PRINCIPLES OF COMPILING GYMNASIUM TEXTBOOKS ON THE "HISTORY OF RUSSIAN LITERATURE": ON THE ISSUE OF DOMESTIC PEDAGOGICAL TRADITIONS
The article is devoted to the consideration of textbooks on the “History of Russian Literature” by A. D. Galakhov, A. I. Nezelenov and V. V. Sipovsky in order to identify the principles of their compilation in order to summarize the experience of national pedagogical thought in the second half of the 19th - early 20th centuries. The choice of textbooks of this particular era is due to the intensity of the reform of the public education system, as well as the cardinal change of emphasis in the organization of the educational process, which resulted in the revision of curricula and content of the disciplines studied. The controversy between representatives of classical and real education, which reached its apogee in Russian pedagogy by the beginning of the twentieth century, had an important influence on the development of the system of secondary education throughout the preceding century. The combination of historical, cultural and comparative historical approaches allowed us to identify different pedagogical attitudes of the authors of textbooks that are productive for solving various sets of educational tasks. Thus, the combination of the principles of science, historicism, brevity of presentation of the material used in the textbook by A. D. Galakhov contributed to a better mastery of the knowledge gained by high school students, putting the value of fact and the ability to see its relationship with others at the heart of the educational process. The combination of the principles of science, historicism and interesting presentation in the textbook by A. I. Nezelenov allowed the author, in addition to preserving the value of the knowledge component, to focus on the development of students’ interest in the subject and contribute to the formation of imagination. The revision of the possibilities of the methodical application of the traditional principles of the compilation of textbooks in the book of V. V. Sipovsky opened up the prospects for developmental learning. The relevance of referring to the traditions of ensuring the teaching of Russian literature with educational literature is seen in the possibility of using the experience accumulated in the national pedagogy in the compilation of educational and methodical complexes on literature in the modern school. This is all the more important because the experience of Russian language and literature teachers of the turn of the XIX-XX centuries, demonstrates the effectiveness of using textbooks that are different in their methodological guidelines to prepare students for the exam for the certificate of maturity, which is functionally comparable to the modern unified state exam.