Methodological support for improving the creative abilities of schoolchildren in teaching literature: imagination

The aim of the article is to substantiate the effectiveness of using individual methods and techniques in the process of teaching literature that activate the creative imagination of the digital generation of secondary school students. Based on the theoretical work of educators, psychologists, and methodologists, this study explores key issues in the targeted development of students’ creative abilities in literary education. This experimental study substantiates and develops the idea of integrating creative, reproducing-creative, and creative-reproducing literature assignments through the development of a “Literary Calendar” in the 6th grade of the S. P. Barashkov Kachikatsy Secondary School in Khangalassky District, Sakha Republic (Yakutia). It is noted that the use of a system of various activities in literature lessons creates conditions for enhancing students’ creative potential when analyzing a work of art. As an example, this article examines the creation of a comic strip based on N. S. Leskov’s “Lefty,” where students were able to demonstrate not only the triumph of Russian ingenuity but also the author’s deeply troubling insights into the ignorance of such a creatively gifted Russian people. The authors present research findings, based on methods developed by G. S. Altshuller, E. P. Torrens, and E. E. Tunik, demonstrating an increase in the proportion of students with a high level of imagination from 0% to 10%, those with an average level from 78,5% to 90%, and a decrease in those with a low level (from 21,5% to 0%). A rationale is provided for the use of techniques such as graphic guides, mnemonic tables, infographics, comic book creation, book trailers, and others in literature lessons to develop students’ imaginations.

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