| Annotation |
The school course of the Russian language implies communicative focus and develops students’ abilities
to extract information from various sources, to comprehend and handle it. This ability is formed when working
with texts of different forms, styles, types and genres. The precedence of modern texts, the presence of precedent
phenomena in them (names, events, statements, etc.) often makes it difficult to understand the text.
The attitude towards a student as a linguistic personality (Y. N. Karaulov) assumes that he has the willingness
and ability to perceive and understand precedent phenomena, extract a variety of information from them and
use them in his speech. All this determines the inclusion of precedent phenomena in Russian language study
in school. The purpose of this study is to substantiate the need for using precedent phenomena in Russian
language education in school, to present a system of tasks for school students aimed at forming a set of educational
and linguistic skills and ways of proceeding, that is the ability to extract information from a precedent
phenomenon, comprehend and handle it. The author uses methods of analysis and synthesis in order to
describe the problem of using precedent phenomena in school teaching of the Russian language; methods of
analysis, abstraction, constructing – to develop the system of tasks. The research and development of tasks
are based on competence and system-pragmatic approaches in Russian language study. The article shows the variety of theoretical knowledge that form the basis for the study of precedent phenomena and specifies
proposed actions with them, the possession of which indicates the presence of the ability. The author defines
and describes the bases of the developed system of tasks, gives the examples of specific links of the system
(tasks for the formation of identification, analytical, classification, synthetic and creative skills with precedent
names, statements, precedent transformed texts). |
| References |
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