The problem of philological education and ways to solve them. Speech at the conference "Problems of development of philological education at school"

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

Goals of philological education

The main goals of philological education are:

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

The meaning of the Russian language in the system school education and education.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Search learning models. Key principles of inquiry learning

(according to J. Bruner)

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

Its varieties include:

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

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

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

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

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

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

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

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

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

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

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

Requirements for training content.

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

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

Requirements for the educational process.

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

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

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

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

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

The teacher as an organizer of problem-based learning.

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

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

Comparative features of traditional and research learning.

Traditional training:

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

Research training:

1. The student independently comprehends leading concepts and ideas, and does not receive them ready-made from the teacher.

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

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

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

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

Characteristics of educational-search, creative and cognitive activities.

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

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

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

1. Eliminate internal obstacles to creative expression. In order for students to be ready for creative search, it is necessary to help them gain confidence in their relationships with others, fellow students, and the teacher. They should not be concerned whether their ideas will be accepted or ridiculed. They shouldn't be afraid to make a mistake.

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

3.Refrain from making judgments.

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

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

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

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

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

Model for systematic data collection, generation and testing of hypotheses

(plans-stages)

1. Facing a problem. Teacher explains the rules

interaction, introduces a situation of cognitive conflict.

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

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

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

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

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

A model of group problem solving based on metaphorical thinking.

1. Initial statement of the problem.

1. Analysis of the problem and communication of the necessary introductory information For the corresponding report, the presentation of an expert, a competent person, is usually necessary.

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

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

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

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

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

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

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

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

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

Features of the educational process based on didactic game

(elements and stages)

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

1. Orientation.

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

2.Preparation for the event.

The teacher sets out the scenario, focusing on game tasks, rules, roles, game procedures, scoring rules, and approximate types of decisions during the game. After the roles are distributed between the participants, a trial “run” of the game in an abbreviated form is carried out.

1. Carrying out the game as such.

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

1. Discussion of the game.

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

Didactic possibilities of educational games.

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

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

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

Educational games create potentially more high opportunity transferring knowledge and experience from a training situation to a real one.

Educational games provide learning environment, immediately responding to student actions.

Educational games allow you to “compress” time.

Educational games are psychologically attractive to students.

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

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

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

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

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

Participants.

Students learn experientially and become deeply involved in the task. Despite the fact that the role of the leader is of great importance in creating the game situation, learning itself occurs through the experience gained

Progress of a game or simulation.

Simulation games can be used at a number of points in the educational process. When deciding that a simulation game is the appropriate teaching method for a particular situation, the facilitator must consider how to present it, what its structure will be, and how the results will be discussed. Although any educational simulation game has learning goals and objectives, it is not necessary to tell the participants about them from the very beginning.

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

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

Summarizing.

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

THE EDUCATIONAL PROCESS AS A DISCUSSION.

Didactic goals and types of discussions.

In a group discussion of a problem, the following sequence of stages can be outlined, similar to the stages of individual problem formulation and solution.

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

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

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

1. Attempts to find solutions to the problem (this can be a lengthy process, including discussions, data collection, and the involvement of external, third-party sources of information)

1. Formulating conclusions, discussing them and checking them until reaching a final decision.

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

Organization and self-organization of discussions.

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

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

Appropriate organization of place and time of work;

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

Focus on achieving educational goals.

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

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

Encouraging different approaches to the same subject or phenomenon;

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

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

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

Forms of discussion.

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

These include:

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

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

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

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

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

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

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

Procedurally, the “aquarium technique” looks like this:

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

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

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

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

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

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

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

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

Objectives of temporary discussion groups.

The usual number of participants is five to six people.

Tasks of temporary groups:

Preparing a class discussion;

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

Conducting a brainstorming session;

Development of rules;

Exchange of ideas and personal experiences;

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

Identifying and discussing disagreements and discrepancies;

Fast updating and exchange of information gleaned from different sources;

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

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

Intergroup dialogue.

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

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

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

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

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

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

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

Techniques for introducing discussion.

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

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

Leading the discussion.

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

“divergent” or “evaluative” in their content.

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

The productivity of idea generation increases when the teacher:

Allows time for students to think about answers;

Avoids vague, ambiguous questions;

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

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

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

Warns against overgeneralization;

Encourages students to deepen their thinking.

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

The duration of responses increases;

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

Children's confidence increases;

The creative direction of children's thinking is enhanced;

Interaction between students;

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

Offer more ideas, collaboration educational activities(experiences, practical tasks, exercises, projects, etc.);

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

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

Researchers began to distinguish two types of waiting intervals:

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

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

Progress of the discussion.

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

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

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

Summary of what was said on the main topic;

Review of the presented data, factual information;

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

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

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

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

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

Guidelines for teachers in choosing a topic:

Correspondence of the topic to didactic tasks;

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

Sufficient maturity of students to understand and study in detail;

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

Subject of special attention of the teacher:

Students’ independence of judgment;

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

Opportunity for students to come to their own decisions.

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

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

These include, for example, the following:

Rules for discussion.

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

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

Every statement and position must be carefully considered.

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

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

Rules for conducting a dispute-dialogue:

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

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

Analysis and assessment of the discussion.

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

A more in-depth analysis of the discussion can be carried out by recording the entire discussion on a tape recorder and listening to the recording. Questions about the discussion can be asked to students in the form of a questionnaire.

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

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

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

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

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

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

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

2. Process of completing the task:

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

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

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

d) drawing up an indicative plan for its implementation;

e) action according to this plan.

3. The result is the answer to the task.

4. Analysis of task completion.

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

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

Compiled by: Smirnova E.V., methodologist of Russian language and literature
Date: 11/28/11

The modern system of teaching philological disciplines in Russian schools is characterized by multivariance and diversity. Schools and classes with in-depth study of languages ​​and literatures, gymnasiums and humanitarian lyceums appeared. This required the development of new approaches to determining the content of education in subjects of the philological cycle.

Updating the content of education creates certain prerequisites for the successful achievement of educational goals of philological education: the formation of spiritual and moral ideas of schoolchildren, their worldview, civic and ethnic consciousness, and the development of creative abilities.

At the same time, ten years of experience in reforming the Russian education system allows us to state that modern schools are not yet ready to resist such negative trends as a decline in the general educational and cultural level of secondary school graduates, the level of their speech culture, and a decline in interest in learning in general and in the study of subjects philological cycle, in particular.

This situation in the field of education is due not only to socio-political reasons, but also to certain miscalculations in the teaching of philological disciplines.

1. Teaching languages ​​and studying literature in modern school According to the established tradition, it occurs autonomously, which is expressed in the lack of coordination of learning goals, the absence of interdisciplinary connections, and continuity in the content and structure of courses.

2. The conscious communicative approach to learning and the role of the Russian language as a means of communication in various spheres of human activity are underestimated; insufficient attention is paid to the development of students’ speech culture and the study of Russian literature as a special kind of verbal art.

3. The currently used methods of teaching the Russian language and literature in educational institutions are not yet fully focused on speech development students, development of their creative abilities, on independent activity schoolchildren on the acquisition and use of knowledge, on the co-creation of students and teachers.

4. In many educational institutions today there is no modern educational, artistic and reference literature on the Russian language and literature. Published in insufficient quantities methodological literature for the teacher. Modern computer programs are rarely used at school.

In this regard, one of the priority areas in the work of any educational institution is the design and creation in educational institutions different types unified developmental speech environment.

However educational process at school, the contradictions between the frontal forms of organization of teaching, the uniformity of educational content, the predominance of the explanatory and illustrative teaching method, on the one hand, and individual methods of appropriating knowledge, the individual pace of educational and cognitive activity of each student, the need to ensure the active nature of learning, on the other hand, continue to remain unresolved . In this regard, to help the literature teacher, we provide technological maps, which are designed to help the teacher apply modern technologies training to resolve these contradictions.

What is learning technology? As defined by UNESCO (1986), it is a systematic method of planning, applying and evaluating the entire process of learning and knowledge acquisition by taking into account human and technical resources and the interaction between them to achieve better results. effective form education. Learning technologies are characterized rational organization educational activities, the opportunity to obtain the desired result at the lowest cost, the methodological level of consideration of pedagogical problems, the introduction of systems thinking that makes the educational process manageable, the orderliness of actions that guarantee the achievement of pedagogical goals.

Personality-oriented technologies ensure the development and self-development of the student’s personality based on identifying his individual characteristics as a subject of cognition and objective activity. They are based on the recognition of each student’s right to choose their own path of development through the creation of alternative forms of education. Below are technological maps of the teacher’s use of some effective teaching technologies:

The emergence of new (alternative) programs and textbooks on literature, variability in the study of a particular work require a new approach to the creation and use of teaching aids. Of course, the main, central place in literature lessons is occupied by working with the text of a work of art. At the same time, both traditional teaching methods and new ones information technologies turn out to be very effective in studying this subject.

Video films on literature have become firmly established in the teaching practice of language arts teachers. A fundamentally new teaching tool is a multimedia-based video film intended for playback on a personal computer.

Good afternoon Dear presidium, dear teachers, guests!

Currently, there is an opinion in society that the Russian language is almost in mortal danger. Vocabulary modern man comes down to a small set of words. Philologists, public figures, and politicians are sounding the alarm. Bills on preserving the purity of the language are being introduced into the State Duma... This topic is also noted in the main report of our conference . What actually threatens the Russian language? What can spoil our great and mighty? A language cannot be pure or dirty; its state is recorded in numerous dictionaries and grammars, in which we will not find any unnecessary foreign words, no jargon, no profanity (swearing). We need to talk about the purity of speech, about how we implement language in the process of communication. This is exactly what philology teaches us.

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

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

What role can philological education play in these conditions?

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

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

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

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

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

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

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

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

Russian language and literature lessons oriented for the development of students’ creative abilities and their independent activity, for the co-creation of teacher and student, for the development in children of a caring attitude towards native language and the edge, on the desire to learn new and interesting things. Staging educational tasks helps to get away from the pattern, to develop meaningfulness in students, and meaningfulness leads to depth and strength of knowledge.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

In 2013, Vladimir Vladimirovich Putin took part in the Russian Literary Meeting, held in Russian University Friendship between nations.

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

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

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

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

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

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

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

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

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

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

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

Thank you for your attention!

Collection of scientific papers. / ed. L. I. Cheremisinova (ed.); ed.: I. A. Tarasova, N. K. Ivankina. - Saratov: IC "Science", 2013. - 167 pp. The fifth issue of the collection of scientific works "Problems of philological education" was prepared by the department of primary language and literary education Saratov State University named after. N. G. Chernyshevsky and dedicated to the 35th anniversary of the Faculty of Psychological, Pedagogical and Special Education.
The collection is based on materials from two conferences: the correspondence All-Russian Scientific Conference “Problems of Philological Education” (May 24, 2013) and the City Scientific and Methodological Conference for Teachers primary classes Saratov "Philological education junior schoolchildren in the context of the implementation of the Federal State Educational Standard" (March 29, 2013).
Addressed to teachers of pedagogical universities and colleges, graduate students, undergraduates, students, primary school teachers and Russian literature. Table of contents.
Issues of literary education.
Voyushina M.P. New textbooks for the new standard.
Gusakova O. Ya. Stimuli of personal motivation for reading in junior schoolchildren.
Makarova L.N. Reading in the value system of junior schoolchildren.
Minaeva G. A. Implementation meta-subject competencies in philological lessons in elementary school.
Lukhtanova K. A. Workbook on literary reading in the structure of teaching materials.
Tarasova I. A., Silakova K. G. Cultural approach to analysis literary work in primary school.
Firsova T. G., Shumkova Yu. V. On the issue of literary creativity junior schoolchildren (based on the material of the teaching and learning complex “Prospective Primary School, 2nd grade”).
Firsova T. G. Dialogue as the main category of the lesson literary reading.
Cheremisinova L. I., Prygina K. S. Spiritual and moral education in literary reading lessons: on the issue of content and interpretation of the concept.
Issues of language education.
Bronnikova Yu. O. Formation of assessment competence of junior schoolchildren.
Ivankina N.K. Text activity of junior schoolchildren in various educational complexes.
Kozinets S. B. New principles for studying morphemics and word formation at school.
Merezhko E. G. Studying the history of the Russian language in elementary school.
Plotnikova S.V. Problems of developing information competence.
junior schoolchildren at Russian language lessons.
Suvorova E. P. Formation of intellectual and speech culture of schoolchildren is a condition for the formation of a student as a subject of knowledge.
Current problems of modern philology.
Maslova Zh. N., Minakhin D. V. The problem of updating philological research in the field of literary text.
Mokina N.V. Sound and musical motifs and their functions in A. Bely’s novel “Silver Dove.”
Sdobnova A.P. On methods for studying a child’s vocabulary.
Shumarina M.R. “Soviet language” as an object of artistic research in Russian literature of the 20th century (on the 95th anniversary of the birth of A.I. Solzhenitsyn).
From methodological experience.
Galushkina S. N. Educational and training complex “L. V. Zankov’s System” as a means of developing and maintaining motivation to learn.
Kolodezeva A.I. Possibilities of electronic educational resources that promote the philological development of primary schoolchildren.
Nedovesova A.V. Formation communication skills younger schoolchildren through written language.
Simonova T. S., Imanova L. V. Memo “Working on mistakes” as a means of developing spelling literacy in junior schoolchildren.
Sribnaya V. G. From the experience of working on the educational complex “Initial school XXI century."

1

The article identifies modern problems of higher philological education, which are especially relevant in the context of a heated discussion of the problems of secondary philological education, but do not attract such wide public attention. The article is directed, first of all, to an analysis of the current situation, which is based on the results of a survey large number respondents included in the process of secondary, higher and post-higher philological education. The respondents’ opinions reveal a number of important aspects in the process of functioning of higher philological education. The results of the survey of junior year students indicate the remaining low image of education itself and at the same time the increase in the status of the teacher; the answers of senior students actualize the remaining acute problem of the relationship between academicism and the applied nature of education, which is confirmed by the results of the survey of school teachers. Teachers note a continuing imbalance in the curricula.

higher philological education

competencies

survey

respondent.

1. Ilyin D. Yu. Philological education: tasks and prospects // Bulletin of Volgograd. state un-ta. - 2008. - Ser. 6. - No. 11. - P. 21-27.

2. Final state certification in the direction of “Philology”: to the problem of modernization of higher philological education / E. G. Elina, I. Yu. Ivanyushina, N. V. Panchenko, V. V. Prozorov, A. A. Chuvakin // Izvestia Saratov. un-ta. New series. - Ser.: Philology. Journalism. - 2009. - No. 1, T. 9. - P. 71-77.

3. Kabinetskaya T. N. Conceptual aspects of higher philological education of a bachelor of pedagogy // Vestnik Kostroma. state un-ta. - 2009. - Ser. Hum. Sciences. - T. 15, No. 4. - P. 100-105.

4. Kuzennaya T. F. Directions of fundamentalization of higher philological education // Vestn. Baltiysk fed. un-ta. - 2007. - No. 4. - P. 66-69.

5. Melnichuk O. A. Professional humanitarian and philological education in modern conditions// Vestn. North-East fed. un-ta. - 2013. - T. 10, No. 2. - P. 92-96.

Feature current state philological education in general is that the idea persistently stated at the official level about the need to humanitarize society comes into conflict with real practice educational development. This contradiction is especially clearly manifested in relation to philological education, both school and higher. On the one hand, society at various levels, from the institution of power to a wide range of parents, constantly expresses acute concern about the loss of independent thinking skills, understanding and interpretation of text information, and the ability to express their thoughts in writing and orally in a number of generations of children. On the other hand, there are equally constant statements about the inconsistency of this type of education with the needs of society for specific practitioners associated with production.

The main manifestation of this contradiction is the lack of a well-thought-out strategy for the development of philological education. The discussion that unfolded on the pages of periodicals and scientific press about the problems of philological education in high school, concentrated around the need to introduce a unified textbook on literature and changes in the content component of programs, identified the most pressing issues in this regard. This is the attitude of society towards philological knowledge as having lost touch with reality, oriented towards mass and material priorities.

Of course, there is, although not as active, a discussion of the problems of modern higher philological education. It began back in 2005 in connection with modernization processes higher education generally. One of the main problems in the discussion was the above-mentioned discrepancy between the potential of philological education and public ideas about it, which was written about, for example, by E. G. Elina, I. Yu. Ivanyushina, N. V. Panchenko, V. V. Prozorov , A. A. Chuvakin. Positive trends in the perception of philology were also noted, associated with the increased role of textual information (O. A. Melnichuk). In general, researchers who have addressed this issue point to different ways of developing higher philological education. Some emphasize the need for its fundamentalization (T. F. Kuzennaya), others - to strengthen its applied orientation (D. Yu. Ilyin), others - the personal aspect of learning (T. N. Kabinetskaya). The above judgments, as already mentioned, were set out in articles from 2007 to 2013.

Target

Our goal is to establish how much the designated state of affairs has changed today. For this, in our opinion, it is necessary to monitor the opinions of all participants in the process of higher philological education: junior and senior students, graduates, school teachers, university professors.

Material and methods

The team of authors developed a questionnaire that took into account the specifics of each group of respondents. Junior year students, for example, were asked questions related to the motivation for choosing their future profession, with the relationship between their expectations and first impressions, with the expected prospects for their professional fulfillment. And senior students were given questions that revealed the degree of their satisfaction with the education they received in theoretical, practical, methodological, methodological plans and ideas about necessary changes in curricula and lecture courses.

Graduates and teachers had to evaluate the advantages of philological education for professional activities and its disadvantages in terms of course content, course system, teaching methods (lectures, practical classes, organization of independent work), and also make proposals for reforming the system itself.

Teachers high school, directly implementing the process of higher philological education, were aimed at identifying its main tasks, problems that they feel especially acutely. For example, they were asked the following questions: “What, in your opinion, are the main tasks of higher philological education ideally?”, “What professional qualities should a teacher of philological disciplines at a university have?”, “Do you feel the positive results of your professional activity, and how are they expressed?”, “Are you able to realize your potential in teaching?”

The questions were aimed at stimulating analytical responses. A total of 150 respondents were interviewed.

results

It is significant that out of almost 50 junior year students surveyed, only two refer to the opinion of their parents as a fundamental factor when choosing a faculty. This result is strikingly different from the published data from sociological surveys offered to students of other majors at various universities in the Republic of Tatarstan and the Russian Federation: they traditionally indicate the dependence of the applicant’s choice on the parents’ opinion about the prestige of the future specialty. Consequently, we can conclude that the authority of philological education in public consciousness remains catastrophically low.

In this regard, we also note that only 4% of respondents connect their professional future with scientific activities, with the academic study of philological disciplines.

23% of respondents name their desire to become a teacher of Russian language and literature as a fundamental factor in choosing a faculty; these are mainly students studying in the “ Teacher Education" If we compare this result with the data of long-term surveys of graduates of the Institute of Philology and Intercultural Communication (formerly the Faculty of Philology) about their plans for professional self-determination, an undoubted increase in this indicator becomes obvious. Obviously, we can say that a set of government measures aimed at increasing the prestige of the teaching profession is beginning to produce the first positive results.

Nevertheless, the bulk of junior students who participated in the survey process (almost 70%) say that their love of languages ​​and literature, or even reading as such, brought them to the department of Russian and foreign philology. It is significant that this category of respondents also includes prize-winners of subject Olympiads in Russian language and literature. Based on this fact, we can conclude that in society the idea of ​​the essence of philological science and the subject of philological education remains blurred. There is even a kind of conflict of interest when students discover that they need to attend training sessions instead of just reading books.

It is not surprising that respondents found it difficult to answer the question of which disciplines they would like to study in depth. Only those who connect their future with the teaching profession could give a clear answer to this question: they understand the importance of courses in Russian language and literature, and in the methods of teaching these subjects. The rest see the task of philological education in the formation of a literate person who has the skills of creating, editing and receiving texts of different styles and genres, who is able to adequately understand their content and form, who is able to formulate their thoughts in written and oral form and publicly present them. Thus, the task of overcoming “functional illiteracy”, characteristic of the modern sociocultural situation, is updated. Some respondents also point to the task of philological education as expanding cultural horizons and developing competence in foreign languages.

Since the understanding of the essence of philological education among junior year students (as the survey convincingly shows) is not formed, they were unable to answer questions about the sufficiency/inadequacy of education at the undergraduate level for further professional activity and their idea of ​​the ideal model of higher philological education.

As one would expect, senior students demonstrate a clearer position on these issues. More than 80% of the students surveyed say that a bachelor’s education is insufficient for successful professional activity. Answering the question about what they would like to change in the system of higher philological education, only 15% say that they are satisfied with the existing model.

The main complaints of the respondents were expressed against the currently accepted scheme for constructing curricula. Without denying the need for disciplines of the B1 cycle (socio-economic), moreover, emphasizing the need for knowledge acquired in training courses in philosophy, history, psychology and especially cultural history, senior students point out the imbalance of classroom time allocated to the study of these disciplines and disciplines basic level- Russian language and literature, that is, precisely the field of knowledge that should become the sphere of their professional activity. In addition, they express a desire to differentiate the content of disciplines taught in all areas vocational training, depending on the audience of listeners. For example, students of the Institute of Philology and Intercultural Communication are unlikely to need knowledge about management as a separate branch of professional knowledge, but information about management in the field of education, publishing, public relations, etc. will be very useful.

Only a small (less than 20%) percentage of respondents are inclined to claim that as a result of their training they have formed a holistic understanding of philology as a science. Obviously, this is due to the fact that each academic discipline V modern system Philological education exists in isolation. Consequently, it is necessary to create curricula where courses in the Russian language, literature and culture were connected by interdisciplinary connections.

Senior students demonstrate a clearer idea of ​​their future professional activities. Considering the pragmatism of modern society, it is not surprising that almost 100% of respondents declare that some of the knowledge they have acquired is “redundant” or “useless”. This is due to the fact that the current system of special courses is the same for all students, regardless of their chosen professional field. Consequently, the reform process should first of all affect the system of special courses: it is necessary to divide not into “literary scholars” and “linguists,” but according to the principle of scientific / methodological / applied.

It is significant that university teachers are also not satisfied with the existing curriculum model, a unifying approach to the education of students with different professional prospects. Even more acutely than students, who for the most part have not yet begun to apply their acquired knowledge in practice, teachers feel the isolation of philological education from the real needs of society. First of all, this is due to the traditional academic nature of training, while practical skills are required, which cannot be provided to the required extent within the framework of practical classes at the university, which requires expanding the range and base of educational and industrial practices.

General dissatisfaction with the results of one’s own work, aggravated by the dominance of “paper work” over the actual teaching activity, often leads to a decrease in professional motivation. This is all the more sad because more than 90% of students, both junior and senior students, identify the personality of the teacher and his interest in the subject and teaching as the main reason for their interest in a particular academic discipline.

The shortcomings of philological education are especially clearly manifested in the reception of acquired professional knowledge and skills by teachers of general education institutions of the Republic of Tatarstan. More than 80% of those surveyed point to an insufficient number of courses on methods of teaching the Russian language and literature, as a result of which they had to acquire professional skills directly during pedagogical activity, trial and error. This fact once again allows us to talk about the importance of introducing a differentiated system of special courses, which will make it possible to “equip” future teachers with the necessary professional tools.

It is significant that school teachers, like university teachers, see their task not only in transmitting a body of knowledge on a subject, but also in forming a common culture for students, including language culture. In school practice, the task of moral education of the younger generation is also relevant. Thus, the scope of professional tasks of a literature teacher is much wider than his subject area. This is dissonant with the gradual but steady reduction in the number of academic hours devoted to the study of the Russian language and literature.

Conclusion

Thus, the questionnaires revealed that all participants educational process are acutely aware of existing problems, the most important of which are the remaining sufficient low status philological education and the lack of clear ideas about its ultimate goals and objectives.

The following result of the survey is also noteworthy: both senior students, teachers, and graduates agree that higher philological education needs reform, and they propose the same ways to implement it. Many respondents say that a restructuring of the curricula is necessary, related to building a system of courses within curriculum Bachelor's degree in the aspect of correlation of linguistic and literary disciplines, as well as general humanitarian and philological disciplines.

Another important conclusion is that, in connection with the modern needs of society, philological education should be practically oriented.

Bibliographic link

Bushkanets L.E., Makhinina N.G., Nasrutdinova L.Kh., Sidorova M.M. MODERN PROBLEMS OF HIGHER PHILOLOGICAL EDUCATION AND THEIR REFLECTION IN THE REFLECTION OF ITS PARTICIPANTS // Modern problems of science and education. – 2015. – No. 6.;
URL: http://science-education.ru/ru/article/view?id=23703 (access date: 09/03/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"