The thesis is devoted to theoretical generalization. It proposed a new approach to solving an important and actual problem, which grounds in the disclosure and holistic characterization through the prism of modern research approaches to theoretical and practical fundamentals of teaching literature in domestic educational institutions of the ХІХth – early ХХth century.
As a result of the analysis of the historiography of the problem, it became clear that today the study of the historical and pedagogical experience of teaching literature become actual and timely. The historiography of the problem of theory and practice of teaching literature in domestic educational institutions in the chronological boundaries of the study has been outlined in the following stages: 1st stage (ХІХth – early ХХth century) – pre- historiography imperial age – works of contemporaries in the chronological boundaries of the study; 2nd stage (twenties of the ХХth century – the end of eighties of the ХХth century) – Soviet historiography; 3rd stage (from the beginning of the nineties of ХХth century) – modern historiography.
The analysis of the source of the studied problem of theory and practice of teaching literature in domestic educational institutions of the ХІХth – early ХХth century had been made according to the following groups of sources: documentary sources; mass sources; textbooks and teaching manuals; additional sources.
The theoretical and methodological fundamentals of the research (approaches, principles, methods), conceptual and categorical apparatus of the theory and practice of teaching literature in domestic educational institutions of the ХІХth – early ХХth century are determined.
The author firstly revealed and characterized theoretical and practical principles of teaching literature in domestic educational institutions of the ХІХth – early ХХth century: the theory and methodology of teaching literature (the development of approaches to the study of literature and the change of direction from linguocentric to historical and literary; the origin and development of literature, methodology of its teaching and approbation of the best achievements of literature teachers).
The analysis of the content and forms of teaching literature (class – essay, literary conversation and lecture; extracurricular – lyrical evening, literary evening, literary and musical feast, performance, concert, literary courts, literary reading, literary and reader conversations, etc.) had been analyzed.
The thesis deals with theoretical and practical principles of teaching literature in secondary and higher educational institutions (peculiarities of teaching literature while studying of program educational documents through the prism of the interconnection of secondary and higher education in the three main areas – methodological, organizational and normative); the scientific and methodological support of teaching literature in the investigated period (statutes, programs, curricula, textbooks, manuals, where literature acts as a discipline) had been analyzed.
The periodization of the development of the theory and practice of teaching literature in the domestic educational institutions of the studied period had been grounded. It covers the following stages: the first stage – the becoming (the first half of the
ХІХth century) – the practical stage of the formation and development of the methodology of teaching literature; the beginning of teaching literature in secondary and higher educational institutions; the formation of teaching and methodological support for the teaching literature in domestic educational institutions; appearance of gymnasium and university textbooks of literature; second stage – reformation (second half of the
ХІХth century) – a stage of reforms and disputes concerning methodological searches in the teaching literature; institutionalization and standardization of the courses of domestic literature in secondary and high school; third stage – intensive development (early
ХХth century) – the theoretical stage in the development of the methodology of teaching literature; practical orientation of teaching literature in secondary and high school; development of psychological and pedagogical orientation of literature textbooks.
The author specifies the essential characteristics of such concepts as «literature», «literary education», «verbal hubs», «literary hubs», «methodology of teaching literature», «teacher of literature», «teaching literature»; the theory and practice of teaching literature in the domestic educational institutions of ХІХth – early ХХth centuries (a phenomenon that covers: theoretical fundamentals – the peculiarities of literature development as a science (different concepts, views on the theory of literature), discipline and methods of its teaching, requirements for the teacher of literature and peculiarities of his training; practical principles – peculiarities, content, forms, and methodical provision of t
