Modeling of a Russian language lesson in morphology based on linguistic and cultural analysis of a word and text

Abstract

The article is devoted to the problem of modeling a modern Russian language lesson, in which its educational potential is most fully realized. In this regard, the possibilities of the linguoculturological approach teaching the Russian language in school are analyzed. Two types of the Russian language lesson are considered, which are based on linguoculturological analysis: a lesson with a linguoculturological characteristic of the text (O.N. Levushkina) and a lesson in making a portrait of the concept (N.L. Mishatina). For teaching morphology, a model of the Russian language lesson «From text to concepts to comprehension of the deep meaning of the text» in the 7th grade is proposed and illustrated, which includes both the linguistic and cultural characteristics of the text and the analysis of the word as a concept. The lesson described in the article on the topic of «Active and passive participles» is based on the linguistic and cultural analysis of the literary text, excerpts of the essay by M. Lermontov “Panorama of Moscow”, and considers the relationship between linguistic and cultural components of word and text analysis, as well as working with the concept in the framework of studying morphology in Russian language lessons. During the lesson, students systematize and generalize knowledge on the studied topic, develop a culture of working with dictionary entries, learn to work with the cultural meanings of the word in a literary text and in their native culture. Reliance on linguistic and cultural analysis of the word and text ensures the effectiveness of the study of linguistic material and the formation of a system of moral values of students.