MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION
FEDERAL STATE BUDGET EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION
"TOMSK STATE PEDAGOGICAL UNIVERSITY"
(TSPU)
APPROVE
Dean PF
G.Yu. Titov
"___" __________ 2011
WORKING PROGRAM OF THE DISCIPLINE
DPP.F.04 - Children's Literature
Tomsk - 2011
1.Goals and objectives of the discipline
Children's literature plays an important role in the preparation of future teachers elementary school. The course "Children's Literature" involves a consistent consideration of the evolution of genre forms in literature for children and youth, as well as the study of the development of children's and youth literature, various forms of interaction between Russian children's literature and foreign
Target: to form a holistic view of children's literature as an independent historical and literary phenomenon, reflecting the general trends in the development of domestic and world culture, literature, as well as pedagogical thought.
Tasks:
To study monographically the work of outstanding children's writers, both Russian and belonging to world culture, but "who have found a second cultural homeland" in Russia;
Develop the skills of an analytical approach to a literary text that has a child or teenager as its addressee;
To provide interdisciplinary connections of the course "Children's Literature" with the disciplines of the psychological and pedagogical cycle, considering the work of art of children's literature as a source of information about the psychological characteristics of children.
^ 2. Requirements for the level of mastering the content of the discipline
Studying the course of children's literature should help future teachers master the skills of organizing children's and youth reading, when the focus is not on problem-thematic analysis, but on natural and logical attention to the literary word.
Students must acquire the following knowledge, skills and abilities:
To master the specifics of children's literature: artistic and pedagogical components;
Master the methodology for analyzing works of children's literature;
Master the key literary and critical written genres: annotation, review, review of a children's literary publication; artistic genres: literary fairy tale (stylization, parody, etc.), riddle, story (which is based on a dynamic fascinating plot);
To learn by heart a number of poetic and (partly) prose texts that are mandatory when working with children and adolescents;
Learn to understand the age and psychological characteristics of children through the analysis of works of children's literature,
Learn to take into account the interests of the young reader when compiling lists of literature for extracurricular reading.
^ 3. Volume of discipline and types of educational work
| Type of study work | Total hours | Semester |
| 4 |
||
| The total complexity of the discipline | 160 | 160 |
| Auditory lessons | 90 | 90 |
| Lectures | 54 | 54 |
| Practical lessons | 36 | 36 |
| Seminars | - | - |
| Laboratory works | - | - |
| And (or) other types of classroom activities | - | - |
| Independent work | 70 | 70 |
| Course project (work) | - | - |
| Settlement and graphic works | - | - |
| Essay | - | - |
| And (or) other types of independent work | - | - |
| Type of final control (test, exam) | Exam - 4 sem. | Exam |
^ 4. Content of discipline
4.1. Sections of the discipline and types of classes
| No. p / p | Section of discipline | Lectures | Practical classes | Self. Job |
| 1. | Specificity of children's literature: artistic and pedagogical components. Circle of children's reading. | 2 | 2 | 8 |
| 2. | The main stages in the history of domestic and foreign children's literature. Trends in the development of modern children's literature. Scientific basis for the analysis of works of children's literature when working with younger students. | 4 | - | 6 |
| 3. | folklore in children's reading. Folk and literary tales. | 8 | 4 | 10 |
| 4. | Evangelical circle of calendar holidays. Old and New Testament themes, motifs and images in children's literature. Christmas story. Easter story. | 8 | 6 | 10 |
| 5. | Historiography of the soul. The child and his world autobiographical works from S. Aksakov to I. Shmelev. | 10 | 6 | 16 |
| 6. | | 4 | 4 | 4 |
| 7. | Genres of adventure literature for children. Adventure literature and fantasy. Fantasy. | 6 | 6 | 4 |
| 8. | Natural History Theme in Children's Literature. Scientific and artistic knowledge. | 4 | 4 | 4 |
| 9. | Humor. Children's literature of Russian abroad. | 4 | 2 | 2 |
| 10. | | 4 | 2 | 4 |
| TOTAL | 54 | 36 | 70 |
^ 4.2. The content of the sections of the discipline
Section 1. Specifics of children's literature: artistic and pedagogical components. Circle of children's reading.
Lectures: Children's literature and youthful reading, artistic pedagogical book. Classifications of children's literature: genre-thematic, reader-age, artistic-functional. Functions of children's literature as the art of the word: communicative, hedonistic, aesthetic, educational, cognitive (teaching).
Specificity of children's literature: artistic and pedagogical components. Circle of children's and youth reading. Variety of topics, types and genres of children's literature. The concept of "children's literature", "children's reading", "children's book". Basic editions for children.
The specifics of children's literature: the availability of content, the simplicity and rapidity of the development of the action, the brightness and emotionality of the images, the richness of the language.
^ Practical lessons: Literature as the basis of the spiritual and moral development of the individual. Classification of children's literature. The value of children's literature in the educational, educational, pedagogical and psychological work of the teacher.
Section 2. The main stages in the history of domestic and foreign children's literature. Trends in the development of modern children's literature. Scientific basis for the analysis of works of children's literature when working with younger students.
The place of children's literature in the culture of childhood and its role in the world and domestic literature. Educational and educational literature. Educational literature for children in the 19th century. The work of K.D. Ushinsky, L.N. Tolstoy, D.I. and E.N. Tikhomirovs to create educational literature. Activities of L.N. Tolstoy at the Yasnaya Polyana school. The idea and history of the creation of Tolstoy's "ABC". Variety of modern alphabets (their analysis). Ancient alphabets, alphabet books, primers, encyclopedias. Edition of the first children's magazine"Children's reading for the heart and mind" N.I. Novikov. Development of the theory and criticism of children's literature. The main directions of development of children's literature. Russian works writers of the 19th in., included in the circle of children's reading. Children's literature of the 20th century, the main trends in the development of children's literature. The history of the emergence and development of children's literature from the 18th to the 21st centuries. The main criteria for children's literature, requirements for it. Genre composition of folklore and peculiarities of analysis of folklore texts. Features of the school analysis of works of art of different genres. Analysis of prose works: life circumstances that influenced the writing of the work, analysis of the title, motivation for certain plot key elements, composition, images and ways of creating the type of hero, narrative features, genre specifics. Analysis of a poetic work: time of writing, genre, composition, poetic organization of the work. the image of a lyrical hero, the "markup" of the text - the composition of the score (logical and emotional figurativeness), the definition of the most important task of reading. Analysis Specifics dramatic work. The need for lexical and phraseological work in the classroom literary reading. Work with lexical and artistic means of expression.
^ Section 3. Folklore in children's reading. Folk and literary tales.
Lectures: Genre-functional classification. Modern children's folklore. Classification of children's folklore, folklore in children's reading. Folklore of adults for children. Actually children's folklore. Folk prose: fairy tale and non-fairy prose. Heroic and novelistic epics. Small folklore genres in works for children. folk tale and myth. Transformation of a pagan myth from a fairy tale about animals to a fairy tale and everyday life. Cumulative tale. The main motifs of the tale. Features of children's folklore at the present stage.
Literary (author's) fairy tale: prose and poetry. Literary tale of the era of classicism, Enlightenment and sentimentalism (tales of C. Perrault, Catherine II, N. Karamzin). The heyday of the author's fairy tale in the era of romanticism (poetic tales by A. Pushkin, V. Zhukovsky, P. Ershov and others; prose tale by V. Dahl, V. Odoevsky,
A. Pogorelsky, S. Aksakov, L. Tolstoy and others). Tales of the Brothers Grimm. The development of the author's fairy tale in the XX century. Using the poetics of folk tales. Russian literary fairy tale of the 20-30s of the XX century. The development of the author's fairy tale in the 60-90s of the XX century.
^
Practical lessons:
Children's folklore: genre-functional classification. Activities of V.I. Dahl. Small folklore genres in pedagogical creativity
K.D. Ushinsky and L.N. Tolstoy.
Folk tale. Relationship between fiction and reality. Reflection of agricultural cults in a fairy tale (the cult of water, the cult of the earth, the cult of the sun). "Rooster and Fox". Mythological in the Russian folk tale. Folk tale and myth. Transformation of a pagan myth from a fairy tale about animals to a fairy tale and everyday life. Myth and Conflict in Animal Tales. Cumulative tales. "Kolobok". Myth and morality. Fairy tale. Great opponents and helpers.
Analysis of a literary fairy tale (one fairy tale from Russian and foreign literature). Folk tale and fairy tale by A.S. Pushkin. The Tale of Bova Korolevich. borrowing methods. Interpretation of folklore plots and images in poetic fairy tales. Features of poetic speech. The image of the narrator-narrator (and mockingbird) in fairy tales and the poem "Ruslan and Lyudmila". V. Zhukovsky and A. Pushkin. Tales of A. Pushkin and P. Ershov's fairy tale "The Little Humpbacked Horse". Main conflict. A magical assistant in conflict resolution. Shame on "sinners": tempters, proud people, etc. Fools and smart people. Traditions of the "Humpbacked Horse" in a literary fairy tale. The style of a literary fairy tale. The development of the author's fairy tale in the XX century.
Section 4. Gospel circle of calendar holidays. Old and New Testament themes, motifs and images in children's literature. Christmas story. Easter story.
Lectures: Christian myth in literary genres. Reflection of the gospel calendar circle in children's literature. Christian myth in Russian poetry for children in youthful reading from G. Derzhavin to B. Pasternak. (Circle of children's and youth reading). Lyrics of Russian poets about the holidays of the gospel calendar and the events contained in them. Mother of God motives in children's poetry. Christmas story. Easter story. their genre specificity. Bible for children in the retelling of Archpriest A. Sokolov.
^ Practical lessons: Christian myth in literary genres. Myth in children's reading. Myth and literary plot. The myth is pagan (Slavic), antique. The oldest epics in the reading circle of modern children. The role of archaic plots in the history of children's literature. The Bible and hagiographic genres in children's reading. The myth of the divine child. Reflection of the gospel calendar circle in children's literature. Analysis of the Christmas story (N. Leskov. Offended at Christmas; G.-H. Andersen. Girl with matches; F.M. Dostoevsky. Christmas tree and wedding. Christ's boy on the Christmas tree; B. Pasternak. Christmas tree and others). Analysis of the Easter story (A.S. Khomyakov. Bright Sunday; E. Opochinina. Tsar's Easter eggs and others). Analysis of L.N. Tolstoy (“What people live for”, “Divine and human”).
^ Section 5. Historiography of the soul. The child and his world in autobiographical works from S. Aksakov to I. Shmelev.
Lectures: Autobiography as a genre. Autobiographical prose about childhood as a source for studying the psychology of the child. The hero and the narrator: the relationship between the point of view of a child and an adult. Paradoxes of the child's soul. Inner monologue. Artistic detail. Gen. way. The world. The role of parents in the formation of heroes of autobiographical prose. Religious education in the family. attitude towards religion. Memories of books read. Friendship and love of an autobiographical hero.
^ Practical lessons: Analysis of works of art: Aksakov S.T. Childhood Bagrov-grandson. Tolstoy L.N. Childhood. Adolescence. Garin-Mikhailovsky N.G. Childhood Themes. Gymnasium students. Gorky M. Childhood. Green A.S. Autobiographical story by Tolstoy A.N. Childhood of Nikita. Chukovsky K.I. Silver emblem. Shmelev I. Summer of the Lord. G.H. Andersen. The story of my life.
^ Section 6 historical genres in children's and youth reading: origins, evolution, modernity.
Lectures: Historical truth and fiction . Folk legends. Epos. Epic and song. Chronicle legends, hagiographic genre. Domestic history in the stories of Ishimova, Platonov, Sipovsky, Konchalovsky and others. The style of historical prose by S. Alekseev, V. Mityaev, V. Nesterov, I. Mozheiko and others. Plot. Detail. "Retellings" of world history for children and youth. Patriotic education.
^ Practical lessons: Analysis of works on a historical theme (at the choice of students). Works about the war. Images of children in the works of military subjects.
^ Section 7. Genres of adventure literature for children. Adventure literature and fantasy. Fantasy.
Lectures: genre synthesis. Adventure travel. Plot features. Intrigue. Types of conflict. Conflict and moral dominance. The nature of the obstacles. Formation of the type of hero. Hero and the world. The ideal and the hero in the adventure literature of the Soviet period for children and youth. Conflict and moral dominance. Domestic tradition of science fiction. Jules Verne and his "textbooks" in Russian children's and youth literature. Science Fiction and Fantasy . Grotesque. Litotes. Dvoemirie. Otherness. Time and achronism in fantastic genres.
^ Practical lessons: Analysis of Russian and foreign adventure literature and works of Russian seascapes (at the choice of students). K. Stanyukovich, B. Zhitkov, A. Green. Peculiarities of individual style in the "sea stories" of writers. "Children of Captain Grant" by J. Verne and "Two Captains" by V. Kaverin. Traditions and "your own voice". A. Belyaev. J. Rowling, W. Tolkien, K. Lewis and others.
^ Section 8. Natural history theme in literature for children. Scientific and artistic knowledge.
Lectures: Scientific knowledge and artistic form in the works of children's writers about nature. Science in entertaining forms. Russian textbooks: history and modernity. Natural history in art genres. Genre of adventure and travel in the presentation of scientific knowledge. Local history and geography in art and popular science genres. Encyclopedic book for children. Genre diversity of works of children's literature about nature.
^ Practical lessons: Scientific and artistic knowledge. Analysis of the works of V. Bianchi, M. Prishvin, K. Paustovsky, E. Charushin, I. Akimushkin, B. Zhitkov and others.
^ Section 9. Humor. Children's literature of Russian abroad.
Lectures: Humor in literature for children.
"Returned" names of children's literature: S. Cherny, N. Teffi and others.
Reinterpretation of poetic classics for children. Scientific-artistic and scientific-cognitive children's book of the late XX - early XXI century.
^ Practical lessons : Analysis of the works of N. Nosov, B. Zakhoder, G. Oster and others. Analysis of works for children of Russian abroad.
Section 10. Foreign children's literature. Transformation of foreign classics in Russian literature. 4+2
Lectures:
Transformation of foreign classics in Russian literature. "The Adventures of Pinocchio" by K. Collodi and "The Golden Key" by A. Tolstoy. National folklore dominants. Discoveries silver age in the fairy tale by A. Tolstoy. G.H. Andersen and his traditions in N.P. Wagner. Retelling. Stylization. Caricaturing. Parody in portraying the "prototype". "Doctor Doolittle" by H. Lofting and "Aibolit" by K. Chukovsky (prose). "The Wizard of Oz" by F. Baum and "The Wizard of the Emerald City" by A. Volkov. Ways of "growing" "someone else's word" into the national tradition from
A. Pushkin to A. Volkov and others. "Alice in Wonderland" by L. Carroll. From translation to a variety of content development. Traditions of the "nonsense" genre in poetry and prose. Translations by A. Demurova, B. Zakhoder, V. Nabokov. Proteism of fairy tales by K. Chukovsky.
Practical lessons:
Analysis of works.
^ 5. Laboratory workshop
Not provided.
6. Educational and methodological support of discipline
a) basic literature:
Arzamastseva, I. N. Children's literature / I. N. Arzamastseva. - M., 2007. - 470 p.
Mineralova, I. G. Children's literature / I. G. Mineralova. - M., 2008. - 174 p.
Childhood psychology in fiction XIX-XX centuries: reader-workshop / comp. G. A. Uruntaeva, biog. essays by M. V. Naumlyuk. - M., 2008. - 349 p.
b) additional literature:
Library of world literature for children. - M., 1981.
Svetlovskaya, N. N. Meetings with writers: a guide for teachers / comp. N. N. Svetlovskaya, O. V. Dzhezheley, N. M. Druzhinina. - M., 1978.
Children's literature / ed. E. E. Zubareva. - M., 1989.
Children's collection: articles on children's literature and anthropology of childhood / comp. E. Kuleshov, I. Antipova. - M., 2003.
World literature for children and about children: a collection of scientific articles. - M., 2002.
c) literary texts that are mandatory for reading:
Aksakov, S. T. Bagrov's grandson's childhood. Scarlet Flower (any edition).
Astafiev, V. Last bow(any edition).
Bible for children (any edition).
Bradbury. Dandelion wine; Wolf. Look at your home, angel (any edition) (student's choice).
Bunin, I. A. Life of Arseniev. Book of my life (any edition).
Star of Bethlehem. Christmas and Easter in verse and prose / comp. M. Written, (any edition).
Volkov, A. The Tale of Life. Listen to yourself. The Wizard of the Emerald City (any edition).
Garin-Mikhailovsky, N. G. Childhood Themes. Gymnasium students. Students. Tales (any edition).
Garshin, V. M. Attalea princeps. The Tale of the Toad and the Rose. Frog traveler. The Tale of the Proud Agea (any edition).
Gorky, M. Childhood. In people (any edition).
Grigorovich, D.V. Gutta-percha boy (any edition).
Green, A. S. An autobiographical story (any edition). Running on the waves, Scarlet Sails and others.
Children's poetic folklore: an anthology / comp. A. N. Martynova. - St. Petersburg, 1997.
Ershov, P. P. The Little Humpbacked Horse (any edition).
Zhitkov B., Bianki V., Prishvin M., Paustovsky K. - stories about nature (at the student's choice (any edition).
Zhukovsky, V. A. Sleeping Princess. Tale of Tsar Berendey. Tale of Ivan Tsarevich and the Gray Wolf. Tulip tree. Poems (any edition).
Karamzin, N. M. The beautiful princess and the happy dwarf. Ilya Muromets. Dense forest. Eugene and Julia (any edition).
Korolenko, V. G. Children of the Underground. Blind Musician (any edition).
Krapivin, V. (2 pieces of your choice).
Mamin-Sibiryak, D.N. Zimovye on Studenaya. Foster. Emelya the hunter. Gray neck. The rich man and Eremka. Spit. Alyonushka's Tales (any edition).
Myths of the peoples of the world (any edition).
Nekrasov, N. A. Grandfather Mazai and hares. General Toptygin. Peasant children. Poems (any edition).
Odoevsky, V.F. Town in a snuffbox. Frost Ivanovich. Indian tale of four deaf people. King girl. Joiner. Igosha (any edition).
Easter prose. - In the book: Ivan Pankeev. Easter. Resurrection of Christ. - M., 2003.
Easter stories. - M., 2007.
Pogorelsky, A. Black chicken, or Underground inhabitants(any edition).
Adventure literature (optional).
Pushkin, A. S. Tales. Poem "Ruslan and Lyudmila" (any edition).
Remizov, A. Limonar, in other words, a spiritual meadow (any edition).
God is with us! Nativity of Christ in Russian poetry of the 18th-20th centuries. - M., 2000.
Tales of the peoples of the world (7-10). Russian folk tales (3-4 of each genre).
Stanyukovich, K. M. Man overboard. Sevastopol boy. Maxim. Nyanka and others (any edition).
Creativity of one of the writers of marine painters.
The work of one of the science fiction writers.
Tolstoy, A. N. Nikita's childhood. Adventures of Pinocchio (any edition).
Tolstoy, L. N. Childhood. Adolescence. What people are alive. Divine and human.
Turgenev, I. S. Bezhin meadow. Singers. Mu Mu. Sparrow (any edition).
Ushinsky, K. D. Two plows. Fairy tale hunter. Not well tailored, but firmly sewn. Fox and goat. Rogue cat (any edition).
Fantasy (optional).
Khomyakov, A. S. Bright Sunday / A. S. Khomyakov. - M., 2007.
Chekhov, A.P. Vanka. Boys. Kids. I want to sleep. Chestnut. White-fronted. Volodya. Fugitive. Event, etc. (any edition).
The Miracle of Christmas Night: Christmas Stories. - St. Petersburg, 1993.
Chukovsky, K. I. Silver coat of arms (any edition).
Shmelev, I. Summer of the Lord (any edition).
The language of folklore: a reader / comp. A. T. Khrolenko. - M., 2005.
^ 6.3. Means of ensuring the development of discipline
Book fund of the department, TSPU library, regional library them. A.S. Pushkin.
6.4. Logistics of discipline
DVD - player, discs with records of children's and youth films.
The main forms of organization of training: conducting lectures (in the form of traditional and problematic lectures); practical / seminar classes (in the form of a discussion of the texts read, literary analysis, readers' conferences and seminars), various forms of independent work of students, intermediate attestation of students (in the form of tests and testing), consultations, exams.
^ 7.2. Methodological instructions for students
Independent work of a student involves various forms of individual learning activities: reading and analytical activities, note-taking scientific literature, maintaining an annotated list of books read, designing, performing thematic creative tasks, etc. The choice of forms and types of independent work is determined by an individual-personal approach to learning jointly by a teacher and a student.
^ 8. Forms of current monitoring of progress and intermediate certification of students
8.1. Topics of abstracts
Not provided.
8.2. List of exemplary control questions and tasks
for independent work
Specificity of children's literature: artistic and pedagogical components. Circle of children's reading. 8
The main stages in the history of domestic and foreign children's literature. Trends in the development of modern children's literature. Scientific basis for the analysis of works of children's literature when working with younger students. 6
^ Folklore in children's reading. Folk and literary tales. 10
Evangelical circle of calendar holidays. Old and New Testament themes, motifs and images in children's literature. Christmas story. Easter story. 10
In addition to the required reading texts for all, it is recommended to read 2 more Christmas and 2 Easter stories by different authors. In addition, be sure to memorize 2 poems of the Christmas and Easter cycles, respectively.
^ Historiography of the soul. The child and his world in autobiographical works from S. Aksakov to I. Shmelev. 16
It is recommended to prepare messages or electronic presentations on works of autobiographical prose that are not analyzed in practical classes (L. Tolstoy. Childhood. M. Gorky. Childhood. A. Tolstoy. Nikita's Childhood. A. Green. Autobiographical story).
^ Historical genres in children's and youth reading: origins, evolution, modernity. 4
Prepare messages or electronic presentations on the work of writers (on a historical topic).
^ Genres of adventure literature for children. Adventure literature and fantasy. Fantasy. 4
Prepare messages or electronic presentations on the work of writers (on an adventure theme).
^ Natural History Theme in Children's Literature. Scientific and artistic knowledge. 4
Prepare messages or electronic presentations on the work of writers (on a natural history topic).
Humor. Children's literature of Russian abroad. 2
Foreign children's literature. Transformation of foreign classics in Russian literature.
^ 1. Literary fairy tale: prose and poetry.
Various ways of portraying the previous folklore and literary material. Tale in a literary fairy tale. The evolution of the storyteller type. The evolution of a romantic fairy tale. N. Karamzin and V. Zhukovsky. O. Somov, A. Novopoltsev, N. Leskov, P. Bazhov, B. Shergin, I. Pankin. Analysis of P. Bazhov's tales. Narrator image. Imagery. Syntax. Scenic start. A parable in the tales of P. Bazhov. Tales of N. Wagner. Traditions G.Kh. Andersen. N. Wagner and V. Garshin. N. Wagner and M. Gorky. N. Wagner ("Great") and A. Gaidar. Ballad, poem, epic, song in the style of poetic fairy tales. Parody and stylization.
^ 2. Myth in children's reading. The myth is pagan (Slavic), antique. Myth Christian. Retelling goals. Bible for children in the retelling of Archpriest A. Sokolov. "Legends of Christ" by Selma Lagerlöf. Two types of approaches. Symbol and myth. Myth and metaphor, allegory. Myth and phraseology. Myth and Literary Plot.
Christian myth in literary genres. Christian myth in Russian poetry for children in youthful reading from G. Derzhavin to B. Pasternak. (Circle of children's and youth reading). Allusions and reminiscences of the Christian myth in the "Christmas story", in a fantastic story and novel. “Lemonar, that is, a spiritual meadow” A.M. Remizov. Allusions and reminiscences of the Christian myth in the "Christmas story", in a fantastic story and novel.
3. Learn by heart the poems of Russian poets about the events of the gospel calendar(2 poems each) .
^ 4. Historiography of the soul. The child and his world in the autobiographical genre from S. Aksakov to I. Shmelev and V. Astafiev. Artistic detail. Gen. way. Inner monologue. Moral and psychological dominant in Russian prose. Bunin I.A. Arseniev's life. Book of my life. The world through the eyes of a child in stories contemporary writers: Yu. Nagibin, V. Belov, V. Astafiev, A. Aleksin, V. Rasputin and others. Bradbury. Dandelion wine; Wolf. Look at your house, angel.
5. Learn by heart a poem by Russian poets about childhood.
^ 6. Scientific and artistic knowledge. Russian textbooks: history and modernity. Natural history in art genres. Genre Adventure and travel in the supply of scientific knowledge. Local history and geography in art and popular science genres. Scientific knowledge and artistic form in the works of V. Bianchi - I. Akimushkin. Encyclopedic book for children. Science in entertaining forms. V. Bragin. "In the land of dense grasses."
^ 7. Parody and caricature in humor for children. From folklore to literature. Humorous story. Traditions of Russian laughter culture. Antithesis. The function of the beginning of laughter in the formation of the artistic whole. Comic and dramatic. Comedy of characters and sitcom. "Mockingbird" image. I. Krylov - A. Tolstoy - Sasha Cherny. Poetic and prose genres. Lyricism and pathos in humor. "Undersand" by Y. Koval: caricature of genres in the mind of the inner form.
^ 8. Artistic synthesis in literature for children. Picturesque in literature. Music in Literature. Image methods. Intra-literary synthesis: the interaction of poetry and prose as autonomous meaningful artistic worlds. The supertask of "synthesis". genre synthesis. "Three Fat Men" by Y. Olesha - "The Golden Key" by A. Tolstoy. Artistic synthesis in The Chronicles of Narnia by C. Lewis. function of the poetic. mythological and symbolic.
^ 9. Poetry in children's and youth reading. "Subject" poetry: tasks, function of the plot, features of the formation of artistic content. Poetic classics in the circle of children's and youthful reading. Word and work. Word and text. Ways of concentrating artistic content in poetry. Poems by S. Marshak and B. Zakhoder in children's reading. Poetry school of Marshak. Variety of genres plot conflicts, ways to update the "stamped" pedagogical task. E. Uspensky, G. Oster and others. Analysis of specific poetic samples on the recommendation of the teacher and the choice of students. The Golden Age of Russian Poetry. The Silver Age of Russian Poetry. Modern poetry. Imagery. spiritual dominance.
10. Learn two poems by heart about nature.
^ 11. Synthetic genres and syncretic artistic genres for children. Theater. Puppet Theatre. Musical Theatre. Staged. Film version of a literary work. Animation.
"Alice in Wonderland" by L. Carroll. Traditions of the "nonsense" genre in poetry and prose. Translations by A. Demurova, B. Zakhoder, V. Nabokov.
^ 12. Periodicals and criticism. The first magazines for children. Periodicals for children at the turn of the XX-XX centuries. The evolution of children's systematic publications in the Soviet era. "Ideal" periodical for children. Requirements for printed materials for children. The main results of the course. Perspective directions of scientific research of the history of children's literature.
^ 13. Children's literature of the Russian diaspora.
14.Children's foreign literature.
8.3. Questions for self-examination, dialogues, discussions, discussions, examinations
Test examples
^ 8.5. Sample list of questions for the exam
Children's literature as an academic discipline. Goals and objectives of the course. Children's literature and circle of children's reading.
Functions of children's literature as the art of the word.
Folklore in children's reading and in children's literature. Small genres of folklore.
Actually children's folklore.
Folk tale. The evolution of the mythological content of fairy tales (tales about animals, household, fairy tales).
Genre of literary fairy tale. Analysis of a literary fairy tale (at the student's choice: V. Zhukovsky, A. Pushkin, A. Pogorelsky, V. Dal, V. Odoevsky, P. Ershov, S. Aksakov, A. Tolstoy, etc.). The choice should not be limited to Pushkin's fairy tales.
Yuletide and Christmas story (analysis of students' choice).
Easter story (analysis of students' choice).
Pagan, ancient, Christian myth in children's reading and in the history of children's literature.
Lyric poetry of the 19th century in children's reading. Genres. Imagery. rhythmic organization. Word as work.
Poetry N.A. Nekrasov for children. Genres. Plot. Hero. features of the verse.
D. Mamin-Sibiryak is a children's writer. Fairy tale. Fairy tale cycle. Story. Features of the narrative style.
Adventure genres in children's literature and children's and youth reading. Issues. Heroes. Style.
The genre of autobiographical story in children's reading. Hero type. Plot features. Analysis of one work from the recommended list as directed by the teacher.
Small genre forms for children and about children in the works of writers of the late nineteenth and early twentieth centuries (A. Chekhov, L. Andreev, A. Kuprin).
L. Carroll. "Alice in Wonderland" and the school of "nonsense" in children's literature of the twentieth century.
K.I. Chukovsky in the history of children's literature.
Comic and lyrical in the prose and poetry of Sasha Cherny. Fox Mickey's Diary style.
Poetry of the Silver Age for children and in children's reading. Artistic synthesis and intraliterary synthesis in the style of poets.
The problem of portraiture in translation: "The Adventures of Pinocchio" by K. Collodi" and "The Golden Key" by A. Tolstoy, "Doctor Doolittle" by H. Lofting and "Doctor Aibolit" by K. Chukovsky; "The Wise Man of Oz" by F. Baum and "The Wizard of the Emerald City". A. Volkova and others.
Children's Poetry in the 20th Century: Main Development Trends. Plot. Rhythm. Features of figurative speech.
The history of the development of scientific and artistic books for children in the twentieth century.
Natural history book in the twentieth century. Genre. Narrator. Plot.
V. Bianchi is a lyricist and encyclopedist.
Lyrical and philosophical beginning in the books of M. Prishvin and K. Paustovsky.
Historical genres in children's and youth reading: origins, evolution, modernity.
originality artistic narrative about the history of problems. Features of the conflict. Hero. Plot. Composition.
Science Fiction: Science Fiction and Fantasy. Plot features. Past, present and future in science fiction and fantasy genres.
Christendom in the "Chronicles of Narnia" by C. Lewis. The accuracy of translation is in the creation of the internal form of the work. Heroes. Style. Dialogue with the past and present.
My favorite children's poet.
My favorite science fiction writer.
My favorite adventure book.
Perfect book for 10-13 year olds.
The problem of popularization of world classics for children. Translations and paraphrases.
World children's classics in the interpretation of Russian artists, composers, playwrights and film directors.
Children's periodicals and criticism in the history of children's literature.
^ 8.6. Topics for writing a term paper
Not provided.
8.7. Forms of current control
prose colloquium,
Colloquium on poetry (reading by heart).
Written:
creative work: essay on the work of a loved one children's writer;
answers to the proposed questions based on the results of the topic, to identify knowledge of the literary text;
scientific-critical: annotation of a book or a separate work in compliance with the annotation structure - 1 page; review of one work for children - 5 pages; a review of critical materials on the problems of children's literature or a review of the children's periodicals themselves - 3 pages.
The work program of the academic discipline is compiled in accordance with the federal state educational standard of higher vocational education by specialty 031200 (050708.65) - Pedagogy and methods of primary education.
The working program of the discipline was:
PhD in Philology, Associate Professor of the Department
pedagogy and methods
primary education N.I. Milevskaya
The work program of the academic discipline was approved at a meeting of the Department of Pedagogy and Methods of Primary Education,
protocol No. ____ dated "___" __________ 2011
Head department
pedagogy and methods
primary education S.I. Pozdeeva
The work program of the discipline was approved by the methodological commission of the pedagogical faculty of the TSPU
Chairman of the Methodological
Commission PF T.N. Yarkina
Agreed:
Dean of Pedagogical
faculty G.Yu. Titov
slide 3
Genres
Folk legends. Epic and song. Chronicle stories. hagiographic genre. Historical prose.
slide 4
lore
Types: Historical (about Jean d'Arc, Ivan the Terrible). Toponymic - about the origin of names (names of cities: Paris from Paris, Kyiv from Kiy). Church traditions. Arises from eyewitness accounts. When transferred from one person to another, it undergoes metaphorical changes, sometimes distorting the meaning of the event.
slide 5
Epics and songs
The term "epics" was first introduced by Ivan Sakharov in the collection Songs of the Russian People in 1839. Each epic is divided into two parts: consistent and typical
slide 6
chronicle tales
In Byzantium they were called chronicles; in Western Europe in the Middle Ages by annals and chronicles. The First Kiev Chronicle - "The Tale of Bygone Years". Novgorod - distinguished by the conciseness of the syllable, Pskov - vividly draw public life, South Russian - literary, sometimes poetic.
Slide 7
hagiographic genre
The life of a saint is not so much a biography as a description of his path to salvation, such as his holiness. Examples: "The Life of Prince Andrei Nevsky"
Slide 8
historical prose
L.N. Gumilyov "From Russia to Russia" G. Naryshkin "The Stone Chronicle - Our Anxiety" A.P. Gaidar "Military Secret", "Rockets and Grenades" L.A. Kassel "Street of the Youngest Son" V. Nikitin "The Song of the Old Russian Partisans" I. Savinova “Forgive me for talking about the war again” G. Baklanov “Forever nineteen” Stories for children Ishimova, Platonov, Sipovsky
Slide 9
About the author…
Boris Vasiliev was born on May 21, 1924. After graduating from the 9th grade, at the age of seventeen he volunteered for the front. In 1954 he left the army and took up professional literary activity. Works: There were and weren't. (1977-1980) Novel Not listed. (1974) Tale greetings to you from the woman Lera ... (1988) The Magnificent Six. (1980) Story Veteran. (1976) Story Prophetic Oleg. (1996) East. novel Encounter. (1979)
slide 11
The tragic events of the story take place in the spring of 1942 in Karelia at the little-known 171st junction, away from the Murmansk road.
slide 12
Heroes of the story
Petty Officer Vaskov F.E. - 32 years old, commandant of the patrol, "mossy stump", gloomy, military man. A personal tragedy - his wife left him after the Finnish war, his son Igor died. Junior Sergeant Osyanina M.S. - Strict, laughs a little, calm and reasonable, proud, lived tight with a belt, kept apart from everyone. A personal tragedy - she lost her beloved husband at the beginning of the war.
slide 13
Komelkova E. - Tall, red-haired, white-skinned, with children's big saucer-like green eyes, sharp-tongued, artistic, sociable mischievous. A personal tragedy - before her eyes, her mother, brother and sister were shot by the Germans. Brichkina E. - Chunky, dense, the daughter of a forester. I always believed that tomorrow would come and be better than today. A personal tragedy - the whole economy was on it. her mother was seriously ill, unrequited love.
Slide 14
Chetvertak G. - Twisted, thin, sharp-nosed city pigal, pigtails from tow, chest flat like a boy's. A personal tragedy - she did not know her parents, she was thrown into an orphanage. Gurvich S. - She was a translator in the detachment, a timid, city pigalina, an ugly face, skinny shoulders. A personal tragedy - an orphan, her parents probably died in Minsk.
slide 15
moral problem: the formation and transformation of the character and psyche of the individual in a war. The theme of war, unfair and cruel, behavior different people in its conditions is shown on the example of the heroes of the story. The topic of war is relevant at any time.
slide 16
Peculiarities
The author partly took the appearance and character of the heroes from classmates, partly from girls serving as radio operators, nurses, and scouts. The name uses a default figure, it does not include the essence of what is happening, but state of mind and emotional tension conveyed by the characters.
federal state educational institution higher professional education
Graduate work
federal agency in culture and cinematography
Federal State Educational Institution
Higher professional education
"State Academy of Culture and Arts"
Library and Information Faculty
Department of Information Services
Historical literature in the reading of teenagers 10-14 years old
Graduate work
Executor:
group student
correspondence department
Scientific adviser:
cand. ped. Sciences,
assistant professor ________________
Head department,
cand. ped. Sciences, Associate Professor
_____________________
Date of admission to protection:
______________________
Scientific adviser:
(signature)
Reviewer:
cand. ped. Sciences, Associate Professor _______________________
(signature)
Protected: ______________
rated _______________
commission members
for the defense of theses ________________________
(signature)
________________________
(signature)
________________________
(signature)
Introduction
I. Features of reading teenagers in the modern period
1.1. Adolescent Reading Studies
1.4. Teenager as a reader
II. Analysis of the activities of the Teshnyar rural library
2.1. The work of the Teshnyar rural library to introduce students to the study of historical literature
2.2. Reading Historical Literature: Results of a Poll of Teenage Readers
Conclusion
Bibliography
Introduction
"History is the teacher of life," said the ancients. And indeed, people always, especially in critical periods for society, try to find answers to the most pressing questions of our time in the historical past.
To talk about the great commanders, outstanding compatriots, to remember those who made history means to instill in the younger generation respect for the history of the Motherland, for the exploits of the defenders of the Fatherland, a sense of pride in their country.
Dmitry Sergeevich Likhachev wrote: “Love for one's Motherland is not something abstract; it is also love for one's city, for one's locality, for the monuments of its culture, pride in one's history." Therefore, it is so important to learn love for the motherland on the monuments of history and culture of one's region.
In connection with the foregoing, the topic of the thesis is relevant, as it sets the task of studying the reading of historical literature by a teenager; revealing the specifics of the genre "historical book" will allow to outline the ways of familiarization with this literature.
Object of study: adolescents aged 10-14 as readers of historical literature.
Subject of study: the influence of historical literature on the reading development of adolescents aged 10-14.
The base for the study: Teshnyarskaya rural library and Teshnyarsky municipal secondary school of the Sosnovoborsky district.
The purpose of the study: to determine the place of historical literature in the reading of adolescents, to substantiate the optimal ways of familiarizing with this literature in libraries.
Research objectives: study of literature and experience of libraries in accordance with the research topic; selection and analysis of printed publications on history, addressed to the reader - a teenager; determining the place and role of historical books in adolescent reading; development and implementation of the most effective methods of working with literature on history.
Research methods: analysis of psychological, pedagogical and library science literature, documentation and experience of the library; reader survey.
Scientific novelty: determining the specifics of a historical book, identifying the motives and factors for choosing a book by teenagers.
Practical significance: the result of the study will contribute to the improvement of the work of the library with historical literature.
The structure of the work: this work consists of an introduction, two chapters, a conclusion, a list of references.
The introduction formulates the relevance of the study, goals, objectives, subjects, objects, research methods.
The first chapter reveals the features of reading teenagers in the modern period, the study of the reading interests of teenagers, the features of the historical genre of fiction, the age characteristics of teenagers, the teenager as a reader.
The second chapter analyzes the activities of the Teshnyar rural library, the work of the Teshnyar rural library to familiarize students with the study of historical literature, and presents the results of a survey of adolescent readers.
Chapter 1. Features of reading teenagers in the modern period
1.1.Research on the reading interests of adolescents
Changes took place in the cultural life of the country, which led to a sharp increase in interest in national history, the origins of national culture, and lost traditions. These changes significantly affected the work of libraries.
Allegations of a "children's reading crisis" are far from accidental and have a real basis. IN early XXI V. children read “wrong” and “wrong” like previous generations. But they certainly read. At the same time, there is an intensive process of transformation, a radical change in the reading habits of young readers. Almost all characteristics of children's reading are changing: the status of reading, its duration (reading time at leisure), the nature, the way of working with printed text, the reading circle of children and adolescents, the motives and incentives for reading, preferred works, etc. The sources of obtaining printed materials are also changing. , information in general and much more. Our research allows us to talk about the development of a number of trends in children's reading, as well as the fact that there is a process of changing the old model of mastering book culture by children for a new one.
What are the new picture and the new model of reading (a set of new features of a young reader) when entering a literary culture? Let us immediately note that in some regions of Russia the situation is relatively favorable, while in others there are negative processes of rejection of children from printed culture.
We will rely only on the results of a sociological study of the reading of schoolchildren in the 7th and 10th grades. According to our data, on average, the majority of children and adolescents read in their spare time, and if a fifth of the respondents spent up to 30 minutes reading. a day, a third of them read from half an hour to an hour. About 42% read for more than one hour a day. But, as a rule, most of those who love to read are the children of the younger school age. The older children are, the less time they take to read at leisure, and the less they like to read. If the proportion of those who chose the answer option “I like to read, I read a lot” at a younger age is 43%, then by grade X it drops to 17%, and at the same time the proportion of those who among the younger ones chose the answer option “I read rarely, I don’t like”, will melt from 8% to 17% in the senior classes. The attitude towards reading is an important characteristic, and it indicates that, in general, the positive attitude of schoolchildren towards reading is preserved.
Research results show that only one in ten schoolchildren surveyed does not read anything other than the books needed to complete the lessons. If we analyze the reading circle of adolescents, then about 40% of it is literature of an entertaining nature, while scientific and educational books occupy half as much as 21%
At the turn of the century in the reading of children, and especially adolescents and youth, various magazines became especially popular. An active appeal to periodicals begins already at primary school age, but it especially intensifies by adolescence.
While magazines are often bought and sometimes borrowed by teenagers from libraries, the sources of books are mainly home, public and school libraries. Thus, according to the above-mentioned survey of students in various regions of Russia (2001), in 43% of cases schoolchildren read books from their home library. In second place was a public (public) library (18%), in third - a purchase (16%). Adolescents, boys and girls also borrow books from friends, and with age, the share of this source more than triples (from 6% to 21%), ranking second among high school students after the home library. The last place among the sources of obtaining books is the school library, which is used by about every ninth schoolchild. In general, the share of all "home" sources of obtaining books is approximately 60%, and libraries - about 30%.
However, in the provinces, libraries often serve as virtually the only source of books for schoolchildren. In the last decade, the problem of library acquisition has become extremely acute. The uneven distribution of book resources persists, and the further one moves away from central Russia, the distribution channels become worse and worse. At the same time, the needs of schoolchildren for new, relevant literature have increased dramatically, which is associated not only with changes in reading, but also with the ongoing reform of the school. As a result, in many regions of Russia, the needs of children and adolescents often remain unsatisfied.
When asked what books they would like to read but could not find, children aged 11-14 named books about nature and animals (16% of respondents), adventures and horror films (11%), and fairy tales (7%). Adolescents noted science fiction (8%), books on technology (7%), history (4%), various popular science literature (3%). The number of different topics on which children need books is huge. There seems to be a lot of literature on these topics. But due to the fact that it does not reach the regions, children experience a “book hunger” that they themselves do not realize. The specificity of the children's reading group lies precisely in the fact that they need the book "here and now", children cannot, like adults, postpone their unfulfilled needs for the future, they simply switch to other means of communication and ways of spending their leisure time.
In the modern situation, the process of socialization of the individual becomes especially difficult. Along with the main social institutions of education and upbringing, the family and the school, “electronic educators” play an increasingly important role in it. Television continues to dominate significant place in the lives of children and adolescents. Over the past decade, it has become the most common way of spending leisure time for most children and adolescents, both in the city and in the countryside, and ranks first in the list of daily leisure activities.
In large cities, new media are an alternative to television. The modern teenager has a great opportunity to choose one or another way of spending leisure time. These are various means of mass communication and electronic mass media. It is children, adolescents, youth and youth today who are the most active social groups that easily master new information technologies. They do not have those psychological barriers that interfere with adults, because they are receptive to the new; many of them are already early childhood get to know the computer. This is a new "multimedia generation", which has different values, behaviors and orientations in the world of information.
Electronic culture, including video production and a variety of multimedia, is often perceived as a competitor to the printed word. Of course, at the first stage of mastering a new type of media and the new opportunities that it provides, there is a keen interest in it. Later, after mastering it, it will "integrate" into the structure of life and take its proper place in it. The book won't go away, and neither will the reading. The point is not what medium will be chosen - a book or a computer, where the text will be - on paper or on a monitor screen, the point is different: what exactly will be read there and what information, what knowledge, what culture and art will these means represent for the development of a young person.
While we are still in line with the old literary tradition. But this time is quickly running out, which is especially noticeable in children's reading. IN last years there was a deterioration in a number of reading characteristics of schoolchildren, a decrease in their level of literacy. Teachers are sounding the alarm about the simplification and coarsening of students' speech, primitive clichés, with which their compositions are often full.
The concern for reading the nation in many advanced economies is striking. We have a situation where many children do not have new books in their immediate environment (including libraries). And according to VTsIOM, 34% of adult Russians no longer read! The difficulties of the process of transformation of reading are superimposed by the difficulties of the deterioration of the environment of book resources in which many children live. They need to realize their right to read the best classical and modern literature.
In the future society, reading and "the person who reads" will certainly be considered as a national value. But reading nations are made up of reading children. Today in Russia it is also necessary to recognize the problem of reading children and adolescents as a national problem due to the fact that at present children's reading especially needs to be protected and supported not only by society, but also by the state.
So, in the reading of children and adolescents today, very serious changes are taking place, which are of a profound nature. And many parents, teachers, librarians are still focused on the old literary model, while most of today's children and adolescents have very different preferences and a different perception of book culture. They treat the book not as a "textbook of life", but as one of the media and mass communication. Thus, to some extent, there is a gap between generations in the transmission of the long-standing tradition of mastering literary culture. During this period, the role of libraries becomes especially important as organizations that support children's reading and protect the rights of young readers to access books and information. This becomes more and more visible when comparing the social groups of children visiting and not visiting libraries. For example, young readers who frequent libraries read more and better than their peers who do not use libraries. Libraries are also engaged in "levelling" the socio-cultural and educational opportunities of children from different walks of life, primarily helping children from poor and low-income families. But the role of libraries in book culture can only grow if their funds are properly stocked in accordance with the changing needs and interests of readers.
1.2. Features of the historical genre of fiction
The writer, like the historian, can recreate the events and appearance of the past, although this artistic recreation differs from the scientific one. Based on historical data, the writer at the same time always follows the path of creative fiction, without which art is impossible; he depicts not only what was, but also what could be. However, the right to historical fiction does not exclude the fact that fictional situations must be historically possible and motivated, and the depiction of truly historical events, the era of its life, individual details must be strictly based on the achievements of historical science, data from historical sources. The reflection of history in fiction, the depth of the artist's comprehension of the historical process, is closely connected with the development of historical, sociological and all social sciences, with the prevailing concepts of historical development. The writer's reflection of the historical past is directly influenced by the development of certain historical problems and topics in historical science, and the level of processing of historical sources achieved. Truly artistic historical works imbued with historicism, alien to modernization and subjectivism, which distort historical truth. The best examples of historical fiction are not only aesthetic, but also historical and educational value. Historical fiction is capable of depicting a bygone era in its entirety, revealing in living images social activities, ideology, way of life, psyche of its representatives; historical fiction, possessing the power of great emotional impact, embodying historical events in a living, figurative form, contributes to the familiarization with the history of broad sections of the people, youth. Among the literary works on historical themes, there are many works that, although they set the task of depicting the life of any historical era, in reality do not rise to historicism, distort and modernize history (and, therefore, have no historical and educational value). Thus, it is often rightly said about the pseudo-historicism of certain historical novels, plays, poems. Not every work that refers to the events of the past sets itself the task of actually recreating this past, and has proper historical goals. Sometimes a writer looks in the past only for material for a sharp plot, colorful paintings, special coloring - sublime, exotic, etc. This is clearly manifested, for example, in many adventure novels that absorb past events (for example, in the novels of A. Dumas, which have a very limited historical and educational value). Also widespread (especially in the literature of modern times) are works that can be called historical allegories, where the historical plot is used by the writer only to embody one or another idea (such, for example, is the drama of the Brazilian playwright G. Figueiredo "The Fox and the Grapes", in which the image the ancient Greek fabulist Aesop is used by the author to affirm the need for human freedom, or the drama of the French playwright J. human dignity, referring to the image of Joan of Arc). These works occupy their place in literature, but they can by no means always be attributed to historical literature proper. At the same time, the value of historical fiction is far from being exhausted by its historical and cognitive significance. Sometimes a literary work historical themes, even far from historical accuracy, but consonant with the modern era, expressing great, progressive ideals, affirming the national self-consciousness of the people, painting vivid pictures of the revolutionary and liberation struggle, has the power of tremendous ideological impact (for example, Spartacus by R. Giovagnoli, 1874 , "The Gadfly" by E. Voynich, 1897. Historical fiction is of great educational importance. The beginning of historical fiction proper dates back to the turn of the 18-19 centuries, when, as a special literary genre, historical novel, which sets itself the direct goal of depicting the life of past eras. The historical novel (and the historical drama proper that arose later) qualitatively differs from historical works of previous eras in their subject matter. The formation of historical fiction proper coincides with a significant turning point in historical knowledge itself - with the process of the formation of history as a science. The rapid and abrupt upheaval in social relations during the era of the French bourgeois revolution made it possible to finally realize the irreversibility and qualitative nature of historical changes. Historicism, as such, enters into historical knowledge, and a similar process occurs in fiction. In an aesthetic sense, the formation of the Historical genre was associated with the artistic discoveries of romanticism: the mastery of depicting the color of place and time, the acuteness of perception of the special, individual in each phenomenon, interest in national movements, in the national past in all the unique originality of each of its stages.
The formation of historical fiction in the proper sense is associated with the name of the English writer W. Scott (1771-1832). The great German writers I. Goethe (dramas Goetz von Berlichingen, 1773, Egmont, 1788) and F. Schiller (dramas Wallenstein, parts 1-2, 1798-99,) have already done a lot for the formation of this genre. Mary Stuart”, 1801, “William Tell”, 1804, etc.), but it was the work of W. Scott, the founder of the historical novel, that was a real milestone. W. Scott created a whole series of novels depicting the era of the Crusades ("Ivanhoe", "Richard the Lionheart", "Robert, Count of Paris"), the period of formation of national monarchies in Europe ("Quentin Dorward"), English bourgeois revolution(“Puritans”, “Woodstock”), the collapse of the clan system in Scotland (“Waverley”, “Rob-Roy”), etc. relations, ideology, psychology and life of the Middle Ages and modern times. The artist strives to realistically recreate the spirit and appearance of a way of life that has sunk into the past. For the first time, an artistic recreation of the past is based on a real study of historical sources (whereas earlier the artist was limited to reproducing only the general course of historical events and the most characteristic features figures of the past). The work of W. Scott had a direct impact on subsequent historical fiction. Many romantic writers, for example, V. Hugo (drama Cromwell, 1827, novels The Cathedral Notre Dame of Paris”, 1831, “The Man Who Laughs”, 1869, “The Ninety-Third Year”, 1874), A. de Vigny (the novel “Saint-Map”, vol. 1-2, 1826), Manzoni (“Betrothed”, 1827 ), English writer E.J. Bulwer-Lytton (the novels The Last Days of Pompeii, 1834, Rienzi, the Last of the Roman Tribunes, 1835, and others), North American novelist F. Cooper (The Spy, 1821), Russian novelists: M. Zagoskin ( Yuri Miloslavsky, or Russians in 1612, ch. 1-3, 1829), I.I. Lazhechnikov ("Ice House", 1835). The works of the historical genre created by the romantics do not always have historical and educational value. This is hindered both by the subjective-idealistic interpretation of events and the substitution of objective social conflicts for contrasts of good and evil, darkness and light. The main characters in such novels are most often not historically specific types, but only the embodiment of the romantic ideal of the writer (Esmeralda in Hugo). The subjective political convictions of the author also have an effect: for example, A. de Vigny, who sympathized with the aristocracy, made a representative of the feudal opposition the program hero of his novel. However, the merits of a work of the historical genre as an artistic creation cannot be judged only by the degree of scientific authenticity of the depicted. Hugo's novels, for example, have great power of emotional impact. “He sounded the alarm bell,” A.N. wrote about Hugo. Tolstoy: “Wake up, man is in poverty…” associated with the victory of realistic principles in the historical novel and drama. The conquest of realism was the creation of social characters, penetration into the complex process of the struggle of historical forces, the depiction of the role of the people in history - aesthetic moments, in many respects already prepared by the school of W. Scott (Chuans by Balzac, Jacquerie by Mérimée). In Russia, the realistic historical genre triumphed in the work of A.S. Pushkin ("Boris Godunov", "Moor of Peter the Great", " Captain's daughter»).
New in the 30s and 40s. 19th century was a deepening psychological analysis in the works of I. Zh. (“The Chronicle of the Times of Charles IX” by Merimee and especially the episodes of the image of Waterloo in Stendhal's novel “The Parma Monastery”, which L. Tolstoy later referred to). The epic of L. Tolstoy "War and Peace" is a majestic pinnacle in the development of the historical genre in the 19th century. Its historicism is manifested both in a large-scale awareness of the very course of the historical process, and in the creation of historical types, and in the exact transfer of social, everyday, ideological, psychological and language features time.
However, after the achievements of realistic historical literature of the mid-19th century, the most outstanding works of which raised the most important questions of people's life and the historical destinies of the nation on the basis of historical material, they sought to solve the problems of the connection between the individual and the people, etc., while giving high examples of historicism - there is a regression in the development of historical fiction. This is primarily related to common processes the strengthening of the reactionary nature of the bourgeois ideology of the late 19th and early 20th centuries, with an ever greater departure of bourgeois social thought from historicism. The authors of historical novels modernize history. So, for example, even such an outstanding realist artist as A. France, in a novel from the time of the Great french revolution The Gods Are Thirsty (1912) promotes the idea that humanity is, as it were, marking time in its development. A special kind of “symbolic” historical literature is becoming widespread, which, sometimes claiming to have a deep understanding of the historical process, actually creates purely subjectivist constructions of a mystical nature (“The Veil of Beatrice” by A. Schnitzler, 1901, “historical” trilogy by D. Merezhkovsky - “ Pavel I", 1908, "Alexander I", 1911-12, "December 14", 1918). On the contrary, in a number of countries of Eastern Europe, historical themes acquired in the late 19th and early 20th centuries. great importance and public sounding, which is associated with the national upsurge in these countries. The leading place in the themes of historical literary works of this period was occupied by the history of the beginning liberation struggle. In some cases, historical fiction is romantic character. Such, for example, are the historical works of the Polish novelist G. Sienkiewicz (“With Fire and Sword”, vols. 1-4, 1884, “The Flood”, 1886, “Pan Volodyevsky”, 1887-88, “Kamo are coming”, 1894-96, "Crusaders", 1897). Many works are written in a realistic manner: the Czech writer and historian A. Irasek creates a series of novels and dramas depicting the era of the Hussite wars (historical novels "Between Currents", vol. 1-3, 1887-90, "Brotherhood", vol. 1- 3; 1898-1908, etc., historical drama "Jan Zhizhka", 1903, "Jan Hus", 1911), Bulgarian writer I. Vazov - historical dramas based on scenes from the life of medieval Bulgaria ("Borislav", 1909, "K abyss”, 1908, “Ivaylo”, 1911). The national liberation movement, the awakening of national consciousness were the basis for the emergence and development of the historical novel genre in many countries of the East. In India, the creator of the historical novel in Bengali literature was the outstanding writer Bonkima Chondro Chottopadhay ("The Commandant's Daughter", 1865, "Mrinalini"), in Marathi literature - Hari Narayan Apte ("They took the fortress - they lost the lion", 1903, "The Tiger of Mysore" , 1890-91, “Princess Rupnagara”, 1900-02, “Chandragupta”, 1902-04, etc.), in Hindi literature - V. Varma (“Kundar Fortress”, 1928, “Rani Jhansi-Lakshmi Bai”, 1946, and many others). The historical novel was the first genre of the new Arab fiction (historical novels by Jirji Zeidan, 1861-1914 - "Ghassanid", "Egyptian Armanossa", etc., Farah Antun, 1873-1923 - "New Jerusalem, or the Capture of Jerusalem by the Arabs", etc.) . In the 20s. the first historical novels began to appear in Iran (“The Tale of the Artist Mantz” and “Spreaders of the Nets, or Avengers for Mazdak” by Sanatiz-zade Kermani, “Love and Power” by Agasheikh Musa Hamadani, etc.). Most of the works of young historical literature of the countries of the East were written in a romantic manner, many of them played a significant role in the national liberation struggle.
In the countries of Western Europe, a new upsurge in the development of the realistic historical novel begins after the Great October Socialist Revolution. This world-historical upheaval enabled the great realists of the West to create a number of outstanding examples of historical fiction. At the same time, the appeal to the historical theme of the leading writers of the West was associated with their defense of cultural heritage and progressive traditions of the past, with anti-fascist speeches by humanist writers. Such, for example, are the historical works of G. Mann (the novel The Youth of King Henry IV, 1935) and T. Mann (the story Lotta in Weimar, 1939), numerous historical novels by L. Feuchtwanger (The Ugly Duchess, 1929, " Jew Suess, 1925, The Jewish War trilogy, 1932, Sons, 1935, The Day Will Come, 1942, The False Nero novel, 1936, Foxes in the Vineyard, 1948, Wisdom of an Eccentric, or Death and transformation of Jean-Jacques Rousseau, 1953, Goya, 1951, etc.). Closely connected with modernity, distinguished by a humanistic, democratic orientation, they are at the same time characterized by the writer's careful work on historical sources. However, even these best works of Western historical literature are imprinted by the general conceptions of the historical process, which are characteristic of bourgeois historical science. Thus, in Feuchtwanger's historical novels (especially in pre-war ones), the idea of historical progress is sometimes expressed as a struggle between reason and inertia, which rarely ends in the victory of reason, the role of the people in history is underestimated, and the author's subjectivism is clearly manifested. A new stage in the development of historical fiction is associated with the literature of socialist realism. Standing on the positions of a materialistic understanding of history, affirming historical existence as the creativity of the masses of the people, this literature has all the objective conditions for successful development on the principles of genuine historicism and has achieved major results along this path. M. Gorky, evaluating the first attempts at creating a Soviet historical novel, wrote in 1930 (referring, in particular, to the works of A.N. Tolstoy about Peter I and 10. N. Tynyanov about the Pushkin era): “... a historical a novel that was not in pre-revolutionary literature...” (M. Gorky on Literature, 1955, p. 413). The most important topics of Soviet historical literature were the depiction of the revolutionary and patriotic traditions of the Russian people, the problem of the role of the people in history, the depiction of critical, significant eras; historical literature is characterized by a desire for epic, great artistic generalizations. So the novel by A.N. Tolstoy "Peter 1" (1st book - 1929-30, 2nd - 1933-34, 3rd - unfinished, 1944-45), depicting the image of Peter I, is at the same time an epic about the fate of the Russian people to one of turning points its development. A deep understanding of the era of Peter is given in the story of A. Platonov "Jestfan Gateways" (1927). The topic of revolutionary peasant movements of the past was widely covered in Soviet historical literature (for example, Chapygin's novels "Razin Stepan", 1926-27, "Walking People", 1935-37, "Pugachevshchina" by K.A. Trenev, 1924, "Emelyan Pugachev ", V.Ya. Shishkova, 1-3, 1938-45).
The important themes of Soviet literature were the liberation struggle against tsarism, the fate of advanced Russian culture in tsarist Russia (the novels by O.D. Forsh “Dressed with Stone”, 1925, the trilogy about Radishchev - “Yakobinsky leaven”, 1934, “Kazan landowner”, 1936, “ Pernicious book", 1939, etc.; novels by Yu.N. Tynyanov "The Death of Vazir-Mukhgar", 1927-28, "Kukhlya", 1925, "Pushkin", 1936-43, etc.). Of particular importance are works about the era of the preparation of the revolution and about the revolution itself and civil war. So, to a large extent, the “Life of Klim Sangin” by M. Gorky belongs to historical literature (although Gorky himself did not attribute this work or “The Artamonov Case” to the genre of a historical novel proper), and “ Quiet Don» M.A. Sholokhov, and A.N. Tolstoy, and "First Joys" and "Unusual Summer" by K.A. Fedin. In Soviet historical literature, the military-historical theme is widely developed, which received special significance during the years of the Great Patriotic War and in the immediately preceding Sevastopol Strada (1937-40) by S.N. Sergeev-Tsensky, "Tsushima" (1932-1935) A.S. Novikov-Priboy and others. V. Yan’s trilogy (“Genghis Khan”, 1939, “Batu”, 1942, “To the Last Sea”, 1936) depicts the invasion of the Mongols on the states of Asia and Rus' and shows the struggle of the Russian people against the Mongol-Tatar yoke; the theme of the fight against the Mongol-Tatar yoke and the rise of Moscow is also devoted to the novel by S.P. Borodin "Dmitry Donskoy" (1941).
1.3. Age features of adolescents
Adolescents are children between the ages of ten and fourteen. Among them, three age groups are distinguished: 10-11 years old - younger teenagers; 12-13 years old - teenagers (in the narrow sense of the word); 14 years old - older teenagers.
The transition to adolescence is characterized by profound changes in the conditions affecting the child's personal development. They relate to the physiology of the body, the relationships that develop in adolescents with adults and peers, the level of development of cognitive processes, intelligence and abilities. In all this, a transition from childhood to adulthood is outlined, the child begins to quickly rebuild and turn into the body of an adult. The center of the physical and spiritual life of the child moves from home to the outside world, passes into the environment of peers and adults. Relationships in peer groups are built on more serious than recreational joint games, affairs covering a wide range of activities, from working together on something to personal communication in life. important topics. A teenager enters into all these new relationships with people, already being an intellectually sufficiently developed person and having abilities that allow him to take a certain place in the system of relationships with peers. The child's intellect, understood as the ability to set and solve problems in practical, figurative and symbolic terms, is developed by the beginning of adolescence. During this period, the formation of the child as a person continues. During three or four years of high school education, the motivational sphere of a person is formed, his personal and business interests are determined, professional inclinations and abilities are manifested.
Adolescence is the most difficult and complex of all childhood ages, which is a period of personality formation. At the same time, this is the most crucial period, since the foundations of morality are formed here, social attitudes, attitudes towards oneself, towards people, towards society are formed. In addition, at this age, character traits and the main forms of interpersonal behavior are stabilized. The main motivational lines of this age period, associated with an active desire for personal self-improvement, are self-knowledge, self-expression and self-affirmation.
At the beginning of adolescence, the child develops and intensifies the desire to be like elders, children and adults, and such a desire becomes so strong that, forcing events, the teenager sometimes prematurely begins to consider himself already an adult, demanding appropriate treatment of himself as an adult. At the same time, he still does not fully meet the requirements of adulthood. All teenagers, without exception, strive to acquire the qualities of adulthood. Seeing manifestations of these qualities in older people, a teenager often imitates them uncritically. Adolescents' own desire for adulthood is strengthened by the fact that adults themselves begin to treat adolescents no longer as children, but more seriously and demandingly. Teenagers are asked more than junior schoolchildren, but he is allowed a lot of things that are not allowed to first graders. For example, a teenager, much more than a younger student, can be out of the house, on the street, in the company of friends and among adults. He is allowed to participate in situations to which younger students are usually not allowed. This confirms the more equal and independent position of the adolescent in the system of human relations. All this taken together gives the teenager an idea of himself as a person who has ceased to be a child, who has stepped over the threshold of childhood. The result of these processes is the strengthening internal desire of the teenager to become tall as soon as possible, which creates a completely new external and internal situation of personal psychological development. It requires that it generates a change in the entire system of the adolescent's relations with other people and with himself.
A teenager is also forced to grow up quickly by the circumstances of life associated with physical changes in his body. Rapid maturation, physical strength give rise to additional responsibilities that a teenager receives both at school and at home.
In adolescence, the content and role of imitation in personality development change. If at the early stages of ontogenesis it is spontaneous, little controlled by the consciousness and will of the child, then with the onset of adolescence, imitation becomes manageable, begins to serve the numerous needs of the child’s intellectual and personal self-improvement. A new stage in the development of this form of learning in adolescents begins with the imitation of the external attributes of adulthood.
Most easy way to achieve the goal of "being like an adult" is to imitate the external forms of observable behavior. Adolescents, starting from the age of 12-13 (girls a little earlier, boys later) copy the behavior of adults who enjoy authority in their circle. This includes fashion in clothes, hairstyles, jewelry, cosmetics, special vocabulary, demeanor, recreational activities, hobbies, etc. In addition to adults, adolescents can become role models for their older peers. The tendency to look like them and not like adults in adolescence increases with age.
For teenage boys, the role model is often the person who behaves “like a real man”and has willpower, endurance, courage, courage, endurance, loyalty to friendship. Girls develop a tendency to imitate those who look "like a real woman": older friends, attractive, popular adult women. Many teenage boys are very attentive to their physical development, and starting from the V-VI grades of the school, many of them begin to perform special physical exercises aimed at developing strength and endurance. In girls, the imitation of the external paraphernalia of adulthood is more observed: clothes, cosmetics, coquetry techniques, etc. .
In adolescence, the process of formation and development of the child's self-awareness continues. The improvement of self-awareness in adolescence is characterized by the child's special attention to his own shortcomings. The desired image of "I" in adolescents usually consists of the merits of other people that they value.
Since both adults and peers act as role models for adolescents, the ideal they create turns out to be somewhat contradictory. He combines the qualities of both an adult and a younger person, and not always these qualities are compatible in one person. This, apparently, is one of the reasons for the inconsistency of adolescents with their ideal and their constant worries about this.
In the 7th-8th grades of the school, some teenagers begin to systematically and purposefully engage in self-education. This is especially true for boys, among whom the ideal of masculinity becomes one of the main ideals that give rise to criteria for evaluating the surrounding people. Teenagers love adventure, romantic films and related literature, since it is in them that heroes are found who have the necessary qualities of masculinity, courage, character and willpower. Teenagers try to imitate these characters in real life, reproducing in games and situations they create scenes read in books or seen in films. This is especially typical for younger teenagers between the ages of 11 and 13.
In older adolescence, many boys begin to engage in self-development of the necessary volitional personality traits. Comrades, older in age, young men and adult men, become the object of imitation for them. In companies with them, a teenager takes part in cases that require the manifestation of will.
A very common way among modern teenagers to develop their volitional personality traits is to engage in sports associated with great physical exertion and risk, such as requiring extraordinary strength and courage. This is boxing, wrestling, weightlifting, hockey. Taking a great interest in many types of sports activities, at first for the sake of developing strong-willed personal qualities, some teenagers then continue to engage in them in order to achieve high results. Thanks to this, the motivation to achieve success is further developed.
The general logic of the development of all volitional qualities can be expressed as follows: from the ability to manage oneself, concentrate efforts, withstand and endure heavy loads to the ability to manage activities and achieve high results in it. According to this logic, they replace each other, and the methods of developing volitional qualities are being improved. At first, a teenager simply admires them in other people, in a good way envies those who have these qualities (10-11 years old). Then the teenager declares his desire to have such qualities in himself (11-12 years old) and, finally, proceeds to their self-education (12-13 years old). The most active period of volitional self-education in adolescents is considered to be the age from 13 to 14 years.
In adolescence, all cognitive processes, without exception, reach a very high level of development. During these years, the vast majority of the vital personal and business qualities of a person openly manifest themselves. For example, direct mechanical memory reaches the highest level of its development in childhood, forming, together with enough advanced thinking prerequisites for further development and improvement of logical, semantic memory. Speech becomes highly developed, varied and rich, thinking is represented in all its main forms: visual-effective, visual-figurative and verbal-logical. All these processes acquire arbitrariness and verbal mediation. In adolescents, they already function on the basis of the formed inner speech. It becomes possible for a teenager to learn various types of practical and mental (intellectual) activities, moreover, using a variety of techniques and teaching aids. General and special abilities are formed and developed, including those necessary for future professional activities.
Adolescence has many contradictions and conflicts characteristic of this particular age. On the one hand, the intellectual development of adolescents, which they demonstrate when solving various problems related to school subjects and other matters, encourages adults to discuss quite serious problems with them, and adolescents themselves are actively striving for this. On the other hand, when discussing problems, especially those related to the future profession, ethics of behavior, responsible attitude to one's duties, one discovers the amazing infantilism of these people, outwardly looking almost adults. A psychological and pedagogical dilemma arises, which can only be resolved by an experienced adult: how, while treating a teenager in a serious way, that is, in an adult way, at the same time treat him like a child who constantly needs help and support, but outwardly, such a “childish” treatment cannot be detected.
It is known that with age, the interest of adolescents in themselves changes rapidly. Children studying in grades IV-V of the school are characterized by increased attention to the position that they occupy in the classroom among their peers. Sixth graders begin to show a certain interest in their appearance, in children of the opposite sex and relationships with them. Seventh-graders have common hobbies of a business nature, there is a special interest in developing their abilities in various types of practical activities and in their future profession. Eighth graders highly value independence, individuality, personality traits that are manifested in friendship and camaraderie. Relying on these types of emerging interests of adolescents one after another, it is possible to actively develop in them the necessary strong-willed, businesslike and other useful qualities.
The main new feature that appears in the psychology of a teenager in comparison with a child of primary school age is a higher level of self-awareness. Along with it, a clearly expressed need arises to correctly assess and use the available opportunities, to form and develop abilities, bringing them to the level at which they are in adults.
At this age, children become especially sensitive to the opinions of their peers and adults; for the first time, they face acute problems of a moral and ethical nature, related, in particular, to intimate human relationships.
Adolescence - as adolescence is sometimes called - is the time of the formation of a true individuality, independence in learning and work. Adolescents discover confidence in the ability to determine and control their own behavior, their thoughts and feelings. Adolescence is a time of heightened desire for self-knowledge and evaluation, for the formation of a holistic, consistent image of the “I”.
Between the ages of 12 and 14, when describing themselves and other people, adolescents begin to use less categorical judgments, including the words “sometimes”, “almost”, “it seems to me” and others in their self-description, which indicates a transition to the position of evaluative relativism, understanding ambiguity, inconstancy and diversity of personal manifestations of a person.
In the middle classes of the school, instead of one teacher, several new teachers appear, who usually have very different styles of behavior and manner of communication, as well as methods of conducting classes. Different teachers have different requirements for teenagers, which makes them individually adapt to each new teacher. In adolescence, a differentiated attitude towards different teachers appears: some are loved, others are not, and others are treated with indifference. New criteria for assessing the personality and activities of adults are also being formed. On the one hand, this creates an opportunity for a more accurate and correct assessment of people by comparing them with each other, and on the other hand, it creates certain difficulties due to the inability of adolescents to correctly perceive an adult, to give him a correct assessment.
Adolescents appreciate knowledgeable teachers more, who are strict but fair, who treat children kindly, are able to explain the material in an interesting and understandable way, give fair grades, and do not divide the class into favorites and unloved ones. The erudition of the teacher, as well as his ability to properly build relationships with students, is especially highly valued by the teenager.
Between the ages of ten and fourteen, significant changes take place in the motives of a teenager's activities, in his ideals and interests. In the initial period of this age (10-11 years old), many adolescents (about a third) give themselves mostly negative personal characteristics. This attitude towards oneself remains in the future, at the age of 12 to 13 years. However, here it is already accompanied by some positive changes in self-perception, in particular, an increase in self-esteem and a higher assessment of oneself as a person.
As they grow older, the initially global negative self-assessments of adolescents become more differentiated, characterizing behavior in individual social situations, and then private actions.
In the development of reflection, that is, the ability of adolescents to realize their own strengths and weaknesses, there is a tendency, as it were, of the opposite nature. In the initial period of adolescence, children are mainly aware only of their individual actions in certain life situations, then - character traits, and, finally, global personality traits.
It has been established that with age, the perception of the surrounding people by adolescents also changes. The standards of interpersonal perception that they use when evaluating the people around them are becoming more and more generalized and do not correlate with the opinions of individual adults, as it was at primary school age, but with ideals, values and norms. The content of evaluative moral standards continues to expand and deepen, they become more subtle and differentiated, individually different.
As an illustration of this idea, A.A. Bodalev makes the following observation. If students of the seventh grade are asked, for example, to describe a person whom they do not know, but whose individual features they name in advance (for example, evil, kind, etc.), then among the answers that are obtained in this experience, four different groups. Adolescents from the first group name only the external signs of the person presented to them. Students from the second group mention both external and some internal features. In the third group, in addition to what was reported about a person, his deeds and deeds are called. In the fourth group, in addition to everything that has been said, the thoughts and feelings of the person being evaluated are also mentioned. Based on this experience, we can draw a conclusion confirming the existence of significant personal differentiation in adolescence of standards for interpersonal perception and evaluation of people.
1.4. Teenager as a reader
The reader's portrait of a teenager is largely determined at the age of 10-11. It should be taken into account that by this time parental care begins to weaken, and the school often "obliges" to read, without awakening personal motives for turning to the book. The time limit also affects reading (the study load increases, communication with peers, circle activities become more active, new hobbies arise). Experience shows that if by the age of 10 a child has already realized the significance of a book in his life, if turning to the printed word has become his inner need, if his cognitive interests have resulted in reading interests, then there is reason to believe that in the future these qualities will be strengthened and developed. If there is no interest in reading, then we can expect that at the senior school age this teenager will join the ranks of "non-readers".
Under favorable conditions, a child at the age of 10-11 years of age activates cognitive activity, there is a noticeable interest in unusual natural phenomena, in questions of the universe, in historical events unknown to countries, in understanding the facts of the surrounding reality. At this age, the reader, as a rule, already distinguishes between scientific and educational and fiction. The first attracts him with the opportunity to “learn something”, the second - to “survive”. It is now that the librarian can fully develop the reading needs of the children in the field of cognitive literature, introduce different types of literature into the circle of reading: reference publications, "business" books, popular science almanacs and magazines. It is useful during this period to reveal to the teenager the variety of technical methods of reading scientific and cognitive literature, to teach them how to apply them in practice.
It has been noted that the reading activity of adolescents is especially intensively formed in the process of reading books, the authors of which rely on mutual co-creation, put the reader in the role of an inquisitive researcher. Problematic materials meet the needs of children of this age, satisfy their interest in everything new, unusual, striking their imagination, pose more and more questions to them. Such qualities, for example, correspond to the books of P. Klushantsev, I. Akimushkin, Yu. Dmitriev, M. Ivin, G. Svirin and others.
A librarian needs to know that a focus solely on cognition can sometimes turn the reading of fiction into a purely rational process. This danger can be avoided if the teenager's attention is promptly focused on the peculiarities of reading different types of literature.
For some librarians, readers who from an early age show a steady interest in any one branch of knowledge act as an ideal. Others find it more desirable for a teenager to change interests. Psychologists say that no interest can develop in isolation from others. A varied reading experience, "trying on" different roles are fundamentally important for the full development of the individual. That is why the variety of hobbies of teenagers aged 10-11 must be supported, conditions must be created for a free, independent choice of books, and not be afraid of the variability of requests.
One of the reasons for the decline in interest in reading at the age of ten, according to psychologists, is the attitude towards giving up efforts. Reading requires active mental labor. Reading is boring for someone who does not have appropriate motives, strong motivations, no interests. Relying solely on entertainment, fascination, the game that librarians often resort to in promoting books to teenagers (quizzes, competitions, KVN, etc.), is not always consistent. It is easy to captivate and interest a momentary 10-year-old teenager with something unusual, but it is difficult to maintain and maintain this interest, to transform it into a reader's one.
The search for "surprising", "unusual" to a certain extent remains in younger adolescents and in relation to fiction. In this case, the reader's interest is driven by the plot, the extreme situation, the superhero. This meets the vital needs of a teenager: the desire to test their abilities, to test themselves mentally in unusual circumstances. Hence the natural interest in adventure literature, to which readers of 10-11 years old include books “about Indians”, science fiction, literary tale, books "about horrors", books "about war". The most requested and most read during this period, according to the observations of librarians, are the books of A. Volkov, K. Bulychev, Stevenson, W. Scott. Books are readily read by children with mythological subjects.
Observations have shown that in the hero of adventure books, a teenager values courage and determination above all else, even if these qualities are combined with cruelty and callousness. It is necessary to help debunk the killer heroes in the mind of a teenager, no matter how attractive they may seem at first sight. In a conversation about heroes, more attention should be paid to manifestations of mercy, kindness, humanity.
The dominant reading interests of 10-11-year-old schoolchildren - orientation to the "exciting" in the book - can later lead to illegible reading, to the loss of a sense of the word. The task of the librarian is to skillfully rely on the interests of children to recommend highly artistic works for them to read.
Contact with a book at the age of 10-11 largely depends on the awareness of the motives for reading: why a teenager reads, what gives him reading, what he would like to read, what he can recommend to another. It is useful to draw the attention of every teenager to such questions. If the formation of reading motives is not given due attention during this period, then, as a rule, there is no development of needs.
The range of cognitive interests in adolescents aged 12-13 is significantly expanding. Cognitive requests often acquire personal meaning, become selective, conscious. Many adolescents have stable interests in individual subjects and, consequently, in the relevant areas of knowledge. As the study of G.I. Ginzburg, teenage readers are characterized not only by the appearance of questions in the process of reading, but also by the desire to resolve them themselves. It is the process of the emergence of questions in a teenager in connection with what he has read, the nature of his independent actions aimed at resolving them, the emergence of new questions that are an essential indicator of his reading activity.
According to the degree of reading activity and the nature of the motives for reading scientific and cognitive literature, adolescents can be divided into three groups. The first includes readers who are looking for entertaining, necessarily “new”, “easy” information “for themselves” and books “for the lesson”. Adolescents of this group are characterized by situationality, narrow practicality of reader demand, reflecting the passivity of their position, the absence of deep cognitive interests. When faced with something incomprehensible in the text, these readers skip it without trying to understand it. The cognitive activity of these adolescents is aimed primarily at reproducing what is being read (writing out fragments of text, numbers, names, dates, etc.).
The second group of readers are teenagers aged 12-13, who are able not only to obtain information from the book, but also to compare what they read with what is already known, to correlate with their own life experience. They are looking for answers to their questions, they are interested not only in the novelty of the material, but also in its connection with previous reading.
The smallest group includes readers whose motives are aimed at deepening the understanding of the known, the search for ways to apply knowledge. Readers of this group, not limited to the perception of new information, try to understand it in conjunction with the already known. The questions they raise reflect a desire to find meaningful connections. These teenagers consider books written in the form of conversations to be the most interesting, when the author connects the reader to the search for evidence of the hypotheses put forward, introduces the essence of scientific controversy. They are interested in books that help to model, design. To do this, they often use appendices to books (tables, maps, diagrams), look for an explanation of special terms. They willingly turn to popular science journals, to editions of recommendatory bibliography.
As for reading fiction, the peak of reading adventure literature is at the age of 12-13. The reading circle of adolescents consists of novels by A. Dumas, A. Christie, K. Simenon, A. Conan Doyle. Fantasy is second in demand. The reading repertoire of adolescents includes "adult" literature (works by V. Pikul, A. Rybakov and other authors). Unlike readers of 10-11 years old, these teenagers are interested not only in the actions of the characters, but also in their inner world relationships with other characters. Many teenagers during these years include literature in the context of their own lives. Although they often formulate the motives for reading fiction as educational or entertaining (“I read to learn about life”, “to relax”), in fact (their reviews about what they read speak about this) the motivation for reading is deeper for many - interest in a person , to the psychology of relationships, the need for indirect life experience.
A characteristic feature of the perception of fiction at this age is self-awareness, which was previously extremely rare. When reading works of art, many teenagers create an “affiliation effect” and, on this basis, transfer what they read to themselves.
However, not all adolescents have a variety of motivation for reading fiction, and their perception is deep and rich in feelings. Primitivism of perception, stereotype of entertaining reading, orientation to popular culture- characteristic phenomena of today's teenage reading.
It is very important at this age to awaken the reader's self-esteem, to help the teenager see himself as a reader in comparison with others. To this end, some librarians hold debates “Reading as creativity”, organize special exhibitions: “What are you like, our reader?”, “Know yourself, reader”, “We are readers”, “Reader's portrait of a friend”, conduct business games , contests for the best reader.
Fourteen-year-olds need special attention from librarians. These are difficult teenagers to guide reading. The differentiation of attitudes toward books (positive or negative) that has become apparent among ten-year-olds becomes polarized by the age of 14. It is no coincidence that some call eighth-graders "the most readers", while others - "the most non-readers." Both of them are right. This is most affected by the results of the influence of the socio-pedagogical conditions in which the teenager developed earlier. Those teenagers who passed good school educating a culture of reading, whose friendship with a book has become familiar, they are distinguished by the breadth and stability of reader requests, their selectivity, the ability to perceive works that are difficult for their age, and developed criteria for evaluating attitudes towards a book. The circle of reading, motives, perception of works bear the stamp of their individuality. These are readers-"researchers", readers-"thinkers". Some of them summarize what they have read “for themselves”, and make “scientific” reports.
Others, by the age of fourteen, acquire the features of a low reading stereotype: their demand for literature is situational and random, often dictated only by external factors, their perception does not differ in character from younger adolescents. It is not uncommon for them to display nihilism towards the book as an "obsolete" medium of information.
In general, the internal position of fourteen-year-olds is most often characterized by a pronounced tendency, on the one hand, to self-determination, comprehension of one's "I", on the other hand, to the search for moral ideal. Typical for them is the motive of self-education and self-education. Publicism is widely included in the circle of reading, and interest in poetry is growing. Attention is drawn to artistic originality, creative manner of the writer. The attitude towards the hero is changing: the character of the personality in all its complexity and integrity worries. At this age, there is a tendency to separate the interests of boys and girls.
As for reading scientific and educational literature, in comparison with the previous age, the range of reader requests narrows somewhat, and the number of favorite activities also decreases. Many by this time had already formed core interests in specific areas of knowledge and activities, which determines the selectivity of reading. Career guidance intentions begin to affect demand.
Greatest opportunity for reader development older teenager laid in individual communication with the librarian. The key to success is the parity nature of communication. In a librarian, a 14-year-old reader appreciates most of all competence, erudition, "non-interference in the affairs of the reader." An eighth-grader can enter into a dialogue with a librarian only if he has full confidence in him. He immediately notices the “white threads” of pedagogical calculation. Hence the high demands on the skill of a librarian, on the subtlety of his pedagogical techniques, the strengthening of the role of mediated forms of communication (the use of readers' reviews, "bookmarks", memos, etc.).
So, the life of a modern teenager is significantly different from the one that was 10-15 years ago. Today's student has access to a large number of sources of information. The younger generation lives in a rapidly changing, complex, contradictory world. The task of the pedagogical community and the library is to help the student find his place in this diverse world, to teach him to understand and appreciate cultural traditions.
Chapter 2
2.1 The work of the Teshnyar rural library to introduce students to the study of historical literature
The information and bibliographic base of the Teshnyar rural library is the basis for information support of the educational process. Moreover, special attention is paid to working with literature on the history of the Fatherland.
A reference and bibliographic apparatus has been formed to help students of Russian history. Literature on national history is reflected in the NC, SCS, in thematic mini-files, recommendatory bibliographic manuals, lists.
In order to study the demand for literature on the history of Russia, a survey was conducted among adolescents.
As it turned out, the main motive for turning to this type of literature was the fulfillment of a task within the framework of a school course on the history of the Fatherland, that is, the need for business reading. This group comprised 77 percent of the respondents. Turn to historical books for personal interest - 10 out of 100 respondents, and 16 combine both personal and business interests.
Among the various genres of literature of historical content, 29 percent of students are in great demand for works of art. 24 percent prefer scientific and educational literature on the history of the Fatherland, 23 - encyclopedic, 12 emphasized the need for reference literature.
Questioning and the practice of work on reference and bibliographic services for students indicate that the need for new, modern reference, educational, popular scientific literature on national history is high.
First of all, publications containing voluminous and objective information are valued. Among those in demand are documents, eyewitness accounts. Often schoolchildren use dictionaries for definitions of historical terms, words and expressions. Of interest are materials about significant historical dates, the dissident movement, national liberation wars. Most of the respondents noted that they receive information on the history of Russia in the library. In some cases - in the media, the Internet.
The students answered the questions about the historical events they remember and famous personalities in Russian history quite fully, highlighting statesmen, military leaders, and cultural figures from different eras.
To another question - about the use of the SBA library when choosing historical literature - only 25 percent of students answered positively.
In general, the survey data made it possible to draw a conclusion about the rather low reading culture of schoolchildren, about ignorance and misunderstanding of the advantages of independent search and selection of literature. Of course, librarians today need to improve and intensify individual and mass work on educating the information culture of adolescents.
The question of reading periodicals devoted to the history of the Fatherland, or publications publishing articles on this topic, put many students in a difficult position. Only 15 percent of the respondents answered positively and named a number of magazines, and only 9 percent know and read the historical magazine Rodina, as well as local history publications.
The survey showed that half of the adolescents are well versed in historical periods and have sufficient knowledge of specific historical events. Students' interest in historical and historical-biographical literature and the need for business reading are growing.
Therefore, the rural library pays special attention to the preparation of lessons on national history. A fairly complete collection of encyclopedias, dictionaries, reference books has been assembled. The fund of literature on this topic presents the main works of Russian historians, educational, reference, literature on military history Russia. Conditions have been created to guarantee free access to the search and receipt of information of any kind. One of the modern sources for fulfilling a bibliographic request is periodicals, which helps to fill in the gaps in the acquisition of the book fund. Readers-students are offered special headings of SCS, thematic mini-files, folders of newspaper clippings. Rodina magazine, which publishes materials on a wide range of issues of Russian history, enjoys particular success. The new scientific-practical journal “History and Social Studies for Schoolchildren” also helps the children to get to know the history of our country better. You can read about how to write a creative essay, how to avoid mistakes when preparing for testing, etc.
An analysis of bibliographic requests clearly showed that the fulfillment of school assignments on the history of the Fatherland requires students to turn to encyclopedias, dictionaries, reference books, textbooks, works of Russian historians, popular science literature, newspaper and magazine articles.
It can also be noted that the modern educational process contributes to a certain extent to the development of interest in historical literature among schoolchildren.
"Save yourself for Russia and Russia - for yourself" - this is the motto of the Club of History Lovers, jointly organized by the village library and the school. The purpose of the work is the revival of high moral values, national culture, cultivating respect for the customs of various peoples, for ourselves, our roots, awareness of who we are and what our purpose is.
As part of the work of the Club of History Lovers, many interesting events took place related to Russian culture, the history of their small Motherland - their village (Appendix 1).
In the general fund, historical literature was identified and thematic shelves were designed: “Fatherland”, “Feat to live forever”, “History in faces”, “Historical novels”, “ Literary pages history", "Stories about Rus'". In order to promote the fund, they developed and designed historical bookmarks and book "semaphores": "Interesting Book", "New Book".
Exhibitions play an important role in opening up the book fund. Each one is unconventional; in its preparation, librarians show a maximum of fiction and imagination. For example, the exhibition-dictionary "Stories about Rus'" was arranged in such a way that each bookshelf corresponded to a certain century. For the exhibition, a card index was prepared with questions from the quiz “Do you know the history of your country? Your village?
As already mentioned, the "Club of History Lovers" is organized by the school and the library, because. their common goals: the revival national traditions and culture, historical education and patriotic education.
There have been many innovations in the work of the library. Games and discussions are actively used. Historical-game expedition "How our ancestors lived"; folklore hour "Feast of porridge"; literary-historical march-throw "With the Russian warrior through the centuries"; discussion hour “What our ancestors valued in a person”; historical messengers "I remember the whole XX century", "If you remember and compare"; historical minutes. These and other events involve the reader in an active activity, allow him to become a participant in what is happening.
Each meeting of the club or just an event is focused on the promotion of literature and attraction to reading, awakening better feelings, first of all - patriotic. And the education of patriotism is unthinkable without knowledge of the history of one's small homeland. Therefore, librarians are no less actively involved in local history.
Many teachers and librarians today are concerned about the nihilistic attitude of young people to national culture, the lack of interest in the historical past of their people, and healthy national pride. In this regard, special attention in the work of the club is given to this work. In particular, through the joint efforts of the school and the library, a scientific-practical conference of schoolchildren "Start in science" (Appendix 2), the Action "I am a citizen of Russia" (Appendix 3) was held. Students of grades 9-10 participated in the preparation of the conference.
The purpose of these events is to form the social maturity of students, their self-determination in culture and the development on this basis of a life position that allows them to understand belonging to their native people and at the same time be aware of themselves as a citizen of the country.
The main tasks are the following:
1. To form knowledge about the conditions for the formation of the culture of the Kuznetsk land.
2. Create conditions conducive to students' awareness of their involvement in the affairs of their ancestors and the development of responsibility for the future of their land.
3. To teach to carry out the simplest research in the field of studying the culture of the Kuznetsk land.
4. Create conditions for creative work.
For several years, students master the basics of the scientific organization of labor on the basis of historical and literary material. They get acquainted with the methods of theoretical research, questionnaire survey, interviewing, comparative ethnography, with theses, plans, abstracts. Next, they are invited to choose a topic for a report on a historical and literary topic, independently compile a bibliography, write a report and defend it.
Presenting their work at the events, speakers introduce classmates to the culture of their fellow countrymen, from ancient times to the present day. They talk about people who have had a fateful influence.
Thus, along with the assimilation of the necessary amount of knowledge, the creative, mental development of students is ensured, which turns out to be very important for the formation of a personality.
The search for modern forms and methods of popularizing historical literature and developing the interests of schoolchildren is carried out in the course of coordinating the efforts of teachers, parents, representatives of cultural institutions and the public.
2.2. Reading Historical Literature: Results of a Survey of Teenage Readers
In the course of this study, I compiled a questionnaire in order to identify the interests of adolescents in the field of historical literature. This revealed:
1. Do you consider it important to read historical literature? Why?
3. Do you read for the “soul” or only according to the school curriculum?
4. Would you like to increase the number of hours devoted to the study of history at school?
5. What study materials would you choose?
6. What historical period are you most interested in?
7. Where do you prefer to take literature for reading?
8. Does the library fund meet your needs for reading historical literature?
9. What literature on history do you prefer to read?
10. What historical magazines do you know?
Adolescents aged 10-14 were surveyed
The following results are obtained.
To the first question, “Do you consider it important to read historical literature? Why? 100% of the respondents answered positively. The reasons given were as follows: “you need to know the history of your ancestors well”, “because it is interesting”, “a lot of educational material”, “because it is historical literature that makes it possible to understand modern history”.
The third question, “Do you read for the “soul” or only according to the school curriculum” revealed that adolescents read according to the school curriculum, but prefer reading “for the soul”.
Answers to the next question of the questionnaire “Would you like to increase the number of hours allocated for the study of history at school?” revealed that 65% of respondents would like to increase hours, 35% answered this question in the negative.
When answering the fifth question of the questionnaire “What materials would you choose for study?” opinions were divided as follows: the first place was given by the respondents to video materials, followed by a specialized textbook and special materials selected by the teacher, an equal number of votes were received by an electronic textbook and audio materials. It should be noted that the majority of respondents chose several types of materials, believing that this is the most effective.
The sixth question "Which historical period interests you more than others" received the following answers: "present time". "Ancient Ages", "Reign of Kings", "Middle Ages", "2 World War”, “the formation of Russia, the USSR, Rus'”, “the future”.
When answering the seventh question "Where do you prefer to take literature for reading?" 71% of the respondents preferred the library, 14.5% take literature from friends, the rest name the point or another, without indicating the source.
Answers to the eighth question “Does the library stock meet your needs for reading historical literature?” showed that the library fund does not fully meet the needs of adolescents.
When answering the ninth question “What literature on history do you prefer to read”, teenagers preferred fiction, but it should be noted that non-fiction literature was not left without attention - 64% of respondents showed interest in reading this type.
It was revealed (from the answers to the tenth question) that teenagers know the magazines: "Russian Federation", "Motherland", but about 40% are not interested in periodicals.
An analysis of the activities of the Teshnaria rural library showed that the library is actively involved in the educational process of the rural school. Particular attention in serving schoolchildren is given to topics such as history native land and the history of the fatherland.
A survey among teenage schoolchildren determined the students' motivation for literature on the history of Russia and revealed that reading historical literature occupies a priority place in the reading of adolescents.
Conclusion
Unfortunately, during the post-Soviet transformations in our country, teenagers have become simplistically related to such concepts as love for the motherland, patriotism, and civic duty. The central place in the young man's worldview was occupied by the attributes of success: money, regardless of its source, a prestigious level of consumption and leisure. To a large extent, this was the result of the intensified planting in our society of the individualistic model imported from the West.
As a result, a new type of young man appears, for whom the main thing is to live without “fanaticism”, or rather, without ideals and inspiration, according to calculation, “without tension”, without “getting into” anything. According to a number of historians and sociologists, the emerging tendency is fraught for Russia in the near future to turn into a socio-cultural catastrophe, with the inevitable degradation and collapse of the state, which from time immemorial has been holding on (note that the word “power” came from here) on duty and service to the Fatherland.
In this regard, it seems to me that in the work on patriotic education one should always take into account the peculiarities of the interests of modern youth in combination with the changes taking place in society. This can be done with the help of historical literature.
In the thesis, the reading of historical literature by adolescents was studied; the specificity of the genre "historical book" was revealed, which made it possible to outline the ways of introducing teenagers to this literature.
The result of the study will contribute to the improvement of the work of the library with historical literature.
The paper defines the specifics of a historical book, identifying the motives and factors for choosing a book by teenagers.
As a result of the study, the place of historical literature in the reading of adolescents was determined, and the optimal ways of familiarizing with this literature in the context of libraries were substantiated. The influence of historical literature on the reading development of adolescents aged 10-14 is shown.
In the course of the study, the following tasks were set and solved:
studied the literature on the problem and the experience of the library in accordance with the topic of the study;
the place and role of the historical book in the reading of adolescents is determined;
the most effective methods of working with literature on history have been developed and implemented.
The Teshnyar rural library pays great attention to introducing students to reading historical literature. On the basis of the library, research is conducted on the study of reading historical literature. At the same time, it is necessary to actively look for ways and methods, to identify factors that help to study the problem of students' reading, affect their reading in the process of learning and self-education. Undoubtedly, the results of the study conducted by the library are of great interest to teachers, as well as to libraries of other departments that serve this category of the population.
List of used literature:
Abramova G.S. Developmental psychology: textbook [Text] / G.S. Abramov. - M.: Academic Project; Yekaterinburg: Business book, 2000.- 624 p.- (Gaudeamus).
Aseev V.G. Developmental psychology: textbook [Text] / V.G. Aseev.- Irkutsk, 1989.- S. 119-153.
Bayard R.T. Your restless teenager [Text] / R.T. Bayard, D. Bayard. - M., 1991. - S.27-48.
Balashova L.A. Formation of interest in poetry among older teenagers [Text] / L.A. Balashova // Sov. Library Science.- 1989.- №1.- S. 50-57.
Library service: theory and methodology: textbook [Text] / Ed. AND I. Aizenberg.- M.: MGUK, 1996.- 200 p.
Bigeza V.M. Scientific and educational book in the reading of adolescents [Text] / V.M. Bigeza, K.L. Naumenko // Questions of bibliography and library science: mezhved. Sat. - M., 1990. - Issue 2. - S. 123 - 130.
Bozhovich L.I. Personality and its formation in childhood [Text] / L.I. Bozhovich.- M., 1968.- S. 292 - 365.
Bratus B.S. Psychological aspects moral development of the individual [Text] / B.S. Bratus.- M., 1977. -WITH. 21-64.
Bubnov A.D. The development of cognitive interests of adolescents [Text / A.D. Bubnov // Library for schoolchildren: Sat. Art. / State. library of the USSR. IN AND. Lenin.- M., 1986.- S.43-51.
Butakova E.S. What interests students [Text] // Library.- 2005.- No. 4.- P. 32.
Butenko I.A. Reading on assignment and on demand [Text] / I.A. Butenko // Sov. Pedagogy.-1989.- №10.- S. 49-54.
In the world of a teenager [Text] / Ed. A.A. Bodaleva.- 2nd ed., add.- M.: Medicine, 1982.- 295 p.
Developmental and pedagogical psychology [Text] / Ed. A.V. Petrovsky.- M., 1979. - S. 101-145.
Developmental psychology: childhood, adolescence, youth: reader: textbook [Text] / Compilation and scientific. ed. V.S. Mukhin. A.A. Tails.- M.: Academy, 1999.- 624 p.
Ginzburg G.I. Scientific and educational book in the formation of the reading needs of adolescents [Text] / G.I. Ginzburg // Sov. Library science.-1984.- №3.- S. 69-76.
Danilchenko L. What does the history of the native land teach [Text] / L. Danilchenko // Education of schoolchildren. - 2001.- No. 7. - S. 6.
Dvorkina M. Why do we study history [Text] / M. Dvorkina // Library. - 2000. - No. 2. - S.10-12.
Differentiated guidance for children's reading: Sat. scientific tr. [Text] - L., 1983. T.78
Zderzhikova E. About reading with respect [Text] / E. Zderzhikova, O. Ponomareva // Library.- 2000.- No. 12.- P. 18-21.
Inozemtseva I.E. History is the mentor of life [Text] // Library.- 2004.- No. 12.- P. 30-33.
Kabachek O.L. The study of reader development of younger adolescents [Text] / O.L. Zucchini // Sov. Library Science.- 1990.- No. 3.- P.29-36.
Kabachek O.L. A teenager as a reader: a psychologist's view [Text] / O.L. Zucchini // We are the same age: method. Recommendations / State. rep. det. library of the RSFSR; Comp. O. Andreeva.- M., 1991.- 30 p.
Kadyntsena Z.I. Rural librarian and teenager: problems of communication [Text] / Z.I. Kadyntseva, N.F. Voropaeva // Sov. Library science. - 1987. - No. 2. - P. 29-32.
Historical literature begins with national epics, epics, historical songs, which for a long time (until the 20th century) remain a living oral syncretic word, are performed by storytellers, and for their content, both “acting” performance and musical sound are not outside. Christianity brings new sources, springs of historical literature. They are varied. 1. This is a sacred history, significantly expanding the geographical scope of the historical space. She refers to biblical times, moreover, to the Old Testament, much distant from the present. Ancient Rus', but, what is extremely important, giving new contours of ideas about the world and man's place in it. 2. This is the patristic heritage brought from Byzantium, the lives of the Saints, martyrs, martyrs, whom the Orthodox Church commemorates in its services. Subsequently, this circle of reading and listening will be expanded at the expense of the lives of Orthodox martyrs and saints, primarily the princes of the first Russian saints Boris and Gleb (monastic Roman and David), Prince Nicholas of Chernigov, Alexander Nevsky (monastic Alexy), Prince Vladimir of Kiev, Prince Dmitry Donskoy, as well as the holy ascetics of the church, primarily Sergius of Radonezh and his students and followers, such as Savva Zvenigorodsky. Hagiographic literature laid the foundation for the first historical biographies, artistic biographies of prominent people in Rus' and in Russia. It was highly educative literature set forth within the canon of hagiography, providing not only examples of ascetic life, but affirming spiritual priorities and love for the Fatherland as its main values. She helped to educate citizens even then. Karion Istomin (1640 - not earlier than 1718 or 1722) publishes the Service and Life of John the Warrior, dedicated to John, who lived in Constantinople under Julian the Apostate and became famous for the fact that instead of persecuting Christians, which he had to repair, he sheltered and protected them, for which he was imprisoned and endured torments, but he did not renounce his faith. This story was reprinted in the 18th century. repeatedly. This genre was further developed at the beginning of the 19th century, when Plutarch for Youth was published in 1809 in 10 volumes. "Plutarchs" were called in Russia after " Comparative biographies» of this ancient Greek writer and historian these biographies themselves. Translated from French (written by Pierre Blanchard and Catherine Joseph Propiac), published in Russia, they also included the biographies of the princes, Peter I, Feofan Prokopovich, M.V. Lomonosov, A.V. Suvorov, and the 1823 edition included the biography of M I. Kutuzova. The four-volume edition of "Plutarch for Young Maidens", which included the biographies of 76 prominent women, was carried out by Fyodor Glinka. Let us pay attention to the fact that in the upbringing of a girl it was considered mandatory to include “examples” of the ascetic life of women, and did not at all limit the circle of girlish interests to “fortune-telling” and various kinds of entertainment. 3. For those who are not literate, starting from the 10th century. the source of many instructive impressions, including historical ones, was the church, its architectural structure and interior decoration. By appearance the temple is either an ark, or a ship in which believers are saved from the vanity of life and eternal death, or it is a cross, an instrument and a symbol of salvation. The favorite forms of the temple from ancient times, containing a deep symbolic meaning, were: a) an oblong shape, like a ship, meaning that the holy church, like a ship, leads believers through the sea of life to the haven of eternal life; b) cruciform, meaning that the church received life and strength through the cross; c) round, meaning the eternity of the church; d) octagonal, in the form of a star, symbolically indicating that the church, like a star, shines with the grace-filled light of Christ. The top of the temple is crowned with domes or a head and marks the invisible Head of the Church of Jesus Christ. A cross is erected at the top of the head, as a banner of the victory that the faith of Christ won over the world. Sometimes three domes are erected on the temple in the image of St. Trinity, and sometimes five chapters, of which the middle one depicts Jesus Christ, and the rest - the four evangelists40. Murals, icons with hallmarks, in fact, were “read”, almost as they are read today modern child regular books. With regret, we can say that “this letter” has been lost for the vast majority of modern children. It was a story in faces, taken to heart by a person. 4. A significant historical component consisted in living according to the church calendar, in mastering the semantics of what was happening at the liturgy. In moving forward and *returning to normal> the man of Ancient Rus', and the child in particular, was well aware of the extremely important connection with the former for anyone: the ancient Christian did not embark on some unknown future, his ancestors walked ahead of him, and he followed them . This connection: grandfathers-parents-children - was important not only as a memory of a family, clan, but also as a memory of a nation, state, human unity (Vl. Solovyov). To belittle the importance of such historical education means to ignore its spiritual and moral component in general. 5. Until the last third of the XVI century. (the first "ABC" of Ivan Fedorov was published in 1574) the book was handwritten. Writing was not just a craft, but an art that was learned and the possession of which was honorable. One of the most important genres of handwritten historical literature of Ancient Rus' was the chronicle genre, which included chronicles of the life and deeds of statesmen, descriptions major events , as well as original works that scientists consider the beginning of literature in Rus'. These are the “Initial Code” (1095), “The Tale of Bygone Years” (beginning of the 12th century), “Teachings of Vladimir Monomakh” (c. 1117), “The Tale of Igor's Campaign” (1187). These are works of different genres: "story", "sermon", "word", but they all have a pronounced historical component. 17th century laid the foundation for the development of historical prose for children, when the military, military stories "The Tale of the Battle of Mamaev" (about the Battle of Kulikovo), "The Tale of the Azov Siege Seat of the Don Cossacks" written by the head of the military office Fedor Ivanovich Poroshin (1642) began to be translated for the younger generation . It can be said that the first book for children on Russian history, although the book is still handwritten, was "The History ... of the Tsars and Grand Dukes of the Russian Land", written by deacon Fyodor Griboyedov. This is a history textbook, commissioned by the tsar for the clerk Fedor to teach the tsar's children. Following the Book of Powers and the Sovereign Genealogy, the author sets out the history of the state in persons, in their deeds. However, all content is condensed in the title of the book. For today’s reader, it looks very strange as a title: “History, that is, a story or a short story, about piously ruling and holyly living divinely crowned tsars and great princes, who in Rustei ruled the land of God pleasingly, first from the holy and Equal-to-the-Apostles Grand Duke Vladimir Svyatoslavich, who enlightened the whole Russian land with holy baptism, and others, like him of holy and righteous kinship, so about God’s election and ever-memorable great sovereign tsar and grand prince Mikhail Fedorovich, autocrat of all Great and Small and White Russia, in which times, by grace Omnipotent in the Trinity of the glorious God, they, the great sovereigns, in Moscow and Vladimir and in all the great and glorious states of the Russian powers, and from where in Great Russia their great and pious and holy sovereigns of the kings of God the planted root of the planted vegetative and grow, and prosper, and to the great Russian kingdom, a hundredfold and beautiful fruit of Dade. Based on a comparison of 10 known lists of the book, it can be concluded that the original version, which was a tray, contained 34 chapters, further additions from the same sources used by the writer himself were made for the "outside reader" and included clarifications of dates, names, genealogy a list of the Rurik princes, so that out of 36 chapters of the book 41 chapters came out. The appearance of a printed book did not allow the wide distribution of Fyodor Griboedov's "History". Researchers call the first printed historical book "Synopsis" (from Greek - review), published in 1674 in Kyiv and attributed to the archimandrite of the Kiev-Pechersk Lavra, spiritual writer and historian Innocent Gizel. In the edition of 1680, the book is titled as follows: “Synopsis, or Brief collection from various chroniclers, about the beginning of the Slavic-Russian people, and the original princes of the God-saved city of Kiev ... to the most radiant pious sovereign of our tsar and Grand Duke Feodor Alekseevich ... ". The main source of the "Synopsis", by the way, from 1674 to 1680 almost doubled in volume, are the "Chronicle" by Maciej Stryjkowski, various chronicles. "The Tale of the Battle of Mamaev" is included in this and subsequent editions. This book, despite the discrepancies in its assessment of contemporaries (both historians and philologists), subsequently was not only famous, but popular. "Synopsis" was translated into Greek and Latin and from the 17th to the 19th centuries. went through about 30 editions. "Synopsis" was reprinted and enjoyed well-deserved success with the reader, writers and poets of the XVIII century. often used the "Synopsis", drawing from it the historical outline of their literary writings. This could not be prevented by the appearance of other publications that did not have the advantages that this peculiar textbook possessed. It should, however, be mentioned that the history of the world was presented for the child in the Brief Introduction to All History (1699) and accounted for almost half of the book: 36 pages out of 70. At the end of the 18th century. "Brief Knowledge of World History for the Benefit of Children", published by Iv. Volkov and in the same year 1798 the New World History was published in 2 parts by Ilya Yakovkin. Translated and published in 1818, “Abridged General history ancient and new for the use of youth. With pictures and maps" by the Frenchman Count Sepor. A new impetus to the development of historical children's books in Russia was given by N. M. Karamzin in his "History of the Russian State" (1816-1818). Attention to Russian antiquity, to the roots of historical and spiritual life was fueled by the historical victory of Russia over Napoleon in 1812. Russian Historical and Moral Tales by Sergei Glinka, written in 1810, are again published in 3 parts in 1819-1820, and his "Russian History in favor of education" was published in 1817 in 8 parts, and in 1823-1825. in 14 parts. In 1838, "Picturesque Karamzin" was published in 3 parts. A. O. Ishimova publishes The History of Russia in Stories for Children. The first part comes out in 1837, the second - in 1841. "History" by A. O. Ishimova is indicative as a work for children from several positions relevant to children's literature. It is written in the form of a conversation - one of the oldest forms of teaching a child knowledge in general and historical, about the history of his native Fatherland, in particular. To this form of communication with a child in the book of the XVIII-XIX centuries. the Orthodox Church is very active, it is also preserved in the "Bible for Children" by Archpriest Alexander Sokolov. The first volume of Ishimova's work opens with a chapter dedicated to the Slavs until 862 of the Christian chronology: “Dear children! You love to listen to stories about brave heroes and beautiful princesses, you are amused by tales of good and evil sorceresses. But, surely, it will be even more pleasant for you to hear not a fairy tale, but a true story, that is, the real truth? Listen, I will tell you about the deeds of your ancestors.”41 Already this first appeal indicates both the “image of the addressee”, and his age, and the general tone of the narration. At the beginning of the story, one could conclude that this is in the most trivial sense of the word "ladies' historical prose for children", however, the composition of individual chapters and the entire "History" as a whole indicate that its author has both pedagogical, artistic, and historical seeing the material. In the 90s. 20th century several publishing houses republished this two-volume book, some teachers turned to it as a textbook on national history. Let's say right away that for today's schoolchildren, at least elementary, at least secondary school, "History" by A. O. Ishimova is not a textbook, but a book for home (family) reading. In his presentation of historical material, the author follows N. M. Karamzin, his "History of the Russian State", but does not simply adapt Karamzin for childhood. A. O. Ishimova connects the prose narrative with the poetic interpretation of historical events by G. Derzhavin, V. Zhukovsky, N. Yazykov, A. Pushkin and others. The material is presented in accordance with the prevailing views on the driving forces of the historical process at that time. So today's child perceives the history of Russia in the book by A. O. Ishimova as the history of princes, the history of the reigns of monarchs. Moreover, the historical outline, the core of the narrative, is fixed by a table indicating the genealogy, family ties in principalities or reigning dynasties of the Russian Empire. There was and is a reason for such a presentation of material addressed to the child: the child generally perceives the world initially through the prism of the closest world order - the family, which ultimately allows not only to “educate” children, giving them a certain amount of knowledge of history, but to educate citizens worthy of their Fatherland. It is precisely this goal that is served by focusing the attention of young readers on the role of children in the history of the Russian state. It is not by chance that A. O. Ishimova puts in a separate chapter of the first book a plot with the characteristic title “Russian children. 1359-1362". However, many chapter titles carry a moral and evaluative characteristic. For example: “Ingratitude”, “Two cunning enemies”, “Modesty of the Romanovs”, “Greatness of the soul of Alexei”, “Traitor Mazepa and the battle of Poltava”, “Inconstancy of happiness”. Generally speaking, even in the titles, the “history of the Fatherland” as presented by A. O. Ishimova “breathes”: some chapters are devoted to fateful events, others to the life and customs of a certain era, others to outstanding compatriots, and there is even a chapter “The First Russian Poem” - the name is clearly intriguing and the whole chapter is imprinted in the mind of the child as a poetic interpretation of history. The author does not abuse illustrations, observing the measure at which the imagination of the readers themselves develops, and there is a basis, a base that makes it possible to “think” the era and its heroes, relying on authenticity. The book by A. O. Ishimova is such a syncretic genre that was developed and continued by other historian writers. Undoubtedly, having huge popularity in Russia of its time, it gave impetus to the transformation of this genre of works for children, where the dominant image of a historical figure or an almost myth-forming event (the Battle of Kulikovo, the Battle of Poltava, the Battle of Borodino) already dictated the laws of a more “pure genre”, in in which the “portrait of a hero” or “battle canvas” were decisive. The subsequent period was marked by the release of I. M. Snegirev's History of the City of Moscow, Mstislav Rostislavovich the Brave, and S. Solovyov's Monuments of Moscow Antiquities. V. A. Panov publishes "Essay on Montenegrin History", "History of the Croats", "History of the Bulgarian State". The first historical novel in Rus' was translated (XI-XII centuries). It was a novel about Alexander the Great and was called "Alexandria". In the 17th century in an abbreviated version, more precisely in two versions, it was part of cursive alphabets. To today's reader, this novel may seem like a fairy tale in general, but it must be borne in mind that it was not written in a positivist manner. thinking person , but fully corresponded to the system of worldview coordinates of its time. Expect realism from this book at the end of the 20th century. at least ahistorical. Recall that the general interest in the role of the individual in the life of society, in history, provoked by the Enlightenment, at the beginning of the 19th century. is also reflected in children's literature thanks to those historical events that could not but highlight the truly outstanding role of individuals who were rightfully called heroes. “The great is seen at a distance” (S. Yesenin), - this remark of the poet can be fully attributed to historical figures captured by Russian writers in stories for children. Such is the historical story of P. I. Nebolsin “Ermak”, “The History of Peter the Great” in 2 parts by Vladimir Stroev, numerous historical stories by P. Furman, including “The Carpenter of Saardam” and “The Son of a Fisherman, Mikhail Vasilyevich Lomonosov”. With all the sometimes negative attitude towards the work of P. Furman of the revolutionary democrats, one should give him his due. He was a man of his time, his importance as a popularizer of Russian history is great. The popularity of P. Furman with the reader was a consequence of the fact that both children and teachers showed a keen interest in his books, for which this author was both encouraged and rewarded with dignity. Personality, as teachers and writers in the 19th century understood, is brought up on the examples of a valiant life. Even more attractive for the child are examples of worthy behavior of peers. About this, for example, there was a book by an unnamed author “Famous Children, or the Biography of People Who, in their childhood, became famous for extraordinary success in the sciences and arts, as well as for laudable behavior. An essay that can excite competition in youth ”(1853). Even earlier, in the 40s. XIX century., translated from French "Pictures from the history of the childhood of famous musicians", "Pictures from the history of the childhood of famous painters." Thus, along with panoramic stories of the Fatherland, artistic and documentary stories of personalities are of particular value. The neo-romantic era at the turn of the century aroused a new impulse of interest in history, in the past, in which the future could be seen. The history of personalities from the "Plutarchs" and the lives of the saints passes to a romantic, and later to a realistic depiction of the activities of people who glorified themselves for the good of the nation and humanity. This is how the literature of biographies of outstanding people arises, which is purposefully created as an example for youth. In Soviet Russia, the idea of creating a series of biographies "The Life of Remarkable People" belonged to A. M. Gorky. This multi-volume publication has taken place, it includes biographies of prominent statesmen, scientists, writers, cultural figures. In Soviet times, another project was implemented - a series of stories-biographies "Fiery Revolutionaries", addressed to youth. Children of middle school age received artistic-historical, although partly idealized, biographies of pioneer heroes. Literature that tells about the life of ordinary people in times that are fateful for mankind, for Russia adjoins this corpus of works. The October Revolution contributed to the publication of works in which children were both victims and creators of events that determine the fate of history. The educational dominant, proclaimed by K. D. Ushinsky, N. A. Dobrolyubov, N. G. Chernyshevsky, who insisted that children's literature educate a socially active, active personality, was picked up by A. M. Gorky, K. I. Chukovsky , S. Ya. Marshak and developed in the works of children's writers of the new social era. Historical, and therefore documentary evidence of the era of the 20s. recreated in the original form of “Kostya Ryabtsev’s Diary” by N. Ognev, which tells about the life of schoolchildren of that time, which was distinguished by an abundance of pedagogical experiments. A. P. Gaidar's philosophical dilemma is resolved in the form of a fairy tale in The Hot Stone. In this work, in fact, there is nothing fabulous, except for a magic stone (a magic tool), which no one has used. But we learn the story of the life of an old watchman, in which the rebellious life of a fighter who fought for Soviet power is guessed. The image of the child-hero was drawn by the same A.P. Gaidar in his seemingly transparently clear and at the same time deeply symbolic “The Tale of the Boy Kibalchish and His Strong Word”. The historical in these works is combined with the moral, fairy-tale and adventure. Didactic is not declared, however, presenting the reader with an "example to follow", the author must rely on the "life-building" function of children's literature, strong in its ideals, which the child even unconsciously seeks to imitate. Strengthening the role of the historical component in children's literature of the XX century. can be compared with a similar phenomenon in Russia in the middle of the 19th century. At the same time, it should be noted that if the romantic component in historical fiction for children of the XX century. less declared, then the lyrical is necessarily present here, appealing not only to children's awareness of some events, but also to the feelings of the character, to the empathy of the hero and the reader. A large layer of literature for children exists about the October Revolution in Russia, about its leaders. Also, a whole block of works is made up of prose and poetry about the Great Patriotic War, about its real heroes and fictional characters acting in specific historical circumstances. Today, it seems that attention to history in literature for children is not heightened. The cataclysms of the end of the 20th century, which change the point of view on the grandiose events of Russian and Soviet history, force children's writers to "keep a pause", because much has already been covered earlier and it was done with talent. “Destroying” is by and large not an art, especially since many people know the Eastern proverb: “If you shoot at the past with a pistol, the future will shoot at you with a cannon.” At the same time, reading what has already taken place in literature, such as, for example, the works of Anatoly Mityaev or Sergei Alekseev, remains vitally important today. At the end of the XIX century. in the philosophical work “The Justification of the Good, or the Moral Philosophy of Vladimir Solovyov”, the author insisted that we can preserve the human in ourselves if we do not lose the “connection of the chain of generations”: grandfathers - parents - children. Turning to historical literature, the head of children's reading should be aware of these same "concentra historical memory and make sure that they are imprinted in the mind of the child.
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Historical genres in children's and youthful reading Artist: Tikhonova M.Yu. Student 12 r / n groupslide 3
Genres Folklore. Epic and song. Chronicle stories. hagiographic genre. Historical prose.
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Traditions Species: Historical (about Jean d'Arc, Ivan the Terrible). Toponymic - about the origin of names (names of cities: Paris from Paris, Kyiv from Kiy). Church traditions. Arises from eyewitness accounts. When transferred from one person to another, it undergoes metaphorical changes, sometimes distorting the meaning of the event.
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Epics and songs For the first time the term "epics" was introduced by Ivan Sakharov in the collection "Songs of the Russian people" in 1839. Each epic is divided into two parts: consistent and typical
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Chronicle legends In Byzantium they were called chronicles; in Western Europe in the Middle Ages by annals and chronicles. The First Kiev Chronicle - "The Tale of Bygone Years". Novgorod - distinguished by the conciseness of the style, Pskov - vividly draw social life, South Russian - literary, sometimes poetic.
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Hagiographic genre The life of a saint is not so much a biography as a description of his path to salvation, such as his holiness. Examples: "The Life of Prince Andrei Nevsky"
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Historical prose L.N. Gumilyov "From Russia to Russia" G. Naryshkin "The Stone Chronicle - Our Anxiety" A.P. Gaidar "Military Secret", "Rockets and Grenades" L.A. Kassel "Street of the Youngest Son" V. Nikitin "The Song of the Old Russian Partisans" I. Savinova “Forgive me for talking about the war again” G. Baklanov “Forever nineteen” Stories for children Ishimova, Platonov, Sipovsky
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About the author... Boris Vasiliev was born on May 21, 1924. After graduating from the 9th grade, at the age of seventeen he volunteered for the front. In 1954 he left the army and took up professional literary activity. Works: There were and weren't. (1977-1980) Novel Not listed. (1974) Tale greetings to you from woman Lera ... (1988) Magnificent six. (1980) Story Veteran. (1976) Story Prophetic Oleg. (1996) East. novel Encounter. (1979)
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The tragic events of the story take place in the spring of 1942 in Karelia at the little-known 171st junction, away from the Murmansk road.
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Heroes of the story Sergeant Major Vaskov F.E. - 32 years old, commandant of the patrol, "mossy stump", gloomy, military man. A personal tragedy - his wife left him after the Finnish war, his son Igor died. Junior Sergeant Osyanina M.S. - Strict, laughs a little, calm and reasonable, proud, lived tight with a belt, kept apart from everyone. A personal tragedy - she lost her beloved husband at the beginning of the war.
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Komelkova E. - Tall, red-haired, white-skinned, with children's big saucer-like green eyes, sharp-tongued, artistic, sociable mischievous. A personal tragedy - before her eyes, her mother, brother and sister were shot by the Germans. Brichkina E. - Chunky, dense, the daughter of a forester. I always believed that tomorrow would come and be better than today. A personal tragedy - the whole economy was on it. her mother was seriously ill, unrequited love.
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Chetvertak G. - Twisted, thin, sharp-nosed city pigal, pigtails from tow, chest flat like a boy's. A personal tragedy - she did not know her parents, she was thrown into an orphanage. Gurvich S. - She was a translator in the detachment, a timid, city pigalina, an ugly face, skinny shoulders. A personal tragedy - an orphan, her parents probably died in Minsk.
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Moral problem: the formation and transformation of the character and psyche of the individual in the conditions of war. The theme of war, unfair and cruel, the behavior of different people in its conditions is shown on the example of the heroes of the story. The topic of war is relevant at any time.
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Features Appearance and character of the characters, the author partly took from classmates, partly from girls serving as radio operators, nurses, scouts. The name uses a default figure, it does not include the essence of what is happening, but the state of mind and emotional stress transmitted by the characters.
