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.

scholarly journals Speech behaviour of Latvian Russian-speaking schoolchildren in argumentative texts

2019 ◽  
Vol 17 (4) ◽  
pp. 428-444
Author(s):  
Margarita A. Gavrilina
Keyword(s):  
Secondary School ◽  
Text Analysis ◽  
Russian Language ◽  
Ninth Graders ◽  
Different Types ◽  
Language Norms ◽  
Text Content ◽  
Argumentative Texts ◽  
Egocentric Direction

The article analyses the problems, which Russian-speaking schoolchildren in Latvia meet while creating written argumentative texts. The topicality of the article lies in the peculiarities of forming the schoolchildren’s linguistic personality in the diaspore during bilingual education. The author focuses on the main problems in the schoolchildren’s written speech and their reasons. The criteria of text content-analysis were as follows: 1) the level of argumentation autonomy; 2) the quality of the arguments; 3) the level of argument unfoldedness and using different types of arguments; 4) speech expressiveness and observing language norms. The ninth-graders’ text analysis led the author to the following conclusions: the compositions of most schoolchildren partly correspond with argumentative texts (in the aspect of their contents, structure, quantity and quality of arguments, means of thought development); they lack intertextual embeddings (the texts are “poor” in the sense aspect); in the speech behaviour there dominates an explicit I-communication (reflexive observations, egocentric direction of their behaviour), pragmatic, naked outline of facts even if the topic of the text motivates to verbalize emotions; there are a lot of language errors. The results of the research are based on analysis of 3296 ninth-graders, which the schoolchildren wrote at Russian language exam on finishing secondary school in 2016-2018. The results of this and further researches will allow the author to deeply investigate the process of forming primary and secondary linguistic personality of a Russian-speaking schoolchild in Latvia.

scholarly journals Hazard Perception and Disaster Information of Turkish Secondary School Students*

2020 ◽  
Vol 6 (1) ◽  
pp. 62-78
Author(s):  
Ilyas Kara ◽  
Nevin Özdemir
Keyword(s):  
Secondary School ◽  
Risk Perceptions ◽  
School Curriculum ◽  
Earthquake Risk ◽  
Protective Behavior ◽  
School Students ◽  
8Th Grade ◽  
Research Findings ◽  
Disaster Knowledge ◽  
Hazard Awareness

The purpose of this paper is to examine the relationship between the levels of hazard awareness, risk perceptions, the knowledge of response-related protective behavior, and disaster knowledge within the framework of secondary school curriculum in Turkey. A questionnaire examining various measures including hazard awareness, risk perceptions, and general disaster knowledge test was answered by 8th-grade students of schools in Erbaa, Niksar, and Taşova located in North Anatolian Fault Zone (NAFZ) in Turkey. The data from a total of 654 surveys were analyzed utilizing chi-squared, t-test, and ANOVA.The research findings proved that students' disaster awareness and risk perceptions about the environment in which they live are quite realistic. The high levels of earthquake risk perception and fear were related to the fact that they live in settlements located in NAFZ with the highest level of earthquake risk in Turkey. However, research findings proved that most of the students had a fairly low level of knowledge of response-related protective behaviors, and significant differences were found in the context of schools and settlements. Key words: 8th-grade students, risk assessment, hazard education, disaster education, Turkey

Epics about Dobryna Nikitich and Alyosha Popovich in School Study

2021 ◽  
pp. 89-96
Author(s):  
Vladimir I. Bekoev
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Methodological Problem ◽  
Russian Literature ◽  
Textual Study ◽  
School Study ◽  
Advanced Experience ◽  
Personal Qualities

The article is devoted to a little-studied methodological problem – the study of epics about Dobryna Nikitich and Alyosha Popovich at the lessons of Russian literature in a secondary school. The urgency of this problem lies in the fact that the considered epic stories about Dobryna Nikitich and Alyosha Popovich are still not sufficiently comprehended taking into account the achievements of modern methodological science, the advanced experience of teachers of Russian literature. As you know, epic epics are usually divided into two main cycles: Kiev and Novgorod. For the Kiev cycle of epics, images of three heroes are characteristic - Ilya Muromets, Dobrynya Nikitich and Alyosha Popovich. The named heroes are inseparable in the popular perception. In many epic plots, all three heroes, in difficult battles with the enemies of the Russian land, act together, help each other out. Possessing many similar features, at the same time, each of them is endowed with its own individual and personal qualities, in many respects complement and enrich each other. However, the program on Russian literature for general secondary schools for textual study from the Kiev cycle recommended only epics about Ilya Muromets. As for the epics about Dobryna Nikitich and Alyosha Popovich, they are not provided for by the program for textual study. In this regard, teachers of literature do not consider the study of these epics or limit themselves to a brief retelling of their content. But in the epics about Dobryna Nikitich and Alyosha Popovich, no less vivid and expressive images of heroes are created – the defenders of the Russian land. Acquaintance of schoolchildren with their images, plots and motives will significantly expand the schoolchildren’s ideas about the Kiev cycle of epics, about their differences from Novgorod ones. Based on the foregoing, the author of the article, using the example of studying the epics “Dobryna and the Serpent”, “Alyosha Popovich and Tugarin”, gives the teacher of literature scientifically substantiated, experimentally verified methodological recommendations for their effective study.

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.

THE COLOUR VISION DEFICIENCIES AMONG STUDENTS OF HUE SECONDARY SCHOOL OF TRANSPORTATION

2013 ◽  
pp. 76-81
Author(s):  
Thi Anh Thu Nguyen ◽  
Thi Mai Dung Nguyen
Keyword(s):  
Secondary School ◽  
Colour Vision ◽  
Daily Life ◽  
Visual Disabilities ◽  
Occupation Group ◽  
Different Types ◽  
Colour Blindness ◽  
Critical Requirement

Background: Colorblind disability causes difficulties for people in daily life. Derived from the critical requirement to detect the patients in order to help prevent inappropriate careers, especially careers related to transportation, this research aim to determine the situations and the distributions of different types of visual disabilities. Materials: 1174 students (787 boys and 387 girls) including 2 groups: occupation group and transportation group were tested with ISHIHARA chromatic plates for colour vision deficiencies (CVD) (CVD iclude the total colour blindness, red- green blindness, red-blindness, green- blindness). The results are showed as follow: (i) Frequency of CVD boys among boy group is 4.70%; (ii) Frequency of CVD girls among girls group is 2.58%; (iii) In boy group, among 3 types of red- green blindness, the green-blindness has the higher frequency (3.18%) comparision with these ones of the red- green blindness and red-blindness. The total colour defiency was hardly; (iv) Frequency of CVD students among occupation group is 4.15%; (v) Frequency of CVD students among transportation group is 3.83%.

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.

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