Bakhchisarai methodological office - Crimean Tatar language and literature. The study of Crimean Tatar literature in the integrated course “literature”; methodological development on the topic of the lesson. General information
Begins publication of lessons “Learn the Crimean Tatar language”, prepared by S. Useinov, V. Mireev, V. Sakhadzhiev, for persons with poor command of their native language. The lessons are presented in an accessible form and will be published from easy to more complex, corresponding to the lesson numbers.
1 lesson. General information
The Crimean Tatar language is the native language of the Crimean Tatar people, whose historical homeland is Crimea.
On May 18, as a result of the deportation of the Crimean Tatar people from Crimea, the compactness of language groups was destroyed, and a mixture of people occurred. His exile for 46 years, the lack of schools with native language of instruction led to the fact that the language began to be forgotten, the dialect language environment disappeared, the boundaries between dialects began to blur, and this process, unfortunately, continues.
The Crimean Tatar language is part of the Turkic linguistic group of languages and has three dialects:
a) northern, or steppe;
b) middle, which forms the core of the modern literary language;
c) southern, or coastal (on the basis of all these dialects the literary language has developed and continues to develop).
The languages of dozens of peoples of Central Asia, the Caucasus and Transcaucasia, the Volga region and Siberia (Turkmen, Kazakh, Uzbek, Karachay-Balkar, Kumyk, Turkish, Azerbaijani, Gagauz, Tatar, etc.) are related. The vocabulary of the Crimean and Azov Greeks, Crimean Gypsies, Karaites, Krymchaks, Crimean and Don Armenians (immigrants from Crimea) has a lot in common with the Crimean Tatar language.
The Crimean Tatar language has ancient written orthographic and literary traditions. At the same time, over the centuries it has not remained aloof from the influence of other languages that do not belong to the Turkic group. Due to the influence of Arabic, Persian, Greek, Italian, Gothic, Armenian, Russian, Ukrainian languages, its lexical wealth was constantly replenished and expanded.
The formation of the Crimean Tatar literary language has not yet been completed, which serves as some obstacle to the definition of normative usages.
For seven centuries (until 1928), the Crimean Tatar language, like most Turkic languages, used Arabic script, since 1928 - Latinized, and since 1938 - Cyrillic script.
As in all Turkic languages, in the Crimean Tatar language words and word forms are formed by adding affixes to the root.
The Crimean Tatar language differs from Russian in the following main structural features:
- when inflected, the root of the word does not change:
lion - lions (arslan - arslanlar);
– with few exceptions, there are no prefixes and prepositions; instead, affixes and postpositions are used:
school - at school (mektep - mektepte); holiday - happy holiday (bayram - bayramnen hayyrlayim);
– almost every affix has, as a rule, only one specific meaning and is added to the root or to another affix one after the other, for example:
language - write;
languages – written (text);
yazıcı – writer;
yazicilar - writers;
yazicilarim - my writers;
yazijylarymyz – our writers;
language - to our writers.
It is easy to notice that the affix -ji forms the name of the figure, affix -lar- plural; affix -g'a– dative-directive case, etc.
– most affixes have sound variants, the choice of which depends on the composition of the preceding syllable:
azbar - courtyard, azbarda - in the courtyard;
ozen - river, ozende - in the river;
dolap - closet, dolapta - in the closet;
dzhep - pocket, jepte - in the pocket.
It is clear that the affixes -yes, -de, -ta, -those mean being somewhere, i.e. local case;
shair - poet, shaire - poetess;
saip - owner, saibe - mistress;
oja – teacher, odjapche – teacher;
Kerim - Kerim, Selim - Selima;
– adjective definitions do not change by gender, number, case:
Bizim Myshyk is our cat; we beat our mice to our cats.
Sounds of the Crimean Tatar language
Most of both vowels and consonants of the Crimean Tatar language are close to the corresponding sounds of the Russian language.
However, there are also specific ones. These include four consonant sounds:
- sound [j] is a voiced pair of sounds [h] and is pronounced not separately, as in the Russian words “jam”, “jazz”, but completely together (in the alphabet the letter combination j comes after the letter h, and not after the letter d).
Examples: jan - soul, jenk - war, oja - teacher, ajji - bitter taj - crown, crown.
- sound [gъ] resembles the Ukrainian sound [g] (in the alphabet the letter combination g comes after the letter g).
Examples: dag – mountain, forest; sag - alive, right; yagmur - rain; bagcha - garden; g'arip - poor, unfortunate; gayrydan - again, again.
- sound [къ] can be compared with the sound combination [kh] in the word “bacchus” (this sound is close to the hard Russian sound [kh]).
Examples: kar – snow; kart – old; vakyt – time; bashka – another; kayyk – boat; kaitmak - to return.
Letter combination in the alphabet k comes after the letter To.
Note. If you find it difficult to pronounce, then this sound can be pronounced as a hard [x].
- sound [нъ], which was previously depicted by the combination ng. This sound can only be present in the middle of a word or at its end (in the alphabet the letter combination nb occupies the position after the letter n).
Examples: yany - new; mana—to me; olunyz - be, become; en – most, most; tan - dawn, dawn; aldyn - (you) took it.
Note. In addition to specific sounds, the Crimean Tatar language has sounds that differ in pronunciation from the sounds of the Russian language, denoted by the same letters. So, usually briefly, like an overtone, sounds are pronounced s, And, at, Yu.
For example: word son– class – approaching [s´n´f], til – language – close to [t], otur! - sit down! – close to [ot´p], rev.i – silver – close to [k´m´sh].
As in Russian, the consonants of the Crimean Tatar language can be divided into three groups:
a) sonorous: r, l, m, n, nъ;
b) voiced noisy: b, v, d, z, g, g, gъ, j;
c) deaf noisy: p, t, f, s, sh, ch, k, ъ, x, c, sch.
most voiced and voiceless noisy consonants are contrasted in pairs: b - p, v - f, d - t, j - h, zh - sh, z - s, g - k, gb - b.
Sounds do not have their own pair X, ts, sch.
Sounds ts, sch found only in borrowed words (from Russian and Ukrainian languages or through Russian from other languages).
Sound and rarely occurs in literary speech.
Consonant sounds depicted in writing in combination with subsequent ones e, O, And, Yu, th, I, are somewhat softened, although to a much lesser extent than in the Russian language: chel - steppe, penjere - window, biri - one of ..., smb., syut - milk.
Softened consonants form so-called soft syllables (there is no such term in Russian). Soft syllables also form combinations with a vowel e: ev - house, et - meat, es - consciousness, reason, mind.
The sounds are always soft To, G: kormek – see, geje – night.
monitoring the state of teaching the Krysko-Tatar language in schools in the Bakhchisarai region for the 2017-2018 academic year
District teacher workshop
On February 26, 2019, a regional seminar for teachers of the Crimean Tatar language and literature was held on the basis of the MBOU “Plodovskaya Secondary School” on the topic: “Formation of student learning skills in the lessons of the Crimean Tatar language and literature in the context of the implementation of the Federal State Educational Standard» . As part of the high-level seminar, teacher Kamalova E.N. an open lesson was held in 4th grade on the topic: “R.r. No. 6 Compilation of the text “Winter” (N.i. No. 6 “Kysh” serlevali metin tizyuv). Through the efforts of Muzhdabaeva A.M. and studentsschoolsAn extra-curricular event dedicated to International Mother Language Day was held.
Theoretical issues on the topic of the seminar were discussed. A report, accompanied by a presentation, based on their own pedagogical experience, was made by Kurtumerova N.R., teacher at the MBOU "Kashtanovskaya Secondary School" - "Introduction of innovative technologies in the lessons of the Crimean Tatar language and literature" and Muzhdabaeva A.M., teacher at the MBOU "Plodovskaya Secondary School" - “Ilya Frank’s reading method and mnemonics in the lessons of the Crimean Tatar language and literature.”
Young Teacher SchoolCrimean Tatar language and literature
January 23, 2019 On the basis of the Municipal Budgetary Educational Institution “Vilin Secondary School No. 2”, a school for a young teacher of the Crimean Tatar language and literature was held on the topic “Modern lesson in the context of the implementation of the Federal State Educational Standard”.
The teaching staff of the school warmly welcomed the guests.Presented the school’s business card to everyonedeputy director for water management Khalilova E.D., who, being also a teacherCrimean Tatar language and literature and the head of the RMO, shared her work experience, conducted a master class on the analysis of a modern lesson, based on her teaching experience, using presentations, spoke about a modern lesson, project activities, and presented her research work.
Teacher of Crimean Tatar language and literature Murtazaeva Z.S. conducted an open lesson in 8th grade on the topic: “Jumlenin bash ve ekinji dereje azalar. Tekrarlav" (“Main and secondary members of a sentence. Repetition”), accompanied by a presentation. Teacher MBOU "Kholmovskaya Secondary School" Khalilova M.S. made a report on the topic of self-education and presented everyone with a variety of visual material.
The SHMU participants expressed their deep gratitude to the NGO administration for the opportunity to visit the school, the methodological assistance provided, and the warm welcome.
The event was held on an emotional high.
Young Teacher SchoolCrimean Tatar language and literature
November 13, 2018 On the basis of the MBOU "Sokolinskaya NOSH" the School of a young teacher of the Crimean Tatar language and literature was held on the topic "Designing a modern lesson."
The teaching staff of the school warmly welcomed the guests. Teacher of the Crimean Tatar language and literature Osmanova G.Kh. presented a presentation to all participants of the event, conducted an open lesson in the 4th grade “Journey to the country of the native language.”
Muradova L.A., teacher at the Municipal Budgetary Educational Institution “Pochtovskaya Secondary School,” shared with young teachers her experience in designing a modern lesson.
District
October 23, 2018 on the basis of the Kuibyshev Secondary School named after. Khrustaleva N.T.” a regional workshop for teachers of the Crimean Tatar language and literature took place “Designing a modern lesson Crimean Tatar language and literature».
History teacher N.N. Sorokina A fascinating excursion around the Belbek Valley was held. The teachers visited the monument to S. Emin, where, through the efforts of the librarians of the Kuibyshev Library of Branch No. 19 named after S. Emin, Vasilyeva S.P. and Klimchuk I.I. An extracurricular event was organized dedicated to the life and work of S. Emin. The event was accompanied by music and performances by students MBOU "Kuibyshevskaya secondary school named after. Khrustaleva N.T.”
School director Pasha S.N. introduced the successes and achievements of the teaching and student teams. An open lesson in 3rd grade on the topic: “Yangyiravuk ve sagy tutuk sesler” was conducted by the teacherCrimean Tatar language and literature Mamedova U.E., fragment of the ORKSE lesson on the topic: “ Moral values of Islam” was conducted by primary school teacher E.F. Mamedova. Theoretical issues on the topic of the seminar were discussed. The report, based on their own teaching experience, was made by teacher of the highest category Mamedova U.E. and Murtazaeva Z.S.
The school's surprise for the teachers was a video about the teachers' work Crimean Tatar language and literature on the day of the seminar.
The event was held on an emotional high.
Seminar materials
The IX April student readings took place at the Ismail Gasprinsky Memorial Museum
On April 24, 2018, the next April student readings on the topic: “135th anniversary of the newspaper “Translator-Terdzhiman” took place at the Ismail Gasprinsky Memorial Museum. The main goal of this cultural and educational event is to form among schoolchildren an active civic position in the field of knowledge of their native language and the history of their region.The event was attended by 29 students from 13 educational organizations in the district.The students showed good knowledge of their native language, bibliographic material, and showed creative and research abilities. Substantial reports were prepared, accompanied by multimedia presentations, and works were presented that were distinguished by their diversity, originality, and high level of artistic performance.
The jury, which consisted of leading teachers and museum staff, noted the rather in-depth study of the selected topics by all participants in the event and especially noted the training of students of the MBOU "Tankovskaya OOO" Zeylulaev Y. and Abduramanova M., who presented the work in the form of a news program using material from the newspaper " Terdzhiman" 1906 The museum staff, for their extraordinary and creative approach to preparing students, especially noted the mentoring work of I.S. Saifullaeva, teacher of the Crimean Tatar language and literature of the Tankovskaya Secondary School, and awarded them memorable prizes.
Upon completionIX April student readings, all participants of the event were awarded certificatesDepartment of Education, Youth and Sports of the Administration of the Bakhchisaray District of the Republic of Crimea and the Ismail Gasprinsky Memorial Museum of the State Budgetary Institution of the Republic of Kazakhstan BIKAMZ.
Young Teacher SchoolCrimean Tatar language and literature
April 17, 2018 On the basis of MBOU “Secondary School No. 5” in Bakhchisarai, the School of a young teacher of the Crimean Tatar language and literature was held on the topic “Modern lesson”.
The teaching staff of the school warmly welcomed the guests. Teacher of the Crimean Tatar language and literature Asanova F.M. Conducted a speech development lesson in 7th grade on the topic “Traditional medicine”. Participants, together with the methodologist and the head of the RMO, discussed the methodological foundations of a modern educational lesson and the requirements for its implementation.
Workshop for teachers of the Crimean Tatar language and literature
A regional workshop for teachers of the Crimean Tatar language and literature on the topic: “The use of innovative technologies in the lessons of the Crimean Tatar language and literature” was held on January 31, 2018 at the Krasnomakskaya Secondary School.
Presented the school's business card Deputy Director for Educational Management Gerasimova G.Yu., teachers had the opportunity to visit the school museum. Open lesson in 6th grade on the topic: “ Cherkez-Ali “Otmeknin kadiri” » conducted by teacher Abkirimova L.D. Through the efforts of the teaching staff and students of the school, an event dedicated to the memory of Alima Abdennanova “The feat of living through the centuries” was held, a fragment of the event “Festival of the Peoples of Crimea” was shown. L.S. Dzhemilova, a teacher of the highest category at MBOU “Bakhchisarai Secondary School No. 1”, shared her work experience. and first category teacher of the Municipal Budgetary Educational Institution “Plodovskaya Secondary School” Kamalova E.N.
At the seminar, the issue of the municipal competition “Modern Lesson” was held, as well as the upcoming competition for the best essay “My contribution to the future of the Russian Crimea”, the All-Crimean competition “Language is the soul of the people”.
The event was held on an emotional high.
We offer seminar materials for use in your work.
Municipal competition for the best methodological development of a lesson on the Crimean Tatar language and literature “Modern Lesson”
From January 17 to 26, 2018, the “Modern Lesson” competition was held among teachers of the Crimean Tatar language and literature. 20 works were submitted to the Competition: 16 of them were in the “Crimean Tatar Language” nomination, 4 works were in the “Crimean Tatar Literature” nomination. 12 educational organizations of the district took part in the Competition. The jury members noted the originality of the pedagogical ideas, as well as their versatility and applicability to other teachers.
The winners of the competition were:
in the category “Crimean Tatar language”
1st place - Khalilova E.D., MBOU "Vilin Secondary School No. 2 with Russian and Crimean Tatar languages of instruction";
2nd place - Azizova V.R., MBOU "Uglovskaya Secondary School";
3rd place - Kurtseitova A.Sh., MBOU "Vilin Secondary School No. 2 with Russian and Crimean Tatar languages of instruction."
in the category “Crimean Tatar Literature”
1st place - Asanova F.M., MBOU “Secondary School No. 5”, Bakhchisarai;
2nd place - Saifullaeva I.S., MBOU "Tankovskaya OOSH";
3rd place - Muzhdabaeva A.M., MBOU "Skalistovskaya Secondary School".
Competition materials published in the methodological bulletin “To help the teacher of the Crimean Tatar language and literature.”
School of a young teacher of Crimean Tatar language and literature
November 01, 2017 On the basis of the MBOU "Bakhchisaray Secondary School No. 2" the School of a young teacher of the Crimean Tatar language and literature was held on the topic "Development of creative abilities of students in the lessons of the Crimean Tatar language and literature."
The teaching staff of the school warmly welcomed the guests. Teacher of the Crimean Tatar language and literature Mamutova Z.S. presented a presentation to all participants of the event, made a report and played an interesting game with young specialists.
Using an electronic presentation in their speeches, the head of the Regional Educational Institution for Teachers of the Crimean Tatar Language and Literature, teacher of MBOU “Secondary School No. 5” in Bakhchisaray Asanova F.M., teacher of MBOU “Skalistovskaya Secondary School” Muzhdabaeva A.M., teacher of MBOU “Skalistovskaya Secondary School” A.M. teacher of MBOU "Pochtovskaya Secondary School" Muradova L.A.The event was held on an emotional high.
Workshop for teachers of the Crimean Tatar language and literature
On October 24, 2017, a regional seminar for teachers of the Crimean Tatar language and literature “Use of interdisciplinary communication as a factor in increasing the effectiveness of teaching” was held at the MBOU “Turgenevskaya Secondary School” . As part of the high-level seminar, teacher Dulgerov Sh.Sh. a master class “Use of interdisciplinary communication in the lessons of the Crimean Tatar language and literature” was organized and conducted. Also, through the efforts of the teaching staff, incl. teacher Sh. Rustem Dzhelil. At the event, students of the Turgenevskaya Secondary School performed dances, recited poems, and sang songs written by Rustem Dzhelil. Guests got acquainted with his life and work, had the opportunity to ask questions and received instructions from the master word.
Theoretical issues on the topic of the seminar were discussed. The report, using electronic presentations, based on their own pedagogical experience, was made by: teacher of the highest category of MBOU “Secondary School No. 5”, Bakhchisaray Asanova F.M. - “Use of interdisciplinary communication as a factor in increasing the effectiveness of learning”; first category teacher of MBOU "Uglovskaya Secondary School" Azizova V.R. - “History knows the pain of the heart”; first category teacher of MBOU "Sokolinskaya NOSH" Osmanova G.Kh. - “Let go of the wing of humility for them and you will comprehend wisdom”; teacher of the highest category MBOU "Golubinskaya Secondary School" Useinova E.D. - “Idris Asanin is a fighter for justice.”
The seminar discussed the issue of preparation for the municipal stage All-Russian Olympiad for schoolchildren in Crimean Tatar language and literature , which will be held on the basis of MBOU "Secondary School No. 5" in Bakhchisaray.
VIII student readings were held at the Ismail Gasprinsky Memorial Museum
On April 29, 2017, the Ismail Gasprinsky Memorial Museum, together with the Department of Education, Youth and Sports of the Bakhchisaray District Administration of the Republic of Kazakhstan, held traditional student readings.
The event was attended by 18 students from 16 educational organizations in the city of Bakhchisaray and the Bakhchisaray region.
ProgramVIIIstudent readings:
- The story of one exhibit: the secrets of Ismail Gasprinsky’s gift cane(Museum staff introduced the children to the history of the object; they talked about the meaning of the texts engraved on the edges of the gift cane).
- Children's periodicalsXIX- beginning of the twentieth century. from the funds of the State Budgetary Institution of the Republic of Kazakhstan BIKAMZ(With Museum employees told and showed the reading participants what children's periodicals of the last century looked like).
- Student performance(this year the students prepared performances and dramatizations dedicated to the life and work of Umer Ipchi - writer, actor, director, follower of I. Gasprinsky).
- Rewarding participants of readings with certificates.
Works were staged, poems, stories, reports were read, and students prepared interesting slide presentations about the life and creative path of U. Ipchi.
Substantial and interesting works and performances were prepared by students of the following teachers: Murtazaeva Z.S., MBOU “Vilin Secondary School No. 2 with Russian and Crimean Tatar languages of instruction,” Useinova E.D. MBOU "Golubinskaya secondary school", Kurtumerova N.R., MBOU "Kashtanovskaya secondary school", Saifullaeva I.S., MBOU "Tankovskaya secondary school", Khalilova M.S., MBOU "Kholmovskaya secondary school", Emiralieva Z.A., MBOU " Verkhorechenskaya Secondary School", Muzhdabaeva A.M., MBOU "Skalistovskaya Secondary School", Mamutova Z.S., MBOU "Bakhchisarai Secondary School No. 1", Khalilova G.S., MBOU "Secondary School No. 5" Bakhchisaray, Dulgerova Sh.Sh ., MBOU "Turgenevskaya Secondary School", Abkerimova L.D., MBOU "Krasnomakskaya Secondary School", Azizova V.R., MBOU "Uglovskaya Secondary School", Dzhemilova L.S., MBOU "Bakhchisarai Secondary School No. 1".
We, people of different nationalities living in neighbors, are obliged, for the sake of the common good, to strive for mutual understanding and learn to respect each other. By studying the life and culture of the people living next to you, you understand, as far as possible, their national flavor. A striking example of culture is literature.
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Studying
Crimean Tatar literature
in an integrated course
"Literature"
Creative work
Russian language teachers
and literature
Seit Yagya
Lily Serverovna
Introduction
- Literature lesson and reading activity of teenage schoolchildren.
- Perception, awareness and comprehension of new material.
- The stage of generalizing the knowledge and skills developed in the lesson and understanding the homework.
- Lessons in preparation for analyzing a work of art.
Conclusion.
Introduction.
We, people of different nationalities living in neighbors, are obliged, for the sake of the common good, to strive for mutual understanding and learn to respect each other. And the path to this lies through knowledge of the history, culture and, of course, literature of all peoples, united by a polysemantic word - fellow citizens.
And indeed, by studying the life and culture of the people living next to you, you understand, as far as possible, their national flavor. A striking example of culture is literature.
In the course of my work, I want to raise the issue of studying Crimean Tatar literature in the integrated course “Literature”. By addressing this topic, I want to reveal some aspects of literature as a lesson and the relationship between teacher and student in the process of cooperation.
A literature lesson today is a lesson permeated from beginning to end with modernity. Whatever the teacher talks about, whatever he devotes his classes to - the literature of the distant past or our days, he pursues the goal of educating a person who is active for our today and tomorrow. We are not talking about the artificial, notorious “links” of the past with the present, but about the ability to highlight in any work of art problems and conflicts that are organic to it and important to the reader.
What’s new in the literature lesson today is freedom of planning. You can, for example, study the folk tale “Altyn tower hyyar bash” (“Golden-haired and green-haired”) for one lesson, limiting your lesson and your work to a quick conversation, but you can devote several lessons to its study - prepare a dramatization of some episodes, transform class in a theater with real actors, artists and spectators who came to the performance.
When deciding how to organize the study of Crimean Tatar literature, the teacher has the right to turn to any of the options provided by the program or look for some new option:
- you can organize your work in class as a discussion of home reading (if there is a text);
- You can organize a retelling and discussion in class.
The teacher's preferences, the mood of the class, the interests of the students - everything determines the time that will be spent on studying the work and the forms of work that will be used.
What is the most important thing in class work when studying Crimean Tatar literature? I think that this is the ability to organize the study of a work in such a way that the student can experience the joy of studying and, together with the author, solve (or at least pose) problems that are equally important for people of all nations and generations.
The main tasks of literary education are to introduce people to universal human values, cultivate aesthetic taste and interest in reading. One of the specific tasks of teaching Crimean Tatar literature in the integrated course “Literature” at school is to study the works of poets and writers.
The program includes the most interesting artistic works of Crimean Tatar authors of different eras, modern writers, legends, fairy tales, myths, tales, jokes and other genres of oral folk art. The texts of literary works are selected taking into account the age characteristics of students.
- Literature lesson and reading activity
teenage schoolchildren.
In literature lessons, the teacher solves the important task of introducing students to the riches of domestic and world artistic culture, developing artistic perception and aesthetic views.
Naturally, the student cannot understand such broad goals of education, upbringing and development facing the school. But he goes to a literature lesson to gain new knowledge. It would seem that the motives for the activities of the student and the teacher are close to each other. And yet they differ significantly, primarily in that the teacher strives not only to convey knowledge to his students, but also to teach the children that reading activity, the mastery of which contributes to a deep perception of the world of literature.
Characterizing reading activity in their studies, psychologists convincingly prove that for the full perception of a work of art, uniform development and optimal structure of the cognitive processes of the lesson are necessary.
And whatever the content of the lessons for studying literary works (whether it is an initial acquaintance, or a generalization of ideas, or an awareness of one’s attitude to what has been read), each lesson requires preparation for the perception of the topic of the lesson and comprehension with students of the results of their independent reading.
- A stage of perception, awareness and comprehension of new material is necessary;
- The stage of generalizing knowledge and skills developed in the lesson;
- Finally the stage of understanding homework.
Let's consider what the nature of the work may be on each of the identified structural elements of the lesson in the process of studying Crimean Tatar literature.
- Preparation for the perception of the topic of the lesson and comprehension with students of the results of their independent reading of the work.
An analysis of a number of methodological works shows that they provide a preparatory stage mainly for the first lesson on the topic. In this case, an article about the writer is usually retold. If this is another lesson, then it often happens that the teacher determines the beginning of work with the phrase: “So, where did we stop in the previous lesson?”
Meanwhile, it is important that the stage of preparation for the perception of the topic of the lesson should be present at each educational lesson and would be built not only on the basis of the usual teacher information about the writer, about the era depicted in the work, about the history of the creation of works, etc., but also on the material enriching the life experience of students.
This focus of the preparatory stage of the lesson helps the student realize the importance of literature lessons for himself: they help him navigate both in the world of art and in life, in relationships with others.
For example, telling children that the folk tales “Kush tilinden anlagan bala” (The boy who understood the language of birds) and “Altyn tower hyar bash” (“Golden-haired and green-haired”), passed on from generation to generation, constantly improving, have endured test of time, it is possible to report various versions of these tales that have survived to this day.
After the introductory word, you can read or tell one of the fairy tales close to the text. The teacher's first reading or retelling is a model for students. That is why it is important that the fairytale beginning (in a leisurely, melodious pronunciation), repetitions and ending, and a description of the heroes’ skills are clearly heard.
A frontal conversation after listening to a particular fairy tale will reveal how correctly its meaning is understood, and will set the students up for further work - mastering the skill, this time of artistic retelling of individual fragments of the text.
Discussion of questions posed by the teacher, exchange of opinions and impressions are not only a means for the teacher to control the process of perception, but also arouse additional interest in the work among students. Naturally, the teacher takes on the role of organizer at this stage of the lesson.
- Perception, awareness and comprehension
new material.
Studying a work of art in a lesson can be called a secondary, conscious perception, which is carried out under the guidance of a teacher and involves analyzing the work from a certain angle. In this case, the initial stage of analysis is the selection of artistic material (chapters, episodes, various situations), which allows students to focus their attention on a particular problem of the work.
I believe that the selection and classification of material is the most important, but not the main content of the “perception, awareness and comprehension of new material” stage. Textual analysis is of decisive importance - the most significant moment in the lesson in terms of time and purpose, since the teacher here seeks to deepen the understanding of the ideological and artistic meaning of the work.
Let's consider a textual analysis of one of the works of the outstanding Crimean Tatar writer Asan Chergeev “Takdir” (“Fate”). This poem shows the powerless position of the Tatar woman in the family and in society. The main character of the poem, Esma, does not obey her father’s will and refuses to marry someone she doesn’t love. But he dies in this battle with old traditions.
The introductory speech should arouse interest in the work and its author. This could be a retelling of the introductory article. Another option is to remember the works of Asan Chergeev, known to the children (“Ayvangar not aitalar”, “Tilki ve kyoyan” - “What the animals talk about”, “The Fox and the Hare”), and think together about what the writer values in people and what he rejects.
The poem can and should be analyzed by the teacher in class. The tension of the plot awakens a desire to find out what will happen next, imbued with sympathy for the main character, the schoolchildren eagerly await the denouement. You should not destroy the integrity of the impression by asking questions, talking during the analysis, or making detailed comments. And you should not waste time analyzing the work, because the teacher directs the children’s attention to the main thing, helps them correctly understand the work.
And most importantly, the teacher’s reading should give students aesthetic pleasure and emotional shock. Without this there is no study of literature.
- Stage of generalization of knowledge and skills,
formed in the lesson,
understanding homework.
The generalization stage in the lesson presents particular difficulties. At first it is difficult to answer a number of questions:
What were the objectives of the lesson and were they solved? How much material did the children have to master while working on the topic and did they cope with it? What reading skills should you focus on and were the planned tasks successful?
Teenagers in literature lessons, like batteries, accumulate knowledge, skills, and certain moral experience. That is why it is so important that every student who shows initiative and reveals his potential is supported and noted by the teacher at the generalization stage, so that a creative atmosphere reigns in the class, and responsibility for the work is formed not only among the teacher, but also among the students themselves.
This is the creative atmosphere that reigns at the stage of generalization when studying Crimean Tatar literature of the 13th – 19th centuries, especially the work of the famous poet Ashyk Umer.
It should be noted that from the point of view of the content and features of poetics in Crimean Tatar medieval poetry, three directions are usually distinguished.
The first is the so-called poetry of the divan (from Arabic "divan" "in the meaning of "a collection of poetic works of one author") - poetry of the khan's court.
The second direction ispoetry of religious and mystical content or Sufi (Sufism - mystical-ascetic movement in Islam).
Finally, the third direction - ashik poetry (from Arabic "ashik" " - in love; poet). Representatives of this trend accompanied their performances by playing the musical string instrument saz (which is where another name for this poetry comes from - saz poetry) and, combining in one person the numerous talents of a poet, composer, singer, and performing musician, they enjoyed enormous popularity among the people. This poetry is characterized as folk poetry, but in the process of its development it adopted many elements of the sofa. Ashik poetry gave Crimea, as well as all Turkic literature in general, the famous poet Ashik Umer, as well as many other bright names.
A feature of Ashyk poetry was the reflection of the whole gamut of human feelings and experiences: joy, grief, sadness, jealousy, hope, longing, etc. So at the general stage of the lesson, when studying the lyrics of a famous poet, you can try your hand at composing quatrains in size and rhyme similar to his poems.
The stage of the lesson at which homework is comprehended can, without exaggeration, be placed in first place in terms of its importance for organizing the entire subsequent learning process. The teacher constantly uses various types of homework in his work. He invites the children to prepare retellings of individual episodes (close to the text, briefly, selectively), draw up a plan, prepare expressive reading, oral drawing, answer the proposed questions, etc. It would seem that the palette of homework is rich and varied. However, it is difficult to formulate them as tasks for a specific job.
The difficulty lies in the fact that if in any other subject children, through homework, consolidate the knowledge acquired in class, then literature is characterized by advanced homework.
And for homework on Crimean Tatar literature, there is another particular difficulty: it is very difficult to find certain works of authors translated into Russian, and some are not possible at all. And even among translated literature there are works that do not reach the artistic level of the original.
- Lessons in preparation for analysis
a work of art.
The lesson in preparation for the analysis of a work of art, being relatively complete and independent (it has its own topic, its own specific tasks, etc.), is at the same time organically connected with the construction of the entire system of lessons on this topic. The internal connection of lessons on a given topic, which is based on the general objectives of studying the topic, is sometimes replaced by an external one. Thus, when studying a major epic work, such an appearance of interconnection can be created by examining a literary text as the plot develops.
In the system of lessons for studying a major epic work, three types of lessons are usually distinguished (according to the main stages of its study): introductory, a lesson in the analysis of a literary text, and a final-summarizing one.
Below, based on the material of the historical novel “Alim” by Yusuf Bolat, two of them will be considered: the introductory and subsequent initial lesson in the chain of lessons (usually there are several) of the analysis of a literary text. Although these lessons belong to different types, when included in the lesson system, they acquire some functional similarities.
The task of the introductory lesson is to prepare students to comprehend the work in the process of the upcoming analysis, to awaken their interest in studying it, and to create the necessary emotional mood in the class.
A special task of the initial lesson in analyzing a literary text is to familiarize students with the writer’s artistic style. After all, the study of each new epic work is a meeting of students with a new creative individuality, an original artistic style, which students must master in order to comprehend the richness of the content of the work and introduce them to new aesthetic experiences.
A wide variety of options for an introductory lesson in preparation for the analysis of a literary text are possible, even when studying the same epic work.
Usually at school the novel “Alim” is analyzed within the framework of the conflict between Alim Aidamak as a robber and a rich society. Thus, the study of the novel concentrates mainly on the historical content.
Sometimes, when analyzing a work, the question arises: “So, who is Alim Aidamak (or Alim Azamat oglu)?”
And here, in the analysis of the work of art, the main character is considered as Alim - a robber who took part of the property of the rich and gave it to the poor. Or Alim the protector and Alim the savior. After an artistic analysis of the work and the historical era, students approach this question.
Conclusion.
Solving problems to improve the learning process dictates the need to tirelessly turn to the main “cell” of the educational process - the lesson, the correct organization of which contains inexhaustible possibilities for increasing the effectiveness of learning.
The teacher needs to clearly understand what the activities of schoolchildren in literature lessons are. The terminological phrase “cognitive activity” in the learning process is widely known. And when a teacher comes across the concept of “reading activity,” he, having a unclear idea of the content of this concept, interprets it as an educational (cognitive) activity of students.
Meanwhile, a full-fledged process of artistic perception presupposes the ability to comprehend not only the content of a literary work, but also to recreate in one’s imagination the pictures depicted by the writer, to perceive the world of feelings and experiences of literary characters, to see the author’s position (attitude, assessment) in all components of the work.
In my work, I tried to show some stages of a lesson when studying Crimean Tatar literature, the tasks of a modern lesson and their implementation.
But I want to note a common feature of the history of Crimean Tatar literature - these are significant losses. The works of Crimean Tatar poets and writers have been carefully preserved for centuries in libraries in Turkey, Romania, Germany, France, England, the USA and other countries. But in their homeland, alas, they were periodically destroyed: hundreds of thousands of volumes of Crimean Tatar literature were lost in the maelstrom of military and political events of the 18th – 20th centuries. And now in Crimea it is very difficult to find certain works of Crimean Tatar authors, and some are completely impossible.
As for their translations into Russian, the task of searching and collecting is complicated by the fact that initially there were few of them, and in the last 60 years these works have not actually been translated or republished.
Week of the Crimean Tatar language.
From February 15 to 22, open competitions and events were held. The subject week opened with a wall newspaper competition and an exhibition of works of elements of the Crimean Tatar costume.
The following students took an active part in these competitions: Nasurlaeva Mavile (5th grade), Nebieva Alie (9th grade), Podavanova Zarina (10th grade), Beytullaeva Elvina (10th grade), Abduramanova Sevilya (10th grade), Ablaev Alim (7th grade) , Dzhemilova Adile (5 grades), Sadiev Rauf (6 grades), Skidan Tatyana (6 grades), Belyalova Dzhevirye (6 grades), Chapchakchi Aishe (5 grades), Ganieva Aishe (5 grades), Buribaeva Melie (9 grades), Kadyrkulov Alim (10th grade).
On Tuesday, February 16, an open extracurricular event on the Crimean Tatar language took place in elementary school (extracurricular activities). Festival of fairy tales "Masallar Aleminde". The event involved 38 students from grades 1 to 5.
Also, on this day, an exhibition-presentation “Bizim karamanlar” took place, which told about the heroes of the Great Patriotic War Alima Abdennanova and Amet Khan Sultan.
On Wednesday, February 17, a reading competition was held dedicated to Mother Language Day "Ana tilim-guururym." Students read staged poems by famous Crimean Tatar poets about their native language.
Competition results:
1st place- Elvina Beytullaeva - 10th grade, Aziz Khalilov and Leila Khalilova - 7th grade.
II place- Dzhemilova Adile - 5th grade, Karamutdinova Rushena - 7th grade, Nebieva Alie - 9th grade
III place- Zayredinov Rashid - 5th grade, Ilyasov Kemal - 6th grade
Primary school students solved crosswords and puzzles on this day.
On Thursday, February 18, an open lesson on Crimean Tatar literature was held in grade 7. Lesson topic: Extracurricular reading lesson. E. Shemy-zadeh. "Kart bagchevan akyynda ikle."
On Friday, February 19th, the week ended with a traditional coffee. The owner of the Crimean Tatar language classroom, Zera Shevketovna Dzhemilova, greeted students and teachers with aromatic coffee and national sweets.
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