1. For several years in a row, individual representatives of the humanitarian community warned of the possibility of a catastrophe both in school education in general and in its humanitarian segment in particular. The situation has changed qualitatively: a catastrophe has occurred, and Russian classical literature no longer plays the role of a cultural regulator of the educational process.

2. This happened not because the authorities revealed their incompetence, but because they consciously and purposefully designed this “qualitative renewal of the educational situation”. The adequacy of this assessment is eloquently evidenced, in particular, by the Education Development Program until 2020, recently approved by the government of the Russian Federation, from the text of which it follows that the government of the Russian Federation is completely satisfied with what has been done so far in this area and is not going to adjust educational policy. The only qualitative indicator for assessing the level of education that appears in this program is based on the USE results and is calculated as “The ratio of the average USE score (per 1 subject) in 10% of schools with the best USE results to the average USE score (per 1 subject) in 10% of schools with the worst USE results”; according to the authors of the program, this indicator "characterizes the equality of access to quality educational services."

3. The policy of the Russian authorities in the field of education is due to a combination of reasons; Let's name some of the most obvious ones.

BUT) The desire of the authorities to finally destroy the "Soviet" component of the "post-Soviet" education, in the case of Russian classical literature - to drastically limit the discussion and, moreover, the assimilation of its values, which are alien to the modern political and economic elite, as well as to that part of the "middle class" that is focused on serving this elite.

b) Understanding what management of public consciousness is carried out the easier, the lower the level of education.

AT) The desire of the authorities to relieve themselves of the largest possible part of the obligations to finance education, and in the future make it partially or completely paid.

D) External pressure, accompanied, judging by a number of publications in the media, with the allocation of significant funds.

4. The main means used by the authorities.

A) Creation controlled and well-funded universities who were to put forward a program of educational reforms; this role was mainly played by the HSE.

B) Information support for the media.

C) Construction of a controlled group " innovative thinking" educators, representatives of the public, cultural figures, who were granted the most favored nation treatment both in the media and in structures controlled by the Ministry of Education.

D) On this basis - active discrediting the system of relations established in the USSR along the school-university line as corruption and manipulation of real facts of corruption in two main areas:

a) pressure on the "old" Rector's Corps in order to neutralize his resistance to "reforms" and

b) "formatting" public opinion, accompanied by a number of demagogic frauds (for example: an essay, both final and entrance, is one of the most “corruption-intensive” types of exams, Consequently must be cancelled; at the same time, no one explained [and almost no one asked] why they were canceling exam rather than creating a new one control system).

5. The main results achieved by the reform.

A) As a result of the introduction of the USE, a sharp reduction in hours for teaching literature at school, and lately the abolition of the very subject "Russian literature"(according to the standard of the second generation, now there is a subject “Russian language and literature” in secondary school)

a) abruptly the level of teaching Russian literature fell, the level of knowledge, the level of its emotional, value, cultural and psychological impact on students who are actually deprived of the opportunity to comprehend the literary culture of the past as a spiritual ground for self-development;

b) with the abolition of the composition, other, qualitative changes occurred in the nature of teaching: the student is no longer regarded as an independently thinking person, endowed with analytical abilities and able to put them into practice in the form of a coherent text; now he only has to reproduce some part of the information received; it is natural to assume that the purpose of such secondary education is the creation of a consumer, a “managed mass”.

B) created conditions for the degradation of the teaching corps, doomed to "preparation for the exam" and to work with dubious quality textbooks, manuals, methodological developments.

B) abruptly increased level of corruption.

D) The "single educational space" of the Russian Federation turned out to be split in regional and social relations.

6. Public opposition to the destruction of education in Russia is insignificant, at least in the sense that the authorities can afford to ignore it. Symptoms of rising resistance include

a) individual experiments in the creation of private schools working on Soviet textbooks and curricula;

b) the active development of Internet projects for the "digitization" of Soviet and pre-revolutionary textbooks.

7. The situation of the catastrophic collapse of the level of humanitarian school education is exacerbated by the massive closure of schools in the Russian provinces and a sharp reduction in the number of budget places allocated to the philological faculties of universities, and at the same time the policy of merging and closing the universities themselves. In fact, this means that in the very near future the achievements of the Soviet educational system will be annulled, and at the same time, the traditions of the Russian pre-revolutionary school will be finally consigned to oblivion. This is a national catastrophe, fraught with the breakdown of the mechanisms of historical continuity and the interruption of the very national cultural tradition.

universities

1. Universities have faced a number of difficulties related to the need to improve the humanitarian knowledge of students who have passed the Unified State Examination and who experience great difficulties in expressing their thoughts in writing, and sometimes they are frankly illiterate (one of the symptomatic attempts to overcome the situation that continues to deteriorate is the introduction of the Russian language course at Moscow State University and Culture of Speech” at non-humanitarian faculties). In the short term, if the trend continues, the organization of courses for the elimination of illiteracy on the model of those created in the USSR at the dawn of "universal education".

2. Inability to articulate thoughts clearly- an external expression of the inability to think independently: consumer"information" at best will learn to navigate in it, but will not be able to carry out its examination, and therefore, to have any significant impact on the information space.

3. In this situation, the Ministry of Education deployed a campaign to curtail philological (and, more broadly, humanitarian) education in universities. According to the UMO of the Faculty of Philology of Moscow State University, over the past decade, the budget enrollment for fundamental university areas of humanitarian training (“Philology”, “History”, “Philosophy”, etc.) has been reduced by at least three times (from about 300 to 100 people in large universities, from 100 to 30 people in smaller ones; in Novgorod, Chelyabinsk and some other universities it is now 10-15 people).

Such a reduction in enrollment has led to changes in the traditional higher education structures that implement humanitarian training: instead of previously independent faculties and departments (philological, historical, etc.), a number of universities have institutes for the humanities (or other departments with similar names) that provide training in the entire set of humanitarian educational programs opened at the university. As part of the new divisions, previously independent faculties are represented by one or two departments of philology, history, etc. profile, which in the current conditions are forced to serve mainly related areas of training and gradually lose their specialized character, ceasing to be graduating departments.

4. Recently, the Ministry of Education has switched to a policy of directly discrediting liberal arts universities and declared the Russian State Humanitarian University, Literary Institute, Moscow State Pedagogical University, Moscow Architectural Institute “ineffective”, relying on anecdotally inadequate “criteria” for evaluating the “effectiveness” of universities developed by the Higher School of Economics. Most recently, according to media reports, two universities have been excluded from the list - the Literary Institute and the Moscow Architectural Institute, but, firstly, their reputation has been seriously damaged, and secondly, the question of the quality of "expertise" inevitably arises again: if it is recognized that it gives incorrect results in some cases, then where is the confidence that in other cases it is adequate?

5. At the same time, the idea of ​​the culture-forming role of philology is gradually but consistently being squeezed out of the sphere of public consciousness, which is increasingly being treated as something insignificant and optional. One of the clearest symptoms of this process is the scandalous situation at the philological faculty of St. Petersburg State University, where the number of state-funded places in the Russian bachelor's department is now limited to twenty-five.

Let us remind ourselves of something that until recently seemed self-evident.

Firstly, philology is not only and not just teaching native and “foreign” languages, it is a system of knowledge about the principles of the emergence and development of languages, about the mechanisms of their impact on culture; without this knowledge, language learning itself is impossible, because. any serious textbooks, manuals, methodological developments are created on the basis of an understanding of systemic processes in the field of language activity.

Secondly, philology is textual criticism and hermeneutics, which provide a person and society with the possibility of intellectual independence, i.e. allowing to establish the correct text of the monument and give its adequate interpretation; At the same time, the principles and techniques of text criticism developed by philologists make it possible to carry out an examination of any written or oral message in order to establish its authenticity or falsity, explicit and hidden information possibilities, date it (i.e., include it in cultural history, as well as in the history of science: after all all sciences without exception deal with texts) and establish its author, and at the same time the goals that he pursued when creating this message.

Thirdly, philology is the history of literature, which explains how and why texts separated in space and time turned out to be related to each other: without this knowledge, the entire national cultural tradition (and, ultimately, the entire world culture) will inevitably appear as a chaotic heap random written monuments, which can suit only those "creatively thinking" "cultural figures" who consciously work to defeat it.

Understanding their responsibility to society, the undersigned declare:

1) about the rejection of the policy of defeating the Russian humanitarian education, which is pursued by the Ministry of Education;

2) on no confidence in those officials of all levels who develop and implement this policy;

3) on the expediency of publicizing all data that will allow the public to assess the effectiveness of the activities of the Ministry of Education over the past twenty years and the level of damage caused to it, including:

a) the number of closed schools by region and the general dynamics in this area;

b) on the amount of state and other (including foreign funds) financing of the programs of the Ministry of Education;

c) on the results of the USE in all regions of Russia and in all educational disciplines from the moment of its introduction and on the need for a professional analysis of these results.

4) about the need to develop a broad professional discussion about ways out of the current situation.

Adopted unanimously at a meeting of the Academic Council of the Faculty of Philology of the Moscow State University named after M.V. Lomonosov November 22, 2012.

Members of the Academic Council of the Faculty of Philology of the Moscow State University named after M.V. Lomonosov:

Avramenko A.P., Doctor of Philology, Professor, Head. Department of Russian literature of the XX-XXI centuries;
Aleksandrova O.V., Doctor of Philology, Professor, Head. Department of English Linguistics;
Ananyeva N.E., Doctor of Philology, Professor, Head. Department of Slavic Philology;
Arkhangelskaya A.V., candidate of philological sciences, associate professor, head. educational part;
Bratchikova N.S., Doctor of Philology, Professor, Head. Department of Finno-Ugric Philology;
Volkov A.A., Doctor of Philology, Professor, Head. Department of General and Comparative-Historical Linguistics;
Vsevolodova M.V. Doctor of Philology, Professor, Honored Professor of Moscow State University, Honorary Professor of Shanghai University;
Gvishiani N.B., Doctor of Philology, Professor;
Golubkov M.M., Doctor of Philology, Professor;
Zhdanova L.A., candidate of philological sciences, associate professor;
Ivinsky D.P., Doctor of Philology, Professor;
Kataev V.B., Doctor of Philology, Professor, Head. Department of History of Russian Literature;
Kedrova G.E., candidate of philological sciences;
Kling O.A., Doctor of Philology, Professor, Head. Department of Theory of Literature;
Klobukova L.P., Doctor of Philology, Professor, Head. Department of the Russian Language for Foreign Students of Humanitarian Faculties, Vice-President of ROPRYAL;
Kobozeva I.M., Doctor of Philology, Professor;
Kovtun E.N., Doctor of Philology, Professor, Deputy Chairman of the Philology Council of the UMO for classical university education;
Korotkova O.N., candidate of philological sciences, associate professor;
Krasilnikova L.V., Doctor of Philology, Associate Professor, Head. Department of the Russian Language for Foreign Students of the Philological University;
Kuznetsova I.N., Doctor of Philology, Professor, Head. Department of French Linguistics;
Kuzmenkova V.A., candidate of philological sciences, associate professor;
Mashkova A.G., Doctor of Philology, Professor;
Mikhailova M.V., Doctor of Philology, Professor, Academician of the Russian Academy of Natural Sciences, member of the Moscow Union of Writers;
Nazarova T.B., Doctor of Philology, Professor;
Nosova E.G., Candidate of Philological Sciences, Associate Professor, Head. Department of German Linguistics;
Panina I.V., head of graduate school;
Remneva M.L., Doctor of Philology, Professor, Head. Department of the Russian Language, Dean of the Faculty of Philology;
Samoilov S.M., Deputy Dean of the Faculty of Philology;
Sidorova M.Yu., Doctor of Philology, Associate Professor;
Solovieva N.A., Doctor of Philology, Professor;
Solopov A.I., Doctor of Philology, Professor, Head. Department of Ancient Philology;
Sutugina I.A., Honored Lecturer of Moscow State University, Academic Secretary of the Faculty of Philology;
Tolmachev V.M., Doctor of Philology, Professor, Head. Department of History of Foreign Literature;
Sheshken A.G., Doctor of Philology, Professor.

________________________________________

Philological education at school:
current state, problems and development prospects

Philology underlies not only science,
but of all human culture
D.S. Likhachev

The educational (subject) area "Philology" ("Languages ​​and Literature") currently occupies one of the leading places in the State Educational Standard for Basic and Secondary (Complete) Education. It is a mandatory linguistic part of the Basic Curriculum (BCP) and includes the Russian language, literature and a foreign language.

The current state of linguistic education at school is characterized by the following positive factors:

1) the volume of the subject "Russian language" has expanded and, accordingly, the volume of the content of the studied material has increased due to the convergence of school and scientific (university) courses, as well as due to the separation of independent linguistic disciplines in the course - culture of speech, stylistics, rhetoric, part the material of which traditionally formed part of the main course "Russian Language";

2) the time (number of hours and years) for studying the subject "Russian language" and other linguistic disciplines has increased, which is associated with the indicated content changes in the course. The current basic curriculum of 2004 allows building two parallel educational lines:

basic (compulsory) linguistic education, implemented in the educational field "Philology",

and additional in-depth (if necessary, continuous) linguistic education, carried out through compulsory elective and optional courses at different educational levels (II and III), in accordance with the profile of the educational institution (or class) and the individual interests of students;

3) the role of integrativity has increased, especially in the philological specialized education of high school students. Vivid examples of such integration are, for example, linguistic and literary courses "Russian Literature", "Artistic Text Analysis", elective course "Business Russian";

4) the pedagogical tools of the language teacher have expanded. There was a possibility of electronic support of philological education (information and communication technologies, electronic textbooks presented by the website of the Ministry of Education and Science of the Russian Federation). Suffice it to name such modern educational technologies as "Development of critical thinking through reading and writing", "Debate".

The use of educational technologies has a number of advantages:

The student has the opportunity to manage the process of solving educational problems, vary them according to the degree of difficulty, gradually forming the skills and speed of completing tasks. The computer notes the correct decision, advises to think more if it is wrong, offers options, prompts the answer - in this way, stress is relieved when an unsatisfactory result of work is obtained.

The computer provides flexibility in managing the educational process, creates opportunities for differentiation and individualization of learning. Under the guidance of the teacher, the choice of the pace of work, topics, exercises, sequence and speed of completing tasks is carried out - it all depends on the professionalism, the teacher's interest in the success of the student. The use of information and computer technologies is inevitably associated with the rejection of the priority of the traditional classroom system, the change in the role of a teacher-dictator to the role of a teacher-coordinator.

However, without exaggeration, the teacher-philologist has a huge number of problems.

With the introduction of an independent examination of the quality of knowledge (these are international PISA studies, and the state final certification in the USE format), it became obvious that the student needs practical knowledge of the Russian language in its various functional varieties: oral and written speech, colloquial and literary, business and epistolary. It is necessary to be able to competently, independently and creatively express one's thoughts, adequately perceive and understand speech of different genres and styles, etc.

In practice, neither teachers nor students strive to implement such foundations of speech, since the content of final and entrance exams does not contribute in any way to the transition of the school course of the Russian language to new tracks. And the result is obvious, it is enough to recall the quality of completing the tasks of part C on the final exam or the creative part of the final presentation. How to achieve the goal of that "unattainable" Federal State Educational Standard with an insufficient number of hours devoted to the development of speech and language competencies, especially in the third grade school? After all, 1 hour a week is allotted for the study of the Russian language, while 3 hours are allotted for the formation of the same communicative competence in a foreign language.

The gap between the declared content of the course and control, final certification is quite obvious.

The methodical letter “On the teaching of the subject “Russian (native) language” in the context of the introduction of the federal component of the state standard of general education” proclaimed very lofty goals. They are declared quite often and loudly, but in practice it is possible to educate a literate, precisely literate, and not faultlessly writing student only within the framework of a well-thought-out language education system. It should not only include the materials of training programs, but should take into account the peculiarities of the language of the society, patterns of communication. In modern conditions, it is especially difficult for a teacher to resist the primitive speech patterns of the media. And in the very system of studying the Russian language at school, both rhetoric and speech development lessons occupy a subordinate place. School teachers will surely confirm that speech development lessons, even if there are many of them, are, as it were, optional, because exams and other forms of control are not carried out on them.

The quality of philological education is due not only to the peculiarities of the course program, but also to certain miscalculations in teaching.

The teacher does not create a learning environment that stimulates the development of conscious communication skills of students, pays insufficient attention to work on the speech culture of students, the study of Russian literature as a special kind of verbal art.

An independent examination of the formation of reading competence (skills for understanding various texts) as the main way of learning has not only been thought out at the international level, but has been successfully tested, acts, forcing a radical change in approaches in educational systems. In our country, the results of PISA testing since 2000 have shown the inability of schoolchildren to adequately understand and use different types of texts in speech creativity. “When testing, students are required to: understand key concepts, master the algorithms for completing tasks and be able to apply their knowledge and skills in various situations. The assessment is future-oriented, since it is not so much the mastery of the school curriculum that is tested, but the ability of adolescents to use their knowledge and skills in real life. This new perspective on learning activities challenges some traditional notions about the functions of the school in general and the teacher in particular.” Reading involves understanding the text and thinking about it. Literacy refers to the ability of a person to use written information for their own purposes and in a wide range of situations requiring its effective application. The results obtained showed that the effectiveness of the learning process can be increased both through learning situations associated with the competition, and through situations associated with cooperation. Therefore, at the current stage, the task of the school, where study is naturally organized in groups, is to instill in students the skills to master the material in a team, to develop in them a positive attitude towards cooperation as a form of education.

The methods of teaching the Russian language and literature currently used at school are not fully focused on the speech development of students, the development of their creative abilities, on the independent activity of schoolchildren in the acquisition and use of knowledge, on the co-creation of the student and teacher. Mastered by teachers, modern educational technologies based on communicative competence require time both for assimilation and for implementation, getting used to the teaching style. They help the teacher to qualitatively and meaningfully select the teaching material, as well as fundamentally change the style of the relationship between the teacher and the student, teach the teacher to see the child as an independent person who has the “right to make a mistake”.

At school today there is not enough modern educational, artistic, and especially reference literature on the Russian language and literature. little used quality modern computer programs.

In this regard, the prospect of the school is seen in the design and creation of a unified developing speech environment in the educational system, not only within the framework of humanitarian subjects.

U. A. OMELCHENKO,
teacher of Russian language and literature,
school number 11,
Noyabrsk, YNAO

The article was published with the support of the Internet project "Education Navigator". By visiting the site of the Internet project "Education Navigator", you will find a large number of useful materials on all types and stages of the educational process. To your attention are the latest news, informational and analytical articles that tell about general education, studying abroad, the stages of preparing a child for school and much more. And also on the pages of the site "Education Navigator" contains a detailed list of educational institutions in Moscow and other cities of Russia. You can visit the website of the Internet project "Education Navigator" at http://FullEdu.Ru

Good afternoon! Dear presidium, dear teachers, guests!

At present, there is an opinion in society that the Russian language is almost in mortal danger. The lexical stock of a modern person is reduced to a small set of words. Philologists, public figures, politicians sound the alarm. Bills on maintaining the purity of the language are being submitted to the State Duma ... This topic was also noted in the main report of our conference . What in reality threatens the Russian language? What can spoil our great and mighty? A language cannot be clean or dirty, its state is recorded in numerous dictionaries and grammars, in which we will not find any unnecessary foreign words, jargon, or profanity. We need to talk about the purity of speech, about how we implement language in the process of communication. This is what philosophy teaches us.

D.S. Likhachev very accurately defined the significance of philology: “The wider the circle of epochs, the circle of national cultures that are now included in the sphere of education, the more necessary is philology. It brings humanity and different human cultures together not by erasing differences in cultures, but by realizing these differences." Today we are not only talking about the need for philology and the humanities, but also about their role in the process of integrating science and culture into the educational sphere.

Great hopes for fundamental changes in the educational process are placed on the second generation standards (FSES), where the leading slogan of past years is replaced: “ Education for life”, a new one came: “ Education throughout life».

What role can philological education play under these conditions?

In all areas of public In life, the importance and role of people endowed not only with elementary literacy, but with a high level of general linguistic culture is growing. No wonder there is a textbook statement: who owns the word, he has the power. The role of language in the modern processes of cultural development of this or that people is extremely great. Many phenomena of national culture, development of cultural heritage and interethnic relations are associated with the word. It is obvious that the development of information and computer civilization requires the study of languages ​​of interethnic and international communication.

Thus, knowledge in the field of philology has been and remains basic for the formation of a modern cultural person.

Then how can one define the boundaries of philology: how long is it destined to exist and develop?

Philology will live as long as it is shameful to write illiterately, not to know the history of one's country, not to be able to speak beautifully and logically. For the time being, the society will maintain a certain cultural level of its citizens and will be interested in developing not only natural science, but also humanitarian creative needs in them.

At the same time, modern civilization clearly indicates a different dependence: without the development of culture, without the education of a versatile personality, ready for various forms of humanitarian activity, there are no prospects for the growth and development of the socio-economic potential of society. If we do not provide conditions for the development of the cultural inclinations of a new generation now, we will close our way to the future, because spiritual culture can transform life on Earth, defeat ignorance, vulgarity, wars: “Where there is culture, there is peace…”

The current state of philological education at school characterized by several positive factors:

The role of integrativity has increased, vivid examples of which are the linguistic and literary courses "Russian literature", "Artistic analysis of the text", the elective course "Business Russian";

The pedagogical tools of the language teacher have been expanded. There was a possibility of electronic support of philological education (ICT, electronic textbooks presented by the website of the Ministry of Education and Science of the Russian Federation)

Lessons of Russian language and literature oriented on the development of the creative abilities of students and their independent activity, on the co-creation of a teacher and a student, on the development of a caring attitude towards their native language and region in children, on the desire to learn new and interesting things. The setting of learning objectives helps to get away from the pattern, to develop meaningfulness in students, and meaningfulness leads to the depth and strength of knowledge.

It is also important that in the process of finding solutions to problems, students use different sources: some can turn to books, others to electronic media, and others to use Internet search resources, which teaches them to interact with the information space. The use of interactive, audiovisual teaching aids is aimed at increasing the positive motivation of students to study the Russian language, enhancing cognitive activity, developingthinking, the formation of an active position of the individual in moderninformatized society.

Research tasks included in the system of lessons at different stages: in the course of practical work or consolidation of the material; as test and homework assignments, tests. The task can remain within the framework of one lesson, topic, or it can serve as the beginning or basis for future research work, projects. Our school has such works and projects. So observation of the speech of fellow villagers grew into a research project. For several years we have compiled a dictionary of vernacular, dialects, colloquial vocabulary of the villagers, recorded and analyzed the speech of people of different ages. And we have an excellent result: in 2012 I spoke at the International Scientific and Practical Pedagogical Conference: “Ethnocultural Education: Experience and Prospects”, and already in 2013 our project “A scattering of dialects in the colloquial speech of the village of Sialeevskaya Pyatina”, at the All-Russian Scientific and Practical Conference students "Living Culture: Traditions and Modernity" received a Diploma of the 1st degree.

Opportunities for this type of activity are literature lessons, on which one cannot get away from integration with history, fine arts, music, architecture, psychology, social science.

At the same time, the methodological basis of an integrated approach to learning is the mandatory establishment of metasubject connections.

The acquired meta-subject skills are necessary for students when performing a creative task at an exam in the form of the Unified State Examination and the Unified State Examination, as well as in their future professional activities and everyday life.

The results of certification in the past academic year in the form of the OGE and the Unified State Examination are encouraging. The average score of the OGE is 27.6; USE-52

Our students are regular participants in school, district, republican and all-Russian olympiads, competitions. Only this academic year we have two winners in the competitions of creative works "We are against drugs" - "Make a choice", "My family and the Great Patriotic War"; two winners and a prize-winner in the competition of literary works "The Art of the Word"; prize-winner in the competition of readers "Live Classics", prize-winner in the republican competition "State Symbols". We are winners and prize-winners of municipal subject Olympiads in the Russian language and literature ... that is, the practical orientation of training is obvious

However, without exaggeration, the teacher-philologist has a huge number of problems.

We have to admit that the linguistic culture of modern society needs serious correction.
Almost 20% of Russian schoolchildren could get "deuces" for the Unified State Examination in the Russian language, if the minimum score for this exam was not reduced (from 36 to 24 points).

How to achieve the goal of that "unattainable" Federal State Educational Standard with an insufficient number of hours devoted to the development of speech and language competencies, especially in the third grade school? After all, 1 hour a week is allotted for the study of the Russian language, while 3 hours are allotted for the formation of the same communicative competence in a foreign language.

A specially developed federal program will have to correct the situation. It includes a return to the 11th grade of the final school essay, the study of the Russian language from kindergarten and the retraining of teachers into specialists teaching Russian as a foreign language.

Only a few months left before graduation. Pupils of 11 classes will write it at the end of this year. Students will be offered five areas on the basis of which topics will be developed. At the same time, some of the topics will not be tied to specific works or authors. There will be no rigid limits in terms of volume. Minister of Education and Science D. Livanov proposes to give students only an approximate number of words to get a positive assessment.

Teachers and students learn essay topics on the day of the exam. Measures to protect information while writing essays will be the same as in working with the exam. The work will be checked by the teachers themselves and will be graded "Pass" / "Fail". In case of an unsatisfactory result, the graduate will be able to rewrite the work in February. A positive assessment not only gives the student the right to take the exam, but can also bring up to 10 additional points upon admission.

We will now monitor how children learn school material with the help of additional tests that are introduced from the new school year. They will be held as part of the mandatory diagnostics of student achievements.
In the 4th grade, children will have to pass the so-called meta-subject test.- demonstrate thinking, reading skills, using information from the school curriculum, creativity, etc. In the 7th grade, students will be tested in Russian language and mathematics. Taken together, such tests will have to identify in advance the problems of schoolchildren with the assimilation of the material and the shortcomings of teachers in teaching the material.

The prospects for the current philological education are quite open. Of course, not all future changes will be unambiguously perceived by the teaching community. But in any case, we will have to realize the need to restructure philological education and take joint actions to give it a modern image.

In 2013, Vladimir Vladimirovich Putin took part in the Russian Literary Assembly, held at the Peoples' Friendship University of Russia.

The main and general concern, the president said, is today's decline in interest in the book. The fact that the book has ceased to play an important role in the life of society is also evidenced by the decline in the level of general culture. Of course, the Russian language is too great, thank God, for its traditions to be destroyed. But we often encounter both illiteracy and primitivism.

And one more important aspect. Perhaps there is no such literary country as Russia in the world, despite the problems and the well-known decline in interest in the book. But even if the decline in interest in reading, in books, is a worldwide trend, we have no right to put up with it. It is we who, without exaggeration, are responsible to the entire civilization for the preservation of Russian literature, for its preservation, its colossal humanistic potential.

To the credit of the Department of Education... a vivid example of such a reverent careful attitude to classical literature in our area are the annual traditional literary holidays, dedicated to the anniversary of the classics or a historical event, contests of readers of prose and poetry. Children prepare mini-performances, sew costumes, hone the pronunciation of each phrase, come into contact with living classics .Literary holidays - holidays of mastery of artistic speech. Sialeevsko-Pyatinskaya school always prize winner or winner such holidays. Literary evenings, drawing rooms, competitions of illustrations of art books and literary heroes, competitions of readers and essays are held in our school. We have a wonderful classroom of Russian language and literature, but it's a pity that there are no computers in the classrooms - that would be a big plus.

Our task is to create an environment in which education, erudition, knowledge of literary classics and modern literature will become the rule of good taste.

For many, the use of jargon, common language in public speeches by officials causes discomfort. High-ranking officials use such expressions as "they are tormented to swallow the dust" or "he is not a ruble so that everyone loves him." There is nothing terrible here. The main thing, not to lose "proportionality and conformity», as Alexander Sergeevich Pushkin said. That is, a person must have a linguistic instinct and understand how appropriate his words are in a given situation. This is what we must teach. This is a matter of honor for every language teacher.

An example of such a speech: the speech of our president is attractive, bright, imaginative, competent, rich in examples. He uses popular expressions, sayings, aphorisms. This is the kind of speech you want to hear.

On June 12, 2014, Vladimir Putin signed a decree "On holding the Year of Literature in the Russian Federation" in 2015. The President of Russia expressed the hope that The Year of Literature will become a bright, society-unifying project

Within the framework of the Year of Literature, cultural, historical and social moments will coexist. Among the most important events are: "Books in Hospitals", "Literary Map of Russia", "Literary Eurasia", "Library Night 2015", "Summer with a Book"

Russian spiritual culture has always been distinguished by the desire to set high goals.For us now, the more important goal turned out to be more important. - to form students' linguistic, linguistic, communicative and cultural competence. The main thing is that our students understand and adequately assess the world around them, be able to make the right choice, think, analyze, and be able to empathize and sympathize with others.

We, the domestic humanitarian intelligentsia, are capable of serving these goals.

Dear Teachers! The Day of Knowledge! I wish the achievement of new professional heights, the realization of creative ideas, good health and peace to all of us!

Thank you for your attention!

Philological education plays a leading role in the processes of formation and upbringing of a personality, the development of its moral qualities and creative abilities, in familiarization with domestic and world spiritual culture, as well as the continuation of national traditions and the historical continuity of generations. At the same time, language education is the basis of the intellectual development and self-development of the individual, since it equips it with a tool for gaining knowledge in any field of science and production, and philological education as a whole contributes to the successful activity of a person in any professional field, since it equips the individual with communication skills and skills that underlie any activity.

The goals of philological education

The main goals of philological education are:

1. education through the system of objects of the philological cycle of a spiritually rich and highly moral personality, a true citizen and patriot of Russia, who loves his large and small homeland, his people, language and culture and respects the traditions and cultures of other peoples;
2. introduction to the values ​​of national and world artistic culture;
3. mastering the system of knowledge, skills and abilities in the subjects of the philological cycle, as well as the development of speech, intellectual and creative abilities of students, the formation of skills for independent learning activities, self-education and self-realization of the individual;
4. development of coherent oral and written speech, speech culture of students, ensuring their successful activities and active participation in various areas of human communication.

The value of the Russian language in the system of school education and upbringing.

… In the system of school education, the subject “Russian language” occupies a central place. The leading role of this subject in the Russian school is determined by the social functions of the native language. Being a form of storage and assimilation of various knowledge, the Russian language is inextricably linked with all sciences and professions, and hence with all school subjects.

Language is a tool for organizing any activity, so fluency in the language allows a person to succeed in life.

As a means of cognition of reality, the Russian language provides the intellectual development of the child, forms its conceptual and categorical apparatus, develops abstract thinking, memory and imagination. It allows the student to know himself, to master the means of introspection and self-expression.

The goals of teaching the Russian language in the Russian school.

Goals teaching the Russian language in a Russian school is the formation of:

1. linguistic competence, which includes the necessary knowledge about the Russian language as a social phenomenon and sign system, its structure and functioning, general information about the language and the most important information about linguists;
2. language competence, which implies knowledge of the language itself, language norms, including spelling and punctuation;
3. communicative competence associated with the mastery of all types of speech activity and the culture of oral and written speech, the rules and methods of using the language in various areas of communication;
4. cultural competence, which includes information about the Russian language as a national and cultural phenomenon that reflects the spiritual and moral experience of the people, reinforcing moral values; ideas about the connections of the Russian people with the national traditions of the Russian people, as well as students' awareness of the beauty, expressiveness and aesthetic possibilities of their native speech.

Main school - at this stage, the level of language proficiency is formed, necessary and sufficient for communication in vital areas and situations, and, at the same time, the possibility of further

study. Improving speech skills and mastering the language material create conditions for profiled learning.

The Russian language is a subject of great ideological potential, of great functional significance, it is not only a subject of study, but also a means of learning in work on other subjects, since in all spheres of communication language acts as a direct reality of thought.

Mikhail Ivanovich Kalinin said: “The highest achievements of human thought, the deepest knowledge and the most ardent feelings will remain unknown to people if they are not clearly and accurately formulated in words. Language is a tool for expressing thought. And a thought only becomes a thought when it is expressed in speech, when it has come out through language, when it is mediated and objectified for others, as the philosophers would say. Consequently, the development of interest in the study of the Russian language should help to increase the effectiveness of various educational influences leading to the formation of personality. Therefore, in improving the forms, methods and means of teaching, the problems of constructing interesting lessons in the Russian language, the development of them play a significant role.

Interest in the study of the Russian language at school is connected by me with a non-standard approach to the content and organization of the study of the subject, leading to the activation of the mental activity of students. The non-standard work helps to excite emotions in those who perform it - surprise in front of an unusual, often joyful feeling in the process of activity, pleasure from the result. Non-standard lessons and tasks cause students to have such an emotional attitude to the subject, which increases the desire in children to learn what is being studied and stimulates their passion for this subject.

Outwardly, this attitude is expressed in the inquisitiveness, in curiosity of students, in their attention and activity in the lesson.

The concept of "non-standard teaching methods" and "non-standard tasks" is broad, it is actually more associated with activities that are called productive in psychology. Non-standard tasks are often problematic situations, that is, situations that cause difficulties for students, the way to overcome which should be creatively sought.

All non-standard tasks can be divided into two types: educational and search and research tasks.

Educational and search tasks are designed for the "discovery" by students of what is already known, discovered in science; research suggests separate new observations, new ideas.

Search models of learning. Key Principles for Research Learning

(according to J. Bruner)

The common basis for various models with a search orientation is over-subject search learning activity, that is, a special activity of students to build their educational knowledge.

Its varieties include:

* research: systematic research (statement of the problem, proposition and testing of hypotheses, generation of ideas, etc.);

* communicative-dialogue, debatable (identification and comparison of points of view, positions, selection and presentation of arguments, etc.);

* game, modeling in the subject-content (imitation-game) and socio-psychological (role-playing) plan.

The translation of the procedural training plan into a meaningful one is carried out in the following areas:

1. special training in discussion procedures;
2. the formation of a discussion culture;
3. special development of the emotional and personal side of educational and gaming activities associated with its role-playing components;
4. emotional and intellectual reflection of the learning process, including simulation and role modeling.

J. Bruner summarized the research approach to learning in the form of several basic statements-principles.

1. In the content of the subject, it is necessary to single out the leading, core concepts. This makes the whole subject more accessible.

1. The study of the material must be permeated with the correlation of particular facts with cognitive structures, schemes.

1. The process of mastering the basic concepts and principles has a broader meaning and allows you to master the methods of cognitive activity that are significant even beyond the specific content.

1. It is advisable to apply a "spiral" study of the basic ideas and concepts, from elementary school to secondary school, returning to them at subsequent levels of education.

1. Put the student in the position of a researcher, a discoverer.

Requirements for the content of training.

1. Students should have a feeling of dissatisfaction with the existing ideas. They must come to a sense of their limitations, of divergence from the ideas of the scientific community.
2. New representations (concepts) should be such that students clearly understand their content. This does not mean that students are obliged to adhere to them themselves, to believe that they describe the real world.
3. New representations must be plausible in the perception of students; they must perceive these ideas as potentially valid, combined with existing ideas about the world. Students should be able to relate a new concept to existing ones.
4. New concepts and ideas must be fruitful; in other words, for students to abandon more familiar notions, serious reasons are needed. New ideas should be clearly more useful than old ones. New ideas will be perceived as more fruitful if they help to solve an unsolved problem, lead to new ideas, have more opportunities for explanation or prediction.

Of the listed conditions, two (the second and third) approximately correspond to the well-known didactic requirements for the accessibility of education and the transition from “close to distant”, known to unknown (Ya.A. Kamensky). At the same time, the first and fourth requirements - they can be briefly described as dissatisfaction with existing knowledge and the requirement of heuristic new knowledge - go beyond traditional didactic principles and are associated with the exploratory nature of learning.

Requirements for the educational process.

1. Encourage students to formulate their ideas and ideas, to express them explicitly.
2. To confront students with phenomena that are in conflict with existing ideas.
3. Encourage students to come up with alternative explanations, assumptions, guesses.
4. Allow students to explore their assumptions in a free and relaxed environment, especially through small group discussions.
5. Give students the opportunity to apply new ideas in relation to a wide range of phenomena, situations, so that they can evaluate their applied value.

The following understanding of research learning is now common in foreign pedagogy. This is training in which the student is placed in a situation where he himself masters the concepts and approach to solving problems in the process of cognition, to a greater or lesser extent organized (directed) by the teacher. In its most complete, expanded form, research training assumes that the student identifies and poses a problem that needs to be solved; suggests possible solutions; checks these possible solutions; based on the data draws conclusions in accordance with the results of the audit; applies findings to new data; makes generalizations.

Over the past decades, many foreign didacticists adhere to the idea of ​​three levels of research education. At the first level, the teacher poses a problem and outlines a method for solving it.

The decision itself, its search, must be independently carried out by the student. At the second level, the teacher only poses a problem, but its method

the student is looking for solutions on his own (group, collective search is possible here). At the highest, third level, the formulation of the problem, as well as the search for a method and the development of the solution itself, are carried out by students independently.

The teacher as the organizer of problem-based learning.

Acting as a facilitator of problem-based learning, the teacher is called upon to act more as a leader and partner than as a source of ready-made knowledge and directives for students. In the process of preparation, the teacher should gain experience that will allow him to:

1. Subtly feel the problematic situations faced by students and be able to set real learning tasks for the class in a form understandable to children.
2. Act as coordinator and partner.
3. Try to captivate students with the problem and the process of its in-depth study, stimulate creative thinking with the help of skillfully posed questions.
4. Be tolerant of the mistakes students make in their attempts to find their own solution. Offer help or refer to appropriate sources of information only when the student begins to feel hopeless in their search.
5. Provide an opportunity for regular reporting by working groups and exchange of views during class discussions. Encourage critical thinking about research procedures, suggestions for improvement, and the development of new lines of research.
6. Finish class discussions, research, and implementation work before there are signs of losing interest in the problem.
7. While remaining motivated, allow individual students to continue working on the problem on a volunteer basis while other students find ways to approach the new problem.

Comparative features of traditional and research learning.

Traditional training:

1. The teacher should state the basic ideas and concepts embedded in the content of the subject and reflected in the topic being studied.
2. Students learn vital ideas and concepts through their direct presentation by the teacher.
3. Natural science subjects are taught as a holistic and complete set of authoritative and consistent information that is not subject to doubt.
4. Educational knowledge should be built on a clear logical basis, optimal for presentation and assimilation.
5. The main goal of laboratory work is the formation of practical manipulative skills, as well as the ability to follow instructions aimed at achieving the planned results.
6. The study of the material in the course of laboratory work follows precisely established guidelines and is determined by a methodology aimed at illustrating the concepts and ideas studied in the class.
7. For a real understanding of the content being studied, students should acquire a body of factual information related to this content.

Research teaching:

1. The student independently comprehends the leading concepts and ideas, and does not receive them ready-made from the teacher.

2. Students have a leading role in making decisions about how to work with the material being studied.

3. Each student independently studies, describes and interprets the information and observations that he, along with everyone else, receives in the course of educational research.

4. To study the rule, students should be introduced to examples from which this rule can be derived independently, without being presented by the teacher.

5. Students question the accepted ideas, ideas, rules, include alternative interpretations in the search, which they independently formulate, justify and express in a clear form.

Characteristics of educational-search, creative and cognitive activity.

1. Statement of the problem, search for its formulation from different points of view.
2. Finding facts for a better understanding of the problem, the possibilities of its solution.
3. Search for ideas simultaneously with the activation of the sphere of the unconscious and subconscious; Evaluation of ideas is delayed until they are expressed and formulated by students.
4. Finding a solution, in which the expressed ideas are analyzed, evaluated; the best of them are selected for implementation and development.
5. Search for recognition of the solution found by others.

Creation of conditions for teaching and research activities in the educational process.

For the development of research, creative, cognitive activity, the teacher needs to look for ways to create a special environment that encourages creativity in the educational process. In recent years, a group of researchers led by S. Parnes has proposed the following recommendations for creating a creative environment in the course of education. To date, these recommendations are considered universally recognized in the world scientific and pedagogical community.

1. Eliminate internal obstacles to creative manifestations. In order for students to be ready for a creative search, it is necessary to help them gain confidence in their relationships with others - classmates, a teacher. They should not worry whether their ideas will be accepted or not ridiculed. They shouldn't be afraid to make a mistake.

1. Pay attention to the work of the subconscious. Even when the problem is not directly in the center of attention, our subconscious mind can work on it imperceptibly. Some ideas may "surface" for a moment; it is important to mark and fix them in time in order to clarify, organize and use them later.

3. Refrain from judgments.

9. Develop receptivity, increase sensitivity, breadth and richness of perception of everything around. This task can become the subject of special work in the literature class. However, it can be solved by the teacher and along the way, for example, in special exercises for the development of observation, receptivity.

10. Expansion of the fund of knowledge. The amount of information available is the base from which new ideas are created. However, the dependence of creative possibilities on awareness, awareness is ambiguous. The assimilation of information does not replace and in itself does not develop the ability to think.

11. Help students to see the meaning, the general direction of their creative activity, to see in this the development of their own abilities to solve creative problems.

Without such an understanding, all exercises that stimulate creative activity will be perceived only as entertainment.

All of the above recommendations are feasible only in conditions of a free exchange of opinions and ideas, in an atmosphere of lively discussion, creative discussion. Another feature is the personal involvement of students. Which can be created only with the appropriate involvement of the teacher himself.

Model for systematic data collection, hypotheses development and testing

(plans-stages)

1. Encountering a problem. The teacher explains the rules

interaction, introduces a situation of cognitive conflict.

1. Data collection - "verification" (confirmation of factual information). Children search for reliable information about objects and phenomena. An important task of the teacher is to expand the field of cognitive search, the volume and nature of the information available to children. The types of this information may subsequently become the subject of a retrospective analysis.

1. Data collection-experimentation. Students identify the studied factors, put forward hypotheses, check cause-and-effect relationships.

1. Building an explanation. Pupils put forward (formulate) an explanation. During the discussion, the class develops an explanation that is fully consistent with the original situation.

1. Analysis of the progress of the study. The class returns to the study, analyzes its progress.

So, in the “Teaching to Research” model, research skills are formed, the experience of research as a method and essence of scientific knowledge, training serves not to assimilate knowledge as a method of generalizations currently accepted, but to master the very process in which these generalizations are created and tested.

Model of group problem solving based on metaphorical thinking.

1. Initial statement of the problem.

1. Analysis of the problem and communication of the necessary introductory information For the corresponding report-message, the presentation of an expert, a competent person, is usually required.

1. Finding out how to solve the problem. Students offer all sorts of solutions to the problem. The teacher, at the same time, comments on these proposals in detail, explains why the proposed solutions are not suitable.

1. Reformulating the problem. Each student independently reformulates the problem in his own understanding, in his own words, thus, as it were, bringing the problem closer to himself.

1. Joint choice of one of the variants of the reformulated problem. The original version of the problem statement is temporarily postponed.

1. Promotion of figurative analogies. The teacher encourages the group to search for bright, figurative, "metaphorical" analogies for the phenomena inherent in the problem situation. This stage is the key to synectics.

When looking for analogies, along with direct analogies, direct comparison of objects and phenomena, the teacher encourages students to attract "personal" and "symbolic" analogies that play a leading role in the group creative process.

"Personal" analogies are based on identification, identification of the student with the given object, phenomenon.

The "symbolic" analogy is reduced to a short phrase of two or three words, expressing the essence of the problem in a figurative form. Such phrases are combinations of contrasting concepts like a catchy headline.

In the course of search activities, the so-called "fantastic" analogies are also involved, which can be based on an imaginary change in the laws of nature, the creation of a special hypothetical world in which "everything is possible."

7. "Adjustment" of approaches to the solution outlined by the group or ready-made solutions to the requirements inherent in the problem statement. If the intended approach to the problem (or a ready-made solution) is acceptable, then it is transferred from the students' reformulated, limited version of the problem to its original formulation. At this final stage, the group determines whether the problem posed is solved or whether a new approach to finding a solution should be chosen (and possibly postponed for some time).

Features of the educational process based on a didactic game

(elements and steps)

In the structure of the educational process based on the game, four elements-stages can be distinguished.

1. Orientation.

The teacher introduces the topic being studied, introduces the main concepts that are used in it. He then gives a description of the imitation and game rules, an overview of the general course of the game.

2.Preparation for the event.

The teacher sets out the scenario, dwelling on the game tasks, rules, roles, game procedures, scoring rules, and the approximate type of decisions during the game. After the distribution of roles between the participants, a trial "run" of the game is held in an abbreviated form.

1. Playing the game as such.

The teacher organizes the conduct of the game itself, fixing the consequences of the game actions along the way (monitors the scoring, the nature of the decisions made), clarifies ambiguities, etc.

1. Game discussion.

The teacher conducts a discussion during which a descriptive overview is given of the “events” of the game and their perception by the participants, difficulties that arose along the way, ideas that came to mind, encourages children to analyze the game. One of the results of the discussion may be the revision of the game, the collection of proposals for amendments to it, changes.

Didactic possibilities of educational games.

Empirical studies of foreign teachers have accumulated a number of observations on the experience of using educational games:

During the educational game, students acquire an experience of activity similar to what they would have received in reality.

Educational play allows students to solve difficult problems themselves, and not just be observers.

Educational games create a potentially higher possibility of transferring knowledge and experience from an educational situation to a real one.

Learning games provide a learning environment that responds immediately to student actions.

Educational games allow you to "compress" time.

Educational games are psychologically attractive for students.

Making decisions during the game entails consequences that students inevitably have to reckon with.

Educational games are safe for students (unlike real situations).

Educational games are sometimes time consuming compared to regular learning activities. Some educational games emphasize the experience of activity, which is not the main one, but additional, secondary, in relation to the educational material to be mastered.

Some games have a limited number of participants. After conducting educational games, schoolchildren discuss their studies more with their parents, comrades, teachers, and begin to use the library more.

"Games and Simulations" provide an opportunity to learn from experience rather than listening to a teacher's story. Well-prepared play and imitation involves well-thought-out learning objectives, structure provided by the facilitator, a high level of involvement of participants, analysis and discussion of the experience gained or the information received. Games and simulations can be invented and developed by the facilitator or taken from various sources.

Members.

Students learn by experience, deeply involved in the task. Despite the fact that the role of the facilitator is of great importance in creating a game situation, the learning itself takes place through the acquired experience.

The course of a game or simulation.

Simulation games can be applied at a number of points in the educational process. In deciding that a simulation game is the appropriate teaching method for a particular situation, the facilitator must consider how to present it, what its structure will be, how the results will be discussed. Although there are learning goals and objectives in any educational simulation game, it is not necessary to tell the participants about them from the very beginning.

The facilitator should determine in advance for himself the degree of his frankness with the participants and decide how much he will devote them to his plans. Written or oral instructions should be clear and easy to understand.

Before starting the game, the facilitator needs to get acquainted with its rules, prepare everything necessary, distribute the roles of the participants and decide on its duration.

Summarizing.

The simulation game should be considered at two levels - an analysis of the process itself and a discussion of the possibilities of using the experience in other situations. It is very important to keep in mind that not all participants, having gone through the same procedure, will appreciate it the same way.

LEARNING PROCESS AS A DISCUSSION.

Didactic goals and types of discussions.

In a group discussion of a problem, the following sequence of stages can be outlined, similar to the stages of an individual formulation and solution of a problem.

1. Search and definition of a problem or difficulty that can be solved by group methods.

1. Formulation of the problem during group analysis and discussion.

1. Analysis of the problem in order to identify the facts and circumstances related to it.

1. Attempts to find solutions to the problem (these can be a lengthy process, including discussions, data collection, involvement of external, extraneous sources of information)

1. Formulation of conclusions, their discussion and verification, up to reaching a final decision.

Comparison of individual and group problem solving has been steadily carried out over the past decades in foreign didactic literature. The given sequence represents the most detailed version of the group solution of the problem. In practice, there are often discussions in which the problem is posed, and sometimes formulated by the teacher.

Organization and self-organization of discussions.

Understanding this method of learning includes the following features:

The work of a group of people who usually act as leaders and participants;

Appropriate organization of the place and time of work;

The process of communication proceeds as the interaction of participants: statements, listening, use of non-verbal expressive means;

Focus on achieving learning goals.

Among the factors of in-depth assimilation of the material during the discussion, foreign researchers name the following:

Familiarization of each participant during the discussion with the information that other participants have (exchange of information);

Encouraging different approaches to the same subject or phenomenon;

The coexistence of different, dissenting opinions and assumptions about the subject under discussion;

The ability to criticize and reject any of the opinions expressed;

Encourage participants to seek a group agreement in the form of a common opinion or decision.

Discussion forms.

In the world pedagogical experience, a number of methods for organizing the exchange of opinions, which are folded forms of discussions, have become widespread.

These include:

* “round table” - a conversation in which a small group of students (usually about five people) participates “on an equal footing”, during which an exchange of views takes place both between them and with the “audience” (the rest of the class);

* "a meeting of an expert group" ("panel discussion") (usually four to six students, with a pre-appointed chairman), at which all group members first discuss the intended problem, and then they state their positions to the whole class. At the same time, each participant delivers a message, which, however, should not develop into a long speech;

* “forum” is a discussion similar to “a meeting of an expert group, during which this group enters into an exchange of views with an “audience” (class);

* "symposium" - a more formalized discussion compared to the previous one, during which participants make presentations representing their points of view, after which they answer questions from the "audience" (class);

* "debate" - a clearly formalized discussion, built on the basis of pre-fixed speeches of participants-representatives of two opposing, rival teams (groups), - and denials;

* "trial" - a discussion that simulates a trial (hearing);

* "Aquarium technique" is a special variant of the organization of collective interaction, which stands out among the forms of educational discussion. This kind of discussion is usually used when working with material, the content of which is associated with conflicting approaches, conflicts, disagreements.

Procedurally, the "aquarium technique" is as follows:

1. Statement of the problem, its presentation to the class comes from the teacher.

2. The teacher divides the class into subgroups. They are usually arranged in a circle.

3. The teacher or members of each group choose a representative who will represent the position of the group to the whole class.

4. The groups are given time, usually a short time, to discuss the problem and find a common point of view.

5. The teacher asks the representatives of the groups to gather in the center of the class to express and defend the position of their group in accordance with the instructions received from it. Except representatives, no one has the right to speak, however, group members are allowed to convey instructions to their representatives in notes.

6. The teacher may allow representatives as well as groups to take time out for consultations.

7. The "aquarium" discussion of the problem between representatives of the groups ends either after a predetermined time has elapsed, or after reaching a solution.

8. After such a discussion, she conducts a critical analysis by the whole class.

Tasks of temporary discussion groups.

The usual number of participants is five or six people.

Tasks of temporary groups:

Preparation of a class discussion;

Revision and reformulation of the objectives of the discussion, which has reached a dead end;

Conducting brainstorming;

Development of rules;

Exchange of ideas, own experience;

Raising questions, problems for the upcoming educational research or for a general class discussion, determining the circle of invited expert speakers, etc.;

Identification and discussion of disagreements and discrepancies;

Rapid updating and exchange of information gleaned from different sources;

Working with small temporary groups, the teacher keeps three main points in his field of attention: goal, time, results. The groups should receive clear guidance from the teacher on what kind of outcome is expected from their discussion.

After discussion, the groups report the results. As a rule, each group allocates one representative-rapporteur. Representatives can form a temporary advisory council that will discuss proposals. In many cases, simply writing down a list of suggestions or key ideas on a blackboard or overhead scope is sufficient. Sometimes the teacher will lead the class into a general discussion even without intervening messages.

Intergroup dialogue.

One of the effective ways of organizing an educational discussion that is widespread in practice, which increases the independence of children, is the division of the class into small groups (five to seven people each) and the subsequent organization of a kind of intergroup dialogue. In each of the small groups, the main roles-functions are distributed among the participants:

- "Leader" (organizer) - his task is to organize a discussion of the issue, problem, involve all members of the group in it

- "Analyst" - asks questions to the participants in the course of the discussion of the problem, questioning the expressed ideas, formulations.

- "Protocolist" - fixes everything that relates to solving the problem; after the end of the initial discussion, it is he who usually speaks to the class to present the opinion, the position of his group.

- "Observer" - his task is to evaluate the participation of each member of the group based on the criteria set by the teacher.

The order of the class in this way of organizing the discussion is as follows:

1. Formulation of the problem.
2. Dividing participants into groups, assigning roles in small groups, explaining by the teacher what the expected participation of students in the discussion is.
3. Discussion of the problem in small groups.
4. Present the results of the discussion in front of the whole class.
5. Continuation of the discussion and summing up.

Methods of introduction to the discussion.

1. A statement of the problem or a description of a particular case.
2. Role-playing game; film demonstration;
3. Demonstration of material (illustrative material)
4. Invitation of experts.
5. Use of current news; tape recording;
6. Dramatization, role-playing of any episode;
7. Stimulating questions (“what?”; “how?”; “why?”)

Conducting excursions shows that it is necessary to avoid "getting stuck" on any of the introductory moments - otherwise the discussion itself will be very difficult, if not impossible, to truly "start".

Leading the discussion.

In the course of the discussion, the teacher is required that his participation is not limited to directive remarks or the expression of his own judgments. In terms of content, the main tool in the hands of the teacher is questions. What is the nature of the questions? These are open-ended questions that stimulate thinking,

"divergent" or "evaluative" in their content.

“Open” questions, unlike “closed” questions, do not require a short, unambiguous answer (usually these are questions like “how?”, “Why?”, “Under what conditions?”, etc.) “Divergent” questions (in unlike "convergent") do not imply the only correct answer, they encourage search, creative thinking. "Evaluative" questions are connected with the development by the student of his own assessment of a particular phenomenon, his own judgment.

The productivity of idea generation increases when the teacher:

Gives time for students to think about answers;

Avoids vague, ambiguous questions;

Pays attention to each answer (does not ignore any answer);

Changes the course of the student's reasoning --- expands the thought or changes its direction;

Clarifies, clarifies the statements of children, asking clarifying questions;

Warns against overgeneralization;

Encourages students to deepen their thinking.

It turned out that when the teacher, waiting for an answer to his question, pauses for three to five seconds, the learning pattern changes:

The duration of responses increases;

The number of statements is increasing, which, although they do not answer the question posed, but, of course, relate to the topic under discussion;

Increases children's confidence

The creative orientation of children's thinking is increasing;

Interaction between students;

Students' judgments become more conclusive; students ask more questions;

Offer more ideas, joint learning activities (experiments, practical tasks, exercises, projects, etc.);

The involvement of children with a low rate of learning is increasing;

The range of learning activities is expanding, interaction between children is intensifying (they more often react to each other's statements), their interaction with the teacher becomes closer (the frequency of reactions to control actions, organizational remarks of the teacher increases).

Researchers began to distinguish two types of waiting interval:

- "Waiting pause-1" - between the teacher's question and the student's answer.

- "Waiting pause-2" - between the student's answer and the teacher's reaction to it. This second kind of pause is largely controlled by the teacher himself. It should be taken into account the assumption of the American researcher S. Tobias that changing the duration of waiting pauses can be effective only if it is accompanied by high-level cognitive activity - both for students (during pauses of the first type) and for the teacher (during pauses of the second type). So, for students, pauses of the first type will be productive if they are used to actively think over the meaning of the question asked by the teacher, to attract existing knowledge.

The course of the discussion.

Questions are not the only means of guiding discussion. Often a question, instead of stimulating discussion, can stop it; on the contrary, the silence of the teacher, the pause gives the students the opportunity to think.

Another method of prompting to speak is a proposal to continue statements on this topic. It is usually formulated in an indirect form. For example: “This idea sounds promising. It would be interesting to develop it in more detail. The fruitfulness of this kind of urge to express is connected with the fact that the student strives to better, more fully and clearly express his thoughts and feelings; in addition, students are more attentive to such statements than to direct answers to the teacher's questions.

An important element of the leadership of the discussion is the focus of the entire course of the discussion on its topic, focusing the attention and thoughts of the participants on the issues under discussion. With a long discussion, an intermediate summing up of the results of the discussion is carried out. To do this, a pause is made, the facilitator asks a specially assigned recorder to summarize the discussion so far so that the class can better orient in the directions for further discussion. Summing up the current results of the discussion, the teacher usually stops at one of the following points in the discussion:

A summary of what has been said on the main topic;

Review of presented data, factual information;

Summarizing, reviewing what has already been discussed and issues to be discussed further;

Reformulation, retelling of all the conclusions made so far;

Analysis of the course of the discussion up to the present moment.

The requirement for summing up - both in the course and at the end of the discussion - brevity, meaningfulness, reflection of the entire spectrum of reasoned opinions. At the end of the discussion, the overall result is not only and not so much the end of reflection on this problem, but a guideline for further reflection, a possible starting point for moving on to the study of the next topic.

The choice of a discussion topic for study in the classroom is always problematic for the teacher. The main criteria used in practice and recommended for practice were formed empirically, empirically; they can be combined into two main ones - relevance and convenience for the educational process. If you expand them in more detail, then the list of guidelines for the teacher will include the following:

Guidelines for the teacher in choosing a topic:

Correspondence of the topic with didactic tasks;

Significance and timeliness, significance for all members of society; preparedness of the teacher himself;

Sufficient maturity of students for understanding and detailed study;

The absence of excessive emotional tension in students associated with this problem.

The subject of special attention of the teacher:

Independence of students' judgments;

The inadmissibility of any open or indirect pressure from the parent, support by him of one or another point of view;

Opportunity for students to make their own decisions.

Of course, the teacher can also express his opinion, however, in order to prevent its influence on students, this usually happens by the end of the discussion, at the very beginning it is recommended that the teacher warn the class that the purpose of the discussion is not to achieve some single and “only true” point of view.

To prevent or remove the excessive emotional intensity of the discussion, the teacher can introduce a number of rules from the very beginning.

These include, for example:

Discussion rules.

Performances must be organized, each participant can speak only with the permission of the presiding (leader); repeated performances can only be delayed; skirmish between participants is unacceptable.

Every statement must be supported by facts. In the discussion, each participant should be given the opportunity to speak.

Each statement, position should be carefully considered.

In the course of the discussion, it is unacceptable to "get personal", label, make derogatory remarks.

When discussing controversial issues, the teacher often has to use clarifying techniques. These include a request to clarify the statement, clarify the concepts used, indicate the sources of actual phenomena, etc.

Rules for conducting a dispute-dialogue:

1. I criticize ideas, not people.
2. My goal is not to "win", but to come up with the best solution.

1. I encourage each of the participants to participate in the discussion and assimilate all the necessary information.
2. I listen to everyone's opinions, even if I don't agree with them.
3. I retell (make a paraphrase) what is not quite clear to me.
4. I first find out all the ideas and facts related to both positions, and then I try to combine them in such a way that this combination gives a new understanding of the problem.
5. I strive to comprehend and understand both views of the problem.
6. I change my point of view when the facts make it clear.

Analysis and evaluation of the discussion.

1. Did the group discussion achieve its intended objectives?
2. In what ways have we not been successful?
3. Have we deviated from the topic?
4. Did everyone participate in the discussion?
5. Have there been cases of monopolization of the discussion?

A deeper analysis of the discussion can be made by recording the entire discussion on a tape recorder and listening to the recording. Questions about the course of the discussion can be offered to students in the form of a questionnaire.

Non-standard tasks are different in terms of the setting that determines the nature of the students' activities: some of them involve the identification of both linguistic phenomena and their signs, others explain them, ghost evidence. The former are usually called identification, the latter explanatory.

Tasks with entertaining elements synthesize both identification and explanation, since in the process of working on them it is necessary to be able to see the actual linguistic problem behind the entertaining form - to recognize the linguistic essence of the relevant phenomena, to explain the correctness of this identification.

Entertaining tasks include games (riddle games, task games, scene games, brainstorming games), stories about language (situational - with real situations from the life of the language, its use, linguistic miniatures,

Including elements of science fiction), dialogues of an entertaining nature (one participant in the dialogue guesses a phenomenon, and the other, by asking and answering the first participant on the basis of the principle “yes”, “no”, “guesses” him, that is, finds what he is looking for).

Research tasks may be different; interest in them is born under the influence of the proposed activity: an explanation with the help of a ball or a balloon, what the sacrament is, its signs, which signs are permanent and which are non-permanent; its difference from the adjective and similarity with it.

Non-standard tasks are aimed at the mental development of students. To work on non-standard tasks that contain problem situations, use the following scheme:

1. Acceptance of the task: a) understanding of each component of the task, the terminology in it; b) a general understanding of its meaning, the distinction between the known and the new; c) motivation in the perception of the task --- why is it necessary to complete it?

2. The process of completing the task:

a) determining the place of the task in the studied field of knowledge;

b) disclosure of the contradiction, inconsistency of the components that underlie it;

c) establishing a sequence of actions when performing a task;

d) drawing up an indicative plan for its implementation;

e) action on this plan.

3. The result is the answer to the task.

4. Analysis of the performance of the task.

According to a number of researchers, the norm of oral speech is the non-use of participles. In written speech, they are used quite often (see: Sirotina O.B. What and why does a teacher need to know about Russian colloquial speech. - M., 1996). These morphological forms are objectively difficult to perceive and recognize, since participles have the features of a verb and an adjective.

Scientists have not yet unambiguously determined the status of participles: some consider them to be independent parts of speech, others to be special forms of the verb. The authors of the textbook, edited by M.M. Razumovskaya and P.A. Lekant adhere to the well-established point of view: the participle is a special form of the verb, the morphological analysis of which goes beyond the parsing of the verb as a part of speech.

Philology is the science of language. Literally understanding this term, you can reveal its essence as follows: "I love the word." A specialist in the field of literature is called a philologist. If we take into account that the word is a universal means of communication, it becomes clear that a person who has a fine command of the word is a universal specialist, and the scope of his knowledge is quite extensive.

Philologist ─ what kind of profession is this?

You can become a specialist in philology by getting an education in a higher educational institution of a humanitarian orientation. Education takes place at the Faculty of Philology. Specialization is carried out in the following areas of humanitarian knowledge:

• Teachers.
• translators.
• Scientific activity.
• Publishing activity.

According to the specialization, the functionality of a graduate can be in demand in these areas.

Very often humanitarian competence for career growth and entrepreneurial activity is not enough. And philologists receive additional higher education in the field of exact knowledge - in technical, natural sciences and social sciences.

Teaching activity

Philologist, what kind of profession is this? The most common answer would be - a teacher of Russian language and literature. And this is true.

Russian language and literature is one of the main disciplines and is subject to mandatory certification upon completion of the cycle of incomplete and secondary education. The results are credited upon admission to higher educational institutions.

A teacher of the Russian language and literature can always find a job in secondary educational institutions, in the system of higher and additional education - the profession of a philologist is needed everywhere. The teacher's salary depends on the rate and level of the educational institution, length of service, hourly workload. Corresponds to the average income indicators for a Russian resident, in the range from twenty to forty thousand rubles, depending on the region. Teachers in Moscow have the highest level of income.

Philologist - translator

Philologist in scientific activity

For research in the history of its formation and for the depth of knowledge of phenomena in the ontology of language, a profession is needed - a philologist.

The description of the phenomenology of literature is only one of the facets of scientific research. To a reasonable question, what is the practical significance of research in this area, one can answer that a word is a way of being, imprinted in a word form. Philological studies of the patterns of word formation make discoveries in the ways of historical and modern thinking, which, in turn, helps to better understand a person.

Publishing

It covers many areas, everything related to the organization, production and distribution of printed materials in any form. It is in this area that the philologist is in full demand. What kind of profession this is becomes clear at each stage of publishing.

• Authorship of materials. Journalist, copywriter, blogger - producer of author's texts. This is a direct vocation of a person with a philological education.
• Editing and preparation of materials for publication.
• Promotion of materials and release.

The profession of a philologist can manifest itself in such a multifaceted way. Features and the degree of its demand lies in the very subject of specialization - in the word. There are other ways of communication and social interactions. But, you must admit that it is language that is the universal way of communication. And if you master these methods perfectly, the demand for the service will manifest itself in any sphere of society.

Notable members of the profession

In order to understand: a philologist - what kind of profession it is, it is enough to recall the names of world-famous figures with a philological education. And everything becomes clear.

Mikhail Bakhtin is a great Russian thinker, philologist, researcher. He gave rise to many schools and scientific directions. It was he who asked the scientific community about the criteria for the truth of humanitarian knowledge. His fundamental work "The Works of François Rabelais and the Medieval Culture of the Renaissance" is a classic of philology and reveals the origins of literature in folk culture. Dmitry Sergeevich Likhachev is the personification of a consistent civic position in defending his views. He was able in his professional philological environment to show the power of the word in the struggle for freedom. For him, it was the word that became the strongest weapon in the fight against hypocrisy and official lies.

This series can be continued indefinitely. Due to the power of the word and its significance in the information environment, journalism is often called the fourth power of society.