Abstract:

This article offers information about the structure, objectives, analysis methodology and the algorithm for intertextual reading of fiction extracts in a training aid for profiled preparation - module "Dialogue readings", designed for the Bulgarian school (11th and 12th grade). Users of the textbook are also students, studying to be future teachers of literature, and in its approbation are included students from Silistra Branch of the University of Rousse "Angel Kanchev", specialty "Pedagogy of teaching Bulgarian language and foreign language".

The objectives of the textbook are determined by the dialogue nature of culture and are subject to the aim of developing and improving communication, social and cultural and digital competences, being essential in the modern humanitarian education.

The work on topics comparing literary texts with works of other arts /cinema, theatre, fine arts/ is a provocation to the research and creative skills of young people. The dialogue reading of the literary texts implies the use of the problematic approach, the cultural approach and the counterfactual analysis. It helps both to form a subjective view of certain moral, aesthetic, philosophical and existential problems, as well as to develop team work ability. The application of interactive methods in the literature teaching and the competence approach in solving problems, conditioned by the themes of native and foreign; past and memory; society and power; life and death; nature; love; faith and hope; work and creativity; choice and divisiveness are a prerequisite for the development of the personal intellectual and creative qualities of the learners.

The tasks are related to research activities and work with bibliographic sources in print and electronic form; to developing the skills of selectivity in terms of information; to structuring and analysis of the empirical material; to enrichment of literary culture when interpreting works of different arts; to the development of skills for differentiation and comparison of various ethical and aesthetic categories. The tasks suggest hermeneutics reading of the texts and allow free expressions of emotional experience, ethical evaluation and aesthetic reflection. As a final result, each topic ends with a discussion, presentation, clip or film, an exhibition of photographs or illustrations or literary reading of essays created by pupils/students - as an immediate creative expression of their attitude towards the problem and of their personal position by referring to the identity of the young people and introducing them to universal cultural values.

Keywords:

Intertextuality, education, culture, creativity, competencies.