Possible Approaches to the Definition, Assessment and Selection of Methodology of Teaching Russian Language and Literature for the Purpose of their Use in Educational Activity and in a Teacher Training System

Abstract

Many participants of the educational process are interested in high-quality, continuous and systemic work on the study, analysis, systematization and
 distribution of the effective pedagogical experience. Studying, compilation and dissemination of pedagogical experience has always been one of the
 most challenging areas of scientific and methodological activity, as it is essentially a research activity. This article describes one of the possible approaches
 to developing an appropriate criterion base for evaluation and screening of effective methods of teaching Russian language and literature. The article
 proposes possible criteria for the assessment of such methodologies; it analyzed 54 methodologies of teaching Russian language and literature from
 public sources. This assessment can help in the selection of the most interesting and systematically presented experience in teaching Russian language
 and literature; it may help to identify the effective methodologies for their use by teachers in their practice, as well as in various forms of the educational
 process within the teacher training system.