ТРАДИЦИОННОТО И ИНОВАТИВНОТО В УЧЕБНИЦИТЕ ПО ЛИТЕРАТУРА

Abstract

The article provides a historical summary and analysis of the contents and structure of textbooks and curricula in literature. An account is provided of connection and dependency between textbooks, curricula and up-to-date tendencies in literary studies. A view is presented that the approach to literature texts in textbooks during different periods is defined by up-to-date tendencies in literary studies, and that the style and terminology inculcated by famous literary scholars often does not take into account the age peculiarities in students’ perception. The National educational requirements are formally being met: the authors, schools and literary directions included in the curricula are presented, but often in a very abstract or excessively schematic way. The paper defends the view that textbooks need to follow, in order of priority, the goals connected with adoption of literature material intended for study in the respective grade, intended for study in the entire course of education, connected generally with the literature development of students.