Keyword: «study guide»

The article deals with modern technologies, providing effective English learning teaching for human studies students as exemplified by bachelor academic program 44.03.05 “Pedagogical Education”, profiles – Histo-ry and English, Social Studies and English and 41.03.05 “International Relations”. The author studies the ed-ucational methodical textbook “Tales of the Great” which helps form future graduates professional, general professional and common cultural competences, while improving the English language knowledge.

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.