The Modern Lesson of Literature Arrangement with Regard to the Modality Characteristics of the Students

The article presents psychological and pedagogical research in the sphere of methodology of teaching Literature. It reveals theoretical aspects of consideration of the modality characteristics of the students, from the point of view of the structure of the up-to-date lesson. The topicality of the research is in taking into consideration sensor types of perception of the material studied, which contributes to a better quality of learning and motivation of learners. The article shows the results of the ascertaining experiment, aimed at the detection of dominating perceptive modality of the 10 graders of the Municipal autonomous educational institution “Boarding School No 7”, Kazan. This experimental research allowed the authors to come to the conclusion about the necessity of reconsideration of the methods of teaching students with different types of perception. The ‘Methods and Pedagogical techniques’ paragraph describes the ways allowing to individualize the process of studying a literary work, taking into account the modality characteristics of the students.


Introduction
A man as a personality is determined by the socium, and as an individual-by the psycho-physiological potential.Therefore, it is very important for the teacher in the learning process to take into account the peculiarities of educational material perception by the students.
In modern psychology we distinguish the types of students with regard to their modality characteristics (audiles, visuals and kinesthetic) associated with the dominance of certain areas in the brain (A.R. Luria).Modality determines the peculiarities of the cognoscible objects of the world symbolization by a man.Assimilation of the symbolic function, as shown by the recent studies, influences, for example, the effectiveness of skills in various activities development (Veraksa, 2014;Gorovaya, 2014;Grushko, 2014;Bayanova, 2014;Khabutdinova & Rakhimova, 2014).Basing on the Luria's (1978) concept it is arguable that depending on the dominance of one of the hemispheres a man uses different strategies for handling verbal-logical and visual-spatial information (Moskvin, 1990).Theoretical analysis of the literature in the field of neuro-pedagogy allows revealing the following features in the behavior of students with regard to their perceptual modality in conditions of the today's lesson (Grinder, 2001).Thus, the excellent assimilation of what has been seen and not heard is characteristic of the visuals, organized power of observation, emotional balance, imaginative thinking; audiles easily repeat what has been heard, they are distracted, experience difficulties while working in the noise, sociable, open to debate; kinesthetic are better trained in activities, remember general impressions of the event quite well, respond to physical incentives, etc.Thus, in view of the foregoing, there occurs the necessity of consideration of the cognitive characteristics of students in the arrangement of the lesson, which in turn leads to the need for us in different learning styles according to the different strategies of thinking.

Methods
To better understand the relevance of this approach, we have conducted ascertaining experiment allowing identifying the dominant types of the students' perception.
Before we turn to the description of the procedure and methods of studying of the leading channel of perception, let us consider the methodological basis of our research.The analysis of literature on the problem of polymodality of perception of the subjects of the educational process allows us to make a conclusion that the question of sensory perception has been researched by the national academic, social and pedagogical psychologies.The modality of perception is considered (Ananiev, 1982;Bandurka, 2005;Barabanzshikov, 2006) as structural components of the sensory and perceptive organization and specially structured psychological formations, which influence the individual development of a person; they are the active components of their behavior and become apparent in their activity, including learning activity.At the same time there are still some unsolved problems in the research of sensory perception of the subjects of the educational process.The topicality of our experimental research of polymodality of perception of the subjects of the educational area is defined by insufficient working out of psychological problems of diagnosing and taking polymodality of perception of the subjects of the educational process into consideration while constructing a lesson.
The two classes (Class 9 A ad 9 B) of the "Boarding school No 7", Kazan, became the object of the study.For the purposes of modality characteristics study we have used the work "Diagnostics of the dominant perceptual modality" by Efremtseva.41 trainees were involved in the experiment.The results of the study are shown in Table 1 and Diagram 1 The results of experiment manifest that the audile perception type prevails in Class 9 A, and the visual perception type-in Class 9 B. 78 % of recipients possess all equally developed perceptive modality levels.22% of the students manifest disproportional development of the perception channels, primarily the visual and audile.
Thus, the conducted research allows affirming that for the purposes of learning incentives and increasing in the quality of education it will be necessary to apply different methods of training with consideration of perceptive modality at the Literature lessons in the classes under study.

The Main Part
The modern lesson, including the Literature lesson, shall be arranged in compliance with the Federal State Educational Standard (FSES); herewith the individual features of students must be considered, among them the language of education (Mukhametshina & Galimullina, 2014).
B. Blum's taxonomy has laid the foundation for the educational results in compliance with the new standards, which is divided into six categories of educational goals: knowledge, understanding, application, analysis, synthesis and evaluation.Relying on the taxonomy of goals or on the Gardner's theory of the intellect multiplicity you can arrange tasks with consideration of the student's modality type.The Table No2 represents the Constructor of tasks reflecting the peculiarity of the task formulation for students with different types of educational material perception: Traditional teaching methodology involves the use of reproductive educational methods with consideration of modality characteristics of students-verbal, visual and practical-among which the dominant are presentation of the material in the form of lecture, retelling, the visual imagery at the lesson, different types of reading.Modern requirements of FSES (Federal State Educational Standard) defining competence-based approach to the construction of the lesson are aimed at the realization of independent activity of students.Therefore, the main task of the teacher-is the creation of an active learning environment.Referring to the work experience, we can say that any traditional methods associated with different learning styles, can be put into practice by means of active forms and techniques.
As a rule, the lessons of literature assume the study of biography, works of the writer, analysis of the book, the study of literary terminology.Traditionally biographical and literary material is studied in the classroom lectures.Let us consider how these lessons can be constructed in terms of modality characteristics of students.For example, in the study of the art movement the visuals can be offered the following tasks: to get acquainted with a text material containing information about the movement, complete the table basing on read material: Without any doubt, visual expression must be present at the lessons with the visuals, since the construction of knowledge in this group of students takes place through the creation of images.Work with video sequence and other visual teaching aids can be arranged with the help of the method "Look-Think-Be surprised".For example, for the study of classicism the students are offered the video and audio sequence (architectural and garden constructions, works of artists, and for background music-symphony).The result of work-identification of regularities basing on what has been seen.The teacher can offer to the weaker students with a misbalance of visual and audio perception, a cliché for building a complete answer.In general, a teacher should better to use a card-tips, signal words and images to visualize the poem for its memorizing for the visuals to learn the literary terminology.
For children with audile type of perception it is recommended to use other methods and forms of work.Of course, verbal teaching methods (lectures, discussions, etc.), reading aloud, debates et al will dominate among them.Let us consider some of them in more detail.So, biographical, review material can be studied by audiles using verbal techniques, lectures in particular.In our practice we use the lecture with stops suggesting little heuristic conversation after the presentation of the lecture material, we use the "The question for one minute" technique.The emotional impact is very important for audiles, thus, to intensify their speech activity, it is necessary to ask questions focused on the search for answers (for example-Why Natasha Rostova cannot be happy with Andrey Bolkonsky?Did Raskolnikov's theory help to change the world?).
Of course, it is better to use techniques related to the construction of word associations, based on steady semantic relationships for students with audile type of perception, to enhance their verbal and cogitative activity.In order to develop students' inductive reasoning in literature classes can use the technique of "Inductive Thinking Model".The students are asked to write word-associations on blank cards, and then after a joint discussion in the group they are arranged, and the principles of classification are determined.You can begin the study of artistic work using this structure identifying the lines of further analysis.For example, in the early acquaintance with the work of A. T. Tvardovsky "Distance after distance" ("За далью даль") students are asked to write the words that are associated with the word "distance".Such work allows the students already at the beginning of the work to understand what this word gets several meanings in the text of the poet: "time", "space", "historical past of the country", "memory".All associations are confirmed in the process of textual analysis of the poem chapters.With the help of this structure you can investigate the causes of the murder by Raskolnikov of the old moneylender.In this case the technique allows to perfectly combining active analytical and verbal activities.

Table 1 .
: Perceptive modality diagnostics of the 9th grade students Diagram 1. Perceptive modality diagnostics of the 9th grade students

Table 2 .
Constructor of educational tasks with consideration of modality typeBasing on the offered Constructor of tasks, let us consider separate methods of teaching literature for the visuals, audiles and kinesthetic.

Table 3 .
Artistic directionBackground of appearance of the artistic trend, historical basis , graphic organizers are efficient at the different stages of the work study by the visuals, as they help to build the image of the subject, arrange the ties between the new and the previously studied one, foster the ideas generation, and help to systematize the material.Here, we think the method of the "Conceptual table" is interesting enough; we use it very often by making characteristics of the heroes in the book.The example of such table could be-the characteristic of Marya Bolkonskaya and Natasha Rostova, the heroines of the novel "War and Peace" by Leo Tolstoy: The work of kinesthetic in literature classes can be organized interesting enough as well.This category of students is characterized by practical, experimental, project activity, modeling and demonstration.E. A. Genike offers such methods for the work of kinesthetic as "Time-table: from causes to consequences", "Cubing",