Intellectual competence of school students in the context of literary education: a substantive aspect

The term ‘intellectual competence’ is defined in the context of literary education of school students. The research presents and describes the substantive structure of the above-mentioned skill developed in literature classes based on person-centered, activity-based, cultural, axiological, and competency-based approaches according to the requirements of the Federal State Educational Standard of Secondary (Complete) General Education. The characteristics of the levels (threshold, higher, highest ones) of school students’ intellectual competence development in relation to Literature are revealed. The criteria, indicators and diagnostic tools for a competence under review are generalized and determined. The authors argue that the development of the intellectual competence in literature lessons helps school students acquire the ability and readiness to seek and analyze information, use new technologies to digest it, apply their own learning techniques as well as lead to the willingness to be involved in activities, cooperation, and reflection.