COMPARATIVE INTERPRETATION AS A LEARNING TASK IN LITERATURE CLASSES IN THE SECOND STAGE OF SECONDARY EDUCATION

Abstract

Given the guidelines of the new school curriculum, this article considers the comparative interpretation as a learning task which is becoming more and more common in teaching literature in the second stage of secondary education. The defining regulatory requirements as well as key ideas which outline the literary and methodological context of the problem have been tracked in a generalized form. Based on actual methodological experience various types of tasks, applicable to the work of building skills for comparative reading and comprehension in literature classes are illustrated.