Research works of schoolchildren in literature. Themes of research and development works on literature
Research methods - These are ways to achieve the goal of research work.
Justification of research methods Describes in the section Introduction to student research. Often in this section there is a simple listing of research methods.
In justifying research methods You need to specify:
- research methods that were used in research work;
- Preferably explain your selection of research methods. Why these methods are better suited to achieve the goal.
At each level of work, the researcher determines used research methods.
Types of research methods:
Empirical level methods:
Observation
- Interview
- Questioning
- interview
- Interview
- Testing
- Photographing
- score
- Measure
- Comparison
With these research methods Specific phenomena are studied, on the basis of which hypotheses are formed.
Experimental-theoretical level methods:
Experiment
- Laboratory experience
- Analysis
- Modeling
- historical
- Logic
- Synthesis
- Induction
- Deduction
- hypothetical
These research methods help not only collect facts, but check them, systematize, identify no reason dependence and determine the causes and consequences.
Theoretical level methods:
- study and generalization
- abstraction
- idealization
- formalization
- analysis and synthesis
- induction and deduction
- axiomatika
These methods of research allow for a logical study of the collected facts, develop concepts and judgments, making conclusions and theoretical generalizations.
Examples of research methods:
Research methods: observation, interviews, statistics analysis, media learning, literature.
Example 2.
Research methods:
1. Theoretical: theoretical analysis of literary sources, newspapers;
2. Empirical: Interview, sociological survey-survey.
Example 3.
Research methods: Theoretical analysis and generalization of scientific literature, periodicals about the history of the city from the archives and funds of museums, libraries, excursions in the surrounding area where historical events occurred.
Example 4.
Research methods:
1. Bibliographic analysis of the Internet literature and materials;
2. Conduct measurements;
3. System analysis;
4. Isolation and synthesis of the main components.
Example 5.
Research methods:
- learning and analysis of literature;
- a survey of schoolchildren;
- carrying out measurements of the mass of the backpack;
- Analysis of the data obtained.
Example 6.
Research methods:
1) To begin with, we will make questions and conduct a survey. Then, knowing the energy value of food products, we calculate the amount of proteins, fats and carbohydrates consumed by each student.
2) The results of the survey we are processed using a computer program. Based on the data obtained, it will be possible to observe the dynamics of changes in the risk of risk of liver disease and the gastrointestinal tract.
Example 7.
Research methods:
1. Scanning method: monitoring the motor activity of the seal by registering the position of animals in the pool and on land at equal intervals.
2. Method of fixing individual behavioral manifestations: observations of animal contacts with recording icons in the table.
3. Photographing method.
4. Analysis of the data obtained.
Papa Tatiana Aleksandrovna,
teacher of Russian language
and high literature
qualification category
MBOU "SOSH №24"
severodvinsk
Arkhangelsk region
Steps to success
Educational and research activities of schoolchildren in literature
From work experience
Among the teachers-literals there is such a nurse: we will see a reasonable, kind, eternal, but grows ... Belen with a thistle. Alas, it happens. However, in almost every class there are children who read a lot, write interesting writingsThey want to know more than written in the textbook, have abilities to analyze and synthesis. Such guys are a find for a teacher who seeks to the development of the creative potential of schoolchildren.
The program on literature edited by Professor V.G. Marantzman, who has already implemented by me for two decades has been aimed at helping children to express themselves, to create the conditions for meeting their intellectual needs, forming scientific views on the world. This educational program He has a special section "Literary creativity", whose tasks targe students to fruitful search for the tutorial pages.
These prerequisites and led to the decision to organize the educational and research activities of schoolchildren in literature - I am engaged in this work for the past 12 years.
Relevance of work
Today, educational activities at school - the time of time. Changes in modern public life require the development of new methods of education, interactive pedagogical technologiesdealing with the individual development of personality, creative initiative, the ability to think independently, to produce and apply knowledge, be open to new contacts and cultural ties. The most important task of the modern educational system is the formation of universal educational actions that contribute to self-development and self-improvement of schoolchildren. All this is achieved by conscious, active appropriate students of socio-cultural research experience.
The most important importance is attached to the formation of communicative skills, without which the implementation of the study and its subsequent protection at the conference is impossible. Outside lessons, students are included in the forms of communication, contributing to the development of speech activity, verbal intelligence, which is necessary for them in its continued life.
The research activities of students are spelled out in GEF, programs of all school subjects are identified for this type of activity, including the literature program.
How to help the child in the path of scientific knowledge? How best to form skills and self-education skills? How to teach ways of active cognitive activity? These questions arise before the teacher, seeking the development of the intellectual sector of the individual and the organizing educational activities of the student.
purpose Educational and research activities on literature - the enrichment of the readership of schoolchildren, the education of the culture of mental labor, the formation of estimated positions, assistance in the professional selection of students.
Research work in each study subject has its own characteristics and helps solve specific tasks. This type of literature activity involves schoolchildren to independently working with the text, helps to form research skills and literary analysis skills. In determining the content and directions of creative search, the personal features of the student, his professional orientation, priority forms independent work.
Depending on the student research object work on literature can be divided into the following views:
1. Works in which the analysis of the text of the artistic work is carried out in order to identify its artistic and genre peculiarity, the features of the author's style, the mastery of the writer, the typology of images, etc. for example (Examples are given from experience): "The problem of a Russian national nature in the story of V.Lotina" Winged Seraphim "," "Motif of the path in the novel P.Kuelo" Alchemik "", "Images-symbols as a reflection of the picture of the world in the" northern text "Roman M. Popova" Scroll " "
2. Works in which the permission of the problem is made on the basis of a comparison of two or several works. Problems can wear different character - theoretical, literary, ideological, aesthetic, cultural. For example: "The parable beginning in the works of A. De Saint-Exupery" Little Prince "and P.Kuelo" Alchemik "", "Little person on the pages of works by N.V. Gogol and A.P. Chekhov", "Pushkin Images and motifs In lyrics A.A.ahmatova.
3. Works involving the integration of literature and history, philosophy, linguistics, psychology, taking students to see the community of humanitarian knowledge, develop different methodological approaches to the analysis of art and life phenomena. For example: "Talent - Dar or Punishment? (by works, A.S. Pushkin, N.V. Hogola, A.RuYOSKE). "
4. Works dedicated to the study of the life and creativity of writers whose destinies are associated with the history of the city, the region. For example: "Poetic creativity of Joseph of the Brodsky period of the Northern Link." Students can be based on the analysis of works, studying epistolary and memoir literature, critical articles to create a moral and psychological portrait of a writer, reflecting their perception of his personality in the form of an artistic and journalistic essay.
Whatever the research object is, the main thing is that the problem is allowed to allow a student independently or with the help of a teacher to determine the path of the study, select the methods necessary to work with the artistic work, apply the existing skills to analyze the text.
In the process of educational work on literature are used methods:
theoretical - Analysis of Literature; modeling of the general and private hypotheses of the study; design results and processes of their achievement at various stages of search engine; Synthesis (generalization) of the results obtained;
special - interpretational (interpretation, i.e. interpretation of artistic text); Comparative ( research method, allowing the comparison to identify the general and special in the text);
empirical - observation of artistic text, polling and diagnostic methods (questionnaire, conversation);
statistical - statistical processing of results obtained during the study.
It should be noted that the training activities of schoolchildren are the activities of students associated with the decision of the students creative, research task with an unknown solution. This type of activity implies main stagesCharacteristic of the study in the scientific field and adopted in the science of traditions: the formulation of the problem, the study of the theory dedicated to this problem, selection of research techniques and practical mastering, the collection of own material, its analysis and generalization, scientific commentary, own conclusions. Any study has a similar structure; Such a chain is an integral affiliation of research activities in the field of literature, the norm.
Stages of the work of the head with a student over study
in the field of literature:
Stages of work
Objectives and tasks of educational work
1. Finishing
Diagnosis of knowledge, skills and skills; Orientation in the field of personal interests of the student.
Formation of general ideas about research work on literature; Acquaintance with the achievements of literary science.
Systematization and deepening knowledge of literary terms and concepts.
Development of reflection.
Written and oral tasks, questions to identify the level of knowledge of knowledge and skills in literature, abilities and interests of students.
Acquaintance with modern problems of learning fiction, literary research methods (comparative interpretational).
Discussion of literary work, the fulfillment of tasks that simulate research).
Tasks on the systematization of theoretical knowledge in the field of literary studies.
Tasks targeting students on independent selection of material, keeping notebook or diary researchers
2. Selection of research problems
Preliminary orientation in choosing a study problem
Discussion of possible topics proposed taking into account the personal qualities, the interests of students, their knowledge, skills, topical problems of literary criticism.
3. Increased scientific literature
Training practical skills to work with reference and scientific literature
Drawing up bibliography on the topic; allocation of main thought, output; Discussion of read scientific works.
4. Formulation of the theme, hypothesis, definition of goals, tasks, research methods
Formation of research skills (formulating the theme, hypothesis, setting goals and objectives of the study, determining methods depending on the object of the study).
Counseling on the formulation of the topic, hypothesis, understanding of the goals and objectives of the work, according to the study method.
5. Collection of material
Training material collection on the topic of work.
Consulting on work planning and material collection.
6. Treatment received
material
Training in the skills of literary analysis and processing of materials obtained, presenting results in the form of tables and diagrams
Literary analysis and statistical processing of the resulting material
7. Formulation of conclusions
The formation of the ability to generalize the assembled material, formulate conclusions.
Systematization and generalization of the results of work.
8. Creating text
Practical mastering scientific speech style
Training editing scientific text, coagulation skills and "deployment" of text.
Writing text of educational and research work
Editing and paperwork, drawing up a thesis plan.
9. Conference of the results of work
Training the basics of an oral public speech. Selection of material for presentation.
Computer presentation.
Representation of work at the scientific and practical conference of schoolchildren.
10. Work rating
Receiving reflection skills on the product and the result of educational and research work
Analysis of the work done, its results; Discussion of research perspective
Discussing the research results with the student, we teach to think, "how scientists think." We are not just learned, but we analyze, we are looking for, we find the results on their own. We integrate discipline into different educational areas in the process of research. We do not convey knowledge, but analyze, we are looking for them in cooperation with each other.
After determining the topic, problems, subject and object of the study, it is necessary to organize individual consultations of students directly to work with the text, to actualize knowledge of the methods of analyzing the work, on how the choice of the method is associated with the task, how to fix the results of observations.
Only after the necessary material is accumulated and analyzed, an approximate study hypothesis is formulated, it is possible to propose a schoolboy to work in the library, finding the available critical articles, the monograph on the problem under study, together with the head, to determine which of them should be read, extracts. Since an indispensable part of the work should be a review (analysis) read, the manager needs to teach the young researcher to do it. Here will help the use of such types of tasks (in the literature lessons and in the research work process): reviewing critical articles, drawing up parallel abstracts, thesis plans, annotations, creative work, which suggests a comparison of different approaches to the analysis of the same work.
The next step is to re-appeal to the analysis of the text and the rethinking of its results, taking into account the new knowledge obtained in the process of developing scientific literature on the problem. It is such a sequence of work on the topic that contributes to the emergence of motivated interest in the history of the issue, to the judgments of other researchers, allows students to determine their own position, to avoid dependence on finished conclusions. The guys not only learn to be independent, but also assume the norms of scientific ethics, they get the opportunity to correctly assess the degree of novelty and the relevance of their research, gain experience of a valid attitude towards the work of scientists.
Great difficulty schoolchildren usually experience the results of the work and prepare the report. At this stage, the supervisor assists in the structuring of the material in the formulation of basic provisions, in choosing a form of a speech, in the preparation of a presentation on the topic of work. The original report composition, emotionality and conviction, the ability to expressively read the excerpt from the analyzed work, the free possession of the necessary concepts and willingness to answer asked questions - all this undoubted advantages that should be taken into account, assessing the research work of a schoolboy.
It is obvious that the nature of solving research tasks depends not only on the quality of knowledge, skills and skills in literature available from the student, but also on the level of its general development. The deeper and wider, the life and reader experience, the more parties opens with a young researcher in the artistic text. The better the emotional perception is developed, the linguistic flair, creative thinking, the more interesting the interpretation of the read. Therefore, cooperating with the student in the process of performing work on literature, it is necessary to pay close attention to the development of these qualities, remembering that both confident knowledge of the knowledge of the researcher is equally important in literary criticism.
Each learning study on literature is "piece goods", based on its painstaking work with artistic text and critical literature, individual advice on the topic. The long-term practice of managing the educational and research work of schoolchildren in the field of literature forced to look for various forms Joint activities. Acquired over the years experience allowed to work out the algorithm of work on the study research that was embodied in workbook "Training work on literature"designed to help the disciple write its own literary research.
Workbook It has the following sections:
I. Motivation. Choosing an object, subject and research topics
II. Selection of research methods
III . Goal. Tasks research topic
IV. Planning work on the topic of research.
V. Advance hypothesis
Vi. Formulation of conclusions. Conclusion
VII . Reference bibliography
VIII. Schedule
IX. Consultation of the head
Attachment 1. Structure of educational and research work
Appendix 2. Requirements for work
Appendix 3. Slika literary terms
Working with each section of the notebook suggests a phased, step by step. Promotion of a student in a selected topic researcher. Task teacher - Inspire a schoolboy to new discoveries, support, help with advice, control the course of work.
Thus, the leadership of the independent educational and research activities of schoolchildren is a complex, pedagogically thoughtful system of creative communication, in the process of which the young researcher is born. Student research is becoming increasingly relevant in modern pedagogy and gives positive results.
Achievements of students T.A.Papiy
in educational and research activities
Uch.
year
Event
competition
Surname, Member Name, Class
Result
Competition Educational - research work "Revival of the North in the hands of young"
municipal
Berdinsky Catherine, 11b
winner
municipal
Pogorelova Ekaterina, 10 b
II degree
regional
Pogorelova Ekaterina, 10 b
II degree
Educational - Research Conference "Youth Severodvinsk"
municipal
Pogorelova Ekaterina, 1 1b
II degree
Educational - Research Conference "Youth Severodvinsk"
municipal
Volkov Sophia, 10a
winner
Educational and research conference "Youth Pomoria"
regional
Volkov Sophia, 10a
winner
VII Youth Scientific Forum of the North-West of Russia "Step to Future"
federal
Volkov Sophia, 11a
Diploma Laureate.
XX All-Russian Youth Scientific Conference "Step to Future"
federal
Volkov Sophia, 11a
III degree
Educational - Research Conference "Youth Severodvinsk"
municipal
Trifan Anastasia, 10b
winner
Educational and research conference "Youth Pomoria"
regional
Trifan Anastasia, 10b
winner
VIII Youth Scientific Forum of the North-West of Russia "Step to Future"
federal
Trifan Anastasia, 11B
Diploma Laureate.
Competition "Scientists of the Future". Section "Literary criticism"
municipal
Sharygin Anna, 6b
winner
Competition "Scientists of the Future". Section "Linguistics"
municipal
Lah Andrei, 8V
winner
Competition of youth research work named after M. Volonosov
regional
Sharygin Anna, 7b
II degree
federal
Sharygin Anna, 7b
Lah Andrei, 9V
Competition of research work "Class work"
federal
Lah Andrei, 9V
"Thanksgiving letter"
Competition of projects and research works
"I am a researcher"
international
Sharygin Anna, 7b
VII place certificate
Educational - Research Conference "Youth Severodvinsk"
municipal
Shemetyev Alena, 11b
II degree
Scientific and practical conference "With science to the future"
federal
Shemetyev Alena, 11b
IV place certificate
Educational and research works of students were published in "Collection of student research works of participants of the" Class Work "of the IV All-Russian Internet Pedsovet" (Moscow, Code Center, 2014) and in the collection "Educational and research activities of schoolchildren in literature" (Arkhangelsk: in JOO, 2014).
1. Introduction…………………………………………………………………………
Justification of the relevance of the topic of research: the causes of appeal to the theme of a black man as an attempt to resolve the eternal philosophical opposition of black and white, good and evil.
2. Home Part………………………………………………………………….
The comparative analysis of the image of a black man in the tragedy of A.S. Pushkin "Mozart and Salieri", in the poem S.A. Jeshenina "Black Man", in the poetic works of V.S. Himsotsky.
2.1 History of creating works and evaluating them in criticism.
2.2 Characteristics of the image of a black man in the work of poets:
Portrait characteristic;
Activities and interests;
Moral qualities that show the author in behavior acting person (black man himself).
2.3 Who is a black man for each of the poets?
3. Conclusion…………………………………………………………………….
The theme of a black man as a prospect for further research.
4. Supplement to the said…………………………………………………….
Read the classics - there are answers to all questions!
5. List of used literature.
1. Introduction.
Good and evil, genius and evil, black and white ... The minds of many philosophers occupied the opposition of these concepts, a lot of scientific research was devoted to them.
Good is the goal of human activity, the ideal to which should strive. Religion embodied the idea of \u200b\u200bthe highest good in God. He is the Creator of all the good, eternal, reasonable. Evil comes from the "sinfulness" of people, it is the chinny of the devil. Evil entails troubles, suffering, grief, misfortune.
The Black Soul, the Black Envy, Black Solve ... Within the framework of philosophical systems and religious doctrines, there have always been attempts to determine the "general nature" of good and evil.
The opposition of black and white flowers goes back to the Old Slavic mythology and relevant to this day. In the media, it is often possible to meet journalistic materials about different flows - black or white adherents. For example, the Religious Organization "White Brotherhood", founded in the 90s of the XXVEK specialist in the field of mental impact on the identity of Y. Krivonogovaya and Maria Zwigong and recognized in 2013 extremist, used white color as a symbol of purity and love for God. Youth subculture "Goths", which are bright representatives of which can be found on the streets in black robes, with black hair and seamless persons, uses black as a symbol of depression, despair and soulful pain. Satanists sects also use black color in their symbolism, a devil color.
Traditional mythological image in world literature is a black man. In Slavic mythology, the word "black" is used as epithet of evil spirits, with black deities, all the old, ugly, sly and evil are connected.
The development of the image of a black man in Russian literature is the purpose of my research.
As you know, the sixth of June - the most important date In the history of Russian culture: the birthday of A.S. Pushkin. Looking at this day feature Film "Mozart and Salieri" based on the "small tragedies" of the Great Poet, remembering the image of a black man who was Mozart, I realized that you need to start with this.
As you know, poems are (sometimes it happens) a replica in a dialogue, answers to works of other poets. So, the poem A.S. Pushkin "Mozart and Salieri" became a literary source for the poem of Sergey Yesenin "Black Man". The title of poems is a direct quotation from the Pushkin Little Tragedy - emphasizes that envy and dark forces, tormented and pursuing the poet, as Pushkin Mozart are embodied in the image of the Black Man.
The appearance in 1979 the poem of Vladimir Vysotsky "My black man in a suit is gray ..." was also a kind of replica in the dialogue of the Great Poets. The image of a black man in the work of A.S. Pushkin and S.A.Senin is quite investigated. Many scientific works are devoted to this, for example: S.N. Kireev "Poem" Black Man "in the context of C.A. S.Senin's creativity", A.Moschenko "Poetic World of Yesenin", S. Koshechkin "In the Mir of Yesenin", D. Balage " Creative way Pushkin "and others. Who is the black man V.S.Vysotsky? So pre-determined the topic of research work:« Transformation of the image of a black man in the work of A.S. Pushkin, S.A. Jenin, V.S. Himsotsky. "
Final incentive for scientific research The following was: getting acquainted with the materials about the work of these poets, I am convinced: all feedback from literary critics, scientific works did not generalize information on the dynamics of the image of a black person in the poetry of representatives of three eras.
In the study I was worried the following aspects Works:
- informative, So I really wanted to understand: a black man-like real or fantastic?
-analytical, Because, in my opinion, the problem of a black man worried three poets not by chance: by whom and what was this image for representatives of different epochs - A.S. Pushkin, S.A. Jenin and V.S. Vysotsky?
Apparently, a black person is, first of all, the embodiment of evil, good antithesis, beautiful, which can interfere with the best in a person's life.
I am sure that opposition to good and evil, truth and lies will always worry the minds thinking people. Good and evil are such categories that evaluate everything in the world: a social device, human quality, the motives of its actions and the results of actions. The invention of mass destruction, war for the possession of material benefits is accompanied by manifestation of disgusting human qualities: malice, vague, envy, greed, meanness, betrayal. Therefore, the topic taken for research will always be relevant.
In connection with this put forward hypothesis: To follow the dynamics of the image of a black man in the works of these authors, reveal the similarity and the difference in the image of this hero, show this image as a result of reflection of poets about fate creative personality In certain socio-historical conditions.
Objective of research work - Reveal the dynamics of the problem of the "black man" in Russian literature, relying on the work of A.S. Pushkin, S.A. Jenin, V.S. High.
To achieve the goal you need solving the following tasks of this work:
1) reveal the origin of the image of a black man in Russian literature;
2) make a comparative analysis of the works of authors;
3) justify who or what is a black person for poets;
4) Make appropriate conclusions on the problem.
Subject(object) of this study It is the image of a black man in the work of three poets: in the tragedy of A.S. Pushkin "Mozart and Salieri", in the poem S.A. Jessenina "Black Man" and poems V.S. Vysomotsky, written in for different years Life ("My black man in a gray costume ..." and others).
I examined artistic techniquesallowing you to describe the image of a black person and trace its dynamics in the works of the specified authors.
Therefore, I approve necessity use of this methodas a comparative analysis of artistic works, also apply such theoretical methodHow work with literary terms.
Scientific novelty The work lies in the fact that although there are critical articles that reveal the similarity and difference between the black person A.S. Pushkin and S.A.Senin, but the problem of a black man in the work of Vladimir Semenovich Vysotsky, not studied quite studied and comparing three points of view on this image Not given, the authors even reproached in the absence of ideas (with which, of course, it is impossible to agree), so my research will be of interest in this area.
Theoretical significance of the work In the fact that the study made it possible for the first time to analyze the three interpretations of one image, and also paid attention to the possibility of studying the image of a black person comprehensively.
Practical significance of work It is that this study can further be used for literature lessons in high school general educational institutions, To prepare for Olympiads on the subject of "Literature".
2. Comparative analysis of the image of a black person in the tragedy of A.S. Pushkin "Mozart and Salieri", in the poem S.A. Jeshenina "Black Man", in poetic works V.S. High
I do not give day and night
My black man ...
2.1 History of creating works and evaluating them in criticism.
The image of a black man has deep roots in the literature. IN Explanatory dictionary V. Daly Synonym for the word "black" are the unclean, the devil, the hell. In other words, a black person is one of the appearance that takes black power, Satan, the devil, which is the personification of evil, the enemy of the genus of the human. Back in Slavic mythology, in ledge about black and Belboga, the black and white deity is opposed, and the word "black" is used as epithet of evil spirits. A fabulous black rider from Russian Folklore, allegorically "overtaking people in the way," was a harbinger of death. The image of a black man is manifested in different peoples in different era: black giants from Scandinavian folklore, "Faust" Goethe.
Of course, A.S. Pushkin as an expert and collector of the folk folklore, did not bypass this topic. The invasion of supernatural otherworldly power into human life is present in many works of the poet: Fabulous Black Sea, Terrible Bronze Horseman other. But nowhere, this image was not so mysterious and frightening as a faceless man in Black, who ordered Mozart in the dramatic work of A.S. Pushkin "Mozart and Salieri".
The work of "Mozart and Salieri" Alexander Sergeyevich Pushkin was written in 1830, in a period known as the first Boldin Autumn. In the generic estate of Boldino Pushkin, I was driving a doubting person who wondered about his indefinite future. About his confusion and spiritual anxiety says the fact that he writes gloomy early in autumn winter poem "Demons." The philosophical understanding of the life of Pushkin is drawn not only in verses, in the first Boldin autumn he writes a cycle of works, called "small tragedies". Based on one of the many rumors generated by the early death of V.M. Mozart, "Little Tragedy" "Mozart and Salieri" Pushkin promoted the dissemination of the myth about involvement in her composer A.Salteri, whose name in Russia became nominative. In fact, Salieri did not kill Mozart. And although the image of Salieri in the work of Pushkin is historically unreliable, and the image of Mozart differs from its historical prototype, the poet took advantage of the figures of two composers in order to embody images close in his creative consciousness. This is a work of envy and friendship, about art and craft, about genius and villain, such an assessment gives critics of the tragedy "Mozart and Salieri".
A.S. Pushkin recognized the superiority of Mozart over all other composers. For him, and for the whole world, Mozart - Genius, who knew the essence of art, a musician supernatural giftedness, such as he, are born once a hundred years. The murder of such a genius gives the product a tragic tone.
Poem S.A. Jeshenina "Black Man" separates from the work of A.S. Pushkin for almost a hundred years. This poem is a riddle, disputes about it continue to this day. After completing the poem in November 1925, after a month and a half Sergey Yesenin dies. Official version: On the night of February 28 in the Leningrad Hotel "Angletter", S. Jenin committed suicide. Now the poem "Black Man" is perceived by many as a kind of requiem of the poet. Its name is a direct quotation from the Pushkin "Little Tragedy", and Yesenin himself, speaking about his poem, recognized "Mozart and Salieri" by its literary source and thereby stressed that the enlightened and dark forces are embodied in the image of the "black man" tormenting and pursuing the poet itself as Pushkin Mozart.
The poem "grows" from the creativity of Yesenin as a whole, the mystical themes are traced in other poems of Sergey Alexandrovich: "The devils in the soul nest", "Intrun the power is unclear, that neither the hole - the sorcerers everywhere ...", "in the grove The wind blast the knocks of the bones ... " But many contemporaries Yesenin believed that the poem was very autobiographical, night vision and nonsense of the inflamed poet consciousness are the consequence of alcoholism and mental disorder. But the work on the poem lasted for a long time, the idea arose even during foreign trips Yesenin. Then he was often overwhelmed by black melancholy, which increased the feeling of emptiness and unnecessaryness. The premonition of the poet of the end of the life path gives the work of depressive paints.
Critics of Creativity S.A.Senin also seen analogies between the poem "Black Man" and "Portrait" N.V. Gogol, seek her roots in the Roman F.M.Dostoevsky "Brothers of the Karamazov" and in the "Black Monk" A.P. Chekhov. This once again proves that Russian literature has always distinguished attention to a spiritual search for a person. And for the soul of man always fought two forces: dark and bright.
The poem of V.S. Himsotsky "My black man in a suit is gray ..." was written in 1979, almost after half a century after the poem S. Jenin. A year later, Vladimir Semenovich Vysotsky died. It is known that a year before the death of Vysotsky was in a state of deep depression, fatigue from life. The tragic feeling of the end confirm the words of the hero: "I switched to you with death."
The contemporary of the poet Vadim Tumanov in his memoirs argues that the prehistory of creating a Vysotsky poem "My black man in a gray costume ..." served his story about the Kolyma boss, who was all such "polite, cultural, tastefully dressed", but once hit the feet in face. Vladimir Semenovich Vysotsky very much struck this story, he repeatedly returned to him, clarified the details of the official's appearance. So the poem was born, but the Vysotsky-poet always worried the question of how a person changes depending on the circumstances, from office.
"My black man" is a quotation from Mozart and Salieri, Yesenin has a man just black, although, unconditionally, V.S. Himsotsky knew and loved Yesenin, the songs on the poems of the Ryazan poet were part of the repertoire of Vladimir Semenovich. The pronoun "mine" is used when they speak only about something constant, habitual, established. Does it mean that saying "my black man", V.S. Himsotsky emphasized that the hero was repeatedly in life had to deal with him. Let's try to deal with this during the study.
In the scientific literature, there was an opinion that a black person is the "direct" expression of the life and psychological crisis of poets, even "naive" transfunction in the verses of hallucinations of the authors. In the works concerning Mozart and Salieri, A.S. Pushkin, "Black Man" S.A. Jenin, often lacks certainty in connection between two poems. In the works analyzing poetic works V.S.Vysotsky, only indicates that A.S. Pushkin was a favorite poet of Vysotsky, that the last role of Vladimir Semenovich - Don Guang from the same "small tragedies" ... The most banal solutions of this topic are only analogy between the anonymous customer "Requiem" , Dressed in black, and "bad" night guest from Poem S. Jenin. The rapprochement of these characters was often attributed to the undeniable reminiscence: it is enough to recall the words of the poem of the poem S.Senin "Black Man Sleeping Me All night" and Mozart's complaint "I don't give my black man's day and night." But it is difficult not to notice the semantic dissonance between the approximate situations in the poetry of three authors. The customer of Mozart performs for the composer by the forerunner of death, he can be an invasion of the declaration of Rock as materialization in the imagination of Mozart of implicit knowledge about the end prepared by Salieri. Black Man S.Senin-Double-Double-Conscient Conscience Driving to Him into the face covered with "blue blavers" with eyes resembling a deed sin. Black man V.Vysotsky - Soviet official, bureaucrat, party functionar, emerging in the era of developed socialism, in the era of the exacerbation of the socio-political problems of the period of stagnation in the 70s of the last century, the person is unceremonious, rude, not self-respecting representatives of creative professions, In all restricting them, most often in such an important for Vysotsky category, like freedom.
2.2 Characteristics of the image of a black man in the work of poets.
The characteristic of the image in the literature begins with a portrait. We cannot even imagine yourself the features or expression of the face of a black man who visited Mozart, we know only that he was "dressed in black," he went, "heavily bowing." Since other people spoke to the composer's visits to the composer, it is possible to conclude that this is not the fruit of the imagination of Mozart, but a specific person.
In the poem Sergey Yesenin, a black man appears otherwise than Pushkin. It arises as a terrible vision, nightmare nightmare, the fruit of a sick imagination. The portrait of a black man is given more clearly, such details appear here such details, like a cylinder, a shirt and a bell voice. The cylinder lifted by a black man over his head in a sign of a mockery greeting is identified by critics with the famous Yesenin cylinder, chanting in the "hooligan" cycle. The fact that at first the cylinder belonged to a terrible vision, and at the end - the poet himself, indicates the unreality of a black man created by the sick imagination.
In the Vysotsky poem, as well as Pushkin, the portrait characteristic of the black person is completely absent. But one detail is a gray costume - still distinguishes him from "predecessors." This detail at Vysotsky indicates that a black man occupied a certain position. Elegant suits of restrained tones, predominantly gray, wore many officials of that time. The face of a black man is hidden under "larva", and not only the face, but also the true "black" essence is hidden under it.
Not too much portrait characteristics of a black man We learn from works, but still why is this image of such a mysterious and frightening?
I guess the following: A.S. Pushkin has a black man - a sign of the preparing murder, at S.A.I.Senin-breeding evil, torping the sinner, evil it has already been committed, at V.S. High-sowing figure, forcing everyone to live normally rapidly Life of the Soviet manual. This is deeply distinguished roles. Interesting and approach to the role of a black man has three authors: Pushkin has a black man is both the customer, and the envious of the Salieri, accelerating the care of genius; Yesenin - the poet's double (the guest's face is reflected in the poet's face in the crashing mirror cane), a Vysotsky-Little official, imagining himself with a great man ... Almost all literary criticism, recognizing the connection of these works, in detail discussing the diversity of hypothetical connections capable of a black man in detail Counterpoint with other works of Russian literature, converge in the opinion that in the authors there are something Mozartovskoe: Mozart is too good for this life, the usual human concepts of talent, a genius is not for him, they are crazy for him. Salieri eliminates not the "idle of idle", but a humiliating miracle, not man, but "Cherub"; The tragic self-defining of the poet with the "bad" visitor, who came to intimidate the interlocutor, to kill, not resorting to the poison, leads to a rebellion of the hero, who ends with the breakdown of the mirror and the awareness of death; Hero of Vysotsky enters confrontation with a black person who is the incarnation of violence against the personality of the poet, the sinister sign of state violence, but in this confrontation, his voice is alone. A black man in works of three authors appears in different ways. So, in the appearance of a black man in the house of Mozart, there is nothing strange, because composers often wrote music on request. But Mozart is disturbing the fact that this black person does not come for his order. The soul of the composer felt a messenger of death, he was frightened and depressed. The careless composer, which is not aware of his greatness, indifferent to the worldly bustle, to success and the situation, "writing music as birds sing", lost calm and serenity ("My black man never gives me a day and night"). He is fading that a black man is always there ("I am going up with me everywhere as a shadow"), he feels the breath of the approaching death, it seems to him that "Requiem", this mourning music he composed for himself.
But if Pushkin has a black man behaved in relation to genius partitioned, then in the poem of Yesenin, the alien behaves in relation to the hero brazenly ("he sits down on the bed", "sleep does not give all night"), "drives a finger on a vile book. .. ", we are talking, as it turns out, is about the book of life, lived by a kind of poet. A black man sticks into a hero in the face covered with a "blue blavers" with a reminder of some kind of familiar poet sin. At first, the black man just mumbles, "Intruting to the soul of longing and fear," then the tone of his voice rises, he scrolls, lifting the negative qualities and sins of the poet and almost brings the latter to madness.
A black man in Vysotsky poem behaves even more cruel to the hero who cannot live without creativity, can not sing. In this poem, as well as Yesenin, it is impossible not to see the identification of the hero of the work with the author. The black man of Vysotsky externally quite decent, tastefully dressed, appears in different kinds ("He was a minister, home office, officer," author of the masterfully uses a successful reception for this purpose to take the Carnivalization of Soviet Being), but always having some position that allows him rudely interfere in the affairs of other people. Perhaps, it is an impressive chin that allows a "black man in a suit with gray," without fear of a response hit, beat "under the breath, suddenly, without a reason," the pacifier of a recurrent hero, not letting him continue the "fight".
A black man visiting Mozart became the harbingers of his death. Yesenin has a black man, lifting the "sins" of the poet, paints the interlocutor too recognized portrait and brings the hero of the poem to rabies. Vysotsky's lyric hero also indicate its weaknesses, bringing it to the verge between life and death. What kind of moral qualities characterizing a black person, bring heroes to a painful state? Why is it so wounds lyrical heroes interference in their personal life, and why is it so difficult for them to come to terms with life adversity, forcing themselves to distract from creativity?
The work of A.S. Pushkin "Mozart and Salieri" is a kind of argument about art, where two types of artist are presented with their own truth, but by different methods of creativity. The art of Salieri is a hard work, an infinite and painful comprehension of mystery of music. Mozart creates easily and freely. He does not comprehend the secret, and himself is so secret for Salieri. Salieri is indignant, he believes that Mozart is "Fuck idle" that he did not earn his paradise songs, they got to him for nothing. He is outraged by how little frivolous Mozart appreciates it over it.
The argument about art develops into the plot of envy and friendship. Among the manuscripts of the Boldinsky period, a cover was preserved with a written Pushkin title: "envy," - as researchers suggest, such was one of the options for the tragedy name, from which Pushkin later refused, returning to the original name. The direct Mozart feels that a black man who came to him, and Salieri are connected. Naive Mozart guess that in the soul of Salieri something happens, but in the name of friendship, he refuses to believe his suspicions.
Friendship of Salieri from the very beginning of action poisoned envy. He envies Mozart, whose genius is incomprehensible for him. From his point of view, the existence of Mozart violates some laws of the Universe and Salieri believes that he was elected over to free humanity from Mozart and takes the right to finish the court: "I am elected to stop it, - not that we all died " Salieri believes that everything is allowed to him, and the black envy pushes him to murder.
Osip Mandelstam said: "In every poet there is Mozart, and Salieri." Black Man Yesenin, as well as the faceless visitor of Mozart, has a strong influence on human emotions; is a vivid example of self-defining with him. In the time of Torzing Chertonia, the poem of Yesenin comes and sits on a bed. The book in the hands of an ominous black man says that he came to judge the poet on his affairs, however, chose all the most unsightly and evil. He talks about "Drowku and Zabuldig", about the adventurer of the "highest brand", about the "elegant poet" with "grasp." The lyrical hero refuses to speak with the uninvited guest, a terrible story about "Zhulica and Thieves", which leads a black man, he does not want to take on his own expense. The poet reproaches the night guest in that he dares to invade the depth and take something from the bottom of the soul.
The night window in the poem resembles a mirror where everyone sees its reflection, is a hint of the one who actually has this black person. Accurate description of the lyrical hero: "The boy in a simple peasant family, yellow-haired, with blue eyes ... He became an adult, to the poet" - does not leave any doubt about whom the night guest is mocked. The eager mockery about the "Woman of forty years old, a bad girl, his sweet", also indicates the details of the personal life of Yesenin himself. The poet was forced to "seem smiling and simple" at the time when the heart ruined the longing, "in a thunderstorm, in a storm, in the life of a lot of heavy losses and when you are sad", just he could hide from himself the darkness of the coming hopelessness associated with the internal contradictions of the individual, fastened alcohol, and the realities of the time during the formation of the power of the Bolshevism in Russia. The black man explains the life of the poet and reveals her self-deception: in the longing and despondency to smile and try to give it for happiness. Consequently, the whole conversation with a black person can be interpreted as an understanding of life, as a fearless confession, the last, filled with determination and passionate emotions. The speech of a black man, this frightening second "I" Hero of the poem, is a recognition that the soul is trying to hide himself.
In the climax of the poem, a black man attacks the most important, the essence of inspiration and poetry. He insults and humiliates the poet: "As a pimp trim, a long-haired freak says about the worlds, sexual expansion." And the hero does not withstand: hung, angry, throws a cane "straight to his face, into the bridge." By breaking the hated mirror, Yesenin's hero makes an attempt to defeat himself.
Pushkin wrote once about the incredible difficulty of public confession: "You don't love anyone, you don't know anyone like myself ... not to lie - you can; Being sincere - the impossibility of physical ... "This physical impossibility of Yesenin overcame: His sincerity in the poem" Black Man "is withstanding to the end, in this she echoes with the poem of Vysotsky" My black man in a gray costume ... ".
The lyric hero of Vysotsky poem is also identified with the poet itself. Vladimir Vysotsky all his life fought with officials who did not seem to see his work and who saw in him only bladder, drunkard, a voyage, a craftporter of cheap popularity, cumier of beer and convinced.
Not like Yesenin brazenly and unclocked, but smiling and observing the external decency, a black man in Vysotsky poem, taking different things and changing his posts, having a gray suit, but while remaining with a black soul, prevented by creativity, deprived of inspiration ("broke Wings "), bringing to" pain and powerlessness ", because the poet creates to live, and can not otherwise.
With a full confidence, the ill-wishers "shuddered" about the hero, pointed to its so-called "sins": the presence of a summer cottage, a three-bedroom apartment, "a breakfast of money", frequent trips to Paris, threatened to drive out of Russia. Numerous gossip and "Navate for the eyes" prevented living, brought to the verge between life and death.
It is noteworthy that the Black Man in Vysotsky is compared with the "evil clown", which emphasizes the falsehood of his nature. Circus, clowns, as well as "Manege and Arena" are present in other verses V.S. High ("Dialogue at the TV", "I do not like ..."), these images symbolize attempts of all kinds of hypocritical in society when people are exchanged for small In the name of some false values.
Grass and numerous prohibitions that installed for the lyrical hero Black man in a suit was reached to such an extent that the hero could not sing, his wheezing "was similar to howl." Is it not a comparison of this with a wolf? Here is another poem of V.S. Himsotsky "Hunting for Wolves" (1968), where the wolf is a symbol of internal human freedom. Wolves hunters are confident in their superiority, their calm and businesslikeness, and at the same time the desire to destroy a person for freedom and unwillingness to live according to someone else's rules, something resembles a black person in a suit with gray. After reading the poem "Passed the entry and preludes ...", we can make sure of this: the image of "responsible comrades", "big people" from the rooms are too recognizable to make a mistake.
Undergoing attacks, threats to "expel from Russia", listening to "good advice" from the "famous poets" on how to write poems, lyrical hero The poem "My black man in a suit is gray ..." knows the price and "does not intend to hide from the court." He is a rebellion, but at the same time the easiest person, he is mortal, but he is in the power to "drag his WHO", that is, to fulfill his destination of the poet and a citizen. Notes, "what is false, and what holy" Hero is able to preserve such qualities as honesty, decency, the ability to respect itself and maintain respect for other people. For the poet, spiritual death is equivalent to physical, for him "the way one" and "choice, fortunately, not given", so he is ready to break all the rules, from the obedience of bureaucrats they broke out "For the Red Flags" and knocked in human hearts to "not forget "
So who is this black person for each of the poets? What is the point in this image?
2.3 Who is a black man for each of the poets?
We found out that three works: "Mozart and Salieri" A.S. Pushkin, Poem S.A. Jessenina "Black Man" and the poem of V.S. Himsotsky "My black man in a gray costume ..." is associated with a black man. Undoubtedly, the collective image of a black man is the image of the enemy of the present talent, creativity is not commissioned strong Mira This, and in the call of the heart, by inspiration. A black man takes the right to judge other people, rudely interfere with their lives.
Black man in Mozart and Salieri is not just a real personality, we feel that this is also the black conscience of Salieri himself, an envious person, an opponent of art capable of any cunning, even to kill a talented master, the Creator. A black man for Pushkin is a phenomenon of terrible, destructive, deadly envy growing from externally friendly, creative relationship that pushes into a crime.
Pushkin has a black man - a sign of the preparing murder, Yesenin has a lyrical expression of the soul of the poet, who realized his own guilt for his "broken life." The tracting image of a black man in his own way, S.A. Jenin embodied in it not only evil forces pursuing creative man, but also the negative starts of the hero's souls.
S.A. Jenin has worked in difficult for Russia the period of its history. The creativity of Yesenin did not fit into the ideological framework defined for the proletarian literature, and he was considered an anti-Soviet, "scandalous" poet. "My poetry is no longer needed here, and, perhaps, I don't need himself too," Jenin is recognized in the poem "Russia Soviet". A black man in his poem is the fruit of a patient imagination, broken alcohol and flour of conscience for his ruined life.
"Prescaver Guest" - a black man among Yesenin is not only his personal enemy, he is the enemy of the whole beautiful, the enemy of man. He personifies the black forces living in each. And it is in this black man Yesenin is close to Pushkin's image. The poem "Black Man" is deeply individual, this is a confession, this is a fight to a black man who lives in each of us, the fight for his bright "I". Such a battle can only lead sincere and honest people.
Creativity V.S. Himsotsky was also not recognized as official authorities, and they are similar in this with Yesenin. Vysotsky worked in the years of the so-called "stagnation", when any idea that did not approved by the party and the government was considered immoral, any activity that did not receive permission in all instances of the bureaucratic apparatus was prohibited. V.S. Himsotsky did not fit into the usual stationery schemes, in the stereotypes of officials for the fact that in his verses was reached and destroyed lies, osoya, routine, vulgarity and betrayal.
In B.C. Highness has always been an exacerbated sense of public justice: he instantly noticed any violence and powerlessness around him, as he himself felt them when he did not give permission for a concert activity for a long time. It is enough to note the fact that the poet, who left such an extensive creative heritage, did not publish a single poetic collection during his lifetime. Creative inspiration was covered with new accomplishments, and numerous bias of bureaucrats broke these wings. The metaphor about broken wings is also repeatedly found in the poem "I do not like ..." (1968), and it is written much earlier than "my black man in a gray costume ...". This suggests that the topic of the bureaucracy passes through many poems V.S. Himsotsky.
But the poet did not feel internally in the camp of weak, whom they beat. He experienced both the burden of nationwide love and glory, when his songs became popular when people tried to get a ticket to the theater on Tagank to get acquainted with B.C. Vysotsky as with an actor. He understood that he loves him that his work knew almost everything, and most of it was closely and expensive, as he was revealed by the vices of society, was a strong and resistant fighter against all sorts of lies and bureaucracy. In this struggle, he did not come out the winner, as it is very difficult to deal with the bureaucracy. Hero of his poem "My black man in a suite is gray ..." also tried to endure, stopped: "More - never!". But in the fight against a black man in a suite "I was bunting the patience lived," and this attaches a tragic shade with a poem.
I remember the words of A.S. Pushkin: "... praise and slander was taken indifferent, and do not challenge the fool." Vysotsky as well as Pushkin could not treat indifferently to people who forgotten the honor, conscience, dignity, "... annoying to me that the word" honor "is forgotten ..." he says in one of his poems.
3. Conclusion.
The theme of a black man as a prospect for further research.
We traced that the image of a black man is dynamic, that is, it changes, develops in certain socio-historical conditions. Despite the differences in the image of this hero in the work of A.S. Pushkin, S.A. Jeshenina and V.S. Himsotsky, the main similarity is that this image is shown as a result of reflection of poets about the fate of the creative person.
Everyone has a black man, or rather say: everyone has anyone who thought over the meaning of life and about moral values \u200b\u200bwho had their own look at things, their opinion and character.
After analyzing the work of the great poets of three historical eras, it can be concluded that the image of a black man in literary work was transformed. It remains unchanged (black man) the rejection of such creativity, which makes people think, affects the living, does not leave indifferent. A black man can be called "prelex unwanted good nobody."
One unknown poetess Vera Kondrat wrote that the "knock boot" of a black man will hear the one who:
Life was at least a little concerned
Who walked ahead and lived not by the way
Who wrote at least a couple of lines.
I think this is true, the history of black man has not ended. The theme of good and evil, black and white worried and will worry the minds of creative people who are not indifferent to the fate of their country, to the future of people. I am sure that the history of a black person can be deployed in the future, since it has not fully studied. Many authors tried and try to know the human essence, to understand what makes us people.
Supplement to what has been said.
Classical literature gives an answer to many questions that in their lives have to solve all people, regardless of gender, nation, age. What is the sense of life? What is happiness? What is death? What is the most important thing for a person? Solve these issues problems and helps classic literature. Classics raised such problems in their works, which are beyond the time, they still do not lose their relevance.
Reading the classic literature, you can enrich spiritually and morally. Classic works are reminded by the reader about the greatness of the human soul, about the need to take care, appreciate and endlessly develop their inner wealth. Therefore, with complete confidence you can say: "Read the classics, there are answers to all questions!"
The acquisition of schoolchildren to the study of artistic texts contributes to their successful participation in the Russian language and literature. Over the past 3 years, my students become medalists of the Municipal Stage of the All-Russian Subject Olympiad: 2011 - 2 winners, 2012 - 2 winners, 2013 - 3 winners; In the International Distance Olympiad on the basics of science, the number of prizes in 2013 reached 24.
Research activities in the twenty-first century is one of priority areas Development modern education. Therefore, today is so relevant problem lessons, the lessons of opening truth, lessons - research.
Research activities in literature lessons should motivate students to search, develop the ability to independently generalize read or analyzed material, bring arguments and draw conclusions. The search for the necessary solution to the problem contributes to the formation of an independent position of students, their readiness for self-development and socialization.
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Research activities of students in literature lessons (from experience)
The current course of life with its speed and avalanche information places high demands on the younger generation. We must be smart, know a lot, quickly and efficiently work. An equally necessary element is research activities in the lessons whose value increases as an entry in the information space, where intelligence is made and consumed. In this situation, the learning capabilities of fiction do not decrease, but increase. Search, understanding, ability to see the main thing, to accurately express, correctly reproduce - all these elements of mental activity are components of the literature lesson.
From thoughtful reading Text to its analysis, comparison, independent search for answers to questions, work with additional literature - here is the vector that is taken as the basis of work on research activities in literature lessons.
To teach the guys to think, to independently find answers to their questions that are interested in their questions, it is necessary to work with additional material from the very first lessons. Students need to understand that there are no ready-made answers in literary creative activities and forever these templates. The answer needs to look for yourself, only then you will see the result of your work.
Acquisition to research should already be in junior classes. The child is much easier to study science, acting.
The experience gained in the course of work on the previous topic of self-education "Development of the creative abilities of students in the lessons of Russian language and literature," allowed me to improve its activity in the lesson. The application of the research method in the lessons and in extracurricular activities is part of Work on improving common school skills in the modernization of school.
Under research activities, we understand the activities of students associated with the solution of them of a creative, research task and involving the presence of the main stages characteristic of research in the scientific sphere.
The purpose of the involvement of schoolchildren in educational research activities is to activate the personal position of students in educational process Based on independently obtained knowledge, as well as the development of schoolchildren's creative abilities through the joint creative process of the teacher and the student.
The acquisition of schoolchildren to educational research is facilitated by solving the following tasks:
Development of interest in literature, expansion and actualization of knowledge on the subject;
Formation of independence, creative decision-making; - the development of a creative approach to any type of activity;
Formation of research skills; - expand the ideas about the methods of obtaining information;
Development of communicative skills;
Attracting schoolchildren to participate in the Olympics, creative contests, scientific and practical conferences.
Given the specifics of the school system, it will correctly be to determine the research activities of students as a creative process of joint activities of two subjects (teachers and student) to find a solution to the unknown.
To organize research activities require the following elements:
1 - the individuality of the child;
2 - the individuality of the teacher;
3 - An interesting object of research.
If one of the three components falls out of the system, the system stops working. Research activity as a learning process can be divided into several stages.
I. Stage "It's interesting!" In each student there is a passion for discoveries and research. Doctor of Pedagogical Sciences A. I. Savenkov believes: "The tendency to research is characteristic of all children without exception." Even a bad successive student detects interest in the subject, if he can open something to himself. The task of the teacher is to cause interest in the research process, captivate the content and method of performing work. In lessons or after school hours, the teacher introduces students with educational and research activities on the example of the works of well-known scientists or previously performed research works of schoolchildren.
II. The "Choose theme" stage at this stage the teacher is determined by the range of problems requiring decisions, the themes of alleged studies are formulated. Those should be so much that students have the opportunity to choose. Requirements for research subjects:
The topic should be interesting to the child, take into account the features of his interests, inclinations;
Through the decision of the topic proposed, the student must maximize its creative potential, disclose best sides its intelligence;
The topic should be such that work can be performed relatively quickly;
The topic should be original.
Joint work when choosing and approving topics creates an atmosphere of cooperation between students and teacher.
III. Stage "We collect information" one of the most important issues of this stage of work - where to produce the necessary information related to the problem of research. Material for work can be drawn from a variety of sources: dictionaries, reference books, encyclopedias, critical literature. Preference should be given to the coolest and authoritative sources. The selection of scientific facts is not mechanical, but a creative process requiring purposeful work. We give one of the algorithms for the study of scientific literature.
1. Common familiarization with the work as a whole on its table of contents.
2. Flexible viewing of the entire content.
3. Read in order of the sequence of the location of the material.
4. Selective reading of any part of the work.
5. Extract of the interest of materials.
6. Critical assessment of the recorded, editing and "finishing" record as a fragment of the text of future work.
You can use another way of working with scientific literature. We divide the notebook page in half a vertical feature. On the one hand, we make an extract from the read, on the other - write our comments, highlighting the words of words of particularly important places of text. Then his own thoughts arising during the acquaintance with other people's work will serve as a basis for new knowledge. Information can also be drawn from the Internet. During the preparation, the information search plan is formed and is issued as a text file. Such a plan includes the name of the desired goals, a specific universal resource pointer, keywords for search. Useful at the beginning of work to form a few directories (with mnemonic names) in order to reset the information found in them. Careful selection is required and evaluation of the information received from the Internet: it is possible that most of it will be useless. How to act if on some topic you can not find necessary information? In the article "Children's research in domestic training" by A. I. Savenkov milked some "pedagogical myths": "... It is considered that before you do our own
Studies, you need to study everything long and tediously that others have done to you. The history of discoveries and inventions suggests that all this is not so ... "That is why in a number of our student research works, the list of references contains basically an indication of the artistic texts studied.
IV. The hypothesis "put forward hypothesis" is the foresight of the event, this is probable knowledge that has not yet been proven. Professor P. P. Kohanovsky gives the following definition of a hypothesis: "The hypothesis is a form of theoretical knowledge that contains the assumption formulated on the basis of a number of facts, the true meaning of which is uncertain and needs proof." The first thing that causes the hypothesis to appear is a problem. Hypothesis or hypothesis arise as possible options solutions to the problem. Then these hypotheses are inspected during the study. Construction of hypotheses - the basis of the process of creative thinking. Hypotheses allow you to see the problem in a different light, look at the situation on the other side. The hypothesis nomination is preceded by the following operations:
Observations of text (texts) artwork;
Analysis of individual facts relating to artistic images, works structures, language characteristics, individual features Writer style, etc. - identification of something unexpected, new.
At this stage, the teacher is advisable to offer schoolchildren exercises, allowing to work out the ability to push the hypothesis. When extending hypotheses, we use such a simple algorithm:
1) Brain attack (schoolchildren offer solutions to the problem of the problem formulated by the teacher on the topic of research - the more ideas and what they are unexpected, the better);
2) the classification of hypotheses for reasonable (supported by logical considerations and literary observations) and "provocative ideas" (according to A. I. Savenkov);
3) allocation of the most interesting hypotheses.
You can also use the reception "Brain Attack -66". Its essence is that students class are divided into groups of 6 people and spend a brain attack for 6 minutes. After that, all the most interesting ideas are transmitted to other groups to fantasize and generate ideas by the Association. These secondary ideas are the basis for solving meaningful problems.
V. Stage "We are looking for ways to solve the problem. This stage is characterized by the development of the search program. The teacher conducts organizational work to determine the types of activity on the topic of study, helps to find all the ways leading to the achievement of the goal. Ways to solve problems in many ways depend on the topic.
The teacher needs to introduce students with generally accepted, well-known, after which it is necessary to make a choice, assessing the effectiveness of each method. Most often, when performing research work in literature, we use methods such as an associative experiment, a method of deductive observation of the artistic text, the method of classification and generalization of the facts.
Vi. Stage "We systematize and summarize the obtained data" to facilitate the stage of systematization and generalization of the data obtained, it is necessary to teach schoolchildren to the registration of the assembled material. Each example of an artistic work (quote with the page) We fix on a separate sheet of paper (specially harvested card) - their number can reach thousands. For example, when performing the research work "Features in poems A. S. Pushkin", we recorded 794 examples of appeals. This is one of the most time-consuming stages of research work. Simultaneously with the registration of the assembled material, it is necessary to conduct its grouping and classification. The classification makes it possible to enter the circle of the problem under consideration. It facilitates the search and helps to set previously not seen connections and dependencies. The classification must be carried out throughout the process of studying the material. In the course and as a result of observations, a description of research work is carried out. The description can be complete and incomplete, but always implies a certain systematization of the material. The material can be systematized in the form of tables, diagrams, graphs, schemes that are made as an application.
VII. Stage "Preparing the Project" product of research activities most often becomes a "message", the prototype of the "report", the author's abstract, which in our case is called research work. At this stage, the teacher advises students, coordinates their work, teaches the proper design of research work.
VIII. Stage "We protect research work." Protection is a crown of research work and one of the main stages of learning students of research activities. The student who made the discovery often seeks to tell others. That is why the stage of protecting research is important, first of all, not so much for those who are addressed to the message, as for the one who tells about their opening. You should not only tell about the work done, it needs to be protected. During the protection, the schoolboy learns to state the released information, to prove his point of view, to answer questions. Rapporteur's task: accurately and emotionally state the essence of the study. During the report, it is unacceptable to read the work, only a brief reflection of the main content of all chapters and partitions of work. It should be borne in mind that the duration of the performance is allowed for 10-15 minutes allowed by the regulations, so when preparing a report from the text, the most important thing should be taken. When presenting the material, a plan should be adhered to the plan corresponding to the structure and logic of the implementation of the research work itself.
In modern pedagogy, 3 levels of implementation of "research learning" differs.
First level involves attracting a relatively large number of schoolchildren. The subject is pretty simple, diverse and necessarily corresponds to the interests of the author of the work. The activities of students at this level comes down to finding information on the chosen topic.
Second level Requires, in addition to the ability to work with primary sources, compulsory conducting any experiments or other activities of practicality. For example: it can be the conduct of own "public surveys", the survey of classmates, other groups of schoolchildren or other categories of people, independent collection of folk or ethnographic material and much more (for humanitarian work).
Third level Research requires already considerable effort and from the student, and from the teacher. Here we need not only the relevance and practical significance of the chosen theme, but also novelty in its development. That is, this research work should contain copyright conclusions and logical conclusions, their own proposals for the experiment, independent interpretations of results.
The easiest - the first level, when an adult puts the problem, challenges the strategy and the tactics of its decision. The solution finds the child himself. At this level, students work already in grade 5.
At the lesson of literature, I will introduce the secret of reading the rebus, then the guys breathe the rebuses that I give them. The next stage is the compilation of a collective rebus. Then I put the problem: make your rebus based on the knowledge gained. The result of the study - Rebus, created by the student. Similarly, the lesson for the compilation of crossword.
In the lesson of the literature "Writing a fairy tale", I strive to organize work in such a way that all the lesson stages are subordinated to the objective of the laws of this genre, relying on which students will be able to create their own work. To achieve these goals, it is planned to work on the content of a fairy tale: reading, commenting, conversation, shaped emotional perception of individual episodes and scenes, as well as familiarity with new literary concepts. But the main thing, on the basis of this fairy tale by the end of the lesson, I plan to bring children to build a universal compositional chart of the fairy tale, that is, I want to show them how it "is developing." Therefore, the epigraph of the lesson was the folk wisdom "Soon the fairy tale affects. Yes, it's not easy to fold. " This thought red thread passes through the entire lesson.
2 level. An adult puts the problem, but the method of solving a child is looking for an independently. A collective search is allowed.
3 level. Higher. Everything is carried out independently. Problem, Search for methods, Development of solution. This level is allowed on the middle link, but is mainly used in high school.
Of course, in each class, the methodology for conducting research works is different.
In 5-6 classes, research work is carried out, as a rule, in a collective-individual form: a collective discussion of the issues, an individual record of examples and answers. The teacher suggests the subject of research, during the work guides and coordinates the activities of students. In 7-8 classes of work are carried out collectively, in groups and individually. Pupils can offer an object for research themselves. The role of the teacher is changing: now he acts as a co-author, but still during the discussion directs and coordinates the activities of students.
In 9-11 classes, research is carried out in groups and individually (the main emphasis is on individual work). As a rule, tasks are compiled by the teacher and are complemented by students, a variant of collective creativity is possible. The teacher acts as a consultant.
On average, I spend such types of literature lessons: Analysis of the poem or episode; Comparison of works of different authors (for example, poems A.A. Feta and F.I. Tyutcheva about nature); Group work on studying text (each group is given a list of questions to which the guys need to find an answer).
In high school, research activities are somewhat specific and is negotiated.
Student research should be a necessary element in literature lessons.
The reference course provides many opportunities for the development of research skills. Already at the first lesson on the topic "The role of a book in a person's life" I ask a problematic question: What is the meaning of the book and reading in the life of people? Riddles on the book, the presentation of the librarian, the statistics on readers of the school will allow students to engage in awareness of the problem and outline its solutions. Children, working with a textbook article, suddenly face a problem: if in the 20th century our country was the most reading in the world, today the tradition of love for reading has become lost. Next, we use the reception "Three Questions":
What do I know about the problem of the role of a book in a person's life? What do I want to know? How to find out? The subject of the study becomes a book.
Organizing work in groups. The first group tells about the anatomy of the book (binding, root, kataltal, faucet, frontispis, title leaf, book block, colonphra, lyss, terminal title sheet, fat fell). The second group is preparing a message "Book Page Guide" (title page, preface, table of contents, reference apparatus, illustrations, etc.). The third group systematizes material on the topic: "The history of the life of the book." Children record the results of group speeches in notebooks and go to work with the statements of famous writers about the role of the book in a person's life.
Quotes on the board:
Love the book with the whole soul! She is not only your best friend, but also to the end of the faithful companion. E. Hemingway.
The book is a wizard. The book transformed the world. In her - the memory of the human race, she is the rugers of human thought.
The world without a book is the world of savages ... V. Rozanov.
The book has always been an adviser, comforter, eloquent and calm for me. J. Sand.
Without books, we can neither live nor fight nor suffer, nor to rejoice and win, nor confidently go to that reasonable and excellent future, in what we are unshakable believe. K. POUST.
Reading is one of the sources of thinking and mental
development. V. Sukhomlinsky.
The book makes a man winged. F. Gladkov.
The next stage of the lesson - Teacher's questions:
What books did you read in the summer?
What works left their mark in your soul?
What role do books play in your life?
What books do you read in your family?
Highlight from works included in the list of "100 books" those that
Read you.
Students make conclusions and are suitable for the final stage - reflection: on a specially attached on the board of a poster "Books that Grade Grade 5" record the names of their favorite books. Such a study served as a reason to create research work "reader's dossier of my class", the purpose of which was the determination of the reader's readers, drawing up a class dossier.
An important role in creating situations requiring research skills is played by the organization of problematic dialogues. Among the variety of techniques of problem - dialogue technology must be allocated:
- dialog summing up for knowledge (chain of satisters for students' questions);
- Mondering to hypothesis dialogue (what are the assumptions? How do we check the hypothesis? What do you need to do? What plan of action offer? Who thinks otherwise?).
The easiest, but effective technique in the opening lessons of truth is the presentation of the class of contradictory facts. For example, the problem of the authorship of Roman M. A. Sholokhov "Quiet Don" in grade 11, the facts of the biography of S. A. Yesenin in the 9th grade, the fate of Andrei Sokolov and Soviet prisoners of war during the Great Patriotic War (according to M. A. Sholokhov's story "Fate man ", grade 9). Such literature lessons are also productive in the framework of the dialogue training, which face different opinions of students in combination with the question or a practical task on new Material. (The problem of upbringing in the story I. A. Bunin "Figures": Pot the children's tears or stand on yours? The problem of attitude to the main character: what is more - condemnation or sympathy deserve Pechorin?).
- "We explore the text." Example: "Poetic chronotope in Ballad V. Zhukovsky" Svetlana ".
- "I solve the mystery of the word." Example: "What is the word" worm "from" Word about Igor's regiment "? "The mystery of the words" Radio "in Ode M. V. Lomonosov".
- "Attention: experiment." Example: "The word lifting of V. V. Mayakovsky: neglect of the norms of the Russian language or the creation of neologisms for a special artistic effect?"
- "subject as a problem." Example: Before studying the story of D. Defo "Robinson Cruzo", a problem situation is created: imagine that you have found yourself on an uninhabited island. Next, the question is asked: what would you feel that we have taken? The teacher proposes to turn to the work and see how hero behaves.
When analyzing literary works, it is also advisable to also apply such a research reception as a compilation of a cluster (conditional scheme that logically connecting certain concepts). So, using this reception, during the lesson in grade 7
Khmao-Ugra
MKOU "Andrinskaya Sosh"
Experience of the teacher of the Russian language and literature
Polygheshko Svetlana Aleksandrovna
Research activity of students in literature lessons
Everyone knows how difficult it is to attract children to read, so an important task is to ensure that, come to a lesson, students know and understood what they came here to read and learn to read that every lesson helped to help Pupil to take place by a person, personality.
During recent years As part of the study of literature in 5-9 grades, I work on the educational and methodological complex V.Ya. Korovina, who, in my opinion, provides an interesting approach to the study and teaching of literature, namely, forms ideas about the specifics of literature as the art of the word, develops the ability of conscious reading, analytical and figurative thinking, brings up civil liability, spirituality and culture. In the 10th grade, training is conducted on the textbook S.A. Zinina, V.I. Sakharov, in grade 11 - according to the textbook V.A. Chalmaeva, S.A. Zinina. Here is the Golden Fund of Russian Classics, as well as masterpieces of world literature, which are a life-quality source of knowledge of peace and man, a peculiar "cultural code", without which the full development of the personality is impossible.
Working on these teaching and methodological complexes, I base on an individual personality approach to students. The leading method of learning and education in the study of artistic works is research activities. Perennial practice of using this method shows that thanks different types Student research occurs extensive cognitive activity, the skills and skills of independent work are formed, creative abilities are developing. In addition, research activities plays an important role in moral and aesthetic education, contributes to the emotional and intellectual development of schoolchildren. In our work I use the ideas of the famous literary critic and teacher MG Kachurin.
Material presented in tutorials - This is an extensive field for research activities not only students, but also teachers. The process of research activity is based on the following principle: objects of research are considered through various types of research in the aspect of the goals and tasks that I put in front of yourself and students when studying one or another work, from here - to the results of the study.
The main objectives of research activities: education spiritually developed personality, ready for self-knowledge and self-improvement, the formation of a humanistic worldview, national self-consciousness, civil position, sense of patriotism, love and respect for the literature and values \u200b\u200bof domestic culture; development cultures of reader's perception of artistic text, an understanding of the author's position, aesthetic abilities, reading interests, artistic taste, oral and written speech of students; learning artwork texts in unity of form and content, formation of a general idea of \u200b\u200bthe historical and literary process; improving skills Analysis and interpretation literary work as an artistic whole, writing the writings of various genres; search, systematization and use of the necessary information, including on the Internet.
Based on these purposes, forming certain tasks. First of all, this is the development of artistic text through the identity of the writer, the literary era. Another important task is to develop speech and form a culture of students' speech. Here, the development of creative abilities, which leads to the liberation of the child, helps to learn themselves and the situation. No less important is the task of absorbing literary concepts, since the knowledge of the theory allows you to deeper into the artistic text, it is most and more accurate to understand the copyright position, see the skill of the writer. In lessons I often use musical and decoration, paying time to tell a little about the composer or artist, whose work helps in the development of the artistic work. Consequently, to organize the connection of literature with other types of art is another task of my work.
All these goals and tasks, closely interacting with each other, help in the exercise of the most important - to help each student to form as a person. Based on this, I consider the subject of literature as a subject that is a person.
Stop in detail at every stage of work. The main object of the study is, of course, a artistic work, his topic, the idea raised by the author's the problem. It is equally important to see the identity of the Creator, the other side of life, which has grown up the writer, has become the soil of his artistic world. Therefore, in the lessons, include reports, reports, presentations of students about the personality of the writer, his creative workshop, prepare with the guys literary and musical compositions about the life and work of outstanding masters of the word. I use such a reception of the study, when the identity of the writer, his artistic world is trying to see through the language features of the work. Such work not only forms research skills and skills, but also contributes to the improvement of the oral and written speech, the expansion of the lexicon of students, makes the guys witness how from ordinary words the work of fiction literature is born. For example, these are lessons on creativity N.S. Leskova, M.E. Saltykov-Shchedrin. In this direction, I developed a system of research lessons (6-11 classes) "Poetic World of Nikolai Rubatov", which in high school completes the large literary and musical composition. As a result of this research activity of the 9th grade student, a project was prepared on the topic: "The image of the star in Nikolai Rubatov poetry", which she successfully defended the scientific and practical conference. As part of the language features of the work of one of my students, the research work was also prepared "The role of coloropies in the Eerring of A. Green" Scarlet Sails ", presented at the scientific and practical conference.
In close connection with the personality of the writer there is a conversation about the literary era and literary and critical articles, again, by studying either through a discussion, or through a problem situation. For example, it is always interesting to take lessons on topics: "What would Chekhov laughed at any time if she lived in our time?", "Who is right?" (lesson on the critical articles of Belinsky and Pisarev about Drama A.N. Ostrovsky "Thunderstorm").
Every reader generation has its own interpretation of the artwork, so it is very important to convey to the guys and the era, in which the work was written or to which its basic events occur, help them understand the generation, see the world through the eyes of the past so that the artistic work was opened. Everyone knows that without the past there can be no present. At each lesson, the upbringing of a thinking, thoughtful reader should be carried out, the formation of the culture of the perception of artistic text should be. Now on the question of whether or another work, you can often hear such phrases from the guys: "I read, but I did not understand anything." This suggests that even if children read, then often read purely mechanically, just to read, without understanding the meaning of read. It says that students are often very far from the temporary era presented in the work, so it is difficult for them to perceive the readable. In this regard, my main task as a literature teacher is to teach your students not to mechanically work reading, but to focus on reading, desire to hear the author's voice, see every word deep meaningIn other words, to instill interest in reading. Consequently, reading should be real creativity, art, only then will open the spiritual value of the artistic work.
An important object of the study is undoubtedly a literary image - the amazing transformation of the hero of the work in Zilina or Taras Bouillo, Silvio or Chichikov. In the work, as a rule, no image, but several, all of them are interconnected with each other and form a system of images. An important meaning in the disclosure of the writer's plan has the image of a storyteller. For example, considering the "Tale of Belkin" and exploring the image of a narrator, we are talking about it as unifying all the story in one cycle.
Types of research I use very diverse. Head, of course, an analysis of the artwork, although there is an opinion that this form of work has been outprof. I think otherwise: works included in school Program- Great creations of literature, the content of them is infinite, and every reader generation, as mentioned above, perceives them in their own way. Consequently, each generation of readers will have research work, based on the analysis of the work. Analysis of the work closely interacts with such a form of work as a discussion. The discussion is needed when you need to figure out what is interpreted in different ways, which is not found to the end or can not have a final decision. For students of any age as a type of study, often using a problem situation, as the problem contributes to deep penetration into the artistic text, the development of the ability to think independently, to assess the situation, express and defend their point of view. I try to have the problem to be not only the subject of the lesson, but a burning, topical, personally significant. For example, I use such problem situations: "Is the xles are it possible in our time?" (8 cl.), "Could Taras Bulba come on otherwise?" (7 cl.), "What will happen to Dina after the escape of Zilina?" (5 cl.), "How would the life of Olesy, if it were left with Ivan Timofeevich?" (11 cl.) And others. For students of 5 and 6 classes as the form of research often use the game. Such lessons never pass in vain, they always become an interesting communication, where everyone can express their opinion, contribute to the development of emotional feelings among students.
An important type of research is creative work, which is implemented in the urgent and extracurricular activities. First of all, these are oral or written deployed answers, reviews, reviews, essays, writing-reasoning - their topics are also based on problem situations. This allows students by contacting the author's speech through deep penetration into the artistic text to express its opinion on the problem.
I love such a form of creative work that I use in my work as a dramatization. Over the years, I headed the school theater studio, together with my students a lot of scenic produces prepared: from the drainage of individual episodes of the work to real performances. Here is the literary and musical compositions. In my piggy bank, performances according to all works such as "Adventures of Buratino, or a Golden Key" (A.K. Tolstoy), "Twelve months" (S.Ya. Marshak), "Baryshnya-peasant" (A.S., Pushkin ), "Lady" (D.I. Fonvizin), "Dyadyushkin Son" (FM, Dostoevsky), with whom we performed at the district competitions of theatrical activity. This work is very laborious, and it goes well only when there is a valid and responsible attitude towards it. The work on which it is set to master, find something close in it. Consequently, creative interpretation needs, such perception and interpretation of the work that becomes personal. So, without research is not to do. The case is not easy, requiring time, but this time is not lost, since the guys enriched perception, the readership fantasy develops, culture speech, awakens creative interest in the work, the acting abilities are revealed. All this is undoubtedly promoting educational material And develops reading interest. The rehearsal of the performance is also lessons, but the lessons of art, communication, liberty, where everyone can show themselves sometimes even from an unexpected side. Such lessons are the joint activities of the teacher and the student on a creative basis, on spiritual equality.
Staging or reading on the roles practicing in the lessons, it also contributes to the disclosure of the creative abilities of the guys, the development of speech and the formation of culture of speech (stories A.P. Chekhov, Tales M.E. Saltykov-Shchedrin, "Scarlet Sails" A. Green, "Unknown Flower "A. Platonova," Auditor "N.V. Gogol," Mount from Wit "A.S. Griboyedova, etc.).
The top of research is scientific work. Its species are very diverse: messages, reports, abstracts, projects that allow students through deep analysis due to the ability to work independently consider one or another problem from a scientific point of view. Learning this form of research activities from grade 5, from class to class, gradually complicating the work process, so that in the end, the skill of registration has been formed in the senior classes scientific work. The most acceptable form of work in this direction is a project. For example, in 5,6 classes I suggest the guys to develop projects when studying lyric works. For example, to the studied poems to choose the corresponding illustrations and musical works, arrange it in the form of a presentation, and then present and comment on the lesson. In the 7th grade, I use this form of work when studying the epic ("epic warriors in the image of Russian artists"), during the study of the stories A.P. Chekhov ("Stories A.P. Chekhov in the illustrations"). In the 8th grade themes of research project works may be "the stage history of the immortal comedy N.V. Gogol "Auditor" or "The role of proverbs and sayings in Roman A.S. Pushkin " Captain's daughter" With its project work, my students annually act on scientific and practical conferences, showing good results of their research activities. The topics of the work that received a high assessment of experts: "The role of coloropies in the Eyeria of A. Green" Scarlet Sails "," The image of the star in the poetry of Nikolai Rubtsova "," Pilad's mystery "(according to the novels of M. Bulgakov and" Floch ", Ch. Aitmatov," Features Genre "Captain's Daughter" A.S. Pushkin, "The role of proverbs and sayings in Roman A.S. Pushkin" Captain's daughter ", etc.
The use of the research method when studying the artwork allows me to achieve good results. Most guys like literature lessons, they are engaged in passion project activities, preparation of staging works. Thanks to this, students increase the level of culture of speech, the guys can defend their opinion, the growth of their mental thinking, creative abilities is clearly visible, initiative is formed, independence, the ability to successful socialization and active adaptation in society.
Research is a teacher's business. And while I teach, I study my student myself. I study to explore not only artistic text, but also the perception of this text with my students. I strive to ensure that my lessons are interesting and unusual for the lesson to be not just work, but an interesting and useful communication. I try to make every child to believe in my own, wake up in it top Qualities Personality, affecting bright examples from literary works.