ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ РАБОТЫ С ОБРАЗОМ АВТОРА ЛИТЕРАТУРНОГО ПРОИЗВЕДЕНИЯ НА УРОКАХ ЧТЕНИЯ

PEDAGOGICAL CONDITIONS OF WORKING WITH THE IMAGE OF THE AUTHOR OF A LITERARY WORK IN READING LESSONS

Maria Strelnikova

student, Belgorod State National Research University (NRU "BelSU"),

Russia, Belgorod

Roman Bogachev

scientific supervisor, Candidate of Philological Sciences, Associate Professor, Belgorod State National Research University,

Russia, Belgorod

АННОТАЦИЯ

Статья посвящена изучению педагогических условий работы с образом автора литературного произведения на уроках чтения в начальной школе. Рассматривается значимость предмета «Литературное чтение» для формирования у младших школьников эстетических взглядов, критического мышления и навыков анализа текста. Особое внимание уделяется комплексному подходу, который включает эмоциональное восприятие, игровые методы, доступный анализ текста и постепенное введение литературоведческих понятий. Описаны эффективные приемы работы с биографией автора, такие как «Страницы биографии», викторины, литературные диктанты, а также творческие задания, например, написание письма автору или создание текста в его стиле. Подчеркивается важность использования современных технологий, таких как смысловое чтение, проектная деятельность, скрам-метод и технологии развития критического мышления. Приводятся примеры практических приемов, направленных на развитие аналитических способностей учащихся, понимание авторской позиции и связи между жизненным опытом писателя и его произведениями. Отмечается необходимость учета возрастных особенностей детей и создания атмосферы доверия на уроках. В заключение подчеркивается, что работа с образом автора способствует формированию интереса к литературе, развитию эмпатии и глубокого понимания текста.

ABSTRACT

The article is devoted to the study of pedagogical conditions of work with the image of the author of a literary work at reading lessons in elementary school. The significance of the subject “Literary Reading” for the formation of aesthetic views, critical thinking and text analysis skills in junior schoolchildren is considered. Special attention is paid to the integrated approach, which includes emotional perception, game methods, accessible text analysis and gradual introduction of literary concepts. Effective methods of working with the author's biography, such as «Biography Pages», quizzes, literary dictations, as well as creative tasks, such as writing a letter to the author or creating a text in his style, are described. The importance of using modern technologies such as semantic reading, project work, scrum method and critical thinking technologies is emphasized. Examples are given of practical techniques aimed at developing students' analytical abilities, understanding the author's position and the connection between the writer's life experience and his works. The necessity of taking into account the age peculiarities of children and creating an atmosphere of trust at the lessons is emphasized.

Ключевые слова: образ автора, литературное чтение, педагогические условия, анализ текста, критическое мышление, творческие методы, смысловое чтение, проектная деятельность, биография автора, литературный анализ,  игровые методы.

Keywords: author's image, literary reading, pedagogical conditions, text analysis, critical thinking, creative methods, meaningful reading, project activity, author's biography, literary analysis, game methods.

The subject «Literary Reading» offers students opportunities for creative engagement with works, fostering an aesthetic appreciation. Studying the author's image in lessons enhances understanding, linking the author's idea to its literary expression. Effective pedagogical conditions are essential, involving analytical reading, recognizing the author's position, and critical evaluation. Lessons should encourage open discussion and personal expression. Learning about the writer's life aids comprehension of their works. For example, the «Pages of Biography» technique focuses on key, morally significant moments from the author's life.

Quiz on the biography of the writer (conducted in grades 3-4 when studying the biography of children's writers and poets, with whose work students are familiarized from class to class. Scientists recommend 5-6 questions-assignments, using illustrations and texts of works).

The game «Find a mistake» (pupils are divided into groups. Each group receives texts with the biography of a writer, in which there are mistakes. The teacher can tell the group the number of mistakes. It is necessary to find mistakes, correct them and prove the correctness of their choice). It is important to organize the work in such a way that students can compare the details of the author's biography with his work, find in the works of the writer a reflection of his personal qualities, identify beliefs and life experience. It is necessary to see the presence of the author in the text to master the skills of semantic reading. The main task is to develop the ability to analyze works and highlight the author's position in them.

Formation of skills of analyzing the author's image in literary works in junior schoolchildren is an important task that helps to develop critical thinking, empathy and understanding of the text [5, с. 253]. An effective technique is to work with the text. The teacher should ask students to select a passage from a work that directly or indirectly reveals the author's thought or feeling. After that, students should discuss the found fragments, identify the peculiarities of the author's style, his manner of narration, paying attention to artistic techniques.

The use of comparisons is also significant. The teacher can offer pupils to compare the image of the author with the image of another author, to identify similarities and differences in the manner of presentation of thoughts, in the approach to the description of characters or situations. At the lessons of literary reading you can use the technique “Author's chair”, where students, taking a fictional place of the author, try to explain the ideas and motives of the text, using information about the author. Another technique is to analyze the author's biography in the context of the work, which helps to see the connection between the life path and the themes of the work.

The approach to work with the image of the author in a literary work in reading lessons at elementary school requires careful and thoughtful use of various technologies.  One of such approaches is the technology of semantic reading, which allows students to perceive works and master their content. This technology promotes the formation of such skills as analyzing, interpreting and evaluating the text from different points of view [3]. The application of semantic reading teaches children not only to perceive information, but also to highlight the main ideas of the work, the understanding of which depends on the context in which the author creates his text.

An essential aspect of studying the author's image is the use of research and project-based learning, which encourages active student participation. Through project activities, students independently explore authors' works, analyze their style, and reflect on the author's role in literature. This approach helps younger students recognize the connection between a work and the author's personality, thoughts, and experiences. By studying the author's biography and historical context, children gain insight into how personal experiences and views shape literary creations.

For example, the research project «Leo Tolstoy - writer and teacher». The goal is to familiarize children with the personality of Leo Tolstoy and his works for children. Reading Tolstoy's stories («Filipok», «The Bone», «The Lion and the Dog»).Research: children will learn about how Tolstoy created his stories for children, about his school for peasant children.

- Creating a mini-book with illustrations of Tolstoy's stories, writing their own story in Tolstoy's style. The project culminates in a «literary evening» where children read their stories and share their impressions of Tolstoy's works. The project «Leo Tolstoy - writer and teacher» allows children to learn about Tolstoy's life, his school for peasant children and understand how his pedagogical ideas are reflected in stories for children.

The scrum method is an innovative group-based teaching technology that promotes active student participation, teamwork, critical thinking, and independent analysis. In elementary literary reading lessons, it can be used to study the author's image by shifting the educational process from teacher-led to student-driven. This approach fosters personal responsibility, creative thinking, and critical text analysis through discussions and opinion exchanges. Additionally, it helps develop students' teamwork and communication skills [4, с. 33-36].

It is also possible to use the technology of critical thinking development.  The technology of critical thinking development is actively used in the educational process, including the study of the author's image in works in the lessons of literary reading in elementary school. This technology helps to develop in younger students analytical abilities, the ability to ask questions, formulate their own opinion and argue it.

For example, the technique «Thin and Thick Questions». The teacher invites children to divide questions into «thick» (deep, requiring reflection) and «thin» (simple, factual). For example:

Thin question, «What is the main character's name?»

Thick question: «Why did the author choose this particular character for his work?»

After reading the work, children formulate questions that help them understand the author's position, his attitude to the characters and events. This develops the ability to analyze the text and look for hidden meanings in it.

The "reading with stops" technique involves the teacher pausing during text reading to ask questions that analyze the author's intent and position, such as in Tolstoy's story "Kostochka." Incorporating interactive elements like digital presentations, videos, and online discussions engages students and caters to their individual needs. Effective integration of various methods into a unified educational process enhances learning through a synergetic effect, where combined approaches yield greater results. Properly organized lessons using diverse techniques foster a deeper understanding of the author's role, spark interest in reading, and develop students' analytical skills and literary taste.

References:

1. Agoltseva E.V. Use of modern technologies at the lesson of literature // Modern lesson [Official site]. URL:// https://www.1urok.ru/categories/14/articles/46888 (date of address 20.02.2025).
2. Andreev V.I. Pedagogy: Training course for creative self-development / V.I. Andreev - 2nd ed. - Kazan: Center for Innovative Technologies, 2015. - 608 с.
3. Aslyamova E.A. The use of modern technologies in the lessons of literature // All-Russian journal “Pedagogical Mastery” [Official website]. [Official website]. URL://https://www.pedm.ru/conference_notes/463 (date of address 14.02.2025).
4. Berkutova A.P. Teaching creative reading to junior schoolchildren / A.P. Berkutova // Nachalnaya shkola. - 2014. - №4. - С. 33-36
5. Efrosinina L.A. Literary reading, methodology for the teacher, 1-4 classes / L.A. Efrosinina. - M: “Ventana-Graf”, 2002. - 348 с.
6. Timoshenko A.A. Methods and techniques of working with the text at the lessons of Literary Reading // multiurok.ru Educational social network multirok [Official site]. URL:// https://multiurok.ru/blog/metody-i-priiomy-raboty-s-tekstom-na-urokakh-literaturnogo-chteniia.html (date of address 20.02.2025)