Developing Interpretative Competence: Tasks аnd Strategies аt Different Levels оf Literary Education

Юлдашева, Людмила Петрівна (2025) Developing Interpretative Competence: Tasks аnd Strategies аt Different Levels оf Literary Education Наукові записки. Серія: Педагогічні науки (220). pp. 315-319. ISSN 2415-7988

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Abstract

The article addresses the issue of developing interpretative competence as a vital component of reading development within the competence-based paradigm of humanities education. The author analyzes the essence of the concept of “interpretative competence,” outlines its key components, and emphasizes its dynamic nature. Interpretative competence involves not only understanding the content of a literary work but also the ability to interpret it deeply, evaluate its meaning, conceptualize its structure, and relate it to both cultural and personal contexts.The problem of methodological continuity in the development of interpretative competence at various educational levels (general secondary and higher education) remains insufficiently studied. Although there are studies devoted to this issue within either school or university education, there is a lack of comparative analysis of strategies, methods, and task types applied at each stage. At the same time, such an analysis could help develop a unified, cross-level model of reading development that would meet the contemporary requirements of competence-oriented literary education.The purpose of this article is to analyze the principles of developing interpretative competence in pupils and students, to identify the common and distinctive methodological strategies used at the school and university levels, and to propose a model of cross-level continuity in literary text interpretation. The study presents a comparison of interpretative task types that demonstrates the gradual complication of reading activities–from emotional response to theoretical modeling. Special attention is paid to the role of emotional experience, formats of text-based work, expected learning outcomes, and the methodological basis for analysis. The article proposes a practical model of interpretative continuity, which illustrates how school-level engagement with literary texts through reflective, associative, and personal tasks gradually transforms into academic analytical interpretation at the university level using literary theoretical approaches. The study proves that ensuring methodological continuity is possible through the step-by-step complication of tasks, the preservation of the integrity of reading experience, engagement with texts that allow for multilevel interpretation, and the methodological collaboration of school teachers and university instructors.In conclusion, the article emphasizes that the development of interpretative competence should be based on strategies that maintain the logic of reading development rather than disrupt it. It highlights the prospects of creating methodological models for cross-level coordination, the development of universal interpretative pathways, and integrated courses that encompass all stages of reader formation–from initial emotional response to complex academic interpretation

Item Type:	Article
Uncontrolled Keywords:	nterpretative competence; literary education; methodology; continuity; task types, school literature; university curriculum
Subjects:	Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН)
Divisions:	Факультет української філології, культури і мистецтва > Кафедра української літератури, компаративістики і грінченкознавства
Depositing User:	Доцент Людмила Петрівна Юлдашева
Date Deposited:	26 May 2026 09:06
Last Modified:	26 May 2026 09:06
URI:	https://elibrary.kubg.edu.ua/id/eprint/57415

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