scholarly journals Formation of historical commenting competence in students – future teachers of the Russian language and literature

2021 ◽  
Vol 52 (4) ◽  
pp. 160-174
Author(s):  
Anna O. Budarina ◽  
◽  
Galina A. Guschina ◽  
Elena A. Torpakova ◽  
◽  
...  
Keyword(s):  
Immanuel Kant ◽  
Historical Analysis ◽  
Russian Language ◽  
Language Teachers ◽  
Future Teachers ◽  
Research Results ◽  
Language And Literature ◽  
Comparative Historical Analysis ◽  
The Subject ◽  
The Russian Language

Introduction. The relevance of the research lies in the fact that historical commenting on linguistic phenomena is an important means of solving the problems of training language teachers, since it allows explaining modern linguistic facts, concepts, patterns by establishing their diachronic properties. The purpose of the study is to test a model of the formation of historical commenting competence in students – future teachers of the Russian language and literature. Materials and methods. The study was conducted from January to December 2020 at the Immanuel Kant Baltic Federal University. The sample included 90 people. Methods applied: comparative historical analysis of monuments of ancient Russian writing; expert assessments; methodology for determining the formation of linguistic competence of students (E.N. Piskunova); mathematical statistics (χ2-Pearson test). Research results. The program of the courses "Old Church Slavonic" and "History of the Russian literary language" included the study and comparative historical analysis of the monuments of ancient Russian writing. The results of testing the model showed statistically significant changes in the experimental group according to the following criteria: information-cognitive (χ2 = 20.3; p <0.01), activity-semantic (χ2 = 45; p <0.01), professional-communicative (χ2 = 8.5; p <0.05) and practice-oriented (χ2 = 21.1; p <0.01). Discussion and conclusion. A comparative analysis of the research results showed that teaching the historical syntax of the Russian language affects the formation of the competence of historical commenting in students – future language teachers and the level of their training. The developed methodological toolkit provides an analysis of the syntactic field of subject sentences of the Old Russian language and their historical commenting on the basis of the subject of the dictum and the subject of modus.

scholarly journals Integrating literature lessons with the subject of mother tongue teaching

2021 ◽  
Vol 5 (S2) ◽  
pp. 1497-1504
Author(s):  
Niyozmetova Roza Khasanovna ◽  
Fozilova Mohigul Farkhodovna
Keyword(s):  
Mother Tongue ◽  
Speech Development ◽  
Russian Language ◽  
Educational Content ◽  
Knowledge And Skills ◽  
Language And Literature ◽  
Oral Speech ◽  
The Subject ◽  
The Russian Language ◽  
Written Speech

In order to differentiate literary-speech competencies in literature lessons, the article develops the features of oral speech characterized by orthographic norms, other than biblical (written) speech, based on the norms of pronunciation and spelling of language phenomena studied in the native language. Thus, in literature classes, the relevant knowledge, skills, and competencies for the formation of types of speech activities at the level of competencies can be acquired on the basis of knowledge of the different aspects of these competencies.  Competences related to the types of speaking activities require to pay attention to the method of speech as the most important of the specific features of oral and written speech, to this end, to integrate the subject of literature with the mother tongue from the educational content. “Interdisciplinary connections of the Russian language and literature are carried out at all lessons of speech development in the following directions: 1) the formation and consolidation of knowledge and skills of students in functional stylistics, necessary for the correct organization of speech activity in various genres of oral and written statements;  2) teaching common for these subjects types of oral and written speech activities.

scholarly journals Self-determination in the space of modernity. On the fate of literary education

2020 ◽  
pp. 121-128
Author(s):  
S.А. Zinin
Keyword(s):  
Russian Literature ◽  
Russian Language ◽  
Self Determination ◽  
Classical Literature ◽  
School Subject ◽  
Literary Education ◽  
Modern School ◽  
Language And Literature ◽  
The Subject ◽  
The Russian Language

The article contains the analysis of the key problems of modern school literary education. Based upon the materials of the All-Russian Congress of Teachers of Russian Language and Literature and the II Congress of the Society of Russian Literature, the author identifies the most significant issues of concern to today’s educators (preservation of the unified educational space, the “golden canon” of Russian classics as the basis for the content of literary education, taking into account the specifics of the subject when choosing the teaching technologies, the expansion of the navigation functions of the textbook, the improvement of the state final certification and the return of the final school essay) and indicates possible solutions, noted in speeches at the Congress of Teachers of the Russian Language and Literature and the Congress of the Society of Russian Literature. Among the most important conclusions made by the author, the following should be noted: the need for a solid list of works of Russian classical literature and the possibility of a more liberal choice of works of modern literature; the caution about using the “technologicalization” of education as applied to literature as a school subject; the revival of the best traditions of domestic literary education, including the essay training.

scholarly journals Development Of Integrative Knowledge On Comparative-Dialectological Competence Of Future Teachers Of The Russian Language

2021 ◽  
Vol 03 (03) ◽  
pp. 555-559
Author(s):  
Musurmankulova Madina Nosirovna ◽  
◽  
Aminova Roxila Xamidovna ◽  
Xamrayeva Ulug’oy Avazovna ◽  
◽  
...  
Keyword(s):  
Russian Language ◽  
Language Teachers ◽  
Future Teachers ◽  
Long Distance ◽  
National Group ◽  
Group A ◽  
Semantic Aspect ◽  
The Russian Language

This article discusses the importance of dialect concepts in a comparative plan and the path of development of future teachers in the professional sphere. In long-distance areas dialects, dialect systems and folklore still exist. Improving the system of comparative dialect competence of the Russian and Uzbek languages at present can give a methodical direction to students of the national group. A competent approach to the study of the dialect system develops the knowledge of future Russian language teachers in national schools. Dialect words in both the Uzbek language and the Russian language are considered in a semantic aspect.

USING ACTIVE TEACHING METHODS IN THE PROCESS OF UNIVERSITY STUDENTS’ COMMUNICATIVE COMPETENCE DEVELOPMENT (WITHIN THE SUBJECT “THE RUSSIAN LANGUAGE AND SPEECH CULTURE”)

2020 ◽  
Vol 86 (1) ◽  
pp. 127-137
Author(s):  
V.V. Gavrilov ◽  
Keyword(s):  
Teaching Methods ◽  
Process Model ◽  
Communicative Competence ◽  
Educational Process ◽  
Russian Language ◽  
Successful Implementation ◽  
University Graduates ◽  
Active Teaching ◽  
The Subject ◽  
The Russian Language

This article states the need to change the approach, as well as the forms and methods of teaching in the process of developing students' speech within the subject "The Russian language and Culture of speech". The purpose of the study is to describe the ways of active teaching methods application in order to improve students' speech culture. The author notes that modern teaching methods have ceased to respond to the needs of society and do not contribute to successful socialization of university graduates. The novelty of the study lies in the fact that the author proposes that the work on a text (in the broad sense of the term) should become the main one in the teaching process. . The author proposes an updated process model of trainingenumerates those teaching forms and methods that contribute to the successful implementation of the model, describes the conditions of using these methods in the educational process. According to the author, the modeling of problem-based situations, the use of active teaching forms and methods reveal new opportunities to the teacher, help to develop students' communicative competence, and will largely determine further successful socialization of graduates.

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