UDC 82.09

Dr. I. M. Kominyarska,

Dr. O. V. Pasichnyk

(Kremenets T. Shevchenko Regional

Humanitarian and Pedagogical Institute)


TYPOLOGI OF LITERATURE LESSONS IN SCHOOL AS METHODOLOGICAL PROBLEM AND WAYS OF ITS SOLVING

 

У статті проаналізовано типологію уроків літератури в школі, з’ясовано складність цієї методичної проблеми. Наведено приклади типів уроків відомих вчених-методистів. Підкреслено, що саме типологія уроків С.Пультера  та А.Лісовського враховує психолого-педагогічні та методичні вимоги у проведенні уроків, дозволяє здійснювати особистісно орієнтований підхід на уроках світової літератури. Акцентується на ролі предмету “Світова література” у формуванні особистості учня, його духовно-ціннісних орієнтацій, інтересів та естетичного смаку.

Ключові слова: урок, світова література, методика викладання світової літератури, типологія уроків літератури.

 

В статье проанализировано типологию уроков в школе, выяснено сложность этой методической проблемы. Приведены примеры типов уроков известных ученых-методистов. Подчеркнуто, что именно типология уроков С.Пультера и А.Лисовского учитывает психолого-педагогические и методические требования к проведению уроков, позволяет осуществлять личностно ориентированный подход на уроках мировой литературы. Акцентируется на роли предмета “Мировая литература” в формировании личности ученика, его духовно-ценностных ориентаций, интересов и эстетического вкуса.

Ключевые слова: урок, мировая литература, методика преподавания мировой литературы, типология уроков литературы.

 

In the article the typology of lessons at school is analyzed, the complexity of this methodological problem is found. The examples of lessons’ types of the famous methodologists are given. There is emphasized, that S.Pulter and A.Lisovskiy typology of lessons considers psychological and pedagogical and methodological requirements in lesson conducting, allows to realize personally oriented way on the lessons world literature. The role of the subject of “World Literature” in forming the personality of the pupil, his spiritual values, interests and aesthetic taste are emphasized.

Key words: lesson, world literature, methods of teaching the world literature, typology of literature lessons.

 

Statement of the problem. Literature as a subject has an important place in the school system. 2002 by the Ministry of Education and Science of Ukraine approved the "Concept of literary education in the 12-year-old high school, which provides that "basis for the construction of literary education laid the most important principles of the state policy of Ukraine in the field of education and fundamentality, systematic and scientific knowledge, taking into account the cultural and national aspects and best achievements of domestic and foreign literature" [1].

Object of the study course "World Literature" became the best works of foreign authors. This subject is unique because it is not in the school curricula of other countries; over 90% of proposed program of literary texts studied in Ukrainian translation; abroad, most of the works included in the program of philological departments of higher education.

World Literature "is designed to promote individual, its spiritual values, cultural and knowledge interests, aesthetic taste". That is why the methodological ideas of ​​teacher- philologist should be aimed primarily at students' interested in fiction, careful reading and understanding of it. To form students' spiritual and aesthetic world the teacher of literature help historical and literary, literary, psychological and pedagogical knowledge as well as a subject of university training of philologist as "Methods of Teaching World Literature." The main general form of didactic study of literature is a lesson. The problem of literature lessons' classification attracts many Methodists today.

Analysis of recent research and publications. The focus of scientists and methodologists have always been problems of teaching literature, its content and specificity, structure, typology, efficiency and so on. In particular, the answers to these questions the future teacher of literature will find in the writings of O. Bohdanova, N. Voloshyna, V. Holubkov , M. Danilov, K. Kirilova, T. Kudryavtseva, M. Kudryashov, O. Kutsevol, A. Lisovskiy, M. Mahmutov, L. Miroshnychenko, O. Nikolenko, T. Ohorodnikov, Ye. Pasichnyk, S. Pulter, I. Sobolyev, F. Shteynbuk, etc. As for the lessons, then none of the proposed classifications is not final and absolute.

Purpose of the article is analysis of world literature types at school, finding out what is the complexity of this methodological problem and ways of its solving.

Main material. There are different views on the typology of lesson in modern didactic and methodology of teaching literature, which, according to most methodologists, depend on teaching tasks, forms and methods of work, content of material and levels of cognitive students' activity [3; 4; 5; 7; 8].

For example, M. Danilov and J. Ogorodnikov in classification of literature lessons laid the basic didactic purpose and distinguish the following types of lessons as the original mastering of new material, fastening and repetition of knowledge, synthesis repetition of knowledge, self-study and mixed.

According to L. Miroshnichenko, deserve special attention the classifications of scientists and methodologists as W. Golubkov, I. Sobolev, M. Kudryashov, Ye. Pasichnyk. Thus, in classification of literature lessons V. Golubkov put the goal of lesson, its content and identified their types: introductory lesson, reading of work, estimated conversation, analysis of work, study of additional material, summarizing, recording and so on.

Methodologist I. Sobolev believed that the basis of the typology of literature lessons should be based on learning methods, types and forms of work, didactic tasks, and M. Kudryashov argued that type of literature lesson depends on the structure of subject.

In our opinion, the classification of scientist and methodologist M. Kudryashov is most relevant to modern requirements that relate to literature lessons. Specifically M. Kudryashov identifies the following three components:

 Lessons of artwork study:

1) lessons of artistic perception of the work;

2) lessons of deep work on the text;

3) lessons of generalizing study of the works .

II. Lessons of the study of theory and history of literature:

1) lessons of formation of theoretical and literary concepts;

2) lessons of scientific study of literary and critical articles;

3) lessons of study of writer's biography;

4) lessons per historical and literary material;

5) lessons of generalization, repetition and questioning.

III. Lessons of language development:

1) lessons of creative works composed on the basis of life experiences; literary themes;

2) lessons of oral answers and oral reports;

3) learning lessons of works;

4) lessons of works analysis, etc. [4, p. 148].

These are the types of lessons which provide primarily cooperation between teacher-philologist and learner, as well as independent learning activities of students.

Given the basic teaching tasks, Ye. Pasichnyk distinguishes the following types of literature lessons as lessons of assimilation of new knowledge and development on its basis the abilities and skills, lessons of generalization and systematization of knowledge, lessons of monitor the knowledge and skills of literature and so on.

In the book "Methods of Teaching World Literature in School" by F.Shteynbuk the typological characteristics of the following types of lessons' world literature are distinguished:

         - creative reading lesson;

         - lesson of textual analysis of work;

        - lesson of comparative analysis of work;

         - lesson of cultural analysis of work;

         - combined type of lesson [8, p. 157].

While such lessons of textual study of works can be carried out in the form of acquaintance lesson, mock lesson, game lesson, research lesson, meditation lesson, literary and musical salon lesson, expressive reading lesson, commented reading lesson, dialogue lesson, seminar lesson, dispute lesson, conversation lesson [8, p. 155].

According to professors S.Pulter and A.Lisovskiy and teachers of Zhytomyr I. Franko State Pedagogical University, in determining the types of literature lessons should consider characteristics of students, level of their training and mastering the complexity of actual material.

Also noteworthy is the fact that P. Pulter and A. Lisowskiy, offering typology of lessons divided them on groups: types of lessons in the 5-8 forms and types of lessons in the 9-11 forms.

Types of lessons in the 5-8 forms:

1. Brief acquaintance with biography of the writer.

2. Commented reading of work or its fragments.

3. Figuring out the plot and the compositions of work.

4. General characteristics of works' characters.

5. Holistic analysis of artwork.

6. Getting to know elements of the theory of literature.

7. Preparation and conduct of students' written work.

8. Combined lesson using the technical teaching aids.

9. Repetition of material.

10. Conversation of extracurricular reading.

Types of lessons in the 9-11 forms:

1. Essay lecture on the life and work of the writer.

2. Study lecture of writer's creativity.

3. Portrait lecture of the writer.

4. Overview lecture.

5. Lecture presentation.

6. Comparative lesson.

7. Interview lesson.

8. Tandem integrated lesson.

9. Combined lesson using the graphic and audio-visual materials [6, p. 29].

Also S. Pulter and A. Lisowskiy offer to conduct seminars, discussion lesson, improvisation lesson, excursion lesson of extracurricular reading, lesson conversation of extracurricular reading, viewing and final lessons, nonstandard lessons with invitation of workers of art and literature, etc. [6, p. 29].

In our opinion, such typology takes into account the lessons of psychological, pedagogical and methodological requirements for lessons’ conducting allows the learner-centered approach in the lessons world literature.

Conclusion. Thus, the accumulated by teachers and methodologists material allowed O. Kutsevol say: "There is situation where existing scientific classifications of didactics and methodologists are not placed in its scope all wealth of diverse forms of world literature classes. Now not methodical science serves as a catalyst for teacher creativity, but rather an advanced teaching experience necessitates extensive research and summarize of elaborated findings" [2, p. 38].

In the basis of literature lessons' classification can put particular purpose of studying literature in general and the specific work in particular. The conclusion that should make students-philologists, that none of the proposed classifications of lessons' types is not final and absolute, and the type of literature lesson determines its structure and peculiarities of conducting. Proposed by scientists and methodologists classifications the creative teacher-philologist expands according to didactic and educational tasks.

 

LITERATURE

1.     Концепція загальної середньої освіти (12-річна школа) // Інформаційний збірник Міністерства освіти і науки України. Січень 2002. №2. – К.: Педагогічна преса. 2002. – 23 с.

2.     Куцевол О.М. Структура сучасного уроку зарубіжної літератури // Всесвітня література в середніх навчальних закладах України. – 2003. – №3. – С. 38.

3.     Махмутов И. А. Современный урок / И.А. Махмутов. – М.: Педагогика, 1985.– 150 с.

4.     Мірошниченко Л.Ф. Методика викладання світової літератури в середніх навчальних закладах: Підручник / Л.Ф. Мірошниченко. – К.: Вища шк., 2007. – 415 с.

5.     Ніколенко О. Специфіка уроку зарубіжної літератури в старших класах // Всесвітня література та культура  в середніх навчальних закладах України. – 2001. – №1. – С. 36-38.

6.     Пультер С. Методика викладання української літератури в середній школі. Курс лекцій для студентів-філологів / Станіслав Пультер, Антон Лісовський. – Тернопіль: Підручники і посібники, 2004. – 144 с.

7.     Химера Н.В. Сучасний урок зарубіжної літератури // Всесвітня література та культура  в середніх навчальних закладах України. – 2003. – №3. – C. 48-49.

8.     Штейнбук Ф.М. Методика викладання зарубіжної літератури у школі: Навчальний посібник / Ф.М. Штейнбук. – К.: Кондор, 2007. – 316 с.

 

Approved by: doctor of pedagogy V. Benera