Работа посвящена исследованию методических принципов интеграции компонентов сравнительного литературоведения в структуру базового курса литературы старших классов общеобразовательной школы. Проведенное исследование базируется на комплексном анализе современных образовательных стандартов, эмпирических данных об эффективности различных подходов к преподаванию литературы и экспертных оценках педагогического сообщества. Цель исследования заключается в разработке системы методических принципов, обеспечивающих эффективную интеграцию элементов сравнительного литературоведения в базовый курс литературы старших классов. В процессе исследования применялись методы контент-анализа образовательных программ, экспертного опроса, педагогического эксперимента и статистической обработки данных. Эмпирическую базу составили данные 87 образовательных учреждений, результаты опроса 324 педагогов и анализ академической успеваемости 2156 учащихся 10-11 классов. Выявлено, что систематическое применение элементов сравнительного литературоведения повышает уровень литературной компетенции учащихся на 27,4% (p<0,01), улучшает понимание межкультурных связей на 31,2% (p<0,01) и стимулирует познавательную активность на 24,8% (p<0,05). Разработана классификация методических принципов, включающая межтекстовый, типологический, контекстуальный и рецептивный подходы. Результаты демонстрируют значительный потенциал интеграции компаративистских элементов для модернизации литературного образования. Полученные данные могут быть использованы при разработке образовательных программ и методических рекомендаций для педагогов.
The work is devoted to the study of the methodological principles of integrating the components of comparative literature into the structure of the basic literature course of high school secondary schools. The conducted research is based on a comprehensive analysis of modern educational standards, empirical data on the effectiveness of various approaches to teaching literature, and expert assessments from the teaching community. The purpose of the research is to develop a system of methodological principles that ensure the effective integration of elements of comparative literature into the basic course of high school literature. In the course of the research, the methods of content analysis of educational programs, expert survey, pedagogical experiment and statistical data processing were used. The empirical base consisted of data from 87 educational institutions, the results of a survey of 324 teachers, and an analysis of the academic performance of 2,156 students in grades 10-11. It was revealed that the systematic application of elements of comparative literature studies increases the level of literary competence of students by 27,4% (p<0.01), improves understanding of intercultural relations by 31,2% (p<0.01) and stimulates cognitive activity by 24,8% (p<0.05). A classification of methodological principles has been developed, including intertextual, typological, contextual and receptive approaches. The results demonstrate the significant potential of integrating comparative elements for the modernization of literary education. The data obtained can be used in the development of educational programs and methodological recommendations for teachers.
The work is devoted to the study of the methodological principles of integrating the components of comparative literature into the structure of the basic literature course of high school secondary schools. The conducted research is based on a comprehensive analysis of modern educational standards, empirical data on the effectiveness of various approaches to teaching literature, and expert assessments from the teaching community. The purpose of the research is to develop a system of methodological principles that ensure the effective integration of elements of comparative literature into the basic course of high school literature. In the course of the research, the methods of content analysis of educational programs, expert survey, pedagogical experiment and statistical data processing were used. The empirical base consisted of data from 87 educational institutions, the results of a survey of 324 teachers, and an analysis of the academic performance of 2,156 students in grades 10-11. It was revealed that the systematic application of elements of comparative literature studies increases the level of literary competence of students by 27,4% (p<0.01), improves understanding of intercultural relations by 31,2% (p<0.01) and stimulates cognitive activity by 24,8% (p<0.05). A classification of methodological principles has been developed, including intertextual, typological, contextual and receptive approaches. The results demonstrate the significant potential of integrating comparative elements for the modernization of literary education. The data obtained can be used in the development of educational programs and methodological recommendations for teachers.