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BACK TO ISSUE CONTENT | HERALD OF CSPU 2020 № 2 (155) Pedagogical sciences
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DOI: 10.25588/CSPU.2020.155.2.003
UDC: 808
BBC: 83.011
Yu. A. Gimranova ORCID
Сandidate of Philologic Sciences, Senior Lecturer at the Department of Literature and Methods of Teaching Literature, South-Ural State Hu-manities-Pedagogical University
E-mail: Send an e-mail
REMEYK AS A METHOD FOR FORMING READING ACTIVITY OF STUDENTS OF PHILOLOGICAL FACUL-TIES OF UNIVERSITIES
Abstracts

Introduction. Within the framework of the Federal State Educational Standard, the primary task of literary education at school and university is the formation of an independent, creative personality, capable of active creativity, with critical thinking. This target setting of modern education involves the use of new teaching methods, one of which is the creation of a secondary text based on the classic. The ability to correctly use this method of teaching in literature lessons is very important for future philology teachers.

Materials and methods. The study used a cultural-historical approach, methods of comparative, hermeneutic, receptive and intertextual analysis.

Results. The article presents methodological recommendations for creating a secondary text, the classification of the most frequent types of rethinking of a classical text in the "fanfiction" format, the features of creating a secondary text in a literature lesson, the results of the study, namely: analysis of the work of 2nd year students of the Faculty of Philology devoted to modern reading of the story N.V. Gogol's “Terrible Revenge”.

Discussion. The presented technique of working with creating a remake allows students not to experience difficulty in analyzing a classical work, establishing the semantic load of secondary texts. The article shows the results of the analysis of the practical application of this technique - the creation of secondary texts according to the story of N.V. Gogol's “Terrible Revenge”.

Conclusion. The developed recommendations for creating a remake are a factor not only of the analysis of the semantic load of the case text, but also of the formation of a creative reader, which is one of the priority tasks of modern literary education.

Keywords

Reception; Remake; Analysis; Secondary text; Creative interpretation; Interpretative competence

Highlights

Recommendations for the work on the creation of secondary texts based on the classical work are presented;

The main types of texts dedicated to the rethinking of the original text are highlighted;

The results of the analysis of secondary texts, student creative works, revealing an independent, creative concept of students and representing their creative dialogue with a classic author are presented.

REFERENCES

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