StatusThe thesis was presented on the 12 May, 2021
Approved by NCAA on the 30 July, 2021
Abstract– 0.73 Mb / in romanian
– 0.63 Mb / in english
4.50 Mb /
Structure of the thesis: introduction, three chapters, general conclusions and recommendations, 136 pages of text, bibliography of 250 titles, 42 annexes, 19 figures and 42 charts. Publications on the topic of the thesis: the results obtained are published in 22 scientific works.
The aim of the research is to develop a vision for forming the interpretative attitudes of primary school students through the literary text, based on strategies to form students' selfconsistency through reading. Research objectives: determining the theoretical landmarks of the formation of interpretative attitudes of primary school students through literary works in the context of literaryartistic education; revealing the specifics of the concept of interpretative attitude and highlighting its characteristics; identifying the principles, factors, criteria and pedagogical conditions of the formation in students of the attitudes of interpretation of the literary work; pre-experimental diagnosis of the level of literary development of students from the perspective of their interpretative attitudes; elaboration and experimental validation of the pedagogical Model for the formation of the interpretative attitudes of the students from the primary classes through literary texts; interpretation of research results. The novelty and scientific originality of the research lies in: determining the theoretical landmarks regarding the formation of attitudes and interpretative attitudes of primary school students in the process of capitalizing on literary texts and recording the propensity of interpretative attitudes; modeling the Strategy for forming interpretative attitudes, based on the personal profile of reading and interpreting the text and on the student's need for self-consistency through reading; elaboration of the pedagogical Model for the formation of the interpretative attitudes of the students from the primary classes through literary texts and the demonstration of its functional validity.
The results obtained that contributed to solving the important scientific problem lies in the conceptualization of the pedagogical model of forming the interpretative attitudes of primary school students through literary texts, which contributed to the formation of interpretive attitudes of students to meet students' need for self-consistency through reading.
The theoretical significance of the research is supported by the specification of the principles and determinants of the formation of interpretive attitudes of primary school students through literary texts; scientific argumentation of the relevance and necessity of forming the interpretive attitudes of primary school students from the perspective of literary-artistic education; the meaning of the notion of students' self-consistency through reading, of the personalized profile of reading and interpreting the text.
The applicative value of the research is represented by the elucidation of the praxiological experiences of the formation of attitudes, generally, and of the interpretive attitudes, particularly, of the primary school students through literary texts, experiences that can be capitalized at the level of gymnasium classes or other texts. (nonliterary). The experimental results and research conclusions can be used in reconsidering the existing ideas and conceptions regarding the formation of students' interpretive attitudes in the process of literary-artistic education.
The implementation of scientific results. The applied in research took place in "Miguel de Cervantes Saavedra" Lyceum, Chisinau, in the school year 2018 - 2019, consisting of 18 subject - teachers and 106 subject - students (4 classes), highlighting the characteristics of interpretive attitudes of students in classes primary.
Under consideration  :