Research work “Problems of youth in modern Russian literature” (based on the work of T. Mikheeva “Don’t betray me”)

1. Methodological section.

1.1. Relevance of the topic.

1.2. Definition of the problem.

1.3. Scientific development of the research topic.

1.4. Logical analysis of concepts.

1.5. Purpose of the study.

1.6. Research objectives.

1.7. Object of study.

1.8. Subject of study.

1.9. Hypotheses.

2. Methodology – procedural section.

2.1. Methods for collecting primary empirical information.

2.2. Place and time of the study. Name of the toolkit.

2.3. Characteristics of the instruments.

2.4. Sample.

2.5. Methods for processing social information.

2.6. Practical significance of the study.

Applications:

2.7. Questionnaire.

2.8. Work plan for the study.

2.9. Bibliography.

3. Analytical section.

1. Methodological section of the program.

1.1. Relevance of the topic.

Currently, the problem associated with the fact that people of different ages, social backgrounds and nationalities are beginning to read books less and less is becoming increasingly widespread. They mostly use only the Internet or listen to music.

Personally, what prompted me to choose this topic was the fact that all people began to read less and the level of spoken language was becoming worse, and some did not even know very famous writers.

At the moment, the number of people who like to read is becoming smaller. This phenomenon is associated with the increasing penetration of Western culture into our country and with its increasing pressure on the consciousness of our compatriots, especially on young people. That's why I'm interested in the opinions of people, not so much the elderly as the young.

Let my sociological research program be the impetus for all this. After all, reading various literature is useful; each time you can learn more and more.

1.2 Definition of the problem.

Currently, there is a huge problem that people do not want to read. I think this is due to the fact that some people do not have time, others are very tired after work or study and therefore can no longer read, while others prefer the Internet or listen to music.

1.3. Scientific development of the research topic.

Youth reading culture: myths and reality.

Anna Akimova

1) Respondents also answered the question about their attitude towards the school literature curriculum. 42% responded that it needs to be supplemented with modern literature. In second place is the answer “it contains the best literature” - 32.2%. But mostly those who are still in school answered this way. Those who already work, and therefore have the opportunity to read more for themselves, have a very skeptical attitude towards the school curriculum - 21.1% responded that it needs a complete revision.

The most famous modern writers for respondents were Boris Akunin, Sergei Lukyanenko , as well as authors of ironic detective stories. Only 19 people could answer the question about a modern British writer, all of them named the author of the Harry Potter series of books (Joan Rolling) . The rest named either old English writers or even American ones.

The responses of young people show that they have home libraries: 38.6% answered that they have more than 200 books at home, 43.6% - from 50 to 200 books. But despite this, young people prefer to buy books to read in bookstores (42.9%), with public libraries in third place after home libraries (18.7%). Of course, the source of obtaining books strongly depends on age: schoolchildren borrow books from libraries (39.4%), among working people only 2.8% use libraries.

80% of librarians are confident that today’s youth read less than in the 80s and 90s of the 20th century. Although an analysis of sales and reader activity shows that young people are reading more now than in the 1990s, when acute social problems pushed young people onto the streets, in addition, there were no new famous authors who would act as “locomotives”. Now books such as "Harry Potter", Coelho's books , Lukyanenko and Akunin are attracting more and more young people, and famous film adaptations only fuel this interest. It is difficult to say anything definite about the 1980s due to the fact that the official statistics of those years provide very distorted information.

What interferes with reading? 45% of respondents answered that television is the most important obstacle to reading for young people; more than 50% - that the Internet and computers interfere. The high workload at school was also among the leaders here - 25% of librarians see this as the main obstacle to reading for young people.

Vishnikina Katya (source "Alternative Newspaper")

Address : http://www.kalitva.ru/2007/06/14/chto_chitaet_molodezh.html

2) The most popular now is modern philosophy. It turned out that most teenagers choose the “advertised” authors of philosophical action films - Angel de Coitiers and Paulo Coelho. Also popular today are the Japanese philosopher Haruki Murakami, Richard Bach, who wrote the famous (and no less complex) “Jonathan Livingston Seagull.” It turned out that after the release of Dan Brown’s book “The Da Vinci Code” in 2006, it was instantly swept from store shelves, and In libraries this book is always “on hand”. A very fashionable piece! Science fiction usually comes in second place. Many young people prefer it. Science fiction can be divided into two branches - fantasy (fairy tales) and horror. The king of horror is always Stephen King (“The Colorado Boy”). No matter how much you scold King, dear literature teachers, his books will always be popular, they are read by people of all ages.
Somewhat inferior to King is Dean Koontz, a wonderful modern science fiction writer.
The most read books are the Harry Potter series by writer Joan Rolling. Everyone reads them - from young to old. The theme of the beloved fairy-tale world is continued by the books of the famous French director Luc Besson. The magical adventures of the boy Arthur even began to be filmed. Unfortunately, only a few read books with interest and passion. About 70 percent of schoolchildren borrow only school literature and materials for reports from libraries. Young people prefer “The Master and Margarita” among classical works. This work has attracted younger generations for a long time. And finally, the most entertaining literature is magazines. There are a lot of different ones “divorced”. For example, “YES!”, “Liza”, “GLAMOR”. I think there is no need to complain that we have begun to read less. Yes, the facts are very deplorable: 52% of Russians do not buy books at all, 37% do not read them, 79% do not use libraries.

About literary evolution.

Yu. N. Tynyanov

3) The position of literary history continues to be that of a colonial power among cultural disciplines. On the one hand, it is largely dominated by individualistic psychologism (especially in the West), where the question of literature is wrongfully replaced by the question of authorial psychology, and the question of literary evolution by the question of the genesis of literary phenomena. On the other hand, a simplified causal approach to the literary series leads to a gap between the point from which the literary series is observed - and this always turns out to be the main, but also further social series - and the literary series itself. The construction of a closed literary series and the consideration of evolution within it every now and then collides with neighboring cultural, everyday in a broad sense, social series and, therefore, is doomed to incompleteness. The theory of value in literary science has raised the danger of studying the main, but also individual phenomena and brings the history of literature into the form of a “history of generals.” The blind rebuff of the “history of the generals” aroused, in turn, interest in the study of mass literature, but without a clear theoretical awareness of the methods of its study and the nature of its significance.

Finally, the connection between the history of literature and living modern literature - a connection that is beneficial and necessary for science - turns out to be not always necessary and beneficial for developing literature, whose representatives are ready to accept the history of literature as the establishment of certain traditional norms and laws and confuse the “historicity” of a literary phenomenon with "historicism" in relation to him. As a result of the last conflict, a desire arose to study individual things and the laws of their construction in an ahistorical manner (the abolition of the history of literature).

Evgeniy Leshchinsky (source "Our World")

Address: http://www. knigi.ru/lilit/.html

4) In a similar way, the most difficult and least studied question is resolved: about literary genres. The novel, which seems to be a whole, a genre developing within itself over the centuries, turns out to be not a single, but variable, with material changing from literary system to system, with a changing method of introducing extra-literary speech materials into literature, and the very signs of the genre evolve. The genres of “story” and “tale” in the system of the 20s - 40s were defined, as is clear from the very names, by different characteristics than ours. We tend to name genres by secondary effective characteristics, roughly speaking, by size. The names “story”, “tale”, “novel” are adequate for us to determine the number of printed sheets. This proves not so much the “automation” of genres for our literary system, but rather the fact that genres are defined in our country according to other criteria. The size of a thing, the speech space, is not an indifferent sign. In a work isolated from the system, we are not at all able to determine the genre, because what was called ode in the 20s of the 19th century, or, finally, Fet, was called ode not according to the same characteristics as in the time of Lomonosov.

On this basis we conclude: the study of isolated genres outside the signs of the genre system with which they correspond is impossible. Tolstoy's historical novel is not correlated with Zagoskin's historical novel, but is correlated with his contemporary prose.

Strictly speaking, without the correlation of literary phenomena there is no consideration of them. This is, for example, the question of prose and poetry. We tacitly consider metrical prose - prose and non-metrical free verse - as verse, not realizing that in another literary system we would be put in a difficult position.

But prose differentiates, evolves, and verse also evolves at the same time. The differentiation of one related type entails, or, better said, is associated with the differentiation of another related type. Metrical prose appears (for example, Andrei Bely). This is due to the transfer of the verse function in verse from meter to other features, partly secondary, effective: to rhythm as a sign of verse units, special syntax, special vocabulary, etc. The function of prose to verse remains, but the formal elements that fulfill it are other.

Further evolution of forms can either, over the course of centuries, consolidate the function of verse to prose, transfer it to a whole range of other features, or disrupt it, making it insignificant; and just as in modern literature the correlation of genres (based on secondary, effective characteristics) is of little importance, so a period may come when it will be unimportant in a work whether it is written in verse or prose.

Anna Skvortsova

Address: http:// gazeta. ru /

5) If we agree that evolution is a change in the ratio of members of a system, that is, a change in functions and formal elements, evolution turns out to be a “change” of systems. These changes are from era to era either slower or spasmodic in nature and do not imply a sudden and complete renewal and replacement of formal elements, but they imply a new function of these formal elements. Therefore, the comparison of certain literary phenomena should be carried out according to functions, and not only according to forms. Phenomena of different functional systems that are completely dissimilar in appearance can be similar in function. and vice versa. The question is obscured here by the fact that each literary movement in a certain period seeks its strongholds in previous systems - what can be called “traditionality.”

So, perhaps, the functions of Pushkin’s prose are closer to the functions of Tolstoy’s prose than the functions of Pushkin’s verse to the functions of his imitators in the 30s and Maikov.

Let me summarize: the study of the evolution of literature is possible only if we treat literature as a series, a system correlated with other series, systems conditioned by them. The consideration should go from the constructive function to the literary function, from literary to speech. It must clarify the evolutionary interaction of functions and forms. Evolutionary study should proceed from the literary series to the closest related series, and not to further ones, even if they are the main ones.

The dominant importance of the main social factors is not only not rejected, but must be clarified in full, precisely in the question of the evolution of literature, while the direct establishment of the “influence” of the main social factors replaces the study of the evolution of literature with the study of the modification of literary works, their deformation.

Young people in the new century will read less and less, there are no excuses. Young people now read a lot, on their own, without pressure from schools and parents. The interests of young readers include different genres and authors; the book business industry provides an opportunity to learn more and more new names. Reading has not suffered from the development of new information technologies, while only television competes with reading. Over the years, reading has become primarily a form of entertainment; the most popular genres now include detective stories and fantasy. This is precisely what worries us most: after all, in the Russian tradition, fiction has long shaped life values ​​and educated the younger generation. In such a situation, libraries should promote the development of taste and critical thinking among young readers. Reading is truly prestigious these days!

1 .4. Logical analysis of concepts.

1.4.1. Interpretation and operationalization of concepts.

Key concepts:

3. Literary genres;

4. Youth.

Theoretical interpretation of key concepts:

1. Books - a collection of sheets of paper, parchment or other sheet material containing text and (or) illustrations transferred to them in some way, fastened along one edge and protected by a cover. Each side of a sheet of paper in a book is called a page. Sometimes a book is a large section of a document or literary work. A book written in electronic format is also called an e-book or electronic book.

2. Genre - a set of formal and substantive features of a work. Genres are shaped by sets of conditions; many works utilize multiple genres by borrowing and combining these terms. Possible definitions of the concept of "genre" are sometimes limited to art and culture, especially literature, but the concept has a long history of use in rhetoric as well. In genre studies, a concept is not compared with its original meaning. Rather, all existing works reflect certain conditions, while participating in the creation of a definition of the concept of genre.

3. Literary genres: epic, drama, ode, elegy, story, story, novel, poem, poem.

An epic is a heroic song of a narrative nature.

Drama - the main difference between drama and other literary genres is its purpose for the stage.

Ode is a solemn pathetic poem. In the V - IV centuries. BC. performed only with music, singing, dancing. In ancient Greece, sports competitions were glorified with odes. In Ancient Rome, Horace separated ode from music. Malherbault was considered a great master of odes in the 16th and 17th centuries in France. At the same time, the best in the ode genre in Russia were Lomonosov, Trediakovsky, and Derzhavin.

Elegy is a genre of lyric poetry that originated in the 7th century BC in ancient Greece.

A short story is a small form of epic prose literature.

The story is the oldest genre of Russian literature.

The novel originated in Romance languages ​​during the ancient and middle ages, but had only some of the features of the modern novel.

The poem is a variety of themes in this poetic genre.

A poem is a large form of the lyric-epic genre, a poetic work with a plot-narrative organization, a story or novel in verse. The flourishing of this genre is associated with romanticism. Poems were written by Byron, Shelley, Mitskevich, Pushkin, Lermontov.

4. Youth is a specific socio-demographic physical group, characterized by a period of social adaptation, the formation of social maturity and psychological characteristics.

1.5. Purpose of the study.

To identify which genres of literature are most preferred by young people, since I believe that it is very important to read in our time.

1.6. Research objectives.

1) determine the attitude of young people towards reading books;

2) find out the dependence of the choice of book genre on age;

3) identify the dependence of the choice of book genre on gender;

4) identify favorite places to read books;

5) what books are of interest to today's youth.

1.7. Object of study.

The object of the study are full-time students of the Russian State Technical University in Moscow, who give preference to various genres of literature.

1.8. Subject of study.

The subject of the study is the genres that students of different ages prefer.

1.9. Hypotheses.

1. Most students think that reading books is a waste of time. (For verification, question in questionnaire No. 5 was used).
2. The older a person is, the more he begins to read scientific books. (For verification, the question in questionnaire No. 1 was used).
3. Girls prefer novels, and young people prefer stories. (For verification, the question in questionnaire No. 3 was used).
4. Most people prefer to read in transport, on vacation, at home, at work and at university. (For verification, question in questionnaire No. 11 was used).
5. Circumstances that prevent reading are the lack of books, lack of time, family life cycle, lack of interest. (For verification, the question in the questionnaire No. 6, 7 and 8 was used).

2. Methodological section of the program.

2.1. Methods for collecting primary sociological information.

Survey in the form of a questionnaire.

2.2. Place and time of the study. Name of the toolkit.

Place: Moscow.

Date: November, 2008.

Toolkit: Questionnaire.

Title of the toolkit: Literary genres of literature.

2.3. Characteristics of the instruments.

There are 12 questions in the questionnaire, including:

1. Questions about content:

1.1. About the personality of the respondent - No. 1-3.

1.2. About the facts of behavior - No. 10.

1.3. About the facts of consciousness - No. 5.

2. Questions on the form:

2.1. Open - No. ---.

2.2. Closed - No. 6,7,8,11.

2.3. Half-open - No. 10.

3. Questions regarding registration:

3.1. Linear - No. 1-12.

3.2. Tabular -No. ---

4. Filter questions - No. 1-12.

5. Trap questions -№---.

6. By function:

6.1 Basic - 10.

6.2 Minor – 2.

2.4. Sample.

50 people aged 17 to 25 years took part in this sociological study.

2.5. Methods for processing sociological information.

This sociological study provides a manual method for processing empirical information.

2.6. Practical significance of the study.

This sociological study is of great practical importance. The processed data can be used by existing libraries for the further development of individual areas or the development of a completely new one that has not previously attracted attention.

In addition, the results of the study may show which genre of literature is most preferable in the Russian Federation.

Annex 1.

QUESTIONNAIRE

Dear survey participant! We ask you to express your preference in literature.

The survey is anonymous. The survey results will be used in aggregate form.

Filling out technique: after reading the questions, underline (circle) the answer code that is closest to your personal opinion or write your own version.

2nd year FU student

Trubitsyna Natalya

1. Your age.

a) under 18

b) from 18 to 20

c) from 20 to 23

d) from 23 to 25

2. Your type of activity.

a) a student who does not work

b) student working

If your answer is b) indicate your profession _______________

3. Your gender.

a) male

b) female

4. Your education.

a) average

b) secondary vocational

c) incomplete higher education

If you answered NO, go to question No. 12

6. What do you prefer, domestic or foreign literature?

a) domestic literature

b) foreign literature

7. What are you reading?(two possible answers)

a) classic

b) modern books

8. What genre of book do you prefer?

a) epic

b) drama (tragedy, comedy)

d) lyrics (elegy)

e) story (essay, sketch, short story)

e) story

h) poem

9. How much time per day do you usually read?

a) less than an hour

b) from 1 to 3 hours

c) from 3 to 5 hours

d) other ______________

10. How long did it take you to read your last book?

a) per day

b) in a week

c) per month

d) other _________________

11. Where do you usually read?(several answer options are possible)

b) at the institute

c) at work

d) in public transport

d) on vacation

f) other ______________

12. If you have a home library?

Thanks for answers!!!
Appendix 2.

Work plan for the study.

Appendix 3.

Bibliography.

1. Youth reading culture: myths and reality. Anna Akimova.

2. Vishnikina Katya (source "Alternative Newspaper") http://www.kalitva.ru/2007/06/14/chto_chitaet_molodezh.html

3. About literary evolution. Yu. N. Tynyanov.

4. Evgeny Leshchinsky (source "Our World") http://www. knigi.ru/lilit/.html

5. Anna Skvortsova http :// gazeta . ru /

3. Analytical section.

1. Do young people read (in%):

Conclusion: young people now read a lot, and on their own. The interests of young readers include different genres and authors. For now, only television competes with reading. Over the years, reading has become primarily a form of entertainment; the most popular genres now include detective stories and fantasy. This is precisely what worries us most: after all, in the Russian tradition, fiction has long shaped life values ​​and educated the younger generation.

2. Choice of literary genre, depending on age (in%):

Conclusion: the novel, which seems to be a whole, a genre developing within itself over the centuries, turns out to be not a single, but variable, with material changing from literary system to system, with a changing method of introducing extra-literary speech materials into literature, and the very signs of the genre evolve. It is most preferred among young people under 18 years of age. Mostly young people aged 18 to 25 prefer: “story”, “story”. On this basis we conclude: the study of isolated genres outside the signs of the genre system with which they correspond is impossible.

3. Choice of literary genre, depending on gender:

Conclusion: the most difficult, least researched question is resolved in a similar way: about literary genres.

The fact is that prose and poetry are related to each other; there is a mutual function of prose and verse. The function of verse in a certain literary system was performed by the formal element of meter.

The table shows that young people love poetry, and girls love novels.

4. Best places to read:

5. What books do young people prefer most?

Conclusion: now such modern books as “Harry Potter”, Coelho’s books , Lukyanenko, Akunin are attracting more and more young people, and famous film adaptations only fuel this interest; foreign literature is also enjoying success.

General conclusion.

During the study, many hypotheses were proven, some were refuted.

Based on the results, we can conclude that many students love to read, while others do not.

Most students read in public places, on the way from or to college, it turns out that in the subway and on buses.

The fact is that prose and poetry are related to each other; there is a mutual function of prose and verse. The function of verse in a certain literary system was performed by the formal element of meter.

The novel, which seems to be a whole, a genre developing within itself over the centuries, turns out to be not a single, but variable, with material changing from literary system to system, with a changing method of introducing extra-literary speech materials into literature, and the very signs of the genre evolve.

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When making any “behavioral decisions,” a person, as a rule, is guided by certain life principles, values ​​and ideals that he learned during the process of socialization. Hence the category “ideal” has deep social meaning. Ideals essentially express universal human values, organize a person’s life, influence his spiritual potential and creative activity, and act as an indicator of the degree of social maturity. Today, the formation of ideals and value orientations of a young person is influenced by many different factors. There is an opinion that in the information technology society, the role of traditional channels for the formation of ideals, such as family, school, art, including fiction, is gradually losing its importance, giving way to channels of mass communication. Despite this, artistic culture continues to have a significant influence on the inner spiritual world of man. Art and literature are the most important means of self-knowledge, determining value guidelines and preferences in which a young person’s worldview is formed. Today, people continue to seek answers in art to questions about good and evil, justice and lawlessness, the meaning of life and fate. Due to his age and psychological characteristics, it is common for a young man to compare and contrast himself with the heroes of works of art, to transfer to himself the events occurring on stage, on the screen or in a book, to immerse himself in a world of illusions created by the imagination of the author of the work. Of particular interest in this regard is fiction as a special type of art, where the artistic image is not static, but acts in a certain time and space, thereby setting patterns of behavior in certain situations. Behind each hero there is a specific picture of the world. A person often evaluates his actions and actions, sometimes without realizing it, by comparing them with the values ​​that the standard hero adheres to. Hence, the images created by fiction can have a direct impact on a person’s life in a given situation. Thus, fiction is called upon to perform a number of functions that allow people to understand the world around them, experience certain emotions, receive aesthetic pleasure, escape from reality into the world of imagination, and enrich themselves with the experience of other people by comparing themselves with the heroes of literary works. However, not all of these functions are fully performed. This raises the problem of the discrepancy between the role that society assigns to fiction as a special type of art in the process of forming the moral and aesthetic ideals of the younger generation, and the real place of fiction in the life of modern youth in the context of the diversity of channels for transmitting values ​​and ideals. The problem of studying the value orientations of young people, as well as the factors in the formation of values ​​and ideals on the basis of which young people will build their future and the future of the entire country, is of particular research socio-psychological interest. In 2010, on the basis of the Department of Sociology of Youth and Youth Policy of the Faculty of Sociology of St. Petersburg State University, an empirical study was conducted on the topic “The role of fiction in the formation of the ideals of student youth in St. Petersburg.” Subject of study: reading self-esteem of students in St. Petersburg, as well as factors influencing the reading motivation of young people. Was delivered target— to identify the mechanism for the formation of ideals through fiction in the structure of various types of art and leisure for young people. Object of study Students from schools and universities in St. Petersburg spoke (257 respondents). The age range is represented by three groups: 15-17 years, 18-22 years, 23 years and more. Of these, 103 were boys (40.1%) and 154 girls (59.9%). Students from various fields of study took part in the survey: humanities, technical, natural sciences. The data obtained during the study allows us to assert that today’s youth retain an interest in reading: 82.1% of respondents confirmed that they love to read. At the same time, a third of respondents (29.7%) read constantly, every day; more than half of respondents (54.7%) read occasionally, not daily; 14.1% read very rarely, no more than once a week; only 1.6% do not read at all. In the context of this study, fiction is of greatest interest from the point of view of its influence on the formation of the ideals of young people. The survey results showed that young people show significant interest in works of fiction. In the system of other types of art, fiction ranks third in popularity after music and cinema. Among the books read over the past six months by high school students, the most frequently cited works were the works of the school course: “Crime and Punishment” by F.M. Dostoevsky, “War and Peace” by L.N. Tolstoy, “Fathers and Sons” by I.S. Turgenev, “The Master and Margarita” by M.A. Bulgakova and others. Among the works not included in the program, a large number of works by modern foreign writers were named (Paulo Coelho, Haruki Murakami, Stephenie Meyer, etc.). As for students, they show great interest in works of Russian classical literature. The list of books read over the last six months includes works from the school literature curriculum (L.N. Tolstoy “War and Peace”, F.M. Dostoevsky “Crime and Punishment”, M.A. Bulgakov “The Master and Margarita”, M. Y. Lermontov “Hero of Our Time”, etc.), which perhaps indicates the desire of students to reread and rethink some works of the school course from the point of view of their new personal positions. At the same time, respondents listed non-program works by program authors (“The Brothers Karamazov” by F.M. Dostoevsky, “In the First Circle” by A.I. Solzhenitsyn, “Days of the Turbins” by M.A. Bulgakov), which indicates a continued interest in works of Russian classics. On the other hand, students show significant interest in works of foreign literature, both classical and modern. The following works are most popular among students: “The Catcher in the Rye” by J. Salinger, “Over the Cuckoo’s Nest” by K. Kesey, “Three Comrades”, “Life on Borrow” by E.M. Remarque, etc. At each age stage, new incentives to read appear in the reading demand of students, which is explained by the content of the tasks and requirements that the educational role and life position in general puts before them. This is evidenced by changes in genre preferences depending on the educational profile. For example, students of the humanities show the greatest interest in foreign classics (54.9%), Russian classics (52%) and modern foreign literature (48%), while students of technical specialties prefer, first of all, science fiction (51.1%), adventure literature (38.6%), fantasy (34.1%) and Russian classics (31.8%). As for students of the natural sciences, in contrast to the previous category, they put Russian classical literature in first place, and then adventure literature and fantasy. With age, a young person increasingly feels his connection with the people around him, his peers, and the need to analyze his actions in accordance with accepted norms. This increases interest in works of fiction that make one think about important moral issues: 52.9% of students noted that they pay attention to the problems raised in the work; for 70% of respondents, it is very important, when reading fiction, to have the opportunity to think about these problems. It is worth noting that young people who devote a significant part of their time to reading fiction are more likely to demonstrate abilities for creative activity in the field of literature. Table 1 presents the results of a correlation analysis, which suggests that there is a connection between active reading and creative activity: the desire and ability to write compositions, poems, stories, essays (Pearson correlation coefficient r = 0.157, significance level p = 0.05). However, the main goal of this study was to identify the mechanism for the formation of youth ideals through fiction. It was shown that this process is carried out not directly, through imitation of the hero’s appearance and behavior, but in a hidden, indirect form, through comparison, identification with the heroes of literary works and their actions in situations similar to their own life circumstances. Table 1. Results of correlation analysis for indicators of reading frequency and creative activity* correlation is significant at the 0.05 level (2-sided); N is the number of pairs of variable values ​​used. The majority of respondents (71.5%) agreed that “by reading fiction, a young person compares himself with the heroes of the works and thereby forms his own ideal image.” At the same time, 28.5% of respondents believe that fiction has no influence on the creation of images and ideals, since, in their opinion, a young person forms his ideal image by other means. For the majority of survey participants (62.6%), when reading fiction, coincidences of life situations, events, and characteristics of the characters with their own are also important. At the same time, 41.4% of respondents noted that the hero’s behavior can serve as a personal example. The results of the correlation analysis are presented in table. 2 show that young people, for whom the behavior of literary heroes can serve as an example, need a positive hero (a positive correlation of r = 0.196 with a significance level of p = 0.01 was revealed). The presence of a positive hero in literature is also significant when comparing one’s own life experience with the experience of the heroes of a literary work (r = 0.158 with a significance level of p = 0.05). Table 2. Results of correlation analysis for two indicators:* correlation is significant at the 0.05 level (2-sided); * correlation is significant at the 0.01 level (2-sided); N is the number of pairs of variable values ​​used. The majority of respondents (84.3%) tend to compare their personal life experience with the experience of the heroes of literary works, of which 70.8% turn to the experience of the heroes of their favorite books when the situation described in the literary work is identical to their own life situation. On the other hand, 30.1% of respondents believe that no literary work can help in solving personal problems. During the survey, some respondents noted that among the works of fiction they had read, there were those that allowed them to form some life principles, such as “treat people the way you want to be treated,” “a person should strive for the best, work over yourself, achieving your goal”, “bad experience is also experience”, “attitude to life as a great miracle”, etc. Thus, the results of the study allow us to conclude that today’s youth retain an interest in fiction. In addition, many young people feel the need for positive heroes to whom they can rely in certain life situations. Unfortunately, as the results of the study showed, modern domestic literature does not provide young people with a sufficient number of such characters who could act as role models. The issue of developing domestic literature, popularizing the works of domestic authors, increasing the artistic level of books, stimulating the production and distribution of socially significant literature requires attention from the scientific community, the media and government institutions in order to determine priority areas for the support and development of reading in Russia, including including in St. Petersburg. Pushkina A.V. The influence of fiction on the formation of ideals of modern Russian youth // Social psychology and society. 2014. Volume 5. No. 2. P. 152-157. LITERATURE 1. Bakhtin M.M. Author and hero: to the philosophical foundations of the humanities. St. Petersburg, 2000. 2. Lisovsky V.T. Spiritual world and value orientations of Russian youth. St. Petersburg, 2000. 3. Sikevich Z.V. Youth culture: pros and cons: notes from a sociologist. L., 1990. 4. Fiction. Problems of historical development, functioning and interpretation of the text. Sat. scientific tr. Minsk, 2001.

The problem of classical literature in modern society
The most pressing problem, in my opinion, of classical literature in modern society is its lack of recognition among the younger generation. Ask yourself: “When was the last time I picked up a book by a classic author?”
“I find it difficult to answer” - more than half of the young population will answer this question exactly in this way. What is the reason? In my opinion, the main reason for this trend is the change in the views of young people, the revaluation of life guidelines; they are no longer interested in Evgeny Onegin with his extraordinary manners, with his obvious vanity, desire for freedom and at the same time with a subtle, vulnerable inner world. They don’t understand why they should read Ivan Turgenev’s work “Mumu”, what the story about the dumb janitor Gerasim, who drowned the dog, can teach.
Computer games (as well as all kinds of instructions for them), American cartoons (Shrek, Winx Club, Teenage Mutant Ninja Turtles, etc.), modern novels for girls (how to find love, how to get rid of acne), detective stories, where already and from the first part reveals who the killer is, books about vampires (“Twilight”). Here they are, the so-called substitutes for Pushkin, Dostoevsky, Tolstoy and other greatest writers of classical literature.
The school curriculum devotes less and less time to reading classical literature. If earlier children identified reading such books with a pleasant educational pastime, now many teenagers have a lot of other activities, and for some it is like hard labor that the teacher writes for them. Previously, children, by reading literature, learned goodness, justice, caring for loved ones, helping the poor, but now they live in a different world, every day coming home and turning on the TV they see hatred, anger, selfishness, taking advantage by humiliating other people, etc. .d., so they are treated in other ways. “Why would I spend so much time reading Dostoevsky, to benefit myself, to look at the world from the other side, to do the same as the heroes of the books, to cope with evil, when I can sit down at the computer and turn on the game “Counter Strike” and will deal with all criminals in an easier way,” modern children think now. It’s sad, but it’s true. In addition, the statistics are not silent: Analyzing the forms of leisure among teenagers, it turned out that
- 75% of teenagers prefer to hang out with their peers;
- A third of teenagers prefer to listen to music and play on the computer;
- 15% of schoolchildren watch TV with friends;
- 7% play active games (football).
It is clear that there is no place for classical literature in this list, and what’s more, teenagers pay little attention to classical literature, even to modern books.
In conclusion, I will say that the manifestation of this situation regarding classical literature is an inevitable consequence of the development of modern technologies, trends towards improvement, now the world of computer technology, a world where there is a catastrophic lack of free time. The task of today's society, namely educational institutions, is to acquaint today's youth as much as possible with the classics, with works that have no expiration date, in classes, with teachers, so that our children can distinguish N.V. Gogol from the works of Griboyedov A.S.