Youth slang
Introduction
The problems of youth slang are one of the most relevant topics in our time. Youth culture is his own, nothing to do with the world. It differs from an adult with its expressive, sometimes even a sharp and coarse manner of thoughts, feelings, a certain verbal absurd, which can only use young people, bold and decisive, configured against the world and creating their unique world.
Relevance My study is due to the fact that the school slang is one of the components of the development process, its replenishment, its diversity. Linguists detect and classify this vocabulary,
directly associated with the expression of human feelings and emotions, beyond the quality of the Russian language, the effects on it constantly emerging slang words and expressions.
The purpose of my research work - show that youth slang is an interesting linguistic phenomenon, the existence of which is limited not only by certain age, but also social, temporary spatial frameworks; determine the essence of adolescent jargon (slang) as a social and linguistic phenomenon; Explore youth slang in my school.
Tasks:
investigate literature on this topic;
reveal the sources and causes the emergence of youth slang;
understand the sense and origin of slang words through their classification;
conduct a study to identify the level of use and perception of slangov adolescents;
create a sensible dictionary of the Jargon Lesika of School Pupils;
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 GBOU SOSH "OC" pos. Polykov
Subject of study: The oral speech of students in which there are jarhny expressions.
Hypothesis:
In the process of informal communication and an unprepared speech act, school students are actively used, which is a steady and actively developing language phenomenon. It can be a rich, figurative and expressive and without slang words and expressions.
The practical significance of the study iswhat is it
results can be used by teachers - subjects
conduct lessons, class managers on extracurricular activities as a visual material and as a didactic manual.
Conclusion 1 chapter
So, the youth slang represents an interesting linguistic phenomenon, the existence of which is limited not only by certain age frameworks, as it is clear from its very definition, but also social, temporary, spatial frameworks. Like all social dialects, it represents only lexicon, which feeds on the juice of the nationwide language, lives on its phonetic and grammatical soil.
Conclusion on the 2 chapter
Summing up, I want to bring the existent arguments "for" and "against" the youth slang.
"Per"
1.Sleng is a mask, a game, an attempt to overcome ordination.
2. The revenue is constantly updated.
3.Seleng has within itself a certain lexical and word-forming wealth.
4. Sleigh emotionally painted.
"Vs"
1.Sleng is limited thematically.
2. The revenue cannot be the basis of national culture.
3. Silent words have blurred lexical importance and cannot convey accurate information.
4. Sleigh has a limited emotional painting, does not transmit the entire spectrum of emotions.
5. The reserve is negotiated to primitive communication.
Conclusion of 3 chapter
Students gladly took part in the survey. About it
says the fact that respondents answered all the questionnaire questions, not missing any. And this, in turn, the indicator of the relevance of this study.
The research methods were also selected by us correctly. The work carried out explained the attitude of students to slang.
The study proved that school slang is a kind of means
approval of the student in school life. He is caused by the desire of a student to create his own, similar to an adult world. The data we received directly suggest that our school students relate to slang as a temporary phenomenon. Adults, 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, much more stylistically and emotionally painted compared to regulatory words.
Conclusion
Summing up the foregoing, it is necessary to note the following: First, youth jargon is characterized by relative stability. However, a number of thematic groups belonging to the areas of leisure and life are subject to sufficiently noticeable changes due to the influence of fashion and other extralyinguistic factors.
Secondly, for youth jargon is characterized by widespread use of phraseological units, most of them have a joking color.
In general, youth jargon is a constantly updated phenomenon, and therefore the powerful. It is necessary to pay attention to the opposition of jargon and the norm for the concept.
In addition, it is impossible not to note the fact that youth jargon is at their essence of the school of languages, and various neoplasms initially wear a good-awakening character. However, it is necessary to deal with rude words in youth jargon, as with a manifestation of violence at the speech level, because Unlike adults who use rude words for emotional discharge, adolescents operate with these jargonis in order to impress the peers. Such a speech manner often turns into a bad habit, which is difficult to refuse.
In conclusion, I would like to note that the study and understanding of the youth slang helps schoolchildren, high school students join the language environment and understand the features of the mentality of their foreign peers. This is especially true in conditions of expanding intercultural contacts. Ignorabies of slang greatly makes it difficult to communicate between the youth of different countries. Currently, the dictionary of youth slang has a relatively large number of words. Therefore, youth slang contains words with identical or extremely close values \u200b\u200b- synonyms. Naturally, what is the usual word, the more synonyms it has. A phenomenon as the appearance of synonyms is due to the fact that in different regions of Russia for the same term different slang compliances may appear. Slang does not remain constant. With the change of one fashionable phenomenon, the old words are forgotten, others come to shift. This process passes very rapidly. If in any other slang, the word can exist for dozens of years, then in the youth slang only over the past decade of stormy world progress, an incredible amount of words appeared in history. I was very interested to work on this topic, and in the future I would like to continue working on the study of school slang at the district level, comparing the school slang of our school with other general educational institutions.
How trally did not sound it, but it would be necessary to complete this work as a reminder that the basis of speech of any person (and the young too) should still be a literary Russian language!
With the substantiation of the relevance of the study in the section Introduction of research work, it is necessary to decide why this particular problem is currently needed to study.
The relevance of research - This is the degree of its importance at the moment and in this situation to solve a certain problem, tasks or question.
The relevance of the problem of research - This is the relevance of studying and solving this problem in society.
Justification of the relevance of the study - This is an explanation of the need to study this topic and conducting research in the process of general knowledge.
Justification of the relevance of the topic of research It is the main requirement for research work.
The relevance of the topic of research is due The following factors:
- replenishment of any gaps in science;
- further development of the problem in modern conditions;
- its point of view in the question of which there is no consensus;
- generalization of accumulated experience;
- summing and promotion of knowledge on the main issue;
- the formulation of new problems in order to attract public attention.
Relevance of research work It may be necessary to obtain new data, checking completely new methods, etc.
Often in the research project together with the word "relevance" use the word "novelty" of the study.
Examples of justifying the relevance of the topic of research
1. Relevance: The topic is relevant due to the high fertility fertility in the village. Previously, in our village there was a custom of having many children, the lack of children was considered the biggest misfortune and was considered to be punished.
2. It is difficult, it is very difficult, even on a moment to submit that now on the deserted foothills of the right bank of the river boil and boiled the life of tens of thousands of people. Life, full of dangers, the vicissitudes of fate, the life of landlords, warriors, diplomats, merchants, teachers and workers. This city has played a progressive role in the historical fate of the region. Much had to experience and see our city, he knew the glory of the take-off and bitterness of the fall.
Therefore, the study of the history of my city, his glorious page in history - actual topic for studying Cultural heritage and local history of our area.
3. SMS invented at the beginning of the 90s specialists of one English company. In England, SMS is so popular that even a separate word appeared for them: "texting" and verb: "to text". Popularity leads to good earnings. And for the apparent cheap mixture there are ambitious income of those who offer these services. SMS - Industry grows and grows. SMS can be sent by phone, via the network, through the PDA. It is worthwhile to be surprised that the number of SMS - dependent people is becoming more and more. And some even go to records. So, recently a message appeared in the press that a resident of India sent almost two hundred thousand SMS for a month. Last October, Dr. Mark Collins suddenly became known to the whole world. And all thanks to an unprecedented disorder - depending on SMS. therefore study of this topic relevant.
4. This is a call of the girl's souls - the pupils of the orphanage. Each child who remains without parental care, which turned out to be in a difficult life situation, no matter how warmly and cozy in the orphanage, dreams of a loving, caring family, about the future and believes that the dream will come true. In our area there are 4375 orphans and children left without parental care. Currently, 1012 orphans and children left without parental care are brought up in educational and social institutions, which remained without parental care are arranged in a replacement family of 3363 children. To date, one of the priority forms of life-orphans is a device in adoptive families. In the current situation, along with the concept of orphan, the concept of social orphan appears and strengthens. Social orphan is a child who has biological parents, but for some reason they are not engaged in raising a child and do not care about him. Syaroty children, children left, without parental care and not received a positive experience of family life cannot create a healthy full-fledged family. They often repeat the fate of their parents, depriving parental rights, thereby expanding the field of social orphanhood.
The problem of orphanhood today is up-to-date from the problems of modern reality our country.
5. The relevance of my research work is In that all children arise a problem when you need to learn a large amount of information. And you like to play all children, so I decided to turn boring in an interesting and fascinating.
6. According to statistical data in Russia, there is a sharp deterioration in the health of children. 30-35% of children entering school already have chronic diseases. Over the years of school, the number of children with impairment of the musculoskeletal system increases 5 times. There are many factors affecting such violations of health. It is believed that the student of primary classes should not lift the severity of more than 1/10 of its own weight.
Studying the topic "Body Mass" I performed practical work: I measured a lot of different bodies, and it became very interested, why the mass is so different. The teacher suggested that I explore this issue, check whether the backpacks correspond to our classmates to 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 agent is not enough. Special Research on the study of dialectisms in the work of V.P. Astafieva not. Therefore, i consider my research project relevant.
8. In the green area of \u200b\u200bthe village every year the number of trees affected by insects and their larvae increases. There is a need to preserve, restore and expand the green array. Since red-haired forest ants are "Sanitary" forests and can help its preservation, conduct my research relevant.
| | | Next Lecture \u003d\u003d\u003e | |
"People's fairy tale as a means of enriching the dictionary of children of senior preschool age"
(The use of unconventional technology mnemonics in the development of preschoolers)
Pedagogical study
Educator MBDOU "DS" Sunny "
muravlenko city, YanaA
Ivlanova T.S.
under the leadership of the deputy. Head of Gearial O.V.
Muravlenko, 2016.
Explanatory note
Relevancestudies are due to the fact that the Federal State Educational Standard of Preschool Education and the High Social Significance of the Integrated Education approach makesone to look at the issues of education and training in kindergarten. Artistic literature plays a big role in the personal development of man. Hugely, educational, informative and aesthetic meaning, as, expanding the knowledge of the child about the world around the world, it affects his personality, develops the ability to finely feel the image and rhythm of the native speech, also plays a role in the development of the child's vocabulary.
The problem of vocabulary with children at the preschool childhood stage was studied in different directions by many scientists. In particular, the enrichment of the dictionary of children of early preschool age (Yu.A. Arkin, G.M. Lyamina, A.M. Bogush, Yu.S. Lyakhovskaya, I.M. Nepomnya, et al.); Features of the formation and development of children's dictionary during preschool childhood (A.P. Ivanenko, M.N. Konified, N.I. Lutsan, Yu.S. Lyakhovskaya et al.).
In the modern method, dictionary work is considered as targeted pedagogical activities, ensuring the effective development of the vocabulary of the native language. The development of the dictionary is understood as a long process of quantitative accumulation of words, mastering their socially fixed values \u200b\u200band the formation of the ability to use them in specific conditions of communication.
Research on speech development was engaged in 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. Savor, E.A. Flelin, D. B. Elkonin.
The methodology for the development of speech of senior preschoolers has many studies on the use of a folk fairy tale in the development of children's speech: E.N. Vodovozova, N.V. Gavrish, E.M. String, O.S. Ushakova V.N. Makarova, E.A. Stavtseva, M.N. Miroshina et al. All of them testify to the possibility of effective use of the Russian folk fairy tale to enrich the vocabulary of preschool children.
Folk fairy tales reveal the accuracy and expressiveness of the tongue before children, show how rich in humor, alive and figurative expressions. Inherent extraordinary simplicity, brightness, imagery, a feature to reproduce the same speech forms and images forcing fairy tales as a factor of enrichment of a coherent speech of the children of the primary value. Russian folk tales contribute to the development of speech, give samples of the Russian literary language.
Considering the above facts, there was a need to search for effective pedagogical measures to enrich the vocabulary of children of preschool age through the use of folk tales, which determines the topic of our research "People's fairy tale as a means of enriching the dictionary of children of senior preschool age."
Object of study: The process of enriching the dictionary of children of senior preschool age.
Subject of study: Folk fairy tales as a means of enriching the dictionary of children of senior preschool age.
Purpose of the study: Studying the influence of folk fairy tales on the process of enriching the dictionary of children of senior preschool age in conditions of Dow.
Research tasks:
Analyze the psychological and pedagogical literature on the problem under study, make an overview of the basic concepts.
Disclose the tasks and the content of dictionary work in kindergarten;
Describe the use of folk fairy tales in the enrichment of the dictionary of children of senior preschool age.
Organize and conduct practical work on the enrichment of the dictionary in children of senior preschool age using folk fairy tales.
Process and analyze the results obtained and draw conclusions on the study.
Practical significance: Investigated in the study of pedagogical activities (work on reference schemes - mnemotablisses; developing classes in Russian folk fairy tales) to enrich the dictionary of children of senior preschool age through the use of folk fairy tales can be used in practical activities for pre-school educational institutions.
Research base: The study was conducted on the basis of MBDOU "DS" Sunny "G. Muravlenko, YNAO. In the experiment, 20 children prepared to school group took part.
Theoretical substantiation of the use of folk fairy tales in the enrichment of the dictionary of senior preschool children
1.1 Tasks and Word War Conditions
In the domestic methodology for the development of the problem of vocabulary in kindergarten, E. I. Thayeva, O. I. Solovyva, M. M. Konina and refined in the following years.
Today it is customary to allocate four main tasks:
First, the enrichment of the dictionary with new words, the assimilation of children of previously unknown words, as well as the new meanings of a number of words already available in their lexicon. The enrichment of the dictionary is happening, first of all, due to the generally used vocabulary (names of objects, signs and qualities, actions, processes, etc.).
Secondly, consolidation and clarification of the dictionary. This task is due to the fact that in children the word is not always connected with the presentation of the subject. They often do not know the exact name of the items. Therefore, it includes the deepening of the understanding of already known words, filling them with a specific content, based on accurate correlation with the objects of the real world, further mastering the generalization, which is expressed in them, the development of the ability to use common words.
Thirdly, the activation of the dictionary. The words assimilated by children are divided into two categories: a passive dictionary (words that the child understands, connects with certain ideas, but does not use) and the active dictionary (words that the child not only understands, but actively, consciously, with any suitable case, uses in speech) . In working with children, it is important that the new word entered into an active dictionary. This happens only if it is fixed and reproduced by them in speech. The child should not only hear the spiker's speech, but also to reproduce it many times, as it is involved in perception, mostly, only the auditory analyzer, and in speaking, there are also muscular-motor and kinesthetic analyzers.
The new word should be included in the dictionary combined with other words so that children are used to using them in the right cases. For example, children freely speak Strafs K. Chukovsky: "Long live scented soap!" - But a rare child, sniffing a rose, says: "What fragrant flower" or, touching fluffy hat: "What a fluffy hat!" In the first case, he will say that the flower smells good, in the second - that the hat is soft.
It should be paid to clarifying the meaning of words based on the opposition of antonyms and comparing words close to the value, as well as to master the shades of words of words, to develop the flexibility of the dictionary, the use of words in a coherent speech, in speech practice.
Fourth, elimination of non-vertical words from the speech of children (dialectful, spurated, jargon). This is especially necessary when children are in conditions of unfavorable linguistic environment.
All tasks discussed above are interrelated and solved at the practical level, without the use of relevant terminology.
The development of social experience occurs in the process of all the life of the child. Therefore, vocabulary is associated with all educational work of the preschool institution. Its content is determined on the basis of the analysis of the general program for the development and education of children: it is a vocabulary needed to communicate, meeting its needs, orientation in the environment, knowledge of the world, the development and improvement of various activities. From this point of view, words denoting material culture, nature, humans, its activities, ways of activity, words expressing the emotional and value attitude to reality are distinguished in the content of vocabulary.
First of all, children are absorbed:
Household Dictionary: Names of body parts, faces; names of toys, dishes, furniture, clothes, toilet, food, facilities;
Nature Dictionary: Names of phenomena of inanimate nature, plants, animals;
Socialized dictionary: Words denoting phenomena of public life (labor of people, native country, national holidays, army, etc.);
Emotional-estimated vocabulary: words denoting emotions, experiences, feelings (bold, honest, joyful);
Qualitative estimation of objects (good, bad, beautiful);
Words, the emotional significance of which is created with the help of word-forming means (Golubushka, voice), the formation of synonyms (they came-raised, laughed, zahoshikali);
With the help of phraseological combinations (running the head);
Words, in the actual lexical meaning of which the evaluation of the phenomena defined by them (the Old - very old);
Vocabulary, denoting time, space, quantity.
In the active dictionary of children should be not only the names of objects, but also the names of actions, states, signs (color, shape, magnitude, taste), properties and qualities; Words expressing species (names of individual items), generic (fruit, dishes, toys, transport, etc.) and distracted generalized concepts (good, evil, beauty, etc.). The development of such words should be based on the formation of knowledge of the conceptual nature, reflecting the essential signs of objects and phenomena. In grammatical terms, these words are nouns, verbs, adjectives, adverbs.
Throughout preschool childhood, in different age groups, the dictionary of dictionary work is complicated in several directions. V.I. Loginova allocated three such directions: the expansion of the dictionary on the basis of familiarization with the gradually increasing circle of objects and phenomena; assimilation of words on the basis of deepening knowledge of objects and phenomena of the world; The introduction of words denoting elementary concepts on the basis of distinction and generalization of objects for essential features.
It should be especially noted that in kindergarten, vocabulary is carried out, first of all, in the onomasiological aspect (attention is drawn to the names of objects - what is it called?). In addition, it is also allocated to work on the semantic side of speech, over the semantics of the word, i.e. Semaxiological aspect (attention is drawn to the word itself - what does this word mean?). It is necessary to develop in children the desire to find out what the 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 explain them, give interpretation of words and phrases.
The specific volume of the dictionary is determined on the basis of the analysis of the program of familiarization of children with the surrounding life, physical culture, environmental and musical education, visual activities, mathematical development, games and entertainment, admission to book culture, etc.
The main general educational programs of the kindergarten are not specified regarding the volume of vocabulary, only some words are given as examples. The absence of a certain dictionary to be assimilated by children leads to episodic and spontaneity of vocabulary, its planning and conducting. Given the needs of practice, a number of studies have attempted to create exemplary twisters for children of different age groups. The words lists are compiled on the basis of the analysis of the content of the section, the establishment of interdisciplinary and interoperable relations (Yu. S. Lyakhovskaya, N. P. Savelyeva, A. P. Ivanhenko, V. I. Yashin, N. P. Ivanova).
In the selection of words, the following criteria are taken into account: the communicative feasibility of introducing the word into the dictionary of children; the need for a word to assimilate the content of the ideas recommended by the kindergarten program; The frequency of the word use in the speech of adults, with whom children communicate; The citizenship of the word for generally prevailing vocabulary, its accessibility to children in lexical, phonetic and grammatical features.
According to the degree of generalization, the difficulties of pronunciation, the complexity of grammatical forms;
Accounting of the level of mastering the lexicist of the native language by children of this group;
The importance of the word for solving educational problems;
The importance of the word for understanding the children's meaning of artistic works of this age;
Selection of words related to different parts of speech (nouns, adjectives, adverbs).
The distribution of vocabulary in parts of speech aims to work with all lexical categories.
1.2 Folk fairy tales as a means of enriching the dictionary of children of preschool age
The problem of using fiction and oral folk creativity, in particular fairy tales, in order to educate children of preschool age is considered by many teachers and psychologists. The fairy tale and its influence on the upbringing of preschoolers became the subject of study of many domestic teachers and psychologists (L. N. Tolstoy, K. D. Ushinsky, A. P. Usova, E. A. Fleina, N. S. Karpinskaya, V. A. Yezikeeva and others).
Experience shows that the effectiveness of educational work sometimes depends on the skillful use of pedagogical traditions of the people, in which, which is very important, training and education is carried out in harmonious unity. One of the folk forms of learning and educating the younger generation and is a fairy tale.
The folk tale is one of the first works of the art of the word, which hears the child in early childhood. Children love a fairy tale. Created in ancient times, she still lives, fascinating children and content and artistic form, the fairy tale is always instructive, she will introduce a child with the art of his people, his culture.
The tale is an oral folk work. She arose in the mouths of talented patiences, in the immediate communication of the storyteller with the listeners, and she received his name from the word "to tell." For a long time, the fairy tale, transmitting the mouth to the mouth, from generation to generation, acquired traditional, stable forms of compositions and the accuracy, expressiveness of the language. It is convincing the intonation of the folk speech in the oral transfer of the fairy tales, and not in reading it on the book, so the fairy tale is better to tell the child, and not read.
Russian folk tales reveal the accuracy and expressiveness of the tongue before children, show how rich native speech by humor, alive and figurative expressions. The striking power of the language art of the Russian people did not show themselves with such brightness as in folk fairy tales. Inherent extraordinary simplicity, brightness, imagery, feature reproduce the same speech forms and images forcing the fairy tales as a factor in the development of a coherent speech of children, enriching their dictionary.
Fairy tales - works of large art. Getting acquainted with them, you do not notice their complex construction - they are so simple and natural. This is a testimony of the highest skill of performers.
Often, fairy tales (especially magical) begin with the so-called promscar. Their appointment is to prepare a listener to the perception of a fairy tale, set it up to the corresponding way. "It was on the sea, on the rally," the storyteller begins. - On the island of Cydan there is a tree - golden poppies, on this tree there is a cat Baun: Top goes - the song sings, and goes down - the fairy tales affects. That would be curious and interesting to see! This is not a fairy tale, but also the surcharge goes, but the fairy tale is all ahead. There will be this fairy tale to affect the morning before after dinner, there are soft bread. Here and the fairy tale we will behave ... "Often the promscakes are humorous.
The surcharge can and end the fairy tale, and in this case it is not directly related to the content of the fairy tale. Most often, a storyteller himself appears in the promotion, hinting, for example, to treat: "Here is a fairy tale, and I have an oil coverage."
The traditional element of the fairy tale is the stained (beginning). Staines, like a surcharge, puts a clear line between our ordinary speech and a fabulous narration. At the same time, the heroes of the fairy tale, place and time of action are determined. The most common stained begins with the words: "lived-was ...", "lived - were ...". Magic fairy tales have more detailed inspired: "In some kingdom, in some state, there was a king ..." But often fairy tales start directly from the description of the action: "I caught, it was, Biryuk in a trap ..."
Fairy tales have a kind of ending. The endings summarize the development of fabulous action. This is how, for example, the tale of "On Winter Beasts" ends: "And bull with your friends and still lives in your hut. Live, live and fit. "
In fairy tales, repeats are widely used (usually not literal). Repetition is most often a triple. So, in a fairy tale "Barin and a carpenter", a man beat a barin for the insult, in the fairy tale "Ivan Bykovich", the hero of three nights fights to death with snakes, and every time with a snake with a lot of heads.
In fairy tales (especially in magical), there are often so-called permanent (traditional) formulas. They go from a fairy tale in a fairy tale, passing well-established ideas about fabulous beauty, time, landscape. They say about the rapid growth of the hero: "It grows not by day, but by the hour", its strength reveals the formula used in the description of the battle: "Rightly wave - street, left - lane." So the rogue horse is captured: "The horse's jumps above the forest of standing, below the Walking clouds, the lake between the legs passes, the field-meadows will rip the tail", and the beauty is transmitted: "Neither in a fairy tale, not to describe in a fairy tale.
In many fairy tales, you can detect the poetic part. Most of the traditional formulas, promsories, instills and endings are created with a verse that has received the name of the fantastic one. This verse is different from the classical verse of Pushkin, Lermontov, Nekrasov with a certain number of syllables and strokes in verses and is often rhyme; The syllables can be a different amount.
Some fairy tales told a completely fantastic verse. Such, for example, fairy tales about the goat - White Beard, Righteous Voronene.
It is widely used in fairy tales dialogue - a conversation between two or several characters. Sometimes fairy tales are entirely built on a dialogue, such as the fairy tale of "Fox and Tether". Fairy tale dialogues - live dialogues. They transmit natural intonations of speakers, perfectly imitate the sacrament of the soldier, a tricky speech of a man, silly, with sneaks, a sphere of Barin, a flattest speech of foxes, a rude wolf.
Rich tale tongue. Animals in fairy tales have their own names: Cat - Kotofey Ivanch, Lisa - Lizaveta Ivanovna, Bear - Mikhailo Ivanovich. Nicknames of animals: Wolf - "Because of the HAP bushes", Fox - "On the field of the beauty", the bear - "All Prignets" ...
In the artistic work, poetic agents are always used appropriate and economically. They are the signs of the genre. That is why we will not meet, for example, in fairy tales of animals instead of their usual occasion "lived - were ..." of the unfolded, fantastic zero of the magical fairy tale. It would be artistically not appropriate. That is why magnificent "formula" dialogues that conduct the characters of magical fairy tales among themselves, differ from the dialogues of the characters of the newlystic fairy tales: in the last dialogues are approximate to our lively, household speech, although they do not copy it.
These are Russian folk tales. They are one of the most precious pearls that were inherited. If you keep in mind only the plots of fairy tales, they are more than a thousand, and published tales records about five thousand.
Russian folk tales contribute to the development of speech, give samples of the Russian literary language. E.A. Flerina noted the literary work gives ready-made language forms, verbal characteristics of the image, the definitions that the child operates. The means of the artistic word before school, until the learning of grammatical rules, a small child practically assisted the grammatical norms of the language in unity with his vocabulary.
N.S. Karpinskaya also believed that the artistic book gives excellent samples of the literary language. In stories, children will know laconicism and the accuracy of the language; in verses - musicality, title, rhythm of Russian speech; In fairy tales - accuracy, expressiveness.
From the fairy tale, the child learns many new words, figurative expressions, his speech is enriched with emotional and poetic vocabulary. The fairy tale helps children express their attitude to the listened, using comparisons, metaphors, epithets and other means of figurative expressiveness.
The educational function of the literature is carried out by a special, inherent in the art by the manner of the effects of an artistic image. To fully implement educational capabilities of literature, it is necessary to know the psychological features of perception and understanding of this type of art by preschoolers.
Children of preschool age - listeners, not readers, Russian folk fairy tale informs to them the teacher, so the ownership of the expressive reading skills is of particular importance.
There is a difficult task before the educator - each Russian folk fairy tale to convey to children as a work of art, to reveal its idea, infect listeners with an emotional attitude to fabulous characters, their feelings, actions or lyrical experiences of the author, that is, to understand their attitude to heroes and acting persons . And for this it is necessary to the very teacher before you meet the children with a fairy tale, to understand and feel it, to be able to analyze from the mainstream and artistic form. And, of course, the teacher must own the technique of reading and telling - a clear diction, means of intonation expressiveness (to properly arrange logical strokes, pauses, to own the tempo, able to speed up or slow down, in the right places to increase or lower the voice).
Consider the method of artistic reading and telling in class.
MM Konified allocates several types of classes:
1. Reading or tolding one work.
2. Reading several works united by a single theme or unity of images. You can combine the works of one genre or several genres. In such classes, they combine a new and already familiar material.
3. Relations of works belonging to different types of art:
A) reading the literary work and viewing reproductions from the painting of the famous artist;
B) reading in combination with music.
This classes takes into account the power of the impact of works on the emotions of the child. In the selection of the material there should be a certain logic - strengthening emotional saturation by the end of the occupation. At the same time, the peculiarities of the behavior of children, culture of perception, and emotional responsiveness are taken into account.
4. Reading and taking using visual material:
A) reading and tolding with toys (re-tolding the "Three Bee" tales is accompanied by a showing of toys and actions with them);
B) a desktop theater (cardboard or plywood, for example, in the fantastic "Rust");
C) puppet and shadow theater, flannelph;
D) Films, diaposition, movies, TV shows.
5. Reading as part of speech development:
A) it may be logically associated with the content of the classes;
B) reading can be an independent part of the classes.
In the methodology of classes, such questions as preparing for the class and methodological requirements for it, a conversation about read, re-read, use illustrations.
Fairy tales children tell and read. They tell less often than on the previous age step, since most of them are a lot of tales in terms of volume and remember their tutor is not easy.
Preparation of preschoolers to the perception of a new fairy tale is carried out in different ways.
1. The tutor places a new book in the bookcard, if there is an opportunity, - separately drawings of artists to this work. Children, considering illustrations trying to determine what kind of book it is about what it is. At the beginning of the student, teacher asks children about their assumptions, praises for observation, guess. Call a work.
2. The teacher demonstrates toys, objects related to the content of fairy tales and unfamiliar children, helps to remember their names, explains the appointment, tells about the characteristics.
3. The educator conducts a special speech exercise that helps children to master new words. So, before reading the fairy tale of "Zayats-Mislav", he says: worth the house-giant. "Not a house, but a domic!" - Admiring passersby. And invites children to come up with words characterizing very large items. Listens to the answers. Requests to finish the phrases that she will pronounce (at the Cotton mustache, with a tiger? "- Wrong, at the cat's cat, at a lion? - Lapcakes"). Explains that the words will be more, lamps belong to the hare - the hero of the new fairy tale "Holy Mislash". This hare is praised, said: "I do not have a mustache, and it's not my paws, and the lamps, not teeth, and the teubes," says the teacher. Asks to repeat how the hare spoke. Asks: "What do you think should be a tale in a tale about Zaita-Giant?" After listening to the contradictory opinions of children, suggests: "Well, let's check, which of you is right," and reads a fairy tale.
4. The educator reports that it is going to tell a fairy tale with a completely unusual name - "winged, shaggy and oil". Asks: "What do you think, who are these?" (Noting for this question, children exercise in the ability to coordinate adjective with nouns in kind and number.)
"Target name you know. Try, focusing on it, compose her beginning, "- offers a new task teacher. Then asks to come up with the ending for the work.
In this age group, it is necessary to use the promscar more often, especially in cases where there is no preparatory work for the lesson. It is desirable that the tip of the tip was associated with the work, although this selection will be largely conditional. Practice shows that in the second half of the year, preschoolers, learning to listen to the promotion, often quite rightly guess what we are talking about. The promotion should be told twice.
After reading (telling), the teacher conducts a conversation that helps children better understand the content of fairy tales, correctly evaluate some of its episodes; Repeat the most interesting comparisons, descriptions, typically fabulous speeds of speech, that is, to comprehend the linguistic feature of the works of this genre.
The need for such a conversation is obvious. Famous Soviet psychologist B.M. The heat noted that the work of art advocates the child as an aesthetic object from the very beginning, and then, when it becomes concrete, meaningful. This statement is entirely related to the works of fiction. At the same time, we should not forget that every meeting with a fairy tale is, first of all, the upbringing of the child's feelings. It is quite fair to approval that the baby should not argue, but enjoy the heard. However, it is necessary to emphasize once again that it is possible when he at least partially remember the text.
Thus, the conversation on the content of the works should not obscure from the child just what a fairy tale just what would "evil" it, turning it to the baby with all the edges, and then submit it to the whole times (show) it in all integrity.
The folk tale, being a reflection of the soul of the people, becomes the conductor of his culture in the heart of the child. In order for each trip to a new country to interesting and exciting for children, reading (told) Fairy tale is necessary in a simple and accessible form for children to accompany the story (necessarily reinforced by visibility) about the nature of this country, about people (show national costumes and traditional housing) People's music and children's songs of different peoples, about popular games (pick up suitable for this age). It is important that the children feel beauty and nature, and folk art, and it is necessary to use colorful illustrative material, phonograms, souvenirs from different countries.
Thus, by analyzing the literary sources on the study under study, we came to the following conclusions:
We allocated four main tasks of dictionary work in Dow:
1) the enrichment of the dictionary with new words, the assimilation of children of previously unknown words, as well as the new meanings of a number of words existing in their lexicon;
2) consolidation and clarification of the dictionary;
3) activation of the dictionary;
4) elimination of non-vertical words from the speech (dialect, spaticrous, jargon).
We found that the effectiveness of educational work a lot depends on the skillful use of pedagogical traditions of the people in which training and education is carried out in harmonious unity. Folk fairy tales reveal the accuracy and expressiveness of the tongue before children, show how rich in humor, alive and figurative expressions. The striking power of the language art of the Russian people did not show themselves with such brightness as in folk fairy tales. Inherent extraordinary simplicity, brightness, imagery, a feature to reproduce the same speech forms and images forcing the fairy tales as a factor in the development of a coherent speech of children of the primacy. The folk tale, with her rich, expressive language, being an affordable perception of senior preschoolers, acts as a powerful means of developing a figurative speech of children.
Introduction is a small part of the graduation work, but its importance cannot be underestimated. Looking through the text of WRCs on protection, teachers read primarily an introduction, since this part is an announcement of the whole diploma. Writing the introduction makes many students, but in fact it is easier to write than the main part. It is built according to a specific scheme in which each block is mandatory. One of the first such semantic blocks is relevance The chosen theme.
What is the relevance in the diploma
Relevance reveals the importance of your research, makes it possible to understand how this scientific material can be applied. In other words, why did you choose this topic, and what benefit your job bring. It is important to justify the topicality of the topics revealed, point out its demand in the realities of modernity. Therefore, painting this block, in the first paragraph, refer to the designation of the social acute problem. For example, if you write a diploma on the engineering topic about the roof construction technology, tell us how dangerous non-compliance with standards when building, how often it happens and what is fraught with.
The description of the relevance usually takes two or three paragraphs, no more than one page of the printed text. Do not stretch it on one and a half or two sheets. Talking about the overall topical problem, in the next paragraph, write up the relevance of the specifically of your project. To do this, use such revolutions as "the relevance of this work is that ...", "... These reasons determine the relevance of the graduation project", or "in connection with this, the importance of the chosen topic and the possibility of applying it in practice is obvious.
How to determine the relevance of your topic
It is possible to identify and substantiate the importance of your work in three main directions:
- Interest of scientists for this topic, or the so-called discussion of the topic. In this case, you can write: "A large number of studies on this issue proves that the topic is a topical and relevant." But note that research should be fairly fresh.
- You can go from the opposite: if there is little work on your topic, it means that the diploma will be a unique and valuable project. Justify the importance of the problem in modern life and continue: "Since there are few studies on designated issues, the development of this scientific material will be relevant for the scientist community."
- Practical value of work. This is a win-win version in the preparation of relevance, especially if you write on a technical, economic or other applied discipline. In this case, you say what studies were conducted (something upgraded, improved, invented), where they can be applied (for example, in construction), and what problems it will solve. In the text it will look like this: "This technology for the use of heating elements will reduce the environmental problem of environmental pollution due to a reduction in fuel consumption."
Please note that you can build the relevance of your work by analogy with other scientific works. Choose several books or dissertations on the same subject, and look at the beginning of the texts - they always indicate the importance of the study. Write these offers and tie logically with your work.
Examples of drawing up relevance in the introduction
Jurisprudence. The topic of the diploma "Immovable things as civil law objects":
The issues of legal regulation of immovable things as civil law facilities have gained special significance in connection with the incessant changes in civil law, this determines the relevance of the final qualifying work.
Economy. The topic of the diploma "The opening scheme of a tourist enterprise on the franchising system":
The relevance of this study is to analyze the main ways to build a business using such a popular tool as a franchise, which allows to determine the criteria for the successful practical application of this scheme.
Pedagogy. The topic of the diploma "Features of the social adaptation of a child with a delay in speech development in junior school classes":
The importance of work is due to the possibility of practical application of techniques for adapting children in elementary school described in the second part of the graduation research.
The ace work is the final scientific work of a graduate student, in which he independently analyzes this or that topic, where the prerequisite is the presence of scientific novelty, especially as important for verifier.
So, one of the key points of assessing the work of the Attestation Commission is to determine the relevance of the selected research topic. As experience shows, students often cannot correctly formulate relevance, but there is nothing difficult in this. Now we will analyze in more detail, how to write the relevance.
Why did the demand arise to study this issue now, what prerequisites have served, what benefit does it be able to bring to the modern world (if you think completely globally)?
To get the cherished "excellent" for your graduation project, you just need to be able to argue to the question of the following content: " Why was this topic that was chosen for your research?"Otherwise, the verifying commission simply will not accept your work and send it to refinement. Agree, not the most pleasant thing that can happen.
And to avoid such a situation, you just need to know two types of relevance:
- A little learned topic;
- The practical application of the already known result of the experiment (events, evidence, theorems, etc.).
A unexplored topic suggests that a student will use theoretical and practical methods in his own studies to find answers to any urgent questions, find ways to exit "deadlock" situations.
For example, now in the world, unfortunately, there are many low-prospecting diseases, drugs to combat that have not yet been found. A graduate during the writing of a launch research work was able to study some particular illness, to understand how to cure it.
The second species implies that at the end of its research, applied already proven theoretical and practical knowledge, you develop something your own, solve any topical task or problem.
For example, possessing 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, say, now it boils water 3 times faster. Perhaps, in connection with this, you will even have a new design, more practical and convenient. That is, on the basis of the already known, you invented something different, unique, not yet occurring anywhere.
How to determine the relevance of the thesis?
To date, the most relevant areas of human life is politics, economics, medicine and ecology. It is these topics that will always be relevant and in demand throughout the world.
- find the most vulnerable area in the area you study and identify the problem;
- to associate this problem with a real life, reinforcing evidence from your own experience or from other reliable sources, for example, historical events;
- show the relationship of the chosen theme with the global environment (economic crisis, military conflicts, demographic crisis, etc.).
Observing these items, you can be sure that the Attestation Commission will definitely appreciate your work on protection, 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 the real diploma work on accounting, protected on "excellent".
Example: The relevance of the topic of theses is due to the fact that companies are constantly carrying out economic operations with individuals and legal entities in the process of carrying out their activities. Thus, there is a continuous circuit of money, caused by the constant resumption of various calculations. Efficient use of funds contributes to the sustainable turnover of the company's funds, the development of contractual and estimated discipline, as well as the improvement of the company's financial condition.
Examples of relevance on other disciplines
By jurisprudence: The relevance of the work is due to the role of health insurance in a modern society, which is an integral part of the most complicated insurance infrastructure, in turn, part of the macroeconomic system of the state.
Psychology: The relevance of the topic chosen by us is that overcoming communicative difficulties is therefore the clavicle that opens up opportunities for obtaining the necessary effect at any level of human interaction.
In 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 develops dynamically.
By management: The relevance of the study is that in the face of tough competition, to successfully function and meet the demand of consumers, organizations operating in different sectors, it is necessary to constantly improve their marketing activities.