Ilyin e n biography. Psychological Drains (Psyvision) - Quiz, Training Materials, Psychologists Catalog

"I dream of this regard, when a new genre of the methodology is born - the artistic publication of the lesson, where double art will appear: teachers and one who, watching the picture of the lesson, is able to express this lesson in the picture."

I really managed not thanks to, but contrary to traditions to solve one of the key problems of pedagogy - to bring up mass (at least now and do not like this word) reader. And in connection with this, or rather, on this basis everything else is solved.
Now they are clearly marked by the Success Success. Four them: position, method, teacher, lesson. This is a strategy of educating the reader.

About position
Analysis literary work should grow into an ethical problem
(1982)
Learning and educating - it's like "zipper" on the jacket: both sides are fastened at the same time and loosely leisurely (!) The movement of the castle - creative thought. What should this "connecting" thought be?
Many today is a book calls into literature, I'm perhaps more in life. "I want to understand the case of the human ..." The replica of Gorky Luke - in something "key" to the lesson of literature ... these "deeds" is needed and interesting to the guys. Knowledge exclusively around the book and only on the basis of a huge number of guys, the feedback no longer finds. The book of the book will lead to a dead end if a life support falls.
The meaning of teacher life is a student! It defines our position, creative principles. Here is one of them: the analysis of the literary work should grow into an ethical problem, and not in the overview of everything that was before and after the book. The school book is convinced, first of all, to a large extent, moral topic, and not a segment of the theory and history of literature.
By the way, I love to build a lesson from two halves: life and book. One thing is the reason and the foundation of entering into the other. Halves change places: often starting with the book. Such a structure gives space to different creative manners. Someone, let's say in full strength He loves and knows how to reveal himself in the first half, and then, obviously, it should be started; And someone in the second. Personally, it is equally possible to both.
So that the communication of the training with the educational was still stronger, it sometimes needs to break it and leave educational in the lesson. I call this technique open ethics.
The highest peak lesson reaches at the moment when the moral consciousness of the schoolchildren, his mood, the tone is among the main worries of the teacher. When the writer brings up and teaches this, and not the opposite. When from "ties", "synthesis" of cognitive with moral moves to the open and frank ethics of the lesson, to direct, ineffective contact with the student, to human, and not just a professional communication with him.
... Before you ask the Son, what he reads in the evenings, the dark, illiterate Nilovna ("Mother") for some reason "purely washed hands." What for? Began to find out. Here, obviously, Gorky attitude to the book, to which - even mentally! - It is necessary to touch clean hands. Maybe. Well, now we will check how we, educated, treat books. At the lesson? Sure. Some will probably regret what this time came with his volume. And again - to the bitter. How did the son react to the question of the mother? He said that he reads books for which ... no. First offered her to sit down. It is a pity that you sometimes do not catch such "little things" or in books, nor in life!
Genuine morality lives and manifests itself in trifles. They need to be able to see.
K (book) + y (student) \u003d h (reader)
(1995)
Even in those years, "when I didn't drink tears from the Bowl of Being," when I just started to teacher, I understood one very important truth: there is no absolutely prosperous fate. That right, then you are looking for support with your left hand. And their only two: close person And the book. Fortunately, if both will immediately support. But often the one who is counting on, he needs even greater support. It remains ... no, not for culture you need a book, but to survive, stand out. It becomes later the culture when it is quite noticeable and we will appreciate her "shoulder".
So, come to school, I was not afraid to add a book to the life of the alarms and the concerns of the guys, put it with applied (!), Pragmatic (!), Preventive (!) Function. When - right - about (allowing you to have this pun) made it really desired and necessary.
We will not reflect her - it will not affect us in us. So, Natasha Rostov and Natasha Petrov, figuratively speaking, put in one desk. Return: Does other Natasha Petrov have the right to sit next to Tolstovskaya? It has! And this, and that, and the other. Myself and guys were so frightened by "cultural values" that they involuntarily began to forget and lose their value. Yes, Tolstoy is great, yes, it is, but we are us. Otherwise there will be no it. Put a "plus" between the two values \u200b\u200b- this is primarily and mainly found in the book of the student with all its problems.
The book lives in all times, but "works" - in today's. Only becoming the subject of a person, the book becomes the subject of art. Therefore, the main bookmark (another plus interpretation) is not in the book itself, but between a book and life, a book and man. In the bunch of "educational and educational", I make an emphasis on the last word: to study literature is to educate it.
The educational approach really saves the book, for psychologically requires a non-destructive, unwanted whole. The book is a mental exercise. Working with her can not be fully transferred to the element of the analytical mind, ignoring the "cardiac sphere".

About the method
On Art - Language of Art (1995)
In the wordwork, I am convinced that the "writer" is more than the "scientist". When it is and when schoolchildren guess this, the eternal problem is to read or not read - go away by itself, for mentally the book is already revealed. She caused double interest: on the one hand, the art of the writer, and on the other hand, who, who, in touch with this art, not only did not destroy him, and, as if merged with him, and even increased him.
Not only from Pushkin Hermann, but also the Worder has its own three win-win cards: the item is a question - reception.
DETAIL.
In the formula K + y \u003d h, the function of the integrating plus perfectly performs the artistic part. Sometimes one stroke is enough to speak the whole (!) Book and all (!), Who is in the lesson. In this approach, art really manifests itself: on one semi-secant button, the whole character is sometimes recreated here. "Outstanding" eyes of Pechorin, repeatedly repeated Kabani "Well", thin ironic lips of Bazarov, "flat" face of Prince Vasily - Strokes that can not just open the page, but also open the book.
The whole scares, repels, but manitis and leads it part. Maybe from her and go? The item, as the student once expressed, is the detail with threads. Small things - close-up! - Here is the secret of the analysis. When the light is shorted in Malom, there is interest in that and another, and in general, - to their connection. Problem, integrity, imagery - all, all in the artistic part, a kind of text nodule. In any tissue of the nodule - marriage, in the artistic - the discovery, find, thanks to which the guys teach to read the book analytically. At the same time I tell them: Craspicing for the detail, which the teacher gave, certainly find his own. With confidence I can say and say: there is no such student and such a book that would not connect the great "trifle" - artistic detail.
QUESTION.
My question is special: predominantly unrequited, moral. I ask him for myself in the hope of solving along with the class. What can be more exciting the question given to itself, and more significant when he worries everyone! Are there such questions to us a writer?
Questions that I ask the class act immediately and for a long time. Sometimes they sound journalistic, confessionally and demand from the guys instant decisions: let them respond, think - already enough. It happens in one question, a whole hob of related to him in meaning and pathos:
- Tell me why Katerina leaves for ahead of time and barbarians remain; Basareas die and succeed in Arkady; Blocks are dying and fucked by the orders and stars of Drubetsk, Bergs, Kuragin; Cleansing chikchikov and are tormented by the powerless desire to "save" their spiritually broken Gogoli? Why? Who will explain this more than a strange pattern?
Pupils are especially active when it is not necessary to think. Well, we will try to ask them such questions, after which the hand in arrogant confidence will not threaten immediately up, and thoughtfully, leisurely will be something to draw ... from that, in fact, the reader begins.
Creative reception.
Neither the art nor pedagogy is equally without it to do. This specific "instrument" I managed to dip in the book at once. That's how one day I formulated theme of the lesson: in whom, in my opinion, more "Women" - in Natasha, Marya, Liza, Helen, Sona, faith (for the novel "War and Peace")? On my (!) Look (!) Women (!) So read the epic from the standpoint of modernity. All and everyone. "Two kilograms of text!" - As one student was expressed. And also with modern positions. But the notorious "female images in the novel", how much I remember, for the whole mass the guys do not open the novel.
Its, in its own way, for all is the basis of creative reception. Unlike the stencil and standard, it gives many paths to the book. So, as many ways to enter it and stay in it.

At first glance, Ilyin "Volto" treats the work, because he knows him perfectly, as if he wrote what he was talking about. In any case, "attended" at the birth of a masterpiece or very, very closely knew his Creator. He always talks about the book as if all the guys have already read it. In a word, it creates the illusion of the equal communication of the parties in the lesson and this extremely activates those with whom it works. V.Ivaniyin Ilyina delivers each transition in a conversation, every nuance in the subject. Completeness of communication, the discrepancy in it can create unity and completeness of relationships and mutual understanding or, on the contrary, the completeness of their conflict, when suddenly the class splits into groups to prove their point of view to each other. In this external scattering, Ilyin does not select the main topics of the conversation. Because he loves such a conversation, for for him all this is life. Is there anything important in life? V.Ivaniyin

About teacher
The lead is always more correct and more interesting by the slave (1982)
"The lead, whoever he is, is always more correct and more interesting for the slave!" - Our common credo. Folding the team of personalities only on a spiritual basis of the teacher. With it, and on the basis of all, a person arises and develops. That is why it does not show themselves, and the guys look and see the collective "I" finite and the highest goal. I do not form my likeness in the schoolchild, but let him grow out of himself and from everyone as a person. However, often obscure the student. But not as a teacher, but as a "student", which, communicating with the like himself, has the right to this. It is important that the guys understand who and for what purpose they obscure. Dialectics of equality with unequal in this.
Think: if the student is able to go only after you, the teacher, it means that it will go for someone else. And where the "other" behaves is still unknown. Focusing on the student and his ability to trust yourself and go behind yourself, even when he goes after someone, I began to give him a guarantee of sustainability in any life situations. The simplest thing for us, teachers, - to go about those who allegedly really want to go behind us, but in reality - for anyone, just not to go. No, before - myself! Himself!
It is important not to just go to the student or withdraw it to one or another problem, but to put forward on the most front and decisive lesson plan. In monologues, the lectures of an immature, unreedded wondered is easy to "hide" from the guys; The conversation requires culture, knowledge, skill. This is the genre of the lesson, when the teacher is all in the guys, trying to "pull out" of them themselves - talented, initiative.

Teacher - the creator of the thinnest - spiritual - culture (1989)
Somehow I gave the guys an essay "The teacher, who is waiting for ...". And what? Who are schoolchildren waiting for? Smart - yes, erudite - of course; Clearing - unconditionally. But everyone in the foreground stood: interesting! Original! With fiction! To once I wanted something very important to write down behind him and at the same time see, look at him: on a very english and complex game of words, gestures, intonations, facial expressions, postures and pauses. Only at the art lesson and the means of art, you can convince the guys that the lesson of the literature is needed and interesting, and - in the ability to be an artist of his lesson: a screenwriter, director, performer, a decisive critic who knows his advantages and misses, literary criticism who knows how to scientifically explain their own and Childish interest in the book. The teacher is not only a guide of knowledge, he is the creator of culture, moreover, the most subtle, soulful. As in the theater, he needs a friendly emotional response of those with whom he communicates - guys. And the book needs a teacher who mastered artistry as a methodological means. Only on this foundation the Worder Craft will turn into skill.

Expert - Artist - Doctor (1995)
To captivate the book is to captivate. Your students who reproached me once, do not go to Pushkin, Tolstoy and Chekhov, and to you. But let them come to me, and then let's go together. So it comes out: to yourself, and not to the subject it is necessary to cause interest.
My work formula teacher's personality: Expert - artist - doctor. The absence of one of the components will automatically level, and often turns two others at all.
Expert.
Why not a supplementary, ask me? I answer. The latter - often the figure is quite blurry, amorphous, knowing everything. In addition to the book, with which he prevented in touching overwhelming information. The connoisseur is formed differently - on multiple (and many years!), Since once the all more in-depth reread the book with which he goes to students. There is a certain illusion of co-authorship with the writer, so extensive knowledge of the book itself, her nuances, right up to desire (scary to say!) To fix something, correct it. Subject, unfortunately, it fails, because he often has nothing to say, except for crowd truths that wake up from one manual to another. Ask any of us, experienced or novice, what is concerned about that he worries him, what is afraid of? Fear! As if from year to year, the lesson in the lesson is less and less knowledge of knowledge, does not fit and does not fit. The expert is free from this, for, first, knows what it is necessary (!) To know; Secondly, knows what method and what skills to implement (!) is knowledge.
The sign teacher grows at the lesson. I start it usually with the fact that I put a notebook with a pencil on the table. In the course and in sight of everyone I write down that smart, brighter that the guys talk to each other, I, and I. Do not lose small discoveries - the key to the skill, another way to "consolidate" the knowledge that generously gives us "Fixed Improvisation" (so I would define this type of work). In addition, let the students see not just something explaining, interpreting, but also working on themselves teachers.
It happens, I will ask:
- I liked the lesson?
- Yes!
- And I'm not very. Notepad, you see, empty. It turns out, nothing special to each other was not told.
About the student who gave the find, subsequently I tell the class as a character as an event in my teacher life.
ARTIST.
If the method of working with a book: about art is the language of art, then how to make a teacher not to be an artist? Do not lead that knowledgeable, experienced - absorb, and bright, ingenious - absorb?! They do not just give, report, but they present knowledge, do not come, but are on the lesson, preparing for him, prepare themselves. "Get" yourself at the right minute, "replay" fatigue, bad mood, weather ailment, tighten, move, exactly string, according to V. Vysotsky, his "weakened nerve" to sound in full voice, is one of the main creative skills. Artist teacher.
Artistry is not a whim, not a peculiarity of someone's individual manner, but the most important educational agent, without which neither a book nor a lesson work. The artist knows how and loves to talk to pauses, gestures, facial expression - the expression that Scholasty neglected. What is impressive, then he paints! Better anything understands this artist. Like the fact that at first it is necessary to "conquer", and even then "direct": to learn, develop, educate. He gives a lesson the main thing: attention. It will be - and "savage" save ", and not - and we will lose good.
DOCTOR.
To customize on your wave, it is not enough to be just an artist, to no less need to be a doctor. He once again recall her in his own way, which is not with a class, an audience, the auditorium, and above all, working with a person. So, to try on it: the topic, the question, the reception, the task ... do not put pressure on the terms, do not frighten the volume, do not bend the heads to the parties with sinister front polls, and in general in human (almost said in medical) to be humane, kinder. After all, to passion a book is to study it without reproaches, threats, edification. And even without marks, which, at least in the first steps, is wiserfully replaced by estimates. "Today, Misha, you worked like Heraclit. Well done!" And you can put "excellent" in the magazine tomorrow, and even at all at the end of the quarter.
The lesson from the position of the doctor is forty-five minutes of a healthy lifestyle! The doctor understands that it is impossible to get a student literally at every lesson, not risking someone to injure, nervously and emotionally drain. Educational activity, by the way, to a greater degree of energy problem than the techniques, simply speaking, health. Tired books do not read.
If the wordwork gives the classroom lesson, then the expert is weighty; Artist - visible; And the doctor is affectionate, humans.
Or: an expert - reports; Artist - presents; The doctor advises. It is possible to summarize and differently: the first gives a listener, the second - viewer, and the third is the possibility of being both the other in every lesson and all eleven school years.

The director informed the class: "By the way, the literature you will lead Ilyin himself ..." next - deep pause. And achieved effect. In the 307th went "to Ilina," as in BDT on Basilashvili. Excited collective imagination painted the portrait of the coming enlightenment: the giant growth, wild chapels, a thunder voice ... The appearance, of course, romantic, but still a few pirate. He did not enter, but somehow found himself in class. Ordinary, short-paced design. Suddenly said: "Let's start." From the first lesson there was surprise forever. The question "What did Ilyin give you?" Specify so often that everyone has already learned the correct answer. But the question of this idle is much more important: what have we taken? And they took - much. There is no comparable joy of discovery, creativity, momentary unexpectedly acute thoughts, the finest nuance. Perhaps the most satisfaction of a person receives from understanding the other, from the sudden strength of the instant communication of the soul ... V.Mazo, graduate of the 307th school

About a lesson
Initracting End List (1982)
If the lesson is everything (!) Beginning and total (!) Summary, homework is a minimum. Leave those of them that discovery controversial solutions, worry the novelty, for which it is interesting and happily to strain the mind. The task is not applied to the lesson, but organically follows from it. Figuratively speaking, together with the guys "Shop" a book and give "the shovel" to them Part of the lesson, perhaps the most interesting, but unrealized, and there is a task. You do not need to ask again - they take themselves. Only a few guess the capacity of the work and its special difficulty is creative. But such difficulty does not scare. Judging about the sayings will not only the teacher - the whole class. Every will read your answer out loud. "Survey" will take the form of a kind of tournament, where the guys will show the ability to have knowledge. They are granted the right to start new lessonand not repeat the previous one. Probably, therefore their interest in the lesson, but in general, to themselves is so great.

Each your lesson! (1989)
Communicating with the guys, I try to understand the moral orientation of each of them and arrange an unexpected meeting with the literary "twin". How many students in the class, so much and the possibilities for a unique, like the student himself, lesson. Each of the thirty (they do not know about it) I am practicing a personal, targeted only on it. Sometimes two, three - depending on the degree and nature of pedagogical care. Usually, not the whole book participates in the analysis, but only some chapters, pages - we work with the class, and not with the student. And if on the contrary? Page Will be updated every time. Today (!) With this (!) This will talk to this (!), And tomorrow (!) With another (!) Other (!). So I read page afterwards (!) All book. The main thing is to reach the addressee. There is nothing more fascinating (try!), Wisely (experience!), More efficiently (check!), How to build a lesson for someone alone, seeing all the whole book. In each lesson, a thought should be present: "It's for you (!) Lesson and Him (!)"; "And this is just you!"

Lesson in collaboration with the student (1989)
It is not uncommon today to see a book written by two, or even three authors. And literature lesson? Why should one teacher pull him out? Like a writer and the script, do not enter into co-authorship with someone from the disciples? Having learned on the parity principle to work with the teacher, the guys on the same scheme will cooperate and among themselves: to write home essays in collaboration, prepare reports, reviews of literary innovations, lectures, disputes, etc. The desire to supplement and enrich each other creatively born co-authorship. This also applies to the teacher.
I, for example, do not like and do not know how to make reviews, inform about what is not and cannot be discovering, telling biographies. But there are disciples that are clearly superior to me here. Knowing them and their capabilities, with the joy of going to the co-authorship, trusting the student often the greatest and best of the lesson. Themed PlanWith which many years neglected, became organically necessary and as a peculiar schedule of a whole system and the order of cooperative lessons, and as a sidewall accounting challenge of their and student skills, their rational use and improvement. Finally, as a panorama of what is to be mutually wrapped with each of us for many weeks and months of collaboration.
In any class there is a student who can lead others. Find him and go after him - the wisdom of the teacher. The joy of creativity is born a sense of general responsibility to literature, lesson, school.

Lesson Method - Communication (1995)
The school is the world where without human sympathies, mutual understanding, spiritual equality and contact is impossible. Lesson - First of all, meeting and then - subject, analysis, magazine. The first minutes is a trust, home conversation. For the time being, when without a book it is impossible. This is where the locks of diplomats, bags, briefcases, boil pages, and the talking about the book will go on the level of those men minutes that were born by a meeting. So gradually my lesson method has developed - communication. No, this is not a game in good relationship, and a way to smoke the student, so that he studied in full force, easily and joyfully, read not only for himself, but to communicate, surprise and delight and rents, assumptions, discoveries ...
Usually some of us are bumping into a student without giving him a minute of rest; Others - on themselves, overlooking at work. Communication eliminates both, giving birth to some synthesis common workand therefore the general result. It, by the way, requires a greater self-control on the part of the teacher. The longer and better, he is preparing for a lesson, the unicreason the desire to speak himself, listen to himself. You have to restrain my readiness, causing the initiative of the student. Let it go from the lesson with the shoes flaming from the excitement.
Communication ... Not a single head, rapidly drawn into the shoulders. Here we accepted and supported what the school was struggling with decades, a silent student. In the dynamics of the general, lively conversation, he could not be and was not inert, indifferent. And how it is more convenient to speak: silence or in a word - let him decide himself. Phonetic and mental activity does not always coincide. Sometime we will understand this and learn if not evaluating, then at least to appreciate silence.
Taking advantage of the discrepancy of almost domestic relationship, in the course of the lesson I tell the guys, as I get everything that excited and fascinated them, and what they need to be betterThan I have it turned out. Teacher's secrets - student! - So I would define this most important facet of the lesson of communication.
I will return again to the formula K + y \u003d h, adjusted by the lesson method. Happened, it can be said, an epochal permutation of the components of the components: y + k \u003d h. Perception is not the book, but a student, the hero is not the best of class, and everyone who is in it. Enlarging the student with the permutation of "components", I really opened a wide way to the book. From the standpoint of communication "distributed" literature, "solved" class, "deliberate" himself and guys and went to the heights of that contact pedagogy, which is capable of solving many tasks.

Art of communication
How to get a book
Birth lesson

Questions

In pedagogy, as in art, it is often necessary to achieve what has already been.
... You can say, everything began with this lesson. So now, when there are hundreds of open lessons behind, no, no yes and will take doubt: I could rise above what happened on your first lesson. After more than one year you are going to students at yourself. But how happily and troublesome, to live and work with a loaf to your once taken height.
... At that time I was a student Filfak Luge. Few of us tied our fate with the school. Nevertheless, practice passed. "Railway" N.Nekrasov fell on my share. And here I am in the class! Thirty pairs of eyes with all the shades of curiosity in the emphasis look at me, at a teacher, for some reason hastily sex side, on a strict, concerned person of the methodologist. Something will now ... The first lesson is always a fight. Even the presence of "authoritative" does not save. Imperceptibly posted on the table abstract, plan, some blanks and began. As they taught, as advised. Suddenly I see: a class, as if a badly chocarized raft, crumbles on the waves of my university eloquence. Another minute - and I will clarify the place of an experienced teacher, all the kind of emergency readiness has already revealed. But university - the people are arrogant, proud. After moving in the direction of abstracts, the plan, I bravely came out of the table - to the guys. Looking at all at once and for someone (compassioning!), I began to read:
Good dad! What in charm
Smart Vanya hold? ..
- Stop! What can it be seen that Vanya is smart? Although the necris is great, but I don't want to believe the word. Perhaps there are any confirmation in the text? Believe me, I know no more than yours.
Digured voices, page ranked. As if once, the guys moved to one invisible center - the question. It was not programmed, and the class felt it. For about ten minutes, I was looking for a response that could not be. However, poets know the price of the words! And here it is, saving hand.
- Vanya clever! - convincedly stated with the braids and a bowl of the Kruglitis Girl: "Dad! Who built this road? " He asks his father. This is not just curiosity, it is gratitude! He wants to know the names of the builders ...
Many years later understood: "Answers" to the guys act more than "words". It was then that the meaning of the question was opened to me - the trouble-free tool in the complex art of communicating with the guys, a book, with himself, finally.
From the heart I began to thank the girl for the happy mig lesson. And suddenly asked concern: "Guys! And who knows the names of the creators of the Alexander Column, " Copper rider", Isaacia?" - and began to list the sights of the city. Hiding behind the back, my sixth graders sat depressed. Now, no one has doubts that the mind and kind heart Nekrasovsky Vanya was expressed in the very question of his father, in attention to the benefits and values \u200b\u200bthat leave us the departed generations. I began to shake guys. For their inertness, unlocking, ungratefulness. "Smart one who asks!" - Inadvertently said aphorism, and someone has already written it in a notebook. Methodist, bent the hand, silently showed a clock, nodded to the board, where the topic of the lesson was written. And I suddenly spoke about the builders of the Leningrad subway, about those who restored the miracle petrodvorets destroyed by the fascists, who risks life, "taught flying" reactive aircraft ...
We read the author's "answer" of the author to the smart Vane: almost the whole poem. Not me, and the guys did a lesson faster, more valid than could assume. Listening to them, caught and their "minutes":
- ... spectacle of death, sadness
Children's heart is sinful to indignant. " - Potted the author Father Vanya. And what - maybe he is right? Maybe the child will not speak the whole truth?
Help as adults.
Subsequently, this unjustified on strict standards methods of temporary and temporary "care" from the topic seemed to me not by chance. Without him, perhaps, there would be a literature lesson, but hardly a lesson of life. And maybe then with all the clarity aware of the main question: what is more important - to learn literature or learn literature, creating a human soul with it?

Chief Principle
The common mind of the student in every way opposed to the abstract knowledge, which neither today, nor tomorrow, nor here, will not show itself. It opposes the more persistent, sophisticated, the deeper and frankly believed in this knowledge of the teacher himself. Relations arising from this, something resemble dueling contractions, and not the creation of like-minded people.
- So what "guest" wrote Pushkin? What is he made from? From the material with which you, faith, all my life will have to deal with ... well? What are you silent? Pensiveness - not your girlfriend ...
This is a conversation with an eight class. That neither the word, then really a shot. Without a mischief, but with the return. The class does not kindly calm down ... He feels the "stone desne" of the Pushkin guest, which suddenly came down from the pages of the masterpiece and the appearances of the school teacher.
Another lesson is a new duel. "It turns out not in thick, so in a thick ..." - glancing (with a "educational" goal!) On the lagging and not by the age of the fat youth, expressively reads the Worder Literature of Mayakovsky. And in the end - a protracted conflict, the critting of the student, the nervous breakdowns of the teacher. There are no winners in school duels.
Wordwork near coolboard Other "Worder" looks often so. Called someone from difficult, dictates, and he knows nothing, trustingly writes in the column: unprincipled, miscongnitable, cynical, weakless ... And in the evening, you look, here, then there is a glass, wearing a bench, Izmalevan Wall ... Payback for "individual" attention! The resignation is also given to the teacher, and school, and before that good and kind, which is in every young soul.
Alas, supporters of pedagogical repression are not rare at all. And this, of course, is far from benefit to a teacher's authority, about the strengthening of which we are all so cared. One of my colleague, supporter of the "pedagogical shock" method, is remembered, peculiarly formulated his position: "Every first it is necessary to knock on the" knock ". And then see: add or not. "
The doctrine is not a fight with a student, but cooperation, communication, excluding "duels". Search for contact - cramped and organic. Perhaps this is when the educational relationship between the teacher and the student develops into friendly and even friendly relations. And friendship has its own laws. It can not be played in it. It requires equality, not submission. "What do you think?", "Advise", "help" - more than once turned to the guys. It happened that all at once. "Some useful Soviets teacher "- an essay that students write at the end of each school year. Another way to get away from conflict situations in which I nor they are interested. Goodwill, tolerance, simplicity, humanity, mutual respect - element of communication. Does this mean that the teacher cannot express his indignation to the bad, wrong word and a student's act? Maybe it should! But humane ways - without irritation, turning to his dignity.
- When I studied at school (it was in the 42nd, in evacuation), in the journal against my surname stood the letter "O", which meant - no shoes, clothes. And there were a lot of such in the class. What letter to put today against your surname, Sasha? What do you need? And you, Nadia?
In the class of silence. But not hostile - thoughtful and raising.
No, not all conflicts should be avoided. Some, I suppose you should go. Not in the silence, yes, in boring with himself and circumstances, human in man is born. Communication - Search not only contact, but also conflict as a way of upbringing.
Somehow I suggested the guys to release a literary magazine. Perceived with enthusiasm. Chose the editorial board, correspondents. Dates identified tough - two weeks. Scratched in the heads. Someone already regretted that I agreed.
- And what will we have for it? "Grinning, asked one, as if it was about the sabushka, a private contract.
- Yes Yes. In fact, how I missed it. We live in a century - learning a century, "the wallet fell confusedly in his pockets, removed the wallet: - Here, I'm sorry, all that is. I think for the first time enough.
And put 10 rubles on the desk, where he sat the one who wanted something to "have". The guys did not even have enough spirit to overheat. So I deliberately aggravated the conflict situation. However, it seems, for the benefit and the student, and the class.
The purpose of communication is as pedagogical principleOf course, not only to establish human, friendly, truly working relations between the teacher and the student. There is another concern, no less important. On a humanistic basis, solve the most acute problems of time. Relieve a soul in man! Discipline, ideological and political consciousness, social and moral activity, responsibility - ultimately the quality of the soul! Communication, it became not a game in a good relationshipand a means to help the teacher in today's difficult conditions to fulfill the social order of society.
Feature of young - the need for self-affirmation. From here and extremes, indignant teachers. After another child, "pranks" more than once had to hear from their colleagues an ultimatimative in the address of the student: I or him. With difficulty managed hostile "or" to turn again into reconciling "and". Honestly, I love when students joke. Humor in the lesson - the required discharge, good moodThis, finally, the way out of seemingly hopeless position. Of course, the joke should not be sharing and degrading, and laughter is a malicious tooth. How, what about what guys laugh - depends on the teacher. It is necessary to own this double-edged weapon. I try to exalt, encourage, protect, help ...
- Didn't you read the book? Well done! Now read it quite differently, if you carefully listen to me.
- Silent, do not know how to answer the question? Very good! So always happens when you start thinking.
- did not write an essay? Do not be saddened: the topic did not get involved! What would you like to write, tell me?
- In principle, do not read the tutorial - boring? I understand you perfectly. Then praise anything from critical literature ...
- Any questions? - I asked somehow the guys, finishing the explanation.
- There is. I did not hear what provocateurs: vile or sad?
- witty. What is the word! Well done! So you will lead the corner of humor in the school newspaper.
The guys are swallow, the author of an inappropriate joke, in which, however, was a signal. The lesson this time I spent not very interesting. By the way, about the signals. Sorry and in time to catch them - a reliable way to not complicate your relationship with the guys. Any conflict situation is preceded by signals. They are different and differently manifest. Sometimes in a comic. Sympathizing and even loving, guys are not all taken in us.
Communication with a teenager is a check of our wisdom and human maturity. To see in the rifle, the timely and stubbornness of adolescents vulnerability, insecurity, uncertainty in itself - it means to understand and love them. And help each of our students will take place as a person, and - as a teacher. This is the way we go to them and to yourself. The main principle of training and education.

On the pages of the pedagogical notepad
Mysterious and unpredictable memory. Sometimes you don't regret your strength so that the student remember exactly this, then, not the other. But for some reason, "Other" is remembered, and "that" and "it" move into the background.
My young colleagues, it turns out that I intrigued (for this reason, apparently, I remembered) Casual Crushed phrase: "At the event there will be somehow talking about the diaries of Tolstoy, record books of Mayakovsky, about their notes." Passed weeks, months. And here is an unexpected request: tell us about notebooks! Acknowledge, I already forgot about my promise. It was seriously possible, and did not think about them: I just wanted to focus on the role of the writing hand in the development of memory. But the evasive-streamlined "At the case", "somehow" rest is disturbed by the guys.
- Well, I will tell you about the diaries of Tolstoy, record books of Mayakovsky ...
- About your notebooks! - did not get a class.
That day something important understood. First, it is impossible to intrigue promises, and after forgetting in the lucky hope that the guys will forget about them before; Secondly, seeking, and also still writing, the teacher for the guys is more interesting (closer) the most populous, Mayakovsky.
... At this lesson, I did not go with the volumes of academic publications, but with the battered and non-zeroshist notes. It was often recorded with the phones, addresses of acquaintances, a list of home purchases ... And then the cherished, school, which was always kept under stress and fear: losing a notebook. Read everything, something? Decided: everything that relates to me as a teacher. Let it be a lesson pedagogical diary or notepad. I wanted to teach the guys art a truly worker and working diary. But let it be not just a conversation and not reading with comments, but for all the rules lesson. So, you need the topic. Someone suggested: "the mind of cold observations and hearts of sorrowful notice." No, my modest notes required an unassuming header. "My Duma, Duma ..." - whispered to himself, remembering the T. T. Shezhenko. Or maybe "from the notes of the teacher-writer"? Highly. "By notebook pages? .." That's what is what is needed. Create: pedagogical. And ... there was a lesson of scattered, but connected by one topic "observations", "notice", "Dum". For brevity, omit comments and introduce the reader only with thoughts.

"To introduce a schoolboy to a high spiritual culture, of course, tempting. To, as Nadya Rusheva, he knew Greek mythology, Shakespeare, Bulgakov ... Painting and music. Sculpture, architecture. In short, much, and for 17 years - almost everything. But then in the morning, let someone laughs to him shoes, because sharp morning movements with such a head loading are fraught with trouble ... "
"To do a lot at the lesson itself and do not have time to do something ..." Something "and there is a mysterious life of a lesson in extracurricular, extracurricular, domestic affairs."
"Lessons that guys are finalized at home should not be paid: as failed."
"Two - solid psychology! It is not necessary to think about anyone who and for what, and why do you put it. Everyone in this sense is the lagging teacher in a hundred times unsightly lagging student. "
"Like boots or costume, a mark may be on the grown."
"In the lesson, the student is basically sits, and he must go. So, you need a way. Interesting - everyone and everyone. "
"Any lesson claiming to take place is the initiative of both parties. We will think about the "equal" each lesson ".
"The phonetic and mental activity of a schoolchildren does not always coincide. Someday you understand this and learn if not evaluated, then appreciate the silence. "
"Everywhere receptions: in sambo, football, hockey ... And in the lesson - not a single pedagogical one. Injury you get bored. "
"Bad, inert students, if working with them is inventively, with fiction, no and can not be."
"What is your main success? - Sometimes ask. With my practice, I proved that every student is interesting and wants to learn. "
"Include a student in a lesson - it's all to arrange it in such a way that I forgot that for a while, that this is a lesson and he is in the lesson."
"I work with a class, exactly with a book: I am looking for a bright student, as in the text, a bright detail. From him and with him, connecting the rest, I do a lesson. "
"Young is also useful to disturb, as well as calm. Powder of the soul is our explosive material, and it does not always have to be dry. There is an answer in the literature and on how gunpowder is wet. "
"Any initiative is worth attention. The child is the most striking. Schoolboy does not prepare lessons? .. Initiative! And it must be explored. No such that they did not do anything! Not busy lessons, it means something else. As "other" to tie with a lesson, lesson and displace if it is undesirable? "
"Not for paper" tick ", but for lively and blond, which sits in the middle row and is not too deliberate in the complexity of your and shared life, which is for whom we work."
"The teacher is limited, and often infertile in its capabilities, if the connection with the class was not expressed by threads connecting it with each separately."
"The student knows about himself more than we about him. Our task is a lesson (!) Prove it to him, i.e. Help manage yourself without our help. "
"What does it mean to treat a student like? Recognize his weaknesses and with him, but imperceptibly for him, overcome them. "Stages", "Evolution", "portraits" of the guys themselves do with the same depth and hunt, as well as the fate of literary heroes. Here is a common language, i.e. Understanding the inner, hidden life of the student, which is impossible to simplify and the smallest. Knowing it, the Wistrite knows much more than what came to the guys. "
"The distance between the teacher and the student is needed. But this is not a wall that cannot be stepped up, but the step to which the guys should rise and on which they themselves raised us. Otherwise, they can lower. "
"Yes, the teacher is obliged to learn all his life. But before - what? The ability to look at the eyes of the guys at the moment when they really look at you. "
"Upon youth worried that I give the guys; Now - what they give me. When they give, not me, it means, and take more - and by themselves, and through me. "
"Attention is the lowest human need. In any class, there are guys who are in dire need in the Word that Does Doctors, and not only teaches. "
"Schoolchildren themselves give us a new principle of organization academic work: Communication, i.e. Attachment to his spiritual "I" of another person and the involvement of himself to his inner world. Both sides are interesting and understand what is interesting. Well, why not? Then the guys themselves are not interested in each other, and the teacher than he is more interesting, the farther from them, and they are from him and each other. "
"If the book, according to Herzen," spiritual will of one generation to another ", then not complicate, and it is necessary to simplify the already thorny paths to it. Especially now, when you are more ready, "TV" read.
"Literature for another wonder seems to be" art for art ": everything is only based on the book! Life is the most complex and important part of spiritual work - a student is given to the elemental understanding. So raising a harmonious person if there is no main support. "
"Often I hear: the main thing is to learn, the upbringing will be! It says, follows from the information that we give. But the trouble: let's give more and more, and flows less and less. Not so optimistic looks in fact, this is our self-confident "will". Form easier than raising; It is more difficult to associate that, and to do in this regard, a slightly advanced educational, without weakening the communications itself, and the art. "
"Pedagogy of Disassembly" is not a frontal attack, not faster dodactism. This is the finest reception of rapprochement of books and life; Search for the best points of contact experience literary hero and student; Belief in the spiritual and creative potential of a schoolboy; special art of comprehensive learning and education; An attempt to "urgent" awaken interest and attention to himself and ultimately to the values \u200b\u200bof culture capable of answering everything that worries. "
"Not only between the lessons and after, but also in the lesson, there should be a" change ", where there is a joke, friendly conversation, instructive conversation, etc. When the teacher is interesting in the lesson, in the change in the lesson and in the change of the lesson, he is a teacher. "
"The technique is not a science on how it is necessary, but an art that is convinced of how to be bright and ... rational."
"The lesson failed, but the teacher took place - in our case it happens."
"All - pedagogical instrument. One does not work, look for another. The most unproductive one that is hired. "
"Lessons about which the guys are not suspected, i.e. Do not prepare for them in advance, have a special meaning: exercise in the speed of thinking, the dynamism of communication, in guessing itself and teachers. They correspond to the style of today's life, where many spiritual operations have to do without preparation. "
"- students willingly go to the lesson, but - to you, not to Chekhov. And it is necessary to go to Chekhov! - Once stolen. Of course it is necessary. But let them come to me first, and let's go to Chekhov. "
"Wash and offend, bring it closer and dismiss, get into and push - everything, everything can be literature!"
"It is necessary to be and demanding and mental. "Mid need," - tell me. True: it is necessary! Need! But to be both to others - this is no longer the middle, but the top. In the pedagogy of the vertices are easy not taken. "
"The real teacher is the one from whom they intertire, and not the one, who just learn something, will recognize something."
"Parents do not choose - the axiom is known. And teachers? Will the School of the future do not solve this from the problems? After all, the guys often envy each other, because they have a different teacher: someone has a good, real, and another ... Do not give "to another" the right to choose "good" and their own will educate yourself? "
"It is not easy, sometimes bitter fate of a teacher's men, when he is not for scientists or administrative, and behind a regular teacher table with enviable persistence and faith in his, acquired, proven, claims itself as a creative person. Without person! Creativity! Own way! A man at school is a pity phenomenon. But how many unrecorded ways to offend him when he is not in one harness with everyone, although together with them and for one purpose only in its own way and its own way. "
"Anyone who once worked at school and suddenly left it -" overgrowth "-d, they say, - Lukavit. School can not grow. It is not just a job - lifestyle. The world, where important mediocrity solve not for months, and literally per minute. The teacher's day is longer than any other. And you need to do more than others. And so that the relatives close to the loser did not exist. Just so the school does not hold anyone: it or binds, or throws away. The left of it is somehow thrown. "
"Inspiration should not leave us, it is programmed high, if you want a utilitarian, purpose. Today the guys in the classroom, and tomorrow will be sellers, doctors, hairdressers ... what they will become - from this and mine, and your life depends. And society as a whole. "
"You can love your geography, physics and be indifferent, suppose to chemistry, foreign ... But if you are indifferent to the literature, being a physicist or geographer, then no matter how much you loved your subject and, no matter how well I taught him, you only half a teacher. Paradox? No, the originality of the school! Literaryly educated geographers, physics, chemists ... - These are those who are opened by the educational potential of their subject. "
"Thinking only about the lesson, the teacher fails to school. And vice versa. Not from here in the practice of many - neither lesson, nor school, only halves of both. But you need - a whole. Everyone in this sense should be a little less director of school. "
"It is not true, as if I contrast myself" other experience. " Routine, stillborn, where neither "lesson" nor "literature", nor the more "lesson of literature" - yes, no other thing - no! But it is very often very willing to oppose me very much. "
"I agree with someone's statement that the personality is" energy connected to a high sense of personal advantage. " Oh, this is a capricious dignity! Do not protect it - and will go out "energy". And without it in the world of the most energetic, I mean the guys, we have nothing to do. "
"On the open lessonwhere students were practicing, I gave the class unusual topic of home essay on the play "On the bottom": "To whom from the inhabitants of the night I (!) Most (!!) sympathize (!!!)." Reveal six exclamation marks - that's all the work. It was gaming, but at the same time, a very serious task. And after, turning to the guys, asked: "Do you think: I sympathize with the heroes?" Previously, everyone responded ... Teacher of literature, sitting on the side. "Nobody!" She whispered to students. Sometimes such "means" claim themselves at school. "
"I did not make a radio program with other people's students, and had his own and spoke with them. I did not circled by the stiring wrath around the school, solving the problems of the lesson, and her threshold stopped every day and went to his bitter teacher table. I did not suck theoretical problems from the tobacco tube, and I got out of living, real experience - my own. I did not remember with the disadvantaged pride, they say, were once and "Rusaki", and to this day, and now I have already remain those. "
"Waited: That's about the free minute. Looking around the lived traveled. I will understand the "secrets", I will say about the system. But all on the way and on the way. In work and in work. She is terrible that never happens. All my life is preparing, and not ready. Calive for the next 45 minutes, and you do not notice how years leaves. But I am happy that I always lived and live among the guys, along with them for them. "

Fragments from books E.N. Lylein are used:

Art of communication
Birth lesson

Your opinion

We will be grateful if you find the time to express your opinion about this article, your impression from her. Thank you.

"The first of September"

E. N. Ilyin - Literature Teacher 307th, then 516th high School Leningrad - St. Petersburg, famous methodologist. That is the new thing that he made in the didactics will be visible better and visually if its methodology is compared with the usual method of studying literature in school.

What is the uniqueness of the technique E. N. Ilina

The system of filing a new material on literature had a traditional scheme: 1) the biography of the writer, the poet; 2) It is studied and analyzed by his work on major sections, for example, lyrics, civilian poetry, fairy tales, historical stories A.S. Pushkin or other writers, poets; 3) General ideas are illustrated by excerpts from the works of the writer, quotes from poet verses; 4) conclusions about art features works, about the writer's contribution to the history of literature. There are, of course, options. With this system, the teacher "gives" (translates) the material, and his student "takes" if there is a desire to "take". Very often, the student does not arise interest in reading the work. Not all students read the software literature. E.N. Ilina read everything! The negative side of the traditional study of literature: in the first place is a cognitive task, and then - educational. In the methodical system E.N. Ilyina has a number of finds in the construction of the study of the topic submitted by "on the contrary", in contrast to the traditional. Pedagogian-Novator The main goal of teaching literature sees in its educational function, and only later - in cognitive. "Intensify knowledge in mass school Fully manages only on educational basis. " Refusing passive learning methods ("remember as it was said in the textbook!"), He prompts students to actively search for "his truth", their own views and assessments of the problems discussed. Admissions are constantly used, designed for the emotional impact of literary and poetic works for the student. "To what extent the work of the mind becomes hard of soul - here is the criterion of the lesson of literature."
E. N. Ilyin Detail considers pearl text. "One knot to unravel everything and again to collect in the nodules - isn't it tempting? Problem, integrity, imagery - everything, everything in this nodule "" 1. Starting with "little things" and "details", the teacher argues, looking for, argues, is wrong, corrected and comes to large generalizations: from the details -\u003e through the search -\u003e to generalizations. The search started in the lesson continues beyond it, creative, sometimes - game tasks appear.
Special attention is paid to replicas, students' questions in the lesson. They expressed a search, dispute, doubt, objection, the desire to have their point of view. Inquisitive develops, the student stretches to the literature. And the teacher not only teaches, but he himself studies from schoolchildren.
E. N. Ilyin gives the value of pedagogical technique. The artistry of the teacher, he considers the highest educational means. The lesson of the literature is art, and the teacher, the artist of his lesson: he and the screenwriter, and the director, and the performer, and a decisive critic, and literary critic. If this is not, it affirms E.N. Ilyin, the teacher deals with the notorious "gallery of images", "figures, characters, which suddenly falls and the wonder-academicist as one of the" typical representatives "of inanimate, invisible literature.
The importance of communicating a teacher with students in educational work, E. N. Ilyin believes. It is necessary to build new Type The relations of the teacher with a student, which is based on the "goodwill, wise simplicity, mutual contact and interest" 5.

What will be interesting to the teacher method for an ordinary teacher

We talked about the experience of innovator-teacher of literature. But that E.N. Ilyina will take a teacher of other items? Anticipating such a question, in one of the books he himself answered that his experience should be interested in not only the writers and not only teachers, because it was twisted with many years of practice and a high stable end result. Of course, the teacher of any subject will take the educational function of the lesson, ensuring the success of the teacher, acceptance as a lesson assembly, actively searching for students together with the teacher as a creation, communication of the teacher and students as spiritual contact, pedagogical technique as an attribute of pedagogical skills.

Ilyin Evgeny Nikolaevich. That is the new thing that he made in the didactics will be visible better and visually if its methodology is compared with the usual method of studying literature in school.

The system of filing a new material on literature had a traditional scheme: 1) the biography of the writer, the poet; 2) It is studied and analyzed by his work on major sections, for example, lyrics, civilian poetry, fairy tales, historical stories A.S. Pushkin or other writers, poets; 3) General ideas are illustrated by excerpts from the works of the writer, quotes from poet verses; 4) The conclusions are made about the artistic features of works, about the writer's contribution to the history of literature. There are, of course, options. With this system, the teacher "gives" (broadcasts) the material, and his student "takes" if there is a desire to "take". Very often, the student does not arise interest in reading the work. Not all students read the software literature. E.N. Ilina read everything! The negative side of the traditional study of literature: in the first place is a cognitive task, and then - educational. In the methodical system E.N. Ilina has a number of finds in building a study of the topic submitted by "on the contrary", unlike the traditional. Pedagogian-Novator The main goal of teaching literature sees in its educational function, and only later - in cognitive. "Intensify knowledge in the mass school is fully successful only on a educational basis." Refusing passive learning methods ("remember as it was said in the textbook!"), He prompts students to actively search for "his truth", their own views and assessments of the problems discussed. Admissions are constantly used, designed for the emotional impact of literary and poetic works for the student. "To what extent the work of the mind becomes difficult for souls - here is the criterion lesson of the literature."

E. N. Ilyin Detail considers pearl text. "One knot to unravel and put together in the nodule again - isn't it tempting? Problem, integrity, imagery - everything, everything in this nodule "." Starting with "little things" and "details", the teacher argues, looking for, arguing, is wrong, corrected and comes to large generalizations: from the details -\u003e through the search -\u003e to Generalizations. The search started in the lesson continues beyond it, creative, sometimes there are game tasks.

Special attention is paid to replicas, students' questions in the lesson. They expressed a search, dispute, doubt, objection, the desire to have their point of view. Inquisitive develops, the student stretches to the literature. And the teacher not only teaches, but he himself studies from schoolchildren.

E. N. Ilyin gives the value of pedagogical technique. The artistry of the teacher, he considers the highest educational means. The literature lesson is art, and the teacher is an artist of his lesson: he and a screenwriter, and director, and the performer, and a decisive critic, and literary critic. If this is not, it affirms E.N. Ilyin, then the teacher deals with the notorious "Gallery of the images", "figures, characters, which suddenly falls and the Worder-Academic as one of the" typical representatives of "inanimate, invisible literature".

The importance of communicating a teacher with students in educational work, E. N. Ilyin believes. It is necessary to build a new type of teacher's relationship with a student, which is based on the "goodwill, wise simplicity, mutual contact and interest."

We talked about the experience of innovator-teacher of literature. But that E.N. Ilyina will take a teacher of other items? Anticipating such a question, in one of the books he himself answered that his experience should be interested in not only the writers and not only teachers, because it was twisted with many years of practice and a high stable end result. Of course, the teacher of any subject will take the educational function of the lesson, ensuring the success of the teacher, acceptance as a lesson assembly, actively searching for students together with the teacher as a creation, communication of the teacher and students as spiritual contact, pedagogical technique as an attribute of pedagogical skills.

Pedagogy © 2009 All Rights Reserved

Worder Ilin

Author's system of Leningrad (Petersburg) teacher literature Evgenia Nikolayevich Ilina It was developed in the 1960-1970s., But wide fame in the USSR acquired in the mid-1980s - early 1990s. (it was at that time a book came out V.V. Ivanikhina "Why do Ilina read everything?" (1990), and also published most of the pedagogical essays of the E.N. Ilyaina: "Birth of a lesson" (1986), "The Path to the Student" (1988), "From the notepad of the Wistrite" (1993), "How to captivate a book" (1995) and others.

1. Idea "Educational Education". The role of literature as an educational subject is, first of all, in order to organize the understanding of the children of the moral problems with which they face or face life. Therefore, in training "in Ilyina" on the fore moral education Personality in the process of which is carried out required training.

2. Idea teaching literature as art (and not as scientific discipline). According to E.N. Ilina, literature - the art type studied at school, in which you can combine all scientific knowledge on humanitarian disciplines, give them integrity and strengthen their influence on the identity of the student with a personal-emotional attitude. It is important what an artistic work on students has an emotional impact. This does not mean neglect of the didactic principle of scientific relations, since Ilina has actual accuracy, historical accuracy, mastering students of literary scholars. But the main thing is not distracted understanding and memorization of facts, but the experience of problems described in the work, setting itself to the place of the literary hero in the situation of moral choices, compassion to him. This allows students to deeply comprehend the content of the work. fiction In close connection with modern problems.

Realizing these ideas, E.N. Ilyin has specially structured the content of the school course of literature. In each artistic work, he allocated moral questions, problems that are somehow set in it. The lesson is thus dedicated not to a formal theme taken from a typical program, but a problem that is able to awaken the interest of students. The meaning of the lesson is to find a response to the question, understanding the problem, discussing possible ways to solve it.

E.N. learning process Ilyina is based on the formula "From the experience of a person - to the analysis artistic work And from him - to the book. " The introduction of students in the structure of the material being studied is carried out by means of the chain "Detail - the question is a problem."

1. "Detail". The study of the literary work begins with a bright detail that stimulates the interest of the student to the book. It may be a small fragment from the work, a fact from the author's biography or something else. The main task of using the part is to make it so that children wanted to talk about it and learn more.

2. "Question". The method of introducing students to the problem. Basic requirements for the question:

The need of the question, personal significance for students;

If possible, the appeal of the issue is to schoolchildren of this class and even to a specific disciple;

The permission of the problem contained in the question should require a thorough study of the work, textbook and additional literature, familiarization with the author's biography, with the history of the study of the work being studied.

3. "Problem". Search response to the question in the dialogue mode organized and initiated by the teacher ( collective discussion Problems, discussion). The participants of the dialogue are three main subjects: a teacher, a student and the author of the artistic work (thanks to the constant appeals to the text). And the disciples, comprehensive and emotionally experienced book, create a new personal context, becoming in some extent co-authors.

It should be noted that the proposed E.N. Ilya method of creating problem situations "The item is a question - a problem" is universal, it can well be used in the teaching of other items.

Notes