Russian language methodology. Schemes of abstracts of lessons of different types

Methods of teaching Russian at school: a short course of lectures.

Lecture 1. Russian language as a subject of study

In different periods of the development of the national school, different goals for teaching the Russian language were set - narrow or broad. There was a period when the Russian language was not studied at all (1923-1927), but the goals of work on the language were formulated. The goals of a particular school subject, including the Russian language, are determined by the following factors: social order; the level of development of the relevant science (in this case, linguistics); the level of development of pedagogy, child psychology and the very methodology of teaching the Russian language.

The Russian language as an academic subject solves two groups of tasks:special (they follow from its features) andgeneral subject (they are implemented by all school disciplines).

SPECIAL PURPOSE:

Educational Goals:

- the formation of a linguistic worldview in schoolchildren on the language (linguistic competence);

Arming students with the basics of knowledge about language and speech (language competence);

Aesthetic education of children by means of the Russian language as a subject.

Practical goals:

Formation of spelling and punctuation skills and abilities;

Arming students with the norms of the literary language;

Developing the ability to express your thoughts coherently.

General didactic (or general subject) goals:

Education of students;

Development of logical thinking;

Teaching schoolchildren to independently replenish knowledge of the Russian language.

Language learning shapesphilosophical the worldview of schoolchildren, includes them in social life, gives them the most perfect means of cognitive activity. Language learning develops intellect, it should be ahead of other academic subjects, if possible - early, mainly practical, aimed at mastering speech skills: speech perception (oral and written), speaking and writing - oral and written expression of thought.

From point of viewpsychology language acquisition is one of the facets of personality formation. It studies the processes of communication between people, the patterns of mastering speech in childhood, the mechanisms of speech (speaking, i.e. expressing thoughts, and listening, i.e. perception of someone else's thoughts).

Knowledge about the place of the Russian language among other languages and about its functions will be formed by students from the following information: the Russian language is one of two and a half thousand languages of the world; Russian is one of the Slavic languages of the world and one of the Slavic languages of our Motherland; The Russian language in the modern world performs three functions: the language of the Russian people, the state language of the Russian Federation, used as a means of interethnic communication between the peoples inhabiting Russia, and one of the seven official working languages of the UN. Knowledge about this is of great importance not only for the formationlinguistic outlook , but also to educate students, firstly, respect for other languages and peoples - speakers of these languages; secondly, ideas about the equality of all languages with a known difference in the level of development.

Communication withliterature is to develop the ability of students to formulate their thoughts in literary language. For this, Russian language textbooks traditionally use examples from Russian classical literature. XIX in.

When determining what children need to be taught, one should know the composition of the Russian language school course, the principles for selecting educational material, as well as the features of the selected concepts and skills included in the Russian language program for secondary school.

Of the four types of educational material, the school course of the Russian language includes three: knowledge about the language, language skills and ways of working with language phenomena.

ATschool studies only part of the scientific course of the Russian language. This is explained by the age of the students and the needs of their education at the age of 11-15. For this purpose, the scientific course is minimized, the minimum of necessary knowledge is selected from it.

When forming the conceptual basis of the modern school course of the Russian language (that is, knowledge about the language), the compilers of the programs are guided by both general didactic principles and special ones. The concepts selected for study at school are considered from the point of view of their scientific nature, general acceptance, and accessibility.

The basis for minimizing the scientific course of the Russian language for the school was special criteria, i.e. principles arising from the tasks of the school course of the Russian language: ideological, systemic, functional, aesthetic, communicative, practical, historical and interdisciplinary.

Lecture 2
Methods of teaching the Russian language
like science.
its subject, tasks, research methods

RYASH object is the language itself.

Subject of the methodology - language acquisition and speech training in the conditions of the educational process, the study of the learning process in the relationship of its three sides (content, teacher's activity and schoolchildren's educational activity).

The main task of RYaS – consideration of theoretical concepts for mastering practical skills in the field of teaching the Russian language, preparing students for practical activities, for studying the best practices of innovative teachers.

Basic concepts of RYaS:

1. Speech environment - this is the speech of parents, other relatives and friends, folklore, fiction, radio and television, cinema and theater, and at school, in addition, the speech of teachers and other school employees, the speech that sounds in the classroom, the language of textbooks and teaching aids, then it is the whole complex of speech flows surrounding the child, allowing him to develop his speech skills.

Developing potential of the speech environment shows the maximum level to which a child can develop his ability to speak in the context of his environment, i.e. it is a set of all possibilities for the development of a child's speech in a given environment.

2. Patterns of mastering native speech mean byintensity dependencespeech skills from the developing potential of the language environment, specially prepared by methodological means.

The following regularities are distinguished:

a)the ability to perceive native speech depends on the training of the muscles of the child's speech organs;

b)understanding the meaning of speech depends on the child's assimilation of lexical and grammatical language meanings of varying degrees of generalization;

c) mastering the expressiveness of speech depends on the development of the child's susceptibility to the expressive means of phonetics, vocabulary and grammar;

d) the assimilation of the norm of speech depends on the development of a sense of language in the child;

e) the assimilation of written speech depends on the development of coordination between oral and written speech;

f) the rate of speech enrichment depends on the degree of perfection of the structure of speech skills.

Principles of mastering native speech - these are the starting points that allow you to predict the result of training and on which the teacher relies in the process of practical work.

3. Methodical system of education is a set of interconnected mutually influencing components that form integrity and unity. These components are learning objectives, learning content, principles and methods of learning, forms of learning and teaching aids.

a) methodical experiment (stating, teaching, control);

b) analysis of educational and scientific literature (on linguistics, psychology, pedagogy, etc.);

c) studying the experience of teachers using innovative methods;

d) methods of diagnostics and forecasting in teaching the Russian language.

1. Scientific.

2. Consistency.

3. Systematic.

4. Relationship between theory and practice.

5. Interconnection of sections.

6. Consciousness.

7. Activity.

8. Availability.

9. Individual approach to students.

10. Strength.

11. Visibility.

1) The principle of interconnection of various sections of the Russian language course.

2) Communicative principle (communicative-activity approach).

3) Contextual principle.

4) Strategic principles:

a) the principle associated with the formation of grammatical thinking;

b) providing for thematic work on the development of speech;

in)the principle of revealing the aesthetic function of the native language (pictorial and expressive means).

5) Tactical principles:

a) associated with the use of induction as a way of thinking;

b) take into account the relationship of individual levels of the language;

c) rely on units of speech and units of language.

The methodology of the Russian language is developing at the intersection of many sciences, and methodologists and teachers need to rely on their achievements. A teacher cannot but be at the same time a psychologist, linguist, literary critic, didactic.

Philosophy provides the methodological foundations of the methodology, understanding the goals and objectives of language teaching.

The technique is closely related topsychology , relies on it in the study of the processes of perception of educational material in the Russian language, its memorization, reproduction, in the development of the thinking of schoolchildren and their speech.

The most important role in the connections of the methodology belongs tolinguistics - the science of language, speech, the Russian language as a subject of teaching. Naturally, the methodology of the Russian language takes into account its nature: social function, connection with consciousness, levels (phonetic - lexical - morphemic - word-building - morphological - syntactic - level of the text), as well as the specifics of its sections.

Connections of the methodology withlinguistic sciences are not only integrative, but also differentiated. The methodology is associated with sections of linguistics that provide pronunciation and the corresponding graphic levels of language acquisition: phonetics, phonology, orthoepy, graphics; with sections of linguistics that reflect the lexical level of the language: lexicology, lexicography, morphemics, word formation, semantics, as well as phraseology; with sections of linguistics that provide teaching writing: theory of writing and spelling.

The technique is associated with grammar - morphology and syntax, which serve as the basis for mastering the culture of speech; spelling and punctuation; mechanisms for the practical use of language in speech: the construction of phrases and sentences, the formation of word forms in accordance with the language norm. The theory of speech activity is also important for the methodology of the native Russian language. This direction provides the methodological foundations for the speech development of schoolchildren: their speech - oral and written, the perception of someone else's speech (also oral and written). The modern writing methodology is largely based on the theory of text types and text syntax, also a new, young scientific and linguistic direction.

For the successful development of the methodology of the Russian language, connections are also necessary with other related scientific areas - prosody, the theory of diction, stylistics, rhetoric, and the theory of literary genres. In the development of students' speech, the methodology is based on literary criticism, poetics, logic, and the theory of stage speech. The methodology cannot do without relying on the history of the Russian language (historical grammar, phonetics), as well as on dialectology.

Some particularly important books in the history of Russian language teaching in our country:

1574 - I. Fedorov, "ABC".

1757 - M.V. Lomonosov, "Russian Grammar".

1844 - F.I. Buslaev, “On the teaching of the national language” (this book dates the emergence of methods for teaching the Russian language).

KD Ushinsky, "Children's World", "Native Word".

1872 - L.N. Tolstoy, "ABC" (called it the main work of his life).

1903 - F.F. Fortunatov, "On teaching the grammar of the Russian language in secondary school."

QUESTION:

What is the subject of the method of teaching the Russian language at school?

Lecture 3. principles of learning

1. The principle of scientificity.

2. The principle of systematicity and consistency.

3. The principle of succession.

4. The principle of perspective.

5. The principle of accessibility.

6. The principle of consciousness.

7. The principle of activity.

8. The principle of visibility.

9. The principle of connection between theory and practice.

10. The principle of the strength of the assimilation of knowledge.

11. The principle of an individual approach to students.

(see below for a summary of these principles)

1. Extralinguistic principle: comparison of units of language and realities

2. Functional principle: showing the functions of linguistic phenomena in language and speech.

3. Structural-semantic principle determines the consideration of linguistic phenomena from two points of view: from the point of view of the structure (structure) and from the point of view of the meaning that this linguistic structure has.

4. The principle of inter-level and intra-level relationships involves establishing a relationship, on the one hand, between units of the same level (their changes under the influence of each other, for example, in phonetics - voicing or stunning of consonants under certain conditions) and, on the other hand, between units of different levels (the possibility or impossibility of functioning).

5. Normative-stylistic principle consists in revealing the mechanism for choosing linguistic phenomena in speech from the point of view of their norms of use and the appropriateness of use, depending on a number of conditions, for example, the addressee, intention, genre and style of speech.

6. historical principle involves taking into account historical changes that have been preserved in one form or another in the modern literary language.

Theoretical knowledge mastered by students should be transferred into skills and abilities, that is, theory should be supported by practice (through exercises aimed at mastering the material).

The reliability of the stated facts is achieved due to the fact that they try not to include debatable points in the school curriculum.

The principle of the strength of the assimilation of knowledge is determined by the ability of schoolchildren to freely reproduce previously studied educational material.

The principle of accessibility lies in the fact that the selection of language material takes into account the age characteristics of schoolchildren.

Consciousness principle is based on the unity of the activity of the teacher and the activity of the student.It involves the conscious assimilation of language material.

The principle of visibility is that the effectiveness of learning depends on the degree of participation of different senses in the assimilation of educational material.

The principle of consistency and consistency implies that all linguistic phenomena in the school curriculum are considered in integrity, in a single system in their semantic, grammatical and communicative aspects. As a rule, the material on the Russian language is arranged from simple to complex based on previously studied material.

The principle of succession recommends that the teacher, when explaining new material, rely on what has already been studied.

Lecture 4

Goals and principles of teaching phonetics and graphics

Goals - the study of the main features of language units, familiarization with their functioning in speech, the formation of educational and language skills.

Principles - reliance on the speech hearing of the students themselves, consideration of the e sound in the morpheme, comparison of sounds and letters.

Phonetics - a section of linguistics that studies the sound structure of a language: the sounds of human speech, the way they are formed, acoustic properties, patterns of change in sounds, classification of sounds, features of dividing the sound stream into syllables, etc.

Graphic arts - a branch of linguistics that studies the “perceived” (hearing or sight) side of linguistic signs, namely, the relationship between letters and signs.

Learning phonetic concepts

The sound of speech the smallest unit of language.

Transcription - the same as transcription, i.e. transmission of the sounds of a foreign word (usually a proper name, geographical name, scientific term) using the letters of the Russian alphabet.

Graphic arts - a section that studies the composition of letters and their sound meaning. Graphics is also called a set of letters and other conventional signs used in writing.

Letter - conditional graphic signs, each of which has a certain sound value.

Vowels - a type of sounds, during the articulation of which the air flow does not create significant obstacles.

Syllable - one vowel sound or a vowel combined with a consonant (or consonants), which are pronounced with one push of exhaled air.

syllable section - the end of one syllable and the beginning of another, and at the junction there is a decrease in sonority.

Consonants - speech sounds that combine in a syllable with vowels and, in contrast, do not form the top of the syllable.

Orthoepy, orthoepic analysis

Orthoepy - This is a branch of linguistics, which, along with graphics, explains the rules for using the unit in speech and writing.

Orthoepic analysis - highlighting the features of the pronunciation of specific words.

Skills and skills in phonetics, methods of their formation

Phonetic exercises form the following skills: distinguishing sounds in words, the semantic role of sounds, dividing a word into syllables, placing stress in words.

Phonetic parsing is carried out as follows:

1. Spelling record of the word.

2. Dividing the word into syllables and the place of stress.

3. Possibility of transfer.

4. Phonetic transcription of the word

5. Characterization of all sounds in order

6. Number of sounds and letters

Lecture 5. Theory and methodology
study of morphemics and word formation

1. give students an idea of the morpheme as the minimum meaningful part of the word;

2. give an idea of the types of morphemes in Russian:

a) root, word-forming, formative morphemes as units with a different nature of meaning;

b) prefixes and suffixes as word-forming morphemes, divided by their place in relation to the root;

c) suffixes and endings as formative morphemes, divided according to the nature of the grammatical meaning expressed by them;

3. to teach to identify phonetically different complexes of sounds into one morpheme based on knowledge of non-phonetic alternations of vowels and consonants;

4. to teach to highlight single-root words and words with the same morphemic structure;

5. give an idea of the basis of the word as a carrier of its lexical meaning;

6. give an idea of the principles of morphemic division;

7. show the value of the ability to divide a word into morphemes to use the spelling rules of the Russian language;

8. teach to distinguish between non-derivative and derivative bases;

9. to give an idea of the generating basis as a formal-semantic basis for the formation of a derivative word;

10. give an idea of the main ways of word formation;

11. give an idea of the main ways of forming individual parts of speech.

In Complex 1, the section is studied in two stages: in the 5th grade, in the section called "Morfemics" (in earlier editions - "Word Formation"), problems related to the morphemic composition of the word are studied, in the 6th grade, the section called "Word Formation" studies problems concerning the word-formation production of words. The study of these sections is 20 hours in the 5th grade and 43 hours in the 6th grade (including material on spelling and speech culture).

In Complex 2, the section is called "Morfemics", is studied in one stage in grade 5 and is designed for 43 hours.

In Complex 3 it also offers the study of morphemics and word formation in the 5th grade, but includes a separate section "Word and its structure" (5 hours) in the "About the word" block, repeating and summarizing what was studied in elementary school, and a combined section separated from it by other sections "Vocabulary. Word formation. Spelling” (37 hours) in the systematic course “Language. Spelling". The main ways of forming nouns, adjectives, verbs and adverbs in all three complexes are studied as these parts of speech are presented in the morphology section, that is, in grades 5, 6 and 7.

The study of morphemics and word formation is based on what was learned in elementary school.

The central unit of the morpheme level of a language ismorpheme is the smallest meaningful part of a word. The term "morpheme" is introduced in all three complexes (in complex 1 - only in the latest editions).

It seems that the specifics of the morpheme as a linguistic unit should be given great attention: it is advisable to compare the morpheme with other units of the language- such assound andword learned in 5th grade. Comparison of the morpheme with the sound will show the two-dimensional nature of the morpheme (content plan + expression plan). In addition to the morpheme, other two-dimensional units are represented in the language - the word and the sentence. The main difference between a morpheme and a word is that the morpheme is not divided into smaller meaningful units, being the material for constructing words.

The material on the alternation of vowels and consonants is included in all three complexes, but it is studied at the end of the section, after studying the methods of word formation; it seems that it would be more appropriate to refer to this theoretical material at the beginning of the study of morphemics.

Morphemes are heterogeneous; for their study, a classification is proposed, based on the nature of their meaning and position relative to each other. The following classification is generally accepted: morphemes are divided intoroots and non-root (auxiliary, auxiliary, affixal in one of the terminological traditions) morphemes. Non-root morphemes are divided into word-forming morphemes (word-forming, affixes in another tradition) and form-forming morphemes (form-forming, inflectional - these concepts do not coincide, inflections). Word-forming morphemes are divided into word-formingsuffixes , prefixes (prefixes ) and postfixes. Form-building morphemes are divided into form-building suffixes, postfixes andgraduation . As morphemes with a connecting meaning, some linguists distinguish interfixes.

conceptbasics words are a new concept compared to the knowledge acquired in elementary school. Its appearance is associated with the concept of the lexical meaning of a word introduced in the section of lexicology.

1) to distinguish between different words and forms of one word;

2) distinguish different types of morphemes;

3) divide the word into morphemes;

4) determine the meaning in the word of morphemes of different types;

5) highlight the stem in the word;

6) group words according to the commonality of morphemic features;

a) single root;

b) with the same suffix, prefix;

c) with the same structure (prefix + root + ending, root + ending, etc.);

7) do morphemic analysis of the word.

1. extralinguistic - correlation of the word with reality;

2. functional – calling the function of morphemes of different types;

3. structural-semantic - the study of the morpheme as a significant unit, the definition of the derivative of the word using its interpretation, motivation;

4. systemic - correlation of the meaning of the morpheme with the meaning of the word in which it is presented; identification of systemic word-building connections of words in such, for example, concepts as a way of word formation;

5. synchronous - a consistent distinction between the historical and synchronic composition of the word, the etymology of the word and its derivatives in the modern language.

Summarizing the review of tasks presented by three educational complexes, we can conclude that with significant differences in the theory and terminology presented in these complexes, the differences in the types of tasks are minimal; tasks are predominantly reproductive and for the most part structurally coincide. The language material offered in the tasks is mainly isolated words or word forms highlighted in the text. Few polyfunctional tasks. Morphemic lessons can be significantly diversified and enlivened by using non-usual linguistic material: from occasionalisms of various authors and cases of pseudo-etymology to artificially created words following the example of L.V. Shcherba’s “gloky kudzdra”. Attracting non-usual material helps to destroy the automaticity of perception and reproduction of the word. So, when studying alternations, it is possible to propose to form the names of the cubs of such rare animals asmusk deer andpasyuk , as well as the form of 1 person singular from rare and non-existent verbsvacuum, hoover, foxbuild, star, shorten , inscribing them in an artificially created context, for example:

If an animal is called a pasyuk, then its cubs are called ...

Shorts are back in fashion. I’ve already shorted all my friends, but I still can’t be shorted myself ...

Lecture 6. Theory and methodology
morphology training

Goals: 1) to achieve a conscious assimilation by students of morphological concepts (part of speech, grammatical features of parts of speech);

2) constantly enrich the grammatical structure of students' speech;

3) to acquaint schoolchildren with the norms of the Russian literary language associated with the use of word forms in speech.

Tasks: 1) to develop among schoolchildren an idea of the morphology of the Russian language as a strictly organized system, which includes known morphological classes of words and their forms that function in the structure of phrases and sentences.

2) to acquaint students with the composition of the parts of speech of the Russian language, with their division into significant and service, with the allocation of interjections as a special part of speech;

3) ensure that students learn the forms of inflection that characterize certain parts of speech, teach them the correct use of these forms to build phrases and sentences;

4) develop the necessary spelling skills based on an understanding of the spelling rules associated with the study of morphology.

In Complex 1, the section is called “Morphology. Spelling. Culture of Speech" and is organized as follows: in the 5th grade, morphology completes the study of the Russian language, being located after the sections of phonetics, vocabulary and word formation (morphemics), in the 6th grade, morphology is located after the sections of vocabulary and word formation, in the 7th grade, the study of morphology takes the entire academic year. In grade 5, a noun (property / common noun, animation, gender, declension), an adjective (fullness / brevity, inflection), a verb (initial form, aspect, conjugation) are studied. In the 6th grade, a noun (variable and indeclinable nouns), an adjective (ranks by value, degrees of comparison), a numeral, a pronoun, a verb (transitivity, reflexivity, impersonality) are studied. In grade 7, participles and gerunds, adverbs, service parts of speech, interjections are studied.

In complex 2, the material is studied linearly. The section is called "Morphology" and begins in the 5th grade after the sections of phonetics, vocabulary and morphemics with the study of the noun. In grades 6 and 7, only morphology is studied: in grade 6, the verb, adjective, numeral, adverb and pronoun are studied, in grade 7 - participle, participle, auxiliary parts of speech, interjection.

In the complex of grades 3 and 5, morphology is studied along with other sections and includes the following topics: classification of words by parts of speech, noun, adjective, verb (after the morphology section, the syntax section follows). In grades 6 and 7, only morphology is studied. In grade 6, participles, gerunds, numerals, pronouns are studied, in grade 7 - adverbs, service parts of speech, interjections, onomatopoeia.

Morphology - a section of linguistics that studies the classification of words of a language into parts of speech and the grammatical features of words of different parts of speech.

The main concepts of the section studied at school are: word form; parts of speech (significant (independent) and service parts of speech); changeable and unchangeable parts of speech; classification features of parts of speech; wordmarks.

1) ask a grammatical (part-of-speech) question to the word;

2) determine the part of the word;

3) distinguish between forms of one word and different words;

4) give all forms of the given word;

5) distinguish between the grammatical and lexical meaning of a word;

6) correlate grammatical meanings with information about extralinguistic reality, point out correspondences and inconsistencies between them;

7) decline and conjugate words in accordance with grammatical norms;

8) determine the grammatical meaning of the form of the word and the means of its expression;

9) indicate all the grammatical features of the word with their division into permanent and non-permanent;

10) find the studied grammatical phenomena in the phrase, sentence and text;

11) group words and word forms according to the given bases;

12) to make a morphological analysis of words of different parts of speech.

1. extralinguistic - when studying most morphological features, students rely on their correlation with fragments of extralinguistic reality;

2. structural-semantic - connects the form of a language unit with its meaning;

3. systemic - allows you to pay attention to the specifics of grammatical categories, in particular, to the fact that all morphological features have their formal expression in the language - paradigmatic or syntagmatic - and are expressed by inflections of both the word itself and the lexemes consistent with it;

4. lexico-grammatical - is used when studying a word as a part of speech: parts of speech are considered as lexical and grammatical classes of words, that is, taking into account their generalized meaning, morphological features and syntactic functions.

Morphological exercises reinforce the knowledge gained by children in morphology, and serve as the basis for the formation of both spelling and punctuation skills.

For this purpose, the following exercises are used:

Identification of a part of speech, one or another category of this part of speech;

Selection of words of one or another part of speech, one or another category of a part of speech;

Statement of the word in the specified form;

Drawing up a paradigm of the word;

Differentiation of homonymous words related to different parts of speech;

Grouping words by parts of speech, their categories;

Compiling tables and filling in finished tables with these examples.

LECTURE 7 Theory and methods
study of VOCABULARY AND PHRASEOLOGY

Goals and principles of teaching lexicology

1. give an idea about the basic unit of vocabulary - the word;

2. give an idea of the lexical meaning of the word:

a) show the two-sided nature of the word (expression plan - content plan);

b) to achieve a distinction between the word and the reality it denotes;

3. give an idea of single-valued and polysemantic words:

a) show the obligatory connection of the meanings of the word with each other;

b) give the concept of the direct and figurative meaning of the word;

4) give students an idea of the vocabulary of the language - vocabulary;

5) demonstrate systemic relations in vocabulary: synonymy, antonymy;

6) on the example of homonymy and synonymy, show the asymmetry of the plan of expression and the plan of content;

7) to give an idea of vocabulary as a developing system (obsolete words, neologisms);

8) to give an idea of the areas of use of vocabulary (common vocabulary and vocabulary of limited use);

9) to give an idea about the sources of vocabulary replenishment (loanwords);

10) to give an idea of phraseology as a language unit:

a) show its similarity and difference with the word and phrase;

b) show the specifics of the meaning of a phraseological unit in comparison with a free phrase

In Complex 1, the section is studied in stages - in grades 5 and 6: in grade 5, the section is called “Vocabulary. Speech development”, this section includes the topics “The word and its lexical meaning”, “Single-valued and polysemantic words”, “Homonyms”, “Synonyms”. "Antonyms". In grade 6, the section is called “Vocabulary. Phraseology. Development of Speech", the section includes the following topics: "Obsolete and new vocabulary", "Borrowings", "Common vocabulary and vocabulary of limited use", "Phraseology".

In Complex 2, lexicology is studied in one stage in grade 5, the section is called "Vocabulary".

In Complex 3, lexicology is studied in two stages in grade 5: the course “Consolidation and deepening of what was learned in elementary school” includes the section “Word and its meaning. Vocabulary", the main course includes an integrated section "Vocabulary. Word formation. Spelling". Paragraphs devoted to lexical and morphemic-word-building concepts alternate in this section, and in some cases the concepts of vocabulary and word formation are combined in one paragraph.

The following concepts are studied in the school course of lexicology and lexicography: the word as a unit of vocabulary, the meaning of a word, single-valued and polysemantic words, direct and figurative meaning, homonyms, synonyms, antonyms, obsolete words, new words, common vocabulary and vocabulary of limited use, native Russian and borrowed words, phraseological units.

3. Studying the concepts of vocabulary

Metaphor - this is the transfer of the name by similarity: objects that are somewhat similar to each other begin to be called one word.

Metonymy - this is the transfer of a name by adjacency (two phenomena that are really connected with each other (spatially, situationally, logically, etc.) receive one name, are called one word.

homonymy - the phenomenon of coincidence in the sound and spelling of language units, the meanings of which are not related to each other.

The main type of homonyms -lexical homonyms , words of the same part of speech that have the same sound, spelling and grammatical design, but different meanings. They are different words and can becomplete and incomplete .

Phonetic simonyms (homophones ) are words that are spelled differently but pronounced the same.

Grammar synonyms (homoforms ) are different words that coincide in separate grammatical forms.

Phenomena related to homonymy also include graphic homonyms (homographs ) - words that sound the same, but are pronounced differently due to differences in stress.

Synonymy - the phenomenon of complete or partial coincidence of the meaning of language units with different sound and spelling.

Lexical synonyms - these are words that sound differently, but have close or coinciding meanings, denoting one concept. In most cases, synonyms, denoting the same thing, characterize it from different points of view. Functions of synonyms in the text can beclarification, substitution, opposition .

Antonyms - words of the same part of speech that have opposite meanings correlative with each other. Their function in the text is the creation of such language expressive techniques asantithesis, oxymoron .

To obsolete vocabulary are historicisms and archaisms.historicisms - these are words denoting objects that have disappeared from modern life, phenomena that have become irrelevant concepts.Archaisms - these are obsolete names of phenomena and concepts that exist at the present time, for which other, modern names have arisen.

Obsolete words are opposedneologisms - new words, the novelty of which is felt by the speakers. It is necessary to pay special attention to this extremely shaky criterion for distinguishing neologisms from a number of words that have already completely entered the literary language (thus, for example, the word cited as an example in Complex 1 is no longer a neologism"astronaut" ).

Phraseologism - this is a stable combination of words, constant in its composition and meaning, reproduced in speech as a finished unit and not being the sum of the values of its components.

In the Lexicology and Lexicography course, students should acquire the following skills and abilities:

1) determine the lexical meaning of the word and phraseological unit taken from the context (descriptively or through the selection of synonyms);

2) give an interpretation of the lexical meaning of a word and phraseological unit taken from the context (descriptively or through the selection of synonyms);

3) distinguish between different meanings of one word and homonyms;

4) determine the relationship between different meanings of one word among themselves, indicate the basis for the transfer;

5) find the studied linguistic phenomena in the text:

Synonyms;

Antonyms;

Common words and words of limited use;

obsolete words;

Neologisms;

Borrowings (having bright signs);

phraseological units;

6) to select synonyms and antonyms for these words;

7) describe the differences between synonyms;

8) give examples of the concepts studied;

9) group words and phraseological units according to the ordered basis;

10) determine the function of the use of linguistic phenomena (primarily synonyms) in the text.

The following are used to develop these teachings and skills:types of tasks :

1) find the studied linguistic phenomenon in the list of words, sentence or text;

2) pick up (choose from the text, dictionary or come up with) examples illustrating the linguistic phenomenon under study;

3) group words or phraseological units according to a given basis;

4) determine the function of the phenomenon under study in the given text;

5) find and correct lexical errors;

6) use dictionaries of different types: find the necessary word, understand the marks accompanying it;

7) solve the crossword puzzle (indicate the word based on the given interpretation of the lexical meaning).

Lexical analysis is presented only in complex 2 and refers to synthetic skills: in lexical analysis, students must demonstrate knowledge and skills related to several topics in lexicology and lexicography.

Students are offered the following plan of lexical analysis:

1. What is the lexical meaning of the word?

2. Is this word single-valued or polysemantic?

3. What are the synonyms and antonyms for this word?

4. What marks indicating the peculiarities of the use of this word are there in the dictionary?

5. What are the features of the use of the word in this text (sentence or phrase)?

Lecture 8. Theory and methodology
learning punctuation.

Goals:

1) cognitive

Disclosure of the purpose of punctuation and punctuation marks;

Acquaintance with the basic unit of punctuation - a punctuation-semantic segment and types of semantic segments;

- familiarization with the functions of punctuation marks, the conditions for their setting and identification features of semantic segments that require their allocation by punctuation marks;

Mastering the punctuation rules included in the program.

2) practical

To develop students' punctuation vigilance;

- teach to punctuate in accordance with the studied punctuation rules;

Develop the ability to justify the choice of punctuation marks;

Teach children to find punctuation errors and correct them.

Punctuation in connection with its attachment to a communicative unit - a sentence - is studied in parallel with syntax, which, as N.S. Valgina writes,≪ informscontemporarypunctuationstability, generality and universality≫ (The syntax of the modern Russian language. - M., 1973. - S. 394-395). Elementary information on punctuation is given in elementary grades in the form of a list of individual punctuation marks (period, question mark, exclamation point, comma) and some punctuation rules on the use of punctuation marks at the end of a sentence, on a comma between homogeneous members, unconnected unions, connected unionsa andbut.

The next step in learning punctuation is V a class that provides propaedeutic information on the punctuation of both a simple and a complex sentence: punctuation at the end of a sentence; commas between homogeneous members with union, with unionsah, but and single unionand, colon after generalizing word; punctuation marks when addressing; a comma between simple ones in a complex sentence, with non-union and with unionsand, but, to, because, when, which, what; punctuation marks in direct speech, standing before and after the words of the author; dashes before dialogue lines. AT VII class, information is added about the placement of commas in participial and participle turnovers.

Systematic work on punctuation is implemented in VIII - IX classes. At the same time, in VIII The class is working on the punctuation of a simple sentence and sentences with direct speech. It combines the repetition of the previous V and VII classes of punctuation norms with new variants of these norms, as well as new semantic units are introduced - isolated members of a sentence and introductory words, phrases and sentences.
AT IX the class learns the rules for separating simple sentences with punctuation marks
in complex.

Punctuation -

Main function

Punctuation marks.

Punctuation marks :

a) separating: ;

b) highlighting: .

Punctogram – .

Punctuation rule .

Punctuation norm –

Punctuation error

1) expressive reading, intonation;

2) ability to explain punctuation marks.

Principles of Russian punctuation:

1. syntactic - with the help of punctuation marks, “a greater or lesser connection between sentences, and partly between members of sentences” is established, conditions are created to make it easier for the reader to understand written speech;

2. intonational - punctuation marks indicate phrasal intonation;

3. logical (semantic) - punctuation marks have a dual purpose: 1) contribute to clarity in the presentation of thoughts, separating one sentence from another or one part of it from another; 2) express the sensations of the world of the speaker and his attitude towards the employee.

In accordance with these principles, the methodology for teaching punctuation is also built.

1. punctuation parsing. The ability to formulate a monologue statement-reasoning.

2. exercises for observing syntactic constructions (using expressive reading).

3. cheating.

4. teaching dictations (commented, warning, explanatory, creative).

5. exercises for reconstruction (modification of syntactic constructions).

6. design exercises (making proposals according to schemes, key words, a specific topic, a given situation).

Lecture 9. Theory and methodology
teaching STYLISTICS and culture of speech

1. introduce students to functional speech styles;

2. teach them to use speech in accordance with the speech situation.

3. Based on the analysis of language units, recognize the stylistic affiliation of a particular text.

Spheres and situations of verbal communication. Functional varieties of language. The main features of colloquial speech, functional styles (scientific, journalistic, official business), the language of a literary text. The main genres of colloquial speech (story, conversation, dispute), scientific (review, abstract, article, speech, report, review), journalistic (speech, article, interview, essay), official business (receipt, power of attorney, statement, summary) styles. A culture of speech. Criteria of speech culture. Abstract. Report. Monograph. The note. Reportage. Article. Review. Trails. stylistic figures. Sound organization of the text (alliteration, assonances). Historicisms, archaisms. stylistic norm. Stylistic error (semantic-stylistic errors, morphological-stylistic errors, syntactical-stylistic errors).

Punctuation - it is a system of punctuation marks, which, together with graphics and spelling, are the main means of the written language.

Main function punctuation - division of the text, contributing to the accurate and clear transmission of meaning and the correct perception of the written text.

Punctuation marks. To highlight semantic segments in oral speech, intonation (rhythmomelodic) is used, and in writing - special graphic means called punctuation marks, which are divided into prepositional (comma, brackets, etc.). ) and text (paragraph indentation, a line under the page text to separate it from a footnote, etc.). Some punctuation marks (period, question mark, exclamation mark, ellipsis) play a dual role: they are used both in a sentence (in the completion function) and in the text (in the separation function).

Punctuation marks in written Russian are divided into :

a) separating:dot, question mark, exclamation mark, single comma and dash, colon, semicolon ;

b) highlighting:quotation marks, brackets, double dashes, double commas .

Punctuation semantic segment is the basic unit of punctuation; semantic segment, highlighted by punctuation marks.

Punctogram – a punctuation mark that is regularly reproduced in written speech, corresponding to the rules of punctuation.

Punctuation rule . The list of conditions for choosing a place for a character and choosing the required character is included in a special instruction, which is called the punctuation rule. Each punctuation rule has its own semantic segment, highlighted by punctuation marks. Punctuation rules either allow the punctuation mark(s) or prohibit it. The first type of rules is called positive, the second - negative. In the same punctuation rule, there can be both positive and negative elements, for example: between homogeneous members of a sentence commas are placed.

Punctuation norm – this is the use or non-use of a sign or punctuation marks in a sentence and in a text, legalized by a special rule.

Punctuation error This is a punctuation violation.

1) determine the stylistic coloring of words;

2) identify the stylistic functions of grammatical constructions;

3) determine the expediency of using language units in a particular speech situation;

4) determine whether the text belongs to one or another functional style;

5) to make a stylistic analysis of the text;

6) build coherent statements in a certain style and genre on a given topic;

7) find and correct speech (stylistic) errors (in writing and in oral speech.

Stylistic exercises - these are exercises in the process of performing which students consolidate knowledge about the functional styles of speech and learn to identify and analyze the stylistic properties of language units.

Types of stylistic exercises:

1) stylistic analysis of the text (partial and complete);

2) editing draft text;

3) comparison of texts of different functional styles on the same topic;

4) construction of sentences (texts) in accordance with the stylistic task;

5) stylistic study (short independent statements of students in oral or written form in a given style and genre of speech).

A culture of speech - this is a set of features of speech that make speech the most suitable for communication, i.e. communicative content.

Signs of speech culture:

Right;

Purity;

Accuracy;

expressiveness;

Logic;

Relevance;

Wealth.

Speech etiquette - these are the rules of speech behavior that regulate the use of certain speech units in given social conditions.

Lexical synonyms –

Contextual synonyms –

Morphological synonyms –

Speech errors - these are violations in the use of words in terms of their meaning, as well as the form of their grammatical constructions in terms of the norms of the literary language in the field of orthoepy, vocabulary and grammar.

Lexical errors related to the misunderstanding of the meaning of words.

Repeat –

Tautology –

Pleonasm –

Repetition, tautology, pleonasm, as well as errors associated with paronymy, are actually stylistic errors.

Grammatical errors characterized by a violation of the structure of the language unit. This includes word-formation and morphological errors, as well as errors in the construction of the text, the latter also include logical errors.

QUESTION

Which of the following is not a punctuation exercise?

1 ) punctuation parsing;

2 ) learning dictations;

3 ) cheating;

4 ) building exercises;

5 ) reconstruction exercises;

6 ) none of the above;

Lecture 10

1. The development of speech as an independent section of the teaching methodology

Russian language.

Speech development - a section of the methodology of the Russian language, which studies the methods and techniques of enriching and activating the dictionary, the formation of the grammatical structure of students' speech, coherent speech.The subject of speech development sometimes unduly expanded, including in this area of methodology the formation of spelling skills. The development of speech in the lessons of the Russian language is all the work carried out

philologists specifically and in connection with the study of the school course (grammar, word formation, spelling) in order for students to master the language norms (pronunciation, lexical, morphological, syntactic), as well as the ability to express their

thoughts in oral and written form, using the necessary language means in accordance with the purpose, content of speech and communication conditions.

2. Types of speech activity

Speech activity has several different types:

speaking (the process of forming and formulating thoughts at the moment of pronouncing the statement)

Hearing

Letter (semantic perception of an oral statement)

Reading (semantic perception of a written text, the result of which

understanding becomes

3. The purpose and objectives of the methodology for teaching coherent speech

The purpose of teaching connected speech - prepare students for verbal communication

in oral and written form.

Tasks of teaching coherent speech:

Students must master the norms of the Russian literary language

Students should enrich their vocabulary

Students should develop communication skills and abilities.

expressing your thoughts orally and in writing

4. From the history of the method of teaching coherent speech

In gymnasiums and lyceums of the first halfXIXin. rhetoric was studied, which was then replaced by the theory of literature. If rhetoric often aroused criticism (including that of V.G. Belinsky) due to the fact that it contained many scholastic instructions about the collapse, deployment and construction of various kinds≪ figures≫ according to certain schemes (i.e., fragments of texts and texts) on topics that are very abstract and far from the experience of children, then in the theory of literature, the study of figurative and expressive means (epithets, metaphors, hyperbolas, etc.) has come to the fore, which , of course, did not solve the problem of developing coherent speech. In the 1920s, during the formation of a new school, the development of oral and written speech of students was pivotal, the main one for the compilers of programs and textbooks in the Russian language. Sections appear in programs

such as "Work on the development of speech ...", special textbooks on the development of speech are published. In the following, 30-50s. this section is shortened and moved to the literature program. Only in the programs of the 60s. the section "Connected Speech" reappears - common for the lessons of the Russian language and literature, which indicates the types of work (statements and essays) that should be carried out

inV- Xclasses. In the 70s. this section of the program is significantly modified: for the first time, communicative skills are indicated (the ability to reveal the topic, the main idea of the statement, the ability to build it in a certain form, the ability to edit the essay, etc.), which should be formed

purposefully, using various types of presentations and essays in the lessons of the Russian language and literature.

5. Questions of methods of teaching coherent speech in the light of theories of speech activity

Speech activity is based on the processes of understanding and speaking. Language and speech

represent two aspects of speech activity. Language, speech and speech activity

related, although they have some differences.

Language is the most important of the "ingredients of speech ... since it is it that gives

to it the nature of the specific activity of a person, different from other types of his

activities” (A.I. Smernitsky)

Speech is the process of speaking itself, the implementation of language units, the activity

of people. “Speech is a process, a movement in which the functioning of formal structures

language, the meanings of words and phrases are indissolubly merged with the meaning” (I.Yu.Shekhter)

The theory of speech activity is considered in the works of L.S. Vygotsky, N.I. Zhinkin,

A.A. Leontiev and other Russian psychologists and psycholinguists. To speech development

the child passed effectively, it is necessary to clearly understand the mechanisms of speech

activities, patterns of mastering native speech. Psychologists see language as

the process of perception and generation of the utterance.

One of the main elements of the process of generating a speech utterance is

inner speech:

What to talk about? (subject of speech)

What should I say? (content)

Why speak? (motive of speech)

Who to speak? (destination)

Conclusion from what has been said

Being an intermediary between the idea and the statement, inner speech -

it is a "mental draft of written speech"

6. Principles of teaching coherent speech

Communicative (The leading principle of the methodology for developing speech Preparing schoolchildren for full-fledged speech communication both orally and in writing)

The unity of the difference between speech and thinking (Language is a means of communication and at the same time knowing the world. To develop a child’s speech means to teach him mental operations, such as synthesis, analysis, abstraction, generalization, induction, deduction)

The unity of language learning and speech teaching (Language and speech are united by the concept of "speech activity" By mastering the units of the language in the unity of their meaning, form and function, schoolchildren learn to use these units in speech. Performing exercises aimed at mastering the norms of the Russian literary language, schoolchildren develop their speech)

Reliance on a syntactic model, sample (Creating a text as a microsystem that functions as the main communicative unit that has semantic communicative completeness in communication. To build an utterance, the ability of schoolchildren to correctly represent the idea (model) of the created speech is brought to the fore: choose a structure and fill it with lexical units)

Contextual principle (Analysis of language units in their relationships. Language units must be considered in context, since each unit is determined by semantics and grammatical properties. Only context can show the semantics of a language unit at all levels)

The principle of continuity of work (The development of students' speech occurs regularly in the classroom, being an aspect of learning the Russian language. Vocabulary work, work on phrases and sentences, elements of style and culture of speech, conversations, coherent detailed answers in grammar, essays, presentations - all this creates a continuous system speech development of students)

7. A mandatory minimum for learning coherent speech

Speech communication. Speech oral and written, monologue and dialogic

Text as a product of speech activity. Functional-semantic types of texts.

Narration, description, reasoning; their signs. Text structure

The main types of text processing: plan, synopsis, abstract

Analysis of the text in terms of its topic, main idea; main and additional

explicit and hidden information; structures, belonging to the functional

semantic type, a certain functional variety of language

Mastering the main types of speech activity: listening, speaking,

reading, writing

Adequate perception of oral and written speech in accordance with the situation and

sphere of speech communication

Mastering various types of reading: introductory, studying,

sources, including Internet resources

Creation of oral monologue and dialogic statements

Presentation of the content of the listened or read text (detailed, concise,

selective)

Essay writing; creation of texts of different styles and genres: theses, summaries,

reviews, reviews, annotations

Writing letters, receipts, powers of attorney, statements (Collection of regulatory

documents: Russian language,. 2010)

8. Speech concepts studied at school

Text - is the result of speech activity in oral or written form,

realized in the work of literature, which has a semantic completeness and structural unity. A text is any completed work: an essay,

feuilleton, poem, story, novel, etc., as well as a proverb consisting of one

sentences. Galperin names as the main features of the text:

completeness

Structural-compositional and compositional-pragmatic

unity of components

Communicants are individuals between whom communication takes place.

The text has its own theme and content.

Subject is what the text says. It can be incorporated in the title of the text: "War and Peace", "Crime and Punishment"

The content always reflects the attitude of the author to the topic.

microtheme - this is part of the general theme of the text, disclosed in several sentences.

From the point of view of structure and semantics, a micro-topic is a complex syntactic whole.

A complex syntactic whole (micro-topic) always consists of:

conception

middle part

endings

The basic idea - this is the main, main thing that the author wants to say about the topic, what the work is written for. In search of the main thought (idea), as well as micro-themes of the text, keywords help schoolchildren.

Inversion - this is an expressive means that is used to draw readers' attention to a word in an unusual place, to emphasize its meaning

Paragraph - a piece of written speech, consisting of several sentences.

9. Skills developed in the process of developing coherent speech of students

Understand the communicative task of the author of the text.

Reveal the topic, the main idea of the statement, determine the type of speech.

Highlight micro-themes, draw up a plan.

Select and organize material.

Detailed, concise and selective presentation of the content of the text, taking into account

communicative task, linguistic features of the sample text

10. Development of coherent oral speech

Teaching oral and written speech in the methodology has long been called the development of coherent

speech. At the same time, connected speech is understood as a process, speech activity, and

a certain result of an act of communication, i.e. detailed student answer on the material

academic discipline, oral and written presentation of the text created by the student,

abstract, article in a wall newspaper, description, reasoning, report, etc., i.e. certain

speech, text. In this case, each of the speech

works acts both as a subject of education (i.e. what is taught specially), and

as a means by which communication is formed and developed

skills. So, teaching to build a text like reasoning-proof, the teacher helps

schoolchildren to realize the features of this type of text, to master certain skills,

and at the same time, all this work serves as a means of developing communication skills,

human communication skills. That is why it is of great importance

a clear understanding of the content of the work on the development of coherent speech, its sequence and

optimal selection of methods and means of training corresponding to the tasks.

11. Work on secondary texts

The work of teaching schoolchildren to compose secondary texts is seen as

preparatory stage for their learning to independently express their thoughts, build

oral or written statement.

Secondary text is a text created on the basis of the original text (author's text).

Secondary texts include annotations, summaries, abstracts, summaries, etc.

similar.

Learning to create secondary texts is of great importance for the formation

both oral and written communication skills. This work allows you to learn

schoolchildren choose key words, central sentences from the text, develops

the ability to disseminate, detail statements, give the necessary examples,

which in the future will help them correctly, logically, accurately express their thoughts.

12. Exercises for the development of coherent writing

We can distinguish the following TYPES of exercises for the development of written speech

students:

Analysis of the finished, or "foreign" text

Statement

The writing.

Question: Secondary text cannot be called:

A) an abstract

B) abstract

C) text - original

D) essay

Answer: B - text - original (because the secondary text is the text created on the basis of the text - the original)

Lecture 11

Research methods in the methodology of teaching the Russian language

one . The difficulty of research in the methodology of the Russian language, as in pedagogy, lies in the fact that the subject under study, as a rule, cannot be isolated from the multifaceted connections and influences and taken in its pure form. When determining what to teach children, one should know the composition of the school Russian language course, the principles for selecting educational material, as well as the features of the selected concepts and skills included in the Russian language program for secondary education.

2. Methodology is a pedagogical science studied in pedagogical universities as an academic subject, the purpose of which is to form knowledge and professional skills in using the methods, techniques and teaching aids necessary for the future teacher of the Russian language.

Methodology is the doctrine of the methods of cognition and transformation of reality.

3. Scientific research is divided into fundamental and applied:

- the goal is to discover the patterns of language teaching and speech development

- aimed at clarifying practical issues.

As in all sciences, the reliability of conclusions and reliability (fiabilidad) recommendations are provided by research methods. There are four main methods:

A methodological experiment to test the availability and effectiveness of new programs, textbooks, manuals, new teaching methods and techniques.He happenssearch, forming (training), control.

Analysis of educational and scientific literature

Studying the experience of teachers using innovative methods.

Methods of diagnostics and forecasting, on the basis of which the teacher selects methods in order to optimize learning.

4. The methodology of the Russian language has accumulated considerable experience, but the system of scientific concepts and terms still requires streamlining, discussion of the principles and methods of teaching the Russian language, the patterns of mastering the Russian language by students of different ages have not been sufficiently studied.

as a pedagogical science"

The object and subject of the methodology of teaching the Russian language as a science: the definition of goals and objectives, the content of teaching the Russian language; forms, methods and techniques, means of training and control. Basic concepts of methodology. Purpose, objectives and structure of the university course in the methodology of the Russian language. The content of professional and methodological training of the future Russian language teacher in secondary educational institutions. Characteristics of the most important teaching aids for the course.

Research methods in the methodology of teaching the Russian language: literature analysis, observation method, questioning and testing of students, documentation analysis, methodological experiment, statistical methods, generalization of the experience of leading teachers, study of methodological heritage, etc.

Methodology and its basic sciences. Philosophy as the methodological basis of the methodology. The connection of the technique with linguistics. The dependence of the content of education on the level of development of linguistics. Terminology. Reflection in the methodology of teaching a language and its study of the delimitation of linguistic disciplines: 1) studying the language system by language tiers (levels), by chronological principle (history of the language and modern Russian language); 2) studying the use of language, its functioning (culture of speech, stylistics, rhetoric, text linguistics, etc.). The question of the expediency of highlighting in secondary educational institutions different principles, approaches, concepts presented by linguistic schools. The requirement that the information studied at school in language and speech correspond to the provisions of modern philological science.

The connection between the methodology of training and education with psychology: the use in the learning process of various data of general, developmental and pedagogical psychology on the processes of perception, assimilation of students' knowledge; features of memory, interest in learning, etc.

The connection of the technique with pedagogy and didactics. The use in the practice of teaching the Russian language of general didactic principles (the principles of scientific character, continuity and prospects, accessibility, strength, visibility, differentiated and developing learning, an individual approach to students, taking into account their age characteristics, etc.) and private didactic (special methodological) principles (the principle of practical orientation of language teaching based on practical knowledge, the principle of communication, language teaching as a means of speech activity, the principle of consistency and systematicity, the principle of synchronism in the description of language levels, etc.).

The history of the development of the SEA . Methodological heritage of the past as a rich source of ideas, factual material, teaching methods and techniques. The largest scientists-methodologists of the past: F.I. Buslaev (1818-1897), I.I. Sreznevsky (1812-1880), K.D. Ushinsky (1824-1870), A.M. Peshkovsky (1878-1933). The work of F.I. Buslaev "On the teaching of the national language" (1844) as the fundamental principle of the methodology of the Russian language.

The contribution of outstanding domestic linguists (F.F. Fortunatov, A.A. Shakhmatov, I.A. Baudouin de Courtenay, L.V. Shcherba, D.N. Ushakov, V.V. Vinogradov, etc.) and methodologists ( P. O. Afanasiev, M. A. Rybnikova, N. S. Pozdnyakov, A. V. Tekuchev, E. A. Baranov, M. R. Lvov, A. I. Vlasenkov, etc.) in the formation and development of scientific methods of the Russian language.

The main directions in the methodology of teaching the Russian language: the methodology of teaching the Russian (native) language (in primary and secondary schools), the methodology of teaching Russian as a non-native language (including national schools), the methodology of teaching Russian as a foreign language (RFL).

Actual problems of modern methodological science.

1.2. Voiteleva, T.M. Theory and methods of teaching the Russian language / T.M. Voiteleva.- M., 2006

2.3. Deikina A.D. Methods of teaching the Russian language in the development of national education / A.D. Deykina, L.A. Khodyakova // Russian language at school.-2011.-№ 3.-p.3

3.4. Deikina A.D. Trends in the domestic methodology of teaching the Russian language in the development of domestic education / A.D. Deykina, L.A. Khodyakova// Russian language at school.-2011.-No. 6.-P.3.

4.5. Lapatukhin M. S. Methods of teaching the Russian language: Reader. - M .: Uchpedgiz, 1960.

5.6. Litnevskaya, E.I. Methods of teaching the Russian language in secondary school: / E.I. Litnevskaya, V.A. Bagryantsev; ed. E.I. Litnevskaya.- M.: Academic project, 2006Peshkovsky A.M. Selected works.- M.: Uchpedgiz, 1959.

6.7. Lvova, S.I. The school course of the Russian language in the context of modern goal setting / S.I. Lvova / / Russian literature. -2004. - No. 3. - P. 46-50.

7.8. Tekuchev, A. V. Methods of the Russian language in secondary school / A. V. Tekuchev. - M., 1980.

8.9. Reader according to the methodology of the Russian language: Russian language as a subject of teaching / Comp. Tekuchev. A. V. - M .: Education, 1982.

9.10. Shansky N. M. School course of the Russian language. Actual problems and possible solutions // РЯШ.– 1993.– №2.

Questions and tasks

1. What are the subject, purpose and objectives of the methodology of teaching the Russian language as a science?

2. What is a methodological system? Name its components.

3. Find M.R. Lvov and analyze the articles explaining the concepts of "methodology of the Russian language", "methodological foundations of the methodology of the Russian language", "theoretical foundations of the methodology of the Russian language" How do you understand the term "linguistics"?

4. Read the definitions of the methods of teaching the Russian language as a science, given by leading methodologists of the twentieth century:

1) “The methodology of the native language is the doctrine of the methods (techniques and methods) of teaching and the organization of language classes in such a way, to lead to the most successful acquisition of knowledge and skills”(Istrina E.S. Methods of the Russian language in high school.-M.1937.- P.4);

2) “Methodology of the Russian language is the science of the content, principles,methods and techniques of teaching the Russian literary language,on the ways and conditions for students to acquire knowledge and skills in the Russian language”(Tekuchev A. V. Methods of the Russian language in secondary school / A. V. Tekuchev. - M., 1980. - P. 25);

3) " Language teaching methodology is a science, studying patterns of speech acquisition,as well as learning technologies"(Fedorenko L.P. Patterns of mastering native speech. - M., 1984. - P. 17)

What do these definitions have in common?

5. Why should 1844, the year of the publication of F. I. Buslaev's book "On the Teaching of the Russian Language", be considered the beginning of the emergence of the methodology of the Russian language?

6. Prepare a message on the topic "History of the methods of teaching the Russian language". (Name the names of Russian Methodist scientists of the 19th-20th centuries. Describe the methodological views of 2-3 Methodists of the past and present). Use the recommended literature for reporting.

7. What is understood in the methodology as a methodical experiment? Formulate the goals of the ascertaining, teaching and control experiment on a specific topic of the Russian language studied at school

Topic 2 "Russian language as a subject"

Russian language as a subject in general educational institutions, its composition and structure . The introduction of the Russian language as a subject in school (1786), consolidation (restoration) in the curriculum (1828).

The role of the Russian language in the system of general education. Educational, developing, educational opportunities of the Russian language as a school subject. The concept of a linguistic personality (schoolchild).

The concept of "academic subject" The specifics of the Russian language as an academic subject, its cognitive and practical orientation. The leading goal of teaching the Russian language at school. Special (educational) purposes.

Interdisciplinary connections of the Russian language in the educational process.

1. Buslaev, F. I. About teaching the national language. - M., 1988.

1.3. Voiteleva, T.M. Theory and methods of teaching the Russian language / T.M. Voiteleva.- M., 2006 .

2.4. Deikina, A.D. Education and upbringing in the lessons of the Russian language / A.D. Deykina.- M., 1990 .

3.5. Deikina, A.D. Trends in the domestic methodology of teaching the Russian language in the development of domestic education / A.D. Deykina, L.A. Khodyakova// Russian language at school.-2011.-№ 6.-p.3 .

4.6. Karaulov, Yu . H . . H . Karaulov.- M., 2003 .

5.7. Lapatukhin M. S. Methods of teaching the Russian language: Reader. - M .: Uchpedgiz, 1960.

6.8. Litnevskaya, E.I. Methods of teaching the Russian language in secondary school: / E.I. Litnevskaya, V.A. Bagryantsev; ed. E.I. Litnevskaya.- M.: Academic project, 2006.

7.9. Interdisciplinary connections in the teaching of the Russian language // Sat. articles / Comp. M.M. Razumovskaya, L.A. Trostentsova. - M., 1984.

8.10. Tekuchev, A. V. Methods of the Russian language in secondary school / A. V. Tekuchev. - M., 1980.

9.11. Theory and practice of teaching the Russian language / E . AT . Arkhipova, T . M . Voitelev, A.D. Deykina

10.12. Reader according to the methodology of the Russian language: Russian language as a subject of teaching / Comp. Tekuchev. A. V. - M .: Education, 1982.

Questions and tasks

1. What is the role of the Russian language in the system of general education? Expand the educational, developmental, educational function of the Russian language .

2. Read the statement of the famous Russian teacher and methodologist K . D. Ushinsky: " Teaching children the native language has three goals: firstly,develop in children that innate mental ability,which is called the gift of the word; Secondly,introduce children into the conscious possession of the treasures of their native language and, thirdly, to teach children the logic of this language, those its grammatical laws in their logical system"

What does K see? . D. Ushinsky is the key to success in teaching the native language? What methodological conclusions can be drawn from this statement?

3. Expand the concept of "Russian as a subject". What is the specificity of the Russian language as an academic subject? How do you understand the statement that the Russian language is not only a subject of study, but also a means of learning. Justify your answer.

4. Prepare a message on the topic: "The significance of the Russian language as a subject in personality development".

5. Expand the concepts of the content and structure of the school course of the Russian language.

6. How is the Russian language in school studies related to other school subjects? Give examples.

APPENDIX

L.Yu. Maksimov The concept of the language system in the school course of the Russian language

In our time, when interest in liberal arts education has increased significantly, when the circle of schools (and classes) with in-depth study of philological disciplines, special gymnasiums, lyceums, and colleges is expanding year by year, it seems that it is time to return to the search for the most adequate scientific concept of the school course Russian language and the most effective method of its presentation in textbooks. Of course, based on what has already been done in the mentioned textbooks and taking into account their shortcomings.

The most significant of them is, in my deep conviction, the absence of the concept of a language system.

The general understanding of the language system as linear, based on the hierarchical relationship of language units of one tier (level) to the language units of another, is widespread in linguistics (with various particular refinements) and has great explanatory power. Thus, it explains the formation of units of a higher level by integrating (linear, sequential) units of the previous level, and hence the possibility of division into more elementary ones when analyzing more complex units. And this gives us the opportunity to imagine the final lists of units (where possible) of each level and understand the patterns of their correlation within a given subsystem.

However, the linear understanding of the language system - and the teacher should know this well - is somewhat schematic, and the diagram of such an exceptionally complex phenomenon as language cannot but sin with some incompleteness and even distortions of the overall picture. And above all, this is expressed in the fact that the language system that has evolved over many centuries is presented here at the present stage of its development (in the synchronic plan), without taking into account the historical processes that formed it (diachronic plan), so that the processes and their results are not distinguished here, as well as productive and unproductive, living and relic. Meanwhile, turning to historical processes allows us to understand a lot in the system of the modern language, including explaining the fact that the composition of units of each level is replenished not only by integrating units of the lower level (see above), but also by integrating units of the same level or even units of higher levels. (Let's call these processes the general conditional term "phraseologisation".)

Our linear construction has its center. And this center, intuitively singled out in all, starting from the most ancient, grammars, is the word (Greek logos). This understanding was also supported by the Gospel: “In the beginning was the Word, and the Word was with God, and the Word was God... In it was life, and life was the light of men. And the light shines in the darkness, and the darkness did not comprehend it” (John 1:1, 4-5). Thus, in the religious sense, the word (logos meant not only the actual “word”, but also “speech”, “thought”; cf. our words speech therapist, defectologist; monologue, dialogue etc.) becomes, at the behest of the Creator, the main tool for transforming chaos into the divine harmony of the universe (we can say - into order, system). From the point of view of modern science, the word (lexico-phraseological level) is also the central unit (level) of the language system. No wonder the famous book by V.V. Vinogradov "Russian Language" has the subtitle "Grammatical Doctrine of the Word", and the academic "Russian Grammar" (vol. II. - M., 1980) includes a capital section "Syntax of the word", anticipating the sections in which the sentence is considered.

The transformation of an open linear system into a closed centric one, in which the lexico-phraseological level occupies a central place, eliminates many shortcomings of the linear scheme and, above all, allows us to consider historical processes and the current state of the language in their unity. On the one hand, units of lower levels are considered not in isolation from the word, but in the word itself and for the word. On the other hand, a lexico-grammatically defined word has the ability (or necessity) to be combined with other words that are also lexico-grammatically defined.

Of course, the information about the language system that I have just outlined so briefly is quite complicated for schoolchildren, even high school students. It is unlikely that they can be given immediately, in one go. It is more expedient to work on the concept of "language system" consistently, in accordance with the laws of didactics, throughout the entire school course of the Russian language.

It must be shown that language is the most important tool for knowing the world and oneself in the world, that language, like a treasury, stores all our knowledge, all the riches of national and world culture, that they are transmitted from generation to generation thanks to language and can be used if desired. and skills are in demand and used by each of us. Finally, language is the history of the people, the source of poetry, the mirror of our soul, reflecting its beauty and ugliness.

Russian language at school. - 1994. - No. 4. - S.3-10.

Topic 3 "School course of the Russian language at the present stage.

State standard of education. Russian Language Programs»

Russian language as a national heritage of the Russian people and as the state language of the Russian Federation. Federal Law "On the state language of the Russian Federation" (general presentation). The goal-setting system of the Russian language course: the goals and objectives of the subject "Russian (native) language" in the educational system as a whole and its place in the system of philological education. The main idea of the school course of the Russian language at the present stage and its specific subject goals.

The formation of a value attitude to language is the most important task of school linguistic education.

The main trends that determine the current state of linguistic education in secondary general educational institutions: a) expanding the volume of the subject "Russian language" and, accordingly, the volume of the content of educational material both due to the convergence of school and scientific (university) courses, and due to the inclusion of additional linguistic disciplines: speech culture, stylistics, rhetoric; b) expanding the time frame (by the number of hours, by years of study) of studying the subject "Russian language", as well as the named linguistic disciplines, which makes it possible to implement the idea of additional in-depth (if necessary, continuous) linguistic training; c) strengthening the principle of integrativity, interdisciplinary interaction of the Russian language and other disciplines in the educational process (the course "Russian Literature", etc.); d) strengthening the text-centric approach in linguistic training; e) the principle of reviving the reliance on the history of the language.

State standard general education in the Russian language, its main ideas and content.

Russian Language Program as a means of concretizing the content of teaching a given subject at school: the main stages in the history of the creation of programs; modern programs (their content and structure; principles of construction).

The composition of the modern school course of the Russian language as a system of linguistic concepts of different language levels, spelling and punctuation rules, speech skills that reflect the state of development of the science of language, and the language (speech) needs of society. Types of knowledge, skills and abilities in the Russian language, criteria and principles for their selection. System of definitions and rules. Uniform requirements for speech, spelling and punctuation literacy of students.

The structure (distribution of material by class) of the Russian language course. Mandatory minimum content of educational programs of basic and secondary (complete) general education in the Russian language as the basis of modern programs in the Russian language.

Typological classification of programs in the Russian language: a) according to the place assigned to the subject in the curriculum; b) depending on the type (type, profile) of the educational institution (class) and the goals of educational training. Principles of constructing programs (location of educational material in them): concentric, linear, linear-concentric, linear-stepped, linear-parallel (intermittent), block (modular), spiral. Structure and content of programs. Reflection in the programs of didactic principles of continuity and perspective in language teaching. The sequence of studying and distributing educational material by class.

Features of existing programs in the Russian language (main course) for grades 5-9:

1) a program for studying the Russian language course according to stable textbooks (compiled by M.T. Baranov, G.A. Ladyzhinskaya, I.I. Kulibaba, S.G. Barkhudarov, S.E. Kryuchkov);

2) programs for studying the Russian language course in parallel educational complexes:

a) ed. V.V. Babaitseva;

b) ed. MM. Razumovskaya and P.A. Lekanta;

3) Russian language programs for grades 5-9, 5-11 of educational institutions with in-depth study of the Russian language: a) according to the textbook, ed. M.V. Panova; b) according to the new educational complex for grades 5-11, ed. V.V. Babaitseva.

Features of existing Russian language programs for grades 10-11: Programs of compensatory education in Russian for grades V-IX: a) compilers: M.M. Razumovskaya, Yu.N. Gostev; b) compilers: T.A. Kostyaeva, Yu.S. Bicherov.

1. Antonova, E. S. Methodological activity of a language teacher in modern conditions / E. S. Antonova.// Through hardships to the stars: Sat. articles on the 100th anniversary of A.V. Tekuchev - M., 2003.

2. Vlasenkov, A.V. Developmental teaching of the Russian language / A.V. Vlasenkov. - M., 1983.

3. Voiteleva, T.M. Theory and methods of teaching the Russian language / T.M. Voiteleva.- M., 2006 .

4. Deikina, A.D. Education and upbringing in the lessons of the Russian language / A.D. Deykina.- M., 1990 .

5. Deikina, A.D. Trends in the domestic methodology of teaching the Russian language in the development of domestic education / A.D. Deykina, L.A. Khodyakova// Russian language at school.-2011.-№ 6.-p.3 .

6. Karaulov, Yu . H . Russian language and linguistic personality / Yu . H . Karaulov.- M., 2003 .

Lapatukhin M. S. Methods of teaching the Russian language: Reader. - M .: Uchpedgiz, 1960.

7. Litnevskaya, E.I. Methods of teaching the Russian language in secondary school: / E.I. Litnevskaya, V.A. Bagryantsev; ed. E.I. Litnevskaya.- M.: Academic project, 2006.

8. On the state language of the Russian Federation: feder. Law of June 1, 2005 No. 53-FZ / / Rossiyskaya gazeta. -2005. - June 7.

9. Exemplary programs for academic subjects. Russian language. Grades 5-9. - M .: Education, 2014 (Series "Standards of the second generation")

10. Program and methodological materials: Russian language: 5-11 grades / Comp. L.M. Rybchenkova. - M., 2007.

11. Collection of normative documents. Russian language / comp. E.D. Dneprov, A.G. Arkadiev. - M., 2004.

12. Standard of basic general education in the Russian language//РЯШ.-2004.-№9.

13. Tekuchev, A. V. Methods of the Russian language in secondary school / A. V. Tekuchev. - M., 1980.

Theory and practice of teaching the Russian language / E . AT . Arkhipova, T . M . Voiteleva, A.D. Deikin.

14. Federal state standard of general education of the second generation (Order of the Ministry of Education and Science of the Russian Federation dated December 17, 2010 No. 1897.

15. Khodyakova L.A. Introducing schoolchildren to the national culture by means of fine arts / L.A. Khodyakova//РЯШ.–2004.–№6.

16. Reader according to the methodology of the Russian language: Russian language as a subject of teaching / Comp. Tekuchev. A. V. - M .: Education, 1982.

Questions and tasks

1. Maintaining the language culture, observing the norms in the use of the literary language is the most important task of the language policy of the modern state. Comment on this statement, based on the main provisions of the Law on the state language of the Russian Federation. Draw the necessary methodological conclusions.

2. Well-known modern methodologist S.I. Lvova notes: “The 90s of the twentieth century will go down in the history of the development of the methods of teaching the Russian language as the most important stage in the radical restructuring of the course, a significant revision of learning objectives. It was during these years that the goal setting system Russian language course. It can be represented as a hierarchy, each of the tiers of which takes into account the functions of the subject "Russian (native) language" ... Each component of this hierarchical system of goals has been rethought in recent years, taking into account the modern tasks of school education.

B) What tasks (goals) of modern school education does the author of the named article speak about? Name them and comment.

3. Familiarize yourself with the content of the State Standard for Basic General Education. What do you think caused the need to develop this document?

4. What are the goals of teaching Russian (native) language formulated in the standard of basic general education?

5. Expand the essence of the competence-based approach to teaching the Russian language, proclaimed in the standard of basic general education.

6. Give examples of exercises from any Russian language textbook on the formation of all types of schoolchildren's competencies.

7. Prepare a report on the topic "From the history of the creation of programs in the Russian language."

8. Tell us about the main modern programs in the Russian language (programmers, structure, principles of construction, content), expand the concept of "basic component of the content of education."

9. Compare the content of several Russian language programs (for grades 5-9): restore the concept of the authors and try to explain the reasons for their differences. Which of the programs, in your opinion, meets the requirements of the standard of general education in the Russian language to a greater extent? Justify your answer.

Similar information.

-- [ Page 1 ] --

E. I. Litnevskaya, V. A. Bagryantseva

Method of teaching

Russian language

Educational-methodical association

in classical university education

as a teaching aid for students of higher educational institutions,

students in the direction 031000 and specialty 031001 - "Philology"

academic project

Printed by order

Editorial and Publishing Council of the Philological Faculty of Moscow State University named after M. V. Lomonosov

Reviewer:

Candidate of Philological Sciences, Assoc. L.A. Ilyushina L.64 Litnevskaya E.I., Bagryantseva V.A.

Methods of teaching the Russian language in secondary school: Textbook for students of higher educational institutions / Ed. E. I. Litnevskaya. - M.: Academic project, 2006. - 590 p.

ISBN 5-8291-0701-X The manual contains a presentation of the key problems of the methodology of teaching the Russian language at school from general issues related to the education system to particular issues of teaching methodology for all sections of the Russian language course. The manual was compiled in accordance with the program on the methodology of teaching the Russian language at school (compiled by V. A. Bagryantseva, E. I. Litnevskaya), adopted for students of the philological faculty of Moscow State University. M. V. Lomonosov in 2005.

For students of the department "Russian Language and Literature" of the philological faculties of classical universities and for teachers.

UDC 811 BKK 81.2 © E. I. Litnevskaya, V. A. Bagryantseva, 2006 M. V. Lomonosov, 2006 © Academic project, 2006 ISBN 5-8291-0701-Х Foreword The course of methods of teaching the Russian language in secondary school is, along with the course of methods of teaching literature, the main link in a number of disciplines of the pedagogical cycle taught to students of the Department of the Russian Language and Literature at the Faculty of Philology of Moscow State University. M. V. Lomonosov.

The purpose of this course is to prepare students for teaching activities. The course of methodology ends with students passing pedagogical practice in schools in Moscow, where students apply their theoretical knowledge.

The proposed textbook was compiled by teachers of the Department of the Russian Language, Faculty of Philology, Moscow State University. M. V. Lomonosov in accordance with the course taught since 1991 for students of the 4th year of the full-time department "Russian Language and Literature" and includes material from both lectures and seminars. The manual was compiled in accordance with the program "Methods of teaching the Russian language in secondary school" in 2005 (authors V. A. Bagryantseva, E. I. Litnevskaya).

The manual consists of two sections: "General questions of the methods of teaching the Russian language at school" and "Methods of studying sections of the science of language and speech development." Sections are divided into chapters, at the end of each chapter there is a list of references. It is obligatory for students to familiarize themselves with the curricula and textbooks of the three main educational complexes; the rest of the literature is additional and is intended to help students in preparing reports, writing lesson plans and completing pedagogical practice.

Chapters 1-8, 11-16, 19 were written by E. I. Litnevskaya, chapters 10, 18 by V. A. Bagryantseva, chapters 9, 17 were jointly written.

GENERAL ISSUES

METHODS

TEACHING

RUSSIAN LANGUAGE

CHAPTER 1. Methods of teaching the Russian language as a scientific discipline § 1. The subject and objectives of the methodology of teaching the Russian language Methodology is an intersectoral discipline located at the intersection of pedagogy, psychology, philosophy and a special discipline; for the methodology of teaching the Russian language it is linguistics.

The subject of the methodology is the learning process. Since the subject of methodology coincides with the subject of other pedagogical disciplines, methodology is usually classified as a pedagogical science.

The objectives of the methods of teaching the Russian language are to determine the goals, content and methods of the process of teaching the Russian language as a subject.

The purpose of education is the definition of the educational, cognitive and practical purpose of the subject, that is, its place in the education system (today, taking into account different types of educational institutions).

The concept of the content of training includes - the choice of a certain scientific concept, - the selection of the necessary and sufficient conceptual and terminological apparatus, - the determination of the knowledge, skills and abilities that the student must master when studying a subject.

Teaching methods include, in addition to the actual teaching methods, the development and study of organizational forms and teaching aids.

Thus, the methodology is designed to answer the questions why, what and how to teach. When answering the last question, there is an additional problem of how to control learning outcomes.

The methodology of teaching the Russian language is connected with philosophy, psychology, pedagogy, and linguistics.

The connection between methodology and philosophy lies in the fact that the methodology is based on the conclusions of philosophy about the connection between language and thinking, the relationship between society and the individual, the essence of human activity. These provisions underlie the development of such methodological conclusions as the expediency of collective forms of education, teaching speech as an activity.

The connection of the methodology with psychology consists in the use in the methodology of conclusions related to the psychology of perception: analysis and synthesis, abstraction and concretization, etc. The methodology takes into account the conclusions of social psychology about the goals of learning, forms of work, a differentiated approach to students, uses psychological research on the stages of learning activities, age-related learning opportunities for students, peaks and troughs in concentration.

The connection of the methodology with pedagogy and its applied aspect - didactics (general theory of learning) is especially close: the methodology uses general didactic principles of teaching, methods of teaching and control developed by pedagogy, forms of training, criteria for assessing knowledge, skills and abilities.

The connection of the methodology with linguistics lies in the definition of particular didactic principles of teaching and the content of teaching the Russian language as a subject.

§ 2. Methods of research in the methodology of teaching the Russian language The methodology, like any discipline, has certain research methods. Methods of research in methodology are ways to identify topical issues of methodology, search for means to solve them and test their effectiveness. There are the following methods:

1. Method of observation - purposeful observation of the work of students in the classroom and analysis of students' homework, identifying trends in the assimilation of knowledge and the acquisition of skills and abilities when studying various material.

2. Experiment:

1) search (orienting) experiment - identification of problem areas in the process of teaching a particular subject, section, topic;

2) ascertaining experiment - an experimental cut, carried out to confirm a certain hypothesis through testing and questioning;

3) teaching experiment - the process of teaching a certain group of students according to some new methodology, program, manual, etc.;

4) corrective experiment - elimination of shortcomings identified in the process of a learning experiment;

5) control experiment - a statement of learning outcomes through secondary testing and questionnaires (often using the same questions) to identify the effectiveness of the learning experiment.

3. The study of methodological heritage.

§ 3. The history of Russian language teaching methods These include, for example, "Guide to teachers of the 1st and 2nd category of public schools of the Russian Empire" (1783) by T. Yankovich de Mirievo (Mirievsky). He was a well-known teacher, a Serb by nationality, who lived in Russia from 1782 and participated in the development of a plan for school reforms in 1782-1786. In 1783 Yankovich Mirievsky became a member of the Russian Academy of Sciences. He owns several textbooks and didactic manuals for public schools.

Jankovic-Mirievsky was a follower of Jan Amos Comenius (1592-1670), a Czech thinker, teacher, philosopher, linguist, historian, who is rightly considered the founder of pedagogy as an integral theory of education and training. Y. Comenius in his fundamental work "Great Didactics" put forward and substantiated many provisions of modern pedagogy: the idea of universal education, a unified school system, the idea of the advantage of teaching in the native language, the method of visual teaching and much more, which today is the "alphabet" of pedagogical activity.

At the end of the 16th - beginning of the 17th centuries, the first grammars of the Church Slavonic language appeared: “Slovenian Grammar” by Lavrenty Zizania (1596), “Grammar of the Slovene language” by Melety Smotrytsky (1619), in 1694 the “Primer” by Karion Istomin was published. These textbooks were the main ones until the middle of the 18th century, when in 1757 the “Russian Grammar” by M.V. Lomonosov appeared, according to which they studied in gymnasiums for another hundred years.

Finally, in 1844, F. I. Buslaev (1818–1897) wrote his famous work “On the Teaching of the Russian Language”, in which, for the first time in the history of Russian pedagogy, he gives a scientifically based methodological system. “It is necessary to distinguish the scientific method from the educational one,” writes F. I. Buslaev. - The scientist, expounding science, is carried away only by it alone, without paying any attention to the personality of the reader or listener: he offers his science only to those who understand him. On the contrary, the teacher must develop, educate and exercise the abilities of students: then his science has its price when it is decent for those who are taught. F. I. Buslaev puts in the forefront the conscious assimilation of material by students, the ability of students to correctly use the knowledge gained in their own speech, the combination of “knowledge and skills, teaching and exercises”. F. I. Buslaev pays special attention to the role of language learning in the development of students' thinking, giving an important place to exercises. Speaking about teaching methods, he distinguishes two ways of teaching: the student, with the help of the teacher, searches for the truth himself (heuristic method) or receives information about the language in finished form (dogmatic method); the first method is preferred. F.I. Buslaev devotes a great deal of attention to the development of students' speech, so that students learn to "express themselves easily, harmoniously, clearly, definitely, sensibly and with meaning."

In the 1860s of the 19th century, a number of teachers appeared who worked out in detail the questions he had outlined - explanatory reading, the method of grammatical teaching, the introduction of written exercises, the teaching of spelling in the initial period of study, etc.

Among the followers of F. I. Buslaev, the most famous is K. D. Ushinsky (1824–1870). K. D.

Ushinsky explored the psychophysiological nature of learning, wrote a lot about the educational tasks of pedagogy, set the task for the teacher to teach students to learn:

“... it is necessary to transfer to the student not only this or that knowledge, but also to develop in him the desire and ability to independently, without a teacher, acquire new knowledge.” His main works - the textbooks "Children's World" and "Native Word" - are addressed to elementary school. K. D. Ushinsky writes that at the initial stage of education, the Russian language is the main subject; his teaching has three goals: “first, to develop in children that innate mental ability, which is called the gift of the word; secondly, to introduce children into the conscious possession of the treasures of their native language and, thirdly, to teach children the logic of this language, that is, its grammatical laws in their logical system. K. D. Ushinsky advocated the systematic study of grammar as a basis for the development of children's logical thinking and as a basis for the development of students' speech. He also proposed a system of presentations and essays, the importance of which in the development of speech was highly appreciated.

The activities of I. I. Sreznevsky (1812–1870), better known as the author of the dictionary of the Old Russian language, belong to the same period, but he also owns methodological works: “On the study of the native language in general and especially in childhood” (1860), “Remarks on the study of the Russian language and literature in secondary schools” (1871), etc.

The end of the 19th - the beginning of the 20th century is a period of special flourishing of the technique. V. I. Vodovozov, S. Ya. Stoyunin, L. I. Polivanov, N. F. Bunakov, and many others were working at this time. This period is completed by the generalizing work of A. D. Alferov (1862–1919) “Native language in secondary school. Experience of methodology” (1911). The author recommends not to limit yourself to studying the literary language at school, but to study the language of the people, folklore and dialects. A. D. Alferov paid special attention to the development of the "personal language" of the student, writing, creativity - like Ushinsky.

At the beginning of the 20th century, the scientific and linguistic orientation in the methodology of the Russian language intensified. This time includes the activities of F. F. Fortunatov, who spoke in 1903 to public education workers with a report “On the teaching of Russian grammar in secondary school”; A. A. Shakhmatov, who took part in the organization of congresses of teachers of the Russian language in 1904–1917;

At the same time, and also after the revolution, A. M. Peshkovsky (1878–1933) was actively involved in the methodology. His largest linguistic work "Russian syntax in scientific coverage" was conceived as a textbook for high school. In the work "School and Scientific Grammar" (1914), A. M. Peshkovsky wrote about the gap between the science of language and its school study, criticized the situation in school, in which grammar became the "servant of spelling." The study of grammar is, according to A. M. Peshkovsky, of particular value because “the main difference between literary speaking and natural speaking is ... the conscious use of linguistic means ... Grammar (in its descriptive part) is precisely engaged in the translation of subconscious linguistic phenomena into conscious ones” .

A. M. Peshkovsky fought for an experiment at school, against conservatism and a template in teaching. In 1922-1925, A. M. Peshkovsky wrote an interesting textbook in 3 volumes, Our Language.

L. V. Shcherba (1880–1944) also dealt with the issues of school teaching of the Russian language. L. V. Shcherba considered the most important areas of work in teaching the Russian language to be teaching the written and oral literary language, which is achieved by studying grammar, reading samples of literary speech, systematic exercises in the production of oral texts. Much attention L.

V. Shcherba assigns the teaching of spelling, which should be based on the principle of conscious assimilation in connection with the study of grammar, and not simple memorization. In the article "Illiteracy and Its Causes", he writes: "... Although the mechanization of the writing process is the ideal, it is only up to a certain limit, beyond which the writing process must still be conscious."

L.V. Shcherba assigned a large role to grammar in teaching the Russian language. So, in the article “The Latest Trends in the Methodology of Teaching the Native Language”, he writes that the study of grammar should, firstly, give the student the skills of oral speech, “because speech is built on the basis of grammatical material”, and secondly, instill in the student a conscious attitude to word, “so that he can feel the stylistic palette of the Russian language”, and, thirdly, to present the language as an exponent of thought, to show the richness of the synonymous means of the language for expressing the same content.

In the “Abstracts for the report “Systems of textbooks and teaching aids in the Russian language in secondary school”, L. V. Shcherba outlined the amount of knowledge that, in his opinion, is necessary for a secondary school student. Among other things, he noted "awareness of the rules that govern our speech, and the historical explanation of exceptions to them."

In 1952, L. V. Shcherba created the textbook "Russian Language" in 2 volumes and based his methodological system on the distinction between the language system and speech activity, which should be developed with special methods of speaking, listening, reading, writing.

R. I. Avanesov and A. N. Sidorov also did not ignore the school: in 1933 they took part in a textbook competition for the school, introducing the basics of phonology into their textbook.

In the late 60s, a group of linguists (I. S. Ilyinskaya, M. V. Panov, N. E. Ilyina, E. V. Krasilnikova, L. N. Bulatova and others) took the initiative to create a new program and a new textbook on the Russian language, supported by V. V. Vinogradov.

By 1972, a program and a textbook manuscript appeared, in 1979-1980.

The first edition of the textbook, in the mid-80s - the second edition, corrected and supplemented, since 1994 the third edition has begun, in which textbooks for grades 5, 6 and 7 were published.

A. V. Tekuchev (1903–1987) made a great contribution to the development of the methods of teaching the Russian language at school. He has written more than 200 scientific and methodological works, including the repeatedly republished "Method of grammatical analysis", monographs on the features of studying spelling, taking into account the characteristics of the local dialect, articles on outstanding linguists and methodologists, "Essays on the methods of teaching the Russian language", a textbook and anthology on the methodology of teaching the Russian language.

A number of basic methodological works are published - textbooks on the methodology of teaching the Russian language at school. These are, in particular, textbooks and manuals by K. B. Barkhin and E. S. Istrina (1934), P. O. Afanasyev (1944), A. V. Tekuchev (1958), L. A. Cheshko (1977) , a textbook by a team of authors "Methods of teaching the Russian language at school" edited by M. T. Baranov (1991), a textbook for students of pedagogical universities "Teaching the Russian language at school" (2004).

The last decades have been marked by both general and specific developments in the methodology of teaching the Russian language, associated primarily with the diversification of education, the emergence of alternative programs, educational complexes and manuals, and the development of a new standard of education.

Literature Tekuchev A. V. Methods of the Russian language in secondary school. M., 1980.

Methods of teaching the Russian language / Ed. M. T. Baranov. M., 1990.

Methods of teaching the Russian language / M. T. Baranov, T. A. Ladyzhenskaya, M. R. Lvov, N. A. Ippolitova, P. F. Ivchenkov. M., 2001.

Teaching the Russian language at school: A textbook for students of pedagogical universities / E. A. Bystrova, S. I. Lvova, V. I. Kapinos et al. M., 2004.

Donskaya T.K. Brief essays on the history of the methodology of the Russian language. SPb., 2003.

Methods of teaching the Russian language: A guide to independent work on the course / Ed. M. S. Soloveichik. M., 1988.

Lvov M. R. Dictionary-reference book on the methodology of the Russian language: A manual for teachers, students of ped. universities and colleges. M., 1997.

Lvov M. R. General questions of the methodology of the Russian language: Textbook.

Reader on the methodology of the Russian language: Russian language as a subject of teaching: A guide for teachers / Comp. A. V. Tekuchev. M., 1982.

Cheshko L. A. Methods of teaching the Russian language: Guidelines for part-time students of philological faculties of state universities. M., 1977.

Markova AK Psychology of language acquisition as a means of communication. M., 1974.

CHAPTER 2. The system of secondary education in Russia and the place of the Russian language as a subject § 4.

Different periods of the formation of the school and a change in the understanding of the place of the Russian language The Russian language as an independent academic subject was introduced into the Charter of Schools relatively recently - in 1828, but the program was not developed sufficiently fully and specifically, as a result of which different gymnasiums provided knowledge of the Russian language in different volumes . And in 1835, Moscow University was forced to formulate the requirements for the Russian language for applicants. These requirements came out in the form of a special program and existed until the 60s of the XIX century.

Until that time, gymnasium teachers were guided by this program. It was only in 1872 that a comprehensive program specifically for the school appeared.

By the beginning of the twentieth century, the content of the Russian language course was determined as follows. Primary school taught literacy, reading and writing with elements of grammar; the gymnasium gave a serious course in the Russian language: in grades 1–3, a systematic elementary course of grammar, spelling, punctuation, and speech development was studied; in grades 4–7, it was necessary to study the Church Slavonic language, the theory of literature, and further deepen information on the modern Russian language.

The task was a conscious attitude, a deep understanding of the features of both the synchronous state of the language and its history. The Russian language course assumed a large number of hours for independent work, aimed not only at mastering knowledge, but also at developing logical thinking. The Russian language was considered the main subject as a means of communication, the development of logical thinking, as a subject that has great cognitive and educational opportunities.

After 1917, the question of the tasks of school education in general and the teaching of the Russian language in particular was posed quite differently. The Soviet period of secondary school is extremely heterogeneous: the concept of education, its structure, understanding of the place of the Russian language among other subjects change quite significantly.

In 1917–1922, there was no unified nationwide program for teaching the language, but local (provincial) programs. The main goal of these programs is the elimination of illiteracy. Hence their exclusive focus on practical purposes - the basics of spelling and the development of speech, focus on the folk, not the bookish language, strict synchrony (the study of the Church Slavonic language and the history of the Russian language is being stopped).

The years 1923-1931 become the time of experiments - the so-called complex (1923, 1925, 1927) and project (1930, 1931) programs. A comprehensive education program rejects the subject as a form of learning. The material is distributed on a thematic basis (labor, nature, society). Spelling classes are recommended to be done along the way: it is assumed that reading and writing skills can be learned by themselves, simultaneously with reading and work of students at the factory, in the club. The abolition of systematic classes in the Russian language led to a sharp drop in literacy, which forced the Russian language to be included in the plan of the seven-year school in 1927, but the lack of a subject form of education made the problem practically insoluble.

At the end of 1931, the comprehensive programs were canceled and the first stable program was adopted. It was often refined and altered (in 1933, 1936, 1938). Until 1936, the material in all classes of secondary school (and the middle link of secondary school at that time included grades 5, 6 and 7) was taught concentrically: morphology, spelling, syntax, and punctuation were studied every year. In 1936, the interlacing in the arrangement of material on morphology and syntax was eliminated, and a program for studying the Russian language in grades 8–10 was proposed.

The program of 1938 is considered by many to be very successful: it provided sufficient, but not excessive material on the history of the Russian language, well thought out theoretical material on the modern Russian literary language, and developed a spelling course. At the same time, the first unified stable textbooks appeared.

The period of the 40s was marked by the teachings of N. Ya. Marr, the author of the "Japhetic theory" and the understanding of philology from the standpoint of Marxism.

The concept of the "New Doctrine of Language" was that in the beginning there was not one proto-language, but many languages that are an instrument of class struggle and tend to merge after the world revolution. All these languages originated, according to Marr, from the four primary elements - sal, ber, ion and rosh. This theory, which received the support of I. V. Stalin, became dominant both in linguistics and in language teaching.

The 1950s was a period of overcoming Marrism and a serious development of methodological thought. The central place is occupied by the program of 1956, which was the result of almost twenty years of work of the Academy of Pedagogical Sciences and Methodists. The 1960 program recalculated the course for 4 years in connection with the introduction of universal 8-year education.

The period of the 1960s and 1970s was marked by the search for new programs. The need for this was caused by the adoption of the law on universal secondary education. The Russian language became a subject studied from grades 1 to 10, and therefore the amount of theoretical material increases.

In 1979, a decision was made to study Russian from grades 1 to 8. The program is greatly reduced, and by reducing the theoretical material in favor of increasing the proportion of spelling and punctuation.

Serious changes in the education system began after 1986, and in 2000 the period of the “recent” history of education in Russia began. We will consider these periods in detail from the point of view of understanding the goals of teaching, the content and methods of teaching, that is, what constitutes the subject of methodology as a discipline.

§ 5. The Post-Soviet System of Secondary Education Reforms in the sphere of secondary education are a rare phenomenon: the sphere of secondary education has a much greater inertia than many other spheres of social life. Although secondary education underwent visible changes only in the early 1990s, the beginning of the reform falls on earlier years - 1985-1987.

The 1980s were marked by a high school crisis, which was associated primarily with the general crisis of the totalitarian regime:

the school, as a state institution, worked for the state, serving the ideology of unanimity and unity of command; the teacher was practically deprived of the right to pedagogical creativity, the school was ideologized to a greater extent than other institutions, and the alienation of students from the school and the teacher became more and more obvious every year. The appearance of reform was carried out through numerous school reorganizations: the introduction of universal compulsory vocational training through educational and production complexes (CPC), the introduction of universal secondary education, and many others, but these reorganizations were not supported by scientific justifications and resources, therefore, not only did they not bring visible positive changes, but also introduced an imbalance in the system of secondary education.

The current reform of secondary education began "from below", with the rise of the social and pedagogical movement, awakened by the general movement towards glasnost and democratization. At the All-Russian Congress of Teachers held in June 1987, it was noted that the excessive stability of the content of education, turning into conservatism, the excessive centralization of the preparation of programs and textbooks, the actual removal of teachers and methodologists from their creation led to stagnation in the educational process, the massive repetition of the same type approaches, uniformity of solutions, distribution of prescription benefits. The Ministry of Education of the RSFSR quickly and sensitively reacted to the situation: in August of the same year, the “Program for in-depth theoretical and practical study of the Russian language in grades 7–10” appeared (in the stable school curriculum, Russian was studied up to grade 8).

In February 1988, the Plenum of the Central Committee of the CPSU was held, which adopted the Decree “On the course of restructuring the secondary and higher schools and the tasks of the party for its implementation”, the main idea of which in relation to the secondary school can be formulated in the thesis “The unity of the school does not mean its uniformity”, therefore, in the Decree It was declared "the wide deployment of self-government principles, the provision of independence to educational institutions, the necessary powers for this."

In December 1988, the All-Union Congress of Educators was held, which formulated 10 principles for the upcoming reform of secondary education:

1) the democratization of education, which consists in - the elimination of the monopoly of the state, - the decentralization of education management, - the legal, financial, economic independence of educational institutions, - their independence in the strategy and tactics of pedagogical work;

2) the variety of forms of educational institutions and forms of ownership of them;

3) regionalization of education;

4) national self-determination of the school;

5) openness of education, that is, its depoliticization and departization;

6) humanization of education - turning the school to the personality of the child;

7) humanization of education - updating and raising the status of humanitarian disciplines as a means of filling the spiritual vacuum;

8) differentiation and mobility of education on the foundation of state educational standards;

9) the developing nature of education through the use of productive, and not exclusively reproductive methods;

10) continuity of education as continuity, but also the ability to interrupt education or change its type.

These radical proposals for the reform of the secondary school faced many obstacles, first ideological, then socio-political, and then economic, so 1988, 1989 and 1990 became the years of the “hanging” of the reform, and only the beginning of the 90s was marked by real changes in system of secondary education. On July 18, 1989, the USSR State Committee for Public Education issued the Order “On the Opening of a New Type of Secondary Schools in Moscow (Lyceums, Gymnasiums)”, and in 1990, the Approximate Regulations on the Gymnasium and the Approximate Regulations on the Lyceum, which legitimized the emergence of secondary general education institutions of the new type. In January 1991, a decision was made by the board of the Ministry of Education on the depoliticization and departization of the school, and in March - the "Program for the Stabilization and Development of Russian Education in the Transitional Period", developed by the Ministry of Education and approved by the All-Russian Conference of Education Workers.

The beginning of the 90s, as already mentioned, was marked by real changes in the field of secondary education: for the first time since 1918, alternative forms of educational institutions appeared - gymnasiums and lyceums, non-state educational institutions arose, which was reflected in the "Program for Reforming the Education System of the Russian Federation in the Conditions of deepening socio-economic reforms”, adopted in 1992.

In 1994, the Federal Program for the Development of Education in Russia was adopted, which set the following tasks in the field of education:

Creation of conditions for the implementation of the law "On Education", - transition to a personality-oriented model of education and technology of developmental education, - diversification (rejection of uniformity) of the content of education (primarily humanitarian), - preservation of a single educational space, - regionalization of education, - democratization of education, - changing the content, organizational forms and methods of education, - new approaches to the economic support of education.

Let's consider these tasks in more detail.

Creation of conditions for the implementation of the law "On Education"

In July 1992, a fundamental regulatory document was issued - the Law of the Russian Federation "On Education" (new edition - January 1996, amendments and additions - 1997, 2000, 2001, 2002, 2003, 2004), which approved the following principles of state policy in the field of education :

a) the humanistic nature of education, the priority of universal human values, human life and health, the free development of the individual,

b) the unity of the federal cultural and educational space,

c) freedom and pluralism in education,

d) democratic, state-public nature of education management with the autonomy of educational institutions.

The system of secondary education consists of 3 levels:

1) primary general education (grades 1-4),

2) basic general education (grades 5-9) - compulsory,

3) secondary complete general education (grades 10–11).

The last stage is followed by primary vocational education.

All these three levels are free and publicly available according to the Law: there must be free schools in the country; enrollment in grade 10 should take place without competition, for enrollment, the desire of the student is sufficient.

In addition to state and municipal educational institutions that cannot be privatized, the creation of non-state (private) educational institutions that do not receive budget funding is allowed.

In order to preserve the unity and continuity of education with such a variety of forms of education, state educational standards are adopted that determine the minimum that a student of any educational institution must master.

Transition to a personality-oriented model of education and technology of developing education The transition to a personality-oriented model of education and technology of developing education is provided by an officially legalized network of educational institutions of a new type.

The provisions adopted in the Law on Education were fixed in the Model Regulations on a general education institution, which confirmed the diversity of forms of education, types of general education institutions and their programs, the variability of which is ensured by the presence and correlation in their structure of three components: the basic federal, national-regional and self-determined .

Let us consider the system of secondary education that had taken shape by 2004 using the example of Moscow, an example that is not very typical for the country as a whole, but reflects to the greatest extent the opportunities provided by the reform of secondary education.

Secondary educational institutions are divided into state and non-state (private).

State institutions make up the bulk of secondary educational institutions and are divided as follows:

1) general education schools that teach according to stable educational programs,

2) schools with classes for in-depth study of individual subjects (one subject or cycle of disciplines - the so-called profiled classes),

3) schools with in-depth study of one subject (usually a foreign language) in all classes,

4) schools with classes profiled for universities,

5) schools operating in an experimental mode,

6) schools with lyceum classes,

8) gymnasiums,

9) schools with compensatory forms of education (for the visually impaired, hearing impaired, children with developmental delays, etc.),

10) schools with external form of education,

11) evening schools,

12) institutions of additional education (houses of creativity, art and technical studios).

In the 2004/2005 academic year, more than 1,500 educational institutions operate in Moscow, among which about 100 are lyceums and gymnasiums, and in almost half of the schools individual subjects are taught in depth.

For comparison: by 1990, only three secondary schools in Moscow had the status of gymnasiums, and in the 1991/1992 academic year, there were 25 gymnasiums and 4 lyceums for 1,250 secondary educational institutions in Moscow.

Let's start the consideration of the types of educational institutions with gymnasiums and lyceums, that is, with fundamentally new ones compared to the previous stage of the existence of the general education system of educational institutions.

1. A gymnasium is a state educational institution designed to educate children capable of intellectual work and creative activity. The school is characterized by two main features:

1) general humanization, which consists in a certain set of subjects. Mandatory among them are the Russian language, literature and at least two foreign languages; typical for gymnasium programs are such disciplines as literature, rhetoric, psychology, philosophy, history of religion, logic and other subjects that contribute to the general cultural development of the individual;

2) an increased level of complexity, suggesting in senior (8–

11) in-depth education classes in one of the areas (humanities, natural sciences, physics and mathematics, economics, etc.), but subject to a broad humanization of education.

Education in the gymnasium is carried out from grades 5 to 11, admission to grade 5 is competitive, including tests and assignments for functional readiness for training in programs of increased complexity. In the process of training, screening out and additional competitive recruitment are possible.

A gymnasium elementary school is possible at the gymnasium.

In addition to traditional forms of education, university organizational forms of work are widely used in the gymnasium - lectures, seminars, workshops, credit system.

Education, as in all state educational institutions, is free, but in accordance with the Law on Education, paid services are possible: reading courses not provided for by the program, preparatory courses, etc.

The organization and mode of study is determined by the Charter of the gymnasium, approved by the Department of Education; the work plan and course programs, if they differ from the recommendations, must also be approved by the Department, include subjects that are mandatory for all state educational institutions and take into account the basic component - the educational minimum, the approval of which is within the competence of state bodies, which is recorded in the law "On Education" .

For the most part, gymnasiums operating in Moscow are multidisciplinary, that is, they specialize in several areas; one-profile ones include humanitarian, linguistic, pedagogical, commercial, and economic gymnasiums.

Gymnasiums cooperate with higher educational institutions of their profile: they involve teachers of these higher educational institutions in the preparation of programs and reading courses, conclude agreements on early entrance examinations to the higher education institution, sometimes coinciding with graduation.

Upon graduation from the gymnasium, a certificate of secondary education of the established form is issued, indicating the type of educational institution.

2. Lyceum - a type of state secondary general educational institution focused on the upbringing and education of a person with formed interests. Consists of high school only: 8–11 or 10–11. Lyceums are created at higher educational institutions and interact with them, being an intermediate link in the chain "school - university". Lyceums are designed to instill in students the skills of scientific work and provide in-depth training in specialized subjects.

The following subjects are obligatory for the lyceum: Russian language, literature, social science, foreign languages, mathematics, computer science, art, natural sciences, ethics, physical education.

When teaching, both school and university forms of education are used, including lectures, seminars, workshops, trainings, projects, business games.

If there is an appropriate agreement, lyceum graduates can be enrolled in a specialized university without exams (the so-called unified exams).

At the end of the lyceum, a certificate of secondary education of the established form is issued with an indication of the type of educational institution.

In Moscow, there are physical and mathematical lyceums at MEPhI, the Moscow Technological University, linguistic lyceums at ISAA, the Linguistic University, technical lyceums at many technical universities.

3. The next link in the system of secondary education at the present stage is schools with lyceum classes that open in general education schools and exist in parallel with classes studying according to a stable program. In terms of their goals, objectives and principles of functioning, lyceum classes correspond to lyceums.

4. The next link in the modern system of secondary education is specialized schools (that is, schools with in-depth study of one subject or cycle of subjects in all classes). This link is not new for the secondary education system: special schools have existed before. Basically, these are schools with in-depth teaching of foreign languages, mathematics, physics, biology, literature, history. Of the new ones, it is necessary to single out schools with the study of national languages and cultures, as well as schools of an ecological, economic, and aesthetic profile.

5. There are schools with classes for in-depth study of certain disciplines. Their difference from schools with lyceum classes lies, first of all, in the fact that these schools are not profiled for a particular university.

6. Pilot schools use non-traditional forms and/or non-standard teaching methods. The school receives the right to research and experimental activities by the conclusion of the expert commission of the district administration of the Department of Education for a period of 1 to 3 years, depending on the project. Based on the results of the experiment, the school can receive the status of a new type of educational institution.

Non-traditional forms include such types of educational institutions that exist today as an educational complex, a nursery-kindergarten-school-lyceum complex, a lyceum-museum, a school-studio, and a boarding school.

7. The Law "On Education" legalized the possibility of obtaining secondary education in the form of family education, self-education and external study - independent, including accelerated, study of individual subjects or all subjects.

8. Evening schools continue to have full-time and correspondence, as well as external forms and provide basic and complete secondary education for all persons without age restrictions.

Fundamentally new in the system of secondary education was the emergence of non-state educational institutions, of which there are about 250 in Moscow (over 500 in Russia).

Financing of non-state educational institutions, as already mentioned when considering the law "On Education", is carried out either by the founders, or on the basis of self-financing - in this case, education, as a rule, is paid. Private schools have both pluses (small number of students in the class, individual approach, high qualification of teachers and psychologists, good microclimate, various services), and minuses (high cost, insufficient exactingness, overload of students, often a second shift).

Non-state educational institutions are so heterogeneous that it is not possible to single out any basic principles of their organization and functioning.

Such a variety in the system of secondary education today is certainly a positive phenomenon, but its negative sides are also obvious: a child who has begun education in an experimental or non-state school often cannot study in a school of a different type, if this arises an objective need. Some non-state educational institutions are not licensed, have ceased operations, or are not authorized to issue a certificate allowing their graduates to continue their education. Many of the author's programs used in state secondary schools do not have a sufficient base and approbation and do not stand the test of time. But it is to be hoped that these difficulties are temporary.

Diversification (rejection of uniformity) of the content of education Rejection of uniformity consists in the fact that the student has the right to choose

1) forms of education: attending an educational institution or family education / self-education (external study);

2) type of institution;

3) profile of education;

4) some disciplines of the final reporting (in addition to the mandatory ones).

The educational institution has the right to choose

1) programs;

2) educational materials;

3) organizational forms of work: lessons of traditional types, lectures, seminars, colloquia, etc.

The democratization and diversification of education is carried out due to the demonopolization of book publishing and the emergence of variable educational complexes in all subjects. Along with this, there is the concept of the Federal Complex - a set or several sets recommended by the Ministry of General and Vocational Education of the Russian Federation for each subject.

The purpose of diversification at the present stage is the movement from individual author's schools to a system of variable innovative technologies.

A new direction in the diversification of education - the profiling of high school - is considered by us separately.

Preservation of a single educational space With such a variety of forms of education, the question inevitably arises of uniform requirements for the knowledge of students that can ensure the continuity of education when changing the type of educational institution and when entering a university.

The Russian Federation establishes State Educational Standards (SES), which determine the mandatory minimum content of basic educational programs (for more details about SES, see § 7).

At the same time, the regionalization of education is gaining relevance, which is solved through the creation of regional programs based on the State Educational Standard, taking into account the culture and language of the region or autonomy.

The introduction of the Unified State Examination (USE) for each of the academic subjects is also intended to serve the preservation of a single educational space. The USE experiment began in the 2000/2001 academic year and by 2003/2004 covered 65 constituent entities of the Russian Federation, with more than 900,000 graduates of general education institutions taking part in the USE. In 2005, 78 regions will participate in the experiment on the introduction of the USE, in 2005/2006 it is planned to complete the testing of the procedure and technology of the USE in all subjects of the Russian Federation, and in 2006 to carry out a phased introduction of the USE into a regular regime throughout Russia.

In academic subjects, students are offered a single control and measuring material (CMM) throughout the Russian Federation, which has three components: part 1 (A) includes test tasks, part 2 (B) - a written answer to the questions asked, part 3 (C) - tasks increased complexity. The USE for each subject is evaluated on a 100-point system, which has an equivalent conversion to a five-point system.

§ 6. Disadvantages of the modern system of secondary education and prospects for overcoming them Recently, teachers, psychologists, physiologists and other researchers of the educational process, as well as practicing teachers, are fully aware of all the shortcomings of the modern (basically traditional) system of secondary education. Psychologists and physiologists talk about the catastrophic load that today's schoolchild is experiencing. The congestion of curricula does not allow varying learning and individualizing it: the school offers an average pace of learning the material and an average amount of knowledge. The programs of a number of subjects do not reflect modern requirements for the preparation of school graduates; the school must be oriented towards science-intensive and high-tech industries. Insufficient attention is paid to the issues of socialization of students (their communication and social skills), the development of their competencies in various areas of human activity. The educational material is disproportionately distributed among the levels of education. The conclusions of psychologists and physiologists about the developmental features of children of different ages are not sufficiently taken into account. The activity of students is insufficient; Teaching is mainly reproductive; learning has little effect on the emotional sphere of students and thereby reduces their independence and activity. The predominance of verbal methods of presentation reduces the potential for mastering the material. Continuity within secondary education and in the transition from secondary to higher education is a major challenge. And finally, the economic and political conditions in the world and the country have changed (modern society is turning from an industrial society into an information one). The school is failing

behind changes in society, and the need for socialization of young school graduates in the new conditions necessitates a qualitative change in the content of schooling as a whole.

Consequently, a fundamental renewal of school education, a revision of the content of education is necessary.

There are many goals that can be pursued by school education. These goals consider education based on the needs of the child's development (preservation and support of the child's individuality, formation of value orientation, development of intellectual and speech abilities, emotional sphere, physical development), based on the social roles of an adult (understanding the essence of culture, mastering social roles, developing skills social behavior, development of skills of independent cognitive activity, determination of life and professional plans, preparation for professional activity, acquisition of communication skills) or based on the logic of studying a certain science (creation of a system of subject knowledge, skills and abilities). When determining the content of education, the correlation and hierarchy of these values can be different. The current stage is aimed at developing a unified concept of changing the content of education; Currently, there are several of these concepts and there is an active discussion of them.

The turn of the century, as already mentioned, was marked by the beginning of a new stage in the development of the secondary education system.

In January 2000, the All-Russian Pedagogical Conference was held, in April 2000 the Federal Program for the Development of Education for 2000–2005 was adopted, and in December 2001 the Concept for the Modernization of Russian Education for the period up to 2010 was approved, which outlines the following main directions for the modernization of general education :

Transition to 4-year primary education;

Introduction of specialized education at the senior level of the school;

Normalization of the study load of students; elimination of overloads that undermine their physical and mental health;

Compliance of the content of education with the age-related patterns of development of students, their characteristics and opportunities at each level of education;

Personal orientation of the content of education;

The activity nature of education, the focus of the content of education on the formation of general educational skills and abilities, generalized methods of educational, cognitive, communicative, practical, creative activity, for students to gain experience in this activity;

Strengthening the educational potential and the social and humanitarian orientation of the content of education, which contributes to the assertion of the values of civil society and the rule of law democratic state, the formation of the personality of the student;

Formation of key competencies - the readiness of students to use the acquired knowledge, skills and methods of activity in real life to solve practical problems;

Ensuring variability and freedom of choice in education for subjects of the educational process (students and their parents, teachers and educational institutions);

Strengthening the role of disciplines that ensure the successful socialization of students - economics, history, law, literature, Russian, native and foreign languages, improving vocational guidance and labor training;

Ensuring universal computer literacy;

Increasing the proportion and quality of physical education, etc.

Since 2000, work has begun to change the content of education.

Among the activities already carried out in this direction, it should be noted the work on the creation of a new State educational standard and its adoption in March 2004, the development of new standard programs in all disciplines and the basic curriculum, a phased transition to the USE system, plans to reorganize high school into a profile one.

§ 7. State educational standard Diversification (rejection of uniformity) of the content of education makes it necessary to have a document that defines the objectives of teaching a subject and a mandatory minimum of educational material included in the curriculum. This is necessary to ensure the continuity of education and the existence of a single educational space. The Law of the Russian Federation "On Education" provides as such a document the federal law of the Russian Federation "State Educational Standard for General Education", adopted after many years of discussions and alternative projects in March 2004.

The state standard of general education determines the mandatory minimum content of the main educational programs of general education, the maximum volume of the teaching load of students, the level of training of graduates of educational institutions, as well as the basic requirements for ensuring the educational process (including its material and technical, educational laboratory, information and methodological, staffing).

The purpose of the state standard of general education is to provide:

Equal opportunities for all citizens to receive quality education;

Unity of the educational space in the Russian Federation;

Protecting students from overload and maintaining their mental and physical health;

Continuity of educational programs at different levels of general education, opportunities for obtaining professional education;

Social security of students;

Social and professional security of teaching staff;

The rights of citizens to receive complete and reliable information about state norms and requirements for the content of general education and the level of training of graduates of educational institutions;

Basis for calculating federal standards for financial costs for the provision of services in the field of general education, as well as for distinguishing between educational services in the field of general education financed from the budget and at the expense of the consumer, and for determining the requirements for educational institutions that implement the state standard of general education .

The state guarantees the general availability and free of charge of general education in educational institutions within the limits determined by the state standard of general education.

The state standard of general education is the basis

1) development of the federal basic curriculum, educational programs of primary general, basic general and secondary (complete) general education, basic curricula of the constituent entities of the Russian Federation, curricula of educational institutions, exemplary programs in academic subjects; 2) assessment of the level of training of graduates of educational institutions; 3) evaluation of the activities of educational institutions; determining the volume of budget financing of educational services, the provision of which to citizens on a gratuitous basis is guaranteed by the state throughout the territory of the Russian Federation; 4) establishing the equivalence (nostrification) of documents on general education on the territory of the Russian Federation; 5) establishment of federal requirements for educational institutions in terms of the equipment of the educational process, the equipment of educational premises.

The state standard of general education includes three components:

1) the federal component - is established by the Russian Federation and makes up at least 75% of the total standard time allotted for the development of basic educational programs;

2) regional (national-regional) component - is established by the subject of the Russian Federation and is at least 10% of the total standard time;

3) component of the educational institution - is independently established by the educational institution and makes up at least 10% of the total standard time.

The federal component is the main part of the state standard for general education, which is mandatory for all state, municipal and non-state educational institutions of the Russian Federation that implement the main educational programs of general education and have state accreditation.

The federal component installs:

Mandatory minimum content of basic educational programs of general education;

Requirements for the level of training of graduates;

The maximum volume of the study load of students, as well as the standards of study time.

The federal component is structured according to the levels of general education (primary general, basic general, secondary (complete) general education); inside the steps - by academic subjects.

Educational standards for the subject include:

The goals of studying the subject;

Mandatory minimum content of the main educational programs in this academic subject;

Requirements for the level of preparation of graduates in this academic subject.

The federal component of the state standard for secondary (complete) general education is presented at the basic and profile levels.

§ 8. Professional education in high school In accordance with the Constitution of the Russian Federation, basic general education is compulsory, and it must be relatively complete. Therefore, the federal component of the general education standard is built on a concentric principle: the first circle is primary and basic general education (grades 1–9), the second is secondary (complete) general education (grades 10–11).

The senior stage of the general education school in the process of modernization of education undergoes the most significant structural, organizational and content changes. The State Educational Standard notes that “the socio-pedagogical essence of these changes is to ensure the greatest personal orientation and variability of education, its differentiation and individualization. These changes are a response to the requirements of modern society to maximize the individual abilities and talents of a person and form on this basis a professionally and socially competent, mobile personality who is able to make a professional and social choice and bear responsibility for it, who is aware and able to defend his civic position, civil rights. ".

The subjects of the federal component of high school are presented at two levels - basic and specialized. Both levels of the standard are of a general educational nature, but they are focused on the priority solution of different sets of tasks.

The basic level of the standard of the subject is focused on the formation of a common culture and is more connected with the worldview, educational and developmental tasks of general education, the tasks of socialization.

The profile level of the subject standard is selected based on the student's personal inclinations and needs and is focused on preparing him for further professional education or professional activity.

General educational institutions, based on their capabilities and the educational needs of students and their parents (legal representatives), independently form training profiles (a certain set of subjects studied at the basic or profile levels).

For all profiles, the following subjects are mandatory for studying at the basic level: Russian language, literature, foreign language, mathematics, history, physical education (if any of these subjects are not selected for studying at the profile level), as well as integrated courses social sciences (including economics and law) and natural sciences. The remaining subjects at the basic level are studied by choice.

The normative document "Federal Basic Curriculum and Exemplary Curricula for Educational Institutions of the Russian Federation Implementing General Education Programs" offers, for example, the following high school profiles: physical and mathematical, physical and chemical, chemical and biological, biological and geographical, socio-economic , social and humanitarian, philological, information technology, agrotechnical, industrial and technological, artistic and aesthetic, defense and sports.

For the 2004/2005 and 2005/2006 academic years, an experiment on the introduction of specialized education is planned, in which schools from 10 constituent entities of the Russian Federation participate in the 2004/2005 academic year.

The following models of high school profiling are proposed.

1. Model of intra-school profiling.

A general education institution can be single-profile (realize only one selected profile) and multi-profile (organize several training profiles).

In addition, a general educational institution may not be generally focused on specific profiles, however, due to a significant increase in the number of specialized and elective courses offered, provide students (including in the form of educational interclass groups) to fully implement their individual profile educational programs through individual curricula - a set of subjects (courses) selected for mastering by a student from the curriculum of a general education institution, compiled on the basis of the federal Basic Curriculum.

2. Model of network interaction of educational institutions and organizations.

In this model, profile training of students of a particular general education institution is carried out through purposeful and organized attraction and use of educational resources of other educational institutions and organizations.

It can be built in two main versions:

1) association of several educational institutions around an educational institution with sufficient material and human resources, capable of becoming a "resource center" for other schools; in this case, each general education institution of this group ensures the teaching of basic academic subjects in full and that part of profile education (core subjects and elective courses) that it is able to implement within its capabilities. The rest of the profile training is taken over by the "resource center";

2) parity cooperation of a general educational institution with institutions of general, additional, higher, secondary and primary vocational education and attraction of additional educational resources; in this case, students are given the right to choose the methods of specialized education not only where they study, but also in educational structures cooperating with a general education institution (correspondence schools, distance courses, vocational education institutions, etc.).

The choice of a specific model for the organization of specialized education is determined, first of all, by the resources available to the school and its partners, the municipal education system as a whole.

It is possible to implement mixed models, when a part of high school students implement their individual curricula in one general educational institution, and the other part of high school students use the educational opportunities of the network.

The Explanatory Note to the draft of the new Basic Curriculum states that "... choosing various combinations of basic and specialized courses and taking into account the standards of study time, ... each general education institution, and in principle each student, has the right to form their own curriculum."

At the current stage, the participants in the experiment are differentiated in certain areas, they are assigned different tasks, the most important of which are the following:

Development of mechanisms for the formation of curricula for individual profiles, - methodology for the formation of individual curricula, - analysis of the demand for educational subjects at the basic and profile levels in various fields of study, - approbation of educational and methodological materials, - evaluation of the effectiveness of developed elective courses, - evaluation of the effectiveness of various forms organization of specialized training (intra-school, network, use of resource centers, etc.).

§ 9. Non-traditional pedagogical technologies Our textbook discusses the traditional forms and methods of work used in the vast majority of general educational institutions, however, it should be noted that other pedagogical technologies are currently used for teaching in secondary schools, and the development and implementation of new technologies is one of the tasks set in connection with the forthcoming change in the content and forms of secondary education.

What is pedagogical technology 1 ? This is a holistic, specific, scientifically based, specially organized system of education to achieve a specific educational goal. Pedagogical technology substantiates and develops not only the purpose of education, but also the content and means of education, and in great detail, in stages. Let's describe some of them.

Programmed learning Programmed learning is characterized by the fact that it divides the learning process into steps associated with certain doses of information, and has a clear algorithm for completing each step. The step includes information, task for the operation, control and evaluation of the task. Each step ends with a self-test, which shows the student whether he has mastered the material being studied. If the material is not mastered, material is provided for correcting this step. The student can proceed to the next step only if each learning activity is completed correctly. A variety of semi-automatic devices, such as matrices, are actively used to check learning outcomes. That is, the main difference between programmed learning and traditional learning is in programming not only educational material, but also the process of its assimilation and control over this assimilation. Programmed learning allows you to individualize learning work.

Today, the future of programmed learning lies in the widespread use of computer programs. Each step of the program includes an introductory (theoretical) and training (information-operational) part. If the training action is performed correctly, the program prompts you to move on to the next step. If a mistake is made, a frame appears with leading questions or additional information.

Computer programs are educational, informational, controlling, gaming and combined.

The review of pedagogical technologies was carried out using the materials of the book: Basova NV Pedagogy and practical technology. Rostov-on-Don, 2000.

Problem-based learning At the heart of problem-based learning is the creation of a problem situation - a psychological state of intellectual difficulty that a student has because he cannot solve a problem (task) in ways known to him.

There are four levels of problematic learning:

1. The teacher himself poses the problem and solves it with active discussion by students.

2. The teacher poses a problem, students under his guidance or independently solve it.

3. The student himself poses the problem and solves it together with the teacher.

4. The student himself poses and solves the problem.

The third and fourth levels of problematicity are the level of research work. They can be implemented in a higher school, while a secondary school can work mainly with the first and second levels. The second level is mostly associated with the activities of scientific societies of students and electives, as well as with writing essays and can be fully used only in high school, especially in lyceum and gymnasium classes. The purpose of problem-based learning is to acquire the skills and abilities of research activities.

Role-playing games Role-playing games are a preparatory stage for business games in which specialists play different professional situations that do not take place in reality in order to predict their possible results.

Role-playing games are interactions based on the principle "what would happen if ...": a game situation is created in the lesson in which certain roles are distributed among group members. In high school, this technology is used primarily in teaching foreign languages (sketches "in the store", "on the bus", "on an excursion", etc.). When teaching the Russian language, role-playing games can be actively used in the lessons of the development of speech, rhetoric, and when working on speech styles.

Modular learning A module is a complete, logically completed block of educational work, in which everything is taken into account: the starting, intermediate and final level of the student. All indicators of the module are known to the student and are evaluated, making up his rating. The result of assimilation is usually evaluated by a test.

Suggestive learning Suggestive learning (proposed by the Bulgarian psychiatrist G. Lozanov) is learning based on the general relaxation (relaxation) of the student. With increased student motivation, it is possible to study the material in larger blocks. So, in a foreign language lesson, a student can remember not 10, but 200 words, if the student is not tense and interested in the results, if the material is presented in a non-standard “package” that affects the emotional sphere of the student. The disadvantage of suggestive learning is the fragility and fragility of the acquired knowledge and skills.

Waldorf Pedagogy The Waldorf education technology was substantiated by the German scientist R. Steiner, a follower of Goethe's natural philosophy, at the beginning of the 20th century. It is based on the idea of the primary development of feelings, artistic taste, the ability to create creatively on the basis of knowledge of nature. From grades 1 to 8, all classes are taught by one teacher, there is no rigid curriculum, no grades are given, instead of which verbal meaningful evaluation characteristics are used. From 8th to 12th grade classes are taught by subject teachers. The first two hours in the morning, one subject is studied, after which classes are held in the direction of the artistic cycle (drawing, music) and classes in foreign languages. Much attention is paid to activities that must be done by hand: modeling, knitting, woodcarving, carpentry, sewing.

The pedagogical system of V. F. Shatalov The method of V. F. Shatalov was developed in the 70s of the twentieth century and is characterized by the following distinctive features: training is carried out in large blocks, while students are conveyed the very essence of the phenomenon being studied, explaining it in an extremely clear, even simplified way, according to repeating the same thing over and over in different words. The theory is consolidated in the preparation by students of block diagrams (basic notes), which succinctly display the logical sequence of the material. Block diagrams are made brightly, unusually, which contributes to their better memorization. When answering, the student first draws this block diagram from memory, and then restores the content of the material using it. The Shatalov method uses the principle of a lesson score, in which each student is asked at each lesson. The student can improve his score when he feels that he has mastered the material better - the so-called principle of "open perspective".

Integral learning The technology of integral learning has not yet been fully developed. Its essence lies in a comprehensive consideration of each topic: students must look for commonality in seemingly different phenomena and apply what they have learned in other areas. Integral education underlies the development of the problems of the so-called "global education", which is being developed in Russia by a special Center for Global Education.

Information technology Information technology is a computer technology that uses the Internet, which is a model of communication in the global information society. The task of information technologies is the formation of a single educational space within the framework of the world community. The Internet allows the use of hypertext technologies, which makes it possible to create a new class of educational programs - electronic books, encyclopedias, etc., which allow storing information in the form of a network of interconnected nodes.

Modern technologies make it possible to use multimedia tools for teaching that combine textual computer data with video and audio information. Multimedia tools are inherently active, that is, the viewer and listener of multimedia products does not remain passive.

Since 1995, a distance education system has been developed in Russia to complement full-time and part-time forms of education. Russia was the initiator of the program "Open Educational System of the 21st Century", which includes two projects: "World Technological University" and "Distance Education in the New Information Environment".

As we can see, the prospects for the development and improvement of new technologies are very wide, and the current stage of development and reform of the secondary education system involves the study, development and implementation of non-traditional technologies for secondary schools in order to optimize the educational process.

Literature Law of the Russian Federation "On Education"

Reform of education in Russia and state policy in the field of education // Bulletin of Education. 1992. No. 10.

Schools of Moscow: 2004: State and private schools; Gymnasiums, lyceums, colleges, centers: A Handbook. Issue. 18. M., 2004.

Model provisions on a general educational institution. M., 2003.

Strategy for modernization of the content of general education. M., 2001.

The concept of modernization of Russian education for the period up to 2010, approved by the order of the Government of the Russian Federation of December 29, 2001 No. 1756-r.

Federal Basic Curriculum and Approximate Curricula for Educational Institutions of the Russian Federation Implementing General Education Programs (2004) // Collection of Normative Documents for Educational Institutions of the Russian Federation Implementing General Education Programs.

On the results of the experiment on the introduction of a unified state exam in 2004 and the tasks of the experiment for 2005 (decision of the collegium of the Ministry of Education and Science of the Russian Federation of October 13, 2004).

Afanasiev P. O. Methods of the Russian language in secondary school. 2nd ed. M., 1947.

Ch. 4. Brief review of Russian language programs.

Basova NV Pedagogy and practical psychology. Rostov-on-Don, 2000.

Tekuchev A.V. Formation and development of the methodology of the Russian language as a science after October 1917 // Russian language at school. 1977. No. 5.

Profile education in high school // www.profile-edu.ru.

Portal of the Ministry of Education and Science // www.ed.gov.ru.

Portal of the Unified State Exam // www.ege.edu.ru.

Federal portal of Russian education // www.edu.ru.

CHAPTER 3. Goals and principles of teaching the Russian language in secondary school

§ 10. The goals of the process of teaching the Russian language.

Formation of competencies The goal of learning is the expected end educational result of learning in general and learning in each subject in particular.

Each academic subject has a unity of educational, cognitive and practical goals.

The educational goal of each academic subject is connected, first of all, with the educational value of the learning process as a whole.

This is the upbringing of citizenship and patriotism, the formation of a personality capable, on the one hand, of social adaptation and interaction in a team, on the other hand, of making independent decisions, the upbringing of a thinking, active, developing personality, in many respects self-determining. The Russian language as an academic subject also has specific educational goals - the education of love and respect for the native language and culture, a conscious attitude to the language as a cultural phenomenon; the main tool for communication and gaining knowledge in various spheres of human activity, fostering a respectful attitude towards other national languages and cultures, developing readiness and ability for speech interaction and mutual understanding, the need for speech self-improvement.

In the methodology, several interconnected educational areas are distinguished: ecological, moral, labor, patriotic, linguo-ecological, aesthetic.

Within the framework of the ecological direction, the task is to form in students a conscious and careful attitude to the world around them, animate and inanimate nature. Students should gradually understand the harmonious unity of all life on earth, learn to see beauty in nature, and feel responsible for it.

As part of the moral direction, students comprehend the rules of the hostel, the motivation for choosing decisions and actions, the complexity and ambiguity of the concepts of good and evil, truth and lies, mercy, moral choice.

Labor education involves the formation of a respectful attitude to any work, the realization that work is not only a duty, but also a human need, can bring joy, like any creative activity.

Patriotic education is designed to instill love for the Motherland, for its history, to instill a sense of belonging to the fate of one's country.

The direction, conventionally called lingo ecological, is aimed at fostering a careful attitude to the language, understanding the role of language in the life of a person and society, and forming a native speaker as a conscious linguistic personality.

Aesthetic education forms students' taste and linguistic flair, makes it possible to realize the aesthetic function of language and the place of literature in a number of other types of art (painting, music).

All these directions, aimed at the formation of a full-fledged personality, realize themselves within the framework of the subject "Russian language" primarily through the choice of didactic material presented in textbooks and additional didactic tools. Exercises and especially coherent texts used in speech development lessons pursue not only educational, but also educational goals. The choice of texts is not accidental: taking into account the age characteristics of students, they constitute a set of texts that are related in content and situation, continuing and complementing each other, if not thematically, then ideologically.

The cognitive goal of the Russian language as an academic subject is the acquisition by students of cultural, linguistic and linguistic competencies. The cognitive value of the subject "Russian language" is very high. Any subject that gives true knowledge has cognitive value because it develops the mind and the logic of thought, helps to understand the structure of the surrounding world. For the subject "Russian Language" it is important to determine the connection between language and thinking (that is, revealing the mechanisms that turn thought into a word, language into speech), understanding the historical variability of the language, its social role and differentiation (according to the sphere of use, origin, usage, styles) , understanding the principles of the structure of the language itself, that is, the language as a system in which all units and levels are interconnected and interdependent. In the process of learning, students get acquainted with the basics of linguistics as a science, its subject, research methods, learn about the largest linguistic scientists.

The practical value of the Russian language is higher than that of other subjects, since the Russian language is not only an object of study, but also a means of communication, as well as a means of teaching all academic subjects. Therefore, the practical goals of studying the Russian language are extremely broad. These are practical reading and writing skills;

Mastering the norms of the literary language in its written and oral form;

Improving speech activity, communication skills;

Enrichment of vocabulary and grammatical structure of students' speech;

Mastering the stylistic resources of the Russian language;

Mastering its basic visual and expressive means;

Mastering Russian speech etiquette;

Improving the ability to work with text, carry out information retrieval, extract and transform the necessary information.

These goals are realized in the process of formation and development of communicative, linguistic and linguistic (linguistics), cultural competences.

Communicative competence involves the mastery of all types of speech activity and the basics of the culture of oral and written speech, the basic skills and abilities of using the language in areas and communication situations that are vital for a given age.

Linguistic and linguistic (linguistic) competencies involve mastering the necessary knowledge about the language, its structure and functioning, about the norms of the Russian literary language, linguistics as a science; enrichment of vocabulary and grammatical structure of speech; formation of the ability to analyze and evaluate linguistic phenomena and facts.

Cultural competence involves understanding the language as a form of expression of national culture, the relationship between the language and the history of the people, the national and cultural specifics of the Russian language, mastering the norms of Russian speech etiquette, and the culture of interethnic communication.

The ratio of the cognitive and practical value of the subject "Russian" in educational institutions of different types is different:

if in non-core general education schools the teaching of the Russian language should be aimed primarily at the practical goals of developing literate written and oral speech skills, that is, at acquiring communicative competence, then in a specialized humanitarian and especially philological and linguistic school, the cognitive value of the Russian language should be strengthened as educational subject.

§ 11. Principles of teaching the Russian language The principles of teaching are divided into those applicable to all academic subjects (general didactic) and applicable directly to teaching the Russian language.

The following principles are gen eral d idactic:

scientific character, consistency, systematicity, connection between theory and practice, interconnectedness of sections, consciousness, activity, accessibility, individual approach to students, strength, visibility. Let us consider them in relation to the Russian language as an academic subject.

The principle of scientificity is not to use false and outdated linguistic concepts in teaching, but at the same time to use fairly authoritative and well-established information.

This task in relation to the school course is extremely difficult: modern linguistic science presents different points of view on almost every issue. Particularly striking are the discrepancies in the theory and terminology of morphemic and syntax. In this regard, it is extremely important to realize which of the authoritative linguistic concepts is the most productive for teaching at this particular stage, and to observe the principle of consistency and systematicity. The course should not contain contradictions, have a strict logic of construction and clearly work to acquire not only additional knowledge about the language, but also strong skills and abilities.

The principle of interconnection between the various sections of the course is that each subsequent section is based on the entire stock of knowledge gained by students in the study of previous sections.

Continuity and prospects are very important principles that are currently being discussed in the methodology. Obviously, subsequent sections should be able to build on the previous ones. However, here it is necessary to keep in mind the following: the school curriculum should be an adequate basis for the subsequent university program.

In the presence of a single (and mandatory for all) educational complex, there was a lot of criticism about the difference in the theory and terminology of the school and university courses of the Russian language, however, in the new situation, a stable school course is not intended to be really pre-university: gymnasiums, lyceums, that is, schools with in-depth study of the subject.

Continuity is also associated with the guarantee of achieving a certain level of mastering the course content, which allows continuing further education.

The principles of developmental learning, consciousness and activity in learning involve active independent work of students. When compiling the course, not only reproductive methods should be used (to apply existing knowledge in practice through performing exercises “according to the model”), but also productive methods: students must acquire new knowledge on their own in the process of performing exercises that complement the material presented in the paragraph. The activity of students is ensured by the novelty of the material being studied (even when repeated, it is advisable to at least minimally expand the theoretical material, introduce more complex language examples for analysis); in the lower grades, activation is facilitated by the introduction of game moments related both to the procedure for completing tasks (competition of teams, crossword puzzles on linguistic topics) and to the amusement of readable and generated texts (for example, fairy tales on linguistic topics by F. Krivin). In older grades, independent creative work on writing and defending essays contributes to an increase in activity.

The principle of accessibility is as follows: the material must be correlated in complexity, firstly, with the age of the students. But too simple material, especially the material presented in the exercises, can reduce interest in what is being studied. Secondly, the material should be correlated with the individual characteristics of the students.

Here you need an individual approach, which is very difficult to implement within the lesson; if the university and lyceum-gymnasium form of education focuses primarily on the successful student, screening out the unsuccessful ones, then education in non-specialized secondary educational institutions should give knowledge within a stable program to each student - both lagging behind and exceeding the general level. This is possible only when using a differentiated approach to testing students' knowledge through the use of tasks of different levels of complexity, as well as tasks that are required to be completed, and additional tasks of an increased level of complexity.

The strength of the assimilation of knowledge is achieved by the logic of constructing the material being studied, by a system of exercises that require not automatic, but creative and conscious transfer of the acquired knowledge, by special methods at the stage of assimilation of the material, as well as by constant repetition of the material after studying the section.

Visualization is the use of special means to rely on various analyzers in the perception and assimilation of the material. Distinguish visual, auditory and visual-auditory visibility. The following types of visual presentation are used in Russian language lessons: 1) natural (pointing to objects, for example, when studying a word and its lexical meaning), 2) graphic (diagrams, tables), 3) pictorial (drawings, reproductions, transparencies, slides) .

In addition to static means of visual clarity, there are dynamic means - a video sequence in a video recording or a computer program. Thus, computer training programs can use tables in which individual structural elements appear and disappear. Visualization can be auditory: in the lessons of phonetics and the development of speech, one can productively use recordings of reference speech to demonstrate orthoepic norms, while studying vocabulary - recording dialect speech. Visualization serves, firstly, to facilitate the understanding of the material and, secondly, to use as many channels of perception and types of memory as possible: motor (at school age, according to psychologists, it plays a very significant role), visual), auditory. Visualization is facilitated by a strict sequence in writing on the board and in notebooks, highlighting definitions and examples by various graphic means (underlining, highlighting with a marker, writing with a pen of a different color). An important role is played by schemes and tables of various kinds, both hanging on the walls of the classroom, and drawn up on the blackboard and in notebooks.

In the upper grades, the principle of visibility no longer has the relevance that it has in the lower and middle grades, but it acquires a new aspect:

high school students should be prepared for studying in higher educational institutions, namely, to be taught how to write and process notes.

The principles of teaching, applicable specifically to the Russian language as an academic subject, are called private d idactic and or general methodological and. The following general methodological principles are distinguished: extralinguistic, systemic, structural-semantic, functional, synchronic.

The extralinguistic principle consists in understanding the connection between language and extralinguistic reality. Access to extralinguistic reality is best done when studying lexicology (for example, a word becomes obsolete and turns into archaism with the disappearance or renaming of the reality it denotes). But it is extremely important to consistently combat the non-distinction between grammatical meanings and information about extralinguistic reality.

Existing educational complexes pay insufficient attention to this problem. It is necessary to consistently carry out the idea of a formal expression of grammatical categories, which helps to distinguish, for example, the morphological feature of the number of a noun and extralinguistic information about the number of objects (the plural form for designating both one and several objects in words like sleigh, the lack of information about the morphological feature of the number in cases like He put on a coat, the absence of the idea of quantity in uncountable nouns like milk, cream in the presence of a morphological sign of number); to substantiate the absence of a grammatical sign of a person in past tense verbs with the possible presence of lexical information (He came); consistently distinguish between one-part (I'm afraid) and two-part sentences (I'm afraid), etc.

The systemic principle (which must be distinguished from the general didactic systematic one) consists in considering language units as interrelated elements of the system; units of each level are considered in their relationship with units of both the same level and other levels. So, for example, sounds and their positional changes are studied in relation to other sounds, with the letters denoting them, and taking into account the morphemic articulation of the word.

The structural-semantic principle is to work with linguistic units not only from the point of view of their formal expression, but also taking into account their meaning. Practically in all sections significant units are studied - morphemes, words, sentences. It is necessary to pay attention to the bilateral nature of the linguistic sign; this is especially true of morphemics and morphology. In morphemics, it must be taken into account that morphemes are the minimum significant parts of a word and that, therefore, morphemic analysis cannot be carried out mechanically, “by eye”. When studying morphology, it is essential that different meanings of the same word may have different morphological characteristics (for example: the word forest in the meaning of 'set of trees' has singular and plural forms, and in the meaning of 'building material' - only singular forms) .

The functional principle consists in demonstrating the function of units of different levels: semantic for sounds in a strong position (phonemes), onomasiological for morphemes, nominative for words, communicative for sentences.

The distinction between synchrony and diachrony is relevant because Russian language programs are focused on the study of the modern Russian literary language and practically do not include material on the history of the language. However, students should understand that the development of a language is a process in which the language changes significantly: some words become obsolete and others appear, connections between the meanings of a polysemantic word break up and homonyms are formed, words can change their morphemic structure due to the loss of their generators, etc. e. When creating educational complexes and developing electives, it is necessary to decide to what extent and for what purpose it is necessary to enter historical information, whether it is possible to attract knowledge about the origin of the word, if this helps its correct spelling, etc.

When studying sections of the course, private methodological principles are also used, which are described in the chapters on the methodology for studying sections.

The listed principles should be taken into account both by the authors of programs and educational complexes, and by teachers when preparing for Russian language lessons.

Literature Fedorenko L. P. Principles of teaching the Russian language. M., 1973.

Didactics of secondary school: Some problems of modern lilactics. / Ed.

M. N. Skatkin. M., 1989.

Khutorskoy A. V. Modern didactics. SPb., 2001.

Donskaya T.K. Principles of developmental teaching of the Russian language: Textbook for a special course. L., 1985.

Zelmanova L. M. Visibility in teaching the Russian language: A guide for the teacher. M., 1984.

Kurtseva Z. I. The use of visual aids in the lessons of the Russian language:

Teaching aid. M., 1989.

Vyatkin L. G. Independence of students in the lessons of the Russian language: A guide to a special course. Saratov, 1993.

Podgaetskaya I. M. Raising students' interest in learning the Russian language:

A guide for the teacher. M., 1985.

CHAPTER 4. The content of teaching the Russian language in the main curriculum (grades 5–9) The content of teaching is traditionally understood as the composition and structure of the course of a particular academic subject (for a broader understanding of the content of training, see

chapter 1 § 6).

The course content is:

1) a system of linguistic concepts that should make up students' knowledge of language and speech,

2) spelling and punctuation rules that are introduced into the Russian language course; the acquisition of the ability and skill to apply spelling rules is one of the most significant practical goals of teaching the Russian language,

3) speech skills that must be developed in the process of studying the main course and lessons in the development of speech.

The course structure assumes a specific distribution of the material by classes, semesters, quarters.

This chapter presents in general terms the content and structure of the Russian language course in the middle level of secondary school (grades 5–9) with the main curriculum; in detail the content of training in different sections of the course is considered in the chapters devoted to these sections (chapters 12-19). The content of education in the upper grades, as well as in-depth study of the Russian language in grades 5-11 and training in experimental programs are considered in a separate chapter.

§ 12. Mandatory minimum and exemplary program in the Russian language of basic general education.

Basic Curriculum The State Educational Standard for General Education, adopted in March 2004, defines, in addition to the general concept of education, the goals and content of education in subject areas.

The "mandatory minimum content of basic educational programs" includes a list of topics that are mandatory for inclusion in any program in the Russian language, ensuring the formation of three types of competencies: communicative, linguistic and linguistic (linguistics), cultural studies (for these competencies, see.

at 10 o'clock). The material is structured as follows: material to be studied and included in the Graduate Education Requirements is in roman type, and material to be studied but not included in the Graduate Education Requirements is in italics. Requirements for the level of graduates' preparation are also included in the Mandatory minimum and describe what exactly as a result of studying the Russian language the student must know, understand, be able to use in practical activities and everyday life.

Compared to the Mandatory minimum content of education, adopted in 1998/99, the concept of studying the Russian language has changed significantly: for the basic general school, an orientation towards speech development and the formation of communicative competence has been adopted, for the senior school, a distinction has been made between the basic and profile levels.

The obligatory minimum only names large thematic blocks, which are detailed and disclosed in the "Exemplary General Education Program".

The exemplary program is intended to serve as a guide for developers of author's programs and textbooks. It does not give preference to any concept of teaching, does not contain indications of the sequence of study and the distribution of educational material by class, and only approximately distributes the teaching hours devoted to the study of large sections of the course.

On the basis of the Federal component of the state standard of general education, the Federal Basic Curriculum has also been developed, which determines the total number of hours for studying each academic subject at different levels and profiles, as well as the annual distribution of hours. The Federal Plan establishes a correlation between three components: 1) the federal component makes up at least 75% of the total standard time allocated for the development of basic educational programs; 2) the regional (national-regional) component is at least 10% of the total standard time; 3) the component of the educational institution is independently set by the educational institution and makes up at least 10% of the total standard time.

According to the Basic Curriculum of 2004, 735 hours were allocated for the study of the Russian (native) language in the basic school (grades 5–9), in the following distribution by grade: 5th grade - 210 hours, 6th grade - 210 hours, 7th grade - 140 hours, 8 class - 105 hours, grade 9 - 70 hours.

§ 13. The composition and structure of the Russian language course in the main curricula For teaching in the middle link (grades 5–9) of general educational institutions of a non-specialized type, three programs and the educational and methodological complex serving them are approved today as the main (components of the so-called federal set) , and these complexes have different directions.

The first complex was compiled by the following authors: M. T. Baranov, L. T. Grigoryan, I. I. Kulibaba, T. A. Ladyzhenskaya, L. A. Trostentsova (grades 5, 6, 7); S. G. Barkhudarov, S. E. Kryuchkov, L. Yu. Maksimov, L. A. Cheshko (grades 8 and 9); in 2002, alternative textbooks for grade 8 by L. A. Trostentsova, T. A. Ladyzhenskaya, A. D. Deikina and O. M. Aleksandrova appeared in this complex, and a textbook for grade 9 was also written by the same team. The educational complex was created by 1970 and has undergone more than 20 reprints. The authors declare that the object of study in this complex is the modern Russian literary language with elements of general information about its history, dialects, and professional varieties.

The second complex is a complex ed. V. V. Babaitseva. Entered into school practice since the beginning of the 90s and already firmly entrenched in it, educational complex 2 declares in its program a practical spelling and punctuation orientation compared to complex 1 (which is reflected, for example, in the content of the morphemic section), but theoretical The material in this complex is presented in a larger volume than in complex 1.

The third is the educational complex published since 1995, edited by M. M. Razumovskaya and P. A. Lekant, which has a pronounced speech orientation.

Three main educational complexes represent the theory of the Russian language in different volumes, comprehension and - in part - in different terminology.

The composition of the course is fixed in the program. The program is preceded by an explanatory note, which defines the goals of the subject and its place in the system of school disciplines. The main part of the program reveals the content of the course and contains a list - topics on the theory of language, - spelling and punctuation rules, - material aimed at developing students' coherent speech.

The program reflects the main provisions of the course structure. The course structure can be based on the following ways of studying the material:

1) linear - the section is studied in 1 stage,

2) stepwise - the section is studied in several stages, interrupted by the study of other sections,

3) concentric - sections are studied "in a circle" from phonetics to syntax in each class.

If we take into account the entire course of the Russian language in grades 1-9 or 1-11, then the way of studying the sections of the course is concentric, since the elementary school in the minimum required volume presents all sections of the course from phonetics to syntax. Senior classes also involve a return to the sections already studied in the middle level with their deepening. The middle link described in this chapter (grades 5–9) is the main and relatively independent and has its own logic of construction.

In addition to the list of topics and spelling and punctuation rules, the program contains a list of knowledge and skills in the Russian language acquired in each class.

The structure of the course is described in the program in the most general form - in the distribution by class. The program may contain an appendix presenting the detailed structure of the course with the distribution of material by quarters and indicating the specific number of hours allocated to a particular topic. Such an application contains, for example, a program for 1 complex. Information about the structure of the course is contained in textbooks, methodological recommendations for them and in the documents "Indicative planning", which exist for all educational and methodological complexes, are compiled by the authors of textbooks and are published in the journals "Russian Language at School", "Russian Literature", as well as in separate publications .

As already mentioned, the Russian language course consists of three interrelated parts: language theory, spelling and punctuation material, speech development.

As already mentioned, the following number of hours are allocated for the study of the Russian language in the main programs by the new Federal Basic Curriculum: Grade 5 - 210, Grade 6 - 210, Grade 7 - 140, Grade 8 - 105, Grade 9 - 70.

Let us consider in general terms and compare the language part (that is, theoretical information about the structure of the language) of the three main programs.

The Russian language course in each class is preceded and completed by a repetition of what has been learned.

A comparison of the theoretical part of the course in three complexes is presented in Table 1 (pp. 49–50).

In these training complexes, as can be seen from the table, the following principles of material organization are presented:

Complex 1 in grades 5–7 mainly uses a stepwise principle: sections of vocabulary and word formation are studied in two stages (in grades 5 and 6), morphology - in three stages (grades 5, 6 and 7), and the sections are interspersed. Phonetics and syntax are studied linearly.

2 the complex is built linearly: from phonetics to syntax.

Complex 3 is structured similarly to the first one, with the exception that syntax is also studied in steps (in grades 5 and 8–9).

More details about the theoretical foundations of the course are given in the section "Theory and Methods of Studying Sections of the Science of Language and the Development of Speech".

An essential component of the Russian language course is the material for the development of students' speech. The following number of hours is allocated for the development of speech in complexes 1 and 2: grade 5 - 34, grade 6 - 34, grade 7 - 25, grade 8 - 17, grade 9 - 17. Complex 3 has an increased speech focus compared to other complexes. It allocates much more time for the development of speech - 165 hours: 51 hours each in grades 5 and 6, 36 hours in grade 7 and 17 hours each in grades 8 and 9.

– – –

§ 14. About "school"

and "scientific" grammar In the methodology of teaching the Russian language, a tradition has firmly entrenched to distinguish between the terms school and scientific (academic, university) grammar. These two concepts very often diverge not only in scope (which would be natural), but also in essence - in solving many theoretical and practical issues. Some researchers write about it with great condemnation, saying that it cannot be "school"

and "scientific" theory: school theory should be "school scientific theory". Others justify different approaches to many issues by the fact that the goals and objectives of language learning at school and university do not always coincide. The main task of university studies is to understand the essence of the language as a special social phenomenon, the features of its structure and functioning, that is, teaching at a university is much more focused on the cognitive rather than the practical value of the Russian language as an academic subject. The tasks of teaching the Russian language at school are much more practical.

I would like to draw attention to the following fact, usually not mentioned when discussing this problem: the concept of scientific grammar is extremely vague. It is rarely understood by it exactly what is described in academic grammars, for example, in Russian Grammar (M., 1980); much more often, academic, scientific grammar is understood as the grammar taught at the philological faculties of universities and described in the corresponding textbooks. However, the textbooks present the author's, often deeply individual approach to the phenomena described. Moreover, the linguistic material presented in the Russian Grammar also reflects the point of view of its authors. In linguistics, there are few theoretical problems on which all researchers would be unanimous, so the very concept of "academic grammar" is not definite.

As for the so-called school grammar, its compilers relied on a well-defined linguistic tradition, represented by many authoritative names, when creating the course. Another thing is that today other points of view on many issues are considered more relevant, and it is they that are accepted in the practice of university teaching. Therefore, when referring to “scientific grammar”, it would be more correct to refer to specific linguistic schools or to the works of specific authors with an explanation of why this particular point of view seems more appropriate.

Literature The concept of modernization of Russian education for the period up to 2010, approved by the order of the Government of the Russian Federation of December 29, 2001 No. 1756-r.

Federal component of the state standard of general education, approved by order of the Ministry of Education of Russia dated March 5, 2004 No. 1089 // Collection of regulatory documents for educational institutions of the Russian Federation implementing general education programs. M., 2004.

Programs of educational institutions: Russian language: grades 5–9 / M. T. Baranov, T. A. Ladyzhenskaya, N. M. Shansky. M., 2002 Russian language: Programs: Grades 5–9: To parallel stable sets of textbooks included in the Federal List / Comp. L. M. Rybchenkova. M., 2002.

CHAPTER 5. Knowledge, skills and abilities

§ 15. Knowledge, skills and abilities, their correlation In the process of learning, students must acquire knowledge and acquire skills and abilities.

Knowledge is the result of the student learning about language and speech. The student receives knowledge in the form of linguistic concepts, definitions, classifications, rules.

Skills are the ability of a student to apply this or that knowledge in practice. Skills are divided into linguistic (the ability to operate with language units - from identification to complete analysis), speech (the ability to build coherent speech) and spelling and punctuation.

A skill is a skill brought to automatism.

Graduates of the basic school should know (=have knowledge) general information about the language, definitions of studied linguistic concepts, learned spelling and punctuation rules.

Applying the acquired knowledge, students should be able (=have skills):

1) identify linguistic units of all levels (from phonetic to syntactic and verbal) according to the studied features;

2) group language units according to certain characteristics;

3) analyze these units according to the characteristics studied;

4) correctly pronounce words in accordance with orthoepic norms;

5) change words correctly;

6) correctly and appropriately use words and phraseological units;

7) own speech etiquette;

9) retell the text in writing and orally;

10) create texts of different types and styles using appropriate language tools;

11) improve and edit the text;

12) find orthograms in a word, and punctograms in a sentence;

13) observe the spelling and punctuation norms of the language;

14) be able to use linguistic dictionaries for various purposes.

There is no natural chain from knowledge to skills and abilities. If the student knows the definition of a noun, then he will not necessarily find the noun in the text. If, when studying a rule with a certain strain of attention, the student can correctly do the exercise, it is not at all necessary that he will not make mistakes on this rule in the future, for example, when writing an essay.

There are two ways that correlate knowledge, skills and abilities: reproductive (deductive) - from knowledge to skills and abilities (knowledge received from a teacher or from a textbook is reinforced by doing exercises) and productive (inductive) - from skills to obtaining new knowledge, which is achieved by such building a tutorial or lesson when

1) the student must draw independent conclusions from the analysis of linguistic material, summarize any material in the form of a rule or a table,

2) the student must perform not only exercises according to the model, but also exercises of a search character, when it is necessary to transfer knowledge to a new situation and independently acquire new knowledge.

The choice of a reproductive or productive path is associated with the general principles of compiling a textbook, the nature of the material being studied, and the age characteristics of students; the teacher in his work must also take into account the characteristics of this class and his own potential.

The concept of modernization of Russian education, the State standard of education, adopted in March 2004, as one of the main directions of reforming the secondary school, determined the orientation towards the activity nature of education (“operationalization”): secondary education should be aimed primarily at the formation of general skills and abilities , generalized methods of educational, cognitive, communicative, practical, creative activities. For the subject "Russian language" in the middle level and high school not profiled in the humanitarian direction, communicative and cultural competences are declared a priority, and the acquisition of linguistic and linguistic competence is intended to play an auxiliary role.

§ 16. Criteria for assessing knowledge, skills and abilities Assessment of knowledge, skills and abilities is carried out in accordance with certain criteria fixed in the document "Norms for assessing knowledge, skills and skills of students in the Russian language" (Annex to the program of 1988), in 1993 a draft of new standards for assessing knowledge, skills and abilities was released, which does not have particularly significant differences from the 1988 document. This document establishes

1) uniform criteria for assessing different aspects of the proficiency in oral and written forms of the Russian language (criteria for assessing spelling and punctuation literacy, the language design of a coherent statement, the content of the statement),

2) uniform standards for assessing knowledge, skills and abilities,

3) the volume of various types of examinations,

4) the number of marks for various types of examinations. At the same time, knowledge of the received information about the language, spelling and punctuation skills, and speech skills are checked.

"Norms for assessing knowledge, skills and abilities" contains the following sections:

1. Evaluation of students' oral answers,

2. Evaluation of dictations,

3. Evaluation of essays and presentations,

4. Evaluation of educational work,

5. Derivation of final grades.

Criteria and norms for assessing oral and written activities are discussed in detail in the relevant sections of our textbook (§§ 34 and 70). On the assessment of the results of the exam, see § 35.

Literature Assessment of knowledge, skills and abilities of students in the Russian language: A guide for the teacher / Comp. V. I. Kapinos, T. A. Kostyaeva. I., 1986.

Linguistic knowledge - the basis of skills: Collection of articles from work experience: A guide for the teacher. / Comp. T. A. Zlobina. M., 1985.

Norms for assessing knowledge, skills and abilities (project) // Russian language at school.

Evaluation of the quality of training of graduates of the basic school in the Russian language.

CHAPTER 6. Means of teaching the Russian language (grades 5–9) Under the means of teaching we understand materials of various kinds (printed or electronic media), with the help of which the educational process is carried out.

Teaching aids include school textbooks and teaching aids (including computer programs), educational materials that complement the textbook (for the student and for the teacher), visual aids of various types (wall charts, audio and video recordings). Educational equipment (computer, tape recorder) and educational supplies (blackboard, notebooks, etc.) adjoin teaching aids.

§ 17. Educational and methodological complex The main means of teaching a subject is the educational and methodological complex, which is traditionally understood as a set of educational materials that provide the process of studying the subject. The educational and methodical complex includes

1) basic materials: program, textbooks,

2) additional materials for students,

3) auxiliary materials for the teacher.

As already mentioned, by 2000, three educational and methodological complexes were created, included in the Federal set of textbooks.

Educational and methodical complex 1 This educational and methodical complex (hereinafter - complex 1) consists of:

1) program;

2) textbooks for each class of the following authors: M. T. Baranov, L. T. Grigoryan, I. I. Kulibaba, T. A. Ladyzhenskaya, L. A. Trostentsova - for grades 5, 6, 7; S. G. Barkhudarov, S. E. Kryuchkov, L. Yu. Maksimov, L. A. Cheshko - for grades 8 and 9; L. A. Trostentsova, T. A. Ladyzhenskaya, A. D. Deikina, O. M. Aleksandrova for grades 8 and 9 2;

Educational and methodological complex 2 The second complex (hereinafter - complex 2) is a complex that appeared in 1992, edited by VV Babaitseva.

Educational-methodical complex 2 consists of

1) program;

2) a single theory textbook for grades 5–9 by V. V. Babaitseva and L.

D. Chesnokova;

3) collections of tasks and exercises for each grade (or for grades 5, 6–7, 8–9 in earlier editions);

4) textbooks "Russian speech" by E. I. Nikitina for each grade (or for grades 5–7 and 8–9 in earlier editions);

5) methodological and didactic materials.

Educational and methodical complex 3 The third complex (hereinafter - complex 3) consists of

1) program;

2) textbooks for grades 5, 6, 7, 8, 9, ed. M. M. Razumovskaya and P. A. Lekant;

3) methodical and didactic materials.

See the end of the chapter for the full titles and imprint of the tutorials.

§ 18. Textbook as a leading learning tool The leading learning tool is a textbook that performs the following functions: informative, systematizing, transformational. This is a book (computer versions of the textbook are possible, but today they are not common), which gives knowledge (informative function of the textbook), presented in a certain system (systematizing function) and serving to form skills and abilities (transformational function).

The textbook is based on the corresponding program. But if the program only names the basic concepts of the course, then the textbook reveals them, illustrates them, and also contains a system of exercises aimed at developing the relevant skills and abilities.

The presentation of theoretical material is carried out in the description of the facts of language and speech, the formulation of concepts, definitions, rules.

The theoretical material is illustrated with examples and can be included not only in texts, but also in tables, diagrams, reasoning algorithms. The textbook often contains not only basic, but also additional information: information about the history of the formation of certain linguistic phenomena, stories about outstanding linguists, etc.

In addition to the theoretical material, the textbook contains various exercises. The second educational and methodological complex breeds theoretical material and exercises in different educational books, but usually theoretical and practical material are combined in one textbook.

The textbook contains an orientation apparatus: a table of contents, headings, special pictograms indicating the main and additional material, definitions, tasks and other structural elements of the textbook. For each textbook, these icons may be different.

The textbook is designed for both the student and the teacher. For a student, a textbook is a source of information and a means of developing skills and abilities, for a teacher it is the main source of methodological instructions for preparing and conducting a lesson (supplemented by special methodological instructions compiled by the authors of the textbook and accompanying each of the educational complexes).

Let us consider the features of the textbooks of the three main educational complexes.

Complex 1 Educational-methodical complex 1 began to appear in 1970 and went through more than 20 editions, corrected and supplemented.

Each class's textbook begins with a textbook guide that describes the structure of the textbook and explains the conventions.

For example, consider a 5th grade textbook. It consists of

2) preface "Your textbook",

3) main part,

4) applications in which are placed - an explanatory dictionary, - a dictionary "Write correctly", - a dictionary "Pronounce it correctly", - memos on preparing for dictations, presentation and composition, - memos on various types of analysis,

5) an alphabetical index of linguistic concepts indicating the page number of the textbook on which the relevant material is placed.

The textbook contains the following color conventions to help students navigate the textbook.

Horizontal lines highlight spelling and punctuation rules, which are numbered and placed on the flyleaf of the textbook with page indication.

The arrow indicates the definitions, theoretical information, placed in the middle of the paragraph.

Binoculars indicate material for independent observations.

The letter P stands for speech development exercises.

The circle highlights tasks for repeating what has been learned, as well as additional tasks.

The table for the textbook is marked with a frame.

Tasks of a game and entertaining nature, as well as tasks on speech etiquette, are highlighted by funny little men.

Special superscripts denote different types of parsing words and sentences.

Dictionary words are written in brown italics.

Textbooks for grades 6, 7, 8 and 9 have a similar structure, although they differ in other conventions and the nature of applications.

The textbook for any class 1 of the complex contains material on the theory of language, exercises and material on the development of speech, that is, the entire content of the course of each class is contained in one book. This kind of book is the main teaching aid for the teacher, since the book itself has a well-thought-out way of presenting the material.

Textbooks of different classes differ in the form of presentation of information. So, in the 5th grade, the inductive method prevails: if it is possible (which depends on the nature of the material being studied), then at the beginning of each paragraph there is material for observations, questions for students on the analysis of this material and a conclusion in the form of a definition or rule. The material for observation is illustrated with pictures, which allows you to use the figurative thinking of fifth graders.

The 6th and 7th grade textbooks quite consistently use the deductive method of presenting material: a concept or definition is given at the beginning of a paragraph, followed by a system of exercises aimed at acquiring skills and abilities.

Textbooks for grades 8 and 9 use the inductive-deductive method of presenting material: new material is framed by exercises with different functional loads. The exercises that come before the formulated concept or definition are based on the students' knowledge in the field of syntax, the subsequent exercises help to generalize and consolidate the new.

Complex 2 Educational-methodical complex 2 has a non-traditional structure for the school and consists of three components: a single theory textbook for grades 5–9, manuals with practical tasks for each grade, and speech development manuals for each grade.

The structure of this complex is explained by the authors in the program as follows: the main linguo-methodological principle of this educational complex consists in a systematic linear presentation of the theory. The new type of textbook performs not only an educational, but also a reference function, since one book contains all the theoretical material from phonetics to syntax for all middle school classes.

The collection of tasks and exercises is designed to form skills and abilities, as well as to systematize what has been learned. Both the theory textbook and the collection of tasks and exercises contain material on the culture of speech, but it is contained in a concentrated form in the Russian Speech manual.

Consider the structure of each component of the complex.

The textbook "Russian Language: Theory: Grades 5-9" contains, as already mentioned, a linear presentation of the theory of the Russian language and spelling and punctuation rules studied in grades 5-9. The content of the textbook is as follows: after the information about the textbook, there is a large "Introductory course", which repeats the information about the language received by students in elementary school. This is followed by the main course, preceded by information about the main sections of the science of the Russian language and the concept of the literary language. The main course material is built linearly and contains the following sections: phonetics, graphics, morphemics, vocabulary, morphology, syntax and punctuation, sentences with someone else's speech, general information about the language. After the main course, appendices are placed: a list of studied spelling rules with a link to the corresponding paragraph, a list of studied punctuation rules with a link to the corresponding paragraph, a memo on all types of parsing with an indication of the procedure and an example.

The textbook has 5 types of pictograms of the following content:

theoretical information for understanding; rules to remember reference material; sign "Control yourself! Pay attention!”, material on the development of speech.

All material is structured in paragraphs that begin with a definition or disclosure of a theoretical concept. Separate topics are given in the form of tables, for example, types of conjugation and declension, types of circumstances, etc. in the text, in addition to the main font, a discharge is used, examples are in italics. In some paragraphs there are pictures figuratively and visually illustrating the theory. The text of the paragraph includes special pictures of the same type depicting school dictionaries corresponding to the material being studied. At the top of the page of some paragraphs there is a portrait of a prominent Russian linguist with a brief overview of his research activities. On the endpapers of the textbook, icons are placed to indicate different types of morphemes, members of a sentence, schemes of a simple and complex sentence, sentences with direct speech.

Methodologists have been talking about the expediency of creating a reference textbook, common for grades 5–9, for a long time; back in 1943, L. V. Shcherba expressed the idea that each student should be provided with a systematic grammar of the Russian language without exercises, but with examples. The need to create a reference textbook is due to the fact that a student studying in separate textbooks for each class does not have the opportunity to quickly (and, provided that the library textbooks, not at all) refer to the material studied in previous years. But it is obvious that the creation of a single textbook for grades 5–9 poses many tasks for its authors: when submitting material, it is necessary to take into account the age characteristics of students - the fact that in the period from 5 to 9 grade students grow up: a fifth grader is just a child, a ninth grader is almost an adult . Based on this, the form of presentation of the material and even the graphic design of the sections should change throughout the textbook. Unfortunately, this problem is not solved well enough in this tutorial.

The textbook "Russian Language: Practice: A Collection of Tasks and Exercises" is intended for mastering the theory and developing skills and abilities. These teaching aids exist in two versions: for each grade separately or (in earlier editions) for grades 5, 6-7 and 8-9. These learning materials follow the textbook in the order and arrangement of topics and consist of exercises and tasks, which are indicated by a special icon. The conventions are the same as in the theory textbook. Spelling and punctograms are given on the endpapers.

At the end of the book are appendices: explanatory, spelling and spelling dictionaries, including words, the meaning, pronunciation and spelling of which students work in this class.

The textbook "Russian speech" also has two forms of presentation: separately for each class or (in earlier editions) for grades 5–7 and 8–9. It is arranged as follows. Almost every paragraph contains theoretical material, which, as the author explains in the preface to the manual, is not intended to be memorized, unlike the rules in a theory textbook. The most important words are underlined. In addition to theory, the manual contains assignments and exercises. Answers are given to the most difficult of them (these tasks are marked with an asterisk); At the end of the book are notes that help to cope with difficult tasks. Tasks of the same type are marked with the letter B (option), which means that one of them can be completed, at the student's choice. At the end of the manual there is an index with a link to the page and the table of contents. On the endpapers there are drawings depicting different speech situations. There are many pictures in the manual.

The textbook, consisting of three books used in parallel for learning the Russian language in each class, creates certain difficulties for both the student and the teacher. A student who performs tasks and exercises, for theoretical reference, needs to turn to another book. Besides, carrying around three books instead of just one is just hard. The teacher, when working with this complex, receives much less methodological support, and must show much greater independence in preparing and conducting a lesson than when teaching in the first educational complex.

Complex 3 The third educational and methodical complex, like the first one, has one book for each class as a textbook.

Let's take a 5th grade textbook as an example.

The textbook begins with the section “About the language”, then comes the section “About the word” (based on what was studied in the elementary grades), after the section “Language. Spelling ”(systematic course), then theoretical information on the development of speech is placed in a separate section“ Speech ”(exercises on the development of speech are also placed in the section“ Language. Spelling ”). The textbook is completed with an application that includes the Spelling Dictionary, Orthoepic Dictionary, Explanatory Dictionary, Dictionary of the Meaning of Morphemes, and Dictionary of Synonyms.

The textbook uses the following conventions: pictograms to indicate new material, material of increased difficulty and exercises that reveal the meaning, structure and spelling of words, pictograms “Remember!”, “Take note!”, “Observe!”, “Compare!”. Most of the information on the theory of language is placed in exercises with the symbol "Learn to read and retell a linguistic text."

The text uses, in addition to regular type, spacing, bold type for highlighting key words and concepts, and italics for examples.

There are few pictures illustrating the theoretical material, but in the "Speech" section there is an insert with color reproductions of paintings and artistic photographs, the description of which is given a lot of space in the course on the development of speech.

Such a structure of the textbook is connected with the general speech orientation of this complex: the authors of the complex formulate the language development of students, their mastery of speech activity as the main goal of teaching the Russian language in a general educational institution.

When presenting material on the theory of language, a predominantly deductive principle was used: the study of the topic begins with a presentation of the concept, definition, which are fixed by performing exercises. In the lessons of speech development, a predominantly inductive principle was used: the paragraph begins with the task “Watch!”, where a series of questions are asked to the text leading to new material. After that, a theoretical position is formulated.

The textbook of the third complex is a much greater methodological guide for the teacher than the second, but less than the first: although the section "Speech" is placed in the textbook in isolation, this section must be studied in parallel with the language topics of the course.

Thus, the three educational complexes demonstrate differences not only in the content of training (see the section "Training content", as well as sections on the teaching methods of individual sections of the course) and the structure of the course, but also in teaching aids, the main of which is the textbook.

A special type of teaching aid is a workbook. The main complexes do not contain workbooks as their mandatory components, unlike, for example, an in-depth complex for grades 5–11, ed. V. V. Babaitseva (see the chapter “Learning the Russian language in non-basic curricula”). However, in 1999, a set of G.A.

Bogdanova "Russian language:

workbook for grades 5 (6, 7, 8, 9), in two parts for each grade, which, as the author writes in the annotation, is designed to work on 1 and 3 educational complexes. A workbook is a type of textbook containing exercises and tasks that do not require rewriting: tasks are performed directly in the workbook, which certainly saves time in the lesson and is advisable when performing a number of tasks of a reproductive type.

§ 19. Auxiliary materials for the teacher Educational complexes are accompanied by auxiliary materials. Educational complexes are provided with such materials to varying degrees.

Complex 1 is maximally provided with various materials, which is natural, since it has been functioning for more than 25 years. The following materials are available to help teachers prepare and deliver lessons.

1. The authors of the textbooks have compiled methodological aids for textbooks of different classes in the series “Teaching the Russian language in grades 5 (6, etc.”). The manuals deal with both general issues related to the tasks and content of teaching the Russian language in a particular class, as well as private issues related to the features of different sections, methods of studying the material, knowledge, skills and abilities that a student should acquire after passing through different topics and sections. . The book describes individual lessons or fragments of lessons, gives advice on testing knowledge, skills and abilities on various topics. At the end of the manual, a rough planning of the training material is given.

2. The didactic materials for the textbook of each class are a systematic set of exercises that complement the practical part of the textbooks, which, in combination with the methodological instructions from the above manuals, allows the teacher to be freed from searching for additional material for the lesson.

3. The manuals, united by the name "Russian language lessons in grade 5 (6, etc.)," are not a methodological guide to the textbook and are compiled by different authors - teachers who share their work experience with colleagues. The manuals consist of two parts: in the first, the authors give a brief theoretical and methodological justification for their system, in the second, they offer their own, often deeply individual, developments of lessons on various topics of this class.

Complex 3 is accompanied by collections of "Methodological recommendations" for each class separately. These manuals give specific advice and recommendations for studying the most complex topics of the course, present tests, materials for final and current control.

Recently, a large amount of auxiliary literature has appeared for the teacher, which he can use regardless of which complex he works with (see the list of references at the end of the chapter). The number of allowances to help the teacher is increasing every year.

There is an opinion that the concept of an educational and methodological complex needs to be significantly expanded. So, in the block of teaching aids for teachers, according to many methodologists, in addition to the textbook and the auxiliary aids discussed above, which are directly intended for preparing the teacher for the lesson, it is also necessary to introduce manuals designed to improve the general theoretical training of teachers, as well as readers, reference books , dictionaries designed specifically for the teacher.

Textbooks used to teach methods in universities and pedagogical universities, for example, “Methods of the Russian language in secondary school” by A. V. Tekuchev, “Methods of teaching the Russian language” edited by M. T.

Baranova, "Dictionary-reference book on the methodology of the Russian language" M. R.

Lvova, “Teaching the Russian language: A textbook for students of pedagogical universities” by E. A. Bystrova, S. I. Lvova, V. I. Kapinos and others, this textbook (see the list of references for chapter 1).

Any textbooks on the Russian language for higher education, scientific articles and monographs, an encyclopedic linguistic dictionary, specialized linguistic dictionaries of various kinds can serve to increase the linguistic competence of a teacher. The creation of books specifically designed to improve the linguistic competence of the teacher is of great importance due to the variability of education, the use of experimental methods, programs of in-depth study of the language, in connection with the revision of the content of education. Unfortunately, there are few such books designed specifically for the teacher.

There are reference books that can help the teacher in his work.

These are, for example, the “Dictionary Reference Book on the Russian Language: Spelling, Pronunciation, Stress, Word Formation, Morphemics, Grammar, Frequency of Words” by A. N. Tikhonov, E. N. Tikhonova, S. A. Tikhonova and “A Brief reference book on the modern Russian language "L. L. Kasatkina, E. V.

Klobukov, P. A. Lekant, not specifically intended for teachers, but useful and not overloaded with scientific terms. The Schoolchildren's Guide to the Russian Language, edited by P. A. Lekant, will also help not only students, but also teachers.

In part, the function of general theoretical aids is taken over by the journals Russian Language at School, Russian Literature, and the newspaper Russkiy Yazyk.

E. I. Litnevskaya, V. A. Bagryantseva

M METHODOLOGY TEACHING

Russian language in middle school

Educational-methodical association

in classical university education

as a teaching aid for students of higher educational institutions,

students in the direction 031000 and specialty 031001 - "Philology"

Academic project 2006

UDC 811 BBK 81.2 L 64

Published by order of the Editorial and Publishing Council of the Faculty of Philology of Moscow State University. M. V. Lomonosov

Reviewer: Ph.D. n. Assoc. L. A. Ilyushina

Litnevskaya E. I., Bagryantseva V. A.

L 64 Methods of teaching the Russian language in secondary school: Textbook for students of higher educational institutions / Ed. E. I. Litnevskaya. - M.: Academic project, 2006. - 590 p.

ISBN 5-8291-0701-X

The manual contains a presentation of the key problems of the methodology of teaching the Russian language at school from general issues related to the education system to particular issues of teaching methodology for all sections of the Russian language course. The manual was compiled in accordance with the program on the methodology of teaching the Russian language at school (compiled by V. A. Bagryantseva, E. I. Litnevskaya), adopted for students of the philological faculty of Moscow State University. M. V. Lomonosov in 2005.

For students of the department "Russian Language and Literature" of the philological faculties of classical universities and for teachers.

UDC 811BBC81.2

Foreword

The course of methods of teaching the Russian language in secondary school is, together with the course of methods of teaching literature, the main link in a number of disciplines of the pedagogical cycle taught to students of the department of the Russian language and literature at the Faculty of Philology of Moscow State University. M. V. Lomonosov. The purpose of this course is to prepare students for teaching activities. The course of methodology ends with pedagogical practice, which students undergo in schools in Moscow and during which they apply the theoretical knowledge gained.

The proposed educational materials were compiled by teachers of the Department of the Russian Language of the Faculty of Philology of Moscow State University. M. V. Lomonosov in accordance with the course taught since 1991 for students of the 4th year of the full-time department "Russian Language and Literature" and includes material from both lectures and seminars. The manual was written in accordance with the program "Methods of teaching the Russian language in secondary school" in 2005 (authors V. A. Bagryantseva, E. I. Litnevskaya).

The book consists of two sections: "General Questions of Methods of Teaching the Russian Language at School" and "Methods of Studying Sections of the Science of Language and the Development of Speech." Sections are divided into chapters, at the end of each chapter there is a list of references. It is obligatory for students to familiarize themselves with the curricula and textbooks of the three main educational complexes; the rest of the literature is additional and is intended to help students in preparing reports, writing lesson plans and completing pedagogical practice.

Chapters 1-8, 11-15, 19 were written by E. I. Litnevskaya, chapters 10, 18 - by V. A. Bagryantseva, chapters 9, 17 - jointly.

GENERAL ISSUES METHODS

RUSSIAN LANGUAGE TEACHING

Chapter 1. Methods of teaching the Russian language as a scientific discipline

§ 1. The subject and objectives of the methods of teaching the Russian language

Methodology is an intersectoral discipline located at the intersection of pedagogy, psychology, philosophy and a special discipline; for the methodology of teaching the Russian language - this is linguistics.

Subject technique is a learning process. Since the subject of methodology coincides with the subject of other pedagogical disciplines, methodology is usually classified as a pedagogical science.

Tasks methods of teaching the Russian language consist in determining the goals, content and methods of the process of teaching the Russian language as a subject.

Learning objectives are the definition of the educational, cognitive and practical purpose of the subject, that is, its place in the education system (today, taking into account different types of educational institutions).

the choice of a certain scientific concept;

selection of the necessary and sufficient conceptual and terminological apparatus;

determination of the knowledge, skills and abilities that a student should master when studying a subject.

Teaching methods include, in addition to the actual teaching methods, the development and study of organizational forms and teaching aids.

Thus, the methodology is designed to answer the questions why, what and how to teach. When answering the last question, there is an additional problem of how to control learning outcomes.

The methodology of teaching the Russian language interacts with philosophy, psychology, pedagogy, and linguistics.

The connection between methodology and philosophy lies in the fact that the methodology is based on the conclusions of philosophy about the relationship between language and thinking, the relationship between society and the individual, the essence of human activity. These provisions underlie the development of such methodological conclusions as the expediency of collective forms of education, teaching speech as an activity.

The connection of the technique with psychology consists in the use by the technique of conclusions concerning the psychology of perception: analysis and synthesis, abstract

identification and concretization, etc. The methodology takes into account the conclusions of social psychology about the goals of learning, forms of work, a differentiated approach to students, uses psychological research on the stages of learning activities, age-related opportunities for learning by students, peaks and troughs in concentration.

The connection of the methodology with linguistics lies in the definition of particular didactic principles of teaching and the content of teaching the Russian language as a subject.

§ 2. Research methods in the methodology of teaching the Russian language

Methodology, like any discipline, has certain methodsresearch, that is, ways to identify topical issues in the methodology, search for means to solve them and test the effectiveness. There are the following methods:

Observation method- purposeful observation of the work of students in the classroom and analysis of the homework of students, identifying trends in the assimilation of knowledge and the acquisition of skills and abilities when studying various material.

Experiment:

search (orienting) experiment - identification of problem areas in the process of teaching a particular subject, section, topic;

ascertaining experiment - an experimental cut, carried out to confirm a certain hypothesis through testing and questioning;

learning experiment - the process of teaching a certain group of students according to some new methodology, program, manual, etc.;

corrective experiment - elimination of the shortcomings revealed in the course of the training experiment;

control experiment - statement of learning outcomes through secondary testing and questionnaires (often using the same questions) to identify the effectiveness of the learning experiment.

Methods of teaching the Russian language at school. Ed. Baranova M.T.

M.: 2001. - 368 p.

The textbook outlines the theory of teaching Russian to schoolchildren in all sections and topics of the program. Students will receive information about the features of the content of the school course of the Russian language, about the methods of work, taking into account the specifics of the sections of the science of language.

In this edition, all the problems of the theory of teaching the Russian language are considered from the standpoint of the current level of development of scientific methods and the experience of leading teachers.

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TABLE OF CONTENTS
Preface 3
General questions of Russian language teaching methodology 5
Chapter I. Methods of teaching the Russian language as a science (M. R. Lvov) 5
§ 1. Subject and objectives of methodology 5
§ 2. Communication of methodology with other sciences 7
§ 3. Research methods in the methodology of teaching the Russian language 12
Chapter II. Russian language as a subject. The goals of teaching the Russian language in a modern school (M. T. Baranov) 21
§ 4. Special goals of work on the Russian language at school. 23
§ 5. General objectives of teaching the Russian language at school. 35
§ 6. Development of schoolchildren in the educational process. 48
Chapter III. The content of education and the structure of the school course of the Russian language M. T. Baranov) 52
§ 7. The content of the work on the Russian language in high school. 52
§ 8. The structure of the modern school course of the Russian language 56
Chapter IV. Means of teaching the Russian language (Ya. A. Ippolitova) 61
§ 9. Textbook as a leading learning tool 61
§ 10. Features of existing textbooks in the Russian language. Linguistic database of textbooks 65
§ 11. Benefits supplementing the textbook 79
§ 12. Means of visibility in teaching the Russian language 80
Chapter V. Organization of the educational process in the Russian language at school (M. T. Baranov) 95
§ 13. Planning of educational material 95
§ 14. Conditions for the effective conduct of lessons 99
§ 15. Russian lesson 108
Studying sections of the science of language 128
Chapter VI. Methods of studying phonetics, vocabulary and grammar (M. T. Baranov) 128
§ 16. The goals of studying sections of the science of language. 128
§ 17. The content of the work aimed at studying the sections of the science of language 129
§ 18. The principles of the methodology for studying knowledge of the language and the prerequisites for this work 135
§ 19, Methods of working on new linguistic phenomena 139
§ 20. Methods for the formation of educational and language skills (exercises) 144
Chapter VII. Spelling technique (M. T. Baranov) 147
§ 21. The goals of teaching spelling and its place in the school course of the Russian language 147
§ 22. The content of the work on spelling in school. 150
§ 23. Prerequisites for work on spelling at school. 153
§ 24. Principles of spelling methodology 160
§ 25. Methods of work on spelling in grades V-VII 163
§ 26. Spelling work in grades VIII-IX 172
§ 27. Work on spelling in the process of developing coherent speech of students. 175
§ 28. Work on spelling mistakes of students 178
Chapter VIII. Punctuation technique (A/. T. Baranov) 187
§ 29. The goals of teaching punctuation and its place in the school course of the Russian language 188
§ 30. Linguistic foundations of work on punctuation at school. 190
§ 31. Content and stages of work on punctuation at school 193
§ 32. Principles and prerequisites for work on punctuation 197
§ 33. Familiarization of students with punctuation concepts 202
§ 34. Methodology for working on punctuation rule 205
§ 35. Formation of punctuation skills in students 207
§ 36. Work on punctuation in grades V-VII in the study of non-syntactic topics 214
§ 37. Work on punctuation in connection with the development of coherent speech of students in grades V-IX 217
§ 38. Work on punctuation errors of students 219
Development of students' speech 227
Chapter IX. Mastering the norms of the literary language (T. A. Ladyzhenskaya) 228
Chapter X. Enriching the speech of schoolchildren 232
§ 39. Enriching the vocabulary of students (M. T. Baranov) 232
§ 40. Enrichment of the grammatical structure of students' speech (T. ALadyzhenskaya) 259
Chapter XI. Teaching various types of speech activity 265
§ 41. Learning to listen (T.A. Ladyzhenskaya) 267
§ 42. Learning to read (I am A. Ippolitova) 270
§ 43. Teaching oral and written speech (coherent speech) (T. A. Ladyzhenskaya) 278
Chapter XII. Control over the assimilation of knowledge in the Russian language, the formation of language and speech skills and their assessment (Ya. A. Ippolitova) 293
§ 44. Monitoring the assimilation of students' knowledge of the Russian language 293
§ 45. Control over the formation of the skills and abilities of students in the Russian language and their assessment 300
§ 46. Control over the formation of students' speech skills 311
Chapter XIII. Work on the Russian language in grades X-XI (M. T. Baranov) 315
Application (M. T. Baranov) 322
Areas of methods of teaching the Russian language 322
Textbooks and teaching aids for students on the methodology of teaching the Russian language 322
Brief Bibliographic Dictionary of Methodists of the Russian Language (XIX-XX centuries) 323

Portal for the student. Self-training

GENERAL ISSUES

METHODS

TEACHING

RUSSIAN LANGUAGE

Chapter 1. Methods of teaching the Russian language as a scientific discipline

§ 1. The subject and objectives of the methods of teaching the Russian language

§ 2. Research methods in the methodology of teaching the Russian language

Methods of teaching the Russian language at school. Ed. Baranova M.T.

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