Fiction is a powerful factor of socialization, with the help of which a person joins the experience of human history, lives the peculiarities of relationships between people, assimilates cultural norms, patterns and values. The reading status of children and adolescents is part of the general problems of reading and literacy modern Russia generally. The traditional statements of teachers such as: “children do not read”, “the computer has completely replaced the book”, “children read only Harry Potter” are not without foundation. In this regard, two problems can be identified: firstly, leisure reading is now being replaced by television, a computer, and secondly, if teenagers read, they do not read what, in the opinion of the older generation, deserves attention. It is obvious that the state of reading of modern schoolchildren deserves close attention of scientists, psychologists and teachers of the school, who simply need to be aware of the reading interests of adolescents.
Let's start with an analysis of self-representations of a reading teenager, which is described in the work of Askarova V.Ya., Safonova N.K. "Reading teenager in the world of adults: the search for harmony." The picture of teenage reading with its priorities, assessments, and reading habits contrasts sharply with the one that adult organizers of children's and youth's reading would like to see. The phenomena of the crisis of children's and youthful reading not only do not become less pronounced, but are definitely progressing. It turned out that in adolescents, the situation of "sluggish reading" - reading-non-reading is of a massive nature and from the category of spontaneous, unconscious phenomena, it enters the category of explicit and accountable to consciousness. “Out of 630 respondents representing different territorial formations of the region, 98% confirmed that reading does not take any serious place in their lives. It is characteristic that adolescents at the same time operate with plural categories: “we”, “our class”, “our guys”, “our generation”, which indirectly indicates the typicality of this situation.
Claiming that "reading is outdated", "reading is not fashionable", "reading has become uninteresting", adolescents see the main reason for this in the rapid intrusion of new information technologies into all spheres of life - school, home, out-of-home leisure life; they claim that they stopped reading “because a computer, mobile communications and other equipment appeared, “they take information on the Internet”, “many more interesting means obtaining information and knowledge. The result of the statements is a categorical conclusion: “in the yard of the 21st century, books are already hopelessly outdated”, “computers will fill everything”, “there is a generation of computers!”.
Adolescents' attitude to the use of new information technologies is pragmatic: they "get", "download" information. Information here is perceived as a draw; it is kaleidoscopic, torn; it is easy to manage - pulling out, cutting, gluing. The book from these positions is perceived as too clumsy, voluminous, it requires immeasurably more time and labor. It is no coincidence that teenagers themselves, describing the shortcomings of traditional reading, say exactly this: “to read for a long time and laziness”, “reluctance to bathe over books”. In reading, adolescents recognize mainly an instrumental function, using it as a means of training and honing the necessary intellectual properties and qualities: “develop your thinking and memory”, “develop speech, write better”, “reading develops spelling and thinking”.
In addition to the “useful”, adolescents also note the “pleasant” properties of reading - it can be a source of entertainment: “it is enticing and interesting”, “a book can cheer you up”, “reading helps to relax and have fun”, “it is a way to kill time when you are bored ”, “reading relieves fatigue and overload from a person”, etc. The entertaining effect of reading is seen by teenagers in a fairly wide range: from the elementary “coolness” produced by the “engaging plot” to very complex sensations associated with the holistic impact of the book, involving the reader in it. art space: "It's great when you experience with the characters", "you are lured into the world of fantasy and fairy tales."
In the context of the indicated reading preferences, the judgments of adolescents about a “good” and “bad” book are of interest. Determining the qualities of a “good” book, teenagers put the positions “smart” and “simple” in the first place. A “smart” book is, first of all, informative, it “carries a lot of useful information”, here you “scoop useful information"," you find useful thoughts. "Simple" is accessible in terms of content, language and style of presentation; it is written "without boring descriptions", here "everything is clear", there is "simple ordinary speech". The teenager categorically does not accept the complexity in the book, referring it to the qualities that characterize a “bad” book.
“What kind of book do teenagers find “interesting”? First of all, this is the book that has a “captivating plot”, “exciting positions”, “captivates with situations,” Askarova V.Ya., Safonova N.K. say in their work. - Moreover, “positions” and “situations” must certainly be within the limits of a teenager’s life experience: books should be “about us”, “about our modern life”, “wherever we read about ourselves”. Librarians record: teenagers are reluctant to take books where peer heroes represent past eras. The social upheavals of recent decades have led to a weakening of intergenerational ties and a break in cultural tradition. For a modern teenager, there is not an axis of time, but its specific segment - the discreteness of the worldview and narrowed identity manifested itself as character traits modern young man. Perhaps this discreteness of perception is the reason why teenagers are not inclined to plan and think at least one step ahead in their reading life? The most common reading situation, indicated by adolescents, is “I read according to my mood”, “I read what comes to hand”.
Especially for this work, we conducted a survey of high school students in order to determine a detailed range of reading for high school students. The survey was conducted using electronic resources - through social media, and through the Pskov Regional Library for Children and Youth. V.A. Kaverin. 46 people were interviewed, including 29 girls and 17 boys aged 14 to 17 years.
The students were asked the following questions:
What books related to fiction have you completely read in the last year. Can you write down everything you remember?
What books have you enjoyed the most in the last few years? Why? (It was interesting, exciting, informative, learned a lot of new things, etc.)
What books have you read in the last few years that you didn't like at all? Why?
What influences your choice of book (teachers, friends, parents, TV, Internet, etc.)?
What are your hobbies, interests, hobbies? Does your choice of books have anything to do with it?
Information for statistics: indicate your gender, age, class, city
According to the results of the survey, it was possible to find out that 24 people prefer fiction, 17 people read scientific or educational (only for study), 5 people give the same preference to both fiction and popular science literature. The students gave detailed answers to the second question, which helped us to identify the main reading circle of modern high school students. Among the books read over the past year, scored large quantity votes for novels from the Twilight cycle by S. Mayer (15), novels by S. Lukyanenko (13), books by Paolo Coelho (10), Gone with the Wind by M. Mitchell (8). Young readers mainly prefer books by modern foreign authors who write mainly in the fantasy and detective genre: "The Silver of Judas" by S. McBain (author of "The Da Vinci Code"), "The Sapphire Tablet" by S. Gilbert, "The Chronicles of Narnia" by K. Lewis, "The Secret of the Hospital Shoes" by E. Quinn, "Lord of the Storm", "Lord of Swords", "Silver Hand" by M. Moorcock, "Prince of Light" by R. Zelazny, "Phoenix and the Mirror" by E. Davidson, "Broken Sword" , "Children of the Sea King" by P. Anderson, "Journey of the Dragon" by E. McCaffrey, "Getters" by M. Norton, "Angel of the West Window" by G. Meyrink, "This Mad Universe" by E. Russell, "Hogbens, Gnomes, Demons" G. Kuttner, "Fight Club", "Pygmy" by C. Palahniuk, "The Outsider", "Book of Complaints" by M. Fry, "The Sicilian" by M. Puzo (author of "The Godfather"), "Anatomy of Fear" by J. Santloufer, "Ecumene" G.L. Oldie, "The Story of Dr. Dolittle" by H. Lofting.
Also in the questionnaires there are titles of works by foreign authors, which can already be attributed to the classics of world literature: a collection of stories "Ghosts of Lexington", " norwegian forest» H. Murakami, "Sherlock Holmes" by A. Conan Doyle, "Three Musketeers", "Two Dianas" by A. Dumas, fairy tales "A Thousand and One Nights"; "The Invisible Man", "The Time Machine", "The Island of Dr. Moreau" by G. Wells, fairy tales different peoples, fairy tales by V. Gauf, "Brothers Lion Heart"," Roni, the robber's daughter "," Mio, my Mio " A. Lindgren, "The Adventures of Baron Munchausen" E. Raspe, "The mischievous jester and clever rogue Til Ulenspiegel", "Tartaren from Tarascon" A. Dode, "The Legend of Faust" by I. Spies, "Pilgrimage to the Earth" by R. Sheckley, "Jean-Christophe" by R. Rolland, "Perfumer" by P. Suskind, a collection of stories by O. Henry, "The Picture of Dorian Gray", stories by O. Wilde, plays and stories by B. Shaw, books by E.T.A. Hoffmann, E. Poe.
Of course, the school literature curriculum influences the reading circle of high school students; they read a lot of Russian classics. The questionnaires included such works as "War and Peace" by L. Tolstoy, "The Master and Margarita", " dog's heart", "Morphine", "Theatrical novel" by M. Bulgakov, "The fate of a man" by M. Sholokhov, "Crime and punishment", "Idiot" by F. Dostoevsky, "Hero of our time" by M. Lermontov, "Oblomov" by I. Goncharov , "Fathers and Sons" by I. Turgenev, a collection of stories by A. Chekhov, "The Golden Knight" by N. Gumilyov, "Portrait", "Nevsky Prospekt" by N. Gogol, "Doctor Zhivago" by B. Pasternak, stories by I. Bunin, " Pit" by A. Platonov, plays by Ostrovsky, novels and stories by V. Shukshin, "Cavalry" by I. Babel, "History of the Russian State" by N. Karamzin.
High school students do not bypass their attention to modern Russian literature, the following works were named in the questionnaires: “Step into Immortality” (about the sixth company of Pskov paratroopers) by O. Dementieva (18 people), “Life and Fate” by V. Grossman, a collection of stories “Laugh better than being tormented" by E. Asadova, "Poltergeists" by I. Vinokurov, "The Fourth Height" by E. Ilyina, "The Conquerors", "The Sword and the Rainbow" by E. Khaetskaya, "One Hundred Years Ahead" by K. Bulychev, "Duhless" S. Minaeva, "Metro 2033" by D. Glukhovsky, "Life and extraordinary adventure soldier Ivan Chonkin" by V. Voinovich, "The Steep Route" by E. Ginzburg, "The Day of the Oprichnik" by V. Sorokin", "Asphalt", "Footprints on Me", "Planck" by E. Grishkovets, "The Witcher" by A. Sapkovsky, " Inhabited island", "Beetle in an anthill", "Waves extinguish the wind" by the Strugatsky brothers.
In the answer to the third question, it was necessary to write which books the high school students began to read and did not finish. They were named: "Eugene Onegin" by A. Pushkin, "War and Peace" by L. Tolstoy, "Harry Potter" by J.K. Rowling (“I didn’t master it”), “Oblomov” by I. Goncharov (“I didn’t have time, but I’ll definitely read it in full”), “The End of the Chapter” by J. Galsworthy (“I left it for later”), “Gulliver’s Adventures” by J. Swift ( “I won’t master this nonsense in my life”), “The Brothers Karamazov”, “Poor People” by F. Dostoevsky, “Anna Karenina” by L. Tolstoy, “Germinal” by E. Zola, “Pit” by A. Platonov (“if not for I wouldn’t read the program”), “The Gulag Archipelago” by A. Solzhenitsyn, “Hearts of Four” by V. Sorokin, “Azazel” by B. Akunin, “Notre Dame Cathedral” by V. Hugo, Hoffmann, “Pushkin’s volumes” (“I don’t finish reading due to lack of time”), “several subsequent books by Sapkowski from the Witcher series” (“compared to the 1st, 2nd books, as if another person wrote - gray, tedious, stretched out”), “Behold, I create” V. Rybakov.
Among the books that young readers liked the most were (the answer to the fourth question of the questionnaire): the cycle “Keeper of Swords” by N. Perumov, “2012. Chronicle of the Apocalypse" by A. Medvedev, "Full Root" by A. Chubanyan; "Labyrinth of reflections" S. Lukyanenko; "There and Back Again" by J.R. Tolkien (“it was interesting, exciting”), The Chronicles of Narnia by C. Lewis, Eragon. The Return" by C. Paolini, "Iceberg" by J. Rollins, "Harry Potter" by J.K. Rowling (all books), works by M. Bulgakov (“I love the depth of thought and writing style”), N. Gumilyov (“hidden subtext”), A. Chekhov (“accuracy, realism, true description of reality”), collections "Blue Dragonflies Babylon", "Blackberry, Holy Abode", novels "Conquerors", "Sword and Rainbow", "Ulfila" by E. Khaetskaya ("I like Khaetskaya's language, interesting storytelling and religious motifs"), "all the work of A. Belyaev" (" read entertaining and informative, like a mixture of hectic life with dry science”), “Ecumene” G.L. Oldie ("an exciting book in which you plunge headlong"), "the whole of Hugo", "all the Strugatskys", "The Master and Margarita", " Fatal eggs" M. Bulgakov, "Fight Club" Ch. Palahniuk, "Steppenwolf" G. Hesse, "Gilles Blass" A. Lesage, "Stop the plane - I'll get down", "Legends of Invalidnaya Street", "Monya Tsatskes - standard-bearer" E Sevely, "The Steep Route" by E. Ginzburg, "old, classical fiction", "The Book of Complaints" by M. Fry ("fascinating and pleasant to read, with philosophical meaning, unusual"), "The Idiot" by F. Dostoyevsky ("strong, it is interesting to learn in such detail from inside human characters and motives, an atmosphere of anguish”), “Chapaev and the Void” by V. Pelevin (“interesting, allows you to look at the world in a completely different way, gives a chance to hope that everything is possible”), “practically everything from Poe, Wilde, Shaw”, works by F. Pullman (“interesting in their extraordinary style, ideas”), M. Puzo “The Godfather” (“classic ...”), “Roadside Picnic”, “Beetle in an Anthill” by brothers Strugatsky (“an excellent cocktail - science fiction and a detective story”), works by E. Grishkovets (“I don’t single out specific books, I like his style and theme of creativity - a reflection of the life of ordinary modern people”), “The Gulag Archipelago” by A. Solzhenitsyn.
In response to the fifth question, readers named books that they did not like at all. Many students answered “there are none” or “if you don’t like it, I don’t read”, “I don’t remember”, one student answered: “You can’t be critical of literature. It is difficult to find at least one classical work for the definition of "did not like it." But nevertheless, such works were named: “Tanya Grotter” by D. Yemets (“just a terrible book, a complete stupidly altered plagiarism”), “Blue fat” by V. Sorokin (“I didn’t like it”), “three books by Akunin, I don’t remember what specifically”, “Who is living well in Russia” by N. Nekrasov (“boring, I don’t like poetry”), “Thunderstorm” by A. Ostrovsky (“pathetic, naive, something outdated”), “Four Hearts” by V. Sorokin ( “a lot of incomprehensible stuff is piled up and at the same time a lot is disgusting”), “War and Peace” by L. Tolstoy (“not enough time”), “Notes of a Hunter” by I. Turgenev, “Iliad” by Homer (“boring”).
The choice of books by high school students is influenced by teachers (school curriculum), friends (change books, share impressions), parents, relatives (buy books, advise), the Internet (to a greater extent), cinema, some students answered that no one and nothing influences apart from their own desires and moods. Also, the choice of books is sometimes associated with the favorite hobbies of high school students, for example, such as watching movies, playing a musical instrument (“the mood determined by playing the piano is sometimes associated with the choice of books”), own literary activity(writing stories), lesson historical reconstruction(the study of history), the study of ancient civilizations. Some hobbies of high school students require reading scientific and specialized literature, such as a hobby for computers, information technology, psychology, philosophy, anime, clay shooting (the student has a desire to study psychological literature on this topic), cars. Several students indicated that their hobbies are not related to the choice of books, mainly sports (football, basketball, snowboarding, kickboxing, skiing), embroidery, drawing, graffiti, love for animals, for small children, going to clubs. 17 people noted that they have no hobbies.
Answers to questions in the questionnaires of some students were detailed, it was noticeable that a person is fond of literature, reading, answers questions with interest, is intellectually developed. Several questionnaires (5) were not informative at all, the student answered almost all questions “there are none”, the answers were monosyllabic, dry. But in general, the guys were interested in filling out the questionnaires.
Based on the results of this survey, we can conclude that the reading circle of high school students is quite diverse - the guys read both foreign authors and Russian (Soviet), prefer the fantasy genre (S. Mayer, S. Lukyanenko, N. Perumov, S. McBain, K Lewis, R. Zelazny, J.K. Rowling, J. Tolkien, C. Palahniuk, M. Fry), science fiction (A. Belyaev, the Strugatsky brothers, G. Wells), detective (E. Quinn, J. Santloufer, E. Poe, A. Conan-Doyle), many high school students prefer the classics (in some questionnaires there were no other works other than classical literature) - M. Bulgakov, O. Wilde, B. Shaw, V. Hugo, A. Chekhov, G Hesse, F. Dostoevsky, N. Gumilyov, B. Pasternak, etc. Many students like modern Russian prose - the works of E. Ginzburg, A. Solzhenitsyn, E. Khaetskaya, E. Grishkovets, V. Pelevin, K. Bulychev, O. Dementieva, E. Ilyina. They do not forget about fairy tales (tales of the peoples of the world, stories by A. Lindgren, fairy tales by V. Gauf, fairy tales “A Thousand and One Nights”), because some of the high school students still feel like children.
If we talk about the reasons for choosing such literature, then most often students choose reading for entertainment, for going into a fairy-tale world (fantasy, detective stories, fairy tales), reading for solving their worldview problems, solving important existential issues, for self-development, broadening their horizons (works of classical literature), high school students especially like to read works about modern man, which is close and understandable to them, in which events are reflected that are close in time to young readers (E. Khaetskaya, E. Grishkovets, V. Pelevin), while classical literature is more difficult for them to perceive, since a sufficiently high culture of reading is needed for its assimilation . Some students in grades 10-11 do not know literary trends, are poorly versed in the chronology of events, in the features of the composition, language and style of the writer.
And some high school students do not like to read at all, which they reflected in their questionnaires. In a study organized in 2007-2008. NB Udmurt Republic one of the tasks was to identify factors that affect the lack of interest in reading among high school students. Three focus groups were held, the participants of which were schoolchildren from the city of Sarapul, the village of Uva and the village of Alnashi. (It is emphasized that these young people practically did not read fiction; that is, we are talking about an audience that rarely comes to the attention of researchers). It turned out that the respondents perceive reading, on the one hand, as something natural, which they use without thinking, on the other hand, as something that causes difficulty, tension, and boredom. In many ways, the ratio of these two aspects of perception depends on the topic, content and, importantly, the volume of a particular text. Books are often met with a sharp rejection by schoolchildren who do not read much. In particular, the majority of respondents expressed their unwillingness to read any thick book (this even applied to romance novels preferred by girls). Characteristically, they also do not want to read books that have already been shown in a movie (even if such books would be given away for free). A more positive attitude among focus group participants was caused by magazines for teenagers: light texts and bright pictures are perceived easier and look like a TV picture familiar to them. Research data show that young people tend to satisfy their needs for entertainment and leisure activities to a lesser extent with the help of books. Videos, music, TV, hobbies, friends cited as reasons for lack of time for reading by students who do not like to read
In 2005, employees of the municipal libraries of Omsk conducted a study “Reading. View of youth”, which covered more than 1000 young people aged 15-24. One of the methods was a street express survey. More than 25% of respondents in response to the question "What book are you reading now?" answered that they did not have time to read; 19% said they didn't read anything and 2% said they didn't like to read.
Work on identifying the reading circle of adolescents was also carried out by other researchers. The journal Homo legens published a study by N.G. Malakhova "I read because I like to read a little." On the motives for reading teenagers”, which showed that respondents aged 15-16 (58 people) named as favorite books the works included in school curriculum. The researcher believes that, most likely, this is due to some narrowing of the circle of reading (compared to the sample of grades 8-9), caused by a greater workload of adolescents, an increase in the volume of works studied in literature lessons, what they read and love, mainly, what they ask (Griboedov, Pushkin, Lermontov, Shakespeare, Bulgakov, Dumas, Turgenev, Bronte). "Several give up their positions adventure teen literature and the classic detective, although they are still mentioned quite often (Moonstone, The Headless Horseman, Captain Blood's Odyssey, Ivanhoe, etc.). Strengthening their position is the classical ladies' novel (Bronte, Mitchell) and the modern one, represented by a variety of names mentioned once, as well as the modern - translated and domestic - detective story. And although the individual spread of preferences is very large (from "The Seagull named Jonathan Livingston" by R. Bach to "Just Maria" without an author), but the general trend is already visible: the works of the school curriculum are read for the school (they also turn out to be the most beloved, and for recreation - what you can buy in underground passages (modern domestic and translated detective stories, horror films, ladies' novels).
Also, studies to determine the reading circle of adolescents were carried out by the Pskov regional library for children and youth. V.A. Kaverin. The study involved 67 people, including 41 girls, 25 boys - students of grades 8-9 of educational secondary schools and a technical lyceum in Pskov. When asked what students read, 7 people named works of Russian classical literature, 27 people named works of modern Russian literature, foreign literatureХ1Х-ХХ centuries. - 30 people, popular science books - 3 people. The most widely read authors were: D. Dontsova, V. Ivanova, D. Emets (“Tanya Grotter”), J. Rowling (“Harry Potter”), D.R. Tolkien ("The Lord of the Rings"), A. Dumas ("Queen Margo", "The Count of Monte Cristo"), D. Defoe ("The Adventures of Robinson Crusoe"), A. Pushkin ("The Captain's Daughter"). Among other works of Russian classics are named: A. Ostrovsky "Thunderstorm", V. Korolenko "The Blind Musician", I.S. Turgenev "Fathers and Sons", A.S. Pushkin "Eugene Onegin", M.Yu. Lermontov "A Hero of Our Time" Of the popular science books, "Circus Encyclopedia", "Lawyer at Home", "Uninhibited Manager" were noted. When asked about the motives for reading, the students answered that they read these particular books because they like an exciting, interesting plot, in which there are many adventures, unexpected turns of events described cheerfully, with humor and from which it is "impossible to tear yourself away"
As for the fantasy genre, the staff of the Pskov Regional Youth Library. V.A. Kaverina conducted a study "The Phenomenon of a Children's Bestseller", in which they analyzed why children are so interested in books of this genre, and especially books about Harry Potter, and why the characters of this book are so close to them. It turns out that the point is not at all in the "hype" of this author and not in advertising, and not in the fact that the guys "leave" reality in a fairy-tale world. “Children do not escape reality, plunging into the magical world of Harry Potter,” write the staff of the youth library, “They comprehend the complexities of the real world, projecting the world of magic onto it. Readers clearly separate the world of the author's fantasy and the world of reality and are aware that the real world is much more complicated than the world of the book.
Analyzing the reasons for the popularity of these literary genres, one should note the predominance of the narrative type of speech, according to which the plot is built according to the traditional scheme: plot, climax and denouement, and the narration is based on the principle of "life-likeness". Socially characteristic characters act in a typical setting, facing difficulties that are already familiar to most readers, so "mass literature" is emphatically social. “The problem of the reading interests of schoolchildren can also be approached from the standpoint of the age-related socio-psychological characteristics of adolescents entering the time of youth,” writes Sinotina E.V. - In the process of reading, a teenager recognizes his own experiences in the life circumstances of the hero, identifying himself with the character, appropriates someone else's life experience. It is customary to single out crises of the situation, which include worries about the death of loved ones, a serious illness, the collapse of a career, loss of social status, and crises of personality development that arise during a change in the internal psychological position. For a teenager, it is always important to get out of this situation. It is no coincidence that psychologists talk about the psychotherapeutic effect fiction».
It is worth paying attention to the fact that often the choice of literature for reading occurs under the influence of reader fashion, as a result of wide advertising or on the wave of interest in video products, as in the case of Ch. Palahniuk, B. Akunin, whose works have been repeatedly filmed. Some researchers believe that familiarization with the book is rather illusory: the reader is not concerned about the book itself and its comprehension, but about what impression the very fact of acquaintance with it will make on others.
Thus, mass literature as a component of the modern cultural process is socially and psychologically in demand by high school students. “Mass Literature? part of the modern cultural process, and it is necessary not only to take it for granted, but also to know and study it together with children. Under appropriate conditions (the creation of a special learning situation in the lesson, the presence of tasks related to personal reading experience), high school students willingly participate in discussions about what they have read. It is important that the subject of discussion during the discussion is not only the texts of literary works, but also those responses in the press and on television that they received. A literature teacher can educate the reading culture of teenagers by comparing works that are interesting for high school students with the classics of world literature, which have spiritual potential.
Other researchers of this problem, for a number of reasons, are concerned about the decline in the interest of young people in free reading. “Firstly, the emotional and intellectual spheres of student development are depleted. Secondly, books about art disappear from the subject of reading, and mysticism, fantasy, detective stories and a love story prevail. Such works cannot positively influence the formation of aesthetic and moral norms in students, the expansion of their vocabulary. As for the love of schoolchildren for reading, when analyzing the data presented in various publications, one can sometimes notice that objectively similar pictures of reading are interpreted differently and even oppositely, because separate numerical indicators are given. Such paradoxes are probably due, first of all, to a certain fragility of ideas about what can be considered the norm for a particular reader group and what is a deviation. But there is another important reason - a methodological one. A direct question about the love of reading is hardly worth asking respondents over 9-10 years old. Adolescents (and especially young people) have already accumulated enough experience, they implement various reading practices that are far from always based on a love of reading (after all, even free, leisure reading is often associated not with love for reading as such, but with interest in the topic). ). Therefore, 70-80% of positive answers to the question of whether high school students like to read can only be regarded as the answers of those who do not have a negative attitude towards reading (that is, those who treat it “normally”). Phrases like "I like to read", "I don't like to read" can be (and often are) present in questionnaires and questionnaires as answers to questions about the reasons or motives for reading. Then the respondent’s choice of just such an answer (instead of or together with options like “I read according to academic assignments”, “I read when I have time”, “I read on topics that interest me”, etc.) will be an indicator of his real attitude to reading and real place of reading in his life.
The predominance of business, functional motives in young people's reading (in particular, those related to getting an education), the constant growth in the importance of such motives has been noted by researchers and practitioners for several decades. Purely entertaining motives play an increasingly important role in shaping the circle of reading. The development of media culture, the rapid growth of Internet technologies "shift" the traditional structure of reading - both mass and "elitist"; in particular, this applies, of course, to young people. Here, for example, is how V.P. Chudinova is the author of many publications on the problems of children's and adolescent reading: “Reading of the younger generation is becoming more functional and utilitarian. Adolescents are increasingly reading like adults: on the one hand, reading is about obtaining the information necessary for studying, on the other hand, it is “light reading” as entertainment (reading illustrated magazines, comics, books with lighter, simpler and shorter texts, as a rule, not of high artistic merit).
In the results of the research, the unsystematic nature of reading is alarming: students often read everything that falls into their hands. This suggests that many do not yet have established readership interests. Of course, the formation of the reader - a complex matter. Readers' interests also depend on the attitude to the book in the family, on parents, on the reader's age and level of development, on books that are in the reading circle, on peers and comrades. But, despite all this, it seems to us that the leading place remains with the language teacher and the literature lesson.
1Rubleva O.V. (Irkutsk, MBOU secondary school No. 77)
1. Smorodinova M. V., Eremina E. I. Preferences of children and adolescents in the choice of literature for reading // Young scientist. - 2010. - No. 1-2. T. 2. - S. 269-272. – URL https://moluch.ru/archive/13/1112/ (date of access: 04/28/2018).
2. Barkhatova E. I., Saratseva S. G. Peculiarities of literary preferences and reader activity of seventh-graders of a general education school // Young scientist. - 2016. - No. 3. - P. 1-7. URL: http://yun.moluch.ru/archive/6/331/ (date of access: 04/28/2018).
3. Truth [Electronic resource]. Access mode: https://www.pravda.ru/news/society/15-01-2010/1008197-read-0/ (Accessed 04/28/2018).
Reading is an integral part of human learning. Without reading we would be illiterate and stupid. Therefore, in order to develop your spelling skills and the ability to correctly express your thoughts, you need to find a genre of literature that will be most interesting to students. high school. The work is designed to find out which genre of literature is most popular among schoolchildren. This will help students find exactly the style of description that they are sure to enjoy.
Goal of the work: find out which literary genres are most popular among schoolchildren.
Research objectives:
1. Find the information you need on the Internet.
2. Conduct a survey among students in grades 4-7.
3. Ask librarians what books are most often borrowed, and what genre is most interesting to schoolchildren.
4. Combine information and draw a conclusion.
Hypothesis: Suppose that schoolchildren prefer books in the fantasy genre, and the number of drama and historical books read is small.
Problem: modern teenagers read little.
The relevance of research: these studies were conducted in order to understand what our peers like to read and maintain interests and topics of conversation, as well as in order to be in the trend and topic of what is happening, to understand what they are talking about and what is being discussed.
Reading is a complex process of perception of symbols, aimed at understanding the text.
According to researchers from the Institute of Sociology Russian Academy Science in recent decades has grown several generations of non-reading citizens. On this occasion, not only experts are beginning to sound the alarm, but also state structures. In this regard, the UN declared the period 2003 - 2012 the decade of literacy. Modern society needs to form an interest in reading among children and adolescents, to organize the guidance of children's reading by parents and teachers. Of course, a modern teenager reads differently and not what previous generations read.
Children's reading can be viewed from two sides. On the one hand, these are works of fiction, scientific fiction and popular science literature read by children and adolescents. On the other hand, the pedagogical side is the process of introducing children and adolescents to literature, the purpose of which is to develop a love for the book, the ability to correctly and deeply understand what is read, which ultimately leads to the development of an aesthetic sense, the formation of morality. Unfortunately, the process of falling reading culture among children and adolescents is currently underway.
Signs of reader activity are:
1. Reading frequency;
2. Its duration;
3. Types of reading;
4. Reader's needs and the measure of their satisfaction;
5. Reader preferences;
6. Circumstances of reading;
7. Frequency and regularity of visits to the library, bookstore;
8. Frequency and volume of inter-reader exchanges;
9. Dynamics of reader behavior;
10. Dynamics of current estimates in the literature.
The described problems determine the relevance of studying the topic, which requires finding out the reasons, developing measures to improve the reading activity of schoolchildren and increase the role of books and reading in the life of the younger generation.
But still, our peers read and everyone is interested in their own genre. Here are the genres that we included in the questionnaire:
detectives
Fantastic
fantasy
Historical novel
horror literature
Comics
Comedy
Research methods: student survey, processing of survey materials, survey of library workers.
A survey was conducted among students of grades 4, 6, 7 of MBOU secondary school No. 77 of the city of Irkutsk. This is what our survey looks like:
1. Your age:
a) 9-10 years old b) 11-12 years old
c) 13-14 years old.
2. Do you spend a lot of time reading?
a) I read every day.
b) I read several times a week.
c) I read sometimes.
d) I read only when I need to prepare for lessons.
e) I rarely read.
3. What genre of books do you read the most?
a) fantasy.
b) Adventure.
c) Fantasy.
d) Novels
e) Poetry
f) Historical novels
g) Works of the school curriculum
h) Horror
i) Your answer:
_________________________
4. Your favorite book(s):
____________________________________
5. What do you prefer to do instead of reading:
a) walk
b) to communicate with friends;
c) play computer games;
e) Pursue your hobby;
e) Nothing. Reading is my favorite pastime.
Results and discussion
In total, 75 students of grades 4, 6, 7 of school No. 77 were interviewed. And here is the result of our survey.
The questionnaire participants were divided into 3 age groups: group 1 - students aged 9 to 10 years old, group 2 - students aged 22 to 12 years old and group 3 - students aged 13 to 14 years old. In percentage terms, this amounted to:
Group 1 - 9-10 years old - 24%
Group 2 -11-12 years old - 47%
Group 3 - 13-14 years old - 29%.
On fig. 1 shows a diagram of the distribution of survey participants by age groups.
Rice. 1. Distribution of survey participants by age groups
According to the results of processing the questionnaires, the distribution of reader preferences by genres of literature was revealed. The genres were divided as follows:
Adventure - 37%
Fantasy - 29%
Fantasy - 24%
Comedy - 16%
Horror - 13%
Comics - 7%
Works of the school curriculum - 7%
Novels - 5%
Historical novels - 3%
Poetry - 0%
It turned out that the most popular genre among schoolchildren is adventure (37%); the least popular genre is poetry (0%).
It should be emphasized that the question posed in the questionnaire allowed one person to choose several genres. On fig. Figure 2 shows the distribution of respondents' preferences by genre.
Among the most favorite and read works, the schoolchildren named the books: "Harry Potter" by JK Rowling and "Robinson Crusoe" by Daniel Defoe.
A chart was also constructed showing the frequency of reading by students. The frequency of reading among the respondents was as follows (Fig. 2).
On fig. Figure 3 shows a diagram of the distribution of survey participants by reading frequency.
Rice. Fig. 2. Distribution of preferences of the surveyed schoolchildren by genres of literature: 1. Read every day - 29% of the respondents; 2. Read several times a week - 25% of respondents; 3. Read sometimes - 20% of respondents; 4. They read only when they need to prepare for lessons - 17% of respondents; 5. They rarely read, they have no time - 9% of the respondents.
Rice. 3. Diagram of the distribution of survey participants by reading frequency.
Based on the survey, recommendations were developed for schoolchildren to read. Based on the results of the survey, we would like to recommend to students a wonderful book in the genre of adventure: The Diamond Thieves by Louis Boussenard. The action takes place in Africa. And, as you correctly understood, the goal of the heroes of the book is treasure. There will be everything - a search, an unexpected loss, courage, honor and, of course, friendship. And three brave Frenchmen will act as the main characters.
We recommend reading the book "Robinson Crusoe". Written by Daniel Defoe. Defoe's book has it all! After all, it is based on real events. The main character had to go through and overcome a lot: the fear of loneliness and the unknown, dangers and difficulties. But his industriousness and resourcefulness helped him to live and not lose hope of salvation.
Everyone will be interested in a series of books about Harry Potter. Author - JK Rowling. This is a fantasy book. Exactly 17 years ago, the first book about a small but great wizard was published. This fairy tale has become a source and example for true friendship, kindness and love. The magical world of Harry Potter is fraught with many mysteries and secrets.
The Fault in Our Stars is a novel by author John Green. The approach of death makes you look at life with different eyes. Each hero of the novel sums up his short existence, defining his own values, which become higher than life itself.
"Sweet Mia or Chronicles school life»- author Talya Sol. The new illustrated online book "Sweet Mia or Chronicles of School Life" will be very interesting for children of all ages. The advice of cute girl Mia will help children cope with school difficulties: unfair grades, conflicts with teachers and classmates. This book is very interesting and keeps you hooked!
"Time is always good" by Andrey Zhvalevsky and Evgeny Pasternak. What happens if a girl from 2018 suddenly finds herself in 1980? Will the boy from 1980 be transported to her place? Where is better? And what is "better"? Where is it more interesting to play: on the computer or in the yard? What is more important: freedom and relaxedness in a chat or the ability to talk, looking into each other's eyes? And most importantly - is it true that "the time was different then"? Or maybe the time is always good, and in general, everything depends only on you ...
By the way, in their favorite activities, in addition to reading, the majority of schoolchildren indicated the item “Chat with friends”. And this cannot but rejoice! After all, communication with friends is an integral part of human development in society.
Also, we asked librarians what genre students prefer and what they take most often. It turned out that students of 11-13 years old (grades 5-7) come to the library, most often they take the genre of adventure and detective stories. And, of course, we asked which books are the most popular, and they answered us: "White Beam - Black Ear", "Twelve-Year-Old Captain" and "Amphibian Man".
conclusions
We summed up our project: all students have different preferences. We have proved this in the course of our work. But the most popular genre was adventure, followed by science fiction and fantasy books. Our theory, built at the very beginning, has been refuted.
Bibliographic link
Shutova A.P., Belyaeva T.V., Kulikova V.I. LITERARY PREFERENCES OF MODERN SCHOOLCHILDREN // Start in science. - 2018. - No. 5-1. - P. 96-99;URL: http://science-start.ru/ru/article/view?id=1069 (date of access: 05/04/2019).
CHAPTER 1
1.1. The history of the issue of managing the reading activity of students in methodological science and practice of teaching literature.
1.2. Psychological and pedagogical foundations for managing the reading activity of high school students.
1.3. Current state problems of formation of reading interests of students.
CHAPTER 2. STUDYING READERS
SENIOR STUDENTS
2.1. Cool reading and reading preferences of high school students
2.2. Motives for reading and criteria for choosing books.
2.3. Gender differences in the reading interests of high school students.
CHAPTER A3. WAYS TO IMPROVE READER INTERESTS
HIGH SCHOOL STUDENTS.
3.1. Factors affecting the reading of high school students.
3.2. Lessons of extracurricular reading.
3.3. Project activity as one of the ways of forming reader's interests.
3.4. Analysis of the results of experimental experimental work.
Recommended list of dissertations
Improving the reading activity of high school students in literature lessons 2003, candidate of pedagogical sciences Fedorova, Tatyana Viktorovna
Studying the writer's biography as a way to develop students' interest in reading fiction 2011, candidate of pedagogical sciences Timofeeva, Elena Nikolaevna
Methodology for conducting classes on world literature of the 20th century in the 11th grade of a secondary school 1997, candidate of pedagogical sciences Filatova, Lidia Borisovna
Methods of organizing and conducting lessons of extracurricular reading in literature in senior grades of secondary school. 1967, Bodrova, N. A.
Formation of stable interests of high school students in the profession in the joint activities of the school, the CPC and the youth library 1984, candidate of pedagogical sciences Solovieva, Tamara Petrovna
Introduction to the thesis (part of the abstract) on the topic "Formation of the reader's interests of high school students in the process of teaching literature"
The relevance of research. Before modern education there is a difficult and responsible task - the education of a multifaceted personality capable of living in a rapidly changing world. Literature is the only academic subject aesthetic cycle, systematically studied at school from the first to the eleventh grades. Therefore, the influence of literature in general, and reading, in particular, on the formation of a student's personality is an indisputable fact. As V.A. Sukhomlinsky emphasized: “Reading, as a source of spiritual enrichment, is not limited to the ability to read; this skill is just the beginning. Reading is a window through which children see and learn about the world and themselves.
Teachers and methodologists experience in last years great anxiety and concern due to the fact that the reading culture of the younger generation, being a significant indicator of the spiritual potential of society as a whole, has significantly decreased and tends to decrease with the transition to the senior classes.
Among the many ideas aimed at improving education, the idea of studying and forming the reading interests of students is extremely significant, in our opinion. Its implementation involves the purposeful use by the teacher of objective and subjective learning and learning opportunities. This idea, on the one hand, serves to find such ways of teaching that would attract students, dispose them to work together with the teacher, and activate the teaching of schoolchildren. On the other hand, relying on the experience and interests of the students themselves, on their aspirations, needs and inclinations, the teacher will gain allies in building and improving the educational process.
Conducting a study, we found that in practice the development of students' reading interests is often not planned, but is carried out spontaneously, the role of reading interests in increasing effective mental activity is underestimated.
Thus, there is a contradiction between the presence of a large amount of valuable material on the theory of reader interests and the implementation of the development of the reader's interests of schoolchildren in practice.
The problem of the formation of reading interests in children has not only a rich history of development, but is also characterized by a plurality of approaches to its theoretical understanding and practical solution. In the process of teaching, a methodology has developed for studying, taking into account and correcting the reading interests of schoolchildren, leading its origin from teachers late XIX- beginning of the XX century. Kh.D.Alchevskaya, Ts.P.Baltalon, A.P.Nechaev, N.A.Rubakin and others.
Instructions on how to guide the reading of schoolchildren, taking into account age, the tasks of educating a whole human personality, are in the heritage of A.S. Makarenko, V.A. Sukhomlinsky, K.D. Ushinsky.
The problems of organizing the activity of schoolchildren in the process of cognition and development were considered by psychologists L.S.Vygotsky, V.V.Davydov, A.N.Leontiev, S.L.Rubinstein, B.M. IN modern methodology teaching literature, there are a number of works devoted to the study of this problem (O.Yu. Bogdanova, S.A. Gurevich, V.G. Marantsman, M.Ya. Mishlimovich, T.D. Polozova, N.N. Svetlovskaya, V. FLertov ). Various aspects of the formation of reader's perception are reflected in dissertations (N.V. Belyaeva, A.K. Besova, E.V. Karsalova, L.Ya. Kuzmina, T.K. Makarova, N.L. Neobutova), where the named problems are studied on the basis of the study of epic or lyrical works. The development of the most important components of perception in the analysis of the text is devoted to the works of N.A. Bodrova, L.G. Zhabitskaya, I.S. Zbarsky, N.D. Moldavskaya and others.
In our opinion, the use of individual methods and teaching aids only partially solves the problem of developing reader interests. There is a need to build a system of the most effective of them, aimed at forming the reader's interests of students.
The identified contradictions made it possible to formulate the research problem: to study the causes of a decrease in interest in reading among students in grades 9-11 and to develop a system of the most effective techniques for a given age that contribute to the formation and development of reading interests.
All of the above made it possible to formulate the topic of our study: "Formation of the reader's interests of high school students in the process of teaching literature."
The relevance of the study is due to:
A sharp decrease in interest in reading among students during the transition from the middle to the senior level, and as a result, a decrease in the quality of knowledge in literature;
The need to study the reasons for the decline in reading interests among students in grades 9-11;
The need to identify techniques and means to increase reader interest.
The object of the research is the process of formation of reader's interests in the senior classes in the study of modern Russian literature.
The subject of the research is the method of forming the reader's interests of high school students in the process of teaching Russian literature.
The purpose of the study is to theoretically substantiate, develop and experimentally test effective ways, methods of forming the reader's interests of high school students in the process of teaching literature.
Research hypothesis. The formation of the reader's interests of high school students in the process of teaching literature will be effective provided:
Carrying out continuous monitoring to determine the circle and motives for reading high school students, taking into account the gender preferences of students; -use of modern educational technologies(project activity) in the lessons of extracurricular reading and in preparation for large forms of additional literary education; - thoughtful selection recommendation lists works modern literature for independent reading, taking into account the changed value orientations of schoolchildren. The purpose and hypothesis determined the objectives of the study:
1) to analyze the literary and methodological literature on the study and formation of reader interests at school;
2) to identify the psychological and pedagogical conditions for the formation of reading interests among students in grades 9-11;
3) determine the circle and motives for reading high school students, taking into account the gender approach;
4) to develop a methodology for the formation of the reader's interests of high school students in the process of studying modern Russian literature with the introduction of elements project activities;
5) experimentally test the proposed methodology for forming reader interests in high school, analyze the results of the application and confirm their effectiveness.
Methodological basis studies were the works of philosophers and literary critics (V.F. Asmus, M.M. Bakhtin, B.S. Meilakh, V.V. Prozorov, A. Schopenhauer and others), psychologists (L.I. Bozhovich, L.S. .Vygotsky, V.V. Davydov,
L.G. Zhabitskaya, O.I. Nikiforova, S.L. Rubinshtein and others), methodologists
Kh.D. Alchevskaya, Ts.P. Baltalon, O.Yu. Bogdanova, V.I. Vodovozov, V.V. Golubkov, S.A. Gurevich, V.G. Marantsman, M.Ya. G.Nesturkh, V.P.Ostrogorsky, S.M.Petrova, E.M.Polikarpova, T.A.Polozova, M.A.Rybnikova, N.N.Svetlovskaya, P.V.Sivtseva, V.F. Chertov, V.P. Sheremetevsky and others).
To solve the tasks and test the hypothesis put forward, the following methods were used scientific research:
Theoretical (study of works on philosophy, psychology, didactics, literary criticism, sociology of reading, methods of teaching literature); f - sociological and pedagogical (analysis curricula and textbooks in the aspect of the problem under study, questioning, survey, study of the results of the activities of teachers and students, study of advanced pedagogical experience, modeling, analysis of cross-sectional work);
Experimental (organization and conduct of a pedagogical experiment).
Experimental base of the study: secondary schools No. 3, No. 7, No. 14 in Yakutsk, Maganskaya secondary school of the Republic of Sakha (Yakutia). Research stages: stage I (1999 - 2000) - studying the literature on the dissertation problem, determining the research hypothesis, conducting a stating experiment in order to determine the object and subject of research, developing a methodology for experimental work;
Stage II (2000 - 2003) - conducting a learning experiment in order to identify the effectiveness of the proposed methodology.
Stage III (2003 - 2004) - systematization and generalization of the data obtained during the training experiment, design of the work.
Scientific novelty and theoretical significance of the study:
For the first time in the theory and practice of teaching Russian literature, the need to form the reading interests of high school students is substantiated, taking into account gender differences in reading preferences;
A theoretically substantiated and experimentally tested methodology for the formation of the reader's interests of high school students in the study of modern Russian literature, not only of a realistic, but also of a postmodernist orientation, has been developed;
Elements of project activities of high school students in the process of independent reading of works of modern literature have been developed and tested in practice.
The practical significance of the research is the scientifically substantiated, experimentally tested method of forming the reader's interests of high school students in the process of teaching literature. The material can be used by teachers of Russian literature, students of philology during the passage teaching practice. The results obtained can be used by the authors when creating programs, methodological recommendations for language teachers.
The reliability and validity of the results of the study is confirmed by the theoretical validity of the initial provisions of the dissertation, the results of experimental work, and the introduction into practice teaching materials and their positive assessment by the teachers of the republic who took part in the experiment (O.G. Zagudaeva, G.A. Makrysheva, N.L. Neobutova, M.E. Rybakovskaya, A.T. Shepeleva, etc.)
The following provisions are put forward for defense: 1. In conditions of loss of interest in reading, insufficient equipment of school libraries with texts, lack of time, a systematic study of reader interests in high school using methods of project activity contributes to a holistic perception of the artistic world by students, develops their creative and intellectual capabilities.
2. Of great importance is the selection of recommended works, especially contemporary (classical and modernist). Analysis of works contemporary writers deepens the understanding of the nature of the word by high school students, develops analytical thinking, improves speech culture.
3. The study of reading interests, taking into account gender differences in the reading preferences of high school students, increases the efficiency of learning by students educational material, develops creative and research thinking.
Approbation of research materials. The provisions of the dissertation were outlined in speeches at the university-wide scientific conference students, graduate students, young scientists (Yakutsk, November 2001), at the scientific-practical conference "Formation of reading interests among schoolchildren" (Yakutsk, February 2002), at the second gathering of creative teachers (Yakutsk, March 2002) , at the scientific-practical conference "Culture and spirituality in school education”on the basis of the Megino-Kangalassky ulus (Maya, March 2002), at the scientific and practical conference “Formation and development of the system of innovative space of the capital in the conditions of modernization of education” (Yakutsk, January 2003), at the republican forum of philologists (Yakutsk, November 2003), at the republican pedagogical readings, at methodical seminars and meetings of teachers of Russian literature.
The structure and content of the work: the thesis consists of an introduction, 3 chapters, a conclusion and a bibliography.
Similar theses in the specialty "Theory and Methods of Training and Education (by Regions and Levels of Education)", 13.00.02 VAK code
The development of the reader's self-awareness of high school students in the process of studying works of Russian literature in the second half of the 19th century 2003, candidate of pedagogical sciences Svechnikova, Irina Nikolaevna
Features of studying the poetics of Russian prose at the beginning of the 20th century at literature lessons in grade 11: On the example of the works of I. A. Bunin and A. I. Kuprin 2003, candidate of pedagogical sciences Solovyov, Alexey Nikolaevich
The development of the reading culture of students in the study of the works of I.S. Turgenev in grades 5-8 2005, candidate of pedagogical sciences Osipova, Irina Viktorovna
Activation of the reading experience of high school students in the lessons on the work of N.M. Rubtsova in 11th grade 2004, candidate of pedagogical sciences Movnar, Irina Valentinovna
Pedagogical conditions for the formation of reading interests of younger students 1999, candidate of pedagogical sciences Shalatonova, Nina Petrovna
Dissertation conclusion on the topic "Theory and methods of training and education (by areas and levels of education)", Pribylykh, Svetlana Romanovna
Conclusions on the third chapter:
1. The conducted experimental work makes it possible to draw some conclusions: the study of modern Russian literature proposed by us in high school received experimental verification during experiential learning; the process of forming reader interests is based on the program of independent reading adjusted by us;
The starting and final levels of literary development of senior students have been established; experiential learning contributed to the acquisition of special additional skills compared to the skills in the control classes, and also helped to improve oral and writing students; in the course of the experiment, a regularity was revealed: in the classes where traditional education was carried out, the indicators of the formation of basic knowledge and skills are lower than in the experimental classes;
The use of non-traditional technologies as part of the implementation of a student-centered approach to students contributed to the development of independent thinking of high school students, deeper penetration into the feelings, thoughts, and experiences expressed in literature. 2. The program study of literature at school must be carried out in close unity with other forms of additional literary education. When organizing forms of additional literary education, it is necessary to include tasks of a search nature as much as possible, which significantly increases the interest of students. Our experience in conducting literary evening proves the feasibility of including elements of project activities.
CONCLUSION
The considered problem of methodological and didactic foundations for the formation of reader interests allows us to sum up some results of theoretical and experimental work and draw conclusions confirming the correctness of the original hypothesis.
The problem of developing the concept of the formation of reader interests is due not only to its social significance, but also the presence of theoretical and practical prerequisites. The social prerequisites include a significant decline in the level of youth reading activity, which is explained by objective reasons for the development of society. The theoretical prerequisites are research on developmental psychology, psychology of artistic perception and artistic creativity^ on the problems of the role of the book in teaching, on the literary development of schoolchildren.
The relevance of the problem of the formation of reader interests in senior school age is determined by the fact that it is in grades 9-11 that the aesthetic attitude to art, in general, and literature, in particular, is consolidated, therefore, adolescence is most favorable for shifts in literary development.
Psychologists, literary critics, teachers and methodologists consider this problem from different angles, looking for modern and new ways to solve them, experimentally confirm or refute their arguments. But they all agree on one thought: the formation of a reading circle for schoolchildren is a purposeful process that should consist of several stages, that is, a well-thought-out and reasonable system of reading guidance is required.
The system includes the following stages: - study of readers' interests (monitoring); - preliminary planning;
Written work on the material of extracurricular reading; - various forms of extracurricular activities.
As part of the dissertation research, we dwelled in detail on only three of these stages.
Purposeful observation allowed us to choose monitoring as the method of research most appropriate to the attitudes of the modern student. This form allowed for the quantitative and qualitative analysis literary preferences of students in dynamics and draw the following conclusions:
The reading circle of older students is generally determined by the program of the school course;
The reading preferences of young people testify to the fact that books of a non-fiction nature have a large place in them;
The most significant factor influencing a student's reading is the peer environment, which often recommends a dubious origin of a book;
The motive of coercion in the reading of schoolchildren, in comparison with previous years, is no longer the first place; students began to read in order to gain new knowledge.
A new aspect of the study was the study of gender differences. Gender relations is an applied branch of social psychology that studies the patterns of differentiation and hierarchy of relations in the field of intergender interaction. It is in its infancy and more and more clearly manifests itself as an independent field of knowledge. Such an approach as scientific theory in the analysis psychological aspects gender relations offers a new way of knowing reality, insisting that the opposition and "obvious" unequal value of male and female personality traits, ways of thinking, behavioral patterns reinforce the connection between biological sex and achievements in social life. Gender-role differentiation in relation to the reading interests of students is almost not expressed, although the column "gender" is present in the reader's form of school libraries. After conducting a study, comparing the data, we found that boys and girls, in terms of the quality of their preferences, differ significantly.
The study of gender differences in reading interests allows the head of independent reading to solve the problems of a student-centered approach to students, make lists (where appropriate) separately for girls and boys, meet the needs of each of them, which will be an effective means of forming a reading circle;
In connection with the modernization of education, the issues of familiarizing schoolchildren with literature have received particular relevance in recent years. On the pages of newspapers and magazines, a discussion ensued between "classicists" who question the need to study modern literature, speaking of "cultural oblivion", "spiritual impoverishment of the nation", and "contemporaries" who believe that Russian classics are "outdated", that it is boring and incomprehensible to a modern schoolboy who has stopped reading altogether, and if he does, then, of course, not the classics.
But even in the second half of the 19th century, the outstanding teacher V.Ya. Stoyunin advised to start reading with works close to the present, while not forgetting and loving the works of classical literature.
The changed value orientations in society predetermine the correction of the list of recommended works. Thus, the selection of literature for young people is of great importance in the formation of new moral and aesthetic needs, and it is necessary to introduce into their circle of reading, along with classical, the best works of modern literature, including postmodernist ones.
The fundamental difference between the new search terms in modern school is a change in the understanding of the goals of education, and, consequently, a new understanding of the possibilities and ways of using these means: the social order of modern society is expressed in the intellectual development of a person. The leading direction in the development of world pedagogy - developmental education could not but be reflected in the development of the domestic educational system. The main features of developmental education are:
The transformation of a student into a subject of cognitive activity through the formation of thinking mechanisms, and not the exploitation of memory;
Priority of the deductive method of cognition;
Dominance of independent activity of students in the learning process.
One of the ways to achieve this goal is to introduce educational process project technology, which implies learning through discovery, through resolution problem situations. The introduction of project technology into teaching allows the teacher to activate cognitive activity and, at the same time, definitely personal qualities.
The use of new educational technologies as part of the implementation of a student-centered approach to students will contribute to the development of independent thinking of high school students, a deeper penetration into the feelings, thoughts, and experiences expressed in literature.
Data obtained when using various methods scientific and pedagogical research, allow us to conclude about the effectiveness of the proposed system for the formation of the reader's interests of high school students.
The dissertation research can be used as a theoretically substantiated and practically oriented concept of the formation of reader interests in schools of general education and specialized type.
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All-Russian Competition of Pedagogical Excellence best article"Biblio-review of children's and youth literature".
Nikitina Lyudmila Anatolievna, teacher of Russian language and literature.
Reading preferences of modern teenagers.
There is an opinion that modern teenagers read very little or do not read at all. I would like to refute this point of view. Together with the head salesman of a bookstore (and part-time my niece), we conducted a study of the reading preferences of schoolchildren of eleven to fifteen years old. I offer this biblio-review to your attention. What are teenagers into now? Undoubtedly, serials, cartoons, computer games. And in each of these areas, books have already been published and continue to be published. If a new film is released, then often a book with a film cover is published according to its plot, and vice versa, there are a huge number of adaptations of works of art that have brought them fame among readers. For example, when the film "The Last Hero" was released, Alina Kuskova's book with the same name immediately went on sale. But John Green's novels "The Fault in Our Stars", "Paper Towns" became popular in many ways only thanks to film adaptations. The most popular series are complemented by encyclopedias: an encyclopedia of characters, an encyclopedia of how the series was filmed, an encyclopedia related to the plot of the series, and many others. Joanne Rowling's Harry Potter series is a vivid confirmation of this: in addition to the eight published works about the adventures of Harry, she publishes such encyclopedias as Harry Potter Birth of a Legend, Harry Potter Wizarding World Guide, Harry Potter Wizards and Muggles”, “Harry Potter Magic Artifacts” and others, and all of them are interesting for teenagers. The Marvel and DC Cinematic Universes stand apart; a huge number of encyclopedias, books and comics have been created on them. These books are very popular among young people, and this popularity increases with each release of a new film with a new or already famous superhero. In general, there are many examples, the main thing is that now, when cinema and books are very closely intertwined, many teenagers, after watching another sensational film, go to a bookstore to buy a book for themselves, on which the film was made, and compare impression. The next category of books that are gradually gaining popularity among teenagers are books written on computer games. A good example is the works based on the video game Assassin's Creed; their author Oliver Bowden has already published seven books. I would also like to say a few words about animated series. Four books, three creative diaries, stickers, calendars are published based on the now famous cartoon "Gravity Falls"; and, it happens, it is from the books of this series that a teenager awakens a desire to read. Summing up all that has been said, it can be noted that movies, cartoons, games have a great influence on the choice of books for reading; largely due to these directions, teenagers have a desire to become a reader in order to immerse themselves in the bright world that they liked so much on the screen. These are the most common reasons for choosing a particular book, but there are other options. Do not discount recommendations from friends, advice from parents and teachers, annotations on the Internet. Therefore, it happens that teenagers take both classical literature (“Fahrenheit 451” by R. Bradbury) and books about the Universe (“ Short story time” by Stephen Hawking), and esoteric (“Cult of the Ancestors. The Power of Our Blood” by Victoria Rydos), and literature related to business (“Rich Kid, Smart Kid” by Robert Kiyosaki), and much more. I would also like to say that certain categories of adolescents prefer reading in in electronic format, which is no less useful for them general development. We have compiled an approximate selection of the most frequently purchased books by representatives of this age category:
1) "Harry Potter" JK Rowling;
2) "The Fault in Our Stars" by John Green;
3) "It's good to be quiet" by Stephen Chbosky;
4) "Percy Jackson" by Rick Riordan;
5) The Book Thief by Markus Zusak;
6) The Chronicles of Narnia by Clive Lewis;
7) The Maze Runner by James Dashner;
8) To Kill a Mockingbird by Harper Lee;
9) The Lord of the Rings by J. R. R. Tolkien;
10) The Hunger Games trilogy by Susan Collins;
11) "The Thirteenth Tale" by Diana Setterfield;
12) “The house in which…” Maryam Petrosyan;
13) Catcher in the Rye by Jerome Salinger;
14) A Song of Ice and Fire by George Martin;
15) The Ink Trilogy by Cornelia Funke;
16) Chasodei by Natalia Shcherba;
17) "House of Peculiar Children" by Ransom Riggs;
18) "Magisterium" by Holly Black, Cassandra Clare;
19) 13 Reasons Why by Jay Asher;
20) “Silber” by Kerstin Gir;
21) Dandelion Wine by Ray Bradbury;
22) "It" by Stephen King;
23) "Girl Online" by Zoe Sugg;
24) "Flowers for Algernon" by Daniel Keyes;
25) "1984" by George Orwell.
I continued the study of reading preferences among students in grades 5-8 of our school. Schoolchildren were asked to answer the question: “What book would you recommend reading to your peers and why?”. Among the most popular are the following works.
Ekaterina Murashova. Alarm Guard.
Ekaterina Vadimovna Murashova is a biologist and psychologist by education. In children's literature since 1989 (her writing debut is the story "The Talisman"). The merits of E. Murashova in the development of fiction for children were twice awarded the national literary prize of Russia "Cherished Dream": in 2005 - for the story "Correction Class", in 2007 - for the story "Anxiety Guard". The works of the writer-psychologist are devoted to the difficult problems of our time: the attitude towards children with physical and mental disabilities, the stratification of society ... The story "The Guard of Anxiety" is about the relationship between children and parents, students in the classroom, and an active life position. E. Murashova describes everyday life teenagers and their inner world, shows how difficult it is for a growing person in modern society, makes you think about the problems of choice, about the formation of personality, about collectivism as driving force of good. This is a work about children who moved to St. dysfunctional family poor student Timka Ignatiev (he is from St. Petersburg, but he is moving to a new school for him). Before that, each of them had their own life. It immediately seems to new students that their classmates are “strange”, “the same”. But these classmates, who are subtly similar to each other, do good deeds, just like the heroes of A. Gaidar's story "Timur and his team" once did. "Alarm Guards" (Alarm Guardsmen), as the students of 8a call themselves, rush to help those who need it, following the motto: "Evil is not fought. They help as much as they can." Whether the heroes of the story will be able to become their own in this community, sharing the position of classmates, will be known to everyone who has read the book to the end. The story evoked an ambiguous reaction from young and adult readers, and this, in my opinion, is an indicator of high-quality literature. And in the book there are references not only to the story of A.P. Gaidar, but also to the works of V. Krapivin and the Strugatsky brothers, and it will be great if young readers turn to them. Eighth-graders also choose other books by the writer: “The Exclusion Strip”, “Correction Class”, “Lamb is Me”.
This year, my students and I discovered interesting works by writers working in tandem: Andrei Zhvalevsky and Evgenia Pasternak. For extracurricular reading lessons, I offered teenagers their stories “I want to go to school”, “Time is always good”, “Gymnasium No. 13”, “Moskvest”, “Siamese” and others.
Andrei Zhvalevsky, Evgenia Pasternak. Time is always good.
The book was written in 2007, published eleven times, is the winner of the All-Russian competition for the best literary work for children and youth "Kniguru", winner of several literary awards. In the plot, the situation is interestingly played up when the girl Olya from 2018 suddenly finds herself in 1980, and the boy Vitya moves to her school and class from 1980. Having changed times and schools, children at first hardly master new realities, but then they not only adapt, but also try to solve each other's problems. Both perceive what happened as a game or experiment. It is interesting that the authors who created the book in 2007 guessed a lot in 2018: smartphones (in the story they are called “comedians” - short for “communicator”), oral exams in schools. These oral exams represent, according to the authors, a big problem for children of the 21st century, who communicate only in virtual reality, and perform all school assignments in a test mode. And in three weeks, Olya and her classmates will have three oral exams ... Vitya comes to the aid of new classmates. And Olya, being in 1980, is trying to save Vitya's friend Zhenya from the impending expulsion from school. This story, written in vivid living language, speaks of the value of true friendship, mutual assistance, responsibility for oneself and for friends. So, the time is always good, because a lot depends on you. The book will be interesting for both children and adults, because it will help people of different generations to get to know each other better.
Teenagers also like the books of the wonderful writer Galina Nikolaevna Shcherbakova: “You never dreamed of”, “The door to someone else's life”, “Desperate autumn”, “Boy and girl” and others.
Galina Shcherbakova. You didn't dream.
The story was published in the magazine "Youth" in 1979. This is the first work that brought the author popularity. In 1980, the story was filmed. The story of Roma and Julia is the story of modern Romeo and Juliet. A story about first love, about real feelings that must be treated with care, about how important it is for parents to understand their growing children and trust them. Teenagers, after reading this story, will find an example of the sensitivity and warmth of relationships, the trepidation and fragility of first love. And adults, perhaps, will think about whether hatred for an old rival is worth the suffering and torment of their own child, they will understand that the destruction of love is the destruction of life. Love - the key concept of the story - is presented here in different forms: this is the unrequited feeling of Alena, a classmate of Roma and Yulia, and the feeling of teacher Tatyana Nikolaevna rejected as not corresponding to the ideal. Why is it that the author gives real love to Yulia and Roman? Julia is a girl for all times, sincere, open, ready for anything for love. For Roman, love is a situation in which his personality "shows its maximum." Both characters deserve this feeling. Fathers and children, feeling and duty, the meaning of life, responsibility for words and deeds, for the one who trusted you - such non-childish problems are raised by this wonderful story, the meaning of which I would like to say in the words of I.A. Bunin: “There is a decrease in love and kindness always a decrease in life.
Arouse the interest of adolescents, no doubt, and works of foreign literature: "Dandelion Wine", "451 ° Fahrenheit" by Ray Bradbury; The Chronicles of Narnia by Clive Lewis; "To Kill a Mockingbird" by Harper Lee; “The Catcher in the Rye” by Jerome Salinger and others. I would like (with the permission of the authors) to give two reviews of my students about books by foreign authors.
Jerome Salinger. Catcher in the rye.
In fact, I have a lot of favorite books. But today I want to tell you about Jerome Salinger's story "The Catcher in the Rye", either because it changed something in my life, made clearer the facts that gathered in my head in fog, or because it last book which I have read and so far I am impressed. I read it in the hospital when I was lonely, and it instantly became my friend, perhaps even my adviser. The book is something like a personal diary of a seventeen-year-old teenager who reveals to us his life, his problems, experiences, thoughts. Why do I like her? I will tell you my "recipe" for a good book: good style + good plot = reading in one breath. Another interesting thing is that assessment is somehow intuitive, you read a book and understand: yes, this is mine, this is what I have been looking for for a long time. But the most important thing that really “catches” me in books is the resemblance to the main character. I read and understood: we have the same sense of the world, the same emptiness, the same thoughts, the same state. And you always feel that everything around is false and window dressing. I am also disappointed in people and in myself. Isn't this sense of belonging what one looks for in books? I often think that I myself am standing over an abyss in the rye and there is nothing I can do. “And I’m standing on the very edge of the cliff, over the abyss, you understand? And my job is to catch the kids so that they don’t fall into the abyss.” So the hero makes us understand that he wants to protect, protect people from such a state in which he is, because in fact he himself is disgusted with what is happening inside him. I was also struck by the fact that the common sense of the main character was inspired by his beloved sister. In my case, this is my older brother, with whom I have the most wonderful relationship in the world and whom I love immensely. He always supports me and tries to “pull me out of the pool of bad thoughts” into which I fall. In conclusion, I want to say that the main advantage of the work, in my opinion, is its ability to make a person think about the world, about time and about himself.
Christopher Paolini. Eragon.
Teenagers are less likely to spend their free time reading. Often this happens for the reason that it is difficult for them to master the school curriculum, which, of course, is necessary and useful, but for some it is still difficult. And I think that in order to introduce teenagers to reading, it is necessary to acquaint them with the works of contemporary authors. I would like to introduce you to one of them. This is "Eragon" written by Christopher Paolini at the age of 15. The story is a tetralogy, that is, it consists of 4 parts. This classic fantasy is one of the most popular genres among teenagers. There are dragons, and various races like elves and gnomes, and magic with various magical artifacts. In general, the history of the creation of this book is very interesting. One day, the well-known publisher Alfred Knopf heard rumors about a samizdat work popular with schoolchildren, the author of which was a fifteen-year-old boy named Christopher. Knopf took a chance by releasing the prodigy's novel in a decent circulation, and did not lose: in just one week, 250,000 copies were sold. Eragon outsold four of the five Harry Potter volumes at the time. The author was accused of borrowing from Tolkien's stories, since Alagesia - the scene of the story - is very similar to Middle-earth, and the races are also similar. There were also borrowings from the Star Wars universe in terms of plot. Some similarity is observed in the exposition, but further in such compositional elements as the plot, climax and denouement, there are no coincidences. We must pay tribute to the author: at the age of 15, writing a book with a clearly defined plot, balanced action, intelligible dialogues is a great achievement. Despite its not too complex and intricate plot, the book makes you plunge into it with your head with its dynamic narrative and bewitching descriptions. I would also like to point out a large number of completely unexpected plot twists. And as you get closer and closer to the end of the last - on this moment the fourth - books, then new details of the main and additional storylines begin to appear. And this makes you continue to follow the adventures of the main characters with unflagging interest. The characters, though clichéd, are certainly each with its own zest. In addition to the most exciting pastime and common topics for conversation with peers, a teenager, reading this book, will receive such traditional, but still very necessary lessons in true friendship, courage, kindness and self-sacrifice in the name of higher goals and intentions.
I would like to end my biblio review with a thought that is the fruit of several years of observation: rumors that modern teenagers do not read are greatly exaggerated. There have always been, are and will be children who love to read, appreciate the book, see it as their friend. It is only necessary to know their reading preferences and pave the way from them to the best examples of fiction.
List of used sources.
3.https://www.allsoch.ru/sherbakova/
4.http://www.litra.ru/biography/get/wrid/00337181220452698309/
5. https://www.livelib.ru/author/174408-kristofer-paolini
Pupil 6 A class MOBU "Lyceum No. 3" Dedenev Nikita
Tasks:
Object of study
Subject of study
Download:
Preview:
Introduction…………………………………………………………………..
Chapter 1. The role of books in the lives of children…………………………………
Chapter 2 Reading dossier of students of grade 6a…………………..
2.1. The attitude of classmates to reading fiction………………………………………………………………….
2.2. Circle of family reading of sixth graders……………….
2.3. Work with a list of "100 books" recommended by the Ministry of Education and Science of Russia……………………………………………………
Conclusion………………………………………………………………..
Bibliography………………………………………………………
Introduction
On November 21 in Moscow, speaking at the Russian Literary Assembly, Vladimir Putin said that Russia had lost its status as the world's most reading country. He also published statistical data, according to which Russians, on average, spend only 9 minutes a day reading books.
Putin also expressed concern that the decline in the role of reading in society affects the overall decline in the level of culture, and also leads to the neglect of the rules of the Russian language. The President expressed his concern over the spread of illiteracy.
“People used to find answers to their questions in a book, but now there are other possibilities. And before, almost only there they learned to think, analyze, feel and, of course, speak correctly. Because it is in the literary text that the language lives and is created,” Putin said.
Recall that in 2008 Russia ranked 7th in the world among reading countries. Six years ago, Russians spent about an hour a day reading.
After listening to the president's statements, we asked ourselves the following questions: Why are children reluctant and read little?
Why is the interest of children in reading, in classical children's literature, in poetry declining from year to year?
What literary heroes are the idols of children of my age today? How to revive the interest of schoolchildren in literature?
To answer these questions, we have tried toclass reader's dossier.
The relevance of the problem raised by us is confirmed by the data of sociologists on the state of the reading culture of schoolchildren:
3. 10% of schoolchildren do not read anything except the teacher's assignments
4. 40% of students read entertaining literature at their leisure.
5. Read educational literature - 21%
6. Read for self-education - 10% of schoolchildren.
The number of regular readers over the past decade has decreased from 49% to 26%, and those who do not read books at all has increased from 23% to 34%. 40% read books occasionally. Over the years, there has been a massive drop in the number of people who buy books. If in 1994 58% bought books, then in 2004 - only 20%, and in 2013 - 14%. These figures speak eloquently of a declining trend in interest in reading from elementary school student to the elder.
Subject of studyare the reader's interests of students of 6 "A" class of Lyceum No. 3.
Object of study- reading interests of schoolchildren aged 11-12.
Purpose of the study- to identify the circle of reading interests of my peers, to compile a reading dossier of the class.
To achieve this goal, we have set ourselves the following tasks:
1. Analyze the attitude of classmates to reading fiction.
2. Determine the list of works of art that are of interest to my peers.
3. Select from the works included in the list of "100 books" (Appendix 1), those that were read by my classmates.
4. Analyze the family reading circle of sixth graders.
5. Make a list of "Favorite books in my class."
6. Make a list of books for independent reading during the summer holidays.
In the course of the work, we relied on observation techniques followed by analysis of the material through questioning, testing, and oral questioning. The material of the study was questionnaires, a list of "100 books".
Chapter 1. The role of books in children's lives
“People stop thinking when they stop reading,” said the philosopher Denis Diderot. This is probably true, because books encourage us to think about where the truth is and where the lie is, what is true and what is wrong, what is good and what is bad, help us understand ourselves.Sometimes reading brings joy and peace, sometimes anger and indignation.It all depends on what books we read.The world is developing, reading preferences are changing, old literary traditions are gradually dying out and new literary traditions are developing.
Once the children's writer Astrid Lindgren was asked if the book has a future. She answered: "You might as well ask: does bread have a future? Does a rose have a children's song? It is better to ask: does a person have a future? A person has it, a book has it. If one day we learned to draw joy in books, we can't do without it. For many, books are just as necessary as bread and salt. And so it will be, no matter how many intricate cassettes and televisions and other substitutes are invented."
XXI Century. Century cosmic speeds and computer technologies. Science is developing, a lot of new technology is being created for a comfortable human life. Today we are surrounded by very useful and smart machines: microwave ovens, vacuum cleaners, home theaters, refrigerators…. All this technology has made a person's life more comfortable, freed up a lot of time. Now there is no need to carry water from the well, no need to wring out the washed laundry. Everything is nearby, almost any desire can be instantly fulfilled, as if by magic, with a slight movement of the hand.
And the basic information necessary for a person comes in electronic form, through computer networks, the Internet. Of course, in search of certain information, it is more reasonable to use a computer. The development of information and computer technologies is going so fast and speeding up the process of information transfer so much that modern society will no longer be able to exist without it. The computer is the reality of today's life. Every person today should be able not only to navigate the Internet, but, in forming and protecting their spiritual and moral positions, to know which sites on the network to visit and which not. The school and parents are faced with the task of becoming a guide in the choice of electronic information, helping children in finding and choosing information on the Internet.
There are also such branches of knowledge where visibility is better than printed text. After all, it is much more interesting, for example, to watch animals than to read about it in a textbook. Here the book is inferior to film and television. But the book has many more advantages. Books are sources of knowledge about spiritual and moral life. The role of the book in education, upbringing, intellectual development is great. Through turning to a book, reading, a person joins spiritual values, develops, expands his horizons. Reading highly artistic literature contributes to the formation of a harmonious personality - an active, creative personality that combines spiritual wealth, moral purity, and physical perfection. Classical literature is one of the factors in the formation of such a personality. Remarkable works of Russian classical and modern literature by such authors as A.S. Pushkin, L.N. Tolstoy, F.M. Dostoevsky and others help readers find answers to many questions about a person, about the world around him, about good and evil. The book, as a source of information, as a means of cognition, as a tool for communication between people, has a huge attractive power. For example, starting to read a novel, short story, etc. we ourselves represent our hero, his clothes, movement, views. But cinema and television offer a ready-made image, and we can no longer fantasize. And reading books involves the work of thoughts.
Acquaintance with the best examples of literature helps to improve understanding of oneself and others, expands the understanding of the world, deepens perception, develops a sense of humor, which is simply necessary for every person. If a child is taught to read from childhood, then this remains with him for life, in any life situations he will always have a reliable and faithful friend - a book that will distract him from sad thoughts, help him make a journey into the wonderful world of book heroes, suggest the answer to a tormenting question, calm him down, and cheer him up. The authority of a book for a child is unusually great. He trusts her unconditionally. The value of a book in a person's life is enormous.
The ability to carefully “digest” information in the brain and analyze it can only be developed through reading books. Reading information is better remembered. You can stop at the page, think about it, reread it. Retelling teaches to analyze the text, to treat it critically. Reading develops the imagination: the child himself represents the characters, and does not accept the image created by others.
Academician Dmitry Sergeevich Likhachev said that if, God forbid, museums, theaters, universities perish because of a war or some terrible cataclysm, but libraries somehow survive, culture can be restored.
A book is like a bird
Can cover the whole world
Queen book:
Can command hearts.
Goddess book:
Miracles happen sometimes
Slave book:
Often passes through
E. Baratynsky.
Chapter 2
"A person can always be recognized by the books that he reads," - this statement of the English writer Samuel Smiles will help us figure out what our children are reading?
The question in the first survey was as follows:“What kind of books do my peers like to read?”The survey made it possible to draw the following conclusions: the most favorite for sixth graders is science fiction (9 people); then there are books about my peers (6 people); encyclopedias and other educational books (3 pers.); humorous works (2 people);adventure novels (2 people);detectives and militants (2 people).None of my classmates chose historical novels and thrillers (“horrors”).
Thus, the interweaving of interest in classical literature with modern literary genres was revealed.
To the question: "For what purpose do you read?"- the guys' answers are also ambiguous. 13 respondents read because they love reading, 9 - because their parents forced them to. The good news is that there are no children in the class who do not like to read at all or read because there is nothing to do.
The study allows us to conclude that the cognitive role of reading has faded into the background today. This confirms the answer to the question:“Reading for you is…”: 9 students answered that they help with their studies, 7 - rest, entertainment, and only 6 said that this is learning new things.
Reading in a family environment plays a special role. Joint reading of a book, communication about what has been read brings family members together, unites them spiritually and instills in children the need to read on their own. The love of reading is laid down over the years, and of paramount importance in this case is related to the reading of the parents themselves. Does the family like to read? Does the house have its own library? How often does a child see parents with a book? Do they share their impressions of what they have read with their children? Do parents follow new books, including in the field of children's literature?
Unfortunately, the tradition of joint family reading is a thing of the past. Moreover, there are families in which they do not read either together or separately. According to statistics today in the country more than 40% of the adult population does not read books. The total circulation of books over 10 years has fallen by more than four times, newspapers and magazines - by 3.6 times. However, the results of the survey conducted in the classroom do not match this data. To the question:"Do your parents read?"- 12 of my classmates answered in the affirmative. In their families, both parents read, in 7 - only their mother, in 1 - only their father, and only in 2 of the interviewed parents do not read. At the same time, 5 students have their own library. The guys take books either in the school library - 1 student, or in the district library - 4 students, or from friends - 1 student, and 11 of my peers read on the Internet.
In one interview, V.V. Putin, President of the Russian Federation, said: “For a long time we have been one of the most reading countries in the world. There is a danger that we may lose this status. We have a growing number of people who do not read books at all. This is a disturbing fact. In this situation, increasing reader interest is a national task.”
What should be done to ensure that Russia retains its position as the most reading country in the world?
Adults are already taking certain steps towards solving this problem: the Internet has appeared in our library, it has been replenished with new books, including electronic ones.
A list of "100 books" on the history, culture and literature of the peoples of the Russian Federation has been published. Together with the teacher of the Russian language, we got acquainted with it and analyzed which of the listed books had already been read by my classmates.
As a result of this work, we found out that the guys in my class have already read such works from the list of "100 books":
1. Bazhov P. "Ural Tales".
2. Bulychev K. "The Adventures of Alice"
3. Volkova. "The Wizard of Oz"
4. GaidarA. "Timur and his team", "Blue Cup", "Chuk and Gek"
5. Dragunsky V. "Deniskipa's stories"
6. Kaverin V. Two captains"
7. Leskov N. "The Enchanted Wanderer"
8. Olesha Yu. "Three Fat Men"
9. Petrushevskaya L. Stories and novels
10. Rubtsov N. "Poems"
11. V. Nosov "The adventure of a dunno and his friends"
12. Rybakov A. "Dagger"
13. K. Paustovsky "Meshcherskaya side"
14. Uspensky E. "Crocodile Gena and his friends / Uncle Fedor, dog and cat"
15. Schwartz. "Dragon", "Snow Queen"
16. L. Lagin "Old Man Hottabych"
17. Epics
18. Tales of the peoples of Russia
Based on the foregoing, we came to the conclusion that books develop and enrich our speech, expand our vocabulary, bring joy and pleasure. It's both fun and adventure. They are able to make us experience the strongest emotions: cry, laugh, get angry, empathize. Books expand the horizon of our world. From them we learn about other countries and peoples, about nature, technology, history - about everything in the world that interests us. They teach us empathy, allow us to feel in the position of another person and understand how people feel when they get into this or that situation.
Based on the data obtained, we made recommendations for our classmates on summer holidays. The list includes books from the list that my classmates have not yet read, and those genres that they have not yet addressed.
Conclusion
In our work, we set the goal of identifying the circle of reading interests of my peers, compiling a reading dossier of the class. It looks like this: in the reading circle of sixth graders there is literature of all kinds and genres. However, among the books most often chosen by teenagers are science fiction, humorous works, adventure novels and action films. My classmates are interested in cognitive literature and books about peers. Sixth-graders are absolutely indifferent to poetry, detective stories and thrillers.
Thus, the reader - a sixth grader in our dossier appears as a rather contradictory figure, with a very diverse range of reading.
In general, the guys in my class are very positive about reading as a form of leisure, they love to read and choose books to their liking. The love of reading was instilled in them in the family, since basically the parents of my classmates are people who read, and their circle of reading is also quite wide. Most schoolchildren are aware of the importance and necessity of reading, the role of books in human life.
The results of our research convince us that the reading interest of my classmates is quite high. However, while my classmates read literature "for the soul", and not "for the mind and heart." In addition, the family has ceased to be a place of joint reading. There are children in the class who read under duress or do not read at all. But there are also positive aspects: this is the use of new information technologies, independence in shaping the circle of one's reading. Nevertheless, we still have a lot to do to return the book to its former role as a source of knowledge, a friend who helps to know oneself and the world around, making a person kinder.
Bibliography:
1. Tikhomirova I.I. Psychology of children's reading from "A" to "Z".
2. Tikhomirova I.I. Materials for holding parent meeting dedicated to children's reading. Zh. "School Library", No. 9 -10, 2005
3. Dictionary of a young book lover. - M., "Book", 1982
4. Man reading - M., "Progress", 1989
5. Polozova T.D. All the best in me I owe to books. - M., "Enlightenment", 1990
6. Chudinova V. P. Personality socialization - School Library, 2005, No. 4.
List of used Internet resources
