Design and research activities of students in literature lessons. Topics of research work on literature Project research work on literature

Relevance of the project.

There is a subtle and complex connection between a work of art and the place that inspired it.

D.S. Likhachev argued that “to understand literature without knowing the places where it was born is no less difficult than to understand someone else’s thought without knowing the language in which it is expressed. Neither poetry nor literature exists on its own: they grow in their native soil and can be understood in connection with their entire native country.”

Objective of the project:

• popularization and preservation of the literary heritage of the Tyumen region, the formation of a respectful attitude towards regional culture.

Project objectives:

• to form an idea of ​​the place of the Tyumen region in the history of national culture and literature, of the literature of the region as one of the most important components of the culture of the region;
• expand and enrich students’ knowledge of regional literature and culture through the study of the literature of the Tyumen region.

Hypothesis:

• Let’s assume that the completed research will help us present the creativity of writers from the Tyumen region among classmates and parents.

My native land! Tyumen open spaces! Svetlana Khokhlova

• My native land! Tyumen open spaces! Forests, meadows and the sparkle of lakes and rivers! You are in the very heart of valiant Russia. And there is no better region in the world. Your fields cannot be overlooked. Your forests, try to go through them. What about oil and gas? And what kind of people are here! Here they believe in the light that awaits us ahead. Reindeer herders graze their herds in the tundra. A worker hurries to the factory in the morning And I watch how the sun rises in the heart of Russia Above my land.

Writers of the Tyumen region

• Lagunov Konstantin Yakovlevich born on September 16, 1924 in the village of Staraya Maina, Ulyanovsk region. Soon the family moved to Siberia. The writer spent his childhood in the village of Malozrkaltsevo, Tobolsk region.
• In 1950 he graduated from the history department of Tyumen University, and in 1958 – graduate school at the Tajik University. Candidate of Historical Sciences. Since 1956 - deputy editor of the newspaper "Komsomolets Tajikistan", since 1958 - editor of the almanac "Literary Tajikistan".
• In 1961 he came to Tyumen. Worked as editor-in-chief of the Tyumen book publishing house. In 1963, through his efforts, the Tyumen Regional Writers' Organization was created, which K. Lagunov headed for twenty years (1963-1983).
• Over forty-three years of literary activity, Konstantin Yakovlevich wrote and published more than fifty books, including 12 novels. The writer’s creative range is amazing: from film scripts to children’s fairy tales. He worked extensively and successfully in the genres of journalism.
• Lagunov was rightfully considered a mentor to the young. He spared neither effort nor time to work with young talents. Until the last days of his life, the writer was full of creative energy, wrote a lot, actively participated in public life, and worked fruitfully as a teacher at Tyumen State University. Died in Tyumen on July 19, 2001.

The most interesting works of Konstantin Lagunov:

• “White dog, blue tail”
• “Hello, Tyumen oil”
• “And the snow is falling heavily”
• “Romka-Ramazan”
• “Romka, Fomka and Artos”
• “Town on a Hill”
• “Portraits without retouching”
• “Breakfast on the grass”
• " It was"
• “A man can do anything”
• “Epigram to myself”

Tobolkin Zot Kornilovich

• Tobolkin Zot Kornilovich born on January 3, 1935 in the village of Khorzovo, Zavodoukovsky district, Tyumen region, in a large family of a collective farmer. His childhood, like that of the entire generation, stretched through the tragic time of the war, which took away his older brothers. He managed to complete only four classes of day school: at the age of eleven he began working and tried many professions.
• In 1959, he passed the entrance exams to the Ural State University named after M. Gorky, to the Faculty of Journalism. He combined his studies with work as a mechanic and fireman. Since 1964, after graduating from university, he worked in newspapers, radio and television in Tyumen and Nizhnevartovsk. In 1975 he graduated from the Higher Directing Courses in Moscow.
• In 1972, the first stories were published in the magazines Sovremennik and Krestyanka. The Tobolsk Drama Theater staged Tobolkin's drama "Geologists". Later, his dramas were performed in many other theaters. In 1977, the Central Ural Book Publishing House published a collection of plays, “The Most Important People.” Several plays receive awards at All-Union competitions, the plays “Brothers” and “About Tatyana” are staged in Moscow theaters.
• Stories, essays, novels, and novels are published in many magazines and publishing houses throughout the country.
• Member of the USSR Writers' Union since 1975. Laureate of the All-Russian D.N. Mamin-Sibiryak Prize. In June 2012, Z.K. Tobolkin was awarded the M. Sholokhov medal. Lives and works in Tyumen.

The most interesting works of Zot Tobolkin:

• “Angels”
• “And next to you - and all my loads are light”
• " Gratitude"
• " Meeting"
• “Sad Jester”
• “It was in 1945”
• “Cranes”
• “Architect”
• " Dream"
• “Silent Night”
• “Once upon a time there was Kuzma”
• “Shards”
• “Requiem”
• “Echo”

Maltsev Stanislav Vladimirovich

• Maltsev Stanislav Vladimirovich born June 18, 1929 in Sverdlovsk. In 1953 he graduated from the Faculty of Journalism of the Ural State University, after which he was sent to Tyumen, to the regional newspaper Tyumenskaya Pravda.
• He started writing early. The first stories were published in school wall newspapers and in newspapers in the city of Sverdlovsk.
• In 1957 he returned to Tyumen and worked as an executive secretary in the Tyumenskaya Pravda newspaper. Since 1973, he has been the own correspondent for the Novosti press agency in the Tyumen region.
• In 1959, Maltsev’s first book, “On the Wolf’s Trail,” dedicated to police officers, was published in Tyumen.
• But Stanislav Vladimirovich is more widely known as a writer for children and youth.
• The fairy tales “About the Bunny Petya” were published in 1959 and went through a number of reprints. Among the books that readers love are novels and short stories: “The Secret of the Blue Cave”, “The Purpose of Life”, “Kuzya Shchuchkin - the Red Nose”, “Mitya and I” and others.
• Member of the Union of Writers of the USSR since 1985, Honored Worker of Culture of the Russian Federation (1999). Lives in Tyumen.

The most interesting works of Stanislav Maltsev:

• “In a drop of oil there is a drop of memory”
• “There are world records”
• “Forgotten Cave”
• " How it was"
• “What a stubborn bunny Petya”
• “Kuzya is an astronaut”
• “Mityai and I”
• “Excellent school of journalism”
• “On the wolf's trail”
• “The Mystery of the Blue Cave”
• “Thirty years of life”
• “Honor of the class”

Krapivin Vladislav Petrovich:

• Krapivin Vladislav Petrovich born on October 14, 1938 in Tyumen, in a family of teachers. I spent a difficult childhood in the 40s and 50s in Tyumen. Studied at Tyumen secondary school No. 25. In 1956 he entered the Faculty of Journalism of the Ural State University. He worked in the newspaper “Evening Sverdlovsk” and in the magazine “Ural Pathfinder”.
• Vladislav Petrovich considers the story “The Eighth Star” (1959) to be the beginning of his literary creativity. The debut book was published in Sverdlovsk in 1962 (“Orion Flight”). Published in the magazines “Pioneer”, “Aurora”, “Ural”, “Murzilka”.
• The theme of childhood, which was spent in Tyumen, is reflected in the works “Poplar Shirt”, “White Ball of Sailor Wilson”, in the books “Sixth Bastion”, “Golden Ring on the Border of Darkness”, “Butterfly on a Barbell”, “Polars”, “Pyroscap” “Ded Mazai” and others.
• In 1964, V. Krapivin was accepted as a member of the Union of Writers of the USSR.
• Currently, V. Krapivin has about two hundred publications in various languages. Some of Vladislav Krapivin’s works were filmed and shown on Central Television.
• He is an honorary citizen of the city of Yekaterinburg, where he still lives.

The most interesting works of Vladislav Krapivin:

• “Squire Kashka”
• “Lullaby for Brother”
• “Bronze Boy”
• “Butterfly on a barbell”
• “A plane named Seryozhka”
• “Children of the Blue Flamingo”
• “The Musketeer and the Fairy”
• “Crane and Lightning”
• “Orange speckled portrait”
• “Marble Rabbit”
• “Pilot for special assignments”

Grishin Alexander Anatolievich

• Grishin Alexander Anatolievich(1948 – 1998) was born on November 5, 1948 in Ukraine. He came to Tyumen in 1973 after graduating from St. Petersburg University and connected his whole life with her. At the same time, the first selection of his poems appeared in the July issue of the magazine “Youth,” which laid the foundation for his literary work.
• In 1977, his first poetry book, Poems, was published. K.Ya. Lagunov invites A. Grishin to work in the writers' union, where he offers him the position of assistant.
• In 1985, his second collection of poetry, “Riding Fast,” was published, which immediately became popular. People are beginning to talk about the poet at the all-Union level. In 1990, the book “Caring Nature” was published in Moscow. In 1991, the poet became a member of the Russian Writers' Union. The last collection of poems, “To nowhere, on demand,” was published just before Grishin’s death.
• Alexander Grishin was a professional journalist, he had no passable materials, he always knew well what he was writing about. Very moral, highly emotional, bright lyrics made Grishin not just a good poet, but a favorite poet for many.
• In recent years, A.A. Grishin was sick a lot and suffered several heart attacks. He died on October 19, 1998 in Tyumen.

The most interesting works of Alexander Grishin

• “Do we know what to sing about?”
• " Fast driving"
• “In the yellow frame of autumn”
• “To nowhere, on demand”
• “Return”
• " House"
• “My time is up”
• “Love in the spring”
• " Back! There, there by five"
• “Image of Pain”
• “Autumn bird”
• " First steps"

Results of a survey on knowledge of the works of writers of the Tyumen region

• We interviewed 50 people of different ages - 20 people over twelve, 20 people over sixteen and 10 people over twenty.
• They were asked only 5 questions about the reading and creativity of writers of the Tyumen region:

• Do you like to read? 1) Yes 2) No
• Are you familiar with the work of writers from the Tyumen region? 1) Yes 2) No
• What do authors sing in their works?

• Among 12-year-old children, 14 children answered “Yes.”
• Among 16-year-old teenagers, 11 people answered “Yes.”
• And among people over 20 years old, 9 out of 10 people voted for a love of reading.

Are you familiar with the work of writers from the Tyumen region?

• Out of 20 twelve-year-old boys, 9 answered “Yes.”
• The same number of guys answered “Yes” among teenagers of sixteen years old.
• And among people over twenty years old, 7 people answered “Yes.”

What works of writers do you know?

• Most of the 12-year-old children indicated the work “Children of the Blue Flamingo” by V.P. Krapivin.
• Some 16-year-old boys remembered the collection of works “Town on a Hill” by K. Ya. Lagunov, while others preferred “Autumn Sky” by A. I. Vasiliev.
• And among people over 20 years of age, apparently, the work “Near the War” by G. K. Sazonov is popular.

• Almost all of the survey participants answered that works most often glorify the nature of our native land, our small homeland.

Would you like to know more about the life and work of writers of the Tyumen region?

• Absolutely all participants responded that they would not mind learning more.

Survey results

• After summing up the results of the survey, we were once again convinced that the works of writers of our region are enjoyed by all ages. Most of the survey participants showed their remarkable knowledge about the life and work of our writers.

Research project

on literature

PROJECT TOPIC

IS THERE THE CONCEPT OF “MORALITY LITE”?

(based on the works of V.G. Rasputin)

Author of the project:

teacher of Russian language and literature

Lisovsky branch of MBOU "Polevskoy Lyceum"

Kursk district, Kursk region

Maltseva Yu.V.

year 2013

1. Goals, objectives, problems of the project; solutions; Expected results………..

   Practical, theoretical cognitive significance of the results…………. Activities of students……………………………………………………… Stages of project activities……………………………………………………….

Keywords

Brief summary of the project

Creative (working) name of the project: Lightweight morality - what is it?

Problematic issue of the project

Age of students participating in the project

Develop the ability to independently acquire knowledge from various sources (I.I. Strelkova V. Astafiev, V. Belov, V. Rasputin, V. Shukshin in life and work: A textbook for schools, gymnasiums, lyceums and colleges. - 3rd ed. .-M.: LLC "TID "Russian Word - RS", 2008.-112 p.); with electronic and reference resources; To develop the ability to use acquired knowledge to solve cognitive problems assigned to students. To comprehend the process of working on works and manuals on the topic, to teach students to “live” with them specific situations described in the literature, to identify them, and to transfer them to real life. To involve students in penetrating “deeply” into the works of V. Rasputin and the phenomena described in them (the works). To teach students to manage the research process independently, to independently construct new research objects.

1. The result of the work of a group of high school students will be a brainstorming session to discuss the problem and the work of high school students on the questionnaire “Can we distinguish true from secondary values?” The result of the group’s work will be the work on a Timeline of the fates of three generations with comments. The result of the work of this group may be work on an essay on the topic and “publication” of it in the form of a presentation book (“Reader’s Diary”).

(For more details on student activities, see the table)

Stages of project activities.

Stages

1.4. Preparation of materials: formulation of questions: What, according to the heroes, are the true and secondary values? "Why does a person without memory and feelings of guilt become a tumbleweed?" "What does the destruction of a person's memory lead to?", tasks for couples and selection of literature: (I. I. Strelkova

V. Astafiev, V. Belov, V. Rasputin, V. Shukshin in life and work: A textbook for schools, gymnasiums, lyceums and colleges. - 3rd ed. - M.: LLC "TID "Russian Word - RS" ,2008.-112 p.) with other electronic and reference resources;

Brief description of the project stages

Epigraph to the beginning of the lesson

The soul does not demand from anyone as severely as from a Russian person.

We are posting a mini-questionnaire on copyright for children readers

Task to create your own profile

1. Come up with questions for an online survey of your reading friends based on a book read by V. Rasputin or literary characters from his books (work is expected on the works: “French Lessons” (a story studied in the 6th grade, “Live and Remember,” “Deadline” etc.) Create your profile in Google and post it on your page on social networks on the Internet, blog, forum (optional).

First working couple (group) reading book "Deadline" , will try to answer the question“What do the heroes think are the true and secondary values?” The result of the work pairs (groups) of ninth graders will brainstorm to discuss the problem and the senior students will work on the Questionnaire Can we distinguish true from secondary values?
Second couple (group) reading "Live and Remember", is looking for an answer to the question “Why does a person without memory become a tumbleweed?” The result of the group’s work will be a collective work on the Timeline of the destinies of three generations with comments. The third group reading a book by the same author "Fire", explores the question “What does the destruction of human memory lead to?”. The result of the work of this group may be collective work on an essay on the topic and “publication” of it in the form of a book-electronic presentation (reader’s diary)

Keywords (on the board)

10 words that characterize the content of the book Strelkova I.I. V. Astafiev, V. Belov, V. Rasputin, V. Shukshin in life and work about the writer of Siberia:
Siberia Matera Village Old Woman Memory True and secondary values ​​Tumbleweed Farewell God Conscience

Independent research by students as part of an educational project

1. Topic: True and secondary in the works of V. Rasputin (1 pair) (group)

“What do the heroes think are the true and secondary values?”

read V. G. Rasputin’s book “The Deadline” understand what true and secondary values ​​are, understand what “lite morality” is, and how this concept is formulated by V. Rasputin in the book

QUESTIONNAIRE

Beginning of the form

End of form

2. Topic: How can we understand each other (2 pairs) (group)

"Why does a person without memory become a tumbleweed?"

read V. G. Rasputin’s book “Live and Remember”, understand the tragedy of three generations of the book’s heroes, understand what “lite morality” is, and how this concept is formulated by V. Rasputin in the book

3. Topic: Let’s preserve the memory of our land (3 pairs) (group)

"What does the destruction of a person's memory lead to?"

read V.G. Rasputin’s book “Fire”, “French Lessons” try to understand why people stopped being the masters of their land, their village, why people stopped compassion and lost their self-esteem understand what “lite morality” is, and how this concept is formulated by V. Rasputin in his books

Duration of work on the project October-December 2012

Criteria for assessing student work

Formulation of the answer to the question: What is the concept of “lite morality” and how is it formulated in the books of V. Rasputin and the literature studied on the topic? the ability to reason on the topic of V.G. Rasputin’s books (including online discussions, posted comments, formulated questions and answers in questionnaires and essays); accuracy and aesthetics of the research presented by a group of ninth-graders; literacy, etc.

In the study I was interested in... In the study I did... In the study I was surprised... In the study it was difficult... In the study I learned... In the study I liked ...

Bibliography

Davydenko T.V., Tonkov E.V. Design of an educational lesson. Belgorod. Belgorod State University. 2002. Selevko G.K. Pedagogical technologies based on activation, intensification and effective management of educational programs. M.: Publishing house of scientific research institute. technologies, 2005. Strelkova I.I. V. Astafiev, V. Belov, V. Rasputin, V. Shukshin in life and work: A textbook for schools, gymnasiums, lyceums and colleges. - 3rd ed. - M.: LLC "TID "Russian Word - RS" ,2008.-112 pp.; with electronic and reference resources;

Links to Internet resources on the project topic

Appendix No. 1.
Reader's diary (example, necessarily in the form of a presentation book) V. Rasputin “French Lessons”.
The hero of the work is an eleven-year-old boy who lived and studied in the village. He was considered “brainy” because he was literate, and people often came to him with bonds: it was believed that he had a lucky eye. But in the village where our hero lived, there was only an elementary school and therefore, in order to continue studying, he had to go to the regional center. In this difficult post-war time, during the period of devastation and hunger, his mother, in spite of all misfortunes, gathered and sent her son to study. In the city he felt even more hungry, because in the countryside it is easier to get food, but in the city everything needs to be bought. The boy had to live with Aunt Nadya. He suffered from anemia, so every day he bought a glass of milk for a ruble.
At school he studied well, with only A's, except for French, he was not good at pronunciation. Lydia Mikhailovna, the French teacher, listening to him, winced helplessly and closed her eyes. One day our hero finds out that he can earn money by playing "chika", and he starts playing this game with other boys. However, he did not allow himself to get too carried away by the game and left as soon as he won a ruble. But one day the other guys didn’t let him leave with the ruble, but forced him to continue playing. Vadik, the best chica player, provoked a fight. The next day, the unfortunate village boy comes to school all beaten up and Lydia Mikhailovna is told what happened. When the teacher found out that the boy was playing for money, she called him for a conversation, thinking that he was spending the money on sweets, but in fact he was buying milk for treatment. Her attitude towards him immediately changed, and she decided to study French with him separately. The teacher invited him to her home and treated him to dinner, but the boy did not eat out of pride and embarrassment.. Lidia Mikhailovna, a fairly wealthy woman, she really sympathized with the guy and wanted to surround him with at least a little attention and care, knowing that he was starving. But he did not accept the help of the kind teacher. She tried to send him a parcel of food, but he gave it back. Then Lidia Mikhailovna, in order to give the boy a chance to have money, comes up with a game of “measuring”. And he, thinking that this method would be “honest,” agrees and wins. The school director considered playing with a student a crime, seduction, but he never really figured out what made the teacher do it. The woman is leaving for her home in Kuban, but she has not forgotten the boy and sent him a parcel with food and even apples, which the boy had never tried, but had only seen in pictures. Lidia Mikhailovna is a kind and selfless person. Even after losing her job, she does not blame the boy for anything and does not forget about him. The problem of memory, dignity, compassion, warmth and participation.

Appendix No. 2.
Essay “What is “morality lite?”

The problem of morality has become especially relevant in our time. In our society, there is a need to talk and think about the changing human psychology, about the relationships between people, about the meaning of life that the heroes and heroines of novels and short stories so tirelessly and so painfully comprehend. Now at every step we encounter the loss of human qualities: conscience, duty, mercy, goodness, or a qualitative substitution of them - the so-called “light version of morality.”
In Rasputin's works we find situations close to modern life, and they help us understand the complexity of this problem. The works of V. Rasputin consist of “living thoughts”, and we must be able to understand them, if only because for us it is more important than for the writer himself, because the future of society and each individual depends on us.
The story “The Last Term,” which V. Rasputin himself called the main one of his books, touched on many moral problems and exposed the vices of society. In the work, V. Rasputin showed relationships within the family, raised the problem of respect for parents, which is very relevant in our time, revealed and showed the main wound of our time - alcoholism, raised the question of conscience and honor, which affected every hero of the story. In this story, Rasputin very well showed the relationships of a modern family and their shortcomings, which clearly manifest themselves at critical moments, revealed the moral problems of society, showed the callousness and selfishness of people, their loss of all respect and ordinary feelings of love for each other. They, dear people, are mired in anger and envy. They care only about their interests, problems, only their own affairs. They don’t even find time for their loved ones. They didn’t find time for their mother, the dearest person. For them, “I” comes first, and then everything else. Rasputin showed the impoverishment of morality of modern people and its consequences.

Appendix No. 3.

Questionnaire: What do we know about the definitions and concepts of copyright?

Copyright is __________________________________________

Copyright infringement is punishable by ______________________________

How to prevent copyright infringement?___________________________

What cases of copyright infringement are you aware of?______________________

Measures to create copyright_______________

We create questionnaires for schoolchildren based on the books they have read.

Appendix No. 4

Example of a literary questionnaire

Do you know what morality is?

Is morality an eternal concept?

Appendix No. 5.
Timeline
Old generation, heroes

Appendix No. 6

QUESTIONNAIRE

Beginning of the form

Knowledge only then becomes knowledge
when it is acquired through the efforts of one's own
thoughts, not memory.
L. N. Tolstoy

The organization of design and research activities in literature lessons is one of the priorities of modern education. Developmental teaching methods, seminars, elective courses of a search nature, educational projects make it possible to better take into account the personal inclinations of students, which contributes to the formation of their active and independent position in learning, readiness for self-development, and socialization. Both methods (project and search) not only form skills, but competencies, that is, skills directly related to practical activities. They are widely in demand due to the rational combination of theoretical knowledge and their practical application to solve specific problems.

Indeed, student research and design activities contribute to true learning because they:

• personally oriented;
• characterized by an increase in interest and involvement in the work as it is completed;
• allows you to realize pedagogical goals at all stages;
• allows you to learn from your own experience, from the implementation of a specific case;
• brings satisfaction to students who see the product of their own labor.

Forming a student's research position is not an easy task. Children need to be prepared for search activities for years, always remembering that within the walls of the school “it is not necessary to teach thoughts, but to teach them to think.”

For more than five years I have been seriously dealing with the problem of organizing design and research activities in literature classes. She studied serious sources on the description of these methods (scientific developments by Kulnevich, Bogdanova, Bezrukova, D. Dewey, Shatsky, etc.) She gave a report “Model for organizing student research activities” at the regional scientific and practical conference “Mastery”. (Annex 1)

The research activities of students are deeply considered in the work of M.G. Kachurin “Organization of research activities in literature lessons” (M., 1998). In it, a modern scientist-methodologist defends the idea of ​​research in literature lessons, because “The research path of cognition is natural and corresponds to the nature of human thinking.” M.G. Kachurin is convinced that “it is advisable to consider research work in literature lessons from two complementary points of view: as a method and as a level to which many types of educational work of schoolchildren can ideally rise.”

Students' research activities can be represented in different ways: students' subject research activities (based on an algorithm) and students' design and research activities (reinforced by real actions).

An educational project, just like research, is based on an idea aimed at solving a problem. The organization of design and research activities has the following structure: motive, problem, goal, objectives, methods and techniques, plan, actions, results, reflection. It is necessary through various forms of organization: a lesson, an elective course at a pre-profile level, specialized training, group, individual, pair work to develop students’ skills in design and research activities. Such activities for students are a transition to a different psychological state, a different style of communication, positive emotions, a feeling of themselves in a new capacity - a discoverer, a researcher. All this gives them the opportunity to develop their creative abilities, appreciate the role of knowledge and see its application in practice.

I am deeply convinced that literature as art and literature as an academic subject have significant educational potential, the implementation of which depends on the thoughtful organization of the educational environment, the content and forms of interaction between student and teacher. In order to promote the education of a free personality, I organize an educational space that ensures the implementation in practice of the principle of freedom, providing the student with a real opportunity to independently choose forms and types of activities, and develop a sense of responsibility for its results. The basis of a literature lesson should be the educational and cognitive activity of students, aimed at stimulating the personal perception of literature, when every teenager, comprehending the objective content of works of art of words, sees in them not only a means of getting a grade or enriching their vocabulary, but finds food in them for thoughts and deep experiences.

Therefore, I will outline questions that are still important to me today: how to organize research-oriented literature lessons, how to find a topic for research, what algorithms to give to help students, and most importantly, how to make classes fun and fruitful? I have already answered a lot of things for myself.

I would like to note that it all starts with creating a problem situation in the lesson.

Pedagogical situations contribute to the development of students’ research skills. Therefore, in the learning process, I use situations in which the student must defend his opinion, provide arguments, evidence, facts in his defense, use methods of acquiring knowledge and experience that encourage the student to ask questions to the teacher, friends, find out what is not clear, and go deeper into understanding knowledge. Situations of this kind are reviewing classmates’ answers, essays, which is associated with examination, advice, and an active search for something new.

Educational research becomes real when we are able to prepare both ourselves and students for this level of work. We are talking about the gradual development of a research approach to topics, about work that requires persistence in accumulating knowledge and skills, useful in the sense that it can become a road to creative work.

Research can be organized at all stages of teaching literature: schoolchildren should master some elements of the research approach already at the middle level, then the rise to the highest level of creative independence will be more realistic.

The literature course in grades 5-7 provides many opportunities for this. For example, the fairy tale “Warm Bread” by K. G. Paustovsky is being studied. Very kind and smart, children like her with the idea of ​​​​repentance and cleansing. But students immediately pay attention to its genre features. Why did K. Paustovsky call his work a fairy tale? Does everything in it look like a fairy tale? This is how the observation begins of how fairy-tale and real motifs are intertwined in the work, how the ordinary turns into the fairy-tale - into the real, and what the author leads us to with his imagination and wise words. This is how a research task arises, connecting educational and scientific meaning. During the period of studying fairy tales by A.S. Pushkin, V.A. Zhukovsky, the question arises: “What is the history of the birth of literary and author’s fairy tales?” It is interesting and important for students to put forward their assumptions, versions, hypotheses, and discuss them in class. In accordance with the program, children in middle school must master the basic concepts of literature as the art of words; It is at this stage that it is extremely important to lead children to generalizations, to teach them not only to repeat and illustrate theoretical concepts, but to use them as a tool of cognition. Studying folk tales in the 7th grade, students look for the answer to the question: “How do Ivan the Terrible and Peter the Great appear in the legend of “Peter and the Carpenter?” They conduct research by comparing artistic and historical images. No less interesting are students’ research works on epics on the topic “Thus the epic heroes spoke”, “Undeservedly forgotten words”, in which the speech of the epic heroes was observed.

With students in grades 5-6, I had to more than once consider literature in connection with other types of art - music, painting, theater. The children are faced with questions: how, with the help of linguistic means, does a verbal artist describe some phenomenon of reality, convey his feelings and impressions, and how are the same phenomena and inner experiences revealed in the works of a painter or composer? What techniques do writers, artists, and composers use when creating similar images? What means of representation and emotional impact do musicians and artists have, and how do linguistic capabilities in conveying similar images relate to these means? How do the main types of art interact, what influence do the types of art have on each other? Working with A. S. Pushkin’s drama “Boris Godunov”, research is being carried out using materials from art historians and illustrations by famous Russian artists (V. I. Surikov, V. A. Favorsky, V. G. Perov, S. Galaktionov). At the extracurricular reading lesson on lyrics “Music sounds in poetry” (grade 5), students put forward their hypotheses on the problematic question: What would happen to poetry if there were no music? In the course of the study, they find similarities between poetry and music: intonation, rhyme, pauses, rhythm, tempo, dynamics, types of development, melody of phrases.

In high school, design and research activities in teaching involve the introduction of general and specific methods of scientific knowledge at all its stages - from perception to application in practice. In practice, this is achieved through the introduction into the content of the material being studied of facts from the history of literature and its current state, as well as information that introduces students to the methods of scientific knowledge of literature as a science. This creates the basis for the profiling of training and ensures an increase in the scientific level of teaching.

Depending on the object of study, student works on literature can be divided into the following types:

• works in which the text of a work of art is analyzed in order to identify its artistic originality, features of the author's style, the skill of the writer, and the typology of images. For example: “Methods of creating images-characters in the stories of A.P. Chekhov”, “Techniques for depicting the Polesie inhabitants of the “Polesie cycle” of the stories of A.I. Kuprin”, “Poetics of the stories “Dark Alleys” by I. Bunin”;
• works in which the solution to the problem posed is carried out on the basis of a comparison of two or more works. Problems can be of a different nature - theoretical and literary, ideological, aesthetic, cultural. For example, comparing the text of a work written in a foreign language with its translations into Russian. Studying in the section of Old Russian literature “The Tale of Bygone Years” (7th grade), the Old Russian text and its translations are compared, “The Tale of Igor’s Campaign” (8th grade) - Old Russian text and translation by D. Likhachev, adaptations by V. Zhukovsky, A. Maykov, N. Zabolotsky, A. Chernov, N. Rylenkov;
• works that involve the integration of literature and history, philosophy, linguistics, teaching students to see the commonality of humanities knowledge, to master different methodological approaches to the analysis of phenomena in art and life. For example: “The image of the “little man” in Russian literature of the 19th century”, “The literary type of the “superfluous man” in Russian literature”;
• works devoted to the study of the life and work of writers whose destinies are connected with the history of the city and region (literary local history). Students can, based on analysis of works, study of epistolary and memoir literature, and critical articles, create a moral and psychological portrait of the writer, reflecting their perception of his personality in the form of an artistic and journalistic essay.

Whatever the object of study, the main thing is that the problem posed allows the student, independently or with the help of a teacher, to determine the path of research, choose the methods necessary to work with a work of art, and apply existing skills in analyzing the text.

In organizing students’ research activities, I use the following work algorithm: after identifying the problem and object of research, it is necessary to organize work with the text. To do this, I first conduct several classes in research groups, during which I update students’ knowledge about methods of analyzing a work, how the choice of method is related to the task at hand, how to record the results of observations, and then I organize individual consultations on each topic. Only after the necessary material has been accumulated and analyzed, independent conclusions have been formulated, can you offer to work in the library, find available critical articles, monographs on the problem being studied, together with the supervisor, determine which of them should be read, take notes, and from which extracts should be made. Since an indispensable part of the work should be the analysis of what they read, it is necessary to teach high school students to do this, using the method of reviewing critical articles, comparing parallel notes, thesis plans, annotating, creating creative works that involve comparing different approaches to the analysis of the same work. The next stage is a re-examination of text analysis and a rethinking of its results, taking into account new knowledge gained in the process of mastering the scientific literature on the problem. It is this sequence of work on the topic that contributes to the emergence of a motivated interest in the history of the issue, in the judgments of other researchers, allows students to determine their own position, and assess the degree of novelty of their research.

Maximum activation of cognitive activity and practical implementation of the design-research approach is facilitated by situations that involve performing tasks of increased difficulty, which requires students to study additional literature, scientific sources and conduct theoretical or practical research. Students in grades 9-11 achieve increased cognitive activity in preparation for reading conferences, which are held not only on works of art studied according to the program, but also on the texts of literary works that go beyond the scope of the curriculum, but are included in the mandatory minimum education. The following works were presented at the final reading conference in 9th grade: A.S. Pushkin “Egyptian Nights”, N.V. Gogol “Old World Landowners”, N.S. Leskov “Stupid Artist”, A.N. Tolstoy “Russian Character” ; in the 11th grade, in the section Literature of the Russian Abroad, the memoirs were studied: “My Italics” by N. Berberova, “I Took Away Russia” by R. Gul. When studying military prose, one cannot ignore the epic novel “The Life and Fate of V. Grossman” and the trilogy “The Living and the Dead” by K. Simonov, which constitutes the real pride of literature of the 20th century. While studying modern prose, students conduct research on the topic “Myth-folklore-literature in the works of V. Rasputin and V. Shukshin.” There are a great many such topics and problems in literature.

When organizing training using the project-research method, I study the material in a large block, making extensive use of lectures. I focus the students’ attention on the introductory lecture, where I convey the main ideas of the topic and formulate its problems using literary text. Along with the lesson in the traditional form, I use a lesson-seminar, a lesson-workshop (philological analysis of the text, analysis of individual episodes, pictures of nature, etc.), a lesson - research, a lesson - search, a creative workshop, a lesson - a creative report, a lesson - defense of ideas, open thoughts lesson, role-play lesson, seminar lesson, conference lesson, round table lesson, discussion, excursion.

For example, when studying a novel in verse by A.S. Pushkin’s “Eugene Onegin” I am conducting a discussion lesson “What is the meaning of the fate of Onegin and Tatyana?” Reflecting on the questions of what spiritual path the heroes go through, whether they find themselves, the students, relying on the materials of critics and literary scholars (V. G. Belinsky, F. M. Dostoevsky, G. A. Gukovsky, Yu. M. Lotman, Dm. Merezhkovsky ), argue, give reasons in defense of the heroes, express their own views.

At the practical lesson, considering the features of dystopia in M. E. Saltykov-Shchedrin’s novel “The History of a City,” students turn to the idea of ​​utopian socialism, compare individual fragments from T. More’s “Utopia” and “The History of a City”; observing the ideological content of A.P. Chekhov’s story “The Jumper” - compare the handwritten and magazine versions of excerpts from the story. A creative workshop lesson based on I. A. Goncharov’s novel “Oblomov” is devoted to a comparative analysis of two editions of the novel (mass editions and the 1862 edition). Great research work on the principles of depicting and evaluating the heroes of L. N. Tolstoy’s epic novel “War and Peace” is facilitated by working with episodes and their ways of linking together in a research lesson. Students observe, establish an internal connection between the episodes of the novel, characterize the state of the characters and their behavior. The seminar lesson on the topic “Man at War” examines the problem of action and feat in war. Based on works of art (V. Nekrasov “In the Trenches of Stalingrad”, E. Kazakevich “Star”, etc.), a comparison is made of war situations, heroes, and poetics of the narrative. During the seminar, in addition to the research groups, an analytical group is created that expresses ambiguity in judgments, sums up the results, and formulates conclusions.

In the practical implementation of the research approach in teaching, I use various forms of educational work: individual, group, collective, frontal. Individual work is the completion of an educational task by each student independently in accordance with his or her individual capabilities, without interaction with other students.

I introduce design work gradually, trying to take on large and interesting topics. After all, with the help of an educational project, conditions are created for independent cognitive and creative activity of students, and this is always effective if it starts with a strong motive. This means that we need not just a problem, it must be relevant from the student’s point of view and have a practical orientation. The activities of students in an educational project are subject to a certain logic, which is implemented in the sequence of its stages. Following the presentation of the project by the teacher (titles, topics and problems), students must independently formulate goals and objectives, organize groups, distribute roles in groups, then select methods, plan work and implement it. The work ends with a presentation of the results obtained. Since the children’s activities in the project are mostly independent, it is during the defense of the project that we find out what was done during the project work.

The teacher guides the project work, directing the search in the right direction, and suggests sources of information. The conditions for successful project activities are:

• personal interest of the student;
• clarity and specificity of setting the project goal;
• determination of planned results;
• statement of initial data.

Types of presentation projects can be different. In my work I use mono-projects and integrated projects.

For example, in the process of observing the poetry of the symbolists (D. S. Merezhkovsky, Z. Gippius, V. Bryusov, A. Bely), students observe the language of symbols. As a result of group work of students with poetic texts and literary materials, emphasis is placed and a conclusion is drawn: the symbol has many faces, is inexhaustible and limitless in its meaning. This is how a project was born on the topic “Symbol as an “earthly sign of ineffable truths” (M. Gasparov). Research on symbolism was carried out based on the works of I. S. Turgenev, F. M. Dostoevsky, A. I. Kuprin, I. A. Bunin. In their work on Kuprin’s work, they used interesting techniques: the study of sign language.

Here is another example: while studying M. Bulgakov’s novel “The Master and Margarita,” students notice that it does not fit into the usual schemes for analyzing a work of art, since it is based on the concept of “three worlds” (V. Akimov). How and why did the author combine the biblical legend, the story of two lovers and Moscow satirical and everyday scenes? Such a problematic question prompts us to consider the philosophical and aesthetic issues of the novel: through artistic images, Bulgakov draws us to a complex of the most important moral and philosophical problems (the problem of choice, responsibility for one’s actions, power, faith and unbelief, truth and the meaning of human existence).

Projects that span several lessons are effective. As homework for the next lesson, students independently (individually or in groups) complete one or another stage of work on the project, reporting on the work done at the beginning of the next lesson. The last 2 lessons (paired in high school) are used for the presentation of prepared projects. In literature lessons in specialized classes, students complete both personal and group projects.

I pay special attention to the integration of knowledge for project implementation. The eighth-graders’ project “That Was the Time of Rebellious Storms” turned out to be deep and meaningful. This project was launched during the study of A. S. Pushkin’s novel “The Captain’s Daughter”. The subject of the study was the historical image of Emelyan Pugachev. The students were asked a fundamental question: Is Pugachev a villain and impostor or a people's defender? The development of various types of hypotheses served as a reason for in-depth research. One group considered the role of the popular uprising led by Pugachev, the image of a leader in history. The other is the image of Pugachev in the historical chronicle of A. S. Pushkin “The History of Pugachev” (Pugachev appears as a folk hero, the true leader of the peasant uprising). The third group worked on the topic “Grinev’s perception of Pugachev” (based on the novel by A. S. Pushkin “The Captain’s Daughter”). Analyzing the meetings of the characters throughout the novel, students observe how Grinev’s attitude towards the “rebel” changes (from hatred to respect and regret for the tragic fate of Pugachev). In the novel there is no direct expression of Pushkin’s own attitude towards his hero, but the fact that the great classic paid great attention to this image, having thoroughly studied all historical materials, shows an indirect attitude. Through artistic details (portrait, speech, actions, epigraphs to chapters), the students of the fourth group managed to convincingly prove that Pugachev in the novel is a symbolic image. The fifth group presented the female perception of Pugachev’s “large figure” - a romantic image, having studied the essay by M. I. Tsvetaeva “Pushkin and Pugachev”. In general, there is no unambiguous vision of the image of Pugachev, there are still debates, but the fact that he is a historical figure captured in artistic form speaks of his significance for the people.

There are educational projects aimed at integrating students' knowledge of the Russian language and literature. For example, “What do the names of the characters in D.I. say?” Fonvizin’s “Minor” or “The Language of the Characters of a Comedy”, where the “speaking names” and the speech of the characters reflect not only their social status, but also the character of the individual. Students consider lexical phrases and syntactic constructions that reveal the meaning of concepts. No less interesting are the guys’ observations on the topics “Winged words in A. S. Griboyedov’s comedy “Woe from Wit” or “Language contrasts in M. Yu. Lermontov’s novel “A Hero of Our Time.”

When studying “The Tale of Igor’s Campaign,” group work went in different directions: literature, music, fine arts. What is the mystery of the ancient Russian literary monument? The arguments of the young researchers defending the project were convincing. Firstly, “The Lay” served as an occasion for the poetic translation of the etude into A. S. Pushkin’s poem “Song of the Prophetic Oleg”, and secondly, it contributed to the creation of the opera “Ruslan and Lyudmila” by M. I. Glinka and “Prince Igor” by A. P. Borodin, who resurrect the epic spirit of Kievan Rus. Thirdly, the painting by V. M. Vasnetsov “After the massacre of Igor Svyatoslavich with the Polovtsians,” which recreates the tragic event described in “The Lay.”

There are works on modern understanding of the work of writers of the 19th century. For example, “Dostoevsky’s creativity in the assessment of descendants.”

In specialized education, design should be considered as the main type of cognitive activity of schoolchildren.

Research activities organized by the teacher in the classroom have the most direct impact on extracurricular work on the subject. It is known that the lesson does not always provide the opportunity for a thorough and in-depth understanding of facts, phenomena and patterns. A logical continuation of a lesson or a series of lessons on a topic can be any form of scientific, educational, search and creative activity during extracurricular hours (subject weeks, scientific and practical conferences, quizzes, competitions, olympiads, creative workshops, project competitions), the material for which The work of schoolchildren, carried out by them as independent research, is used.

Recently, there has been an increasing need for schoolchildren to participate in project and research activities.

In addition, for several years now I have been teaching the “Young Researcher” club in grades 5-6, and the course “Fundamentals of Research Activity” in grades 7-8. Students master ways of storing information, receive the basics of bibliographic literacy, acquire note-taking and summarizing skills, and learn to present research results. Classes are held in school and district libraries, computer labs, school and district museums. Group forms of work, presentation lessons with the participation of students from senior specialized classes, and individual consultations are effective.

The developed didactic material helps to activate the cognitive interest of schoolchildren: printed work cards, handouts, educational tables, video materials with student performances, as well as multimedia presentations on course topics, which are demonstrated using an interactive whiteboard. Materials are prepared together with students. This became possible thanks to the use of ICT in organizing the design and research activities of students. In addition, in the classroom I have set up a stand “Project and research activities of students”, which presents reminders, tips and recommendations not only for students, but also for parents on organizing search and research work. A folder of achievements and a portfolio of creative, research, and design works of students has been collected, as well as a card index of research works, abstracts and projects with their descriptions has been compiled.

Scientific search strategy algorithm – Appendix 2.

Criteria for completing research work - Appendix 3.

Criteria for defending research work - Appendix 4.

Memo “How to prepare for a lesson - research” - Appendix 5.

In high school I teach an elective course “Literary Research”, where students work on educational projects, conduct in-depth research, formalize them, presenting them at school and regional scientific and practical conferences. For example, with 9th grade students we created an information and research project “Pushkin - the beginning of all beginnings...”, a research project “Continuity in Literature” (grades 9-10); As part of classroom and extracurricular activities (local history), with students in grades 8-9, we created an integrated creative and research project “Here is the beginning of my homeland,” dedicated to the anniversary of the village. What does love for one’s native land consist of? Reflecting on this issue, the guys organized themselves into small cooperation groups and assigned roles: the first group - historians, the second - chronographs, the third - tour guides, the fourth - essayists, the fifth - geographers, the sixth - ecologists. The creative aspect was considered by painters, lyricists, and prose writers.

This was the result of a lot of search work outside of school hours. Each group had to search and analyze the material, draw up conclusions in the form of a presentation, publication, booklet, or abstract. During the study, schoolchildren studied materials on the history of the village, presenting the results in the form of a generalized presentation “Remembering means living.” Conducting an excursion to the district and school local history museums, studying documents, meeting with old-timers, the students compiled a collection of essays “Writing the Chronicle of the Chans.” Carrying out research on the names of the streets of the village, studying their etymology, we created the presentation “I’ll walk through the streets of my relatives.” The study of the unique location of the village of Chany, a description of the climatic conditions, and the nature of the native land were presented in the form of a presentation “The Blue of the Heavenly Lakes” and the website “Living in Harmony with Nature.” Analyzing the poetic texts of Russian poets about nature, selecting poems from fellow countrymen, the students prepared and organized a photo exhibition “Poetry of Native Nature” and an exhibition of drawings “How beautiful this world is.” Reflecting on the topic “It is happiness to return home,” independent work was organized to create our own creative works: writing essays in non-traditional genres, poetry. Taking excursions to enterprises, meeting with managers, conducting independent research on the environmental problems of the village, and conducting a sociological survey of the population, schoolchildren formulated proposals for the improvement of the village and made their own contribution to the common cause. The result of extensive research was the presentation “We Live Here.”

With this work, my students went to the regional scientific and practical conference, where they received a 1st degree Diploma. Then the evening “My Small Homeland” was held at the school.

In conclusion, I would like to say that systematic and targeted work to create conditions for the formation of skills in design and research activities allowed us to achieve positive results.

Students engaged in research activities feel more confident in the classroom, have become more active, have learned to ask questions competently, their horizons have expanded, they have become more communicative, and they actively participate in school and regional scientific and practical conferences, and in research competitions at various levels.

Literature

1. Pakhomova N.Yu. Method of educational project in an educational institution. – M.: Arkti, 2003.
2. Sergeev I.S. How to organize student project activities. – M.: Arkti, 2007.
3. Sergeev I.S. How to organize project activities for students: A practical guide for employees of educational institutions. – M.: ARKTI, 2003.
4. Savenkov A.I. Content and organization of research training for schoolchildren. – M.: “September”, 2003. – 204 p.
5. Sergeeva M.G. On the examination of students’ research works // Research work of schoolchildren. – 2003. No. 3. – P. 136-138.
6. Prishchepa E. M. “Student research work on literature in a humanitarian specialized school” // Literature at school. - 2004. No. 12. p.25-28
7. Rozhdestvenskaya I.V. Interdisciplinary elective course "Researcher's School: fundamentals of educational and research activities" // Research work of schoolchildren. - 2005. - No. 4. – p.102-106.

The article talks about the advantages of design and research activities in literature lessons, provides examples of the study of literary works or episodes in grades 5, 9, 11. The results and productivity of design and research activities are clearly shown.

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Project and research activities in literature lessons.

Project and research activities in literature lessons are one of the priorities of modern education. Developmental teaching methods, seminars, and elective exploratory courses make it possible to better take into account the personal inclinations of students, which contributes to the formation of their active and independent position in learning and readiness for self-development. Both methods (project and search) not only form skills, but competencies, that is, skills associated with practical activities.

Project-based research activities of students contribute to true learning, as they

Personality oriented.

It is characterized by an increase in interest and involvement in the work as it is completed.

Allows you to realize pedagogical goals at all stages.

Allows you to learn from experience.

Brings satisfaction to students who see the product of their own labor.

Forming the research position of students is not an easy task. Children need to be prepared for search activities for years, taught to think.

I have been doing research for three years, mainly relying on the magazine “Literature at School”, the book “The Path to Co-Creation” by G.S. Merkin, and using the Internet.

I believe that the basis of a literature lesson should be the educational and cognitive activity of students, aimed at stimulating the personal perception of literature, where each student, reading a work, sees in it not only a means for obtaining a grade or enriching his vocabulary, but finds food in it for thoughts and deep experiences.

It all starts with creating a problem situation in the classroom. Pedagogical situations contribute to the development of students’ research skills. Therefore, in the learning process, it is necessary to use situations in which the student must defend his opinion, give arguments, evidence, facts, ask questions to the teacher, friends, find out what is not clear, and delve into the understanding of knowledge.

Situations of this kind include reviewing classmates’ answers, essays, etc., something that is associated with expertise, advice, and an active search for something new.

Research can be organized at all stages of teaching literature; schoolchildren should master some elements of the research approach already in middle school.

In the 5th grade, I conducted a game lesson with elements of research. The lesson was called “Penetrating into the secrets of design.” I conducted it after reading and discussing poems about nature in class. It is based on the material of three poems: I. S. Nikitin “Withered Birch”, “Oak” and “Silently the Night Lays Down”. It is difficult to explain to fifth-graders that everything in poetry is interconnected, that each image of the poet is internally conditioned. How can you visibly make sure of this? Of course, by coming into contact with the creative process. Each student in the process of work receives the necessary text of the poem, in which the missing places (word, phrase) are indicated. I tell the children that an evil wizard secretly took away very important words from the poet’s poem, and it fell apart and ceased to be a work of art. We need to find these words and put them in their place. The guys brought an envelope and chips. One chip is given for each interesting proposal, and 2 chips for an original word.

Quietly the night falls

To the tops of the mountains,

And the moon looks

IN …………. Ozer.

The word search begins. Children offer words: in the depths of the lakes, in the blue of the lakes, then in the mirrors of the lakes. They explain that the verb “looks” helped them find the right word. In the next stanza, a three-syllable word was also missing; the number three was written in pencil. Children characterize the space as “above the wide”; We try to characterize the state, the sound. The word “silent” appears, but it is not yet the author’s word, so we select a synonym for it. This is how you find the right word “deaf” and so on. When the work on the poem is finished, we answer the question: “What is the role of the final stanza? What new does she bring to the poem? Then, using the same principle, we work with I. S. Nikitin’s poem “Oak.” The children learn to read carefully, listen carefully, peer into the lines, and guess the author’s mood. And most importantly, in their creative search they begin to think. So, for example, in the poem “Oak”, when the search for words and images was completed, the children saw that the author meant not only an old lonely tree - he was talking about a person, about loneliness, about how difficult it is. Thus, the lesson in the development of creative imagination also became a lesson in morality and aesthetic insight.

In the 11th grade, I and the guys conducted group research work on A. Akhmatova’s poem “Requiem”. In order to arouse the children’s interest in facts, to come closer to understanding Akhmatova’s creative path, I used the article by Evgenia Semyonovna Abelyuk “Reader’s comment: plan and implementation.”

Students had to learn to navigate the literature (fiction, bibliographic, memoir, historical, literary criticism), compare different comments to the same work, and study the comments of professional literary scholars. As a result of in-depth commented reading, the children learned a lot about the life and work of A. Akhmatova, about the era that the poetess showed in the poem. Creative groups conducted research in the following areas:

The meaning of the word "requiem"

The terrible years of the Yezhovshchina

Arrest of son, seventeen months in prison queues.

Biblical motifs in the poem.

Comparison of the poem with the poems of A. S. Pushkin, with the Decembrists (“convict holes”).

The magic of color and numbers.

Mandelstam in the fate of Akhmatova.

Anna Akhmatova and Tsarskoe Selo.

As a result of such enormous creative work, the guys were imbued with respect for the lyrical heroine of the poem, for the difficulties that she experienced; they read other works by Akhmatova with interest, enjoyed writing essays and memorizing passages they liked.

With students in grades 5–9 we had to examine literature more than once with other types of art: music, painting. The children are faced with questions: how, with the help of linguistic means, an artist of words describes some phenomenon of reality, conveys his feelings and impressions; and how the same phenomena and inner experiences are revealed in the works of the painter and composer.

In the 11th grade, while studying Kuprin’s story “The Pomegranate Bracelet,” students listened to Beethoven’s “Moonlight Sonata,” which helped to more deeply reveal the characters’ feelings and experiences. In the 9th grade, while studying A. S. Pushkin’s novel “Eugene Onegin” in the lesson “Fruits of Heartfullness” (the images of Lensky, Tatyana and Olga are considered), I pose a problematic question to the students: “Why did Olga forget Lensky sooner than Tatyana?” The resolution of the problematic issue leads to a comparison of the Larin sisters. First, students tell with the help of oral verbal drawing how they imagine the appearance of Tatyana and Olga, then we turn to portraits of Pushkin’s heroines in Rudakov’s illustrations. By drawing almost the same face, Rudakov very subtly emphasizes the dissimilarity of the sisters. Olga's portrait is designed in pink and gold tones. She looks at the viewer slyly and cheerfully, raising her head slightly, clearly pleased with the impression she makes. Tatyana's head is slightly lowered, her eyes are thoughtfully averted to the side. She is busy with her feelings, and not with the world around her. Her sadness is enhanced by the bluish-lilac tone of the portrait. The artist is right. Pushkin notes the pallor of Tatyana's face. This pallor, a sign of strong feelings, suffering and inner concentration, distinguishes Tatyana from the blooming and frivolous Olga.

Depending on the object of research, student work can be divided into the following types:

Works in which the text of a work of art is analyzed in order to identify its artistic originality, features of the author's style, the skill of the writer, and the typology of images. For example, methods of creating images - characters in the stories of A.P. Chekhov.

Works in which the solution to the problem posed is carried out on the basis of a comparison of two or more works. For example, in 8th grade, when studying “The Tale of Igor’s Campaign,” we compared the ancient Russian text and its translations (by Likhachev, Zhukovsky, Zabolotsky).

Works offering an integration of literature and history, philosophy, linguistics.

Works devoted to the study of the life and work of writers whose destinies are connected with the history of the city and region (literary local history). Students can, based on the analysis of works, the study of memoirs, and critical articles, create a moral and psychological portrait of the writer, reflecting their perception of his personality in the form of an artistic and journalistic essay.

Whatever the object of study, the main thing is that the problem posed allows the student, independently or with the help of a teacher, to determine the path of research, choose the methods necessary to work with a work of art, and apply existing skills in analyzing the text. I noticed that students engaged in research activities feel more confident in the classroom, became more active, learned to ask questions competently, and most importantly, the quality of knowledge increased.

Research project

on literature

PROJECT TOPIC

What is the source of the moral strength of V.P. Astafiev’s heroes?

Performed

teacher of Russian language and literature

Verkhne-Gutorovsky branch

MBOU "Polevskoy Lyceum"

Kursk region

Kursk region

TATARENKOVA M.N.

KURSK

2016

1. Goals, objectives, problems of the project; solutions; Expected results………..

Practical, theoretical cognitive significance of the results………….

Activities of students…………………………………………………………

Stages of project activities…………………………………………………….

1.1. Choosing a project theme

A) defining the problem and objectives of the study;

B) putting forward a hypothesis for their solution;

C) discussion of research methods.

1.2. Identification of subtopics

1.3. Formation of creative pairs (groups)

1.4. Preparation of materials: formulation of questions

1.5. Determining forms of expressing project results

2.Project development .

3. Presentation of results

A) registration of final results;

B) analysis of the data obtained;

4. Presentation and defense of the project

A) summing up, data correction, conclusions;

B) creative reports from students, creation and viewing of the “Reader's Diary” presentation.

5. Reflection

5. Literature…………………………………………………………………………………………

6. Appendix………………………………………………………………………………………

Brief summary of the project

Goals, objectives, problems of the project; solutions; Expected results.

Creative (working) title of the project: Where is the source of moral strength?

The project can be completed individually or in a group.

Object of study: this project is aimed at instilling interest in the work of the writer V.P. Astafiev, who writes a lot and interestingly about the village and village culture. The main problematic issue, which the ninth-graders participating in the project will have to think about - What is the source of the moral strength of the heroes of V.P. Rasputin’s books and how will this project help them, teenagers, in understanding the surrounding reality and their own personal development?

The main goal of this project is the desire to attract the attention of teenagers to the work of the writer V.P. Astafiev and the philosophy of the heroes of his books, comparison and understanding of this philosophy with their own personal position.

Tasks: to help students look closely at the writer’s heroes who find themselves in borderline situations - dissolute or who have found their way, who do not hear God or believe in him, to reflect with the author of books about human responsibility. To attract the attention of teenagers to reading through the use of modern Internet by both the librarian and themselves -technology.

Among the technologies used- a thematic group for collective discussion of what has been read, to present research results in groups, services are used that help create an electronic presentation

Age of students participating in the project

9th grade students. Work is carried out in groups

The librarian (the work is carried out in close collaboration with the school librarian) and the author and coordinator of the project (teacher) will also build communication with groups of children using new Internet capabilities - in the thematic group “Readers of V.P. Astafiev” created in Google. Individual consultations will be provided to high school students in person in the library (classroom) and via email or personal page on social networks. Upon completion of the project, it is possible to “protect” research on the project by groups of schoolchildren using Internet correspondence (if O If possible, other schools may use Skype chat or video conference).

Practical, theoretical cognitive significance of the results.

Expected results:

Develop the ability to independently acquire knowledge from various sources (working with material based on the book by I.I. Strelkova V. Astafiev, V. Belov, V. Rasputin, V. Shukshin in life and work: A textbook for schools, gymnasiums, lyceums and colleges. -3rd ed.-M.: LLC TID “Russkoe Slovo - RS”, 2008.-112 pp.; with electronic and reference resources;

To develop the ability to use acquired knowledge to solve cognitive problems assigned to students.

To comprehend the process of working on works and manuals on the topic, to teach students to “live” with them specific situations described in the literature, to identify them, and to transfer them to real life.

To involve students in penetrating “deeply” into the works of V. Rasputin and the phenomena described in them (the works).

To teach students to manage the research process independently, to independently construct new research objects.

6.P to attract the attention of teenagers to the work of the writer V.P. Astafiev and the philosophy of the heroes of his books, comparing and understanding this philosophy with their own personal position.

7. To attract the attention of teenagers to reading through the use of modern Internet technologies by both the librarian and themselves.

8. To develop students’ communication skills, the ability to work in pairs (groups for more children in the class), to develop research skills (the ability to identify a problem, the ability to collect information, the ability to observe, analyze, build hypotheses, generalize (synthesize), systematize and process received data, ability to draw conclusions, etc.

1. The result of the group’s work will be work on the Timeline of Fates about the life and work of the writer

2. The result of the work of a group of high school students will be a “brainstorming” to discuss the problem and the work of high school students to create a book based on one of the chapters of the story “The Last Bow” and publish it in the form of a presentation book (“Reader’s Diary”)

3. The result of the work of this group may be the creation of a Literary Questionnaire

Activities of students: choose a topic, discuss and make a general decision on the topic, choose a pair (group) coordinator, expert, observer, etc. (depending on the number of people in the class), a thematic group (pairs individually) is created on Google for a collective discussion of what has been read; to present research results in groups (pairs), services are used that help create various types of reports: electronic presentation. (For more details on student activities, see the table)

Stages of project activities.

Stages

Teacher activities

Student activities

1. Development of design specifications

1.1. Selecting a project topic: What is the source of the moral strength of V.P. Astafiev’s heroes

- identification of problems and tasks; – research and hypotheses for their solution; -discussion of research methods;

The teacher offers a topic to the students.

Discuss and make a general decision on the topic

1.2. Identification of subtopics

Preliminarily identifies subtopics and suggests them:

“Do not live by lies” (Solzhenitsyn),

"Seeing a Human Face", "Trial by War"

Each group of students chooses a subtopic or proposes a new one.

1.3. Formation of creative groups

Conducts organizational work to unite schoolchildren who have chosen specific subtopics

Grouped into groups, distribute roles

1.4. Preparation of materials: formulation of questions: What does it mean, according to the heroes, “To live not by a lie”, “To see a human face”, “What is this test of war”, tasks for couples and selection of literature: work with the main manual by I.I. Strelkova V. Astafiev, V. Belov, V. Rasputin, V. Shukshin in life and work: A textbook for schools, gymnasiums, lyceums and colleges. - 3rd ed. - M.: LLC TID "Russian Word - RS" ", 2008.-112 p.; with other electronic and reference resources;

Selects in advance a list of literature and Internet resources (see list of references), tasks for groups: brainstorming to discuss the problem and work of high school students on a Literary Questionnaire, work on a Timeline about the life and work of a writer with comments, work on a chapter book " publication" of it in the form of a presentation book ("Reader's Diary").

Students accept discussion in adjusting assignments

1.5. Determining the forms of expressing the results of the project (electronic presentation - book, reader's diary, forum, etc.)

The teacher (and librarian) takes part in the discussion.

Students in groups discuss forms of presenting the result.

2. Project development.

Carry out search and research activities

3. Registration of results A) registration of final results;

B) analysis of the data obtained.

Consults, coordinates and stimulates the activities of students

Formalize the results

4. Presentation and defense of the project

A) summing up, data correction, conclusions;

B) creative reports from students, creation and viewing of the “Reader's Diary” presentation.

Organizes examination (teachers, parents, students of other classes)

Report the results of the work in the chosen form

5. Reflection

Evaluates his own activities, the activities of his assistants (in this case, a librarian), takes into account children’s assessments

Evaluate their work (individually, in pairs, in groups) taking into account the work of others.

Brief description of the project stages

We are posting a mini-questionnaire on copyright for children readers

The tasks of the coordinator (librarian) and the author of the project (the teacher works in collaboration with the school library) include the task of advising students on the correct use of sources and resources in their research; it is expected that before starting work on the project, lesson on copyright law, for which you can prepare not only a presentation, but also conduct a warm-up with the guys “What do we know about the concept of copyright”

* Necessarily

Question 1

Which works existing in objective form are subject to copyright: *

made public

unpublished

published and unpublished

Question 2

Identify works that are subject to copyright: *

photos

official documents

works of painting

literary works

audiovisual works

Question3

thirty years

Teacher: What kind of work on books and reading goes without asking questions? By asking and answering, we reflect on the problems brought to us by the author of the work...

Victor Astafiev born on May 1, 1924 in the village of Ovsyanka (Krasnoyarsk Territory) in the family of Lydia Ilyinichna Potylitsina and Pyotr Pavlovich Astafiev. He was the third child in the family, but his two older sisters died in infancy. A few years after the birth of his son, Pyotr Astafiev goes to prison with the wording “sabotage.” During Lydia's next trip to her husband, the boat in which she, among others, was sailing, capsized. Lydia Potylitsina fell into the water, caught her scythe on a floating boom and drowned. Her body was found only a few days later. Victor was then seven years old. After the death of his mother, Victor lived with her parents - Ekaterina Petrovna and Ilya Evgrafovich Potylitsin. Viktor Astafiev spoke about his childhood spent with his grandmother Katerina Petrovna and which left bright memories in the writer’s soul in the first part of his autobiography “The Last Bow”.
After leaving prison, the father of the future writer married for the second time. Deciding to go after the “northern wild money”, Pyotr Astafiev with his wife and two sons - Victor and newborn Nikolai - goes to Igarka, where the dispossessed family of his father, Pavel Astafiev, was sent. The following summer, Victor’s father entered into an agreement with the Igarsk fish factory and took his son on a commercial fishing trip to a place between the villages of Karasino and Poloy. After the end of the fishing season, returning to Igarka, Pyotr Astafiev ended up in the hospital. Abandoned by his stepmother and relatives, Victor ended up on the street. For several months he lived in an abandoned hairdresser's building, but after a serious incident at school he was sent to an orphanage. In 1942 he volunteered for the front. He studied military affairs at the infantry school in Novosibirsk. In the spring of 1943 he was sent to the active army. He was a driver, artillery reconnaissance officer, and signalman. Until the end of the war, Viktor Astafiev remained a simple soldier. After demobilization in 1945, he went to the Urals, to the city of Chusovoy, Molotov Region (now Perm Territory).
In 1945, Astafyev married Maria Semyonovna Koryakina. They had three children: daughters Lydia (born and died in 1947) and Irina (1948-1987) and son Andrei (born in 1950).
In Chusovoy, Astafiev worked as a mechanic, auxiliary worker, teacher, station attendant, and storekeeper.In 1951, Astafiev’s first story, “Civilian Man,” was published in the Chusovskoy Rabochiy newspaper. Since 1951, he worked in the editorial office of this newspaper, writing reports, articles, and stories. His first book, “Until Next Spring,” was published in Molotov in 1953

In 1958, Astafiev was admitted to the Union of Writers of the USSR. In 1959-1961 he studied at the Higher Literary Courses in Moscow.
From 1989 to 1991, Astafiev was a People's Deputy of the USSR.
In 1993 he signed the “Letter of the 42”.
He died on November 29, 2001 in Krasnoyarsk. He was buried in Ovsyanka.
After demobilization in 1945, he went to the Urals, to the city of Chusovoy, Molotov Region (now Perm Territory).

Task to create your own profile

Come up with questions for an online survey of your reading friends based on the book V. Astafiev has read or literary characters from his books. Create your own profile in Google.

Post it on your page on social networks on the Internet

Example of a literary questionnaire

Do you know what morality is?

Is morality an eternal concept?

How is the problem of what is the moral strength of V.P.’s heroes solved? (“The Goose in Flight”, “The Last Bow”, “The Shepherd and the Shepherdess”, etc.)?

What moral categories does the writer raise in his works?

Student working groups will explore this issue in different ways:

1.First working group reading book "The Flying Goose" , will try to answer the question" What qualities help the heroes of the story remain human until the end of their days?

The result of the work a group of ninth graders will appear Time strips about the life and work of the writer

2.Second group reading "Last bow", looking for an answer to the question " The result group work will become collective work on the creation of a chapter book based on the story “The Last Bow” and publication in the form of a “Reader’s Diary”

3. The third group reading a book by the same author "The Shepherd and the Shepherdess", explores the question" What human qualities are revealed by the war in V. Astafiev’s pastoral?”
The result the work of this group can be a collective effort to create Literary questionnaire

Keywords (on the board)

10 words that characterize the content of the book Strelkova I.I. V. Astafiev, V. Belov, V. Rasputin, V. Shukshin in life and work about the writer of Siberia:

Siberia Astafiev

Justice

• Feasibility

  Patience

  Compassion

  Suffering

Independent research by students as part of an educational project

1.Theme “Live not by lies” (Solzhenitsyn):

Research Question:

What qualities help the heroes of the story remain human until the end of their days?
Purpose of the study: to get acquainted with the biography of V. Astafiev, read the story “The Flying Goose” Result. Based on the results of the study, a Timeline about the life and work of the writer

2. Theme "See a human face"

Research Question:

What is the spiritual beauty of V. Astafiev’s heroes?
Purpose of the study: read the story “The Last Bow” and understand the beauty of the characters in the story
Based on the results of the study, conduct a “Brainstorm” in the library and teenagers publishchapter book from one of the chapters of the story.

in the form of a reader's diary.

3. Topic: "Test of War"

Research Question:

What human qualities are revealed by war in V. Astafiev’s pastoral

Duration of work on the project - 1 month

Criteria for assessing student work

completeness of the topic,

accuracy and aesthetics of design work, literacy, etc.

What are your main results, what did you understand, what did you learn?

Which tasks aroused the most interest and why?

How did you complete the tasks, in what ways?

What challenges did you face and how did you overcome them?

What are your comments and suggestions for the future?

Links to Internet resources on the project topic

Results (Reflection)

In my research I was interested...

In my research I did...

I was surprised by the research...

In the study it was difficult...

In my research, I learned...

I liked the research...

Literature

Davydenko T.V., Tonkov E.V. Design of an educational lesson. Belgorod. Belgorod State University. 2002.

Selevko G.K. Pedagogical technologies based on activation, intensification and effective management of educational programs. M.: Publishing house of scientific research institute. technologies, 2005.

Strelkova I.I. V. Astafiev, V. Belov, V. Rasputin, V. Shukshin in life and work: A textbook for schools, gymnasiums, lyceums and colleges. - 3rd ed. - M.: LLC "TID "Russian Word - RS" ,2008.-112 pp.; with electronic and reference resources;

Literary questionnaire

Determining the genre - pastoral

For each question, choose the correct answer or give your own answer * Required

Question 1

Pastoral is *

Genre in literature

Genre in painting

Genre in music

Theater genre - Other:

Question 2

Pastoral translated from Latin means: *

Love lyrics

Shepherd poetry

Drama

Country Motif - Other:

Question 3

Identify the main features of “modern pastoral”: *

Love is hate

Happiness is evil

Other:

Question4

Indicate the cause of Boris's death in the story "The Shepherd and the Shepherdess" *

Death in battle

Wounds

Longing for lost love -Other: