Research methods in the method of teaching Russian language

RESEARCH METHODS IN THE METHOD OF TEACHING

RUSSIAN LANGUAGE

In the methodology, as in other sciences, the reliability of conclusions and the reliability of recommendations are provided by research methods. They are based on the dialectic that defines the methodology of science (methodology is the study of methods of cognition and transformation of reality).The difficulty of research in the methodology of the Russian language, as well as in pedagogy, lies in the fact that the subject itself, as a rule, cannot be distinguished from multifaceted connections and influences and taken in its pure form. The influence of side factors is very strong and often distorts the results of the study.

Scientific research is divided into fundamental and applied: the first are aimed at discovering the laws of language teaching and speech development, solving general theoretical questions of the methodology (for example, determining methods of teaching spelling); the second is aimed at clarifying practical issues (the effectiveness of new techniques and teaching methods, new textbooks, etc.). The methodology uses such research methods as experiment, studying the history of the school and methodological teachings, theoretical analysis of literature on the methodology in related fields, analysis of the subject of study - the language - for educational purposes, modeling of the educational process and its elements, diagnosis and prediction of difficulties in training, the study of the levels of speech development of students both on average and individually.

The methodology is also enriched by studying the work experience of the school and the best teachers. In the experience of schools, new teaching methods, their systems and combinations are born; advanced teachers show high parenting skills. Teacher conferences, publications in magazines, newspapers, and collections serve as the study, synthesis, and dissemination of best practices. The role of studies of students' activities is great: their speech, oral and written, theoretical knowledge and ability to apply them, mistakes made and their causes. For this purpose, the technique of "slices" is used - written work, testing, questioning, interviews and interviews. A lot of interesting data can be obtained by analyzing the documentation - students' notebooks: exercises, essays, cheating; all this can be quantitatively processed, it allows the use of statistical techniques for the synthesis of analysis materials

A very common research method is an experiment to check the availability and effectiveness of new programs, textbooks, manuals, new teaching methods and techniques, individual types of lessons and their cycles, entire training systems. It happens search, forming, control. The purpose of the search (orientation) experiment is to identify problems, search for starting points, finding the new that will be carefully developed and introduced later. These first attempts will give the experimenter an idea of how the “new method” is going, what is the level of students' capabilities. The formative (training) experiment is usually long, carefully prepared (carried out according to the approved plan), and is strictly fixed. It can be carried out as in laboratory conditions, i.e. in individual experimental classes, as well as on a larger scale: school, a number of schools, district, etc. - in order to test the new training system. Its progress is recorded in protocols or on tape, then the materials are studied and conclusions are drawn. At the beginning of the experiment, at the end of each stage and the entire study, shear work is carried out. Conclusions in modern studies are made not only on the basis of qualitative analysis, but also with the use of statistics and computers. The widest and longest educational experiments in which many teachers participate are called experiential learning, as they accumulate experience for working on new programs, textbooks. For comparison, usually, in parallel with the experimental ones, control classes are created in which a different technique is used (other programs, textbooks, exercises, etc.). Such an experiment allows us to determine the comparative effectiveness of different methods.

In the formative (training) experiment, it is very important to accumulate extensive material: teacher lesson notes and lesson protocols (or their tape recordings), which makes it possible to find out how and how much the experimenter's plan was realized. During the experiment, compiled file cabinets of errors made by students; Errors are classified in order to ascertain their causes. The difficulties encountered by students are studied. Usually an experiment diary is kept. Often there is a need to repeat the experiment either with the aim of partial changes in the methodology, or to obtain more convincing results, or to work out specific techniques of the teacher and students (the so-called "technology").The control experiment is carried out at the end of the main, formative, in order to obtain material for evaluating the new methodology. Often it takes the form of a slice in the form of tests, tests, essays, student reports, their creativity, etc. "Slices" provide material for analysis, statistical processing, generalization in the form of tables, charts, diagrams.

When processing slice materials, it is necessary to use uniform criteria, which are compiled in advance, at the initial stages of the forming experiment, and reflect the tasks of the new methodology and, therefore, the entire experimental work. Today, an experiment has become the most common form of methodological research: it is conducted not only by scientists of institutes, but also by teachers of schools. The named types of experiment are general didactic in nature. But there is also a kind of experiment that is borrowed from the methodology of linguistic science: a linguistic experiment. The method of linguistic experiment is based on a sense of language: students are encouraged to perform a particular language task; everyone performs it in accordance with their language experience, individual style; then the results are analyzed, conclusions are drawn. The method is used, for example, to find out which syntactic constructions students prefer to use when expressing the same content: complex sentences or complex sentences. It turned out that the tendency to use complex sentences is growing towards the upper grades; the researcher concludes that reinforcing subordinate relationships in students ’speech as they mature.