scholarly journals The Mission of Teaching: to the 100th Anniversary of R.B. Nurtazina

2021 ◽  
Vol 18 (2) ◽  
pp. 207-215
Author(s):  
Atirkul E. Agmanova ◽  
Lyudmila E. Tokatova

The article analyzes the role and significance of R.B. Nurtazina in the development of modern Kazakhstani linguodidactics. The reason for writing the article was the First International Pedagogical Readings School - Teacher - Innovations in the Modern World, held at Pavlodar Pedagogical University from March 1 to March 9, 2021. The co-organizers were Al-Farabi Kazakh National University (RK, Almaty), L.N. Gumilyov Eurasian National University (RK, Nur-Sultan), Peoples Friendship University of Russia (RF, Moscow), Kazakhstan Association of Teachers of the Russian Language and Literature (KAZPRYAL), Kazakhstan Public Association Graduates of Russian Universities, Academy of Childrens Books ALTAIR and a team of scientific educational project Epoch and Personality.

2020 ◽  
pp. 5-14
Author(s):  
Olga Konstantinova

The relations between Russia and Africa today go to a new level. This was successfully demonstrated by the first Russia-Africa Summit. The «soft power» that is capable of creating an atmosphere of trust and mutual understanding and supporting the further development of political, economic, and cultural relations between the Russian and African peoples is of great importance for the further advancement of Russia’s interests, which is considered in this article. Currently, the «soft power» of Russia in Africa is represented by the activities of the Russian centers of science and culture, the «Russkiy Mir» Foundation, schools at the Russian Embassies in African countries, the education of Africans in Russian universities and more. However, the author concludes that Russia does not fully use «soft power» on the continent. It is necessary to increase the number of Africans studying the Russian language, to more actively promote Russian education, to involve compatriots and graduates of Soviet / Russian universities to joint projects, which will undoubtedly contribute to the further development of mutually beneficial Russian-African ties.


2017 ◽  
Vol 2 (XIX) ◽  
pp. 55-64
Author(s):  
Ирина Жданова

In this article, the opposition of the “own – alien” in the Russian-language pressof the Slavic states is considered. The research is based on the hypothesis assumingthe presence of the opposition “own-alien” in media texts, which may be due to massmigrations, frequent acts of terrorism, and complicated political relations between statesin the modern world. The article presents ways of manifesting the opposition “own – alien”in media texts and discusses the features of the lexical expression of this opposition.


2020 ◽  
Vol 8 (11D) ◽  
pp. 9-19
Author(s):  
Elena I. Tsymbalyuk ◽  
Nadezhda M. Romanenko ◽  
Anastasyia V. Romanenko ◽  
Marina A. Volkova

2019 ◽  
pp. 117-132
Author(s):  
Elena K. Chkhaidze

One of the last interviews given by Andrey Bitov, often considered a founder of Russian Postmodernism, before his death. His books are a symbiosis of knowledge (of history, culture, and literature) and play, which is perceived as the driver of alternating meanings constantly undergoing a transformation. The idea behind the conversation was not only to clarify the questions left unanswered upon the reading of Bitov’s epic Empire in Four Dimensions [ Imperiya v chetyryokh izmereniyakh ] and other books, but also to identify the foundations of the writer’s views. In one of his last interviews, Bitov discussed his vision of Russia’s imperial identity and Russian mentality, the Soviet regime and the Soviet period, Stalin’s role in history, his attitude to the West, the Russian language, secrets of his books and his favorite authors. Bitov reminisced about his trips to the Soviet republics of Georgia and Armenia, as well as his friendship with R. Gabriadze and G. Matevosyan. The writer offered his original vision of the development of Russian literature in the 19th c. in light of his fascination with astrology.


Rusin ◽  
2021 ◽  
pp. 76-98
Author(s):  
S.G. Sulyak ◽  

Pyotr Danilovich Draganov (February 1 (13), 1857 – February 7, 1928), a native of Bessarabia, Russian philologist, historian, ethnographer, bibliographer, and teacher. Born into a family of Bulgarian colonists in the village Comrat of Bessarabian region, he graduated from the Bulgarian Central School in Comrat (1875), then studied at the Chișinău progymnasium, the provincial gymnasium (1875–1877) and the Kharkov gymnasium (1877–1880). After graduating from the gymnasium, he entered the Faculty of History and Philology of the Imperial Kharkov University (1880–1882), then continued his studies at the Imperial St. Petersburg University, graduating in 1885 with a candidate’s degree. In 1885–1887, he taught general history and Church Slavonic language at the St. Cyril and Methodius Male Gymnasium (Thessaloniki, Macedonia). In 1888, he was appointed teacher of the Russian language and literature of the Comrat real school. Since 1893, he taught Russian at the Chișinău Women’s Gymnasium. In 1896, he became a junior assistant librarian at the Imperial Public Library in St. Petersburg, in charge of the category of Slavs and Galician-Russian books of the Manuscript Department of the library. Due to the difficult financial situation, he had to resign from the library and return to teach Russian at the Comrat real school. In 1906–1912, P.D. Draganov worked as an inspector of a real school in Astrakhan, director of a teacher’s seminary in the village Rovnoe of the Samara province. In 1913, he returned to Bessarabia and was appointed director of the male gymnasium in Cahul. When Bessarabia was occupied by Romania, the Romanian authorities issued a decree on the preservation of the gymnasium and proposed to P.D. Draganov to remain its director. However, he decided to return to his native Comrat, where he taught Bulgarian at the Comrat real school until retirement. P.D. Draganov is the author of over 100 historical, literary, ethnographic, philological, bibliographic and critical works. His articles were published in the “Journal of the Ministry of Public Education”, “Historical Bulletin”, “Izvestia of the Imperial Academy of Sciences in the Department of Russian Language and Literature”, “Russian Philological Bulletin” and others. Some of his works have remained unpublished. Most of P.D. Draganov’s studies focus on Bessarabian and Balkan themes. He wrote many works about A.S. Pushkin. Draganov was the founder of Macedonian studies in Russia. One ofhis most important works is “The Macedonian-Slavic Collection” (Issue 1. St. Petersburg, 1894), which received many reviews. Another well-known work of his is the compilation “A.S. Pushkin in Fifty Languages, i.e. Translations from A.S. Pushkin into 50 languages and dialects of the world. A Bibliographic Wreath on the Monument to A.S. Pushkin, Woven for the Centenary of His Birth, May 26, 1799 – May 26, 1899 with a Portrait of the Poet” (St. Petersburg, 1899). Draganov also participated in the compilation of the Bulgarian-Russian Dictionary, published the first universal index Bessarabiana, where he listed the sources and literature published over 100 years since the annexation of Bessarabia to Russia. Among the numerous works by P.D. Draganov, there are studies about Rusins.


2021 ◽  
Vol 82 (2) ◽  
pp. 7-15
Author(s):  
M. I. Shutan

This article aims to investigate and characterise types of literary text analysis in Russian language lessons by reviewing the scientific and practical experience accumulated in the methodology of teaching the Russian language and literature at school. The first type of analysis is a combination of assignments aimed at both understanding the content of a literary work as an art phenomenon and identifying its structural features, which actualizes the methodological principles of school literature teaching. This model also includes linguistic-stylistic assignments covering various levels of the language system. Such an analysis can be called complex. The second type involves focused analysis organized within the framework of working with a linguistic concept. The main purpose of students in this case is to identify meanings, i.e., substitutes for the lexical meaning of a concept word. The types of analysis described in this article can be used to help students understand the literary text in its semantic integrity.


2015 ◽  
Vol 3 (4) ◽  
pp. 9-22
Author(s):  
Воителева ◽  
T. Voiteleva ◽  
Обернихина ◽  
Galina Obyernikhina ◽  
Марченко ◽  
...  

The paper considers methods of teaching school students how to write essays, given that it is the basic form of writing activities in the process of teaching the Russian language and literature at the middle school. Emphasized are the different kinds of essays in terms of types of speech, such as narration, description, discourse.


2017 ◽  
Vol 5 (2) ◽  
pp. 32-44
Author(s):  
Обернихина ◽  
Galina Obyernikhina

The article considers the actual problems that are put forwards Concept of the Russian language and literature teaching in the Russian Federation: first, “degradation of the motivation of learners to reading”; second, “incomplete provision of formation of communicative competency of learners”. The author presents the determining role of the communicative and reader competencies of teachers in perfection of the teaching process, and highlights the possible ways of the communicative competency development through the development of the unified speech environment of an educational establishment.


Author(s):  
Яков Турбовской ◽  
Yakov Turbovskoy

In modern conditions, no one needs to convince anyone how relevant everything is connected with the Russian language, how unacceptably low is the effectiveness of his teaching in school. And we, following the author, cannot but ask ourselves a set of questions that are crucial in the full sense of the word. Do we want the Russian language not only to be inferior in the number of speakers of the most common languages, but also to occupy a leading place in the modern world? Do we want to. for the state Russian language to become native for every citizen of our country? Do we consider the current situation to be normal when Russians and Russian-speaking flyers receive unsatisfactory marks in the Russian language? And, finally, why is the efficiency of teaching Russian in school so low, and what should and can be done to change the situation radically? It is extremely important that in this book the well-known teacher Ya.S. Turbovsky not only analyzes the current state of Russian language, and these are undoubtedly relevant to each of us questions are put, but the countries, school, each family need answers and, which is especially significant and vital, the ways of achieving them are revealed. The language of the book, its undisguised publicism, adequate to the relevance of the modern state not only of the Russian language itself, but of the whole complex of problems connected with the teaching and knowledge of this great language, will undoubtedly strengthen its influence not only on specialists, methodologists, teachers, but also on mass reader.


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