CHAPTER 1. THEORETICAL FOUNDATIONS FOR FORMING READING INTERESTS OF STUDENTS IN UPPER 10TH GRADES.
1.1. History of the issue of guiding students' reading activity in methodological science and practice of teaching literature.
1.2. Psychological and pedagogical foundations for guiding the reading activity of high school students.
1.3. The current state of the problem of developing students' reading interests.
CHAPTER 2. STUDYING READERS' INTERESTS
SENIOR STUDENTS
2.1. Cool reading and reading preferences of high school students
2.2. Motives for reading and criteria for choosing books.
2.3. Gender differences in the reading interests of high school students.
CHAPTER A3.WAYS TO IMPROVE READERS' INTERESTS
HIGH SCHOOL STUDENTS.
3.1. Factors influencing reading in high school students.
3.2. Extracurricular reading lessons.
3.3. Project activity as one of the ways to form reader’s interests.
3.4.Analysis of the results of experimental work.
Recommended list of dissertations
Improving the reading activity of high school students in literature lessons 2003, candidate of pedagogical sciences Fedorova, Tatyana Viktorovna
Studying the biography of a writer as a way to develop students’ interest in reading works of fiction 2011, candidate of pedagogical sciences Timofeeva, Elena Nikolaevna
Methodology for conducting classes on world literature of the 20th century in the 11th grade of secondary school 1997, candidate of pedagogical sciences Filatova, Lidia Borisovna
Methodology for organizing and conducting extracurricular reading lessons on literature in senior high school. 1967, Bodrova, N.A.
Formation of sustainable interests of high school students in the profession in the joint activities of the school, educational complex and youth library 1984, Candidate of Pedagogical Sciences Solovyova, Tamara Petrovna
Introduction of the dissertation (part of the abstract) on the topic “Formation of reading interests of high school students in the process of teaching literature”
The relevance of research. Modern education faces a difficult and responsible task - the education of a multifaceted personality capable of living in a rapidly changing world. Literature is the only academic subject of the aesthetic cycle that is systematically studied in school from the first to the eleventh grades. Therefore, the influence of literature in general, and reading in particular, on the formation of a student’s personality is an indisputable fact. As V.A. Sukhomlinsky emphasized: “Reading, as a source of spiritual enrichment, does not come down to the ability to read; with this skill it is just beginning. Reading is a window through which children see and learn about the world and themselves.”
In recent years, teachers and methodologists have experienced great anxiety and concern due to the fact that the reading culture of the younger generation, being a significant indicator of the spiritual potential of society as a whole, has significantly decreased and tends to decline with the transition to high school.
Among the many ideas aimed at improving teaching, extremely significant, in our opinion, is the idea of studying and developing students’ reading interests. Its implementation involves the teacher’s purposeful use of objective and subjective teaching and learning opportunities. This idea, on the one hand, serves to find ways of teaching that would attract students, encourage them to collaborate with the teacher, and intensify the learning of schoolchildren. On the other hand, relying on the experience and interests of the students themselves, on their aspirations, requests and inclinations, the teacher will gain allies in building and improving the educational process.
Conducting research, we discovered that in practice, the development of students’ reading interests is often not planned, but rather carried out spontaneously; the role of reading interests in increasing effective mental activity is underestimated.
Thus, there is a contradiction between the presence of a large amount of valuable material on the theory of reading interests and the implementation of the development of reading interests of schoolchildren in practice.
The problem of developing reading interests in children not only has a rich history of development, but is also characterized by a multiplicity of approaches to its theoretical understanding and practical solution. In the process of teaching, a methodology for studying, taking into account and correcting the reading interests of schoolchildren was developed, which originated from teachers of the late 19th - early 20th centuries. Kh.D. Alchevskaya, Ts.P. Baltalona, A.P. Nechaev, N.A. Rubakina and others.
Instructions for guiding the reading of schoolchildren, taking into account age, the tasks of educating an integral human personality, are available in the legacy of A.S. Makarenko, V.A. Sukhomlinsky, K.D. Ushinsky.
Problems of organizing the activities of schoolchildren in the process of cognition and development were considered by psychologists L.S. Vygotsky, V.V. Davydov, A.N. Leontyev, S.L. Rubinstein, B.M. Teplov. In modern methods of teaching literature, there are a number of works devoted to the study of this problem (O.Yu. Bogdanova, S.A. Gurevich, V.G. Marantsman, M.Ya. Mishlimovich, T.D. Polozova, N.N. Svetlovskaya, V.FLertov). Various aspects of the formation of reader perception are reflected in dissertation research (N.V. Belyaeva, A.K. Besova, E.V. Karsalova, L.Ya. Kuzmina, T.K. Makarova, N.L. Neobutova), where the problems mentioned are studied based on the study of epic or lyrical works. The works of N.A. Bodrova, L.G. Zhabitskaya, I.S. Zbarsky, N.D. Moldavskaya and others are devoted to the development of the most important components of perception in text analysis.
In our opinion, the use of individual techniques and teaching aids only partially solves the problem of developing reader interests. There is a need to build a system of the most effective of them, aimed at developing the reading interests of students.
The identified contradictions made it possible to formulate the research problem: studying the reasons for the decline in interest in reading among students in grades 9-11 and developing a system of the most effective techniques for a given age that contribute to the formation and development of reading interests.
All of the above allowed us to formulate the topic of our research: “Formation of reading interests of high school students in the process of teaching literature.”
The relevance of the study is due to:
A sharp decrease in interest in reading among students when moving from middle to high school, and as a consequence - a decrease in the quality of knowledge in literature;
The need to study the reasons for the decline in reading interests among students in grades 9-11;
The need to identify techniques and means of increasing reader interest.
The object of the study is the process of forming reading interests in high school when studying modern Russian literature.
The subject of the research is the methodology for developing the reading interests of high school students in the process of teaching Russian literature.
The purpose of the study is to theoretically substantiate, develop and experimentally test effective ways and techniques for developing the reading interests of high school students in the process of teaching literature.
Research hypothesis. Formation of reading interests of high school students in the process of teaching literature will be effective provided:
Conducting constant monitoring to determine the range and motives of reading of high school students, taking into account the gender preferences of students; -use of modern educational technologies (project activities) in extracurricular reading lessons and in preparation for major forms of additional literary education; - thoughtful selection of recommended lists of works of modern literature for independent reading, taking into account the changed value orientations of schoolchildren. The goal and hypothesis determined the objectives of the study:
1) conduct an analysis of literary criticism and methodological literature on the study and formation of reader’s interests at school;
2) identify the psychological and pedagogical conditions for the formation of reading interests among students in grades 9-11;
3) determine the range and motives of reading for high school students, taking into account the gender approach;
4) develop a methodology for developing the reading interests of high school students in the process of studying modern Russian literature with the introduction of elements of project activity;
5) experimentally test the proposed methodology for developing reading interests in high school, analyze the results of application and confirm their effectiveness.
The methodological basis of the study was the works of philosophers and literary scholars (V.F. Asmus, M.M. Bakhtin, B.S. Meilakh, V.V. Prozorov, A. Schopenhauer, etc.), psychologists (L.I. Bozhovich, L. S. Vygotsky, V. V. Davydov,
L.G.Zhabitskaya, O.I.Nikiforova, S.L.Rubinshtein, etc.), methodologists
Kh.D.Alchevskaya, Ts.P.Baltalon, O.Yu.Bogdanova, V.I.Vodovozov, V.V.Golubkov, S.A.Gurevich, V.G.Marantsman, M.Ya.Mishlimovich, Ya. G.Nesturkh, V.P.Ostrogorsky, S.M.Petrova, E.M.Polikarpova, T.A.Polozova, M.A.Rybnikova, N.N.Svetlovskaya, P.V.Sivtseva, V.F. Chertov, V.P. Sheremetevsky and others).
To solve the problems and test the hypothesis, the following scientific research methods were used:
Theoretical (study of works on philosophy, psychology, didactics, literary criticism, sociology of reading, methods of teaching literature); f - sociological and pedagogical (analysis of curricula and textbooks in the aspect of the problem under study, questionnaires, surveys, study of the results of the activities of teachers and students, study of advanced pedagogical experience, modeling, analysis of cross-sectional tests);
Experimental (organization and conduct of a pedagogical experiment).
Experimental base of the study: secondary schools No. 3, No. 7, No. 14 in Yakutsk, Magansk secondary school of the Republic of Sakha (Yakutia). Stages of the research: stage I (1999 - 2000) - studying the literature on the dissertation problem, determining the research hypothesis, conducting a confirmatory experiment to determine the object and subject of the research, developing a methodology for experimental work;
Stage II (2000 - 2003) - conducting a training experiment in order to identify the effectiveness of the proposed methodology.
Stage III (2003 - 2004) - systematization and generalization of data obtained during the training experiment, design of the work.
Scientific novelty and theoretical significance of the study:
For the first time in the theory and practice of teaching Russian literature, the need to form the reading interests of high school students has been substantiated, taking into account gender differences in reading preferences;
A theoretically substantiated and experimentally tested methodology has been developed for developing the reading interests of high school students in the study of modern Russian literature, not only of a realistic, but also of a postmodernist orientation;
Elements of project activities for high school students in the process of independent reading of works of modern literature have been developed and tested in practice.
The practical significance of the study is that the methodology for developing the reading interests of high school students in the process of teaching literature is scientifically substantiated and experimentally tested. The material can be used by teachers of Russian literature and philology students during teaching practice. The results obtained can be used by the authors when creating programs and methodological recommendations for language teachers.
The reliability and validity of the research results is confirmed by the theoretical validity of the initial provisions of the dissertation, the results of experimental work, the introduction of educational materials into practice and their positive assessment by the teachers of the republic who took part in the experiment (O.G. Zagudaeva, G.A. Makrysheva, N L.Neobutova, M.E.Rybakovskaya, A.T.Shepeleva, etc.)
The following provisions are put forward for defense: 1. In conditions of loss of interest in reading, insufficient equipment of school libraries with texts, and lack of time, a systematic study of reading interests in high school using project activity methods contributes to students’ holistic perception of the artistic world, develops their creative and intellectual capabilities.
2. The selection of recommended works, primarily modern (classical and modernist), is important. Analysis of the works of modern writers deepens high school students’ understanding of the nature of words, develops analytical thinking, and improves speech culture.
3. Studying reading interests, taking into account gender differences in the reading preferences of high school students, increases the efficiency of students’ assimilation of educational material, develops creative and research thinking.
Approbation of research materials. The provisions of the dissertation were presented in speeches at the university-wide scientific conference of students, graduate students, young scientists (Yakutsk, November 2001), at the scientific and practical conference “Formation of reading interests among schoolchildren” (Yakutsk, February 2002), at the second creative gathering working teachers (Yakutsk, March 2002), at the scientific and practical conference “Culture and spirituality in school education” on the basis of the Megino-Kangalassky ulus (Maya, March 2002), at the scientific and practical conference “Formation and development of an innovative system space of the capital in the conditions of modernization of education" (Yakutsk, January 2003), at the Republican Forum of Literature Scholars (Yakutsk, November 2003), at republican pedagogical readings, at methodological seminars and meetings of teachers of Russian literature.
Structure and content of the work: the dissertation consists of an introduction, 3 chapters, a conclusion and a bibliography.
Similar dissertations in the specialty “Theory and Methods of Teaching and Education (by areas and levels of education)”, 13.00.02 code HAC
Development of reading self-awareness of high school students in the process of studying works of Russian literature of the second half of the 19th century 2003, Candidate of Pedagogical Sciences Svechnikova, Irina Nikolaevna
Features of studying the poetics of Russian prose of the early 20th century in literature lessons in the 11th grade: Using the example of the works of I. A. Bunin and A. I. Kuprin 2003, candidate of pedagogical sciences Solovyov, Alexey Nikolaevich
Development of students' reading culture when studying the works of I.S. Turgenev in grades 5-8 2005, Candidate of Pedagogical Sciences Osipova, Irina Viktorovna
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Pedagogical conditions for the formation of reading interests of junior schoolchildren 1999, candidate of pedagogical sciences Shalatonova, Nina Petrovna
Conclusion of the dissertation on the topic “Theory and methodology of training and education (by areas and levels of education)”, Pribylykh, Svetlana Romanovna
Conclusions on the third chapter:
1. The experimental work carried out makes it possible to draw some conclusions: our proposed study of modern Russian literature in high school received experimental testing during experimental training; the process of forming reading interests is based on the independent reading program we adjusted;
The starting and final level of literary development of senior students has been established; experiential learning contributed to the acquisition of special additional skills compared to the skills in control classes, and also helped to improve students’ oral and written speech; During the experiment, a pattern was revealed: in classes where traditional teaching was carried out, indicators of the development of basic knowledge and skills are lower than in experimental classes;
The use of non-traditional technologies as part of the implementation of a person-oriented approach to students contributed to the development of independent thinking of high school students, a deeper penetration into the feelings, thoughts, and experiences expressed in literature. 2. The programmatic study of literature at school must be carried out in close unity with other forms of additional literary education. When organizing forms of additional literary education, you should include tasks of a search nature as much as possible, which significantly increases the interest of students. Our experience of holding a literary evening proves the feasibility of including elements of project activities.
CONCLUSION
The considered problem of methodological and didactic foundations for the formation of reader interests allows us to summarize some results of theoretical and experimental work and draw conclusions confirming the correctness of the original hypothesis.
The problem of developing a concept for the formation of reader interests is determined not only by its social significance, but also by the presence of theoretical and practical prerequisites. Social prerequisites include a significant decline in the level of reading activity of young people, explained by objective reasons for the development of society. The theoretical premises are research on developmental psychology, the psychology of artistic perception and artistic creativity, on the problems of the role of books in learning, and on the literary development of schoolchildren.
The relevance of the problem of developing reading interests in high school age is determined by the fact that it is in grades 9-11 that the aesthetic attitude towards art in general and literature in particular is consolidated; therefore, adolescence is the most favorable for changes in literary development.
Psychologists, literary critics, teachers and methodologists look at this problem from different angles, look for modern and new ways to solve them, experimentally confirm or refute their arguments. But they all agree on one idea: the formation of a reading circle for schoolchildren is a purposeful process that should consist of several stages, that is, a thoughtful and well-founded reading guidance system is required.
The system includes the following stages: -studying reader interests (monitoring); -pre-planning;
Written work based on extracurricular reading material; -various forms of extracurricular activities.
As part of the dissertation research, we focused in detail on only three of these stages.
Purposeful observation allowed us to choose monitoring as the research method that best suits the attitudes of modern schoolchildren. This form made it possible to conduct a quantitative and qualitative analysis of students’ literary preferences over time and draw the following conclusions:
The reading range of older schoolchildren is generally determined by the school curriculum;
The reading preferences of young people indicate that books of a non-fiction nature have a large place in them;
The most significant factor influencing a student’s reading is the peer environment, which often recommends books of dubious origin;
The motive of coercion no longer occupies the first place in schoolchildren’s reading compared to previous years; students began to read in order to gain new knowledge.
A new aspect of the study was the study of gender differences. Gender relations are an applied branch of social psychology that studies the patterns of differentiation and hierarchy of relations in the sphere of intergender interaction. It is in its infancy and is increasingly manifesting itself as an independent field of knowledge. This approach as a scientific theory in analyzing the psychological aspects of gender relations offers a new way of understanding reality, insisting that the opposition and “obvious” inequality of male and female personality traits, way of thinking, and behavioral characteristics reinforce the connection between biological sex and achievements in social life. Gender-role differentiation regarding the reading interests of students is almost not expressed, although the column “gender” is present in the reader’s form of school libraries. After conducting a study and comparing the data, we found that boys and girls differ significantly in the quality of their preferences.
The study of gender differences in reading interests allows the leader of independent reading to solve the problems of a personality-oriented approach to students, compile lists (where appropriate) separately for girls and boys, satisfy the needs of each of them, which will be an effective means of forming a reading circle;
In connection with the modernization of education, the issues of introducing schoolchildren to literature have become particularly relevant in recent years. On the pages of newspapers and magazines, a discussion ensued between “classicists” who question the need to study modern literature, talking about “cultural unconsciousness”, “spiritual impoverishment of the nation”, and “contemporaries” who believe that Russian classics are “outdated”, that it is boring and incomprehensible to the modern schoolchild, who has stopped reading altogether, and if he does read, then, of course, not the classics.
But back in the second half of the 19th century, the outstanding teacher V.Ya. Stoyunin advised starting reading with works close to modern times, while not forgetting and loving works of classical literature.
Changed values in society predetermine the correction of the list of recommended works. Thus, the selection of literature for youth becomes important in the formation of new moral and aesthetic needs, and it is necessary to introduce into their reading circle, along with classical, the best works of modern literature, including those of a postmodernist orientation.
The fundamental difference between the new search conditions in a modern school is a change in the understanding of the goals of education, and, consequently, a new understanding of the possibilities and ways of using these means: the social order of modern society is expressed in the intellectual development of a person. The leading direction in the development of world pedagogy - developmental education - could not but find its reflection in the development of the domestic educational system. The main features of developmental education are:
Transformation of a schoolchild into a subject of cognitive activity through the formation of thinking mechanisms, rather than the exploitation of memory;
The priority of the deductive method of cognition;
The dominance of students' independent activity in the learning process.
One of the ways to achieve this goal is to introduce project technology into the educational process, which implies learning through discovery, through solving problem situations. The introduction of project technology into teaching allows the teacher to intensify cognitive activity and, at the same time, certain personal qualities.
The use of new educational technologies as part of the implementation of a person-oriented approach to students will contribute to the development of independent thinking of high school students, a deeper penetration into the feelings, thoughts, and experiences expressed in literature.
The data obtained using various methods of scientific and pedagogical research allow us to draw a conclusion about the effectiveness of the proposed system for developing the reading interests of high school students.
The dissertation research can be used as a theoretically grounded and practically oriented concept for the formation of reading interests in general education and specialized schools.
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Today, teenagers spend most of their free time playing computer games, watching TV, listening to music, and spending hours on the Internet. Does this fact influence their reading preferences? Over the past fifteen to twenty years, there has been a significant movement associated with adjusting the range of children's reading: works oriented towards Soviet ideology have been excluded, the undeservedly “forgotten” Nikolai Wagner, Dmitry Minaev, Sasha Cherny, Osip Mandelstam, “Oberiuts” have been returned; attempts are being made to modernly read the works of children's writers of the Soviet period, very contradictory and not at all indisputable; some aspects of the history of Russian children's literature of the 19th and 20th centuries are clarified.
But, unfortunately, the main thing has not changed: children's literature has remained a peripheral phenomenon, there is no attention to its problems, there are no attempts at a modern interpretation of its phenomenon. The question of the specifics of literature for children still comes down to repeating the truths about a dynamic plot, accessibility, clarity.
Even among those who regularly pick up a book, the statistics are disappointing. For example, M.V. Epifanova in one of her works [on 13] provides the results of a survey among Ufa schoolchildren. The students were offered a short questionnaire, which consisted of 8 questions, which made it possible to find out which books students in grades 6–7 prefer for independent reading. The results of the study are as follows:
fantasy – 40% (63 people)
· adventure literature – 30% (47 people)
· detectives – 13% (21 people)
· modern stories and novels for teenagers – 8% (13 people)
· scientific and educational literature – 6% (9 people)
· poetry – 3% (4 people)
According to the survey data, entertaining reading, or more precisely, works in the fantasy genre, ranks first among teenagers. Children are captivated by such books because they easily perceive the conventions of the world created by the writer and its playful function. The most popular books are about Harry Potter (J. K. Rowling) and imitators of the “Potterian” series - “Tanya Grotter”, “Mefodiy Buslaev” (D. Yemets), and the works of Nik Perumov and Kir Bulychev are also popular. Books in the fantasy genre partially fulfill the teenage need for the uniqueness and “omnipotence” of the hero.
Adventure literature is in second place in popularity. In the choice of books of this genre by schoolchildren, two main trends can be traced: some give preference to the classics of the genre (A. Dumas, M. Twain, R.L. Stevenson, etc.), others are more inclined to modern adventure works (C. DiCamillo, E. Yates and others). Such books attract young readers with their dynamics, unpredictability of plot, and fulfill teenage cravings for everything interesting and dangerous.
The same factors often attract young readers to the detective genre. However, as the survey showed, teenagers quite rarely resort to “high-quality” detective stories, to the founders of the genre (A.K. Doyle, B. Akunin, etc.). At best, they read specialized children's detective stories (for example, the "Black Kitten" series, which includes works by domestic and foreign authors), at worst - the so-called "tabloid prose" - numerous series of standard detective stories (D. Dontsova, Yu. Shilova, etc.) .d.).
And only 8% of the teenagers surveyed preferred specialized literature for children and about children (among the mentioned authors are E. Murashova, M. Parr, O. Rain). Literature for teenagers recreates a picture of the state of modern society, the relationships of schoolchildren with each other. In their works, authors often turn to topics that will be close and understandable to teenagers; often the novels also touch on pressing social issues. Sometimes writers in their novels do not give unambiguous answers to the questions posed, thereby “forcing” children to draw independent conclusions during the reading process.
Writing for children is not easy. A child will never read a predictable book: he equally hates the “project”, the “product”, the programmed result. He is interested in mystery, and there is no greater mystery than the unpredictable behavior of a well-imagined hero.
Along with the insufficient number of books for young readers, there is a constant hunger for modern stories and novels for teenagers in which they would recognize themselves and the modern world. And these books would not be superficial reading, but would be written in such a way that readers would “shed tears over the fiction,” so that together with the characters they would make moral discoveries, suffer and experience the happiness of life.
There is an even greater shortage of poetry books for teenagers. While we have plenty of poems for children, there is almost no poetry that excites the soul of a twelve- to fourteen-year-old person.
Let's try to imagine an adventure book based on modern material. Just do this experiment on yourself, as if tomorrow you had to submit an application to the publisher. What will it be about? A child catches a killer? Is your child looking for treasure? Is your child hunting ghosts? All this has happened a thousand times, you yourself don’t notice how one after another you are reproducing cliches that have been played out for a long time. The problem is that the child’s main occupation is to discover the world anew, as if no one had visited this planet before. Therefore, it makes no sense to retell to him plots that have already been played out: Stevenson had treasures, Twain had hunts for villains, Verne had mysterious journeys, everyone had ghosts. Today, creating a good children's book means writing brightly and passionately about something that has not yet been written about: about the moral problems of a participant in a reality show, about emergency showing off, about life in a self-proclaimed mafia republic, whose independence half the world has recognized, and half the world is afraid of... But for this you need to be keenly interested in the topic yourself.
The famous sociologist of culture and reading S.N. Plotnikov summarized the data of researchers on the typical differences between readers and non-readers. It turns out that readers differ from non-readers in their level of intelligence development. Readers are able to think within the framework of problems, grasp the whole and identify contradictions and connections between phenomena, more adequately assess the situation, quickly find the right solutions, have a larger memory capacity and an active creative imagination, and have better command of speech. They formulate more accurately, write more freely, make contacts more easily and are pleasant in communication, are more critical, and independent in judgment and behavior. Thus, from the point of view of S.N. Plotnikov, reading forms the qualities of the most spiritually mature, enlightened, cultural and socially valuable person.
The economic crisis of the 90s could not but affect the cultural and educational level of the nation. But it was precisely at this time that Russia was in second place after Japan in terms of the level of reading culture. The data from modern sociological surveys is amazing. Thus, 37% of Russians do not read books at all, 52% do not buy newspapers and magazines. For comparison, in France 80% of people read the press, in Norway - 85%, in Japan - 95% of residents. According to the Levada Center, 52% of Russians do not buy books, 73% do not use libraries, and 48% do not have home libraries. International studies have shown that Russia ranks 28th among 32 developed countries in the world in terms of literacy and reading level [9].
It is reading, as one of the conditions for the emotional and intellectual development of the human personality, that largely determines a person’s success in life. And if you look further, it may turn out that the well-being of the state depends on the ability of its citizens to think, make logical conclusions, think figuratively, and, ultimately, accurately understand what they read, and convincingly prove their point of view.
The reading status of children and adolescents depends on the complex interaction of all many factors, and in different situations and living conditions, any of them has the most powerful influence. Thus, in the capital and large cities, children’s reading is especially strongly influenced by the development of the sociocultural environment (other leisure opportunities), as well as the degree of development of visual – “electronic culture”. For small towns and villages, the factors of development of the book environment and the existence of educated and competent “children’s reading leaders” (primarily teachers and librarians) are especially significant.
There has been a deterioration in the state of the book environment in many regions of Russia (including as a result of a decrease in the stocking of children's, school, and rural public libraries - organizations that traditionally support children's reading). The lack of wealth for many families has led to the fact that books and magazines have become too expensive and beyond the family budget. The destruction of the book sales and distribution system resulted in the closure of bookstores in many cities and villages.
The deformation of the book publishing repertoire is also obvious, which has led to a sharp narrowing of the repertoire of relevant books for teenagers (including almost no new domestic authors being published, and an extremely small number of translated editions of the best children's and adolescent literature are being published). The repertoire and quality of children's literature was also affected by the lack of government support for writers, publishers, and critics of children's and teenage book culture.
The environment and the availability of various channels of mass communication, printed and other materials have a strong influence on their attitude towards the book, reading habits and preferences. Electronic culture, including video production and various multimedia, is often perceived as competitors to the printed word. Of course, at the first stage of mastering new opportunities, keen interest arises in them. Later, when the new is mastered, it will?be integrated? into the structure of life and will take its place in it. The book will not go away, and neither will reading. However, we would like to place the emphasis differently: the point is not what means will be chosen? book or computer, where will the text be? on paper or on a monitor screen, the point is different: what exactly will be read there, how the process of perception and understanding of the text will proceed, what information, what knowledge, what culture and art will be represented by various types of media for the development of a young personality. Today, the number of problems associated with children's reading continues to grow. For now we still live within the framework of the fading old literary tradition. But this time is rapidly running out, which is especially noticeable in the reading activity of children and adolescents. In recent years, there has been a deterioration in a number of reading characteristics in children and adolescents and a decrease in their literacy level. Teachers are full of anxiety about the simplification and coarsening of speech among schoolchildren, the primitive cliches that often abound in their writings. Schoolchildren do not master the language of the classical heritage, but they master a variety of clichés and a formal approach to classical literature well. Not only the culture of reading is being lost, but also the culture of speech, since a significant part of the repertoire of previously beloved literary classics, which made up a significant part of the reading repertoire of children and adolescents, is not mastered. Thus, the decline in the role of literature in the socialization of children and adolescents is partly due to the fact that today the heroes of literary classics have already disappeared from the reading repertoire of many of them. At the same time, the influence of “electronic culture” on reading is increasing.
Today, children and teenagers are not focused on the best, but “fashionable” products in their environment; The orientation of children and adolescents towards magazines with a large number of pictures that carry information that is easy to perceive is increasing: not so much educational as entertaining. Magazines aimed at psychological, pedagogical, literary development are published in fairly small circulations.
The commercialization of the book market has had different effects on the production of children's literature and the picture of children's reading. The beginning of the development of market relations led to a number of crisis processes, in particular to a sharp decline in the publication of children's literature.
In recent years, its output has increased noticeably, and the quality of children's books has improved. Their subject matter is expanding, and their design is becoming attractive. The market is becoming saturated with children's literature, the demand for which is gradually being satisfied. At the same time, publishing a children's book requires greater costs compared to many other types of literature, and children's books become more expensive and become inaccessible to the population.
So, very serious changes are taking place in the reading of children and adolescents today, which are of a profound nature. Many parents, teachers, and librarians are still focused on the old literary model, while the majority of today's children and teenagers have completely different preferences and a different perception of book culture. They treat the book not as a “textbook of life”, but as one of the means of information and mass communication. Thus, to some extent, there is a gap between generations in the transmission of the tradition of mastering literary culture that has existed for a long time.
Reading among children and adolescents today is undergoing significant changes. Today, among the reading public, there is a growing number of groups of children, teenagers, and young people, among whom magazines and comics are becoming increasingly popular.
Chapter Conclusions
A modern teenager wants to read something about “himself,” about people like himself and his classmates, and, therefore, about the problems of schoolchildren at the beginning of the 21st century. Such books are already appearing on the shelves of our stores, but, alas, there are still few of them, and the quality of many leaves much to be desired: as a rule, this is mass literature of the adventure or detective genres, shallow, superficial, but outwardly attractive, and also touches upon issues that are significant for teenagers questions of love and friendship, choice of life path.
There are very few real books that reveal the subtle and vulnerable world of teenagers in the “era of change.” In addition, these “real” books, for all their true artistry and psychologism, one way or another reflect the psychology of the perception of the world of adolescents by people who are more than mature, if not elderly.
The works of modern authors who are over 30–40 years old, writing for both adults and children, are completely different. As a rule, they are characterized by a sober view of reality, rigidity of judgment and clarity of the preached idea. Moreover, most of them create their works in the context of the traditions of Russian classical literature, although often these works are addressed to the mass reader. One of these writers is Mariam Petrosyan.
The next chapter of our work will examine the image of modern childhood in M. Petrosyan’s book “The House in Which...”.
Student 6 A class MOBU "Lyceum No. 3" Dedenev Nikita
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Introduction…………………………………………………………………………………..
Chapter 1. The role of books in the lives of children……………………………………
Chapter 2. Reading dossier of 6a grade students…………………..
2.1. Attitude of classmates to reading fiction……………………………………………………………….
2.2. Family reading circle for sixth graders……………….
2.3. Working with the list of “100 books” recommended by the Russian Ministry of Education and Science……………………………………………………
Conclusion………………………………………………………………..
Bibliography………………………………………………………
Introduction
On November 21 in Moscow, speaking at the Russian Literary Meeting, Vladimir Putin said that Russia had lost its status as the most reading country in the world. He also released statistics according to which Russians, on average, devote time to reading books only 9 minutes a day.
Putin also expressed concern that the declining role of reading in society affects the general decline in the level of culture, and also leads to neglect of the rules of the Russian language. The President expressed alarm at the spread of illiteracy.
“People used to find answers to their questions in books, but now there are other possibilities. And before, almost exclusively there they learned to think, analyze, feel and, of course, speak correctly. Because it is in the literary text that language lives and is created,” Putin said.
Let us recall that in 2008 Russia ranked 7th in the world among reading countries. Six years ago, Russians spent about an hour a day reading.
After listening to the president’s statements, we asked ourselves the following questions: Why are children reluctant and read little?
Why does children's interest in reading, classic children's literature, and poetry decrease from year to year?
What literary heroes are the idols of children my age today? How to revive schoolchildren's interest in literature?
To answer these questions, we tried to composereader's dossier for your class.
The relevance of the problem we have raised is also confirmed by sociologists’ data on the state of schoolchildren’s reading culture:
3. 10% of schoolchildren do not read anything other than teacher assignments
4. Read entertaining literature in their spare time - 40% of students.
5. Read educational literature – 21%
6. Read for self-education - 10% of schoolchildren.
The number of regular readers over the past decade has decreased from 49% to 26%, and those who do not read books at all have increased from 23% to 34%. 40% read books occasionally. Over the years, there has been a precipitous drop in the number of people purchasing books. If in 1994 58% bought books, then in 2004 - only 20%, and in 2013 - 14%. These figures speak eloquently about the trend of declining interest in reading from younger to older schoolchildren.
Subject of researchare the reading interests of students of 6 “A” class of Lyceum No. 3.
Object of study– reading interests of schoolchildren aged 11-12 years.
Purpose of the study- identify the range of reading interests of my peers, compile a reading dossier for the class.
To achieve this goal, we have set ourselves the following tasks:
1. Analyze the attitude of classmates to reading fiction.
2. Determine a list of works of art that are interesting to my peers.
3. Select from the works included in the list of “100 books” (Appendix 1) those that have been read by my classmates.
4. Analyze the family reading circle of sixth-graders.
5. Make a list of “My class’s favorite books.”
6. Make a list of books for independent reading during the summer holidays.
In the course of our work, we relied on observation techniques followed by analysis of the material through questionnaires, testing, and oral questioning. The research material included questionnaires and the list of “100 books”.
Chapter 1. The role of books in children's lives
“People stop thinking when they stop reading,” said the philosopher Denis Diderot. This is probably true, because books encourage us to think about where the truth is and where the lies are, what is true and what is wrong, what is good and what is bad, help us understand ourselves. Sometimes reading brings joy and peace, sometimes anger and indignation. It all depends on what kind of books we read. The world develops, reading preferences change, old ones gradually fade away and new literary traditions develop.
Children's writer Astrid Lindgren was once asked if the book had a future. She replied: “You can just as well ask: does bread have a future? A rose? A children’s song? It’s better to ask: does a person have a future? A person has it, a book has it too. If once we learned to find joy in books, we cannot do without it. For many, books are also needed like bread and salt. And it will be so, no matter how intricate cassette tapes, and televisions, and other substitutes are invented.”
XXI Century. The century of cosmic speeds and computer technology. Science is developing, a lot of new technology is being created for a comfortable human life. Today we are surrounded by very useful and smart machines: microwave ovens, vacuum cleaners, home theaters, refrigerators…. All this technology has made a person’s life more comfortable and freed up a lot of time. Now you don’t have to carry water from a well, you don’t have to wring out washed clothes. Everything is nearby, almost any desire can be fulfilled instantly, as if by magic, with a slight movement of the hand.
And the basic information a person needs comes in electronic form, through computer networks and the Internet. Of course, when searching for certain information, it is wiser to use a computer. The development of information and computer technologies is so fast and accelerates the process of information transfer so much that modern society will no longer be able to exist if it abandons it. The computer is a reality of today's life. Every person today should be able not only to navigate the Internet, but, in forming and defending their spiritual and moral positions, to know which sites on the Internet to visit and which ones not to. The school and parents are faced with the task of becoming a guide in choosing electronic information, helping children search and select information on the Internet.
There are also areas of knowledge where clarity is better than printed text. After all, it is much more interesting, for example, to watch animals than to read about it in a textbook. Here the book is inferior to cinema and television. But the book has much more advantages. Books are sources of knowledge about spiritual and moral life. The role of books in education, upbringing, and intellectual development is great. Through turning to a book and reading, a person becomes familiar with spiritual values, develops, and expands his horizons. Reading highly artistic literature contributes to the formation of a harmonious personality - an active, creative personality, combining spiritual wealth, moral purity, and physical perfection. Classical literature is one of the factors in the formation of such a personality. Wonderful works of Russian classical and modern literature by such authors as A.S. Pushkin, L.N. Tolstoy, F.M. Dostoevsky and others help readers find answers to many questions about the individual, the world around him, about good and evil. A book, as a source of information, as a means of knowledge, as a tool for communication between people, has enormous attractive power. For example, starting to read a novel, short story, etc. we ourselves imagine our hero, his clothes, movement, views. But cinema and television offer a ready-made image, and we can no longer fantasize. And reading books involves the work of thoughts.
Acquaintance with the best examples of literature helps to improve understanding of oneself and others, expands the understanding of the world, deepens perception, and develops a sense of humor, which is simply necessary for every person. If a child is accustomed to reading from childhood, then this remains with him for the rest of his life, in any life situations he will always have a reliable and faithful friend - a book that will distract him from sad thoughts, help him make a journey into the wonderful world of book characters, and tell him the answer to a tormenting problem. question will calm you down and make you laugh. The authority of a book for a child is unusually great. He trusts her infinitely. The significance of a book in a person’s life is enormous.
The ability to thoroughly “digest” information in the brain and analyze it can only be developed by reading books. Read information is better remembered. You can stop at the page, think about it, and re-read it. Retelling teaches you to analyze the text and treat it critically. Reading develops imagination: the child imagines the characters himself, and does not accept the image created by others.
Academician Dmitry Sergeevich Likhachev said that if, God forbid, museums, theaters, and universities perish due to war or some terrible cataclysm, but somehow libraries survive, culture can be restored.
A book is like a bird -
Can fly around the whole world,
Queen book:
He can command hearts.
Goddess Book:
Sometimes a miracle happens
Slave book:
Often goes through the gauntlet
E. Baratynsky.
Chapter 2. Reading dossier of 6a grade students
“You can always tell a man by the books he reads,” this statement by the English writer Samuel Smiles will help us figure out what our children are reading?
The question of the first questionnaire was as follows:“What books do my peers prefer to read?”The survey allowed us to draw the following conclusions: the most favorite among sixth-graders is science fiction (9 people); then there are books about my peers (6 people); encyclopedias and other educational books (3 people); humorous works (2 people);adventure novels (2 people);detectives and action films (2 people).None of my classmates chose historical novels or thrillers (“horror films”).
Thus, the intertwining of interest in classical literature with modern literary genres was revealed.
To the question: “For what purpose are you reading?”- the guys’ answers are also ambiguous. 13 respondents read because they love reading, 9 - due to parental compulsion. The good news is that there are no kids in the class who don’t like to read at all or who read because they have nothing better to do.
The study allows us to conclude that the cognitive role of reading today has faded into the background. This confirms the answer to the question:“Reading for you is...”: 9 students answered that it was help in studying, 7 - relaxation, entertainment, and only 6 said that it was learning new things.
Reading plays a special role in a family environment. Reading a book together and communicating about what they read brings family members together, unites them spiritually and instills in children the need to read independently. The love of reading develops over the years, and the attitude of the parents themselves is of paramount importance. Does your family like to read? Does the house have its own library? How often does a child see his parents with a book? Do they share with their children their impressions of what they read? Do parents keep up with new book releases, including in the field of children's literature?
Unfortunately, the tradition of joint family reading is a thing of the past. Moreover, there are families in which they do not read either together or separately. According to statistics, today in the country more than 40% of the adult population does not read books. The total circulation of books over 10 years has fallen more than four times, newspapers and magazines - by 3.6 times. However, the results of the classroom survey do not match these data. To the question:“Do your parents read?”- 12 of my classmates answered in the affirmative. In their families, both parents read, in 7 only the mother, in 1 only the father, and in only 2 respondents the parents do not read. At the same time, 5 schoolchildren have their own library. The kids borrow books either from the school library - 1 student, or from the district library - 4 students, or from friends - 1 student, and 11 of my peers read on the Internet.
In one interview with V.V. Putin, the President of the Russian Federation, said: “We have long been one of the most reading countries in the world. There is a danger that we may lose this status. We have a growing number of people who don’t read books at all. This is an alarming fact. In this situation, increasing reader interest is a national task.”
What should be done to ensure that Russia maintains its position as the most reading country in the world?
Adults are already taking certain steps towards solving this problem: the Internet has appeared in our library, it has been replenished with new books, including electronic ones.
A list of “100 books” on the history, culture and literature of the peoples of the Russian Federation has been published. Together with the Russian language teacher, we got acquainted with it and analyzed which of the listed books had already been read by my classmates.
As a result of this work, we found out that the children in my class had already read the following works from the list of “100 books”:
1. Bazhov P. “Ural Tales”.
2. Bulychev K. “The Adventures of Alice”
3. VolkovA. "The Wizard of Oz"
4. GaidarA. "Timur and his team", "Blue Cup", "Chuk and Gek"
5. Dragunsky V. “Denisky's stories”
6. Kaverin V.” Two captains"
7. Leskov N. “The Enchanted Wanderer”
8. Olesha Yu. "Three Fat Men"
9. Petrushevskaya L. Stories and tales
10. Rubtsov N. “Poems”
11. V. Nosov “The Adventure of Dunno and His Friends”
12. Rybakov A. “Dirk”
13. K. Paustovsky “Meshcherskaya Side”
14. Uspensky E. “Crocodile Gena and his friends / Uncle Fyodor, dog and cat”
15. Schwartz. "Dragon", "Snow Queen"
16. L. Lagin “Old Man Hottabych”
17. Epics
18. Tales of the peoples of Russia
Based on all of the above, we came to the conclusion that books develop and enrich our speech, expand our vocabulary, and bring joy and pleasure. It's both fun and adventure. They can make us experience strong emotions: cry, laugh, get angry, empathize. Books expand the horizon of our world. From them we learn about other countries and peoples, about nature, technology, history - about everything in the world that interests us. They teach us empathy, allow us to feel ourselves in the position of another person and understand what feelings people experience when they find themselves in a particular situation.
Based on the data obtained, we made recommendations for our classmates for the summer holidays. The list included books from the list that my classmates had not yet read, and those genres that they had not yet addressed.
Conclusion
In our work, we set a goal - to identify the range of reading interests of my peers, to compile a reading dossier of the class. It looks like this: in the reading circle of sixth-graders there is literature of all kinds and genres. However, among the books most often chosen by teenagers are science fiction, humorous works, adventure novels and action films. My classmates are interested in educational literature and books about peers. Sixth graders are absolutely indifferent to poetry, detective stories and thrillers.
Thus, the sixth-grader reader in our dossier appears as a rather contradictory figure, with a very diverse range of reading.
In general, the children in my class have a very positive attitude towards reading as a form of leisure, they love to read and choose books to their liking. The love of reading was instilled in them in the family, since mostly the parents of my classmates are people who read, and their reading circle is also quite wide. Most schoolchildren understand the importance and necessity of reading, the role of books in a person’s life.
The results of our research convince us that the reading interest of my classmates is quite high. However, so far my classmates are reading literature “for the soul” and not “for the mind and heart.” In addition, the family has ceased to be a place for shared reading. There are children in the class who read under compulsion or do not read at all. But there are also positive aspects: the use of new information technologies, independence in the formation of one’s reading circle. However, we still have a lot to do to return the book to its former role as a source of knowledge, a friend who helps us understand ourselves and the world around us, and makes a person kinder.
Bibliography:
1. Tikhomirova I.I. Psychology of children's reading from “A” to “Z”.
2. Tikhomirova I.I. Materials for holding a parent meeting dedicated to children's reading. J. “School Library”, No. 9 -10, 2005
3. Dictionary of a young book lover. – M., “Book”, 1982
4. A person reading - M., “Progress”, 1989
5. Polozova T.D. I owe the best in me to books. – M., “Enlightenment”, 1990
6. Chudinova V.P. Socialization of personality - School Library, 2005, No. 4.
List of used Internet resources
1Rubleva O.V. (Irkutsk, MBOU secondary school No. 77)
1. Smorodinova M.V., Eremina E.I. Preferences of children and adolescents in choosing literature for reading // Young scientist. – 2010. – No. 1-2. T. 2. – pp. 269-272. – URL https://moluch.ru/archive/13/1112/ (access date: 04/28/2018).
2. Barkhatova E. I., Sarattseva S. G. Features of literary preferences and reading activity of seventh-graders of a comprehensive school // Young scientist. – 2016. – No. 3. – P. 1-7. URL: http://yun.moluch.ru/archive/6/331/ (access date: 04/28/2018).
3. Truth [Electronic resource]. Access mode: https://www.pravda.ru/news/society/15-01-2010/1008197-read-0/ (Date of access: 04/28/2018).
Reading is an integral part of human learning. Without reading we would be illiterate and stupid. Therefore, in order to develop your spelling skills and the ability to correctly express your thoughts, you need to find a genre of literature that will be most interesting to secondary school students. The work is designed to find out which genre of literature is most popular among schoolchildren. This will help students find exactly the style of description that they will definitely like.
Goal of the work: find out which literary genres are most popular among schoolchildren.
Research objectives:
1. Find the necessary information on the Internet.
2. Conduct a survey among students in grades 4-7.
3. Ask librarians what books are most often borrowed and what genre is most interesting to schoolchildren.
4. Combine information and draw a conclusion.
Hypothesis: Suppose that schoolchildren prefer books in the fantasy genre, and the number of dramatic and historical works read is small.
Problem: Modern teenagers read little.
The relevance of research: These studies were conducted in order to understand what our peers like to read about and support the interests and topics of conversation, as well as in order to be in the trend and topic of what is happening, to understand what they are talking about and what is being discussed.
Reading is a complex process of symbol perception aimed at understanding the text.
According to researchers from the Institute of Sociology of the Russian Academy of Sciences, several generations of citizens who do not read have grown up over the past decades. Not only experts, but also government agencies are beginning to sound the alarm about this. In this regard, the UN declared the period 2003 - 2012 to be the decade of literacy. Modern society needs to develop an interest in reading among children and adolescents, and organize the guidance of children’s reading by parents and teachers. Of course, a modern teenager reads differently and differently from what previous generations read.
Children's reading can be viewed from two sides. On the one hand, these are works of fiction, non-fiction and popular science literature read by children and adolescents. On the other hand, the pedagogical side is the process of introducing children and adolescents to literature, the purpose of which is to cultivate a love for books, the ability to correctly and deeply understand what they read, which ultimately leads to the development of an aesthetic sense and the formation of morality. Unfortunately, there is currently a process of decline in reading culture among children and adolescents.
Signs of reading activity are:
1. Reading frequency;
2. Its duration;
3. Types of reading;
4. Reader needs and the measure of their satisfaction;
5. Reader preferences;
6. Circumstances of reading;
7. Frequency and regularity of visiting the library, bookstore;
8. Frequency and volume of inter-reader exchanges;
9. Dynamics of reading behavior;
10. Dynamics of current estimates in the literature.
The described problems determine the relevance of studying the topic, which requires finding out the reasons, developing measures to improve the reading activity of schoolchildren and increasing the role of books and reading in the life of the younger generation.
But still, our peers read and everyone is interested in their own genre. Here are the genres we included in the questionnaire:
Detectives
Fantastic
Fantasy
Historical novel
Horror literature
Comics
Comedy
Research methods: survey of students, processing of survey materials, survey of library workers.
A survey was conducted among students in grades 4, 6, 7 of MBOU Secondary School No. 77 in the city of Irkutsk. This is what our questionnaire looks like:
1. Your age:
a) 9-10 years b) 11-12 years
c) 13-14 years old.
2. How much time do you devote to reading?
a) I read every day.
b) I read several times a week.
c) I read sometimes.
d) I read only when I need to prepare for lessons.
e) I rarely read and have no time.
3. What genre of books do you read most readily?
a) Fantasy.
b) Adventures.
c) Fantasy.
d) Novels
d) Poetry
f) Historical novels
g) Works from the school curriculum
h) Horror
i) Your answer:
_________________________
4.Your favorite book(s):
____________________________________
5. What do you prefer to do instead of reading:
a) Walk;
b) Chat with friends;
c) Play computer games;
e) Pursue your hobby;
e) Nothing. Reading is my favorite pastime.
Results and discussion
A total of 75 students in grades 4, 6, and 7 from school No. 77 were surveyed. And here is the result of our survey.
The survey participants were divided into 3 age groups: Group 1 - students aged 9 to 10 years, Group 2 - students aged 22 to 12 years, and Group 3 - students aged 13 to 14 years. In percentage terms this amounted to:
Group 1 - 9-10 years - 24%
Group 2 -11-12 years old - 47%
Group 3 - 13-14 years old - 29%.
In Fig. Figure 1 shows a diagram of the distribution of survey participants by age group.
Rice. 1. Distribution of survey participants by age groups
Based on the results of processing the questionnaires, the distribution of reader preferences by genre of literature was revealed. Preferences by genre were distributed as follows:
Adventure - 37%
Fantasy - 29%
Fantasy - 24%
Comedy - 16%
Horror - 13%
Comics - 7%
School curriculum works - 7%
Novels - 5%
Historical novels - 3%
Poetry - 0%
It turned out that the most popular genre among schoolchildren is adventure (37%); the least popular genre is poetry (0%).
It should be emphasized that the question posed in the questionnaire allowed one person to select several genres. In Fig. Figure 2 shows the distribution of respondents' preferences by genre.
Among the most beloved and read works, schoolchildren named the following books: “Harry Potter” by JK Rowling and “Robinson Crusoe” by Daniel Defoe.
A chart was also constructed to show the reading frequency of the students. The frequency of reading among respondents was as follows (Fig. 2).
In Fig. Figure 3 shows a diagram of the distribution of survey participants by reading frequency.
Rice. 2. Distribution of preferences of surveyed schoolchildren by genre of literature: 1. Read every day - 29% of respondents; 2. Read several times a week - 25% of respondents; 3. Read sometimes - 20% of respondents; 4. They read only when they need to prepare for lessons - 17% of respondents; 5. They rarely read, they have no time - 9% of respondents.
Rice. 3. Distribution diagram of survey participants by reading frequency.
Based on the survey, recommendations for reading for schoolchildren were developed. Based on the results of the survey, we would like to recommend to students an excellent book in the adventure genre: “The Diamond Thieves” by Louis Boussenard. The action takes place in Africa. And, as you correctly understood, the goal of the characters in the book is treasure. There will be everything - search, unexpected loss, courage, honor and, of course, friendship. And the main characters will be three brave Frenchmen.
We recommend reading the book "Robinson Crusoe". The author of the work is Daniel Defoe. Defoe's book has it all! After all, it is written based on real events. The main character had to endure and overcome a lot: fear of loneliness and the unknown, danger and difficulties. But his hard work and resourcefulness helped him live and not lose hope of salvation.
Everyone will be interested in the Harry Potter series of books. Author - JK Rowling. This book is in a fantasy style. Exactly 17 years ago the first book about a small but great wizard was published. This fairy tale has become a source and example for true friendship, kindness and love. The magical world of Harry Potter is fraught with many mysteries and secrets.
"The Fault in Our Stars" is a novel by John Green. The approach of death makes you look at life with different eyes. Each hero of the novel sums up his short existence, defining his own values, which become higher than life itself.
“Sweet Mia or Chronicles of School Life” - author Talya Sol. The new illustrated online book “Sweet Mia or Chronicles of School Life” will be very interesting for children of all ages. The advice of the sweet girl Mia will help children cope with school difficulties: unfair grades, conflicts with teachers and classmates. The book is very interesting and addictive for a long time!
“Time is always good” by Andrey Zhvalevsky and Evgeny Pasternak. What would happen if a girl from 2018 suddenly ended up in 1980? Will the boy from 1980 be transported to her place? Where is better? And what is “better”? Where is it more interesting to play: on the computer or in the yard? What is more important: freedom and relaxedness in a chat or the ability to talk while looking into each other’s eyes? And most importantly, is it true that “the time was different then”? Or maybe the time is always good, and in general, everything depends only on you...
By the way, in their favorite activities, in addition to reading, most schoolchildren indicated the item “Chat with friends.” And this cannot but rejoice! After all, communication with friends is an integral part of human development in society.
We also asked librarians what genre students prefer and what they borrow most often. It turned out that students aged 11-13 (grades 5-7) come to the library; most often they take the genre of adventure and detective stories. And, of course, we asked which books are the most popular, and they answered us: “White Bim - Black Ear”, “The Twelve-Year-Old Captain” and “Amphibian Man”.
conclusions
We summed up the results of our project: all schoolchildren have different preferences. We have proven this in the course of our work. But the most popular genre was adventure, followed by science fiction and fantasy books. Our theory, built at the very beginning, has been refuted.
Bibliographic link
Shutova A.P., Belyaeva T.V., Kulikova V.I. LITERARY PREFERENCES OF MODERN SCHOOLCHILDREN // Start in Science. – 2018. – No. 5-1. – P. 96-99;URL: http://science-start.ru/ru/article/view?id=1069 (access date: 05/04/2019).
Fiction is a powerful factor of socialization, through which a person becomes familiar with the experience of human history, experiences the peculiarities of relationships between people, and learns cultural norms, patterns and values. The state of reading of children and adolescents is part of the general problems of reading and literacy in modern Russia as a whole. Traditional statements by teachers such as: “children don’t read,” “the computer has completely replaced the book,” “children only read Harry Potter” are not without foundation. In this regard, two problems can be identified: firstly, leisure reading today is being replaced by television and computers, and secondly, if teenagers read, they do not read what, in the opinion of the older generation, deserves attention. It is obvious that the state of reading of modern schoolchildren deserves close attention from scientists, psychologists and school teachers, who simply need to be aware of the reading interests of adolescents.
Let's start with an analysis of the self-conceptions of a reading teenager, which is described in the work of V.Ya. Askarova, N.K. Safonova. “A reading teenager in the world of adults: the search for harmony.” The picture of teenage reading with its priorities, assessments, and reading preferences sharply contrasts with the one that adult organizers of children’s and youth reading would like to see. The phenomena of the crisis in children's and youth's reading are not only not becoming less pronounced, but are definitely progressing. It turned out that among adolescents the situation of “sluggish reading” - reading-non-reading is widespread and from the category of spontaneous, unconscious phenomena is included in the category of obvious and accountable to consciousness. “Out of 630 respondents representing territorial entities of the region of different status, 98% confirmed that reading does not occupy any serious place in their lives. It is characteristic that teenagers operate with plural categories: “we”, “our class”, “our guys”, “our generation”, which indirectly indicates the typicality of this situation.”
Claiming that “reading is outdated”, “reading is not fashionable”, “reading has become uninteresting”, teenagers see the main reason for this in the rapid invasion of new information technologies into all spheres of life - school, home, leisure life outside the home; they claim that they stopped reading “because the computer, mobile communications and other technology appeared, “they take information on the Internet,” “many more interesting means of obtaining information and knowledge have appeared.” The result of the statements is a categorical conclusion: “it’s the 21st century, books are already hopelessly outdated,” “computers will fill everything,” “the generation of computers is coming!”
Teenagers' attitude towards the use of new information technologies is pragmatic: they “get” and “download” information. Information here is perceived as a draw; it is kaleidoscopic, torn; it is easy to manipulate - pulling, cutting, gluing. From this perspective, the book is perceived as too clumsy, voluminous, and requires immeasurably more time and labor. It is no coincidence that teenagers themselves, when characterizing the shortcomings of traditional reading, talk about exactly this: “it takes a long time to read and is too lazy,” “they are reluctant to sweat over books.” In reading, adolescents recognize a mainly instrumental function, using it as a means of training and honing the necessary intellectual properties and qualities: “you develop your thinking and memory,” “you develop speech, you write better,” “reading develops spelling and thinking.”
In addition to the “useful” properties, teenagers also note the “pleasant” properties of reading - it can be a source of entertainment: “it’s captivating and interesting,” “a book can lift your spirits,” “reading helps you relax and have fun,” “it’s a way to kill time when you’re bored.” “,” “reading relieves fatigue and overload from a person,” etc. The entertaining effect of reading is seen by teenagers in a fairly wide range: from the elementary “fun” produced by an “interesting plot” to very complex sensations associated with the holistic impact of the book, involving the reader in its artistic space: “it’s great when you experience it with the characters,” “You are drawn into the world of fantasies and fairy tales.”
In the context of the indicated reading preferences, teenagers’ judgments about a “good” and “bad” book are of interest. When determining the qualities of a “good” book, teenagers ranked “smart” and “simple” in first place. A “smart” book is, first of all, informative, it “carries a lot of useful information”, here you “get useful information”, “you find useful thoughts”. “Simple” is accessible in content, language and style of presentation; it is written “without boring descriptions”, here “everything is clear”, there is “simple ordinary speech”. The teenager categorically does not accept the complexity of the book, classifying it as one of the qualities that characterizes a “bad” book.
“What kind of book do teenagers consider “interesting”? First of all, this is a book that has a “fascinating plot”, “fascinating situations”, “captivates with situations”, Askarova V.Ya., Safonova N.K. claim in their work. - Moreover, “positions” and “situations” must certainly be within the life experience of a teenager: books should be “about us”, “about our modern life”, “where we read to ourselves.” Librarians note that teenagers are reluctant to take books where peer heroes represent past eras. The social upheavals of recent decades have led to a weakening of intergenerational ties and a break in cultural tradition. For a modern teenager, there is not an axis of time, but its specific segment - a discrete worldview and a narrowed identity have emerged as characteristic features of a modern young person. Perhaps this discreteness of perception becomes the reason that teenagers are not inclined to plan and think through their reading life at least one step forward? The most common reading situation, indicated by teenagers, is “I read according to my mood”, “I read whatever comes to hand.”
Especially for this work, we conducted a survey of high school students in order to determine the detailed reading range of high school students. The survey was conducted using electronic resources - through social networks, and through the Pskov Regional Library for Children and Youth. V.A. Kaverina. 46 people were interviewed, including 29 girls and 17 boys aged 14 to 17 years.
High school students were asked the following questions:
What fiction books have you read in full in the past year? Write down everything you remember?
What books have you enjoyed the most over the past few years? Why? (It was interesting, exciting, informative, I learned a lot of new things, etc.)
What books have you read over the past few years that you didn't like at all? Why?
What influences your choice of book (teachers, friends, parents, television, Internet, etc.)?
What are your hobbies, interests, hobbies? Does your choice of books have anything to do with this?
Information for statistics: indicate your gender, age, class, city
Based on the results of the survey, it was possible to find out that 24 people prefer fiction, 17 people read scientific or educational (only for study), 5 people give the same preference to both fiction and popular science literature. To the second question, students gave detailed answers, which helped us identify the main reading range of modern high school students. Among the books read over the past year, novels from the Twilight series by S. Mayer (15), novels by S. Lukyanenko (13), books by Paolo Coelho (10), books by M. Mitchell “Gone with the Wind” (8) received the most votes. . Young readers mainly prefer books by modern foreign authors who write mainly in the genre of fantasy and detective stories: “The Silver Pieces of Judas” by S. McBain (author of “The Da Vinci Code”), “The Sapphire Tablet” by S. Gilbert, “The Chronicles of Narnia” by K. Lewis, "The Mystery of the Sick Shoes" by E. Quinn, "The Lord of Storms", "The Lord of Swords", "The Silver Hand" by M. Moorcock, "The Prince of Light" by R. Zelazny, "The Phoenix and the Mirror" by E. Davidson, "The Broken Sword" , "Children of the Sea King" by P. Anderson, "The Dragon's Wanderings" by E. McCaffrey, "The Miners" by M. Norton, "The Angel of the West Window" by G. Meyrink, "This Mad Universe" by E. Russell, "Hogbens, Dwarves, Demons" G. Kuttner, "Fight Club", "Pygmy" by Ch. Palahniuk, "The Stranger", "The Book of Complaints" by M. Fry, "The Sicilian" by M. Puzo (author of "The Godfather"), "Anatomy of Fear" by J. Santlaufer, "Ecumene" G.L. Oldie, “The Story of Doctor Dolittle” by H. Lofting.
Also in the questionnaires there are names of works by foreign authors, which can already be classified as classics of world literature: the collection of short stories “Ghosts of Lexington”, “Norwegian Wood” by H. Murakami, “Sherlock Holmes” by A. Conan Doyle, “The Three Musketeers”, “The Two Diana" by A. Dumas, fairy tales "A Thousand and One Nights"; “The Invisible Man”, “The Time Machine”, “The Island of Doctor Moreau” by H. Wells, fairy tales of different nations, fairy tales by V. Gauff, “The Lionheart Brothers”, “Roni, the Robber’s Daughter”, “Mio, My Mio” by A. Lindgren, "The Adventures of Baron Munchausen" by E. Raspe, "The Mischievous Jester and the Clever Trickster Till Eulenspiegel", "Tartarin of Tarascon" by A. Daudet, "The Legend of Doctor Faustus" by I. Shpis, "Pilgrimage to Earth" by R. Sheckley, " Jean-Christophe" by R. Rolland, "Perfumer" by P. Suskind, a collection of stories by O. Henry, "The Picture of Dorian Gray", stories by O. Wilde, plays and stories by B. Shaw, books by E.T.A. Hoffmann, E. Poe.
Of course, the reading range of high school students is influenced by the school literature curriculum; they read a lot of Russian classics. The questionnaires included such works as “War and Peace” by L. Tolstoy, “The Master and Margarita”, “Heart of a Dog”, “Morphine”, “Theatrical Novel” by M. Bulgakov, “The Fate of a Man” by M. Sholokhov, “Crime and punishment", "The Idiot" by F. Dostoevsky, "Hero of Our Time" by M. Lermontov, "Oblomov" by I. Goncharov, "Fathers and Sons" by I. Turgenev, a collection of stories by A. Chekhov, "The Golden Knight" by N. Gumilyov, " Portrait", "Nevsky Prospekt" by N. Gogol, "Doctor Zhivago" by B. Pasternak, stories by I. Bunin, "The Pit" by A. Platonov, plays by Ostrovsky, novels and short stories by V. Shukshin, "Cavalry" by I. Babel, "History Russian State" by N. Karamzin.
High school students also pay attention to modern Russian literature; the following works were named in the questionnaires: “Step into Immortality” (about the sixth company of Pskov paratroopers) by O. Dementiev (18 people), “Life and Fate” by V. Grossman, a collection of stories “Laugh better than torment" by E. Asadov, "Poltergeists" by I. Vinokurov, "The Fourth Height" by E. Ilyina, "Conquerors", "The Sword and the Rainbow" by E. Khaetskaya, "One Hundred Years Ahead" by K. Bulychev, "Duhless" S. Minaeva, "Metro 2033" by D. Glukhovsky, "The Life and Extraordinary Adventures of Soldier Ivan Chonkin" by V. Voinovich, "Steep Route" by E. Ginzburg, "The Day of the Oprichnik" by V. Sorokin", "Asphalt", "Traces on Me ", "Planka" by E. Grishkovets, "The Witcher" by A. Sapkowski, "Inhabited Island", "Beetle in an Anthill", "Waves extinguish the wind" by the Strugatsky brothers.
In the answer to the third question, it was necessary to write which books high school students started reading and did not finish. They were named: “Eugene Onegin” by A. Pushkin, “War and Peace” by L. Tolstoy, “Harry Potter” by J.K. Rowling (“didn’t finish it”), “Oblomov” by I. Goncharov (“I didn’t have time, but I’ll definitely read it in full”), “End of the Chapter” by J. Galsworthy (“left for later”), “The Adventures of Gulliver” by J. Swift ( “I can’t handle this nonsense in my life”), “The Brothers Karamazov”, “Poor People” by F. Dostoevsky, “Anna Karenina” by L. Tolstoy, “Germinal” by E. Zola, “The Pit” by A. Platonov (“if not for program - I wouldn’t read it”), “The Gulag Archipelago” by A. Solzhenitsyn, “Hearts of Four” by V. Sorokin, “Azazel” by B. Akunin, “Notre Dame Cathedral” by V. Hugo, Hoffmann, “volumes of Pushkin” (“I don’t finish reading due to lack of time"), "several subsequent books by Sapkowski from the Witcher series" ("in comparison with the 1st and 2nd books, it was as if another person wrote - gray, tedious, drawn out"), "Behold, I am creating" V. Rybakova.
Among the books that were most liked by young readers were (answer to the fourth question of the questionnaire): the series “Keeper of Swords” by N. Perumov, “2012. Chronicle of the Apocalypse” by A. Medvedev, “Full Route” by A. Chubanyan; “Labyrinth of Reflections” by S. Lukyanenko; "There and Back Again" by J.R. Tolkien (“it was interesting, exciting”), “The Chronicles of Narnia” by C. Lewis, “Eragon. Return" by C. Paolini, "Iceberg" by J. Rollins, "Harry Potter" by J.K. Rowling (all books), works by M. Bulgakov (“I love the depth of thought and writing style”), N. Gumilyov (“hidden subtext”), A. Chekhov (“accuracy, realism, true description of reality”), collections “Blue Dragonflies Babylon”, “Blackberry, Holy Abode”, novels “Conquerors”, “Sword and Rainbow”, “Ulfila” by E. Khaetskaya (“I like Khaetskaya’s language, interesting narration and religious motifs”), “all the works of A. Belyaev” (“ It’s an entertaining and informative read, I like the mixture of hectic life with dry science”), “Ecumene” by G.L. Oldie (“an exciting book that you immerse yourself in”), “all Hugo”, “all the Strugatskys”, “The Master and Margarita”, “Fatal Eggs” by M. Bulgakov, “Fight Club” by Ch. Palahniuk, “Steppenwolf” G. Hesse, "Gilles Blass" by A. Lesage, "Stop the plane - I'll get off", "Legends of Invalid Street", "Monya Tsatskes - Standard Bearer" by E. Sevely, "Steep Route" by E. Ginzburg, "old, classic fantasy" , “Book of Complaints” by M. Fry (“fascinating and pleasant to read, with a philosophical meaning, unusual”), “The Idiot” by F. Dostoevsky (“strong, interesting to learn in such detail from the inside human characters and motives, an atmosphere of anguish”), “Chapaev and emptiness" by V. Pelevin (“interesting, allows you to look at the world in a completely different way, gives you a chance to hope that everything is possible”), “almost everything from Poe, Wilde, Shaw”, works by F. Pullman (“interesting for their extraordinary style , ideas"), M. Puzo "The Godfather" ("classic..."), "Roadside Picnic", "A Beetle in an Anthill" by the Strugatsky brothers ("an excellent cocktail - science fiction and detective"), works by E. Grishkovets (“I don’t single out specific books, I like his style and the theme of his work - a reflection of the life of ordinary modern people”), “The Gulag Archipelago” by A. Solzhenitsyn.
In response to the fifth question, readers named books that they did not like at all. Many students answered “there are none” or “if you don’t like it, I don’t read it,” “I don’t remember,” one student answered: “You cannot be critical of literature. It’s hard to pick at least one classic work to qualify as “didn’t like.” But still the following works were named: “Tanya Grotter” by D. Yemets (“just a terrible book, a complete stupidly altered plagiarism”), “Blue Lard” by V. Sorokin (“I didn’t like it”), “three books by Akunin, I don’t remember what specifically,” “Who can live well in Rus'” by N. Nekrasov (“boring, I don’t like poetry”), “The Thunderstorm” by A. Ostrovsky (“pretentious, naive, something outdated”), “Hearts of Four” by V. Sorokin ( “a lot of incomprehensible things have been piled together and at the same time a lot of things are disgusting”), “War and Peace” by L. Tolstoy (“not enough time”), “Notes of a Hunter” by I. Turgenev, “Iliad” by Homer (“boring”).
The choice of books of reading high school students is influenced by teachers (school curriculum), friends (swap books, share impressions), parents, relatives (buy books, advise), the Internet (to a greater extent), cinema, some students answered that no one and nothing influences except their own desires and moods. Also, the choice of books is sometimes associated with the favorite hobbies of high school students, for example, watching films, playing a musical instrument (“the choice of books is sometimes associated with the mood determined by playing the piano”), their own literary activity (writing stories), and doing historical reconstruction ( the study of history), the study of ancient civilizations. Some hobbies of high school students require reading scientific and specialized literature, such as a passion for computers, information technology, psychology, philosophy, anime, clay pigeon shooting (the student has a desire to study psychological literature on this topic), cars. Several students indicated that their hobbies are not related to the choice of books, but mainly include sports (football, basketball, snowboarding, kickboxing, alpine skiing), embroidery, drawing, graffiti, love of animals, small children, and visiting clubs. 17 people noted that they have no hobbies.
The answers to the questions in the questionnaires of some students were detailed, it was noticeable that the person was interested in literature, reading, answered questions with interest, and was intellectually developed. Several questionnaires (5) were completely uninformative; the student answered “no such thing” to almost all questions; the answers were monosyllabic and dry. But in general, the guys were interested in filling out the questionnaires.
Based on the results of this survey, we can conclude that the reading range of high school students is quite diverse - the children read both foreign authors and Russian (Soviet) ones, and give preference to the fantasy genre (S. Mayer, S. Lukyanenko, N. Perumov, S. McBain, K Lewis, R. Zelazny, J.K. Rowling, J. Tolkien, C. Palahniuk, M. Fry), science fiction (A. Belyaev, the Strugatsky brothers, G. Wells), detective (E. Quinn, J. Santlaufer, E. Poe, A. Conan-Doyle), many high school students prefer the classics (in some questionnaires there were no other works except classical literature) - M. Bulgakov, O. Wilde, B. Shaw, V. Hugo, A. Chekhov, G Hesse, F. Dostoevsky, N. Gumilyov, B. Pasternak, etc. Many students like modern Russian prose - the works of E. Ginzburg, A. Solzhenitsyn, E. Khaetskaya, E. Grishkovets, V. Pelevin, K. Bulychev, O. Dementieva, E. Ilina. They also do not forget about fairy tales (fairy tales of the peoples of the world, stories by A. Lindgren, fairy tales by V. Gauf, fairy tales “A Thousand and One Nights”), because some of the high school students still feel like children.
If we talk about the reasons for choosing such literature, then most often students choose reading for entertainment, to escape into a fairy-tale world (fantasy, detective stories, fairy tales), reading to solve their ideological problems, solve important existential issues, for self-development, broadening their horizons (works of classical literature), high school students especially like to read works about modern man who are close and understandable to them, which reflect events close in time to young readers (E. Khaetskaya, E. Grishkovets, V. Pelevin), while classical literature is more difficult for them to perceive , since to master it you need a fairly high reading culture. Some students in grades 10-11 do not know literary trends and have a poor understanding of the chronology of events, the peculiarities of composition, language and style of the writer.
And some high school students do not like to read at all, which is reflected in their questionnaires. In a study organized in 2007-2008. One of the tasks of the National Library of the Udmurt Republic was to identify factors influencing the lack of interest in reading among high school students. Three focus groups were held, the participants of which were schoolchildren from the city of Sarapul, the village of Uva and the village of Alnashi. (It is emphasized that these young people practically did not read fiction; that is, we are talking about an audience that comes to the attention of researchers quite rarely). It turned out that respondents perceive reading, on the one hand, as something natural that they use without thinking, and on the other hand, as something that causes difficulty, tension, and boredom. In many ways, the relationship between these two aspects of perception depends on the topic, content and, importantly, the volume of a particular text. Books often meet with sharp rejection among schoolchildren who read little. In particular, the majority of respondents expressed their reluctance to read any thick book (this even applied to romance novels preferred by girls). Typically, they also do not want to read books that have already been made into a movie (even if such books would be given away for free). Magazines for teenagers evoked a more positive attitude among focus group participants: light texts and bright pictures are perceived more easily and are similar to the television picture they are used to. Research data indicate that young people tend to satisfy their needs for entertainment and leisure activities to a lesser extent with the help of books. Videos, music, TV, hobbies, friends are cited as reasons for lack of time for reading by schoolchildren who do not like to read
In 2005, employees of Omsk municipal libraries conducted a study “Reading. The view of youth”, which covered more than 1000 young people aged 15-24. One of the methods was a street express survey. More than 25% of respondents in response to the question “What book are you reading now?” answered that they did not have time to read; 19% said they don't read anything and 2% said they don't like to read.
Work to identify the reading range of adolescents has also been carried out by other researchers. The journal “Homo legens” published a study by N.G. Malakhova “I read because I like to read a little.” About the motives of reading among teenagers,” which showed that respondents aged 15-16 years (58 people) named works included in the school curriculum as their favorite books. The researcher believes that this is most likely due to a slight narrowing of the range of reading (compared to the sample of 8-9 grades), caused by the greater workload of teenagers, the increase in the volume of works studied in literature lessons, what they read and love, mainly what they ask (Griboyedov, Pushkin, Lermontov, Shakespeare, Bulgakov, Dumas, Turgenev, Bronte). “Adventure teenage literature and the classic detective story are losing their positions somewhat, although they are still mentioned quite often (“The Moonstone”, “The Headless Horseman”, “Captain Blood’s Odyssey”, “Ivanhoe”, etc.). The classic (Brontë, Mitchell) and modern romance novels, represented by a variety of names mentioned once, as well as the modern - translated and domestic - detective story are strengthening their positions. And although the individual range of preferences is very large (from “Jonathan Livingston Seagull” by R. Bach to “Simply Mary” without an author), the general trend is already visible: works of the school curriculum are read for school (they also turn out to be the most favorite, and for relaxation - what can be bought in underground passages (modern domestic and translated detective stories, horror films, romance novels).”
Also, research to determine the reading range of adolescents was carried out by the Pskov Regional Library for Children and Youth. V.A. Kaverina. 67 people took part in the study, of which 41 were girls, 25 boys - students of grades 8-9 of educational secondary schools and a technical lyceum in Pskov. When asked what students read, 7 people named works of Russian classical literature, 27 people named works of modern Russian literature, and 27 people named works of foreign literature from the 19th-20th centuries. - 30 people, popular science books - 3 people. The most read authors were: D. Dontsova, V. Ivanova, D. Emets (“Tanya Grotter”), J. Rowling (“Harry Potter”), D.R. Tolkien (The Lord of the Rings), A. Dumas (Queen Margot, The Count of Monte Cristo), D. Defoe (The Adventures of Robinson Crusoe), A. Pushkin (The Captain's Daughter). Among other works of Russian classics are mentioned: A. Ostrovsky “The Thunderstorm”, V. Korolenko “The Blind Musician”, I.S. Turgenev “Fathers and Sons”, A.S. Pushkin “Eugene Onegin”, M.Yu. Lermontov "Hero of Our Time". Popular science books include “Encyclopedia of the Circus”, “Lawyer at Home”, “The Uninhibited Manager”. When asked about their motives for reading, the students answered that they read these books because they like an exciting, interesting plot, in which there are many adventures, unexpected turns of events, described cheerfully, with humor and from which “it is impossible to put down”
As for the fantasy genre, the staff of the Pskov Regional Youth Library named after. V.A. Kaverina conducted a study, “The Phenomenon of Children’s Bestsellers,” in which they analyzed why children are so interested in books of this genre, and especially books about Harry Potter, and why the characters in this book are so close to them. It turns out that the point is not at all in the “promotion” of this author and not in advertising, and not in the fact that the guys are “escaping” reality into a fairy-tale world. “Children do not escape reality by immersing themselves in the magical world of Harry Potter,” write the staff of the youth library. “They comprehend the complexities of the real world by projecting the magical world onto it. Readers clearly separate the world of the author’s fantasy from the world of reality and are aware that the real world is much more complex than the world of the book.”
Analyzing the reasons for the popularity of these literary genres, it should be noted the predominance of the narrative type of speech, according to which the plot is built according to the traditional scheme: beginning, climax and denouement, and the narration is based on the principle of “life-likeness”. Socially characteristic characters act in a typical setting, facing difficulties already familiar to most readers, therefore “mass literature” is emphatically social. “The problem of reading interests of schoolchildren can also be approached from the position of age-related socio-psychological characteristics of adolescents entering adolescence,” writes E.V. Sinotina. - In the process of reading, the teenager recognizes his own experiences in the hero’s life circumstances, identifying himself with the character, and appropriates someone else’s life experience. It is customary to distinguish between crises of a situation, which include worries about the death of loved ones, serious illness, career failure, loss of social status, and crises of personality development that arise during a change in internal psychological position. For a teenager, a way out of the current situation is always important. It is no coincidence that psychologists talk about the psychotherapeutic effect of fiction.”
It is worth paying attention to the fact that often the choice of literature for reading occurs under the influence of reader fashion, as a result of widespread advertising or in the wake of interest in video products, as in the case of Ch. Palahniuk, B. Akunin, whose works have been repeatedly filmed. Some researchers believe that familiarization with a book is, rather, illusory in nature: the reader is not concerned about the book itself and its comprehension, but about what impression the very fact of getting to know it will make on others.
Thus, mass literature as a component of the modern cultural process is socially and psychologically in demand among high school students. “Popular literature? part of the modern cultural process, and it must not only be taken for granted, but also known and studied with children. Under appropriate conditions (creation of a special learning situation in the classroom, availability of assignments related to personal reading experience), high school students willingly participate in discussions about what they read. It is important that the subject of discussion during the discussion is not only the texts of literary works, but also the responses they received in the press and on television. A literature teacher can cultivate the reading culture of teenagers by comparing works that are interesting to high school students with classics of world literature that have spiritual potential.”
Other researchers of this problem, for a number of reasons, are concerned about the decline in youth’s interest in free reading. “Firstly, the emotional and intellectual spheres of a student’s development are impoverished. Secondly, books about art are disappearing from reading topics, and mysticism, fantasy, detective stories and romance novels prevail. Such works cannot have a positive influence on the formation of aesthetic and moral standards among students, or on expanding their vocabulary.” As for schoolchildren’s love of reading, when analyzing the data presented in various publications, one can sometimes notice that objectively similar reading pictures are interpreted differently and even oppositely, because separate numerical indicators are given. Such paradoxes are probably due, first of all, to a certain instability of ideas about what can be considered the norm for a particular reader group and what is a deviation. But there is another important reason - of a methodological nature. A direct question about love of reading is hardly worth asking respondents over 9-10 years of age. Teenagers (and even more so young people) have already accumulated enough experience; they implement various reading practices, which are not always based on a love of reading (after all, even free, leisure reading is often associated not with a love of reading as such, but with an interest in the topic ). Therefore, 70-80% of positive answers to the question whether high school students like to read can only be regarded as answers from those who do not have a negative attitude towards reading (that is, those who have a “normal” attitude towards reading). Phrases like “I like to read”, “I don’t like to read” can be (and often are) present in questionnaires and questionnaires as answer options to questions about the reasons or motives for reading. Then the respondent’s choice of just such an answer (instead of or together with options such as “I read for school assignments”, “I read when I have time”, “I read on topics that interest me” - etc.) will be an indicator of his real attitude towards reading and the real place of reading in his life.
The predominance of business, functional motives in the reading of young people (in particular, those related to obtaining an education), the constant increase in the importance of such motives has been noted by researchers and practitioners for several decades. Purely entertaining motives are also playing an increasingly important role in the formation of reading circles. The development of media culture and the rapid growth of Internet technologies are “shifting” the traditional structure of reading - both mass and “elite”; This especially applies, of course, to young people. Here, for example, is how V.P. describes the current situation. Chudinova is the author of numerous publications on the problems of children's and adolescent reading: “Reading of the younger generation is becoming more and more functional and utilitarian. Teenagers are increasingly reading like adults: on the one hand, reading is getting information necessary for studying, on the other hand, it is “light reading” as entertainment (reading illustrated magazines, comics, books with lighter, simpler and shorter texts, as a rule, not of high artistic merit)".
The results of the studies are alarming about the unsystematic nature of reading: students often read everything they can get their hands on. This suggests that many do not yet have established reading interests. Of course, developing a reader is a difficult matter. Reading interests also depend on the attitude towards books in the family, on parents, on the reader’s age and level of development, on the books in the reading circle, on peers and comrades. But, despite all this, it seems to us that the leading place remains with the language teacher and the literature lesson.
