APPLICATION OF THE MODERN METHOD OF BRAINSTORMING IN THE PROCESS OF TEACHING LITERATURE

Abstract

In the article titled “Application of the Modern Method of Brainstorming in the Process of Teaching 
Literature,” we aimed to highlight the unique aspects of applying this method, taking into account the nature 
of the subject matter, the ideological framework, and the age groups of the students. Several approaches to 
utilizing the method of brainstorming were examined, based on the method's core principles. The essence of 
this method, along with the principles of teaching material in this format, was explored with emphasis on its 
effectiveness. The advantages of this teaching approach were discussed and justified, considering its relevant 
features and the specific learning objectives it seeks to achieve.
Different approaches to the method of brainstorming were used to highlight the teaching features of 
certain literary works. The analysis focused on effective methods for examining a literary work, ways to
organize and summarize the material, and the exploration of the ideological, philosophical, and psychological 
dimensions of the literary imagery. 
In the methodological literature, several scientific studies address the aforementioned problem: 
“Modern Teaching Methods, Techniques, Exercises” (NIE Lori Branch, Vanadzor, 2008), “Effective Learning 
Techniques” by S. Khachatryan (F. Ebert Foundation, Armenia, 2020), Valmont, W., “Technology for Literacy 
Teaching and Learning” (New York: Houghton Mifflin Company, 2006), and Allington R. and Cunningham 
P., “Classrooms That Work” (Boston: Allyn and Bacon, 2004). Each of these works presents, in its own way, 
the characteristics and specifics of modern teaching methods.