CHAPTER I THEORETICAL PROBLEMS OF MODERN METHODICAL SCIENCE

Problems of education in the XXI century. interest scientists and teachers, parents and students. Of particular importance is the idea of ​​fundamental knowledge, overcoming the gap between traditional and modern methodologies, the problems of the dialogue of cultures, the assimilation of knowledge in a generalized form and the search for system-forming principles for programs and educational methodical complexes, education of the system of moral coordinates of the individual. In the report of the Chairman of the International Commission on Education for the 21st Century. Jacques Delors emphasized that education is one of the main "means of affirming a deeper and more harmonious form of human development, which will make it possible to fight poverty, alienation, illiteracy, oppression and war." In addition, four "pillars of education" were named: learning to know, learning to do, learning to live together, learning to live (Delort J. Education: a hidden treasure. UNESCO Publishing, 1966). A modern teacher is somewhat similar to a poet, about whom S. S. Averintsev writes: “His task is not only and not so much to teach and explain, but to show and inspire” (Averintsev S. S. Poetics of early Byzantine literature. - M. , 1977. - S. 218). From the standpoint of modern aesthetics and literary criticism, artistic creativity approaches science in the nature of the accuracy of comprehending the world. But its specificity is that it gives the reader a visual, figurative picture of the world, carries an element of aesthetic pleasure, a moral lesson, and finally, that spiritual joy that is so important for everyone to experience. The objectives of the course on teaching literature in Pedagogical University largely determined by the uniqueness of the general cultural situation in our society. There is a growing interest in many lost spiritual values, and the existing stereotypes and assessments of the facts of artistic and pedagogical creativity are denied. Of particular importance is the formation of a new type of relationship between a teacher and a student, preparation for creative search, for independence of judgment. This is all the more necessary because there is a ambiguity of processes in the literature. First of all, a holistic picture of the development of literature is being revived, the reader comes to the "returned" literature, the literature of the Russian diaspora. Under such conditions, any science, including the methodology of teaching literature, loses any unambiguity and completeness of positions. The alternativeness of concepts and the existence of a program of scientific and practical activities of a teacher, methodologist, and scientist are becoming increasingly important. It seems that literature should be studied in a broad cultural aspect and with a focus on the formation of a personality capable of self-determination. It is important for a future teacher not only to understand the specifics of teaching literature in modern school, but also to acquire a certain idea of ​​the possible ways of activity in schools of various profiles. Currently, there are several concepts of teaching literature at school. You can name the supporters of the ethical, ideological, aesthetic or ethical-aesthetic direction. Some preach an ideological and aesthetic, others - an emotional and aesthetic approach to the school analysis of a work of art on its various grounds: literary criticism or linguo-stylistic. Often there is a reasonable interaction of positions or, on the contrary, their unreasonable separation. Everyone is worried about the danger of alienating young people from many artistic achievements, the loss of interest in conscious reading. Hence the paramount attention to the sovereignty of the reader's perception, to its deepening in the process of analyzing works of art, to a holistic study of literature, including the individuality of the artist of the word, and his poetics, and literary assessments, and the "movement" of the work in time. The nineties brought a lot of new things to literature, literary criticism, aesthetics, philosophy, to the methodology itself. The following theoretical problems of modern methodological science can be identified: 1. The problem of reading, the perception of fiction as the art of the word; formation of the reader spiritual world. Here it is impossible not to notice the danger of a kind of inertia, inferiority of perception, characteristic of a significant part of young people, expressed both in the choice of books to read, and in the assessments of what they read, and in those life ideals that are formed under the influence of many reasons. We should not forget about the sovereignty of the reader's perception. Let us recall the lines of A. A. Akhmatova: And each reader is like a secret, Like a treasure buried in the ground, Like the very last, random, Silent all his life in a row. 2. Mutual enrichment of literary criticism and methods of teaching literature. Problems and prospects of studying the poetics of a work of art in literature lessons. 3. Deepening the links between the perception of the work, its interpretation, analysis and independent activity of students. 4. The problem of studying the literary development of students, and not only in the research aspect, but as the basis for the school teaching of literature, the choice of programs, concepts, technologies for lessons on different stages literary education of schoolchildren. 5. Historical change in the methods and techniques of studying literature, designing new ones, relying on traditional ones. 6. Formation of a new type of relationship between teacher and student, education of the creative principles of the individual. 7. Search for new lesson structures and modeling of other forms of conducting classes.

Let us turn to the positions of specialists in aesthetics, philosophy, psychology, and philology. Artistic development of reality, according to A. S. Bushmin, is an element of the spiritual culture of society (On progress in literature / Edited by A. S. Bushmin. - L., 1977). The artistic development of the world, according to M.S. Kagan, includes the unity of four types of activity: transformative, cognitive, value-oriented and communicative (Kagan M.S. Human activity(Experience in system analysis). - M., 1974. - S. 169). In accordance with one of the productive concepts of modern humanities between the creator of a work of art and the reader, viewer, listener - there is no impassable line (V. S. Sokolov, B. S. Meilakh, A. N. Leontiev, M. Arnaudov). In the works of A. A. Leontiev, art is characterized as "artistic production" and as "artistic knowledge", which leads the researcher to the conclusion that art is one of the forms of communication. The scientist claims that “when communicating with art, a person participates in this communication (as a creator and as a co-creator, recipient) as a person, realizing through the quasi-object of art not some element of knowledge about reality, but a system of attitude to reality (including here its emotional experience). )". Under the quasi-object of art, A. A. Leontiev understands such elements of artistic communication that have an independent functional load (Leontiev A. A. Art as a form of communication (On the problem of the subject of psychology of art) // Psychological research. - Tbilisi, 1973; Leontiev A. A. Poetic language as a way of communicating through art // Questions of Literature, 1973, No. 6). Psychological science remains largely understudied from the standpoint of school literary education. A special place should be given to the views of S. L. Rubinstein, L. S. Vygotsky, P. P. Blonsky, A. N. Leontiev, A. A. Leontiev, V. V. Davydov. The problem of perception has been studied in many aspects in psychological science, which will be discussed in special sections. The works of S. L. Rubinshtein contain a deep analysis of the thought processes of the individual. He is convinced that "there are some grounds - theoretical and empirical - to accept as a preliminary hypothesis for further research that the core or common component of various mental abilities, each of which has its own social characteristics, is a characteristic this person the quality of the processes of analysis (and hence synthesis) and generalization - especially the generalization of relations ”(Rubinshtein S. L. Problems of General Psychology. - M., 1973. - P. 229). The scientist reveals two concepts of thinking: in one case, he means operating with ready-made generalizations, in the other, he is not aiming for a ready-made result. mental activity but on the study of the process of thinking itself. In the first case, "the creative aspect is disguised - the ability to discover something new" as the main attitude - to the assimilation of knowledge. In the second - and this corresponds to the spirit of the era - it is precisely "the way of directing the independent mental work of students" that is important. Moreover, “unlike direct learning, this is the path of education, the path of the actual development of independent thinking. This is also the way to form the mental abilities of students” (Ibid., p. 234). P. P. Blonsky warned about the danger of formalization of thinking and its separation from concrete knowledge of reality. He defined representations as a transitional form from perception to thinking and introduced the following age criteria: at primary school age, representations are based on the action of an object; on the average - the causes that produce the action; in the senior - there is a tendency to draw up a general picture of the world or a general concept about it. The scientist believes that in the process of mastering knowledge, memory plays a secondary role, and the main role belongs to thinking, or rather, first to detailing perception, and then “detailing, connecting and generalizing thinking” (Blonsky P.P. Selected pedagogical works. - M., 1964 . - S. 24). A special place in the psychological substantiation of teaching literature on justice belongs to L. S. Vygotsky. Being an adherent of the idea of ​​development, L. S. Vygotsky explored the relationship of thought to the word, the "zone of proximal development", that is, the difference between what a child can do on his own and what is under the guidance of an adult. In the laboratory of L. S. Vygotsky, the process of concept formation was studied. He owns the following idea: “Education is only good when it goes ahead of development” (Vygotsky L.S. Selected psychological studies. Part I. - M., 1956. - P. 248). Most often, a language teacher refers to the fundamental work of L. S. Vygotsky “Psychology of Art” (Moscow, 1968). It says that if art performs a cognitive function, then we are talking about figurative knowledge. L. S. Vygotsky derives the law of “destruction by form of content”. Exploring what he calls material and form, the scientist claims that the event of I. A. Bunin's story "Easy breathing" is muffled, and the title "outlines the dominant of the story." Everyday history is "transformed ... in the light breath of Bunin's story." And further: “The words of a story or a verse carry its simple meaning, its water, and the composition, creating above these words, over them, a new meaning, arranges all this in a completely different plane and turns it into wine.” L. S. Vygotsky writes a lot about imagination and emotions, about the “mysterious” difference between artistic feeling and ordinary feeling, about the fact that the emotions of art are intelligent emotions that are resolved mainly in images of fantasy. Increasingly, the language teacher listens to the words of psychologists about the theory of attitude, about the formation of the student's personality, about the art of communication, about student-centered learning (I. S. Kon, A. V. Mudrik, I. S. Yakimanskaya, etc.).

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Fiction is called upon to play a special role in the formation of self-awareness modern society, in its humanization. It carries the artistic, aesthetic memory of the people, moral attitudes. What has been done in the theory and practice of the methodology of teaching literature today? Overcome unambiguous approaches to the development of Russian literature XIX and the XX century, assessments of many literary facts have changed, variable programs, manuals, textbooks have been created, various classes, schools, lyceums, and gymnasiums have been opened. Temporary standards of literary education are prepared based on the basic component of literary education, its invariant core. This was done in order to preserve the best traditions of literary education in Russia, to establish creative interaction between scientists and teachers who hold different views. In developing the methodology of teaching literature, "developing education" is taken as the basis. In improving programs, preference is given to the idea of ​​their concentric construction. The new content of education is associated with the search for new teaching methods, new approaches to the content and structure of the literature lesson. Since the problem of reading, the formation of the reader, his spiritual world continues to be perhaps the most pressing scientific problem, in methodological science, preference is given to methods of work that ensure the integrity of the perception of a literary text, its deep interpretation, and understanding of the poetics of the writer. It is no coincidence that the basis of the basic component of literary education is the reading and study of a work of art, its interpretation. Already in grades I-IV, the teacher seeks to educate a reader capable of personal perception, sensitive to the author's word. In grades V-IX, literature is gradually mastered in motion, in the context of culture. In grades X-XI, schoolchildren begin to consciously relate to the process of cognition of the facts of art, which is realized in the lessons of interpretation and analysis of literary texts. Let us dwell on the problems and prospects of studying the poetics of a literary text, on the issues of its interpretation, which is typical for modern school literary criticism. Recently, there has been an interest in the issues of poetics in the literary education of schoolchildren, although scientists were engaged in it as early as the 18th century. At the beginning of the XIX century. poetics was a guide for writing an essay and was combined with reading and parsing samples. In the middle of the 19th century, the theory of poetry and short course Russian literature. Setting the focus of attention of the teacher and methodologist on the problem of reading belongs to F. I. Buslaev. Having approved reading as the basis for teaching literature, the scientist prefers rhetoric, not poetics. V. I. Vodovozov emphasizes the importance of a “live impression” at the first reading and notes the peculiarities of the poetics of works of various types of literature, he strives for an “ideal analysis of the work” and often uses the method of comparison. In the scientific legacy of V. Ya. Stoyunin, we see the concept, according to which it is important "the connection of parts with the whole in the development of an idea in a poetic work." In his analytical conversations, V. Ya. Stoyunin created a system for analyzing works of art, finding his own “tone of analysis” in each specific case. The search for working methods that ensure the integrity of the perception of the text, its deep interpretation, understanding of the poetics of the work are characteristic of the methodological science of the 20th century. The style and composition of a literary text are constantly of interest to M. A. Rybnikova. V. V. Golubkov outlined the issues of the poetics of a literary text in school literary education: the author and his position, theme and ideological orientation, portrait, landscape, dialogue, introductory episodes, style, meaning of the writer's work. In the "Dictionary of the Russian language" by S. I. Ozhegov, the following variants of the concept of poetics are indicated: theory of literature; the doctrine of poetic creativity; part of the theory of literature that studies the structure of works of art and the aesthetic means used in them; poetic manner characteristic of this direction, era. In a brief historical excursus, V. V. Vinogradov notes that the very term “poetics” combines “the practice and theory of poetry” and introduces the concepts of S. P. Shevyrev (the study of the laws governing the poetic activity of a person); A. A. Potebni (dissolution of poetics in the sphere of the semantics of the poetic word); A. N. Veselovsky (tasks of studying the “evolution of poetic consciousness and its forms”, the essence of poetry is revealed from its history; indistinguishability between the categories of “poetic language”, “poetic style” and “styles of literature”). In the 30s of the 20th century, according to V. V. Vinogradov, an idea arose - "to dissolve poetics in the general concept of the theory of literature." V. V. Vinogradov connects this concept with the works of L. I. Timofeev, G. N. Pospelov, V. I. Sorokin, G. L. Abramovich, L. V. Shchepilova. V. V. Vinogradov is convinced that poetics “as a science about the forms, types, means and methods of verbal and artistic creativity, about the structural types and genres of literary works, seeks to cover not only the phenomena of poetic speech, but also the most diverse aspects of the structure of works of literature and oral folk literature (“Issues of Linguistics”, 1962, No. 5. - S. 14). V. V. Vinogradov's reflections on the work of a number of writers are of great value to modern researchers and teachers of universities and schools. For example, he shows how W. Somerset Maugham understands the image of the author, his diversity and notes the need to distinguish between the image of the author and the image of "I"; analyzing "Mary Stuart" by Stefan Zweig, he shows the connection between the poetic idea and the compositional forms of its embodiment; one of the acute issues of modern poetics is the question of the details "in the composition of the verbal-artistic whole", since researchers and artists of the word take different positions. On the whole, V. V. Vinogradov is convinced that poetics “encompasses all types and varieties of literature in their development, in their historical movement”, and “considers literary and artistic works in the structural-theoretical, historical and comparative historical, as well as in comparative typological aspects (Ibid., p. 22). Strictly speaking, in one aspect or another, each researcher deals with the problems of poetics. This is confirmed by a reference to the book by S. E. Shatalov: “Poetics seeks to discover in the verbal and speech material a certain system that testifies to the creative principles of the writer. By examining a number of structures of one writer (or structural type different), she strives to reveal the patterns of combination of pictorial artistic means in the historically conditioned and at the same time individually unique structure of the work ”(Problems of poetics of I. S. Turgenev. - M., 1969. - P. 17). As you can see, in the literature the term "poetics" in most cases correlated with the understanding of the figurative and expressive means of the work, its integrity. A productive point of view is expressed in the Polish edition of Jerzy Faryno ("Introduction to Literary Studies"). In the section "Poetics and Its Varieties" three meanings of poetics are given, and all three are quite broad. First of all, poetics is understood "as an approach to the object of study or the object of study itself." Then as "property and regularities of the work itself" (this implies that the scientific apparatus does not distort the object). In third place is the "system of requirements and expected properties of the work." The book says that in the "modern understanding, poetics systematizes the observable (and possible) properties of literary texts and develops a tool for their analysis." The introduction of the category "analysis tool" is promising for both philology and methodology. Jerzy Faryno names different types of poetics: immanent, descriptive, historical, structural. In addition, he expands the sections of poetics, introducing into them stylistics, composition, rhythmic organization of the text and genealogy (the creation and development of genera and genres). Using the material of the Brief Literary Encyclopedia, Faryno believes that in the approach to the text of the work, from the point of view of descriptive poetics, “stating or identification” prevails, from the structural point of view, “the moment of interpretation prevails” and the properties of the work in interconnections. Thus, a methodology for approaches to literary texts based on the concept of interpretation is given. The publication by T. A. Kalganova noted the most important trends in improving school literary education in connection with the introduction of state educational standards: this is the awakening of interest in reading books, reliance on reader impressions, awareness of the "artistic value and enduring universal significance of works", the choice of various teaching methods and lesson forms. I would especially like to emphasize Kalganova’s statement that along with the term “analysis”, many people “are increasingly saying: reading and understanding, interpretation or interpretation of the text” (“Literature at School”, 1966, No. 1. - P. 51). The reading culture of schoolchildren is an essential indicator of the spiritual potential of society. The expansion of the student's reading circle, so desired by many, is connected with the origins of spiritual culture and the enrichment of humanitarian knowledge. What are the reading interests of the modern student? Conducted by us during 1994-1997. A study of reading range and perception characteristics (more than 1000 questionnaires of students in grades V-XI of gymnasiums, schools and lyceums in Moscow, Orel, Vologda, Yuzhnossuriysk) showed a rather mixed picture both in the choice of books, and in terms of the level of general culture, and in personal attitude to read. In the first place in terms of the number of favorite books is foreign literature. In second place should be put the works of Russian literature of the XX century. The most favorite writers are Bulgakov, Yesenin, Pikul (senior classes), Nikolai Nosov (middle classes). Only in third place were works of Russian classical literature. Preferences are as follows: Pushkin (both middle and high school), Lermontov (high school), Gogol, Chekhov (middle and high school), L. Tolstoy (high school), Turgenev (middle and high school). There are students who prefer scientific literature or journalism. Some people just love learning in general. How not to rejoice! However, the presence of empty, colorless answers is depressing. But before us is a new schoolboy of the end of the 20th century, who has broad interests, understands art, sports, and has his own opinions. It is to be brought to a dialogue-meeting with writers. Revealing their understanding of what they read, students in response to questionnaire questions about their favorite activities, authors, personal impressions of literary texts, as a rule, choose texts studied at school, and most often talk about the plot (“especially with unexpected twists”), about heroes (“I like to follow the heroes”), write about the style of writers and poets (“I love classical art, where everything is straight, without any symbolic features” - class XI), (“the style is light and heavy at the same time” - class X - o “ War and Peace" by L. Tolstoy), ("the style is captivating, light, interesting in reading" - X grade - about Pushkin's "Eugene Onegin"). Separate remarks could do credit to the literary critic. In our opinion, many shortcomings in student perception are explained not by the age and individual inclinations of the student, but by shortcomings in the school teaching of literature, which should not destroy the nature of the literary text, that elusive “light breath” about which L. S. Vygotsky wrote. The development of reader activity is one of the most important tasks of the school. Programs of the 90s give the teacher the freedom to choose books to read, talk and study. The reading preferences of schoolchildren convince of the growing importance of the influence of the family, at home on the development of the student's personality. We should not forget about the influence of the book market and the language of television on the nature of the perception of literature and the processing of artistic information. There are both positive and negative trends. Therefore, many teachers are concerned about bridging the gap between the study of literature under the guidance of a teacher and independent reading of the student. The idea of ​​the need to improve school literary criticism on the basis of a holistic study of the poetics of a literary text, knowledge of the reader's perception, the psychology of the student and the motivation of his activity begins to take hold in the theory and practice of teaching literature. So, we touched upon the problems and prospects of studying the poetics of a work of art in the context of current concepts of literary criticism and methodology. First of all, as noted above, we are talking about the content and structure of school literary education in present stage development of our society. The existence of various programs and teaching aids in the presence of state standards of literary education, it helps to establish the content of the subject "literature", its invariant core, which is preserved with a variety of learning options. It includes a description of the levels of literary development of schoolchildren at the end of nine and eleven years of school and the means by which these levels can be achieved. Fiction forms the self-awareness of modern society. Everything starts at school. It is especially important to overcome a kind of alienation from the system of moral and aesthetic values, which are revealed to the student through the introduction of a literary work to the artistic world. It is not accidental that there is an interest in expanding literary education in primary school based on the integration of the Russian language and literary reading, the formation of writing, reading and speaking skills, as well as familiarization with independent activities.

Questions and tasks for independent work 1. What definition of literature teaching methodology do you consider the most significant? 2. What concept of teaching literature at school corresponds to your professional interests? 3. Name the theoretical problems of modern methodological science. 4. What psychological research interests you the most? 5. What literary concepts would you prefer to use in your future professional activities?

Literature
Buslaev F. I. About the teaching of the national language. - M., 1844.
Vinogradov V. V. Poetics and its relation to linguistics and literary theory // Questions of linguistics, 1962, No. 5.
Vodovozov V. I. Literature in samples and analysis with an explanation of the general properties of the composition and the main types of prose and poetry. - St. Petersburg, 1868.
Questions of methods of teaching literature / Ed. N. I. Kudryasheva. - M., 1961.
Golubkov VV Methods of teaching literature. - M., 1962.
The study of literature in the evening school / Ed. T. G. Brazhe. - M., 1977.
Kalganova T. A. How to analyze a literature lesson: Materials for attestation of teachers // Literature at school, 1996, No. 1.
Korst N. O. Essays on the method of analysis of artistic works. - M., 1963.
Brief literary encyclopedia. - T. 1-9. - M., 1962. - 1978.
Mayman R. R. Practicum on the methodology of teaching literature. - M., 1985.
Methods of teaching literature / Ed. Z. Ya. Res. - 2nd ed. - M., 1985.
Methods of teaching literature: Textbook for ped. universities / Ed. O. Yu. Bogdanova, V. G. Marantsman. At 2 o'clock - M., 1994.
Methods of teaching literature in secondary specialized educational institutions / Ed. A. D. Zhizhina. - M., 1987.
Nikolsky V. A. Methods of teaching literature in high school. - M., 1971.
Poetics of a literary text in literature lessons: Sat. Art. / Rev. ed. O. Yu. Bogdanova. - M., 1997.
Rybnikova M. A. Selected writings. - M., 1985.
Smirnov S. A. Teaching literature in grades V-VIII. - M., 1962.
Stoyunin V. Ya. On the teaching of Russian literature. - St. Petersburg, 1864.
Faryno E. Introduction to literary criticism. – Warsaw, 1991.
Khalizev VN Fundamentals of the theory of literature. Part I. - M., 1994.
Shatalov S. E. Problems of the poetics of I. S. Turgenev. - M., 1969.

UDK 371.3:378.147 BBK 74.48

EVOLUTION OF SCIENTIFIC AND METHODOLOGICAL KNOWLEDGE: from the methodology of teaching foreign languages ​​to methodological science

I N.D. Galskova

Annotation. The article is devoted to the description of the historical dynamics of the development of scientific and methodological knowledge and substantiation scientific status teaching methods foreign languages as a certain result of this knowledge. The evolutionary and level character of the accumulation of the cognitive baggage of scientific and methodological knowledge in methodological science is shown, the structure of this knowledge is substantiated. Particular attention is paid to such issues as: the historical dependence of methodological approaches on the value-semantic priorities of methodology as a science, the commonality and difference in the content essence of the concepts "method of teaching foreign languages" and "teaching technology", the methodological complexity of modern methodological science, its interdisciplinary, pedagogical and theoretical and applied character.

Key words: scientific and methodological knowledge, methodological knowledge, level of scientific and methodological knowledge, methodological complexity of methodological science.

EVOLUTION OF SCIENTIFIC AND METHODICAL KNOWLEDGE: From the Method of Teaching Foreign Languages ​​to Methodical Science

abstract. The article describes the historical dynamics of the development of scientific and methodological knowledge and the justification of the scientific status of methods of teaching foreign languages ​​as a specific result of this knowledge. The author shows evolutionary and stratified nature of accumulations in the methodical science of the cognitive basis of the scientific-methodical knowledge and grounds the structure of this knowledge. Special attention is paid to such issues as: the historical dependence of methodological approaches from the axiological priorities of methodology as a science, the commonality and difference of the substantive essence of the concepts of "methodology of teaching foreign languages" and "education technology", the

methodological complexity of modern methodical science, its interdisciplinary, pedagogical, theoretical and applied nature.

Keywords: scientific and methodological knowledge, methodological knowledge, level of scientific-methodological knowledge, methodological complexity of science.

Today it is well known that scientific and methodological knowledge, representing a certain part of social and humanitarian knowledge, is a specific scientific activity. Due to the fact that the methodology of teaching foreign languages ​​as a science is distinguished by its theoretical and applied nature, we can talk about this process, firstly, as a complex process of accumulating scientific and methodological knowledge, its systematization and generalization, and, secondly, as about the practical implementation of this knowledge in specific linguodidactic concepts and methodological approaches, as well as in the real practice of teaching foreign languages.

As for the methodology itself as a science, it, like any science, responding to the challenges of a particular historical era and taking into account the latest data from the sciences associated with it, reveals the laws and patterns of teaching languages ​​and linguistic education. At the same time, studying and summarizing the real facts of teaching and learning foreign languages, identifying the main trends and prospects for their own development and the development of educational practice, given science organizes its categorical and conceptual apparatus and builds its own system of scientific and methodological knowledge in the form of a certain methodological

systems of teaching foreign languages, and today - education systems in the field of foreign languages.

From this, at least two conclusions are obvious. The first of them is that the methodology of teaching foreign languages ​​as a science is itself a certain result of the process of scientific and methodological knowledge. The second conclusion is related to the complexity and inconsistency of the process of formation and evolution of this science. Indeed, the scientific and theoretical knowledge about teaching foreign languages ​​and linguistic education obtained by the method is not just summed up, they are combined into an integral organic system. At the same time, as shown in a number of monographs, each historical stage in the development of science and educational practice is characterized by its own systemic set of scientific and methodological knowledge, which, under the influence of a number of factors, receive a specific implementation in the form of different teaching methods as methodological directions and methodological systems.

The historiography of the Russian and foreign methods of teaching foreign languages ​​testifies to the following. Representatives of any methodological trend that arises in a particular historical era, as a rule, proceed from the fact that

which point to the shortcomings of their predecessors, while they, as a rule, do not completely abandon the rational methodological ideas of the past. So, N.I. Gez, in his introduction to the book “The History of Foreign Methods of Teaching Foreign Languages”, examining the development of foreign methods in diachrony, rightly notes: “Valuable experience became the property of a new concept, receives a different understanding and a new interpretation, adapting to the requirements in the field of related sciences, first turn of linguistics and psychology". Perhaps, in the history of the technique there is only one historical fact a fundamental change in the scientific and methodological vector. It is associated with the advent of the natural method to replace the translation methods, however, the period of their active confrontation did not last long and ended in a kind of compromise (mixed method). In fact, methodological thought has always developed and is developing along an evolutionary path, demonstrating the fact that as the methodology accumulates research experience, the very nature of scientific and methodological knowledge changes: from exclusively empirical knowledge at the initial stages of the formation of a methodology to theoretical knowledge about complex the processes of formation of a person's ability to communicate in a foreign language in educational conditions outside the natural context of the existence of the language being studied at the present time.

The origins of the methods of teaching foreign languages, as is known, are found in the second half of the 19th century, when foreign languages ​​begin to be studied in educational institutions.

institutions. A.A. Mirolyubov points out: “In 1864, after the education reform in Russia, the school ceased to be class-based, and public education and upbringing of the younger generation began, and foreign languages ​​​​become an educational subject, and not languages ​​of everyday communication, as was the case, for example, in the “institutions of noble girls". During this period, the teaching methodology was born, which replaced the "method of the governess" ". Starting from this period, the concept of "methods of teaching foreign languages" has been actively evolving. So, in the second half of the 19th century, the methodology was understood only as methodological recommendations, that is, a certain set of rules and “recipes” designed to solve practical problems of teaching a foreign language, and at the beginning of the 20th century, a private methodology for teaching a particular foreign language appeared. Already in the middle of the last century, two new meanings joined these meanings: 1) methodology as a pedagogical science (more precisely, private didactics) or a general methodology for teaching a foreign language and education by means of this language, and 2) methodology as a methodological direction (a method of teaching foreign languages ​​in the broad sense ). If we talk about the last decades (the end of the 20th century and the present), then in these years the methodology already acts as a methodological science, which is a developing system of interconnected linguo-didactic and methodical (organizational-technological) knowledge about learning non-native languages,

mastering a person's non-native language in educational conditions, linguistic education. Therefore, today the content of the concept of "methodology" is interpreted quite widely. These are methodological recommendations and technology of teaching foreign languages ​​(a set of teaching techniques and methods), and methodological direction, and pedagogical science, and the theory of teaching foreign languages.

From the foregoing, it can be established that the methodology, developing, gradually moves from the “interests” of teaching a particular foreign language to the laws of teaching it, and then to the laws of mastering this language in educational conditions. And today this science is interested in the laws of education in the field of foreign languages ​​in all aspects of its consideration: from the system to the value, from the process to the result. Such a chain of words "teaching - learning - mastery - education" testifies to the historical dynamics of scientific methodological knowledge and the expansion of its research field by the methodology, its gradual transition from exclusively organizational and technological aspects of language teaching to the methodological foundations of linguistic education. These conceptual shifts, being a consequence of changes in the methodology of its scientific and methodological attitudes and its revision of its value-significant objects, affect primarily the level of goal-setting in the field of teaching foreign languages, as well as a different understanding of what content should be included in the concept " knowledge of a foreign language.

So, for example, changing the value-semantic object in the most natural way leads to a change in methodological approaches, and, consequently, the goals, principles and content of education. It is in the approach, as you know, that the methodical idea is realized, since it represents a peculiar point of view of the consideration and interpretation of the educational process in a foreign language. Thus, a retrospective look at methodology as a science shows that, moving along the “ladder” of time, it, depending on its value-semantic priorities, implements different methodological approaches: from linguistic (the first half of the 20th century) and communicative (the second half of the 20th c.) to culture-centric (at the turn of the century), and today and, apparently, tomorrow, along with culture-centric, axiological (value-oriented) approaches will also be intensively developed.

Within the framework of each of the approaches, methodologists historically evolve understanding of a person’s ability to practice a non-native language, namely: from language to speech skills (within linguistic approaches), to speech skills and the ability to communicate in the target language (for example, in the context of communicative approaches) and and, finally, at the present time - to the student's ability to communicate at the intercultural level (within the framework of culture-centric approaches) and his readiness (communicative, psychological, etc.) for authentic communication in a non-native language and cognition with the help of this language, formed by him means of studying

of the target language, the system of value-semantic reference points and individually motivated attitude to one’s own linguistic education, its level and quality, as well as the need to use the target language as a tool for transforming the world and self-realization in the social and personal spheres (axiological approaches).

It should be noted that modern methodological approaches have a pronounced complex character, representing an important area of ​​research in many scientific disciplines, and above all the philosophy of education, pedagogy, psychology and the theory of teaching foreign languages. Anthropocentric (human-dimensional) and axiological (value-oriented) are closely intertwined in them, which forces methodological science to explore, on a broad interdisciplinary basis, the laws (patterns) of interaction, on the one hand, language, consciousness, culture and society, and on the other hand, - a whole set of processes: teaching foreign languages, mastering a non-native language for a person in educational conditions, communicating in this language in situations of intercultural interaction with representatives of other linguo-ethnosocieties, (self) knowledge and (self) development by means of the language being studied. As a result, modern actual scientific and methodological knowledge is formed about how to teach foreign languages ​​in modern conditions at different educational levels.

But let's return to the stage of substantiating the independent scientific status of the methodology of teaching foreign languages.

languages, that is, in the middle of the last century. As already noted, it was during this period that the technique declares itself as a pedagogical science. This became possible as a result of the vigorous scientific activity of well-known domestic "factories of methodical thought", which rightfully included the Department of Methods of Teaching Foreign Languages ​​of the Moscow State Pedagogical Institute named after Lenin, headed by G.V. Horny. An intensive research search for her associates, which include such leading scientists as I.L. Bim, I.N. Vereshchagin, K.B. Esipovich, A.A. Leontiev et al., made it possible to obtain evidence that the methodology is not a simple set of recommendations that can and should be used to effectively organize the learning process in a foreign language. For example, they have repeatedly expressed regret that among teachers pedagogical institutes There is an opinion about the methodology not as a science, but as a practice, an art, a generalized experience that any teacher can easily master in the course of his practical work. “Methodology is not an art accessible only to selected, especially gifted teachers, as it has long been believed. ... Successful learning a foreign language in a school where it is a compulsory subject should not be only the property of gifted teachers,” G.V. Rogov and I.N. Vereshchagin.

As you know, the attitude to the methodology as an art is found among teachers today.

To a certain extent, it is difficult to disagree with him, if only because in the real educational process the teacher uses specific teaching methods and performs a certain sequence of methodological actions aimed at ensuring that students learn the necessary educational content. And here the success of teaching, of course, is fully determined by the personality of the teacher, his ability to adapt these techniques to specific learning conditions. However, it is no secret (and practice shows this) that personal experience is clearly not enough. Success in work can only provide a teacher with a combination of this experience with knowledge of new scientific approaches to building a system of teaching a foreign language. For this, as emphasized by G.V. Rogov and I.N. Vereshchagin, the teacher must master the teaching technology, which is designed to help him implement a scientific approach, firstly, to the selection and organization, in accordance with the latest achievements of linguistics, psychology and psycholinguistics, of the linguistic and psychological content of teaching foreign languages, and, secondly, to , "how to teach: on the basis of what principles, with the help of what methods and methodological techniques, what means of teaching .., what should be the organization of training, what factors should be taken into account, how should they be taken into account when teaching a foreign language in order to obtain the best pedagogical effect in certain specific conditions".

Note that the term "learning technology", which is so widely used today by the methodology

Stami, was first introduced into the methodology of teaching foreign languages ​​as a science by G.V. Horny in the 70s of the last century. Following the English-speaking methodologists, she understood technology as the “science of teaching techniques” and rightly believed that its key categories were such parameters as: rational use study time, an adequate choice of techniques and the sequence of performing exercises, an expedient explanation of the actions being mastered, the use of TCO, handouts, visibility, and various forms of work.

In the context of the analyzed dynamics of scientific and methodological knowledge, we emphasize the following. According to the author of this article, the introduction of G.V. Horny in the terminological apparatus of the technique of technology as a science of technology of teaching languages ​​is of great importance for understanding the essence of this dynamics.

Firstly, this fact can be regarded as evidence that in the 70s of the last century, methodology as a science experienced a qualitative leap in its development. It was due to her desire to improve the theoretical level of teaching foreign languages ​​and professional training of foreign language teachers. It is no coincidence that G.V. Rogova linked the understanding of technology with a scientific approach to the goals, content, principles, methods and methodological techniques of teaching the subject "foreign language". She believed that this scientific approach should become the property of every foreign language teacher. Later

G.V. Rogov and I.N. Vereshchagin rightly emphasized: “... learning should be carried out on a scientific basis, that is, the teacher needs to master the body of scientific knowledge about how to teach, why teach in this way and not otherwise, so that learning in the conditions of mass learning of a foreign language, such as, for example, V general education school, it would be effective for everyone, so that as a result of the efforts expended, the student masters the language being studied. In this regard, one cannot but agree with the modern interpretation of learning technology as “... a scientifically based “art” of moving forward”, i.e. science-based art "... the formation of appropriate skills and abilities in a rational way" .

Secondly, the introduction of the methodology of the term “technology” into the scientific apparatus gives every reason to believe that in the second half of the last century, the concept of “methods of teaching foreign languages” acquired a new meaning, namely: the technology of teaching foreign languages. Of course, “methodology” and “teaching technology” are concepts that are close in meaning, since in both cases we mean a certain set of techniques and methods of teaching foreign languages. It is no coincidence that in his publications G.V. Rogova does not make a strict division between them, and even today they are often used as synonyms. True, in recent years it has been increasingly recognized that the technology of teaching differs (or: should differ), in comparison with the methodology, a high level of instrumentation.

mentality, which guarantees the achievement of the desired result. In other words, the technology acts as a well-thought-out system of interaction between a teacher / teacher and students, aimed at the inevitable achievement of the planned learning effect. At the same time, it is impossible not to admit that it is rather difficult to give a rigid and strictly defined character to the technology of education due to the fact that it is one of the varieties of social technology. The only exceptions, perhaps, are programmed learning (70-80s of the XX century) and linguodidactic testing (currently). But if it is not about the technique as about guidelines, but about “methodology as a science”, then its difference from “teaching technology” becomes obvious. It was stated above that methodology as a science acts in at least two ways: it is, firstly, a system of scientific and methodological knowledge about introducing students to a non-native language for them (teaching theory) and, secondly, a specific scientific activity aimed at obtaining this knowledge (scientific and methodological knowledge). As for the technology of teaching, then, as already noted, this concept reflects the so-called organizational and technological aspect of a particular methodological system.

Thirdly, the fact that the new term "learning technology" is included in the conceptual apparatus of the methodology demonstrates the developmental nature of the latter. Today, we are well aware that learning technology

foreign languages, and methodology as a science, are in constant development. As evidence, we can cite, first of all, the historically conditioned different aspects of the use of the term "technology of teaching foreign languages" and, along with this, the emergence in the late 80s of the last century in the depths of methodology as a science of two interconnected and interdependent scientific branches: the theory of teaching foreign languages ​​and teaching technology. If the former is today interpreted as a strictly structured system of knowledge about the patterns of development of methodological science itself and about the patterns of “initiation” of a student to a new language and culture for him in connection with his native language and original culture, then teaching technology is like a scientific branch, designed, based on on linguodidactic patterns, to offer specific organizational and technological solutions (ways / methods / means of education). The relationship between theory and learning technology is obvious, but the relationship between them is not identical to the relationship between theory and practice, respectively, because the learning technology itself, as already noted, has become last years be recognized as an independent scientific direction.

It is no secret that until now there is no unanimity among methodologists about the scientific disciplines that make up the modern methodology, and the principles for their selection. It suffices, as an example, to cite the following approaches to the dichotomous division of this science:

research and technology of foreign language education (E.I. Passov), language pedagogy and methods of teaching foreign languages ​​(V.V. Safonova), methodology as a science and technology of education and development (N.A. Gorlova), linguodidactics and methodology (technology) teaching foreign languages ​​(N.D. Galskova, I.I. Khaleeva), etc. However, despite such diversity, the fact of differentiation of methodology as a science, as we see, is currently generally recognized, as well as the recognition of methodological complexity in as an important characteristic of this science. This characteristic, of course, indicates the complexity, multidimensionality and multifactorial nature of scientific and methodological knowledge and its different levels. In this circumstance, as well as in the process of internal differentiation of methodology and the sprout of its independent scientific branches that began in the second half of the last century: “... historical methodology, experimental methodology. comparative methodology. methods of using technical means in teaching foreign languages. , and the developing nature of methodology as a science is manifested. It is due to her constant need to penetrate into the complex structure of research objects: teaching a foreign language and mastering this language in educational conditions, and today also linguistic education. From this point of view, it is quite reasonable to recognize the use of the term "methodological science" as a synonym for the methodology of teaching foreign languages ​​as a science, although it is obvious and certain

its conditionality, since it can be applied to teaching all academic disciplines(however, as well as a technique).

If we go back to the history of methodology as a science, we can establish that by the middle of the 20th century, methodologists had accumulated a rich fund of scientific and methodological knowledge, representing methodology as an independent science that explores the goals, content, methods, means and ways of teaching foreign languages ​​and education by means of these languages ​​- a science that allows you to justify the effectiveness of various methods of teaching foreign languages, formulate your own theoretical postulates and implement them both in specific educational materials and teaching aids, and in the real educational process. The following decades were marked by the intensive work of methodologists on the substantiation of the object-subject area of ​​this science. Almost the entire second half of the last century is a time of heated discussions on the issues of its scientific status, conceptual and terminological apparatus, methodological experiment as a tool for assessing the reliability of scientific and methodological knowledge, the use of mathematical statistics methods to calculate the results obtained, etc. In the 1950s of the last century, the methodology of teaching foreign languages ​​was considered as an applied branch of linguistics, and in the 50s - as applied psychology, then already starting from the 70s of the twentieth century, the methodology is an independent pedagogical science that explores the goals, content, methods

types, means and methods of teaching foreign languages. In this regard, G.V. Rogov and I.N. Vereshchagin noted: “Methodology is not applied linguistics. Practice shows that language proficiency, knowledge of a foreign language, although they are necessary for a teacher, cannot provide the required level of teaching this subject, especially in the conditions of its compulsory study by all secondary school students. ... The methodology is not applied psychology either, since it is not enough to know only how such processes as memorization and thinking proceed, how skills and abilities are formed. It is necessary to have knowledge of the subject of study itself, that is, a foreign language. In other words, it is important for a teacher to know what needs to be done in order for the learning process to be successful, and to possess the professional skills and abilities necessary for this.

Note that the attribution of the methodology of teaching foreign languages ​​to the number pedagogical sciences quite justified due to a number of circumstances. The first of them is connected with the fact that the development of this science is a way of methodical knowledge of educational reality. In this regard, we recall that back in the 40s of the last century, L.V. Shcherba wrote: "Indeed, it is impossible to imagine any special task for a methodology that did not go entirely into didactics." As a second circumstance, we note the range of those problems that the methodology of teaching foreign languages ​​deals with. They are known to be exclusively didactic in nature.

And, finally, the third circumstance is as follows: the vast majority of the main categories of methodology (goal, content, methods and methods of teaching foreign languages, and language education itself and its value meanings, etc.) are taken from general didactics as a component of pedagogy, however, the content essence of each of them is determined taking into account and in the context of not only general didactic requirements, but also the actual methodological specifics.

So, based on the foregoing, it can be established that the concept of "method of teaching foreign languages" or "methodological science" is a complex phenomenon. To those of its meanings, which were clearly manifested already in the middle of the last century, at present, the understanding of methodology is also added as a specific scientific activity, and as a system of scientific and methodological knowledge about the educational sphere in foreign languages, and as a learning technology. If scientific activity in the methodological field is a system of scientific and cognitive actions aimed at generating (production), generalization and systematization of scientific and methodological knowledge about such research objects as teaching non-native languages ​​and linguistic education, then the methodology as a system of knowledge is a certain systemic set of scientific and theoretical and empirical knowledge about these objects. In turn, the technology of teaching, we emphasize once again, solves the organizational and technological issues of teaching foreign languages ​​at the scientific level.

Thus, the production, generalization and systematization of scientifically reliable knowledge about teaching non-native languages ​​and linguistic education, about the patterns of teaching and mastering a language in educational conditions, in isolation from the authentic reality of the functioning of this language, constitute the range of the main tasks of modern methodological science. The scientific reliability of the knowledge obtained in the course of solving them should be determined by its compliance with such requirements of social and humanitarian rationality as: social value objectivity, reflexivity, consistency, cultural validity, adaptive usefulness, openness to criticism and the possibility of change.

It was emphasized above that methodological science, as an integral part of culture, is the result of scientific and methodological research. Its cognitive baggage consists of knowledge of both the process of scientific and methodological knowledge, and the laws of linguistic education and teaching foreign languages. This means that the scientific and methodological search for the purpose of "obtaining" and "understanding" this knowledge is aimed at such diverse and at the same time interconnected objects as: 1) the structure of the scientific and methodological knowledge itself, methods for obtaining it, its history, features and trends of its development in every historical epoch; 2) substantiation of some ideal image (concept, approach, model) of teaching foreign languages ​​and linguistic education; 3) development on the basis of this image of "technological

cepts” and their introduction into educational reality.

Obviously, scientific and methodological knowledge is the result of both a deep theoretical substantiation of an integral, developing system of scientific concepts, methods and means of scientific and methodological knowledge, and empirical research in the field of teaching languages. This knowledge, as we noted in earlier works, is built, however, as in any science, at different interrelated and not mutually exclusive levels. Here we note the following.

In the methodology, it is usually customary to talk about the theoretical and empirical levels. So, at the theoretical level, “proper” is defined. It consists of the main categories and concepts that make up the so-called categorical-conceptual framework of the ideal (projected) image of the methodological system, approach, method of teaching foreign languages ​​and linguistic education, and provides comprehensive answers to questions related to the purpose, principles, content and methods , as well as the conditions (in the broadest sense) of learning. In practice, this level, based on the analysis, generalization and systematization of scientific and practical data, gives a scientific idea of ​​how to proceed in order to achieve the desired result in mastering a foreign language by students, how to build the educational process in terms of its effectiveness, what characteristics should differ in the methodological system (model) of the formation of the student's ability to interpersonal

and intercultural communication in the target language, to the use of the target language as a tool for learning and self-realization. As for the empirical level, it, using as its analytical tools such methods as observation, experiential learning and experiment, etc., determines the “existing”, that is, the real state and quality of the educational process and educational system. In addition, it is no secret that this level is “responsible” for the introduction into the practice of teaching foreign languages ​​of a theoretically based methodological model and scientific and methodological knowledge, built in the form of a coherent logical terminological system and often of an abstract nature. This creates the basis for the primary theoretical understanding and evaluation of specific methodological phenomena, their interpretation and scientific explanation in the context of real educational practice and taking into account the concept (methodological system, approach) of teaching foreign languages ​​adopted in each historical period.

In recent decades, more precisely, since the 90s of the last century, scientific and methodological knowledge has reached a new level - metatheoretical. With the help of such research methods as abstraction and idealization, which make it possible to abstract from many factors that influence the real process of teaching and learning foreign languages, a wide panorama of knowledge about the patterns of teaching foreign languages ​​and educational reality is being formed.

Thus, an idea is formed about the methodology of linguistic education and the methodology of scientific and methodological knowledge, the value understanding of linguistic education and its strategic orientation, the general patterns of development of the methodology itself as a science and the development of the future methodological system in foreign languages, the linguodidactic model of a person’s ability to master the language in educational intercultural communication, knowledge and self-development, the theoretical foundations of tactical steps in teaching a foreign language.

The level-based nature of scientific and methodological knowledge, now recognized by methodologists, gives grounds to speak of a complex level structure of scientific and methodological knowledge (empirical, theoretical and metatheoretical). Given this circumstance and focusing on the level model of humanitarian knowledge as a whole, justified in the philosophy of science, it is possible to determine different types of scientific and methodological knowledge included in its structure. These include, firstly, sensory knowledge associated with a plurality of observations and perceptions in the educational sphere in a foreign language; secondly, empirical knowledge, that is, a generalized description and systematization of data obtained during observations of educational practice, as well as in the course of experiments and experiential learning; thirdly, theoretical knowledge, which is a scientifically based, coherent logical system of methodological concepts, methods and means of scientific and methodological

knowledge, scientific ideas about teaching foreign languages ​​and linguistic education, their patterns, connections and their inherent features; fourthly, value knowledge associated with the axiological aspects of linguistic education, its values ​​and meanings, as well as the ideals and norms of scientific and methodological research; and, finally, fifthly, interpretive knowledge formed in the course of interpretations (definitions) of scientific facts.

All these structural elements (types of scientific and methodological knowledge) are relatively autonomous, but at the same time they are internally interconnected. “Theoretical scientific knowledge is not reducible to empirical knowledge, primarily due to the constructive nature of the activity of the mind in creating theories. On the other hand, empirical knowledge is not reducible to scientific theories, due to the “closure” of empirical knowledge, first of all, to sensory knowledge as the main source of its content. . Theoretical knowledge is always richer than any finite set of its possible empirical interpretations. This statement is directly related to methodological science, clearly demonstrating its theoretical and applied nature and emphasizing the importance of the fact that it is the practice of teaching foreign languages ​​that determines the value of theoretical propositions and theoretical constructs that are substantiated by methodological science, verified, fully or partially confirmed or refuted. .

In conclusion, we note that, like any science, modern methodological science seeks to increase the level of

the vein of evidence of their scientific and methodological knowledge. This is manifested in the complication of her research, in her increasingly clear substantiation of the laws of her development as a science and scientific and methodological knowledge, the methodology of value-based understanding of teaching a foreign language / learning a foreign language / linguistic education, etc.

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Galskova Natalya Dmitrievna, Doctor of Pedagogical Sciences, Professor, Department of Linguistics

dactics, Moscow State Regional University, [email protected] Galskova N.D., ScD in Education, Professor, Linguistic Didactics Department, Moscow State Regional University, [email protected]

2

1 SEI HPE "Yaroslavl State Pedagogical University. K.D. Ushinsky

2 International Humanitarian and Technical University

3 South Kazakhstan State University named after M. Auezov

The article gives the author's interpretation of the series methodological concepts, essential for methodological science, relating mainly to the concept and problems of the formation of the mechanisms of cognition of students in modern, general education and high school in the teaching of natural science. Thus, a concrete step is proposed in solving the general scientific problem of systematizing the conceptual apparatus of such an independent field of scientific knowledge as the methodology of teaching mathematics and physics, biology, etc. The article suggests further research in this area. At the end of the article, a list of works that are most significant for the research topic is given.

technique

Problems

dialogue of culture

personal situation

diagnostics

culture figurative activity

work of culture

outlook

personal outlook.

1. Anisimov O.S. Methodological culture of pedagogical activity and culture of thinking / INOAN USSR. All-Union Methodological Center. - M.: Economics, 1991. - 416 p.

2. Bakhtin M.M. (On the philosophy of the act) // Philosophy and sociology of science and technology. Yearbook: 1984-1985. - M., 1986. - S. 82-138.

3. Vygotsky L.S. Thinking and speech. Psychological research / Comments by V.S. Bibler and I.V. Peshkov. – M.: Labyrinth, 1996. – 416 p.

4. Gromyko Yu.V. Metasubject "Problem": Proc. settlement for Art. class - M .: Institute of the textbook "Paideya", 1998. - 382 p.

5. Zhokhov A.L. Scientific outlook in the context of the spiritual development of the individual (educational aspect). – M.: ISOM, 2004. – 329 p.

6. Zhokhov A.L. Formation and development of the individual's worldview through education and culture: Monograph - Heinrich-Böcking-Str. Saarbrücken, Germany: Palmarium Academic Publishing. – 2013 – 404 p.

7. Mamardashvili M.K. Cartesian reflections. – M.: Progress, 1993. – 352 p.

8. Kogalovsky, S.R. The search for a method and methods of search (an ontogenetic approach to teaching mathematics): Monograph. Part I, Part 2 - Federal Agency for Education, GOU VPO "SHPPU". - 2nd ed.; add. - Shuya: Publishing house of ShSPU, 2008. -284 p.; 348 p..

9. Kholodnaya M.A. Psychology of intelligence: paradoxes of research. - Tomsk: Publishing House Vol. university - M .: Publishing house "Bars", 1997. - 392 p.

10. Shchedrovitsky G.P. Development and implementation of automated systems in design (theory and methodology). - M., 1975.

The current state and tasks of further development of teaching methods (mathematics, physics) as a science, and as a training course in pedagogical universities, urgently require putting in order its conceptual apparatus. In our opinion, the necessary conditions have already matured for solving this problem, which can be characterized as relevant for science itself and large-scale in terms of attracting and comparing various sources. This problem is also important from the standpoint of the goals and organization of the process of preparing a future teacher of mathematics and physics, for whom it is the teaching methodology with its “methodical thinking” that should become the defining core of the personality of the future teacher as a professional of the modern school.

The main purpose of this article is to offer scientists, methodologists, students for discussion the author's interpretation of a number of methodological concepts, which was largely the result of a study of the issues of worldview-oriented teaching of mathematics in a modern school and, thereby, take a concrete step in solving the above general methodological problem and attract to her pedagogical community. Let's build the article as a dictionary of a number of terms in the methodology of teaching mathematics and physics. At the end of the article, far from full list literary sources.

Dialogue of cultures - it is advisable to interpret as a dialogue of cultures in its personal aspect (DCL), as a communication of the personalities of the participants, carried out by them on the basis of some work of culture (PC), which arose in a certain facet of culture and is presented in any of its possible incarnations. DKL implies, first of all, the spiritual communication of specific carriers of a personal (personal) culture based on their non-violent desire for understanding, complementarity, with the involvement of the main personal components of each subject.

In real performance, DCL is carried out as a kind of "trialogue" in the field of meanings given by an ordered triplet ("culture of one participant"; "culture of the PC"; "culture of another participant"). In the educational process, the role of DCL participants is played by a teacher (St) and students (UK) in their various combinations (one - one, one - group, group - group, etc.). The role of the teacher is to organize and manage the LCL until its completion and (or) the transition to the situation of a new LCL on the basis (preferably) of those PCs that were created as part of the accomplished LCL act.

DCL in the methodological sense is a technology (and art) of such organization of learning, in which the participants in the dialogue must have a flash of understanding, that is, “suddenly” there is a new personal understanding of the PC in question (relatively new for another). DKL technology is based on “dialectics as a dialogic art” - the creation of one's own PCs; only in this case can we consider that there is a "thawing" of dialectics as a dialogic art.

It is considered that the DCL act took place if, as a result, a work of culture (PC2) new for the participants appears, created in the process of communication as a result of a joint or individual transformation of the original PC1. PC2 performs in this case the function of diagnostics: a) completion of the act, one of the stages of the DCL; b) the state (level) of culture of its bearer. Since, along with the change in PC1, certain changes in the participants of the LCR occur, then the LCR, if it is completed, it makes sense to represent the following scheme: (Ul - PC1 - Uk) ¢ ® (Ul - PC2 - Uk) ¢¢. The pedagogical mechanism for including students in LCL is the learning situation of "tension and success", organized, for example, on the basis of a personally perceived fragment educational material- a completed task, a completed drawing, a verbal description, etc., which are particular examples of a training PC.

The literature uses a broader concept - the dialogue of cultures, originating from the philosophy of existentialism. In Russian culture, it was first discovered and actively used by the philosopher and philologist M.M. Bakhtin, later - V.S. Bibler, S.Yu. Kurganov and others M.M. Bakhtin defined the architectonics of the DC as a responsible act; according to Bakhtin, the structural elements of DC are: I (I-for-myself); Another (other-for-me), I-for-Other (, p. 126-127). Using the Chamomile model (Scheme 6), these components and the connections between them can be detailed as follows: the essential basis of the “actual world of an act” (M. Bakhtin) is understanding, in learning conditions - mutual understanding = contemplation + assistance + empathy; it is possible to organize such a state only on the basis of good will and, most importantly, the common interest of the participants in communication, who are included in the DC due to the peculiar “engagement” of one or more components of their personality (“petals” of “Chamomile”); the most important personal "petals of engagement" (components of personality) can be distinguished as the dominants of excitation of the participants in the situation, which, according to the principles of complementarity or resonance, will contribute to its positive resolution within the framework of educational communication or joint activities.

A vital (ideological) situation - 1) in the general psychological and philosophical sense: “clot”, “knot of modalities” (A.N. Leontiev), “struggle of motives” (L.I. Bozhovich), objective-subjective contradictions that require indispensable resolution of the situation and with a direct (instant or prolonged) impact on the being and future life of a person;

2) in education (training) it is used as an educational worldview situation (UMS; SS) - an educational analogue or imitation of the possible for a student Zh. V. S. (in communication, in practical or cognitive activities, in a meeting with a work of culture, with its author , in general - with the Other, etc.).

Various types of UMS are considered.

We will call a learning situation a worldview situation if, when entering it or resolving it, the student is forced to make his own choice - attitudes towards it, towards its object or accomplices of the situation, the choice of the method and means of its resolution, the style and meaning of his activity, the measure of his participation, etc. P. In short: let's call a learning situation ideological if it induces the student to take a certain position.

UMS can arise spontaneously (naturally) or be specially organized (artificially); in any of the cases, it is advisable to consider it as a pedagogical (methodological) tool for including students in learning activities. The skill of a teacher of mathematics or physics is manifested in his ability to create and use EMS in order to form physical, mathematical and worldview guidelines and qualities of students. The term was first disclosed in the works of one of the authors (.

cultural activity. In the general case, it is an activity primarily aimed at cultivating (“cultivating”) Goodness, Beauty and Truth, etc. The logic of such activity is determined by the awareness of limitations in something, the need to overcome it by creating new cultural means (figurative, symbolic, linguistic, material, etc.) and this very activity of overcoming. The defining characteristics of the creative process are: its focus on the generation of new meanings and values ​​for a person, works of culture, new means and methods of activity; recognition of the plurality of different cultures and worldviews, the mood for "participatory thinking", "responsible act" in any facet of culture in accordance with the characteristics of its subject; reliance on motives and positive aspirations; following the logic of reproduction (rather than simple reproduction) of works of culture in personal experience; trinity of thinking, communication, reflection.

K. d. is, as a rule, and cultures generative (its product is a new product of culture for the subject - PC, and with it new personal qualities). Under the conditions of training, K. is set in motion by communication in pairs “I - PC”, “I - Other” and joint activities with the teacher and with each other, but is fixed (as an element of culture) through the generation of the subject of his PC and reflection. Culture-conforming (and culture-generating) activity gives the educational process a ideologically significant humanistic direction. In methodological science, the term was first given a meaningful interpretation in et al.

Physical and mathematical worldview landmarks - types of cognitive positions, attitudes and relationships, means, methods and "programs" of worldview activity, ideas and knowledge that have historically formed in mathematics and physics (as facets of culture), which have proven stable during historical transformations and have contributed and continue to contribute positive contribution to the development of culture (in general). Assigned by a person, such landmarks become physical, mathematical, and worldview guidelines and qualities of his personality, determining his attitude to the world, to science and its knowledge, significantly influencing the style of his cognitive activity, knowledge and a generalized vision of the world (in its parts or as a whole) .

Worldview guidelines and qualities educational areas"mathematics, physics" - individual or interrelated elements of the worldview potential of mathematics / physics, which can be formed in a student when he comprehends physical and mathematical culture and become his personal qualities. Such guidelines and qualities contribute to an adequate perception of the world, a correct orientation in it, help the student to develop similar guidelines for himself and master the principles of mathematical culture or the mathematical foundations of the profession. The set of guidelines and qualities that, under certain conditions, can be formed in a student at a certain stage of learning mathematics, it is advisable to call the worldview potential of the physical and mathematical, biological educational process or the student, if such qualities turned out to be formed in him by the end of a certain stage of teaching these academic disciplines. Similarly, it makes sense to talk about the mathematical and worldview potential of the relevant educational material, in particular, textbooks in mathematics/physics, and the educational process in general. Teaching mathematics or physics, determined by the target setting: to provide targeted assistance to students in the development of their mathematical and worldview potential as a set of interrelated mathematical and worldview guidelines and qualities that determine various aspects of their mathematical worldview, it makes sense to call the worldview-oriented teaching of mathematics / physics.

A person's worldview: 1. By worldview it is advisable to understand not only (and not so much) the views, ideas, beliefs of a person, etc., but - first of all - that system of personal micromechanisms, due to the action of which these views and beliefs are developed in a person. In other words, the worldview has a dual nature. This is also a set of views, ideas, etc., which is commonly called the image of a person and the image (picture) of the world in a person (worldview-image). And, first of all, it is a generalized personal mechanism that "creates" the corresponding image of a person (worldview-mechanism). Both of these sides of the worldview coexist and "act" in dialectical unity and complementarity.

2. The worldview of a growing person arises and develops in the process of his worldview activity to resolve situations that are vital for him. In this regard, a personal worldview is a form of organizing the experience of a person’s worldview activity in one or more interconnected facets of culture, it is a trinity of its main structural components - emotional-value, activity-volitional and figurative-knowledge blocks. This (second) understanding reflects the nature of a worldview as a personal mechanism for a person's generalized orientation, his individual social adaptation to a changing reality, and his self-development. It is desirable that such a development be the development of a moral personality as a transformer of the world in the direction of culture.

The outlook is physical and mathematical, humanistically oriented. Structurally, it is a system of the above-named components, but having their own specifics, determined by the subject of physics and mathematics as facets of culture and science. Formed in a person, it directs his cognitive activity to the search for scientific truth, to its substantiation and logically coherent presentation, to a structural vision of the world, to the active use of the means of cognition and ideal transformation by a person of the world around him and himself in it, ways of operating with them.

To describe the physical and mathematical worldview of a person, the "Chamomile" model is proposed, built from the standpoint of a dominant analysis of a holistic act of a person's cultural activity.

The worldview potential of mathematics/physics (M.P.M/F) as facets of culture is a system of worldview landmarks and mechanisms for resolving worldview situations that have historically formed in the physical and mathematical culture - ways and means of human self-development, mathematical knowledge and ideal transformation of the world; mathematical knowledge and images (models), pictures of the world (in its fragments, and in general) M.P.M / F is characterized by (, etc.):

Specific for mathematics and physics aesthetic and ethical attitude to the world, to a person and the results of his work (proportionality and symmetry, beauty; expediency; axiomaticity and evidence, regularity, analogy and plausibility; information capacity, experimental verifiability, etc.);

Ways and means of ideal knowledge and transformation of the world, the person himself, the properties of his thinking (creation of basically systemic ideal objects and systems of such objects, physical and mathematical modeling, definition of concepts, formulation and proof of theorems, construction of theories, algorithmization ...);

A kind of mathematical, holistically structured (figurative-symbolic, abstract-theoretical) vision, picture of the world;

Methods of fixing and substantiating the results of seeing the world and the style of its knowledge (mathematical language, symbolization, reliance on the definition of concepts, on logic and theory, on the results of an experiment, etc.) characteristic of mathematics and physics;

A peculiar triad of ideal means - codes for recording, storing and processing information (including by a person): the "matrix" of the world and the theoretical image of its fragments in science - the materialization of the image (using various cultural signs: verbal, verbal-symbolic, pictorial, effective, experimental material, etc.) - "symbolization" as the elimination of the binding of consciousness to a visual image ("the image must die" -) and fixing the results of all this in concepts, formulas, systems of concepts, in fragments of theories, etc. as symbols-means of further cognitive or practical human activity;

Various kinds of physical and mathematical models as proven means of cognition (the laws of physics in their mathematical expression, geometric figures and building; quantities and measurement, measure, number; set, relations and functions; order and its properties, ordering; algebraic and topological structures; transformations, homomorphisms; rules and laws of logic; probability, etc.).

The selected components-characteristics of M.P.M/F, as well as their individual elements-properties, originated and formed not only (and not so much) within the science of mathematics due to the efforts of professional scientists, but also in other areas of human practice and by people from the very beginning other professions - in the activities of philosophers, linguists, artists, teachers, builders, etc. Such properties can be found when considering any physical and mathematical constructions and, ultimately, they are fixed both in the original historical and in applied and educational texts regarded as works of culture. Therefore, it is legitimate to assume that all these components of the M.P.M/F were formed in the process of the historical development of physical and mathematical culture and in the positive experience of the corresponding education.

A worldview-oriented physical and mathematical education (abbreviated as MNFME, or, if we are talking about teaching mathematics / physics built into this process - MNOM / F) is a process whose main goal is to assist students in "cultivating" worldview significant for them guidelines and qualities based on the means of teaching mathematics / physics and culturally appropriate cognitive activity that are actively used for this. In particular, MNOM can be considered as a holistic methodological tool for improving mathematics education in the direction of the formation and development of the mathematical and worldview potential of students: a trusting and realistic attitude to the data of science, a system of values, worldview skills, etc.

Worldview skills - skills that represent new generalized methods (procedures) of cognition and transformation of the surrounding world, including the spiritual one, acquired by a person or invented by him, or actively contribute to the formation of other mechanisms of a generalized orientation of a person in the world. Such skills are directly related to any subject area (facet of culture) and are formed with its active involvement in a specific activity, acquiring due to this the appropriate “coloring”. Due to the fact that we are dealing with teaching mathematics/physics, the worldview skills considered in this context are called physical-mathematical-worldview skills. They can be included in the content of physical and mathematical education of students of various types of schools.

The ontogenetic approach (Kogalovsky S.R. - ) is the principle of teaching mathematics or physics, the essence of which is expressed by the following direction in the development of complex physical and mathematical concepts by a person: from a syncretic whole to a developed whole that carries an increased development potential. The learning process in this case consists of the following five stages:

1) formation, development and use of intuitive ideas about a physical or mathematical concept (time, body mass, continuity of the trajectory, passage to the limit, derivative, rate of change, algebraic structures, etc.);

2) awareness of the vagueness of these ideas and the need to clarify them, or experimental verification; familiarization with some means of such clarification;

3) the process of "refinement" of ideas to the creation of a strict concept as a new means of solving problems that cannot be solved at the level of ideas or experience;

4) mastery of the concept, disclosure of qualitatively new opportunities that are carried by the refined (strict) concept and the system of related concepts;

5) the realization that strict concepts and especially their system is a productive model of intuitive representations that served as its source.

The presented list of terms can and even should be expanded. This can become a significant research and scientific project issue.

Bibliographic link

Zhokhov A.L., Yunusov A.A., Berdalieva A.M., Saidakhmetov P.A., Nurmakhanbetova G.K. ABOUT IMPORTANT METHODOLOGICAL CONCEPTS OF METHODOLOGICAL SCIENCE // Uspekhi modern natural science. - 2014. - No. 12-4. – P. 439-444;
URL: http://natural-sciences.ru/ru/article/view?id=34630 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Candidate minimum exam in the specialty 13.00.02 Theory and methods of training and education (foreign languages)

is one of the traditional forms of attestation of the level of research training of graduate students (applicants).

Conducting an exam allows you to determine the level of preparedness

graduate students and applicants for research and experimental activities, to reveal the ideological vision

by them urgent pedagogical and linguo-educational problems, the essence of modern approaches to their resolution, determining the ways and means of organizing their own scientific research.

The proposed program corresponds to the passport of the specialty 13.00.02 - Theory and methods of training and education (foreign languages) and is developed in accordance with the Regulations on the preparation of scientific and pedagogical and scientific personnel in the system of postgraduate vocational education in the Russian Federation (appendix to the order of the Ministry of Education of Russia dated March 27, 1998 No. 814).

1. THE THEORY OF TEACHING FOREIGN LANGUAGES AS A COMPLEX SCIENCE

The essence of the methodology as a theory and practice of teaching foreign languages. The history of the formation of the theory of learning IA.

Object and subject of methodology, research methods. Components of the methodological system: system, approach, goal, content, principles, methods, techniques, tools, teaching technology. Basic concepts of methodology in the light of modern transformations.

The connection of the methodology with other sciences: linguistics, psychology, pedagogy, psycholinguistics, etc.

The complex nature of modern methodological science.

The relationship of linguodidactics and methods of teaching foreign languages.

Linguodidactics as a branch of the theory of teaching foreign languages, its role in substantiating the content of foreign language education, the main patterns of mastering a foreign language, in linguodidactic modeling of a secondary linguistic personality.

2. OBJECTIVES AND CONTENT OF THE LANGUAGE POLICY IN THE REGION

OF LINGUISTIC EDUCATION AT THE PRESENT STAGE.

MAIN TRENDS IN THE DEVELOPMENT OF LANGUAGE POLICY

The language policy of Russia as a set of purposeful and interconnected ideological principles and political and educational activities carried out by the state / society.

Goals, principles, content, structure of the Russian language policy.

European language policy. Formation of a multicultural linguistic personality as a requirement of globalization and integration trends.

Documents that provide language policy: the state educational standard for foreign languages, programs, textbooks and teaching materials.

Education as a socio-cultural institution that ensures the implementation of language policy. The specifics of linguistic / language education at the present stage. Perspective directions for the development of language policy in Russia and the region.

Linguistic personality as a strategic landmark of language educational policy. social character secondary linguistic personality.

3. THE PROBLEM OF GOALS AND CONTENT OF FOREIGN LANGUAGE TRAINING

COMMUNICATION AT SCHOOL AND UNIVERSITY

Category "learning goal": the essence of the concept. Dynamics of goals in the history of the development of methods of teaching foreign languages. Factors influencing the choice of goal.

The integrative nature of the goal. Systems approach to the realization of learning objectives. Determination of goals and content of training.

Setting the goal of teaching foreign languages ​​in state educational standards, their interpretation in the programs of educational institutions.

Secondary linguistic personality as a strategic goal of language / linguistic education. Levels of secondary language personality:

verbal-semantic, linguo-cognitive (thesaurus), motivational (pragmatic).

Competence characteristics of the content of the secondary language personality. Qualities and properties of the secondary linguistic personality.

Approaches to the definition of the concepts of "communicative competence"

and “intercultural communicative competence”, to their interconnection and identification of their components. Evolution of the views of domestic and foreign scientists on communicative and intercultural competence.

Common European and Russian levels of foreign language proficiency and their conceptual foundations. "Language portfolio" as a technology for assessing / self-assessment of the levels of foreign language proficiency.

4. ANALYSIS OF THE MAIN STAGES OF THE DEVELOPMENT OF THE TRAINING METHODOLOGY

FOREIGN LANGUAGES ABROAD

Comparative-historical method of studying linguistic and educational phenomena.

Translation and non-translation methods: a comparative analysis of the prerequisites for the emergence, goals, content, principles and methods of teaching. Advantages and disadvantages of methods.

Socio-economic prerequisites for the emergence of audiolingual and audiovisual methods. Purpose, content, principles and methods of teaching. The role of these methods in the development of the theory of teaching foreign languages.

Socio-economic prerequisites for the emergence of the conscious-comparative method. Psychological and linguistic substantiation of the conscious-comparative method. Content and methodological principles of teaching. System of exercises and textbooks.

5. ANALYSIS MAIN STAGES OF THE DEVELOPMENT OF THE DOMESTIC METHOD

FOREIGN LANGUAGE TEACHING

pre-revolutionary period. The position of foreign languages. Development of methods of teaching foreign languages ​​in this period. Goals and content of teaching foreign languages. Programs and textbooks.

post-revolutionary period. The position of foreign languages.

Development of methods of teaching foreign languages ​​in this period. Goals and content of teaching foreign languages. Programs and textbooks.

6. PERSONAL-ACTIVITY AND COMPETENCE-BASED APPROACHES IN

FOREIGN LANGUAGE TEACHING

Socio-economic prerequisites for the emergence of a personal-activity approach. The essence and content of the personality-oriented (activity) approach to teaching foreign languages, its impact on the goals and content of education. Principles of student-centered learning. Personal-activity approach and the choice of teaching methods. Technologies of personal-activity teaching of a foreign language.

The essence and content of the competence-based approach. Competence and competence. Educational competencies. Key competencies:

European variant. Key competencies of national education. Basic competencies of language education: communicative and intercultural competencies.

Professional Competence. Competence model of a graduate - a teacher of a foreign language.

APPROACH TO LEARNING HISTORY AND

CURRENT STATUS

Socio-economic prerequisites for the emergence of a communicative approach. The essence and content of the approach to teaching foreign languages, its impact on the goals and content of education.

Principles of the communicative approach. Methodological provisions of the communicative approach.

The communicative-cognitive approach as the latest modification of the communicative approach in Russia and abroad.

8. SOCIO-CULTURAL AND INTERCULTURAL APPROACHES TO LEARNING

FOREIGN LANGUAGES

Co-study of language and culture in the history of foreign language teaching methods. The content of the concepts: language, culture, cultural and linguistic personality, sociocultural competence, intercultural communicative competence. The relationship and interdependence of language and culture.

Socio-economic prerequisites for the emergence of approaches.

The influence of sociolinguistics, ethnolinguistics, communication psychology on the cultural orientation of teaching foreign languages.

Comparative and comparative characteristics of approaches.

The role of background knowledge, concepts, logoepistems in mastering a foreign language.

9. PRINCIPLES AND METHODS OF TEACHING FOREIGN LANGUAGES IN DIFFERENT

EDUCATIONAL ENVIRONMENT

general didactic principles, methodological principles.

Interpretation of general didactic principles in relation to teaching foreign languages.

Particular didactic principles as conceptual provisions of the methodological system. Substantiation of the principles, their content, implementation rules.

Analysis of different points of view on the substantiation of the content of the principles of teaching foreign languages.

The concept of "teaching method" in a broad and narrow sense.

General didactic methods. Private didactic methods. The history of the development of methods of teaching foreign languages ​​as the basis of modern linguodidactic ideas. Modern methods of teaching foreign languages.

10. THE PROBLEM OF SELECTION OF THE CONTENT OF TEACHING FOREIGN LANGUAGES

The essence of the content of teaching foreign languages.

The multi-component nature of the content.

Different points of view on the component composition of the content: I.L.

Beam, G.V. Rogova, R.K. Minyar-Beloruchev, E.I. Passov, N.D. Galskova, B.A. Lapidus, I.I. Khaleev.

Selection and organization of the content of teaching foreign languages.

Characteristics of the content of teaching foreign languages ​​in state educational standards and programs of educational institutions.

11. PSYCHOLOGICAL AND LINGUISTIC BASES OF TEACHING FOREIGN

LANGUAGES

Definition of the concept of "speech skill". Different approaches to content this concept: Tsetlin V.S., Belyaev B.V., Rubinstein S.L., Zimnyaya I.A., Passov E.I. Speech skills. Types of speech skills. The role of skills in the process of communication.

Definition of the concept of "speech ability". Characteristics of speech skills, types of speech skills.

Psychological and methodological foundations of teaching receptive types of speech activity. Comparative analysis of reading and listening as receptive types of speech activity.

Psychological and methodological foundations of teaching reproductive types of speech activity. Comparative analysis of speaking and writing as reproductive types of speech activity.

12. THE PROBLEM OF FORMATION OF PHONOLOGICAL COMPETENCE IN

SCHOOL AND UNIVERSITY

The role of phonetic skills in the formation of foreign language communicative competence. The goals and content of teaching pronunciation at different levels of the educational system. The essence of phonological competence. Methodical typology of phonetic phenomena.

Phonetic skill and stages of its formation. Principles of teaching the pronunciation side of speech. The main approaches to teaching phonetics, the features of their use depending on the goals and objectives of teaching a foreign language. Features of work on the formation of phonetic skills, due to the nature of the educational institution and the training course. Typology of exercises for setting, improving and maintaining phonetic skills.

13. THE PROBLEM OF FORMING LEXICAL COMPETENCE IN SCHOOL AND

University The role of lexical skills in the formation of foreign language communicative competence. Psycholinguistic structure of the word as a unit of assimilation.

The structure of the lexical skill and the stages of its formation.

Technology of teaching the lexical side of foreign speech. Typology of exercises for the formation of lexical skills.

14. THE PROBLEM OF FORMATION OF GRAMMAR COMPETENCE IN

SCHOOL AND UNIVERSITY

The role of grammatical skills in the formation of foreign language communicative competence.

The essence of grammatical competence. The concepts of language and speech grammatical skills: implicit, explicit and differentiated. The concepts of "active and passive grammar".

Stages of the formation of grammatical skills and a system of exercises. The role of rules in teaching the grammatical side of speech.

Different views on the typology of grammar exercises.

15. THE PROBLEM OF FORMING SPEECH COMPETENCE: TRAINING

LISTENING AT SCHOOL AND UNIVERSITY

The role and place of listening in the implementation of intercultural communication. Psychological characteristic listening as a type of speech activity, its mechanisms, ways of their formation and development. Objectives of learning to listen. Typology of difficulties in learning to listen.

Audio text as a unit of teaching listening. Requirements for audio materials. Typology of audio texts.

Stages of work on audio text, organization of the process of perception, its motivation, control of perception. Cognitive, regulatory, value-oriented communicative tasks in teaching listening and a system of exercises.

Ways to control the formation of speech skills in listening.

16. THE PROBLEM OF FORMING SPEECH COMPETENCE: TRAINING

READING AT SCHOOL AND UNIVERSITY

Reading as a goal and means of teaching intercultural communication.

Psychophysiological mechanisms of reading. The tripartite structure of reading as an activity. Psychological and linguistic difficulties in mastering reading in a foreign language, text entropy.

Communicative functions of reading. Types of reading, different ways of classifying them. Components of the content of learning to read.

Requirements for texts for different types of reading. Text system.

Types of communicative tasks in teaching reading, a system of exercises.

Technology for learning to read aloud. Forms of control of the formation of reading skills.

17. THE PROBLEM OF FORMING SPEECH COMPETENCE: TRAINING

SPEAKS IN SCHOOL AND UNIVERSITY

The role and place of speaking in the implementation of intercultural communication. Speaking as a type of speech activity, its relationship with listening, reading, writing.

The tripartite structure of speaking as a type of speech activity.

speaking mechanisms. The concepts of "prepared", "unprepared"

speech. The role of educational speech situations in teaching speaking. The main types of speaking: dialogic and monologue.

Control of the formation of speaking skills.

18. THE PROBLEM OF FORMING SPEECH COMPETENCE: TRAINING

WRITTEN SPEECH AT SCHOOL AND UNIVERSITY

The role and place of writing in the implementation of intercultural communication. Writing as a type of speech activity, its psychophysiological characteristics. Objectives and content of teaching writing. Qualitative characteristics of written statements.

Teaching graphics, spelling, various forms of writing in the course of teaching a foreign language in various educational institutions. Exercises in teaching written speech, their correspondence to the communicative tasks of learning. Methods of teaching certain types of written works: essay, business letter, filling out a questionnaire, information for fax, annotation, etc.

Types of written control used in the practice of teaching a foreign language.

19. THE PROBLEM OF CONTROL IN TEACHING FOREIGN LANGUAGES AT SCHOOL AND

HIGH SCHOOL The problem of quality control of teaching foreign language communication.

Functions and types of control in teaching a foreign language.

Objects of control. Evaluation criteria and indicators of the formation of intercultural communicative competence.

Forms of control of learning a foreign language in different types educational institutions.

Test as a specific form of control. Types of tests. Qualitative test parameters. USE as a form of control. Self-control and self-correction in mastering a foreign language.

20. THE PROBLEM OF EXERCISES IN TEACHING FOREIGN LANGUAGES

Essence of concepts: exercise; exercise system; set of exercises. Approaches of various authors to the classification and system of exercises: M.S. Ilyin, B.A. Lapidus, V.L. Skalkin, N.I. Gez, R.K.

Minyar-Beloruchev, I.L. Bim, E.I. Passov, S.F. Shatilov and others.

The role of exercises in teaching foreign language speech activity.

The structure of the exercises and methodological requirements to them.

21.TRADITIONAL AND INNOVATIVE LEARNING TOOLS

FOREIGN LANGUAGES

Interpretation of the concept of "learning tools". System-structural approach to the organization of teaching aids. The structure of teaching aids in foreign languages: basic, auxiliary, additional. The role and place of each of them in the learning process.

Media, their essence, didactic potential, role in the process of teaching a foreign language.

Problems of using modern audiovisual means:

audio, video, telecommunications, computer, etc.

22. EDUCATIONAL AND METHODOLOGICAL COMPLEXES FOR FOREIGN LANGUAGES IN

SCHOOL AND UNIVERSITY

The problem of the textbook and educational-methodical complex in foreign languages. The textbook as the main learning tool. Functions and system-structural organization of the textbook on FL. The main concepts embedded in modern teaching materials for foreign languages.

Criteria for the quality of teaching materials. TMC of the discipline "foreign language" in a linguistic and non-linguistic university: features, functions, content.

23.METHODOLOGY AND METHODOLOGY OF PEDAGOGICAL RESEARCH.

METHODOLOGICAL EXPERIMENT AND ITS ROLE IN THE DEVELOPMENT OF TECHNIQUE AS

SCIENCES Interpretation of the concept of "research method". Classifications of research methods: methods applied at the empirical level; methods applied at the theoretical level.

Methodical experiment. Objects of study in a methodical experiment. The structure of the methodical experiment. Phases of conducting a methodical experiment. Reliability and validity of the experiment.

Data processing methods.

24. MODERN TECHNOLOGIES OF PROFESSIONALLY-ORIENTED TRAINING FOR FOREIGN LANGUAGE COMMUNICATION.

Teaching technology: essence, structure and content.

Review of modern professionally-oriented technologies for teaching a foreign language. "Language portfolio" as a technology for assessing / self-assessment of the levels of foreign language proficiency. Collaborative learning technology. Design technologies. Technology of multi-level education. Game technologies in teaching a foreign language. Information and telecommunication technologies. Technology of rationalization of educational activity.

Technology for solving situational problems (case study).

25. ORGANIZATIONAL AND METHODOLOGICAL SUPPORT OF EDUCATIONAL

FOREIGN LANGUAGE PROCESS IN DIFFERENT TYPES

EDUCATIONAL INSTITUTIONS

Specifics of planning the pedagogical process in a foreign language. Lesson / lesson in a foreign language as the main organizational form of the learning process: characteristics, features, functions. Requirements for a lesson / lesson in a foreign language.

Organization of extracurricular / extracurricular work in a foreign language. Organization of independent work on mastering a foreign language.

Modern requirements for scientific, methodological and educational support of the educational process in a foreign language at school and university. Features of the design and construction of curricula in the framework of the competency-based approach.

Specifics of modular training. Structure of modular courses.

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Thematic planning. Biology. Introduction to biology. Grade 5 Explanatory note: The work program is based on the Basic General Education Program. Biology. 5-9 grades. Concentric Course Authors: N.I.Sonin, V.B.Zakharov. Moscow. Bustard 2012. Corresponds to the Federal State Educational Standard. And also using Sample Programs basic general education. Second generation standards. Education. 2010 Goals of biological education in...»

"U General Conference rep Confrence gnrale 33rd session 33e session Report Rapport Paris 2005 General Conference 33rd session Report Conferencia General a 33 reunin Informe 33 C/REP/10 18 August 2005 Original: English Report of the International Coordinating Council of the Man and the Biosphere Program (MAB) on its activities in 2004-2005. ANNOTATION

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Topics of the lecture course (80 hours)

Topic 1. Introduction. Theoretical problems of modern methodological

science (4 hours)

Topic 2. The main stages in the development of the methodology of teaching literature

Topic 3. Stages of studying literature at school (6 hours)

Topic 4. Methods and techniques for studying literature at school (12 hours)

Topic 5. The relationship of perception and analysis of works of art on

literature lessons (6 hours)

Topic 6. Reading and studying works of art in their generic specificity (16 hours) Topic 7. Methods for studying a systematic course of literature in high school (4 hours) Topic 8. Theory of literature in school studies (4 hours) Topic 9. Lesson of literature in modern secondary school (4 hours) Topic 10. Speech activity of schoolchildren in the process of studying literature (6 hours) Topic 11. Development of written speech of students in the process of studying literature (4 hours) Topic 12. Extracurricular reading in literature (2 hours) INTRODUCTION. PROBLEMS OF MODERN METHODOLOGICAL SCIENCE What is the basis of the content of the methodology of teaching literature?

This issue causes lively debate and has long been the object of close attention not only of language teachers, but also literary critics, psychologists, and representatives of other scientific disciplines.

The methodology outlines the path that should be followed in the "instruction of the youth." The choice of this path, the formation of one's own view of the content and methodology of literary education is not only the result of an analysis of someone else's experience, but also the result of understanding a number of theoretical problems of teaching literature at school, among which the following can be distinguished first of all: the goals and content of literary education, about the student reader, about the perception of fiction by students, about the analysis of a literary work in literature lessons, about the organization of reading, about reader interest, about conducting literature lessons, about the relationship between teaching methods and techniques, about the oral and written speech of students, the development of reading independence, individualization and differentiation of teaching literature, etc.

The combination of theory and practice characterizes the first fundamental methodological work, the famous book by F. I. Buslaev “On the teaching of the national language”, the best methodological works of V. Ya. Stoyunin, V. P.

Ostrogorsky, A. D. Alferov, M. A. Rybnikova, V. V. Golubkov and other Russian language teachers.

The Literature Teaching Methods course is designed to help develop the creative beginnings of the philologist's personality, to form future teachers' understanding of the literary development of schoolchildren, the historical change in the methods and techniques of teaching literature, and the most characteristic types of teacher's professional activities. Of particular importance is the formation of a new type of relationship between the teacher and the student, the preparation of the student for an independent creative search.

The course of methods of teaching literature provides for self-education of students in the process of mastering a specialty.

It is important for a future teacher not only to realize the specifics of teaching literature in a modern school, but also to acquire a certain perspective, an idea of ​​the possible ways of one's own creative work in schools of one profile or another, about the principles of creating author's programs and teaching aids.

Immediate prospects for the development of methods of teaching literature:

humanization of the educational process, differentiation of education, integration of subjects and specific methods, bringing the level of teaching closer to the level of development modern science and culture, the creation of new technologies for lessons, variable programs, the intensification of methods of teaching literature, the search for new forms of education.

Improving the teaching of literature at school involves strengthening the moral, aesthetic and emotional impact of a literary work on the student reader, determining the systemic links of the school literature course at different stages of literary education, educating self-awareness and independence, developing reader perception and interest in reading and studying literature, developing imagination and a sense of beauty, the formation of a creative approach to literature.

In preparing for pedagogical creativity, it is important for a language teacher to take into account a variety of interdisciplinary connections in teaching literature.

First of all, we are talking about the subjects of the general humanitarian, psychological, pedagogical, literary and linguistic cycles.

V. V. Golubkov wrote about the need to create a scientific methodology based on the study of student development. It is equally important to give a psychological justification for the school analysis of a work of art, while preserving the "reader's rights" of the student. In one of his latest theoretical articles, Golubkov urges teachers to try looking at pedagogical process not from the "captain's bridge", not from the teacher's table, but from the desk, i.e. try to understand how the student perceives what the teacher offers him.

M. A. Rybnikova constantly relied on the data of didactic research. Speaking about the basics of the methodology, she designates four basic didactic rules: teaching should be influencing various aspects of students' perception;

students must clearly understand the task assigned to them;

the art of the Methodist is to show the complex in the simple, the new in the familiar;

it is important to combine deduction with induction.

Particular attention in Rybnikova's methodological system is paid to the influence of the living word on the listener, the reader. She is convinced that the expressive reading of the work by the student "concludes the process of analysis." “We do not deny the visibility of the visual,” writes Rybnikova, “but the very nature of the sounding word determines the main method of penetrating the word into consciousness - the method of its expressive pronunciation.”

Of the various concepts of modern literary criticism, what D. S. Likhachev called “concrete literary criticism” is especially close to the methodology:

Concrete Literary Studies does not at all seek to supplant any other approaches to literature. It has its own area, and this area is very important. Concrete literary criticism is mainly occupied with that boundary zone between reality and literature, which I have just spoken about. It gives private explanations for the private phenomena of literature, accustoms to slow reading, to an in-depth understanding of works in a real setting and to a real understanding of style - not only its features in a particular writer, but also to an understanding of the reasons for the appearance of these features. It strives to prove its conclusions, and not to construct hypotheses or generate ideas that are so sometimes common in our science ”(Likhachev D.S. Literature - reality - literature. - M., 1981. - P. 7-8).

Knowledge of psychology research can be an essential component of student training. Increasingly, the language teacher listens to the words of psychologists about the theory of attitude, about the formation of the student's personality, about the art of communication.

Literature occupies a special place in the formation of personality, the spiritual world of a person, his morality, thinking, emotions, speech, creativity. Literature teaching, selection of works for school programs, school textbooks on literature are constantly in the zone of attention, in the zone of criticism. Of course, the content and structure of school curricula and textbooks on literature, as well as methods of teaching literature, should be brought into line with the dynamics of cultural development, without abandoning the best traditions of domestic methodology.

At present, attention is especially important to the methodology of literary education, to its theoretical foundations, especially since the pedagogical community prefers developing education, and the best language teachers understand literature in the context of cultural development.

Problems of education in the XXI century. interest scientists and teachers, parents and students. Of particular importance is the idea of ​​fundamental knowledge, overcoming the gap between traditional and modern methodologies, the problems of the dialogue of cultures, the assimilation of knowledge in a generalized form and the search for system-forming principles for programs and educational methodological complexes, the education of a system of moral coordinates of the individual.

The objectives of the course on the methodology of teaching literature at the Pedagogical University are largely determined by the uniqueness of the general cultural situation in our society. There is a growing interest in many lost spiritual values, and the existing stereotypes and assessments of the facts of artistic and pedagogical creativity are denied.

Of particular importance is the formation of a new type of relationship between a teacher and a student, preparation for creative search, for independence of judgment. This is all the more necessary because there is a ambiguity of processes in the literature. First of all, a holistic picture of the development of literature is being revived, the reader comes to the "returned" literature, the literature of the Russian diaspora. Under such conditions, any science, including the methodology of teaching literature, loses any unambiguity and completeness of positions.

The alternativeness of concepts and the existence of a program of scientific and practical activities of a teacher, methodologist, and scientist are becoming increasingly important.

It seems that literature should be studied in a broad cultural aspect and with a focus on the formation of a personality capable of self-determination.

It is important for a future teacher not only to realize the specifics of teaching literature in a modern school, but also to acquire a certain idea of ​​the possible ways of activity in schools of various profiles. Currently, there are several concepts of teaching literature at school. You can name the supporters of the ethical, ideological, aesthetic or ethical-aesthetic direction.

Some preach an ideological and aesthetic, others - an emotionally aesthetic approach to the school analysis of a work of art on its various grounds: literary criticism or linguo-stylistic. Often there is a reasonable interaction of positions or, on the contrary, their unreasonable breeding. Everyone is worried about the danger of alienating young people from many artistic achievements, the loss of interest in conscious reading.

Hence the paramount attention to the sovereignty of the reader's perception, to its deepening in the process of analyzing works of art, to a holistic study of literature, including the individuality of the artist of the word, and his poetics, and literary assessments, and the "movement" of the work in time.

The nineties brought a lot of new things to literature, literary criticism, aesthetics, philosophy, to the methodology itself.

The following theoretical problems of modern methodological science can be identified:

1. The problem of reading, the perception of fiction as the art of the word;

formation of the reader, his spiritual world. Here it is impossible not to notice the danger of a kind of inertia, inferiority of perception, characteristic of a significant part of young people, expressed both in the choice of books to read, and in the assessments of what they read, and in those life ideals that are formed under the influence of many reasons. We should not forget about the sovereignty of the reader's perception. Let us recall the lines of A. A. Akhmatova:

And each reader is like a mystery, Like a treasure buried in the ground, Like the very last, random, Who kept silent all his life in a row.

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

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

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

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

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

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

Let us turn to the positions of specialists in aesthetics, philosophy, psychology, and philology. Artistic exploration of reality, according to A.S.

Bushmin, is an element of the spiritual culture of society (On Progress in Literature / Edited by A. S. Bushmin. - L., 1977). The artistic development of the world, according to M. S. Kagan, includes the unity of four types of activity: transformative, cognitive, value-oriented and communicative (Kagan M. S. Human activity (Experience of system analysis). - M., 1974. - P. 169). In accordance with one of the productive concepts of modern humanitarian science, there is no impassable line between the creator of a work of art and the reader, viewer, listener (V.S. Sokolov, B.S.

Meilakh, A.N. Leontiev, M. Arnaudov).

In the works of A. A. Leontiev, art is characterized as "artistic production" and as "artistic knowledge", which leads the researcher to the conclusion that art is one of the forms of communication.

The scientist claims that “when communicating with art, a person participates in this communication (as a creator and as a co-creator, recipient) as a person, realizing through the quasi-object of art not some element of knowledge about reality, but a system of attitude to reality (including here its emotional experience). )". Under the quasi-object of art, A. A. Leontiev understands such elements of artistic communication that have an independent functional load (Leontiev A. A. Art as a form of communication (On the problem of the subject of psychology of art) // Psikhologicheskie issledovaniya.

- Tbilisi, 1973;

Leontiev A. A. Poetic language as a way of communicating with art // Questions of Literature, 1973, No. 6).

Psychological science remains largely understudied from the standpoint of school literary education. A special place should be given to the views of S. L. Rubinshtein, L. S. Vygotsky, P. P.

Blonsky, A.N. Leontiev, A.A. Leontiev, V.V. Davydov. The problem of perception has been studied in many aspects in psychological science, which will be discussed in special sections. The works of S. L. Rubinshtein contain a deep analysis of the thought processes of an individual. He is convinced that “there are some reasons - theoretical and empirical - to accept as a preliminary hypothesis for further research that the core or common component of various mental abilities, each of which has its own social characteristics, is the quality of analysis processes inherent in a given person (and therefore , and synthesis) and generalization - especially the generalization of relations "

(Rubinshtein S. L. Problems of General Psychology. - M., 1973. - P. 229).

The scientist reveals two concepts of thinking: in one case, it means operating with ready-made generalizations, in the other, the orientation is not on the finished result of mental activity, but on the study of the very process of thinking. In the first case, "the creative aspect is disguised - the ability to discover something new" as the main attitude - to the assimilation of knowledge. In the second - and this corresponds to the spirit of the era - it is precisely "the way of directing the independent mental work of students" that is important. Moreover, “unlike direct learning, this is the path of education, the path of the actual development of independent thinking. This is also the way to form the mental abilities of students” (Ibid., p. 234).

P. P. Blonsky warned about the danger of formalization of thinking and its separation from concrete knowledge of reality. He defined representations as a transitional form from perception to thinking and introduced the following age criteria: at primary school age, representations are based on the action of an object;

on the average - the causes that produce the action;

in the senior - there is a tendency to draw up a general picture of the world or a general concept about it. The scientist believes that in the process of assimilation of knowledge, memory plays a secondary role, and the main role belongs to thinking, or rather, first a detailed perception, and then "detailing, connecting and generalizing thinking"

(Blonsky P.P. Selected pedagogical works. - M., 1964. - S.

A special place in the psychological substantiation of teaching literature on justice belongs to L. S. Vygotsky. Being an adherent of the idea of ​​development, L. S. Vygotsky explored the relationship of thought to the word, the "zone of proximal development", that is, the difference between what a child can do on his own and what is under the guidance of an adult. In the laboratory of L. S. Vygotsky, the process of concept formation was studied. He has the following idea:

"Learning is only good when it goes ahead of development"

(Vygotsky L. S. Selected psychological studies. Part I. - M., 1956.

Most often, a language teacher refers to the fundamental work of L.S.

Vygotsky "Psychology of Art" (Moscow, 1968). It says that if art performs a cognitive function, then we are talking about figurative knowledge. L. S. Vygotsky derives the law of “destruction by form of content”. Exploring what he calls material and form, the scientist claims that the event of I. A. Bunin's story "Easy breathing"

muted, and the title "outlines the dominant of the story". Life history "transformed ... into easy breathing Bunin's story. And further: “The words of a story or a verse carry its simple meaning, its water, and the composition, creating above these words, over them, a new meaning, arranges all this in a completely different plane and turns it into wine.”

L. S. Vygotsky writes a lot about imagination and emotions, about the “mysterious”

the difference between an artistic feeling and an ordinary one, that the emotions of art are intelligent emotions that are resolved mainly in images of fantasy.

Increasingly, the language teacher listens to the words of psychologists about the theory of attitude, about the formation of the student's personality, about the art of communication, about student-centered learning (I. S. Kon, A. V. Mudrik, I. S.

Yakimanskaya and others).

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

Temporary standards of literary education are prepared based on the basic component of literary education, its invariant core. This was done in order to preserve the best traditions of literary education in Russia, to establish creative interaction between scientists and teachers who hold different views. In developing the methodology of teaching literature, "developing education" is taken as the basis. In improving programs, preference is given to the idea of ​​their concentric construction.

Since the problem of reading, the formation of the reader, his spiritual world continues to be perhaps the most pressing scientific problem, in methodological science, preference is given to methods of work that ensure the integrity of the perception of a literary text, its deep interpretation, and understanding of the poetics of the writer. It is no coincidence that the basis of the basic component of literary education is the reading and study of a work of art, its interpretation.

Already in grades I-IV, the teacher seeks to educate a reader capable of personal perception, sensitive to the author's word. In grades V-IX, literature is gradually mastered in motion, in the context of culture. In grades X-XI, schoolchildren begin to consciously relate to the process of cognition of the facts of art, which is realized in the lessons of interpretation and analysis of literary texts.

Let us dwell on the problems and prospects of studying the poetics of a literary text, on the issues of its interpretation, which is typical for modern school literary criticism. Recently, there has been an interest in the issues of poetics in the literary education of schoolchildren, although scientists were engaged in it as early as the 18th century. At the beginning of the XIX century. poetics was a guide for writing an essay and was combined with reading and parsing samples. In the middle of the 19th century, the theory of poetry and a short course in Russian literature were studied in the senior classes of gymnasiums. Setting the focus of attention of the teacher and methodologist on the problem of reading belongs to F. I. Buslaev. Having approved reading as the basis for teaching literature, the scientist prefers rhetoric, not poetics.

V. I. Vodovozov emphasizes the importance of a “live impression” at the first reading and notes the peculiarities of the poetics of works of various types of literature, he strives for an “ideal analysis of the work” and often uses the method of comparison. In the scientific legacy of V. Ya. Stoyunin, we see the concept, according to which it is important "the connection of parts with the whole in the development of an idea in a poetic work." In his analytical conversations, V. Ya. Stoyunin created a system for analyzing works of art, finding his own “tone of analysis” in each specific case.

The search for working methods that ensure the integrity of the perception of the text, its deep interpretation, understanding of the poetics of the work are characteristic of the methodological science of the 20th century. The style and composition of a literary text are constantly of interest to M. A. Rybnikova.

V. V. Golubkov outlined the issues of the poetics of a literary text in school literary education: the author and his position, theme and ideological orientation, portrait, landscape, dialogue, introductory episodes, style, meaning of the writer's work.

In the "Dictionary of the Russian language" by S. I. Ozhegov, the following variants of the concept of poetics are indicated: theory of literature;

the doctrine of poetic creativity;

part of the theory of literature that studies the structure of works of art and the aesthetic means used in them;

poetic manner characteristic of this direction, era.

In a brief historical excursus, V. V. Vinogradov notes that the very term “poetics” combines “the practice and theory of poetry” and introduces the concepts of S. P. Shevyrev (the study of the laws governing the poetic activity of a person);

A. A. Potebni (dissolution of poetics in the sphere of the semantics of the poetic word);

A. N. Veselovsky (tasks of studying the “evolution of poetic consciousness and its forms”, the essence of poetry is revealed from its history;

Vinogradov, an idea arises - "to dissolve poetics in the general concept of the theory of literature." V. V. Vinogradov connects this concept with the works of L. I. Timofeev, G. N. Pospelov, V. I. Sorokin, G. L. Abramovich, L. V.

Shchepilova. V. V. Vinogradov is convinced that poetics “as a science about the forms, types, means and methods of verbal and artistic creativity, about the structural types and genres of literary works, seeks to cover not only the phenomena of poetic speech, but also the most diverse aspects of the structure of works of literature and oral folk literature (“Issues of Linguistics”, 1962, No. 5. - P. 14).

V. V. Vinogradov's reflections on the work of a number of writers are of great value to modern researchers and teachers of universities and schools. For example, he shows how W. Somerset Maugham understands the image of the author, his diversity and notes the need to distinguish between the image of the author and the image of "I";

analyzing "Mary Stuart" by Stefan Zweig, he shows the connection between the poetic idea and the compositional forms of its embodiment;

one of the acute issues of modern poetics is the question of the details "in the composition of the verbal-artistic whole", since researchers and artists of the word take different positions. In general, V. V. Vinogradov is convinced that poetics “encompasses all types and varieties of literature in their development, in their historical movement”, and “considers literary and artistic works in structural-theoretical, historical and comparative historical, as well as in comparative -typological aspects (Ibid., p. 22).

Strictly speaking, in one aspect or another, each researcher deals with the problems of poetics. This is confirmed by the reference to the book by S. E. Shatalov:

“Poetics seeks to discover in the verbal and speech material a certain system that testifies to the creative principles of the writer. Exploring a number of structures of one writer (or the structural type of different ones), she seeks to reveal the patterns of combination of visual artistic means in a historically conditioned and at the same time individually unique structure of a work.

(Problems of the poetics of I. S. Turgenev. - M., 1969. - P. 17). As you can see, in the literature the term "poetics" in most cases correlated with the understanding of the figurative and expressive means of the work, its integrity.

A productive point of view is expressed in the Polish edition of Jerzy Faryno ("Introduction to Literary Studies"). In the section "Poetics and its varieties"

three meanings of poetics are given, and all three are quite broad. First of all, poetics is understood "as an approach to the object of study or the object of study itself." Then as "the property and patterns of the work itself"

(this implies that the scientific apparatus does not distort the object). In third place is the "system of requirements and expected properties of the work." The book says that in the "modern understanding, poetics systematizes the observable (and possible) properties of literary texts and develops a tool for their analysis." The introduction of the category "analysis tool" is promising for both philology and methodology.

Jerzy Faryno names different types of poetics: immanent, descriptive, historical, structural. In addition, he expands the sections of poetics, introducing into them stylistics, composition, rhythmic organization of the text and genealogy (the creation and development of genera and genres). Using the material of the Brief Literary Encyclopedia, Faryno believes that in the approach to the text of the work, from the point of view of descriptive poetics, “stating or identification” prevails, from the structural point of view, “the moment of interpretation prevails” and the properties of the work in interconnections. Thus, a methodology for approaches to literary texts based on the concept of interpretation is given.

The publication by T. A. Kalganova noted the most important trends in improving school literary education in connection with the introduction of state educational standards: this is the awakening of interest in reading books, reliance on reader impressions, awareness of the "artistic value and enduring universal significance of works", the choice various methods teaching and lesson forms. I would especially like to emphasize Kalganova’s statement that along with the term “analysis”, many people “are increasingly saying: reading and understanding, interpretation or interpretation of the text” (“Literature at School”, 1966, No. 1. - P. 51).

The reading culture of schoolchildren is an essential indicator of the spiritual potential of society. The expansion of the student's reading circle, so desired by many, is connected with the origins of spiritual culture and the enrichment of humanitarian knowledge. What are the reading interests of the modern student? Conducted by us during 1994-1997. A study of reading range and perception characteristics (more than 1000 questionnaires of students in grades V-XI of gymnasiums, schools and lyceums in Moscow, Orel, Vologda, Yuzhnossuriysk) showed a rather mixed picture both in the choice of books, and in terms of the level of general culture, and in personal attitude to read. In the first place in terms of the number of favorite books is foreign literature. In second place should be put the works of Russian literature of the XX century. The most favorite writers are Bulgakov, Yesenin, Pikul (senior classes), Nikolai Nosov (middle classes). Only in third place were works of Russian classical literature. The preferences are:

Pushkin (both middle and high school), Lermontov (high school), Gogol, Chekhov (middle and high school), L. Tolstoy (high school), Turgenev (middle and high school).

There are students who prefer scientific literature or journalism. Some people just love learning in general. How not to rejoice!

However, the presence of empty, colorless answers is depressing. But before us is a new schoolboy of the end of the 20th century, who has broad interests, understands art, sports, and has his own opinions. It is to be brought to a dialogue meeting with the writers. Revealing their understanding of what they read, students in response to questionnaire questions about their favorite activities, authors, personal impressions of literary texts, as a rule, choose texts studied at school, and most often talk about the plot (“especially with unexpected twists”), about heroes (“I like to follow the heroes”), write about the style of writers and poets (“I love classical art, where everything is straight, without any symbolic features” - class XI), (“the style is light and heavy at the same time” - class X - o “ War and Peace" by L. Tolstoy), ("the style is captivating, light, interesting in reading" - X grade - about Pushkin's "Eugene Onegin"). Separate remarks could do credit to the literary critic. In our opinion, many shortcomings in student perception are explained not by the age and individual inclinations of the student, but by shortcomings in the school teaching of literature, which should not destroy the nature of the literary text, that elusive “light breath” about which L. S. Vygotsky wrote.

The development of reader activity is one of the most important tasks of the school.

Programs of the 90s give the teacher the freedom to choose books to read, talk and study. The reading preferences of schoolchildren convince of the growing importance of the influence of the family, at home on the development of the student's personality. We should not forget about the influence of the book market and the language of television on the nature of the perception of literature and the processing of artistic information. There are both positive and negative trends. Therefore, many teachers are concerned about bridging the gap between the study of literature under the guidance of a teacher and independent reading of the student.

The idea of ​​the need to improve school literary criticism on the basis of a holistic study of the poetics of a literary text, knowledge of the reader's perception, the psychology of the student and the motivation of his activity begins to take hold in the theory and practice of teaching literature.

So, we touched upon the problems and prospects of studying the poetics of a work of art in the context of current concepts of literary criticism and methodology. First of all, as noted above, we are talking about the content and structure of school literary education at the present stage of development of our society. The existence of various programs and teaching aids in the presence of state standards for literary education helps to establish the content of the subject "literature", its invariant core, which is preserved with a variety of teaching options. It includes a description of the levels of literary development of schoolchildren at the end of nine and eleven years of school and the means by which these levels can be achieved.

Fiction forms the self-awareness of modern society. Everything starts at school. It is especially important to overcome a kind of alienation from the system of moral and aesthetic values, which are revealed to the student through the introduction of a literary work to the artistic world. It is not accidental that there is an interest in expanding literary education in elementary school based on the integration of the Russian language and literary reading, the formation of writing, reading and speaking skills, as well as familiarization with independent activities.

Literature Bogdanova O.Yu. Theory and methods of teaching literature: textbook. for stud.

universities, education on special "Russian language and literature" / O.Yu. Bogdanova, S.A. Leonov, V.F. Damn;

under the editorship of O. Yu. Bogdanova.-4th ed., Ster.-M.: Academy, 2007. 399s.

To educate the reader / Ed.-sost. L.V. Nesterovich.-Minsk: Krasiko-Print, 2009.-175p.

MAIN STAGES OF THE DEVELOPMENT OF THE METHODOLOGY OF TEACHING LITERATURE The modern methodology of teaching literature is based on the most valuable experience of literature teachers of the past, seeks to take into account the lessons of this experience and develop the best traditions of the national school. The history of methodological thought is inextricably linked with the development of Russian society and Russian literature, with the names of famous figures of science and culture, writers and teachers who were the first authors of textbooks and manuals, articles on the theory and history of literature, on education and training.

The most ancient verbal sciences were rhetoric (the theory of prose, or the science of eloquence and oratory) and piitika, that is, poetics (the theory of poetry). The first dealt with historical, real material, the second - with fictional. Such a clear ancient distinction between rhetoric and poetics survived until the 19th century. and was consistently carried out in textbooks on literature.

The oldest surviving manual of poetics known to Ancient Rus', - translated from Greek the article “On Images” by George Hirovoska in the Izbornik of Svyatoslav for 1073, which outlines the doctrine of paths and figures.

The Izbornik for 1076 contains an article “On reading books”, which is not only a traditional panegyric in honor of book literacy and books, “without which one cannot become righteous”, but also a kind of instruction to “slow reading”.

Such samples of ancient Russian eloquence as Metropolitan Hilarion's "Sermon on Law and Grace", the works of Cyril of Turov and Serapion testify to high level education and erudition of Russian "book people" and the influence on Rus' in the XI-XIII centuries.

Byzantine and ancient oratory tradition. In the works of Epiphanius the Wise, created at the turn of the 14th-15th centuries, the names of Plato and Aristotle are mentioned, and the highest mastery of "rhetorical weaves" is demonstrated.

Schools in Ancient Rus', which were most often opened at monasteries, set as their main goal the reading of church books and the mastery of Slavic literacy. Information about the nature of education can be gleaned from the handwritten ABCs, which became widespread in the 16th and 17th centuries. These were reference books of an encyclopedic and educational nature, popular books for reading, small anthologies, which also contained some information on poetics and rhetoric. "ABCs"

were both guides to reading for children who already knew how to read, and manuals for teachers.

The main “wisdom” in the ancient school is grammar, which is combined with rhetoric and poetics. Schoolchildren are taught not only to read and write, but also to compose speeches, messages and even verses. For this purpose, ABCs contain samples for copying, memorizing and imitation. All education is moral and religious in nature.

The combination of various information from the verbal sciences is also distinguished by the first printed textbooks. In the famous "Primer" (1574) by Ivan Fedorov, a special textbook part is intended for those who have already studied the letter. The well-known Grammar (1619) by Meletius Smotrytsky contains a section on versification.

The course of literature in theological educational institutions includes reading, Russian and Slavic, teaching Latin grammar, a class of piitiki, in which, according to schematic recipes, they are taught to compose verses, and a class of rhetoric, where they are taught, just as strictly according to the norms, the basics of composing periods, hriyas, letters and whole oratorical speeches for all occasions. The training is purely practical. Particular attention is paid to exercises, "games in verbal forms."

Information has been preserved on a number of textbooks on rhetoric and poetics of the 17th-18th centuries, intended for spiritual educational institutions. The authors of the manuals, teachers of theological academies and seminaries, developed their own courses based on ancient theoretical treatises, the writings of Aristotle, Cicero and Quintilian. The tradition of creating textbooks that have a specific addressee, students of a particular “educational institution”, has long been preserved in the national school. The best known are the handwritten textbooks on rhetoric and pietics by the brothers Ioannikius and Sofroniy Likhudov, who taught at the Moscow Slavic-Greek-Latin Academy, and Stefan Yavorsky's The Rhetorical Hand, published in the 19th century.

IN early XVIII V. Feofan Prokopovich created two solid works, "Poetics" (1705) and "Rhetoric" (1706-1707), which were not published during the author's lifetime, but were widely known in many theological educational institutions where his students taught. They were written in Latin and lectures based on the theoretical treatises of antiquity, the Renaissance and the Baroque, read by him at the Kiev-Mohyla Academy.

All school rhetoric and poetics of the XVII-XVIII centuries. rationalistic and normative, they are focused on practical activities, independent creativity of students, aimed at the formation of a speaker and a preacher. One of the most important ways of studying the theory of verbal art is recognized as independent reading of exemplary authors.

M. V. Lomonosov (1711-1765) The famous Russian scientist-encyclopedist, poet and literary theorist, Mikhail Vasilievich Lomonosov was the initiator of the national methodology of teaching literature. His "Letter on the Rules of Russian Poetry" (1739), "Russian Grammar" (1754-1755), "Foreword on the Usefulness of Church Books in Russian language”(1757), in which Lomonosov acted as a reformer of the Russian literary language and the system of Russian versification, for a long time determined the course of development of domestic literature and its teaching in educational institutions.

Lomonosov was the author of the first printed textbook on literature in Russian, A Brief Guide to Eloquence (1748). This book, which has been reprinted several times, combines a textbook, an anthology, and a methodological guide for a teacher.

The Lomonosov leadership opens with an introduction to the science of eloquence, where a definition of eloquence is given, the means for acquiring it are indicated (natural talents, science, imitation of authors, exercise in composing, knowledge of other sciences), then the differences between prose and poetry and the main sections of the science of eloquence are named: rhetoric, oratorical prose and poetry (the first outlines the basics of the doctrine of eloquence, the second - instructions for composing speeches in prose, the third - the doctrine of poetry).

We have come down to rhetoric, which is divided into three parts. Each part contains rules for the orator and poet, with numerous examples and patterns. At the same time, Lomonosov also turned to the study of human psychology, citing in his rhetoric information from logic, grammar and poetics.

The first part of "On Invention" sets out the rules about the invention and conjugation of ideas, about ornate speeches and fictions. Here Lomonosov opposes verbosity, “obscene, childish, filled with empty noise, and not deed”, speaks about the arrangement of ideas in speech (“good ideas should be put in front ... which are better, those in the middle, and the best at the end” ). One of the best in the book is the chapter "On the Excitation, Satisfaction and Invention of Passions", which is a small essay on human psychology. Noting that “a reasonable rhetor should diligently observe” the age, gender, upbringing, science of his listeners, Lomonosov lists the conditions necessary for arousing passion in listeners: the state of the rhetor himself, the state of the listeners, the actions of the rhetor and the power of eloquence.

The second part of the rhetoric "On Decoration" is almost entirely devoted to the exposition of the doctrine of paths and figures. According to Lomonosov, decoration consists in the purity of style, in the flow of the word, in its splendor and strength, but in more detail he writes only about the splendor of the word, that is, about paths and figures, citing here some information from grammar, about the nature of vowels and consonant sounds, about stresses.

The third part "On Arrangement" contains discussions on the construction of various kinds of texts, on hriya, on the meaning of conjunctions in speech. The chapter "On Arrangement According to Description" contains especially many examples. Lomonosov advises everyone to read historical and other "rich books with descriptions and narratives" in order to notice what especially adorns them and what is not in any rules.

The rhetoric of M. V. Lomonosov had a huge impact on the school teaching of literature, caused a lot of imitation. Whole fragments were taken from it by the authors of later rhetoricists: the prefect of the Moscow Theological Academy Ambrose (A. N. Serebrennikov), the famous philologists I. S. Rizhsky, N. F. Koshansky.

Second half of the 18th century in Russia takes place under the influence of more and more actively implemented in the society of educational ideas. After the founding of the Academy of Sciences and the opening of Moscow University, the first secular educational institutions were opened one after another: the gymnasium at the Academy of Sciences (1726), the St. noble boarding school (1779).

There is a growing interest in education and training.

New manuals on literature are published, including translated ones.

Theoretical works of V. K. Trediakovsky, his “New and concise way to add Russian poetry with definitions of the hitherto proper titles”

(1735) and "Works and translations both in verse and prose" (1752) largely determined the future features of literature as an academic subject, which has as its main source primarily the theory and history of poetry. Trediakovsky, a teacher, is one of the first in his teaching practice to move from Latin compositions to Russian ones.

The most detailed concept of teaching literature is proposed by M.

M. Shcherbatov, who in the article "On the ways of teaching different sciences"

dwells in detail not only on the content of the course of literature, but also touches upon a whole range of methodological problems: reading ancient and new authors, the relationship between theory and practice in teaching, the importance of written exercises, the relationship between educational and educational tasks of teaching, etc.

At that time, literature had not yet been singled out as an independent academic subject. School teaching developed in the traditional grammatical-rhetorical direction. Russian literature was not even included in the circle of university teaching. Only towards the end of the century did examples from Lomonosov and other Russian poets appear in professors' lectures. On the other hand, extra-curricular activities in Russian literature, the composition of solemn poems, and translations were encouraged. Literary societies and amateur drama troupes operated in privileged educational institutions.

Rhetoric, which was considered the basis of the curriculum of literature, was studied in connection with Latin. Many teachers still developed their own courses, including those in Russian. The famous playwright J.

B. Knyazhnin, who taught in the cadet corps, sought, as can be seen from his "Fragments from Rhetoric", to bring teaching closer to life, to abandon rigid schemes and techniques. In his rhetorical experiments, he followed Lomonosov, yielding to his predecessor in thoroughness, but ahead of him in lightness and liveliness of presentation. The original course of literature, which included elements of aesthetics, was read at the seminary by M.

M. Speransky.

Poetics, which was taught in Russian, also became more and more widespread. Its study, as before, had a direct practical orientation. Guides were compiled for young writers. The most famous are “The Rules for the Benefit of Youth” (1774) by Apollos (A.

D. Baibakov), rector of the Moscow Theological Academy, who relied on theoretical work V. K. Trediakovsky, as well as “Abstracted course of the Russian syllable” (1796) and “Short Russian prosody” (1798) by V. S.

Podshivalov, who taught at the university boarding school.

One of the first attempts to create educational anthologies in literature was the “Letter Book” (1769) by N. G. Kurganov, which went through many reprints and is very popular in late XVIII- early 19th century This encyclopedia of diverse knowledge, similar to the old "ABCs", contains extensive educational and educational material: proverbs, riddles, jokes, stories for reading, rhetorical exercises, information from poetry and metrics, a dictionary of foreign and Russian words, as well as "Collection of various poems" , a small poetic reader, the first anthology of Russian poetry.

Lecture predominates in the methodology of teaching literature. The best dictionaries include elements of conversation in it. An important role in the educational process is also played by written exercises in translations, transcriptions, imitations, compilation short summaries, creative essays on given topics (reasoning, writing), sometimes of an analytical nature.

Much attention is paid to the correction and analysis of written works.

At the end of the XVIII century. methodology as a scientific discipline begins to acquire independent significance. The problem of analyzing a literary work, the central problem of teaching literature in schools, is already posed in the works of teachers of that time. In the speech of the professor of Moscow University Kh. should, but even more so in reading one should consider, analyze and verify the opinions of writers.

A special merit in the theoretical development of the problems of the methodology of teaching literature belongs to N. I. Novikov.

NI Novikov (1744-1818) Nikolai Ivanovich Novikov, a prominent figure in the Russian Enlightenment, a writer, journalist and publisher, stood at the origins of the theoretical understanding of methodology as an independent science. The main task of his pedagogical activity is the preparation of an enlightened, virtuous person and citizen, a patriot of his fatherland. He put his program into practice, creating a real educational center in Moscow, uniting around him leading figures of Russian culture, young people, students of Moscow University. For several years, he published more than a dozen journals, essays on philosophy, pedagogy, textbooks, organized a book trade system, and wrote many pedagogical articles.

The “Experience of a Historical Dictionary of Russian Writers” prepared by Novikov (1772) contains information about more than 300 writers, not only biographical facts, but also assessments of creativity. It was, in fact, the first manual on the history of Russian literature, on which the authors of all subsequent similar publications relied.

In the 80s. Novikov places on the pages of his "Additions" to the "Moskovsky Vedomosti" (1783-1784) several articles devoted to pedagogical and methodological issues. In the article "On the upbringing and instruction of children" (1783), one of the most important principles of his methodological system was formulated - respect for the personality of the child, taking into account his age and individual characteristics. In the article “On the Socratic Method of Teaching” (1784), after presenting an overview of foreign pedagogy, Novikov concludes that it is necessary to create holistic concept education and training on the Russian national basis. Among the pedagogical disciplines, he highlights the methodology, offering its original definition (see.

"Introduction").

The article "On Aesthetic Education" (1784) is specifically devoted to the teaching of verbal sciences. Novikov writes about the special role of logic, morality and aesthetics in the general system of education, suggests studying the foundations of aesthetics on the example of individual arts, primarily poetry and eloquence. In his opinion, in the lower grades, students should get acquainted with individual works and rules, and in the older grades, on this basis, a “decent system of rules” should be created in their mind. The article outlines the basic principles of studying literature:

unity of theory and practice;

a combination of analysis, which is an analysis of exemplary essays, and synthesis, which consists in communicating rules;

the study of a work in the unity of its ideological content and poetic form;

reliance on personal experience students;

development of their creative abilities.

N. I. Novikov was the publisher of the first Russian magazine for children "Children's Reading for the Heart and Mind" (1785-1789), in the creation of which A. A. Prokopovich-Antonsky, A. A. Petrov and N. M. Karamzin took part . The magazine contained popular science articles, historical essays, stories, fables, artistic descriptions, often translated. The authors of the magazine set educational and upbringing tasks for it, skillfully selected texts, and found the right tone in communicating with young readers.

Teaching literature in the first third of the XIX century.

Early 19th century in Russia marked by a number of transformations in public education. The Ministry of Public Education is established (1802), the Charter of Educational Institutions is issued (1804). One after another, gymnasiums were opened in St. Petersburg, Moscow, Tver and other cities (by the beginning of 1809 there were already 32 of them). Gymnasiums have two main goals - to prepare students for the university and to teach the basic sciences necessary for a well-bred person.

IN curricula Gymnasium (1819) of the verbal sciences, only rhetoric is present. Only in the curriculum of the St. Petersburg gymnasium (1811), developed by S. S. Uvarov, did Russian literature appear for the first time as a separate academic subject. In the lower grades, civil and ecclesiastical reading, grammar and exercises in the syllable are provided here, and in the senior grades rhetoric, logic, literature, its history and exercises in the syllable. The published "Schedule of subjects in the Lyceum" (1811) presents "selected passages from Russian, French and German literature", rhetoric, exercises in various types of compositions, imitations, transcriptions, translations, information from aesthetics and the history of fine arts.

In the 20s. a new charter was developed (1828) and a single curriculum for all gymnasiums, in which the teaching of languages ​​was significantly expanded. The course of Russian literature in 1832 includes, in grades I-IV, information from grammar and etymology, oral and written exercises in grammatical analysis and spelling, syntax and stop formation, exercises in syllables, and in grades V-VII, the beginnings of logic and rhetoric , exercises in logical and rhetorical analysis, translations from foreign languages ​​into Russian, poetics with reading and a brief analysis of samples, and a brief history of Russian literature.

At the time of the founding of the gymnasiums, the shortage of textbooks was especially felt.

Teachers are fond of "announcers", i.e. dictations of their lectures. In the classroom, the main place is still given to the rules of rhetoric and poetics, which had to be followed when doing written work.

Works of Russian poets are increasingly penetrating into university and gymnasium literature courses. In the practice of teaching, text analysis by teachers is increasingly used. The crisis in the dogmatic study of rhetoric and poetics is recognized by both educators and leaders of public education. In one of the instructions published in the “Journal of the Department of Public Education” in 1821, professors of Russian literature are advised “to dwell as little as possible on the dead rules of rhetoric”, and more “teach by exercise”, especially they should try to “assert students in practical and a thorough knowledge of the Slavic language", without thinking about how to "educate all his students as poets." Only the exemplary works of Lomonosov, Derzhavin, Bogdanovich, Khemnitser, and other classical authors are recognized as worthy of attention and study, although acquaintance with the works of modern poets is also allowed, "excellent in the elaboration of language, but not yet comparable with the first in the choice of subjects and elegance of taste."

In the first third of the XIX century. for the first time, the issue of studying Russian literature at school is widely discussed, learning programs and allowances. In the practice of the best literature teachers, there is a contradiction between the lively, rapidly developing literary process and the rigid norms of classical rhetoric and poetics that prevailed in educational institutions. This contradiction was especially noticeable in the literary-critical and pedagogical activities of A. F. Merzlyakov.

A. F. Merzlyakov (1778-1830) Alexey Fedorovich Merzlyakov, famous poet And literary critic, was one of the most popular professors of Russian literature at Moscow University. His public lectures, devoted to the analysis of classical and modern literature, gathered the entire color of Moscow society. Hot-tempered, sometimes harsh in words and deeds, but “kind to excess” (M. P. Pogodin), who died almost in poverty, Merzlyakov was a favorite of students who admired his brilliant improvisations and critical analyzes, he was always a welcome guest in literary meetings, societies, student circles.

Merzlyakov is the author of the most famous textbooks on rhetoric and poetics of the early 19th century, written brightly and accessible, created under the undoubted influence of Western European aesthetics, especially the works of I. I. Eshenburg.

“Short Rhetoric, or Rules Relating to All Kinds of Prose Works” (1809) Merzlyakova is addressed to pupils of the university boarding school. The textbook, despite the subtitle, is by no means overloaded with rules, was a serious step towards overcoming scholasticism. The author excludes from his rhetoric commonplaces, hria, syllogisms, categorically speaks out against the dominance of rules, "tyrannical methods of interpretation in rhetoric" and advises students to read more. What was new in Merzlyakov's textbook was a historical approach to the phenomena described.

The introduction contains a short sketch of the history of eloquence from antiquity to the beginning of the 19th century. In the chapters devoted to the main types of prose writings (letters, dialogues, educational essays, history, speeches), the best writers in each type are indicated.

Elements of the historical approach are also present in the best textbook Merzlyakova, “A Brief Outline of the Theory of Bellese Literature” (1822), consisting of two parts, “Piitika” and “Short Rhetoric”, where in each section small historical essays are again presented and the most important characteristic examples. Here, instead of rules, the aesthetic criterion of taste in the evaluation of works comes to the fore: “...

works of fine arts, as an object of feeling and taste, are not subject to strict rules and cannot, it seems, have a permanent system or science of the fine.

It is from the position of taste that Merzlyakov analyzes literary works in his lectures on Russian literature and in literary critical articles. He evaluates the works of Lomonosov, Sumarokov, Derzhavin and other Russian poets almost independently of the requirements of classical poetics. However, here he attacks romantic ballads, "the spirit of the German poets", which "destroys all the rules of piitika". This inconsistency in the position of Merzlyakov the critic, who remained an adherent of classicism, but increasingly trusted personal impressions and heart movements, was manifested, in particular, in his assessments of the works of Zhukovsky and Pushkin.

In the teaching practice of A.F. Merzlyakov, the focus is on the text of a literary work, its expressive reading and critical analysis, samples of which are offered by the teacher. At the same time, independent literary and critical experiments of students are encouraged. This is evidenced by the memoirs of many of Merzlyakov's students - pupils of the university boarding school, who participated in literary meetings, at which exemplary domestic works were read in verse and prose "with an expression of the feelings and thoughts of the author and with a critical display of their beauties and shortcomings."

The First Textbooks on Russian Literature In textbooks on literature written at the beginning of the 19th century, authors increasingly turn to examples from Russian literature. In the "Brief Guide to Russian Literature" (1808) I. M. Born contains a small, one of the first in textbooks on literature, an outline of the history of Russian literature from its most ancient monuments to Karamzin.

N. I. Grech, a well-known writer, philologist, journalist, propagandist of “schools of mutual learning”, focuses on examples in his textbooks.

In "Selected passages from Russian writings and translations in prose" (1812), he places the works of the best Russian authors - for reading and analysis, as well as secondary authors - for comparison with samples.

This book is intended for the study of the history of the Russian language and literature, although the compiler also pursues a "moralistic goal." The appendix also offers a brief "News about the life and works of writers, whose works are placed in this collection."

"Experience in a Brief History of Russian Literature" (1822), compiled by Grech, is the first educational book on the history of Russian literature. It contains extensive factual material: information from Russian history, culture, education, journalism, theater, brief biographical information and reviews of the work of the most important Russian writers.

Grech's textbook-reader consists of two sections. The first presents an outline of the history of Russian literature from the middle of the 9th to the beginning of the 19th century, the second contains excerpts from the best works of ancient Russian literature and literature of the 18th century.

The author himself notes in the preface how his history is "insufficient", that it is rather "not history, but only a collection of some materials necessary for history, brought into a certain order." He considers it necessary to provide information about the life of writers. With regard to judgments about writers and their work, he tries to follow the assessments of the best critics and only occasionally gives his assessments.

Grech relied on the textbook when creating his “Guide to the Knowledge of the History of Literature” (1833) V. T. Plaksin, a teacher of literature, the author of several textbooks, which includes information from aesthetics, an overview of world literature and an outline of the history of Russian literature, presenting to students and the latest literature: the works of Zhukovsky, Batyushkov, Baratynsky, Yazykov and Pushkin.

The textbooks of N. I. Grech and V. T. Plaksin caused ambiguous assessments in criticism. There were, perhaps, more negative reviews, partly unfair in relation to these first-of-its-kind experiments in developing a course in the history of Russian literature.

Teaching literature in the 40-50s. In the 40-50s. there is a marked increase in interest in the problems of didactics and methodology, and interesting methodological manuals and teaching aids appear. A long controversy about real and classical education begins. The idea of ​​bifurcation, that is, the branching of teaching in the upper grades of the gymnasium, promoted in these years, is implemented in the new curriculum (1852), which becomes mandatory for all gymnasiums, divided into three main types: classical (or philological), real and mixed.

Simultaneously with the advent of the new curriculum, the “Manual for teachers of the Russian language and literature” (1852), prepared by I. I. Sreznevsky, was published. Literary teachers are tasked with teaching each pupil "to express themselves in Russian not only without errors, but to some extent with grace", for which practical exercises and analyzes are recommended, and in high school - essays on given topics. In order to develop interest in reading, as well as the development of students' speech, literary conversations are also recommended. During such conversations, conducted under the supervision of an inspector, the students had to, in turn, go to the pulpit, introduce the author, read a passage prepared at home, explain what they read and listen to comments. It was not allowed to discuss "magazine stories and novels" at these talks.

Literary conversations were an attempt to take into account individual characteristics schoolchildren, “to arouse in students the desire to engage in independent work” (N.

I. Pirogov) and prepare them for the university, instilling the skill of independent work. Conversations were especially successful in the Kazan and St. Petersburg educational districts, when they were led by M.N.

Musin-Pushkin, and in the Odessa and Kiev educational districts, when N.I. Pirogov was a trustee there. The rules for conducting literary conversations provided for the free choice of topics, serious preparation of students on their topic, the development of critical abilities, the optional attendance of all conversations by students, free recording for speeches, etc.

The practical orientation of teaching is reflected, in particular, in the “Program of the Russian Language and Literature” (1852) and the “Synopsis of the Russian Language and Literature” (1852), compiled by A. D. Galakhov and F. I.

Buslaev for military educational institutions.

In the lower grades, the program provides for the study of grammar and etymology, the theory of the syllable and the theory of prose compositions. According to the compilers, classes should be based on reading and analysis of exemplary essays, practical exercises should precede theoretical generalizations. At the same time, names and works are not named, although a special reservation is made that examples "must be cited by all means from exemplary writers." In the two senior classes, it is proposed to study the theory of poetry and the history of Russian literature. Here the compilers indicate the main names and works recommended for reading and analysis. The course in the history of literature includes a detailed review of Russian literature from its most ancient monuments to Gogol.

The main monographic themes are also outlined: Lomonosov, Derzhavin, Fonvizin, Karamzin, Zhukovsky, Pushkin, Griboyedov, Lermontov and Gogol.

The program, which went down in the history of methodology as "Galakhov-Buslayevskaya", is a unique work that brought together two well-known scientists whose views on the teaching of literature did not coincide in everything. With the names of F.I.

Buslaev and A. D. Galakhov are connected with the most significant discoveries in the methodology of teaching literature in the 40-50s.

F. I. Buslaev (1818-1897) Fyodor Ivanovich Buslaev, a well-known Russian scientist-philosopher, folklorist, professor of Moscow University, who began as a teacher of literature in Moscow gymnasiums, is the author of the first special methodological guide, a major two-volume work "On the Teaching of the National Language" ( 1844). This book was immediately highly acclaimed by critics and played an important role in the development of literature teaching methods. More than one generation of philologists turned to the theoretical propositions put forward by Buslaev and to the samples of his analysis.

Buslaev's book, which developed the ideas of the German philologist J. Grimm, outlines an integral system of views on the teaching of the Russian language and literature, the center of which is the word, the language of a work of art. Seeing in the language the fundamental principle of spiritual development, Buslaev considers the domestic language the basis for the development of each individual personality:

“The native language is so fused with the personality of everyone that learning it means together and developing the spiritual abilities of the student. Thus, in the very subject of teaching, in the native language, we find the need for pedagogical methods.

Emphasizing the unity, but not the identity of the method in science and in school teaching, Buslaev sees the originality of the educational method in that it is determined not only by the essence of this science, but also by the psychological characteristics of students, the need to take into account their level of development when communicating scientific information.

When determining the main methods of teaching, the scientist proceeds from the fact that the cognitive activity of students should be based on the cognitive experience of mankind: “... nature itself shows the way to teaching;

Just as among all peoples the theory of literature was compiled as a result of the study of samples, so every student must enter into the theory through independent reading.

Speaking about the predominance of the geyristic, i.e. heuristic, method in teaching the Russian language, Buslaev shows its fundamental difference from the historical dogmatic method prevailing in school practice, which consists in the fact that in the first case “the student is forced to seek out and find what want to teach him”, and in the second “the subject taught is given to him ready”. Here he draws a distinction between the concepts of "method" and "reception", seeing in the latter an individual form of application of the method.

The most important place in Buslaev's methodological system is given to reading a literary work, which he defines as "the basis of theoretical knowledge and practical exercises." Proceeding from the basic aim of developing a sense of language in students, he allows only "strict philological criticism", that is, a grammatical and stylistic analysis of a work. Therefore, as a researcher and as a teacher, he is interested only in artistically perfect texts, remarkable in terms of language and style, which means, first of all, classical works. He recommends these works for class discussions, and "magazine news and poems", works of the latest literature, whose reputation has not yet been established, can, in his opinion, be read by students outside the classroom.

Buslaev assigns a central place in the course of literature to the works of Lomonosov, Karamzin and Pushkin, highlighting Karamzin's "History of the Russian State" and using its example as an example of the genetic study of language.

Buslaev developed in detail the methodology of written works, which he associates with reading and analyzing exemplary works. It rejects all kinds of business papers, letters and essays based on the life experiences of students, and offers translations and transcriptions, extracts and revisions, and in high school - independent essays on the material of the history of literature, including written presentations of the teacher's story and short essays on one or more sources.

The history of literature in Buslaev's system is the history of poetic genres and forms. He proposes not to single out a course in the history of literature, however, considering it necessary to have a systematic course in the graduating class, he combines the theory and history of literature in it. At all stages of studying the course of literature, the scientist recommends the wide use of the method of comparison. In his later works, Buslaev consistently pursues the principle of the practical study of literary works, still focusing on texts that are interesting in terms of language and style. In the "Program of the Russian language and literature for those wishing to enter the students of the Imperial Moscow University" (1864), compiled under his leadership and serving as a certain guide for teachers of gymnasiums, Western European and Russian literature is widely represented. In the "General Plan and Programs for Teaching Languages ​​and Literature in Women's Secondary Educational Institutions" (1890), Buslaev includes works of the latest literature, but he strictly follows his rule to analyze "only exemplary and the best."

Buslaev is also the author of one of the most authoritative textbooks of the second half of the 19th century. - "Historical reader of the Church Slavonic and Old Russian languages" (1861) and its light version, "Russian reader" (1870), repeatedly reprinted.

Without exaggerating the educational possibilities of literary works, F. I. Buslaev primarily writes in his works about the tasks of the mental development of students in the lessons of literature, about the education of “judgmental” power. However, when choosing texts for philological analysis, he undoubtedly takes into account the moral impact of the work on the reader: after all, it is in language and mythology, in his opinion, that the most important moral ideas are laid down.

A. D. Galakhov (1807-1892), literary historian and critic, who taught Russian literature in secondary schools and the St. Petersburg Historical and Philological Institute, collaborated in Otechestvennye Zapiski, Sovremennik, Vestnik Evropy and other literary journals, made an undoubted contribution to the development of the national methodology of teaching literature. He prepared a number of original, best-of-its-kind textbooks and anthologies, according to which more than one generation of high school students got acquainted with Russian literature. These textbooks were referred to, Galakhov's experience was taken into account by all the authors of educational and methodological manuals published in the second half of the 19th and early 20th centuries.

Galakhov is most famous for his Complete Russian Reader (1842), which was reprinted more than 30 times under the title Russian Reader, constantly updated, and caused many imitations.

Over time, it nevertheless became obsolete, but in the 40-50s. became an event in literary life, because for the first time it introduced into school life the works of Pushkin, Lermontov, Gogol, Tyutchev, Turgenev, Goncharov, L. Tolstoy and many other Russian authors, which later became part of all anthologies.

In the preface to his anthology, Galakhov clearly defines its main task - "to present samples of the language", moreover, the modern language, "which we hear in the mouths of educated people, to whom our exemplary writers write." The reader, in his opinion, should become a reference book for various practical exercises, among which the most important are reading, learning by heart, analysis and imitation, as well as transcriptions, oral and written stories of what has been read, reduction and distribution.

The first volume of the Galakhov reader contains various types of prose works (descriptions, narratives, reasoning, oratory). Examples are, in particular, fragments from articles by Gogol, Belinsky, Buslaev, Annenkov. The notes to each volume (later they were published separately) offer tasks for students, most often for “comparison”, comparison of works, samples of analysis.

The second volume, which is an aid in the study of the theory of poetry, contains works and fragments from the works of three types of literature: epic, lyric and drama. The above samples perfectly illustrate the history of individual genres and forms, from antiquity to the middle of the 19th century. Western European and domestic literature. So, in the thirteenth edition of the reader (1870) only in the section "Elegy"

the works of Ovid, Tibull, Goethe, Schiller, Zhukovsky, Batyushkov, Vyazemsky, Pushkin, Baratynsky, Venevitinov, Lermontov, Tyutchev, Khomyakov, Kozlov, Nekrasov, Polonsky and Nikitin are placed. At the same time, the compiler never changes his taste, and he follows his rule to be carried away by the "dignity of language and thoughts", and not by authority.

In an effort to present the latest literature in his anthology as fully as possible, Galakhov is faced with the fact that many works by contemporary authors do not fit into the rigid framework of classical poetics studied at school. Considering the division into genres, especially lyrical works, to a large extent conditional, he is nevertheless forced to follow the program requirements.

Following the Russian Reader, Galakhov also publishes The Historical Reader of the Church Slavonic and Russian Language (1848) and The Historical Reader of the New Period of Russian Literature (1861 1864), which were repeatedly reprinted and served as aids for studying the history of the Russian language and literature.

In the most expanded form, Galakhov's methodological position is set forth in his article "On the programs of teaching the Russian language with Church Slavonic and literature in gymnasiums" (1865). It presents a detailed analysis of various programs developed by teachers in Moscow, St. Petersburg, Kazan, Kharkov, Kiev, Odessa and other cities (this work was undertaken on the instructions of the Scientific Committee under the Ministry of Public Education, of which Galakhov was a member for a long time).

When determining the goal of teaching literature, Galakhov is extremely brief:

"The purpose of studying literature is direct and conscious acquaintance with the most important works of Russian and foreign literature."

Then he clarifies that the teacher of the Russian language should study the language, and the teacher of literature - literature, and nothing more. All other goals, in his opinion, are not only unnecessary, but sometimes even harmful. According to Galakhov, “reading, amateur assimilation of what is read and, moreover, oral and written exercises” should become the means to achieve the main goal of studying literature. At the same time, reading is accompanied by the necessary explanations: when studying a language - grammatical, when studying literature - "explanations of literary works in relation to language, content and form, in connection with the most important theoretical and historical and literary remarks."

To the question of what and how much to read in the lessons of literature, Galakhov again answers very briefly: "A little, but a lot." The choice of works for reading and studying is determined, in his words, "by no other than the essential content of science itself." He advises to choose only the most important and the best works ancient and modern literature, and such that in the course of their analysis it was possible to "study the essential content of literature as a science."

A special place in the article is given to the study of the theory and history of literature. The teacher notes the main drawback of teaching literature in gymnasiums - "emptiness", or the uncertainty of the subject, filled with the most different material. The teaching of the theory and history of literature in secondary schools, in his opinion, should be "introduced within certain limits."

Galakhov's main work is "The History of Russian Literature, Ancient and New"

(1863-1875), one of the most authoritative textbooks on the history of literature, highly appreciated by both philologists and language teachers. The first volume of the "History" is devoted to ancient Russian literature and the new period of Russian literature, from Lomonosov to Karamzin, the second volume, published in two editions, contains a description of literature from Karamzin to Pushkin. The section on ancient literature was recognized by critics as not quite consistent, therefore, when reissuing the book, the author decided to resort to cooperation with specialists: A. N. Veselovsky, A. I. Kirpichnikov, O. F.

Miller, P. O. Morozov. On the other hand, the section on new literature deserved, according to Professor of Moscow University N. S. Tikhonravov, “the title of independent scientific research.”

At the same time, Galakhov is preparing an abbreviated version of his academic work, addressed more to teachers - "The History of Russian Literature" (1879) for secondary schools. His new textbook is becoming, perhaps, the most widespread textbook on the history of Russian literature, with more than 20 editions.

Galakhov's brief "History" offers students only the most necessary historical and literary information (socio-cultural and historical-literary context, literary connections and influences, traditions and innovations, main directions, trends, circles, styles, etc.), which is presented quite detailed. The monographic chapters, especially those devoted to the latest authors, are extremely brief. They highlight the main steps creative way writer, characterizes these stages and overall score his best works. The textbook lacks retellings of works and their detailed analysis. The biographies of the writers are included in the appendix and thus are not directly connected with their creative evolution and historical and literary process.

As in his anthologies, Galakhov still remains a staunch supporter of the direct, practical acquaintance of students with the exemplary works of the latest writers through their texts, and not from a textbook, a follower of the aesthetic and pedagogical views of the early Belinsky, who remained faithful to aesthetic criticism.

Methodical searches in the 60-80s. A noticeable revival in pedagogy, which was already outlined in the late 50s, also characterizes the early 60s, which became a time of reforms, including in public education. New ones are being opened one after another. pedagogical journals. The pedagogical direction is acquired by the Journal of the Ministry of National Education, edited in 1861-1862. K. D. Ushinsky. A new draft of the Charter of General Educational Institutions (1862) is being published for discussion, which caused a lot of responses in the press. There were more defenders of real education than supporters of classical education.

Especially many objections were raised by the excessive number of hours devoted to the study of the Greek language.

The curricula reflect the point of view of N. I. Pirogov, who was a supporter of classical education and believed that a real gymnasium should also provide good general education.

The instruction outlined the scope of the subjects only in general terms.

However, already in the autumn of 1866, the Ministry of Public Education began to develop a new Charter, which was approved in 1871. The gymnasium became an exclusively classical and the only opportunity for further university education. The number of hours for teaching Russian literature is reduced (22 hours are allotted for the study of Russian and Church Slavonic languages, along with literature, while 43 hours are allocated for the study of Latin, and 30 hours for the Greek language).

In the course of Russian literature in gymnasiums and real schools, the main place in the lower grades is given to the study of the language and explanatory reading of samples of Russian literature, and in the older grades - to the theory and history of literature.

The gymnasium program (1872) offers historical and literary reviews of two types: 1) presentation in chronological order the history of literary works by genre and type, 2) a brief history of Russian literature "with a statement of the facts according to the time of their appearance." A special section of the program is devoted to practical exercises and written exercises.

Self-reviews are excluded. The previously widespread literary conversations are increasingly regulated, so interest in them is falling both among teachers and among students.

The best literary methodologists of the 1960s and 1980s, who first got involved in the controversy about real and classical education, then move on to understanding the problems of teaching literature. The importance of practical study, direct acquaintance with literary works is no longer disputed by anyone, however, different methodologists consider the tasks of reading and analyzing the text in different ways, hence, in the methodology itself, they use different methods and methods of study.

The studies of literary historians have an undeniable impact on the teaching of literature, in particular, the first publications of supporters of the cultural-historical school, the works of A. N. Veselovsky, the works of the founder psychological school A. A. Potebni.

The controversy between real and aesthetic criticism that unfolded in these years is also reflected in methodical literature, in textbooks on the theory and history of literature.

For all the dissimilarity of positions, which manifested itself in the course of the controversy about the teaching of literature, the best teachers of the second half of the 19th century.