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Russian as a subject of school. Modern Russian as a subject of study

Russian language as a training subject in elementary school

Russian is mandatory for study at school, in particular, in primary classes. This is determined by its main functions:
The language serves as a person to the means of registration and expression of thought, means of communication and means of expressing feelings, sentiment;
the ability to speak, read and write in their native language are a prerequisite and a means of learning hours of students;
Language is an important tool of upbringing.
One of the most important tasks of the Russian language techniques is to determine and form a Russian language course at school (and, in particular, in primary school schools) as an educational subject.

Task learning Russian:
develop the oral and written speech of students;
teach children who came in grade 1, literacy, i.e., elementary reading and writing, and further improve these skills;
to train the literary norm - spelling and punctuationally competent writing, orphoepically correct pronunciation and in mastering the expressiveness of speech and elements of stylistics;
study theoretical material on grammar, phonetics, vocabulary, form a system of scientific concepts in language;
Acquire schoolchildren to the samples of artistic, popular science and other literature through reading and grammar lessons, help master the ability to perceive the literary work.
Specifies these tasks program in the Russian language for primary classes. The program is a state document that determines the content of the educational subject, its volume, the sequence of presentation of the material, as well as the basic requirements for the level of knowledge, skills and skills on the subject. The execution of the program by the teacher and students is strictly mandatory, and the expansion or narrowing of the program is not allowed.

Principles of building a curriculum in Russian:
Systemic-descriptive (in the selection of learning content, it provides assimilation of the Russian language system and how to apply the knowledge of this system in practice);
Communicative and speech (orientation to interconnected learning all types of speech activities (listening to speaking, reading, writing) in order to form students to solve communicative tasks in different situations of communication);
The principle of cultural education (determines the direction of the content of language education for the assimilation and assigning students of cultural, spiritual, moral values \u200b\u200bof the Russian people enshrined in the language).

Types of programs:
Approximate program - a reference document of the federal level with a minimally concretized description of the content.
The approximate program is a guideline for compiling author's curricula and textbooks, working programs of the training course, subject, discipline and defines a binding part of the training course, subject, discipline, outside which the possibility of copyright is the choice of the variation of education.
The author's program is a document created on the basis of the GEF and an exemplary program and having the author's concept of building a training course, subject, discipline. The author's program is being developed by one or group of authors. Implementation in practice is general educational institutions The author's program precedes its expertise and testing.
The working program is a regulatory and management document of an educational institution that characterizes the system of organizing educational activities.
The Working Program specifies GEF, taking into account the necessary requirements for its construction, and also describes the national-regional level, takes into account the possibility of methodological, information, technical support of the educational process, the level of student training, reflects the specifics of learning in this educational institution.

Training methods Russian language.
The problem of classification of teaching methods is still relevant. Currently there is no single point of view on this issue. Due to the fact that different authors the basis of the division of training methods for groups and subgroups put different signs, there are a number of classifications.
I. The most early classification is the division of teaching methods for teacher's work techniques (story, explanation, conversation) and student methods (exercises, independent work).
II. From the beginning of the 1930s of the 20th century and to the present, the most common classification of methods on the source of knowledge is considered, and in the application to the Russian language, it is presented as follows:
verbal methods - the source of knowledge is an oral or printed word;
Practical methods - students receive knowledge and produce skills, performing practical actions;
Visual methods - the source of knowledge are observed items, phenomena, visual benefits (posters, schemes, films, demonstration of experiments, etc.).
The classification by the source of knowledge is repeatedly and sufficiently reasonably criticized in pedagogical literature. The main disadvantage of this classification is that it does not reflect the nature of the cognitive activity of students in training, does not reflect the degree of their independence in academic work.
III. Classification of methods according to the nature of the cognitive activity of students:
Information and receptive (explanatory-illustrative) - a method consisting in presenting ready-made information by the teacher and assimilating it in the form of students.
Reproductive - a method involving the organization of reproduction of ways of activities about which the teacher reported earlier and the sample of which showed (solving typical tasks, exercises, retelling texts on the task of the teacher).
The method of problem presentation is a method involving the formulation of a teacher's problem; The teacher himself solves this problem, but certainly demonstrates the contradictory paths of the process of knowledge, illustrating the culture of thinking during the solution of the problem.
A partial search (heuristic) method is a method assumed by the initial mastering by students with individual elements of search activity (for example, a teacher puts the problem, students put forward only a hypothesis, or the teacher sets out the facts, and students make conclusions).
Research - a method involving the organization by the teacher of the search creative activity of students by setting new problems and problem problems for them.

Russian textbook as a source of knowledge.
The textbook is the most important means of learning, the main source of systematized knowledge. Its content and structure are subordinate to the tasks of learning, development and education of students.
Components of the Russian language textbook:
1. Systematized educational materialwhich contains knowledge in the form of rules (grammatical, spelling, punctuation) and linguistic concepts.
2. Language material: letters, syllables, words, suggestions, texts.
3. The apparatus of the organization of the assimilation:
Questions and tasks
Exercises (for the introduction of a new material; for the formation of skills and skills)
Instructive regulations (memo, sample samples)
4. Orientation apparatus (Table of contents, categories, Legend).
The textbook can be used for:
Organization of observation of language material
Work with rule
consolidating knowledge
homework
certificates

Russian as a training subject.
Russian language learning goals
In modern school

A learning subject in school, as you know, is an adapted to study of one or other scientific discipline or the area of \u200b\u200bactivity. The basis of the Russian language as a school classroom is the science of Russian. She is multidisciplined: in

it includes modern Russian, its history and dialectology, adjacent sciences - graphics, spelling and punctuation. IN different periods The development of the domestic school The composition of the Russian language learning subject has changed depending on the common goals and special objects of studying the Russian language, on the level of development of science on Russian and the Sciences of the Psychological and Pedagogical Cycle.

Russian as native refers to the number of most important training items, together with other school disciplines, the basis of the general education of graduates. Unlike the other training items, the Russian language as a native school performs two functions: it is, firstly, subject to study and learning him and secondly mean study All other items. From the level of his teaching, therefore, the success of students in mastering both Russians themselves as a means of communication in all forms of its application and all other educational items is largely dependent.

In modern school, the Russian language is studied with I according to the IX class. In the X-XI classes for many years, he was faculty (depending on the type of schools and opportunities to introduce the subject "Russian language" into the curriculum). Currently, in many regions of Russia there is a commitment of Russian lessons in high school.

The objectives of the training are one of the main categories of the methodology that characterizes the learning subject in terms of the reason for its inclusion in the curriculum. This category is historically changeable. In different periods of development of the domestic school, various goals of teaching Russian language were raised - narrow or wide. There was a period when the Russian language was not studied at all (1923-1927), but the objectives of the language were formulated.

Objectives of this or that school subject, including Russian, are determined by the following factors: social order; level of development of relevant science (in this case linguistics); The level of development of pedagogy, children's psychology and the most technique of teaching the Russian language. A modern school from the point of view of social order should give strong knowledge about the language, to achieve free ownership of them. Linguistic science fully described all levels of the Russian language and all functional and stylistic varieties of Russian speech. This made it possible to put the task of learning a language in all its main manifestations. (For the first time, this task was given by F.I. Buslaev in 1844. See 2.) The methodology for teaching the Russian language, based on the achievements of pedagogy and child psychology, has developed a system of studying new sections of science

on the language included in the program, and the development of connected speech, thereby creating the possibility of implementing the goals.

Russian as a learning object solves two groups of tasks: special (they flow out of his features) and generally instituted (They are implemented by all school disciplines).

§four. Special goal of work
Russian language at school

In accordance with the social order (give strong knowledge about language and form a free ownership of the Russian language) The modern school course of the Russian language has a cognitive-practical orientation, i.e. Gives knowledge of language and speech (cognitive side of the subject) and forms various linguistic and speech skills (the practical side of the subject).

Cognitive goals

Three main cognitive goals of teaching Russian languages \u200b\u200bare allocated:

- the formation of the schoolchildren of the linguistic worldview in the language (linguistic competence);
- Armament of students with the basics of knowledge about language and speech (language competence);
- Aesthetic education of children by means of Russian as an educational subject.

Formation among schoolchildren of a linguistic worldview

The worldview is a viewing system on the world, Including in the language as an objective part of this world. It serves as a means of communication now living people, served them in the distant past. The language is a means of knowing the life of the departed generations through the monuments of writing left by them. A look at the tongue as an objectively existing communicative system of people has a linguistic worldview. Its formation is one of the most important tasks of the teaching of the Russian language in modern school. Students must be armed with a circle of knowledge about the role of language in the life of society and the reasons for its appearance, on the constant development of the language and factors causing changes in it, about the systemic nature of the language, the diversity of languages \u200b\u200band the place of the Russian language among them, on the functions of the Russian language in modern world.

The main components of the Scientific Linguistic worldview are the following structural elements: the role of language in society and the reasons for its appearance; form of language existence; language development; System language; manifold and equality of the languages \u200b\u200bof the world; place of Russian among other languages; Modern functions of the Russian language; Membership of the National Russian language into parts.

The idea of \u200b\u200bthe development of a linguistic worldview of students is laid in a modern program, in which, at the very beginning of the school year, topics are included in the language, and in the IX class, the generalizing section "General Information on Language". In existing textbooks, in addition to special material, reflecting the software requirements, texts containing information about the language are placed. In addition, when studying information about language and speech, such knowledge that have an exit to the formation of the worldview of schoolchildren (systemic language, its development, etc.) is reported. The ideological aspect of the school course of the Russian language is due to the need for permanent (from year to year, from the topic in the subject) appeal to the formation of a materialistic look into language, since it is almost impossible to develop it in a short time.

Each of the structural elements of the linguistic worldview has features in the content and requires the use of specific work techniques. Let us dwell on the methodology of their study.

The role of language in society. With a language as a means of communication, you must acquaint students at the very beginning of the systematic course. Knowledge of this function of the language increases the interest of children to the Russian language as an educational subject, the desire to master it well in order to better use the Russian language as a means of communication.

The idea of \u200b\u200bthe role of language in the life of people will be in schoolchildren when familiar with the following information: language is the most important means of communication of people, means of transmitting thought, processing and storing information; The word language is available only in humans; Language man seizes from childhood, communicating with other people; The language combines different generations and different social groups. Some of these information is reported to students in the first lessons in all classes at the beginning of the school year, then they are simultaneously reproduced when studying grammatical material. As a result of such an organization of work, the idea of \u200b\u200bthe communicative role of the language is constantly in sight of both teachers and students. In the IX class, the special lessons on the topic "General about the language" the knowledge gained is systematized and updated to one degree or another. To secure the knowledge gained

the following types are used: 1) Analysis of statements about the role of language in the life of the society of outstanding scientists and writers; 2) selection of evidence that determine the benefits of the language before other means of communication; 3) definition of the main thought of the text on the language of language; 4) selection of proverbs about language; 5) Writing writings about language.

Language is a developing phenomenon. The idea of \u200b\u200bdeveloping a language should permeate the whole educational process: The content of our subject gives for this rich material in all its parts. It also contributes to the study of artistic works of different eras in the literature lessons.

Separate information about the development of the language is included in the topic "Lexica": outdated and new words, borrowed words - and in the topic "General language", which is studied at the final stage. The idea of \u200b\u200bthe development of the Russian language passes through the texts of many exercises. In total for all the years of studying the Russian language, students will receive the following information about the language as a developing phenomenon: Over time, the language gradually changes, while maintaining its basis; All sides of the tongue change, but more noticeable different generations changes in vocabulary; Causes of changes in language; The development of the Russian language is currently.

The program material of each class allows students to inform the disciples of simple information about the changes that occurred in the past. So, when studying phonetics and graphics due to letters kommersant and b It is useful to report that once they denoted the vowel sounds of incomplete education, which in some provisions coincided with vowels of complete formation ( calm - Sleep, Dien -Den), and in others - ceased to be used (in the end of the word: entry - SNA, Dyne - the day, So there were fluent vowels about and ë ).

By proceeding with the Morphem composition of the word, it is advisable to show the changes that occurred in the structure of many words that became infinite: ruddy, snowdrift, sled, hat, brush et al. Such observations are useful to conduct in the study of numerical (two on the tenth - twelve), Narachchi (in the debt - to smithereens), service parts of speech, interjections.

When studying vocabulary and phraseology, it is advisable to show the change in the meaning of words ( eye In the meaning "ball" → " eye in the meaning of the "body of vision"), the appearance of the words of new values \u200b\u200b( janitor - workers, supporting cleanliness in the courtyard at home, on the street → janitor - Device on the windshield of the car for mechanical cleaning it).

Studying morphology, it is useful to explain the loss or the appearance of certain morphological categories, such as a change in the birth of verbs in the past time, etc.

When studying the topic "General information about the Language", facts are recalled and systematized, indicating the historical development of the language, and the focus is on the reasons for changes in the language and maintaining the basis of the language traced from ancient times. To secure the knowledge of the language of development, the following types are used: 1) comparing the ancients and modern texts; 2) analysis of popular science texts on the history of language phenomena; 3) work with an etymological dictionary and foreign words dictionary.

Language is a system of interrelated units. In the language, everything is interconnected and interdependent, and students should learn this idea in the process of studying the Russian language. Language system -Clocked phenomenon, unproduced at school in full. For awareness of students' systemism, the relationship of its units is enough to introduce schoolchildren with the following information: the language consists of units to which it is shacking; Units of the language serve as construction elements for units of higher order (sounds - for morpheme and words, words - for phrases and suggestions, offers for text); the specifics of the low-level units often depends on the functioning of the units of the highest level; Language units have their own rules of combination in units of top level.

With language units, their functions and values, students are consistently acquainted, starting with the study of phonetics, then word formation, vocabulary, morphology, syntax. In the process of work, the attention of students is focused on the unity itself and the section of the science of language studying this unit, on the links of the combination of these units (sounds with other sounds, morpheme with other morphems, words with other words, etc.), on stylistic functions of units Language in speech.

The richest material for awareness of the dependence of some units from others gives all sections of the science of language learned in school: morphology and vocabulary (for example, the dependence of the form of the number from the lexical meaning of multivalued words: sheet - sheets and leaves); word formation and vocabulary (for example, the use of different suffixes depending on the meaning of the meaningful word); Syntax and vocabulary (for example, the ability or impossibility of a combination of words depending on the meaning of words).

When systematizing knowledge of the links of language units in the process of studying the topic "General information about the language", students perform exercises of the following species: 1) drawing up tables reflecting the links of units of the language and their functions, sections of the language of language and units of the language studied in these sections; 2) Establishing the dependence of word formation, formation and compatibility

words from the lexical meaning of the word; 3) Finding and corrected in children's work errors that violate the rules.

The place of the Russian language among other languages \u200b\u200bof the world and its function. Knowledge of this is of great importance not only to form a linguistic worldview, but also for education among students, firstly, respect for other languages \u200b\u200band peoples - carriers of these languages; Secondly, the ideas about the equality of all languages \u200b\u200bwith a known difference in the level of development.

Knowledge about the place of the Russian language among other languages \u200b\u200band its functions will be found among students from the following information: Russian is one of two and a half thousand languages \u200b\u200bof the world; Russian language is one of the Slavic languages \u200b\u200bof the world and one of the Slavic languages \u200b\u200bof our Motherland; The Russian language in the modern world performs three functions: the language of the Russian people, the state language of the Russian Federation, used as a means of interethnic communication of peoples inhabiting Russia, and one of the seven official UN working languages.

This information is partially reported at the first lessons in the V-IX classes, as well as in the IX class when studying the "General language" theme. In the VI class, the teacher's story reports to related and unrelated languages, about the group of Slavic languages \u200b\u200band about the place of Russian among them, about other groups of languages \u200b\u200bof our country (Turkic, Altai, Finno-Ugors, etc.). In the VIII class, information about Russian among the languages \u200b\u200bof the peoples of Russia, the role of the Russian language as the state language of the Russian Federation used as a means of interethnic communication of the peoples of our country. In the IX class, information about the international significance of the Russian language is added.

Russian language information reported in the first lessons in each class, it is necessary to repeat from time to time during the entire school year, for example, in the repetition lessons at the end of the quarter, at the end of the school year, putting relevant questions: in V class - "What is the purpose of the language in Life of people? "; In the VI class - "Who serves as a means of communicating Russian?"; In the VII class - "What languages \u200b\u200ba group includes Russian?"; In the VIII class - "What is the role of Russian language in the territory of the Russian Federation?"; In the IX class - "What function does the Russian language in the modern world perform?" Thus, students gradually accumulate material for the reference lesson in the IX class on the topic of the place of the Russian language in the modern world.

The knowledge gained is enshrined when performing the exercises of the following types: 1) Analysis of the statements of writers, scientists, public figures On the role of Russian language in the life of society; 2) analysis of statements of foreign writers, scientists,

public figures about the international role of the Russian language; 3) Connected statements of students on the functions of the Russian language.

National language and its parts. In Russian, as in any national national language, three main varieties (or parts) are extended: dialects, urban spaciousness and literary language. Literary language as higher Form The national language is studied at school, schoolchildren are taught. About the place of the literary language among other parts of the national language, students should know to consciously master it with the norms and rules of use.

Acquaintance with the varieties of the Russian national language occur gradually. Students gratefully accumulate the necessary knowledge. So, in the V-VIII classes we are talking about the standards of the literary language. Starting with V class in connection with the study of the topic "Lexics and Phraseology", students operate with the concept dialectic word. At the same time, familiar children with the norms of the literary language, it is advisable to introduce the concept spatrical word. The concept of national language is fully formed in the IX class when studying the topic "General Language".

The following information is subject to a special lesson: each people have its own national language; The peoples of different countries can serve one language (for example, English is state in England and official in the United States, in Australia; German - state language in Germany and in Austria; Arabic - in Syria, Lebanon, Algeria, Egypt, etc.); The mutual influence of the varieties of the national language with each other (involvement in the literary language of dialect and spaticrous words, loss of dialects and urbanly illustrate their features under the influence of the literary language).

The knowledge gained is enshrined when performing the exercises of the following species: 1) a comparison of dialect and literary phonetic, lexical and grammatical phenomena; 2) observation of the function of dialect and illustrative words in the texts of artistic works; 3) finding in the dictionaries of examples of dialect and integral words that have become literary; 4) Identifying students and in special texts of dialect and spacious words and replacing their literary equivalents.

Armament of students with the basics of knowledge about language and speech

Russian as a learning subject is extremely important in humanitarian preparation for the growing generation: it lays the foundations of linguistic education, i.e. The totality of knowledge about the main means of communication -

language, its device and functioning in speech. Knowledge of him perform two functions: they provide the competence of students in using the language, and also serve as the basis for the formation of linguistic and speech skills and skills.

The competence of students in knowledge about language and speech is ensured as a result of the study of all parties of the language (its phonetics, vocabulary, verbs, morphology and syntax) and speech (its text formation, style species and types of statement organization), its both forms - oral and written, Norms of the literary language. All this, learned enough enough, provides schoolchildren to conscious use of the language in their own speech, the base for self-control when applying a language as a means of communication.

Linguistic knowledge serve as a base of formation from schoolchildren of language and speech skills and skills. No skill can be formed without support for knowledge. With familiarization with them, the development of skills begins, therefore linguistic concepts should be included in the school curriculum.

The program in the Russian language includes a large number of language and speech skills and skills, the formation of which is closely associated with knowledge about the language. Pronunciation skills are based on knowledge of phonetics; lexical - on knowledge of vocabulary and phraseology; grammatical - on knowledge of word formation, morphology and syntax; Stylistic - on knowledge of stylistic and speaking. So as to form a literary pronunciation of vowels and consonants, it is necessary to know their articulation and pronunciation rules in different positions; To correctly form the forms of words, you need to know their paradigms and flexions of these paradigms, etc.

A large place among the skills and skills formed in school occupy spelling and punctuation skills and skills. They are also closely connected with the whole language: with phonetics, with all parts of grammar, partly with vocabulary. So, to learn how to write orfograms - vowels in the end of the word, students should know and distinguish shock and unstressed vowels, hissing consonants from the section "Phonetics", know parts of the word, single words and be able to pick up single-rooted words with shock vowels in the root. To learn how to distinguish with vowels in the personal endings of verbs, students need to be aware of the verb: type of verb, time, face, hiding, and also be able to determine the lifting, find an indefinite form of the verb of the same kind, to know exceptions - List of eleventh verbs .

Aesthetic education of students in Russian lessons

Aesthetic education in the lessons of the Russian language is the formation of aesthetic feeling among schoolchildren, i.e. Performances about beautiful in language and speech. The ability to see excellent, understand and appreciate it according to the laws of beauty is necessary to every cultural person, therefore, developing aesthetic feeling among students, the school prepares them for life, thereby forming one of the main qualities of a versatile personality.

Russian as a subject of study and the object of mastering is associated with all the spheres of human life, so nature, society, and the personality of man, and art are also reflected in it in verbal form. Fine in them our subject transfers to didactic material - In the texts used passages and artistic works. Training schoolchildren with various speech skills, it is necessary to simultaneously pay attention to the formation of aesthetic attitude towards nature, society, man, art. At the same time, the Russian language as a subject of study possesses the features that are able to cause students a spiritual experience of joy due to the feeling of linguistic and speech harmony. Consequently, the main direction in the aesthetic development of students in the lessons of the Russian language is work on aesthetics of language and speech, because the beautiful objectively laid in the very nature of the language, which is performed both communicative and emotional functions.

The aesthetic attitude towards the language is caused by such qualities of the literary language as the wealth of the means of expression, its sonicity and melodiousness, the expressiveness of the units of the language, the relevance of the use of language funds in different styles speech. The language aesthetic feeling consists of awareness of the wealth of language means, their expressiveness, the beauty of the sound of speech, linguistic correctness, relevance of the use and expressiveness of language means. These elements of a language aesthetic feeling in most students without a special impact of the teacher develop only partially or do not develop at all. A targeted system of work is needed that can form aesthetic attitude towards language and speech.

In front of the Russian teacher, there are the following tasks aimed at the aesthetic education of schoolchildren:

- to introduce children with beautiful in language and speech (aesthetic knowledge of language and speech);
- develop all parties included in the structure of a linguistic aesthetic feeling;
- to bring up a linguistic aesthetic taste (to form a language aesthetic ideal);
- develop the need for students in the aesthetic improvement of their speech.

Listed tasks are solved throughout the Russian language learning. Of course, in each class it must be implemented by elements of those tasks that are selected in accordance with the specifics of the program material being studied and with the age capabilities of students. The paths of their implementation will be different.

Familiarization of students with beautiful in language and speech. Beautiful knows not only feelings, but also mind. Already I.I. Szreznevsky wrote that it is necessary to "take care primarily and most of all that the child learned the expressiveness of the native language" (4, p. 107). In the process of studying language units, it is necessary to specifically show those properties that cause a sense of excellent; In phonetics - the sonority and melodiousness of the sound system of the Russian language (in it, one hundred sounds of any segment of the text accounts for eighty with voice - vowels and voiced consonants); in vocabulary - an inexhaustible supply of words, wealth and diversity of synonyms, antonyms, words with expressive and portable meaning, a huge array of phraseological units; in word formation-money of word formation agents; in morphology - the wealth of the form of the word by visiting various grammatical values; The syntax is a variety of syntactic means of expression of the same thought (wealth syntactic synonyms). When studying styles, it is necessary to show expressive and fine possibilities of language agents, the relevance of their use, the beauty of speech without linguistic errors and shortcomings.

For the formation of students from schoolchildren about the aesthetic properties of the Russian language, the following types of exercises are used:

- Analysis of statements of outstanding domestic and foreign figures in the field of politics, science, art and literature on Russian;
- selection of students from statements about Russian;
- The conversation in the content of scientific and popular linguistic texts, which describes the aesthetic properties of the Russian language.

Development of a linguistic aesthetic feeling. The aesthetics of the language consists of the following elements: awareness of the wealth of the language, aesthetic attitude to the language and speech, the feelings of norms and antinorms, expressiveness, relevance of use. Each is

the listed elements of the aesthetic sense of language develop in children with special exercises.

The formation of the idea of \u200b\u200bthe wealth, inexhaustibility of the Russian language language facilities contributes to the use of exercises of the following species:

- Analysis of dictionary articles in synonyms dictionaries, as well as synonymic rows placed on the fields of textbooks;
- analysis of dictionary articles of multivalued words in sensible dictionaries (including in the textbooks dictionary);
- selection of grammatical synonyms and identifying conditions for their use;
- an expression of extralyingvistic values \u200b\u200b(for example, temporary, spatial, target, etc.) with different linguistic means (lexical, syntactic);
- selection of words on this or that semantic theme.

The following types of exercises are used to develop aesthetic attitude towards language and speech:

- Analysis of exemplary texts of different styles;
- comparison of the dictionary and the syntactic designs of exemplary and children's texts on the same topic (the presentation and composition of students are attracted);
- Processing of texts, poor in lexical and syntactic terms.

The feeling of norm and antinorm has great importance For aesthetic education of students. It is formed, firstly, when familiarizing with the norms of the literary language; Secondly, in the process of working on language errors, admitted to schoolchildren in their statements (phonetic - in oral speech, lexical and grammatical - and oral and in written speech), as well as on the texts of the exercise of textbooks in which there are errors.

The formation of the sense of the norm from schoolchildren is the exercises of the following types:

- choice of regulatory option;
- comparison of the same texts without lexical and grammatical errors and errors;
- Finding in the text of lexical and grammatical errors and their correction.

The development of a sense of expressiveness of speech relies on the knowledge of the richness of the language and the expressive possibilities of language funds, and it is formed using the exercises of the following species:

- Analysis of expressive means of exemplary text (prosaic and poetic);

- Comparison of exemplary texts with texts created by children on the same topic;
- observation in artistic texts for sound pain, for the words; used in the metaphorical value, for phraseological circulation, for a variety of syntactic structures;
- clarifying the role of unreasonable words (dialectisms, professionalism, etc.) in artwork;
- Comparison of the final and draft edits of works of well-known writers, publicists, etc.

The feeling of the relevance of the use of language agents is one of the most complex elements of the structure of a linguistic aesthetic feeling. It is formed in connection with the familiarization of students with the options (varieties) of the literary language serving different spheres Its applications - with functional styles. As a result of this work, students should be aware of the fact that in their speech we use language means depending on the means of communication, we take into account where, with whom we are talking about (writing).

This feeling for schoolchildren is formed when performing the exercises of the following types:

- analysis of texts of different functional styles;
- finding stylistic errors that violate the style unity of the text;
- Finding in the text of the deliberate inclusion of the Inostylene elements, as if imposing expressiveness;
- Stylistic experiment;
- Finding in the children's text "Beautiful" and their correction.

Language aesthetic taste is formed gradually the entire system of work. Students must consciously "educate the taste for a good language" (A.P.chekhov).

The development of student needs for aesthetic improvement of their own speech. Aesthetic feeling effectively. It stimulates the desire of a person to self-improvement, and the developed linguistic aesthetic feeling causes the need to improve their own speech. The student should think about the means of expressing thoughts, be able to select them taking into account the aesthetic perception of speech by listeners (readers). It will be the highest indicator of the learning of the language, because, as R.A. Budagov writes, "there is also thinking, there is aesthetics of the language, although in the most elementary manifestations" (aesthetics of the language // Russian speech. - 1975. - № 4. - p. 85).

The need for aesthetic improvement of their speech among students is created by all course of work in the Russian language. It

the teacher's conversations are promoted about the importance of mastering the wealth of language, about the relevance of their use, reading and analyzing the statements of writers about their work.

Forming a linguistic aesthetic feeling, one should remember its connection with the moral and ethical feeling. It is impossible to assume that students have an arrogant attitude towards those who have not yet mastered the literary language, to the carriers of the dialect language and the urban spaciousness. It is also necessary to constantly remind that not only Russian has high aesthetic qualities, but also any other language.

Developing a linguistic aesthetic feeling in the lessons of the Russian language, we are therefore creating a theoretical base for understanding the aesthetics of the language studied in the literature lessons of artistic works.

Practical goals

The following groups of practical learning goals are allocated:

- the formation of spelling and punctuation skills and skills;
- Armament of students with the norms of the literary language;
- Development of the ability to communicate their thoughts.

Formation of spelling and punctuation skills and skills. Specographic and punctuation literacy - the higher element of the culture of writing speech, so the task of its achievement is one of the most important in secondary schools. Orphographic and punctuation literacy in the skill of schoolchildren, firstly, to anticipate in the process of the letter of the Orphograms in words and semantic segments in the proposal and text requiring the allocation of punctuation by signs; secondly, it is correct to write words with the studied types of spells and correctly put the punctuation marks in accordance with the studied punctuation rules; Thirdly, find and correct spelling and punctuation errors. The task of achieving spelling and punctuation literacy within the current values \u200b\u200bof the assessment of knowledge, skills and skills is ensured if the teacher and students are seen in spelling and punctuation not a set of scattered rules, but certain systems. (The content and methods of spelling and punctuation are considered in special chapters.)

Armament of students with the norms of the literary language. Modern national Russian language orally exists in

three varieties: in the form of a literary language, dialect language and urban spaciousness. Not all students, coming to school, own a Russian literary language. Their "maternal" language is either a particular dialect or urban hurry. Those students who use a literary language since childhood own only his conversational variation. None of the schoolchildren owns the varieties of the written form of the literary language. Consequently, all students actually have to master the standards of the literary language: phonetic, lexical, grammatical (morphological and syntactic) and stylistic. Armament of the literary language standards is the most important task of modern school.

Development of connected speech students. This is realized in the form of a dialogue (dialogic speech) and in the form of a monologue (monologue). And the dialogic, and monologue spent in relationships, for school years in children, a dialogic is more active, to a lesser extent reaches the development of monologic speech. It is explained by the fact that children only own a spoken variety of language. With other varieties, they still have to meet. Communication with the help of monologues is the most important form of communication, she needs to learn. All school life should be aimed at learning children's monologue speech, i.e. The ability to create texts of different styles.

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		Introduction ..................................................................
		What is the role of the Russian language in the system of objects of the Community course in modern school? ............
		Russian as academic discipline: history and modernity ........................................................................
		The educational plan of the secondary school (on the example of MBOU SOSH No. 10 of Pavlovo) .......................................
		Russian language in the general education system .........
		Russian lesson: why is he schoolchildren? .....................
		Analysis of the questionnaires of students of different ages…………..
		Conclusion ...........................................................................
		Appendix (questionnaires, booklet) ..........................................

Introduction

"The native language should be the mainstream basis and

our common education and education of each of us. "

Peter Andreevich Vyazemsky,

russian poet, literary critic,

statesman.

The research and project activities of students have long been harmoniously entered the educational process of the Russian school. And few people are now surprised, having heard the phrase "School scientific Conference"Or" Student Research ". The joint activity of the student and teacher to identify the essence of studied phenomena, to open and systematize new knowledge, has become a mandatory element of an educational process. These requirements dictate and rapidly developing life outside the window, and the needs of schoolchildren not only to memorize, but also to open something new, explore, to know.

My research activities under the guidance of teachers began in primary schools. During this time, there were works on literature, local history, journalism, geography, foreign language. All work, with the exception of the latter, written in my native language, that is, on which I say, I am writing, I think, the word with which I am one whole. But there are no work in the Russian language. It pushed me to writing it.

The topic "What is the role of the Russian language in the system of objects of the general education course in modern school?" I find relevant. Now they talk a lot about what items and in what amount need to be studied than you can "donate" in return for fashionable objects or special courses, and I am afraid, as if such conversations once did not touch the Russian language. Most likely, my concerns are in vain (the introduction of writing on literature as a tolerance for the exam for this proof), but still I want to make a special contribution to strengthening the position of the Russian language as a school subject.

purpose of work - Analysis of the role and place of the Russian language in the system of the remaining objects of the school course and the proof of its most important value in educational process Russian school.

Object of study - Russian as the subject of the general educational course of the modern Russian school.

Tasks:

explore the educational plan of MBOU SOSH No. 10 G. Pavlovo,

analyze the Component Item "Russian" in it,

conduct the questionings of disciples of different ages for importance from their point of view of this educational subject.

Research methods:

information collection (work with various sources: scientific literature, regulatory acts, Internet resources),

iquisition,

analysis and generalization of information.

At the very beginning you need to determine basic concepts With which you have to face when searching and processing information.

middle School of General education - an educational institution, aimed at giving students systematized knowledge of the basics of sciences, as well as appropriate skills and skills that are needed to receive further professional training and higher education 1 .

Training - The pedagogical process, as a result of which students under the guidance of the teacher seize knowledge, skills and skills, common and special 2.

Syllabus - This is a document that determines the composition of the training items, the sequence of their study and the total amount of time allocated for this. If you keep in mind the general educational high school, then the following data is defined in its curriculum:

1) a complete list (list) of training items by year of training;

2) the number of hours (lessons) allocated to each item for a week, academic year and for all years of training, for example, to native language, mathematics, physical education, etc.;

3) periods of production practices, camp fees;

4) The duration of training quarters and vacation 1.

Practical significance of the studyit is that the results of the work can be used in the lessons of the Russian language, on classrooms and parental meetings, as well as on pedal councils and methodological associations of teachers of the Russian language.

What is the role of the Russian language in the system of objects of the Community course in modern school?

Russian as academic discipline: history and modernity.

Russian as an educational discipline has a centuries-old history. Old Russian language formed on the lands Kievan RusIn the IX-XII centuries, it was established as a means of communicating the eastern Slat-Vyan, as well as other geographically in contact with him. In the subsequent period, he became the language of statehood not only by the Kyiv Rus itself, but also the Lithuanian and Moldovan principalities and lay down the basis of the Unified Church-Slavic language (the language of the Orthodox Church). In 988, the first educational institution in Russia was established in Kiev, the second similar school in Russia was created in 1030 in Novgorod Sofia Cathedral 2 .

An important milestone in the development and dissemination of the Russian language was the appearance of a typography. Over the next two hundred years, several printed grammar have been published and published. The gram-tick of the Church-Slavic (Russian) language was developed and on behalf of the Moscow king Alexei Mikhailovich. In 1755, the famous "Russian gram-tick" M.V. was published in St. Petersburg in the printing house of the Imperial Academy of Sciences. Lomonosov, who became classic: Almost 100 years have studied in schools and anthem in Russia.

In the second half of the 20th century, a network of Russian educational institutions Expanded: In each provincial city, the main schools with 4 classes of education were established, and in county centers - small folk schools with 2 classes. Subject teaching was introduced, including the Russian language, the first teaching techniques and curricula appeared.

In the first half of the XIX century, the "Practical Russian grammar" was used by the "Practical Russian Grammar" Grech, "Russian grammar textbook" F.I. Buslaeva, the textbook of the Russian language "Native Word" D.K. Ushinsky. The royal government sought to disseminate the Russian language. He everywhere became the language of administration, legal proceedings, dominated in school training and turned into the only language of higher education.

In the last decade of existence Russian Empire The number of schools with teaching in Russian and the number of their students especially increased, the training institution management system was also improved. In training programs, Russian language and purity have entered the curriculum.

After the 1918 revolution, the Bolsheviks in order to consolidate their power in the national republics and attracting the local population to the local population proclaimed the program "Corientation" - replacing the Russian language to national administrative bodies, in the field of education and culture (a mandatory state language was canceled, to study Lettering was prescribed in his native or Russian if desired).

For comparison. IN tsarist Russia In 1900, over 90% of primary school students were educated in Russian, in Soviet Russia in 1925 this share decreased by 1/3. The Russian language was not a mandatory subject in schools with training in national languages.

In the late 1930s, a course was taken to Russification of educational institutions, and therefore the Council of Tutorials adopted a decision on the gradual translation of training in Russian. He was also restored as a compulsory educational subject in national schools.

Did something changed in a positive side? Head The school of the drug addict B. Volin believed that there was no. In his note No. 5-10 / 2 December 14, 1935. Secretary of the Central Committee of the CPP (b) - Comrade Stalin I.V. "On the crimes of the drug addict of the RSFSR in relation to the Russian language" writes: "Criminal experiments, which were carried out by the RSFSR drug addict in relation to the school, especially in teaching the Russian language, led to terrifying illiteracy, as the average and even graduated from over the past ten years higher schooland students are now in school and universities ...

I believe that the most important reason for the illiteracy, which is among the students of young people, is the criminal policy of the drug addict in relation to the Russian language ...

The illiteracy and constant reduction in the number of Russian hours in school curricens, and ridiculous programs, and illiterate grammar ...

All school teachers, and even teachers of the Russian language, are not mobilized to fight for literacy. Pupils write in notebooks a lot of history, in geography, according to natural science. Teachers of these subjects do not correct students' errors, even in written works. The student gets used to writing illiterately ...

In this note, the entire criminal policy of the drugproof regarding the study of the Russian language is uncommonly reflected in relation to the study of the Russian language. 1 .

The role of the Russian language in the education system has increased in the post-war period in connection with the transition to universal 7-year education. The increase in the share of schoolchildren who receive education in Russian has contributed to the adoption of the law in 1958, according to which the study of national languages \u200b\u200band training has become voluntary. In the next 20 years (from 1960 to 1980), another 4 decisions of the CPSU Central Committee and the Council of Ministers of the USSR were adopted to expand the functioning of the Russian language in national schools. By the end of the 1980s, in almost all medium secondary schools (98%), the rooms of the Russian language and literature worked, including in each sixth of them there was a label equipment. The release of the relevant educational and methodical literature was constantly increasing, and the training of Russian teachers was expanded.

In the Soviet period, the teaching of the Russian language was carried out at a serious level. According to the authors of the textbooks and the Ministry of Education of the USSR, the number of hours allowed to fully undergo a state program.

Russian School (since 1990 - until now) has become a successor, but made its own adjustments, including unfortunately, and negative in terms of a decrease in hours to study Russian.

Table number 1. "The number of Russian hours by classes and by year"

Classes	1990-1995	2000-2005	2008-2014





			1 (Bases), 3 (prof)
			1 (Bases), 3 (prof)
TOTAL:

Output: The number of hours on the middle link in the period from the post-transfection period and to date, it has decreased: the 5th, 6th and 7th classes lost 2 hours of the Russian language, the 8th and 9th to the 1st hour. There is only an increase since 2000 in the senior link: there appeared 1 hour of the Russian language, and from 2008 it can be used in profile classes for 3 hours. This is the achievement of the modern Russian school!

However, there are concerns that the number of hours will decrease. It is planned for the lessons of Russian language and literature for high school students to merge into one subject - literature. The reform of school education implies a gradual replacement of the lessons of Russian language and literature for students of 10 - 11 classes with a single subject - literature. The focus will be drawn to the culture of speech and spiritual and moral aspect. From next year, this new and yet fully developed program will be introduced in several schools, and by 2020, all secondary educational institutions should work on this system. The new course has both supporters and opponents.

Supporters suggest that in Soviet schools, high school students have not studied Russian, since its rules in the right amount were studied in previous classes. Nevertheless, it was followed by literacy: double-to-maintenance and literacy estimates. The example is also given of the experience of Poland - there is a native language and literature teach one subject from the very first class.

Opponents of changes argue that literacy rate among students is reduced and in this situation to remove the Russian language from the high school program would be unreasonable 1.

2.2. School educational plan

(On the example of MBOU SOSH No. 10 of Pavlovo)

The basic curriculum of general educational institutions of the Russian Federation determines the maximum volume of educational training, distributes the school time, allocated to the development of the federal and national-regional components of the State Educational Standard, by classes and educational areas.

Curriculum MBOU SOSH No. 10 G. Pavlovo for 2014 - 2015 The school year was developed on the basis of the Federal Law "On Education in the Russian Federation" dated December 29, 2012. No. 273-FZ, regional regulatory legal acts, including the basic curriculum of secondary schools of the Nizhny Novgorod region, Sanpin.

In this curriculum, subjects of federal, regional and school components are taken into account with the observance of a weekly watch load on each parallel of the younger, middle and senior links. The school thus ensured the necessary conditions for the conduct of a qualitative educational process.

A comparative analysis of hourly load over the past few years shows stability with respect to the study of the Russian language.

Table number 2. "The number of watches of the Russian language by classes in

MBOU SOSH № 10 G. Pavlovo "

	Number of hours	Profile class

2.3. Russian language in the general education system

The basis of the Russian language as a school classroom is the science of Russian. She is multidisciplinary: it includes modern Russian, its history and dialectology, related sciences - graphics, spelling and punctuation. In different periods of development of the Patriotic School, the composition of the Russian language learning subject changed depending on the common goals and special objects of studying the Russian language, on the level of development of science on Russian and the Sciences of the Psychological and Pedagogical Cycle.

Russian as native refers to the number of most important training items, together with other school disciplines, the basis of the general education of graduates. Unlike other training items, the Russian language as a native school performs two functions:

Is the subject of study and learning to him

A means of studying all other items.

In modern school, the Russian language is studied from 1 to grade 9. In the 10-11 grades for many years, he was faculty (depending on the type of schools and opportunities to introduce the subject "Russian language" to the curriculum). Currently, in many regions of Russia, including in the Nizhny Novgorod region, the obligation of the lessons of the Russian language in high schools (most likely, this is due to the introduction of a mandatory exam for all of the Russian language).

2.4. Russian lesson: why is he schoolchildren?

The objectives of this or that school subject, including the Russian language, are determined by the following factors: social order; level of development of linguistics; Pedagogy, children's psychology and the most technique of teaching Russian.

A modern school from the point of view of social order should give strong knowledge about the language, to achieve free ownership of them. Linguistic science fully described all levels of the Russian language and all functional and stylistic varieties of Russian speech. This made it possible to put the task of learning a language in all its main manifestations. The method of teaching the Russian language, based on the achievements of pedagogy and children's psychology, developed a system for studying new sections of science on the language included in the program, and the development of a connected speech by creating the possibility of implementing the goals.

Russian as a learning object solves two groups of tasks: special (they flow out of its features) and general institutions (they are implemented by all school disciplines). Also, the Russian language as a learning subject is extremely important in humanitarian preparation for the life of the younger generation: it lays the foundations of linguistic education, i.e. The totality of knowledge about the main means of communication - language, its device and functioning in speech. Knowledge of him perform two functions: they provide the competence of students in using the language, and also serve as the basis for the formation of linguistic and speech skills and skills.

In the lessons of the Russian language, schoolchildren are formed aesthetic feeling, i.e. The idea of \u200b\u200bthe beautiful language and speech. The ability to see excellent, understand and appreciate it according to the laws of beauty is necessary to every cultural person, therefore, developing aesthetic feeling among students, the school prepares them for life, thereby forming one of the main qualities of a versatile personality.

Russian as a subject of study and the object of mastering is associated with all the spheres of human life, so nature, society, and the personality of man, and art are also reflected in it in verbal form. A great object transfers in the texts of artwork. Training schoolchildren with various speech skills, it is necessary to simultaneously pay attention to the formation of aesthetic attitude towards nature, society, man, art. At the same time, the Russian language as a subject of study possesses the features that are able to cause students a spiritual experience of joy due to the feeling of linguistic and speech harmony. The aesthetic attitude towards the language is caused by such qualities of the literary language as the wealth of the means of expression, its sonicity and melodiousness, the expressiveness of the units of the language, the relevance of the use of language agents in different speech styles. A targeted system of work is needed that can form aesthetic attitude towards language and speech.

In front of the Russian teacher, there are the following tasks aimed at the aesthetic education of schoolchildren:

introduce children with beautiful in language and speech (aesthetic knowledge of language and speech);

develop all parties included in the structure of a linguistic aesthetic feeling;

raise the language aesthetic taste (to form a language aesthetic ideal);

to develop the need for the aesthetic improvement of their speech.

The following groups are allocated practical purposes Learning Russian language:

formation of spelling and punctuation skills and skills;

armament of students with the norms of the literary language;

the development of the ability to communicate their thoughts to regain their thoughts.

Formation of spelling and punctuation skills and skills. Specographic and punctuation literacy is the most important element of the culture of writing speech, so the task of its achievement is one of the most important in secondary schools.

2.5. Analysis of the questionnaires of students and teachers

The research part of the work is to conduct a survey on the specified topics of students and teachers and analysis of the results obtained.

The questionnaire was attended by 53 schoolchildren, of which students of the 4th grade - 17 people, the 9th grade - 15 people, grade 11 - 21 people. Girls out of total was 31, boys - 22.

Class	Girl	Boy	TOTAL



TOTAL

All the obtained questionnaires are recognized as valid, damaged or left empty.

Check-in class speakers.

Class



TOTAL

Qualitative composition: Most of the "good", 15% of excellence and triples.

Question "Russian language consider the most important items at school" .

The question assumed the answer, abstracting from the direction of the profile, in particular, in high school students.

Class



TOTAL

Output: Most consider Russian to be the most important items at school. It is gratifying that they think so in the senior link, when two years, children learn from the profile and emphasize the preparation of items related to admission to the appropriate educational institution. However, it is necessary to recognize that the OGE, and the EGE encourages the guys to constantly work as part of the study and additions of knowledge on this subject. I think that this is the main motivation: to pass well an exam.

To understand the need for the number of lessons, both the guys and teachers in the questionnaire, the question involved on the number of hours to explore the Russian language at school.

Class	Enough	Few	Lot



TOTAL

Output: The need for Russian lessons is large, especially on the middle link (8-9 classes), when at two o'clock you need not just pass the program, but also prepare for the exam.

From the previous question, the following "Can I study Russian yourself and prepare for exams?"

Class



TOTAL

Output: Confidence in all over preparation for the exam increases over the years of training.

The question of the number of time spent on homework in the Russian language, for students was formulated from the point of view "as is in fact": "How much time do you pay preparations for the lessons of the Russian language?"

Class	< 30 мин	About 1 C.	\u003e 1 h.



TOTAL

Output: The time of preparation from class to class increases directly in proportion to age. Two students who are preparing in the 11th grade for more than 1 hour have the estimation of "4" in the Russian language.

We wanted to explore and understand how it is easy to prepare from schoolchildren to the lessons of the Russian language and whether they are treated for someone else. So there was a question with the options for choosing a response.

Class	Always required parents (classmates)	Not required draw	Sometimes help is required



TOTAL

Output: In all the links - both in the younger, and on average, and in the older - there are children who are never required to help in preparing for the lessons of the Russian language. This does not mean that they correctly fulfill all the tasks, because stable excellent students are not so much. Just children do not seek help for two reasons: they know that parents will not be able to help (concerns high school students) and they are sure that I will do it and will.

How interesting is Russian and how deep they want to do, says, among other things, the participation of guys in the thematic Olympiads. In this regard, the questionnaire was included in the questionnaire. "In the list of chosen Olympiads to participate always have Russian language?"





TOTAL

Output: As the Olympics, Russian is interesting. It is chosen by more than half of the high school students, almost 2/3 of middle pupils and a little less than half of the four. The indicator is high, and it is gratifying that it increases with age when the selection of subject olympics is more conscious.

The final question concerned the reasons why you need to learn Russian "The lessons of the Russian language are needed to me to ..." . We suggested the spectacled several options for answers that leak from the functions of this lesson:

Conjoinly formulate and present thoughts in the process of speech,

Own the standards of the literary language.

Output: Students of the older and middle link stably chose all the answers, thereby demonstrating the understanding of the tasks of the lessons of the Russian language. Junior schoolchildren Over single exceptions chose the first position. This is also quite explained, because they are at the very beginning of the study of the Russian language, and for them the first task is to competently read and write. This is for them - real practice. The rest is still knowledge that you need to comprehend. This will continue to study on average and senior link.

Conclusion

Working on the theme of my research, I came to the following conclusions. The need for a deep study of the native language at school is determined by its main functions. Russian language serves a person:

means of registration and expression of thought,

communicative means serving members of society in their communication among themselves,

the means of expressing feelings, moods (emotional sphere).

The lesson "Russian language" has a centuries-old history, which makes it possible to assert its importance under different political and social devices in the country.

Russian as a learning subject in Russian schools involves the development of phonetics, vocabulary, phraseology, word formation, morphology and syntax, as well as its history. The basis of training schoolchildren to use the language in all areas of its application is the norms of graphics, spelling and punctuation and ideas about the style and culture of speech. The specificity of the subject for the Russian studying as native is that it acts as a means of learning. Russian language keeps the results of the cognitive activity of the people, reflecting his past and the present, transfers the accumulated knowledge of the following generations.

The most important and even primary place This training subject in the curriculum is determined by the role of Russian in the life of Russian society, in the development of the thinking of children, in the formation of their consciousness and self-consciousness.

From the level of his teaching, therefore, the success of students in mastering both Russians themselves as a means of communication in all forms of its application and all other educational items is largely dependent.

List of sources used

	Arefiev A.L. "Russian language at the turn of the XX - XXI centuries" (electronic resource). - M.: Center for Social Forecasting and Marketing, - 2012. - 481 360 p.
	Great Soviet Encyclopedia. - 1954. - T. 30, 839 c.
	Ozhegov S.I. Explanatory dictionary of the Russian language. - Onyx. World and education. - M., 2008. - 736 p.
	Web site: http://shkola10.webege.com/. School number 10 G. Pavlovo.
	Web site: Yandex. Dictionaries\u003e BSE. - 1969 - 1978.
	Web site: http://paidagogos.com/?p\u003d77 - Pedagogy.
	Web site: . Society and life.
	Web site: http://www.bibliofond.ru/view.aspx?id\u003d37678 - Bibliofond.
	Web site: http://m-u.spb.ru/russkiy-yazyk.. World of textbooks.
	Web site:

1 Website: Yandex. Dictionaries\u003e BSE. - 1969 - 1978.

2 Big Soviet Encyclopedia. - 1954. - T. 30, c. 406.

1 Website: http://paidagogos.com/?p\u003d77 - Pedagogy.

2 Arefiev A.L. "Russian language at the turn of the XX - XXI centuries" (electronic resource). - M.: Center for Social Forecasting and Marketing, - 2012. - from. nine.

1 Website: http://tverdyi-znak.livejournal.com/396739.html. On the crimes of the drug addict of the RSFSR in relation to the Russian language.

1 Website: http://smartnews.ru/society/life/988.html. Society and life.

The world practice is recognized that the native language in primary classes is the main subject: to study the language, as a rule, half of the study time (ie, lessons) are given. "The language of the people is the best, never fading and ever once again blooming the color of all his spiritual life ... In the language, all the people are spiritualized and all of his homeland; It is implemented by the creative power of the People's Spirit in the thought, the picture and sound of the sky is fragmented, its air ... In the treasury of a native word adds one generation after another fruits of deep heart movements, fruits historical events, beliefs, views ... "So wrote K.D. Ushinsky in the article "Native Word".

Native language is the greatest teacher who taught children and then when there were no books or schools. And this feature is not lost * and today. Through the mastering of the language: his vocabulary containing dozens, hundreds of thousands of common words, its phraseology - a label, figurative, poetic, its richest word-forming system, morpecics, models, his grammar, recreation of the mechanisms for the functioning of the language, forming forms and combinations in the proposal - is formed The own language ability of a person is becoming the formation of a person. The limitless variety of syntactic structures painted by intonation allows you to transmit the finest shades of thought.

Permanent language classes (and languages) enrich intellect. This is the choice of the most accurate lexical tools, and the rapid, unmistakable construction of large and small proposals, binding them into text fabric; compliance with the logical connections and validity of speech; This is a full-fledged audience and reading, this is the world of books of reading and rereading; This is a comprehension of the structure and mechanisms of the language; and aesthetics of the language - expressiveness of speech, beautiful, calligraphic letter, the first experiments of literary creativity ... K.D. Ushinsky and his followers so defined the goals of the school subject "Native Language":

education and development of the personality of the student, the influence of respect and love for the native language, the formation of language taste, "Almost Language", a high culture of speech;

the development of the "Dara of the Word" - the practical development of speech - the expressions of his thought and understanding of someone else's;

formation and development (automation through the training) of language skills: audience - perception of speech with a complete understanding, speaking - expressing their thought, letters - graphic fixation of thought and, finally, reading;

study, analysis of the samples - all the best, which is created by the masters of the word, the people themselves (literature, folklore);

based on the work on the first four goals - study, research, awareness of the language system in its operation; The use of the language system for mastering the standards of literary speech and its expressiveness.

The place and size of the theoretical course of the language (phonetics, grammar, morpecics, word formation, spelling, semantics, etc.) depend on the type of school and the age of students. An in-depth study of the language is determined not so much by adding new topics, the quantitative expansion of theoretical material, how much deepening an analytical, functional approach, understanding the expressive possible gene of the studied units of the language, their forms. Learning the native language that children who came to school are already free to use practically practically a study of exemplary material, as well as their own speech activities, the purpose of it is theoretical understanding of the language, and the practical task of a high culture of speech in all its manifestations.

The learning subject "Russian Language" was gradually gradually, mainly in the XVII-XVIII centuries, on the basis of works by M.I. Lomonosova, F.I. Buslaeva, I.I. Szrenevsky, I.II. Dal. Initial training in these centuries had three forms: folk elementary schools, preparatory and first three classes of gymnasium and home primary education, in many families reached extraordinary height.

The most ancient component of primary education is a certificate training, i.e. Elementary reading and writing. So, the famous "ABC" Ivan Fedorova 1574, the first printed textbook in Russia, contains alphabet, syllable tables, lists of words, information on grammar, on spelling, as well as a significant amount of moral texts for exercise in reading. Approximately the same structure and other lettering XVII - early XVIII in.

Elementary reading and writing learning based on the traditions of European culture from ancient Rome. Starting from the XVIII century, learning relies on didactic theories: on the one hand, on the source reading unit - the letter, sound, syllable, the whole word, on the other - for the leading activity of the student - memorizing - Synthesis-Analysis, analysis - Synthesis - modeling - creative search.

However, until the XVIII century. Buvari (alphabets) is not compiled in Russian, accepted in broad communication, but in Slavic (for example, the "Slovenski language" Simeon Polotsk 1679). The Russian language was a school as a language of mass education in schools at factories, in military units, in cities. One of the first Russian textbooks is the "first teaching of the feoot of Faofan Prokopovich was created in 1721 on the command of Peter I. But the Russian language as a training item is only a decree of Empress Ekaterina II in 1786. By this time, work was already created on Russian grammar and The first academic dictionary, which served as the scientific basis of school textbooks.

The basis of the course was initially grammar, "Science of the Eight" (so it was called 8 parts of speech). School grammar was the subject of synthetic, included elements of phonetics, graphs, spelling, vocabulary, morpecics, word formation, "speech culture. This combined subject performs three functions, it gives: a) information about the system, patterns, Russian rules; b) the theoretical basis for the mental development of schoolchildren as the subject of a high level of abstraction; c) the basis for practical mastering the literary language, its norms, justifies, in particular, the rules of spelling, ways to check unsophograms and practicing. These three functions of the language theory - school grammar according to the plan make up a single integer upon the lead role of the first. However, in practice, according to the laws of pragmatism, the role of spelling was often increased, and at the end of the XIX century. Some authoritative methodologists wrote about "spelling terror" at school. The theory was underestimated, which is observed and understood, despite the fact that courses are created in-depth study of the Russian language. The creation of new programs and textbooks in recent decades is a 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 T.G. Ramzayeva (the so-called traditional direction), V.V. Polyakova (Scientific School L.V. Zankova) and direction D.B. Elkonina and V.V. Davydov (author of the textbooks V.V. Repkah). The minimum, mandatory for all types of schools, is determined by state standards.

The component of the "Russian language" in elementary school was and remains to read, which in recent years is increasingly approaching and in content, and for the purposes of the subject of "literature". By tradition, in the Russian school, learning reading has always been carried out on highly artistic material: Children read the works of folklore, affordable, "housing" poems and stories of classic writers - Art. Aksakova, A.P. Chekhov, A.S. Pushkin, L.N. Tolstoy, N.A.Nekrasova, I.S. Romegenev and others, and the adaptation was mainly limited to abbreviations, and even then in some cases. The writer has always been gently treated.

In the process of reading fiction, some literary terms and concepts are absorbed: genres of literary works, agents of the artistic language, the work of the writer. Reading exemplary works forms the linguistic taste of students, creates a high-cultural linguistic environment.

In teaching the technique of reading, the main criteria are speed (fluency) and correctness, errorlessness. The most important purpose of the reading skill is his consciousness (awareness), or a complete understanding of the readable, and in the oral version of reading - its expressiveness: intonation, pauses, increase and decrease in voice, semantic stress, etc. Reading lessons give material to enrich the schoolboy dictionary for development His speeches in the negotiating, conversations, in written presentations and writings, in various kinds of records.

Until 1917, in primary training, a significant place was to read church texts in Slavic, which allowed teachers to apply a comparative historical method. In the readings (books for reading) to 50 pages of text - mostly the plots from the Old and New Testaments were printed by Slavic letters without translation into modern schoolchildren. In the XX century Opportunities to compare ancient language with a modern school and the technique has lost.

Training writing has always been closely related to grammatical and spelling activities: it requires a long workout, purposeful exercises. It also has a speech aspect - the expression of your own thought, OP, an essay. The modern school is considering reading and writing as a means of a written version of speech activity.

And XIX century The exceptional attention was paid to calligraphy, its technique was distinguished by a variety and wealth, reached high mastery. Unfortunately, by the end of the XX century. She is paying less attention; There was even a period (70s), when it was crossed out of the primary school curriculum.

Until the 70s of the XX century. The volume of the "Russian language" object included elements of logic - the science of the rules, the laws of thinking. So, in " Children's world"K.D. Ushinsky has a section "The first logic lessons"; In the textbooks of the Russian language in the XX century. Logic exercises were included, logical tables were used, colorfully published. In the most recent years, in some types of schools, logic elements are restored.

In the XVIII and XIX centuries. Rtoric enjoyed great authority. This ancient science of eloquence gave the rules and techniques of work on oral and written words, over the construction of speeches, writings, over the verbal expression of thought. The rhetoric was considered to be science for older children, the development of the word gift was introduced in primary training (now - the development of speech). But from the rhetoric, the elementary school took and uses the most important: the development of the student's personality, ethical aspects of speech, work on the topic, selection and systematization of the material, plan and composition, genres and types of text, the choice of words, the design of the phrase and text, the use of figures and trails. In recent years, manuals on rhetoric for elementary school are published and rhetoric lessons have been introduced in many schools.

In the XX century Speech in accordance with pragmatic trends is increasingly nominated to the fore. Programs are created in which the development of the speech is recognized as the main task of learning the native language. This is considered in a broad plan: as an oral and written expression of its thought (speaking and writing) and as perception of someone else's sound and written speech (listening and reading). Much attention is paid to dialogues and monologues. Some successes are noted not only in mastering the language pragmatics, but also in the development of students' creative activities: in expressive reading, in the production of school theater, in the publication of school journals and even books of children's poems and prose, in the organization of school radio and telecast, etc.

Thus, historically developed a relatively complete philological cycle of items in elementary school, the rod of which is native language. The circle of schools is increasingly expanding, where in primary classes, children study one or even two non-native languages, which allows the use of a method of comparing languages \u200b\u200bin the field of vocabulary, phonetics, grammar. Scientific basis This cycle is strengthened by attracting new achievements: this is a functional and communicative grammar, the theory of text syntax (text linguistics), stylistics and culture of speech, comparative typology of languages, phonology, sociolinguistics, language of linguistic personality. Most of these new scientific directions find an application in the method of teaching Russian language, but many cases of exit and in the practice of a schoolboy. These are functional grammatical approaches, the introduction of a phonepal method of testing spelling on the basis of the concept of a strong position of the phonam in the word, the means of intrathele bonds used by schoolchildren in the complex syntax whole, the stylistic differentiation of speech in the compositions of students and many others.

All attempts to disrupt the integrity of the language cycle in elementary school are doubtful. And such attempts take place. Separate, for example, literature: As the experience showed, such a separation leads to the lag of the reading skill, because it is not taught. The separation of rhetoric is detrimental to the coordination of its lessons with the study system of students' speech. Teachers protest against the abandon from calligraphy who learn schoolchildren to accuracy. It is hardly possible to deny the role of logic in building statements ... In the development of the learning methodology, the language should be based on the properties of the item itself, since the mechanisms of assimilation depend on these properties, and its place in the development of schoolchildren.

Native language as an object of assimilation. The role of the native language in the development of the psyche, the child's thinking. Russian as an educational thing. Federal and national regional components of the content of the "Russian language".

The formation of language, linguistic, communicative, cultural competencies in the process of teaching the Russian language. Software for formation

· language competenceimposing knowledge of the language itself (sections: phonetics and orphoepium, vocabulary and phraseology, morfemic and word formation, morphology, syntax, stylistics);

· linguistic competenceincluding knowledge of linguistics as a science, general information about language and crucial information on linguistic scientists;

· communicative (speech) competence associated with the mastering of all types of speech activities and culture of speech;

· culturoveniccompetence, including information on language as a national cultural phenomenon. Culturovo Aspect of Russian language learning as a means reflecting the spiritual and moral experience of the people reflecting the main moral values.

Educational, developing and educational functions of teaching Russian language and speech. Intergovernmental links when studying the native language. Solving educational tasks through the subject.

Regional Material As a means of developing the cognitive interest of schoolchildren. The integrated nature of the regional material. The main directions of the implementation of the regional component in learning: the study of the peculiarities of the local dialect, the study of toponymics of the native land, the inclusion of regional-oriented texts, the expansion of students' knowledge about the history, literature, the culture of the native land, its traditions and customs, acquaintance with the peculiarities of the speech etiquette of the native land, evaluation Speech of countrymen from the point of view of language literary standards.

Methods of teaching the Russian language in a polyethnic and polycultural environment.

v. Over the textbook string

The method of teaching the Russian language began to develop since the Russian language was introduced to the number of training disciplines in Russian schools - from the end of the XVIII century.

The absence of a native language as a training subject in the plans of the years of educational institutions of Russia held back the development of folk education, as a mediator language was required: Church Slavonic language was classified (writing and reading), and the Church Slavonic language was served, and in the study of special training items - any foreign language who had to be pre-mastering at the level of communication.

So that the native language has become an educational subject in school, we need certain conditions that are in the first half of the XVIII century. did not have. But gradually they developed: a simple font was approved, suitable for mass civilian printing (1710), in the second half of the XVIII century. Created rich artistic literature; The scientific description of the domestic language has been done (in 1755 "Russian grammar" MV Lomonosov appeared "Russian grammar", as well as the rules of Russian style (1748, "rhetoric" M.V. Lomonosov), a 5-Tomny "Dictionary of the Russian Academy" (1789-1794); School textbooks of Russian grammar were written; a methodology for teaching a native language has been developed.

Public opinion was ripe on the need to study the native language in general and in institutional schools. Societies began to be created on the study of the Russian language: "Russian Assembly" in St. Petersburg - 1735-1743; "Filter Russian Assembly" in Moscow - 1771-1783. In 1783, the Russian Academy was organized at the head of E. R. Dashkova under the study of Russian language and literature.

There is a need for a new (after Peter I) of the reform of the Russian school, which should be general educational. At the end of the XVIII century. (August 5, 1786) Empress Ekaterina II approved "Charter of People's Schools in the Russian Empire." The general education school in accordance with the new "Charter" did not become, as he did not apply to the fortress peasants. The average new school also did not, although the second type is the main folk schools introduced in the provincial cities - 5 years, but on the set of educational disciplines, these schools did not allow graduates to immediately enter universities.

The new "Charter" introduced the Russian language in schools as an educational subject studied in all classes. The general cultural meaning of this fact is huge. The road was opened by the mass of people to knowledge, to creativity in his native language.

For students, textbooks were created (V.P. Lights, A.A. Bars, N. Kurganov, P. Sokolov, I. Ornaatovsky, IF Mikovsky, P. Perevilsky, P. Basistov, A. Smirnov, N.I. . Grech, A.H. Eastokov, V. Polovtsev, etc.), prepared guides for teachers for work in their native language (V.P. Lights, N.I. Grech, E. Google, etc.).

By the 40th. XIX century A rich methodological material of work in the native Russian language has accumulated, which made the possibility of F.I. Buslaev based on domestic and foreign experience to create a generalizing work on the method of Russian language "On the teaching of the domestic language" (1844). From this time, the teaching methodology of the Russian language begins to acquire the status of an independent field of human knowledge.

Þ Over the lines of modern documents

In the concept of modernization of education for the period until 2010 It is said: "The general education school must form a holistic system of universal knowledge, skills, skills, as well as the experience of independent activities and personal responsibility of students, that is, key competencies that determine the modern quality of education."

Þ Behind the dictionaries

Language competence of personality.one. In the theory of speech communication: a set of skills and abilities communicateincluding 1) ability to express a given meaning different ways (ability to K. rephrasing); 2) the ability to extract out of the above and distinguish between the externally similar, but different on the meaning of the statement (distinction omonimia) and find a general meaning among externally different statements (possession of synonymy); 3) the ability to distinguish the right sentences from incorrect; 4) the ability to choose from a plurality of means of expression of thought, which mostly corresponds to the situation of communication and with the greatest completeness expresses the personal characteristics of its participants (selective ability). 2. In theory cultural speech: The ability of a person to successful communication based on its language proficiency and language standards, to produce and understand the texts different types on a literary language.

Literature

The teaching methodology of the Russian language at school: a textbook for the stud. Higher. Ped. studies. institutions / M.T. Baranov, N.A. IPPOLITOVA, TA Ladyzhenskaya, M.R. Lviv; Ed. M.T. Baranova. - M.: Publishing Center "Academy", 2000.

Theory and practice of learning Russian language: studies. Manual for studies Higher. Ped. studies of institutions / E.V. Arkhipova, TM Woolev, A.D. Daequin et al.; Ed. R.B. Sabatkoeva. - M.: Publishing Center "Academy", 2005.

Warteleva T.M. Theory and methods of learning Russian language. - M.: Drop, 2006.

Antonova E.S. Methods of teaching Russian language: Communicative and active approach. - M., 2007.

Fedorenko L.P. The patterns of assimilation of their own speech. - M.: Enlightenment, 1984.

Fedorenko L.P. Analysis of the theory and practice of teaching the Russian language methodology. Kursk, 1994.

Duckina A.D. Training and upbringing in the lessons of the Russian language. - M., 1990.

Daekina A.D., Eremeeva A.P., Khodiakova L.A., Gordienko O.V., Pakhnova T.M. Formation of cultural competence of students in teaching Russian. - M., 2005.

Bystrov E.A. Russian language in the system of philological education // Learning Russian language at school. (P.7-19). The goals of teaching Russian language, or what competence we form in the lessons. (p. 20-39). The cultural function of the Russian language in the system of his teaching. (p.131-155). // E.A. Bystrov, S.I. Lviv, V.I. Kapinos et al. - M., 2004.

Vlasenkov A.I. Developing learning Russian language. - M., 1982.

Connected local lore texts in the Russian language and speech culture: Tutorial /AVT. T.M. Maulaina, L.E. Pisareva, T.V. Satapers, V.I. Haritons. - Kursk, 2003.