Visualization techniques in the process of studying modern war prose in literature classes for 5th-6th grades

Statement of the problem. The article presents the possibilities of the visualization technique as an activity basis for studying modern war works recently included in the school literature program for 5th–6th grade students. The methodological recommendations are aimed at solving the problem of finding new approaches to teaching literature that take into account the perception and thinking features of modern teenagers. The purpose of the article is to identify the specific nature of visualization as a methodological technique and to outline possible ways of using it in the process of studying the topic of war childhood in literature classes for 5th and 6th grades. Research methodology (materials and methods). In the course of the research, a system of pedagogical methods was used: the study of sources, their analysis and generalization (the history of the use of visualization in teaching literature, the relationship between the concepts of ‘visualization’ and ‘visibility’, an overview of methodological works of the 20th – early 21st centuries), the design and development of classes, conducting an summative (survey) and formative experiment. Research results. Conclusions are formulated about the effectiveness of using visualization in the study of modern military prose in literature lessons, the analytical nature of students’ activities based on the studied methodological technique, and the developmental and educational potential of such forms of teaching. Improved forms of visualization adequate to the literary work are identified and described for literature lessons in 5th–6th grades. Conclusion. The methodological recommendations proposed in the article are based on the general didactic principles of taking into account the age and psychological characteristics of students and are aimed at increasing the effectiveness of the formation of personal, metasubject, and subject-specific planned results of teaching literature. The experimental work confirmed the research hypothesis which is as follows: visualization contributes to the high level of students’ involvement in literature lessons, facilitates understanding of the idea of a literary work, and creates a positive learning motivation.