The article analyzes the possibility of using a practice-oriented approach in the process of studying Russian classical literature when teaching students-philologists, future teachers of language and literature; the issues of selection and structuring of the material are considered; reveals the features of organizing the content of thematic sections of individual methodological disciplines, aimed at improving the quality of training a competitive teacher in modem educational conditions. The appeal to Russian classical literature in the modem world is directly related to the spiritual and moral development of a person, the enrichment of his inner world, self-knowledge. In different historical periods, the attention of scientists, methodologists, language teachers has always been focused on the comprehension of the classical literary heritage and the search for effective models of interaction with the reader of a certain historical era. The need to rely on a practice-oriented approach in the process of studying Russian classical literature in a pedagogical university is caused by the actualization of the application of the acquired fundamental knowledge in the process of mastering philological, psychological, pedagogical, didactic and methodological disciplines in practice. The article summarizes the recent research experience, based on the assessment of the use of a practice-oriented approach in pedagogical and methodological science and the degree of readiness of future language teachers to understand the tasks facing education in the modern world. The use of this approach to the development of the content of educational methodological disciplines is explained by the intensive penetration of educational practice into solving professional problems of a person. This allows us to consider the approach stated in this article as the most effective, aimed at identifying, forming and developing various professional competencies that help to solve the most important problems of university teaching, namely, the development of students' styles of thinking, communication and behavior, memory, creative abilities; stimulation of educational and cognitive activity, cultivation of a scientific and professional worldview, the formation of a professional culture. The process of practical activity turns into a technological and strategic application of science. The development of innovative forms of activity is at the same time the formation of new levels of practice, and the emergence of each new level means and at the same time requires its theoretical understanding, which again generates a new level of practice and contributes to the use of a practice-oriented approach in all spheres of human life, including in higher pedagogical education. The article highlights structural markers (need; goal-setting; motivation; expedient activity in the form of its individual acts; the subject to which this activity is directed; the means by which the set goal is achieved; the result of the activity), the principles of organizing a practice-oriented approach to developing the content of methodological sections. disciplines (the creative nature of any kind of practical activity; the idea of the unity of theory and practice, and at the same time practice is a derivative of theoretical activity; subject-subject relationship between teacher and student in the implementation of this approach). The content of the thematic sections "Russian classics and modern literature: points of contact and repulsion", "Russian classical literature and digital learning technologies" proposed in the article can be integrated into the teaching of the following methodological disciplines: "Reading practices", "Modern literature lesson", "Study classical literature at school", etc. The use of a practice-oriented approach in the process of studying Russian classical literature at a pedagogical university is one of the ways to ensure high-quality interaction of the future language teacher with the works of Russian classics, taking into account its functioning in the modern educational environment.
