of literature. First of all, the teacher must know his subject, be ready for constant self-education, be ready to acquire new knowledge and skills in his subject, to know the main stages of the ...development of Russian literature, to conduct a comparative analysis of the phenomena of Russian literature with the main directions of the development of literature of the peoples of Russia and the world literature as a whole. The aim of our study is to justify theoretically and devise methodologically a system of classroom studies with the use of interactive and digital technologies at university (Kazan Federal University). This allows us to develop professional habits and practical skills of future school teachers of Russian literature for the effective teaching of modern Russian literature at school. In our study use has been made of the following methods: theoretical (the study of literary, psychological and pedagogical research), as well as empirical (pedagogical experiment (ascertaining, transforming and control), generalization of our own pedagogical experience of work at school and University, observation, conversation and interviewing of 100 students, university and school teachers of the city of Kazan, etc.). In the course of research the following results were obtained: methodic guidelines for the use of interactive and digital technologies in the classroom studies of historical, literary and pedagogical disciplines were theoretically devised and implemented into the practice of professional training of teachers of Russian literature at the University. Let us consider different forms of classroom work on the example of studying the discipline "The ways of integrating the works of modern Russian literature into the practice of school teaching" for the students doing their master's course in "Philological education" at Kazan Federal University. In this article, the proposed method is demonstrated by the example of practical training on the work of modern Russian writer Valentin Rasputin. The practical significance of the study lies in the fact that methodological recommendations and guidelines were proposed, theoretically justified and tested during our experimental work, in order to introduce interactive and digital technologies in the process of training future teachers of Russian literature. It is determined that the systematic use of interactive methods in the University practice of teaching historical, literary and pedagogical disciplines can effectively develop professional habits and skills of future school teachers of literature and also allows them to form critical thinking, creates a positive motivation in the implementation of their professional activities, develops communication skills and meta-subject skills that are necessary for the systematic use of interactive and digital technologies in their own teaching activities. The results of the study can be used in preparation of programs and textbooks on the methodology of teaching literature at school and university, and the proposed system of practical training can be implemented in the practice of teaching modern literature at schools and universities.
In the methodology of teaching literature and in school practice, traditionally much attention is paid to the problem of interdisciplinary connections, while the issues of intra-disciplinary ...interaction of literary material within the school course are not sufficiently developed by methodologists. The presence of this problem is felt especially acute in the study of literature in high school, when students ' knowledge is generalized not only at the synchronic, but also diachronic levels. With consistent updating of various levels of artistic communication, the study of the historical and literary course acquires a broad dialogical focus, forming the skills of contextual examination of literary phenomena in students. In this article, we will consider building intra-disciplinary relations in the lessons of studying modern Russian poetry at school. First, various artistic universals (archetypes, mythologems, topos, "eternal" motives) are actualized, which have important methodological significance and allow students to make broad historical and cultural generalizations at the lessons. Holistic comprehension of a work of art in the context of the historical and literary process is determined by the definition of various types of intertext artistic interactions (borrowings, imitations, parodies, reminiscences, citations) reflecting the principle of continuity of literary phenomena. At the same time, it is very important to identify historical and biographical ties, a creative dialogue between contemporary poets and poets of various eras. It can be mentoring, apprenticeship, co-authorship, rivalry, continuity, tradition actualization, "attraction - repulsion" type of relationships, influence, and others.
The effectiveness of school literature lessons and native literature directly depends on the qualifications of teachers of native (Russian, Tatar) literature; therefore, the importance of the content ...and form of university studies of a methodological and pedagogical profile is increasing. In particular, at the Institute of Philology and Intercultural Communication of the Kazan (Volga Region) Federal University (IFMK KFU), the professional training of graduate students enrolled in the training area of 44.04.01 "Pedagogical Education" includes elective disciplines "Development of the creative beginning of students in the lessons of Tatar literature", "Development and use of innovative teaching materials on literature", which allow forming not only the professional skills of undergraduates but also contribute to the formation of a creative approach to conducting classes in literature.Purpose of the study: to theoretically substantiate and develop practical guidelines for studying native (Tatar, Russian) literature at school based on the development of students' creativity, which will help to increase the emotional and aesthetic impact of literature on students and diversify the methods of working on the text.Research results: in the development of practical classes of elective disciplines conditions are created for the formation of a creative beginning in future teachers of literature and native (Russian and Tatar) literature, as well as for teaching modern innovative and interactive technologies. In the lessons of native (Russian, Tatar) literature students use the following types of discussions: educational-critical, educational-literary, including commentary-textological. Such conversations-dialogues are called “Reading Gabdulla Tukay”, “Reading Renat Kharis”, “Reading Alexander Pushkin”, “Reading Yevgeny Yevtushenko”.
The study of the specifics of the manifestation of cultural codes in Tatar poetry and prose of the second half of the 20th century is of great scientific and practical interest. The timeliness of the ...chosen topic is conditioned by the need to identify the uniqueness, originality of Tatar national poetry and prose of the given period. At the same time, it should be noted that Tatar poetry and prose of the period of returning to national origins has not undergone comprehensive, holistic, detailed, structural study in terms of reflecting national identity. The goal of research: systematic and comprehensive study of the creative work of Tatar writers of the second half of the 20th century in respect of the aspect of the specifics of the manifestation of the national cultural code in them, identifying the nature of literary interactions and interrelations with Russian literature. The article deals with the specifics of the implementation of the Tatar national cultural code in the works of Amirkhan Eniki, Mirgaziyan Yunys, Ravil Bukharaev, Zulfat, Robert Minnullin, Renat Haris, Hassan Tufan and Ildar Yuzeev. The works under study reflect the Tatar national worldview and contain its main components: the image of homeland and native land, national holidays, moral and spiritual values and the history of the Tatar people. They also reflect the organic connection of the creative work of these writers and poets with the Tatar national culture and literature.
The novel "The Silver Horseshoe" (1979) by D.A. Tardzhemanov, continues the traditions of Bildungsroman, introduced in the Russian literature of the nineteenth century, which fits into a circle of ...works about teenagers written by Russian writers and Tartars in the second half of the twentieth century. The novel is a profound psychologism in the image of the inner world of a teenager. Its action is related to the end of the 18th century and the first half of the 19th century. Aksakov is represented as a high school student and friend of the main character of the novel, N.I. Lobachevsky.
Article is devoted to studying the specifics of teaching modern Russian poetry in the context of the Russian and Tatar cultures’ dialogue in system of school education of the Tatarstan Republic ...featuring teaching two state languages - Russian and Tatar.Relevance of this research is caused by theoretical and practical readiness of a technique for teaching the Russian poetry of the second half of the XX century - the first decade of the 21st century in the senior classes of schools with native (Tatar) language of training. In this research the technique of teaching modern Russian poetry developed by us in the context of the Russian and Tatar cultures’ dialogue approved in practice of teaching literature in the 11th class of the Tatar gymnasium No. 2 of Kazan is presented.The conducted research allows us to draw conclusions that use of dialogue of cultures promotes increase in efficiency of studying the Russian literature by Tatar students due to activization of their bicultural potential. On the example of the out-of-class lesson devoted to I. A. Brodsky, A. S. Kouchnerand O. G. Chukhontsev's philosophical poetry the technique of studying the poems of these poets taking into account features of perception by Tatar students of the Russian literature as nonnative is for the first time presented.The analysis of skilled and experimental training results showed that the successful solution of the problem of teaching modern Russian literature in foreign-language audience is promoted use at lessons of convincing facts about the similar phenomena in Russian and native (Tatar) literatures, detection of the works similar on subject, close in the problem and genre relations, the appeal to the translations of works of the Russian writers on native (Tatar) language.At a lesson of a home reading group methods of the student work organization, as well as various kinds of student activity were used: expressive reading of poems by I. A. Brodsky, A. S. Kouchner and O.G. Chukhontsev devoted to time subject, oral performances of students with reports and messages on creativity specifics of modern Russians and Tatar poets R. M. Haris, R. G. Fayzulin, Zulfat, carrying out complex, comparative, comparative and typological analyses of poems of the Russian and Tatar poets, professional literary poems’ translations of the modern Tatar poets into Russian, as well as creation by students of the word for word translations of poems of I. A. Brodsky, A. S. Kouchner and O. G. Chukhontsev into Tatar (due to the lack of their professional literary translations).
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