Russian language as a value. Mother tongue is a great value. Testing and implementation of research results
Native language... Many believe that knowing your native language is a great happiness, since knowing your native language gives a person a lot: both a sense of self-confidence and a sense of pride in the achievements in the field of spiritual culture of his people, which he can learn with the help of his native language language. All this is very important for a person.
Dear... this is how we usually address a person when we have the warmest feelings for him. This word exudes maternal love, the warmth of home, the joy of meeting dear family and loved ones. When we speak our native language, we also give the word language special meaning. This is the language that our ancestors, our grandparents spoke, the language that we heard from childhood, and that our mothers and fathers spoke, whom we love very much and therefore our native language is so dear to us.
Knowledge of the native language is a manifestation of a genuine sense of national dignity and high ethnic consciousness, and the native language is of great value. It is the main instrument for preserving and developing the spiritual culture of the people.
There are thousands of peoples on planet Earth. These are thousands of languages, the exact number is difficult to even calculate - somewhere around 7 thousand, but maybe more. It would seem that enormous linguistic and cultural diversity was created by the genius of man, and there is nothing to worry about! But... today there is cause for alarm as this wonderful linguistic and cultural diversity is in danger of disappearing. It is believed that languages are disappearing at a faster rate than ever before. Scientists have calculated that in a few decades only half of the existing languages will remain - only 3 thousand. This means that along with the languages, the original cultures and the peoples themselves will disappear. This is a huge loss for all humanity, since cultural diversity is the key to the development of all existing cultures.
First of all, the languages of the most disadvantaged peoples - the indigenous - disappear due to the fact that other peoples (the British, Spaniards, French and others) came to their lands, on which they traditionally lived and led a traditional way of life, whose empires, expanding, conquered more and more territories in America, Africa, Asia, and Australia. In the occupied territories they imposed their languages, cultures, and religions on the indigenous peoples. That is why now the most common languages in the world are English, Spanish, and French, and the languages of indigenous peoples are disappearing. This is a serious problem and many scientists and public figures concerned about this are sounding the alarm, writing articles about the need for urgent measures to save languages, and taking some measures to record, study and revive the languages of indigenous peoples. The world has realized that with the disappearance of languages, the richness of cultural diversity will disappear and become duller.
Concerned about the disappearance of languages, the UN specialized agency for education, science and culture - UNESCO - compiled an Atlas of the World's Endangered Languages and proclaimed in 1999 International Mother Language Day, which is celebrated on February 21 around the world. The first Atlas of Endangered Languages was published in 2001. Then, out of 6,900 languages, 900 languages were recognized as endangered. Eight years later, in the second edition of the Atlas, the number of endangered languages was already 2,700, that is, it had tripled! Solving the problem of endangered languages requires large financial expenditures, so governments have little or no hearing from concerned publics.
The language situation in Russia is also deplorable. Many languages of indigenous peoples are disappearing, not only of small peoples, but also of numerous ones (Udmurts, Karelians, Buryats and others). The situation is especially difficult among the indigenous peoples of the North, Siberia and the Far East - of the 40 languages, the majority are classified as endangered languages. The situation is especially alarming among the Orochs, Nivkhs, Kets, Udeges, Selkups, Itelmens, Sami, Evenks, Shors, Yukaghirs and others. The main criterion for classifying a language as an endangered language is the number of children who know their native language. If the overwhelming majority of children and young people do not know their native language, then the language is endangered, even if the total number of representatives of the people is hundreds of thousands. This is due to the fact that with the passing of the older generation, there will be no native speakers left, since the language has not been transferred from the older generation to the younger.
Our country has laid down the legal foundations for the preservation of the languages of indigenous peoples (the Constitution of the Russian Federation, the law on the languages of the peoples of the Russian Federation), which states that “the languages of the peoples of Russia are the national heritage of the Russian state”, that “the state contributes to the creation of conditions for the preservation of the languages of indigenous peoples”, but in real life the conditions for this are not created. The revival of languages is mainly carried out by enthusiasts. They are trying to do at least something to preserve languages. Thanks to their petitions and efforts, clubs are opened, native language classes are taught in some places, and books are published. But this is clearly not enough, it cannot solve the problem and languages continue to disappear. We need a targeted state program for the revival of the languages of the indigenous peoples of Russia and significant financial expenditures for it.
The Shor language is the language of the indigenous people of the south of Kuzbass and is one of the endangered languages. There are about 400 people left (3% of the total number of Shors) who speak the Shor language, and this figure is constantly decreasing. In 20-30 years, there may be no native speakers of the Shor language left and the language will become dead. This means that there will be no poems and songs in the Shor language, there will be no ensembles, there will be no Payrams and cultural events, there will be no books. The Shor culture will die completely. The remaining “Shorians” will have no choice but to change their ethnic identity (and only a few will be capable of this), or they will become even more drunk, fall into depression, and lead a deplorable existence, since they will lose the main support in modern multi-ethnic life - Shor culture and language. From the above we can conclude: the future of modern young Shors and their children is in their hands - they need to learn the Shor language from the remaining native speakers of the Shor language and create a Shor language environment in the family so that children know their native language and speak it fluently. Children are the future of the people. If they learn their native language, they can pass it on to their children and the language will not disappear. Knowledge of two languages - Shor and Russian - is quite within the capabilities of Shor youth.
Abandoning one’s native language can lead to tragedy, but knowledge of two or more languages, on the contrary, makes a person spiritually richer, more successful, smarter and happier, opens up new opportunities in life, as a person becomes familiar with several cultures and takes from them for his development the best. In the modern globalized world, bilingualism (speaking two languages) and multilingualism (more than two languages) are widespread. For example, in India and Cameroon many speak 3-4 languages, and in Europe - also in Japan - two official languages (Japanese and English), which all Japanese study and know.
In conclusion, I would like to quote the wonderful words of the great German scientist Wilhelm von Humboldt: “Through the diversity of languages, the richness of the world and the diversity of what we perceive in it are revealed to us, and human existence becomes broader for us, since languages give us in distinct and effective ways different ways of thinking and perceiving.”.
We live in Russia and speak Russian. Russian is our language, and we truly believe that it is great and powerful, as the poet said.
We are proud of our language, its richness and beauty, and at the same time, it has somehow become commonplace that our native language is about to approach the threshold of another language reform. It has become commonplace that traditional Russian words gradually disappear in our language or become incomprehensible to us, but every now and then new buzzwords, often borrowed from other languages, appear. It has also become commonplace that the language changing before our eyes becomes the norm of communication, the norm of correspondence, the norm of media broadcasting, the literary norm! Turgenev would probably be surprised to learn that in addition to the problem of fathers and sons he described, there would also be the fact that parents would no longer understand their children - their speech would be so different, having absorbed continuous neologisms. But this has also become familiar to us.
However, among the speakers of our language there have always been those who advocate for its preservation in an unreformed (undeformed) form; there are those who consider this their duty and who do not want to remain an indifferent observer of the changes, impoverishment and simplification of their native language. Do we, Russians, really need this? We should probably figure it out for ourselves at least once in our lives.
To find out what the future may hold for us, it is sometimes useful to read science fiction writers. It was noticed that many of them had the gift of foresight, and the events they described actually came true.
If we turn to J. Orwell’s dystopian novel “1984,” we can clearly see the picture of the consequences of language reform. Orwell describes a model of a state in which the totalitarian political system is developed to terrifying proportions, and absolutely all spheres of human life are taken under control. An indicative feature of this state is the introduction into use of the so-called “newspeak” - a new language.
Newspeak was intended to eradicate the possibility of expressing in verbal form ideas that were contrary to the spirit of the existing political system. Moreover, a thought alien to the political idea should have become impossible. With the help of Newspeak it was possible to force a person to think only in a certain, primitive way. And, since thinking is formed from words and concepts known to man, and Newspeak has become their only source, thoughts at a philosophical level have become simply unthinkable.
But the most terrible consequences of Newspeak were reflected precisely in that area that for centuries remained unshakable regardless of any political system: people forgot how to love. The family has turned into a mechanical unit, necessary only for the reproduction of people fanatically devoted to the state idea. The very concepts of love and family were perverted and inverted. It was possible to love all people, to love society and the political system, but at the same time it was necessary to be ready to betray anyone, even the closest person. Even children became traitors to their own parents - this was encouraged by society, this was taught in schools, and therefore parents were forced to beware of their children as the most dangerous spies.
In painful attempts to understand the meaning of love, the main character of the novel “1984” comes to the conclusion that a man’s love for a woman comes down to only carnal relationships. Parental love - the love of a child and the love of a mother - he was not at all able to explain and mentally express to himself. His thinking simply did not have the corresponding concepts at his disposal, since they were not in the language.
Changing the language towards its simplification invariably entails a narrowing of the scope of thinking. Obviously, the narrower our vocabulary, the fewer semantic meanings available to our thinking, the fewer concepts we can operate with. Accordingly, our speech becomes more primitive. And our children, in whom we should sow the reasonable, the good, the eternal, without learning the proper level of culture of speech from their parents and teachers, replenish their vocabulary with surrogate words. Our vocabulary is narrowing, and in its place a vocabulary of new words, a new language, newspeak is growing.
It has been established that the development of thinking is associated with the development of speech. According to the degree of development, thinking is usually divided into three types: visual-effective (a visual problem is solved by a set of actions), visual-figurative (thinking operates with images and pictures, but not yet words) and verbal-logical (proceeds in verbal form and in abstract concepts). . To master verbal-logical thinking, you must first hear the word, master the word, and to improve thinking, develop and improve the word.
In a child, this development begins with understanding the speech of his parents, with mastering the concepts that adults use. If a child does not have the opportunity to hear reasonable speech, if a human word is not addressed to him, then such children experience delayed mental development. Examples include the phenomenon of Mowgli children or children with hearing impairment. In the formation of verbal and logical thinking, deaf people lag sharply behind their hearing peers, and this entails a general lag in cognitive activity. Therefore, in deaf pedagogy, when teaching sign language, it is so important to stimulate the development of the speech center of the brain - to teach children to pronounce words and develop their articulatory apparatus.
So, to paraphrase a famous saying, show me how you speak and I will tell you how you think. And if Pushkin, according to researchers, had a vocabulary of 21,290 words, then the modern average Russian person has sometimes several times less. Is it because our spoken language has become poorer that philosophers and thinkers like those with whom history is so brightly replete have disappeared in modern times? Is it because there are so many Russians who are indifferent to the fate of their language, the former director of the Institute of Ethnology and Anthropology of the Russian Academy of Sciences S. Arutyunov said in 2001: “The transition of the Russian language to the Latin alphabet is inevitable. This is an indispensable civilized requirement of the global processes of globalization”?! And while you calmly observe the impoverishment of the language itself, you may not notice how suddenly there will be nothing to think and express your thoughts with - you simply won’t find the right words. You may not notice how children, as if deaf, will completely cease to understand their parents and will speak a language strikingly different from Russian. And then suddenly you won’t notice how the Russian version of Newspeak, known in the youth Internet environment as “Albanian language” or “preved”, will become the official language of our country - although it’s, of course, more difficult not to notice, but it wouldn’t be too late then...
Kozma Prutin
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http://www.deafworld.ru/index.php/article/archive/2124/
See the works of the authors V.A.Sinyak, M.M. Nudelman. 1975
Quote by V. Sdobnyakov, V. Tsvetkov. Service. – N. Novgorod: VERTICAL. XXI century, 2009. – p. 68
JUNIOR SCHOOL CHILDREN
13.00.02 theory and methods of training and education
Ryazan 2006 2
The work was carried out at the Department of Modern Russian Language of the state educational institution of higher professional education “Ryazan State University named after. S.A. Yesenin"
Scientific director: Doctor of Pedagogical Sciences, Professor Elena Viktorovna ARKHIPOVA
Official opponents: Doctor of Pedagogical Sciences, Professor Olga Vadimovna SOSNOVSKAYA, Candidate of Pedagogical Sciences, Associate Professor Elena Petrovna KOLYKHALOVA
Leading organization Moscow State Regional University
The defense will take place “_” _ 2006 at a meeting of the dissertation council K 212.212.01. for the award of the scientific degree of Candidate of Pedagogical Sciences at the Ryazan State University named after. S.A. Yesenin at the address: 390000, Ryazan, st. Svobody, 46, room. 46.
The dissertation can be found in the library of the Russian State University. S.A. Yesenina.
Scientific secretary of the dissertation council T.I. Mishina
GENERAL DESCRIPTION OF WORK
The problem of introducing the younger generation to the spiritual values of the people is recognized today by the educational community as one of the most important tasks of the school. At the same time, the main means of transmitting culture is the native language, representing a national value. Its comprehension as the cultural code of the nation, a repository of folk wisdom, becomes one of the goals of language education in general and primary education in particular. The main documents defining the content of the Russian language course in primary school note that primary schoolchildren must not only master a system of knowledge about the language and master spelling skills, but also develop the linguistic intuition given to them by nature, and be imbued with a sense of involvement in preserving the purity of their native language1.
Focus on universal human values in the language education of schoolchildren has deep, long-standing traditions in domestic methodology:
issues of teaching the native language in conjunction with awakening interest in it have always been the subject of close attention of scientific methodologists as in the past (F.I. Buslaev, K.D. Ushinsky, I.I. Sreznevsky, N.S. Rozhdestvensky, M.T. Baranov , L.P. Fedorenko, etc.), and in the present (M.R. Lvov, T.G. Ramzaeva, A.D. Deykina, T.K. Donskaya, L.A. Khodyakova, O.V. Sosnovskaya and others). Today, when disregard for the norms of the language and the clogging of speech with stylistically reduced vocabulary is becoming a dangerous trend, the task of preserving the purity of Russian speech and comprehending the language as a value already in elementary school takes on special importance.
As practice shows, the interest of a six- to seven-year-old child in acquiring knowledge and mastering literacy, with which he comes to school, subsequently decreases. And one of the reasons is the nature of teaching Russian in primary school. The grammatical analysis, text analysis, and oversaturation of content with abstract concepts that sometimes predominate in teaching (even in the first grade) can destroy the student’s linguistic flair, the student’s natural sensitivity to the expressiveness of speech, and his desire for linguistic creativity.
We see a way out of this situation in the development of such a methodological system, which, being aimed at the formation of emotional and value ideas and concepts about language in the process of mastering it at various levels of cognition - rational, emotional, sensory, ensures the development of language See: Federal component of the state standard of general education. Elementary education. Russian language // Collection of normative documents. – M.: Bustard, 2004. – P. 20.
students' abilities, contributes to the formation of their linguistic and communicative competencies. A value-based attitude towards language presupposes the formation in students of value ideas and concepts about it, which, according to the provisions of cognitive linguistics, are in their totality forms of expression of the linguistic picture of the world1.
Thus, the existing need for the formation of value ideas and concepts about language already in elementary school in the process of speech development of students, on the one hand, and the insufficient development of this issue in methodology and in school practice, on the other, determine the relevance of the research topic.
In the methodological science of the 21st century, there has been great interest in the study of value relations and value orientations in the process of teaching various subjects. A number of dissertation works were carried out in line with value-oriented teaching in basic school disciplines (V.V. Nikolina, Yu.S. Andryushova, K.V. Derozhinskaya, I.Yu. Azizova, O.M. Khlytina), and in particular, Russian language in secondary school (O.I. Lipina). The speech development of students in Russian language lessons in the value-integration aspect was studied in the doctoral dissertation of E.P. Suvorova. The methodological dissertation research of G.N. is devoted to the formation of value ideas in the process of teaching students of technical universities. Pogorelova. The pedagogical conditions for instilling a value attitude towards the Motherland among younger schoolchildren were studied in the dissertation of L.Yu. Savinova.
A large group of methodological dissertations is devoted to the issues of forming ideas among junior schoolchildren in the process of teaching various subjects (Yu.A. Volkova, O.A. Lyzhina, E.D. Trofimova, N.V. Shilina, E.P. Kabkova, etc. ). Meanwhile, the methodological problem of the formation of value ideas and concepts about language in the process of speech development of primary schoolchildren has not been considered by anyone at the dissertation level.
The analysis of dissertation research confirmed the legitimacy of the choice of topic as insufficiently studied in theoretical and experimental terms.
The object of the study was the process of speech development of primary schoolchildren within the framework of value-oriented teaching of the Russian language. Subject of study- content and methods of formation See: Kubryakova E.S. and others. A brief dictionary of cognitive terms. - M.: Moscow State University Publishing House, 1996. - 245 p.
value ideas and concepts about language among younger schoolchildren during Russian language lessons.
The purpose of the study is to develop a scientifically substantiated and experimentally tested methodology for the development of speech of primary school students, aimed at developing their ideas and concepts about the value of their native language in unity with the development of language ability, the formation of linguistic and communicative competencies.
The hypothesis of the study was the following methodological assumption: if a methodological system is implemented in Russian language lessons, which a) is based on value-based, personality-oriented and cognitive approaches to education, b) is based on the patterns of mastering native speech and in accordance with the principles of speech development of students, in ) includes specially selected didactic material and a gradual system of exercises, this will ensure the effective development of all components of the language ability of primary schoolchildren in unity with the formation of their ideas and concepts about language and its value.
The problem, object, subject and purpose of the study determined the formulation of the following tasks:
1) identify the theoretical foundations for the formation of value ideas and concepts about language among primary schoolchildren in the context of modern methodology, linguistics, psycholinguistics, cognitive linguistics, pedagogy and developmental psychology;
2) analyze current programs and educational methodological complexes in the Russian language for primary schools from the point of view of their potential in revealing the basic functions of the language;
3) determine the specifics of the content of the Russian language course in primary school in the aspect of value-oriented teaching and identify optimal methods and techniques for the formation of value ideas and concepts about language among younger schoolchildren;
4) formulate criteria for selecting language didactic material and structure vocabulary and texts in such a way that, reflecting the experience of students’ sensory knowledge of the world, the experience of an emotional attitude to reality, they contain the value concepts of language, Russian language, native speech and ensure the formation of students’ ideas about the functions language and the concept of language as a value;
5) develop a program for the development of speech for students in grades 1–4 and a gradual system of exercises aimed at developing the language ability of younger schoolchildren in conjunction with the formation of their value ideas and concepts about language;
6) develop a system of linguistic diagnostics to assess the development of students’ speech and the level of their knowledge of language as a value;
7) experimentally prove the effectiveness of the proposed training system, statistically present the results obtained and methodically interpret them.
When developing the content and methods of teaching the Russian language to junior schoolchildren in the value aspect, we are guided by the thought expressed by A.D. Deikina about the importance of the section “General information about language”, which equally applies to the entire Russian language course: “The content of this section consists not only of specific knowledge, but also ideas, feelings, understanding of the place of the Russian language in the system of values”1 . The formation of ideas about the value of language is a necessary condition for the formation of the value concept (concept) of language.
The choice of research methods is determined by the nature of the problems being solved. They include: analysis of fundamental methodological, linguistic, psychological, pedagogical literature, dissertation materials and articles on the chosen topic; observation of the process of speech development of primary schoolchildren in Russian language lessons and taking into account the author’s personal experience as a primary school teacher; questionnaire survey, testing of students; pedagogical experiment;
statistical analysis of the results obtained and their methodological interpretation.
The methodological basis of the research is: the theory of the linguistic picture of the world and the linguistic personality (Yu.N. Karaulov), the starting points of cognitive linguistics about the connection between language and perception, the structure of the lexical meaning of a word and the linguistic picture of the world, the role of knowledge, ideas and concepts (concepts) in the structure of the linguistic picture of the world and language ability (V.I. Karasik, V.V. Krasnykh, E.S. Kubryakova, V.I. Maslova, G.G. Slyshkin, G.A. Shusharina, etc.);
scientific interpretation of the concept of value (S.F. Anisimov, O.G. Drobnitsky, D.A. Leontiev, A.V. Petrovsky, V.P. Tugarinov, Ya.G. Yaroshevsky, etc.);
theory of speech activity (L.S. Vygotsky, N.I. Zhinkin, A.A. Leontiev, A.N. Leontiev, S.L. Rubinstein); theory of developmental learning (G.Ya. Galperin, V.V. Davydov, L.V. Zankov, D.B. Elkonin);
the provisions of psycholinguistics on the formation of speech in ontogenesis (N.I. Zhinkin, T.N. Ushakova, A.M. Shakhnarovich); communicative activity, value-based, personality-oriented, cognitive Deikina A.D. Russian language in the system of value perceptions of teacher and student // Modern problems of philological education: Interuniversity. Sat. scientific works Vol. 2. - Moscow–Yaroslavl: MPGU-REMDER, 2002. – P. 26.
approaches to the process of teaching schoolchildren their native language (E.S. Antonova, M.T. Baranov, T.M. Voiteleva, A.D. Deikina, N.I. Demidova, T.K. Donskaya, T.M. Zybina, V. I. Kapinos, T. A. Ladyzhenskaya, M. R. Lvov, E. N. Puzankova, T. G. Ramzaeva, R. B. Sabatkoev, O. V. Sosnovskaya, E. P. Suvorova, G. A. Fomicheva, L.A. Khodyakova, T.I. Chizhova, etc.).
The linguistic and methodological basis of the study was the theory of patterns of native speech acquisition (L.P. Fedorenko) and the theory of the principles of speech development (E.V. Arkhipova, M.R. Lvov).
The work was carried out within the framework of the direction in the methodology that explores the problems of forming a linguistic picture of the world of students, developing their language ability in Russian language lessons, based on data from cognitive linguistics within the framework of value-based and cognitive approaches to learning. To form a value-based attitude towards a language, it is necessary at the initial stage of learning to first of all form value ideas about it, which in turn, in the process of working on vocabulary and texts expressing the concept language, will contribute to the awareness of language as a value and the formation of a value-based concept about it in students .
The research was carried out in stages over three years (2003–2006) and proceeded in two directions - along the line of theoretical justification and construction of a methodological system aimed at developing value ideas and concepts about language among primary schoolchildren, as well as along the line of identifying effective ways of its implementation in practice.
The first stage (2003–2004) - study of the theoretical foundations of the formation of value ideas and concepts about language among primary schoolchildren in linguistic, methodological, psychological and pedagogical literature; analysis of methodological aspects of the research problem and its reflection in programs and textbooks; observation of the pedagogical process in Russian language lessons in primary school; development of linguistic diagnostic tools; ascertaining experiment.
The second stage (2003–2005) - development of an integral methodological system and its main components (content, principles and methods of teaching, means and forms of their implementation); conducting a formative experiment, processing the results obtained.
The third stage (2006) - analysis of the results of the pedagogical experiment, their statistical processing and methodological interpretation, generalization and systematization of the obtained theoretical and experimental results, formulation of conclusions.
Scientific novelty research results:
A methodological system for the development of speech of primary schoolchildren has been developed, aimed at the formation of value ideas and concepts about language through the disclosure of its main functions (emotive, cognitive, communicative, etc.) at the rational level, the level of sensory perception and the emotional level, namely:
In accordance with methodological principles, criteria for the selection of didactic material are formulated for the formation of value ideas and concepts about language among primary schoolchildren in the process of their speech development;
A lexical minimum has been determined to enrich the vocabulary of primary school students and a text library that express the value of the concept of language and form students’ understanding of the functions of language;
A graduated system of exercises has been developed to ensure the formation of a value-based attitude towards the native language among primary school students in unity with the development of their language ability.
Theoretical significance. Research results expand the theoretical ideas of methodological science about value-based and cognitive approaches to teaching primary schoolchildren their native language - both in the content and in the procedural part. Value representation as a category of psychology, psycholinguistics and cognitive linguistics is conceptualized in a methodological aspect - as the basis for the formation of the concept of language and a condition for developing a value-based attitude towards the native language, as one of the forms of expressing the linguistic picture of the world in the minds of students. The need to rely on linguistic, psychological, pedagogical and methodological foundations in the formation of value ideas and concepts about language among primary school students has been demonstrated. Based on new facts, the theory of the principles of speech development was confirmed (the developmental nature of the principle of gradualism, the cognitive principle, the nurturing potential of the sociocultural principle of teaching the native language). The criteria for selecting didactic material for value-oriented teaching are substantiated: vocabulary (ideographic, paradigmatic, frequency, gradual), texts (conceptual, didactic, sensitive, cognitive). The optimal means of linguistic diagnostics of speech development of primary school students at different stages of education have been determined.
Practical significance . The results of the study can be used to improve programs on the Russian language and speech development of primary schoolchildren, namely: 1) in the preparation of curricula, manuals and textbooks on the Russian language for primary schools, as well as secondary and higher pedagogical educational institutions; 2) when developing elective courses on methods of teaching the Russian language. Of practical importance, in particular, are:
A scientifically substantiated and experimentally tested methodological system for the speech development of primary schoolchildren, aimed at the formation of value ideas and concepts about language in unity with the development of students’ language ability;
A gradual system of exercises that ensure the formation of value ideas about the functions of language and the value concept (concept) language in unity with the development of linguistic, linguistic and communicative competencies of students at the initial stage of school teaching of the Russian language;
A program for the development of speech for students in grades 1-4 within the framework of value- and personality-oriented, communicative activity-based teaching of their native language, providing students with an expanded understanding of language as a value and contributing to the formation of a value-based concept of language;
A set of linguistic diagnostic tools to assess the success of learning and to determine the level of speech development of students;
Didactic support of the developed methodological system, which reflects the value value of the concept of language (lexical minimum and text library).
The reliability of the research results is ensured by relying on the achievements of modern linguistics, psychology, pedagogy and methods of teaching the Russian language; using methods adequate to the goals and objectives of the study; the representative nature of the pedagogical experiment, the use of standard methods for processing statistical data; positive results of the experiment and their confirmation in school practice.
Submitted for defense the following provisions:
1. The formation of value ideas and concepts about language in younger schoolchildren is possible in the course of specially organized work in Russian language lessons when they understand its main functions (communicative, emotive, cognitive, etc.).
2. The methodological system for speech development, which ensures the formation of value ideas and concepts about language through the assimilation of its basic functions, consists of interrelated elements (content, means and forms of teaching), specially developed taking into account the patterns and principles of speech development. It provides language acquisition in the value aspect at various levels of cognition:
at the rational level (when reading, analyzing texts about language and speech, its richness, expressiveness, etc.);
At the level of sensory perception (through the assimilation of vocabulary and texts reflecting visual, sound, olfactory, etc.
Feel);
At the emotional level (through the perception of emotionally expressive vocabulary and texts, as well as in the process of generating one’s own statements about the language and the world around us).
3. The effectiveness of the proposed methodology for the formation of value ideas and concepts about language among students in grades 1–4 is ensured by the use of specially developed content, means and forms of teaching (programs for speech development, thematic and lesson planning, a lexical minimum, a text library, a graduated system of exercises, a set of illustrative materials, linguistic diagnostics and control tools).
at the international scientific and practical conference (SSPU, 2004), all-Russian scientific and scientific and practical conferences (MPGU, 2004; Leningrad State Pedagogical University, 2004), interuniversity scientific and methodological conference (RGPU, 2004), at the Second Pokrovsky educational readings (RGPU, 2004), at the Herzen Readings (RGPU, 2006), at meetings of the Department of Modern Russian Language of the Ryazan State University named after S.A. Yesenina. The main content and specific results of the study are reflected in eight publications on the research topic.
BASIC THE CONTENT OF THE WORK
The dissertation consists of an introduction, three chapters, a conclusion, a list of references and an appendix. In the introduction the choice of topic and its relevance are justified, the subject and object of scientific research are determined, a hypothesis is put forward, the goal is formulated and tasks research.In the first chapter“Theoretical foundations for the formation of value ideas about language in the process of speech development of primary schoolchildren” examines and summarizes data from linguistic, psycholinguistic, psychological-pedagogical, and methodological literature on the research problem. The purpose of this chapter is to determine the theoretical foundations for the formation of value ideas and concepts about language in the process of speech development of primary schoolchildren. In accordance with this goal, the provisions of cognitive linguistics on the connection between language and perception, the relationship between the concepts concept and representation are presented and analyzed (V.I. Karasik, V.V. Krasnykh, E.S. Kubryakova, V.I. Maslova, G.G. Slyshkin, etc.); scientific interpretation of the concepts of value, value attitude, value orientations and ideas (S.F. Anisimov, O.G. Drobnitsy, D.A. Leontyev, V.P. Tugarinov); the psychological characteristics of younger schoolchildren and the patterns of speech acquisition in ontogenesis are revealed (N.I. Zhinkin, T.N. Ushakova); methodological theory of principles of teaching the native language (L.P. Fedorenko) and theory of principles of speech development (E.V. Arkhipova, M.R. Lvov).
Solving the research problems required consideration of the concepts of value, value relations, value orientations and value ideas in their comparison in order to find out which is most conducive to solving the set methodological problems. As a result of the analysis and clarification of the relationship between these concepts, we came to the conclusion that the term “value ideas and concepts” better meets the needs of methodological science, since the linguistic picture of the world, as a form of a holistic idea of the world1, is defined as a set of ideas about the world, recorded in the minds of native speakers in the form of their own ideas, knowledge and value concepts (V.V. Krasnykh, E.S. Kubryakova, V.A. Maslova, etc.). In addition, linguistic ability is interpreted in cognitive linguistics through the concept of “representation”: “a speaking person, considered precisely as a linguistic personality, is a bearer of knowledge and ideas”2. Thus, the formation of value ideas about language, on the basis of which value concepts of language/speech are formed, will ultimately contribute to the development of students’ linguistic picture of the world and their language ability, the formation of linguistic and communicative competencies of younger schoolchildren.
In linguistics, representation is a component of the lexical meaning of a word: “The lexical meaning of a word is the content of the word, reflecting in the mind and consolidating in it the idea of an object [emphasized by us - T.K.], property, process, phenomenon...”3.
Shusharina G.A. The linguistic picture of the world as a form of a holistic idea of the world // Humanities: scientific-theoretical and logical-methodological aspects. - Komsomolsk-on-Amur, 2002. - P. 186-189.
Krasnykh V.V. “Ours” among “strangers”: myth or reality? - M.: ITDGK "Gnosis", 2003. - P. 52.
Linguistic encyclopedic dictionary / Ch. ed. V.N. Yartseva. – M.: Soviet Encyclopedia, 1990. – P. 261.
This aspect has become the subject of special study in cognitive linguistics:
“In the lexical meaning of a sign, the following macrocomponents are distinguished: 1) a denotative component, the basis of which is the concept; 2) connotative component (characteristics of communication conditions and the speaker’s attitude to the act of communication); the connotation of a word is made up of emotional, evaluative, expressive, stylistic, honorific components; 3) empirical component (sensory image, generalized idea of an object) [emphasis added by us - T.K.]"1.
It is important for the methodology that, in line with cognitive linguistics, ideas, knowledge and concepts are considered as components of the linguistic picture of the world and language ability, and in turn, the development of language ability when teaching the Russian language in modern methodological science is one of the most important tasks2.
Thus, when solving methodological problems of developing the language ability of students and forming their linguistic picture of the world, it is necessary to provide methodological conditions for the formation in younger schoolchildren of ideas about the fragment of reality being studied - about language and its functions, which in turn ensures the assimilation of the value concept of language. Developing language ability and forming a linguistic picture of the world in the child’s mind, it is necessary to form ideas about the value of language and its functions and, as ideas deepen and knowledge accumulates, purposefully form a value-based concept (concept) of language in the minds of younger schoolchildren.
Data from cognitive psychology and cognitive linguistics indicate that a person’s perception leaves a significant imprint on his consciousness, psyche and language. In the process of sensory cognition of reality, generalized ideas about the world begin to form, which are the basis for their linguistic designation. At the same time, the transformation of sensations into meaningful images occurs thanks to language: it is this language that opens up the area of consciousness before a person (N.I. Zhinkin).
Sternin I.A. Problems of analyzing the structure of word meaning. – Voronezh, 1979. – pp. 144–145.
2 See: Puzankova E.N. Development of language ability when teaching the Russian language in secondary school: Author's abstract. Dis.... Doctor of Ped.. Sciences. - M., 1997. - 41 p.
3 Shusharina G.A. The linguistic picture of the world as a form of a holistic idea of the world // Humanities: scientific-theoretical and logical-methodological aspects. - Komsomolsk-on-Amur, 2002. - pp. 186-189.
The importance of forming value ideas about language in the process of mastering the value concept of language by younger schoolchildren is determined, in particular, by psychological reasons: ideas are the main component of the psyche of children entering school, and visual-figurative thinking is predominant at this age. Representations in the process of cognition act as a sensory support in the formation of concepts (V.V. Davydov), and can also be elements of theoretical thinking (N.I. Rumyantseva, A.A. Leontiev). Domestic psycholinguists note that all mental processes in a child: perception, attention, memory, imagination, mental operations - develop through speech. For its formation, it is necessary to develop all the processes accompanying it, including ideas (memory of perceptions). Thus, when solving the problems of speech development of primary schoolchildren, it is necessary to take into account the essential role of ideas and emotions as natural means for consolidating linguistic signals in memory, for the formation of figurative speech.
The first words that a child learns are directly related to his sensory perception of reality. The name of an object learned by a child often contains sound, motor and other sensations. Gradually, the child masters abstract vocabulary, relying on the mental formations and language experience already existing in the consciousness. At school, the student acquires knowledge about language and speech, which is secondary to knowledge based on sensory experience. That is why it is important to organize rational knowledge of language on the basis of the child’s previous sensory experience.
The language reflects not only objective reality, but also the peculiarities of the national worldview, the spiritual values of the people, which are most succinctly, accurately and expressively concentrated in the texts. It is the text that becomes the main didactic unit in value-oriented teaching of the Russian language to schoolchildren (N.V. Sofronova, O.I. Lipina).
Since ideas about language, being secondary in relation to sensory images, are acquired in the learning process, and the formation of the value concept of language is possible only through the study of texts, then solving the problem of forming value ideas and concepts about language involves, first of all, a methodological rethinking of the content and didactic teaching aids. In this regard, our research was carried out in two interrelated directions. The first was to create conditions conducive to the awareness of language as a value on a rational level through reading, analysis of texts about the richness of the language, its expressiveness, etc.
One of these conditions was updating the content of learning through specially selected vocabulary, texts about language and speech, materials about the history of words, etc. The second direction involved students understanding the language system at the level of sensory perception and emotions. This became possible due to the fact that during the learning process, schoolchildren’s attention was focused not only on the communicative function of speech, but also on language as a means of understanding the world (its cognitive function), on the function of expressing emotions and will (emotive and pragmatic functions).
At the same time, the system for the formation of value ideas and concepts about language, like any other methodological system, was built by us in accordance with the general methodological principles of teaching the Russian language and the specific methodological principles of speech development, since they reflect objectively existing patterns of speech acquisition. The following principles of modern linguistic methods were chosen as fundamental: communicative, cognitive, sociocultural.
In the second chapter“Value ideas and concepts about language as a component of the content of teaching the Russian language in a modern primary school” provides a comparative analysis of textbooks and programs for primary schools, and also describes the results of an ascertaining experiment conducted to identify the level of development of students’ emotional and value-based attitude towards the Russian language and their speech development.
Given in the first paragraph “Analysis of programs and educational and methodological complexes in the Russian language for primary schools”
data show that traditional (T.G. Ramzaeva) and developmental (A.V. Polyakova, V.V. Repkin) programs contain a system of work aimed primarily at implementing the communicative function of language, while other equally important its functions are somewhat aside. This picture, which has developed at the moment in methodology and school practice, cannot be considered satisfactory. In the process of teaching the Russian language to primary schoolchildren, special attention must be paid to the rich possibilities of language and speech in understanding the world, in expressing emotions, desires, and on creating conditions for the emergence of an aesthetic feeling for the native language.
When analyzing textbooks, their didactic capabilities were monitored, allowing them to form value ideas and concepts about language among primary schoolchildren. At the same time, attention was paid primarily to texts and vocabulary. They were considered from the point of view of their influence on the acquisition of language as a value at different levels:
1) rational, which is implemented in such types of work as reading, analysis of texts about language and speech, their richness and expressiveness; 2) the level of sensory perception reflected in language (visual, auditory, olfactory and other sensations); 3) emotional, which involves attention to vocabulary in which evaluation is a component of the lexical meaning of the word (joy, anger, admiration, etc.), as well as to emotionally expressive vocabulary.
The results of the analysis of textbooks that provide the implementation of basic Russian language programs for primary schools are presented in Table 1, where the relative number of educational exercises is expressed as a percentage, which, according to our estimates, can be correlated with the identified levels of formation of value ideas and concepts about the language.
on the formation of value ideas and concepts about language Textbooks Levels of formation (authors) V.V. Repkin From Table 1 it follows that texts about language and speech that influence students’ awareness of language as a value at a rational level of assimilation (through their reading and analysis) are clearly not sufficiently represented in all textbooks. At the same time, texts containing vocabulary reflecting the sensory perception of the world (color, smell, sound, taste, etc.) and the experience of an emotional and value-based attitude towards it are found quite often in all textbooks. This occurs through the use of excerpts from works of fiction. They are most widely found in the textbooks of A.V. Polyakova. However, the tasks for the exercises do not focus on this vocabulary, which does not sufficiently contribute to its acquisition.
In the process of analyzing textbooks, the question of the optimal balance between receptive, reproductive and productive teaching methods was also explored. For this purpose, textbooks of developmental systems and traditional education for grade 1 by A.V. were reviewed. Polyakova, V.V. Repkina and E.V. Vostorgovoy; T.G. Ramzaeva.
The results of the analysis are presented in Table 2.
Correlation of teaching methods in textbooks on the Russian language Textbooks (authors) Repkin V.V., Analysis of textbooks as a whole showed that the predominant methods in all textbooks are reproductive. The use of productive methods is insufficient.
From Table 2 it follows that receptive methods are most widely represented in the textbook by T.G. Ramzaeva. This conclusion was made based on its colorful design. The textbook by V.V. also compares favorably with the bright colors of its illustrations. Repkina, E.V. Vostorgovoy. In the book by A.V. Polyakova's drawings poorly stimulate students' visual-figurative thinking, since they are small and inexpressive. At the same time, this textbook contains rich material from folk pedagogy (proverbs, sayings, riddles, tongue twisters), works of classics of literary expression, reflecting the linguistic picture of the world of the Russian people; There are tasks that draw children's attention to figurative language. In the textbook T.G. Ramzaeva also has many literary texts, and in the book by V.V. Repkin and E.A. Vostorgovaya, on the contrary, their number is small (mostly texts by nameless authors are used).
Based on the results of the analysis, it can be noted that in all textbooks there is a significant number of exercises using receptive methods, thanks to the inclusion of illustrations and tasks when students read literary texts and learn poems by heart. At the same time, the system of work aimed at mastering vocabulary that reflects the child’s sensory experience (colors, sounds, smells) is clearly insufficiently represented.
This cannot contribute to the activation of the vocabulary of a 6-7 year old child, which includes not only knowledge about the world, but also sensations and impressions. In our opinion, the exercises presented in the listed textbooks do not fully provide the optimal balance between different teaching methods. Preference is given mainly to the reproductive method of teaching, which creates an imbalance between the development of logical and imaginative thinking, ultimately preventing the disclosure of students’ creative individuality and personal qualities.
The second paragraph, “Initial provisions of experimental training and analysis of data from the ascertaining experiment,” describes the ascertaining experiment conducted on the basis of schools No. 7, 67, NOU “Christian School” in Ryazan. 194 first grade students took part in the experiment.
The purpose of the experiment is to identify the degree of formation of value ideas about language among children entering school, as well as the level of their speech development. Analysis of the results of the survey led to the conclusion that six-seven-year-old students generally know all the letters of the alphabet, can read, type and write letters, words and even sentences in accordance with calligraphy standards. These skills are formed thanks to classes conducted in kindergarten, school of the future first-grader, in the family; they are of a practical (not always conscious) nature. First-graders are not given the opportunity to independently understand the role of language in human life: this is possible precisely at school, during Russian language lessons, and only if a special speech environment is created in which the acquisition of language as a value will become personally significant for the student.In the course of the formation of value ideas and concepts about language, qualitative changes should occur in the child’s speech, so it seemed important to us to assess the level of speech development of first-graders. For this purpose, testing of students was carried out, which made it possible to determine the state of their speech at various levels:
1) phonetically (the ability to distinguish sounds by ear and pronounce them correctly was revealed); 2) at the lexical level (tests were compiled thematically related to the students’ personal experience);
3) on grammar and text - using the method of analyzing the matrix of student text. The test results allowed us to conclude that the state of the phonetic level of speech of children entering first grade is generally satisfactory. At the lexical level, an average level of speech development was found in 73% of students, a low level - in 27%, and a high level was not found in anyone. This situation confirms the thesis of N.I. Zhinkin about the undeveloped lexical system of a child entering school and the need to work to expand his vocabulary. Testing also showed that the grammatical component of the language was developed at a high age level in 7% of schoolchildren, at an average level - in 58%, and at a low age level - in 25%. The text indicator was formed at a high level for a given age by 25% of schoolchildren, at an average level by 58%, and at a low level by 17%.
In general, 20% of first-graders have a high level of development of the lexico-grammatical structure of speech, 45% have an average level, and 35% have a low level.
in experimental and control classes (based on the results of the ascertaining experiment) Summary data of the ascertaining experiment in the control and experimental groups of students are given in Table 3, which presents the success rates (Ku) as the ratio of the group average result obtained during testing to the maximum possible.
According to the results of the ascertaining experiment (Table 3), a low level of development of the lexical component of speech was noted in both control and experimental classes (Ku below 0.5). This indicates the need for targeted lexical-semantic and lexico-grammatical work, within the framework of which it is necessary to use didactic material containing value concepts. It is also important to enrich students’ vocabulary with vocabulary that reflects the experience of sensory perception of the world and emotional and value-based attitude towards it. The system of exercises should include tasks aimed at mastering the syntagmatic and paradigmatic connections of a word.
In the third chapter“Methodology for the formation of value ideas and concepts about language in the process of speech development of primary schoolchildren” describes the initial provisions of the experimental methodology, presents a system of exercises for the formation of an emotional-value attitude towards the native language with the corresponding didactic support (lexical minimum and text library). The chapter reveals the content of the training experiment, during which the effectiveness of the developed methodological system was investigated, and its results are described.
The first paragraph, “The system of exercises that implement the formation of value ideas and concepts about language in the process of speech development of primary schoolchildren,” presents the classification and gradation of exercises for the speech development of students according to four methodological levels.
The main didactic units of teaching in the methodological system we have developed are the word and the text. The content of the training includes vocabulary that reflects the child’s experience of sensory knowledge of the world - his auditory, visual, olfactory, etc.
sensations and ideas. It is these that we actualize by working on words and text, consolidating these images-representations with the help of language, i.e. forming elementary concepts about language as a value. In this case, emotionally expressive vocabulary and vocabulary are used in which evaluation is a component of the lexical meaning of the word (joy, anger, admiration, etc.).
We chose the following criteria for selecting vocabulary:
1) ideographic (thematic) criterion, when thematically organized vocabulary is selected; 2) paradigmatic criterion, which involves the selection of words with a wide range of semantic connections (synonymy, antonymy, etc.); 3) frequency – as a requirement for introducing actively used vocabulary into the course content; 4) a gradual criterion, when each new word is introduced and studied with a gradual expansion of its meanings, with a gradual deepening of the concept. The lexical minimum, in particular, includes words such as language, native language, Russian, speech, oral speech, written speech, etc., which in the learning process must be mastered at the level of concepts (but not terms). At the same time, the vocabulary, selected according to the specified criteria, also included the words sound, sounds of nature (living and inanimate), sounds of music, sounds of speech, etc., reflecting sensory and emotional knowledge of the world in the form of ideas.
The following criteria were defined for the selection of texts:
conceptual (the text contains concepts that reflect the values of the Russian people: homeland, native language, family, parents, native nature, etc.); didactic (the text contains teaching and educational potential and contains the linguistic facts and phenomena necessary for learning); sensitive (correspondence of the content of the text and its linguistic design to the age of the student); cognitive (the text fulfills its educational function and meets the cognitive needs of students).
Analysis of existing classifications of speech exercises allowed us to conclude that in order to achieve the goals and objectives of forming value ideas and concepts about language in the process of speech development of primary schoolchildren, a special gradual system of exercises is necessary with a gradual increase in the volume of communicated knowledge, complication of their nature and forms of presentation depending on the level learning, on the degree of development of students’ communicative abilities. When constructing the required system of exercises, we relied on the levels of methodological gradation of exercises identified by E.V. Arkhipova in accordance with the principles of speech development, and in particular the principle of gradualism: a) according to those tasks that are solved when studying words and texts at this stage; b) by increasing the degree of complexity of tasks, didactic material and their volume;
c) on methods and techniques for presenting educational material. It was assumed that within each level, exercises are also arranged in a certain sequence, depending on their types and types.
In the process of research, we developed a four-level system of exercises. The first methodological level, or receptive, implies the assimilation of language units in the unity of meaning and form.
In particular, in connection with the study of program material based on existing textbooks, it assumes the acquisition of knowledge about language, speech, sound, letters, words, sentences, text, etc., as well as the enrichment of children’s vocabulary with vocabulary related to their experience of sensory and emotional cognition peace.
predominantly receptive and receptive-reproductive types of educational activities, for example, listening to speech (texts of works of art), music, sounds of nature, looking at illustrations, etc., memorizing; working with dictionary entries;
exercises to enrich the vocabulary of junior schoolchildren with vocabulary reflecting the experience of sensory and emotional knowledge of the world;
tasks aimed at mastering concepts of language and speech. Thus, relying on emotional ideas about the babbling stream that is discussed in class while working on the text, the child is able to understand how speech can babble and flow. Based on the formed ideas and concepts, students can then create their own statements.
In order to carry out vocabulary and spelling work within the framework of exercises of the first methodological level, we have compiled (primarily based on the principle of frequency) a special spelling dictionary.
Exercises of the second methodological level are inherently reproductive or reproductive-productive. They contribute to the introduction of learned words into the active vocabulary of younger schoolchildren and the enrichment of the grammatical structure of speech. Vocabulary work presupposes an in-depth study of a word in its lexical connections and relationships, mastering its paradigmatics and syntagmatics. Exercises with text at this methodological level involve its analysis: determining the topic, main idea, titling the text, dividing it into parts, drawing up a simple plan. The topics of texts at this level are aimed at students understanding the role and functions of language in the life of society and individuals.
The third methodological level, or productive, allows students to realize the unity of meaning, form and function of the studied units in speech - mainly when perceiving texts, when carrying out cultural speech work. In particular, it involves work on restoring deformed text (inserting prepositions, words according to meaning, “assembling” text from sentences), modeling the text (based on a given beginning, end), and stylizing the text. Here is an example of tasks at this level.
Exercise. Read the text.
The spring sun has warmed up. The snow began to melt in the forest clearing.
A cheerful stream ran from a hillock along a hollow, filled a large, deep puddle to the brim, overflowed and ran further into the forest.
1. What is this text about? Determine the topic and main idea. Title it.
2. Imagine a spring stream. What sounds does it make? /Burbling, 3. What can you call a cheerful stream? /Burring, ringing, ringing/.
4. Describe the stream itself so that you can imagine its murmur, its cheerful character.
5. What else can babble and flow like a stream? (Remember expressions from poems and tales you know). /Speech flows and murmurs; ...like a river is babbling; the murmur of an old woman's tale/.
Analysis of texts about the national Russian language, its beauty and richness in comparison with foreign languages ensures students mastery of the value concept of their native language.
Finally, the fourth methodological level is the level of creative exercises, when, based on the acquired ideas, knowledge and skills, students create their own statements, both in written and oral form, and demonstrate their creative abilities. This level is realized in the composition of tongue twisters, riddles, poems, fairy tales, stories, in the creation of texts both on a given topic (for example, “My favorite smell”, “How to live without speech?”, etc.) and on a free one, it involves writing diary entries, etc.
The second paragraph, “Checking the effectiveness of the developed training system (formative and final experiment),” describes the results of the training experiment and presents a comparative analysis of the data from the ascertaining and final sections. The final experiment was carried out at the end of the third year of study (in third grade). It included two stages: identifying value ideas and concepts about language based on specially designed tests and assessing the level of speech development by analyzing essays using a text matrix. In experimental classes, special training was carried out using didactic materials developed by us (programs, lesson notes, text library).
The classes that participated in the ascertaining experiment remained as control classes, and for analysis we took the typical results of one of them.
To identify value ideas, students were offered three tests, called “Word” (test 1), “Sentence”
(test 2), “Text” (test 3).
formation of knowledge and related skills regarding words, sentences, text. The testing results showed that at the end of the methodological experiment, the majority of students have clearer and more accurate ideas about the functions of language, about words, sentences as units of language and speech, compared to the results revealed during the ascertaining experiment. They have already formed an initial understanding of language and its value.
As part of the training experiment, the dynamics of students' speech development were also analyzed. In the control sample of creative works on the topic “How to live without speech?” (the topic could be clarified by the students) three parameters were traced - text level, lexical and grammatical. The comparison was carried out according to the stages of the experiment (statative and final), as well as classes - experimental and control. The data indicate an increase in indicators at all levels of speech development among students in experimental classes. This is due to the purposeful system of work carried out in this group of students. The results are displayed in Table 4.
Comparison of the data from the final experiment in the experimental classes with the data from the control classes, expressed in the success rate (Ky), indicates that in the control classes the average level of speech development is significantly lower (Ky = 0.64) than in the experimental classes after training (Ky = 0 ,8).
in experimental and control classes (based on the results of the final experiment) The results of the methodological experiment and the results of their statistical processing ultimately give grounds to assert that the hypothesis about the effectiveness of experiential learning has received experimental confirmation.
The results of the study allowed us to draw the following conclusions:
1. An effective solution to the problem of forming value ideas and concepts about language in unity with the development of students’ language ability is possible if there is a methodological teaching system that is adequate to the modern level of development of methodological science and the requirements of a modern school.
2. The development of a methodological system aimed at the formation of value ideas and concepts about language was carried out taking into account modern approaches in teaching the native language - value-based, personality-oriented, communicative activity, cognitive, sociocultural. The proposed methodological system is built in accordance with methodological ones (communicative, cognitive, gradualism principle, etc.), which reflect the patterns of speech acquisition by primary schoolchildren.
3. Didactic material that ensures the formation of knowledge about the language and its value, as well as skills and abilities related to the studied sections of the Russian language course, is selected and structured in accordance with methodological criteria and principles substantiated during the study. Thus, the selection of the lexical minimum was determined by the principle of gradualism (the gradual deepening of the concept and the expansion of linguistic and extralinguistic information about it), and among the selection criteria the main ones were thematic and conceptual, when the vocabulary was selected in accordance with topics that reveal the value concept of the concept language.
4. Solving the problem of forming value ideas and concepts about language in the process of speech development required a rethinking of the content and didactic teaching aids in the value and cognitive aspects, and primarily through specially selected vocabulary and texts. A dictionary containing a minimum vocabulary and a text library served as a teaching tool for students and a methodological guideline for teachers when preparing lessons.
5. The text library in the conditions of value-oriented learning is formed in accordance with the criteria, among which the following stand out: conceptual, when the text contains concepts that reflect the values of the Russian people (homeland, native language, family, parents, native nature); didactic (the text must contain teaching and educational potential and contain the linguistic facts and phenomena necessary for learning); sensitive, when the content of the text and its linguistic design correspond to the age of the student, correspond to his age characteristics and type of leading activity; cognitive, when the text fulfills its educational function and meets the cognitive needs of students.
6. The effectiveness of the formation of value ideas and concepts about language in the process of speech development of primary schoolchildren is due to the use of a gradual system of exercises, which involves the formation of linguistic and communicative competencies of students based on vocabulary and texts that reflect the experience of sensory knowledge of the world of schoolchildren and their emotional and value-based attitude towards it. The work presents a system of exercises of four methodological levels, which allows you to go from a sample text through language and speech exercises to students creating their own texts about language, its importance for humans and its role in society.
to form value ideas and concepts about language in unity with the development of students' linguistic abilities, a speech development program for students in grades 1-4, lesson notes, a text library, as well as specially developed linguistic diagnostic tools were used.
8. Experimental teaching has proven the effectiveness of the proposed methodological system and made it possible to draw a conclusion about the possibility and feasibility of its use in the primary grades of secondary schools.
Proof of the effectiveness of the proposed methodological system for the formation of value ideas and concepts about language in primary schoolchildren allows us to speak of a successful solution not only to a specific linguistic and methodological problem. We consider the developed methodology as one of the ways to improve the content of language education for junior schoolchildren and as an option for creating a special speech environment in the classroom, which ensures not only the development of language ability at all levels, but also the formation of the personality of a junior schoolchild, nurturing in him an emotional and value-based attitude towards his native language. language, the formation in the consciousness of a growing individual of a national linguistic picture of the world.
The results obtained allow us to outline research prospects, which include: the creation of workbooks on speech development for students in grades 1–4 as part of value-based education; improving the forms and means of developing the figurative speech of younger schoolchildren when mastering their native language in the value aspect.
Basic provisions dissertation research is reflected in eight publications with a total volume of 1.85 pp:
1. Kiryakova T.B. Axiological approach and dialogue of cultures in teaching the Russian language to junior schoolchildren // Domestic pedagogical culture in the national-regional component of education: Proceedings of the Second Intercession educational readings. – Ryazan: Ryaz. state ped. University named after S.A. Yesenina. 2004. – P. 71 – 73 (0.2 p.p.).
2. Kiryakova T.B. Studying phraseological units in elementary school as the implementation of the sociocultural principle of speech development // Reflection of Russian mentality in language and speech: Materials of the All-Russian Scientific Conference. – Lipetsk: Leningrad State Pedagogical University, 2004. – P.406 – 408 (0.2 p.p.).
3. Kiryakova T.B. The idea of the unity of studying the language and culture of the people in the methodological works of I.I. Sreznevsky (theory and practice of teaching) // Lessons by I.I. Sreznevsky: Sat. scientific method. tr. 2nd ed., rev.
and additional – Ryazan: Ryaz. state ped. University named after S.A. Yesenina. 2004. – P. 85 – (0.4 p.p.).
4. Kiryakova T.B. Principles of speech development in information technologies Scientific and methodological problems use of information and communication technologies in the educational process. Materials of the interuniversity scientific and methodological conference. – Ryazan: Ryaz. state ped. University named after S.A. Yesenina. 2004. – P.91 – 92 (0.1 p.p.).
5. Kiryakova T.B. Implementation of the principles of speech development in the context of modernization of education // Current problems of methods of teaching the Russian language at the present stage of Russian secondary and higher education. Materials of the All-Russian scientific and practical conference dedicated to the memory of prof. M.T. Baranova. – M.: MPGU, 2004. – P. 283 – 287 (0.3 p.p.).
6. Kiryakova T.B. The role of receptive methods in teaching the Russian language to junior schoolchildren // Problems and prospects of primary education in modern Russia: Collection of materials of the anniversary international scientific and practical conference dedicated to the 20th anniversary of the Faculty of Primary Education of the SSPU. – Samara: SGPU, 2004. Part 1. – P. 109 – 113 (0.3 p.p.).
7. Kiryakova T.B. Education of civil consciousness through the formation of a value attitude towards the native language // Formation of civil consciousness of a modern teacher: Materials of the Herzen Readings. – St. Petersburg: Madam, 2006. – P. 77 – 78 (0.1 p.p.).
8. Kiryakova T.B. The role of value concepts in the system of teaching the Russian language to junior schoolchildren // Postgraduate Bulletin of the Ryazan State University named after S.A. Yesenina. – 2006. – No. 7. – P. 9 – 12 (0.25 p.p.).
Open access Paid access or only for Subscribers
Value meanings of a modern Russian language textbook
https://doi.org/10.30515/0131-6141-2018-79-8-7-10annotation
An analysis of modern trends in teaching the Russian language allows us to assert that the category of value is of great importance in educational strategy. In the context of the textbook's orientation to modern requirements, the role of the text in characterizing language as an exponent of value and personal meanings is emphasized. Providing personal-humanistic thinking and forming a value-based view of students on the Russian language occurs more successfully against a wide background of textual material by stimulating a variety of ways for students to work independently. Attention is drawn to the resources associated with the organization of an open learning space based on the axiological idea as a leading one in the theory of school education and textbooks.
about the author
A. D. DeykinaFederal State Budgetary Educational Institution of Higher Education "Moscow State Pedagogical University" Alevtina Dmitrievna Deykina, Doctor of Pedagogical Sciences, Professor st. M. Pirogovskaya, 1/1, Moscow, 119991
Russia
Bibliography
1. Deykina A.D. A textbook as a means of forming value ideas about language and the world among schoolchildren // Modern educational paradigm and school textbooks on the Russian language: materials of the All-Russian scientific and practical conference on November 2–3, 2000 – Orenburg, 2000. – pp. 7–10.
2. Zuev D.D. School textbook. – M., 1983.
3. Mishatina N.L. Technology of mastering the concepts of Russian culture: educational and methodological manual. – St. Petersburg, 2011.
4. Many-faced Russia, revealed in words: scientific and practical methodological manual / comp. and scientific ed. HE. Levushkina. – M., 2015.
480 rub. | 150 UAH | $7.5 ", MOUSEOFF, FGCOLOR, "#FFFFCC",BGCOLOR, "#393939");" onMouseOut="return nd();"> Dissertation - 480 RUR, delivery 10 minutes, around the clock, seven days a week and holidays
Kulaeva Galina Mikhailovna. Aesthetic ideal in the system of forming the value attitude of students to the Russian language: dissertation... Doctor of Pedagogical Sciences: 13.00.02 / Kulaeva Galina Mikhailovna; [Place of defense: GOUVPO "Moscow State Pedagogical University"]. - Moscow, 2008. - 451 p.: ill.
Introduction
CHAPTER I. Methodological foundations for the formation of students’ value ideas about the aesthetic ideal 31
1.1. Axiological potential of philosophical, pedagogical and linguistic sciences in understanding the category of aesthetic ideal: 31
1.1.1. The problem of understanding the aesthetic ideal in philosophy and theory of values 30
1.1.2. Linguistic aesthetic ideal as an object of linguistic research 49
1.2. Psychological and pedagogical factors in the development of schoolchildren’s ideas about the aesthetic ideal d 66
1.2.1. Aesthetic ideal in the structure of aesthetic consciousness of the individual 66
1.2.2. Aesthetic speech activity - a means of developing a linguistic aesthetic ideal in schoolchildren 79
Chapter 1 Conclusions 89
CHAPTER II. Linguistic and methodological prerequisites for the development of students’ ideas about the aesthetic ideal 92
2.1. Linguistic basis for the formation of students’ ideas about the linguistic aesthetic ideal 93
2.1.1. Language as a potential aesthetic object 93
2.1.2. Aesthetic value of a literary text 102
2.1.3. Linguistic analysis of a literary text - a method for studying its aesthetic speech system 111
2.2. Aesthetic ideal in the theory and practice of teaching the Russian language... 119
2.2.1. Traditions of forming students’ ideas about the linguistic aesthetic ideal in the domestic methodology of the Russian language and literature 119
2.2.2. Implementation of the idea of forming schoolchildren’s ideas about the linguistic aesthetic ideal in the context of modern approaches to teaching the Russian language 130
Conclusions on Chapter II 142
CHAPTER III. 145
3.1. Criteria and standards for assessing the development of schoolchildren’s ideas about the linguistic aesthetic ideal, diagnostic methods 148
3.2. Students’ ideas about the aesthetic properties of the Russian language 157
3.3. Aesthetic ideal as a criterion for choosing linguistic means and assessing the results of speech activity 172
3.4. Aesthetic attitude of students to the Russian language and speech 1 3.4.1. Formation of aesthetic judgments about the Russian language among schoolchildren 194
3.4.2. Students’ perception and retention of linguistic means that create an aesthetic image 197
3.4.3. Self-determination of students in relation to the aesthetic ideal when creating their own statements 202
3.5. Teachers’ readiness to work on developing students’ language skills
aesthetic ideal as a component of their value attitude towards Russian
Conclusions on Chapter III 216
CHAPTER IV. A methodological system for forming value ideas about the linguistic aesthetic ideal among schoolchildren in the process of teaching the Russian language in secondary school 218
4.1. Conceptual provisions of the system for forming schoolchildren’s ideas about the linguistic aesthetic ideal 218
4.1.1. Purpose, leading ideas, principles, concept model 218
4.2. Methodological tools for forming students’ ideas about the linguistic aesthetic ideal in the value aspect 242
4.2.1. Program prospectus: principles, structural elements and content 242
4.2.2. Elective course program “Aesthetics of Language and Speech”: grades 10-11 254
4.2.3. Cognitive methods and teaching aids 261
4.3. Typology of exercises and tasks 266
4.3.1. Exercises aimed at developing schoolchildren’s ideas about the aesthetic properties of the Russian language and aesthetic assessments of language and speech 268
4.3.2. Exercises aimed at students’ aesthetic knowledge of the Russian language and Russian speech 277
4.3.3. Exercises that stimulate the need of students to improve speech from an aesthetic point of view 289
Conclusions on Chapter IV 302
CHAPTER V. Development of students' ideas about the linguistic aesthetic ideal as a component of the axiological approach 305
5.1. Initial (sensory-value) stage of the learning experiment 307
5.2. The main (value-semantic) stage of the training experiment 323
5.3. The final (value-oriented) stage of training 343
5.4. Aesthetic knowledge of language and speech by students in the aspect of forming their value ideas about the Russian language
5.4.1. Introducing students to the generalized concept of “aesthetic properties of the Russian language” 356
5.4.2. Development of schoolchildren’s ideas about the aesthetic properties of the Russian language and speech 359
5.4.3. Formation of students' ideas about the concept of linguistic aesthetic ideal 3 5.5. Cultivating in schoolchildren a personal position in relation to the aesthetic ideal as a criterion of linguistic aesthetic taste and an indicator of their aesthetic attitude towards the Russian language 379
5.6. Results of the training experiment 397
Conclusions on Chapter V
Conclusion 4.2.0
References 425
Introduction to the work
The dissertation research is devoted to the problem of the linguistic aesthetic ideal, which is relevant for modern Russian education and the social needs of society, which we define as an important component of the value attitude of students to the Russian language.
The relevance of research. The ideas of humanization, put forward as priorities in Russian education, predetermined one of the main goals of personal development - the desire for harmony and spiritual perfection (N.D. Nikandrov, V.I. Zagvyazinsky, Sh.A. Amonashvili, L.F. Zakirova, N.B. Krylova, E.V. Bondarevskaya, etc.). It is obvious that the progressive movement of the individual and society towards spirituality and harmony is impossible without a higher reference point, that is, without an ideal in which the national, civil, moral, aesthetic values of society are collected, focused and expressed and by which the phenomena of life, the person himself, his thoughts, feelings and activities. In the works of axiological teachers, worldview ideals, such as social, moral, aesthetic, are recognized as significant in the formation of value orientations and beliefs of an individual (N.D. Nikandrov, G.P. Shchedrovitsky, A.V. Kiryakova, E.N. Shiyanov , V.V. Serikov, etc.)
The integrator of a person’s value orientations is aesthetic ideal, defined in philosophical works as an idea of the desired, proper, perfect aesthetic value and which is the criterion and goal of cognitive and practical-transforming human activity (E.V. Ilyenkov, V.P. Krutous, L.N. Stolovich, A.S. Migunov, R.M. Radugin). The inclusion of the aesthetic ideal in the system of value ideas of the individual is motivated by the fact that it is the ideal and its varieties that play the leading role in the formation and transformation of the axiological sphere of the individual, its self-realization and self-determination in the world of values and meanings of today's life.
The modern sociocultural situation and the humanistic orientation of the Russian education strategy objectively strengthen the role of those subjects that contribute, on the one hand, to the process of learning the national and humanistic values of the Russian people and, on the other hand, to the development of personality, its creative self-realization and successful socialization in life. The native language as the embodiment of national, moral and aesthetic ideals, which are essentially cultural ideals and determine the “cultural awareness” of the world, is a means and incentive for comprehending the highest spiritual values of one’s people.
The rotation of the target vector of teaching towards students’ comprehension of the system of spiritual values of the Russian people determined the relevance of the axiological approach in teaching the Russian language. Developed by A.D. Deikina’s methodological theory of forming schoolchildren’s view of their native language as a national-cultural phenomenon strengthened the significance of the goals of teaching the Russian language in an axiological sense and anticipated the priority of the tasks of forming students’ value attitude towards their native language in a modern school. The axiological approach is reflected in the “Concept of Education in the Russian (Native) Language”. A logical and necessary condition for the formation of a linguistic personality with a value-based view of the native language is the inclusion of categories in the goals and predicted learning results attitude towards the Russian language as a spiritual value. Ways to form a positive attitude towards the native language are outlined in the works of methodological scientists M.T. Baranova, L.A. Trostentsova, T.K. Donskoy, R.B. Sabatkoev and their followers.
The system of forming a value attitude towards the Russian language in schoolchildren in school teaching of the Russian language is implemented in stages throughout the entire learning process from grades 1 to 11. As a result of teaching the Russian language, school graduates develop value ideas about the Russian language: the Russian language is the native language of the Russian people; state language of the Russian Federation; a means of interethnic and international communication; developing phenomenon; one of the developed languages of the world; a language belonging to the family of Slavic languages.
The completeness of the formation of students’ value attitude towards the Russian language, in our opinion, should be determined by attention to all its aspects, including the aesthetic one. Aesthetic properties of the Russian language and speech, such as: sonority, melody, melodiousness, expressiveness of language means, flexibility, plasticity and harmony of syntactic structures, appropriateness of the use of language means allow “to master the concept of language as broader, that is, to embrace the language in the scale of its system and all its manifestations” (A.D. Deikina) and make it possible to comprehend the Russian language according to the laws of logic and beauty.
The formation of schoolchildren’s idea of the aesthetic ideal, in our opinion, is rightfully connected with the teaching of the Russian language due to the fact that the idea of \u200b\u200bthe aesthetic in the surrounding world is reflected in verbal forms and the language itself has features that can evoke a linguistic aesthetic feeling.
The nature and specifics of teaching the Russian language are determined by the need to meet the requirements of Russian society for today's high school graduates: fluency in the Russian language in various areas of communication. At the same time, the pragmatics of teaching requires the achievement of other goals, namely: the needs and desires of students to improve in the Russian language, to master not only correct Russian speech, but also one that can be assessed as expressive, rich, beautiful, imaginative, accurate, appropriate, etc. In other words, we are talking about the desire for a linguistic aesthetic ideal, embodied in the linguistic consciousness of the individual and society as the idea of a standard, perfect and aesthetically acceptable speech.
In actual practice of teaching the Russian language, the following has developed: contradictions:
– between promoting the improvement of students’ speech culture as one of the goals of teaching the Russian language and the level of the modern socio-cultural and speech environment;
– between defining as the goal of language school education students’ awareness of the Russian language as a national-cultural phenomenon and underestimating the role of ideas about the Russian language as an aesthetically valuable object in teaching the Russian language;
– between the task of forming in schoolchildren an idea of the beautiful in language and speech and a weak focus on solving it in the practice of the educational process, the lack of development of control meters to determine the assessment of their formation.
The relevance of the research topic is determined by the need to overcome existing contradictions in the practice of teaching the Russian language.
The lack of due attention to the aesthetic language training of secondary school students is due to objective reasons, namely: the lack of identification of the degree of formation of schoolchildren’s ideas about the linguistic aesthetic ideal; the absence in the school course of the Russian language of a number of concepts necessary to characterize the aesthetic properties of linguistic units and increase students’ linguistic and cultural competencies; the undeveloped methodology for forming a linguistic aesthetic ideal among schoolchildren as a component in the system of value ideas about the Russian language.
One of the core lines of educational work that implements a value-based approach to teaching the Russian language is the formation in schoolchildren of an idea of linguistic aesthetic ideal. Under linguistic aesthetic ideal we understand the totality of ideas of a linguistic personality about the properties of the Russian language that cause aesthetic pleasure, about perfect (ideal) speech and criteria from the standpoint of which the degree of perfection/imperfection of a speech utterance is assessed.
Based on the analysis of the content characteristics of the aesthetic ideal and its functions in philosophical works, the structural components of the category were derived aesthetic ideal. The formative centers around which ideas are formed are knowledge ( intelligent component), experiences and emotions ( emotional component), specific skills related to aesthetic perception, aesthetic evaluation, the creation of aesthetic values and the implementation of aesthetic control ( practical component).
The idea of a linguistic aesthetic ideal can be formed in the process of students mastering knowledge about the aesthetics of the Russian language and speech, specific skills associated with the aesthetic perception of speech, its aesthetic assessment, the creation of aesthetic values in speech form, and the manifestation in schoolchildren of a special emotional attitude towards language and speech phenomena.
In our study, educational work on developing schoolchildren’s ideas about the linguistic aesthetic ideal is considered as an interconnected process of students’ aesthetic knowledge of the Russian language and Russian speech in their speech activity and the formation of their aesthetic attitude towards the Russian (native) language.
Object of study- the process of forming a linguistic aesthetic ideal among secondary school students.
Subject of study– a methodological system for forming in schoolchildren an idea of the linguistic aesthetic ideal as an important component of the axiological approach in teaching the Russian language.
Purpose of the dissertation research– creation of a theoretically substantiated and experimentally verified methodological system development of schoolchildren's ideas about the linguistic aesthetic ideal based on knowledge and information about the aesthetic properties of the Russian language and speech, the formation of their specific skills, an aesthetic attitude to linguistic and speech phenomena and the expansion of students' linguistic, cultural and aesthetic competencies.
To achieve the goal of the study, it was necessary to solve the following research objectives:
1. Analyze the essence and content of key concepts on the research problem: aesthetic ideal, value attitude, aesthetic attitude, aesthetic value, representation, aesthetic assessment, aesthetic laws (principles), aesthetic competence, value attitude towards language, linguistic ideal, rhetorical ideal, good speech, linguistic aesthetic ideal, aesthetic linguistic taste, aesthetic speech activity.
2. To establish the scientific and theoretical foundations of the methodological concept for the development of students’ ideas about the aesthetic ideal as a component of the system for the formation of a value attitude towards the Russian language.
3. To identify criteria for determining the development of schoolchildren’s ideas about the linguistic aesthetic ideal and to develop diagnostic tasks that will allow them to determine their success/failure in the aesthetic development of language and speech.
4. Determine the conceptual provisions of the methodological system being developed: goals, objectives, patterns, principles of educational activity, technological model, content dominants of training and optimal methodological models, methods and techniques of educational activity, teaching aids.
5. Determine the substantive basis of the developed methodological system: establish a set of ideas about the linguistic aesthetic ideal that will be formed in students, select concepts and information about the aesthetics of the Russian language and speech, determine specific educational-linguistic, communicative-speech, argumentative and reflexive skills.
6. Based on the developed provisions of the methodological system and experimental diagnostic data, create a Prospectus Program that prospectively reflects the content lines of education from grades 5 to 11, an elective course program for senior grades “Aesthetics of Language and Speech,” models of lessons to familiarize students with the aesthetic properties of the Russian language and a typology of exercises and tasks, focused on the formation of educational-linguistic, communicative-speech, argumentative skills and stimulating the need of students to improve their own speech from an aesthetic point of view.
7. Conduct a teaching experiment in order to test and verify the proposed methodology and implement it into school practice of teaching the Russian language in secondary educational institutions of various types.
Research hypothesis is as follows:
The successful formation of students’ value attitude towards the Russian language is effective provided they develop their ideas about the linguistic aesthetic ideal by implementing the axiological approach, namely:
– stimulating the need of students to improve their own speech from an aesthetic point of view;
– creating conditions for developing students’ personal position in relation to the linguistic aesthetic ideal as a criterion of their linguistic aesthetic taste and creative self-realization;
– a combination of different types of aesthetic activities of students in Russian language lessons, implemented in a typology of exercises and tasks;
– implementation of interdisciplinary connections and taking into account integrated processes associated with the aesthetic speech activity of students;
– creation of a cultural speech environment based on the use of exemplary texts and the implementation of their linguo-aesthetic analysis and expressive reading in Russian language lessons;
– enriching the content of the basic linguistic course with concepts from the field of aesthetics of language and speech, stylistics of artistic speech: sound and speech harmony, euphony, expressiveness, appropriateness of the use of linguistic means, speech aesthetics of the text; linguaesthetic analysis of literary text and etc.;
– introduction of concepts linguistic aesthetic ideal, aesthetic properties of the Russian language, aesthetic assessments of language and speech, and key topics: the beauty of language as part of the spiritual wealth of the Russian people, aesthetic properties speeches; and others, aimed at expanding the cultural competence of students;
– formation in schoolchildren of specific educational-linguistic, communicative-speech, argumentative and reflective skills associated with the aesthetic perception of speech, evaluating the choice of language means taking into account aesthetic criteria and communicative expediency, creating a product of speech activity and exercising aesthetic control.
To solve the problems, the following were used methods research: analysis of theoretical sources, study of the works of theorists of domestic methods of teaching the Russian language and literature, diagnostic sections and their statistical processing, analysis of personal teaching experience, questioning and consulting teachers, description of research materials.
Methodological basis of the study are:
philosophical concepts of the essence of the ideal and its variety - the aesthetic ideal (A.F. Losev, N.O. Lossky, Yu.B. Borev, E.V. Ilyenkov, V.P. Krutous, M.F. Ovsyannikov, L.N. Stolovich, A.S. Migunov, B.G. Lukyanov, K.Z. Akopyan, V.I. Goryn, V.M. Radugin, etc.);
theory of values (A.G. Zdravomyslov, L.M. Arkhangelsky, M.S. Kagan, D.A. Leontyev, E.V. Zolotukhina-Abolina, A.P. Bodrilin, etc.); axiological theories of education and orientation of the individual in the world of values (N.D. Nikandrov, T.K. Akhayan, R.M. Rogova, N.B. Krylova, A.V. Kiryakova, N.E. Shchurkova, V.V. Serikov, E.N. Shiyanov, V.V. Karakovsky, etc.); theories of personality development, including the concept of aesthetic personality development (L.I. Bozhovich, A.N. Leontyev, B.T. Likhachev, E.V. Kvyatkovsky, N.S. Leites, etc.);
pedagogical and psychological concepts of the formation of an aesthetic ideal, aesthetic attitude and aesthetic culture among schoolchildren (B.T. Likhachev, N.B. Krylova, L.P. Pechko, Z.N. Novlyanskaya, A.I. Komarova, G.P. Shevchenko, I.A. Lisovskaya, M.A. Verb, N.I. Kolesnik, G.I. Ratzauz, A.F. Lobova, A.Y. Goncharuk, V.L. Brylina, S.T. Pogorelov, I.G. Reves, A.A. Adaskin, I.M. Osmolovskaya, etc.);
psychological theory of the formation of the components of the aesthetic consciousness of the individual, their interaction (L.S. Vygotsky, S.L. Rubinstein, A.R. Luria, B.G. Ananyev, E.I. Ignatiev, N.I. Zhinkin, L.V. Blagonadezhina, etc.); provisions on the role of reflection and self-esteem of an individual in the process of his activity (A.Ya. Ponomarev, V.V. Davydov, B.Z. Vulfov, etc.);
linguodidactic and psycholinguistic theories of aesthetic speech activity of the individual (L.S. Vygotsky, S.L. Rubinshtein, A.N. Leontiev, A.A. Leontiev, N.I. Zhinkin, L.I. Bozhovich, A.A. Melik -Pashaev, A.M. Shakhnarovich, G.I. Bogin, etc.), psychological and psycholinguistic provisions about the characteristics of artistic creativity and the individual’s perception of an artistic text (P.M. Yakobson, B.S. Meilakh, V.N. Samokhin , N.I. Kiyashchenko, N.L. Leizerov, O.I. Nikiforova, V.Ya. Zadornova, Yu.A. Sorokin, V.P. Belyanin, V.V. Blok, E.P. Krupnik, G A. Emelyanov, A. S. Mamontov); psychological principles and conceptual ideas for introducing children to aesthetic activities (A.A. Melik-Pashaev, Z.N. Novlyanskaya, Yu.U. Fokht-Babushkin, A.B. Shcherbo, etc.);
interpretation of concepts linguistic ideal, rhetorical ideal, linguistic aesthetic ideal, good speech, linguistic aesthetic assessments, linguistic taste(S.S. Averintsev, D.S. Likhachev, B.N. Golovin, N.D. Arutyunova, A.A. Leontiev, Yu.N. Karaulov, V.G. Kostomarov, L.I. Skvortsov, V. O. V. Krasnykh, B. M. Gasparov, A. D. Shmelev, N. B. Mechkovskaya, V. A. Maslova, O. B. Sirotinina, I. A. Sternin, A. P. Skovorodnikov, A. K. Michalskaya, N.A. Ippolitova);
theories of the aesthetic functioning of linguistic means in language and speech (text) (M.M. Bakhtin, B.A. Larin, L.V. Shcherba, V.V. Vinogradov, G.O. Vinokur, R.A. Budagov, D. N. Shmelev, N. M. Shansky, V. P. Grigoriev, N. V. Cheremisina, L. G. Barlas, V. N. Telia, O. V. Zagorovskaya, L. I. Donetskikh, G. S. Boyarintseva, V.V. Nikolaeva, N.A. Nikolina, N.B. Mechkovskaya, N.S. Bolotnova, V.A. Pishchalnikova, etc.); ideas of symmetry in linguistics, linguistic synergetic theories of text organization (S. Kartsevsky, V.G. Gak, Yu.M. Lotman, I.Ya. Chernukhina, V.A. Pishchalnikova, A.Yu. Korbut, S.I. Gindin and etc.); concepts of linguistic and philological analysis of literary text (L.V. Shcherba, L.A. Novikov, N.M. Shansky, N.V. Cheremisina, V.I. Kodukhov, L.Yu. Maksimov, N.A. Nikolina, N.A. Kupina, N.A. Kozhevnikova, M.L. Gasparov, V.A. Pishchalnikova, Yu.V. Kazarin, N.S. Bolotnova, A.O. Lipgart, etc.);
methodological theories of the formation of students' linguistic worldview and value attitude towards the Russian language (M.T. Baranov, L.A. Trostentsova, T.K. Donskaya, A.D. Deykina, E.V. Arkhipova, N.D. Desyaeva, N. A. Smetneva, T. B. Kiryakova, etc.);
methodological concepts of education and training of students in Russian and native language lessons (A.V. Dudnikov, M.T. Baranov, M.R. Lvov, L.A. Trostentsova, R.B. Sabatkoev, E.A. Bystrova, T K. Donskaya, A. D. Deykina, L. A. Khodyakova, M. B. Uspensky, E. G. Shatova, etc.); provisions on improving students' speech and linguistic and methodological concepts of speech activity (M.T. Baranov, T.A. Ladyzhenskaya, L.P. Fedorenko, M.R. Lvov, A.D. Deykina, A.P. Eremeeva, N.A. Ippolitova, V.E. Mamushin, T.N. Volkova, N.D. Desyaeva, etc.);
structural and content models for the implementation of value, cultural, communicative and text-oriented approaches (N.M. Shansky, E.A. Bystrova, A.D. Deykina, L.A. Khodyakova, N.A. Ippolitova, T.M. Pakhnova, A.Yu. Kupalova, T.N. Volkova, L.I. Novikova, O.V. Gordienko, etc.); methods of analyzing literary text in Russian language lessons, complex work with text (N.M. Shansky, T.A. Ladyzhenskaya, M.T. Baranov, V.V. Babaytseva, A.D. Deikina, T.M. Pakhnova, S.I. Lvova, A.P. Eremeeva, L.A. Khodyakova, N.A. Ippolitova, Z.S. Smelkova, F.A. Novozhilova, S.N. Molodtsova, V.V. Lolua, V. Y. Gurova, etc.).
Of particular interest for the creation of an original concept, taking into account interdisciplinary connections and integrated processes, are the studies of artistic expression in the methodology of teaching literature (V.V. Golubkov, O.Yu. Bogdanova, M.G. Kachurin, T.F. Kurdyumova, E.N. Kolokoltsev, L.V. Todorov, S.A. Leonov, V.F. Chertov, S.A. Zinin, I.A. Podrugina, etc.).
Scientific novelty of the research is determined by the fact that:
1) a methodological concept has been proposed for the development of schoolchildren’s ideas about the linguistic aesthetic ideal, which implements in the value aspect three interrelated content dominants: students’ aesthetic knowledge of the Russian language and Russian speech, their aesthetic speech activity and aesthetic attitude towards the Russian language;
2) the necessity and pedagogical expediency of the stages of educational work on the formation of students’ ideas about the Russian language as the spiritual and aesthetic value of the Russian people through the concept of the beauty of the Russian language are substantiated;
3) the goals, content and stages of educational work are determined for students to master the sum of knowledge about the aesthetics of language and speech and for the formation of their specific educational-linguistic, communicative-speech, argumentative skills, which are the basis for students’ awareness of the linguistic aesthetic ideal as a criterion of linguistic aesthetic taste and criterion for aesthetic evaluation of the product of speech activity;
4) two models have been implemented for the formation of schoolchildren’s idea of the linguistic aesthetic ideal in secondary school: “from students’ observations of the aesthetic potential of linguistic units in speech (text) - to the idea of the linguistic aesthetic ideal”, “from the idea of the linguistic aesthetic ideal - to the aesthetic speech activity of students";
5) the types of specific educational-linguistic, communicative-speech, argumentative and reflective skills, methods and techniques aimed at implementing the content lines of the methodological system are determined;
6) a typology of exercises and tasks has been developed, based on the use of exemplary texts of journalistic and artistic styles, including cultural texts (about the aesthetics of the Russian language and Russian speech, the language of writers and poets), as well as children's texts—essays and presentations;
7) models of Russian language lessons have been identified, aimed at students mastering knowledge about the aesthetic properties of the Russian language, developing skills to identify the aesthetic qualities of linguistic phenomena in speech (text), aesthetically evaluating the choice of linguistic means in a sample text and their own speech utterances, as well as developing their value position in relation to the linguistic aesthetic ideal.
Theoretical significance of the study thing is:
1) integration of new conceptual content into the school linguistic course of the Russian language was carried out: the concept linguistic aesthetic ideal; aesthetic properties of the Russian language; Russian language - the aesthetic heritage of the Russian people and etc.;
2) contributed to the development of the conceptual apparatus of the theory and methodology of teaching the Russian language: a methodological interpretation of the concept was given language aesthetic ideal, the concept was introduced linguaesthetic analysis as a method of forming ideas about the linguistic aesthetic ideal;
3) patterns of formation of students’ ideas about the linguistic aesthetic ideal have been identified;
4) the leading ideas and general and specific methodological principles of educational work on the formation of a linguistic aesthetic ideal in schoolchildren as a criterion for their speech activity are identified;
5) control meters (indicators) have been developed to assess the development of schoolchildren’s linguistic aesthetic ideal, knowledge about the aesthetic properties of the Russian language, the development of their specific skills and aesthetic attitude towards the Russian language;
6) the stages of development of students' ideas and knowledge about the linguistic aesthetic ideal are determined as criteria for their knowledge of the Russian language and speech and specific skills in accordance with the age and sensitive characteristics of the development of a linguistic personality, different stages of aesthetic activity and taking into account the program material being studied.
Practical significance of the study is that
1) a Prospect Program was modeled, synthesizing knowledge about the aesthetics of the Russian language and speech, skills related to students’ aesthetic knowledge of the Russian language and their aesthetic activities, and types of exercises focused on the formation of students’ value ideas about the aesthetics of the Russian language, the ability to use language means with taking into account aesthetic criteria and stimulating students’ desire to improve their own speech;
2) designed on the basis of the Program Prospectus of the training program for each class, taking into account the current program for studying the Russian language using stable textbooks (edited by N.M. Shansky), including lesson topics, introduced concepts and learning outcomes;
3) diagnostic complexes have been developed for grades 5–9 and 10–11, allowing to assess the degree of formation of their linguistic aesthetic ideal, knowledge about the aesthetic properties of the Russian language and specific skills;
4) specific models of lessons were tested, focused on the implementation of aesthetic knowledge by students of the Russian language and the formation of their value position and self-determination in relation to the linguistic aesthetic ideal;
5) selected ideologically valuable, linguistically oriented didactic material containing aesthetic judgments about the Russian language, aesthetic assessments of Russian writers, critics, philologists and expanding students’ ideas about the criteria for exemplary (perfect) speech, about the totality of aesthetic properties of the Russian language and Russian speech, and text-based didactic material based on the use of model texts and texts of children's creative works;
6) methodological recommendations for teachers-philologists have been developed, reflected in the publications: the monograph “The linguistic aesthetic ideal and the ways of its formation in the process of teaching and upbringing in secondary school” and the educational manual “The linguistic aesthetic ideal in the aspect of forming the value attitude of students to the Russian language ", as well as in articles.
The research materials are introduced into the theory and practice of teaching through teaching aids for teachers and students of the philological faculty of pedagogical universities, didactic materials for secondary school students, through the lecture course “Theory and Methods of Teaching the Russian Language”, special courses and special seminars in pedagogical universities, and can also be used in educational standards, programs and textbooks on the Russian language.
The following are submitted for defense: main provisions:
1. The scientific concept of the development of a linguistic aesthetic ideal among schoolchildren as an important component of the axiological approach proposed in the study is aimed at achieving one of the goals of teaching the Russian language in secondary school - the formation of a value-based attitude towards the Russian language and awareness of it as a spiritual value and a national-cultural phenomenon.
2. The methodological system for forming ideas about the linguistic aesthetic ideal is based on three components of educational work: students’ aesthetic knowledge of the Russian language and speech, aesthetic speech activity and the formation of their aesthetic attitude towards the Russian language, which create a value-oriented space for Russian language lessons.
3. The effectiveness of educational work is achieved by the implementation of two optimal teaching models: “from students’ observations of the implementation of the aesthetic potential of language units in speech (text) - to the idea of a linguistic aesthetic ideal”, “from the idea of a linguistic aesthetic ideal - to the aesthetic speech activity of students” . These models define two methodological trajectories and specific tactical decisions at different stages of education in grades 5–9 and 10–11.
4. The main means of forming in schoolchildren an idea of the linguistic aesthetic ideal is an exemplary literary text as a product of the aesthetic speech activity of Russian writers and poets, the use of which creates a perfect speech cultural environment in the Russian language lesson.
5. The typology of exercises aimed at forming an idea of the linguistic aesthetic ideal ensures the effectiveness of the formation of students’ aesthetic ideas in the process of learning the Russian language and improving their speech activity.
6. Appeal to the aesthetic resources of the Russian language and attention to the problems of linguistic aesthetic taste strengthens the educational orientation of teaching the Russian language, contributes to the spiritual and moral education of students and the development in them of a conscious need to improve their own speech from the position of the linguistic aesthetic ideal.
Scientific validity and reliability the research results are confirmed by an analysis of scientific literature in the field of philosophy, psychology, pedagogy, linguistics, and methods of teaching the Russian language; carrying out an ascertaining experiment that implements diagnostic tasks for students in grades 5–11; surveying teachers, students of pedagogical universities, the results of experimental training, personal teaching experience.
Testing and implementation of research results.
The developed methodology and methodological conclusions of the dissertation research were introduced into the practice of teaching the Russian language in secondary educational institutions of Orenburg and the Orenburg region, and were reflected in speeches before language teachers of schools in the Orenburg region at methodological seminars, before teaching staff of schools, in lectures and practical classes in the course “Theory and Methods of Teaching the Russian Language” at the Orenburg State Pedagogical University, in coursework and final qualifying papers of students.
The concept of the study and its main results were presented in communications and reports at meetings of the Department of Methods of Teaching the Russian Language at Moscow State Pedagogical University and in speeches at international, all-Russian, regional and interuniversity scientific and practical conferences held from 2000 to 2008. in Moscow, Orenburg, Chelyabinsk, Kirov, Samara, Ivanovo, N.-Novgorod.
Testing was carried out in secondary educational institutions from 2000 to 2008. in schools in the city of Orenburg: MOU Secondary School No. 40, MOU "Gymnasium No. 7" (full day), NOU "Secondary comprehensive school" "OR-AVNER" - and the Orenburg region: MOU "Aksakovskaya secondary school" p. Aksakovo and MOU "Mikhailovskaya Secondary School" p. Mikhailovka, Buguruslan district, municipal educational institution "Berezovskaya basic secondary school" p. Berezovka, Buzuluksky district, MOU "Pervomaiskaya secondary school" in the village of Pervomaisky, Pervomaisky district, MOU "Novosergievskaya secondary school No. 2" in the village of Novosergievka, Novosergievsk district, MOU "Zubarevskaya secondary school" in the village of Zubarevka, Orenburg region, as well as in the MOU "Lyceum" No. 22" Ivanova. The results of the study are reflected in 60 works with a total volume of 69.9 pp, of which: 1 monograph, 7 textbooks, 10 articles - in journals recommended by the Higher Attestation Commission of the Russian Federation.
Stages of research. The study was carried out in several stages and covered the period from 2000 to 2008.
On first stage(2000 2005) the literature on the topic of the dissertation research was studied, the theoretical foundations for future research were developed, the basis for experimental training was determined, a program of experimental training was drawn up, preparatory work was carried out for its implementation in schools in Orenburg and the Orenburg region: questioning teachers, observing experience teachers of different schools during the teaching practice of philology students, analysis of personal experience of teaching the Russian language at the OR-AVNER Secondary School in Orenburg and the implementation of a reconnaissance experiment in secondary schools. The result of this stage was the creation and publication of the monograph “The linguistic aesthetic ideal and ways of its formation in the process of teaching and upbringing the Russian language in secondary school” (Orenburg, 2005) and the article: “Education of the linguistic aesthetic ideal in the process of teaching the Russian language” (Russian language in school. 2004. No. 6).
On second stage(2005 2007) the research hypothesis was formulated, its conceptual apparatus was clarified, diagnostic cross-sectional work was carried out within the framework of the ascertaining experiment, their processing was carried out, and experimental training was conducted in schools in Orenburg and the Orenburg region. The results of the research work are presented in the manual for teachers “The linguistic aesthetic ideal in the context of the formation of students’ value attitude towards the Russian language” (Orenburg, 2007) and in the articles: “Development of high school students’ ideas about the linguistic aesthetic ideal: communicative speech exercises (Russian language at school. – 2007. – No. 1), “Formation of ideas about the aesthetic ideal in the process of teaching Russian as a foreign language” (RUDN University VESTNIK. Series “Education Issues: Languages and Specialties.” – 2007. – No. 2), “On the formation of value in students attitudes towards the Russian language” (Russian language at school. – 2007. – No. 8).
On third stage(2008) the testing of the developed methodological system for the formation of ideas about the linguistic aesthetic ideal was completed, the results of experimental training were processed, and the final text of the dissertation was drawn up. The results of the final stage of the study were reflected in the following publications: “The linguistic aesthetic ideal in the system of students’ value ideas about the Russian language” (RUDN University VESTNIK. Series “Russian and foreign languages and methods of teaching them. – 2007. – No. 4.), “Formation of schoolchildren's worldview ideas about the linguistic aesthetic ideal in Russian language lessons" (Science and School. 2008. No. 4.) and others.
Structure of the dissertation. The dissertation consists of an introduction, five chapters, a conclusion, and a list of references, including 484 sources. The total volume of the dissertation is 462 pages. The dissertation contains 18 graphic drawings and 41 tables.
In Administered the relevance of the research topic is substantiated, the purpose, object, subject, and objectives of the research are determined; the research hypothesis is formulated; describes the methods, stages of dissertation research, its testing and implementation of the results; the main provisions submitted for defense are revealed, as well as information about the structure of the dissertation.
In the first chapter “Methodological foundations for the formation of students’ value ideas about the aesthetic ideal” The theoretical foundations for creating a methodological concept are developed: the significant provisions of the concepts of philosophers and axiologists in the interpretation of the categories of aesthetic ideal and value relationship are explored, the essence of the concept is revealed in linguistic works, the psychological and pedagogical factors that determine the optimality and success of the pedagogical process in mastering the aesthetic resources of the Russian language in secondary school are described.
Aesthetic ideal And value attitude belong to the fundamental categories studied in philosophy, general aesthetics and the theory of values. The analysis of the philosophical concepts of E.V. Ilyenkova, M.F. Ovsyannikova, V.P. Krutousa, M.S. Kagana, L.N. Stolovich, F.S. Khudushina, A.S. Migunova, V.I. Gorynya, V.M. Radugina, V.V. Bychkova, A. Kuchinskaya, M.Yu. Bilaonova allows us to say that the aesthetic ideal is understood in many ways, such as: a concrete emotional idea of beauty; an emotionally charged image of perfection; idea of the highest aesthetic value; the highest criterion of aesthetic evaluation; conscious or unconscious motive, purpose of activity; theoretical component of the structure of aesthetic consciousness; the highest level of a person’s aesthetic attitude to reality; component of the structure of a person’s worldview.
Against the backdrop of a substantive diversity of interpretations in philosophical works, understanding dominates aesthetic ideal as a prognostic proper intellectual-emotional representation and its embodiment in concrete sensory forms, for example, in an artistic image (Migunov 1990, Radugin 1995). Our position is associated with an axiological approach to understanding aesthetic ideal as an idea of the highest positive aesthetic value (beautiful), which is a criterion of aesthetic taste, aesthetic evaluation and the goal of aesthetic activity.
Since an important component of the category aesthetic ideal is the concept of aesthetic value, the dissertation examines its substantive characteristics, structure and criteria for its determination. The structure of aesthetic value consists of two levels: the first is sensory reality, the external form of an object, size, color, sound, etc.; the second is what is behind sensory reality, what is manifested in it (Stolovich 1994, p. 21). Philosophical studies have identified criteria that define an external form as aesthetically significant and stem from the principle of harmony: symmetry, measure, proportionality, order, proportion, rhythm, equality, a certain relationship between parts and the whole, consonance, etc. (Gott, Pereturin 1967; Volkova 1974; Bychkov 2002). The criteria that determine the second layer of aesthetic value - the content-semantic one - are aesthetic categories: beautiful and ugly, sublime and base, tragic and comic, graceful, majestic, etc. (Stolovitch 1994).
The ideal category is included in the structure value attitude personality, which is understood as the awareness of an object as having a personal experienced meaning (Kagan 1997). In studies of axiological teachers value attitude is considered as a process and as a stable personal formation (value orientations) (Volkova 1983; Kiryakova 1996; Rogova 1996; Sokolskaya 2004; Shiyanov 2007).
One of the forms of value relations is aesthetic attitude, which is understood as “a spiritual connection between a subject and an object, based on a disinterested interest in the latter and accompanied by a feeling of deep spiritual pleasure from communicating with it” (Aesthetics 1989, p. 244), or “a special relationship of a person to reality, in the process of which a person reveals and reveals the measure of the integrity of objects, demonstrates and experiences the abilities and possibilities of active creative activity, evaluates the degree of perfection of the phenomena of reality” (A Brief Dictionary of Aesthetics 1983, p. 109). The identification of the aesthetic value of an object, therefore, occurs as a result of aesthetic evaluation activity and aesthetic attitude (in the second meaning).
Determining the degree of perfection of an object occurs based on the aesthetic laws of aesthetic activity: 1) structural organization (orientation to form); 2) originality/uniqueness (creativity mindset); 3) measure/expediency (setting on aesthetic standards); 4) accuracy (setting to aesthetic standards); 5) integrity/completeness (specific experience of the absolute unity of external and internal) (Novozhilova 1996, p. 9). The difficulty of developing the ability to aesthetically evaluate certain phenomena is due to the fact that aesthetic evaluations differ from other evaluations (moral, hedonistic, sensory, etc.) in their maximum subjectivity: they are the least motivated and least provable and correlate with moral and ethical ones (Arutyunova 1984 ; Mechkovskaya 2004).
Awareness of the aesthetic properties of an object is associated with aesthetic competence, which includes ideas about aesthetic categories, aesthetic patterns and criteria of aesthetic taste, as well as an aesthetic attitude towards the surrounding world, nature, man, and art. In this sense, the importance of the individual’s idea of the aesthetic norm as a standard or model that is used in the process of creating aesthetic values and exercising aesthetic control is enhanced.
During the theoretical analysis of the works, we considered the question of whether language is included in the circle of aesthetic objects. An analysis of the works of modern philosophical scientists revealed the fact that language as an aesthetic phenomenon has not yet become the subject of their close attention. Nevertheless, the idea of the universality of the aesthetic in human culture is becoming widespread (Bychkov 2002, p. 161). This position gives us grounds to assert that language as a cultural phenomenon refers to aesthetically potential phenomena.
Mastering the aesthetics of language and speech remains the prerogative of linguistic science. In order to determine the content of the concept linguistic aesthetic ideal as a variety of the category of aesthetic ideal, a comparative analysis of the content of concepts was carried out language ideal, rhetorical ideal, communicative ideal, good speech used in the works of A.M. Peshkovsky, G.O. Vinokura, V.V. Vinogradova, V.G. Kostomarova, A.P. Skovorodnikova, I.A. Sternina, N.B. Mechkovskaya, O.B. Sirotinina, A.K. Michalskaya and others.
Linguistic aesthetic ideal we define it as a set of ideas of a linguistic personality about the highest aesthetic value of language, i.e. about perfect (ideal) speech. Linguistic aesthetic ideal is a criterion of linguistic aesthetic taste and aesthetic assessments and is implemented in the form of requirements for exemplary speech. Based on the working definition linguistic aesthetic ideal were taken out essential features:
a set of ideas about perfect (ideal, unattainable) speech, which are based on the principles of harmony and lexically coincide with such features of the Russian language and speech as euphony, melody, expressiveness (expressiveness, imagery), appropriateness of the use of linguistic means, etc.;
an idea of the aesthetic norm, which exists in the form of requirements for exemplary speech (aesthetic assessments of language and speech);
historical and sociocultural conditionality of ideas, their dependence on the “linguistic taste of the era.”
Since the content of the category of aesthetic ideal is associated with mental representations or images, the concept of a linguistic aesthetic ideal is a component of a linguistic personality, which “manifests itself in speech activity and has a certain body of knowledge and ideas about language” (Krasnykh, 2002, p. 51). The significance of a person’s aesthetic ideas about language and speech is due to the fact that ideas are axiological and emotional and exist as such.
Category aesthetic ideal is defined in the works of psychologists L.S. Vygotsky, S.L. Rubinshteina, A.R. Luria, B.G. Ananyeva, N.I. Zhinkina, A.N. Leontyeva, A.A. Leontyeva, N.S. Leites as a mature formation in the structure of aesthetic consciousness, the formation of which coincides with adolescence. The aesthetic ideal as a mental phenomenon is associated with the concept representation, which, in comparison with sensation and perception, is a complex psychological formation and at the same time the result of activity.
The specificity of representations - concrete-sensory, figurative, evaluative-logical - is that they correlate with concepts, but in contrast to them, the representation is always figuratively visual (Rubinstein 1958). The cognitive basis for the appearance of aesthetic ideas in personal consciousness is a certain existing (for example, life, aesthetic, sensory, etc.) experience and the development of imagination, which allows one to evoke ideal mental images in the mind. When contacting an aesthetic object, already established ideas and “new epistemological experience” collide (G.I. Bogin), the connection between which occurs as a result of the action of a reflexive mechanism (Ponomarev 1986). In the process of reflexive activity, a person assigns new images and ideas, corrects existing ones, due to which the mechanism of self-esteem and introspection begins to play a leading role (Davydov 1991; Pechko 1991).
Let us emphasize an important point derived from the works of psychologists: ideas can arise during the independent activity of an individual or indirectly - in the form of appropriation of existing ideas during training (Ananyev 1950, p. 62). Consequently, mastery of aesthetic ideas about language and speech is carried out both independently, intuitively, based on a developed sense of language, and as a result of organized educational activities aimed at familiarizing students with the ideas existing in the public consciousness about standard patterns of speech and their embodiment in specific forms .
In the studies of teachers B.T. Likhacheva, L.P. Pechko, N.B. Krylova, A.I. Komarova, E.V. Kvyatkovsky, M.A. Verb, L.P. Ilyenko, G.P. Shevchenko, A.B. Shcherbo problem of formation among schoolchildren aesthetic ideal is solved in the range of tasks of aesthetic education and aesthetic culture of students. An effective means of forming an aesthetic ideal in schoolchildren is aesthetic activity, which is organized based on, on the one hand, objects of reality (for example, natural), on the other hand, on art as a form of artistic knowledge of reality, its types and their synthesis (B.T. Likhachev, G.P. Shevchenko, N.I. Kiyashchenko, L.N. Leizerov, L.P. Pechko, A.F. Lobova, V.L. Olina, I.G. Reves, A.F. Goncharuk , S.T. Pogorelov, V.L. Brylina, E.P. Krupnik, L.P. Ilyenko, N.A. Goryaeva, etc.). The success of forming an ideal in students, as indicated in the study by A.B. Shcherbo, depends on the extent to which schoolchildren are involved in stage-by-stage aesthetic activity: in activities related to the perception of aesthetic objects, evaluative and productive creative activity.
A type of aesthetic activity is aesthetic speech activity, which is understood as “the activity of the author aimed at creating an aesthetic verbal phenomenon - an artistic text” (Pishchalnikova 1993, p. 5). Under aesthetic speech activity students, we understand their activity in the aesthetic perception of samples of perfect speech, in assessing its aesthetic qualities, in creating their own statements and exercising aesthetic speech control over the texts they generate. In the process of repeated reference to standard samples and reflective activity of students, the spontaneously formed criteria for the aesthetic value of a speech utterance are clarified and adjusted.
The very nature of the aesthetic ideal, its structure, on the one hand, and the characteristics of the types of educational material and the nature of aesthetic activity, on the other hand, determine the staged process of students mastering ideas about the aesthetic ideal in relation to language and speech.
In the process of developing skills and abilities of aesthetic activity, as was established by the research of L.P. Pechko, different stages can be traced in accordance with the age and sensitive periods of personality development: spontaneous, normative-traditional, personal-reflective and constructive (co-creative and creative) (Pechko 1991). Thus, the spontaneous stage coincides with the age of primary school students and students in grades 5–6 and is characterized by increased emotional sensitivity and a sensory-spontaneous attitude towards an aesthetic object.
The specific development of students in grades 7–8 is an increase in the ability to evaluate an aesthetic object, the development of aesthetic sensitivity, the development of intellectual skills to analyze, evaluate and correlate their perceptions with the cultural and aesthetic tradition. This period coincides with the normative-traditional stage of the aesthetic activity of the individual.
In grades 9–11, there is an increase in creative aesthetic responsiveness, reflective activity and the need of students to engage in co-creation and express their position in original creative forms. According to research by L.P. Pechko, the period of high school coincides with the last three stages of aesthetic activity - personal-reflective, co-creative and creative. At the same time, it is noted that only a small number of high school students (15%) reach the co-creative and creative stages of aesthetic activity (Pechko 1991).
Theoretical study of the problem of the aesthetic ideal from the perspective of scientists - philosophers, teachers and psychologists - has enriched the research search for a solution to the problem of developing the conceptual foundations of a methodological system for developing schoolchildren's ideas about the linguistic aesthetic ideal.
In the second chapter, “Linguistic and methodological prerequisites for the development of students’ ideas about the aesthetic ideal in secondary school,” an analysis was carried out aimed at determining the linguistic and methodological foundations of our research. The study of extensive linguistic literature allowed us to conclude that there is in science the amount of knowledge that is necessary to develop a methodological concept for research.
Understanding language as an aesthetically potential object is rooted in the domestic scientific tradition (A.V. Adodurov, V.N. Tatishchev, M.V. Lomonosov, A.H. Vostokov, F.I. Buslaev, A.A. Potebnya, A. N. Veselovsky, I. I. Sreznevsky, A. A. Shakhmatov). In the works of A.A. Potebnya, A.N. Veselovsky, the problem of language aesthetics was posed in the context of the emerging study of poetic language, defining the difference between “general” language and “poetic” language. A broad scientific study of the aesthetic resources of language occurred in the works of domestic and foreign linguists of the late 19th - early 19th century. XX century S. Balli, B. Croce, K. Vossler, M. M. Bakhtin, V. V. Vinogradov, G.O. Vinokur, B. A. Larin, G. G. Shpet, L. V. Shcherba, R. O. Yakobson and representatives of the Prague Linguistic Circle, etc. In the 60-70s of the twentieth century, the problem of language aesthetics was posed in such a way that her decision was associated not only with artistic speech, but also with literary language in its stylistic differentiation.
In a series of articles on the linguistic aesthetics of language R.A. Budagov defined the aesthetics of the common language as the basis of three other aspects of the aesthetic understanding of language and speech: the aesthetics of speech, the aesthetics of the common literary language, and the aesthetics of the language of fiction (Budagov 1975). Aesthetics of language R.A. Budagov associated the concept of resources and capabilities of the language itself (for example, the presence of a fund of expressive means, lexical, grammatical, stylistic synonyms), and the aesthetics of speech - with the implementation of these resources and capabilities in a particular text, from a particular writer. At the first stage of linguistic aesthetics, language resources are assessed from the standpoint of compliance with linguistic norms (correct - incorrect) and the capabilities of linguistic units (expressiveness, imagery at the linguistic level). At the second stage of linguistic aesthetics, other criteria are formed that go back to stylistic and aesthetic patterns: expedient - inappropriate, appropriate - inappropriate, expressive - inexpressive, euphonious - dissonant, accurate - inaccurate, aesthetically ordered - disordered (Budagov 1975, p. 75). Let us note that aesthetic assessments, or criteria, are of a social nature and are expressed in the requirements of good speech.
At the moment, in linguistic science, the aesthetic nature of the Russian language is interpreted quite broadly and differentiatedly: firstly, the aesthetic potential of the language itself is recognized and, secondly, the originality of the implementation of the aesthetic capabilities of linguistic means in all spheres of application is emphasized, taking into account communicative expediency (V.P. Grigoriev, L.I. Novikov, N.M. Shansky, L.G. Barlas, M.N. Kozhina, O.V. Zagorovskaya, L.I. Donetskikh, V.V. Nikolaeva, I.A. Ionova and etc.). All language levels potentially possess aesthetic resources, therefore, in our opinion, in the school practice of teaching the Russian language, it becomes logical to parallelly disclose the objective features of the language that contribute to the creation of an aesthetic impression, means and techniques for creating speech aesthetics.
We consider it possible to form schoolchildren’s ideas about the aesthetics of language and speech, starting from the stylistic differentiation of the Russian language. For school practice of teaching the Russian language, it is extremely important to realize that the aesthetics of speech is not formed in the abstract, but in relation to the speech situation, to the use of linguistic means in a particular style and genre. The idea of the aesthetics of literary speech, therefore, is formed based on the characteristics of extralinguistic and linguistic factors (sphere of communication, communication situation, functions) and the specifics of the use of marked linguistic means in texts.
For our research, it is important that the identification of the aesthetic potential of linguistic units occurs at the text level, according to B.A. Larin, a complete context and that the text itself is an object to which universal aesthetic principles can be applied - symmetry, proportion, proportionality (Larin 1975).
The possibility of revealing the aesthetic nature of language in stylistically different texts is associated with the understanding of the text as a product of communication, and the literary text as a product of aesthetic communication (Bolotnova, Babenko 2001, p. 22.). In psycholinguistic research, the understanding of aesthetic value is associated with a literary text: “A literary text is a communicatively directed verbal work that has aesthetic value, revealed in the process of its perception” (Pishchalnikova 1992, p. 12).
In constructing a methodological system, it becomes important to turn to the disclosure of the specific aesthetics of a literary text. It should be noted that it is no coincidence that artistic speech stands apart from other literary varieties, and ideas about verbal perfection are associated with it. The nature of the aesthetics of a literary text lies in the fact that the highest aesthetic value - linguistic beauty - is created in it consciously, achieved by the author’s ability to create aesthetic value in speech form.
V.V. wrote about the subordination of artistic speech not only to linguistic, but also to aesthetic patterns, which create a “new world of speech meanings and relationships”, an increase in figurative and emotional meaning. Vinogradov (Vinogradov 1963, p. 141). In modern linguistic research, the awareness of the presence of an aesthetic component in a text is reflected in many definitions of a literary text: an aesthetic phenomenon (Kozhin 1985), a special aesthetic reality (Nikolina 2003), a unique functional-aesthetic system (Kazarin 1997), an aesthetic means of mediated communication (Chernukhina 1984 ). A number of features of a literary text as an aesthetic object are presented in the studies of M.M. Bakhtin, B.A. Larina, A.N. Kozhina, V.V. Odintsova, L.A. Novikova, N.M. Shansky, N.V. Cheremisina, V.P. Belyanina, Yu.A. Sorokina, V.P. Grigorieva, M.L. Gasparova, V.A. Lukina, I.I. Kovtunova, N.A. Nikolina, N.A. Kupina, N.S. Bolotnova, Yu.V. Kazarina and others.
Aesthetic patterns (symmetry, proportion, measure, rhythm, etc.) are embodied in the principles of aesthetic organization of a literary text: selection and combination of linguistic units (R.O. Yakobson 1987), combination and arrangement of text elements, arrangement of the compositional units themselves (units text structure) (Cheremisina 1986). Their implementation determines the combinatorics of sounds, words, sentences, their consistency and compatibility, placement and relative position. The principles of the aesthetics of a literary text are the special laws and mechanisms of text formation: the principles of shifting the axis of syntagmatics to paradigmatics in poetic speech (R.O. Yakobson 1987); “the crampedness of the poetic series” (Tynyanov 1965); violations of word compatibility and word order; creating euphony and rhythmic order (N.V. Cheremisina).
In the monograph N.V. Cheremisina “Issues of the aesthetics of an artistic text” identified three types of symmetry - mirror, figurative and helical (the “golden ratio”), which are used as techniques for the aesthetic organization of rhythm, intonation and structure of an artistic text, creating a harmonic center in a sentence and text (Cheremisina 1981). The principles of the aesthetic organization of a literary text realize the connection between rhythmic intonation and meaning and ensure adequate perception of rhythmic figures, word order, and euphony as meaningfully filled and emotionally expressed (Cheremisina 1986). In the scientific view, the implementation of the aesthetic organization of a text is associated not only with symmetry, but also with asymmetry (Kartsevsky 1965; Akopyan 1980; Pishchalnikova 1999, Korbut 2005).
In the study of literary text in recent years, the tendency towards integrating different branches of linguistics in approaches to the study of literary text, as well as linguistics and other scientific fields: linguistics and aesthetics, linguistics and poetics, linguistics and psychology, linguistics and cultural studies, has become increasingly important. Accordingly, such types or varieties of linguistic analysis are distinguished as linguostylistic, linguapoetic, linguaesthetic, etc. (N.M. Shansky, V.I. Kodukhov, L.A. Novikov, L.G. Barlas, N.V. Cheremisina, V.I. Pishchalnikova, N.S. Bolotnova, N.A. Nikolina, A O. Lipgart and others).
The method for studying the speech aesthetics of a literary text is aesthetic analysis, the implementation of which is possible in two directions: from form to content, from content to form (L.A. Novikov, B.M. Gasparov, N.M. Shansky, N.V. Cheremisina, V.A. Pishchalnikova). In contrast to linguistic analysis itself, which takes into account general linguistic meanings, aesthetic analysis of a literary text involves considering language as one of the means of creating a form that expresses extra-linguistic, poetic content, i.e. identifying the principles of aesthetic organization of the text (Cheremisina 1975). In the linguo-aesthetic analysis of a literary text, the functional side of language units is important, therefore formal analysis must be supplemented with semantic analysis - linguo-semantic analysis of the text.
The problem of the aesthetic ideal aroused keen interest among theorists of the methods of teaching Russian language and literature F.I. Buslaeva, V.I. Vodovozova, I.I. Sreznevsky, K.D. Ushinsky, V.Ya. Stoyunina, V.P. Ostrogorsky, A.Ya. Ostrogorsky, V.P. Sheremetevsky, E.N. Tikheyeva, N.S. Derzhavina, M.A. Rybnikova, K.B. Barkhina, E.I. Tikheeva. Their works outlined the outlines of approaches to solving the problem of forming an aesthetic ideal in children:
Attempts have been made to theoretically understand the concept of the aesthetic ideal as a pedagogical and methodological category;
thoughts were expressed about the presence of an aesthetic function in the Russian language and the need to study it in school;
ways to solve the problem of didactic material and teaching aids based on texts from works of art have been outlined,
principles, criteria for selecting texts and methods for forming a linguistic aesthetic sense were developed that meet the requirements of that time: memorization, conversation based on the text, text analysis, written creative works of students.
In the second half of the 20th century - the beginning of the 21st century. addressing issues related to the formation of students’ value ideas about the linguistic aesthetic ideal was carried out in methodological science in the broad context of solving scientific issues: developing general principles of teaching the Russian language, including aesthetic (A.V. Dudnikov, L.P. Fedorenko, M.T. Baranov, A.D. Deikina), determining the components of the linguistic worldview of students and the ways of its formation (M.T. Baranov, L.A. Trostentsova, T.K. Donskaya, A.D. Deikina), implementing the main directions of aesthetic education of students in Russian language lessons (M.T. Baranov, A.D. Deikina) and modern approaches to teaching the Russian language (M.T. Baranov, L.A. Trostentsova, E.A. Bystrova, T.K Donskaya, A.D. Deykina, T.M. Pakhnova, L.A. Khodyakova, S.I. Lvova, etc.).
Currently, methodological systems have been developed and tested that consistently implement the value-based (axiological) approach to teaching the Russian language (M.T. Baranov, T.K. Donskaya, A.D. Deikina, etc.). The axiological approach to teaching the Russian language is focused on solving a range of problems, including the formation in schoolchildren of a scientific and linguistic worldview, a view of their native language as a national phenomenon, a sense of national identity, respect for other neighboring languages, awareness of the value of the concepts of their native culture, etc. The importance of forming value ideas about the Russian language in schoolchildren is due to the fact that they are the core of the personality and represent a system of views, beliefs, assessments, ideals, needs that determine the most important value orientations and life aspirations of the individual.
In methodological science, a cultural studies approach to teaching the Russian language is being actively developed, which is associated with the study of the Russian language on a broad cultural background. This idea is implemented in the works of N.M. Shansky, E.A. Bystrovoy, M.R. Lvova, T.K. Donskoy, A.D. Deykina, L.A. Khodyakova, T.M. Pakhnova, S.I. Lvovoy, L.I. Novikova and others. In our opinion, mastering the values of national culture embedded in the Russian language allows students to acquire ideals-guidelines to which they need to strive in speech activity, and self-determination in matters of the “linguistic environment” for the life of society and for the development of modern culture.
The idea of forming a linguistic and aesthetic ideal in methodological science is realized in the search for forms and methods that shape the active position of students, in the search for material that has a clear educational orientation, in the active reference to an exemplary text that allows one to comprehend the aesthetic possibilities of the Russian language and serves as a model and guideline in the creation own statements (N.M. Shansky, T.A. Ladyzhenskaya, A.D. Deikina, N.A. Ippolitova, T.M. Pakhnova, S.I. Lvova, V.D. Yanchenko, G.P. Sokolova , T.N. Volkova).
An important methodological issue for the development of our methodological system is the determination of criteria for assessing the formation of the linguistic aesthetic ideal in schoolchildren. In methodological science, these criteria have not been developed, but standards have been developed for assessing the linguistic design of students’ creative written works.
The textbook for pedagogical universities “Methods of teaching the Russian language” (edited by M.T. Baranov) notes that presentation and composition are assessed in terms of criteria based on the qualities of good speech. The correctness and appropriateness of linguistic design are manifested in the absence of errors that violate literary norms and rules for the selection of linguistic means in accordance with different tasks of the utterance; the richness and expressiveness of speech are assessed in accordance with compliance with speech norms (Methods of teaching the Russian language 1990, pp. 312 – 313).
M.N. Kozhina identifies types of errors that in her terminology are defined as caused by insufficiently developed aesthetic taste, such as: the pursuit of beauty (the use of expressive means that are not stylistically motivated), mixing different styles of vocabulary, cacophony, errors associated with violating the norms of functional styles, violation requirements for the overall stylistic integrity of the combination (Kozhina 1981, pp. 11 – 21.)
Consequently, indirect signs that schoolchildren have an idea of the linguistic aesthetic ideal can be errors or speech defects that violate expressiveness, the appropriateness of the use of linguistic means, or caused by an insufficiently developed linguistic aesthetic taste.
The analysis of methodological works and textbooks on the Russian language suggests that methodological science contains the prerequisites for creating a system for forming students’ ideas about the linguistic aesthetic ideal in Russian language lessons:
modern approaches to teaching the Russian language have been established, the key positions of which are related to solving the problems of instilling in schoolchildren a value-based attitude towards the Russian language, their awareness of the Russian language as a spiritual and moral value and the formation of cultural competence of students;
a system of value attitudes towards the Russian language has been formed and the main methodological ways of its implementation in secondary school have been determined;
the main directions of aesthetic education of students in Russian language lessons have been developed;
the main didactic unit - the text - is defined in the development of linguistic aesthetic sense and in the mastery of exemplary standard speech by students;
criteria and standards have been developed for assessing the level of formation of the qualities of good speech in relation to students’ creative written works.
In the third chapter " A diagnostic picture of the formation of schoolchildren’s ideas about the linguistic aesthetic ideal» the materials of the ascertaining experiment, including the organizational, consulting and diagnostic stages, are covered.
The organizational stage was associated with the selection of secondary educational institutions and teaching teams that were to conduct training in an experimental mode, with the development of materials for diagnostic tests for students, and the preparation of a questionnaire for teachers of the Russian language.
The consultation stage included conversations and consultations with Russian language teachers, a survey among them and familiarization with its results, conversations based on the materials of the survey in order to clarify a number of positions.
The purpose of the diagnostic stage was to establish the degree of formation of secondary school students’ ideas about the linguistic aesthetic ideal and its presence in them, the degree of teachers’ readiness to work on their formation. Diagnostic samples were carried out among students in grades 5–11 in schools in Moscow, Orenburg and the Orenburg region from 2002 to 2005.
In order to develop control measures for determining the formation of schoolchildren's ideas about the aesthetic ideal and its presence, an analysis of pedagogical research was carried out, the peak of which was in the eighties of the twentieth century. In the pedagogical research field, different aesthetic categories are taken as a unit of measurement for the formation of the aesthetic ideal: aesthetic needs(Focht-Babushkin 1990), aesthetic taste And aesthetic assessments(Verb 1980), aesthetic interest(Krupnik 1957, Shevchenko 1988), aesthetic culture(Komarova 1988, Pechko 1991), aesthetic attitude(Lobova 2004), artistic and aesthetic activity(Likhachev 1968, Shcherbo 1983, Kvasov 1985, Pogorelov 1984, Goncharuk 1984, Brylina 1985, Shcherbo 1988, etc.). Analysis and generalization of various points of view allows us to make the following assumption: the dominant approach in determining the indicators of the formation of the aesthetic ideal among schoolchildren is determined by its functions and types of artistic and aesthetic activity - musical, visual, literary, etc.
Measuring the formation of such a phenomenon as an aesthetic ideal is extremely difficult and difficult for objective reasons: we are talking about ideas reflected in the individual consciousness and inaccessible to observation. In addition, ideas have an ethereal-fluid nature, change, are constantly enriched, etc. It is also difficult to measure the emotional sphere of the individual, the formation of aesthetic experiences and emotions, since students with age are restrained in expressing emotions, do not show them due to their temperament and even shyness. Because of this, any criteria will be quite conditional, and the assessment of the formation of aesthetic ideas about linguistic and speech phenomena is carried out based on indirect signs. We have identified the following criteria and their parameters:
1) informative: knowledge about the aesthetic properties of the Russian language and speech;
2) evaluative and practical: ability to choose linguistic means taking into account aesthetic criteria; evaluate the choice of words in the author’s sample text and in one’s own speech work based on aesthetic criteria; conduct a linguo-aesthetic analysis of a literary text; find violations of speech aesthetics;
3) emotional-regulatory: the aesthetic attitude of students to language and speech, manifested in the ability to independently choose linguistic means, taking into account aesthetic criteria when creating their own statement and the need to improve it, in the selectivity of subject content for composition, in expressing an emotional attitude to the phenomena of language and in the pursuit of speech perfection.
Based on the developed criteria, we have developed diagnostic tasks for students in grades 5–9, 10–11.
To determine the level of students’ knowledge about the aesthetics of language and speech, the following exercises were used:
a written answer to a linguistic question of a theoretical nature (short and detailed); finding aesthetically relevant means of language in a literary text and methods of its aesthetic organization.
To identify the level of development in schoolchildren of skills related to aesthetic perception and evaluative aesthetic activity, diagnostic tasks were used when performing exercises:
creative copying with the insertion of missing words (adjectives and verbs) in a cliché text; comparison of model and student texts in order to assess the correspondence of the students’ choice of language means to the author’s, his aesthetic position; finding speech and aesthetic errors in the text of an essay, eliminating violations of the aesthetics of speech and replacing it with an aesthetically acceptable option.
The formation of students’ aesthetic attitude towards the Russian language and Russian speech was established in the process of analyzing students’ essays on a linguistic topic based on an authoritative statement about the aesthetic properties of language (“You marvel at the jewels of our language: every sound is a gift” (N.V. Gogol), “Language, our magnificent language” (K.D. Balmont), etc.), a detailed presentation on a text that has an aesthetic text image, and an essay on personal impressions on a given topic about an aesthetic object ( The most (oh, oh) beautiful (oh, oh) (morning, day, season, walk, flower, music etc.). In our opinion, the latter type of work allowed students to show selectivity in choosing an aesthetic object - the subject of description, type of speech, text style and in the selection of expressive means of language in order to convey aesthetic content and express their own emotional experience from the object of description.
The assessment of the development of schoolchildren's ideas about the linguistic aesthetic ideal was carried out on a three-point scale. Based on this, the answers were distributed across three levels of formation of the idea of the aesthetic ideal: high(optimal), average(sufficient), short(minimal, insufficient).
High level characterized by: 1) students’ complete awareness of the aesthetic properties of the Russian language, the formation of their aesthetic judgments about language and speech; 2) their ability to choose linguistic means taking into account aesthetic criteria, evaluate the choice of linguistic means in an exemplary and imperfect text, and create statements in an artistic style taking into account aesthetic criteria. At this level, it can be stated that students’ ideas about the linguistic aesthetic ideal are formed.
Average level is characterized by the following: 1) students’ ideas about the aesthetics of language and speech are partially formed, aesthetic judgments about the Russian language are independent, but are not based on personal experience and are not sufficiently evidence-based; 2) the ability to evaluate the choice of linguistic means in an exemplary and imperfect text is partially formed; students’ statements contain a small number of errors associated with their underdeveloped linguistic aesthetic taste. At the average level, it can be stated that students’ ideas about the linguistic aesthetic ideal are partially formed and are not effective.
Low level characterized by: 1) students’ weak understanding of the aesthetic properties of the Russian language or their absence, their unformed aesthetic judgments about the Russian language; 2) insufficient development of skills to evaluate the choice of linguistic means from the standpoint of aesthetic criteria, the presence of a significant number of errors in speech caused by insufficiently developed linguistic aesthetic taste. At this level, it can be stated that students’ ideas about the linguistic aesthetic ideal are not formed and are ineffective.
Let us present the general picture of the formation of students’ ideas about the linguistic aesthetic ideal, revealed by the results of the ascertaining experiment (Fig. 1).
As can be seen in Fig. 1, in general, students of all classes demonstrate a low level of understanding of the aesthetic properties of the Russian language; high-level indicators are almost identical; there is only a slight decrease in data reflecting a low level. Data from the ascertaining stage of the study confirm the need for special work to form schoolchildren’s ideas about the linguistic aesthetic ideal as a criterion of their aesthetic taste and the purpose of their speech activity
The fourth chapter, “The methodological system for forming schoolchildren’s value ideas about the linguistic aesthetic ideal in the process of teaching the Russian language in secondary school,” outlines the initial foundations of the concept presented as a methodological system: goal, leading ideas, patterns, principles of educational work, structural model of the methodological system, characteristics of structural components and methodological tools. The program prospectus for grades 5 – 11, the program of the elective course for grades 10-11 “Aesthetics of Language and Speech” are presented, the main means of teaching are described, a typology of exercises and tasks aimed at forming students’ ideas about the linguistic aesthetic ideal and its development is presented. .
The development of the concept is associated with the creation of a methodological system based, on the one hand, on the value and cultural approaches to teaching the Russian language, aimed at the formation of linguistic, communicative, cultural and aesthetic competencies of students, and on the other hand, on the patterns of formation of students’ ideas about the aesthetic ideal and the leading ideas and general and specific methodological principles of educational work developed on their basis.
The dissertation reveals patterns in the formation of students’ ideas about the linguistic aesthetic ideal, which are determined by:
the presence in children of subjective aesthetic experience, including aesthetic feelings and emotions, personal value meanings, established ideas about the aesthetic resources of the Russian language and speech;
the level of development of students’ ability to perceive and evaluate Russian speech from an aesthetic point of view;
organizing the involvement of students in aesthetic activities;
the presence of an aesthetic attitude towards the Russian language.
2. The linguistic aesthetic ideal is an axiologically important component in the system of developing in schoolchildren a value-based attitude towards the Russian language, a sense of responsibility for preserving the beauty, expressiveness and harmony of their native Russian language.
3. The quintessence of the aesthetic value of the Russian language and the aesthetic attitude of a person to the language itself is an exemplary literary text - a product of the aesthetic speech activity of a linguistic personality.
4. The condition for the formation of students’ ideas about the linguistic aesthetic ideal and the criterion indicator (indicator) of the formation of specific communicative speech skills is the aesthetic speech activity of students.
Established patterns and leading ideas dictate the following vectors of educational work:
aesthetic knowledge of language and speech (study of the Russian language in aesthetic function);
aesthetic speech activity (aesthetic perception, reading, evaluation, comprehension of text, creating one’s own statements, aesthetic control over created texts);
students’ aesthetic attitude towards the Russian language (the need for aesthetic self-realization, the desire to improve their own speech, the ability to experience aesthetic experiences and emotions caused by linguistic phenomena, expressing agreement or disagreement with the author’s position regarding the choice of linguistic means, aesthetic assessments, etc.) .
The directions of educational activity determine the volume of educational content in which a new value-oriented space of the linguistic personality is formed. The leading ideas and the projected value-oriented space made it possible to formulate general and specific methodological principles of educational work on the formation of ideas about the linguistic aesthetic ideal, which are revealed in the dissertation. The general principles include the following:
The principle of the interconnected formation of students’ ideas about the linguistic aesthetic and moral ideal, about aesthetic and moral assessments.
The principle of equivalence of the formation of the intellectual and emotional-value sphere of the individual in the process of students learning the Russian language.
The principle of forming students’ ideas about perfect (exemplary, ideal) speech in the process of their aesthetic activity.
The principle of aesthetic knowledge of the Russian language and Russian speech with parallel study of the language system and speech training.
The principle of creating an exemplary cultural speech environment as the basis for forming schoolchildren’s ideas about the linguistic aesthetic ideal.
The principle of forming students’ ideas about the aesthetic ideal based on the students’ natural linguistic flair and in the process of educational work organized by a language teacher.
In implementing the methodological system, it seems important to determine the optimal model for forming schoolchildren’s ideas about the aesthetic value of the Russian language and speech. The existence of two concentrations - grades 5 - 9 and grades 10 - 11 - allows us to talk about the possibility of creating two training models that determine the methodological trajectory and the search for specific tactical solutions at different stages of training.
Since the main content of the Russian language course in grades 5–9 is related to the study of the language system, its levels, language units and speech training, then, in our opinion, it is logical to begin forming in schoolchildren ideas about the resources and aesthetic possibilities of the language itself and the implementation of aesthetic possibilities in speech (text). The optimal teaching model for grades 5–9 is the model “from students’ observations of the aesthetic potential of the studied language units in speech (text) to the idea of a linguistic aesthetic ideal.” In high school, linguistic theory is systematized and generalized, as a result of which there are more opportunities to increase the volume of speech activity of students. An effective teaching model for grades 10–11 is the model “from ideas about the linguistic aesthetic ideal to the aesthetic speech activity of students.”
The problem of understanding the aesthetic ideal in philosophy and theory of values
The categories of aesthetic ideal and value attitude are fundamental, studied in philosophy and its sections - general aesthetics and the theory of values. In this sense, it becomes logical to turn to a philosophical understanding of the category of aesthetic ideal in order to fill it with methodological content, as opposed to the narrow and one-sided understandings already emerging in pedagogical, linguistic and literary studies. The importance that philosophical science has for other areas of scientific knowledge was already realized by M.M. Bakhtin, who noted that, for example, linguistics cannot do without the guidelines of aesthetics, the theory of knowledge and other philosophical disciplines (Bakhtin 1974, p. 260). Because of this, understanding the aesthetic ideal, its functions and structure in philosophical science becomes the methodological basis of our research.
The problem of the aesthetic ideal always occupies a special place in scientific philosophical thought and is especially actualized in critical eras, which are characterized by fundamental changes in the social system, in society, inevitably leading to a revision of the existing system of standards, values, ideals (E.V. Ilyenkov, V.M. Murian, F.S. Khudushin, A.S. Migunov, V.I. Goryn, A.P. Ivanchuk, V.M. Radugin, M.Yu. Bilaonova). The literature on this issue is significant, which indicates an inexhaustible interest in the aesthetic ideal in different eras and in different scientific circles: in philosophy, art history, pedagogy and private methods, psychology, literary criticism, etc. The reasons for the close attention of such a wide range of sciences to the category of the aesthetic ideal , in our opinion, are the following: - its spiritual component and the presence of emotional potential (“the aesthetic is the spiritual”) (Akopyan 1996; Migunov 1990; Yakovlev 1995); - the key role of the ideal in the formation of the individual’s worldview and value attitude towards the surrounding world, man (the ideal is the highest value) (Zolotukhina-Abolina 1987; Lukyanov 1981; Kagan 1997); - its significance in human activity, his self-knowledge and self-realization (measure, criterion of quality, the highest goal of human actions, system-forming factor in the structure of activity) (Ilyenkov 1962; Ovsyannikov 1986; Stolovich 1994; Kagan 1997; Radugin 1995); - its historical variability, susceptibility to transformation and rethinking (Ilyenkov 1962; Goryn 1983; Krutous 1985; Radugin 1995; Bilaonova 2001).
The philosophical term “ideal” itself is interpreted in many ways in philosophical dictionaries and encyclopedias: sample, norm, ideal image, defining the method and nature of behavior of a person or a social class (Big Encyclopedic Dictionary 2002, p. 323), sample, something perfect, higher, practically unattainable goal of aspiration (Big Russian Encyclopedic Dictionary 2005, p. 480), appearance, image, idea, concept (Philosophical Dictionary 2001, p. 150). In some definitions, ideas about the ideal come to the fore, which become the highest goal, regulators of human activity, while in others, emphasis is placed on the connection of the ideal with the sphere of the ideal, on the understanding of the ideal as an image or representation. Even a superficial comparison of the meanings of the term confirms the fact that the ideal itself is understood ambiguously and broadly, it takes into account different aspects of the content.
The complexity in the interpretation of the category of ideal is also determined by the presence of a number of varieties, which are differentiated depending on the scope of application and human activity - civil, political, economic, aesthetic, ethical, religious, etc. The specificity of the category of ideal should be called one more aspect, which applies to all varieties: the existence of the ideal in two forms - social and personal. As philosophers E.V. point out. Ilyenkov, V.I. Goryn, V.P. Krutous, M.Yu. Bilaonova, the public (social) ideal is defined as a form of social consciousness and a kind of guideline for the formation of a personal ideal (Goryn 1983; Bilaonova 2001). The significance of the personal ideal, according to L.N. Stolovich, B.G. Lukyanov, is determined by its role in the cognitive (cognitive), evaluative-regulatory, practical-transforming activity of the individual (Lukyanov 1981; Stolovich 1983;). Let us emphasize an important idea that is important in the context of our research: social and personal ideals are not identical and may not coincide, and at the same time, a personal ideal can influence the social ideal and determine its transformation. In this vein, the formulation and solution of the problem of forming an individual’s ideas about the social aesthetic ideal accepted at a given stage of development of society, and the national ideal reflecting the national traits and mentality of a given ethnic community, are becoming in demand.
Linguistic analysis of a literary text - a method for studying its aesthetic speech system
In the context of our research, it was important to understand how the problem of perceiving a text as an aesthetic object is solved. Since this scientific issue is at the intersection of sciences, it is covered in the works of philosophers B.S. Meilakha, P.N. Berkova, A.I. Burova, V.N. Samokhina, O.N. Organova, psychologists A.A. Melik-Pashaeva, E.V. Syrkina, O.I. Nikiforova, A.S. Mamontov, G.A. Emelyanova, N.T. Erchak, V.V. Blok, psycholinguists A. A. Leontyeva, A.A. Zalevskoy, A.M. Shakhnarovich, V.A. Pishchalnikova, P.M. Yakobson, G.S. Ilieva, L.A. Isaeva and others.
The significance of the process of aesthetic perception is largely due to the fact that the process of perception and the process of creating text are fundamentally close, since, according to A. A. Leontiev, the perception and generation of text are based on similar mechanisms of speech (Leontiev 1999). Fundamental to our research is the position that the process of aesthetic perception is considered a creative process and a stage of transition to one’s own creativity. A.A. wrote about this. Leontyev: “The person who perceives art also creates it, and we need to teach him how to create art. We give him, along with the work of art, a certain program that allows him to receive in the process of perception something as close as possible to what was put into this work by its creator” (Leontyev 1979, p. 300). Such a program becomes a speech experience, which, according to N.I. Zhinkin, should accumulate not in short everyday conversations, but in the construction of a coherent, thoughtful text, in which it is necessary to control the selection of words, grammatical structures, and most importantly, the dependence of subject semantic connections (Zhinkin 1998, p. 66). Consequently, the problem of accumulating speech experience comes to the fore, the solution of which requires constant access to the creation of a text, taking into account knowledge of the principles of word selection, grammatical structures and awareness of the connection between meaning and the form in which this meaning is contained. In the studies of A.N. Leontyev develops a position on the multi-stage process of speech perception, as well as the generation of text. Perception takes place at several levels: 1) direct perception of the symbolic form of the text, 2) understanding of the meaning, 3) holistic structure. Perception begins with the identification of individual semantic fragments of the text - phrases, phrases, individual words. Perception of the text, as noted by N.I. Zhinkin, a kind of step-by-step translation of perceived speech into a semantic code (universal subject code) (Zhinkin 1964). We emphasize that perception is understood as a holistic process in which the figurative-conceptual and emotive plans are fused together.
It should be said that in the studies of psychologists A.A. Melik-Pashaeva, O.N. Organova, E.V. Syrkina, O.N. Nikiforova’s process of aesthetic perception and levels of perception (statative, analytical, aesthetic proper) are quite fully explored on the basis of the perception of a literary text. Thus, at the first level - the ascertaining level - the extra-aesthetic nature of perception, misunderstanding of the figurative essence of the literary text, “deafness” in the perception of intonation and rhythm, and “stylistic blindness” are noted. During experimental studies conducted by E.V. Syrkina, O.I. Nikiforova, A.A. Melik-Pashaev, E.L. Yakovleva found that “emotional subtext” eludes the student, and it is interpreted as “direct, open.” The second level - analytical - is associated with the ability to conduct primary aesthetic analysis. At this level, children perceive the emotional atmosphere of the text, the dynamics of experiences, the basic intonation, and the emotionality of the text. The student already feels the discrepancy between the open content of the text and its emotional subtext, but still has difficulty reconciling them. The third level - the actual aesthetic level - reflects the students’ ability to make primary aesthetic generalization. Students perceive the aesthetic content of the text intuitively or consciously, gradually begin to grasp the essence of the emotional subtext and come to a deep penetration into the subtext (Melik-Pashayev 1989; Yakovleva 1997, etc.).
Let us note that in the modern works of psycholinguists V.A. Pishchalnikova, T.I. Silman, I.Ya. Chernukhina pays attention to what is understood as emotional subtext, i.e. that deep meaning that evokes an aesthetic reaction, aesthetic assessments, which serves as the basis for an aesthetic reaction in the perception (reception) of a literary text. In essence, we are talking about a concept, especially artistic concepts that belong to collective experience and are ideal non-verbalized formations (D.S. Likhachev 1997; Millyar 2000). It is the perception of the conceptual meaning of the text that causes psycho-emotional reactions and gives rise to aesthetic and emotional experiences of the individual.
In the studies of psycholinguists A.N. Leontyeva, A.A. Leontyeva, O.I. Nikiforova, I.A. Winter, A.M. Shakhnarovich, V.A. Pishchalnikova, G.A. Emelyanova, G.S. Ilieva identified a number of factors - objective and subjective, influencing the aesthetic perception of a literary text and penetration into its conceptual meaning. Objective factors include the properties and qualities of the text itself (extra-linguistic content, a set of linguistic means, various plans of the text). The group of subjective factors includes individual personality traits, i.e. his needs, motives, interests, worldview (views, beliefs, ideals), abilities, self-awareness and tasks of activity. The nature of text perception is influenced by the characteristics of the emotional and volitional mental processes of the perceiver. Particularly highlighted is the dependence of a person’s perception of a text on his level of language proficiency (A.A. Leontyev 1999). Along with this, students (gender differences are taken into account) are distributed into groups of readiness to perceive poetic meaning, according to types of perception, such as: emotional, rational, emotional-rational types (Nikiforova 1966).
Aesthetic ideal as a criterion for choosing linguistic means and assessing the results of speech activity
The question of the criteria and indicators of the formation of a linguistic aesthetic ideal among schoolchildren is undoubtedly relevant and extremely difficult from the point of view of methodological science: the criteria have not been developed, the indicators are largely intuitive and subjective, and the technology for their use has not been developed.
In order to develop criteria for the level of formation of schoolchildren's ideas about the linguistic aesthetic ideal and the aesthetic ideal as a personality trait, we turned to research in the field of general pedagogy. In the research pedagogical field, different aesthetic categories are taken as a unit of measurement for the formation of an aesthetic ideal (or aesthetic attitude), which make it possible to imagine the manifestation of an abstract (ideal) category of the ideal in an embodied concrete image, actions, material: aesthetic needs (Focht-Babushkin 1990), aesthetic taste and aesthetic assessments (Verb 1980, Shcherbo 1988), breadth of artistic interests (Focht-Babushkin 1990), aesthetic interest (Krupnik 1957), aesthetic perception (Shevchenko 1966), aesthetic experience, including aesthetic knowledge, generalized artistic and aesthetic skills (Shevchenko 1966), aesthetic culture (Pech-ko 1991, Komarova 1988), level of aesthetic development (Likhachev 1968, Gurvich 1970), artistic and aesthetic activity (Likhachev 1968, Shcherbo 1983, Kvasov 1985, Pogorelov 1984, Goncharuk 1984, Brylina 1985, etc. .). As can be seen, studies note a variety of criteria for determining the formation of an aesthetic ideal among schoolchildren.
Analysis and generalization of various points of view allows us to make the following assumption: the dominant approach in determining the criteria for the formation of an aesthetic ideal among schoolchildren is the functions of the ideal and the types of artistic and aesthetic activity.
For example, in the dissertation research of ST. Pogorelov proposed three parameters for measuring the formation of the aesthetic ideal based on the “functions of the aesthetic ideal in practical activity: cognitive (aesthetic knowledge), evaluative-regulatory (aesthetic judgments), effective-practical (aesthetic attitude) (Pogorelov 1984). Indicators of the cognitive parameter determine completeness , generality, evidence; indicators of the evaluative-regulatory criterion - scientific character, emotional coloring, creative nature of judgments; indicators of the effective - practical criterion - value attitude to activity, direction of aesthetic attitude and creative activity (Pogorelov 1984, p. 78). In the study of I. G. Revesz, dedicated to solving the problem of forming an aesthetic ideal in the process of turning to works of music and literature, their comparative analysis, developed the following criteria: 1) knowledge of the essence of beauty (indicators: adequacy of aesthetic assessment of art and reality, aesthetic coloring of aesthetic reaction, artistic aesthetic outlook, depth and meaningfulness of knowledge); 2) the presence of a correct (corresponding to the social ideal) idea of the aesthetic ideal; 3) transformation of the aesthetic ideal into the ideological basis of a life position (indicators: motivation, coincidence of the ideal with the qualities and behavior of the individual, the degree of influence of the ideal on aesthetic assessment); 4) the degree of activity in realizing the aspirations set by the ideal, their embodiment in specific forms (indicators: 1) work on self-improvement, 2) realization of one’s capabilities) (Reves 1991, p. 15).
Consequently, in pedagogical works there are different criteria for the formation of an aesthetic ideal, in which both common and different are seen. What is essentially common is the recognition of the criteria for the presence or absence of aesthetic knowledge, ideas about beauty in a particular area, the formation - unformation of aesthetic assessment among schoolchildren and the influence of the ideal on the aesthetic activity of students - the ability to create aesthetic values, the transformation of knowledge into beliefs, etc.
Let us also emphasize the aspect that measuring the formation of such a phenomenon as an aesthetic ideal is extremely difficult and difficult for objective reasons: we are talking about ideas reflected in the individual consciousness, which are inaccessible to observation, have an ethereal-fluid nature: they change, are constantly enriched, etc. .d. It is also difficult to measure the emotional sphere of a person, the level of formation of aesthetic experiences and emotions, since students with age restrain emotions and simply do not show them due to their temperamental characteristics and shyness. Because of this, any criteria will be quite conditional, and the assessment of the level of formation of students’ aesthetic ideas can be carried out by indirect signs, in our case this is knowledge about language and speech, educational, language and speech skills, the results of students’ text and speech activity.
In developing criteria for the formation of schoolchildren’s ideas about the linguistic aesthetic ideal, we relied on the following theoretical provisions, arising from the role of the aesthetic ideal in the formation of ideas about the linguistic aesthetic ideal, which is indirectly related to the aesthetic activity of the individual and from the structural components of the aesthetic ideal: students’ acquisition of knowledge about the aesthetics of language and speeches; possession of knowledge implies the ability to apply it in one’s own speech activity (for example, in evaluative or personal, aesthetic speech activity);
Elective course program “Aesthetics of Language and Speech”: grades 10-11
Achieving the goal of the dissertation research required the creation of a scientific concept for the formation of schoolchildren's ideas about the linguistic aesthetic ideal over a long period of studying the Russian language school course from grades 5 to 11.
To develop it, it was necessary to solve a set of research problems: first, to determine the goals of forming students’ value ideas about the Russian language and the conditions for achieving them; secondly, to develop general and specific methodological principles of educational activities in Russian language lessons; thirdly, to determine the content of teaching ideas about the Russian language as an aesthetic phenomenon and the formation of educational, linguistic, communicative skills associated with knowledge of the perfection of the Russian language and Russian speech; fourthly, to identify methods and means of teaching that are adequate to the stages of learning and the intellectual capabilities of students, the tasks of teaching the Russian language at each stage, forms of organizing the learning process that correspond to the goals of learning at each stage of teaching the Russian language in secondary school, 5) to predict the expected results of formation students' ideas about the linguistic aesthetic ideal.
When developing the concept, we took into account a number of factors: - the objective needs of modern Russian society and individuals; - priority meanings in Russian education related to increased attention to the child’s personality, his spiritual, creative and intellectual potential, to the development of students’ value-based attitude towards the Russian language as the focus of the spirituality and culture of the Russian people; - goals and objectives of teaching the Russian language, requirements for modern training of secondary school students in the educational field of “Philology”, taking into account the profile of the school; - an arsenal of theoretical positions in the field of philosophy and general aesthetics, psychology, pedagogy, linguistics, methods of teaching the Russian language; - approval of the value-based and cultural approach to teaching the Russian language and text-oriented teaching at the present stage; - taking into account the actual practice of teaching the Russian language in secondary school and preliminary experimental results.
The development of the concept is associated with the creation of a methodological system based on a set of modern approaches to teaching the Russian language, aimed at the formation of linguistic, communicative, cultural competencies and the value attitude of students to the Russian language, as well as on the patterns of formation of students’ ideas about the linguistic aesthetic ideal and developed on their based on principles and leading ideas.
The following are identified as the leading ideas that make up the content-semantic core of the concept:
1. The idea of improvement in language and speech (increasing linguistic and communicative competence) can be associated with the idea of a linguistic aesthetic ideal as a set of qualities of perfect speech and criteria for their creative self-realization.
2. The linguistic aesthetic ideal is an axiologically important component in the system of developing in schoolchildren a value-based attitude towards the Russian language, a sense of responsibility for preserving the beauty, expressiveness and harmony of their native Russian language.
3. The quintessence of the aesthetic value of the Russian language and the aesthetic attitude of a person to the language itself is an exemplary literary text - a product of the aesthetic speech activity of a linguistic personality.
4. The condition for the formation of students’ ideas about the linguistic aesthetic ideal and the criterion indicator (indicator) of the formation of specific communicative speech skills is the aesthetic speech activity of students.
Psychological and pedagogical research has revealed patterns in the formation of students' ideas about the aesthetic ideal as a structural component of aesthetic consciousness and aesthetic attitude (discussed in Chapter 1). These patterns are essentially an objectively existing dependence of the learning outcome on the development of the individual’s all components of aesthetic consciousness, a sense of harmony, imagination, the ability for reflective activity (the presence of subjective experience), as well as on the nature of aesthetic activity and the means (artifacts) used to form ideas about the aesthetic ideal.
Taking into account the identified patterns of formation of the aesthetic ideal, we will determine the patterns of the formation of ideas about the linguistic aesthetic ideal. The formation of students’ ideas about the linguistic aesthetic ideal, in our opinion, depends, firstly, on the presence of subjective aesthetic experience in children, including aesthetic feelings and emotions, personal value meanings, and secondly, on intuitively formed ideas about the aesthetic possibilities of language and speech, thirdly, on the level of development of the ability to perceive and evaluate the expressive capabilities of native speech, fourthly, on the organization of aesthetic speech activity in the classroom, and finally, on the level of the formed aesthetic attitude of the individual to the Russian language.
The patterns of formation of ideas about the linguistic aesthetic ideal are determined by the following vectors of educational work: aesthetic knowledge of language and speech (study of the Russian language in the aesthetic function); aesthetic speech activity (aesthetic perception, reading, evaluation, comprehension of a literary text, creating one’s own statements, exercising aesthetic control over one’s own speech); “formation of students’ aesthetic attitude towards the Russian language (the need for aesthetic self-realization, the desire to improve their own speech, the ability to experience aesthetic experiences and emotions caused by linguistic phenomena, expressing agreement or disagreement with the author’s position regarding the choice of linguistic means, aesthetic assessments, etc.) d.).
The connection between aesthetic speech activity and aesthetic attitude to the Russian language (the subjective side of which is aesthetic consciousness) is manifested in the fact that aesthetic consciousness reflects aesthetic activity, and the product of aesthetic speech activity (text) is assessed from the position of the aesthetic ideal in aesthetic assessments and aesthetic judgments. The aesthetic attitude itself develops and manifests itself in activity - in aesthetic contemplation, aesthetic cognition and aesthetic creation. Along with this, the aesthetic attitude as an emotional and valuable spiritual phenomenon is one of the main reserves for the development of personality, its desire for improvement and contributes to the harmonization of the personality with the outside world. Based on this, we consider it possible to combine three vectors in the learning process. Their trajectories determine the volume of learning content in which a new value-oriented space of the linguistic personality is formed.
Kulik Alla Dmitrievna
