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Nowadays the role of ICTs in the process of learning is of central importance. Thus, the problem of the use of ICTs in teaching-learning activity requires a detailed investigation. The purpose of the study is to identify problems with the use of ICTs in educational process; determine why, in the process of reading and studying literature, internet resources and multimedia are used insufficiently and in an unsystematic way; provide the rationale for the need for ICTs both in the self-education of the teacher and in the process of teaching. In accordance with the aim of the study, the systematic approach, theoretical and sociological methods were employed in the course of research, but the priority was given towards empirical methods related to the collection of the data on the degree of the ICTs usage in educational process. The study shows conclusively that ICTs should be used systematically in the process of teaching literature and while exposing learners to reading, as well as in promoting independent literary and creative activity. ICTs, then, will provide for the development of an interactive way of understanding a literary text, development of critical thinking, communication competencies, independence, and for the enhancement of information culture of learners throughout their lives. Thus, it is useful to draw up methodological recommendations on the use of different types of ICTs and multimedia for educational purposes so as to motivate the new generation of learners to read and study literary texts.
The article explains the purpose of creating an exemplary program of the subject “Native literature (Russian)” connected with the execution of the Federal Law on Education, supporting the main aim of the core course in literature – the development of a competent reader, as well as reinforcing the cultivating function of school literary education and preserving the Russian language, literature and culture against the background of Russian multi-ethnic and multicultural society. The following objectives of the new subject acquire particular significance: perceiving literature as one of the main cultural values of the nation (which reflects its national character, history, worldview); ensuring cultural self-identification, becoming aware of the communicative and aesthetic power of the mother tongue based on the study of outstanding literary creations of the Russian culture, the culture of one’s ethnic group, world culture. The methodological background to the exemplary program rests upon the idea of an ideological nature and educational potential of the Russian literature. In creating the didactic model in question, the authors of the program used theoretical and practical research methods, as well as the cognitive and system- and activity-based approaches. The results of the research were as follows: validation of the legal and regulatory framework of the new subject and the primary goals of its study, elaboration of the principles – which are based on the system of value codes shared by the whole nation’s cultural tradition – according to which the contents and structure of the course are selected. The article demonstrates what distinguishes “Native literature (Russian)” from the school subject “Literature”, how each of the three content branches of the program contributes to the development of subject knowledge and skills from grade to grade, why this or that recommended literary work is included in the topic-issue units, and which forms of the final subject assessment are most preferable. The exemplary program of the subject contributes to solving the issue of national and cultural identity and understanding what role the Russian literature plays in becoming aware of the national traits of the Russian culture. It also fosters the comprehension of cultural concepts that are crucial for the Russian national consciousness and the development of one’s ability to transform his/her reflections on works of native literature into personal convictions and positive values.
Abstract. We talk about introduction of the concept of "information and education environment"(IEE) in education space and its relation to the study of Russian language and Literature in the article. Subject IEE, along with a range of equipment and information resources, must include a system of modern pedagogical technologies providing training in this field. The need for rethinking the role of a teacher in the education process is described in the article due to the fact that the methodological science is behind quickly evolving information and education environment. IEE of teaching Russian language and Literature includes elements such as purpose, content, methods, techniques, forms and training tools. However, their meanings have been changed in multimedia information and education environment. New approaches in the organization of student learning and achievement of planned results at lessons of Russian language and Literature in terms of IEE were revealed in the article.
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