Methods of teaching the Russian language in primary schools in Lviv. Methodological development on the topic: Lectures on methods of teaching Russian language and literature in elementary school

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2 HIGHER PROFESSIONAL EDUCATION M. R. LVOV, V. G. GORETSKY, O. V. SOSNOVSKAYA METHOD OF TEACHING THE RUSSIAN LANGUAGE IN PRIMARY CLASSES Approved by the Ministry of Education and Science of the Russian Federation as a teaching aid for higher education students educational institutions students studying in the specialty “Pedagogy and Methods of Primary Education” 3rd edition, stereotypical Moscow Publishing Center “Academy” 2007

3 UDC (075.8) BBK Rus ya73 L891 Authors: V. G. Goretsky (section I), M. R. Lvov (introduction, sections III, IV, V and VI), O. V. Sosnovskaya (section II) Reviewers: Doctor of Pedagogical Sciences, Professor of the Moscow State Open pedagogical university them. M. A. Sholokhova T. M. Voiteleva; Candidate of Pedagogical Sciences, Associate Professor, Head. Department of Philological Disciplines and Methods of Teaching them in Primary Schools of the Moscow City Pedagogical University T. I. Zinovieva L891 Lvov M. R. Methods of teaching the Russian language in primary classes: textbook. aid for students higher ped. textbook institutions / M. R. Lvov, V. G. Goretsky, O. V. Sosnovskaya. 3rd ed., erased. M.: Publishing center "Academy", p. ISBN The manual contains a systematic course of methods for teaching grammar, reading, literature, spelling and speech development junior schoolchildren. It reflects the realities of recent years in education: focus on modern methods developmental education, on organizational forms of multi-level education, on programs and textbooks of various types, focus on personality-oriented learning, taking into account the interests, abilities and talents of children. For students of higher pedagogical educational institutions. It can be recommended to students of secondary pedagogical educational institutions, as well as school teachers.

4 Contents FROM THE AUTHORS... 6 INTRODUCTION...8 Chapter 1. THEORY AND METHODS OF TEACHING RUSSIAN LANGUAGE AS A SCIENCE... 8 Chapter 2. SCIENCES ABOUT LANGUAGE BASIS OF ITS METHODS Chapter 3. PSYCHOLOGICAL AND DIDACTIC ASPECTS OF RUSSIAN LANGUAGE METHODS Chapter 4. RUSSIAN LANGUAGE AS AN ACADEMIC SUBJECT IN SCHOOL Chapter 5. SKETCH OF THE HISTORY OF METHODS OF THE RUSSIAN LANGUAGE AS A SCIENCE SECTION I METHODS OF TEACHING LITERACY...28 Chapter 1. GENERAL CONCEPT Teaching literacy as a special stage in mastering the initial skills of writing and reading Tasks facing teaching literacy Educational- methodological set for teaching literacy Methods of teaching literacy, their classification Chapter 2. HISTORICAL SKETCH OF METHODS OF TEACHING LITERACY History of methods of teaching literacy Letter-adjunctive method Transition to sound methods Chapter 3. STAGES OF TEACHING READING AND WRITING Choice of methodology Pre-letter period Sound-syllabic schemes, letter schemes, sound Work with syllable, syllable division Acquaintance with stress Study of sounds Acquaintance with letters Chapter 4. WORK OF STUDENTS AND TEACHERS The mechanism of reading, its components Reading syllables in alphabetic “columns” Reading and analysis of alphabetic texts Learning to write Literacy lessons SECTION II METHODS OF READING AND LITERATURE...62 Chapter I. SKETCH OF THE HISTORY OF READING METHODS The origin of the method of explanatory reading K. D. Ushinsky, the founder of the method of explanatory reading L. N. Tolstoy’s views on the process of teaching reading Criticism of the method of explanatory reading by advanced methodologists of the 19th century Development and improvement of the method of explanatory reading in the 19th century Methods of educational reading Ts. P. Baltalon Method of literary and artistic reading Method of creative reading Development of reading methods in the 20th century Chapter 2. MODERN SYSTEM OF TEACHING READING AND LITERATURE Propaedeutic stage of literary education of junior schoolchildren Educational material for reading and literary propaedeutics in primary grades The role of an adult in the formation child reader Organization of live impressions and creative activities of children in the system of literary education for primary schoolchildren

5 Chapter 3. METHODOLOGY OF WORKING ON READING SKILL Qualities of reading skill Stages of development of reading skill in a beginning reader Work on the accuracy and fluency of reading Work on reading consciousness Work on the expressiveness of reading Chapter 4. SCIENTIFIC BASES OF ANALYSIS OF A WORK OF ART Literary bases of analysis of a work of art Psychological features of the perception of art works by younger schoolchildren Methodological principles of working with literary texts in elementary grades Chapter 5. METHODOLOGY FOR READING AND ANALYZING A WORK OF ART IN PRIMARY CLASSES Primary perception of the text Analysis of a work of art in a reading lesson Methodology for working with a work of art at the stage of secondary synthesis Creative works of students in the wake of a read work A few words about school theater Chapter 6. FEATURES OF WORKING ON WORKS OF DIFFERENT KINDS AND GENRES About childbirth literary works Methodology for working on epic works in primary school Methodology for working on lyrical works in primary school Methodology for working on dramatic works in primary school Chapter 7. WORKING WITH CHILDREN'S BOOKS About the educational role of the book The origins of the modern system of working with children's books The modern system for developing reading independence in younger schoolchildren Preparatory stage learning to work with a children's book The initial stage of learning to work with a children's book The main stage of learning to work with a children's book Typology of extracurricular reading lessons Chapter 8. READING LESSONS IN A MODERN SCHOOL Requirements for reading lessons Objectives of a modern reading lesson Typology of reading lessons Preparing a teacher for a reading lesson SECTION III. METHODOLOGY FOR STUDYING LANGUAGE THEORY (PHONETICS, LEXIS, MORPHEMICS, WORD FORMATION, GRAMMAR, MORPHOLOGY AND SYNTAX) Chapter 1. BRIEF HISTORICAL INFORMATION ON “SCHOOL GRAMMAR” Chapter 2. EDUCATIONAL AND DEVELOPMENTAL POSSIBILITIES ESSENTIALS OF THE SUBJECT “RUSSIAN LANGUAGE” Ways to implement the educational function of language Formation of language concepts Study patterns and structure of the language In-depth study of the Russian language The developing role of language theory Chapter 3. METHODS OF STUDYING THE RUSSIAN LANGUAGE AT SCHOOL Language analysis as a method Construction method Comparative-historical method Visual methods Teacher's story method Heuristic, or search methods Game as a method

6 Communicative methods Programmed learning and computer Chapter 4. TEXTBOOK OF THE RUSSIAN LANGUAGE AND ADDITIONAL MANUAL The role of the textbook, its functions Requirements for texts in the textbook Types of textbooks and manuals Types of student work using the textbook Chapter 5. METHODOLOGY FOR STUDYING COURSE SECTIONS. METHODS OF PHONETICS AND GRAPHICS Understanding the functions of pronunciation units of speech Students' skills Learning process. Methods, techniques Difficulties of phonetics and graphics Chapter 6. METHODS OF VOCABULARY AND SEMANTICS. METHODS OF MORPHEMICS AND WORD FORMATION Contents: language concepts, student skills Educational process. Methodological techniques. Difficulties of Generalization. Feedback Chapter 7. METHODOLOGY FOR STUDYING GRAMMAR Morphology. Parts of speech Noun. Lexical and grammatical meaning Topic “Gender of nouns” Topic “Number of nouns” Topic “Declination of nouns” Chapter 8. ADJECTIVE Lexical and grammatical meaning of adjectives Topic “Gender of adjectives” Topic “Number of adjectives” Topic “Declination of adjectives” » Word formation of nouns and adjectives Chapter 9. VERB Lexical and grammatical meaning of verbs Topic “Verb tense”. Past tense Topic “Present tense of verb” Topic “Infinitive”. Indefinite form of the verb Topic “Future tense of the verb (simple and complex)” Introduction to the moods and voices of verbs Word formation of verbs Chapter 10. VARIOUS TOPICS OF THE MORPHOLOGY COURSE Introduction to pronouns Introduction to numerals Introduction to adverbs Functional parts of speech. Unions. Prepositions Chapter 11. SYNTAX The place and role of syntax in the grammar course Sentences, their types Members of a sentence. Collocations Homogeneous members of a sentence Complex sentences Direct and indirect speech SECTION IV METHODS OF SPELLING (SPELLING AND PUNCTUATION) Chapter 1. COMPARATIVE HISTORICAL ANALYSIS OF TEACHING SPELLING (XIX-XX centuries) Grammatical foundations of teaching spelling Position of K. D. Ushinsky

7 Antigrammatical direction Chapter 2. PROPERTIES OF RUSSIAN SPELLING AS THE BASIS OF ITS METHODOLOGY General concept Alphabet Graphics Spelling Punctuation Principles of Russian spelling. Morphological principle Phonemic principle Traditional principle of spelling Principle of differentiation of meanings Phonetic principle Principles of punctuation Chapter 3. FORMATION OF SPELLING ACTIONS AND SPELLING SKILLS Spelling chart Orthographic vigilance Spelling rules Motivation for spelling work Stages of formation of spelling skills Speech hearing Semantic work in mastering spelling Chapter 4. METHODS AND TECHNIQUES S TRAINING SPELLING Selection of methods Language analysis and synthesis Memorization Solution of grammatical and spelling problems Algorithms Stages of compression of the algorithm Types of exercises in spelling Imitative exercises (types of cheating) Types of dictations Grammar and spelling commentary Independent writing, expression of thoughts, its role in spelling Chapter 5. STUDYING STUDENTS' ERRORS Classification errors Diagnosis and prediction of errors Correction and prevention of errors Chapter 6. RUSSIAN LANGUAGE LESSON (GRAMMAR AND SPELLING) General requirements to the lesson Typology of Russian language lessons Structural components of Russian language lessons Planning lessons and preparing for them SECTION V METHODS FOR STUDENTS SPEECH DEVELOPMENT Chapter 1. SKETCH OF THE HISTORY OF THE DEVELOPMENT OF THE “GIFT OF THE WORD” IN THE RUSSIAN SCHOOL XIX – XX centuries K. D. Ushinsky Main directions in the methods of speech development Trends of the 60s of XX century Chapter 2. PSYCHOLOGICAL AND LINGUISTIC FOUNDATIONS OF STUDENTS' SPEECH DEVELOPMENT Speech and its types Speech and thinking Statement Types of speech (text) Theories of text structure

8 Factors of human speech development Chapter 3. SPEECH CULTURE AND METHODS Criteria for speech culture Chapter 4. METHODS FOR STUDENTS SPEECH DEVELOPMENT Imitative methods Communicative methods Construction method Rhetoric in primary grades Chapter 5. LEVELS OF WORK FOR STUDENTS SPEECH DEVELOPMENT Pronunciation level Directions of work at the pronunciation level Lexical level (vocabulary work) Grammatical level of work on speech development Chapter 6. TEXT LEVEL IN SPEECH DEVELOPMENT Types of school text exercises Typology of student work and components of the speech development system Retellings and expositions, their meaning, goals and types Methods of exposition of certain types Creative retellings and expositions Chapter 7 TEXT LEVEL (CONTINUED) ORAL AND WRITTEN ESSAYS Essays as personal self-expression Preparatory steps for an essay Execution, implementation of the prepared Analysis of children's essays Chapter 8. ABOUT CERTAIN TYPES OF ESSAYS Miniature essays Description of the picture Essays on literary themes Writing fairy tales Essays based on the experience and observations of students Literary creativity of schoolchildren Chapter 9. SPEECH ERRORS OF STUDENTS, THEIR DIAGNOSIS AND CORRECTION Types and causes of speech errors Characteristics of lexical errors Morphological errors Syntactic errors Logical and compositional errors Correction and prevention of speech errors Chapter 10. ORGANIZATIONAL FORMS OF CLASSES FOR SPEECH DEVELOPMENT OF SCHOOLCHILDREN Typology of organizational forms of speech development Language, speech, its development, linguistic personality SECTION VI EXTRACURRICULAR WORK IN THE RUSSIAN LANGUAGE Tasks and forms of extracurricular work Language games Circle Russian language Child at home Types of extracurricular activities

9 FROM THE AUTHORS The methodology of teaching the Russian language is not short of general courses addressed to teachers, both practicing and preparing: the names of F. I. Buslaev, A. D. Alferov, N. K. Kulman, P. O. Afanasyev, A. P. Tekuchev, N.S. Rozhdestvensky, S.P. Redozubov, N.P. Kanonykin, T.G. Ramzaeva and many others confirm this. But time flows, new things accumulate in linguistics, in didactics, in psychology, in the organization of educational systems, in the requirements of the social development of society. In this book, the authors sought to reflect the realities of recent decades, the successes of science and the humanistic direction of education, modern pragmatic aspirations, the pluralism of types of schools, programs and textbooks, to some extent the variability of methodology generated by the diversity of educational systems, searches in the field of individual-oriented learning, in the development of interests, abilities, and talents of children. For a long time, teaching methods developed, keeping in mind collective learning, in a lesson system. The authors, of course, do not question these organizational forms of learning. But you can't ignore your goals. individual training, especially home, family, as well as the ever-increasing role of self-study, search, research nature of the methodology. The methodology from a science addressed only to the teacher is increasingly turning into a science for students: both in their awareness of the content of the educational subject, its structure, and methods of presentation; and in the student’s awareness of his own cognitive activity in research methods; and in the ability to generalize what has been learned, to model it; and in application in practice, in the activity sphere; finally, in self-control and self-esteem. The authors sought to rely in constructing a methodological course on the achievements of linguistics: functional grammar, morphemics, theory of word formation, phonology and phonetics, theory of speech culture, theory of speech activity, typology and linguistics of text, functional stylistics and stylistics artistic speech. The book also takes into account the advances in the psychology of speech perception, communication, perception of fiction, mastering the mechanisms of reading, writing, spell checking, etc. The authors also relied on modern didactic typologies of methods, on the theories of developmental education, intellectual development of schoolchildren, and the formation of mental actions. Specifically by sections of the course. The methodology for studying language theory characterizes grammatical material as a system studied by schoolchildren; where possible, the methodology is based on the students’ linguistic flair and practical language skills; the functions of grammatical categories and forms are identified based on model texts and linguistic pragmatics. Dictionaries and others are used reference materials. The section “Spelling Methodology” introduces its principles, the stages of formation of spelling action, and analyzes different areas of spelling methodology. The section “Methods of teaching literacy” introduces the basics of studying the sound-syllable system of the Russian language, the mechanisms of reading and writing, and modeling of language units from sound composition to sentence structure. 6

10 The methodology of reading and literature is presented by the problems of the relationship between the tasks of the reading technique, fluent, correct, conscious, expressive and literary education, the formation of the reader’s personality, the problems of combining aesthetic and literary approaches. The method of speech development is based on the psychology of speech, on the “speaking-listening” system, on the mechanisms of speaking and listening, on the structure of the text, on the criteria of speech culture in action. In all sections of the book, a significant place is devoted to the history of the methodology of the Russian language from I. Fedorov’s “ABC” to the present day. The historical principle helps to trace the development trends of our subject, those polemical spaces between the poles of which discussions unfolded: alphabetic or sound methods of teaching literacy? Deductive methods in grammar or observations of language? Grammar or anti-grammatical direction in teaching spelling? Imitation or creativity in speech development? Formal-grammatical or functional-semantic approach to language learning? The authors hope that the method they present will not appear to students as a simple, random set of practical recipes. The section “Methods of teaching literacy” was written by V. G. Goretsky, the section “Methods of reading and literature” by O. V. Sosnovskaya, everything else was written by M. R. Lvov. The authors express their gratitude to the reviewers: Professor, Doctor of Pedagogical Sciences A. P. Eremeeva, Professor, Doctor of Pedagogical Sciences S. A. Leonov and Professor, Doctor of Philological Sciences M. L. Kalenchuk for their kind assistance. 7

11 INTRODUCTION Chapter 1. THEORY AND METHODS OF TEACHING RUSSIAN LANGUAGE AS A SCIENCE The purpose of methodology, one of the pedagogical sciences, has two branches. The practical, applied goal is to equip teachers and students with a system of methods and techniques for activities and work to master language courses and skills (methodology not only for the teacher, but also for students). The theoretical, fundamental goal is to study the process of mastering knowledge and skills, its patterns, to determine the principles of learning, to justify methods, to bring them into a system, to create scientific basis designing technologies, lessons, their cycles, feedback forms, etc. The subject of this science is the process of schoolchildren mastering theory and practice native language in learning conditions. At the same time, the concept of “learning” provides for four components: a) the content of what is being studied; b) the activity of the teacher organizing the process and presenting the material; c) the activities of students discovering new knowledge and mastering skills; d) the result of assimilation, positive and negative in it. The goals of the methodology are specified in its four traditional tasks: the first is determined by the question “why?”: this is the choice of goals for studying the subject at a given stage, in this type schools; memorizing information or searching and discovering it; studying a subject in dynamics or statics; the second “what to teach?”: selection of course content, compilation of programs and textbooks, determination of the minimum knowledge that schoolchildren must master (educational standards), control criteria, identification of knowledge and skills, their (self) assessment; third “how to teach?”: development of methods and techniques, design of lessons, teaching aids for teachers, educational equipment, etc.; fourth “why this and not otherwise?”: justification for the choice of content and methods, comparative study of various (alternative) concepts, alternative training systems from the point of view of their goals and ways to achieve goals, effectiveness; for example, a comparative study of work using the textbooks “Russian Language” by T. G. Ramzaeva, A. V. Polyakova, S. F. Zhuikov, V. V. Repkin. The methodology is designed to study the patterns of speech development of children at different stages, the patterns of the formation of language concepts in schoolchildren, their analytical and synthetic skills, and awareness of a practically acquired language. Serving itself, the methodology builds systems of objective laws, concepts, principles; Serving the school, it builds methods, systems of techniques, tasks, rules, algorithms, models of lessons, conversations, and dialogues. These connections look like this: 8

12 Regularity Principle of teaching Methods Language as a sign system is implemented in speech activity Speech development as the main principle of students’ work Communicative method, functional approach The methodology studies the levels of knowledge and skills of students, finds out the reasons for successes and failures, diagnoses errors and predicts learning outcomes, finds ways to prevent surprises . Designs options based on students’ interests, levels of development and abilities. Time suggests its tasks: nowadays there is a search for methods and techniques that would ensure cognitive interest, activity and independence of students, the development of their intelligence, and the strength of assimilation of knowledge and skills. This book is dedicated to teaching primary schoolchildren their native Russian language. But there are other areas: methods of teaching the Russian (native) language in middle and high schools, methods of the Russian language for foreigners. The sections of the proposed methodology course correspond to the main areas of work in the primary grades: after the introduction, a section devoted to teaching literacy in elementary reading and writing; section on methods of reading and studying literature; sections “Study of linguistic theory”, devoted to the formation of linguistic concepts, rules, language structure, and “Spelling Methods”, i.e. spelling and punctuation, theory of errors and their prevention. Finally, the “Methodology for the Development of Students’ Speech” crowns the building: it provides, on the basis of the studied language theory and literary examples, mastery of the oral and written expression of the student’s own thoughts. This is an oral story, written composition, text construction. The science of methodology is relatively young, it is less than two centuries old, but the practice of teaching reading, writing, and speech is very long, it arose along with the language itself, especially written. Sources for enriching the methodology: a) practical experience and its traditions, generalization of the best experience; b) development of the taught sciences: linguistics, literary studies, speech studies, phonetics, grammar, spelling of the Russian language; c) development of related, basic sciences of psychology, didactics, research of interests, thinking, emotions, and the entire spiritual world of the child; d) new research in the field of language teaching theory as a fundamental part of the methodology; e) methodological experiment, creation of new programs, textbooks, new practical teaching systems, design of new types of lessons, etc. This science is largely normative: it establishes criteria for the activities of teachers and students, minimum knowledge and skills developed by practice, scientifically substantiated, tested practice. 9

13 Chapter 2. SCIENCES ABOUT LANGUAGE THE BASIS OF ITS METHODOLOGY K. D. Ushinsky, the founder of the methodology of primary education, also laid its theoretical foundations, he wrote: “By mastering the native language easily and without difficulty, each new generation assimilates at the same time the fruits of the thoughts and feelings of the previous ones generations to him" (article "Native Word"). From this pattern follows the need to study, first of all, the richness of the language itself, its words, figures of speech, the texts of the best works created in Russian by masters of words, and on this basis the structure and mechanisms of language as a sign system. “The child learns not only words, their additions and modifications, but an infinite number of concepts, views on objects, many thoughts, feelings, artistic images, logic and philosophy of language, and learns it easily and quickly” (K. D. Ushinsky. Ibid. ). By studying a living language in action, in living speech, in texts, the student understands the very rules of the language, its system, its structures. So gradually, living in the world of language, the child is drawn into communication, into dialogues, from them goes to monologues, not only remembers, accumulates the incalculable riches of the language, but also uses his native language more fully and flexibly, develops his “gift of words”, a sense of language . There is no better way to develop thinking, intelligence, and the entire spiritual world of schoolchildren than the diverse, “alive as life” (N.V. Gogol), ever-evolving language itself. Honed for centuries, hundreds of generations language structures, superimposed on the student’s still unstable, amorphous thoughts, form and discipline them. “Language not only expresses and formulates thought, but also shapes it” (S. L. Rubinstein, psychologist). Language teaching methods are sometimes called applied linguistics. Indeed, the methodology is the application of the properties and patterns of language and speech to the processes of mastering them. Thus, in language there are (according to the works of linguist L.V. Shcherba) three areas: speech activity (i.e. speaking, listening, writing, reading); linguistic material is the totality of everything said and written, all created texts in the best examples of literature; language system, its levels, structure, sections: phonetics, graphics, spelling, spelling, vocabulary, phraseology, morpheme, word formation, morphology, syntax, semantics, stylistics, text syntax. The selection of material from various areas of language, its adaptation (while maintaining scientific character), its sequence, the relationship between theoretical and practical, its presentation (presentation) are all functions of the methodology, its applied part, arising both from linguistics and from other applied sciences: theories and history of literature, theory of speech activity. The entire school set of philological disciplines in the 19th century. called literature; today the term is making a comeback. Determining the content of the course means creating a program and corresponding textbooks, manuals: collections of exercises, anthologies, reference books, dictionaries, collections of entertaining, game materials, collections of pictures for conversations and essays, etc. In conditions of pluralism of programs and textbooks (as, for example, in our days, in the 90s-10

14 years of the XX century) educational minimum standards are developed for the entire state, they are approved by legislative bodies and serve mandatory document with any programs and textbooks. In modern primary classes, a mainly traditional set of educational subjects that make up the philological cycle has developed, it is shown in the table: Content Practical Theoretical Main goals Teaching literacy Reading and literature Language knowledge, “school grammar” Spelling, calligraphy Elementary writing, speech development Reading mechanism, skill , technology Language analysis and synthesis Normative, literate writing Students’ speech development Oral and writing The simplest language concepts Elements of literary theory Grammar, phonetics, vocabulary, etc. System of grammatical, orthographic, punctuation rules Fundamentals of speech theory (speech science) Preparatory Reading skills, love of literature Awareness of language as a system Pragmatics of language, general development Courses not included in the federal component of the modern curriculum: rhetoric, foreign languages, theater, clubs, etc. Highest value for the methodology, there is a grammar that allows schoolchildren to achieve an understanding of the mechanisms of language functioning, gives “awareness” (the term of I. A. Baudouin before Courtenay) of a practically acquired language, that is, grammar in action, in their own speech activity. It has long been customary in school practice to call any theoretical material grammar. But it is necessary to distinguish between the branches of linguistic sciences and understand the functions of each of them. Thus, phonetics, phonology, graphics provide the basis for two sections of the methodology for teaching literacy and spelling, for morphemic (more precisely, morphonological) analysis of words, for understanding difficult cases of word formation, as well as for the development of diction, for the expressiveness of students’ speech. Lexicology and semantics contribute to the precise choice of words, the accumulation of new words and their meaning in students’ memory, and provide for the needs of speech, communication, and expression of one’s thoughts. The schoolchild's rich and active vocabulary is necessary condition speech culture. The richness and mobility of the dictionary provide many linguistic operations from checking unstressed vowels to constructing rhetorical figures and tropes. Morphemics, word formation and etymology will help the student navigate the composition of a word, its origin, the relationship of words, language analysis, difficult spelling cases, and understanding the historical processes of language development. Morphology and especially syntax provide an understanding of the rules for changing and combining words, constructing phrases, sentences, and entire statements. Grammar controls the mechanisms of language use and provides internal semantic and formal connections of language constructs. It is in the sentence that all the expressive means of language at the grammatical, lexical, and pronunciation levels are synthesized and concentrated. eleven

15 A relatively new direction in the science of text syntax, the theory of the STS of a complex syntactic whole, will provide a solid basis for the methodology of composing or constructing a text. According to this theory, a component of the text appears to students as an organized whole unity, having its own internal connections, its own structure. This understanding of STS is also used in the analysis of exemplary texts, and most importantly in the construction and improvement of the student’s own text. IN last decades The so-called school speech science is emerging, based on the theory of communication (i.e., communication), psycholinguistics, the theory of speech activity, the theory of text, and the reviving rhetoric and poetics. Modern methods of speech development, based on speech science concepts (speech, text, monologue and dialogue, types of speech, speaking, listening, writing, reading and many others) and patterns, combine traditional experience with new methods of text construction, generated by an understanding of the mechanisms of speech. The methodology of the Russian language is also based on the concepts and laws of literary studies: on the theory of genres and styles, on the concept of image in a work of art, on the linguistic skill of the writer. We must not forget that in elementary school the study of literature as an aesthetic subject is inseparably merged with the study of language. Lessons in the native language develop a love for the literary word. The first ones are folded literary concepts, literary taste, children get acquainted with the work of the great Russian writers A. S. Pushkin, L. N. Tolstoy, A. P. Chekhov and many others, with the beginnings of world literature. Finally, the technique is based on studies of children's speech. The methodology takes into account the factors of mastering the native language in preschool age, knowledge of how children’s speech develops in the family, how the needs of communication are manifested in the very process of mastery and development, what is the role of the “language environment,” how a child’s linguistic sense is formed. The above-mentioned linguistic sources of the native language methodology help in determining approaches, directions, and methods in teaching language to schoolchildren. So, if the methodology is focused primarily on the study of the structure of the language system, we can talk about a systemic, structural approach to the methodology. If the methodology is based on live speech, communication (oral and written), and aims to prepare schoolchildren to solve communicative problems based on mastering language material, we can talk about a communicative approach (or a communicative method, or a communicatively oriented course in the Russian language). If a teacher or textbook author builds his system in such a way that it clarifies and comprehends for the student the role and function of each language form being studied (for example, the role of the past tense of verbs to convey the speaker’s intention or the role of a pronoun in constructing a sentence) in expressing the thoughts of the speaker and writer, they say about the functional approach to the study of grammar. As a result of this attitude, appropriate methods and techniques are formed. When studying morphology based on the relationship between the form of a word and its meaning, we can talk about a structural-semantic approach and the corresponding methodology. The aesthetic approach involves the formation of linguistic taste, the ability to create vivid images and expressive text. Each section of the methodology has its own methods, reflecting the specifics of the goals and contents.

16 material compression. Thus, the methodology of teaching literacy over many centuries of existence has developed letter, syllabic, sound methods and the method of whole words. The methodology for studying language theory uses inductive and deductive methods, the comparative historical method, and the method of language analysis. The spelling technique uses a method for solving grammatical and spelling problems by checking spelling using algorithms or with computer support, and the punctuation technique uses a structural-syntactic method or an intonation method. In the methodology of literature and reading, methods of explanatory reading, educational reading, creative reading, and expressive reading are known. In the methodology of developing students' speech, the method of teaching by samples (imitative), communicative-creative and the method of constructing text. The methodology in its development strives to keep up with the pace of development of its basic science. Today there is an active search in the field of application in teaching functional grammar, the concept of strong and weak positions of phonemes, actual division of a sentence, and stylistic differentiation of the text. There is a tendency to improve students' speech culture, the literary focus in reading lessons is strengthening, and theories of types of speech and text in essays are used. The methodology of language is closely connected in many ways with all the richness and diversity of linguistic sciences and other sciences of the philological cycle. Chapter 3. PSYCHOLOGICAL AND DIDACTIC ASPECTS OF RUSSIAN LANGUAGE METHODS Methods, as a rule, are considered as a branch of didactics: the latter studies the general laws of teaching, and specific methods. Hence such concepts as linguodidactics, language didactics are a fundamental part of the methodology. The methodology considers many didactic concepts through the prism of its subject: principles of didactics, methods, lesson, etc. For example, the principle of scientificity and accessibility in didactics is formulated in general view, and methodologists find such forms of presenting grammatical material to children so that it does not lose its scientific nature, but is accessible to the understanding of younger schoolchildren. The principles of visualization and developmental learning are interpreted in the methodology in a similar way; the technique finds the optimal relationship between theory and practice, uses in its own way the methods proposed by didactics: conversation, exercise, teacher’s story, observations, analysis and synthesis (for example, analysis, grammatical analysis, synthesis, text construction). A lesson is a didactic concept, but there are no lessons outside the academic subject: all the huge variety of lessons in literary reading, grammar and spelling, composition, and penmanship are again provided by methodology. Didactics, together with educational psychology, put forward teaching concepts that ensure the progress of education. Thus, studying the history of the prevailing methods shows a tendency for a gradual increase in the cognitive activity and independence of students. Didacts M. N. Skatkin and I. Ya. Lerner developed the following typology of teaching methods, taking as its basis the degree of cognitive activity of schoolchildren in the educational process: 13

17 1. Dogmatic methods: the material is memorized without necessarily understanding it. 2. Reproductive: material is not only learned, but also reproduced. 3. Explanatory and illustrative: the material is explained, illustrated with examples, demonstrated and must be understood by students. 4. Productive methods: the material must not only be understood, but also applied in practical actions. 5. Heuristic, partially search methods: individual elements of new knowledge are obtained by the student himself through targeted observations, by solving cognitive problems, conducting experiments, etc. 6. Problem-based methods: the ability to recognize a problem, and in some cases pose it, contribute to her permission. 7. Research methods: the highest level of knowledge, approaching the activities of a scientist, but in the conditional key of subjective and creative tasks (new scientific knowledge is subjectively new only for the student playing the role of a researcher). The highest stages in this typology (5-7th methods) introduce a creative element into the student’s activity through the accumulation of material, its comprehension, generalization: new knowledge is independently derived. The application of higher rank methods over a number of years of study ensures mental development. According to M.N. Skatkin (1971), the 20th century is the century of the development of search methods, although explanatory and illustrative methods still predominate numerically. Works of psychologists L. S. Vygotsky, II. Y. Galperina, D. B. Elkonina contributed to streamlining the structure of cognitive activity of schoolchildren, provided an optimal structure educational activities. Here is an example of a model for solving an educational problem by a student: 1. Motivational stage: awareness of the need to solve an educational problem, goal setting, the emergence of cognitive interest (for example, when checking the spelling of a difficult spelling). 2. Indicative stage: involvement of theoretical knowledge necessary for verification (grammatical features, rules, algorithms for their application, etc.). 3. Operational-executive stage: performing actions according to the rule, according to the algorithm, obtaining and formulating the result (correct spelling). 4. Control and assessment stage: self-test, clarification if necessary, self-assessment of the solution to the educational task. There is no doubt that such a 4-stage model of educational action streamlines the activities of both the student and the teacher. It is easy to see that psychological and didactic approaches are aimed at developmental learning. Despite the differences in psychological concepts, they all come from the teachings of L. S. Vygotsky, who argued that learning comes ahead of development; in the methodology, this idea has been entrenched since the time of K. D. Ushinsky; the latter wrote: “The formal development of the mind is a non-existent ghost; the mind develops only in actual real knowledge” (Collected works: in 11 vol. T. 8. M., p. 661), i.e. through the educational subject, through its concepts, connections, patterns, rules, systems. Historically, human knowledge was formed as sciences, as moral categories, formalized in linguistic concepts - 14

18 hands. The development of the mind has always proceeded through learning, through knowledge. Pedagogical psychology seeks ways of developmental education in didactics and methodology. This can be shown by the example of one of the most recognized concepts in the teachings of L.V. Zankov. The central idea of ​​Zankov's system is to achieve the highest effectiveness of training for development: he introduces new principles of teaching traditional academic disciplines. The first principle is to teach at a high level of difficulty, observing the measure of difficulty for each student. The student needs mental effort, some mental stress . The level of difficulty is achieved not through a quantitative increase in the “dose” of new material, but through an increase in the quality of its understanding. So, if in traditional Russian language courses the case forms of nouns, case questions and endings are learned, then in the system of L.V. Zankov an understanding of the meaning of cases is introduced, which allows one to understand the function of this form in the expression of thought. The second principle is the fast pace of progress. The point is not to rush: the goal is for the student to constantly be aware of his progress on the path of knowledge, so that his brain receives new food. In relation to the Russian language, this is an appeal to practice, to the use of a new language unit being studied in speech, language analysis, work on expressive means for literary texts. The third principle is the leading role of theory in teaching. L.V. Zankov challenges the generally accepted opinion about the specific nature of thinking of younger schoolchildren. He argues that their thinking is characterized by operating with abstract, generalized concepts. The formation of concepts occurs in different ways: not only through induction, but also from the abstract to the concrete. The fourth principle is awareness by schoolchildren of the process of cognition and learning. In each case, in each lesson, there is an awareness of the goals and objectives of each exercise, each action, prompt assimilation of the rules, their conscious application, and the construction of successive stages of solving the problem. Reinforcement is used in the form of performing various options for applying what has been learned. Students are guided by the awareness of their participation in knowledge, their active role in it. They acquire skills in assessing the results obtained and checking them independently. With the systematic application of the described attitudes, the development of students’ mental abilities can undoubtedly increase. V.V. Davydov in his book “The Theory of Developmental Training” (M., 1996) recommends deriving specific, specific knowledge from general and abstract knowledge as its single basis. The student must be able to identify a genetically original, essential, universal attitude in the educational material. Students reproduce this relationship in special subject, graphic or letter models. This provides mental transitions from the particular to the universal and back. Students must be able to move from performing actions mentally to performing them externally and back again. Psychologists see the essence of developmental learning in strengthening abstractions, improving mental structures, and shifting the center of gravity towards theory. All this requires from the methodologist-philologist not only a deep understanding of psychological-didactic approaches, but also subtle skill in their methodological interpretation, so as not to cause damage to his subject, for example, literature, because in it the logical content gives way to the artistic image. The role of the methodology is not to lose the philological science that has been formed over centuries, millennia, so that the Russian language retains its 15

19 functions in the accumulation and enrichment of the spiritual wealth of the individual and the entire people, so that the native language being studied does not turn into only “didactic material”, an illustration of psychological and logical constructions. Methodist A. I. Vlasenkov in the book “Developmental teaching of the Russian language” (M., 1983), following the classics of the methodology F. I. Buslaev () and K. D. Ushinsky, considers the ways of developmental teaching through the prism of the formation of the student’s personality. Mastering the native language and the “gift of speech” is the main factor in enriching the child’s spiritual world, his value orientations, his cognitive interests and abilities, and his mental work. K. D. Ushinsky designed such training in which knowledge would “attract new knowledge”; development in systematicity. You need to develop observation, imagination, emotions, intuition (“language sense”), creativity, and intelligence. Development is inherent in the language itself, not only in its structure and logic, but especially in its use, that is, in speech, in a strict, complete and understandable presentation of one’s thoughts to another person. A.I. Vlasenkov points out 6 lines of training leading to the successful development of the mental capabilities of schoolchildren: 1. Development of attention, memory, imagination. 2. Accumulation of knowledge, skills and abilities. 3. Development of the ability to abstract and concretize, to generalize and transfer (knowledge and skills), and to self-control. 4. Increasing (self) criticality of judgment. 5. Development of motivation for a positive attitude towards learning. 6. Development of creativity and determination. He also names methodologists who most effectively turned to psychological-didactic systems, applying them to language methods: V. P. Sheremetevsky, A. M. Peshkovsky, L. V. Shcherba, N. S. Rozhdestvensky, T. D. Ladyzhenskaya. Psychological research devoted to individual, specific sections of the Russian language course in elementary school has acquired particular value for the methodology of the Russian language: these are the works of N. I. Zhinkin in the field of speech development, D. N. Bogoyavlensky on the psychology of spelling acquisition, S. F. Zhuikov on psychology of grammar, D. B. Elkonin on teaching literacy and reading, O. A. Nikiforova on the perception of fiction by schoolchildren. Psychological studies of schoolchildren’s mastery of various aspects of language and language skills help create a fundamental part of language methodology. Chapter 4. RUSSIAN LANGUAGE AS A SUBJECT IN SCHOOL World practice recognizes that the native language in the primary grades is the main subject: half of the class time is usually allocated to language learning (i.e. e. lessons). “The language of a people is the best, never fading and always blooming again, the flower of its entire spiritual life. In the language, the entire people and their entire homeland are spiritualized; it is transformed into creative force folk spirit into thought, picture and sound the sky of the fatherland, its air, into the treasury of the native word, one generation after another adds the fruits of deep hearts - 16

20 new movements, the fruits of historical events, beliefs, views” So wrote K. D. Ushinsky in the article “Native Word”. The native language is the greatest teacher who taught children even when there were no books or schools. And this function has not been lost to this day. Through mastering a language: its vocabulary, containing tens, hundreds of thousands of commonly used words, its catchy, figurative, poetic phraseology, its rich word-formation system, morphemics, models, its grammar, which recreates the mechanisms of language functioning, the formation of forms and their combination in a sentence, one’s own language is formed human ability, personality formation occurs. The limitless variety of syntactic structures, colored by intonations, makes it possible to convey the subtlest shades of thought. Constant study of language (and languages) enriches the intellect. This includes the choice of the most accurate lexical means, and the quick, error-free construction of large and small sentences, linking them into the fabric of the text; compliance with logical connections and validity of speech; this is full listening and reading, this is the world of books, reading and rereading; this is an understanding of the structure and mechanisms of language; and aesthetics of language, expressiveness of speech, beautiful, calligraphic writing, the first experiments in literary creativity K. D. Ushinsky and his followers defined the goals of the school subject “Native Language” as follows: education and development of the student’s personality, instilling respect and love for the native language, the formation of linguistic taste , “feel for language”, high culture of speech; development of the “gift of speech”, practical development of speech, expression of one’s thoughts and understanding of someone else’s; formation and development (automation through training) of language skills: listening, perceiving speech with full understanding, speaking, expressing one’s thoughts, writing, graphically recording thoughts, and, finally, reading; study, analysis of samples of the best that was created by masters of words, the people themselves (literature, folklore); based on work on the first four goals, study, research, awareness of the language system in its functioning; the use of a language system to master the norms of literary speech and its expressiveness. The place and size of a theoretical language course (phonetics, grammar, morphemics, word formation, spelling, semantics, etc.) depend on the type of school and the age of the students. In-depth study of a language is determined not so much by the addition of new topics, the quantitative expansion of theoretical material, but by the deepening of the analytical, functional approach, understanding of the expressive capabilities of the language units being studied, their forms. The study of the native language, which children who come to school already use freely in practice, is essentially a study of exemplary material, as well as one’s own speech activity, its goal is a theoretical understanding of the language, and a practical task high culture speech in all its manifestations. The educational subject “Russian language” developed gradually, mainly in the 17th–18th centuries, based on the works of M. V. Lomonosov, F. I. Buslaev, I. I. Sreznevsky, V. I. Dahl. Primary education in these centuries took three forms: public primary schools, preparatory and first three classes of gymnasiums, and home primary education, which in many families reached extraordinary heights. The most ancient component of primary education is teaching literacy, that is, basic reading and writing. Thus, the famous “ABC” by Ivan Fedorov, 1574, first 17

21 printed textbooks in Russia contain the alphabet, syllabic tables, lists of words, information on grammar, spelling, as well as a significant amount of moralizing texts for reading exercises. The structure of other primers of the 17th and early 18th centuries is approximately the same. Teaching basic reading and writing was based on the traditions of European culture from Ancient Rome. Since the 18th century, teaching has been based on didactic theories: on the one hand, on the initial reading unit of a letter, sound, syllable, whole word, on the other hand, on the leading type of student activity: memorization-synthesis analysis, analysis synthesis modeling, creative search. However, until the 18th century. primers (alphabet books) are compiled not in the Russian language, which is widely accepted, but in Slavic (for example, “A Primer of the Slovenian Language” by Simeon of Polotsk in 1679). The Russian language was included in schools as the language of mass education in schools at factories, in military units, and in cities. One of the first Russian textbooks, “The First Teaching of a Youth,” by Feofan Prokopovich, was created in 1721 by order of Peter I. But the Russian language as an academic subject was legalized only by decree of Empress Catherine II in 1786. By this time, works on Russian grammar and the first Academic dictionary, which served as the scientific basis for school textbooks. The basis of the course was initially grammar, “the science of eight parts” (as it was called after the 8 parts of speech). School grammar was a synthetic subject; it included elements of phonetics, graphics, spelling, vocabulary, morphemics, word formation, and speech culture. This combined subject performs three functions; it will provide: a) information about the system, patterns, rules of the Russian language; b) theoretical basis mental development of schoolchildren as a subject high level abstractions; c) a basis for practical mastery literary language, its norms, substantiates, in particular, spelling rules, methods of checking spelling and punctuation. These three functions of the linguistic theory of school grammar, by design, form a single whole with the leading role of the first. However, in practice, according to the laws of pragmatism, the role of spelling often increased exorbitantly, and at the end of the 19th century. some authoritative methodologists wrote about “spelling terror” in school. The theory was underestimated, which is still observed today, despite the fact that courses for in-depth study of the Russian language are being created. The creation of new programs and textbooks in recent decades has been under the sign of strengthening the theoretical part of courses. In the conditions of pluralism of programs and textbooks in the 90s of the XX century. the most commonly used are the textbooks of T. G. Ramzasva (the so-called traditional direction), L. V. Polyakova (the scientific school of L. V. Zankov) and the direction of D. B. Elkonin and V. V. Davydov (author of the textbooks V. V. Repkin). The minimum required for all types of schools is determined by state standards. A component of the subject “Russian Language” in primary school was and remains reading, which in recent years has been increasingly approaching both in content and goals to the subject “Literature”. According to tradition, in Russian schools, teaching reading was always carried out on highly artistic material: children read works of folklore, accessible, “textbook” poems and stories by classic writers S. T. Aksakov, A. P. Chekhov, A. S. Pushkin, L. N. Tolstoy, N. A. Nekrasov, I. S. Turgenev and others, and adaptation was mainly limited to abbreviations, and only in isolated cases. The writer's text was always treated with care. 18

Municipal educational budgetary institution "Solnechnaya secondary school" of the Vyshnevolotsky district of the Tver region. Agreed. Minutes 1 of the methodological council dated August 28, 2015

Higher professional education M.R. LVOV, V.G.GORETSKY, O.V. SOSNOVSKAYA METHODS OF TEACHING THE RUSSIAN LANGUAGE IN PRIMARY CLASSES Approved by the Ministry of Education and Science of the Russian Federation as

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Department of Education of the Administration of Belgorod Municipal budgetary educational institution secondary school 7 of Belgorod REPORT AT THE SCIENTIFIC PRACTICAL CONFERENCE ON METHODOLOGICAL

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Work program in the Russian language, grade 10 68 hours (2 hours per week) Explanatory note The need to create a program arose due to the fact that in the curriculum of MOUSOSH 61 for teaching Russian

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315 E. A. Ofitserova Russian State Pedagogical University named after. A. I. Herzen St. Petersburg [email protected] LINGUISTIC THEORY AND LANGUAGE MATERIAL IN THE RUSSIAN LANGUAGE TEXTBOOK by M. T. BARANOV, T. A. LADIZHENSKAYA, L. A. TROSTENTSOVA

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Krasnodar Territory municipal formation Novopokrovsky district Yuzhny village municipal budgetary educational institution basic secondary school 18 APPROVED decision of the teachers' council

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal state budgetary educational institution of higher education vocational education"TYUMEN STATE OIL AND GAS UNIVERSITY"

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MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal State Budgetary Educational Institution of Higher Professional Education "Moscow State Linguistic University"

Explanatory note The work program is developed on the basis of: - Federal Law dated December 29, 2012 273-FZ “On Education in the Russian Federation” - orders of the Ministry of Education and Science of the Chelyabinsk region 01-571 dated 05.05.2005,

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BASIC GENERAL EDUCATION T. M. FALINA Russian language Dictations 5 7 grades HUMANITIES PUBLISHING CENTER Moscow VLADOS 2004 UDC 372.016:811.161.1*05/07 BBK 74.268.1Rus ya72 F19 Falina T. M. F19 Russian

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Municipal budgetary educational institution "Secondary school 3 of Leninogorsk" of the municipal formation "Leninogorsk municipal district" of the Republic of Tatarstan "Considered"

1 Work program “Corrective classes in the Russian language” 8 “B” grade 35 hours Explanatory note. This program is intended for conducting remedial classes in the Russian language in grade 8 “b”,

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Language serves as an important means of education: only good knowledge of the native language makes it possible to introduce a schoolchild to our High Russian language ideological and. highly artistic literature, to attract him to participate in various forms of dramatic art, to instill the need to read newspapers and magazines.

By mastering the language, children learn thousands of new concepts from the field of social relations, the nature of our Motherland, science and culture. Language connects generations of a people; it preserves and transmits folk wisdom.

By studying their native language, children master its grammar, which formulates the basic laws and describes the structure of the language. Using speech in oral and written forms, schoolchildren become aware of the social functions of language in practice. The rule for checking unpronounceable consonants at the root of a word is understood as special case general rule - uniform spelling of the roots of all related words; The similarity of this rule with others is revealed - with checking unstressed vowels at the root of a word, with checking the spelling of voiced and voiceless consonants. Work on word formation allows us to trace the genesis of linguistic units. Analysis of the shades of meaning of a word depending on the context develops an understanding of the relationships in the text.

The next educational task is to instill a love for the native language, an understanding of its role and meaning. In Russian language lessons, only truly exemplary speech should be heard; sloppy speech and examples made up on the spot should not be allowed into the lessons. The struggle for a culture of speech is also a means of education.

Creative speech exercises (stories and essays) have enormous educational potential. The essay helps to develop self-esteem, self-confidence, develops interest in academic work and comprehends all language work in general, in particular spelling and grammar. It fosters activity, passion, and requires comprehension of what has been experienced, seen, and learned. An essay is one of the few academic works at school that gives the student the opportunity to express himself and his individuality.

Russian language lessons also educate the student through their structure, the methodology that is used + methods.

Developmentspeeches

language Russian learning grammar

The volume of speech of students in his dictionary ranges from 3 to 7 thousand words; in his oral speech practice of teaching literacy, he uses sentences - both simple and complex; most children are able to tell a coherent story, that is, they can speak a simple monologue. Basic characteristic feature The speech of a preschooler is its situational nature, which is determined by the main type of activity of the preschooler - play activity.

Whichorchangesare happeningVspeechdevelopmentbabyafterhisreceiptsVschool? The changes are very significant. Firstly, the volitional factor in speech activity increases sharply: the child speaks not because surrounding circumstances prompt him to do so, but: “Why do you think that this is a fox?” - “This is a fox (because) she has red fur and a long fluffy tail.” Even the ABC texts contain many typical “book” constructions.

Thirdpeculiarity speech development of a first-grader is that monologue speech begins to occupy an increasing place in his speech activity,

A monologue during the period of learning to read and write is a retelling of what has been read, a story from perception (observation), a story from memory (what happened), and from imagination (mainly from pictures).

Finally , fourthpeculiarityR The speech development of a first-grader is that at school speech becomes an object of study. Before entering school, the child used speech without thinking about its structure and patterns. But at school he learns that speech is made up of words, that words consist of syllables and sounds denoted by letters, etc.

The development of speech in school practice is carried out in three directions: vocabulary work (lexical level), work on phrases and sentences (syntactic level), work on coherent speech (text level).

First graders know a huge number of riddles.

Llinguistics as a basis for teaching Russian language

Theoretical generalizations in the field of phonetics, graphics, and spelling underlie the methodology of teaching literacy and spelling; grammatical theories (about parts of speech, phrases, sentences) are the basis for methods of teaching grammar; The methodology for speech development is based on vocabulary, text theory and other disciplines that study speech. All together they form the linguistic foundations of the methodology for teaching the Russian language.

It is well known that until about the middle of the 19th century, people were taught to read using the subjunctive method: they memorized letters, syllables (words) and with great difficulty came to read words - let us remember how Alyosha Peshkov learned to read. Gradually, as the essence of the Russian language was comprehended, the method of teaching began to change. If the sound is primary, and the letter is only a conventional symbol denoting it, then in teaching it is more correct to go from sound to letter. This is how the sound analytical-synthetic method came into use, which is still in effect today.

In the Russian language there is no one-to-one correspondence between sounds and letters. Thus, hard and soft consonant sounds are denoted by the same letter, but their quality, hardness-softness, is indicated by the subsequent letter (mol-mol-chalk). Consequently, the syllabic principle of Russian graphics (or, as it is sometimes called today, positional) requires that the initial reading unit be a syllable.

The syllable-forming element is the vowel sound, which means that acquaintance with letters should begin with the study of vowel letters. At the same time, in order to ensure full assimilation of the designation of hardness-softness of consonants adopted in the Russian language, the first vowels studied should include not only a, o, u, ы, e, but also e, e, yu, i, ya. This issue is addressed differently by the authors of different primers. True, in the science of language there are different points of view on many issues, and the methodology, guided by specific teaching objectives, in accordance with their understanding at a given stage, must select the one that is more consistent with these objectives. For example, in syntactic science, a sentence can be characterized in different ways: by the composition of the members included in it, by the expressed meaning, by participation in the organization of the text, etc. Of all these approaches, the most established in linguistics is the first, which is why it was already has long been chosen as a technique. In accordance with it, much attention in the elementary grades is paid to the question of the main and minor members of a sentence (along with the question of the correct execution of a sentence when writing).

A change in the linguistic concept necessarily affects the entire organization of training: its content, the methods of work used, and the types of exercises. A convincing example of this is the gradual updating of the spelling teaching system.

Today, the method of speech development has risen to a completely new level. new level- from the purely practical to the scientific. One of the most important sources feeding this process is linguistics. In recent decades, such areas as functional stylistics, speech culture, and text theory have begun to actively develop in it. On the border of two sciences - linguistics and psychology - even a new field of knowledge has arisen that studies the processes of speech generation and perception - psycholinguistics.

Ppsychology as a basis for teaching methods of the Russian language

The second component of the fundamentals of teaching the Russian language is psychology. A special role, of course, is played by educational psychology - the methodology actively absorbs everything that is directly related to the learning process.

Thus, fundamental to the methodology of teaching the Russian language, as well as to the methodology of teaching mathematics, natural history, etc., is the concept of the relationship between learning and development, enshrined in the concept of “developmental education.” The idea put forward by L. S. Vygotsky and developed by psychologists of his school (A. N. Leontiev, D. B. Elkonin, P. Ya. Galperin, V. V. Davydov, etc.) is that learning, based on the achieved level child development, must be ahead of him, lead him, is fundamentally important for solving both large and more specific methodological issues.

One of the most common speech exercises is traditionally presentation. The most important concept that formed the basis of the fundamental psychological concept developed by A. N. Leontiev is the concept activities. From the standpoint of this concept, on its basis, Soviet psychologists created theories that play a fundamental role important role in the development of any technique. One of them is theoryeducationalactivities.

A child can learn through play, through work, and through relaxed communication with adults; The educational process is not always organized “according to the laws” of educational activities, which have their own content and a certain structure. Many years of research by psychologists led by D. B. Elkonin and V. V. Davydov have shown that the formation of educational activity in a child (and this must be a purposeful process) can and should be started from the very beginning schooling. “For a normal stay in secondary school,” writes V.V. Davydov, “all children must have... the need for learning and the ability to learn. tasks set... for primary education. Firstly, full-fledged educational activity as the leading activity of younger schoolchildren can be the basis for their comprehensive development. Secondly, truly strong skills and abilities... are formed in children if they have certain theoretical knowledge. Thirdly, children’s conscientious attitude towards learning is based on the need, desire and ability to learn, which arises in the process of actually performing educational activities.” (Davydov. - 1986. - P. 141).

Within the framework of the theory of educational activity, it has developed theoryphasedformationmentalactions P. I Galperina, she helps manage the child’s cognitive process, suggests the stages through which it needs to be carried out in order to ensure the correct, reliable formation of full-fledged mental actions. Let's recall these steps:

1. Preliminary acquaintance with the purpose of the action, i.e. the creation of motives for the formation of the action.2. Orientation on how this action should be performed, t).3. Performing an action in a materialized form, that is, with the help of some external “supports”: conventional signs, models, tables, diagrams, etc.

4. Performing an action in external (loud) speech.5. Performing an action while speaking to yourself.6. Performing an action without all kinds of external and internal “supports”, in a mental form.

PPedagogy as a basis for teaching the Russian language

The third component of the fundamentals of teaching the Russian language is pedagogy.

If earlier main function visibility was considered illustrative, i.e., the creation in students of specific sensory representations, images of the objects or phenomena under consideration, today another function is assigned to visibility: to serve as a means of recording the identified signs of linguistic phenomena, their connections and relationships, to serve as “an external support for internal actions, committed by a child” (A. N. Leontyev). Thus, we are talking about the emergence of new functions for visibility, i.e., about expanding the content of the principle of visibility.

Also important for the development of school teaching methods was the development in didactics of the problem of ways to organize the cognitive activity of students. The question was raised that, along with the receptive and reproductive activities of schoolchildren (perception and reproduction of material), a significant place in the lesson should be occupied by the productive, search or partially search activity of children (see the works of M. N. Skatkin, I. Ya. Lerner , Yu. K. Babansky and others.

The methodology of teaching the Russian language is among the pedagogical sciences. It can be called applied science, since, based on theory, it is designed to solve practical problems in the education, training and development of students.

The subject of studying the methodology of the Russian language is the process of mastering the native language in the learning environment (mastering speech, writing, reading, grammar, etc.). The methodology of the Russian language is designed to study the patterns of formation of skills in the field of language, mastering systems of scientific concepts in grammar and other areas of the science of language

What to teach? The answer to this question is the development of training content - Russian language programs, the creation of textbooks and various teaching aids for students, their continuous improvement.

How to teach? In accordance with this issue, teaching methods, methodological techniques, exercise systems, recommendations for the use of certain types of tasks, manuals, sequential systems of practical work for students, lessons and their cycles, etc. are developed.

Why is this and not otherwise? This implies a study of the comparative effectiveness of methods, justification for the choice of methodology, experimental verification of recommendations, etc.

Thus, today, in the Russian language methodology, the possibilities and ways of teaching 6-year-old children, increasing educational effectiveness and practical orientation of learning, using games in the learning process are being explored, and such methods and techniques are being searched.

Each stage has its own characteristics. Thus, the methodology of preschool education focuses in the field of language mainly on the development of children’s speech.

Methodologytrainingliteracy,T.e. basic reading and writing. Methodologyreading. The task of the subject “Reading” in the primary grades is, first of all, to equip children with the skill of sufficiently fluent, correct, conscious and expressive reading, as well as to introduce them to fiction.

MethodologygrammarAndspelling. It includes teaching writing and calligraphy, developing basic grammatical concepts and spelling skills.

Methodologydevelopmentspeechesstudents. For the first time, younger schoolchildren become aware of language, speech as a subject of study - analysis and synthesis; master speech, which is caused not by the situation, but by an act of will: they are placed in conditions where speech needs to be thought out, planned, talked about not only about what one really wants to say, what is interesting; master written speech, which differs from oral speech in its graphic form, vocabulary, syntax, and morphological forms.

The method of speech development should ensure further enrichment of children's vocabulary, development of their syntax and coherent speech, oral and written.

Russian language methodology, like other pedagogical sciences, affects the interests of millions of people. It is known how much grief a “D” brings in dictation and composition.

RussianlanguageHowtrainingitemVinitialclasses.

The need for in-depth study of the native language at school is determined by its main functions: language serves a person, firstly, as a means of formalizing and expressing thoughts, secondly, as a communicative means, serving members of society in their communication with each other, and, finally, as a means of expressing feelings, moods (emotional sphere).

One of the most important tasks of the Russian language methodology is to determine and formulate the Russian language course at school (and, in particular, in the primary grades of school) as an academic subject.

1) in the development of oral and written speech of students - in connection with reading, writing, studying grammatical material, observations, and social activities of students; 2) in teaching children who entered the first grade to read and write, i.e., elementary correct and conscious reading and writing, and further improvement of these skills;

3) in the study of literary norms - grammatical correctness of spelling and punctuationally correct writing, spelling correct pronunciation and in mastering the expressiveness of speech; 4) in the study of theoretical material on grammar, phonetics, vocabulary, in the formation of systems of scientific concepts in language; 5) in introducing schoolchildren to examples of fiction, popular science and other literature through reading and grammar lessons, in mastering the ability to perceive a literary work, in mastering reading skills. ContentAndvolumeeducationalsubject“Russian language” is defined by the program - a state document that is mandatory for implementation; the program also specifies the requirements for the level of knowledge, skills and abilities of students.

Modernprogramconsists offromintroductoryexplanatorynotesAndsections“Teaching literacy and speech development”, “Reading and speech development”, “Grammar, spelling and speech development” with subsections “Extracurricular reading”, “Sounds and letters”, “Word”, “Sentence”, “Coherent speech”, “ Calligraphy". Withoutlanguageimpossible the existence of modern society, its activities are impossible. The role of language as a means of communication is continuously increasing, and the task of the school is to make it (language) the most perfect, subtle instrument of communication.

Language is a means of rational, logical knowledge; It is in linguistic units and forms that generalization is carried out in the process of cognition, abstraction, and connection of concepts in judgments and inferences. Language and speech are inextricably linked with thinking: by mastering language and developing their speech, the student thereby develops his thinking abilities.

This means that speech development is the most important task of school. This is the first thing. Secondly, speech cannot develop in isolation from thinking; it must be meaningful and based on the entire process of cognition of the real world.

In the methodology, all the basic principlesdidactics: the principle of the educational and developmental nature of education, the principle of accessibility, feasibility and scientific character, the principle of systematicity and consistency, the connection between theory and practice, the strength of knowledge, skills and abilities, the principle of visibility, the principle of consciousness and activity of students in the cognitive process, the principle of an individual and differentiated approach in within the classroom-lesson system. These principles are considered together. In recent years, the Russian language methodology is increasingly based on onstyle, especially in resolving such issues as the appropriateness of choosing certain words, their forms, syntactic structures in coherent speech, in distinguishing between oral and written languages, “business” and artistic ones; in the analysis, assimilation and use of visual means of the language of artistic works, etc.

Methodologyreading is also based on the theory of literature: after all, students analyze a work of art, and although this work takes place without providing students with theoretical information on literary criticism, the reading methodology in the primary grades is based on the laws of creation of a literary work and its impact on the reader. Particularly important are such literary topics as the ideological content of a work, its theme and plot, composition, genre, visual arts language.

MmethodologyformationgrammaticalAndword-formationconcepts

The essence of gram. concepts.

A concept is a form of thinking that reflects objects and phenomena of the surrounding world in their essential features and relationships.

In a grammatical concept, just like in any other, the essential features of linguistic phenomena are reflected in a generalized form. Linguistic phenomena, linguistic categories are distinguished by a higher degree of abstraction compared to biological, physical, social and other phenomena observed in primary school. When forming biological and physical concepts, the starting material is most often specific phenomena and objects, the signs of which can be observed, compared, systematized and generalized. A grammatical concept is the result of abstraction and generalization of essential features inherent in words, phrases, sentences, morphemes, lexemes, phonemes, etc.

In the primary grades, work begins on the formation of: 1) morphological concepts “noun”, “adjective”, “verb”, “preposition”; 2) syntactic concepts “sentence”, “subject”, “predicate”, “phrase”; c) word-formation concepts “root”, “prefix”, “suffix”, “ending”, “cognate words”, etc.

Processworkaboveconcept

Grammatical concepts summarize the essential features of linguistic phenomena. Consequently, the process of working on the assimilation of a concept must first of all include an analysis of certain linguistic material in order to highlight the essential features of the concept being studied. Essential features are distinctive features, without which this or that concept as such cannot exist (they constitute its essence).

For example, an ending as a morpheme is characterized by two essential features:

1) ending - a variable part of a word; 2) the ending performs a syntactic or formative function. But the characteristics of this concept are not limited to these characteristics. The ending also has a number of unimportant features, i.e. those that may be present in some words, but may not be present in others. The process of formation of linguistic concepts is conventionally divided into four stages.

1. Analysislinguisticmaterial in order to highlight the essential features of the concept. At this stage, we abstract from the lexical meaning of specific words and sentences and highlight what is typical for a given linguistic phenomenon, a linguistic category. Students master mental operations such as analysis and abstraction. 2. Generalizationsigns and establishing connections between the characteristics of a concept (establishing intra-conceptual connections), introducing a term. Students master the operations of comparison and synthesis. 3. Awarenesswordingconcepts, clarification of the essence of features and connections between them. 4. Specificationgrammaticalconcepts on new language material.

Conditionsprovidingsuccessfulassimilationconcepts.

1) active mental activity of students (collective search to solve a problem) 2) purposeful work on the development of children’s linguistic attitude to words and sentences; 3) awareness of the essential and non-essential features of the concept; 4) inclusion of a new concept in the system of previously studied ones; 5) revealing the essence of the connection between linguistic categories in the process of learning a new category; 6) visual study of the concept (tables, diagrams)

GrammarAndderivationalexercises. Analytical exercises include grammaticalanalysis, including analysis by parts of speech (morphological) and by parts of the sentence (syntactic).

WITHnoun learning system

TasksstudyingAndvolumematerial in each class are determined by the characteristics of nouns as a linguistic phenomenon, as well as the age capabilities of younger schoolchildren. basictasks:-- formation of the grammatical concept of “noun”;-- formation of the ability to distinguish between animate and inanimate nouns (without terms);-- formation of the ability to capitalize surnames, first names and patronymics of people, animal names, some geographical names; -- familiarization with the gender of nouns, the use of ь in feminine nouns with hissing at the end; -- development of the ability to change nouns by number, to recognize number; -- development of the skill of spelling case endings of nouns (except for nouns in -me,-and I,-yy,-ies,-ye, as well as in addition to the instrumental case of nouns with a base in sibilant and ts:candle,cloak,cucumber,pepper);-- enriching students' vocabulary with new nouns and developing skills for their precise use in speech; -- mastering the operations of analysis, comparison of words and generalization. All tasks are solved in interconnection. However, at certain stages of work on a topic, more attention is paid to one of the tasks. A noun as a part of speech is characterized by a certain lexical meaning and grammatical features. What is common to the lexical meaning of all nouns is objectivity. From a semantic point of view, nouns are very diverse. They can represent specific objects (book), Living creatures (boy), natural phenomena (rainfall), events (war), quality (kindness), actions (walking), state (dream)Andetc. Grammatical features of nouns: nouns can be masculine, feminine or neuter, change in number and case, can be animate and inanimate; in a sentence they are more often used as a subject or an object, less often as a predicate or circumstance; an adjective agrees with a noun in gender, number and case, and a verb in number (a past tense verb - in gender and number). subsequenceworkabovenamesnounsByclasses. I class (12 hours). The preparatory stage of work coincides with the period of learning to read and write and precedes the special study of the topic in the first grade. Preparation for understanding the concept of “noun” consists in the fact that children learn to distinguish between an object and a word as the name of this object, develop attention to the semantic meaning of the word (each word means something), and begin to develop the ability to classify words into groups taking into account their meaning (words for birds, vegetables, clothes, etc.). Classifying words according to their semantic meaning develops the ability to compare words, establishing something similar, and the ability to abstract.

Nextstage(second half of the first grade) is characterized by special work on the lexical meaning of nouns and their grammatical features (answer the question who? or what?, denote objects). Children learn to distinguish words that answer the question who? from words that answer the question what? At this stage, first-graders rise to the level of generalization.

In grade II, students’ knowledge of lexical meaning names of nouns, about proper and common nouns, about animate and inanimate nouns, children become familiar with gender and number.

3rd grade (50 hours). The main task of working on nouns in III class-- teach to consciously use case forms of nouns to express your thoughts and write case endings correctly.

Genusnamesnouns As noted in the linguistic literature, the gender of most nouns is determined by the ending. Use endings to recognize gender; nouns are difficult for primary schoolchildren, since the Russian language has many words with unstressed endings (apple,log) in addition, in nouns various kinds may have the same endings (piano,tulle- masculine gender, lilac,carrot-feminine gender).

When selecting exercises, the possibility of students using landmarks is taken into account: He,my,she,my,it,my. At the initial stage of working on the gender of nouns, children reason like this: surname- she, mine, - that means it is a feminine noun. When studying the gender of nouns, it is necessary to use words whose gender recognition causes difficulties for children and they make mistakes: report card,furniture,corn,caramel,tulle,ice hole,Galosh. It is advisable to bring an explanatory dictionary to the lesson and show how, in case of difficulty, you can use the dictionary to find out the gender of a noun.

In grade II, in the process of becoming familiar with the gender of nouns, special attention is paid to developing the skill of spelling endings. Special attention given to masculine and feminine nouns that end in sibilants (reeds,wilderness).Numbernamesnouns In the process of working on the number of nouns in grade II, schoolchildren develop the following skills:

Declensionnamesnouns Case is a syntactic category, as it expresses the relationship of the noun to other members of the sentence. The main work on the categories of case and declension is carried out in grade III. This work is divided into four stages.

1ststage(15 lessons)--conceptOdeclination how to change the endings of nouns on questions depending on the connection of words in a sentence; studying the features of each case.

At this stage, students: - get acquainted with the names of the cases; - get acquainted with the questions and prepositions of each case; - learn to decline nouns with stressed endings; - master the sequence of actions that must be performed in order to recognize the case of a noun according to the totality of its main characteristics. As a result of studying cases studentsmust:

Be able to find the word on which the noun depends and pose a question to the noun; -- learn the basic questions that correspond to different cases;

Know prepositions that are combined with individual cases; - understand some of the meanings of individual cases.

2ndstage(6 lessons)--conceptOtypesdeclinations. Nouns are distributed. According to three types of declinations. 3rdstage(29 lessons)--spellingcasefinish th nouns in singular. After a general introduction to the three declensions, the individual declinations are studied. 4thstage--declinationAndspellingnamesnounsinpluralnumber. The main tasks of this stage:

Familiarization with the peculiarities of declension of plural nouns (plural nouns are not divided into declension); Grammatical analysis at this stage requires students to: 1) find similarities and differences in questions and prepositions that are used with nouns in different cases; 2) definitions of cases, case endings and their correct designation in writing. This is the meaning of a general repetition of everything that students know about the three declensions of nouns.

The topic “Composition of a word” is difficult and at the same time extremely important for younger schoolchildren. Difficulties arise due to the fact that mastering this topic presupposes the presence of sufficiently developed abstract thinking and the ability to observe the facts of language, analyze them in order to independently and consciously draw conclusions and generalizations. Thissubjectimportant the following reasons.

1. Schoolchildren master one of the leading methods of revealing the lexical meaning of words.2. Students will learn about the basic method of word formation: new words are created from those morphemes that already exist in the language, and according to those models that have historically developed and become entrenched in the word formation system, etc. Morphemic composition is studied as an independent topic in grade II. In III grade tasksAnd are as follows: 1) in the process of targeted exercises, to achieve conscious mastery by students of the concepts of morphemes: root, prefix, suffix, ending; 2) equip children with the skills and abilities to analyze words by composition: they should be able to find a certain morpheme in a word, select this word words with the same root with different prefixes and suffixes, distinguish forms of the same word from words with the same root; 4) teach schoolchildren to consciously use the rules of spelling unstressed vowels, voiced and voiceless consonants, and unpronounceable consonants; develop spelling vigilance; familiarize 5) in the process of word-formation and lexical exercises, strive to enrich the active vocabulary of students, solve the problems of developing coherent speech.

Systemstudyingmorphemiccompositionwords

Systemdefines:

1) the place of studying morphemic composition in the general system of studying program material in the Russian language; 2) the sequence of work on the concepts of root, prefix, suffix, ending; 3) interaction between the study of the morphemic composition of a word and its lexical meaning; 4) the connection of work on the formation of spelling skills of morphemes with the acquisition of basic knowledge in the field of word formation and grammar.

When building a system, the following provisions act as leading ones:

All morphemes in a word are interconnected; -- the meaning of each morpheme is revealed as part of the word; -- the study of the root, prefix, suffix and ending is carried out in interaction;

The essence of all morphemes is revealed in comparison with each other;

Separately, each morpheme is studied from the semantic, word-formation and orthographic aspects. The system allocates fourstage:

Stage 1 - propaedeutic (preparatory) word-formation observations (grade I);

Stage 2 - familiarization with the features of words with the same root and the essence of all morphemes in comparison (grade II);

Stage 3 - studying the specifics and role of roots, prefixes, suffixes and endings in the language; familiarization with the essence of the morphological principle of spelling; developing the skill of spelling roots and prefixes (II grade);

Stage 4 - deepening knowledge about the morphemic composition of a word and elements of word formation in connection with the study of parts of speech (III grade).

Taskpropaedeuticwork(Grade I) consists of preparing students to understand the semantic and structural correlations that exist in the language between cognate words. A special study of the morphemic composition of words is preceded by observations of the “relatedness” of words in terms of their meaning and composition

When determining the origin of the name of an object or its characteristic, students are led to establish the commonality of words in meaning and composition

1) exclude the possibility of mixing forms of the same word with the same root

4) teach children to listen, think and peer into the word of words that have homonymous roots.

3) cultivate in children the habit of being attentive to the graphic forms of words.

2) prevent errors resulting from mixing synonyms with words of the same root and

Tasks familiarization with words of the same root and morphemes: -- introduce the features of the root, prefix, suffix and ending as significant parts words; - begin to formulate the concept of “cognate words”; - conduct observations on the uniform spelling of roots in words with the same root. For example: students compare words raspberries,raspberry,crimson and establish that they can be combined into one group of related words, since all three words are similar in meaning and have the same, common part The contrast between words with the same root and synonyms prevents erroneous focus only on the semantic similarity of words. Contrasting words with the same root and words with homonym roots makes it possible to prevent the mistake associated with focusing only on structural commonality. Peculiaritiesstudyingroot When forming the concept of “root”, primary schoolchildren are guided by three signs of a root

“The root is the main part of the word, which is common to all words with the same root. The root contains the general meaning of all words with the same root.”

The concept of “root” is introduced on the basis of establishing a semantic relationship between words of the same root taken for observation. After this, the words are compared, the root is isolated and, based on the generalization, a conclusion is drawn: Peculiaritiesstudyinggraduation for which the leading function is the grammatical function.

The difficulty in learning endings for younger schoolchildren is due to the fact that endings are by external means expressions of grammatical meanings of words.

The study of the ending begins with the disclosure of two of its characteristics. It is necessary to reveal both the formal sign (the variable part of the word) and syntactic role(serves to connect a word with other words) endings. You can do this as follows (lesson fragment).

StudyingconsolesAndsuffixes. The essential features of the prefix are the following.

1. Prefixes perform a word-forming (less often form-forming) function.

2. Prefixes come before the root.

3. Prefixes form a new word of the same lexical-grammatical category as the generating one, since they are attached to an already grammatically formed word (jump--jump out--jump overAndetc.).

The main task of studying suffixes is to introduce students to the role of suffixes in a word and, on this basis, to develop in schoolchildren the ability to consciously use words with suffixes in their speech. Children must learn that using a suffix they can form a word with a new lexical meaning (forest-- forester),

In the elementary grades, students study the first two signs and learn the following definition: “A prefix is ​​a part of a word that comes before the root and serves to form new words.” and also give the word one or another semantic connotation (forest-- forest).

RanalysiswordsBycomposition

1. I will determine what question the word answers and what it means (what part of speech it is).

2. I will find the ending in the word. To do this, I will change the word by numbers or by questions (by cases). 3. I will find the root in the word. To do this, I will select related words with different prefixes and without prefixes. I'll compare the words and find the common part.

4. I’ll find a console. To do this, I will compare words with the same root with different prefixes and without a prefix. I will find the part of the word that comes before the root.

5. I will find the suffix, i.e. that part that comes after the root and serves to form the word.

WITHsystem for learning adjectives

The system of studying adjectives involves a gradual complication and expansion of the material, both from vocabulary and grammar.

The semantic basis of adjectives is the concept of a feature that characterizes an object. The characteristics of an object are varied and can characterize the object in terms of color, shape, size, material, purpose, accessory, etc.

Being a grammatical category that unites words that denote the attribute of an object, adjectives define nouns and usually agree with them in gender, number and case. In primary school, children learn the following: signsnameadjective: 1) adjectives change according to gender, number and case;

2) adjectives are used in sentences with nouns and agree with them in gender, number and case; 3) adjectives are often formed from nouns and other parts of speech using suffixes; 4) the adjective is a part of speech. subsequencework by year of study. / Class. An initial introduction to adjectives (without a term) begins with observations of the lexical meaning of adjectives and the questions they answer. First-graders will learn that: - among the words we use in speech, there are words that answer the questions what? which? which? which?; - each such word is connected in meaning with another word denoting an object; - objects differ from each other in their characteristics; - one and the same object may have several different characteristics;

Signs of an object can be color, taste, smell, size, shape, etc.; - you can recognize an object by its signs.

II class. Children become familiar with changing adjectives by gender and number, with gender endings and plural endings.

III class. changes in adjective names by cases, gender and numbers depending on the noun, spelling of unstressed endings of adjectives.

Thus, the formation of the concept “adjective” begins in the first grade. The main goal at this time is to reveal the versatility of the meaning of adjectives. ball(Which?) red,round,rubber,easy,small. Students’ awareness of the role of adjectives in our speech is facilitated by an exercise in comparing text without adjectives and with them. Correct positioning to the words of questions what? which? what?, is essentially associated with the ability to determine the gender of nouns and adjectives. Based on the generalization of the properties of specific adjectives, second-graders identify properties characteristic of adjectives as parts of speech: - denote a feature of an object; - answer the question what?; - vary by gender and number;

They refer to nouns, together with which they form a phrase.

GenusAndnumbernamesadjectives. The categories of gender and number of adjectives do not have the independent meaning that is characteristic of nouns, and are only exponents of the connection between adjectives and nouns. Consequently, to master the gender and number of adjectives means, first of all, to master the essence of the connection between these two parts of speech. The means of expressing connections are endings. Children's attention is directed to: day(Which?) heat|th|.night(which?) warmmorning(which?) warm|oo~|.conclusionsOadjectives. 1. Singular adjectives change according to gender (unlike nouns).2. The gender of an adjective depends on the gender of the noun it is associated with. If the noun is masculine, then the adjective is also masculine, etc.3. A masculine adjective answers the question which? and has the ending -й(-й), -ой. A feminine adjective answers the question which? and has the ending -aya (-aya). The neuter adjective answers the question “what?” and has the ending -oe (-ee).

By observing plural adjectives, students are convinced that plural adjectives do not change by gender.

1. I will find out which noun the adjective is associated with,

and I will determine its gender. 2. Based on the gender of the noun, I will determine the gender of the adjective. 3. I will remember the ending of the adjective of this gender and write it. 4. Compare the ending of the adjective and the ending of the question. Casesgraduationnamesadjectives. In grade III, the program provides for the study of spelling of case endings of adjectives. Tasks The work at this stage is as follows.

1. Improving knowledge about the adjective as a part of speech: the lexical meaning of adjectives, their changes by gender, number and case, the dependence of the adjective in a sentence on the noun. 2. Development of the ability to accurately use adjectives in oral and written speech. 3. Formation of the skill of spelling case endings of adjectives in the singular and plural. Improving the skill of spelling generic endings.

New for third graders is declinationadjectivesAndspellingcaseendings. The basis for the formation of this skill is the following knowledge and skills: - the ability to establish connections between words in a sentence and find the noun on which the adjective depends (the ability to highlight a phrase);

Knowledge that the adjective is used in the same gender, number and case in which the noun is used; - knowledge of case endings; - the ability to correctly put a question to an adjective and compare the ending of the adjective with the ending of the question. Formation of the skill of spelling case endings of adjectives depends on ordercarried outstudentactions: 1) the student establishes a connection between words, identifies a phrase; 2) determines the gender, number and case of the noun; 3) based on the noun, recognizes the number, gender and case of the adjective; 4) remembers what the ending is in this case and writes it.

It is best to start studying the declension of adjectives by looking at the table of declension of masculine and neuter singular adjectives:

Spelling of case endings is practiced by case. Spelling of the endings of the nominative case is practiced in the 2nd grade as the initial form of the word, therefore in the 3rd grade a comparison of the nominative and accusative cases is immediately carried out. Students can make their own conclusion about the same ending after analyzing the table by declension of adjectives.

MethodologyworkaboveelementssyntaxAndpunctuation

Jobaboveproposal. Forming in students the ability to consciously use sentences to express their thoughts is one of the most important tasks of Russian language lessons in primary school. Work on the sentence occupies a central place in language teaching also because the assimilation of morphology and vocabulary, phonetics and spelling is carried out on a syntactic basis. The sentence acts as the basic unit of speech, on the basis of which primary schoolchildren understand the role of nouns in our language, adjectives, verbs, pronouns.

The lexical meaning of the word and the features of its use are revealed in phrasesorVproposal.

The initial stage of work on a proposal coincides with the period of literacy training. It is during this period that students become familiar with the most important features sentences: a sentence expresses a thought, intonation completeness is important. It is impossible to understand a sentence as an integral unit of speech if the student is unable to identify mainmembersoffers. The subject and predicate form the structural and semantic basis of a sentence. As the sentence is studied, students' ideas about its components, and in particular about the phrase, are clarified. At the same time, knowledge about each member of the sentence is deepened (what the subject and predicate represent; the role of secondary members).

In the elementary grades, educational material about proposals is studied in such a way that throughout the year, work on proposals permeates all other topics. First-graders, according to the program, learn to distinguish words in a sentence that indicate who or what is being said in the sentence, what is being said. The terms “main members”, “subject” and “predicate” are used in practice. In grade II, much attention is paid to the connection of words in a sentence. Second-graders identify the basis of a sentence (subject and predicate) and words (two words), of which one is dependent, and the other is main, i.e. . phrases. Third-graders will learn how the grammatical connection of words is expressed (by endings and prepositions). In grade IV, further development of knowledge about the members of a sentence is the concept of homogeneous members.

To reveal the essence of the minor members, students analyze the sentence and determine which members of the sentence are being specified minor members. For example, the sentence The swallows are flying away is written down. It is proposed to include in the sentence words that answer the questions where? and when? By answering these questions, students clearly see which part of the sentence is being extended and becomes more accurate. Wordwithreading stands out as a component of a sentence and is perceived already in the elementary grades on the basis of its essential features. Younger schoolchildren are brought to an awareness of the following essential features of a phrase: 1 . Collocation- these are two words related to each other in meaning and grammatically. For example, in the sentence Soviet people are fighting for peace there are two phrases: 1) Soviet people; 2) fight for peace.

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Methods of teaching literacy.
Methods of reading and literature.
Methodology for studying language theory.
Spelling techniques (spelling and punctuation).
Methods for developing students' speech.
Extracurricular work in the Russian language.

Name: Methods of teaching Russian in primary school
Author: M.R. Lvov, V.G. Goretsky, O.V. Sosnovskaya
ISBN: 5-7695-3638-1
Year: 2007
Pages: 464
Language: Russian
Format: PDF
Size: 106.0 MB

Dear readers, if it didn’t work out for you

download M.R. Lvov, V.G. Goretsky, O.V. Sosnovskaya. Methods of teaching Russian in primary school

The manual contains a systematic course of methods for teaching grammar, reading, literature, spelling and speech development to primary schoolchildren. It reflects the realities of recent years in education: a focus on modern methods of developmental education, on organizational forms of multi-level education, on programs and textbooks of various types, a focus on person-centered learning that takes into account the interests, abilities and talents of children. For students of higher pedagogical educational institutions. It can be recommended to students of secondary pedagogical educational institutions, as well as school teachers.

INTRODUCTION........................................................ ........................................................ ................................. 8

Chapter 1. THEORY AND METHODS OF TEACHING RUSSIAN LANGUAGE AS A SCIENCE................................... 8

Chapter 2. SCIENCES ABOUT LANGUAGE - THE BASIS OF ITS METHODS................................................... .......10

Chapter 3. PSYCHOLOGICAL AND DIDACTIC ASPECTS OF THE RUSSIAN LANGUAGE METHODS.........................13

Chapter 4. RUSSIAN LANGUAGE AS A SUBJECT AT SCHOOL.................................................... ..16

Chapter 5. SKETCH OF THE HISTORY OF THE METHODS OF THE RUSSIAN LANGUAGE AS A SCIENCE...................................20

SECTION I METHODOLOGY FOR TEACHING LITERACY.................................................... ...............28

Chapter 1. GENERAL CONCEPT.................................................... ................................28

Learning to read and write as a special stage in mastering the initial skills of writing and reading…………………………………………………………………………………………..... .28

Challenges facing literacy education................................................................. ......29

Educational and methodological kit for teaching literacy.................................................... ...........................thirty

Methods of teaching literacy, their classification.................................................... .32

Chapter 2. HISTORICAL SKETCH OF METHODS OF TEACHING GRAMMAR...................................33

History of literacy teaching methods.................................................................... ...............................33

Subjunctive method................................................... ................................34

Transition to sound methods.................................................... ...............................37

Chapter 3. STAGES OF TEACHING READING AND WRITING.................................................... ..........40

Selection of methodology......................................................... ........................................................ ......................40

Pre-letter period................................................... ........................................................ ...............40

Sound-syllabic schemes, letter schemes, sound schemes………………..................................... .41

Working with syllables, syllable division.................................................... .................44

Introducing Accent......................................................... ........................46.

Learning sounds........................................................ ........................................................ ....46

Introducing letters................................................................... ........................................49

Chapter 4. WORK OF STUDENTS AND TEACHERS.................................................... ............................50

The reading mechanism, its components.................................................... .........................50

Reading syllables in letter “columns” .................................................... ...............................53

Reading and parsing alphabetic texts.................................................... ........................................54

Teaching writing......................................................... ........................................................ ....................56

Literacy lessons................................................................... ........................................................ .........59

SECTION II METHODS OF READING AND LITERATURE.................................................... .............62

Chapter I. SKETCH OF THE HISTORY OF READING METHODS.................................................... ...................62

The origins of the method of explanatory reading.................................................... ...........................62

K. D. Ushinsky - the founder of the method of explanatory reading....................................63

L. N. Tolstoy’s views on the process of learning to read.................................................... ...................66

Criticism of the method of explanatory reading by advanced methodologists of the 19th century.................................67

Development and improvement of the method of explanatory reading in the 19th century. ........................68

Methods of educational reading by Ts. P. Baltalon.................................................... ....................71

Method of literary and artistic reading.................................................... ...........................73

Creative reading method......................................................... ........................................................ ......74

Development of reading methods in the 30-70s of the XX century. ........................................................ ................76

Chapter 2. MODERN SYSTEM OF TEACHING READING AND LITERATURE.........80

Propaedeutic stage of literary education for junior schoolchildren................80

Educational material for reading and literary propaedeutics in primary grades……………….................................... ........................................................ ........................81

The role of an adult in the formation of a child reader.................................................... .86

Organization of live impressions and creative activities of children in the system of literary education for primary schoolchildren.................................................... .......................87

Chapter 3. METHODOLOGY FOR WORKING ON READING SKILL.................................................... ........ 93

Qualities of reading skill......................................................... ................................ 93

Stages of development of reading skills in a beginning reader.................................................... 94

Working on reading accuracy and fluency.................................................... ............. 95

Working on reading consciousness................................................................. .....................................100

Working on expressive reading.................................................................... ...................................106

Chapter 4. SCIENTIFIC FOUNDATIONS OF ANALYSIS OF A WORK OF ART...................................110

Literary foundations of the analysis of a work of art.....................110

Psychological characteristics of the perception of a work of art by junior schoolchildren.................................................................... .......... 111

Methodological principles of working with literary texts in primary school.................................................... 114

Chapter 5. METHODOLOGY FOR READING AND ANALYZING A WORK OF ART IN

PRIMARY GRADES................................................................. ..................................... 115

Primary perception of the text........................................................ .................... 115

Analysis of a work of fiction in a reading lesson.................................................... ............. 116

Methodology for working with a work of art at the stage of secondary synthesis.................................................... ........................................................ ........ 118

Creative works of students based on the work they read.................................... 119

A few words about the school theater................................................... ............... 122

Chapter 6. FEATURES OF WORKING ON WORKS OF DIFFERENT KINDS AND GENRES... 123

About the types of literary works................................................................... ....................... 123

Methodology for working on epic works in primary school.................................... 123

Methodology for working on lyrical works in primary school.................................... 128

Methodology for working on dramatic works in primary school.................................... 130

Chapter 7. WORKING WITH A CHILDREN'S BOOK.................................................... ........................... 133

About the educational role of the book................................................... ........................................................ ..... 133

The origins of the modern system of working with children's books.................................................... ..... 134

Modern system for developing reading independence in younger schoolchildren.................................................... ........................................................ ..................................... 136

Preparatory stage of learning to work with children's books.................................................... .......... 137

The initial stage of learning to work with children's books.................................................... ....................... 138

The main stage of learning to work with a children's book.................................................... ........................ 139

Typology of extracurricular reading lessons.................................................................... ........................................ 140

Chapter 8. READING LESSONS IN MODERN SCHOOL.................................... 143

Requirements for reading lessons.................................................................... ........................................................ ........ 143

Objectives of a modern reading lesson................................................................. ............................................... 144

Typology of reading lessons………………………………………………………................................. ........................... 144

Preparing a teacher for a reading lesson................................................................. ........................................... 146

SECTION III. METHODOLOGY FOR STUDYING LANGUAGE THEORY (PHONETICS,

VOCABULARY, MORPHEMICS, WORD FORMATION, GRAMMAR -

MORPHOLOGY AND SYNTAX) .................................................... ..................................... 151

Chapter 1. BRIEF HISTORICAL INFORMATION ON “SCHOOL GRAMMAR” ..... 151

Chapter 2. EDUCATIONAL AND DEVELOPMENTAL POSSIBILITIES OF THE SUBJECT

"RUSSIAN LANGUAGE" .............................................. ........................153

Ways to implement the educational function of language.................................................... 154

Formation of linguistic concepts................................................................... ............... 155

Studying the patterns and structure of language.................................................... ........................... 158

In-depth study of the Russian language.................................................... .................................... 159

The developing role of language theory................................................................. ............................................... 160

Chapter 3. METHODS OF STUDYING RUSSIAN LANGUAGE AT SCHOOL.................................................... ........ 160

Language analysis as a method.................................................... .............161

Construction method................................................... ........................................................ ............ 162

Comparative historical method.................................................... ........................................... 163

Visual methods........................................................ ........................................................ ..... 164

Teacher's story method...................................................... ................................................... 165

Heuristic or search methods.................................................... .................................... 165

Game as a method................................................... ........................................................ ........ 167

Communication methods................................................... ........................................................ ........ 168

Programmed learning and computer................................................................. ...................................168

Chapter 4. TEXTBOOK OF THE RUSSIAN LANGUAGE AND ADDITIONAL RESOURCES.................................................. 169

The role of the textbook, its functions.................................................... ........................................ 169

Requirements for texts in the textbook.................................................................... ..................................... 170

Types of textbooks and manuals................................................................. ........................................... 171

Types of student work using the textbook................................................................. ................................... 173

Chapter 5. METHODOLOGY FOR STUDYING COURSE SECTIONS. METHODOLOGY OF PHONETICS AND GRAPHICS....... 174

Understanding the functions of pronunciation units of speech.................................................... ............. 174

Student skills........................................................ ................................................... 175

Learning process. Methods, techniques................................................... ..................................... 176

Difficulties in phonetics and graphics................................................................. ........................................... 177

Chapter 6. METHODOLOGY OF VOCABULARY AND SEMANTICS. MORPHEMIC METHOD AND

WORD FORMATIONS................................................................. .................................... 177

Educational process. Methodological techniques. Difficulties................................................. ............. 179

Generalizations. Feedback................................................ .................................... 181

Chapter 7. METHODOLOGY FOR STUDYING GRAMMAR.................................................... .................... 182

Morphology. Parts of speech................................................... ............................................... 182

Noun. Lexical and grammatical meaning.................................................... 183

Topic “Gender of nouns”................................................. ............... 184

Topic “Number of nouns”................................................. ................................ 185

Topic “Declination of nouns”................................................................. ................... 186

Chapter 8. ADJECTIVE.................................................... ................................ 190

Lexical and grammatical meaning of adjectives.............................................. 190

Topic “Gender of adjectives” .................................................... .................................... 191

Topic “Number of adjectives” .................................................... ................................... 192

Topic “Declination of adjectives” .................................................. ........................... 193

Word formation of nouns and adjectives.................................................... 196

Chapter 9. VERB.................................................... ........................................................ ............... 197

Lexical and grammatical meaning of verbs.................................................... .................... 197

Topic "Verb tense". Past tense................................................ ................. 199

Topic “Present tense of the verb” .................................................... ................................... 199

Theme "Infinitive". Infinitive............................................... .202

Topic “Future tense of the verb (simple and complex)”.................................................... ............ 203

Introducing the moods and voices of verbs.................................................. 205

Word formation of verbs............................................................. ........................ 207

Chapter 10. VARIOUS TOPICS OF THE MORPHOLOGY COURSE.................................................... ................. 208

Getting to know the pronoun................................................................... ........................................................ ..... 208

Introduction to numerals.................................................................. ....................210

Getting to know adverbs................................................................... ........................................................ .211

Functional parts of speech. Unions. Prepositions........................................................ ........ 211

Chapter 11. SYNTAX.................................................... ........................... 212

The place and role of syntax in a grammar course.................................................... 212

Proposals, their types.................................................. ........................................................ .................... 213

Members of the sentence. Collocations........................................................ .................... 216

Homogeneous members of the sentence.................................................. ........................................... 217

Complex sentences................................................ ........................................................ ............... 218

Direct and indirect speech.................................................... ........................ 219

SECTION IV SPELLING METHODS (SPELLING AND PUNCTUATION)... 223

Chapter 1. COMPARATIVE HISTORICAL ANALYSIS OF TEACHING SPELLING

(XIX-XX centuries).................................................. ........................................................ ............... 223

Grammar basics of teaching spelling.................................................................... ................... 223

Position of K. D. Ushinsky................................................. ........................................................ .224

Antigrammatical direction................................................... .................................. 226

Chapter 2. PROPERTIES OF RUSSIAN SPELLING AS THE BASIS OF ITS METHODOLOGY....... 227

General concept........................................................ ........................................................ ................. 227

Alphabet................................................. ........................................................ ... 228

Graphic arts................................................. ........................................................ .............. 228

Spelling................................................. ........................................................ .229

Punctuation................................................. ................................... 230

Principles of Russian spelling. Morphological principle................................... 230

Phonemic principle................................................... ................................ 232

Traditional principle of spelling............................................................ ................................ 233

The principle of differentiation of values.................................................................. .................................... 234

Phonetic principle................................................... .................................... 234

Punctuation principles................................................................... ........................................................ ................ 235

Chapter 3. FORMATION OF SPELLING ACTIONS AND SPELLING SKILLS..... 236

Spelling........................................................ ........................................... 236

Spelling vigilance................................................... ........................... 237

Spelling rules................................................... .................................... 238

Motivation for spelling work...................................................... ............. 240

Stages of formation of spelling skills.................................................... ........................... 241

Speech hearing......................................................... ........................................................ ....... 243

Semantic work in mastering spelling.................................................... ........................... 243

Chapter 4. METHODS AND TECHNIQUES OF TEACHING SPELLING.................................................... 244

Selection of methods........................................................ ........................................................ .... 244

Language analysis and synthesis................................................................. ............... 245

Memorization........................................................ ........................................... 246

Solving grammatical and spelling problems.................................................... .................... 247

Algorithms........................................................ ........................................................ .................... 249

Compression stages of the algorithm.................................................... ................................ 250

Types of spelling exercises................................................................. .................................... 251

Imitative exercises (types of cheating)................................................................. ................... 252

Types of dictations......................................................... ........................................................ ............... 253

Grammar and spelling comments.................................................... ............... 254

Independent writing, expression of thought, its role in spelling.................................... 255

Chapter 5. STUDYING STUDENTS' ERRORS.................................................... ......... 256

Classification of errors................................................... ................................................... 256

Diagnostics and prediction of errors.................................................... ................. 257

Correcting and preventing errors.................................................................. ........................... 258

Chapter 6. RUSSIAN LANGUAGE LESSON (GRAMMAR AND SPELLING)................................................... 260

General requirements for the lesson.................................................. ................................................... 260

Typology of Russian language lessons.................................................... ................................ 261

Structural components of Russian language lessons.................................................... ........................ 263

Lesson planning and preparation.................................................................... ......... 265

SECTION V METHODS OF STUDENTS SPEECH DEVELOPMENT.................................... 269

Chapter 1. SKETCH OF THE HISTORY OF THE DEVELOPMENT OF THE “GIFT OF THE WORD” IN THE RUSSIAN SCHOOL of the 19th-20th centuries...... 269

K. D. Ushinsky................................................... ................................... 269

The main directions in the methodology of speech development................................................................. ............... 270

Trends of the 60s of the XX century. ........................................................ .................... 272

Chapter 2. PSYCHOLOGICAL AND LINGUISTIC FOUNDATIONS OF STUDENTS' SPEECH DEVELOPMENT ................................... 273

Speech and its types.................................................. ........................................ 273

Speech and thinking ................................................... ........................................................ ... 274

Statement........................................................ ........................................................ .......... 275

Types of speech (text)................................................... ................................... 277

Theories of text structure................................................................... ........................................... 278

Factors of human speech development................................................................. ................................ 280

Chapter 3. CULTURE OF SPEECH AND METHODS.................................................... ........ 281

Criteria for speech culture................................................................... .................................... 281

Chapter 4. METHODS OF DEVELOPING STUDENTS' SPEECH.................................................... .......... 283

Imitative methods................................................... ........................................................ ..... 283

Communication methods................................................... ........................................................ .... 284

Construction method................................................... .................................... 286

Rhetoric in primary school................................................................. ........................................... 288

Chapter 5. LEVELS OF WORK ON STUDENTS' SPEECH DEVELOPMENT.................................................... 290

Pronunciation level................................................... ........................................................ .. 290

Directions of work at the pronunciation level................................................................. ................... 292

Lexical level (vocabulary work) .................................................... ................................... 295

Grammatical level of work on speech development.................................................. ................. 297

Chapter 6. TEXT LEVEL IN SPEECH DEVELOPMENT.................................................... ....... 300

Types of school text exercises................................................................. ..................................... 300

Typology of student work and components of the speech development system.................................... 302

Retellings and expositions, their meaning, purposes and types.................................................... ....................... 304

Methodology for presenting individual types.................................................................... ............ 305

Creative retellings and presentations.................................................... ........................... 307

Chapter 7. TEXT LEVEL (CONTINUED). ORAL AND WRITTEN ESSAYS........... 309

Essay as personal expression.................................................................... .................... 309

Preparatory steps for writing.................................................... .................... 310

Execution, implementation of the prepared................................................... ................................... 313

Analysis of children's essays......................................... 315

Chapter 8. ABOUT SPECIFIC TYPES OF ESSAYS.................................................... ............... 317

Miniature essays................................................................. ........................................................ ............... 317

Description of the picture................................................ ........................................................ .......... 318

Essays on literary topics.................................................................... ..................................... 319

Writing fairy tales................................................... ........................................... 321

Essays based on students’ experiences and observations................................................................. .322

Literary creativity of schoolchildren................................................................... .................................... 323

Chapter 9. SPEECH ERRORS OF STUDENTS, THEIR DIAGNOSIS AND CORRECTION......... 327

Types and causes of speech errors.................................................... .................... 327

Characteristics of lexical errors.................................................... ............. 329

Morphological errors........................................................ ........................... 330

Syntax errors................................................... ........................... 331

Logical and compositional errors.................................................................... ................................... 332

Correcting and preventing speech errors................................................................. ....... 333

Chapter 10. ORGANIZATIONAL FORMS OF CLASSES ON SPEECH DEVELOPMENT OF SCHOOLCHILDREN... 335

Typology of organizational forms of speech development.................................... 335

Language, speech, its development, linguistic personality.................................................. ............... 336

SECTION VI EXTRACURRICULAR WORK IN THE RUSSIAN LANGUAGE.................................................... 341

Tasks and forms of extracurricular work................................................................. ............... 341

Language games................................................... ........................................................ ............... 342

Russian language club................................................... ........................................................ .... 344

Child at home................................................... ..................................... 344

Types of extracurricular activities................................................................... ........................................................ 345

Zinovieva T.I., Kurlygina O.E., Tregubova L.S. Workshop on methods of teaching the Russian language in primary school

M.: Academy, 2007. - 304 p.

Content:
General approaches to the development of speech of primary schoolchildren.
Improving oral speech of junior schoolchildren.
Work on the word as a lexical unit of speech.
Development of the syntactic structure of speech of primary schoolchildren.
Work in the field of speech culture for junior schoolchildren.
Teaching primary schoolchildren to reproduce text and create their own statements.
Methods of teaching literacy.
Studying the topic “Sounds and Letters” and improving the phonetic and graphic skills of primary schoolchildren.
Methods of teaching spelling.
Methodology for studying the basics of morphemics and word formation.
Issues of theory and practice of teaching morphology in primary school.
Studying elements of syntax and punctuation.

Ramzaeva T.G., Lvov M.R. Methods of teaching Russian in primary school

M.: Education, 1979.

Lvov M.R., Ramzaeva T.G., Svetlovskaya N.N. Methods of teaching Russian in primary school

2nd ed., revised - M.: Education, 1987. - 415 p.

The book outlines a systematic course of Russian language methodology in elementary school. The second edition contains materials reflecting the implementation of school reform: on the education of six-year-old children, on streamlining the academic workload of students, etc.; the specifics of the new textbooks - “ABC”, reading books, Russian language textbooks, and the educational complex as a whole were taken into account.

Soloveichik M.S. Russian language in primary school. Theory and practice of teaching

Soloveychik M.S., Zhedek P.S., Svetlovskaya N.N., Tsukerman G.A., Goretsky V.G., Kubasova O.V. and etc.
M.: Academy, 1997. - 383 p.

Ladyzhenskaya T.A. (ed.). Methods of speech development in Russian language lessons

NOT. Boguslavskaya, V.I. Kapinos, A.Yu. Kupalova and others.
Book for teachers. - M.: Education, 1991. - 240 p.

Lvov M.R. Dictionary-reference book on Russian language methods

Textbook manual for pedagogical students. Institute for specialties No. 2101 “Rus. language or T.". - M.: Education, 1988. - 240 p. - ISBN 5-09-000507-9.

Zhedek P.S. Using developmental teaching methods in Russian language lessons in primary school

Educational and methodological manual. - Tomsk: Peleng, 1992. - 60 p. — (Library of developmental education).
The collection contains articles on studying the Russian language on a phonemic basis, which develops phonetic hearing in students and is a prerequisite successful learning children's literacy as the basis for improving their spelling skills, the most important condition for mastering the graphics and spelling of the Russian language, and developing interest in the language.
The author suggests practical recommendations on the use of methods of teaching spelling on a phoneme basis, teaching spelling vigilance to both primary school students and students, future teachers.
The work is intended for students of pedagogical universities, employees of the system public education, parents.

Soloveichik M.S. First steps in learning language and speech

M.: Flinta, 2000. - 104 p.

The book is dedicated to the first stage in the preparation of primary schoolchildren in the Russian language - the period of learning to read and write. The book provides methodological advice on teaching phonetics, graphics, spelling and speech. Lesson developments are provided.
The book can be useful in teaching literacy using any ABC book; it is addressed to primary school teachers, primary education methodologists, university and college teachers, and students.

Lvov M.R., Goretsky V.G., Sosnovskaya O.V. Methods of teaching Russian in primary school

M.: Academy, 2007. - 464 p. - (Higher professional education).

Methods of teaching literacy.
Methods of reading and literature.
Methodology for studying language theory.
Spelling techniques (spelling and punctuation).
Methods for developing students' speech.
Extracurricular work in the Russian language.