METHODOLOGICAL ASPECTS OF SCHOOL ANALYSIS OF HISTORICAL WORKS AT THE LESSONS OF UKRAINIAN LITERATURE

The authors of the article determine the methodical principles of school analysis of historical works at the lessons of Ukrainian literature in the context of reforming the system of general secondary education. They explore the artistic-ideological and problem-thematic features of modern historical works related to the development of an independent Ukrainian state, the development of postmodernist tendencies, rethinking the events of the past.

In the process of historical works’ studying at the lessons of Ukrainian literature, the authors of the article recommend taking into account the stylistic, generic and genre dominants of the work; to form the ability to determine the degree of documentary work; give a description of the era referred to in the work; move from the theme of a particular work to generalizations and conclusions about the impact of historical events on the fate of ordinary people; to explore the historical epoch, drawing parallels with the present; pay attention to real historical figures, generalized images, images created by the writer’s imagination; take into account the specifics of space-time in historical works; taking into account the peculiarities of the worldview of modern students, use online tools, creolized texts, means of visualizing the material.

Based on the analysis of the requirements of the school program, the authors of the article formulate methodical recommendations for studying the novel by Volodymyr Rutkivskii «Jury of the Cossack Shvaika» in the lessons of Ukrainian literature in 6th grade. They suggest using the following teaching methods and techniques: written exchange of wishes, «Incomplete sentence», student messages, vocabulary work, reading in person, expressive reading, conversation, association, work with illustrations, group work, work with a memo, independent work. They argue that the effectiveness of the analysis of this work depends on the level of students’ interest in the educational material, the selection of optimal methodological tools, the creation of a «situation of success in the lesson», the visualization of educational material.