Methodological Tools for the Development of Personal Reader’s Reflection in the Process of Analysis and Interpretation of a Literary Work (5th-6th Grades)
Author(s)
Irina V. Sosnovskaya, Doctor of Sciences (Pedagogy), Professor of the Philology and Teaching
Methods Department Pedagogical Institute, https://orcid.org/0000-0003-0237-0729, Irkutsk State University
9 Sukhe-Bator St, Irkutsk, Russia, 664011, tel: +7 (3952) 240700, This email address is being protected from spambots. You need JavaScript enabled to view it.
Nina P. Terentieva, Doctor of Sciences (Pedagogy), Professor of the Literature and Literature Teaching Methods Department, https://orcid.org/0000-0002-1386-6116, South Ural State Humanitarian Pedagogical University
69 Lenin Ave, Chelyabinsk, Russia 454080, tel: +7 (351) 2165601, This email address is being protected from spambots. You need JavaScript enabled to view it.
Abstract. Introduction. The article is devoted to the problem of the development of personal reflection by the school student reader. The methodological aspect is fundamental: a toolkit for
analyzing and interpreting literary works is presented, the use of which implies addressing the reader’s inner semantic sphere, involving them in reflexive activity, active dialogue with the author of the work, its characters, when life and psychological connections between the reader and the artistic reality are revealed. The purpose of the article is to substantiate of the feasibility of introduction into the practice of teaching literature a methodological toolkit that allows activating the development of personal reading reflection of younger adolescents in the process of analyzing and interpreting a literary work starting from 5th-6th grades.
Materials and methods. The Federal State Educational Standard and the Federal Working Program in Literature guide teachers on the need to form individual learning outcomes, and provide an educational focus on literary education. They identify psychological mechanisms of personal reflection in relation to the age-specific traits of younger adolescents; the methodological conditions, and the approaches existing in the methodology to activate personal reflection. The conducted survey showed that personal reflection is extremely insufficiently manifested in the reading activity of adolescents, and methodological toolkit fostering the development of personal reading reflection skills is required.
Results. The possibilities of introducing various methodological techniques, hermeneutical in nature, into the practice of school analysis of epic and lyrical works (“actualization of emotional and life experience”, “identification”, “recollection”, “completion”, “finishing”, “getting used to representations”, “reflective bridge”, “building up of meaning”, “answerfor the character”, “answer for the author”, “vital truth”, “questioning oneself”, “coming up with the assessment”, “coming up with the solution”, etc.) are described.
Conclusion. The authors conclude that the process of developing reflexive consciousness and reflexive skills of schoolchildren is naturally shaped based on the material of reading works of art and the possibility of overcoming the cultural gap between a classic work and a modern teenage reader provided that methodological tools developing personal reflection are systematically included. This is a practical method for getting personal benefits from literature lessons at school.
Keywords: literary education, dialogue, personal reflection, personal meaning, hermeneutics,
reading, methodological tools, school analysis and interpretation, literature
For citation: Sosnovskaya I.V. Terentieva N.P. Methodological Tools for the Development of Personal Reader’s Reflection in the Process of Analysis and Interpretation of a Literary Work (5th-6th grades). Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2023; 17 (3): 330-347. (In Russ.). DOI: https://doi.org/10.32343/2409-5052-2023-17-3-330-347
DOI: https://doi.org/10.32343/2409-5052-2023-17-3-330-347
UDС: 372.882