“A.K. Aksenova Methods of teaching the Russian language in a special (correctional) school Recommended by the Ministry ... "

CORRECTIONAL

PEDAGOGY

A.K. Aksenova

Teaching methodology

Russian language

in special

Ministry of Education of the Russian Federation

as a textbook for students

defectological faculties of pedagogical universities

R e e n s e n t s:

Associate Professor of the Department of Oligophrenopedagogy of the Moscow State Pedagogical University G.M. GUSEVA,

teacher of special (correctional) school No. 571 in Moscow N.G. GALUNCHIKOVA Aksenova A.K.

pedagogical universities. – M.: Humanit. ed. center VLADOS, 2000. - 320 p. - (Correctional pedagogy).

ISBN 5 691 00215 5.

The textbook reveals the correctional and practical orientation of teaching the Russian language in a special (correctional) school, the specifics of the implementation of didactic and methodological principles in the process of teaching this subject. The methods of teaching literacy, grammar and spelling, reading, development of oral and written speech of mentally retarded students are covered.

Addressed to students of departments of correctional pedagogy of defectological faculties of pedagogical universities. May be useful for teachers of special (correctional) schools.

LBC 74.3 © Aksenova A.K., 1999 © Humanitarian Publishing ISBN 5 691 00215 5 Center VLADOS, 1999 LBC 74.3 A42

R e e n s e n t s:

Associate Professor of the Department of Oligophrenopedagogy of the Moscow State Pedagogical University G.M. GUSEVA, teacher of the special (correctional) school No. 571 in Moscow N.G. GALUNCHIKOVA Aksenova A.K.

Methods of teaching the Russian language in a special A42 (correctional) school: Proc. for stud. defectol. fak.

pedagogical universities. – M.: Humanit. ed. center VLADOS, 1999. - 320 p. - (Correctional pedagogy).

ISBN 5 691 00215 5.

The textbook reveals the correctional and practical orientation of teaching the Russian language in a special (correctional) school, the specifics of the implementation of didactic and methodological principles in the process of teaching this subject. The methods of teaching literacy, grammar and spelling, reading, the development of oral and written speech of mentally retarded students are covered.

Addressed to students of departments of correctional pedagogy of defectological faculties of pedagogical universities. May be useful for teachers of special (correctional) schools.

LBC 74.3 © Aksenova A.K., 1999 © Humanitarian Publishing ISBN 5 691 00215 5 VLADO Center

Chapter I. The main provisions of the methodology of the Russian language in a special (correctional) school

Special methodology of the Russian language as a science

Russian language as a subject in a special (correctional) school

Implementation of the main didactic principles in Russian language lessons

Methodological principles of teaching mentally retarded schoolchildren the Russian language

Chapter II. Speech development

Characteristics of the speech development of mentally retarded children

Tasks and ways of development of speech of mentally retarded schoolchildren

vocabulary work

Work on the proposal

Development of coherent oral speech

The development of oral speech in special lessons in connection with the study of objects and phenomena of the surrounding reality

The development of coherent writing

Chapter III. Literacy education

Psychological and pedagogical foundations of the methodology for teaching literacy to mentally retarded first-graders

Linguistic foundations of the methodology of teaching literacy ......... 118 Characteristics of the sound analytical-synthetic method of teaching literacy and features of its application in a special (correctional) school

Pre-letter classes

Stages of work on the alphabet

Chapter IV. Learning to read

Psychological foundations of the methodology of teaching reading .......... 144 Features of mastering the skill of reading mentally retarded schoolchildren

Developing Reading Skills

Methods of reading works of various genres .......... 181 Types of reading

extracurricular reading

Chapter V. Teaching Grammar and Spelling

Features of mastering grammar and spelling by mentally retarded students

Stages of teaching grammar and spelling. Tasks and content of each stage

The main provisions of the system of practical grammatical exercises in the lower grades of a special (correctional) school

Methodology for the formation of initial language generalizations in grades 2–4

Methods of teaching certain language topics to primary school students

Methodology for the formation of grammatical concepts in high school

Formation of spelling skills

Types of grammar and spelling exercises....... 299 Didactic games in Russian language lessons

Error prevention and work on them

From the author The textbook is intended for students of defectological faculties of pedagogical universities. It was prepared in accordance with the program of the course "Methods of the Russian language in a special (correctional) school of the VIII type."

The book reveals the theoretical provisions of the methodology for teaching mentally retarded children the Russian language and its psycholinguistic foundations, presents a system of proven methods and techniques for working on individual sections and topics of the school curriculum, provides specific examples illustrating the theoretical material of the course.

The conceptual system of methodology, its principles and recommendations are based on the results of psychological, pedagogical and methodological research, the experience of Russian language teachers in special schools, the data obtained by the author in the course of studying some problems of methodology, as well as his experience in school and university.

The most fully covered topics in the textbook are those that have not received sufficient reflection in the specialized literature. On a number of topics, only general indications and references to books that have gone out of print during the past decade are given.

The book consists of five chapters. The first chapter, corresponding to the first section of the course program, reveals the main provisions of the special methodology as a science, analyzes the school curriculum, considers the correctional and practical orientation of teaching the Russian language to mentally retarded schoolchildren, as well as the conditions for the implementation of didactic and methodological principles.

The second chapter describes the methodology for the development of students' speech.

It is no coincidence that we began with this section of the work, which is traditionally presented as the final one in all other manuals of this type. In our opinion, the development of oral and written speech as a means of communication should be the main direction in teaching mentally retarded children the Russian language.

Chapters three, four, and five, respectively, deal with teaching literacy, reading, grammar, and spelling.

Each chapter ends with a list of required reading. Additional literary sources, as a rule, are indicated in footnotes in the course of the presentation of the material.

At the end of each section, questions and tasks for self-examination are given. The author urges you not to ignore them when studying the course. Completing assignments and preparing answers will help students control themselves, determine the level of understanding of theoretical provisions and methodological recommendations for sections and topics of this discipline.

The author thanks the teacher of the special (correctional) school No. 571 in Moscow, N.G. Galunchikov and Researcher of the Laboratory of Content and Methods of Teaching Children with Intellectual Disabilities of the Research Institute of Correctional Pedagogy of the Russian Academy of Education E.V. Yakubovskaya for help in developing methodological recommendations on certain topics of the school curriculum, I.M. Boblu, Associate Professor of the Department of Special Techniques of the Defectological Faculty of the Belarusian State Pedagogical University. M. Tanka, and S.Yu. Ilyin, Associate Professor of the Department of Oligophrenopedagogy, Russian State Pedagogical University named after V.I. A.I. Herzen, G.M. Gusev, Associate Professor of the Department of Oligophrenopedagogy of Moscow State Pedagogical University, for valuable recommendations on improving the content of the book.

MAIN PROVISIONS OF THE RUSSIAN LANGUAGE METHODOLOGY

IN A SPECIAL (CORRECTIONAL) SCHOOL

SPECIAL METHODOLOGY OF THE RUSSIAN LANGUAGE AS A SCIENCE

The methodology of the Russian language in a special (correctional) school, like any other methodology, belongs to pedagogical disciplines. It explores the goals, content, patterns, principles, methods and techniques of teaching the Russian language to mentally retarded students.

Back in the 50s. of our century, it was widely believed that the technique is not an independent science. It was considered as an applied part of pedagogy. Academician L.V. Shcherba wrote: “... in essence, there is no teaching methodology as a special discipline, it is the same didactics, but applied to this or that material”1. The basis for this approach was the commonality of the objects of study of particular methods and pedagogy: curricula, programs, textbooks, organizational forms and patterns of learning.

In this regard, the specific principles of methodology were considered as particular principles of didactics, and the development of its conceptual apparatus was replaced by the scientific substantiation of methodological recommendations. This kind of "didacticization" not only did not contribute to the further generalization of the accumulated facts, but also hindered (and this is the main thing) the development of proper methodological concepts.

At present, it has been convincingly proven that any technique is an independent science, since it has its own subject of research. With regard to the special methodology of the Russian language, this is the process of teaching mentally retarded children in order to form oral and written speech as a means of communication, a way to correct their cognitive activity, one of the conditions for the moral improvement of a person.

As for the objects of study that are common with pedagogy, a particular methodology considers them from the point of view of a specific academic subject. For example, oligophrenopedagogy revealed

1 Shcherba L.V. Teaching foreign languages ​​in secondary school // General

methodology questions. - M., 1947. - S. 10.

lyaet and studies the general provisions of the implementation of the principle of scientific and systematic teaching in the context of an auxiliary school. The special methodology of the Russian language, along with these provisions, is based on the laws of linguistics and the psychology of the speech of a mentally retarded child. All these factors together require a special, original approach to the selection of educational material and its placement in the program and textbooks. As a result, the principle of special didactics is concretized, filled with content that follows from the specifics of the subject.

Based on the subject of research and learning objectives, the methodology solves the following tasks:

1. Determination of the main focus of teaching the Russian language to schoolchildren with intellectual disabilities;

2. Establishing the volume and content of educational material available to mentally retarded children;

3. Identification of the conditions for the implementation of general didactic principles in teaching the Russian language, development of special methodological principles for teaching this subject;

4. Development and description of the most rational and productive teaching methods and techniques, a system of exercises that contribute to the effective organization of classes, the correction of shortcomings and the achievement of an optimally high level of speech and mental development of students in a special school;

5. Search for ways of optimal impact on children by means of language.

The methodology of teaching the Russian language is a hierarchical, multi-order science. Its first step is a system of concepts, which reflects the main methodological concepts. This includes the methodological conditions for the implementation of didactic principles, the methodological patterns of teaching the native language and the scientifically theoretical provisions of the system of teaching literacy, reading, grammar, spelling, etc., formulated on their basis.

At the second level of the hierarchy are the goals, objectives, content of the educational process, methods and means of teaching, types of exercises in the Russian language, etc. All these methodological categories are formed on the basis of theoretical concepts of science. So, taking into account the characteristics of mentally retarded first graders and the methodological patterns of their teaching literacy, specific tasks are put forward for the pre-alphabetic and alphabetic periods, and the main methods of teaching children at this stage are determined.

The third, last stage of the methodology is represented by methodological recommendations for program topics, for example, the system for studying the name of a noun, adjective, etc.

All steps of this hierarchical ladder are closely connected with each other, interdependent. The more detailed and harmonious the conceptual system of science is developed, the more precisely the goals are set, the educational material is selected more carefully, the methods and techniques of teaching are used more purposefully, the more effective are the methodological recommendations on individual topics of the program.

Underestimation of one of the links of the methodology leads to chaos in the search for methods of work and the randomness of their choice, to the inability to correctly determine the goals of the lessons, to justify the selection of teaching aids and types of classes. Methodical practice can become effective only if it is constantly based on methodical theory. In this case, methodological practice will also be a powerful tool for the development of methodology as a science.

Such interpenetration of theory and practice, their constant interrelation is especially important for the methodology of the Russian language in a special school, since it is a fairly young branch of knowledge.

The methodology of the Russian language in the auxiliary school as a science took shape at the beginning of the 20th century. The inclusion of auxiliary schools in the general system of public education, the creation of programs, textbooks, methodological aids for a special school became the necessary conditions that stimulated the formation of methodological concepts.

The first book devoted to the problems of Russian language methodology in an auxiliary school was published in 1935.

a well-known methodologist, a specialist in teaching mentally retarded students, M.F. Gnezdilov. The last book of this author is "Methodology of the Russian language in an auxiliary school"

(M., 1965) was the result of summarizing his fifty years of experience in this field. For a long time I.P. worked on the problems of teaching Russian to mentally retarded students. Kornev, whose textbook "Teaching the Russian language in an auxiliary school" was published in 1956.

A significant contribution to the development of a special methodology was also made by leading teachers and methodologists E.N. Gruzintseva, E.N. Zavyalova, T.M. Obraztsova, O.M. Remezova, F.M. Smirnova and others.

Russian State Pedagogical University named after A.I. Herzen Ya.I. Gilinsky SOCIAL VIOLENCE Monograph UDC 343.9 LBC 67.51 D 47 Ya.I. Gilinsky G 47 Social violence: Monograph / Ya.I. Gilinsky. - LLC Publishing House "Alef-Press", 2013. St. Petersburg. - 185 p. ISBN978-5-9059-6612-5 Wars and violent crime accompany humanity throughout its history and have long been the subject of study by historians, politicians, and lawyers. But the “educational” violence, the violent actions of the state ... "

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“Municipal budgetary educational institution of additional education for children “Center for additional education of children named after. V. Voloshina, Kemerovo According to the pages of the Red Book, a lesson on ecology for students of the second year of study Compiled by: Goshkina O.N. V. Voloshina "Kemerovo Purpose: to form an idea of ​​the structure of the Red Book. Tasks: 1. to acquaint students with the pages of the Red Book, with the rules of conduct in ... "

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Appendix No. 1

SUMMARY OF THE FRONTAL SPEECH THERAPY LESSON ON THE TOPIC: "SPELLING OF UNSTRESSED VOWS CHECKED BY ACCENT"

The goal is to develop the ability to identify vowels in words, sentences, phrases.

Tasks: - to learn to select test words for unstressed vowels;

To train the ability to form diminutive forms of the word, the plural form;

Formation of phonemic perception;

Work on the grammatical design of the sentence;

Development of memory, attention, thinking.

Working with vocabulary.

Equipment: task cards, blackboard, game roulette, magnetic cash register.

Lesson progress

1. Organizational moment.

2. Presentation of the topic of the lesson: a) Guys, today we will go to the country of unstressed vowels. And we will get into it if we put stress in words and highlight unstressed vowels.

Words: country, fox, spit, earth, glass, river, grass, tables.

B) Dunno got into the country with unstressed vowels and mixed everything up. He misspelled the words. Let's fix them.

Cards: hadil, krechal, gara, mast, big.

3. Changing words. Selection of test words

The game "Znayka" For words with an unstressed vowel, you need to pick up a word so that the unstressed vowel turns into a stressed one.

Words: mowed - mows.

He walked, rolled, caught, salted, fed, praised, dragged.

4. Work with a dictionary word.

Dunno scattered the word into letters and can not collect it.

Letters: p, s, d, o, y, a (Dishes).

Who can tell me what dishes are? What is it for?

Let's divide the word dishes into syllables: in-su-yes.

Finding an unstressed vowel

The game "Who is more?" We form adjectives for the word dishes. What is she? (beautiful, clean, glassy, ​​white, etc.). Let's call her affectionately (Utensils).

5. Work with offers.

Gramoteika game. Find and correct errors in the text.

The wind blows the earth. During the night a strong mitel fell. By morning it was all quiet. Fluffy carpet all around. All the roads are covered. Children enjoy winter.

6. Work with letter cash register. From the letters of the word "Beard" come up with as many words as possible.

7. Summing up.

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Attachment 1.

Agnia Barto "Rope"

Spring, spring outside
Spring days!
Like birds are flooding
Tram calls.

Noisy, funny
Spring Moscow.
Not yet dusty
Green foliage.

Rooks roar on a tree,
Trucks rumble.
Spring, spring outside
Spring days!

Passers-by cannot pass here:
There is a rope on the way.
The girls think in chorus
Ten times ten.

This is from our backyard.
Champions, Masters
They carry jumpers in their pockets,
They've been jumping since morning.

In the yard and on the boulevard
In the alley and in the garden
And on every sidewalk
In front of passers-by

And from a run
And in place
And two legs
Together.

Lidochka stepped forward.
Lida takes the rope.

Girls jump around
Fun and smart
And from the hands of Lida
The rope broke.

Linda, Linda, you are small!
In vain you took the jump rope! -
Linda can't jump
Do not reach the corner!

Early in the morning in the hallway
Suddenly there was a clatter of feet.
Neighbor Ivan Petrovich got up,
I couldn't understand anything.

He was terribly angry
And he said angrily:
- Why all night in the front
Someone stomps like an elephant?

Grandma got up from the bed -
It's time to get up anyway.
This is Lida in the hallway
Learn to jump in the morning.

Lida jumps around the apartment
And she counts out loud.
But as long as she succeeds
Count to two.

Linda asks her grandmother:
- Turn around a little!
I already jumped
Almost ten.

Well, Grandma said,
Isn't it enough for now?
Downstairs, probably pouring
Lime from the ceiling.

Spring, spring outside
Spring days!
Rooks roar on a tree,
Trucks rumble.

Noisy, funny
Spring Moscow.
Not yet dusty
Green foliage.

Lidochka stepped forward
Lida takes the rope.

Linda, Linda! That's it, Linda!
Voices are heard. -
Look, this is Linda.
Rides for half an hour!

I'm straight
Me and sideways
With a turn
And with a leap
And from a run
And in place
And two legs
Together...

Jumped to the corner.
- I wouldn't be able to!

Spring, spring outside
Spring days!
With books, with notebooks
The students are coming.

Full of noisy fun
boulevards and gardens,
And rejoice as much as you want
Jump in every way.

Appendix 2

A. Vvedensky "Scientist Petya"

The children came up to Petya.
The children spoke with Petya:
- Petya, Petya, you are a scientist, -
They tell him. -
Flies around a green leaf,
Explain to us why?
And Peter answered:
- Children!
Good,
I will explain.

The green leaf flies around
Dry rustles on the grass,
Because he's bad
Sewn to the branch with threads.

We don’t understand why in the winter
Snow is falling on the street
And over the white earth
Does the finch fly anymore?

I know very well:
Snow is tooth powder
But special, interesting,
Not earthly, but heavenly.
The finch doesn't fly anymore
As you know, because:
Wings freeze to the cloud,
They try on him. ...

You see the days are getting shorter
And the nights are getting longer
Why, answer later
Is the whole river covered in ice?

Fish in the river are building a house
For your kids
And covered the river with ice -
He is like a roof to them.
That's why the night is longer
That's why the days are shorter
that we started very early
Light fires in houses.

horse
There lived a horse
There lived a horse
There lived a horse
And the horse has a tail
brown ears,
Brown legs.
Here come two old women,
Clapped their hands
We laid the droshky
And they ran down the road.
Running, running horse
Along the street, along the smooth
Suddenly there is a column in front of her,
Poster on the column:
Strictly forbidden
Passage along the street.
One of these days it is expected
Fix plumbing.
The horse saw
I thought and got up.
And it doesn't run any further.
The old ladies got angry
Old ladies say:
"What are we stopping for?"
The old ladies are talking.
The horse turned
The cart jumped
The old lady looked
Girlfriend says:
"This is such a horse,
beautiful horse,
She can read
Posters on poles.
The horse was praised
Bought her a cracker
And then they gave
Notebook and primer.

Appendix 3

Why is Petya today
Woke up ten times?
Because he is today
Enters first grade.

He's not just a boy anymore
And now he's a rookie.
He's wearing a new jacket
Turndown collar.

He woke up in the dark night
It was only three o'clock.
He was terribly scared
That the lesson has already begun.

He got dressed in two minutes
He grabbed a pencil case from the table.
Papa ran after
I caught up with him at the door.

Behind the wall, the neighbors stood up,
The electricity was lit
Behind the wall, the neighbors stood up,
And then they lay down again.

He woke up the whole apartment,
I couldn't sleep until morning.
Even my grandmother dreamed
What is her lesson.

Even grandpa dreamed
What is he standing at the blackboard
And he can not on the map
Find the Moscow River.

Why is Petya today
Woke up ten times?
Because he is today
Enters first grade.

Become literate

How long ago
We read
With difficulties:
“Do-mic. House
Mi-sha is nice.
Mi-sha is small.
Mi-sha broke the house.

How long have we been calling mom
And for the first time themselves
Read aloud to your mother:
"Mom we-la-ra-moo."

November has passed
December - January -
And we overcame
Primer.

congratulated us
Tenth grade -
What an honor for us!
We decided the story for the guests
Read about the squirrel.

But out of excitement
I read
What's in the cage
The bun lived!

Appendix 4

Already the sky was breathing in autumn,

The sun shone less

The day was getting shorter

Forests mysterious canopy

With a sad noise she was naked,

Fog fell on the fields

Noisy geese caravan

Stretched to the south: approaching

Pretty boring time;

November was already at the yard.

Appendix 5. Methodological development of a lesson in reading Agnia Barto's poem "Rope" in the 2nd grade of a correctional school (VIII stage)

Lesson Objectives:

1. 
   To acquaint students with the work of A.L. Barto.
2. 
   Improve your reading skill
3. 
   Continue to work on the expressiveness of reading.
4. 
   Instill a love for reading lessons.

Equipment : Portrait of the writer, poems, audio recording, skipping ropes.

During the classes:

1. Listening to an audio recording with poems by A. Barto “Bull Misha”, “Bunny Tanya”.

2. Word of the teacher: these are poems by A.L. Barto. She is no longer with us, but the poems of this writer will live forever. Let's hear A.L. Barto - she reads one of her poems. (Listening to an audio recording).

3. Speech warm-up

Ra Ro Re Ru (With interrogative intonation, ask)

Tra Tro Tre Tru (Reply)

Stra Str Str Str Stru (Express joy)

4. Teacher's word: The onset of spring can be observed not only by spring changes in nature (melting snow, the appearance of thawed patches, grass, flowers), but also by what people do, what games children play. So, for example, as soon as the paths and clearings dry up, the guys begin to draw hopscotch, the boys play their favorite football, and the girls jump over the rope. The poetess A.L. Barto even has a poem called "The Rope" (Appendix 1).

Listen to this poem and say what it is about.

5. The teacher reads a poem.

Assignment: what is it about?

6. Compilation of a dictionary of poems: trams (task - read with your eyes), thunder (read individually), passers-by, consider, are born (these words are read in unison).

There are words in the poem that need to be explained.

How to say differently?

They roar, they shout, they make noise

Jumping ropes

Boulevard, a wide alley on a city street

7. Independent reading.

Q: What mood does this poem evoke?

8. Analysis of the poem.

Questions:

What signs of spring in the city is the author talking about?

What does he compare tram calls to?

Why is there such a comparison?

What are the girls doing?

Where do they jump?

Who in the court can achieve the title of champion or master?

9. Selective reading.

Why is it so noisy around and why is everyone happy?

Sign the picture.

Read how girls could jump?

Read what is said about Linda?

So how could Lida jump?

10. Development of expressive reading skills.

And now we will learn how to read this poem beautifully, expressively.

What words are repeated?

Let's pause and read expressively. What are the pauses?

11. Logical stress.

Teacher's word:

Guys, you probably already noticed that we highlight some words with a voice, as if stressing them more strongly. We know what stress is from Russian lessons, reading lessons have their own stress. In order for the melody of the verse to have few logical pauses, a logical stress is also needed. What is it you will now understand. I will now ask you, and you will answer, highlighting the underlined word with your voice.

Spilled Raven Little Crow

Spilled Raven Little Crow

Spilled Raven Little Crow

One and the same tongue twister can be in three versions, highlighting the necessary words with your voice - this is the logical stress.

12. Expressive reading.

Reading from the excerpt "Lidochka came forward." One student reads in turn, then all the girls, then all the boys, then the whole class.

Task: listen to two audio recordings of the poem. Which one did you like more? What is the difference?

13. Summing up. Grading.

Appendix 6. Methodological development of a lesson in reading poems by A. Vvedensky "Scientist Petya", "Horse" in the 2nd grade of a correctional school (VIII stage)

Lesson Objectives:

1. Introduce children to the poems of A.I. Vvedensky "Scientist Petya", "Horse" (Appendix 2).

2. To develop the ability to convey the emotions and moods of the heroes of the poems, their attitude to what is happening with intonation.

3. Improve reading skills - expressiveness, awareness, correctness. Develop attention to the word.

During the classes

1. Organizational moment.

2. Word of the teacher: Today we are getting acquainted with the work of Alexander Ivanovich Vvedensky.

3. Learning new material:

A) Work on expressiveness and correctness of speech.

Task 1: Read joyfully

Here is Peter sitting in front of you
He is smarter than everyone in the world
All he knows
Understands
He explains everything to others.

Task 2. Now read the same text offended

B) The word of the teacher: Alexander Ivanovich Vvedensky is the author of more than 40 books for children of preschool and school age. He translated the fairy tales of Charles Perrault and the Brothers Grimm. A.I. Vvedensky in 1904 in the family of a Petrograd employee. He received a philological education at the university. He was friends with D. Kharms, Yu. Vladimirov, N. Zabolotsky. In his poetic work, he relied on Russian folk art.

4. Primary reading of the poem "Scientist Petya" by the teacher.

5. Initial check of understanding. Work with text.

Questions:

Did you like the poem?

What mood does it create?

What is happening in this poem?

What characters are in the poem? Mark their words with a pencil.

Find in the text of the appeal. How should they be read?

What do you think is the name of Petya?

What title would you come up with for this poem?

What about Pete's words?

What movements and facial expressions can accompany the speech of children?

What movements, and what facial expression can Petya have?

6. Expressive reading by children.

7. Continued study of new material.

A) Work on reading technique (smooth reading in whole words).

b) Teacher reading the poem "Horse"

C) Work with text.

Drozhki - a light four-wheeled carriage, a cart for transporting people.

Find the words in which other words are hidden.

(ANDsilt ah loshhell ka,knife ki, oldears , fret eyes, fortreasure yali, dhorns , bhedgehog it, gfret cue, infriend , table beak, pvarnish at, sterysipelas oh, aboutmove , beforefloor oh yeah, waterthe wire , ththief yat, telhedgehog ka, pillarOh , Withwow ar, poh felled, etc.)

D) Expressive reading by students.

8. The results of the lesson.

Which poet's poems did we read today?

9. Homework.

Prepare for expressive reading of any of the poems.

Appendix 7. Methodological development of a lesson in reading poems by A. Barto "To school", "Become literate"

Lesson Objectives:

1. 
   Introduce children to the new poems of A. L. Barto.
2. 
   Develop memory and attention, expressive reading skills; learn to compare and contrast.
3. 
   Cultivate a responsible attitude to duties.

^

During the classes

1. Organizational moment.

2. Word of the teacher: Today we will continue to get acquainted with the poems of A. L. Barto (Appendix 3). Everyone loves and knows the poems of A. L. Barto, we talked about this in the last lesson. Look how many books you brought! This suggests that in every home there is a book by A. L. Barto. Today we will get acquainted with two poems on a school theme.
^

3. Learning new material.

a). Primary reading of the poem "To School" by the teacher.

The word of the teacher: I will read a poem to you, and then tell me what mood it caused you?

B). Primary perception of the poem .

What mood did you get? Why?

And who remembered your mood when you were going to the first class for the first time?

Did you worry? Why?

4. Combined reading.

5. Work on the content of the poem.

Questions:

The poem contains the lines: "He was terribly frightened ...". Is it possible to say that Petya is a coward?

Find an interrogative sentence in the poem. Read it. Which word is logically stressed? Read it again, showing the stressed word in your voice.

Why did Petya sleep so badly?

Read with pride.

And what are the feelings when reading the last two lines in the same quatrain?

Read first mysteriously, and then with horror.

Find and read the lines that need to be read with humor.

Why can they be called humorous?

6. Competitive reading.

Now let's read the entire poem.

Can I get a toy? Why?
^

7. Continued work on new material.

a). Children reading the poem “Become literate” to themselves.

Now you will silently read the poem "Become literate." What does silent mean?

(Children read the poem silently.)

B). Combined reading.

AT). Work on the content of the poem.

Why did the girl make a mistake? Maybe she doesn't read well?

Prove that she was worried.

How often do you get nervous in class? What makes you worry?

What should you do to avoid worrying in class?

Find the longest word in the poem.

Find an exclamatory sentence. How should it be read?

G). Competitive reading.

Now let's read the entire poem.

(Read by one representative from each row.)
^

8. The results of the lesson. Grading

- What poems did you meet today?

9. Homework.

Appendix 8

Lesson Objectives:

To acquaint students with the work of Pushkin and his poem.

To form the skills of correct, expressive, conscious and fluent reading.

Develop attention, memory, thinking. Enrich vocabulary.

Cultivate positive motivation for the lesson of reading.

Equipment:

Cards, plot pictures, illustrations.

^ Lesson progress:

1. Organizing moment

BUT). Part of the class students are given cards with words - signs. They need to come up with words denoting objects: golden, raw, juicy, autumn, yellow, rich, cold, wonderful, sad.

B) Exercise for the development of attention.

Three pictures are given. Look at them, remove the extra picture.

Why doesn't this picture match the others? (it depicts autumn)

2. ^ Speech warm-up

The words are written on the board: sprinkled, looking, ours, waking up, yellow, all, in the lake, dawn, garden, maple, poor, on. The teacher reads the words, then the students take turns reading them.

Task 1: what words refer to Olga Vysotskaya's poem "Autumn Morning" (written on the board)?

Task 3. Questions to the class: is the poem sad or funny? Which lines should be read with joy, and which should be sad? Read these lines.

3. A. Pushkin's poem "Already the sky was breathing in autumn" (Appendix 4).

Word of the teacher: today we will get acquainted with the poem by A.S. Pushkin "Already the sky was breathing in autumn." It was written by A.S. Pushkin (a portrait of the writer is shown). He was born over 200 years ago. During his short life, he wrote many poems, stories, fairy tales. Of all the seasons A.S. Pushkin loved autumn most of all. The worse the weather was, the better the poet felt. In the autumn he could write all day, he dreamed of poetry even in his sleep. When at the end of October, the poet went for a walk, he felt the breath of autumn.

Pushkin saw that the sun was no longer shining, he observed that the days were getting shorter. The trees in the forest no longer looked like a green tent (canopy), but stood naked, naked. He saw a caravan of geese screaming and heading south. He came home, lit a candle, took a quill pen and wrote down a poem (showing a candle, a pen).

4. Reading a poem by a teacher.

The teacher reads the poem, and the children must determine what mood the poet had when he wrote it.

Vocabulary work - an explanation of words unknown to children: canopy - tent, tent, dome. Mysterious - wonderful, unknown. Naked - naked.

5. Reading by students of a poem in parts and analysis of the text.

Already the sky breathed in autumn, the sun shone less often, the day became shorter ...

Question: How do you understand the phrase "Already the sky breathed autumn"?

Forests mysterious canopy with a sad noise was exposed ...

Question: how to say this phrase in a different way, in other words?

Fog fell on the fields, a caravan of noisy geese stretched to the south ...

Task: Name the signs of autumn.

A rather dull time was approaching; November was already at the yard.

Task: Replace the word "boring" with another word.

6. Re-reading the text by students - consolidation.

Task: you all have the text of the poem. The words in bold are those that need to be highlighted.

The teacher reads the text, invites the children to read it just like him. Children read the poem twice, then read it at the blackboard.

7. Final conversation.

1. 
   The game. Children become in a circle and call "autumn" words. The one who does not name the word comes out of the circle.
2. 
   Lesson results. What poem did we read? Who wrote it?
3. 
   Grading. Homework. Learn to read a poem expressively, highlighting the supporting words with your voice

BBK 74.3 A42 GUSEVA, teacher of the special (correctional) school No. 571 in Moscow N.G. GALUNCHIKOVA Aksenova A.K. A42 Methods of teaching the Russian language in a special (correctional) school: Proc. for stud. defectol. fak. pedagogical universities. - M.: Humanit. ed. center VLADOS, 1999. - 320 p. - (Correctional pedagogy). ISBN 5-691-00215-5. The textbook reveals the correctional and practical orientation of teaching the Russian language in a special (correctional) school, the specifics of the implementation of didactic and methodological principles in the process of teaching this subject. The methods of teaching literacy, grammar and spelling, reading, the development of oral and written speech of mentally retarded students are covered. Addressed to students of departments of correctional pedagogy of defectological faculties of pedagogical universities. May be useful for teachers of special (correctional) schools. LBC 74.3 © Aksenova A.K., 1999 © Humanitarian Publishing Center VLADOS ISBN 5-691-00215-5, 1999 From the author 5 Chapter I. The main provisions of the methodology of the Russian language in a special (correctional) school science 7 - Russian language as a subject in a special (correctional) school 15 Implementation of the main didactic principles in Russian language lessons 24 Methodological principles of teaching mentally retarded schoolchildren the Russian language 35 Chapter II. Speech development 51 Characteristics of the speech development of mentally retarded children 51 Tasks and ways of developing the speech of mentally retarded schoolchildren 59 Vocabulary work 64 Work on a sentence 72 Development of coherent oral speech 81 Development of oral speech in special lessons in connection with the study of objects and phenomena of the surrounding reality 89 Development of coherent writing speeches 106 Chapter III. Literacy education 113 Psychological and pedagogical foundations of the methodology for teaching literacy of mentally retarded first-graders 113 Linguistic foundations of the methodology for teaching literacy 118 Characteristics of the sound analytical-synthetic method of teaching literacy and features of its application in a special (correctional) school 121 Pre-literary classes 129 Stages of work on the primer 135 Chapter IV. Teaching reading 144 Psychological foundations of the method of teaching reading 144 Features of mastering the reading skill of mentally retarded students 147 Tasks and content of reading lessons 151 Development of reading skills 154 Methods of reading works of various genres 181 Types of reading 205 Extracurricular reading 208 Chapter V. Teaching grammar and spelling 215 Features of mastering grammar and spelling by mentally retarded students 215 Stages of teaching grammar and spelling. Tasks and content of each stage 217 Basic provisions of the system of practical grammatical exercises in the lower grades of a special (correctional) school 222 Methods for the formation of initial language generalizations in grades 2-4 230 Methods for teaching certain language topics to primary school students 238 Methods for the formation of grammatical concepts in senior classes 264 Formation of spelling skills 284 Types of grammatical and spelling exercises 299 Didactic games in the Russian language lessons 302 Mistake prevention and work on them 306 From the author The textbook is intended for students of defectological faculties of pedagogical universities. It was prepared in accordance with the program of the course "Methods of the Russian language in a special (correctional) school of the VIII type." The book reveals the theoretical provisions of the methodology for teaching mentally retarded children the Russian language and its psycholinguistic foundations, presents a system of proven methods and techniques for working on individual sections and topics of the school curriculum, provides specific examples illustrating the theoretical material of the course. The conceptual system of the methodology, its principles and recommendations are based on the results of psychological, pedagogical and methodological research, the experience of teachers of the Russian language in special schools, the data obtained by the author in the course of studying some problems of the methodology, as well as his experience at school and university. The most fully covered topics in the textbook are those that have not received sufficient reflection in the specialized literature. On a number of topics, only general indications and references to books that have gone out of print during the past decade are given. The book consists of five chapters. The first chapter, corresponding to the first section of the course program, reveals the main provisions of the special methodology as a science, analyzes the school curriculum, considers the correctional and practical orientation of teaching the Russian language to mentally retarded schoolchildren, as well as the conditions for the implementation of didactic and methodological principles. The second chapter describes the methodology for the development of students' speech. It is no coincidence that we began with this section of the work, which is traditionally presented as the final one in all other manuals of this type. In our opinion, the development of oral and written speech as a means of communication should be the main direction in teaching mentally retarded children the Russian language. The third, fourth, and fifth chapters deal with literacy, reading, grammar, and spelling, respectively. Each chapter ends with a list of obligatory "literature. Additional literature sources are usually indicated in footnotes as the material is presented. At the end of each paragraph, questions and tasks for self-examination are given. The author urges you not to ignore them when studying the course. Completing tasks and preparing answers will help students to control themselves, determine the level of understanding of the theoretical provisions and methodological recommendations on the sections and topics of this discipline.The author thanks the teacher of the special (correctional) school No. 571 in Moscow N.G. Galunchikova and the researcher of the laboratory of the content and methods of teaching children with disabilities of Intelligence Research Institute of Correctional Pedagogy of the Russian Academy of Education E.V. Yakubovskaya for help in developing methodological recommendations on certain topics of the school curriculum, I.M. Boblu, Associate Professor of the Department of Special Methods of the Defectology Faculty of the Belarusian State Pedagogical University named after M. Tank, and S. Ilyin, to cent of the department of oligophrenopedagogy of the Russian State Pedagogical University. A.I. Herzen, G.M. Gusev, Associate Professor, Department of Oligophrenopedagogy, Moscow State Pedagogical University, for valuable recommendations on improving the content of the book. CHAPTER I BASIC PROVISIONS OF RUSSIAN LANGUAGE METHODOLOGY IN A SPECIAL (CORRECTIONAL) SCHOOL SPECIAL RUSSIAN LANGUAGE METHODOLOGY AS A SCIENCE The Russian language methodology in a special (correctional) school, like any other method, belongs to pedagogical disciplines. It explores the goals, content, patterns, principles, methods and techniques of teaching the Russian language to mentally retarded students. Back in the 50s. of our century, it was widely believed that the technique is not an independent science. It was considered as an applied part of pedagogy. Academician L.V. Shcherba wrote: “... in essence, there is no teaching methodology as a special discipline, it is the same didactics, but applied to this or that material”1. The basis for this approach was the commonality of the objects of study of particular methods and pedagogy: curricula, programs, textbooks, organizational forms and patterns of learning. In this regard, the specific principles of methodology were considered as particular principles of didactics, and the development of its conceptual apparatus was replaced by the scientific substantiation of methodological recommendations. This kind of "didacticization" not only did not contribute to the further generalization of the accumulated facts, but also hindered (and this is the main thing) the development of proper methodological concepts. At present, it has been convincingly proven that any technique is an independent science, as it has its own subject of study. With regard to the special methodology of the Russian language, this is the process of teaching mentally retarded children in order to form oral and written speech as a means of communication, a way to correct their cognitive activity, one of the conditions for the moral improvement of a person. As for the objects of study that are common with pedagogy, a particular methodology considers them from the point of view of a specific academic subject. For example, oligophrenopedagogy revealed Shcherba L.V. Teaching foreign languages ​​in secondary school // General questions of methodology. - M., 1947. - S. 10. Lay and study the general provisions for the implementation of the principle of scientific and systematic teaching in an auxiliary school. The special methodology of the Russian language, along with these provisions, is based on the laws of linguistics and the psychology of speech of a mentally retarded child. All these factors together require a special, original approach to the selection of educational material and its location in the program and textbooks. As a result, the principle of special didactics is concretized, filled with content that follows from the specifics of the subject. Based on the subject of research and learning objectives, the methodology solves the following tasks: 1. Determining the main focus of teaching the Russian language to schoolchildren with intellectual disabilities; 2. Establishing the volume and content of educational material available to mentally retarded children; 3. Identification of the conditions for the implementation of general didactic principles in teaching the Russian language, development of special methodological principles for teaching this subject; 4. Development and description of the most rational and productive teaching methods and techniques, a system of exercises that contribute to the effective organization of classes, the correction of shortcomings and the achievement of an optimally high level of speech and mental development of students in a special school; ~5. Search for ways of optimal impact on children by means of language. The methodology of teaching the Russian language is a hierarchical, multi-order science. Its first step is a system of concepts, which reflects the main methodological concepts. This includes the methodological conditions for the implementation of didactic principles, the methodological patterns of teaching the native language and the scientific and theoretical provisions of the system for teaching literacy, reading, grammar, spelling, etc. formulated on their basis. training, types of exercises in the Russian language, etc. All these methodological categories are formed on the basis of theoretical concepts of science. So, taking into account the characteristics of mentally retarded first-graders and the methodological patterns of their teaching literacy, specific tasks of the pre-alphabetic and alphabetic periods are put forward, the main methods of teaching children at this stage are determined. adjective, etc. All steps of this hierarchical ladder are closely connected with each other, interdependent. The more detailed and harmonious the conceptual system of science is developed, the more precisely the goals are set, the more carefully the educational material is selected, the more purposefully the methods and techniques of teaching are used, the more effective the methodological recommendations on individual topics of the program are. Underestimation of one of the links of the methodology leads to chaos in the search for methods of work and the randomness of their choice, to the inability to correctly determine the goals of the lessons, to justify the selection of teaching aids and types of classes. Methodical practice can become effective only if it is constantly based on methodical theory. In this case, methodological practice will also be a powerful tool for the development of methodology as a science. Such interpenetration of theory and practice, their constant relationship is especially important for the methodology of the Russian language in a special school, since it is a fairly young branch of knowledge. The methodology of the Russian language in the auxiliary school as a science took shape at the beginning of the 20th century. The inclusion of auxiliary schools in the general system of public education, the creation of programs, textbooks, teaching aids for a special school became the necessary conditions that stimulated the formation of methodological concepts. The first book devoted to the problems of Russian language methodology in an auxiliary school was published in 1935 by M.F. Gnezdilov. The last book of this author, "Methodology of the Russian language in an auxiliary school" (M., 1965), was the result of a generalization of his fifty years of experience in this field. For a long time, I.P. worked on the problems of teaching the Russian language to mentally retarded students. Kornev, whose textbook "Teaching the Russian language in an auxiliary school" was published in 1956. A significant contribution to the development of a special methodology was also made by leading teachers and methodologists E.N. Gruzintseva, E. N. Zavyalova, T.M. Obraztsova, O.M. Remezova, F.M. Smirnova and others. Scientists and methodologists of the Research Institute of Defectology (currently the Research Institute of Correctional Pedagogy) and the departments of oligophrenopedagogy of pedagogical universities in Russia have done a lot of work to improve the quality of programs, create textbooks for special schools, and teaching aids to help the teacher. But there is more to be done. In the improvement of special methodology as a science, the commonwealth of university methodologists and teachers should manifest itself. It is no coincidence that one of the main sources of its development and the method of scientific research is the study of the experience of teachers, as well as their generalization of their own work practice. An analysis of the progressive experience of one teacher or a team of teachers, the identification of the main patterns of teaching the native language, their psychological justification, the establishment of the logic of the interaction of the identified patterns and the methods and means of teaching used often lead to the creation of certain methodological concepts that operate within one section of the program, the entire course or training the language as a whole. It was in this way that a methodical system of work with mentally retarded children in the pre-literary period was created and theoretically substantiated, which was further developed in the works of M.F. Gnezdilov, and later in the works of other Methodists. The pedagogical experiment is considered to be the most important research method and means of improving the methodology. This method is valuable because it has a high degree of evidence. An experiment is preceded by a working hypothesis, which is refined and developed in the process of its organization. There are two types of experiment: natural, carried out in the course of ordinary classroom work, and laboratory, which is carried out in specially created conditions. In order to ensure greater reliability and accuracy of the results of the study, certain requirements are imposed on the experiment: 1. mandatory fixation of the initial and final results of the experiment; 2. identification of a control class (for comparison of data obtained during the experiment and under traditional conditions); 3. repeated reproduction of the experiment, expansion of its scope for approbation, created in the process of the first experiment of the system of work; 4. accurate and regular maintenance of documentation reflecting the progress of the experiment; 5. selection of reliable criteria for evaluating the results of the methods being tested or the system of work as a whole. A laboratory experiment is used in the methodology less frequently than a natural one. At the same time, through a laboratory experiment, it is easier to determine, for example, the degree of effectiveness of individual approach techniques, ways of explaining new words, etc. As a rule, a laboratory experiment complements a natural one. Experimental research underlies many theoretical and practical provisions of the methodology of the Russian language in a special school. So, with the help of a long study, systems for the formation of spelling skills were worked out (works by R.I. Zhuravleva, A.K. Aksenova, V.V. Voronkova, I.A. Ambrukitis, K.K. Karlep, etc.); the development of oral and coherent written speech (works by S.N. Komskaya, V.A. Lapshin, L.S. Vavina, V.A. Gordienko, R.I. Lutskina, K.Zh. Bektaeva, S.Yu. Ilyina); formation of initial grammatical generalizations (works by M.F. Gnezdilov, I.P. Kornev); grammatical concepts (works by N.M. Barskaya, G.V. Savelyeva, A.P. Fedchenko), etc. Observation of the process of teaching Russian to schoolchildren is also used as a method of scientific research. This method gives scientific information only when it is used systematically and for a sufficiently long time. With its help, you can obtain the necessary information about the performance of various groups of students or individual students in the process of performing written work and draw a conclusion about the allowable amount of educational material; it is possible to determine the degree of activity of schoolchildren when using game techniques designed for the children's team. Observational data are very strictly and consistently recorded in the form of protocols, tape recordings, and photographs. Observation, as well as a laboratory experiment, is used in conjunction with other methods (with a teaching experiment, generalization of best practices). In scientific research, along with observation, the method of studying children's work and documentation is widely used. An analysis of written exercises, essays and presentations, control and test dictations provides rich material for assessing the effectiveness of one or another method of preparing students to perform various types of tasks, the ability of children to work independently, the degree of productivity of their activities at various stages of the lesson. Analysis of errors in children's work and the study of medical and anamnestic documents help to determine the characteristics of individual groups of students, identify the nature of their difficulties, and outline ways for corrective action. Thus, through a thorough study of the written works of mentally retarded schoolchildren of grades 1-2, it was possible to establish a certain relationship between defects in one of the sides of the child's sensorimotor sphere and specific groups of errors (V. V. Voronkova). The revealed correlation made it possible to develop a system of a differentiated approach to teaching phonetic writing to mentally retarded schoolchildren. At the same time, methods and techniques of work, types of tasks and exercises were selected with the aim of intensively influencing the main defect of the child: whether it be visual perception deficiencies, phonemic hearing, pronunciation, or a violation of general motor skills. Purposeful work to correct these shortcomings has led to a decrease in the percentage of errors. Like observation, the method of studying children's work and documentation is used in conjunction with other research methods. Of great importance for the growth of the scientific potential of the methodology is the analysis of scientific and methodological literature. The study of literary sources makes it possible to get acquainted with how a particular topic was covered in the methodological literature of the past and how it is reflected in modern publications. Depending on the state of the issue, the literature puts forward certain problems of scientific research. Literature analysis helps to identify the main approaches to the subject of research, understanding how to solve the problem. Based on the study of the literature, as well as the work experience of the researcher, a working hypothesis is drawn up. The analysis of methodological literature always precedes the conduct of the study itself and continues in the process of experimental work. The main task of this methodology is to study the patterns that manifest themselves in the process of teaching Russian to schoolchildren, and to create on this basis their own conceptual system. However, the methodology is a complex branch of knowledge, formed in interaction with other sciences - such as special psychology, oligophrenopedagogy, speech therapy, linguistics, Russian language methodology in elementary school. It is the data of these sciences that are primarily taken into account by the special methodology of the Russian language. From them she draws information about the general objects of research. The information obtained is refracted through its own subject of research, transformed into its own methodological facts and included in the conceptual apparatus of this science. First of all, scientific research connects the methodology of the Russian language with oligophrenic pedagogy. In accordance with the recommendations of the latter, the methodology determines the content of the material on the Russian language and gives it a corrective and practical orientation when creating a system of work on a particular section of the curriculum; relies on didactic principles, the content of which has been worked out by oligophrenopedagogy; uses teaching methods, taking into account those specific requirements for them, which are also formulated by special didactics. The methodology of the Russian language in a correctional school is widely based on data on a mentally retarded child, which is provided by psychology. Psychological studies of cognitive processes and characteristics of students' speech development help to determine the optimal ways of teaching the Russian language, anticipate possible difficulties, select material, and differentiate work methods and types of tasks. At one time, special psychology revealed such a feature of mentally retarded children as a mixture of visual representations of objects that had both similar and distinctive features, and offered recommendations for creating conditions that would strengthen their stability. With the help of these recommendations, a system of tasks was developed in the methodology of the Russian language, helping schoolchildren to memorize the outline of letters, to differentiate similar images. The basis of this system is a variety of practical activities of children in the analysis of the elements of letters and verbal reinforcement of the actions performed: students run their fingers over emery letters, naming their elements; make up letters from sticks, strips of colored paper, answering the teacher's questions about the choice of the necessary letter elements; bend letters from wire, comparing the similarities and differences of the components. The methodology of the Russian language in a special school also uses the results of linguistic and psycholinguistic research. As laws of teaching the Russian language, such provisions of psycholinguistics as the connection between language and speech, language, thinking and reality are accepted. By taking into account these connections, the methodology provides a developing and corrective nature of training. So, the basis for the development of oral speech of schoolchildren in special lessons in grades 1-4 is objects and phenomena of the world around. Language means for their display are words, phrases, simple sentences - uncommon and common, complicated by homogeneous members. Thus, the initial information about objects and phenomena, about their simplest relationships are reflected in the appropriate language forms. As children's ideas and knowledge about the world around them deepen and expand, their speech activity also becomes more complicated, enriched with new structures (complex sentences) and new forms (monologue speech). The teaching of mentally retarded schoolchildren also uses the data of phonetics, graphics, vocabulary, grammar, and spelling. Work systems are built in different ways, aimed at the assimilation of morphological, historical and phonetic spellings by children, the grammatical material that is of practical importance for the formation of students' speech is selected. In its practical sphere, the special methodology uses the recommendations developed by the methodology of the Russian language for elementary mass schools. The connections between these two methods are based on what L.S. Vygotsky's theoretical position on the unity of the main patterns of development of a normal child and a mentally retarded one. The generality of the laws of development of children in the norm and with anomalies determines the identity of individual principles, forms, as well as some methods and techniques of work, types of exercises and the nature of tasks, the identity of visual and technical teaching aids. The special methodology widely uses such general methods as the teacher's conversation and story, the partial search method and elements of programmed learning, the same types of exercises: warning, explanatory, creative and control dictations, presentations and essays. From the 60s. the practice of a special school, as well as the practice of a mass one, included the following types of work: commented writing, dictation "I check myself", self-dictation, etc. At the same time, the abnormal development of mentally retarded children requires that all methods and teaching aids used contribute to correction their shortcomings. That is why borrowed methodological recommendations undergo a lengthy test through experiment and practice in a special school, as a result of which their suitability is confirmed or refuted. If the recommendations turn out to be acceptable, they are clarified, additional methods are developed, new stages of work are introduced, a system for preparing schoolchildren for the perception of these methods and teaching aids is being worked out. As an example, we can cite the verification of the sound analytical-synthetic method of teaching literacy, developed in the alphabet for children with normal intelligence. Experimental literacy training of mentally retarded students using this method has shown that positive results can be achieved only if it is significantly adjusted. In particular, it was necessary to change the order of studying sounds and letters, increase the number of stages of work, lengthen the training period, develop additional techniques that make it easier for mentally retarded children to carry out sound analysis and synthesis and memorize graphic images of letters. Questions and tasks for self-examination 5. Determine the subject of the methodology of the Russian language as a science. Formulate its goals and objectives. 6. Prove that the methodology of the Russian language is an independent science. 7. What is the heterogeneity of the methodology of the Russian language as a science? Describe the content of each step of the methodological hierarchy. 8. What methods of scientific research are used in the methodology of the Russian language? 9. Tell us about the connections of the special technique with other sciences. Give examples illustrating how these relationships enrich the methodology. RUSSIAN LANGUAGE AS A SUBJECT IN A SPECIAL (CORRECTIONAL) SCHOOL The Russian language is one of the main subjects in a special school. Depending on the year of study, the curriculum allocates approximately 20-50% of the study time to mastering the skills of writing, reading, and speaking. The Russian language program includes the following sections: "Teaching literacy", "Development of oral speech based on familiarization with objects and phenomena of the surrounding reality", "Reading and speech development", "Grammar, spelling and speech development". Teaching the Russian language has a correctional and practical orientation, which is determined by the content and structure of the subject. The corrective orientation of the program material is primarily manifested in the field of speech development of children, since, as mentioned earlier, the most important goal of Russian language lessons is the formation of speech as a means of communication, as a way to correct the cognitive activity of students and facilitate their adaptation after graduation. In the learning process, work is carried out to eliminate the shortcomings of all aspects of the child's speech. In special speech therapy classes and directly in the Russian language lessons, pronunciation defects are corrected, phonetic-phonemic representations are formed. It is no coincidence that over the course of six years of study, the program includes a special section “Speech Sounds”, which provides for exercises on sound analysis and synthesis, on the differentiation of oppositional phonemes (s - w, s - z, r-l, h - c, m - m "and others), to correlate sounds and their graphic designations, as well as to get acquainted with some phonetic concepts. Inaccuracy and poverty of the dictionary, incorrect use of grammatical forms, syntactic constructions are eliminated in all classes in the Russian language, whether they are lessons devoted to the development oral speech, reading, practical grammar exercises or grammar and spelling.Taking into account the inferiority of the personal experience of schoolchildren in any type of activity, the program highlights propaedeutic periods at all stages of education, during which the shortcomings of past experience are corrected in children, prepare students for the assimilation of subsequent sections programs. Thus, learning to read and write is preceded by a pre-literal period aimed at correcting the sensorimotor sphere, complex speech deficiencies, misconceptions about the world, without which it is impossible to start developing reading and writing skills. The stage of an elementary systematic grammar course in the senior grades is preceded by a period of practical grammatical exercises, during which mentally retarded children form initial language generalizations in the field of phonetics, vocabulary, morphology, and syntax. These classes are based on specially organized observations of speech, on the implementation of a system of oral and written tasks. The initial language generalizations formed in this way will serve as a support in the assimilation of grammatical concepts and spelling rules. Explanatory reading of works of art (grades 2-6), which are selected in accordance with specific topics that illuminate the lives of children and adults, their actions and deeds, seasonal changes in nature, etc., leads students to literary reading (7- 9th grade), i.e. to reading the works of Russian and foreign writers presented in books for reading in chronological order. Mentally retarded children with great difficulty master complex systems of conceptual connections and easier - simple ones. Therefore, the program from the 1st to the 9th grade is built on the basis of the concentric principle of material placement, in which the same topic is studied for several years with a gradual increase in information. The concentric arrangement of the material makes it possible to separate complex grammatical concepts and skills into constituent elements and work on each separately. As a result, the number of connections underlying the concept is gradually increasing, the language and speech base for developing skills and abilities is expanding. The concentricity of the program also creates conditions for the constant repetition of previously learned material. For example, the topic "Offer" goes through all the years of study starting from the 1st grade. First-graders make sentences, focusing on the actions performed, the plot picture, and the teacher's questions. Repeatedly exercising in making sentences, students gradually get used to the term "sentence" and begin to correlate it with a completed segment of speech. First, making up non-common sentences, first-graders then supplement them with nouns (with or without prepositions) to indicate the place of action, its direction or object (“was at school”, “came to class”, “took a book”), each time focusing on actually perceived object or action. In the 2nd grade, already possessing the skills of constructing sentences on a visual basis, students master the ability to build sentences on a topic given by the teacher or on a key word using their own experience. As secondary members of the sentence with the same meanings (places, directions), adverbs are used (“to the left”, “to the right”, “nearby”, etc.), as well as nouns and adverbs to express temporary relations (“today”, “yesterday ", "after lessons"). Already in the second year of schooling, with the help of practical work with deformed sentences (tokens are given in the form necessary for production), they are led to the conclusion that the words in the sentence are in a certain order. Similar work is repeated in the 3rd grade using new material. If the visual and verbal bases for making sentences remain the same as in the 2nd grade, then the speech base is noticeably expanding. To distribute sentences, 2-3 words are used, expressing previously learned or new semantic connections: instrumental or joint actions; the subject of thought and speech; the subject and its quality (“I am writing with a pen”, “I am going with my brother”, “I am talking about the pilot”, “yellow balloon”, etc.). Practical mastery of the case forms of nouns and the ability to designate the signs of objects help children to perform such tasks. All work is carried out in the process of performing a system of exercises: students complete or complete sentences using the desired form of the word; distribute proposals according to the model; make certain constructions on the basis of given phrases; restore the broken word order, coordinating them with each other. Only by the 4th grade, when children have accumulated sufficient experience in constructing sentences, they are offered several theoretical generalizations that sum up the practical three-year work: “a sentence expresses a complete thought”, “the words in a sentence are arranged in a certain order and are connected in meaning”. In the 4th grade, children continue to practice constructing sentences, using for their distribution not only nouns, but also verbs, adverbs, adjectives in previously developed or new semantic meanings, for example, to express the goal, the reason for the action (“let's go to rest”, “wept with resentment”, “ran away for bread”). In addition, exercises are beginning to be carried out to highlight the main and secondary members, which further contributes to the students' understanding of the grammatical structure of a simple sentence. The program also takes into account the weak level of development of differentiation skills as a result of impaired logical thinking in mentally retarded students, which is especially clearly manifested at the verbal level. For all classes, topics are identified that require comparison, comparison of similar concepts, objects and phenomena, the establishment of signs of commonality and difference. In different sections of the program, the material is grouped in such a way that children learn to distinguish between objects, phenomena, concepts that have pronounced signs of difference (birch leaf and maple leaf, bear and hedgehog; pronunciation of sounds and spelling of letters May; spelling hissing with vowels and a dividing soft sign ). In parallel, students are offered similar topics. At the same time, the attention of students is drawn primarily to the establishment of those distinctive features that are inherent only to a given object, phenomenon, concept (a glass is a mug; a squirrel is a hare; sounds are soft and hard; deaf consonants, unstressed vowels, endings of nouns of the 1st and 3rd declensions). By differentiating material in which there are many signs of similarity and difference, children in both cases realize the commonality of signs, on the basis of which the objects, phenomena, concepts under consideration can be assigned to a single group ([s] and [x], [w] and [s] - sounds; bear and hedgehog - wild animals, etc.). Establishing similarities and differences, differentiation and generalization of objects and their names, grammatical and spelling concepts in the lessons of the Russian language contribute to the correction of shortcomings in the concrete and abstract thinking of children. Slow perception of educational material, difficulties in mastering skills, especially at the verbal level, require an increase (compared to the norm) in the number of lessons on each topic, which is also very clearly reflected in the program. For example, literacy training takes place throughout the year. Moreover, the assimilation of syllabic structures with a confluence of three and four consonants is transferred to the second year of study. Equally important is the practical orientation of the program material, its focus on the formation of children's speech skills. This direction is provided primarily by special lessons in the development of oral speech (grades 1-4). Already from the first steps of schooling, children master the ability to listen to the questions of the teacher, comrades and adequately respond to them, independently enter into speech contacts with people, talk about observations of objects in the world around them, about what they have read, about their own experience, report on the implementation of some practical work on topics in this section. It is in the lessons of the development of oral speech that the enrichment of the dictionary, syntactic constructions and coherent speech of children takes place especially intensively. In addition, work on the development of oral and the formation of written coherent speech continues in all other lessons of the Russian language, as evidenced by the names of each section of the program: “Reading and speech development”, “Grammar, spelling and speech development”. The ability to speak in a mentally retarded child, as well as in his normally developing peer, is the result of empirical mastery of the sound system of the language, vocabulary and grammatical forms. Mentally retarded children come to school talking. However, due to their impaired intellect, their speech has such significant deviations from the norm that learning becomes possible only under the condition of a lot of corrective work. The further development of speech in mentally retarded children is determined by their degree of awareness of the laws of language. At the same time, the study of grammatical, spelling and stylistic patterns is subject to the practical goals of mastering speech. The implementation of these goals presupposes that the laws of the language are assimilated by the students of the auxiliary school to the extent necessary to improve their speech practice. In the first years of training, language and speech material, as mentioned earlier, is largely assimilated in the process of doing exercises; in the upper grades, elementary theoretical generalizations are introduced, which contribute to the further advancement of students in mastering speech. Thus, the grammar course in a special school is not linguo-theoretical. This is the so-called practical grammar, aimed not at the assimilation of the language system by schoolchildren, but at the development and correction of speech, designed to teach children to understand and build speech statements, to use speech as a means of communication. In accordance with the main goal of practical grammar, theoretical information was selected in the program taking into account the frequency of use of a particular grammatical category in speech, its practical significance for improving the speech activity of mentally retarded children, as well as the low scientific differentiation of this material and its accessibility for learning by schoolchildren. The linguistic information selected in this way creates a certain stock of knowledge about the composition of words, about the simplest ways of their formation. Students get acquainted with parts of speech, with the paradigm of their changes, i.e. consciously master the ability to combine words with each other when constructing sentences, spelling correctly determine the endings of words when writing them. Certain theoretical material from the field of syntax (main and secondary, homogeneous members of a sentence, simple and complex sentences) makes it possible to raise the speech practice of schoolchildren to a higher level, contributes to the enrichment of children's speech with various forms of words and types of sentences. The program omits such grammatical topics as dissenting words, nouns in -i, -i, -i, substantiated adjectives, does not provide for the study of interrogative, negative, indefinite and other categories of pronouns due to the fact that the number of such words is small and the frequency of their use in speech insignificant. If, in the process of work, students come across nouns and pronouns of these groups, the indicated word forms, the teacher gives explanations at the level of vocabulary. When selecting educational material, it is taken into account that for mentally retarded schoolchildren, abstract concepts denoting multidimensional linguistic features are not available. Therefore, the program includes only those grammatical categories that are characterized by scientific differentiation. So, the participle is not studied due to the fact that it has a variety of features inherent both in this part of speech itself and in the verb and adjective (verb aspect, verb forms of voice and tense, adjective declension paradigm, etc.). Even more difficult for abnormal children are grammatical generalizations that have exceptions, since each deviation from the basic rule reflects signs that are directly opposite to those that characterize the main concept. This applies, for example, to the topic “Verb conjugation”, since the rule includes a whole system of correlates. In particular, the conjugation is recognized by the indefinite form of the verb, but its distinguishing features (indefinite suffixes) are valid only when the personal endings of the verbs are in an unstressed position. But even in this case, the rule is applied inconsistently and contains a long series of exceptions (4 verbs in -at, 7 - in -et, verbs with archaic endings, verbs with different conjugations, etc.). That is why the program limits the study of the topic "Verb Conjugation" to the limits of the most common words. The practical orientation of teaching is also manifested in the fact that in the upper grades, theoretical generalizations and the corresponding terminology are not given on all topics of a systematic grammar course. Some topics are learned through grammatical comments and through practical exercises. An example is the topic "Complex sentences". Students learn to combine simple sentences into complex ones using the words indicated in the program (conjunctions, allied words) or without them. All theoretical generalizations about the semantic-structural types of complex sentences and terminological designations remain outside the program. A certain role in the practical orientation of learning is played by stylistic tasks that contribute to the development of correct coherent speech and to overcome such shortcomings as inaccuracy in the use of words, violation of the order of their production in a sentence, stereotyping in the choice of structures, repetition of the same words in adjacent sentences, emotional inexpressiveness of speech. Mentally retarded children receive education only in a special school, and therefore the Russian language program is focused on giving them, although elementary, but a complete amount of knowledge and skills in the field of grammar and spelling, and some ideas about the work of Russian classics and contemporary writers . The trend towards completeness of the course is also one of the manifestations of the practical orientation of the program material. The program of the auxiliary school formulates the following tasks of teaching the Russian language: 1. To teach schoolchildren to correctly and meaningfully read the text that they can understand; 2. Develop sufficiently strong skills of literate writing based on the assimilation of the sound composition of the language, elementary information on grammar and spelling; 3. Raise the level of general development of students; 4. To teach schoolchildren to consistently and correctly express their thoughts orally and in writing; 5. To develop the moral qualities of schoolchildren. Teaching the Russian language in an auxiliary school can be conditionally divided into three stages. The first stage is limited to the first year of study, which is due to the psychological characteristics of mentally retarded children. These features also determine the specifics of learning tasks, the selection of material and teaching methods. Tasks of the first stage: in-depth study of children; including them in school activities; correction of deficiencies in pronunciation, auditory, visual and motor analyzers; development of initial reading and writing skills; clarification and development of vocabulary; the formation of skills to build simple sentences, to conduct a conversation; education of the initial skills of narrative speech. The material that first graders work with is sounds and letters, syllables and words, the simplest types of sentences, short texts. The main methods of work at this stage are the game and exercises. At the same time, the game occupies one of the leading places in the formation of skills. Students compete in composing words according to syllabic tables, build a word from “living letters”, play loto, correlating the picture shown by the teacher with the word written on a large map, remove painted Christmas toys from the Christmas tree after reading the word on them, etc. . Exercises as a teaching method are used in the sound analysis of words (dividing into syllables, naming the first sound, establishing the place of the sound), when reading syllables, words, and when selecting examples. Taking into account the complexity of analytical exercises and the rapid fatigue of first-graders, the methodology recommends introducing elements of the game into these exercises, and making extensive use of visualization to develop the correct ideas of students. In grades 2-4, the second stage of education is carried out. During this period, the following tasks are solved: the development of cognitive interest in the native language and the formation of initial language generalizations; further improvement of the pronunciation side of speech; clarification, expansion and activation of the dictionary; development of the ability to correctly express one's thoughts orally; the development by schoolchildren of the simplest types of written speech; practical assimilation of a number of grammatical information and spelling rules; development of the skill of correct, expressive and conscious reading on the material of simple literary texts and popular science articles. The assimilation of new knowledge by children at this stage is carried out not by memorizing definitions and rules, but in the process of working on specific material. The main method is various practical exercises in writing and reading. Game techniques remain the most important (but not the main) means of learning. Intensive work continues on the development of children's speech in special lessons, their ideas about the world around them are enriched, and most importantly, the ability to express their impressions in speech is being formed. The tasks of the third stage (grades 5-9) are to further improve the reading technique, in particular, the formation of the skill of fluent reading, the expansion of opportunities in understanding the material being read, mastering various forms of retelling. High school students learn to consistently, competently and fairly independently express their thoughts in Oral and written forms, master elementary and grammatical concepts and the spelling rules associated with them.And at the third stage, the main method of work is exercises, but more difficult material is introduced into them, tasks complicate; the independence of students in their implementation increases. In addition, if in the lower grades the exercises led schoolchildren to some linguistic generalizations, then in the older grades they serve the purpose of consolidating new material. Questions and tasks for self-examination 1. What is the main focus of the process of teaching the Russian language in a special school? 2. What is the correctional nature of teaching the Russian language? How is it provided by the program? 3. Expand the concept of the practical orientation of teaching the Russian language. How is this reflected in the program? 4. Formulate the goals and objectives of teaching the Russian language to mentally retarded schoolchildren. 5. What is the reason for the division of training into stages? What are the tasks and main teaching methods at each stage? 6. What are the educational, educational and correctional goals of the lessons of reading, grammar and spelling, the development of speech on any topic. IMPLEMENTATION OF THE BASIC DIDACTIC PRINCIPLES IN RUSSIAN LESSONS The didactic principle is defined in pedagogy and methodology as the main starting point of the learning process. This provision is formulated on the basis of objectively existing patterns that are constantly manifested in the teaching of children in any academic subject. As a generalization of the identified patterns, the principles become a guide to action. The more objectively both general didactic and methodological patterns are traced, the more effective is the influence of principles on the learning process. It is no coincidence that methodologists compare the principles of didactics with the foundation of a house. Fuzzy, incorrect, inadequate principles are just as dangerous in the formation of knowledge, skills and habits as an unstable, slanting foundation in the construction of a building. Oligophrenopedagogy, in accordance with the patterns of teaching mentally retarded children, uses the following didactic principles: educative learning; consciousness and activity of students in the assimilation of educational material; visualization in combination with verbal means; accessibility and strength of knowledge; scientific and systematic training; differentiated and individual approaches. All principles of teaching are interdependent and represent a certain didactic system. On its basis, the correctional school builds the teaching of all academic subjects, including the Russian language. At the same time, the implementation of didactic principles in the lessons of the Russian language is carried out taking into account the content of the subject and the psychological characteristics of its assimilation by mentally retarded students. We will briefly talk about the use of each principle of didactics in Russian language lessons. One of the most important principles in oligophrenopedagogy is the principle of nurturing education. Russian language lessons create optimal conditions for the formation of positive habits and stable moral qualities in children. It is no coincidence that K.D. Ushinsky called his native language "a great teacher and mentor." By learning the language, the child becomes the heir to those “wealths in which all the results of the spiritual life of the people have been formed”1. When organizing reading lessons, the teacher relies on the emotional state of the children to instill in them love for the Motherland, honesty, diligence, discipline and other qualities. Taking into account the violation in mentally retarded students of the connections between subject-figurative and logical thinking, between word and action, the teacher uses such methods of work that increase the educational impact of works of art: he expressively reads the text and the whole or the most important parts for understanding it, helps children compare the actions of the characters with their own behavior, if possible, translate the situation described by the author into a real plan. Conversations about nature in the lessons of the development of oral speech, observation of the weather, the relationship of natural phenomena create the conditions for an elementary understanding of the world around us. No less significant in the correctional school is the principle of consciousness and active learning. Defining its content, G.M. Dulnev2 pointed out that the process of teaching schoolchildren should provide them with a complete understanding of the material, a conscious attitude to educational work, the development of independence and creative thinking, the ability to actively use what they have learned. On the initial teaching of the Russian language // Ped. op. - M., 1989. - T. 4. - S. 16. 2 Dulnev G.M. Teaching and educational work in an auxiliary school. - M., 1981. knowledge and skills in practice. Conscious assimilation of the material is possible only under the condition of active work of students, therefore the principle of consciousness is always considered in conjunction with the principle of activity. Analyzing the features of the application of the principle of consciousness in a special school, G.M. Dulnev noted a number of difficulties encountered by mentally retarded students in mastering the material. In particular, he pointed to the lack of interest in learning in children, the inability to apply the learned material in other conditions, and the low level of development of self-control skills. The conscious assimilation of the Russian language in a special school causes the greatest difficulties in comparison with other disciplines. Due to the abstract nature of linguistic generalizations, the shortcomings that G.M. Dulnev, appear especially brightly. At the same time, it is irrational to teach speech only on an imitation basis, as in the preschool period. It is all the more inefficient to teach the spelling of each word separately when there are rules governing the spelling of a large group of words. The conscious study of the practically significant laws of phonetics, vocabulary, grammar, spelling and stylistics creates the preconditions for the most durable mastery of speech. The implementation of the principle of consciousness in the process of teaching the Russian language is provided by a number of conditions, some of which are incorporated in the program itself. Firstly, this is the selection of material, taking into account its accessibility and practical significance for improving the speech practice of schoolchildren. Secondly, this is a concentric arrangement of the material, due to which the division of complex connections into elements and the gradual assimilation of each of the elements that make up a single whole are achieved. Thirdly, the allocation of the preparatory stage, during which some shortcomings in the speech and cognitive activity of mentally retarded children are eliminated, their experience is updated and organized. And finally, fourthly, the slow pace of the passage of educational material. At the Russian language lessons themselves, techniques are widely used that increase the activity of the mental activity of schoolchildren and the level of awareness of the material being studied. These are comparison and comparison, explanation and proof, analysis and synthesis, classification and analogy. At the same time, the rapid decline in cognitive interests and the motivational side of speech, which is characteristic of mentally retarded students, requires the use of such methods and types of work that constantly support the activity of children (visual supports, practical and play activities, a variety of types of exercises and tasks for them) . To ensure the transfer of acquired knowledge from one condition to another, to develop the skill of self-control, exercises such as “Checking ourselves”, such work methods as “alarm”, “little teacher”, elements of programmed learning, etc. are used. Consciousness and activity are closely related to visibility learning. The inferiority of sensory experience, caused by intellectual insufficiency and a violation of the analytical and synthetic activity of analyzers, leads to the fact that mentally retarded children poorly assimilate the information that they are told, and all the more difficult to apply them in practice. Knowledge that is not based on previous experience and is not then verified by practice is either quickly forgotten or becomes a verbal cliche, an inert stereotype, which leads to errors in their use. K.D. Ushinsky, assessing the role of visualization in teaching the native language, wrote: “... it is completely wrong to separate visual teaching from teaching the native language. With such a forced separation of two subjects ... visual education loses its main goal, and teaching the native language - the most solid foundation: the ability to watch vigilantly, correctly reduce observations into one thought and correctly express this thought in words. This provision is all the more significant for Russian language lessons in a correctional school. Mentally retarded children are characterized by poor vocabulary and grammatical structure, elementary syntactic constructions, primitiveness of coherent statements, behind which is not only a poor assimilation of grammatical laws, but also, first of all, limited ideas about objects and phenomena of the world around them, about their connections and relationships. In fact, when teaching a language, visual aids should form the framework on the basis of which the language and speech activity of students will be formed. Hence such close attention to the variety of types of visualization and the versatility of their use. At the lessons of the Russian language, traditional means are used, such as natural objects and phenomena, their three-dimensional and planar images, graphic clarity, and technical teaching aids. In addition to 1 Ushinsky K.D. On the initial teaching of the Russian language // Ped. op. - M., 1989. - T. 4. - P. 10. In addition, a number of specific means are used that are not used in other lessons. These are facial expressions, gesture, dramatization, diction, expressiveness of reading, mediated, or linguistic, visibility. The last type of visual teaching aids involves the organization of observations of speech itself, of its figurativeness, of various language components, starting with sound and ending with a complex phrasal unity - text. However, it is not enough to use only visual teaching aids in a correctional school. In order to teach children to purposefully and systematically consider an object or phenomenon, to generalize the selected features, to compare them with previously studied ones, with those inherent in another object or phenomenon, it is necessary to constantly combine visibility with the word. Special studies carried out by M.F. Gnezdilov1, showed the high importance of the combination of verbal and visual means both for the formation of specific ideas about the world around us and for their reflection in speech. Verbal learning aids, combined with visual ones, may include questions (“What is the older boy doing?”), teacher’s remarks (“Pay attention to the goose’s paws”), instructions (“Put stress, find an unstressed vowel”), a detailed explanation of the teacher ( biographical information about the writer, etc.). Verbal means help students clearly understand the purpose of demonstrating visual material (“Look at the picture and tell what happened to the boy”); constantly regulate the activities of schoolchildren (“Compare the beak of a duck and a chicken, draw these parts of the head. Now show the paws of these birds”, etc.); deepen and make more conscious the impressions of children from what they heard or saw (“In the painting by V.E. Makovsky “Date” is Vanka Zhukov depicted? Prove that this is not him”); organize (plan) students' statements (“Tell me first about the forest in the spring, then about the river, and then about the children's games”). As schoolchildren move from class to class, the nature of the visual material changes (it becomes more generalized through the use of graphic diagrams, tables, figurative language tools), children get the opportunity to perform language and speech exercises more often, to perceive the content of the work, based on their experience. 1 Gnezdilov M.F. Visual and verbal teaching aids in the system of practical exercises in the Russian language in an auxiliary school // Izv. APN RSFSR. - M., 1955. - Issue. 68. Of great importance in the assimilation of the Russian language by anomalous schoolchildren is the availability of communicated knowledge, skills and abilities being developed, as well as the strength of their formation. In order to ensure the availability of educational material for the Russian language, it is selected on the basis of the following criteria: 1. The level of scientific generalization. New rules, definitions, conclusions should not contain more than two abstract features. For example: “A noun is the name of an object (the first sign). It answers the questions who? what? (second sign). As the grammatical concept is further studied, children become acquainted with an increasing number of features that define it. For the same nouns, in addition to the meaning of objectivity and the formal-logical attribute (question), a number of morphological features are given through which the meaning of objectivity is actually realized, namely: variability in cases, numbers, the presence of categories of gender, animation-inanimateness; 2. Connection with the lives of children. First, the material that is familiar to schoolchildren from their own experience or with which they can get acquainted through practical activities is studied. So, initially, children correlate the concept of “name of an object” with words that have a pronounced lexical meaning of objectivity (table, tree), and only after developing the ability to pose a question, the boundary of word usage expands due to the introduction of animated, abstract, collective nouns. The first texts read by children tell about the life of schoolchildren, about the work of adults, about animals. Then students learn about the history of our Motherland, about its heroes, about the problems of morality; 3. Concentrism in the presentation of educational material. The dissection of complex systems of connections, which was mentioned above, the repeated return to what was previously covered, makes it possible for mentally retarded children to assimilate relatively difficult concepts. So, schoolchildren gradually master the designation on the letter of softness-hardness of consonants: first with the help of i-s, then ya-a, then yu-y, etc .; 4. Mandatory preparation of students for the assimilation of new material. The teacher precedes the acquaintance with the text in the lessons of explanatory or literary reading with excursions, viewing pictures, viewing dia- and films, visiting museums, etc. The study of a new grammatical or spelling topic is based on previously covered material. It is important for the use of acquired knowledge in practice is their strength. To ensure it, firstly, conscious assimilation of the material is necessary. As you know, the morphological nature of Russian spelling, which prescribes a uniform fixation in writing of all significant parts of a word, regardless of their pronunciation, determines a rational way of mastering the skills of literate writing, which is based on the conscious assimilation of the spelling rule and the ability to apply it in practice. Secondly, you need to repeat the consolidation of the studied material. In mentally retarded students, skills and abilities are developed slowly and are characterized by instability. Therefore, for a strong memorization, for example, letters, it is necessary to repeat them regularly at each lesson (the only exception can be a lesson devoted to getting to know a new letter). Thirdly, a variety of exercises are required. This is necessary so that the skills and abilities formed in students become more flexible, so that the ability to transfer the acquired knowledge from one environment to another is developed. So, having mastered the spelling rule, students practice on individual words, sentences, text; insert missing letters, independently find words with studied spellings, write various kinds of dictations, creative works, etc. In addition, the modification of the exercises helps the student to memorize the material more actively and purposefully. For example, students show the letter corresponding to the sound pronounced by the teacher, read it themselves, collect it from sticks, strips of paper, print it, draw in the air, etc., each time accompanying their actions with the pronunciation of the sound that this letter stands for. Fourth, the strength of knowledge assimilation is ensured by a certain degree of independence of students in completing tasks, which depends on the year of study and the complexity of the material. But in both cases, the implementation of exercises at the stage of consolidation is invariably accompanied by partial or complete independence of schoolchildren. So, in the process of developing the ability to write presentations, students go from collective forms of work in the 2nd grade and independent answers to questions after careful practice with the teacher in the 4th grade to written reproduction of the content of the text without outside help in the senior grades. During all this time, the teacher teaches children to keep what they read in their memory, to separate the main from the unimportant, to use linguistic means correctly (synonyms from the text, personal and demonstrative pronouns, etc.) to ensure the coherence of the statement. The elementary nature of the course of grammar and spelling, as well as the knowledge that students receive in the lessons of the development of oral speech and reading, does not exclude the scientific nature of the material and the systematic presentation of it. Undoubtedly, the violation of abstract thinking makes it necessary to limit the completeness and depth of the information communicated to children, but their scientific reliability should not be distorted. Moreover, the teacher strives to correct as much as possible the incorrect, inadequate ideas of children about the life around them that they might have had before school. That is why special lessons in the development of oral speech are organized on the basis of a thorough study of objects and phenomena of the real world. The accuracy of the ideas formed in the child makes it possible, although at an elementary level, to reliably reveal to him the causality of certain natural patterns. If mentally retarded children are unable to learn practically significant, but complex material, theoretical information is reduced to a minimum, and skills are formed in the process of performing exercises. So, having understood the main distinguishing feature of complex sentences (the presence of two groups of subject and predicate), students train in building complex and complex structures using the unions and allied words indicated in the program. New achievements in the field of scientific knowledge, already tested and firmly established in practice, are also reflected in the program of the special (correctional) school. So, in the 50s. in school spelling, there was a concept of vowels that soften the preceding consonants. More correct ideas about the sounds of speech and their reflection in writing, formed in science, led to changes in the presentation of this topic to students of a mass school: the softness and hardness of consonants is an objective pattern of the phonetic system of the Russian language. The designation on the letter of hardness or softness of consonants is carried out by means of the letters a\u003e o, y, s; and, e, e, u, i. The reliability of scientific knowledge on this topic is also reflected in the curriculum and textbooks for the special school. Teaching children to explain the difference in the spelling of words with hard and soft consonants, the teacher gives the following parsing pattern: “In the word honey, it is written e, because Im] is a soft consonant”, and not vice versa: “[m"] is a soft consonant, because after m, the vowel ё is written. The principle of scientificity is closely related to the principle of systematic presentation of the material. The system for presenting scientific knowledge is primarily provided by the program. However, the order of placement of grammatical material, fixed in this document, does not coincide with the system inherent in the linguistic sciences, describing the facts of the language linearly.The concentricity of the arrangement of the program material is the pedagogical system that makes it easier for mentally retarded students to assimilate knowledge, master skills.As already mentioned, this system involves gradually expanding information about previously studied objects and phenomena, establishing similarities and differences between them.Compliance the principle of systematicity is important for a Russian teacher language in the preparation and conduct of lessons, since the omission of one, even the most insignificant link in the general chain of knowledge leads to a misunderstanding of the educational material by children, to its mechanical memorization. It is known that spelling skills are formed in mentally retarded students with great difficulty. In order to facilitate the solution of this problem, the spelling rule is worked out first on separate words, then the text is used, where the spellings for the rule being studied are highlighted in a different font or omitted, then - texts that contain spellings for rules that are sharply different from each other (a capital letter in proper names - unstressed vowels), similar rules (voiced and voiceless consonants - unstressed vowels) and, finally, training dictations of various types, on which work is also carried out in a certain system. Taking into account the differences among schoolchildren in the degree and nature of speech underdevelopment, sensorimotor insufficiency, intellectual impairments, the methodology of the Russian language aims teachers at the widespread use of the principle of a differentiated and individual approach to children in the learning process. The traditional distribution of students in the class into 3 groups (strong, medium, weak) to implement a differentiated approach does not clearly clarify the picture of schoolchildren's difficulties. This, in turn, makes it impossible to accurately choose the means of corrective action. Research conducted for many years by V.V. Voronkova, V.G. Petrova1, showed that the differentiation of students 1 See: Voronkova V.V., Petrova V.G. On the issue of differentiation of secondary school students in teaching the Russian language // Psychological analysis of a differentiated approach in teaching mentally retarded schoolchildren. - M-> 1986. into groups for the purposeful identification of developmental deficiencies should be determined by several factors, namely the ability of children to acquire knowledge, the uniformity of the difficulties encountered and the reasons underlying these difficulties. Thus, the complex underdevelopment of phonemic perception, which causes a number of errors of the same type in the written work of students (substitutions, omissions, permutations), requires the use of special techniques to correct shortcomings in children of this group: drawing up a conditional graphic scheme of a word before writing it down, laying out cubes as pronouncing the sound sequence or sounds of a word, recording from memory a sentence that was previously analyzed and perceived visually, guessing a word by syllable, spelling pronunciation, etc. In other words, relying on more preserved analyzers, in this case visual and kinesthetic, helps develop writing skills and correct defects in phonemic perception. When implementing the principle of a differentiated approach, the fact that the identified typological groups cannot be stable is also taken into account. They vary in composition depending on the nature of the Russian language lesson (reading, speech development or grammar and spelling). So, one and the same student, due to a certain deficiency, may experience difficulties in mastering written speech, but give a fairly detailed and easy oral description of the subject, or read well, but write illiterately. The composition of the groups also changes as the students progress in overcoming the defect, since it cannot be carried out at the same pace for everyone. The methodology also provides that a differentiated approach can be used in relation to a group of students for a long time, but take a relatively short period of time in each lesson and, most importantly, not replace frontal learning. A differentiated approach is combined with individual methods of working with children, since even similar defects, as a rule, manifest themselves in different ways in activities. For example, in groups of students with phonemic hearing impairments, there are often children with impaired pronunciation. In this regard, the use of the techniques mentioned above is possible only in relation to sounds preserved in speech. The accuracy of their perception and comparison with similar phonemes are initially worked out on the basis of the speech of the teacher himself (“Give me a picture where a goat is drawn, and now give me a picture where a scythe is drawn”; “Guess if I said the same or different words: a bear and a mouse. Find these toys”, etc.), and then the speeches of schoolchildren. Differentiated and individual approaches are constantly combined with the frontal work of the class. M.F. Gnezdilov noted that the preservation of the target and thematic unity in the frontal and individual work in the Russian language lessons in relation to all students should become an indispensable condition for the operation of this principle of didactics. Thus, all schoolchildren are required to read in reading lessons, work on the text, learn to retell, write in writing lessons, participate in lexical, grammatical and spelling analysis, in preparation for creative work and in writing them. However, the share of participation in frontal work, the volume and complexity of tasks, methods of activating students' activities will differ depending on the capabilities of the entire group or one child. In the studies of a number of methodologists, specific instructions are given on the use of this principle in the lessons of the Russian language in order to form individual skills and abilities1, when retelling the text by younger mentally retarded schoolchildren, in working with children on certain topics2. The differentiation of requirements in relation to different typological groups of students and to each child individually is carried out taking into account the capabilities of children and the characteristics of their defect. So, some schoolchildren have a noticeable increase in the number of errors at the end of the work, the teacher determines the cause of this phenomenon and, based on it, selects the necessary methods of influence. If the student has a general motor insufficiency or impaired motor skills of the hand, as a result of which muscle fatigue increases, pain appears, attention is scattered, the teacher limits 1 Voronkov V. V. A differentiated approach to primary school students in auxiliary schools in teaching them phonetically correct writing // Improving the effectiveness of teaching secondary school students / Ed. V.V. Voronkova. - M., 1981; Ozolaite V.A. Differentiated use of questions for retelling the text by younger mentally retarded schoolchildren // Clinical and psychological and pedagogical study of children with intellectual disability / Ed. K.S. Lebedinskaya, V.M. Yavkina, V.G. Petrova. - M., 1976. 2 Barskaya N.M. Individual features of mastering the name of a noun by students of the 5th grade // Uch. app. LGPI them. A.I. Herzen. - L., 1969. - T. 345. for him the amount of work. If the child is excitable and his performance is impaired, as a result of which interest in the lesson is quickly lost, the teacher reminds the student of the purpose of the task, praises the work at the initial stage, briefly changes the type of his activity (offers to wipe the board, find a book), expresses approval and returns to the interrupted exercise. The methods of implementing a differentiated and individual approach should be such that “as a result of their application, lagging students are gradually leveled off and eventually can be included in collective work on an equal basis with others”1. Questions and tasks for self-examination 1. Define the principles of didactics. 2. Prove the importance of didactic principles for Russian language lessons. 3. Expand the specific use of each principle in these lessons. 4. Explain why the principles of consciousness and activity, visibility in combination with verbal means, scientific and systematic, individual and differentiated approach are always considered in pairs. METHODOLOGICAL PRINCIPLES OF TEACHING RUSSIAN LANGUAGE TO MENTALLY RELATED SCHOOLCHILDREN In addition to using general didactic principles, the methodology under consideration as an independent science develops and introduces into the teaching process proper methodological principles arising from the laws of mastering language and speech. The regularities themselves are defined “as an objectively existing dependence of the results of speech assimilation on the degree of development of the human speech-creative system, its individual organs (the organs that make up the speech apparatus, its muscles, speech mechanisms of the brain)”2. Accurate identification of patterns makes it possible to more clearly represent the system of principles and, through their implementation, actively influence the entire course of teaching language and speech. The relationship between the individual components of the educational process can be represented as a diagram (see Fig. With. 36). Gnezdilov M.F. Methodology of the Russian language in an auxiliary school. - *" . 1965. - P. 12. With iq Fedorenko L-P- Patterns of mastering native speech. - M., 1984. - The scheme illustrates the closedness of the chain of pedagogical activity. In the practice of language teaching, certain patterns of its assimilation by students are revealed. This makes it possible to identify the methodological principles of teaching, which, like general didactic principles, influence the choice of methods and techniques, types of educational work, i.e. on the creation of a methodological system as a whole. In turn, the scientifically based system of work introduced into the educational process increases the effectiveness of teaching speech, the ability of children to master it, and thus improves the practice of teaching the language. The principles of the methodology are not homogeneous. Some principles are of a general nature and are implemented in the process of teaching in all sections of the Russian language program, others have a limited scope and regulate the process of acquiring literacy, reading, grammar and spelling or the development of speech. The problem of the specifics of the application of methodological principles in the conditions of teaching the Russian language in a special (correctional) school has not been developed at all. At the same time, studies based on the study of the process of mastering the native language by students with normal intelligence1 and students with other anomalies2, as well as the experience of teaching the language of children with intellectual disabilities and a number of publications covering this experience3, make it possible to put forward some methodological provisions, considering them as methodological principles. 1 Methods of grammar and spelling in elementary grades / Ed.N.S. Rozhdestvensky. - M., 1975; Fedorenko L.P. Patterns of mastering native speech. - M., 1984; Lvov M.R. General questions of the methodology of the Russian language. - M., 1983, 2 Zikeev A.G. The development of speech of hearing-impaired students. - M., 1976; Korovin K.G. Practical grammar in the system of special language teaching for hearing impaired children. - M., 1976; Zykov S.A. Methods of teaching deaf children language. - M., 1977; Komarov KV. Methods of teaching the Russian language at school for children with severe speech disorders. - M., 1982. Highlighting special methodological principles, we took into account the statement of M.R. Lvov1 that their number should be limited, otherwise the principles may be devalued and they will cease to perform a regulatory function in the learning process. In relation to all sections of teaching the Russian language, the following principles can be distinguished: 1. Communicative orientation of teaching; 2. Unity in the implementation of two areas of work: the development of speech and thinking; 3. Mandatory motivation of language and speech activity of students; 4. Formation of a sense of language and reliance on it in the educational activities of children; 5. The relationship between oral and written forms of speech in the process of their development. One of the leading principles of teaching the Russian language in a correctional school is the principle of communicative orientation. Speech underdevelopment, weakness of motivational motives for speech cause mentally retarded children to have difficulty in communicating with people around them. V.G. Petrova rightly notes that a mentally retarded child, having a greater or lesser degree of speech, "... rarely participates in conversations, answers questions in monosyllables and is far from always correct"2. At the same time, it has been established that a targeted impact on the speech of mentally retarded children leads to its improvement, to the development of skills for more accurate expression of thoughts, adequate dialogue, and even skills for constructing a monologue statement. It is this regularity that requires the teacher's pedagogical activity to be aimed at correcting the shortcomings of all aspects of children's speech, at its development and activation to the extent that it can be used as a means of communication. The principle of communicative orientation suggests that the main thing in teaching children should be not so much the communication of various aspects of the language (phonetics, morphology, syntax), but the formation of skills for the practical use of various language categories in speech. As a result of their development, schoolchildren get the opportunity to realize some linguistic information, learn and apply spelling rules and, most importantly, use speech more freely for communicative purposes. It should be noted that this principle is consistently implemented primarily in relation to elementary school students. The high school program also aims to implement this principle. However, due to the large amount of theoretical material in grades 5-9, there is a predominance of purely grammatical exercises that reinforce linguistic information, but do not ensure their application in speech practice. And since mentally retarded children quickly forget grammatical theory, the time spent on these exercises is useless in improving the speech practice of students. The implementation of the principle of communicative orientation implies the saturation of the learning process with speech exercises. Ticks include: answers to questions; reading dialogues with the appropriate intonation, drawing up dialogues according to the model, based on a given situation; retelling; exchange of views on the work performed; discussion of dia- and films; role-playing games, etc. The speech material obtained as a result of these tasks is used to solve linguistic problems in the lessons of grammar and spelling, extralinguistic, informational tasks in the lessons of the development of oral speech and reading. As an example of ensuring a communicative orientation in the study of grammatical material, one can cite a method of fixing the form of the instrumental case of masculine and feminine nouns in the 3rd grade, where these grammatical categories are introduced in a practical way without reporting terminology. The situation is explained to the children: the teacher needs to clarify information about the professions of their parents or other relatives. Schoolchildren first verbally answer the question of who their mother, sister, aunt work, then to the question of who their father, brother, uncle, etc. work. A table and cards with the names of professions in the instrumental case are prepared in advance. The end is highlighted in a different color. Who do they work? Mom (sister) works ... Dad (brother) works ... Having answered, the students go to the blackboard, choose the appropriate card, insert it into the table. As a result of this work, a series is formed: Mom (sister, aunt) works as a nurse (milkmaid, teacher, seamstress). Dad (brother, uncle) works as a carpenter (mechanic, teacher). Children's attention is drawn to the endings of words denoting the professions of men and women. Next, the students write down sentences in their notebooks about who their relatives work for, focusing on the table as a visual support for selecting the desired word form. At the same lesson, the teacher can ask how to answer the question of what kind of mother works if she is a doctor. Already in the 3rd grade, children can form the ability to use the names of male professions in the appropriate form: Sister works as a driver, painter, etc. With this approach to fixing the topic, the situation of working with it approaches the natural one, and the language material becomes practically significant for organizing communication. The principle of the unity of the development of speech and thinking is based on a psychological pattern that manifests itself in the interaction of language and thinking. Violation of the intellectual activity of mentally retarded children leads to the inferiority of their speech practice. In turn, the underdevelopment of speech delays the formation of logical thinking, makes it difficult to eliminate the shortcomings of its visual-figurative and visual-effective forms. This vicious circle can be broken, first of all, in the field of speech. As rightly noted by N.I. Zhinkin, “speech is a channel for the development of intellect”1 and, most importantly, a channel available for external influence. Forming speech, we work on enrichment, accuracy, expressiveness at any level - be it a word, a sentence or a text. The development of these qualities of speech has a positive effect on the correction of shortcomings and the improvement of the mental activity of students. “Speech organizes, streamlines and activates the thinking of schoolchildren,” writes V.G. Petrov, - helps them to establish simple semantic connections between parts of the perceived material and thereby contributes to the implementation of cognitive activity"1. The increased possibilities of the verbal system of thinking create conditions for a better understanding of the basic language patterns by mentally retarded children, and contribute to a more conscious use of speech. The introduction of the principle of the unity of the development of speech and thinking into the educational process is carried out in two directions. Firstly, the speech of a mentally retarded child is formed on the basis of observations of objects and phenomena of the surrounding world and understanding of the connections characteristic of them. At one time, K.D. Ushinsky warned that “it is impossible to develop language separately from thought; but even to develop it predominantly before thought is positively harmful. This warning is especially important to remember when teaching schoolchildren of this category in the light of the data on the gap between word and thought. That is why it is necessary that in special lessons in the development of speech, the topic of conversation with children should be objects and phenomena that they either observe at the moment or considered earlier. The information obtained in this way will be the material with which thinking operates and which is simultaneously used as a basis for the development of speech. In the same direction, in the lessons of grammar and spelling, work is carried out on understanding the lexical and grammatical meanings of language units. All of them are reflections of objects and phenomena of reality (lexical meaning) and expressions of the relationships that these objects and phenomena enter into in the real world (grammatical meaning). For example, the semantics of the word tree reveals a specific kind of objects; sentence Mom has returned reports a fait accompli. In the phrase came from the city, the grammatical meaning of the circumstance of the place is conveyed by a combination of words of a certain semantics, the preposition from and the ending a of the dependent word. Mentally retarded students have difficulty comprehending the linguistic meanings of various units of speech. The fact that the child calls the bird's beak the nose indicates that he does not understand accurately. The development of speech of secondary school students. - M., 1977. - S. 69. 2 Ushinsky K.D. Ped. op. - M., 1989. - T. 3. - P. 9. just the lexical meaning of the word, but the difference is in the realities themselves: the nose of a person and the beak of a bird. A student of a special (correctional) school is not aware of the relationship between two objects of reality, which are encoded, for example, by the phrase mother's handkerchief, as a result of which he is unable to understand the grammatical meaning of each of the language units. To overcome the difficulties that arise in the lessons of grammar and spelling, it is necessary that elementary school students first comprehend the real situation and the mutual relations of objects in it. Then, observation is organized over the reflection of these connections in speech, after which it becomes possible to introduce new verbal material and help students to realize its lexical and grammatical meanings. So, schoolchildren consider the position of an object in relation to another and designate these relationships with phrases: the ball is on the table (near the table, under the table). Observation of the linguistic material allows us to establish that the difference in situations is fixed in speech by the words on, at, under and endings in the names of objects. At a lesson in the development of oral speech, the lexical meanings of words are also comprehended through observations of objects, their actions and signs, as a result of which the use of words becomes more accurate, for example: walnut, but pine nut; the cat laps, and the dog drinks, etc. The grammatical meaning of linguistic means at the practical level is fixed in the exercises. For example: - naming an object and its actions, training in the correct coordination of the predicate with the subject: the chicken pecks at the grain, the chickens also peck at the grains; - selection of the main food for animals and exercises in choosing the right word form to indicate this fact in speech: a hare has cabbage, and a bear has honey; the fox has a chicken, and the squirrel has nuts, etc. The principle of the unity of the development of speech and thinking is also realized with the help of teaching methods and techniques that actively influence the speech and mental activity of children. First of all, these are the methods and techniques that make up the essence of mental operations. These include analysis and synthesis, concretization and generalization, comparison and classification. According to a study by B. Breese, the active use of methods of comparison, analysis and synthesis has a positive effect on the formation of children's speech and thinking: “. ..students of auxiliary schools intensively develop their abilities ... and inclinations for spontaneous speech reproduction inextricably linked with their ability for mental analysis and synthesis”1. The use of the above methods and techniques is possible already in the pre-letter period, *<огда учащиеся называют предметный ряд и выделяют каждое слово этого ряда, сравнивают сходно звучащие слова и соотносит их с картинками, устанавливают разницу в длине слов (короткие - длинное). Из методов, различающихся по источникам получения знаний, наиболее употребительным для уроков русского языка является метод беседы. Его эффективность с точки зрения единства развития речи и мышления зависит от проблемное™ самой беседы, ее эвристичности. Так, к рассказу А.П. Чехова «Хамелеон» в 7-м классе наиболее оптимальны для развития школьников вопросы типа: что случилось на базарной площади? Как надзиратель Очумелов разбирал дело с собакой? Почему менялось его решение? Для того чтобы ответить на подобные вопросы, надо воспроизвести информацию в обобщенном: виде, проследить путь принятия главным действующим лицом тех или иных решений, объяснить его поступки. А вот вопросы -типа: где развертывается действие? Кто идет по базарной площад,и? Чей крик привлекает внимание Очумелова? - ориентируют Учащихся лишь на воспроизведение информации в той же последовательности, в которой она дана в тексте. Такое пассивное репродуцирование содержания хотя и закрепляет речевые конструкции, но степень развития мыслительных способностей учащихся не повышает. Целесообразность использования продуктивных методов обучения не исключает применения репродукции. В условиях специальной (коррекционной) школы о.На также играет значительную роль при отработке того или иного навыка. Однако в любой репродуктивный метод необходимо вносить модификации, связанные с решением мыслительных задач. Например, используя для закрепления представлений о конфигурации буквы метод упражнения в многократном ее воспроизведении по> using a sample, from memory, you can simultaneously offer children such tasks: guess what letter it is and write it down (oval, stick with a hook at the bottom); guess a letter to your friend, let him guess and; write; recognize the letter from the half-letter and write it down. As a result, a purely mechanical exercise will acquire a more creative character, will require the implementation of synthesis, operations of comparison, restoration of the whole by its part, etc. 1 Breze B. Activation of a weakened intellect when teaching in auxiliary schools. - M., 1981. - P. 22 4. Thus, the combination of materialized and speech actions, the mastery of various mental operations as a result of the use of productive methods of teaching the language create conditions under which the unity of the formation of speech and the development of thinking is achieved. No less significant is the principle of increasing language and speech motivation. Psychologists and methodologists of the special school have repeatedly noted the presence of speech isolation in mentally retarded children, weakness of speech motivation. Studies have shown that the use of additional techniques enhances students' interest in language material, encourages them to more voluminous and productive statements. The development of active language and speech activity is impossible without a system of various incentives that ensure the creation of appropriate learning motives. It is this methodological regularity that underlies the principle of increasing linguistic and speech motivation. The implementation of this principle in the educational process is ensured by the content of the Russian language lesson, its structure, the selection of methods, teaching methods, types of exercises, as well as the behavior of the teacher. As an example, consider the operation of this principle in a reading lesson. The selection of the content of reading material to a large extent affects the increase in the speech activity of schoolchildren: the emotional intensity of works, consonance with the experience of children, psychological life-problem situations - all this arouses interest in the topic, the desire to more or less participate in assessing the actions of the hero, talk about their personal experiences in connection with the emerging associations. That is why the content of a book for reading, material for extracurricular reading should be in line with the interests of children. The presence of these interests, although perhaps not clearly defined, was established by the studies of L.A. Serova, V. Ozolaite, T.B. Bashirov (see "Out-of-class reading"). The structure of the lesson can also have a positive impact on the speech activity of students. So, in a reading lesson, it is important to set the dosage of time for each of its structural units, alternate oral speech (speaking) with written (reading), and clearly observe the logic of transition from one stage of the lesson to another. For example, at the next lesson after reading the 1st chapter of V. Korolenko's story "Children of the Underground" (7th grade), you can check your homework in the following way: 1. Answers to questions. On whose behalf is the story being told? Who is Vasya? What do father and son think of each other? Why does the judge treat Vasya so uncompromisingly? What is Vasya really like? Prove your opinion. 2. Selective reading according to the plan. Vasya is a stranger in the house. The opinion of others about the boy. Vasya's emotional experiences. The choice of methods, teaching methods, types of tasks is closely related to the structure of the lesson (this can be seen in the above example). At the same time, it also has independent significance for stimulating the speech activity of schoolchildren. M.F. Gnezdilov noted the following on this occasion: When organizing the process of students' activities on the completion of a learning task, one should not allow it to be monotonous, it is necessary, if possible, to diversify the methods of considering and analyzing the material being studied. This contributes to the motivation of students' activities, excites active thought processes in them. So, in the lessons of grammar and spelling, schoolchildren learn to compare simple and complex sentences (grades 7-9), and use them correctly in speech. In order for this work to cause active speech activity of students throughout the lesson, the following types of language and speech exercises can be used: 1. Reading the sentences written on the board with the appropriate intonation, choosing among them simple and complex sentences, comparing each group according to grammatical features. 2. Work with the textbook. Making complex sentences from simple sentences. Arrangement of punctuation marks, selection of the main members of the sentence. 3. Work with cards. Reading sentences in pairs (simple and complex) according to the meaning. Establishing the order in which they follow, substantiating this sequence in terms of the content and linguistic connection of one sentence with another (the presence of connecting pronouns, adverbs, aspect-temporal forms of the verb, word order). Writing in a notebook, for example: Yesterday, the students of our school went to the stadium. There, high school students participated in a sports relay race, and younger students showed floor exercises. 4. Answers to the questions: where were you yesterday? What were you and your friend doing there? Different answers also determine a different schematic analysis of the proposals drawn up on the questions. In this regard, it should be noted that the currently accepted method of underlining all the secondary members of a sentence with a wavy line (one of the parts of speech - the adjective is also emphasized) not only does not help schoolchildren to distinguish between sentence members and parts of speech, but also introduces even more confusion. Our observations have shown that it is preferable to use a special sign, for example, a dotted line, to distinguish all minor terms. In this case, a schematic analysis of the compiled answers to the questions will look like this: Yesterday we were at the factory. There, my friend and I worked on the assembly of finished products. The answer to the second question can be framed as a complex sentence: I turned parts, and my friend worked on the assembly. Then his scheme will be different: 5. Drawing up proposals according to the scheme with a given content, for example, assessing the actions of people in various situations: one of the classmates shows good results in work at the plant. Task: tell about it and evaluate its activity. Schemes: ____________________________________________________________________________________________ 1 Gnezdilov M.F. Methodology of the Russian language in an auxiliary school. - M., 1965. - S. 10. Misha Lebedev works at the plant. He completed the task first, and the master praised him very much (or: He did the task well, and our class is proud of him). 6. Drawing up a text by analogy with the data and recording. Separation of complex and simple sentences. For example: a description of Kostylin's behavior in the first meeting with the enemy is given. Task: write down a story about Zhilin using the same constructions, but with the content opposite in meaning. Analyze the structure of proposals and give its justification. Of great importance for stimulating the speech activity of schoolchildren is the behavior of the teacher in the classroom. The teacher arouses and directs the interest of students, supports him through encouragement, with the help of a mark, through the establishment of friendly relations in the class. Playing an active role in the organization of the lesson, the teacher does not limit the speech activity of children. Closely related to the previous principles is the principle of forming a sense of language and relying on it. Under conditions of normal development, the child, in the process of communicating with adults, unconsciously (or at the level of indistinct awareness) learns language norms and uses them for communicative purposes. “...Unconscious, acquired simply by memory in the process of imitation, knowledge of the norm, the tradition of use. .. is called a sense of language or a linguistic flair”1. Intuitive assimilation of the laws of the language is manifested at all its levels: phonetic, morphological, syntactic and stylistic. In this case, not only the correct use of familiar words and their combinations is carried out, but also a very complex process of developing interest in linguistic matter, in understanding the various means of language: words, phrases, sentences, in the active use of these means. The formation of linguistic culture, the awareness of the laws of language in the process of schooling are based on a linguistic instinct, on a cognitive interest in linguistic matter formed at preschool age. Mentally retarded students do not develop a sense of language in the preschool period, since their speech practice is extremely limited, and most importantly, it is not intuitively realized so that different units of the language enter the circle of their interests. “An important factor,” writes V.G. Petrov, “delaying the development of the speech of the mentally retarded is also their characteristic insufficiency in mastering the semantic side of their native language ... An anomaly of general development creates obstacles for the mentally retarded child to understand the meanings of those words that others pronounce, naming household items or actions performed”1. Difficulties in understanding the lexical meaning of words hinder the development of children's interest in the formal side of speech, in the selection of language units, in their structure and the way words are formed. Thanks to previous speech experience and a well-formed sense of language, a normal child gets the opportunity to successfully learn the laws of phonetics, word formation, and grammar at school and consciously follow them in speech. In teaching normal children, the regularity of language acquisition, which was formulated by F.I. Buslaev: first exercises, and then a clear awareness2. This pattern should also be traced in the education of mentally retarded children, since their development is carried out according to the same laws. However, the principle of relying on the sense of language when teaching speech, which follows from this regularity (see the principles formulated by L.P. Fedorenko3), does not work without special training, since it does not arise spontaneously in mentally retarded preschoolers. At the same time, no one doubts the need for intuitive initial language generalizations for mastering the laws of grammar and their conscious use in speech. Therefore, in a special (correctional) school, the above-mentioned methodological principle acts as the principle of forming a sense of language, and then - relying on this feeling. The upbringing of the language sense is carried out at all Russian language lessons in the lower grades. Speech practice is specially organized, during which the attention of children is focused on the semantics of a word, sentence, on their formal logical features that help to combine words into certain lexical and grammatical categories (subject names). M 1984 - S. 23. It should be noted that not all psychologists and methodologists share the point of view of the unconsciousness of the first linguistic generalizations of the child.S.F. Zhuikov, N.S. Rozhdestvensky, D.B. Elkonin associated this phenomenon with the level of the so-called "indistinct consciousness" or "low level of awareness". 1 Petrova V. G. The development of speech of secondary school students. - M., 1977. - P. 9-10. 2 See: Buslaev F. I. On teaching the national language. - L., 1941. ta, action, sign), on phonetic phenomena (house, but at home), on the correlation of the grammatical form of the word with the real logical relations that are indicated by this form (goes, goes, went). At the lessons of speech development, students, considering an object, name its shape, color, taste: an apple is yellow, round, sweet; round orange, orange, sweet, etc. Simultaneously with the clarification of the real features of the subject, schoolchildren learn to correctly coordinate the names of the features with the name of the subject, to distinguish the feature itself from its name. At the lessons of teaching literacy (grade 1), practical grammar exercises (grades 2-4), the tasks of identifying language units, observing their change in various conditions, and using them correctly in speech become leading. The implementation of practical grammatical exercises in the lower grades creates a speech base, on which a cognitive interest in the language and a linguistic flair begin to emerge. In the upper grades, the presence of initial language generalizations gives students the opportunity to digress from the subject content of words, objectify speech, and learn the theoretical laws of grammar. An analysis of the sound composition of words, word forms, sentences to one degree or another helps to understand the ways of organizing and using units of various language levels in speech. The interaction of work on oral and written speech is also considered as a methodological principle. Both forms of speech serve as a means of communication. Oral speech, as a spontaneous formation, is ahead of written. It performs the function of communication in the process of direct interaction between interlocutors and has various expressive means: intonation, facial expressions, gestures. The presence of an interlocutor, the commonality of the situation, as well as other extralinguistic (extralinguistic) factors allow the use of truncated sentence structures, a limited vocabulary. Written speech is formed on the basis of oral speech and actually encodes it. However, being a rather complex formation, written speech is