About literary analysis in school

The discussion of literature education in schools has become a necessity of life. Our society has already encountered serious weaknesses in the linguistic and literary culture of youth on several occasions. However, the reason for the nationwide interest in the quality of literary education has a deeper basis. It lies, first of all, in the special place that literature occupies in the system of general education subjects, in the nature of the knowledge it provides, in the strength and immediacy of the educational impact it has. The aesthetic specificity of literature is the basis of a complex and comprehensive impact not only on the mind, but also on the heart of the student, which cannot be replaced by anything. Literature as a subject of study most often poses problems that are directly related to the ideological and moral education of students. Therefore, any underestimation of the educational and educational significance of literature as a subject of study is in contradiction with the great tasks of the "communist construction of the younger generation." Hence the lively interest that the general public shows in the narrowly professional at first glance problems of literary education in schools. The questions that arise when discussing the teaching of literature are many and varied. However, there are some that are fundamental and decisive. Of the greatest importance, precisely for the teaching of literature, is the problem of the analysis of the literary work. Not only because the curriculum devotes the most time to studying the work of Bulgarian and foreign writers. First of all, because the specificity of the subject is determined by the specificity of the literary work, which becomes material for educational work in literature classes. Recently, however, the problem of literary analysis in the teaching of literature has not been studied in depth, despite its complexity and diversity, although this is the weakest point in the work of a number of teachers. The detachment of methodological science from this problem has also led to the lagging behind of the methodology in general from the latest achievements of literary theory and aesthetics. Therefore, it is entirely justified that the issues of literary analysis in school are at the center of the national discussion of literature education.