Филологический класс (Feb 2019)
EXISTENTIAL-COMMUNICATIVE TECHNOLOGIES IN LITERATURE LESSONS
Abstract
As slow reading is not a typical good time nowadays, one of the tasks of contemporary school literature course is to attract students to reading books. The authors of the article, a schoolteacher and a University associate professor, solve the problem by improving teaching technologies. The aim of the authors’ investigation is to find ways of such integration of the classical texts with the forms of youth culture, which would be not in contradiction between the bright form of the event and the very content of the book. Existential-communicative technologies, presented in the article, should, first of all, help schoolchildren to feel personal involvement in the text, and secondly, they create a discussion space for understanding the book. The elaboration of teacher and students literature class interaction is based on the program literature material of 8th grade (Walter Scott, William Golding, Leonid Panteleev, Grigorii Belyh) and of 10th grade (Ivan Turgenev). By activating the role of organizational form in the pedagogical process, the authors of the article advocate greater independence of schoolchildren in the preparation and organization of the lesson. That is why there are examples of the algorithm of training session and the algorithm of preparation for a lesson presented in the article. The forms that bring children closer to the book are adapted from the exterior environment. Nowadays lifelong learning as a popular slogan has stimulated to think up many versions of educational situations which can become the property of teaching methods. The methodologies of the investigation in the article are the theory of educational activity by D. B. Elkonin and V. V. Davydov, and existentional analysis by Alfried Längle. The main method of research is included observation.
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