Vocabulary work at the lessons of the Belarusian language. Techniques for working with vocabulary words in Russian lessons
Course work
Methodology of vocabulary work at Russian language lessons at school
Introduction
Scientific and methodological foundations vocabulary work in the Russian language lessons
1 Psychological and pedagogical justification of the problem under study
2 The development of students' speech through vocabulary work is one of the leading tasks of the Russian language teacher
3 Work on the word when getting acquainted with program works in literature
Chapter 2. Studying the experience of Russian language teachers on the problem under consideration
1. Vocabulary work in Russian lessons
2Approximate content of vocabulary work in Russian language lessons Conclusion List of sources used Introduction
Vocabulary work in Russian language lessons is one of the ways to improve language culture students. Enrichment question vocabulary the modern student today is very relevant. In conditions scientific progress more and more new words come into use, many of which are difficult and incomprehensible. Therefore, the primary task of a Russian language teacher is to work on enriching and clarifying the vocabulary of schoolchildren: the more words a person owns, the more accurately communication between people is realized. This question has always attracted the attention of methodologists and teachers of the Russian language. So, F.I. Buslaev (1844) recommended to teachers mother tongue"to develop in the child the innate gift of the word." I.I. Sreznevsky (1860) advised teachers to enrich children with “words and expressions suitable for this”, to ensure that “there are no words left unknown to their memory and incomprehensible to their minds”, to teach them to use words and expressions, to pay reasonable attention to the meaning of words and expressions. K.D. Ushinsky wrote that it is necessary "through the word to introduce the child into the field of the spiritual life of the people." Each teacher should organize the work in the Russian language lessons in such a way that the teenager learns to think, analyze, compare, draw conclusions on his own in the learning process. And for this he needs a rich vocabulary, well-developed coherent speech. Objective: to consider the directions and forms of vocabulary work in the lessons of the Russian language in grades V - IX as one of the ways to improve the language culture of students. To achieve this goal, the following tasks: 1) study and analyze the methodological literature on the topic; 2) highlight directions in the organization of vocabulary work in Russian language lessons; 3) develop lesson plans using vocabulary work techniques; 4) formulate conclusions and recommendations. Research problemconsists in updating the methods of vocabulary work of the traditional paradigm (technology) of teaching in the lessons of the Russian language. Object of studyis the process of work on the development of speech, on the enrichment of the vocabulary of primary school students. Subject of study- methods and techniques for using vocabulary work in Russian language lessons in order to improve the culture of students' speech. Practical significanceof this work lies in the fact that it can be recommended to students doing practical work at school, as well as teachers of the Russian language as a teaching aid for preparing vocabulary work topics. The work consists of an introduction, two chapters, a conclusion, a list of references. The introduction defines the relevance of the study, its goals, objectives, characterizes methodological basis work. The first chapter provides an overview methodological literature dedicated to vocabulary work at Russian language lessons in grades V-IX; the main directions in the organization of vocabulary work in the lessons of the Russian language and literature are outlined - the study of the semantics of words, synonyms, antonyms, work on the word when studying program works of literature, improving the pronunciation culture of schoolchildren. The second part of the work is practical: here are detailed lessons, where vocabulary work is one of the main ones. In conclusion, conclusions are drawn about the need to improve vocabulary work in the lessons of the Russian language and literature. 1. Scientific and methodological foundations of vocabulary work in the Russian language lessons
.1 Psychological and pedagogical substantiation of the problem under study
The word is a tool for understanding the world. That is why special care should be taken in the organization of vocabulary work in the lesson of the Russian language and literature. By and large, the entire language lesson is work with the word. Through the word, students learn and understand the laws of the language, are convinced of its accuracy, beauty, expressiveness, richness and ... complexity. That's why it's important structural component a lesson that is subordinated to one goal - acquaintance with the word and awareness of all its components. Combining the vocabulary-semantic and vocabulary-spelling directions in vocabulary work related to the enrichment of the vocabulary and the formation of spelling skills, we consider the word in the lesson simultaneously in four aspects: orthoepic, lexico-semantic, spelling and syntactic. It is better to learn the semantics and spelling of an unfamiliar word with an etymological reference, which, as a rule, the teacher gives because students do not have the necessary reference material (etymological dictionary). This technique - etymological reference - forms the interest of children in the word, in the language, in its history. The first acquaintance with the word provides an understanding of its meaning and memorization of its spelling. However, this memory is short-lived. Therefore, another step towards mastering the word will be subsequent lessons, in which such types of exercises are possible. Orthoepic dictation (correct pronunciation of the words written on the board). Dictation "Guess the word!" (the teacher gives an interpretation - the children write down the word itself). Lexical dictation (students must give an interpretation of the dictated words). These exciting tasks not only enrich the vocabulary of students, they cause a desire to learn as many words as possible for their free use and form students' exactingness, criticality towards themselves and their own speech. The task “Explain the difference” (working with pairs of words similar in sound, but different in meaning: put on - put on, economical - economical, etc.; it helps to prevent errors in the use of these words caused by ignorance of their exact meaning). This is how the assimilation of the lexical-semantic level of the word proceeds. Visual dictations. They are especially useful when working with unchecked spellings, because vision comes to the aid of students' hearing and their knowledge of grammar as a serious factor, which helps to memorize the necessary spelling and develop spelling skills. Working with a spelling dictionary also relies on visual memory. A school spelling dictionary is a necessary tool for working in every lesson. Good knowledge of the alphabet, speed of reaction, skill, curiosity - help in this work. In addition to spelling, we also need explanatory and orthoepic dictionaries. The difficulty lies in the impossibility of having a complete set of dictionaries for the entire class. K.D. Ushinsky wrote that "a child who is not accustomed to delve into the meaning of a word, understands or does not understand its true meaning at all, will always suffer from this fundamental defect when studying any other subject." That is why so much attention is paid to the formation of the need for the use of reference literature. Working with the word, which is closely connected with the dictionary, contributes to the improvement of not only the linguistic, but also the general culture of students. By including the new word in the context, i.e. having composed a phrase or sentence, the student does not complete the mastery of the word. The selection of synonyms, antonyms, the choice of a more accurate word for expressing one's thoughts, corresponding to the style of the statement, creative tasks - this is also work with a dictionary. Lexical analysis of a word (as a rule, such a task has to be given at home) is also one of the methods of working with a dictionary. But even here there are difficulties associated precisely with the lack of explanatory dictionaries. In addition to vocabulary words, we carefully consider spellings that are checked in the lessons. Working with them includes vocabulary dictations from words with one specific spelling, with different spellings, with blocks of spellings, spelling analysis and training exercises that increase the overall literacy of students, work on mistakes and creative tasks. Vocabulary as an important part of the lesson contributes to the development of students' speech, enriching their vocabulary. But due to the fact that everything in the language is connected with the word and manifests itself in the word, the solution of this problem is combined with the study of all sections of the science of language, with teaching spelling and developing coherent speech skills, i.e. vocabulary work is carried out at each lesson, being an important element of its structure. Practical vocabulary work at different stages of the lesson is given at least 5-7 minutes. Vocabulary work itself, limited by time, requires access to an extracurricular level and can be continued as an elective when studying the culture of speech or the history of the language. It is only important to remember that carefully planned and well-organized vocabulary work helps to enrich the vocabulary of students, develop their spelling literacy, develop their speech and, in general, contributes to the improvement of language culture, the formation of attention, respect and love for the native language in the child. The modern Russian language has a huge vocabulary. In the "Dictionary of the Russian language" S.I. Ozhegov contains 57 thousand words; in the seventeenth Dictionary of Modern Russian literary language» - about 130 thousand words. This is common vocabulary; These dictionaries include hundreds of thousands of professional words and scientific terms, names geographical objects, historical facts, many hundreds of thousands of names, surnames, nicknames, nicknames. We must not forget that most of words have multiple meanings. For example, in the "Dictionary of the Russian language" S.I. Ozhegov, five basic meanings of the word "hand" are indicated and 62 phraseological units are given in which this word is used in phraseologically coherent meanings. The methodology for the development of speech at the lexical level provides for four main lines: Vocabulary enrichment, i.e. the assimilation of new words previously unknown to students, as well as new meanings of those words that were already in the vocabulary. This is achieved by adding 4-6 new vocabulary items to the child's vocabulary every day. Vocabulary refinement is a vocabulary and stylistic work, the development of the flexibility of the dictionary, its accuracy and expressiveness, which includes: filling the content of those words that are learned is not quite accurate, which is ensured by their inclusion in the context, comparison and comparison with other words; mastering the lexical compatibility of words, including in phraseological units; mastering the allegorical meanings of the word, the polysemy of words; the assimilation of lexical synonymy and those shades of semantic meanings of words that are characteristic of individual synonyms in a synonymic group. Dictionary activation, i.e. transferring as many words as possible from the passive dictionary to the active dictionary. Words are included in sentences and phrases, are introduced into a retelling of what has been read, into a conversation, into a story, presentation and composition. Elimination of non-literary words, their transfer from the active dictionary to the passive one. This refers to the words dialect, vernacular, slang, which children learned under the influence of the speech environment. All these areas of work on the dictionary are constantly interacting. The main sources of enrichment and improvement of the dictionary are works fiction, texts of educational books, teacher's speech. All these are pedagogically controlled and organized sources of language enrichment. But the speech of students is also influenced by incorrect sources (the speech of parents, friends, etc.). All directions of dictionary work are possible only on a practical basis, mainly based on the text, without theoretical information and even, as a rule, without terms. Dictionaries can be a very useful tool for vocabulary work. Dictionary enrichment. The best interpreter of the meaning of a word is the context. It is no coincidence that explanatory dictionaries contain quotations-illustrations, in which both the main and additional meanings of words, their compatibility are highlighted. In explaining the meanings of words, it is necessary to be guided by the general didactic task of increasing the degree of independence and cognitive activity of the students themselves. There are always at least a few people in the class who correctly understand all the words and turns of speech. Therefore, it is necessary to ensure that the students themselves are able to explain the meaning of the word, which provides them mental development, cultivates independence. In the methodology of the Russian language, there are many methods of working on the meanings of a new word. The use of all techniques provides a variety of work, and also allows you to enter a new word in the most rational way for this particular word. Consider the main ones, arranged according to the degree of their developing potential: Word-formation analysis, on the basis of which the meaning (or shade of meaning) of the word is clarified. The question is usually asked: "What word is this word derived from?" or: “Why did the fellow villagers call the boletus, lollipop like that?” This way of explaining words makes it possible to link vocabulary work with spelling, as it reveals the roots of words and helps to check unstressed vowels, voiced, voiceless and unpronounceable consonants. Comparison of words in order to clarify differences, to distinguish between the meanings of paronyms: strawberry and countrywoman, silver and silver. Explanation of meaning through context. Reading the passage "highlights" the meaning of the words; schoolchildren are easier to understand not only their direct meaning, but also the appropriateness of use, and compatibility, and expressiveness. Finding out the meaning of a new word, according to reference materials, i.e. through dictionaries and footnotes in a reading book. In some cases, you can use explanatory dictionaries. Showing an object, picture, model, stuffed animal or action as a means of developing the cognitive activity of students depends on the degree of independence of the students involved in the explanation: if the picture explaining the meaning of the word was chosen by the children themselves or drawn, then they cognitive activity high enough. The method of selecting synonyms is one of the most universal and frequently used techniques: grooming - caring, surrounded by care, called - named himself, knight - warrior. But when using this technique, a mistake often occurs: when analyzing the meaning of the words (good and beautiful), in both cases the children replace them with a neutral one (beautiful), completely erasing the expressiveness of the language. Such a replacement does not enrich, but impoverishes the speech of students, because. leads them away from emotionally colored, expressive words that have shades of meaning, to words that are stylistically neutral, devoid of shades and colors. Reception of the selection of an antonymous pair: start - finish, good - bad. A detailed description, consisting of a group of words or several sentences, as a technique for clarifying the meanings of words, is valuable in that it allows you to keep the conversation at ease. The method of logical definition often helps to reveal the meaning of a word by summing it up under the nearest genus and highlighting specific features: cruiser - warship. Teaching aids in the Russian language in domestic school contain vocabulary lists for grades V-IX. They determine the content of vocabulary and semantic work at each stage of learning. The vocabulary lists include lexical material taken from program works on literature, as well as from current history, Russian language and literature textbooks for grades V-IX. Vocabulary lists for grades V-IX are dominated by words united by the theme “A person, his character, actions, attitude to the environment”, i.e. words that students need to assess a person’s beliefs, character and behavior, as well as words from the socio-political and journalistic dictionary, used to name the phenomena of public and political life and their ratings. In this case, according to M. A. Rybnikova, the socio-political development of the student will keep pace with his language development. A large group consists of words that characterize the phenomena of life in the pre-revolutionary period, in particular the era of serfdom. As you know, the works of N. V. Gogol, T. G. Shevchenko, N. A. Nekrasov and other writers of the 19th century require a certain preliminary preparation, since the way of life described in them has long passed into the past and is incomprehensible to the schoolchild of our days. The importance of working on replenishing the dictionary of characteristics was noted by M. A. Rybnikova: “... the teacher systematically teaches his class to talk about the psychology of a person, about the motives of his actions, teaches him to clearly and definitely distinguish and name“ different aspects of character and behavior ". The words included in the vocabulary lists by year of study are grouped by class as follows: The alphabetical list of words offered in the dictionary is intended for carrying out dictionary and semantic work aimed at studying the meaning of a word and its use in speech. The composition of this dictionary differs significantly from the alphabetic dictionary given in Tekuchev A.V. In the named manual, a selection of words was made for vocabulary and spelling work at school, therefore words with spelling difficult spellings (about 4 thousand words) are included in the dictionary. The list of A. V. Tekuchev contains a small group of words with difficult semantics such as avant-garde, antagonism, selfless, dictatorship, etc., which students need to learn educational material and organization of their own statements. The volume of such words is limited by the tasks of conducting vocabulary and spelling work. According to A. V. Tekuchev, “from the group (nest) of related words, only the main or nearest derivative word was included in the dictionary in its initial form", since a student who has mastered the spelling of a word included in the dictionary," can write correctly more great amount derived words, as well as their forms. The words included in the spelling minimum are not divided into classes. The list of words proposed in the manual Lyubov Kuzminichna Skorokhod is intended for vocabulary and semantic work at school, distributed by class, and it includes not only basic words with semantics for students unfamiliar and unfamiliar, but also many derivative words that differ in meaning (cf. anarchy - anarchism, majestic - majestic, exact - exacting, false - deceitful, rebellion: - rebellious, etc.), in the use of which students make numerous mistakes (and often even bypass them in their statements), because they do not know the exact meaning of such words . Groups of cognate words included in the vocabulary minimum are dispersed among "class" dictionaries, which creates favorable conditions for studying the meaning and using entire nests of related words in speech. Classroom alphabetic dictionaries will help organize orthoepic work with the word. They contain information about correct pronunciation and stress of words, in some cases information about the formation of some grammatical forms causing difficulty for students. The meanings of words, as a rule, are not explained, since the main task of the manual is to organize work with dictionaries. However, in rare cases, a brief explanation of the meaning of a word is given, when without it it is impossible to provide information about its pronunciation, stress or formation of forms. In the alphabetical dictionary, the head word is in bold with an accent. Pronunciation marks are given in square brackets, for example: brochure[shu] The dictionary includes: The alphabetical dictionary gives those grammatical forms of words that may cause difficulties for students: these are gender forms. p. units hours or them. and genus. n. pl. h. nouns (for example: barge hauler, barge hauler, aggressor, pl. -s, -ov); this is short form adjectives (for example: greedy, kr. f. greedy, greedy, greedy, greedy); separate personal or temporary forms of verbs (hoist up, -uzhu, -uzit; invade, past invaded and invaded), etc. In alphabetical class dictionaries, an approximate list of words is given, so that the teacher has the right to reduce their number or replace them with other words at his discretion. The dictionaries of synonyms for each class included words from the alphabetical list of the corresponding class. Synonyms are grouped by parts of speech. This arrangement of synonyms is convenient for the teacher, as it allows you to include them in the lesson when studying and repeating. different parts speech. When compiling synonymous series, the definition of the concept of "synonym" given in the current textbook of the Russian language was taken as a basis: "Synonyms are words of the same part of speech that mean the same thing, but may differ from each other in shades of lexical meaning and use in speech." In the synonymic series, words are introduced mainly from the category of commonly used words, which for the most part do not need careful stylistic differentiation. Each row of synonyms begins with a word listed in the alphabetical list. Such an arrangement of synonymous material makes it easier to find synonyms necessary for exercises. The antonym dictionaries for each class included words from the alphabetical list of the corresponding class. Only the most common words with opposite meanings were included. The thematic lists of words for each class include words contained in the alphabetical list of the corresponding class, and words that students met in previous classes, as well as those that were not included in the list, but are found in the work. As in a literature program, a large subtitle of the thematic list is the surname of the writer whose works are being studied, then the subtitle of the next level is given - the name of a particular poem, story, novel, etc. The words are arranged alphabetically. First (after the name of the writer) comes the vocabulary taken from the textbook article about the writer, then the vocabulary of his works and articles from the textbook devoted to the analysis of his work. In addition to words, individual phrases are also included in the thematic lists. The didactic material allows the teacher to work with the words included in the alphabetical list when mastering program topics in the Russian language. In the “From the History of Words” section, most of the passages on vocabulary included in the alphabetical lists are a story about words in an entertaining way. The words whose history is revealed are arranged alphabetically. Referring to the above teaching aids, the teacher can choose from them information about other words and attach students to such a useful and exciting activity. Most essential role in the formation of a positive attitude of adolescents to learning, the ideological and scientific content of the educational material, its connection with life and practice, the problematic and emotional nature of the presentation, the organization of the search cognitive activity which gives students the opportunity to experience the joy of independent discoveries, equipping adolescents with rational methods of educational work, which are a prerequisite for success. positive attitude to teaching, his high social motivation is completely the necessary conditions full assimilation of educational material. Positive motives for learning are expressed in constant attention in the classroom, a steady interest in learning, and a willingness to expend volitional efforts to overcome difficulties. The attention of students is a prerequisite for successful academic work. The usual reasons for schoolchildren's inattention are: fatigue, lack of interest in the subject, dryness and ambiguity of presentation. The main means of increasing attention: dynamic teaching of classes using a variety of methods for organizing student activity, liveliness of presentation, switching students from one type of activity to another, eliminating distracting stimuli, as well as the gradual formation of the ability to resist them, fight their distracting effect. Otherwise, pampered, spoiled attention is formed - the habit of working only in absolutely favorable conditions. Another form of expression of learning motives is the presence of learning interests. Curriculum interests are usually selective. They depend on how connected the material is with extracurricular interests, how clearly and understandably the teacher presents the material, how diverse teaching methods are. Assimilation as a cognitive activity of a student includes the activity of perception, memory, thinking, and imagination. There are four main parts of the learning process: 4) application of knowledge in practice (application of information). For the first link, visibility is especially important. Distinguish subject, pictorial and verbal visibility. Object visibility involves direct perception of objects and phenomena by students. Graphic visualization is carried out with the help of visual means - images of various kinds, drawings, dummies, transparencies, films. Verbal clarity is a bright, figurative, lively speech of the teacher, verbal examples that cause students to have specific ideas. Comprehension of educational material means the inclusion of new material in a certain system, the establishment of intra-subject and inter-subject connections, the linking of unfamiliar material with already familiar. The information received and processed must be stored in memory so that at any time it can be retrieved and put into practice. The most effective memorization occurs in vigorous activity with the studied material. The role of the teacher is to create an appropriate setting for students, indicating what needs to be remembered for a while, what is forever, and what should not be remembered at all, it is enough just to understand. Knowledge of the psychological characteristics of adolescence, the motives for learning and mastering knowledge by schoolchildren of this age is a necessary condition for organizing the most productive educational work with them, including vocabulary work in Russian language lessons. 1.2 The development of students' speech through vocabulary work is one of the leading tasks of the Russian language teacher vocabulary speech literature pronunciation The need for special work to enrich the vocabulary of students is determined by the following factors: Glossaries for vocabulary work were created based on different goals. In some cases, the methodologists took the grammatical and spelling difficulties of words as a basis, others - their semantic value for enriching the vocabulary of students. The first approach to word selection is grammar and spelling directionin vocabulary work, the second - semantic direction.Both directions solve their specific problems. The grammar-spelling direction combined the following types of work on the word: dictionary-morphological, dictionary-spelling, dictionary-morphemic. Semantic direction - dictionary-semantic and dictionary-stylistic. The last two types of work on the word form the basis for enriching the vocabulary of students, i.e. actual vocabulary work at school. At present, in the process of enriching the vocabulary of students, teachers rely on the dictionary of texts of textbooks in the Russian language, on the studied literary works, on the dictionary of texts for presentations and a hypothetical dictionary of essay topics. The selection of semantic topics for enriching the vocabulary of students must be made with the expectation of realizing the goals of preparing them for life. The role of didactic material in this case should not be exaggerated, however, as V.A. Zvegintsev, “language can and does have an impact on human behavior using the channels at its disposal” due to the fact that “human thinking mainly proceeds in linguistic forms”. Through a specially selected vocabulary of the language, the teacher in a certain way influences the thinking and emotions of children. The communicative act is carried out “always in a public environment” and “requires mandatory coordination with a wide range of social institutions and “knowledge”, and is always goal-oriented.” When defining thematic groups (ideographic themes) for organizing work to enrich the vocabulary of students in the Russian language lessons in grades V - IX through reference to dictionaries, it is necessary to proceed from the “social order”, which requires the upbringing of the younger generation with comprehensively developed abilities. AT in accordance with this provision, the first principle for the selection of thematic groups of words is social and communicative. Interdisciplinary material is a rich source for replenishing the content of the work to enrich the vocabulary of students in the Russian language lessons. From here stands out interdisciplinary-communicativethe principle of selecting thematic groups of words for work on enriching the vocabulary of schoolchildren. In accordance with these principles, the following thematic (ideographic) groups of words are relevant: socio-political vocabulary, moral and ethical, sports, vocabulary of hygiene and healthcare, arts and culture, military vocabulary, vocabulary of law, labor. Each thematic group covers a huge number of words. Their minimization to enrich the vocabulary of students is based on several principles: Frequency principle (vocabulary often used in texts of different styles is selected). The communicative principle (the vocabulary associated with the preparation for the life of students is selected). The systemic principle (obliges to include in the dictionary of the lexico-semantic group the dominants of the synonymic and derivational (word-forming) series of words, as well as antonyms placed in the dictionary). The stylistic principle (ensures the inclusion in the vocabulary of words expressing an attitude to an object and an attitude to a word, i.e. emotionally colored and stylistically colored words). The enrichment of students' vocabulary in Russian language lessons is based on the following background(conditions) implemented in educational process:
Linguistic background- this is the minimum of schoolchildren's basic knowledge of the language for vocabulary work and the basic teaching and language skills corresponding to them. The basic ones include those knowledge about the language that help to reveal the word: a) as a unit of the lexical system of the language; b) as an element of the grammatical system of the language; c) as an element of stylistic differentiation of the language. Basic educational and language skills ensure the formation of the ability of schoolchildren to use words correctly in accordance with their meanings and areas of use. In the process of vocabulary work, the teacher should pay special attention to the basic concepts, using them as a necessary background for enriching the vocabulary of schoolchildren. Psychological background- this is a special psychological attitude of speakers (writers) to words. Psychologists have identified the following provisions that are important for the organization of vocabulary work: a word is acquired faster and stronger if learning to use it follows its semantization without interruption, if the perception of the world and the word is colored emotionally, if associative connections are established in the process of working on the word, if specially develops attention to unfamiliar words. A huge role in the work on enriching the vocabulary of students is played by the development of their interest in mastering the word, in replenishing their personal vocabulary. Children's lack of interest in unfamiliar words, inattention to them is one of the reasons preventing the enrichment of their vocabulary. To develop the ability of students to see unfamiliar words, the following methodology is used: before completing the main task, students read the exercise and name incomprehensible words (usually these are professional, obsolete, words with figurative meaning, stylistically colored words), their meaning is explained by the teacher; after completing the assignment and checking, the children are invited to explain some words that are not named among the incomprehensible ones, but the knowledge of which the teacher doubts the students. The meaning of the word is specified in the dictionary. Of essential importance is the formation in children of the perception of the word as a special object of reality - a linguistic means of naming realities. For this use special technique including the following exercises: 6) naming different objects in one word. In the Russian language lessons, students receive both linguistic and non-linguistic knowledge. Children acquire knowledge about the language in the process of learning it, and with them they replenish their vocabulary, assimilating linguistic terminology. Extra-linguistic (extra-linguistic) knowledge (about the world) students in the Russian language lessons draw from dictionaries, partly from exercise texts, as well as on excursions into nature, as a result of acquaintance with works of art, participation in sports, visiting theaters, museums, production facilities and etc. The task of the teacher is to use words in the educational process when studying grammar and in work in the development of children's speech. The following knowledge about it: an explanatory dictionary, the purpose of an explanatory dictionary, a dictionary entry, grammatical and lexical marks in it. concept dictionaryincluded in the program, other concepts are introduced into the educational process through the textbook. It is most advisable to acquaint students with lexicographic concepts dispersed, in parallel with the study of lexicological concepts: for example, a word and its lexical meaning A very important role in the development of students' speech is played by the work with synonymous words. Their use makes speech bright, figurative, expressive. Working with synonyms is the most important area of vocabulary work. The lexical richness of the language in to a large extent provided by its synonymy. Synonyms are words denoting the same phenomenon of reality. However, they call the same thing in different ways - either highlighting its various aspects in the named object, or characterizing this object from different points of view. Synonyms may vary: shades of lexical meaning; emotionally expressive coloring; stylistic affiliation; degree of use; compatibility with other words. So, by the way, the stupid synonym stupid expresses some disdain, the synonym brainless is extremely rude and is used only in colloquial speech. Synonyms can denote various shades and variants of the phenomenon itself: to say - to pronounce, to say, to speak. In this synonymous series, all words denote the concept of "say" (speaking), but in different ways. 1.3 Work on the word when getting acquainted with program works in literature
The vocabulary of students expands significantly when studying fiction. It is good if the teacher focuses the attention of schoolchildren on those lexical means of a literary work that carry a significant ideological and artistic load. Therefore, new words that occur in the text are, if possible, delimited. One group includes words like redoubt, shako ("Borodino"), the introduction of which into the active stock of students is optional. The meaning of these words is explained before they start reading the work. The other is made up of words like proud, wayward, meek (“The Tale of the Dead Princess ...”), which students must firmly grasp. They are adjoined by the words used in the analysis of the work, for example, "Borodino": an experienced soldier (veteran), a decisive battle, etc. Work on the vocabulary units of this group is carried out much earlier than the time when the work is studied: words are included in exercises in the Russian language, into creative tasks, and then into oral messages when analyzing the work itself. The third group includes words used by the writer as a means of artistic representation. Many of them are well known to students, and the teacher organizes observation of the peculiarities of the use of these words in the context. The main thing is to show children that language analysis helps to reveal more deeply the ideological essence of a work or a separate episode. So, the power of the spirit of Gerasim, his readiness to go in his protest to the end is conveyed by I.S. Turgenev with the help of the phrase: He walked along it with a kind of indestructible courage, with a desperate and at the same time joyful determination. Here, words with the meaning "courage" (courage, determination), "brave" (desperate) are injected. These words express a higher degree of sign (cf. courageous - “very brave”, determination - “courage, readiness to accept and implement one’s decision”, desperate - “recklessly bold, very brave”), which led the writer to choose them from a number of thematically close words. The significance of the highlighted words is set off by the adjective indestructible - "such that it is impossible to break, solid, steadfast." Regular linguistic analysis of a work not only improves the speech culture of students, but also helps them clarify the semantics of many words, since the meaning of a word is often suggested by the context. In the process of getting acquainted with program works in literature, students compile thematic dictionaries (in the form of working materials), including words, without which it is impossible to fully and deeply understand the works being studied. The thematic inclusion of difficult words in the active dictionary ensures their strong assimilation by students, forms the skills of independent use of the studied words in a coherent statement. All this allows organizing a purposeful study of lexical means used in a work of art. 2. Studying the experience of Russian language teachers on the problem under consideration
.1 Vocabulary work in Russian lessons
The effectiveness of training is manifested, first of all, in the activation learning activities schoolchildren. The student should not just memorize the rules or definitions of concepts, not passively perceive the teacher’s explanation of new knowledge in a finished form, but “acquire” and comprehend this knowledge to the best of his ability. independent work. Knowledge obtained in this way is much better remembered and assimilated than mechanically memorized. The activation of the activity of schoolchildren in lexical work is expressed mainly in the fact that the main ones in their work on the assimilation of new knowledge are the creative processing in the minds of students of the received scientific information and the solution of the cognitive tasks assigned to them. This is stimulated by such a presentation of educational material on the part of the teacher, which would exclude the possibility of students getting ready-made conclusions and arm them with material for independent conclusions, indicating the most rational ways of mastering this material. For this, personal observations of students on special assignments of the teacher, the involvement and analysis by students of facts from their personal life experience, the conduct of educational experiments in the classroom, the generalization of unambiguous but variable material on the issue under study, obtained from several sources, are widely used. Activation of cognitive activity is achieved in conditions of close connection between theory and practice in teaching. Consolidation, enrichment and systematization of knowledge are carried out in the process of their conscious application, which involves the theoretical justification of practical actions, on the one hand, and the practical application of laws and rules, on the other. Frequent transitions from theory to practice and vice versa are one of the conditions for the development of students, the successful acquisition of knowledge. Exercises should be preceded by the assimilation of those initial theoretical positions, which determine the content of the practical actions performed. Only in this case, during the exercise, the conscious application of theoretical knowledge is carried out. The material of the exercises, - it is indicated in the psychological study already mentioned, - must be different in some respect, and those mental operations that are necessary for the successful solution of homogeneous, but not identical problems, must be repeated. Therefore, it seems very important when selecting material for exercises, in accordance with the stage of training and the general level of progress of the class, to gradually introduce such facts, examples that differ in their insignificant features from the original "samples" of the material. Consequently, the variability of tasks for exercises is required as one of the important conditions for the conscious assimilation of knowledge in the process of their application. It is advisable to consolidate knowledge not only in the form of exercises, but also by conducting demonstrations, frontal experiments, organizing observations that confirm the studied patterns on material previously unknown to students, conducting exercises that require the use of the most rational ways application of new knowledge, including in combination with previously acquired. A significant place in the educational process should be given to such types of exercises that would teach schoolchildren the basic logical operations, which were discussed in detail. The activation of the activity of schoolchildren during lexical work is associated with the use of a wide variety of forms of testing knowledge, carrying out various exercises and types of work, control written and graphic works. It is important to verification work by their nature and content, they did not repeat training exercises, but put the student in a new situation, demanded from him to show a certain independence in the practical application and implementation of skills in a wide variety of cases. The search for ways to intensify the activity of schoolchildren led didactists to the idea of problem-based learning. Vocabulary work occupies a large place in the work of each philologist. The program provides for the assimilation of a certain number of words in each class. These words are taken out in all textbooks in the margins or enclosed in frames. Working with these words makes it possible to expand the active vocabulary of students, clarify their knowledge of the meaning of the word, teach how to use the word in a new context, and improve literacy. But the words within the textbooks are given without any system, only in connection with the use on this page, and even then not always. Then these words are found only in the vocabulary dictation that completes the study of the topic. And a one-time meeting with a word, even if the teacher has done serious work, gives a small effect. Of particular importance for enriching the vocabulary of students is vocabulary work in the lessons of the Russian language and literary reading. “Vocabulary work is not an episode in the work of a teacher, but a systematic, well-organized, pedagogically expediently constructed work related to all sections of the Russian language course,” wrote the famous methodologist A.V. Tekuchev. The stages of dictionary work can be represented as follows: 1) semantization of the word; 2) actualization of the word; 3) the use of the word in speech. Vocabulary activation is one of the most important areas of vocabulary work in the classroom, so the teacher's task is to help students master the compatibility and scope of passive words in order to translate them into the student's active vocabulary. The word is considered activated if the student used it at least once in retellings, stories, dialogues, letters, compositions, etc. Ownership of a word implies knowledge of its semantics, compatibility and scope of use. In order to activate the dictionary, the work can be presented in the form of the following main stages. a) context; b) selection of a synonym or antonym; c) a turnover that includes an already known single-root word; d) descriptive turnover. Reading and writing a word (work on orthoepy and spelling); Work on patterns of word usage (ready-made phrases and sentences), The teacher introduces children to ready-made phrases and sentences that include the studied words. Some of them may be taken from dictation. Exercises that teach children to identify and assimilate the paradigmatic connections of words contribute to the enrichment of their vocabulary. Such exercises develop the ability to choose the right word, accurately convey the meaning of the statement, understand the shades of meaning, and also develop speech based on the links between words objectively existing in the vocabulary. In working on a selected thematic group, there are two possible ways leading to the enrichment of the vocabulary of schoolchildren with the necessary vocabulary: firstly, the introduction of the words of the specified thematic group into the exercises of the textbook, and secondly, the introduction of additional tasks with selected vocabulary during the lesson. Let's give examples of some tasks. Find the matching words in each line. kind, sensitive, kindness; gentle, affectionate, tenderness; sympathetic, sincere, cordial; indifference, indifferent, indifferent. Write out the words with the same root, highlight the root. Make up sentences with any of these words. Pick up words with the same root for the words respect, faith, responsive. In the explanatory dictionary, find the meanings of these words and remember. ) Why can a person be respected? ) Is every person worthy of respect? Determine what part of speech each word is. Faithful, believe, attention, hospitable, benevolent, mock, offend, good-natured, heartlessness, hate, love, be friends, indifferent, respect, worry, kind, honest, true, cordial, cruel, humane. Write the words in three columns: nouns, adjectives, verbs. Name the positive qualities of a person. How to understand the meaning of the words indifferent and good-natured. Choose an antonym for the word good. Name and write out on the left - good, on the right - evil. Choose adjectives that are opposite in meaning. Write. Underline the spelling. A good person is an evil one ...; honest deed - ...; humane attitude - ...; tactful student - ...... ;.fierce look - .... What do these adjectives have in common? How do they differ in meaning? Polite, well-bred, delicate, correct, sociable, obligatory, tactful. Vocabulary dictation. Write in the first column the words that indicate how people should be, in the second column the words - what people should not be. Good, evil, deceitful, just, honest, diligent, courteous, compassionate, vindictive, patient, truthful, merciful, humane, sensitive, indifferent, cruel. Make up sentences with any word orally. Compare the meanings of the word faithful in the sentences. A faithful comrade will never leave you in trouble. Masha has the correct answer. Which words are suitable for the first sentence, which for the second: reliable devotee, accurate, correct. Which of the following nouns can be combined with the words cruel and tough"? Man, words, violence, wind, frost, soil, mattress, hair, hand, deed, terms. Write it down by filling in the missing adjectives. My mum. I sleep, I see in a dream a sun-drenched meadow, many, many butterflies .... And I hear how it touches me .... ... mother's hand. I recognize her hand. ... ... my mother takes me, hugs me, carries me somewhere, and I swim, swim. And I'm so happy, so pleased. I want this moment to last forever. Words for reference: warm, maternal, tender, caring, affectionate. Choose antonyms for the word friendly. Explain how the word friend can be formed from the word friend, and from the word enemy - hostile; benevolent? Write words with opposite meanings and explain them. cruel - ... ; affectionate - ...; indifferent - ...; attentive - ... ; polite - ... ; From the foregoing, we can conclude that in order to activate the dictionary, the work can be presented in the form of the following main stages: Interpretation of a word using one or more techniques: context selection of a synonym or antonym; turnover, which includes an already known single-root word; descriptive turn. Reading and writing a word (work on orthoepy and spelling) .; Work on patterns of word usage (ready-made phrases and sentences); Work on semantic links the words. Turning to the origin of a word makes it possible to realize the meaning of the historical root to which it goes back, and thus to better understand the semantics of a given lexical unit and the reasons for its modern spelling. As a result, in linguodidactics, along with the generally accepted ways of interpreting the meaning of a word, an etymological method is singled out. A systematic appeal to etymology at the interdisciplinary level is necessary, first of all, in cases where the word is difficult for children not only in spelling, but also in semantic terms. Help in such types of work, first of all, creative cheating, written answers to questions, the game "Is it true?", dictionary dictations based on etymology, etymological crossword puzzles. Creative writing. Creative cheating is well known in the methodology of the Russian language. In our case, it is used to fix the meaning of the studied words in the memory of students. Creative cheating is used in the process of consolidating knowledge, skills and abilities in different lessons in such school disciplines as the Russian language, mathematics, natural history, art, music, history. For the work, words and some scientific terms are used, the meaning and spelling of which were studied based on etymology. Let's give examples. Task: write in place of the dots the words that fit the meaning. ) The letter or part of the word where the danger of error arises is called .... . ) The section of the science of language that studies the origin of words is called .... ) ... are words that coincide in sound, but completely diverging in meaning. ) ... are words that are opposite in meaning. ) ... are words that are the same or close in meaning. Students write off sentences, sequentially inserting words: spelling, etymology, homonyms, antonyms, synonyms. Written responses to questions. This type of work is also well known in the methodology of the Russian language. It is used in this case to consolidate in the memory of students the meaning of words learned based on etymology. Let us give examples of such questions. They are of the same type and begin with one phrase: what is the name of ... A hardcover notebook for drawings, collections, photographs? (Album.) A form of activity in which the participants strive to outdo each other? (Competition.) A complex sports facility with stands for spectators and specially equipped areas for training and competitions? (Stadium.) competition of sports teams - running, movement at a distance in which certain stage does one athlete, taking turns, pass the agreed object to another? (Relay race.) Stationary institution for treatment, disease prevention and recreation? (Sanatorium.) A short break between the actions of the performance or sections of the concert, circus performance? (Intermission.) Game "Is it true?" Game "Is it true?" helps students to consolidate the skill of correlating consonant words by meaning, to update in memory scientific information about the etymology of words they already know. Here are some questions for this game. Is it true that... Do the words tailor and briefcase come from the same historical root? (Incorrect. The word tailor is originally Russian and goes back to the word port in the meaning of “canvas.” The word briefcase goes back to the French porter, which means “to wear.”) Do the words veteran and ham come from the same historical root? (True. The words veteran and ham come from the Latin vetus, which means old.) The word newspaper is derived from the word gas? (Incorrect. The word newspaper is derived from the Italian gas, which means "magpie" - the image of a bird on a small coin, which was given for a sheet of paper with printed information. The word gas goes back to the Greek chaos in the meaning "primary, formless state of the world.") The word melody can be checked with the word cute? (Incorrect. The word melody arose on the basis of the addition of two Greek words: melo - “song” and ode - “song”. The word cute goes back to the Latin “milis” - “gentle, calm.”) Does the word oculist go back to the same word as the word eye? (True. The words oculist and eye are derived from the Latin oculus meaning "eye".) The word autograph - they call the car in which the graphs drive? (Incorrect. In the word autograph, the part graph - is not related to the word graph in the sense of "a title of nobility or a person having this title", it is formed from the Greek element graphe - in the meaning of "I am writing." The auto part in both words is formed from the Greek auto in the meaning "self" The word autograph means "a handwritten, usually commemorative inscription or signature.") Are the words carpenter and raft historically related? (True. In ancient times, the word raft was used to refer to the log walls of houses connected to each other. Such rafts were made by carpenters.) The described types of work contributed to the consolidation of the knowledge gained by schoolchildren about the etymology of words, the ability to divide words into morphemes both in modern and historical terms, the ability to compare consonant words by meaning (and derive the meaning of a word from its origin). Dictionary dictations based on etymological analysis. The vocabulary dictations developed by us based on etymology allow us to actively enrich the vocabulary of students. Such dictations include only those words whose etymology the children have already met. Thus, the system of vocabulary work based on etymology and, in particular, the described ways of consolidating vocabulary mastered with the help of etymological analysis, contribute to the formation of the ability of schoolchildren to notice new words and explain their meaning and spelling based on the meaning of the historical roots to which they ascend, or the elements of which they are composed. The consequence of this is the following positive changes in the direct speech activity of students: firstly, spelling literacy is significantly increased in cases where the meaning of a given lexical unit is analyzed based on its etymology, and secondly, the syntactic structure of speech is improved. In addition, due to the enrichment of the vocabulary based on etymology, schoolchildren form an idea of the language as a developing phenomenon, the connection of the language with the history of the country, the people, the interaction of the languages of the world, and the foundations of linguistic thinking are laid. Etymological analysis contributes to the development logical thinking students, activation cognitive processes, fostering interest in the language. 2.2 Approximate content of vocabulary work in Russian lessons
In order to enrich the vocabulary of students with a variety of vocabulary, you can use the tasks of the following nature: ) selection of synonyms for the word and finding them in the text, finding out similarities and differences in meaning; ) selection of antonyms for a given word, finding antonymic pairs in the text and finding out their meanings; ) work on the direct and figurative meaning of words; ) the use of speech turns; ) work with proverbs and sayings; ) work with dictionaries; ) performing various types of creative work. These tasks should be complex in order to make the child see, think, compare, reason at the same time. Read the words. Frost, agronomist, driver, kindness, respectful, frost, cares, harvester, ship, honest, engineer, indifference, care, attentive. Follow the example: Natural phenomena: frost ..., Professions: agronomist,..., Machines: harvester...., Human Relations: Kindness..... Read. What questions do the words in each column answer? What do they stand for? Kindness, mandatory. Gratitude, hostile. Conscience, mocking, cared, ridiculed, offended. Determine what part of speech each word is. Faithful, believe, attention, hospitable, benevolent, mock, offend, good-natured, heartlessness, hate, love, be friends, indifference, respect, worry, kind, honor, truth, cordial, cruel, humane. Write the words in three columns: nouns, adjectives, verbs. Name the positive qualities of a person. Find in the proverbs words that are close in meaning. The stingy one looks - how not to give to another, and the greedy one looks - how to take away from another. 2. Slander and lies are not the same thing. Lies can be simple, but slander is always intentional. Write off, inserting the phrase - a kind person. Define cases. Does not remember evil (who?) ... . It is bad for the place where there is no (who?) ... . Bow at the waist (to whom?) ... . Remember good (whom?) .... It's good to deal (with whom?) ...Remember more often (about whom?) .... Choose the appropriate noun for each adjective. Loyal - ... , attentive - ...., kind - ...., cruel - .... , indifferent - ..., hospitable - ...., caring - ...., gentle - . ..., affectionate - .... Write phrases. Determine the gender of nouns. Write the adjectives together with the appropriate nouns. (Friendly, friendly) class; (cruel, tough) person; (secret, hidden) character; (touchy, offensive) woman; (hospitable, indifferent) treat; (humanitarian, humanitarian) aid. Rewrite, choosing antonyms for the underlined words. In case of difficulty, use the "School Dictionary of Antonyms" by M.R. Lvov. Polite answer. True words. Treat with confidence. Make fun of a person. Cruel act. Name the synonyms and antonyms of the word cruel. She seemed unkind. (F. Gladkov.) 2. Terentiev was rude, unfriendly. (I. Goncharov.) 3. You have to be merciful, dad! (A. Chekhov.) 4. The hard-hearted old man glared at us. 5. Let every day and every hour you get something new. Let your mind be good, and your heart be smart. (A. Marshak.) What do these adjectives have in common? How do they differ in meaning? Cruel, ruthless, heartless, inhuman, fierce, ferocious. Form pairs of words with opposite meanings by adding the negation not (written together) to the words. Hearty - not ... . Kind - not ... . Sensitive - not ... . Responsive- ... . Make sentences with the words in the first column. Change these sentences by entering the words from the first column into them. Read the proverbs. Explain their meaning. Write the verbs of the 1st conjugation in one column, the verbs of the 2nd conjugation in the second. Old friendship does not burn in fire, and does not sink in water. 2. Suddenly you will not become a friend. 3. Money can't buy a friend. 4. Russian people remember well. 5. Not clothes make a person, but good deeds. You recognize a friend in danger. 6. Don't wave your fists after a fight. Write adjectives in combination with nouns. Explain the meaning of the adjective in each case. Sample: soft (bread, character); soft bread (what is this?) fresh; soft character (what is it?), complaisant, compliant, accommodating. Solid (stone, character). Warm (evenings, relationships). Callous (baton, man). Dry (wind, sight). At present, in addition to the existing ones, more and more new dictionaries are being published. Working with them makes life easier for people in many ways, since they contain hundreds of thousands of words, explain their lexical meanings in the sphere of use, etc. You can invite the guys to make some non-existent dictionary. This type of work involves long, hard work, because only in this case it is possible to achieve the desired result. Conclusion
The problem of using vocabulary work in Russian language lessons has become relevant in our time. The main task of the teacher - to help enrich the vocabulary of students, to make their speech literate, cultural - has remained the same. But still it is necessary to look for new methods, techniques and means of improving the culture of speech of schoolchildren. Studying the experience of the best teachers of the Russian language, we can say that vocabulary work in the Russian language lessons, work on the development of speech in general, should occupy a leading place. The effectiveness of this work depends on the professionalism of the language teacher. The use of new technologies increases the interest of children in the lesson. And working with dictionaries is one of the new technologies in teaching the Russian language - cultural studies. It is necessary to form in students the ability to use all types of dictionaries, which, of course, will increase the level of their culture, ensure the intensive intellectual and speech development of schoolchildren. To do this, it is necessary to know the psychological characteristics of children, to be able to correctly build pedagogical process, organize collective and independent activities of schoolchildren, create favorable conditions for work. Particular attention should be paid to stimulating learning motives: the more interested the student is in the knowledge gained, the more strength and patience he will apply to master it. Based thesis it can be concluded that, subject to the systematic use of vocabulary work in the classroom, it is possible to achieve a significant enrichment of the vocabulary of schoolchildren, to increase the level of their speech development. Raising the status of native speech in society is considered in direct connection with the spiritual revival and renewal of our state. And the tasks of improving the quality of teaching the Russian language, strengthening the norms creative work and creation teaching aids in speech culture stand out as key. After all, it depends on how the teaching of native literature is organized at school and university, whether new educational technologies or everything goes the old fashioned way, the literacy of the population largely depends. Moreover, modern means mass media, unfortunately, have long ceased to be a standard for readers, listeners and viewers correct speech, saturated with jargon and vulgarism, full of ridiculous borrowings. The modern Russian language, apparently, no less than any other national property, needs our daily protection and attention today. So that we do not completely lose our wealth, or, according to N.V. Gogol, “the treasures of our language: every sound is a gift; everything is grainy, large, like pearls themselves, and rightly, a different name is even more precious than the thing itself. The task of the teacher of Russian literature with each lesson is to prove to schoolchildren the importance of correct word usage and the art of speech. For so many in modern society mastering competent and beautiful speech is a necessary condition for their professional growth and success in life. It has always been so. All of us, one way or another, would like to express our thoughts accurately, vividly, and convincingly. And skills are just often not enough! The practice of teaching the Russian language is still largely focused on the formation of ideas about the Russian language, its rules and laws, on the assimilation of the norms of spelling and punctuation. At the same time, the communicative function of the word is completely ignored. In the now popular Russian language textbooks for high school students, we read: "The book will help in improving spelling skills, in the practical repetition of everything that was previously studied." Again generalize, repeat and consolidate the material covered? But how to learn to enjoy the language, communicate, lead business conversations, speak to an audience, discuss, draw up business papers, write essays? The Russian language lives and develops according to its internal laws, combining and absorbing two cultural traditions: oral folk and literary. Lexical compatibility is another subtlety of the native language. It is known, after all, that one incorrectly chosen word can irreparably distort the meaning of the message, create a double interpretation, give undesirable stylistic coloring, even hurt and offend inadvertently. Dozens of examples, tasks and exercises with words used by the teacher in Russian lessons will help students avoid such speech errors. For example, they will teach you to “distinguish white linen from black” and at the same time “distinguish both”. Or “warn against danger” and “warn about it”, “pay the fare” and “pay for it”, etc. And such pleonasms and tautologies as “memorable souvenir”, “torrential downpour”, “drawn drawing” or “the best” and “more beautiful” should forever disappear from our lives. The word is the most important unit of language, the bearer of meanings. Words and their combinations denote specific objects and abstract concepts, while words express emotions. The richer a person's vocabulary, the wider his options for choosing a more accurate and expressive formulation of thought. The effectiveness of training is manifested, first of all, in the activation of the educational activities of schoolchildren. The activation of the activity of schoolchildren in lexical work is expressed mainly in the fact that the main ones in their work on the assimilation of new knowledge are the creative processing in the minds of students of the received scientific information and the solution of the cognitive tasks assigned to them. This is stimulated by such a presentation of educational material on the part of the teacher, which would exclude the possibility of students getting ready-made conclusions and arm them with material for independent conclusions, indicating the most rational ways of mastering this material. For this, personal observations of students on special assignments of the teacher, the involvement and analysis by students of facts from their personal life experience, the conduct of educational experiments in the classroom, and the generalization of unambiguous but variable material on the issue under study are widely used. Bibliography
4. Age and pedagogical psychology/ Ed. A.V. Petrovsky 2nd ed., add. and reworked. - M., 1999. - 548 p. Granik G.G. Russian language at school. - M., 1993. 149s. 6. Granik G.G., Bondarenko S.M., Kontsevaya L.A. Russian Seminar Golovin B.N. How to speak correctly. - 3rd ed. - M., 1988. 306s. 8. Golovin B.N. Fundamentals of the culture of speech. - 2nd ed. - M .: Vyssh. school, 1988. Golub I.B., Rosenthal D.E. Secrets of good speech. - M .: Intern. Relations, 1993. Golub I.B., Rosenthal D.E. Entertaining style. - M .: Education, 1988. Dal V.I. Dictionary of the living Great Russian language: In 4 volumes - M., 1999.-T. 1: A-3.-699s. 12.Evgenyeva A.P. Synonym dictionary. - L., 1975. - 463 p. .Zvegintsev V.A. Social and linguistic in sociolinguistics//Izvestia of the USSR. - 1982. - Issue. 3. - p. 256. .Kazbekova A.Zh. Developmental teaching methods. A., 1997. 87p. 15. Kashkarova T.N. Vocabulary work at the lessons of the Russian language // РЯШ. - 1991.-№2. -With. 41-44. 16. Karavaev A. Game lessons in high school. // Teacher. 2006, No. 1, p. 3-6. Kerimbayeva M.S. " Innovation processes at school: problems, prospects, search” - A.1999. 235s. .Kobdikova Zh.U. Pedagogical technology level differentiation of education in high school. A. 2000. 195s. Krupennikova M.I. Effective Methods and lesson organization. // Russian language at school. 1997, no. 4; With. 9-13. Kulagin P.G. Intersubject communications in the process of studying. - M., 1998. Krutetsky V.A. Psychology: Textbook for students ped. schools. - M., 2002. - 352 p. Lustrova Z.N., Skvortsov L.P., Deryagin V.Ya. On the culture of Russian speech. - M., 1987. 23. Lushagina I. "Salt of the Earth" and other secrets of speech. // Public Education No. 5, 1998. Methods of teaching the Russian language / M.T. Baranov, T.A. Ladyzhenskaya, M.R. Lvov and others; Ed. M.T. Baranov. - M.: Enlightenment, 1990. - 366 p. New dictionaries // РЯШ -1995. - No. 3. - p. 102-106. Ozhegov SI. Dictionary of the Russian language - M .: Rus.yaz., 1986. - P. 736.Similar works to - Methods of vocabulary work at Russian language lessons at school
Selection of material for vocabulary work
There are hundreds of thousands of words in the Russian language. Of course, it is not possible to study everything at school. The list of words for the school has not yet been determined, so the circle of words is set by the teacher. In this case, it is necessary to take into account:
the versatility of the dictionary (it should cover different areas of life);
attitude to thinking and its development (concepts concrete and abstract, temporal spatial, etc.);
in relation to the grammatical structure (words of all parts of speech, their forms);
according to thematic and stylistic features, these should be everyday, neutral, historical, scientific words.
When choosing words, consider:
the availability of a dictionary, but not equal to the most easy and elementary;
a certain capacity of the dictionary, which is established empirically;
consistency in vocabulary expansion within one topic;
differences in the pace of vocabulary accumulation depending on the readiness, orientation and general development of students in this class.
Types of vocabulary work in Russian lessons
The most common type of vocabulary and spelling exercises are vocabulary dictations. They can be used to get acquainted with a new word, to reinforce learned words, and also as a control type of work on difficult words.
1. Visual dictation
The teacher shows the children a card - a word with a highlighted unstressed vowel. Students pronounce it orthoepically and orthographically, and then write it down from memory. Similarly, work is carried out with a group of words.
- 2. Picture dictation
- 1) The teacher shows the children a picture, the children name the depicted object, explain the spelling of the word and write it down.
- 2) The teacher shows a picture, and the children write down the word on their own, then the word is opened, the children check its spelling.
- 3) The teacher closes only the unstressed vowel, the children write down the words, then I open the letter.
- 3. Selective dictation (can be pictorial, auditory, visual).
The teacher offers the children picture cards, or word cards, or words by ear. Tasks can be as follows.
For example:
- 1) The teacher uses picture cards. Write in the first column the words - the names of animals, in the second - the names of birds.
- 2) Or cards - words. Write down in the first column the words in the spelling of which you should remember the vowel - "O", in the second - the words in the spelling of which you need to remember the vowel - "A".
- 3) The teacher dictates the words aloud. In the left column you need to write down the words that answer the question what ?, and in the right - who? (Moscow, factory, worker, etc.)
- 4) Use of overhead projector. The text is on tape. The task is to write out vocabulary words from the text.
Harvest! harvest! Say goodbye to our summer!
How many sweet peas! Pickled cucumbers!
It’s not bad to pick a large red tomato on the ridge!
Run through the garden - eat a carrot in passing. (E. Trutneva).
- 4. Dictation using riddles.
- 1) The teacher reads a riddle to the children, the children first say the riddle, and then write it.
- 2) The teacher reads a riddle to the children, and the answer is a dictionary word, the children write it down on their own.
- 3) The teacher selects riddles that require a choral answer.
For example:
It's been cracking since the morning
Por-r-ra! Por-r-ra!
And is it time?
Such a trouble with her when she cracks ...... (Magpie).
- 4) Remember the riddles in which the words from the "Dictionary" are the answers. The word "Dictionary" means a children's dictionary in which the student writes down unfamiliar words with their explanation and words in which it is necessary to remember the spelling .. Guess them to a friend.
- 5. Dictation from memory.
- 1) Write down from memory vocabulary words denoting the names of tools (hammer, shovel), or the names of clothes (coats, boots).
- 2) Write down the words in the spelling of which you need to remember the unstressed vowel (e, o, a, i, i).
- 3) The teacher writes the words on the blackboard. The students repeat the words, the words are closed, the children write them from memory.
- 4) The text is written either on a blackboard or on a film and an overdoscope is used. Task: name all vocabulary words from the text, memorize them. The text is closed, the children write them from memory. Then the teacher puts the tape with the written dictionary words, children check themselves.
For example: the text "School".
With what joy we returned in the autumn to our native class! It's nice to open a notebook, take a pen or pencil and complete the task. With what attention we listen to the explanation of the teacher! All students want to know more.
6. Dictation with commentary.
The teacher dictates a word from the "Dictionary", one student comments on its spelling, everyone writes it down.
- 7. Creative dictation.
- 1) Replace the extended definition with one word.
For example:
- a) Stitched sheets of blank paper (notebook).
- b) A small box for storing pens and pencils (pencil case)
- 2) The teacher shows the children a picture, for example, of a fox, a bear. Task: Tell us about these animals. Make up and write down 2-3 sentences with this word.
- 3) Sentences with missing words are written on the board. Fill in the sentences with the appropriate words from the dictionary.
- a) Boots, shoes are shoes, and ... are clothes.
- b) Fox, ... are animals, and ..., ... are birds.
- c) Notebook, ... are teaching supplies, and ..., ... are tools.
In addition to various types of dictations, the following methods of working on a dictionary are also used:
- 1. When meeting a new word, work can be organized as follows:
- 1) reading a word from the board or from a card;
- 2) designation of stress, highlighting the root, finding an unstressed vowel that is not checked by stress;
- 3) pronouncing the word aloud;
- 4) writing in notebooks;
- 5) analysis by composition;
- 6) selection of related words;
- 7) compiling a phrase or sentence with this word (orally or in writing).
- 2. Dictionary work can be combined with a minute of calligraphy. When writing lowercase letters write vocabulary words beginning with that letter. For example: m ... (hammer), etc.
- 3. 2-3 students come to the board. They and the whole class write words under the dictation of the teacher. After the end of the work, 2-3 "teachers" come to the board and check the work of the students.
- 4. Words are selected in which to insert the same letter(a, o, e). Insert one letter.
- 5. Words are grouped according to the topics "clothes", "furniture", "animals", "birds". The teacher informs the children: Today we will write words from the theme "Beasts". You can do this task like this:
- 1) The teacher dictates the words, the students write them down or
- 2) recall the words on their own and write them down, or
- 3) call the words aloud and write them down;
- 4) the teacher hangs out the words - cards with a closed unstressed vowel on the topic, the children write down the words and insert the desired letter;
- 5) work with cards - pictures is organized similarly.
- 6. The teacher groups the words by letter.
For example: Today we will write words that begin with the letter "K". The work can be done like this:
- 1) find the words for this letter in the dictionary, write them down;
- 2) remember and write down dictionary words beginning with this letter;
- 3) you can organize teamwork, children call the word, and then write it down;
- 4) you can use words - cards. Words are hung on the board, including those beginning with this letter, with a closed unstressed vowel. Write down words that begin with the letter "K";
- 5) similarly, you can organize work with cards - pictures.
- 7. At the stage of working with vocabulary words, the teacher can use punched cards. They allow you to test the knowledge of all students, with a small investment of time.
- 8. Work with a crossword puzzle.
- 1) Find out what words to enter. Write down the vocabulary word;
- 2) Solve the crossword "Hidden words";
- 3) Crosswords like "Fill in the table";
- 4) Make up your own crossword puzzle, offer to fill it out to a friend.
- 9. When meeting new words, you can use small playful verses.
For example:
When studying the word lemon, you can use the joke of G. Sapgir. "Lemon":
What is it? There is no meaning in the sounds. What kind of mon? But as soon as they whisper a lemon, it will immediately become sour.
When studying the word "axe" I. Demyanov's counting rhyme:
Took Egor in the corner ax, With ax went to the yard, Yegor began to repair the fence, Yegor lost the ax.
10. Such tasks are also used.
Choose houses:
Riddles, the answers to which are words from the "Dictionary". Tell them to your comrades.
Proverbs in which there are words from the "Dictionary". Speak them out loud.
Excerpts from works of art, in the content of which there are words from the "Dictionary".
Names of works of art that are dictionary words.
- 11. Tasks like "Answer questions":
- 1) Who lives in the forest?
- 2) Who keeps the classroom clean?
- 3) What does a cow give us? etc.
This task can be done in different ways:
- a) The teacher writes 3-4 questions on the board, the students write the full answers in the notebook.
- b) The teacher dictates the questions, the children write down the full answers.
- c) The teacher dictates questions, the children write only answers - dictionary words.
- 12. Tasks like "Add a sentence."
- 1) Cheerfully tweets ... (sparrow)
- 2) Live in the forest ... and ... (hare and bear), etc.
This type of work is also carried out in different ways.
- 1. 3-4 sentences are written on the board, and students write dictionary words instead of dots.
- 2. Words for inserts are written on the board. The teacher dictates sentences, the children choose the words they need in meaning and complete the sentences.
- 3. Pupils write only the words missed during the dictation of the teacher.
- 13. Task "Chain of words". The teacher calls the first word, the children continue the chain: each subsequent word should begin with last letter the previous one. For example: birch, bus, sugar, drawing, etc.
- 14. Task. Under each letter is a column of words. The teacher calls or writes several letters on the board and invites the children to write 3-4 vocabulary words under each letter that begin with these letters.
Work can be organized:
collectively
On one's own
The teacher lists the words, the children write the word in the correct column.
Collectively, this work can be done like this: on the board there is a flower, on its petals there are dictionary words with a missing unstressed vowel, the student picks off the petal, says the word out loud and writes it down in the right column, the students in their notebooks.
- 15. Compose a story based on the key words and title it. Suggested words:
- 1) Winter, frost, skates, ice rink.
- 2) Student, pencil, pencil case, notebook, class.
- 16. Write down vocabulary words:
- 1) Petya is going to school in the evening. He puts ____________ in his briefcase. The children are writing. (Pencil, pencil case, notebook).
- 2) Tanya went to the garden for vegetables for borscht. What will she bring? (Potatoes, cabbage, tomatoes, carrots).
The game is a means of activating vocabulary work
Games can be used to activate vocabulary work.
Game "Don't let your row down". Words are written on the board in 3 columns. Students from each row stand one at a time and fill in the letters. The one with the fastest row wins.
Game "Score a goal". There are gates on the board, inside them are dictionary words with a missing unstressed vowel. 2 teams go to the board, each has balls (a circle with a vowel written in it). On a signal, team members score goals. The team that scores the most accurate goals wins.
Guess game. Vocabulary work can be started with the following words:
The words lived quietly in the book, But the mice suddenly gnawed through the book.
The words are written on the board:
Game "Tell me a word."
E ... (pencil case). oh... (frost)
E…. (guys) . about …. (collective farm)
E…. (furniture) . oh….. (sparrow)
On the topic "Birds":
Oh ... (sparrow)
Oh... (crow)
E ... (rooster)
Game "Magic apples".
Written on the board are the words:
Near the apple tree on it are apples, on some of them letters are written (a, e, i, i, o)
The teacher tells the children: These are not ordinary apples, but magical ones, one who chooses the right word for it can pick an apple with a letter.
Lost letters game. Help the letters fall into place. What words did you get?
t, p, e, t, a, b, d (notebook)
m, l, o, k, o (milk)
Article "Organization of vocabulary work
in Russian language lessons
Master the word- means to learn its meaning and norms of use in speech. Well done vocabulary work firstly, ensures timely mental and speech development of children; Secondly, contributes to the deep assimilation of program material; third, serves as a means of moral education of students.
Word writing is complex and varied. It is necessary to educate children to pay attention to unfamiliar and unfamiliar words. To this end, it is necessary to practice a task that requires students to indicate new and unfamiliar words found in a text or exercise, and explain their meaning.
The Russian language program requires systematic vocabulary classes that could provide the necessary lexical training for students.
The types of vocabulary tasks are varied.
1) The inclusion of additional lexical material in an exercise taken from a Russian textbook.
2) Inclusion of semantically difficult words in sentences for parsing.
3) The choice of words for spelling rule. So, nouns are selected for the spelling rule of prefixes on З - С (revival, recovery, ascent) and adjectives (weak-willed, selfless, unselfish, careless),Verbs (reunite, elect, succumband etc.).
4) Compilation of exercises that include thematically related words.
5) Making phrases or sentences with selected words.
6) Compilation of coherent texts based on key words. So, in the story about the hero of the war of 1812, adjectives are introduced experienced, selfless, general (battle), heroic, proud, valiant, decisive, selfless(in connection with the study of "Borodino" by M.Yu. Lermontov).
Of particular importance is work on the semantics of the word. AT school practice It is recommended to use various methods of familiarizing students with a new word and its meaning:
1) finding out the meaning of a word in a dictionary;
2) selection of synonyms (claim - claim; attraction - attraction);
3) selection of antonyms (courage - cowardice; talented - untalented);
4) word-formation analysis (serene - rebellious - revolt);
5) etymological analysis (crafty - from the bow - "bend, curvature", i.e. crafty - "dishonest, insincere, two-faced, deceitful");
6) translation (international - international).
In the process of studying the semantics of a word, it is necessary to draw students' attention to the existence in the language of words that are similar in sound, but different in meaning, in the use of which mistakes are made especially often.
For example, the words are mixed in use introduce - grant, condemn - discuss , recognition - gratitude, connected - connected andothers.
Researchers see the reason for mixing such words in the similarity of their sound composition and morphological structure, in ignorance of their exact meaning. It is quite obvious that the study of these lexical units should be carried out in terms of preventing errors in their use.
Great attention must be paid to tasks that require reveal the semantics of similar-sounding words. For this purpose, students are offered the following types of exercises:
1) The answer to the question, for example: Who is called envoy, Who envoy? What is the difference in the meaning of the words deed and misdeed? What people are called honest, and which ambitious?
2) Synonym selection (cf.rude - rude, rude, impolite human , ignorant - ignorant, poorly educated person ) .
3) The inclusion of the studied words in the context (composing phrases, sentences, stories), for example: skilled craftsman - artificial flower, get recognition - express gratitude.
The strength of assimilation of unfamiliar and unfamiliar words is ensured by their repetition in the educational speech activity of students both in the lessons of the Russian language and in the lessons of literature, history, etc.
To use the language, i.e. to speak and write, you need not only to know the words, but also to be able to change and link them together. Words are the building material of language, you can create beautiful speech buildings from them, but in order to put this material into action, you need to be able to process it.
Literature:
1. Skorokhod L.K. Vocabulary work in the lessons of the Russian language: A book for a teacher: From work experience. - M.: Enlightenment, 1990
2. Burmako V.M. Russian language in drawings: Book for students. - M.: Enlightenment, 1991
Vocabulary classes in Russian language lessons in primary school are one of the main links in a variety of work on the development of students' speech. Mastering the vocabulary of the literary language is a necessary condition for students to master their native language: its orthoepy, spelling, grammar, correct word usage, and, finally, coherent speech in general.
In order to improve speech culture, a prominent place should be occupied by exercises aimed at expanding the active vocabulary of children, as well as developing their ability to choose from their vocabulary to express thoughts those words that best correspond to the content of the statement and make it correct, accurate and expressive.
Vocabulary work pursues various goals and has different content.
1. It can be aimed at familiarizing students with the lexical meaning of words (phrases) new to them, the meaning of which children understand incorrectly or inaccurately.
2. It can pursue grammatical goals: the assimilation of certain grammatical forms, the formation of which causes difficulties for children (for example, Genitive plural nouns: socks, but stockings; hair, heads, oranges, kilograms).
3. Vocabulary exercises can be carried out with the aim of teaching children the orthoepic pronunciation of words and, above all, compliance with the normative stress ( sorrel, call, more beautiful, kilometer and etc.).
4. To master the spelling of words with unchecked spellings, it is necessary to carry out dictionary and spelling work.
The effectiveness of vocabulary work depends on whether it is carried out systematically and systematically throughout all the years of study or is random, and how expediently it is built. By directing the attention of children to the conscious and lasting assimilation of difficult, but vital words included in the texts of educational and artistic books, one can easily connect different kinds vocabulary work with the content of the lessons. Working with the word should be a mandatory component in the structure of the lesson in any subject, and not just in the Russian language.
We will reveal in more detail the work in the first and fourth directions.
The development of an active vocabulary of students involves clarification of the lexical meaning of a word. Misunderstanding the meaning of words and the inability to use them in speech in the most negative way affects the success of teaching children and their speech development. The great Russian teacher K.D. Ushinsky owns the words: “A child who is not accustomed to delve into the meaning of a word, darkly understands or does not understand its real meaning at all and has not acquired the skill to dispose of it freely in oral and written speech, will always suffer from this root lack in the study of any other subject.
(Except individual words, require clarification of the meaning and many phraseological turns: white crow, neither light nor dawn, high road etc.)
The methodology has developed many techniques for explaining to children the meaning of incomprehensible words.
Sometimes lexical meaning words are prompted by the context, and in these cases, children can understand the meaning of the word on their own, without special explanations.
For words with objective meaning, it is better to offer a visual explanation, showing either the object itself, or its image in a picture, on a slide, in an educational film.
When a visual explanation is not possible, you can reveal the content of the word through a brief verbal interpretation.
The following definitions can be used:
a) by selecting synonyms for it ( emerald - bright green);
b) by listing objects (signs, actions), the general group of which is called
given word ( insects are butterflies, beetles, ants);
c) in a descriptive way ( addressee - the person to whom the letter or telegram is sent);
d) by generic definition ( barn - a building for storing grain).
A word cannot be learned without combining it with other words, without using it in speech, and the main thing is to teach children the correct and accurate use of the word.
Vocabulary and spelling classes cannot be reduced only to memorizing the spelling of words with unchecked spelling and endless training in their spelling. Vocabulary-spelling exercises will be effective and ensure a strong assimilation of the spelling of words by children only if you apply a variety of methods for studying and consolidating them and systematically check the ability of students to accurately write the words they have learned with unchecked spellings.
It is good to give tasks that are aimed in the complex at mastering spelling, and at orthoepic pronunciation, and at the correct construction grammatical categories, and on the activation of the children's vocabulary, and on the development of coherent speech. We use the following assignments:
1) various types of work with a spelling dictionary (see below);
2) selection of cognate words for the studied word, as well as the formation of new words from words with unverifiable spelling using prefixes and suffixes; this not only helps to avoid spelling mistakes, but also significantly expands the child's vocabulary;
3) analysis of the word by composition, which leads to students' awareness of the morphological structure of the word. In the process of this work, they comprehend the meaning of each morpheme in the word. So, highlighting the root in the word allows children to better understand the basic meaning of the word, since finding the root in the word means finding the main inner meaning of the word, it is about the same as lighting a light inside a lantern;
4) selection of synonyms and antonyms for the word being studied, which help us convey our thoughts expressively, vividly, beautifully;
5) “penetration into the mystery” of the word. Often the etymology of a word helps the student understand why we write the word the way we do. In addition, recognizing the origin of a word is very exciting for children of primary school age;
6) various types of work with phraseological expressions, riddles and excerpts from poems; solving crosswords;
7) compiling phrases and sentences with the studied word, and mini-stories with a group of words.
When teaching children to spell, we always use a spelling dictionary, and not only a small one, usually located at the end of the textbook, but also a special edition for schoolchildren (edited by Grushnikov and others), and a home-made dictionary with our own illustrations. In order to rationally and effectively use the dictionary, the student needs to know the principles of its construction, lexical composition and structure.
Of the exercises related to the use of the dictionary, we use the following:
a) Oral exercises in looking up in the dictionary the words named by the teacher, in finding
in them a “dangerous” place when writing.
b) Writing out words from the dictionary according to certain semantic, grammatical and
other signs (on the topic "animals", "polite words" and etc.; adverbs: quickly, suddenly; adjectives: beautiful, respected; animate nouns: guys, bunny; nouns of the 1st declension : berry, dog; words with an unstressed vowel “a”: drum, potatoes; words with three syllables: raspberry, harvest, words with stress on the first syllable: Russian, soon etc. Own classifications of children are also welcome).
c) Writing off words with missing letters with the task to check the spelling in the dictionary. Skipping difficult letters mobilizes the attention of students, and referring to the spelling dictionary helps to consolidate the correct visual image of the word.
d) Exercises in composing phrases and sentences with words from the dictionary.
Constant reference to the dictionary contributes to the creation of a valuable skill to quickly grasp and remember the correct spelling of words. With us, the dictionary is a constant companion of the student in his daily work in the classroom.
Material for working with vocabulary words.
Selection of single-root words:
Address, addressee, addresser, address, address, forwarding.
Birch, birch, birch, birch, birch, birch, boletus.
Swamp, swamp, swampy, swampy.
Beard, beard, beard, beard, beard, bearded man.
Sparrow, sparrow, sparrow, sparrow, sparrow, sparrow.
Crow, raven, crow, crow, little crow, miss.
Yellow, yellowish, yellowness, yellowish, yolk, yellow-bellied, yellow flower, jaundice, Zheltukhin (sparrow's nickname), turn yellow, amber-yellow.
Sugar, sugar, saccharin, sugar, sugar, sugar bowl.
Silver, silvering, silver, silver, silversmith (master).
Soldier, soldier, soldier, soldier.
Nightingale, nightingale, nightingale, nightingale, nightingale.
Straw, straw, straw, straw, straw.
Analysis of the word by composition; for such work, we often offer words that have the same root as the topics studied in the dictionary of the textbook:
Pharmacy, trunk, boots, newsboy, road, piece of iron, hare, interesting, potato, raspberry, walnut, weather, etc. .
Selection of synonyms and antonyms for the studied word.
Synonyms:
diamond, diamond
alphabet - alphabet,
suddenly - suddenly
fun - happy
wind - hurricane - whirlwind,
warrior - fighter - soldier - knight,
wish - wish
sorry,
sometimes - occasionally - sometimes - occasionally
room - a room - a room - a closet,
space is the universe
beautiful - beautiful
traveller, traveler, tourist
dawn - sunrise
child - baby - child - baby - cub - baby,
thank you - thank you.
Antonyms:
wealth, poverty
fast slow,
funny - sad
city - village
road - alley, highway,
expensive - cheap (goods),
female Male,
healthy - sick
hello - goodbye, goodbye,
beautiful - ugly
frost - heat,
came - gone
Sunrise Sunset,
homeland - foreign land,
thank you - please
oral - written,
good bad,
black White.
Etymological information:
aquarium (from the Latin word aqua "water")
alley (from the French word allee “passage, road”)
balcony (borrowed from Italian balcone “balcony”)
sandwich (from German butter "butter" + brot "bread")
bicycle (from French; derived from two Latin words velox “quick + pe” leg)
vermicelli (from the Latin word vermis "worm")
hero (from the Greek word heros “hero of ancient times”)
gymnasium (from the Greek word gymnasion “platform for gymnastic exercises”, later - “school”, where philosophers had conversations with their listeners)
zoo (formed by adding words: zoo (from Greek zon “animal”) + park)
emerald (borrowed from the Turkic language zumrud)
cabbage (from the Latin words caputium “head”)
pencil (from the Turkic languages kara - “black”, dash - “stone”)
kilogram (from the Greek word chilioi "thousand")
wheel (from the ancient Slavic words kolo “circle”)
compass (from the Latin word compasso “measure”)
envelope (from the French word couvert “covered”)
basket (from the ancient Slavic word korza “tree bark”)
cow (from the ancient Slavic word korva “horned”)
cosmos (Greek kosmos “order, harmony, beauty”)
passenger (from the French word passer “to pass”)
sour cream (originally Russian, from the verb smetati “rake, collect in a heap”, literally “collected milk”)
thank you (formed by merging the Russian words “God save”, then the final g, b dropped)
telegram (consists of two Greek roots: tele “far” + gramma “record”)
phone (formed by combining two Greek stems: tele “far” + phone “sound”)
notebook (borrowed from Greek: tetradion “notebook”, derived from tetras “fourth part of a sheet”)
tram (eng. tramway, where tram “tram” + way “road, way”)
sidewalk (French trottoir “sidewalk”, derived from the verb trotter “to walk”)
football (borrowed from English football, foot “leg” + ball “ball”)
circus (borrowed from Latin circus “circle”)
chess (Persian for "the shah is dead")
Work with vocabulary words that are part of phraseological units. This work
the work not only strengthens the spelling skill, but also enriches the child's vocabulary, cultivates an attentive attitude to the word and linguistic flair. Suggested deduction and interpretation phraseological combinations(sayings), their replacement in the text of synonymous words or phrases.
Without a year a week (most recently).
White crow (an unusual, strange person who stands out from other people).
Protect like the apple of an eye (carefully, carefully protect something).
Throwing words to the wind (talking in vain, thoughtlessly).
Galloping across Europe (superficially, not seriously).
Keep your mouth shut (keep silent, do not say too much).
Wait for the weather by the sea (hope for something, do nothing on your own).
Circle around your finger (deceive).
One field of berries (similar to each other, usually negative qualities).
Dawn to Dawn (all day).
Write like a chicken paw (writing is very bad, illegible).
Good riddance (a wish to get out, anywhere).
The tongue is well suspended (he knows how to speak well, smoothly).
Similar work is being done with proverbs. In addition, it is appropriate to offer them with the insertion of missing letters, and writing from memory, etc., as well as the choice of a proverb that is suitable in meaning to the text from several data.
Appetite comes with eating.
The word is not a sparrow, it will fly out - you will not catch it.
The hero who is a mountain for the Motherland.
December is the end of the year.
Gold is mined from the earth, and knowledge from books.
Big ship big sailing.
The bear wanted honey, but he remembered the bees.
You won’t crack a nut, you won’t eat a kernel.
The plant is an ornament to the earth.
Straw grass is greener.
Friendly magpies and a goose will be dragged away.
Die yourself, but save a comrade.
A strong friendship cannot be cut with an ax.
Lose time, lose harvest.
A good start is half done.
A person is judged by his work.
The apple never falls far from the tree.
Writing from memory (excerpts include vocabulary words)
The musicians came running
AT drums knocked.
Suddenly the drums started beating.
came running monkey.(K. Chukovsky)
White Birch
under my window
covered with snow,
as if silver.(S. Yesenin)
We drove the Bears on the bike,
And behind them is the cat backwards. (K. Chukovsky)
The path runs through the meadow
Dives to the left, right. (I. Surikov)
Carefully wind
From the gate came out.
knocked on the window,
Ran across the roof. (M. Isakovsky)
Here crow on a sloping roof
So from the winter she remained shaggy ... (A. Blok)
The cloud spent the night golden
On the chest of the cliff - giant. (M. Lermontov)
Birdsong in the groves,
And in classroom – silence.(Y. Akim)
The blanket ran away
flew away sheet.
And a pillow like a frog,
Ran away from me. (K. Chukovsky)
The moon shines under the scythe,
And in the forehead a star lit. (A. Pushkin)
Cockerel with high knitting needles
Began to guard him borders.(A. Pushkin)
Our language and humble and rich.
There is a wonderful treasure hidden in every word. (E. Kuklina)
Guessing riddles and writing riddles, which are dictionary words.
Himself scarlet, sugar.
Green caftan, velvet. (Watermelon)
Without arms, without legs, but the gate opens. (Wind)
Who is this running
Along the forest edge
All white, like snow in winter,
Ears on top? (Hare)
Not snow, not ice
And he will remove the trees with silver. (Frost)
In the garden - green, and in a barrel - salty. (Cucumber)
Behind the bone wall
Soloveiko, sing! (Language)
Literature
- Volina V.V. Russian language. We learn by playing. - Yekaterinburg, 1996.
- Kuprov V.D. Vocabulary work in the lessons of the Russian language. // Primary School. 1990, №3.
- Lvov M.R. Dictionary of synonyms and antonyms of the Russian language. - M., 2003.
- Potetskaya T.V. Elementary word-formation analysis in the Russian language lesson. //Primary School. 1986, No. 5.
- Universal dictionary of the Russian language. / Ed. Soboleva O.L. - M., 2003.
- Shansky N.M. School phraseological dictionary of the Russian language. - M., 2000.
1 Krasnoyarsk State Pedagogical University named after V.P. Astafieva
2 Lesosibirsky pedagogical institute– branch of the federal state autonomous educational institution higher vocational education"Siberian federal university»
The article is intended to provide methodological assistance to both students - future teachers in the process of forming their professional competence, and teachers. primary school in the organization of vocabulary work at the lessons of the Russian language. The techniques of mnemonics described in the article provide a deep understanding of the material when memorizing vocabulary words, since they rely mainly on imagination, on vivid figurative illustrations of concepts and definitions. The techniques under consideration (rhyming, the “chain” technique) and methods of working on vocabulary words (the method of graphic associations, the method of sound (phonetic) associations, the combined method, the Cicero method) will allow teachers to optimize the method of working on words with traditional spelling. This kind of words are difficult to learn, because they do not fall under a certain rule, but require memorization. This approach is also due to the fact that the implementation of the new federal state educational standards makes it necessary for the teacher to decide professional pedagogical tasks in new conditions: it is necessary to apply such methods of work that will allow obtaining new high-quality learning outcomes for schoolchildren.
spelling
mnemonics
Associations
vocabulary work
unchecked spellings
dictionary words
1. Levushkina O.N. Vocabulary work in elementary grades: A guide for the teacher. - M.: VLADOS, 2004. - 96 p.
2. Lvov M.R. Spelling in elementary grades. – M.: 1990. – 160 p.
3. Matyugin I.Yu. How to memorize vocabulary words. – M.: Eidos, 1997. – 161 p.
4. Olenyuk O.I. Associative Dictionary as a Means of Assimilation of Unchecked Spellings // Elementary School. - 2009. - No. 10. - P.79-80.
5. Pronina I.V. The study of difficult words using etymological analysis. - M., 1964. - 126 p.
6. Sincwine [ Electronic resource]. – URL: http://ru.wikipedia.org/wiki.
7. Tekuchev A.B. Methods of grammatical analysis: State Educational and Pedagogical Publishing House of the Ministry of Education of the RSFSR. - 1952. - 344 p.
One of the most difficult tasks of primary education is to achieve High Quality spelling skills, the degree of formation of which depends on the further education of the child, his ability to learn the Russian language program in subsequent classes.
A spelling-literate letter not only performs a social function, but is also integral part language culture, the key to the accuracy of the expression of thought and mutual understanding, so the program makes quite high demands on the skills of competent writing.
The program of primary education in the Russian language for each class provides for the obligatory assimilation of a number of words (dictionaries), the spelling of which is not checked, but is based on the historical principle of spelling, according to which morphemes of related words are written uniformly, but it is impossible to check them using the modern literary language, and Therefore, their spelling is recommended to be remembered. In the methodology, there is a wide and narrow view of this group of words. In a broad sense, “difficult” refers to words that cause various kinds of difficulties in children, most often spelling (words with an unstressed vowel at the root of the word). More often, as O.N. Levushkin, the term "difficult words" is understood more narrowly: these are words that have unverifiable and difficult to verify spellings in the modern language. Difficult words are divided into the following groups: words that are difficult for students in terms of: 1) spelling (bicycle), 2) spelling and pronunciation (combiner, eye to eye); 3) spellings and meanings (jockey, without restraint); 4) spelling and connection with other words (railing); 5) spellings, meanings and connections with other words (react); 6) spelling, meaning, pronunciation and connection with other words (dumbbell).
The spelling of dictionary words in elementary school is of particular difficulty, since the main method of conducting vocabulary and spelling work at school is the mechanical memorization of the graphic appearance of the word. Unfortunately, this technique is ineffective, since it does not activate the mental activity of students who make mistakes in “difficult” words both in primary and secondary schools.
To make the process of mastering words with unverifiable spellings more efficient is a complex and time-consuming task, requiring modern teacher great creative work, so the famous Soviet methodologist A.V. Tekuchev noted that vocabulary work should be a systematic, well-organized, pedagogically expediently constructed work related to all sections of the Russian language. Therefore, one of the most important tasks for the development of speech at school is the streamlining of vocabulary work (Lobodina N.V., Prudinkova A.V., Ladyzhenskaya T.A., Baranov M.T.), highlighting its main directions and their justification, managing the processes of enriching the vocabulary of schoolchildren .
In the process of working on difficult words, the teacher can connect various types of vocabulary work with the content of the classes: firstly, the work can be aimed at familiarizing students with the lexical meaning of words (phrases) that are new to them, the meaning of which children understand incorrectly or inaccurately; secondly, it can pursue grammatical goals: the assimilation of some grammatical forms, the formation of which causes difficulties for children (for example, the genitive case of plural nouns: socks, but stockings); thirdly, vocabulary exercises can be carried out with the aim of teaching children the orthoepic pronunciation of words and, above all, compliance with the normative stress (sorrel, call, etc.).
The key to success in working on difficult words - good memory. Any underestimation of a child's memory, the ability to memorize and reproduce, can bring considerable harm, especially in the primary grades, where children still have little knowledge and experience that allow them to build complex reasoning chains, i.e. solve grammar and spelling problems, draw independent conclusions. Moreover, in Russian orthography there is a lot of things that can only be learned by memorization.
It is known that the process of memorization is facilitated by the involvement of various analyzers in the perception. Visual, hand-moving, auditory-articulatory sensations are of great importance for spelling. Diverse connections: visual, auditory, speech-motor, inextricably linked with understanding the meaning of a word, in their totality create the necessary conditions, without which it is difficult to achieve a strong assimilation of the spelling of words with unverifiable spellings. Consequently, the exercises should be based on different perceptions and be quite diverse.
Memorization of vocabulary words is facilitated by the involvement of mnemonic techniques. Mnemonics (from Greek - the art of memorization) - a system of various techniques that facilitate memorization and increase memory capacity by forming artificial associations.
Consider the basic techniques of mnemonics:
Rhyming
The rhyming technique is the interpretation of information in poetic form (syncwine).
Method of graphic associations
Due to the fact that the thinking of primary school students is visual-figurative in nature, most of them, respectively, also have a figurative type of memory. Therefore, taking into account psychological features thinking of a younger student, it is necessary to create an “image” of a letter in a particular word. The difficult spelling of a dictionary word is associated with a bright associative image that is remembered when writing this dictionary word, helping to write the spelling correctly.
When memorizing the spelling of a dictionary word, you need to make a drawing denoting the word itself and beat the memorized letter in it. It can be large or small, printed or written, in any font.
The associative image should not only be associated with dictionary word some common feature (color, shape, action, material), but also to have in its writing an undoubted letter that is doubtful in a dictionary word. It should be noted that the teacher should not impose his associations on the student, since the value of this technique lies in the exclusivity of associative images.
Method of sound (phonetic) associations
This method is preferable in cases where a phrase from a consonance and a dictionary word is especially successful. For example, children on duty.
Combined method
This is the use of both graphic and phonetic associations when memorizing a dictionary word, if this word contains several unverifiable letters. For example, for the word "mayonnaise" a consonance is chosen for the first syllable - "MIKA". And the second unverifiable letter "O" is easier to draw as a spot on a T-shirt. It turned out: "MIKA is stained with mayonnaise" + O. So, to facilitate the work of the memory mechanism, it is necessary to involve various analyzers in the perception and memorization.
Cicero's method
The essence of this method is that the memorized units of information must be mentally arranged in a well-known room in a strictly defined order. Then it is enough to remember this room in order to reproduce the necessary information.
Reception "Chain"
"Chain". The essence of this technique is the pairwise connection of images that encode the elements of the sequence, in the formation of a connection between them. For example, you need to remember a list of words: loaf, milk, sausages, salt, newspaper, battery. We vividly imagine a loaf on which a pack of milk lies (for 1-2 seconds we consider this connection). Then we connect the milk package with the second image of the chain: the package is lined with sausages. We fix, go to the salt. When we remember the first image - a long loaf, “milk” will inevitably pop up in our memory, milk will call up the image of sausages in our memory, and so on along the chain.
The formation of spelling skills in the study of words with unchecked spellings should be based on active academic work students. Work on words with unverifiable spellings can be rationalized. The essence of rationalization lies in the fact that in the process of teaching the spellings of this type, the mental activity and memory of students are activated, which gives a much higher efficiency than the study of unchecked spellings "in dictionary order". This is achieved through special training techniques. As an example, consider working on the word “room”:
I. Acquaintance with a new word
1. Solve the puzzle.
2. Read the rebus.
3. Living space in the apartment. Guess the word using the hint key.
II. Primary memorization of a word
1. Come up with a visual support for the word "room".
Pictures appear on the board depicting a triangular (like the memorable letter A) curtain on the window located in the room. Children in their dictionaries write the word room - instead of an unstressed unverifiable vowel, they draw a picture of a triangular (like a memorable letter A) curtain on the window located in the room at their own discretion.
2. Pick up the same-root words for the word "room".
(Room, room.)
Write these words in a column in your dictionary notebook, to the right of the words draw a triangular curtain on the window in the room. Highlight the root, put the emphasis.
III. Strengthening the ability to correctly spell a word
1. Write down the phrases, stress, highlight the root, underline the unverifiable unstressed vowel in the root of the word in the words.
Large room, cozy room, enter the room, spacious room, indoor plants.
2. Read the phrases.
DKEOTMSNKAATYAA (Children's room)
KNOEMZHNIAPTAKYAA (Non-residential room)
KSOOMBNAACHTONNAKYAA (Room dog)
How did you guess? (Read through the letter.)
Write down phrases, highlight the root, stress, underline the unstressed unchecked vowel at the root of the word.
What other spellings have you noticed?
3. Compose a syncwine with a dictionary word, underline the spelling.
Thus, vocabulary and spelling classes cannot be reduced only to memorizing the spelling of words with unchecked spellings. It is necessary in the process of studying the spelling of words of this category to offer students tasks that, along with spelling tasks, also pursue lexical goals, i.e. I will be aimed at both mastering spelling and activating the children's dictionary (tasks for selecting cognate words for the word being studied, compiling phrases and sentences with the word being studied.) These observations on the lexical compatibility of words, which are carried out in the process of compiling phrases and sentences by children, are an essential prerequisite for expanding learners' active vocabulary. Only with such an organization of vocabulary and spelling exercises will the work become meaningful, interesting for children, and therefore more effective, because a comprehensive study of the word not only fixes its spelling in the best way, but also contributes to the firm assimilation of the word as a lexical unit, fixing it in active student's dictionary.
Reviewers:
Chizhakova G.I., Ph.D., Professor, Professor of the Krasnoyarsk State Pedagogical University them. V.P. Astafieva, Krasnoyarsk;
Sharifullin B.Ya., Doctor of Philological Sciences, Professor, Head of the Laboratory of Speech Communication at LPI - branch of FGAEI HPE "Siberian Federal University", Lesosibirsk.
Bibliographic link
Kulakova N.V., Avtushko L.I., Wekkesser M.V., Mamaeva S.V. DOCTORIAL WORK IN RUSSIAN LESSONS // Contemporary Issues science and education. - 2015. - No. 4.;URL: http://science-education.ru/ru/article/view?id=20542 (date of access: 02/10/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"