FUNDAMENTALS OF PSYCHOLOGICAL MASTERY OF TEXT MEANING IN PRIMARY EDUCATION

Аннотация

This article provides a scientific and theoretical analysis of the issues of psychological mastery of text meaning in primary education. Keywords: imagination, memory, intellectualization, development, visual- figurative, abstract thinking, elementary school students, literary text, linguo- aesthetic analysis, teaching, perception, process, opportunity to understand, etc. The analysis of psychological literature has shown that children of primary school age have the necessary psychological conditions for the development of aesthetic perception of literary texts. Along with the intellectualization and development of imagination and memory, visual-figurative, abstract thinking, teaching primary school students to linguo-aesthetic analysis of literary texts allows them to understand the process of perception. It is advisable to teach children to linguo-aesthetic analysis of literary texts. This, in turn, contributes to their linguistic and literary development, the formation of a linguistic personality. The richer content of primary literary education, in addition to the positive effect we have noted, also causes some difficulties, which, as teaching experience shows, arise due to the teacher's unpreparedness to work with complex materials that require special philological competence. The process of mastering the meaning of a literary text itself is considered as a combination of three moments of contact with a work, which differ in the nature of the activity: direct impression, on the basis of which an initial "hypothesis of meaning" is formed; analysis of the text and the artistic world, determining the structure created to convey their content; interpretation based on the analysis of the text, correction of the initial hypothesis, approach to understanding the work of art as a whole, in the fullness of the connections and relationships of its elements. Analysis of a literary text is used by the authors of the program not as an end in itself, but as a tool that helps to understand the meaning of the work more deeply, adequately and at the same time independently. In the process of educating children, the emotional impression should not be replaced by a logical interpretation, but rather be based on it: it is advisable to try to understand what meaningful aspects of the artistic form were missed during the first perception. The process of aesthetic reflection should originate 98 МЕЖДУНАРОДНАЯ КОНФЕРЕНЦИЯ АКАДЕМИЧЕСКИХ НАУК from the teacher himself, who, relying on the relevant theoretical and literary ideas, follows certain methods of literary and linguistic-aesthetic analysis, but has not yet made these theoretical ideas and methods of analysis the object of study. In our opinion, the entire system of teaching primary school students to perceive literature as a type of oral creativity should be based on several important aspects: 1) the formation of a system of spiritual values and guidelines; 2) mastering a certain range of reading; 3) implicit and explicit mastery of literary-theoretical, linguistic-aesthetic knowledge and methods of analyzing literary texts; 4) training in literary and creative activities. It is necessary to develop the spiritual wealth of literature in children. ¬And all theoretical knowledge and practical skills ¬are formed for this main task. Therefore, the task of coordinating the logic of mastering spiritual values with the logic of mastering knowledge about literature as an art of speech is considered important. The purpose of this psychological project is to introduce primary school students to works of fiction for children through a reading process controlled by adults and systematized by the "Library". The child, as noted, should form "a direct impression of all world literature." This program - a psychological project - implies a creative approach of the teacher to the organization of the student's learning activity, gives the teacher the right to create a unique subject-thematic program of literary education for junior schoolchildren based on the proposed material. But not every teacher can independently compose options for the subject-thematic program, correctly choose the teaching methodology. Language education of a schoolchild as a linguistic-methodological category is a process and result of cognitive activity. It is aimed at mastering the basics of language theory for the purposes of communication, speech, mental and aesthetic development; as well as mastering the culture of a native speaker of a particular language. Language education is also aimed at self-development and the formation of the student's personality. As psychologists have established, the ability to perceive is given from birth to all living beings with a nervous system. Only people have the ability to perceive the world in the form of images that develop and improve through life experience;. Perception always acts as a subjectively connected reality with existing reality, structured in the form of objects