From the history of the methodology for studying grammar in the 19th-20th centuries. Works of F.I. Buslaev, K.D. Ushinsky, D.I. Tikhomirov, A.M. Peshkovsky, T.G. Ramzaeva according to the method of school grammar. The meaning and tasks of the initial study of the grammar of the native language at the present stage of school development.

Methods of developmental teaching of the Russian language (L.V. Zankov, V.V. Davydov). Correlation of theory and practice in the course of the native language. Interrelation of language education and speech development of students.

The role of studying the Russian language for the formation of elements of a scientific worldview in elementary school students.

Linguistic foundations for teaching children the Russian language, taking into account the interconnection of all its aspects.

2 Methods of studying language theory

Methodology for studying the basics of phonetics, word formation and grammar. The role of phonetic knowledge. The role of phonetic knowledge in mastering oral and written speech by schoolchildren. Formation of skills to determine the sound and letter composition of the word, correlate the sound and graphic forms of the word. Methods of working on concepts: sound, letter, syllable, stress. The development of students' skills to recognize vowels and consonants, stressed and unstressed syllables, consonants, paired in hardness and softness, in sonority and deafness. Learning the rules of word hyphenation. Acquaintance with the alphabet and the formation of the ability to use it in practice. Mastering the graphic skill for younger students. Teaching calligraphy in grades 1-4. Tasks and content of work in each class.

Methodological foundations for the formation of grammatical, word-formation and other language concepts in students. The essence of grammatical concepts and the difficulties of their assimilation by younger students. The process of working on the assimilation of grammatical and word-building concepts. The main stages of assimilation. Didactic and methodological conditions that ensure the effectiveness of work on the assimilation of the concept. Grammar and word-formation exercises, their types and purpose. Methodology for the use of grammar exercises.

Methods of studying the morphemic composition of the word and word formation. A system for studying the morphemic composition of a word. The content and methodology of working on the root, prefixes, suffixes, endings. Work on the composition of the word in connection with the study of parts of speech. Information on Russian word formation.

Methodical bases for studying parts of speech: noun, adjective, verb. Substantiation of the system of studying nouns in grades 1-4. Tasks and content of work at each stage. The study of the categories of gender, number and case.

Methods of studying adjectives in elementary grades. The tasks of studying the topic. The content and sequence of work by class. Organization of work on the categories of gender, number and case of adjectives. Lexico-stylistic work in the process of studying adjectives.

Methods of studying the verb in grades 1-4. Assimilation by students of the grammatical meaning of the verb. Formation of knowledge about tense forms of the verb. The concept of verb conjugation. The development of speech in students in the process of studying the verb.

Features of familiarization of younger students with pronouns, numerals, prepositions.

Methods of studying the elements of syntax in elementary grades. The system of arrangement of material by years of study and its justification. Syntactic material in elementary grades: phrase, sentence, its members. Simple and complex sentences, homogeneous members of a sentence, the role of conjunctions, intonation of sentences.

The development of students' speech in the process of studying language theory. Modern methods of developmental education, development of cognitive interests and activity of students in the lessons of language theory.

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Report on the topic “Assimilation strategies used in the process of learning and mastering a foreign language. Classifications of learning strategies

In the changed socio-political and economic conditions of the development of our country, significant changes are taking place in the system of domestic education. The main goal of education today is not the transfer of knowledge and social experience of a teacher to a student, but the development of a student’s personality who can independently navigate in a huge information field, who can find the right ways to find solutions to problems, who can independently set learning goals, design ways to implement them, monitor and evaluate their achievements.

The key goals of the implementation of the Federal State Educational Standard are directly related to the study of foreign languages. We live in a single global interconnected and interdependent world, when national borders are blurred, when the flows of population, capital, goods move freely in different directions. The goal of teaching a foreign language as an academic subject in the context of the new federal state standard of general education is formulated in the text of the fundamental core of the content of general education - one of the basic documents of the new generation of the Federal State Educational Standard. It consists in the development of foreign language communicative competence in schoolchildren., that is, "the ability and readiness to carry out foreign language interpersonal and intercultural communication with native speakers" in the aggregate of its components.

In the process of learning a language, general strategies and techniques (skills) are used that do not depend on the nature of the subject, and special ones that ensure the development of the subject "Foreign Language".

The word "strategy" comes from the Greek " strategos ”, which originally meant “cunning” and was used in military terminology, where it meant “the highest field of military art” and “psychological planning of military operations”. A modern dictionary of foreign words defines strategy as "the art of planning based on correct, far-reaching forecasts"

The definition of strategy given in the monograph of experts of the Council of Europe “Common European Framework of Reference for Foreign Languages: Learning, Teaching, Assessment” (Strasbourg, 2001) is generally accepted at the moment, in which under understand the strategy those means that “the language user uses to mobilize and balance his resources, activate skills and abilities in order to cope with a specific communication situation and successfully solve a specific communicative task in the most complete and at the same time economical and accessible way in accordance with his goal».

In the methodological literature of recent years, the words "language teaching strategy", "language acquisition strategy", "language teaching strategy" and "language mastering strategy" are often found, the content of which really allows the teacher and learner to be more flexible in applying modern approaches and methods in their work. , it is easier and more efficient to work in joint activities when teaching and learning a foreign language.

The word "learning strategy" is used in relation to the teacher. It is understood methodically as a general concept of learning based on certain linguistic, psychological and didactic principles and defining the approach to learning.

language teaching strategy is the art of guiding the process of mastering a foreign language, planning a training course based on the study of student data and the application of modern methods and methods aimed at achieving students' skills and abilities to use a foreign language in accordance with the identified data and strategies for mastering the language of students.

The learning strategy allows a foreign language teacher to be more flexible in applying modern advances in teaching technology. It also helps the teacher to more easily adjust his style of working with students, to make it more appropriate, consistent with the style of mastering the language of each student. This is necessary for success when working on a communicative-individualized approach in teaching a foreign language.

If the "learning strategy" is used in relation to the teacher, then the "mastering strategy" is used in relation to the student. According to the "Dictionary of methodological terms" compiled by E.G. Azimov and A.N. Shchukin, mastery strategies are defined as combinations of techniques and efforts used by students to understand, memorize and use knowledge about the system of language and speech skills and abilities. These are cognitive operations that are chosen by students from among the possible ones for solving a communicative task.

According to E.G. Azimov and A.N. Shchukin, about a hundred different strategies are currently proposed, which are divided into direct and indirect. Direct strategies (memory strategy, cognitive, compensatory) mean the ability to focus, plan your activities and evaluate results. Indirect strategies (metacognitive, emotional and social) either reduce anxiety, serve as a means of motivating learning, or reflect the desire to receive information, the ability to select educational material in accordance with one's goals, the ability and desire to cooperate with the teacher and other students in the group, the ability and desire to ask questions, participate in training discussions...

Classification of strategies.

The first research in this area belongs to J. Rubin, who singled out the term "learning strategies" and defined them as "the methods or techniques used by the student to acquire knowledge."

J. O'Malley and his colleagues in their studies used the definition of strategies given by J. Rigney, according to whom, strategies are "actions or steps that contribute to the acquisition, storage, recovery and use of information." It was they who came up with the idea to classify strategies, dividing them into 3 groups:

Metacognitive (knowledge about learning),

Cognitive (specific for each type of educational activity),

Social (interactive).

R. Oxford included 6 groups of learning strategies in her classification, namely:

Memory strategies relating to how students memorize language material: Associating new material with what is already known - Using new words in sentences - Associating the sound of a word with an image or picture - Associating a word with an imaginary situation - Using rhymes to memorize new words - Using cards to learning new words - acting new words - repeating lessons often - linking words to their position on the page;

Cognitive strategies related to the fact that students learn: I say or write new words several times - I try to speak a foreign language like foreigners - I practice pronouncing the sounds of a foreign language - I use known words in different ways - I enter into a conversation in a foreign language - I watch TV shows or films in a foreign language - read entertainment literature - write summaries, notes in a foreign language - write down information concisely - look through and then read in detail - select words in my native language that are similar to words in a foreign language - try to detect structures or patterns - find the meanings of parts of compound words - I try not to translate word for word);

Compensatory strategies to help students compensate for lack of linguistic knowledge: guess the meaning of unfamiliar words - use gestures when I can't find a word - make up new words when I don't find the right ones - read without using a dictionary for each new word - try to predict what the interlocutor will say - use synonyms;

Metacognitive strategies related to how students cope with learning: notice mistakes, try to correct - pay attention to what the other person says - wonder how to learn the language - make a schedule to have enough time - look for people to talk in a foreign language - seek the ability to read in a foreign language - I have clear goals for improving my skills - I think about my successes;

Affective strategies related to the feelings and emotions of students, used to relieve tension and encouragement: try to relax when I'm nervous - overcome fear and speak a foreign language - praise myself when I cope - notice when I'm nervous or shy - write down my feelings in a study diary - I discuss my feelings with others;

Social strategies involving interaction with other individuals in the learning process: ask the interlocutor to slow down the pace of speech or repeat - ask to be corrected when I speak - communicate in a foreign language with other students - seek help from native speakers - ask questions in a foreign language – trying to develop an understanding of the culture of another country.

This classification of learning strategies is the most complete and perfect to date, and it has been used by many researchers in this field.

There is another classification of strategies used in the process of language learning and acquisition, which includes the following groups of strategies (Mangus, 1999):

1) strategies for acquiring and storing information (mastering strategies): a) the lexical side of the language, b) the grammatical side of the language, c) the phonetic side of the language;

2) strategies for reproducing information in productive types of speech activity: strategies for overcoming difficulties in the process of speaking

and in the process of writing;

3) strategies for reproducing information in receptive types of speech activity: a) strategies for identifying language units during listening, b) strategies for identifying language units when reading a text.

The effectiveness of mastering a foreign language depends not only on the student's strategy, but also on the learning strategy. The maximum effect will be obtained by harmonizing these strategies. .An important factor in achieving the goal is to increase the effectiveness of the teacher's pedagogical influence on students, their communication in the classroom in conditions of complete socio-psychological compatibility.

Bibliography.

1. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Department of Modern Languages ​​[Text]. - Strasbourg, 2001. - 256 p.

2. Ozhegov, S.I. Explanatory dictionary of the Russian language [Text] / S.I. - M.: Az, 1992. - 944 p.

3. Pankin, V. M., Filippov, A.V. Language contacts: a short dictionary [Text] / V.M. Pankin, A.V. Filippov. – M.: Flinta, 2011. – 254 p.

1. Modern Dictionary of Foreign Words [Text]. - M.: Russian language, 2000. -582 p.
2. Strategies [Electronic resource]. - Access mode: 11URL:http://www.tpu.ru/html/p-international.htm

Strategy Inventory for Language Learning - see Kryukova 1998, 115-116).

1. Schukin A.N. Teaching foreign languages: Theory and practice: Textbook for teachers and students. 2nd ed., corrected. and additional - M.: Philomatis, 2006. - 480 p.

-- [ Page 1 ] --

As a manuscript

Buneeva Ekaterina Valerievna

SCIENTIFIC AND METHODOLOGICAL STRATEGY

PRIMARY LANGUAGE EDUCATION

IN THE EDUCATIONAL SYSTEM "SCHOOL 2100"

13.00.02 - theory and methodology of training and education

(Russian language, level of primary education)

Dissertations for the degree of Doctor of Pedagogical Sciences

Chelyabinsk 2009 2

The work was carried out in the state educational institution of higher professional education "Chelyabinsk State Pedagogical University"

Official Opponents: Doctor of Pedagogical Sciences, Professor Ippolitova Natalia Alexandrovna;

doctor of pedagogical sciences, professor Nikitina Elena Yurievna;

Doctor of Pedagogical Sciences, Professor Shtreker Nina Yurievna

Lead organization: Volgograd State Pedagogical University

The defense will take place on October 28, 2009 at 10.00 at a meeting of the dissertation council D.212.295.04 at the Chelyabinsk State Pedagogical University at the address: 454080 Chelyabinsk, pr. im. IN AND. Lenina, 69, room. 116.

The dissertation can be found in the library of the Chelyabinsk State Pedagogical University.

Scientific Secretary of the Dissertation Council L.N. Galkina

GENERAL DESCRIPTION OF WORK

Relevance research. For modern education, it is extremely important to take into account the ongoing changes in society as a whole and the child in this society. The need for such accounting is determined by the order of the state, formulated in regulatory documents (the Law of the Russian Federation "On Education", "The Concept of Modernizing Russian Education for the Period up to 2010", "The Federal Component of the State Standard of General Education") as the formation of a functionally literate personality of a graduate ready for life changes.

At present, in the theory and methodology of school education, the paradigm of personality-oriented developmental education is increasingly being asserted. Its significance and relevance are determined by the basic requirements of the social order, which implies a fundamentally different approach to education and considers the integral development of the student's personality as its result.

Speaking about the holistic development of the student's personality, one should be aware that today's junior student is in many ways different than his parents and even older brothers and sisters were at his age:

- he lives in a fundamentally open world society;

- is constantly under pressure from a variety of information, which, influencing his emerging thinking and emotional sphere, turning into personal sensory experience, creates a consumer, utilitarian attitude to the very concept of information, that is, to knowledge as such, to an internal, personal need for it, to the very process of obtaining knowledge, to self-education, to the culture of one's thinking;

- receives through visual channels a large amount of information with someone else's interpretation already embedded in it, while the information received through the word heard and read must be interpreted by him.

This creates serious problems that impede the holistic development of the individual, namely:

- a modern junior schoolchild, as a rule, does not have a sufficient vocabulary, moreover, his own words, filled with his own personal experience of experience, for reflection on the information that he receives in a visual way. His visual experience does not have time or cannot complete the necessary verbalization, that is, it practically disappears for the real work of consciousness, for thinking, for future creative intuitions. His subconscious is thus filled with vague alien interpretations without a developed own attitude towards them;

- the passion for virtual communication leads to the fact that students are increasingly psychologically unprepared for communication, and the educational process does not provide them with the necessary opportunities for this; At the same time, the development of two types of communication skills (T.A. Ladyzhenskaya) is becoming increasingly important: a) those associated with the analysis and evaluation of communication (the degree of its effectiveness, the level of language proficiency, etc.) and b) associated with communication itself ( the ability to take into account the addressee, the audience, form a communicative intention, determine communicative successes and failures, etc.);

- today's junior schoolchildren, as a rule, have not developed a sufficient skill of listening and understanding the word as such, including when reading texts (quickly enough and with an adequate depth of understanding). This creates great difficulties in learning (since any training involves working with textbooks, that is, with the word, not to mention the study of both one’s native language and foreign ones) and significantly limits the level of language acquisition, including the level of proficiency in native Russian ;

- as a result, the student has irreparable gaps in sensory experience, since the need, necessity and ability to speak (and write) about their personal feelings, experiences of life, formulate their own questions to it are not brought up.

All this is reflected in the qualitative characteristics of the modern junior schoolchild as a linguistic personality.

At present, the theory of the methodology of primary teaching of the Russian language has a significant number of works, among which the studies of V.G. Goretsky, L.F. Klimanova, M.R. Lvova, M.I. Omorokova, T.G. Ramzaeva, I.A. Rapoport, N.N. Svetlovskaya, O.V. Sosnovskaya. At the same time, it was revealed that at the scientific and methodological level the problem of the formation of a functionally literate linguistic personality of a junior schoolchild has not been studied.

The analysis of variable programs and Russian language textbooks revealed that their authors, as a rule, develop concepts for the initial course of the Russian language. At the same time, the problem of developing a scientific and methodological strategy for the language education of younger schoolchildren remains unresolved, which, on the one hand, is a necessary condition for the integral development of the personality and, on the other hand, ensures the formation of a functionally literate linguistic personality. The lack of development of this problem, its unresolved in the programs and textbooks on the Russian language for elementary school make this problem relevant at the scientific and theoretical level.

The relevance of developing a scientific and methodological strategy for primary language education at the socio-pedagogical level is justified by the need to realize the value of personality-oriented developmental education.

At the scientific and methodological level, the relevance of developing a scientific and methodological strategy for primary language education is due to the fact that in the methodology of teaching the Russian language there is no line of continuity that reflects common approaches, methods, forms of the formation of a linguistic personality, starting from preschool age. In this regard, the need is recognized for the practical implementation of continuity between preschool, primary and basic general education, not only in language learning, but also in the development of a functionally literate linguistic personality, which involves the development of the concept of language education and its implementation in new generation textbooks.

Thus, the relevance of the study is due to contradictions:

- between the social order that determines the strategic goal of language education - the formation of a functionally literate linguistic personality who speaks Russian as a means of communication in various spheres of life, and the established practice of learning the native language, focused on mastering knowledge, skills and abilities, which does not always take into account the state of modern society and the change of the child in this society;

- between the need for a scientific and methodological strategy for studying the Russian language, reflecting a single line of continuity at all stages of language education, and the lack of development of the theoretical provisions of lifelong language education in a modern school;

- between the need for personality-developing technologies of primary language education and insufficient didactic and methodological support for this process in primary school, which manifests itself primarily at the level of Russian language textbooks.

The indicated contradictions determined the choice of the dissertation topic and made it possible to formulate the research problem as the definition of the theoretical and methodological foundations for designing a scientific and methodological strategy for primary language education.

The leading idea of ​​the study is that teaching the Russian language is built in accordance with the scientific and methodological strategy of primary language education, its result is the formation of a functionally literate language personality of a junior schoolchild, which is ensured by the creation and implementation of Russian language textbooks into school practice that contribute to holistic development and self-development of the student's personality.

The purpose of the study is to develop the theoretical and methodological foundations of the scientific and methodological strategy of language education for younger students in a personality-oriented developing paradigm of education.

The object of the research is the process of language education of junior schoolchildren.

Subject of study– conceptual provisions of the scientific and methodological strategy for studying the Russian language by younger students in a personality-oriented developmental paradigm of education and their implementation in new generation textbooks.

Research hypothesis. Starting the study, we proceeded from the assumption that the scientific and methodological strategy of language education of junior schoolchildren in the personality-oriented developmental paradigm of education requires the development of the concept of primary language education based on the developmental and sociocultural approaches, aimed at the formation of a functionally literate language personality of a junior schoolchild and including pedagogical patterns, pedagogical and methodological principles, a holistic model of language education for younger students;

- involves the creation of a new generation of Russian language textbooks for its implementation on a common basis: methodological, content, psychological, didactic, linguistic; ensuring the continuity of language education between the levels of primary and basic general education through the lines of development of students by means of the subject of the Russian language.

In accordance with the goal and the hypothesis put forward, the following tasks.

1. To reveal the methodological foundations of the study of primary language education, allowing to substantiate the scientific and methodological strategy of its development in the paradigm of personality-oriented developing education.

2. To investigate the state of the problem of language education of younger schoolchildren in the aspect of the formation of a functionally literate linguistic personality.

3. Develop and substantiate the concept of primary language education within the framework of the pedagogical strategy of the educational system "School 2100".

4. Define the concept of a functionally literate linguistic personality of a junior schoolchild and identify the features of the formation of such a personality.

5. To develop and implement in primary education textbooks on the Russian language of a new generation, which ensure the formation of a functionally literate linguistic personality of a primary school student, taking into account the continuity between the levels of language education (primary and secondary school).

6. To identify the effectiveness of the scientific and methodological strategy of primary language education in the "School 2100" system through the results of the use of new generation textbooks in mass school practice.

Theoretical and methodological basis of the study.

When determining the scientific and methodological strategy of primary language education, we relied on the methodological foundations of the pedagogical strategy of the educational system "School 2100" as a whole:

– on the humanistic ideas of philosophy (A.F. Losev, M.K. Mamardashvili, V. Frankl); ideas of humanization and humanization of education (V.P. Zinchenko, D.A. Leontiev, A.V. Petrovsky);

– on the ideas of a systematic approach (V.G. Afanasiev, I.V. Blauberg, M.S. Kagan, V.N. Sadovsky, G.P. Shchedrovitsky, E.G. Yudin);

- on the ideas of a culturological approach to the education of scientists working in the field of philosophy, history, pedagogy, cultural studies, sociology, psychology, pedagogy, - ideas that consider the relationship of culture and education as the basis for revealing the essential forces of a person, changing the outlook on the world, changing the person himself and the world he perceives (B.G. Ananiev, M.M. Bakhtin, A.P. Valitskaya, B.S. Gershunsky, A.S. Zapesotsky, L.N. Kogan, B.T. Likhachev, D.S. Likhachev, E.N. Shiyanov, P.G. Shchedrovitsky and others);

- on the methodology of the personality-oriented developing paradigm of education (E.V. Bondarevskaya, R.N. Buneev, A.A. Leontiev, L.V. Trubaychuk, A.V. Khutorskoy, etc.);

– on the theory of activity and learning activity (L.S. Vygotsky, V.V. Davydov, A.N. Leontiev, V.V. Repkin, D.B. Elkonin, etc.);

- on the methodology of the linguodidactic approach and on the conceptual provisions of the theory of linguistic personality (G.I. Bogin, L.I. Bozhovich, E.D. Bozhovich, Yu.N. Karaulov, M.L. Kusova, A.A. Leontiev, V V. Naumov, E. Yu. Nikitina, L. D. Ponomareva, N. M. Shansky and others);

- for research in the field of methods of teaching the Russian language (M.T. Baranov, V.G. Goretsky, N.A. Ippolitova, L.F. Klimanova, T.A. Ladyzhenskaya, M.R. Lvov, T.G. Ramzaeva, L.V. Savelyeva, N.N. Svetlovskaya, M.S. Soloveichik, O.V. Sosnovskaya, L.P. Fedorenko, etc.).

Research methods. In the dissertation research, theoretical methods were used: the study of legal documents on education, analysis of the concepts of variable courses of the Russian language, theoretical and methodological analysis, conceptual and categorical analysis, modeling method;

empirical research methods: study and generalization of effective experience and mass practice of primary language education, experimental research work, observation, questioning, analysis of students' written work, mathematical and statistical methods of data processing.

The chosen methodology and the tasks set determined the course of the study, which was carried out in four stages.

The first stage (1990–1995) is a search and ascertaining stage. The study of pedagogical reality, the specific experience of teachers in the formation of functional literacy of students in primary and secondary schools; analysis of scientific literature, studies thematically close to ours, and current textbooks on the Russian language and reading for elementary school and Russian for basic school, as well as a study of the state of functional literacy of primary school graduates and students of basic school on the material of existing Russian language textbooks made it possible substantiate the initial idea of ​​the need to develop a unified strategy that ensures the formation of a functionally literate linguistic personality of students by means of subjects of the humanitarian cycle.

The result of this stage was the formulation of the main provisions of the methodology for the formation of functional literacy in the course of the Russian language in elementary school.

The second stage (1996–2000) is formative. Analysis and interpretation of the results of the study of the level of functional literacy of primary and secondary school students and the results of learning the Russian language, further analysis of scientific literature, including studies thematically close to ours, participation in the development of the conceptual foundations of the educational program "School 2100" made it possible to substantiate the problem, object, the subject and purpose of the study, formulate the hypothesis and objectives of the study. The result of this stage was the definition of the hypothesis, methodology and methods of research, the rationale for its program, the development of the concept of language education for younger students and the first version of Russian language textbooks that implement the author's concept of primary language education.

The third stage (2001–2007) is experimental and analytical. In the course of experimental work in the course of the state large-scale experiment on the modernization of the structure and content of Russian education (2000–2004) and on experimental sites accredited by the Russian Academy of Education (2003–2008), combined with a prolonged study of the results of primary school students' learning in Russian language, as well as with analysis, study of the provisions of personality-oriented pedagogical science and understanding the experience of developing education, the activities of teachers of educational institutions in the formation of functional literacy, the research hypothesis was tested and refined, the requirements for the development of a holistic model of primary language education and the criteria that it must meet were specified , technologies and teaching methods were corrected, the data obtained were analyzed and systematized.

The result of this stage was the improvement of textbooks "Russian language"

for elementary school, their successful passing of the state examination and stable presence in the Federal List (from 1999 to the present);

development of other components of the teaching materials for the Russian language for elementary school and its widespread introduction into the practice of schools in the Russian Federation; development and approbation of textbooks "Russian language" for grades 5-11.

The fourth stage (2008–2009) is generalizing. The results of the implementation of the scientific and methodological strategy of primary language education, the introduction of teaching materials in the Russian language into the practice of general education schools were summarized and systematized. Scientific interpretation of experimental data was carried out. The result of this stage was the design of the dissertation text.

Research base. In total, 118 primary school teachers and about 3,250 schoolchildren from schools in Moscow, the Moscow region, the cities of Apatity, Veliky Novgorod, Izhevsk, Kazan, Perm, Chelyabinsk, etc., as well as teachers and students from 61 constituent entities of the Russian Federation, took part in the study at its various stages. within the framework of the state large-scale experiment on the modernization of the structure and content of general education (2001-2004).

The reliability of the research results is ensured by the validity of the research methodology, its compliance with the problem posed; conducting research at the theoretical and practical levels; the adequacy of the complementary research methods used for the chosen area of ​​analysis; positive experience of the author as a program developer and leader of a team of authors of a continuous Russian language course for primary, secondary and high schools; using various methods of quantitative and qualitative evaluation and interpretation of the results;

versatile qualitative and quantitative analysis of experimental data; the possibility of repeating the experimental work; the representativeness of the sample size and the significance of the experimental data.

Scientific novelty research lies in the fact that for the first time in it:

A scientifically based concept of primary language education has been developed, including pedagogical patterns, pedagogical and methodological principles and a holistic model of language education for younger students;

pedagogical patterns of primary language education were revealed:

- the integration of the subjects of the language cycle - the Russian language and literary reading, the Russian language and rhetoric - contributes to the development of communication and speech skills. The main methodological content of such integration can be: transfer and correction of the indicative foundations of activity from one subject to another; coordinated formation of intellectual speech and communication skills (types of reading, complex skills of oral, for example public, and written speech, etc.);

- the basic speech, intellectual speech and communication skills and abilities formed in elementary school are necessary and sufficient for the further development of a functionally literate linguistic personality;

The system-forming methodological principle of organizing primary language education is determined - the principle of integrity;

Methodological principles for organizing primary language education are proposed: 1) the principle of the complexity of goals, 2) the principle of the complexity of the presentation of educational language material; 3) the principle of the optimal ratio of knowledge about the language and practical knowledge of the language;

The content and features of the organization of the process of primary language education, aimed at the formation of a functionally literate language personality of a junior schoolchild, are disclosed;

A methodical system of types of exercises aimed at developing the functional literacy of younger schoolchildren has been scientifically substantiated.

Theoretical significance The research consists in the fact that the objective results obtained in it contain in their totality the solution of a major scientific problem related to the development of a scientific and methodological strategy for primary language education in a personality-oriented developmental educational paradigm:

Systematized linguodidactic and methodological research on the problem of linguistic personality, which made it possible to substantiate the scientific and methodological strategy of primary language education;

Theoretically substantiated and developed a holistic model of primary language education, the use of which ensures an increase in the level of practical language proficiency of a younger student;

The concept of a functionally literate linguistic personality of a junior schoolchild is defined, which is understood as a native speaker who perceives this language as an aesthetic and cultural value, capable of freely using the skills of all types of speech activity in various life situations:

- to obtain information from the text and its interpretation (reading and listening);

- to transfer information in real communication (speaking and writing);

- to create, evaluate and improve their own speech works;

The component composition of the concept of "primary language education" has been clarified, such necessary components have been identified as - types of students' activities, among which reading and communicative activities seem to be the most relevant;

- general educational skills (intellectual-speech, organizational, evaluative), which are developed on the basis of the Russian language and other subjects, while it is assumed that these skills will be transferred to new situations - both educational and life.

Practical significance research lies in the fact that the concept of primary language education has been developed and tested;

clarified the levels and stages of formation of a functionally literate linguistic personality of a junior schoolchild;

Criteria and indicators of the development of a functionally literate linguistic personality of a junior schoolchild are specified (fullness of knowledge of the native language, native speech, the manifestation of language and speech abilities and skills in social life, the ability to reflect on one's own speech and improve it, the need for speech creativity as a way of self-expression) ;

Theoretically substantiated, developed and implemented in the practice of primary education are textbooks of a new generation in the Russian language and other components of teaching materials, built on uniform methodological, content, psychological, didactic, linguistic foundations.

The practical results of the study can be used by methodologists and primary school teachers to solve the problems of developing the linguistic personality of a younger student, to organize primary education in the Russian language in the paradigm of personality-oriented developmental education.

The personal participation of the author consists in the theoretical substantiation of the main ideas and provisions of the study, in the development of the concept of primary language education, which makes it possible to effectively solve the problem of the formation of a functionally literate linguistic personality of a younger student; in obtaining scientific results presented in dissertations, author's monographs and other published works; in the use of these results in the development of textbooks and other components of teaching materials on the Russian language for elementary school.

Approbation and implementation of the results. Research results reflected in monographs, textbooks, manuals, articles, in materials and speeches at scientific and scientific-practical conferences - interuniversity (St. Petersburg - 2000, 2007, Moscow - 1994, 1995, 2003, 2007, 2004);

In 2008, for the cycle of works "Educational system of a new generation (theoretical foundations and experimental implementation)" for educational institutions of higher and secondary vocational education and for general educational institutions, the Prize of the Government of the Russian Federation in the field of education was awarded (Decree of the Government of the Russian Federation No. 983 of 12/24/2008 G.).

The research materials were tested by the author in the process of pedagogical activity at the advanced training courses for teachers in the agro-industrial complex and PPRO of the Russian Federation (2000 - 2009). Based on the research materials, lectures were given at advanced training courses for primary school teachers in a number of institutions of additional adult education (St. Petersburg, Kaliningrad, Kazan, Perm, Vladimir, Ivanovo, Naberezhnye Chelny, Chelyabinsk, etc.).

Taken for defense the following provisions:

1. The scientific and methodological strategy of primary language education, developed in line with the pedagogical strategy of the educational system "School 2100", is based on:

- socio-cultural foundations of the concept of the educational program "School 2100";

- a certain way of understanding the essence of being (a holistic picture of the world);

- interpretation of such educational phenomena as the educational process, the process of education in a personality-oriented developmental paradigm of education;

- the leading idea (the formation of a functionally literate personality);

- a system of psychological and pedagogical principles of various types of educational activities: personality-oriented (principles of adaptability, development, comfort), activity-oriented (principles of learning activities; a controlled approach from activities in a learning situation to activities in a life situation; a controlled transition from a joint educational and cognitive activities to the independent activity of the student; reliance on the processes of spontaneous development; formation of the need for creativity and creative skills), culturally oriented (principles of the image of the world; the integrity of the content of education; systematicity; semantic attitude to the world; the orienting function of knowledge; mastering culture).

2. The proposed scientific and methodological strategy of primary language education is aimed at the formation of a functionally literate linguistic personality, which is understood as a native speaker who perceives this language as an aesthetic and cultural value, capable of freely using the skills of all types of speech activity in various life situations to obtain information from the text and its interpretation (reading and listening), to transmit information in real communication (speaking and writing), to create, evaluate and improve their own speech products.

3. The process of primary language education will be carried out successfully within the framework of the concept of primary language education, which includes pedagogical patterns, pedagogical and methodological principles, as well as a holistic model of primary language education. This concept ensures the formation of a functionally literate language personality of a younger student.

Primary language education is carried out taking into account the following pedagogical patterns:

- the process of mastering the language involves the active activity of the younger student, adequate to his motives, interests, individual characteristics, psychological capabilities and abilities;

- the formation of a functionally literate linguistic personality in the conditions of specially organized educational activities of students by means of a textbook makes it possible to maximize the hidden personal and cognitive reserves of students and ensure the formation of the necessary speech and general educational skills;

- integration of the goals of the subjects of the language cycle - the Russian language and literary reading, the Russian language and rhetoric - contributes to the development of communication and speech skills. The main methodological content of such integration can be: transfer and correction of the indicative foundations of activity from one subject to another; coordinated formation of intellectual speech and communication skills (types of reading, complex skills of oral, for example public, and written speech, etc.);

- the basic speech, intellectual-speech and communication skills formed in elementary school are necessary and sufficient for the further development of a functionally literate linguistic personality.

The system-forming methodological principle of organizing primary language education is the principle of integrity, which means that the components of the structure of primary language education should:

- correspond to the main components of the content of the Russian language course in primary school and the age potential of mastering the language and speech of younger students, while the sequence of mastering the content of language education should not violate the logic of the science of language;

- to provide not only linguistic, but also speech (communicative) development of the younger student;

- to be provided with a unified WCU, built taking into account the principle of continuity and realizing it through a didactic whole (methodological unity, unity of goals, substantive unity, procedural unity and unity of assessing students' achievements);

- be maintained at the level of general educational skills, interdisciplinary strategies, technologies in any school subject.

The necessary methodological principles for organizing primary language education are the principle of the complexity of the goals of language education, which is implemented through a system of content-target lines of personality development by means of the subject;

- the principle of the complexity of the presentation of educational language material (its focus is not only on grammatical knowledge and skills, but also on other aspects of the language, and on all types of speech activity);

- the principle of the optimal ratio of knowledge about the language and practical knowledge of the language.

4. The formation of a functionally literate linguistic personality of a younger student can be provided by a theoretically based holistic model of primary language education, which takes into account pedagogical patterns, is based on pedagogical and methodological principles, methodological and linguistic approaches, includes the content of language education (language and speech components, general educational skills) and levels of a functionally literate linguistic personality of a younger student: the level of correctness (required), the level of internalization (possible), the level of saturation (introductory).

5. Textbooks of a new generation and an educational and methodological complex in the Russian language ensure the formation of a functionally literate linguistic personality of a younger student, provided that there is continuity between all levels of language education and common approaches to understanding the commonality of the goals of studying such school subjects as the Russian language, literary reading and Rhetoric;

– development of teaching materials on common grounds: methodological, content, psychological, didactic and linguistic;

- creation of a methodological apparatus of textbooks as an apparatus for organizing the activities of students and teachers;

- consistent implementation of a methodological system of types of exercises aimed at developing the functional literacy of younger students.

Thesis structure corresponds to the logic of the study and includes an introduction, four chapters, a conclusion, a bibliographic list.

In the introduction the choice of the research topic, its relevance is substantiated, the purpose, object, subject, tasks, theoretical and methodological basis of the research are determined, a scientific hypothesis is put forward, the stages and methods of research are revealed, the provisions submitted for defense are formulated, as well as the provisions on novelty, theoretical and practical significance work, provides information about the approbation of the results of the study.

In the first chapter"Theoretical and methodological foundations for determining the pedagogical strategy of the educational system ''School 2100''" reveals the sociocultural and other foundations of the concept of the educational program "School 2100"; the main provisions of the pedagogical strategy of the educational system "School 2100", the developing paradigm of education in the form of an expanded system of psychological and pedagogical principles are considered; substantiates approaches to solving the main research problem at the methodological level, at the level of theoretical substantiation, at the level of practical implementation; the concept of "didactic whole" is defined.

In the second chapter"Conceptual foundations of the scientific and methodological strategy of language education of younger students" outlines the theoretical foundations for defining the concept of "functionally literate language personality of a younger student"; the state of teaching the Russian language at school is considered, the level of functional literacy of students is revealed as a backbone element of the scientific and methodological strategy for developing primary language education; the concept of primary language education in the educational system "School 2100" is substantiated, the concept of "functionally literate language personality of a primary school student" is defined.

In the third chapter"Implementation of the scientific and methodological strategy of primary language education in textbooks of a new generation in the Russian language" reveals the theoretical foundations of modern developments in the creation of textbooks of a new generation; substantiates conceptual approaches to the creation of new generation textbooks in the educational system "School 2100"; the implementation of the scientific and methodological strategy of primary language education in textbooks of a new generation is presented.

The fourth chapter "Efficiency of the scientific and methodological strategy of primary language education" presents and substantiates the results of the introduction of new generation textbooks in the Russian language into school practice; a comparative analysis of the results of mastering the Russian language by junior schoolchildren in the conditions of training in variable teaching materials is presented.

In custody the results of the study are summarized, its main conclusions are presented, confirming the hypothesis and the consistency of the provisions submitted for defense.

BASIC THE CONTENT OF THE WORK

The scientific and methodological strategy of primary language education is based on the pedagogical strategy developed by the authors of the educational system "School 2100".

The pedagogical strategy is the highest level of promising theoretical development (D.G. Levites, O.A. Shagraeva, E.A. Yamburg, etc.). Some researchers define strategy as a system that includes conclusions from the analysis of the socio-educational situation: goals, principles for selecting and designing the content of education, a view of the student as a participant in the educational process, as well as the links between these components of the system.

We proceed from the fact that the system-forming, defining element of the strategy is not the goals, but the conclusions from the analysis of the socio-educational situation (E.V. Bondarevskaya, S.V. Kulnevich).

We believe that the strategy provides for a long-term, qualitatively defined direction for the development of the educational space, taking into account the social situation of development of both the student and the teacher; determines the vector of pedagogical values, norms and rules that guide the participants in the educational process in solving problems of social, personal, life and professional formation and development of the individual.

An integral part of the strategy is educational tactics, there is a direct connection between them, since they ensure the unity of solving educational problems at various levels: strategic, milestone, tactical, operational, etc.

At the heart of the pedagogical strategy of the educational system "School 2100"

lies the concept of the educational program, where as socio-cultural foundations are considered a) a detailed idea of ​​the social order of modern Russian society for a secondary school graduate (readiness for work, including mental, intellectual work; readiness for further development; a certain level of general cultural development; personal qualities, ensuring successful socialization; installation on creative activity; natural-scientific and general humanitarian outlook, etc.).

This social order requires new pedagogical strategies, a new look at education, a reassessment of educational values ​​through their filling with sociocultural content. The attitude towards the predominant development of the logical, theoretical thinking of the student should be transformed into the attitude towards the education of intellectual and personal qualities, the properties of thinking that contribute to the productivity of intellectual activity, to filling thinking with axiological content, to interaction with the world and with people according to the criterion of values ​​of culture and morality, the main thing - on the development of a person's personality as "the development of the ''man-world'' system" (A.A. Leontiev);

b) taking into account changes both in the human community as a whole and in Russian society itself, which entail changes in interpersonal, intergroup relations; and a child who has changed the system of interests, values, personal orientations, the motivational-need sphere, the sphere of relations and the structure of mental activity;

c) taking into account a number of socio-cultural characteristics and trends in Russian society, including: problems associated with the socio-psychological adaptation and integration of students into modern society (the problem of citizenship and patriotism; national and universal; upbringing (social culture), including, in particular, , culture of teaching, thinking, communication, language and speech culture);

d) recognition of the value and necessity of a developing, variative, humanistic, personality-oriented education, opposed to the "manipulative" paradigm.

Key points personality-oriented developmental education in the OS "School 2100" is presented in the form of a detailed system of psychological and pedagogical principles. Most of these principles, although they are pedagogical (general didactic), are most directly related to updating the methods of teaching the Russian language.

The pedagogical strategy of the educational system "School 2100" was determined in 1999, when the team of authors (headed by A.A. Leontiev) prepared and published the educational program "School 2100"

In accordance with the basic principles of the state policy of the Russian Federation in the field of education, set out in the Law of the Russian Federation "On Education" and other legislative acts, the OP declared new values ​​of education.

The authors of the EP proceeded from the fact that "a school is not a state institution, but a social institution, a public-state system designed to satisfy the educational needs of the state to the same extent as society and individuals."

The development of education “is possible only with the interaction of its two leading factors – the state and society... The school as a public-state institution cannot live only on the breath of the state. Sooner or later...

society must again come to its aid” (A.A. Leontiev).

Obviously, such an understanding of the education system goes back to classical Russian pedagogy from L.N. Tolstoy, K.D. Ushinsky, P.F. Kapterev, A.V. Lunacharsky to P.P. Blonsky, L.S. Vygotsky, S.T. Shatsky.

The methodological provisions of the OP "School 2100" are largely based on the scientific positions of prominent psychologists (B.G. Ananiev, P.Ya. Galperin, V.V. Davydov, L.V. Zankov, A.N. Leontiev, S.L. Rubinshtein, D.B. Elkonin), modern psychologists and teachers (Sh.A. Amonashvili, A.G. Asmolov, E.A. Yamburg, etc.). All of them are united by the recognition of the value and necessity of developing, variative, humanistic, personality-oriented education.

A similar approach (education paradigm), opposed to the widespread “manipulative” paradigm, where the student acts as an object of the processes of education and upbringing, and not as an equal participant or subject of the educational process, was developed in detail in the “pedagogy of cooperation” (Sh.A. Amonashvili) and scientists of the VNIK "School" team, led by E.D. Dneprov, on the positions and ideas of which the authors of the OP “School 2100” largely relied.

Only in the context of personality-oriented developmental education does it become possible to achieve the goal of the educational system "School 2100"

as a specific end result. This end result should be the formation of a functionally literate person.

Modern society with its global problems requires a person who is not so much informed as who knows how to learn, use information, learn about society, people and himself in this many-sided, rapidly changing world, preserve what is valuable in culture, value-consciously comprehend the results of his activities, his interactions. with society through communication with other people.

Education is just a system of processes of interaction between people in society, ensuring the entry of an individual into this society (socialization), and at the same time - the interaction of people with the objective world (that is, the processes of human activity in the world). “Personal development is the development of the “man-world” system. In this process, the personality acts as an active, creative principle. Interacting with the world, a person builds himself. Actively acting in the world, he thus determines himself in the system of life relations, his self-development and self-actualization of his personality take place. Through activity and in the process of activity, a person becomes himself.

(A.A. Leontiev).

We consider elementary school not as preparation for the future "real" school, but as part of it. From the very beginning, training should be systematic and part of the overall system of continuous education. In addition, school education should flow logically and consistently from preschool education. This approach is especially significant from the point of view of student development. For us, it is quite obvious that the widespread view of elementary school as "not yet a real school", as a propaedeutic of the future "genuine" education, is erroneous. Another aspect of the same problem is the openness of teaching “up” and “down”, the connection between the content and methodology of school education with preschool education, on the one hand, and university education, on the other, and the general continuity of education at various stages.

We highlight the following psychological and pedagogical foundations of the concept of the educational program "School 2100": psychological and pedagogical theories of learning, focused on the development (formation) of a functionally literate personality, the theory of personality development in activity.

In defining the psychological and pedagogical concept of teaching, aimed at the development (formation) of a functionally literate personality, we relied on the works of A.G. Asmolova, E.V. Bondarevskaya, M.S. Kagan, L.V. Trubaichuk, N.L. Khudyakova, D.I. Feldstein and others, in which the development of the personality is considered in the aspect of the educational paradigm based on the theory of the formation of the value system.

In addition, our understanding of the goals and content of modern education is based on the concept of developing education (V.V. Davydov and others).

A developmental approach that goes back to the fundamental psychological and pedagogical ideas of L.S. Vygotsky, organically correlates: a) with the pedagogical ideas of the Russian pre-revolutionary and post-revolutionary school (P.P. Blonsky, P.F. Kapterev, S.I. Gessen, etc.), b) with the pedagogy of cooperation (Sh.A. Amonashvili) and the main pedagogical provisions of the VNIK "School", c) with a number of so-called alternative approaches in modern foreign methods and didactics, especially those associated with the tradition of D. Dewey and C. Rogers.

The methodological basis of a fundamentally new approach to the development of a functionally literate personality was the theoretical position on the activity essence of a person. Considering a person as an objective-active being, and social-objective activity as that dialectical node through which people equally create the circumstances of their lives and themselves, shows that the wealth of the spiritual world of a person as a person is entirely determined by the content and volume of people's practical activities. , public relations in which this person is included. This is the reason why modern textbooks should be based on the technology of an activity approach to learning - problem-dialogical technology.

Personality is a late acquisition of ontogeny, but as a quality that expresses the social human essence, it is formed from birth in a specially organized activity of the child.

In the process of its joint implementation (L.I. Bozhovich, L.S. Vygotsky, P.Ya. Galperin, V.V. Davydov, A.N. Leontiev, A.V. Petrovsky, S.L. Rubinshtein, D. I. Feldshtein, D.B. Elkonin, etc.), interaction between the child and society takes place, the child “grows into culture”, which, according to L.S. Vygotsky, "development in the proper sense of the word."

Thus, the development of personality is a progressively directed socially conditioned process of deployment of human essence, where the formation of social maturity acts as an integral line of gradual age-related change.

Psychological and pedagogical theories of personality development in activity allowed us to build the concept of language education, in which language acquisition is an integral part of the overall process of personal development, as one of the ways and means of actualizing the student's personality, as a condition for full-fledged socialization. The language development of a personality is based on the concept of the priority of "student strategies" over "teacher strategies", which, in turn, implies a different nature of the teacher's activity (creative "direction" of students' cognitive and communicative activities as opposed to the traditional direct management of students' disparate learning activities) and, accordingly, other content and other forms of his training and improvement of his qualifications. The described concept is reflected in the emergence of new technologies and new generation textbooks.

Another concept that determines approaches to the development of a linguistic personality is the concept of psychological control of assimilation, which goes back to P.Ya. Galperin and D.B. Elkonin and their scientific school, and ultimately to L.S. Vygotsky.

This is not about the direct application of individual teaching methods developed in the school of P.Ya. Galperin, to the acquisition of language as a subject (M.M. Gohlerner, O.Ya. Kabanova, etc.), but about the restructuring of all language teaching from the point of view of such fundamental ideas of this school as the ratio of indicative and executive components of assimilation, the principle of a phased transition from external (material or materialized) to internal, mental action, the formative role of exercises and their systemic organization within the framework of the educational process and the teaching materials used in it.

The theoretical substantiation of methodological approaches was taken into account when building the pedagogical strategy of the OS "School 2100". From a philosophical position in strategy, a combination of several approaches is possible. The strategy is connected with the goal, which determines the selection of the content and technologies of education.

At the same time: at the level of methodology for solving the problem posed, these are anthropological and sociocultural approaches; at the level of theoretical substantiation of the mechanism for creating and constructing a pedagogical strategy, a systematic approach appears, respectively; at the level of practical implementation - activity, developing, personality-oriented approaches.

The logic of revealing the problem of developing a strategy for primary language education convinced us that the need to consider school language education as a system arises not only because it is in its essence and structure a systemic education, that is, it includes various components, but also because that the effectiveness and efficiency of language education of younger students can only be achieved with a systematic approach.

In the OS "School 2100" the principle of consistency is provided at the psychological and didactic levels.

At the psychological level, consistency is realized through a single psychological space of all textbooks and the educational process; through unified approaches to the development of speech activity in all subjects based on taking into account the age-related characteristics of perception and the leading type of activity.

At the didactic level, meaningful systemicity implies unified approaches to the selection and systematization of educational material at all levels of education, where educational material, on the one hand, must demonstrate a holistic picture of the world, and on the other hand, must become an indicative basis for organizing students' activities.

Content and psychological consistency influence the methodological choice. In the OS "School 2100" this is a combination of various developing technologies and methods: 1) problem-dialogical technology; 2) technologies for forming the type of correct reading activity (productive reading); 3) technologies for assessing educational achievements; 4) organization of educational material, taking into account the minimax principle.

Didactic (meaningful), methodological and psychological consistency allows us to define the notion of a didactic whole, important for the School 2100 OS, as the sequence, integrity and systemic nature of education, realized through methodological unity, unity of goals, content unity, procedural unity and unity of assessing students' achievements.

The task of developing the personality of students has been recognized as very organic for language education since the time of F.I. Buslaeva, I.I. Sreznevsky, K.D. Ushinsky, V.P. Vakhterov. In our study, one of the key concepts is the functionally literate language personality of a primary school student. The theoretical foundations for the definition of this concept were scientific works that consider the personality in different areas of humanitarian knowledge (E.V. Bondarevskaya, O.S. Gazman, Yu.V. Gromyko, M.K. Mamardashvili, A.V. Petrovsky, D.I. Feldstein, G.I. Tsintsadze, P.G. Shchedrovitsky), and the works of linguists who developed the concept of “linguistic personality” (G.I. Bogin, V.V. Vinogradov, G.K. Vorkachev, G.V. Eiger , Yu.N. Karaulov, A.A. Leontiev, I.A. Rapoport, E.I. Selivanova).

Taking into account linguodidactic and psycholinguistic approaches to understanding a linguistic personality, we define a linguistic personality from a general pedagogical position as a person with skills, abilities and characteristics that ensure the perception, understanding, reproduction and creation of speech works (texts).

At the same time, such a linguistic personality can be characterized by the following features: a) complete knowledge of the native language, native speech in all its diversity; b) personal interests, abilities and skills in social life; c) the need and ability to reflect on one's own speech and improve it; d) the need for speech self-expression and speech creativity as one of the ways of self-expression.

For our study, the initial model of a linguistic personality (G.I. Bogin) is significant, in the structure of which five levels of proficiency in linguistic knowledge are distinguished based on typical shortcomings of linguistic actions: the level of correctness; level of internalization; saturation level; level of adequate choice; level of adequate synthesis.

Correlating the levels of this model with the content of language education in elementary school makes it possible to determine the possibilities and levels of development of the language personality of a younger student.

Thus, the first level (correctness level; necessary) includes work on mastering the laws of language in the field of phonetics, especially during the period of learning to read and write, vocabulary, morphology, syntax, as well as mastering the rules of writing as a technological side of written speech, compiling sentences, constructing text. At the second level (the level of internalization; possible), the motivation of the younger student to use the mastered language material in oral and written speech is provided. The level of saturation (introductory) in elementary school is manifested primarily through the didactic material of textbooks of the Russian language and literary reading, in which one can observe the expressive potential of language means. A way to enrich the speech of a younger student with the expressive means of the language is a system of such speech exercises as a free dictation and a teaching presentation.

The further development of the first-third levels and the appeal to the fourth and fifth levels are provided at the next stages of education.

The first mention of the formation of the linguistic personality of students is found in the founder of the method of the Russian language F.I. Buslaeva: "... the main task for both the lower and higher levels of education is the development of the innate gift of the word." A.D. Alferov. A great contribution to the field of determining the content of language education was made by A.V. Tekuchev, the importance of primary language education for the development of the personality of a younger student, the ways of becoming a linguistic personality in the process of learning the Russian language are considered in the works of E.V. Altabaeva, A.S. Demysheva, T.A. Ladyzhenskaya, M.R. Lvova, V.V. Naumova, T.G. Ramzaeva and others. The first studies on the relationship between the concepts of "linguistic personality" and "functional literacy" appeared (L.V. Trubaychuk, L.N. Chipysheva). We have defined the concept of "functionally literate language personality of a junior schoolchild" on the basis of the concept of "language personality" given above and proposed by A.A. Leontiev of the concept of "functional literacy of students" (the ability to freely use reading and writing skills for the purpose of obtaining information from the text (understanding, compression, transformation, etc.) and for the purpose of transmitting this information in real communication).

At the same time, we consider functional literacy as an attributive characteristic of a linguistic personality, which determines the level of proficiency and use of the Russian language, the achievement of which is in demand in the sociocultural space.

A functionally literate linguistic personality of a junior schoolchild is a native speaker who perceives this language as an aesthetic and cultural value, who is able to freely use the skills of all types of speech activity in various life situations to obtain information from the text and interpret it (reading and listening), to transfer information to real communication (speaking and writing), to create, evaluate and improve their own speech products.

A functionally literate linguistic personality of a younger student can be considered at different pedagogical levels: general pedagogical, didactic and methodological.

At the general pedagogical level, a functionally literate linguistic personality is distinguished by the desire and ability to learn throughout life, the ability for self-education and self-realization (A.A. Leontiev).

At the didactic and methodological levels, these provisions are reflected in the educational and methodological complexes (hereinafter - EMC) in the Russian language of the OS "School 2100": the program defines not only the subject goals of learning the Russian language, but also general subject (general educational skills), which become priority today; the program determines, and the textbooks are based on through content and methodological lines of development of the younger student by means of the subject; textbooks for elementary school are aimed at developing three levels of linguistic personality (according to G.I. Bogin), include a system of exercises for the development of all types of speech activity, problem tasks, tasks for self-control and self-esteem.

The development of a scientific and methodological strategy for primary language education and its implementation in textbooks of a new generation was preceded by a study of the level of functional literacy of primary and secondary school students based on educational and scientific texts on the Russian language. Based on checking the speed of reading to oneself during studying and introductory reading, measuring the flexibility of reading, checking the level of understanding of the educational and scientific text according to several indicators (self-raising questions to the text, dividing the text into semantic parts, drawing up a plan, written retelling) and proficiency in the type of correct reading activity (three stages of working with the text), the levels of functional literacy of graduates of elementary school (5th grade, the beginning of the school year) and basic school (7th and 9th grades) were revealed. The achieved indicators for each of the parameters were assigned to one of four levels, where I is the highest, IV is the lowest, II and III are intermediate (I.V. Usacheva, I.I. Ilyasov, T.E. Embulaeva).

It has been established that the speed of reading an educational and scientific text to oneself is at level IV (the lowest) or level III, reading flexibility is at level IV; the average indicator of understanding is level III (moreover, among the three indicators - completeness, distinctness and depth - the lowest level is depth - a qualitative indicator of understanding).

The obtained results substantiate the consideration of intellectual and speech skills (receptive and productive) as an integral part of the system of general educational skills as a necessary component of primary language education.

The concept of primary language education in the educational system "School 2100" is based on the analysis of the concepts of Russian language courses (T.G. Ramzaeva et al.; L.M. Zelenina, T.E. Khokhlova; M.S. Soloveichik, N.S. Kuzmenko et al., NV Nechaeva et al., SV Ivanova et al., GG Granik et al.;

L.F. Klimanova, S.G. Makeeva, etc.), which reveals the commonality of the authors' positions in terms of defining the goals and objectives of the Russian language course in elementary school and the conditions for achieving them, understanding the main structural components of language education, approaches to the structure of a modern school textbook, etc.

The following differences were identified as differences: different theoretical level of the course; heterogeneous interpretation of linguistic phenomena in the case of conflicting views on them in science; various ways of presenting theoretical material; a greater or lesser degree of communicative orientation of the course; course organization logic; the presence or absence of invariant cross-cutting learning units; the presence or absence of a program of a continuous course of the Russian language (elementary - basic - high school).

An analysis of the variant concepts of courses, as well as programs and textbooks of the Russian language, revealed that they do not always rely on a specific author's concept of primary language education.

The concept of primary language education in the educational system "School 2100" is built in accordance with the chosen scientific and methodological strategy for this education.

At the paradigm level, our strategy can be defined as developing.

The developing paradigm of primary language education requires activities to ensure the transition from traditional education (traditional school, traditional management systems, traditional education and upbringing) to education that implements the general principle of human development.

The next level at which our scientific and methodological strategy for primary language education was developed is the level of a general pedagogical approach.

Of the existing approaches, we are primarily close to competency-based and personality-oriented approaches. The competence-based approach, as is known, arose in response to the gap between knowledge and the ability to apply it to solve life problems, which exists within the framework of the “knowledge” approach, while competence is understood as the result of cognitive learning, and competence is understood as a general ability and willingness to use knowledge, skills. and generalized methods of action, learned in the learning process, in real activity. Competence means the ability of a person to establish connections between knowledge and the real situation, to make decisions under conditions of uncertainty and develop an algorithm of actions for its implementation.

Depending on the nature of the tasks facing a person, there are such types of competencies as personal, communicative, intellectual, social, general cultural (A.V. Khutorskoy and others). At the same time, in the educational program "School 2100" the ability and willingness to use in real activity the knowledge, skills and generalized methods of action learned in the learning process, A.A. Back in 1998, Leontiev defined it as functional literacy in the broadest sense. The identity of the concept of "functional literacy", defined by A.A. Leontiev, and the concept of “competence” that is widespread today is noted in his works by G.A. Zuckerman.

Thus, we build the strategy of primary language education and the concept corresponding to it on the methodological foundations of personality-oriented developmental education, which allows us to define the goal of implementing this concept as the formation of a functionally literate language personality of a junior schoolchild.

The selected methodological foundations determine the distinctive features of the Russian language course in the educational system "School 2100", which are as follows.

1. The basis of the content of the course is an understanding of the common goals of studying school subjects Russian language and Literary reading (Literature).

As the leading goal of teaching the Russian language, we consider the development and improvement of all types of speech activity: reading, writing, listening and speaking. Functional literacy in the "subject" understanding is considered by us as the ability to freely use the skills of reading and writing to obtain textual information (comprehension, interpretation) and for transmission in real communication.

The formation of the reader as a common goal of two subjects of the humanities cycle, included in the same educational area, made it possible to formulate general lines for the development of students by means of both subjects: 1) mastering functional literacy; 2) mastering the skills and abilities of understanding and analyzing texts of various types, in general, the ability to navigate in the text; 3) mastering the skills and abilities of various types of oral and written speech.

Formulating a consistent chain of learning tasks in the form of the results of the development of functional literacy for each stage of learning, we relied on 1) the general fundamental provisions of the psychological theory of reading (A.A. Brudny, L.S. Vygotsky, I.R. Galperin, G.G. Granik, A.A. Leontiev);

2) on the periodization of ontogenetic reading development (V.A. Borodina);

3) the established correlation between the types of educational texts and types of reading (N.A. Ippolitova). At the same time, it was important for us to ensure both external continuity (organizational transition of education to a higher level) and internal continuity (correlation of the content of education at each previous and subsequent level).

STAGES OF DEVELOPMENT OF FUNCTIONAL LITERACY

The development of speech and sub- Russian language Literary Russian language literacy phoneme development Educational and scientific Artistic possession of a greater ear for the text text by the number of techniques reading combination of sounds correct reading of the text aloud and silently:

Anticipation of a word - comprehension of the text: subtraction of the fact - holding a paragraph by the first syllable, subtext, conceptual in- by name and group development of mechanization - possession of a number of viewing techniques, - forecasting the concept of predicting introductory, studying reading: lei and types of tasks b) comprehension of the text in the course of reading (learning - translation of content - raising questions of author’s own text creation based on c) working with the text after reading (reflective (detailed, concise, indirect reading) - creating one’s own selective) - retelling with support - formulation creating a text in new situations (composing a plan and key-concept of the text high words (oral and - creative tasks, ignorance-reasoning, Ensuring the internal continuity of the Russian language course through the development of functional literacy of students 2. The psychological basis for a continuous course of the Russian language is: 1) understanding of psychological patterns of formation of types of speech activity (i.e. there are different types of speech skills and speech skills);

2) understanding the need to develop children's motivation for language learning (implementation of the motivating function of textbooks).

The concept of types of speech activity in the methodology of the Russian language allows you to more clearly imagine the psychological patterns of the formation of relevant skills and abilities, correlate methodological techniques, types of exercises, etc. with the structure and formation of the corresponding psychological mechanisms, always complex and multilevel. In practice, the need to ensure the formation of individual psychological operations and their complexes should take into account the fact of the interaction of different types of speech activity, especially when solving complex communicative problems.

Psychologists consider cognitive interest and a sense of success to be the most effective among the motives for studying the subject of the Russian language (G.G. Granik, S.M. Bondarenko, A.A. Leontiev). As a motive for learning the native language, we also use the importance of language and speech development for effective communication. Thus, we are talking about the motives 1) “I want to know because I am interested” (cognitive), 2) “I want to be understood and understand others” (personal meaning), 3) “I can do it” (feeling of success) .

It is fundamentally important that the first, motivational stage of learning activity is provided by means of a textbook.

3. The didactic basis of the continuous course of the Russian language is:

1) An approach to the development of not a separate textbook, but a teaching manual for the Russian language, where all its elements comprehensively solve educational problems. At the same time, on a single methodological, content, psychological, didactic and linguistic basis, a series (line) of teaching materials for different stages of education (elementary school - basic school - high school) is being developed.

2) Orientation towards independent activity of students, implementation through the textbook of the principle of transition from joint educational and cognitive activity to independent activity of the student.

3) Reliance on the previous (spontaneous) speech development of children.

4) A new understanding of the functions of the textbook, among which a special role is given to developing and motivating functions; considering the textbook as a "scenario of activity", the organizer of the activities of the teacher and the student.

5) Reliance on the activity concept of teaching. The choice of the problematic model of the textbook, that is, its construction on the theory of problem-based learning. This model belongs to the didactic type (according to the classification of V.P. Bespalko) and implements the principle of learning activities.

4. Linguistic foundations of textbooks.

1) Increased attention to syntax and punctuation - the basis of written speech, a means of expressing one's own thoughts and feelings and understanding others - by increasing the amount of material studied on syntax and punctuation compared to the traditional one (the topics "Complex sentence" and "Direct speech" were introduced) ; changing the sequence of studying the material in the direction of a text-centric approach; construction on a syntactic basis of a system of tasks for the development of coherent written speech.

2) Consideration of parts of speech as grammatical classes of words (the grammatical form of a word is the basis for determining parts of speech).

3) Building a spelling course based on the concept of "spelling", on the identification signs of spelling and the conditions for their choice.

4) The formation of students' spelling vigilance on the basis of purposeful systematic work on the composition and lexical meaning of the word in combination with its sound-letter analysis; development on this basis of language intuition of students.

5) Organization of earlier (from the 3rd grade) development of punctuation skills based on: a) the basic educational and language ability to find the grammatical basis of a sentence; b) the concept of "semantic segment of the sentence"; c) on the classification of punctuation marks by function (signs of completion, separation, emphasis).

The concept of building an educational and methodological complex in the Russian language implements the main provisions and approaches that we spoke about above in relation to the textbook. The model of teaching materials for the Russian language for elementary school is presented on p. 28.

The formation of a junior schoolchild as a functionally literate person can be provided by any teaching, but in the framework of our study, this process was considered in the context of language education, which today is aimed primarily at the development of a linguistic personality.

Modern primary language education is multifunctional (T.G. Ramzaeva). The interpretation of language education proposed by T.G. Ramzaeva, allows us to consider it as "a process and result of cognitive activity aimed at mastering language and speech, at self-development and the formation of a student as a person."

The main structural components of language education, according to T.G. Ramzaeva are: a) the language system as a body of knowledge in the form of concepts, information, rules; b) the student's speech activity as a realization of the language; c) speech works (microtexts); d) methods of activity; e) culture of speech behavior (culture of communication); f) the culture of the people - the native speaker of the Russian language (socioculture).

We also refer to the components of language education:

- types of activities of students, among which the most relevant are reading and communicative activities;

of the natural standard of general education - a system of psychological and pedagogical oriented, developing, convening the academic principles of "School 2100"

The development of speech and preparation for teaching literacy -methodological invocative technical school plus student assistance - future design, Fig. 1. Model of teaching materials in the Russian language for elementary school in the educational system "School 2100"

- general educational skills (intellectual-verbal, organizational, evaluative), which are formed on the material of not only the Russian language, but also other subjects, while it is assumed that these skills are transferred to new situations - both educational and life.

A holistic model of primary language education is designed to ensure the formation of a functionally literate linguistic personality of a younger student, an increase in the level of practical language proficiency, which is an integral part of speech experience and a consequence of the interaction of knowledge about language and a sense of language. At the same time, we consider the development of interest in learning a language both as a necessary condition and as another result of learning.

A holistic model of primary language education takes into account pedagogical patterns, is based on pedagogical and methodological principles, methodological and linguistic approaches, includes the content of language education, the levels of a functionally literate linguistic personality of a younger student.

Clarification of the tasks of language education requires a change in the ratio of speech and language components of the content of primary language education.

The specific weight of the speech component increases significantly. In methodological terms, this means the organization of speech activity, the use of speech tasks related to the studied aspects of the language, in the lessons of mastering all sections of the course.

Linguistic science has already approached such an understanding of the essence of language, in which it is the subject of communication, the linguistic personality (Yu.N. Karaulov) that becomes the main character in the corresponding coordinate system and the main object of study. In methodological science, certain steps are currently being taken to solve this problem. One of the solution options is proposed in the teaching manual for the Russian language OS "School 2100".

The analysis of the theoretical foundations of modern developments on the creation of textbooks of a new generation (M.T. Baranov, V.P. Bespalko, Yu.B. Vasenev, G.G. Granik, D.D. Zuev, V.V. Kraevsky, T. A. Ladyzhenskaya, A. A. Leontiev, I. Ya. Lerner, M. N. Skatkin, Yu. ", "educational materials"; the main functions of the textbook (TMC) are defined: informing, developing, systematizing, controlling, motivating; the main models are described and a general classification of textbooks is given on four grounds; formulated general psychological, pedagogical (didactic) and methodological requirements for textbooks; the generalized structural scheme of the textbook is described.

An important qualitative component of the theory of the textbook is the definition of the concept of "textbook of a new generation" (A.A. Leontiev), where the main criterion is the implementation of a developing educational paradigm, which is possible based on the following principles: the minimax principle, the principle of continuity and continuity of education. At the same time, it is necessary to reorient the content of textbooks to develop not only subject skills, but also general educational skills (intellectual-speech, organizational, evaluative, communicative) through the apparatus of organizing activities and the apparatus of orientation.

The principles and approaches to the creation of new generation textbooks are implemented in the School 2100 OS textbook set, which includes the teaching materials for the Russian language.

The development of the language personality of a younger student who is fully proficient in Methodological Linguistic Pedagogical Methodological (subject Russian language) Literary reading, Implementation condition - WCU, built on the principle of continuity Fig. 2. A holistic model of primary language education Textbooks of the new generation in the Russian language meet the following methodological requirements: 1) achieving a set of goals with the help of a textbook;

2) the complexity of the presentation of language material in the textbook (it "works"

not only for the assimilation of grammatical knowledge and skills, but also for vocabulary, and for the development of coherent speech, and for all types of speech activity); 3) organization of a methodological system of types of exercises; 4) functionality and consistency in the use of visual aids; 5) focus on individual and group characteristics of students; 6) the optimal ratio of knowledge about the language and practical knowledge of the language; 7) the presence of a general linguistic component; 8) orientation of the textbook to the maximum independent work of students; 9) the inclusion in the textbook of the Russian language of the material of other subjects or a reference to it; 10) continuity with the "Primer" and textbooks on literary reading; 11) the presence of a cultural component.

This system of requirements is implemented in Russian language textbooks as follows.

Pedagogy, history of pedagogy and education ABSTRACT of the dissertation for the degree of Candidate of Pedagogical Sciences Vladikavkaz 2007 The work was done at the North Caucasian Social Institute Supervisor Doctor of Pedagogical Sciences, Professor Shiyanov Evgeniy Nikolaevich Official opponents: Dr....»

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"Nauryzbaeva Rakhat Nauryzbaevna Pedagogical system of heuristic teaching of students of artistic and creative activity by means of folk art Specialty 13.00.01 - general pedagogy, history of pedagogy and education ABSTRACT of the dissertation for the degree of Doctor of Pedagogical Sciences Kazan 2009 The work was done at the Department of Pedagogy of the State Educational Institution of Higher Professional Education Kazan State ..."

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«BULYGINA Larisa Nikolaevna FORMATION OF COMMUNICATIVE COMPETENCE OF ADOLESCENTS IN SCHOOL EDUCATION 13.00.01 – General pedagogy, history of pedagogy and education ABSTRACT of the dissertation for the degree of candidate of pedagogical sciences Tyumen – 2013 The work was done in the federal state budgetary educational institution of higher professional education Tyumen State University Scientific adviser - Doctor of Pedagogical Sciences, Associate Professor ... "

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“YAKUSHEVA Veronika Vladimirovna MASTERING THE SEMANTICS OF SECONDARY NAMES FOR STUDENTS OF SCHOOL V TYPE Specialty 13.00.03 – correctional pedagogy (speech therapy) ABSTRACT of the dissertation for the degree of Candidate of Pedagogical Sciences Moscow – 2011 Moscow Pedagogical State...»

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Elena Belyaeva
Formation of linguistic competence of elementary school students through various writing strategies

Formation of linguistic(language) competence

elementary school students through different writing strategies

Belyaeva Elena Valerievna,

teacher primary school

KSU " Lyceum schools"Daryn"

Petropavlovsk

Today, education is recognized as one of the most important priorities of the long-term Strategies"Kazakhstan - 2050". The President of the Republic of Kazakhstan N.A. Nazarbayev set the task of joining the republic among the 30 most competitive countries of the world. In achieving this task, an important role is played by the improvement of the education system, and, in particular, primary education.

Primary education provides learning students through mastering the basic learning skills and reading skills, letters, accounts, as well as simple skills of educational activities, the basics of education and culture of speech, a healthy lifestyle and personal hygiene. Target elementary education - creating conditions for the development of individual abilities of each in the field of reading, letters, counting, theoretical thinking, self-control skills, culture of behavior, creativity, healthy lifestyle and personality formation, national values.

One of the main primary level of education is an: formation functional literacy students.

Functional literacy is understood as the ability to use knowledge, abilities, skills (KL acquired in school to solve a wide range of life tasks in various spheres of human activity, as well as in interpersonal communication and social relations. Types of functional literacy that are assessed as part of an external assessment of educational achievements students: reading literacy (Kazakh and Russian languages, mathematical literacy, natural science literacy (physics, chemistry, biology, geography).

Functional literacy as a learning outcome formed through each school subject. Toolkit for the development of functional literacy schoolchildren, as well as checking it formation are tasks of a creative nature (tasks of a research, entertaining nature, tasks with economic, historical content, practice-oriented tasks, etc.).

In today's rapidly changing world, functional literacy is becoming the foundation for active human participation in the social, cultural, political and economic spheres, and is also becoming an important basic factor influencing "lifelong learning". According to the international programs TIMSS, PIRLS, monitoring of functional literacy is assessed in three areas - reading literacy and letters, mathematical literacy, natural science literacy. For this reason, while studying in elementary school language and literature, mathematics and natural sciences, teachers should, in the process of performing exercises, solving problems, connect them with life, pay special attention to formation functional reading literacy, letters, mathematics and natural science subjects.

In the National Action Plan for the Development of Functional Literacy schoolchildren for 2012-2016(Decree of the Government of the Republic of Kazakhstan No. 832 dated June 25, 2012) 7 key competencies, one of which is linguistic or linguistic.

Language (linguistic) competence - the ability of students to use words, them forms, syntactic structures in accordance with the norms of the literary language, use its synonymous structures in accordance with the norms of the literary language, use its synonymous means, and, ultimately, possession of the richness of the language as a condition for successful speech activity

Recent times formation of language competence is given special importance, since it is quite rightly seen as the key to successful formation socially active person.

Letter plays an essential role in defining an open society. First, and perhaps most importantly, letter- this is assistance in the development of critical thinking, because it makes it possible to write down even the smallest reflections and ideas, save them, review and hone them, restore them in memory. And the second meaning is letter gives a social experience of communication and communication, since groups of students exchange experience, mutual understanding arises and a community is formed.

Thus, letter, like reading, is an important type of communicative activity. Peculiarity letters is"especially written language, its psychological construction”, as academician T. Tazhibaev noted. Another important feature letters is, which at written the speech of the interlocutor is not nearby, but at the same time his presence is proved written text. Therefore, in compiling written speech or text, the transmission of thought should be systemic, the logical connections between sentences should be stronger and more complete than in oral speech.

Written speech is a difficult process that is applied consciously, specifically and purposefully. Given these features, teachers need to painstakingly and tirelessly inculcate skills from the first grade. letters. students must learn to express their thoughts on paper correctly and consistently, in other words, to become "thinking writers".

I would like to talk about a systematic approach to learning letter, letter for the development of thinking.

Traditionally in schools very few opportunities for students to practice letter compared to real life situations, which require letters. AT schools most often, students write on a specific topic that is removed from their interests and experience, and for an audience that consists solely of a teacher who knows more about the topic than the student. The aim of this letters are often a demonstration of what the student knows about the topic. The standards by which they are judged letter, has little to do with either the message or its bottom line, and focuses on correct spelling (literacy).

System approach to letter practicing to the fullest written communication: students should be allowed to write about topics they know, to write for real audiences, for specific purposes and under circumstances in which the letter will make sense. The teacher needs to motivate and guide students, to letter was more efficient.

Benefits of a systematic approach to letter: firstly, these are profound changes in intellectual development and, secondly, improvement in the use of language and vocabulary replenishment.

1) Writers find their own style letters and develop respect for their thoughts and experiences.

2) Letter leads to the development of thinking, as the writer writes down the idea, edits it and gets a more interesting idea on a new level.

3) Letter enhances curiosity and makes them active observers.

4) Letter allows you to expand the awareness of collective experience and research, and the exchange of experience builds a community.

5) Letter improves reading abilities, as they are given the opportunity "read like writers".

6) Written responses and other types written assignments are a powerful learning tool.

7) Any student can write wonderful things. When it is his ideas and experience that we appreciate, letter gives every student a chance "shine" in front of their peers.

What does the writer need?

1) Being able to write regularly, as many of the best ideas come to us when we write.

2) Topics that interest or arouse curiosity.

3) Models (samples) Writers are often interested in what others are writing.

4) The result of the work, the audience. Some people write for themselves - diaries, poems. But most writers want to be "heard" and appreciated.

5) The habit of reviewing. "To write is to revise", - many writers say, because this makes it possible to constantly improve their letter. But developing this habit is one of the most difficult tasks.

6) Friendly support. Even famous writers will unite with each other (Writers Union to share what they write, to solve common problems.

7) Ability to write on various subjects(mathematics, social and natural sciences, etc.) and various genres(fiction, essays, essays, etc.).

In technology "The Development of Critical Thinking through reading and writing» there are a number writing strategies contributing formation of a linguistic(language) competence.

Currently the most famous and common writing strategy- cinquain or five-line.

Translated from French, the word "sinkwine"means a poem of five lines, which is written according to certain rules. Compiling a syncwine requires the student to briefly summarize the educational material, information, which allows you to reflect on any occasion. This is the form free creativity, but according to certain rules. They are these are:

The first line contains one noun. This is the theme of syncwine.

In the second line, you need to write two adjectives that reveal the theme of syncwine.

The third line contains three verbs that describe actions related to the topic of syncwine.

The fourth line contains a phrase, a sentence consisting of several (preferably from 4) words with which the student expresses his attitude to the topic. It can be a catchphrase, a quote, or a phrase compiled by the student in context with the topic.

The fifth line is one word (sometimes a phrase that gives a new interpretation of the topic, allows you to express your personal attitude to it.

1. The theme for the cinquain should be as emotional as possible.

2. Encourage the use of catchphrases and expressions in cinquains, as this helps to enrich the vocabulary students.

For example,

golden, colorful

Came, happy, sad

Autumn is the most beautiful time

Red fox

Creatively working teachers, changing and supplementing classical strategies, create new ones. So a kind of syncwine can be considered diamond strategies, diamond, haiku, stroke.

Diamanta - poetic seven line form, the first and last of which are concepts with opposite meanings, useful for working with concepts that are opposite in meaning. This type of verse is composed according to the following scheme:

1st line: subject (noun)

2nd line: definition (2 adjectives)

3rd line: action (3 participles)

4th line: associations (4 nouns) or 2 phrases with main nouns

5th line: action (3 participles)

6th line: definition (2 adjectives)

7th line: subject (noun)

For example,

Big, modern

Build, grow, thrive

Famous city, small village

Reborn, develops, nourishes

Beautiful, dear

Diamond - also consists of 7 lines.

Diamond writing algorithm:

First and last lines (two nouns)- express two opposite concepts.

The second line is two adjectives or participles that reveal the features of the first noun.

The third line is three verbs or gerunds that express an action.

Fourth (central) the line consists of four words, two of which characterize the first noun, and two are a contrasting concept that completes the diamond.

The remaining lines are mirror images of the third and second lines, only these characteristics already reveal the noun in the last line.

For example,

Hyperbola

Huge, largest.

Exaggerates, multiplies, expands.

Gulliver turns into a boy with a finger.

Minimizes, belittles, narrows down.

Tiny, smallest

What is a haiku?

A haiku verse is somewhat more difficult to write because it expresses a person's personal experience. However, this poem the form also has certain advantages. Haiku combines work with a concept and an emotional attitude towards it in the most harmonious way.

haiku writing algorithm:

1st line: "I have seen" someone or something

2nd line: What?

3rd line: How?

For example,

I saw a bird

Arrived in winter

Beautiful…

I saw the village

with one house

Sad…

Another view "poems" came up with the teacher Storozheva T. Yu. and her students. They called it strokes - strokes for rules, strokes for thoughts, strokes for checking vocabulary. schoolchildren, their ability to see and apply parts of speech, compose complex thematic (beautiful) suggestions.

Strokes are written as follows rules:

1st line. 1 noun.

2nd line. 2 adjectives.

3rd line. 3 sacraments.

4th line. 4 verbs.

5th line. 5 adverbs (or gerunds)

6th line. Compound or complex sentence on the topic.

For example, on the topic "Spring"

Fresh, cool

ringing, awakening, calling

Runs, sings, murmurs, flows

Rejoicing, brightening, reviving, calling, notifying

When the first murmuring heralds of spring appear on the street, life awakens from its spring sleep.

pyramid story- reflective writing strategy, develops the ability to analyze the text, highlight the main thing and evaluate, draw conclusions.

2 adjectives

3 verbs - actions

4 words-problem, tie

5 words describing the 1st event

6 words describing the 2nd event

7 words describing the 3rd event

8 words - problem solving, personal conclusion

For example, according to the story of K. G. Paustovsky "Hare paws" children made such a pyramid history:

Vanya and grandfather

Kind, considerate

Help, Care, Heal

Fire, death overtook grandfather

The hare brought grandfather out of the fire

The hare had singed hind legs

Grandfather cured him and kept him

People, take care of animals, remember - they can save you!

To create story text, you can use another option:

1. The name of the hero of your story (the hero can be a person, an animal, any inanimate object).

2. Two words describing the hero (appearance, age, character traits, qualities).

3. Three words describing the scene (the country, terrain, public places, etc.) or actions that the hero performs constantly

4. Four words describing the problem of history (For example: money, get lost, poverty).

5. Five words describing the first event (what caused the problem in the story).

6. Six words describing the second event (what happens to the hero and his environment in the course of the story).

7. Seven words describing the third event (what is being done to solve the problem).

8. Eight words describing the solution to the problem.

Biopoem strategy is one of the strategies of reflective writing.

1 line - name

2nd line - 3, 4 adjectives

3 line - 3, 4 social roles

4 line - 2, 3 things you love

Line 5 - the feelings you experience

6 line - 2, 3 fear that you are experiencing

7 line - 2, 3 achievements (success, discovery, luck, career, dream)

Line 8 - 2, 3 events that you would like to happen.

9 line - citizenship

10 line full name

For example,

Smart, necessary, beautiful, interesting

Assistant in education, source of knowledge

Good treatment, cleanliness, tell, educate

Pleasure when I am chosen, joy that is useful

Bad attitude, dirty

Artistic, scientific, fantastic, taught people to read.

For adults and children to read

Library

Dear Book

Another Biopoem Algorithm:

2. 2-3 adjectives characterizing the hero

3. 2-3 action verbs usually performed by the hero

4. 2-3 stories that happened to the hero

5. 2-3 things the hero is afraid of

6. 2-3 things the hero would like to experience

7. Family and other close ties

8. Profession

9. Age

10. Surname

Another most common and most efficient writing strategy is an essay. Essay (French essai sketch)- a small prose essay free compositions, expressing the author's impressions of something, his thoughts and considerations on any issue.

The meaning of this technique can be expressed as follows. words: “I write in order to understand what I think”. It's free mail back to this topic, in which independence, manifestation of individuality, debatability, originality of solving the problem, argumentation are valued. Usually an essay is written right in the classroom after discussing the problem and takes no more than 5 minutes in time.

1. It is better not to evaluate the essay in terms of literacy, but to perceive the technique as a way to develop thinking.

2. Clearly define the time allotted for this work, and follow the rules.

3. Encourage the originality of the judgments expressed.

For example, write an essay “What is the most beautiful thing for me”(M. Zverev "In the native land")

Writing strategy aimed at formation writing, creativity. "To be a writer, read; to be a reader, write".

A - audience

F - the form

The writer chooses a role for himself, that is, he does not compose on his own behalf; determines for whom (audience) he's writing; chooses form(letter, complaint, appeal, statement, etc.) and the theme of the essay. Work can be carried out in pairs, as well as based on questions.

For example, write an appeal to people on behalf of Bim (G. Troepolsky "White Bim Black Ear")

Strategy Letter in a circle suggests a group form of work. Each student should have a sheet of paper. Children need not only to reflect on a given topic, but also to coordinate their opinions with group members. Each member of the group writes down a few sentences on a given topic, then passes his sheet to a neighbor. Having received the leaflet, the neighbor continues his reflections. The leaves move until each person returns the sheet in which his first sentences were written.

similar group the form of writing is strategy Roundtable. But unlike strategies Letter in a circle, here work is carried out on one common sheet, where each writer works in his own color. Write until all ideas run out.

For example,

Nature is everything that surrounds us and is not made by human hands, plants, animals and humans, this is something that a person cannot live without, people go to rest in nature, nature gives a person warmth, light, water, air, by nature a person gets everything he needs, nature must be looked after, protected, if only you knew how good it is to walk in nature.

Strategy Vocabulary or a story-prediction based on keywords is that the students are offered support (key) the words on which they make up the story. at first Each student completes the work independently, then publishes his version. This approach causes students of great interest, usually even the weakest students tend to show their quick wits. They are so interested in whether their opinion coincides with the author's.

1. Before offering your child an appointment, evaluate text: whether it will be interesting for the guys to make assumptions about how predictable the content is.

2. It is important to give everyone the opportunity to speak, thereby increasing their interest in completing the task.

3. Monitor the usage of each keyword.

For example, write a short story using "key" the words: a bag of buckwheat, thieves, a talking rook, a window, a fool. (M. Prishvin "Talking Rook")

Snacking strategy. This writing strategy great for mental stimulation of participants in the beginning of the lesson. Place objects related to the topic of the lesson on each table. (the most bizarre shapes and textures) . Ask participants to pick up one or two items and study them carefully. form, texture, taste, smell, etc. Then ask them to make a list of 8-10 adjectives that describe the item they have suggested. When the lists are ready, ask each person to choose from the list the word that best describes themselves. Then the participants queues tell the group why exactly this word describes their character so well. Similarly, you can ask to write down synonyms or antonyms, verbs, epithets or comparisons, etc.

Strategy Plot table. The essence of working with this table is that the child makes notes, creating "skeleton" text:

Who? What? When? Where? Why?

This table helps children create a story. At the same time, they master the plot thinking.

Strategy Thoughts by analogy - suggest compiling a text by analogy, this helps to assess the understanding of the material being studied. Children, making comparisons, analyze what they know, and set the task of finding out what they do not yet know.

One of the largest and most labor intensive writing strategies is the conference (or workshop) on letter. This seminar demonstrates the dynamics as a process letters and the development of children as writers. Basic requirements for working in classroom: time, possession and demonstration. Time for work should be planned in advance so that students could calculate their actions. Ownership implies the ability to choose a topic for letters from the student. And demonstration is a workshop where the teacher demonstrates each stage of the work.

Conference (seminar) on letter includes:

1. Preparation is the process of gathering information, researching existing ideas and summarizing one’s own thoughts (cluster, interview, alternative, free letter, etc..)

2. Design - writing a draft option: through the line, since there should be a place for inserts, do not focus on spelling, so as not to lose "thread of idea".

3. Review - or the conference itself, during which students exchange their ideas with each other and with the teacher, ask questions for clarification, in terms of meaning, in order to make their own writing is more effective.

4. Editing - carried out for the purpose of correction mistakes: grammatical, stylistic, punctuation, content.

5. Presentation or publication is the final stage of the work. It can be an author's chair, the publication of books, a class newspaper, a literary magazine, etc.

The logical continuation of the Conference on writing can be workshop

co-editing - strategy mutual learning and mutual evaluation.

Text author (abstract, essay, etc.) distributes photocopies to all participants of the seminar. Everyone points out three points (in terms of content, style, plot that they liked and three that they didn’t like. The author quietly writes down and at the end makes a report on what he accepts and what he doesn’t.

WORKSHOP REPORT

Name ___ Date ___

Project name ___

Seminar partners ___

1. What is my story about?

2. What did you like about the story?

3. What did you not like about the story?

4. Where should I correct (add details, remove, change?

___ beginning ___ characters ___ plot

Foundation ___ end ___ project plan (story)

It's hard to list everything writing strategies, since this is a creative, laborious, time-consuming process. But the main condition, all these strategies should be implemented in complex. Only in this case it is possible to achieve high results in the development of language competencies. Such work of the teacher pays off with the higher literacy of his students.

All types offered strategies solve the problem of student-centered learning, increasing the quality and volume of work, develop an elementary culture of activity, the ability to accept a learning task, determine learning operations, perform control and self-control, assessment, self-assessment. This leads to the achievement of one of the central goals of learning - formation of language and linguistic competence of younger students.

Bibliography:

1. On the peculiarities of teaching the basics of sciences in educational institutions of the Republic of Kazakhstan in the 2015-2016 academic year. Instructive and methodical letter. – Astana: National Academy of Education. I. Altynsarina, 2015. - 234 p.

2. C. Temple, J. Still, C. Meredith. Seminar on letter: from self-expression to written arguments. Handbook 7//Prepared for the RKCHP project. - 2000. -31 p.

3. Bozhovich E. D. Development of language schoolchildren's competencies: problems and approaches // Questions of psychology. 1997. No. 1.

4. Vasilevich A. P. The problem of learning language competencies // Linguistic fundamentals of language teaching. M., 1983. 186s.

5. Kubasov, O. V. Russian language in primary school. - M .: Pedagogy 1990

6. Russian language in elementary grades / Ed.. M. S. Soloveichik and others - M .: Academy, 1997.

Chapter 1 THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF THE PEDAGOGICAL STRATEGY OF THE EDUCATIONAL SYSTEM "SCHOOL 2100"

1.1 Socio-cultural foundations of the concept of the educational program "School 2100".

1.2 Methodological approaches to the choice of the pedagogical strategy of the educational system "School 2100"

1.3 Psychological and pedagogical foundations of the concept of the educational system "School 2100".

Conclusions on chapter 1.

CHAPTER 2 CONCEPTUAL FOUNDATIONS OF THE SCIENTIFIC AND METHODOLOGICAL STRATEGY OF LANGUAGE EDUCATION OF JUNIOR SCHOOL CHILDREN

2.1 Theoretical foundations for the definition of the concept of "functionally literate language personality of a primary school student".

2.2 The state of teaching the Russian language at school and the level of functional literacy of students as a backbone element of the scientific and methodological strategy of primary language education.

2.3 The concept of primary language education in the educational system "School 2100".

Conclusions on chapter 2.

CHAPTER 3 IMPLEMENTATION OF THE SCIENTIFIC AND METHODOLOGICAL STRATEGY OF PRIMARY LANGUAGE EDUCATION IN NEW GENERATION TEXTBOOKS IN THE RUSSIAN LANGUAGE

3.1 Theoretical foundations of scientific and methodological developments to create a new generation of textbooks.

3.2 Conceptual approaches to the creation of new generation textbooks in the educational system "School 2100".

3.3 Implementation of a holistic model of primary language education in textbooks of a new generation.

Conclusions on chapter 3.

CHAPTER 4 ANALYSIS OF THE EFFICIENCY OF THE IMPLEMENTATION OF THE SCIENTIFIC AND METHODOLOGICAL STRATEGY IN PRIMARY LANGUAGE EDUCATION

4.1 The results of the introduction of new generation textbooks in the Russian language into school practice.

4.2 Comparative analysis of the results of mastering the Russian language by junior schoolchildren in the conditions of training in variable teaching materials. . . 279 Conclusions on chapter 4.

Recommended list of dissertations

• Harmonizing model of primary language education as a condition for the realization of the cognitive potential of schoolchildren 2008, Doctor of Pedagogical Sciences Savelyeva, Larisa Vladimirovna

• The system of formation of a bilingual personality of a junior schoolchild 2010, doctor of pedagogical sciences Davletbaeva, Raisa Gubaidullovna

• The development of the grammatical ability of younger students on the basis of the study of the topic "noun" in the lessons of the Russian language 2007, candidate of pedagogical sciences Novosyolova, Galina Dmitrievna

• Formation of general educational competence of a junior schoolchild in conditions of ungraded learning in the process of learning the Russian language 2008, candidate of pedagogical sciences Chipysheva, Lyudmila Nikolaevna

• The development of the speech ability of students in grades 2-5 of a comprehensive school in the lessons of the Russian language when studying the name of an adjective 2008, candidate of pedagogical sciences Khovanskaya, Elena Aleksandrovna

Introduction to the thesis (part of the abstract) on the topic "Scientific and methodological strategy of primary language education in the educational system "School 2100""

The relevance of research. For modern education, it is extremely important to take into account the ongoing changes in society as a whole and the child in this society. The need for such accounting is determined by the order of the state, formulated in regulatory documents (the Law of the Russian Federation "On Education", "The Concept of Modernizing Russian Education for the Period up to 2010", "The Federal Component of the State Standard of General Education"), where one of the main aspects is the formation functionally literate personality of a graduate, ready for life changes.

At present, in the theory and methodology of school education, the paradigm of personality-oriented developmental education is increasingly being asserted. Its significance and relevance are determined by the basic requirements of the social order, which implies a fundamentally different approach to education and considers the integral development of the student's personality as its result.

Speaking about the holistic development of the student's personality, one should be aware that today's junior schoolchildren differ in many ways from peers of previous generations:

He lives in a fundamentally open world society;

Constantly experiencing pressure from a variety of information, which, influencing his emerging thinking and emotional sphere, turning into personal sensory experience, creates a consumer, utilitarian attitude to the very concept of information, that is, to knowledge as such, to the internal, personal need for it, to the very the process of obtaining knowledge, to self-education, to the culture of one's thinking;

Receives through visual channels a large amount of information with someone else's interpretation already embedded in it, while the information received through the word heard and read must be interpreted by him.

This creates serious problems that impede the holistic development of the individual, namely:

A modern junior schoolchild, as a rule, does not have a sufficient vocabulary, and moreover, his own words, filled with his own personal experience of experience, for reflection on the information that he receives in a visual way. His visual experience does not have time or cannot complete the necessary verbalization, that is, it practically disappears for the real work of consciousness, for thinking, for future creative intuitions. His subconscious is thus filled with vague alien interpretations without a developed own attitude towards them;

Passion for virtual communication leads to the fact that students are increasingly psychologically unprepared for communication, and the educational process does not provide them with the necessary opportunities for this; At the same time, the development of two types of communication skills (T.A. Ladyzhenskaya) is becoming increasingly important: a) those associated with the analysis and evaluation of communication (the degree of its effectiveness, the level of language proficiency, etc.) and b) associated with communication itself ( the ability to take into account the addressee, the audience, form a communicative intention, determine communicative successes and failures, etc.);

Today's junior schoolchildren, as a rule, have not developed a sufficient skill of listening and understanding the word as such, including when reading texts (quickly enough and with an adequate depth of understanding). This creates great difficulties in learning (since any training involves working with textbooks, that is, with the word, not to mention the study of both one’s native language and foreign ones) and significantly limits the level of language acquisition, including the level of proficiency in native Russian ;

As a result, the student has irreparable gaps in sensory experience, since the need, necessity and ability to speak (and write) about his personal feelings, experiences of life, formulate his own questions to her are not brought up.

All this is reflected in the qualitative characteristics of the modern junior schoolchild as a linguistic personality.

An analysis of the pedagogical and methodological literature shows that in the modern theory of the methodology of primary teaching of the native language there is a fairly good scientific base and the scientific-theoretical and experimental development and testing of various models of reforming education, including language education, in primary school, affecting its organization and structure, continues. , content, principles of interaction with innovative processes in educational institutions (V.G. Goretsky, L.F. Klimapova, T.A. Ladyzhenskaya, M.R. Lvov, M.I. Omorokova, T.G. Ramzaeva, I. A. Rapoport, L. V. Savelyeva, N. H. Svetlovskaya, O. V. Sosnovskaya, etc.). The variety of aspects reflected in the works of these authors indicates the relevance of the problem of teaching younger students the Russian language, literary reading, rhetoric in the context of the development of primary school in the direction of variability and diversification and at the same time allows us to conclude that there is no comprehensive generalizing research on the problem of formation functionally literate language personality of a younger student.

The analysis of variable programs and Russian language textbooks revealed that their authors, as a rule, develop concepts for the initial course of the Russian language. At the same time, the problem of developing a scientific and methodological strategy for the language education of younger schoolchildren remains unresolved, which, on the one hand, is a necessary condition for the integral development of the personality and, on the other hand, ensures the formation of a functionally literate linguistic personality. The basis of such a scientific and methodological strategy should be a scientifically based concept of primary language education, in line with which variable Russian language courses for primary school can be created. The lack of development of this problem, its unresolved in the programs and textbooks on the Russian language for elementary school make this problem relevant at the scientific and theoretical level.

The relevance of developing a scientific and methodological strategy for primary language education at the socio-pedagogical level is justified by the need to realize the value of personality-oriented developmental education.

At the scientific and methodological level, the relevance of developing a scientific and methodological strategy for primary language education is due to the fact that in the methodology of teaching the Russian language there is no line of continuity that reflects common approaches, methods, forms of the formation of a linguistic personality, starting from preschool age. In this regard, the need is recognized for the practical implementation of continuity between preschool, primary and basic general education, not only in language learning, but also in the development of a functionally literate linguistic personality, which involves the development of the concept of language education and its implementation in new generation textbooks.

Thus, the relevance of the study is due to contradictions:

Between the social order that determines the strategic goal of language education - the formation of a functionally literate linguistic personality who speaks Russian as a means of communication in various spheres of life, and the established practice of learning the native language, focused on mastering knowledge, skills and abilities, which does not always take into account the state of modern society and the change of the child in this society;

Between the need for a scientific and methodological strategy for studying the Russian language, reflecting a single line of continuity at all stages of language education, and the lack of development of the theoretical provisions of lifelong language education in a modern school;

Between the objective needs for personally developing technologies of primary language education and insufficient didactic and methodological support for this process in primary school, which manifests itself primarily at the level of textbooks and teaching materials in general.

The relevance and theoretical underdevelopment of these contradictions, as well as the need for practice to generalize and systematize the accumulated experience, led to the choice of the topic of the dissertation - "Scientific and methodological strategy of primary language education in the educational system "School 2100"" - and made it possible to formulate the research problem: what should be the theoretical methodological foundations for designing a scientific and methodological strategy for primary language education in a personality-oriented developing educational paradigm?

The leading idea of ​​the study is that teaching the Russian language is built in accordance with the scientific and methodological strategy of primary language education, its result is the formation of a functionally literate language personality of a junior schoolchild, which is ensured by the creation and implementation of Russian language textbooks into school practice that contribute to holistic development and self-development of the student's personality.

The purpose of the study is to develop the theoretical and methodological foundations of the scientific and methodological strategy of language education for younger students in a personality-oriented developing paradigm of education.

The object of the research is the process of language education of junior schoolchildren.

The subject of the study is the conceptual provisions of the scientific and methodological strategy for studying the Russian language by younger students in a personality-oriented developmental paradigm of education and their implementation in new generation textbooks.

The hypothesis of the study is based on the assumption that the functioning of the scientific and methodological strategy of language education for younger students in the personality-oriented developmental paradigm of education will be effective if:

Its backbone element will be the level of functional literacy of students;

The methodological basis of the concept of primary language education will be a set of interrelated and complementary approaches: systemic and anthropological (general scientific level), cultural, activity, personality-oriented, developing (specific scientific level);

The concept of primary language education, aimed at the formation of a functionally literate language personality of a younger student, will be based on pedagogical patterns, pedagogical and methodological principles that allow substantiating a holistic model of language education for younger students;

Technological support for the implementation of the concept will be developed through the creation of teaching materials, including textbooks, of a new generation in the Russian language on a common basis (methodological, psychological, content, didactic, linguistic), ensuring the continuity of language education between the stages of primary and basic general education based on development lines students by means of the Russian language subject.

In accordance with the goal and the hypothesis put forward, the following tasks were defined:

1. To reveal the methodological foundations of the study of primary language education, allowing to substantiate the scientific and methodological strategy of its development in the paradigm of personality-oriented developing education.

2. To investigate the state of the problem of language education of younger schoolchildren in the aspect of the formation of their functional literacy.

3. Define the concept of a functionally literate linguistic personality of a junior schoolchild and identify the features of the formation of such a personality.

4. Develop and substantiate the concept of primary language education within the framework of the pedagogical strategy of the educational system "School 2100".

5. To develop and implement in primary education teaching materials, including textbooks, in the Russian language of a new generation, ensuring the formation of a functionally literate linguistic personality of a younger student, taking into account the continuity between the levels of language education (primary and secondary school).

6. To identify the effectiveness of the scientific and methodological strategy of primary language education in the "School 2100" system through the results of the use of new generation textbooks in mass school practice.

Theoretical and methodological basis of the study.

When determining the scientific and methodological strategy of primary language education, we relied on the methodological foundations of the pedagogical strategy of the educational system "School 2100" as a whole:

On the humanistic ideas of philosophy (A.F. Losev, M.K. Mamardashvili, V. Frankl); ideas of humanization and humanization of education (V.P. Zinchenko, D.A. Leontiev, A.V. Petrovsky);

On the ideas of a culturological approach to education, developed in the studies of scientists working in the field of philosophy, pedagogy, cultural studies, sociology, psychology - ideas that consider the relationship of culture and education as the basis for revealing the essential forces of a person, changing the outlook on the world, changing the person himself and the world he perceives (B.G. Ananiev, M.M. Bakhtin, A.P. Valitskaya, B.S. Gershunsky, A.S. Zapesotsky, L.N. Kogan, B.T. Likhachev, D.S. Likhachev, E.H. Shiyanov, P.G. Shchedrovitsky and others);

On the methodology of the personality-oriented developing paradigm of education (E.V. Bondarevskaya, R.N. Buneev, A.A. Leontiev, L.V. Trubaychuk,

A.B. Khutorskaya and others);

For the sake of the anthropological approach, based on the philosophical concept of the formation of a person in unity with the developing sociocultural forms of life organization (K.D. Ushinsky, P.F. Kapterev, L.N. Tolstoy; M.K. Mamardashvili, P.G. Shchedrovitsky and etc.).

In addition, when determining the scientific and methodological strategy for primary language education, we relied on:

On the ideas of a systematic approach (V.G. Afanasiev, I.V. Blauberg, M.S. Kagan,

B.N. Sadovsky, G.P. Shchedrovitsky, E.G. Yudin);

On the theory of activity and learning activity (L.S. Vygotsky, V.V. Davydov, A.N. Leontiev, V.V. Repkip, D.B. Elkonin, etc.); and

On the methodology of the linguodidactic approach and on the conceptual provisions of the theory of linguistic personality (G.I. Bogip, L.I. Bozhovich, E.D. Bozhovich, Yu.N. Karaulov, M.JI. Kusova, A.A. Leontiev, V.V. Naumov , E.Yu. Nikitina, L.D. Ponomareva, ILM, Shansky, etc.);

Pa research in the field of methods of teaching the Russian language (M.T. Baranov, V.G. Goretsky, N.A. Ippolitova, L.F. Klimanova, T.A. Ladyzhenskaya, M.R. Lvov, T.G. Ramzaeva, L. V. Savelieva, H. H. Svetlovskaya, M. S. Soloveichik, O. V. Sosnovskaya, L. P. Fedorepko, etc.).

Research methods. In the dissertation research, theoretical methods were used: the study of legal documents on education, analysis of the concepts of variable courses of the Russian language, theoretical and methodological analysis, conceptual and categorical analysis, modeling method; empirical research methods: study and generalization of effective experience and mass practice of primary language education, experimental research work, observation, questioning, analysis of students' written work, mathematical and statistical methods of data processing.

The chosen methodology and the tasks set determined the course of the study, which was carried out in four stages.

The first stage (1990-1995) - search and ascertaining. The study of pedagogical reality, the specific experience of teachers in the formation of functional literacy of students in primary and secondary schools; analysis of scientific literature, studies thematically close to ours, and current textbooks on the Russian language and reading for elementary school and Russian for basic school, as well as a study of the state of functional literacy of primary school graduates and students of basic school on the material of existing Russian language textbooks made it possible substantiate the initial idea of ​​the need to develop a unified strategy that ensures the formation of a functionally literate linguistic personality of students by means of subjects of the humanitarian cycle (Russian language, literary reading).

The result of this stage was the formulation of the main provisions of the methodology for the formation of functional literacy in the course of the Russian language in elementary school.

The second stage (1996-2000) is formative. Analysis and interpretation of the results of the study of the level of functional literacy of primary and secondary school students and the results of learning the Russian language, further analysis of scientific literature, including studies thematically close to ours, participation in the development of the conceptual foundations of the educational program "School 2100" made it possible to substantiate the problem, object, the subject and purpose of the study, formulate the hypothesis and objectives of the study. The results of this stage were the definition of the hypothesis, methodology and research methods, the rationale for its program, the development of the concept of language education for younger students and the first version of textbooks on the Russian language and literary reading, implementing the author's concept of primary language education.

The third stage (2001-2007) is experimental and analytical. In the course of experimental work in the course of the state large-scale experiment on the modernization of the structure and content of Russian education (2001-2004) and on experimental sites accredited by the Russian Academy of Education (2003-2008), combined with a prolonged study of the results of primary school students' learning in Russian language, as well as with analysis, study of the provisions of personality-oriented pedagogical science and understanding the experience of developing education, the activities of teachers of educational institutions in the formation of functional literacy, the research hypothesis was tested and refined, the requirements for the development of a holistic model of primary language education and the criteria that it must meet were specified , technologies and teaching methods were corrected, the data obtained were analyzed and systematized. The result of this stage was the improvement of the textbooks "Russian language" for elementary school, their successful passage of state examination and stable presence in the Federal list of textbooks recommended (approved) for use in the educational process in educational institutions that implement educational programs of general education and have state accreditation ( from 1999 to the present); development of other components of the teaching materials for the Russian language for elementary school and their widespread introduction into the practice of the work of schools in the Russian Federation; development and approbation of textbooks "Russian language" for grades 5-11.

The fourth stage (2008-2009) is generalizing. The results of the implementation of the scientific and methodological strategy of primary language education, the introduction of teaching materials in the Russian language into the practice of general education schools were summarized and systematized. Scientific interpretation of experimental data was carried out. The result of this stage was the design of the dissertation text.

Research base. In total, 118 primary school teachers and about 3,250 schoolchildren from schools in Moscow, the Moscow region, the cities of Apatity, Veliky Novgorod, Izhevsk, Kazan, Perm, Chelyabinsk, etc., as well as teachers and students from 61 constituent entities of the Russian Federation, took part in the study at its various stages. within the framework of the state large-scale experiment on the modernization of the structure and content of general education (2001-2004).

The reliability of the research results is ensured by the validity of the research methodology, its compliance with the problem posed; conducting research at the theoretical and practical levels; the adequacy of the complementary research methods used for the chosen area of ​​analysis; the positive experience of the author as a developer of the concept of primary language education and subject programs implementing it, as well as the head of a team of authors of a continuous Russian language course for elementary, secondary and high schools; using various methods of quantitative and qualitative evaluation and interpretation of the results; versatile qualitative and quantitative analysis of experimental data; the possibility of repeating the experimental work; the representativeness of the sample size and the significance of the experimental data.

The scientific novelty of the study lies in the fact that for the first time in it:

1) the concept of primary language education has been developed and scientifically substantiated, including pedagogical patterns, pedagogical and methodological principles and a holistic model of language education for younger students;

2) pedagogical patterns of primary language education are revealed:

The integration of the subjects of the language cycle - the Russian language and Literary reading, the Russian language and Rhetoric - contributes to the development of communication and speech skills. The main methodological content of such integration can be: transfer and correction of the indicative foundations of activity from one subject to another; coordinated formation of intellectual speech and communication skills (types of reading, complex skills of oral, for example, public, and written speech, etc.);

The basic speech, intellectual-speech and communication skills and abilities formed in elementary school are necessary and sufficient for the further development of a functionally literate linguistic personality;

3) the system-forming methodological principle of organizing primary language education is determined - the principle of integrity;

4) proposed methodological principles for the organization of primary language education: a) the principle of the complexity of goals; b) the principle of the complexity of the presentation of educational language material; c) the principle of the optimal ratio of knowledge about the language and practical knowledge of the language;

5) the content and features of the organization of the process of primary language education, aimed at the formation of a functionally literate language personality of a younger student, are disclosed;

6) a scientifically substantiated methodological system of types of exercises aimed at developing the functional literacy of younger students.

The theoretical significance of the study lies in the fact that the objective results obtained in it contain in their totality the solution of a major scientific problem related to the development of a scientific and methodological strategy for primary language education in a personality-oriented developmental educational paradigm:

1) linguistic didactic and methodological studies on the problem of linguistic personality were systematized, which made it possible to substantiate the scientific and methodological strategy of primary language education;

2) theoretically substantiated and developed a holistic model of primary language education, which takes into account pedagogical patterns, is based on methodological principles, methodological and linguistic approaches, includes the content of language education and the levels of a functionally literate language personality of a younger student. The use of this model provides an increase in the level of practical language proficiency of a younger student;

3) in the categorical apparatus of pedagogy, the terminological concept of a functionally literate linguistic personality of a primary school student is introduced and theoretically substantiated, which is understood as a native speaker who perceives this language as an aesthetic and cultural value, capable of freely using the skills of all types of speech activity in various life situations:

To obtain information from the text and its interpretation (reading and listening);

To transfer information in real communication (speaking and writing);

To create, evaluate and improve their own speech works;

4) the component composition of the concept of "primary language education" has been clarified, such necessary components have been identified as:

Types of students' activities, among which reading and communication activities seem to be the most relevant;

General educational skills (intellectual-speech, organizational, evaluative), which are developed on the basis of the Russian language and other academic subjects; at the same time, it is supposed to transfer these skills to new situations - both educational and life.

The practical significance of the study lies in the fact that:

1) developed and tested the concept of primary language education;

2) the levels and stages of the formation of a functionally literate linguistic personality of a junior schoolchild are clarified;

3) the criteria and indicators for the development of a functionally literate linguistic personality of a junior schoolchild were specified (fullness of knowledge of the native language, native speech, the manifestation of language and speech abilities and skills in social life, the ability to reflect on one's own speech and improve it, the need for speech creativity as a way self-expression);

4) theoretically substantiated, developed and implemented in the practice of primary education, textbooks of a new generation in the Russian language and other components of teaching materials (workbooks, notebooks for verification and control work on a printed basis, guidelines for teachers, etc.), built on a common basis ( methodological, psychological, meaningful, didactic, linguistic).

The practical results of the study can be used by methodologists and primary school teachers to solve the problems of developing the linguistic personality of a younger student, to organize primary education in the Russian language in the paradigm of personality-oriented developmental education.

The personal participation of the author consists in the theoretical substantiation of the main ideas and provisions of the study, in the development of the concept of primary language education, which makes it possible to effectively solve the problem of the formation of a functionally literate linguistic personality of a younger student; in obtaining scientific results presented in dissertations, author's monographs and other published works; in the use of these results in the development of textbooks and other components of teaching materials on the Russian language for elementary school.

Approbation and implementation of the results. The results of the research are reflected in monographs, textbooks, teaching aids, articles, in materials and speeches at scientific and scientific-practical conferences - interuniversity (St. Shuya - 2004), regional (Izhevsk - 2006, Volgograd - 2007, Tver - 2008), all-Russian (Moscow - 1998, 1999, 2000, 2001, 2002, 2003, 2004, 2005, 2006, 2007, 2008, 2009).

In 2008, for the cycle of works "The educational system of a new generation (theoretical foundations and experimental and experimental implementation)" for educational institutions of higher and secondary vocational education and for general educational institutions, the Prize of the Government of the Russian Federation in the field of education was awarded (Decree of the Government of the Russian Federation No. 983 of 12/24/2008 G.).

RF (2000 - 2009). Based on the research materials, lectures were given at advanced training courses for primary school teachers in a number of institutions of additional education for adults (Sashsg-Petersburg, Kaliningrad, Kazan, Kaluga, Perm, Vladimir, Ivanovo, Naberezhnye Chelny, Chelyabinsk, etc.).

The following provisions are put forward for defense:

1. The scientific and methodological strategy of primary language education, developed in line with the pedagogical strategy of the educational system "School 2100", is based on:

Socio-cultural foundations of the concept of the educational program "School 2100";

Interpretation of such educational phenomena as the educational process, the process of education in a personality-oriented developing paradigm of education;

Leading idea (the formation of a functionally literate personality);

The system of psychological and pedagogical principles of various types of educational activities: personality-oriented (principles of adaptability, development, comfort), activity-oriented (principles of learning activities; a controlled approach from activity in a learning situation to activity in a life situation; a controlled transition from joint educational and cognitive activity to independent activity of the student; reliance on the processes of spontaneous development; formation of the need for creativity and creative skills), culturally oriented (principles of the image of the world; the integrity of the content of education; systematicity; semantic attitude to the world; the orienting function of knowledge; mastering culture).

2. The proposed scientific and methodological strategy of primary language education is aimed at the formation of a functionally literate linguistic personality, which is understood as a native speaker who perceives this language as an aesthetic and cultural value, capable of freely using the skills of all types of speech activity in various life situations to obtain information from the text and its interpretation (reading and listening), for the transmission of information in real communication (speaking and writing), for the creation, evaluation and improvement of their own speech products.

3. The process of primary language education will be effective if it is implemented within the framework of the concept of primary language education, which is based on pedagogical patterns, pedagogical and methodological principles that substantiate a holistic model of primary language education. This concept ensures the formation of a functionally literate language personality of a younger student.

Primary language education is carried out taking into account the following pedagogical patterns:

The process of mastering the language involves the active activity of the younger student, adequate to his motives, interests, individual characteristics, psychological capabilities and abilities;

The formation of a functionally literate linguistic personality in the conditions of specially organized educational activities of students by means of a textbook makes it possible to maximize the hidden personal and cognitive reserves of students and ensure the formation of the necessary speech and general educational skills;

The integration of the goals of the subjects of the humanitarian cycle - the Russian language and Literary reading, the Russian language and Rhetoric - contributes to the development of communication and speech skills. The main methodological content of such integration can be: transfer and correction of the indicative foundations of activity from one subject to another; coordinated formation of intellectual speech and communication skills (types of reading, complex skills of oral, for example, public, and written speech, etc.);

The basic speech, intellectual-speech and communication skills formed in elementary school are necessary and sufficient for the further development of a functionally literate linguistic personality.

Correspond to the main components of the content of the Russian language course in primary school and the age potential of mastering the language and speech of younger students, while the sequence of mastering the content of language education should not violate the logic of the science of language;

Provide not only language, but also speech (communicative) development of the younger student;

To be maintained at the level of general educational skills, interdisciplinary strategies, technologies in any school subject.

The principle of the complexity of the goals of language education, which is implemented through a system of content-target lines of personality development by means of the subject being studied;

The principle of the complexity of the presentation of educational language material (its focus is not only on grammatical knowledge and skills, but also on other levels of the language, and on all types of speech activity);

4. The formation of a functionally literate linguistic personality of a primary school student can be provided by a theoretically substantiated holistic model of primary language education, which takes into account pedagogical patterns, is based on methodological principles, methodological and linguistic approaches, includes the content of language education (language and speech components, general educational skills) and levels of functional literate language personality of a younger student: the level of correctness (required), the level of internalization (possible), the level of saturation (required).

5. The educational and methodological complex in the Russian language, including textbooks of a new generation, notebooks on a printed basis, methodological recommendations for teachers, etc., ensures the formation of a functionally literate language personality of a younger student, provided:

Implementation of continuity between all levels of language education and common approaches to understanding the common goals of studying such school subjects as the Russian language, Literary reading and Rhetoric;

Development of teaching materials on common grounds: methodological, psychological, content, didactic and linguistic;

Creation of the methodological apparatus of textbooks as an apparatus for organizing the activities of students and teachers;

Consistent implementation of a methodological system of types of exercises aimed at developing the functional literacy of younger students.

The structure of the dissertation corresponds to the logic of the research and includes an introduction, four chapters, a conclusion, a list of references.

Similar theses in the specialty "Theory and Methods of Training and Education (by Regions and Levels of Education)", 13.00.02 VAK code

• Theoretical and methodological foundations of the educational system of a new generation 2009, Doctor of Pedagogical Sciences Buneev, Rustem Nikolaevich

• Theory and technology of developing foreign language education in elementary school 2011, Doctor of Pedagogical Sciences Nikitenko, Zinaida Nikolaevna

• Problems of speech development of younger students 1998, Doctor of Pedagogical Sciences Arkhipova, Elena Viktorovna

• Ethno-cultural component of teaching the Russian language in the primary grades of the Orthodox gymnasium 2006, candidate of pedagogical sciences Sofronova, Natalya Vladimirovna

• Methodological foundations for mastering the communicative-normative component of speech with computer support by junior schoolchildren 2013, Doctor of Pedagogical Sciences Chibukhashvili, Valentina Alexandrovna

Dissertation conclusion on the topic "Theory and methods of training and education (by areas and levels of education)", Buneeva, Ekaterina Valerievna

Chapter 4 Conclusions

The effectiveness of the proposed scientific and methodological strategy of primary language education was determined by: students in Moscow and the Moscow region who were successively enrolled in the 2nd, 3rd and 4th grades). Basic knowledge and skills were tested: educational-language, spelling, speech, general educational (intellectual-speech, organizational); b) a comparative analysis of the results of mastering the Russian language course by junior schoolchildren in the conditions of training in variable teaching materials:

Monitoring the development of reading skills and elements of the language culture of 1st grade students who studied according to our teaching materials and the ABC V.G. Goretsky; 1999; on the array of more than 2000 students in Moscow, Moscow region, Veliky Novgorod, Izhevsk, Apatity, Kazan, Perm; state large-scale experiment to improve the structure and content of education (2001-2004) in the conditions of training in five variable teaching materials. From 30 to 35 thousand students from 61 regions of the Russian Federation participated in different stages.

The monitoring program for each year of study (prolonged study) consisted of several stages, of which the first were current (thematic), the last two were final. Each of these stages was a standard control event carried out in accordance with the curriculum. The tasks developed by us were of a criterion-oriented nature, that is, the knowledge and skills that students must possess in order to successfully complete these tasks were considered as the educational goals of the Russian language course. The measuring tools that were developed on the basis of tests were also criterion-oriented, which made it possible to use them to determine the degree to which students achieve learning goals.

The obtained numerical data, characterizing the results of each student, made it possible to identify his individual characteristics, the level of assimilation of knowledge and development of skills in each topic, and the individual level of success. This data was quickly transferred to teachers and gave them the opportunity to build correctional programs for specific students.

Statistical data on the level of preparation of various groups of students made it possible to objectively identify the most difficult elements of educational material for the majority of students on each topic under consideration. This information gave us the opportunity to make recommendations for improving the level of preparation of students in all topics of the course and to see ways to improve textbooks.

Statistical data show that the level of assimilation of various topics of the Russian language course is in the range from 80 to 94 points on a 100-point scale. At the same time, the information obtained on the basis of the final work made it possible in the 3rd and 4th grades to compare the results of students, demonstrated by them immediately after studying the topic, with the results that they demonstrate at the end of the year. Comparison of these results made it possible to identify the stability of the acquired knowledge, skills and abilities.

The results of the monitoring objectively testify to the positive dynamics and high level of quality of teaching the Russian language in the EMC "School 2100". These results allow us to talk about the achievement by students of the level of correctness - the first level of a functionally literate linguistic personality.

The first-graders who took part in the survey, in general, regardless of the training program, demonstrated a completely satisfactory level of preparation. At the same time, those who studied according to the textbook of the EMC "School 2100" showed a significantly higher level than those who studied according to the traditional textbook in all positions tested, including those related to the requirements of the educational standard, and having a propaedeutic orientation.

The use of our textbook proved to be equally effective for all groups of students examined in the survey. The obtained results speak in favor of the fact that this textbook can have a significant effect when used not only in higher-level educational institutions, but also in mass general education schools. The textbook provides good results both in the group of seven-year-old students and in the group of six-year-olds.

The reliability of the data obtained by us is confirmed by comparing our results with the results of monitoring carried out during the state large-scale experiment to improve the structure and content of general education, one of the tasks of which was to identify the state of educational achievements in primary school using specially designed test items. The obtained results indicate that the textbook provides the necessary and sufficient level of students' learning.

The results of students who studied according to our teaching materials are at a level close to the results according to the systems of L.V. Zankov and D.B. Elkonina-V.V. Davydov. For us, this is significant, since those 19% of the students from the total number of participants in the experiment who studied according to our teaching materials are mainly younger students from ordinary general education schools, among which about 10% showed a low level of readiness for school at the first stage.

In the framework of our study, of interest are also analytical materials on testing the updated content of primary four-year education, implemented in variable teaching materials - the results of a survey of teachers from 61 regions of the Russian Federation. The data obtained indicate that the teaching materials for the Russian language OS "School 2100" provides differentiation and individualization of education at a high level, offers age-appropriate educational technologies.

The monitoring results confirm the effectiveness of the scientific and methodological strategy of primary language education presented in the dissertation research.

CONCLUSION

The scientific and methodological strategy of primary language education presented in this paper, developed as part of the pedagogical strategy of the educational system "School 2100", was created taking into account the social order for education for a functionally literate language personality. The strategy is based on the leading conceptual provisions of the educational program "School 2100", which declared new values ​​of education and a system of psychological and pedagogical principles as a developing educational paradigm. The components of the concept of "School 2100" are also the personality-oriented nature of education, a functionally literate person as the leading idea.

The system-forming element of the scientific and methodological strategy of primary language education was the conclusions from the analysis of the social and educational situation presented in the dissertation. In accordance with them, the list of structural components of primary language education was expanded by including: a) types of student activities, among which reading and communicative activities are the most relevant, and b) systems of intellectual and speech general educational skills that are developed by means of the Russian language subject. Based on the principle of integrity, the components of the structure of primary language education are based on a didactic whole (methodological unity, unity of goals, substantive unity, procedural unity and unity of assessing students' achievements), are supported in other subjects (primarily Literary reading, Rhetoric) at the level of general educational skills and technologies; are provided by a unified teaching and learning system, built taking into account the principle of continuity and succession of education.

The thesis presents the concept of primary language education, developed on the basis of a number of approaches (systemic, cultural, personality-oriented, activity-based, developing), aimed at the formation of a functionally literate linguistic personality of a younger student and including pedagogical patterns, pedagogical and methodological principles and a holistic model of primary language education. education.

The dissertation proposes a definition of the concept of “a functionally literate language personality of a junior schoolchild”, reveals the features and stages of its formation.

It has been established that primary language education is carried out taking into account the following pedagogical patterns:

The process of mastering the language involves the active activity of the younger student, adequate to his motives, interests, individual characteristics, psychological capabilities and abilities;

The formation of a functionally literate linguistic personality in the conditions of specially organized educational activities of students by means of a textbook makes it possible to maximize the hidden personal and cognitive reserves of students and ensure the formation of the necessary speech and general educational skills;

The integration of the goals of the subjects of the language cycle - the Russian language and literary reading, the Russian language and rhetoric - contributes to the development of communication and speech skills. The main methodological content of such integration can be: transfer and correction of the indicative foundations of activity from one subject to another; coordinated formation of intellectual speech and communication skills (types of reading, complex skills of oral and written speech, etc.);

The basic speech, intellectual-speech and communication skills formed at the beginning of the school are necessary and sufficient for the further development of a functionally literate linguistic personality.

The system-forming methodological principle of organizing primary language education is the principle of integrity, which means that the components of the structure of primary language education should:

Correspond to the main components of the content of the Russian language course in elementary school and the age potential of mastering the language and speech of younger students, while the sequence of mastering the content of language education should not violate the logic of language science;

Provide not only linguistic, but also speech (communicative) development of the younger student;

To be provided with a unified WCU, built taking into account the principle of continuity and realizing it through a didactic whole (methodological unity, unity of goals, substantive unity, procedural unity and unity of assessing students' achievements);

To be maintained at the level of general educational skills, interdisciplinary strategies, technologies in any school subject.

The necessary methodological principles for organizing primary language education are:

The principle of the complexity of the goals of language education, which is implemented through a system of content-target lines of personality development by means of the subject;

The principle of the complexity of the presentation of educational language material (its focus is not only on grammatical knowledge and skills, but also on other aspects of the language, and on all types of speech activity);

The principle of the optimal ratio of knowledge about the language and practical knowledge of the language.

On a single basis - methodological, psychological, content, didactic, linguistic - developed and implemented in the primary school teaching materials, including textbooks, a new generation in the Russian language, implementing a holistic model of primary language education, providing a) the formation of a functionally literate linguistic personality of a younger student , b) the continuity of language education between the levels of primary and basic general education through the lines of development of students by means of the subject of the Russian language.

The positive effect of the scientific and methodological strategy of primary language education through the results of the use of new generation textbooks in mass school practice is revealed.

The educational and methodological complex in the Russian language for elementary grades of the educational system "School 2100" has been used in pedagogical practice since 1996, at present, students from all regions of the Russian Federation are studying it. Textbooks are recommended for use in the educational process, are included in the Federal List of textbooks recommended (approved) for use in the educational process in educational institutions that implement educational programs of general education and have state accreditation (from 1999 to the present). The positive results of approbation of textbooks are confirmed by the data of the state large-scale experiment to improve the structure and content of general education (2001-2004).

Thus, in the study its tasks were solved, the hypothesis put forward and the provisions put forward for defense were confirmed.

The perspective of the research lies in the possibility of using the theoretical provisions of the dissertation as the basis for the development of:

Interdisciplinary strategy for the formation of a functionally literate linguistic personality of a younger student;

Scientific and methodological strategy for the successive formation of a functionally literate linguistic personality of a graduate of a Russian school by means of subjects of the humanitarian cycle.

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