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The Strategy of the “Reflection Fixation Point” as a Way to Motivate for Reading And Understanding Classic Text In Literature Classes

Author(s)

Sosnovskaya Irina Vitalievna

Doctor of Sciences (Pedagogy), Professor of the Philology and Methods Department Pedagogical Institute, Irkutsk State University

6 Nizhnyaya Naberezhnaya St, Irkutsk, Russia, 664011, tel.: +7(3952)200739, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract.

The introduction of the paper presents the goal of the study, which is to search for the ways to increase the motivation of schoolchildren to read and comprehend classic poetry texts within the framework of the hermeneutic approach.

Materials and Methods. The proposed method is substantiated by the methods of the analysis of psychological, pedagogical and methodological literature; and the analysis of reading methods, techniques and strategies aimed at setting a field of coordinates for school readers, in which they will be able to understand an author adequately and realize their own feelings and thoughts. The appeal to the reader’s subjective experience is substantiated by the need to relate this experience to the awareness of the cultural field of literature and the comprehension of artistic sense. According to the study, only the knowledge and senses that were part of the students’ life and emotional experience can be really relevant for them.

Results of the study. The specific features of perception inherent in modern generation of schoolchildren and self-determination in the communicative information space are analyzed; the reasons for the weakening and loss of their connection with the field of classic literature and culture are identified, the validity of addressing the reflection is substantiated not only from the perspective of didactics but also in terms of hermeneutics, in the process of analyzing and interpreting texts through the use of strategies of “reflection fixation points” at three levels of text comprehension. The activation of the students’ self-reflection in the process of their sense-based activity aimed at text comprehension results in the artistic reflection as reader’s co-creation. The application of this reflexive strategy to the analysis and interpretation of two poems by M. Tsvetaeva and A. Akhmatova demonstrates the most optimal way for young readers to comprehend the sense of the literary work and enhance their reading interest.

Conclusion. The study shows that the reflexive analysis provides simultaneous “movement” to the semantic core of the fiction and to the inner reality of the school reader, which makes it possible to improve the mental and spiritual structure of personality of the young.

Keywords: understanding, analysis, interpretation, techniques, strategies, sense,meta-sense, artistic hermeneutics, artistic reflection, personal reflection, reflection fixation points, reflexive techniques, associations, binary oppositions, motivation, mental activity.

For citation: Sosnovskaya I. V. The Strategy of the “Reflection Fixation Point” as a Way to Motivate for Reading And Understanding Classic Text In Literature Classes. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2019; 13(3): 362–373. DOI: 10.32343/2409-5052-2019-13-3-362-373

UDС: 373.1

DOI: 10.32343/2409-5052-2019-13-3-362-373

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ABOUT THE EDITOR-IN-CHIEF

ABOUT THE EDITOR-IN-CHIEF OF THE SCIENTIFIC AND PRACTICAL JOURNAL

“PEDAGOGICHESKIY IMIDZH”

Irina V. Sosnovskaya, Doctor of Pedagogics, Professor.

In 1977 she graduated from Irkutsk State University, Faculty of Philology, specialty “Teacher of Russian language and Literature. Philologist”. In 1994 she defended the dissertation (candidate of sciences) on specialty “13.00.02 Theory and methods of training and education (Literature)”, Dissertation Council in Moscow City University.

In 1995 Irina V. Sosnovskaya was awarded the title of associate professor, in 2019 was awarded the title of professor.

In 2005 Irina V. Sosnovskaya became Doctor of Pedagogics on specialty “13.00.02 Theory and methods of training and education (Literature)”, Dissertation Council in Moscow City University.

Today Irina V. Sosnovskaya is a professor of the Philology and Methods Department of Irkutsk State University (Pedagogical Institute, Humanitarian and Aesthetic faculty) and a professor of the Social and Humanitarian Studies Department (part-time job). 

The scientific interests of I. V. Sosnovskaya are methodology of teaching Literature methods, schoolchildren literary development, technics of the analysis of the literary texts, monitoring of literary development, psychology of reading and its technologies.

The articles written by Irina. V. Sosnovskaya are published in scientific journals in Moscow, Yuzhno-Sakhalinsk, Ulyanovsk, Penza, Ussuriisk, Kazan, Yakutsk, Irkutsk, Chita and in such academic journals as “Literatura v shkole”, “Vestnik Moskovskogo gorodskogo pedagogicheskogo universiteta”, “Uchenye zapiski Zabaikalskogo gosudarstvennogo gumanitarno-pedagogicheskogo universiteta”, etc. 

The total number of scientific publications is 203, including 5 articles in SciVerse Scopus; 5 monographs; 13 study guides; 2 teaching and learning resources; 4 textbooks (updated 06/09/2022).

RSCI/ Recruiting Services Consensus Index: publications – 68, cited – 236, Hirsch index – 6 (updated 06/09/2022).

Articles in peer-reviewed journals – (updated 06/09/2022).

Official opponent for Dissertation Councils: КFU.10.02 in Kazan (Volga region) Federal University, D 212.154.08 in Moscow Pedagogical State University, D 008.015.01 in the Institute of Art Education and Cultural Studies of the Russian Academy of  Education.

The reviewer of research papers collections: The study of literature in the context of modern educational strategies, V. Golubkov's readings: materials of the international scientific and practical conference (managing editor V. F. Chertov)

Irina V. Sosnovskaya awarded the sign “Excellence in Public Education”, she is the “Honorared Worker of Higher Professional Education of the Russian Federation”.