PRACTICE OF USING DIFFERENT WAYS OF ANALYSIS OF A FICTION WORK AT LITERARY READING LESSONS

Analysis of a fiction work at school, in particular in primary school, is based on the methodological studies of the literary analysis, that envisages application of various ways of analysis of a literary text used for the adequate appreciation of its semantic and expressive features. This article is devoted exactly to this range of problems. Literary reading lessons in 2-4th forms set a task of forming schoolchildren’s literary competence, the integral part of which is their ability to analyse various fiction works. We mean here a number of theoretic and methodological researches, nevertheless ways of analysis of the fiction text and methodology of its realization in primary school are not examined essentially. Therefore, we offer the following ways of analysis: character drawing, problem and thematic approach and holistic approach that are used taking into account the form (character drawing approach is the simplest one and it is suitable for the 2nd year pupils, while holistic one can be appropriate for the 4th year pupils) and genre of work. A verse by P. Voronko “In the field there is a green house” (the 2nd form) is studied with the help of character drawing because the story of the verse (a little bear misbehaves because he does not want to sleep, and his mother sings him a lullaby) is close to a 7-8-year-old child by its semantic genre; moreover, there are a few characters in the verse, and they require an additional discussion. Therefore, for creating the proper emotional atmosphere in the class one should consider the following methodical forms of work: heuristic conversation, connecting the little bear’s dominant traits of the character, his mother, and grandfather Sleep, that will help children understand the main traits of every character, their role in work, and also the originality of the verse genre. The work ends with a questionnaire children are suggested working in pairs to analyse the behavior of a child in various domestic situations. A fairy-tale by A. Dimarov “What people need a heart for” (the 3rd grade) is examined through the prism of the analysis of the problem and theme: from defining a problem to the questions about this problem; from problem questions to problem tasks; from problem tasks to the searching work aimed at solving a certain problem. Therefore, some episodes are selected for the detailed analysis and brainstorming. And the work ends when the children receive a task to write a work-reflection “And do I know about my heart?” It is relevant to apply holistic analysis for literary works such as poetry by L. Kostenko, for instance “Autumn day” (4th grade). The choice of the way of analysis is stipulated by the difficulties schoolchildren are going to come across with poetry: appeal to the inner emotional world of a person, presence of a specific character of the hero etc. So when poetry is taught all attention is concentrated on finding the emotional charge of the poem, its voice-coloured palette, that assists in awakening in children’s hearts the corresponding feelings and associations. It is similar to the final work with a poetry book: making illustrations for lines that are accumulated in the memory. These recommendations will be useful for teachers and students in conducting literary reading lesson where different fiction works are studied; their semantic, expressive and genre signs are defined