Cards

Defense of the Russian language project. Topics of projects in the Russian language. Which parts of a sentence can be homogeneous

6. Quoting and linking

This is an important and very responsible part of the work. It is necessary to understand that the strict, classical form of work greatly helps to build the substantive side of the project work. Verification of citations and references and their design is an essential part of the work.

Direct quotes should not be overused. Thus, monolithic quotes covering a third of a page are unacceptable.

Also, it is considered inappropriate to quote reference literature - dictionaries, encyclopedias, reference books - in project work. Such citation can be justified only in the introduction and theoretical part, where they “agree on terms” and clarify the content of the key theoretical concepts of the work.

The quotation must be entered correctly into the text. There are the following methods:

a) The researcher believes that “the author’s position...”. (Quote included in subordinate clause after the conjunction "what". In such cases, the quotation appears in quotation marks, starting with a lowercase letter.)

b) The researcher writes: “ Author's position...". (Usually, a complete but not very large passage, a separate sentence or part of it is quoted in this way. The quotation in such cases begins with a capital letter.)

c) Quotation in quotation marks without any additional comments. In this case, the quotation seems to form part of the author’s own reasoning of the design work.

d) Bringing a quotation after a colon without quotation marks. This is appropriate in cases of especially voluminous prose quotes and poetic quotes of quatrains or more. In this case, the quotation text is typed in a smaller font than the main text of the work (for example, 12th, if the main text is typed in 14th), separated into a separate paragraph (or several paragraphs) and larger margins are set for the quotation text than for the main one. text of the work. The poetic text is placed approximately in the middle of the page, closer to the left margin, aligned to the left.

Here is an example of citation in a project work: “He successfully avoided meeting his mistress on the stairs. His closet was right under the roof of a tall five-story building and looked more like a closet than an apartment. His landlady, from whom he rented this closet with dinner and servants, was located one staircase below, in separate apartment, and every time he went out into the street, he certainly had to pass by the owner’s kitchen, which was almost always wide open to the stairs. And every time the young man, passing by, felt some kind of painful and cowardly sensation, which he was ashamed of and from which he winced. He owed everything to his mistress and was afraid to meet her"[Dostoevsky 1982: 5].

7. Design work

The final version of the design work must be printed on a computer. The work is written on standard white A4 paper (210 x 297 mm). The text of the work is written only on one (front) side of the sheet. Filling the reverse side of the sheet with text is unacceptable.

Placement of text on the page:

When writing text, you must leave margins.

top bottom right left

2.54 cm 2.54 cm 3.17 cm 3.17 cm

When typing on a computer, the default fields of the MS Word editor are set.

Volume design work should not exceed 30-35 pages of text. Exceeding the volume is not recommended.

Paginationproject work. All pages of an individual project are numbered from the title page, which is considered the 1st page. The page number is not placed on the title page. The serial number of the page, starting from number “2”, is placed in the upper right corner of the sheet.

8. Protection of project work

The final stage of working on a project work is its protection.

The materials that must be prepared upon completion of the project for its protection must include:

1) product to be protected project activities, (title page, table of contents, project text, list of used literature) in printed form, in a folder with files. The text is printed on one side of the sheet, one sheet is placed in each file.

2) a presentation prepared by the student (no more than 15 slides) indicating for all projects: a) the original concept, purpose and purpose of the project; b) report, i.e. brief description progress of the project and the results obtained.

3) short review manager containing brief description the student’s work during the project, including:

a) initiative and independence; b) responsibility (including the dynamics of attitude towards the work performed); c) performance discipline. If there are appropriate grounds in the work performed, the review may also highlight the novelty of the approach and/or solutions obtained, the relevance and practical significance of the results obtained.

Note. A report is not a report on the work done, but a statement of its results. For a report, you can use an Introduction and a Conclusion, but the style of the report should be closer to colloquial speech than a scientific text, more understandable for listening (simpler syntax, shorter sentences, less scientific vocabulary). The speaker’s task is to convey to the audience the idea of the work and its interesting results. The report should be somewhat entertaining, while remaining a scientific report. The duration of the report is 5-7 minutes.

After the report, the student may be asked questions.

After answering the questions (if any), the supervisor announces his feedback, ending with a score that, in the supervisor’s opinion, the work deserves. This concludes the procedure for protecting the design work.

Annex 1

PROJECT SCHEDULE

and reporting to the teacher

TYPE OF WORK

and the period of its implementation

DEADLINE

REPORTING FORM

Selecting a topic and agreeing it with the teacher

Until December 2015

Topic approval by teacher

January-March 2016

Drawing up a list of literature on the topic (formatted according to GOST)

Providing the list to the teacher (electronically)

March – May 2016

Drawing up a preliminary detailed work plan (based on researched sources)

Providing the plan to the teacher (electronically)

September – November 2016

Writing the first chapter

Writing the second chapter, introduction, conclusion.

Providing the text of the chapter to the teacher (electronically)

March – end of May 2017

6. Shutdown

Providing the full text of the project work to the teacher, taking into account his comments and corrections (in electronic form)

Notes

1. The schedule indicatesextreme deadline for completing each type of work. It is highly desirable to complete each stage of work before the specified deadline. Being behind schedule negatively affects the quality of work and creates inconvenience for the teacher.

Appendix 2

OGAPOU "Belgorod College of Industry and Services"

Design and research work

Subject: __________________________

Completed:

Supervisor:

Belgorod, ____ city

Appendix 3

CONTENT

Introduction……………………………….………………………..……….….............3

ChapterI. Name..……..………………………………………………………..…….…............…....8

1. Name……………..……...……………...........… .………........….…... 8

a) Name........................................................ .......... ..................................8

b) Name........................................................ .......... ................................eleven

2. Name.......………………………. ……………. ..........................…….14

a) Name........................................................ ...............................................14

b) Name........................................................ ...........................................17

ChapterII. Name................................................. ........................................................ ..20

1. Name……………..…......…...……………..............….……….….…. ..20

a) Name........................................................ ...............................................20

b) Name........................................................ ...........................................23

2. Name.......…………….............…………. ………..……..............…….26

a) Name........................................................ ...........................................26

b) Name........................................................ ...........................................29

Conclusion…………………………………………..…………………………………..30

List of references……………………….……………………….33

Yudintseva Svetlana Sergeevna,

teacher of Russian language and literature

highest qualification category

Creative projects

in Russian language and literature lessons

Creativity - the moment of creation

future in the present.

Introduction

Recently, the word “project” has become firmly entrenched in our lives and is most often associated with bold and original undertakings in the field of intellectual or practical activities person, symbolizes the novelty and non-standard approach to solving problems.

Project activity is a pedagogical technology focused on the application of factual knowledge and the acquisition of new knowledge through self-education. The method gives scope for the creative initiative of students and teachers and implies their friendly cooperation, which creates a positive motivation for the child to study. “I know why I need what I learn. I know where and how to apply this knowledge.” These words may well serve as a motto for participants in project activities.

Among modern educational technologies V last years Project activities of students are becoming increasingly popular, because she is personality-oriented; characterized by an increase in interest and involvement in work as it is completed; allows you to realize pedagogical goals at all stages; Allows you to learn from your own experience, from the implementation of a specific case; brings satisfaction to students who see the product of their own labor.

Purpose of project-based learning is to create conditions under which students:

1) independently and willingly acquire missing knowledge from various sources;

2) learn to use acquired knowledge to solve cognitive and practical problems;

3) acquire communication skills by working in groups;

4) develop research skills (ability to identify problems, collect information, observe, generalize);

5) develop systems thinking.

Creative projects in Russian lessons

In grades 5-6, I suggest students create "One word encyclopedia." Students in grades 7-10 also enjoy completing this task.

Project type: creative.

Problem: We don’t know well the history of some words, their genealogy, but it’s so interesting.

Why: there is a lot of information, but it is in different sources, which makes it difficult to work with the word.

What to do? Compile an encyclopedia of one word, collecting information about the word from various sources.

How? Using quasi-research activities

Result: collection of student works

First stage- immersion in the project. The teacher must arouse children's interest in the topic of the project, outline the problem field, placing emphasis on significance. The teacher, together with the students, will determine the goal and objectives of the project - finding ways to solve the project problem.

Second phase- planning work to solve project problems. When determining tasks for each student, we use a differentiated and individual approach, taking into account the learning capabilities, interests, and inclinations of the students. This also reveals the personally oriented aspect of project activity.

Together with the students we compose rough plan one word encyclopedia:

Meaning of the word

Origin of the word

Cognate words (close and distant relatives)

Synonyms (if any)

Antonyms (if any)

Phraseologisms and aphorisms with this word

The life of a word in dictionaries of foreign words (this task is interesting for high school students)

Interesting facts from the life of the word

Grammatical analysis of words (phonetic, morphemic, morphological)

The life of a word in a sentence (syntactic analysis of the sentence in which the word is included)

The life of this word in other dictionaries

The life of words in folklore (proverbs, sayings, riddles, ditties)

The life of words in literature (poems, fairy tales, stories)

Crossword with this word

Acrostic poems, associations, rhymes

Illustrations for the word

The outline of the encyclopedia is approximate, and students can either subtract or add pages in their work.

Third stage- carrying out activities. It is at this stage that students show greater independence in searching for information on a topic, selecting, analyzing, systematizing, and summarizing the material. Of course, students must master all the methods and technologies that they use in independent work. The teacher constantly monitors whether the progress of the activity is normal, what is the level of independence, because when preparing a project, not only the result of the work is important, but also the process of acquiring new knowledge and skills.

Fourth stage- presentation of the project. It is at the presentation that the feeling of completion appears. This stage is necessary for analysis of what has been done, self-assessment and external assessment, and demonstration of results.

For the One Word Encyclopedia, students choose the words themselves. In recent years, encyclopedias of words have been compiled: calendar, friendship, love, Motherland, birch, kitten, clock, musketeer, winter, worldview, teacher...

After all individual projects have been completed, it is time to group project- design of the collection “One Word Encyclopedia”.

Undoubtedly, an important result of the students’ work is the evaluation of the results, where project participants share their opinions, the teacher evaluates the students’ activity, creativity, quality and volume of sources used.

Having examined in detail the work on one project, we will name the topics of other creative projects In Russian:

Collection creative works"The joy of life". This is a printed edition of the best essays on various topics

Project “Ode to a Book”

Collection of creative works “How our word will respond”

Projects “Diary of Santa Claus”, “Winter Fun”

Collection of creative works “Our Favorite Animals”

Encyclopedia of the name

On literature It is possible to carry out the following creative projects:

My silver Age(Grade 11)

My Pushkin

Friendly, family and love relationships of the heroes of Leo Tolstoy’s novel “War and Peace”

Project "Basic Notes" for literary works. For example, N.V. Gogol “Nevsky Prospect”: “Two roads from Nevsky Prospect.”

Konstantin Georgievich Paustovsky said: “The impulse to creativity can fade away just as easily as it arose if it is left without food.” Creative projects in Russian language and literature are the very food for creativity.

Film by 8I grade students "Yesenin and Lydia Kashina"

On the eve of the 120th anniversary of the birth of S. A. Yesenin, the guys and I visited the village of Konstantinovo Ryazan region, visited the poet’s house, the house of Lydia Kashina, the literary museum, and looked at the surrounding area. Of course, we shot a video and decided to use it to create a small curriculum vitae on the topic: "Yesenin and Lydia Kashina." You can get acquainted with the result of our work

Film by 10th grade students "Karabikha"

Project of 10th grade students in the form of a correspondence excursion "Karabikha"

One summer I visited Karabikha, filmed a video and took photos there, but the guys wrote the excursion script and edited the film. The disadvantage of children's work is that they cannot recite. There is something to work on.

Work of 11th grade student Karina Galynskaya

This is a collective work of guys from different years

Below is an example of the design linguistic tale in the form of a clip. The guys composed a fairy tale, then Dasha Stepanova drew the frames, scanned them, then recorded the sound and superimposed pictures on the sound. The film is ready! Of course, the topic is already simple, we need something more difficult.

Not with verbs. Linguistic tale

Vladimir Krasno Solnyshko. Design work by K. Shesternenkova and A. Litvinenko.

"The Fate of Priest Konstantin Golubev"

Documentary film "Fyodor Nedosekin"

This design work participated in the city competition "Step into the Future. Elektrostal - 2010". We wanted to talk about a man we learned about from his grandson, Konstantin Vasilyevich Vladychensky. Our film tells about the priest of the Bogorodsk region, Father Sergius Vladychensky. He was repressed, like many clergy in the 30s. We told about his fate, told to us by his grandson, in this film. The authors of the project are Ekaterina Simagina, Nina Korenkova, Ksenia Klinshova. Students from grade 11M and K.V. Vladychensky helped in dubbing the film.

Documentary film from the cycle "Priests of the Bogorodsk Region" "Father Sergius Vladychensky"

In 2009, we celebrated the 210th anniversary of the birth of A.S. Pushkin. The city hosted a competition of mini-projects “As long as Pushkin lasts in Russia, snowstorms will not blow out the candle.” I invite you to get acquainted with the winning project - the video clip “In Memory of Pushkin”. 7M grade students Tatyana Krasotenko, Kira Sudakova and Ekaterina Kuznetsova worked on the project.

Description of the projectA

Good afternoon. Grade 6-A presents to your attention project work.

Many of us have heard phraseological units more than once in the speech of adults, but we ourselves rarely use them and often do not understand the meaning of the phraseological units we hear. But phraseology is an important expressive unit of the Russian language. Phraseological phrases - a special layer of the Russian language, part of the culture of our people - should return to the speech of children and enrich it. A Russian person must be able to use this means of expression. Based on this, we formulated the theme of the project - “Phraseological units in our speech.” The creative name of the project: “Oh, these phraseological units.”

We conducted a survey among students and teachers of our school. We'll show you the results now. The following questions were asked...

Conclusions of the survey…..

So, phraseological units are stable combinations of words that are close in lexical meaning to one word.

Try to guess phraseological units from the pictures:

During our project, we learned that the sources of phraseological units can be different:

1) original Russians

2) Old Slavonic

3) Latin and Greek 4) Western European

We know that Ancient Greece gave rise to the development of civilization. Look at what phraseological units originate from ancient mythology...

From the Bible and the Gospel came, for example, such a phraseological unit as “manna from heaven”...

From Ancient Rus' The following expressions originate...

One of the tasks of our project was to find literary, author’s phraseological units. As it turned out, many poets and writers themselves come up with new interesting expressions that become popular. For example, getting acquainted with the work of Ivan Andreevich Krylov, we found a lot of interesting catchphrases.

The satirist writer Mikhail Saltykov-Shchedrin also has a lot of catchphrases.....

I see that you are tired. I propose to conduct a short phraseological exercise...

We continue our work. It must be said that such a phenomenon as phraseology or idioms exists not only in the Russian language. For example,

IN English language There are phraseological units that correspond to ours...

While working on the project, we learned that FR. There are synonyms, antonyms, homonyms....

What do you think is our teachers’ favorite expression?...

For students?......for parents?.....

So, while working on the project, we learned about 100 phraseological units. We were convinced that you need to know the meanings of phraseological units in order to use them appropriately in your speech. We found out the origin of some expressions. We learned that they have synonyms and antonyms. We learned to work with information (select the necessary information, analyze, generalize, draw conclusions). Acquired skills to work in a group.

We are sure that we have convinced you that phraseological units must be used in speech, because... they make it brighter and more expressive.

View document contents
"Russian Language Project"

Student project work 6-A class GBOU Secondary School No. 60 of Sevastopol

Project Manager:

teacher of Russian language and literature

Leshchenko O.V. .

Oh, these phraseological units!

So what were they up to?

Our project tasks:

Познакомиться

To know

with new phraseological units and their meanings

history of the emergence of phraseological units

Conduct survey and analyze the results

What role do phraseological units play in our speech?

Teachers' answers:

Decorate our speech, make it more expressive
Makes you think, reflect on the meaning of what is being said
Emotionally enrich our speech

Student answers:

Decorate our speech
Helps you express your thoughts accurately

The results of the study showed:

The concept of “phraseologisms” is familiar to a small number of students. About two-thirds of the students find it difficult to name any phraseology.
Only a tenth of the students surveyed use phraseological units in their speech.
Only a few students surveyed understand the importance of phraseological units in speech.
School teachers are familiar with the concept of “phraseologisms”, use them in their speech, give many examples and believe that

phraseological units are an integral part of our speech.

Phraseologisms – these are stable combinations of words that are close in lexical meaning to one word

Guess the phraseological units

Lead by the nose

Shedding crocodile tears

Put it in your belt

Sources of phraseological units

1) original Russians (hatchet work, green street) ;

2) Old Slavonic (seek and you will find) ;

3) Latin and Greek (Augean stables, contribute);

4) Western European (blue stocking, throw down the glove)

Phraseologisms that came from myths

Ariadne's thread - something that helps you find a way out of a difficult situation.

Achilles' heel – vulnerable spot.

Sword of Damocles – impending, threatening danger.

Two-Faced Janus - Two-faced person.

Interesting fact

The center of the world otherwise called Omphalus. This is the stone that marked the center of the world. According to legend, it was he who was swallowed by the god Cronus instead of baby Zeus.

Manna from heaven -

something extremely necessary, desirable, expected.

According to biblical history, God sent the Jews every morning during their exodus from Egypt through the desert to the promised land - manna. The emerging expression “manna from heaven” began to be used to mean something valuable and rare. When they are looking forward to something cherished, they say the phrase “wait like manna from heaven.”

Russian phraseological units:

"Without a penny" - having no money at all.
"Wag your tongue" - talk a lot and not to the point.
"Pip on your tongue" - You should not say this under any circumstances, lest these words turn out to be prophetic.
"Throw to the wind" - waste it in vain.
"Hanging by a Thread" - to be under threat of something.

After the sleeves -

to be reluctant to work, to work haphazardly, lazily

In Ancient Rus' they wore outerwear with exorbitantly long sleeves; their unrolled ends fell to the knees, or even to the ground. Naturally, without lifting up such sleeves, there was no point in thinking about work. Close to this expression is the second, opposite in meaning and, one might think, born later: "Work with your sleeves rolled up" that is, decisively, ardently, with complete diligence.

Phraseologisms from Krylov's fables

“And Vaska listens and eats” - a person who is indifferent to reproaches, comments, criticism expressed towards him and continues to do his job. (Fable “The Cat and the Cook”).
“And the casket just opened” - a problem that seemed difficult and unsolvable turns out to be easy to solve . (Fable “Casket”).
“What thieves get away with, they beat the thieves for” - What can be done by a high rank person cannot be done by a low rank person . (Fable “Little Crow”).
“Your stigma is covered in fluff.” - to be involved in something criminal or unseemly. (Fable “The Fox and the Marmot”).

Phraseologisms from fairy tales by M.E. Saltykova-Shchedrin

Phraseologism

Lexical meaning of phraseology

keep a stone in your bosom

Fairy tale title

hold a grudge

don't give in an inch

"Wild Landowner"

not to give at all

stand one's ground

"Wild Landowner"

achieve your demands

my hut is on the edge

grow on beans

reluctance to take part in any activities

"Wild Landowner"

"Dried roach"

guess

nowhere to stick my nose

"Dried roach"

nowhere to go

mental ward

"The Wise Minnow"

have a lot of brains

keep your eyes open

"The Wise Minnow"

be vigilant

"The Wise Minnow"

Let's rest!

Let's stand up like we swallowed an arshin. - Let's vote with both hands. - Let's bend over backwards. - Let's jump like a hare. - Let's back up. - Let's look into each other's eyes. - Let's put a good face on a bad game. - Let's hit each other with our foreheads. - Let's spread our hands. - And now - hands in your trousers. - Let's keep our nose to the wind. - Let's soap each other's heads. -But there is no truth at the feet, take your places. We continue to work.

Phraseologisms in other languages

English phraseological units:

"To kill two birds with one stone" - kill two birds with one stone. (Kill two birds with one stone)
"Hungry as a hunter" - hungry like a hunter (hungry as wolf)
« Rolling in money" - ride in money (Chickens don't eat money)

We learned that phraseological units have homonyms, synonyms and antonyms

Let the rooster go - produce a melody out of tune.

Let the rooster -set something on fire.

Uma ward -seven spans in the forehead

Head on your shoulders - bright head.

Two of a Kind - one field of berries.

Beat swords into ploughshares - sheathe the sword.

A dime a dozen - the cat cried.

Rolling up my sleeves - carelessly.

Brew the porridge - to fix the mess.

Difficult to climb - easy to climb

Favorite phraseological unit

For teachers - neither light nor dawn.

For students - like water off a duck's back.

For parents - Nick down.

Phraseologisms decorate our speech, make it expressive and bright

Introduction.

By definition, a “project” is a set of certain actions, documents, preliminary texts, an idea for the creation of a real object, subject, or the creation of various kinds of theoretical products. This is always a creative activity.

Project activity is a pedagogical technology focused not on the integration of factual knowledge, but on its application and acquisition of new knowledge through self-education. The method gives scope for the creative initiative of students and teachers and implies their friendly cooperation, which creates a positive motivation for the child to study. “I know why I need what I learn. I know where and how to apply this knowledge.” These words may well serve as a motto for participants in project activities.

The project is valuable because during its implementation, schoolchildren learn to independently acquire knowledge and gain experience in cognitive and educational activities. If a student receives at school the research skills of navigating the flow of information, learns to analyze it, generalize, see trends, compare facts, draw conclusions and conclusions, then, due to his higher educational level It will be easier to adapt in later life, choose the right future profession, and live a creative life. The need for technology is an objective requirement, and therefore, as a rule, each teacher develops it over time. And here you can go two ways:

1) create your own technology;

2) adopt what others have discovered.

The project method was first formulated and described in detail by the American educator William Kilpatrick in the first quarter of the 20th century. Kilpatrick was an adherent of the philosophical concepts of John Dewey, who believed that the role of childhood is not limited to preparing for future adult life. Childhood itself is a full-fledged period of human existence. This means that education should provide not only the knowledge that an adult will need in the future, but also knowledge, abilities and skills that can help a child today in solving his pressing life problems. In other words, school is not a place for training future adults, but a place where a child lives and learns to live in a complex world around him, work and communicate with other people, and, among other things, acquire the necessary knowledge. To achieve this, teaching must be oriented towards the interests and needs of students and be based on personal experience child.

A project is literally “something thrown forward.” Recently, this word has firmly entered our lives, and is most often associated with bold and original undertakings in the field of intellectual or practical human activity, symbolizing the novelty and non-standard approach to solving problems. The most important feature of the project method, reflecting its essence, is the independent activity of students. They act as active participants in the learning process, rather than passive statists.

Purpose of project-based learning is to create conditions under which students:

1) independently and willingly acquire missing knowledge from various sources;

2) learn to use acquired knowledge to solve cognitive and practical problems;

3) acquire communication skills by working in groups;

4) develop research skills (ability to identify problems, collect information, observe, conduct an experiment, analyze, build hypotheses, generalize);

5) develop systems thinking.

Basic requirements for the use of project activities:

1. The presence of a significant research or creative problem or task that requires a search for its solution.

2. The problem raised in the work must, as a rule, be original (if the problem is not original, then its solution must be original).

3. The activity should be based on independent (individual, pair, group) work of students.

4. Use of research methods.

5. The completed work must demonstrate the depth of knowledge of the author(s) in the chosen field of study.

6. The work must comply with established formal criteria and must demonstrate the theoretical (practical) achievements of the author (authors).

Chapter 1. Organization of project activities in Russian language and literature lessons.

1.1. Algorithm for teacher and student activities in project-based learning technology .

Stages of work	The content of the work	Student activities	Teacher activities
1. Preparatory	Defining the theme and goals of the project	Discussion and topic selection	Suggests project topics
	Identification of subtopics in the project topic	Selecting a subtopic or suggesting a new subtopic	Joint discussion of project subtopics
	Formation of creative groups	Formation into micro-groups, distribution of responsibilities between team members	Organizational work to unite schoolchildren into groups
	Preparation of materials for research work	Joint work on developing tasks, questions for search activities, selection of literature
	Establishing methods for presenting results (report forms) and criteria for evaluating the result and process	Discussion and adjustment of forms for presenting results and evaluation criteria	Offers report forms and sample assessment criteria
2. Planning	Determining sources, methods of collecting and analyzing information	Correction and addition of teacher’s proposals	Offers basic literature, methods of collecting information
3.Project development	Accumulating information by working with literature, questioning, experimenting, etc., summarizing it	Search activities for accumulation, systematization, generalization of information
4.Results presentation		Presentation of results according to the selected report form	Consultations, coordination of students’ work
5. Presentation	Providing completed work	Report on the results of the work	Organization of examination with the invitation of school teachers and high school students
6. Assessment	Evaluation of work according to developed criteria	Participation in assessment through brainstorming and self-assessment	Joint assessment with the expert group, identifying untapped opportunities and potential for continued work

The use of the project method in Russian language and literature lessons, first of all, has the following goal - increasing the practical, skill-building focus of the content. In this case, priority is given to active, interactive, gaming, laboratory methods, research activities, and methods of creative self-expression. The creation of a problem-motivational environment in the classroom is carried out in different forms: conversation, discussion, brainstorming, independent work, organizing a round table, consultation, seminar, laboratory, group work, role-playing games. Russian language as an academic subject is fertile ground for project activities. Teachers often face problems such as lack of reading interest among students, narrow horizons, lack of analysis and generalization skills. Interesting work in groups gives the children the opportunity to get a feel for the subject, gain new knowledge, and the teacher to solve the above problems.

1.2. Rules for successful project activities

1. There are no leaders in the team. All team members are equal.

2. Teams do not compete.

3. All team members should enjoy communicating with each other and the fact that they are completing a project task together.

4. Everyone should enjoy feeling confident.

5. Everyone should be active and contribute to the common cause.

6. All team members performing the project task are responsible for the final result.

1.3. General approaches to project structuring:

1. You should always start by choosing the topic of the project, its type, and the number of participants.

2. Next, you need to think through possible options for problems that are important to study within the framework of the intended topic. The problems themselves are put forward by students at the suggestion of the teacher (leading questions, situations that help identify problems, a video series with the same purpose, etc.). A brainstorming session followed by a group discussion is appropriate here.

3. Distribution of tasks into groups, discussion of possible research methods, information search, creative solutions.

4. Independent work project participants according to their individual or group research and creative tasks.

5. Intermediate discussions of the obtained data in groups (in lessons or in classes in a scientific society, in group work in a library, media library, etc.).

6.Project protection, opposition.

7. Collective discussion, examination, assessment results.

1.4. Student action plan for the project

Each group participating in the project receives a “Student Action Plan for the Project,” which includes:

1. Selecting a project topic (research).

2. Set a goal. (Why am I doing this? What result do I want to achieve?) Write down the answers.

3. If this is a study, then you need to put forward an assumption - a hypothesis. (Make your guess about what the result will be and why?) Write down your answers.

4. Choose a method. (What needs to be done to get the result?) Write down your action plan, the time for completing each step.

5. Collect data (set up experiments, collect necessary information, material, we draw it up, we check our actions according to the time determined for each step).

6. We get results. (If something failed, this is also a result).

7. Analyze the results. (We compare the results obtained with this hypothesis).

8. Draw conclusions. (We are planning further activities). We evaluate the actions in the group.

9. We defend the result in a team. We get a general assessment of the results.

These reminders help students successfully move toward their goal of creating a project.

1.5. Criteria for assessing student work

1. The degree of independence in performing various stages of work on the project.

2. The degree of involvement in group work and the clarity of fulfillment of the assigned role;

3. Practical use of subject and general school knowledge;

4. The amount of new information used to complete the project;

5. The degree of comprehension of the information used;

6. Level of complexity and degree of proficiency in the techniques used;

7. Originality of the idea, method of solving the problem;

8. Understanding the project problem and formulating the purpose of the project or research;

9. Level of organization and conduct of presentation: oral communication, written report, provision of visual objects;

10. Possession of reflection;

11. Creative approach in preparing presentation visual objects;

12. Social and applied significance of the results obtained.

Chapter 2. Classification of projects in Russian language and literature.

The following types of projects are distinguished:

According to the leading method or type of activity of students;

In terms of substantive and meaningful activities;

By the nature of project coordination;

By the number of project participants.

2.1. Characteristics of projects by leading method or type of activity

1. Research projects are completely subordinated to the logic of, albeit small, research, and have a structure that approximates or completely coincides with genuine scientific research.

Structure of research projects:

argumentation of the relevance of the topic adopted for research,

definition of the research problem, its subject and object,

designation of research tasks in the sequence of accepted logic,

determination of research methods, sources of information,

putting forward hypotheses for solving the identified problem, identifying ways to solve it,

discussion of the results obtained, drawing conclusions, formalizing the research results, identifying new problems for the further course of the research.

2. Creative projects require appropriate presentation of the results. Such projects, as a rule, do not have a detailed structure of joint activities of participants.

3. Information projects. This type of project is initially aimed at collecting information about some object or phenomenon, familiarizing project participants with this information, analyzing it and summarizing facts intended for a wide audience. Such projects, just like research ones, require a well-thought-out structure and the possibility of systematic correction as work on the project progresses.

Structure information project can be designated as follows:

objective of the project,
subject of information search,
sources of information (media, interviews, questionnaires, brainstorming),
methods of processing information (analysis, generalization, comparison with known facts, reasoned conclusions),
information search results (article, abstract, abstract, report, video, etc.),
presentation.

4. Practice-oriented projects are distinguished by clearly defined results of the activities of the project participants. Moreover, this result is necessarily focused on the social interests of the participants themselves.

5. Game projects. In such projects, the structure is only outlined and remains open until the end of the project. Participants take on specific roles determined by the nature and content of the project. These can be literary characters or fictional heroes. The results of such projects can be outlined at the beginning of the project, or they can appear only at its end.

2.2. Types of projects for subject-related activities:

1) cultural studies (abstract works);

2) linguistic (essays of different genres, tables, manuals);

2.3. Types of projects by the nature of project coordination and the number of project participants:

1) with open coordination (rigid), with closed coordination (flexible);

2) personal, pair, group.

In order for students to develop cooperation skills, to involve them in the active process of receiving and processing information, such interaction is organized, which includes connections “student - student”, “student - teacher”, “teacher - student”, “student - class”, with using methods that focus attention on a large group: survey, discussion, dispute, review of information, dramatization, discussion.

Chapter 3. Using the educational project method in literature lessons

An educated person in modern society is not only and not so much a person armed with knowledge, but who knows how to obtain, acquire knowledge, do it purposefully as his need arises in solving the problems facing him, and who knows how to apply existing knowledge in any situation. In this regard, new problems arise for education: the formation of information and communication competencies in students. The innovative search for new means leads teachers to the understanding that we need activity-based, group, game, role-playing, practice-oriented, problem-based, reflective and other forms and methods of teaching. A significant role in solving these problems is played by the method of educational projects, which in recent years has become increasingly popular among teachers.

Literature as an academic subject is a wonderful, fertile ground for project activities. Literature teachers often face problems such as lack of reading interest among students, narrow horizons, lack of analysis and generalization skills. Interesting work in a group will give the children a feel for the subject, gain new knowledge, and the teacher will be able to solve the above problems. Knowledge of history, world artistic culture - disciplines related to literature - can and should help in working on a literary project.

Method educational project- this is one of the personally oriented technologies, a way of organizing independent activities of students, aimed at solving the problem of an educational project, integrating a problem-based approach, group methods, reflective, presentational, research, search and other techniques.

At the heart of every project is a problem. The goal of project activity is to find ways to solve a problem. Algorithm Preparations for the launch of an educational project in literature can be represented in the form of a diagram:

Educational project

In the very general view During the implementation of the project, the following can be distinguished: stages:

1. Immersion in the project;

2. Organization of activities;

3. Carrying out activities;

4. Presentation of results.

Consequently, completing the task required students not only to know the content of the work and a creative approach to work, but also to have organizational and communication skills.

Such tasks arouse great interest among students and enliven educational process As a rule, students cope well with this task. And the teacher, firstly, gets an additional opportunity to deepen students’ knowledge on the topic, because During the presentation of their works, students justify the choice of certain plots of the works and give a generalized description of the main characters. Secondly, the teacher studies the individual abilities of students, observes their collective activities, identifying intellectual leaders and students who need the teacher’s support.

Project assignments in literature in grades 5-7 arouse keen interest among students and create conditions for the integration of knowledge from various fields of art.

Work on various projects continues in the following classes.

An educational project that can be offered to 8th grade students - a collection of works, united by the title "The History of My Family in the History of the Motherland", can be offered after studying the story by V. Astafiev "The Photograph in which I am not". The starting point for the creation of the project will be the last phrase from the story: “Village photography is a kind of chronicle of our people, its wall history.”

Topic: "The history of my family in the history of my Motherland", grade 8

Project type: creative

Problem	We don’t know our ancestry well, the history of our family, our ancestors.
Why?	We are not interested Not enough information has been preserved Lack of family traditions Parents also don’t know their family history well. Grandparents live far away, connections with them are fragile
What to do?	Research family history
How?	Find out family information from parents, grandparents, relatives Study documents, family heirlooms, photographs
What i need to get? (result)	Essay “The history of my family in the history of my homeland” Cognitive (knowledge about family history, ancestors) Educational (patriotic, moral and spiritual education) Developmental (communicative, information competence)

To solve the problem, students will have to find the oldest (or most interesting, in their opinion) photograph in family albums, tell not only where and when it was taken, but also ask their parents or grandparents about the people depicted on it, their destinies and thereby come to a conclusion about how the history of our country and people was reflected in the destinies of their ancestors, what contribution they made to the history of their people. Such work, firstly, brings the older and younger generations closer together, instills mutual respect in both, and secondly, awakens in students interest in the way of life of previous generations, which ultimately somewhat relieves the tension in resolving the eternal problem." fathers" and "children".

In addition, during the preparation of the project, the skills of collecting and systematizing information are laid, which contributes to the formation and development of information and communication competencies.

The cognitive aspect is also important, because Students, looking at old photographs, will try to find out where and when the photograph was taken, describe the costumes of the early and mid-20th century, which contributes to the development of interest in the past era and the way of life of people.

In grade 9, the most significant and voluminous topic is “The Life and Work of A.S. Pushkin,” therefore, the goal of generalization can be achieved educational material work on the creation of the project “Monument to A.S. Pushkin” could serve on this topic. The work on this project is described in detail in the magazine “Literature at School” No. 6 for 1998 (article by R.D. Mader “How we created the monument to Pushkin”). The implementation of this project will help students create their own image of Pushkin, make him close and even “native”.

The development of information and communicative competence of 10th grade students will be facilitated by the preparation of a project on the lyrics of F.I. Tyutchev. As is known, Tyutchev’s poetry is not understood deeply enough by schoolchildren and does not always find an emotional response in their souls.

At the 1st stage- immersion in the project - the teacher must awaken students’ interest in the topic of the project, outline the problem field, placing emphasis on significance. As a result of problematization, the teacher, together with the students, will determine the goal and objectives of the project - finding ways to solve the project problem.

At the 2nd stage The teacher organizes schoolchildren into groups, defining the goals and objectives of each of them. For example:

Provide a short biographical sketch;

Collect and present material about the poet’s artistic world in various areas:

Tyutchev's philosophical views and philosophical poetry;
Nature in Tyutchev's early and late lyrics;
Features of the composition of poems;
The role of antithesis in the poet’s poems, etc.

When determining tasks for each group, it is necessary to take into account the nature of the task: abstract, research or creative. And in this regard, we use a differentiated and individual approach, taking into account the educational capabilities, interests, and inclinations of students. This also reveals the personally oriented aspect of project activity. At the second stage, planning of work to solve the project’s problems occurs.

3rd stage- carrying out activities. It is at this stage that students show greater independence in searching for information on a topic, when getting acquainted with critical literature in magazines, monographs, on the Internet, selecting, analyzing, systematizing, and summarizing the material. Of course, students must master all the methods and technologies that they use in independent work. When children lack knowledge or any skills, the opportune moment comes to present new material. The teacher constantly monitors whether the progress of the activity is normal, what is the level of independence, because when preparing a project, not only the result of the work is important, but also the process of acquiring new knowledge and skills.

4th stage- presentation of the project - as one of the goals of the project activity is mandatory both from the point of view of the student and from the point of view of the teacher, because It is at the presentation that the feeling of completion appears. This stage is necessary for analysis of what has been done, self-assessment and external assessment, and demonstration of results.

The product of the students' project activities will be thematic articles of an abstract nature, essays on personal impressions, analysis of poems, research articles on the analysis of various aspects of the poet's skill, illustrations to Tyutchev's poems.

Algorithm for working on an educational project

Topic: "Poetry of F.I. Tyutchev", 10th grade

Project type: research, creative

Problem	Tyutchev’s poetry is not understood deeply enough by students and does not always find an emotional response in their souls
Why?	Insufficient knowledge about the life and work of the poet Philosophical poetry is difficult for students aged 15-16 to understand Tyutchev's poetry is not studied enough in middle grades
What to do?	Study the life and work of the poet in an accessible, attractive form for students
How?	Using differentiated group tasks Using modern pedagogical technologies (role play)
What i need to get? (result)	Collection of student works Educational (knowledge about the life and work of Tyutchev) Educational (aesthetic, patriotic education) Developmental (communication, information competence, general educational, special skills, research skills)

To successfully work at the presentation stage, you need to teach students to concisely express their thoughts, structure a message in a logically coherent manner, prepare visual aids, and develop a structured manner of presenting the material. Here you will need techniques of introspection and reflection. In this regard, the role of the teacher, who generalizes, summarizes, and gives an assessment, increases significantly. Undoubtedly, an important result of the students’ work is the evaluation of the results, where project participants share their opinions, the teacher evaluates the students’ activity, creativity, quality and volume of use of sources.

Conclusion.

Of course, about a third of students want to learn, but they want to do it in a manner familiar to them; they know how to learn, but they prefer to do it using the means and methods known to them. This position of students is quite understandable, i.e. they subjectively interpret the effectiveness of learning through safety, they want predictability of educational actions. Cognitive motivation in this case is high.

IN modern conditions The teacher must do everything possible so that the student experiences the joy of the efforts made and experiences the success of achieving the goal. The student, receiving theoretically based methods of action and knowledge, can independently develop similar methods of action in unfamiliar situations or new methods in solving problems. This is exactly what the project method contributes to.

The basic requirements for using the project method can be determined by three questions:

For what?
for what (who)?

The first requirement is the presence of either a subjectively or socially significant problem for the student. A very important point is that when using the project method, the problem is not presented to students in a ready-made form, as is often the case in problem-based methods, but with the help of various techniques and visual aids, students are led to independently formulate the problem and hypotheses for its solution. The formulation of the problem is the answer to the question “why?”

The second requirement: there must be practical, theoretical or cognitive significance of the intended results, i.e. the student must be aware of where and how he can apply the acquired knowledge, what product of the project will be its logical conclusion.

The relationship between the problem and the practical implementation of its solution is what makes the project method so attractive for the education system.

Third important characteristic of the project method - its independence, which is determined, on the one hand, by the available opportunity to demonstrate one’s abilities, to independently choose ways to solve a problem, on the other hand, by personal motivation for completing the project.

Each new project not only relies on the experience of students working on a previous project and on the skills they have developed, but also contributes to the growth of new knowledge and skills.

Thus, project development is a path to personal self-development through awareness of one’s own needs, through self-realization in substantive activities. Among modern pedagogical technologies, in recent years, student project activities have become increasingly popular, because she

Personally oriented;
Characterized by an increase in interest and involvement in the work as it is completed;
Allows you to realize pedagogical goals at all stages;
Allows you to learn from your own experience, from the implementation of a specific case;
Brings satisfaction to students who see the product of their own labor.

As a conclusion, we note that it is impossible to force a person to create. As the science fiction writer A. Azimov wrote in his wonderful story “Profession,” a person himself must come to the desire to search, try and make mistakes. And only those who are ready to defend their right to create are capable of real creativity, and the task of Russian language teachers is to motivate students for this creativity, to help them make their own small, and maybe (who knows?) big discoveries.

List of used literature.

Albetkova R.I. Game in literature lessons in 7th grade [Text] / Russian Literature, 2000, No. 4, P.67 - 71.
Basova N.V. Pedagogy and practical psychology [Text] / N.V. Basova. - Rostov-on-Don, 1999, pp. 111-115.
Bederkhanova V.P. Pedagogical design in innovation activity[Text]: Textbook / V.P. Bederkhanova, B.P. Bondarev. - Krasnodar, 2000. - 54 p.
Bondarevskaya E.V. Theory and practice of person-centered education [Text]. - Rostov-on-Don, 2000. - 352 p.
Gin A. Techniques pedagogical technology[Text] / "Vita - Press". - M., 1999.- 125 p.
Kulnevich S.V. Quite an unusual lesson. Practical guide [Text] / S.V. Kulnevich, T.P. Lakotsenina. - Rostov-on-Don, 2001, - 160 p.
Shogan V.V. Modular organization of teaching practice [Text] / V.V. Shogan, N.N. Mkrtchyan, O.V. Tretyakov. - Rostov-on-Don, 2000, - 175 p.
Yakimanskaya I.S. Technology of personality-oriented education [Text] // Magazine "School Director". - 2000. - No. 7. - 145 p.