general idea, and the knowledge of the second type is at the practical level or at the level of a concept. In the second and third years of study, both types of knowledge expand and deepen, and they are consolidated in practical activities. In the fourth grade, primary attention is paid to knowledge about the specifics of literature as an art. Operational knowledge is accessed as needed, when difficulties arise in the use of a particular technique.
Reading skills in the broad sense of the word include not only skills related to text analysis, but also bibliographic skills. The modern rhythm of life requires a person to quickly respond to changing conditions, the ability to navigate in a huge flow of information. It is necessary to learn this from childhood, therefore, primary literary education should include a system of bibliographic knowledge and skills. The general education modernization program provides for the introduction of informatics lessons in elementary schools. The standard emphasizes that information knowledge and skills should be formed in the study of all subject areas of elementary school. The methodology of elementary education has long begun to pay attention to the bibliographic culture of younger students. This issue is well developed in the works of N.N. Svetlovskaya (180, 181). The content of bibliographic knowledge and skills, developed on the basis of the ideas of N.N. Svetlovskaya, is presented in Table 8.
Table 8
| Class | Knowledge | Skills |
| Reading hygiene rules | Ability to follow the rules of reading hygiene | |
| The main elements of the book: cover, spine, title page, pages, table of contents, illustrations; preface, afterword, abstract | The ability to name a book, indicating the author and title The ability to navigate in a book The ability to determine the main content of a book by title, illustrations, table of contents, annotations | |
| 3-4 3-4 | Orientation in the book world: · book exhibition; the principle of the arrangement of books in the library; · card index of covers; alphabetical catalog; · reference publications · thematic catalogue; main children's periodicals; main series of children's books; Children's publishing houses | The ability to select books of a certain author, literature on a given topic The ability to find the right book in the library The ability to use an alphabetical catalog, to make a simple index card. The ability to use the thematic catalog The ability to select material on a given topic, using reference books and children's periodicals The ability to navigate in books, independently use the reference apparatus |
Bibliographic knowledge and skills can be formed in specially designated lessons; you can devote part of a regular reading lesson to this work. The main thing is to create conditions that would require children to use the acquired knowledge in everyday practical activities, and not from case to case.
