scholarly journals Integrative potential of educational resources in a modern metropolis

2021 ◽  
Vol 98 ◽  
pp. 03013
Author(s):  
Elena Markova ◽  
Alina Pozdnyakova ◽  
Tatyana Kolyadina ◽  
Darya Dmitriyeva ◽  
Vladimir Zotov
Keyword(s):  
Professional Education ◽  
Russian Language ◽  
Language Teachers ◽  
Educational Services ◽  
Teaching Staff ◽  
Problem Analysis ◽  
Expert Opinions ◽  
Language Quality ◽  
Diagnostics Of State ◽  
The Russian Language

The intensity of globalization and internationalization stimulates activity of population in the world. As a consequence, the number of Russian citizens living and getting education beyond the boundaries of the Russian Federation increases. Special load in this case is on the municipal structures rendering educational services in the Russian language. Quality improvement of teaching Russian and status of educational services in the Russian language are the social priorities and assume serious rearrangement of additional training of Russian language teachers. In this regard, it would be relevant to evaluate professional competences of Russian language teachers in schools abroad; to detect competence lacunas of additional professional education; to correct the detected professional deficits by additional educational programs of various specializations and degrees of complexity. This work is aimed at detection of development strategies of the Center as a tool of distance support for Russian schools abroad. The research methods in this work are theoretical analysis of psychologic and pedagogical, sociological, economic publications devoted to the considered problem; analysis of practices of distance support courses in Russia and abroad; surveying, testing users of existing courses; analysis of expert opinions and quality appraisals of online training; analysis of statistic data. The activity of such Center would promote implementation of the Russian Schools Abroad concept, providing opportunity of annual systematic diagnostics of state of educational and methodological resources of foreign schools, supplying Russianists with modern methodological tools, allowing foreign schools to systematically raise the level of professional competences of teaching staff.

scholarly journals «Library as a territory of the Russian language existence and promotion»: a scientific library special project

Bibliosphere ◽  
2017 ◽  
pp. 38-44
Author(s):  
L. A. Pronina
Keyword(s):  
Integrated Approach ◽  
Russian Language ◽  
The Internet ◽  
Problem Analysis ◽  
Classical Literature ◽  
Special Project ◽  
Russian Literary ◽  
Language Quality ◽  
Social Partnerships ◽  
The Russian Language

The problem analysis dealing with the Russian language preservation and promotion, including the Internet space, has shown the necessity to develop a special project «Library as a territory of the Russian language existence and promotion» on the basis of a system-integrated approach. Seven basic tasks were singled out involving all structural units of the library: to expand using the standard Russian literary language, to improve the quality of teaching Russian regardless of people’s residence, to support activities in the field of the Russian language study, to promote the Russian language throughout the world including by the Internet, to develop a set of measures to revive the interest in reading, to expand the availability of Russian classical literature works, to support literary creativity. The project objective is to improve the Russian language quality within the society different categories, and to raise the Russian language presence in the information space. The approach implemented within the project allows developing the library activity system determining the structural unit functions with identification of the most effective techniques, technologies, forms and methods of work for a specific target audience. Each problem is solved by a set of forms, methods, techniques, new formats, that allows optimizing the library multifunctional activity and making it effective and qualitative. The library monitors implementation of the project each aspects, develops social partnerships, and strengthens the library image.

scholarly journals HISTORY OF COMPARATIVE DIALECT STUDIES

2021 ◽  
Vol 02 (06) ◽  
pp. 55-60
Author(s):  
Madina Nosirovna Musurmankulova ◽  
◽  
Djamshid Berdimurotovich Boymirzayev ◽  
Djahongir Musulmonovich Norbadalov ◽  
◽  
...  
Keyword(s):  
Russian Language ◽  
Language Teachers ◽  
Long Distance ◽  
National Group ◽  
Comparative Aspect ◽  
History Of ◽  
Group A ◽  
The Creation ◽  
Semantic Aspect ◽  
The Russian Language

This article discusses the dialect system of the Russian and Uzbek languages in a comparative aspect. Studying the dialect system of the Russian and Uzbek languages in a comparative aspect makes it possible to create a comparative dialectological competence. This article is devoted to the creation of dialectological competence at the comparative level of different languages. In long-distance areas dialects, dialect systems and folklore still exist. Improving the system of comparative dialect competence of the Russian and Uzbek languages at present can give a methodical direction to students of the national group. A competent approach to the study of the dialect system develops the knowledge of future Russian language teachers in national schools. Dialect words in both the Uzbek language and the Russian language are considered in a semantic aspect.

scholarly journals CONSIDERATION OF MORPHOLOGICAL DIFFERENCES IN TEACHING RUSSIAN GRAMMAR TO MONGOLIANS

2021 ◽  
Vol 16 (4) ◽  
pp. 20-30
Author(s):  
I.V. Boyko ◽  
Keyword(s):  
Mutual Influence ◽  
Russian Language ◽  
Language Teachers ◽  
Educational Institutions ◽  
Syntactic Structures ◽  
Approach To Teaching ◽  
Morphological Differences ◽  
Continuous Work ◽  
Teachers Training ◽  
The Russian Language

Statement of the problem. Russian and Mongolian languages ​​are unrelated, multi-structured, differing from each other in all linguistic aspects, first of all, in grammar. However, unfortunately, their systemic comparative description is still lacking. Besides, the Russian language which used to be compulsory for study as a foreign language in all educational institutions nowadays is studied only in the 7th-9th grades of comprehensive schools. All this negatively affects the Russian language teachers training, many of whom have linguistic and speech competencies insufficiently formed; therefore, in our opinion, the approach to teaching Russian grammar in the Mongolian audience should be improved. The purpose of the article is as follows: on the basis of the comparative characteristics of verbs, nouns and prepositions, to predict the most acute zones of interference in the construction of syntactic structures and to help avoid negative mutual influence. As a result, the main areas of interference are determined. This is, firstly, the structural mismatch of Russian one-piece sentences with their Mongolian equivalents and, secondly, syntactic models with determinants in general and with subject-object ones, in particular. Knowing this will allow the teacher, when planning, to devote more time to these structures, consistent continuous work with them, which ultimately will help the formation of linguistic and speech competence.

scholarly journals SOME THEORETICAL ISSUES ON TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2015 ◽  
Vol 8 (2) ◽  
pp. 65-68
Author(s):  
NUNE AIVAZYAN
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Language Teachers ◽  
Elementary Level ◽  
Educational Materials ◽  
Educational Models ◽  
Distinctive Features ◽  
Theoretical Issues ◽  
The Russian Language

Distinctive features of the methodology of teaching Russian as foreign language, as well as the description of the new textbook of Russian language (elementary level) are outlined in the article. According to the methodology of teaching Russian as a foreign language one of the ways of productive teaching is the usage of good educational materials, a textbook was developed by the Russian language teachers of YSU in which the methodology of teaching Russian as a foreign language is outlined in the form of consequentially given educational models and exercises for fixing the grammatical constructions and for activating the lexis.

scholarly journals Interactive extracurricular activities “Language – the highest value of culture” as a preparation for the students’ final certification

2019 ◽  
pp. 64-74 ◽  
Author(s):  
L. A. Khodiakova
Keyword(s):  
Extracurricular Activities ◽  
Personal Development ◽  
Russian Language ◽  
Language Teachers ◽  
Basic Category ◽  
Native Culture ◽  
Russian Literary ◽  
Text Language ◽  
State Examination ◽  
The Russian Language

The purpose of the study is to identify the prerequisites and conditions for the formation of students’ value ideas in the field of cultural and socio-political sphere; to help language teachers in preparing students for understanding the Russian language as a spiritual essence – a fundamental element of their native culture; expand and deepen students’ knowledge of Russian as a national value, which has a huge intellectual, spiritual, moral, cultural potential for personal development; about the features of the scientific style/sub-styles. In preparing the article, the following research methods were used: interpretation of methodological experience in line with culture-oriented teaching of the Russian language, ascertaining experiment, diagnostics of knowledge of axiological problems, analysis of tasks and topics of essays proposed to graduates in the Basic State Examination and the Unified State Examination; methodological development of interactive classes of extracurricular activities. The article presents: 1) diagnostic material aimed at identifying students’ knowledge and perceptions of the basic category of axiology “value”; 2) the scenario for extracurricular activities “The Russian language is the highest value of the native culture”; 3) the text „Language – the highest value of culture”; 4) examples of culturally oriented tasks that allow graduates to prepare for final certification. The materials of the classes can be used in introductory lessons of the Russian language, when organizing a week of the Russian language, events dedicated to the Day of Knowledge, the founder of the Russian literary language A. S. Pushkin, etc.

scholarly journals DOMESTIC EDUCATION: MODELS AND EXPERIENCE

2019 ◽  
pp. 102-109
Author(s):  
I. F Mingazov ◽  
T. A Yarkova ◽  
N. G Milovanova
Keyword(s):  
Professional Education ◽  
Vocational Training ◽  
Educational Process ◽  
Russian Language ◽  
Use Of Resources ◽  
Insufficient Amount ◽  
The Family ◽  
Legislative Framework ◽  
The Russian Federation ◽  
The Russian Language

The object of the study is domestic education. The subjects of the study are models of domestic education. The purpose of the study is to identify the characteristics of domestic education models as one of the forms of a humanistic, personality-oriented approach to the education and upbringing of a child. The article presents the results of studying the organization of domestic education in international practice. The relevance of the study is due to the introduction of new forms of education, taking into account the global educational trends. The article gives regulatory foundations for the introduction of domestic education in the Russian Federation, formulates the principles of its organization, and categorizes students educated in the family in the form of domestic education. Various models of domestic education are analysed, and the commonly used models are identified. The study also addresses possibilities of additional vocational education to enhance the competencies of parents who organize domestic education for their children, and discusses possible institutionalized and non-institutionalized forms of such additional professional education. The experience of creating a family school in a village in Tyumen region, Russia, is described. A review of international and Russian conferences on domestic education is given. The article points to the problems in the organization of domestic education, such as gaps in the legislative framework, lack of a well-functioning system of state and social support of domestic education, an insufficient amount of methodological literature on domestic education in the Russian language, lack of an organized system of communication between domestic schools, lack of methodological and informational support for the educational process in form of domestic education, inadequate use of resources for additional vocational training to prepare parents for giving domestic education.

Rosjanie w kadrze nauczycielskiej Gimnazjum Lubelskiego w okresie paskiewiczowskim w świetle zbiorów Archiwum Państwowego w Lublinie / The Russian teaching staff in Lublin Secondary School in the post-Paskiewicz period in the light of the State Archive’s Collection in Lublin

2015 ◽  
Vol 68 (1-2) ◽  
Author(s):  
Ireneusz Sadurski
Keyword(s):  
Secondary School ◽  
Native Language ◽  
The State ◽  
Russian Language ◽  
Teaching Staff ◽  
Polish School ◽  
The Law ◽  
The Russian Language

AbstractThe aim of the article is to provide the answer to the question concerning the Russian teaching staff and its nationality in Lublin Seconday School. The author of the article discusses the stages of the teaching carteer of Russian teachers. According to the law established in 1833, after the fall of November uprising, the school authorities introduced the Russian language to the Polish school. In 1832-1864 Russian was taught by 22 teachers in Lublin Secondary School. Among them there were three Russian head-masters. Russian was also taught by teachers of other nationalities including Polish, Ukrainian, Lithuanian and Georgian. The first Russian, who taught his native language in Lublin in 1834-1836 was professor Jan Aleksandrowski. He had taught in Krzemieniec before. He started teaching there in 1807 and was considered to be an exceptionally amiable and competent teacher by schoolboys who did not pay attention to russification.

scholarly journals Spelling Rules as Poetry: How to Teach Russian?

2020 ◽  
Vol 18 (2) ◽  
pp. 276-299
Author(s):  
Tatyana Kruglyakova ◽  
Keyword(s):  
Educational Outcomes ◽  
Instructional Material ◽  
Russian Language ◽  
Language Teachers ◽  
Teaching Methodology ◽  
Linguistic Information ◽  
Text Organization ◽  
Grammatical Errors ◽  
Poetic Text ◽  
The Russian Language

Poems that include formulas of spelling rules, specially written to help teacher of Russian Language were popular during the last century: one could find numerous rhymed rules in various textbooks, in article on teaching methodology, in tutorials, and in children’s books. Such rhymed rules address spelling mistakes, speech and versification errors, and distorted linguistic information. The article focuses on the problem of children’s perception and memorization of rhymed speech and expediency of usage of rhyming as a mnemonic method. Language particularities of didactical poems in Russian language (typical speech and grammatical errors, mistakes in poetic text construction) are considered. Children’s humorous modifications of the didactical poems ultimately serve as proof of their failure to deliver the desired educational outcomes. Ways of proposing linguistic information and its possible distortion (connected with text organization) are analyzed and studied. An important component question of this study probes why the Russian language teachers are still so fond of these poems as in-class instructional material.

scholarly journals RUSSIAN AS A FOREIGN LANGUAGE IN THE WRITINGS OF PROFESSORS OF THE DEPARTMENT OF METHODS OF TEACHING THE RUSSIAN LANGUAGE OF MOSCOW STATE PEDAGOGICAL UNIVERSITY

2020 ◽  
Author(s):  
В.Д. Янченко
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Teaching Staff ◽  
Moscow State Pedagogical ◽  
State Pedagogical ◽  
The Russian Language

В статье рассмотрен вклад профессоров кафедры методики преподавания русского языка в развитие отечественной методики РКИ от ее истоков до современности, освещена профессиональная деятельность некоторых ученых кафедры в области методической науки, продемонстрирована преемственность в развитии методической науки и показана современная тенденция к продолжению традиций кафедры и опоры на наследие ученых – предшественников в области РКИ. The article considers the contribution of the teaching staff in the field of methodology, which proved the continuity in the development of the department’s methodology and reliance on the heritage of predecessors in the field of RFL’s.

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