P NERUSLANOV Biography

There is a cool board on the floor. The book costs five kopecks. Rye flour. Science is not flour. The next dignity of the textbook is his texts, artistic stories, fables, poems of Russian poets and folklore proverbs, riddles, folk songs, jokes, etc. Kazan: the printing house of the imperial university, the educational material was selected in accordance with the didactic principles: from a simple to a complex, familiar to a new one, unknown.

Reading texts were mainly taken from the books of K. Tolstoy, which testified to the good knowledge of the Mari Enlightener of the textbooks of Russian teachers. In particular, from K. Ushinsky’s books, texts of a descriptive nature were taken: “Our Cass”, “Educational things and toys”, “Dishes”, “Stolla”, “Clothing”, “How the house is being built”, “Forge”, as well as the poems of K.

Ushinsky “Summer”, V. Bokov “Bird”, A. Pushkin “Bloody” by P. Yerushanov, “Morning”, “Morning”, Exact From the poem by A. Aksakov “Evening”, A. Maykov “In May” by P. Neuroslavo “Spring” and “Senokos”, E. Elgen “In October” by P. Yeruslanov “Autumn in the village”. Many small in terms of the volume of the article are devoted to the lives of children, economic activity and family life “Our Family”, “tools and harnesses”, “how they build a house”, etc.

They were compiled by K. Ushinsky without expressive means, dry business style, with strict observance of the sequence of presentation, which should contribute to the strict and clearly expression of thoughts in children, prompt them to compare them read with their own life experience. According to the testimony of a Russian teacher, in texts intended for initial reading, he tried to “be expressed by short fragmentary sentences, avoiding the proposals of subordinate clauses, and especially relative pronouns, so unusual for children's language1.

From the alphabet L. Tolstoy P. Yeruslanov included stories such as “Two men”, the fables “Fox and the Crane”, “Fox and Grapes”, “Dog and its Shadow”; Moral stories-accents “Old grandfather and granddaughter”, “Blind and deaf”, 1 K. Collected Works.

The texts contained the ideas of humanism, contributed to the development of qualities such as kindness, hard work, honesty, love of nature and native land in children. The education of the positive qualities of the person was directed, in particular, the text “What is good and what is bad? Pasha Yoratimash. Kumul Uzmash. I am a Kert-Mash. Oltalmash Shoyaklymash.

Rakmatlyk Tau Shtmash. What is good and what is bad? For the definition of concepts and their classification, the ranks of words that formed a conceptual base in the children's consciousness were determined. For example: Kochysh-Vlak: Shuro, Puchyshysh, Parengan Shuro, Lam, Kogyle, Kysal, Lashka, Mino-Twisters, Pushto, Lapash. Yush-Vlak: Wood, Shovo, Tea, Coffee, Shor, Pura, Araka, Yira.

Cushes: cabbage soup, porridge, soup, ear, pi-rog, jelly, noodles, scrambled eggs, tolerance, stew. Drinks: water, kvass, tea, coffee, milk, beer, wine, sour milk3. Exercises were supposed to be related to similarities and differences between objects and phenomena, logical definitions of concepts, etc. Gorshok - dishes. The ball is a toy. The boiler is a suite.

The feather is a training thing. Pushkin, “Spring” by A. Maykov, “Summer” by K. Ushinsky, “Autumn Song” by A. Pushkin and “Autumn in the village” E. In particular, stories about the seasons in the “Children's World” by K. Ushinsky was of essential. K. Ushinsky explained the need to connect these stories with the study of poems describing the seasons, by the fact that the poems “in their folk language, the accuracy of expressions and warmth of feelings are very much like for children, they easily memorize and bring them greater benefit” 2.

If the stories and fables in the textbook of P. Yeruslavov were translated into the Mari language and were reproduced in parallel with the Russian text, then the author gave only the Russian-Mari Dictionary to poetic works. The sun has appeared, the earth is lying. Rushy - Yoshkarge. Dawn is a horror. Vostok -Coca Lekmash ver. Exact - Yorysh. Sprinkled -Syzhyktaltyn Ulut. Fog - Tutra.

Fasted fogs float - Keh Lekme Yevem Tutra Oshyn Koyn Kuza. Caravan geese - Combo Kashta, ur. Hurry -Vashkat. Jew - Yyvyrt3. Work on the dictionary contributed to students to comprehend new words and meanings, disclosure of emotional and expression colors of words, the spheres of their use, their multi-digit and figurative meanings, as well as in the context of activating the dictionary of children to increase their spelling literacy.

The texts of stories, fables, poems, songs and fairy tales performed clear methodological tasks: to teach children to consciously and coherently read, acquire skills of semantic and artistic analysis of the text, develop the gift of words not only through a retelling, but through a statement of thoughts. Thus, they practically reflect the basic requirements of the didactics of K.

Ushinsko, such as the connection of learning with life, the principles of educating training, and taking into account the psychological characteristics of children. K. Ushinsky P. Erus-Lanov processed some stories in order to facilitate the perception of the Russian text by Mari children.For example, in the text of his textbook “Our Class”, the sentence “The ceiling is nothed, the floor is painted with yellow paint; The walls are upholstered with blue wallpaper.

" Guided by the methodology of K. Ushinsky, P. Yeruslanov in teaching Mari children the Russian language widely applied riddles and proverbs, which, with their form and content, developed the thinking and speech of children, the ability to analyze. For example: Shoga Danet Tyrm Shka Seajan Oghyt Ul, Ulo Tun-Cham Pukshat. Korote Plotnik Ogyl, Imyt Urgyzo Ogyl.

Kozhai Kai - onch tank, Terkyge Tolash - Kozhlashka Onch. Soha and the harrow themselves are not rich, and the weight of the world feed. Without an ax is not a carpenter, without a needle is not a tailor. In lsa goes - looks home, go home - looks at LS4. According to the definition of a Russian teacher, “proverbs are important for initial training in that in them, as in the mirror, the people in the same place were reflected in the same.

In addition, proverbs and riddles represented a “small mental task, completely in childhood forces” 2, and also performed an educational function. Try the literature selection service. Dialogs based on folklore works as “Two men” 3 contributed in a fascinating form to activate the speech activity of children: COK Por-Coca Por-Yek Ikversh Pukul Nurushko Kaenlyt. Iktyzhe Koremyshka Volien, Kichki-Ra All-Lyuzhlan: “Trick Min Maskam Kuchysy!

One Slgaz in the ravine and shouts to another: “Come here, I chat who caught it! Thus, from the first years of studying at the School, the Mari Enlightener introduced children-maries to the literature and folklore of the Russian people. In the initial training book of P. Erus-Lanov, the processes that occurred in the vocabulary of the Mari language in the second half of the 19th century were clearly reflected, the ways and methods of its replenishment were revealed.

An analysis of the textbook textbook indicates that the main methods of enriching the vocabulary of the Mari language were the author’s more complete use by the author of the Mari language of the own word -formation capabilities. First of all, in the textbook, the morphological 1 K. In the textbook, the other common and productive way of enriching the vocabulary of the Mari language, which was used by the Mari Enlightener, was a word -laying.

The main part of the complex words was formed by him by simple addition of words without any phonetic changes, i.e. compared to modern spelling, such words were written through a hyphen. Such a set of phytonyms and zoological vocabulary, as well as the frequency of their use, emphasized the mentality of the Mari people, were a demonstration of ways to comprehend their surrounding reality and a reflection of a significant part of its linguistic picture of the world.