Dialogization of literary education in modern schools

the article is a comprehensive study of the role and methodology of dialogic learning in the modern educational paradigm. The author substantiates the relevance of the dialogue based on its deep historical and philosophical roots in the works of Russian scientists. It is emphasized that dialogue is not just a pedagogical device, but an almost universal phenomenon that permeates human cognition and communication. In the modern context, it is considered as a central element of generative (generative) learning, where the focus is not on the assimilation of ready-made knowledge, but on the birth of new meaning and understanding in the communication process. The central place in the article is occupied by a detailed description of the three-stage structure of the lesson-dialogue according to the Lovinsky model: the stage of pre-understanding (identification of “points of surprise” and initial hypotheses), text analysis (research and hypothesis testing) and interpretation (creation of new meanings through collective discussion). This process is revealed through the prism of hermeneutics, where understanding is born in a “dialogical movement” between the whole and the part. The theoretical provisions are illustrated by the practical scenario of the lesson on the prose poem by I.S. Turgenev “The Beggar”, which demonstrates how the proposed three-stage structure works. In conclusion, the author concludes that dialogization of learning is both a principle, a form, and a method that allows combining the development of subject competencies with deep personal growth of students. Through dialogue, interaction with the text and other participants in the educational process, the student not only assimilates information, but actively creates his own personality and a multifaceted picture of the world.

educational dialogue, educational communication, interpretation, problem-didactic tasks, hermeneutics