HOW TO TEACH LITERARY CRITICISM WITH THE HELP OF WEB-BASED ICT?

Abstract

The article deals with the experience of using web-based ICT in the study of literary criticism at the Educational and Scientific Institute of Philology of Taras Shevchenko National University of Kyiv and the Faculty of Ukrainian Philology, Culture and Art of Borys Grinchenko Kyiv Metropolitan University. The strategy of involving ICT in the educational process of the discipline was developed in accordance with the needs of the courses "Critic in the modern literary process" by Nina Bernadskaya (Educational and Scientific Institute of Philology of Taras Shevchenko National University of Kyiv) and "Genres of literary criticism" by Snizhana Zhygun (Faculty of Ukrainian Philology, Culture and Art of Borys Grinchenko Kyiv Metropolitan University). The purpose of the article is to evaluate the effectiveness of the use of web-based ICT tools in the study of the discipline “Literary Criticism”.

The results. Based on the description and analysis of the possibilities of using such samples of web-based ICT as tag clouds, memory cards, Padlet interactive board, Google forms, social networks and mailing list blogs, it is concluded that the use of these applications during the study of literary criticism contributes to the formation of analysis skills of literary and critical texts; structuring the analyzed problem and the text being created; audience monitoring and approbation and promotion of texts. The presented strategy of involving ICT in the teaching of literary criticism is aimed at forming a comfortable learning environment capable of transforming into a professional one. The study of new formats that have emerged and exist on the net helps students to better understand the modern literary-critical process and begin to build their reputation as a specialist. The assessment of this strategy as positive is based on the growth of students' involvement in the educational process; improving the quality of preparation for classes due to the availability of materials in the group; a variety of techniques in students' critical texts compared to previous years. As the negative consequence of using this strategy, it is worth paying attention to the passivity of introverted students when performing tasks that require interaction with strangers. However, it does not prevent the further application of this strategy in the teaching of literary criticism.