A. D. Deikina, O. N. Levushkina

CHARACTERISTIC OF THE TEXT AS A TYPE OF LEARNING ACTIVITY

IN MODERN SCHOOL TRAINING IN RUSSIAN LANGUAGE

ALEVTINA D. DEYKINA, OLGA N. LEVUSHKINA CHARACTERISTICS OF A TEXT AS A TYPE OF STUDY ACTIVITY IN MODERN SCHOOL TEACHING RUSSIAN

Alevtina Dmitrievna Deikina

Doctor of Pedagogy, Professor, Head of the Department of Russian Language Teaching Methods, Moscow State Pedagogical University

Olga Nikolaevna Levushkina

Candidate of Pedagogy, Associate Professor of the Department of Philological Education of the Moscow Institute of Open Education, Doctoral student of the Department of Methods of Teaching the Russian Language of the Moscow Pedagogical State University [email protected]

The authors of this article present the functions performed by the text in the anthropocentric educational paradigm. Based on the consideration of the evolution of the methods of text analysis in the school methodology of teaching the Russian language, the necessity of this type of educational activity is substantiated as a characteristic of the text, which simultaneously forms all types of philological competence, develops a value view of the text, and influences the worldview foundations of the personality of students.

Key words: text, text-oriented approach to teaching the Russian language, functions of the text in the educational process, anthropocentric paradigm of education, characterization of the text.

The authors of this paper represent the functions of the text in anthropocentric educational paradigm. Considering the evolution of text analysis for school study approach of the Russian language, the authors substantiate the necessity of such activity as text characteristics that simultaneously form all kinds of philological competence. Such types of a text develop value-oriented view on the text, affect outlook principles of a student personality.

Keywords: text, text-oriented approach to the study of the Russian language, text functions in study process, text characteristics.

The system-activity, communicative and competence-based approaches to education, which have been formed over the past decades and are the basis of modern educational documents, have made it possible to identify the role of the text in the methodology of teaching the Russian language. The modern school practice of language teaching is being actively rebuilt on the basis of a text-oriented approach that contributes to the development of understanding skills and the generation of coherent speech.

Methodologists note that the analysis of the text when teaching the language "gradually develops in children the habit of consciously approaching the selection of speech means when creating their own text" 1. In addition, the use of the text made it possible to fully implement the didactic principle of the unity of teaching and upbringing. Since in the knowledge-centric paradigm of education, the central figure was the teacher, transmitting knowledge and influencing students in a certain way, the functions of the text were determined based on the direction of the methodological impact on schoolchildren:

The teaching function of the text was realized in the process of transferring knowledge about the language as a system;

Developmental function - in the development of students' speech;

Upbringing - when students perceive the content of an exemplary text that has upbringing potential;

Controlling - when carrying out various forms of control of the results of mastering the basic educational program.

With priority in modern education subject-personal, activity, competence, cultural and axiological approaches, on the basis of which the education system is actively transforming, the functions of the text also change in the process of teaching the Russian language. The following functions of the text become the leading ones, which make it possible to achieve both objective and meta-subject and personal results:

Cognitive, contributing to the "mastery of basic units and grammatical categories language ”,“ awareness of the relationship between levels and units ”of language2;

Communicative, in the implementation of which the text becomes in the educational process the object of various types of analysis (linguistic, linguistic-stylistic, philological, complex), carried out in order to better understand it; work with the text contributes to the "improvement of the types of speech activity (listening, reading, speaking and writing)" students; "Enrichment of active and potential vocabulary, the expansion of the volume used in speech grammatical means, the development of the ability to use linguistic units in speech practice for the free expression of thoughts and feelings adequately to the situation and style of communication ”; “Mastering the basic stylistic resources of the literary language, its basic norms (orthoepic, lexical, grammatical, spelling, punctuation)”;

Aesthetic, revealed in the course of linguistic aesthetic analysis, in which the author's

the statement takes on the character of an aesthetic ideal for the child;

Cultural, in the implementation of which the text becomes a source of knowledge about the culture of one's own and other peoples not only at the level of content, but at the level of means of expressing cultural meanings (words with a national-cultural component, symbols, phraseological units, pictorial and expressive means, precedent texts, stylistic features etc.);

Axiological, contributing to the formation of a system of values, worldview of students.

The named functions of the text determine the need for a versatile methodological support of the textual activity of students in the modern educational process, analysis, consideration of these components.

Currently, in school practice, the most common and generally accepted are such types of text analysis as linguistic (linguistic), linguistic stylistic, philological and complex.

Linguistic, or linguistic, analysis (parsing) of the text is considered as an analysis of the linguistic means that the author used in this text to achieve a certain goal, as “an explanation of the motives for the selection of speech means by the writer, their" location ", ways of using in the original text." analysis was historically formed on the basis of grammatical analysis, during which students, at the direction of the teacher, single out certain grammatical phenomena in a given text (whole sentences or their parts, sentence members, individual morphemes, etc.), refer them according to certain characteristics to one or another discharge and give them more or less detailed (depending on the goals of the exercise) grammatical characteristics... Parsing is also used “to repeat what has already been learned

children grammatical information and bring them into a complete system in accordance with the selected passage "3. Thus, when studying grammar "systematic, consistent work on a coherent text ... helps to get rid of the elements of formalism in language teaching, provides a deeper assimilation of syntax and punctuation, and forms the logical thinking of students." 4.

With the development of text linguistics in the second half of the 20th century (I.R.Gal'perin, G.V. Kolshansky, L.M. Loseva, O.I. the methodology of teaching the Russian language included the concept of linguistic analysis of the text. V broad sense the subject of linguistic analysis of the text is not only the "linguistic component of the text", but also the text as a whole as an independent unit, which means that the linguistic manifestation of the category of imagery and the aesthetic function of language realized in the verbal image of a work of art5.

Awareness of the need to analyze, first of all, a literary text, and therefore, to include in the subject of analysis the figurative and expressive means used in the text, and style features texts led to the transformation of the concept of "linguistic" into a linguistic-stylistic analysis of the text, in which the text is considered as a linguistic whole, and language units - from the point of view of the expediency of their use in this text. This type of text analysis also has its origins in the methodology. So, already F.I.Buslaev spoke about the need to develop in children the "innate gift of speech" on the basis of such work with sample texts, when the study of grammar of the language is combined with stylistic exercises. The idea of ​​the unity of grammatical and stylistic work with the text was supported and developed by the leading methodologists of the 19th century: I. I. Sreznevsky, K. D. Ushinsky, N. F. Bunakov, V. Ya. Stoyunin, L. I. Polivanov, and others. scholars of the 20th century also paid attention to stylistic work on the basis of the text. Thus, A.M. Peshkovsky noted that the analysis stylistic features artistic texts

stov contributes to the activation of independent work of schoolchildren6. EI Nikitina emphasized that the stylistic and grammatical analysis of the text is the main method of its analysis and that the task is “to establish what semantic and stylistic role certain grammatical forms play in it and syntactic constructions and why the author chose them to express his thoughts, and not any others ”7. By the end of the 20th century, the term "linguistic-stylistic analysis of the text" was finally established in linguistics and methodology, and A. I. Gorshkov formulated the following techniques:

Semantic and stylistic analysis (identifying the meaning of words, turns, stresses, rhythms, etc.);

Comparative stylistic analysis (characteristics of linguistic means from the point of view of text organization);

Linguistic experiment (AM Peshkovsky and LV Shcherba spoke about its importance);

Probabilistic statistical analysis (determining the frequency of use of one or another linguistic phenomenon)8.

The philological analysis of the text is also associated with the work on the literary text, which is defined as “a type of work with the literary text, combining the tasks of literary and linguistic analysis, when in the learning process the literary text is considered as a field of intersection and application of basic knowledge of philological education. This way of learning text activity is based on the richest tradition formed in the methodology of teaching the Russian language ”.

A. V. Tekuchev, relying on the works of L. V. Shcherba, calls such an analysis of the text literary and linguistic, emphasizing that “it helps to reveal the true content literary work". Characterizing the methods of textual activity in such an analysis, this author notes the need to study the language of a work of art “from the side of its poetic merits (artistic

Themes of pictoriality - epithets, metaphors, rhythm, rhymes, etc. and their correspondence to the content of each given episode of the work), as well as from the grammatical and lexical composition "9, while making important methodological remarks:" it is imperative that in each studied literary work all the phenomena to be studied according to the program are immediately highlighted of this class; the most vividly presented grammatical phenomena should be studied and repeated in different works. It is desirable that during the study of a new work there was a repetition of important phenomena already studied earlier ”10. At present, the works of N.A. Nikolina, L.G. Babenko, N. S. Bolotnova, A. T. Gryaznova, N. A. Belova and others are devoted to the issues of the philological analysis of a literary text.

In order to more organically integrate the work with the text into the process of teaching the Russian language, a complex analysis of the text was developed in the methodology, which is usually defined as "its characteristic according to those parameters, features, the complex, the unity of which is the text itself" 11, thus assuming and the emotional impact of the text on the child when reading, and the resulting need to respond to the author, to express his point of view. The main logic of the analysis is “from the content of the text - to the linguistic means by which this content is expressed” 12. VV Babaitseva and EI Nikitina emphasize the research, creative nature of this type of textual activity and insist that "rigid frameworks and" iron order "are inappropriate here, each classic literary text is unique, distinctive" 13.

The multidimensionality of working with the text in the methodology of the Russian language is emphasized and reflected by T.M. analysis, tasks of a speech character, different types of analysis, questions on spelling

graphics and punctuation, preparation for expressive reading text, in some cases - for retelling, for presentation ”14. At the same time, the procedure for working with the text is determined: “First - questions and tasks aimed at comprehending the content, associated with the direct reader's perception of the text as a speech work, as a whole. Then - tasks of a speech character, including such concepts as "text", "style", "theme", "main idea", "ways, means of communication" between sentences. Direct reader perception gradually deepens: what was perceived on language tasks, reflecting the study of the language system, in phonetics, vocabulary, grammar ... Finally - questions on spelling and punctuation, different types of parsing, drawing up a diagram of one of the complex sentences. working with text is usually the task "Prepare for expressive reading" ... Complex work includes, in some cases, cultural commentary "15.

In general, it should be noted that the analysis of the text is focused on the formation, first of all, of the linguistic and communicative competence of students, since it teaches to see in the text linguistic units of all levels, the pictorial and expressive means of language and their role in expressing problems and the author's position. Such analytical text activity is aimed at identifying the linguistic and structural components of the text and contributes to a deeper understanding of the text, creates a basis for improving the speech of students. Our review of the methodological path from parsing to analysis of the text, and then to complex work with the text, testifies to the gradual strengthening of the speech, communicative orientation of the analysis, to the gradual expansion of its tasks. It is not by chance that the standards of the second generation are oriented towards the “multidimensional analysis” 16 of the text. The ability to carry it out is designated as one of the subject results of mastering the Russian language program by graduates.

Modern approaches to teaching the Russian language (system-activity, communicative, personality-oriented) made it possible to understand the "language for the consciousness living in it" not as an "abstract system regulatory forms,

but a specific contradictory opinion about the world ”17, which was reflected in the educational documents of the new generation. A student's awareness of himself as a native speaker, and therefore a bearer of the system of values ​​inherent in the language, a bearer of the great Russian culture that lives in the deep layers of the language, is the goal that a graduate of a modern school must reach as a result of teaching the Russian language. In the first place in teaching the Russian language comes the value attitude towards it, the awareness of its indissoluble connection with Russian culture. It is necessary to form in schoolchildren an idea of ​​language not as forever frozen, but as dynamic system characterizing the full functioning of a linguistic personality capable of expressing own attitude to the author's statement. At the same time, it is necessary to develop all types of philological activities leading to the ability to see the text in all its value manifestations that influence the worldview foundations of students.

From our point of view, in this way of textual activity, the characteristic of the text should be realized. Initially, in the methodology of the Russian language, the characteristic was not separated from the analysis and was perceived as an element analytical activities... Thus, A. V. Tekuchev defines the analysis of language as a method through a characteristic: "The analysis of a language consists in identifying the phenomena of the language (grammatical forms, groups of words or spelling) according to certain criteria and in characterizing them from a certain point of view (grammatical, stylistic)" eighteen. Calling the type of exercises for the analysis of the finished material, the authors of the manual "Methodology for the development of speech in the lessons of the Russian language" call as its varieties "the selection (identification) and characterization (analysis) of the necessary elements" 19, are used almost as synonyms of the terms " benchmarking analysis»Texts20

and their “comparative characteristics” 21, which indicates that there is no differentiation between analysis (analysis) and characterization. So, T.A. Ladyzhenskaya draws the attention of teachers to the need to teach characterization as a certain type or variety of text already in grade 522.

The described tendencies are reflected in part in the content of the Unified State Exam. Authors of examination materials, demanding that graduates "formulate and comment on one of the problems posed by the author of the text", "formulate the position of the author", express agreement or disagreement with his point of view, argue their answer based on knowledge, life or reading experience, in essence require them to create on the basis of the author's text their own evaluative, value statement characterizing their attitude to the text, that is, its characteristics. Unconsciousness of approaches to characterizing the text as an independent type of activity, lack of methodological system in teaching the characterization of the text, it also affects the construction of the remaining parts of the certification materials, which, in theory, should prepare the creation of their own student evaluative statement based on the author's text, but do not do this. And although the word "characteristic" is used in the tasks of parts A and B, it does not receive categorical content. So, all tasks of block "B", built on the basis of the text, are aimed only at determining the level qualifications of linguistic units and their structure. Task B8, the purpose of which is to work with the author's text and write a review of it, could enable students to realize how the author achieves a certain effect, the use of which language means helps him express his own position. However, this opportunity is not emphasized and not tested by the assignment, which in its essence also remains qualifying. Thus, the final part of the attestation tasks (part C), which requires students to create characteristics of the author's text, is in no way prepared by the logic of the tasks of the previous parts of the examination.

materials (parts A and B), nor a holistic methodology for working with text in the learning process.

Characterization in its general meaning presupposes a description of the characteristic, distinctive qualities of a phenomenon in its entirety. In contrast to analysis, the characteristic both as a process and as a result of activity, and as a method of this activity, presupposes reliance on two mental operations: analysis in order to identify and consider the distinctive features of a given phenomenon and synthesis, which presupposes awareness of the revealed features as a unity characteristic of this particular phenomenon. phenomena. Consequently, the characterization of a text is an activity aimed at its holistic perception by identifying and describing its specific features (analysis) and their synthesis.

The characterization of the text allows students to form the most important skills: "the ability to know" and "the ability to express oneself" 23. The author's text and its characteristics in student performance become, as it were, replicas of the dialogue between the author and the reader. The need to characterize the text forms an active position of the reader, the response in the form of a characterization contributes to a deeper understanding of the text, since “understanding matures only in the response. Understanding and response are dialectically fused and interdependent, one is impossible without the other ”24. In the words of M. M. Bakhtin, the answer, “as an active beginning, creates the basis for understanding, active and

tailored preparation for him "25, therefore, the characterization of the text creates an objective personal motivation for understanding it," introduces what is understood to his subject-expressive outlook "26, may reflect the position of the reader: a motivated objection or agreement with the author. The characterization of the text, as a reflection of the process of its active understanding, “introduces the understood to a new outlook of the understanding person, establishes a number of complex relationships, consonances and differences in sounds with the understood, enriches

emits it with new moments ”27.

Terminologically substantiating the characterization of the text, we rely on the concept of characterization

theory of language "as a special national phenomenon, embodying the historical, ethical, aesthetic memory of the people" 28. The characteristic of the language in the process of school teaching is considered as "a type of educational activity, which provides for the analysis of the characteristics of the language as a whole and the national specifics of its individual aspects" 29. The orientation of the characteristic as a method of activity on the formation of the student's ability to express his attitude to the language (in this case, to the text), to build this assessment into his own system of values ​​makes the characteristic an integral type of textual activity aimed at the formation of the entire complex of philological competencies of students, and extremely in demand. since it contributes not to a detached perception of the linguistic phenomenon, but “makes it possible to form the attitude (emphasized by us. - Authors) of pupils to their native language, to be aware of the mother-

spiritual and spiritual values ​​of native speakers ”30. In addition, the introduction into the educational process of such a method of activity as the characterization of the text makes it possible to look at the language in development, makes it possible to make the process of studying the school course of the Russian language more dynamic, the construction of which is still static.

Thus, the characterization of the text implies a value, evaluative and emotional look at it. When characterizing a text, the subject evaluates it from one point of view or another. In this respect, analysis (if not confused with characterization) is dispassionate. Giving a characterization to the text, a person has the opportunity to consider it not detachedly, but in the context of the objective situation of the era, in the context of the author's system of values, in the context of the individual base of his own knowledge, which characterizes the personal picture of the world, as well as the characteristics of the individual perception of the text. M. S. Kagan notes that “the concept of“ value ”appears and becomes necessary. If and only when. A person no longer acts as a subject of cognition,

but as a bearer of a certain attitude (highlighted by us. - The Authors) to reality, being, the world in which he lives and which he correlates with his socio-cultural needs, interests, aspirations, ideals. For the subject, value means everything that affects him as a subject - his consciousness and self-consciousness, his goal-setting and selectivity, his freedom ”31. From this it follows the conclusion that the attitude to the text can be formed and expressed only on the basis of values, and the text can only be characterized by looking at it through a certain prism of the system of values, views, ideological attitudes that exist in a given subject. When creating a characterization of a text, a student must, relying on his own system of values, characterize it, express an attitude towards it from two key positions: first, from the point of view of content (topic, problem, etc.); secondly, from the point of view of the author's position. It can be said that the characterization of the text allows the formation of a student's system of values ​​on the basis of the value aspects identified in the author's texts, which means that it contributes to his spiritual and moral education, performs an extremely important axiological, ideological function.

Another aspect that distinguishes characterization from analysis is the reliance on Creative skills students. As L. S. Vygotsky notes, until a certain time the child's imagination does not “intersect with the line

development of reason ”32, but from“ the moment the two curves of imagination and reason meet ”33, which, as a rule, falls on adolescence,“ the activity of the imagination continues, but having previously been transformed: it adapts to rational conditions ”34. We assume that it is precisely the characteristic of a linguistic phenomenon as a way of activity, with its value and evaluative attitude to the object, with an integral emotional component and relying not only on the child's knowledge of language, but also on his emotional experience, is based on figurative and logical thinking, corresponds

the child's needs to realize both of these forms of mental activity in his own utterance.

Thus, the characterization of the text is a creative way of educational textual activity of students, which implies working with the text as the highest didactic, communicative, cultural and ideological unit of language and speech, characterized by dynamism, evaluativeness and emotionality. Learning to characterize texts contributes not only to the formation of knowledge, skills and abilities, but "works" to achieve the entire range of results indicated in modern educational documents: personal, meta-subject, subject. This method of educational textual activity contributes to the creation of a value attitude towards the language, the formation and development of the spiritual and moral potential of students on the basis of working with the text. The creation of a methodological system for teaching schoolchildren to characterize the text has become an urgent need for modern methods of teaching the Russian language.

NOTES

1 Baranov M. T., Ladyzhenskaya T. A., Lvov M. R. et al. Teaching oral and written speech (coherent speech) // Methods of teaching the Russian language: Textbook. manual for ped students. in-tov on specials. No. 2101 "Rus. lang. or T." / Ed. M. T. Baranova. M., 1990.

2 FSOO: Federal State Educational Standard of General Education: draft. M., 2010.

3 Ushinsky K.D. ped. Op. M., 1945.S. 352.

4 Nikitina E. I. Coherent text in the lessons of the Russian language (from the experience of the teacher). M., 1966.S. ​​14.

5 Kupina N. A. The meaning of literary text and aspects of linguistic and semantic analysis. Krasnoyarsk, 1983.S. 11.

6 Peshkovsky A.M. tr. M., 1949.S. 59.

7 Nikitina E.I. Decree. Op. P. 24.

8 Gorshkov A. M. Russian literature: From words to literature. 10-11 grades. M., 2004.S. 414-422.

9 Ibid. P. 78.

11 Nikitina EI Reflections on the complex analysis of the text // Russian language at school. 2001. No. 4. P. 20.

12 Babaytseva V.V., Bednarskaya L.D. Comprehensive analysis text at the lesson of the Russian language // Russian literature. 1997. No. 3.P. 57.

13 Nikitina E. I. Reflections. P. 23.

14 Pakhnova TM Developing speech environment as a means of familiarizing with culture // Russian language at school. 2003. No. 4. S. 11-12.

15 Ibid. P. 12.

16 FSOO ...

17 Bakhtin M. M. Word in the novel // Bakhtin M. M. Questions of literature and aesthetics. Research different years... M., 1975.S. 106.

18 Fluid A. V. Methodology of the Russian language in high school: Textbook for students ped. in-tov on specialty No. 2101 "Rus. Language. and literature ". M., 1980.S. 73.

19 Methodology for the development of speech in the lessons of the Russian language: Book. for the teacher / E. A. Boguslavskaya, V. I. Kapinos, A. Yu. Kupalova and others; Ed. T.A. Ladyzhenskaya. M., 1991.S. 17.

20 Ibid. P. 212.

21 Baranov M.T., Ladyzhenskaya T.A., Lvov M.R. et al. Decree. Op. P. 280.

23 Bakhtin M.M.To philosophical foundations humanities// Context - 1974.Moscow, 1975.S. 211.

24 Bakhtin M.M. Word in the novel ... p. 95.

28 Deykina A.D. Characteristics of the Russian language as an object of study in school course// Problems of modern philological education. Interuniversity. Sat. scientific. Art. Issue 6. / Ed. S. A. Leonova. M .; Yaroslavl, 2005.S. 5.

29 Ibid. P. 9.

30 Ibid. P. 13.

31 Kagan M.S.On the philosophical understanding of value // Kagan M.S. Systems approach and humanitarian knowledge: Izbr. Art. L., 1991.S. 347.

32 Vygotsky L.S.Imagination and creativity in childhood: Psychol. sketch: Book. for the teacher. M., 1991.S. 28.

33 Ibid. P. 29.

[we bring to your attention]

Mechkovskaya N. B. The history of language and the history of communication: from cuneiform to the Internet: a course of lectures on general linguistics. - M .: Flinta: Nauka, 2009 .-- 584 p.

Firstly, the manual meets the interests of various philological and linguistic profiles - it is written for students studying Russian, or Slavic, or Romanian-Germanic philology, as well as language theory and communication theory. Therefore, the lectures consider the material of Russian and other Slavic languages, as well as Latin, English, German, French, Italian.

Secondly, for the first time in Russia, a textbook for philologists has been published, containing a section on history. information technologies(from writing to the Internet), which shows the impact of different means of communication on languages ​​and communication (lectures "Development of communication technologies as a factor of language changes", Communication on the Internet: genres and communicative originality "," Language and style of the Internet. Computer and Internet innovations v natural language"," Internet and genre-stylistic changes in the communicative structure of society ").

Thirdly, the proposed lectures on the history of language go beyond the limits of historical grammar and the history of vocabulary into the field of social and communicative history of languages: into the history of literary languages ​​and linguistic situations in different stages history of peoples. For the first time in Russia, a textbook for philologists includes a section on the role of religion and the church in the history of communication and languages ​​(lecture "Linguistic consequences of the formation of world religions. Confessional factors in the history of languages").

For students, undergraduates, graduate students and teachers of the philological faculties of universities.

A.D. Deikina

Historical and cultural approach to teaching the Russian language

The Russian language is a connecting link between the past and the future: the history of the development of the national language of the Russian people and the history of Russian Orthodox culture have one source, one historical time, some humanistic braces. The Russian language ensures the continuity of historical generations. It is no coincidence that in modern school education the interest in the history of the language, in the Church Slavonic language, in literature, in rhetoric, reflected in independent disciplines or interspersed with certain elements of knowledge in the traditional content. National consciousness is manifested in a respectful attitude to language as the cultural heritage of previous generations, to ethical and moral norms, customs and traditions in speech behavior, to the spiritual priorities of the individual.

History combined with the art and art of the word, of course, is people and time, historical time. Keeping the memory of the great past, we keep ourselves hope for the future. The most important milestones in the history of Russia and the names of those who gave her glory must not be consigned to oblivion. National identity is in a person's soul, in his heart, as well as love for his homeland.

The present and the past, the present and the future are also determined by the word, and through the word the spiritual and moral bonds of the nation become apparent.

The process of the formation of the spiritual and moral culture of students, the upbringing and development of the personality is inseparable from enlightenment. To enlighten, and therefore to carry the light of knowledge, has been inherent from time immemorial to domestic enlighteners who advocated as early as the 17th century (in the pre-Petrine era) for the creation of a national school with the Russian language of instruction. Through the language, through its vocabulary and syntax, it is possible to understand and explain the peculiarities of the formation of the culture of the people, especially successfully when educational activities are carried out as a system.

Historical milestones are important in the tradition of understanding the role of the Russian language, when the Russian language was widely spread in Europe and Asia (from the 11th century), when the practical study of the spoken Russian language became important (in the 14th-17th centuries), which was facilitated by trade and diplomacy, when educators late XVII - early XVIII century defended the right of the Russian language to become academic subject.

The inclusion of the Russian language in educational plans public schools at the end of the 18th century under Catherine II became a powerful factor in the development of the domestic (Russian) school, in which the Russian language acquired the status of both a subject of study and a means of instruction. By this time, favorable and necessary conditions had developed for such a promising humane state step: there was a scientific book by M.V. Lomonosov on the Russian language as a system, dictionaries appeared that consolidated linguistic norms, Russian literature flourished, giving examples of the functioning of the language. The entire 19th century. - the most powerful strengthening of the Russian language on the part of Russian literature, the invaluable contribution of A.S. Pushkin into the creation of a Russian literary national language, the creation of masterpieces of world literature by classic writers. XX century - expanded the boundaries of the spread of the Russian language, increased interest in its study, accumulated vast scientific information in the Russian language and developed a culture of world significance.

There was a milestone in the awareness of educated native speakers (Lomonosov, Derzhavin, Fonvizin, Radishchev, Zhukovsky, Batyushkov, Krylov, Pushkin, Dal and other Russian writers and educators) of the merits of the colloquial speech of ordinary people, it took time and personality to create a Russian literary language based on the folk ( and most of all this was facilitated by A.S. Pushkin).

The inclusion of fiction materials as reference, exemplary examples was already characteristic of the first textbooks at the end of the 18th century and became an aesthetic tradition that allows one to show the aesthetic properties of the Russian language: harmony, functionality, richness and diversity.

The historical and cultural approach to teaching the Russian language orients the school towards enlightening reflection in the educational process of the peculiarities of the national-figurative system and cultural and historical concepts of the native language, cultural and historical traditions of the Russian people. With such an approach, it will be more obvious for the native speakers of the Russian language that the rich national and cultural information contained in speech units about the peculiarities of literature, the specifics of perception and world outlook of the Russian people will be more obvious.

In the modern educational paradigm, turning to the history of language and the history of culture is all the more important because there are new circumstances of life in society: the involvement of people in cultures that are not native to them in other countries is increasing and different cultures are mixing within one country. A great role in the fate of Russian culture, and now in the preservation of national security, is assigned to the teacher, who is called upon to ensure the conjugation of education and intelligence. A language teacher presents the world to the student through the prism of the native language, hence the moral and historical task - to give ideas about good and evil, about honesty and justice, about duty and service to good, about love, cordiality, responsiveness and other value and culture-intensive concepts.

Russian language, like others developing languages, is subject to cultural and historical changes, most of all in the lexical-semantic system: rethinking the meanings of a number of words, the penetration of foreign-style elements into a certain style (official, journalistic, etc.), abuse of borrowings, reducing the requirements for the norms of using certain lexical units, etc. All the more, it is necessary to actualize the issues of the norm that has developed historically, and especially carefully approach the analysis of the individual author's semantic field in the original texts, paying special attention to the elements that carry the peculiarities of the national culture.

The historical and cultural approach to teaching the Russian language testifies to the need for purposeful work with the language as a repository of the timeless wisdom of the people, accumulated over centuries of cultural history. In school practice, this approach can be successfully implemented through

consistent inclusion in the school course of the historical and cultural component,

an organic combination of elements of linguistic, literary and historical knowledge based on the analysis of texts of different styles and genres,

attracting the attention of students to language units from the side of their national identity,

the implementation of historical commenting on the facts of the development of the phenomena of language, an explanation of their conditionality,

demonstration of lost connections at all levels of the language,

critical reflection on the material available to students of the emergence and existence of new vocabulary and grammatical norms,

self-analysis of the student in relation to his own speech as part of the national tradition and cultural phenomenon.

In general, it is necessary to strengthen the historical and cultural orientation in the construction of a general education course of the Russian language at school in order to form a conscious attitude towards the language as a national and cultural value.

In the methodology of teaching the Russian language, Word - History - Art in aggregate can play the role of the first violin in the teaching and educational environment of the school, if effective mechanisms of using these means of education as linguodidactic material in the process of teaching the Russian language are developed in the near future.

The expediency, moreover, the extreme necessity of educational work in secondary school is associated with the ability of society "to solve large-scale national problems when it has a common system of moral guidelines, when the country maintains respect for the native language, for the original culture and for original cultural values, for memory their ancestors, to every page of our national history ", - from the messages of the President of Russia to the Federal Assembly Russian Federation.

The Russian language is an exceptional creation of the people in terms of strength and power and a reflection of the national spirit - is the focus and reflection of the spiritual and moral foundations of the historical fate and the nature of the worldview of the Russian people. Due to this, it is legitimate to raise the question of the Russian language as a positively influencing means of forming a personality, its spiritual and moral state.

However, society approached the present moment with a sense of a spiritual crisis generated by many factors. Even D. Andreev wrote about the gap between the levels of human technology and human ethics ["Rose of the World", p. 383]. In order to overcome the destructive tendencies leading to the destruction of the personality, the school is obliged to do its bit: by means of the native language to strengthen the ideas and beliefs of students in the subject (intellectual) and emotional, ethical, moral value of the national culture, especially the native language.

The educational process, in the center of which is the Russian language, should be considered from different angles:

harmony and balance of goals, objectives, content, methods,

dynamism in the development of the basic ideas of education,

reliance on established historical traditions,

development of modern approaches and technologies for constructive modeling and the implementation of goal-setting.

The methodological basis for teaching the Russian language as an academic subject is, firstly, the laws of the development of civilization, when the language of the people develops a sense of national identity, secondly, the integrity of the position (view) regarding the uniqueness of the object, and thirdly, the presence of an idea that causes a positive emotional response.

The task of overcoming the accumulated social negativity culturally is associated with understanding the value essence of the national language and national literature in Russian, which has international recognition and is capable of infecting with the emotional sound of ideas and images.

Concept values v last years Russian education was united with the Russian language as a phenomenon, as a culture and as an academic subject. The axiological (value) approach to the study of the Russian language at school and university is declared. There is an active process of searching by methodological science and pedagogical practice for the best ways, methods, techniques, means of implementation, undoubtedly, the correct and necessary idea of ​​students' understanding of the phenomenon of the Russian language and the formation of a value view of the language, primarily as a native language. This is prompted by the entire history of the Russian language, its historical fate and modern life.

The process of creativity in a living language continues today, in other socio-cultural conditions. “For” the preservation of the tradition of conscious attention to the Russian language, which should be reflected in the practice of its teaching, the thousand-year experience of the culture of the word of the Russian people, the very uniqueness of the language that meets all the needs of its speakers: state, national, universal.

The methodology of teaching the Russian language, which began its path of comprehension from F.I. Buslaeva, has long become a science with its own methodological foundations. Value can be considered in its conceptual apparatus broadly: how concept, how category, how universal, how concept... The task of the modern methodology - this is its innovative way - is not only to characterize the value object, which is the Russian language, from the point of its attractiveness, but to make this characteristic integral, complete, systemic (not to confuse the characteristic of the language with the analysis of individual linguistic phenomena). The theoretical side of the problem lies in the ordering of the properties of the Russian language as a cultural and national phenomenon, in defining the thesaurus of concepts, in creating a detailed argumentation for the thesis on the cultural value of the Russian language, in the selection of evaluation criteria that make it possible to judge the language not only emotionally, but truly, rationally, evidentiary. The practical side of the problem lies in the peculiarities of the implementation of the idea of ​​perception and reflection of cultural meanings associated with the Russian language. A constructively structured activity will undoubtedly allow you to get a positive result - value attitude to the Russian language. To do this, one should approach the problem from the side of competence-based goal-setting, and from the side of text-oriented teaching, and from the side of the personal worldview positions of students.

In the open educational space of the school, it is here, in the axiological aspect of studying the subject “Russian language”, that language and speech, language and culture, language and national character, and national identity are combined.

The solution to the innovative problem of the formation of value perceptions of students of the Russian language at school and university lies in different directions and in their totality. First of all, this is the preparation of a teacher for professional activity, which requires philosophical (axiological) content at the level of methodological competence. We will name other areas as well:

appeal to a living language modern era with attention to the peculiarities of the representation of axiological meanings

analysis of the text from the standpoint of its semantic value and its cultural concepts, mastered in active cognitive activity,

the discovery of value potential for the study of vocabulary, grammar, speech culture, stylistics, etc.

Each of them is associated not only with the content of the school course and the organization of lessons, but to a very large extent with the upbringing of the personality, its aesthetic and spiritual and moral assessments, its ideals (linguistic, speech, aesthetic, communicative) and its readiness to act as a defender, keeper of Russian language and Russian culture.

Literature

Axiological aspects of the methodology of teaching the Russian language (professional and general education levels): Materials of the International Scientific and Practical Conference (March 19-20, 2009) / N. ed. And compiled by: Deikina A.D., Eremeeva A.P., Khodyakova L. A., Yanchenko V.D. - M .: Moscow State Pedagogical University, Yaroslavl; REMDER, 2009 .-- 496 p.

Deykina A.D. Education of national identity in teaching the native language. - RYASH, 1993, No. 5 - p.5-8.13

Deykina A.D. Formation of a linguistic personality with a value view of the Russian language: Methodological problems of teaching the Russian language. - M. - Orenburg: LLC "Agency" Press ", 2009

Teaching Russian language. Russian language taught in all schools of the Russian Federation ... could get acquainted with cultural values Russian people. IN USSR Russian language was recognized tongue interethnic communication, ...

Postgraduate studies: Research Institute of SyMO APN RSFSR, 1979, specialty "Methods of teaching the Russian language"

PhD thesis topic

"Methods for studying vocabulary in grades IV-VI, taking into account intersubject connections" (1979)

Doctoral thesis topic

"Formation in schoolchildren of a view of their native language as a national phenomenon in teaching Russian in secondary school" (1994)

Courses for the current academic year

Name: Methodology and methods of organizing scientific research
Level: Master
Faculty: philological
Specialization: psychology of the development of children's speech
Direction: psychological and pedagogical
Course 1
Module

Name: Theory and technology of teaching the Russian language in a multi-ethnic school
Level: Master
Faculty: philological

Direction: pedagogical
Course 2
Module

Name: Methodology of teaching Russian
Level: undergraduate
Faculty: philological
Specialization: Russian

Course 4
Module

Level: undergraduate
Faculty: philological
Specialization: Russian
Direction: teacher education
Course 4
Module

Title: Workshop on Spelling and Punctuation
Level: undergraduate
Faculty: philological
Specialization: journalism
Direction: journalism
Course 1
Module

Name: Modern theories of philological education
Level: Specialist
Faculty: philological

Direction: Russian language and literature
Course 5
Module

Name: Modern means of assessing learning outcomes
Level: Specialist
Faculty: philological
Specialization: Russian language and literature
Direction: Russian language and literature
Course 5
Module

Name: Modern means of assessing learning outcomes
Level: undergraduate
Faculty: philological
Specialization: Russian language and literature
Direction: teacher education
Course 4
Module

Name: Scientific Seminar
Level: Master
Faculty: philological
Specialization: methods of teaching the Russian language in a multicultural environment
Direction: teacher education
Course 2
Module

Publications

Deykina A.D. Axiologization of working with text in the school course of the Russian language // Actual problems of stylistics, rhetoric and linguodidactics: collection of scientific works. no. 2, / Editorial team: V.V. Nikultseva (otv.ed.) and others - M .: IIU MGOU, 2014, - 320s. - S.60-66

Deykina A.D. Yanchenko V.D. Experience of creating a textbook on the history of teaching methods of the Russian language // Actual problems of stylistics, rhetoric and linguodidactics: collection of scientific works. no. 2, / Editorial team: V.V. Nikultseva (otv.ed.) and others - M .: IIU MGOU, 2014, - 320s. - S.313-315

Deykina A.D. The humanistic tradition of the formation and development of the student's personality in the modern axiological understanding. Introduction. Conclusion // The modern methodological concept of the personal development of students in the process of learning the Russian language (for the anniversary of Prof. A.D. Deikina): collection of monographs / Under. n.ed. E.A. Ryabukhina, V.D. Yanchenko; comp .: E.A. Ryabukhina. - M .: Perm: OT and DO, 2014, - 280 p. - with. 21-37

Deykina A.D. Levushkina O.N. Methodological potential of linguoculturological characteristics of the text in school teaching of the Russian language // Rus.yaz. at school: 2014, no. 4, pp. 12-17

Deykina A.D. On the problem of the formation of the reader's culture at the lessons of the Russian language // Different types of reading at the lessons of the Russian language. Red-sost. Deykina A.D., Pakhnova T.M., Krikunova E.A. / M .: Moscow State Pedagogical University; Yaroslavl: REMDER, 2014 .-- 125p.,

Deykina A.D. Pakhnova T.M. Krikunova E.A. Different types of reading in Russian lessons // Different types of reading in Russian lessons. Call. monograph Red-sost. Deykina A.D., Pakhnova T.M., Krikunova E.A. / M .: Moscow State Pedagogical University; Yaroslavl: REMDER, 2014 .-- 125p.,

Deykina A.D. The humanistic essence of the text in the study of the Russian language in the aspect of intercultural communication // Modern communication, 2014, No. 2 (9). - p. 36-40

Russian at school, 2014, no. 7. Pp. 81-90

Deykina A.D. MT Baranov as a methodologist in the field of teaching the Russian language in secondary schools. // Scientific and methodological heritage of M.T. Baranov: ideas and implementation (to the 90th anniversary of the birth of the scientist): collection of monographs. / Ed. A.D. Deikina, E.V. Buneeva, L.Yu. Komissarova; Compiled by: L.Yu. Komissarova, A.Yu. Gavrilenko. - M.: Balass, 2014 .-- 176p. - P.7-14.

Deykina A.D. Scientific and methodological heritage of M.T. Baranov: ideas and implementation (On the occasion of the 90th anniversary of the birth of the scientist. // Collection of monographs. Komissarova; Comp .: L.Yu. Komissarova, A.Yu. Gavrilenko .-- M.: Balass, 2014 .-- 176p.

Deykina A.D. Foreword (to the scientific publication) // Scientific and methodological heritage of M.T. Baranov: ideas and implementation (To the 90th anniversary of the birth of the scientist): collection of monographs. / Ed. A.D. Deikina, E.V. Buneeva, L.Yu. Komissarova; Compiled by: L.Yu. Komissarova, A.Yu. Gavrilenko. - M.: Balass, 2014 .-- 176p. - P.5-6

Deykina A.D. Levushkina O.N. Tentative planning in the 5th grade according to the teaching materials of T.A. Ladyzhenskaya, M.T. Baranova, L.A. Trostentsova and others / Nauch. editor N.M.Shansky "Russian language" for the 2014/2015 academic year. // Russian at school, 2014, no. 8. Pp. 89-95

Deykina A.D. Levushkina O.N. Tentative planning in the 5th grade according to the teaching materials of T.A. Ladyzhenskaya, M.T. Baranova, L.A. Trostentsova and others / Nauch. editor N.M.Shansky "Russian language" for the 2014/2015 academic year. // Russian at school, 2014, no. 9. P.88-95

Deykina A.D. Trostentsova L.A. Malyavina T.P. Russian language teaching methodology - theory or practice? // Russian language at school, 2014, №8. Pp. 9-12

Training

Over the past 5 years (2008-2013):
Training on prog. “Formation of competencies in the field of modern. information and communication. technologies "(2008), Negosud. non-profit educational institution “Interbranch institute of advanced training. and prof. retraining of personnel "authorized study. center of the UNESCO Institute for information. technologies in production;
Training. by prog. "Modern. technologies in education "(2010), RUDN University, f-t increase qualif. prep-lei);
Training on prog. “Seminar for Specialists of the Testing System in Rus. language when obtaining citizenship of the Russian Federation "(2010), RUDN University,
Methodical. seminar on teaching Rus. language for children of compatriots abroad (2011), RUDN University;
Training on prog. “History and Philosophy. Science "(2013) MSPU;
Participant certificates III Int. NPK "Rus. language into communication. space of modern. the world ”and many others. scientific method. conf. and round tables, master classes, competitions of prof. skill

State and departmental awards

Honorary title Honored Worker of Science and Education (certificate No. 01282, Moscow 2012, with a certificate and a badge) (RAE)
Title of honor Founder scientific school(PAE),
Scientific school Axiological linguistic methodology: worldview and value aspects in school and university teaching of the Russian language (certificate No. 00680, Moscow 2012, with a certificate and a badge) (RAE)
Medal "In Commemoration of the 850th Anniversary of Moscow",
Veteran of Labor Medal
Certificate of Merit of the Ministry of Education of the Russian Federation (order dated October 28, 2002, No. 13-201)
Letter of thanks from the Cabinet of Ministers of the Republic of Tatarstan (Order of 27.03.2009 No. 370-r)
Letter of thanks from the Federal Expert Council for general education Ministry of General and Professional Education of the Russian Federation
Letter of thanks from the Expertise Department educational publications
Certificate of Appreciation from the Department of Religious Education and Catechesis of the Russian Orthodox Church
Certificate of honor of the Academic Council of the Moscow State Pedagogical University (March 2004)
Certificate of honor of the Academic Council of the Moscow State Pedagogical University (March 2009)
Breastplate from the Ministry of Education and Science of the Republic of Tatarstan (order No. 337-n of 13.12.2005)
Honorary sign of the Moscow State Pedagogical University "For Merit" (order No. 634а dated 20.05.2014)

Achievements and promotions

Awarded with diplomas in the competition scientific works Moscow State Pedagogical University:
- 1992 for the monograph "Teaching and education in the lessons of the Russian language" (Moscow: Education, 1990)
- 1999 for the educational and methodological kit for the school "Universal didactic materials in the Russian language"
- 2000 for didactic materials for students of grades 5-11 "A.S. Pushkin at the lesson of the Russian language."
- 2002 for a textbook-workshop for senior classes "Russian language", for a textbook for students of schools, gymnasiums and lyceums "VI Dal and his dictionary. Russian language. Didactic materials ", for a textbook for 10-11 grades of educational institutions" Russian language in high school: Practical course. Program. Methodical materials "
- 2006 for the textbook for the 8th grade of educational institutions "Russian1 language. Grade 8 ", a textbook for the 9th grade of educational institutions" Russian language. Grade 9 "
- 2009 for "Handouts in the Russian language" grade 5, grade 6, grade 7, grade 9, grade 10.
- 2010 for the monograph “Formation of a linguistic personality with a value view of the Russian language: methodological problems teaching the Russian language ".

Research projects and grants

Certificate of the Russian Humanitarian Science Foundation and the Academy of Sciences of Moldova for participation in the international research project “Effective intercultural communication: destruction of stereotypes and prototypes in the interaction of Russian and Moldovan cultures "

G. M. KULAEVA

Orenburg E. A. RYABUKHINA Perm V. D. YANCHENKO

Alevtina Dmitrievna Deikina: teacher and scientist

name of Alevtina Dmitrievna Deikinoy, Doctor of Pedagogy, Professor, Head of the Department of Russian Language Teaching Methods at Moscow Pedagogical State University, good

Kulaeva Galina Mikhailovna, doctor ped. Sci., Professor of the Orenburg State pedagogical university... Email: [email protected] Ryabukhina Elena Anatolyevna, doctor ped. Sciences, Associate Professor, Dean of the Philological Faculty of the Perm State Pedagogical University. Email: [email protected]

Yanchenko Vladislav Dmitrievich, doctor ped. sciences, associate professor of Moscow State Pedagogical University. Email: [email protected]

known not only in scientific circles, but also among university professors, school teachers in Russia and abroad.

Since 1956, when Alevtina Dmitrievna became a student at the Moscow State Pedagogical Institute. V.P. Potemkina, she devoted her life to education: she worked as a teacher of the Russian language and literature in Moscow schools, and then in schools at the embassies of the USSR in the DPRK (1969-1972), the GDR (1979-1983), Germany (1988-1991 ). She entered science and a pedagogical university as an experienced and mature teacher, behind whose shoulders was the work of a teacher of the Russian language and literature; participation in the experiment on the introduction of new textbooks on the Russian language by TA Ladyzhenskaya, MT Baranova, and others; postgraduate studies, which ended in 1979 with the successful defense of a Ph.D. thesis "Learning vocabulary in 1U-U classes, taking into account interdisciplinary connections." While teaching at the university, Alevtina Dmitrievna continued to work as a Russian language teacher at a Moscow school until the mid-90s. last century, then provided advisory assistance to teachers, participated in teacher development programs and trained teaching staff both for the home university and for pedagogical universities all over Russia. Her teaching experience is about forty years.

A.D.Deikina's work has always been characterized by a goal-oriented attitude.

conformity educational process... So, when studying interrogative sentences, she prepared several questionnaires containing the motivation for the need for schoolchildren to learn Russian. To the last question: "Do you want to know your native language better?" - the children answered a friendly “yes”, and this became an incentive for all further educational activities.

Giving laborious homework, Alevtina Dmitrievna said: "Use your chance to complete it to a high mark" - and suggested a difficult exercise that required special attention. If the student made mistakes, she replied: “Not good. We agreed to be highly appreciated. We need to work! " The student did the job again and, if he did it better, got a higher grade than usual; for a number of students it was indeed a chance for success.

It was important for A.D.Deikina as a teacher from the very beginning to maintain a high level of interest, emotional relationship to your subject. To do this, she included vocabulary games in her lessons, used funny children's poems, short pre-prepared texts; used a dramatic approach that helped develop the imagination (for example, invited students to tell on behalf of a particular character a fictional interesting story). Later, this material was included in the book by A. D. Deikina and F. A. Novozhilova “Texts-miniatures in the lessons of the Russian language. A handbook for the teacher ".

To create an atmosphere of business friendliness, trust, and respect for each other in the classroom, the teacher sometimes asked the students to prepare and ask him questions: "Any?" - “Yes, any. But the most important ones. " The form of the questions revealed the level of education of the student, and their content served as an indicator of readiness for cooperation and even co-creation.

Composing in the practice of A.D. Deikina often became a continuation of informal contacts with students. So, she invited schoolchildren to write her a letter about their successes and difficulties, about the events of the surrounding life, the impressions of the day, an interesting book. Such a letter is certain

the result of teaching speech culture and the formation of value ideas of students, the reflection of the moral climate in the classroom and the manifestation of trusting relationships.

About his experience, about new models of Russian language lessons based on the text, lessons-discussions, lessons-polemics, about the formation respectful attitude Alevtina Dmitrievna spoke brightly and easily about her native language in the book "Teaching and Upbringing in the Lessons of the Russian Language". It clearly shows the process of the formation of a student as a linguistic personality, the formation of a system of his views on his native language. The book lays the foundations for the text-oriented approach to teaching the Russian language, implemented in later works and extremely relevant today.

Along with the emotional development of children, a purely rational educational activity was carried out in the classroom. In the course of modeling classes, A.D.Deikina always paid special attention to the logic of presentation, her lessons were distinguished by the integrity of the content, the close interconnection of the stages, dynamism cognitive process... For example, when studying the topic "Formation of participles", children were first asked to determine the constant signs of specific verbs, and then, depending on the type of these verbs, their transitivity / intransitivity, to find out with the help of which suffixes and from what stems certain participles are formed. And all this was accompanied by passing recordings and parallel

the design of diagrams and tables. This lesson model certainly develops the logical thinking of students well.

A.D.Deikina closely connects the tasks of teaching the Russian language with the tasks of upbringing, so her teaching practice always relied on texts of various styles and genres, which became the key units of the lessons. They had to be expressively read, written down, discussed, and the most useful, interesting, and valuable in them should be revealed. Often Alevtina Dmitrievna conducted special educational dictations, which taught them to consciously analyze the writing, and not just to mechanical writing. At the same time, the ability to hear the grammatical basis of a sentence, various isolated constructions, the intonation of the end of a sentence or enumeration was consistently practiced; analyze the information received and reflect the results of the analysis in a competent letter.

Many years of experience as a practicing teacher and the sagacity of a methodologist found expression in the numerous scientific and educational works of A.D. Deikina. She has published about 400 works of topical issues, of which 3 textbooks on the Russian language for secondary schools, a university textbook "Theory and Practice of Teaching the Russian Language", 3 monographs, more than 20 teaching aids on the methodology of native language lessons, games, miniature texts in Russian lessons and others methodological problems teaching this subject.

In her textbook on the Russian language for the X-XI grades, for the first time, the possibility of purposeful complex work with the text based on the axiological and text-centric approaches in teaching the Russian language was realized. The development and improvement of the abilities of high school students, the formation of self-organizing skills

nization, self-control, the ability to make an informed choice is ensured by the authors' methodological orientation towards an activator textbook that liberates the intellectual capabilities of high school students focused on higher education in the humanities. In fact, this textbook is an intellectual tutorial.

Professor Alevtina Dmitrievna Deikina is the founder of the scientific school "Axiological linguistic methods: ideological and value aspects in school and university teaching of the Russian language", which continues the traditions of the scientific school of Professor MT Baranov.

Alevtina Dmitrievna is an excellent organizer, a wise and attentive teacher. She teaches with everyday advice, knows how to inspire and motivate her colleagues to make important decisions. She is extremely generous in mentoring. Under the guidance of A.D.Deikina, 23 dissertations were defended: 15 candidate and 8 doctoral dissertations on the theory and methodology of teaching the Russian language. Her students work in universities in Moscow, Voron hedgehog, Abakan, Ryazan, Orenburg, Perm and other cities, successfully implementing the ideas of their teacher in different parts of Russia.

Alevtina Dmitrievna enjoys a well-deserved authority in methodological science, is a member of dissertation councils at Moscow State Pedagogical University and Peoples' Friendship University, a member of the Academic Council of the Philological Faculty of Moscow State Pedagogical University and the editorial board of the journal "Russian Language at School".

AD Deikina is truly a patriotic scientist, for whom love for Russia and the Russian language is inextricably linked with the search for scientific truth.

Alevtina Dmitrievna combines erudition and professionalism, high culture, intelligence, honesty, modesty and a kind attitude towards people with firm adherence to principles and extraordinary efficiency.

For further reading of the article, you must purchase the full text. Articles are sent in the format PDF to the mail indicated when paying. Delivery time is less than 10 minutes... Cost of one article - 150 rubles

A. D. DEYKINA, T. P. Malyavina, and L. A. Trostantsova - 2014

The tutorial contains not only theoretical information but also the system practical assignments based on the text, which creates conditions for the implementation of the relationship between the lessons of the Russian language and literature. The textbook is intended for Russian lessons in high school general education schools, lyceums, gymnasiums, for optional classes, as well as for independent work of high school students in preparation for the final and entrance exams. The textbook is included in the educational and methodological kit, which includes a program, guidelines, didactic materials.

CONTENT
Foreword
About the Russian language, about the Russian speech
Language and speech. Types of speech. Speech styles
Text as a speech work
Understanding the text is a creative process
From text analysis to presentation
An essay is also a text
Language system
Phonetics. Orthoepy. Graphics
Vocabulary. Phraseology
Word formation. Word composition
Morphology
Noun
Adjective
Numeral
Pronoun
Verb
Participle
Gerunds
Adverb. Status category words
Service parts of speech. Interjection
Syntax
Collocation
Offer
Simple sentence
Two-part sentences
One-piece sentences
Incomplete sentences
Offers with homogeneous members
Offers with isolated members
Sentences with separate qualifying terms
Comparative turnover
Suggestions with appeals. Rhetorical appeal
Introductory words and suggestions
Methods of transferring someone else's speech. Dialogue. Citation
Difficult sentence
Compound sentence
Complex sentence
Complex non-union proposals
Parsing complex sentence
Punctuation
Punctuation marks and their functions in the sentence and in the text
Repetition. Control exercises

Paronyms.
Paronyms (from the Greek. Para - near + edge - name).
Single-root words, similar in sound, but different in meaning or partially coinciding in their meaning ... Dramatic - dramatic; value - significance; intelligent - intellectual; pay - pay; to master - to learn; markings markings; problematic problematic - problematic; romantic - romantic - romantic; style - stylistic; being is an essence.

Examples.
Record an excerpt from the book of the modern philologist A.I. Gorshkova "All the wealth, strength and flexibility of our language." Underline grammatical basics proposals.
Literature is unthinkable outside of language. Talking about the writer, about his works and not saying how he mastered the word, how he used the possibilities of the language, is like evaluating, say, a singer only by his repertoire, without saying anything about his voice, about the skill of his performance. If we do not treat the language with attention and understanding, then not only will we not feel the aesthetic merits, but we will not understand deeply and comprehensively the content of a literary work.

Literature is the art of depicting by word. Therefore, Gogol, speaking of Pushkin as a national Russian poet, emphasized that he more and more pushed the boundaries of the Russian language and showed all of its space.
Our greatest writers of all Pushkin's services to Russia, to the Russian people, singled out the transformation of the Russian literary language. I.S. Turgenev in his speech on the opening of the monument to Pushkin said: “There is no doubt that he created our poetic, our literary language and that we and our descendants can only follow the path paved by his genius. Russian creativity and Russian sensibility merged harmoniously in this splendid language, and Pushkin himself was a splendid Russian artist. Namely: Russian! The very essence, all the properties of his poetry coincide with the properties, the essence of our people. "

Language connection with national character, with national identity5 and its expression in literature was an obvious truth for all Russian writers. I.A. Goncharov, in one of his letters, arguing that all nations should contribute to the common human treasury5 all the best they have, he remarked: ".
In Pushkin's work, the Russian language was embodied so completely and completely that the very idea of ​​the Russian language became inseparable from the idea of ​​the language of the works of the great writer. A.N. Tolstoy said: "The Russian language is, first of all, Pushkin."

Free download an e-book in a convenient format, watch and read:
Download the book Russian language, Textbook - workshop for senior classes, Deikina A.D., Pakhnova T.M., 2006 - fileskachat.com, fast and free download.

Download pdf
Below you can buy this book at the best discounted price with delivery throughout Russia.