FORMATION OF READING COMPETENCE OF FUTURE DICTIONARIES IN THE CONTEXT OF TECHNOLOGICAL LEARNING (ON THE EXAMPLE OF ANALYSIS OF POETRY BY M. DRY-KHMARY)

Abstract

The article reveals the conceptual, semantic and procedural aspects of the application of pedagogical technologies in the process of forming the reading competence of students of philology in classes on the history of Ukrainian literature during the study of Ukrainian neoclassicists. The notion of pedagogical technologies, reading competence of future linguists, neoclassicism is specified and their explanation in the field of methods of teaching Ukrainian literature is given. Thus, the interpretation of reading competence is based on establishing relationships between similar concepts of competencies and competencies, according to which reading competence is interpreted as a social norm alienated from the subject to the student’s educational training necessary for his quality productive activity in reading. Instead, it is proposed to call reading competence the acquired ability of a student acquired in the process of teaching literature, consisting of knowledge, skills, experience, values and attitudes, which are fully realized in the process of practice. In addition, the interpretation of reading competence as a subject and as a component of the professional competence of the future vocabulary allowed to outline a number of important for future vocabulary reading competencies. Modeling the development of students’ reading competence by means of a work of art is proposed to be carried out on the basis of problem-based learning technologies, group work and local technology of problem-style analysis. The peculiarities of integrated teaching of literary, psychological, pedagogical and methodological disciplines are revealed, in particular the importance of purposeful formation of innovative consciousness of students during their mastering of literary courses by detailed description of step - by - step procedure of achievement of planned didactic goal is emphasized. A notable feature of the procedural part of the technologicalization of the pedagogical process is the optimal interaction of forms of traditional and innovative learning. Theoretical provisions are illustrated by the example of designing pedagogical tools for organizing independent reading of poetry by students of M. Dry-Khmara in order to determine the bright constants and thematic-semantic paradigms of individual poetics of the famous representative of neoclassical literary style. For this purpose, the formation of student creative groups is envisaged, the number of which is determined by the number of discussed dominants of M. Dry-Khmara’s individual style, which have become peculiar carriers of the integrity of lyrical works: 1) antinomy «freedom – slavery»; 2) the dominant «blood»; 3) the dominant motive «dream» – «death» – «life». The specificity of this work is to develop an algorithm for an approximate system of tasks for problem-style analysis of works by each of the creative groups, the solution of which brings students closer to understanding the author’s style of neoclassical poet and prepares for analytical-synthetic conversation in the audience. The result of the work carried out by means of technologicalization of the educational process is an approximate report of one of the creative groups of students during the practical lesson. As a result, the leading features of technologicalization of the formation of reading competence of students of philology in the course of their study of the poetic works of Ukrainian neoclassicists are formulated.