Background. The issue of school teaching of literature on military subjects becomes extremely acute in the year of the 80th anniversary of the victory in the Great Patriotic War. Excess of information with not always high-quality presentation can have the effect of rejection, emasculate and make the education of patriotism formal. This can be avoided by carefully selecting the material and analyzing it in depth together with the students. Objectives. The aim of the study is to establish some methodological principles, according to which students' contact with poetic texts on military subjects acquires an educational and developmental character. We are talking about careful selection of texts, the need for philological analysis, non-dogmatic presentation of material and problem-based learning, as well as the perception of lyrics within the framework of a humanistic approach. Methods. Several methods of philological text analysis have been used to analyze and interpret the poems: linguistic, structural, comparative, discourse analysis, phenomenological, and content analysis. Results. Texts for classes with high school students have been selected, problematic issues have been developed. Methodological principles for approaching the topic of military lyrics have been formulated. Conclusions. A) Choosing texts to study should be guided mainly by the artistic merits of the poems about the war. B) The war in the texts should be shown from the point of view of a person, not a state or an abstract idea. C) The questions should be mostly problematic. D) Analysis should lead to evidence-based interpretation, with students’ active participation.
Vadim E. Pugach (Thu,) studied this question.
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