ERIODIZATION OF THE DEVELOPMENT OF SCHOOL LITERARY EDUCATION BASED ON A CULTURAL APPROACH (1950s – 2016s)

Introduction. The research concept is based on the thesis that the development of school literary education, drawing on the cultural approach from the second half of the 20th century till the beginning of the 21st century, is predetermined by specific socio-political, ideological, socio-cultural conditions of development of school education, pedagogical thoughts and achievements in methods of teaching literature. Purpose. The aim of the article is to update the leading ideas of Ukrainian scholars and methodologists related to the theoretical understanding and practical implementation of the cultural approach to teaching foreign literature in general secondary education, based on a constructive and critical analysis of the educational and methodological works of Ukrainian researchers. Methods. During the study, were used the following research methods: analytical – to carry out a comparative analysis of the psychological and pedagogical, methodological works, state educational documents, curricula and school textbooks, studying the scientific and pedagogical experience in order to identify the main methodological approaches to solving this issue in a science and practice; systematization – to formulate the study conclusions. Results. The research concept is based on the thesis that the development of school literary education, drawing on the cultural approach from the second half of the 20th century till the beginning of the 21st century, is predetermined by specific socio-political, ideological, socio-cultural conditions of development of school education, pedagogical thoughts and achievements in methods of teaching literature. It is prepared the periodization of the development of school literary education in Ukraine based on the cultural approach from the 1950 till 2016: the 1st period (1950s – 1980s) reflects both the achievements of school literary education on a cultural basis, and the significant contradictions of the period of education reform (1950s – 1960s) and the period between education reforms (1970s – early 1980s.); the 2nd period (1984s – 1991s) is the period of reforms and debates on methodological research in the content of school literary education based on the transition to the cultural concept; the 3rd period (1991s – 2016s) is connected with the development of methods in teaching literature (Ukrainian and foreign) during the development of the Ukrainian school when the cultural orientation of the content of school literary education have been substantiated. Originality. The author emphasizes that studying the cultural bases of school literary education having analyzed efficient methodological approaches is carried out on the basis of systematic analysis of normative documents, educational and methodical literature, and numerous sources in which information on genesis of school literary education from the standpoint of the cultural approach is presented. Conclusion. Considering the application of the constructive-genetic method, it is prepared the periodization of the development of school literary education on the basis of cultural approach in accordance with the time frame of the research: the 1st period (1950s - 1960s) reflects both the achievements in school literary education on a cultural basis, and the significant contradictions of the period of education reform (1950s – 1960s) and the period between education reforms (1970s – early 1980s.); the 2nd period (1984s – 1991s) is the period of reforms and debates on methodological research in the content of school literary education based on the transition to the cultural concept; the 3rd period (1991s – 2016s) is connected with the development of methods in teaching literature (Ukrainian and foreign) during the development of the Ukrainian school, when the cultural orientation of the content of school literary education was substantiated.