в статье раскрывается значимость регионально ориентированного обучения русскому языку. Описывается региональное содержание по русскому языку, разработанное для школ Мурманской области, а также приемы преподавания и система упражнений, которые используются на занятиях по лингвокраеведению.
in the chapter of the monograph justifies the need to use a regionally oriented e-course as a means of additional education in teaching the Russian language in a multi-ethnic environment. Based on the results of the survey of teachers working in polynational classes, the problems of teaching the Russian language of Inophone children in schools in the Murmansk region were identified. A brief overview of Internet resources allowing to improve knowledge and skills in the Russian language is presented. The structure and content of the author's regionally oriented e-course are described, which incl...
the chapter discusses the specifics of integrated Russian language teaching. The possibilities of its integration with other school subjects are characterized. Based on the analysis of textbooks and questionnaires of teachers of literature, it is determined to what extent the technology of integrated teaching of the Russian language is implemented in the classroom. The system of integrated tasks in the Russian language is presented. It is proved that in the process of integrated teaching of the Russian language, students' knowledge becomes systemic, skills become generalized, complex. The qual...
the chapter describes the peculiarities of the oral speech of non-native speaking children. The difficulties that schoolchildren experience in the process of mastering the Russian language as non-native are described. Based on the results of experimental work, typical speech and grammatical errors of schoolchildren were identified and techniques for the development of coherent speech of bilingual children were determined, taking into account the nature of the identified violations. A detailed plan of classes and a set of exercises aimed at the development of all aspects of speech are proposed.
the chapter justifies the need to work on speech etiquette in the Russian language classes. The course and content of the experiment are described, during which the method of teaching speech etiquette developed by the author was checked. It is proved that in the process of experienced learning, students have successfully mastered the minimum of speech theory necessary for conscious speech activity in the creation and perception of etiquette speech. There was a significant development of etiquette skills.
the chapter reveals the potential of mentoring as a «personalized support strategy» based on the maximum actualization of the creative potential of teachers and students. The experience of organizing mentoring within the framework of the «teacher-teacher» model is described, and the main stages of the work are characterized. Mentoring in the «student-pupil» form is also considered. Using specific examples from our own practice, it is proven that this form can be most holistically implemented in the course of joint design and research activities of mentors and mentees.
