The "New" Strategy in Teaching Literature in a Multiethnic Environment (as exemplified by the Republic of Tatarstan)

APA 6th edition
In-text: (Golikova, R.Zamaletdinov, Vafina & Mukhametshina, 2016)
Your Bibliography: Golikova, G.A., R.Zamaletdinov, R., Vafina, A.H. & Mukhametshina, R.F. (2016). The "New" Strategy in Teaching Literature in a Multiethnic Environment (as exemplified by the Republic of Tatarstan). International Journal of Environmental and Science Education, 11(6), 1237-1246. doi: 10.12973/ijese.2016.394a

Harvard
In-text: (Golikova, R.Zamaletdinov, Vafina and Mukhametshina, 2016)
Your Bibliography: Golikova, G., R.Zamaletdinov, R., Vafina, A. and Mukhametshina, R. (2016). The "New" Strategy in Teaching Literature in a Multiethnic Environment (as exemplified by the Republic of Tatarstan). International Journal of Environmental and Science Education, 11(6), pp. 1237-1246.

Chicago 16th edition
In-text: (Golikova, R.Zamaletdinov, Vafina and Mukhametshina 2016)
Your Bibliography: Golikova, Guzеl A., Radif R.Zamaletdinov, Alsu H. Vafina and Rezeda F. Mukhametshina (2016). "The "New" Strategy in Teaching Literature in a Multiethnic Environment (as exemplified by the Republic of Tatarstan)". International Journal of Environmental and Science Education 11 (6):1237-1246. doi:10.12973/ijese.2016.394a.

Abstract

The problem of individualization and differentiation of the learning process is still relevant in the education. The Republic of Tatarstan is a special community where many nationalities live together. In this article the problem of the text interpretation at literature lessons is on the focus of view. Leaning on the provisions, provided by hermeneutic scientists, the authors regard the interpretation as a special dialogue between the reader and the text. The issue is also devoted to the problem of individual learning styles formation based on the psychological characteristics of the reader-student, the types of his representative system (auditory, visual or kinesthetic). Based on the facts found identified according to the experiment authors have developed the idea of forming individual ways for learning literature

Keywords: interpretation, creation, reading subject, self-understanding, multi-ethnic sphere, personal experience, perception of the text, “method of problematization”.

References

Bakhtin, M. (1975). The Literature and esthetics questions. Moscow: Khudozhestvennaja literatura, 504.

Betty, L. (1995). The teaching of the whole class. Moscow: The New School Press, 48.

Bilgin, H., & Aykac, N. (2016). Pre-Service Teachers’ Teaching-Learning Conceptions and Their Attitudes towards Teaching Profession. Educational Process: International Journal, 5(2), 139-151.

Biddle, A. &Fulwiler, T. (1989). Reading, Writing and the Study of Literature. New York: Random House, 340.

Derrida, J. (1992). Acts of Literature. New York & London: Routledge, 410.

Esin, A. (1998). Principles and methods of analysis of literary works. Moscow: Flintа: Science, 248.

Gadamer, H. (1989). Truth and Method. London: Sheed and Ward, 637.

Golikova, G. (2007). The technique of complete studying of the Russian prose of the XX century in averages and the senior classes of school. Kazan, 248.

Golikova, G. (2014). Person-activity approach in studying foreign literature at school (fairy-tale by E. T. A. Hoffmann “The golden pot”). Philological sciences. Theory and Practice, 3, 70-73.

Jacobson, P. (1964). Psychology of artistic perception. Moscow: Art, 85.

Kamalova, L. (2015). Studying of Russian Folk Tales in the Context of Intercultural Dialogue at Schools with (Non-Russian) Language Learning. Review of European Studies. 7 (4), 105-111.

Konopackaya E.A., Abdrafikova A.R., Yarmakeev I.E. (2015). Professional evolution of student's personality in conditions of poly-cultural educational university space. Social Sciences. 10(5), 556-561.

Kubiatko, M., & Arik, R. S. (2014). Comparison of the Effects of Gender Variable on Attitudes Towards the Teaching Profession by Random and Fixed Effects Model: Meta-Analysis. Educational Process: International Journal, 3(1-2), 52-64.

Marantsman, V. (2003). Objectives and the structure of the course of literature in school. Literature in school, 4, 21-24.

Mukhametshina, R. F. (2006). Literature studying in aspect of dialogue of cultures: Tutorial for teachers. Kazan: Heter, 255.

Mukhametshina, R. F. Galimullina A.F. (2014). Inculcation of Bimental Personality in Context of Cultural Dialogue (As Exemplified by Tatarstan Schools), Middle East Journal of Scientific Research, 20 (12), 2135-2138.

Moody, H. L. (1971). The Teaching of Literature. London: Longman, 112.

Nikiforova, O. (1959). The perception of fiction by school students. Moscow: Uchpedgiz, 205.

Pugach, V. (1997). The newest psychotechnologies of the pedagogical success. Izhevsk: IzhGTU, 48.

Ricoeur, P. (1969). Le conflit des interpretations. Essais d'hermeneutique. Paris: SEUIL, 695.

Rubakin, N. (1997). The psychology of the reader and the book. Moscow: Kniga, 84-100.

Rumyantseva, E. (2005). The interaction of the author and reader of the scientific text. St. Petersburg, 90-97.

Sekerci, A. R., & Canpolat, N. (2014). Effect of Argumentation on Prospective Science Teachers' Scientific Process Skills and Their Understanding of Nature of Scientific Knowledge in Chemistry Laboratory. Üniversitepark Bülten, 3(1-2).

Selevko, G. (1988). Modern educational technology. Moscow: Education, 256.

Vafina, A. (2011). The organization of dialogue in Andrey Bely’s novel “The Christened Chinaman”. In Andrey Bely's Worlds, Eds.. Moscow-Belgrad, 524-528.

Vygotsky, L. (1986). Psychology of Art. Moscow: Art Press, 573.

Yakimanskaya, I. (1996). Student-centered education in the modern school. Moscow: September, 96.

Zhabitskaya, L. (1974). The perception of fiction and personality: Literary development in youth. Kishinev: Shtiinza, 134.