Özet:

The article deals with the problem of the formation of would-be teacher’s world literature competences that are tightly connected with expert skills and knowledge in foreign fictional work analysis. The methodological heritage on the problem of the formation and development of pupils’  abilities and skills in analyzing world literature works is studied. The traditional and newest ways of the fictional work analysis are defined. It has been demonstrated that dialogical reading of foreign fictional work is productive in the formation and development of professional skills and knowledge of students-philologists’ world literature fictional analysis. We highlight the basic, intermediate and advanced levels in forming the would-be teacher’s world literature competences. The effectiveness of the professional competence development depends on the methods and the ways of the foreign fictional work analysis chosen by a teacher. We offer the tentative system of tasks that promotes the development of students-philologists’ skills and knowledge in interpreting literary phenomena independently, the ability to combine historical, national identity and everyday life, cultural contexts during the analysis of fictional works, the ability to explore plot-compositional, subject-thematic, artistic-aesthetic, linguistic-stylistic levels of fictional work. We focus on students’ intellectual and emotional perception of the foreign fictional work that makes it possible to realize the value of fiction, and comprehend the essence of the work, form a holistic view of fiction. It has been demonstrated that the model of analysis of world literature fictional work is directed at a clear, graded, algorithmic sequence of students' learning activities Author Biography Natalia Hrytsak, National Pedagogical Dragomanov University Pyrohova str., 9, Kyiv, Ukraine, 01601 PhD Department of methodology of world literature education

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