Development of students' speech in literature lessons. Theoretical aspects of the development of oral speech of students in literature lessons

Plan:

1. The place and importance of the development of the written speech of students in the literature lessons.

2. Methodical characteristics of written work.

4. Methodical characteristics of preparatory types of written works: write off, quotation, answers to questions, drawing up plans.

5. Methodical characteristics of the main types of written works: presentation, essay.

Keywords: Written speech, the main types of written works, auxiliary types of written works, a methodological characteristic, a methodology for presenting, essays.

Written work at school are educational, i.e. have goals to instill students skills written speech In all respects: decrease properly to build a phrase, correctly burn it, pass the content of the read product, placing the facts connected and consistently contained in it, and be able to independently build your essay, correctly reflecting feelings and thoughts, or state your observations in writing. These tasks are diverse, different in the degree of difficulty and, of course, cannot be resolved at school immediately. Starting in the first grades, the development of writing speech is gradually, every year becoming more complicated and expanding in the amount and variety of forms.

A feature of school written works is that in each of them and on all degrees of learning the tasks of literacy in the broad value of this word and the task of the internal content of the student's written speech is in an inseparable connection. Therefore, it can be said that the separation of students' work on work is purely grammatically, stylistic and work on literature should be considered to be resolved conditional. As in the compositions, the considerable role of their attention should be paid to the syntactic and spelling issues and work on spelling and punctuation, texts taken from classical literary works are expanding literary skills of students, bring up their taste, enrich their skills. This does not mean, of course, that the teacher should put students with a variety of tasks in each of the work on grammar or literature, but the teacher must take it into account when writing written works.

The complexity of the problem standing in front of the student when they perform written work, vaccinating or exercising a variety of skills, requires a maximum attention to the construction. Tasks for written work and the plannedness of these tasks.

One of the main conditions for the statement of all written work is its distinct focus. The teacher should clearly imagine the goal of the proposed student work and the results to which it should lead the student:

1) The assigned learner task for written work should be prepared by the teacher, i.e. Viewed and thoughtful.

2) Pupils that perform written work must clearly understand the task and know the paths and techniques, with which the task is performed. In other words, students should be prepared for the performance of written work. It should be preceded by a similar job in oral execution, providing a specific understanding of how and how to do.

3) the results of written work must be taken into account, i.e. Student works should be carefully tested, and the teacher must draw conclusions that determine the further direction of his teaching.

Writing work related to the development of speech students can be divided into two main groups: 1) the work of auxiliary nature and 2) work with independent importance (main types of written works). The work of the first group includes the work plans already discussed by us, written answers to questions; The second group includes presentation, essays in the picture, creative compositions of various types, characteristics, descriptions.

The separation of written works on the specified species to a certain extent conditionally. There are such types of work that are intermediate; So, for example, characteristics or descriptions may be and presentations if they follow the text of the work. On the other hand, the presentation, if it is free and short transmission ideological content Great in terms of work, can be recognized as an essay, since in such work the student shows maximum independence. However, in order to convenior the establishment of the characteristics of each style of work, we consider them separately, having in mind the possibility of intermediate forms.

Appearance It is the main type of writing in the middle classes, as well as an essay in high schools. Exercise in writing must begin with second grade elementary schoolwhere children are initially engaged in oral retelling, then collective compilation of written presentation, after which they are already proceeding for independent written presentation.

The term "presentation" is often replaced by the words "retelling", "Arrangement". Some methods distinguish these names, attaching (of course, conditionally) these terminals the following values:

Retelling (Arrangement)call the transfer close to the read text.

Presentation (extraction) -the abbreviated task of the text at which the main facts or thoughts of the read article are set.

In general, it should be borne in mind that the usual wording the term "presentation" is a wide concept that covers a number of written works, ranging from almost the verbal transmission of read-reading and ending with free transmission of several works close on the topic.

The essence of the presentation is that the student who listened to the text of the read work or passage, managed to solve three tasks that are set:

2. Helped the logical order of events, the facts contained in the work;

3. Reflected in his work style of the read text, i.e. Features of the verbal form, which differs the proposed text. When students in exercises in the compilation of a plan with oral repairs acquired the skill of thoughtful relationship to the read, only then can be proceeded with an independent written presentation.

It is clear that the order, the presentation system depend on the nature of the material given for the presentation. If the student stands in 3 class before the task - to understand the content and learn the language of the small fable "ant and a dove", which occupies 5-6 lines, then in 6, 7.8, the classes are offered much more complex and in content and stylistic features text. Already one possibility varies tests for presentation regarding content, size, style, etc. Makes this type of work as interesting for the teacher and rich in relation to the diversity of forms.

The presentation, correctly supplied, contains creative opportunities for students not less than other forms of writing. It is easy to make sure that the work of the student of one class: in each of them will meet the originality and in the dictionary, in the composition, and in style, although all works are departed from one topic, plan and images, data by the artist. The propaedeutic nature of the presentation is that the creativity of students relies on a number of data that helps students in the development of writing speech. Thus, the presentation is a type of written work, student students and the possibility of creative manifestations for them. Retelling close to the text. The initial course of work on this type of presentation is built as:

1. The teacher chooses a small narrator storytellor and after a brief introductory interview of the introductory character reads it.

2. After reading there is a parsing and recording of unknown or little-known words and speech revolutions.

3. Then the teacher, together with the class, is a story plan. The teacher records the plan on the board, students - in their notebooks.

4. Secondary reading the story is carried out due to the plan. After reading the first part of the story, the teacher indicates the headline of the next part and continues reading. You can also discuss with students how to entitle the story and highlight a few better options. Students having a skill in looking for title will be able to do it yourself.

With such a detailed preparation, the student may not work out by written retelling. Experience shows that even small children are fully coping with the task.

From the presentation of close to the text, students are departed as the size of the text is increasing, i.e. Reading is given only once, students are independent in drawing up a plan, etc.

However, in order to variety of written work and expansion of independence, students should also use retelling with a change in form.

Retelling with a change in shape - this The type of presentation is that the work of the student is complicated by an additional task, for example, when retelling, change the 1st person, from which the story is conducted, on the 3rd or give a statement on behalf of another character (for example, a meeting of the Misteli with a shepherd to convey from the face of the latter ). This type of presentation will be a direct transition to the work of a creative nature.

The works of this species require some skill, so they can be offered for written performance only after oral exerciseIn which students practically understand how to do it.

Abbreviated investment(Extraction - this is the name of this exercise in old techniques), is the most popular type of writing in high school. The types of it are very diverse and closely related to the features of the book text.

If the test is extensive, it is, for example, a story, a novel, a novel, then the abbreviated statement is not easy operation. The main task in it will be the allocation of the central episode, the bone of the work, called Podabul. Preparing such retelling, the student may not write it immediately; At the beginning, he may have a relatively common retelling, but, squeezing it to a minimum, crossing everything, without which you can do it, he will bring it to the very short size.

It is clear from what is clear that the work of such a character teaches to avoid verbia, seeks expressive compression and at the same time, makes the student get very close to get acquainted with the content of the described text.

Of particular interest is this work if, besides the overall task - to retell a brief content - the task is given to put forward in the transmission of one character trait acting persons or a dramatic characteristics, etc.

Preparing for retelling, the student can reduce what it seems to him for the task less significant, but will give in detail what he emphasizes the necessary parties to character or situations.

To make an understandable nature of the material offered to present this type, we call several works that can be considered typical for individual classes.

When choosing a text to move and presentation, it is necessary to keep in mind not only the size and content, but also the language of the story or passage. The syntactic system should be such that students can assimilate it and introduce new phrases into their presentation as a conscious purchase. Therefore, the text should be not only in content, but also on the syntactic and stylistic construction by strength for students. Available should be text and by spelling, since otherwise it will affect errors. If in artistic test There are difficult turns of speech, then you need or refuse to take such text, or to pre-clarify the disciples of these unknown speech turns. Observing often processing artistic text in the sense of its simplification must be recognized as unsuccessful, so they reduce the artistic importance of the text, are a direct spoofing, which is unacceptable. The teacher must be a jealous, careful attitude towards the artistic word.

In medium-sized classes, simple and short stories or episodes with dynamically developing actions must be material. Approximate texts may be such well-known stories like "Shark", "Jump" L.N. Tolstoy, "On the Fire" (from Dubrovsky).

Initially, you need to take narrative works with parts of a descriptive nature. This is, for example: "LRV", I.S. Turgenev, "Son Greenieva" (from the head "Buran"), Basnya I.A. Krylova "Fox", "Crossing through Kama" Aksakov, etc. Then you need to go to articles of a purely descriptive order, examples of which are excellent descriptions of Aksakov ("Pigeon," Forty "," Quail "and D.R.)" Rusak "L.N. Tolstoy, "Cool room" from "Childhood" L.N. Tolstoy.

However, writers are not always inclined to give such direct characteristics. Pushkin, for example, does not pay much space for describing the external and internal traits of its heroes (Dubrovsky, Pugachev, Grine, Mironovsky), preferring to draw their characters in action and only casual making comments on the hero's appearance.

These differences in the reception of the characteristics of writers and need to be considered, choosing the characteristics for students. The first work on the characteristic should be given according to such works in which the materials for the characteristic are given by the author himself, most deployed.

Work on the presentation of this type continues in high schools, where the task is complicated by the need to maintain the style of the story, a kind of writer manner.

General methodical comments on the formulation of written presentation.Considering certain types of presentations, we pointed out a number of different methodological methods of their production. There are several common issues related to all the most popular species.

1. How to read text for written presentation?The text to be described should be read with maximum clarity and expressiveness. Therefore, you need to read the teacher. Practicing sometimes reading the text by the students themselves reduces the results of written work for obvious reasons: students read not thoughtfully and carefully.

2. How many times to read the text?The number of readings (one or two) depends on the various conditions: a) the nature of the text, b) the nature of the task or presentation, c) of the age and experience of students. Two reading reduces the independence of the student when presenting, it is permissible to read the story in all details. But if the text is great, the plot is complicated, and the students do not possess a sufficient skill in the presentation, then it is permissible to read the story twice. This usually has to be done when the presentation plan is drawn up by a teacher in conjunction with the class. Then the course of work will be like this:

1. The introductory word of the teacher.

2. The first reading of the story.

3. Drawing up a plan.

4. Second reading.

3. D. do the text omit for presentation?Suppose if it is narrative. Lyrical poems and poetic landscapes should not be given for presentation, since in these works the form is inseparable with the content.

The poetic text for the presentation in some respect has even preferably before prosecic: it forces students for greater independence in building speech outlines.

Especially it should be said about the presentation "in his own words" of the text (poems or prose) learned by heart. Such a type of recovery must be recognized undesirable, since, in essence, the work of the student here comes down to destroy the artistic form of the text to destroy them by heart, deliberately turning it into an artistic form. In the case when the student does not know the work, he seeks to approach the text to the text, which is a positive fact.

4. What is the extent readable to present text?The size of the text depends on the degree of complexity of its content and form.

Written work on the picture can be two kinds:

1. Presentation of the content of the picture.

2. Essay in the picture.

The task of presenting the picture is to accurately refer to a connected oral or written story with the artist in the picture. Neither the moments preceding what is shown in the picture. Thus, posing a picture, a student in words reports that the artist by stories or other means for drawing is depicting in the picture.

An essay in the picture is a story about the picture, the content of which can be or started by the final consequence. Such an essay in content always goes beyond the limits of the picture, complements it or previous, or subsequent events, including sometimes the episode in the picture only as one of the moments of a connected story.

IN school practice This second type of writing work in the picture until recently was used mainly in the youded grades: in these classes, students are best familiar with the narrative form of an essay. However, the presentation of the picture is more connected with the description, which do not yet know the desired students of the junior classes. With regard to the study - the second type of writing in the picture is more valuable. The general disadvantage of students is that they do not know how to see the paintings: its details, very significant in the overall composition of the painting, are often not commemorated, and the general intent of the artist remains incomprehensible and unresponsible with students. The position of the case here is similar to the perception of the literary work: quite also as a teacher teaches meaningful reading, he must teach watch and understand the paintings that have the same artistic components as the literary work.

The presentation of the picture is a good tool in order to develop the observation of students, to teach them to be thought out in what they see, and understand the ratio of the content of the picture with the means of its expression in the visual arts. In the deployed form, this task according to the strength of students 8 and the following classes. However, this does not mean that the presentation in the picture should be applied only in these classes. Develop observation, skill with necessary accuracy To talk about what you see, what an impression is on you produce, - you need in junior class.

It will help students in this regard and the plan, which at the beginning of the teacher himself will propose to present the content of the picture. According to this plan, students should consider the picture, indicate the central and secondary figures and items, their placement, characteristic details of the picture, its background, prevailing tones or paints, etc. It goes without saying that the picture, as well as the literary work, should be sought For students of junior classes. The plot of the paintings can be understandable and image of a realistic image.

Especially interesting are work in the picture in cases where the content of the picture is thematically more or less close, but are not direct illustration to the student reads. Usually the plot of such a picture, causing familiar motives in the ideas of the student, awakens him to realize and motivate those modifications that are in the picture. This is valuable by what cultivates the observation of the student and, on the other hand, makes it in writing creatively described and combining these new motives. Such, for example, is the picture of V. Makovsky "Night". Work on this picture after reading and paging the "Bezhin Meadow" can be very interesting for class students VII. The picture is thematically close to the story of Turgenev, but not in everything coincides with it: there are eight children (Turgenev has five), among which one girl does not have a fire, there is no figure of the hunter (Turgenev). But the figure of a boy telling something, capturing the listeners, the features of the face and clothes of each of them, landscape (formerly summer morning, before sunrise) - all these features "Turgenevsky" and will definitely cause the corresponding descriptions and characteristics from "Bezhina meadow.

Works They are one of the important forms of working on the development of speech, and the lessons of reading give them quite rich material. Oral writings and preparations for written are most often carried out in reading lessons. Challenged texts allow the teacher to acquaint children with the peculiarities of the language of artwork and business articles, work on the plan, over the logical synthesis of text, over some literary concepts necessary for the writing.

However, work on the compositions suffers from some significant disadvantages.

As the study of the work of teachers shows, in many schools there is monotony of types and the subject of children's essays. Very common themes "How I spent a vacation", "Autumn", "Winter", "Spring". Significantly less frequent work on the material of industrial excursions, writings - descriptions, comparisons at the beginning, etc. Very rarely children write writings on public topics, writings - reasoning, writings on the proverb.

In this regard, it is important to consider the types of writings available to students of primary school classes, as well as their subject. This will help the teacher in planning work on the development of speech, in the development of a system of oral and written written works for its class, taking into account the requirements of continuity and prospects.

For consideration of the types of works, we approached various points of view and classified them on six signs:

1) by genres: a) narratives; b) writings - descriptions; c) Works - reasoning.

2) by style: a) emotional, figurative, approaching artworks; Works such as a business article.

3) according to the methods of preparation: a) collective, requiring general training; b) individual.

4) According to sources from which materials are learned for the compositions: a) the compositions on the material of observation or other forms of living experience of students; b) compositions on the book material: in connection with the read, characteristics, work type, type of reviews; c) essays in the picture, in a series of paintings, filmfilm, film, spectral, etc.; d) the writings that unite the materials of the observation of the student himself with information, drawn from books or other sources; e) writings - "fantasy", built on a fictional material.

5) in the form of transmission of the content: a) written; b) oral.

6) for the purposes of holding: a) training; b) control;

We note a few more general requirements for themes: First, the topic should interest the student, should be close to him; secondly, the topic should be clearly formulated, be quite defined; Thirdly, the topic should not be too broad.

IN primary grades The topic is usually identified with the title. But in many cases it is possible to almost show that the essays on one same topic may be entitled differently. For example, essays on the topic "Who I will" can receive various titles depending on who is going to be the author of the essay.

Summary attestation work

Pedagogical project "Development of oral speech in literature lessons"

Performed: Isachenko Ekaterina Ilinichna,

graduate courses professional

retraining towards

"Basics of pedagogical activities"

CONTENT

Content ................................................................................................ 2

Introduction ............................................................................................. ... ... 3-5

Description of the project .............................................................................. ... ...... 6-10

Assessment of the success of the project's implementation ................................................ ... ...... 11-19

Conclusion ........................................................................................................ ... ... .. 20

References ..................................................................................................... 21

Introduction

Project passport

Project implementation site

Teacher of Russian language and literature Isachenko E.I.

Project hypothesis

The purposeful, consistent and systematic work on teaching schoolchildren to speech will be effective if the appropriate system of exercises for the development of oral speech will be used in the learning process.

Goals and objectives of the project

The goal is to introduce a system of tasks and exercises for the development of speech skills of students.

Explore the methodological database on the problem marked in the subject of the project;

Identify the role and importance of the development of oral speech skills in the educational process;

Pick up exercises and tasks for the development of oral speech students in literature lessons.

Project participants

Students of 5-8 classes, teachers of the Russian language and literature

Strategy and mechanisms for achieving goals (stages of the project, basic work in the project)

The project involves the introduction of exercises and tasks as proposed by CMC and additional, corresponding to four stages: Grade 5, Grade 6, Grade 7, Grade 8

Predicted short-term and long-term project implementation results

The formation of oral speech at one of the stages of the project is a short-term result, a long-term result - an assessment of the formation of oral speech on the results of the project, at the end of grade 8

Indicators and criteria for the success of the project

The ability to clearly, in accordance with the norms, express its thought will be evaluated during the summary of the events (finalizing the section of seminars, colloquiums, conferences) and performing current daily tasks (pre-prepared oral messages, answers to oral survey, during conversation, analysis of the controversial situation and dr.)

Further development of the project

Selection of exercises and tasks for students of grades 9-11

Practical significance of the project

The material can be used to improve work on literature lessons with middle school students

The problem of the development of oral speech students is becoming increasingly relevant in our days. Passing speech is a necessary condition for the formation of a socially active personality. The speech is the most important indicator of the spiritual culture of the person. It is inseparable from the moral and ethical beliefs and human behavior. Philosophers and speakers of the past associated true eloquence with a high moral level of the speaker. Therefore, onebut Of the most important tasks at the present stage of students' study- Development of speech activities.

Develop oral speech students - it means that it is more logical, accurate, expressive and figurative. And if it is logically correct, accurate and meaningful, the speech speech is all lessons gradually, then expressiveness and imagery, emotionality, connectivity and intonational saturation are acquired more thanks to the literature lessons.

For the first time coming to school, faced the problem of insufficient development of the oral speech of grade 5 students in literature lessons. From primary school, children brought an understanding that in the lessons of literary reading should be expressively read. And for a long time they could not and did not want to understand that literature is not literary readingIt is necessary to read a lot of and at home that you should learn to analyze and competently express your thoughts and orally and in writing.

The relevance of the project is connected from An increase in the role of oral words in the cultural life of the country, the ability to competently express their thoughts very valuable in the modern world.D. eTEI needs to be learned to build connected oral statements in order to increase their communicative competence.

The project object is the process of developing speech skills of students.

The subject of the project is a system for developing speech skills of schoolchildren.

The purpose of the project is to develop a system of tasks and exercises for the development of oral speech skills.

The project's hypothesis is the assumption that the purposeful, consistent and systematic work on learning schoolchildren of oral speech will be effective if the appropriate system of exercises for the development of oral speech will be used in the learning process.

The goal, the object and the project hypothesis assumed the decision of the following main tasks:

- explore the methodological database on the problem marked in the subject of the project;

- identify the role and importance of the development of oral speech skills in the educational process;

- pick up exercises and tasks for the development of oral speech students in literature lessons.

The project participants are students of grades 5-7, teachers of the Russian language and literature. The practical significance of the study is determined by the material (developed by the exercise system), which can be used to improve work in literature lessons with middle schoolgirls.

Project description

The development of speech culture of students is the most important direction in the theory and practice of literary education. A great contribution to the development of the problem was made by F.I. Buslaev, V.Ya. Stoyanin, V.P. Ostrogorsky, V.P. Sheremetevsky, V.V. Golubkov, A.D. Alfers, MA Rybnikova, N.M. Sokolov, S.A. Smirnov, N.V. Bells, modern scientists K.V. Maltsev, M.R. Lviv, TA Ladyzhenskaya, V.Ya. Korovina, N.A. Demidova, T.F. Kurdyumova, N.I. Kudryashev, M.V. Cherkisova et al.

Works of leading methodologists have become a prerequisite for developing a comprehensive system for the development of students' speech in the lessons of Russian language and literature. Rapprochement of literary I. speech Development - The most important condition for the fiction of literature as the word art of the word. Speech abilities are similar to literary and enter into their composition (the ability to think verbal and artistic images, the ability to create texts, speech works independently).

The problem of speech development of students allocate psycholinguistic, linguodidactic and metodic-literary approaches.

The learning of the language and speech is most effectively going on in the process of communication. The lesson is a multifaceted communicative system, interpersonal interaction within the student team inscribed in the interconnection of the teacher and students.

Pedagogical communication in the literature class has a peculiar content. Literature itself is a form and means of communication and requires the organization of communicative conditions. Ideas, images of artwork are perceived and comprehended in the form of aesthetic experience. The aesthetic perception of the work in the process of studying should increase as deposits, become more conscious.

The design of classes in literature is largely similar to psychological laws that determine the creative process in art. The literature teacher is a lesson so that the degree of emotional resonance is taken into account, which have certain fragments of artistic text when studying in class. A holistic emotional picture acquires a managed character. The teacher, based on the general tasks of learning and the upbringing and specific goals of this lesson, is able to regulate and cause the necessary reaction to the student read. Emotional "infection" of schoolchildren is carried out in the situation of collective artistic perception, the interchange of aesthetic emotions.

Interpersonal communication is not only science, but also art. The preparedness for it is determined not only by learned logical knowledge, but also intuition, emotional susceptibility. Communication implies response to suddenly arising circumstances, it requires an improvisation teacher, the ability to take lightning solutions. However, intuition without the presence of an objectively conceived model of communication cannot bring proper success. The teacher requires a long and continuous work on improving their own communicative qualifications. Without work on himself, in terms of the development of communicative and creative culture, it is impossible to organize the right pedagogical interaction with children.

Communicative approach in literature training is one of the most important means providing productive perception and understanding of the arts of art. The effectiveness of the work of the word depends on his ability to create in class on its subject an atmosphere of universal aesthetic experience. Worder Organizes learning activities schoolchildren, their communication; manages these processes; "Infects" schoolchildren aesthetic emotions that serve prerequisite Comprehension of art and key means of artistic and pedagogical interaction. In the situation of aesthetic communication are activated interpersonal relationshipsDue to the communication of the teacher and students in the lesson of literature serves as the foundation of the directional and organized learning process of literature.

A linguodidactic approach orienses teachers and schoolchildren on the formation of skills to purposefully build speech works with certain stylistic features. For the development and improvement of reticory skills, exercises are offered, the implementation of which contributes to raising the level of language and literary creativity of schoolchildren.

The leading principle of organizing work on improving speech activity of students is the inseparable unity of this work with an analysis of the artistic work, with intellectual, moral and artistic and aesthetic development - the formation of a spiritual person in a broad sense. This is a principal position resulting from philosophical and linguistic understanding, designated in the works of V.V. Golubova, MA Rybnikova, N.V. Kolokoltseva, warned teachers from a formal approach to classes to improve the speech culture of schoolchildren, from separating them from working on literary education and moral and aesthetic education.

The task of the teacher is to organize the life and literary impressions of students. If a meeting with the work agitated, a source of thoughts and feelings will appear, which will become an incentive for verbal design of experiences, reasoning.

The development of speech should be based on speech activity - an active targeted process of creating and perceiving statements.

Principles of speech activity:

1) the interaction of moral, intellectual, artistic, aesthetic and speech development of a schoolboy;

2) organic interconnection of working on speech development with all components of literature classes;

3) a variety of methodological forms and techniques;

4) compliance with the continuity of speech development with previous classes;

5) the practical focus of work on the development of speech and approaching it to real life situations and forms of art;

6) systematic nature of work;

7) Accounting for interdisciplinary connections.

– systematic (work on the development of speech is obligatory when studying any topic, compliance with age sequence);

–

– the continuity of the content and varieties of speech activity of students (from the reproduction of the text - to their own creativity; from mastering the genre of statements in oral speech - to his written embodiment; from speech genres on life impressions - to statements on literary topics, artifications on art);

– practical direction of work (working out specific speech skills and skills);

–

enrichment vocabulary - vocabulary and phraseological work with the text of the artwork and literary-critical materials;

improving the connection of speech - retelling, presentation; Different types and genres of monologue statements on literary topics (comments to the text, written answers to questions; plans; writings; reasoning, replicas in the heuristic conversation);

training of expressive speech - expressive reading;

learning the logic of thinking and logic of speech - work on the articles of the textbook, literary and critical articles; Messages and reports, conceptual performances at seminar classes;

enrichment of speech in emotionally-shaped - analysis of fine-expressive means, stylistic tasks, artistic retelling, oral verbal drawing, compilation of filmceneuria.

To achieve the goal - the introduction of the system of tasks and exercises for the development of speech skills of students; and the implementation of the project "Development of oral speech students in literature lessons" it is necessary to create a slim system.

Lessons of literature must give the language of schoolchildren emotional color, make their language more subtle and demanding in the sense of transferring all kinds of shades in the surrounding life. This position can be taken as the basis for the allocation of project steps:

a) the formation of oral speech in all students at the level of creating reproductive statements (reproducing and creative retells of artistic text, retelling articles of the textbook, fragments of literary and literary-critical articles, etc.) (V CL);

b) the formation of oral speech in all students at the level of creating reproductive statements (reproducing and creative retelling of memoir and epistolary materials), productive statements (detailed oral response, message, report; literary review, critical etude, story or report on the work of art and t. d.) (VI CL.);

c) the formation of oral speech in all students at the level of creating productive statements (critical essay, "Word about writer", speech guide, directing commentary, speech about the hero of works, speaking speech, report, etc.) (VII CL);

d) the formation of oral speech in all students at the level of creating productive statements (poems, stories, essays, plays, independently written by schoolchildren; artistic and biographical story, story about a literary event, art sketch, etc.) (VIII. cl.).

The project implementation plan is defined by project tasks.

Study of materials on the topic of the project in theory;

Determination of strategy and mechanisms to achieve the goal of the project;

Drawing up a work plan;

Definition of project results;

Selection of tasks and exercises corresponding to the stage of the project (one of the four) and the features of the development of students in the classroom;

Identifying criteria for the success of the project;

Determination of risks threatening the implementation of the project;

Identify the further development of the project.

In accordance with this structure, it is possible to determine the short-term results of the project implementation - the results achieved at one of the steps; And long-term results - at the end of the whole project, at the time of completion of learning children in grade 8.

Selected and improved in practice in a particular class of tasks and exercises on the middle link of literary education will create a good perspective to continue work and development in the senior link.

Evaluation of the success of the project implementation

Improving speech activity in the process of literature based on the principles:

systematic;

the diversity of methodological forms and techniques that stimulate the creative speech activity of students;

continuity of content and varieties of speech activity of students;

practical direction of work;

accounting of interdisciplinary literature relations, language, history, MHC, etc.

For the development and improvement of reticory skills, exercises are offered, the implementation of which contributes to raising the level of language and literary creativity of schoolchildren. This is an exercise on the implementation of the role principle of speech development; Exercises with elements of the development of productive artistry speech, skills of artistic criticism, aesthetic analysis of the text, the creation of directorial remarks and other interpretive techniques.

Thus, work on the development of speech should be carried out in the system so that each educational work imagines a step forward from the already learned, from simple to complex. Work on the development of speech in high school includes the development of the following skills:

1. To comprehend the topic, observing its borders;

2. To draw up a statement plan;

3. Select the material concerning the creation of the statement;

4. Estimate the material sequentially;

5. Collect the material and systematize it;

6. Build your statement in a certain genre;

7. Use various synonymic language tools;

8. Make a summary and abstracts;

9. Make a message, report, performance.

Based on this, various types of exercises are distinguished: wording, grouping on topics, analysis of exemplary texts, the preparation of phrases, proposals, connected text.

The method of teaching literature puts forward the following techniques as the main directions for the development of schoolchildren:

enrichment of the vocabulary stock (dictionary-phraseological work with the text of the artwork and literary and critical materials);

improving speech connectivity (retelling, presentation; various types and genres of monologue statements on literary topics (comments on the text, written answers to questions; plans; writings; arguments, replicas in the heuristic conversation);

training Speech expressiveness (expressive reading);

learning the logic of thinking and speech (work on the articles of the textbook, literary and critical articles; reports and reports, conceptual performances at seminar classes);

enrichment of speech in emotionally-shaped (analysis of fine-expressive means, stylistic tasks, artistic retelling, oral verbal drawing, compilation of filmcenesis).

Modern children are not easy to understand the classic works due to the fact that they do not speak the vocabulary of that time. Often today's students cannot explain the meanings of those words that were understandable to adults when those studied at school. UMC in literature V.Ya. Korovina gives the meaning of incomprehensible words in footnotes, but not all. Therefore, it is necessary to carry out vocabulary and phraseological work much more than more than it is proposed by the CMD. Students lead dictionaries of literary terms. Is it worthwhile to keep individual dictionaries for such incomprehensible words? I think not quite. Modern students are children with clip-perception of information. It is easier for them to be perceived and remembered pictures, infographics. Therefore, the vocabulary and phraseological work must be accompanied by a presentation in which to each new or incomprehensible word A link is binding that opens a separate slide with the interpretation of the word and an example of its use in other texts. Of course, with the obligatory progress of the word and its meaning with students.

The most important technique that contributes to the assimilation of the content of the work and development of the speech of students of secondary classes is the retelling. Allocate retelling types:

1) free (based on the first impression and transferred it in general);

2) artistic (close to the author's text, not only details the content, but also reflects the artistic features of the text);

3) brief / compressed (presentation of the main content of the read, logic and the style of the source text are preserved, but the details are lowered);

4) selective (built on the selection and transmission of the content of individual text fragments, combined with one topic);

5) Retelling with a change in the face of the narrator (the presentation of the content on behalf of a hero, from a third party).

Each of these species, the student must master. Often, students are missing important details, trying not to lose the thread and do not escape from the content. And Mazepa can be called a guy Mary quite seriously. Therefore B.V.- VI Classes should be as often as possible to refer to the retelling of the texts read independently. And gradually complicate retelling in high school.

Widespread types of oral monologue of students in literature lessons are reports and communications. Reports and communications that develop orientation in search and selection of material producing their own judgment, the ability to write a review for the read book, a viewed film, a performance, most effective in speech development lessons. Schoolchildren perform with them when studying review topics, in class biography of the writer, when analyzing artistic works, on final generalizing classes, lessons of extracurricular reading. For the purpose and methods of the organization of the material, reports can be divided into informative, research and problem-discussion. And use them to increase the complexity of preparation in accordance with the level of development of the class.

The literature includes expressive reading of three types: Expressive reading of the teacher; expressive reading of students; Reading the masters of a sounding word.

Expressive reading of the teacher usually precedes the analysis of the work and is the key to its understanding. Often, a good reading of the teacher gives more for understanding than a thorough analysis. N.V. Gogol in the article "Reading Russian poets before the public" emphasized: "To read how the work of Lyrical is not at all the strand, for this you need to study it for a long time. It is necessary to divide sincerely with the poet the high feel filling his soul; It is necessary to feel his soul and heart every word of it. "

The student execution concludes an analysis, serves as an indicator of the depth of penetration into the text. In each class, the program provides works that schoolchildren memorize by heart. The development of the culture of reading poems and artistic prose is a complex and long-term process. Work should be carried out systematically. Preliminary training exercises are important: reading one sentence with different intonation, reading after the sample, listening to several different performances of one work and discussion of their manners, advice of readers.

It is very important here the opportunity to listen to the work in the acting performance. Annex to Ukk V.Ya. Korovina is phochrestomy - audio recordings available in ordinary jobs of works. And electronic educational resources posted on the Internet also offer various options. expressive reading Poetic and prosaic works. Pupils of my classes are happy to participate in contests of expressive reading. At the level of the educational organization, they, unfortunately, are almost not conducted. For three school years, two were organized municipal CompetitionIn one of them managed to participate, passing school selection. At the classroom, such events spend about twice a year, upon completion of the sections of poems about the native nature and the Great Patriotic War. The class is divided into groups: readers, jury, critics. Mandatory at such a photographer. Each student works in accordance with his task, those who do not participate in the competition, does not happen. The teacher watches the course of the competition, the readers act, the members of the jury fill the estimation sheets and consider the amount of scored points, express their opinion on expressive reading of the contestants, critics celebrate successful moments and disadvantages in reading. Such a competition is completed by the certificates and certificates to the participants.

Learning to expressive reading promotes oral verbal drawing (description of paintings arising in imagination); choir reading (in unison, in a single intonation vein); Collective declamation (various parts of the text with various students); Reading in faces, on roles (fables, dialogues in epic works).

V.V. Golubkov tightly tied the foundations for the formation of oral speech schoolchildren with the theory and practice of oratory. Determining the features of oral speech (living expressive word, improvision, the impedition of the communication of the speaker with listeners).

Literature lessons have great opportunities for dialog forms. For example, to organize role-playing dialogues: meetings of literary characters, dialogues of literary critics, etc. Role-playing (game) Dialogues increase the interest of students in reading and studying literature, stimulate speech activity.

Meet students with the pattern of dialogical speech and mastering the receptions of the dialogue is carried out through the analysis of the dialogues of the episodes of literary works, taking into account already acquired knowledge (the type of dialogue, speech styles, the situation of communication, etc.).

For the development of speech, reproduction of the dialogue of literary heroes is applied. Reproducing the conversation of literary characters, students intensively enrich their lexical stock through the use of the dictionary of this artistic text and organically combine it with a vocabulary that owns freely. Reproduction, and not a simple retelling of the characters' dialog stimulates the emotional expressiveness of speech, the ease of their communication, and this is also facilitated by the absorption of artistic text.

Speech stimulation is carried out by the active impact on the thoughts and senses of students, which can be achieved by a non-standard lesson. These are disputes, concerts, seminars, quizzes, etc., who have a common, uniting their task - the instigation of interest in studies in general and to literature lessons in particular. Among the effective, the following techniques for the development of oral speech in literature lessons are called.

Poetic five minutes. At the beginning of each lesson one by one - two students read the poems learned by them by heart or prepared for expressive reading; Read or retell an excerpt from the text of the artistic work that you like. The use of poetic five minutes introduces students to the poetics of the native language, develops the aesthetic taste of students, forms a linguistic culture. Even with a passive listening of poetic texts read by others, the guys acquire the skills of perception of poetic text, which has positive influence For the study of literature as a whole.

In addition to the beginning of the lesson with a poetic five-minute, you can customize the guys on the literature by a brief retelling recently read, over the school program, books. This beginning can be offered a teacher, "infecting" a lot of reading guys with an emotional story. Therefore, of course, there is a little, since modern children prefer to entertain mental work and reading. But with the corresponding stimulation, about half of my, for example, the class will want to connect to such work.

Advanced homework. The essence of the use of advanced tasks in the literature class is that the most prepared guys are invited to perform the task, the content of which will be updated in the following lessons. The student must independently build the logic of the oral response, choose the most interesting, from his point of view, the facts, examples, prepare a brief, but emotional and meaningful tank message.

Discussion conversation between the heroes of the literary work. The discussion unfolds between the two heroes of the work, in the role of whose students are. The guys figuratively represent themselves in the role of the characters of the work, entered into dialogue, dispute, discussion. Defend the point of view of that hero whom they represent. The rest of the students do not just listen passively, but respond to the question in front of the discussion.

With the help of a discussion conversation between the heroes of the literary work, students are addicted to research work Above the text, the ability to build deployed speech statements is formed, the ability to resist its opponent not only in the literature lessons, but also in everyday life. It is important that the guys come to the realization that the main thing in the discussion is to find the truth, and not satisfy its pride.

Playing and analyzing speech situations. At the beginning of the lesson, before discussing a key issue on this topic, three-four students, preferably inactive, the tasks are issued, in which there is a certain material for pondering (statement of a known person, a interpretation of literary phenomena, memoir testimony, etc.), The question is raised requiring the assessment, expressions of your own position. The protruding follows the course of the discussion, independently enters the discussion at the right and convenient moment. Speaking, the student can quote the material of the card or retell it in his own words or refer to it, accompanying his own reasoning.

Session of the club "Literary Critics". The content and organization of the meeting of the Club "Literary Critics" is preparing the most capable of literature a student elected by the chairman of the "Club"; The teacher provides him with the necessary assistance in planning and selection of material. Study group I am familiar with the list of works to be discussed. In the process of reading works, students write the questions that they would have to get the answer at the club meeting. The presidential issues received in advance allocates between the speakers who should include them in the context of their statements.

The use of imitation exercises in literature lessons contributes further development Intellectual, speech skills Students in the preparation of various genres of statements. At the same time, the guys try to give their speech such qualities as accuracy, logicality, relevance, availability, brevity, fragrant.

Oral analysis psychological portrait literary hero. The guys are invited to supplement the literary portrait of its own description, characterizing the psychological state of the hero and on this basis to prepare a coherent oral presentation. In conclusion, students speak with oral statements

Plan:

1. The place and importance of the development of oral speech of students in literature lessons.

2. Methodical characteristics of oral speech.

3. Methodical characteristic of the dialogical speech of students.

4. Methodical characteristics of the monologue speech of students.

Keywords: Oral speech, basic types of oral speech, dialogic speech, monologue, speech of students.

The development of oral speech is one of the main tasks of teaching Russian literature. The value of this task is determined in many ways the role that oral speech in modern society and in the school educational process: the latitude of the audience instantly perceiving information (through radio, television); ability to persist and reproduce; approaching the written speech in its meaningability and language regulations; The possibility of improving the written speech through the leadership of the speech of students and others.

Oral speech training is based on the following principles: a) support for conscious perception and creative reproduction

language material information;

b) communication with life and literature as an educational subject;

c) the relationship of hearing, speaking, reading and writing;

d) the continuity of the content of logical, meaning and pronunciation

speech sides of oral speech;

e) the widespread use of a situational training method in order to approximate speech communication of students to the natural form of statement and creating genuine speech skills necessary for education;

e) novelty speech materialcausing interest in the content and form of speech;

g) ahead of the development of the speech of knowledge of grammar (development of speech

runs a little forward, thereby preparing assimilation

grammar);

h) inclusion in the "sounding medium" not only the words of the teacher, but also

basic sound recording.

These principles involve the leadership role of the teacher in the process of studying students, determine the content of learning oral speech, its material, methods of learning, take into account the ability of the native language of students, children's interest, indicate the need for modern technical means in the process of learning, require that the development of speech is not delayed Level of knowledge of grammar students.

To develop the oral speech of students, means to teach them to hold a speech in the conditions of hearing and speaking. The perception of foreign language speech on rumor is associated with a number of difficulties. One of them is the phrase of the speech flow, so that even the knowledge of his lexical units does not guarantee understanding of thought in the coherent text.

Moreover, the verbal material already known to the students when reading may not always be correctly perceived by hearing due to the differences in sound and visual verbal images.

Hearing, or is called "audience, compared with reading, a more difficult way to obtain information", which is established in physiological and psychological studies of the characteristics of the auditory reception of speech: the high-end intake of sounds - words - phrases when listening, simultaneity - when reading; fatigue with speech rumomy reception is greater than with visual, etc.

The perception of speech also affects its pronouncement, the presence or absence of a visual support. If the student sees the speaker, observes his articulation, then the student has its own speech bodies, as it were, they themselves are placed in a similar "way, it is easier for him to reproduce hearing sounds in the inner speech, words. Expressions. "

These difficulties are overcome both through the system of special exercises for the development of hearing skills and in the implementation of others other than the hearing. Speech activities. Let's say when reading: a) if the word is assimilated in its graphic and sound images and simultaneously phrases; b) if a good absorption of orthoepia is performed; c) if there is a permanent work on an increase in the rate of reading with its approach to the temporal audition rate, and both are increasingly starting to match the tempo of the live speech.

It is known that the ability to listen is the basis on which the ability to speak. The hearing (perception) not only prepare speaking, but also takes place in the simultaneous act with it. The ability to listen to the understanding of someone else's speech. The latter is impossible, as psychology says, without internal pronouncing someone else's speech, i.e. without speaking. That is why it is useful when listening to the exercise of students in the whisper reproduction of information taken, despite the fact that the whispering foreign language reproduction of someone else's speech is difficult for students like speech activity, since the schoolchild has been dealing with new sound characteristics of the language.

The ability to perceive the speech on the ear is one of the main criteria for speaking by Russian language. This skill is created and improved throughout the years of study at school. The system of work in this direction is carried out both in the lessons and in extracurricular work.

Unfortunately, for many students, someone else's speech is only the speech of their teacher, adapting it to the knowledge and skills of students of this class. It is somewhat artificial: "adapted" in lexico-grammatical terms, slowed down in the pace of pronouncing, phonetically close to writing, i.e. Pronounces spelling, not orthosepically - especially when carrying out some types of written works. This leads students to a bad understanding from the hearing of the natural Russian speech, which they hear in extracurricular conditions: on radio, television, in cinema, at meetings, etc.

In extracurricular conditionstraining in strengthening perception of someone else's speech on rumor is even wider and more diverse. Radio, sound recordings, film, meetings with interesting people, excursions - all this can be used for training purposes, but, of course, thought out from the point of view of the preparation of students to the hearing and on the part of the form of checking the learning of the detention of the heard.

Following the knowledge and skills of their students, the teacher thinks out various forms of preparation for their perception of information on a rumor: Preliminary, before hearing the record of a plan of this or that information (the plan gives a teacher): a conversation about the circle of knowledge of students on the topic scheduled for hearing perception; recording plan and working materials during the hearing (on excursions, when meeting with interesting people); Recording issues to which the answers must be followed after the information received on the hearing, etc.

It is equally important to skillfully check the degree of learning the speech content perceived by the hearing. Here you need to call in children the desire to seem to talk about heard. It is very useful to exercise in a living conversation, sometimes in the form of a dialogical speech (exchanging impressions). Often, an oral discussion becomes preparation of students to writing an essay. Naturally, checking the degree of understanding of the material perceived by rumor, the teacher himself explains what remains unclear or incorrectly understandable students.

Exercises for the perception of someone else's speech from hearing can be carried out at different stages of studying a particular topic: at the entrance classes, and with a primary acquaintance in the classroom with the work, the life of the writer, during the analysis of the text, during the repetition ...

The ability to take a speech from hearing, as we know, underlies the skills to own a speech in the terms of speaking.

The speaking implies two forms of speech - monologic and dialogic. IN methodical science The most developed issues of learning students of monologue speech (retelling, reports, reports, etc.), the process of learning students of dialogical speech is significantly less highlighted. No matter how different methods of working as a teacher, on the development of oral speech students, all of them (methods) ultimately need to develop a meaningful, logically slim, lexically rich and intonational expressive speech of schoolchildren. And the criteria for the evaluation of oral speeches of students should include checking the content and logical of speech, phonderatic hearing of students, the wealth of the dictionary, the stylistic and intonational culture of their oral speech.

The school needs to develop a system for the development of a dialogical speech of students (in Russian), establishing its (system) of organic confluence with content and move educational process According to Russian literature.

The conditions for the development of a meaningful dialogic speech of students is the ability to answer questions and put them on their own. With the creation of such skills and the process of learning dialogic speech activity begins.

Ability to answer questions.

The ability to answer questions is a vital view of speech communication, which manifests itself in various situations.

Teaching students ability to give answers to questions, the teacher is working on the content of the answers, the lexic and grammatical structure, the lexical quality and the uttertainment party, using the literary text, the works of painting, etc.

The process of learning students answers to questions is better, as practice shows, carried out in such a sequence: 1) Answers whose lexico-structural organization is given in the text; 2) Answers close in structure to colloquial speech; 3) Answers "their" words free from texts in lexico-structural terms. The difference in these types of responses is useful to initially show students on the same text, for the purposes of visibility of learning and creating comparison skills.

When issuing questions, the Council of the major method should be remembered: "" Every question of the teacher must be a task, but the task is unaffected; Each question should cause heads in the student, and with her and the work of the language. "

And it should even happen in cases where we are forced to set questions for each member of the sentence. Terms of implementation: It is necessary to acknowledge students for the awareness of the various functions of the word in the text - cognitive, estimated, emotional. Then the conversation will include elements of ideological and artistic analysis.

Sometimes you have to put fractional questions to facilitate the understanding of the actual text content. At the same time, the danger of decay of the integrity of the text and its perception occurs. So that it does not happen must be addressed to the content of a separate proposal to raise the question of the total content of the text of the text that was subjected to crushing. The difficulty is to find the formulation of the issue - generalizations. Quite often, vocabulary for it is supplied by the last sentence of paragraph, because according to the laws of logic, it should express the conclusion, briefly determine the main thing in the content of the statement.

In each subsequent class, the content of questions becomes more difficult, especially in grade 8 when working on art texts.

Here in the conversation, the ability to understand the author's intent, to say about its attitude to the hero, events. That's why we ask: where does Nekrasov say that a boy out of a poor family? How to prove, then boy wants to learn? Teaching students to answer such questions, we will already be concerned not only by the structure of the answer, how much of its meaningfulness, the accuracy of the word choice. This is already working on productive speech activities of students.

It is very important to determine the content of this type of speech activity of students, as the formulation of issues. This content is associated with the general tasks of studying Russian literature at school. Therefore, it is worth the task of creating the skills and skills of formulation of issues:

1) on the actual content of the read text;

2) on the analysis of the read text;

4) According to the material of the student's life experience.

The solution of these tasks is achieved by the training system, starting with the creation of the skills of setting the issue into one sentence.

Keywords

written speech, the main types of written works, auxiliary types of written works, a methodological characteristic, a methodology for presenting, essays.

Written work at school are educational, i.e. have goals to instill with students in writing speech in all respects: decrease correctly build a phrase, competently record it, pass the content of the read work, placing the facts connected and consistently contained in it, and be able to independently build your essay, correctly reflecting feelings and thoughts, or set forth in writing material of your observations. These tasks are diverse, different in the degree of difficulty and, of course, cannot be resolved at school immediately. Starting in the first grades, the development of writing speech is gradually, every year becoming more complicated and expanding in the amount and variety of forms.

1) The assigned learner task for written work should be prepared by the teacher, i.e. Viewed and thoughtful.
2) Pupils that perform written work must clearly understand the task and know the paths and techniques, with which the task is performed. In other words, students should be prepared for the performance of written work. It should be preceded by a similar job in oral execution, providing a specific understanding of how and how to do.
3) the results of written work must be taken into account, i.e. Student works should be carefully tested, and the teacher must draw conclusions that determine the further direction of his teaching.

The separation of written works on the specified species to a certain extent conditionally. There are such types of work that are intermediate; So, for example, characteristics or descriptions may be and presentations if they follow the text of the work. On the other hand, the presentation, if it is a free and short transmission of the ideological content of a large amount of production, can be recognized as an essay, since in such a work the student exhibits maximum independence. However, in order to convenior the establishment of the characteristics of each style of work, we consider them separately, having in mind the possibility of intermediate forms.

The presentation is the main type of writing in the middle classes, as well as an essay in high schools. The exercise in the written presentation should begin with the second elementary school class, where children are engaged in oral retelling, then collectively compiling written presentations, after which they are already proceeding with independent written presentation.

The term "presentation" is often replaced by the words "retelling", "Arrangement". Some methods distinguish these names, attaching (of course, conditionally) these terminals the following values:

Retelling (translating) is called the transfer close to the read text.

The presentation (extraction) is the reduced task of the text at which the main facts or thoughts of the read article are set.

The essence of the presentation is that the student who listened to the text of the read work or passage, managed to solve three tasks that are set:

Learned the logical order of events, the facts contained in the work;

Reflected in his work the style of reader reads, i.e. Features of the verbal form, which differs the proposed text. When students in exercises in the compilation of a plan with oral repairs acquired the skill of thoughtful relationship to the read, only then can be proceeded with an independent written presentation.

It is clear that the order, the presentation system depend on the nature of the material given for the presentation. If a student stands in grade 3 before the task - to understand the content and learn the language of the small fables of "ant and a dove", which occupies 5-6 lines, then in 6, 7.8, the classes are offered much more complex and in content and in stylistic features text . Already one possibility varies tests for presentation regarding content, size, style, etc. Makes this type of work as interesting for the teacher and rich in relation to the diversity of forms.

The teacher chooses a small narrator storytelling and after a brief introductory interview of the introductory character reads it.

After reading there is a parsing and recording of unknown or little-known words and speech revolutions.

Then the teacher, together with the class, is a story plan. The teacher records the plan on the board, students - in their notebooks.

The secondary reading of the story is carried out due to the plan. After reading the first part of the story, the teacher indicates the headline of the next part and continues reading. You can also discuss with students how to entitle the story and highlight a few better options. Students having a skill in looking for title will be able to do it yourself.

With such a detailed preparation, the student may not work out by written retelling. Experience shows that even small children are fully coping with the task.

From the presentation of close to the text, students are departed as the size of the text is increasing, i.e. Reading is given only once, students are independent in drawing up a plan, etc.

However, in order to variety of written work and expansion of independence, students should also use retelling with a change in form.

Retelling with a change in form - This type of presentation is that the work of the student is complicated by an additional task, for example, when retelling, change the 1st person, from which the story is conducted, on the 3rd or give a statement on behalf of another character (for example, a meeting of Mentilitsa With a shepherd convey from the face of the latter). This type of presentation will be a direct transition to the composition of a creative nature.

The work of this species require some skill, so they can be offered for written performance only after oral exercises, in which students practically understand how to do it.

Abbreviated presentation (extraction - so called this exercise in old techniques), is the most popular type of writing in high school. The types of it are very diverse and closely related to the features of the book text.

Of particular interest is this work if, besides the overall task, it is briefly concluded - the task is given to put forward in the transfer of one or another character of the characters of the actors or the characteristics of a dramatic nature, etc.

Preparing for retelling, the student can reduce what it seems to him for the task less significant, but will give in detail what he emphasizes the necessary parties to character or situations.

To make an understandable nature of the material offered to present this type, we call several works that can be considered typical for individual classes.

When choosing a text to move and presentation, it is necessary to keep in mind not only the size and content, but also the language of the story or passage. The syntactic system should be such that students can assimilate it and introduce new phrases into their presentation as a conscious purchase. Therefore, the text should be not only in content, but also on the syntactic and stylistic construction by strength for students. Available should be text and by spelling, since otherwise it will affect errors. If hard turnover of speech is found in the artistic test, then you need or refuse to take such text, or to pre-clarify the disciples of these unknown speech turns. Observing often processing artistic text in the sense of its simplification must be recognized as unsuccessful, so they reduce the artistic importance of the text, are a direct spoofing, which is unacceptable. The teacher must be a jealous, careful attitude towards the artistic word.

Work on the presentation of this type continues in high schools, where the task is complicated by the need to maintain the style of the story, a kind of writer manner.

General methodical comments on the formulation of written presentation. Considering certain types of presentations, we pointed out a number of different methodological methods of their production. There are several common issues related to all the most popular species.

1 .. How to read text for writing presentation? The text to be described should be read with maximum clarity and expressiveness. Therefore, you need to read the teacher. Practicing sometimes reading the text by the students themselves reduces the results of written work on understandable reasons: Students read not thoughtfully and carefully.
2. How many times to read the text? The number of readings (one or two) depends on the various conditions: a) the nature of the text, b) the nature of the task or presentation, c) of the age and experience of students. Two reading reduces the independence of the student when presenting, it is permissible to read the story in all details. But if the text is great, the plot is complicated, and the students do not possess a sufficient skill in the presentation, then it is permissible to read the story twice. This usually has to be done when the presentation plan is drawn up by a teacher in conjunction with the class. Then the course of work will be like this:
1. The introductory word of the teacher.
2. The first reading of the story.
3. Drawing up a plan.
4. Three reading.
3. Does text for presentation? Suppose if it is narrative. Lyrical poems and poetic landscapes should not be given for presentation, since in these works the form is inseparable with the content.

The poetic text for the presentation in some respect has even preferably before prosecic: it forces students for greater independence in building speech outlines.

4. What is the scope of the text readable to present? The size of the text depends on the degree of complexity of its content and form.

Written work on the picture can be two kinds:

1. Presentation of the content of the picture.
2. Essay in the picture.

In school practice, this second type of written work in the picture until recently was used mainly in the younger grades: in these classes, students are best familiar with the narrative form of an essay. However, the presentation of the picture is more connected with the description, which do not yet know the desired students of the junior classes. With regard to the study - the second type of writing in the picture is more valuable. The general disadvantage of students is that they do not know how to see the paintings: its details, very significant in the overall composition of the painting, are often not commemorated, and the general intent of the artist remains incomprehensible and unresponsible with students. The position of the case here is similar to the perception of the literary work: quite also as a teacher teaches meaningful reading, he must teach watch and understand the paintings that have the same artistic components as the literary work.

The presentation of the picture is a good tool in order to develop the observation of students, to teach them to be thought out in what they see, and understand the ratio of the content of the picture with the means of its expression in the visual arts. In the deployed form, this task according to the strength of students 8 and the following classes. However, this does not mean that the presentation in the picture should be applied only in these classes. Develop observation, the ability to tell the desired accuracy about what you see, what impression it produces to you - you need in junior class.

The writings are one of the important forms of work on the development of speech, and the lessons of reading give enough rich material for them. Oral essays and preparations for written are most often carried out in reading lessons. Readable texts allow the teacher to familiarize children with the peculiarities of the language of artworks and business articles, work on the plan, over the logical synthesis of text, over some literary concepts necessary for the essay.

However, work on the compositions suffers from some significant disadvantages.

For consideration of the types of works, we approached various points of view and classified them on six signs:

By genre: a) narrative; b) writings - descriptions; c) Works - reasoning.

Style: a) emotional, shaped, approaching artworks; Works such as a business article.

According to preparation methods: a) collective, requiring general preparation; b) individual.

According to the sources from which the materials for writing are: a) writings on the material of observation or other forms of living experience of students; b) compositions on the book material: in connection with the read, characteristics, work type, type of reviews; c) essays in the picture, in a series of paintings, filmfilm, film, spectral, etc.; d) the writings that unite the materials of the observation of the student himself with information, drawn from books or other sources; e) writings - "fantasy", built on a fictional material.

In the form of transmission transmission: a) written; b) oral.

For the purpose of carrying out: a) training; b) control;

In primary classes, the topic is usually identified with the title. But in many cases it is possible to almost show that the essays on one same topic may be entitled differently. For example, essays on the topic "Who I will" can receive various titles depending on who is going to be the author of the essay.

LITERATURE

Methods of teaching literature. / Ed. O.Yu. Bogdanova, V.G. Marantanan - M., 2000 ..

Methods of teaching literature. / Ed. Z.Ya. Res.- M .., 1985.

Golubkov V.V. Methods of teaching literature. - M., 1962.

Rybnikova MA Essays on the method of teaching literature. - M., 1969.

Leonov S.A. Development of students' speech in literature lessons. - M., 1988.

Plan:

1. The place and importance of the development of oral speech of students in literature lessons.

2. Methodical characteristics of oral speech.

3. Methodical characteristic of the dialogical speech of students.

4. Methodical characteristics of the monologue speech of students.

Keywords: Oral speech, basic types of oral speech, dialogic speech, monologue, speech of students.

Oral speech training is based on the following principles: a) support for conscious perception and creative reproduction

language material information;

b) communication with life and literature as an educational subject;

c) the relationship of hearing, speaking, reading and writing;

d) the continuity of the content of logical, meaning and pronunciation

speech sides of oral speech;

e) the novelty of the speech material, which is of interest in the content and form of speech;

g) ahead of the development of the speech of knowledge of grammar (development of speech

runs a little forward, thereby preparing assimilation

grammar);

h) inclusion in the "sounding medium" not only the words of the teacher, but also

basic sound recording.

Moreover, the verbal material already known to the students when reading may not always be correctly perceived by hearing due to the differences in sound and visual verbal images.

The ability to take a speech from hearing, as we know, underlies the skills to own a speech in the terms of speaking.

The speaking implies two forms of speech - monologic and dialogic. In the methodological science, the most developed issues of learning students of monologue speech (retelling, reports, reports, etc.) are significantly less illuminated by the process of learning students of dialogical speech. No matter how different methods of working as a teacher, on the development of oral speech students, all of them (methods) ultimately need to develop a meaningful, logically slim, lexically rich and intonational expressive speech of schoolchildren. And the criteria for the evaluation of oral speeches of students should include checking the content and logical of speech, phonderatic hearing of students, the wealth of the dictionary, the stylistic and intonational culture of their oral speech.

The school needs to develop a system for the development of the dialogic speech of students (in Russian), the establishment of its (system) of organic merger with the content and course of the educational process on the study of Russian literature.

Ability to answer questions.

The ability to answer questions is a vital view of speech communication, which manifests itself in various situations.

In each subsequent class, the content of questions becomes more difficult, especially in grade 8 when working on art texts.

1) on the actual content of the read text;

2) on the analysis of the read text;

4) According to the material of the student's life experience.

The solution of these tasks is achieved by the training system, starting with the creation of the skills of setting the issue into one sentence.

Dialogical speech student in reading lessons.

So, on the basis of the skills being created, respond to questions and independently put them on the transition to the learning of the actual dialogic speech.

Dialogue as a type of oral speech and as an artistic image of reality. The dialogue constantly arises between the teacher and the student. That speech communication Organizes the learning process and is a methodological reception of the message and testing of knowledge.

The dialogue has its constant signs as a form of speech, and students with them get acquainted in the lessons of the Russian language literature.

1. Dialogue is the most natural form of speech communication, one of the most common varieties of oral speech.

2. Dicked by the interests of obtaining vital for participants in the conversation of information, dialogical speech always has a novelty element for them.

3. The vital importance and novelty of information determine the meaningability of the dialogue, stimulates its movement.

4. Language design of the movement of the dialogue is implemented in replicas - reactions, the relationship of which creates a replica chain, speech flow of the conversation.

5. The dialogue has its own structural patterns. His replicas are semantically connected, which gives the content of dialogue with logical harmony.

6. The dialogue can be characterized by the subject, emotional attitude and object of conversation.

Training compressed retelling. Detailed retelling, even with creative tasks, is only the first step of the development of thinking of students in Russian and does not exhaust mention-speech tasks, vital for students.

It is necessary to start learning on small articles in terms of the volume of texts, and not on the works of fiction.

The learning process of compressed retelling is reduced to the following mental speech operations:

1) Definition of the main topic of the recovery.

2) Reduction of text at the expense:

a) seizure from it additional topics;

b) Pass the details.

3) compression of the language form of the recovery:

a) seizure in each proposal of secondary members, if this does not violate the main thought of the recovery;

b) replacement of common phrase links offering synonymous vocabulary;

c) compression of several semantically related proposals in one sentence.

At the advanced stage of training, text compression operations are changed and complemented.

Training to compressed risks of narration causes a number of additional tasks for speech activity:

- Creation of abuse students to determine the components of the work for possible reductions in the reconnaissance.

- availability of some character characteristics

- The presence of a dictionary for organizing the right transitions from one part of the negative to another.

Training selective retelling.

The growth of independence of mentally and speech activities of students contributes to mastering the skills of the selective recovery. In selective retelling, only the desired and important part is set. Selective retelling should be preceded by text analysis: finding out its structure, drawing up a similar plan. After this work, the theme of the selective retrace is communicated, and then its main thought is established.

Monologic speech students

General characteristics of monologic speech.

The highest goal of oral foreign language speech is the monologic, and not a dialogic form. Such a conclusion becomes obvious if we give a comparative psychological characteristic of both formas of speech.

Dialogical speech	Monologic speech
Monotony form	Variety of forms (story, description, message)
Large situability, connection with the situation in which the conversation occurs. This narrows the vital "area" of the use of this type of speech, i.e. limits the scope of its use.	The conscious organization of its "manufacturer" of speech products in the process of mastering complex species of mentally speech activities - retells, a message. In this case, the speaker plans or programms not only every individual statement, but also all his speech, the whole "monologue as a whole"
The external nature of the incentives of the movement of a dialogic speech.	Internal stimuli: speaking itself determines the volume, character, language material and the form of access to the audience.
Its coaling and ellipticity; a huge role of various kinds of cliches and patterns, the usual combinations of words, replicas, etc.; Frequent occurrence of understanding between the conversation participants at the expense of not speech factors - knowledge of the situation by the interlocutors.	Speech exploration and its freedom use of language forms; the optimal use of speech means of expression of thought; Relatively small use of none information received by "We and our interlocutors from a conversation situation"
Independent meaning of non-language communicative means (intonation, gesture)	Auxiliary role of non-language communicative means.

The comparison given by us illustrates the conviction of the conclusion of the famous psycholingwist A.A. Leontyev that a dialogic speech in its characteristics is elementary than other types of speech "

If we consider that the development of monologic speech is associated with an active diverse and creative thinking work on the text, it is designed to formulate complex speech and reading skills, then quite reasonable is the call to put monologic speech in the center of attention of methodologists, "for, she needs to specially teach, at that time As a dialogic speech requires more training on the basis of a limited number of speech stereotypes "

Naturally, the selective retelling should be preceded by the analysis of the text: finding out its structure, drawing up a detailed plan. After this work, the theme of the selective retool statement is reported, and then its main thought is established.

It is necessary to begin learning selective retelling on tests in which entire parts are excluded without disturbing the relationship between the remaining components. In such cases, selective retelling is associated with reproductive speech activities in its purest form.

It is much more difficult to learn by selective retelling when the integrity of creating it requires its own speech products and a rather complex analytical study of the text structure. Then you have to exclude the material already inside the paragraph, from the group next to the standing proposals to leave only one or two of them, often change their lexical composition, produce material for communication between the parts of the sample negative.