Cite this article as:

Firsova T. G., Khamidulina V. A. Structural and Contextual Characteristics of Text Artistic Perception in Future Teachers. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2019, vol. 8, iss. 3, pp. 262-269. DOI:


Structural and Contextual Characteristics of Text Artistic Perception in Future Teachers


The relevance of the study is conditioned by the need to develop artistic (aesthetic) competence of a future teacher, the development of which largely determines the effectiveness of students’ literary development. The purpose of the study presented in the article is to determine the ability of future teachers to carry out figurative generalization and figurative concretization, as well as to develop the ability to recognize different levels of meaning in a work of fiction. Presumably, level characteristics of the text artistic perception are notable for filling the content related to the reader’s world image. The study was performed on a sample of first-year students (N = 95) enrolled in the course of pedagogical and primary education at Chernyshevsky Saratov State University. Diagnostics of the levels of artistic perception in respondents was made using the technique called “Evaluation of text perception level depending on readers’ attitudes” by V. A. Domansky. Based on the analysis of the story by N. E. Nosov called “The Doll”, we identified the following groups of readers: readers with a plot and event-related type of artistic perception (21%), readers with figurative and analytical perception (75%), and readers with ideological and aesthetic perception (4%). V. A. Domansky’s matrix allowed assessing readers’ interests, reading motives, nature of readers’ attitudes that affect reception adequacy, level of cultural code and artistic information assignment level. Artistic (aesthetic) competence is viewed as a component of a teacher’s professiogram. The article outlined the ways of artistic (aesthetic) competence formation in higher pedagogical education. The author comes to the conclusion that the higher the level of artistic perception of a teacher, the more opportunities there are for modeling the process of comprehending the meaning of the text and its artistic and aesthetic modality in the context of school analysis, and, as a result, forming the image of the world in schoolchildren at the nuclear level. 


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