Diagnostics and forecasting in teaching Russian language

Diagnostics and forecasting in teaching the Russian language. These research methods are often used by teachers. Here is an example. For a long time - several years - information was recorded about typical spelling and punctuation errors of students in dictations and essays. Comparison of statistical materials by years allows you to get a visual representation of the growth (or decrease) of literacy among students as a whole, and for individual types of spelling and punctuation rules. Suppose, an increase in the number of errors in spelling words that are not checked by the rules, as well as in the use of punctuation marks in isolating the secondary members of a sentence, has been discovered. The first conclusion that the researcherteacher makes: "illness" is defined, it is necessary to strengthen work on the spelling of unverifiable words and on the isolation of minor members in a letter.

But this completely justified and necessary measure cannot be limited: you need to look for the cause of the difficulties encountered in the work of the teacher and students (the second stage of diagnosis). Perhaps the reason is in the technique. The reason for the errors of the first type, perhaps, was an underestimation of the pronunciation of the words, their distinct pronunciation and memorization. The teacher introduces this type of student activity, and if the number of errors of this type decreases, then their cause is determined correctly. In addition, the teacher mobilizes other methods: he uses a spelling dictionary, wall posters, colored crayons to highlight spelling, comparing unverifiable words, if they are borrowed from other languages, with their counterparts in the source language, etc.

The reason for the punctuation errors of the type indicated above could be an underestimation of the work on the meaning of separate turns - only a structural approach. The experimenter, in an interview with students, finds out whether the students have enough semantic analysis of isolated constructions. Further work is organized in such a way that students learn to understand the excretory function of punctuation marks in isolation, based on an understanding of the problem of utterance, the task of expressing meaning, as well as the corresponding intonation. Based on the diagnosis, the researcher-teacher makes a choice of methods from among the possible options, which serves as the basis for optimizing learning. An example of forecasting based on orienting research. Getting started, the teacher studied the local dialect and determined that up to 60% of students in his class are influenced by local dialect and, for example, pronounce verbs with [t '] at the end: they [go'], [b'ieut '] . The conclusion is made about the likelihood of errors of a dialectic character in the letter. The expected percentage of such errors can even be calculated. Naturally, preventive, preventive work is carried out in the classroom. Having studied the peculiarities of local dialect, the researcher-teacher predicts other possible mistakes and carries out preparatory work, noting only the class as a whole, but also groups of students and individual students. Diagnostics and forecasting are the elements of the NOT (scientific organization of labor) of a teacher, they allow us to come closer to understanding education as a management of cognitive activity of students.

The 20th century gave rise to new linguistic scientific schools, which provided the basis for the development of the methodology: these are the successes of the functional style and culture of speech, sociolinguistics, semiotics, phonology, the emergence of psycholinguistics, neo-rhetoric, the theory of linguistic personality, etc. The last decade has contributed a lot to the system of secondary school education: this period is characterized by a general humanitarian orientation, the expansion of the cycle of language subjects, a variety of types of schools, programs and textbooks has arisen (this has already led to the need for variable methods), humanitarian schools (classes) have been introduced stylistics, speech culture, literature (foundations of philology), rhetoric, basics of the history of language, editing, Church Slavonic.

In the context of pluralism, it has become necessary to introduce standards that determine the minimum knowledge, skills, and development of students, which is mandatory for all educational options. As if in contrast to the standards, innovative methods are widely used (“innovation” by its authors translates as “movement to a new one”), aimed at high cognitive activity of students, passionate search, their speech creativity.

The methodology of the Russian language has accumulated considerable experience, however, the system of scientific concepts and terms, the principles and methods of teaching the Russian language, and the regularities of learning the Russian language by students of different ages still need to be streamlined.