Keyword: «interpretation»

The content of Franz Kafka's novel "The Castle" is analyzed from the position of- metaphysical discourse, as a complex commentary, which reveals a certain sequence of the orig¬inal ideas of the author. Metaphysics allows us to determine the limits of the action of external causes and the structure of the temporal order, in which another course of events, not defined by the "arrow of time," is revealed. Acting characters of the novel "Castle" in fact lead a metaphysi¬cal game set not only by a system of social hierarchies, but rather by the metaphysical sophisti-cation of participants.

Under the conditions of multilevel pedagogical education, the relevance of students' professional self-determination significantly increases. The initial stage of professional self-determination is an orientation in the values and meanings of the teaching profession. The article reveals the approach to the problem of the development of axiological bases of pedagogical activity among students, and presents its methodological support. The purpose of the article is to substantiate the methodology for the development of humanitarian meanings of the pedagogical activity of students-teachers by means of working with texts. The methodological basis of the research is represented by the concepts of the theory of meaning, pedagogical hermeneutics, and the original concept of semantic mechanisms of professional self-determination. Research methods included experimental work, qualitative analysis of «counter texts» and reflexive essays. The research work allowed us to determine the mechanism for the development of axiological foundations of pedagogical activity among students through the understanding and interpretation of multi-genre texts with pedagogical content and the creation of «counter texts». The condition for the productive work with texts was revealed: a multi-angle dialogue, during which the meanings of the text were compared with the historical context and modern realities, the actualization and enrichment of students' personal sense experience took place. The method of development of humanitarian meanings of pedagogical activity among students-teachers is presented. The method includes successive stages of the selection of texts, understanding their content, presenting their own understanding in the context of open dialogue, reflection on changes in their own perception of values, goals, methods of the teacher, and changes in the individual experience of professional identity. The article presents the positive results of the proposed method testing in the experimental work. Based on a qualitative analysis of «counter texts» and reflexive essays, the authors revealed positive dynamics in the content of students' pedagogical meanings, their understanding of pedagogical activity and their own professional development. Quantitative processing using content analysis and ranking method confirms these data. The theoretical significance of the research lies in the development of the meaning approach to the problem of professional self-determination in the context of university training of teachers. The ways of integrating the semantic mechanisms of professional self-determination in the educational process of the university proposed. The practical significance of the study is connected with the development of recommendations for improving career guidance of university practices in teacher education, and identifying ways to implement them in educational and extracurricular work with students.

Nowadays, the attitude of modern high school students to the poetry of Russian symbolism is of a discognitive nature. This is due to a number of sociocultural contradictions, as well as problems associated with the information polysemy. In modern conditions, a language arts teacher faces a global task – to search and to select the necessary information using a synthesis of arts at literature lessons. The relevance of our study is determined primarily by the requirements to a language arts teacher in the conditions of constant informatization, and by the need to clarify the problem in the methodological aspect. It is necessary to use integrative and differentiated approaches studying the poetry of Russian symbolism at literature lessons in high school. Depending on the level of training of high school students, a teacher, in order to uncover the figurative system of a work that acts as a correlate to a symbol, can rely on anticipatory tools and an emotive complex, which will not work effectively in classes with a low level of training. In a specialized class, the core of the “symbol” concept can be presented by a work of Russian symbolism poetry representative, and its formation will be carried out through anticipation of the cultural and historical context of the era. The psychological characteristics of students' perception of Russian symbolists’ poetry play an important role. The purpose of the study is to work out a methodology for studying the poetry of Russian symbolism, and for the analysis of the works by I.F. Annensky in particular. This article highlights the experience of studying the poetry of Russian symbolism using the example of the analysis of I.F. Annensky’s works within the framework of methodological and literary traditions with the aim of expanding the interpretative potential of secondary and high schools students both at extracurricular reading lessons and in the context of the Federal State Educational Standard implementation. According to the author of the scientific article, the present development stage of the literature teaching methodology requires an additional theoretical and literary substantiation of problems that reflects the status of the era that continues the present and makes not only researchers but also modern school students to look into the past, which undoubtedly indicates what kind of vector was set by I.F. Annensky in a fairly short period of time, given the influence of the "last Tsarskoye Selo poet" on the formation of the philosophical concept of modernism. The theoretical significance of the article lies in the fact that the segmentation of universal features that serve to build a methodological system was performed at the compositional, interpretational, ideological-figurative levels. The practical significance of the article is due to the creation of objective methodological guidelines for the study of Russian symbolism poetry in the context of the spiritual and moral quests of the era.

The author deals with the peculiarities of strengthening the cognitive activity in the linguistic cultural education. The cognitive activity is presented as the process of creation and development of certain cognitive concepts, which students get while studying and analyzing the linguistic and cultural phenomena of another country. The author singles out the didactic methods for stimulating and strengthening the cognitive activity in students, gives the analysis of teaching students interpretation of social cultural phenomena on the basis of acquired cognitive concepts; develops the principles of material selection for the purpose of strengthening the cognitive activity.

The article examines the project work of students on the interpretation of Yakut fairy tales as one of the most effective ways to develop the communicative and creative abilities of schoolchildren atEnglish lessons and extracurricular classes.The project work of students on the theory and practice of translating Yakut fairy tales from native to English and creating cartoons and performances for children in English is presented on the example of the fairy tale by I.V. Migalkin "The Cat and the Mouse".