Dear Editor
As an educational roadmap, the curriculum is of utmost importance; moreover, due to its flexible and dynamic nature (1), it must be given serious attention and revised if necessary. The ..."Persian Literature" course, which is one of the essential general courses in the curriculum of all medical sciences, including medicine, is also the same as others requiring revision. This course (3 theoretical credits) has been taught in the universities of medical sciences for many years (2). It should be mentioned that the reference or references are not mostly new and they are not associated with the needs expected of a medical student; moreover, they are repetitive and boring since all medical students studied them when they were in high school. In addition, the scope of the course content is broad, and fewer practical references are taught. It seems that most of the students' preference is to just study to get a grade and pass the course. Some can assist the students continue their studies; however, the fact is that these contents and subjects are entangled with many other subjects, such as poems, anecdotes, stories, and grammar. Therefore, it is difficult for the student to distinguish its importance from other subjects, or the student will realize their necessity after completing the course.
The topic of the essay is how to cultivate critical thinking through literary works. It stands for a variety of analytical, research, and cognitive techniques meant to stimulate mental processes ...while reading and understanding literary texts. Additionally, it emphasizes the active literary analysis techniques that foster critical thinking in students, such as event analysis, fishbone structures, and socionist analysis. The study's findings demonstrated that today's openness in literary education permits a variety of methods and resources for examining the linguistic and fictional "fabric" of literary texts.
The article covers the issue of using a technological approach in the construction of literature lessons. The educational achievements in the sphere of the problem, modern possibilities of innovative ...educational technologies, and their role in a modeling of school literature lessons are analyzed.
The technology of the constructed scientific literature has been revealed, focusing on the reading ability of a teacher, his (her) cognitive activity in using modern pedagogical and information technologies.
Improving the effectiveness of teaching literature in a technological pedagogical process is associated with the formation of the teacher’s readiness to model a holistic system of lessons as an algorithm of step-by-step student-reader actions based on a deep understanding of lesson structure and logic, taking into account clear goals and objectives at each stage, rational use of time and modern technologies.
It is claimed that the introduction of modern information technologies in the study of fiction at school has a positive impact on the perception of works of previous eras, bridges the gap in time, increases interest in literature and a teacher-innovator, increases the level of modern literary education. Therefore, the technological lesson is a clear algorithm that provides a systematic way of its construction, connects general didactic, methodical and artistic aspects of the lesson, acts as an indicator of its modernity and efficiency.
The article indicates the typical disadvantages of introducing modern technologies by teachers and the construction of a lesson based on a technological approach. The author draws attention to the main contradiction in the work of linguists – a misunderstanding of the difference between a technologically structured lesson and a lesson with technology warns against literal technologicalization in the work of a teacher of philology.
Changes in our society are caused by modern globalization processes carrying a number of objective and subjective threats that destroy the worldview methodologies of understanding the world by modern ...youth, as well as affecting the spiritual development of an individual. In fact, all this forces to reconsider the ideological orientations and appeal to spiritual and moral values, which is reflected in school curricula of not only Ukrainian but also World Literature. Introducing works based on Christian motive to school curricula require that the national methodology should find new approaches to the study and analysis of artistic texts. Texts in World Literature, which in Ukrainian schools are mostly studied in translated forms, as well as those in Ukrainian literature, provide the development of aesthetic tastes and preferences of readers, form the culture of interpersonal relationships, promote the cultivation of humanity and tolerance, compassion and mercy all of which constitute main timeless values both for a single individual and people as a whole. This has motivated the need for research and development of educational material in order to facilitate understanding the integrity of a literary text containing Christian images, motives, and a system of universal values. The article presents the method of a diagnostic experiment for determining the initial level of understanding the concept “Christian motive” by primary schoolchildren in Ukraine and Poland. The criteria and indicators of the investigated issue have been defined. The research methods used are: surveying teachers and students, ascertaining tests, recitation, conversation, observation and analysis of World Literature lessons in 5th -7th forms of I-III grade secondary schools in Ivano-Frankivsk, Lviv regions and Literature lessons in 1st - 3rd forms of secondary schools in Masovian and Subcarpathian Voivodeships in the Republic of Poland. The practical significance of the findings is to develop methodological approaches to the study of Christian motives at the lessons of World Literature and their understanding by students. We see further research perspectives in the development of an experimental model for understanding the concept “Christian motive” by students of 5th-7th forms in Ukrainian secondary schools, using Polish Literature teachers’ experience as an auxiliary factor: formation of students’ moral values through the use of artistic texts in general and Christian motives/images in particular.
Progressively, the differences between generations can be observed in schools, not only from the mentality point of view, but also through the evolution of technology. Nowadays, school has to adapt ...to the society’s development rhythm and prepare the youth for the future, which is characterized by change, advanced technology and science. As a Romanian Literature and Language teacher, the question which is raised is in what way the strategies, methods, and means used in class can be updated to the new types of communication and the necessities that students have according to the fundamental change of the society, such that the connection teacher-student can be realised in a more constructive and motivational way. This article proposes a new way of reflection for teachers interested in the optimization of methods and teaching means used in class – Mentimeter represents an innovative element in Romania, but currently used in the United Kingdom for high-school classes and university lectures. We will take into consideration how to define this concept, the process, the necessary means and materials, the lesson category, how to give suitable tasks in order to highlight the teacher’s and student’s role, realising didactic applications. In our opinion, Mentimeter can be an ICT method used in education, but it’s success depends on the teachers’ creativity and open-mindedness to innovation.
The article consists of lesson syllabus for 10th grade literature class based on Dragunskij D.V. short stories «Dark side of the freedom» and «Sin of complete clarity». Genre as a «semantic basis» of ...a composition is the base of workflow during the class. Inclusion of associative thinking in the beginning of the lesson is a necessary condition to thoroughly read and understand the essay, to activate the academic work, to have a possibility of co-creative dialogue and predomination of essay genre. During the text analysis at the class the students are consistently revealing such features of essay literature genre as associative nature, compositional and stylistic freedom, accentuated personality basis, irony and confidential author’s intention. Dragunskij’s essays are of philosophic nature, and they are specifically chosen for the lesson to foreground such moral problems as good and evil dualism, inability to directly estimate the notion of «freedom», and the necessity to understand another person. The lesson is diverse in methods: work with associations, individual independent and group work with text, analytical and thoughtful conversation.
The paper offers a guidance plan of the lesson based on the novel «Oblomov» by Ivan Goncharov. The lesson, as well as the whole system of lessons, is built on the problem dialogue technology. In the ...course of the lesson the second and the third parts of the novel are analyzed in detail, the traits of characters of Olga Ilinskaya and Ilya Ilyich Oblomov are scrutinized. The study of the epic is based on the analysis of the main questions: Why does the protagonist refuse of living a full-fledged life? Why does the author lead a protagonist through the test of love? How do the images of Oblomov and Stolz relate to each other? Frontal teaching and teamwork are used at the lesson which makes it possible to study a large amount of literary material. Discussion of these issues teaches the students to prove their point of view, to compare different ideas and phenomena, to generalize and draw conclusions.
The article introduces an organizational model of creativity process based on L. S. Vygotskiy’s ideas, where the first step is visualizing (reproducing) type of activity and second is combining ...(creative) type. A series of classes in the 6th grade based on «Innovative technology of literature education» by V. I. Tyupa were chosen as an example for model implementation. Visualizing activity type includes three educational and creative steps: emotional immersing in the world of genres, defying the genre «formula» as a semantic core of literary work and recreating given plot in the specific genre and using the defined «formula». Combining activity type suggests text creation based on genre «formula» using the material that would boost creative impulse and would awaken scholar’s imagination. Such organizational model of creativity process «from imagination to creation», step by step, by means of accumulating the aesthetic experience, allows us to activate the verbal creativity process of middle school scholars and give them the proper instruments to implement «freedom of self-expression».
The article is devoted to the consideration of the specifics of studying dramatic works in a specialized school based on a culturological approach. The authors focus on the issues of profiling the ...educational space and the changes that this process entails. Special attention is paid to the establishment of key differences in the methodology of teaching drama at the basic and specialized levels of education. A large place in the work is occupied by methods and techniques that contribute to the effective assimilation of dramatic material by students from the point of view of its cultural aspect. The authors come to the conclusion that such activities allow schoolchildren to develop skills in identifying various historical and cultural facts; skills in using historical and cultural comments and sources of information in order to enrich their background knowledge etc.
The article describes a methodical technique called «slow reading». The specifics of the work with Nina Dashevskaya's story «Oh, It's not the Evening Yet» is revealed. The story draws attention by ...its relevance to adolescents. In the center there is a the hero-narrator, who is concerned with the problems related to relationships with peers, with the comprehension of the personal «I» and the other's «I», with the realization of what is important or significant, and what is minor and insignificant. Once in an unusual situation, the hero makes an important discovery: much in this difficult world depends on the person himself, on his attitude to people, and music is a universal tool that allows people of different ages to establish interpersonal contacts, music unites, frees from complexes and low self-esteem.
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