Volume 02 Issue 03-2022
1
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
04
Pages:
01-07
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article discusses application of innovative technologies in teaching the Russian language and literature. The
principle of application is simple: in the center of the sheet or board, a keyword is indicated that reflects the main
topic of the text material, words and phrases are placed around, expressing ideas, key points suitable for this topic,
which are connected by lines with the main concept, thus establishing new logical connections. Thus, a structure is
obtained that graphically reflects our thoughts, determines the information field of this topic. So, one of the
advantages of using innovative learning technologies is that they are easily adapted and transferred to various
educational conditions.
KEYWORDS
Knowledge, understanding, application, analysis, synthesis, evaluation, innovative technologies, Russian language,
Russian literature, board, keyword, main topic, text material, words, phrases, expressing ideas, key points, main
concept.
INTRODUCTION
In the rapidly changing language policy of the state,
one of the most important places in the educational
space is the need to use innovative approach to
teaching foreign languages.
In connection with the annually increasing flow of
foreign students in all universities, it seems relevant
and promising to develop innovative technologies and
their active use in teaching Russian as a foreign
language. The very concept of “innovation” first
Research Article
APPLICATION OF INNOVATIVE TECHNOLOGIES IN TEACHING THE
RUSSIAN LANGUAGE AND LITERATURE
Submission Date:
April 05, 2022,
Accepted Date:
April 08, 2022,
Published Date:
April 12, 2022
Crossref doi:
https://doi.org/10.37547/ajps/Volume02Issue04-01
Sevinch R. Khazipova
Student, Faculty Of Philology, Gulistan State University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 03-2022
2
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
04
Pages:
01-07
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
appeared in scientific research in the 19th century, but
it received a detailed understanding at the beginning
of the 20th century in scientific research. the works of
the Austrian and American economist Schumpeter J.
as a result of the analysis of “innovative
combinations”, changes in the development of
economic systems. Since this term was first
introduced into scientific use in economics,
“innovation” did not mean any innovation or
innovation, but only one that seriously increases the
efficiency of the current system. An innovative
approach to learning is, of course, a multidimensional
phenomenon, which was studied at different times by
scientists who made a significant contribution to the
development of pedagogical innovation: Klarin M.V.,
Zagvyazinsky V.I., Polyakov S.D., Polonsky V.M.,
Yusufbekova N.R.
THE MAIN FINDINGS AND RESULTS
Innovative technologies make it possible to realize
one of the main goals of teaching Russian as a foreign
language - to give an opportunity to move from
studying the practical course of the Russian language
as a system-structural education to studying it as
means of communication and thinking, and transfer
educational and cognitive activity to productive and
creative level. In this regard, the use of pedagogical
innovations is aimed at developing the student's
abilities for self-improvement, for independent
orientation in the information received and the search
for solutions to problematic issues, for independent
language activity in new situations. Significant
emphasis is placed on activation of independent work
of students, which is manifested both in the planning
of the modern educational process and in the
preparation of relevant documentation, such as
Curricula, Basic Educational Programs and Work
Programs of disciplines. Thus, currently independent
work students (SIW) is considered as an equal form of
educational activity, along with practical exercises and
lectures, capable of providing high-quality training of
a specialist.
At the same time, the question of finding effective
ways to organize IWS for teaching Russian as a
foreign language, which requires the inclusion of
modern innovative technologies in the educational
process, is acute. Given the signs innovations, which
are always: novelty, demand, feasibility, the presence
of a sustainable beneficial effect; we will analyze the
methods and technologies of innovative learning, as
well as specific techniques used in the RFL classes.
At the current stage of the research, different
methods of innovative learning are distinguished, for
example, such as: modular learning, electronic-
interactive learning, problem-based learning, distance
learning, exploratory information learning, project
method, etc. Russian as a foreign language teachers
use these teaching methods to varying degrees,
sometimes not separating one from the other, but
rather varying them among themselves and
successfully integrating them into the thematic
context. So, one of the advantages of using
innovative learning technologies is that they are easily
adapted and transferred to various educational
conditions.
Consider the essence of the most popular methods of
innovative learning in teaching foreign languages and
Russian language:
Modular training is based on the independent
achievement of the goals of cognitive activity, on the
independent selection and use of the necessary
information in the process of working on a module
that combines learning goals, educational material
indicating tasks, recommendations for completing
Volume 02 Issue 03-2022
3
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
04
Pages:
01-07
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
these tasks. The module is considered as a functional
unit that combines educational content and methods
of learning activities to master this content. The
construction of the module is based on the theory
phased formation of mental action and the main thing
is the correct structuring of students’ activities:
perception,
understanding,
comprehension,
memorization,
application,
generalization,
systematization. When conducting a modular lesson,
it is necessary that each student understands the
purpose of the lesson, what needs to be studied and
what to focus on. The role of the teacher in modular
learning comes down to managing the work of
students: to motivate, organize, advise and supervise.
With such an organization of work, the teacher has
the opportunity to communicate with almost every
student, using a differentiated and student-oriented
approach. This method of teaching allows you to
determine the level of assimilation of new material
and quickly identify gaps in students’ knowledge.
Problem-based learning is a system of teaching
methods and tools based on the modeling of a real
educational process by creating a problem situation
and managing the search for a solution to the
problem. The purpose of such training
- mastering not only the results of scientific
knowledge and the system of knowledge, but also the
very way of obtaining these results, the formation of
cognitive independence and development creative
abilities. The organization of problem-based learning
is based on the principle of search educational and
cognitive activity of the student. In problem-based
learning, the activity of the teacher is to systematically
create problem situations, provide students with
information and organize their educational and
cognitive activities in such a way that, based on the
analysis of the material, students independently draw
conclusions, generalizations and conclusions. The use
of elements of problem-based learning has a number
of special advantages: it stimulates mental abilities
and prepares competent specialists for life in a
constantly changing world.
Electronic-interactive training involves the use of
modern information network technologies. The
essence of this method of learning is rather in a
special form of organization of the educational
process, in which almost all students are involved in
the educational process, they have the opportunity to
discuss and verify the reliability of what they learn and
what they think. Interactive activity in RFL classes
involves the organization and development of
dialogue communication, which leads to interaction,
mutual understanding, to the joint solution of
common, but significant tasks for each participant.
During this training, students learn critically think,
solve complex problems based on the analysis of
circumstances and relevant information, weigh
alternative opinions, make thoughtful decisions,
participate in discussions, communicate with other
people. Thus, the process of cross-communication
takes place.
— active involvement in communication of each
student. To do this, individual, pair and group work is
organized in the lessons, research projects, role-
playing games, work with documents and various
sources of information, creative work, etc. To ensure
the implementation of electronic interactive learning,
multimedia, interactive, mobile, wireless classrooms
are equipped. One of the advantages of this type of
training is the acquisition and application of the skills
of
mastering
modern
technical
means
and
technologies
for
searching
and
processing
educational information. Among the means and tools
of e-learning, as a rule, all interactive resources and
Volume 02 Issue 03-2022
4
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
04
Pages:
01-07
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
materials are distinguished, such as: electronic
libraries and ELS, electronic educational resources of
disciplines (EER), training courses, chats and video
chats, e-mail, video conferences, online seminars and
webinars, sharing software applications, interactive
posters, etc. The use of electronic programs and
Internet services in teaching Russian as a foreign
language has a number of advantages: firstly, the
possibility of distance learning for foreign students
who are outside the country of study, and in addition,
training visual memory, consolidating pronunciation
and spelling, and the use of productive skills. In the
context of the global digitalization of educational
standards, this method of innovative learning is
becoming an integral part of the modern education
process. It should be noted that the implementation
of the listed methods of innovative learning meets the
principles of accessibility, flexibility and variability of
use in classes with a foreign-language audience.
Innovative learning is based on the technology of
developing critical thinking, that is, the formation of
creative unconventional thinking, using the latest
achievements of scientific theory and teaching
practice.
The technology for developing critical thinking
through reading and writing was developed by the
International Association and the Consortium of the
Humanist pedagogy, in the last 15 years it has become
widespread in the systems of general and vocational
education in 29 countries of the world. The
methodology for the development of critical thinking
includes three stages: the first is a challenge; the
second is comprehension; the third is reflection.
Consistent passage of all stages allows you to develop
the ability not only to master the information, but also
to critically evaluate, comprehend, and apply it. When
using innovative technologies in teaching Russian as a
foreign language, the following techniques are
successfully applied at different stages of the critical
thinking development methodology:
• associative series;
• reference abstract;
• Insert (interactive writing system for effective
reading and reflection);
• brain attack;
• group discussion;
• reading with stops and compiling
clusters;
• Bloom’s questions;
• cinquain;
• interactive lecture;
• nano-essay;
• key terms;
• confused logical chains;
• didactic game;
• linguistic maps and cards;
• linguistic allusion;
• text research;
• work with tests;
• creative and innovative forms of homework.
Let us consider in more detail the techniques that in
practice arouse the greatest interest of the foreign-
speaking public studying the Russian language: the
Volume 02 Issue 03-2022
5
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
04
Pages:
01-07
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
compilation of clusters, nano-essays, cinquain, insert
and the formulation of answers to Bloom’s questions.
When organizing work with a new text in RFL classes,
it seems quite effective to draw up a cluster, which
means a method of graphic organization of the
material, which makes it possible to visualize those
thought processes that occur when immersed in a
particular topic. The cluster is a reflection of a non-
linear form of thinking and characterized by
hypertextual linking. The principle of application is
simple: in the center of the sheet or board, a keyword
is indicated that reflects the main topic of the text
material, words and phrases are placed around,
expressing ideas, key points suitable for this topic,
which are connected by lines with the main concept,
thus establishing new logical connections. Thus, a
structure is obtained that graphically reflects our
thoughts, determines the information field of this
topic.
In order to help students summarize their knowledge
on the topic studied, we use such a type of written
task as a nano-essay. For the teacher, this is an
opportunity to get feedback, usually students are
offered two points that need to be completed in 5
minutes, usually at the end of a thematic lesson or
module:
1. write briefly two phrases about what students have
learned on a new topic;
2. ask one question that the students never got an
answer to.
Thus, through simple actions, the processes of
comprehension and reflection are launched in
students about the studied material, the barrier of
formulating possible difficulties and set up a channel
of mutual communication with the teacher. Also, the
technique of compiling a syncwine seems to be
innovative, which allows you to effectively develop
critical thinking, research abilities of a foreign
language audience, and activate its creative activity at
the stage of reflection. Cinquain (from French
cinquains, English cinquain) is a five-line poetic form
that arose in the United States at the beginning of the
20th century under the influence of Japanese poetry.
Later it began to be used (recently, since 1997, and in
Russia) for didactic purposes, as an effective method
for the development of figurative speech, which
allows you to quickly get the result. Didactic cinquain
is based on the content and syntactic structure of
each line. The principle of creation is quite simple and
accessible to students who begin to learn Russian as a
foreign language.
The first line - the theme of syncwine, contains one
word (usually a noun or pronoun), which denotes the
object or subject that will be discussed.
The second line is two words (most often adjectives
or participles), they describe the features and
properties of the object or object selected in the
syncwine.
The third line is formed by three verbs or gerunds,
describing the actions of the object.
The fourth line is a four-word phrase expressing the
personal attitude of the author of the syncwine to the
described subject or object, it can be either a quote or
a proverb on the topic.
The fifth line is one summary word that characterizes
the essence of the subject or object.
This technique allows you to synthesize information,
enrich vocabulary, formulate the main idea of what
you have read and prepare a brief retelling of the text
fragment.
Volume 02 Issue 03-2022
6
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
04
Pages:
01-07
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
As a result, the designations are counted and entered
into a table, after which there is a discussion and
analysis of what is already clear and what needs to be
repeated or clarified. This technique involves an
independent analysis of information, interactive
discussion and comparison of the material.
In the final work with the text, it is advisable to
introduce the method of Bloom’s questions, which is
based on the method created by the famous
American psychologist and educator Benjamin Bloom
taxonomy of learning objectives by levels of cognitive
activity: knowledge, understanding, application,
analysis, synthesis and evaluation. The experience of
using this technique in practice shows that students,
starting from the first language level, understand the
meaning of all types of questions, that is, they can
give their own examples and formulate answers. This
technique can be implemented in different forms,
both Bloom’s cube and Bloom’s chamomile are used
in this way. There is only one principle - the
formulation of questions with six settings: name why,
explain, suggest, invent, share. Practice shows that
the reception motivates students to work actively,
helps develop critical thinking skills and, in an
entertaining way, control the level of formation of
communicative competencies.
A variety of innovative methods and techniques
shows that these tools can be used at all stages of the
educational process, allow students to offer dozens of
types of learning activities, and help organize
students’ independent work in a new way. Of course,
innovative teaching of Russian as a foreign language
does not exclude the use of classical traditional
technologies, but, according to the true interpretation
of the initial definition of “innovation”, is designed to
effectively complement them by increase the
motivation of students and significantly intensify the
process of mastering the Russian language.
Thus, the productivity of the developed approach is
manifested in the ongoing interest in the subject and
the ability to satisfy it in the conditions of learning
according to the search-technological model, and the
effectiveness of the methodology, supported by
stable positive results of language, speech, spelling
development, has been proven not only by the
improvement of educational indicators by all students
of the EC, but and the growth of their creative
position (development of a sense of the new,
sensitivity to linguistic problems, sensitivity to
contradictions,
connection
of
the
seemingly
unconnected, the need for creativity, etc.).
CONCLUSION
The analysis of the results obtained, reflecting the
implementation of the project of innovative study of
the Russian language as a condition for the formation
of educational motivation and the assimilation of
knowledge simultaneously with general educational,
general language, speech, spelling and innovative
skills, allows us to conclude that such an organization
of the educational and cognitive process changes not
only the style of communication, the type of thinking
and teaching methodology; the attitude of
adolescents to the subject “Russian language” and
the Russian language is changing, and they
themselves are changing: positive motivation is
growing, independence in speech and thinking
activity, cognitive interests are strengthening, which
is manifested in the desire and ability to learn and has
a positive effect on important personality traits -
observation, self-esteem, self-regulation.
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Volume 02 Issue 03-2022
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American Journal Of Philological Sciences
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2771-2273)
VOLUME
02
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Pages:
01-07
SJIF
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FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
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