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Nowadays in the philological pedagogy, problem of the dialogue of cultures in the context of student-centered technology strategies of modern education attracts the scientists’ attention. The learning activity nature is considered within the frame of the concept of the School of dialogue between cultures, extended and developed by V.S. Bibler. One of productive socio-cultural ideas in the field of humanitarian thinking is the idea of understanding and communication, the subject of which is a work of art: it is assumed that the modern reader joining the diverse cultural values of different times and nations, fixed in the literature, finds its unique place on their borders, " in the contact zone" with "foreign" cognitive, ethical and aesthetic sense. The article reveals methodological principles of learning the composition of one literature in the context of its comparison with the other, providing a full extension of the reader's perception: orientation on genre-typological features of the compared works; characteristic of motivational structures used by writers; analysis of spatio-temporal relations embodied in the text, methods and techniques of psychological images, etc. The article distinguishes the ways of formation of theoretical notions of the national school pupils. The effective means of solving the problems that the teacher faces is comparative analysis of different national literature phenomena. It will help not only to understand the peculiarities of individual and creative artistic consciousness of the writers, patterns of the world literature but also those features of literature which give it its characteristic ethnic manifestation.

FORMATION OF THEORETICAL CONCEPTS IN THE PROCESS OF HISTORICAL-LITERARY COURSE STUDYING IN THE SENIOR CLASSES