Reading activity. M-k organization of reading activity Structure of reading activity

I. Introduction

The formation of functionally literate people is one of the most important tasks modern school. Modern lesson should be effective, active, directly related to the interests of the child, his parents, society, state. In such a lesson, in the first place - the organization of independent activities of children, in which the teacher acts as an organizer, coordinator, consultant, guide.

The purpose of modern education is the training and comprehensive development of a person capable of creativity. To achieve this goal, there are many programs called developing.

In this regard, I chose the educational system "School 2100" for myself, since it is it that contributes to the cultivation and development of a functionally literate personality. A functionally literate person is a person who knows how to act, that is, to solve problems that arise in life. The foundations of functional literacy are laid in primary school, where there is intensive training in various types of speech activity - reading and writing, speaking and listening.

IN educational system"School 2100" in the program "Reading and Literature" implements the idea of ​​literary reading. Unfortunately, in elementary school lessons we often meet with explanatory reading, when working with text comes down to endless conversation, to “chewing” what children have long understood and marking time. Hence - boredom in the classroom, dislike of reading.

I became interested in studying and using the technology for forming the type of correct reading activity after listening to lectures by I. I. Kremleva, a methodologist at the School 2100 UMC, having familiarized myself with the collection of materials School 2100. Educational technologies. Completed courses at the Academy of Advanced Studies and professional retraining educators (Moscow, 2009).

After a detailed study of the technology for forming the type of correct reading activity, I began to use it in my activities in the system at literary reading lessons.

In his methodological development I offer not only generalized theoretical material, but also lesson plans using the technology of forming the type of correct reading activity from the experience of my work.

II. 1. The concept of technology for forming the type of correct reading activity

Goals and objectives of the course "Literary reading".

The main goal of the course "Literary Reading" by the authors of the Buneevs is to teach children to read fiction, prepare for its systematic study in high school, arouse interest in reading and lay the foundations of a literate reader.

Achieving this goal involves solving the following tasks:

1. Formation of reading techniques and methods of understanding the text - the correct type of reading activity; simultaneous development of interest in the process of reading, the need to read;
2. Introduction of children through literature into the world of human relations, moral values; education of a person with free and independent thinking;
3. Introducing children to literature as the art of the word through the introduction of elements of literary analysis of texts and practical familiarization with individual theoretical and literary concepts;
4. Development of oral and written speech, development creativity children.

To achieve these goals and solve problems, the authors of the program have prepared a series of textbooks on literary reading: Grade 1 - "Drops of the Sun", Grade 2 - "A Little Door to the Big World", Grade 3 - "In One Happy Childhood", Grade 4 - "In the ocean of the sun”, guidelines for teachers and workbooks for students. The thematic principle of material grouping is taken as a basis.

Features of the course "Literary Reading"

Features of the course "Literary Reading" are:

1. Reliance on literary criticism (a range of concepts from the field of literary theory, which children master at a practical level through workbooks).
2. Introduction of a work of art into a literary and historical context (in grades 1-3, a discussion of the author's name before reading, a conversation about his personality and a teacher's story about the writer after reading; in grade 4 - independent work with additional information in the textbook and notebook before and after reading; travels in the history of children's literature and systematization of previously read)
3. Connection with the life experience of the child.
4. Analysis of a literary work as an obligatory stage of working with a text.

The structure of reading activity.

When implementing the program of the course "Literary Reading", the Buneevs determined the structure of reading activity.

The main areas of work in the reading lesson:

1. Formation and improvement of the technique of reading aloud (correctness, intonation, speed) and silently (correctness, awareness, speed).
2. Teaching the principles of reading comprehension.
3. Creation of conditions for emotional experience of the read.
4. Practical acquaintance with some theoretical and literary concepts.
5. Teaching the elements of literary text analysis.
6. Development of skills and abilities of all types of speech activity: reading, listening, speaking, writing.

The essence of the formation of the type of correct reading activity is based on the developments of Professor N.N. Svetlovskaya.

II.2. The technology of working with text and with poetic text to form the type of correct reading activity.

Stages of work on the formation of the type of correct reading activity.

The technology for forming the type of correct reading activity consists of the following steps:

Istage. Work with text before reading.Target: the development of such an important reading skill as anticipation, i.e. the ability to guess, anticipate the content of the text by title, illustration and a group of keywords.

IIstage. Working with text while reading. Target: achieving understanding of the text at the content level.

1. Primary reading of the text.

Independent reading (at home or in the classroom), reading - listening, combined reading (at the choice of the teacher) in accordance with the characteristics of the text, age and individual abilities of students.

Identification of primary perception (with the help of a conversation, a test, fixing primary impressions, written answers to questions, related arts - at the teacher's choice)

2. Rereading the text.

Slow "thoughtful" repeated reading (of the whole text or its separate fragments).

Statement of a clarifying question for each semantic part.

3. Conversation on the content in general.

Summary of what has been read. Identification of matches between the initial assumptions of students and the final conclusions on the text.

Appeal (if necessary) to individual fragments of the text, expressive reading. Statement of generalizing questions to the text.

IIIstage. Working with text after reading.Target: achieving understanding at the level of meaning (main idea, subtext).

1. Conceptual (semantic) conversation on the text.

Collective discussion of the read, discussion. Correlation of readers' interpretations (interpretations, evaluations) of the work with the author's position. Formulation of the main idea of ​​the text or the totality of its main meanings.

2. Acquaintance with the writer. Story about a writer. Talk about the personality of the writer. Working with textbook materials, additional sources.

3. Work with the title, illustrations. Discussing the meaning of the title. Referring students to ready-made illustrations. Correlation of the artist's vision with the reader's idea.

4. (Creative) tasks based on some area of ​​students' reading activity: emotions, imagination, comprehension of content, artistic form.

Thus, children gradually master the proposed technology of working with text, because they understand its meaning and because such work with text shows the essence of the reading process itself, makes reading lessons motivated, exciting, and student-oriented.

Technology of work with poetic text.

Now consider the work with the poetic text in the reading lesson. The technology of work, in principle, will be the same, but a few reservations need to be made:

1. Before the reading begins, children can express their guesses about what the topic of the poem will be or what mood it is written in. They can guess this based on the title and illustration.
2. For the first time, children must read the poem to themselves. It is not necessary for the teacher to immediately give everything ready-made: his understanding, his intonation, etc.
3. In the course of reading aloud line by line or stanza, children should be helped to imagine the pictures drawn by the author: to see what words these pictures were created with; feel the mood, state of the author, and as a result - find the right, correct intonation, make notes in the text that will help to read it expressively.
4. You can read more than one poem in one lesson, but several (2-3) thematically close ones. This will eliminate the need for unnecessary "chewing" of the same thing and will allow you to compare the vision of different poets, language, rhythm of poems, etc.

II.3.Technology of work on conducting a dialogue with the author and commented reading.

The purpose of text analysis at the first stage is the reader's assimilation of a literary work, the creation of its reader's interpretation and, most importantly, its correction by the author's objective meaning. The main task of the teacher in the classroom is to help the child see the author in the text: “subtract” his attitude to the characters, to the situation; solve the problem of "the writer and reality", and this is possible only in the course of thoughtful reading. They distinguish the following methods of work in the analysis of the text:

1. Highlighting keywords.
2. Conversation.
3. Planning.
4. Observation of the system of images.
5. Dialogue with the author through the text.
6. Commented reading.

New methods of working with text are commented reading and dialogue with the author through the text.

Psychologists, psycholinguists say that during the dialogue with the author, information is read out from each unit of the text, probabilistic prediction of new content and self-control of one's forecasts and assumptions.

You can advise the teacher to observe the following sequencing:

1. Teach Guys see the author's questions in the text, direct and hidden.
2. Turn on the creative imagination of students: according to a word, a detail, or other folded textual information, the reader predicts what will happen next, how events will develop, how the episode (part, entire work) may end.
3. Teach Guys ask questions to the author as you read. These are questions, the answers to which are contained in the text, but in an implicit, hidden form: how can this be explained? What follows from this? What will happen now? Why exactly?.. For what?... Who is this?.. The questions that arise again imply the emergence of answers-assumptions and checking oneself in the course of further reading.
4. Help students conduct a dialogue with the author during the initial reading. In our opinion, this can be done already at the end of the 1st grade. G.G. Granik proposes, with such a transition from joint learning reading to independent reading, to place signals in the text (at the end of sentences): B - question (find, ask), O - answer (answer this question), P - check (check the accuracy of your assumptions in this particular place in the text), Z - a mirror (turn on your imagination, take your time reading, look into the magic mirror).

What is commented reading?

At the stage of working with the text while reading, commented reading is used mainly during the rereading of the text.

What is necessary for a commented reading to take place?

1. Children voice the text, and the teacher, who acts as a qualified reader, comments on it.
2. However, if in the course of your comment the children make interesting judgments motivated by the text, you need to literally cling to them and weave them into the general conversation, in no case leave them unattended, even if the children's judgments diverge from your (subjective!) point of view.
3. The comment should be short and dynamic.
4. The comment should never turn into a conversation!
5. You comment on the text in the place where it's really needed, and not only after the sentence or fragment has been read to the end. This means that you can interrupt your child's reading at any time.
6. Interruption of a child's reading should occur naturally, for which the following methods are recommended:

1. Refrain(repetition of a word, phrase after the child), followed by the comment itself or the question in a special form, “folded”.
2. Turning on the imagination of children(“Imagine…”, “Did you see? Imagined?” etc.).
3. The question itself, which is formulated differently than during a conversation: it is maximally “folded”, compressed (“Guessed why?”, “Why exactly ...”). Watch your speech: try to avoid the words “Stop!”, “Enough!”, “Enough!”, “Stop here!” and so on.

Special mention should be made of comments on the text dictionary. If possible, it is better to invite children to semantize an unfamiliar word (determine its meaning from the context), and not rush to immediately turn to explanatory dictionary, since a pause in the latter case can disrupt the holistic perception of the text and the emotional reaction.

III.From work experience.

I will give examples of designing lessons in literary reading, fragments of lessons and lesson plans on the technology of forming productive reading. In the process of preparing for lessons, it is very convenient to use the following design plan:

1. Teacher is reading text with a fresh look.

2.Definition artistic task the text (the motive that prompted the author to write the work, the idea), the genre of the text.

3.Formulation lesson objectives(for the teacher and for the students) -specific learning objectives of this particular lesson.

4.Formulation lesson topics(precisely as topics, and not the names of what we are reading), based on the artistic task of the text and the goals of the lesson.

5. Definition lesson type.

6. Thinking anticipation stage.

7.Choice type of primary reading(teacher aloud, children to themselves or aloud, combined).

8.Line up rereading stage(how many times we re-read, why, what methods of analysis we use at each stage).

9. Thinking through summarizing conversation with the formulation of the main semantic question.

10. Thinking through stages of working with the text after reading.

11.Choice homework.

Designing a lesson based on the story of M. Zoshchenko "Stupid story"

1. Reading and identifying 1) factual information: 4-year-old Petya, mom, dad, doctor, professor, Kolya; 2) subtextual information: mom and dad do not look at the child very carefully, they do not see anything, although they look at him; 3) conceptual information: if adults were more attentive, and Petya was more independent, there would be no stupid story.

2. The artistic task of the text: to help adults see themselves cheerfully and unobtrusively, and children to think about how big and independent they are already.

Genre - story.

3. The objectives of the lesson: 1) evoke an emotional reaction in children, help them live through this situation; 2) discuss with children what such stories teach adults and children.

4. Theme of the lesson: What does a stupid story teach based on M. Zoshchenko's work "Stupid Story".

5. Type of lesson: work with new text.

6. Stage of anticipation: connect with the title (Stupid, ridiculous, funny).

7. Primary reading: teacher reading aloud, dialogue with the author, partially commented reading.

8. Stage of rereading: selective reading, reading by roles 4 parts.

9. General conversation: 1) Why do you think Petya was silent? 2) And why don’t such stupid stories happen with Kolya? 3) Why now Petya decided to dress himself? 4) What did this story teach Petya, and mom and dad, and you? 50 Will you tell this story at home? 6) So why is this story stupid?

10. Stage of working with text after reading: reading by roles, working with illustration.

11.Homework: Recall and tell your funny story or tell this story at home.

Designing a lesson based on the story of M. Korshunov "Drawing from nature"

1. Reading and identifying 1) factual information: 2) subtext information: 3) conceptual information:

2. The artistic task of the text: to help understand the relationship between the outside world and people.

Genre - story.

3. The objectives of the lesson: 1) to help emotionally survive the situation; 2) help to comprehend their attitude to the surrounding world and wildlife.

4. Theme of the lesson: "Amateur" of wildlife (at the end of the lesson).

5. Type of lesson: work with a new text.

6. Anticipation stage: associate with the title or with the author.

7. Primary reading - through the eyes, commented reading, dialogue with the author.

8. Stage of rereading: selective reading, reading by roles.

9. General conversation: 1) Did you get a drawing from life or not? 2) Did you have to draw like that? 3) Does Fedot even know how to draw? 4) What are the characters in this story? 5) And what is Fedot like?

10. Stage of working with text after reading: work with illustration (What did the artist read?); information about the author.

11. Homework: "My advice to Fedot and Toska."

Lesson fragment using commented reading technology at the stage of primary reading, identification of factual, subtextual and conceptual information.

E. Moshkovskaya

Difficult path. (How can the path be difficult?)

I decided, k. (I thought for a long time, hesitated, doubted)

and I will go. to. (decided)

I'm going to. (departed)

on this difficult path. (Question to children: Which path is difficult?)

into the next room, (Why then is the path difficult?)

(Are you surprised? What is unexpected for you? What did you expect?)

where silently k. (something happened)

my mother is sitting. k. (this is a child; Why is mom sitting silently? - predict)

And you will have to. (required)

open the door. to. (the door was closed)

And take a step...

And maybe ten more, (only 10 steps to mom, why does the child take so long to walk?)

ten steps! Identification of subtext. inf.-ii (the steps are very difficult)

come up, (For what? - you need to apologize)

"Sorry…"

(revealing conceptual information: it is very difficult for someone who has made a mistake to confess and ask for forgiveness)

Fragment of the lesson: anticipation, primary reading - children to themselves or aloud, dialogue with the author.

V. Biryukov

September.

There is a lot of noise in the forest.

Isn't the bear rushing towards us?

It's me! - the hedgehog mutters. -

You won't go quietly.

And mice under the paws

The leaves rustle.

Anticipation:

Read the title of the poem. September is what?

What time of the year is it?

What do you know about September?

What will the poem be about?

Reading a poem to children.

After reading the first line:

What noise can be in the forest?

After the second line:

Who is making noise?

After the third line:

What surprised you? How can a hedgehog make noise?

After the fourth line:

Why don't you pass quietly? (Assumptions)

After the fifth and sixth lines:

Did we guess right?

Lesson plans.

Subject: The animal world in the stories of E. Charushin.

The story of E. Charushin "Tomka's dreams"

The purpose of the lesson: show love for animals through the works of E. Charushin.

During the classes.

1. Checking homework.

A) Expressive reading of the poem by S. Cherny "Elephant ..." (3-4 people).

b) Exhibition of posters "The forest is a home for birds, animals and plants."

Teacher: Well done guys. You correctly drew a big house on your posters, where birds, animals, trees and flowers live, and we, people, are guests in this big house. And, as is customary, guests behave politely.

But many animals live with us in houses, in city apartments. People care about their little friends and can tell a lot of interesting things about them, especially if they are closely watched.

1. Practice reading difficult words(notebook, task 1.1, p. 34).
2. Reading a story.

A) Work with the illustration on page 136 and the title before reading.

• Who is in this illustration?
• See how unusually the artist depicted a puppy. Why does this drawing seem unusual? (This is a fantasy about a dream.)
• Try to guess what this story will be about.
• What is the puppy's name? Read the title of the story.

b) Reading the story in parts (children read to themselves, then aloud
with accompanying comments).

Part 1.

- What words confirm that Tomka is a puppy? (Squeals, paws.)

And why can't a person see such dreams as a puppy sees?
Re-reading the 1st part.

• Who are the heroes of the story? (Dad, Nikita, Tomka.) And who does Nikita turn to with questions? (To dad.)
• Read the 1st part to yourself again and mark in the margins the words of the author, dad, Nikita (N - Nikita, P - dad, A - author).

Reading the 2nd part. Questions after reading: So, Nikita is watching the sleeping Tomka.

• How could Nikita guess what Tomka was dreaming about? (He began to fantasize. But at the same time, Nikita knows well the habits of a puppy ...)
• Why did Nikita decide that at first Tomka saw a small hare in a dream? Would Tomka's voice change if he saw a big hare in a dream?
• Why did Nikita decide that Tomka was running away from the goat? And why then did he think that Tomka was going to fight the tiger? (Tomka behaved like an adult dog: growled, barked ...)
• Why did Nikita decide to wake up the sleeping puppy?
• Read again the 2nd part to yourself, mark the words of the author (A), dad (P) and Nikita (N).

c) Reading by roles.

Pre-reading task: reread the story to yourself and mark the words that will help you read it expressively.

(Children mark the verbs: asks, shouted etc.) Reading the story by roles. Questions after reading:

• Why could Tomka have such dreams? (He has already been on the hunt...)
• Can Nikita really read Tomkin's dreams?
• Can you tell something about the character of Tomka? How do we know all this? (From the words of the boy and dad.)

4. Part headings.

Choosing the most successful heading from the data (task P.2 in notebook, p. 34).

1. Conversation about the characters of the pope and Nikita (task II.3 in the notebook, p. 34).
2. Storytelling.

A toy dog ​​is placed on the desk near the board. Two children sit down with books at this desk and read for dad and Nikita (2-3 times).

7. Summarizing.

• Who is the author of the story?
• What did you like about this story?
• What did you find unusual about this story?
• What can you tell about the author? About his characters?

8. At home.

1. With parents, read this story in roles.
2. Task III.4 in the notebook, page 34.

Subject: Caring for animals in a poem by S. Mikhalkov.

S. Mikhalkov "Puppy".

The purpose of the lesson: show a kind attitude, care for the puppy in the work of S. Mikhalkov "Puppy".

During the classes.

1. Checking homework.

Reading by roles of E. Charushin's story "Tomka's dreams". Checking the assignment in the notebook.

2. Reading the poem "Puppy".

A) Exercises in reading technique (notebook, assignments 1.1, 2, p. 35).

b) - How many adventures can happen to a puppy in a dream! And what can happen to a puppy when he does not sleep? Let's read about it (p. 138).

Read the name of the author and the title of the poem.
Reading a poem in stanzas (children read). In the course of reading, the meaning of words and expressions is clarified: “lies in a layer”, “jug with honey”, etc. (see notebook, p. 35). Questions after reading:

- What can you tell about the puppy? What is he?

How do pets treat a puppy? (And they love him and suffer from his antics.)

• Find and read the lines that convey the girl's concern for the missing puppy. (Selective reading.)
• Read how the appearance of a terrible beast in the house is described.
• And why did the bee swarm fly after the puppy? (He turned over the jug of honey and got dirty all over.)
• How did this puppy's adventures end? Read.
• Why is the girl treating the puppy herself?
• Look at the illustrations on pages 139, 140. Find the lines in the poem that refer to these illustrations.
• What kind of puppy? (Assignment No. 5 in the notebook, p. 36.)
• Why did the girl love the puppy very much, despite all his antics?
• What can you say about the girl? What is she?

Who is leading the story of the puppy's adventures? (Girl.)
Read the poem expressively, try to convey the feelings of the girl.

Can you tell on behalf of the puppy about what happened to him? Try it. Try to convey how the puppy felt. (Children's stories.)

3. Summing up.

• What poem did we read in the lesson, who is its author?
• Who are the characters in this poem?
• How does the author feel about his characters?
• Let's check if you read carefully. Task number 4 in the notebook, page 36.

4. At home.

Prepare an expressive reading of this poem. Draw what happened to the puppy outside the house.

The "concept of the reader" is a relatively new term; in recent years, it has been actively used in the "reader" direction of literary criticism, which explores the writer's ideas about the reader, the possible reactions of the recipient to the text, the alleged "co-authorship" in the process of reading (490). The reader as a perceiving subject, implicitly present in the integrity of a work of art, is also called an implicit reader, a reader-addressee; it is currently being actively studied within the framework of German receptive aesthetics (H.R. Jauss, V. Iser, M.N. Naumann) and by scientists of Tverskoy state university (189, 201, 629, 633).

In this paper, the term “concept of the reader” is given a broader meaning: it refers to the ideas about the reader and his activities that have developed among those who determine and implement the strategy of the book business.

The concept (“thought”, “understanding”, “representation”) is interpreted as a certain way of understanding, interpreting any phenomena, systems of views on them, the leading plan of certain types of activity, as well as the result of understanding the relationship between facts, their origin and development, constructive principle various kinds activities (92, p. 568; 526, p. 633).

Accordingly, the concept of the reader, functioning in book culture, includes certain ideas about the reader, a system of views on him and his reading activity, the leading idea of ​​interaction with him, the constructive principle of book publishing, book distribution and book use. Performing mainly the value-oriented and regulatory functions of culture (285), the named concept is implemented in the areas of publication, distribution and use of the book through recommendations, norms, prescriptions, instructions, principles, prohibitions, setting priorities, values ​​and guidelines.

The term "reader" is used in its generic sense; means an entity that carries out different ways of interacting with book products, differing in the nature of its use (temporary or permanent), the method of acquisition (in a store, by subscription, in places of spontaneous book sale, through book exchange), the type and type of printed products, and the characteristics of the perceived text. This refers to all types of reading activities associated with the use of book production in accordance with the specifics of its original purpose. In this paper, when using the term "reader" in its abstract meaning, we will use singular, when designating individuals - plural.

The policy in the book business and the strategy of the activities of social institutions, individuals involved in book publishing and book distribution, largely depend on the dominant ideas in society about the reader and his activities, understanding of his social status, role and place in public life and book business in particular.

The reader and his activity are reflected in the mind in a certain way; signals received from the outside world are perceived by consciousness and at the same time part of the information enters the subconscious. Images of something accumulate in consciousness: the ability to store them without direct impact on the senses forms representations (391).

In modern psychology, representations are called “images of objects, scenes and events that arise on the basis of recall or productive imagination” (519, p. 429). These images can be of a generalized nature, refer to the past, present and future, be formed in relation to a wide variety of phenomena, including readers and their activities. As facts of consciousness, such representations manifest themselves at the level of word usage (“the image of the reader”, “the figure of the reader”, “the physiognomy of the reader”) and at the level of regulation of reading activity. The latter refers to conventional, institutional and non-institutional forms of streamlining reader interaction with printed works. Regulation is carried out through legislative activity, the adoption of certain strategies for the development of the book business, the functioning of its institutions (publishing houses, bookselling organizations, libraries, readers' associations) and through such non-institutional forms of regulation of reader behavior as communication, spontaneous book sales and book exchange.

Ideas about the reader exist as generalized images that play an important role in making decisions related to the publication, distribution and use of the book. However, they are not always fully realized; unreflected, intuitive determinations, unreasonable initial foundations, standards and attitudes play a role here.

N.A. Rubakin. He believed that the "sowing" of bibliological values ​​is effective if it is carried out on the basis of scientific ideas about readers. The book scholar set the task of developing various "standards" of readers: professional, class, social, national, age, which should be guided by when "creating, circulating and utilizing a book." The presence of scientifically based ideas about the reader allows a book trader to predict the behavior of readers: “The ability to foresee at least only the most important, most characteristic reader reactions to a particular book (only 6-7 reactions) is of great importance for any book trade worker, since makes it possible to fence with a book…” (487, p. 96).

The scientist drew attention to the role of the unconscious in this process: “This sowing is either unconscious or not at all conscious ...” (Ibid., p. 34). He contrasted "sowing" with futile scattering: "sowing" is carried out only if the "seeds" of bibliological values ​​have taken root on the "soil" and have given "sprouts".

A system of interrelated views, ideas about the reader can exist and, accordingly, be studied at various levels: power structures, public organizations, leading institutes of book business, book leaders, etc.

This paper examines the level at which the dominant society concepts of the reader are developed, which have a decisive influence on the functioning of the institutions of the book business. Accordingly, the system of interrelated ideas about the reader, views about him in the structures of managers, regulatively significant: representatives of the authorities, public figures, ideologists, creators and distributors of the book, who played a significant role in the development of the country's book culture. These views and ideas are manifested in the understanding the role and place of the reader in the book business, the allocation of priority reading groups, the definition of goals and objectives of the study of readers, the interpretation of their reading behavior as socially useful or harmful. Thus, we are talking about a regulatory concept, pursuing the goal of a certain impact on the reader by influencing the publication, distribution and use of the book.

“Reader's concept” is a term to which the principle of emergence is fully applicable, i.e. irreducibility of the characteristics and properties of the whole to the characteristics and properties of its parts (580). However, since the concept of the reader not only exists in the mind, but also manifests itself in the activities of book publishing and book distribution institutions, it is possible to identify the main empirical indicators that make it possible to judge certain views and ideas associated with the reader and his activities.

The role of the reader can be understood as predominantly active or predominantly passive.

The subject-object role of the reader implies, basically, its passive nature, the focus on the personality of the reader of active actions on the part of the management and educational systems. These systems influence the reader through a variety of influences. Subject-object relations are unequal, suggesting that the reader is a ward who needs to be “formed”, “stimulated”, “educated”, “enlightened”, “developed”; its reading is to be controlled, directed, manipulated. Such an attitude towards the reader is characteristic of totalitarian systems pursuing the goal of "nationalization" of the reader; The extreme form of such a manifestation is the “reforging”, “molding” of the reader with the aim of turning him into a “new reader”, realizing the goals of the ruling structures.

The subject-object role belonged to the reader Ancient Rus', whom the book "healed"; “taught”, to a certain extent “owned” him. This role was also characteristic of the mass Soviet reader, especially in the first decades of the existence of the Soviet state. The further development of Soviet pedagogy of reading resulted in the theory of leadership in reading, which provided for an active ideological and educational influence on the reader, especially in the library.

The active role of the reader presupposes an object-subject relationship in which the reader is perceived primarily as a carrier of activity, a source of cognition and transformation of reality. Ideas about the active role of the reader are reflected in the terms “waits”, “asks”, “chooses”, “requires”, “craves”, “evaluates”, “wants”, “orders”, “insists”, “strives”, etc. d.; it must be “served, “identified and satisfied with its needs”, “informed”. This type of relationship is characteristic of social systems whose book production depends on economic factors and should be regulated by commercially viable solutions, as well as for systems that have not formed a strategy for interacting with readers, that have not determined the role of books and reading in social development. Deprived of ideological foundations, the book business is driven by reader requests; the active subject determines the activities of publishing houses, bookstores, and libraries with its requirements, which is carried out as a functional response to the reader's system of expectations, trying to predict and realize them as fully as possible.

In the variant of subject-subject relations, parity interaction is assumed, which means the active position of both parties: book publishing institutions and readers. Both parties implement an activity strategy that suits their needs. This type of relationship exists in stable, stable, balanced systems, the subsystems of which develop relatively evenly. It is typical for social systems that have reflected the strategy of the book business and have a developed system of social institutions for book publishing and book distribution, capable of harmonizing their own activities with the needs of readers. This is a personality-oriented strategy that respects the rights and free choice of the reader, while the institutions of the book business are aware of their own goals of activity. This type of relationship is denoted by the words "cooperate", "participate", "facilitate", "reader-oriented". The described type of relationship is possible in public systems with a high degree of awareness of the uniqueness of the individual, her right to free development. Under these conditions, the maximum realization of the subject's activity aimed at himself is possible: "self-knowledge", "self-development", "self-formation", "self-education". This type of relationship with readers began to dominate the book business from the 90s of the XX century; the publishing house and the reader, the bookstore and the reader, the library and the reader have realized their subject-subject status, in which both parties are both objects and subjects of influence.

Let us make a reservation right away that none of the described types of relationships exist in a “pure” form. Even in the most rigid totalitarian system, there are many readers who have "their own vector of development" (G.P. Shchedrovitsky's expression) and are able to go beyond the given situation. Variants of the manifestation of excess activity of readers were reading "renounced" books, apocrypha in Ancient Rus', reading forbidden foreign literature in the XV-XVII centuries, old printed schismatic books in the second half XVII century, books of illegal printing in the XVIII-XIX centuries, works of "dissident" literature in the XX century. etc. On the other hand, there are types of readers who, in the most favorable social environment, are waiting for guidance and regulatory guidance.

In addition, upbringing, development, enlightenment and formation have in their arsenal didactic techniques that involve the active role of the object of influence. It is important to consider the use of the same words in different meanings. This was especially evident in the use of the term "guided reading" by library scientists in different periods of time: in the 1920s. it meant “an active offensive approach” (N.K. Krupskaya) (31), in the 70s - the entire content of the work of the library (A.N. Vaneev) (111), in the 80s - “internal management of one’s own reading of one’s own reader” (V.I. Tereshin) (566). As you can see, the meaning of the term is given to different, sometimes opposite. The unifying principle remains only one thing - the desire to designate a certain relationship with the reader from a position of dominance.

Therefore, we can only talk about a trend in understanding the active or passive role of the reader in the book business. Understanding the role determines the understanding of the reader's place: he either occupies a dominant position in the minds of book figures, or is perceived as a means to solve various problems, or, perhaps, is not taken into account at all as a significant figure influencing the functioning of publishing houses, bookstores, libraries, etc. etc. In the latter case, the designated institutions do not what the reader needs, but what seems important to the institutions of the book industry themselves and is determined by the requirements of the power structures. The consequence of this situation is the increased circulation of unclaimed literature, unattended library events, the shortage of books needed by readers, and as a functional response to this situation, the protest behavior of the most active groups of readers seeking to implement their own strategy of reading activity.

The second named component of the concept of the reader is the idea of ​​the priority of certain reader groups that can be distinguished by demographic, educational, social, professional, property, sociocultural and other characteristics. Priority groups mean the main recipients of publishing activities, for which the best conditions for the implementation of reader requests are created; they are recognized by the institutions of the book business as an object of increased attention and professional efforts.

As a rule, the allocation of priority groups is closely related to the specific historical situation, ideas about the categories of the population that are perceived as the most significant for community development. One of the first to connect the selection of priority groups of readers with a change in the political situation N.A. Rubakin: “The time of reactionary calm, timid “culturalism” has passed, the times of petty-bourgeois theories of “small deeds” have passed ... the working people, the proletariat, the working peasantry, the working intelligentsia ... must be the true owner, manager and consumer of all cultural, material and spiritual wealth "( 485, p.2).

World history book business knows examples when the tasks were set of publishing books, opening libraries “for the poor”, when books were addressed to a specific social group (clergy, nobility, proletariat, peasantry, intelligentsia), when representatives of specific groups, parties, institutions had the best access to literature . The main consumers of book production can also be individual social types, referred to as "cultured people", "persons with opportunities", etc. (140).

In Ancient Rus', the priority readership group was the clergy, in Peter's Russia - the service nobility, under Catherine II - the stratum of the enlightened nobility. At different periods of historical development, different reading groups were at the center of attention: in the second half of the 19th century, the task was to publish books and open libraries “for the poor”; in the 20s. XX century books were addressed mainly to the proletariat, the peasantry and the Red Army; in the 60-70s. XX century in our country, the best access to books were employees of the party and Soviet bodies, and at the turn of the XX-XXI centuries - wealthy people.

For priority readers, literature is mainly published on improving the culture and technique of reading, and bibliographic manuals are compiled. As a rule, priority groups are also perceived as the most significant object of research activity. The second half of the 19th - early 20th centuries was characterized by public interest in the people, representatives of the oppressed class, with whom hopes were associated for the transformation of the country and, accordingly, research attention was riveted to the reading activity of peasants and workers: this was manifested in the activities of N.A. Korfa, S.A. An-sky, H.D. Alchevskaya and others. After the October Revolution, in the 20-30s. XX century "decisive layers" (the expression of N.K. Krupskaya), subject to study, were called workers, peasants, Red Army soldiers. In the 60s. XX century, during the Khrushchev "thaw", when ideas about the "decisive" social strata expanded, along with workers, high school students, students, teachers, engineering and technical workers came to the attention of researchers, in the 70s - residents of small towns, villages. In the 1980s, interest in reading was revived among the intelligentsia, representatives of the authorities (in particular, the population was regularly informed about the reading of the deputies of the Supreme Council); in the 1990s there was a curiosity about the reading activity of representatives of the emerging class of entrepreneurs, and so on.

An essential component of the system of ideas about the reader and interaction with him is the formulation of the goals and objectives of his study.

In accordance with the understanding of the role and place of the reader in the book process, the significance of the “collective” or “individuality”, ideas about the priority of certain groups, studies were carried out in the country that had the goal of actively influencing the reader (“improve management”, “find ways of optimal impact”, “contribute to the formation”) with the dominance of subject-object relations; to study the behavior of the reader, to predict his requests (“to identify needs”, “to better satisfy the demand”) with the type of object-subject relationship; create a basis for equal, partnership relations with readers (“create conditions for self-realization”, “promote self-development”) with the variant of subject-subject relations.

A particularly significant regulatory component of the concept of the reader is the notion of socially useful or socially harmful reading.

In accordance with these ideas, the selection of book culture is carried out: the fragment that is perceived as socially useful is created the best conditions for reproduction and distribution, and the possibilities for implementing a socially harmful fragment are narrowed or nipped in the bud.

In relation to literature that is “useful” for readers to read, political and economic measures are often applied: for example, Peter I created conditions for the importation of “useful” books into the country and set them a low price. Catherine II, preoccupied with the problems of education, created favorable conditions for "free" printing houses that printed children's, educational literature. The cheapness and general availability of socio-political literature in the Soviet Union are widely known. Economic benefits, the best conditions for the dissemination of certain literature, its central place in library and bibliographic activities make it possible to reveal the prevailing ideas about socially useful reading.

Literature that is assessed as socially harmful is hindered at various stages of creation, distribution and use. Over time, these ideas change: the "correct" Christian texts in Ancient Rus' from the second half of XVII centuries were perceived as "wrong"; foreign texts, which were called “doubtful” in the 17th century, filled the Russian book market in the 18th century; adventure, detective, erotic literature, which in the 70s of the XX century was discriminated against as crypto-literature, began to be actively published in the 90s, etc. The changing ideas about useful and harmful, "periphery" and "center", "top" and "bottom" in book culture reflect the most complex dynamics of social development. Yu.M. Lotman noted that there are always "islands" in culture that give it variety: it is often "other" - forbidden, apocryphal, outcast literature or that which is perceived as "bad", "rude", "harmful", "outdated" etc. (330).

In the domestic practice of book business, such forms of restricting reader activity as lists of apocryphal literature, prohibitive decisions of the Stoglavy Cathedral on reading and distributing "incorrect" books were used. The history of the book industry knows many harsh ways of regulating reader activity: "burn in a log house", "put in a ditch", "send to places not so remote". Sometimes, in extreme circumstances, the book itself becomes a victim: it is banned, persecuted and destroyed, instead of a person, it passes the path intended for him. “The book is banned, persecuted and, likening a victim, they burn it or behead it with a knife of a special machine ...,” wrote Archpriest G.N. Persianov. “It is quite obvious that the book is sacrificed instead of a person, which once again reveals the symbolic nature of the book, which essentially replaces the human being and passes instead of him the destined path of glory or suffering” (397, p. 149).

spiritual control and secular authorities for the content, production and distribution of printed materials accompanied the book process "from the Neolithic to Glavlit" until the elimination of the latter at the end of the 20th century (86). This control over the use of printed materials either strengthened or weakened depending on the socio-cultural dynamics, changing ideas of the authorities about socially useful and harmful reading, but the essence of censorship remained unchanged: to select the flow of books to achieve social benefits.

Another restrictive barrier to the dissemination of literature containing "harmful", from the point of view of the authorities, ideas was a special store, access to which had an elite close to the authorities involved in dosing, filtering the information flow and disseminating "correct", from the point of view of the ruling elite, ideas. A form of soft regulation of reader activity is the assignment of part of the literature to crypto-literature: it is not prohibited, but it is not published in sufficient quantities (140). All these restrictive measures served as a political and ideological control over the reader's activity and reflected ideas about the normative circle of reading.

In control over the activities of funds mass media, book publishing and book distribution agencies, not only state, but also public, financial and other institutions (school, press, etc.) participate (91).

The operational scheme of the concept of "reader's concept" can be represented graphically (diagram No. 1).

The empirical indicators of the reader's conception depicted in the diagram and described in the paragraph will be considered in subsequent chapters; The paper explores the typical features of the dominant views on readers and ideas about them, the dynamics of these views and ideas in the sociocultural process.

The study deals with the dynamics of the concept of the reader as a global process that has drawn one of the main lines of Russian culture. It is important to note that in some sociocultural situations the concept of the reader develops as a single phenomenon, while in others it develops as a multiple one.

Scheme No. 1

Operational concept diagram

"reader concept"

In societies of a totalitarian type, as a rule, one concept of the reader, developed by power structures, dominates.

In multicultural societies that allow the coexistence of different cultures and ideologies, different, sometimes conflicting, reader's concepts are formed. They are developed by ideologists of various currents of social thought, political movements (liberals, populists, Marxists, etc.). Within the framework of certain ideologies, worldviews, certain ideas about the reader and his activities are formed, which allow the use of a book and reading as a resource that serves to establish a certain social order (the concept of "resource" in this work means the potential for social activity that can be used for certain social purposes). Sociocultural influence can be carried out in concert with the official authorities, in parallel with their regulatory efforts, or be of an oppositional nature. The possibilities of these social forces increase if they have access to the management of the book business and own the material and intellectual resources to participate in the regulation of reading activity.

In the sociocultural process, constant mutual transitions of the reader's concept from singularity to plurality and vice versa are carried out.

Therefore, it seems legitimate to consider the dynamics of the reader's concept as a holistic phenomenon that has peculiar refractions and ramifications in various sociocultural situations and social environments.

It is important to emphasize that by using the term "reader's concept", the author is aware of the conventionality of its application. The reader's conceptualization was carried out as he comprehended this phenomenon. The concept of the reader as a holistic, dynamic system evolved gradually. Ideas about the reader and his activity became the object of professional reflection as the development of book science, book business and awareness of the resource value of the reader for social development. Until the end of the 19th century, these representations were fragmentary and did not contain all the indicated components of the reader's concept. Only with the development of book science, when the reader became a full-fledged object of scientific thought, was this system explicitly (explicitly) outlined by N.A. Rubakin. Nevertheless, ideas about the reader and his activity still existed with varying degrees of awareness. Therefore, the author uses the term "reader's concept" when describing those periods of social development when the system of ideas about the reader and his activity was only taking shape, and the corresponding terminology was absent. Implicit, i.e. the implied concept of the reader, not explicitly formulated, is present in the individual and public consciousness as an answer to the question of what kind of book production society needs, what categories of readers should be addressed in the first place, and what literature should be protected from reading reading people.

Thus, the term "concept of the reader" is used as a tool to refer to the system of views and ideas involved in the regulation of reading activity.

The problems of educating schoolchildren as readers, developing their independent reading skills appeared long ago. The study of the literature on the topic of the study led to the conclusion that until the nineteenth century. the methodology of reading (classroom and extracurricular) as a branch of pedagogical science has not yet been formed. However, as G. Pidluzhnaya notes, already in the 11th century. there were preconditions for the emergence of a reading technique: in the sights of Kievan Rus we find evidence of the significant interest of our predecessors in the study of literature. Kyiv prince Vladimir Svyatoslavovich during his reign (978-1015) opened special workshops where books were copied, and later created schools for the children of the Kyiv nobility. Teaching at the school of that time required the creation of textbooks and the search for forms, means and techniques of "book study". This is how the first developments in poetics and stylistics appeared.

K. D. Ushinsky made a significant contribution to the development of a scientifically based method of reading in the middle of the 19th century. With all the individual differences in the methodological views of scientists, major achievements practices became the foundations of the method of explanatory reading and the assertion of the need to analyze a work of art as the basis for learning and spiritual development of the individual. In addition, scientists paid great attention to the development of speech and thinking of schoolchildren, expressive reading as a means of activating reader interests, as well as family reading.

As N. N. Svetlovskaya notes, the analysis of scientific, methodological, educational and fiction end of XIX - beginning of XX centuries. allows us to conclude that the problems of the educational influence of the literary word on the personality of the student reader acquired at that time not only a pedagogical, but also a social character: they worried not only domestic scientists, methodologists, teachers, but also progressive writers and public figures. Counting reading an important tool activation of the cognitive activity of students and the source of their spiritual development, I. Franko, L. Ukrainka, E. Pchelka, S. Vasylchenko, H. Alchevskaya, G. Drahomanov, S. Rusova, T. Lubenets, I. Ogienko the need to improve the content of reading textbooks; criticized the simplistic methods of teaching literature at school; attached great importance to the independent communication of schoolchildren with a book; cared about the publication of highly artistic works for children.

In the 1950s and 1960s, after some decline in interest in the problems of children's reading, predetermined by objective reasons (the years of the war and post-war devastation), the development of methodological thought continued in the direction of determining ways to increase the educational value of classroom and extracurricular reading in their relationship. Continuing the best traditions of the past, well-known scientists and methodologists S. Rezodubov, G. Kanonikin, N. Shcherbakov, E. Adamovich, F. Kostenko, V. Sukhomlinsky noted in their writings that reading should serve as a means of educational influence on students, expand and deepen their horizons, enrich the knowledge, moral and emotional experience of schoolchildren. Among the tasks of reading lessons, scientists highlighted the need to develop reading skills.

The growth of interest in the problems of educating readers of schoolchildren in the 60s is also confirmed by the appearance of scientific publications that proposed the introduction special classes- lessons of extracurricular reading. Until that time, even in programs for primary school extra-curricular reading was listed, the curriculum did not allocate hours for it.

It was envisaged that extracurricular reading should be organized by the class teacher together with the librarian. This was supposed to be facilitated by a system of extracurricular activities: literary matinees, games, quizzes, etc. Over time, the concern of the pedagogical community, caused by a decrease in children's interest in books, forced them to look for new ways to guide extracurricular reading.

But how to interest a child in a book? How to teach a child to love a book? After all modern children do not like to read, they read little and reluctantly. But the quality of the entire learning process depends on their ability to read in the future. Without learning to read well, a child will not be able to read a math problem, prepare an essay or a message on any topic, and for a child who is not able to read, it will be an impossible task at all. As practice shows, if a child does not read well enough, his literacy leaves much to be desired, oral speech is not sufficiently developed. Therefore, to teach a child to read, to use a book as a source of knowledge and information, to introduce students to the world of books and thereby contribute to the development of independent reading activity is the main task of a primary school teacher. To make it clear to students that reading is the spiritual food of everyone well-mannered person. And with the rapid intrusion into our lives of the achievements of scientific and technological progress, this task has become more relevant than ever.

For many years, pedagogy and psychology have been looking for effective ways to familiarize younger students with literature and the art of the word. This is directly involved in the methodology of literary education in elementary school. The technique is not frozen rules and canons. This is a living process in which it is impossible to create models of the child's activity and thinking in the lesson, but can only assume them. Therefore, working with artwork cannot be subject to a single scheme. At the same time, the task of the teacher is not to invent latest methods and methods of work in the lesson of literary reading, but in developing a general methodological approach aimed at shaping and educating the personality of the child, familiarizing him with the art of the word and the basics of reading activity. In a modern elementary school, two types of reading lessons are distinguished: a lesson in literary reading and a lesson in reader independence, the so-called out-of-class reading. Literary reading is closely connected with extracurricular reading lessons. Extracurricular reading in elementary school is a mandatory part of preparing children for independent reading.

The purpose of extracurricular reading is to introduce students to children's literature, which is part of the reading circle of a modern primary school student, to form an interest in the book, the skills and abilities to work with it, to cultivate a positive attitude towards independent reading. The main form of work with children's books are extracurricular reading lessons.

On the one hand, these are relatively free lessons that develop reading interests, children's horizons, their aesthetic feelings, perception of artistic images, their imagination and creativity.

On the other hand, certain program requirements are fulfilled in these lessons, the skills and abilities necessary for an active reader are formed.

As O. Dzhezheley notes, the lessons of extracurricular reading should be exciting, become book holidays, children are looking forward to them, preparing for them. Since the lessons of extracurricular reading are designed to develop schoolchildren, to educate them in activity, the structure of the lessons is extremely diverse, not subject to any scheme. Each lesson is the creativity of the teacher and students, and the more variety, the more liveliness and flexibility that can be achieved in these lessons, the more success the teacher and his class achieve.

But extra-curricular reading lessons are held relatively rarely, so the question of their system, their planning for the long term, is very important. Usually, extracurricular reading lessons are recommended to be planned for half a year or for the whole year. Long-term planning of lessons makes it possible to provide for their diversity, sequence, connection between them, as well as the distribution of topics in accordance with the tasks of raising and developing children, seasonal interests of students and other factors.

T. Neborskaya offers the following structure for an extracurricular reading lesson in the 1st grade.

1. Preparing students for the perception of the work (2 min). Reviewing a book.

2. Expressive reading by the teacher and students' perception of it by ear (5-7 minutes)

3. Collective discussion of what has been read (7-10 minutes). Conversations, questions, illustrations, games, sketches are used.

4. Examination of books: cover, title, author's name, illustrations inside the book. The cover should be as simple as possible, without unnecessary information.

For the lesson you need:

1. Special psychological attitude.

2. You can not spend on different days and increase or decrease the number of meetings of students with the book and lengthen these classes.

3. First-graders are not ready for a detailed analysis of what they have read. You need to learn to listen and reflect on what you read.

4. Specially consider books.

In order to arouse children's interest in reading books, it is necessary to follow the methodological principles for selecting books recommended for children.

First, the selection of books should be guided by educational goals.

Secondly, genre and thematic diversity is necessary: ​​prose and poetry; fiction and popular science literature; books about today and the past; works of classical writers and contemporary authors; folklore - fairy tales, riddles; book and magazine, newspaper, works of Russian, Ukrainian authors and translations…

Thirdly, taking into account the age characteristics of children, the principle of accessibility. So, in the 1st grade, they recommend stories, fairy tales, poems on such topics accessible to children as the Motherland, work, people's lives, animals and plants. Small-sized children's books (well illustrated, with large print) by Russian and Belarusian (translated into Russian) writers.

Expanding the reader's horizons through historical novels and stories, autobiographical, documentary, essay literature, adventure children's books, books about culture and art.

The fourth principle of selecting books for children is the principle of individual interest, the student's independence in choosing a book.

Following these principles will increase interest in reading, in the book, and this, in turn, will expand the horizons of children.

Lists of recommended literature are posted in the classroom, they are periodically updated and supplemented. The teacher organizes exhibitions of book novelties, books are promoted in direct communication with students: in the speeches of the librarian in the classroom, in individual conversations between the teacher and the children.

Individual help and control. Conversations with students about the book that he is reading or has read, exchange of opinions, comparing a book with a movie, discussing illustrations, viewing student records about books read, visiting a student at home and getting to know his home library, talking with parents about a student's reading.

Thus, in the primary grades, a system is being formed for organizing independent reading of schoolchildren, a system for educating them as active readers, lovers of literature. This system is characterized not so much by a program of knowledge as by a program of skills and orientation in the world of books. It is subordinated to the task of instilling the need to read books, newspapers and magazines, since in modern society each person should be prepared for self-education, for independent “acquisition of knowledge”, for updating their knowledge.

What do extra-curricular reading lessons in the first grade oblige us to do? In the classroom, children with different levels of life experience and readiness for reading, that is, readers and beginners. Reading children most often come from a family where it has become a tradition for parents and children to read books aloud, to discuss and experience together. At home, of course, books are read without any system, so the child's home reading has not yet made him a reader. To fill the gap, extra-curricular reading lessons are called upon. That is why, already during the period of literacy, extracurricular reading is carried out weekly for 15-20 minutes, since it is during this period that interest in children's books is formed among students.

J. Vilmane noted that the main thing in extracurricular work is to organize it skillfully, and in such a way that this work develops the cognitive interests of students and thereby gives purposefulness to their activities. And M. Kachurin points out that, extracurricular work reveals students, they learn more relaxed, freer, willingly turn to additional literature on the subject, acquire a taste for independent work with a book.

Consider the concept of "reader's activity" in the works of various authors.

Table 1.1 - The essence of the concept of "reader's activity", proposed by various authors

Researcher	The essence of the views
K. Ushinsky	Reading activity is the reader's ability to understand an exemplary work and feel it.
N. Rubakin	Reading activity is a personal property, which is characterized by the presence of the reader's motives that encourage him to turn to books, and the system of knowledge, skills and abilities that give him the opportunity to realize his motives in accordance with social and personal needs with the least effort and time.
N. Svetlovskaya	Reading activity is a personal property that allows the reader, if necessary, to habitually turn to the world of books for the experience he lacks and, with minimal time and effort, find in this world and “appropriate” the necessary experience at the highest level available to him or establish that the experience he is interested in not yet described in books
G. Naumchuk	Reading activity is the reader's ability to use the book as a source of knowledge and information.
O. Dzhezheley	Reading activity is the ability and desire to invest in reading the "labor of the soul", thinking about the book before reading, perceiving the content, thinking about what has been read when the book is already closed
S. Doroshenko	Reading activity includes the formation of reading technique, the ability to listen, perceive and comprehend what is read.

An analysis of the table allows us to conclude that reading activity is a student's personal property, which can be considered the ultimate goal and an objective indicator of the reading activity of younger students. Reading activity is manifested in a steady need to turn to books, in a conscious choice of reading material, in the ability to effectively apply acquired knowledge, skills and abilities in the process of reading.

For individual work, books are selected in a standard design that meets the hygiene standards for independent reading, from 8 to 30 pages, of which students individually, independently (to themselves), at the direction and under the supervision of a teacher, read works of art or scientific and artistic works from 60 to 400 words .

For collective work in the lessons of extracurricular reading in the 1st grade, children's books in a complicated design are selected, from which the teacher reads fairy tales, poems, riddles from 500 to 1500 words aloud to the children.

Thus, we see that the leading place in the complex of reading skills and abilities is occupied by such a component as awareness, understanding that the child is reading. And this is not surprising, because reading is carried out in order to obtain certain information, to learn something new, and finally, to get satisfaction from the reading process itself, from acquaintance with a work of verbal art. That is why texts at the initial stage of learning to read should be short, phrases should be simple, words should be familiar, and the font should be large.

Reading awareness is the reader's understanding of:

the main meaning of the entire content of the text, i.e. reader awareness

words used both literally and figuratively.

The depth of awareness depends on the age requirements and capabilities of the reader, the level of his general development, erudition, life experience and other factors. That is why the same work can be understood and understood differently by any person, regardless of whether it is an adult reader or a child.

L. Yasyukova notes that you must first give the child the opportunity to understand the text, parse it to himself, and only then offer to read it aloud. When a child is immediately forced to read aloud, he has to simultaneously perform two operations at once - voicing the text and understanding it. And this requires a special distribution of attention, which a first-grader child does not yet have or it is formed rather weakly, so most children voice the texts, that is, “read”, and then they practically cannot repeat what they have read. This means that children will not be able to retell the text and answer questions.

At first, while the works are small in volume, strong students may not realize the importance of extra-textual information. Fascinated by the very process of reading the text, they easily memorize it almost verbatim and retell it without difficulty. Children have the illusion of understanding what they read. Weak students have difficulty reading the text, so they may also not be up to the extra-textual information contained in the book. Both those and other children, in the case when the unity of the text and extra-textual information is missed, think about the content of what they read only thanks to the direct questions and tasks of the teacher. They don’t get used to thinking about a book while reading on their own, when the teacher is not around, because without questions and assignments, teachers simply don’t know what they can and should think about when choosing and reading a book, but the ability to think about a book with the help of the book itself it is necessary to teach children no less carefully than all other reading skills and habits.

That is why each structural part of an extracurricular reading lesson in the 1st grade should end with an analysis of the students' ability to use extra-textual information and illustrations for an emotional and full perception of the text of the read work.

For this reason, O. Jezhelei does not recommend requiring a first-grader to read children's books on his own at home, without the supervision of a teacher, while the child is still learning to monitor the quality of his reading, but insists that this quality must be rechecked by all available means.

In the current programs on literary reading, the authors approach the issue of the formation of independent reading activity of younger schoolchildren in different ways.

The program "Classical Primary School" (author O. Dzhezheley) has a special section that provides a list of skills that students can and should master as an independent reading activity at the end of each period of study. The implementation of this section is carried out on one of the five types of lessons - lessons that provide the ability to independently choose and read books. They are held using special sets of children's books.

The School 2100 program (R. Buneev, E. Buneeva) provides for the organization of an independent home reading children. The main feature: children read "within the framework of reading books", that is, other stories or poems of the authors of this section, the following chapters from the story. This is how the principle of a holistic perception of a work of art is realized.

A lesson based on home reading materials is held after the completion of work on each section. The choice of works and themes of these lessons is an individual matter of the teacher. At the end of each book for reading is a sample list of books for independent reading.

Thus, the process of formation of independent reading activity of younger students is provided for in each of the above programs, but the forms and methods for achieving this goal are different.

According to O. Dzhezheley, the leading accounting method is daily monitoring of the reading activity of students, a comprehensive study by the teacher of each child in terms of the dynamics of mastering the requirements of the school curriculum, and analysis of educational activities with children in extracurricular reading lessons.

3 .2 .Unwillingness to read[y/n](everyday: dislike of reading), as well as unwillingness to do anything else, there is always a consequence inability perform the proposed activity (or actions) and misunderstanding her meaning to yourself. Therefore, in order for children to want to learn to read and communicate with a book-interlocutor, they need to provide such communication(see law II) and correctly, i.e. purposefully and motivated accustom turn to the book and the world of books, while experiencing, if not pleasure, then satisfaction from the effort expended.

3.3. Reading (or literature) lessons in public school provoke reluctance to read because students from grades 1 to 4 do not advance in their personal reading skills, and the teacher, instead of forming a personality-oriented interest in interlocutor books in children, is satisfied with the formation of a motivation for a positive assessment for the actual educational activity offered to children: correct, fluent decoding of the text, its retelling or answers about the content on questions and with the help of a teacher, which are now complicated by memorizing the wording of literary concepts that are premature for children, which only exacerbates the negative attitude of children to literature in general.

· Svetlovskaya science of the reader. - M.: 1993. -180 p. - pp. 42-71.

· Svetlovskaya in the science of the reader. – M.: 1997. – 158s. - With. 49-64.

· Svetlovskaya methods of teaching reading. – M.: 19s. - 46-60.

· On the activity approach in teaching or What and how to teach younger students \\ Primary School, 1990, No. 9, p. 2-5.

· Svetlovskaya reading and the laws of reader formation // Elementary School, 2003, No. 1, p. 11-18.

ChapterIII. The circle of new and refined concepts that form the basis of the science of personality formation by means of reading and communication

1.Reader's independence (n\n)- this is a personal property of the reader, consisting in the fact that he has formed motives that encourage him to turn to the world of books, as well as the fact that he is accustomed and learned to constantly turn to the world of books to select the specific book he needs and its subsequent full reading, spending This process requires minimal time and effort.

Explanation of the wording:

1.1. like any other autonomy it's a personality trait, which is necessarily formed as mental neoplasm each person, but only if the person (child), together with the object of reading activity - books - is given a full-fledged systematically organized circle of knowledge, skills and abilities that guarantee the effectiveness of activities with these objects within accessible limits and at an accessible level.

1.2. Reader independence - concept methodical, because its essence is mental neoplasm, formed only in the case of properly organized activity with well-defined objects - with books and among books. At the same time, the books themselves are educational material set in a certain system (see "Educational Material", section IV), and activities with them - teaching the meaningful choice and reading of the right books - this, as you know, is one of the goals of the subject "Russian (native) language” and the main goal of special lessons in reading (and now literature).

1.3. Reader's autonomy this is the goal And result learning to read and the most important the basis of the social and moral formation of the individual by mastering the "foreign" experience contained in the books, and the mentality of the native people and humanity as a whole.

2. Proper reading activity [n/a] - This is a purposeful and personality-oriented process of interaction between the reader and the book and the world of books, as a result of which the reader's independence is formed.

Explanation of the wording:

2.1. Proper reading activity - This a prerequisite for the formation of reader independence, and reader independence is a guaranteed result of proper reading activity, if the reader owns it.

2.2 .Concepts of correct reading activity And reader independence is extremely close in terms of expressing their essence; are so close that at present each of these concepts is rightfully included in the name of the main theory arising from the science of becoming a person by means of reading and communication: the theory of the formation of the type of correct reading activity (or reading independence). However, these concepts differ qualitatively, and the terms denoting them are not synonyms. term reader independence called personality trait reader, or rather, that mental neoplasm, which is the goal and result of scientifically based learning to read and communicate. The term proper reading activity is denoted as such the process of interaction between the reader and the book(and the world of books), as a result of which the reader's independence is formed.

2.3 .Proper reading activity- this is not just a set of actions necessary for meaningful decoding of the text as "foreign" speech, although in this sense, reading-communication is a very difficult process (see Section I). This is a system of culture of reading behavior and reading habits that gradually develops in the course of learning to read and communicate, forming in the reader a stable spontaneous need for selective communication with a book in order to understand himself and comprehend the world around him.

3. Model of correct reading activity - this is an ideal structure that clearly demonstrates the productive and unproductive relationships between the leading components of reading activity in a qualified reader. These components are as follows: 1) the personal meaning of turning to the world of books and reading; 2) knowledge of books from the available circle of reading and the ability to quickly navigate in it; 3) finally, the ability to perceive the content of the book while reading at the level that is maximally accessible to a given reader at a given time.

Explanation of the wording:

3.1. To date, methodological science has identified and comprehensively considered three model options correct reading activity, two of which, from the point of view of the spontaneity of the reading process, are productive, and one is unproductive. The reason for the unproductiveness of the latter model is the removal of the first component of the correct reading activity from the personal sphere of the reader and its transfer to another person who determines the purpose and motive of reading.

There are three types of manifestation of connections between the components of the model of correct reading activity:

I type (or variant) of the model of correct reading activity is the following sequence of components: 1. This model assumes : realizing the goal of turning to the world of books (1), orienting in the world of books, choosing a book corresponding to the goal (2), the reader, to the best of his ability, masters its content (3) and - usually - asks some new question that will bring him out again on the world of books in accordance with the new purpose of reading (1).

Type II (variant) of the model of correct reading activity involves a sequence of components 2 . This model also provides spontaneity of reading activity: after seeing a book that interested him (2), the reader will comprehend the essence of interest in it - the purpose of reading (1), fully read it (3) and go back to the goals and questions of reading (1).

III type (option) of the model: 3 . This model does not lead the reader to the world of books, since someone else is asking him the book. The awareness of the possibility of including this book in the personality-oriented goals of reading remains with the reader. But since purpose limited to reading this particular a book given by someone, the coincidence of "foreign" and personal reading goals is very problematic. In this case, the type of reader's activity is characteristic: "read - reported." For the skilled reader, this is special case, not significant for the violation of his habitual reading behavior. And for a learner to read, whose reading behavior (habits) has not been formed, this is a dead end, not suitable for student-centered learning.

3.2. To educate the child reader, in which none of the components of the model of the type of correct reading activity is filled with content by the time of learning to read, all proposed model options in their pure form are unsuitable. Unfortunately, modern teaching of reading in a mass school is based precisely on the third, i.e., actually unproductive even for a qualified reader, version of the model of the type of correct reading activity, which brings to life the law of provoking by teaching an unwillingness to read (for details, see the section "Teaching Technology reading”, section VI).

3.3. The model of correct reading activity clearly demonstrates the reason for the spontaneity of the process of turning to books and reading them at one's own choice and the personality-oriented independence of one's reading interests. When considering this model, it also becomes obvious that the level of reader independence is always determined by the individual capabilities of the reader. ABOUT mandatory, i.e., the threshold level of reader independence- this is the ability to act correctly and fully with any unfamiliar book (see "Levels of Reading Culture", section III). Reader's independence has no upper limit of improvement.

· Svetlovskaya science about the reader. - M.: 1993. P.26 and further.

· Svetlovskaya in the science of the reader. M.: 1997. - p.158. - With. 40-48.

Svetlovskaya independence in younger students // Journal "Soviet Pedagogy", 1976, - No. 1. – P. 35-43.

4. The book in the process of becoming a person by means of reading and communication is, firstly, material an object, containing a socio-moral experience, providing a link between generations and presenting readers with material on which and with the help of which one must learn to think about oneself and about the world; secondly, it companion, conveying to the reader the social and moral experience, which is especially necessary for children aged 6-9 for their personality-oriented development as citizens, members of a particular society; thirdly, it tool, which allows the reader to fully scoop out the social and moral experience that he lacks, since the content of this experience got an explicit functional expression in the very definite elements and services of the book and in the literary work contained in it.

Explanation of the wording:

4.1. Emphasizing that this concept is new precisely in its own methodological aspect, we share the point of the researcher R. Escarpi, who argued that a comprehensive definition of the concept book so far no one has been able to. As a rule, in works devoted to this material and spiritual object, the concept book replaced by a variety of figurative representations. These ideas must be kept in mind by the primary school teacher, because children's books are the main tool of his work, a tool that cannot but evoke versatile and pronounced feelings in the one who uses it. But for professional competence and the use of this tool as intended for a primary school teacher, it is enough to know and understand the three essential and functional features of this material object, which are reflected in the above definition.

4.2. Statement: tool book- in the science of becoming a personality by means of reading and communication, it is interpreted precisely as a device for reading, i.e. tool, which allows you to identify the right interlocutor among other interlocutors-books and, with the help of elements and services specially developed by mankind, tune in to communicate with this interlocutor, and then, using the same elements and services, constantly monitor the usefulness of the perception of "alien" speech in the process of reading a literary work, the text of which contains the main part of the experience of interest to the reader.

4.3. It is clear that the actual bibliographic and publishing characteristics of a book - a material object - are included in the preparation of a student who learns to read and communicate only selectively and very selectively, since neither one nor the other characteristics of this object as a whole are simply needed by a qualified reader to fully master the experience contained in the book ( this issue is considered in more detail in the section "Modern technology of teaching reading and communication", as well as when characterizing the concepts reading-contemplation And logic of correct reading activity).

· Svetlovskaya science of the reader. - M.: 199s.

· Svetlovskaya in the science of the reader. -M.: 1997. - 158s. - With. 65 et seq.

·, Piche-ool book and children's reading in modern elementary school. - M.: MGPU, 2011. - 250 p.

5. Knowledge of books (n / a) - this is the possession of a systemic (closed) grouping of the reading circle possible for the reader as a whole - counting on oneself.

Explanation of the wording:

5.1. Reading Circle System Grouping(n/a) – it is a methodological concept (in any case, it has not yet been defined in any other science).

At the same time, the circle of reading, from our point of view, is not a term; it is rather an image-symbol that emphasizes, on the one hand, the limited reading abilities of each individual, and on the other hand, the hope for the ability of a good reader to “embrace the immensity”, if ideas about the seemingly boundless and boundless “sea of ​​books” “introduced into the shores”, that is, closed and visible due to the expedient and understandable to the reader of his (the book world) internal organization.

5.2. External manifestation of knowledge of books (n/a) as a special reader's attribute (quality) is the reader's ability to freely reproduce from memory or accurately find and evaluate, in relation to himself in the immediate book environment, any of its necessary part or a specific object (book) as interlocutors, arming the reader with the socio-moral experience he lacks.

5.3. Term knowledge of books should not be confused with the phrase knowledge about books, since the first concept characterizes the quality of reading preparation, which gives the subject, the bearer of this quality, the relative independence of his reading preferences from all other people, including reading leaders. Knowing books, the learner to read acquires the ability to act independently while satisfying his reading needs, and knowledge about books- acquires an independent value in the student's reading behavior only if the reader has already accumulated at least an elementary, so-called book proficiency threshold. In other words, knowledge of books and knowledge of books are very different things. levels of reading culture. The reason for the differences is that the reader can acquire knowledge of books only through the subject-activity way, but knowledge about books - purely verbally, by ear. And if knowledge about books, i.e., information received by the reader about possible interlocutors from outside, is not based on the reader’s ability to independently distinguish between interlocutors among books, to identify the necessary books, then they do not add to his reader’s independence.

· Svetlovskaya reading of junior schoolchildren (Theoretical and experimental research). - M.: 1980. - 159p.

· Svetlovskaya science of the reader. - M.: 1993. - P. 47 - and further.

· Svetlovskaya in the science of the reader. M.: 1997. - S.49-64.

6. Reading culture (n/a) – this is the degree of mastery of reading activity, which characterizes qualified readers, and the totality of knowledge that allows the reader to be aware of the process of reading activity and control it, primarily in himself.

Explanation of the wording:

6.1. The basis this concept put the first and second meanings of the Latin wordculture, namely:

Culture is a set of achievements that humanity has in all areas of activity - industrial, social, spiritual; this is everything that has been created by mankind today and exists thanks to the physical and mental labor of people;

Culture is the degree of perfection that is achieved by society when mastering a particular branch of knowledge or activity.

6.2. The material basis of the reading culture is the reader's knowledge of book wealth in all the main aspects of the reading circle, namely:

Fiction literature;

Literature is scientific and cognitive (and actually scientific);

Reference book (including bibliographic);

Periodicals;

Applied book.

6.3. The activity basis for the formation of a reading culture is the 3rd and 4th levels of reading culture (see "Levels of Reading Culture", Section III).

7. Levels of reading culture (n / a) - this is a methodological concept, the possession of which allows a primary school teacher and any professional associated with the formation of a qualified reader to determine the degree of perfection or imperfection of the educational process, which is aimed at developing reader independence among students.

Explanation of the wording:

7.1. Among the characteristics recorded in the educational process that forms the ability to read, there are clearly distinguished five levels of reading culture:

Ilevel - the reader has received some amount of knowledge about books and how to read them, and has a general idea about this;

IIlevel - the reader not only knows (heard) about it, but can - knows how to tell from other people's words about what books are and how to act with them in order to read well;

III level - the reader, when he is given books, knows how to act correctly with any book and among books, but he can tell about his reading actions only on questions from the teacher; however, the books with which he acted himself - he remembers, knows and recognizes in any publication.

IVlevel - the reader is accustomed to act correctly with the book and among the books and, when there are suitable conditions, uses all available aids that have been created in the course of the development of reading culture, so that the selection and reading of books is as productive as possible; at the same time, he is able to transfer his reading experience to another;

Vlevel - the reader has formed a need every time to create for himself all the possible conditions necessary for a full-fledged and expedient reading activity in order to realize himself to the maximum when reading books. He fully understands and uses his reading experience.

7.2. The definition of each level of reading culture draws the attention of all interested parties to the fact that in the first two cases we are talking about knowledge about books, or the ability to retell knowledge about books from memory, and how to act with them. In the remaining three cases, we are talking about the reader's ability to act with books and among books. It is clear that knowledge of books and knowledge about books are fundamentally different qualities of mastering the material, just like knowing how to act with a book is not at all a guarantee and often not even the basis for the ability to act correctly with a book yourself. Suffice it to recall how we all easily see mistakes in the activities of figure skaters, but this does not come close to the ability to stand on skates and do something similar on our own.

7.3. Levels 1 and 2 are unpromising for the formation of a qualified reader. Levels from the third to the fifth are, on the contrary, a productive way of personality-oriented acquisition of knowledge and reading experience in a subject-activity way, i.e., this is the way of ascent of students from the inability to work with books and among books to the skill necessary for the reader, from limited reader independence to almost unlimited readership.

· Svetlovskaya methods of teaching reading - M.: 19p. -46-56.

· On the activity approach in teaching, or What and how to teach younger students // Journal "Primary School", 1990, No. 9, p. 2-5.

8. Qualified Reader (n/a)- this is a reader who owns the correct reading activity and discovers the reader's independence.

Explanation of the wording:

8.1. It should be noted that this formulation accurately defines the content of the concept of interest to us only component by component, i.e. qualitatively. Quantitative determinants, as mandatory characteristics of each named component, are absent in this definition. And the reason that they are not included in the content of the concept qualified reader, lies in the fact that, as mentioned earlier, both correct reading activity and reading independence are quantitatively not stable components. These components are constantly evolving, and science can quantitatively fix only the initial moment of the manifestation of each of the 2 named qualities by the student - correct reading activity and reader independence. Further improvement of these most important qualities that characterize the reader's qualifications can only be fixed strictly individually, i.e., taking into account all personal characteristics (opportunities, inclinations, lifestyle, etc.) of each specific reader who masters reading and communication. The end result of the fixation will not lie down at all, since the improvement of the correct reading activity and reader's independence is endless. At the same time, from a philosophical point of view, the more qualified the reader, the more clearly he realizes how far his qualifications are far from perfect. A vivid confirmation of this is the well-known words of one of the best readers in the world, the German poet Goethe, who in a letter to Eckermann directly wrote: “Good people do not know how much time and effort it cost someone else to learn to read. I spent eighty years on this and even now I cannot say that I have reached the goal.

8.2. Threshold level of reading autonomy It is provided already by the first methodically correctly conducted lesson, in which an illiterate child, with the help of a teacher, happily discovers an interlocutor in a book and, according to external signs, learns to find the one he needs among other interlocutors-books. Then - as far as learning - each stage of educational work(see Section III) in reading lessons allows the teacher to clearly detect how the correct reading activity and reading independence are improving in any child as a person, while focusing on the minimum guaranteed indicators of this development, which are found in each student regardless of his individual characteristics. If such progress is not recorded, this is a clear sign of unskilled work of the teacher (for more details, see "Modern Technology of Teaching Reading").

8.3. Information about unqualified readers and their varieties are described by prof. in a pamphlet published nearly 100 years ago. There is no need to retell them here.

· Svetlovskaya in the science of the reader. – M.: 199s.

·, Piché-ool children reading: A practical methodology. - M .: Publishing Center "Academy", 200p.

9. Lessons in the formation of the personality of a child reader by means of reading and communication (n\n)- this is a system of compulsory classes included in the schedule, designed for the work of younger students with specially selected children's books and literary works in order to master, under the guidance of a teacher, the type of correct reading activity and reader independence, or the main form of education that directly affects the formation of the personality of students from 1 to Grade 4 means of reading and communication.

Explanation of the wording:

9.1 . At present, the development of methodological science within the framework of the theory of the formation of the type of correct reading activity has made it possible to develop three cycles of compulsory classes included in the schedule for working with younger schoolchildren-readers. Each cycle is made up of several varieties of reading lessons as forms of education, namely: Grade 1 - 4 forms; Grade 2 - 3 forms; 3-4-class - 2 forms of the lesson. The most complex and stable in structure are the lessons of teaching reading in grades 1 and 2. In grades 3 and 4, their structure is simplified. none from lesson forms not repeated in the next class. But each of them is a natural step that opens up new opportunities for the child to expand his general literary development and education, and to manifest reading independence based on all acquired reading knowledge and skills. Diversity reduction mandatory forms of work with a child-reader from year to year quite naturally and expedient, since it is explained by the fact that the development of individual reading actions during effective learning from class to class naturally merges into a single reading activity, and the need for component-by-component control over each reader's action disappears.

9.2. Verified by many years of practice, corresponding to the data of modern methodological science reading lesson system is described in detail in manuals of various types (for students of pedagogical educational institutions, for working teachers, for methodologists-researchers). With its exact implementation, it opens up the following options: 1) in many ways removes the problem difficulties in improving reading techniques, since first graders already after the first day, and then more and more clearly realize: mastering the technique is a prerequisite for their independent “talk” with a book, i.e. for reading books, and their desire to read books is also formed with first lesson; 2) sets children general And literary development, as it allows you to control the formation of memory, attention, recreating and creative imagination, sharpens their feelings and from day to day, from week to week expands their reader associations, horizons and the social and moral experience they need; 3) includes a book and independent reading in the life of every child, as it teaches the ability to immediately apply all the reader's knowledge in practice, acquiring the habits of reading behavior and getting satisfaction and pleasure from this.

9.3 . Completely new for the methodology of teaching reading are the forms of teaching younger students to read and communicate, combining the functions of a lesson and extracurricular activities. These are morning lessons for first graders and lessons-reports for 2nd grade students. Their main goal is a public demonstration by students of achievements in mastering the reading activity for a certain period of time, which should become apparent to the children themselves and to the teacher. A specific feature of these forms of classroom work with the reader is the independent choice by the children of the educational material they have mastered, on which they want to demonstrate their achievements. The role of the teacher is to provide counseling so that the children can confirm that they have made the right choice and that they have chosen the right means to demonstrate their success. In addition, the teacher acts in front of the children as a qualified reader, who reveals to them the possibilities of their further reading advancement.

At the main stage of education (grades 3-4), classes that combine the functions of a reading lesson and extracurricular work on interests are no longer needed. They are naturally replaced by such new forms for the methodology as “ face-to-face meeting with a writer, « oral literary magazine", or traditional forms, such as" parade of literary heroes», « literary games», « dramatization of what was read» etc. These activities are also detailed and described in methodical literature for the teacher below.

·, Piché-ool book and children's reading in modern elementary school. – M.: MGPU, -250 p.

Schmidt A.V.

Motives and motivation for visiting the library

To solve any scientific or technical problem, the specialist starts first of all mentally [ 1 , c. 34]. At all stages of this process, there may be a lack of information that is necessary to create a new model of activity that contributes to solving the emerging problem. This deficit creates an information situation, which is gradually realized in time.

As a result of awareness, a need state appears in the formation of a new model of activity. It is characterized by a person's dissatisfaction and at the same time is a stimulus for response, a focus of excitation of consciousness, generates internal and external activity of a person. At this moment, an information need is formed - a person's idea of ​​what information he needs. This happens as a result of the mental completion of the activity model that is already in the mind, and its comparison with the new activity model, i.e. the object of need appears in a meaning that coincides with the specialist's system of meanings.

Information needs can be met in two ways. The first is the acquisition by a specialist of the information he needs with the help of a personal scientific potential (information thesaurus) - a manifestation of internal activity. The second is an appeal to the search and selection of sources in the information array, for example, in a library, which is a manifestation of external activity.

The need is considered inextricably linked with the activity, and the activity acts as the starting point for the formation of the need; the emerging need in turn leads to a new activity.

At the stage of searching for sources in the information array, a person has an information interest, the subject of which is primarily those objects that contribute to the satisfaction of information needs. The interest is then expressed in a request, i.e. takes on its own subject matter.

The motive arises when there is a mismatch in the mind of a person between what is and what is desired; it is the knowledge that the necessary information exists, as well as the idea of ​​where it can be found.

Information interest, attitude and motive are inextricably linked forms of the existence of an information need - this is a “need for action”, as a result of which it can be satisfied. On the way to the emergence of motives, there is an awareness of needs [ 2 , c. 5].

Motivation is the process of choosing between possible different actions. It regulates, directs the action to achieve goals specific to a given motive and supports this direction, and also explains the purposefulness of the action [ 3 ]. So, having come to the library, the consumer selects and requests the information that corresponds to his idea as necessary, i.e. he is interested in what he (in his opinion) needs. If the information is completely suitable for him, the consumer instantly includes it in his information thesaurus with the subsequent application of this information in the current problem situation [ 4 , c. 19].

As a result, there is a constant growth of personal information potential, accumulation of experience (Scheme 1).

Diagram 1. Satisfaction Activity Process
information needs

The library is a repository of information sources. Therefore, the need for the satisfaction of which the user turns to the library can be called informational.

Before becoming a library user, a person must have a need for information, arming with knowledge, skills; it is also important for him to be aware of the need to meet this need precisely through library services [ 5 , c. 70].

Information needs can have different content: cognitive, educational, professional, recreational, etc. In a generalized form, these are ideal needs for knowing the meaning of life; social needs associated with familiarization with social norms, culture, obtaining knowledge to perform a particular activity; self-development needs [ 5 ].

There are a number of factors that help or hinder the awareness of the need to visit the library. They depend both on the direct existence of people and on the impact of socio-economic circumstances.

One of the factors is the way of life in the family (the presence of a home library, visiting libraries in childhood, living conditions that provide the opportunity to store and read books, a personal cognitive need). Other factors are the field of activity (for example, doing science requires visiting libraries), the availability of free time, the distance to the library from where you live or work.

The infrastructural group of factors influencing the need to visit the library is the state of publishing, book trade, librarianship (including its technical equipment), the development of the media, the emergence of new media, a comfortable environment, a friendly attitude towards the user, etc. [ 5 ]. All these factors have a direct impact on the emergence of motives for visiting the library by readers.

V.A. Borodin [ 6 ] distinguishes three phases in the structure of reading activity:

• motivational-motivating (the dominant factor is need),
• procedural and effective (vector "motive - goal"),
• performance-evaluative (the main thing is evaluation).

Motivation is at the heart of reading activity. Readers' interests and needs, attitudes act as motives for reading. The perception of the text of the work is based on psychological motives. The reader's activity is polymotivated, usually the reader has several motives. Reading motives reflect the social experience of the reader, his individual typical features and psychological characteristics [ 7 , c. 60].

B.G. Umnov [ 7 ] proposed a scale of reading motivation levels:

0 - do not read,
1 - on duty,
2 - sometimes by interest,
3 - out of duty and sometimes out of interest,
4 - always of interest,
5 - out of duty and always out of interest.

The scale reflects the types of motivation, where the motives are arranged according to their degree of importance - from the lowest level to the highest. Motivation largely determines the real picture of reading and is an important criterion for reader classifications.

The reader treats the library both as a source of books and information, and as a means of interpersonal communication. For the elderly, the library is a place where they can not only look through periodicals that are inaccessible to many of them at a price, but also discuss political, everyday news [ 8 , c. 38].

The appeal of young people to the library is mainly determined by business (educational) motives, but the purpose of visiting the library may be to get acquainted with new products, library exhibitions, meet friends, classmates [ 9 , c. 44].

In children, the need for reading is determined not only by the factor of learning. In childhood, the motivation for personal and artistic reading is characterized primarily by the unconscious desire of the child to emotionally and figuratively saturate his inner world [ 10 , c. 38]. Reading allows you to relieve psychological stress, saturates with positive emotions, makes you cry and laugh, experiencing fictitious troubles, so young readers get away from the reality around them, its contradictions and problems [ 11 , c. 7].

All human actions can be divided into voluntary and situational. The first ones occur as a result of mismatches between the current and the desired (desired) state of affairs, causing a focus of excitation in the need-motivational sphere [ 12 ]. In reading activity, voluntary motives (according to interest) are self-improvement, rest, curiosity, habit.

The second - situational actions - are prompted by everyday motives that have appeared due to need systems artificially introduced from outside. In reading activity, this is reading out of obligation, dictated by duty, obedience, business necessity, the expectation of a reward or public approval [ 12 ].

In both cases, the motive is dictated by the existing mismatch. If there is no disagreement, there is no need for action, then his motives disappear.

There is also a motive for not reading (disgust motive).

Motives can be divided into two groups: external - lack of resources, conditions necessary for the body, lack of something significant, extraneous stimulation (threat, order, etc.); intrapersonal - the goal is consciously set to master some value.

In the first case, a person is unconsciously or consciously forced to respond to an external stimulus, and in the second, he acts freely, choosing the value that attracts him [ 12 ].

Need-motivational aspects occupy a central place in the reader's activity (Scheme 2).

Knowing the motives allows you to explain the direction of the reader's activity, the psychological characteristics of the consumer of information.

Scheme 2. The structure of the motives of reading activity

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