Open AccessModern approaches to teaching in O.Yu. Bogdanova’s methodological heritage
Author(s) -
Victor F. Chertov,
Sergey A. Zinin,
I. V. Sosnovskaya
Publication year - 2020
Publication title -
literatura v škole
Language(s) - English
Resource type - Journals
ISSN - 0130-3414
DOI - 10.31862/0130-3414-2020-5-119-128
Subject(s) - reading (process) , pedagogy , perception , literary criticism , sociology , criticism , psychology , mathematics education , epistemology , literature , political science , philosophy , law , art
The aim of the article is to analyze the main directions of scientific and pedagogical activity of O.Yu. Bogdanova, the issues of her scientific works (the content of literary education, reading interests, the peculiarities of the perception of fiction by students, the relationship between the perception and analysis of a literary work, the co-creation of the teacher and students in literature lessons). The article uses a comparative historical research method. The authors acknowledge O.Yu. Bogdanova’s contribution to the modern theory and methodology of teaching literature, to developing various ideas of his teacher V.V. Golubkov’s: On binding methodology with psychology, on the close connection of the methodology of teaching literature with sociology and the psychology of reading, on the need to rely on the achievements of literary criticism and didactics. The issue of the student being a reader became one of central in the scientific works of O.Yu. Bogdanova, who functioned already in her early articles both as a methodologist and as a psychologist. In 1980s, at the Department of Literature Teaching Methods of Moscow State Pedagogical Institute named after V.I. Lenin (now – MPGU), under her leadership, the V.V. Golubkov scientific school was established. The school considered the issue of interest both on the basis of the study of the reading interests of schoolchildren, students, teachers, parents, and on the experience of the effective organization of a literature lesson, other forms of educational activities and extracurricular activities that promoted the development of interest in reading and studying literature. In conclusion, the article deduces that many of the scientist’s requirements for the training and retraining of language teachers are relevant: dialogization of the content of literary education, development of interest in reading, active development of the ideas of hermeneutics, study of the dynamics of teaching literature, search for new effective methods and technologies for conducting lessons and extracurricular literature classes.