During the perestroika period, people's views on the surrounding reality change. Material values come to the fore: money, power. Along with the traditional, positive image of the teacher, a new type of teacher appears - striving to make a career and busy with personal affairs. As a result of such changes, the student's attitude to the teacher changes, mutual respect is leaving society's relations to the teacher. A survey analysis of the works of the post-perestroika period will make sure of this.
Already in the story L. Nechaeva "Expectation of a friend, or recognition of a teenager" there is a tendency to create a negative image of the teacher. The teacher is a person for whom the success of children serves primarily as a means of climbing the career ladder. The teacher is worried about the external performance of the class. She seeks to stand out, she needs to be noticed, so she wishful thinking, does not take into account the opinion of the guys. The student is not interested in her as a person with her desires, aspirations, experiences.
Considering the image of the teacher, one should analyze the image of the class teacher, which has its own points of influence on the students. Here I would like to mention the image of Margarita Ivanovna from story
V. Zheleznikov "Scarecrow"... This teacher, who also fulfills the duties of a class teacher, is preoccupied with her problems, her personal life and does not notice anything around. Important events in class life, she frivolously ignores, class problems seem insignificant against the background of her own. A frivolous attitude towards students, their problems causes a similar reaction on their part - or rather, its absence - to her actions.
However, it should be noted that along with the new images of the teacher, the traditional image of the teacher is preserved, which the student is interested in as a person who has the right to doubts, emotions and aspirations. This image is present in the story E. Krishtof " Modern history told by Zhenya Kamchadalova ": An elderly literature teacher accepts children as they are, with all their mistakes, and sincerely worries about them, while a young representative of this profession Larisa Borisovna formally approaches her duties. However, Marta Ilyinichna is not an ideal image either: she lacks the energy that Larisa has. The problem that the author raises in this story can be described as follows: the teacher is able to understand the student only with experience. Unfortunately, more often than not, when this experience comes, students begin to reach out to other, young teachers who do not have the wisdom that helps to solve problems.
In post-perestroika times, the teacher finds himself in difficult conditions: on the one hand, certain requirements are imposed on the teacher by the students and their parents. The teacher must constantly remember about the personal characteristics of the child, build his activities in accordance with his interests, etc. On the other hand, the teacher is presented with requirements from the school administration, which determine his style of behavior. In addition, the relationship between student and teacher during this period is characterized by a lack of understanding and mutual respect. The student is focused only on his own rights and desires, this causes a corresponding reaction of the teacher. A reflection of this reality can be seen in the modern novel. "The geographer drank the globe" by Alexey Ivanov... In this work, the main character is Sluzhkin. For us, this image is interesting primarily because he becomes a teacher not by vocation, but because of the hopelessness. Due to the lack of experience in school, knowledge of a methodological and psychological nature, he cannot competently build relationships with students.
In another contemporary work, story "Chief" Evgeny Grishkovets, the central hero becomes Vladimir Lavrent'evich - a teacher of the photo circle. This is a teacher not by status, but by vocation. This is a different type of human teacher, popular with adolescents, but not by the short-term popularity of “their” person. He has authority, knows how to set his own rules that must be observed, but most importantly, he fosters in students a sense of beauty, the ability to show individuality, the ability to live and work in a team - in a word, what distinguishes a person from other creatures.
Literature has always been a mirror of the life of society, in which one can very clearly see both positive and negative phenomena. Therefore, in many works of art, we can always find images of teachers. Their portraits will be different, because as there are no two similar people, so there can be no identical teachers. They can be united by common qualities. The qualities are both positive and not entirely attractive. But more attention is still paid to the images of good, wise, understanding teachers who play important role in the fate of every person.
Conclusion
Summing up, it should be noted that the image of the teacher is dynamic: it develops in accordance with the peculiarities of historical reality. At each stage of time, the image of a teacher has its own specific features, which is explained by the reflection of changes taking place in reality with each person, including the teacher
In the course of our research, we came to the following conclusions:
The personal development of the teacher, as well as the dynamics of his relationship with the environment, especially with the students, depend on the conditions of historical reality. The peculiarities of each stage of the country's development leave their mark on its inhabitants, including teachers.
Every change in reality is reflected in literature. The same thing happens with the teacher's image: the dynamics of the teacher's personal development and his relationship with students are reflected in works of art.
One of the tasks of literature is to transfer the accumulated experience to the next generations so that they can take it into account and avoid mistakes. The problem of interaction between the teacher and the environment is still relevant, and in order to solve it, we need to more often turn to our literary, spiritual heritage, because our future depends on what the teacher will be and his relationship with students.
Bibliography
1 A. Likhanov "Good intentions" p. thirteen
2 Ibid, p. 20
3 A. Likhanova "Good intentions" p. 23
The image of a teacher in fiction... Gorbacheva Tatyana, Mikhailova Anna MOU "Lyceum 4", Cheboksary, grade 8 The image of a teacher in fiction. Gorbacheva Tatyana, Mikhailova Anna MOU "Lyceum 4", Cheboksary, grade 8 Supervisor: Mikhailova Valentina Nikandrovna Russian language teacher, MOU "Lyceum 4", Cheboksary
Purpose of the work: Our work is devoted to the study of the teacher's image in fiction, comparing teachers in different works of literature, finding out what role the teacher plays in human life. Our work is devoted to the study of the image of the teacher in fiction, comparing teachers in different works of literature, clarifying what role the teacher plays in human life.
Research Objectives To get acquainted with the history of works about teachers. Get acquainted with the history of works about teachers. Analyze the features of the teacher's description. Analyze the features of the teacher's description. Find similarities and differences in teacher descriptions and behaviors. Find similarities and differences in teacher descriptions and behaviors. Conduct a student survey. Conduct a student survey.
Relevance We think our task is relevant, because works about teachers are very interesting and researching them is a very exciting and informative lesson. We think our task is relevant, because works about teachers are very interesting and researching them is a very exciting and informative lesson.
Who is our school teacher? A teacher is a profession and position in the system of primary and secondary general education, which arose as a result of the separation of the latter into a special social function, consisting in teaching students. But a teacher is not only a profession and a person who gives us knowledge, but also a second mother, a second father whom we trust and whom we value. Kind or not very, empathetic or indifferent, loving his profession, children or not. A teacher is a profession and position in the system of primary and secondary general education, which arose as a result of the separation of the latter into a special social function, consisting in teaching students. But a teacher is not only a profession and a person who gives us knowledge, but also a second mother, a second father whom we trust and whom we value. Kind or not very, empathetic or indifferent, loving his profession, children or not.
So let's start our research. How did writers and poets treat and relate to teachers? What do teachers have in common in works of fiction known to us? What role does a teacher play in human life, in the life of society? How did writers and poets treat and relate to teachers? What do teachers have in common in works of fiction known to us? What role does a teacher play in human life, in the life of society?
The story of Chingiz Aitmatov The first teacher. Main character Duishen's story - a member of the Komsomol, studied literacy in the army, decided to teach children what he knew himself. He was in Budenovka, in an overcoat made of black cloth. In an abandoned barn, plugging all the cracks, he received the first students. I will teach you, children, to read and count, I will show you how to write letters and numbers, - said Duishen. - I will teach you everything that I know myself .... Indeed, he taught everything that he knew himself, while showing amazing patience. Bending over each student, he showed how to hold a pencil, and then enthusiastically explained incomprehensible words to the children. The protagonist of the story Duishen is a member of the Komsomol, studied literacy in the army, decided to teach children what he himself knew. He was in Budenovka, in an overcoat made of black cloth. In an abandoned barn, plugging all the cracks, he received the first students. I will teach you, children, to read and count, I will show you how to write letters and numbers, - said Duishen. - I will teach you everything that I know myself .... Indeed, he taught everything that he knew himself, while showing amazing patience. Bending over each student, he showed how to hold a pencil, and then enthusiastically explained incomprehensible words to the children.
Conclusion: In this work, the teacher plays a huge role, in our opinion, Duishen accomplished a great feat for the children of Kyrgyzstan. Thanks to him, a new, interesting, unprecedented world opened up for these children. Conclusion: In this work, the teacher plays a huge role, in our opinion, Duishen accomplished a great feat for the children of Kyrgyzstan. Thanks to him, a new, interesting, unprecedented world has opened up for these children.
A. Astafiev's story A photograph in which I am not In the story "A photograph in which I am not" the teacher has no name. The boy did not remember him. But he remembered his face forever. In the story "A photograph in which I am not," the teacher has no name. The boy did not remember him. But he remembered his face forever. “The teacher’s face, albeit inconspicuous, I have not forgotten until now. It was pale in comparison with the village faces, scorched by the wind, roughly hewn. Hairstyle for "politics" - the hair is combed back. And so there was nothing more special, except perhaps a little sad and therefore unusually kind eyes ... He was 25 years old, but he seemed to me an elderly and very solid person. And, of course, the title of teacher gave him solidity. " “The teacher’s face, albeit inconspicuous, I have not forgotten until now. It was pale in comparison with the village faces, scorched by the wind, roughly hewn. Hairstyle for "politics" - the hair is combed back. And so there was nothing more special, except perhaps a little sad and therefore unusually kind eyes ... He was 25 years old, but he seemed to me an elderly and very solid person. And, of course, the title of teacher gave him solidity. "
Conclusion: In the years described by V.P. Astafiev, the teacher had a very great authority. Probably, the reason for this lies in the fact that it was very difficult to get an education, for this it was necessary to spend a lot of effort and money. That is why an educated person evoked respect. The teacher in this work is a special person (through the mouth of the author). Conclusion: In the years described by V.P. Astafiev, the teacher had a very great authority. Probably, the reason for this lies in the fact that it was very difficult to get an education, for this it was necessary to spend a lot of effort and money. That is why an educated person evoked respect. The teacher in this work is a special person (through the mouth of the author).
V.G. Rasputin's story French lessons The main character of the story was very lucky: class teachers he got an intelligent, delicate, sympathetic and sensitive woman. Seeing the boy's plight and, at the same time, his abilities, craving for knowledge, she constantly tries to help him. Either Lydia Mikhailovna tries to seat her student at the table and feed him his fill, then she sends him parcels with food. But all her tricks and efforts are wasted, because the modesty and self-esteem of the protagonist does not allow him not only to admit his problems, but also to accept gifts. Lydia Mikhailovna does not insist, she respects pride, but she is constantly looking for new and new ways to help the boy. In the end, having a prestigious job that not only feeds her well, but also provides her with housing, the French teacher decides to “sin,” she herself draws the student into the game for money so that he can earn money for bread and milk on his own. Unfortunately, the "crime" is solved, and Lydia Mikhailovna has to leave the city. And yet, the attention, benevolent attitude, the sacrifice made by the teacher for the sake of helping her pupil, the boy will never be able to forget and throughout his life will carry gratitude for the best lessons of humanity and goodness. The main character of the story was very lucky: he got an intelligent, subtle, responsive and sensitive woman as class teachers. Seeing the boy's plight and, at the same time, his abilities, craving for knowledge, she constantly tries to help him. Either Lydia Mikhailovna tries to seat her student at the table and feed him his fill, then she sends him parcels with food. But all her tricks and efforts are wasted, because the modesty and self-esteem of the protagonist does not allow him not only to admit his problems, but also to accept gifts. Lydia Mikhailovna does not insist, she respects pride, but she is constantly looking for new and new ways to help the boy. In the end, having a prestigious job that not only feeds her well, but also provides her with housing, the French teacher decides to “sin,” she herself draws the student into the game for money so that he can earn money for bread and milk on his own. Unfortunately, the "crime" is solved, and Lydia Mikhailovna has to leave the city. And yet, the attention, benevolent attitude, the sacrifice made by the teacher for the sake of helping her pupil, the boy will never be able to forget and throughout his life will carry gratitude for the best lessons of humanity and goodness.
Conclusion: At the end of the work, the author speaks warmly of his teacher, because, seeing in him a capable student, she does everything so that he can calmly receive an education, sacrificing his reputation. Lydia Mikhailovna opened the boy new world where people can trust each other, support and help, share grief, get rid of loneliness. She taught the student compassion, benevolence, gave him lessons in kindness and justice. Conclusion: At the end of the work, the author speaks warmly of his teacher, because, seeing in him a capable student, she does everything so that he can calmly receive an education, sacrificing his reputation. Lydia Mikhailovna opened a new world for the boy, where people can trust each other, support and help, share grief, get rid of loneliness. She taught the student compassion, benevolence, gave him lessons in kindness and justice.
The story of F. Iskander 13 feat of Hercules Story of F. Iskander 13 feat of Hercules The teacher of mathematics, Harlampy Diogenovich. He imperiously and calmly held the class in his hands, never shouted at anyone, did not persuade to study, did not threaten to call his parents. Harlampy Diogenovich's main weapon was to make a person funny. The hero did not do his homework and decided to disrupt the lesson. The teacher guessed this and at the end of the lesson called me to the blackboard. The student tries not to become ridiculous ahead of time, shudders with horror and disgust. But it's too late, he has already put himself in a ridiculous position. After this incident, I began to take my homework more seriously. The teacher of mathematics is Harlampy Diogenovich. He imperiously and calmly held the class in his hands, never shouted at anyone, did not persuade to study, did not threaten to call his parents. Harlampy Diogenovich's main weapon was to make a person funny. The hero did not do his homework and decided to disrupt the lesson. The teacher guessed this and at the end of the lesson called me to the blackboard. The student tries not to become ridiculous ahead of time, shudders with horror and disgust. But it's too late, he has already put himself in a ridiculous position. After this incident, I began to take homework more seriously.
Conclusion: The hero is grateful to the teacher for the fact that he tempered our crafty children's souls with laughter and taught us to treat our own person with a sufficient sense of humor. Laughter helped and helps to fight against lies, falsehood, deceit. Conclusion: The hero is grateful to the teacher for the fact that he tempered our crafty children's souls with laughter and taught us to treat our own person with a sufficient sense of humor. Laughter helped and helps to fight against lies, falsehood, deceit.
A. Platonov's story “Another mother” A. Platonov’s story “Another mother” In the story “Another mother,” the teacher Apollinaria Nikolaevna turned out to be the second mother for Artyom. As a mother, she takes the boy to her knees, calms the frightened boy. After lessons, he patiently explains again what Artyom did not understand, treats his wound and escorts him home. In the story “Another Mom,” the teacher Apollinaria Nikolaevna turned out to be the second mother for Artyom. As a mother, she takes the boy to her knees, calms the frightened boy. After lessons, he patiently explains again what Artyom did not understand, treats his wound and escorts him home. And the next morning he is going to school early, explaining to his mother that Apollinaria Nikolaevna is waiting for him there, and that she must have missed him. He perceives that, since she is also a mother, it means she missed him. And the next morning he is going to school early, explaining to his mother that Apollinaria Nikolaevna is waiting for him there, and that she probably missed him. He perceives that, since she is also a mother, it means that she missed him.
Conclusion: In life, it also happens that the teacher turns out to be a second mother, and support, and support. This is exactly the situation in this work. Apollinaria Nikolaevna becomes the boy's second mother. Conclusion: In life, it also happens that the teacher turns out to be a second mother, and support, and support. This is exactly the situation in this work. Apollinaria Nikolaevna becomes the boy's second mother.
The story of A.S. Pushkin " Captain's daughter"In this work, very little is said about the teacher, but nevertheless he is there. Barber, soldier, teacher. Good-natured, windy, dissolute. Beaupre's weakness is a passion for the fair sex. He, the enemy of the bottle, loved to sip too much. Petya Grinev was very fond of Beaupr, they lived with him in perfect harmony. Beaupre did not really teach him, and Petrusha did not mind. Only Savelich was against, as if his own people were few! In this work, very little is said about the teacher, but nevertheless he is there: a barber, a soldier, a teacher, a kind, windy, dissolute. Beaupre's weakness is a passion for the fair sex. He, the enemy of the bottle, loved to sip too much. Petya Grinev was very fond of Beaupr, they lived with him in perfect harmony. Beaupre did not really teach him, and Petrusha did not mind. Only Savelich was against the idea that his own people were few!
Conclusion: Beaupre instilled in Grinev Jr. bad habits... Booze and arbitrariness began to prevail in Grinev after he left home. Conclusion: Beaupre instilled bad habits in Grinev Jr. Booze and arbitrariness began to prevail in Grinev after he left home.
Yu. Nagibin's story "Winter oak" Yu. Nagibin's story "Winter oak" "Winter oak" seems to be a story not about a teacher, but about a boy Savushkin, who better understands the beauty of nature, but Yu. Nagibin shows us how a teacher Anna Vasilievna admits she is wrong ... And the reader remains confident that Anna Vasilievna will definitely become the favorite teacher of her students. "Winter Oak" seems to be a story not about a teacher, but about a boy Savushkin, who better understands the beauty of nature, but Y. Nagibin shows us how teacher Anna Vasilievna admits she is wrong. And the reader remains confident that Anna Vasilievna will definitely become the favorite teacher of her students
Conclusion: A teacher, admitting that she is wrong, shows that everyone has the right to make a mistake, you just need to admit it. Such a teacher, in our opinion, could teach a lot of students. Conclusion: A teacher, admitting that she is wrong, shows that everyone has the right to make a mistake, you just need to admit it. Such a teacher, in our opinion, could teach a lot of students.
Research
A teacher is an educator, a mentor ...
The image of a teacher in literature
MBOU "Suda Secondary School"
1. Introduction. School years - a great time ……………………………… 3
2. The main part. A teacher is an educator, a mentor ……………… .6
Chapter 1. The image of the teacher in the works of the classics …………………………… ..7
Chapter 2. Polonsky "Key without the right to transfer" ...................... 11
Chapter 3. The image of a contemporary teacher in the novellas of A. Likhanov “Good intentions” and A. Aleksin “Mad Evdokia” …………………………………… 14
Chapter 4. Lessons of humanity in the stories of V. Rasputin "Lessons of French" and V. Tendryakov "The Night after Graduation" …………………………………………… .19
Chapter 5. The image of the teacher in the works of literature of the late XX century. Polyakova “Correcting mistakes” ………………………………………… .22
3. Conclusion ………………………………………………………… ..27
4. Bibliography ………………………………………………………… 29
1.Introduction. School years - a great time
The teacher's position is so excellent
Like no other under the sun.
It is rightly said that a writer lives in his works, a good artist lives in his paintings, a sculptor lives in the sculptures he created. A good teacher is in the thoughts and actions of people.
Teacher ... If we turn to the explanatory dictionary, then the word means “mentor, teacher; professor, teacher ". In our country, all professions are equally important. But they have great respect for the teaching profession. It should be so. After all, it is the teacher who leads us through the years of childhood, adolescence, adolescence; it is the teacher who performs an everyday, sometimes imperceptible, feat - he gives us his knowledge, puts a part of his heart into us. The teacher is our spiritual guide.
The attitude towards the teacher in Russian society has always been ambiguous. Perhaps the reason for this is that too much responsibility falls on the teachers. It largely depends on the teacher what the next generations will be like, what values will prevail among them. At every stage historical development of our society, the requirements for the individual are changing, the requirements for the teacher also change. The teacher has to keep up with the times. The teacher is always in the spotlight. Any of his actions are evaluated from different points of view: students, their parents, colleagues, leadership, etc.
This profession also has a moral aspect: a pedagogical error is hardly noticeable, but its consequences can be catastrophic. I completely agree with that “the educator in terms of morality should himself be what he wants to make the pupil, according to at least, must sincerely and touchingly wish to be so and strive for it with all his might. " This statement has not lost its relevance at the present time.
Mankind is accustomed to recording all the accumulated experience in literature. Therefore, the relevance of the work can be determined by the need to study works devoted to the images of teachers, which also partially reveal certain issues of the moral character of the teacher and his relationship with students. The hypothesis of our research work is that all the features, all the changes that take place with the people of this profession in historical reality, must invariably be embodied in artistic images.
The dynamics of the teacher's personal development and his relationship with society in the context of historical reality, he devoted his work "Is the teacher always right?" ... Some aspects of these problems were touched upon by famous teachers, R. Amonashvili and others. In the course of our work, we relied directly on fiction, as well as on the above-mentioned works, and when reading these sources, we found that a holistic analysis of the development of the teacher's image in literature, as well as his relationship with others in them has not yet been carried out. In addition, we noticed that in the assessment of individual images, contradictions were outlined, and we identified the following problem: the attitude towards the image of the teacher is ambiguous.
Our work consists of an introduction, which defines the goals, objectives, relevance, hypothesis and novelty of the research; five chapters devoted to the analysis of the personal development of the teacher and his relationship with society in the context of historical reality, the direct analysis of the image of the teacher in Russian literature of the twentieth century in the temporal aspect; conclusions, where the results of the study will be summed up and conclusions are drawn; and bibliography. Exploring the specifics of the relationship between the teacher and society, you need to pay attention to the pre-revolutionary period of historical reality, since it was then that the foundations of modern relations began to be laid.
The image of a teacher in literature is not stable: it changes. I was interested to find out what changes are associated with this image in Russian literature and what are the reasons for such changes. Therefore, the purpose of this work is to study changes in the teacher's image in modern literature.
To achieve this goal, the following tasks are also defined:
Examine the literature on the research topic;
Pick up works of art of Russian literature of the twentieth century, in which the image of a teacher is present;
Trace the dynamics of the teacher's personal development, as well as the attitude of society towards him;
Analyze the nature of the change in the teacher's image in the literature of the twentieth century and the degree of influence of historical reality on the artistic image.
The subject of the research is the works of art of the 20th century writers.
Research methods: elements of text analysis, comparative analysis, methods of multifaceted approaches to analysis based on research methods such as structural and analytical, a cultural approach to the analysis of artistic narrative samples was also used.
The practical significance of the work is determined by the possibility of using theoretical provisions, specific material and conclusions scientific research language teachers in the in-depth study of literature in secondary schools, in the development of educational and methodological manuals and recommendations, in drawing up programs for elective courses.
2. The main part. A teacher is an educator, a mentor ...
The teacher himself must be the one
what he wants to make the pupil.
A teacher is an educator, a mentor ... This is his civic, human destiny. Throughout the history of literature, the topic teacher - student has been the focus of attention of writers.
There are many professions on earth. Among them, the teaching profession is not quite common. Teachers are busy preparing our future, they educate those who will replace the current generation tomorrow. The teaching profession requires comprehensive knowledge, boundless spiritual generosity, wise love for children. The teacher's activity is every time an intrusion into inner world an ever-changing, contradictory, growing person. We must always remember this, so as not to injure, not to break the fragile sprout of a child's soul. No textbooks can replace the friendship of a teacher with children.
Every day children go to school, every day they meet the same teachers. Some of them are loved, others - not very much, some are respected, others are afraid. The teacher not only gives knowledge on a particular subject, but also leaves a mark on the soul of every person: after all, it is he who helps this soul to form. The desire to serve the future has characterized progressive educators of all times. The most general task of the teacher is to create conditions for the harmonious development of the individual, in preparing the younger generation for work and other forms of participation in the life of society. Being a teacher with a capital T is difficult. One must give oneself, sacrifice free time, hobbies, forget about health, think of students as their own children, take their problems to heart.
Teachers are called the engineer of human souls, the architect of character, the physician of growing diseases, the trainer of intelligence and memory. The list goes on. And all this is pure truth. Only, unlike other professions, the teacher is not given to immediately enjoy the fruits of his labor. Many years pass from sowing to harvest.
Chapter 1. The image of the teacher in the works of the classics
General standards of relationships have always been refracted through the prism of individual characteristics and personal qualities of teachers. A valuable source of pedagogical information about the activities of teachers is fiction and memoir literature. in his autobiographical story "Gymnasium" he showed Kazan teachers of the early 19th century. The images of the Nizhny Novgorod mentors of the mid-19th century were captured in the novel "On the way - on the road!" ... In the 60s he studied at the Rivne gymnasium, the author of "The history of my contemporary". At the same time, Mikhailovsky, the author of "Gymnaz students", studied at the Odessa gymnasium. From the late 60s to the late 70s he taught at the Taganrog gymnasium, painted a satirical portrait of the teacher Belikov ("Man in a Case"). A rich gallery of literary images of the teachers of the gymnasium at the end of the 19th century was left to us in their creative heritage,. The nuances of high school education at the beginning of the twentieth century were presented by M. Ageev ("A Romance with Cocaine"). He masterfully captured the variegated picture of school life ("Conduit and Schwambrania").
In the literary process of the 19th century, a powerful religious and spiritual component of Russian culture was manifested in the "high" type of teacher, in whose image the spiritual and religious searches of the writers were reflected. In the works of classical Russian literature, the image of a spiritual mentor was formed, which indicates the priority of the spiritual and moral sphere of activity in Russian literature. This has been repeatedly noted by researchers and to this day has not lost its topicality due to unrelenting interest modern science to the spiritual sources of the Russian national character.
The phenomenon of teaching was studied in the light of the religious teaching tradition of Russian literature, in the socio-cultural, philosophical and cultural aspects (,).
In most works of art, the figure of the teacher is shown through the prism of the student's impressions. The motives of the teachers' actions were preserved in their memories. Comparison of the memoirs of "students and teachers" allows us to highlight both the subjective, individually unique, and typical, common in the behavior and relationships of mentors.
Among the images of teachers presented in fiction and memoir literature, with a large degree of convention, three types can be distinguished: "conservative", "official", "progressist". Between them there are many, as it were, transitional types.
A conservative teacher: the existing norms for him are dogma, something sacred. He was suspicious of any, even insignificant, deviation from the established rules. He fulfilled the requirements of his superiors zealously, sincerely, completely obeying them. He unquestioningly followed the instructions given by the gymnasium and demanded the same attitude from the children to the instructions of adults. Its appearance and characteristics behavior: thoroughly cleaned uniform, calmness, composure, impartiality.
A wide range of diverse communicative positions is represented in creativity professional teacher, therefore, the writer's emphasis is shifted to the strategy and tactics of pedagogical communication. The features of a conservative teacher, scattered in many real prototypes, were concentrated in the satirical image of Belikov. The main thing in it is alienation from life, a panic fear of any changes. “When the circular forbade pupils to go out into the street after nine o'clock in the evening, it was clear to him, definitely: forbidden - basta. In resolution and permitting, there was always an element of doubt for him, something unsaid and vague. " The official language with a pretense of pompousness exposed the ugliness of this person. The striving of the conservative teacher for the exact execution of decisions and orders ensured him a dominant position in the pedagogical council of the gymnasium. At teachers' councils, he "oppressed" with his caution, his suspiciousness, put pressure on everyone, and they gave in to him, they lowered Petrov and Yegorov's points on behavior, put them under arrest and, in the end, expelled both Petrov and Yegorov.
Another widespread type is the official. This is a teacher who observed all his duties, but with a great deal of formalism. The bureaucratic-routine attitude to business negatively affected his pedagogical authority. The students saw the contradiction between the teacher's lifestyle and the ideals that he proclaims: “Is it possible to do any kind of work when you see that no one likes this work? A teacher is sitting in the department, I can only see that he is wearing a uniform, that he is an official, and nothing else, but each of them is an official. He will serve his hour, and that's enough. After all, if you see such a figure in front of you for seven years, what kind of love for science will be born? " ... The teacher-official with a loyal attitude towards the powers that be is depicted in the images of Peredonov ("The Little Devil"), Burmeister ("Gymnasium. Memories of Childhood").
The third type of teacher, beloved by high school students, is the progressist, as his students often called him. His specific traits- respect for the traditions of the gymnasium, combined with the recognition of new trends of the time, understanding and explanation of the essence of the new, love for the subject taught. Within acceptable limits, such a teacher ignored outdated norms. school life... For example, if he denied a religious outlook, he tried to leave the class immediately after class or come to the gymnasium directly to class, so as not to control the prayer read at the beginning and end of the school day.
In most of the works of art and memoirs of high school graduates, the language people are shown as their favorite teachers. Paustovsky was such a teacher Latin Saturday His passion, energy, peculiar manner of conducting classes, infectious love for the subject taught, cordial attitude towards the schoolboys acted irresistibly on everyone.
Korolenko described his language teacher as follows: “He did not ask lessons, and he almost never asked. I put marks according to the results of essays and according to general impression... Knowledge came by itself, thanks to the striving for it - not the knowledge that is only in the language and which can be rattled off in five to ten minutes in a textbook, but incomparably deeper orientation. His authority was enormous, and his influence was felt for a long time even after leaving the gymnasium. "
And yet, teachers of the 19th - early 20th centuries are characterized by enthusiasm for their work, lively movement of the soul, brightness and originality of characters, sensitivity to people, the ability to understand the characteristics of childhood and adolescence, to share their doubts, worries and thoughts. And most importantly, what fiction and memoir literature notes, students could regulate their behavior, strive for self-improvement, and had an interest in science.
Chapter 2. Polonsky "Key without the right to transfer"
Not the teacher who receives the upbringing and education of the teacher,
and the one who has the inner confidence that he is,
should and cannot be otherwise. This confidence is rare and can only be proven by victims who
man brings to his calling
Polonsky attracts readers and viewers because next to the ordinary, everyday in the writer's works there are always spiritual values, moral laws, unique characters, a complex inner world of heroes.
A girl who feels “old” at the age of 17, and a boy who is sincerely in love with her, and a team of teachers jealously watching who the children give their devotion to, and a team of children who give this devotion, of course, to the most worthy. This is what Georgy Polonsky, author of the film "The Key without the Right of Transmission", builds his story on.
The new, fresh, young, which has recently come to pedagogy, is concentrated in the teaching methods of Marina Maksimovna, a teacher of literature. Essays on a free theme, arguments in the lesson, when it seems that there are no teachers or students, but there is a group of like-minded people, in a difficult search, getting to the truth. There is something romantic, lyceum in this circle of children who have surrounded their teacher. Life failures, inevitable disappointments, difficulties, love, everyday life - all this will happen later, when their close family breaks up; in the meantime, they are still all together, they are friendly and experience moments of the highest harmony, which later, in another adult life, will be remembered with gratitude and love.
Marina Maksimovna hurries to school every morning, as if she were on a date with a friend - she is almost as young as they are, and in the crowd of children, wallowing in the snow, laughing, arguing, you cannot immediately tell who is a teacher and who is a student. Coming to her home, they read poetry, sing songs, speak heart to heart.
In contrast to the understanding and loving students of 10 "B", the teaching staff of the school stands up. With these people, her relationship is far from cloudless. They do not add up for the simple reason that she, Marina Maksimovna, is more talented than many, perhaps even more talented than everyone at school, and she does not need to give someone her key to children's hearts, the key that she thinks was given to her herself non-transferable.
For her, a lesson is a lesson in creativity, a lesson in culture, a lesson in high spirituality, this is the success of every child. She teaches the class outside of the curriculum. Her methods of working with children are not standard; she is moving away from the "case" frames. And extra-curricular activities do not bring burdens to students, on the contrary, they are happy to wait for a new meeting.
It is easy and interesting with her, the students go to the lesson with joy, not being afraid that they will be asked and they will not know the right answer. The young teacher's friendship with the class is based on complete trust. She truthfully answers all their questions. And if this question concerns your colleague - a teacher of the same school, and an absolutely mediocre teacher? Its inconsistency with the position held is obvious to everyone, but does Marina Maksimovna have the right to discuss this issue with the guys?
Chemistry teacher Emma Pavlovna is a normal, good-natured, economic, blooming woman. But when she enters the classroom, the torment begins for everyone. The guys are tormented - they are bored, boring, awkward, but the main thing is that the teacher herself suffers, certain complexes make her make mistakes all the time, and she immediately changes before our eyes, becomes awkward, unfair. Maybe for no reason to scream and kick out of the lesson.
“There is such a concept - the standard of education” - This phrase can be heard from the lips of any teacher of this school. But Marina Maksimovna deviates from this standard. She is more than a teacher for the guys. She is a friend to them, and most importantly, what her students note, she is a MAN.
Humanity among students is valued above all else. And whoever has chosen the wrong profession cannot be happy himself and sows misfortune, disharmony around himself, pushes students away from himself. But for Marina Maksimovna - a language teacher is not just a vocation, it is a state of mind. And "the soul is obliged to work." And she works. A sense of one's own exclusiveness appears, which is manifested not even by the teacher himself, if he is talented, but by his students.
Ideally, a language teacher is a teacher, educator, life organizer and culture guide. Such a universal type is a utopia for the majority, but I think that all these features should be in every teacher. The image of Marina Maksimovna is a vivid example.
How wonderful it is if your teacher is a person like Marina Maksimovna. After all, students want so much to be respected, reckoned with, seen in them as a person, and not just an "object" for the transfer of knowledge. The teacher not only gives knowledge on a particular subject, but also leaves a mark on the soul of every person: after all, it is he who helps this soul to form. Therefore, it is not all the same what this person will be like. It would be great if he was what G. Polonsky shows him in the work "The Key without the Right of Transmission"
This is how teachers should be, and then parents can be calm about their children, about their future. After all, the personality is formed precisely in school years... This image of a teacher should be a yardstick towards which all teachers would strive.
Chapter 3. The image of a contemporary teacher in the stories of A. Likhanov
"Good intentions" and A. Aleksina "Mad Evdokia"
The moral character of a contemporary teacher is most fully revealed in A. Likhanov's story “Good intentions”. The main character Nadezhda attracts first of all by the strength of her character. This is a teacher by vocation. Selflessness, dedication, love for children, for her work are the main features of Nadia. She is completely honest in her actions. But it was very difficult for her to work in a small town in the north of Russia, where she arrived at the beginning school year"By distribution". She had to raise first graders from orphanage... So, to be everything for them: a teacher, and an educator, and a friend, and a mother, kind and caring.
Nadezhda Georgievna already after the first months of work becomes more responsible, understands how subtly pedagogical work, in which there is perhaps the longest, most difficult and confusing distance between other intentions and good deeds. “I studied teaching methods in primary school and I felt the only feeling - protest: after all, I was taught to teach high school students. I was preparing lessons with my kids, but instead of children I saw one dirty thing in notebooks and languished with self-criticism: which kind of teacher am I? "
There is another heroine in this story - the headmistress of the orphanage, from where her pets came to Nadia - Natalya Ivanovna Martynova, who gave half a century to her work, subjugating the lives of orphans without a trace all her personal life. And Nadya, although she does not immediately realize this, soon has to make a choice between the "combination of passions", as preached by her beloved Victor, and that "one, but fiery" passion, which Natalya Ivanovna lives. Nadia breaks up with Victor, who is leaving for a big city. She stays with the guys who don't have a family.
At the end of the story, her pupils leave the orphanage after graduating from school. Nadia has the opportunity to "honorably" retreat to the "well-prepared" positions of her father's house. And my mother constantly calls Nadya home, convincing her that “a person is able to start his life again and again”. But Nadezhda Georgievna knows that she will not go anywhere now. She thinks about those orphanages, who are not yet known to her, who will cross the threshold of the boarding school on September 1 and with whom she will begin a new ten-year path of joint searches, trials and victories.
Such an image modern educator worthy of respect and imitation. Nadezhda gave her pupils a particle of herself, her warmth, her heart, having gone through everything that fate had in store for her. And we can say with confidence that those children, her first pupils, will grow up to be real people, kind and sympathetic, thanks to their smart and kind mentor. Nadezhda Georgievna managed to cope with her work, correctly assess and understand her purpose, and without this there can be no teacher.
In a slightly different way, in a different situation, A. Aleksin shows us his heroine in the story "Mad Evdokia". Evdokia Savelievna is the class teacher of the 9th "B" class. She was fifty-four years old: “She called herself 'pre-retirement.' But she could be given fifty-seven and thirty-nine: she was, as they say, a woman without age. " The narrator, not without irony, writes about the appearance and manners of Evdokia Savelyevna, when at one of the parents' meetings she explained how important it is to instill in children a sense of beauty. And at the same time "over fashionable, somewhere in a hurry, accidentally bought trousers, she could put on a wide skirt, tuck a man's cowboy into it, and stick a bone comb" from the times of the Ochakovskys and the conquest of the Crimea "into the short, trimmed hair under the boy's hair. She could go out in the early spring in a white panama hat, although they still wore a coat. Fighting for collectivism, Evdokia Savelievna “loved very much that everyone was together. And with her at the head. " The narrator, Olin's dad, "is sure that in art she is closest to the chorus and corps de ballet."
Of course, Evdokia Savelievna, possessed by the idea of collectivism, could not stand any manifestation of an individual, unlike others, character. In class, she singled out those who did not stand out in anything. And her favorite words: “everything”, “with everyone”, “for everyone” ... Therefore, from the very beginning, she waged a methodical struggle against the mistaken, in her opinion, educational methods of Olya's parents.
Olya, a ninth-grader, is talented, wayward, and with a grin refers to many of the collective events of "crazy Evdokia", to her volcanic character, to all kinds of meetings between the current students of Evdokia Savelievna and her former. Olya believes that Evdokia Savelyevna only takes everyone away from business. Olya's parents did not support the teacher's authority, but instilled in their daughter that she should be condescending to the "crazy Evdokia" (by the way, it was Olya who nicknamed the teacher).
In her work, "crazy Evdokia", as Olin's father says, diligently etched everything unique and peculiar in the students, she strove to ensure that everyone was "like everyone else" - in the cinema and at the exhibition, on excursions and on a hike ... It was important to her to awaken in each student a sense of belonging to the class, to the team ... This caused Olya internal opposition.
When the head teacher of the school suggested organizing an exhibition of Olya's drawings and sculptures, "crazy Evdokia" preferred to arrange an exhibition of works by everyone who knew how to hold a brush or pencil in their hand, and she took only two drawings from Olya, "so that there would be no more than others." In the play based on Shakespeare's play "Twelfth Night", which the schoolchildren played in English, Evdokia Savelievna entrusted Olya with a third-rate role, although everyone knew that Olya spoke English better than others. “The main roles were played by the mediocrity loved by Evdokia,” Olya told her parents.
In her adherence to mass professions (dispatcher, dump truck driver, etc.) Evdokia Savelievna, as Olin's father convinces us, did not understand that the vocation of an artist, the talent of a sculptor does not in the least separate a person from the masses. "Mad Evdokia" tried to introduce Olya to everyone else at the expense and in spite of her individuality. Obedient students, following their teacher, “did not want to notice what was unusual for them. The bright did not make them happy, but dazzled them. " This is what Olin's father considers to be the cause of his daughter's “frequent suffering and tears”.
On that ill-fated Sunday morning, when, in fact, the story takes place, having appeared at the apartment of Olya's parents, Evdokia Savelyevna announces that the day before, on Saturday, during a class trip to places of military glory, Olya disappeared, left the detachment no one knows where ... returned. But the whole night has passed! Where is Olya? ... Olya's mother felt bad: a nervous attack, mental breakdown, loss of mind ... On the way from the hospital, a dialogue takes place between the narrator, Olya's father, and the teacher. She proves that Olya's act is immoral: wishing to be the first, to reach the goal of the campaign before anyone else, she left the detachment in the evening and did not say a word to anyone. The girl did not even think about what anxiety her ambitious act would bring to the whole class and Evdokia Savelyevna, who was responsible for the campaign.
The teacher says that the main thing in people is still the talent of humanity.
The writer is not inclined to pass Olya off as a passive object of two pedagogical influences: parental and teacher's. Olya is trying to justify her act, referring to the fact that she wanted to follow the path of Mitya Kalyagin, a former student of Evdokia Savelyevna, who saved wounded soldiers during the war years, and delivered medicine to them secretly from the enemy. The father sharply tells his daughter: “He (Mitya Kalyagin) went this way to save people. And you, in order to destroy ... the person closest to you. "
Seemingly minor mistakes of parents in raising their daughter led to the formation of the girl's egocentric character. In one case, she forgot about her friend by inviting her to a meeting with a famous artist. And Lucy stood below with a heavy folder of Olya's drawings. She heard through the window how Olya joked, showing her erudition in front of the celebrity. In another case, she did not notice the love of her classmate Boris Antokhin and tactlessly mocked him. In her self-willed limitation, Olya did not want to see the teacher's considerable advantages: her obsession with work, her attentive attitude towards everyone, even the most ordinary student.
Gradually we notice how much attractive and even beautiful there is in "crazy Evdokia". She bitterly says that she is largely to blame: she burst into Olya's house in the morning with the news that she was missing, and this drove Olya's mother to madness. But how could she have done otherwise? After all, if Olya had not been a militant egocentric, she, even having run away from the camp, would have come home. In the finale, Evdokia Savelyevna hurries to the guys walking down the street a little ahead: she is afraid that Olya will take all the blame for her mother's tragedy and that this burden will be unbearable for her.
At the end of the story, the narrator mentally admits that, although he and his wife Nadya managed to defend the right to shape their daughter's character and thus defeated Evdokia Savelyevna, “this victory cost Nadya her life. Or health. " Such is the price of their daughter's ethical bad manners. This is the price of Olya's father's insight.
And then we understand that for almost the entire story we looked at "crazy Evdokia" through the eyes of Olya's father, and, therefore, through the eyes of Olya herself. We understand that we have compiled for ourselves a distorted portrait of a beautiful educator, intelligent and fair ... No, she did not strive to build into one general row all the students - she only wanted to return Olya to the team, or rather, to the people from whom Olya, in rapture with her successes, broke away. Loneliness was her punishment ... “Anyone who wants to be the first at any cost is doomed to loneliness,” says Evdokia Savelievna. And we agree with her. Finally, we see her as she really is, we see with our own eyes: absurdly dressed, but wise, perspicacious, who gave her whole life to her pets.
Chapter 4. Lessons of Humanity in V. Rasputin's Novels "French Lessons" and V. Tendryakov's "Night after Graduation"
It's strange: why are we the same as in front of our parents,
do we feel guilty before our teachers every time?
And not for what it was at school - no,
but for what happened to us after.
V. Rasputin
School years is a time when you need to ask yourself questions, when it is not too late to change or develop something in yourself: knowledge, character, habits, beliefs. We must remember that no one has yet managed to become a person, a good person with the help of only knowledge. Education is not just the sum of knowledge. And this is also the education of the soul, character, education of feelings, education of citizenship.
And all these qualities are laid down in school age... If a person, leaving the walls of the school, discovers moral deafness in relation to loved ones, a lack of soul and heart, then this cannot be compensated for by any education. Education begins in childhood. At this age, everything is extremely aggravated, the perception of the world does not tolerate insincerity. Rasputin's "French Lessons" and V. Tendryakov's "Night after Graduation" tell about the relationship between teachers and students.
For a true teacher, soullessness and cruelty are unnatural. After all, the teacher shapes the souls of people, teaches kindness and care for others. A real teacher can be called Lidia Mikhailovna, the heroine of V. Rasputin's story "French Lessons".
In the difficult post-war years, she tried to save a proud and talented boy from hunger. Lydia Mikhailovna invited him to additional lessons, after which they would go to the wall with him for money. After making sure that the teenager would not accept open help, the teacher went for this little trick. Then he recalled: “Of course, accepting money from Lydia Mikhailovna, I felt awkward, but every time I calmed down that it was an honest win.” But, unfortunately, this kind deed was viewed not as disinterested help, but as “... a crime. Deposition. Seduction". In a tide of pedagogical rage, the headmaster cannot, while gambling, see real lessons of mercy, lessons of faith in goodness.
Many years later, perhaps Lydia Mikhailovna will not remember how she sent pasta to her student. And now, the young teacher took a motherly part in the difficult fate of the student. This participation was truly a moral lesson for a person with a deep soul, bright mind, and subtle charm. Lydia Mikhailovna deviated from the generally accepted standards, thereby she lost her job, but with her participation, with warmth, she nevertheless turned, warmed the boy's soul.
Honor and conscience will never allow one to be indifferent to someone else's misfortune. To understand someone else's pain, to be near, with sympathy and complicity to help another in a difficult moment - this is what the heroine of Valentin Rasputin's story teaches us.
In adolescence, a more complex, multifaceted attitude towards people arises, more correct assessments are born, but a critical attitude towards one's own personality, an assessment of its role and place among people are still not sufficiently developed. Schoolchildren can grow up too quickly or be helpless children for a long time. Some are too practical, looking for profit everywhere, while others seek to hide behind loved ones. An example of moral maturity is the tenth graders from the story "The Night after Graduation" by V. Tendryakov.
Graduates walk through the city at night after the last school ball and discuss what the school has taught them. It turns out that these people do not know how to live at all, and they pass a terrible sentence on their teachers: they, it turns out, did not teach them the most important thing - to live.
And the verdict to the entire teaching staff is pronounced in response to the “pride” of the school by Yulia Stuyantseva: “Do I love school?<…>Yes I love! Very much! .. Like a wolf cub its hole ... And now you need to get out of your hole. And it turns out - thousands of roads at once! .. Thousands! ..<…>I'm scared. Very!"
Tendryakov's heroes will not be sympathetic to many. But this night after graduation made not only graduates, but also teachers look at life with different eyes. And Olga Olegovna sums up that teachers cannot foresee geniuses and teach genius, "in fact, I would teach myself one thing: do not offend each other, people."
There are works of a different nature, but they also tell about what a person should be who decides to devote himself to a humble, but one of the greatest things - the upbringing of a person.
The teacher not only gives knowledge on a particular subject, but also leaves a mark on the soul of every person: after all, it is he who helps this soul to form. Therefore, it is not all the same what this person will be like.
Chapter 5. The image of the teacher in the works of literature of the late XX century. Polyakova "Correcting mistakes"
I believe that the main task
a writer today,
as at all times - honestly
talk about what's going on.
Yuri Polyakov
The literature of the 20th century created the image of a teacher with high moral qualities, who fulfilled a great mission - to educate the illiterate people of Russia. The social and moral status of the teacher was high. Love for children, dedication to their work, readiness for self-sacrifice and high civic position - this is what distinguishes the teacher of the XX century. But by the end of the century, these principles began to change, following the changing situation in the country. We can see such a picture in Yuri Polyakov's story "Working on Errors". This story is devoted to another "painful" topic - school, the problem of the relationship between teachers and students. The author shows how, in the conditions of the crisis of Soviet ideology, moral continuity is violated and alienation between generations deepens.
"Correcting Errors" is one of the works that made Yuri Polyakov famous. The hero of the story, a journalist, accidentally becomes a teacher, and from now on he has access to that wrong side of school life, which it was not customary to talk about and which it would be better not to know about.
In modern conditions, when the old school is leaving irrevocably, the state is faced with the need to create new school in the name of a new life and in relation to the new requirements of existence and cultural needs, the problem of the teacher has doubled in significance. And the search for a new teacher is carried out by Yuri Polyakov through the image of Andrei Petrushov.
How great is the mission of the mentor who must pass on to future generations of his homeland best images, the best behests of the artists of the world and their homeland!
Criticism, first of all, appreciated in the story the carefully written "anatomy and physiology" of the late Soviet school. This story is about youth, friendship and love, about the moral choice that a person faces in any era. The author managed to vividly capture the transitional period of our history.
In one of his interviews, Y. Polyakov admitted: “I came up with an interesting decision - to write a work on my own behalf, as if I personally happened to be at school today. And to test my feelings, I got a job as a literature teacher for several months. And what did it give? There was an opportunity to see a lot with a fresh look. What the teachers have long been accustomed to has opened up to me in a completely new way. "
In the story, the author turned to the problems of the modern school and the education system as a whole. “Education,” the writer argued, “is the foundation of any social system. And the basic Soviet world was laid in the heads of young citizens precisely at school. The teacher, willy-nilly, becomes a fighter of the ideological front. " The story touches upon a wide range of problems from the life of a modern school: behind-the-scenes machinations and intrigues in the teaching staff, tutoring, accelerated children and infantilism of individual teachers, difficulties in working with modern children, who at every step see the discrepancy between word and deed.
A young journalist Andrei Petrushov, who temporarily took a job teaching Russian language and literature at a school, feels the break in the connection of times and is trying to unite the students at least with a heroic past - the search for the lost manuscript of the talented writer Pustyrev, who died at the front. He gets a class where do not put a finger in the mouth of the students, where everyone and everything is ruled by a spoiled beauty-excellent pupil, the daughter of a big boss. Girlish love, rivalry, a fight between teacher and student - all these are becoming components of the modern school. And the teachers are still inundated with paperwork.
“While I was studying the students, they were studying me” - this was the first arrival of a young teacher in the class. Petrushov is interesting to them because they are interesting to him, which distinguishes him from many teachers. But he is not sure of himself: "Sometimes, when asking a student, I felt that I was asking myself, and involuntarily began to frantically formulate an answer."
In the process of learning, we see something unusual and fabulous. But: "... Today's children are pragmatists" - explains the headmaster of the school to his former classmate. - You and I could still explain in words that socialism is better than capitalism, and give them examples, facts from life! " What ten years ago seemed to an arrogant graduate of a pedagogical institute an excellent place for self-development, has now turned into a "battlefield" between the teaching staff and their wards.
Andrei Petrushov tries to bring his students closer to him in the classroom with a variety of literature, because nothing brings up a youth, distinguished by sensitivity of feelings, the power of imagination and fantasy, as precisely works of art, primarily acting on feelings and imagination, driven by a serious and deep thought. But all is in vain.
Through the prism of perception of the protagonist, we see all the events taking place in the school and outside it. He got the students interested in one idea - to find a manuscript, and the guys are doing everything to help their teacher. He sees teachers who are not interested in their work. He tries to captivate children in the learning process, but the established order at school and the constant influence of the director do not allow the young teacher to reveal himself and his soul to the students.
All characters are real figures of our social and cultural life. Are there too many shortcomings in the pedagogical collective described, or is this our reality? The cat seduces the trainee, Girya takes gifts from the parents, Fomenko betrays a friend for the sake of a career, and Maxim Eduardovich, he fought with the student in general. The conclusion was obvious - teachers are in decline.
We see the attitude of many parents to the educators of their children, who "... consider teachers to be failures who have not found a better place in life - and they inspire their children."
And Petrushov admits that he has to write much more at school than in the newspaper, where he worked for six years. The young teacher cannot cope with the difficulties he meets at school, he decides to leave it. Becoming a teacher is difficult. Experience does not come immediately. As a result, the hero does not become a good teacher nor a talented journalist.
There is no positive hero in the story - an example to follow. The author is concerned about something else - how to put an end to negative phenomena at school. Despite all the shortcomings, it was the teachers who saved the Fatherland, when the country was literally on the verge of spiritual and material self-destruction. Sometimes they did not receive even their meager salary, so they stood at the blackboard and taught the children. They, Russian teachers, saved and continue to save the country!
The truthful portrayal of negative phenomena in the work aroused the warm approval of some and fierce rejection of others - after all, the story appeared during the years of perestroika and dealt a sensitive blow to the bureaucratic system at school.
The teacher has to live and work with a diverse young environment in which each is a special personality, often requiring special approach... During all that time of work at the school, Petrushov could not get close to Nina Obikhod, Pete Babakin, Volodya Borin and all the other students of the 9th grade. And only one Lesha Ivchenko was sincerely close to his teacher, he was really interested in the search for a manuscript, in the matter that is close to Petrushov. Talking to the younger generation, instructing them is a delicate matter, which sometimes only a woman can cope with. A man is expected to resolve the issue by force or to have a heart-to-heart talk. We do not see either one or the other in the image of Andrey Petrushov, he felt “abandoned”! “To be honest, when I was writing the story, I hadn’t thought about all these damned questions of the crisis of national ideology - I just remembered my teaching experience, impressions, colleagues, students ...”
Irony becomes a counterbalance to the bored and boring pretentiousness. The captivating and detailed story is now and then interrupted by some external circumstances that return the narrator from the realm of memories to the "harsh" everyday reality.
It all starts with a teacher. The teacher not only gives knowledge on a particular subject, but also leaves a mark on the soul of every person: after all, it is he who helps this soul to form. Therefore, it is not all the same what this person will be like. Being a teacher is not just an activity - it is a calling. A person should feel that way in his soul and should help children cope with their fears and problems. Help to gain not only knowledge, but also self-confidence, prepare for life in the surrounding world.
3. Conclusion
What conclusions did I come to during the research?
It should be noted that any change in the mood of society, its way of thinking, caused by historical conditions, in turn, manifests itself in the field of education. The teacher also changes in accordance with the time, and this affects his relationship with other people, especially with the students.
The literature of the 19th century tells about the "high" type of teacher, in whose image the spiritual and religious quests of the writers were reflected.
The image of a teacher in pre-perestroika times is characterized positively. Accordingly, the relationship between student and teacher is based on mutual respect, trust, moral values... This situation in the literature reflects the historical reality.
In perestroika times, people's views change. Come to the fore material values: money, power. Along with the traditional, positive image of the teacher, a new type of teacher appears - striving to make a career and busy with personal affairs. As a result of these changes, the student-teacher relationship also changes.
However, it should be noted that along with the new images of the teacher, the traditional image of the teacher is preserved, which the student is interested in as a person who has the right to doubts, emotions and aspirations.
In post-perestroika times, the teacher finds himself in difficult conditions: on the one hand, certain requirements are imposed on the teacher by the students and their parents. The teacher must constantly remember about personality traits the child, to build his activities in accordance with his interests, etc. On the other hand, the teacher is presented with requirements from the school administration, which determine his style of behavior.
The teacher's image is dynamic: it develops in accordance with the peculiarities of historical reality. At each stage of time, the image of a teacher has its own specific features, which is explained by the reflection of changes taking place in reality with each person, including the teacher.
Every change in reality is reflected in literature. The same thing happens with the image of the teacher: the dynamics of the teacher's personal development and his relationship with students are reflected in works of art.
The teacher not only gives knowledge on a particular subject, but also leaves a mark on the soul of every person: after all, it is he who helps this soul to form. Therefore, it is not all the same what this person will be like. Being a teacher is not just an activity - it is a calling. A person should feel that way in his soul and should help children cope with their fears and problems. Help to gain not only knowledge, but also self-confidence, prepare for life in the surrounding world.
Teachers in many ways become close people to us, mentors in life, teachers in the broadest sense of the word, replacing in some way our parents.
I believe that next to the name of a hero who accomplished a feat, a scientist who made a significant discovery, a designer who created a new machine, a qualified farmer who has grown an unprecedented harvest, by right should always be the name of their teacher who helped find his calling, taught to love work, formed the traits true patriots, courageous and honest people. It is the teacher who introduces children to work in childhood, instills the habit of bringing things to the end, teaches them to learn. And the teaching profession (like no other) is one of the most responsible and noble. The teacher's word permeates all areas of our life - politics, economics, culture, and personal life. The moral foundations that underlie all statehood depend primarily on the teacher. Man by his labor can transform nature. But the work of a teacher is so valuable and great because it forms the nature of man himself. Literature, on the other hand, helps us to understand and realize this deeper.
4. Bibliography
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2. Library of youth. School time. Stories, Moscow, "Young Guard", 1981, p. 209.
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5. Vladimir Dal " Dictionary of the living Great Russian language ”. T 4, M. - 1955
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7. Is Leshchinsky right the teacher? /,. - M., "Pedagogy", 1990. - 160s.
8. Likhanov intentions - M .: Mol. guard, 1981
9. Troyanovsky in fiction. Krasnoyarsk, 19 educational institutions under the jurisdiction of universities. B. m. 1804.
eleven. . Stories. Perm book publishing house, 1985,
12. Chukovsky. Childhood memories. M. - L., 1940.
13.http: // lib. ***** Based on the publication: Correction of errors, Moscow, Sovremennik, 1989
14. http: // ***** The image of a teacher in a Russian gymnasium in the 19th - early 20th centuries. in literature
Target:
During the classes
I... Materials for the teacher:
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"Lesson 4. The system of images and the main image of the play"
Lesson 4. System of images and main image plays
Target: consider the system of images of the play, find out ways of creating images of characters, analyze the artistic nature of the main image of the play.
During the classes
I... Materials for the teacher:
In classical drama, the characters do things, speak monologues, win or die. In accordance with their role in the development of the action, the audience divided the characters into positive and negative, major and minor. Chekhov's vision of his characters differs significantly from the usual theatrical rules. His characters turn out to be devoid of a heroic halo, paradoxical and unpredictable. the playwright is interested not so much in the character or deed as in the manifestation of the character's mood. In Chekhov's play there are no major and minor actors... Epikhodov is as important to the author as Gaev, and Charlotte is as interesting to the author as Ranevskaya. Even the “accidental” Passer-by, who appears in the finale of the second act, an episodic person from the point of view of traditional drama, plays an important semantic role in Chekhov's play.
In the plot movement of the play, it is necessary to take into account the non-stage characters. Many plot lines of the comedy are drawn to them: Ranevskaya - "Parisian lover"; Anya - Yaroslavl grandmother - Ranevskaya; Lopakhin - Deriganov; Simeonov-Pischik - Dasha. They all participate in the development of the action.
Chekhov's characters, as a rule, manifest themselves not in actions, but in monologues - self-characteristics:
“Dunyasha. ... I am such a delicate girl, I love tender words terribly ";
Lyubov Andreevna. ... I have always littered with money without restraint, like a madman, and married a man who only made debts ”;
“Lopakhin. ... My dad was a man, an idiot, he did not understand anything, he did not teach me, but only beat me drunk, and all with a stick. In fact, I am the same fool and idiot. I haven’t learned anything, my handwriting is nasty, I write in such a way that people are ashamed of them, like a pig. ”
The nuances that arise in the monologues-confessions of the heroes, A.P. Chekhov demonstrates in the style diversity of replicas. Emotional failure, as a rule, is indicated by the author's remark, which destroys the unambiguousness of the emotion and shows the discrepancy between the external and internal themes:
“Gaev. On Tuesday I'll go and talk again. ( Vare.) Do not Cry. ( But not.) Your mom will talk to Lopakhin; he, of course, will not refuse her ... And when you have rest, you will go to Yaroslavl to see the countess, your grandmother. This is how we will act from three ends - and our business is in the bag. We will pay the interest, I am convinced ... ( Puts a lollipop in his mouth.) By my honor, I swear what you want, the estate will not be sold! ( Excited.) I swear by my happiness! Here's my hand, call me then a cheesy dishonest person, if I admit it to the auction! "
These subjective confessions are one of many possible points of view. The polyphonic sound of the play is given by the statements of the characters about each other. Most often, they are based on the combination of two contrasting assessments and express the internal instability of the image:
“Gaev. ... My aunt is very rich, but she doesn't like us. First of all, my sister married a sworn attorney, not a nobleman ... She married a nobleman and behaved one cannot say that very virtuous. She is good, kind, glorious, I love her very much, but no matter how you come up with extenuating circumstances, nevertheless, I must admit, she is vicious ";
“Trofimov. ... You know, we probably won't see each other again, so let me give you one piece of advice at parting: don't wave your hands! Get out of this habit of swinging. And, too, to build summer cottages, to expect that individual owners will eventually emerge from summer residents, to count in this way also means swinging ... After all, after all, I love you. You have thin, gentle fingers, like an artist, you have a thin, gentle soul ... "
Along with the direct (proclaimed), A.P. Chekhov makes extensive use of indirect evaluations of the characters in the play. Thus, Gaev, in the context of his enthusiastic monologues, exhaustively characterizes the "accidental" remark of Firs, reinforced by the author's remark indicating the tone of the statement:
"Firs ( brushes Gaev, instructively). They wore the wrong trousers again. And what can I do with you! "
We see that each character in the play is different. It is simple and complex at the same time, it is not specified initially. In Chekhov's play, almost all the characters are equal: we cannot say who is more important for understanding the author's intention: Firs or Gaev, Charlotte or Ranevskaya, Epikhodov or Trofimov. Who, or what, then, is the center of Chekhov's play?
In dramatic works, there must certainly be a center - an event or a character around which the action develops. In the play by A.P. Chekhov, the "center" in the traditional sense is lost. In its place is a silent cherry orchard.
The garden becomes the "center" of Chekhov's comedy, its main character. In this image, the concrete is conjugated ("And in" Encyclopedic dictionary"This garden is mentioned") and eternal ("there is nothing more beautiful in the world") - youth, memories, purity, happiness.
The Cherry Orchard organizes the dramatic intrigue of the play. All characters are located around this image. They enter into a kind of dialogical relationship with the garden. Each has its own garden. He highlights the spiritual capabilities of each of the characters. They do not live in the garden, they do not create it, but they dream of it, they contemplate it - from the outside.
The Cherry Orchard is also a deep theme about the relationship between the beautiful and the vulgar. Life is rough - and can appear in the guise of Lopakhin with an ax, or it is absurd, and then it flashes a light shadow, like Ranevskaya. The poetic energy of the play is concentrated in the cherry orchard. This is her most important symbol, through which the lyrical, tragic, comic, ironic, poetic meanings of the image "flicker".
II. Conversation with students.
What is the peculiarity of the system of images in Chekhov's play?
How are the main and minor characters related?
What role do non-stage characters play?
With the help of what methods does Chekhov create the image of Gaev (Ranevskaya, Lopakhin, Ani, Firs)?
What role do the self-characterizing monologues of the characters play in the composition of the play?
How do the characters characterize their statements about each other?
What place does the cherry orchard occupy in the play's system of images?
Determine the artistic significance of the image.
What images, in your opinion, create the symbolic subtext of the play?
III... Lesson conclusions.
In constructing the system of images of the play, A.P. Chekhov rejects the classical canons. In the system of comedy images, there is no division into positive and negative, main and secondary characters, the author's attention is focused not on their actions, but on their mood. The idea of the heroes of the play arises at the intersection of various points of view expressed in the self-characteristics of the characters, as well as in the stylistic diversity of their speech, in the assessments of the heroes by other actors, in the author's comments contained in the directions.
The role of the main - central - image of the play is played by the cherry orchard. The garden deepens the philosophical problems of the play: the loneliness of unloved characters in the eternal cycle of life. This loneliness echoes in the fate of a beautiful, but unclaimed garden, internally ironic to its owners - both old and new.
1. What place belongs to the cherry orchard in the play's system of images?
2. What is the originality of the system of images in the play "The Cherry Orchard"
Every day children go to school, every day they meet the same teachers. Some of them are loved, others - not very much, some are respected, others are afraid. The teacher not only gives knowledge on a particular subject, but also leaves a mark on the soul of every person: after all, it is he who helps this soul to form.
Being a teacher with a capital T is difficult. One must give oneself, sacrifice free time, hobbies, forget about health, think of students as their own children, take their problems to heart.
Even in the first charter of gymnasiums it was said: “In dealing with students, the teacher must be gentle and restrained. The first concern of the teacher should be to learn the properties and morals of children, so that you can better manage them. "
Teachers are called the engineer of human souls. This is indeed the case. Only, unlike other professions, the teacher is not given to immediately enjoy the fruits of his labor. Many years pass from sowing to harvest.
But it depends on them in many respects what the next generations will be like, what values will prevail among them. However, at each stage of historical development, the requirements for the personality change, therefore the requirements for the teacher also change. The teacher has to keep up with the times.
Mankind is accustomed to recording all the accumulated experience in literature. All changes concerning the teacher and his relationship with students in real life were reflected in the literature of the XIX-XX centuries.
The unquestioning obedience of the student to the teacher, the unconditional correctness of the teacher began to be raised to the rank school law in the first half of the 19th century. At that moment, the state education system began to form, and Nicholas I, who followed this work, did not accidentally take the Prussian system as a basis. This version of education attracted the emperor precisely because of the clear uniformity of programs, textbooks, methods, and made it possible to control the system of education and training.
The position of the teacher was of a low rank. Any superior could check the teacher's activity, evaluate it incorrectly, and the teacher could not stand up for himself: objections were not accepted. "Each instance, transmitting orders downward, ultimately hit the same collegiate registrar - a hunted down and disenfranchised teacher, not allowing him to take a single step on his own." But what is there to take a step, the teacher sometimes felt powerless, humiliated, and this was considered the norm.
Literature is always sensitive to all changes taking place in society and reflects them in works. Let's see how the image of a teacher, mentor, teacher, educator appears in the works of art of the school curriculum.
Eremeevna, Mitrofan's nanny, is portrayed with a great deal of truth in DI Fonvizin's comedy "The Minor". Fonvizin convincingly shows what a corrupting influence serfdom had on courtyard servants, how it disfigures, perverts their inherent good human qualities, develops and instills in them slavish humiliation. Eremeevna has been serving as Prostakov-Skotinin for forty years. She is selflessly devoted to them, slavishly attached to the house, she has a strongly developed sense of duty. Not sparing herself, she protects Mitrofan.
But for selfless and faithful service, Eremeevna receives only beatings and hears only such addresses from Prostakova and Mitrofan, such as a beast, a dog's daughter, an old witch, an old hrychovka. Heavy and tragic is the fate of Eremeevna, forced to serve the fiendish landowners who are unable to appreciate her faithful service.
Of particular interest to us are the images of Mitrofan's home teachers: Tsyfirkin, Kuteikin, Vralman.
The retired soldier Tsyfirkin is a man with a number of good qualities. He is hardworking. “I don’t like to live idly,” he says. In the city, he helps the clerks "to check the count, then to sum up", and "teaches the children at their leisure." Fonvizin painted the image of Tsyfirkin with obvious sympathy.
The teacher of Russian and Church Slavonic languages Kuteikin appears in a different light. This is an undergraduate seminarian who graduated from the first classes of the theological seminary, “afraid of the abyss of wisdom,” not devoid of cunning. Reading the Book of Hours with Mitrofan, he chooses the text not without intent: "I am a worm, not a man, vilification of men." Moreover, the worm interprets the word - "that is, beast, cattle." Like Tsyfirkin, he sympathizes with Eremeevna. But Kuteikin sharply differs from Tsyfirkin in his greed for money.
In a satirical light, the German Vralman, a rogue teacher, a man with a lackey soul, a former coachman of Starodum, is brought out in the comedy. Having lost his place as a result of Starodum's departure to Siberia, he became a teacher, since he could not find himself a coachman's place. Naturally, such an ignorant "teacher" could not teach his student anything. He did not teach, indulging the laziness of Mitrofan and taking advantage of the complete ignorance of Prostakova
The attitude of society towards the teacher necessarily influences the teacher's creativity. The system of templates developed by the "overseers from science" penetrates the school, corroding the spirit of search, creativity, reduces the teacher's duties to observing the discipline of students. This resulted in the formation of a stereotype: "The teacher is always right, even if he is wrong."
The following situation, described in N. V. Gogol's poem “ Dead Souls":" The teacher was a great lover of silence and good behavior and could not stand smart and sharp boys “Abilities and talents? This is all nonsense, - he used to say, - I only look at behavior "
In such a school, there is nothing to talk about the development of the talent and abilities of children. Of course, Chichikov, the protagonist of Nikolai Gogol's novel, took advantage of this situation: “He did not move an eye or an eyebrow throughout the class, no matter how pinched he was from behind. The case was a complete success. Throughout his stay at the school he was in excellent standing and upon graduation received a full certificate in all sciences, a certificate and a book with golden letters for exemplary diligence and reliable behavior. "
The described state of affairs in teaching is not the limit, since the lack of creativity ultimately leads to absolute indifference to the student. This is stated, for example, in the story of A. Pushkin "The Captain's Daughter": "Musyu gave me his lesson. I was busy with the business of fitting a bast tail to the Cape of Good Hope. ”How can a person grow up with this kind of teaching? The answer is in the confession of Pyotr Grinev: "I lived a small man."
However, many noble sons received this kind of education. Suffice it to recall Eugene Onegin from the work of the same name by A.S. Pushkin. Onegin received a typical education for that time. His teacher was a Frenchman who, "so that the child would not be exhausted, taught him everything in jest, did not bother him with strict morality, scolded him a little for pranks and took him for a walk to the Summer Garden." That is, we see that the title character of the novel in Pushkin's poems received a very superficial education, which, however, was enough for "the world to decide that he is smart and very nice."
An interesting story is told about teachers, their morals in the comedy of N. V. Gogol "The Inspector General". Teachers of a provincial town will either "hide their face" unprecedented, or "what strength is there to grab a chair on the floor!" Not the best memories will remain of such a mentor, and what kind of knowledge can such teachers give ?!
Teachers are no less colorful in the comedy J.-B. Moliere "Bourgeois in the nobility." The action of the first piece begins with the meeting of the protagonist Jourdain with his teachers. At the same time, he shows them his new attire, the robe of a nobleman, in which he looks very comical. However, the teachers tell him that this is an abyss of taste. Soon, a dispute arises between music, dance and fencing teachers over whose craft is more important. Comes to mutual insults; Monsieur Jourdain tries to calm them down, but he fails. A philosophy teacher appears on the scene, saying that the most worthy science is philosophy, and all others are not worthy of this honor. A fight breaks out, no one notices Monsieur Jourdain Decent people? Decent upbringing ?!
But, perhaps, the most disgusting type of mentor is shown in the story of A. P. Chekhov "The Man in the Case". Chekhov paints a clearly exaggerated image, which is an artistic generalization of the social phenomenon of that time. Before us appears Belikov - a man with a very interesting and even “wonderful” character and habits: “in very good weather” he “went out in galoshes and with an umbrella, and certainly in a warm coat with cotton wool. He had an umbrella in a case, and a watch in a case made of gray suede, and when he took out a penknife to sharpen a pencil, he also had a knife in a case; and the face, it seemed, was also in the case, since he hid it all the time in the raised collar ”. It is no coincidence that the author pays special attention to the portrait of the hero. With the help of the characteristics of everyday life, Belikov's costume, he seeks to reveal his soul, inner world, to show his true face.
Already from the portrait description we see that the teacher Greek he completely fenced himself off from living life, locked himself tightly in his "case" world, which seemed to him better than the real one. The case "envelops" the brain, controls the thoughts of the hero, suppressing positive principles. Thus, he loses everything human, living, turns into a mechanical machine of rules and circulars.
But the worst thing is that he imposes these rules and prejudices on the world around him, in which, anyway, all goals are set and achieved only out of necessity. Oppressing everyone with his caution, Belikov puts pressure on people, makes them afraid: “Our teachers are all thinking people, deeply decent, brought up on Turgenev and Shchedrin, but this little man, who always walked in galoshes and with an umbrella, held the entire gymnasium in his hands for fifteen years! But what about the gymnasium? The whole city!" Imagine how hard it is to sit in the classroom of this boring person who does not know what deviations from the rules are, who follows the letter of the law in everything !!!
And it is good that there are works in Russian literature in which the type of another teacher appears. One of the most famous works in which there is an image of a Teacher, a mentor is the story of V. P. Astafiev "A photograph in which I am not." The author emphasizes that the teacher is a special person among the inhabitants of the Russian village of those years (30s): “He was the main entertainer, agitator and propagandist in the village club, taught the children to play, dance, organized comedy, topical performances, participated in all rural celebrations ". During the years described by V.P. Astafiev, the teacher had a very great authority. Probably, the reason is that it was very difficult to get an education, for this it was necessary to spend a lot of effort and money. That is why an educated person evoked respect.
The guys completely trusted and deeply respected their mentor. Adults also shared these feelings: “Respect for our teacher and teacher is universal, silent. Teachers are respected for their politeness, for the fact that they greet everyone, not sorting out neither the poor, nor the rich, nor the exiles. "
Another type of positive image of the teacher is shown in the story "The Thirteenth Feat of Hercules", written by F. Iskander. In the practice of Harlampy Diogenovich, the main principle was "to make a person funny." Many educators point out that humor can be very effective in the educational process. Even "difficult" teenagers are afraid to look funny, because this can affect their authority. No wonder they say that mockery penetrates even through the shell of a turtle. " But not everyone can understand ridicule or irony, and sometimes its result can be a conflict between a student and a teacher. In the analyzed story, the children perceive every joke of the teacher as a small punishment that they deserve. For them, his specific methodology is the norm, Kharlampy Diogenovich even commands respect for the fact that he immediately established exemplary silence in our class. The main character assesses the form of the teacher's influence from the height of past years, accumulated experience, and this assessment is clearly positive: “With his laughter, he certainly tempered our crafty children's souls and taught us to treat our own person with a sufficient sense of humor. In my opinion, this is a completely healthy feeling, and any attempt to question it I reject decisively and forever. "
The hero understands that the teacher's irony was designed to educate students, eradicate their shortcomings and develop a moral principle. Any deed of the teacher, first of all, is assessed by him, since he must find a response in the souls of students, even if outwardly the method of pedagogical influence does not seem acceptable.
This is what happens in the story "French Lessons", where the act of Lydia Mikhailovna, a French language teacher, is assessed from different points of view.
In this girl you can find not only a mentor, but also a devoted friend: when it was necessary to help the boy, she did it. In addition, she was able to arouse in the student an interest in French, that is, completed the main task. However, some of the teacher's actions provoked a protest from the school management: in order for the student to have food, she dared to gamble. The administration regarded this act as unworthy of a teacher. Lydia Mikhailovna herself perceives it as a misunderstanding, an accident: “I will go to my place in the Kuban,” she said, saying goodbye. - And you study calmly, no one will touch you for this stupid incident. This is my fault. Study. ”She patted my head and left. And I never saw her again. "
The position of the author is obvious: when evaluating the actions of a teacher, first of all, it is necessary to find out their reasons. Under the superficially unseemly act of Lydia Mikhailovna for the administration, there is a human desire to help another.
There are different teachers. But the student forms his ideal himself. It is a great happiness if you meet a real Teacher in your life: smart, erudite, responsible, tactful, intelligent, caring, empathetic, with a sense of humor.
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