WAYS TO INCREASE STUDENTS’ INTEREST IN READING IN RUSSIAN LITERATURE CLASSES

Аннотация

This article is devoted to the problem of reducing interest in reading among students and ways to solve it. The types of work proposed by the literature teacher to increase students’ interest in reading are given. Keywords: reader’s receptivity, clip thinking, fiction, motivation to read, individual approach, book trailer. Nowadays, teachers, parents, and those who care about the development of the younger generation have been increasingly concerned about the decline in the number of young readers and the lack of interest in reading among the majority of young people. The problem of the lack of conscious reading has become more common among students, and some literary works that they read, unfortunately, are poorly remembered or do not remain in the student’s memory at all. Researcher L.Konovalova notes that “opinions are so polar that, on the one hand, there is a firm conviction in society of a deep crisis of reading culture, and on the other hand, new models of reading are being approved in modern conditions of the information society.” [1, p. 76]. Recently, the concepts of “fragmentation” and “clip-on” thinking have often been used, and they accurately convey to us what is happening under the power of the Internet not only with children, but also with adults. One of the main reasons for the decline in interest is precisely the preference of students for smartphones and computers, namely surfing the Internet, watching videos and spending hours playing computer and mobile games. One of the main reasons for the decline in interest is precisely the preference of students for smartphones and computers, namely surfing the Internet, watching videos and spending hours playing computer and mobile games. It is easy for them to perceive pictures, “video clips”, and character sequences. Colorful images, short sounds and speeches mixed with trending music change almost every second. All this leads to a decrease in attention and concentration, which can be difficult for the average student to show perseverance and finish reading, for example, a chapter from a novel, he begins to be distracted by the smartphone and in just a couple of seconds our “reader” finds himself completely under the power of this device and begins to consume an incredible flow of information. As a result, the brain begins to deny reading literature, limiting itself to short sentences, slang words and “comments”, stops doing difficult energy-intensive work and becomes lazy. The brains of young people sometimes process so much information from the Internet environment (and in most cases it is simple consumption without any awareness) that we involuntarily ask ourselves the questions “Why is this happening?”, “How to make a student read?”, “Will he be able 33 International scientific journal “Interpretation and researches” Volume 2 issue 24 (46) | ISSN: 2181-4163 | Impact Factor: 8.2 to love books?”. After all, the role of a teacher in developing students’ interest and fostering their love for literature is one of the main ones. On the one hand, it seems that this is due to digital addiction and that, first of all, it is necessary to get rid of it. But this process is complex and lengthy, and depends more on the environment that surrounds the student: parents, friends, groupmates. It is not always possible to achieve any result by forcing reading. There is only one way out – to awaken the inner interest of students in reading. Help them find their book, their writer, their genre. It is unlikely that you will be able to immediately teach how to love reading, since this process should be started from an early age, but you can always identify the interests of young people and develop motivation to read. In literature classes, the following types of work can be done as a solution to this problem. 1. Identifying the talents of each (low-reading) student and giving assignments appropriate to their abilities. For example, a student has a hidden talent for acting and recitation. The teacher, involving him in the staging of an excerpt from the work, helps to open up. In turn, the student should refer to the text of the literary work in order to prepare for the performance. For students who like to draw, you can arrange an exhibition, for example, on the theme “The hero / heroine of the novel in my mind.” Comic book type works are welcome. The condition may be a possible approximation of the drawing to the description of the character’s appearance. By applying such an individual approach, the teacher can see how the student will necessarily read at least part of the work to create this character and will definitely include his imaginative thinking. 2. Involving students in such type of work as “co-authorship”. We need to give them the opportunity to feel like a writer. For example, in Russian literature classes, students may be asked to write a short prologue to the story “Dark Alleys” in the process of studying I.Bunin’s creative work. To do this, they will