Ready-made homework for the Russian language bystrova. How productive is it

The Russian language must be carefully studied by everyone who lives in our country. Without this knowledge, it is absolutely impossible to be a truly literate person, to navigate our great culture, to replenish erudition through reading. In addition, in adulthood you will have to communicate with other people. This requires good communication skills in Russian. Illiterate people are not respected in society, they will not be able to achieve career heights. You should study well as long as you can, and the general education school provides free services of a philologist teacher. Russian is studied in all state mainstream schools RF.

Doing voluminous homework on a subject is time consuming and challenging. To simplify the life of children, Bystrova E.A. and Kibireva L.The. offered a completely new training and metodology complex for students of grade 5. It was written taking into account the best practical experience of the country's leading teachers. As of the 2019-2020 academic year, the publisher is “ Russian word»Since 2012. The manual is divided into two parts for ease of reference. Having a reshebnik at hand, you can track your progress, control the correctness of the execution.

Why do fifth-graders like GDZ in Russian bystrova?

This is due to the fact that each exercise is explained in detail, provided with additional comments. The child can always spy on the right rule, even if he did not listen carefully enough in the lesson. All information provided is in accordance with official government regulations.

If you have access to an online manual written by Bystrov, then it is enough to know the number. Then you can do it yourself, follow examples, develop written speech doing creative assignments. GDZs have several important advantages:

handy and useful index;
full and modern versions benefits;
creative assignments develop interest in the subject;
accessibility from tablets, phones and laptops.

The textbook motivates the teenager to study independently. With him it will not be difficult to prepare for control, test and verification work. The student will begin to feel more confident in the classroom.

How does a student (authors: Bystrova, Kibireva) help a child for the fifth grade?

The authors carefully ensured that their materials met federal educational standards (FSES). The book helps to master the morphological and phonetic analysis words, deal with the members of the sentence. Tasks being solved in the current year:

morphological analysis of the word: prefix, root, suffix, ending, base;
the spelling of vowels, which are checked through modification;
parts of speech;
improving spelling literacy.

With the help of GDZ it is very convenient to study, do homework. It never hurts to repeat it again complex rule spelling or punctuation, parse the sentence by member.

4th ed. - M .: 2015. - Part 1 - 280s., Part 2 - 288s.

This textbook is part of the educational and methodological kit for the Russian language for grades 5-9. When creating this textbook, the authors tried to combine traditional approaches to teaching Russian at school with new trends in the organization and presentation of educational material. The textbook is distinguished by its logical sequence and clarity of presentation of the material; an exhaustive volume and nature of information on the topic under study for a given age of students; optimal ratio of theoretical and practical material... The tutorial is intended for educational institutions: schools, gymnasiums, lyceums.

Part 1.

Format: pdf

The size: 20.7 Mb

Watch, download: 29

Part 2.

Format: pdf

The size: 19 Mb

Watch, download: 29 .12.2017, links removed at the request of the publishing house "Russian Word" (see note)

Part 1.
From the authors 3
Our native Russian language 5
Speech
§ 1. Language and speech 8
§ 2. What is communication 13
§ 3. What is our speech 17
§ 4. Colloquial speech and book speech 19
§ 5. Monologue and dialogue 24
§ 6. What is speech etiquette 28
§ 7. What is text 32
§ 8. How the text is constructed 35
§ 9. Plan of text 40
§ 10. Types of speech 43
§ 11. Narration 46
§ 12. Description 51
§ 13. Reasoning 57
§ 14. Combination of different types of speech in the text 64
Syntax and punctuation (we repeat what we learned in primary school)
§ 15. What is syntax and punctuation 69
§ 16. Collocation 72
§ 17. Sentence 81
§ 18. Intonation 84
§ 19. Logical stress 86
§ 20. What are the proposals for the purpose of the statement 88
§ 21. Non-exclamation and exclamation sentences 92
§ 22. Principal members of sentence 96
§ 23. Dash between subject and predicate 99
§ 24. Common and non-common offers. Minor Members of Proposition 101
Section 25. Definition 102
Section 26. Supplement 106
Section 27. Circumstance 107
§ 28. Proposals with homogeneous members 112
§ 29. A generalizing word for homogeneous members offers 116
Section 30. Offers with appeals 122
§ 31. Sentences with introductory words 124
§ 32. Sentences with direct speech 127
Section 33. Parsing simple sentence 132
§ 34. Simple and difficult sentence 136
Phonetics. Orthoepy. Graphic arts. Spelling
§ 35. Why you need to study phonetics 142
§ 36. How the sounds of speech differ from other sounds 143
§ 37. Sounds and letters 146
§ 38. What is phonetic transcription 150
§ 39. What is the difference between vowels and consonants 153
Section 40. Voiced and voiceless consonants 156
Section 41. Consonants hard and soft 158
§ 42. The designation of the softness of consonants using ь 160
§ 43. Positional alternations of vowels and consonants 165
§ 44. Syllable. Word wrap by syllable 171
Section 45. Stress 173
§ 46. Orthoepy 176
Section 47. Pronunciation of vowels 180
Section 48. Pronunciation of consonants 184
Section 49. Expressive means phonetics 191
Section 50. Graphics 197
§ 51. Alphabet 199
§ 52. Why do we need spelling 203
§ 53. Spelling of vowels at the root of the word 205
§ 54. Spelling of consonants at the root of the word 210
Vocabulary
§ 55. The word and its meanings 217
§ 56. Dictionaries are our friends and assistants 221
§ 57. The word in the dictionary 224
§ 58. Unambiguous and ambiguous words 229
§ 59. Direct and figurative meanings of the word 233
§ 60. Homonyms 235
Section 61. Synonyms 239
§ 62. Antonyms 248
§ 63. Words are means artistic expression 255
Dictionary of Spelling and Spelling Difficulties 264
Pronunciation of words with combinations chn, thu, chsh, schn 267
Pronunciation of consonants before e 267
Soft 267
Solid 268
Explanatory Dictionary 269

Part 2.
MORPHEMICS. WORD FORMATION. SPELLING
§ 1. Morpheme - the least significant part of a word 3
§ 2. End and stem of word 6
§ 3. Root of word 16
§ 4. Suffix 21
§ 5. Prefix 29
§ 6. Spelling of roots 33
§ 7. Spelling of prefixes 42
§ eight. Letters y-i root after prefixes 46
§ 9. Prefixes pre- and pri- 47
§ 10. Letters uiy after c 52
§ 11. Methods of forming words 53
§ 12. Morpheme parsing words 62
MORPHOLOGY. SPELLING
§ 13. Word as part of speech 66
§ 14. Independent and service parts of speech 69
INDEPENDENT PARTS OF SPEECH
Noun
§ 15. What a noun means 75
§ 16. Spelling of suffixes -chik-, -shchik-, -chits (a), -shits (a) 82
§ 17. Spelling of suffixes -ek-, -ik- (-chik-) 85
§ 18. Spelling not with nouns 88
§ 19. Nouns animate and inanimate 94
§ 20. Common and proper nouns 102
§ 21. Gender of nouns 111
§ 22. Generic nouns 121
§ 23. Gender of non-declining nouns 122
§ 24. Declination of nouns 128
§ 25. Number of nouns 132
§ 26. Spelling unstressed case endings nouns 138
Section 27. Morphological parsing noun 146
Adjective
§ 28. What does an adjective mean 151
§ 29. Qualitative, relative and possessive adjectives 161
§ 30. Coordination of an adjective with a noun 166
§ 31. Full and short adjectives 170
§ 32. Degrees of comparison of adjectives 175
§ 33. Word formation and spelling of adjectives 185
§ 34. Morphological analysis of the adjective 193
Verb
§ 35. What does the verb 198 mean?
§ 36. Spelling not with verbs 204
§ 37. Infinitive (indefinite form of the verb) 208
§ 38. Spelling -th and -th in verbs 211
§ 39. Kind of verb 215
§ 40. Transitive and intransitive verbs 222
§ 41. Reflexive verbs 224
§ 42. Inclinations of the verb 228
§ 43. The tenses of the verb 236
§ 44. Conjugation of a verb 245
§ 45. Impersonal verbs 251
§ 46. Morphological analysis of the verb 256
REPEAT LEARNED 261
Dictionary of Spelling and Spelling Difficulties 274
Pronunciation of words with combinations of chn, thu, chsh, schn 277
Pronunciation of consonants before e 277
Soft 277
Solid 278
Explanatory Dictionary 279

Abu al-Faraj

The new didactic model of education, emerging as a result of the introduction of the new generation Standard, is based on the competence-based educational paradigm. A distinctive feature of the new Standard is its focus on ensuring the transition from relaying knowledge to developing the creative abilities of students, preparing them for life in modern conditions on the basis of a system-activity approach and strengthening the educational function of education.

This study is devoted to the consideration of the features of the textbooks "Russian language" for grades 5-9, edited by E.A. Bystrova in the context of new educational standards in comparison with other educational and methodological kits.

During the transition to the new Standards, the teacher faces questions related to problem selection of a textbook, according to which training should be carried out in order to achieve results that meet the requirements of the Federal State Educational Standard.

This problem presents a particular relevance , since in teaching the Russian language a wide variety of educational and methodological kits is used (T.A. Ladyzhenskaya, S.G. Barkhudarova, L.A. Trostentsova, M.M. Razumovskaya, V.V. Lvova). They can be seen as stand-alone “lines” designed to help students achieve the required level of preparation.

On the one hand, the availability of variable textbooks is a positive phenomenon that allowed the teacher to use in his work those books that he considers the most interesting, accessible for learners to assimilate, that meet the goals and objectives of learning.

On the other hand, the variability of textbooks is one of the problems of school education. Unfortunately, many teachers find it difficult to choose one of the many educational and methodological kits that would help the teacher teach the child to work for the result and organize productive work in the lesson and during extracurricular activities... They do not have the opportunity to evaluate the new textbooks in advance, to understand which of them they would like to work with. In addition, the right to choose a textbook is often violated by the administration of the region, at its discretion deciding which of the educational and methodological kits will be used in schools.

In order to maintain a single educational space and providing students with textbooks with the annual order of the Ministry of Defense of the Russian Federation "On the approval of the federal list of textbooks recommended (admitted) for use in the educational process in educational institutions for the academic year", the Federal list is approved.

Challenges facing school education, are realized through learning programs and textbooks developed on the basis of standards approved by the Ministry of Education and Science of the Russian Federation.

Educational and methodological kits for the Russian language should take into account the social order of the school, which provides for an increase in the literacy of the younger generation, taking into account the latest achievements of science.

The Russkoe Slovo Publishing House has launched a new line of textbooks on the Russian language for high school under the editorship of Academician RAO E.A. Bystrova.

Textbooks “Russian language. Grade 5 "and" Russian language. Grade 6 "are included in the Federal list of textbooks approved by the Ministry of Education and Science for use in 2009-2010. in educational institutions, and are included in the composition of the UMK for grades 5-9.

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Introduction ………………………………………………………………… 3

Chapter 1. A new generation textbook ……… ... …………………………… 6

1.1 A word about the textbook ………………………………………………… .6

1.2 Distinctive features textbook "Russian language" edited by E.A. Bystrova in comparison with T.A. Ladyzhenskaya …….…. 10

Chapter 2. Experimental work ………………………… .. 17

2.2 Results experimental work …………………………….18

Conclusion …………………………………………………………… .20

References ……………………………………………………… 21

Applications

Introduction

Knowledge is such a precious thing

That it is not shameful to get it from any source.

Abu al-Faraj

This research is devoted to the consideration of the features of the textbooks "Russian language" for grades 5-9, edited by E.A. Bystrova in the context of new educational standards in comparison with other educational and methodological kits.

During the transition to the new Standards, the teacher faces questions related to problem the choice of the textbook, according to which the training should be carried out in order to achieve the results corresponding to the requirements of the Federal State Educational Standard.

This problem presents a particular relevance , since in teaching the Russian language a wide variety of educational and methodological kits is used (T.A. Ladyzhenskaya, S.G. Barkhudarova, L.A. Trostentsova, M.M. Razumovskaya, V.V. Lvov). They can be viewed as standalone "lines" designed to help students achieve the required level of preparation.

On the one hand, the availability of variable textbooks is a positive phenomenon, which allowed the teacher to use in his work those books that he considers the most interesting, accessible for learners to assimilate, meeting the goals and objectives of learning.

On the other hand, the variability of textbooks is one of the problems of school education. Unfortunately, many teachers find it difficult to choose one of the many educational and methodological kits that would help the teacher teach the child to work for the result and organize productive work in the lesson and in extracurricular activities. They do not have the opportunity to evaluate the new textbooks in advance, to understand which of them they would like to work with. In addition, the right to choose a textbook is often violated by the administration of the region, at its discretion deciding which of the educational and methodological kits will be used in schools.

In order to preserve a single educational space and provide students with textbooks, the annual order of the RF Ministry of Defense "On the approval of the federal list of textbooks recommended (admitted) for use in the educational process in educational institutions for the academic year" approves the Federal List.

The tasks facing school education are implemented through curricula and textbooks developed on the basis of standards approved by the Ministry of Education and Science of the Russian Federation.

The Russkoe Slovo Publishing House has launched a new line of textbooks on the Russian language for secondary schools, edited by Academician Ye.A. Bystrova.

The purpose this work is a theoretical basis and experimental study features of the textbooks "Russian language" edited by Ye.A. Bystrova in comparison with T.A. Ladyzhenskaya.

Object of study: introduction of textbooks "Russian language" for grades 5-9, edited by E.A. Fast in the educational process based on the Federal State Educational Standard

Subject of study: distinctive features line of textbooks "Russian language" edited by E.A. Bystrova

Hypothesis : on the formation of universal training activities it is more efficient to work with the textbooks "Russian language" edited by E.A. Bystrova than according to T.A. Ladyzhenskaya

In accordance with the purpose of the study and the hypothesis we proposed, the following tasks :

Study scientific literature on this topic
Revealing the distinctive features of the textbook "Russian language" edited by E.A. Bystrova in comparison with T.A. Ladyzhenskaya
Implementation of the Russian language textbook edited by E.A. Bystrova in educational process OU
Modeling educational technology based on a textbook edited by E.A. Bystrova
Dynamics research personal development students (academic performance, the formation of UUD)
Diagnostics of the attitude to the approbation of the textbook of its participants (teachers, students and parents)

Research methods:observation, questioning of students, self-analysis of the process and results of activities, analysis student work, formative experiment, modeling of educational technology, monitoring of academic performance, diagnostics of the level of development of ECD, methods of assessing the psychological comfort of learning.

Chapter 1. A new generation textbook

1.1 A word about the tutorial

Only that person can successfully live and fully act in a changing world, change this world, introduce something new into it, who is able to independently go beyond the standard set of knowledge, skills and abilities, make an independent choice, make an independent decision.

“Cultivation” of just such a person sets the goal of the “Russian language” educational complex, edited by E.A. Bystrova, who has a theoretical concept based on the principles of comfort, the formation of a holistic image of the world, teaching the activities of the minimax, is provided with a set of textbooks and manuals that ensure the implementation of continuous and successive education at all levels of education, a single methodological and psychological space.

The authors of the new line of textbooks: E.A. Bystrova, L.V. Kibireva, Yu.N. Gosteva, I.R. Kalmykova, E.S. St. George's - focused on the conceptual provisions of the second generation standard - Approximateprograms"Russian language" of the main general education.. Based on traditions in the creation of educational literature, they at the same time took into account the tendencies that are taking shape today in updating the methodological apparatus of the textbook, the content of the subject in order to achieve new learning goals.

Textbooks and educational publications of the new generation provide an integral system of knowledge that is a reference point for finding the necessary information and solving creative problems. They help the teacher to open up to the children. wonderful world, feel the beauty and power of the word.

The developed unified methodological apparatus for all textbooks ensures the implementation of problem-dialogical technology, taking into account the specifics of age and subject. The logical connection of concepts and the continuity of the content within the textbook and between textbooks of the same subject-methodological line contributes to the understanding of the content of the subject of study. The psychological characteristics of a certain school age and the personal characteristics of each student are taken into account as much as possible.

Textbooks of the subject line "Russian language" for grades 5-9 of educational institutions were developed taking into account the requirements for the results of mastering the main educational program basic general education of the Federal State educational standard basic general education and are aimed at achieving personal, meta-subject and substantive results when studying the Russian language.

Highlighting the main thoughts and key concepts in the text helps the children to highlight important information themselves. In textbooks a large number of creative tasks that teach to apply the knowledge gained in life. Tasks for illustrations develop observation, the ability to "read" information from illustrations.

At the end of each topic are presented verification work and training assignments that can be used at the discretion of the teacher to diagnose students' knowledge, eliminate knowledge gaps, work individually with students, organize independent work schoolchildren.

High-quality didactic and methodological support for each course allows the teacher to design a lesson without involving additional material.

Much attention is paid to universal educational skills, which are formed thanks to the tasks developed by the authors of the textbooks.

Interest in the study of the Russian language must be supported by the means of the language itself. Therefore, in the textbooks, the authors of the continuous course, on the one hand, regularly provide research work students: this is how they organize educational material so that they themselves, observing, analyzing, comparing, discover the laws of language, certain properties of linguistic units, deduce patterns and formulate the rules of writing. On the other hand, specially selected texts are offered as didactic material, allowing not only to study or consolidate material on a specific topic, but also to gain useful scientific information, to see the beauty artistic text, carry out a comprehensive analysis of the text, see how the different parts of speech "live" in it, for example, or how the laws of language work.

The textbook opens up the possibility of changing the forms of organizing the lesson: from frontal to work in small groups and mixed forms, making learning as comfortable as possible, and therefore protects against overload.

This training line also differs in the way of presenting theoretical material. It is often introduced in the form of coherent explanatory texts, to which tasks are given to help students learn the material based on their own observations, tables, diagrams, and comprehend linguistic terminology. The material is presented taking into account the typological difficulties of the Russian language, but at the same time an open comparison of the facts of the Russian language with their equivalents in the native language is proposed. On the basis of predicting interference, special exercises are proposed to overcome it, but the number of such comparisons is limited, since the textbook is invariant.

The internal integrity of the line is ensured by communicative, functional, textocentric and cultural approaches to language teaching.

The peculiarity of the training line is practical speech orientation, which is not only a goal, but also a means of teaching. Textbooks create conditions for verbal communication and teach communication. They are designed to involve students in an active cognitive process and in the process of mastering the Russian language as a means of communication.

We would like to note in the textbooks of the Russian language edited by E. A. Bystrova the line of speech development. A consistent system of work on a free dictation, presentation, essay has been thought out, which gives wonderful "fruits" of joint work - a textbook (its authors), a teacher and a student! And besides, the texts and topics for such works are placed in the textbook, which does not create psychological stress for the student.

1.2 Distinctive features of the textbook "Russian language" edited by E.A. Fast in comparison

with UMK T.A. Ladyzhenskaya

Compliance of the textbook with the requirements of the subject standard

The textbook fully complies with the requirements of the Russian language standard, allowing you to improve communicative, linguistic, linguistic and cultural competence. All elements of the standard are included.

Compared to similar educational publications other authors (the traditional line of Russian textbooks by T.A. Ladyzhenskaya, M.T. Baranov, L.A. Trostentsova and others, UMK edited by M.M. Razumovskaya) UMK edited by E.A. Bystrova wins, above all, a more scientific approach to language learning. The presentation of theoretical material in the form of a conversation, its content, which is entertaining, multi-level tasks aim students at an independent search for answers, encourage them to turn to the history of the language, develop research skills, creative, intellectual abilities. A selection of texts of different styles, including interesting material about the origin, purpose, history of the language, curriculum vitae about scientists-linguists broaden the horizons of children. This tutorial opens up great opportunities for building skills. linguistic analysis text. The design of the textbook also wins.

The undisputed advantage of the textbook, of course, is the combination scientific approach to the study of the language and an exciting, comprehensible fifth-graders, playful way of presenting theoretical material.

Presentation style

On the one hand, the norms of the scientific style are observed. The textbook is terminological, all terms are in bold, the presentation of the content is close to scientific terminology. For example, the terms “morpheme”, “grammatical subject”, “phonetic transcription”, “infinitive”, “orthoepy”, “derived word”, “generating word” have been introduced (in comparison with the textbook by T.A. Ladyzhenskaya) ...

On the other hand, the terms do not "burden" the text of the textbook, but, on the contrary, allow you to delve deeper into the content, avoid inaccuracy and inconvenience with synonymous substitution (for example, if instead of the word "morpheme" you use "part of a word", instead of "transcription" - sound recording, etc.). The terms are easily learned by children and are included in their vocabulary, which allows us to talk about linguistics in the language of linguistics.

In addition, in the presentation of the material, attention is drawn to the fact that the authors use the pronouns "we", "you", which makes the text personally significant for the child.

Logic of presentation

Firstly, it is worth noting that the logic is observed both at the external level (from topic to topic) and at the internal level (within a paragraph). Many topics already in the 5th grade textbook have been brought to their logical conclusion. For example, in the textbook, not 2 groups of prefixes are given, but 3, which allows you to have a holistic understanding of the topic.

The logical connection between the topics is also interesting. For example, after studying morphemes, methods of word formation are given, which allows the child to be brought to a functional level: in his mind the morpheme does not exist by itself, but in connection with the role it plays (forms new words). This is how the logical transition to word formation in the 6th grade is planned. Or, for example, after the topic "Sentences with appeals", the topic "Sentences with introductory words" is studied, which, firstly, expands the child's ideas about words that are grammatically unrelated to the members of the sentence, and, secondly, is logically connected with the previously studied the topic "Speech" and allows in the future, when creating different texts on your own, to avoid mistakes in punctuation and through introductory words to express the attitude to what is written.

Separately about the logic of the paragraph. The paragraph is clearly structured. Each of the micro-themes of the paragraph illuminates a part common theme... The exercises are also given in accordance with the micro-topics.

I am very impressed by the logic of the statement of the rule: not only the rule itself is given, but also the algorithm for its application. For example, when studying the topic "Suffixes CHIK and SHIK", based on the material in the paragraph, you can compose step by step instructions: 1. Determine the value of the suffix; 2. We determine from which word the given is formed, in order to find, clearly hear the consonant; 3. Apply the rule; 4. Check the combinations of LF, NSCh, RSCh, LSCH at the junction with the suffix.

It is worth mentioning the logic in the tasks for the exercises. They teach the child to read, understanding the meaning of what is written. For example, performing independently exercise 249 (2 hours), the child, in order to come to the result, must draw up an algorithm of actions.

The tutorial provides opportunities forlevel differentiation.

Already in the legend there is a "paperclip" icon, under which there is an additional theoretical material for those who can and aspire to learn more. In particular, under the "paper clip" in the topic "Homonyms" the concept of homographs, homophones and homoforms is given.
There are many creative tasks in the tutorial different levels... The opportunity is given to the teacher and the student to choose depending on interests, degree of difficulty, psychological characteristics... For example, in exercise. 132 (1 hour) optional task: write an essay " Winter morning"Or" Hoarfrost ". Or in the task on p. 135 (1 hour) it is proposed to write a presentation on behalf of the Mouse or the Cat. In addition, there may be several creative assignments in one paragraph, and the teacher may offer one group of students one thing and another another. For example, in exercise. 250, 251 (2 hours) creative tasks are focused on the use of a compound superlative degree of adjectives in speech, searching for material on the Internet. But the task in exercise. 251 suggests greater degree creativity, makes you not only find information, but also express a personal attitude towards it.

Also, the tutorial assumes opportunities fororganizing a variety of student activities.

The teacher, working with this textbook, can actively use not only frontal types of work, but also individual and group ones. Group work can be centered around solving a problem. For example: based on the material in paragraph 19 (2 hours), it is possible to organize work in groups around a question based on the contradiction between everyday observations of children and scientific information: “The doll does not breathe, does not eat. Why do most native speakers classify this word as an animate noun? " One group looks for arguments in the rule, the other - in the text of exercise. 139, the third - in everyday observations.

The Read, Speak, Write exercises provide many opportunities for individual work and individual advance assignments. By giving these tasks, the teacher can take into account temperament, inclinations and interests, right and left hemispheres, the leading channel of information perception. For example, on p. 128 (2 hours) task: "Imagine yourself in the role of an artist ... What events and in what sequence should he reflect in his drawings?" can be given not to everyone, but individually, and to children of different kinds. The left hemisphere is detailed, and the right hemisphere (there are not many of them) makes a small event chain. The task of the teacher is to bring about balance. Or on p. 150 task about architectural monuments can also be individual in nature. Selection of material, personal attitude to it is required.

The textbook presents a great abundance of material for independent work. Through the exercises “Read, speak, write”, as well as tasks “Test yourself”, students can test their knowledge, exercise mutual control and prepare for test work... Some of these exercises can be used in whole or in part as material to check the assimilation of the material.
It is worth mentioning the organization of goal-setting activities using the example of the textbook material. Many topics in the textbook are formulated as a question, which prompts the child to formulate the goals of the lesson. For example: "What are the sentences for the purpose of the statement?" In addition, the presentation of the material or part of it at the beginning of the paragraph can be used as a means of formulating the goals of the lesson by the students themselves. For example, based on the material read on the topic "Direct speech" (p. 127, 1h.), Students can independently determine what needs to be achieved in the lesson: master the terms on the topic, the structure of sentences with direct speech, learn how to correctly put punctuation marks.

Additional tutorial material

The textbook is very rich in terms ofillustrative material.Portraits of linguists, photographs, schematic drawings, plot drawings and descriptive drawings are presented as illustrations. Accordingly, they all carry a different didactic load. Plot drawings are designed to activate the imagination, draw attention to actions, circumstances. Descriptive drawings focus attention on detail. Schematic drawings (for example, the table of sounds on page 155) allow you to imagine the system of sounds as a huge palace, on each floor of which certain sounds are located. This technique serves the development of figurative (metaphorical) thinking, and also activates certain mnemonics. In this case, it is a technique of engaging in a situation, supported by a visual image. There are not many photographs in the textbook, but they have an important function - to compare the text with what we can see in the world around us, teach us to look around ourselves more closely, to express feelings in words (exercise 66, 1 hour). Reproductions of paintings, photographs of monuments are attached to cultural heritage, develop cultural and communicative competence.
It should be said separately about the heading "Do you know that ...", which contains interesting materials on stylistics, etymology, history of language and other sections of the science of language. This material can be used as a stimulus to a problematic issue. For example, based on what you read on p. 175 (2 hours) the teacher can pose the question: “Why in modern Russian short adjectives do not bow? " In addition, this material can be actively used in individual work with gifted children in terms of preparation for the Russian language Olympiads. And in the classroom, this material is a powerful means of instilling a love of language. For a child, the language becomes interesting, lively. It appears in development, is seen as a system.
As reference materialstudents at the end of the textbook are offered dictionaries of spelling and spelling difficulties and an explanatory dictionary. Also informative are the endpapers of the textbook, which contain memos for drawing up a text plan, preparing an oral message, preparing for succinct presentation, essay. All this allows you to algorithmize actions, to perform work based on a plan.
Of particular interest to schoolchildren are tasks from the heading "Our Internet Assistant". Its presence in connection with the informatization of education is relevant.
To consolidate the theoretical and practical material, questions from the heading "Checking ourselves" are proposed, which include test elements, which allows for the systematic preparation of students for the implementation of Part B when passing the State Examination and Unified State Examination.

Basic ideas, educational potential of the textbook

Teach a child to work in a huge information field, select information in accordance with the goal and topic.
Learn to process information based on educational text.
To shape skills of working with text and over text.

Information about speech, communication, text structure, types of speech, placed at the beginning of the textbook, set the tone for the entire textbook. Based on the texts read, children learn to write different types presentations, essays, reasoning, descriptive texts, narratives. Thus, the skills of constructing different texts are being developed.
The authors of the textbook masterfully selected the texts in accordance with the topics and problems relevant for a given age. Well-known children's writers, including modern ones (I. Pivovarova, V. Golyavkin ...) are often featured as authors of the texts. The textbook also serves as a good guide in terms of extracurricular reading.
It is very important that the textbook teaches an adequate understanding of the text. In particular, it provides for work with reference words-signals, with the theme, the main idea of the text, with the title, ways of expressing the author's position.
The textbook also provides for the creation of texts on a linguistic topic.

It is safe to say that text material is one of the main advantages of the textbook, its "highlight".

Present the language as a complex but interesting system that is in constant development
To form a child as a creative person, open to communication, capable of verbal self-expression.

Chapter 2. Experimental work

The 2010-2011 academic year was the first stage in the approbation of the textbook edited by Academician E.A. Bystrova - the textbook “Russian language. 5th grade "in MBOU secondary school with. Pervomayskoye on the recommendation of the Department of the Russian Language of the Institute for the Development of Education (in total 4 educational institutions republics).

The purpose of innovation.Improving the quality of education of schoolchildren through individualization educational process on the basis of the introduction of the textbook "Russian language" edited by E.A. Bystrovoy, achievement high level self-development and self-education.

Within the framework of experimental activities, it is planned to implement the following tasks:

teaching methods of research and development of cognitive strategies of schoolchildren.
modeling of educational technology based on a textbook edited by E.A. Bystrova.
introduction of a textbook of the Russian language edited by E.A. Bystrova,concept-oriented second generation standards
quality monitoring

In addition, it is planned to identify new techniques and exercises for working on the textbook edited by E.A. Bystrova, collect statistical data, analyze and translate cognitive strategies.

As a result of the study, it is planned to establish closer contacts with other schools - participants of the EEP, to expand participation in events organized by the methodological cabinet and the department of education.

In accordance with the goal and objectives, the Program of experimental work was drawn up “Approbation of the UMK E.A. Bystrova ". (Annex 1)

2.2 Results of experimental work

During the implementation of the Pilot Work Program, the following tasks were completed:

Drawing up work programs for grades 5,6,7 in accordance with the requirements of the Federal State Educational Standard for the formation of universal educational actions (Appendix 2).
Development of guidelines
Compilation of collections of control and measuring materials for 5.6 classes (Appendix 3).
Monitoring of the formation of UUD
Dissemination of work experience and familiarization of teachers of the region with the textbook
Carrying out diagnostics to identify the psychological comfort of students and parents in working with the textbook (Appendix 4).

Learning from this textbook, the student truly becomes the main actor, an active participant in the learning process: at each lesson, he reads, listens, answers questions, argues, compares and draws conclusions, looks at the drawing and tries to find words to express his feelings or his attitude to the subject under discussion. Schoolboy learns to think and use speech wealth native language not only to fulfill study assignments, but also for self-expression, for the successful solution of communication problems in their daily, including educational, speech practice. The students wrote about this in their essays-reviews about the textbook at the end school year: “I liked the textbook of the Russian language: it contains many interesting, informative texts, color illustrations and reproductions of paintings by Russian artists”, “thanks to the textbook“ Russian language ”I got acquainted with the works of E. Nosov, S. Aksakov, A. Kuprin, Yu. Yakovleva "," rules, exercises, Interesting Facts from the rubric "Do you know that ..." helped me to prepare well for the Russian language Olympiad and take prizes at school and in the All-Russian correspondence competition"The world of the Russian language", as well as worthy of defending research work at the NPK ".

Through the mouth of schoolchildren, "Truth speaks": a new line of textbooks on the Russian language, edited by E.A. Bystrova deserves the attention of teachers and active implementation in Russian schools.

Conclusion

In the course of the study, we confirmed our hypothesis thatto work on the formation of universal educational actions, it is more effective to study the textbooks "Russian language" edited by E.A. Bystrova than according to T.A. Ladyzhenskaya.

Spiritual and moral education and development of the student by means of the Russian language subject is the goal of teaching it today. At the same time, the Russian language is an important means of socialization of the individual under conditions of certain changes in the system of values and social priorities.

A new line of textbooks on the Russian language for secondary schools, edited by Academician of the Russian Academy of Education E.A. Bystrova, is aimed at achieving these goals. The development of the textbook program is based on the goal: the development of the student's personality, his intellectual, creative abilities and the formation of the spiritual and moral world.

Teachers, students and parents of our region are interested in obtaining deep, systematic knowledge of the Russian language.
We believe that the textbook edited by E.A. Bystrovoy opens up such an opportunity. Much in the textbook attracts: scientific nature, accessibility, amusement, consistency in language learning, reliance on a unified theory, achievements of modern linguistics, and what is important, it provides the opportunity for high-quality systematic preparation for passing the exam.

As mentioned above, the tested textbook is distinguished by its consistency and internal logic, and ensures continuity in relation to primary school.

This tutorial can be used in various pedagogical technologies: gaming, technology problem learning, technology integrated analysis text, elements of modular training, it is possible to implement research and project activities, the use of information technology.

Bibliography

Federal state educational standards
The program of the course "Russian language" edited by Academician of the Russian Academy of Education E.A. Bystrova. 5-9 grades / author-comp. L.V. Kibirev. - M .: LLC "Russian word - textbook", 2010
Russian language. Grade 5: textbook for educational institutions: in 2 hours / E.A. Bystrova, L.V. Kibireva, Yu.N. Gostev and others; edited by E.A. Bystrova. - M .: OOO "TID" Russian word - RS ", 2010
Russian language. Grade 6: textbook for educational institutions: in 2 hours / E.A. Bystrova, L.V. Kibireva, Yu.N. Gostev and others; edited by E.A. Bystrova. - M .: LLC "TID" Russian word - RS ", 2010
Russian language. Grade 7: textbook for educational institutions. / E.A. Bystrova, L.V. Kibireva, Yu.N. Gostev and others; edited by E.A. Bystrova. - M .: OOO "TID" Russian word - RS ", 2010
Russian language. Grade 5: textbook for educational institutions: / T.A. Ladyzhenskaya, M.T. Baranov, L.A. Trostentsova et al. - M .: "Education", 2010

Russian language grade 5

Bystrova, Kibireva

Innovation school

Russian word

For a long time, students will have to repeatedly prove that they have understood and mastered the subject under study. But how to do this if science does not want to fit into the head? Even hiring a tutor does not guarantee good results... But here Reshebnik to the textbook "Russian language grade 5" Bystrova, Kibireva can give such guarantees, because it contains all the data necessary for an excellent study.

Reshebnik structure.

The first section has three hundred and eighty exercises, and the second has three hundred and seventy seven. At the end of each part in GDZ in Russian language grade 5 contains a vocabulary dictation. With the help of it, schoolchildren and their parents can identify the real level of literacy and what requires further refinement.

How productive is it to use.

The feasibility of using additional didactic materials depends mainly on how well or poorly the child is mastering school curriculum... Of course, sometimes even excellent students need confirmation of their abilities, so they will also be interested in using the textbook solution to the textbook. "Russian language grade 5" Bystrov. There they can find everything they need, which will help them not only to establish themselves in the correctness of the performed d / z, but also to prepare for more difficult verification tests. Those students who cannot boast of high results in this subject will find real support. "Russian Word", 2012