Teaching the Russian language contributes to the formation of key competencies. Formation of key competencies in Russian language lessons
Formation of key competencies of students in Russian language and literature lessons.
Arguments to which a person
usually thinks of it on his own
convince him more than
those that came to mind of others.
Blaise Pascal
The changes in the nature of education that are distinctive for the end of the 20th and beginning of the 21st centuries - in its orientation, goals, content - are increasingly oriented towards the “free development of man”, towards creative initiative, independence of students, competitiveness, and mobility of graduates. According to the State Program for the Development of Education of the Republic of Kazakhstan for 2011 - 2020, a modern educational school must form a holistic system of universal knowledge, abilities, skills, as well as experience of independent activity and personal responsibility of students, that is, key competencies that determine the modern quality of educational content.
It follows from this that the formation of competencies is one of the priority tasks of a modern school.
Of the variety of proposed interpretations of the concept of competence and lists of existing competencies, we will focus on those offered by modern pedagogy:
- Value and semantic competencies. These are competencies associated with the student’s value orientations, his ability to see and understand the world around him, navigate it, be aware of his role and purpose, be able to choose goals and meaning for his actions and actions, and make decisions.
- General cultural competencies. Knowledge and experience in the field of national and universal culture; spiritual and moral foundations of human life and humanity, individual nations; cultural foundations of family, social, social phenomena and traditions; competencies in everyday life, cultural and leisure spheres.
- Educational and cognitive competencies. This is a set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, and general educational activities.
- Information competencies. Skills in relation to information in academic subjects and educational areas, as well as in the surrounding world. Mastery of modern media. Search, analysis and selection of necessary information, its transformation, storage and transmission.
- Communication competencies. Knowledge of languages, ways of interacting with surrounding and remote events and people; skills of working in a group, team, mastery of various social roles.
- Social and labor competencies. Performing the role of citizen, observer, voter, representative, consumer, buyer, client, producer, family member.
- Personal self-improvement competencies are aimed at mastering methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support.
Based on the educational standard for the Russian language, the essence and content of the basic competencies developed in grades 5-9 of a general education school were determined.
Formation of key competencies in Russian language lessons.
Competencies Contents Formation Class
Value-semantic The ability to choose target and semantic settings for one’s actions.
Conscious attitude towards language as a spiritual value. evaluate the results obtained 5-9
assess the degree of understanding of the content of the text read 8-9
use acquired knowledge to achieve set goals 5-9
General cultural Awareness of language as a form of expression of national culture, the relationship between language and the history of the people, mastery of the culture of interethnic communication, understanding that language is a developing phenomenon 5-6
understand the social essence of language 7
understand the status of the Russian language as a language of interethnic communication 8-9
Educational and cognitive Mastering knowledge about the Russian language, its structure and functioning in various areas and communication situations. The ability to identify, analyze, classify linguistic facts, evaluate them from the point of view of compliance with the situation and sphere of communication.
have strong spelling and punctuation skills
master the norms of the Russian literary language
enrich vocabulary and grammatical structure of speech 5-9
Information skills Ability to work with text, perform information search, extract and transform necessary information, master reading techniques
highlight main and secondary information in the text
predict the content of a text based on the title or title of a textbook paragraph
extract information from linguistic dictionaries of various types 5
differentiate the main and secondary information of the read text
break text into component parts 6
differentiate between known and unknown information in a read text
highlight illustrative, argumentative information
predict the content of the text based on a given beginning 7
listen to information from television and radio broadcasts with the goal of determining the topic and main idea of the message
using browsing reading, navigate the contents of the article by keywords, and the contents of a book, newspaper, magazine - by the table of contents and headings of the article 8
predict the possible development of the main idea before reading a linguistic and literary text
understand the communicative topic, purpose and, in accordance with this, organize the process of searching for information and reading text 9
Communicative Fluent command of the Russian language in various areas and situations of its use.
Willingness and ability for verbal interaction and mutual understanding. create a written statement of different types of speech 5
construct a short oral statement on a given topic 6
create your own statements that meet the requirements of accuracy, logic and expressiveness of speech 7
take part in various types of dialogues
respond adequately to spoken speech, correctly enter into verbal communication, maintain and end a conversation 8
create oral monologues on current socio-cultural, moral, ethical, social and educational topics
build scientific reasoning on complex issues 9
Social and labor Compliance with rights and responsibilities in the role of a student to be able to fulfill the teacher’s requirements for maintaining discipline and standards of behavior during classes
be able to act in accordance with personal benefit without infringing on the rights of other students
have the ethics of relationships with teachers and other students during class and extracurricular activities (collaboration)
own effective ways to organize your own time outside of school (doing homework, organizing leisure time, etc.) 5-9
Competencies of personal self-improvement The need for speech self-improvement. correct shortcomings in the content of the statement and its construction 5-6
notice in your own speech (and that of others) deviations from the norms of literary language 7-8
improve oral and written speech, correcting shortcomings in the construction and content of statements, speech defects and grammatical errors 9
Most competencies can be developed in Russian language and literature lessons, because “...philology is the connection of all connections; Absolutely everyone needs it, because at the heart of everything is the word, through which any knowledge and any creativity is formed.” (D.S. Likhachev).
Let's talk about some techniques for developing key competencies in Russian language and literature lessons.
Value-semantic competencies begin to be determined at the beginning of each lesson, when we encourage students to think about the need to read, analyze an episode or the actions of the characters in a work of fiction, complete a task, the need to obtain information, the need to study a given topic, etc. Throughout the lesson, we direct the children to comprehend the completed task and parallel it with real life: “Where will we need the ability to write a statement? To make plan? Which character's opinion is closest to you and why? Which hero's actions deserve respect? What would you do in a similar situation? and so on.
General cultural competencies. This also includes the student’s experience of mastering a scientific picture of the world, expanding to a cultural and universal understanding of the world.
How do we build these competencies? In speech and literature development lessons, we use reproductions of paintings as visual aids (now a candy bar has come to our aid); to create a certain mood or in addition to the painting, we include a musical fragment. For example, when writing an essay on the film “Hunting,” the guys became interested in the national hunt with golden eagles, shared their knowledge in this area, which helped in completing the work. While working with a literary text, we simultaneously draw students’ attention to the historical era in which the work was created or the events described in it took place, introducing its culture and traditions. So we pay attention to the meaning of the words “serve”, “service” (instead of “work”), “salary” (instead of “salary”), when reading, students no longer laugh at the words “man”, “woman”, “girl” ", understanding their significance relative to the historical era about which the story is told or in which the events described by the author take place.
During lessons, we constantly turn to exemplary texts, drawing students’ attention to the author’s style, the vocabulary he uses, figures of speech, and we discuss linguistic means at the phonetic and syntactic levels (this is already linguistic competence). For example, when studying the work “The Tale of Igor’s Campaign” in the 8th grade, we used an audio recording of a reading in Old Russian; when studying S. Yesenin’s lyrics, we listened to a recording of the author’s performance of poems.
General cultural competencies are also developed through exercises related to etiquette (for example, when studying the topic “Dialogue”, we get acquainted with the etiquette of communicating on the phone using the “Lessons in Good Manners” program of the “Bibigon” TV channel, as well as during group work, when evaluating work.
Educational and cognitive competencies. In relation to the objects being studied, the student masters creative skills of productive activity: obtaining knowledge directly from reality, mastering methods of action in non-standard situations, heuristic methods of solving problems. Within the framework of these competencies, the requirements of appropriate functional literacy are determined: the ability to distinguish facts from speculation, the use of probabilistic, statistical and other methods of cognition.
To actualize this competence, at the beginning of the lesson, we usually create a situation of learning difficulty for students or use the “bright spot” technique. The solemnly announced topic of the lesson is most often not interesting to the students, and the result is a boring traditional lesson. To prevent this from happening, you can use a special technique conventionally called a “bright spot”. Fairy tales and legends, fragments from fiction, jokes, puzzles, crosswords can be used as a “bright spot”. In short, a variety of material that can intrigue and capture the attention of students, but must be related to the topic of the lesson.
When using the “bright spot” technique, children have a desire to explore a topic that has been formulated by them personally or that the teacher has skillfully intrigued them with.
While studying the Russian language, I offer students educational and cognitive tasks in an unusual form, creating various game situations (for example, “Find the odd one out”), a linguistic experiment
This also includes tasks that develop linguistic competence (for example, will the words “bull” and “bee” have the same root?) Word formation was used when studying the topic.
"Tree of Wisdom". One group of students writes questions on sheets of different colors according to the rules of the textbook, another group (3-4 students) goes to the board, picks leaves with questions from the tree and answers them.
Information competencies. Last academic year, questions on this text were included in the VOUD tests in the Russian language. Therefore, to develop information competencies, in addition to traditional methods of working with text, they began to use questions from the PISA research project in accordance with the topic of the lesson. For example, in 6th grade, when studying the topic “Borrowed words”, we used graffiti text. Two letters arrived via the Internet. both of them are graffiti. Tasks Purpose of the letter. Which letter do you agree with? and so on.
We also develop information competence in literature lessons. For example, when studying a writer’s work, we invite children to listen to a lecture and write down 10 biographical facts and 10 facts related to the writer’s work. Or we use the “Unfinished Sentences” technique: on a pre-prepared card, students, as they listen to the lecture, write down the necessary information (date, last names, first names, etc.).
Communication competencies. The “Path of Wisdom” technique involves working with aphorisms, sayings, proverbs, and sayings.
Determining the appropriateness of linguistic units, choosing and justifying the optimal use of linguistic means in accordance with the conditions of communication. The same content can be conveyed by different linguistic means.
For example, determine the maximum possible number of variants of the proverb:
The tree determines the fruit of the girl
The bush guesses the human cones
by a
The flower recognizes the young man by the buds
The plant is recognized by the inflorescences of an old man
For example, compare two popular expressions
Beauty will save the world (attributed to F.M. Dostoevsky)
The world is saved by beauty (belonging to F.M. Dostoevsky)
For literature lessons, I propose the following task: watch a fragment of a film or play and compare the hero in the author’s text and in the interpretation for the stage or screen. Or I suggest drawing up a table: “How did I see Chekhov in preparation for the lesson?”, then I ask you to watch the educational film and write down in the second column what new things you learned about the writer in the lesson, then draw a general conclusion.
Social and labor competencies. This includes, for example, the ability to analyze the situation on the labor market, act in accordance with personal and public benefit, and master the ethics of labor and civil relations. The student masters the minimum skills of social activity and functional literacy necessary for life in modern society.
In Russian language lessons, I often give children the opportunity to work as a teacher. First, I assign homework to compose a vocabulary dictation according to the studied or learned rules, or I choose the optimal test before the lesson. The author of the chosen dictation becomes a teacher for some time: he organizes and conducts the vocabulary dictation, checks it.
The formation of key competencies not only does not distract from subject competencies, but also makes work on the latter meaningful, attracts students’ attention to language and literature, forms psychological literacy, a culture of thinking and behavior of students, and therefore the competence of personal self-improvement.
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MBOU "Lyceum No. 9 named after K.E. Tsiolkovsky" of the city of Kaluga
Formation of key competencies in Russian language lessons (according to the textbook by G.G. Granik)
Tsarkova Irina Vladimirovna
teacher of Russian language and literature
What new can a competency-based approach to teaching the Russian language bring to the lesson? Like a Russian language textbook by G.G. Does Granik help develop key competencies? In this work, the author addresses one of the significant problems in the modernization of Russian education - the formation of key competencies in students.
Key words: competencies, Russian language
Too often we give children answers to learn rather than present them with problems to solve.
Roger Levine. At the present stage, in the context of modernization of education and in connection with the transition to new educational standards of the second generation, the teacher is faced with the task of forming a personality who can independently organize his activities and freely navigate the information space. In this regard, the task is set to form the key competencies of the student. Competence is the ability to establish and implement a connection between “knowledge - skill” and the situation. Competencies are formed if: -learning is activity-based in nature; - the educational process is oriented toward developing the student’s independence and responsibility for the results of his or her activities. (for this it is necessary to increase the share of independent work of a creative, exploratory, research and experimental nature); - conditions are created for gaining experience and achieving the goal: - teaching technologies are used, which are based on the independence and responsibility of the teacher for the results of his students (project methodology, abstract approach, reflection, research, problem-based methods, programmed learning, integration, differentiated learning, developmental training, CSR); -strengthening the practical orientation of school education (through business, simulation games, creative meetings, discussions, round tables); - the teacher skillfully manages the student’s learning and activities; for this, the teacher must have pedagogical competence, i.e. to be an enterprising, responsible, sociable, creative, independent person, able to see and solve problems autonomously and in groups, ready and able to constantly learn new things in life and in the workplace, work in a team, master methods of diagnosing their subject and the psychological development of children, be cultural and attractive.
Most competencies can be developed in Russian language lessons, because “...philology is the connection of all connections; Absolutely everyone needs it, because at the heart of everything is the word, through which any knowledge and any creativity is formed.” (D.S. Likhachev).
It is the formation and development of such competencies that the Russian language textbook under. Edited by G. Granik
In the lessons, first of all, such key competencies are developed as: speech competence Russian communicative
Linguistic competence - the ability to conduct basic linguistic analysis of linguistic phenomena;
Linguistic competence - practical knowledge of the native language, its vocabulary, grammatical structure, compliance with language norms;
Communicative competence - the ability to perceive someone else’s speech and create your own statements;
Cultural studies - comprehension of the national culture of one’s people, awareness of the importance of the native language in the life of the people, development of the spiritual and moral world of the student, his national self-awareness.
The training is aimed at developing the ability to consciously use verbal means in accordance with the task of communication to express one’s feelings, thoughts and needs (for example, the exercise “compose a text ...”). Three groups of concepts form the theoretical basis for teaching coherent speech in the textbook: text, speech styles, types of speech. Students are offered various types of speech activity: semantic reading, perception and analysis of a statement, its reproduction, as well as the improvement and development of intuition (“Learning to compare”, “Collect a scattered sentence”).
Stages of developing communicative competence:
1. Study of theoretical material through the prism of practical application
2. Observation of language material
3. Heuristic conversation
4. Modeling the reference circuit
5. Vocabulary work
6.Working with text
7. Educational dialogue
8. Reflection on the created text
9. Correction of your speech behavior.
The content and methodology of teaching are aimed at developing the skills of independent planning and implementation of educational activities in collaboration with teachers and peers (the wording of the tasks assumes joint activity: “Work together”, the rubric “Work together, in pairs” applies). A special place is given in lessons to the formation of communicative universal educational actions using forms of collectively distributed activity - project activity. This helps to form your point of view, argue for it, develop a sense of camaraderie (exercise “Letter”, exercise about chivalry, poems by A. Keshokov “It hurts me, boys”).
Understanding the laws of linguistics - is achieved through a simple, accessible explanation of complex concepts and redundant information in the text (“Phonemic and non-phonemic rules”, “Who commands the roots”, “Different laws for different prefixes”, etc.). Knowledge about the laws of language is given so deeply, logically and simply that it is not difficult for students to understand and assimilate the material. Each spelling rule is linguistically justified and is given in a system, and not separately, as in traditional textbooks. For example, the spelling of word roots is fully studied, all cases of alternation are given, the spelling of all types of prefixes, suffixes of all parts of speech is fully studied. Not a single textbook covers these topics systematically and in full. The content of the teaching materials helps to develop the ability to understand Russian identity in a multicultural society.
This contributes to the formation of cultural competence, with the help of information about the history of language, etymology, about Russian scientists - linguists (For example, an excerpt from the chronicle, S. Yesenin - “In the Hut”, about numbers, “Ancient measures of length and weight”, about the appearance of tea in Rus'). All this contributes to the development of value orientations and the cultivation of love for the Russian language and literature. A special place is given in lessons to the formation of communicative universal educational actions using forms of collectively distributed activity - project activity.
This helps to form your point of view, argue for it, develop a sense of camaraderie (exercise “Letter”, exercise about chivalry, poems by A. Keshokov “It hurts me, boys”). The textbook assumes the use of various forms of organization of learning (experiment, dialogue, independent work, etc.) The content and teaching methods of this textbook are aimed at the formation and development of competence in the field of using information and communication technologies (ICT - competence) in the process of learning the Russian language at school . The textbook contains links to electronic educational resources (more than 15 links).
When working with Internet resources, it is proposed to work with electronic dictionaries, use information about linguists and linguistics, additional spelling training, familiarity with books and writers, and sites with general cultural content (recommendations of books are systematically given, excerpts from which are suggested for work). The textbook gives students the opportunity to complete 5 - 6 small projects throughout the year. The tasks are aimed at students mastering interdisciplinary concepts and universal educational actions (regulatory, cognitive, communicative): “Look in the Explanatory Dictionary”..., “Test yourself using the School Dictionary...” Such tasks are marked with the pictogram “Addressing other sciences and subjects”; leading connections - with the subject “Literature” (texts by A. Averchenko, G. Lorca, V. Bianchi, E. Moshkovskaya, K Chukovsky, A. Tolstoy, E. Nosov, E. Uspensky, V. Berestov, L. Kassil, D. Swift, F. Rabelais...). A connection is consistently made with history, biology, psychology (tasks “Turn on your imagination”, “How to develop spelling vigilance”), with astronomy, mythology, music, geography, mathematics.
With the help of literary texts written by modern writers R. Kovalenko, T. Kryukova, the problem of morality is solved. The text of the textbook contains an appeal to the personal experience of students, helps to establish connections between the material being studied and life (“What wisdom is contained in this fairy tale?”). The textbook contains great educational potential, has a social and humanitarian orientation, which contributes to the affirmation of the values of civil society, the development of the student’s personality, and his successful socialization).
References
1. Journal “Source Studies at School”, No. 1, 2006.
2. Bermus A.G. Problems and prospects for implementing the competency-based approach in education.
3. Zimin V. N. Active learning methods as a necessary condition for students to master key competencies. - Irkutsk, 2009.
4. Novikova T. F. Culturological approach to teaching the Russian language: from theory to practice. // “Russian language at school.” - 2006. - No. 3.
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Formation of key competencies of primary school students in Russian language lessons
“The main challenge today has become the production of competent people - people who would be able to apply their knowledge in changing conditions and whose main competence would be the ability to engage in constant self-learning throughout their lives.”
M. Knowles
Currently, a new education system is being formed in Kazakhstan, focused on entering the global educational space. This process is accompanied by significant changes in the pedagogical theory and practice of the educational process. There is a change in the educational paradigm: different approaches, different rights, different relationships, different behavior, and a different pedagogical mentality are assumed.
Primary school is an organic part, the first stage of secondary school. It is here that the foundation for subsequent stages of education is laid. The reform provided for extremely clear educational goals and objectives for primary grades: to lay the foundations for the comprehensive development of children, to ensure the formation of strong numeracy skills, competent writing, developed speech, and cultural behavior.
Without exaggeration, the formation of key competencies of students can be called one of the central problems of a modern school, because they are a source of activity and perform the function of developing the personal competencies of a primary school student.
A competency-based approach to learning is designed to help solve this problem.
Let's consider the concepts of “competence” and “competence”, which are almost synonymous.
Competence is a set of familiar ZUNs, and competence– this is the quality of mastery of them, this is how competence is manifested in activities. Competencies can be key, i.e. supporting sets of knowledge, abilities, skills, qualities.
If we are guided by the theory of the key competencies of Doctor of Pedagogical Sciences A.V. Khutorskoy, then the main ones that a teacher develops in elementary school are, in my opinion, educational-cognitive, informational, communicative, and social.
Educational and cognitive competencies:
set a goal and organize its achievement, be able to explain your goal;
organize planning, analysis, reflection, self-assessment of one’s educational and cognitive activities;
ask questions to observed facts, look for the causes of phenomena, indicate your understanding or misunderstanding in relation to the problem being studied;
set cognitive tasks and put forward hypotheses; choose the conditions for conducting an observation or experiment, describe the results, formulate conclusions;
speak orally and in writing about the results of your research;
have experience in perceiving the picture of the world.
Information competencies:
have the skills to work with various sources of information: books, textbooks, reference books, the Internet;
independently search, extract, systematize, analyze and select the necessary information, organize, transform, save and transmit it;
navigate information flows, be able to highlight the main and necessary things in them;
be able to consciously perceive information disseminated through media channels;
master the skills of using information devices;
apply information and telecommunication technologies to solve educational problems: audio and video recording, e-mail, Internet.
Communication competencies:
be able to introduce yourself orally and in writing, write a questionnaire, letter, congratulation;
be able to represent your class, school, country, and use knowledge of a foreign language for this;
own ways of interacting with people around you; give an oral report, be able to ask a question, conduct an educational dialogue correctly;
master different types of speech activity (monologue, dialogue, reading, writing);
master methods of joint activities in a group, methods of action in communication situations; skills to seek and find compromises;
have positive communication skills in society, based on knowledge of the historical roots and traditions of various national communities and social groups.
Social competencies:
have knowledge and experience in fulfilling typical social roles: family man, citizen; be able to act in everyday situations in the family and everyday sphere;
determine your place and role in the world around you, in the family, in the team, in the state; own cultural norms and traditions lived in one’s own activities; own effective ways to organize free time;
have an idea of the systems of social norms and values in Kazakhstan and other countries;
act in the field of labor relations in accordance with personal and public benefit, possess the ethics of labor and civil relations;
master the elements of artistic and creative competencies of a reader, listener, performer, viewer, young artist, writer.
All these competencies are formed in a complex and in different subject and “beyond subject” areas.
The basis of competence is independence. Competent person- a formed personality, capable of taking responsibility in various situations, ready to expand the boundaries of their knowledge and improve them.
In relation to primary school, competence presupposes skills:
1. Search - survey the environment, consult with a teacher, obtain information;
think - establish relationships, be critical of a particular statement, take a position in a statement and develop your own point of view.
2. Cooperate - be able to work in a group, make decisions, resolve disagreements and conflicts, negotiate, fulfill your obligations.
3. Get down to business - join a group or team, make your contribution, organize your work.
4. Adapt - use new technologies of information and communication, withstand difficulties, find new solutions.
Thus, the standards of the new generation provide for the formation of an active, creative, intellectually developed personality, master of universal learning activities, able and willing to learn.
The dynamics of the formation of competencies of junior schoolchildren depends on the organization of the learning process. In Russian language lessons, primary schoolchildren are often faced with the problem of not understanding the complex scientific names of the spelling patterns and linguistic concepts they are studying. This circumstance makes it difficult to study program material and does not make it possible to develop key competencies in Russian language lessons.
To solve this problem, children themselves must formulate the topic of the lesson, based on the content of the textbook. Then the knowledge is updated by asking questions: “Where in life have you encountered this object, phenomenon, technique, etc.? Where do you think this knowledge will be useful in life?” Students, answering these questions, aim at independent cognitive activity. There is an extraction of knowledge from reality and mastery of techniques for educational and cognitive problems. Children draw conclusions from their observations and research themselves. In the course of such work in the classroom, primary school students develop a number of key educational competencies: educational-cognitive, informational, communicative. (Appendix 1-3)
Working with children of primary school age for 20 years, I realized that the child perceives the subject “Russian language” as something new, previously unfamiliar, very difficult to learn, although he knows a lot about the language. After conducting a survey of students in the class, I confirmed the guess that the subject “Russian language” is unloved by younger schoolchildren; it seems completely inaccessible to them.
In order to change the attitude of a primary school student to a subject, it is necessary to help the child understand that he is well acquainted with many things in the language, but is not aware of it. If we help him realize this, then perhaps we will begin to change his attitude not only to language, but also to himself as a person.
The Russian language is a subject that plays a decisive role in the spiritual life of a child. It is a tool of cognition, thinking, and development. It is rich in opportunities for creative enrichment. The entire flow of knowledge goes through the channels of language: concepts are acquired through words, thought and speech are built in the forms of language. Speech, in turn, is a channel for the development of intelligence.
In order to be successful in modern society, a person must have a high level of information competence.
An important component of students’ information competence is the transformation of information from one form to another and the choice of the most convenient form. These can be texts, tables, diagrams, illustrations, algorithms, clusters. (Appendix 4-5)
Cluster(like all graphic diagrams) is a model of the topic being studied, allowing you to see it in its entirety, “from a bird’s eye view.” Motivation increases, because ideas are more easily perceived. Presentation of information by students in the form of a cluster contributes to its creative processing, therefore ensuring the assimilation of information at the level of understanding. Clusters (like other schemes) allow you to develop thinking, make it more flexible, get rid of stereotypes, and turn dogmatic thinking into critical thinking.
Students perceive the work of creating clusters positively and demonstrate a higher level of mastery of educational material.
The word “cluster” translated from English means cluster, pile, swarm, accumulation. A cluster is a graphical method that allows you to present a large amount of information in a structured and systematized form and identify the keywords of a topic. This is a graphic diagram of ovals. In the center of the cluster, in the main oval, is the main problem, theme, idea. In the ovals of the next level - classifying features or grounds for systematization, in the ovals of the third level - further detail, etc. Clusters can branch a lot, so you always need to be able to stop at a reasonable level of detail. The cluster contains key words, key ideas indicating logical connections between text subjects that give the picture integrity and clarity.
It is also important that the construction of clusters allows us to identify a system of keywords that can be used to search for information on the Internet, as well as to determine the main directions of student research and select topics for educational projects.
The construction of clusters is perceived by students as creative work, where it is possible to realize their own vision of the problem, their own approach, variability, as a means of self-realization and self-affirmation. The possibility of individual, pair, group and collective work creates psychological comfort in the educational process. Involving each student in three types of activities (thinking, writing, speaking) ensures internal processing of information. These factors contribute to the assimilation of new material at the level of understanding and comprehension, the development of educational and cognitive motivation and activity (especially for those who do not fit well into the system of traditional, illustrative and explanatory teaching). And most importantly, students practically master the method of independently acquiring new knowledge, independent learning based on texts, which they can use in the future, and learn with pleasure throughout their lives. They develop functional literacy and information and communication competence.
The above-described teaching technology based on creative text processing makes it possible to teach in an interesting, fast, high-quality manner and gives students a feeling of satisfaction. Here's an example:
Using the cluster, talk about verb forms (Appendix 6)
The system of work on the formation of intellectual competence provides for certain changes in the content and organization of the process of teaching the Russian language.
Changing the content of the Russian language teaching methodology is carried out through:
- introducing additional vocabulary during vocabulary and spelling work, consolidation, repetition and generalization of what has been learned;
Increasing the scale of use of proverbs, sayings, phraseological units at different stages of the lesson;
Expanding the scope of work with concepts;
Inclusion of various texts of an educational and cognitive nature into the content of lessons.
When organizing the educational process Most of the tasks are formulated by students independently. The guideline in this work is the topic of the lesson and the analysis of specific educational material.
In terms of development and activation of intellectual activity, I use traditional types of lessons while maintaining all the main stages of the lesson: minutes of penmanship, vocabulary and spelling work, physical education minutes, etc.
Updating student knowledge
Specifics of holding a minute of penmanship
For example:
1On the board: lamp, branch, flew off. (Appendix 7)
Determine the letter that we will write in calligraphy. It is located at the root of the verb and denotes an unpaired voiced soft consonant sound (l)
2. The same letter is missing in each of the words. What letter is this? (This is the letter “I”) (Appendix 8)
Read the words received. What do the words in the first column have in common? What do the words in the second column have in common? What do all words have in common? What does the word "ELM" mean? (Large tree with strong wood). Who is called "MUMBLEY"? (A sluggish, indecisive person). Describe the letter “I”. We will now work with this letter in penmanship.
Features of vocabulary and spelling work
1. The first technique is to search for a word intended for familiarization, related to work on phonetics and repetition of educational material.
For example, on the board - pfbktheshsrcheshztsa. (Appendix 9) Mentally remove the letters denoting unvoiced consonant sounds and you will recognize the word that we will get acquainted with in the lesson (birch)
2. The second technique consists in the complete absence of instructions from the teacher. Look carefully at this entry and identify the two words we will learn about (breakfast and lunch) Appendix 10.
OZABVTERADK
3. The third technique involves defining a word from the dictionary by identifying the pattern of its formation. (Appendix 11-12)
rocket, boots, plate-work
oats, lilac, back-? (aspen)
4. The fourth technique connects the search word with the topics being studied in the Russian language. (Appendix 13)
For example, on the board: t..yellow, pro...ka, so..ntse, s..lonka, then..., b..illness
Connect the letters in sequence that are spellings in these words, you will learn a new vocabulary word (apple).
Organized, thoughtful, systematic vocabulary and spelling work is an effective means of developing intellectual competence for the successful completion of subsequent stages of work.
Specifics of the stage of discovery of new knowledge.
The study of new material occurs through the use of the problem-search method.
1. The first type is a generalization of what has been studied according to a plan drawn up in advance by the teacher. When introducing students to difficult words, the following plan can be used:
1. Determine the method of forming words: boletus, aspen, apple, apple.
2.Can a word have no root? without a prefix? without a suffix?
3.Can a word have two roots? What are these words called? What is this method of word formation called?
4.Formulate the topic of today's lesson (learning to write words with two roots).
2. The second type is the use or independent compilation of generalizing tables and diagrams. For example, when studying the topic “Gender of nouns”, students draw up a diagram of this type (Appendix 14)
Gender of nouns
male gender female middle class gender
he, my she, my it, mine
This approach increases the role of students in organizing educational activities and takes their thinking to a new level.
Specifics of the stage of applying new knowledge.
At this stage of the Russian language lesson, lexical and spelling exercises that improve mental operations are widely used: analysis, synthesis, comparison, generalization, classification, etc.
1. When studying the topic “Spelling of prefixes”, the student is given a task: for each word from the left column, denoting the whole concept, select the corresponding word from the right column, denoting its part, highlight the prefixes in the words (Appendix 15)
Rod..ka p..r..weave
Book p..squirrel
St..kan pr..jog
Zarya..ka p..dst…kannik
R..mount P..float
2. Compose complex words and write them in two columns: with a connecting vowel -o, with a connecting vowel -e. (Appendix 16)
Snow+walk
Meat+chop
Book+love
Poems+create
Himself+get out
Thus, in the process of applying new knowledge, students’ speech activity is activated and evidence-based, reasoned, and logical speech is formed. Along with it, the most important intellectual aspects develop.
Physical education minute
Physical education sessions are no exception in the intellectual development of students. They are a universal exercise in which physical activity is combined with mental activity. The teacher selects 10-12 language units on the topic being studied. In accordance with the task, children respond with a certain movement to a sounding linguistic unit. At this moment, active activity continues, the student’s attention and observation are focused. The necessary release is provided due to the high emotional uplift of children, which inevitably occurs during movement and physical exercise.
For example, when studying the topic “End. The concept of a zero ending”, the task for students is formulated as follows: if I name a word with an ending, you squat, and if it has a zero ending, you stand up.
In conclusion, I would like to say that systematic work in this direction guarantees the achievement of standards for teaching the Russian language and contributes to the formation of an active, creative, intellectually developed personality who is proficient in universal learning activities, able and willing to learn.
Literature:
1. Strategy for modernizing the content of general education: materials for developing documents on updating general education. - M.: LLC World of Books, 2001.
2. Zimnyaya I.A. Key competencies as a result-target basis of a competency-based approach in education: author’s version.-
[M. : Research Center for Problems of Quality of Training of Specialists, 2004.]
3. Lednev V.S. State educational standards in the general education system: theory and practice / V.S. Lednev, N.D. Nikandrov, M.V. Ryzhakov - M., 2002.
4. Zimnyaya I.A. Key competencies - a new paradigm for educational results // Higher Education Today. - 2003. - No. 5.
5. Polonsky V.M. Dictionary of education and pedagogy / Polonsky V.M.-M., 2000.
6. Ozhegov S.I. Dictionary of the Russian language/ S.I. Ozhegov - M., Russian language, 1989.
7. Belkin A.S. Competence. Professionalism. Mastery / A.S. Belkin. - Chelyabinsk, 2004.
8. Khutorskoy A.V. Key competencies and educational standards: report at the department of philosophy of education and theory of pedagogy of the Russian Academy of Education April 23, 2002 // Eidos Center http://www.eidos.ru/
August 2016 conference
Lebedeva Tatyana Leonidovna MBOU Secondary School No. 5, Baltiysk
Formation of language competence in Russian language lessons.
The Russian language in the general education training of the younger generation is of strategic importance: academic success not only in this discipline, but also in all other subjects depends on the level of language proficiency; The level of language proficiency largely determines a person’s social face, his cultural and intellectual indicators, his social activity, and the desire for self-education of his spiritual origin.
The formation and development of linguistic competence is undoubtedly the prerogative of the subject “Russian language”, but it can also be recognized as a supra-subject competence, which should be improved in the process of studying all academic subjects at school, under the conditions of a single speech regime.
The current stage of development of methods of teaching the Russian language is characterized by new approaches to defining learning goals and choosing specific technologies and methods. As special goals for teaching the Russian language at school, the Federal component of the state standard identifies language, communicative, linguistic and cultural competencies.
The introduction of these concepts into linguodidactics is not accidental. This is in line with the competency-based approach, which is recognized today as one of the foundations for the modernization of Russian education.
The concept of “competence” in the methodology of teaching the Russian language at school is associated, first of all, with the search for a more accurate, strict definition of learning goals with the identification of language proficiency levels, in other words, with the answer to the question of how the student speaks the language. Competence is the ability to perform any activity based on acquired knowledge, skills, and abilities. Under competence modern methods understand the totality of knowledge, skills and abilities that are formed in the process of teaching the Russian language and ensure mastery of it and, ultimately, serve the development of the student’s personality.
In the theory and practice of teaching the Russian language, the following competencies are distinguished: linguistic, linguistic, communicative, cultural.
I will briefly describe the content of each type of competence.
Language competence- the ability of students to use words, their forms, syntactic structures in accordance with the norms of the literary language, to use its synonymous means, ultimately - mastery of the richness of the language as a condition for successful speech activity.
Linguistic competence represents a failure in the result of students’ comprehension of the speech act. It includes knowledge of the basics of the science of the Russian language, involves the assimilation of a complex of linguistic concepts, the assimilation of those information about the role of language in the life of society and man, thanks to which a stable and constant interest in the subject is cultivated, a sense of respect and love for the Russian language. Finally, linguistic competence also includes elements of the history of the science of the Russian language and its outstanding representatives.
Communicative competence- this is the ability to understand others and generate one’s own programs of speech behavior that are adequate to the goals, areas, and situations of communication. It includes knowledge of basic speech science concepts: styles and types of speech, the structure of descriptions, narratives, reasoning, ways of connecting sentences in the text, etc.; skills and abilities of text analysis. However, the described knowledge and skills do not yet provide communication adequate to the communicative situation.
The modern period of development of language teaching methods is characterized by a keen interest in the cumulative function of language, in teaching language as a means of familiarization with world and national culture. Language learning should develop cultural competence, which ensures the formation of the Russian linguistic picture of the world, comprehension of the national culture of its people, knowledge of its identity, the formation of one of the most important value orientations - awareness of the importance of the native language in the life of the people, the development of the spiritual and moral world of the schoolchild, his national self-awareness.
Formation of language competence- the most important aspect of teaching the native language, since linguistic competence is the ability of students to use words, their forms, syntactic structures in accordance with the norms of the literary language, to use its synonymous means, ultimately - mastery of the richness of the language as a condition for successful speech activity.
Recently, special importance has been attached to the formation of linguistic competence, since it is quite rightly seen as the key to the successful formation of a socially active personality.
Linguistic competence is considered according to the definition of E.D. Bozovic as a psychological system, including two main components:
data from the speech experience accumulated by the child in the processes of communication and activity;
knowledge about the language acquired during specially organized (school) training.
Linguistic competence in Russian science is most often revealed as a set of specific skills necessary for a member of the linguistic community for verbal contacts with others and mastery of language as an academic discipline.
The basis for the formation of language competencies is the following ideas:
Activity-based approach to learning (A.N. Leontiev, L.S. Vygotsky, N.F. Talyzina).
The idea of taking into account age characteristics in learning and development (D.B. Elkonin, V.V. Davydov, N.F. Vinogradova)
The idea of updating the subjective experience of the individual (I.S. Yakimanskaya).
In the formation of language competence, the organization of complex work with text is of particular importance.
The purpose of the work assumes the need to solve the following problems:
1. Ensure the quality of knowledge acquisition in the subject.
2. Introduce in Russian language lessons forms and methods of working with text that contribute to the formation of language competence.
3. Develop methods for students’ practical activities aimed at developing skills in analysis, synthesis, generalization and systematization of language and text units.
4. Use techniques for complex work with text for classes with gifted students.
5. Select thematic text material aimed at developing the moral qualities of schoolchildren.
Complex work with text in the structure of a modern lesson becomes a necessary condition for the effective formation of knowledge, skills and abilities and makes the learning process fun.
The most effective are the following forms and methods of organizing work with text:
Comprehensive text analysis;
Working with text in preparation for writing an argumentative essay;
Text analysis when working on types of speech;
Comparative text analysis;
Writing from memory;
Linguistic experiment;
Working with “deformed” text;
Compiling text using key words.
Non-traditional forms of conducting lessons activate the creative activity of students and increase interest in the subject: lesson-discussion; workshop lesson; lesson-research; lesson-game; integrated lessons.
Comprehensive analysis textA
Complex text analysis is not only an interesting, but also an extremely useful type of work, which takes a systematic approach to language learning. Working with text develops students' linguistic sense, helps eliminate grammatical, stylistic and speech errors, significantly deepens the stylistic and semantic perception of works of fiction and forms the moral qualities of schoolchildren.
We can identify the main organizational forms of complex text analysis:
collective work of the class (under the guidance of the teacher, students trace the development of thoughts in the text);
one of the stages of preparation for presentation or oral retelling of a text is a comprehensive analysis of it in the form of collective class work;
one of the forms of independent work of students;
one of the forms of testing students' knowledge, skills and abilities in exams.
The system of questions for text analysis includes questions on spelling and punctuation. The student, examining the proposed text and trying to characterize it as a single whole, working either with individual words or with sentences, trains visual memory, and therefore develops spelling vigilance.
The main result of the work that a student performs in the process of analyzing a text is the ability to independently understand the intent of the text, explain the techniques and means by which the author achieves the realization of his intent, explain the influence of grammatical and stylistic means of expression to create an artistic image, and compose his own texts that are adequate given speech situation. In the process of comprehensive text analysis, the following types of language analysis are carried out: phonetic, lexical, morphemic, word-formation and etymological, morphological and syntactic, stylistic.
I will give an example from a Russian language lesson in 6th grade to review what was learned at the end of the school year.
A fragment of the text by M. Sholokhov is offered. The tasks are complex.
The last snow has melted from the fields. The foamy spring streams died down and the ravines and rivers receded. At the dawn of the third day, the wind died down, and thick fogs fell over the steppe, the bushes of last year's feather grass were silvered with moisture, and the mounds, gullies, and villages were drowned in an impenetrable whitish haze. Blue spring has begun over the wide Don steppe.
1. What would you call the text? Prove that it says about the coming of spring on the Don. How do you understand the meaning of the word log, village?
2. How many sentences are there in the text? For what purpose are complex sentences used?
3. How many parts can the text be divided into? How are they related?
4. Highlight the verbs used in a figurative sense.
5. Find epithets. Reveal their meaning.
Text analysis when working on speech types
Schoolchildren get acquainted with the author and the title of the work from which the excerpt is taken, and note what event it is dedicated to. After an expressive reading of the passage, the teacher determines whether the text belongs to a certain type of speech and provides evidence.
At description people, objects, animals, nature, various actions, etc. are depicted. The description is static.
At narration Actions and events that follow each other over time are usually reported. The narrative is dynamic.
At reasoning the relationship between events and phenomena is established, their causes are revealed. There are three parts to the argument:
Thesis (what needs to be said);
Evidence (arguments);
Conclusion (overall).
Particular attention should be paid to working on mixed types of speech, because they are the ones that cause difficulties for students and are often proposed in State Examination and Unified State Examination tasks.
Comparative text analysis
A variety of practical lessons are lessons in comparative analysis of literary texts on similar topics. Such work helps schoolchildren to identify the features of creating images, the expressive capabilities of artistic means, and increases interest in words.
Students are invited to conduct a comparative analysis of texts in the following areas:
Semantic analysis of texts (determination of themes, ideas of the text);
Stylistic analysis of the text (substantiation of the text’s belonging to a particular style, highlighting the characteristic expressive means of language and stylistic devices);
Typological analysis of the text (highlighting the leading type of speech in the text, indicating the combination of various typical fragments in the text);
Language analysis of the text (phonetic, word-formation, lexical, morphological, syntactic analysis of words, phrases and sentences indicated by the teacher; analysis of difficult cases of grammar and spelling).
Similar work is carried out among students studying the Russian language in depth. It instills research skills in schoolchildren, is designed to prepare them for higher-level essays, and provides great assistance in classes with gifted children in preparation for various olympiads and competitions in the Russian language.
Letter from memory
One of the exercises aimed at developing spelling vigilance, as well as promoting speech development, is writing from memory (reproducing a small amount of pre-learned text). This type of work allows you to carry out complex work with the text, which is important for preparing for the GIA in grades 9 and 11.
Writing from memory develops an aesthetic attitude towards the Russian language, forms students’ linguistic competence, and the ability to apply rules during exercises to consolidate the material they have learned. This kind of work takes a little time in class, but brings good results. The guys always prepare for its implementation with interest.
During preliminary work, it is useful to introduce students to the author of the miniature and the history of its creation.
Vocabulary work
The use of a variety of materials also helps in carrying out vocabulary work in Russian lessons.
For example, students are asked to write down phrases and indicate the type of subordinating connection.
Defensive battle, artillery salvoes, execute exactly the same, unprecedented battle, armored strike, Prokhorovskoye field, captured by the invaders, break through to the small river, light up the sky, peaceful reflections, festive fireworks.
After the conversation, a short story using phrases is compiled based on the text.
Linguistic experiment
A productive method of working with text is a linguistic experiment, which can be carried out during the analysis of the language of a work of art. The purpose of the educational experiment is to justify the selection of figurative and expressive means in a given text and to establish the internal relationship between linguistic means. A linguistic experiment can be carried out in two ways - from the whole text to its components or from language units to the text:
elimination of this linguistic phenomenon from the text;
substitution or replacement of a linguistic element with a synonymous one;
distribution of the text by other linguistic elements;
collapsing text;
rearrangement of words and other linguistic units.
Working with "deformed" text
Working with “deformed” text plays an important role in working on students’ spelling vigilance. So, for example, when studying a Russian language course in 8th grade, great opportunities are provided by working with an excerpt from E. Nosov’s story “Chopin, Sonata Number Two.” In the lesson, you can not only train spelling and punctuation skills, introduce students to means of expression, but also carry out educational work.
Compiling text using key words
This type of work not only trains students’ spelling and punctuation skills, but also increases interest in the subject, develops creative imagination and outlook, and fosters a love of words.
Essays are carried out mainly with the aim of enriching the students' vocabulary; for them, the reference words are words, phrases, sometimes entire phrases, thematically selected by the teacher. They must be explained not only in terms of meaning, but also spelling, morphology, and style. These may be words from the students’ passive vocabulary that they should be reminded of, or partially and completely new words that are used to enrich the vocabulary.
Complex work with text is one of the forms of working with gifted students. Preparing students for olympiads and creative competitions requires special material from the teacher that allows them to penetrate into the depths of linguistic phenomena. And well-chosen texts provide these opportunities.
Systematic work with texts of an increased level of complexity brings good results: students become winners and prize-winners of Olympiads and competitions at the All-Russian, regional and city levels.
Thus, the use of complex work with texts in Russian language lessons contributes to the formation of students’ linguistic competence, helps in preparation for the Unified State Exam and State Examination, develops their horizons, and increases interest in the subject. In the process of working with a literary text in Russian language lessons, development occurs, the sense of language is improved, and schoolchildren are introduced to the national culture.
Bibliography
1. Bozhovich E.D. To the teacher about the language competence of schoolchildren: psychological and pedagogical aspects of language education. - M.: MPSI, 2002. - 288 p.
2. Bystrova E. A. The goals of teaching the Russian language, or what competence we develop in the classroom / E. A. Bystrova // Russian literature. 2003. No. 1
3. Buslaev F.I. About teaching the native language. - Librocom, 2010.
4. The concept of modernization of Russian education for the period until 2010: Appendix to the order of the Ministry of Education of Russia dated February 11, 2002 No. 393. - M., 2002.
5. Pakhnova T.M. Russian language. Complex work with text: didactic materials / T.M. Pakhnova. - M.: Iris-press, 2006. - 240 p.
As is already known, the Russian language is beautiful and multifunctional, but despite this, it is considered one of the most difficult languages in the world. Teaching the Russian language in a modern educational institution is carried out under conditions of significant changes in the entire education system. These changes are due to the need to bring the quality of the latter in line with the requirements of modern society.
We all remember that in the recent past the teacher was faced with the task of giving good, lasting knowledge to the student. We tried to “fill” each student with this knowledge, offering him a ready-made knowledge product. And although, in addition to knowledge, they also talked about skills and abilities, special attention was paid to ensuring that our student learned as much as possible during the lesson, paying little attention to the formation of these skills. Many students have a small vocabulary, and that is why they face the problem of communicative competence in Russian lessons more than in other subjects.
In the classroom, you can often observe a situation where students find it difficult to create independent, coherent oral and written statements. For many, spelling and punctuation literacy is at a very low level. Students make a large number of speech, spelling and punctuation errors.
They cannot always freely give reasons for their speeches, draw generalized conclusions, or simply communicate freely and freely with each other. Often they try to replace lively, cultural speech with standard everyday facial expressions and gestures, i.e. primitive non-verbal methods of communication.
Some students do not show interest in learning the “great and powerful” native Russian language.
How to cope with illiteracy, not only linguistic, but also general cultural, on which the development of a person’s moral qualities and his ability to think independently depends.
Today, the priority direction of education is the upbringing of an individual who strives for the maximum realization of their capabilities, is open to the perception of new experiences, and is capable of making informed and responsible choices in various situations. To raise such a personality, it is necessary to teach a teenager to solve certain communicative problems in different areas and communication situations using linguistic means, that is, to form communicative competence in students. forming the basis of human practical activity in any area of life.
The problem of communicative competence is reflected in many legislative federal documents: in the Law on Education, in the Concept of Modernization of Russian Education, in national projects of the President of the Russian Federation, in the Federal Basic Component of Russian Language Education.
Therefore, I believe that the task of developing communicative competence is currently one of the main tasks of Russian language and literature lessons, since,
- firstly, the Russian language is the basis of national culture, the most important means of introducing students to its riches;
- secondly, the content of the state educational standard for the Russian language is focused not so much on teaching spelling and punctuation, but on the formation of linguistic and spiritual culture, on raising a person who knows the norms of the literary language, who is able to freely express his thoughts and feelings in oral and written form, observing ethical standards of communication.
Communicative competence is a complex of the following communication skills:
- the ability to build communication with other people - conduct a dialogue in pairs, in a group, take into account the similarities and differences of positions, interact with partners to obtain a common result or product;
- mastery of language as a means of communication;
- the ability to take different positions and roles in accordance with one’s own assessment, understanding the positions and roles of other people.
The formation of these skills is carried out through an activity-based approach to learning, since it ensures the independent creative activity of each student. Communicative competence becomes part of cultural competence, which undoubtedly leads to an increase in the level of general linguistic culture of an individual who is able to find himself in various fields of activity.
Each lesson, regardless of the subject, should contribute to the formation and development of communicative competence, since it is built on communication and cooperation between teacher and student. But a special role, of course, is given to the lessons of the Russian language and literature as the main subjects of the humanities cycle.
Therefore, in my teaching practice, I try to use innovative technologies aimed at the comprehensive development of the student’s personality, which form not only the student’s communicative qualities, but also develop his mental activity, increase interest in the subject, and teach independence in solving problems.
In order to develop communicative competence, I use such forms and methods as: linguistic analysis of text, various types of dictations, intellectual and linguistic exercises, working with miniature texts, mini essays, communicative and game situations.
During the lessons I use a variety of working techniques: expressive reading by the teacher, commented reading, expressive reading by role, text analysis, drawing up a plan, notes, memorization, etc.
I use collective forms of learning, work in pairs, and individual work.
ICT tools used in lessons significantly increase the clarity of the presentation of the material and attract the attention of students. The topic of the lesson becomes interesting to students if the educational material is presented on the screen in colors, with sound and other effects. Learning is made more effective when all of the learner's senses are involved through the multimedia functions of the computer.
The use of a computer in literature lessons can be very diverse and pursue different goals (familiarization with the most interesting facts of the writer’s biography, taking correspondence excursions to places associated with the life and work of a poet or writer, video viewing of film fragments, listening to masters of artistic expression, their performances of excerpts from works, etc.
Teaching in Russian language lessons should be structured taking into account the need to develop various communication skills in students:
- skills to understand the topic of the message, the logic of thought development,
- extract the necessary information (in whole or in part),
- penetrate into the meaning of the statement - listening;
- skills, comprehending the topic and main thought (idea) of the statement,
- skills of conducting dialogue and constructing a monologue - speaking.
The most effective is comprehensive speech training, in which the skills to perceive oral and written speech (listening and reading) are formed in combination with the skills to construct oral and written statements (speaking and writing). In each type of speech activity, in addition to the skills and abilities specific to it, skills that are common to all types of activity are also formed.
A special place in the development of students’ speech belongs to working with text. There are a large number of types of text analysis in the Russian language lesson: cultural, literary, linguistic, linguistic and complex.
According to L.V. Shcherba, the goal of linguistic analysis is to teach “to read, understand and appreciate the Russian language of writers... and poets from an artistic point of view.” The tasks of text analysis are: to help comprehend the idea and plot of the work; show the artistic means used to achieve its goal; pay attention to the peculiarities of the language of a particular writer. To understand a work of art, to appreciate it, you need to “get closer” to it, analyze its language, understand how language means are lived and used in it (phonetic, lexical, word-formation and grammatical).
Working with the text, pondering its meaning, the student himself comes to the linguistic means by which this meaning is expressed. He may not be able to immediately see and comment on all the means, but he will learn the logic of analysis: from the content of the text to the linguistic means by which this content is expressed, and with practice, he will analyze the proposed text more fully and perfectly. And this means that he will construct his texts better and more perfectly. Systematic appeal to the analysis of texts in Russian language lessons, reliance on them contributes to the formation of the most important communicative skill - creating your own text.
I carry out linguistic analysis of the text on samples of literature and connect it with such concepts as text, means of communication, speech design.
To develop skills related to understanding the content of a linguistic text, students analyze the text step by step:
- Read the text expressively.
- Determine the topic and main idea of the text.
- Do vocabulary work.
- Write down the keywords.
- Title the text.
- Determine the style of the text and prove your opinion.
- Determine the type of speech and prove your opinion.
- Answer the teacher's questions (optional)
- Retell the text (optional)
Properly organized work on linguistic analysis of the text contributes to a deeper penetration into the content of the text, and also develops the linguistic, communicative and creative abilities of students.
During text analysis, the linguistic sense and operational apparatus of thinking develops. The conclusions that students come to as a result of analysis and discussion of tasks and text passages are conclusions about the function of linguistic means and how to detect them.
Text analysis, carried out regularly, is of great importance for the development of students’ speech, the formation of the ability to perceive the speech of others and create their own statements.
As you know, the ultimate goal of teaching the Russian language is practical literacy, linguistic and speech competence of students. Working with text as the main didactic unit allows students to combine the activities of developing (consolidating) practical skills in literate writing and speech development.
Text No. 1 “And with your ashes...”
In a thick, thin-trunked aspen forest I saw a gray stump two girths wide. This stump was guarded by broods of honey mushrooms with pockmarked, rough caps. On the cut of the stump lay a soft cap of faded moss, decorated with three or four tassels of lingonberries. And here frail sprouts of fir trees huddled. They had only two or three legs and small, but very prickly needles. But at the tips of the paws, dewdrops of resin still glittered and the pimples of the ovaries of future paws were visible. However, the ovaries were so small and the fir trees themselves were so weak that they could no longer cope with the difficult struggle for life and continue to grow. He who does not grow dies! - this is the law of life. These Christmas trees were destined to die as soon as they were born. It was possible to grow here. But you can't survive. I sat down near the stump and noticed that one of the trees was noticeably different from the others; it stood cheerfully and dignified in the middle of the stump. In the noticeably darkened needles, in the thin resinous stem, in the smartly tousled tip, some kind of confidence and, it seemed, even a challenge was felt. I put my fingers under the thick cap of moss, lifted it and smiled: “That’s what it’s all about!” This Christmas tree cleverly settled on a stump. She fanned out the sticky strings of roots, and the main root, like a white awl, dug into the middle of the stump, extracting food. The Christmas tree will have a long and difficult time drilling the stump with its root until it reaches the ground... And when only one dust remains from the stump and its traces are erased from the ground, there, in the depths, the roots of the parent spruce will continue to rot for a long time, giving the last juices to the young tree, saving for him, droplets of moisture fell from the blades of grass and strawberry leaves, warming him in the cold with the residual warm breath of a past life. When the memories become unbearably painful for me, but they do not leave, and probably never will leave, those who went through the war, when again and again those who fell on the battlefield stand before me, and among them there were guys who Before I’ve even had time to see life properly, or to love, or to enjoy the joys of this world, or even to eat my fill, I think about the Christmas tree that grows on a stump in the forest. (370 words) (V. P. Astafiev)
Questions and tasks
- Read the text expressively.
- Determine the stylistic affiliation of the text and the type of speech.
- Determine the topic and idea of the text.
- Write out the expressive means of language.
- Parse the first sentence.
- Make a morphemic analysis of the words “noticed”, “cleverly”.
- Write down words with hyphens and explain.
- Write down words with an alternating vowel at the root, and graphically explain the choice of spelling.
Text No. 2
The heat forced us to finally enter the grove. I rushed under a tall hazel bush over which a young, slender maple beautifully spread its light branches. Kasyan sat down on the thick end of a felled birch tree. I looked at him. The leaves swayed weakly in the heights and their liquid (greenish) shadows quietly slid back and forth over his frail body (somewhat) wrapped in a dark overcoat over his small face. He (did not) raise his head.
I got bored with his silence, I lay down on my back and began to make love with the peaceful play of tangled leaves in the distant bright sky. It’s a surprisingly pleasant experience to lie on your back in the forest and look up! It seems to you that you are looking... into the empty sea, that it is spreading widely... in front of you, that the trees are (not) rising from the ground, but as if the roots of huge plants are descending from the ground plumb...but falling into those glasses...oh (pure) waves. The leaves on the trees either show through like emeralds or...thicken into golden, almost black...green. Somewhere, far away, ending at a thin branch, a lonely leaf stands motionless on a blue patch of transparent sky.
And suddenly this whole sea, this radiant air, these branches and leaves, ... crimson ... tinged by the sun, - all the streams will tremble with a white shine, and a fresh trembling babble will rise, similar to on the beach... the final small splash of a suddenly running swell.
You look, and you can’t express in words how happy... but quietly and sweetly you become in your heart. That deep, pure azure brings a smile to your lips, as invisible as itself. And it seems to you that your gaze goes further and further and pulls you along with itself into that calm abyss, and it is (impossible) to tear yourself away from this height, from this depth.
(I. S. Turgenev)
Questions and assignments.
- Prepare for expressive reading of text a. (Determine where logical stress is needed, pauses - short and longer. Select the desired tone and pace of reading, taking into account the content of the text and its linguistic features).
- Using a dictionary, explain the meaning of the words: armyak, puny, babbling. Find synonyms for these words.
- Title the text, write it down.
- Place punctuation marks in the first and second paragraphs; insert the missing letters. Group spellings and punctograms.
Text No. 3.
Yesterday I arrived in Pyatigorsk, found an apartment on the edge of the city, on the highest place, at the foot of Mashuk: during a thunderstorm, the area will descend to my roof. Today at five o'clock in the morning, when I opened the window, my room was filled with the smell of flowers growing in a modest front garden. Branches of blossoming cherry trees look out of my window, and the wind sometimes strews my desk with their white petals.
I have a wonderful view from three sides. To the west, the fifth...headed Beshtu is blue...t, like “the last cloud of the races...has scattered. oh storm"; Mashuk rises to the north, like a shaggy Persian hat, and covers this entire part of the sky... slope; It’s more fun to look to the east: below me it’s colorful. It’s a clean, brand new town, healing springs are noisy, various people are noisy... - a pagan crowd, and there, further, an amphitheater of thunder... there are mountains all blue and fog. it, and on the edge of the horizon stretches a silver... chain of snowy peaks, starting with Kazbek and ending with the two-headed Elborus.
It's fun to live in such a land! Some kind of gratifying feeling flows through all my veins. The air is clean and fresh... like a child's kiss; the sun is bright, the sky is blue - what seems to be more? Why are there passions, desires, regrets? However, it's time. I’ll go to the Elisabeth spring: there, they say, in the morning the whole water community gathers.
Questions and tasks
- Read the text expressively. What style does it belong to and why?
- Mark the words of emotional-evaluative vocabulary in the text. What mood do they create?
- What other means of artistic expression did the author use, what function do they perform?
- Fill in the missing letters and open the brackets.
- Write out from the text the past tense verbs and passive participles with an unstressed vowel before the suffixes –L–i–N–/–НН–. Explain what rule you followed when writing these words.
- Write down all the words that have roots with alternating vowels. Explain their spelling.
- Parse the highlighted sentence.
The usefulness of such work is obvious: The vocabulary of students is enriched - by recognizing the meanings of new words and clarifying the meanings of already known words - and the grammatical structure of speech - when trying to express their thoughts using grammatical structures of a certain style of speech. The sense of language, the ability to understand the visual and expressive capabilities of linguistic units (play on words as a means of creating an image and comic effect) develops and improves. All this, in turn, contributes to the development of the creative abilities of the students themselves, often causing a desire to create their own works by analogy (fairy tales, riddles, crosswords).
Among the non-standard tasks in this group, the following can be noted:
- guessing words by interpretation (including figurative ones) or by general features;
- deciphering proverbs, sayings, phraseological units according to individual characteristics;
- solving riddles (including linguistic ones), etc.
Task 1. Guess the term from the description.
- The science of punctuation marks.
- A morpheme behind a root that forms a new word.
- Graphic representation of sound in writing.
- Soup cooked by Demyan.
- Words used by residents of a certain area.
- Human vocabulary.
- A branch of the science of language that studies the word as a part of speech.
Task 2. Guess the word based on its description.
The "eye" of the car. "Fresh frozen" rain. The “word” of the traffic controller. "Architectural structure" of bees. Native or godfather. Hat on a leg. Forest Drummer. Dog's joy. A dachshund, not a dog. An eagle, not a bird.
Task 3. What proverbs, sayings, tongue twisters are encrypted here? Write them down. Explain the meaning.
1. Not a sparrow. 2. In the yard, on the grass. 3. A product that cannot be spoiled by oil. 4. She is worse than bondage. 5. Soup cooked by Demyan. 6. Miller working for weeks.
This work not only serves to develop students’ communication and speech skills, but also develops the general educational culture of the individual through the “great, powerful and beautiful Russian language.”
Development of communicative competence in Russian language and literature lessons
Features of the formation of functional literacy in English lessons List of used literature
general characteristics of the program the approximate literature program for the basic school is compiled on the basis of the fundamental
The concept of a new educational and methodological complex on Russian history The concept of teaching history