Formation of value ideas about language and culture

Khakass people in Russian language and literature lessons

Just as the life story of an individual is embodied in unique personality traits, so the history of a people is embodied in its folklore, culture, traditions and rituals. The harmonious development of personality is unthinkable without the education of national self-awareness, the formation of value ideas about the language and culture of one’s people and the peoples living nearby. Love for the Motherland begins with a feeling of one’s native land, native land, with interest in them.

The presented material provides an opportunity to get to know the native land, allows you to study the culture of Khakassia, its history, understand the peculiarities of the mentality of the indigenous population, and understand the relationship between the culture and life of the Khakassians and nature.

In addition to dictations and cards with deformed texts based on excerpts from the works of Khakass writers, essays on paintings by Khakass artists, messages and presentations on the works of Khakass writers, their lives and works, in the lessons I systematically use various exercises, interesting tasks, the implementation of which allows us to achieve the following subject , meta-subject and personal results.

Personal results: the student knows the culture of his people, his region, the foundations of the cultural heritage of the Khakass people as part of Russia and humanity; ready for further self-development and self-education based on motivation for learning and knowledge; ready to conduct a dialogue of cultures and achieve mutual understanding in it with a respectful and friendly attitude towards culture, language, history, traditions; the values ​​of the Khakass people; realizes the interdependence and integrity of the world, the need for intercultural cooperation in solving global problems of humanity.

Meta-subject results: the student formulates new goals for himself in studies and cognitive activity, develops motives and interests of his cognitive activity; independently plans ways to achieve goals, including alternative ones, consciously chooses the most effective ways to solve educational and cognitive problems; knows how to define concepts, create generalizations, establish analogies, classify, independently select grounds and criteria for classification, establish cause-and-effect relationships, build logical reasoning, inference (inductive, deductive and by analogy) and draw conclusions; creates, applies and transforms signs and symbols, models and diagrams to solve educational and cognitive problems; consciously uses verbal means in accordance with the task of communication to express his feelings, thoughts and needs; uses information and communication technologies in accordance with the assigned task.

Subject results: the student hasan idea of ​​the main functions of language, the role of the Russian and Khakass languages ​​as national languages, the Russian language as a language of interethnic communication, the connection between language and culture in human life and society; acquires basic scientific knowledge about the native language, understands the relationships between levels and units of language; masters the basic concepts of linguistics and its main branches; recognizes and analyzes language units, grammatical categories of language, conducts various types of analysis of language units, understands the aesthetic function of language

Exercise 1. Complete tasks based on ethnocultural texts.

This type of task is universal, suitable for students in grades 5-9; you just need to select the text according to the level of development of the students and add linguistic tasks taking into account the spelling, punctuation or grammatical material studied in the lesson. This kind of work can be carried out in lessons on repeating and summarizing the material covered, in preparation for control dictations, and VPR at various levels.

Read the text, determine the main idea, title the text.

Prove that you have a text in front of you, what linguistic means provide the connection between sentences?

Determine the style of the text, justify your opinion with examples from the text.

Present the text using text compression methods.

Write down the highlighted words and phrases and explain their lexical meaning.

Text 1

Peculiarities ethnic culture , as a rule, arise as a result of the historical development of the people. Therefore, through the prism of her national specifics it is possible to recreate the general strokes of the various stages of the formation of a people, although the question of the relationship between the process of development of society and the history of culture is quite complex.

A modern solution to the problem of the spiritual revival of the people cannot be imagined without knowledge of cultural heritage . “Khakass culture is disappearing,” the older generation says sadly about the erosion national identity , when children become Russian-speaking, when national clothes are abandoned and customs become a thing of the past.

The Khakass people associated the concept of “culture” with the idea of ​​national character, the spiritual world of people, as well as with the peculiarities of the external appearance of the people and the originality of the created products of labor .

Find a sentence with homogeneous members, draw a diagram of the sentence; find and write down all the words with a prefix, the spelling of which depends on the deafness-voicing of the subsequent consonant; form grammatical synonyms for the following phrases:Khakass culture (from approval to management),speaks with sadness (from control to adjacency); Explain the spelling of NN in words:feature, modern, created ; choose a synonym for the words -strokes ; erosion; What do the words have in common:Russian-speaking, originality, originality.

Text 2

The historical literature has not yet resolved the question of the degree of kinship between the Yenisei Kyrgyz, the supposed historical ancestors of the Khakass, and the Kyrgyz of the Tien Shan.

The problem of relationships between the modern population of Sayan-Altai and the inhabitants of the Tien Shan has attracted the attention of researchers for more than 200 years.

In the Middle Ages, the territories of these two regions were inhabited by peoples with a common ethnonym "Kyrgyz". There are several points of view on this matter. Supporters of one prove the relationship of the two ethnic groups as a result of the resettlement of the Kyrgyz to the Tien Shan from Southern Siberia, others insist on the different origins of each of them.

Recently, researchers have tended to believe that ethnogenesis Tien Shan Kyrgyz were attended by both resettled tribes from the Sayan-Altai and Central Asia, and the local population of origin .

Additional linguistic tasks: find a word with the spelling “root with alternation”; give examples of writing complex adjectives and nouns; explain the placement of commas in sentences; make an outline of the last sentence; write down proper names, add vocabulary words to them and prepare for a vocabulary dictation.

Text 3

Khakass (self-name “Tadar”) – Turkic-speaking people mainly living in the territory of the Republic of Khakassia. Their number, according to the 1989 All-Union Population Census, was 80.3 thousand people, including in Khakassia - 63 thousand (80% of the total number), in Tuva - 2.3 thousand, in the Krasnoyarsk Territory - 6.5 thousand, in Kyrgyzstan, Kazakhstan and Uzbekistan – 1.5 thousand.

Back to top XIX centuries the Khakass were divided into four ethnic groups : Kachins (Khash, Khaas), Sagays (Sagay), Kyzyls (Khyzyl) and Koyals (Khoyal), each of which (with the exception of Koybal) has its own dialect . Koibali is almost completely assimilated among the Kachins and retained their ethnic self-designation only in the Koibali tree of the Bey district.

The Khakass population of the Matur River valley and upper Tashtyp speaks Shor dialect. They consider themselves Sagais, but the latter oppose them and call them “chastynas” - that is, taiga aces.

In Tsarist Russia, the Khakass, like a number of other Turkic peoples, were called Tatars (Minusinsk, Abakan, Achinsk). Two centuries of Russian control administration contributed to consolidating the last name in the minds of the people. In this regard, they are XIX century they began to call themselves “Tadar”, that is, Tatar. In addition to the Khakass ethnonym “Tadar” also gained a foothold among the neighboring Turkic-speaking peoples of Southern Siberia - the Shors, Teleuts, and northern Altaians.

The term "Khakas" to designate indigenous people The Khakass-Minusinsk Basin was officially adopted in the first years of Soviet power. It was borrowed from Chinese chronicles IX - X centuries, in which the form “khyagasy” conveyed the sound of the Yenisei Kyrgyz.

Additional linguistic tasks: write down the numerals in words, decline one of them; find and write down complex adjectives and nouns; conduct a morphemic analysis of the word “contributed”; find a sentence with a participial phrase; form grammatical synonyms of phrases -in the minds of the people, the Khakass population ;

Note: my collection contains, in addition to those presented, texts on various topics: “Cattle breeding”, “Hunting”, “Agriculture”, “Fishing”, “Fires and crafts”, “Home of the Khakass”, “National clothing”, “Traditional food”, “ Wedding ceremonies”, “Calendar holidays”, etc.

Exercise 2. Compose sentences into coherent text.

This type of exercise develops logical thinking, coherent speech, and forms the concept of means of connection between sentences in the text. It is advisable to carry out such exercises in preparation for writing an essay. To complete the task correctly, you can suggest drawing up an outline of the text, highlighting pronouns, repeating words, synonymous substitutions, and cognates.

1) Borus gave birth to sons who became the founders of the Khakass tribal groups. 2) Only the argylan (mammoth) and the bird khan-kireti (garuda - a double-headed eagle with a human body) refused to sit on it, as they relied on their own strength. 3) Among the snowy peaks of the Western Sayans, the majestic five-domed Borus stands out - a mountain peak sacred to every Khakass. 4) After 40 days, the water began to subside, and Borus landed on the shore of the land that appeared. 5) As legends say, in ancient times the Kyrgyz lived on the territory of Khakassia. 6) It turned out to be one of the high mountain peaks of the Sayan ridge, which was named Borus in honor of the Khakass Noah. 7) Among them was a prophetic old man named Borus, who learned about the impending global flood. 8) Since then, they say, mammoths have become extinct. 9) But on the 39th day the bird could not stand it, it landed on the head of a swimming argylan, and they both drowned. 10) Borus built an iron ship and put all the animals and birds on it.

Exercise 3 . Fill the gaps , using words for reference.

The exercise forms the concept of lexical compatibility of words, develops the ability to use words more accurately, and find their place in the artistic fabric of the text. This work can be carried out in lessons on the topic “The use of adjectives in speech”, in lessons on speech development.

Khakass yurt: a dwelling among the steppes

You can live in ………….. houses and castles that are built to last and repeat in their shape ………. rocks. Such dwellings - palaces and castles - over the centuries became a source of pride for their owners and envy for their neighbors... And then they left behind traces in the form of collapsed foundations and ………. ruins In memory of ……… generations, passions and luxury, in memory of peace and wars, political struggle and foreign conquerors.

As if in contrast to something vain, …….. peoples, for whom freedom has always been the main value, and the main beauty is ………. spaces under……. sky, created their own understanding of…….. housing. Simple and ………., capable of appearing anywhere on earth where a person comes, and disappearing without a trace with his departure. Such a dwelling leaves traces not on the ………… landscape, but in the traditional culture of the people. The memory of him lives on as long as the people preserve the traditions according to which their ancestors arranged their own life. We are talking about……….. Khakass yurt.

However, why only about………..?!. A yurt is ……… “know-how”, belongs to ………. nomadic peoples. It arose at approximately the same time - even before our era on ………. expanses of Eurasia, inhabited by ...... nomadic tribes of cattle breeders, and has remained virtually unchanged to this day.

As in …….. times, this is a housing made in the shape of a circle, like …….. the Universe. The lightweight frame is insulated with felt, skins, birch bark, dense fabric - depending on what material is available in a particular area, and meets………. conditions of a particular time of year.

In the ….. steppes it is snow-white, in the Mongolian steppes it is …….., in Tuva it is grayish felt, and here in Khakassia it is ……. solid, covered with birch bark on top of insulating felt: for strength and protection from the wind.

Words for reference: stone, impregnable, ominous, gone, nomadic, not made by hands, endless, human, comfortable, crumpled, traditional, Khakass, ancient, Turkic, endless, countless, ancient, small, weather, Kazakh, multi-colored

Exercise 4 . Select from the dictionary Khakass names of items on the topic “Khakass national women’s costume”, “Internal structure of the yurt”, for example:

Orchykh - tripod

Tonok – smoke hole

Kimege – oven

Syrah - archer

Tor - front angle

Sirey - table

Izik – door

Aran paraan – furniture

Tozek – bed

Chorgan - sheepskin blanket

Frequent – ​​pillow

Köseghe – canopy

Theerben – hand mill

Sogah – stupa

Ilgor – shelf

Pazakh - chest

This type of exercise is used as homework before a lesson on speech development, in preparation for an essay describing a national costume, or a description of a room. Completing the task forms an idea of ​​the national characteristics of Khakass life, develops the skill of working with a dictionary, Internet resources and reference books

Exercise 5 . Game "Don't confuse your pockets." OnThere are cards on the table with Khakass proverbs written on them. Pockets with themes are attached to the board: “About work and laziness”, “About friendship”, “About the Motherland and the people”, “About moral qualities”. The game involves two teams. Participants take turns coming to the table, taking a card, and deciding which pocket to put the card in. If an error is made, the right to answer is transferred to another team. After completing the task, questions are offered for discussion.

The task can be used in a literature lesson when studying small genres of folklore in grades 5-7, or during extracurricular activities during the week of Russian language and literature.

Proverbs: Learning is the best wealth. He knows his land and his herd. To have food, you have to work. The warmth of the fire is pleasant - the intelligible words of an intelligent person. You can't beat the truth with force. You will not get to know your friend without trouble. Even a bull is strong on his own land. If you don't put in the work, you won't get a hat. Hunger together, thirst together, and do not abandon a friend in trouble. Two good people will come together and water will not flow between them. It’s easy to lift a log with people, and by consulting, it’s easier to solve a problem. Be fair among the people. You won’t work until you sweat, you won’t eat enough. It is better to be a good friend than to be a rich friend. One log does not burn, one person’s life cannot be satisfied. A good horse is recognized by its pace, a good person is seen by its work. He who speaks little thinks a lot. The lonely tree is afraid of the wind. There is nothing stronger than the people on earth. Lean meat won't render fat; a lazy man's work won't go well. The wolf eats the cattle that stray from the herd; a person who separates himself from the people dies. Don't argue with smart people, don't talk to stupid people. A skilled hand does not need a measure. A savvy person does not need any tips.

Issues for discussion: What universal human values ​​are reflected in the proverbs of the Khakass people? What national features are inherent in proverbs? What linguistic features help you understand that the proverb does not belong to the Russian people?

Exercise 6 . "Find a match." The class receives Khakassian and Russian proverbs on cards; it is necessary to find a Russian proverb that is similar in meaning to the Khakassian proverb. Students, moving around the class, find their “pair”. This task is used like the previous exercise.

For example:“A literate person is like the sun, an illiterate person is like a black night” (hack) - “Learning is light, and ignorance is darkness” (rus),

“You won’t know a friend without trouble” (hack) – “A friend is known in trouble”

“Like the meat, like the soup, like the parents, like the children” (hack) – “The apple doesn’t fall far from the tree” (Rus),

“You can’t overcome the truth with force” (hak) – “Strength is not in strength, but in truth” (rus),

“And the stone is not so hard, and the wind is not so strong” (hak) - “The bear is strong, but they sleep on its skin” (Russian) ,

“If you’re afraid of a bear, you won’t show your face in the taiga” (hack) – “If you’re afraid of wolves, you won’t go into the forest” (Russian) etc.

Exercise 7. "Revived" proverb. Write a story for the proverb, try to convey the national flavor. This type of exercise is used as homework, often accompanied by a selection of illustrations, creating your own drawings, and the material is designed like a baby book. Completing this work allows you to comprehend the national characteristics of Khakass proverbs, get an idea of ​​stylization, and gives you the opportunity to learn how to stylize your own work.

Proverbs for exercise: Without mounting a horse, do not wave the whip. You can't get far on a leaky boat. A hasty fly falls into the milk. If there was food, there would be mice.

As a sample, you can invite students to listen to the version written by the teacher. For example, my version of the story:

Manykh and Myzykh

Two sisters lived in the same village: Manyykh and Myzykh - like two drops of water similar to each other. Eyebrows spread out, round faces with dimples on the cheeks, thirty resin braids running like nimble snakes down to the waist. None of the neighbors can distinguish them. Only the old teacher knows how different the granddaughters are: Manyykh is a hard worker, and Myzykh is a lazy person, no help from her in a large household.

One of the granddaughters ran into the yurt, squatted down by the fireplace and complained about how quickly the day ended: she didn’t have time to admire the sunset, but she just chopped pine nuts, dug up kandyka by the river, fed the lambs, helped the father collect the foals and skins I hung it up at the kibege, cleaned the hazan... and missed the sunset. “I admired the sunset, I could barely wait for it,” sighs the second granddaughter. The old teacher listens and understands: it is Myzykh who is sighing, because it is not without reason that people say: “The day is long for the lazy, but the day is not enough for the hardworking.”

Note: Myzykh and Manykh are Khakass female names; aal – settlement; uucha – grandmother; yurt - the dwelling of the Khakassians; kandyk is a plant of the lily family, the bulbs of which are used as food by the Khakassians; kiberge - an outdoor oven for smoking hides; Khazan - cauldron, dishes.

Exercise 8 . Complete a research project that will result in the creation of a mini-dictionary of Khakass words on one of the topics “National dishes”, “Household utensils”, “Family and relatives”, “Wild and domestic animals”, “Names of body parts”, “Clothing” .

It is advisable to carry out this type of exercise when studying the topic “Vocabulary” in grades 5-6, working in parallel on explanatory dictionaries of the Russian and Khakass languages. It is possible to create a trilingual dictionary (English-Russian-Khakassian) on the topics “Animals”, “Parts of the Body”. When completing this task, the ability to work with different types of dictionaries is developed.

Exercise 9. Publication of the magazine “The Wealth of the Khakassian Language”. In addition to familiarizing yourself with various groups of words from the point of view of their lexical meaning, you can introduce students to the general principles of lexical relationships between words in a language: the phenomenon of polysemy, the phenomenon of homonymy. Find homonyms, polysemantic words, obsolete words, colloquial words, words marked “folk”, “region” in the dictionary and use dictionary entries to fill the pages of the magazine “The Wealth of the Khakassian Language”

Exercise 10. "Lexical passport" of a word.

Observe the words KHALAS (bread), AT (horse), TΫLGΫ (fox), IB (house) in the Khakass language, compile their lexical passport.

Note: Students’ attention should be drawn to the fact that in the Khakass language these words become the basis for other concepts.

Exercise 11. “Linguistic tasks”

Observe Khakassian namesAltyn kel, Altynai, Altyn aryg , Altyn tag, Altyn chul and an outdated Russian wordAltyn. The dictionary gives the meaning:ALTYN, (from Tatar - gold) (obsolete) An old Russian copper coin (three kopecks). There was not a penny, but suddenly it was altyn. (Proverb)

Try to guess what the word meansAltyn as part of Khakass proper names?

What phenomenon does this linguistic material reflect?

a) Chypuska (khak) - chicken, khazan (khak) - cauldron, pÿrokpe (khak) - rutabaga, prastas (khak) - curdled milk, ÿgÿrsÿ - cucumber, khymys (khak) - kumis, khamys (khak) - reed, chulukh ( hack) - stocking.(influence on the Khakass language of the Russian language)

b) ÿgÿ – owl, eagle owl; shyshkhanakh (shor) - mouse, tödet - hoopoe, kukarik - rooster, köök, kakÿk (belt), kestÿk (kach) - cuckoo, körkÿ - black grouse, braid(the presence in the Khakass language of words formed on the basis of onomatopoeia) .

Exercise 12. Matching tasksworks of the same genre allow us to diversify the idea of ​​the world, of the person in it, develop the ability to be sensitive to the culture of other peoples, teach tolerance, since in the course of comparative analysis we will ALWAYS find in the material under study an affirmation of universal human values.

a) Khakass folk tales.

Read the fairy tale “The Fox and the Wolf” and complete the tasks for it.

One day the Fox and the Wolf came to the ulus. They waited on the outskirts until people fell asleep, then the Fox said to the Wolf:

- Maybe we can climb into this big barn?

“Come on,” the Wolf agrees with her.

And here they are in the barn. And there are all sorts of things in it - bags of fresh, rosy rolls, still hot, and bundles of large dried fish. There are both fried and steamed. Fatty lamb carcasses hang from the walls. From pot-bellied frogs O It smells like araka. There is plenty of everything here, whatever your heart desires.

The Fox, first of all, reached for the fish, and the Wolf got close to the frogs - he tried the araku.

For some time in the barn only crunching and gurgling sounds were heard, but then a voice was heard - the Wolf called out to the Fox:

- Little fox-sister, and I will sing!

“Don’t sing, people will hear,” warns the Fox, stringing rolls on her tail.

The wolf obeyed, but, again grabbing the araki, he began his song in a thick and hoarse voice:

I am sensitive and sharp-sighted,

All wolves are my kin.

Gunpowder has not yet been purchased

To shoot me!

And the wolf's feet feed him, -

This is my takhpah.

I keep the roe deer in alarm,

Feared the hares.

He sings and boasts, and meanwhile the Fox, sensing something bad, with a roll on his tail and a bunch of fish in his teeth, sneaked out of the barn. The wolf didn't miss her. He kissed the frog again and sang even louder.

Then the barn door opened. People saw him and shot him.

Tasks:

What type of fairy tale can the fairy tale “The Fox and the Wolf” be classified as? (tales about animals)

Compare the characters of the heroes of the Khakass fairy tale “The Fox and the Wolf” with Russian folk tales. What can be seen in common in the perception of a wolf and in the perception of a fox among both peoples? (a fox and a wolf are a traditional tandem of predators trying to find food. The fox uses its prey with impunity, the stupid wolf is punished for his stupidity)

What national characteristics were revealed in the fairy tale? (the wolf became stupid from drinking araki; the fox is not so much cunning as it is intelligent - she leaves the barn in time, warns the wolf about the danger, but abandons her stupid comrade, saving her own skin. The wolf dies, which does not happen in Russian fairy tales. A new theme arises - the theme drunkenness).

Which work resembles a wolf singing from drinking araki? (Short cartoon directed by Eduard Nazarov “Once upon a time there was a dog,” 1982)

b) The rubai genre in the works of M.E. Kilchichakov and the rubai of Omar Khayyam.

Find the definition of the rubai genre. What are the features of the genre?

What issues concern Omar Khayyam? What is M.E. thinking about? Kilchichakov?

Compare the rubai of poets on one topic, how does Khayyam solve the question of the meaning of life for himself? M. Kilchichakov?

O. Khayyam

Whose heart does not burn with passionate love for the beloved, -

Without consolation he drags out his sad life.

Days spent without the joys of love,

I consider the burden unnecessary and hateful.

M.E. Kilchichakov

Thick darkness filled the ravine,

The waters shimmer through the evening darkness...

Through thousands of nights I walk towards the light.

Love is my guiding beacon.

c) The image of the mother in the poems “Letter to Mother” by S. Yesenin, “About Mother” by R. Gamzatov, “My Dear Mother...” by A. Kyshtymova, V. Mainashev “Mother”, M. Kilchichakova “Mother”.

Compare poems by different poets about mothers: what they have in common and how they differ. What universal human values ​​are affirmed in these works?

Compose a collective image of a mother, based on the texts of the poems of these poets; what traits are universal to humanity?

With what feeling does each poet write about the person closest to him?

How each of the poets represents his mother in a special way, note the individuality in the description of the image of the mother.

Exercise 13. Essay-report “Wonderful corners of sunny Khakassia”, essay in the genre of travel notes “Journey from Abaza to Abakan”.

I offer several options for completing the task. Firstly, students report on the sights of the city of Abaza and its environs (Maloarbatsky pisanets, “Silver Spring”, the estate of the merchant Kipreev, a monument to fallen food detachment soldiers, etc.). Secondly, based on the materials in the atlas-guide, they draw up a route for the proposed trip and write a report about the virtual trip. Thirdly, they cover the summer holidays in the form of a report (which lakes they visited, recreation centers, mountains, etc.). The task of compiling a photo report about visiting attractions will significantly increase interest in this work.

It's amazing how many interesting things you can discover when traveling from Abaza to Abakan:

Maloarbatsky pisanets - Chigirat Khaya Rock - an open-air museum where you can see ocher drawings from the Eneolithic period. The height of the rock is 20 m, width – 23 m. Rock paintings of two groups: anthropomorphic and tamga-like.

Silver spring near the village of Malye Arbaty, a former Cossack village. The water is famous for its healing properties and has a rejuvenating effect.

Ulug Khurtayakh tas is a stone statue of an elderly woman, carved from sandstone, 3 meters high, weighing 2.6 tons. It is a symbol of fertility that is still worshiped today. and so on.

Exercise 14. Write a story based on cross-sense. Crossence is a type of modern puzzle thatis an associative chain closed in a field of 9 squares in which images are placed. Each image is connected with the previous and subsequent ones in meaning (for more details, see)

The difficulty of the exercise is that when working with crossense, students themselves (as opposed to working on plot pictures) must come up with logical transitions from one picture to another. The basis is taken from reproductions of paintings by Khakass artists. A variation of the task: students are asked to create crosses themselves, using the available 9 pictures, and then write a story based on them.

This type of exercise is used in speech development lessons.

Exercise 15. Morphology assignment. When studying the topic “Verb”, the task is traditionally given to find a recipe for a dish. I complicate the task by asking you to develop a booklet on the topic “One recipe for a Khakassian dish” with a detailed description of the cooking process and drawings (collage). For example:

The presented exercises help create optimal conditions for introducing students to the culture and history of their native land, increase interest in the subject, build interdisciplinary connections, and connect language and literature with everyday life.

Literature

Atlas-guide: Sights of the Republic of Khakassia / author-compiler N.V. Kapranova. – Krasnoyarsk: LLC PIK “Offset”, 2007.

Butanaev V.Ya, Traditional culture and life of the Khakass: A manual for teachers / V.Ya. Butanaev. – Abakan: Khakass book. publishing house, 1996.

Bunny. Khakassian fairy tales. / translation and literary processing by G.F. Sysolatina. – Abakan: Khakass branch of the Krasnoyarsk book publishing house, 1990.

Katanov N.F. Samples of folk literature of Turkic tribes. – St. Petersburg, 1907

Kyzlasov A.S., Tuguzhekov V.N. Writers and artists of Khakassia (album of portraits of writers, poets, artists). A manual for teachers and students (in Kharkiv and Russian languages). – Abakan: Khakass book. publishing house, 1997.

Myths and legends of the Khakass / comp. lane P.A Troyakova. – Abakan: Khakass book. publishing house, 1995.

Multinational literature. Programs for optional study of literature in grades 5-6. / L.I. Akhpasheva, P.G. Chebochakova, N.A. Tolmashova. – Abakan: KhSU Publishing House named after N.F. Katanov, 1997.

Moinogasheva V.E. Khakass storytellers and singers. Sketches, essays about some masters of folklore. – Abakan: Khakass book. publishing house, 2000.

National-regional didactic material for a continuous course of the Russian language: methodological manual / comp. N.P. Kokina, L.P. Tolmashova, M.A. Smirnova, O.V. Gavrilova, S.M. Sazanakova; author entry articles and editor T.A. Ostrikova - Abakan: State Educational Institution of Higher Professional Education "Khakass State University N.F. Katanova", 2010.

Ostrikova T.A. Development of speech in the genre-stylistic aspect (Materials for the essay “Khakassia is my land”): method. rec. for teaching rus. language grades 5-9 – Abakan: KhSU, 1996.

Prishchepa V.P. A line that hurts one's conscience...: a book about modern times. literature of Khakassia. 2nd ed., rev. And additional – Abakan, 2008

That's what they say in Siberia. Proverbs and sayings of the peoples of Siberia / comp. Khovratovich B.M. – Krasnoyarsk: Krasnoyarsk Book Publishing House, 1964.

Khakass-Russian dictionary / under general. ed. O.V. Subrakova. – Novosibirsk: Science, 2006.

Chebodaeva V.N. Ethnocultural text material in Russian language lessons in a Khakass multicultural school // Pedagogical education in Russia. - 2016. No. 11. – P.109 - 113

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Value meanings of a modern Russian language textbook

https://doi.org/10.30515/0131-6141-2018-79-8-7-10

annotation

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. Deykina

Federal State Budgetary Educational Institution of Higher Education "Moscow State Pedagogical University"
Russia

Alevtina Dmitrievna Deykina, Doctor of Pedagogical Sciences, Professor

st. M. Pirogovskaya, 1/1, Moscow, 119991

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.

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

-----------------------

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

The article is relevant for its theoretical and practical orientation. Methodological science defines the native language as the main spiritual value of the people and the basis for the formation in schoolchildren of a value-based attitude towards the world, man, native nature, art and the language itself. Studying the Russian language as a national treasure creates conditions for the formation of universal cultural values ​​among schoolchildren.

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Nurturing a value-based attitude towards the Russian language as a means of personality development

Sorokopytova O.G.

The formation of schoolchildren’s ideas about the linguistic aesthetic ideal should be recognized as a priority task of modern methodological science and practice of teaching the Russian language. Methodological science defines the native language as the main spiritual value of the people and the basis for the formation in schoolchildren of a value-based attitude towards the world, man, native nature, art and the language itself. Studying the Russian language as a national treasure creates conditions for the formation of universal cultural values ​​among schoolchildren.

Let's turn to the statement of K.G. Paustovsky about the Russian language and let’s think about the meaning. “Many Russian words themselves radiate poetry, just as precious stones radiate a mysterious shine.” This fragment contains a vivid description of the Russian language as an aesthetic phenomenon. Indeed, the aesthetic ideal was recognized by many Russian writers and poets both as an unattainable peak and as an absolute norm.

However, practicing teachers note a decrease in the level of speech culture in society, as well as among students, a decrease in interest in the native language, a decrease in respect for it, and a change in linguistic aesthetic taste. There remain a number of unresolved problems - the formation of a language aesthetic ideal among secondary school students, stimulating the need of students to improve their own speech from an aesthetic point of view. In the scientific works of famous linguists G.M. Kulaeva, O.E. Drozdova, E.A. Kupirova, E.P. Suvorova. we find a reflection of these problems and ways to solve them. First of all, it should be noted that partly it is already being addressed in textbooks of the new generation. These textbooks and teaching aids already include information about the Russian language as a means of expressing the culture of the people, about the originality, uniqueness, beauty, and aesthetic value of the Russian language and the Russian word. In a combination of a scientific approach and practice, the solution to such a problem should be associated with work on creating in schoolchildren ideas about the expressiveness of the Russian language and its unique nature. It becomes clear that “raising in schoolchildren a value-based attitude towards the Russian language can be carried out through the idea of ​​a linguistic aesthetic ideal.”

Cultivating a value attitude towards language will be successful if the lesson creates a situation, an emotional and intellectual background, a combination of forms and methods of work that will contribute to the development of students’ own reasoned position on the preservation of the Russian language as a national heritage.

Let's take as an example a lesson in 9th grade on the topic “Complex sentences with attributive clauses.”

As the epigraph of the lesson, we took the words of V.G. Rasputin “As long as the language is alive, the nation is alive.”

After communicating the topic and purpose of the lesson, a conversation is held.

Guys, the native language is of great importance in the life of every person. For us it is Russian.

Guys, how do you understand what this is?"nation" ? Let's look at the interpretation of this word in S.I. Ozhegov's explanatory dictionary.

How do you understand the meaning of V. Rasputin’s statement, based on the lexical meaning and your life experience?

After the conversation, we compose a complex sentence with a subordinate attributive using the word"nation" . To help students, you can offer a diagram: [Noun..., (which unites...),...]. (A community of people united by language, territory, economy, culture is called a nation.)

Then we move on to checking homework.

The day before you were given the task: to memorize the table “SPP with subordinate modifiers” and prepare to write from memory.

The idea of ​​a linguistic aesthetic ideal can be comprehended through reading and analyzing statements about the Russian language. Therefore, while one of the students reproduces the table, the rest write a self-dictation of statements about the Russian language.

1) The greatest value of a people is their language, in which they write and speak. (D.S. Likhachev.);

2) Generations of a people pass one after another, but the results of each person’s life remain in the language - as a legacy to descendants. (K.D. Ushinsky.)

Then we conduct a self-test of the transmission of the statement, the placement of punctuation marks; We carry out syntactic analysis of sentences, draw up sentence diagrams. (Declarative, NGN with a subordinate attributive, attached by a conjunctive word on which, explains the noun language ). [...noun], (on which...); (Narrative, SSP, with the adversative conjunction but, the meaning of opposition). , But ). We invite students to answer the question: “What is common and what is different in these sentences in structure and thought?”

Then we check the table reproduced on the board. (The sheets with the table are on the students’ desks.)

Type of WBS	What does the subordinate clause explain?	What questions does it answer?	Conjunctive words	Demonstrative words	Place of subordinate part	The meaning of the subordinate clause
I. NGN with proper defining part II. NGN with pronominal and attributive part	noun or sl., used. in meaning noun pronoun	Which?	which one Who What whose Where where from where when	+ - that one	after a qualifying noun any	definition

At the stage of consolidating the material, we pay students’ attention to what place the subordinate clause occupies, analyze the sentences, and build diagrams.

1. SPP with its own definitional part.

The people who created such a language are truly great and happy people. [That + noun, (which...),...]. The Russian language is part of the national culture, from where a person comprehends the national spirit. [...noun], (from where...).

2. SPP with a pronominal and attributive part.

He who does not belong to his Fatherland does not belong to humanity. (Who...), [that...].

We draw a conclusion about the place of the subordinate clause, about the meaning of the word"spirit" in the second sentence. We pay attention to the role of subordinate modifiers in speech, in which styles of speech these constructions are most often used.

Pronominal clauses are widely represented in proverbs and sayings, where they take the form of aphorisms. We are playing the game “Who will remember the most proverbs about work and literacy?”

1. Whoever does not lie down in the spring will be full all year.
2. He who is a slacker on Monday is not a worker on Tuesday either.
3. Those who are good at reading and writing will not be lost.
4. People honor those who love work.
5. Who does not work shall not eat.
6. He who does not sow does not reap.
7. He who loves to work cannot sit idle.

After writing down the sentences, we pay attention to the most repeated constructions: (Who...), [that...]. (Who...), [that...]. (Who...), [to...].

How do you understand the meaning of proverbs?

What to remember about punctuation marks?

The text (both literary and journalistic) serves as a model of written speech for students. In modern methods, the text is considered the key unit of learning and the subject of analysis. Scientists such as F.I. Buslaev, K.D. Ushinsky and others attached great importance to working with coherent text.

In this lesson, within the framework of the topic, we offer for analysis an excerpt from the story of I.A. Bunin "Pass". When working with a literary text, you should treat the writer’s word with care and keep it intact, as an example of artistic writing. Therefore, we give the text without missing letters or punctuation marks (each student has a printout of the text).

Text

The night is long ago, and I am still wandering through the mountains to the pass, wandering above the wind, among the cold fog, and hopelessly, but obediently, a wet, tired horse follows me on the reins, clanking with empty stirrups.

At dusk, resting at the foot of the pines, behind which this deserted ascent begins, I looked into the depths with a feeling of pride and strength with which you always look from a great height. It was still possible to discern lights in the darkening valley far below, on the coast of a narrow bay that embraced half the sky. But night was already falling in the mountains. It was getting dark quickly, I walked, approached the forests - and the mountains grew more and more gloomy and majestic, and the fog, driven by the storm from above, fell into the spans between their spurs with stormy swiftness. He fell from the plateau, which he wrapped in a gigantic loose ridge, and with his fall seemed to increase the gloomy depth of the abysses between the mountains. It had already smoked the forest, approaching me along with the dull, deep and unsociable roar of the pine trees. There was a whiff of winter freshness, blown away by snow and wind...

Night fell, and I walked for a long time under the dark arches of the mountain forest, humming in the fog, bowing my head from the wind.

“The pass is coming soon,” I told myself. “Soon I will be in a calm place, behind the mountains, in a bright, crowded house...”

Let us present the tasks performed in the process of analyzing the text of I.A. Bunina.

1. Expressive reading of text.
2. Vocabulary work.
3. Determine the style of the text, the type of speech. Justify your conclusion.
4. Determine the topic and idea of ​​the text.
5. Write out the IPP with subordinate attributive clauses from the text.
6. What is the stylistic role of attributive clauses?
7. Write out words from the text with spellings at the root of the word.

As homework, you can suggest writing a short story with descriptive elements, using NGN with attributive clauses.

Turning to the text allows not only to improve the spelling and punctuation literacy of students, but to instill a sense of national dignity among speakers of Russian speech. The main thing in working with text is to focus students’ attention not only on spelling and punctuation, but also on the content of the text as a communicative-cognitive unit. Attention to the aesthetic ideas of students, awakening their sensitivity to the beauty of their native word will undoubtedly have a beneficial effect on the formation of a linguistic aesthetic ideal and a conscious respectful attitude towards the Russian language as a national cultural and aesthetic heritage of the Russian people. In Russian language lessons, “conditions are created for developing an attitude towards the native language as an instrument of knowledge, the creative mastery of which makes it possible to become familiar with spiritual and intellectual values.”

We believe that educational dialogue is one of the main conditions for the spiritual and moral development of students. As a special didactic and communicative environment, educational dialogue provides subject-semantic communication, reflection, personal self-realization, and the acquisition of cultural and socially significant values. Dialogue as a sign of the humanization of education presupposes a change in the way of being of participants in the educational process, in which the main thing is the joint search for truth. Dialogue is not only a form of activity, but a way of relationship that allows one to be heard; where the main thing is not the reproduction of information, but reflection and discussion of the problem. In the process of educational dialogue, students acquire the experience of an emotional and value-based attitude to a work of art, experience of communication and interaction. Such a learning environment is developmental.

First of all, it should be noted that partly it is already being addressed in textbooks of the new generation. These textbooks and teaching aids already include information about the Russian language as a means of expressing the culture of the people, about the originality, uniqueness, beauty, and aesthetic value of the Russian language and the Russian word.

Summarizing all of the above, we focus on the special importance of introducing a modern schoolchild to national culture through reading as the most important type of speech activity. He “will be better prepared than others to master any type of activity related to receiving and perceiving information, and will treat his language and culture as a personally significant value for him.”

Bibliography

1. Kulaeva, G.M. On the formation of students’ value-based attitude towards the Russian language. // Russian language at school. - 2007. - No. 8. - P. 3-7.
2. Drozdova, O.E. Development of linguistic activity of schoolchildren in different subject areas of study. // Russian language at school. - 2010. - No. 8. - P. 3-7.
3. Kupirova, E.A., Suvorova E.P. The formation of an intellectual and speech culture is a condition for the formation of a student as a subject of cognitive activity. // Russian language at school. - 2010. - No. 10. - P. 3-7.
4. Paustovsky K.G. Collected works in 6 volumes. T. 2. M.: State Publishing House of Fiction, pp. 487-699.
5. Bunin I.A. Novels and stories. - L.: Lenizdat, 1985. - 639 p., portrait. -(Masters of Russian prose of the 20th century).

The relevance of the formation of a value attitude towards the Russian language.

It's not scary to lie dead under bullets,
It's not bitter to be homeless,
And we will save you, Russian speech,
The Great Russian Word.
We will carry you free and clean,
We will give it to our grandchildren and save us from captivity
Forever.
Anna Andreevna Akhmatova - poetess, writer, literary critic,
literary critic, translator
What is language? This is not a set of symbols, but a living organism that quickly responds to any changes in the surrounding world. What is language for each person? These are the first words, this is an opportunity for communication, a connection with the world, a memory of generations. Without speaking your native language, it is impossible to be part of society, part of your country, to understand the characteristics of your people and your history. Only by understanding the importance of language for a person, and especially the language of the country in which a person lives, can one become a full-fledged member of society.
When does the attitude towards language begin? Of course, in childhood, from birth, a child finds himself in the world of communication; he is surrounded by the voices of his relatives, his native language. Unfortunately, today there is a problem of instilling a value-based attitude towards the Russian language. Being daily in their native language environment, a child often hears distorted words, incorrect use of expressions and various speech errors; using the Internet, children read various texts that also contain errors. Even in the media there is no strict control over speech and texts. Therefore, the task of the adults surrounding the child is to help children master the classical Russian language and form a value-based attitude towards it. In addition, children learning Russian as a foreign language should see its beauty and understand the importance of speaking Russian for every person living in our country, because Without knowing the language it is impossible to become a full member of society.
Value relationships- this is a person’s relationship to the highest (high level of abstraction) values, such as “man”, “life”, “society”, “work”, “cognition”, “Homeland”, etc. As well as a set of generally accepted, culturally developed relationships such as “conscience”, “freedom”, “justice”, “equality”, etc., when the attitude itself acts as a value.
The concept of “value attitude”, which appeared in Russian pedagogy relatively recently, fits well into a number of concepts traditional for Russian culture.
Russian folk culture becomes the first step for a child in mastering the wealth of culture, appropriating universal human values, and forming his own personal culture. The social basis of the problem of children’s assimilation of cultural heritage and cultural continuity is the development of issues of harmony between the universal and national, national and regional in the works of philosophers, historians, cultural experts and art historians A.I. Arnoldova, N.A. Berdyaeva, A.N. Dmitrieva, V.I. Dobrynina, N.M. Karamzina, D.S. Likhacheva. The Russian language becomes the first and main tool for learning about one’s native culture, the history of one’s country, one’s people.
Nowadays, in pedagogy, the concept of value is defined as an object, phenomena and their properties that are needed by members of a particular society or individual as a means of satisfying their material and spiritual needs, interests aimed at achieving social goals.
The philosophical dictionary gives the following definition: “Values ​​are specifically social definitions of objects in the surrounding world, revealing their positive and negative meaning for man and society.” This definition talks about the positive or negative meaning of a value.
Based on these definitions, we can say with confidence that the Russian language is an undeniable value.
When considering the value of the Russian language, we must not forget the great literary heritage of our country. It is impossible to appreciate the euphony of the poems of the great Russian poets, the depth of thought of the great Russian writers, without knowing the Russian language. In addition to the moral and philosophical components, the literary heritage allows the reader to observe the development of the Russian language and its changes over time. Here it is necessary to emphasize the inextricable connection between the development of languages ​​against the background of historical changes, the most interesting topic of borrowings, and the etymology of words.
What is happening to the Russian language today? How does the structure of language change? How does speech reflect modern changes? All these questions imply deep analysis and research work, but the teacher can interest the student in them and give the students the opportunity to answer them to the best of their life experience and research capabilities.
It is impossible to form a value-based attitude towards the Russian language without showing the student the beauty of the language and its greatness. Lessons in the Russian language and literature provide an opportunity for the teacher to develop interest in independent, in-depth study of the native language, because within the framework of the school curriculum and lesson, it is not always possible to consider a particular linguistic phenomenon in more detail.
When working on developing a value attitude towards the Russian language among younger schoolchildren, it is necessary to take into account their age characteristics, because It is during this period that the child develops an attitude towards learning in principle and the primary task of the teacher is to teach children to learn, i.e. gain knowledge. At the same time, this period of schooling provides enormous scope for students to become acquainted with the Russian language not only as a school subject, but also as the property of their people, their pride.
Understanding that in the modern world a child is often surrounded by illiterate speech, distorted use of certain words, the teacher must first of all be fluent in the Russian language and Russian speech and try to avoid mistakes and be able to motivate his students to eliminate mistakes in their own speech.
At primary school age, a very good way to solve this problem is, of course, through play. For example, you can look through articles with your students and organize a competition to find speech errors. Modern children master a computer very early and know how to use the Internet; this factor can also be used to form a value-based attitude towards the Russian language. You can give the task to find the origin and meaning of certain words, analyze the meaning of modern abbreviations that children use, and show the beauty of the classical Russian language in comparison with the colloquial one. You can also help students master the epistolary genre and hold a letter competition for different recipients; there may be fairy-tale characters and historical figures, it all depends on the specific class and interests of the children.
So what is the value of the Russian language? This is the euphony, beauty and melodiousness of speech, of course Russian folklore, which is often untranslatable into other languages ​​due to its polysemy, Russian literature and poetry, and especially the history of the development of language, which is inextricably linked with the history of the Russian people. The Russian language is the pride and greatness of Russia.
To summarize the above, it must be said that modern children are in dire need of developing a value-based attitude towards the Russian language, and a modern teacher has the opportunity to satisfy this need and must do so, because The Russian language connects the child with the Russian people, Russian history, Russian culture and gives the opportunity to become a full and worthy member of modern society.

Take care of our language, our beautiful Russian language is a treasure, this is an asset passed on to us by our predecessors! Handle this powerful tool with respect; in skillful hands it is capable of performing miracles.

Ivan Sergeevich Turgenev - poet, translator; Corresponding Member of the Imperial Academy of Sciences in the category of Russian language and literature

To handle the language somehow means to think somehow:
approximately, inaccurately, incorrectly.

Alexey Nikolaevich Tolstoy - writer, poet, playwright, publicist

There are no such sounds, colors, images and thoughts - complex and simple -
for which there would be no exact expression in our language.

Konstantin Georgievich Paustovsky - writer