«экскурсия Есть Такой Комплекс Впечатлений…»: Малоизвестные Экскурсионные Практики В Литературном Образовании 10–30-х Гг. Xx В.
Year: 2026
Type: article
Abstract: Introduction. This article focuses on one type of literary excursion – literary-aesthetic excursions (as they were originally called in the 1910s). In the introduction, the author defines the objective: to examine how excursions of this type became part of literary teaching practices and what transformations they underwent over the subsequent two decades. Materials and Methods. To address this objective, the author draws on a wide range of sources, outlining the criteria for their selection. The research materials include selected publications from the 1910s–1930s (articles, methodological collections) on the topic of study. A content analysis of the sources, conducted as part of a desk study, allowed the author to identify the place and role of literary excursions in literary education during this period. Results. The article traces how literary excursions became part of the teaching practices of language teachers and identifies the types of excursions identified by scholars, museum curators, and methodologists. Of all the types of literary excursions, the author chooses the educational-creative excursion. Drawing on little-known articles by methodologists, she demonstrates how this type of excursion was adopted in teaching the subject, what learning objectives were addressed, and explains why methodically sound excursions of this type stimulated students’ creative writing. The article analyzes papers by V.S. Gabo, L.E. Sluchevskaya, M.A. Rybnikova, and S.I. Liperovskaya, in which the excursion method of teaching literature was theoretically justifi ed and its practice at the turn of the 1920s–1930s was described. The author also discusses the fate of educational-creative excursions in subsequent years. Discussion and Conclusion. The author identifies scientific events and methodological meetings where the material on which this article is based was presented for discussion to the professional community. Desk research, content analysis of sources, and subsequent discussion with colleagues led the author to conclude that educational-creative excursions not only played an important role in developing students’ free creativity but also, in essence, were the first step toward developing a sociocultural approach to organizing literary excursions. This approach allows for greater independence for student participants in exploring and appropriating the space, and changes the role of the tour guide, including the teacher.
Source: Pedagogical IMAGE
Author: E. S. Romanicheva
Language: Russian
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7203728008