This article provides solutions of several key pedagogical problems by means of "Literature" subject.
The article deals with the Western concept of STEAM education which is based on a certain "poly-subject" which includes Science (S), Technology (T), Engineering (E), Arts (A), and Mathematics (M). The practice of this educational approach is focused on the following idea: a student who is familiar with the artistic principles of life (literature, art, music, design) will achieve more in Mathematics, Invention and Natural Sciences. STEAM eliminates the continuous dispute between "physicists" and "lyricists" because within its framework, a lyricist can be talented in engineering (invention) and a physicist can be talented in aesthetic, artistic manifestations such as design. The analysis of Western STEAM models of studying literary text poses questions about the trajectories of modern literary education which is transforming in a sense. An educational STEAM product in the analysis of a literary text is oriented primarily towards the designer solution as the manifestation of the students' creative potential. Ultimately, Western studies present the STEAM approach as a humancentric (not subject-centric) model: the approach prioritizes the student's personality and individuality. STEAM education is a new integrative educational system that integrates the scientific and the imaginative, the documental and the aesthetic, the artistic and the rational principles.
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Abstract. In the article the basic methodological problems associated with the return of the final essay to the Russian school practice have been considered. The synchronic and diachronic analysis provided in the article defines a meta-methodological character of an essay, recreating the criteria of assessment, thematic and genre transformation of an essay as the basic conditions for its success. The article contains different views of scientists on further improvement of this form of final control..One hundred years ago the quality of literary education of a graduate of the Russian grammar school, preparing for entering the university, was evaluated primarily upon the quality of the final essay. A grade for an essay was the main criterion of the applicant's level of knowledge. Such value of an essay was determined by the possibility to enter the university without examination provided that a final essay in the grammar school was highly rated. Thus, a final essay reflected both the resulting knowledge of pupils and the starting level of knowledge of applicants. It was the core of humanitarian education and effectively used both in the secondary and high school. Consideration of historical background of an essay allows us to formulate the principles of the methodological tradition, which may be used in the modern school.Improving the model of the final literature essay is one of the acute problems discussed not only in the professional teaching environment, but also at the government level. The Russian President's proposals concerning the consideration of a literature essay as an exam on civil maturity and cultural identity, found an alive and grateful response from all those who care about the national education. But what will this essay be like, taking into account that over time it has already received the status of mandatory for all graduates? The opinions on this issue were rather dispersed: a philosophical essay, a problematic reasoning essay, an essay upon a given illustration of the literary work, a research project based on the literary material, the analysis of a movie episode, a spoken reply to the question, a detailed commentary on a literary quotation, etc. A number of various scenarios and proposals was increasing, but this did not clarify the situation. Nowadays, when the question of a genre of the final work was resolved, experts still have a lot to do in order to clarify the conception of an essay, its testing, the results of which should confirm the effectiveness of various solutions.
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