METHODICAL FEATURES OF TEACHING EDUCATORS IN UNDERSTANDING LYRIC WORKS ON LITERATURE LESSONS

Introduction. The ideas of activity, personality-oriented and competence-based approaches are declared to be key to the development of the Ukrainian school and literary education. This has led to the search for modern forms and methods of teaching. Researchers and vocabulary teachers pay attention to the development of reading culture, associative and critical thinking, imagination, creativity, speech activity and more. Therefore, the problem raised by us is relevant and requires methodological justification. Purpose. To reveal the methodological features of the activity approach to the study of lyrical works at school, to identify the principles, stages of the lesson in accordance with the outlined approach, as well as methods of organizing student activities during the analysis and interpretation of poems. Methods. Analysis, synthesis, observation, modeling, generalization. Results. The essence of the activity approach is that the formation of the student's personality occurs in the process of their own activities aimed at discovering and exploring the new. Among the main didactic principles of the activity approach we define the following: scientific, sequence, succession, psychological comfort, creativity and independent choice, systematic. Modeling lesson outlines, we implement the activity approach through the use of active and interactive methods, various forms of group interaction, situational and role-playing games, project and research activities, involvement in emotional-evaluative, discussion, reflective activities. Students work with a variety of information, which is critically evaluated by them, as modern ways of communication allow to obtain it from different sources. Originality. We test the ideas of critical reading. The teacher needs to teach students to bookmark, mark or abbreviate them to help the reader become more active in collective analysis or interpretation of the text. That would be effectively, after reading poetry, ask yourself certain questions and try to answer them. Conclusion. Implementing the activity approach in the lesson by performing literary research and literary-creative tasks, the teacher will be able to get the situation of success together with his students and achieve significant results in the formation of literary and key competencies. Activity approach to the study of lyrical works today requires both theoretical and practical justification.