Подросток как читатель: возможности педагогического влияния

Abstract

The relevance of the research is related to the need to develop pedagogical strategies for the formation of reading generations. The analysis of domestic studies of reading of teenagers for the last 50 years is carried out. We identify and describe the basic characteristics of teenagers reading behavior. Research results show that reading occupies a fairly stable place among the priority forms of leisure activities, despite the growing diversity and availability of other forms of leisure time. But due to the psychological and physiological characteristics of adolescence, their dynam-ism, it is not its main form. It is shown that the reading intensity of teenagers changes under the in-fluence of the social situation. The development of computer technologies, the increase in educa-tional loads, and the general lack of time reduce reading activity, but do not exclude teenagers from reading activities in general. The repertoire of teenager reading is gradually narrowing, limited to 2–3 genres. It is established that the top three most influential agents of influence on teenager reading include friends, parents, and teachers. Conclusions are drawn about the need for pe-dagogical support of teenagers reading activity. The main pedagogical tasks are defined: formation of teenagers’ awareness of the value of reading as a way of intellectual leisure, maintaining the balance of entertainment and cognitive motives for reading, expanding the genre and thematic repertoire of books read.