| Popis: |
The purpose of the article is to present the scientific and methodological ideas of Professor L.V. Shamrey’s, ScD in Education. The article focuses on the issues of modern lessons of Literature; the issues, related to the general and philological culture of the teacher, their professional skills to plan and structure one’s activities, rethink the goals and objectives of teaching in accordance with modern requirements. The article includes information on the all-Russian conference “Literary work in the context of artistic culture” (Nizhny Novgorod), dedicated to the memory of L.V. Shamrey. The article includes a substantial review of her monograph “The role of image-associative thinking in the development of the school pupil reader”. Describing the scientific direction headed by L.V. Shamrey, the author dwells in detail on the difference between the lessons of a simulation type and traditional literature lessons. The difference entails imagery as a principle of structuring educational activities, increased emotiveness, careful selection of content, higher complexity of tasks and accuracy of wording. In the article special attention is paid to the staged structure and organization of the lessons of a simulation type including the “birth” of an idea expressed in a metaphorical form, concept, principles of content selection, and description of the course of the lesson. Theoretically based ideas are supported by some examples of lessons from the practical experience of L.V. Shamrey’s. By way of conclusion, the author deduces that the introduction of the lessons of a simulation type into the literature teaching process is not a rejection of the traditional classical lesson. It’s an enrichment of the teacher’s professional culture which has a huge impact on the development of literary education in school and a certain degree of students’ freedom of reflection over the read piece of art. |
