Ways of Forming Literary Tourism and Local History Education at School
DOI:
https://doi.org/10.47526/3107-3123.416Keywords:
literary tourism, local history, school, literary heritage, place name, legends.Abstract
The article examines the theoretical and methodological foundations for developing literary and tourist knowledge and competencies among school students. The study is conducted within the framework of current priorities for the development of tourism in the Republic of Kazakhstan, particularly focusing on spiritual, cultural, and literary tourism. The author substantiates the necessity of studying East Kazakhstan as a region with high natural, historical, cultural, and educational potential, emphasizing its significance for the advancement of literary and linguistic tourism.
The research analyzes effective ways of integrating cultural and historical monuments, sacred sites, toponyms, and related legends into the educational process. It is noted that, despite the existence of tourist routes, there is a lack of comprehensive literary, regional, and toponymic guides as well as digital resources. In this context, it is argued that studying the origins of the toponyms of East Kazakhstan, their semantic characteristics, and the legends connected with them plays an important role in the development of literary and linguistic tourism in the region.
Particular attention is paid to the role of literary and tourist education in shaping students’ understanding of national values, moral principles, and interest in the history of their homeland. The article provides a scientific rationale for the educational and cognitive functions of literary tourism and its influence on the spiritual and cultural development of the individual. The main forms and directions of literary tourism are systematized, and the structure and content of excursion and local history activities integrated into school education are described.
A separate section focuses on the role of school libraries as centers of literary, local history, and cultural-educational work. It is demonstrated that library-based literary and tourist activities contribute to the development of students’ creative thinking, cognitive engagement, and love for their native land. The author also outlines methodological approaches to organizing literary and tourist events for students based on scientific principles.
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