Improving perceptions of teachers of primary education about the methodology of speech development in terms of additional professional education

The article discusses the questions of training of teachers of primary general education for teaching of academic subjects “Russian language” and “Literary reading” in conditions of additional professional education. Some weaknesses of teaching methods in the initial general education of these subjects are shown; the lack of the traditional school understanding (illumination) of the concepts “language”, “speech”, “work of art” in modern conditions is insufficient. The author raises the question of the boundaries of understanding the language and developed speech in the school, drawing, among other things, on the results of international school studies (Programme for International Student Assessment, PISA, Progress in International Reading Literacy Study, PIRLS). The low results of Russian high school students in international research tests related to philology, weak interest in art can be a consequence of the simplified scientific content of the concepts “language” and “speech” in the primary school. The proposed approach will allow to develop speech, thinking, intellect of students to a greater degree. The way to correct the situation lies not so much in increasing the study of the theory of Russian language and literary criticism, which is subject to compulsory study, but rather in the rethinking of already familiar concepts, clarifying the possibilities of the material being studied at Russian language and Reading.