Youth slang
Introduction
The problems of youth slang are one of the most pressing topics in our time. Youth culture is its own world, unlike anything else. He differs from an adult in his expressive, sometimes even harsh and rude manner of expressing thoughts, feelings, a kind of verbal absurdity, which can only be used by young people, courageous and decisive, opposed to the whole world and who have created their own unique world.
Relevance my research is due to the fact that school slang is one of the components of the process of language development, its replenishment, and its diversity. Linguists identify and classify given vocabulary,
directly related to the expression of human feelings and emotions, they sound the alarm about the quality of the Russian language, the influence on it of constantly appearing slang words and expressions.
The purpose of my research work- to show that youth slang is an interesting linguistic phenomenon, the existence of which is limited not only by certain age, but also by social, temporal spatial framework; to define the essence of adolescent jargon (slang) as a social and linguistic phenomenon; explore youth slang at my school.
Tasks:
research the literature on the topic;
identify the sources and causes of youth slang;
understand the meaning and origin of slang words through their classification;
conduct research to determine the level of use and perception of slang expressions by adolescents;
create an explanatory dictionary of the slang vocabulary of school students;
Research methods:
Theoretical (work with scientific literature, materials of electronic resources)
Sociological (student surveys)
Empirical (analysis and comparison of the results obtained)
Object of study:
Speech of students of the State Budgetary Educational Institution Secondary School "OC" pos. Polyakov
Subject of study: oral speech of students in which there are slang expressions.
Hypothesis:
In the process of informal communication and unprepared speech act, schoolchildren actively use slang vocabulary, which is a stable and actively developing linguistic phenomenon. Speech can become rich, imaginative and expressive without slang words and expressions.
The practical significance of the study lies in the fact that what his
the results can be used by subject teachers when
conducting lessons, class teachers at extracurricular activities as a visual material and as a didactic aid.
Conclusion for chapter 1
So, youth slang is an interesting linguistic phenomenon, the existence of which is limited not only by certain age limits, as is clear from its very definition, but also by social, temporal, and spatial limits. Like all social dialects, it is only a lexicon that feeds on the juices of the national language, lives on its phonetic and grammatical soil.
Conclusion on chapter 2
To summarize, I want to give the prevailing arguments for and against youth slang.
"Per"
1. Slang is a mask, a game, an attempt to overcome the ordinary.
2. Slang is constantly being updated.
3. Slang has a certain lexical and derivational wealth inside itself.
4. Slang is emotionally colored.
"Against"
1. Slang is limited thematically.
2. Slang cannot be the basis of national culture.
3. Slang words have a vague lexical meaning and cannot convey accurate information.
4. Slang has a limited emotional coloring, does not convey the entire spectrum of emotions.
5. Slang reduces communication to primitive communication.
Conclusion on chapter 3
Students took part in the survey with pleasure. About it
says the fact that the respondents answered all the questions in the questionnaire without missing a single one. And this, in turn, is an indicator of the relevance of this study.
We also chose the research methods correctly. The work carried out has clarified the attitude of students towards slang.
Research has proven that school slang is a kind of
student approval in school life. It is caused by the student's desire to create his own, similar to the adult world. Our data directly suggests that students in our school treat slang as a temporary phenomenon. Growing up, they will forget these words and will not use them in their speech. The survey confirmed our assumptions that slang words prevail in the speech of schoolchildren, which are much more stylistically and emotionally colored in comparison with the normative words.
Conclusion
Summarizing all of the above, the following should be noted: firstly, youth jargon is characterized by relative stability. However, a number of thematic groups related to the spheres of leisure and everyday life are subject to quite noticeable changes due to the influence of fashion and other extralinguistic factors.
Secondly, the youth jargon is characterized by the wide use of phraseological units, and most of them have a playful connotation.
In general, youth jargon is a constantly renewing phenomenon, and therefore ageless. It is necessary to pay attention to the juxtaposition of jargon and norm for a concept.
In addition, it should be noted that youth jargon is, in essence, a school of word creation, and various new formations are initially of a benevolent and humorous nature. However, it is necessary to deal with harsh words in youth jargon, as with the manifestation of violence at the speech level, because Unlike adults who use harsh words for emotional relaxation, adolescents use these jargon in order to impress their peers. This way of speaking often turns into a bad habit that can be difficult to abandon.
In conclusion, I would like to note that the study and understanding of youth slang helps schoolchildren and high school students to join the linguistic environment and understand the peculiarities of the mentality of their foreign peers. This is especially true in the context of expanding intercultural contacts. Ignorance of slang makes communication between young people from different countries much more difficult. Currently, the youth slang dictionary has a relatively large number of words. Therefore, youth slang contains words with identical or extremely close meanings - synonyms. Naturally, the more commonly used a word, the more synonyms it has. Such a phenomenon as the appearance of synonyms is due to the fact that different slang correspondences may appear for the same term in different regions of Russia. Slang doesn't stay constant. With the replacement of one fashionable phenomenon with another, old words are forgotten, others come to replace them. This process is proceeding very rapidly. If in any other slang a word can exist for decades, then in youth slang only over the past decade of rapid world progress an incredible number of words have appeared and gone down into history. It was very interesting for me to work on this topic, and in the future I would like to continue to work on the study of school slang at the district level, comparing the school slang of our school with other educational institutions.
No matter how trite it may sound, I would like to complete this work by reminding that the basis of the speech of any person (and young too) should still be the literary Russian language!
When justifying the relevance of the study in the Introduction section of the research work, it is necessary to decide why this particular problem needs to be studied at the present time.
The relevance of research- this is the degree of its importance at the moment and in a given situation for solving a specific problem, task or question.
Relevance of the research problem- this is the demand for the study and solution of this problem in society.
Justification of the relevance of the study- this is an explanation of the need to study this topic and conduct research in the process of general knowledge.
Justification of the relevance of the research topic is a basic requirement for research work.
The relevance of the research topic is due to by the following factors:
- filling any gaps in science;
- further development of the problem in modern conditions;
- own point of view on an issue on which there is no consensus;
- generalization of the accumulated experience;
- summarizing and promoting knowledge on the main issue;
- raising new problems in order to attract public attention.
Relevance of research work may consist in the need to obtain new data, test completely new methods, etc.
Often in a research project, the word “novelty” of research is used in conjunction with the word “relevance”.
Examples of justifying the relevance of the research topic
1. Relevance: the topic is relevant due to the high drop in the birth rate in the village. Earlier in our village there was a custom to have many children, the lack of children was considered the greatest misfortune and was considered a punishment.
2. It is difficult, very difficult, even for a moment, to imagine that now, on the deserted foothills of the right bank of the river, the life of tens of thousands of people once boiled and seethed. A life full of dangers, vicissitudes of fate, a life of explorers, warriors, diplomats, merchants, teachers and workers. This city played a progressive role in the historical fate of the region. Our city had to experience and see a lot, he knew the glory of takeoff and the bitterness of falling.
Therefore, the study of the history of my city, its glorious page in history - relevant topic for study cultural heritage and local history of our region.
3. SMS was invented in the early 90s by specialists from an English company. In England, SMS is so popular that even a separate word has appeared for them: "texting" and the verb: "to text". Popularity leads to good earnings. And behind the seeming cheapness of SMS messages, there are enormous incomes of those who offer these services. SMS - the industry is growing and growing. SMS can be sent by phone, via the network, via a PDA. Is it any wonder that the number of SMS - addicted people is becoming more and more. And some even go for records. So, recently a message appeared in the press that a resident of India sent almost two hundred thousand SMS in a month. Last October, Dr. Mark Collins suddenly became known around the world. And all thanks to an unprecedented disorder - addiction to SMS. So the study of this topic is relevant.
4. This is a call from the soul of a girl who is a pupil of an orphanage. Every child left without parental care, finding himself in a difficult life situation, no matter how warm and cozy it is in the orphanage, dreams of a loving, caring family, of the future and believes that the dream will come true. 4375 orphans and children left without parental care live in our region. Currently, 1012 orphans and children left without parental care are brought up in educational and social institutions, 3363 children are placed in foster families. Today, one of the priority forms of living arrangements for orphans is their placement in foster families. In this situation, along with the concept of an orphan, the concept of a social orphan appears and becomes stronger. A social orphan is a child who has biological parents, but for some reason they do not raise the child and do not take care of him. Orphans, children left without parental care and who have not received a positive experience of family life cannot create a healthy full-fledged family. They often repeat the fate of their parents, depriving them of parental rights, thereby expanding the field of social orphanhood.
The problem of orphanhood today is the most pressing problem of modern reality our country.
5. The relevance of my research work is is that all children have a problem when it is necessary to learn a large amount of information. And all children like to play, so I decided to turn boring into interesting and exciting.
6. According to statistics, there is a sharp deterioration in the health of children in Russia. 30-35% of children entering school already have chronic diseases. During the years of schooling, the number of children with musculoskeletal disorders has increased 5 times. There are many factors that contribute to these health problems. It is believed that an elementary school student should not lift more than 1/10 of his own weight.
Studying the topic "Body weight" I did some practical work: I measured the mass of different bodies, and I was very interested in why the mass is so different. The teacher suggested that I investigate this issue, check whether the backpacks worn by our classmates meet these requirements.
Since the health of the child is always of great importance and value for parents and society as a whole, my research work is relevant.
7. I believe that research devoted to the study of dialectisms as a stylistic tool is not enough. Special studies devoted to the study of dialectisms in the works of V.P. Astafiev is gone. So, I consider my research project relevant.
8. In the green zone of the village, the number of trees affected by insects and their larvae is increasing every year. There is a need to preserve, restore and expand the green area. Since red forest ants are the "orderlies" of the forest and can help preserve it, my research is relevant.
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"A folk tale as a means of enriching the vocabulary of senior preschool children"
(the use of non-traditional technology of mnemonics in the development of speech of preschoolers)
PEDAGOGICAL RESEARCH
Educator MBDOU "DS" Solnyshko "
Muravlenko town, Yamalo-Nenets Autonomous Okrug
Ivlanova T.S.
under the leadership of the deputy. head Nacharova O.V.
Muravlenko, 2016
Explanatory note
Relevance The study is due to the fact that the Federal State Educational Standard of Preschool Education and the high social significance of an integrated approach in education makes us look differently at the issues of upbringing and teaching in kindergarten. Fiction plays an important role in the personal development of a person. Its educational, cognitive and aesthetic value is enormous, since, expanding the child's knowledge of the world around him, it affects his personality, develops the ability to subtly feel the imagery and rhythm of native speech, plays an important role in the development of speech, replenishing the child's vocabulary.
The problem of vocabulary work with children at the stage of preschool childhood has been studied in different directions by many scientists. In particular, enrichment of the vocabulary of children of early preschool age (YA Arkin, GM Lyamina, AM Bogush, YS Lyakhovskaya, IM Nepomnyashchaya, and others); features of the formation and development of the vocabulary of children during preschool childhood (A.P. Ivanenko, M.N. Konina, N.I. Lutsan, Yu.S. Lyakhovskaya, etc.).
In the modern methodology, vocabulary work is considered as a purposeful pedagogical activity that ensures effective mastering of the vocabulary of the native language. The development of the vocabulary is understood as a long-term process of quantitative accumulation of words, the development of their socially fixed meanings and the formation of the ability to use them in specific communication conditions.
Such outstanding psychologists, teachers and linguists as K. D. Ushinsky, L. S. Vygotsky, V. V. Vinogradov, A. V. Zaporozhets, A. A. Leontiev, S. L. Rubenstein, F. A. Sokhin, E. A. Fleerina, D.B. Elkonin.
In the methodology for the development of speech in older preschoolers, there are many studies devoted to the use of folk tales in the development of speech in children: E.N. Vodovozova, N.V. Gavrish, E.M. Strunina, O.S. Ushakova V.N. Makarova, E.A. Stavtseva, M.N. Miroshkina and others. All of them testify to the possibility of effective use of the Russian folk tale to enrich the vocabulary of preschool children.
Folk tales reveal to children the accuracy and expressiveness of language, show how rich native speech is with humor, lively and figurative expressions. The inherent extraordinary simplicity, brightness, imagery, the ability to repeatedly reproduce the same speech forms and images make us put forward fairy tales as a factor in enriching the coherent speech of children of primary importance. Russian folk tales contribute to the development of speech, provide samples of the Russian literary language.
Taking into account the above facts, it became necessary to search for effective pedagogical measures to enrich the vocabulary of preschool children through the use of folk tales, which determines the topic of our research. "A folk tale as a means of enriching the vocabulary of senior preschool children."
Object of study: the process of enriching the vocabulary of older preschool children.
Subject of study: folk tales as a means of enriching the vocabulary of older preschool children.
Purpose of the study: studying the influence of folk tales on the process of enriching the vocabulary of older preschool children in preschool conditions.
Research objectives:
Analyze the psychological and pedagogical literature on the problem under study, make an overview of the basic concepts.
Expand the tasks and content of vocabulary work in kindergarten;
Describe the use of folk tales in enriching the vocabulary of older preschool children.
Organize and carry out experimental and practical work to enrich the vocabulary for older preschool children using folk tales.
Process and analyze the results obtained and draw conclusions on the study.
Practical significance: the pedagogical measures proposed in the study (work on supporting schemes - mnemonic tables; developmental classes on Russian folk tales) to enrich the vocabulary of older preschool children through the use of folk tales can be used in practice by educators of preschool educational institutions.
Research base: the study was carried out on the basis of MBDOU "DS" Solnyshko ", Muravlenko, Yamalo-Nenets Autonomous Okrug. The experiment involved 20 children of the preparatory group for school.
Theoretical substantiation of the use of folk tales in the enrichment of the vocabulary of older preschool children
1.1 Tasks and content of vocabulary work in a preschool educational institution
In the domestic method of speech development, the tasks of vocabulary work in kindergarten were defined in the works of E. I. Tikheeva, O. I. Solovieva, M. M. Konina and were refined in subsequent years.
Today it is customary to distinguish four main tasks:
First, the enrichment of the vocabulary with new words, the assimilation of previously unknown words by children, as well as new meanings of a number of words already present in their vocabulary. The enrichment of the dictionary occurs, first of all, due to the common vocabulary (names of objects, signs and qualities, actions, processes, etc.).
Secondly, the consolidation and refinement of the vocabulary. This task is due to the fact that in children the word is not always associated with the idea of the object. They often do not know the exact names of the items. Therefore, this includes deepening the understanding of already known words, filling them with specific content, based on precise correlation with objects of the real world, further mastering the generalization that is expressed in them, developing the ability to use commonly used words.
Third, the activation of the dictionary. Words learned by children are divided into two categories: passive vocabulary (words that the child understands, associates with certain ideas, but does not use) and active vocabulary (words that the child not only understands, but actively, consciously, whenever appropriate, uses in speech) ... When working with children, it is important that the new word be included in the active vocabulary. This happens only if it is fixed and reproduced by them in speech. The child should not only hear the teacher's speech, but also reproduce it many times, since during perception, only the auditory analyzer is involved, and in speaking - also the musculoskeletal and kinesthetic analyzers.
The new word should be included in the dictionary in combination with other words so that children get used to using them in the right cases. For example, children speak freely the stanzas of K. Chukovsky: "Long live fragrant soap!" - but a rare child, smelling a rose, will say: "What a fragrant flower" or, touching a fluffy cap: "What a fluffy cap!" In the first case, he will say that the flower smells good, in the second, that the hat is soft.
Attention should be paid to clarifying the meaning of words on the basis of opposing antonyms and comparing words that are close in meaning, as well as assimilating shades of word meanings, developing vocabulary flexibility, using words in coherent speech, in speech practice.
Fourth, the elimination of non-literary words (dialectal, colloquial, jargon) from the speech of children. This is especially necessary when children are in a dysfunctional language environment.
All the tasks discussed above are interrelated and solved at a practical level, without using the appropriate terminology.
The assimilation of social experience occurs in the process of the entire life of the child. Therefore, vocabulary work is associated with the entire educational work of a preschool institution. Its content is determined on the basis of an analysis of the general program for the development and upbringing of children: this is the vocabulary necessary for a child to communicate, satisfy his needs, orientate himself in the environment, cognize the world, develop and improve various types of activity. From this point of view, words that denote material culture, nature, a person, his activities, methods of activity, words expressing an emotional-value attitude towards reality are distinguished in the content of vocabulary work.
First of all, children learn:
Household dictionary: names of body parts, face; names of toys, dishes, furniture, clothes, toilet items, food, premises;
Natural history dictionary: names of phenomena of inanimate nature, plants, animals;
Social science dictionary: words denoting the phenomena of social life (labor of people, home country, national holidays, army, etc.);
Emotional and evaluative vocabulary: words denoting emotions, experiences, feelings (bold, honest, joyful);
Qualitative assessment of items (good, bad, wonderful);
Words, the emotional significance of which is created with the help of derivational means (darling, voice), the formation of synonyms (came and dragged along, laughed, giggled);
With the help of phraseological combinations (to run at breakneck speed);
Words, the proper lexical meaning of which contains an assessment of the phenomena determined by it (old - very old);
Vocabulary denoting time, space, quantity.
The active vocabulary of children should contain not only the names of objects, but also the names of actions, states, signs (color, shape, size, taste), properties and qualities; words expressing species (names of individual objects), generic (fruits, dishes, toys, transport, etc.) and abstract generalized concepts (good, evil, beauty, etc.). Mastering such words should be based on the formation of knowledge of a conceptual nature, reflecting the essential features of objects and phenomena. In grammatical terms, these are words - nouns, verbs, adjectives, adverbs.
Throughout preschool childhood, in different age groups, the content of vocabulary work becomes more complicated in several directions. V. I. Loginova identified three such directions: expansion of the dictionary based on familiarization with the gradually increasing range of objects and phenomena; assimilation of words on the basis of deepening knowledge about objects and phenomena of the surrounding world; the introduction of words denoting elementary concepts on the basis of distinguishing and generalizing objects according to essential characteristics.
It should be especially noted that in kindergarten, vocabulary work is carried out, first of all, in the onomasiological aspect (attention is paid to the names of objects - What is this called?). In addition, the work on the semantic side of speech, on the semantics of the word, i.e. semasiological aspect (attention is drawn to the word itself - What does this word mean?). It is necessary to develop in children a desire to learn what a word means, to learn to notice unfamiliar words in someone else's speech, to develop orientation in the combination of words.
Children learn not only to correlate words in meaning, but also to explain them, to give an interpretation of words and phrases.
The specific volume of the vocabulary is determined on the basis of an analysis of the program for familiarizing children with the life around them, physical culture, ecological and musical education, visual activity, mathematical development, games and entertainment, familiarization with book culture, etc.
In the main general education programs of the kindergarten, no instructions are given regarding the volume of vocabulary, only some words are given as examples. The absence of a specific vocabulary to be mastered by children leads to episodic and spontaneous vocabulary work, its planning and implementation. Taking into account the needs of practice, a number of studies have attempted to create approximate dictionaries-minimums for children of different age groups. Dictionaries-lists are compiled on the basis of the analysis of the content of the section, the establishment of intersubject and interdisciplinary connections (Yu. S. Lyakhovskaya, N.P.Savelyeva, A.P. Ivanenko, V.I. Yashin, N.P. Ivanova).
When selecting words, the following criteria are taken into account: communicative feasibility of introducing a word into the children's dictionary; the need for words to assimilate the content of the concepts recommended by the kindergarten program; the frequency of the use of the word in the speech of adults with whom children communicate; the relevance of a word to common vocabulary, its accessibility to children by lexical, phonetic and grammatical features.
By the degree of generalization, difficulty of pronunciation, complexity of grammatical forms;
Taking into account the level of mastering the vocabulary of the native language by children of this group;
The significance of the word for solving educational problems;
The significance of the word for the understanding of the meaning of works of art by children of a given age;
Selection of words related to different parts of speech (nouns, adjectives, adverbs).
The distribution of vocabulary by parts of speech directs the teacher to work with all lexical categories.
1.2 Folk tales as a means of enriching the vocabulary of preschool children
The problem of using fiction and oral folk art, in particular fairy tales, in order to educate preschool children is considered by many teachers and psychologists. The tale and its influence on the upbringing of preschoolers became the subject of research by many domestic teachers and psychologists (L.N. Tolstoy, K.D.Ushinsky, A.P. Usova, E.A. Ezikeeva and others).
Experience shows that the effectiveness of educational work sometimes depends a lot on the skillful use of the pedagogical traditions of the people, in which, which is very important, teaching and upbringing is carried out in harmonious unity. One of the popular forms of education and upbringing of the younger generation is a fairy tale.
The folk tale is one of the first works of word art that a child hears in early childhood. Children love a fairy tale. Created in ancient times, it still lives on, captivating children with both content and artistic form, a fairy tale is always instructive, it is the first to introduce a child to the art of its people, its culture.
A fairy tale is an oral folk work. It arose in the mouths of talented storytellers, in the direct communication of the narrator with the audience, and it got its name from the word "tell". For a long time, the fairy tale, passed from mouth to mouth, from generation to generation, has acquired traditional, stable forms of compositions and accuracy, expressiveness of language. The intonations of folk speech sound more convincing in the oral transmission of a fairy tale, and not in reading it from a book, therefore it is better to tell a fairy tale to a child, and not read.
Russian folk tales reveal to children the accuracy and expressiveness of language, show how rich native speech is with humor, lively and figurative expressions. The amazing power of the linguistic creativity of the Russian people has not shown itself in anything with such brightness as in folk tales. The inherent extraordinary simplicity, brightness, imagery, the ability to repeatedly reproduce the same speech forms and images force to put forward fairy tales as a factor in the development of coherent speech of children, enrichment of their vocabulary.
Fairy tales are works of great art. Getting acquainted with them, you do not notice their complex structure - they are so simple and natural. This is a testament to the highest skill of the performers.
Fairy tales (especially magical ones) often begin with so-called sayings. Their purpose is to prepare the listener for the perception of the fairy tale, to tune him in the appropriate way. “It was on the sea, on the okiyane,” the storyteller begins. - On the island of Kidane there is a tree - golden poppies, the cat Bayun walks on this tree: it goes upwards - it sings a song, and downwards it goes - it tells fairy tales. That would be curious and entertaining to see! This is not a fairy tale, but also a saying goes, and the whole fairy tale is ahead. This fairy tale will tell from morning to afternoon after eating soft bread. Here we will also lead a fairy tale ... ”The sayings are often humorous.
A proverb can also end a fairy tale, in which case it is not directly related to the content of the tale. Most often, the storyteller himself appears in the proverb, hinting, for example, at a treat: "Here's a fairy tale for you, and I have a pot of butter."
The traditional element of the tale is the beginning (beginning). The initiation, like the proverb, puts a clear line between our everyday speech and the fairy tale narration. At the same time, the heroes of the fairy tale, the place and time of the action are determined in the beginning. The most common inception begins with the words: "Once upon a time ...", "Once upon a time ...". Fairy tales have more detailed beginnings: "In a certain kingdom, in a certain state, there lived a king ..."
Fairy tales also have original endings. The endings summarize the development of the fairytale action. For example, this is how the fairy tale “About winter animals” ends: “And the bull with his friends still lives in his hut. They live, live and make good things. "
In fairy tales, repetitions are widely used (usually not verbatim). The repetition is most often three times. So, in the tale "The Master and the Carpenter" the man beats the master three times for insult, in the tale "Ivan Bykovich" the hero fights to the death with the Serpents for three nights in a row, and each time with the Serpent with a large number of heads.
In fairy tales (especially in fairy tales), so-called constant (traditional) formulas are often found. They move from fairy tale to fairy tale, conveying the well-established ideas about fairy-tale beauty, time, landscape. They say about the hero's rapid growth: "It grows by leaps and bounds", his strength is revealed by the formula used in describing the battle: "The street waving to the right, the lane to the left." This is how the run of the heroic horse is captured: “The horse gallops above the forest, standing below the cloud, it skips the lakes between the legs, covers the fields-meadows with its tail”, and this is how the beauty is conveyed: “Neither tell in a fairy tale, nor describe with a pen”.
In many tales, you can find the poetic part. Most of the traditional formulas, sayings, beginnings and endings are created with the help of a verse, which is called fairy-tale. This verse differs from the classical verse familiar to us by Pushkin, Lermontov, Nekrasov with a certain number of syllables and accents in verses and often rhymes; there can be different numbers of syllables.
Some tales were told entirely in fairy tales. Such, for example, are the tales of a goat - a white beard, a righteous raven.
Dialogue is widely used in fairy tales - a conversation between two or more characters. Sometimes fairy tales are entirely based on dialogue, as, for example, the fairy tale "The Fox and the Black Grouse." The dialogues of fairy tales are living dialogues. They convey the natural intonations of the speakers, they perfectly imitate the reckless speech of a soldier, the cunning speech of a peasant, the silly, arrogant speech of a master, the flattering speech of a fox, and a rude speech of a wolf.
The language of fairy tales is rich. Animals in fairy tales have their own names: cat - Kotofey Ivanovich, fox - Lizaveta Ivanovna, bear - Mikhailo Ivanovich. Nicknames of animals are not uncommon: wolf - "because of the bushes hap", fox - "beauty on the field", bear - "everyone is weighed down" ...
In a work of art, poetic means are always used expediently and economically. They are also signs of the genre. That is why we will not find, for example, in fairy tales about animals, instead of their usual beginning "Once upon a time, we were ...", an expanded, fantastic beginning of a fairy tale. It would not be artistically appropriate. That is why the pompous "formulaic" dialogues between the characters of fairy tales differ from the dialogues of the characters of novelistic fairy tales: in recent dialogues they are close to our living, everyday speech, although they do not copy it.
These are Russian folk tales. They are one of the most precious gems we have inherited. If we bear in mind only the plots of fairy tales, then there are more than a thousand of them, and there are about five thousand published records of fairy tales.
Russian folk tales contribute to the development of speech, provide samples of the Russian literary language. E.A. Fleerina noted that a literary work provides ready-made linguistic forms, verbal characteristics of an image, definitions with which a child operates. By means of the artistic word, even before school, before mastering the grammatical rules, a small child practically assimilates the grammatical norms of the language in unity with its vocabulary.
N.S. Karpinskaya also believed that a fiction book provides excellent examples of the literary language. In stories, children learn the laconicism and accuracy of the language; in verse - musicality, melodiousness, rhythm of Russian speech; in fairy tales - accuracy, expressiveness.
From a fairy tale, the child learns many new words, figurative expressions, his speech is enriched with emotional and poetic vocabulary. A fairy tale helps children express their attitude to what they listened to, using comparisons, metaphors, epithets and other means of figurative expression.
The educational function of literature is carried out in a special way inherent only in art - by the power of the influence of an artistic image. To fully realize the educational potential of literature, it is necessary to know the psychological characteristics of the perception and understanding of this type of art by preschoolers.
Preschool children are listeners, not readers, Russian folk tales are conveyed to them by a teacher, so his mastery of expressive reading skills takes on special significance.
The teacher is faced with a difficult task - to convey each Russian folk tale to children as a work of art, to reveal its intention, to infect listeners with an emotional attitude to fairy-tale characters, their feelings, actions or to the author's lyrical experiences, that is, to convey intonationally their attitude towards heroes and actors ... And for this it is necessary for the educator himself, before acquainting children with a fairy tale, to understand and feel it, to be able to analyze it from the point of view of its content and artistic form. And, of course, the teacher must master the technique of reading and telling - clear diction, means of intonation expressiveness (correctly place logical stresses, pauses, master the tempo, being able to speed up or slow it down, raise or lower his voice in the right places).
Consider the technique of artistic reading and storytelling in the classroom.
MM. Horse meat distinguishes several types of activities:
1. Reading or telling one piece.
2. Reading several works, united by a single theme or unity of images. You can combine works of the same genre or several genres. In such classes, new and already familiar material is combined.
3. Combining works belonging to different types of art:
A) reading a literary work and examining reproductions from a painting by a famous artist;
B) reading combined with music.
In such classes, the power of the influence of works on the emotions of the child is taken into account. There should be a certain logic in the selection of material - an increase in emotional saturation by the end of the lesson. At the same time, the characteristics of children's behavior, culture of perception, emotional responsiveness are taken into account.
4. Reading and storytelling using visual material:
A) reading and telling with toys (the repeated telling of the fairy tale "Three Bears" is accompanied by a display of toys and actions with them);
B) table theater (cardboard or plywood, for example, based on the tale "The Turnip");
C) puppet and shadow theater, flannelgraph;
D) filmstrips, transparencies, films, television broadcasts.
5. Reading as part of a speech development lesson:
A) it can be logically related to the content of the lesson;
B) reading can be an independent part of the lesson.
In the lesson methodology, such issues as preparation for the lesson and methodological requirements for it, conversation about what has been read, re-reading, and the use of illustrations should be highlighted.
Fairy tales are told and read to children. They tell less often than at the previous age stage, since most of the tales are large in volume and it is not easy for a teacher to remember them.
The preparation of preschoolers for the perception of a new fairy tale is carried out in different ways.
1. The teacher places a new book in the corner of the book, if possible, - separately the artists' drawings for this work. Children, looking at the illustrations, try to determine what kind of book it is, what it is about. At the beginning of the lesson, the teacher asks the children about their assumptions, praises them for their observation, shrewdness. Names the work.
2. The teacher demonstrates toys, objects related to the content of the fairy tale and unfamiliar to children, helps to remember their names, explains the purpose, talks about the features.
3. The teacher conducts a special speech exercise to help children learn new words. So, before reading the fairy tale "Hare-bastard" he says: There is a giant house. "Not a house, but a house!" - passers-by admire. And he invites the children to come up with words for very large objects themselves. Listens to answers. She asks to finish the phrases that she will utter (Does the cat have a mustache, the tiger? - whisker, the cat has a paw, the lion? - paws "). Explains that the words of mustache, paws belong to the hare - the hero of the new fairy tale "Hare-bastard". This hare, boasting, said: “I don’t have a mustache, but a mustache, not paws, but paws, not teeth, but teeth,” says the teacher. Asks to repeat what the hare said. Asks: "What do you think, the tale must be about a giant hare?" After listening to the conflicting opinions of the children, he suggests: “Well, let's check which of you is right,” and reads a fairy tale.
4. The teacher informs that he is going to tell a fairy tale with a completely unusual name - "Winged, shaggy and oily". Asks: "Who do you think they are?" (By commenting on this question, children practice the ability to reconcile an adjective with a noun in gender and number.)
“You know the name of the tale. Try, focusing on him, to compose its beginning, "- the teacher offers a new task. Then he asks to come up with an ending to the work.
In this age group, sayings should be used more often, especially in cases where preparatory work for the lesson is not being carried out. It is desirable that, in its mood, the saying is associated with the work, although this selection will be largely conditional. Practice shows that in the second half of the year, preschoolers, having learned to listen attentively to a saying, often quite correctly guess what will be discussed. The adage should be told twice.
After reading (telling) the teacher conducts a conversation that helps children to better understand the content of the tale, to correctly evaluate some of its episodes; to repeat once again the most interesting comparisons, descriptions, typically fabulous turns of speech, that is, to comprehend the linguistic peculiarity of the works of this genre.
The need for such a conversation is obvious. The famous Soviet psychologist B.M. Teplov noted that a work of art appears before a child as an aesthetic object not from the very beginning, but when it becomes concrete, meaningful for him. This statement also applies entirely to works of fiction. At the same time, one should not forget that every encounter with a fairy tale is, first of all, the education of the child's feelings. It is absolutely true that the baby should not reason, but enjoy what he hears. However, it must be emphasized once again that this is possible when he at least partially remembers the text.
Thus, the conversation on the content of the works should not obscure the just heard fairy tale from the child, but, as it were, "lighten" it, turning it to the child with all facets, and then once again present (show) it in its entirety.
A folk tale, being a reflection of the soul of a people, becomes a conductor of their culture in the heart of a child. To make every trip to a new country interesting and exciting for children, reading (telling) a fairy tale must be accompanied in a simple and accessible form for children with a story (necessarily supported by visualization) about the nature of this country, about people (show national costumes and traditional housing), about folk music and children's songs of different nations, about folk games (choose the right ones for this age). It is important that children feel the beauty of both nature and folk art, for this it is necessary to use colorful illustrative material, phonograms, souvenirs from different countries.
Thus, having analyzed the literature on the problem under study, we came to the following conclusions:
We have identified four main tasks of vocabulary work in a preschool educational institution:
1) enrichment of the dictionary with new words, the assimilation of previously unknown words by children, as well as new meanings of a number of words already available in their vocabulary;
2) consolidation and refinement of the dictionary;
3) activation of the dictionary;
4) elimination of non-literary words (dialectal, colloquial, jargon) from the speech of children.
We have established that the effectiveness of educational work depends a lot on the skillful use of the pedagogical traditions of the people, in which training and education is carried out in harmonious unity. Folk tales reveal to children the accuracy and expressiveness of language, show how rich native speech is with humor, lively and figurative expressions. The amazing power of the linguistic creativity of the Russian people has not shown itself in anything with such brightness as in folk tales. The inherent extraordinary simplicity, brightness, imagery, the ability to repeatedly reproduce the same speech forms and images make us put forward fairy tales as a factor in the development of coherent speech of children of primary importance. A folk tale, with its rich, expressive language, being accessible to the perception of older preschoolers, is a powerful means of developing the figurative speech of children.
Introduction is a small part of thesis, but its importance should not be underestimated. Looking through the text of the FQP on defense, the teachers read the introduction first of all, since this part is the announcement of the entire diploma. Writing an introduction makes it difficult for many students, but it is actually easier to write than the main body. It is built according to a certain scheme, in which each block is mandatory. One of the first such blocks of meaning is relevance the selected topic.
What is relevance in a diploma
Relevance reveals the importance of your research, allows you to understand how this scientific material can be applied. In other words, why did you choose this topic, and how your work will benefit. It is important to substantiate the topicality of the topic being disclosed, to point out its relevance in the realities of our time. Therefore, when describing this block, in the first paragraph refer to the designation of the social acuteness of the problem. For example, if you are writing an engineering degree about roof construction technology, talk about how dangerous it is to fail to comply with construction standards, how often it happens, and what it entails.
A description of relevance usually takes two to three paragraphs, no more than one page of printed text. Do not stretch it for one and a half or two sheets. Having told about the general topicality of the problem, in the next paragraph, describe the relevance of your specific project. To do this, use phrases such as "the relevance of this work lies in the fact that ...", "... These reasons determine the relevance of the thesis project", or "in this regard, the importance of the chosen topic and the possibility of applying it in practice is obvious."
How to determine the relevance of your topic
You can identify and substantiate the importance of your work in three main areas:
- The interest of scientists in this topic, or the so-called controversial nature of the topic. In this case, you can write: "A large number of studies on this issue proves that the topic is topical and relevant." But note that the research must be fairly recent.
- You can also go from the opposite: if there are few works on your topic, this means that the diploma will be a unique and valuable project. Justify the importance of the problem in modern life and continue in this way: "Since there is little research on the indicated problems, the development of this scientific material will be relevant for the scientific community."
- The practical value of the work. This is a win-win in compiling relevance, especially if you are writing in a technical, economic, or other applied discipline. In this case, you say what research has been carried out (something modernized, improved, invented), where they can be applied (for example, in construction), and what problems it will solve. In the text it will look something like this: "This technology of using heating elements will reduce the environmental problem of environmental pollution due to reduced fuel consumption."
Please note that you can build the relevance of your work by analogy with other scientific works. Select several books or dissertations on the same topic and look at the beginning of the texts - they always indicate the importance of research. Write down these sentences and link them logically to your work.
Examples of compiling relevance in the introduction
Jurisprudence. The topic of the diploma is "Real estate as objects of civil law":
The issues of legal regulation of immovable things as objects of civil law have acquired special significance in connection with the incessant changes in civil legislation, this determines the relevance of the final qualification work.
Economy. The topic of the diploma is "Scheme of opening a tourism enterprise by the franchising system":
The relevance of this study lies in the analysis of the main ways of building a business using such a popular tool as a franchise, which allows you to determine the criteria for the successful practical application of this scheme.
Pedagogy. The topic of the diploma is "Features of social adaptation of a child with delayed speech development in elementary school":
The importance of the work is due to the possibility of practical application of the methods of adaptation of children in primary school, described in the second part of the diploma study.
The thesis is the final scientific work of a graduate student, in which he independently analyzes a particular topic, where a prerequisite is the presence of scientific novelty, especially so important for the examiner.
So, one of the key points in assessing the work of the certification commission is to determine the relevance of the selected research topic. Experience shows that students quite often cannot articulate relevance in the correct way, but there is nothing complicated about it. Now let's take a closer look at how to write relevance.
Why is there a need to study this issue right now, what preconditions have served for this, what benefit it can bring to the modern world (if we think completely globally)?
To get the coveted "excellent" for your thesis project, you just need to be able to reasonably answer the following question: " Why was this topic chosen for your research?". Otherwise, the review committee will simply not accept your work and send it for revision. Agree, it is not the most pleasant thing that can happen.
And to avoid such a situation, you just need to know two types of relevance:
- Little-studied topic;
- Practical application of an already known experimental result (events, proofs, theorems, etc.).
An unexplored topic presupposes that a student, by applying theoretical and practical methods in his own research, will be able to find answers to any pressing questions, find ways to get out of "dead-end" situations.
For example, now in the world, unfortunately, there are many little-studied diseases, drugs for the fight against which have not yet been found. And the graduate, in the course of writing his research work, managed to study a certain disease, to understand how it can be cured.
The second type implies that at the end of your research, applying already proven theoretical and practical knowledge, you develop something of your own, solve any topical problem or problem.
For example, having knowledge in the field of physics (laws, theorems, formulas, properties of objects and phenomena), you were able to improve the mechanism of the electric kettle, for example, now it boils water 3 times faster. Perhaps, in connection with this, you will even develop a new design, more practical and convenient. That is, on the basis of what is already known, you have invented something of your own, unique, previously not found anywhere.
How to determine the relevance of the thesis?
Today, the most relevant areas of human life are politics, economics, medicine and ecology. It is these topics that will always be relevant and in demand all over the world.
- find the most vulnerable spot in the area you are investigating and identify the problem;
- connect this problem with real life, backing up with evidence from our own experience or from other reliable sources, for example, historical events;
- show the relationship of the chosen topic with the world situation (economic crisis, military conflicts, demographic crisis, etc.).
Observing these points, you can be sure that the certification commission will definitely highly appreciate your work in defense, and perhaps even in the future you will continue to study this topic and achieve success in this area.
Finally, we present a sample of the formulation of relevance from a real thesis in accounting, defended with excellent marks.
Example: The relevance of the topic of the thesis is due to the fact that companies constantly carry out business transactions with individuals and legal entities in the process of carrying out their activities. Thus, there is a continuous circulation of funds, caused by the constant renewal of various settlements. The efficient use of funds contributes to the sustainable turnover of the company's funds, the development of contractual and settlement discipline, as well as the improvement of the company's financial condition.
Examples of relevance in other disciplines
In jurisprudence: The relevance of the work is due to the role of health insurance in modern society, which is an integral part of the most complex insurance infrastructure, which, in turn, is part of the macroeconomic system of the state.
Psychology: The relevance of the topic we have chosen is that overcoming communication difficulties is the very key that opens up opportunities for obtaining the desired effect at any level of human interaction.
Economics: The relevance of the research topic is determined by the following considerations: the banking system of Russia is one of the most important systems for the development of the country's economy, and at the same time it is developing dynamically.
Management: The relevance of the study lies in the fact that in a highly competitive environment, for the successful functioning and satisfaction of consumer demand, organizations operating in different industries need to constantly improve their marketing activities.