Good afternoon Dear presidium, dear teachers, guests!

Currently, there is an opinion in society that the Russian language is almost in mortal danger. Vocabulary modern man comes down to a small set of words. Philologists, public figures, and politicians are sounding the alarm. Bills on preserving the purity of the language are being introduced into the State Duma... This topic is also noted in the main report of our conference . What actually threatens the Russian language? What can spoil our great and mighty? A language cannot be pure or dirty; its state is recorded in numerous dictionaries and grammars, in which we will not find any unnecessary foreign words, jargon, or profanity. We need to talk about purity of speech, about how we implement language in the process of communication. This is exactly what philology teaches us.

D.S. Likhachev very accurately defined the importance of philology: “The wider the circle of eras, the circle of national cultures that are now included in the sphere of education, the more necessary philology is. It brings humanity and different human cultures closer together not by erasing differences in cultures, but by realizing these differences." Today we are not only talking about the need for philology and humanities, but also about their role in the process of integration of science and culture into the educational sphere.

Great hopes for dramatic changes in the educational process are assigned to the standards of the second generation (FSES), where the leading slogan of past years is replaced: “ Education for life", a new one came: " Lifelong learning».

What role can it play under these conditions? philological education?

In all spheres of public In life, the importance and role of people endowed not only with basic literacy, but with a high level of general linguistic culture, is growing. No wonder there is a textbook statement: whoever has the word has the power. The role of language in modern processes is extremely great cultural development of this or that people. Many phenomena are associated with the word national culture, development of cultural heritage and interethnic relations. It is obvious that the development of information and computer civilization requires the study of languages ​​of interethnic and international communication

Thus, knowledge in the field of philology was and remains basic for the formation of a modern cultural person.

Then how can we outline the boundaries of philology: how long is it destined to exist and develop?

Philology will live as long as it is a shame to be illiterate in writing, not knowing the history of one’s country, and not being able to express oneself beautifully and logically. For now, society will maintain a certain cultural level of its citizens and will be interested in developing not only their natural science, but also their humanitarian creative needs.

At the same time, modern civilization clearly indicates another dependence: without the development of culture, without the education of a versatile personality ready for various forms of humanitarian work, there are no prospects for the growth and development of the socio-economic potential of society. If we do not now provide conditions for the development of the cultural inclinations of the new generation, we will close our way to the future, because spiritual culture can transform life on Earth, defeat ignorance, vulgarity, wars: “Where there is culture, there is peace...”

The current state of philological education at school characterized by several positive factors:

The role of integrativeness has increased, striking examples of which are the linguistic and literary courses “Russian Literature”, “Art text analysis», elective course"Business Russian";

The pedagogical tools of the literature teacher have expanded. There is now the possibility of electronic support for philological education (ICT, electronic textbooks presented on the website of the Ministry of Education and Science of the Russian Federation)

Russian language and literature lessons oriented for development creativity students and their independent activities, on the co-creation of teacher and student, on the development in children of a caring attitude towards their native language and region, on the desire to learn new and interesting things. Setting learning objectives helps to move away from the pattern and develop students' sense of purpose, and sense of purpose leads to depth and strength of knowledge.

It is also important that in the process of searching for solutions to problems, students use different sources: some can turn to books, others - to electronic media, and still others - to use Internet search resources, which teaches them to interact with information space. The use of interactive, audiovisual teaching aids is aimed at increasing the positive motivation of students to study the Russian language, enhancing cognitive activity, and developingthinking, formation active position personality in moderninformatized society.

Research tasks included in the lesson system for different stages: during practical work or consolidation of material; as tests, homework assignments, and tests. The task can remain within the framework of one lesson, topic, or can serve as the beginning or basis for future research work, projects. Our school has such work and projects. Thus, observing the speech of fellow villagers grew into a research project. Over the course of several years, we compiled a dictionary of vernacular languages, dialects, colloquial vocabulary village residents, recorded and analyzed people's speech of different ages. And our result is excellent: in 2012 I spoke at the International Scientific and Practical Pedagogical Conference: “Ethnocultural Education: Experience and Prospects”, and already in 2013 our project “Scattering of dialects in colloquial speech village Sialeevskaya Pyatina", on All-Russian scientific-practical conference students “Living Culture: Traditions and Modernity” received a 1st degree Diploma.

Ample opportunities for this type of activity are provided by literature lessons, on which one cannot avoid integration with history, fine arts, music, architecture, psychology, social studies.

At the same time, the methodological basis of the integrated approach to learning is the mandatory establishment of meta-subject connections.

The acquired meta-subject skills are necessary for students to perform creative assignment on the exam in OGE form and Unified State Examination, as well as in their future professional activities and everyday life.

The results of certification in the past academic year in the form of the OGE and the Unified State Exam are encouraging. Average score OGE-27.6; Unified State Exam-52

Our students are regular participants in school, district, republican and All-Russian Olympiads, competitions. Only this academic year we have two winners in the creative work competitions “We are against drugs” - “Make a choice”, “My family and the Great Patriotic War”; two winners and a runner-up in the literary competition “The Art of Words”; winner in the reading competition " Living classics", winner in the republican competition "State Symbols". We are winners and prize-winners of municipal subject Olympiads in Russian language and literature... that is, the practical orientation of training is obvious

However, without exaggeration, a philologist teacher has a huge number of problems.

We have to admit that language culture modern society needs serious correction.
Almost 20% of Russian schoolchildren could have received “twos” on the Unified State Examination in the Russian language if the minimum score for this exam had not been lowered (from 36 to 24 points).

How to achieve the goal of that “unattainable” Federal State Educational Standard with an insufficient number of hours allocated to the development of speech and language competencies, especially in third-level schools? After all, 1 hour a week is allocated for studying the Russian language, while for the formation of the same communicative competence By foreign language 3 hours allotted.

A specially developed Federal program will have to correct the situation. It includes the return to the 11th grade of the final school essay, the study of the Russian language from kindergarten and the retraining of teachers as specialists teaching Russian as a foreign language.

There are only a few months left until the final essay. 11th grade students will write it at the end of this year. Students will be offered five directions, based on which topics will be developed. However, some topics will not be tied to specific works or authors. There will be no strict limits on volume. Minister of Education and Science D. Livanov proposes to give students only an approximate approximate number of words to receive a positive grade.

Teachers and students learn essay topics directly on the exam day. Measures to protect information while writing essays will be the same as when working with the Unified State Exam. The work will be checked by the teachers themselves and graded “Pass”/“Fail”. In case of unsatisfactory results, the graduate will be able to rewrite the work in February. A positive grade not only gives the student the right to take the Unified State Exam, but can also bring up to 10 additional points upon admission.

We will now monitor how children learn school material using additional tests that are being introduced from the new academic year. They will be held as part of the mandatory assessment of student achievements.
In 4th grade, children will have to pass the so-called meta-subject test- demonstrate thinking, reading skills, using information from the school curriculum, creativity, etc. In 7th grade, students will be tested in Russian language and mathematics. Together, such tests will have to identify in advance the problems of schoolchildren in mastering the material and the shortcomings of teachers in teaching the material.

The prospects for current philological education are quite open. Of course, not all upcoming changes will be accepted unambiguously by the teaching community. But in any case, we will have to realize the need to restructure philological education and take joint action to give it a modern image.

In 2013, Vladimir Vladimirovich Putin took part in the Russian Literary Meeting, held in Russian University friendship of peoples.

The main and general concern, the president said, is the current decline in interest in the book. The fact that the book has ceased to play an important role in the life of society is also evidenced by the fall in the level of general culture. Of course, the Russian language is too great, thank God, for its traditions to be destroyed. But we often encounter both illiteracy and primitivism.

And one more important aspect. There is, perhaps, no such literary country in the world as Russia, despite the problems and the known decline in interest in books. But even if the decline in interest in reading and books is a global trend, we have no right to put up with it. It is we, without exaggeration, who are responsible to the entire civilization for the preservation of Russian literature, for its conservation, for its colossal humanistic potential.

To the credit of the Education Department...a striking example of such reverent caring attitude towards classical literature in our area are annual traditional literary holidays, dedicated to the anniversary of the classics or a historical event, prose and poetry reading competitions. Children prepare mini-performances, sew costumes, hone the pronunciation of each phrase, and come into contact with living classics .Literary holidays - holidays skill artistic speech. Sialeevsko-Pyatinskaya school Always prize-winner such holidays. Our school hosts literary evenings, living rooms, and illustration competitions. art books And literary heroes, reading and essay competitions. We have a wonderful classroom of Russian language and literature, it’s just a pity that there are no computers in the classrooms - that would be a big plus.

Our task is to create an environment in which education, erudition, knowledge of literary classics and modern literature will become a rule of good manners.

Many feel discomfort due to the use of jargon and colloquial words in public speeches by officials. High-ranking officials use expressions such as “they are tortured to swallow dust” or “he is not a ruble for everyone to love him.” There's nothing scary here. Main, do not lose “proportionality and conformity”», as Alexander Sergeevich Pushkin said. That is, a person must have a sense of language and understand how appropriate his words are in a given situation. This is what we must teach. This is a matter of honor for every literature teacher.

An example of such a speech: the speech of our president is attractive, bright, imaginative, competent, and rich in examples. He uses catchphrases, sayings, aphorisms. I want to listen to this kind of speech.

On June 12, 2014, V.V. Putin signed a decree “On holding the Year of Literature in the Russian Federation” in 2015. The President of Russia expressed hope that The Year of Literature will be a vibrant project that unites society

Within the framework of the Year of Literature, cultural, historical, and social moments. Among the most important events are: “Books to Hospitals”, “Literary Map of Russia”, “Literary Eurasia”, “Library Night 2015”, “Summer with Books”

Russian spiritual culture has always been distinguished by the desire to put high goals. For us now the most important goal is a closer one – to form students’ language, linguistic, communicative and cultural competence. The main thing is that our students understand and adequately evaluate the world around us, knew how to make the right choice, thought, analyzed, could empathize and sympathize with others.

We, the domestic humanitarian intelligentsia, are capable of serving these goals.

Dear Teachers! Happy Knowledge Day! I wish us all the achievement of new professional heights, the realization of creative ideas, good health and peace!

Thank you for your attention!

3 chosen

A fragile young lady with a pile of books pressed to her chest, a thoughtful young man of romantic appearance, capable of immediately quoting Diderot and Voltaire, a gray-haired professor, a little absent-minded and, undoubtedly, in love with his work - these are approximately the images that arise when talking about philologists. But who are they really, what do they do, what do they study?

The terrible word philologist translated from Greek means “love of words.” Philology studies languages ​​in all manifestations - structure, history of development, literature. Moreover, we can talk about both living languages ​​and dead ones, but nevertheless influencing modern linguistic structures and people’s thinking. When this profession first appeared, philologists were engaged in the study and interpretation sacred texts. Now these specialists are engaged in both the study of texts written in ancient languages ​​and, in fact, modern languages.

The difference between philology and linguistics

In our country, linguists, specialists in linguistics, study both in the faculties of philology and in special linguistic faculties. In the second or third year, students choose a specialization: linguistics, literary studies, or something else. Classical philology studies patterns ancient literature. Modern philology is closely related to linguistics and studies the languages ​​and literature of existing countries. Moreover, the field of view of philologists includes not only “representatives of high culture”, but also folklore in various manifestations. Philologists observe the life of language.

Philologist-researcher and philologist-practitioner. Who does what?

A philologist who has chosen a career as a scientist studies and analyzes language, texts, modern and ancient, and folklore. There are special expeditions to villages where the old Russian language is still alive, in which tales are told and songs are sung. Philologist is a calling, because big salaries there is no need to count. But there are other advantages - the exchange of knowledge and experience with the global scientific community. The practical activity of a philologist is manifested in pedagogy, journalism, and translation. There are actually quite a few areas where a philologist can successfully implement himself.

What else can a philologist do?

In addition to traditional types of professional activities, new, very unusual ones have appeared in the 21st century. For example, the creation of information languages. The synthesis of computer science and philology today is a very dynamically developing area of ​​science.

Where do they study to become a philologist?

One of the most pleasant features of the philologist’s profession is the accessibility of education. A philological faculty exists in almost every university in the country. Of course, the most talented and ambitious people strive to get into top universities, for example, at Moscow State University.

Olga Moskovtseva, a graduate of the Faculty of Philology of Moscow State University:

“A philologist is a person who voluntarily condemns himself to reading gigantic lists of literature and heaps of other books. So he needs good eyesight. And the ability to read everywhere and in any position.

Our main difficulty – like everyone else’s – is finding a well-paid job. Those who go into science are aware that they will definitely not be shoveling. But in return they receive prospects for scientific exchange with the world community, their own “microworld” of people who are interested in all sorts of rare languages, retelling forms, cultural concepts and other philological joys.

Those who don’t go, like all other people, get jobs in different ways: they work as speechwriters, editors, teachers. One of my classmates is teaching a special machine to talk - writing scripts for it to answer various questions that clients may ask. That is, this is generally work at the intersection of linguistics and programming."

Philological education at school:
current state, problems and development prospects

Philology underlies not only science,
but also of all human culture
D.S. Likhachev

The educational (subject) field “Philology” (“Languages ​​and Literature”) currently occupies one of the leading places in the State educational standard of basic and secondary (complete) education. It represents a mandatory linguistic part of the Basic Curriculum (BUP) and includes Russian language, literature and a foreign language.

The current state of linguistic education in school is characterized by the following positive factors:

1) the scope of the subject “Russian Language” has expanded and, accordingly, the volume of content of the material studied has increased due to the convergence of school and scientific (university) courses, as well as due to the isolation of independent linguistic disciplines within the course - speech culture, stylistics, rhetoric, part the material of which traditionally formed part of the main course “Russian Language”;

2) the time (number of hours and years) for studying the subject “Russian Language” and other linguistic disciplines has increased, which is associated with the indicated substantive changes in the course. Current basic syllabus 2004 allows you to build two parallel educational lines:

basic (compulsory) linguistic education, implemented in the educational field of “Philology”,

and additional in-depth (if necessary continuous) linguistic education, carried out through mandatory elective and elective courses at different educational levels (II and III), in accordance with the profile of the educational institution (or class) and the individual interests of students;

3) the role of integrativeness has increased, especially in the philological profile education of high school students. Vivid examples of such integration are, for example, the linguistic and literary courses “Russian Literature”, “Artistic Text Analysis”, the elective course “Business Russian”;

4) the pedagogical tools of the literature teacher have expanded. It has become possible to provide electronic support for philological education (information and communication technologies, electronic textbooks presented on the website of the Ministry of Education and Science of the Russian Federation). It is enough to name such modern educational technology, as “Developing critical thinking through reading and writing”, “Debate”.

The use of educational technologies has a number of advantages:

The student has the opportunity to control the process of solving educational problems, vary them in degree of difficulty, gradually developing skills and speed of completing tasks. Computer notes the right decision, if something is wrong, advises you to think again, offers options, suggests an answer - this way the stress is relieved when receiving an unsatisfactory work result.

The computer provides flexibility in managing the educational process and creates opportunities for differentiation and individualization of learning. Under the guidance of the teacher, the pace of work, topics, exercises, sequence and speed of completing tasks are selected - it all depends on the professionalism and interest of the teacher in the successful activities of the student. The use of information and computer technologies is inevitably associated with the abandonment of the priority of the traditional classroom-lesson system, the change in the role of a teacher-dictator to the role of a teacher-coordinator.

However, without exaggeration, a philologist teacher has a huge number of problems.

With the introduction of independent examination of the quality of knowledge (these are both international studies PISA and the state final certification in the Unified State Exam format) it became obvious that the student needs practical knowledge of the Russian language in its various functional varieties: oral and written speech, colloquial and literary, business and epistolary. You must be able to competently, independently and creatively express your thoughts, adequately perceive and understand speech of different genres and styles, etc.

In practice, neither teachers nor students strive to implement such fundamentals of speech, since the content of final and entrance exams does not in any way contribute to the transition school course Russian language on new rails. And the result is obvious, just remember the quality of completing tasks in part C on final exam or the creative part of the final presentation. How to achieve the goal of that “unattainable” Federal State Educational Standard with an insufficient number of hours allocated to the development of speech and language competencies, especially in third-level schools? After all, 1 hour a week is allotted for studying the Russian language, while 3 hours are allotted for the formation of the same communicative competence in a foreign language.

The gap between the declared content of the course and the control and final certification is absolutely obvious.

The methodological letter “On teaching the academic subject “Russian (native) language” in the context of the introduction of the federal component of the state standard of general education” proclaims very high goals. They are declared quite often and loudly, but in practice, raising a literate, namely literate, and not an error-free student is possible only within the framework of a well-thought-out language education system. It should not only include materials from training programs, but also take into account the peculiarities of the language of society and communication patterns. In modern conditions, it is especially difficult for a teacher to resist the primitive speech patterns of the media. And in the very system of studying the Russian language at school, both rhetoric and speech development lessons occupy a subordinate place. School teachers They will certainly confirm that speech development lessons, even if there are many of them, are of an optional nature, because exams and other forms of control are not carried out on them.

The quality of philological education is determined not only by the features of the course program, but also by certain mistakes in teaching.

The teacher does not create a learning environment that stimulates the development of students’ conscious-communicative skills, and pays insufficient attention to working on students’ speech culture and studying Russian literature as a special kind of verbal art.

An independent examination of the development of reading competence (the skills of understanding various texts) as the main way of learning is not only thought out at the international level, but has been successfully tested and is acting, forcing a radical change in approaches in educational systems. In our country, the results of PISA testing since 2000 have shown the inability of schoolchildren to adequately understand and use different types of texts in speech creativity. “When testing, students are required to: understand key concepts, own algorithms for completing tasks and be able to apply your knowledge and skills in various situations. Assessment is future-oriented because it is not just mastery that is being tested. school curriculum how much is the ability of adolescents to use their knowledge and skills in real life. This new look on educational activities challenges some traditional ideas about the functions of the school in general and the teacher in particular.” Reading involves understanding the text and thinking about it. Literacy involves a person's ability to use written information for his own purposes and in a wide range of situations that require its effective use. The results obtained showed that the effectiveness of the learning process can be increased through both competitive and cooperative learning situations. Therefore, at the current stage, the task of the school, where learning is naturally organized in groups, is to instill in students the skills to master the material in a team, to develop in them a positive attitude towards cooperation as a form of learning.

The methods of teaching the Russian language and literature currently used in school are not fully focused on the speech development of students, the development of their creative abilities, the independent activity of schoolchildren in acquiring and using knowledge, and the co-creation of students and teachers. Modern educational technologies mastered by teachers, based on communicative competence, require time both to assimilate and to implement, to get used to the teaching style. They help the teacher select teaching material in a quality and meaningful manner, and also fundamentally change the style of relationship between teacher and student, teaching the teacher to see in the child an independent person who has the “right to make mistakes.”

Schools today lack sufficient modern educational, artistic, and especially reference books in Russian language and literature. Little used quality modern computer programs.

In this regard, the perspective of the school is seen in the design and creation of a unified developmental speech environment in the educational system, not only within the framework of humanitarian subjects.

U. A. Omelchenko,
teacher of Russian language and literature,
school number 11,
Noyabrsk, Yamal-Nenets Autonomous Okrug

The article was published with the support of the Internet project “Education Navigator”. By visiting the website of the Internet project “Education Navigator”, you will find large number useful materials dedicated to all types and stages educational process. Presented to your attention current news, informational and analytical articles talking about general education, studying abroad, the stages of preparing a child for school and much more. And also on the pages of the Education Navigator website contains a detailed list of educational institutions in Moscow and other cities of Russia. You can visit the website of the Internet project “Education Navigator” at http://FullEdu.Ru

Philological education plays a leading role in the processes of formation and education of the individual, the development of his moral qualities and creative abilities, in introducing him to domestic and world spiritual culture, as well as the continuation of national traditions and historical continuity of generations. At the same time, language education is the basis for the intellectual development and self-development of the individual, since it equips him with a tool for acquiring knowledge in any field of science and production, and philological education in general contributes to the successful activity of a person in any professional field, since it equips the individual with communication skills and skills that underlie any activity.

Goals of philological education

The main goals of philological education are:

1. education through a system of subjects of the philological cycle of a spiritually rich and highly moral personality, a true citizen and patriot of Russia, who loves his big and small homeland, his people, language and culture and respects the traditions and cultures of other peoples;
2. familiarization with the values ​​of national and world artistic culture;
3. mastery of a system of knowledge, abilities and skills in subjects of the philological cycle, as well as the development of speech, intellectual and creative abilities of students, the formation of skills in independent learning activities, self-education and personal self-realization;
4. development of coherent oral and writing, speech culture of students, ensuring their successful activities and active participation in various spheres of human communication.

The importance of the Russian language in the system of school education and upbringing.

... In the school education system, the subject “Russian Language” is central place. The leading role of this subject in the Russian school is determined social functions native language. Being a form of storage and assimilation of various knowledge, the Russian language is inextricably linked with all sciences and professions, and therefore with all school subjects.

Language is a tool for organizing any activity, therefore fluency language allows a person to achieve success in life.

As a means of understanding reality, the Russian language ensures the intellectual development of the child, forms his conceptual-categorical apparatus, develops abstract thinking, memory and imagination. It allows the student to get to know himself, master the means of introspection and self-expression.

The goals of teaching the Russian language in a Russian school.

Goals Teaching the Russian language in a Russian school is the formation of:

1. linguistic competence, which includes the necessary knowledge about the Russian language as a social phenomenon and sign system, its structure and functioning, general information about the language and vital information about linguistic scientists;
2. linguistic competence, which presupposes knowledge of the language itself, language norms, including spelling and punctuation;
3. communicative competence associated with mastering all types of speech activity and the culture of oral and written speech, rules and methods of using language in different areas of communication;
4. cultural competence, which includes information about the Russian language as a national-cultural phenomenon, reflecting the spiritual and moral experience of the people, reinforcing moral values; ideas about the connections of the Russian people with national traditions of the Russian people, as well as students’ awareness of the beauty, expressiveness and aesthetic possibilities of their native speech.

Basic school -at this stage, a level of language proficiency is formed that is necessary and sufficient for communication in vital areas and situations, and, at the same time, the possibility of further

studying. Improving speech skills and mastery language material create conditions for specialized training.

The Russian language is a subject of enormous ideological potential, great functional significance, it is not only a subject of study, but also a means of learning in work in other subjects, since in all spheres of communication the language acts as immediate reality thoughts.

Mikhail Ivanovich Kalinin said: “The highest achievements of human thought, the deepest knowledge and the most ardent feelings will remain unknown to people if they are not clearly and accurately expressed in words. Language is a tool for expressing thoughts. And a thought only becomes a thought when it is expressed in speech, when it comes out through language, when it is, as philosophers would say, mediated and objectified for others.” Consequently, cultivating interest in learning the Russian language should help increase the effectiveness of diverse educational influences leading to the formation of personality. Therefore, in improving the forms, methods and means of teaching, the problems of constructing interesting classes in the Russian language and developing them play a significant role.

I associate my interest in studying the Russian language at school with the non-standard approach to the content and organization of studying the subject, leading to the activation of students’ mental activity. The unconventionality of the work helps to arouse emotions in those performing it - surprise at the unusual, often a joyful feeling in the process of activity, pleasure from the result obtained. Non-standard lessons and tasks evoke in students such an emotional attitude towards the subject, which increases the children’s desire to know what is being studied and stimulates passion for this subject.

Outwardly, this attitude is expressed in the inquisitiveness, curiosity of students, in their attention and activity in the lesson.

The concept of “non-standard teaching methods” and “non-standard tasks” is broad; in fact, it is more associated with activities that in psychology are called productive. Non-standard tasks are often problematic situations, that is, situations that cause difficulties for students, a way to overcome which should be creatively sought.

All non-standard tasks can be divided into two types: educational and search tasks and research tasks.

Educational and search tasks are designed for students to “discover” what is already known and discovered in science; research involves individual new observations, new ideas.

Search learning models. Key principles of inquiry learning

(according to J. Bruner)

The common basis of various models with a search orientation is supra-subject search educational activity, that is, the special activity of students to build their educational knowledge.

Its varieties include:

* research: systematic research (posing a problem, putting forward and testing hypotheses, generating ideas, etc.);

* communicative-dialogue, discussion (identification and comparison of points of view, positions, selection and presentation of arguments, etc.);

* gaming, modeling in the subject-substantive (imitation-game) and socio-psychological (role-playing) terms.

The translation of the procedural training plan into a substantive one is carried out in the following areas:

1. special training in discussion procedures;
2. formation of a discussion culture;
3. special development of the emotional and personal side of educational and gaming activities associated with its role components;
4. emotional and intellectual reflection of the learning process, including simulation and role modeling.

J. Bruner summarized the inquiry approach to learning in the form of several basic statements-principles.

1. In the content of the subject it is necessary to highlight leading, core concepts. This makes the whole subject more accessible.

1. The study of the material must be permeated by correlating particular facts with cognitive structures and schemes.

1. The process of mastering basic concepts and principles has a broader meaning and allows you to master methods of cognitive activity that are significant beyond the specific content.

1. It is advisable to use a “spiral” study of basic ideas and concepts, from primary school to secondary, returning to them at subsequent stages of education.

1. Put the student in the position of a researcher, a discoverer.

Requirements for training content.

1. Students should feel dissatisfied with their existing ideas. They must come to a sense of their limitations and discrepancies with the ideas of the scientific community.
2. New ideas (concepts) should be such that students clearly understand their content. This does not mean that students are obliged to adhere to them themselves, to believe that they describe the real world.
3. New ideas must be plausible to students; they must perceive these ideas as potentially valid, compatible with existing ideas about the world. Students should be able to connect a new concept with existing ones.
4. New concepts and ideas must be fruitful; in other words, for students to abandon more familiar ideas, serious reasons are needed. New ideas must be clearly more useful than old ones. New ideas will be perceived as more fruitful if they help solve an unsolved problem, lead to new ideas, or have greater explanatory or predictive capabilities.

Of the listed conditions, two (second and third) approximately correspond to the known didactic requirements for the accessibility of learning and the transition from “close to distant”, known to unknown (Ya.A. Kamensky). At the same time, the first and fourth requirements - they can be briefly described as dissatisfaction with existing knowledge and the requirement for heuristics of new knowledge - go beyond traditional didactic principles and are associated with the exploratory nature of learning.

Requirements for the educational process.

1. Encourage students to formulate their ideas and ideas and express them explicitly.
2. Confront students with phenomena that contradict existing ideas.
3. Encourage students to put forward alternative explanations, assumptions, and guesses.
4. Give students the opportunity to explore their assumptions in a free and relaxed environment, especially through small group discussions.
5. Give students the opportunity to apply new concepts to to a wide circle phenomena, situations, so that they can assess their practical significance.

The following understanding of inquiry-based learning is now widespread in foreign pedagogy. This is learning in which the student is placed in a situation where he himself masters concepts and approaches to solving problems in a process of cognition, more or less organized (directed) by the teacher. In its most complete, expanded form, research learning assumes that the student identifies and poses a problem that needs to be solved; offers possible solutions; tests these possible solutions; based on the data, draws conclusions in accordance with the results of the audit; applies conclusions to new data; makes generalizations.

Over the past decades, many foreign didactics have adhered to the idea of ​​three levels of research education. At the first level, the teacher poses a problem and outlines a method for solving it.

The decision itself, its search, must be carried out independently by the student. At the second level, the teacher only poses the problem, but the method

The student searches for solutions on his own (here a group or collective search is possible). At the highest, third level, the formulation of the problem, as well as the search for a method and the development of the solution itself, are carried out by students independently.

The teacher as an organizer of problem-based learning.

Acting as a facilitator of problem-based learning, the teacher is called upon to act more as a leader and partner than as a source of ready-made knowledge and directives for students. During the training process, the teacher must acquire experience that will allow him to:

1. Subtly sense the problematic situations that students face and be able to pose real problems to the class. learning objectives in a form understandable for children.
2. Serve as a coordinator and partner.
3. Try to captivate students with the problem and the process of its in-depth research, stimulate creative thinking with the help of skillfully posed questions.
4. Show tolerance for the mistakes students make in trying to find their own solution. Offer your help or refer to the necessary sources of information only in cases where the student begins to feel hopeless in his search.
5. Provide opportunities for regular working group reports and exchange of views during class discussions. Encourage critical thinking about research procedures, suggestions for improvements, and new directions for research.
6. Finish class discussions, research, and implementation work before signs of loss of interest in the problem appear.
7. While maintaining motivation, allow individual students to continue working on a problem on a voluntary basis while other students find ways to approach a new problem.

Comparative features of traditional and research learning.

Traditional training:

1. The teacher should present the basic ideas and concepts embedded in the content of the subject and reflected in the topic being studied.
2. Students learn vital ideas and concepts through the teacher's direct presentation of them.
3. Natural science subjects are taught as a holistic and complete body of authoritative and consistent information that is not subject to doubt.
4. Educational knowledge should be built on a clear logical basis, optimal for presentation and assimilation.
5. The main goal of laboratory work is to develop practical manipulative skills, as well as the ability to follow directions aimed at achieving planned results.
6. The learning of material in laboratory work follows precisely established directions and is guided by a methodology aimed at illustrating the concepts and concepts learned in class.
7. To truly understand the content being taught, students must master a body of factual information related to that content.

Research training:

1. The student independently comprehends leading concepts and ideas, and does not receive them in finished form from the teacher.

2. Students play a leading role in making decisions about choosing a way to work with the material being studied.

3. Each student independently studies, describes and interprets the information and observations that he, along with everyone else, receives during educational research.

4. To study the rule, students should be introduced to examples from which this rule can be deduced independently, without the teacher presenting it.

5. Students question accepted concepts, ideas, rules, and include in their search alternative interpretations, which they independently formulate, justify and express in a clear form.

Characteristics of educational-search, creative and cognitive activities.

1. Statement of the problem, search for its formulation from different points of view.
2. Search for facts for a better understanding of the problem and the possibilities for solving it.
3. Searching for ideas simultaneously with activating the sphere of the unconscious and subconscious; Evaluation of ideas is delayed until they are expressed and formulated by students.
4. Finding a solution in which the ideas expressed are analyzed and evaluated; The best of them are selected for implementation and development.
5. Seeking recognition of the solution found by others.

Creating conditions for educational and research activities in the educational process.

To develop research, creative, cognitive activity, the teacher needs to look for ways to create a special environment for the educational process that encourages creativity. In recent years, a group of researchers led by S. Parnes has proposed the following recommendations for creating a creative learning environment. Today, these recommendations are considered generally accepted in the global scientific and pedagogical community.

1. Eliminate internal obstacles to creative expression. To ensure that students are ready for creative search, we need to help them gain confidence in their relationships with others - fellow students, teacher. They should not be concerned whether their ideas will be accepted or ridiculed. They shouldn't be afraid to make a mistake.

1. Pay attention to the work of the subconscious. Even when the problem is not directly in the spotlight, our subconscious may be working on it without us noticing. Some ideas may appear on the surface for a moment; It is important to mark and record them in time in order to later clarify, organize and use them.

3.Refrain from making judgments.

9. Develop receptivity, increase sensitivity, breadth and richness of perception of everything around you. This task can become the subject of special work in literature classes. However, it can be solved by the teacher along the way, for example, in special exercises to develop observation and sensitivity.

10. Expansion of the knowledge fund. The volume of available information is the basis on which new ideas are created. However, the dependence of creative possibilities on awareness is ambiguous. Assimilation of information does not replace and does not in itself develop the ability to think.

11. Help students see the meaning, the general direction of their creative activity, and see in this the development of their own abilities to solve creative problems.

Without such an understanding, all exercises that stimulate creative activity will be perceived only as entertainment.

All of the above recommendations are feasible only in conditions of free exchange of opinions and ideas, in an atmosphere of lively discussion and creative discussion. Another feature is the personal involvement of students. It can be created only with the appropriate involvement of the teacher himself.

Model for systematic data collection, generation and testing of hypotheses

(plans-stages)

1. Facing a problem. Teacher explains the rules

interaction, introduces a situation of cognitive conflict.

1. Data collection - “verification” (confirmation of factual information). Children search for reliable information about objects and phenomena. Important task teachers - to expand the field of cognitive search, the volume and nature of information available to children. The types of this information may later be the subject of retrospective analysis.

1. Data collection-experimentation. Students identify the factors being studied, put forward hypotheses, and test cause-and-effect relationships.

1. Construction of an explanation. Students put forward (formulate) an explanation. During the discussion, the class develops an explanation that fully corresponds to the original situation.

1. Analysis of the research progress. The class returns to the research conducted and analyzes its progress.

So, in the “Research Training” model, research skills, research experience as a method and being are formed scientific knowledge, training does not serve the assimilation of knowledge as a method of generalizations currently accepted, but the mastery of the process itself in which these generalizations are created and tested.

Model group decision problems based on metaphorical thinking.

1. Initial statement of the problem.

1. Analysis of the problem and communication of the necessary background information For an appropriate report, a presentation by an expert or a competent person is usually necessary.

1. Finding out possibilities for solving the problem. Students offer all kinds of solutions to the problem. The teacher comments in detail on these proposals and explains why the proposed solutions are not suitable.

1. Reframing the problem. Each student independently reformulates the problem in his own understanding, in his own words, thereby, as it were, bringing the problem closer to himself.

1. Joint choice of one of the options for the reformulated problem. The initial version of the problem statement is temporarily postponed.

1. Making figurative analogies. The teacher encourages the group to search for vivid, figurative, “metaphorical” analogies for the phenomena inherent in the problem situation. This stage is key for synectics.

When searching for analogies, along with direct analogies, direct comparison of objects and phenomena, the teacher encourages students to involve “personal” and “symbolic” analogies, which play a leading role in the group creative process.

“Personal” analogies are based on identification, identification of the student with a given object, phenomenon.

A “symbolic” analogy comes down to a short phrase of two or three words that expresses the essence of the problem in figurative form. Such phrases are combinations of contrasting concepts, like a catchy headline.

During search activity so-called “fantastic” analogies are also attracted, which can be based on an imaginary change in the laws of nature, the creation of a special hypothetical world in which “anything is possible.”

7. “Adjustment” of approaches to solutions or ready-made solutions outlined by the group to the requirements inherent in the formulation of the problem. If the intended approach to the problem (or a ready-made solution) is acceptable, then it is transferred from the limited version of the problem reformulated by the students to its original formulation. At this final stage, the group determines whether the problem posed has been solved or whether a new solution should be chosen. new approach to find a solution (and perhaps postpone it for a while).

Features of the educational process based on didactic game

(elements and stages)

In the structure of the educational process based on the game, four elements-stages can be distinguished.

1. Orientation.

The teacher introduces the topic being studied and introduces the basic concepts that are used in it. Next, he gives a description of the imitation and game rules, an overview of the general course of the game.

2.Preparation for the event.

The teacher presents the scenario, stopping at gaming tasks, rules, roles, game procedures, scoring rules, approximate type of decisions during the game. After the roles are distributed between the participants, a trial “run” of the game in an abbreviated form is carried out.

1. Carrying out the game as such.

The teacher organizes the game itself, recording the consequences of game actions along the way (monitors the counting of points, the nature of the decisions made), clarifies any ambiguities, etc.

1. Discussion of the game.

The teacher conducts a discussion, during which a descriptive overview is given of the “events” of the game and their perception by the participants, difficulties that arose along the way, ideas that came to mind, and encourages the children to analyze the game. One of the results of the discussion may be a review of the game, collecting proposals for amendments and changes to it.

Didactic possibilities of educational games.

IN empirical studies Foreign teachers have accumulated a number of observations on the experience of using educational games:

During the educational game, students gain experience in activities similar to what they would get in reality.

The educational game allows students to solve difficult problems themselves, rather than just being observers.

Educational games create a potentially higher opportunity to transfer knowledge and experience from an educational situation to a real one.

Educational games provide a learning environment that responds immediately to student input.

Educational games allow you to “compress” time.

Educational games are psychologically attractive to students.

Making decisions during the game entails consequences that students inevitably have to reckon with.

Educational games are safe for students (unlike real-life situations).

Educational games sometimes require more time than usual educational activities. Some educational games emphasize the experience of activity, which is not the main one, but additional, secondary, in relation to educational material, subject to assimilation.

Some games have a limited number of participants. After educational games, schoolchildren discuss their studies more with their parents, friends, and teachers, and begin to use the library more.

“Games and simulations” provide an opportunity to learn through experience rather than by listening to a teacher tell a story. A well-prepared game and simulation involves deeply thought-out learning goals, structure provided by the facilitator, high level involvement of participants, analysis and discussion of the experience gained or information received. Games and simulations can be invented and developed by the presenter himself or taken from various sources.

Participants.

Students learn experientially and become deeply involved in the task. Although the role of the facilitator is of great importance in creating game situation, learning itself occurs through acquired experience

Progress of a game or simulation.

Simulation games can be used at a number of points in the educational process. Deciding what a simulation game is suitable method training in specific situation, the presenter must think about how to present it, what its structure will be, and how the results will be discussed. Although any educational simulation game has learning goals and objectives, it is not necessary to tell the participants about them from the very beginning.

The presenter should determine in advance the degree of his frankness with the participants and decide how much he will involve them in his plans. Written or oral instructions must be clear and easy to understand.

Before starting the game, the presenter needs to become thoroughly familiar with its rules, prepare everything necessary, distribute the roles of the participants and decide on its duration.

Summing up.

The simulation game should be considered at two levels - analysis of the process itself and discussion of the possibilities of using experience in other situations. It is very important to keep in mind that not all participants who go through the same procedure will evaluate it in the same way.

THE EDUCATIONAL PROCESS AS A DISCUSSION.

Didactic goals and types of discussions.

In a group discussion of the problem, you can outline the following sequence of stages, similar to the stages individual staging and solutions to the problem.

1. Finding and identifying a problem or difficulty that can be solved by group methods.

1. Formulation of the problem during group analysis and discussion.

1. Analyzing a problem to identify the facts and circumstances surrounding it.

1. Attempts to find solutions to the problem (they may be long process, including discussions, data collection, involvement of external, third-party sources of information)

1. Formulation of conclusions, their discussion and verification - until reaching a final decision.

A comparison of individual and group problem solving has been steadily carried out over the past decades in foreign didactic literature. The given sequence represents the most detailed version of a group solution to the problem. In practice, there are often discussions in which the problem is posed and sometimes formulated by the teacher.

Organization and self-organization of discussions.

The understanding of this method of learning includes the following features:

The work of a group of people, usually acting as leaders and participants;

Appropriate organization of place and time of work;

The communication process proceeds as interaction between participants: statements, listening, use of non-verbal expressive means;

Focus on achieving educational goals.

Among the factors for in-depth assimilation of material during the discussion, foreign researchers name the following:

Familiarization of each participant during the discussion with the information that other participants have (exchange of information);

Encouraging different approaches to the same subject or phenomenon;

The coexistence of different, divergent opinions and assumptions about the subject under discussion;

The ability to criticize and reject any of the opinions expressed;

Encouraging participants to seek group agreement in the form of a common opinion or solution.

Forms of discussion.

In the world pedagogical experience A number of methods for organizing the exchange of opinions have become widespread, which are compressed forms of discussions.

These include:

* “round table” - a conversation in which a small group of students (usually about five people) participates “as equals”, during which an exchange of opinions occurs both between them and with the “audience” (the rest of the class);

* a “panel discussion” (usually four to six students, with a pre-appointed chairman), in which the intended problem is first discussed by all group members, and then they present their positions to the whole class. In this case, each participant delivers a message, which, however, should not develop into a long speech;

* “forum” - a discussion similar to a “meeting of an expert group, during which this group enters into an exchange of views with the “audience” (class);

* “symposium” - a more formalized discussion than the previous one, during which participants make presentations representing their points of view, after which they answer questions from the “audience” (class);

* “debate” is an obviously formalized discussion built on the basis of pre-fixed speeches by participants-representatives of two opposing, rival teams (groups) - and refutations;

* “court hearing” - a discussion simulating a trial (hearing a case);

* “aquarium technique” is a special option for organizing collective interaction, which stands out among the forms of educational discussion. This type of discussion is usually used when working with material whose content is associated with contradictory approaches, conflicts, and disagreements.

Procedurally, the “aquarium technique” looks like this:

1. The statement of the problem, its presentation to the class comes from the teacher.

2. The teacher divides the class into subgroups. They are usually arranged in a circle.

3. The teacher or members of each group select a representative who will represent the group’s position to the whole class.

4. Groups are given time, usually short, to discuss the problem and determine common point vision.

5. The teacher asks group representatives to gather in the center of the class to express and defend the position of their group in accordance with the instructions received from it. No one except the representatives has the right to speak, but group members are allowed to convey instructions to their representatives by notes.

6. The teacher may allow representatives, as well as groups, to take time out for consultation.

7. The “aquarium” discussion of the problem between group representatives ends either after a predetermined time has elapsed or after a solution has been reached.

8. After this discussion, she conducts a critique with the whole class.

Objectives of temporary discussion groups.

The usual number of participants is five to six people.

Tasks of temporary groups:

Preparing a class discussion;

Reconsidering and reformulating the goals of a discussion that has reached a dead end;

Conducting a brainstorming session;

Development of rules;

Exchange of ideas and personal experience;

Setting questions and problems for an upcoming educational study or for a class-wide discussion, determining the circle of invited expert speakers, etc.;

Identifying and discussing disagreements and discrepancies;

Fast updating and exchange of information gleaned from different sources;

When working with small temporary groups, the teacher keeps three main points in mind: goal, time, results. Groups should receive clear guidance from the teacher about what kind of outcome is expected from their discussion.

After discussion, the groups report their results. As a rule, each group allocates one representative speaker. Representatives may draw up a temporary expert advice, who will discuss the proposals. In many cases, simply writing a list of sentences or main ideas on the board or overhead projector is sufficient. Sometimes the teacher moves the class to a general discussion without even listening to messages in between.

Intergroup dialogue.

One of the most common in practice effective ways organizing an educational discussion that increases children's independence - dividing the class into small groups (five to seven people) and then organizing a kind of intergroup dialogue. In each of the small groups, the main roles and functions are distributed among the participants:

- “Leader” (organizer) - his task is to organize a discussion of an issue, problem, to involve all group members in it

-“Analyst”—asks questions to the participants during the discussion of the problem, questioning the ideas and formulations expressed.

- “Protocolist” – records everything that relates to solving the problem; After the end of the initial discussion, it is he who usually speaks in front of the class to present the opinion, position of his group.

-“Observer”—his task is to evaluate the participation of each group member based on the criteria specified by the teacher.

The order of the class in this method of organizing discussion is as follows:

1. Statement of the problem.
2. Dividing participants into groups, assigning roles in small groups, and teacher explanations about what is expected of students to participate in the discussion.
3. Discussion of the problem in small groups.
4. Present the results of the discussion to the whole class.
5. Continuing the discussion and summing up.

Techniques for introducing discussion.

1. Statement of the problem or description of a specific case.
2. Role-playing game; film screening;
3. Demonstration of material (illustrative material)
4. Invitation of experts.
5. Use of current news; tape recording;
6. Staging, role-playing an episode;
7. Stimulating questions (“what?”; “how?”; “why?”)

Conducting excursions shows that you need to avoid getting “stuck” on any of the introductory points - otherwise the discussion itself will be very difficult, if not impossible, to truly “start”.

Leading the discussion.

As the discussion progresses, the teacher is required to ensure that his participation is not limited to directive remarks or expressing his own judgments. In terms of content, the main tool in the hands of the teacher is questions. What is the nature of the questions?! These are the questions open type stimulating thinking,

“divergent” or “evaluative” in their content.

“Open” questions, unlike “closed” ones, do not require a short unambiguous answer (usually these are questions like “how?”, “why?”, “under what conditions?”, etc.) “Divergent” questions (in unlike “convergent” ones) do not presuppose a single correct answer, they encourage search and creative thinking. “Evaluative” questions are related to the student’s production own assessment one or another phenomenon, one’s own judgment.

The productivity of idea generation increases when the teacher:

Allows time for students to think about answers;

Avoids vague, ambiguous questions;

Pays attention to every answer (does not ignore any answer);

Changes the student's course of reasoning --- expands the thought or changes its direction;

Clarifies and clarifies children’s statements by asking clarifying questions;

Warns against overgeneralization;

Encourages students to deepen their thinking.

It turned out that when a teacher pauses for three to five seconds while waiting for an answer to his question, the picture of learning changes:

The duration of responses increases;

The number of statements is increasing which, although they do not answer the question posed, certainly relate to the topic under discussion;

Children's confidence increases;

The creative direction of children's thinking is enhanced;

Interaction between students;

Students' judgments become more demonstrative; students ask more questions;

Offer more ideas, joint learning activities (experiences, practical tasks, exercises, projects, etc.);

The involvement of children with a low rate of learning increases;

The range of educational actions expands, the interaction between children increases (they react more often to each other’s statements), their interaction with the teacher becomes closer (the frequency of reactions to control influences and the teacher’s organizational cues increases).

Researchers began to distinguish two types of waiting intervals:

- “Waiting pause-1” - between the teacher’s question and the student’s answer.

- “Waiting pause-2” - between the student’s answer and the teacher’s reaction to it. This second type of pause is more controlled by the teacher himself. One should take into account the assumption of the American researcher S. Tobias that changing the duration of waiting pauses can only be effective if it is accompanied cognitive activity high level - both for students (during pauses of the first type) and for the teacher (during pauses of the second type). Thus, for students, pauses of the first type will be productive if they are used to actively think about the meaning of the question asked by the teacher and draw on existing knowledge.

Progress of the discussion.

Questions are not the only means of guiding discussion. Often a question, instead of stimulating discussion, can stop it; on the contrary, the teacher’s silence, a pause, gives students the opportunity to think.

Another method of encouraging statement --- proposal continue statements on this topic. It is usually formulated in indirect form. For example: “This idea sounds promising. It would be interesting to develop it in more detail.” The fruitfulness of this kind of encouragement to speak is due to the fact that the student strives to better, more fully and clearly express his thoughts and feelings; In addition, students are more attentive to this kind of statements than to direct answers to the teacher’s questions.

An important element of leading a discussion is to focus the entire course of the discussion on its topic, focusing the attention and thoughts of the participants on the issues being discussed. During a lengthy discussion, intermediate supply results of the discussion. To do this, a pause is made, the presenter asks a specially appointed protocolist to summarize the discussion at current moment so that the class can better navigate the directions for further discussion. Summing up the current results of the discussion, the teacher usually stops at one of the following points of the discussion:

Summary of what was said on the main topic;

Review of the presented data, factual information;

Summarizing, reviewing what has already been discussed and issues to be discussed further;

Reformulation, retelling of everything done to at this moment conclusions;

Analysis of the progress of the discussion up to the current moment.

The requirement for summing up - both during and at the end of the discussion - is brevity, meaningfulness, and reflection of the entire spectrum of reasoned opinions. At the end of the discussion, the overall result is not only and not so much the end of reflection on a given problem, but a guideline for further reflection, a possible starting point for moving on to the study of the next topic.

Choosing a discussion topic to study in class is always problematic for a teacher. The main criteria used in practice and recommended for practice were developed empirically and experimentally; they can be combined into two main ones - relevance and convenience for the educational process. If we expand on them in more detail, the list of guidelines for the teacher will include the following:

Guidelines for teachers in choosing a topic:

Correspondence of the topic to didactic tasks;

Significance and timeliness, significance for all members of society; the preparedness of the teacher himself;

Sufficient maturity of students to understand and study in detail;

Students do not experience excessive emotional tension associated with this problem.

Item special attention teachers:

Students’ independence of judgment;

The inadmissibility of any open or indirect pressure from the parent, or their support of this or that point of view;

Opportunity for students to come to their own decisions.

Of course, the teacher can express his opinion, however, in order to prevent its influence on the students, this usually happens towards the end of the discussion; at the very beginning, the teacher is recommended to warn the class that the purpose of the discussion is not to achieve a single and “only correct” point of view.

To prevent or relieve excessive emotional intensity of the discussion, the teacher can introduce a number of rules from the very beginning.

These include, for example, the following:

Rules for discussion.

Speeches must be organized, each participant can speak only with the permission of the presiding (presenter); repeated speeches can only be delayed; Quarreling between participants is unacceptable.

Each statement must be supported by facts. In a discussion, each participant should be given the opportunity to speak.

Every statement and position must be carefully considered.

During the discussion, it is unacceptable to “get personal,” attach labels, or make derogatory statements.

When discussing controversial issues, the teacher often has to use clarifying techniques. These include a request to clarify the statement, clarify the concepts used, indicate the sources of factual phenomena, etc.

Rules for conducting a dispute-dialogue:

1. I criticize ideas, not people.
2. My goal is not to “win”, but to come to the best decision.

1. I encourage each participant to participate in the discussion and absorb all the relevant information.
2. I listen to everyone's ideas, even if I don't agree with them.
3. I am retelling (paraphrasing) what is not entirely clear to me.
4. I first find out all the ideas and facts relevant to both positions, and then I try to combine them in such a way that this combination gives a new understanding of the problem.
5. I strive to comprehend and understand both views on the problem.
6. I change my point of view when the facts provide a clear basis for it.

Analysis and assessment of the discussion.

1. Did the group discussion achieve its intended objectives?
2. In what ways have we fallen short?
3. Have we gone off topic?
4. Did everyone participate in the discussion?
5. Have there been cases of monopolization of discussion?

More deep analysis Discussions can be carried out by recording the entire discussion on a tape recorder and listening to the recording. Questions about the discussion can be asked to students in the form of a questionnaire.

Non-standard tasks differ in the setting that determines the nature of the students’ activity: some of them involve the identification of both linguistic phenomena and their signs, others explain them, provide evidence. The former are usually called identification, the latter explanatory.

Tasks with entertaining elements synthesize both identification and explanation, since in the process of working on them it is necessary to be able to see the actual linguistic problem behind the entertaining form - to identify the linguistic essence of the corresponding phenomena, to explain the correctness of this identification.

Entertaining tasks include games (riddle games, task games, scene games, brainstorming games), stories about language (situational - with real situations from the life of language, its use, linguistic miniatures,

Including elements of fiction), dialogues of an entertaining nature (one participant in the dialogue guesses a phenomenon, and the other, through questions and answers to them from the first participant on the principle of “yes”, “no”, “guesses” it, that is, finds what he is looking for).

Research assignments may vary; interest in them is born under the influence of the proposed activity: explanation with the help of a ball or balloon what is the sacrament, its signs, which signs are constant and which are fickle; its difference from and similarity to an adjective.

Non-standard tasks are aimed at the mental development of students. To work on non-standard tasks that contain problematic situations, use the following scheme:

1. Acceptance of the task: a) understanding of each component of the task, the terminology in it; b) a general understanding of its meaning, the distinction between the known and the new; c) motivation in the perception of the task --- why is it necessary to complete it?

2. Process of completing the task:

a) determining the location of the task in the field of knowledge being studied;

b) revealing the contradiction, inconsistency of the components that underlie it;

c) establishing a sequence of actions when performing a task;

d) drawing up an indicative plan for its implementation;

e) action according to this plan.

3. The result is the answer to the task.

4. Analysis of task completion.

According to a number of researchers, the norm oral speech is the non-use of participles. In written speech they are used quite often (see: Sirotina O.B. What and why does a teacher need to know about Russian colloquial speech. - M., 1996). These morphological forms are objectively difficult to perceive and recognize, since participles have the characteristics of a verb and an adjective.

Scientists have not yet unambiguously determined the status of participles: some consider them independent parts of speech, others consider them special forms of the verb. The authors of the textbook edited by M.M. Razumovskaya and P.A. Lekanta adhere to the established point of view: communion is special shape verb, morphological analysis which goes beyond the analysis of the verb as a part of speech.

Philology is the science of language. Taking this term literally, its essence can be revealed as follows: “I love the word.” A specialist in the field of literature is called a philologist. Considering that the word is universal remedy communication, it becomes clear that a person with a filigree command of words is a universal specialist, and the scope of his knowledge is quite extensive.

Philologist ─ what kind of profession is this?

You can become a specialist in philology by receiving an education at a higher educational institution with a humanitarian orientation. Training takes place on Faculty of Philology. Specialization is carried out in the following areas of humanitarian knowledge:

• Teachers.
• Translators.
• Scientific activity.
• Publishing activities.

According to the specialization, the graduate’s functionality may be in demand in these areas.

Very often, humanitarian competence for career growth and entrepreneurial activity is insufficient. And philologists receive additional higher education in the field of exact knowledge - in technical, natural and social sciences.

Teaching activities

Philologist, what kind of profession is this? The most common answer would be a teacher of Russian language and literature. And this is true.

A teacher of Russian language and literature can always find himself workplace in secondary educational institutions, in the system of higher and additional education- The profession of philologist is needed everywhere. A teacher’s salary depends on the rate and level of the educational institution, length of experience, and hourly workload. Corresponds to the average income for a Russian resident, ranging from twenty to forty thousand rubles, depending on the region. Teachers in Moscow have the highest level of income.

Philologist - translator

Philologist in scientific activity

To study the history of its formation and for the depth of knowledge of phenomena in the ontology of language, a profession is needed - a philologist.

Description of the phenomenology of literature is only one of the facets scientific research. To a reasonable question, what is the practical significance of research in this area, one can answer that a word is a way of being, imprinted in word form. Philological studies of the patterns of word formation make discoveries in the methods of historical and modern thinking, which, in turn, helps to get to know a person deeper.

Publishing activities

Covers many areas, everything related to the organization, production and distribution of printed materials in any form. It is in this area that full degree A philologist is in demand. What kind of profession this is becomes clear at each stage of publishing activity.

• Authorship of materials. Journalist, copywriter, blogger - producer of original texts. This is the direct vocation of a person with a philological education.
• Editing and preparing materials for publication.
• Promotion of materials and release.

The profession of a philologist can manifest itself in such many ways. The features and degree of its demand lie in the very subject of specialization - in the word. There are other ways of communication and social interactions. But, you must admit that it is language that is universal method communication. And if you master these methods perfectly, the demand for the service will manifest itself in any area of ​​society.

Famous representatives of the profession

In order to understand what kind of profession a philologist is, it is enough to recall the world-famous names of figures with a philological education. And everything becomes clear.

Mikhail Bakhtin is a great Russian thinker, philologist, and researcher. He gave rise to many schools and scientific directions. It was he who asked the scientific community a question about the criterion for the truth of humanitarian knowledge. His fundamental work “The Work of François Rabelais and the Medieval Culture of the Renaissance” is a classic of philology and reveals the origins of literature in folk culture. Dmitry Sergeevich Likhachev is the personification of consistent civic position in defending their views. In his professional philological environment, he was able to show the power of speech in the struggle for freedom. For him, it was the word that became the strongest weapon in the fight against hypocrisy and official lies.

This series can be continued endlessly. Thanks to the power of the word and its meaning in information environment, journalism is often called the fourth estate of society.