Russian language as a subject of study. Russian language as an academic subject, its specifics. By the nature of cognitive activity

29.06.2020

Maxim Spiker Sudorgin 7th Guards Red Banner Missile Division

Istra district during the Second World War Snegirevsky military memorial

World practice recognizes that the native language in primary school is the main subject: as a rule, half of the teaching time (i.e., lessons) is allocated to language learning. “The language of a people is the best, never fading and ever again blossoming flower of its entire spiritual life... The entire people and their entire homeland are spiritualized in the language; in it, the creative power of the people’s spirit transforms the sky of the fatherland, its air into thought, picture and sound... One generation after another adds into the treasury of the native word the fruits of deep heart movements, the fruits of historical events, beliefs, views...” So wrote K. D. Ushinsky in the article “Native Word”.

The native language is the greatest teacher who taught children even when there were no books or schools. And this function has not been lost* to this day. Through mastery of a language: its vocabulary, containing tens, hundreds of thousands of commonly used words, its phraseology - apt, figurative, poetic, its rich word-formation system, morphemics, models, its grammar, recreating the mechanisms of language functioning, the formation of forms and their combination in a sentence - is formed a person’s own linguistic ability, the formation of personality occurs. The limitless variety of syntactic structures, colored by intonations, makes it possible to convey the subtlest shades of thought.

Constant study of language (and languages) enriches the intellect. This includes the choice of the most accurate lexical means, and the quick, error-free construction of large and small sentences, linking them into the fabric of the text; compliance with logical connections and validity of speech; this is full listening and reading, this is the world of books and reading and rereading; this is an understanding of the structure and mechanisms of language; and the aesthetics of language - expressiveness of speech, beautiful calligraphic writing, the first experiments in literary creativity... K.D. Ushinsky and his followers defined the goals of the school subject “Native Language” as follows:

education and development of the student’s personality, instilling respect and love for the native language, the formation of linguistic taste, a “feel for language”, and a high culture of speech;

development of the “gift of speech” - the practical development of speech - expressing one’s thoughts and understanding someone else’s;

formation and development (automation through training) of language skills: listening - perceiving speech with full understanding, speaking - expressing one's thoughts, writing - graphically recording thoughts and, finally, reading;

study, analysis of samples - all the best that was created by the masters of words, the people themselves (literature, folklore);

based on work on the first four goals - study, research, awareness of the language system in its functioning; the use of a language system to master the norms of literary speech and its expressiveness.

The place and size of a theoretical language course (phonetics, grammar, morphemics, word formation, spelling, semantics, etc.) depend on the type of school and the age of the students. In-depth study of language is determined not so much by the addition of new topics, the quantitative expansion of theoretical material, but by the deepening of the analytical, functional approach, understanding of the expressive possible genes of the language units being studied, their forms. The study of the native language, which children who come to school are already fluent in practice, is essentially a study of exemplary material, as well as one’s own speech activity, its goal is a theoretical understanding of the language, and the practical task is a high culture of speech in all its manifestations.

The academic subject “Russian language” developed gradually, mainly in the 17th-18th centuries, based on the works of M.I. Lomonosov, F.I. Buslaeva, I.I. Sreznevsky, I.II. Dalia. Primary education in these centuries took three forms: public primary schools, preparatory and first three classes of gymnasiums, and home primary education, which in many families reached extraordinary heights.

The oldest component of primary education is literacy, i.e. basic reading and writing. Thus, the famous “ABC” by Ivan Fedorov in 1574, the first printed textbook in Russia, contains the alphabet, syllabic tables, lists of words, information on grammar, spelling, as well as a significant amount of moralizing texts for reading exercises. The structure of other primers of the 17th - early 18th centuries is approximately the same.

Teaching basic reading and writing was based on the traditions of European culture from Ancient Rome. Since the 18th century, teaching has been based on didactic theories: on the one hand, on the initial unit of reading - a letter, sound, syllable, whole word, on the other - to the leading type of student activity - memorization - synthesis - analysis, analysis - synthesis - modeling - creative search.

However, until the 18th century. primers (alphabet books) are compiled not in the Russian language, which is widely accepted, but in Slavic (for example, “A Primer of the Slovenian Language” by Simeon of Polotsk in 1679). The Russian language was included in schools as the language of mass education in schools at factories, in military units, and in cities. One of the first Russian textbooks - “The First Teaching of a Youth” by Feofan Prokopovich was created in 1721 by order of Peter I. But the Russian language was legalized as an academic subject only by decree of Empress Catherine II in 1786. By this time, works on Russian grammar and the first Academic Dictionary, which served as the scientific basis for school textbooks.

The basis of the course was initially grammar, the “eight-part science” (as it was called based on the 8 parts of speech). School grammar was a synthetic subject; it included elements of phonetics, graphics, spelling, vocabulary, morphemics, word-formation, speech culture. This combined subject performs three functions; it provides: a) information about the system, patterns, rules of the Russian language; b) a theoretical basis for the mental development of schoolchildren as a subject of a high level of abstraction; c) the basis for practical mastery of the literary language, its norms, substantiates, in particular, the rules of spelling, methods of checking spelling and punctuation. These three functions of language theory - school grammar, by design, form a single whole with the leading role of the first. However, in practice, according to the laws of pragmatism, the role of spelling often increased exorbitantly, and at the end of the 19th century. some authoritative methodologists wrote about “spelling terror” in school. The theory was underestimated, which is still observed today, despite the fact that courses for in-depth study of the Russian language are being created. The creation of new programs and textbooks in recent decades has been under the sign of strengthening the theoretical part of courses. In the conditions of pluralism of programs and textbooks in the 90s of the XX century. the most commonly used textbooks are T.G. Ramzaeva (the so-called traditional direction), V.V. Polyakova (scientific school of L.V. Zankov) and the direction of D.B. Elkonin and V.V. Davydov (author of textbooks V.V. Repkin). The minimum required for all types of schools is determined by state standards.

A component of the subject “Russian Language” in primary school was and remains reading, which in recent years has been increasingly approaching both in content and goals to the subject “Literature”. According to tradition, in Russian schools, reading instruction was always carried out on highly artistic material: children read works of folklore, accessible, “textbook” poems and stories of classical writers - ST. Aksakova, A.P. Chekhova, A.S. Pushkin, L.N. Tolstoy, N.A. Nekrasov, I.S. Turgenev and others, and adaptation was mainly limited to abbreviations, and only in some cases. The writer's text was always treated with care.

In the process of reading fiction, some literary terms and concepts are acquired: genres of literary works, means of artistic language, the writer’s creativity. Reading exemplary works shapes the language taste of students and creates a highly cultural language environment.

In teaching reading techniques, the main criteria are speed (fluency) and accuracy, errorlessness. The most important goal of the reading skill is its consciousness (awareness), or a complete understanding of what is being read, and in the oral version of reading, its expressiveness: intonation, pauses, raising and lowering the voice, semantic stress, etc. Reading lessons provide material for enriching the student’s vocabulary, for development his speeches in retellings, conversations, in written statements and essays, in various kinds of records.

Until 1917, reading church texts in the Slavic language occupied a significant place in primary education, which allowed teachers to use the comparative historical method. Anthologies (books for reading) contain up to 50 pages of text - mostly stories from the Old and New Testaments were printed in Slavic letters without translation into a modern language for schoolchildren. In the 20th century Schools and methods have lost the ability to compare ancient languages with modern ones.

Learning to write has always been closely connected with grammatical and spelling lessons: it requires long-term training and targeted exercises. It also has a speech aspect - a written expression of one’s own thoughts, or an essay. The modern school considers reading and writing as means of a written version of speech activity.

And the 19th century exceptional attention was paid to calligraphy, its techniques were distinguished by variety and richness, achieving high skill. Unfortunately, by the end of the 20th century. less and less attention is being paid to it; there was even a period (70s) when it was removed from the primary school curriculum.

Until the 70s of the XX century. The scope of the subject “Russian Language” included elements of logic - the science of rules, laws of thinking. So, in “Children’s World” K.D. Ushinsky there is a section “First lessons in logic”; in Russian language textbooks in the 20th century. Logic exercises were included, logic tables, colorfully published, were used. In very recent years, elements of logic have been restored in some types of schools.

In the 18th and 19th centuries. Rhetoric enjoyed great authority. This ancient science of eloquence gave rules and techniques for working on the spoken and written word, on the construction of speeches, essays, and on the verbal expression of thoughts. Rhetoric was considered a science for older children; the development of the gift of speech (now the development of speech) was introduced in primary education. But from rhetoric, the elementary school took and uses the most important things: the development of the student’s personality, ethical aspects of speech, work on the topic, selection and systematization of material, plan and composition, genres and types of text, choice of words, construction of phrases and text, use of figures and tropes. In recent years, manuals on rhetoric for elementary schools have been published, and rhetoric lessons have been introduced in many schools.

In the 20th century speech, in accordance with pragmatic tendencies, is increasingly coming to the fore. Programs are being created in which speech development is recognized as the main task of teaching the native language. Speech is considered in a broad sense: as the oral and written expression of one’s thoughts (speaking and writing) and as the perception of someone else’s spoken and written speech (listening and reading). Much attention is paid to dialogues and monologues. There have been some successes not only in mastering language pragmatics, but also in developing the creative activity of students: in expressive reading, in school theater productions, in the publication of school magazines and even books of children's poetry and prose, in the organization of school radio and television programs, etc.

Thus, historically, a relatively complete philological cycle of subjects in primary school has developed, the core of which is the native language. The range of schools where children study one or even two non-native languages in the primary grades is increasingly expanding, which makes it possible to use the method of comparing languages in the field of vocabulary, phonetics, and grammar. The scientific foundations of this cycle are strengthened by attracting new achievements: these are functional and communicative grammar, the theory of text syntax (text linguistics), stylistics and culture of speech, comparative typology of languages, phonology, sociolinguistics, theory of linguistic personality. Most of these new scientific directions find application in the methods of teaching the Russian language, but there are many cases where they are used in schoolchildren’s practice. These include functional-grammatical approaches, the introduction of a phonemic method for checking spelling based on the concept of a strong position of a phoneme in a word, means of intra-text connections used by schoolchildren in a complex syntactic whole, stylistic differentiation of speech in students’ essays and many others.

Any attempts to disrupt the integrity of the language cycle in primary school are questionable. And such attempts do take place. For example, literature is separated: as experience has shown, such a separation leads to a lag in reading skills, because it is not taught. The department of rhetoric is detrimental in coordinating its lessons with the system of student speech development. Teachers are protesting against the abandonment of calligraphy, which teaches schoolchildren to be neat. One can hardly deny the role of logic in the construction of statements... In the development of language teaching methods, one must first of all rely on the properties of the subject being taught, since both the mechanisms of acquisition and its place in the development of schoolchildren depend on these properties.

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		Introduction………………………………………………………
		What is the role of the Russian language in the system of general education subjects in a modern school? …………
		Russian language as an academic discipline: history and modernity ……………………………………………………
		Curriculum of a comprehensive school (using the example of MBOU Secondary School No. 10 in Pavlovo) …………………………………
		Russian language in the general education course system………
		Russian language lesson: why do schoolchildren need it? …………………
		Analysis of surveys of students of different ages…………..
		Conclusion ………………………………………………………
		Appendix (questionnaires, booklet) ………………………………….

Introduction

“Our native language should be the main basis and

our general education and the education of each of us.”

Petr Andreevich Vyazemsky,

Russian poet, literary critic,

statesman.

Research and project activities of students have long been harmoniously included in the educational process of Russian schools. And few people are now surprised to hear the phrases “school scientific conference” or “student research work.” The joint activity of the student and the teacher to identify the essence of the phenomena being studied, to discover and systematize new knowledge has become an obligatory element of the educational process. These requirements are dictated by the rapidly developing life outside the window, and the needs of schoolchildren not only to memorize, but also to discover something new, explore, and learn.

My research activities under the guidance of teachers began in primary school. During this time there were works on literature, local history, journalism, geography, and foreign languages. All works, with the exception of the last one, were written in my native language, that is, in the one in which I speak, write, think, in a word, with which I am one. But there is no work on the Russian language. This prompted me to write it.

The topic “What is the role of the Russian language in the system of general education subjects in a modern school?” I think relevant. Nowadays there is a lot of talk about what subjects and in what volume you need to study, what you can “sacrifice” in exchange for fashionable subjects or special courses, and I am afraid that such conversations will someday affect the Russian language. Most likely, my fears are in vain (the introduction of literature essays as admission to the Unified State Exam is proof of this), but still I want to make my contribution to strengthening the position of the Russian language as a school subject.

Goal of the work - analysis of the role and place of the Russian language in the system of other school subjects and proof of its critical importance in the educational process of the Russian school.

Object of study - Russian language as a subject of a general education course in a modern Russian school.

Tasks:

study the curriculum of MBOU Secondary School No. 10 in Pavlovo,

analyze the component of the subject “Russian Language” in it,

conduct a survey of students of different ages regarding the importance from their point of view of this educational subject.

Research methods:

collection of information (working with various sources: scientific literature, regulations, Internet resources),

survey,

analysis and synthesis of information.

At the very beginning of work, you need to determine basic concepts that will have to be encountered when searching and processing information.

middle School of General education - an educational institution aimed at providing students with systematized knowledge of the fundamentals of science, as well as the relevant skills and abilities that are necessary for further professional training and higher education 1.

Education - a pedagogical process, as a result of which students, under the guidance of a teacher, acquire knowledge, abilities and skills, general and special 2.

Syllabus - this is a document that determines the composition of academic subjects, the sequence of their study and the total amount of time allocated for this. If we mean a general secondary school, then its curriculum defines the following data:

1) a complete list (list) of academic subjects by year of study;

2) the number of hours (lessons) allocated to each subject per week, academic year and for all years of study, for example, in the native language, mathematics, physical education, etc.;

3) periods of industrial practice, camp training;

4) duration of academic quarters and holidays 1.

Practical significance of the study is that the results of the work can be used in Russian language lessons, in class hours and parent meetings, as well as in teacher councils and methodological associations of Russian language teachers.

What is the role of the Russian language in the system of general education subjects in a modern school?

Russian language as an academic discipline: history and modernity.

The Russian language as an academic discipline has a long history. The Old Russian language, formed on the lands of Kievan Rus, in the 9th-12th centuries established itself as a means of communication for the Eastern Slavs, as well as other peoples geographically in contact with it. In the subsequent period, it became the language of statehood not only of Kievan Rus itself, but also of the Lithuanian and Moldavian principalities and formed the basis of a single Church Slavonic language (the language of the Orthodox Church). In 988, the first educational institution in Rus' was established in Kyiv, the second similar school in Rus' was created in 1030 in Novgorod at the St. Sophia Cathedral 2.

An important milestone in the development and spread of the Russian language was the advent of printing. Over the next two hundred years, several printed grammars were developed and published. The grammar of the Church Slavonic (Russian) language was also developed on behalf of the Moscow Tsar Alexei Mikhailovich. In 1755 in St. Petersburg, the printing house of the Imperial Academy of Sciences published the famous “Russian Grammar” by M.V. Lomonosov, which became a classic: they studied according to it in schools and gymnasiums in Russia for almost 100 years.

In the second half of the 18th century, the network of Russian educational institutions expanded: in each provincial city, main schools with 4 classes of education were established, and in district centers - small public schools with 2 classes. Subject teaching was introduced, including the Russian language, and the first teaching methods and curricula appeared.

In the first half of the 19th century, N.I.’s “Practical Russian Grammar” enjoyed great recognition. Grecha, “Textbook of Russian Grammar” by F.I. Buslaev, Russian language textbook “Native Word” by D.K. Ushinsky. The tsarist government sought to spread the Russian language. It everywhere became the language of administration, legal proceedings, dominated school teaching and turned into the only language of higher education.

In the last decade of the existence of the Russian Empire, the number of schools with instruction in Russian and the number of their students especially began to increase, and the management system of educational institutions also improved. The curriculum included Russian and calligraphy as compulsory subjects.

After the revolution of 1918, the Bolsheviks, in order to consolidate their power in the national republics and attract the local population to their side, proclaimed a program of “indigenization” - replacing the Russian language with national ones in the work of administrative bodies, in the field of education and culture (the compulsory state language was abolished, study the diploma was prescribed in the native language or Russian at will).

For comparison. In Tsarist Russia in 1900, over 90% of primary school students received education in Russian; in Soviet Russia, already in 1925 this proportion decreased by 1/3. At the same time, the Russian language was not a compulsory subject in schools teaching in national languages.

At the end of the 1930s, a course was set for the Russification of educational institutions, in connection with which the Council of People's Commissars adopted a resolution on the gradual transfer of education into Russian. It was also reinstated as a compulsory subject in national schools.

Has anything changed in a positive way? Head The schools department of the People's Commissariat for Education, B. Volin, believed that no. In his note No. 5-10/2 on December 14, 1935 to the Secretary of the Central Committee of the All-Union Communist Party of Bolsheviks - Comrade Stalin I.V. “On the crimes of the People’s Commissariat of Education of the RSFSR in relation to the Russian language” writes: “The criminal experiments that were carried out by the People's Commissariat of Education of the RSFSR in relation to schools, especially in teaching the Russian language, led to appalling illiteracy, both for those who have graduated from secondary and even higher school over the past ten years, and for those currently studying at school and universities...

I believe that the most important reason for the illiteracy that exists among student youth is the criminal policy of the People's Commissariat for Education regarding the Russian language...

Illiteracy was instilled by the constant reduction in the number of hours of the Russian language in school curricula, and by ridiculous programs, and by illiterate grammarians...

All school teachers, and even Russian language teachers, are not mobilized to fight for literacy. Pupils write a lot in their notebooks on history, geography, and natural science. Teachers of these subjects do not correct students' mistakes, even in written work. The student gets used to writing illiterately...

This note far from fully reflects the entire criminal policy of the People’s Commissariat for Education regarding the study of the Russian language.” 1 .

The role of the Russian language in the education system increased in the post-war period in connection with the transition to universal 7-year education. The increase in the proportion of schoolchildren receiving education in Russian was facilitated by the adoption in 1958 of a law according to which the study of national languages and instruction in them became voluntary. Over the next 20 years (from 1960 to 1980), 4 more resolutions were adopted by the CPSU Central Committee and the USSR Council of Ministers on expanding the functioning of the Russian language in national schools. By the end of the 1980s, almost all secondary schools (98%) had Russian language and literature classrooms, including every sixth of them with language laboratory equipment. The production of relevant educational and methodological literature was constantly increasing, and the training of Russian teachers was expanding.

During the Soviet period, the teaching of the Russian language was carried out at a serious level. According to the authors of the textbooks and the USSR Ministry of Education, the number of hours allowed them to fully complete the state program.

The Russian school (from 1990 to now) became the successor, but made its own adjustments, including, unfortunately, negative ones in terms of reducing the hours for studying the Russian language.

Table No. 1. “Number of hours of Russian language by grade and year”

Classes	1990-1995	2000-2005	2008-2014





			1(basic), 3(professional)
			1(basic), 3(professional)
Total:

Conclusion: the number of hours in the middle school in the period from post-perestroika to the present day has decreased: 5th, 6th and 7th grades lost 2 hours of Russian, 8th and 9th grades lost 1 hour. There has been an increase only since 2000 in the senior level: 1 hour of the Russian language appeared there, and since 2008 the class can be used in specialized classes for 3 hours. This is an achievement of the modern Russian school!

However, there are concerns that the number of hours will decrease. It is planned to combine Russian language and literature lessons for high school students into one subject - literature. The reform of school education involves the gradual replacement of Russian language and literature lessons for students in grades 10-11 with a single subject - literature. The main attention will be paid to the culture of speech and the spiritual and moral aspect. Starting next year, as an experiment, this new and not yet fully developed program will be introduced in several schools, and by 2020, all secondary educational institutions should be operating under this system. The new course has both supporters and opponents.

Supporters say that in Soviet schools, high school students no longer studied the Russian language, since its rules were studied to the required extent in previous grades. Nevertheless, literacy was monitored: essays were given double grades - for content and literacy. The experience of Poland is also cited as an example - there the native language and literature are taught in one subject from the very first grade.

Opponents of the changes argue that the level of literacy among students is declining and in this situation it would be unreasonable to remove the Russian language from the high school curriculum 1 .

2.2. Secondary school curriculum

(using the example of MBOU Secondary School No. 10 in Pavlovo)

The basic curriculum of general education institutions of the Russian Federation determines the maximum volume of students' teaching load, distributes the educational time allocated for mastering the federal and national-regional components of the state educational standard by grade and educational area.

The curriculum of MBOU Secondary School No. 10 in Pavlovo for the 2014-2015 academic year was developed on the basis of the Federal Law “On Education in the Russian Federation” dated December 29, 2012. No. 273-FZ, regional regulations, including the Basic curriculum of secondary schools in the Nizhny Novgorod region, SanPiN.

This curriculum takes into account the subjects of the federal, regional and school components with a weekly hourly load for each parallel of the junior, middle and senior levels. The school thus provided the necessary conditions for conducting a high-quality educational process.

A comparative analysis of the hourly workload over the past few years shows stability in relation to learning the Russian language.

Table No. 2. “The number of hours of Russian language by grade in

MBOU Secondary School No. 10, Pavlovo"

	Number of hours	Profile class

2.3. Russian language in the general education course system

The basis of the Russian language as a school subject is the science of the Russian language. It is multidisciplinary: it includes the modern Russian language, its history and dialectology, related sciences - graphics, spelling and punctuation. In different periods of development of the national school, the composition of the academic subject “Russian language” changed depending on its general goals and special goals of studying the Russian language, on the level of development of the science of the Russian language and the sciences of the psychological and pedagogical cycle.

Russian as a native language is one of the most important academic subjects that, together with other school disciplines, form the basis of the general education of graduates. Unlike other academic subjects, Russian as a native language at school performs two functions:

It is the subject of study and teaching,

A means of studying all other subjects.

In modern schools, the Russian language is studied from 1st to 9th grade. In grades 10-11, for many years it was taught as an elective (depending on the type of schools and the opportunities to introduce the subject “Russian language” into the curriculum). Currently, in many regions of Russia, including the Nizhny Novgorod region, Russian language lessons are mandatory in high school (most likely, this is due to the introduction of the Unified State Exam in Russian, which is mandatory for all).

2.4. Russian language lesson: why do schoolchildren need it?

The goals of a particular school subject, including the Russian language, are determined by the following factors: social order; level of development of linguistics; pedagogy, child psychology and the very methodology of teaching the Russian language.

From the point of view of social order, a modern school should provide solid knowledge of the language and achieve fluency in it. Linguistic science has quite fully described all levels of the Russian language and all functional and stylistic varieties of Russian speech. This made it possible to set the task of studying language in all its main manifestations. The methodology of teaching the Russian language, based on the achievements of pedagogy and child psychology, has developed a system for studying new sections of the science of language included in the program and developing coherent speech, thereby creating the opportunity to achieve the goals set.

The Russian language as an academic subject solves two groups of problems: special (they arise from its characteristics) and general subject (they are implemented by all school disciplines). Also, the Russian language as an academic subject is extremely important in the matter of humanitarian preparation for the life of the younger generation: it lays the foundations of linguistic education, i.e. the body of knowledge about the main means of communication - language, its structure and functioning in speech. Knowledge about it performs two functions: it ensures students’ competence in using the language, and also serves as the basis for the formation of language and speech skills.

Students' competence in knowledge about language and speech is ensured as a result of studying all aspects of language (its phonetics, vocabulary, word production, morphology and syntax) and speech (its textual basis, stylistic varieties and types of organization of utterances), its both forms - oral and written, norms of literary language. All this, acquired quite firmly, provides schoolchildren with the conscious use of language in their own speech, the basis for self-control when using language as a means of communication.

Linguistic knowledge serves as the basis for the development of language and speech skills in schoolchildren. No skill can be developed without relying on knowledge. The development of skills begins with familiarization with them, therefore linguistic concepts should be included in the Russian language school curriculum.

The Russian language program includes a large number of language and speech skills, the formation of which is closely related to knowledge of the language. Spelling and punctuation skills occupy a large place among the skills and abilities developed at school.

During Russian language lessons, schoolchildren develop an aesthetic sense, i.e. the idea of beauty in language and speech. The ability to see beauty, understand and appreciate it according to the laws of beauty is necessary for every cultured person, therefore, by developing an aesthetic sense in students, the school prepares them for life, thereby forming one of the main qualities of a versatile personality.

The Russian language as a subject of study and an object of mastery is connected with all spheres of human life, therefore it reflects nature, society, human personality, and art in verbal form. A beautiful object is conveyed in the texts of works of art. When teaching schoolchildren various speech skills, it is necessary to simultaneously pay attention to the formation of their aesthetic attitude towards nature, society, man, and art. At the same time, the Russian language itself, as a subject of study, has features that can evoke in students a spiritual experience of joy in connection with the feeling of linguistic and speech harmony. An aesthetic attitude towards language is caused by such qualities of the literary language as the richness of means of expression, its sonority and melody, the expressiveness of language units, the appropriateness of the use of linguistic means in different styles of speech. A purposeful system of work is needed that can form in students an aesthetic attitude towards language and speech.

The Russian language teacher faces the following tasks aimed at the aesthetic education of schoolchildren:

introduce children to the beauty of language and speech (aesthetic knowledge of language and speech);

develop all aspects included in the structure of linguistic aesthetic feeling;

to cultivate linguistic aesthetic taste (to form a linguistic aesthetic ideal);

develop in students the need for aesthetic improvement of their speech.

The listed tasks are solved throughout the entire course of teaching the Russian language. Of course, each class must implement elements of those tasks that are selected in accordance with the specifics of the program material being studied and the age capabilities of the students. The ways of their implementation will be different.

The following groups are distinguished practical purposes Russian language teaching:

formation of spelling and punctuation skills;

equipping students with the norms of literary language;

development of the ability to coherently express one’s thoughts.

Formation of spelling and punctuation skills. Spelling and punctuation literacy are the most important element of the culture of written speech, therefore the task of achieving it is one of the most important in secondary schools.

2.5. Analysis of surveys of students and teachers

The research part of the work consists of conducting a survey of students and teachers on a given topic and analyzing the results obtained.

53 schoolchildren took part in the survey, of which 17 were 4th grade students, 15 9th graders, 21 11th graders. Of the total number of girls there were 31, boys - 22.

Class	Girl	Boy	Total



Total

All forms received were considered valid; no forms were damaged or left blank.

The performance of respondents by grade.

Class



Total

Qualitative composition: the majority of “good” students, 15% each of excellent and C students.

Question “I consider Russian the most important subject at school” .

The question suggested an answer, abstracting from the direction of the major, in particular for high school students.

Class



Total

Conclusion: the majority consider Russian the most important subject at school. It is gratifying that the senior level also thinks this way, when children study according to their profile for two years and focus on preparing subjects related to admission to the relevant educational institution. However, it must be recognized that both the OGE and the Unified State Exam encourage children to constantly work as part of studying and expanding their knowledge in this subject. I think this is the main motivation: to pass the exam well.

To understand the need for the number of lessons, both for children and teachers, a question was included in the questionnaire about the number of hours for studying Russian at school.

Class	Enough	Few	A lot of



Total

Conclusion: The need for Russian language lessons is great, especially in the middle school (grades 8-9), when with two hours you need to not only go through the program, but also prepare for the exam.

The next question follows from the previous question. “Is it possible to study Russian on your own and prepare for exams?”

Class



Total

Conclusion: Self-confidence in preparing for an exam increases with years of study.

The question about the amount of time spent on homework in the Russian language for students was formulated from the point of view “as it is”: “How much time do you spend preparing for Russian language lessons?”

Class	< 30 мин	About 1 hour	>1 hour



Total

Conclusion: Preparation time from class to class increases in direct proportion to age. Two students who prepare for 11th grade for more than 1 hour have a grade of “4” in the Russian language.

We wanted to explore and understand how It’s easy for schoolchildren to prepare for Russian language lessons and whether they turn to anyone for help. This is how a multiple-choice question appeared.

Class	Help from parents (classmates) is always required	Nobody's help needed	Sometimes you need help



Total

Conclusion: in all levels - junior, middle and senior - there are children who never need anyone's help in preparing for Russian language lessons. This does not mean at all that they will complete all tasks correctly, because there are not so many stable excellent students. It’s just that children don’t ask for help for two reasons: they know that their parents won’t be able to help (applies to high school students) and they are sure that whatever I do, it will be so.

How interesting the Russian language is and how deeply I want to study it is indicated, among other things, by the participation of children in thematic Olympiads. In this regard, a question was included in the questionnaire “Is Russian always included in the list of Olympiads you have chosen to participate in?”





Total

Conclusion: The Russian language is interesting as an Olympiad. It is chosen by more than half of high school students, almost 2/3 of middle school students and slightly less than half of fourth graders. The indicator is high, and it is gratifying that it increases with age, when the choice of subject Olympiads is more conscious.

The final question concerned the reasons why you need to learn Russian “I need Russian language lessons so that...” . We offered the respondents several answer options that follow from the functions of this lesson:

Formulate and express thoughts coherently during speech,

Master the norms of literary language.

Conclusion: Senior and middle school students consistently chose all answer options, thereby demonstrating an understanding of the objectives of the Russian language lessons. With a few exceptions, younger schoolchildren chose the first position. This is also quite understandable, because they are at the very beginning of learning the Russian language, and for them the primary task is to read and write correctly. This is real practice for them. The rest is still knowledge that needs to be comprehended. This will continue to be studied in the middle and senior levels.

Conclusion

While working on the topic of my research, I came to the following conclusions. The need for in-depth study of the native language at school is determined by its basic functions. The Russian language serves people:

a means of designing and expressing thoughts,

a communicative means, serving members of society in their communication with each other,

a means of expressing feelings and moods (emotional sphere).

The “Russian language” lesson has a long history, which allows us to assert its significance under different political and social structures in the country.

The Russian language as an academic subject in Russian schools involves the development of phonetics, vocabulary, phraseology, word formation, morphology and syntax, as well as its history. The basis for teaching schoolchildren the ability to use language in all areas of its application are the norms of graphics, spelling and punctuation and ideas about the style and culture of speech. The specificity of the subject for those studying Russian as a native language is that it also acts as a means of teaching. The Russian language stores the results of the cognitive activity of the people, reflecting their past and present, and passes on the accumulated knowledge to future generations.

The most important and even dominant place This academic subject in the curriculum is determined by the role of the Russian language in the life of Russian society, in the development of children's thinking, in the formation of their consciousness and self-awareness.

Consequently, the success of students in mastering both the Russian language itself as a means of communication in all forms of its use, and all other academic subjects, largely depends on the level of its teaching.

List of sources used

	Arefiev A.L. “Russian language at the turn of the 20th - 21st centuries” (Electronic resource). - M.: Center for Social Forecasting and Marketing, - 2012. - 481,360 pp.
	Great Soviet Encyclopedia. - 1954. - T. 30, 839 p.
	Ozhegov S.I. Explanatory dictionary of the Russian language. - ONYX. Peace and education. - M., 2008. - 736 p.
	Web site: http://shkola10.webege.com/. School No. 10, Pavlovo.
	Web site: Yandex. Dictionaries› TSB. - 1969 - 1978.
	Web site: http://paidagogos.com/?p=77- Pedagogy.
	Web site: . Society and life.
	Web site: http://www.bibliofond.ru/view.aspx?id=37678- Bibliofund.
	Web site: http://m-u.spb.ru/russkiy-yazyk. The world of textbooks.
	Web site:

1 Website: Yandex. Dictionaries › TSB. - 1969 - 1978.

2 Great Soviet Encyclopedia. - 1954. - T. 30, p. 406.

1 Website: http://paidagogos.com/?p=77- Pedagogy.

2 Arefiev A.L. “Russian language at the turn of the 20th - 21st centuries” (Electronic resource). - M.: Center for Social Forecasting and Marketing, - 2012. - With. 9.

1 Website: http://tverdyi-znak.livejournal.com/396739.html. About the crimes of the People's Commissariat of Education of the RSFSR in relation to the Russian language.

1 Website: http://smartnews.ru/society/life/988.html. Society and life.

The most important and even dominant place of this academic subject in the curriculum is determined by the role of the Russian language in the life of Russian society, in the development of children's thinking, in the formation of their consciousness and self-awareness. Consequently, the success of students in mastering both the Russian language itself as a means of communication in all forms of its use, and all other academic subjects, largely depends on the level of its teaching.

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Kalina Victoria Gennadievna

Teacher of Russian language and literature

MBOU secondary school No. 7

village of Chkalovskoye, Primorsky Krai

“The role and place of the Russian language in the system of school subjects”

Nowadays there is a lot of talk about what subjects and in what volume need to be studied, what can be “sacrificed” in exchange for fashionable subjects or special courses, but the set of those subjects that are compulsorily studied in a comprehensive school represents the fundamental core of education. And it is the Russian language that plays the main role here, since it is not only a subject of study, but also a means of studying other subjects.

The basis of the Russian language as a school subject is the science of the Russian language. It is multidisciplinary: it includes the modern Russian language, its history and dialectology, related sciences - graphics, spelling and punctuation. In different periods of development of the national school, the composition of the academic subject "Russian language" changed depending on the goals of studying the Russian language, on the level of development of the science of the Russian language and the sciences of the psychological and pedagogical cycle. Russian as a native language is one of the most important academic subjects that, together with other school disciplines, form the basis of the general education of graduates.

Teaching the Russian language has a rich tradition and recognized achievements in our country. Naturally, the school’s transition to new educational standards cannot but worry teachers, and the educational community as a whole. The task of a Russian language teacher today is to become an active consumer of new information in the field of pedagogy, which appears in huge quantities on the Internet, to analyze it and use it in teaching the difficult contingent that has been coming to classrooms in recent years.

The Russian language as an academic subject solves two groups of problems: special (they arise from its characteristics) and general subject (they are implemented by all school disciplines). Also, the Russian language as an academic subject is extremely important in the matter of humanitarian preparation for the life of the younger generation: it lays the foundations of linguistic education, i.e. a body of knowledge about the main means of communication - language, its structure and functioning in speech. Knowledge about it performs two functions: it ensures students’ competence in using the language, and also serves as the basis for the formation of language and speech skills.

The state educational standard of general education determines, in addition to the general concept of education, the goals and content of education in subject areas. “Mandatory minimum content of basic educational programs” includes a list of topics that are required to be included in any Russian language program, ensuring the formation of three types of competencies: communicative, linguistic and linguistic (linguistic), cultural.

Requirements for the level of training of graduates are also included in the Mandatory Minimum and describe what exactly as a result of studying the Russian language the student must know, understand, be able to and use in practical activities and everyday life. For the basic general school, a focus on speech development and the formation of communicative competence is adopted; for high school, a distinction is made between the basic and specialized levels.

The need for in-depth study of the Russian language at school is determined by its main functions.

The Russian language serves people:

a means of designing and expressing thoughts,
a communicative means, serving members of society in their communication with each other,
a means of expressing feelings and moods (emotional sphere).

The Russian language stores the results of the cognitive activity of the people, reflecting their past and present, and passes on the accumulated knowledge to future generations.

Language is the most valuable heritage that modern people received from previous generations. The language of a people is its life, history, development, future. Thanks to language, our thoughts are formed and sharpened, thanks to language, communication within the human community is carried out, thanks to language, the person himself improves. Such an important role of language in social life teaches a careful attitude towards it and requires a solid and solid knowledge of its rules and laws of development. This is especially important for philology students, who must carry this knowledge to other people.
The term modern Russian literary language is used in several meanings:
- as a designation of the system of modern Russian literary language, i.e. a set of norms for the formation and functioning of units of the Russian language (sounds, words, word forms, phrases and sentences) at the present stage of development;

as the name of a science that studies the sound, lexical, grammatical systems of the modern Russian literary language;
as the name of an academic discipline that studies the foundations of the science of modern Russian literary language.

The discipline “Modern Russian Literary Language” occupies a central place among other subjects studied in philological faculties. In accordance with this, the course “Modern Russian Literary Language” poses the following tasks:

Give a systematic description of the theoretical information obtained by science on phonetics, vocabulary, word formation, and grammar;
To introduce the graphics system and the scientific foundations of spelling and punctuation of Russian written speech;
Show course participants the variety of functions of the Russian language, its cultural and social significance, reveal its beauty and richness;
Help to master the norms of Russian literary speech, styles and methods of verbal communication;
To promote the development in future teachers of the Russian language and literature of strong skills in linguistic analysis of the basic units of language.

The modern Russian language course includes the following sections:

"Phonetics". This area of linguistics studies the sound side of language, the laws of formation of sounds and other phonetic units.
"Orthoepy". Orthoepy establishes the rules for the pronunciation of sounds and their combinations.
"Graphics and spelling." These sciences provide ideas about the Russian alphabet and the system of rules of Russian writing.
"Lexicology and phraseology." These sections examine the vocabulary of the language, its lexical and idiomatic fund.
"Lexicography". The subject of lexicography is the history, theory and practice of compiling dictionaries, as well as the problems of computerization of activities in compiling dictionaries and maintaining a dictionary service.
"Morphemics". In this section of the course, building units are studied - morphemes and the morphological structure of words;
"Word Formation". In the “Word Formation” section, general laws and specific ways of forming new words are studied;
"Morphology". This section describes the structure of word forms, indicates the features of their change and functioning in sentences and text;

- “Syntax”. This science studies the laws of connection and ordering of word forms in phrases and sentences.
Although "Modern Russian Language" is an independent discipline, it is not isolated from other areas of linguistics.
In the course of studying the modern Russian language, we will constantly pay attention to the interdisciplinary connections of this course with the course on the history of the Russian language and to the connections between modern and other time slices of the existence of the Russian language. We will also record various connections between the Russian language and ancient languages - Old Church Slavonic, Latin, Greek. Comparative and comparative methods of analysis help to more clearly present, and in some cases restore, individual phenomena, aspects and states of the Russian language throughout its entire temporal extent.
A deep understanding of the formation and functioning of units of the Russian language is facilitated by knowledge gained from related courses, primarily from the dialectology course, in which territorially limited varieties of the Russian language are studied.
In turn, mastering the lexical and grammatical resources of the Russian language contributes to the formation of a high culture of speech and speech behavior, the formation of the foundations of oratory and pedagogical skills.
The diversity of the Russian language is directly reflected in works of fiction, and therefore all sections of the modern Russian language are in the closest relationship with literary disciplines, as well as with history, philosophy, psychology, logic, cultural studies and many other sciences.

Native language as an object of acquisition. The role of the native language in the development of the child’s psyche and thinking. Russian language as a developing subject. Federal and national-regional components of the content of the subject “Russian language”.

Formation of language, linguistic, communicative, cultural competences in the process of teaching the Russian language. Program material on formation

· language competence, which presupposes knowledge of the language itself (sections: phonetics and orthoepy, vocabulary and phraseology, morphemics and word formation, morphology, syntax, stylistics);

· linguistic competence, including knowledge about linguistics as a science, general information about language and the most important information about linguistic scientists;

· communicative(speech) competence associated with mastering all types of speech activity and speech culture;

· cultural studies competence, including information about language as a national-cultural phenomenon. Cultural aspect of teaching the Russian language as a means of reflecting the spiritual and moral experience of the people, reflecting the basic moral values.

Educational, developmental and educational functions of teaching the Russian language and speech. Interdisciplinary connections in learning the native language. Solving educational problems through the subject.

Regional material as a means of developing the cognitive interest of schoolchildren. Integrated nature of regional material. The main directions for the implementation of the regional component in training: studying the features of the local dialect, researching the toponymy of the native land, including regionally oriented texts, expanding students’ knowledge of the history, literature, culture of the native land, its traditions and customs, familiarization with the peculiarities of speech etiquette of the native land, assessment speeches of fellow countrymen from the point of view of linguistic literary norms.

Methods of teaching the Russian language in a multiethnic and multicultural environment.

v Behind the textbook line

The methodology for teaching the Russian language began to take shape from the time the Russian language was introduced into the number of academic disciplines in Russian schools - from the end of the 18th century.

The absence of the native language as an educational subject in the plans of the then existing educational institutions in Russia hampered the development of public education, since an intermediary language was required: when teaching literacy (writing and reading), it was the Church Slavonic language, and when studying special educational subjects - some foreign language , which had to be previously mastered at the level of communication.

In order for the native language to become a subject at school, certain conditions are needed, which in the first half of the 18th century. did not have. But gradually they took shape: a simple font suitable for mass civilian printing was approved (1710) in the second half of the 18th century. a rich literature has been created; a scientific description of the Russian language was made (in 1755 "Russian Grammar" by M.V. Lomonosov appeared), as well as the rules of Russian stylistics (1748, "Rhetoric" by M.V. Lomonosov), a 5-volume "Dictionary of the Russian Academy" was compiled (1789-1794); school textbooks of Russian grammar were written; methods of teaching the native language were developed.

Public opinion has matured about the need to study the native language in general and in established schools. Societies for the study of the Russian language began to be created: “Russian Assembly” in St. Petersburg - 1735-1743; "Free Russian Assembly" in Moscow - 1771-1783. In 1783, the Russian Academy was organized, headed by E. R. Dashkova, for the study of Russian language and literature.

There is a need for a new (after Peter I) reform of the Russian school, which should become general education. At the end of the 18th century. (August 5, 1786) Empress Catherine II approved the “Charter for public schools in the Russian Empire.” In accordance with the new “Charter,” the school did not become a comprehensive school, since it did not apply to serfs. The new school did not become a secondary school either, although the second type - the main public schools introduced in provincial cities - had a 5-year term, but in terms of the range of academic disciplines, these schools did not allow graduates to immediately enter universities.

The new “Charter” introduced the Russian language in schools as an academic subject studied in all classes. The general cultural significance of this fact is enormous. The path to knowledge and creativity in their native language was opened for a mass of people.

Textbooks were created for students (V.P. Svetov, A.A. Barsov, N. Kurganov, P. Sokolov, I. Ornatovsky, I.F. Timkovsky, P. Perevlessky, P. Basistov, A. Smirnov, N.I. . Grech, A.Kh. Vostokov, V. Polovtsev, etc.), manuals for teachers to work in the native language were prepared (V.P. Svetov, N.I. Grech, E. Gugel, etc.).

By the 40s. XIX century rich methodological material for work on the native Russian language has accumulated, which made it possible for F.I. Buslaev, based on domestic and foreign experience, created a general work on the methodology of the Russian language “On Teaching the Russian Language” (1844). From this time on, the methodology of teaching the Russian language began to acquire the status of an independent field of human knowledge.

Þ Behind the lines of modern documents

In the Concept of modernization of education for the period until 2010 it is said: “A comprehensive school should form a holistic system of universal knowledge, abilities, skills, as well as the experience of independent activity and personal responsibility of students, that is, key competencies that determine the modern quality of educational content.”

Þ Behind the lines of the dictionary

Linguistic competence of the individual.1. In the theory of speech communication: a set of skills and abilities communicant, including 1) the ability to express a given meaning in different ways (the ability to paraphrasing); 2) the ability to extract meaning from what has been said and to distinguish between outwardly similar, but different in meaning statements (discrimination homonymy) and find a common meaning in apparently different statements (mastery of synonymy); 3) the ability to distinguish linguistically correct sentences from incorrect ones; 4) the ability to choose from a variety of means of expressing thoughts the one that most closely corresponds to the communication situation and most fully expresses the personal characteristics of its participants (selective ability). 2. In theory speech culture: a person’s ability to communicate successfully, based on his level of language proficiency and language norms, on his ability to produce and understand texts of various types in a literary language.

Literature

Methods of teaching the Russian language at school: A textbook for students. higher ped. textbook institutions / M.T. Baranov, N.A. Ippolitova, T.A. Ladyzhenskaya, M.R. Lviv; Ed. M.T. Baranova. – M.: Publishing Center “Academy”, 2000.

Theory and practice of teaching the Russian language: Textbook. aid for students higher ped. educational institutions / E.V. Arkhipova, T.M. Voiteleva, A.D. Deykina and others; Ed. R.B. Sabatkoeva. – M.: Publishing Center “Academy”, 2005.

Voiteleva T.M. Theory and methodology of teaching the Russian language. – M.: Bustard, 2006.

Antonova E.S. Methods of teaching the Russian language: communicative-activity approach. – M., 2007.

Fedorenko L.P. Patterns of native speech acquisition. – M.: Education, 1984.

Fedorenko L.P. Analysis of the theory and practice of teaching methods of the Russian language. Kursk, 1994.

Deykina A.D. Training and education in Russian language lessons. – M., 1990.

Deykina A.D., Eremeeva A.P., Khodyakova L.A., Gordienko O.V., Pakhnova T.M. Formation of cultural competence of students when teaching the Russian language. – M., 2005.

Bystrova E.A. Russian language in the system of philological education // Teaching the Russian language at school. (pp. 7–19). The goals of teaching the Russian language, or what competence we develop in the classroom. (pp. 20–39). The cultural function of the Russian language in the system of its teaching. (pp.131–155). // E.A. Bystrova, S.I. Lvova, V.I. Kapinos et al. - M., 2004.

Vlasenkov A.I. Developmental teaching of the Russian language. – M., 1982.

Coherent local history texts in classes on Russian language and speech culture: Textbook /Auth.-comp. T.M. Malykhina, L.E. Pisareva, T.V. Letapurs, V.I. Kharitonov. – Kursk, 2003.

Russian language as a subject of study. Russian language as an academic subject, its specifics. By the nature of cognitive activity

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