JUNIOR SCHOOL CHILDREN
13.00.02 theory and methods of training and education
Ryazan 2006 2
The work was carried out at the Department of Modern Russian Language of the state educational institution of higher professional education “Ryazan State University named after. S.A. Yesenin"
Scientific director: Doctor of Pedagogical Sciences, Professor Elena Viktorovna ARKHIPOVA
Official opponents: Doctor of Pedagogical Sciences, Professor Olga Vadimovna SOSNOVSKAYA, Candidate of Pedagogical Sciences, Associate Professor Elena Petrovna KOLYKHALOVA
Leading organization Moscow State Regional University
The defense will take place “_” _ 2006 at a meeting of the dissertation council K 212.212.01. for the award of the scientific degree of Candidate of Pedagogical Sciences at the Ryazan State University named after. S.A. Yesenin at the address: 390000, Ryazan, st. Svobody, 46, room. 46.
The dissertation can be found in the library of the Russian State University. S.A. Yesenina.
Scientific secretary of the dissertation council T.I. Mishina
GENERAL DESCRIPTION OF WORK
The problem of introducing the younger generation to the spiritual values of the people is recognized today by the educational community as one of the most important tasks of the school. At the same time, the main means of transmitting culture is the native language, representing a national value. Its comprehension as the cultural code of the nation, a repository of folk wisdom, becomes one of the goals of language education in general and primary education in particular. The main documents defining the content of the Russian language course in primary school note that primary schoolchildren must not only master a system of knowledge about the language and master spelling skills, but also develop the linguistic intuition given to them by nature, and be imbued with a sense of involvement in preserving the purity of their native language1.
Focus on universal human values in the language education of schoolchildren has deep, long-standing traditions in domestic methodology:
issues of teaching the native language in conjunction with awakening interest in it have always been the subject of close attention of scientific methodologists as in the past (F.I. Buslaev, K.D. Ushinsky, I.I. Sreznevsky, N.S. Rozhdestvensky, M.T. Baranov , L.P. Fedorenko, etc.), and in the present (M.R. Lvov, T.G. Ramzaeva, A.D. Deykina, T.K. Donskaya, L.A. Khodyakova, O.V. Sosnovskaya and others). Today, when disregard for the norms of the language and the clogging of speech with stylistically reduced vocabulary is becoming a dangerous trend, the task of preserving the purity of Russian speech and comprehending the language as a value already in elementary school takes on special importance.
As practice shows, the interest of a six- to seven-year-old child in acquiring knowledge and mastering literacy, with which he comes to school, subsequently decreases. And one of the reasons is the nature of teaching Russian in primary school. The grammatical analysis, text analysis, and oversaturation of content with abstract concepts that sometimes predominate in teaching (even in the first grade) can destroy the student’s linguistic flair, the student’s natural sensitivity to the expressiveness of speech, and his desire for linguistic creativity.
We see a way out of this situation in the development of such a methodological system, which, being aimed at the formation of emotional and value ideas and concepts about language in the process of mastering it at various levels of cognition - rational, emotional, sensory, ensures the development of language See: Federal component of the state standard of general education. Elementary education. Russian language // Collection of normative documents. – M.: Bustard, 2004. – P. 20.
students' abilities, contributes to the formation of their linguistic and communicative competencies. A value-based attitude towards language presupposes the formation in students of value ideas and concepts about it, which, according to the provisions of cognitive linguistics, are in their totality forms of expression of the linguistic picture of the world1.
Thus, the existing need for the formation of value ideas and concepts about language already in elementary school in the process of speech development of students, on the one hand, and the insufficient development of this issue in methodology and in school practice, on the other, determine the relevance of the research topic.
In the methodological science of the 21st century, there has been great interest in the study of value relations and value orientations in the process of teaching various subjects. A number of dissertation works were carried out in line with value-oriented teaching in basic school disciplines (V.V. Nikolina, Yu.S. Andryushova, K.V. Derozhinskaya, I.Yu. Azizova, O.M. Khlytina), and in particular, Russian language in secondary school (O.I. Lipina). The speech development of students in Russian language lessons in the value-integration aspect was studied in the doctoral dissertation of E.P. Suvorova. The methodological dissertation research of G.N. is devoted to the formation of value ideas in the process of teaching students of technical universities. Pogorelova. The pedagogical conditions for instilling a value attitude towards the Motherland among younger schoolchildren were studied in the dissertation of L.Yu. Savinova.
A large group of methodological dissertations is devoted to the issues of forming ideas among junior schoolchildren in the process of teaching various subjects (Yu.A. Volkova, O.A. Lyzhina, E.D. Trofimova, N.V. Shilina, E.P. Kabkova, etc. ). Meanwhile, the methodological problem of the formation of value ideas and concepts about language in the process of speech development of primary schoolchildren has not been considered by anyone at the dissertation level.
The analysis of dissertation research confirmed the legitimacy of the choice of topic as insufficiently studied in theoretical and experimental terms.
The object of the study was the process of speech development of primary schoolchildren within the framework of value-oriented teaching of the Russian language. Subject of study- content and methods of formation See: Kubryakova E.S. and others. A brief dictionary of cognitive terms. - M.: Moscow State University Publishing House, 1996. - 245 p.
value ideas and concepts about language among younger schoolchildren during Russian language lessons.
The purpose of the study is to develop a scientifically substantiated and experimentally tested methodology for the development of speech of primary school students, aimed at developing their ideas and concepts about the value of their native language in unity with the development of language ability, the formation of linguistic and communicative competencies.
The hypothesis of the study was the following methodological assumption: if a methodological system is implemented in Russian language lessons, which a) is based on value-based, personality-oriented and cognitive approaches to education, b) is based on the patterns of mastering native speech and in accordance with the principles of speech development of students, in ) includes specially selected didactic material and a gradual system of exercises, this will ensure the effective development of all components of the language ability of primary schoolchildren in unity with the formation of their ideas and concepts about language and its value.
The problem, object, subject and purpose of the study determined the formulation of the following tasks:
1) identify the theoretical foundations for the formation of value ideas and concepts about language among primary schoolchildren in the context of modern methodology, linguistics, psycholinguistics, cognitive linguistics, pedagogy and developmental psychology;
2) analyze current programs and educational methodological complexes in the Russian language for primary schools from the point of view of their potential in revealing the basic functions of the language;
3) determine the specifics of the content of the Russian language course in primary school in the aspect of value-oriented teaching and identify optimal methods and techniques for the formation of value ideas and concepts about language among younger schoolchildren;
4) formulate criteria for selecting language didactic material and structure vocabulary and texts in such a way that, reflecting the experience of students’ sensory knowledge of the world, the experience of an emotional attitude to reality, they contain the value concepts of language, Russian language, native speech and ensure the formation of students’ ideas about the functions language and the concept of language as a value;
5) develop a program for the development of speech for students in grades 1–4 and a gradual system of exercises aimed at developing the language ability of younger schoolchildren in conjunction with the formation of their value ideas and concepts about language;
6) develop a system of linguistic diagnostics to assess the development of students’ speech and the level of their knowledge of language as a value;
7) experimentally prove the effectiveness of the proposed training system, statistically present the results obtained and methodically interpret them.
When developing the content and methods of teaching the Russian language to junior schoolchildren in the value aspect, we are guided by the thought expressed by A.D. Deikina about the importance of the section “General information about language”, which equally applies to the entire Russian language course: “The content of this section consists not only of specific knowledge, but also ideas, feelings, understanding of the place of the Russian language in the system of values”1 . The formation of ideas about the value of language is a necessary condition for the formation of the value concept (concept) of language.
The choice of research methods is determined by the nature of the problems being solved. They include: analysis of fundamental methodological, linguistic, psychological, pedagogical literature, dissertation materials and articles on the chosen topic; observation of the process of speech development of primary schoolchildren in Russian language lessons and taking into account the author’s personal experience as a primary school teacher; questionnaire survey, testing of students; pedagogical experiment;
statistical analysis of the results obtained and their methodological interpretation.
The methodological basis of the research is: the theory of the linguistic picture of the world and the linguistic personality (Yu.N. Karaulov), the starting points of cognitive linguistics about the connection between language and perception, the structure of the lexical meaning of a word and the linguistic picture of the world, the role of knowledge, ideas and concepts (concepts) in the structure of the linguistic picture of the world and language ability (V.I. Karasik, V.V. Krasnykh, E.S. Kubryakova, V.I. Maslova, G.G. Slyshkin, G.A. Shusharina, etc.);
scientific interpretation of the concept of value (S.F. Anisimov, O.G. Drobnitsky, D.A. Leontiev, A.V. Petrovsky, V.P. Tugarinov, Ya.G. Yaroshevsky, etc.);
theory of speech activity (L.S. Vygotsky, N.I. Zhinkin, A.A. Leontiev, A.N. Leontiev, S.L. Rubinstein); theory of developmental learning (G.Ya. Galperin, V.V. Davydov, L.V. Zankov, D.B. Elkonin);
the provisions of psycholinguistics on the formation of speech in ontogenesis (N.I. Zhinkin, T.N. Ushakova, A.M. Shakhnarovich); communicative activity, value-based, personality-oriented, cognitive Deikina A.D. Russian language in the system of value perceptions of teacher and student // Modern problems of philological education: Interuniversity. Sat. scientific works Vol. 2. - Moscow–Yaroslavl: MPGU-REMDER, 2002. – P. 26.
approaches to the process of teaching schoolchildren their native language (E.S. Antonova, M.T. Baranov, T.M. Voiteleva, A.D. Deikina, N.I. Demidova, T.K. Donskaya, T.M. Zybina, V. I. Kapinos, T. A. Ladyzhenskaya, M. R. Lvov, E. N. Puzankova, T. G. Ramzaeva, R. B. Sabatkoev, O. V. Sosnovskaya, E. P. Suvorova, G. A. Fomicheva, L.A. Khodyakova, T.I. Chizhova, etc.).
The linguistic and methodological basis of the study was the theory of patterns of native speech acquisition (L.P. Fedorenko) and the theory of the principles of speech development (E.V. Arkhipova, M.R. Lvov).
The work was carried out within the framework of the direction in the methodology that explores the problems of forming a linguistic picture of the world of students, developing their language ability in Russian language lessons, based on data from cognitive linguistics within the framework of value-based and cognitive approaches to learning. To form a value-based attitude towards a language, it is necessary at the initial stage of learning to first of all form value ideas about it, which in turn, in the process of working on vocabulary and texts expressing the concept language, will contribute to the awareness of language as a value and the formation of a value-based concept about it in students .
The research was carried out in stages over three years (2003–2006) and proceeded in two directions - along the line of theoretical justification and construction of a methodological system aimed at developing value ideas and concepts about language among primary schoolchildren, as well as along the line of identifying effective ways of its implementation in practice.
The first stage (2003–2004) - study of the theoretical foundations of the formation of value ideas and concepts about language among primary schoolchildren in linguistic, methodological, psychological and pedagogical literature; analysis of methodological aspects of the research problem and its reflection in programs and textbooks; observation of the pedagogical process in Russian language lessons in primary school; development of linguistic diagnostic tools; ascertaining experiment.
The second stage (2003–2005) - development of an integral methodological system and its main components (content, principles and methods of teaching, means and forms of their implementation); conducting a formative experiment, processing the results obtained.
The third stage (2006) - analysis of the results of the pedagogical experiment, their statistical processing and methodological interpretation, generalization and systematization of the obtained theoretical and experimental results, formulation of conclusions.
Scientific novelty research results:
A methodological system for the development of speech of primary schoolchildren has been developed, aimed at the formation of value ideas and concepts about language through the disclosure of its main functions (emotive, cognitive, communicative, etc.) at the rational level, the level of sensory perception and the emotional level, namely:
In accordance with methodological principles, criteria for the selection of didactic material are formulated for the formation of value ideas and concepts about language among primary schoolchildren in the process of their speech development;
A lexical minimum has been determined to enrich the vocabulary of primary school students and a text library that express the value of the concept of language and form students’ understanding of the functions of language;
A graduated system of exercises has been developed to ensure the formation of a value-based attitude towards the native language among primary school students in unity with the development of their language ability.
Theoretical significance. Research results expand the theoretical ideas of methodological science about value-based and cognitive approaches to teaching primary schoolchildren their native language - both in the content and in the procedural part. Value representation as a category of psychology, psycholinguistics and cognitive linguistics is conceptualized in a methodological aspect - as the basis for the formation of the concept of language and a condition for developing a value-based attitude towards the native language, as one of the forms of expressing the linguistic picture of the world in the minds of students. The need to rely on linguistic, psychological, pedagogical and methodological foundations in the formation of value ideas and concepts about language among primary school students has been demonstrated. Based on new facts, the theory of the principles of speech development was confirmed (the developmental nature of the principle of gradualism, the cognitive principle, the nurturing potential of the sociocultural principle of teaching the native language). The criteria for selecting didactic material for value-oriented teaching are substantiated: vocabulary (ideographic, paradigmatic, frequency, gradual), texts (conceptual, didactic, sensitive, cognitive). The optimal means of linguistic diagnostics of speech development of primary school students at different stages of education have been determined.
Practical significance . The results of the study can be used to improve programs on the Russian language and the development of speech of primary schoolchildren, namely: 1) in the preparation of curricula, manuals and textbooks on the Russian language for primary schools, as well as secondary and higher pedagogical educational institutions; 2) when developing elective courses on methods of teaching the Russian language. Of practical importance, in particular, are:
A scientifically substantiated and experimentally tested methodological system for the speech development of primary schoolchildren, aimed at the formation of value ideas and concepts about language in unity with the development of students’ language ability;
A gradual system of exercises that ensure the formation of value ideas about the functions of language and the value concept (concept) language in unity with the development of linguistic, linguistic and communicative competencies of students at the initial stage of school teaching of the Russian language;
A program for the development of speech for students in grades 1-4 within the framework of value- and personality-oriented, communicative activity-based teaching of their native language, providing students with an expanded understanding of language as a value and contributing to the formation of a value-based concept of language;
A set of linguistic diagnostic tools to assess the success of learning and to determine the level of speech development of students;
Didactic support of the developed methodological system, which reflects the value value of the concept of language (lexical minimum and text library).
The reliability of the research results is ensured by relying on the achievements of modern linguistics, psychology, pedagogy and methods of teaching the Russian language; using methods adequate to the goals and objectives of the study; the representative nature of the pedagogical experiment, the use of standard methods for processing statistical data; positive results of the experiment and their confirmation in school practice.
Submitted for defense the following provisions:
1. The formation of value ideas and concepts about language in younger schoolchildren is possible in the course of specially organized work in Russian language lessons when they understand its main functions (communicative, emotive, cognitive, etc.).
2. The methodological system for speech development, which ensures the formation of value ideas and concepts about language through the assimilation of its basic functions, consists of interrelated elements (content, means and forms of teaching), specially developed taking into account the patterns and principles of speech development. It provides language acquisition in the value aspect at various levels of cognition:
at the rational level (when reading, analyzing texts about language and speech, its richness, expressiveness, etc.);
At the level of sensory perception (through the assimilation of vocabulary and texts reflecting visual, sound, olfactory, etc.
Feel);
At the emotional level (through the perception of emotionally expressive vocabulary and texts, as well as in the process of generating one’s own statements about the language and the world around us).
3. The effectiveness of the proposed methodology for the formation of value ideas and concepts about language among students in grades 1–4 is ensured by the use of specially developed content, means and forms of teaching (programs for speech development, thematic and lesson planning, a lexical minimum, a text library, a graduated system of exercises, a set of illustrative materials, linguistic diagnostics and control tools).
at the international scientific and practical conference (SSPU, 2004), all-Russian scientific and scientific and practical conferences (MPGU, 2004; Leningrad State Pedagogical University, 2004), interuniversity scientific and methodological conference (RGPU, 2004), at the Second Pokrovsky educational readings (RGPU, 2004), at the Herzen Readings (RGPU, 2006), at meetings of the Department of Modern Russian Language of the Ryazan State University named after S.A. Yesenina. The main content and specific results of the study are reflected in eight publications on the research topic.
BASIC THE CONTENT OF THE WORK
The dissertation consists of an introduction, three chapters, a conclusion, a list of references and an appendix. In the introduction the choice of topic and its relevance are justified, the subject and object of scientific research are determined, a hypothesis is put forward, the goal is formulated and tasks research.In the first chapter“Theoretical foundations for the formation of value ideas about language in the process of speech development of primary schoolchildren” examines and summarizes data from linguistic, psycholinguistic, psychological-pedagogical, and methodological literature on the research problem. The purpose of this chapter is to determine the theoretical foundations for the formation of value ideas and concepts about language in the process of speech development of primary schoolchildren. In accordance with this goal, the provisions of cognitive linguistics on the connection between language and perception, the relationship between the concepts concept and representation are presented and analyzed (V.I. Karasik, V.V. Krasnykh, E.S. Kubryakova, V.I. Maslova, G.G. Slyshkin, etc.); scientific interpretation of the concepts of value, value attitude, value orientations and ideas (S.F. Anisimov, O.G. Drobnitsy, D.A. Leontyev, V.P. Tugarinov); the psychological characteristics of younger schoolchildren and the patterns of speech acquisition in ontogenesis are revealed (N.I. Zhinkin, T.N. Ushakova); methodological theory of principles of teaching the native language (L.P. Fedorenko) and theory of principles of speech development (E.V. Arkhipova, M.R. Lvov).
Solving the research problems required consideration of the concepts of value, value relations, value orientations and value ideas in their comparison in order to find out which is most conducive to solving the set methodological problems. As a result of the analysis and clarification of the relationship between these concepts, we came to the conclusion that the term “value ideas and concepts” better meets the needs of methodological science, since the linguistic picture of the world, as a form of a holistic idea of the world1, is defined as a set of ideas about the world, recorded in the minds of native speakers in the form of their own ideas, knowledge and value concepts (V.V. Krasnykh, E.S. Kubryakova, V.A. Maslova, etc.). In addition, linguistic ability is interpreted in cognitive linguistics through the concept of “representation”: “a speaking person, considered precisely as a linguistic personality, is a bearer of knowledge and ideas”2. Thus, the formation of value ideas about language, on the basis of which value concepts of language/speech are formed, will ultimately contribute to the development of students’ linguistic picture of the world and their language ability, the formation of linguistic and communicative competencies of younger schoolchildren.
In linguistics, representation is a component of the lexical meaning of a word: “The lexical meaning of a word is the content of the word, reflecting in the mind and consolidating in it the idea of an object [emphasized by us - T.K.], property, process, phenomenon...”3.
Shusharina G.A. The linguistic picture of the world as a form of a holistic idea of the world // Humanities: scientific-theoretical and logical-methodological aspects. - Komsomolsk-on-Amur, 2002. - P. 186-189.
Krasnykh V.V. “Ours” among “strangers”: myth or reality? - M.: ITDGK "Gnosis", 2003. - P. 52.
Linguistic encyclopedic dictionary / Ch. ed. V.N. Yartseva. – M.: Soviet Encyclopedia, 1990. – P. 261.
This aspect has become the subject of special study in cognitive linguistics:
“In the lexical meaning of a sign, the following macrocomponents are distinguished: 1) a denotative component, the basis of which is the concept; 2) connotative component (characteristics of communication conditions and the speaker’s attitude to the act of communication); the connotation of a word is made up of emotional, evaluative, expressive, stylistic, honorific components; 3) empirical component (sensory image, generalized idea of an object) [emphasis added by us - T.K.]"1.
It is important for the methodology that, in line with cognitive linguistics, ideas, knowledge and concepts are considered as components of the linguistic picture of the world and language ability, and in turn, the development of language ability when teaching the Russian language in modern methodological science is one of the most important tasks2.
Thus, when solving methodological problems of developing students’ linguistic ability and forming their linguistic picture of the world, it is necessary to provide methodological conditions for the formation in younger schoolchildren of ideas about the fragment of reality being studied - about language and its functions, which in turn ensures the assimilation of the value concept of language. Developing language ability and forming a linguistic picture of the world in the child’s mind, it is necessary to form ideas about the value of language and its functions and, as ideas deepen and knowledge accumulates, purposefully form a value-based concept (concept) of language in the minds of younger schoolchildren.
Data from cognitive psychology and cognitive linguistics indicate that a person’s perception leaves a significant imprint on his consciousness, psyche and language. In the process of sensory cognition of reality, generalized ideas about the world begin to form, which are the basis for their linguistic designation. At the same time, the transformation of sensations into meaningful images occurs thanks to language: it is this language that opens up the area of consciousness before a person (N.I. Zhinkin).
Sternin I.A. Problems of analyzing the structure of word meaning. – Voronezh, 1979. – pp. 144–145.
2 See: Puzankova E.N. Development of language ability when teaching the Russian language in secondary school: Author's abstract. Dis.... Doctor of Ped.. Sciences. - M., 1997. - 41 p.
3 Shusharina G.A. The linguistic picture of the world as a form of a holistic idea of the world // Humanities: scientific-theoretical and logical-methodological aspects. - Komsomolsk-on-Amur, 2002. - pp. 186-189.
The importance of forming value ideas about language in the process of mastering the value concept of language by younger schoolchildren is determined, in particular, by psychological reasons: ideas are the main component of the psyche of children entering school, and visual-figurative thinking is predominant at this age. Representations in the process of cognition act as a sensory support in the formation of concepts (V.V. Davydov), and can also be elements of theoretical thinking (N.I. Rumyantseva, A.A. Leontiev). Domestic psycholinguists note that all mental processes in a child: perception, attention, memory, imagination, mental operations - develop through speech. For its formation, it is necessary to develop all the processes accompanying it, including ideas (memory of perceptions). Thus, when solving the problems of speech development of primary schoolchildren, it is necessary to take into account the essential role of ideas and emotions as natural means for consolidating linguistic signals in memory, for the formation of figurative speech.
The first words that a child learns are directly related to his sensory perception of reality. The name of an object learned by a child often contains sound, motor and other sensations. Gradually, the child masters abstract vocabulary, relying on the mental formations and language experience already existing in the consciousness. At school, the student acquires knowledge about language and speech, which is secondary to knowledge based on sensory experience. That is why it is important to organize rational knowledge of language on the basis of the child’s previous sensory experience.
The language reflects not only objective reality, but also the peculiarities of the national worldview, the spiritual values of the people, which are most succinctly, accurately and expressively concentrated in the texts. It is the text that becomes the main didactic unit in value-oriented teaching of the Russian language to schoolchildren (N.V. Sofronova, O.I. Lipina).
Since ideas about language, being secondary in relation to sensory images, are acquired in the learning process, and the formation of the value concept of language is possible only through the study of texts, then solving the problem of forming value ideas and concepts about language involves, first of all, a methodological rethinking of the content and didactic teaching aids. In this regard, our research was carried out in two interrelated directions. The first was to create conditions conducive to the awareness of language as a value on a rational level through reading, analysis of texts about the richness of the language, its expressiveness, etc.
One of these conditions was updating the content of learning through specially selected vocabulary, texts about language and speech, materials about the history of words, etc. The second direction involved students understanding the language system at the level of sensory perception and emotions. This became possible due to the fact that during the learning process, schoolchildren’s attention was focused not only on the communicative function of speech, but also on language as a means of understanding the world (its cognitive function), on the function of expressing emotions and will (emotive and pragmatic functions).
At the same time, the system for the formation of value ideas and concepts about language, like any other methodological system, was built by us in accordance with the general methodological principles of teaching the Russian language and the specific methodological principles of speech development, since they reflect objectively existing patterns of speech acquisition. The following principles of modern linguistic methods were chosen as fundamental: communicative, cognitive, sociocultural.
In the second chapter“Value ideas and concepts about language as a component of the content of teaching the Russian language in a modern primary school” provides a comparative analysis of textbooks and programs for primary schools, and also describes the results of an ascertaining experiment conducted to identify the level of development of students’ emotional and value-based attitude towards the Russian language and their speech development.
Given in the first paragraph “Analysis of programs and educational and methodological complexes in the Russian language for primary schools”
data show that traditional (T.G. Ramzaeva) and developmental (A.V. Polyakova, V.V. Repkin) programs contain a system of work aimed primarily at implementing the communicative function of language, while other equally important its functions are somewhat aside. This picture, which has developed at the moment in methodology and school practice, cannot be considered satisfactory. In the process of teaching the Russian language to primary schoolchildren, special attention must be paid to the rich possibilities of language and speech in understanding the world, in expressing emotions, desires, and on creating conditions for the emergence of an aesthetic feeling for the native language.
When analyzing textbooks, their didactic capabilities were monitored, allowing them to form value ideas and concepts about language among primary schoolchildren. At the same time, attention was paid primarily to texts and vocabulary. They were considered from the point of view of their influence on the acquisition of language as a value at different levels:
1) rational, which is implemented in such types of work as reading, analysis of texts about language and speech, their richness and expressiveness; 2) the level of sensory perception reflected in language (visual, auditory, olfactory and other sensations); 3) emotional, which involves attention to vocabulary in which evaluation is a component of the lexical meaning of the word (joy, anger, admiration, etc.), as well as to emotionally expressive vocabulary.
The results of the analysis of textbooks that provide the implementation of basic Russian language programs for primary schools are presented in Table 1, where the relative number of educational exercises is expressed as a percentage, which, according to our estimates, can be correlated with the identified levels of formation of value ideas and concepts about the language.
on the formation of value ideas and concepts about language Textbooks Levels of formation (authors) V.V. Repkin From Table 1 it follows that texts about language and speech that influence students’ awareness of language as a value at a rational level of assimilation (through their reading and analysis) are clearly not sufficiently represented in all textbooks. At the same time, texts containing vocabulary reflecting the sensory perception of the world (color, smell, sound, taste, etc.) and the experience of an emotional and value-based attitude towards it are found quite often in all textbooks. This occurs through the use of excerpts from works of fiction. They are most widely found in the textbooks of A.V. Polyakova. However, the tasks for the exercises do not focus on this vocabulary, which does not sufficiently contribute to its acquisition.
In the process of analyzing textbooks, the question of the optimal balance between receptive, reproductive and productive teaching methods was also explored. For this purpose, textbooks of developmental systems and traditional education for grade 1 by A.V. were reviewed. Polyakova, V.V. Repkina and E.V. Vostorgovoy; T.G. Ramzaeva.
The results of the analysis are presented in Table 2.
Correlation of teaching methods in textbooks on the Russian language Textbooks (authors) Repkin V.V., Analysis of textbooks as a whole showed that the predominant methods in all textbooks are reproductive. The use of productive methods is insufficient.
From Table 2 it follows that receptive methods are most widely represented in the textbook by T.G. Ramzaeva. This conclusion was made based on its colorful design. The textbook by V.V. also compares favorably with the bright colors of its illustrations. Repkina, E.V. Vostorgovoy. In the book by A.V. Polyakova's drawings poorly stimulate students' visual-figurative thinking, since they are small and inexpressive. At the same time, this textbook contains rich material from folk pedagogy (proverbs, sayings, riddles, tongue twisters), works of classics of literary expression, reflecting the linguistic picture of the world of the Russian people; There are tasks that draw children's attention to figurative language. In the textbook T.G. Ramzaeva also has many literary texts, and in the book by V.V. Repkin and E.A. Vostorgovaya, on the contrary, their number is small (mostly texts by nameless authors are used).
Based on the results of the analysis, it can be noted that in all textbooks there is a significant number of exercises using receptive methods, thanks to the inclusion of illustrations and tasks when students read literary texts and learn poems by heart. At the same time, the system of work aimed at mastering vocabulary that reflects the child’s sensory experience (colors, sounds, smells) is clearly insufficiently represented.
This cannot contribute to the activation of the vocabulary of a 6-7 year old child, which includes not only knowledge about the world, but also sensations and impressions. In our opinion, the exercises presented in the listed textbooks do not fully provide the optimal balance between different teaching methods. Preference is given mainly to the reproductive method of teaching, which creates an imbalance between the development of logical and imaginative thinking, ultimately preventing the disclosure of students’ creative individuality and personal qualities.
The second paragraph, “Initial provisions of experimental training and analysis of data from the ascertaining experiment,” describes the ascertaining experiment conducted on the basis of schools No. 7, 67, NOU “Christian School” in Ryazan. 194 first grade students took part in the experiment.
The purpose of the experiment is to identify the degree of formation of value ideas about language among children entering school, as well as the level of their speech development. Analysis of the results of the survey led to the conclusion that six-seven-year-old students generally know all the letters of the alphabet, can read, type and write letters, words and even sentences in accordance with calligraphy standards. These skills are formed thanks to classes conducted in kindergarten, school of the future first-grader, in the family; they are of a practical (not always conscious) nature. First-graders are not given the opportunity to independently understand the role of language in human life: this is possible precisely at school, during Russian language lessons, and only if a special speech environment is created in which the acquisition of language as a value will become personally significant for the student.In the course of the formation of value ideas and concepts about language, qualitative changes should occur in the child’s speech, so it seemed important to us to assess the level of speech development of first-graders. For this purpose, testing of students was carried out, which made it possible to determine the state of their speech at various levels:
1) phonetically (the ability to distinguish sounds by ear and pronounce them correctly was revealed); 2) at the lexical level (tests were compiled thematically related to the students’ personal experience);
3) on grammar and text - using the method of analyzing the matrix of student text. The test results allowed us to conclude that the state of the phonetic level of speech of children entering first grade is generally satisfactory. At the lexical level, an average level of speech development was found in 73% of students, a low level - in 27%, and a high level was not found in anyone. This situation confirms the thesis of N.I. Zhinkin about the undeveloped lexical system of a child entering school and the need to work to expand his vocabulary. Testing also showed that the grammatical component of the language was developed at a high age level in 7% of schoolchildren, at an average level - in 58%, and at a low age level - in 25%. The text indicator was formed at a high level for a given age by 25% of schoolchildren, at an average level by 58%, and at a low level by 17%.
In general, 20% of first-graders have a high level of development of the lexico-grammatical structure of speech, 45% have an average level, and 35% have a low level.
in experimental and control classes (based on the results of the ascertaining experiment) Summary data of the ascertaining experiment in the control and experimental groups of students are given in Table 3, which presents the success rates (Ku) as the ratio of the group average result obtained during testing to the maximum possible.
According to the results of the ascertaining experiment (Table 3), a low level of development of the lexical component of speech was noted in both control and experimental classes (Ku below 0.5). This indicates the need for targeted lexical-semantic and lexico-grammatical work, within the framework of which it is necessary to use didactic material containing value concepts. It is also important to enrich students’ vocabulary with vocabulary that reflects the experience of sensory perception of the world and emotional and value-based attitude towards it. The system of exercises should include tasks aimed at mastering the syntagmatic and paradigmatic connections of a word.
In the third chapter“Methodology for the formation of value ideas and concepts about language in the process of speech development of primary schoolchildren” describes the initial provisions of the experimental methodology, presents a system of exercises for the formation of an emotional-value attitude towards the native language with the corresponding didactic support (lexical minimum and text library). The chapter reveals the content of the training experiment, during which the effectiveness of the developed methodological system was investigated, and its results are described.
The first paragraph, “The system of exercises that implement the formation of value ideas and concepts about language in the process of speech development of primary schoolchildren,” presents the classification and gradation of exercises for the speech development of students according to four methodological levels.
The main didactic units of teaching in the methodological system we have developed are the word and the text. The content of the training includes vocabulary that reflects the child’s experience of sensory knowledge of the world - his auditory, visual, olfactory, etc.
sensations and ideas. It is these that we actualize by working on words and text, consolidating these images-representations with the help of language, i.e. forming elementary concepts about language as a value. In this case, emotionally expressive vocabulary and vocabulary are used in which evaluation is a component of the lexical meaning of the word (joy, anger, admiration, etc.).
We chose the following criteria for selecting vocabulary:
1) ideographic (thematic) criterion, when thematically organized vocabulary is selected; 2) paradigmatic criterion, which involves the selection of words with a wide range of semantic connections (synonymy, antonymy, etc.); 3) frequency – as a requirement for introducing actively used vocabulary into the course content; 4) a gradual criterion, when each new word is introduced and studied with a gradual expansion of its meanings, with a gradual deepening of the concept. The lexical minimum, in particular, includes words such as language, native language, Russian, speech, oral speech, written speech, etc., which in the learning process must be mastered at the level of concepts (but not terms). At the same time, the vocabulary, selected according to the specified criteria, also included the words sound, sounds of nature (living and inanimate), sounds of music, sounds of speech, etc., reflecting sensory and emotional knowledge of the world in the form of ideas.
The following criteria were defined for the selection of texts:
conceptual (the text contains concepts that reflect the values of the Russian people: homeland, native language, family, parents, native nature, etc.); didactic (the text contains teaching and educational potential and contains the linguistic facts and phenomena necessary for learning); sensitive (correspondence of the content of the text and its linguistic design to the age of the student); cognitive (the text fulfills its educational function and meets the cognitive needs of students).
Analysis of existing classifications of speech exercises allowed us to conclude that in order to achieve the goals and objectives of forming value ideas and concepts about language in the process of speech development of primary schoolchildren, a special gradual system of exercises is necessary with a gradual increase in the volume of communicated knowledge, complication of their nature and forms of presentation depending on the level learning, on the degree of development of students’ communicative abilities. When constructing the required system of exercises, we relied on the levels of methodological gradation of exercises identified by E.V. Arkhipova in accordance with the principles of speech development, and in particular the principle of gradualism: a) according to those tasks that are solved when studying words and texts at this stage; b) by increasing the degree of complexity of tasks, didactic material and their volume;
c) on methods and techniques for presenting educational material. It was assumed that within each level, exercises are also arranged in a certain sequence, depending on their types and types.
In the process of research, we developed a four-level system of exercises. The first methodological level, or receptive, implies the assimilation of language units in the unity of meaning and form.
In particular, in connection with the study of program material based on existing textbooks, it assumes the acquisition of knowledge about language, speech, sound, letters, words, sentences, text, etc., as well as the enrichment of children’s vocabulary with vocabulary related to their experience of sensory and emotional cognition peace.
predominantly receptive and receptive-reproductive types of educational activities, for example, listening to speech (texts of works of art), music, sounds of nature, looking at illustrations, etc., memorizing; working with dictionary entries;
exercises to enrich the vocabulary of junior schoolchildren with vocabulary reflecting the experience of sensory and emotional knowledge of the world;
tasks aimed at mastering concepts of language and speech. Thus, relying on emotional ideas about the babbling stream that is discussed in class while working on the text, the child is able to understand how speech can babble and flow. Based on the formed ideas and concepts, students can then create their own statements.
In order to carry out vocabulary and spelling work within the framework of exercises of the first methodological level, we have compiled (primarily based on the principle of frequency) a special spelling dictionary.
Exercises of the second methodological level are inherently reproductive or reproductive-productive. They contribute to the introduction of learned words into the active vocabulary of younger schoolchildren and the enrichment of the grammatical structure of speech. Vocabulary work presupposes an in-depth study of a word in its lexical connections and relationships, mastering its paradigmatics and syntagmatics. Exercises with text at this methodological level involve its analysis: determining the topic, main idea, titling the text, dividing it into parts, drawing up a simple plan. The topics of texts at this level are aimed at students understanding the role and functions of language in the life of society and individuals.
The third methodological level, or productive, allows students to realize the unity of meaning, form and function of the studied units in speech - mainly when perceiving texts, when carrying out cultural speech work. In particular, it involves work on restoring deformed text (inserting prepositions, words according to meaning, “assembling” text from sentences), modeling the text (based on a given beginning, end), and stylizing the text. Here is an example of tasks at this level.
Exercise. Read the text.
The spring sun has warmed up. The snow began to melt in the forest clearing.
A cheerful stream ran from a hillock along a hollow, filled a large, deep puddle to the brim, overflowed and ran further into the forest.
1. What is this text about? Determine the topic and main idea. Title it.
2. Imagine a spring stream. What sounds does it make? /Burbling, 3. What can you call a cheerful stream? /Burring, ringing, ringing/.
4. Describe the stream itself so that you can imagine its murmur, its cheerful character.
5. What else can babble and flow like a stream? (Remember expressions from poems and tales you know). /Speech flows and murmurs; ...like a river is babbling; the murmur of an old woman's tale/.
Analysis of texts about the national Russian language, its beauty and richness in comparison with foreign languages ensures students mastery of the value concept of their native language.
Finally, the fourth methodological level is the level of creative exercises, when, based on the acquired ideas, knowledge and skills, students create their own statements, both in written and oral form, and demonstrate their creative abilities. This level is realized in the composition of tongue twisters, riddles, poems, fairy tales, stories, in the creation of texts both on a given topic (for example, “My favorite smell”, “How to live without speech?”, etc.) and on a free one, it involves writing diary entries, etc.
The second paragraph, “Checking the effectiveness of the developed training system (formative and final experiment),” describes the results of the training experiment and presents a comparative analysis of the data from the ascertaining and final sections. The final experiment was carried out at the end of the third year of study (in third grade). It included two stages: identifying value ideas and concepts about language based on specially designed tests and assessing the level of speech development by analyzing essays using a text matrix. In experimental classes, special training was carried out using didactic materials developed by us (programs, lesson notes, text library).
The classes that participated in the ascertaining experiment remained as control classes, and for analysis we took the typical results of one of them.
To identify value ideas, students were offered three tests, called “Word” (test 1), “Sentence”
(test 2), “Text” (test 3).
formation of knowledge and related skills regarding words, sentences, text. The testing results showed that at the end of the methodological experiment, the majority of students have clearer and more accurate ideas about the functions of language, about words, sentences as units of language and speech, compared to the results revealed during the ascertaining experiment. They have already formed an initial understanding of language and its value.
As part of the training experiment, the dynamics of students' speech development were also analyzed. In the control sample of creative works on the topic “How to live without speech?” (the topic could be clarified by the students) three parameters were traced - text level, lexical and grammatical. The comparison was carried out according to the stages of the experiment (statative and final), as well as classes - experimental and control. The data indicate an increase in indicators at all levels of speech development among students in experimental classes. This is due to the purposeful system of work carried out in this group of students. The results are displayed in Table 4.
Comparison of the data from the final experiment in the experimental classes with the data from the control classes, expressed in the success rate (Ky), indicates that in the control classes the average level of speech development is significantly lower (Ky = 0.64) than in the experimental classes after training (Ky = 0 ,8).
in experimental and control classes (based on the results of the final experiment) The results of the methodological experiment and the results of their statistical processing ultimately give grounds to assert that the hypothesis about the effectiveness of experiential learning has received experimental confirmation.
The results of the study allowed us to draw the following conclusions:
1. An effective solution to the problem of forming value ideas and concepts about language in unity with the development of students’ language ability is possible if there is a methodological teaching system that is adequate to the modern level of development of methodological science and the requirements of a modern school.
2. The development of a methodological system aimed at the formation of value ideas and concepts about language was carried out taking into account modern approaches in teaching the native language - value-based, personality-oriented, communicative activity, cognitive, sociocultural. The proposed methodological system is built in accordance with methodological ones (communicative, cognitive, gradualism principle, etc.), which reflect the patterns of speech acquisition by primary schoolchildren.
3. Didactic material that ensures the formation of knowledge about the language and its value, as well as skills and abilities related to the studied sections of the Russian language course, is selected and structured in accordance with methodological criteria and principles substantiated during the research. Thus, the selection of the lexical minimum was determined by the principle of gradualism (the gradual deepening of the concept and the expansion of linguistic and extralinguistic information about it), and among the selection criteria the main ones were thematic and conceptual, when the vocabulary was selected in accordance with topics that reveal the value concept of the concept language.
4. Solving the problem of forming value ideas and concepts about language in the process of speech development required a rethinking of the content and didactic teaching aids in the value and cognitive aspects, and primarily through specially selected vocabulary and texts. A dictionary containing a minimum vocabulary and a text library served as a teaching tool for students and a methodological guideline for teachers when preparing lessons.
5. The text library in the conditions of value-oriented learning is formed in accordance with the criteria, among which the following stand out: conceptual, when the text contains concepts that reflect the values of the Russian people (homeland, native language, family, parents, native nature); didactic (the text must contain teaching and educational potential and contain the linguistic facts and phenomena necessary for learning); sensitive, when the content of the text and its linguistic design correspond to the age of the student, correspond to his age characteristics and type of leading activity; cognitive, when the text fulfills its educational function and meets the cognitive needs of students.
6. The effectiveness of the formation of value ideas and concepts about language in the process of speech development of primary schoolchildren is due to the use of a gradual system of exercises, which involves the formation of linguistic and communicative competencies of students based on vocabulary and texts that reflect the experience of sensory knowledge of the world of schoolchildren and their emotional and value-based attitude towards it. The work presents a system of exercises of four methodological levels, which allows you to go from a sample text through language and speech exercises to students creating their own texts about language, its importance for humans and its role in society.
to form value ideas and concepts about language in unity with the development of students' linguistic abilities, a speech development program for students in grades 1-4, lesson notes, a text library, as well as specially developed linguistic diagnostic tools were used.
8. Experimental teaching has proven the effectiveness of the proposed methodological system and made it possible to draw a conclusion about the possibility and feasibility of its use in the primary grades of secondary schools.
Proof of the effectiveness of the proposed methodological system for the formation of value ideas and concepts about language in primary schoolchildren allows us to speak of a successful solution not only to a specific linguistic and methodological problem. We consider the developed methodology as one of the ways to improve the content of language education for junior schoolchildren and as an option for creating a special speech environment in the classroom, which ensures not only the development of language ability at all levels, but also the formation of the personality of a junior schoolchild, nurturing in him an emotional and value-based attitude towards his native language. language, the formation in the consciousness of a growing individual of a national linguistic picture of the world.
The results obtained allow us to outline research prospects, which include: the creation of workbooks on speech development for students in grades 1–4 as part of value-based education; improving the forms and means of developing the figurative speech of younger schoolchildren when mastering their native language in the value aspect.
Basic provisions dissertation research is reflected in eight publications with a total volume of 1.85 pp:
1. Kiryakova T.B. Axiological approach and dialogue of cultures in teaching the Russian language to junior schoolchildren // Domestic pedagogical culture in the national-regional component of education: Proceedings of the Second Intercession educational readings. – Ryazan: Ryaz. state ped. University named after S.A. Yesenina. 2004. – P. 71 – 73 (0.2 p.p.).
2. Kiryakova T.B. Studying phraseological units in elementary school as the implementation of the sociocultural principle of speech development // Reflection of Russian mentality in language and speech: Materials of the All-Russian Scientific Conference. – Lipetsk: Leningrad State Pedagogical University, 2004. – P.406 – 408 (0.2 p.p.).
3. Kiryakova T.B. The idea of the unity of studying the language and culture of the people in the methodological works of I.I. Sreznevsky (theory and practice of teaching) // Lessons by I.I. Sreznevsky: Sat. scientific method. tr. 2nd ed., rev.
and additional – Ryazan: Ryaz. state ped. University named after S.A. Yesenina. 2004. – P. 85 – (0.4 p.p.).
4. Kiryakova T.B. Principles of speech development in information technologies Scientific and methodological problems use of information and communication technologies in the educational process. Materials of the interuniversity scientific and methodological conference. – Ryazan: Ryaz. state ped. University named after S.A. Yesenina. 2004. – P.91 – 92 (0.1 p.p.).
5. Kiryakova T.B. Implementation of the principles of speech development in the context of modernization of education // Current problems of methods of teaching the Russian language at the present stage of Russian secondary and higher education. Materials of the All-Russian scientific and practical conference dedicated to the memory of prof. M.T. Baranova. – M.: MPGU, 2004. – P. 283 – 287 (0.3 p.p.).
6. Kiryakova T.B. The role of receptive methods in teaching the Russian language to junior schoolchildren // Problems and prospects of primary education in modern Russia: Collection of materials of the anniversary international scientific and practical conference dedicated to the 20th anniversary of the Faculty of Primary Education of the SSPU. – Samara: SGPU, 2004. Part 1. – P. 109 – 113 (0.3 p.p.).
7. Kiryakova T.B. Education of civil consciousness through the formation of a value attitude towards the native language // Formation of civil consciousness of a modern teacher: Materials of the Herzen Readings. – St. Petersburg: Madam, 2006. – P. 77 – 78 (0.1 p.p.).
8. Kiryakova T.B. The role of value concepts in the system of teaching the Russian language to junior schoolchildren // Postgraduate Bulletin of the Ryazan State University named after S.A. Yesenina. – 2006. – No. 7. – P. 9 – 12 (0.25 p.p.).
The relevance of the formation of a value attitude towards the Russian language.
It's not scary to lie dead under bullets,
It's not bitter to be homeless,
And we will save you, Russian speech,
The Great Russian Word.
We will carry you free and clean,
We will give it to our grandchildren and save us from captivity
Forever.
Anna Andreevna Akhmatova - poetess, writer, literary critic,
literary critic, translator
What is language? This is not a set of symbols, but a living organism that quickly responds to any changes in the surrounding world. What is language for each person? These are the first words, this is an opportunity for communication, a connection with the world, a memory of generations. Without speaking your native language, it is impossible to be part of society, part of your country, to understand the characteristics of your people and your history. Only by understanding the importance of language for a person, and especially the language of the country in which a person lives, can one become a full-fledged member of society.
When does the attitude towards language begin? Of course, in childhood, from birth, a child finds himself in the world of communication; he is surrounded by the voices of his relatives, his native language. Unfortunately, today there is a problem of instilling a value-based attitude towards the Russian language. Being daily in their native language environment, a child often hears distorted words, incorrect use of expressions and various speech errors; using the Internet, children read various texts that also contain errors. Even in the media there is no strict control over speech and texts. Therefore, the task of the adults surrounding the child is to help children master the classical Russian language and form a value-based attitude towards it. In addition, children learning Russian as a foreign language should see its beauty and understand the importance of speaking Russian for every person living in our country, because Without knowing the language it is impossible to become a full member of society.
Value relationships- this is a person’s relationship to the highest (high level of abstraction) values, such as “man”, “life”, “society”, “work”, “cognition”, “Homeland”, etc. As well as a set of generally accepted, culturally developed relationships such as “conscience”, “freedom”, “justice”, “equality”, etc., when the attitude itself acts as a value.
The concept of “value attitude”, which appeared in Russian pedagogy relatively recently, fits well into a number of concepts traditional for Russian culture.
Russian folk culture becomes the first step for a child in mastering the wealth of culture, appropriating universal human values, and forming his own personal culture. The social basis of the problem of children’s assimilation of cultural heritage and cultural continuity is the development of issues of harmony between the universal and national, national and regional in the works of philosophers, historians, cultural experts and art historians A.I. Arnoldova, N.A. Berdyaeva, A.N. Dmitrieva, V.I. Dobrynina, N.M. Karamzina, D.S. Likhacheva. The Russian language becomes the first and main tool for learning about one’s native culture, the history of one’s country, one’s people.
Nowadays, in pedagogy, the concept of value is defined as an object, phenomena and their properties that are needed by members of a particular society or individual as a means of satisfying their material and spiritual needs, interests aimed at achieving social goals.
The philosophical dictionary gives the following definition: “Values are specifically social definitions of objects in the surrounding world, revealing their positive and negative meaning for man and society.” This definition talks about the positive or negative meaning of a value.
Based on these definitions, we can say with confidence that the Russian language is an undeniable value.
When considering the value of the Russian language, we must not forget the great literary heritage of our country. It is impossible to appreciate the euphony of the poems of the great Russian poets, the depth of thought of the great Russian writers, without knowing the Russian language. In addition to the moral and philosophical components, the literary heritage allows the reader to observe the development of the Russian language and its changes over time. Here it is necessary to emphasize the inextricable connection between the development of languages against the background of historical changes, the most interesting topic of borrowings, and the etymology of words.
What is happening to the Russian language today? How does the structure of language change? How does speech reflect modern changes? All these questions imply deep analysis and research work, but the teacher can interest the student in them and give the students the opportunity to answer them to the best of their life experience and research capabilities.
It is impossible to form a value-based attitude towards the Russian language without showing the student the beauty of the language and its greatness. Lessons in the Russian language and literature provide an opportunity for the teacher to develop interest in independent, in-depth study of the native language, because within the framework of the school curriculum and lesson, it is not always possible to consider a particular linguistic phenomenon in more detail.
When working on developing a value attitude towards the Russian language among younger schoolchildren, it is necessary to take into account their age characteristics, because It is during this period that the child develops an attitude towards learning in principle and the primary task of the teacher is to teach children to learn, i.e. gain knowledge. At the same time, this period of schooling provides enormous scope for students to become acquainted with the Russian language not only as a school subject, but also as the property of their people, their pride.
Understanding that in the modern world a child is often surrounded by illiterate speech, distorted use of certain words, the teacher must first of all be fluent in the Russian language and Russian speech and try to avoid mistakes and be able to motivate his students to eliminate mistakes in their own speech.
At primary school age, a very good way to solve this problem is, of course, through play. For example, you can look through articles with your students and organize a competition to find speech errors. Modern children master a computer very early and know how to use the Internet; this factor can also be used to form a value-based attitude towards the Russian language. You can give the task to find the origin and meaning of certain words, analyze the meaning of modern abbreviations that children use, and show the beauty of the classical Russian language in comparison with the colloquial one. You can also help students master the epistolary genre and hold a letter competition for different recipients; there may be fairy-tale characters and historical figures, it all depends on the specific class and interests of the children.
So what is the value of the Russian language? This is the euphony, beauty and melodiousness of speech, of course Russian folklore, which is often untranslatable into other languages due to its polysemy, Russian literature and poetry, and especially the history of the development of language, which is inextricably linked with the history of the Russian people. The Russian language is the pride and greatness of Russia.
To summarize the above, it must be said that modern children are in dire need of developing a value-based attitude towards the Russian language, and a modern teacher has the opportunity to satisfy this need and must do so, because The Russian language connects the child with the Russian people, Russian history, Russian culture and gives the opportunity to become a full and worthy member of modern society.
Take care of our language, our beautiful Russian language is a treasure, this is an asset passed on to us by our predecessors! Handle this powerful tool with respect; in skillful hands it is capable of performing miracles.
Ivan Sergeevich Turgenev - poet, translator; Corresponding Member of the Imperial Academy of Sciences in the category of Russian language and literature
To handle the language somehow means to think somehow:
approximately, inaccurately, incorrectly.
Alexey Nikolaevich Tolstoy - writer, poet, playwright, publicist
There are no such sounds, colors, images and thoughts - complex and simple -
for which there would be no exact expression in our language.
Konstantin Georgievich Paustovsky - writer
Russian national values lie at the heart of Russian culture. To understand what Russian culture is, you must first understand the historically established, traditional values of the Russian people, and understand the mental system of values of the Russian person. After all, Russian culture is created by Russian people with their own worldview and spiritual way of life: without being a bearer of Russian values and without possessing the Russian mentality, it is impossible to create or reproduce it in your own, and any attempts along this path will be fake.
Russian national values lie at the heart of Russian culture.
The most important role in the development of the Russian people, the Russian state and the Russian world was played by the agricultural peasant community, that is, the origins of the generation of Russian culture were embedded in the value system of the Russian community. The prerequisite for the existence of the Russian individual is this very community, or as they used to say, “the world.” It should be taken into account that for a significant part of its history, Russian society and the state were formed in conditions of military confrontation, which always forced the interests of individual people to be neglected for the sake of preserving the Russian people as a whole, as an independent ethnic group.
For Russians, the goals and interests of the team are always higher than personal interests and the goals of an individual person - everything individual is easily sacrificed to the general. In response, Russian people are accustomed to counting and hoping for the support of their world, their community. This feature leads to the fact that a Russian person easily puts aside his personal affairs and completely devotes himself to the common cause. That is why are the state people, that is, such a people who know how to form something common, large and extensive. Personal benefit always comes after public benefit.
Russians are a state people because they know how to create something common for everyone.
A truly Russian person is categorically confident that first it is necessary to organize common socially significant affairs, and only then this whole whole will begin to work for all members of the community. Collectivism, the need to exist together with one’s society is one of the brightest features of the Russian people. .
Another basic Russian national value is justice, since without its clear understanding and implementation, life in a team is not possible. The essence of the Russian understanding of justice lies in the social equality of the people who make up the Russian community. The roots of this approach lie in the ancient Russian economic equality of men in relation to the land: initially, members of the Russian community were allocated equal agricultural shares from what the “world” owned. This is why, internally, Russians strive for such a realization concepts of justice.
Among the Russian people, justice will always win a dispute in the categories of truth-truth and truth-justice. For Russians it is not as important as it once was and as it is at the moment, much more important is what and how it should be in the future. The actions and thoughts of individual people have always been assessed through the prism of eternal truths that support the postulate of justice. The internal desire for them is much more important than the benefit of a specific result.
The actions and thoughts of individuals have always been assessed through the prism of justice.
Individualism among Russians is very difficult to implement. This is due to the fact that from time immemorial, in agricultural communities, people were allocated equal plots, land was periodically redistributed, that is, a person was not the owner of the land, did not have the right to sell his piece of land or change the culture of cultivation on it. In such a situation it was it is impossible to demonstrate individual skill, which in Rus' was not valued too highly.
The almost complete absence of personal freedom has formed among Russians the habit of rush jobs as an effective way of collective activity during agricultural periods. During such periods work and holiday were combined in a phenomenal way, which made it possible to a certain extent to compensate for great physical and emotional stress, as well as to give up excellent freedom in economic activity.
A society based on the ideas of equality and justice was unable to establish wealth as a value: to an unlimited increase in wealth. In the same time live prosperously to a certain extent was quite revered - in the Russian village, especially in the northern regions, ordinary people respected merchants who artificially slowed down their trade turnover.
Just by becoming rich you cannot earn the respect of the Russian community.
For Russians, a feat is not personal heroism - it should always be aimed “outside of a person”: death for one’s Fatherland and Motherland, feat for one’s friends, for the world and death is good. Immortal glory was gained by people who sacrificed themselves for the sake of others and in front of their community. The basis of the Russian feat of arms, the dedication of the Russian soldier, has always been contempt for death and only then - hatred of the enemy. This contempt for the possibility of dying for the sake of something very important is rooted in the willingness to endure and suffer.
At the heart of the Russian feat of arms, the dedication of the Russian soldier, lies contempt for death.
The well-known Russian habit of getting hurt is not masochism. Through personal suffering, a Russian person self-actualizes and wins personal inner freedom. In the Russian sense- the world exists steadily and continuously moves forward only through sacrifice, patience and self-restraint. This is the reason for Russian long-suffering: if the real one knows why this is necessary...
- List of Russian valuables
- statehood
- conciliarity
- justice
- patience
- non-aggressiveness
- willingness to suffer
- pliability
- non-covetousness
- dedication
- unpretentiousness
LESSON OBJECTIVES: FORMATION OF THE VIEW OF THE RUSSIAN LANGUAGE AS A SPIRITUAL, MORAL AND CULTURAL VALUE OF THE PEOPLE; REPEATING MATERIAL ABOUT THE DIVERSITY OF FUNCTIONS OF LANGUAGE AND SPEECH, ABOUT THE MEANS OF SPEECH EXPRESSIVENESS; ENCOURAGING STUDENTS TO REFLECT ON THE ROLE OF THE WORD IN THE LIFE OF PERSON AND SOCIETY; EDUCATION OF A VALUE ATTITUDE TO THE RUSSIAN LANGUAGE.
1. WORD – A UNIT OF LANGUAGE THAT SERVES TO NAME A SEPARATE CONCEPT, SPEECH ITSELF, THE ABILITY TO SPEAK. (SERGEY IVANOVICH OZHEGOV) 2. THE WORD IS THE BASIC STRUCTURAL-SEMANTIC UNIT OF LANGUAGE, SERVING FOR THE NAME OF OBJECTS AND THEIR PROPERTIES, PHENOMENA, RELATIONS OF REALITY, HAVING A SET OF SEMANTIC, PHONETIC AND GRAMMAR CHARACTERISTICS SPECIFIC FOR EACH LANGUAGE. (ENCYCLOPEDIA “RUSSIAN LANGUAGE”) 3. THE WORD IS A PERSON’S EXCEPTIONAL ABILITY TO VOLUMELY EXPRESS THEIR THOUGHTS AND FEELINGS, THE GIFT OF SPEAKING, TO COMMUNICATE WITH REASONABLY COMBINED SOUNDS, VERBAL SPEECH (IN THE DISTANCE VLADIMIR IVANOVICH) 4. THE WORD – THE MOST SPECIFIC UNIT OF LANGUAGE
IN THE WILDERNESS OF THE FOREST, IN THE WILDERNESS OF GREEN, ALWAYS SHADY AND DAMP, IN A STEP RAGINY UNDER THE MOUNTAIN, A CHICKY SPRING BLOWS OUT OF THE STONES: BOILING, PLAYING AND RUSHING. SPIRING IN CRYSTAL CLUBS, AND UNDER THE BRANCHING OAK TREES, MELTED GLASS RUNS. AND THE SKIES AND THE MOUNTAIN FOREST LOOK, THINKING IN THE SILENCE, AS IN THE LIGHT MOISTURE THE PEBABS SHIRKE WITH A PATTERNED MOSAIC.
“AND THEN WE BEGAN TO REMEMBER HOW MANY WORDS WITH THE ROOT “ROD” IN THE RUSSIAN LANGUAGE: RODNOY, MOTHERLAND, PEOPLE, NATURE, MOTHERLAND... THESE WORDS SEEM TO BE COMPLETED TOGETHER! SPRINGS OF NATIVE NATURE, NATURALITY TO SPRINGS OF NATIVE NATURE. CONFESSION TO THE EARTH. EARTH IS THE MAIN THING IN NATURE. THE LAND OF BIRTH, THE LAND OF HARVEST.”
1. THE TOPIC OF A SINQWAIN CONTAINS ONE WORD (USUALLY A NOUN OR PRONOUN) WHICH INDICATES THE OBJECT OR SUBJECT THAT WILL BE DISCUSSED ABOUT. 2. TWO ADJECTIVES OR PARTICIPLES, THEY GIVE A DESCRIPTION OF THE SIGNS AND PROPERTIES OF THE SELECTED SUBJECT OR OBJECT. 3. THREE VERBS OR ADVERBS DESCRIBING THE CHARACTERISTIC ACTIONS OF A SUBJECT OR OBJECT. 4. A FOUR WORD PHRASE EXPRESSING A PERSONAL ATTITUDE TO THE OBJECT OR OBJECT DESCRIBED. 5. AN ASSOCIATION OR SYNONYM THAT REPEATS THE ESSENCE OF A SUBJECT OR OBJECT (USUALLY A NOUN).
1. Language is a historically established system of sound, vocabulary and grammatical means that objectifies the work of thinking and is a tool of communication, exchange of thoughts and mutual understanding of people in society (Ozhegov) 2. Speech is the ability to speak, speaking (Ozhegov) THESE CONCEPTS ARE CONNECTED WITH EACH OTHER, THEY CAN ACT AS SYNONYMS: ONE OF THE MEANINGS OF THE WORD LANGUAGE IS SPEECH, THE ABILITY TO SPEAK (OZHEGOV) ONE OF THE MEANINGS OF THE WORD SPEECH IS SOUNDING LANGUAGE (OZHEGOV)
LANGUAGE SERVES FOR COMMUNICATION WITH EACH OTHER, IS A MEANS OF COMMUNICATION BETWEEN PEOPLE, THAT IS, IT PERFORMS A COMMUNICATIVE FUNCTION. 1. ETYMOLOGY OF THE WORD COMMUNICATION – FROM FRENCH COMMUNICATION ( 
IVAN ALEXEEVICH BUNIN POEM “THE WORD” (1915) THE TOMBS, MUMMIMS AND BONES ARE SILENT, - ONLY THE WORD IS GIVEN LIFE: FROM THE ANCIENT DARKNESS, AT THE WORLD GRAVEYARD, ONLY WRITINGS SOUND. AND WE HAVE NO OTHER PROPERTY! KNOW TO TAKE CARE, AT LEAST TO THE MEASURE OF YOUR POWER, IN THE DAYS OF EVIL AND SUFFERING, OUR IMMORTAL GIFT – SPEECH.
WE KNOW WHAT IS NOW IN THE SCALES AND WHAT IS HAPPENING NOW. THE HOUR OF COURAGE HAS COME ON OUR CLOCK, AND COURAGE WILL NOT LEAVE US. IT’S NOT SCARY TO LYE UNDER DEAD BULLETS, IT’S NOT BITTER TO STAY WITHOUT BROOD, AND WE WILL SAVE YOU, RUSSIAN SPEECH, THE GREAT RUSSIAN WORD. WE WILL CARRY YOU FREE AND CLEAN, AND WE WILL GIVE YOU TO YOUR GRANDCHILDREN, AND WE WILL SAVE YOU FROM CAPTIVITY FOREVER.
I CAME TO YOU WITH GREETINGS, TO TELL YOU THAT THE SUN HAS RISEN, THAT IT TREMBLED WITH A HOT LIGHT ON THE LEAVES; TO TELL THAT THE FOREST WOKE UP, ENTIRELY WOKE UP, EVERY BRANCH, EVERY BIRD WAS ASCENT AND FULL OF THIRST; TO TELL THAT WITH THE SAME PASSION AS YESTERDAY, I CAME AGAIN, THAT THE SOUL IS STILL THE SAME HAPPINESS AND IS READY TO SERVE YOU; TO TELL ME THAT I AM HAPPY WITH FUN FROM EVERYWHERE, THAT I DON’T KNOW MYSELF WHAT I’LL BE SINGING, BUT ONLY THE SONG IS GROWING.
Could I really have thought at that time that I would remain alive after all the misfortunes that befell me, and that the time would come when I would calmly remember them?.. Remembering what I had done, I could not imagine what would happen to me will; but I had a vague presentiment that I was lost forever... I didn’t cry, but something heavy, like a stone, lay on my heart. Thoughts and ideas passed through my disordered imagination with increased speed; but the memory of the misfortune that befell me constantly interrupted their bizarre chain, and I again entered a hopeless labyrinth of uncertainty about the fate ahead of me, despair and fear. Then it occurs to me that there must be some unknown reason for the general love and even hatred towards me. (At that time I was firmly convinced that everyone, from my grandmother to Philip the coachman, hated me and found pleasure in my suffering). “I must not be the son of my mother and my father, not Volodya’s brother, but an unfortunate orphan, a foundling taken out of mercy,” I say to myself, and this absurd thought not only gives me some kind of sad consolation, but even seems completely plausible. It makes me happy to think that I am unhappy not because I am guilty, but because this has been my fate since birth and that my fate is similar to the fate of the unfortunate Karl Ivanovich.
1. COMMUNICATIVE FUNCTION LANGUAGE – A MEANS OF COMMUNICATION BETWEEN PEOPLE 2. INFORMATIVE FUNCTION LANGUAGE – A MEANS OF COMMUNICATION OF INFORMATION 3. CULTURAL-HISTORICAL FUNCTION LANGUAGE – KEEPER OF THE HISTORICAL MEMORY OF THE PEOPLE 4. IT NICAL FUNCTION LANGUAGE FOR AN ETHNICITY (PEOPLE) – A UNIFYING FACTOR, A SIGN OF NATIONAL-CULTURAL IDENTITY 5. EXPRESSIVE FUNCTION LANGUAGE SERVES TO TRANSFER FEELINGS AND EMOTIONS 6. REFLECTIVE FUNCTION SPEECH FOR A PERSON IS A MEANS OF CONVERSATION WITH HIMSELF, A TOOL OF REFLECTION
