The question of choosing a method of teaching the Russian language is relevant for elementary school. The first method of teaching practices the technical side, as well as the psychological laws of the learning process as the needs of society.
Communication tools determine the teaching methods for students in accordance with their characteristics. The method of teaching the Russian language consists of interconnected parts for the formation of basic skills, concepts, the study of grammar, changes in the system over time (assimilation) and other parts of science.
Introduction
Language is one of the most interesting tools in the hands of people to communicate. In order to correctly apply skills and knowledge, a person must research the features and details of the discipline. The Russian language teaching method is designed to study the concept of the subject and the development of analytical skills. Linguistic analysis reflects the obviousness of differences depending on the level of knowledge. The method also works with different abilities, knowledge and skills of students.
The method of teaching the Russian language determines the reasons that stimulate the student to achieve success and the recognition of mistakes. There are four basic rules:
- First, "why should I know that."
- Secondly, "what exactly do I have to study."
- Thirdly, "how to teach correctly."
- Fourth, "why not use a different way of learning."
Methodology, pedagogy and philosophy are social sciences. They explore the direction of human activity. The method and these two sciences study the language of the base, goals and objectives, and are directly related. Language and logic of disciplines also constantly interact.
Another idea
Methods and techniques of teaching the Russian language include skills for students, grammar and literature. The essence of the subject lies in the fact that it is at the junction of other disciplines, namely pedagogy, psychology and philosophy.
In 1844, Buslaev wrote his famous work “On the Teaching of the Russian Language”. For the first time in the history of Russian pedagogy, this work described a system based on methodology.
The Buslaev study was primarily based on the students' ability to correctly use information in their own speech. The author created a group such as “knowledge and skills, teachings and exercises”.
The author divides the methods and techniques of teaching the Russian language into two forms:
- A student finds the truth with the help of a teacher.
- Dogmatic option.
Active teaching methods in Russian language lessons
Typically, the first method is the most preferred of these styles.
A book written by Shcherba in 1952 contributed to the development of teaching methods. It describes language systems that must be developed through speech, listening, reading, and writing.
Thus, the book forms its system. Shcherba believes that the best active teaching methods for Russian language lessons include reading, grammar, literary examples and performing systematic exercises.
Throughout his life, Shcherba worked to improve the quality of education received at Soviet universities, published textbooks, and also adapted school curricula for greater efficiency and assimilation by students.
Literature
The Russian language, as a national treasure of the people, is the basis for the formation and improvement of speech. At the same time, it is not only a means, but also a tool of thinking. The development of language leads to its strengthening, development. In the analysis, the decomposition of objects into elements occurs. Studying syllables and speech depends on universal methods of analysis and synthesis.
Russian is one of the richest in the world, and this is a universally recognized fact. Paustovsky wrote: "True love for one’s country is unthinkable without sympathy for speech."
In the first program, one of the goals of studying a syllable is to educate a citizen and patriot, to form ideas of spiritual, moral, and cultural values.
The methods of teaching the Russian language at school are also in the choice of materials for conducting lessons. Depending on the types of students, the tasks are dictated by the desire to uncover the treasures of vocabulary and phraseology in order to improve the ability to express all the features of the subject and the disclosure of its means, “all tones and shades”, to cause admiration among students. That is, the goal is that students also begin to be proud of the diversity of the Russian language, learn to express their thoughts and feelings in the Russian environment.
The principle of combining literature
The practice of teaching the Russian language uses works of art. Students learn to create different types of speech patterns:
- description;
- reasoning;
- storytelling.
These goals are achieved only through an individual approach to students, based on their competence and skills.
An example of such a differentiated approach to the process of teaching students, where competence is at the center, is the rather traditional way of writing lists of "spelling mistakes", that is, extracting words from a dictation.
It's necessary:
- To determine which parts of speech these words relate to.
- To form the skill of creating proposals, including the subsequent search for this error.
- For the practice of writing other words in accordance with the same rule. Moreover, the quantity will directly affect the quality.
These exercises are very useful for enhancing mindfulness. That is, when students peer into the literal composition of words, they remember them.
In these tasks, there are three levels of complexity of the method of teaching the Russian language and literature:
- mechanical copying;
- determining whether a word belongs to a part of speech;
- making sentences from words.
At school, students form basic skills. Of course, no one can remember all possible cases of using words, compatibility rules, stylistic features of vocabulary, idiomatic compositions, and so on. Therefore, more time needs to be allocated for the formation and improvement of the linguistic intuition that is given at birth. But for all people, it is at a different level.
Interactive methods of teaching the Russian language
Teachers who actively use such methods are sure that the most successful training can take place directly in the course of interaction. They believe that in this way adolescents develop faster and remember much better those moments that they learned during the discussion of the issue. This occurs for the following reasons:
- Students not only receive information, but also must logically explain why their solution and result can be considered correct or the best possible option.
- Students work out their thoughts most thoroughly, since they understand that if there are errors or contradictions, their conclusions and suggestions will be disputed.
- Students from the moment they receive a task in practice apply their own and other people's experience. This method of learning is more effective than when working with a teacher in person.
In an interactive technique, as in any other, there are a large number of ways that contribute to the organization of interaction in a team. These techniques can be systematized as follows:
- similarities / differences;
- ranging;
- search for matches;
- rating;
- classification;
- generalization;
- true False;
- correct or requires change;
- Advantages and disadvantages;
- identification of consequences;
- what do you think;
- research and report;
- role-playing game;
- brainstorm;
- debate.
Linguistic Department
Methods and forms of teaching the Russian language will help students understand the laws of the formation of skills in this area, studying the system of scientific concepts of grammar and other sections.
A series of linguistic departments, such as phonetics and phonology, lexicology and phraseology, word formation, grammar, style frames and spelling are important foundations of the subject.
The principles and methods of teaching the Russian language are based on the theory of literature. It allows students to develop theoretical and practical knowledge in the process of assimilation of information, helps to understand the basic concepts, improve skills, and also encourages students to explore the course of the discipline.
The task of the “literary reading” object in elementary school is to develop skills for quick, accurate and expressive recitation, to encourage students to create a special attitude to the subject, as to the art of words.
It is worth noting that in the methods of teaching the Russian language, the classification of methods is not uniform. That is, it is impossible to single out a perfect program.
For example, the methods of teaching the Russian language in elementary school according to Lerner and Skatkin are as follows:
- Explanatory and visual: the teacher tells the finished data by various means (narration, speech, activity with a textbook, explanation of the rules).
- Self-reproducing: students' perception of various operations according to a specific algorithm. It is used to acquire skills and abilities.
- A way of problematic presentation of the used material: a dual source is given, which must be compared and conclusions drawn.
- Partially search: the teacher divides the information into minor problematic groups, and the students step by step select the solution.
Grammar and Spelling
This modern method of teaching the Russian language includes writing and calligraphy, the formation of elementary concepts of these skills.
Pupils begin to understand the lesson as a subject of study, analysis and synthesis. They will learn how to correctly build sentences, as well as improve their own skills, which include oral speech, graphic form, vocabulary and syntax. The method of language formation should further enrich children's vocabulary, as well as develop oral and written skills.
Methods of teaching the Russian language were formed on the basis of the experience of foreign countries. The one who noticed and developed these methods was a famous linguist, professor of academic discipline - Lev Vladimirovich Shcherba.
Learning to read, written and spoken, are important aspects for the formation of specific language skills.
Russian methods of teaching syllables cannot be separated from the corresponding age-specific psychology and pedagogical discipline. Of course, reading is also based on the theory of literature.
Pedagogy as a form of training
Modern methods are based on the valuable experience of various teachers and scientists. The history of methodological thinking is inextricably linked with the development of Russian society and literature in general, with the names of famous thinkers and artists, writers and teachers who were the first authors of textbooks, as well as various manuals, articles on the theory and history of literature.
Experience has shown the need to combine different methods depending on the purpose and learning conditions. Preference is given to teaching techniques that stimulate the development of creative potential and increase motivation for learning a language.
The content of the subject is aimed at the formation and development of all components of communicative competence: the skills of syllable bases on linguistic knowledge. The most important component is the language part, based on a certain amount of knowledge, building grammatically correct sentences and understanding the nuances of speech.
The most convenient and acceptable form of training is a lesson.
This is the most famous form of practice. An important condition for a good lesson is the realization of some special goal that was set earlier.
Solving the problems of education contributes to the literary formation and improvement of communication culture.
The educational goal is to create a positive attitude of students to the culture of the people.
The objectives of the Russian language lessons are the formation and development of the motivational, emotional spheres of the personality, values, cognitive processes, observation, memory, thinking, imagination and intelligence. Thus, the teaching of the domestic syllable depends not only on the educational interests of students, but also on the need for communication.
The right choice of vocabulary, well-composed sentences and commutative functions motivate students and facilitate communication.
Russian language, as a national landmark, is the basis for the formation and improvement of speech. The principle of the system can be determined through the connections between the branches of science.
Linguistics presents an ordered set of elements that act as a whole. The principle of the system is of great importance for the practice of teaching the Russian language. This allows you to show the logical connections between the individual components of this subject:
- phonetics;
- spelling;
- lexicology;
- phraseology;
- morphology;
- syntax;
- punctuation;
- speech;
- language;
- types of speech;
- styles.
Conclusion
The method of interaction between the teacher and students is a set of actions and the results of their joint activities. In the theory and practice of teaching the Russian language, there is no single classification. Some scientists use mainly didactic material, which is based on the characteristics of the cognitive activity of students. Lerner defines five ways:
- explanatory;
- illustrative;
- reproductive;
- problem decomposition method;
- partial search (heuristic).
In addition, there is a classification of teaching methods in which the source of knowledge is put first. Another feature of it lies in the way of organizing joint activities of teachers and schoolchildren. According to these sources of knowledge, the following methods are distinguished:
- verbal (the key is living teachers): lectures, discussion, explanation;
- language analysis: syntactic, visual, experiment, observation;
- practice: various types of exercises, laboratory work;
- The following methods are also distinguished as the organization of joint activities of the teacher and students: discussion, explanation, independent work.
Professor L.P. Fedorenko identifies the following learning methods:
- observation
- practice: various types of exercises, laboratory work, preparation of oral and written messages, preparation of decisions, development of plans, essays, resumes, search and determination of grammatical and stylistic errors in speech, the formation of working skills of students with reference books.
Methods of theoretical study of the language:
- Messages
- Conversations
- finding answers in dictionaries and learning the rules.
Methods of theoretical and practical language learning (exercises):
- analysis of all material;
- grammar study;
- change in the main exposure;
- grammatical construction;
- structure;
- spelling, punctuation errors and rules;
- copying;
- dictation;
- learning styles.
The research method is an important component of general methodological systems.