Контекстне вивчення ліричного твору

Abstract

Для цілісного й багатозначного розуміння лірики, вводимо у систему такий складник методичної діалогіки, як контекстне вивчення твору. Виявлено, що принцип діалогізму, закладений нами в основу, буде реалізований не тільки як діалоги «читач-текст», «читач-читач», а і як діалоги поетичного тексту з біографією автора, історичною епохою, іншими видами мистецтва. У статті розглядаються особливості контекстного вивчення ліричних творів на уроках української літератури. Головна увага зосереджується на біографічному, історико- культурологічному та загальномистецькому контекстах. Пропонується використовувати імітаційні прийоми навчання («У ролі поета», телевізійного ток-шоу, «Рекламування твору» та «Подорож у часі»). Автор зазначає, що застосування імітаційних прийомів навчання допоможе зробити урок методично оригінальним та якісним щодо опанування віршів.The article deals with the peculiarities of contextual study of lyric works in the Ukrainian literature lessons. The focus is on the biographical, historical and cultural, and national contexts. We introduce into the system such a component of methodological dialogism as contextual study of the work for a comprehensive and meaningful understanding of the lyrics. It is revealed that the principle of dialogism, which we founded in the basis, will be implemented not only as dialogues “reader-text”, “reader-reader”, but also as dialogues of poetic text with the biography of the author, historical epoch, other types of art. The task of the teacher is not only to make students understand the poem and to be able to analyze it, but also to get to know the writer and draw parallels between his life and his work. To do this, one must turn to the biographical context. The historical and cultural context is also used in the lessons of the study of lyrical works to enable students to understand poetry better. It is also effective to use a general artistic context that involves engaging poetry of music and paintings in the study. The emotional impact of music and painting on the student enhances his interest in learning the subject. The teacher, while preparing for the lessons of lyrics, should carefully select music and pictures that could positively influence the students and help them to understand poetry. In the process of contextual study of lyric work, it is advisable to use imitative learning techniques (“In the role of the poet”, television talk show, “Advertising of the work”, “Time travel”), the essence of which is: children act in different roles, imitate other people in the lesson. These techniques give students the opportunity to express themselves, promote the development of creative imagination, thinking. Also students learn to express their thoughts and so on in a particular situation. Thus students are in slightly different learning environments than traditional ones. The teacher, in turn, acts as the organizer, instructor, gives the students the necessary advice, advises them. The level of the students’ understanding due to the contextual perception of lyric works (biographical, historical, general and artistic) is increasing. The teacher should use and combine different types of context. The use of imitative teaching techniques will help to make the lesson methodically original and of high quality while mastering the poems.