Methods of teaching Russian in elderly

With the rapid development of information technology, the acceleration of the rhythm of life, the active expansion of popular culture and the media, the deterioration of the technogenic environment, the younger generation is immersed in an environment where the heroes of series, comics, talk shows and reality shows are not only vital, but also language . This steadily leads to a decrease in interest in the works of Russian and world literature and, as a result, to a decrease in the quality of knowledge of the Russian language, to difficulties in interpersonal communication, a reduction in the forms of self-expression and direct, “live” communication.

In this regard, today the focus of attention of scientists, methodologists and practical teachers is the formation of a linguistic personality and the speech abilities of schoolchildren, especially high school students. At present, the goal of language education is precisely the formation of a person capable of selfrealization and self-expression, the selection of value orientations based on the cultural and spiritual heritage of all mankind, a person for whom his own speech is, above all, the conscious activity of the individual. In this process, the lessons of the Russian language are of paramount importance, since the native language is not only the integrating principle of all the subjects of the educational cycle, but also a means of human speech activity.

At the same time, an analysis of the methods and techniques of teaching the Russian language, the results of the Unified State Examination and the State Academic Examinations shows that the modern school does not fully ensure the spelling and punctuation literacy of students, their skills in speaking and writing, etc. So, according to the Center for Educational Quality Assessment, the Russian Academy of Education 51% of students do not reach the basic level of training in the Russian language. 68% of high school students in the Unified State Examination in the Russian language make more than four spelling and punctuation errors in small texts. It should be emphasized that in 2014, Rosobrnadzor had to reduce the threshold minimum exam in the Russian language from 36 to 24 points. The reason for this was the large number of students who did not overcome the previously established threshold, because of which they could be left without certificates. Last year, 0.8% of graduates could not get a minimum score in the Russian language. The above figures make you think about how effective the current programs and methods of teaching the Russian language in graduation classes are. In addition, there is a problem, a contradiction, which has not yet been unequivocally resolved by methodologists and subject teachers: as with the available programs and the insufficient number of hours allocated by the Basic Curriculum for studying the Russian language in high school, to achieve an increase in the quality of students' knowledge so that most of without any problems they could cope with the tasks of the exam.

Russian language in final classes is a training course, in a generalized form that includes everything that students learned in Russian classes in previous classes. The content of teaching the Russian language at a basic level in high school is structured on the basis of a competency-based approach, in the framework of which the communicative, linguistic, linguistic and cultural competencies are developed and improved, which are defined and enshrined in the State Program for the Development of Education for 2013-2020 and the Strategy for Modernizing the Content of General Education .

According to these regulatory documents, language competence implies that high school students understand the speech experience, know the basics of the science of language, and master the conceptual basis of the course. In addition, linguistic competence is aimed at the formation of educational and language skills, actions with the studied linguistic material - identification of the material, its classification, analysis of linguistic phenomena, etc. Communicative, the indicator of which is the ability to analyze the speech situation, should be distinguished from linguistic competence her choose a program (verbal and non-verbal) of speech behavior.

An equally significant problem in the methodology of teaching the Russian language is such a structuring of a course in which coherent speech training takes place in conjunction with the formation of linguistic competence. Following I.A. In the winter, linguistic competence is considered by us as “knowledge of the language system and the rules of its functioning in communication”, that is, linguistic competence is characterized by the presence of linguistic means with a certain communicative potential, knowledge of linguistic means and their functions, possession of the background mechanisms of speech activity and suggests “the flexibility of linguistic consciousness” students.

Cultural competence is aimed at fostering a caring attitude to the mother tongue and the spiritual and moral experience of the people. According to T.L. Chernyakova, “cultural competence” - this is a personality trait that allows a student: to feel like an object of the cultural and historical process; to be widely educated, to have knowledge in various fields of science and art; understand the laws of the development of culture as a process of creating, maintaining and transmitting universal values; to be a part of the modern world.

As already noted, in modern school practice, first of all, attention is paid to the formation of spelling and punctuation literacy, however, modern school graduates must not only write correctly, but also speak fluently on given topics, accurately and clearly express their thoughts not only verbally, but and in writing. In conditions of rapid updating of the vocabulary of the Russian language, the active entry into our lives of foreign words and expressions, it is necessary to pay more attention to explaining the meanings of such words in Russian language lessons in high school. The problem of not knowing the semantics of a word concerns not only words and expressions borrowed from other languages, often schoolchildren do not know the meanings of many original Russian words.

Sources used:

• 1.    Artemenko N.A. Enrichment of the vocabulary of students based on an ideographic approach // Scientific and pedagogical review. - 2014.

• 2.    Arkhipova E.V. Fundamentals of student speech development techniques. -M., 2012.

• 3.    Blinova V.A. A communicative method of teaching the Russian language as one of the factors of the “Concept of Modernization of Russian Education” // Psychology, Sociology and Pedagogy. – 2012

"Экономика и социум" №12(67) 2019