Constructing classifications in Russian language lessons as a way to form the universal skill of 6th-grade students (using the example of studying the topic “The Adjective”)

Archive of Scientific Articles

ISSUE:

Philology. Theory & Practice. 2025. Volume 18. Issue 2

COLLECTION:

Language Teaching Techniques

All issues

Abstract. The aim of the research is to substantiate the necessity and methodology of a phased introduction of special assignments into the Russian language curriculum for 6th grade in general education institutions. These assignments are designed to develop the basic logical action of “establishing a significant feature of classification, grounds for generalization and comparison, and criteria for the analysis being carried out”. The article proposes stages for forming the ability to construct classifications of studied phenomena on the material of the subject “Russian Language”, analyzes the material of the current school textbook for compliance with the stages of instruction, and indicates the conditions for introducing assignments on the construction of classifications into practice within the framework of studying the topic “The Adjective”. The scientific novelty of the research lies in the development of a methodology for the consistent formation of the basic logical action for identifying the basis for dividing the studied grammatical phenomena into groups, classifying them on the basis of generalization and comparison, using the example of working with sixth-graders. The article describes three stages of forming a universal learning skill for constructing classifications on the material of grammar. At the first, initial stage of work, it is proposed to use tasks to identify the similarities and differences in the grammatical features of language units, to consider and compare the possibilities of variable and constant grammatical features on practical material. At the second, advanced stage, the bases for grouping the studied phenomena according to one or more features are identified, and the functioning of the studied phenomena in a similar context is considered. At the third, final stage, it is assumed that the results of the work are comprehended in order to identify generalized logical methods for constructing classifications within the framework of the studied topic. As a result, it was determined that compliance with the indicated stages of including tasks on the classification of studied phenomena will contribute to the development of basic logical actions, such as analysis, comparison, generalization, since conditions are created for the conscious assimilation of linguistic phenomena by students.