Methods of teaching the Russian language in elementary school. Ramzaeva T

METHODS OF TEACHING RUSSIAN LANGUAGE AND LITERATURE

LK 1. SAILOR AS A SCIENCE

1. Purpose, subject, tasks and sections of SAILORS
2. Connection of MORYAL with other sciences

Literature: 1) Lvov M.R. Ramzaeva T.G. Svetlovskaya “Methodology of teaching the Russian language in primary school”

2) Lvov M.R. Goretsky Sosnovskaya O.V. “Methods of teaching the Russian language in primary school”, “Russian language in primary school: theory and practice of teaching”

1. MORYAL is one of the pedagogical sciences

SAILOR's goal

Theoretical Practical

The theoretical goal of MORYAL is to study the process of language acquisition, its patterns, determine the principles of learning, substantiate methods, and create scientific foundations for the design of technologies.

The practical goal of MORYAL is to equip teachers and students with a system of methods and techniques for language acquisition.

The subject is SAILOR is the process of primary schoolchildren mastering the theory and practice of their native language in a learning environment.

Tasks (in the form of questions)

1. Why teach? (selection of language learning goals)
2. What to teach? (select content)
3. How to teach? (choice of methods, techniques, technologies)
4. Why anyway? (selection of the most effective)

SEASON sections:

1. Introduction
2. Literacy training
3. Methods of teaching language theory and spelling
4. Methods of reading and studying literature
5. Methods of speech development for students

1. Connections with other sciences

Ped. experience

SAILOR

Methodological basis

(philosophical teachings and knowledge about the role of language in the life of society)

SECTION: METHODOLOGY FOR TEACHING LITERACY

TOPIC 1. METHODS OF TEACHING LITERACY. HISTORY AND PRESENT

1. Tasks of the OG
2. MTF classification
3. MTF Historical Overview

Literature: “Methods of teaching literacy” Salnikova T.P.

1. Learning to read and write is the initial stage of schooling.

During this period, a large number of tasks , significant in their educational and educational consequences:

1 – the beginning of school marks the onset of a qualitatively new period in the development and upbringing of the child; formation and development of mental processes, accelerated socialization of all personal qualities

2 – the attitude towards language and speech changes, they become the object of study: a) improvement of oral speech; b) mastering written forms of speech activity (reading, writing); c) systematic language learning begins.

3 – the foundations of educational activities are being formed

4 – grammatical and spelling propaedeutics

1. OG methods

• By original unit of study:

Letter

Sound

Syllabics

Whole word method

• According to the ratio of reading and writing

Reading-writing

Letters-readings

Combined

• By leading type of activity

Analytical

Synthetic

Analytical-synthetic

Modern method: sound analytical-synthetic (reading-writing)

1. First method subjunctive(until 1917). Modern name:letter synthetic method.

The training took place in 4 stages:

1 – students memorized all the letters of the alphabet and their names

2 – syllables were learned: two-letter, three-letter, four-letter

3 – reading by syllables: students named each letter in each syllable, formed syllables from letters, and a word from syllables

4 – reading at the top

Disadvantages: the process of learning to write was slow; training was based on rote learning, thinking did not develop; not convenient for mass training; a lot of unnecessary material.

Peter I carries out reforms, simplifying the alphabet and introducing E.

The syllabic method is introduced. In the initial version, after memorizing letters, syllables were memorized, then reading (there were no warehouses). Later, preliminary memorization of letters was abolished.

Advantages: the method was based on real units of speech - syllables. Without naming individual letters, reading syllable by syllable, the student mastered the principle of reading.

Disadvantages: it did not give an idea not only of the sound composition of a syllable, but also of the syllabic composition of words.

In the 19th century appear sound methods. Sound analytical method(40s). In France the method is called the Jacotot method, in Russia the Zolotov method. The children were shown a sentence composed of letters of a split alphabet, the sentence was divided into words, exercises for memorizing the outline of words, the words were divided into syllables, the syllables were memorized, the children found these syllables in other words, the syllables were divided into sounds and letters, and they were memorized. Children learned not only all sounds and letters, but also a fairly large number of letter combinations.

Disadvantages: you had to dwell on one sentence for a long time, learning was based on rote memorization, there was no development of thinking; Visual memorization is a priority; children did not have much idea about the sound composition of words.

In the 50s 19th century sound synthetic method(Korff method). It was close to the letter-subjunctive method and became widespread. Learning began with sounds, then these sounds were designated by letters, from which syllables and words were formed. Reading was considered a process that consists of listing sounds denoted by letters. The big difficulty was sound fusion.

A certain contribution was made by L.N. Tolstoy - created the alphabet;"auditory" method. He drew attention to the advantages of the letter-subjunctive method: accessibility for teachers, simplicity and clarity; careful development of reading elements. Much attention was paid to folding by ear.

In the middle of the 19th century. appeared in Russiasound analytical-synthetic method. (K.D. Ushinsky). According to Ushinsky, in order to learn to read and write, one must understand that speech consists of words, words are made of syllables and sounds, and that words are made from these sounds and syllables. Analysis of sounding speech. He called his method"historical" method. Was a writing-reading method. First, a sound analysis of the word is carried out. Then the word was written down. Stage 3 – reading the word in handwritten form. Reading words or sentences with these words in print. Reading and copying new words and sentences from the printed alphabet that children have not yet written. Finding familiar letters and syllables in the text. Compiling words from printed alphabet letters. Lasted until 1917.

After the revolution of 1917, there was a rejection of the old, the breaking of traditions. In the 20s 20th century begins to be used in Soviet schools"whole word method"("American"). Children memorized and read (wrote) whole words at once; sound analysis and synthesis were denied.

Disadvantages: it slowed down the development of reading and writing skills; children had difficulty mastering spelling. In the early 30s. abandoned it.

Again in the 30s. returned to the sound analytical-synthetic method. Goretsky is developing it.

Elkonin in the 50-60s. develops an analytical-synthetic sound method, but this method has been used only since the end of the 20th century.

TOPIC 2: TYPES OF WORK ON TEACHING READING AND WRITING IN LITERACY LESSONS

1. Practical acquaintance with language concepts
2. Working with syllables, getting to know stress
3. Learning sounds
4. Working with letters

Literature: M.E. Soloveitchik “First steps in studying writing and speech”

1. The entire training period is divided into 3 stages:

1 – Preparatory period – prepare children for learning to read and write. Divided into 2 periods: a) preliteral - the concepts of speech, sentences, words, syllables, stressed and unstressed, sounds, vowels and consonants are studied

B) alphabetic – letters

2 – Main

3 – Final

Speech

Children speak speech even before they come to school, but speech becomes an object of study for the first time. The concept of speech begins to be studied from lesson 2-3. Children acquire the following signs of speech:

1 – people communicate using speech

2 – When people communicate, you need to speak in turns. Introducing the rules related to speech: - speech in class (be silent, listen, speak when the teacher asks, do not interrupt, raise your hand)

Speech outside of class

It can also be possible to get acquainted with different types of speech: Speech can be external: oral (speaking, listening) and written (writing, reading); internal

Offer

It may be new and unknown. Difficulty in terminology and concept, because is new and more difficult to learn. By mastering a sentence, children gain an understanding of the division of speech into sound (semantic) segments.

Offer

Speech consists of expressing a thought Thought regarding

From the proposals (design tool complete

(segment of speech) thoughts)

Speech formatting rules

Exercises with sentences are analytical or synthetic in nature. Analysis is the determination of the number of words, sentences, the structure of sentences, and the isolation of words with given characteristics from sentences. Synthesis is the correlation of sentences on a topic, with or without support from an illustration, according to the number of words.

Word

They don't give a definition. Learn the signs of words:

Words make up a sentence

Speech also consists of words

The word has a meaning (every word means something)

Word and object are not the same thing

Learn the functions of words:

There are words-names

There are helper words

Working with words during the OG periodincludes:

Observing the meaning of specific words

Observation of the pronunciation and spelling of antonym words

Observation of words that differ in one sound or one letter: son-dream; salt - mole

Observation of words with the same syllabic composition: pump, pine

Combining words into groups, working with generalizing words: berry (blackberry, strawberry, raspberry...)

Observation of posing questions to words. (Who? What? Which one? What does it do?...)

Observation of changes in words: pine, pine trees, at the pine tree, under the pine tree...

Observation of related connections of words: paint, paints, painted, painted

Observing function words (words that help connect words)

PRACTICAL LESSON No. 1

TOPIC: PROGRAM ANALYSIS

PRACTICAL LESSON No. 2

TOPIC: PROPOSAL

Purpose: to introduce the proposal and its essential features

Objectives: - educational: introduce diagrams, highlighting sentences in the flow of speech, be able to compose sentences, the ability to connect with composing a story based on a plot situation...

Developmental: memory, thinking, imagination, attention.

Educational: respect for the culture of one’s people, care and responsibility for the younger ones

Equipment: specify textbook

During the classes:…

1. Syllable – a distinguishable phonetic unit. A single speech motor act is implemented in a syllable, which allows sounds to be combined into words

The phonetic division into syllables does not always coincide with the morphemic division of the word: trak/to/rist

During the OG period, the study of syllables is closely related to learning to read warehouses.

Initial word recognition is associated with observing the articulation of words

Techniques:

Artificial division of a word into syllables in speech

Chants

Raising your hand to your chin to count how many times you open your mouth

Sticks when pronouncing a syllable

After the concept of “syllable,” children are introduced to the concept of “stress.”

Stress is an important means of sound organization of speech; emphasizing one of the syllables with greater voice power. There is logical and phonetic stress.

Working on stress involves:

1 – practical acquaintance with the concept of syllable; accent; stressed syllable

2 – training in dividing a word into syllables and highlighting stressed syllables

3 – working with diagrams:

4 – mastering the norms of pronouncing words

Techniques for highlighting a stressed syllable:

1 – enhanced pronunciation – call the word (Hey, crow!), shout out, ask (Is this candy?)

2 – with the additional use of sound or visual effects

3 – variable pronunciation of the word with emphasis on each syllable.

If children do the work of dividing a word into syllables and highlighting a stressed syllable, the word should be pronounced 2 times

1. Sound – minimal meaningful unit

First, children learn the concept of sound, become familiar with the characteristics of sounds and learn to isolate sounds from the entire sounding word.

Introducing sounds: vowels, consonants

Sound: ambient world, human speech

We pronounce and hear sounds

The sounds of consonants and vowels are distinguished. On the basis of viscousness, opening of the mouth. There are soft and hard, voiced and dull sounds.

Work on specific sounds is carried out as follows: first, we isolate the sound from the entire sounding word, observation of articulation, characteristics of the sound, exercises for isolating a given sound from words in a stream of speech, students’ selection of words with the sound being studied

1. Learning letters is secondary to sound. The letter is introduced as a sign, a symbol for designating sounds in writing. In this case, children are immediately told the alphabetical name of the letter. Much attention is paid to the relationship between letters and sounds and their assimilation. Assimilation of the correct image. The sequence of writing is important in writing.

Techniques for working with letters:

Identification (analysis) of the relationship between sounds and letters

Demonstration of an image in printed form, the technique of “what a letter looks like”

Search for letters in the alphabet, on the typesetting canvas, in words, sentences and text

Learning to read letters (as part of syllables)

Demonstration of a handwritten image; analysis of image options; elementary analysis; analysis based on the direction of movement of the writing hand

Practicing letter connections

Finding letters in handwritten text.

TOPIC 3: FORMATION OF INITIAL READING SKILLS

1. Psychophysiological mechanisms of reading
2. Teaching syllabic reading

1. The reading mechanism consists of different components: visual, semantic, auditory.

Features of learning to read:

1 – The more letter standards are stored in memory, the easier they are recognized. Select demonstration aids and different options for depicting letters. To make it easier to recognize and read letters, select demonstration materials with the best physical properties for perception

2 – Not only visual but also auditory standards are stored in memory. Thus, the correctness and completeness of the perception of one’s own and others’ reading largely depends on the auditory mechanism. Therefore, it is important to perform exercises to develop children’s speech hearing and diction. Separate pronunciation of syllables, words, sentences (embossed), onomatopoeia. The gaze is divided into reading fields. Stopping gazes are called fixations. Reading productivity depends on the size of the reading field and the duration of fixation.

3 – The desire to capture, first of all, the characteristic features and dominant features of letters, letter combinations and words. Vision is oriented towards the top of the line. It is advisable for a teacher to teach children to recognize letters by their characteristic features (the “half-letter” technique)

4 – When the gaze moves, along the line, simultaneously with jumps, it makes return jumps from time to time. These movements are called regression. Regression is more often observed in the early stages of learning to read. The teacher’s task is to reduce it to the necessary minimum and subordinate it to the semantic side of reading. Practicing reading difficult words, a system of auxiliary notes.

5 – Two sides interact in reading: technical and semantic. The semantic factor plays a key role, it allows you to achieve the final goal of reading, and is also important in the technical side of reading. Even at the first stage of learning to read, work of a semantic nature (content) should be carried out.

6 – During the development of reading skills, another important mechanism of text perception is formed - anticipation - anticipation of meaning. It is superimposed on all the mechanisms involved in reading and largely determines reading productivity. It manifests itself in a semantic guess; there are 2 types: a) simple guess (subjective type) - not supported by other units of text; b) objective - reinforced by reading all the basic letters that make up words.

1. The first step in mastering reading techniques is aimed at arranging and depicting letters, developing the skill of relating letters to sounds. At the same time, the child learns to reproduce sounds and the form of words by letter. The real starting point in learning to read is when a child begins to read several letters, merge sounds into syllables, and read words syllable by syllable.

The methodological tradition of teaching syllabic reading is focused on the combination of cong.+ch. (SG), because:

1 – this combination is formed by only two letters, so it can fit into a small reading field

2 - this combination is included in most syllable structures.

3 – from the point of view of the speech mechanism, the combination of SG is a close interaction of 2 sounds, merged in a single act of articulation

4 – the combination of SG is convenient for forming an idea of ​​the positional principle of Russian reading and writing

Exercises for teaching syllabic reading

1 – reading the syllables of alphabetic columns:

MA

MO

MI

WE

MU

2 – reading syllables according to the syllable table:

3 – reading words using an abacus

4 – composing and reading syllables on a typesetting canvas from letters of the cut alphabet, by printing.

5 – Visual highlighting of the combination SG: st ro and tel

6 – reading syllables that differ by one letter. In this case, the combination SG is highlighted, other letters are deciphered, each letter is called individually, the syllable as a whole is pronounced loudly: stood up - stand up, bridge - brain. This work allows us to overcome another difficulty in teaching syllabic reading: adding consonants to the combination SG

7 – composing words of several syllables. Recognition of mergers or other syllables by ear.

8 – selection or composition of words with a given syllable

1. Reading and parsing alphabetic texts

Types of alphabetic texts:

1 – text for non-reading children. These texts must be read by all children (everyone) in class. The most commonly used is reading aloud in chorus. As the texts become more complex, the teacher's initial reading, chain reading, and buzzing reading (in a low voice) are introduced. Reading texts can be preceded by an introductory conversation and vocabulary work, and a preliminary examination of illustrations. After reading, the teacher organizes 2 types of work:

1) semantic text analysis– it is aimed at the assimilation of the content of the text by all children, and is carried out at different levels:

a) understanding the meaning of all words in the text (literal and figurative), mastering the order of words, connections between words in a sentence, between sentences in the text.

b) assimilation of context, ideological orientation and content.

Techniques of semantic analysis:

Answers to the teacher’s questions, conversation-discussion of the characters of the work, reproduction of the events depicted in the text

Comparison of text and illustration

Vocabulary work: working on the meaning of words

Semantic analysis of a text must have some logical consistency. The logic is built based on the purpose of the analysis.

2) structural analysis– related to the topic of the lesson and the material being studied

Techniques of structural analysis

Search for a given unit in the text (letters, words, syllables...)

Counting specified units in text or fragment

Analysis of the role of given units in a fragment, element

Characteristics of text elements

2 – text for reading children.The teacher or children who read well can read it. Non-reading children participate in the following ways: searching for given reading elements (letters, most often new, highlighted or not highlighted in the text), discussion of the text, its content, attempts to read individual words or sentences.

TOPIC 4. FORMATION OF INITIAL WRITING SKILLS.

1. Psychophysiological mechanisms of writing
2. System of work on teaching elementary writing

Literature: 1. “Reading and writing according to the system of D.B. Elkonin" edited by

Bugrimenko, Tsukerman, Ogarkova

2. Potapova, Ilyukhina “Letter with a Secret” M, 94

1. Writing is one of the most complex types of speech activity. Writing requires high concentration from the writer, intense work of the brain and volitional sphere, and activation of internal thought processes.

The writer must:

1 – clearly present the subject of the message (what will be discussed);

2 – create a possible and successful plan for deploying content, select the right material, the right words

3 – connect these words into sentences, connect one sentence with another

4 – correlate each of the words and sentences with the correct spelling

5 – clearly draw letters, words and text in general in calligraphy

In writing, as in reading, there are two sides: semantic and technical.

1. The goal of writing lessons is to develop graphically clear, correct, fairly quick writing.

Writing lesson objectives:

Develop skills so that when transitioning to cursive writing, the clarity and correctness of writing is preserved: strengthening the hand, improving movement coordination, orientation on the copybook page

Familiarize yourself with the rules of writing hygiene and use of writing tools: how to sit, how to hold a pen, how to lay out a copy.

Study, consolidate and improve letter shape, slant, distance, connection, height, correction, individual handwriting flaws

Requirements for the letter

1 – graphic clarity

2 – legibility

3 – equal inclination

4 – maintaining the same height of letters

5 – line compliance

6 – knowledge of the basic and connecting elements of each letter

7 – knowing the order in which each letter is written

8 – continuity (smoothness)

9 – the ability to analyze a written letter and distinguish correct spelling from incorrect one

Methods of teaching writing:

1 – copying (redrawing)

2 – clocking (writing to count)

3 – genetic – learning from simple to complex. Modern methods do not take into account the writing of letters. Expresses himself in calligraphy lessons

4 – linear (Ilyukhina), additional ruling

5 – the Carster method involves training the writing hand before writing

Constantly work on writing correctly

Diversify forms of exercises in writing

All activities should be educational

Continuity of writing during the period of literacy training is no more than 5 minutes

Mandatory physical education minutes

Encourage children to write beautifully and correctly using a reward system

Use stencils, patterns, shading, notebooks in lessons

Use additional lines in notebooks and copybooks, if necessary.

Apply a system for recording the development of writing skills

Analyze possible and typical errors made by students when writing (violation of slope and parallelism, proportions, distortion of letter elements containing rounded or curved lines, omissions of elements in letters, omissions of letters)

Use the experience of the best teachers

TOPIC 5. GRAMMATIC-SPELLING PROPAEDEUTY (GOP) AND STUDENTS' SPEECH DEVELOPMENT DURING THE AGE PERIOD.

1. Grammar and spelling propaedeutics– preparing children for further study of grammar and spelling. In a broader sense, grammar is the study of language theory. GOP is carried out in reading lessons and writing lessons.

In reading lessons it is:

Observation of the lexical and grammatical meaning of a word

Comparison of cognates and observation of them

Observing words with the same suffixes or prefixes

Observing parts of speech, asking questions

Comparison of the sound and letter composition of words, detection of cases of discrepancy between the sound and letter composition

Work on the relationship between sound and letter, designation of sound in writing

Mastering graphic violations

Mastering separate spelling of words

Mastering the simplest transfer rules

Capitalization at the beginning of sentences and in proper nouns

Reading lessons

Spelling work during the OG period is built mainly on a phonetic and semantic basis

Spelling techniques

1 – sound-letter analysis and synthesis

2 – composing words on a typesetting canvas

3 – clear pronunciation of words

4 - semantic analysis of words and sentences

1. Peculiarities of first-grader speech:

Speech is based on visual-figurative thinking

A first-grader can talk about what he has read or known, but his speech is poorly organized, he does not adhere to a certain plan when telling a story, and there is no logic of presentation

The speech of a junior schoolchild is replete with details, and the retelling is close to the original.

Tasks:

1 – development of phonemic hearing

2 – clarification and enrichment of the dictionary. We introduce new words into the enrichment dictionary

3 – learning to identify essential features of things and phenomena

4 – learn to construct a statement in accordance with syntactic norms

5 – learn to express your thoughts according to a specific plan

6 – teach children to understand what they read or hear and, on this basis, reproduce the content of the text, develop logical thinking

Conditions for speech development

1 – the volitional factor increases

2 – written language appears in a child’s life

3 – from the first days of training, work on speech culture begins

4 – monologue speech appears in speech activity

5 – speech at school becomes an object of learning

Speech development occurs at 4 levels:

1 – Pronunciation (sound) – development of diction, hearing: exercises in the volume of pronunciation, exercises in the tempo of pronunciation, practicing the pronunciation of individual consonant sounds (which children pronounce with a defect), articulatory gymnastics, exercises for pronouncing difficult combinations of words (tongue twisters, tongue twisters), entertaining alphabet learning

2 – Lexical (work on words). Areas of work: observation of polysemantic words and homonyms, work with synonyms, observation of phraseological units, work with proverbs and sayings, analysis of words found in texts, work with previous illustrations...

3 – Syntactic (work on phrases and sentences): awareness of the sentence as an independent unit of speech, isolating sentences in oral speech, composing sentences, reading sentences using a primer and writing sentences, moving from monosyllabic statements to expanded statements (when composing sentences and answering questions ), establishing simple connections between words in a sentence

4 – Text (work on coherent speech). Options for coherent speech: scientific style - coherent answers based on sound analysis, some stories based on observations (stories based on plot illustrations, a series of pictures, based on observations, based on memories, based on creative imagination, recitation of memorized sentences, description of objects)

TOPIC 6. STUDYING LANGUAGE THEORY AND SPELLING IN PRIMARY SCHOOL.

TEACHING CALLIGRAPHY IN GRADES 1-4

1. Main directions of work in calligraphy
2. Calligraphy in 1st grade
3. Calligraphy in grades 2, 3, 4

Literature: 1. Zholtovskaya L.Ya. Sokolova E.N. "Formation of calligraphic

Skills in younger schoolchildren", 1980, M.

2. Agarkova N.G. “Program: writing, graphic skill,

Calligraphic handwriting"

1 . Calligraphy is the ability to write in clear, readable handwriting, which, as the writing develops, speeds and is coherent, acquires individual features. Work on calligraphy begins simultaneously with learning to write and continues during writing lessons.

Areas of work

Working on letter shapes

Over the correct connections

Correct tilt

Over the development of the same uniform proportional distance between letters and letter elements

Working on fluency and rhythm of writing

From the 3rd-4th quarter of 2nd grade, children switch to writing with a wide line

The basis for developing calligraphic tasks is:

Genetic principle (from simple to complex)

The logical principle of grouping letters: g p t, d z v

2. Classes are held either in writing lessons for 15 to 20 minutes, or in special penmanship lessons. Children write in a regular notebook. Children practice writing letters that cause particular difficulty. Volume of at least 5-6 lines (but no more than 5 minutes continuously)

The teacher must:

1 – achieve the correct position on the page

2 – require compliance with the basic rules of writing

3 – write sample letters

4 – check notebooks every day

5 – conduct sound-letter analysis of words

6 – carry out work on speech development and grammatical and spelling propaedeutics

7 – the teacher pays great attention to muscle development and training of the writing hand

8 – strokes are used:

Simulation of movements:

We salt the food

Playing the piano

Chicken drinks water

Yula

We paint the desk, board

Chopping firewood

Sample lesson outline:

1 – preparing your hand for writing

2 – highlighting the element being studied; writing 3-4 letters

3 – exercises in writing letters and their combinations (syllables, alternating them –chptchptchptchpt ha, gi, po, pa etc.)

4 – oral work

5 – written work (writing down words)

6 – oral work

7 – written work

3. Because In the 2nd grade, students begin to write in their notebooks using a large ruler, and much attention is paid to the height of the letters.

In 2nd grade, the speed of writing increases (by the end of 2nd grade, 16-20 letters per minute), and counting writing is widely used.

As a rule, penmanship is organized in special lessons or the lesson is divided into fragments.

In grades 3-4, penmanship lessons are not highlighted, but each lesson must begin with penmanship (5 minutes), except for test and spelling lessons.

Direction of work in 3rd grade:

Working on the shape of letters; letters that are difficult to draw and letters that are especially susceptible to assimilation and deformation are written down:

b y h R G S E

Work continues on letter height

Working on maintaining the inclination:

/// w /// w /// w / r / r / r

Work on connections, loop connection is widely introduced:

Letter spacing: and and and

- work on rhythm, accuracy and speed of writing

Flourishes:

For the development of the shoulder and forearm: for the development of the hand:

In 3rd grade the letters appear in the strokes: @@@@@@@

An individual signature begins to emerge. Independent work on calligraphy is becoming very important.

Direction of work in 4th grade:

Work continues on the shape of the letters and the focus is on distinguishing similar letters and similar compounds:

mc

and p n s

l i e

p to

and about

The strokes in which the shapes of the letters are preserved become more complex:

In the 4th grade, cacography (an example of incorrect spelling) begins to be introduced into lessons.

PRACTICAL WORK No. 1.

READING LESSONS AT THE LETTER STAGE OF THE PREPARATORY STAGE OF LITERACY TEACHING

All textbooks: the letters i, ё, yu, e are studied as one sound (as denoting one vowel sound).

LESSON STRUCTURE AT THE LETTER LEVEL

PREPARATORY STAGE OG

Topic: Sound [a], letter A, a.

Goal: study sound[A] , its features, letter Ah, ah

Objectives: - educational: teach how to isolate sound[A] from the flow of speech, learn the articulatory features of sound and its characteristics, introduce methods of designation in writing, teach to recognize a letter and distinguish it from other letters, teach to read a letter, improve skills in the field of sound analysis of words, the ability to compose and isolate sentences from speech, compose text, etc.

Developmental: develop thinking, attention, memory; development of coherent speech; voluntary and visual memory; logical and creative thinking.

Educational: accustoming to school discipline and routine, familiarization with Russian language culture through letters, familiarization with writing; friendship, morality - personality formation; broadening your horizons.

Equipment: board, chalk, textbook, visual aids (cards, diagrams, images of objects and plots, images of letters, typesetting cloth, tape of letters, alphabet, counting sticks, notebook for printing, cards with words about etc.)

During the classes:

1. Org moment.
2. Repetition of what was previously learned. Goal: to activate what was previously learned, to update this knowledge and skills.
3. Learning new material:

A ) work on plot illustration. Goal: speech development (coherent, vocabulary, word isolation for sound analysis)

B) work with object illustrations, sound analysis of words

Sound analysis of the word:

1 – Highlander Asters word composition

How many syllables are there in a word? 2 syllables

What sounds make up a word?

Vowels consonants

We pronounce the word so that the first sound is heard - a vowel:

The second sound is a consonant

The third sound is a consonant

The fourth sound is a consonant, the fifth sound is a consonant

2 – Elkonin

Vowel

: - hard consonant

Soft consonant

Pony

We pronounce the word so that we can clearly hear first the 1st sound, then the 2nd, 3rd and 4th

The sound [a] is indicated by the letter A

O – vowel, e – also a vowel, but in a word pony o stands after a hard consonant and is indicated by the letter oh, and in the word maple , after a soft consonant – indicated by the letter e

3 – Buneev et al.

Perch

Consists of 3 syllables

__ _ _ stress on 1st syllable

In the 1st syllable there is a vowel sound

In the 2nd – consonant + vowel

In the 3rd – soft consonant + vowel

4 – Betenkova

Voiced soft consonant

Lemons

Divided into syllables by chanting

C) observation of the articulation of the sound being studied, characteristics of the sound

(vb./ag.)

4 – Reinforcement on working with sound:

A) isolating sound from words and from the flow of speech: “I name the words, if there is sound there, put the stick down, clap...”

b) selection of words with the sound being studied: “You yourself choose the words where it is at the beginning, in the middle, at the end

5 – New material, work with letters

a) the relationship between sound and letter

b) mastering the image of a letter (what the letter looks like, laying out the letter on a canvas, from sticks, from string). Introducing letter options.

c) Printing letters

d) consolidation of work with letters. Search for a letter in a word, in the alphabet, on a typesetting canvas.

6 – Learning to read letters. Use of playful and entertaining material (generalization, connection of new material with previously learned material, consolidation).

“The sound [i] in writing is indicated by the letter And . What does the letter look like? And ? Now everyone take your strings and let's lay out the letter And . Now we will get acquainted with the letter options And

And there is a big one and a small one: And and – letters are similar, how are they different? (height)

Where is the letter located on the typesetting canvas? And ?

Let me dictate the words to you, and you clap for the letter And ."

7 – Lesson summary.

READING LESSONS AT THE MAIN STAGE OF OG.

g u s i

“Let's pronounce the word syllable by syllable. Which syllable is stressed?”

Lesson structure:

Topic: Sounds [n] [n"], letter N n

Goals: acquaintance with soft and hard consonants.

Equipment: tables, abaci, reading materials.

Objectives: grammatical and spelling propaedeutics, teaching reading, working with text

During the classes:

1 – Repetition

When working with sound, there are 2 sounds: hard and soft.

“Let's divide the word into syllables: drum "

2 – learning to read letters. Working with syllables

On s z

But

Well Nn

We

Neither

3 – Working with words

4 – Working with text

WRITING LESSONS IN THE OG PERIOD

STRUCTURE OF WRITING LESSONS

Pre-letter stage of the preparatory stage

Topic: on the element being studied. "Study of the loop element"

Goal = topic

Objectives: - educational: mastering new elements, developing the muscles of the writing hand, learning to use writing tools, orientation using copybook pages

Developmental: development of writing + in reading lessons

Educators: see reading lesson

Equipment: writing materials, copybook, textbook, blackboard, chalk, illustrative visual aids, cards, lanyards, poster “sit correctly when writing”

During the classes:

1 – Organizational moment

2 – Preparing the writing hand for writing

3 – Repetition of reading learned in lesson

4 – Demonstration of the element, its name, analysis of its image (stick, rounded stick)

5 – Explanation of the procedure for performing actions when writing.

“We place our hand on the top line of the top line, draw a straight line at an angle, not reaching the bottom line, round it off.”

Repeating an element in the air, in the air with eyes closed, tracing the dots, writing the element

6 – Oral work: quality analysis (which one turned out better)

Etc. down the copybook with alternating oral and written work.

7 – Use of playful and entertaining material. Connection of new material with previously studied

8 – Lesson summary

Letter stage of the preparatory stage

Theme: lowercase letter at . Uppercase letter U

Goal: learn the letter.

Objectives: - educational: get acquainted with the image (handwritten version),

Distinguish a letter from others, teach how to write and connect with others + tasks at the letter level

Equipment: the same

During the classes:

1 – Organizational moment

2 – Repetition of previously learned

3 – Preparing your hand for writing

4 – work with the letter.

Demonstration of a handwritten image of a letter. Elemental analysis of a letter: we divide the letter into elements:

Writing elements in copybook:

Flourishes

Analysis of letters in the direction of the writing hand

We fix the point at which the letter begins.

First in the air, in the air with your eyes closed, with the blunt side of a pencil

Letter letters in cursive

Working on connections

wow wow – top and bottom connection

and y y -top

and about- upper

We alternate oral and written material.

7 – Connection of the material with previously studied. Game and entertaining material

8 – Lesson summary

Main stage

Subject: same

Goals: the same

Objectives: educational: reading handwritten text, developing the ability to copy text, writing from dictation.

Equipment: Handwritten alphabet, “sit correctly when writing” poster

During the classes:

1 –

2 – the same

3 –

4 – Letter letters. Working with connections (the middle connection is entered):

Working with words: working on meanings, sound-letter analysis, grammatical and spelling check (mandatory learning task)

Working with sentences and text. Semantic, structural analysis.

7 –

8 – the same

1-2-3 physical education minutes are included

SPELLING

CALLIGRAPHY GRAPHICS SPELLING PUNCTUATION

SYSTEM FOR FORMING SPELLING SKILLS IN JUNIOR SCHOOLCHILDREN

1. Types of spellings studied in elementary school
2. Stages of formation of spelling skills
3. Factors influencing the formation of spelling skills.

1. Spelling is a problem situation that requires a choice between correct and incorrect spelling.

2. The study of spellings correlates with topics on grammar and morphemics

Spelling skill is an automated skill in mastering ways to designate spoken speech in writing (spelling skill).

Spelling skills are formed gradually on the basis of theory, rules, imitation (cheating)

Stages of developing spelling skills:

1 – Motivational – the emergence of a need for correct writing

2 – Target – awareness of the spelling task – finding a spelling, determining its type

3 – Indicative – searching for a spelling solution.

Performing stage

4 – Drawing up a solution algorithm for a specific problem.

A car is driving along a (country) road

On the way: noun, 1st cl., D.P., - e

5 – repeated repeated execution of an action (i.e. according to a rule, algorithm) with a gradual collapse of the algorithm

6 – Emergence of elements of automation (complicating the material, accelerating the pace of work)

7 – achieving more or less complete automaticity (self-control, self-test)

8 – free automated writing in various situations

3. Factors:

1 – Orthographic vigilance – the ability to see where there is a choice between right and wrong

You can't pull a fish out of a pond without difficulty(15 spellings)

2 – Level of vocabulary development or vocabulary

3 – visual memory (copying, reading)

4 – developed phonemic hearing

ORGANIZATION OF WORK ON SPELLING IN PRIMARY SCHOOL.

1. Learning spelling rules

2. Methods of teaching spelling

3.Types of spelling exercises

1. Practical work on spelling is based on rules. This work is effective if the rule is applied quickly and accurately.

The following types of spelling rules are used in elementary school:

1 – instruction or prohibition

2 – guidance for selection based on meaning

3 – instructions for observing the tongue

4 – grammatical

5 – instructions for the verification procedure

Working with a spelling rule

1 – Observation of language, conclusions

2 – reading the rule

3 – questions about the content of the rules

4 – analysis and analysis of examples

5 – retelling the rule by students

6 – students’ selection of their own examples

2. There are three main methods:

A) language analysis and synthesis

B) imitative

C) solving grammatical and spelling problems

A)- Language analysis– used not only in teaching spelling, but also in other areas of linguistics

Types of analysis:

1 – sound-letter (phonetic-graphic) – occupies an important place in the spelling work of grades 1-2, especially in cases where the spelling differs from the pronunciation

2 – semantic – used when working with homophone words

3 – syllabic – highlighting stressed and unstressed syllables

4 – derivational or morphemic etymological

5 – morphological – for correct spelling of endings

- Language synthesis.Types of synthesis

1 – synthesis at the level of letters and syllables

2 – the simplest cases of word formation

3 – at the level of shaping

4 – synthesis of syntactic structures

B)Imitative– based on memorization, which can be voluntary or involuntary. The leader is voluntary memorization - when mastering untestable spelling patterns; when mastering words with complex morphemic composition; when learning new words.

Techniques of the imitative method:

1 – setting for visual memorization, in parallel with orthographic pronunciation

2 – setting for error-free writing

3 – working with dictionaries

4 – visual dictations (writing from memory)

5 – use of visual aids to facilitate memorization

6 – memorizing the morphemic composition of words

C) Solving grammatical and spelling problems

When solving one or another grammatical and spelling problem, the student must:

1 – see spelling

2 – determine the verification method in general terms, i.e. remember the rule

3 – perform an action according to a rule or algorithm

4 – draw a conclusion about the correct spelling

5 – write correctly, accurately, without losing the general meaning of the content of the text

3. Types of spelling exercises.

There are three groups of basic spelling exercises:

1 – Imitation exercises (cheating)

2 – Dictations

3 – Free writing (independent writing)

1 – Cheating is one of the most effective means of developing spelling skills.

Types of cheating:

- for educational tasks:

1) educational cheating

2) control write-off

- according to the degree of complexity:

1) uncomplicated copying (simple copying)

2) complicated cheating (spelling skills are developed more purposefully)

Complications may vary

a) complication of copying with syllable-by-syllable orthographic pronunciation

b) cheating after highlighting spellings in the finished text

3) copying with spelling explanation

4) copying with insertion of missing letters

5) copying with underlining spellings

6) cheating with missing spellings

7) copying with morphemic pronunciation

8) syllable writing

9) morphemic writing

10) copying with highlighting of grammatical units

11) cheating with test words

- by volume:

1) solid

2) selective

3) distribution

- according to language material:

1) vocabulary

2) phrases

3) offers

4) text

2 – Dictations

- according to the way of perception

The manual contains a systematic course of methods for teaching grammar, reading, literature, spelling and speech development to primary schoolchildren. It reflects the realities of recent years in education: a focus on modern methods of developmental education, on organizational forms of multi-level education, on programs and textbooks of various types, a focus on person-centered learning that takes into account the interests, abilities and talents of children. For students of higher pedagogical educational institutions. It can be recommended to students of secondary pedagogical educational institutions, as well as school teachers.

INTRODUCTION........................................................ ........................................................ ................................. 8

Chapter 1. THEORY AND METHODS OF TEACHING RUSSIAN LANGUAGE AS A SCIENCE................................... 8

Chapter 2. SCIENCES ABOUT LANGUAGE - THE BASIS OF ITS METHODS................................................... .......10

Chapter 3. PSYCHOLOGICAL AND DIDACTIC ASPECTS OF THE RUSSIAN LANGUAGE METHODS.........................13

Chapter 4. RUSSIAN LANGUAGE AS A SUBJECT AT SCHOOL.................................................... ..16

Chapter 5. SKETCH OF THE HISTORY OF THE METHODS OF THE RUSSIAN LANGUAGE AS A SCIENCE...................................20

SECTION I METHODOLOGY FOR TEACHING LITERACY.................................................... ...............28

Chapter 1. GENERAL CONCEPT.................................................... ................................28

Learning to read and write as a special stage in mastering the initial skills of writing and reading…………………………………………………………………………………………..... .28

Challenges facing literacy education................................................................. ......29

Educational and methodological kit for teaching literacy.................................................... ...........................thirty

Methods of teaching literacy, their classification.................................................... .32

Chapter 2. HISTORICAL SKETCH OF METHODS OF TEACHING GRAMMAR...................................33

History of literacy teaching methods.................................................................... ...............................33

Subjunctive method................................................... ................................34

Transition to sound methods.................................................... ...............................37

Chapter 3. STAGES OF TEACHING READING AND WRITING.................................................... ..........40

Selection of methodology......................................................... ........................................................ ......................40

Pre-letter period................................................... ........................................................ ...............40

Sound-syllabic schemes, letter schemes, sound schemes………………..................................... .41

Working with syllables, syllable division.................................................... .................44

Introducing Accent......................................................... ........................46.

Learning sounds........................................................ ........................................................ ....46

Introducing letters................................................................... ........................................49

Chapter 4. WORK OF STUDENTS AND TEACHERS.................................................... ............................50

The reading mechanism, its components.................................................... .........................50

Reading syllables in letter “columns” .................................................... ...............................53

Reading and parsing alphabetic texts.................................................... ........................................54

Teaching writing......................................................... ........................................................ ....................56

Literacy lessons................................................................... ........................................................ .........59

SECTION II METHODS OF READING AND LITERATURE.................................................... .............62

Chapter I. SKETCH OF THE HISTORY OF READING METHODS.................................................... ...................62

The origins of the method of explanatory reading.................................................... ...........................62

K. D. Ushinsky - the founder of the method of explanatory reading....................................63

L. N. Tolstoy’s views on the process of learning to read.................................................... ...................66

Criticism of the method of explanatory reading by advanced methodologists of the 19th century.................................67

Development and improvement of the method of explanatory reading in the 19th century. ........................68

Methods of educational reading by Ts. P. Baltalon.................................................... ....................71

Method of literary and artistic reading.................................................... ...........................73

Creative reading method......................................................... ........................................................ ......74

Development of reading methods in the 30-70s of the XX century. ........................................................ ................76

Chapter 2. MODERN SYSTEM OF TEACHING READING AND LITERATURE.........80

Propaedeutic stage of literary education for junior schoolchildren................80

Educational material for reading and literary propaedeutics in primary grades……………….................................... ........................................................ ........................81

The role of an adult in the formation of a child reader.................................................... .86

Organization of live impressions and creative activities of children in the system of literary education for primary schoolchildren.................................................... .......................87

Chapter 3. METHODOLOGY FOR WORKING ON READING SKILL.................................................... ........ 93

Qualities of reading skill......................................................... ................................ 93

Stages of development of reading skills in a beginning reader.................................................... 94

Working on reading accuracy and fluency.................................................... ............. 95

Working on reading consciousness................................................................. .....................................100

Working on expressive reading.................................................................... ...................................106

Chapter 4. SCIENTIFIC FOUNDATIONS OF ANALYSIS OF A WORK OF ART...................................110

Literary foundations of the analysis of a work of art.....................110

Psychological characteristics of the perception of a work of art by junior schoolchildren.................................................................... .......... 111

Methodological principles of working with literary texts in primary school.................................................... 114

Chapter 5. METHODOLOGY FOR READING AND ANALYZING A WORK OF ART IN

PRIMARY GRADES................................................................. ..................................... 115

Primary perception of the text........................................................ .................... 115

Analysis of a work of fiction in a reading lesson.................................................... ............. 116

Methodology for working with a work of art at the stage of secondary synthesis.................................................... ........................................................ ........ 118

Creative works of students based on the work they read.................................... 119

A few words about the school theater................................................... ............... 122

Chapter 6. FEATURES OF WORKING ON WORKS OF DIFFERENT KINDS AND GENRES... 123

About the types of literary works................................................................... ....................... 123

Methodology for working on epic works in primary school.................................... 123

Methodology for working on lyrical works in primary school.................................... 128

Methodology for working on dramatic works in primary school.................................... 130

Chapter 7. WORKING WITH A CHILDREN'S BOOK.................................................... ........................... 133

About the educational role of the book................................................... ........................................................ ..... 133

The origins of the modern system of working with children's books.................................................... ..... 134

Modern system for developing reading independence in younger schoolchildren.................................................... ........................................................ ..................................... 136

Preparatory stage of learning to work with children's books.................................................... .......... 137

The initial stage of learning to work with children's books.................................................... ....................... 138

The main stage of learning to work with a children's book.................................................... ........................ 139

Typology of extracurricular reading lessons.................................................................... ........................................ 140

Chapter 8. READING LESSONS IN MODERN SCHOOL.................................... 143

Requirements for reading lessons.................................................................... ........................................................ ........ 143

Objectives of a modern reading lesson................................................................. ............................................... 144

Typology of reading lessons………………………………………………………................................. ........................... 144

Preparing a teacher for a reading lesson................................................................. ........................................... 146

SECTION III. METHODOLOGY FOR STUDYING LANGUAGE THEORY (PHONETICS,

VOCABULARY, MORPHEMICS, WORD FORMATION, GRAMMAR -

MORPHOLOGY AND SYNTAX) .................................................... ..................................... 151

Chapter 1. BRIEF HISTORICAL INFORMATION ON “SCHOOL GRAMMAR” ..... 151

Chapter 2. EDUCATIONAL AND DEVELOPMENTAL POSSIBILITIES OF THE SUBJECT

"RUSSIAN LANGUAGE" .............................................. ........................153

Ways to implement the educational function of language.................................................... 154

Formation of linguistic concepts................................................................... ............... 155

Studying the patterns and structure of language.................................................... ........................... 158

In-depth study of the Russian language.................................................... .................................... 159

The developing role of language theory................................................................. ............................................... 160

Chapter 3. METHODS OF STUDYING RUSSIAN LANGUAGE AT SCHOOL.................................................... ........ 160

Language analysis as a method.................................................... .............161

Construction method................................................... ........................................................ ............ 162

Comparative historical method.................................................... ........................................... 163

Visual methods........................................................ ........................................................ ..... 164

Teacher's story method...................................................... ................................................... 165

Heuristic or search methods.................................................... .................................... 165

Game as a method................................................... ........................................................ ........ 167

Communication methods................................................... ........................................................ ........ 168

Programmed learning and computer................................................................. ...................................168

Chapter 4. TEXTBOOK OF THE RUSSIAN LANGUAGE AND ADDITIONAL RESOURCES.................................................. 169

The role of the textbook, its functions.................................................... ........................................ 169

Requirements for texts in the textbook.................................................................... ..................................... 170

Types of textbooks and manuals................................................................. ........................................... 171

Types of student work using the textbook................................................................. ................................... 173

Chapter 5. METHODOLOGY FOR STUDYING COURSE SECTIONS. METHODOLOGY OF PHONETICS AND GRAPHICS....... 174

Understanding the functions of pronunciation units of speech.................................................... ............. 174

Student skills........................................................ ................................................... 175

Learning process. Methods, techniques................................................... ..................................... 176

Difficulties in phonetics and graphics................................................................. ........................................... 177

Chapter 6. METHODOLOGY OF VOCABULARY AND SEMANTICS. MORPHEMIC METHOD AND

WORD FORMATIONS................................................................. .................................... 177

Educational process. Methodological techniques. Difficulties................................................. ............. 179

Generalizations. Feedback................................................ .................................... 181

Chapter 7. METHODOLOGY FOR STUDYING GRAMMAR.................................................... .................... 182

Morphology. Parts of speech................................................... ............................................... 182

Noun. Lexical and grammatical meaning.................................................... 183

Topic “Gender of nouns”................................................. ............... 184

Topic “Number of nouns”................................................. ................................ 185

Topic “Declination of nouns”................................................................. ................... 186

Chapter 8. ADJECTIVE.................................................... ................................ 190

Lexical and grammatical meaning of adjectives.............................................. 190

Topic “Gender of adjectives” .................................................... .................................... 191

Topic “Number of adjectives” .................................................... ................................... 192

Topic “Declination of adjectives” .................................................. ........................... 193

Word formation of nouns and adjectives.................................................... 196

Chapter 9. VERB.................................................... ........................................................ ............... 197

Lexical and grammatical meaning of verbs.................................................... .................... 197

Topic "Verb tense". Past tense................................................ ................. 199

Topic “Present tense of the verb” .................................................... ................................... 199

Theme "Infinitive". Infinitive............................................... .202

Topic “Future tense of the verb (simple and complex)”.................................................... ............ 203

Introducing the moods and voices of verbs.................................................. 205

Word formation of verbs............................................................. ........................ 207

Chapter 10. VARIOUS TOPICS OF THE MORPHOLOGY COURSE.................................................... ................. 208

Getting to know the pronoun................................................................... ........................................................ ..... 208

Introduction to numerals.................................................................. ....................210

Getting to know adverbs................................................................... ........................................................ .211

Functional parts of speech. Unions. Prepositions........................................................ ........ 211

Chapter 11. SYNTAX.................................................... ........................... 212

The place and role of syntax in a grammar course.................................................... 212

Proposals, their types.................................................. ........................................................ .................... 213

Members of the sentence. Collocations........................................................ .................... 216

Homogeneous members of the sentence.................................................. ........................................... 217

Complex sentences................................................ ........................................................ ............... 218

Direct and indirect speech.................................................... ........................ 219

SECTION IV SPELLING METHODS (SPELLING AND PUNCTUATION)... 223

Chapter 1. COMPARATIVE HISTORICAL ANALYSIS OF TEACHING SPELLING

(XIX-XX centuries).................................................. ........................................................ ............... 223

Grammar basics of teaching spelling.................................................................... ................... 223

Position of K. D. Ushinsky................................................. ........................................................ .224

Antigrammatical direction................................................... .................................. 226

Chapter 2. PROPERTIES OF RUSSIAN SPELLING AS THE BASIS OF ITS METHODOLOGY....... 227

General concept........................................................ ........................................................ ................. 227

Alphabet................................................. ........................................................ ... 228

Graphic arts................................................. ........................................................ .............. 228

Spelling................................................. ........................................................ .229

Punctuation................................................. ................................... 230

Principles of Russian spelling. Morphological principle................................... 230

Phonemic principle................................................... ................................ 232

Traditional principle of spelling............................................................ ................................ 233

The principle of differentiation of values.................................................................. .................................... 234

Phonetic principle................................................... .................................... 234

Punctuation principles................................................................... ........................................................ ................ 235

Chapter 3. FORMATION OF SPELLING ACTIONS AND SPELLING SKILLS..... 236

Spelling........................................................ ........................................... 236

Spelling vigilance................................................... ........................... 237

Spelling rules................................................... .................................... 238

Motivation for spelling work...................................................... ............. 240

Stages of formation of spelling skills.................................................... ........................... 241

Speech hearing......................................................... ........................................................ ....... 243

Semantic work in mastering spelling.................................................... ........................... 243

Chapter 4. METHODS AND TECHNIQUES OF TEACHING SPELLING.................................................... 244

Selection of methods........................................................ ........................................................ .... 244

Language analysis and synthesis................................................................. ............... 245

Memorization........................................................ ........................................... 246

Solving grammatical and spelling problems.................................................... .................... 247

Algorithms........................................................ ........................................................ .................... 249

Compression stages of the algorithm.................................................... ................................ 250

Types of spelling exercises................................................................. .................................... 251

Imitative exercises (types of cheating)................................................................. ................... 252

Types of dictations......................................................... ........................................................ ............... 253

Grammar and spelling comments.................................................... ............... 254

Independent writing, expression of thought, its role in spelling.................................... 255

Chapter 5. STUDYING STUDENTS' ERRORS.................................................... ......... 256

Classification of errors................................................... ................................................... 256

Diagnostics and prediction of errors.................................................... ................. 257

Correcting and preventing errors.................................................................. ........................... 258

Chapter 6. RUSSIAN LANGUAGE LESSON (GRAMMAR AND SPELLING)................................................... 260

General requirements for the lesson.................................................. ................................................... 260

Typology of Russian language lessons.................................................... ................................ 261

Structural components of Russian language lessons.................................................... ........................ 263

Lesson planning and preparation.................................................................... ......... 265

SECTION V METHODS OF STUDENTS SPEECH DEVELOPMENT.................................... 269

Chapter 1. SKETCH OF THE HISTORY OF THE DEVELOPMENT OF THE “GIFT OF THE WORD” IN THE RUSSIAN SCHOOL of the 19th-20th centuries...... 269

K. D. Ushinsky................................................... ................................... 269

The main directions in the methodology of speech development................................................................. ............... 270

Trends of the 60s of the XX century. ........................................................ .................... 272

Chapter 2. PSYCHOLOGICAL AND LINGUISTIC FOUNDATIONS OF STUDENTS' SPEECH DEVELOPMENT ................................... 273

Speech and its types.................................................. ........................................ 273

Speech and thinking ................................................... ........................................................ ... 274

Statement........................................................ ........................................................ .......... 275

Types of speech (text)................................................... ................................... 277

Theories of text structure................................................................... ........................................... 278

Factors of human speech development................................................................. ................................ 280

Chapter 3. CULTURE OF SPEECH AND METHODS.................................................... ........ 281

Criteria for speech culture................................................................... .................................... 281

Chapter 4. METHODS OF DEVELOPING STUDENTS' SPEECH.................................................... .......... 283

Imitative methods................................................... ........................................................ ..... 283

Communication methods................................................... ........................................................ .... 284

Construction method................................................... .................................... 286

Rhetoric in primary school................................................................. ........................................... 288

Chapter 5. LEVELS OF WORK ON STUDENTS' SPEECH DEVELOPMENT.................................................... 290

Pronunciation level................................................... ........................................................ .. 290

Directions of work at the pronunciation level................................................................. ................... 292

Lexical level (vocabulary work) .................................................... ................................... 295

Grammatical level of work on speech development.................................................. ................. 297

Chapter 6. TEXT LEVEL IN SPEECH DEVELOPMENT.................................................... ....... 300

Types of school text exercises................................................................. ..................................... 300

Typology of student work and components of the speech development system.................................... 302

Retellings and expositions, their meaning, purposes and types.................................................... ....................... 304

Methodology for presenting individual types.................................................................... ............ 305

Creative retellings and presentations.................................................... ........................... 307

Chapter 7. TEXT LEVEL (CONTINUED). ORAL AND WRITTEN ESSAYS........... 309

Essay as personal expression.................................................................... .................... 309

Preparatory steps for writing.................................................... .................... 310

Execution, implementation of the prepared................................................... ................................... 313

Analysis of children's essays......................................... 315

Chapter 8. ABOUT SPECIFIC TYPES OF ESSAYS.................................................... ............... 317

Miniature essays................................................................. ........................................................ ............... 317

Description of the picture................................................ ........................................................ .......... 318

Essays on literary topics.................................................................... ..................................... 319

Writing fairy tales................................................... ........................................... 321

Essays based on students’ experiences and observations................................................................. .322

Literary creativity of schoolchildren................................................................... .................................... 323

Chapter 9. SPEECH ERRORS OF STUDENTS, THEIR DIAGNOSIS AND CORRECTION......... 327

Types and causes of speech errors.................................................... .................... 327

Characteristics of lexical errors.................................................... ............. 329

Morphological errors........................................................ ........................... 330

Syntax errors................................................... ........................... 331

Logical and compositional errors.................................................................... ................................... 332

Correcting and preventing speech errors................................................................. ....... 333

Chapter 10. ORGANIZATIONAL FORMS OF CLASSES ON SPEECH DEVELOPMENT OF SCHOOLCHILDREN... 335

Typology of organizational forms of speech development.................................... 335

Language, speech, its development, linguistic personality.................................................. ............... 336

SECTION VI EXTRACURRICULAR WORK IN THE RUSSIAN LANGUAGE.................................................... 341

Tasks and forms of extracurricular work................................................................. ............... 341

Language games................................................... ........................................................ ............... 342

Russian language club................................................... ........................................................ .... 344

Child at home................................................... ..................................... 344

Types of extracurricular activities................................................................... ........................................................ 345

Zinovieva T.I., Kurlygina O.E., Tregubova L.S. Workshop on methods of teaching the Russian language in primary school

M.: Academy, 2007. - 304 p.

Content:
General approaches to the development of speech of primary schoolchildren.
Improving oral speech of junior schoolchildren.
Work on the word as a lexical unit of speech.
Development of the syntactic structure of speech of primary schoolchildren.
Work in the field of speech culture for junior schoolchildren.
Teaching primary schoolchildren to reproduce text and create their own statements.
Methods of teaching literacy.
Studying the topic “Sounds and Letters” and improving the phonetic and graphic skills of primary schoolchildren.
Methods of teaching spelling.
Methodology for studying the basics of morphemics and word formation.
Issues of theory and practice of teaching morphology in primary school.
Studying elements of syntax and punctuation.

Ramzaeva T.G., Lvov M.R. Methods of teaching Russian in primary school

M.: Education, 1979.

Lvov M.R., Ramzaeva T.G., Svetlovskaya N.N. Methods of teaching Russian in primary school

2nd ed., revised - M.: Education, 1987. - 415 p.

The book outlines a systematic course of Russian language methodology in elementary school. The second edition contains materials reflecting the implementation of school reform: on the education of six-year-old children, on streamlining the academic workload of students, etc.; the specifics of the new textbooks - “ABC”, reading books, Russian language textbooks, and the educational complex as a whole were taken into account.

Soloveichik M.S. Russian language in primary school. Theory and practice of teaching

Soloveychik M.S., Zhedek P.S., Svetlovskaya N.N., Tsukerman G.A., Goretsky V.G., Kubasova O.V. and etc.
M.: Academy, 1997. - 383 p.

Ladyzhenskaya T.A. (ed.). Methods of speech development in Russian language lessons

NOT. Boguslavskaya, V.I. Kapinos, A.Yu. Kupalova and others.
Book for teachers. - M.: Education, 1991. - 240 p.

Lvov M.R. Dictionary-reference book on Russian language methods

Textbook manual for pedagogical students. Institute for specialties No. 2101 “Rus. language or T.". - M.: Education, 1988. - 240 p. - ISBN 5-09-000507-9.

Zhedek P.S. Using developmental teaching methods in Russian language lessons in primary school

Educational and methodological manual. - Tomsk: Peleng, 1992. - 60 p. — (Library of developmental education).
The collection contains articles on studying the Russian language on a phonemic basis, which develops phonetic hearing in students and is a prerequisite for the successful teaching of children's literacy as the basis for improving their spelling skills, the most important condition for mastering the graphics and spelling of the Russian language, and developing interest in the language.
The author offers practical recommendations on the use of methods of teaching spelling on a phoneme basis, teaching spelling vigilance to both primary school students and students and future teachers.
The work is intended for students of pedagogical universities, employees of the public education system, and parents.

Soloveichik M.S. First steps in learning language and speech

M.: Flinta, 2000. - 104 p.

The book is dedicated to the first stage in the preparation of primary schoolchildren in the Russian language - the period of learning to read and write. The book provides methodological advice on teaching phonetics, graphics, spelling and speech. Lesson developments are provided.
The book can be useful in teaching literacy using any ABC book; it is addressed to primary school teachers, primary education methodologists, university and college teachers, and students.

Lvov M.R., Goretsky V.G., Sosnovskaya O.V. Methods of teaching Russian in primary school

M.: Academy, 2007. - 464 p. - (Higher professional education).

Methods of teaching literacy.
Methods of reading and literature.
Methodology for studying language theory.
Spelling techniques (spelling and punctuation).
Methods for developing students' speech.
Extracurricular work in the Russian language.

Lvov Mikhail Rostislavovich (February 9, 1927, the village of Pavarenis, now in the Alytus region of Lithuania - June 24, 2015) - teacher, Russian language methodologist, corresponding member of the Russian Academy of Education, doctor of pedagogical sciences and professor.

In 1953 he graduated from the Barnaul Pedagogical Institute. Since 1947 he taught at a school in Slavgorod, Altai Territory. Since 1961 on scientific and pedagogical work: at Moscow State Pedagogical Institute named after. IN AND. Lenin (1961-64 and since 1975), Magnitogorsk Pedagogical Institute (1964-75).

In the development of speech of primary schoolchildren, he methodically substantiated 3 directions: work on the word, providing for the expansion of sources for studying speech, deepening the methods of semantization of vocabulary, mastering synonyms and antonyms in the language; work on phrases and sentences based on a system of exercises of a constructive and creative nature; work on coherent speech using a developed typology and methodology for essays.

Mikhail Rostislavovich formulated the leading trends in the speech development of students: growth in volume and structural complexity of speech units (up to 3rd grade); increasing the variety of speech means (grades 4-7); stabilization of means of speech (grades 8-10). These studies are summarized in the work “Trends in the Development of Students’ Speech.”

Lvov M.R. co-author of general teaching aids: “Methods of teaching the Russian language in primary school”, compiler of the anthology “Development of speech of students in primary school”, which reflected the study of this issue in domestic philological science from F.I. Buslaev and A.Ya. Ostrogorsky to M.A. Rybnikova and others.

Books (9)

Methods of teaching Russian in primary school

The book outlines a systematic course of Russian language methodology in elementary school.

The second edition contains materials reflecting the implementation of school reform: on the education of six-year-old children, on streamlining the academic workload of students, etc.; The specifics of the new textbooks - “ABC”, reading books, Russian language textbooks, and the educational complex as a whole were taken into account.

Methods of teaching Russian in primary school

The manual contains a systematic course of methods for teaching grammar, reading, literature, spelling and speech development to primary schoolchildren. It reflects the realities of recent years in education: a focus on modern methods of developmental education, on organizational forms of multi-level education, on programs and textbooks of various types, a focus on person-centered learning that takes into account the interests, abilities and talents of children.

For students of higher pedagogical educational institutions. It can be recommended to students of secondary pedagogical educational institutions, as well as school teachers.

Methods of speech development for junior schoolchildren

The purpose of the manual is to help the teacher in the systematic organization of work on speech development. It describes in detail the methodology for teaching coherent speech, provides not only theoretical material, but also offers methodological recommendations and didactic material.

The first edition of the book was called “Speech of Junior Schoolchildren and Ways of Its Development” (1975).

Basics of speech theory

The textbook outlines the theoretical foundations of speech from a modern perspective, characterizes its types, code transitions, theories of speech acts, communication, modern rhetoric, children's speech and its development at school, reflects issues of psycholinguistics, sociolinguistics, etc.

Spelling in primary school

The literacy level of secondary school students is one of the most pressing problems in public education.

The theoretical part of the book is devoted to characterizing the principles of Russian spelling and existing teaching methods.

The practical part presents an algorithmic system for solving spelling problems and developing spelling skills in all sections of the Russian language course for students in grades I - IV.

Rhetoric. A culture of speech

The manual examines an interesting but little-studied area of ​​philological science - rhetoric, its spheres of influence and application, and its history.

Particular attention is paid to the types of eloquence and the meaning of the spiritual and moral word. Practical advice regarding the art of oratory required in teaching, discussion and other areas of activity is very important.

Glossary of synonyms and antonyms

According to the author, the “Dictionary” is intended for the creative development of primary school students. The entire educational process is creation, and children themselves act as researchers, inventors, and designers. At first glance, this is a game, but in fact it is a very serious educational activity.

The material of the “Dictionary” is systematized: it has 5 sections, 200 dictionary entries, children work with synonyms, gradually move on to antonyms, to connected synonymous-antonymic connections, to the polysemy of the word and synonymous series and antonymic pairs built on polysemy. Naturally, the difficulty of the material gradually increases. But all this does not mean that the “Dictionary” is some kind of textbook, that it must be “passed through”.

Dictionary-reference book on Russian language methods

A dictionary-reference book on Russian language methods has been created for the first time.

It reveals the most important concepts of Russian language methodology in secondary school. Literature is named for all main topics, the study of which will help readers organize purposeful independent work on mastering the methodology.

The manual is intended for students of the Faculty of Russian Language and Literature of Pedagogical Institutes. At the same time, it can be useful for secondary school teachers, as it will allow them to deepen and systematize their knowledge.

Transcript

2 HIGHER PROFESSIONAL EDUCATION M. R. LVOV, V. G. GORETSKY, O. V. SOSNOVSKAYA METHOD OF TEACHING THE RUSSIAN LANGUAGE IN PRIMARY CLASSES Approved by the Ministry of Education and Science of the Russian Federation as a teaching aid for students of higher educational institutions studying in the specialty “Pedagogy and Methods of Primary Education" 3rd edition, stereotypical Moscow Publishing Center "Academy" 2007

3 UDC (075.8) BBK Rus ya73 L891 Authors: V. G. Goretsky (section I), M. R. Lvov (introduction, sections III, IV, V and VI), O. V. Sosnovskaya (section II) Reviewers: Doctor of Pedagogical Sciences, Professor of the Moscow State Open Pedagogical University named after. M. A. Sholokhova T. M. Voiteleva; Candidate of Pedagogical Sciences, Associate Professor, Head. Department of Philological Disciplines and Methods of Teaching them in Primary Schools of the Moscow City Pedagogical University T. I. Zinovieva L891 Lvov M. R. Methods of teaching the Russian language in primary classes: textbook. aid for students higher ped. textbook institutions / M. R. Lvov, V. G. Goretsky, O. V. Sosnovskaya. 3rd ed., erased. M.: Publishing center "Academy", p. ISBN The manual contains a systematic course of methods for teaching grammar, reading, literature, spelling and speech development to primary schoolchildren. It reflects the realities of recent years in education: a focus on modern methods of developmental education, on organizational forms of multi-level education, on programs and textbooks of various types, a focus on person-centered learning that takes into account the interests, abilities and talents of children. For students of higher pedagogical educational institutions. It can be recommended to students of secondary pedagogical educational institutions, as well as school teachers.

4 Contents FROM THE AUTHORS... 6 INTRODUCTION...8 Chapter 1. THEORY AND METHODS OF TEACHING RUSSIAN LANGUAGE AS A SCIENCE... 8 Chapter 2. SCIENCES ABOUT LANGUAGE BASIS OF ITS METHODS Chapter 3. PSYCHOLOGICAL AND DIDACTIC ASPECTS OF RUSSIAN LANGUAGE METHODS Chapter 4. RUSSIAN LANGUAGE AS AN ACADEMIC SUBJECT IN SCHOOL Chapter 5. SKETCH OF THE HISTORY OF METHODS OF THE RUSSIAN LANGUAGE AS A SCIENCE SECTION I METHODS OF TEACHING LITERACY...28 Chapter 1. GENERAL CONCEPT Teaching literacy as a special stage in mastering the initial skills of writing and reading Tasks facing teaching literacy Educational- methodological set for teaching literacy Methods of teaching literacy, their classification Chapter 2. HISTORICAL SKETCH OF METHODS OF TEACHING LITERACY History of methods of teaching literacy Letter-adjunctive method Transition to sound methods Chapter 3. STAGES OF TEACHING READING AND WRITING Choice of methodology Pre-letter period Sound-syllabic schemes, letter schemes, sound Work with syllable, syllable division Acquaintance with stress Study of sounds Acquaintance with letters Chapter 4. WORK OF STUDENTS AND TEACHERS The mechanism of reading, its components Reading syllables in alphabetic “columns” Reading and analysis of alphabetic texts Learning to write Literacy lessons SECTION II METHODS OF READING AND LITERATURE...62 Chapter I. SKETCH OF THE HISTORY OF READING METHODS The origin of the method of explanatory reading K. D. Ushinsky, the founder of the method of explanatory reading L. N. Tolstoy’s views on the process of teaching reading Criticism of the method of explanatory reading by advanced methodologists of the 19th century Development and improvement of the method of explanatory reading in the 19th century Methods of educational reading Ts. P. Baltalon Method of literary and artistic reading Method of creative reading Development of reading methods in the 20th century Chapter 2. MODERN SYSTEM OF TEACHING READING AND LITERATURE Propaedeutic stage of literary education of junior schoolchildren Educational material for reading and literary propaedeutics in primary grades The role of an adult in the formation child reader Organization of live impressions and creative activities of children in the system of literary education for primary schoolchildren

5 Chapter 3. METHODOLOGY OF WORKING ON READING SKILL Qualities of reading skill Stages of development of reading skill in a beginning reader Work on the accuracy and fluency of reading Work on reading consciousness Work on the expressiveness of reading Chapter 4. SCIENTIFIC BASES OF ANALYSIS OF A WORK OF ART Literary bases of analysis of a work of art Psychological features of the perception of art works by younger schoolchildren Methodological principles of working with a literary text in primary school Chapter 5. METHODOLOGY FOR READING AND ANALYZING A WORK OF ART IN PRIMARY CLASSES Primary perception of the text Analysis of a literary work in a reading lesson Methodology for working with a literary work at the stage of secondary synthesis Creative works of students in the wake of a read work Several words about the school theater Chapter 6. FEATURES OF WORKING ON WORKS OF DIFFERENT KINDS AND GENRES About the types of literary works Methodology for working on epic works in elementary grades Methodology for working on lyrical works in elementary grades Methodology for working on dramatic works in elementary grades Chapter 7. WORKING WITH CHILDREN'S BOOKS About the educational role of the book The origins of the modern system of working with children's books The modern system of developing reading independence of primary schoolchildren The preparatory stage of learning to work with a children's book The initial stage of learning to work with a children's book The main stage of learning to work with a children's book Typology of extracurricular reading lessons Chapter 8. READING LESSONS IN MODERN SCHOOL Requirements for reading lessons Objectives of a modern reading lesson Typology of reading lessons Preparing a teacher for a reading lesson SECTION III. METHODOLOGY FOR STUDYING LANGUAGE THEORY (PHONETICS, LEXICO, MORPHEMCICS, WORD FORMATION, GRAMMAR, MORPHOLOGY AND SYNTAX) Chapter 1. BRIEF HISTORICAL INFORMATION ON “SCHOOL GRAMMAR” Chapter 2. EDUCATIONAL AND DEVELOPMENTAL POSSIBILITIES ESSENTIALS OF THE SUBJECT “RUSSIAN LANGUAGE” Ways to implement the educational function of language Formation of language concepts Study patterns and structure of the language In-depth study of the Russian language The developing role of language theory Chapter 3. METHODS OF STUDYING THE RUSSIAN LANGUAGE AT SCHOOL Language analysis as a method Construction method Comparative-historical method Visual methods Teacher's story method Heuristic, or search methods Game as a method

6 Communicative methods Programmed learning and computer Chapter 4. TEXTBOOK OF THE RUSSIAN LANGUAGE AND ADDITIONAL MANUAL The role of the textbook, its functions Requirements for texts in the textbook Types of textbooks and manuals Types of student work using the textbook Chapter 5. METHODOLOGY FOR STUDYING COURSE SECTIONS. METHODS OF PHONETICS AND GRAPHICS Understanding the functions of pronunciation units of speech Students' skills Learning process. Methods, techniques Difficulties of phonetics and graphics Chapter 6. METHODS OF VOCABULARY AND SEMANTICS. METHODS OF MORPHEMICS AND WORD FORMATION Contents: language concepts, student skills Educational process. Methodological techniques. Difficulties of Generalization. Feedback Chapter 7. METHODOLOGY FOR STUDYING GRAMMAR Morphology. Parts of speech Noun. Lexical and grammatical meaning Topic “Gender of nouns” Topic “Number of nouns” Topic “Declination of nouns” Chapter 8. ADJECTIVE Lexical and grammatical meaning of adjectives Topic “Gender of adjectives” Topic “Number of adjectives” Topic “Declination of adjectives” » Word formation of nouns and adjectives Chapter 9. VERB Lexical and grammatical meaning of verbs Topic “Verb tense”. Past tense Topic “Present tense of verb” Topic “Infinitive”. Indefinite form of the verb Topic “Future tense of the verb (simple and complex)” Introduction to the moods and voices of verbs Word formation of verbs Chapter 10. VARIOUS TOPICS OF THE MORPHOLOGY COURSE Introduction to pronouns Introduction to numerals Introduction to adverbs Functional parts of speech. Unions. Prepositions Chapter 11. SYNTAX The place and role of syntax in the grammar course Sentences, their types Members of a sentence. Collocations Homogeneous members of a sentence Complex sentences Direct and indirect speech SECTION IV METHODS OF SPELLING (SPELLING AND PUNCTUATION) Chapter 1. COMPARATIVE HISTORICAL ANALYSIS OF TEACHING SPELLING (XIX-XX centuries) Grammatical foundations of teaching spelling Position of K. D. Ushinsky

7 Antigrammatical direction Chapter 2. PROPERTIES OF RUSSIAN SPELLING AS THE BASIS OF ITS METHODOLOGY General concept Alphabet Graphics Spelling Punctuation Principles of Russian spelling. Morphological principle Phonemic principle Traditional principle of spelling Principle of differentiation of meanings Phonetic principle Principles of punctuation Chapter 3. FORMATION OF SPELLING ACTIONS AND SPELLING SKILLS Spelling chart Orthographic vigilance Spelling rules Motivation for spelling work Stages of formation of spelling skills Speech hearing Semantic work in mastering spelling Chapter 4. METHODS AND TECHNIQUES S TRAINING SPELLING Selection of methods Language analysis and synthesis Memorization Solution of grammatical and spelling problems Algorithms Stages of compression of the algorithm Types of exercises in spelling Imitative exercises (types of cheating) Types of dictations Grammar and spelling commentary Independent writing, expression of thoughts, its role in spelling Chapter 5. STUDYING STUDENTS' ERRORS Classification errors Diagnosis and prediction of errors Correction and prevention of errors Chapter 6. RUSSIAN LANGUAGE LESSON (GRAMMAR AND SPELLING) General requirements for the lesson Typology of Russian language lessons Structural components of Russian language lessons Planning lessons and preparing for them SECTION V METHODS FOR STUDENTS' SPEECH DEVELOPMENT Chapter 1. HISTORY SKETCH DEVELOPMENT OF THE “GIFT OF THE WORD” IN THE RUSSIAN SCHOOL of the 19th 20th centuries K. D. Ushinsky Main directions in the methodology of speech development Trends of the 60s of the 20th century Chapter 2. PSYCHOLOGICAL AND LINGUISTIC FOUNDATIONS OF STUDENTS’ SPEECH DEVELOPMENT Speech and its types Speech and thinking Statement Types of speech ( text) Theories of text structure

8 Factors of human speech development Chapter 3. SPEECH CULTURE AND METHODS Criteria for speech culture Chapter 4. METHODS FOR STUDENTS SPEECH DEVELOPMENT Imitative methods Communicative methods Construction method Rhetoric in primary grades Chapter 5. LEVELS OF WORK ON STUDENTS SPEECH DEVELOPMENT Pronunciation level Directions of work at the pronunciation level Lexical level (vocabulary work) Grammatical level of work on speech development Chapter 6. TEXT LEVEL IN SPEECH DEVELOPMENT Types of school text exercises Typology of student work and components of the speech development system Retellings and expositions, their meaning, goals and types Methods of exposition of certain types Creative retellings and expositions Chapter 7 TEXT LEVEL (CONTINUED) ORAL AND WRITTEN ESSAYS Essays as personal self-expression Preparatory steps for an essay Execution, implementation of the prepared Analysis of children's essays Chapter 8. ABOUT CERTAIN TYPES OF ESSAYS Miniature essays Description of the picture Essays on literary themes Writing fairy tales Essays based on the experience and observations of students Literary creativity of schoolchildren Chapter 9. SPEECH ERRORS OF STUDENTS, THEIR DIAGNOSIS AND CORRECTION Types and causes of speech errors Characteristics of lexical errors Morphological errors Syntactic errors Logical and compositional errors Correction and prevention of speech errors Chapter 10. ORGANIZATIONAL FORMS OF CLASSES ON SPEECH DEVELOPMENT OF SCHOOLCHILDREN Typology of organizational forms of speech development Language, speech, its development , linguistic personality SECTION VI EXTRACURRICULAR WORK IN THE RUSSIAN LANGUAGE Tasks and forms of extracurricular work Language games Russian language club Child at home Types of extracurricular activities

9 FROM THE AUTHORS The methodology of teaching the Russian language is not short of general courses addressed to teachers, both practicing and preparing: the names of F. I. Buslaev, A. D. Alferov, N. K. Kulman, P. O. Afanasyev, A. P. Tekuchev, N.S. Rozhdestvensky, S.P. Redozubov, N.P. Kanonykin, T.G. Ramzaeva and many others confirm this. But time flows, new things accumulate in linguistics, in didactics, in psychology, in the organization of educational systems, in the requirements of the social development of society. In this book, the authors sought to reflect the realities of recent decades, the successes of science and the humanistic direction of education, modern pragmatic aspirations, the pluralism of types of schools, programs and textbooks, to some extent the variability of methodology generated by the diversity of educational systems, searches in the field of individual-oriented learning, in the development of interests, abilities, and talents of children. For a long time, teaching methods developed, keeping in mind collective learning, in a lesson system. The authors, of course, do not question these organizational forms of learning. But one cannot fail to take into account the goals of individual learning, especially at home and family, as well as the ever-increasing role of self-learning, the search, and research nature of the methodology. The methodology from a science addressed only to the teacher is increasingly turning into a science for students: both in their awareness of the content of the educational subject, its structure, and methods of presentation; and in the student’s awareness of his own cognitive activity in research methods; and in the ability to generalize what has been learned, to model it; and in application in practice, in the activity sphere; finally, in self-control and self-esteem. The authors sought to build a methodological course on the achievements of linguistics: functional grammar, morphemics, theory of word formation, phonology and phonetics, theory of speech culture, theory of speech activity, typology and linguistics of text, functional stylistics and stylistics of artistic speech. The book also takes into account the advances in the psychology of speech perception, communication, perception of fiction, mastering the mechanisms of reading, writing, spell checking, etc. The authors also relied on modern didactic typologies of methods, on the theories of developmental education, intellectual development of schoolchildren, and the formation of mental actions. Specifically by sections of the course. The methodology for studying language theory characterizes grammatical material as a system studied by schoolchildren; where possible, the methodology is based on the students’ linguistic flair and practical language skills; the functions of grammatical categories and forms are identified based on model texts and linguistic pragmatics. Dictionaries and other reference materials are used. The section “Spelling Methodology” introduces its principles, the stages of formation of spelling action, and analyzes different areas of spelling methodology. The section “Methods of teaching literacy” introduces the basics of studying the sound-syllable system of the Russian language, the mechanisms of reading and writing, and modeling of language units from sound composition to sentence structure. 6

10 The methodology of reading and literature is presented by the problems of the relationship between the tasks of the reading technique, fluent, correct, conscious, expressive and literary education, the formation of the reader’s personality, the problems of combining aesthetic and literary approaches. The method of speech development is based on the psychology of speech, on the “speaking-listening” system, on the mechanisms of speaking and listening, on the structure of the text, on the criteria of speech culture in action. In all sections of the book, a significant place is devoted to the history of the methodology of the Russian language from I. Fedorov’s “ABC” to the present day. The historical principle helps to trace the development trends of our subject, those polemical spaces between the poles of which discussions unfolded: alphabetic or sound methods of teaching literacy? Deductive methods in grammar or observations of language? Grammar or anti-grammatical direction in teaching spelling? Imitation or creativity in speech development? Formal-grammatical or functional-semantic approach to language learning? The authors hope that the method they present will not appear to students as a simple, random set of practical recipes. The section “Methods of teaching literacy” was written by V. G. Goretsky, the section “Methods of reading and literature” by O. V. Sosnovskaya, everything else was written by M. R. Lvov. The authors express their gratitude to the reviewers: Professor, Doctor of Pedagogical Sciences A. P. Eremeeva, Professor, Doctor of Pedagogical Sciences S. A. Leonov and Professor, Doctor of Philological Sciences M. L. Kalenchuk for their kind assistance. 7

11 INTRODUCTION Chapter 1. THEORY AND METHODS OF TEACHING RUSSIAN LANGUAGE AS A SCIENCE The purpose of methodology, one of the pedagogical sciences, has two branches. The practical, applied goal is to equip teachers and students with a system of methods and techniques for activities and work to master language courses and skills (methodology not only for the teacher, but also for students). The theoretical, fundamental goal is to study the process of mastering knowledge and skills, its patterns, determine the principles of teaching, justify the methods, bring them into the system, create the scientific basis for designing technologies, lessons, their cycles, forms of feedback, etc. The subject of this science is the process of mastering by schoolchildren theory and practice of the native language in educational settings. At the same time, the concept of “learning” provides for four components: a) the content of what is being studied; b) the activity of the teacher organizing the process and presenting the material; c) the activities of students discovering new knowledge and mastering skills; d) the result of assimilation, positive and negative in it. The goals of the methodology are specified in its four traditional tasks: the first is determined by the question “why?”: this is the choice of goals for studying the subject at a given stage, in a given type of school; memorizing information or searching and discovering it; studying a subject in dynamics or statics; the second “what to teach?”: selection of course content, compilation of programs and textbooks, determination of the minimum knowledge that schoolchildren must master (educational standards), control criteria, identification of knowledge and skills, their (self) assessment; third “how to teach?”: development of methods and techniques, design of lessons, teaching aids for teachers, educational equipment, etc.; fourth “why this and not otherwise?”: justification for the choice of content and methods, comparative study of various (alternative) concepts, alternative training systems from the point of view of their goals and ways to achieve goals, effectiveness; for example, a comparative study of work using the textbooks “Russian Language” by T. G. Ramzaeva, A. V. Polyakova, S. F. Zhuikov, V. V. Repkin. The methodology is designed to study the patterns of speech development of children at different stages, the patterns of the formation of language concepts in schoolchildren, their analytical and synthetic skills, and awareness of a practically acquired language. Serving itself, the methodology builds systems of objective laws, concepts, principles; Serving the school, it builds methods, systems of techniques, tasks, rules, algorithms, models of lessons, conversations, and dialogues. These connections look like this: 8

12 Regularity Principle of teaching Methods Language as a sign system is implemented in speech activity Speech development as the main principle of students’ work Communicative method, functional approach The methodology studies the levels of knowledge and skills of students, finds out the reasons for successes and failures, diagnoses errors and predicts learning outcomes, finds ways to prevent surprises . Designs options based on students’ interests, levels of development and abilities. Time suggests its tasks: nowadays there is a search for methods and techniques that would ensure cognitive interest, activity and independence of students, the development of their intelligence, and the strength of assimilation of knowledge and skills. This book is dedicated to teaching primary schoolchildren their native Russian language. But there are other areas: methods of teaching the Russian (native) language in middle and high schools, methods of the Russian language for foreigners. The sections of the proposed methodology course correspond to the main areas of work in the primary grades: after the introduction, a section devoted to teaching literacy in elementary reading and writing; section on methods of reading and studying literature; sections “Study of linguistic theory”, devoted to the formation of linguistic concepts, rules, language structure, and “Spelling Methods”, i.e. spelling and punctuation, theory of errors and their prevention. Finally, the “Methodology for the Development of Students’ Speech” crowns the building: it provides, on the basis of the studied language theory and literary examples, mastery of the oral and written expression of the student’s own thoughts. This is an oral story, written composition, text construction. The science of methodology is relatively young, it is less than two centuries old, but the practice of teaching reading, writing, and speech is very long, it arose along with the language itself, especially written. Sources for enriching the methodology: a) practical experience and its traditions, generalization of the best experience; b) development of the taught sciences: linguistics, literary studies, speech studies, phonetics, grammar, spelling of the Russian language; c) development of related, basic sciences of psychology, didactics, research of interests, thinking, emotions, and the entire spiritual world of the child; d) new research in the field of language teaching theory as a fundamental part of the methodology; e) methodological experiment, creation of new programs, textbooks, new practical teaching systems, design of new types of lessons, etc. This science is largely normative: it establishes criteria for the activities of teachers and students, minimum knowledge and skills developed by practice, scientifically substantiated, tested practice. I

13 Chapter 2. SCIENCES ABOUT LANGUAGE THE BASIS OF ITS METHODOLOGY K. D. Ushinsky, the founder of the methodology of primary education, also laid its theoretical foundations, he wrote: “By mastering the native language easily and without difficulty, each new generation assimilates at the same time the fruits of the thoughts and feelings of the previous ones generations to him" (article "Native Word"). From this pattern follows the need to study, first of all, the richness of the language itself, its words, figures of speech, the texts of the best works created in Russian by masters of words, and on this basis the structure and mechanisms of language as a sign system. “The child learns not only words, their additions and modifications, but an infinite number of concepts, views on objects, many thoughts, feelings, artistic images, logic and philosophy of language, and learns it easily and quickly” (K. D. Ushinsky. Ibid. ). By studying a living language in action, in living speech, in texts, the student understands the very rules of the language, its system, its structures. So gradually, living in the world of language, the child is drawn into communication, into dialogues, from them goes to monologues, not only memorizes, accumulates the incalculable riches of the language, but also uses his native language more fully and flexibly, develops his “gift of words”, a sense of language . There is no better way to develop thinking, intelligence, and the entire spiritual world of schoolchildren than the diverse, “alive as life” (N.V. Gogol), ever-evolving language itself. Over centuries, hundreds of generations, refined linguistic structures, superimposed on the still unstable, amorphous thoughts of a schoolchild, form and discipline them. “Language not only expresses and formulates thought, but also shapes it” (S. L. Rubinstein, psychologist). Language teaching methods are sometimes called applied linguistics. Indeed, the methodology is the application of the properties and patterns of language and speech to the processes of mastering them. Thus, in language there are (according to the works of linguist L.V. Shcherba) three areas: speech activity (i.e. speaking, listening, writing, reading); linguistic material is the totality of everything said and written, all created texts in the best examples of literature; language system, its levels, structure, sections: phonetics, graphics, spelling, spelling, vocabulary, phraseology, morpheme, word formation, morphology, syntax, semantics, stylistics, text syntax. The selection of material from various areas of language, its adaptation (while maintaining scientific character), its sequence, the relationship between theoretical and practical, its presentation (presentation) are all functions of the methodology, its applied part, arising both from linguistics and from other applied sciences: theories and history of literature, theory of speech activity. The entire school set of philological disciplines in the 19th century. called literature; today the term is making a comeback. Determining the content of the course means drawing up a program and corresponding textbooks, manuals: collections of exercises, anthologies, reference books, dictionaries, collections of entertaining, game materials, collections of pictures for conversations and essays, etc. In conditions of pluralism of programs and textbooks (as, for example, in our days, in the 90s-10

14th XX century) educational minimum standards are developed for the entire state, they are approved by legislative bodies and serve as a mandatory document for any programs and textbooks. In modern primary classes, a mainly traditional set of educational subjects that make up the philological cycle has developed, it is shown in the table: Content Practical Theoretical Main goals Teaching literacy Reading and literature Language knowledge, “school grammar” Spelling, calligraphy Elementary writing, speech development Reading mechanism, skill , technology Language analysis and synthesis Normative, literate writing Development of students' speech Skills of oral and written speech The simplest language concepts Elements of literary theory Grammar, phonetics, vocabulary and lr. System of grammatical, orthographic, punctuation rules Basics of speech theory (speech science) Preparatory Reading skills, love of literature Awareness of language as a system Pragmatics of language, general development Courses not included in the federal component of the modern curriculum: rhetoric, foreign languages, theater, clubs, etc. The greatest What is important for the methodology is grammar, which allows schoolchildren to achieve an understanding of the mechanisms of language functioning, gives “awareness” (the term of I. A. Baudouin before Courtenay) of a practically acquired language, that is, grammar in action, in their own speech activity. It has long been customary in school practice to call any theoretical material grammar. But it is necessary to distinguish between the branches of linguistic sciences and understand the functions of each of them. Thus, phonetics, phonology, graphics provide the basis for two sections of the methodology for teaching literacy and spelling, for morphemic (more precisely, morphonological) analysis of words, for understanding difficult cases of word formation, as well as for the development of diction, for the expressiveness of students’ speech. Lexicology and semantics contribute to the precise choice of words, the accumulation of new words and their meaning in students’ memory, and provide for the needs of speech, communication, and expression of one’s thoughts. A schoolchild’s rich and active vocabulary is a necessary condition for a culture of speech. The richness and mobility of the dictionary provide many linguistic operations from checking unstressed vowels to constructing rhetorical figures and tropes. Morphemics, word formation and etymology will help the student navigate the composition of a word, its origin, the relationship of words, language analysis, difficult spelling cases, and understanding the historical processes of language development. Morphology and especially syntax provide an understanding of the rules for changing and combining words, constructing phrases, sentences, and entire statements. Grammar controls the mechanisms of language use and provides internal semantic and formal connections of language constructs. It is in the sentence that all the expressive means of language at the grammatical, lexical, and pronunciation levels are synthesized and concentrated. eleven

15 A relatively new direction in the science of text syntax, the theory of the STS of a complex syntactic whole, will provide a solid basis for the methodology of composing or constructing a text. According to this theory, a component of the text appears to students as an organized whole unity, having its own internal connections, its own structure. This understanding of STS is also used in the analysis of exemplary texts, and most importantly in the construction and improvement of the student’s own text. In recent decades, the so-called school speech science has been emerging, based on the theory of communication (i.e., communication), psycholinguistics, the theory of speech activity, the theory of text, and the reviving rhetoric and poetics. Modern methods of speech development, based on speech science concepts (speech, text, monologue and dialogue, types of speech, speaking, listening, writing, reading and many others) and patterns, combine traditional experience with new methods of text construction, generated by an understanding of the mechanisms of speech. The methodology of the Russian language is also based on the concepts and laws of literary studies: on the theory of genres and styles, on the concept of image in a work of art, on the linguistic skill of the writer. We must not forget that in elementary school the study of literature as an aesthetic subject is inseparably merged with the study of language. Lessons in the native language develop a love for the literary word. The first literary concepts and literary taste are formed, children become acquainted with the works of the great Russian writers A. S. Pushkin, L. N. Tolstoy, A. P. Chekhov and many others, with the beginnings of world literature. Finally, the technique is based on studies of children's speech. The methodology takes into account the factors of mastering the native language in preschool age, knowledge of how children’s speech develops in the family, how the needs of communication are manifested in the very process of mastery and development, what is the role of the “language environment,” how a child’s linguistic sense is formed. The above-mentioned linguistic sources of the native language methodology help in determining approaches, directions, and methods in teaching language to schoolchildren. So, if the methodology is focused primarily on the study of the structure of the language system, we can talk about a systemic, structural approach to the methodology. If the methodology is based on live speech, communication (oral and written), and aims to prepare schoolchildren to solve communicative problems based on mastering language material, we can talk about a communicative approach (or a communicative method, or a communicatively oriented course in the Russian language). If a teacher or textbook author builds his system in such a way that it clarifies and comprehends for the student the role and function of each language form being studied (for example, the role of the past tense of verbs to convey the speaker’s intention or the role of a pronoun in constructing a sentence) in expressing the thoughts of the speaker and writer, they say about the functional approach to the study of grammar. As a result of this attitude, appropriate methods and techniques are formed. When studying morphology based on the relationship between the form of a word and its meaning, we can talk about a structural-semantic approach and the corresponding methodology. The aesthetic approach involves the formation of linguistic taste, the ability to create vivid images and expressive text. Each section of the methodology has its own methods, reflecting the specifics of the goals and contents.

16 material compression. Thus, the methodology of teaching literacy over many centuries of existence has developed letter, syllabic, sound methods and the method of whole words. The methodology for studying language theory uses inductive and deductive methods, the comparative historical method, and the method of language analysis. The spelling technique uses a method for solving grammatical and spelling problems by checking spelling using algorithms or with computer support, and the punctuation technique uses a structural-syntactic method or an intonation method. In the methodology of literature and reading, methods of explanatory reading, educational reading, creative reading, and expressive reading are known. In the methodology of developing students' speech, the method of teaching by samples (imitative), communicative-creative and the method of constructing text. The methodology in its development strives to keep up with the pace of development of its basic science. Today there is an active search in the field of application in teaching functional grammar, the concept of strong and weak positions of phonemes, actual division of a sentence, and stylistic differentiation of the text. There is a tendency to improve students' speech culture, the literary focus in reading lessons is strengthening, and theories of types of speech and text in essays are used. The methodology of language is closely connected in many ways with all the richness and diversity of linguistic sciences and other sciences of the philological cycle. Chapter 3. PSYCHOLOGICAL AND DIDACTIC ASPECTS OF RUSSIAN LANGUAGE METHODS Methods, as a rule, are considered as a branch of didactics: the latter studies the general laws of teaching, and specific methods. Hence such concepts as linguodidactics, language didactics are a fundamental part of the methodology. The methodology considers many didactic concepts through the prism of its subject: the principles of didactics, methods, lessons, etc. For example, the principle of scientificity and accessibility in didactics is formulated in a general form, and methodologists find such forms of presenting grammatical material to children so that it does not lose its scientific nature, but turns out to be understandable to younger students. The principles of visualization and developmental learning are interpreted in the methodology in a similar way; the technique finds the optimal relationship between theory and practice, uses in its own way the methods proposed by didactics: conversation, exercise, teacher’s story, observations, analysis and synthesis (for example, analysis, grammatical analysis, synthesis, text construction). A lesson is a didactic concept, but there are no lessons outside the academic subject: all the huge variety of lessons in literary reading, grammar and spelling, composition, and penmanship are again provided by methodology. Didactics, together with educational psychology, put forward teaching concepts that ensure the progress of education. Thus, studying the history of the prevailing methods shows a tendency for a gradual increase in the cognitive activity and independence of students. Didacts M. N. Skatkin and I. Ya. Lerner developed the following typology of teaching methods, taking as its basis the degree of cognitive activity of schoolchildren in the educational process: 13

17 1. Dogmatic methods: the material is memorized without necessarily understanding it. 2. Reproductive: material is not only learned, but also reproduced. 3. Explanatory and illustrative: the material is explained, illustrated with examples, demonstrated and must be understood by students. 4. Productive methods: the material must not only be understood, but also applied in practical actions. 5. Heuristic, partially search methods: individual elements of new knowledge are obtained by the student himself through targeted observations, by solving cognitive problems, conducting experiments, etc. 6. Problem-based methods: the ability to recognize a problem, and in some cases pose it, contribute to her permission. 7. Research methods: the highest level of knowledge, approaching the activities of a scientist, but in the conditional key of subjective and creative tasks (new scientific knowledge is subjectively new only for the student playing the role of a researcher). The highest stages in this typology (5-7th methods) introduce a creative element into the student’s activity through the accumulation of material, its comprehension, generalization: new knowledge is independently derived. The application of higher rank methods over a number of years of study ensures mental development. According to M.N. Skatkin (1971), the 20th century is the century of the development of search methods, although explanatory and illustrative methods still predominate numerically. Works of psychologists L. S. Vygotsky, II. Y. Galperina, D. B. Elkonina contributed to streamlining the structure of cognitive activity of schoolchildren and provided an optimal structure of educational activities. Here is an example of a model for solving an educational problem by a student: 1. Motivational stage: awareness of the need to solve an educational problem, goal setting, the emergence of cognitive interest (for example, when checking the spelling of a difficult spelling). 2. Indicative stage: involvement of theoretical knowledge necessary for verification (grammatical features, rules, algorithms for their application, etc.). 3. Operational-executive stage: performing actions according to the rule, according to the algorithm, obtaining and formulating the result (correct spelling). 4. Control and assessment stage: self-test, clarification if necessary, self-assessment of the solution to the educational task. There is no doubt that such a 4-stage model of educational action streamlines the activities of both the student and the teacher. It is easy to see that psychological and didactic approaches are aimed at developmental learning. Despite the differences in psychological concepts, they all come from the teachings of L. S. Vygotsky, who argued that learning comes ahead of development; in the methodology, this idea has been entrenched since the time of K. D. Ushinsky; the latter wrote: “The formal development of the mind is a non-existent ghost; the mind develops only in actual real knowledge” (Collected works: in 11 vol. T. 8. M., p. 661), i.e. through the educational subject, through its concepts, connections, patterns, rules, systems. Historically, human knowledge was formed as sciences, as moral categories, formalized in linguistic concepts - 14

18 hands. The development of the mind has always proceeded through learning, through knowledge. Pedagogical psychology seeks ways of developmental education in didactics and methodology. This can be shown by the example of one of the most recognized concepts in the teachings of L.V. Zankov. The central idea of ​​Zankov's system is to achieve the highest effectiveness of training for development: he introduces new principles of teaching traditional academic disciplines. The first principle is to teach at a high level of difficulty, observing the measure of difficulty for each student. The student needs mental effort, some mental stress is required. The level of difficulty is achieved not through a quantitative increase in the “dose” of new material, but through an increase in the quality of its understanding. So, if in traditional Russian language courses the case forms of nouns, case questions and endings are learned, then in the system of L.V. Zankov an understanding of the meaning of cases is introduced, which allows one to understand the function of this form in the expression of thought. The second principle is the fast pace of progress. The point is not to rush: the goal is for the student to constantly be aware of his progress on the path of knowledge, so that his brain receives new food. In relation to the Russian language, this is an appeal to practice, to the use of a new language unit being studied in speech, language analysis, work on expressive means for literary texts. The third principle is the leading role of theory in teaching. L.V. Zankov challenges the generally accepted opinion about the specific nature of thinking of younger schoolchildren. He argues that their thinking is characterized by operating with abstract, generalized concepts. The formation of concepts occurs in different ways: not only through induction, but also from the abstract to the concrete. The fourth principle is awareness by schoolchildren of the process of cognition and learning. In each case, in each lesson, there is an awareness of the goals and objectives of each exercise, each action, prompt assimilation of the rules, their conscious application, and the construction of successive stages of solving the problem. Reinforcement is used in the form of performing various options for applying what has been learned. Students are guided by the awareness of their participation in knowledge, their active role in it. They acquire skills in assessing the results obtained and checking them independently. With the systematic application of the described attitudes, the development of students' mental abilities can undoubtedly increase. V.V. Davydov in his book “The Theory of Developmental Training” (M., 1996) recommends deriving specific, specific knowledge from general and abstract knowledge as its single basis. The student must be able to identify a genetically original, essential, universal attitude in the educational material. Students reproduce this relationship in special subject, graphic or letter models. This provides mental transitions from the particular to the universal and back. Students must be able to move from performing actions mentally to performing them externally and back again. Psychologists see the essence of developmental learning in strengthening abstractions, improving mental structures, and shifting the center of gravity towards theory. All this requires from the methodologist-philologist not only a deep understanding of psychological-didactic approaches, but also subtle skill in their methodological interpretation, so as not to cause damage to his subject, for example, literature, because in it the logical content gives way to the artistic image. The role of the methodology is not to lose the philological science that has been formed over centuries, millennia, so that the Russian language retains its 15

19 functions in the accumulation and enrichment of the spiritual wealth of the individual and the entire people, so that the native language being studied does not turn into only “didactic material”, an illustration of psychological and logical constructions. Methodist A. I. Vlasenkov in the book “Developmental teaching of the Russian language” (M., 1983), following the classics of the methodology F. I. Buslaev () and K. D. Ushinsky, considers the ways of developmental teaching through the prism of the formation of the student’s personality. Mastering the native language and the “gift of speech” is the main factor in enriching the child’s spiritual world, his value orientations, his cognitive interests and abilities, and his mental work. K. D. Ushinsky designed such training in which knowledge would “attract new knowledge”; development in systematicity. You need to develop observation, imagination, emotions, intuition (“language sense”), creativity, and intelligence. Development is inherent in the language itself, not only in its structure and logic, but especially in its use, that is, in speech, in a strict, complete and understandable presentation of one’s thoughts to another person. A.I. Vlasenkov points out 6 lines of training leading to the successful development of the mental capabilities of schoolchildren: 1. Development of attention, memory, imagination. 2. Accumulation of knowledge, skills and abilities. 3. Development of the ability to abstract and concretize, to generalize and transfer (knowledge and skills), to self-control. 4. Increasing (self) criticality of judgment. 5. Development of motivation for a positive attitude towards learning. 6. Development of creativity and determination. He also names methodologists who most effectively turned to psychological-didactic systems, applying them to language methods: V. P. Sheremetevsky, A. M. Peshkovsky, L. V. Shcherba, N. S. Rozhdestvensky, T. D. Ladyzhenskaya. Psychological research devoted to individual, specific sections of the Russian language course in elementary school has acquired particular value for the methodology of the Russian language: these are the works of N. I. Zhinkin in the field of speech development, D. N. Bogoyavlensky on the psychology of spelling acquisition, S. F. Zhuikov on psychology of grammar, D. B. Elkonin on teaching literacy and reading, O. A. Nikiforova on the perception of fiction by schoolchildren. Psychological studies of schoolchildren’s mastery of various aspects of language and language skills help create a fundamental part of language methodology. Chapter 4. RUSSIAN LANGUAGE AS A SUBJECT IN SCHOOL World practice recognizes that the native language in the primary grades is the main subject: half of the class time is usually allocated to language learning (i.e. e. lessons). “The language of a people is the best, never fading and always blooming again, the flower of its entire spiritual life. In the language, the entire people and their entire homeland are spiritualized; in it, the creative power of the people's spirit transforms into thought, picture and sound the sky of the fatherland, its air. One generation after another adds the fruits of deep hearts into the treasury of the native word - 16

20 new movements, the fruits of historical events, beliefs, views” So wrote K. D. Ushinsky in the article “Native Word”. The native language is the greatest teacher who taught children even when there were no books or schools. And this function has not been lost to this day. Through mastering a language: its vocabulary, containing tens, hundreds of thousands of commonly used words, its catchy, figurative, poetic phraseology, its rich word-formation system, morphemics, models, its grammar, which recreates the mechanisms of language functioning, the formation of forms and their combination in a sentence, one’s own language is formed human ability, personality formation occurs. The limitless variety of syntactic structures, colored by intonations, makes it possible to convey the subtlest shades of thought. Constant study of language (and languages) enriches the intellect. This includes the choice of the most accurate lexical means, and the quick, error-free construction of large and small sentences, linking them into the fabric of the text; compliance with logical connections and validity of speech; this is full listening and reading, this is the world of books, reading and rereading; this is an understanding of the structure and mechanisms of language; and aesthetics of language, expressiveness of speech, beautiful, calligraphic writing, the first experiments in literary creativity K. D. Ushinsky and his followers defined the goals of the school subject “Native Language” as follows: education and development of the student’s personality, instilling respect and love for the native language, the formation of linguistic taste , “feel for language”, high culture of speech; development of the “gift of speech”, practical development of speech, expression of one’s thoughts and understanding of someone else’s; formation and development (automation through training) of language skills: listening, perceiving speech with full understanding, speaking, expressing one’s thoughts, writing, graphically recording thoughts, and, finally, reading; study, analysis of samples of the best that was created by masters of words, the people themselves (literature, folklore); based on work on the first four goals, study, research, awareness of the language system in its functioning; the use of a language system to master the norms of literary speech and its expressiveness. The place and size of a theoretical language course (phonetics, grammar, morphemics, word formation, spelling, semantics, etc.) depend on the type of school and the age of the students. In-depth study of a language is determined not so much by the addition of new topics, the quantitative expansion of theoretical material, but by the deepening of the analytical, functional approach, understanding of the expressive capabilities of the language units being studied, their forms. The study of the native language, which children who come to school already use freely in practice, is essentially a study of exemplary material, as well as one’s own speech activity, its goal is a theoretical understanding of the language, and the practical task is a high culture of speech in all its manifestations. The educational subject “Russian language” developed gradually, mainly in the 17th–18th centuries, based on the works of M. V. Lomonosov, F. I. Buslaev, I. I. Sreznevsky, V. I. Dahl. Primary education in these centuries took three forms: public primary schools, preparatory and first three classes of gymnasiums, and home primary education, which in many families reached extraordinary heights. The most ancient component of primary education is teaching literacy, that is, basic reading and writing. Thus, the famous “ABC” by Ivan Fedorov, 1574, first 17

21 printed textbooks in Russia contain the alphabet, syllabic tables, lists of words, information on grammar, spelling, as well as a significant amount of moralizing texts for reading exercises. The structure of other primers of the 17th and early 18th centuries is approximately the same. Teaching basic reading and writing was based on the traditions of European culture from Ancient Rome. Since the 18th century, teaching has been based on didactic theories: on the one hand, on the initial reading unit of a letter, sound, syllable, whole word, on the other hand, on the leading type of student activity: memorization-synthesis analysis, analysis synthesis modeling, creative search. However, until the 18th century. primers (alphabet books) are compiled not in the Russian language, which is widely accepted, but in Slavic (for example, “A Primer of the Slovenian Language” by Simeon of Polotsk in 1679). The Russian language was included in schools as the language of mass education in schools at factories, in military units, and in cities. One of the first Russian textbooks, “The First Teaching of a Youth,” by Feofan Prokopovich, was created in 1721 by order of Peter I. But the Russian language as an academic subject was legalized only by decree of Empress Catherine II in 1786. By this time, works on Russian grammar and the first Academic dictionary, which served as the scientific basis for school textbooks. The basis of the course was initially grammar, “the science of eight parts” (as it was called after the 8 parts of speech). School grammar was a synthetic subject; it included elements of phonetics, graphics, spelling, vocabulary, morphemics, word formation, and speech culture. This combined subject performs three functions; it will provide: a) information about the system, patterns, rules of the Russian language; b) a theoretical basis for the mental development of schoolchildren as a subject of a high level of abstraction; c) the basis for practical mastery of the literary language, its norms, substantiates, in particular, the rules of spelling, methods of checking spelling and punctuation. These three functions of the linguistic theory of school grammar, by design, form a single whole with the leading role of the first. However, in practice, according to the laws of pragmatism, the role of spelling often increased exorbitantly, and at the end of the 19th century. some authoritative methodologists wrote about “spelling terror” in school. The theory was underestimated, which is still observed today, despite the fact that courses for in-depth study of the Russian language are being created. The creation of new programs and textbooks in recent decades has been under the sign of strengthening the theoretical part of courses. In the conditions of pluralism of programs and textbooks in the 90s of the XX century. the most commonly used are the textbooks of T. G. Ramzasva (the so-called traditional direction), L. V. Polyakova (the scientific school of L. V. Zankov) and the direction of D. B. Elkonin and V. V. Davydov (author of the textbooks V. V. Repkin). The minimum required for all types of schools is determined by state standards. A component of the subject “Russian Language” in primary school was and remains reading, which in recent years has been increasingly approaching both in content and goals to the subject “Literature”. According to tradition, in Russian schools, teaching reading was always carried out on highly artistic material: children read works of folklore, accessible, “textbook” poems and stories by classic writers S. T. Aksakov, A. P. Chekhov, A. S. Pushkin, L. N. Tolstoy, N. A. Nekrasov, I. S. Turgenev and others, and adaptation was mainly limited to abbreviations, and only in isolated cases. The writer's text was always treated with care. 18

1 2 Abstract of the work program of the discipline Methodology of teaching the Russian language and literary reading 1. The purpose of mastering the discipline: developing in students a system of knowledge about methods and techniques for mastering by students

1. Fund of assessment tools for conducting intermediate certification of students in the discipline (module): General information 1. Department of Special Pedagogy and Special Psychology 2. Direction of training

Explanatory note The work program for the Russian language for grade 4 was developed on the basis of the Model program for primary general education, the author’s program by L.M. Zelenina, T.E. Khokhlova “Russian”

The Russian language work program for grade 4 was developed on the basis of the Model Program for Primary General Education, the author’s program by L. M. Zelenina, T. E. Khokhlova “Russian Language”, approved

Abstract to the Russian language work program (grade 6) EXPLANATORY NOTE This Russian language program was created on the basis of the “Federal Component of State Educational Standards”

Annotation to the work program “Russian language” The work program on the Russian language for grades 5-11 in St. Petersburg State Budgetary Institution of Educational Institutions VTSDOiT “Ogonyok” was compiled using materials from the Federal State Educational Institution

Municipal educational budgetary institution "Solnechnaya secondary school" of the Vyshnevolotsky district of the Tver region. Agreed. Minutes 1 of the methodological council dated August 28, 2015

Work program for the Russian language grades 1-4 The program was developed on the basis of the Federal State Educational Standard for Primary General Education, the Basic Educational Program

ANNOTATION FOR WORK PROGRAMS IN THE RUSSIAN LANGUAGE Explanatory note Work programs in the Russian language are compiled on the basis of the author’s program by V.P. Kanakina, V.G. Goretsky to the subject line of textbooks

Abstract to work programs in the Russian language, grade 5 1. Normative framework and teaching materials. The work program for the academic subject “Russian language” for 5 classes (basic level) is compiled in accordance with the requirements

ABSTRACT OF THE WORKING PROGRAM IN THE RUSSIAN LANGUAGE GRADES 5-9 The program was developed in accordance with the requirements of the Federal Law of December 29, 2012 273-FZ “On Education in the Russian Federation”, Federal

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EXPLANATORY NOTE The work program “Russian language grades 10-11” is compiled on the basis of the state education standard, the Model program of secondary general education, as well as on the basis

Abstract to the work program of the educational complex “Perspective” “Mathematics” (grades 1-4) 1. The place of the discipline in the structure of the main educational program. The work program is based on the Federal State

Work program for extracurricular activities "The Amazing World of Words" Explanatory note The work program for extracurricular activities "The Amazing World of Words" is compiled on the basis of the Federal State

Abstract to the work program for the Russian language in grade 4 The work program for the academic subject “Russian language” in grade 4 is compiled on the basis of the Federal Law of December 29, 2012 273-FZ “On Education”

MUNICIPAL BUDGETARY EDUCATIONAL INSTITUTION "SECONDARY SCHOOL 55", Barnaul Work program of the subject "Russian language" for grade 4 Work program of the subject

PROGRAM of the profile entrance test in the discipline “Methods of teaching language” (for graduates of secondary specialized education institutions in the specialties “Russian language and literature”, “Preschool

The Russian language is the most important part of the national culture of the Russian people, therefore, as an academic subject, it is of paramount importance, being not only the subject of studying the system of knowledge on the basis of which

Class: 6 Abstract to work programs in the Russian language (FSES) Level of study of educational material: basic teaching materials, textbook: The work program is compiled on the basis of the Federal State Standard,

Explanatory note The program for extracurricular activities “Sorceress Speech” was developed on the basis of the author’s educational and methodological set “Reading. Work with text". (Author Krylova O.N.) and calculated

Abstract to the work program The work program in the Russian language for grades 10-12 is compiled on the basis of the Federal Component of the state standard of secondary general education of the author's Program

Thematic planning of Russian language lessons in grade 10 (textbook edited by A.I. Vlasenkov) Lesson topic Lesson type. Teaching methods Requirements for the level of training of students General information about the language

Abstract of the work program of the general education subject PUP. 01 “Russian language” in specialty 36.02.01 Veterinary The purpose and objectives of the academic subject The purpose of the general education subject

Topics of coursework and final qualifying papers on methods of teaching mathematics 1. Continuity in teaching mathematics in preparatory groups of kindergartens and first grades of primary school

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ABSTRACT OF THE WORK PROGRAM IN THE RUSSIAN LANGUAGE FOR GRADES 10-11 The work program in the subject “Russian Language” is compiled on the basis of the Federal component of the state standard (order of the Ministry

Abstract to work programs in the Russian language (grades 10-11) This work program in the Russian language (profile level) for students of grade 10 B is compiled on the basis of the following regulatory documents:

RUSSIAN LANGUAGE grades 1-4 Abstract The Russian language program (authors L.F. Klimanova, T.V. Babushkina) was developed on the basis of the Federal State Educational Standard for Primary General Education,

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Appendix to the OOP SOO MBOU "Secondary School 3" g.o. Reutov Municipal budgetary educational institution “Secondary school 3 with in-depth study of individual subjects” Agreed by Head

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Abstract of the work program in the Russian language, grade 0. The work program in the Russian language is compiled on the basis of: the federal component of the state standard of secondary (complete) general education;

Educational institution "Gomel State University named after Francysk Skaryna" APPROVED by Vice-Rector for Academic Affairs A.V. Kruk (signature) PROGRAM of the entrance test in the discipline "Methodology"

Abstract to the program in the Russian language Class 5 Number of hours 204 (6 hours per week) Program: Programs for general education institutions “Work program in the Russian language for the subject line of textbooks

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ADMINISTRATION OF THE CITY OF NIZHNY NOVGOROD Municipal budgetary educational institution “School” 138 WORK PROGRAM Individual and group classes in the Russian language “Learning to write correctly” 5

1. Explanatory note. Language is a system of verbal expression of thoughts, knowledge, and ideas about the world, serving as a means of communication between people. Mastery of the norms of the native language, effective use of language

ABSTRACT TO THE WORK PROGRAM OF THE DISCIPLINE “Russian Language” Author-compiler: Natalya Nikolaevna Davydova 1. Scope of the program: implementation of secondary general education within the training program

ABSTRACT of the work program of the academic subject RUSSIAN LANGUAGE 1 General characteristics of the academic subject The program was developed in accordance with the requirements of the Federal State Educational Standard

Higher professional education M.R. LVOV, V.G.GORETSKY, O.V. SOSNOVSKAYA METHODS OF TEACHING THE RUSSIAN LANGUAGE IN PRIMARY CLASSES Approved by the Ministry of Education and Science of the Russian Federation as

Appendix 3.1. to the educational program of basic general education Work program for the Russian language 7th grade basic level for the 2016-2017 academic year Developed by: MO teachers of Russian language and literature

EXPLANATORY NOTE The working curriculum was created on the basis of the following documents: Basic curriculum of general education institutions of the Russian Federation, Federal State Standard of General Education

Abstract to the work program for the Russian language, grades 1-4 The work program for the subject “Russian language” is compiled on the basis of the Federal component of the standard of primary general education in the Russian language

1 Explanatory note The program was developed in accordance with the Federal State Educational Standard of Basic General Education on the basis of the Model Program of Basic General Education

Appendix 23 to the Basic General Education Program of Basic General Education WORKING PROGRAM OF THE SUBJECT “NATIVE LANGUAGE (RUSSIAN)” 5-6 GRADES. Planned results of mastering the academic subject

Abstract of the program “Russian Language” 5th grade The program is designed for learning the Russian language in 5th grade at a basic level and is based on 5 hours per week, 170 hours per year. The program has been compiled

MUNICIPAL BUDGETARY EDUCATIONAL INSTITUTION "SECONDARY SCHOOL 2 of the city of Gvardeisk" 238210, Kaliningrad region, tel/fax: 8-401-59-3-16-96 city. Gvardeysk, st. Telmana 30-a, E mail: [email protected]

Abstract to the work program for the academic subject “Russian language” Level of education Implementation period Average general 2 years Grades 10-11 Level of subject study Place of the subject in the curriculum