THE METHOD OF CREATIVE ASSIGNMENTS AS A MEANS OF DEVELOPING STUDENTS’ EMOTIONAL AND AESTHETIC PERCEPTION OF LITERARY TEXTS
Abstract
The article examines the theoretical and methodological foundations of applying the method of creative assignments in the system of higher philological education. The possibilities of creative forms of learning activities in shaping students’ emotional and aesthetic perception of literary texts are revealed. It is shown that creative assignments contribute to the development of analytical, interpretative, and emotionally value-based attitudes towards literary works, stimulate aesthetic thinking, and foster personal engagement in the reading process. Types and examples of assignments adapted to the university level are presented, as well as pedagogical recommendations for their implementation.
Keywords
creative assignments, emotional and aesthetic perception, literary text, students, literary education, aesthetic development, emotional intelligence, text interpretation, reader empathy, literary competence, pedagogical technologies, creative activity, reflection, philological training, creative thinking
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