Scientists and philologists distinguish four stages in the development of the domestic methodology of teaching literature. Various phases of the formation of the child in the lesson and the disclosure of his views on this subject are also associated with these periods. To begin with, it is worth answering a rather important question: “What does the phrase“ a child develops ”means?”
Firstly, it must be said that he learns more information on the necessary subject, and secondly, the student acquires certain new skills. Thirdly, his emotional sphere is aggravated, he becomes more open to the world, not only in the artistic sense. Finally, the child learns to delve into the problems of the work, he begins to look at the world through the eyes of the writer and this is how the dialogue is established between him, that is, the reader, and the author himself, who sometimes lived several centuries before him.
How was the development of the subject itself?
At first it was believed that mother should read a book to her child. And only in this way does a person learn something new in childhood. The child listens to his mother, that is, he is turned to her, he is learning something new, and this happens in the family circle. But in this methodology of teaching literature, problems immediately appear.
Already at the next stage, mom begins to ask questions, and then it turns out that she is not enough alone, we need a school and a class with the same age, there should be a literary education. It is this fact that made it clear that development through the family is not ideal. Only a teacher, a competent textbook and a written book create the necessary environment for mastering the necessary knowledge. Everything is supplemented with what philologists call collective suggestion.
When the whole class reads and a discussion begins between the children of the knowledge that they just gained, everyone shares his personal experience. This stage allows you to understand that it is necessary to look at what angle the reader grows.
The first reader
The methodology of literature is an interdisciplinary science. That is why she must always respond to the development of related knowledge. The above described methodology of teaching literature, for the most part, took place in the 19th century, and is associated with such great surnames as Sheremetyevsky, Vodovozov, Galakhov and others. The latter, in turn, created the first classical reader of the reader and several of its various variants. It was a national book, but with works of foreign literature. Galakhov published an anthology up to 40 times, and each issue was slightly edited each time. He supplemented it, reduced it by unnecessary passages, clarified the content, and so on.
And once Galakhov said in a letter that a reader is his main capital. And of course, this was true, because all books were published before the signing of the Geneva Copyright Convention. Galakhov could easily enter a fragment from completely alien works for educational purposes and at the same time remain the main author of the first anthology.
At that time, all of Russia used this method of teaching literature, and this continued until the beginning of the 20th century.
It was thanks to this anthology that a special language developed between the reader, in this case, the child, and the author of the works. This once again proves that literature developed on a completely different line of education during this period. A single literary language was developed that could be spoken by readers who lived in the same era, and then in different centuries.
Further history of teaching
With the end of the first stage comes the second, it fell at the beginning of the XX century. This era in literature is a special milestone and unique dates. In general, in the artistic period, the boundaries of centuries do not coincide with the calendar segments. That is why the 20th century in Russian literature began in 1892, with a report by Dmitry Sergeyevich Merezhkovsky, which he made on a salt hill. In this speech, he already outlined the development of future symbolist children's works, which later began to be attributed to the literature of the Silver Age.
To date, there are different versions of who first said this and, accordingly, came up with a completely new methodology for teaching the Russian language and literature. Some modern philologists argue that this is the achievement of Nikolai Otsup. Someone thinks that the first is Nikolai Berdyaev. But in fact, it was still Dmitry Sergeyevich Merezhkovsky, it was he who first said "Silver Age literature." And this happened, as already noted above, at the end of the XIX century.
And in general, the Silver Age, that is, the term itself, has a modern society thanks to Dmitry Sergeyevich. The peculiarity of this methodology of teaching the Russian language and literature lies in the fact that the basis, at the core of this era is the personality, person, philosophy of personalism, that is, the person as such, his psychology and emotions, as well as personal experiences.
Of course, such a vivid phenomenon could not exist without duality. Already in the 20th century, a psychological trend in literature appeared. And then, according to the laws of dialectics, a formal technique develops in parallel.
If the psychological direction was associated with the names of various methodologists, psychologists and philosophers who came out of the great thick journal of the beginning of the 20th century “Questions of Philosophy and Psychology”, then the formal school found its beginning in the works of Vladimir Mikhailovich Fisher. Now these works, unfortunately, are forgotten. But nevertheless, it can be argued that in the center of this direction were the work of Fisher. Valentina Shamchikova, one of the great authors of methods of teaching literature at school, wrote about this beautifully in her Ph.D. thesis.
Silver Age Feature
The fact is that in those days, teachers began to pay attention, first of all, to the psychology of the reader, to how the child feels into literary works. And, of course, it was assessed how it turns out, on his psyche, the features of the plot, how all the unfolding events and ups and downs are reflected in it. The main questions were: can he feel in the heroes, is he able to predict the development of events, will the work allow the child to become richer emotionally, spiritually, and psychologically.
This was precisely the peculiarity of the psychological direction. Some points are still relevant, so the Silver Age really made a great contribution to the development of methods of teaching literature in school. This should never be forgotten.
Second direction
Simultaneously with the philosophical school, formal development also developed. First of all, it is worth understanding what was the rivalry between these two areas? Of course, in the 20th century the literary point of view did not prevail over the socio-historical point of view, but Fischer disliked such a circumstance. He did not want the scientific side to dominate creativity. Moreover, in 1992 he again talked about the fact that it is impossible to deny the influence of public trends on literature, but this side should not be the center of general attention.
Fisher did not write a fundamental literary study; he only remained on the pages of methodological history in various interesting journals. For example, in a publication such as Parenting Pupils, he was led by Lyubov Gurevich, the niece of the great psychologist Vygotsky. It was a wonderful magazine, but Fisher’s books and monographs, unfortunately, never came out. But, nevertheless, in many modern methods of teaching Russian literature, for example, created by the publishing house EKSMO, Fisher takes his place of honor.
Representatives of the direction
And if we talk about a formal school, of course, there were wonderful, amazing leaders - these were, first of all, Shklovsky, Eichenbaum and Tynyanov. They were excellent literary scholars who really could turn the whole theory and methodology of teaching literature.
In general, most often those who hear the name Shklovsky primarily represent, of course, an excellent writer. He is the author of eight books, these were stories, novels, literary works, biographies of writers, and he also wrote about cinema. Of course, Shklovsky is a great literary character in and of himself. This proves just one story. During the revolution on the ice of Lake Ladoga, the great writer fled from the Bolsheviks, abandoning his family. Of course, then he returned and became a completely decent Soviet literary critic.
Denial of formal school
If we talk about the image, for example, in an educational institution, the child constantly uses this term along with such words as literary and artistic. And only now this one phrase already says that in the modern world a person denies the heritage of this direction. Because the fact that for a student today is an image, for a formal school is a technique. Literature is not written, not created, not God leads the hand of the writer, but the writer knows how to make works. How a car is made - this is what Shklovsky said - so every artistic creation is made in the likeness of technology. That is, it is woven from techniques, then it is the result of these actions. That is what will go into the methodology of teaching literature Bogdanova O. Yu.
It follows from this that everyone should simply know about different points of view on literature. Both the one and the other school only add knowledge about literary and psychological writing. But this is all the so-called "Dorybnikov period."
Merger of two industries
In the 20 years of the last century, Maria Aleksandrovna Rybnikova appeared. It was she who began a new era in the domestic methodology. What were the changes?
First, the idea of uniting a writer and a reader came up. That is, a schoolboy as an author. Conversely, the student as a reader. That is, from this moment, teachers bring up a large person through children's creativity. They teach the child to write, and also introduce him to literary works. It is in this that Rybnikov’s own legacy lies.
Composition in the literature
Rybnikova tried to combine this all-pervasive Marxism in Soviet life with the legacy of the pre-Marxist era. And also there was a merger of the psychological school with the formal. At the same time, Maria Alexandrovna did not borrow the word "reception", but still used the word "image".
She was the first to talk about how composition affects perception, she began to show what is the relationship between the composition of a literary work and the perception of a child. Her best works on the expanses of composition were collected in various collections of articles. They were actually desk books by a Russian teacher in the first half and mid-20th century. This was the subject of teaching literature as such.
In this case, of course, one of the strengths of Rybnikova was that she was a teacher herself. She led the children, she knew how to raise and develop a child, for her, first of all, the creativity of the child, both literary and reading. Maria Alexandrovna Rybnikova connected the idea of education with this. In this case, of course, unofficial moments remained behind the scenes.
The first is the question of how to measure development. It is this aspect that is perhaps the most important today.
Modern methods of teaching literature
Nevertheless, some changes that relate to the issue of knowledge testing have occurred.
Of course, when it comes to this problem, the conversation is already moving smoothly into the "post-Rybnik" period. After the war, Natalya Moldavskaya put forward a new idea for the development of the literary and human at the school, she worked in the laboratory, which was led by Kudryashov. By the way, both of them were excellent methodologists and vocabulary.
Kudryashov headed the laboratory at the institute, which changed its name many times, the most famous being “The content of teaching methods”. This was the most popular name for this institution. It was there that Kudryashov headed the literary laboratory. Natalya Dmitrievna was his wife. Together they worked on the problem of testing knowledge, only Kudryashov worked on the fundamental side of the issue: for example, this is a typology of lessons. But Natalya Dmitrievna worked directly on the development of schoolchildren, on measuring his literary upbringing. And with all this, nevertheless, the question remains unresolved, but how to measure development?
Once again, it is worth noting that the teaching methodology is an interdisciplinary science and you need to move constantly looking around the sidelines. The question of who is nearby, who are the neighbors, should be paramount.
Quantitative aspect
Of course, the closest neighbor of literature is didactics. And here it is worth highlighting such a famous specialist as Lander. In one of his speeches, he said: “Well look - this year I read four monographs, and my grandson read 20 fairy tales this year. 20 more than 4. And who is the more developed personality? ”
And he guessed right. This was a key contradiction in the discussions about the development of personality and the upbringing of the child himself. The teacher must measure, of course, a quantitative indicator, if he hopes for a creative and genuine definition, solution. But the main problem is that he must first measure what the child is coming from, and then what he comes to. It is precisely such a concept that is discussed in the methodology of teaching Chertova's literature. But more on that later.
It is by learning, from what and why, only then it is possible to make out the whole path, to determine whether the person’s human development occurred in the literature lesson. Of course, in this sense, every new reading and discussion in the class, that is, a work passed through the soul of a child, is a step towards its further human development. This is the modern methodology of teaching literature in elementary school, in secondary and high school. Of course, in the modern world, the entire structure of education is constantly changing, improving.
Bogdanov, Leonov, Chertov. "Methods of teaching literature"
Over the entire history of education, the development of schoolchildren of various age categories has undergone many studies. One of the best works is the "Methods of Teaching Literature" by Bogdanova, Leonova and Chertova. The results of their research are relevant to date.
The authors were sure that literature occupies a special place in the development of the student. His spiritual essence, morality, thinking and, of course, creative aspect. To date, the teaching of literature is accompanied by various standards of GEF. The methodology of teaching literature, the choice of works and even textbooks, all this is constantly criticized by philologists and other specialists. Of course, along with the development of technology, and indeed the whole world, it is necessary to bring the same dynamics and methods of training. But nevertheless, it is not worth refusing all domestic developments. This is exactly what Bogdanov says in his methodology of teaching literature.
Currently, it is especially important to pay attention to the methodology of literary education, to its theoretical foundations, especially since the pedagogical community prefers developmental learning, and the best language teachers understand literature in the context of cultural development.
Summarizing
The methodology of teaching musical literature, as well as ordinary, fiction, has existed for more than two hundred years. But, nevertheless, today the question of its content and how to test knowledge is still relevant. Most teachers believe that the methodology of teaching one or another subject, and literature in particular, is not so much a science as art, culture, art. The success of teaching is determined by the personal abilities of the person who teaches the children, their absence can not be replaced by knowledge of any, even the most ideal, technique. But the most important thing: in order to become a guide to the world of literature, you need knowledge of the subject itself and love for it. Only pedagogical talent and practical experience will ensure high quality teaching.
Many philologists criticize this approach, since no profession, including one related to education, can develop and improve, relying only on talent and abilities. Therefore, the second opinion is that we should only talk about skill, real knowledge of the learning process, educational skills, mastery based on skill, qualification solves the issue.
In the process of training and education, of course, the personality of the teacher, his human side, worldview, love for children and the subject itself, passion for the profession and the ability to use the systematic accumulation of experience in the educational field are of great importance.
Any science has the right to exist as a separate, individual industry, subject to the following three conditions:
- Subject of study. He should not appear in any other science.
- The social need of the subject.
- Specific methods of scientific research.
The main objective of the methodology of teaching literature as a science is to discover the laws of this process, which cannot be reduced to any laws, including literary, didactic, and psychological.