The organization of educational dialogue as a productive means of obtaining literary work

Abstract

The article presents educational dialogue as an effective means of literary dialogue. The ways and means of organizing such lesson- dialogues are discussed. The means of wording questions are introduced. The importance is put on the teacher- student conscious, equal, and cooperative work aimed at the self-obtaining of the literary work. As a result of organizing productive educational dialogue during the Literature lesson, the learner acquires ability of self, critical thinking, imagination, positive interdependence, mutual understanding, interactions and coming up with conclusions. Thus, we conclude that in the methodology of teaching Literature, educational dialogue must have an important role, becoming one of the main components of teaching organization. Literature lesson at school completely provides such possibility. Teacher's main task is to think in advance, make up productive models of dialogue discussion, then conducting open, relaxed, and interesting lesson- discussions. Especially, the fact that the teacher's ready- made analysis of literate work is replaced with meaningful discussions, with the joint search for the answers to the questions must be emphasized.

It is possible for the learners to come to completely unexpected and unforeseen conclusions. However, if there is a possibility of making learner's ideas and thoughts into a discussion material, the result will be eventually noticeable. In this case, the learner will not only get abilities of expressing their perspectives on their own, debating literately, respecting others' opinions, but also will be able to word questions about the literary work, find the answers to the given questions, etc. Teacher, in their turn, refrains from introducing ready-made analysis and answers to the given questions. They become the helpers and the leaders of the learner and together they try to find the keys of literary work analysis.