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2 2015

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ФОРМУВАННЯ ЛІТЕРАТУРОЗНАВЧОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ: ШЛЯХИ РЕАЛІЗАЦІЇ

100%

Фенцик О.

nr 10(54)

179-188

The author justifies the necessity to form skills of literary work interpretation in the unity of its content and form, which establishes the foundation of literary competence of the future primary school teachers. Using in the process of studies such research methods as analysis and synthesis, induction and deduction, modeling, survey (interview, questionnaire), observation and analysis of work, author describes the current state of teaching the course «literary reading», notes that the teacher’s ability to present literary works as an art is laid in higher school. A student who had studied technique and technology of literary reading, but does not have a common basis of literary theory, cannot in the future creatively organize the learning activities in the classroom, as he will not be able to analyze the quality of the literary work. To train younger pupils to accept literary work fully, the future teachers must realize that all the components of the content and form of the literary work «cooperate» to highlight author’s ideological intent and do mission not only as catharsis, but also as the aesthetic impact on the recipient. Insertion of the course «Fundamentals of literary work analysis» in the structure of the primary school teachers training will form principles of literary concepts of literary text elements, their functional role in determining author’s idea. One of the principles that define the content of the course «Literary reading» is literature-study that envisions familiarizing younger students with literary concepts, in particular components of the content of the literary work (theme, idea (the main idea of the work) and the components of the form. Literary component of professional training establishes the foundation of literary competence of future teachers and provides the ability not only to teach primary school children to read, but also to fully perceive literary works. The author finds the perspective for further research in the innovative technologies of the text examination which are aimed at meaningful and aesthetic perception of art.

Literary Competence of Future Philology Teachers’ Professional Development (Based on the Educational Experience of Germany)

84%

Bazyl L.

nr 1

52-59

The author performs a theoretical analysis of the educational experience in philology teachers’ professional training in Germany in the context of solving scientific problem of literary competence development. Internal and external factors of this process have been determined both by socio-political realities, economic, philosophical, cultural, psychological factors, and the dynamics of the literary process in developed countries, content diversity of literary studies, methodological, aesthetic, methodological factors of mastering literature process have been emphasized. Particular attention has been paid to designing strategies for studying modern literature based on Bourdieu’s theory providing a detailed understanding of specific contexts and holistic understanding of the literary field due to metadiscourse analysis. Through the use of empirical data the process of literary field theory establishing in the German literature study has been explained, attention has been focused on reviewing the G. Grass’ latest novel by literary critics under the influence of external and internal factors of literary process development that specifies educational process of literary competence development.