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The aim of the article is to analyze the main directions of scientific and pedagogical activity of O.Yu. Bogdanova, the issues of her scientific works (the content of literary education, reading interests, the peculiarities of the perception of fiction by students, the relationship between the perception and analysis of a literary work, the co-creation of the teacher and students in literature lessons). The article uses a comparative historical research method. The authors acknowledge O.Yu. Bogdanova’s contribution to the modern theory and methodology of teaching literature, to developing various ideas of his teacher V.V. Golubkov’s: On binding methodology with psychology, on the close connection of the methodology of teaching literature with sociology and the psychology of reading, on the need to rely on the achievements of literary criticism and didactics. The issue of the student being a reader became one of central in the scientific works of O.Yu. Bogdanova, who functioned already in her early articles both as a methodologist and as a psychologist. In 1980s, at the Department of Literature Teaching Methods of Moscow State Pedagogical Institute named after V.I. Lenin (now – MPGU), under her leadership, the V.V. Golubkov scientific school was established. The school considered the issue of interest both on the basis of the study of the reading interests of schoolchildren, students, teachers, parents, and on the experience of the effective organization of a literature lesson, other forms of educational activities and extracurricular activities that promoted the development of interest in reading and studying literature. In conclusion, the article deduces that many of the scientist’s requirements for the training and retraining of language teachers are relevant: dialogization of the content of literary education, development of interest in reading, active development of the ideas of hermeneutics, study of the dynamics of teaching literature, search for new effective methods and technologies for conducting lessons and extracurricular literature classes.

First published in 1914, the journal “Mother Tongue at School”, which examined the issues of studying the Russian language and literature, became the basis for creating two respected research and methodological journals: “Russian Language at School” and “Literature at School”. The article presents the analysis of the main periods in history of the journal “Literature at School”, notes special role of the chief editors in shaping the concept and periodical issues. Based on the comparative historical method, the authors of the article examine the continuity in the development of the journal, the most significant areas, topics, and relevant issues of teaching literature, which are reflected in publications of different years. In the final part of the article, the tasks of maintaining continuity in the development of the magazine (traditional rubrics “Our Spiritual Values”, “Search. Creativity. Mastery”, “Methodical Heritage”) and addressing the acute issues of reading and studying literature in the modern information society (rubrics “Point of View”, “Commonwealth of Arts”, “Literary Map of Russia”, “Media Education”).

The purpose of the article is to analyze the methodological heritage of V.V. Golubkov, to establish links between the practical activities of the teacher and his scientific publications, teaching and methodical manuals, the definition and updating of the main directions of research of the scientist’s methodological system. The article uses the comparative historical research method, with the use of memoirs and archival sources. The authors characterize the methodological concept of V.V. Golubkov as fundamental and theoretically substantiated, based on the achievements of pedagogy, psychology, literary criticism. The article highlights the main features of this concept: the significance of the issues of methodology and methodical thesaurus in research on the methodology of teaching literature; “psychologism” as attention to the personality of the reader, their reading interests, and features of the artistic perception; a take on literature as human knowledge expressed in artistic images; considering reading as a creative process; the development of specific techniques for the modern reading of classics and the development of critical thinking of students; statement of the problem of stimulating personal memories, emotions, imagination and independent judgments of students; introduction of the concept of “sense of proportion in the study of a work of art”, etc. In conclusion of the article, the authors deduce that the methodological system of V.V. Golubkov has laid the foundations for teaching literature in the 20th century and can be regarded as a tradition that still retains its significance and relevance in the face of changing sociocultural realities and approaches to the study of literary text in lessons of literature.