Interview

Literature

Russian language

The best speeches of the All-Russian Pedagogical Forum "Russian Language and Literature: New Approaches to the Development of the System of Philological Education in Russia"

The forum brought together the best specialists in the Russian language and literature of the country. For two days they discussed topical issues facing the modern educational community. How to instill a love of reading, why a meta-subject approach is needed in the educational process, how to learn how to write an essay...

I. A. Fomenko, Ph.D., Associate Professor, Head of the Department of Information and Analytical Support for Licensing and Accreditation of Educational Institutions of the Center for the Quality of Education of the SBEE HPE of the Moscow Region "Academy of Social Management", Honorary Worker of General Education of the Russian Federation.

Speech topic: "Formation of reading competence and work with information in the school curriculum"

“The introduction of standards also implies the integration of all educational structures, because the achievement of personal, subject and meta-subject results is impossible on the basis of only one educational institution. There must be an educational infrastructure to ensure that the standard is achieved. Today, the result of education is not only the successful passing of the exam. The result is at the intersection of three circles - it is a combination of personal, subject and meta-subject results that set the basis for the competitiveness of our country. A graduate must have the ability to learn, must be able to organize his activities, must be ready to act independently and be responsible for his actions, he must be friendly, able to listen and hear the interlocutor, be able to justify his position, express an opinion. We in the Moscow region took meta-subject results as a priority for assessing the quality of education at the regional level. Together with the Russian Academy of Education, we compile and implement a comprehensive work with the text, which allows you to determine reading literacy. The main difficulties recorded by students in grades 4, 5 and 6 in the last academic year when performing diagnostic work: children are not able to compare their knowledge with the text they read, determine the match and mismatch with the text, use the text and their knowledge to answer questions ".

Offers:

• Inclusion in Russian textbooks of texts from other subject areas
• Terminological dictations. Literacy will not develop if it is in demand only at Russian language lessons
• The intra-school system for assessing the quality of education should include an assessment of terminological literacy
• I recommend that you use an example to show your colleagues what communication skills consist of, how they can be developed on other subjects.
• How to determine the dynamics of the formation of UUD? I will cite again as an example the program of Razumovskaya, which shows the increment of these communication skills.
• Pay more attention to extracurricular activities. Take extra hours, work with different texts on them

L. V. Dudova, Ph.D., prof., head. Department of Philological Education of the State Autonomous Educational Institution of Higher Education MIEO, Chairman of the Coordinating Council of the All-Russian Public Organization "Association of Teachers of Literature and the Russian Language"

Speech topic: "Teaching a School Literature Course in Modern Socio-Cultural Conditions"

«The united publishing group "DROFA" - "VENTANA-GRAF" has several characteristic features: firstly, a well-adjusted methodological basis, secondly, the authors are well-known philologists, literary critics, linguists, thirdly, these textbooks are already have many years of practical experience. The new is a practice well tested in the teaching environment, I do not believe in untested textbooks.The signed concept of teaching the Russian language and literature in the Russian Federation is still controversial. These debates are a good reflection of the changes that are taking place in our sociocultural space and affecting the subjects that occupy the most space in our curriculum.The task of the Russian language and literature is to teach children to work with information of different types and different ways of presentation. Artistic text is the highest and most complex form of text.It is difficult for a child with “clip thinking” to perceive a large text, but this does not mean that such texts should be abandoned. On the other hand, teachers of literature are characterized by a certain professional snobbery, which prevents them from paying attention to works of modern literature, written, from their point of view, according to insufficiently high aesthetic standards. But children pay attention to these texts! At the same time, unlike the teacher, they do not see hidden quotes and do not know the works of realism on which the works of postmodernism are built. This is another socio-cultural aspect, the conflict between the teacher and the student... We analyze literary texts of different generic nature, this is a certain model of values ​​that motivates the choice of guidelines. Each artist of the word is a unique world with its own characteristics of values. It's quite difficult here. A conflict of generations is imposed, since the main part of the teachers are still people who grew up in the conditions of the former state. And now those who grew up in the new state are studying, therefore, when reading the text of Leo Tolstoy, we perceive it differently. The teacher, in addition to all his usual functions, greatly increases the function of a guide-stalker, who plunges into the world of these values ​​and explains their eternity, therefore these are classical works. The school that lays the foundation must be guided by something sustainable. If the foundation is laid with a defect, it is difficult to count on the fact that the building will be built thoroughly.
If we pay attention to the ratio of classics and modernity, we will see that a good, truly accepted new is based on the foundation of the classics. I strongly advise you to read the article by Dubinin, a well-known sociologist of culture, dedicated to the question of what a classic is. The question is how, when studying a classic work of literature, to make sure that the teacher can lay this foundation for the children. It's an insanely difficult task."





R. A. Doschinsky, Candidate of Pedagogical Sciences, Associate Professor of the Department of Philological Education MIOO

Speech topic: About changes in the OGE and the Unified State Examination

• Spend more time reading texts
• Improve the ability to comment on the problem posed in the text
• Teach students how to argue their point of view
• Improve the skills of performing semantic analysis of prose and poetic texts
• Emphasis on proficiency in linguistic literary norms

T. Yu. Smirnova, Honored Teacher of the Russian Federation, Director of the non-state educational institution "Obraz"

Speech topic:"New Approaches in the Methodology of Teaching Literature: Theory of Literature and the System of Written Works"

“We present a new textbook written jointly with A. N. Arkhangelsky. Two aspects are especially important for the textbook: the study of literary theory and the system of written works. All classes consist of two parts.Literary theory and written works. Developing a system of written works and studying literary terms, we did not break away from the generally accepted approach to the study of literary works. Literary theory-a very important and interesting tool, without which it is impossible to read or write. With the right attitude towards him, he does not complicate the textbook, but fills it with new life.This EMC takes into account all the requirements of the Federal State Educational Standard. The new EMC is a combination of traditions, developmental learning approaches, the requirements of the Federal State Educational Standard and modern forms and technologies. We tried to combine the scientific depth of understanding with the simplicity and clarity of presentation.Let's start with the fact that the child initially has a need to read and write. The school stubbornly discourages the desire to write, forming a fear of getting a bad grade. You need to create motivation. We propose in the middle link to abandon the assessment of content, not to link literacy and quality of presentation. There should be interesting topics that will capture children.

In the 5th grade, etude activity is introduced - short works in which completeness is not required, the main emphasis is on the child's self-expression. This is consistent with the study of small folklore genres, a theme of childhood associated with the textbook. In the 6th grade, sketches are devoted to the theme of the hero and heroism. By the 8th grade, literary studies, genre works are introduced, by this time the fear of writing a text is overcome in children. Then you can give a variety of algorithms. Children get acquainted with drawing up a complex plan, a scheme for analyzing a poem, play, and epic genres. We do not give essays based on the results of studying the work, and if we do, then on a topic that was not considered in the lessons. Textbooks are filled with problematic and search tasks for knowledge and understanding of the text, tasks using information resources».

E. L. Erokhina, Doctor of Pedagogical Sciences, Deputy Director of the Institute of Philology of the Moscow State Pedagogical University

Speech topic:“Modern forms of final certification in literature. Problems and ways to solve them»

“First, let's highlight the specifics of literature as an academic subject. Its goal is to form a reading culture. A student with a formed culture of the reader is the main desired result of work in the classroom. The subject and means of teaching - the text. The communicative space of a literature lesson is a dialogue of different types: the author of the text of a literary work and the student-reader; the author of the text of the textbook and the student-reader; student and teacher, student and student, etc. Literature is mastered in the course of all types of speech activity (reading, listening, speaking, writing) in their inextricable relationship. Findings. There is continuity between the forms of the final certification in literature, they contain common elements to be checked, which is explained by the specifics of literature as an academic subject. The trend of modern teaching of literature is the transition from knowledge as an end in itself to an independent search and appropriation of knowledge.






A. N. Arkhangelsky, Ph.D., literary critic, writer, TV presenter

Speech topic: "Influence of society on the formation of reading tastes of a modern student"

“On the challenges of modern culture. These are visualization, multimedia, convergence. Visualization has already won. Multimedia is also included in all spheres of life, and it has also become fearless. Convergence - I will cite as examples the longreads of the New York Times (about deep Russia) and Kommersant (about June 22, 1941). Children understand this, they build stories differently than we are used to. This will have to be taken into account. Transmedia is ahead of us - it's not just a combination of text, sound, image, it's the story of one story on different platforms: a film is being made on the same plot, a book is being written, a computer game is being created, a radio show is being created. It is necessary to convey to the child that the book and the film adaptation are two different works, we are already familiar with this, and in transmedia one story appears in several versions, includes elements of interactivity with voting for the path of further development of the plot. Is it necessary to abandon literary education, since the era of transmedia has come? Of course not, transmedia has come and gone, something else will take its place. But we must learn to talk to children in a language they understand. If we do not want to give them to the rat-catcher, we must learn to play the modern pipe ourselves. The main thing is not to forget about the goal - where exactly we are leading them. We are not moving from text to transmedia culture, but through transmedia to text and other foundations of our culture.”.

E.Yu. Shmakova, Deputy Director of the Center for Philological Education of the Joint Publishing Group "DROFA" - "VENTANA-GRAF"

Speech topic:

"Prospects for integrated courses of the Russian language and the course of literature

»

“We see two approaches to the analysis of the text - from the side of literature and from the side of the Russian language. Our publishing group offers two such courses - this is an integrated literature course with the subtitle "Russian Language and Literature" for grades 10-11 by A. K. Mikhalskaya and O. N. Zaitseva. In grades 10-11, we offer a literature course by A.K. Mikhalskaya, Zaitseva. For the first time, a literature course is presented in such a broad context of history and world culture. For the first time, the main goal of education is to familiarize students with the national fund of Russian classics through the formation of reading skills and analysis of a literary text. A unique feature is that the Russian language course is correlated with the studied literary material. The manuals are aimed at the formation of literacy, the value-semantic sphere, in the metasubject sphere -the formation of the ability to learn and apply the acquired knowledge in later life. The main content is the works of Russian classics.After each section, a test is given with several options for its implementation. The integrated course allows you to learn how to conduct complex text analysis. Literature is presented as a national treasure, it forms a common view of objects.

T. M. Pakhnova, Ph.D., prof. Moscow State Pedagogical University, member of the editorial board of the journal "Russian Language at School", author Speech topic: “Working with text (verbal fabric) as a tool for personality formation»

“Students are prepared to perform tasks of a creative nature gradually, based on the technique of slow reading and building the so-called “dialogue with the text”. To teach slow reading means to find a way that will lead to the education of a student as a talented reader. The person and the text conduct a dialogue, and in the course of this process, a person learns the most important and difficult thing - to conduct a dialogue with himself. So the process of reading becomes a process of the inner life of a person, which is the basis of self-knowledge, self-improvement. In the course of such work with the text, teachers note that the interest of children in the texts of works of art increases markedly. The textbooks are based on a text-centric approach. The text is the basic, key concept of the Russian language course. Text is a category that shows "language in action". Text -the basis for creating a developing speech environment. This environment becomes a means of personality formation, as well as a means of acquiring background knowledge necessary for writing essays, for preparing research projects. Work with text can be organized in such a way that it becomes an event in the Russian language lesson, and an event in the inner life of each student.

L.D. Bednarskaya, Doctor of Philological Sciences, Professor of the Department of Theory and Methods of Teaching Russian Language and Literature, FGBOU VPO OSU, co-author
Speech topic: "From an Essay on the Russian Language to an Essay on Literature"

“Please note that creative assignments for all humanitarian subjects in KIMs are structured in the same way. Sample text is required. Then the requirement to make a reasoning based on the text of the sample and excerpts from it. The informational analysis of the text is thus located in the meta-subject core itself. The task of the teacher is to formulate an original thesis with the children, from which the essay will begin, to come up with an idea that can then be placed in the conclusion. Do not be afraid to crush the initiative of schoolchildren. In order for creativity to manifest itself, children must first be shown, explained, taught. Drawing up such a sketch, a proto-summary of an essay -this is not a set of puzzles, but a kind of Ariadnova thread that will help children build a text. Further, children, depending on the level of preparation, can either only pick up quotes, or go from the supporting abstract in their own unique direction.

V.V. Lvov, Ph.D., laureate of the RF Government Prize in the field of education, author Speech topic:"Modern textbook of the Russian language and its role in the implementation of the requirements of the Federal State Educational Standard"

“According to Razumovskaya, formalism destroys spelling, if you rely only on cramming, nothing will work. Spelling must be approached on a semantic basis. An example is the ZSP exercise (meaning, structure, spelling). Do you know the meaning of the word -write correctly, for example, company or campaign. These exercises are now somewhat simplified, before some words the children could not even write off correctly, but this is a question for elementary school. In the textbooks, all types of speech activity are strengthened in interconnection: reading, speaking, writing and listening in the spotlight. Moreover, ahead of the oral exam, which is long overdue. Our textbook is aimed not just at preparing for the exam, but at the formation of love for the native language.The textbooks also strengthened systematic repetition. With the help of additional tasks, when studying the speech course, grammar is repeated, speech in the broad sense of the word sounds even more in language lessons.




E.V. Tsymbal, film director and screenwriter, winner of the National Film Award " Nika "(2002, 2006 and 2015), British Academy Film and Television Awards (BAFTA)

Topic of discussion:"Literature and cinema: the formation of universal educational actions of students in the process of interaction of arts"

“At the time of Shaksir, they forgot to publish a single textbook, which is why there were so many versions of productions. Hundreds of performances are not similar to each other. In addition to different readings, the reason for the diversity is that in each text there is redundancy, a huge number of details, nuances and details. Each country where the performance takes place has its own historical and artistic background, something that is absorbed by the child unconsciously, and this is very different from the environment for a child in other countries. This greatly affects both perception and understanding. What is the difference between the literary basis of the film and the cinema? The simpler the text, the better the screen version. When transferring complex text, a lot is lost. Cinema -different art, different perception. 87% are perceived through vision, and more and more information goes into visual forms.”

Language is the living soul of a people.

(Performance at the competition "Language is the soul of the people" in the nomination "Master of the word")

marvel at the jewels

our language:

every sound is a gift;

everything is grainy, large,

like a pearl

and law, another name

more precious than the thing itself.

N.V. Gogol.

Russian language, German language, English language, Chinese language, Ukrainian language, Tatar language, Armenian language… They cannot be counted. How many nations live on Earth? How many languages ​​are there in the world? No one can say for sure, but each language has its own history, its own destiny.

Language is one of the main values ​​of mankind. It helps people understand each other, work together, share their experience and knowledge. Our ancestors respected and valued their native language. Language is an amazing human gift, the most perfect means of communication. With the help of language, we can explain the joyful moments of our lives. We understand and feel such words as love, kindness, grief, resentment and happiness. All the richness of thoughts is stored in the language.

In my opinion, a citizen of any state is, first of all, a caring person who knows, loves and appreciates the cultural heritage of his ancestors. It is the language that is the cultural heritage of every nation. Language is a whole world that has its own destiny. Language is the living soul of the people, its pain, its memory, its treasure. If we forget our native language, we will lose our national dignity.

I am proud that different peoples have been living in peace and harmony in Crimea for many years.
Rasul Gamzatov has these words: “For me, the languages ​​of the peoples are like a star in the sky. I would like all the stars to merge into one huge star occupying half the sky, that is, the sun. But let the stars shine Let everyone have their own star ... "

We all want to understand others and to be understood: colleagues and neighbors on the landing, district therapists and teachers of our children, officials and insurance agents, policemen and salesmen, relatives, friends, acquaintances and strangers. Unfortunately, even in the same family, we often do not hear and do not understand each other. What can we say about work colleagues or neighbors? We all need to learn the art of human communication.

Those of us who, along with our native language, know others, immeasurably enrich our inner world. After all, each language is the richest layer of human culture, and it is much more interesting to read Victor Hugo and Jack London, Pushkin and Cervantes in the original than to enjoy their works in the most professional translation.

For centuries, the great sons of mankind dreamed of a single supranational language for all peoples as a great unifying blessing. The language of the whole earth has become the subject of the liveliest interest and development of such remarkable minds as Francis Bacon, Rene Descartes, Gottfried Wilhelm Leibniz, Isaac Newton.

Artificial languages ​​have been created. The most famous of them is Esperanto, which is spoken by about a million people. Less well known are Solresol, Occidental, Ido, Interlingua, Universalglot, Ojuvanto, etc.

Many linguists believe that once upon a time there was a single parent language on earth - the root of all modern languages. The well-known biblical legend about the builders of the Tower of Babel tells us in allegorical form that in those days people spoke the same language, that is, they understood each other. But then pride leapt up in them, and people wanted to be higher than God, for which they were severely punished by Him . He mixed all languages, and people stopped understanding each other and could not complete the tower (material well-being) above God - the Spiritual force that controls the entire universe. Selfishness has destroyed a single human family, and people have dispersed over the earth.

Selfishness is the reason why children do not understand their parents, and spouses, instead of solving all problems together, break dishes in the kitchen or “fill in” grief in beer bars after quarrels.

If there is an ecological disaster or an outbreak of polio in a neighboring country, then we simply have to lend a helping hand to our neighbors, otherwise trouble will come to our house. And those who do not understand this, sooner or later will find themselves in the dustbin of history.

The systemic crisis in the global world requires mutual understanding and cooperation of all peoples, regardless of national or religious affiliation.

I don't know if all people will ever speak the same language. I think that in the foreseeable future people will retain their cultural and linguistic diversity and uniqueness. An artificially created single language that does not have the inner content of the meaning of life and the purpose of a person cannot become a factor that unites people.

People speaking different languages ​​will be united into a single human family by the universal language of love and mutual assistance. This language of love, understandable to all, will help people rise above their selfishness - the source of all wars and destruction in the world.

The history of the Tower of Babel will not repeat itself.

End of form

Form start

Working with Text in Russian Lessons as a Means of Forming Students' Communicative Competence

Utkina N.V.

Teaching the Russian language in a modern school is carried out in conditions of significant changes in the entire education system. The new Law "On Education" outlines the main focus of the Federal State Educational Standard - to improve the quality of education. The modernization of the educational school implies "the orientation of education not only to the assimilation of a certain amount of knowledge by students, but also to development of his personality, his cognitive and creative abilities". In other words, the school should form an integral system of knowledge, abilities, skills, as well as the experience of independent activity of students.

The main requirement of the Federal State Educational Standard basic general education: “The basic school will continue to work on the formation and development of the foundations of reading competence in all subjects.”

Modern life requires the student to be fluent in the language, the ability to communicate with different people in different situations, without feeling discomfort. For full-fledged communication, a person must have a number of skills: quickly and correctly navigate in communication conditions, be able to plan his speech, choose the right content, find adequate means of expressing thoughts and provide feedback(according to the famous linguist and psychologist A.A. Leontiev)

Therefore, the formation of skills to coherently express thoughts in oral and written form, analyze and improve what is written, the ability to competently express an opinion on the issue under discussion is one of the most important areas in the development of students' speech and thinking activity. Practice shows that modern schoolchildren, who are overly fond of computers and phones, increasingly use slang expressions, abbreviated words in their communication, often replacing lively, cultural speech with facial expressions and gestures. Such children find it difficult to create independent coherent oral, and especially written statements. Therefore, we can say with confidence that the problem of cultural communication among schoolchildren is one of the most important today. International studies of the quality of education PISA, conducted in 2004, 2008, 2012, showed a low level of reading literacy of our students - 41-43 place among 65 countries. This is a problem that requires an immediate solution.

The training is based on a competency-based approach associated with the formation of key competencies, one of which is communicative competence. Communicative competence is defined as "mastery of all types of speech activity and the basics of the culture of oral and written speech, the skills and abilities of using the language in various areas and situations of communication that correspond to the experience, interests, psychological characteristics of primary school students at its different stages."

Based on the situation, taking into account the tasks of the Unified State Examination and the OGE, the criteria for evaluating the work of a graduate, we consider the text to be the most effective means of developing communicative competence, work with which should turn into a polylogue, in which each student will become an active participant.

this is the basis for creating a developing speech environment in the Russian language lessons,

main component of the textbook structure,

It is through the text that all learning objectives are realized in their complex:

communicative, educational,

developing, educational.

Successful passing of the GIA and the Unified State Examination directly depends on the ability to work with texts

Working with text in the Russian language lessons allows you to develop the creative potential of students, replenish their vocabulary, and improve the quality of speech. The text is the basis for creating a developing speech environment in the Russian language lessons. The use of the text in the study of the Russian language provides a solution to such important problems of school education as familiarizing students with the spiritual wealth and beauty of their native language, cultivating a careful and thoughtful attitude to the word. Painstaking, constant work with the text in the classroom should, in my opinion, be based on the works of Russian classical literature. Appeal to "impeccable samples" is one of the means of creating a speech environment that develops the personality, an effective tool that allows students to form techniques for constructing texts.

Stages of working with text: Initial stage (grades 5-7), middle stage (grades 8-9), senior stage (grades 10-11).

The text is the central link of the second part of the examination paper, which is more difficult. On the basis of this text, test tasks of various types are built: with a choice of answers, with a short answer and with a detailed one - an essay, writing which is the most difficult task for a graduate in the exam. This difficult task will help to solve the use of complex linguistic analysis of the text in the Russian language lessons from grades 5 to 11. And I believe that a comprehensive linguistic analysis of the text in the lessons of the Russian language is not only the main means of preparing for the exam, but also the most important task of a teaching nature and an effective way to test students' knowledge. The most effective, in my opinion, are the following forms and methods of organizing work with text:

complex work with text;

 linguistic and stylistic analysis of the text;

 "self-dictations";

 essay-reasoning;

 text editing;

 various types of dictations;

 intellectual and linguistic exercises;

 work with texts-miniatures;

 compiling syncwines, clusters to the text;

 Communicative and game situations.

When working with the text, not only spelling is explained, but also tasks of a speech nature are set, aimed at developing the ability to perceive the text. Students are constantly asked questions: what was the author of the text trying to achieve, what goal did he pursue (to tell, inform, describe, characterize, prove, convince, encourage). Gradually, the student will ask himself these questions, learn to understand even hidden hints, learn to read between the lines. This contributes to the enrichment of students' speech, encourages them to search, creativity. Techniques for working with miniature texts, as well as comparing two texts, is the way from the perception of a text, the concept of a text (through its analysis) to the creation of one’s own statement, composition, which is also important for the development of memory, attention, and thinking of students.

Innovative pedagogical technologies (for example, technology for the development of critical thinking) are especially effective in developing the creative abilities of students. The creation of syncwines, clusters, fishbones to the text allows students to comprehend all the information received, acquire new knowledge, and form each student's own attitude to the material being studied.

At the lessons I try to use different types of work with text: comparing individual sentences and texts, finding the boundaries of sentences in the text, dividing the text into paragraphs, restoring deformed text, drawing up plans, determining the topic of the text, determining the idea of ​​the text (highlighting a sentence that expresses the main idea , the attitude of the author to the subject of speech), analysis of the author's title, highlighting the structural parts of the text (introduction (beginning), main part, conclusion (ending), writing on this text, adding the ending of the text, compiling texts of different types of speech, different styles on the same topic

The development of creative abilities is facilitated by didactic games in the classroom. For example:

1. "Announcer". Read the text spelling correctly.

2. "Editor". Correct spelling errors in the text.

3. "Translator". Replace the foreign word with Russian.

4. "Changeling". Replace the main word in the phrase so that you get a metaphor.

Here is an approximate plan for analyzing the text of any type of speech: Expressive reading of the text. Vocabulary work. Theme of the text. Text idea. Text type. Text style. Expressive means of speech and their role.

I will give an example of working with text in a Russian language lesson in grade 8. Studying the topic “Nominative sentences”, which is the final one in the “One-part sentences” section, students work with the proposed text (the text is projected onto the screen and each student has it on the table): “Waking up and looking out the window, P. I. Tchaikovsky was struck by the light and dazzling white. Clear frosty day! The composer's feelings trembled like strings. Snowfall. The day is like a nest all downy soft fresh. Gray-white sky, fluffy uncompressed snow on the ground, large snow flakes in the air. Snow covered almost to the roofs. Quiet. Soft. Belo. Magnificent landscape! And suddenly, interrupting the silence reigning around, the subtle sounds of the composer's music are heard, filling the heart with charm. The snowfall intensifies, the chords intensify. Once you hear them, you will never forget them. Soften the soul, enliven the heart, inspire love. I want to enjoy these sounds forever.

After listening to the text, students answer the questions:

Is it really text? Prove it.

What style and type of speech does this text belong to?

What words help describe the beauty of nature?

Then students perform the following tasks: Place punctuation marks in the text. Find in it all one-part sentences, write them out, determining the type of sentence. Title the text with a title sentence. After that, slides depicting winter landscapes are shown. I ask the question: “What feelings do you wake up when you see winter pictures? Could these pictures become a kind of illustration to our text? In conclusion, I invite students to play the role of word creators: based on the text with which they have just worked, the guys themselves compose a small text using one-component sentences.

Such work not only develops the skills of analyzing the proposed text, creating your own text, but also educates feelings, awakens love for beauty in the souls of children. Relatively complete language analysis of the text requires a lot of time and is possible only in special lessons. In ordinary lessons of the Russian language, when studying phonetics, vocabulary, morphology, syntax, in repetition lessons, when summarizing and systematizing the studied material, teachers often use partial language analysis of the text, linking this work with the assimilation of spelling norms, with conducting different types of analysis of words, sentences .

As an example, I will give tasks for working with text from the teaching materials for the Federal State Educational Standard for grade 5 (Appendix 2,3,4).

As a result of the application of the developed methodological techniques, the following results are expected to be achieved:

High level of formation of communicative competence;

increased interest in the Russian language and literature;

Strong and informal assimilation of knowledge, increasing the effectiveness of training;

The ability to create students research and design work, presentations;

Ability to analyze, interpret and create texts of various styles and genres;

Activation of creative activity - the desire to participate in various creative competitions.

Appendix 1

Characteristics of 4 levels of communicative competence of students

Communicative competence - schoolchildren's awareness of the peculiarities of the functioning of their native language in oral and written form, is realized in the process of solving the following practical tasks: the formation of strong spelling and punctuation skills (within the program requirements); mastering the norms of the Russian literary language and enriching the vocabulary and grammatical structure of students' speech; teaching schoolchildren the ability to coherently express their thoughts in oral and written forms.

There are 4 levels of communicative competence of students: low, medium, above average, high and 4 components of communicative competence: speech, language, stylistic and rhetorical.

1 level (low)

Speech aspect: a communicative intent is visible, but there are more than 2 logical errors, students try to build their speech in accordance with the norms of the Russian language, there are more than 2 speech errors in a text of 150–200 words. Students have a poor vocabulary, the monotony of the grammatical structure of speech, there is an inappropriate use of means of expression or their absence, frequent pauses. The performance ends in less than 2 minutes. Students do not correlate speech and the situation of communication, cannot organize space, tend to get away from the audience, hide behind the teacher's table, lean on him, can be distracted or too squeezed, feel extremely tense and uncomfortable.

Language aspect: reveal the content of the question (problem) in compliance with the norms of formatting the text according to the model, do not adhere to lexical, grammatical norms, there is no spelling vigilance, frequent spelling and syntactic errors.

Stylistic aspect: students have the most general idea of ​​speech styles. When communicating, the conversational style prevails.

Rhetorical aspect: students have no idea about the composition of speech, inaccurately formulate the topic of the text, cannot keep the topic throughout the speech, find it difficult to formulate the thesis and select arguments, do not see logical inconsistencies, causal relationships, etc., do not note violations of speech ethics.

Level 2 (intermediate)

Speech aspect: a communicative intent is visible, but there are no more than 2 logical errors, students try to build their speech in accordance with the norms of the Russian language, there are no more than 2 speech errors, poor vocabulary, means of expression are used inappropriately, frequent pauses. Students can hardly speak for two minutes, correlate speech with the situation of communication, can organize the space, but at the same time they feel insecure or overly active, use non-verbal means of communication inappropriately.

Language aspect: students have an idea about lexical, grammatical norms, but do not consider it necessary to follow them, have an idea about the rules of spelling and punctuation, but write “out of habit”, not correlating the rule and a specific word or sentence, notice errors, but cannot determine their origin, spelling vigilance is poorly developed.

Stylistic aspect: they have an idea about the styles of speech, but do not know their features and scope of their application.

Rhetorical aspect: students have an idea about the composition of speech, but they do not always follow it when constructing a text, formulate the topic of the text, reveal a topic (problem) that includes several questions, in compliance with the norms and rules for compiling the text, they can keep the topic. They make attempts to formulate the main idea, name the arguments, consider them exhaustive and sufficient, however, there may be violations of logic, cause-and-effect relationships, etc., shortcomings.

Level 3 (higher than average)

Speech aspect: the work is characterized by semantic integrity, coherence and consistency of presentation, no more than 1 logical error was made. Students try to build their speech in accordance with the norms of the Russian language, there are no more than 1 speech error. Vocabulary is varied and age appropriate. Expressive means are not always used appropriately. There are no pauses, the performance lasts for two minutes. The speaker correlates speech with the situation of communication, skillfully organizes the space, feels quite confident, adequately uses non-verbal means of communication.

Language aspect: students generally observe lexical, grammatical, stylistic norms of written and oral speech, fix errors, but classify them incorrectly. Allow no more than 4 spelling or syntax errors. Students have developed spelling vigilance.

Stylistic aspect: students understand the functional styles of speech, own the theory of text construction of different styles and genres. Rhetorical aspect: students are aware of the composition of speech and follow it when constructing the text, however, there are minor shortcomings in the construction of the text. Correctly set the goal, formulate, hold and reveal the topic, the main idea, name the arguments and determine the genre of the text. They pay attention to the logic in the presentation of arguments, but they misclassify them.

4th level (high)

Speech aspect: the work of students is characterized by semantic integrity, speech coherence and consistency of presentation, there are no logical errors. Students build their speech in accordance with the norms of the Russian language, there are no speech errors, the thesis is clearly formulated, a sufficient number of arguments are selected, examples are given. The work is characterized by the accuracy of the expression of thought, the variety of grammatical forms, and the means of expression are appropriately used. The speech lasts over two minutes. Students correlate speech with the situation of communication, organize space, feel confident, they are in a good mood, performance brings pleasure. Students use non-verbal means of communication adequately.

Language aspect: students are well versed in language and speech norms, consciously observe them, make no more than 2 spelling or syntactic errors. They have a well-developed spelling vigilance.

Stylistic aspect: students are well versed in speech styles and their areas of application, they are able to create texts of various functional styles and genres.

Rhetorical aspect: the composition of the text is not broken, students clearly formulate the topic and the main idea, keep the topic throughout the speech, name the arguments correctly, follow the logic of the presentation of the material, give examples, reveal the content of the question (problem), independently propose the structure of the text in accordance with norms of the genre, they are able to formulate and justify their position, as well as to convince others that they are right.

To determine the level (low, medium, above average, high) of the development of students' communicative competencies, specially developed methods of A. P. Chudinov, Z. I. Kurtseva, L. G. Antonova, A. V. Filippov, ideas of S. A. Mineeva, T. A. Dolinina and others.

Speech at the Moscow Region on the topic of self-education "Development of spelling vigilance in the lessons of the Russian language."
primary school teachers GBOU SCHOOL №1362
Arutyunova E.V.
The problem of literate writing has always worried teachers. The difficulties that haunt the child in mastering spelling remain insurmountable for some students. Often, knowing the rules does not save you from mistakes. Probably the reason for the inept application of the rules is the inability to see the desired spelling.
Literate writing is not just a movement of the writing hand, but a special speech activity. The more developed the child, the richer his vocabulary and syntax, the more correct his pronunciation, the easier it is for him to spell.
Like many primary school teachers, I am concerned about the problem: illiterate writing of students; inability to "see" orthograms.
How can you help students write well?
How to develop spelling vigilance?
How to achieve literate writing in children?

Purpose: improving literacy and developing spelling vigilance among students in Russian language lessons.
Tasks: to study the degree of development of spelling vigilance of class students; to study the techniques and apply in the lessons of the Russian language the formation of spelling vigilance among students; develop "spelling warm-ups" for students to ensure the formation of literate writing;
Spelling vigilance is the ability to notice spellings, that is, those cases in writing where, with a single pronunciation, a choice of spelling is possible. It is necessary to take into account the factors of formation of spelling vigilance, and these are: 1. The visual factor works when memorizing unverifiable spellings. Psychologists have proven that once a child misspelled a word, he will remember it visually, and the hand will fix the wrong graphic image of the word. It will be deposited in the memory so firmly that then it will be necessary to write this word a hundred times in order to eliminate the mistake.
2. Auditory factor. The writer, as you know, always starts from what he hears. Therefore, he must listen well and hear what the teacher says or what he says to himself. Therefore, the teacher must develop phonemic awareness. 3. Driving factor. Any spelling skill can only be achieved through practice, i.e. with the rhythmic movement of the writing hand. That is why it is necessary to write as much as possible in the lesson. The hand itself, moving along the line, creates a graphic image of a particular word, "remembers" and then writes it automatically. 4. Speaking. Spelling plays an important role in the formation of spelling skills. Speaking the way you write. Professor M. R. Lvov identifies six stages that a student must go through to solve a spelling problem: 1) see the spelling in a word; 2) determine its type: checked or not, if so, to which grammatical and spelling topic it belongs, remember the rule ; 3) determine the method of solving the problem depending on the type (type) of the spelling; 4) determine the “steps”, the steps of the solution and their sequence, i.e., draw up an algorithm for solving the problem; 5) solve the problem, i.e. perform sequential actions according to the algorithm; 6) write a word in accordance with the solution of the problem and carry out the same steps in a more generalized form

What spelling skills need to be formed in younger students?
In the initial teaching of the Russian language, the importance of exercises is great.
K.D.Ushinsky made the following requirements for exercises:
1. They “should be as independent as possible, i.e. real exercises, and not just seeming ones.
2. "Exercise ... must be systematic", i.e.
“every new exercise should be in connection with the previous one, rely on them and take a step forward”
“Let children acquire little by little, but do not lose anything from what they have acquired and use it to acquire new things”;
“The more the gift of speech develops in children, the less the teacher should help them, the more independent the exercises should be.”
3. "Exercises should be logical ... This makes it possible to find the main idea, attach a secondary one to it, grasp the very system of presentation, and not memorize phrases and words in the order in which they are."
4. "Exercises ... must be oral and written, and moreover, oral must precede written."
Spelling vigilance develops gradually, in the process of various activities, when reading, when writing dictations, when copying, if it is complicated by appropriate tasks. For the successful development of spelling vigilance, it is very important to set the students themselves to work.

Techniques, to the greatest extent, developing spelling vigilance.
1. Cheating.
The cheating algorithm that I use to organize cheating in my lessons:
Read the offer carefully.
Repeat it without looking at the text.
Underline all the spellings in the sentence.
Read the sentence spelling.
· Repeat the sentence again, spelling out all the sounds.
· Close the text. Start writing by dictating to yourself syllable by syllable (spelling) and underlining the spelling.
Check the written-off with the text, pay special attention to spelling.
To arouse and support the desire to cheat at home, I suggest, if desired, to write out the most liked passages from your favorite books. In addition, I recommend the so-called “oral cheating” to children and parents. For 5-10 minutes, the child reads the text aloud spelling, then the mother calls any word from the read spelling, and the child dictates its spelling.
I set aside time for copying in each lesson, in separate lessons it can be reduced to one sentence. Moreover, cheating can be supplemented with grammar tasks.
I pay special attention to selective copying, which is a preparatory work for learning selective dictations. The following tasks can be set for selective cheating:
Write out sentences expressing the main idea of ​​the text; write out an incentive, interrogative or narrative; a sentence corresponding to the scheme, etc.
Write down synonyms, antonyms, related words.
Write out words with a certain type of spelling; distribute the words from the text into groups, depending on the type of spelling.
Write out the words with missing letters, determine which part of the word is not completed, indicate the grammatical features of the words.
Write down the words of a certain part of speech.
Write out the phrases.
2. Commented letter.
The student-commentator is tasked with explaining the spelling action as fully as possible so that it becomes clear to others.
3. Letter with pronunciation.
It unites the whole class, gradually all the guys begin to work at a good pace. Speaking is a kind of error warning.
4. Letter skipping spelling. Students are given permission to skip a letter if they don't know which one to write.
5. Cacographic exercises.
Provide for correction by students of deliberately erroneous spellings in the texts.
6. Speed ​​writing. The most effective technique for developing speed writing is cheating on time. The methodology for its implementation is as follows: 1. Reading the text in chorus with the teacher (orthoepic) .2. Independent reading in chorus.3. Explanation of spellings (collectively) .4. Count the number of sentences in the text.5. Reading by sentences.6. Spelling reading.7. At the teacher's command, record the text for a while (1-2 minutes). 8. Count the number of written words, write in the margins.9. Checking what is written.
7. Letter from memory.
I assign a certain place in the Russian language lessons to writing from memory.
I write from memory as follows:
1. Reading (orthoepic) of the text, work on the content.
2. Spelling reading by the teacher, children, spelling analysis.
3. Exercise in memorization.
4. Spelling reading of words with spelling.
5. Recording.
6. Verification.
8. Dictation
· Warning dictation
Explanatory dictation
Selective dictation
Free dictation
· Self-dictation
Visual-auditory dictations
The goal is to prevent errors. The text is written on the board. This text is read expressively, then the most interesting words from the point of view of spelling are highlighted, their spelling is explained, individual words are pronounced. Then students are invited to "photograph" individual words and see them with their inner vision (close their eyes and write). The text is closed for a while, and the children once again answer questions, pronounce difficult words. The class is configured to write text without errors. Along the way, honing visual memory.
Dictation with tapping.
During the dictation, the teacher taps on the table at the moment when he pronounces the word with the spelling. This tapping makes the student think. "Checking myself."
Performing this dictation, students can ask the teacher how a particular word is spelled.
· Vocabulary dictation.
. Spelling minutes
Learning with passion, lighting a spark in the eyes of each student, instilling a craving for knowledge - these are the main conditions for success. The latest technologies are of great help in the work - the use of a computer and a multimedia projector, project activities in elementary school, presentations and tests - all this enlivens the learning process and allows you to achieve success in work.

I will give several types of exercises for the development of spelling vigilance, which I conduct in my Russian lessons.1. Read the proverb: Spring is red with flowers, and autumn with sheaves. Determine in which words the vowels should be checked or memorized. How to do it? Write the sentence and highlight the spelling. 2. I propose to make sentences on the plot picture on the topic "Footprints in the snow." For example: In winter, the forest is covered with snow. Traces of animals are visible in the snow: a hare, a wolf, a fox. Put stress marks, underline the vowels that need to be checked (remembered). 3. I often use visual-auditory dictations. On the board: Burrow in the forest under a pine tree. A fox lives in this hole with cubs. Fox is smart. Read the text. How to determine which vowels to check? Determine. Check. (I close the text, the children write it down from dictation. In the written text, the children highlight the spelling.) 4. How many vowels do you need to check in the words of the coast, cold. 5. I play various games. The game "Hide b in the middle of the word": day or day; stump-stumps. Prove why the unstressed vowel E was written in the words days and stumps. Explain why such letters were inserted. Game "Pick up the letters": Russian dogs are beautiful! Lsa went through the fluffy snow. Why are words pronounced the same but spelled differently? Climbing game. Two teams compete in who will get to the top faster: insert the missing letters: Zu sne sugro hand bere do moro winter le smooth le I often use the following types of work: - On the board I write two words with a voiced or voiceless consonant, two words with a checked unstressed vowel, two words with a double consonant. Please write down the words only with a double consonant. - When studying the topic “Unpronounceable consonants”, I suggest that children write five words from memory with an unpronounceable consonant and be sure to underline them. If a student, having written a word, misses an unpronounceable consonant, he will have nothing to emphasize. After the students have written 5 words from memory, I open the board with 10 words on the topic. Children write off those words that they do not have, emphasizing unpronounceable consonants. I use this exercise when studying any topic. - The game "Lights" develops spelling vigilance well. I write sentences on the board. I suggest that children "light" the lights under the studied spellings. First, we “light the lights” on the board with the help of red magnets, then the students write down the sentence and do the same work in their notebooks with the help of a red pencil. The spelling of each spelling is explained while working on the board. - Sometimes at work I use the dictation "Test yourself" (3-4 sentences). Students write down sentences under dictation, and those words in the spelling of which there are doubts are skipped. After the dictation, the children ask how to write this or that word, i.e. the writing of which they doubted. And only after that, the missing spellings are inserted. What is my help: I ​​offer to remember the rule, ask a question or explain. But only a benevolent environment gives the desired result. - Another type of dictation (but not control) with tapping. During the dictation, I tap on the table at the moment when I pronounce a word with any spelling. This tapping makes the student think and remember the spelling. All of the above techniques allow you to prevent errors, develop spelling vigilance, the skill of sound-letter analysis, and self-control. Thus, by including game exercises in my work, I activate the cognitive activity of students, instill interest in the subject, foster mutual assistance, a sense of collectivism, and camaraderie. I continue the work on the development of spelling vigilance that I started in the 1st grade until the end of the 4th grade, increasing it in volume and reducing it in time, because. children have already developed certain skills and abilities. Work on spelling vigilance in the lessons of the Russian language always brings a lot of trouble to the teacher. Children are often not very willing to complete the tasks of the teacher, do not remember the rule well, and do not show interest in the lesson. Therefore, in order to arouse interest among students, I use spelling exercises in poetry in the lessons. For example:
An unstressed vowel causes a lot of pain! How to write g (o, a) ra, tr (a, o) va and the words m (o, a) rya, d (e, i) la? So that there is no doubt, we put the sound under stress: Mountains, grasses, sea, business! Now let's write boldly.

Spelling ZHI-SHI: Skis, mice and snakes Tires, hedgehogs, siskins, ZhI yes SHI, ZhI yes SHI- With the letter And always write.
The soft sign is an indicator of softness. A soft sign, a soft sign - They will become "foams" of "hemp", You can't do without it! “corners” - “coals”, Without it, you can’t write “bathhouse” into a “jar” will turn. Thirty, twenty, ten, five. Here's what can happen, Instead of "six" we get "pole", If we forget Instead of "eat" we get "eats." Soft sign in the words to write. I am convinced that the use of such rhyming exercises in combination with textbook tasks contributes to a more successful mastering of the spelling skill by children.
Vocabulary work.
Within four years, younger students must learn a sufficient number of words in which there is an unverifiable spelling. It is especially difficult for students who have poorly developed visual memory to learn such words. Here are a few examples that help children better remember unchecked spellings. I post vocabulary words in a class dictionary, but spellings that are written larger and highlighted in red are covered with strips of paper. At each lesson I spend vocabulary work, using a variety of types of tasks. Here are some of them: 1. Recording words from dictation. I dictate words, students write them down, then check them in the dictionary, opening strips of paper. 2. Oral work with the help of signal cards on which the vowels a, o, i, e, i are written. I name words from the dictionary, the children raise a signal card with the correct spelling. 3. I propose to write out from the dictionary words with unverifiable unstressed vowels according to the options (1v - with the vowel a, 2v - with the vowel o). 4. Write out the words that answer the questions who? (what?). 5. Write out words that have two syllables (three syllables). 6. Write out words on the topic "Animals", "School supplies" and so on. 7. Selective dictation. I read the text, the children should write down the dictionary word that they met. 8. Answer questions. Who lives in the forest? Who keeps the classroom clean? What vegetables grow in the garden? Etc. 9. Finish the sentence. Chirping merrily. (sparrow0. Children ride. (skating). 10. Guess the riddle: Without arms, without legs, but he can draw. (frost) It is liquid, not water, white, not snow. (Milk) All students follow the suggestions with interest tasks. The guys love the game "Find an extra word" very much. For example, I offer students the following vocabulary dictation: Village, notebook, Saturday, Moscow, garden, pencil, black, forty. Children call "extra" words: 1. Moscow - since this word is capitalized; 2. Saturday - since this is a word for the spelling of a double consonant at the root of the word; 3. notebook - for the spelling of a double consonant at the root of the word; in this word there are more letters than sounds; 4. forty - answers to question who? The rest to the question what? (except the word black); 5. black - this word answers the question what? It is an adjective, the rest are nouns; 6. pencil - consists of four syllables, the rest of two or three. Children are very fond of this type of work.Here develops attention, ingenuity b, the ability to find distinguishing features, group words according to the types of orthograms. When working with dictionary words, I use an etymological dictionary, which will make memorizing the graphic appearance of a word not mechanical, but meaningful. The etymological dictionary contains information about the origin of the word, its original meaning, helps to clarify the historical composition of the word. Often, an appeal to the history of a word allows one to motivate its modern spelling. For example, the word raspberry - the sign of the berry fruit, consisting of small parts, was taken as the basis for the name. The word raspberry is derived from the word small - small. The word harvest is that which was born (grew, ripened) on earth. Historically, the prefix stands out in it - y. Harvest - a genus with a prefix - y. Such historical reference allows not only to better remember the spelling of the word, but also to expand the horizons of students. The use of various types of work on vocabulary words gives positive results. I give an important place in teaching spelling to work on mistakes, which is not only a means of fixing spelling, but also a means of preventing errors. Systematic and purposeful work on mistakes educates children in spelling vigilance, a responsible attitude to writing, and the desire to formulate their thoughts correctly. The purpose of such work is to explain spelling errors, to consolidate the skills of correct spelling of words, to give an orientation for students to work independently on mistakes. Of no small importance for the organization of work on errors is their correction. I start working on spelling errors by reproducing students' knowledge of certain spelling rules, for which they made mistakes. First, I give examples of explaining mistakes, reinforce spelling skills, and also prepare students for independent work on mistakes. I suggest that the children get their own individual dictionaries "My Mistakes", where the children write down the words in which mistakes were made. To organize independent work, homework on mistakes, I offer a memo that every student has. It will tell you which rule the error was made in, and in which a sample is given, how to correct the error correctly. Thus, by the end of the fourth year of study, most of the students learn the main types of spelling and skillfully apply the necessary rules when writing. So, I am working on the development of spelling vigilance throughout the course of elementary school. Systematic work on the word contributes to the development of mental activity of students - it teaches them to perform a number of mental operations: observation, comparison, comparison, establishing similarities and differences. And this, in turn, leads to the effectiveness of the assimilation of spelling norms, instills interest and desire to solve spelling problems, develops the spelling vigilance of students.