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Статья опубликована в рамках: Научного журнала «Студенческий» № 8(178)

Рубрика журнала: Филология

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Библиографическое описание:
Vazhnikova D. BULGAKOV'S ROMAN «MASTER AND MARGARITA» AT THE LESSONS OF LITERATURE IN THE 11TH CLASS // Студенческий: электрон. научн. журн. 2022. № 8(178). URL: https://sibac.info/journal/student/178/242966 (дата обращения: 02.07.2022).

BULGAKOV'S ROMAN «MASTER AND MARGARITA» AT THE LESSONS OF LITERATURE IN THE 11TH CLASS

Vazhnikova Darya

Student, Department of Russian Language and Russian Literature, Belgorod State National Research University (NRU "BelGU"),

Russia, Belgorod

РОМАН БУЛГАКОВА «МАСТЕР И МАРГАРИТА» НА УРОКАХ ЛИТЕРАТУРЫ В 11 КЛАССЕ

 

Важникова Дарья Дмитриевна

студент, кафедра русского языка и русской литературы, Белгородский государственный национальный исследовательский университет (НИУ «БелГУ»),

РФ, г. Белгород

 

ABSTRACT

The article is devoted to the greatest work of M. A. Bulgakov's creativity and the peculiarities of its interpretation. The purpose of the article is the interest of students in studying the personality of the great Russian poet and to facilitate understanding of his creative heritage.

АННОТАЦИЯ

Статья посвящена величайшему произведению творчества М. А. Булгакова и особенностям его интерпретации. Цель статьи – интерес студентов к изучению личности великого русского поэта и облегчить понимание его творческого наследия.

 

Keywords: creativity, poetics, teacher, lesson, prose.

Ключевые слова: творчество, поэтика, учитель, урок, проза.

 

The last novel in the life of Mikhail Afanasyevich Bulgakov is truly brilliant. The novel was published by the time when its author had long since left life, nevertheless the work was appreciated. In the school curriculum and study with the senior classes for 4-5 lessons. Unfortunately, during this short period it is impossible to know all its versatility and penetrate into all the hardships of the author's intention. How accurately the teacher approaches the development of plans for each lesson depends on how well the student learns the set of works and the ability to interpret it.

From the first page, the development of events is structured in such a way that involvement in his research is not very effective. This is equal to private changes in storylines, a lot of public opinion, author's puns, non-standard quirky characters that find themselves in the most unexpected situations and, of course, a love line.

Interest is fueled by the fact that the action takes place not in the magical reality created by the author, but in the city of Moscow, known to everyone, with ordinary people burdened with philistine worries. So, in the novel, the harsh reality of NEP Moscow is intertwined with fantastic situations created by fairy-tale characters, whose motives remain mysterious for a long time.

Against the background of these events, it would seem, in the created reality, other events take place, which for the majority of schoolchildren for a long time, and even until the very end, remain very incomprehensible. This can be explained by the fact that the name of Pontius Pilate and Yeshua Ha-Nozri does not speak to every student about anything. Only with the scenes of the crucifixion of the latter one can guess that the heroes are not fictional, but taken from history. When analyzing the work, the teacher needs to convey to the students the essence of the picture described by Bulgakov, but you should not turn a literature lesson into a history lesson, since it is obvious that this part, although no less important for the whole novel, is not as interesting for schoolchildren as the rest - taking place in Moscow. The main task of the teacher, when immersing with students in the world of Bulgakov's puns, is to awaken the interest of schoolchildren in the mysterious and sad personality of the Master, to appreciate the desperate Margarita, to understand the motives for the dirty adventures of Woland and his retinue, and finally to show the semantic significance of Yershalaimov's chapters in the novel, which on at first glance may not seem so important in the novel. All these significant components of the novel and many others make it possible to capture this multifaceted work in the memory of students for a long time. And only with the right approach of the teacher to the course of the lesson, it is possible to keep the attention of the class throughout all the lessons devoted to the novel.

 

References:

  1. Bulgakov M.: Master and Margarita. – M: Prior, 2001
  2. Bulgakov M. A. in the presentation for schoolchildren: The Master and Margarita. – M.: AST, 2005. – 159 p.
  3. Vulis A.V. 3. The novel by M. Bulgakov "Master and Margarita". M.: Fiction, 1991. – 250 p.
  4. Gasparov B.M. Literary leitmotifs. Essays on Russian literature of the twentieth century – Moscow, 1995. – 303 p.
  5. Gorelikov A. A book that lives on its own: how teenagers read The Master and Margarita. [Electronic resource] // Access mode: https://mel.fm/literatura/6309278-master_and_margarita
  6. Zhuravleva M. Master and Margarita. Ivan homeless. [Electronic resource] // Poetry.ru. 2014. Access mode: https://stihi.ru/2014/09/03/244
  7. Kormilov S.I.: “The history of Russian literature of the XX century. main names. – M.: Yurayt, 2018. – 174 p.

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