Організація інтерпретаційної діяльності учнів під час текстуального вивчення художнього твору

Abstract

У статті розглянуто проблему організації інтерпретаційної діяльності старшокласників під час текстуального вивчення художнього твору. Автор статті на основі аналізу наукових джерел із психології виокремлює вікові новоутвори учнів старшого шкільного віку, психолого-педагогічну природу уроку літератури в старших класах та психологічні механізми процесу інтерпретаційної діяльності, які необхідно враховувати під час організації інтерпретаційної діяльності старшокласників на всіх етапах поглибленої роботи над художніми творами, які чинна програма пропонує для текстуального вивчення. Окреслює окремі види роботи на уроці в контексті компетентнісного, діяльнісного і особистісно зорієнтованого підходів до вивчення літератури в школі на сучасному етапі.

The article deals with the problem of organizing the interpretation of senior pupils during the textual study of a non-fiction. In the context of the reform of school literary education, it was necessary to form critical thinking of students, their ability to express their own thoughts, substantiated judgments, comparing, analyzing and evaluating works and writers in general. Relevant documents indicate the fundamental reorganization of the work of teachers and methodologists of the above specialty. The teacher faced the problem of forming a competent student-reader who has the following characteristics: stable interest in reading, the ability to imagine and survive the reading, to think critically, to interpret the reading, to find the author's and to create his own meanings, to feel the aesthetic pleasure of the artistic word, that is, the graduate of the modern school that must have a formed interpretative competence that is a component of the subject (literary competence). Purpose As you know, any methodical problem are developed while taking into account the psychological and pedagogical foundations of the formation of a phenomenon, in case - the organization of interpretive activity of high school students during in-depth work on the text of the work. In this regard, it is advisable to trace the age-old features of pupils of senior school age, the psychological and pedagogical nature of the lesson of literature in the upper classes, and the psychological mechanisms of interpretation. Methods. Theoretical analysis of the existing documents, psychological and pedagogical literature on the outlined problem, definition and consideration of separate positions of researchers regarding the age characteristics of senior pupils, the views of native teachers on the organization of interpretive activities in the context of activity, competence and personally oriented approaches, mental nature of the phenomenon of interpretation, inductive and deductive methods generalization, systematization of the results obtained. Results By organizing the interpretive activity of students at the lesson, the teacher must on such of a period of early youth as the affirmation of a sense of adolescence, which determines the character of the student's activity, his aspirations and desires, activities, etc.; intensive intellectual maturation, as ability to abstraction, ability to formulate and evaluate alternative hypotheses, as well as to analyze their own opinions; establishment of causal relationships between acquired life experience and new educational information; intense development of aesthetic sensuality, which affects the moral and ethical position; meaningful role of emotions for motivating thinking activity, etc. Originality The effective principles of organizing interpretive activities of students according to the nature of the lesson of literature are named - dialogue, emotionality, individualization and collective character of educational activity, developmental and problematic studies. Conclusion On the basis of the analysis of psychological and pedagogical works of L.Vygotsky, I.Kon, P.Jakobson, S.Subuninstein and others the results were summed up: early adolescence - an age potentially creative, intellectual, which makes it the most favorable for the implementation of competence, activity and personally oriented approaches. during the organization of interpreting activities in the classroom; contact with different types of art should not be limited to excitement, any emotional experience needs explanation and comments, discussion; The effectiveness of organizing the interpretation of senior pupils will help to take into account the principles of emotionality, collectivity, dialogue, individualization, independence and problem-solving learning. The psychological mechanism of interpretive activity is one of the types of receptive intellectual and emotional activity of a person, encompasses feelings, perceptions, observations and cognition, - the development of interpretation, and therefore, the interpretive activity of students takes place in three stages: interpretation-assimilation, interpretation on causal relationships 'between the concrete phenomena, the interpretation-inference, which expresses the internal properties of phenomena.