Abstract
The article is devoted to one of the pressing problems of modern literary education at school - the technology of the communication-activity approach when studying a work of art. The essence of this technology is that it is aimed at developing communication skills and practical application of knowledge in various fields. This approach focuses on the active activity of students, their interaction, as well as the formation of skills and abilities necessary for effective communication. The leading concept of technology is the educational dialogue on interaction and joint discussion of what is read, during which there is an exchange of views, ideas and cultural contexts between the teacher and students, as well as between the students themselves, and the work itself becomes a means of establishing a dialogue between different cultures, eras and personalities. The problem of dialogue in literature lessons is key, as it contributes not only to the understanding of literary texts, but also to the development of important skills necessary for successful social adaptation, communication and critical analysis. The article focuses on identifying the effectiveness of pre-text work in the context of this technology. On the material of works about the love of V. Shakespeare, A.S. Pushkin, I. S. Turgenev and A.I. Kuprin, included in the 9th grade program, discusses the ways and methods of organizing educational dialogue, reveals its role in activating the cognitive interest of students, developing their critical thinking skills and readiness for meaningful perception of the text. The study found that the use of pre-text activity has a positive effect on the perception and interpretation of artistic texts, and allows students to penetrate deeper into the content of works.