Forming an Algorithm for Determining the Grammatical Gender of Nouns (The Russian Language Lesson at the Third Grade of Primary School)

2015 ◽  
Vol 3 (5) ◽  
pp. 40-45
Author(s):  
Хотько ◽  
E. Khotko
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Grammatical Gender ◽  
Russian Language ◽  
After School ◽  
Russian Culture ◽  
Cultural Events ◽  
School Activities ◽  
The Third ◽  
The Russian Language

The paper considers the fair culture as being the element of the Russian vernacular and festive folklore, which for the whole existence of domestic education has always used to be a means of upbringing the youth. Acquaintance of schoolchildren with the national folklore helps to aspire their interest in the national traditions and history; to engage them with the origins of the Russian culture. As the author proves, the folklore material can easily be used within the modern primary education to stage mass cultural events and also in the course of after-school activities.

The Potential of the Russian Language Textbook in the Formation of Primary Schoolchildren’s Communicative Literacy

2018 ◽  
Vol 79 (8) ◽  
pp. 35-40
Author(s):  
M. I. Kuznetsova
Keyword(s):  
Primary School ◽  
Russian Language ◽  
Primary School Children ◽  
Written Text ◽  
Russian Literary ◽  
The Given ◽  
The Russian Language ◽  
Speech Situation ◽  
Linguistic Means

One of the goals of the Russian language course in the primary school is the formation of the communicative literacy. The content of the course should be aimed at understanding the wealth of linguistic means by primary school children; the formation of the ability to detect a violation of linguistic norms and the inadequacy of the linguistic means used in the speech situation; the accumulation of the experience in choosing of linguistic means in accordance with the peculiarities of the speech situation; the creation of oral and written texts that meet the criteria of content, connectivity, compliance with the norms of the Russian literary language. The article considers the classification of exercises that contribute to the formation of communicative literacy. The author gives the examples of exercises where the student acts in different roles: the student is an observer of the speech situation and analyzes the adequacy of the choice of linguistic means; the student is a direct participant in the given speech situation and makes a choice of language facilities; the student is offered to create the speech situation himself, to independently construct an oral and written text.

Next lesson – Let's Go to the Theater!

2021 ◽  
Vol 23 (4) ◽  
pp. 383-389
Author(s):  
Rozalina Dimitrova ◽  
Keyword(s):  
Foreign Language ◽  
Emotional Experience ◽  
Considerable Change ◽  
Russian Language ◽  
Educational Objectives ◽  
Russian Culture ◽  
Creative Abilities ◽  
The Russian Language

Theatrical pedagogics allows for the considerable change of the ordinary school lessons and transforms its educational objectives. The students become stronger in their confidence of their skills to use Russian language as a means of communication and willingness to improve their knowledge. Dramatization in Russian language brings positive emotional experience, cultivates creative abilities in children, adds to their personality, trains interest towards the Russian language and Russian culture. Theatrical lessons create conditions for increasing motivation in studying Russian language with lessons in Russian as a foreign language.

scholarly journals Russian philosophy and the formation of the Russian national and cultural canon: problems and prospects ([Review on:] Malinov A.V. Research and articles on Russian philosophy. Saint Petersburg: RHGA, 2020, 608 p.)

2021 ◽  
pp. 181-190
Author(s):  
A.B. Bocharov
Keyword(s):  
Cultural Context ◽  
Philosophy Of History ◽  
Russian Language ◽  
Russian Philosophy ◽  
Main Subject ◽  
Russian Culture ◽  
Saint Petersburg ◽  
The Common ◽  
Evolution Of Ideas ◽  
The Russian Language

This work is devoted to the analysis of the book by A.V. Malinov “Research and Articles on Russian Philosophy”. The main subject-content and thematic-subject lines of the book are revealed: philosophy of Slavophiles; historical, cultural and philosophical contexts of V.S. Solovyov and V.V. Rozanov; professional philosophy in Russia. Points to the variety of genres published in a collection of articles and materials of historical and philosophical articles, teaching materials (lectures and paragraphs from the textbooks), archival materials, methodological reflections. The author considers the interpretations of A.S. Khomyakov, the Slavophil ideas of O.F. Miller, the evolution of ideas about the common Slavic language, the attitude of V.S. Solovyov with N.I. Kareyev and St. Petersburg Slavophiles (including the polemic of V.S. Soloviev with the Slavophiles in the last work of the Russian philosopher – “Three Conversations”), V.V. Rozanov with the Slavophiles and V.I. Lamansky, features of V.V. Rozanov, the philosophical heritage of A.I. Vvedensky and the controversy caused by him, the place of L.P. Karsavin in the tradition of teaching the philosophy of history at St. Petersburg University, the specifics and historical path traversed by university philosophy in Russia, the modernization of the methods of modern historical and philosophical research, etc. The author notes the author's appeal to little-studied representatives of Russian philosophy, original interpretations of biographical and historical-philosophical plots, the use of the expressive possibilities of the Russian language, enriching the interpretive possibilities of the historiography of Russian philosophy. The conclusion is made about the preservation of the “Russian canon” in the research of Russian philosophy, about its heuristic possibilities. The author's intention is explained and the value of research of this kind, serving the purpose of reinterpreting the ideas of Russian philosophy, solving the problem of preserving the values and meanings of Russian culture in the modern historical and cultural context, is indicated.

Young Children’s After-School Activities—There’s More to It Than Screen Time: A Cross-Sectional Study of Young Primary School Children

2015 ◽  
Vol 12 (1) ◽  
pp. 8-12 ◽  
Author(s):  
Lina Engelen ◽  
Anita C Bundy ◽  
Adrian Bauman ◽  
Geraldine Naughton ◽  
Shirley Wyver ◽  
...  
Keyword(s):  
Primary School ◽  
Real Time ◽  
School Children ◽  
Screen Time ◽  
Primary School Children ◽  
After School ◽  
Physically Active ◽  
School Activities ◽  
After School Activities ◽  
Sedentary Activities

Background:Children can spend substantial amounts of leisure time in sedentary activities, dominated by TV/screen time. However, objective real-time measurement of activities after school among young school children is seldom described.Methods:School children (n = 246, 5−7 years old, mean 6.0) and their parents were recruited by random selection from 14 schools across Sydney, Australia. Parents used a real-time objective measure (Experience Sampling Method, ESM) to record children’s activities and whether they were indoors or outdoors at 3 random times each day after school. Data were collected across 4 weekdays in 1 week and then, 13 weeks later, another 4 weekdays in 1 week.Results:Results were based on 2940 responses from 214 childparent dyads showed that 25% of behavior involved physical activity, 51% was spent in sedentary activities, and 22% was TV/ screen time. Most instances (81%) occurred indoors.Conclusion:Despite a high proportion of TV/screen time, children were also engaged in a range of other sedentary and physically active pursuits after school. Hence TV/screen time is not a suitable proxy for all sedentary behavior, and it is important to gather information on other non–screen-based sedentary and physically active behaviors. Future research is warranted to further investigate after-school activities in young primary school children.

scholarly journals Bell Names in the History of the Russian Language (Linguistic and Cultural Aspect)

2018 ◽  
Vol 50 ◽  
pp. 01018
Author(s):  
Oksana Franchuk ◽  
Aleksandra Osipova
Keyword(s):  
Cultural Analysis ◽  
Russian Language ◽  
Field Analysis ◽  
Historical Background ◽  
Unique Element ◽  
Historical Knowledge ◽  
Russian Culture ◽  
History Of ◽  
Linguistic Units ◽  
The Russian Language

The paper considers principles of naming the bells and the main features, according to which the bell could get either name. Scientists believe that to a greater extent the structure of such onym units characterizes the specifics of how the bells were treated in Kievan Rus and the overall attitude of the Russians to them. The study was based on the analysis of the unique catalogue containing linguistic units and reflecting the history of bells, bell ringing and bell casting. The main sources of the study included compiled chronicles, archive materials, register of monastic and temple property, inscriptions on bells, and church charters. The study was conducted through comparative-historical, linguistic and cultural analysis, as well as field analysis within the cognitive stylistics. As a result, 51 bell names and their historical background were analyzed. The authors conclude that the study of linguistic units related to the history of bells and bell ringing in Russia alongside with their casting features will make it possible to bridge the historical knowledge gap and to draw some conclusions on the way the Russians perceive the linguistic worldview of this unique element of the Russian culture.

Use of Differentiated Tasks on the Lessons of Russian Language in Primary School

2016 ◽  
Vol 4 (2) ◽  
pp. 40-44
Author(s):  
Князева ◽  
E. Knyazeva
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Second Generation ◽  
Performance Level ◽  
Russian Language ◽  
Federal State ◽  
Educational Standards ◽  
Main Attention ◽  
Primary Schoolchildren ◽  
State Educational

The article considers the use of differentiated tasks during the training of younger schoolchildren on the lessons of Russian language in accordance with requirements of Federal State Educational Standards of Primary Education of second generation. The main attention is given to the development of speech culture of schoolchildren. The examples of tasks classification in accordance with the degree of complexity depending on the performance level of primary schoolchildren are given.

Methods for the Formation of Skills in Writing Narrative Statements by Younger Students

2020 ◽  
Vol 8 (4) ◽  
pp. 43-46
Author(s):  
E. Mihaylova
Keyword(s):  
Russian Language ◽  
Third Grade ◽  
Literary Reading ◽  
The Third ◽  
The Russian Language ◽  
Written Retelling

The article reveals the methodology of teaching younger students the ability to write narrative-narratives: building an algorithm for writing an exposition, mastering the features of textual activity as a prerequisite for a written retelling of a text. An example of an integrated lesson of the Russian language and literary reading in the third grade is given, which includes both the mastering of knowledge of the Russian language by students and the work with author's texts.

Creative Lab: Learning Vocabulary in Elementary School

2018 ◽  
Vol 6 (5) ◽  
pp. 47-52
Author(s):  
В. Романова ◽  
V. Romanova
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Creative Thinking ◽  
Cognitive Activity ◽  
Russian Language ◽  
The Russian Language ◽  
Creative Tasks

The article deals with the problem of the development of creative thinking of younger schoolchildren. The features of educational creative tasks and ways of their use when learning vocabulary in primary school are discussed. The potential of the lessons of the Russian language for the formation of students’ cognitive activity and their needs for creative authoring activities are revealed.

scholarly journals The Influence of Modern English Loanwords on the Verbal Code of Russian Culture

2020 ◽  
Vol 24 (1) ◽  
pp. 176-196
Author(s):  
Yulia M. Alyunina ◽  
Olga V. Nagel
Keyword(s):  
Semantic Analysis ◽  
Russian Language ◽  
Verbal Code ◽  
Interaction Type ◽  
Russian Culture ◽  
Language And Culture ◽  
Continuous Sampling ◽  
The World ◽  
Interaction Types ◽  
The Russian Language

The aim of the article is to introduce the authors’ perspective on how English loanwords are changing the structure and the content of the verbal code of Russian culture and the Russian linguistic pictures of the world, as well as on how the latter might change the former. Having used the continuous sampling method, observation method, and synchronic-diachronic approach (lexical semantic analysis, comparative semantic analysis, morphological and quantitative analysis), the authors have allocated and analyzed 487 loanwords, which led to the introduction of three distinguished types of interaction between the verbal code of the Russian language and foreign loanwords. The first interaction type is the process whereby the loanwords adapt semantically to the rules of the host language and culture, which leads to the complete change of a loanword meaning or its modification (15 words). The second interaction type is connected with the loanwords bringing new concepts to a host language and indicating borrowed ideas and objects (270 words). The differentiation of these two interaction types is based on the results of a synchronic and diachronic study of the loanwords in Russian. The analyzed interaction types are linked to the changes in the host language’s verbal code. A concept of a “hybrid linguistic picture of the world” is being introduced as the one constituting the third interaction type (201 words). According to the authors, the hybrid linguistic picture of the world is developing at the current stage of the Russian language and is caused by the process of the morphological adaptation of English loanwords, which is manifested in the production of hybrid words and Russian words being actively substituted by English borrowings.

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