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.

scholarly journals Synthetic artistic culture as a fundamental principle of culturally-oriented teaching of the Russian language in Slovakia: to Eva Kollarova’s anniversary

2019 ◽  
Vol 17 (4) ◽  
pp. 408-413
Author(s):  
Frantisek Heiser
Keyword(s):  
Foreign Language ◽  
Significant Contribution ◽  
Language Education ◽  
Fundamental Principle ◽  
Foreign Language Education ◽  
Russian Language ◽  
Educational Work ◽  
Russian Art ◽  
The Russian Language

The report is devoted to culturological research in foreign-language education, issues of working at masterpieces of Russian art in connection with a systemic-chronological presentation of ingenious representatives of Russian culture in the dialogue with Slovak culture. The communicativecultural concept constitutes the basis of long-term research and educational work of the remarkable Slovak specialist in Russian philology Eva Kollarova. An analysis of Eva Kollarova’s textbooks and monographs presented in the article shows her significant contribution to the Russian language diffusion not only in Slovakia, but also in other European countries.

scholarly journals Pre-university training of foreign students

2020 ◽  
Author(s):  
В.В. Жолудева
Keyword(s):  
Comparative Analysis ◽  
Foreign Students ◽  
Teaching Experience ◽  
Russian Language ◽  
Poor Knowledge ◽  
Mathematical Vocabulary ◽  
The University ◽  
University Training ◽  
The Russian Language ◽  
State Agricultural Academy

Рассмотрены вопросы довузовской подготовки иностранных студентов на примере обучения в Ярославской государственной сельскохозяйственной академии. Проведён сравнительный анализ уровней математической подготовки в национальных африканских школах, школах (вузах) Ближнего Востока и в российских школах. Автором на основе опыта преподавания выявлен ряд проблем у иностранных граждан, приехавших в Россию для обучения на подготовительном отделении вуза: слабое владение русским языком в целом, и математическим русским языком в частности; незнание математической лексики и терминологии; различие в уровнях базовой математической подготовки у обучающихся из разных стран; адаптационные трудности. В то же время проведённый опрос иностранных слушателей позволяет сделать вывод, что изучение математики вызывает у них меньше трудностей, чем изучение других специальных предметов (физика, химия, биология). Анализ уровня математической подготовки у иностранных студентов, обучающихся на подготовительном отделении академии, показал, что он достаточно высокий, выше среднего. The questions of pre-university training of foreign students on the example of training at the Yaroslavl State Agricultural Academy have been considered. A comparative analysis of the levels of mathematical training in national African schools, schools (universities) of the Middle East and Russian schools has been carried out. Based on the teaching experience the author revealed a number of problems for foreign residents come to Russia to study at the preparatory department of the university: poor knowledge of the Russian language in general and the mathematical Russian language in particular, lack of knowledge of mathematical vocabulary and terminology, differences in the levels of basic mathematical training among students from different countries, adaptation difficulties. At the same time a survey of foreign students allows us to conclude that the study of mathematics causes them less difficulty than the study of other special subjects (physics, chemistry, biology). An analysis of the level of mathematical training of foreign students studying at the preparatory department of the academy showed that it was quite high above average.

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 Each of us is Sazonov in his own way. Book review: Zverev V.V. Experience of political biography of G.P. Sazonov. Moscow: Institut rossiiskoi istorii RAN: Tsentr gumanitarnykh initsiativ, 2019, 440 p.

2020 ◽  
Vol 26 (4) ◽  
pp. 136-140
Author(s):  
V. V. Babashkin
Keyword(s):  
Significant Contribution ◽  
Russian Language ◽  
Political Biography ◽  
Central Figure ◽  
Historical Literature ◽  
The Russian Language

The author of the book has made a significant contribution to the development of such a genre of historical literature as political biography. The quality of the Russian language used in the monograph is highly appreciated. Though a number of summary assessments which the author applies to characterize the personality of the central figure of the book involve some criticism

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.

Educational Potential of Multicultural Language Teaching (on the Russian Language Teaching Experience)

2020 ◽  
Vol 9 ◽  
pp. 989-993
Author(s):  
Ekaterina Gennadievna Shtyrlina ◽  
Ekaterina Sergeevna Palekha ◽  
Julia Vladimirovna Kapralovа
Keyword(s):  
Language Teaching ◽  
Teaching Experience ◽  
Russian Language ◽  
Educational Potential ◽  
The Russian Language

Russian Language Textbook – the Basis of the Design of Home School Work

2018 ◽  
Vol 79 (8) ◽  
pp. 22-28
Author(s):  
I. V. Uskova
Keyword(s):  
Academic Research ◽  
Teaching Experience ◽  
Russian Language ◽  
Home School ◽  
School Subject ◽  
School Work ◽  
The Past ◽  
School Teaching ◽  
The Russian Language ◽  
Contemporary School

The author discusses a currently important issue –design of the textbook-based home assignment in teaching the Russian language as a school subject. The author views the purpose of this article in drawing attention to that issue, because home assignments largely consist of textbook exercises. However, since the goals of education, principal approaches to the design of the educatory process, and the teaching environment have changed in the past decade, it is necessary to update approaches to the design of schoolchildren’s home assignments in the Russian language. Having based on advanced methods of academic research, completed experimental work and her own school-teaching experience, the author comes at the conclusion that existing textbooks of the Russian language provide ample opportunities for the design of home assignments targeting development of modern education’s key skill in the students – ability to self-educate. At the outcome, the study helps to identify the teachers’ priorities in organizing homework of schoolchildren and describes the vectors of changes in organizing textbook-based homework. The working methods and techniques proposed by the author take into consideration the informational and educatory environment of the contemporary school student, and have been tried out and evaluated within the framework of experimental activities.

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