ЧИТАЦЬКІ ІНТЕРЕСИ І ЇХ ВПЛИВ НА ФОРМУВАННЯ ЧИТАЦЬКОЇ САМОСТІЙНОСТІ В КОНТЕКСТІ ІДЕЙ ІВАНА ОГІЄНКА

Abstract

The article considers the problem of the infl uence of reading interests of primary school pupils on the formation of reading autonomy. The psychological and pedagogi-cal literature was analysed from the point of view of methods of forming interest in scientifi c and informative literature. The role of cognitive interest in the formation of reading autonomy is clarifi ed: the nature, indicators, and conditions of the formation of interest in books in the context of Ivan Ohiienko’s views are found out.The data of the conducted research are presented, which demonstrated that read-ing is far from the fi rst place among children of primary school age. Among the pri-orities are computer games, watching television programs, walks and games in the fresh air with friends, and only then ‒ reading books. From the 1st to the 4th grade, the interest in reading among primary school pupils is gradually lost. The circle of readers who are motivated to read specifi c literature and who has a lack of elementary bibliographic literacy is defi ned.The results of the analysis of reading forms and requests of primary school pupils regarding topics and authors are presented; priorities in the literature are defi ned.The results of a formative experiment are adduced, during which there was used literature, grouping and arranging it according to thematic direction and in accordance with the identifi cation of reading interests of primary school pupils. The advantages of the science and art book as a means of learning the laws of nature are determined. Emphasis is placed on the need for primary school pupils to read works from diff er-ent sections of informative literature, since popular science and science fi ction works complement each other: science fi ction causes cognitive interest, which can be more satisfi ed by reading non-fi ction books, while the ability to use a non-fi ction book depends on the level of understanding of science fi ction. The literary works of these subsections meet the various requests of pupil readers at diff erent levels of their gen-eral education, depending on their age, internal state of mind and reading tastes. Not everyone understands the diff erence between non-fi ction and fi ction, and the choice of eff ective methods of working with the literary work depends on this.The role of the family in the formation of spiritual values in the context of I. Ohiienko’s views and reading interests and reading autonomy of primary school pupils is clarifi ed