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Issue №8 (2018) Part 1


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Valerii Syrotenko, Olena Bondarenko

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The article is devoted to a twofold problem: 1 – the content of propaedeutic material on the basis of literary studies in the lessons of literary reading in primary school, 2 – the nature of the methodological training of the future primary school teacher, teaching the school subject “Literary Reading”, to methodologically correct and efficient organizing of Literary Reading lesson where the understanding of certain literary concepts is formed. The relevance of the problem is due primarily to the fact that in Literary Reading lessons literary concepts are assimilated in the propaedeutic level that requires the teacher to master specific methodological techniques and forms of organization of the lesson. In this regard, the future primary school teacher should be trained at the university. That is, the higher educational institution should provide the proper theoretical training on the basics of literary studies and equip the future teacher with deep and comprehensive practical methodological skills, skills for performing professional functions. To do this, at the disposal of teachers there are several academic disciplines, including the courses “Basics of Literary Studies” and “Children’s Literature with the Methodology of Literary Reading”. At the same time, it should be ensured that both lecture and seminars are as active as possible and have the creative nature which inwardly corresponds to the nature of the fiction itself as a type of art, the perception of which has an obvious individual and interpretive character.

The course “Basics of Literary Studies” is fundamental because it reveals the peculiarities of a particular literary phenomenon, including figurative and expressive means. In order to avoid the presentation of bare theory, to activate students’ thinking, the lecture is supplemented with the elements of the conversation, which not only contributes to more conscious mastering of important literary positions (lexical figurative and expressive means), but also clearly demonstrates to students the effectiveness of combining different types of educational activities in the lesson.   

Significant search and creative possibilities are opened while conducting seminars (the poems of V. Ellan-Blakytnyi “After the Kreutzer Sonata”, Oleksandr Oles “The Lily of the Valley”, “Freedom!? Freedom!? Maybe dreaming...?” are proceeded). In the verse of V. Ellan-Blakytnyi, assonance, alliteration (phonetic figurative and expressive means), symbols as a kind of metaphor are defined. To do this, the tasks of the search character are done, and the character of the text sound is determined when it is about various musical instruments (violin, fanfare). A similar task asserts the understanding of the responsibility of the recipient (student → teacher → learners) to the artwork of a piece of literature, to feel its aesthetic identity.  

In the verse of Oleksandr Oles “Freedom ...”, stylistic figures (rhetorical questions and appeals, inversion, ellipsis) are first defined, and then a stylistic experiment is performed, where single-ended and incomplete sentences are replaced by two-complex, to match both variants and determine the nature of the emotional tension of each of them. In a similar way, it is emphasized that the formal factor in the work never exists in itself, it is obligatory, on the one hand, conditioned, and on the other hand, it is intended to express the content of the work, to emphasize its conflict and problematic or ideological and pathetic inspiration. So the teacher must work on disclosing this dialectical interdependence at the lessons of literary reading.

Study of the poetry “The Lily of the Valley” is performed in the form of the game “Who is more?” (all groups of figurative and expressive means are determined). Due to this the lesson acquires special emotional excellence, as well as students are convinced of the effectiveness of this methodological approach, which can be successfully applied in different educational situations at primary school.

The discipline “Children’s Literature with the Methodology of Literary Reading” summarizes the literary and methodical component of the entire educational process. In view of this, the work is aimed at consolidating, deepening and improving the acquired theoretical information about figurative and expressive means (the role of independent work is growing), and on the basis of this methodological knowledge, the ability of methodically correct organization of propaedeutic study of literary concepts is formed. Thus, in the seminars, the poem of P. Tychyna “Choir of Forest Bells” (studied in the 4th form) is analyzed. The academic group is divided into four subgroups (the number of groups of figurative and expressive means), each of which performs its task: alliterations, personification, epithets, inversion, anaphora, features of vocabulary (“Lexical Microscope”) are determined. At the same time, each group develops a fragment of the plan of the lesson, in which it offers its own methodology of working with students to clarify the revealed artistic peculiarities. This not only teaches students to carry out analytical and research work, but to conduct a discussion, to defend and argue the proposed methodological techniques and forms of work.

Key words literary propaedeutics, figurative and expressive means; epithets; comparisons; metaphor; symbol; personification; alliteration; anaphora; inversion; ellipsis; rhetorical questions and appeals; literary didactic game; heuristic conversation; independent work; selective reading. 
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About the journal

The scientific issue “Professionalism of the Teacher: Theoretical and Methodological Aspects” is an educational journal that is dedicated to the problems of training specialists in various fields of study, a wide range of issues of innovative developing modern education and scientific research in this line.