Методическая система Т.Ф. Курдюмовой, воплощенная в программы и учебники

Abstract

The article, that has been written to mark the centenary of the birth of Tamara Fyodorovna Kurdyumova, dwells on one of the aspects of her rich academic heritage, namely – her work on the syllabus of school literary education. The work has, in many aspects, determined the nature and ways of teaching literature at school, starting from the 1970s and up until today. The key (in the author’s view) academic and methodological papers associated with the work on the syllabus have been singled out of T.M. Kurdyumova’s methodological heritage. The article consistently demonstrates that the development of school literary education conception was started by the scholar in the late 1960s. The defense of the doctoral thesis where the framework of the future conception was outlined became a landmark on the way. Following the analysis of a range of academic publications, the article proves that an essential renovation of literature syllabi for schools (elaboration of the goal, the system of principles, the structure), which occurred in the early 1980s, was made with T.F. Kurdyumova’s direct involvement as well as with the involvement of her research group that conducted large-scale experimental work on the renovation of literary education content. The renovation was first of all connected with the elaborate and methodologically appropriate system of skills; with the representation of ’three circles of reading’ in the syllabus; with the description of the work on speech development according to three years of study. The author proves that the serious academic consideration of a range of issues associated with the syllabus construction allowed, through a series of experimental textbooks, to test and to rectify the methodological system and later on, on its basis, to work out a study pack which since the mid-nineties and up until recently has been issued under the editorship of T.F. Kurdyumova by “Drofa” publishing company. The article is concluded by the inference on the uniqueness of the researcher’s academic experience; the task of the further study and analytical description is also set.