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THE ROLE OF INTERACTIVE FORMS IN THE SCHOOL TEACHING OF THE RUSSIAN LANGUAGE (ON THE EXAMPLE OF TEACHING TO DIFFICULT PROBLEMS OF LEXICOLOGY) // Tomsk State Pedagogical University Bulletin. 2015. Issue 4 (157). P. 102-106

The article is about one of the ways of modernization of education based on competences, namely: using interactive forms of teaching. Creative task, group work, role play, mini-lecture, project work, warm-up, training, block modular organization of the lesson, Position-Substantiation-Example-Result formula are considered to be the common base of interactive technologies. Each of them is aimed at formation and improvement of definite competences. Learning the theoretical conceptions and practical recommendations of psychologists and teachers shows that using interactive means of teaching allows to make Russian lessons not only effective and interesting but promotes activation of the students’ cognitive activity that is a key moment of teaching. The actuality of the stated problem is caused by sharp reducing of the students’ cognitive interest and motivation to the problems of language culture. A lot of complex problems of lexicology causing some students’ difficulties are used as lingua-didactic material to comprehend this task.

Keywords: interactive technologies; competence approach of teaching; regulative, cognitive and communicative competences; Federal State Educational Standard; interactive lesson; difficult problems of lexicology

FEATURES OF FORMATION OF LINGUISTIC COMPETENCE OF TREINEES WITH DISABILITIES // Tomsk State Pedagogical University Bulletin. 2016. Issue 3 (168). P. 96-101

The article deals with the peculiarities of formation of linguistic competence (degree of native language) of students with disabilities. Children with disabilities have special educational opportunities and needs identified by psycho-pedagogical characteristics of this group of students. The characteristics of inclusive teaching space, including the risks potentially associated with formation of linguistic competence of students with disabilities. The process of formation of the linguistic competence of students of all categories, including the disabilities is based on the formation of their complex knowledge of the language as a system consisting of certain levels and corresponding to these unit-level representation of how language system develops and functions, what are the factors conditional on the national specifics of the language. Specificity of finding children with disabilities linguistic competence and its further improvement is determined by a complex of factors. First, of course, are affected by some of the internal contradictions inherent in the phenomenon of inclusion having a medico-social ontological essence. Secondly, the situation with the education of children with disabilities may present certain psychological risks. Thirdly, the inclusive approach in education can be restricted by inadequate resourcing: personnel, logistics, software methodical and finally financial. The urgency of the issues raised in the study is caused by a sharp decline in cognitive and motivational interest of students in general to the problems of language culture, as well as the problems associated with the organization and implementation of the educational process in an integrated (inclusive) basis. In the function of linguodidactic material is presented modified fragment of the adapted program of the Russian language for disabled students of the 6th grade (see “Noun”).

Keywords: competence, linguistic competence, students with disabilities, inclusive education

QUEST GAME AS A MODERN TECHNOLOGY OF INTERACTIVE TEACHING TO THE RUSSIAN LANGUAGE IN SECONDARY SCHOOLS IN THE INCLUSIVE APPROACH // Tomsk State Pedagogical University Bulletin. 2017. Issue 2 (179). P. 72-76

The article opens potential opportunities of inclusion of interactive technologies in educational process of students with disabilities in the conditions of inclusive approach. Today an important role in the system of teaching pupils with disabilities is given to the interactive pedagogical technologies, the implementation of which is provided by a provision of the Federal state educational standard. The main benefit of interactive technologies is availability of productive stimulants of cognitive and motivational interest of the students including belonging to the designated category. The greatest productivity and educational effects at different education levels of students of this category has the technology of interactive educational quest game, characterized by the high methodical and adaptation potential which allows children with disabilities to be included in educational process. As linguo-didactic material is provided the fragment of tasks of the telecommunication project quest game “A travel around the country of the Russian language”, adapted for the pupils with disabilities of the 5–7th classes. The article provides the allocated and tested in practice stages and the compulsory provisions of the organization of the work on quests at the Russian language classes for the specified category of students are also provided.

Keywords: interactive forms of learning, class activities, inclusive education, students with disabilities, methods of teaching Russian, quest game, Federal State Educational Standard

INTERACTIVE DICTIONARIES AS A TRAINING FACILITY IN SCHOOL PRACTICE OF TEACHING THE RUSSIAN LANGUAGE // Tomsk State Pedagogical University Bulletin. 2017. Issue 7 (184). P. 110-116

In the process of teaching the Russian language, a considerable role is assigned to the formation, improvement and increase of the active vocabulary of the student. In accordance with the Federal State Educational Standard, a graduate of the school must possess rich vocabulary, and communicative competences should reflect a high level of proficiency in vocabulary. The article deals with the principle of interactivity, which influences the development of modern lexicography. Analizes a certain type of dictionaries - interactive, allowing users to interact actively with the dictionary articles themselves, editing them, discussing the selection of lexemes in a particular dictionary. Today the interactive dictionary is a way of communication and self-expression, an ever-growing resource, instantly reacting to the slightest changes in the world around us. The article reveals the characteristics of the basic, most popular in the school practice interactive dictionaries. The emphasis is on the specifics of using interactive dictionaries of different kinds in the process of teaching students of different categories: gifted children, children with limited health opportunities, and also those for whom the Russian language is not native. The novelty of the article is that interactive dictionaries and web resources are described from the point of view of the own pedagogical experience.

Keywords: lexicography, teaching methods of the Russian language, the Federal State Educational Standard, web resources, interactive dictionary, various categories of students in general education schools