A SINGLE SPEECH MODE is a system of requirements governing the activities

participants in the educational process in purposes ensure conditions for optimal

speech development of students. This system assumes compliance with ALL

educational process speech norms, education of speech culture,

proper design of all materials, documents, visual campaigning in the institution.

The native language in a general education school is not only a subject of study, but also a means of teaching the basics of all sciences, therefore, it is necessary to coordinate the efforts of the entire teaching staff to implement a unified regime of speech culture and literate writing in all spheres of the life of an educational institution.

Here is the conclusion reached by the authors of the Methodological Recommendations for Teachers: "Analysis of statistics showed low practical literacy of the examinees. Spelling and punctuation norms are mastered mainly at the level of skills, and by the end of schooling, students' skills do not turn into literate writing skills."
Is it a matter of knowledge? No, it's a matter of common culture. More precisely, the general lack of culture in which our children live and study. The wide expansion of non-normative speech undermines the existing system of speech norms.

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QUESTIONNAIRE

1. 38 teachers of Russian language and literature from 19 schools of the district took part in the survey

1. What meaning do you give to the conceptobservance of a single speech regime»?

1. Do you know any normative or advisory documents covering issues?

If so, which ones? Do you use them in your work?

1. Do you complysingle speech modein the educational process of your educational organization? (If yes, how is this achieved? If not, what is the reason for this?)

1. What are effective approaches and methodscompliance with a single speech regime Are you aware?

1. How, in your opinion, can the educational achievements of students in the Russian language be assessed from the standpoint ofcompliance with a single speech regime?

1. Your organization suggestionscompliance with a single speech regimein educational organizations.

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Unified speech mode at school

Meta-subject teaching of the Russian language by literature teachers: the use of texts from different subject areas in Russian language lessons, the development and conduct of optional linguistic courses on the language of the media, the Internet, family communication, etc., the implementation of extracurricular linguistic orientation activities covering various areas of life (design and research activities, class hours, lyceum days, thematic weeks, etc.)

Conscious and unconscious problems of teachers, misunderstanding of a particular term, grammatical structure, incorrect reading of the conditions of the task, interfere with the successful study of the relevant school discipline by schoolchildren ____________________________ Only their purposeful regular work with schoolchildren will help overcome this problem

What to do? to form in subject teachers a value orientation on the importance of such work, to offer teachers an understandable and logically structured content, to stimulate its systemic fixation and reflection. Such types of work provide an updated, consistent with the modern social order, a unified speech mode at school.

A unified speech mode is a set of measures aimed at the formation of universal skills that provide speech, language and sociocultural competencies and contribute to the creation of a unified educational environment.

Coordinators and organizers of the meta-subject teaching of the RL in the educational space of the school language teachers (with the support of teachers of foreign languages)

The goals of introducing the concept of a UNIFIED SPEECH MODE to promote the implementation of state policy in the field of preservation, development and dissemination of the Russian literary language; promoting the professional growth of teachers of the Russian language and literature of all types of educational institutions (preschool, school, secondary special and higher); promoting the dissemination of successful technologies for teaching school subjects in Russian; creating conditions for the realization of the creative potential of teachers of the Russian language and literature to improve the quality of teaching and learning the Russian language and literature in the Russian Federation; creating conditions for the implementation of subject, meta-subject and personal results for students in the Russian Federation; creation of a unified developing educational environment both within a separate organization and in a network of schools.

Universal methods of systematic language work of subject teachers Preliminary work (before the lesson): analysis of the linguistic aspects of the material that will be studied in the lesson (select terms, other words and constructions from the text of the paragraph that may cause difficulties for students in perception and memorization). Preparation of tasks that stimulate work with the language of the subject. Preparation of etymological references on terms within the framework of this topic

Working with the language of the subject in the lesson. Some areas: determining the meaning (meanings) of a particular word using a dictionary or without a dictionary, conveying the meaning of a particular phrase (text fragment) in other words, searching for words-terms that are used in a different meaning in other sciences or everyday speech (biology: transcription is the transfer of genetic information from DNA to RNA), replacing characters encountered in the text, abbreviations with full words, comparing the meanings of words from the text with the meanings of related words, if confusion of meanings is possible (history: clerk, podya whose, deacon, deacon)

Lesson work: teacher’s control, fixing typical schoolchildren’s mistakes in the use of terms and various verbal constructions used when answering on the subject of the lesson (geography: “America” instead of “USA”, “oil birthplaces” instead of “oil field”), exact correspondence of schoolchildren’s answers to the question asked by the teacher, preservation of the original meaning when retelling, paraphrasing, correction of grammatical, stylistic and other errors, unacceptable wording (“an ambiguous word is when the word has more than one meaning).

Work at the lesson: discussion and application of mnemonics techniques Russian language: Drive, hold, look, depend, see, hear and offend, and also endure, twirl, hate and look. Ivan gave birth to a girl, ordered to drag the diaper.

Language work that stimulates interest in the subject, the use of linguoculturological material of an entertaining nature, connecting the language of the subject with stories from the life of scientists and other famous people, traditions and customs of the people, holding games, quizzes related to the language of the subject.

After the lesson: reflection of language work in the lesson What tasks did the students complete more successfully, what caused the greatest difficulties? Will the work on the linguistic problem raised in the lesson be continued? Opportunities - in extracurricular work (for example, design and research)

Methods of meta-subject teaching of the Russian language contribute to better assimilation of special terminology, understanding of texts of assignments, definitions, more effective search for the necessary information, memorization of rules and theorems, development of speech in the lessons of the subject, increased motivation in teaching the subject, development of research skills. A unified speech mode at school is a guarantee of students' success in solving tasks of the Unified State Examination and Olympiads

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on the organization of compliance with a unified speech regime

In educational institutions of the Gus-Khrustalny district

A unified regime for literate writing and culture of speech (spelling regime) in a general educational organization (hereinafter referred to as the Organization) is a system of requirements that are uniform for all, requiring strict adherence by all teachers and students to the literary norm in the field of orthoepy, grammar, logic, spelling and calligraphy; competent design of all materials, including materials of the website of the educational organization, documents and visual aids; systematic correction of all errors and shortcomings in the oral and written speech of students with mandatory subsequent work on the mistakes made; a system of mastering terms and special combinations in all subjects of the curriculum; notebook management system, etc. “... observance of a single speech regime at school requires the upbringing of the speech culture of students by the common forces of all teachers. The requirements for the observance of norms in the Russian language lessons should be supported both in the lessons in other subjects and in the system of extracurricular activities. .

To organize a unified speech regime in the Organization, it is recommended to take into account a number of requirements set forth in these methodological recommendations.

I. Development of students' speech

One of the meta-subject results of mastering the educational program of general education by students is the ability to consciously use speech means in accordance with the task of communication to express their feelings, thoughts and needs; planning and regulation of their activities; proficiency in oral and written speech, monologue contextual speech . Any statement of students in oral and written form (a detailed answer to a certain topic, a report, a description of a physical or chemical experience, a review of a friend’s answer, etc.) should be evaluated taking into account:

2) logical construction;

3) speech design.

Students should be able to:

Speak and write on a topic, respecting its boundaries;

Select the most significant facts and information to reveal the topic and main idea of ​​the statement;

Present the material logically and consistently (establish causal relationships, build logical reasoning, inference (inductive, deductive and by analogy) and draw conclusions) ;

Correctly and accurately use linguistic means to formulate an utterance;

Build statements in a certain style (scientific, journalistic, colloquial, etc.) depending on the purpose and situation of communication (at a lesson, conference, meeting, excursion, etc.);

Answer loudly enough, clearly, observing logical stresses, pauses, correct intonation, pronunciation rules;

To draw up any written statement in compliance with spelling and punctuation standards, neatly, legibly handwriting.

1) rules of pronunciation and stress (in oral statements);

2) rules for the use of words in accordance with their meaning, fixed in dictionaries, and the peculiarities of use in various styles of speech;

3) rules for the formation and change of words, as well as the formation of phrases and sentences in accordance with the requirements of grammar;

4) rules of spelling and punctuation (in written statements); mistakes are not allowed in the spelling of the studied terms, capital letters in geographical names, in the names of historical events, in the proper names of writers, scientists, historical figures, etc.

Students' speech should be expressive, which is achieved by a variety of vocabulary and grammatical structure, the appropriate use of emotionally colored words.

For the speech culture of students, such skills as the ability to listen and understand the speech of the teacher and other students, to be attentive to the statements of the participants in communication, the ability to raise a question, to take part in the discussion of the problem are also important, which characterizes one of the personal results of mastering the main educational program - the formation of communicative competence in communication and cooperation with peers, older and younger children, adults in the process of educational, socially useful, educational research, creative and other activities. . Students must master the skills of various types of reading (expressive, aloud and to themselves, etc.), semantic reading, which is defined as understanding the purpose of reading and choosing the type of reading (selective, introductory, viewing, studying) depending on the purpose .

II. Student notebooks for written work

2.1.1. The main types of class and home written work of students are educational work, which include:

exercises;

summaries of primary sources;

abstracts;

plans and lecture notes of teachers;

plans for articles and other materials from textbooks;

essays and written answers to questions;

drawing up analytical and summarizing tables, diagrams, etc. (without copying ready-made tables and diagrams of textbooks);

fixing observations in nature;

various types of working notes and sketches on the course and results of laboratory (practical) work (without copying the corresponding drawings from the textbook into the notebook).

2.1.2. To control the quality of mastering the program or achieving the planned results of mastering the educational program, current and final written tests are used. Current control works are aimed at checking the assimilation of the studied and tested program material; their content and frequency are determined by the teacher when drawing up the work program, taking into account the specifics of the subject, the degree of complexity of the material being studied, as well as the characteristics of students in each class. To conduct current tests, a teacher can take the entire lesson or only part of it.

Final control work is carried out:

after studying the most significant topics of the program;

at the end of the academic quarter, semester.

Organization and control over all types of written work is carried out on the basis of uniform requirements for the oral and written speech of students.

2.2.1. To perform all types of educational work, students must have the required number of workbooks for each subject.

2.2.2. For control work, special notebooks are allocated, which are stored in the Organization throughout the school year and given to students to analyze the results of control work and work on errors in them.

2.2.3. To perform work on the development of speech in the Russian language and literature (writing essays and presentations), starting from the 5th grade, students must have separate notebooks that are stored in the Organization throughout the school year and issued to students for homework and presentations, work on mistakes.

In middle school:

Although the number of presentations in each class is not defined by the standard, this type of activity for mastering the content of a work of art and exercises for the development of speech is mandatory. It seems appropriate to plan at least 2 presentations in grades V-VI, 3 in grades VII-VIII, in other grades, presentations of various types (detailed, brief, selective, with commentary elements, with a creative task) are recommended to be carried out at least once a quarter.

2.3. All entries in notebooks, students must comply with the following requirements:

2.3.1. Write in neat, legible handwriting.

2.3.2. Uniformly carry out the inscriptions on the cover of the notebook: indicate what the notebook is intended for (for work on the Russian language, for work on the development of speech, for laboratory work in physics, etc.), class, number and name of the Organization, location of the school, surname and name of the student.

Notebook

for works

on literature

student of 8 "A" class

MBOU secondary school №1

Ivanovo

Ivanova Ivana

Students' notebooks for examinations are recommended to be signed as follows:

Notebook

for tests

In Russian

student 9 "A" class

MBOU secondary school №1

Ivanovo

Ivanova Ivana

Notebooks of students for work on the development of speech are recommended to be signed as follows:

2.3.3. Respect fields. In notebooks for most subjects, the fields are placed on the outside. In cases where the work is checked according to several groups of criteria and / or more than one mark is given for one work, it is advisable to provide margins on both sides of the page and use them to mark not only the shortcomings, but also the merits of the student work in accordance with the assessment parameters.

2.3.4. Indicate the date of completion of the work in numbers in the margins (for example, 09/10/14). In Russian notebooks, the day and month are written in words in the form of the nominative case (for example, the tenth of September), a dot is not put at the end of the entry.

2.3.5. Indicate on a separate line the place of work (classroom or homework), the name of the topic of the lesson, as well as the topics of written work (statements, essays, practical and other work).

2.3.6. Indicate the number of the exercise (for example, Exercise 35), tasks, or indicate the type of work performed (plan, abstract, answers to questions, etc.).

In notebooks for tests and works on the development of speech in the Russian language and literature, the type of work is written from the red line and the line below - its name, the dot is not put.

For example:

The same applies to the designation of short-term work performed in ordinary notebooks.

2.3.7. Follow the red line.

2.3.8. Do not skip a line between the date and the title, the name of the type of work and the title, as well as between the title and the text in notebooks in Russian. In notebooks in a cell (according to the literature, etc.), in all these cases, skip only 2 cells.

Between the final line of the text of one written work and the date or title (type name) of the next work, skip 2 lines in notebooks in a line, and 4 cells in a cell in notebooks (to separate one work from another and to grade the work).

2.3.9. Perform carefully underlining, drawings, symbols with a pencil or pen, if necessary - using a ruler or compass.

2.3.10. Correct errors as follows: cross out an incorrectly written letter or punctuation mark with an oblique line; part of a word, word, sentence - with a thin horizontal line; instead of the crossed out, inscribe the necessary letters, words, sentences; do not enclose incorrect spellings in brackets.

2.4.2. Presentations and essays on the Russian language and literature, as well as all types of examinations in subjects, are checked for all students. Checking these types of work by teachers is carried out in the following terms:

2.4.3. In the work being checked in all subjects, teachers need to note and correct spelling, punctuation, speech and grammatical errors made by students.

2.4.4. When checking works on the Russian language and literaturethe teacher notes and corrects the admittedspellingerrors, guided by the following modern methodological recommendations:

“In the spelling methodology, there are several ways to fix spelling errors in students' notebooks: 1) the error is underlined with one line, crossed out and corrected; 2) the error is underlined, crossed out, but not corrected; 3) the part of the word in which there is an error is indicated, for example:4) underline the whole word in which there is an error, for example " request "5) no underlining is done, a conditional spelling error mark is placed in the margins (In previous cases, a spelling error mark is also placed in the margins).

The method of fixing spelling errors is chosen by the teacher depending on the purpose of the work (training or control). When checking tests, as well as presentations and essays, the first two methods are used. When performing training exercises, all of the above methods of fixing errors are used. The sequence of their application is determined by the goals of teaching students the ability to find and correct errors. The first way shows how to mark, how to cross out and how to correct errors; the next one teaches how to correct a mistake; the third way is to find and correct an error in a particular morpheme; the fourth teaches how to find errors in a word, and the fifth teaches in a number of words in a line.

Not all students simultaneously master the listed skills, therefore, in the same work, the teacher will use different methods of fixing errors with different students, but during the school year it is necessary to lead all children through all methods of fixing. .

Other errors can be fixed similarly.

2.4.5. Mistakes made by students in the work on the Russian language or literature, the teacher marks on the margins of the notebook with certain conventional signs (I - spelling error, V - punctuation, F - actual, L - logical, R - speech, G - grammatical, Z - violation of paragraph articulation).

2.4.6. When applying the criteria-based assessment of written works in any subject, it is advisable to use a system of conventional notation (abbreviation, criterion No., capital letter corresponding to the keyword of the criterion or assessment position, etc.) of the merits and demerits of the student's work in accordance with the criteria.

2.4.7. Underlining and correcting errors, as well as grading, is done by the teacher with red paste (red ink, red pencil, red gel or capillary pen).

2.4.8. After checking the dictation, presentation or essay, the teacher first counts and writes down the number of errors by type, then grades. The entry might look like this: 1 - 0 - 1 "4"

2.4.9. When applying the criteria-based assessment of written work in any subject, which involves summing up the points for each criterion, at the bottom of the work it is necessary to indicate what points the student received for each criterion, and the total amount of points. Rating is given next to it. If necessary, you can specify the percentage of work completed. The entry might look like this: 1+0+1+2=4 b. "4"

2.4.10. When checking texts created by students, it is recommended to write a comment, a mini-review, etc. , which contributes to the organization of feedback and work to improve the written . A teacher can write a mini-review of a creative work with a pen of a different color. Written commentary by the teacher on the strengths and weaknesses of the text created by the student, recommendations for its improvement can be placed both under the grade, and on a separate sheet placed in the student's notebook.

III. Compliance with the speech mode by pedagogical workers

The teacher must demonstrate high-quality speech, the main characteristics of which are the following: correctness, accuracy, consistency, relevance, richness and expressiveness.

1.1. The correctness of the speech of a pedagogical worker, i.e. his observance of the norms of the Russian language is an important factor in fixing the language norm in the speech of students.

In particular, a special role in the formation of normative Russian pronunciation in students is played by its implementation in the teacher's oral speech. In this regard, attention should be paid to the teacher's strict observance of orthoepic norms - stress norms, especially in a group of words, the control over the assimilation of which is submitted for the final certification in the Russian language (Appendix 1). It is advisable to single out in the presented list the thematic groups of words that are regularly used in the teaching of a particular subject, and organize systematic work on the corresponding group as part of the study of the subject.

Grammar norms should be consistently implemented in the speech of a pedagogical worker. A teacher within his subject area also has the opportunity to pay attention to those forms and structures that are subject to mandatory study and subsequent control at the current and final attestation of students (Appendix 2).

1.2. The accuracy of speech ensures the adequacy of its content and is ensured by the use of the word in its meaning, which is enshrined in the explanatory dictionary. Educational communication implies a particularly careful attitude to this requirement, since non-compliance with it leads to errors in the presentation of educational material. A frequency error, in particular, is the mixing of consonant words with different meanings. Words that cause difficulties in choosing one of them, taking into account the content of a particular statement and subject to control at the final certification, are also presented in a separate list (Appendix 3).

The erroneous use in the speech of a teacher of words and structures from the lists given in the appendices is especially unacceptable and can lead to the leveling of the work of a language teacher in the formation of subject competencies of students.

1.3. Logic of speechThe pedagogical worker consists not only in the ability to build a logically consistent presentation of educational material, but also in the accentuated use of logical connection means, transitions from one thought to another. This is what should make the logic of presentation accessible and noticeable to students. Typical language means of logical connection are given in Appendix 4.

It is significant that one of the most popular types of speech in the practice of educational communication is reasoning, and at the same time, it is this type of speech that causes significant difficulties for students in the course of its production, which is regularly noted by members of the Federal Subject Commissions of the Unified State Examination in various subjects. . Meanwhile, the teacher has the opportunity, within the framework of his subject, to demonstrate speech samples built according to the “thesis - evidence - conclusion” model, thus consolidating the meta-subject skills of students.

1.4. Appropriateness of speechteacher, i.e.the correspondence of speech to the topic of the message, the situation of communication, the composition of the audience, its personal and psychological characteristics, as well as educational and educational tasks, is the key to successful pedagogical interaction, the emergence of feedback. The right choice of language means, oriented to the interlocutor, the ability to adequately convey the content, justifying the expectations of the communication partner, harmonizes communication. The inconsistency of the teacher's speech with this criterion can lead to the emergence of speech and interpersonal conflicts - to misunderstanding, undesirable emotional effects, tension in speech communication.

1.5. The richness of speech - the variation of means of expression, the presence of different ways of expressing the same content - is the necessary quality of the teacher's speech, since he is dealing with an unformed linguistic personality: insufficient vocabulary and speech development of students may not allow to adequately understand this or that expression, word in the teacher's speech. The richness of speech will provide a replacement for an incomprehensible unit and avoid misunderstanding.

1.6. An important characteristic of the speech of a pedagogical worker focused on the implementation of subject-subject relations with students is dialogicity - expression in speech by means of the language of interaction with students. The presence in the speech of a pedagogical worker of signs of dialogue (question-answer constructions; rhetorical questions and appeals; pronouns of the 1st person plural.(we), 2 persons (you) and verbs in the appropriate forms, etc.) contributes to the creation of an atmosphere of discussion, stimulates the participation of the audience in the conversation.

The listed characteristics (correctness, accuracy, consistency, relevance, richness and expressiveness) should become the subject of self-analysis of the activities of the teacher, as well as the object of quality control of the speech activity of the teacher in the educational organization.

The administration of the Organization needs to direct, coordinate and control the work on the implementation of a unified speech regime in a general educational organization. Questions about uniform requirements for oral and written speech of a general educational organization should be included in issues for consideration at pedagogical councils, in the system of intra-school control, organize the exchange of experience of subject teachers and hold joint meetings of methodological associations / departments dedicated to improving the culture of speech of all participants in educational relations.

Annex 1

Orthoepic norms

Nouns

agent, alphabet (from Alpha and Vita), airports ( motionless stress on the 4th syllable), bows (), beard ( win.p., only in this form singular. stress on the 1st syllable), accountants ( genus p.pl., motionless stress on the 2nd syllable)religion (from the faith to confess),citizenship, hyphen (from German, where the stress is on the 2nd syllable), dispensary ( the word comes from English. lang. through French, where the blow. always on the last syllable), agreement, document, leisure, heretic, blinds (), significance ( from adj. significant), X ( im.p. pl., motionless stress), directory ( in the same row with the words dialogue, monologue, obituary, etc.), quarter ( from it. lang., where the stress is on the 2nd syllable), kilometer ( in the same row with the words centimeter, decimeter, millimeter), cones, cones (motionless stress on the 1st syllable in all cases in singular and plural.), self-interest, taps (motionless stress on 1st syllable), flint, flint (hit. in all forms on the last syllable, as in the word fire), lecturers, lecturers (motionless stress on 1st syllable), ski tracks, areas (genus.p.pl., on a par with the word form of honors, jaws, but news), garbage chute ( in the same row with the words gas pipeline, oil pipeline, water pipeline), intention, outgrowth, enemy, illness, obituary, hatred, news, news, nail, nail (motionless stress in all forms singular.), Adolescence ( from Teenage Boy), partner ( from the French lang., where is the blow. always on the last syllable), portfolio, handrails, dowry, call (in the same row with the words call, recall (ambassador), convene, but: Review (for publication)), percentage, beets, orphans (im.p.pl., stress in all forms pl. only on the 2nd syllable), funds (im.p.pl. ), statue, carpenter (in one poison with the words malYar, doYar, shkolYar), convocation, customs, cakes, cakes (motionless stress on 1st syllable), cement, centner, chain, scarves (motionless stress on 1st syllable), driver ( in the same row with the words kioskёr, controller), sorrel, expert (from the French lang., where the stress is always on the last syllable)

Adjectives

true ( short adj. zh.r.), ancient, significant, more beautiful, most beautiful, bleeding, kitchen, dexterity, mosaic, wholesale, perspicacious (short adj. zh.r., on a par with the words cute, fussy, talkative ..., but: gluttonous), plum ( formed from plum)

Verbs

pamper ( on a par with the words to indulge, spoil, spoil ..., but: the minion of fate), take-took, take-took, take-took, take-took, turn on-turn on, turn on, turn on, join-flow, break in-break in, perceive-perceived, recreate-recreated, hand-hand over, drive-driven, chase-chased, get -get, get-get, wait-wait, get through-get through, get through, dose, wait-wait, live-lived, clog, take-borrow, take, take, take, take, lock-lock(key, lock, etc.), call-call, call-call, call, call THEM, exclude-exclude, exhaust, put-lay, glue, sneak-creep, bleed, lie-lied, pour-lila, pour-pour, lie-lied, put-put-put, it is necessary torn-torn, called-named, tilt-roll, pour-poured, narwhal-narwhala, litter-litter, start-began, started, started, call-call-call, facilitate-facilitate, pour-drenched, hug-hug, both chasing-overtaking, ripping off-ripping off, encouraging, emboldening, emboldening, aggravating, borrowing-borrowing, embittering, pasting, surround-encircle

seal ( in the same row with the words form, normalize, sort), vulgarize-vulgarize, inquire-inform, depart-departed, give-give away, uncork-uncork, recall-withdrawn, respond-responded, call back-call back, transfuse-poured, bear fruit, repeat-repeat, call-call, call It-call-call

water-watered, put-put, understand-understood, send-sent, arrive-arrived-arrived-arrived, accept-accepted-accepted, force, tear-torn, drill-drill-drill, remove-removed, create-created, pluck-plucked, rubbish It-litter, remove-remove, speed up, deepen, strengthen-strengthen, scoop, pinch-pinch, click

Communions

spoiled, turned on, turned on, delivered, bent, busy-busy, locked-locked, populated-populated, spoiled, feeding, bleeding, begging, accrued, acquired-acquired, poured, poured, hired, started, started, brought down reduced-reduced, encouraged-encouraged-encouraged, sharpened, defined-defined, disconnected, repeated, divided, understood, accepted, tamed, lived, removed-removed, bent

Participles

indulging, clogging, starting, starting, giving, raising, realizing, arriving

Adverbs

on time, white, to the top, utterly, to the bottom, to dryness, enviably (in the meaning of the predicate), ahead of time (colloquial ), light, dark, Old, more beautiful ( adj. and adv. in comp. ), up, over a long time, a short time

Annex 2

Grammar norms

The main grammatical norms that are subject to mandatory study at school and subsequent control include the following:

Norms of formation of forms of nouns (potato peelings instead of cleaning, etc.);

Norms of formation of forms of adjectives ( darker instead darker, etc.);

Norms for the formation of forms of pronouns (not theirs, but theirs, etc.);

The norms for the formation of forms of the verb, participle and participle ( recover instead of recover, burst instead of burst, doing instead of doing, etc.);

Subject-predicate coordination (modelsThose who..; whoever..., everyone...; one of…; none of those who…; many of those ... who ... (“who, if not nature itself, taught ...”);coordination of the subject expressed by the combination"row + noun" and predicate;

Coordination inconsistent applications;

Coordination of attributive turnover with a combination of words;

Coordination of the subject and compound nominal predicate in a sentence built according to the model"n. is a noun.”;

Management with prepositionsupon completion, upon arrival, upon completion, upon arrival;

Management with prepositionsthanks to, according to, contrary to, due to, like;

Norms for the use of homogeneous members, participial and adverbial phrases as part of a simple sentence;

Norms for constructing a compound sentence;

Norms for constructing a complex sentence (the place of the attributive clause in a complex sentence; the use of a demonstrative word in the main part of a complex sentence; the construction of a complex sentence with an explanatory clause attached to the main part of the union to , allied words which, which; construction of a sentence with two definitions (mistake- incl. turnover + attributive clause)building a sentence with additions (error -indirect object + subordinate clause (explanatory) ";

Norms for constructing an allied proposal;

Norms for constructing sentences with direct and indirect speech (quoting in a sentence with indirect speech).

Annex 3

Dictionary of paronyms

Subscription - subscriber

addressee - addressee

reckless - reckless - reckless - reckless -

impenetrable

grateful - grateful

weekday - everyday

experienced - former - former

Inhale - inhale

Age-old - eternal

Great - majestic

Upper - supreme - riding

Fill up - fill up - fill up - fill up

Remembrance - Reminder - Remembrance

Impressive - impressive

shake - shake - shake - shake

Choice - selection - selection

Select–select

Benefit - Profitability

Issuance - return - transfer - distribution

Separation - branch

Select-Separate

wait - wait - wait - wait

payout - pay - pay - pay

pay - pay - pay - pay - pay

Clay - clay

annual - annual - annual

proud - proud

Binary - double - dual - double - dual -

doubled

Valid - Valid - Valid

businesslike - businesslike - businesslike - businesslike

diplomatic - diplomatic

disciplined - disciplined

kind - kind

trusting - trusting

rainy - rainy

cruel - tough

life-giving-living-animal-surviving

life - worldly

to fence off - to fence off - to fence off - to fence off - to fence off

lower - lower - lower

Pay–Pay

Fill - fill - fill

difficult - difficult

initiator - instigator

sound - sonorous

malevolent - malevolent - malevolent - malevolent

Sparkling – playful – gambling – playful

Skillful - artificial

Outgoing - outgoing

stony - stone

Comfortable - comfortable

equestrian - horse

root-stocky-root

colorful - dyed - coloring

oily - oily - oily - oily

put on - put on

Availability - cash

print-print

send - send

Ignorant - ignorant

innocent - innocent

impenetrable - impenetrable - imperceptible

intolerable - impatient - intolerant

snippet - snippet

Embrace - embrace

fence off - fence off - fence off

limitation - limitation

limit - limit - limit

single - single - single

Call - response

Dangerous - dangerous

Selecting-selecting

Selective - qualifying

deviate - deviate

Distinguish - Distinguish

Difference - difference

shake off - shake off

memorable - memorable

endure - endure

Transitional – transitory – transient

sandy - sandy

weeping - weeping - deplorable

Selection - choice

Fake - fake - fake

appropriate - similar

Place(s) - place(s) - fit(s)

Local - landowner

Replenish - fill

Get old - get old

Action is a misdemeanor

venerable - respectful

festive - idle

practical - practical

Submit - present

representative - representative

Submission - provision

Recognized - acclaimed

Humiliate - Humiliate

problematic - problematic

production - productive

prophesy - read

fisherman - fisherman

Fishing - fishing

vocabulary - verbal

resistance - resistance

comparable - comparative

ancient - old

Glass - glass

Satisfying - Satisfied

Lucky - Lucky

Mention - reminder

get old - get old - get old

royal - regal - reigning

whole - whole - whole

Central – centralized – centrist

Efficient - effective

Efficiency - efficiency

Linguistic - lingual - lingual

Appendix 4

Typical language means of logical connection

See, for example: Zinin S.A., Novikova L.V., Gorokhovskaya L.N. Methodological recommendations on some aspects of improving the teaching of literature (based on the analysis of typical difficulties of graduates in completing USE assignments). – M.: FIPI, 2014.

05.04.2018 16:33

The meeting of the Russian Language Council was held today in the Government of the region under the chairmanship of the Deputy Governor Oleg Vasiliev. Philologists, writers, journalists, language teachers, methodologists, as well as representatives of universities and institutions of culture and art of the region took part in the event. The main topic of discussion was the question of the procedure for introducing a unified speech regime in educational institutions of the Vologda Oblast.

“We are holding the first meeting of the Russian Language Council this year. Today we have several questions, they are quite serious. One of them will be completely new. We must consider the proposal to hold the first congress of teachers-philologists in the region. Also today we will discuss the introduction of a unified speech regime in the general educational organizations of the region, since the topic is relevant. To be able to speak, write, and communicate correctly in Russian is the task of our entire society.”, - Oleg Vasiliev addressed the participants of the meeting.

A unified speech mode is a system of requirements that regulate the activities of participants in the educational process in order to provide conditions for optimal speech development. This system assumes that ALL participants in the educational process comply with speech norms, foster speech culture, competently design all materials, documents, and visual agitation in the institution.

“Currently, methodological recommendations have not been developed at the federal level on the issue of introducing a unified speech regime, which requires some work in this direction in the region”, - said Lyubov Vorobyeva, Deputy Head of the Department of Education, during her speech.

In the professional standard of the teacher, adopted in 2017, new requirements are put forward for the professional competencies of the teacher. One of them is the ability to organize the communicative activity of students. This means that increasing the level of Russian language proficiency of schoolchildren directly depends on the qualifications of teaching staff. In this regard, the specialists of the Vologda Institute for the Development of Education made recommendations to the Council to develop an additional professional advanced training program for teachers of general education organizations “Uniform requirements for oral and written speech of students in general education organizations”.

The members of the Council decided to recommend to the heads of educational organizations to control the effectiveness of the introduction of a unified speech regime. Representatives of the Vologda Institute for the Development of Education will work to intensify the activities of methodological associations of educational organizations.

The meeting also discussed the results of a trial final oral interview in the Russian language in the 9th grade of the region. To date, 650 students from 10 educational institutions of the region have taken part in it. The results showed that 96.3% of the students received a "Pass" in the oral interview. Passing the final interview next year will be admission to the GIA for graduates of the 9th grade. In the current year, the results of the final interview will not affect admission to the final certification.

Professor of the Department of the Russian Language Guriy Sudakov spoke at the meeting of the Council with a report on holding the I Congress of Teachers of the Russian Language and Literature of the Vologda Region. It will take place in October 2018 at the site of the Vologda State University. The congress participants will be met by 20 educational organizations of Vologda. The participation of teachers in the V All-Russian Belov Readings “BELOV. VOLOGDA. RUSSIA". The materials of the teacher's congress will be prepared for publication.

Reference:

The Russian Language Council was formed in March 2015 and approved by a decree of the Governor of the region. Its main goal is to unite the efforts of various public, scientific and state structures for the study, development and use of the Russian language.

Municipal budgetary educational institution of the city of Murmansk "Gymnasium No. 6"

(MBOU of Murmansk "Gymnasium No. 6)

POSITION
"SINGLE SPEECH MODE"

Murmansk 2015

1. General Provisions.

1.1. The regulation "Unified speech mode" was developed on the basis of the Federal State Educational Standard for Basic General Education, the order of the Ministry of Education and Science of the Murmansk Region "On approval of a comprehensive plan of measures to improve the quality of school philological education in the Murmansk region in the 2014/2015 academic year", "Methodological recommendations for organizing compliance with a unified speech mode in general educational institutions of the Murmansk region", developed by the GAUDPO MO "Institute for the Development of Education", "Methodological recommendations on some aspects of improving the teaching of the Russian language (based on an analysis of the typical difficulties of graduates in completing USE tasks)”, developed by FIPI in 2013.

1.2. The regulation defines the directions of the work of the gymnasium in the formation of a culture of speech of students and teachers, regulates the basic requirements for a unified speech mode, for writing and checking notebooks.

1.3. Unified mode of literate writing and culture of speech (spelling mode) - a system of requirements that are uniform for all, requiring strict observance by all of the literary norm in the field of orthoepy, grammar, logic, spelling and calligraphy; competent design of all materials, including the website of the gymnasium, documents; systematic correction of all errors and shortcomings in the oral and written speech of students with mandatory subsequent work on the mistakes made; a system of mastery of terms and special combinations in all subjects of the curriculum; notebook management system, etc.; “... observance of a unified speech regime at school requires the upbringing of the speech culture of students by the common efforts of all teachers. The requirements for compliance with the norms in the Russian language lessons should be supported both in the lessons in other subjects and in the system of extracurricular activities "(" Methodological recommendations on some aspects of improving the teaching of the Russian language (based on an analysis of the typical difficulties of graduates in completing USE tasks) ", developed by FIPI).

2. Development of students' speech.

One of the meta-subject results of mastering the educational program of general education by students is the ability to consciously use speech means in accordance with the task of communication to express their feelings, thoughts and needs; planning and regulation of oral and written speech, monologue contextual speech. Any statement of students in oral and written form should be evaluated, taking into account:

· logical construction;

Speech arrangement.

2.1.Students should be able to:

Speak and write on the topic, respecting its boundaries;

select the most significant facts and information to reveal the topic and main idea of ​​the statement;

present material in a logical and consistent manner;

Correct and accurate use of linguistic means for the formulation of statements;

build statements in a certain style depending on the purpose and situation of communication (at a lesson, conference, meeting, etc.);

answer loudly enough, clearly, observing logical stresses, pauses, correct intonation, pronunciation rules;

· draw up any written statement in compliance with spelling and punctuation standards, neatly, legibly handwriting.

Compliance with the communicative situation;

rules for the use of words, fixed in dictionaries, features of the use of language means in various styles of speech;

rules of pronunciation and stress (in oral statements);

rules for the formation and change of words, as well as the formation of phrases and sentences in accordance with the requirements of grammar;

rules of spelling and punctuation (in written statements); errors are not allowed in the spelling of the studied terms, capital letters in geographical names, in the names of historical events, in the proper names of writers, scientists, historical figures, etc.

Students' speech should be expressive, which is achieved by a variety of vocabulary and grammatical structure, the appropriate use of emotionally colored words.

For the speech culture of students, such skills as the ability to listen and understand the speech of the teacher and other students, to be attentive to the statements of the participants in communication, the ability to raise a question, to take part in the discussion of the problem, are also important, which characterizes one of the personal results of mastering the main educational program - the formation of communicative competence in communication and cooperation with peers and others in the process of educational, socially useful, educational research, creative and other activities. Students must master the skills of various types of reading, semantic reading, which is defined as understanding the purpose of reading and choosing the type of reading depending on the purpose.

3. The work of the teaching staff to implement uniform requirements for oral and written speech of students.

The upbringing of the speech culture of students can be successfully carried out as a result of purposeful and qualified actions of the entire teaching staff.

For this purpose it is necessary:

purposefully work to improve the culture of oral colloquial speech, correct incorrect speech, while observing the necessary tact, avoid the use of jargon, vulgar vocabulary, as well as dialect words and expressions both in the classroom and outside the classroom (except for special communicative situations in which their use is associated with learning tasks);

carefully check the literacy of all documents that take place in the gymnasium;

carry out educational work with parents (legal representatives) on the implementation of uniform requirements for the speech of students at school and at home;

make wider use of all types of extracurricular activities to improve the culture of students' speech;

When preparing for a lesson, an extracurricular event, carefully consider the course of presentation of the material, the correctness and accuracy of all formulations; competently draw up all types of records (on a blackboard, in a presentation, in a class journal, in student diaries); write in legible handwriting. Do not allow in your speech incorrectly constructed turns and sentences, violations of pronunciation norms, carelessness in the choice of words and inaccuracies in the formulation of definitions;

Pay more attention to the formation of schoolchildren's skills that contribute to the development of a culture of speech: the ability to analyze, compare, select material, highlight the main and secondary in it, provide evidence, draw conclusions and generalizations, etc .;

· in educational and extracurricular activities to carry out special work aimed at the full perception by students of the educational text and the words of the teacher, which are not only the main sources of educational information, but also examples of correctly formatted speech. In the course of this work, it is advisable to carry out such tasks as, for example, formulate the topic and main idea of ​​the text, draw up a plan for the teacher's message;

· wider use of expressive reading as one of the most important methods of forming the cultural speech of students as a means of emotional and logical comprehension of the text;

persistently teach schoolchildren to work with a book, use a variety of reference literature on the subject, a catalog and a card file, select literature on a specific topic, teach how to write abstracts, notes, citation material, etc.;

· systematically carry out work to enrich the vocabulary of students, familiarize them with the terminology of the subject being studied. When explaining such words, pronounce them clearly, write them down on the board and in notebooks, constantly check the assimilation of their meaning and correct use in speech;

any statement of students in oral and written form should be evaluated, taking into account the content of the statement, logical construction and speech design;

Monitor the accurate maintenance of notebooks in all subjects, the uniform and competent design of all entries in them. Watch out for spelling and punctuation errors.

4. Notebooks of students for written work.

4.1. The main types of written work in elementary school are:

· exercises in Russian language and mathematics;

· in Russian - composition and written answer to a question, dictation, vocabulary dictation, text copying, presentation, grammatical analysis, test;

in mathematics - work to test oral and written computing skills, problem solving skills, combined work, tests.

The main types of written works of basic and secondary general education are:

· exercises in Russian, foreign languages, mathematics, physics, chemistry;

· summaries of primary sources and abstracts on literature, history, social science, geography, biology, chemistry, physics;

Although the number of presentations in each class is not defined by the standard, this type of activity for mastering the content of the text and exercises for the development of speech is mandatory.

4.3.All entries Students must comply with the following requirements:

write in neat, legible handwriting;

uniformly carry out the inscriptions on the cover of the notebook: indicate what the notebook is intended for (for work on item name, for work on the development of speech, for tests on item name, for laboratory work, etc.), class, number and name of the gymnasium, last name and first name of the student. Notebooks for students 1st class signed only by the teacher. notebooks in a foreign language sign in the language being studied;

observe the margins on the outside;

indicate the date of completion of the work in numbers in the margins (for example, 01/20/15). In notebooks in Russian and foreign languages, the day and month are written in words in the form of the nominative case (for example, the first of February), a dot is not put at the end of the entry. In the 1st grade in the first half of the year, the date of work in the Russian language and mathematics may not be written, from the second half of the first grade, as well as in the rest of the primary school, the time for completing the work is indicated: the number in Arabic numerals, and the name of the month in words;

indicate on a separate line the place of work (classroom or homework), the name of the topic of the lesson, as well as the topic of written work;

specify the type of work to be performed;

· in notebooks for tests and development of speech in the Russian language and literature, the type of work is indicated from the red line, and its name is indicated in the line below. The point is not set. The same applies to the designation of short-term work performed in ordinary notebooks;

observe the red line;

between the date and the title, the name of the type of work and the title, between the title and the text in notebooks in Russian, do not skip the line. In notebooks in a cell in all these cases, skip only 2 cells. Between the final line of the text of one written work and the date in notebooks, skip 2 lines in a line, and in notebooks in a cell - 4 cells;

Perform carefully underlining, drawings, symbols with a pencil or pen (in primary grades only with a pencil), if necessary - using a ruler or compass.

4.4. Correct mistakes in all subjects as follows: an incorrectly written letter or punctuation mark should be crossed out with an oblique line, often words, a word, a sentence - with a wavy line; instead of the crossed out, inscribe the necessary letters, words, sentences; do not enclose incorrect spellings in brackets.

4.5.1. Frequency of checking notebooks for class and homework:

4.5.2. The frequency of checking all types of tests in subjects, presentations and essays in the Russian language and literature (checked for all students):

4.6. When checking the texts created by students, it is recommended to write a comment, a mini-review, etc., which contributes to the organization of feedback and work to improve what has been written.

5. Observance of the speech mode by pedagogical workers.

The teacher must demonstrate high-quality speech, the main characteristics of which are correctness, accuracy, consistency, relevance, richness and expressiveness.

5.1 Correctness of speech teacher, i.e. compliance with the norms of the Russian language, is an important factor in fixing the language norm in the speech of students.

In particular, a special role in the formation of normative Russian pronunciation in students is played by its implementation in the teacher's oral speech. In this regard, attention should be paid to the strict observance of orthoepic norms by the teacher.

5.2 Accuracy of speech ensures the adequacy of its content and is ensured by the use of the word in its meaning, which is enshrined in the explanatory dictionary.

5.3 Logic of speech teacher is not only the ability

To build a logically consistent presentation of the educational material, but also in the accentuated use of logical connections, transitions from one thought to another. One of the most popular types of speech in the practice of educational communication is reasoning, and at the same time, it is this type of speech that causes difficulties for students in the course of its production. The teacher has the opportunity, within the framework of his subject, to demonstrate speech samples built according to the “thesis - evidence - conclusion” model, thus consolidating the meta-subject skills of students.

5.4. Appropriateness of speech a teacher, that is, the correspondence of speech to the topic of the message, the composition of the audience, its personal and psychological characteristics, as well as educational and educational tasks, is the key to successful pedagogical interaction, the emergence of feedback. The right choice of language means, oriented to the interlocutor, the ability to adequately convey the content, justifying the expectations of the communication partner, harmonizes communication. The inconsistency of the teacher's speech with this criterion can lead to the emergence of speech and interpersonal conflicts - to misunderstanding, undesirable emotional effects, tension in speech communication.

5.5 Richness of speech- the necessary quality of the teacher's speech, since the insufficient vocabulary and speech development of students may not allow to adequately understand this or that expression, word in the teacher's speech. The richness of speech will provide a replacement for an incomprehensible unit and avoid misunderstanding.

5.6 Dialogic- an important characteristic of the speech of a pedagogical worker, focused on the implementation of subject-subject relations with students. The presence in the teacher’s speech of signs of dialogue (question-answer constructions; rhetorical questions and appeals; pronouns of 1 person in plural (we), 2 person plural (you), etc.) helps to create an atmosphere of discussion, stimulates the participation of the audience in the conversation.

The listed characteristics (correctness, accuracy, consistency, relevance, richness and expressiveness) should become the subject of self-analysis of the activities of the teacher, as well as the object of quality control of the speech activity of the teacher.

By the 21st century, man has achieved a lot: he is surrounded by roads, skyscrapers, cars, functional devices. These things, however, cannot completely remove people from nature, powerful and rebellious, it will always have an impact on society. A person can only learn to predict her behavior and, in accordance with it, build his plans. For this purpose, environmental monitoring was specially created.

What do we know about the word "monitoring"?

The word "monitoring" originated in Latin, then migrated to English, and later established itself in the Russian dictionary. So, monitor means “reminding”, “supervising”, “warning” and is interpreted as a whole complex of regular observations, assessments and forecasts of an object, in order to control and, if possible, optimize the processes occurring with its participation.

What is environmental monitoring?

If we are talking about environmental monitoring (hereinafter referred to as MEM), then it is clear that the object of study in this case will be nature and its state, as well as changes occurring in it both naturally and as a response to human activities.

Where did this concept come from

Officially, what environmental monitoring is was decided in 1971 at a UNESCO meeting before the 1972 UN Stockholm Conference, which was dedicated to this issue. It was then that the term was first used.

However, in the world, professional monitoring of fluctuations in climate, weather, and its phenomena was carried out long before that - about a hundred and a half years. These include well-known meteorology, seismology and other types of observations and measurements. In our time, the range of research is rapidly expanding, the number of measured parameters is growing, and a network of special stations is developing. At the same time, there is an assertion by those involved in environmental monitoring that these activities along the way complicate problematic issues that require immediate resolution.

Is there one monitor or several?

Monitoring is the most diverse, to create a holistic picture of a given subject, it would be useful to get acquainted with its various types.

Based on the goals and objects, sanitary-hygienic, environmental and climate monitoring are distinguished.

1. Sanitary and hygienic, first of all, is engaged in monitoring environmental pollution and comparing its quality with the hygienic standards for MPC (maximum permissible concentrations) identified for the protection, health and protection of a favorable environment for the life of the population.

2. Environmental monitoring plays its important role in the global environmental control system. Focuses primarily on renewable resources and analyzes the human impact on ecosystems and their response to human stimuli. This is the main purpose of this type of monitoring. The task is to study the typical, most common response effects not of individual organisms, but of their communities (ecosystems).

This type of monitoring includes the following types of control:

For atmospheric air. It is characterized by the fact that a set of program observations is aimed at accumulating data for their subsequent evaluation and use as a basis for predicting possible changes in the future.

beyond the hydrosphere. Its peculiarity is that it monitors the state of affairs in waters of different levels, we are talking about surface and underground.

Behind the lands (soils). Observations are carried out over the state of land cover and soil composition, in accordance with which decisions are made on measures to protect the land from the negative impact of external factors.

For radiation. Accordingly, the status and conjuncture of the radiation background are assessed.

3. Climate monitoring - an eco-service, which, as usual, is engaged in monitoring and forecasting climate changes and fluctuations. It looks like an ecological one, but the subject of its jurisdiction is not within the framework of the entire biosphere, but only in that part that affects the formation of the climate. This, as is known, is the atmosphere, surface water, snow masses, etc. Climatic monitoring is closely related to hydrometeorological observations.

Other classifications of monitoring can be given.

So, depending on the scale, they distinguish:

• Biospheric, it is also global. Within its framework, monitoring of the general world processes in the planet's biosphere is carried out in order to predict and warn about emerging emergencies and extreme threats.
• Impact. It works on a smaller scale - local points (a district or even an enterprise). Reports on anthropogenic impacts (industrial facilities or individual sources) and emergency situations (in the event of catastrophes, accidents, disasters, epidemics).
• Biological. Narrowly focused observations of biological resources - plants and animals. Bioindicators are used for these measures. Research is carried out in the territories of nature reserves or other protected areas.

Implementation of environmental monitoring

A necessary condition for high-quality management of environmental properties is the correct organization of the monitoring system.

The MOS system includes four main blocks:

1. Observation (implies obtaining data on the general state of objects under supervision). They are carried out with a certain frequency, at clearly defined intervals, which is very important for obtaining a complete and clear picture. Observations can be made both by separate stations (pointwise) and by their whole network. In order to separate anthropogenic and natural (natural) modifications from each other, it is necessary to store data for past years for comparison with previous indicators. This will make it possible to more accurately calculate the intensity of processes and predict their consequences.
2. Assessment of the present state. The information obtained from the previous stage is analyzed by specialists who are able to determine with high accuracy the degree of deterioration or, conversely, the well-being of the state of the object, establish the reasons for this, and outline trends in the subsequent variation of its state.
3. State forecast. At this stage, not only the future is assumed, but also attempts are made to support the hypotheses with certain evidence (calculations, indicators, etc.).
4. Forecast evaluation. The results obtained are again evaluated, and then communicated to the audience in one format or another.

GEMOS

The authorities responsible for the country are most concerned about the state of the environment; it is they who organize activities for the study and protection of nature in order to provide citizens with comfortable living conditions. Such activities in government structures are usually called state environmental monitoring (GEMOS).

Legal regulation of GEMOS

Being extremely important, this activity of the state is fully regulated by the legislation of the Russian Federation. This area is devoted to such legal acts as the Federal Law "On Environmental Protection", the Water and Forest Codes, the Federal Law "On the Protection of Atmospheric Air" and a number of others.

In addition, regulatory articles on the MOC are available in all natural resource and other regulatory legal acts. For example, the sanitary and epidemiological supervision bodies carry out their work on social and hygienic monitoring, on the basis of the Regulations on such monitoring.

Who carries out environmental monitoring in Russia

The legislator exhaustively established the entities that organize and carry out environmental monitoring of the environment in Russia. First of all, the entire system of authorized bodies is headed by the Government of the Russian Federation. Its structure includes the Ministry of Natural Resources of the Russian Federation, the Ministry of Agriculture of the Russian Federation and their subordinate federal environmental monitoring services and agencies competent in the area under consideration. For example, these include: the Federal Service for State Registration, Cadastre and Cartography; The center for monitoring the environment and hydrometeorology is the Federal Service of the Russian Federation of the same name, this includes Rybnadzor, as well as other government authorities.

What is environmental monitoring in Russia

At the state level, GEMOS is designated, firstly, as an integrated system for monitoring the natural environment and its state, assessing and predicting its changes under the influence of natural and anthropogenic factors. And secondly, as environmental monitoring, carried out by federal state authorities and the authorities of the subjects.

From the history

Activities on GEMOS began in the 30s in the USSR. Then, in connection with the problem of water consumption, research and control of surface and underground water bodies were relevant.

In the 50s, the first tests of nuclear weapons were carried out, so it became necessary to identify and organize the fight against radiation pollution of the natural environment.

The year 1972 was marked by the creation of a number of special organizations, departments and services that perform similar functions of environmental monitoring, so their preservation in the renewed Russia was considered inappropriate. Therefore, in 1993, the Unified State System of Environmental Monitoring of Russia (EGSEM) was created, and the main goal was to ensure safety and environmental protection. The tasks were observation, storage and processing of information about the status of the environment, as well as research and comprehensive analysis of the identified data and subsequent informing of citizens and stakeholders in this area. However, this attempt turned out to be weak, the environmental monitoring system survived only until 2003. Because her concept stopped in development, and the goal was not achieved. To date, there is a new decision of the Government of the Russian Federation on the organization and implementation of GEMOS.

Functions of environmental monitoring in the Russian Federation

Among the large number of them, the main ones can be distinguished:

• Implementation of monitoring of the state of the environment in the places where the factors of anthropogenic influence are located.
• Analysis, evaluation and identification of trends in the modification of the state of the natural environment under the influence of both biological and anthropogenic phenomena.
• Providing the needs of the state as a whole, its officials, organizations and citizens with complete, competent, reliable information about the state of the natural environment. This is important because it is necessary to prevent or reduce the negative effects of adverse changes.

Features of the organization of GEMOS in the Russian Federation

Some Soviet hardening of Russia led to the construction of GEMOS, whose activities are regulated in the strictest way. In our country, there are GOSTs (state standards), SanPiNs (sanitary norms and rules), RD (guiding documents) and OND (all-Union regulatory documents) adopted back in the days of the USSR. State ecological monitoring of the environment is carried out with the help of special observation stations connected to a network and information resources of the state data fund (hereinafter referred to as GFD). These elements are parts of the EGSEM.

State data fund

For the implementation of better and mobile monitoring, GFD is of great importance. I must say that until 2013, many competent authorities carried out environmental control in the country. As a result, the research data were scattered scattered at the locations of ministries, services and departments, and their interchange is difficult.

The salvation was the creation of such a valuable resource as a fund. This is a single information system, where all the data obtained during the monitoring are collected, which, of course, solved the above problem.

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