SCIENTIFIC AND METHODOLOGICAL APPROACHES TO THE STUDY OF WRITERS' BIOGRAPHICAL BACKGROUNDS IN LITERATURE CLASSES AT SPECIALIZED SCHOOLS

In recent decades, the global changes occurring in our society have also brought about a number of transformations in the field of education. According to the concept of modernizing the education system in our Republic, the evolving society requires individuals equipped with contemporary knowledge, initiative, and the ability to make independent decisions in a healthy competitive environment, taking responsibility for those decisions. Such individuals should also be capable of collaboration, feel a sense of responsibility for the development of their country, and stand out with qualities such as dynamism and constructiveness. However, in cultivating individuals with these virtues, it is essential not to overlook their moral and ethical developmentIn every historical period, the task of “reforming hearts and purifying minds” (V. Ostrogorsky) has always belonged to literature. Literary education, along with forming a competent reader capable of perceiving and evaluating literary phenomena and the realities of life reflected in them, also fulfills an educational and moral function. As emphasized in the Concept, in a modernizing school education should not be viewed as a separate element of extracurricular pedagogical activity, but rather as an organic and integral component of pedagogical practice, integrated into the overall process of education and personal development. Within the literature curriculum, such an organic component is the study of writers’ biographies, whose educational function has traditionally been noted by many methodologists.The question of what place the writer’s biography should occupy in school literary education has long been a subject of serious attention and debate among literature teachers and methodologists. Even in the Jadid schools, a tradition was formed of studying writers’ biographies as a means of educating the individual and the citizen. In educational and methodological literature containing recommendations on the study of biographies, priority is given to highlighting the distinctive personal characteristics of the author, such as their name, identity, and creative activity. Such an approach to the study of writers’ biographies was developed and implemented by methodologists of the 1860s–1880s, including V. I. Vodovozov, V. P. Ostrogorsky, and V. Ya. Stoyunin.近数十年来，全球社会发生的变革亦为教育领域带来诸多转型。依据我国教育体系现代化理念，不断发展的社会亟需具备现代知识、主观能动性，且能够在良性竞争环境中独立决策并为自身决策承担责任的人才。此类人才还应具备协作能力，心怀国家发展的责任感，并以活力与建设性等特质脱颖而出。然而，在培育具备上述素养的个体时，绝不可忽视其道德与伦理发展。 在任何历史时期，“重塑心灵、净化思想”（V. Ostrogorsky）这一使命始终由文学承担。文学教育不仅能够培养出能够感知、评价文学现象及其所反映的生活现实的合格读者，同时也肩负着教育与道德教化的功能。正如该理念所强调的，在现代化进程中，学校教育不应被视为课外教学活动的独立组成部分，而应作为教学实践的有机整体组成部分，融入整体教育与个人发展的全过程。 在文学课程体系中，作家传记研究正是这样的有机组成部分，其教育功能早已被众多教育方法论学者所认可。长期以来，作家传记在学校文学教育中应占据何种位置，始终是文学教师与教育方法论学者关注与争论的核心议题。即便在贾迪德学校（Jadid schools）中，也已形成将作家传记研究作为培育个体与公民的手段的传统。 在涉及传记学习指导的教育教学文献中，研究重点往往放在凸显作者的独特个人特质上，例如其姓名、身份与创作活动。这种作家传记研究方法由19世纪60年代至80年代的教育方法论学者发展并推行，其中包括V.I.沃多沃佐夫（V. I. Vodovozov）、V.P.奥斯特罗戈尔斯基（V. P. Ostrogorsky）以及V.Ya.斯托尤宁（V. Ya. Stoyunin）。