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| 1 | The article gives an idea of the place of V. P. Astafyev’s small prose in modern school programs on literature and reveals the peculiarities of the problems and poetics of the story “Vasyutka’s Lake”. It is noted that the specific feature of the plot (the survival of a teenager in the taiga) allows us to consider the story in the context of several literary traditions (a magic fairy tale, a Robinsonade, an art autobiography about the childhood, a realistic artisticpsychological prose, a vacation prose). Taking into account the specific nature of the literary material, the authors of the article propose a variant of the methodical organization of educational and research activities in the direction of the interdisciplinary approach to the teaching of literature. Group work with the distribution of roles in the classroom for literary critics, linguists, psychologists, naturalists-geographers and rescuers is offered. The article formulates recommendations for educational research work (tasks for each group and algorithms for their implementation are described). Activity of all groups can be organised within the framework of an after-school course on development of skills of semantic reading. The approach described in the article will ensure the comprehensive development of all types of universal learning activities (subjective, cognitive, communicative, regulatory, personal) and will allow to deepen the idea of methods in which to analyse artistic texts. Keywords: literature for teenagers, literary traditions, V. Astafyev, Siberian prose, methods of teaching literature | 1956 | ||||
| 2 | The article notes approaches to the interpretation of “time travel” literature and the characteristics of one of its varieties – a fantastic school/vacation story about “time travelers” to the Soviet past. A review of texts written in the first decades of the 21st century about the displacement of children into the Soviet past (T. Kryukova, A. Zhvalevsky, E. Pasternak, etc.) allows us to speak about the development of a certain genre formula, which all authors follow in one way or another. A. Remеz’s novel “The Cat from Jupiter” is analyzed from the point of view of the embodiment of the selected genre features and the author’s originality. The writer follows the main plot line of the genre (the sudden transfer of a child from the present to the past, the use of a border locus, the perception by the “time traveler” of Soviet life as gray and dull, relationships with adults as stricter, more regulated, not taking into account the subjectivity of the child). But, unlike other authors, A. Remez uses the locus of a sanatorium, not a school or a pioneer camp to move a character; she, more than other writers, pays attention not only to the difference, but also to the similarity of forms of children’s subculture of the Soviet period and the 2010s, gives a kind of encyclopedia of children’s life in a medical sanatorium 1980s: describes the rules of street team games, burying “secrets” for memory, as well as forms of spending time in the ward (weaving toys, telling horror stories, reading books, discussing films) and many others. Moving into the past, and in the finale back to one’s own time, strengthened the connection between generations, made the world of parents, their values and childhood memories more understandable for a modern child, as they became familiar with this world through immersion. Keywords: Soviet past, “time travelers to the USSR”, fantastic school story, modern children’s literature, A. Remеz | 1190 | ||||
| 3 | An overview of contemporary works allows us to state that the theme of moving to the Soviet past is popular both in “general” and in children’s and youth literature. In the article, the relevance and significance of understanding the genre of the novel about schoolchildren who find themselves in the Soviet past are justified, firstly, by the significant volume of literary works written in this genre in the last two decades, secondly, by the attention of modern society to the history and culture of the 20th century, and thirdly, by the issues raised in the texts about schoolchildren who find themselves in the Soviet past (self-determination, understanding of history, both family and country-wide). The analysis of Anna Koksharova's story "Olya-lya from the Sixth Squad" is conducted in comparison with the genre formula and in the context of studying the literature of time travel in general. The main elements of the genre formula about children who travel back in time to the Soviet past include: the basis is a school or vacation story; the suddenness and relative proximity of the time of travel as the starting point of the plot; characters are present in two time layers at different points in the story; the significance of the border locus in the organization of space, and the use of juxtaposition and contrast in creating a cultural and historical image of two eras. It has been established that A. Koksharova's work is a vacation story and includes all the listed elements of the genre formula about children who find themselves in the Soviet past. Like the works of other writers (T. Kryukova, A. Zhvalevsky, E. Pasternak, A. Remez), the story under analysis emphasizes the technological and socio-cultural differences between modern and Soviet society, as well as differences in speech, habits, and social norms. At the same time, it emphasizes the permanence of moral guidelines and values, such as friendship, mutual assistance, and loyalty to family and friends. A. Koksharova's text differs from the genre formula, firstly, by the presence of guide characters who impart knowledge about the Soviet past to modern teenagers, and secondly, by references to other works about time-travelers. The characters in the story associate their experiences with the plot of the film "Kholop" (Serf). They are created with pre-existing ideas about time-traveled characters, so they do not experience horror or fear; they approach the task of returning to their own time pragmatically. Keywords: schoolchildren who have been transported, the Soviet past, a children's summer camp, Soviet everyday life, the interconnection of times, the post-Soviet crisis of identity, and sociocultural differences | 226 | ||||