DISPUTE AS A FORM OF LITERATURE STUDY

Abstract

The purpose of the article is to characterize the debate as a form of studying literature in institutions of higher education, to reveal the specifics of the dialogic activity of the subjects of this educational form, to determine the main functions of the debate, to analyze the methodology of its preparation and conduct.

The methodology is based on the conceptual provisions of higher school didactics, methods and forms of teaching organization in institutions of higher education, creativity of future teachers of literature in the context of their professional and methodical training, on the developed system of development and lecturing skills of the teacher of literature as a necessary condition for ensuring the effectiveness of the educational and cognitive activity of students.

Scientific innovation: Systematized knowledge about debate as a form of studying literature in institutions of higher education and discussion as the main method of debate.

Conclusions. Dispute is an active form of studying literature in institutions of higher education. The dispute is always multifunctional, it ensures the implementation of the following main functions: cognitive, communicative, self-realization, self-affirmation, integration, plural, creative, facilitative, singular, interactive, educational, developmental, hedonistic, adaptive, socialization, empathetic, emotional.

They characterized the peculiarities of the method of preparing and conducting the debate as a form of studying literature in institutions of higher education, distinguished the requirements for the debate as the main method of the debate, gave examples of rules and reminders for the participants of this educational form, modeled an approximate plan of the debate on literary and historical works.

Disputation as a form of studying literature is characterized by various dialogic methods: discussions, dialogues of students with the author of the text, characters of the work, with critics and literary experts, historians, collective polyartistic dialogue. The application of dialogic methods in the process of studying a work of art contributes to the formation of such qualities in future teachers of literature as: the ability to work in a team, the ability to substantiate one's opinion and creatively solve problematic tasks, generate new ideas; to show initiative, analyze and synthesize, critically evaluate information, draw conclusions and generalizations, show civic consciousness and activity, respect for Ukrainian history and national culture.