Philological training of primary school teachers and teachers of the Russian language and literature involves the integration of knowledge from several disciplines: Studies of Literature, Linguistics, Teaching Methods, courses on speech culture, workshop on expressive reading and others. The task of training future teachers at the university is to combine these subjects in the process of forming the competence of a comprehensive analysis of the text. This problem is the subject of our research. School and university types of literary text analysis are considered, the role of the integrative approach to the text in the preparation of the teacher for the lessons of literary reading at school is shown. The complex analysis of the work of art, perceived as a teaching material, requires the teacher of literary characteristics of the components of content and form in the relationship, linguistic examination of the text on the availability of the language of the work to modern students, performance analysis to establish the norms of expressive reading of the work, methodical analysis, selection of types, methods and techniques of working with the text, taking into account its literary specificity, finally, the complex analysis of the proposed reader’s interpretation of the text, which can offer students a certain class and level of training in the classroom. In connection with this set of analytical, intellectual skills of the teacher complex analysis is an important form of professional development of the future and the novice teacher.
THE HISTORICAL PROCESS OF THE TEACHING OF RUSSIAN LANGUAGE AND LITERATURE AND A GENERAL VIEW TO ITS CURRENT POSITION IN TURKEY
