On structuring a concept study lesson

Abstract

The relevance of the paper lies in the need to consider various structural types of concept study lessons. This is because the work of language and literature teachers in this line turns into a system conditioned by the objective of developing figurative and conceptual thinking of schoolchildren, as well as forming their world view and life stance. The testing and assessment materials of the unified state exam in the 9th and 11th forms also direct attention to concepts. The study aims to consider various types of lessons focusing on the one that involves a direct connection between Russian language lessons and the literature syllabus. The paper characterises one such lesson on the example of working with the concept "thing" in the 10th form while studying the drama "Girl without a Dowry" by A. N. Ostrovsky. I have identified the following stages: 1) visualising the concept on the basis of works of visual arts and popular science text; 2) creating a language portrait of the concept, which implies giving attention to the lexical meanings of the concept-word, its synonymic series, the combinability of the concept-word with other words, its phraseology, material nouns; 3) creating a context in conjunction with identifying the philosophical and moral-psychological meanings of the concept-word based on the analysis of aphorisms and fragments from works of fiction; 4) performing a fragment-focused analysis of A. N. Ostrovsky’s drama "Girl without a Dowry" (excerpts are examined against a background of the previously created context); 5) creating a concept model that consists of the rubrics "Reality", "Man", "Objectification of a person"; 6) fulfilling home creative assignments. Each new stage of the lesson is conditioned by the previous stage. This approach to a literary text followed in the classroom promotes the actualization of the interdisciplinarity principle whose attributes are the methods of linguo-stylistic and literary analysis.