SEMANTIC READING AND ANALYSIS OF A WORK OF ART IN LITERATURE LESSONS IN HIGH SCHOOL

Andreeva Svetlana Yurievna

The article talks about the analysis of a literary text as a literary discipline (the main approaches to analysis are called: historical-literary, historical-cultural, biographical, semiotic, intertext, narrative, etc.), the peculiarities of the methodology of school analysis of a work of art. The article also describes the appearance of the term "semantic reading" in the Federal State Educational Standard, provides its interpretations given by scientists and methodologists. In addition, the possibility of interpreting the meaning of the term "semantic reading" through the subject results set out in the Federal State Educational Standard and meta-subject skills indicated in the sample work programs of different subject areas is shown. The key differences between the methods of school analysis of literary text and semantic reading are shown and explained, namely: competence approach, measurability of the result, criteria, independence in choosing a reading strategy and understanding the content of the text.

Keywords:semantic reading, analysis of a literary text, competence, criteria, interpretation