Methods for the Formation of Skills in Writing Narrative Statements by Younger Students

2020 ◽  
Vol 8 (4) ◽  
pp. 43-46
Author(s):  
E. Mihaylova

The article reveals the methodology of teaching younger students the ability to write narrative-narratives: building an algorithm for writing an exposition, mastering the features of textual activity as a prerequisite for a written retelling of a text. An example of an integrated lesson of the Russian language and literary reading in the third grade is given, which includes both the mastering of knowledge of the Russian language by students and the work with author's texts.

2015 ◽  
Vol 3 (5) ◽  
pp. 40-45
Author(s):  
Хотько ◽  
E. Khotko

The paper considers the fair culture as being the element of the Russian vernacular and festive folklore, which for the whole existence of domestic education has always used to be a means of upbringing the youth. Acquaintance of schoolchildren with the national folklore helps to aspire their interest in the national traditions and history; to engage them with the origins of the Russian culture. As the author proves, the folklore material can easily be used within the modern primary education to stage mass cultural events and also in the course of after-school activities.


Slovene ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 232-260
Author(s):  
Ulla Birgegård

The paper seeks to contribute to the discussion among historians about the value, as historical sources, of foreign diplomats stationed in Russia. Two young men, Hildebrand von Horn, an envoy extraordinaire of the Danish king, and the Swede Johan Gabriel Sparwenfeld, a student of the Russian language and Russian affairs on a scholarship granted by the Swedish king, met in the Russian capital during the summer of 1684. They had met before—in1682 inCopenhagen—but this time their roles were quite different, as they were in Moscow as representatives of countries with opposite political aims vis-à-vis Russia. Von Horn was inRussiafor the third time, knew many influential people at court and mastered the Russian language. He kept Sparwenfeld informed about what was going on behind the scenes at court. This information was written down by Sparwenfeld in his diary of the Russian journey, published by the author of this paper in 2002. In July 1684 von Horn told Sparwenfeld about the execution of “a noble and learned Pole, Negrebetskii”. This person, Pavel Negrebetskii, had had an important position at court during the reign of Fyodor Alekseevich but lost his influence after the death of the Tsar. In August the two friends once more discussed Negrebetskii, his torture, and the role of I. M. Miloslavskii in his fate. Negrebetskii was accused of having taken part in a conspiracy against Sof’ia and her supporters in the aftermath of the streltsy uprising in May 1682. The torture was stopped by Vasilii Vasil’evich Golitsyn, and Negrebetskii was hastily and secretly taken to theRed Squareand executed. Why was Negrebetskii executed in this way two years after his stated crime? After discussing various aspects of the question, this paper gives a possible answer. It seems that the real reason was that Negrebetskii did not stop trying to make the Polish king intervene on Naryshkina’s side in the struggle for power between the Miloslavskii and Naryshkin clans. In connection with the arrival of an Austrian embassy in Moscow in May–June1684, anew possibility for Negrebetskii to get in contact with Poland offered itself in the person of the Habsburg resident in Warsaw, I. Zierowsky. Negrebetskii, it seems, took advantage of the opportunity and tried to send a letter with Zierowsky to the Polish king, begging the king for help and support of Naryshkina and her son. The letter was intercepted, and Sof’ia and Miloslavskii decided to get rid of the irritating Pole once and for all. His execution also gave a clear signal to Peter’s supporters that their previous plans were known and that their activities were under surveillance. It was not possible to touch the main actors in the unrealized conspiracy for political reasons; the most active among them was Vasilii Vasil’evich’s cousin, Boris Alekseevich Golitsyn. So, the entries in Sparwenfeld´s diary about nightly conversations between two foreigners in the Russian capital help to shed light on how and when Pavel Negrebetskii died, and, hopefully, also why.


2021 ◽  
pp. 77-86
Author(s):  
Н.И. Никольская

В статье аргументируется целесообразность включения фольклорного материала в программу литературного чтения для русской школы за рубежом и рассматриваются способы предъявления и приемы анализа фольклорных текстов на уроках в зарубежных центрах русского языка. In this article, the expediency of including folklore material in literary reading program for a Russian school abroad is argued, and ways to present and approaches for analyzing of folklore texts during the lessons in foreign centers of the Russian language are discussed.


2020 ◽  
Vol 8 (4) ◽  
pp. 47-52
Author(s):  
E. Polyakova

The article reveals the content of the work on the development of creative abilities of primary schoolchildren in the Russian language lessons and literary reading in the process of creating children own texts in the genre of fairy tales. Using specific examples, we consider the methodological conditions and techniques for effectively teaching younger students how to write fairy tales, and provide examples of texts in this genre.The creative works of primary schoolchildren in the Komi Republic are presented.


2019 ◽  
Vol 23 (3) ◽  
pp. 731-748
Author(s):  
Igor G. Miloslavsky

The modern scientific paradigm of linguistics that replaced comparative historical and linguistic-centric paradigm is focused on the relationship between language and reality which is inherently asymmetric in nature. In this situation, the problem of an accurate and complete mutual understanding of the participants of communication becomes more and more urgent. This problem considered in the framework of cultural studies suggests the division of cultures into high context cultures, i.e. those where the behavior of communication participants does not directly express their goals and intentions, and low context cultures, implying direct and frank manifestations of those intentions. The author applies the idea of high and low contextuality to the Russian language, setting the task of identifying those typical manifestations of Russian discourse in which the linguistic signs show a high dependence on the situational and verbal context, and in this way, by virtue of the language structure, cause difficulties for mutual understanding. From this point of view, the study investigates the polysemy of Russian words and grammatical forms, as well as the conditions in which their unambiguous understanding is or is not achieved. It emphasizes the insufficiency of merely stating the possibility of several solutions and the need for algorithms that provide the only (or not the only) correct solution. The author sees another obstacle for successful communication in hyperonyms that do not have a distinct hyponymic content for each participant of communication. The third obstacle is the omission of the verbal designation of modifying and / or substantial characteristics of reality. The article emphasizes that those who speak Russian, in principle possessing the resources necessary for overcoming these difficulties, seek to use them effectively only in certain specialized areas (science, sports, trade) and do not care about the maximum adequacy of language units and reality in everyday and political discourse. In conclusion, the article describes how to take into account the noted features of the Russian language when consciously learning Russian as a native language, as well as when teaching it as a foreign language.


Author(s):  
Людмила Александровна Обухова ◽  
Ольга Анатольевна Попова ◽  
Ольга Егоровна Жиренко

Актуализирована проблема формирования методической компетенции у молодых учителей начальных классов по математике, русскому языку, окружающему миру, литературному чтению. Представлены результаты опытно-экспериментальной работы посредством организации среди учителей комплексной диагностической работы, содержащей контрольные задания по всем предметам. Предлагаются варианты методической поддержки молодого учителя, включающие необязательные спецкурсы по выбору. The problem of the formation of methodological competence among young primary school teachers in mathematics, the Russian language, the world around, and literary reading has been actualized. The results of experimental work are presented through the organization of complex diagnostic work among teachers, containing control tasks in all subjects. Variants of methodological support for a young teacher are offered, including optional special courses of choice.


2015 ◽  
Vol 2 (4) ◽  
pp. 163-168
Author(s):  
A.V. Shmeleva

This article assesses the third international competition "The best teacher of Russian literature abroad". The competition involved the teachers of Russian language and literature from a variety of countries - The Commonwealth of Independent States, Baltic States, Europe, Asia, USA and Africa. At the final stage, which was held in Moscow, past competitive selection of teachers shared their techniques and revealed features of its implementation.


2018 ◽  
pp. 259-272
Author(s):  
Michał Sarnowski

This article is an attempt to reflect on Poles' attitude towards the Russian language. Its aim is to reconstruct various “Polish views of Russian” in their objective dimension (with no intention to evaluate or criticise). Three stereotypical pictures of the Russian language present in the Polish common consciousness recreated by the author are based on range of language material. The description of “the three pictures of Russian in the Polish head” (“Polish common knowledge about Russian”) indicates the instrumentality of this language, which occurs in three hypostases. For the first image it is the usual instrumentality of communication (rossicum is an addition and an excess of information within a Polish text), for the second image the instrumentality acquires unambiguously pragmatic features and the rossicum becomes an instrument of effective action, and for the third picture the instrumentality of Russian elements sets in motion the symbolic-cognitive (creating a sense) function of Russian in Polish text.


2020 ◽  
Vol 4 (97) ◽  
pp. 251-260
Author(s):  
MARINA A. SKVORTSOVA ◽  
IRINA A. SMIRNOVA

The article considers the process of training bachelors in the field “Methods of teaching the Russian language and literature”. The article presents the results of a study aimed at identifying the formation level of competencies assigned to this discipline. The study was organized in several stages. An ascertaining stage presupposes determining the level of academic performance, skills and abilities formed before the beginning of the course; the second is a forming stage: implementation of independent work within the framework of the discipline; the third stage is a control one that requires repeated assessment of the competence formation level.


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