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2 HIGHER PROFESSIONAL EDUCATION M.R. LVOV, V.G. GORETSKY, O.V. Russian Federation as a teaching aid for students of higher educational institutions students in the specialty "Pedagogy and methodology primary education» 3rd edition, stereotypical Moscow Publishing Center "Academy" 2007

3 UDC (075.8) BBC 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. M. A. Sholokhova, T. M. Voiteleva; Candidate of Pedagogical Sciences, Associate Professor, Head. Department of Philological Disciplines and Methods of Their Teaching in primary school Moscow City Pedagogical University T. I. Zinovieva L891 Lvov M. R. Methods of teaching the Russian language in primary school: studies. allowance for students. higher ped. textbook institutions / M. R. Lvov, V. G. Goretsky, O. V. Sosnovskaya. 3rd ed., ster. M.: Publishing Center "Academy", p. ISBN The manual contains a systematic course of methodology for teaching grammar, reading, literature, spelling and speech development of younger students. It reflects the reality recent years in education: focus on modern methods developmental education, organizational forms of multi-level education, programs and textbooks different types, focus on student-centered learning, taking into account the interests, abilities and giftedness 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 THE RUSSIAN LANGUAGE AS A SCIENCE... 8 Chapter 2. SCIENCES ABOUT LANGUAGE THE BASIS OF ITS METHODOLOGY Chapter 3. PSYCHOLOGICAL AND DIDACTIC ASPECTS OF THE RUSSIAN LANGUAGE METHODOLOGY Chapter 4. RUSSIAN LANGUAGE AS A SUBJECT IN SCHOOL Chapter 5. OUTLINE OF THE HISTORY OF THE RUSSIAN LANGUAGE METHODOLOGY AS A SCIENCE SECTION I METHODOLOGY OF TEACHING LITERACY ... 28 Chapter 1. GENERAL CONCEPT Learning to read and write as a special stage in mastering the initial skills of writing and reading methodological kit for teaching literacy Methods for teaching literacy, their classification Chapter 2. HISTORICAL OUTLINE OF THE METHODOLOGY OF TEACHING LITERATURE History of teaching methods for literacy Literal method Transition to sound methods Chapter 3. STAGES OF TEACHING READING AND WRITING Choice of method syllable, syllable division Acquaintance with stress Studying sounds Acquaintance with letters Chapter 4. WORK OF STUDENTS AND TEACHER Mechanism readings, its components Reading syllables in alphabetical "columns" Reading and parsing alphabetic texts Teaching writing Lessons in teaching literacy SECTION II METHODS OF READING AND LITERATURE ... 62 Chapter I. OUTLINE OF THE HISTORY OF READING METHODS The origin of the explanatory reading method K. D. Ushinsky, the founder of the explanatory method reading L. N. Tolstoy's views on the process of teaching reading Criticism of the method of explanatory reading by leading methodologists of the XIX century Development and improvement of the method of explanatory reading in the XIX century Methods of educational reading by Ts. P. Baltalon Method of literary and artistic reading Method of creative reading Development of the method of reading in the years XX century Chapter 2. THE MODERN SYSTEM OF TEACHING READING AND LITERATURE The propaedeutic stage of literary education of younger schoolchildren Teaching material for reading and literary propaedeutics in primary grades The role of an adult in the formation of a child reader education of younger students

5 Chapter 3. METHODOLOGY FOR WORKING ON THE SKILL OF READING Qualities of the reading skill Stages of formation of the reading skill of a novice reader Work on the correctness and fluency of reading Work on the consciousness of reading Work on the expressiveness of reading Chapter 4. SCIENTIFIC FOUNDATIONS OF ANALYSIS OF A ARTWORK works by younger schoolchildren Methodological patterns of working with a literary text in primary grades Chapter 5. METHODOLOGY FOR READING AND ANALYZING A ARTWORK IN PRIMARY SCHOOL Primary perception of a text Analysis of a literary work in a reading lesson Methodology for working with a literary work at the stage of secondary synthesis creative work students in the wake of the read work A few words about the school theater Chapter 6. FEATURES OF WORK ON WORKS OF DIFFERENT KINDS AND GENRES About childbirth literary works Methods of working on epic works in primary grades Methods of working on lyrical works in primary grades Methods of working on dramatic works in primary grades Chapter 7. WORKING WITH A CHILDREN'S BOOK On the educational role of the book The origins of the modern system of working with children's books The modern system for the formation of reader independence of younger students Preparatory the 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 A MODERN SCHOOL Requirements for reading lessons Tasks of a modern reading lesson Typology of reading lessons Preparing a teacher for a reading lesson SECTION III . METHODOLOGY FOR STUDYING LANGUAGE THEORY (PHONETS, LEXIC, MORPHEMICS, WORD-FORMATION, GRAMMAR, MORPHOLOGY AND SYNTAX) Chapter 1. BRIEF HISTORICAL INFORMATION ON "SCHOOL GRAMMAR" Chapter 2. EDUCATIONAL AND DEVELOPING POSSIBILITIES OF THE SUBJECT "RUSSIAN LANGUAGE" Learning the educational functions of language regularities and structure of the language In-depth study of the Russian language The developing role of the theory of language Chapter 3. METHODS OF STUDYING THE RUSSIAN LANGUAGE IN 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. RUSSIAN TEXTBOOK AND ADDITIONAL BENEFITS The role of the textbook, its functions Requirements for texts in the textbook Types of textbooks and manuals Types of students' work on the textbook Chapter 5. METHODOLOGY FOR STUDYING COURSE SECTIONS. METHODOLOGY OF PHONETICS AND GRAPHICS Understanding the functions of pronunciation units of speech Students' skills The learning process. Methods, techniques Difficulties of phonetics and graphics Chapter 6. METHODS OF VOCABULARY AND SEMANTICS. METHODOLOGY OF MORPHEMICS AND WORD FORMATION Content: language concepts, students' skills Educational process. Methodical methods. Difficulties Generalizing. Feedback Chapter 7. METHODS OF 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" » Derivation of nouns and adjectives Chapter 9. VERB Lexical and grammatical meaning of verbs Topic "Tense of the verb." Past tense Topic "Present tense of the verb" Topic "Infinitive". indefinite form verb Theme "The future tense of the verb (simple and complex)" Acquaintance with inclinations and voices of verbs Derivation of verbs Chapter 10. DIFFERENT TOPICS OF THE COURSE OF MORPHOLOGY Acquaintance with the pronoun Acquaintance with numerals Acquaintance with adverbs Service parts of speech. Unions. Prepositions Chapter 11. SYNTAX Place and role of syntax in the grammar course Sentences, their types Members of the sentence. Phrases Homogeneous members of a sentence Complex sentences Direct and indirect speech SECTION IV SPELLING METHODOLOGY (SPELLING AND PUNCTUATION) Chapter 1. COMPARATIVE AND 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 METHOD General concept Alphabet Graphics Spelling Punctuation Principles of Russian spelling. Morphological principle Phonemic principle Traditional principle of spelling Principle of differentiation of meanings Principle of phonetic Principles of punctuation Chapter 3. FORMATION OF SPELLING ACTIONS AND SPELLING SKILL Spelling Spelling vigilance Spelling rules Motivation of spelling work Stages of formation of skills in spelling Speech hearing Semantic work in mastering spelling Chapter 4. METHODS AND TECHNIQUES OF TEACHING SPELLING Choice of methods Language analysis and synthesis Memorization Solving grammar and spelling problems Algorithms Compression steps of the algorithm Types of exercises in spelling ) Types of dictations Grammar and spelling commentary Independent writing, expression of thought, its role in spelling Chapter 5. STUDYING STUDENTS' ERRORS Classification of errors Diagnosis and prediction of errors Correction and prevention of errors Chapter 6. RUSSIAN LESSON (GRAMMAR AND SPELLING) General requirements for the lesson Typology of lessons of the Russian language Structural components of Russian language lessons Lesson planning and preparation for them SECTION V METHODOLOGY FOR DEVELOPING STUDENTS' SPEECH Chapter 1. OUTLINE OF THE HISTORY OF THE DEVELOPMENT OF THE "GIFT OF WORD" IN THE RUSSIAN SCHOOL XIX XX centuries K. D. Ushinsky The main directions in met dynamics of the development of speech Trends of the 60s of the XX century Chapter 2. PSYCHOLOGICAL AND LINGUISTIC FOUNDATIONS OF THE DEVELOPMENT OF STUDENTS' SPEECH Speech and its types Speech and thinking Statement Types of speech (text) Theories of text structure

8 Factors of human speech development Chapter 3. CULTURE OF SPEECH AND METHODS Criteria of culture of speech Chapter 4. METHODS OF DEVELOPING STUDENTS' SPEECH Imitative methods Communicative methods Method of constructing Rhetoric in primary grades Chapter 5. LEVELS OF WORK ON THE DEVELOPMENT OF STUDENTS' SPEECH Pronunciation level Directions of work at the pronunciation level Lexical level ( vocabulary work) The grammatical level of work on the development of speech Chapter 6. LEVEL OF TEXT IN THE DEVELOPMENT OF SPEECH Types of school text exercises Typology of student work and components of the speech development system Retellings and presentations, their meaning, goals and types Methods of presentation of certain types Creative retellings and presentations Chapter 7. TEXT LEVEL (CONTINUATION). ORAL AND WRITTEN COMPOSITION Composition as a self-expression of a personality Preparatory steps for composition Performance, implementation of the prepared Analysis of children's compositions Chapter 8. ABOUT CERTAIN TYPES OF COMPOSITIONS Compositions-miniatures Description of the picture Compositions on literary themes Composing fairy tales Compositions 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 Syntax errors Logical and compositional errors Correction and prevention of speech errors , linguistic personality SECTION VI EXTRA COURSE WORK IN THE RUSSIAN LANGUAGE Tasks and forms of extracurricular work Language games Circle of the Russian language Child at home Types of extracurricular activities

9 FROM THE AUTHORS Russian language teaching methods are not poor 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. Redozubova, H. P. Kanonykina, T. G. Ramzaeva and many others confirm this. But time flows, something new is accumulating in linguistics, in didactics, in psychology, in the organization of educational systems, in the requirements social development society. In the proposed book, the authors sought to reflect the realities of recent decades, the success of science and the humanistic direction of education, modern pragmatic aspirations, the pluralism of types of schools, programs and textbooks, to some extent the variance of the methodology generated by the diversity of educational systems, searches in the field of individually oriented learning, in the development of interests, abilities, giftedness of children. For a long time, teaching methods have been developed, bearing in mind collective learning, in a system of lessons. The authors, of course, do not question these organizational forms of learning. But it is impossible not to take into account the goals of individual learning, especially home, family, as well as the ever-increasing role of self-learning, the search, research nature of the methodology. The methodology from a science addressed only to the teacher is increasingly turning into a science for students: and in their awareness of the content subject, its structure, presentation methods; and in the student's awareness of his own cognitive activity in research methods; and in the ability to generalize what has been studied, 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: on functional grammar, morphemics, the theory of word formation, phonology and phonetics, the theory of speech culture, the theory of speech activity, text typology and linguistics, functional stylistics and stylistics of artistic speech. The book also takes into account the successes of the psychology of speech perception, communication, perception fiction mastering the mechanisms of reading, writing, checking spelling, etc. The authors also relied on modern didactic typologies of methods, on the theory of developmental education, the intellectual development of schoolchildren, and the formation of mental actions. specific to the course sections. In the methodology for studying language theory, the grammatical material is characterized as a system studied by schoolchildren; where possible, the methodology relies on the language sense of students, on practical language skills; the functions of grammatical categories and forms are revealed based on exemplary texts and linguistic pragmatics. Dictionaries and other reference materials are used. In the section "Methods of spelling" its principles are introduced, the stages of formation of the spelling action, different directions of the spelling technique are analyzed. The section "Methods of teaching literacy" introduces the basics of studying the sound-syllabic system of the Russian language, the mechanisms of reading and writing, modeling language units from sound composition to sentence structure. 6

10 The methodology of reading and literature is represented by the problems of correlation of the tasks of the technique of reading fluent, correct, conscious, expressive and literary education, the formation of the personality of the reader, 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 given to the history of the methodology of the Russian language from ["ABC"] I. Fedorov to the present day. The historical principle helps to trace the trends in the development 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 observation of language? Grammatical or anti-grammatical direction in teaching spelling? Imitation or creativity in the development of speech? Formal-grammatical or functional-semantic approach to language learning? The authors hope that the methodology in their presentation will appear to students not 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 Philology M.L. Kalenchuk for their kind help. 7

11 INTRODUCTION Chapter 1. THEORY AND METHODS OF TEACHING THE RUSSIAN LANGUAGE AS A SCIENCE The purpose of the 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 on mastering language courses and skills (a technique not only for teachers, but also for students). The theoretical, fundamental goal is to explore the process of mastering knowledge and skills, its patterns, to determine the principles of learning, to justify the methods, to bring them into a system, to create the scientific foundations for designing technologies, lessons, their cycles, feedback forms, etc. The subject of this science is the process of mastering schoolchildren theory and practice of the native language in terms of learning. At the same time, the concept of "training" provides for four components: a) the content of what is being studied; b) the activities of the teacher who organizes the process and submits the material; c) the activities of students discovering new knowledge, mastering skills; d) the result of assimilation, positive and negative in it. The goals of the methodology are concretized in its four traditional tasks: the first is determined by the question “why?”: this is the choice of goals for studying the subject at this stage, in this type of school; memorization of information or its search and discovery; study of the subject in dynamics or in statics; the second “what to teach?”: selection of course content, preparation of programs and textbooks, determination of the minimum knowledge that schoolchildren should master (educational standards), control criteria, identification of knowledge and skills, their (self) assessment; the third “how to teach?”: development of methods and techniques, designing lessons, teaching aids for the teacher, educational equipment, etc.; the fourth “why so, and not otherwise?”: substantiation of the choice of content and methods, comparative study of various (alternative) concepts, variant learning systems in terms of their goals and ways to achieve goals, effectiveness; for example, a comparative study of the work on the textbooks "Russian language" by T. G. Ramzaeva, A. V. Polyakova, S. F. Zhuikov, V. V. Repkin. The technique is designed to study the patterns of speech development of children at different stages, the patterns of formation of language concepts in schoolchildren, their analytical and synthetic skills, and awareness of a practically learned language. Serving itself, the methodology builds a system of objective laws, concepts, principles; serving the school, it builds methods, systems of techniques, tasks, rules, algorithms, lesson models, conversations, dialogues. These links look like this: 8

12 Regularity The 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 technique studies the levels of knowledge and skills of students, finds out the reasons for success and failure, diagnoses errors and predicts learning outcomes, finds ways to prevent surprises . Designs options according to the interests of schoolchildren, their levels of development and abilities. Time prompts its tasks: today there is a search for such methods and techniques that would provide cognitive interest, activity and independence of students, the development of their intellect, the strength of assimilation of knowledge and skills. This book is dedicated to teaching primary school students Russian as their native language. But there are other areas as well: methods of teaching the Russian (native) language in middle and high school, methods of the Russian language for foreigners. The sections of the proposed course of methodology correspond to the main areas of work in the primary grades: after the introduction, a section on teaching literacy, elementary reading and writing; section on methods of reading and studying literature; sections "Study of language theory", devoted to the formation of language concepts, rules, structure of the language, and "Spelling technique", i.e. spelling and punctuation theory of errors and their prevention. Finally, the "Methodology for the Development of Students' Speech" seems to crown the building: it provides, on the basis of the studied language theory, on the basis of literary samples, mastering the oral and written expression of the student's own thoughts. This is an oral story, a written essay, the construction of a text. The science of methodology is relatively young, it is less than two centuries old, but the practice of teaching reading, writing, speech is very long, it arose along with the language itself, especially written language. Methods enrichment sources: a) practical experience and its traditions, generalization of the best experience; b) the development of the taught sciences: linguistics, literary criticism, speech science, phonetics, grammar, spelling of the Russian language; c) the development of related, basic sciences of psychology, didactics, research of interests, thinking, emotions, everything spiritual world child; d) new research in the field of the theory of language teaching as a fundamental part of the methodology; e) a methodological experiment, the creation of new programs, textbooks, new practical teaching systems, the design of new types of lessons, etc. This science is largely normative: it establishes the criteria for the activities of a teacher and students, the minimum knowledge and skills developed by practice, scientifically substantiated, tested on practice. 9

13 Chapter 2. SCIENCES ABOUT LANGUAGE THE BASIS OF ITS METHOD K. D. Ushinsky, the founder of the methodology of primary education, laid its theoretical foundations, he wrote: “Learning the native language easily and without difficulty, each new generation assimilates at the same time the fruits of 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, turns of speech, the texts of the best works created in Russian by masters of the word, and on this basis, the structure and mechanisms of the language as 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 easily and quickly” (K. D. Ushinsky. Ibid. ). 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 remembers, accumulates innumerable riches of the language, but also uses his native language more fully and more flexibly, develops his "gift of words", a sense of language . Not better way development of thinking, intellect, the entire spiritual world of schoolchildren, than the diverse, “alive as life” (N.V. Gogol), ever-developing language itself. For centuries, hundreds of generations, honed linguistic structures, superimposed on the still unstable, amorphous thoughts of a schoolchild, form and discipline them. “Language not only expresses, formulates a thought, but also forms it” (S. L. Rubinshtein, psychologist). The technique of teaching a language is sometimes called applied linguistics. Indeed, the technique is the application of the properties and patterns of language, speech to the processes of mastering them. So, in the language there are (according to the works of the linguist L. V. Shcherba) three areas: speech activity (ie, speaking, listening, writing, reading); language 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, orthoepy, vocabulary, phraseology, morpheme, word formation, morphology, syntax, semantics, stylistics, text syntax. The selection of material from various areas of the language, its adaptation (while maintaining its scientific character), its consistency, the ratio of theoretical and practical, its presentation (presentation) are all functions of the methodology, its applied part, arising from both linguistics and other applied sciences: theory and the history of literature, the theory of speech activity. The entire school set of philological disciplines in the XIX century. called literature; today the term is making a comeback. To determine the content of the course means to draw up a program and the corresponding textbooks, manuals: collections of exercises, anthologies, reference books, dictionaries, collections of entertaining, game materials, collections of pictures for conversations and essays, etc.

14 years of the XX century), uniform educational standards for the entire state are being developed, they are approved legislatures and serve as a mandatory document for any programs and textbooks. In modern primary school, a traditional set of subjects that make up the philological cycle has developed, it is shown in the table: Contents Practical Theoretical Main goals Teaching literacy Reading and literature Language knowledge, “school grammar” Spelling, calligraphy Elementary writing, speech development Reading mechanism, skill , technique Language analysis and synthesis Normative, literate writing The development of students' speech Skills of oral and written speech The simplest language concepts Elements of literary theory Grammar, phonetics, vocabulary, etc. The system of grammar and spelling, punctuation rules Fundamentals of the theory of speech (speech science) Preparatory Reading skills, love for literature Awareness of the language as a system Language pragmatics, general development Courses that are not included in the federal component of the modern curriculum: rhetoric, foreign languages, theater, circles, etc. Most grammar is important for the methodology, which allows students to achieve an understanding of the mechanisms of the functioning of the language, gives “awareness” (the term of I. A. Baudouin to Courtenay) of the practically learned 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, to understand the functions of each of them. So, phonetics, phonology, graphics give rise to 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 accurate choice of words, the accumulation of new words and their meaning in the memory of students, provide the needs of speech, communication, and expression of one's thoughts. A rich and active vocabulary of a student is a necessary condition for the culture of speech. The richness and mobility of the dictionary is provided by many language operations from checking unstressed vowels to constructing rhetorical figures and tropes. Morphemics, word formation and etymology will help the student navigate the composition of the word, its origin, the relationship of words, language analysis, spelling in difficult cases, understanding the historical processes of language development. Morphology and especially syntax give an understanding of the rules for changing and combining words, building phrases, sentences, whole statements. Grammar controls the mechanisms of language use, provides internal semantic and formal connections of language structures. It is in the sentence that all the expressive means of the language and the grammatical, lexical, and pronunciation levels are synthesized and concentrated. eleven

15 A relatively new direction in science, text syntax, the theory of the SCS of a complex syntactic whole will provide a solid foundation for the method of composing or constructing a text. According to this theory, the text component appears to students as an organized whole unity, which has its own internal connections, its own structure. This understanding of the STS is also used in the analysis of exemplary texts, and most importantly in the construction and improvement of one's own text created by the student. AT recent decades the so-called school speech science is taking shape, based on the theory of communication (that is, communication), psycholinguistics, the theory of speech activity, text theory, and on the resurgent rhetoric and poetics. The modern methodology for the development of speech, based on speech concepts (speech, text, monologue and dialogue, types of speech, speaking, listening, writing, reading, and many others) and patterns, combines traditional experience with new methods of constructing a text generated by understanding the mechanisms of speech. The methodology of the Russian language is also based on the concepts and patterns of literary studies: on the theory of genres and styles, on the concept of an image in work of art, on the language skills 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. The lessons of the native language form a love for the artistic word. The first literary concepts, literary taste are formed, children get acquainted with the work 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 methodology is based on research into children's speech. The methodology takes into account the factors of mastering the native language in preschool age, knowledge of how the speech of children develops in the family, how the needs of communication are manifested in the very process of mastering and development, what is the role of " language environment how a child's language sense is formed. The linguistic origins of the native language methodology mentioned above help in determining the approaches, directions, methods in teaching the language to schoolchildren. So, if the methodology is focused on the predominant study of the structure of the language system, we can talk about a systematic, structural approach to the methodology. If the methodology is based on live speech, on communication (oral and written), aims to prepare students for solving communicative problems based on the assimilation of language material, we can talk about a communicative approach (or a communicative method, or a communicatively oriented Russian language course). If a teacher or the author of a textbook builds his system in such a way that it clarifies and comprehends for the student the role, 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 such an installation, the corresponding methodology and technique are formed. When studying morphology on the basis of the relationship between the form of a word and its meaning, one can speak of a structural-semantic approach and the corresponding methodology. The aesthetic approach involves the formation of a linguistic taste, the ability to create vivid images, an expressive text. Each section of the methodology has its own methods, reflecting the specifics of the goals and content.

16 material handling. So, the methodology of teaching literacy for many centuries of existence has developed alphabetic, 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 the method of solving grammatical-orthographic tasks for checking spelling using algorithms or with computer support, and the punctuation technique uses the structural-syntactic method or the intonation method. In the methodology of literature and reading, the methods of explanatory reading, educational reading, creative reading, expressive reading. In the methodology for the development of students' speech, the method of teaching by samples (imitative), communicative and creative and the method of constructing a text. The methodology in its development seeks 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, the actual articulation of a sentence, and stylistic differentiation of the text. There is a tendency to improve the culture of students' speech, the literary orientation in reading lessons is enhanced, theories of types of speech and text are used in essays. The method of language is closely connected by many threads with all the richness and diversity of linguistic sciences and other sciences of the philological cycle. Chapter 3. PSYCHOLOGICAL AND DIDACTIC ASPECTS OF THE RUSSIAN LANGUAGE METHODOLOGY Methodology, as a rule, is regarded as a branch of didactics: the latter studies the general patterns of learning, while particular methods are used. 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, lesson, etc. understandable to younger students. In a similar way, the principles of visualization and developmental learning are interpreted in the methodology; the technique finds the optimal ratio of theory and practice, in its own way uses the methods proposed by didactics: conversation, exercise, teacher's story, observation, analysis and synthesis (for example, analysis of grammatical analysis, synthesis of text construction). The 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, calligraphy is again provided by the methodology. Didactics, together with educational psychology, put forward concepts of learning that ensure the progress of education. Thus, a study of the history of prevailing methods shows a trend of gradual increase cognitive activity and student autonomy. 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 the obligatory understanding. 2. Reproductive: the material is not only memorized, but also reproduced. 3. Explanatory-illustrative: the material is explained, illustrated with examples, demonstrated and must be understood by the students. 4. Productive methods: the material must not only be understood, but also applied in practical actions. 5. Heuristic, partial-search methods: individual elements of new knowledge are obtained by the student himself through targeted observations, by solving cognitive problems, conducting an experiment, etc. 6. Problem methods: the ability to recognize the problem, and in some cases to put it, to contribute to its resolution. 7. Research Methods: the highest level of knowledge, approaching the activities of a scientific worker, but in the conditional key of subjective and creative tasks (new scientific knowledge is subjectively new only for a student playing the role of a researcher). The highest levels in this typology (methods 5 and 7) introduce a creative element into the student's activity through the accumulation of material, its comprehension, generalization: new knowledge is independently derived. The use of higher-ranking methods over a number of years of study ensures mental development. According to M. N. Skatkin (1971), the 20th century is the century of mastering search methods, although explanatory and illustrative methods still predominate numerically. Works of psychologists L. S. Vygotsky, II. Ya. Galperina, D. B. Elkonina contributed to the ordering of the structure of the cognitive activity of schoolchildren, provided the optimal structure learning 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, setting a goal, the emergence of cognitive interest (for example, when checking the spelling of a difficult spelling). 2. Approximate stage: attracting the theoretical knowledge necessary for verification (grammatical features, rules, algorithms for their application, etc.). 3. Operational and performing stage: performing actions according to the rule, according to the algorithm, obtaining and formulating the result (correct spelling). 4. Control and evaluation stage: self-examination, clarifications, if necessary, self-assessment of the solution of the educational problem. There is no doubt that such a 4-stage model 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 developing education. Despite the difference in psychological concepts, they all proceed from the teachings of L. S. Vygotsky, who argued that learning goes ahead of development; this idea has been fixed in the methodology since the time of K. D. Ushinsky; the latter wrote: “The formal development of reason is a non-existent phantom; reason develops only in actual real knowledge” (Collected works: in 11 vols. T. 8. M., P. 661), i.e. through an academic subject, through its concepts, connections, regularities, rules, systems. Historically, human knowledge was formed as sciences, as moral categories, and took shape in linguistic con- 14

18 hands. The development of the mind has always gone through learning, through knowledge. Pedagogical psychology seeks ways of developmental learning 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 ​​the Zankov system is to achieve the highest effectiveness of training for development: it introduces new principles of teaching traditional academic disciplines. The first principle is to teach at a high level of difficulty, respecting the measure of difficulty for each student. The student needs mental effort, some mental effort 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 the traditional courses of the Russian language there is an assimilation of case forms of nouns, case questions and endings, then in the system of L. V. Zankov an understanding of the meaning of cases is introduced, which makes it possible to understand the function of this form in the expression of thought. The second principle is the fast pace of progress. It is not a matter of haste: the goal is for the student to be constantly aware of his progress on the path of knowledge, so that his brain receives new food. With regard to the Russian language, this is an appeal to practice, to the use of a new unit of language 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 disputes the generally accepted opinion about the specific nature of the thinking of younger students. He argues that their thinking tends to operate with abstract, generalized concepts. The formation of concepts goes in different ways: not only by induction, but also from the abstract to the concrete. The fourth principle is the awareness by schoolchildren of the process of cognition, teaching. In each case, at each lesson, there is an awareness of the goals and objectives of each exercise, each action, the rapid assimilation of the rules, their conscious application, the construction of successive steps in solving the problem. Consolidation 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 cognition, their active role in it. They acquire skills in the field of evaluating the results obtained, their self-verification. With the systematic application of the described installations, undoubtedly, the development of the mental abilities of students can increase. V. V. Davydov in the book “Theory of Developmental Learning” (M., 1996) recommends deriving specific, particular knowledge from general and abstract knowledge as from its single basis. The student must be able to identify the genetically original, essential, general 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 vice versa. Students should be able to move from performing actions in the mental plane to performing them in the external and vice versa. Psychologists see the essence of developmental education in the strengthening of abstractions, in the improvement of mental structures, in the transfer of the center of gravity towards theory. All this requires from the methodologist-philologist not only a deep understanding of psychological and didactic approaches, but also a fine mastery of their methodological interpretation, so as not to damage their subject, for example, literature, because in it the logical content recedes before the artistic image. The role of methodology is not to lose the philological science that has been formed for 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 nation, so that the studied native language does not turn into only "didactic material", into an illustration of psychological and logical constructions. Methodist A. I. Vlasenkov in the book “Developing teaching of the Russian language” (M., 1983), following the classics of the methodology F. I. Buslaev () and K. D. Ushinsky, considers the ways of developing education through the prism of the formation of the student’s personality. Mastery of the native language, the "gift of speech" is the main factor in enriching the child's spiritual world, his value orientations, his cognitive interests and abilities, his mental work. K. D. Ushinsky designed such training in which knowledge “would attract new knowledge”; development in the system. It is necessary to develop observation, imagination, emotions, intuition (“language sense”), creativity, 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. AI Vlasenkov indicates 6 lines of education leading to the successful development of the mental abilities of schoolchildren: 1. The development of attention, memory, and 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)critical judgment. 5. Development of motivation for a positive attitude to learning. 6. Development of creativity and purposefulness. He also names the methodologists who most effectively turned to psychological and didactic systems, applying them to the language methodology: V. P. Sheremetevsky, A. M. Peshkovsky, L. V. Shcherba, N. S. Rozhdestvensky, T. D. Ladyzhenskaya. Of particular value for the methodology of the Russian language were psychological studies devoted to individual, specific sections of the Russian language course in elementary school: these are the works of N. I. Zhinkin in the field of speech development, D. N. Bogoyavlensky on the psychology of learning spelling, 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 research the assimilation by schoolchildren of various aspects of the language, language skills help to create a fundamental part of the methodology of the language. Chapter 4. RUSSIAN LANGUAGE AS A SUBJECT IN SCHOOL It is recognized by world practice that the native language in the primary grades is the main subject: as a rule, half of the study time (ie, lessons) is devoted to learning the language. “The language of the people is the best, never fading and forever re-blooming the color of its entire spiritual life. The language spiritualizes the whole people and all its homeland; in it, the creative power of the national spirit transforms into thought, picture and sound the sky of the motherland, its air In the treasury of the native word, one generation after another puts the fruits of deep hearts - 16

20 movements, the fruits of historical events, beliefs, views "So wrote K. D. Ushinsky in the article" Native Word ". Native language greatest teacher who taught children even when there were no books or schools yet. And this function has not been lost to this day. Through mastery of the language: its vocabulary, containing tens, hundreds of thousands of commonly used words, its labeled, figurative, poetic phraseology, its richest word-formation system, morphemics, models, its grammar, which recreates the mechanisms of the functioning of the language, the formation of forms and their combination in a sentence, forms its own language ability of a person, the formation of personality takes place. The boundless variety of syntactic structures, colored with intonations, allows you to convey the subtlest shades of thought. Constant study of the language (and languages) enriches the intellect. This is the choice of the most accurate lexical means, and the rapid, error-free construction of large and small sentences, linking them into the fabric of the text; observance of logical connections and validity of speech; this is full-fledged listening and reading, this is the world of books, reading and rereading; this understanding of the structure and mechanisms of the language; and aesthetics of language expressiveness of speech, beautiful, calligraphic writing, the first experiences of literary creativity , "sense of language", high culture of speech; the development of the "gift of speech" the practical development of speech, the expression of one's thoughts and the understanding of someone else's; formation and development (automation through training) of language skills: listening to speech perception with full understanding, speaking, expressing one's thoughts, writing a graphic fixation of thoughts and, finally, reading; study, analysis of samples of all the best that was created by the masters of the word, by the people themselves (literature, folklore); on the basis of work on the first four goals, study, research, awareness of the language system in its functioning; the use of the language system for mastering the norms of literary speech and its expressiveness. Place and dimensions theoretical course language (phonetics, grammar, morphemics, word formation, spelling, semantics, etc.) depend on the type of school and the age of the students. In-depth study of the 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 the expressive possibilities of the studied units of the language, their forms. The study of the native language, which children who have come to school are already using freely in practice, is essentially the study of exemplary material, as well as their own speech activity, its goal is the theoretical understanding of the language, and the practical task is a high culture of speech in all its manifestations. The subject "Russian language" developed gradually, mainly in the 17th-18th centuries, on the basis of the works of M.V. Lomonosov, F.I. Buslaev, I.I. Sreznevsky, V.I. Dahl. Primary education in these centuries took three forms: folk elementary schools, preparatory and first three classes of gymnasiums, and home elementary education, which in many families reached extraordinary heights. The oldest component of primary education is literacy, that is, elementary reading and writing. So, the famous "ABC" of Ivan Fedorov in 1574, the first 17

21 printed textbook in Russia, contains 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 elementary reading and writing was based on the traditions of European culture from ancient rome. Since the 18th century, education has been based on didactic theories: on the one hand, on the initial unit of reading a letter, sound, syllable, whole word, on the other hand, on the leading activity of the student, memorization-synthesis analysis, analysis, synthesis, modeling, creative search. However, until the 18th century ABC books (alphabets) are compiled not in Russian, which is accepted in wide communication, but in Slavonic (for example, Simeon of Polotsky's "Primer of the Slovene Language" in 1679). The Russian language was included in the school as the language of mass education in schools at factories, in military units, in cities. One of the first Russian textbooks, The First Teaching by a Child, by Feofan Prokopovich, was created in 1721 by order of Peter I. But the Russian language was legalized as an academic subject only by decree of Empress Catherine II in 1786. By this time, works on Russian grammar had already been created and the first Academic dictionary, which served as a scientific basis for school textbooks. The basis of the course was originally grammar, “the science of eight parts” (as it was called according to 8 parts of speech). School grammar was a synthetic subject, it included elements of phonetics, graphics, spelling, vocabulary, morphemics, word formation, speech culture. This combined subject performs three functions, it will give: a) information about the system, patterns, rules of the Russian language; b) the theoretical basis for the mental development of schoolchildren as a subject of a high level of abstraction; c) the basis for practical mastery literary language, its norms, substantiates, in particular, the rules of spelling, methods for checking spelling and punctograms. These three functions of the language 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 Methodists have written about "spelling terror" at the school. The theory was underestimated, which is observed to this day, despite the fact that courses of 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 the courses. In the conditions of pluralism of programs and textbooks in the 90s of the XX century. the most commonly used textbooks are T. G. Ramzasva (the so-called traditional direction), L. V. Polyakova ( scientific school L. V. Zankov) and the direction of D. B. Elkonin and V. V. Davydov (author of textbooks V. V. Repkin). The minimum required for all types of schools is determined by state standards. Reading was and remains a component of the Russian language subject in elementary school, which in recent years has been increasingly approaching, both in content and in goals, the subject of Literature. According to tradition, in the Russian school, teaching reading has always been carried out on highly artistic material: children read 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 even then in some cases. The text of the writer was always treated with care. eighteen

1 2 Annotation of the work program of the discipline Methods of teaching the Russian language and literary reading

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 in the Russian language for grade 4 was developed on the basis of the Sample program for elementary general education, the author's program L.M. Zelenina, T.E. Khokhlova "Russian

The work program in the Russian language for grade 4 was developed on the basis of the Sample program of primary general education, the author's program of L. M. Zelenina, T. E. Khokhlova "Russian language", approved

Annotation to work program in Russian (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 in the Russian language for grades 5-11 in St.

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

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

SUMMARY TO THE WORKING PROGRAMS IN THE RUSSIAN LANGUAGE Explanatory note Kanakina, V.G. Goretsky to the subject line of textbooks

Annotation to the work programs in the Russian language Grade 5 1. Normative base and teaching materials. The work program for the subject "Russian language" for grade 5 (basic level) is compiled in accordance with the requirements

SUMMARY OF THE WORKING PROGRAM IN THE RUSSIAN LANGUAGE GRADES 5-9

Annotation to the work program in the Russian language grades 10-11

EXPLANATORY NOTE The work program "Russian language grades 10-11" is compiled on the basis of the state standard of education, the Model program of secondary complete general education, and also on the basis of

Annotation to the work program of EMC "Perspektiva" "Mathematics" (grades 1-4) 1. The place of discipline in the structure of the main educational program. The work program is based on the Federal State

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

Annotation to the work program in the Russian language in the 4th grade

MUNICIPAL BUDGET GENERAL EDUCATIONAL INSTITUTION "SEVERAGE EDUCATIONAL SCHOOL 55", Barnaul Work program of the subject "Russian language" for grade 4 Work program of the subject

PROGRAM profile entrance test in the discipline "Methods of teaching language" (for graduates of institutions of secondary specialized education in the specialties "Russian Language and Literature", "Preschool

The Russian language is the most important part national culture 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

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

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

Annotation 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 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

Annotation of the work program of the general educational subject of the OUP. 01 "Russian language" in the specialty 36.02.01 Veterinary Medicine The purpose and objectives of the subject The purpose of the general education subject

Topics of term papers and final qualification works on the methodology of teaching mathematics 1. Continuity in teaching mathematics in preparatory groups kindergartens and primary grades

Explanatory note Currently, there are conditions when the demand for a specialist in the labor market, his competitiveness largely depend on the availability of competent oral and written

SUMMARY OF THE WORKING PROGRAM IN THE RUSSIAN LANGUAGE FOR GRADES 10-11

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

RUSSIAN LANGUAGE grades 1-4 Annotation 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,

Explanatory note The work program in the Russian language was drawn up in accordance with the requirements of the Federal State Educational Standard for Primary General Education (Order of the Ministry

Annotation to the work program of the discipline "Russian language" grade 1 The work program in the Russian language for grade 1 is based on the Federal State Educational Standard for Primary

Annex to the PEP SOO MBOU "Secondary School 3" g.o. Reutov Municipal budgetary educational institution "Secondary school 3 with in-depth study of individual subjects" Agreed Head

Annotation to the work program in the Russian language in grades 1-4 The program was developed on the basis of the Federal State Educational Standard for Primary General Education, the Concept of Spiritual and Moral

Annotation of the work program in the Russian language 0-grade The work program in the Russian language is based on: the federal component of the state standard of secondary (complete) general education;

Educational Institution "Francissk Skorina Gomel State University" APPROVED by Vice-Rector for Academic Affairs A.V. Kruk (signature)

Annotation to the Russian language program Class 5 Number of hours 204 (6 hours per week) Program: Programs for educational institutions"Working program on the Russian language to the subject line of textbooks

Annotation EMC "School of Russia" grades 1-4 Russian language. The program was developed on the basis of the Federal State Educational Standard of Primary General Education, the Concept of Spiritual and Moral

THE ADMINISTRATION OF THE CITY OF NIZHNY NOVGOROD Municipal budgetary educational institution "School" 138 WORKING PROGRAM Individual-group lessons in the Russian language "Learning to write correctly" 5

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

ANNOTATION TO THE WORKING PROGRAM OF THE DISCIPLINE "Russian language" Author-compiler: Davydova Natalya Nikolaevna 1. Scope of the program: implementation of secondary general education within the training program

SUMMARY of the work program of the subject RUSSIAN LANGUAGE 1 General characteristics of the 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 METHOD OF TEACHING RUSSIAN LANGUAGE IN PRIMARY SCHOOL Approved by the Ministry of Education and Science of the Russian Federation as

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

EXPLANATORY NOTE Working training program created on the basis of the following documents: Basic curriculum of educational institutions of the Russian Federation, Federal state standard general education

Annotation to the work program in the Russian language grades 1-4 The work program in the subject "Russian language" is based on 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 for Basic General Education on the basis of the Exemplary Program for Basic General Education

Annex 23 to the Main general education program basic general education WORKING PROGRAM OF THE SUBJECT "NOTHER LANGUAGE (RUSSIAN)" 5-6 CLASS. Planned results of mastering the subject

Annotation of the program "Russian Language" Grade 5 The program is designed to study the Russian language in Grade 5 at a basic level and is based on 5 hours per week, 170 hours per year. The program is drawn up

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

Annotation to the work program on the subject "Russian language" Level of education Implementation period Secondary general 2 years Grades 10-11 Level of study of the subject Place of the subject in the curriculum

AT study guide highlights the issues of effectiveness in teaching the Russian language in primary grades. It reflects the following sections: the methodology of the Russian language as a science, the methodology of teaching literacy, the methodology of classroom and out-of-class reading, the methodology for studying grammar and spelling, the development of students' speech.

When presenting each section, the features of teaching the Russian language are briefly and clearly revealed, special attention is focused on the most difficult problems.

THE RUSSIAN LANGUAGE METHOD AS A SCIENCE

The subject and objectives of the methods of teaching the Russian language

The methodology of teaching the Russian language is among the pedagogical sciences. It can be called applied science, since, based on theory, it is designed to solve practical problems of education, training and development of students.

Like any other science, the methodology of the Russian language has its own subject. The subject of its study is the process of mastering the native language in terms of learning (mastery of speech, writing, reading, grammar, phonetics, etc.). The methodology of the Russian language is designed to study the patterns of formation of skills and abilities in the field of language, assimilation of systems scientific concepts in grammar and other branches of the science of language. The results of this study form the fundamental basis for solving problems: on the basis of the learned patterns, it is necessary to develop an optimal language teaching system. This system (or, rather, these systems) should provide each student with the necessary minimum of skills, abilities and knowledge of the language. At the same time, the methodology takes into account a number of social requirements for education: it provides such a construction of education that would maximally contribute to the communist education of students, the development of their thinking, and would also be effective, quite economical.

According to tradition, when speaking about the tasks of methodology as an applied science, three of its tasks are called:

What to teach? The answer to this question is the development of the content of education - programs in the Russian language, the creation of textbooks and various teaching aids for students, their continuous improvement, verification of accessibility and effectiveness.

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

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

In the development of the speech of younger schoolchildren, he methodically substantiated 3 directions: work on the word, which provides for the expansion of sources for the study of speech, the deepening of methods of semantization of vocabulary, the development of synonyms and antonyms in the language; work on a phrase and a sentence based on a system of exercises of a constructive and creative nature; work on coherent speech with the developed typology and methodology of essays.

Mikhail Rostislavovich formulated the leading trends in the speech development of students: an increase in the volume and structural complication of speech units (up to grade 3); increasing the variety of speech means (grades 4-7); stabilization of speech means (grades 8-10). These studies are summarized in the work "Trends in the Development of Students' Speech".

Lvov M.R. co-author of general methodological manuals: “Methods of teaching the Russian language in primary grades”, 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 the Russian language in primary school

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

The second edition includes materials reflecting the implementation of the school reform: on teaching children of six years of age, on streamlining the teaching load of students, etc.; the specifics of new textbooks - "Azbuka", books for reading, textbooks of the Russian language, educational complex generally.

Methods of teaching the Russian language in primary grades

The manual contains a systematic course of methodology for teaching grammar, reading, literature, spelling and speech development of younger students. 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 student-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.

Methodology for the development of speech of younger students

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

The first edition of the book was called "Speech of younger schoolchildren and the ways of its development" (1975).

Fundamentals of the theory of speech

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

Spelling in elementary grades

Student literacy rate high school one of the most acute problems of public education.

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

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

Rhetoric. A culture of speech

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

Particular attention is paid to the types of eloquence, the meaning of the spiritual and moral word. Very important practical advice in a relationship oratory necessary in teaching, debating and other areas of activity.

Dictionary of synonyms and antonyms

As conceived by the author, the Dictionary is intended for creative development primary school students. All educational educational process- this is creation, and children themselves act as researchers, inventors, designers. At first glance, this is a game, but in fact it is a very serious cognitive 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 synonymic-antonymic relationships, to the polysemy of the word and synonymous rows and antonymic pairs built on polysemy. Naturally, the difficulty of the material gradually increases. But all this does not mean that the Dictionary is a kind of textbook, that it must be “passed through”.

Dictionary-reference book on the methodology of the Russian language

The dictionary-reference book on the methodology of the Russian language was created for the first time.

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

METHODOLOGY OF TEACHING THE RUSSIAN LANGUAGE AND LITERATURE

LK 1. SEAMER AS A SCIENCE

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

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

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

1. MORIAL is one of the pedagogical sciences

Purpose of MORIAL

Theoretical Practical

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

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

The subject of the MORIAL is the process of mastering the theory and practice of the native language by younger students in the learning environment.

Tasks (in the form of questions)

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

Sections MORIAL :

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

1. Relationship with other sciences

Ped. an experience

MORIAL

Methodological basis

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

SECTION: METHODOLOGY OF TEACHING LITERATURE

TOPIC 1. LITERATURE TEACHING METHODS. HISTORY AND MODERNITY

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

Literature: "Methods of teaching literacy" Salnikova T.P.

1. Literacy education - First stage school education.

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

1 - the beginning of studies 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 is changing, they become the object of study: a) improving oral speech; b) development of written forms of speech activity (reading, writing); c) the systematic study of the language begins.

3 - the formation of the foundations of educational activities is carried out

4 - grammar and spelling propaedeutics

1. OG methods

• By original unit of study:

Letter

Sound

syllabic

Whole word method

• The ratio of reading and writing

Read-letters

Reading letters

Combined

• By leading activity

Analytical

Synthetic

Analytical-synthetic

Modern method: sound analytic-synthetic (read-write)

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

The training took place in 4 stages:

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

2 - syllables were memorized: two-letter, three-letter, four-letter

3 - reading in warehouses: students called each letter in each syllable, added syllables from letters, and a word from syllables

4 - top reading

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

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

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

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

Disadvantages: did not give an idea not only about the sound composition of the syllable, but also about 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 typed from the letters of the split alphabet, the sentence was divided into words, exercises for memorizing the shapes of words, words were divided into syllables, syllables were memorized, these syllables were found in other words, syllables were divided into sounds and letters, memorized. Children learned not only all the sounds and letters, but also a fairly large number of letter combinations.

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

In the 50s. 19th century sonic synthetic method(Korff method). It was close to the literal subjunctive method, was widely used. Learning began with sounds, then these sounds were designated by letters, syllables and words were formed from them. Reading was considered a process that consists in listing sounds, denoted by letters. The big difficulty was sound merging.

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

In the middle of the 19th century appeared in Russiasound analytic-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 of syllables and sounds, and that words are obtained from these sounds and syllables. Analysis of sound speech. He called his method"historical" method. It was a method of writing and reading. First, the sound analysis of the word is carried out. Then the word was written down. Stage 3 - reading the word in handwriting. Reading words or sentences with these words in printed form. Reading and correspondence from the printed alphabet of new words and sentences that children have not yet written. Finding familiar letters and syllables in a text. The addition of words from the letters of the printed alphabet. It existed until 1917.

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

Disadvantages: inhibited both the development of reading and writing skills, children had difficulty in mastering spelling. In the early 30s. refused it.

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

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

TOPIC 2: TYPES OF READING AND WRITING WORK IN LITERATURE CLASSES

1. Practical acquaintance with language concepts
2. Work with a syllable, familiarity with stress
3. Learning sounds
4. Working with letters

Literature: M.E. Soloveichik "The first steps in the study of writing and speech"

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

1 - Preparatory period - prepare children for learning literacy. It is divided into 2 periods: a) pre-letter - 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 coming to school, but for the first time speech becomes an object of study. The concept of speech begins to be studied from 2-3 lessons. Children learn the following signs of speech:

1 - through speech people communicate

2 - When people communicate, you need to speak in turn. Acquaintance with the rules related to speech: - speech in the lesson (be silent, listen, speak when the teacher is asked, do not interrupt, raise your hand)

Speech outside the classroom

You can also get to know different types of speech: Speech is external: oral (speaking, listening) and written (writing, reading); internal

Sentence

May be new and unknown. Difficulty in terminology and concept, because is new and harder to digest. Assimilation of the sentence, children get an idea of ​​the division of speech into sound (semantic) segments.

Sentence

Speech consists expresses thought Thought is relative

From the proposals (former finished

(speech) thoughts)

Rules for the design of speech

Sentence exercises are analytical or synthetic in nature. Analysis is the determination of the number of words, sentences, the structure of sentences, the isolation of words from sentences with given features. Synthesis is a correlation of sentences on a topic, with or without support from an illustration, by the number of words.

Word

They don't define. Learn the signs of words:

A sentence is made up of words

Speech also consists of words

The word has meaning (every word means something)

Word and object are not the same

Learn the functions of the word:

There are word names

There are help words

Work with the word during the OG periodincludes:

Observing the Meaning of Specific Words

Observation of the pronunciation and spelling of antonyms

Observation of words that differ in one sound or one letter: son-sleep; 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 the formulation of the question to the words. (Who? What? Which one? What does?...)

Observation of word changes: pine, pine, near the pine, under the pine ...

Observation of family ties of words: paint, paints, painted, painted

Observation of function words (words that help connect words)

PRACTICE #1

TOPIC: PROGRAM ANALYSIS

	Preparatory		Basic	Final
	Prelit.	Letter
Goretsky "Russian alphabet"	Speech Sentence Word Syllable stress Sound Vowels Consonants		n, s, k, t, p ... in accordance with the principle of frequency e, i, e, yu, b b As an indicator of softness / hardness; as separators	Alphabet, artistic and cognitive texts, acquaintance with writers.

PRACTICE #2

SUBJECT: OFFER

Purpose: to introduce the proposal and its essential features

Tasks: - teaching: to acquaint with diagrams, highlighting sentences in the flow of speech, be able to make sentences, the ability to connect with compiling a story based on a plot situation ...

Developing: memory, thinking, imagination, attention.

Educational: respect for the culture of their people, care and responsibility for the younger

Equipment: specify textbook

During the classes:…

1. Syllable - distinguished phonetic unit. A single speech-motor act is realized in the syllable, which allows you to combine sounds into words.

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

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

The initial recognition of a word is associated with the observation of the articulation of words.

Receptions:

Artificial division of a word into syllables in speech

Scanning

Bringing your hand to your chin to count how many times you opened your mouth

Sticks when pronouncing a syllable

After the concept of "syllable" children get acquainted with the concept of "stress".

Stress is an important means of sound organization of speech; highlighting 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 a syllable; stress; stressed syllable

2 - training for dividing a word into syllables and highlighting stressed syllables

3 - work with schemes:

4 - mastering the norms of pronunciation of words

Techniques for highlighting a stressed syllable:

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

2 - with additional involvement of sound or visual effects

3 - variable pronunciation of the word with stress on each of the syllables.

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

1. Sound - the smallest meaningful unit

First, children learn the concept of sound, get acquainted with the characteristics of sounds and learn to isolate sounds from a whole sounding word.

Acquaintance with sounds: vowels, consonants

Sound: ambient, human speech

The sounds we make and hear

Consonants and vowels are distinguished. On the basis of ductility, mouth opening. Soft and hard, voiced and deaf sounds are distinguished.

Work on specific sounds is carried out as follows: first, we isolate the sound from the whole sounding word, observe articulation, characterize the sound, exercises to isolate this sound from words in the speech stream, students select words with the sound being studied

1. The study of letters is secondary to sound. The letter is entered as a sign, a symbol for the designation of sounds in writing. In this case, the children are immediately informed of the alphabetic name of the letter. Much attention is paid to the ratio of letters and sounds and their assimilation. Assimilation of the correct image. In writing, the sequence of writing is important.

How to work with letters:

Identification (analysis) of the relationship between sounds and letters

Demonstration of the image in printed form, the technique of "what the letter looks like"

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

Learning to read a letter (as part of syllables)

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

Working out the connections of letters

Finding letters in handwritten text.

TOPIC 3: DEVELOPING EARLY 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 patterns are stored in memory, the easier they are to recognize. Pick up demonstration aids, different options for the image of letters. For easier recognition and reading of 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 other people's reading largely depends on the auditory mechanism. Therefore, it is important to perform exercises to develop children's speech hearing and their diction. Separate pronunciation of syllables, words, sentences (chiseled), onomatopoeia. The gaze is divided into reading fields. Gaze stops are called fixations. Reading productivity depends on the size of the reading field and on 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 focused on the top of the line. It is advisable for the teacher to teach children to recognize letters by characteristic signs (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. The most common regression is early stages learning to read. The task of the teacher is to reduce it to the necessary minimum and subordinate it to the semantic aspect of reading. Practicing reading difficult words, a system of auxiliary marks.

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

6 - In the course of the formation of the reading skill, another important mechanism for the perception of the text is formed - anticipation - anticipation of meaning. It is superimposed on all the mechanisms involved in reading and largely determines the productivity of reading. It manifests itself in a semantic guess, it can be of 2 types: a) simple guessing (subjective view) - not supported by other units of the text; b) objective - supported by reading all the main letters that make up the words.

1. The first step in mastering the technique of reading is aimed at the arrangement and image of letters, the formation of the skill to correlate a letter with sounds. At the same time, the child learns to spell sounds, the form of a word. The truly starting point in learning to read is when the child begins to read several letters, merge sounds into syllables, read words by syllables.

The methodological tradition of teaching syllabic reading focuses on the combination of acc. + ch. (SG), because:

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

2 - this combination is included in most syllabic 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 articulation act

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

Syllabic Reading Exercises

1 - reading the syllables of alphabetic columns:

MA

MO

MI

WE

MU

2 - reading syllables according to the syllable table:

	ON THE	SA	KA
	BUT	SO	KO
	NO	SI	CI

3 - reading words with an abacus

4 - compiling and reading syllables on a typesetting canvas from the letters of the split alphabet, by printing.

5 - Visual selection of the combination of SG: st ro and te l

6 - reading syllables that differ by one letter. At the same time, the combination of SG is highlighted, other letters are deciphered, each letter is called separately, the syllable as a whole is pronounced loudly: stand up - stand up, bridge - brain. Such work allows you to overcome another difficulty in teaching syllabic reading: the addition of consonants to the combination SG

7 - composing words from several syllables. Recognizing fusions or other syllables by ear.

8 - selection or compilation 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 (each) in the lesson. The most commonly used is reading aloud in chorus. As the texts become more complex, the initial reading of the teacher, reading along the chain, buzzing reading (in an undertone) is introduced. The reading of texts can be preceded by an introductory conversation and vocabulary work, a preliminary examination of illustrations. After reading, the teacher organizes 2 types of work:

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

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

b) mastering the context, ideological orientation and content.

Semantic analysis techniques:

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

Comparison of text and illustration

Vocabulary work: work on the meaning of words

The semantic analysis of the text must have some logical sequence. The logic is built on the basis of the purpose of the analysis.

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

Structural analysis techniques

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

Counting given units in text or fragment

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

Description of text elements

2 - text for reading children.A teacher or well-read children can read. Non-reading children participate in the following ways: searching for given reading elements (letters, most often new ones, highlighted or not highlighted in the text), discussing the text, its content, trying to read individual words or sentences.

TOPIC 4. FORMING THE SKILL OF INITIAL WRITING.

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, Zuckerman, Ogarkova

2. Potapova, Ilyukhina "Letter with a secret" M, 94

1. Writing is one of the most difficult types of speech activity. Writing requires high concentration from the writer, hard work of the brain apparatus and volitional sphere, 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 the content, select the right material, the right words

3 - combine these words into sentences, link one sentence to another

4 - match each of the words and sentences with the correct spelling

5 - calligraphically clearly draw a letter, word and text as a whole

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

1. The purpose of writing lessons is the formation of a graphically clear, correct, fairly fast letter.

Writing Lesson Objectives:

To form such skills that, when switching to cursive writing, the clarity and correctness of the letter are preserved: strengthening the hand, improving coordination of movement, orientation on the copybook page

Familiarize yourself with the rules of writing hygiene, possession of writing tools: how to sit, how to hold a pen, how to write.

Study, fix and improve the shape of letters, slope, distance, connection, height, correction, individual handwriting flaws

Requirements for writing

1 - graphic clarity

2 - legibility

3 - uniform inclination

4 - maintaining the same height of the letters

5 - string compliance

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

7 - knowing the order of writing each letter

8 - continuity (smoothness)

9 - the ability to analyze the written letter and distinguish between correct spelling and incorrect

Writing teaching methods:

1 - copy (redraw)

2 - clocking (letter under the account)

3 - genetic - learning from simple to complex. AT modern methodology letters are not taken into account. Appears in calligraphy lessons

4 - linear (Ilyukhin), additional line

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

Constantly work on the correctness of the letter

Diversify the forms of exercises in writing

All activities must be educational.

The continuity of writing during the period of literacy is no more than 5 minutes

Mandatory physical education

Encourage children to write beautifully and correctly using a reward system

Use stencils, patterns, hatching, notebooks in the lessons

Use additional line in notebooks and copybooks, if necessary

Apply a system for recording the formation of writing skills

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

Use the experience of the best teachers

TOPIC 5. GRAMMAR AND SPELLING PROPADEUTICS (GOP) AND STUDENTS' SPEECH DEVELOPMENT DURING THE OG.

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 the reading lessons it is:

Observation of the lexical and grammatical meaning of a word

Comparison of single-root words and observation of them

Watching words with the same suffixes or prefixes

Observation of 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 ratio of sound and letter, the designation of sound in writing

Assimilation of graphic disorders

Mastering the 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 - distinct pronunciation of words

4 - semantic analysis of words and sentences

1. Features of the first grader's 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, there is no logic of presentation

The speech of a younger student 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. New words are entered into the enrichment dictionary

3 - learning to highlight the essential features of things and phenomena

4 - learn to build a statement in accordance with syntactic norms

5 - learn to express your thoughts according to a certain plan

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

Conditions for the development of speech

1 - the volitional factor increases

2 - written language appears in the life of the child

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

4 - monologue speech appears in speech activity

5 - speech at school becomes an object of learning

The development of speech is carried out 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 study

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

3 - Syntactic (work on a phrase and a sentence): understanding the sentence as an independent unit of speech, highlighting the sentence in oral speech, compiling sentences, reading sentences in the primer and writing sentences, moving from monosyllabic statements to detailed statements (when compiling sentences and answering questions ), establishing the simplest connections between words in a sentence

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

TOPIC 6. STUDY OF LANGUAGE THEORY AND SPELLING IN PRIMARY SCHOOL.

TEACHING CALLIGRAPHY IN GRADES 1-4

1. The main areas 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 of junior schoolchildren, 1980, M.

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

Calligraphic handwriting»

1 . Calligraphy is the ability to write in a clear, readable handwriting, which, as the writing progresses, speed and coherence, acquires individual features. Calligraphy work begins at the same time as learning to write and continues with writing lessons.

Areas of work

Work on the shape of the letters

Over the correctness of the connections

The correctness of the inclination

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

Work on the smoothness and rhythm of writing

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

The basis for the development of calligraphic tasks is:

Genetic principle (from simple to complex)

The logical principle of grouping letters: g p t, d h c

2. Classes are held either in writing lessons from 15 to 20 minutes, or in special calligraphy lessons. Children write in a regular notebook. Children practice writing letters that cause particular difficulty. The volume is not less than 5-6 lines (but not more than 5 minutes inseparably)

The teacher must:

1 - achieve the correct position on the page

2 - require compliance with the basic rules of writing

3 - prescribe letter samples

4 - carry out a daily check of notebooks

5 - conduct sound-letter analysis of words

6 - carry out work on the development of speech and grammar and spelling propaedeutics

7 - the teacher pays great attention to the development of muscles and training of the writing hand

8 - strokes are used:

Movement simulation:

Salt food

We play the piano

Hen drinks water

Yula

We paint a desk, a board

Chopping firewood

Sample lesson plan:

1 - preparing the hand for writing

2 - selection of the studied element; 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 words)

6 - oral work

7 - written work

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

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

As a rule, calligraphy is organized at special lessons or the lesson is divided into fragments.

In grades 3-4, calligraphy lessons are not allocated, but each lesson should begin with calligraphy (5 minutes), except for tests and spelling lessons.

Direction of work in grade 3:

Work on the shape of letters; letters are written that are difficult to draw and letters that are especially subject to assimilation and deformation:

b y g h R G S E

Work continues on letter height

Work on observance of the inclination:

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

Work on connections, loop connection is widely introduced:

Letter spacing: and and and and

- work on rhythm, correctness and speed of writing

Strokes:

For shoulder and forearm development: for hand development:

In grade 3, letters appear in strokes: @@@@@@@

An individual handwriting begins to be established. Independent work in calligraphy is of great importance.

Direction of work in grade 4:

Work continues on the shape of the letters and focuses on distinguishing between similar letters and similar compounds:

m c

and p n s

l i e

p to

oh oh

Strokes are becoming more complicated, in which the forms of letters are preserved:

In grade 4, cacography begins to be introduced into the lessons (a sample of incorrect spelling)

PRACTICAL WORK No. 1.

READING LESSONS AT THE LETTER STAGE OF THE PREPARATORY LITERACY STAGE

	Name		main stage steps
Goretsky Kiryushkin Shanko Berestov	Russian alphabet ABC	A O I S
Elkonin	Primer	A-Z, O-E, O-Y, I-S, U-E
Nechaev Belarusian	ABC	A, U, O, E, S, I
Zhurova Evdokimova Kachurova Rudnitskaya	Diploma 1st half	A, I, A? I, Oh, E, Oh? E U, U, U? YU E, E, S, I
Zhurova Evdokimova Efrosinina	Reading and writing 2 semester
Klimanov Matveeva	ABCDeyka ABC first grader	A, O, I, S, U, E
Vetenkova Goretsky Fonin	ABC 2 parts	AND I; Oh, Yo; U, Yu; E, E; I, Y

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

LESSON STRUCTURE ON THE LETTER STAGE

PREPARATORY STAGE OG

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

Purpose: to study sound[a] , its features, letter A, a

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

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

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

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

During the classes:

1. Organizational moment.
2. Repetition of what was learned earlier. Purpose: to activate previously learned, update these knowledge and skills.
3. Learning new material:

a ) story illustration work. Purpose: development of speech (coherent, dictionary, word isolation for sound analysis)

B) work with subject illustration, sound analysis of the word

Sound analysis of the word:

1 - Goretsky Asters word composition

How many syllables are in a word? 2 syllables

What sounds make up a word?

Vowels consonants

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

The second sound is a consonant

Third sound - 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 it is good to hear first the 1st sound, then the 2nd, 3rd and 4th

The sound [a] is indicated by the letter a

Oh - vowel, yo - also a vowel, but in the word pony o stands after a solid consonant and is denoted by the letter oh, but in the word maple , after a soft consonant - is indicated by the letter yo

3 - Buneev and others.

Perch

Consists of 3 syllables

__ _ _ stress on 1st syllable

1st syllable - vowel

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, characterization of the sound

(ch./acc.)

4 - Fixing on working with sound:

A) isolating sound from words and from the flow of speech: “I name the words, if there is sound, 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 the letter

a) the relationship between sound and letter

b) assimilation of the image of the letter (what the letter looks like, laying out the letter on the canvas, from sticks, lace). Introduction to letter variants.

c) Typing letters

d) fixing on working with letters. Search for a letter in a word, in the alphabet, on a typesetting canvas.

6 - Learning to read a letter. The use of playful and entertaining material (generalization, connection of new material with previously studied, consolidation).

“The sound [and] in the letter 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 variants of the letter and

And it happens big and small: And and - similar letters, how are they different? (growth)

Where is the letter located on the canvas and ?

Let me dictate the words to you, and you will clap on the letter and ."

7 - The result of the lesson.

READING LESSONS AT THE MAIN STAGE OG.

g u s i

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

Lesson structure:

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

Objectives: Acquaintance with soft and hard consonants.

Equipment: tables, abacus, reading materials.

Tasks: grammar and spelling propaedeutics, teaching reading, working with text

During the classes:

1 - Repetition

In working with sound, 2 sounds are distinguished: hard and soft.

"Let's break the word into syllables: drum "

2 - learning to read a letter. Working with syllables

On from z

But

Well

us

Neither

3 - Working with words

4 - Working with text

WRITING LESSONS IN THE OG PERIOD

STRUCTURE OF LESSONS WRITING

Pre-letter stage of the preparatory stage

Topic: on the element under study. "Learning the Loop Element"

target = topic

Tasks: - educational: mastering new elements, developing the muscles of the writing hand, teaching the use of writing tools, orienting along the pages of the recipe

Developing: development of writing + in reading lessons

Educators: See Reading Lesson

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

During the classes:

1 - Organizing moment

2 - Preparing the writing hand for writing

3 - Revision of the reading learned in the 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 put our hand on the top line of the top line, we draw a straight line at an angle, not reaching the bottom line, we round it.”

Repetition of an element in the air, in the air with eyes closed, tracing by dots, writing an element

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

Etc. down in writing with alternating oral and written work.

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

8 - Summary of the lesson

Letter stage of the preparatory stage

Subject: lowercase letter at . Cursive letter At

Purpose: to study the letter.

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

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

equipment: the same

During the classes:

1 - Organizing moment

2 - Reviewing what was learned earlier

3 - Preparing the hand for writing

4 - work with the letter.

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

Writing elements in cursive:

strokes

Analysis of a letter in the direction of the writing hand

We fix the point at which the letter begins.

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

Letter in cursive

Working on connections

wow wow - top and bottom connection

and u s -upper

oh oh- top

We alternate oral and written material.

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

8 - Summary of the lesson

main stage

Subject: the same

Goals: same

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

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

During the classes:

1 –

2 - the same

3 –

4 - The letter of the letter. Work with connections (middle connection is entered):

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

Work with sentences and text. Semantic, structural analysis.

7 –

8 - the same

1-2-3 physical minutes are included

SPELLING

CALLIGRAPHY GRAPHICS SPELLING PUNCTUATION

THE SYSTEM FOR FORMING THE SPELLING SKILL OF YOUNGER SCHOOLCHILDREN

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

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

Orthograms associated with the designation of sounds with letters		Orthograms not related to the designation of sounds with letters
In place of the weak positions of phonemes	In place of the strong positions of phonemes	1. Capital letter in proper names at the beginning of a sentence, in direct speech 2. Consolidated - separate spelling 3. Transfer
1. Designation of unstressed vowels in writing (checked and unchecked) AT In ¬ AT AT 2. Designation of voiced and deaf consonant phonemes () 3. Designation of unpronounceable consonant phonemes () 4. Designation of soft and hard consonants using a soft sign	1. Designation of stressed vowels (after hissing andc) Zhi - shi Cha - cha Chu - shu 2. bat the end after sizzling 3. Dividerbandb 4. bat the gla in the form of 2 persons unit. numbers 5. LetterGin the endings of V.P. and R.P. with adjectives and pronouns.

2. The study of spelling correlates with topics in grammar and morphemics

Spelling skill - an automated ability to master the ways of designating sounding speech in a letter (spelling skill).

Spelling skill is formed gradually on the basis of theory, rules, imitation (copying)

Stages of forming a spelling skill:

1 - Motivational - the emergence of a need for the right letter

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

3 - Indicative - searching for a way to spell out a solution.

Performing stage

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

A car is driving along the (country) road

On the road: n., 1 fold., D.P., -e

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

6 - The emergence of elements of automatism (complication of the material, acceleration of the pace of work)

7 - achievement of more or less complete automatism (self-control, self-examination)

8 - free automated writing in various situations

3. Factors:

1 - Spelling vigilance - the ability to see where there is a choice between right and wrong

Without effort, you can not pull the fish out of the pond(15 spellings)

2 - Vocabulary development level or vocabulary

3 - visual memory (cheating, reading)

4 - developed phonemic hearing

ORGANIZATION OF WORK ON SPELLING IN THE PRIMARY SCHOOL.

1. Learning spelling rules

2. Methods for 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 - indication for selection based on meaning

3 - indication for observation of the tongue

4 - grammar

5 - prescription for the verification procedure

Working with the spelling rule

1 - Observation of language, conclusions

2 - reading the rule

3 - questions on the content of the rules

4 - analysis and analysis of examples

5 - retelling the rule by students

6 - selection by students of their examples

2. There are three main methods:

A) language analysis and synthesis

B) imitative

C) solving grammar and spelling problems

BUT)- Language analysis- used not only in teaching spelling, but also in other sections 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 spelling diverges from pronunciation

2 - semantic - used when working with homophone words

3 - syllabic - highlighting stressed and unstressed syllables "in

4 - derivational or morphemic etymological

5 - morphological - for the 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 constructions

B)imitative- based on memorization, which is arbitrary and involuntary. The leader is arbitrary memorization - in the assimilation of unverifiable spelling; when learning words with a complex morphemic composition; when learning new words.

Techniques of the imitative method:

1 - setting for visual memorization, in parallel with spelling pronunciation

2 - installation on an error-free letter

3 - work with dictionaries

4 - visual dictations (writing from memory)

5 - the use of visual aids that facilitate memorization

6 - memorization of the morphemic composition of words

C) Solving grammar and spelling problems

Solving this or that grammatical and spelling problem, the student must:

1 - see the spelling

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

3 - perform an action according to a rule or algorithm

4 - make 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 - Imitative exercises (cheating)

2 - Dictations

3 - Free writing (independent writing)

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

Write-off types:

- for educational tasks:

1) learning cheating

2) control write-off

- according to the degree of difficulty:

1) uncomplicated cheating (simple copying)

2) complicated copying (the spelling skill is formed more purposefully)

Complications may vary

a) complication of cheating with syllable spelling pronunciation

b) cheating after highlighting spellings in the finished text

3) cheating with spelling explanation

4) cheating with the insertion of missing letters

5) cheating with spelling underlining

6) cheating with missing spelling

7) cheating with morphemic pronunciation

8) syllable letter

9) morphemic writing

10) cheating with the allocation of grammatical units

11) cheating with indication of test words

- by volume:

1) solid

2) selective

3) distribution

- according to linguistic material:

1) vocabulary

2) phrases

3) offers

4) text

2 - Dictations

- way of perception