On an interdisciplinary approach to studying concepts at school

The paper uses the example of a learning session which focused on working with the concept of ‘syllable’ to reveal the essence of the interdisciplinary approach. The method involves blurring or even obliterating the boundaries between subjects within the framework of the educational process. This concept creates conditions for the implementation of the principle of interdisciplinarity, since, firstly, it belongs to the terminological systems of both linguistics and literary criticism. Secondly, it is impossible to apply this principle without updating the linguo-stylistic concepts common to both philological sciences. Students of the 11th form completing the tasks assigned by the teacher approach the comprehension of philology as a global system. This development is determined by their attention not only to the lexical meaning of the lexical concept, but also to the meanings that it expresses in different contexts, including literary and artistic ones. The paper characterises the stages of schoolchildren’s activity which involves lexical work aimed at the differentiation of homonyms, completing the tasks of analysing and constructing phrases and sentences, commenting on aphorisms, analysing fragments from A. S. Pushkin’s and B. A. Akhmadullina’s works. Additionally, students have to do the assignment of identifying the offered microtexts written by poets of the Silver Age, understand the philological text as a way of generalisation, perform a creative task. At the same time, attention is focused on those types of students’ activity that are common Russian language and literature lessons.

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