Дидактические аспекты восприятия комических текстов в школе

ENComic literature in modern school, especially in senior (11-12) forms, still has to gain firmer ground. The development of abilities to perceive comicality is still problematic: there are not enough tasks in textbooks aimed at developing abilities to analyze comicality, teachers to not quite understand the specificity of comic literature, and the pupils still do not have any skills in analyzing comic texts. Therefore, the goal of the paper is to disclose the most important didactic aspects of perceiving comic texts, and to put forward a theoretical model of comic text analysis which was prepared on the basis of the principles of J. Bruner s cognitive psychology and J. Lotman 's structural analysis. Analysis of comic literature in modern school is essentially based on the principles of general text analysis, which do not contradict the specificity of comic texts; however, its treatment of the peculiarities of comic texts' structure, which determine the perception mechanism, is insufficient. First of all, comic texts must be analyzed as expressions of a world model based on some incompliancy contradiction, deformation principles, not as structure whose only features are those of the external structure. Namely this constitutes the specificity and complexity of their analysis at school.