Research work on school literature. Research activities of students in literature lessons (from work experience)

Involving schoolchildren in the study of literary texts contributes to their successful participation in olympiads in Russian language and literature. Over the past 3 years, my students have become prize-winners at the municipal stage of the All-Russian Subject Olympiad: 2011 – 2 prize-winners, 2012 – 2 prize-winners, 2013 – 3 prize-winners; in the International distance olympiad in basic sciences, the number of winners in 2013 reached 24.

Research activities in the twenty-first century is one of the priority areas of development modern education. That's why it's so relevant today problematic lessons, lessons of discovery of truth, lessons - research.

Research activities in literature lessons should motivate students to search, develop the ability to independently summarize the material read or analyzed, give arguments and draw conclusions. Finding the necessary solution to the problem contributes to the formation of students’ independent position, their readiness for self-development and socialization.

Download:

Preview:

RESEARCH ACTIVITIES OF STUDENTS IN LITERATURE LESSONS (from work experience)

The modern course of life, with its speed and avalanche of information, places high demands on the younger generation. You have to be smart, know a lot, work quickly and efficiently. An equally necessary element is research activity in the classroom, the value of which increases as it enters the information space where intelligence is produced and consumed. In this situation, learning opportunities fiction do not decrease, but increase. Search, understanding, the ability to see the main thing, accurately express, correctly reproduce - all these elements of mental activity are components of a literature lesson.

From thoughtful reading of the text to its analysis, comparison, independent search for answers to questions, work with additional literature - this is the vector that is taken as the basis for research activities in literature lessons.

To teach children to think, to independently find answers to questions that interest them, to work with additional material necessary from the very first lessons. Students need to understand that in literary creative activity There are no ready-made answers or once-and-for-all templates. You need to look for the answer yourself, only then will you see the result of your work.

Students should be introduced to research activities in the early grades. It is much easier for a child to learn science by doing.

The experience gained while working on the previous topic of self-education, “Development of students’ creative abilities in Russian language and literature lessons,” allowed me to improve my activities in the classroom. Application of the research method in lessons and during extracurricular activities is integral part work to improve general educational skills in the context of school modernization.

By research activity we understand the activity of students associated with their solution of a creative, research problem and presupposing the presence of the main stages characteristic of research in the scientific field.

The purpose of involving schoolchildren in educational research activities is to activate the personal position of students in educational process based on independently acquired knowledge, as well as the development of the creative abilities of schoolchildren through the joint creative process of teacher and student.

Involving schoolchildren in educational research activities helps to solve the following problems:

Developing interest in literature, expanding and updating knowledge on the subject;

Formation of independence, creative development of solutions; - mastering a creative approach to any type of activity;

Formation of research skills; - expanding ideas about ways to obtain information;

Development of communication skills;

Attracting schoolchildren to participate in Olympiads, creative competitions, scientific and practical conferences.

Taking into account the specifics school system, it would be correct to define the research activity of students as a creative process of joint activity of two subjects (teacher and student) to find a solution to the unknown.

To organize research activities, the following elements must be present:

1 – child’s individuality;

2 – teacher’s individuality;

3 is an interesting object of study.

If one of the three components falls out of the system, then the system stops working. Research activities as educational process can be divided into several stages.

I. Stage “This is interesting!” Every student has a passion for discovery and research. Doctor pedagogical sciences A. I. Savenkov believes: “A penchant for research is characteristic of all children, without exception.” Even a poorly performing student discovers interest in a subject if he manages to discover something on his own. The teacher’s task is to arouse interest in the process of research activity, to captivate the content and method of performing the work. In class or outside of class time, the teacher introduces students to educational and research activities using the example of works by famous scientists or previously completed research work schoolchildren.

II. Stage “Choose a topic” At this stage, the teacher determines the range of problems that need to be solved, and the topics of proposed research are formulated. There should be enough topics to give students a choice. Requirements for the research topic:

The topic should be interesting to the child, take into account the characteristics of his interests and inclinations;

By solving the proposed topic, the student must realize his or her maximum potential. creative potential, to uncover best sides your intellect;

The topic should be such that the work can be completed relatively quickly;

The topic must be original.

Working together to select and approve topics creates an atmosphere of collaboration between students and teacher.

III. Stage “Collecting information” One of the most important questions at this stage of work is where to get the necessary information related to the research problem. Material for work can be drawn from a variety of sources: dictionaries, reference books, encyclopedias, critical literature. Preference should be given to the most recent and authoritative sources. Selection scientific facts not a mechanical, but a creative process that requires purposeful work. Let us present one of the learning algorithms scientific literature.

1. General acquaintance with the work as a whole according to its table of contents.

2. Skim all content.

3. Reading in sequential order of material.

4. Selective reading of any part of the work.

5. Extracting materials of interest.

6. Critical assessment of what was recorded, its editing and “clean” recording as a fragment of the text of future work.

You can use another way of working with scientific literature. Divide the notebook page in half with a vertical line. On the one hand, we make extracts from what we read, on the other, we write down our comments, highlighting particularly important places in the text by underlining words. Then own thoughts, which arose during acquaintance with other people's works, will serve as the basis for acquiring new knowledge. Information can also be obtained from the Internet. During preparation, an information search plan is formed and compiled in the form of a text file. Such a plan includes the name of the desired goals, a specific universal resource index, keywords For search. It is useful at the beginning of work to create several directories (with mnemonic names) in order to dump the found information into them. Careful selection and evaluation of information obtained from the Internet is necessary: ​​it is possible that most of it will be useless. What should you do if you cannot find the necessary information on a certain topic? In the article “Children’s research in home education,” A. I. Savenkov debunks some “pedagogical myths”: “... it is generally accepted that before doing your own

Research requires a long and tedious study of everything that others have done before you. The history of discoveries and inventions suggests that this is not at all true...” That is why in a number of our student research works the list of references contains mainly an indication of the literary texts being studied.

IV. Stage “We put forward a hypothesis” A hypothesis is a prediction of an event, it is probable knowledge that has not yet been proven. Professor P. P. Kokhanovsky gives the following definition of a hypothesis: “A hypothesis is a form of theoretical knowledge containing an assumption formulated on the basis of a number of facts, the true meaning of which is uncertain and needs to be proven.” The first thing that makes a hypothesis come into being is a problem. A hypothesis or hypotheses arise as possible solutions to a problem. These hypotheses are then tested during the study. Building hypotheses is the basis of the process creative thinking. Hypotheses allow you to see a problem in a different light, to look at the situation from a different perspective. The development of a hypothesis is preceded by the following operations:

Observations on the text(s) of works of art;

Analysis of individual facts relating to artistic images, the structure of the work, language features, individual characteristics of the writer’s style, etc.; - identifying something unexpected, new.

At this stage, it is advisable for the teacher to offer students exercises that allow them to practice their ability to put forward a hypothesis. When putting forward hypotheses, we use the following simple algorithm:

1) brainstorming (students propose solutions to a problematic question formulated by the teacher on the research topic - the more ideas and the more unexpected they are, the better);

2) classification of hypotheses into well-founded (supported by logical considerations and literary observations) and “provocative ideas” (according to A.I. Savenkov);

3) highlighting the most interesting hypotheses.

You can also use the "Brain Attack -66" technique. Its essence is that class students are divided into groups of 6 people and brainstorm for 6 minutes. After this, all the most interesting ideas are transferred to other groups for imagination and idea generation by the association. These secondary ideas are the basis for solving substantive problems.

V. Stage “We are looking for ways to solve the problem. This stage is characterized by the development of a search program. The teacher carries out organizational work to determine the types of activities on the research topic, helps to find all the paths leading to achieving the goal. How problems are solved largely depends on the topic.

The teacher needs to introduce students to generally accepted, well-known ones, after which they need to make a choice, assessing the effectiveness of each method. Most often, when carrying out research work on literature, we use methods such as an associative experiment, a method of deductive observation of a literary text, a method of classifying and summarizing facts.

VI. Stage “Systematize and summarize the received data” To facilitate the stage of systematization and generalization of the received data, it is necessary to accustom schoolchildren to register the collected material. We record each example from a work of art (a quotation indicating the page) on a separate sheet of paper (a specially prepared card) - their number can reach up to a thousand. For example, when carrying out the research work “Features of appeals in the poems of A. S. Pushkin,” we recorded 794 examples of appeals. This is one of the most time-consuming stages of research work. Simultaneously with the registration of the collected material, its grouping and classification should be carried out. Classification makes it possible to enter the range of issues under consideration in the shortest and most correct way. It facilitates the search and helps establish previously unnoticed connections and dependencies. Classification must be carried out throughout the entire process of studying the material. During and as a result of observations, a description of the research work is carried out. The description may be complete or incomplete, but always presupposes a certain systematization of the material. The material can be systematized in the form of tables, diagrams, graphs, diagrams, which are drawn up as an appendix.

VII. Stage “Preparing the project” The product of research activity most often becomes a “message”, a prototype of a “report”, an abstract, which in our case is called a research work. At this stage, the teacher advises students, coordinates their work, and teaches them how to properly format research work.

VIII. Stage “Defending the research work.” Defense is the crown of research work and one of the main stages in teaching students research activities. A student who has made a discovery often strives to tell others about it. That is why the stage of defending a research work is important, first of all, not so much for those to whom the message is addressed, but for the one who talks about his discovery. The work done must not only be talked about, it must be protected. During the defense, the student learns to present the information obtained, prove his point of view, and answer questions. The speaker’s task is to accurately and emotionally present the essence of the research. During the report, reading out the work is unacceptable, only a brief reflection of the main content of all chapters and sections of the work. It must be borne in mind that the permitted duration of a speech is 10-15 minutes, so when preparing a report, the most important thing must be selected from the text. When presenting the material, you should adhere to a plan that corresponds to the structure and logic of the research work itself.

In modern pedagogy, there are 3 levels of implementation of “research learning”.

First level involves attracting relatively large quantity schoolchildren. The subject matter is quite simple, varied and necessarily corresponds to the interests of the author of the work. Students’ activities at this level come down to searching for information on a chosen topic.

Second level requires, in addition to the ability to work with primary sources, the mandatory conduct of any experiments or other practical activities. For example: this could be conducting your own “public surveys,” questioning classmates, other groups of schoolchildren or other categories of people, independently collecting folklore or ethnographic material, and much more (for humanitarian work).

Third level Research activity requires significant effort on the part of both the student and the teacher. Here we need not only relevance and practical significance the chosen topic, but also the novelty in its development. That is, this research work must contain the author’s conclusions and logical conclusions, his own proposals for conducting an experiment, and independent interpretations of the results.

The simplest is the first level, when an adult poses a problem and outlines the strategy and tactics for solving it. The child himself finds the solution. Students work at this level already in 5th grade.

In a literature lesson, I introduce the secret of reading a rebus, then the children solve the puzzles that I give them. The next stage is drawing up a collective puzzle. Then I pose a problem: create your own puzzle based on the knowledge you have acquired. The result of the research is a rebus created by the student. The lesson on creating a crossword puzzle is similar.

In the literature lesson “Writing a fairy tale,” I strive to organize the work in such a way that all stages of the lesson are subordinated to the set goal - mastering the laws of this genre, based on which students will be able to create their own work. To achieve these goals, it is planned to work on the content of the fairy tale: reading, commenting, conversation, figurative emotional perception of individual episodes and scenes, as well as getting to know new ones. literary concepts. But most importantly, based on this fairy tale, by the end of the lesson I plan to lead the children to construct a universal compositional scheme for the fairy tale, that is, I want to show them how it “puts together.” Therefore, the epigraph for the lesson was folk wisdom“Soon the fairy tale will tell. It doesn’t just add up.” This idea runs like a red thread throughout the entire lesson.

Level 2. The adult poses the problem, but the child looks for a method to solve it on his own. Collective search is allowed.

Level 3. Higher. Everything is done independently. Problem, search for methods, development of a solution. This level is allowed in middle school, but is mainly used in high school.

Of course, in each class the methodology for conducting research is different.

In grades 5-6, research work is carried out, as a rule, in a collective-individual form: collective discussion of questions, individual recording of examples and answers. The teacher proposes the subject of research, and during the work, guides and coordinates the activities of students. In grades 7-8, work is carried out collectively, in groups and individually. Students can themselves propose an object for research. The teacher's role changes: he now acts as a co-author, but still guides and coordinates the students' activities during the discussion.

In grades 9-11, research work is carried out in groups and individually (the main emphasis is on individual work). As a rule, assignments are compiled by the teacher and supplemented by students; collective creativity is possible. The teacher acts as a consultant.

In the secondary level I teach the following types of literature lessons: analysis of a poem or episode; comparison of works by different authors (for example, poems by A.A. Fet and F.I. Tyutchev about nature); group work on text research (each group is given a list of questions to which the children need to find an answer).

In high school, research activities are somewhat specific in nature and have a scientific focus.

Students' research activities should become a necessary element in literature lessons.

The literature course provides many opportunities to develop research skills. Already in the first lesson on the topic “The Role of Books in Human Life,” we ask a problematic question: what is the importance of books and reading in people’s lives? Riddles about the book, a librarian’s speech, and statistical data about the school’s readers will allow students to become aware of the problem and outline ways to solve it. Children, working with a textbook article or presentation slides, are suddenly faced with a problem: if in the 20th century our country was the most reading country in the world, today the tradition of love for reading has begun to be lost. Next, we use the “Three Questions” technique:
What do I know about the problem of the role of books in human life? What do I want to know? How to find out? The subject of the research is a book.

I organize work in groups. The first group talks about the anatomy of a book (binding, spine, captal, endpaper, frontispiece, title page, book block, column number, lasse, end title page, nakhsat). The second group prepares the message “Guide to book pages"(title page, preface, table of contents, reference apparatus, illustrations, etc.). The third group systematizes the material on the topic: “The life history of a book.” Children record the results of group presentations in notebooks and proceed to work with statements by famous writers about the role of books in human life.

Quotes on the board:

Love the book with all your heart! She is not only your best friend, but also your faithful companion to the end. E. Hemingway.

The book is a magician. The book transformed the world. It contains the memory of the human race, it is the mouthpiece of human thought.

A world without a book is a world of savages... V. Rozanov.

The book has always been an adviser, a comforter, eloquent and calm for me. J. Sand.

Without books, we can now neither live, nor fight, nor suffer, nor rejoice and win, nor confidently move towards that reasonable and beautiful future in which we unshakably believe. K. Paustovsky.

Reading is one of the sources of thinking and mental
development. V. Sukhomlinsky.

A book makes a person winged. F. Gladkov.

The next stage of the lesson is teacher questions:

What books did you read in the summer?

What works have left their mark on your soul?

What role do books play in your life?

What books do your family read?

Select from the works included in the list of “100 books” those that

Read by you.

Students draw conclusions and approach final stage– reflections: on a specially attached poster on the board “Books that 5th grade chooses,” write down the names of their favorite books. This study served as the reason for the creation of the research work “The Reading Dossier of My Class,” the purpose of which was to determine the reading interests of peers and compile a reading dossier of the class.

An important role in creating situations that require the use of research skills is played by the organization of problem-based dialogue interaction. Among the variety of techniques of problem-dialogue technology, it is necessary to highlight:
- dialogue leading to knowledge (a chain of questions that are feasible for students);
- dialogue encouraging hypotheses (What are the assumptions? How can we test the hypothesis? What needs to be done? What action plan do you propose? Who thinks differently?).
The simplest but most effective technique in lessons for discovering truth is presenting contradictory facts to the class. For example, the problem of the authorship of the novel by M. A. Sholokhov “ Quiet Don"in 11th grade, facts of the biography of S. A. Yesenin in 9th grade, the fate of Andrei Sokolov and Soviet prisoners of war during the Great Patriotic War Patriotic War(based on the story “The Fate of a Man” by M. A. Sholokhov, 9th grade). Also productive are such literature lessons within the framework of problem-based dialogue learning, in which different opinions of students collide in combination with a question or practical task on new material. (The problem of education in I. A. Bunin’s story “Numbers”: to indulge children’s tears or to stand on one’s own? The problem of attitude towards the main character: what does Pechorin deserve more - condemnation or sympathy?).

- “We explore the text.” Example: “Poetic chronotope in V. Zhukovsky’s ballad “Svetlana.”
- “Unraveling the mystery of the word.” Example: “What does the word “scarlet” from “The Tale of Igor’s Campaign” conceal? “The secret of the word “Creator” in the ode of M.V. Lomonosov.”
- "Attention: experiment." Example: “Word creation by V.V. Mayakovsky: neglect of the norms of the Russian language or the creation of neologisms for a special artistic effect?”

- “The subject as a problem.” Example: Before studying D. Defoe's story "Robinson Crusoe" problematic situation: Imagine that you find yourself on a desert island. The next question is: what would you feel like you would do? The teacher suggests turning to the work and seeing how the hero behaves.

When analyzing literary works, it is also advisable to use such a research technique as drawing up a cluster (a conditional diagram that logically connects certain concepts with each other). So, using this technique, during a lesson in 7th grade

Griboyedov Alexander Sergeevich
Comic and satirical in the play "Woe from Wit".
Chatsky's loneliness in the play "Woe from Wit".
Features of the poetic language "Woe from Wit".
Interpretation of the image of Chatsky, the main character of the comedy A.S. Griboedov's "Woe from Wit", staged by Russian theaters.
Comedy A.S. Griboyedov "Woe from Wit" in the context of Russian literature of the 19th century century (using the example of E.P. Rostopchina’s play “The Return of Chatsky”, A.S. Pushkin’s novel “Eugene Onegin” and A.N. Ostrovsky’s play “Profitable Place”).

Pushkin, Alexander Sergeyevich
The use of Old Church Slavonicisms in the lyrical works of A.S. Pushkin.
Traditions of the “Gothic novella” genre in Pushkin’s story “The Queen of Spades”.
Cossacks in the poetic and historical consciousness of A.S. Pushkin.
Russian folklore traditions folk tale in the story by A.S. Pushkin " Captain's daughter».
The ball as an element of noble life on the pages of the novel by A.S. Pushkin "Eugene Onegin".
The biblical legend of the prodigal son and its transformation in the story by A.S. Pushkin "Station Warden".
The influence of Washington Irving's story "Sleepy Hollow" on the creation of the story "Eugene Onegin" by A.S. Pushkin.
Friendship in human life (based on the material of the lyrics of A.S. Pushkin).
Duel in the life and work of A.S. Pushkin.
Onegin's bookshelves
Poetry in the novel by A.S. Pushkin "Eugene Onegin".
Signs of time and everyday life in the novel in verse “Eugene Onegin” by A.S. Pushkin.
Nature in the novel by A.S. Pushkin "Eugene Onegin".
Fashion early XIX century in the novel by A. S. Pushkin “Eugene Onegin”
Duel in the life and work of Pushkin
The meaning of the poem by A.S. Pushkin “The Poor Knight” in the artistic structure of the novel by F.M. Dostoevsky's "Idiot".
Literary salons of Pushkin's time
The image of St. Petersburg in the works of A.S. Pushkin.
Pushkin intertext of the novel by I.A. Goncharov "Ordinary History".

Lermontov Mikhail Yurievich
The image of a sea wave in the poetry of M.Yu. Lermontov.
Moscow in the life and work of M.Yu. Lermontov.
Heroes of the century in the novels of M.Yu. Lermontov “Hero of Our Time” and A. Musset “Confession of a Son of the Century”.
Zilov and Pechorin based on the play by A. Vampilov “ Duck hunting"and the novel by M.Yu. Lermontov.
The meaning of the title of the novel “A Hero of Our Time.”
The theme of the prophet in the lyrics of M.Yu. Lermontov.
The Godless theme in the lyrics of M. Lermontov

Gogol Nikolay Vasilievich
The poetics of “nonsense” in the works of N.V. Gogol.
The role of mysticism in the work of the great N.V. Gogol
The artistic nature and function of the grotesque in Gogol’s “Petersburg Tales”.
The relevance of fantastic images of N.V. Gogol for modern Russia.
Ghosts and phantom images in the works of N.V. Gogol.

Ostrovsky Alexander Nikolaevich
Proverb in the works of A.N. Ostrovsky (any work)
“Dowry” by A. Ostrovsky and “Cruel Romance” by E. Ryazanov

Tyutchev Fedor Ivanovich
Ancient images in the works of F.I. Tyutcheva.
Sound images in poems by F.I. Tyutchev about nature.
Tyutchev's reflections on space and chaos.

Fet Afanasy Afanasyevich
Ancient images in the poetry of A.A. Fet.
Ring composition in the poems of A.A. Fet.

Turgenev Ivan Sergeevich
Landscapes of Turgenev and their place in the structure of artistic narrative.
The originality of “folk portraits” in “Notes of a Hunter” by I.S. Turgenev.
Color painting as a means of creating contrast in the cycle “Poems in Prose”
Intertextuality of the novel by I.S. Turgenev "Fathers and Sons".
Love in the story “Asya” by I. S. Turgenev.
The world of a noble estate and the world of the city in the novels “Pride and Prejudice” by Jane Austen and “Fathers and Sons” by I.S. Turgenev.
The appearance of the “new” person (“Fathers and Sons” by Turgenev, “What is to be done?” by Chernyshevsky).
Gestures and words of the characters in the novel by I.S. Turgenev "Fathers and Sons".
Portrait of a character in “Notes of a Hunter” by I.S. Turgenev.
Tolstoy’s story “Father Sergius” and the novel by I.S. Turgenev "Fathers and Sons".
Traditions of Russian and German romanticism in the essay by I.S. Turgenev "Ghosts".

Dostoevsky Fyodor Mikhailovich
Biblical motifs in the novel by F.M. Dostoevsky "Crime and Punishment".
Literary and cultural associations (quotes, reminiscences, allusions) in the novel by F.M. Dostoevsky "Teenager".
Makar Devushkin as Raskolnikov's predecessor.
Raskolnikov and the “faces of evil” in the novel by F.M. Dostoevsky.
The reforms of Alexander II and their reflection in the novel “Crime and Punishment.”
Rhetorical devices in the dialogues of F.M.’s characters Dostoevsky (based on several episodes of the novel “Crime and Punishment”).
What are the characters reading in the novel Crime and Punishment?
Linguistic and socionic portraits of the heroes of F. M. Dostoevsky’s novel “Crime and Punishment”

Tolstoy Lev Nikolaevich
“Only this life has a price” (based on the diary entries of L. Tolstoy and the novel by J. Salinger “The Catcher in the Rye”).
Ball dresses of the early 19th century (based on the novel “War and Peace”).
The armament of the Russian and French armies in the novel "War and Peace".
Depiction of military operations in the works of L.N. Tolstoy.
The art of psychological analysis in the novel by L.N. Tolstoy's Anna Karenina.
Napoleon on Poklonnaya Hill(based on the novel by L.N. Tolstoy “War and Peace”).
Landscape in the later stories of L.N. Tolstoy (any work)
The daily schedule of a nobleman in the novel "War and Peace".
The role of comparisons in the novel by L.N. Tolstoy's "War and Peace" (several episodes).
Russian and French emperors in the novel by L.N. Tolstoy "War and Peace".
The originality of the creative method of the novel by L.N. Tolstoy's Anna Karenina.
Music in the novel by L.N. Tolstoy "War and Peace"
The image of Natasha Rostova on the pages of the novel by L.N. Tolstoy "War and Peace"
The image of shame in the presentation of the Russian language and on the pages of the trilogy by L.N. Tolstoy “Childhood. Adolescence. Youth".
A man at war in the works “War and Peace” by L.N. Tolstoy and “The Living and the Dead” by K.M. Simonova.

Chekhov Anton Pavlovich
Funny and sad in the stories of A.P. Chekhov: "Little Trilogy".
Humility: is it tolerance (based on the story by A.P. Chekhov “The Weasel”).
Literary places in Russia A.P. Chekhov
The role of artistic detail in the stories of A.P. Chekhov
“Meaningful” names and surnames of literary characters in Chekhov’s early humorous stories

Bunin Ivan Alekseevich
The concept of the world and man in the works of Bunin and Hemingway
The theme of death in the story by I.A. Bunin "Mr. from San Francisco".

Blok Alexander Alexandrovich
Symbolic images in A. Blok’s poem “The Twelve”
Transformation of V. Solovyov’s idea of ​​eternal femininity into the image of a Beautiful Lady in Blok’s work
Blue color in the poetry of A. Blok

Yesenin Sergey Alexandrovich
The image of a mother in the lyrics of S. Yesenin.
Occasionalisms as a means of artistic expression in the lyrics of S.A. Yesenin 1910-1916
Parallels between the works of Sergei Yesenin and Alexei Fatyanov
Sergei Yesenin – poetry in color

Akhmatova Anna Andreevna
The image of Voronezh in the poems of O.E. Mandelstam and A.A. Akhmatova
The symbolism of yellow in the works of F.M. Dostoevsky and A.A. Akhmatova.

Marina Tsvetaeva
E. Dickinson and M. Tsvetaeva: similar motives of the lyrics.
Women's destinies in poems in the lyrics of Tsvetaeva and Akhmatova.
Images of time and space in the lyrics of Marina Tsvetaeva using the example of the analysis of the poem “New Year’s Eve”.

Bulgakov Mikhail Afanasyevich
« dog's heart» M. Bulgakova and V. Bortko.
Biblical motifs in M. Bulgakov’s novel “The Master and Margarita.”
Eternal themes in M. Bulgakov’s novel “The Master and Margarita.”
The Master and Margarita M. Bulgakova and “Faust” by I. Goethe.
The image of Margarita in the novel by M. Bulgakov and in the series by V. Bortko.
M. Bulgakov’s novel “The Master and Margarita” in the assessment of clergy.
Your choice: life or... (the problem of drug addiction in the works of M. Bulgakov “Morphine” and Ch. Aitmatov “The Scaffold”).
Theme of Pontius Pilate by M.A. Bulgakov and Schmitt
Excursion to the “bad apartment” (based on M. Bulgakov’s novel “The Master and Margarita”).

Vladimir Vysotsky
The military theme of Vladimir Vysotsky's lyrics.
Love theme lyrics by Vladimir Vysotsky.

Research methods- these are ways to achieve the goal of research work.

Justification of research methods described in Introduction to Student Research. Often this section contains a simple listing of research methods.

In justifying the research methods you need to specify:
- research methods used in the research work;
- it is advisable to explain your selection of research methods, i.e. why these methods are better suited to achieve the goal.

At each level of work, the researcher determines research methods used.

Types of research methods:

Empirical level methods:

Observation
- interview
- survey
- survey
- interview
- testing
- photographing
- check
- measurement
- comparison

With these research methods specific phenomena are studied, on the basis of which hypotheses are formed.

Methods of experimental-theoretical level:

Experiment
- laboratory experience
- analysis
- modeling
- historical
- logical
- synthesis
- induction
- deduction
- hypothetical

These research methods help not only to collect facts, but to test them, systematize them, identify non-random dependencies and determine causes and consequences.

Theoretical level methods:

• study and synthesis
• abstraction
• idealization
• formalization
• analysis and synthesis
• induction and deduction
• axiomatics

These research methods make it possible to produce logical research collected facts, develop concepts and judgments, make conclusions and theoretical generalizations.

Examples of recording research methods:

Research methods: observation, interviews, statistical analysis, study of the media, literature.

Example 2.
Research methods:
1. theoretical: theoretical analysis of literary sources, newspapers;
2. empirical: interviews, sociological surveys.

Example 3.
Research methods: theoretical analysis and synthesis of scientific literature, periodicals about the history of the city from the archives and funds of museums, libraries, excursions in the vicinity where historical events took place.

Example 4.
Research methods:
1. bibliographic analysis of literature and materials on the Internet;
2. taking temperature measurements;
3. system analysis;
4. isolation and synthesis of the main components.

Example 5.
Research methods:
- study and analysis of literature;
- survey of schoolchildren;
- taking measurements of the weight of the backpack;
- analysis of the received data.

Example 6.
Research methods:
1) First, we will draw up questions and conduct a survey. Then, knowing the energy value food products, let's calculate the amount of proteins, fats and carbohydrates consumed by each student.
2) We will process the results of the survey we conducted using computer program. Based on the data obtained, it will be possible to observe the dynamics of changes in the risk share of liver and gastrointestinal diseases.

Example 7.
Research methods:
1. Scanning method: observing the motor activity of seal pups by recording the position of the animals in the pool and on land at regular intervals.
2. Method of recording individual behavioral manifestations: observing animal contacts and recording them with icons in a table.
3. Photography method.
4. Analysis of the obtained data.

RESEARCH ACTIVITIES OF STUDENTS IN RUSSIAN LANGUAGE AND LITERATURE LESSONS

CREATIVE REPORT TEACHER OF RUSSIAN LANGUAGE AND LITERATURE AT KITOVSKY SCHOOL BESHAPOSHNIKOVA I.A.

Knowledge only then becomes knowledge
when it is acquired through the efforts of one's own
thoughts, not memory.
L. N. Tolstoy

This is the second year I've been developing methodological topic“Research activities of students in Russian language and literature lessons.” The development of students' research skills helps to achieve certain goals: to increase students' interest in learning and thereby increase the effectiveness of learning. Such activities for students are a transition to a different psychological state, a different style of communication, positive emotions, a feeling of themselves in a new capacity - a discoverer, a researcher. All this gives them the opportunity to develop their Creative skills, evaluate the role of knowledge and see its application in practice, feel the interconnection of different sciences, foster independence and a completely different attitude towards one’s work.

In my creative report, I analyze how to organize research activities in Russian language and literature lessons, what forms of work I use. I dwell in detail on the lessons of non-traditional genres and give algorithms for activities. Of course, knowledge-memorization should not be valued above knowledge-discovery and knowledge-understanding. It is necessary to prepare in the classroom a creatively active person interested in increasingly independent knowledge. How can this be implemented practically? This question is the purpose of this work.

The inquiry method is central to problem-based learning. I. Ya. Lerner sees the essence of problem-based learning in the fact that “a student, under the guidance of a teacher, takes part in solving new cognitive and practical problems for him in a certain system that corresponds to the educational goals of the national school.” It seems to me that this definition gives an inaccurate interpretation of the student’s role in problem-based learning: the student not only takes part in the teacher’s problem solving, but also mainly solves them independently (under the guidance of the teacher or with his help). The research method involves constructing a learning process similar to the process scientific research, implementation of the main stages research process, of course, in a simplified form accessible to students.

Such training is based on the principle of problem-solving, implemented through various types of educational problems.

The presence of various types of educational problems ensures the student’s search or partial search activity during the implementation of theoretical and practical independent work, when presenting educational material teacher.

Under these conditions, the research method turns out to be only one of the ways to independently cognitive activity student, excluding the active activity of the teacher in presenting educational material and explaining it.

The research method of teaching is the organization of search, cognitive activity of students by setting the teacher cognitive and practical tasks that require independent creative solutions. The essence of the research method of teaching is determined by its functions. It organizes creative search and application of knowledge, ensures mastery of methods scientific knowledge in the process of searching for them, is a condition for the formation of interest, the need for creative activity, and self-education.

Important Feature The research method is that in the process of solving some problems, new ones constantly arise.

In modern didactics, the research method is interpreted as follows: “It is designed to ensure, firstly, the creative application of knowledge, secondly, mastery of the methods of scientific knowledge in the process of searching for these methods and their application. Thirdly, it forms ... the features of creative activity. And , fourthly, is a condition for the formation of interest, the need for this kind of activity, because outside of activity, the motives manifested in interest and needs do not arise. Activity alone is not enough for this, but without it this goal unattainable. As a result, the research method provides complete, well-informed, operational and flexibly used knowledge and forms the experience of creative activity." (I.Ya. Lerner)

In order for the interpretation to take place, to be justified, reasoned, it is important for the teacher to find a topic, a problem in the solution of which the student can have his say, and direct the search by proposing a research methodology. The success of the research is largely determined by the topic. An appeal to themes studied by literary criticism, classical for literary criticism, is undoubtedly educationally useful and interesting for a schoolchild who is passionate about literature (Functions of landscape in I. S. Turgenev’s novel “Fathers and Sons”; The theme of the “little man” in the poem “The Bronze Horseman” A. S. Pushkin; The image of Pugachev in A. S. Pushkin’s novel “The Captain's Daughter”). But such topics result in an abstract: students retell well-known studies without always citing the source when quoting verbatim. Broadly formulated topics (“A.S. Pushkin and world culture”; “Christian motives in modern literature”) make it difficult to specify the material and weaken the problematic nature of the analysis. Yu.M. Lotman emphasized: “A narrow, specific topic directs a young researcher to carefully immerse himself in the text. Too broad topics lead to the path of eloquence, which is not always deep,” so finding a good topic is not so easy.

Introducing schoolchildren to the beginnings of research activities is possible and quite feasible through a lesson, additional education, protection of projects and abstracts. It is very important to take into account that the process of teaching the beginnings of scientific research is a step-by-step, age-specific, purposeful formation of all components of the student’s research culture:

Thinking skills (analysis and highlighting the main thing; generalization and systematization; specification, proof and refutation, the ability to see contradictions).

Ability to work with books and other sources of information.

Skills and abilities related to the culture of oral and written speech.

The structure of a research paper includes a plan that reveals approaches to interpreting the topic. The main part is preceded by an introduction, which provides a rationale for the problem and explains why this problem is of interest to the author. The objectives of the study are also formulated here. The work ends with a conclusion where conclusions are drawn. A list of used literature is required. Quotations are accompanied by footnotes.

Forming a student's research position is not an easy task. Schoolchildren must be prepared for search activities for years. Research can be organized at all stages of teaching literature: schoolchildren should master some elements of the research approach already in childhood and adolescence, then the rise to the highest level of creative independence will be more realistic.

Various teaching methods develop search activity. One of them is literary creativity. As a research creative training that develops imagination, students are offered research essays. The most typical type of creativity, which activates the intellectual and volitional side of schoolchildren’s search activity, is artistic conjecture, which requires text research. Raise students to new, more high level Cognitive activity is facilitated by the use of problem-solving in teaching: the ability to compare, find what is different in the general and what is common in completely different, at first glance, phenomena. Effective method, which develops the ability to solve mental problems, is search-dialogical. It involves the art of conducting problematic dialogue, during which students independently discover a common problem that is directly related to further work. Problematic dialogue turns learning into a creative process. Important for future researchers is the ability to work with available information, the ability to obtain the necessary material, the ability to competently systematize, logically distribute available data, the ability to highlight important information in the monograph being studied, as well as the ability to reduce information by eliminating unnecessary things, or by summarizing a number of known facts, the ability to reformulate a thought.

Also, one of the most effective techniques Activating the research activities of students is the formulation of problematic questions and research tasks. The teacher poses a problem for the whole class, and a number of aspects of this problem are developed by groups of students or individual students. The teacher only indicates sources, suggests a number of essay topics, and puts forward topics for seminar classes. It is also possible for students to independently search for a significant problem for analysis.

Of course, student research cannot be equated to the research of a scientist, which results in the scientific discovery of qualitatively new patterns and phenomena. Students solve problems that have already been solved by society, science, and new ones only for schoolchildren. The teacher not only poses a number of questions or problems, but also explains ways to solve them, teaches how to collect material, analyze, systematize it, shows and explains the conditions and methods of work, knows its results, the progress of the solution and those features of creative activity that require demonstration during the process. solutions to the problems posed. “Thus, the construction of a system of such problems allows us to provide for the activities of students, gradually leading to the formation of the necessary features of creative activity,” wrote I.Ya. Lerner. Thus, students ascend to the heights already discovered by science, but they comprehend the truth not as a finished result, but as the result of their own observations and decisions. The teacher helps you choose ways to comprehend this truth.

In order for the teacher to organize the learning process for schoolchildren, similar to the research process, create pedagogical situations stimulating their discoveries, manage creative search students, he must have some personal experience in research work, at least at the level of educational research, and have many “discoveries” to his credit. The teacher must himself feel “the tension of searching and the joy of discovery” so that he can evoke them in his students. These emotional factors cannot be neglected in teaching. A student who has experienced the joy of discovery boldly goes in search of solutions to new problems. He already knows what awaits him, then the tension of the search gives way to the joy of discovery. It is not difficult to see in this the great educational and developmental significance of the research method.

Goals and objectives of the research work:

· involving students in research activities and teaching the necessary skills;

· development of self-sufficiency of students (focus on students with any level of training);

· formation of motivation in students to master research skills

· integrativeness (research projects at the intersection of different sciences);

· enrichment of spiritual culture;

· development of creative inclinations of the individual.

An important point: to successfully organize research activities in the classroom, it is necessary to carefully consider the forms of the lessons. After all, here in the arsenal there can be various forms: a lesson-creative report, a lesson-protection of ideas, role play lesson, lesson-seminar, lesson “My poet”, “My hero”, lesson of open thoughts, lesson-dissertation defense, lesson-conference, lesson-round table, etc.

Diagnostics are also necessary: ​​identifying students prone to a certain type of activity (intelligence officers, ideologists, opponents, illustrators, archivists - a serious title for their position will emphasize the importance of their personal contribution to the overall research).

What does this look like in practice? For example, a lesson to defend ideas on “The Tale of Igor’s Campaign.” We are working on the language of “The Tale of Igor’s Campaign.” Based on Shklyarevsky’s phrase “There is a lot of space, movement, sounds, colors in The Word,” “ideologists” define the following areas of research:

· color scheme, composition of the spectrum of the work

· sound scale “Words...”

· verbs of motion in “The Word...”

· toponymic dictionary “Words...”

· geography “Words”, mapping

In their work, students rely on the compiled algorithm of research activities:

ALGORITHM FOR SCIENTIFIC SEARCH STRATEGY

1. An attempt to solve a scientific problem should be made before studying special literature on the topic.

3. Having studied the literature on the research topic, begin to solve the scientific problem.

4. Having received answers to the questions posed, the researcher must critically analyze the results obtained and draw scientific conclusions based on them.

A successful study conducted on one work was an incentive to conduct a similar one on other works. (For example, my students and I obtained interesting conclusions after a comparative analysis of the sound and color scheme of two chapters of “Mtsyri” - the hero in freedom and the hero’s return to the monastery.)

Lesson forms such as “My Hero” and “My Poet” are also interesting. They provide great scope for research activities. And due to the large number of creative tasks, they even allow weak students participate with great dedication in general work class.

The formation of cultural competences of students is facilitated by studying the criteria for completing and defending research work:Criteria for performing research work.

1. Relevance of the topic and proposed solutions, reality, practical orientation and significance of the work.

2. Volume and completeness of development, independence, completeness.

3. Level of creativity, originality of the topic, approaches, proposed solutions.

4. Reasonedness of decisions, approaches, conclusions, completeness of bibliography, citation.

Design that meets standard requirements.

Criteria for defending research work.

1. Quality of the report: composition, completeness of presentation of the work, approaches, results; persuasiveness and conviction.

2. The volume and depth of knowledge on the topic, erudition, interdisciplinary connections.

3. Speech culture, manner, use of clarity, sense of time, keeping the audience’s attention.

4. Answers to questions: completeness, argumentation, friendliness, desire to use the answers to successfully develop the topic and strengths work.

5. Business and strong-willed qualities of the speaker: responsibility for decisions, desire to achieve high results, readiness for discussion, goodwill, contact.

But here we are only talking about literature lessons. What about Russian language lessons? What kind of research is possible there?

Firstly, elements of research activity in the lesson:

· Independent derivation of rules based on examples, checking results using multi-level cards

· Comparative work (interpretation of the rule in textbooks by various authors)

· Group work - drawing up abstracts on a specific topic (I had an interesting lesson on writing abstracts on the topic “Language as a factor in social development”)

I have compiled reminders “How to prepare for a research lesson”:

Memo “How to prepare for a research lesson”

1. Re-read (watch) again works of art, select chapters and episodes from them, the analysis of which will be necessary to answer questions, make notes in the text or write down quotes on cards.

3. Compare contradictory judgments, mark those that coincide with yours, think over arguments that support your opinion.

4. Make a plan (thesis) for your speech, including a retelling of key episodes, necessary quotes, and draw conclusions. Speak out loud, check how long the speech will take.

Involving students in research activities makes it possible to carry out operational control of the intermediate results of students’ activities, allows them to increase the pace of the lesson, increasing its pedagogical effect. In addition, the teacher, using such methods, is freed from routine work and can direct attention to solving more complex issues, requiring high qualifications and creative thinking. We should also not forget about such a positive aspect as an increase in the share independent work students, their great passion for the subject. The work done by students prepares them for research activities as students.

Here are some examples of practical research work students completed in class:

1. During the study of A.S. Pushkin’s novel “Eugene Onegin,” students were asked to write down three categories of geographical names: names of places where the events of the novel take place; names associated with mentioned characters, household items, etc.; names mentioned in lyrical digressions. The class was divided into three groups (optional). By writing down toponyms, students in each group created a mini-map, each group having its own. In the process of work, the designers also turned to teachers of geography, history, and drawing. The next stage was intergroup activity, the result of which was General Map"Eugene Onegin" on the map." The presentation of the work caused amazement not only among students, but also among teachers. Students were convinced that V.G. Belinsky was right that "the novel "Eugene Onegin" is an encyclopedia of Russian life," but one of the designers noticed , that the breadth of scope covers all of Europe and part of Asia. I borrowed the idea of ​​​​such a project from K.S. Lazarevich, candidate geographical sciences(Publishing house "First of September", newspaper "Literature", No. 11, 2008).

2. In the 10th grade, before studying the play “The Thunderstorm” by A. Ostrovsky, I asked students to carefully read the playbill and write down the meanings of homonyms from the dictionary of names. The meaning of surnames was determined by explanatory dictionaries S.I.Ozhegov, V.I.Dal, because Most surnames come from common nouns. In group activities, students determined the origin and meaning of the surnames Kabanikha (M. Kabanova), Dikiy, Knurov. In the process of intergroup activities, students identified the related origins of these surnames. Boar - Dick - Knur - (pig). Derivative analysis of nicknamesKabanikhashowed that the suffix -ikh- in onomastics in the formation of female names denotes a contemptuous naming of women after a man. As independent work, students completed written work on the topic: “What the names of the main characters of A. Ostrovsky’s play “The Thunderstorm” told me about.

The literature course in grades 5-7 provides many opportunities for this. For example, the fairy tale “Warm Bread” by K. G. Paustovsky is being studied. Very kind and smart, children like her with the idea of ​​​​repentance and cleansing. But students immediately pay attention to its genre features. Why did K. Paustovsky call his work a fairy tale? Does everything in it look like a fairy tale? This is how the observation begins of how fairy-tale and real motifs are intertwined in the work, how the ordinary turns into the fairy-tale - into the real, and what the author leads us to with his imagination and wise words. This is how a research task arises, connecting educational and scientific meaning. During the period of studying fairy tales by A.S. Pushkin, V.A. Zhukovsky, the question arises: “What is the history of the birth of literary and author’s fairy tales?” It is interesting and important for students to put forward their assumptions, versions, hypotheses, and discuss them in class. In accordance with the program, children in middle school must master the basic concepts of literature as the art of words; It is at this stage that it is extremely important to lead children to generalizations, to teach them not only to repeat and illustrate theoretical concepts, but use them as a tool of knowledge. When studying folk legends in the 7th grade, students look for the answer to the question: “How are Ivan the Terrible and Peter the Great represented in the legend “Peter and the Carpenter?” They conduct research by comparing artistic and historical images. No less interesting are students’ research works on epics on the topic “So they said epic heroes", "Undeservedly forgotten words", in which the speech of epic heroes was observed.

In the practical implementation of the research approach in teaching, I use various forms of educational work: individual, group, collective, frontal. Individual work represents the completion of an educational task by each student independently in accordance with his individual capabilities, without interaction with other students.

Research activities organized by the teacher in the classroom have the most direct impact on extracurricular work on the subject. It is known that the lesson does not always provide the opportunity for a thorough and in-depth understanding of facts, phenomena and patterns. A logical continuation of a lesson or series of lessons on a topic can be some form of scientific, educational, search and creative activity outside of class hours ( subject weeks, scientific and practical conferences, quizzes, competitions, olympiads, creative workshops, project competitions), the material for which is the work of schoolchildren, completed by them as independent research.

The developed didactic material: printed work cards, handouts, educational tables, as well as multimedia presentations on course topics, which are demonstrated using an interactive whiteboard. Materials are prepared together with students. This became possible thanks to the use of ICT in organizing student research activities.

In conclusion, I would like to say that systematic and targeted work to create conditions for the formation of research skills allowed us to achieve positive results.

Students engaged in research activities feel more confident in the classroom, become more active, learn to ask questions competently, their horizons broaden, they become more communicative, and they actively participate in school and district activities. scientific and practical conferences, in research competitions at various levels.

Literature

Golubkov V.V. Methods of teaching literature. - M., 1962.

Zolotareva I.V., Krysova T.A. Lesson developments in literature. 8th grade. 2nd ed. corr. and additional – M.: Vako, 2005.

Ionin G.N. School literary criticism: Tutorial to a special course. - L., 1986.

Kachurin M.G. Organization of students' research activities in literature lessons. M., 1988.

Kudryashev N.I. The relationship between teaching methods in literature lessons. - M., 1981.

Leontovich A. Educational and research activities of schoolchildren as a model educational technology. Public education. No. 10. 1999.

Lerner I. Ya. Search tasks in teaching as a means of developing creative abilities. // in the book. Scientific creativity. Ed. Mikulinsky S.R. – M., 1969.

Mader R.D. First steps in scientific research // Literature at school. – 1981. – No. 12.

Moskovkina I.I. Lesson-research. Specialist 1999, No. 7

Pakhomova N.Yu. Method of educational project in an educational institution. – M.: Arkti, 2003.

Savenkov A.I. Content and organization of research training for schoolchildren. – M.: “September”, 2003. – 204 p.

Sergeev I.S. How to organize project activities students: Practical guide for employees educational institutions. – M.: ARKTI, 2003.

Sergeeva M.G. On the examination of students’ research works // Research work of schoolchildren. – 2003. No. 3. – P. 136-138.

This page offers literature research topics for students in grades 5, 6, 7, 8, 9, 10, 11 with the goal of developing creative abilities in literature, conducting exciting research and writing their own individual research project, and developing skills in conducting research work.

A correctly chosen topic for a literature project in the 5th, 6th, 7th, 8th, 9th, 10th and 11th grades of the school, corresponding to the level of training and knowledge of the student, his interests and hobbies, really contributes to the conduct of cognitive and interesting work above her.

The following literature project topics are exemplary and very interesting in terms of research, study, collection and search for information for the implementation of an individual project on them. These literature research project topics show literature not only as a subject, but also as a link in various fields and branches of human activity.

Any topic of research work on literature for grades 5, 6, 7, 8, 9, 10 and 11 can be selected from the list of topics for an older class, if the student’s level of knowledge allows this and there is a desire to study deeper and more interesting material.

Below on the page are the topics of research works and projects in Russian and foreign literature distributed in accordance with the sections Russian literature, Classical literature, Modern literature, it is planned to add a section of foreign literature.

Literature Project Topics

Sample topics for student research projects in Russian literature:
Author's literary translation of three poems and their comparative analysis.
Good and evil in Russian literature.
Studying physics based on the works of Russian classics.
Depiction of love as one of the main human values ​​(using the example of a story).
Image national character in folk tales.

The art of creating a book.
Weather calendar in sayings and proverbs of the Russian people.
Cat in world literature.
Linguistic stylization and parody.
My name is in literature.

The image of a bird: from myth to poetry.
The image of a cat in Russian folklore.
Problems of youth in modern Russian literature.
Bird names in literature.
Russian writers are Nobel Prize laureates.
Comparative analysis of Spanish and Russian translations of Ovid's elegy.
The symbolic meaning of the image of the moon in the works of Russian classical literature.
Dreams and dreams in Russian literature.
The theme of the monument in Russian literature.
Theme of prophecy in Russian lyrics.
The theme of family in proverbs and sayings.
The theme of good and evil in literature.
Censorship and literature: freedom of creativity and state supervision.

Literature Research Paper Topics

Sample topics for research papers on classical literature:
“I love, where there is an opportunity, to pinch vices...” (Features of the fable as a literary genre).
The image of a falcon and its symbolism in the monuments of ancient Russian literature.
Your choice: life or... (the problem of drug addiction in the works of M. Bulgakov “Morphine” and Ch. Aitmatov “The Scaffold”).
Sonya... the eternal Sonechka (based on works of classical and modern literature).
“Coming from childhood” (Based on the works of V.P. Astafiev).

Color designations in I. Severyanin’s lyrics: psychological aspect.

Only this life has a price (according to L. Tolstoy’s diary entries and J. Salinger’s novel “The Catcher in the Rye”).
Servants and gentlemen (based on the works of A.S. Pushkin and N.V. Gogol).

The concept of home, family, homeland in the works of V. Rasputin, A. Solzhenitsyn, L. Ulitskaya.
Artistic techniques and features of Boris Akunin’s novels “Azazel”, “The Turkish Gambit”, “State Councilor”, “The Death of Achilles”, “Leviathan”, and “Coronation”.
Peculiarities of perception of A. Akhmatova’s lyrics through artistic images.
The image of a woman in literature of different eras.

Topics of projects on modern literature

Example topics for research papers on modern literature:

Bard song today.
The influence of literature containing elements of mysticism on the worldview of the modern reader.
Genre and language of I. Huberman's poems.
Life literary work in art and time.
Using a modern bestseller in the study of classical literature.
How does the Internet affect language?
Youth slang. Its origin and functioning.
Youth jargon in the speech of modern schoolchildren.
Trash advertising language.
Features of the stylistic system of poetry by K.K. Sluchevsky.
Features of the language of SMS messages..
Reflection of stereotypes in John Tolkien's fairy tale "The Hobbit".
Pushkin's motifs in modern poetry by Svetlana Sirneva.
A. Bitov’s story “Young Odoevtsev, hero of the novel” as a work of the postmodern era.
The journey of the word “cheat sheet” from one language to another (history of language borrowing).
Speech portrait of DONKEY in the cartoon "Shrek".
Rock - revolution in Russia: mutual influence of rock poetry and Russian history.
Russian rock: the idea of ​​protest and its linguistic embodiment.
The originality of the style of satirical stories by Mikhail Zhvanetsky.

The originality of Viktor Tsoi's poetry.
Modern bestsellers are genuine literature or a tribute to fashion.
SMS as a modern epistolary genre.
Ways to update a newspaper headline.
Methods of creating the image of the heroine in V. Pelevin’s story “Nika”.
The texts of modern songs are poetry and anti-poetry.
Toponyms around us (meaning, origin).
The tragedy of time (based on the novel by F. Abramov “Brothers and Sisters”).
Traditions and innovation in the depiction of St. Petersburg in the stories of T. Tolstoy.
Phraselogisms in advertising.
Color designations in I. Severyanin’s lyrics: psychological aspect.
Reading dossier of my class.
What is our generation reading?