Physics 11th grade
Associative-figurative and logical thinking. Their significance for the development of culture and intellectual property. Formation of associative thinking of students when studying a lyric work Development of associative thinking in Russian language lessons

Associative-figurative and logical thinking. Their importance for the development of culture and intellectual property. Formation of associative thinking of students when studying a lyric work Development of associative thinking in Russian language lessons

Literature lessons are a source of formation of a person’s worldview, the foundation of spiritual and moral education. The named processes are of global importance for the development of man himself and humanity as a whole. In order to launch the mechanisms for the formation of a person’s worldview and spiritual and moral education, influencing consciousness alone is not enough; it is necessary to connect the subconscious space. One of the methods for connecting the subconscious space in a literature lesson is the method of associative thinking.

It is very important to create, in the process of mastering literature as an art form, conditions for the development of an independently thinking personality with developed associative, imaginative thinking, as well as for the formation in students of a scientific worldview, views and beliefs necessary for modern man.

Today's students need help in perceiving spiritual information. Therefore, the issue of developing associative thinking in students is equally relevant, as is the issue of, say, problem-based learning or a differentiated approach to teaching. The better associative thinking develops, the more sensitive and thoughtful the young person becomes.

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Master Class

"From the visible to the invisible..."

Application of the method of associative thinking in literature lessons

Explanatory note

It is very important to create in the process of mastering literature as an art formconditions for the development of an independently thinking personality with a developed assproactive, imaginative thinking, as well as for the formation in students of a scientific worldview, views and beliefs necessary for modern man.

Target: determining the specifics of the method of associative thinking,
identifying its functions when studying a literary work.

Tasks:

introduce the possibilities of using the method of associative thinking in innovative teaching;
show the possibilities of the method of associative thinking when studying the work of A.P. Chekhov;
reveal the role of associative thinking in the development of intellectual and creative abilities of students.

Equipment: multimedia projector, screen.

Form:integrated lesson (lecture-practical).

Master class structure

Updating. Formulation of the problem.
Educational information block.
Workshop. Involving listeners in the course of the master class.
Presentation and discussion of the results of the work.
Reflection.

Updating, problem statement

“Here it is, this nut!” (Nut in hand).
Today we will talk about the nut.
Are you surprised? Are you interested?
Hooray!

Yes, exactly “hurray”, because to arouse students’ interest and create internal motivation is the task of any subject teacher. Each of us solves it in our own way, but in any case, it most often refers to the intellectual sphere, to the activity of the left hemisphere.

I think that no less, and in relation to literature, even more effective is connecting to cognitive process everything that relates to a greater extent to the right hemisphere, to the sphere not of intellect, but of emotions and imagination. One of the methods of connecting the subconscious space is the method of associative thinking.

Scientific information block

Association (from Latin association - connection) - a connection that arises when certain conditions between two or more mental formations (sensations, motor acts, perceptions, ideas). The term was introduced in 1698 by J. Locke. Associations differ by contiguity, similarity and contrast.

The method of associative thinking, which we will talk about today, helps to coordinate different channels of perception: visual, auditory and kinesthetic.

Literature as academic subject opens up great opportunities for the development of associative thinking.

As each teacher gains experience in his work, he tries to find that “zest” that will help him achieve the best results in the lessons. After all, it is not an easy matter to teach children to think and formulate their thoughts in the form of a coherent statement, and even more so, to express their own opinion on a work that is little understood.It is no secret that the most difficult for schoolchildren to perceive and understand are those phenomena and concepts that cannot be “touched”, therefore it is advisable to work with images focused on the students’ worldview, on their own experience. Thus, the associative method is based on the connection between objects, for example, when we see one thing and remember another.

Human thinking is structured in such a way that any object of the surrounding reality is associatively associated with certain concepts and objects. For a person, sometimes it is enough to look at some thing to trigger the mechanism of memories associated with this object. And sometimes the path of learning work of art- this is the path that the student must take from the visible (objects, events) to the invisible ( inner world characters, motivations for their actions, the idea of the work).

Today I invite everyone present to take this journey and evaluate the effectiveness of the associative thinking method in practice.

Workshop
Involving listeners in the course of the master class

Organization of learning space.
Please, participants of our small experiment, take your seats, divided into two groups.
Greetings.
Greet each other as if you were seeing each other for the first time.
Greet your loved one (rub your palms together).
"Warm-up."

The musical intro for the game “What? Where? When?"

Attention! Black box. It contains objects that you can name by analyzing the associations that arose in me in connection with these objects.

pince-nez (glass, round, bridge of the nose, lace or chain, intellectual, old-fashioned, wipe)
inkwell (blot, pen, sheet of paper, device, write, vessel, fill)
phonendoscope (doctor, robe, neck, listen, heart)

These items are related to the great Russian writer of the 19th century, short story writer and playwright, the man who once said: “Brevity is the sister of talent.” Name this writer. (A.P. Chekhov)

You can invite students to recall pages of the biography of A.P. Chekhov, one way or another connected with these subjects.

Group assignments.

“Beneath the outer man lies the inner man, and only the former reveals the latter. You examine his house, his furniture, his dress - all this in order to find traces of his habits, tastes, his stupidity or intelligence. This statement by the French writer, historian, philosopher Hippolyte Adolphe Taine can be fully attributed to the works of A.P. Chekhov.
In the program edited by V.Ya. Korovina, the work of A. Chekhov is presented in each class:

5th grade – “Surgery”
6th grade – “Thick and thin”, “Horse name”, “Over salted”

7th grade – “Chameleon”, “Intruder”, “Slut”

8th grade – “About love”

9th grade – “Death of an Official”, “Melancholy”

10th grade – “Man in a Case”, “House with a Mezzanine”, Lady with a Dog”, “Student”, “Case Study”, “Black Monk”, “Ionych”, “The Cherry Orchard”

Teachers working in groups receive assignments based on the story “Chameleon.”

I GROUP
Exercise 1.

“There goes through the market square police officer Ochumelov in a new overcoat and with a bundle in his hand.”

Explain the meaning of the highlighted word.

« Explanatory Dictionary of the Russian Language,” ed. S.I. Ozhegova

OVARDER, -i, m. An official who supervises someone or something.Prison warden.

N. Abramov “Dictionary of Russian synonyms”
Overseer, guardian, observer, overseer, caretaker, guardian.

T.F. Efremova " New dictionary Russian language. Explanatory and word-formative"
SUPERVISOR - one who supervises, supervises, or supervises someone or something.

What were the duties of a police supervisor?

Police warden(circumferential) - in Russian Empire city police official in charge of the district (in late XIX V. 3-4 thousand inhabitants). In his subordination he had city officials and janitors (in terms of their performance of police functions). The position corresponded to class 14 of the Table of Ranks: collegiate registrar, warrant officer, salary - 450 rubles.
He was obliged to know all the inhabitants of the area, their type of activity, their nature of behavior; provide all possible assistance to detective police officials.

I GROUP
Task 2.

Imagine what the police officer looked like in the middle

XIX century. Describe it.

I GROUP
Task 3.

Write down the associations you have with the word “overcoat” on your work cards. (Enter your answers in the left column of the table)

Analyze an excerpt from the story and its illustration. What inconsistencies did you notice?(overcoat - knot; sieve with gooseberries, summer - overcoat)

What associations did you have? ordinary people at the sight of a man in an overcoat? (Enter your answers in the right column of the table)

OVERCOAT

II GROUP
Exercise 1.

Find synonyms for the word “overcoat”. What synonym does A.P. Chekhov replace the word “overcoat” with?

N. Abramov “Dictionary of Russian synonyms”

Overcoat, coat, clothes, roll.

Mark the sentences in the text of the story that mention the words “overcoat”, “coat”. Why do you think synonymous words are used in the following sequence: overcoat - coat - coat - overcoat?
How does A.P. Chekhov characterize Ochumelov’s condition through this item of clothing?

“Police warden Ochumelov walks through the market square in a new overcoat and with a bundle in his hand.”

“ - General Zhigalov? Hm!.. Take off my coat, Eldyrin... It’s terribly hot! It must be before the rain..."

“- Hm!.. Put my coat on, brother Eldyrin... Something blew in the wind... I’m chilling...”

“I’ll still get to you!” - Ochumelov threatens him and, wrapping himself in his greatcoat, continues his way through the market square.”

II GROUP
Task 2.

Which representatives of the animal world did Ochumelov remind you of? Why?

All snakes shed their skin. This happens several times a year.

What is leather? Can we say that the overcoat for Ochumelov is a protective shell?

Working with the audience

In the meantime, while the groups are working, we will practice. Athletes train different muscles, at a music school they learn scales, and we will train our imagination. And let's start with the first component - associative thinking.

The word “association” means “union, connection” between phenomena, ideas, connected with each other on the basis of three principles.

Adjacency associations(perceptions or ideas can evoke other ideas that were once experienced simultaneously with them or immediately after them). Let's rememberstory by A.P. Chekhov's "Thick and Thin".Two old school friends met at the station. The meeting evokes a stream of memories, subject to the principle of contiguity. “We studied together at the gymnasium! - Thin continued. – Do you remember how they teased you? They teased you as Herostratus because you burned a government book with a cigarette, and they teased me as Ephialtes because I loved to tell lies.”
Associations by similarity(ideas cause in our consciousness ideas similar to the previous ones). Let us remember another story by Chekhov - “Boys”. One of the heroes of the story, Chechevitsyn, aka “Montigomo Hawk Claw,” evokes predominantly gastronomic associations in Masha, his friend’s little sister. Masha, looking at Chechevitsyn, thought and said with a sigh: “When it’s fast, the nanny says, you need to eat peas and lentils,” or “We cooked lentils yesterday.”
Associations by contrast(ideas can evoke ideas that are in some way opposite, more or less contrasting with existing ones). Let's return to the same story. Chechevitsyn's accomplice and friend, Volodya, while sitting over tea, addressed the sisters only once, and even then with some strange words. He pointed his finger at the samovar and said: “And in California they drink gin instead of tea.”

Talented thinking is distinguished by the number, power, depth and originality of associations. Let's try to develop this kind of thinking.

Exercise 1

Let's play a game suggested by Gianni Rodari. Let’s take the word “literature” and try to find all possible associations associated with it:
1) types, genres of literature (epic, lyric drama);
2) by consonance (culture, structure, figure, censorship);
3) use, creation, professions (writer, work, reading)
You can also write the word “literature” horizontally and make up sentences or even a short story.

Task 2

A few words are suggested. It is necessary to find a common sign, epithet or general metaphor for everyone. For example, several words are given: heart, hands, words, strands. The color they all have in common is gold.
Let's take the words: Danube, blood, Moon, dream. What word will be common? (Blue)

Through such simple games we can develop the associative thinking of students, starting from any age.

Presentation and discussion of the results of the work

Conclusions on the work of the groups

Thus, an ordinary overcoat became a bright object detail.

At the beginning of the story, Ochumelov walks in an open overcoat, in the finale he instinctively closes it. The “celebration” of the new overcoat was partially ruined for him; his overcoat appeared in a somewhat unfavorable light (reminding him that, in fact, he was not such an important rank). The smelly overcoat decreases in volume - the greatness of the local tyrant also decreases. And yet, veneration for rank and power triumph. The world remained unshaken, the overcoat remained an overcoat! Wrapping himself in his greatcoat, Ochumelov becomes even more official, he is even more closed to any emotional movements, except, of course, the most heartfelt (and indeed!) love for his superiors, for those who are higher in rank.

This is how you can approach the answer to the question: “Why is the story called “Chameleon”? What did A.P. Chekhov want to emphasize?”

According to A.P. Chekhov, the title is the semantic core of the work. It should be simple, clear, extremely brief and... modest.

The name “Chameleon” is metaphorical: yes, Ochumelov changes his attitude towards the puppy depending on whose puppy it is. But, having taken off his overcoat, the police warden remains in his tunic, which, at least slightly, must differ in color from the overcoat. Therefore, we can say that Ochumelov turns out to be a chameleon in the literal sense, constantly changing its color.

We have shown you the initial level of working with the text of a work of art using the method of associative thinking. With the systematic use of this method, it is possible to expand its capabilities from subject association to associations at the level of sensations.

Suppose, when studying the storyA.P. Chekhov “Intruder”,starting from the fact that the word “nut” is used 14 times in the text, draw conclusions: Denis Grigoriev is a “cog”, an “insignificant detail” of the patriarchal world of Russia; the investigator (without name and surname) is the same “cog” of the state judicial machinery, representing the world of the Russian “European”. And there is an abyss between them.

Analysis story "Steppe"can be built on three associations: 1) the steppe - the space necessary for every person to move forward (patriotic orientation); 2) steppe - flight (a person needs to rise above the bourgeois everyday life and philistine interests); 3) the steppe is the road that everyone chooses for themselves.

Jonah's driver's namein the story "Tosca"- associations with the prophet, whose writings were included in the Bible. And, therefore, before us is not just history little man with his sorrows and suffering, but the story of a Man, alone in the world of other people.

The stories of A.P. Chekhov are rich in associations at the level of sensations"Gooseberry": “My brother Nikolai, sitting in his office, dreamed about how he would eatyour own cabbage soup that give off such a delicious smell all over the yard..." - a dream come true;

“Ionych”: “..in the yard smelled like fried onions"- a sign of vulgarity and philistinism;

"My life": “...a lot of bottles, a bouquet of roses, it smells like spring and an expensive cigar,smells like happiness- and everything seems to want to say that a man has lived, worked hard and finally achieved happiness, possible on earth."

Conclusion

The examples I have given of using the method of associative thinking are, of course, not a standard. The technology for using this method is strictly individual. It depends on the topic being studied, on the age of the students, on the class level. But I am sure of one thing: the regular use of the method of associative thinking in literature lessons develops the imagination of schoolchildren, allows them to delve deeper into the text of a work of art, and understand its meaning. Moreover, this method is effective way formation of competencies that support the creative activity of students.

“...a word that accidentally falls into the head spreads in breadth and depth, causing an endless series of chain reactions, extracting sounds and images, associations and memories, ideas and dreams as it “sinks.” This process is closely connected with experience and memory, with imagination and the sphere of the unconscious and is complicated by the fact that the mind does not remain passive, it intervenes in everything, controls, understands or rejects, creates or destroys.”
Giani Rodari

DEVELOPMENT OF ASSOCIATIVE THINKING IN LITERATURE LESSONS
Martynets Galina Nikolaevna, teacher of Russian language and literature, Municipal Educational Institution
Who does not know which harbor he is sailing to,
there is no tailwind for him.

Seneca

Thanks to the perception of beauty in nature and art
a person discovers the beauty in himself.

V.A. Sukhomlinsky
Our time is a time of change. Now Russia needs people who can make non-standard decisions and who can think creatively. Russia is moving towards new system education focused on entering the global educational space.

Purpose of Education - to prepare young people to be interested in self-education throughout their lives. There is a change in the “personally alienated” educational paradigm to a “personally-oriented” one, in which the main goal of education is to create conditions for personal development. The personally alienated paradigm provided for the transfer to the child of the maximum possible amount of all scientific, cultural, technical, historical, social knowledge, experience, etc. accumulated in the history of mankind. here the main categories are “personality”, “individuality”, “individual consciousness”, “child”. A special role is given to the spiritual education of the individual, the formation of the moral character of Man. And the mission of a language teacher is to convey aesthetic, moral, philosophical and social values. To help a child feel the world, nature, another person, to understand himself - literature helps with this..

“It’s impossible to live without Tyutchev,” says L.N. Tolstoy. Or maybe it's possible? So is it worth studying outdated literature given today's time shortage? It’s worth it because it’s a classic, time-tested literature. Both Tyutchev and Tolstoy can manage without us, but we can’t do without them! Without recognizing a genius, it is impossible to understand oneself. After all, literature is “I”. Just as the smile of Gioconda is addressed to every visitor, no matter where he stands, so are the classic works about each of us.

So why do we read? In order to understand myself. And the words of D.I. Pisarev seem very relevant today: “Happiness thinking man is not to play with cute toys in life, but to bring as much light and warmth as possible into the existence of all the people around him.” It seems to me that the main mission of literature lessons, in the words of A.S. Pushkin, " good feelings…» wake.

An attempt to “join” psychology and linguistics, an attempt at global construction future science could not but interest linguists who were looking for new ways to develop the science of language.

It must be said that the associative technique, and in particular those of its techniques that work on memorization, help to coordinate various channels of perception: visual, auditory and kinesthetic, and this is one of its advantages.

The learning process, which, unlike teaching and learning, takes place on an unconscious level, is also based on the formation of associations.

Association(from Latin association - connection) - a connection that arises under certain conditions between two or more mental formations (sensations, motor acts, perceptions, ideas). The term was introduced in 1698 by J. Locke. Associations differ by contiguity (in space or time), similarity, and contrast. There is an associative model of individual knowledge. Sense organs transmit signals to the brain, which imprints them in the form of memory traces - facts of perception, elementary building blocks of knowledge. At the same time, connections between facts and associations are recorded in the brain (by contiguity in time and space, by similarity or opposition, and other characteristics).

Let me give you an example of the simplest associative structure: if you ask a Russian person to quickly name the word poet any word he will almost certainly say Pushkin. Essentially, a stimulus is given, and in response a reaction to this stimulus is received (it is known that to a stimulus poet reaction Pushkin in the Russian audience it is given by approximately 90 people out of 100).

Consciousness is capable of identifying primary and secondary elements in these facts and connections, creating generalizations (concepts), and recognizing connections and patterns hidden from direct perception.

In the history of world psychological thought, one of the main directions stands out - Associationism, which explains the dynamics mental processes principle of association.

For the first time, the postulates of associationism were formed by Aristotle, who put forward the idea that images that arise without visible external cause, are a product of association.

In the 12th century, this idea was strengthened by the mechanical-deterministic doctrine of the psyche. At the same time, problems of thinking began to be recognized. The Würzburg school and the school of Gistalt psychology discussed associative thinking.

The Soviet school led by L.S. Vygotsky, having abandoned the associative theory, nevertheless assigned an important place to associative thinking, which is merged with rational thinking and imagination in one “operation” with a certain impact on a person. According to L.S. Vygotsky, the basis of the laws of all cognitive acts, the basis of thinking are sensations (see diagram).

I would like to note that not the last place in modern pedagogical science is given to the associative-reflex concept of learning, which is based on the basic concepts of conditioned-reflex activity of the brain, presented by I.M. Sechenov and I.P. Pavlov. Their essence is that the human brain has the ability not only to capture signals from the senses, but also to establish and reproduce connections (associations) between individual events, facts, somewhat similar and different. According to the associative-reflex theory, the assimilation of knowledge, the formation of skills and abilities, the development of a person’s personal qualities is the process of formation in his mind of various associations - complex and simple. (see table 1).

The highest results in training are achieved when the following conditions are met:

Formation of an active attitude towards learning on the part of students,
Presentation of educational material in a certain sequence,
Demonstration and consolidation in exercises of various techniques of mental and practical activity,
Application of knowledge in practice.

Within the framework of the associative-reflexive concept of a person’s mastery of social experience, it has been developed theory of concept formation, the essence of which is that the learning process is understood as a generalization of acquired knowledge and the formation of certain concepts. The concept in this case is understood as the result of associations in meaning, abstraction and generalization of knowledge that relate to the phenomenon being studied.

Much attention in this theory is paid to mastering a concept, teaching children methods of mental activity - comparison, generalization, abstraction.

Thus, the issue of developing associative thinking in students is equally relevant as the issue of, say, problem-based learning or a differentiated approach to teaching. The better associative thinking develops, the more sensitive and thoughtful the young person becomes.

It is very important to create conditions for the development of an independently thinking personality with developed associative, imaginative thinking, a wide range of associations in the process of mastering literature as an art form, as well as for the formation in students of a scientific worldview, views and beliefs necessary for modern man.

As they gain experience in their work, each teacher tries to find that “zest” that will help them achieve the best results in the lessons. After all, it is not an easy matter to teach children (all of them) to “speak” in class, and even more so, to express their own opinion on a work that is little understood. I had to take my “first steps” in using associative thinking tasks five years ago. Thoughts came naturally that

Students read little and do not always understand high poetry,
Rarely listen to classical music;
It is difficult to do a detailed analysis of the text;
They cannot always express their thoughts.

These observations led to the conclusion that what can be done to not only interest children in literature lessons, but also to produce results. Many teachers believe that from birth children have rich inclinations and are even multi-talented. But their abilities are extinguished by the squalor of life, the indifference and ignorance of adults. Today's students need help in perceiving spiritual information and associative series embedded in artistic images.

Working on associative tasks is important at any age stage. We tried to build the first associative series in an extracurricular reading lesson (grade 5) based on the work of G. Troepolsky “White Bim Black Ear.” Of course, such lessons require special preparation, but the payoff from them is great. In order to understand and feel what role the author assigns to his hero, Bim, we followed this path.

Task No. 1: draw a house with a window. (From the drawings you can learn about children’s dreams, their current lives, family problems, etc.)

Task No. 2:what words do you associate the word with? house( the word will definitely appear in the chain of word associations family. Then I give you another task)

Task No. 3: And by the way family your associations...(someone will definitely name their pet)

Task No. 4: Who are our pets for us...

(The answer will be the word Friend)

A series of words appear on the board:
Family - animal - friend
I'm asking a question: What can you say about the combination of these words? (children answer)

P I continue to give birth: Let's settle an ideal family in our house. What main qualities will she have?
For example: ( LOVE, WORK, WARMTH, LOVE FOR ANIMALS, MUTUAL UNDERSTANDING, etc.)
All words are written on the board and in notebooks.

Now place each word in your home so that you can explain your choice.

- Is Bim worthy to live in our house? What can we tell about him?

(this is part of the first tasks of the lesson, which children cope with with interest)
It is difficult to measure the results of such work in numbers or tables. The best reward for literature teachers is the enthusiastic eyes of children, their restless remarks during the lesson and lengthy questions after the lesson.
You can use the following as one of the assignments in the same lesson or as homework:

What object is Bim's life associated with? Explain. (an association drawing is created, the color scheme of which can also tell a lot about the child himself, about his attitude to the lesson...)

ANSWERS:

I drew a boot because boots they beat him, and Bim began to be afraid of them...
Dirty and torn ball...
I drew knives:...
He drew a ruble - because of them (money) he got into trouble
Cell…
Jagged rock...

Working with associative series in high school, because As a result, a pattern is built in the student’s mind literary process as a general cultural one.

Tasks, which high school students perform with interest when studying the biographies of writers or poets:

What are the most important items you would place next to the volume of N.V. Gogol’s biography?
For each of the periods of I.S. Turgenev’s life (childhood, adolescence, youth), build a graph, highlighting important moments in each of them. Please comment.
What might the monument to M.Yu. Lermontov look like if you were a sculptor? etc.

You are the best - no doubt!

The whole school knows about this.

We will tell you our secret:

We cannot live a day without you.

When you are not there, we are very bored,

When you are there, we have more fun.

You work day and night

Just to make us smarter.

We are looking forward to your lesson,

We always prepare for it.

It flies by like a moment

I don’t understand where he went?

Well why to your lesson

They won't give us another hour?

Bulova N. 10 A
In my opinion, thanks this approach in the system of teaching literature there is a guarantee that our graduate, as an adult, will hear the pain in the soul of another, will be able to analyze his actions and feelings, will be touched by good music, will develop spiritually and will be in demand by society.

Table 1

Educational technologies

By level of application

General pedagogical

Subject, industry

Local, modular, narrowly methodological

On a philosophical basis

materialism

dialectics

Scientism (science)

Humanism

anthroposophy

pragmatism

idealism

metaphysics

Natural conformity

Anti-humanism

theosophy

existentialism

According to the leading factor of mental development

Biogenic

Sociogenic

Psychogenic

Idealistic

According to the concept of assimilation

Associative-reflex

Developmental

Interiorization

Behaviorist

Gestalt technologies

Suggestive

Neurolinguistic

By orientation to personal structures

Information - ZUN

Operating rooms - COURT

Self-development
- SUM

Formations - SEN

Formations - SDP

Heuristic

By the nature of the content and structure

Educational

Secular

General education

Humanistic

Monotechnologies, polytechnologies, penetrating technologies

Educational

Religious

Professional

Technocratic

By organizational form

Classroom lessons

Academic

Individual

Collective way of learning

Differentiated learning

Alternative

Club

Group

Literature

1.	Selevko G.K. Technologies for independent development of the student’s personality. //School technologies. No. 4 1999.
2.	Selevko G.K. Modern educational technologies//School technologies. No. 4 2003
3.	Bozhovich L.I. Personality and its formation in childhood . Moscow, 1967.
4.	Mukhina V.S. Developmental psychology: Phenomenology of development, childhood, adolescence . Moscow 2002.
5.	Peculiarities of learning and mental development of schoolchildren aged 13–17 years . Edited by Dubrovina I.V. Moscow 1988.
6.	Simanovsky A.E. Development creative thinking children. A popular guide for parents and teachers . Yaroslavl. Academy of Development, 1996.
7.	Formation of the personality of a high school student . Edited by Dubrovina I.V. Moscow 1989.

Associations are usually distinguished by the type of their formation. For example, associations by similarity, by contrast, by contiguity in space or time, cause-and-effect associations. It was found that the strength of the connection depends on a number of conditions: the strength of the impressions caused by the elements of the connection, their novelty, as well as the individual’s abilities.

TO associative-figurative thinking researchers attribute this the type of thinking that results in the creation of works of art, any the process of displaying the surrounding reality in images, including elements of the author’s subjective vision of the world, carried out through the prism of individual consciousness. Associatively-figurative thinking is the highest level of human knowledge of reality, sensory sensations, perception and representations in images.

The development of associative thinking is an important task, the solution of which provides a powerful incentive for the development of “vigilance of the soul” of pupils (G.P. Sergeeva). It is worth considering that when revealing the deep connections of music with other forms of art, music should be in the center, and integration should only stimulate this process. The presence of a broad cultural context and a synthesis of arts (selection of complementary visual and literary material) contribute to the development of associative-figurative thinking in schoolchildren. Additional material may include: brief informational texts, short stories and fragments of prose, poems, questions and tasks of a problematic nature, collages, photographic materials, plot drawings and reproductions from the works of famous painters, sculptors, architects, graphic artists of the past and present, music graphics.

· Attitude towards the perception of musical works.

A comment:the setting before the perception of a musical work can be carried out by the teacher’s word, the actualization of the students’ previous musical experience, artistic associations consonant with the music;

· Selection of literary or visual associations for a musical image, the content of which is mastered in a music lesson.

· Identifying the meaning of music, its interaction with other arts in cinema, theater, and television.

Assignment for students:select associative “triples” of works of art (music - literature - art) on one of the following topics of your choice: the image of the Motherland, images of nature, images of defenders of the Fatherland, images of childhood, the world of folk culture.

· Modeling situations for predicting artistic and figurative associations to specific musical compositions.

Modeling examples: “If I were a poet, a writer..., I would write for this music...”; “If I were an artist, I would draw a piece of music for this composition...”; “If I were a sculptor, then...”, “If I were the director of a play, performance, then...”, etc.

· Transmission in plastic images (plastic intonation, dramatization, staging, theatricalization) of the emotional structure, character and mood of a musical work. “Reintonation” of music into the language of other forms of art.

· Analysis of works of art that are in tune with music based on identifying their “similarities and differences” (“identity and contrast” according to B. Asafiev), content, style, genre features, the language of works of art with the dominant meaning of music.

Assignment for students.

Formulate questions for analysis and comparison of content, style, genre features, artistic language works of art previously proposed in associative “triples”.

· Embodying the features of stage music genres in various types of musical and artistic activities.

For example, vocalization, free conducting, plastic etudes, rhythmic improvisations, creating sketches of costumes, scenery, programs, posters, as well as writing literary reviews of watched performances, etc.

· Creation of thematic art collections (work in a creative notebook, in the diary of a reader, listener, viewer).

· Use of computer information technologies and Internet resources in searching for artistic associations to musical compositions.

· Use of associative and figurative connections between different types of art in research projects.

· Reproduction of artistic and figurative ideas about the interaction of arts in extracurricular, extracurricular, leisure artistic and aesthetic activities.

· Creation of “new” products of artistic and musical activity based on the integration of arts: composing songs, instrumental, plastic, artistic improvisations, developing the content of holidays, competitions, philharmonic art societies under the influence of images different types art.

Literature for self-study:

Sergeeva G.P. Actual problems teaching music in educational institutions. – M., 2010. – P. 99–112.

Once, when I was just starting to work, one of my, to put it mildly, not the most enthusiastic student uttered a phrase in class, which, translated from youth slang into modern Russian literary language, sounds something like this: “Why do I need your literature if in ten years There won’t be a single book left on earth, but only computers!” I tried to answer something more or less intelligible about the appearance of the book, but the boy, apparently, remained unconvinced. After that lesson, I often began to ask my students the question: “Why do you actually need literature?” Someone will certainly say: “To finish school.” Some people have more promising views: “To get into college, you have to take exams everywhere.” But many fall silent in surprise:
really, why? Is it possible to do without literature, without books? The answer is obvious: of course you can! After all, they get by! In every class there is at least one student who is not able not only to “not spare the sounds of life” or at least “to distinguish an iambic from a trochee,” but even with a pronounced allergic reaction to any, I repeat, any printed word. However, such people often get along well in life. True, there is one thing here... It seems to them, these people, that it is wonderful. The whole question is, is this really so? But this is a topic for another discussion.

If we return to our original position, then the question is: “Why do we need literature?” very serious indeed. It touches on several issues at once, among which the two that seem most important to me are:

1) features of the perception of the literary word by a modern young reader in the conditions of the existing political, economic, social and man-made situation in the country;

2) the special role of the literature teacher in identifying and forming a unique “reading talent” in modern schoolchildren as one of the most important components of the formation of a modern cultural, educated, moral personality.

It is known that the main areas and indicators of the reader’s activity “are the activity and accuracy of the emotional reaction, the depth of comprehension of the literary text, the concretization of literary images in the reader’s imagination, the ability to aesthetically evaluate the form of the work, to see beyond the reality of the author’s art.”

A truly talented reader, even during the first acquaintance with a work, sees the features of its artistic system, and is sometimes intuitively able to empathize and reflect with the author. This is due to the fact that such a reader, already at the initial stage of entering the text, does certain analytical work, which will subsequently lead him to the most complete perception of the work. But reading talent, like any other, is not found very often, and in school practice, in everyday work, we are dealing with ordinary children, for whom literature, although most often a favorite one, is the same as all others, educational item. How to develop the literary abilities of schoolchildren? Is it possible to shape their reading talent? Modern methods of teaching literature at school provide a fairly complete answer to this question. We know that in a literature lesson a child interacts with the text as a work of art, so reading and perceiving it resembles the creative process of an artist. This means that in the course of his work, the teacher must develop in children not only scientific, but also artistic thinking.

One of the most important ways of literary education for schoolchildren is learning to analyze works of art (as we remember, talented reader Such a skill is given by God, but possessing certain knowledge will not be superfluous for him either). Analysis should be a continuation of direct communication with verbal art - reading. Reading and analyzing a work of art “with their fundamental connection and relatedness are different types of activity. Reading par excellence subjectivizes A literary text, with the help of artistic experience, transfers the images and situations of the work into the plane of the reader’s personal associations. The analysis is aimed at, based on a comparison of these subjective perceptions and the logic of the work of art, to rise to a more objective idea of the author’s thought.”

We see that the basis, the basis for literary analysis is precisely the primary, subjective reading of the text. If the work is not “passed” through the reader’s soul, if it does not evoke deeply personal, sometimes difficult to comprehend, hidden somewhere in the depths of the subconscious, but precisely subjective experiences, then it is difficult to hope that the reader (and especially if it is a child) will “immerse” yourself in the text with interest, read it, think about every word, trying to get to the bottom of the deep meaning of the work. It is especially important to take this into account when working on lyrical works. In connection with the above, when studying lyric poetry at school, as one of the main ones, “the task arises to acquaint students with the specifics of lyricism as a special kind of literature, to help them perceive such features of lyricism as associativity, metaphor, to develop objective criteria for evaluating a lyric work” through analysis subjective experiences.

As has already been said, one of the features of lyricism is associativity, that is, the ability of artistic images, specific or even random situations to evoke a wide stream of associations in the reader’s mind, to connect seemingly distant, disparate impressions with each other. Merging and clarifying each other, these impressions can lead the reader to interesting and sometimes unexpected observations and conclusions. However, it should be remembered that psychologists note the extreme weakness of purely verbal associations in children. This is due, first of all, to the fact that the words that children hear are understood by them in a completely concrete form, just as the associatively emerging image also has

specific character. A literature teacher should take into account the fact that “the speed of association in children is comparatively very low and increases only over the years and in this sense could be a symptom of intellectual development.” Thus, in order for the work on the formation of associative thinking to lead us to pre-programmed results, it must be systematic. Development tasks creative imagination students must be included in almost every literature lesson, but this is especially true for lessons in which we introduce children to lyric poems. It must be remembered that the associations that arise in the reader’s imagination can be figurative, sound, color, spatial and others - depending on the work being studied. Often associations of different types intersect in the same work, increasing its emotional impact on the reader. In this work, using the example of one lesson, I would like to show how a teacher can lead children from the subjective associations that arose during the first reading through a holistic analysis of the text to the deepest understanding of the work.

But before I propose specific methods of work, I consider it necessary to briefly say about the general features of associations evoked by lyrical images in the works of different authors and different artistic movements. This issue is presented in more detail in the book by V.P. Medvedev “Studying lyrics at school.”

So, in the rationalistic poetry of classicism, the images were supposed to evoke in the reader quite definite, always the same ideas. Mythological images of the Muse, Phoebus, Apollo, Pegasus were associated with art, poetry, ideas about love were associated with the images of Venus and Cupid, Mars personified military power, and so on.

However, gradually this strict correlation between the image and the associations it evoked was violated. In the poetics of romanticism and especially realism, the plastic image became more multidimensional. Now the poet relied on the imagination of the reader, who had to create his own individual image.

For Fet and a number of other poets of the second half of the 19th century, the image becomes more unstable. It is designed to evoke something “that cannot be expressed in words,” to evoke a swarm of associations. These associations, born of the reader’s personal experience, are subjective. By the nature of its impact on a person, lyrics are close to music.

The figurative language is even more complex, the subtext is deeper and more whimsical in such 20th century poets as Blok, Akhmatova, Pasternak. With them, this or that image often only hints at something, helping to awaken the reader’s imagination. Sometimes the poet’s associations are too personal, subjective and therefore turn out to be essentially charades for the reader. “Associations that exist only for the author and his acquaintances do not become an aesthetic fact. The most complex, most broken associations are designed, if not for decoding, then for impact,” notes L. Ginzburg. Such seemingly unjustified complexity characterized many of the poems of early Blok, Pasternak, and Zabolotsky. If the image is not revealed to readers in its specific meaning, the power of its impact is inevitably reduced. But V.P. Medvedev invites us, readers, not to rush to blame the authors for this. Maybe we ourselves are not sufficiently prepared to understand this poet? To perceive lyrics you need broad knowledge, emotional sensitivity, and a developed imagination.

Expressiveness lyrical images, the laconicism of the means of their artistic embodiment, the focus on associative perception lead to the fact that we often interpret them not only as a direct reflection of the phenomena of reality, but as extremely generalized, polysemantic symbols. The symbol allows you to penetrate into the depths of reality, to reveal the inner content behind the external manifestation.

In order to show how the features of associative thinking can “work” in the classroom, let us turn to the analysis of the poem by B.L. Pasternak “When it clears up...”. In the system of lessons on Pasternak’s works, the proposed material can be used in the second or third lesson, after a conversation on the poem “I want to reach everything...”.

In opening remarks Let’s remind the guys that “When it clears up” is the culminating poem of Pasternak’s last book. The entire book is named after its title, reflecting a turning point in the life of both the poet and the country; it “openly expresses the worldview of the late Pasternak.”

To make it easier to enter the artistic world of the poem, let’s conjure up in our imagination a picture of a gloomy, cold, rainy day. What do we feel? What do we remember from our personal experience? Indeed, when it rains for several days, your soul becomes so sad. As if, according to some strange law of nature, all the problems pile up at once, and sometimes you just want to howl in hopelessness... It seems that there will be no end to this state, no edge... But somewhere among the gray and gloomy clouds, it will suddenly appear a very tiny piece of clear sky - and that’s all, that’s enough: you’re ready, as if half asleep, as if spellbound, like a prayer, to repeat everything and repeat Pasternak’s:

When the rainy days are over
Blue will appear between the clouds,

The grass is full of celebration...

You feel that a strange metamorphosis is happening to your soul. And so every time. A whole swarm of questions involuntarily arises. What kind of power is contained in these verses, why are they so attractive? What strings of our soul did the poet touch with his extremely simple and at the same time bottomlessly deep words? In what way does the poet involve us, readers, in the orbit of his thoughts, feelings, experiences? Finally, why is this poem the culmination of the cycle? Let's try to answer these questions by including our initial and as yet unconscious associations in the analysis of the poem.

Let the children read the text of the poem to themselves, in silence - this will give everyone the opportunity to listen precisely to his experiences caused by the poetic lines. Let's take a sufficient pause, and then ask a seemingly simple question: what is this poem about, what is its theme? At first glance, it is about nature, about the onset of clear sunny days after rainy ones. But in the final stanzas the image of the cathedral appears - the author compares the expanse of the earth with the inside of the cathedral. Is it a coincidence that this particular image appears in the artistic structure of this work? In order to understand that the appearance of the image of the cathedral was prepared by the entire previous text, it is enough to analyze only the color associations that arise in our imagination.

But before you start directly working on the text, you need to give the following historical and cultural commentary (it can be voiced by a previously prepared student). A cathedral is a large Christian temple, the main church in a city or monastery, “where the service is performed by a clergyman of high rank.” Usually, especially important, ceremonial events are held in the cathedral, so it is characterized by a particularly rich, magnificent splendor of decoration. Even a non-believer, entering such a temple, experiences delight in what surrounds him. It was the beauty and solemnity of Christian services and the decoration of churches that at one time attracted the attention of Vladimir the Baptist and, among other things, persuaded him to introduce this particular religion in Rus'. The main color in the decoration of any cathedral is gold: the more gilding, the richer and more magnificent the “inside” of the cathedral, the more impressive it makes. In addition, the main colors of the Christian religion can be considered white, pearl, blue, green - that is, bright, pure, light colors.

Now let's see how B. L. Pasternak prepares us for the appearance of the image of the cathedral in the final lines of the poem “When it clears up...”. So, let's read the first line:

A big lake like a dish...

It would seem that there are no color adjectives or nouns, but there is an indication of color - lake. Usually, when we conjure up a picture of a lake, we have unambiguous color associations: the lake is blue, the color of the sky reflected in it. And indeed, the very next lines send us to the sky:

Behind him is a cluster of clouds,
Piled up in a white pile
Harsh mountain glaciers.

The word “sky” is also not in these lines, but we see clouds, and our imagination will complete the sky itself. As for the color scheme “hidden” by the author in these lines, here, together with the children, you can make a number of interesting observations. Firstly, the clouds themselves... After all, these are not clouds, which means there is a clear blue sky around them (by the way, the clouds are “behind it”, behind the lake, that is, on one side of the sky), and the clouds themselves are white , pinkish, pearl, opal, silver colors. Secondly, let’s ask the guys what color associations the common metaphor “white pile of mountain glaciers” evokes in them? Besides all the others, it will probably be the shine of snowy peaks, and from here it’s not far to the more emotionally charged word “radiance” and the feelings and impressions that it can awaken in the reader’s soul.

Let's draw conclusions. We have only read the first stanza, and the associative plan has already evoked in our minds a feeling of purity, solemnity, which, like a kind of tuning fork, tuned our soul to the desired tonality.

This feeling is further fueled by the following verses:

As the lighting changes
And the forest changes color
It's all on fire...

It burns... Let us note that this is a traditional Russian poetry and at the same time a very lively, capacious, rich metaphor. What associations does it evoke? Of course, here is the whole color palette of fire, here is the radiance of the sun (the source of heat, life), here is the shine of gold (a symbol of wealth and
well-being)... One word - it burns...

When the rainy days are over
Blue will appear between the clouds,
How festive the sky is in its breakthroughs,
The grass is full of celebration.

The wind subsides, clearing the distance,
The sun is pouring over the earth.
The green leaves shine through,
Like painting in stained glass

The blue of the sky, the sun, the green of the leaves (remember - blue, gold, green?) - all these images are again collected by the author into one single image, but what kind: painting - how much lightness, movement, life there is in this comparison. And our students will be able to take the next step in understanding the author’s intention on their own, since it is from this comparison that the author builds a bridge to the image of the cathedral, because the painting is in colored glass. And we already understand that the glass in a church or cathedral window has absorbed not only the external signs of the surrounding world, but also the mental state of the lyrical hero, and with it ours, the reader’s. And now we take for granted the lines of the seventh stanza:

It's like the inside of a cathedral -

The expanse of land...

But why a cathedral? The cathedral is the house of God, a place where a person internally cleanses himself, becomes better, finds peace of mind and faith in himself. Let's help the children feel this state of the lyrical hero, experience with him a feeling of gratitude to God for the fact that we live, that we can suffer and love, experience pain and happiness, for the fact that there are often cloudy, rainy days in life, but change is sure to come. clears out and the sun shines again.

Now that the class is psychologically tuned to the wave we need, let the last stanza of the poem sound as the final chord, sound with a special intonation - like a revelation, like a prayer:

Nature, peace, hiding place of the universe
I will serve you for a long time,
Embraced by a hidden trembling,
I stand in tears of happiness.

Feeling the unity of man and nature, feeling like a part of a huge universe, the poet gives us, the readers, the opportunity to experience the same experiences. In conclusion, we invite the graduates to once again independently, “to themselves,” read the poem in order to once again touch the artistic world of B.L. at a new, higher level of perception. Pasternak.

Literature:

Methods of teaching literature. Edited by Professor Z. Ya. Rez – M.: “Enlightenment”, 1985. – P. 97.
Shansky, N.M. “Among the poetic lines of B.L.
Pasternak” / N.M. Shansky // RYASH. – 1989. - No. 6.
Medvedev, V.P. “Studying lyrics at school” / V.P.
Medvedev. - M.: Education, 1985.
Ginzburg, L. About lyrics / L. Ginzburg. – M. Nauka, 1974. – P. 8. Dozorets, J. A. B. L. Pasternak. “When it clears up.” Book of poems as a whole / Zh.A. Dozorets. - RYASH. – 1990. – No. 1. Soviet, 1988.

encyclopedic Dictionary

. – M.:

Soviet encyclopedia Development of creative thinking in Russian language and literature lessons. Prepared by teacher of Russian language and literature Pokunova N.N.

Some

creative works The students presented below won city and regional competitions.

Sources: Landau, E.

Giftedness requires courage: Psychological support for a gifted child [Text] / Trans. with him. A.P. Golubeva; Scientific ed. rus. text by N.M. Nazarova. - M.: Publishing center "Academy", 2002. - 144 p.

Savenkov, A.I. Your child is talented: Children's giftedness and homeschooling [Text] / Yaroslavl: Academy of Development, 2002. – 352 p. Psychological aspects in the formation of creative thinking.

introduce new methods, techniques, technologies that allow each student to reveal themselves to the fullest,

create conditions for obtaining solid knowledge and at the same time develop creative thinking of students.

What are the mechanisms creative activity and the nature of creative thinking? Teachers often tend to evaluate their students on convergent thinking (that is, similar, close to what is known). A student who is knowledgeable in a particular area, obedient and who repeats exactly the words of the teacher enjoys greater love. We often tend to call such a person gifted (although we are talking about abilities). But a creative student does not enjoy much love, since he asks a lot of “extra” questions,” and often violates discipline.

Creative behavior does not mean breaking down boundaries, but having the courage to re-examine your own boundaries every day and expand them with new alternatives. Creative behavior helps us understand ourselves and the world all the time in a new way. But to demonstrate their creative potential, any person, and especially a child, needs two prerequisites: freedom and confidence. The student must feel that he is accepted for who he is and that he can freely express his gifts without losing confidence.

It is impossible to talk about the identity between IQ level and creativity. Unfortunately, teachers often tend to evaluate their students almost exclusively on the following parameters: the ability to memorize material, the student’s awareness in a particular area, and level of training. This indicator is considered as a universal characteristic of general mental abilities and is called intelligence quotient - IQ. But qualities that make important contributions to society, such as courage, imagination, inspiration, renewal, are not represented in IQ.

We must separate two concepts: creativity and giftedness. It is important to know that not all gifted children are creative. Giftedness is only potential. Many gifted children do not try to realize their potential because they easily achieve the required results and do not see incentives to move on. Thus, if abilities are not used, the best student slides to the average level. And it happens that a child loses the desire to go to school altogether.

The issue of developing divergent rather than convergent thinking has become key in the educational system recent years. Psychology and pedagogy are developing technologies that allow, on the one hand, to increase the intellectual potential of students, and on the other hand, contribute to the development of their personal qualities, which will allow them to quickly navigate the environment, generate new ideas, and make decisions in complex, contradictory situations.

Effective technologies:

1. Program for the development of creative thinking by E. De Bono.

2. TRIZ technology.

3. Mental maps (Muller Horst), mental maps by T. Buzan.

4. Project method.

5. Technology critical thinking.

6. Technologies Yu.A. Potashkina and B.S. Dykhanova.

7. Problem-based learning.

Effective methods:

1. “Brainstorming” (brainstorming)

2. Synectic

3. Focal objects

4. “Trying it on for yourself.” (In a lesson when studying a literary work, you need to be able to pose a problem to the students so that it turns out THEIR problem. When the child’s experience is affected, then we can say that the student begins to explore his own personality, emotions, experiences.)

5. Introspective analysis. (For a teenager, getting to know another person occurs faster than getting to know oneself. This method allows one to arouse interest in one’s inner world through how other people see it. It is appropriate to recommend the following topics for essays: “I - how I would like to see myself ", "My successes", "My achievements".)

6. Discussions.

7. Operational and role-playing games. ( Role-playing games allow students to understand their own social attitudes, feelings and thoughts related to reality, to master new patterns of behavior and forms of communication.)

8. Methods of cooperation.

9. INSERT.

Be creative yourself. When communicating with a child, we must show him examples of creative behavior and activity. Personal qualities teachers are very important. After all, a non-creative personality cannot form a creator.

Infect children with your love of creativity.

Be flexible, be able to follow the situation. Everyone knows perfectly well: a smart person changes his mind, a stupid person never. An intelligent, creative person is able to abandon an acquired point of view and accept a new one, if the latter is more fair.

Democratic style of communication.

Fight all manifestations of conformism. It is necessary to ensure that the student does not develop the habit of making non-independent, uncreative decisions (children tend to often imitate the teacher and reproduce information received from him).

Support the child's independence in every possible way.

Do not be afraid unexpected questions. A child's question is nothing more than evidence non-standard view to the world.

Special exercises.

The exercises proposed below can be used as part of a lesson or in electives. They are especially effective in Russian speech development lessons.

Unscramble the words. Eliminate superfluous word from each column.

Katoch

Chivykak

Tazayapa

Keybox

Pashak

Dot

Quotes

Comma

Brackets

A cap

2. Name (write) the word instead of dots. (Various variations and combinations of words are assumed.)

grass - herbs

examination

grow - grown

3. Choose adjectives and nouns that correspond to the sensations of warmth
and cold (spring and winter, morning and evening, etc.) Examples of answers:

Warm - summer, sun, bright, gentle, lively.

Cold - iceberg, morning, parting, polar.

4. Make sentences from words that are logically unrelated to each other.

Computer, galaxy, bee;

evening, book, style;

car, giraffe, role;

light, space, wind.

5. Come up with titles for the stories. (F. Krivin’s short stories are especially effective in this direction. Experience shows that children listen to them with pleasure and try to reproduce something similar.)

When the kettle, having finished its vigorous activity in the kitchen, appears in the room, everything on the table begins to move. The cups and spoons jingle merrily in greeting him, and the sugar bowl respectfully removes the lid. And only the old plush tablecloth frowns contemptuously and hurries to get away from the table, saving its spotless reputation.

“We seem to be on the same path,” said Splinter, biting into his leg. - That’s good, it’s still more fun in company.

Feeling the pain, the boy jumped on one leg, and Splinter remarked with pleasure:

-Well, I told you that it’s more fun in company.

3. The stump stood right next to the road, and passers-by often tripped over it.

“Not all at once, not all at once,” the stump cried displeasedly. “I’ll take as much as I can: I can’t tear myself apart!” Well, the people - they can’t take a step without me.

4. Realizing that in matters of trade she has some weight, Girya sat on the scales, looking ironically at the products:

- Let's see, let's see who wins!

Sometimes the weight turned out to be the same, but more often the weight pulled. And - that’s what Girya couldn’t understand! Buyers were not happy about this at all.

“Well, nothing!” she encouraged herself. “Products come and go, but the weights remain!”

In this sense, Giri had ironclad logic.

5. Come up with a story similar to the previous ones, “Unusual about the ordinary.” Here are the most successful of them.

This creature breathes steam and takes an unusually enthusiastic part in the social life of the apartment. It was ready to take off at any moment and prepared all the clothes for space tests. Out of fear, the clothes were already ready to wash themselves, but test No. 2 awaited them - ironing. She did not know that the main thing awaited her ahead - sitting on the legs, arms and shoulders of 2nd grade student Vasya Petrov.

When the washing machine began its dizzying work, there was noise in the bathroom. At the end of washing, clothespins awaited the clothes and greeted their shining snow-white friends with a bang.

The toothpaste lazily emerges from the tube for the next meeting with the brush to have great fun again. After them, the soap suddenly begins to swirl and foam with joy. Then the milestone entertains all the inhabitants of the bathroom with perky body movements.

There are three pairs of shoes in the corridor. Dad's shoes are always in the same place. They are strict and important, polished to a shine and very confident in themselves.

Mom's shoes are light and elegant. Despite the fact that they are running somewhere and in a hurry all day, they always look impeccable and try to keep themselves in excellent shape. And the shocked sneakers are carelessly scattered along the corridor. They are dirty, with different laces, but they are cheerful and play football well.

6. Tell me in other words

For example: Seryozha prepared well for his lessons today. (My friend did his homework perfectly today.)

We'll go for a walk in the park soon.

Soon we will celebrate the New Year holiday.

7. Change the language of the story (for example, change it into Russian folk tale, tell the same thing in the language of a cartoon character, etc.).

Blalinka and the Sun

The blade of grass fell in love with the Sun. But where can the Sun see some blade of grass! Yes, and a good couple - Bylinka and... The Sun! But Bylinka didn’t think about it. She reached out to the Sun with all her might, stretched, stretched, and from Bylinka she turned into a blooming Acacia. Beautiful Acacia, wonderful Acacia! Who now recognizes her as the old Bylinka?! This is what hope and high feelings do to us. (F. Krivin)

8. How many groups can you make from words? (Can be classified according to different criteria.)

Verb, adjective, participle, gerund, modifier, predicate, adverb.

Can be a definition: participle, adjective;

Can be a predicate: adjective, verb, participle;

Can be an adverb: adverb, participle;

There are verbal signs: participle, gerund;

Changes: verb, adjective, participle;

Do not change: adverb, gerund;

Members of the sentence: definition, predicate, etc.

9. Find general signs.

Cup - book

Nail - brick

Floor ceiling

Wardrobe - home

10. Homework. Rewrite a chapter, topic or paragraph of a textbook in a new way, i.e. write your own version. Use for this further reading.

11. Drawing conclusions. Describe situations and come up with consequences. For example: “What happens if it starts to rain and keeps pouring?” (Answers given by the subjects: “we will all get wet,” “umbrellas will become more expensive,” “we will move to the mountains,” “Tibet will be overpopulated,” “diving suits will become more expensive,” etc.) Similar tasks can be used in literature lessons to predict further events of the work, “thinking out” the continuation.

12. Write a story using a set of traditional elements.

(J. Rodari identified 20 elements characteristic of fairy tales: order or prohibition, violation, sabotage or deficiency, departure of the hero, task, meeting with the donor, magical gifts, appearance of the hero, supernatural properties of the enemy, fight, conversation, victory, return, arrival home, false hero, difficult trials, trouble is eliminated, recognition of the hero, the false hero is exposed, punishment of the enemy, wedding.)

13. Come up with a story starting with one letter. (The most successful of the stories.)

A long-lived tree is a home for tree eaters, woodpeckers are tree doctors. A woodpecker flies to a long-lived oak tree and uses its chisel-beak to hammer into the tree-eaters' houses, takes out weevils, and gives goodness to the tree. The woodpecker takes up to two hundred tree-eaters a day from the long-lived oak tree, and the tree provides a home for the woodpecker's cubs.

If the oak is happy, the woodpecker is happy!

It's getting light... The sun is trying to warm the old pine forest. The snow is silver and shining. From a sliding

so many sparkling icicles flow down sunlight. It became quite light. The sun warmed the trunks of the old pines; teardrops of resin glow like sapphires. The grumpy, angry owl is sleeping now.

The waxwings have flown in, collecting old pine seeds, whistling and fussing. Quarrelsome magpies have gathered, jumping, knocking snow off the branches.

Snow falls from the pines in silver streams, like sugar. The magpies chirp, gossip, brawl, gossip: “We heard, we heard, neighbor, it happened, it happened!..” Little Gray got cold feet, ran away, hid himself, and sits quietly. Family The jay looks from above, listens to the gossip of the forty, laughs. An old gray-haired elk stood, listened, and said sternly: “Neighbors! It's a shame to gossip! Shame! The magpies fell silent, left the pines, and disappeared.

Serious, respectable bullfinches calmly peck dry seeds. Brave, cute titmice flocked from the direction of the village.

“Blue-blue, blue-blue,” the tits whistle and call their neighbors. How many tits have gathered! The tits sang a fairy-tale symphony, caught themselves, and flew away. The tits were scared away by a cute, strong, savvy sable that rolled down from a snowdrift.

The sun is setting. It's getting cold. Savraska jumps with hay.

A sled trail is spreading, hay is falling from the sled. “Hurry, hurry! It’s getting dark,” the old man hurries. Dusk deepens, the snow becomes lilac, gray, gray.

It got completely dark. The old pine tree is sleeping...

Make up a linguistic fairy tale.

In the country of the Russian language, in a small town, all punctuation marks lived. The signs loved to walk through the streets in a cheerful group and visited each other.
Once upon a time, Brackets invited all the punctuation marks to visit them for a fun

party, drink tea, talk different topics. And so the conversation turned to which of them was in charge.

Dot says:

-Without a doubt, I am the most important, because without me the proposal would not end.

In response to the period, Comma says:

-Why are you in charge?! I must be in charge because I indicate a pause within a sentence. There is no need for monotony of speech!

And then the brothers Interrogative and Exclamation marks. Exclamation said:

-Why do you, Dot and Comma, call yourself the main ones? I am the main one in the sentence. With the help of me, feelings are conveyed: anger, joy, surprise, annoyance, bewilderment. A Question mark added to my brother's answer:

-With my help you can ask a question, and in a duet with my brother we create rhetorical questions.

Ellipsis entered the conversation:

-It's always like this. I'm always being harassed. Either people will call it “ellipsis”, then instead three points They'll give it four or five. But it’s so interesting with me! After placing me at the end of the sentence, the Person can fantasize about what might happen next.

And then the patience of the twin signs, Hyphen and Dash, ran out. Hyphen exclaimed:

-It’s beyond words how they oppress us! People completely forget that we are actually different. The dash is inside the sentence, and I is between the words and their parts. So I am the most important sign!

The signs argued for a long time and came to the conclusion that they needed to go to Queen Punctuation so that she could resolve the dispute.

While the wise queen listened to the essence of the dispute from the lips of Colon, the signs managed to argue again and even fight. After listening to each of them, Punctuation made its decision:

-You are all needed in proposals. Each of you has an important role to play. Therefore, there is no point in arguing with you. Live as before, in peace and friendship.

Punctuation marks were glad that they are all important in speech. Peace and justice have triumphed!

Story in alphabetical order.

Anna was a stately, proud girl. Her fiancé was envied by the foreign Yorkshire beauties. People walked past her, turning around. Next to such a well-groomed, fantastically pretty princess, you feel the breadth and generosity of this young berry.

A large number of tasks designed to develop non-standard thinking are offered by R.I. Albetkova in her program and textbook on Russian literature for grades 5-9.

Come up with a poem that rhymes.

I don't have it in my pocket

My gold coins
To buy a bouquet for my wife

And another ticket to the ballet,
So that we can listen to the clarinet,
Wipe the parquet down to holes.

We'll go with her to the office,
I'll paint a portrait of her,
I'll write a sonnet for her.

We went there
Where do the herds of cows live?
Where is the clear water?
And it tastes like nonsense,

Where's the nasty food?

Where a star shines in the night,
Where to live without difficulty,
It's unlikely that there will be trouble here.

Will you follow me there?

Creation of acrostics.

WITHThe best of friends is the dog Colosseum.

Ahow wonderful it is to play with him! Can

ShTake your grandfather's mistake and launch it into the air.

Aas the hat is launched, the Colosseum grabs it and

tears into pieces.

Uthreatening force, I destroy everything,
RIt can be beautiful if I walk nearby.

AIf I'm angry, I raise everything into the air.

GThey will say that it won’t be good if I come to the city.

ANow, if I want, I’ll quickly, sharply fly away.

NDon't be friends with me, people, otherwise it will be bad.

Ahe laughs tirelessly,
NI never shut up.

Toh if he is silent, he will wake up -

ABOUThe always does this.

Noh, maybe I should warn him?
Uyou, he will howl for a long time.

“Wordplay” in both poetry and prose. These can be either couplets or whole verses.

I want a puppy home.

Mom gave me money.

All newspapers are on break,
Need to take a break.

I chose the Doberman.

My friends were in favor.

Mom is angry “What, again

Doberman? - doesn’t want to take it.

“Doberman is a misfortune,
Putting my hand on my mouth,
The dog may attack.

The Doberman needs to eat.

Maybe he’ll get tired of him.”

I will live without a dog,

I'm going to get a cat!

The fool decided to attack the lion

And fell into his mouth.

The fool thought: “What kind of misfortune?
To get into the lion’s mouth and straight into it?”

Half a wasp

The lanes are closed.

The rest is the head,

I knew where to fly.

That's arithmetic!

Once upon a time, such an incident occurred in the Ivanov family.

The father, returning from work, began asking his son Volodya what he had been doing all day. To which Vova replied: “Today I extracted roots, added, multiplied, divided.”

Dad was pleased.

The next day Volodya received a “two” on his test. Dad asked in surprise: “Weren’t you prepared?” Vova was silent.

The older sister clarified the situation. It turns out that yesterday Volodya uprooted several rose bushes in the flowerbed, put apples from the neighbor’s garden in his pocket, multiplied the number of twos in his diary, and at the end of the day, at the insistence of his mother, he still shared a chocolate bar with his younger brother, although he did not want to do this . That's arithmetic!

Compilation of a “stupid dictionary”.

Curious- torture anyone.

Horizon- burning umbrella.

Kolobok- stab in the side.

Casserole- tanned girl.

Cold- cold blanket.

Heel- boar onion.

Buckwheat- resident of Greece.

Boycott- punishment of the cat.

Deer- very lazy.

Roe- oblique woman.

capelin- woman washing dishes.

Inventing riddles and fables.

There is a village on the mountain.

It's fun in that village.

There the dog catches mice,

And then he goes and cooks.

The cat barks at passers-by

Not alike.

There they ride on pigs,
And the crows are cackling there.

They love to welcome guests there

Yes, from different parishes.

All guests are seated under the table.

This is the funny thing about the village.

There they give the guests soup.

The tale ends here.

I was walking through the forest and saw a miracle:

A gudgeon sits on a stump,
And the fox has a sharp nose

The bank of the river furrows.

Elks fly in the air

The dragonfly bends the trees,
Wolves eat the grass

And the bunny hits the tiger.

First attempts at performing such exercises are not always successful. Out of the entire class, 1-2 works can be successful. Don't despair and give up. Follow your path persistently, and in a year or two you will begin to receive tangible fruits of your work in this direction.