The essay “The moral issues of the story by A. I.

How to remain human in difficult life conditions? Answering this question, A.I. Solzhenitsyn in his works reveals the problems of morality and human moral choice. The heroes of his works do not have an easy fate, but they show that even under the most difficult circumstances you should not lose heart and allow yourself to be broken.

For example, the main character of the story of the same name “One Day in the Life of Ivan Denisovich” was unjustly imprisoned in one of Stalin’s camps.

The author tells about just one day of a prisoner, but this is enough to imagine the harsh camp life. Each of the prisoners chooses their own path of survival. Someone, forgetting honor and dignity, becomes a “jackal”, like Panteleev, snitching on other prisoners, or Fetyukov, begging for cigarette butts. Someone adapts to such a life by looking for loopholes. So Caesar, having become an assistant to the rationing officer, receives parcels twice a month. And there are those whom camp life failed to break, who retained their moral principles. This is foreman Tyurin, Baptist Alyoshka and Ivan Denisovich himself. They steadfastly withstand all the hardships: “... but he was not a jackal even after eight years of general work - and the further he went, the more firmly he became established...”. These are the people who are respected. If you always adhere to moral values, then nothing and no one can break this core.

Another example on this issue is the story of A. I. Solzhenitsyn “Matrenin’s Dvor”. The main character, Matryona Vasilyevna, is a lonely old woman whose only living creatures are a goat and a lame cat. Her husband disappeared in the war, all six children died in infancy. Although she had an adopted daughter, Kira, she quickly got married and left. Matryona was forced to run the household alone. She got up early and went to bed late. In addition, Matryona Vasilievna never refused help, even though she had many worries of her own. Despite all the difficulties, she adhered to the righteous path.

Thus, highly moral people have always played an important role in the life of society. And A.I. Solzhenitsyn shows in the heroes of his works that you need to be able to maintain moral support in yourself, no matter how difficult it is.

Updated: 2018-05-12

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Designing an educational dialogue using the example of a literature lesson on the topic “Moral lessons of A.I. Solzhenitsyn’s work “Matrenin’s Dvor”

1. Teach children a comprehensive analysis of a work of art using the example of A.I. Solzhenitsyn’s story “Matrenin’s Dvor.”

2. To evoke an emotional response to the work, to show its journalistic nature and appeal to the reader by designing an educational dialogue in the lesson.

3. Discover in the story the eternal values of Russian spiritual culture: righteousness, humanity, humility.

Vocabulary work: condo, house, righteous, help.

Materials for the lesson:

1. A.I. Solzhenitsyn’s story “Matrenin’s Dvor”

2. Explanatory dictionary of S. Ozhegov.

Techniques and methods:

1. Creative reading method

2. Analysis of a work of art

3. Educational dialogue

Those people have good faces

who lives in harmony with his conscience.

A.I. Solzhenitsyn

During the classes

1. Organizational moment

2. Teacher's introduction

In the last lesson, we got acquainted with the biography of Alexander Isaevich Solzhenitsyn, with the difficulties and trials that befell him. Almost all of his works are a reflection of his own life. The story “Matrenin’s Dvor,” written in 1959, was no exception. After his rehabilitation in 1957, Solzhenitsyn worked for some time as a physics teacher in the Vladimir region, living in the village of Miltsevo with the peasant woman Matryona Vasilievna Zakharova. But the story “Matrenin’s Dvor” goes beyond ordinary memories. In it, the author touches on serious moral issues. Today we have to figure out what lessons we can learn from this work (recording the topic of the lesson; everything discussed in the lesson is recorded on the board in the form of a diagram)

3. Introductory conversation

What is the theme of the story? (the life of the Russian peasant woman Matryona Vasilievna)

Let's analyze her image. In the last lesson you were tasked to look at this character in detail. Let's see what you came up with.

4. Working with text (dialogue)

1) To get to know a person better, you need to turn to the objects that surround him. Therefore, first, let’s look at Matryona’s house and yard.

* Describe the heroine’s home

* Did mice, cockroaches, and Matryona’s bad cooking irritate the narrator? Why? (no, because there is life in them, no lies)

* What feelings do you get when reading this fragment? (all living things - ficuses (replaced people) - frightened, standing in a crowd...)

* What means of expression does the author use when describing Matryona’s hut? (personification - about ficuses)

* Why did the narrator stop here? (I was looking for crazy Russia)

* What is “kondovaya”? (according to Ozhegov - kondovaya - primordial, preserving old customs and foundations)

* Why did Matryona’s hut seem exactly like this to the narrator? What did he find here? (silence, peace, warmth)

* Exactly what the narrator lacked for many years. What is “home”? What, first of all, is associated with the concept of home? (housing, family, loved ones)

* What was home like for Matryona? (her life)

* What is the first thing they take out of the hut after Matryona’s death? (ficus trees became an uninhabited hut)

* Let’s draw a conclusion: what does Matryona’s house seem to us like? (alive, warm, warming the soul)

2) What was Matryona herself like? Let's talk about her life.

* Describe Matryona’s face. What were her eyes like? (pale blue, look innocent, radiant smile)

* What image does it look like? (faces of saints on the icon)

* What was work for her? (the meaning of life, in it she saw calm, this is a means to restore a good mood)

* Faith? (pagan - superstitions, the narrator did not see her praying or being baptized, but there was a holy corner in the hut: Nicholas the Pleasant - that means faith is genuine, then genuine, because it is not for show, she did everything with God)

* Did she keep Christian commandments? (they are, first of all, in her actions and thoughts)

* Let’s draw a conclusion: what words will be key when describing Matryona? (looks like a saint, work is the meaning of life, true faith)

3) What do we know about our heroine’s past? Her personal life?

* Raising Kira?

* What did her first love mean to her (her cheeks turned pink when she remembered, as if she were getting younger)

* Matryona had to experience a lot in life. Was she angry? Why? (forgave everyone)

* Let's conclude: Has the past changed Matryona? Did she blame anyone for her misfortunes? (the past could not change Matryona, embitter her, she did not blame anyone for her misfortunes)

4) The story ends tragically. Let's look at the events surrounding her death.

* What omens of this tragedy are discussed in the work? (fear of trains, left without holy water this year, cat disappeared)

* What did the upper room look like when it was dismantled? (for a living creature - verbs: sorted it out into ribs, squealed, crackled)

* How does nature react to Matryona’s death? (blizzard, suddenly thaw, streams, and the mice went crazy)

* Tell us about Matryona’s funeral. Was everyone sincere about it? (immediately after Matryona’s death, her friend Masha asks for her things, crying as if ordered, not sincere; crying is like a dialogue between relatives - they make excuses; Matryona is not needed; Thaddeus thought only of himself - upper room)

* How was the wake? Did they resemble a remembrance of Matryona's soul? (no, everything is according to plan - adherence to the ritual: after the jelly - “Eternal Memory”, no sincere feelings)

* What did the sisters do? (they took everything, accused Matryona of her own death)

* Remember Thaddeus’ threat when he returned from Hungarian captivity. Can we say that his threat came true?

* How can you call Matryona's death? (checking people)

* Draw a conclusion: did Matryona’s death change other people’s attitudes towards her? Why?

5) So, Matryona dies. But the narrator says that after her death she opened up to him even more, thanks to her neighbors and relatives. Why? (Efim didn’t love her, cheated on her; she was unscrupulous, stupid (she worked for free), gullible; she didn’t want to start a household)

* Why did they talk about her like that, since she helped them all her life? (this is an insult because there is no one to plow the garden now)

* What conclusion did the narrator draw for himself? (Matryona did not need either housekeeping or outfits, because only freaks and villains embellish themselves)

* What did Matryona have that everyone else didn’t have? (inner beauty)

* Let us turn to the words of the epigraph: Those people always have good faces who live in harmony with their conscience. What did the author mean when he called Matryona's face good? (there is inner light in it, warmth from it)

* Let's read the last words of the story. What does the author call Matryona? (“We all lived next to her and did not understand that she was the same righteous man, without whom, according to the proverb, the village would not stand. Neither the city. nor our whole land.”)

*Who is called the righteous? (1. For believers: a person who lives a righteous life has no sins (about Matryona - fewer sins than a cat - she strangled mice); 2. A person who does not sin in any way against morality)

* Was Matryona like this?

* Why did she remain misunderstood by people? (everyone thought only about themselves, and caring for their neighbors did not interest them)

* What would happen to the earth if there were no people like Matryona? (the earth would perish)

5. Summing up

* What moral lessons can we learn from the story about Matryona? (1. A person must follow the path destined by fate, preserving in himself everything higher that is inherent in him by nature. 2. With her way of life, Matryona proved that anyone who exists in this world can be honest and righteous if he lives righteously idea and strong in spirit. 3. You don’t need to think only about your own happiness, you need to help other people.)

* Here I have a question that you and I have already discussed, but have not come to a common opinion: should a person who helps another person expect help from him in return? (No)

* Why? (help should be selfless, not requiring anything in return, then it will be real)

* Ozhegov gives this explanation of the word “help” - assisting someone in something, participating in something, bringing relief. But will only the one who was helped get relief? And what relief will the one who helped get?

* Does the person who has been helped always get relief? (No. If he feels like he has to repay you, he won't get any relief.)

* How relevant are the issues raised in this story?

* The anger of people, caused by the unsettled nature of their lives, sometimes has no boundaries. People blame everyone but themselves for their misfortunes. Are they right? Why?

* Christian commandments say: you need to help your neighbor. A neighbor is someone who currently needs our help. Helping everyone, Matryona thought about keeping these commandments? (no, it was her way of life)

* So, today in class, after analyzing Solzhenitsyn’s story, we received advice for ourselves for the future. I think they will help you in your life.

* 6.D/w: write a mini-essay “Are there righteous people in our time?”

EXPERIMENTAL STUDY OF THE LEARNING PROCESS IN LITERATURE LESSONS WHEN DESIGNING EDUCATIONAL DIALOGUE

Topic: Collective design of educational dialogue in literature lessons

Goal: organization and use of educational dialogue in literature lessons to enhance the educational and cognitive activity of schoolchildren.

Object of study: application of educational dialogue.

Subjects: 5th grade students of the Municipal Educational Institution “St. George Secondary School”.

in terms of time - short-term (2 weeks),

according to the conditions of the organization - natural,

according to the final goals - stating and formative.

I. Ascertaining stage - establishing the initial level.

Methods: conversation with the teacher, observation of students, questionnaires.

1. Preliminary conversation with the teacher.

* find out the characteristics of the student population of this class;

* determine the level of learning of children in the class;

* get acquainted with the methods, techniques and forms of teacher work used in literature lessons in a given class.

Progress of the conversation:

1. What is the peculiarity of the student population of this class?

* Number of boys and girls?

* Social status of their families?

* How long has this student body been in existence?

(There are 3 boys and 3 girls in the class. This student body has existed since the 1st grade. Their parents are residents of rural areas who work in the agricultural sector.)

2. What is the progress of students in literature?

(The percentage of students’ academic performance in literature is 100%, and the percentage of knowledge quality is 66%)

3. What is the level of technology and reading pace of students? (When reading, students make many mistakes - incorrect reading of word endings, incorrect stress placement, failure to follow intonation. The reading rate is low - about 70 words per minute)

4. How developed is the students’ speech? (students answer with incomplete sentences; teacher assistance is required when formulating an answer; they have difficulty composing a coherent statement).

5. To what extent are students’ general educational skills developed:

* ability to highlight the main thing? (this skill is partially formed - they do not know how to perform a concise retelling of the text, they have difficulty drawing up a plan);

* ability to compare? (partially formed - they can only compare opposite concepts and briefly);

* ability to analyze and draw conclusions? (not formed).

6. What is the motivation of children to learn? (motivation is low - there is low activity of schoolchildren in lessons, frequent failure to complete homework).

7. What type of lessons prevail in the teacher’s activities? (combined).

8. What methods, techniques and forms of work does the teacher use when studying works of art? (main: frontal survey of students, selective reading, expressive reading, text retelling; the main method of work is reproductive, sometimes differentiation is used).

During a conversation with the teacher, it was found out that

ѕ the contingent of this class consists of children from families working in the agricultural sector, the student body has been permanent for the last 4 years;

* according to the results of the second quarter, the level of academic performance in the class is 100%, and the percentage of quality of knowledge is 66%, which does not entirely objectively reflect the situation in the class: the reading pace is low (70 words per minute), students’ speech is not sufficiently developed, general educational skills and abilities partially formed, which is explained by the low motivation of children for educational work.

It can be assumed that the situation in the classroom is partly due to the fact that the teacher conducts the same type of lessons, while using reproductive teaching methods that do not contribute to the activation of educational and cognitive activity, increasing students’ motivation to learn and their development.

2. Results of observing students in the lesson.

Students in lessons are inactive, often distracted, and it is difficult for the teacher to involve them in learning activities. This may be due to the rare change of activities during the lesson. The main part of the training sessions is devoted to reading works.

Children read slowly and make mistakes. They answer in monosyllables, only to the teacher’s leading questions, which reflect only the content of the work.

So, the observation results are as follows:

3. Analysis of software and methodological support for the educational process

Literature is taught in this class according to the T.F. program. Kurdyumova for educational institutions, a textbook by the same author is used (M.: Bustard). The program involves studying literature in the amount of 102 hours (3 times a week), but at school this subject is taught 2 times a week (68 hours a year) - in accordance with the approved curriculum.

Thematic planning (02/21/2011-03/19/2011)

4. Questionnaire of students

At the first stage of the experiment, a survey of students was conducted, the purpose of which was to determine the desire and readiness of schoolchildren to participate in educational dialogue in the classroom.

1. Do you like literature lessons?

V. Sometimes

2. If you like them, what attracts you to them?

b. Getting to know new works, new characters

V. _______________________________________________________

3. If you don’t like it, then why?

V. ______________________________________________________________

5. Should your opinion during the discussion completely coincide with the opinion of the teacher and classmates?

6. What do you want to learn in literature lessons?

_____________________________________________________________

Survey results

So, almost all students have a desire to communicate in the process of studying works of art in literature lessons, to discuss what they have read. This is due, first of all, to the age characteristics of fifth-graders, whose leading activity is communication. Thus, there is a readiness to participate in educational dialogue.

II. The formative stage is introduction into the educational process.

1. The mechanism for introducing innovation.

1. Identifying the life experiences of students and relying on them when studying the topic.

2. Checking the primary reading comprehension using questions on the content of the work.

3. Identifying a problem that interests students and considering it in the context of life values that are significant for children.

4. The teacher creates a situation of choice when discussing a work, introducing the question “What would you do in this situation.”

5. Completing advanced tasks (drawings for a read work, drawing up characterizations of the hero, drawing up comparative characteristics of the heroes) followed by discussion of them in class during the lesson.

6. Comparison of works of the same genre by different writers.

2. Method of recording results

1. 02/21/2011

5th grade 11 years old.

Lesson topic: The heroic past of Russia. L.N. Tolstoy “Petya Rostov”. Meet the Hero

Lesson stage	Methods used	Activities of a teacher	Children's activities
Organizing time
Goal setting	Communicating the topic and purpose of the lesson	Writing the lesson topic in a notebook
Preparing students to master the material. Updating students' knowledge	Conversation on issues	* Today in class we will continue our acquaintance with the works of Leo Tolstoy. What do you know about this writer? * Which works of his are you familiar with? * What did he write about? * Tolstoy wrote about what he knew well. In 1852, Tolstoy himself took part in hostilities in the Caucasus, and later took part in the Crimean War during the defense of Sevastopol. But today we will talk about another page of Russian history. This is the Patriotic War of 1812. What do you know about her? * What events of this war do you know about? What generals do you know? * Tolstoy dedicated his largest work, the epic novel War and Peace, to the events of that time. In it, along with historical characters (Alexander 1, Kutuzov, Bagration), fictional ones also act. One of them is Petya Rostov, a fifteen-year-old boy who went to war, the main character of the fragment that we will read today. * What is a fragment? * The fragment printed in the textbook is connected with Petya’s stay in the partisan detachment. Who are the partisans? * The partisan movement during the War of 1812 played a decisive role in the liberation of Russia from French troops.	Answer questions
Assimilation of new knowledge. Working with terms.	Vocabulary work	Reading and explaining the meaning of unfamiliar words: * Burka - a long, dense cloak made of thin felt with goat hair; * Papakha - a high fur hat; * Kaftan - men's long-skirted outerwear; ѕ Esaul - officer rank in the Cossack troops; * Orderly - an officer for assignments under the commander.	Reading, writing in a notebook
Working with the text of a work	Reading and Analysis of the Episode	Reading and checking initial reading comprehension: * How did Petya end up with the partisans? * Why was he in a hurry to get into the partisan detachment? * Read the description of Petya and determine what character qualities he possesses. * Why did Petya want to stay in the squad?	Read and analyze the text, answering the teacher’s questions
Summarizing	Reflection. Identifying students' attitudes toward what they read.		Answer the teacher's question
Homework information	2. (individual) Prepare a story about Vincent Bosse.	Recording homework

2. 02/26/2011

5th grade 11 years old.

Lesson topic: Petya Rostov in the partisan detachment

Lesson stage	Methods used	Activities of a teacher	Children's activities
Organizing time	Greets students. Checks readiness for the lesson.	Greetings from the teachers. Getting ready for work.
Repetition of material from the previous lesson		Conversation based on materials from the previous lesson: * In the last lesson, we began to get acquainted with a fragment from Leo Tolstoy’s novel “War and Peace” “Peter Rostov”. How do you imagine him? * Do you like him and why?	Participation in conversation
Goal setting	Announcing the topic and objectives of the lesson	Writing the lesson topic in a notebook
Checking homework	Presentation of an advanced task; Generalization, formulation of a problematic question	Updating students' knowledge: * What word can describe the attitude of the partisans towards Vincent? * But does everyone treat him this way? * Today during the lesson we will have to answer the question: what should be the attitude towards captured soldiers of the enemy army.	Implementation of homework: a student’s story about Vincent Bosse
Episode Analysis “Dispute between Denisov and Dolokhov about the wounded”	Dialogue, analysis, comparison, conclusion, discussion of the problem and its solution	* Remember the dialogue between Denisov and Dolokhov. Where does the conversation about prisoners begin? * What does Denisov think about the attitude towards prisoners? * What is his main argument? * How does this position characterize Denisov? * What is Dolokhov’s point of view? * His reasons? * How does this characterize Dolokhov? * Whose side is Petya on in this situation? * Whose side are you on? Why?	Answer questions, participate in dialogue, compare, express their opinions
Analysis of the episode “Dolokhov and Petya in Intelligence”	Dialogue, analysis, comparison, conclusion	Conversation based on the fragment: * How did Petya perform in the combat mission? * Name the supporting words that evaluate Petya’s behavior. * How did Dolokhov prove himself? * Name the words that characterize it. * What delighted Petya about Dolokhov? * Why did Dolokhov kiss the boy?	Answer questions, compare, express their opinions, search for keywords
Summarizing	Continuation of dialogue, generalization, reflection, creating a situation of choice, answering a problematic question	* Why do you think we took these particular episodes for analysis? * Let’s draw a conclusion: what kind of person is Dolokhov? * Remember his statement about Russian prisoners. Why do you think he says this? * Answer the problematic question of the lesson: What do you think should be the attitude towards prisoners and how does this attitude characterize a person? * Petya is 15 years old. He is your age. What would you do if you were in his place?	Answers to questions, statements from students (there may be two points of view: in order not to be revealed, this is his opinion about prisoners in general)
Homework information	Homework announcement: 1. A written statement about which point of view about Dolokhov’s attitude towards prisoners is correct, in your opinion	Recording homework

3. 02/28/2011

5th grade 11 years old.

Lesson topic: Petya’s first battle and death

Lesson stage	Methods used	Activities of a teacher	Children's activities
Organizing time	Greets students. Checks readiness for the lesson.	Greetings from the teachers. Getting ready for work.
Checking homework	Dialogue, discussion	* Which point of view about Dolokhov’s attitude towards prisoners is correct, in your opinion, why	Voice your point of view
Goal setting Updating students' knowledge	Announcement of the topic and objectives of the lesson and introductory remarks: * Petya died absurdly, tragically, by accident. Did he love life? * Let’s take a closer look at the episodes “The Night Before the Fight” and “Petya’s First Fight” and try to answer the question: how do life circumstances influence a person?	Recording the topic of the lesson in a notebook, answering the question
Episode Analysis "The Night Before the Fight"	Dialogue, analysis, selective reading of the text, discussion of the problem	Analysis of the episode “The Night Before the Fight”: * What does Petya call his condition? Why? * How does this characterize Petya? * Read the description of the landscape. How does it complement the overall picture? * What kind of music does Petya hear? * Describe Petya’s inner world? * Each of us has our own attitude towards life. Tell me, what is your attitude? * Each person and all people together, their thoughts, dreams, the nature around them, things - this is the whole world. What is the relationship between war and the world?	Participating in dialogue, reading passages, expressing your own opinion
Analysis of the episode “The First Battle and Death of Petya”	Dialogue, analysis, comparison, discussion of the problem Updating the problem	Analysis of the episode “The First Battle and Death of Petya”: * Describe Petya’s standing during the fight? * Why did Denisov stop him? * Do you think Petya perceived the war as a tragedy, murder, or as a game? Explain? * Compare the reactions of Denisov and Dolokhov to Petya’s death. * Who do you think is stronger: the tearful Denisov or the impassive Dolokhov? * Are tears a sign of weakness? Explain. * It turns out that war is a kind of test of a person’s humanity. * Let’s answer the question posed at the beginning of the discussion: how do life circumstances influence a person?	Participating in a conversation, expressing your own opinion, answering a problematic question
Summarizing	Generalization. Conclusion. Reflection.	* Draw a conclusion: is it possible to unambiguously evaluate a person? * A person who retains human qualities even in the most cruel situations is worthy of sincere admiration and imitation. To which of the characters in the passage can this statement be attributed? * Who can be called a real hero?
Homework information	Homework announcement: (individually) Prepare a report about the Silver Age poets Anna Akhmatova, Ivan Bunin.	Recording homework

4. 03/05/2011

5th grade 11 years old.

Lesson topic: Literature of the 20th century. Connection of centuries in poetry of the 20th century

Lesson stage	Methods used	Activities of a teacher	Children's activities
Organizing time	Greets students. Checks readiness for the lesson.	Greetings from the teachers. Getting ready for work.
Updating students' knowledge	Teacher's word (story) with elements of conversation	Teacher's opening remarks: * Each time is characterized by its own events, its own names. In the last lesson we finished studying the fragment “Petya Rostov”. Who is the author of this work? * Which famous writers whose works you know are associated with the 19th century? * This century was called “golden”, and Pushkin is called “the sun of Russian poetry”. Why do you think? * The beginning of the 20th century also got its name - the Silver Age. Why do you think? * This time was glorified by such poets and writers as Anna Akhmatova, Konstantin Balmont, Ivan Bunin, Marina Tsvetaeva and many others. In their works, the connection between the 19th century and the 20th century was realized. In them we see both the wonderful traditions of the Golden Age and the new trends of the 20th century.	Listen and answer questions
Goal setting	Announcing the topic and objectives of the lesson	Writing the lesson topic in a notebook
Checking individual homework	Implementation of homework: report on Anna Akhmatova, Ivan Bunin, listening.
Working with textbook materials: Analysis of the poem “In Tsarskoe Selo”	Dialogue, partial content analysis of a poetic text, comparison, posing a problematic question	Reading the poems “Monument to the young man Pushkin by Rozhdestvensky,” “In Tsarskoe Selo” by A. Akhmatova, “May 26” by I. Bunin. Conversation with students: * Who are all these poems dedicated to? * During the lesson we will have to answer the question: what influenced the features of the portrayal of Pushkin in the poems of the Silver Age poets? * Pushkin’s genius was recognized at all times, and the poets of the Silver Age were no exception. They admired Pushkin's genius and considered his work a model. What works of the poet do you know? * Let’s take a closer look at how poets of the 20th century imagined Pushkin. "In Tsarskoe Selo": * Akhmatova has a lot to do with Tsarskoye Selo: she lived here and studied at the Tsarskoye Selo Lyceum. Who else studied here? * What in the poem indicates this? Read it. * How do you understand the last 2 lines? * Much is connected with studying at the Lyceum with Pushkin: his recognition as a poet, and the acquisition of real, loyal friends. Do you have such a place? * Tell us about him. * How is Pushkin depicted in Akhmatova’s poem? Why?	Answer questions, analyze the text of poems
		* What intonation is inherent in the poem? Why? * It is also connected with the name of Pushkin, but why is it called that? * It's the poet's birthday. What does Bunin compare the poet to? * What keywords indicate this? * With what feeling do all Russians pronounce the name of Pushkin? * Why do you think Pushkin is depicted this way in Bunin’s poem?	Answer questions, analyze poems
Analysis of the poem “Monument to the young man Pushkin”	Continuation of the dialogue, partial meaningful analysis of the poetic text, comparison, discussion of the problem	“Monument to the young man Pushkin”: * This poem is based on the story of how the monument to Pushkin was saved during the Great Patriotic War. By what signs do we understand that we are talking about Pushkin? * What do you think the author feels? * The image of Pushkin in Rozhdestvensky’s poem differs from previous ideas about the poet, why? Why does this depend? * Compare the three poems by intonation. What do they remind you of? (memory, solemn penalty, history) * Let’s answer the question posed at the beginning of the lesson: what influenced the features of the portrayal of Pushkin in the poems of the Silver Age poets? * Yes, all poems are different, but what unites them? (love for the poet)	Answer questions, analyze poems, answer problematic questions
Summarizing	Generalization. Reflection.	* What features attracted the attention of poets of the early 20th century to Pushkin’s personality? * What did you learn new in the lesson? * What interested you in Pushkin’s personality?	Answering questions, expressing your own point of view
Homework information	Homework announcement: 1. Poem by heart of your choice.	Recording homework

5. 03/07/2011

5th grade 11 years old.

Lesson topic: Literary fairy tales of the 20th century. K.G. Paustovsky “Warm Bread”. Features of a folk tale in the work

Lesson stage	Methods used	Activities of a teacher	Children's activities
Organizing time	Greets students. Checks readiness for the lesson.	Greetings from the teachers. Getting ready for work.
Checking homework	* What influenced the choice of the poem?	Reciting poems by heart
Updating students' knowledge.		Teacher's opening remarks: * Tell me, what type of literature are the works that we studied in the last lesson? * Which others do you know? * Name the epic genres	Answer teacher questions
Goal setting	Announcing the topic and objectives of the lesson	Writing the lesson topic in a notebook
Presentation of new material		* What is a fairy tale? * There are two types of fairy tales: those fairy tales composed by the people are called folk, and those composed by writers are called literary * What folk tales do you know? * What literary fairy tales have you read? * At home you got acquainted with the fairy tale “Warm Bread”. What type of fairy tale does it belong to? * Now we will determine how carefully you read it.	Answer questions, write down the definitions of “folk tale”, “literary tale” in a notebook.
Testing your knowledge of the text	Control, mutual control	Fairy tale content quiz: Option 1: * What color was the wounded horse? * Who took the horse? * What nickname did Filka have? * What did Filka do with the piece of bread after he hit the horse? * What happened in nature after this? * How many years ago was there such a frost? * Why, according to the grandmother, did such frost happen? Option 2: * Where did Grandma send Filka in search of advice? * What did Pankrat advise Filka? * How much time did Pankrat give Filka? * Who witnessed the conversation between Filka and Pankrat? * What did Filka come up with? * What did people do to save themselves? * What role did the forty play in saving the people? * What did Filka carry to the wounded horse? * What did the horse do after he ate the bread? * Why was the magpie angry?	Two students work at the board (answer questions in writing), the rest check their answers, correct, supplement
Summing up the game	dialogue, analysis, problem posing	Summing up the game and posing a problematic question: who is responsible for everything that happens in life? * Why did the villagers consider it their duty to feed the horse? * How does the boy’s nickname, Filka, characterize him? * What was the cruelty of Filka’s act? * With the help of a landscape (image of a snowstorm that has begun) does Paustovsky express his attitude to what happened? What is it like? * How to understand the grandmother’s words about “cooling the heart”? * Why did Filka go to Pankrat for advice? * Why was Filka sure that the village children would support him? * What do you think saved people? * Why did everyone rejoice at the reconciliation of the horse and Filka? * Why is the fairy tale called that?	Answer the teacher’s questions and express their opinions
Work in groups using task cards	Partial search, text analysis, comparison, problem discussion	Distributes cards to students in groups. Assignment for group 1: What do you think is real in a fairy tale and what is fabulous? Can this work really be considered a fairy tale? Assignment for group 2: The tale talks about saving villagers from death. Watch how the cold arose, and then it was replaced by a thaw. What in the depiction of frost and thaw is clearly from a fairy tale, and what is from the depiction of living nature? Assignment for group 3: How did the grandmother explain the onset of frost? What did Filka understand while listening to this story?	Discuss issues in groups, analyze, compare, speak out
Summarizing	Continuation of dialogue, reflection, problematic issue	* So what is before us: a fairy tale or a realistic work? * Correct: the features of the fairytale and the realistic are intertwined in this work * Answer the question posed at the beginning of the lesson: who is responsible for everything that happens in life? * What would you do if you were in Filka’s place?	Answer the teacher’s questions, draw a conclusion, express their own point of view
Homework information	Homework announcement: 1. Write an essay “What does a fairy tale make you think about?” 2. Draw a portrait of Filka.	Write down homework

12/6/03/2011

5th grade 11 years old.

Lesson topic: K.G. Paustovsky “Warm bread.” Filka's fate.

Lesson stage	Methods used	Activities of a teacher	Children's activities
Organizing time	Greets students. Checks readiness for the lesson.	Greetings from the teachers. Getting ready for work.
Homework check No. 1	Exhibition of students’ work, discussion, comparison, selection of the best work	* To which fragment of the fairy tale does Filka’s image belong? * How did you determine? * Compare with other works *Who did it better?
Goal setting	Inviting students to determine for themselves what the topic of the lesson is and what goals they should achieve	Determine the topic and goals of the lesson
Work based on textbook materials	Dialogue, analysis, characterization	* Why can we say that Filka is the main character of the fairy tale? * How do you evaluate Filka’s action when he hit the horse? * How did Filka listen to his grandmother’s story? Is it possible to guess what he was thinking about at this time? * Why do you think he, despite his doubts, decided to go to Pankrat for advice? * What changes are taking place in Filka?	Answer the teacher’s questions, analyze, and compile a characterization of Filka
Homework check No. 2	Presentation of students' personal experiences	Read out homework essays “What does a fairy tale make you think about” and discuss
Summarizing	Reflection, answer to a problematic question	* Let's answer the question asked at the beginning of the lesson: Can a bad person change and become good in real life? * Give examples? * What do you need to do to become a good person?	Express their own opinion, share personal experience, answer a problematic question
Homework information		Write down homework

7.14.03.2011

5th grade 11 years old.

Lesson topic: A. Platonov “The Magic Ring”. The plot and characters of the fairy tale

Lesson stage	Methods used	Activities of a teacher	Children's activities
Organizing time	Greets students. Checks readiness for the lesson.	Greetings from the teachers. Getting ready for work.
Goal setting	Announcing the topic and objectives of the lesson	Writing the lesson topic in a notebook
Work with text	Drawing up a plan, comparing the plots of fairy tales	Work with text. Planning: 1. The life of Semyon and his mother before acquiring the ring. 1. Semyon helps out a dog, a cat, a snake. 2. Semyon and the Serpent King, magic ring. 3. Matchmaking and marriage of Semyon. 4. The asp takes the ring. 5. The dog and cat get the ring and save Semyon. 6. Good triumphs. * Compare the plots of A. Platonov’s fairy tale and the folk tale and draw a conclusion: what they have in common and how they differ. * At the end of the lesson we must answer the question: are changes in the fairy tale made by A. Platonov necessary?	Make and write down a plan, based on knowledge of the text of the fairy tale, compare
Dialogue, working with literary terminology, drawing up analytical questions regarding the content of the plan items	* When a writer works on a work, he does not just create a plot, he comes up with characters. What does he think about first of all? * Idea - the main idea of the text. This is what the author wanted to say with his work. * To determine the idea of a fairy tale, we will compose analytical questions along the plot and then answer them. Analytical questions: 1. Why did Semyon help everyone with such a life? 2. What role does the number 3 play? 3. Why did Semyon get the ring? 5. Why did Aspid fail to deceive Semyon, but managed to deceive the princess? 6. Why do animals help Semyon? How do they relate to each other? 7. Why can we say that good triumphs in this fairy tale? * What is the idea of the fairy tale “The Magic Ring”?	Answer questions, write down the concept of an idea in a notebook, create analytical questions and answer them
Learning to compare episodes of two works	Dialogue, comparison of episodes, answer to a problematic question	* Let’s take in A. Platonov’s fairy tale the scene of Aspid’s seduction of Semyon and the Tsar’s daughter and the escape of the Tsar’s daughter in the folk tale. * What do these episodes have in common? * Why does Platonov introduce the serpent Asp as a hero? * What new things do we learn about Semyon’s character thanks to this episode? * In which fairy tale is the image of Semyon described in more detail? * Let's answer the question asked at the beginning of the lesson: Why does Platonov make changes to the fairy tale?	Compare the contents of the episodes and answer questions
Independent work in pairs	Comparison of episodes (pair work), expressive reading of fragments	* Let’s divide into pairs and compare episodes about how a cat and a dog swim across the sea (both in Platonov’s fairy tale and in the folk tale) What's the difference? Why does the situation in A. Platonov’s fairy tale look funny? * Why does Platonov make his characters so similar to people?	Work in pairs, compare episodes, draw conclusions, read expressively
Summarizing	Continuation of dialogue, reflection	* As in any fairy tale, in the fairy tale “The Magic Ring” good triumphs over evil. What do you think brings victory to the hero of a fairy tale? * So what qualities do you need to have to achieve this? * Do you have these qualities, do you always act in accordance with your conscience? * What would you like to change in your character?	Answer questions, refer to personal experience

8.19.03.2011

5th grade 11 years old.

Lesson topic: Lesson of fantasy and creativity. Is it easy to create fairy tales?

Lesson stage	Methods used	Activities of a teacher	Children's activities
Organizing time	Greets students. Checks readiness for the lesson.	Greetings from the teachers. Getting ready for work.
Updating students' knowledge	Conversation, posing a problematic question	* Over the course of several lessons, we became acquainted with literary fairy tales. Let us remember their difference from folk ones. * Which do you think is easier to come up with: a story or a fairy tale? * Why is the work of a writer-storyteller as honorable and difficult as the work of a writer working in other genres? * Remember what A.S. Pushkin said in “The Tale of the Golden Cockerel” about the importance of fairy tales in human life. * Today in class we will play the role of storytellers ourselves and try to create a fairy tale. And at the end of the lesson we will answer the question: is it easy to create fairy tales?	Answer teacher questions
Goal setting	Announcing the topic and objectives of the lesson	Writing the lesson topic in a notebook
Creative work in groups	Dialogue within the group (student-student)	Task for groups: * Come up with an ending for the fairy tale. “Once a boy Kolya went into the forest to pick mushrooms. Kolya met a squirrel in the forest - it waved its fluffy tail at him and galloped off along the branches of the trees. He also came across a hare, but only the cowardly hare immediately hid in the bushes - he got scared. Kolya collected a lot of mushrooms , he ate enough strawberries. So he walked through the forest, walked, and wandered into a completely unfamiliar place. At first the boy was a little scared, but then he remembered that he was very brave (otherwise how could he have gone into the forest alone?) and began to look around. Kolya looks around to understand where he ended up, and suddenly sees ... "	Participation in dialogue, discussion in groups of options for the ending of a fairy tale, drawing up an ending.
Group performance	Story, discussion	* Read the resulting fairy tale * Determine what type it belongs to (magical, about animals, everyday) * Did you create a folk or literary fairy tale? * Remember the words of Pushkin and tell me what must be in a fairy tale? * What is the idea of your fairy tale? What does she teach?	Reading a composed fairy tale, discussing its content by members of other groups, determining the best version of the fairy tale
Summarizing	Conversation, reflection	* Let's answer the question asked at the beginning of the lesson: Is it easy to create fairy tales? * What do you think, for a fairy tale to be not only interesting, but also useful for children your age, what should it contain? * What advice can she give to readers? * What fairy tale did you read that you liked the most and its advice was useful to you in life?	Answers to teacher questions, presentation of personal experience

After the end of the two-week experiment in the 5th grade, the following indicators for the tested parameters are observed:

As can be seen from the table, there is a positive trend. If you present the indicators in the form of a diagram, the situation looks like this:

Motivation level:

Speech development:

before the experiment after the experiment

The ability to highlight the main thing:

before the experiment after the experiment

Comparison skills:

before the experiment after the experiment

Ability to analyze and draw conclusions:

before the experiment after the experiment

Sections: Literature

Lesson objectives:

address the most important moral problems, the solution of which determines the formation of a person and a citizen;

an encouragement to question whether this is how we live.

prove that Solzhenitsyn’s stories are a reflection on our contemporary, on his life, on his moral position, on negative phenomena in our society;

expand students' knowledge of works of modern literature;

pay attention to the fate of the main character of the story;

cultivate honesty.

Equipment:

Portrait of the writer, exhibition of his books, tape recorder, audio recording of the song by A. Morozov and A. Poperechny “Crimson Ringing”, computer.

Type lesson: combined.

Lesson format: classroom lesson, reflection lesson.

Place carrying out lesson: computer class.

Preliminary preparation of students:

Everyone should read A. Solzhenitsyn’s story “Matryonin’s Dvor”,
1 student prepares a report on the topic “Who can be considered a moral person?”
2 The student looks up the lexical meaning of words in the dictionary: conscience, greed, righteousness, meaning of life,
3, the student selects epigraphs for the lesson and designs the board.
4 student reads Solzhenitsyn’s article “Don’t live by lies!”

Design of the board: recording the topic, epigraphs.

Conscience is a mysterious property of the human soul that prevents it from becoming brutalized. (F. Iskander.)

Those people always have good faces who are at peace with their conscience. (A.I. Solzhenitsyn)

Solzhenitsyn, more than any other writer, answers the question of who we are today through the question: what is happening to us. (S. Zalygin)

During the classes

I. Organizational moment

II. The song by A. Morozov and A. Poperechny “Crimson Ring” is played. Teacher's opening speech with music in the background

The literary debut of Alexander Isaevich Solzhenitsyn took place in the early 60s, when the story “One Day in the Life of Ivan Denisovich” (1962, No. 11), the stories “An Incident at Krechetovka Station”, “Matryonin’s Dvor” (1963, No. 1). The unusualness of Solzhenitsyn's literary fate is that he made his debut at a respectable age - in 1962 he was 44 years old - and immediately declared himself as a mature, independent master. “I haven’t read anything like this. Good, clean, great talent. Not a drop of falsehood…” This is the very first impression of A.T. Tvardovsky.

Solzhenitsyn's entry into literature was perceived as a “literary miracle”, causing a strong emotional response in many readers.

A writer is always judged by his best works. Among Solzhenitsyn’s stories published in the 60s, “Matryonin’s Dvor” was always put in first place. It was called a “brilliant”, “truly brilliant” work. “The story is talented,” “the story is truthful,” noted the criticism. His story about the fate of a simple peasant woman is filled with deep sympathy, compassion, and humanity. Each episode “pinches the soul in its own way, hurts in its own way, delights in its own way”

III. Formulating the topic of the lesson with students

Teacher's word.

The story “Matrenin's Dvor” is one of Solzhenitsyn’s most interesting works. As the author himself noted, this story is “completely autobiographical and reliable.” The prototype of the main character is Solzhenitsyn’s acquaintance, the Vladimir peasant woman Matryona Vasilyevna Zakharova, with whom the writer lived. The narration is told from the first person - Ignatich. How to interpret the image of the main character, the simple rural worker Matryona? On the one hand, she can be seen as a victim of power and the greed of people, on the other hand, she cannot be called pitiful and unhappy. This woman went through severe trials, but retained in her soul the Christian fire of love for people, remained faithful to the biblical laws of morality, and kept her conscience unsullied. So who is she, Matryona, a victim or a saint? This is the question we will try to answer. Through a tragic event - the death of the heroine - the author comes to a deep understanding of her personality. The main part of our work will be devoted to the tragic fate of Matryona.

IV. Checking individual student work

1. Message from the 1st student on the topic “Who can be considered a moral person?”

After the message, the following entry appears in the students’ notebooks:

1. With self-respect (Respecting yourself, respect others)

2. Having a heightened sense of responsibility for what is happening around.

3. Someone who knows how to work spiritually, not just for money.

4. With a clear idea of good and evil, one who opposes evil.

5. Not indifferent to other people's misfortune and suffering.

6. Reflecting on his own and other people’s lives, restlessly looking for answers to “painful” questions.

2. Message from the 2nd student: the lexical meaning of the words conscience, greed, righteous, meaning of life.

Conscience is the concept of moral consciousness, internal conviction in the understanding of what is good and evil, moral responsibility for one’s social behavior.

Teacher: Does the definition of conscience coincide with the statement of F. Iskander given in the epigraph to the lesson?

Self-interest is a negative moral quality that characterizes the behavior and motives of a person who considers and directs all his actions and relationships with others from the point of view of personal material gain.

A righteous person is a person who does not sin in any way against the rules of morality. (Dictionary of the Russian language” by S.I. Ozhegov, 1987)

Meaning life– moral and ideological ideas through which a person correlates himself and his actions with the highest values

V. Analysis of the story on questions that help to clarify the moral laws by which the main character of the story lived

Draw a verbal portrait of Matryona. Pay attention to the photograph of Matryona made by Solzhenitsyn. Do your ideas about Matryona coincide with this image of her in the picture?

– Find artistic details important for understanding the main character -

How does Matryona perceive her fate? Does she hold a grudge against people?

(“But her forehead did not remain darkened for long...” Matryona knows how to forgive, knows how to reconcile with her heart, without harboring enmity for an insult. For her, the normal state is not anger and belligerence, but kindness and humility.)

How does Matryona appear in the system of other images in the story?

(The world of Talnovites is a world of anger, indifference, greed, envy, self-interest, selfishness, mentally blind people, lies, insincerity. These qualities corrode a person’s soul and divide people. Solzhenitsyn, answering the question of why all the country’s troubles now are caused by lies.)

What are the reasons for the death of Matryona?

Is Alexander Isaevich right when he calls his heroine a righteous man?

Let's look at the dictionary definition of this word.

But Matryona steals peat. Is this consistent with the concepts of morality?

(Solzhenitsyn makes it clear: the people are forced to do this. The social atmosphere in which Matryona finds herself is immoral. She was forced to bring peat in order to survive. The religious philosopher Rozanov wrote: “The greatest righteous people are those who have sinned and mourned their sins...”)

What is the author's position in this story? (Student’s message on the article “Live not by lies!” (The author expresses his attitude towards Matryona and the events taking place in different ways: here is a hidden author’s characteristic, and a system of images and “colors” of the narrative. And the story is a kind of author’s repentance, bitter repentance for the moral blindness of everyone around him, including himself .

VI. Summarizing student reflections

How do you understand the meaning of the original and final titles of the story?

(“A village is not worth without a righteous man” - here the main word is “righteous man,” which allows Solzhenitsyn to shift the emphasis towards the moral, internal qualities of the individual, and to lead the reader to think about eternal Christian values.)

The village is a symbol of moral life.

Matryona - (lat.) – mother. The heroine carries within herself a saving principle. She is not a money-grubber, not a hoarder.

Let's open the New Testament. “Do not lay up for yourselves treasures on earth, where moth and rust destroy and where thieves break in and steal. …For where your treasure is, there your heart will be also” (Matthew 6:19-21).

Matryona dies - the world of spirituality, kindness, and mercy collapses. And there is no one to protect the yard, no one even thinks that with the departure of Matryona, something valuable and important is leaving life, not amenable to division and primitive everyday assessment.

Conclusion: Of course, you all want a different fate. Dreams may or may not come true, happiness may not happen, success may or may not come, but a person must go his own way, no matter what it may be (successful or unsuccessful), retaining courage, conscience, and humanity and nobility do not kill that lofty that is inherent in him by nature itself. It is precisely the desire for people's truth that makes Solzhenitsyn's prose strong.

VII. Reflection syncwine method

Guys, remember what we did in class and write it down in sequence

VIII. Bottom line lesson

Let's return to S. Zalygin's statement and answer the question: “Who are we, and what is happening to us?”

(If Russia rests only on selfless old women, what will happen to it next? Hence the absurdly tragic end of the story. Thaddeus did not want to wait for Matryona’s death and decided to take away the inheritance for the young people during her lifetime. Thus, he unwittingly provoked her death. The whole village and the whole Russian land still rest on people like Matryona.)

IX. Exercise on house

Remember the image of Nekrasov’s Matryona Timofeevna and compare it with Solzhenitsyn’s heroine.

Literature

Arkhipov D.N. and others. Lesson notes for literature teachers. 11th grade. M.: Vlados, 2003.

Vasilenko E. The soul and fate of a person in the story “Matryonin’s Dvor” // Literature. 2003. No. 23.

Volkov S. Is a village worth it without a righteous man // Literature. 1996. No. 21.

Gordienko T.V. Features of the language and style of the story by A.I. Solzhenitsyn “Matryonin’s Dvor” // Russian Literature. 1997. No. 3.

Dunaev M. M. Faith in the crucible of doubts. Orthodoxy and Russian literature of the 17th 55th - 20th centuries. M., 2002. pp. 916-917.

Zhigalova M.P. Russian literature of the 20th century in high school. Minsk, 2003.

Karpov I.P., Starygina N.N. Open lesson on literature. Russian literature of the 20th century. pp. 361-383.

Loktionova N. A village is not worth it without a righteous man // Literature at school. 1994. No. 3. P. 33-37.

Maksidonova L.G. Russian literature of the 20th century. Second half. 11th grade // Lesson notes for literature teachers. M., 2002.

Nyankovsky M.A. Literature lessons in 11th grade. Detailed planning.

Niva Zh. Solzhenitsyn. M.: Fiction, 1992.

Popova E.V. There is an unshakable rock of values. Spiritual values in Russian philosophy and literature // Literature at school. 2003. No. 7. P. 22.

Potolkov Yu. Farewell to Matryona // Literature. 1998. No. 28.

Semenyuk A. G. Fate, sacrificed... // Russian language and literature in secondary educational institutions of the Ukrainian SSR. 1991. No. 2. P. 37-39.

Simakova L.A. The soul is not subject to... // Russian language and literature in secondary educational institutions of the Ukrainian SSR. 1991. No. 2. P. 35-37.

Chalmaev V. A. A. Solzhenitsyn. Life and art. M.: Education, 1994. pp. 84-87.

KOU KSHI VO "Borisoglebsk Cadet Corps"
Dialogue technologies for teaching literature

Prepared teacher of Russian language

and literature Lutsenko E.V.

Borisoglebsk, 2013

1. Introduction

2.Elements of dialogue technology, functions, principles

3.Structure of the lesson-dialogue

4. Literature lesson on the topic “Moral lessons of A.I. Solzhenitsyn’s work “Matrenin’s Dvor”

Conclusion

Bibliography

Introduction

Target: to identify the features of the organization and use of educational dialogue in literature lessons in order to enhance the educational and cognitive activity of schoolchildren.

Tasks: 1) consider the functions of dialogue technology, elements, principles;

2) consider the methods of pedagogical activity when organizing dialogue.

Our modern society and the changes taking place in it determine the need to modernize school education in the direction of developing the student’s personality, revealing his inner potential, and forming an active life position.

The most important pedagogical task is the teacher’s appeal to the student as a subject of educational activity, as an individual striving for self-determination and self-realization. This task determines the priority, strategy and main directions for developing teaching methods that help students not only navigate in a complex world, but also master methods of independently acquiring new knowledge.

As a result, various experiments are being launched in schools to test innovative teaching models. An important result of these changes in the understanding of the educational process is the use of dialogue in teaching activities.

Dialogue permeates the entire learning process; quantitative and qualitative changes in the creative component of student activity are inextricably linked with it. The student’s personal orientation appears in the educational dialogue, and this, in turn, requires a change in the methods of dialogical interaction, the didactic development of the “student-teacher” situation, in which the educational dialogue turns from a method of transmitting educational information into a method of independently obtaining it, with the help of which the student would enhance your cognitive abilities and creative abilities. In this regard, a problem arises: how to organize and use educational dialogue in literature lessons so that it intensifies the educational and cognitive activity of schoolchildren.

Dialogue in teaching, or educational dialogue, is a unique form of communication. This is interaction between people in a learning situation, carried out in the form of speech, during which information exchange occurs between partners and relationships between them are regulated. Psychologist and philosopher M.M. Bakhtin argued: “Life is dialogical by nature... to live means... to question, to listen, to respond, to agree...”. According to M.M. Bakhtin, truth is not born and is not located in the head of an individual person; it is born between people who jointly discover the truth in the process of their dialogical communication. The specifics of educational dialogue are determined by the goals of its participants, the conditions and circumstances of their interaction.

The teacher’s speech in educational dialogue is a means of achieving these teaching and educational goals. It is implemented in a number of remarks, the content of which, depending on the specific purpose of a given fragment of training, can be the communication of information, setting tasks, making demands, diagnosing students’ understanding of the problem, monitoring the progress of its solution, identifying gaps in knowledge and filling them, correcting students’ activities, providing them with assistance, assessing the results achieved, etc. Moreover, if necessary, each remark can contain an educational impulse and have a kind of psychotherapeutic effect on the student’s personality: support his faith in his own strength, help maintain the level of self-esteem within a certain usual limit, eliminate, in the event necessity, negative trends in the organization of interpersonal relationships in a team and undesirable manifestations in the behavior of individual students, etc.
Elements of dialogue technology

Setting goals and clarifying them as much as possible;

Strict orientation of the entire course of interaction towards specified goals;

Orientation of the dialogue towards guaranteed achievement of results;

Assessment of current results, correction of training aimed at achieving set goals;

Final evaluation of results.
Pedagogical dialogue technology in formation of new concepts is intended to fulfill the following functions:

Cognitive

Creative,

Reflective.

Principles pedagogical dialogue technology

Problems and optimality,

Stage-by-stage circulation of information,

Openness and incompleteness of dialogue,

Decentration and decentralization,

Parallel interaction.

Lesson-dialogue structure

1. Entering into dialogue. The stage of self-presentation of the teacher and his presentation of his understanding of a given lesson, educational topic, educational task in the form of his own “text”, requesting the response position of the students.

2. Providing opportunities for students to create a “response text”.

3. Presentation by students of their own position in the lesson, their attitude to the upcoming lesson, topic and their participation in solving the lesson problem.

4. Coordination of the positions of the teacher and student in relation to this lesson, in the choice of its content and form.

5. Acquaintance with educational material and “translation” of it by participants in the educational process into their own subjective language. Presentation of different perceptions and interpretations of educational material

6. The process of coordinating opinions, judgments and assessments, searching for ways to adequately understand educational material as a “text culture”.

7. Presentation by the teacher of a problem of a new, more complex level of solving an educational problem related to the understanding of the material studied in the lesson.

8. Reflection of the teacher and students on their attitude to their own activities in the lesson, analysis of the nature of co-authorship in the lesson.
In order for the educational dialogue to take place, it is necessary to first prepare its participants. Firstly, emotional and psychological adjustment is required. The teacher must explain the specifics of this form of work, remove behavioral barriers, etc. Secondly, it is necessary to discuss organizational issues (dialogue lesson regulations, time and order of speeches, etc.). Thirdly, it is important to conduct subject (content) training so that students have academic knowledge and have material for discussion.

When conducting such a lesson, certain difficulties may be encountered. The greatest difficulties are usually associated with entering into dialogue. A necessary element of the lesson structure is a preliminary explanation of the question, problem, situation. The introductory part must be structured in such a way as to update the information available to the audience, introduce the necessary new information, and awaken interest in the subject.

When entering a dialogue, several techniques are used. For example, a preliminary discussion of the issue in small groups. Sometimes it is more expedient to initiate a student’s presentation in front of the class with a report (message) that reveals the essence of the problem. The teacher may use a short pre-questioning.

The main part of the educational dialogue is key in solving assigned tasks (discussing problems, questions, situations). The teacher needs to know that the exchange of ideas and opinions requires constant tension and attention. Dialogue rarely flows smoothly, without emotional outbursts or downturns. It reaches its highest tension in critical (culminating) moments, moments of insight, revelation. It is important to be able to recognize them by the sparkle in the eyes of children. And we must try not to let it go out in the “interval” of different logics and ways of understanding.

The organizer should keep in mind both productive and unproductive methods of guiding the discussion. The generation of ideas increases when the teacher avoids psychological and pedagogical mistakes:

Gives enough time to concentrate and think about answers;

Avoids incorrect formulations, questions containing ambiguity, uncertainty;

Does not ignore any student and does not ignore erroneous answers;

Promptly helps in formulating a statement (summarizes facts, expands the context, changes the direction of thought, asks leading questions, clarifies remarks, etc.);

Resolves emerging interpersonal disagreements, removes friction, encourages deepening of thought, correlating the created dialogue with a virtual standard.

The main means of maintaining attention and developing dialogue are questions; not only the organizer, but also other participants in the discussion have the right to ask them. However, it is the presenter who is able to create an interactive situation and provoke a response. Also, the teacher can use such techniques to enhance the mental activity of schoolchildren, such as: a) a summary of what was said on the main topic of the discussion; b) panoramic overview of the presented data, factual information; c) summarizing what has already been discussed and identifying issues for further consideration; d) repetition, transposition of complex statements; e) analysis of the progress of the discussion of the material. Briefly recording support moments on the board for children with developed visual memory and recording support patterns in notebooks for students with leading motor memory help greatly.

The dialogue cannot simply be interrupted with the bell for recess. The conclusion of the discussion should be associated with summing up meaningful results and summarizing what was said. Conclusions are recorded both during and at the end of the conversation. It is desirable that they be brief but succinct and cover the entire spectrum of ideas and opinions. To conduct a final reflection, you can use the following questions.

Have we answered the question posed at the beginning of the dialogue?

Where have we not been successful and why?

Have we gone off topic?

Did everyone take part in the discussion?

Were there any violations of order during the dialogue? By whom and when?

In the system of discussion lessons, the conclusions of the previous lesson can become a starting point for moving on to the next topic. Then a separate lesson becomes an integral part of pedagogical activity of a dialogic type.

Literature lesson on the topic “Moral lessons of A.I. Solzhenitsyn’s work “Matrenin’s Dvor”

Goal: Teaching children a comprehensive analysis of a work of art using the example of A.I. Solzhenitsyn’s story “Matrenin’s Dvor.”

To evoke an emotional response to the work, to show its journalistic nature and appeal to the reader by designing an educational dialogue in the lesson.

Discover in the story the eternal values of Russian spiritual culture: righteousness, humanity, humility.

Vocabulary work: condo, house, righteous, help.
Materials for the lesson: story by A.I. Solzhenitsyn “Matrenin’s Dvor”, explanatory dictionary by S. Ozhegov.
Epigraph:

Those people have good faces

who lives in harmony with his conscience.

A.I. Solzhenitsyn
During the classes

Teacher's opening speech

“Solzhenitsyn was the criterion of our life, he was our Homer. The entire biography of Alexander Isaevich speaks of his extraordinary courage. Having gone through camps and terrible trials, he did not lose hope and faith in a better fate for Russia. Until the end, he maintained clarity of mind and, despite a serious illness, until the last minute he continued to think, compose and write about “how to better develop Russia,” as the famous director Yuri Lyubimov said about Solzhenitsyn.
In the last lesson, we got acquainted with the biography of Alexander Isaevich Solzhenitsyn, with the difficulties and trials that befell him. Almost all of his works are a reflection of his own life. The story “Matrenin’s Dvor,” written in 1959, was no exception. After his rehabilitation in 1957, Solzhenitsyn worked for some time as a physics teacher in the Vladimir region, living in the village of Miltsevo with the peasant woman Matryona Vasilievna Zakharova. But the story “Matrenin’s Dvor” goes beyond ordinary memories. In it, the author touches on serious moral issues. Today we have to figure out what lessons we can learn from this work (recording the topic of the lesson; everything discussed in the lesson is recorded on the board in the form of a diagram)

Introductory conversation

What is the theme of the story? (the life of the Russian peasant woman Matryona Vasilievna)

Let's analyze her image. In the last lesson you were tasked to look at this character in detail. Let's see what you came up with.

Working with text (dialogue)

To get to know a person better, you need to turn to the objects that surround him. Therefore, first, let’s look at Matryona’s house and yard.

Describe the heroine's home

Were the narrator irritated by mice, cockroaches, and Matryona’s poor cooking? Why? (no, because there is life in them, no lies)

What feelings do you get when reading this passage? (all living things - ficuses (replaced people) - frightened, standing in a crowd...)

What means of expression does the author use when describing Matryona's hut? (personification - about ficuses)

Why did the narrator stop here? (I was looking for crazy Russia)

What is “kondovaya”? (according to Ozhegov - kondovaya - primordial, preserving old customs and foundations)

Why did Matryona’s hut seem exactly like this to the narrator? What did he find here? (silence, peace, warmth)

This is exactly what the narrator has been missing for many years. What is “home”? What, first of all, is associated with the concept of home? (housing, family, loved ones)

What was home like for Matryona? (her life)

What is the first thing they take out of the hut after Matryona’s death? (ficus trees became an uninhabited hut)

- Let's conclude: How does Matryona’s house seem to us? (alive, warm, warming the soul)

What was Matryona herself like? Let's talk about her life.

Describe Matryona's face. What were her eyes like? (pale blue, look innocent, radiant smile)

What image does it look like? (faces of saints on the icon)

What was work for her? (the meaning of life, in it she saw calm, this is a means to restore a good mood)

Faith? (pagan - superstitions, the narrator did not see her praying or being baptized, but there was a holy corner in the hut: Nicholas the Pleasant - that means faith is genuine, then genuine, because it is not for show, she did everything with God)

Did she keep Christian commandments? (they are, first of all, in her actions and thoughts)

-Let's conclude: What words will be key when describing Matryona? (looks like a saint, work is the meaning of life, true faith)

What do we know about our heroine's past? Her personal life?

Raising Kira?

What did her first love mean to her (her cheeks turned pink when she remembered, as if she were getting younger)

Matryona had to experience a lot in life. Was she angry? Why? (forgave everyone)

- Let's conclude: Has the past changed Matryona? Did she blame anyone for her misfortunes? (the past could not change Matryona, embitter her, she did not blame anyone for her misfortunes)

The story ends tragically. Let's look at the events surrounding her death.

What omens of this tragedy are discussed in the work? (fear of trains, left without holy water this year, cat disappeared)

What did the upper room look like when it was dismantled? (for a living creature - verbs: sorted it out into ribs, squealed, crackled)

How does nature react to Matryona's death? (blizzard, suddenly thaw, streams, and the mice went crazy)

Tell us about Matryona's funeral. Was everyone sincere about it? (immediately after Matryona’s death, her friend Masha asks for her things, crying as if ordered, not sincere; crying is like a dialogue between relatives - they make excuses; Matryona is not needed; Thaddeus thought only of himself - upper room)

How was the funeral? Did they resemble a remembrance of Matryona's soul? (no, everything is according to plan - adherence to the ritual: after the jelly - “Eternal Memory”, no sincere feelings)

What did the sisters do? (they took everything, accused Matryona of her own death)

Remember Thaddeus' threat when he returned from Hungarian captivity. Can we say that his threat came true?

How can you call Matryona's death? (checking people)

- Draw a conclusion: Did Matryona’s death change other people’s attitudes towards her? Why?

So Matryona dies. But the narrator says that after her death she opened up to him even more, thanks to her neighbors and relatives. Why? (Efim didn’t love her, cheated on her; she was unscrupulous, stupid (she worked for free), gullible; she didn’t want to start a household)

Why did they talk about her like that, since she helped them all her life? (this is an insult because there is no one to plow the garden now)

What conclusion did the narrator draw for himself? (Matryona did not need either housekeeping or outfits, because only freaks and villains embellish themselves)

What did Matryona have that everyone else didn’t have? (inner beauty)

Let us turn to the words of the epigraph: Those people always have good faces who live in harmony with their conscience. What did the author mean when he called Matryona's face good? (there is inner light in it, warmth from it)

Let's read the last words of the story. What does the author call Matryona? (“We all lived next to her and did not understand that she was the same righteous man, without whom, according to the proverb, the village would not stand. Neither the city. nor our whole land.”)

Who is called righteous? (1. For believers: a person who lives a righteous life has no sins (about Matryona - fewer sins than a cat - she strangled mice); 2. A person who does not sin in any way against morality)

Was Matryona like this?

Why did she remain misunderstood by people? (everyone thought only about themselves, and caring for their neighbors did not interest them)

What would happen to the earth if there were no people like Matryona? (the earth would perish)

Summarizing

What moral lessons can we learn from the story about Matryona? (1. A person must follow the path destined by fate, preserving in himself everything higher that is inherent in him by nature. 2. With her way of life, Matryona proved that anyone who exists in this world can be honest and righteous if he lives righteously idea and strong in spirit. 3. You don’t need to think only about your own happiness, you need to help other people.)

Here I have a question that you and I have already discussed, but have not come to a common opinion: should a person who helps another person expect help from him in return? (No)

Why? (help should be selfless, not requiring anything in return, then it will be real)

Ozhegov gives this explanation of the word “help” - assisting someone in something, participating in something, bringing relief. But will only the one who was helped get relief? And what relief will the one who helped get?

Does the person who has been helped always get relief? (No. If he feels like he has to repay you, he won't get any relief.)

How relevant are the issues raised in this story?

The anger of people, caused by the unsettled nature of their lives, sometimes has no boundaries. People blame everyone but themselves for their misfortunes. Are they right? Why?

Christian commandments say: you need to help your neighbor. A neighbor is someone who currently needs our help. Helping everyone, Matryona thought about keeping these commandments? (no, it was her way of life)

So, today in class, after analyzing Solzhenitsyn’s story, we received advice for the future. I think they will help you in your life.
D/z: write a mini-essay “Are there righteous people in our time?”

Conclusion

Thus, summarizing the above, we can conclude: the main didactic value of dialogue communication technology is that it allows you to manage the cognitive activity of students in the educational process during the formation of new concepts, as well as future specialists with a new type of thinking, active, creative, able to think independently, courageous in making decisions, striving for self-education.

Bibliography

Bespalko V.P. Components of pedagogical technology. – M.: Pedagogy, 1989. –190 p.

2. Guzeev V.V. Lectures on educational technology. – M.: Knowledge, 1992. – 60 p.

Clarin M.V. Innovations in global pedagogy: Learning based on research, play and discussion - Riga: Ped. Center “Experiment”, 1995. – 176 p.
Clarin M.V. Personal orientation in lifelong education. // Pedagogy, 1996, No. 2. – P.8.
King A.D. Dialogue approach to the organization of heuristic learning // Pedagogy. – 2007. – No. 9. – P.18-25.
Masharova T.V. Pedagogical theories, systems and technologies of teaching: Textbook. Kirov: Publishing house VGPU, 1997. – P. 157.
Masharova T.V., Khodyreva E.A. Educational activity. Environment. Development: Textbook. – Kirov: VSPU, 1998. – P.78.
Murashov A.A. Professional learning: impact, interaction, success. – M.: Ped. society of Russia, 2000. – 93 p.
Perenelitsina L.IN. Literature: grades 5-9: dialogue forms of teaching. - Volgograd, 2008.
Ozhegov S.I. Dictionary of the Russian language. - M.: Politizdat, 1968. – 837 p.

Internet resources:

http://lit.1september.ru/urok/. Website for teachers “I’m going to a literature lesson”
http://www. kpmo. ru. Conference “Information Technologies in Education”.
http://www. ito. su. International conference “Application of new technologies in education”.

What does the history of religions teach us? That they fanned the flames of intolerance everywhere, strewn the plains with corpses, watered the earth with blood, burned cities, devastated states; but they never made people better.

On December 11, 1918, Alexander Isaevich Solzhenitsyn was born in Kislovodsk. Even at school, the boy was interested in literature, wrote articles, and studied in the drama club. But he clearly understood that he wanted to be a writer only after graduating from university. Almost immediately the idea of writing a series of novels about the revolution arose. Solzhenitsyn set to work, but in October 1941 he was drafted into the army, and by the end of the war (February 1945), the writer, who had already become a captain and was awarded two orders, was arrested for correspondence with an old comrade, in which he spoke unflatteringly about the leader. Alexander Isaevich knew very well about censorship, but his internal opposition to totalitarianism did not allow him to remain silent, and he decided to criticize “Stalin himself.” Moral lessons of Solzhenitsyn Considering the leader’s tough policy, the expected result was a harsh court sentence - 8 years in the camps for propaganda and agitation.

But it was during his imprisonment that Solzhenitsyn began to think about the need to tell the world about all the horrors of Stalin’s camps. In March 1953, on the day of the leader’s death, the writer was released from the camp hell.

An important stage in subsequent events in the writer’s life was the report of the USSR Secretary General Khrushchev on the “cult of personality,” exposing the crimes of the deceased Stalin. By that time, Alexander Isaevich was finishing work on his work “One Day in the Life of Ivan Denisovich,” and the work “Matrenin’s Dvor” soon followed. But time did not stand still, events developed rapidly, and the Khrushchev thaw came to an end. The country was awaiting a new round of repression and persecution of representatives of the intelligentsia and culture. Under these conditions, a conflict between Alexander Isaevich and the government was again inevitable. In 1969, he was expelled from the Writers' Union simply for his desire to tell the truth. All life Solzhenitsyn, as he himself put it, “opened up all the abscesses on the face of Soviet power.”

In 1973, the KGB confiscated the manuscript of the work “The Gulag Archipelago,” which was based on the author’s own memories, as well as the testimony of more than 200 prisoners. Moral lessons of Solzhenitsyn On February 12, 1974, the writer was arrested again, accused of high treason and, having been deprived of USSR citizenship, was deported to Germany.

In the 90s, Alexander Solzhenitsyn returned to his homeland, but already in 2008, at the age of 90, the writer died of heart failure. Until the last day of his life, Solzhenitsyn remained an exposer of the difficult era, which became one of the most dramatic pages of Russian history. Moral lessons of Solzhenitsyn

Even if there is no benefit for a person to lie, this does not mean that he is telling the truth: they simply lie for the sake of lying.