On the story of the literature lesson

The purpose of the article is to reveal the method of working with the climax as an element of the plot of a literature lesson. Thus, the basis of the term “case study” perceived as a “cell” of the lesson, its logical and emotional piece (N.A. Stanek), which is reminiscent of a story situation that is the element of the artistic structure, primarily, of epic or dramatic works. In this case, the lesson is considered as a structure based on “methods of linking steps” (I.V. Sosnovskaya). The climax of the lesson is characterized as a moment of the highest psychological tension, which marks a certain turning point in the comprehension of a literary work (usually the inner world of a literary character), followed by a gradual decrease in tension caused by the process of resolving a problem situation. The climax, which is the subject of the scientific and methodological research, is included in the context of synergetic pedagogy. When applied to a literature lesson, the word “chaos”, which is part of the synergetic paradigm, can characterize the psychological state of a student who has encountered something unusual, unexpected – something that can destroy a certain intellectual model, in the creation of which, he took an active part and was convinced of its adequacy to the object under consideration. In the article on the example of the study of N.V. Gogol (“Dead souls”), I.A. Goncharov (“Oblomov”), L.N. Tolstoy (“War and peace”), A.P. Chekhov (stories), it is shown how inclusion in a lesson of an element (elements) of the structure of the studied works, linguistic (P. Weil and A. Genis on short stories by Chekhov as micronovels) or artistic interpretations (a comparison of Tolstoy’s text with an episode from the film directed by S. Bondarchuk), leads to the climactic stage of the lesson followed by the moral-psychological, philosophical or aesthetic conclusion, summary, prepared by the analytical procedures, including expanded and compressed correlations.