The Experience of Teaching Philology in the Context of New Educational Technologies: the Value Approaches to the Study of Literary Texts

In this article, an innovative approach to teaching the history of literature is examined, when the use of interactive forms, methods and technologies increases effectiveness of educational process, positively influences on learning the material by students, and orients students to resolve problem situations independently. It activates the self-development of students and encourages them to develop their innovation culture. A teacher, instead of fulfilling an information provider function, becomes a partner of creative activity. Students shift from an object of teaching to a subject of interaction. Each stage of work suggests summarizing, giving feedback, co-evaluation and conclusiveness of arguments. A teacher not only raises a problem, but also coordinates its discussion, and organizes interactions between opponents. Analytical work, aimed at studying of writers' texts to define stylistic dominance of their work, memoirs of their contemporaries, brief analyses of genre forms in their work, helps students to understand the creative individuality of artists, define the features of their artistic world, and conceptualize their own position. The teacher leads students to a conclusion, decision-making under uncertainty, and a problem situation, when there is no direct information and the truth is disclosed in discussion. The success is determined by the awareness, competence, scientific correctness, and value systems of the participants of discussion. In turn, a teacher is required to be competent in conducting discussion procedures. At the end of the lesson students write creative works, which will be published on the web site for further discussion and assessment. (C) 2016 Published by Future Academy www.FutureAcademy.org.uk