FFeatures of the Preparation of Primary School Teachers for the Teaching of Literary Reading According to the System of Developmental Education

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Abstract

The article considers peculiarities of preparation of bachelors, future teachers of primary school, to teaching literature according to the system of developing education. Reading attitudes of students were identified that interfere with the competent analysis of literary texts and the competent teaching of literature. This is the setting to read the “morality” of the work as a variant of the naive-realistic reader’s setting, the setting to find the only correct interpretation of the work, the absence of the set to read the author’s point of view, the low level of readiness for independent reflection on the motives and character of the book’s heroes. It was revealed that these attitudes complicate the understanding of epic texts to a greater extent, while the understanding of a lyrical work is at a higher level. The article discusses the forms of work within the framework of studying the methodology of primary literary education, primarily related to the formation of an attitude towards teaching literature as a subject of the aesthetic cycle.

General Information

Keywords: primary literary education, developmental education system, teaching methods of literary reading, training of bachelor teachers, reading attitudes, understanding of the epic text, understanding of the lyrical text

Journal rubric: Professional Training of Specialists to Work with Different Categories of Children

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2023200106

Received: 05.03.2023

Accepted:

For citation: Adaskina A.A. FFeatures of the Preparation of Primary School Teachers for the Teaching of Literary Reading According to the System of Developmental Education [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Psychological Practice in Education, 2023. Vol. 20, no. 1, pp. 61–70. DOI: 10.17759/bppe.2023200106. (In Russ., аbstr. in Engl.)

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Information About the Authors

Anna A. Adaskina, PhD in Psychology, Associate Professor, Chair of Educational Psychology named after prof. V.A. Guruzhapov, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-8802-0975, e-mail: adaskinaaa@mgppu.ru

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