Integrative Methods of Teaching the Russian Language in the Modern World

Аннотация

This article is devoted to various methods of teaching the Russian language in non-linguistic universities. It is aimed at achieving certain educational goals. The higher education system faces new goals and objectives to improve the methods of the Russian language. This makes it possible to comprehensively address issues of personnel and teaching potential. 1 INTRODUCTION Active groups absorb information quickly. This knowledge is improved through the learning process. Such training can be used when students already have Teaching methodology is a joint activity between the basics of the necessary knowledge; this the teacher and the student. It is aimed at achieving knowledge was obtained using traditional methods. certain educational goals. The choice of methods and Traditional and innovative methods have their own means in teaching depends on many objects and strengths, and the task of the teacher is to find subjects: reasonable use of each method depending on the firstly, the peculiarity of the teaching lesson. methodology of a particular discipline; Traditional methods. Students are to a greater secondly, materials and their contents; extent the subject of learning. The student asks thirdly, time to study materials; questions to the teacher, questions from the teacher to fourthly, the complexity of the educational the student to develop creative thinking. Individual material; contact is established between the teacher and the fifthly, the number of students; student, but not with other members of the group. sixth, logistics; seventh, the interest of the Such methods are used in seminar classes and in students [1]. independent work. Experience shows that such Depending on the role of the trainees, methods are methods activate the teacher, and the student becomes divided into: active, passive and interactive. The passive [5]. reason is that the groups in which students and cadets Interactive methods. By teaching others, we learn are trained may be different. In weak groups, the ourselves (Seneca) - this method involves joint “forced activity” method is used. The teacher forcibly learning between the teacher and the student. The activates the thinking and activity of students; teacher acts only as a more experienced organizer of -increases the creative nature of activities; the learning process. Trainees are immersed in an -interacts between students and with the teacher; atmosphere of cooperation and solve problems in the -uses technical teaching aids; optimal way. Interactive methods create an - improves the process of attention, memory and environment and atmosphere for the manifestation thinking [3]. and demonstration of their knowledge, skills and ✓ Ideas and proposals are discussed. qualities. During the learning process, all students ✓ Conflicts and disagreements that arise are interact with each other, exchange information, and resolved peacefully. solve problems together. ✓ The group should have an open, business- Interactive methods require the teacher to like, friendly atmosphere [2]. carefully plan the work. He needs to give the For example, when analyzing the poem “Sail” by participants time for preliminary preparation; read, M.Yu. Lermontov, cadets can work according to a set think through, complete tasks independently. It schedule, that is, we divide the group into two should be noted that the interactive method allows subgroups, one subgroup reveals the theme, the other students to demonstrate their individual qualities, subgroup reveals the nature of this work. Each such as; leadership, organizational and public subgroup will offer its own options, give examples, speaking skills [4]. comment and defend its point of view. In conclusion, The traditional method allows mainly knowledge the “expert”, that is, the teacher, makes the final and understanding, while the interactive method decision. This will be a discussion lesson. A good covers all cognitive levels. It requires a change in the teacher understands the state and mood of his cadets. approach to learning on the part of both the teacher Taking this into account, he attracts additional and the students. sources, teaches his cadets to work independently, actively participate, and support each other. Methodological recommendations for the teacher: RESULTS AND DISCUSSION ✓ the teacher must plan the lesson discussion In Russian language lessons we work in small in advance and develop it; groups. This provides an opportunity to practice ✓ choosing a topic for discussion; collaboration and interpersonal communication ✓ distribution of tasks into groups; skills. In small groups there is a high level of ✓ regulations. information exchange; students have different levels Subgroups should have strong and weak cadets. of training. Someone absorbs information well and This will be a joint work, the strong help the weak and quickly and actively gets involved in work. Another the number of participants should be equal. student may be passive and weak