scholarly journals Summit on the Preparation of International Highly Qualified Personnel of the Russian Language in the Framework of the Strategy of “One Belt – One Way” and the Sino-Russian International Forum of Secondary Schools Directors

2017 ◽  
Vol 22 (2) ◽  
pp. 186-188
Author(s):  
Irina Odintsova ◽  
Keyword(s):  
Secondary Schools ◽  
Russian Language ◽  
Highly Qualified ◽  
International Forum ◽  
Qualified Personnel ◽  
The Russian Language

A Word about Vladimir Petrovich Sheremetevsky, a Spokesman for What’s Best for the «Little Ones» (To the 185th Anniversary of the Birth)

2019 ◽  
Vol 80 (4) ◽  
pp. 49-56
Author(s):  
M. A. Bondarenko
Keyword(s):  
Secondary Schools ◽  
Significant Contribution ◽  
Teaching Experience ◽  
Russian Language ◽  
The Russian Language

The article is devoted to the well-known teacher Vladimir Petrovich Sheremetevsky and his ideas that have made a significant contribution to the development of methods for teaching the Russian language in school. The methodological views of Sheremetevsky set forth in his works were the result of his thirty-year teaching experience in various Moscow secondary schools. It is shown that the special attention of V.P. Sheremetevsky was devoted to spelling and expressive reading. He developed a method of explanatory reading.

Methods of etymological research

2019 ◽  
Author(s):  
Ольга Теуш ◽  
Ol'ga Teush
Keyword(s):  
Secondary Schools ◽  
Russian Language ◽  
Separate Section ◽  
History Of ◽  
Methodological Approaches ◽  
The Russian Language

The manual is designed in accordance with the requirements of GEF VO and is intended for training bachelors in the field of training 45.03.01 "Philology" and masters in the field of training 45.04.01 "Philology". The program of the discipline is presented, the main theoretical and methodological approaches in Russian etymology are characterized, the main concepts and terms of this science are revealed, the review of the most important etymological dictionaries of the Russian language is given. A separate section is devoted to the great Russian etymologists. Addressed to students of philological faculties. It will also be useful for students of secondary schools, gymnasiums, lyceums, colleges, as well as all those interested in the etymology and history of the Russian language.

scholarly journals SOCIO-CULTURAL CONTENT OF MODERN RUSSIAN LANGUAGE TEXTBOOKS FOR SECONDARY SCHOOLS AND UNIVERSITIES IN SLOVAKIA

2021 ◽  
Vol 26 (2) ◽  
pp. 221-233
Author(s):  
Irina Dulebova ◽  
◽  
Leonid V. Moskovkin ◽  
Keyword(s):  
Secondary Schools ◽  
Intercultural Communication ◽  
Russian Language ◽  
Research Material ◽  
Cultural Content ◽  
Language Textbooks ◽  
Everyday Communication ◽  
The Russian Language ◽  
Scientific Achievements ◽  
Modern Russian

The article describes the process and results of the study of the socio-cultural content of modern Russian language textbooks for secondary schools and universities in Slovakia. The aim of the study is to find answers to the following questions: what kind of socio-cultural material is presented in these textbooks, does it create the preconditions for intercultural communication, what image of Russia is formed among Slovak students when they study Russian using these textbooks? The research material includes 13 textbooks used in teaching the Russian language in secondary schools and universities in Slovakia. The research methods comprise the following: content-analysis of curricula and textbooks, questioning, interviewing. The study showed that modern Russian language textbooks used in secondary schools and universities in Slovakia contain rich socio-cultural material. It contains facts of artistic culture and scientific achievements of Russia, provides information about events, personalities and situations of modern everyday communication. The realities of Russian life are reflected in textbooks scantily but rether benevolently. It creates a basis for intercultural communication and contributes to the formation of a positive image of Russia and the Russian people. The results of this study may be useful for many specialists (psychologists, political scientists, sociologists, historians, etc.), but are of primary significance for authors and reviewers of Russian language textbooks, as well as for teachers looking for a textbook for practical teaching.

scholarly journals Teaching the Russian ethics of students of secondary schools in Mongolia with different levels of general educational competence.

2021 ◽  
Vol 4 (1) ◽  
pp. 64-69
Author(s):  
Nurtugan Daurenbek ◽  
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
General Education ◽  
Educational Process ◽  
Russian Language ◽  
History Of ◽  
The Russian Language ◽  
Different Levels ◽  
General Culture

The article examines the features of the process of teaching the Russian language in the Mongolian secondary school. The entire educational process is built on the basis of speech topics. At the same time, the importance of taking into account Russian speech etiquette, culture and history of Russia is noted. The author of the article emphasizes that teaching the Russian language includes such important goals as general education, which significantly increases the general culture of schoolchildren.

scholarly journals Communicative Tasks in the Russian Language Classes at a Technical University

2021 ◽  
Vol 7 (9) ◽  
pp. 563-566
Author(s):  
N. Khasanov
Keyword(s):  
Teaching Methods ◽  
Building Materials ◽  
Communicative Competence ◽  
Russian Language ◽  
Special Role ◽  
Highly Qualified ◽  
Language Classes ◽  
Oral Speech ◽  
Main Thing ◽  
The Russian Language

The article deals with the methods of forming the communicative competence of students in the preparation of highly qualified specialists. According to the author, modeling of potentially possible working situations plays a special role in this. The author examines teaching methods and ways of developing students’ oral speech by practicing lexical and grammatical models on the basis of thematic texts. The proposed types of assignments, to some extent, will help students transform the text, shorten it, select the main thing in it, and then reproduce it sequentially. The author proposed the development of communicative-situational tasks for teaching the professional Russian language to students in the direction of training 750500 “Construction”, profile “Production of building materials, products and structures” (PSK).

A BRIEF ANALYSIS OF TIME-PREPOSITIONS IN THE RUSSIAN LANGUAGE

2019 ◽  
Vol 18 (28) ◽  
pp. 187-195
Author(s):  
Yabing Zhang
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Parts Of Speech ◽  
Organic Structure ◽  
Part Of Speech ◽  
True Meaning ◽  
Oral Speech ◽  
The Russian Language

This article is devoted to the problem of using Russian time-prepositions by foreigners, especially by the Chinese. An analysis of modern literature allows the author to identify the main areas of the work aimed at foreign students’ development of the skills and abilities to correctly build the prepositional combinations and continuously improve the communication skills by means of the Russian language. In this paper, the time-prepositions in the Russian language have been analyzed in detail; some examples of polysemantic use of prepositions, their semantic and stylistic shades alongside with possible errors made by foreign students are presented. The results of the study are to help in developing a system of teaching Russian time-prepositions to a foreign language audience, taking into account their native language, on the basis of the systemic and functional, communicative and activity-centred basis. The role of Russian time-prepositions in constructing word combinations has been identified; the need for foreign students’ close attention to this secondary part of speech has been specified. It has been stated that prepositions are the most dynamic and open type of secondary language units within the quantitative and qualitative composition of which regular changes take place. The research substantiates the need that students should be aware of the function of time-preposition in speech; they are to get acquainted with the main time-prepositions and their meanings, to distinguish prepositions and other homonymous parts of speech as well as to learn stylistic shades of time-prepositions. Some recommendations related to the means of mastering time-prepositions have been given: to target speakers to assimilate modern literary norms and, therefore, to teach them how to choose and use them correctly by means of linguistic keys that are intended to fill the word with true meaning, to give it an organic structure, an inherent form and an easy combinability in the texts and oral speech.

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