Developing Students' Affirmative Thinking when Interpreting Literary Works

The article deals with the problem of developing students’ affirmative thinking in the process of studying the literary work. The author starts from the idea that positive thinking, defined by some specialists either as a person’s attitude towards life (constructive, effective) or capabilities (the ability to quickly discover appropriate solutions, to understand, to act), unlike thinking negative, which inhibits, is the surest way to achieve the expected school results. Highlighting several difficulties related to the literary text itself, the author proposes several communication techniques (positive formulation of the question, capitalization at the beginning of the question of some appreciative formulas, which prepare the student for a positive feedback, the use of appellative formulas, which individualize the interlocutor and emphasize his relationship with the teacher, the openness to answers that are not on the “waiting list” of the students, the strategic formulation of the question, so as to cause the student to react positively to this, the observance of discursive laws, so that the questions are clearly formulated and correspond to the students’ interest. At the same time, there is also an emphasis on group projects, which essentially contribute to the development of students’ creative thinking.