scholarly journals SPEECH PORTRAIT AT THE RUSSIAN LANGUAGE LESSON IN THE 8th GRADE OF SECONDARY SCHOOL

2019 ◽  
pp. 132-137
Author(s):  
Irina Sergeevna Mikhaylova
Keyword(s):  
Secondary School ◽  
Russian Language ◽  
8Th Grade ◽  
The Russian Language

Working on Grammatical Errors in Russian Senior School Lessons

2019 ◽  
Vol 80 (2) ◽  
pp. 26-30
Author(s):  
E. S. Bogdanova
Keyword(s):  
Secondary School ◽  
The State ◽  
Russian Language ◽  
Grammatical Structure ◽  
Final Exam ◽  
Senior Secondary School ◽  
Grammatical Errors ◽  
Senior Secondary ◽  
The Russian Language

The article establishes the need for special work to improve the grammatical structure of the speech of senior schoolchildren and the correction of grammatical errors in their assignments. Based on the analysis of the results of the State Final Exam of graduates, the errors identified in their essays and the works of leading methodologists, the author develops approaches to working on morphological and syntactic norms in the Russian language lessons in senior secondary school.

APPOSITION AS A MEANS OF EXPRESSING THE LANGUAGE PERSONALITY OF THE AUTHOR OF THE LITERARY TEXT

2020 ◽  
Author(s):  
Галина Петровна Бурова ◽  
Елена Николаевна Бельдиева ◽  
Елена Валерьевна Тупович
Keyword(s):  
Literary Text ◽  
Russian Language ◽  
Poetic Text ◽  
8Th Grade ◽  
The Russian Language

В статье рассматриваются особенности употребления приложения как синтаксического средства выражения авторских индивидуально-личностных интенций при обозначении фрагментов картины мира в поэтическом тексте Б.Л. Пастернака. Уделяется внимание вопросу о лингводидактическом потенциале приложения при обучении синтаксису русского языка в VIII классе школы. The article examines the features of using the application as a syntactic means of expressing the author's individual and personal intentions in connection with designating fragments of the worldview in the poetic text of B.L. Pasternak. Attention is paid to the question of the linguistic didactic potential of the application when teaching the syntax of the Russian language in the 8th grade of the school.

Methods of Forming and Evaluating Logical Universal Educational Actions when Teaching Russian

2020 ◽  
Vol 15 (5) ◽  
pp. 64-69
Author(s):  
Cherepanova Larisa V. ◽  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Statistical Data ◽  
Russian Language ◽  
Diagnostic Methods ◽  
School Students ◽  
Functional Literacy ◽  
Methods Of Analysis ◽  
Analysis And Synthesis ◽  
The Russian Language

The importance of secondary school students’ proficiency in universal learning activities (ULA), including functional literacy, in order to socialize successfully makes the search for appropriate means relevant. However, it is no less important to diagnose the formation of ULA and identify problems within their acquirement. Understanding the importance of this problem led to the idea of using existing pedagogical methods in teaching the Russian language paying attention to their adaptation. The purpose of the article is to show how existing methods can be adapted in order to be used in the formation and assessment of the logical ULA during Russian language lessons. The study was based on the methods of analysis and synthesis when describing the problem of formation and assessment of ULA among schoolchildren; in the development of diagnostics – on the methods of analysis, abstracting, and constructing. In addition, a systemic method was used. Statistical data of the conducted research and their interpretation are presented to substantiate the need for the creation and adaptation of methods for the ULA formation and assessment. The study reveals the pedagogical diagnostic methods, which, with a certain adaptation, can be used for the logical ULA formation and assessment during teaching the Russian language. The research presents the adapted methods, which will allow organizing systematic work on the formation of logical ULA for secondary school students when studying the “Lexicology” section and assessing their formation among schoolchildren.

scholarly journals Critical thinking development technology: theoretical basis and its application in secondary school (to teaching the russian language)

2021 ◽  
pp. 31-38
Author(s):  
Ekaterina Gennadievna Shtyrlina ◽  
Aida Marsovna Kazantseva ◽  
Izanloo Hasan
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Teaching Methods ◽  
Theoretical Basis ◽  
Cognitive Process ◽  
Educational Process ◽  
Russian Language ◽  
Active Involvement ◽  
Development Technology ◽  
The Russian Language

The paper presents a modern pedagogical technology for the critical thinking development, aimed at forming the pupils' ability to analyze facts, phenomena, and processes from the standpoint of logic in their relationship and interdependence. It reveals the specifics of critical thinking development technology, provides a description of the methodology for critical thinking development using the example of teaching the Russian language at high school: the stages of the educational process (challenge, comprehension, reflection), techniques and methods of this technology, examples of their application and advantages of use. In course of the study, the authors conclude that the critical thinking development technology is implemented through the interactive inclusion of students in the educational space through a specific organization of the educational process based on three main stages and a system of teaching methods that consistently implement the tasks at each stage. The critical thinking development technology activates the pupils’ mental and speech activity and contributes to their active involvement in the educational and cognitive process. The study is based on the methods of observation, analysis, synthesis, description, comparison, and generalization.

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 Formation of etymological competence in the process of learning the Russian language in the VII form of secondary school

2019 ◽  
Vol 37 (1) ◽  
pp. 149-160
Author(s):  
Natalia V. Pozdnyakova ◽  
◽  
Alexandra A. Osipova ◽  
Lyudmila N. Mishina
Keyword(s):  
Secondary School ◽  
Russian Language ◽  
The Russian Language

scholarly journals FEATURES OF TEACHING VERBAL ONE-MEMBER SENTENCES AT SCHOOL

2021 ◽  
pp. 120-130
Author(s):  
Елена Александровна Данилова ◽  
Людмила Борисовна Пастухова
Keyword(s):  
Secondary School ◽  
Methodological Problem ◽  
Russian Literature ◽  
School Curriculum ◽  
Russian Language ◽  
Different Types ◽  
8Th Grade ◽  
Analytical Review ◽  
Analysis Of Teaching ◽  
Practice Of Teaching

Работа посвящена лингвометодической проблеме изучения глагольных односоставных предложений на уроках русского языка в 8 классе общеобразовательной школы. Цель предпринятого исследования - познакомить с результатами анализа учебно-методических комплексов по русскому языку, а также разработать дополнительный дидактический материал, которым можно воспользоваться в практике обучения русскому языку в школе. Выбор темы исследования предопределен сложностью самой природы названного языкового явления, многообразием взглядов на типологию односоставных предложений, что находит свое отражение в лингвистической литературе, а также поиском дальнейших путей совершенствования методики обучения односоставным предложениям на уроках русского языка в школе. Особое внимание уделено анализу учебно-методических комплексов под ред. С. И. Львовой, Р. Н. Бунеева, Л. А. Тростенцовой, Л. М. Рыбченковой, С. Г. Бархударова. Представленный в статье аналитический обзор действующих учебников по русскому языку на предмет обучения глагольным односоставным предложениям разных видов в школе позволил выявить типичную методику преподнесения теоретического материала по заявленной теме, выявить проблемные вопросы целесообразности введения в школьный курс понятий «обобщенно-личное предложение» и «инфинитивное предложение», а также разработать и представить собственную систему упражнений на закрепление темы «Односоставное предложение». Данный материал может быть использован в практике преподавания русского языка в 8-9 классах в школе. Статья в первую очередь предназначена учителям русской словесности, а также студентам филологических направлений, магистрантам и аспирантам. The paper is devoted to the linguistic-methodological problem of studying verbal one-member sentences at Russian Language lessons in the 8th grade of a secondary school. The aim of undertaken study is to introduce the results of the analysis of teaching materials on Russian Language, and to develop additional teaching material, which can be used in the practice of teaching Russian Language at school. The choice of the research topic is predetermined by the complexity of the nature of the named language phenomenon, the variety of views on the typology of one-member sentences, which is reflected in the linguistic literature, as well as the search for further ways to improve the methodology of teaching one-member sentences at Russian Language lessons at school. Special attention is paid to the analysis of educational and methodological complexes by S. I. Lvova, R. N. Buneev, L. A. Trostentsova, L. M. Rybchenkova, S. G. Barkhudarov. Presented in the article analytical review of existing school textbooks in Russian language for training to one-member sentences of different types helped to identify the typical method of presenting theoretical material on the topic, to identify the problem questions of the need of introducing into the school curriculum the concepts of generalized-personal sentence and infinitive sentence, and also to develop and present their own system of exercises to revise the topic one-member sentences. This material can be used in the practice of teaching Russian in the 8th and 9th grades at school. The article is primarily intended for teachers of Russian literature, as well as philological students, undergraduates and postgraduates.

The role of conscious self-regulation, language competence and non-cognitive properties in the success of the russian language in secondary school

2020 ◽  
Author(s):  
I. N. Bondarenko ◽  
◽  
T. G. Fomina ◽  
V. I. Morosanova
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Secondary School ◽  
Self Regulation ◽  
Russian Language ◽  
Diagnostic Methods ◽  
Learning Activity ◽  
Psychological Predictors ◽  
The Russian Language

Article considers the problem of psychological predictors of the academic success in learning Russian language in secondary school. An empirical study was conducted on a sample of students from 7–9 grades (N = 286). The students were examined using a set of diagnostic methods, including Morosanova’s Self-Regulation Profile of Learning Activity Questionnaire, method of diagnostics of the learning motivation and emotional attitude to learning (A. M. Prikhozhan), «Big Five — the children’s version», two tasks assessing language competences in the areas of punctuation, spelling, morphology, syntax, semantics, vocabulary, and style (E. D. Bozhovich), and indicators of academic achievement in Russian language. An empirical model of psychological predictors of academic performance in the Russian language was constructed using the structural equation modeling method. The results demonstrate the significant impact of conscious self-regulation to academic achievement in learning Russian language. Conscientiousness itself makes a small contribution to the total year grade, but when students have high self-regulation and low anxiety, it leads to a significant increase in their academic performance. The same positive reinforcing effect is observed in achievement motivation. Language competences such as knowledge of language norms, rules and a sense of language demonstrate an independent influence on the total year grade in Russian, regardless of non-cognitive factors. The obtained results contribute to scientific ideas about the role of self-regulation and non-cognitive predictors of providing various indicators of academic achievements in the success of learning in native language at school. The data can also be used to design psychological and pedagogical interventions aimed at the development of both language competencies of students and conscious selfregulation of their learning activity.

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