PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR LINGUO-AESTHETIC ANALYSIS OF LITERARY TEXTS IN PRIMARY GRADES

Аннотация

This article scientifically analyzes the psychological and pedagogical conditions for linguo-aesthetic analysis of literary texts in primary grades. Keywords: system, creation, speech, formation, perception, mechanism, nature of speech, junior schoolchildren, laws of formation, reveal, psychologists, research, justification, etc. In the system of teaching appropriate speech, the subject of study and mastery is speech activity and the text as its product. Consequently, the creation of such a system should be based on the research of psychologists who reveal the mechanisms of speech formation and perception, the nature of speech, the laws of its formation in younger schoolchildren. The formation of the type of student is, of course, influenced by such generally recognized factors as social affiliation and level of education. Along with them, the achieved level of general development, the attitude of the individual to the learning process are also important. It is also important to take into account the individual characteristics of mental activity (development of thinking, imagination, memory; emotionality of the individual, etc.)[1]. The need to analyze a poetic text in the unity of form and content in primary education is recognized by all authors. At the same time, some understand the form as the language of a work of art, while others consider this phenomenon to be more complex. Perception of the form of a work only as speech, without taking into account the specific features of literature as a type of art, leads to the merging of art with reality, to the study of the subject of literature instead of its content. At the same time, the reader is enriched with knowledge about another life situation, but the main goal of turning to fiction - the spiritual study of the world - is not realized. L.I. Timofeev, P.V. Palievsky, I.F. Volkov It is desirable that in the artistic form both language and characters, plot, composition, landscape, etc. This, in turn, they argue, "allows us to see the deep dynamics of a literary work, beneath its superficial statics, in its material objectivity”[2]. The concept of meaningful form is connected with the concept of artistic integrity ¬. The moment of its formation is each element of a work of art, and the 46 DEVELOPMENT AND INNOVATIONS IN SCIENCE International scientific-online conference unifying and directing force ¬is the artistic idea expressed in the very concrete material of the work, in the attitude to life that the work instills in the reader. ¬ Reducing the idea to a logical formulation degrades the meaning of the work. The reader must experience this. At the same time, the understanding that each of the two ways of mastering a work of art - its direct perception and knowledge in concepts - has its own meaning and significance. In primary education, verbal descriptions of pictures in native language and reading lessons often act not as a means of restoring the image and perception of the work, but as an aid in retelling. Drawing up a plan does not help to understand the composition, but has independent significance. The retelling that dominates the lessons demonstrates not the perception of the text, but its reconstruction. At the same time, the process of perception itself is not interpreted as creativity, and the entire system of work is focused on the perception of the factual side of the work, without taking into account its artistic qualities. The increased attention to the problem of the artistic development of students that has arisen in the methods of primary education in recent years ¬ testifies to positive changes in this direction. At the same time, changes in the content of the native language and reading lesson are determined not by the types of work, but by the specific features of the perception process ¬. Of particular importance is the organization of primary school students' primary perception of the text. At the same time, on the one hand, it is a means of entering into what is read, and on the other hand, it also reflects the important role of expressive reading, which is the result of the perception of the text. Preparation for expressive reading should become one of the methods of analyzing a literary text in primary school. Children of primary school age are especially "sensitive" to the requirements of mental education. ¬ Psychologists attribute the ability to work with abstract concepts to its basic psychological new formation, and also note the restructuring of the personality and an increase in the level of development of a number of basic ¬cognitive processes (perception, attention, memory, etc.), personal ¬characteristics (will ¬, character, etc.) in younger schoolchildren. All this allows us to create a ¬psychological basis for pedagogical guidance in the processes of teaching and educating children 7-10 years old when creating and testing a methodology for linguo-aesthetic analysis of a literary text in primary grades. Based on the stu