Analysis of the role of classical literature in the development of critical thinking in high school students through the interpretation of literary texts

Abstract

Modern educational practices require rethinking traditional approaches to the formation of critical thinking in high school students. The research aims to identify the mechanisms of influence of classical literature on the development of cognitive skills through the interpretation of literary texts. The methodological basis was made up of quasi-experimental design with a control group, psychometric testing, content analysis of essays and longitudinal observation. The sample included 384 students in grades 10-11 from 12 educational institutions. There was a statistically significant increase in the level of critical thinking in the experimental group by 27.3% (p<0.001) compared with the control group. Correlation analysis revealed a strong positive relationship between the depth of interpretative work and the development of analytical abilities (r=0.78). The factor analysis identified three key components: hermeneutic competence (23,4% of the variance), metacognitive reflection (19,7%), argumentative literacy (15,2%). The results indicate the need to integrate specialized interpretive practices into the school literature course. The data obtained expand the theoretical understanding of the role of artistic reception in the formation of critical thinking and offer empirically based recommendations for the modernization of educational programs. The research prospects are related to the study of neurocognitive correlates of literary interpretation.