Creative work about the best moments. Creative homework in mathematics as a means of improving students' independent activities. Compilation of a problem book or collection of exercises

MBOU "Uglitskaya secondary school"

Creative work

"As my peers say"

Chelyabinsk region

Chesme district

the village of Uglitsky

MBOU Uglitskaya secondary school

6th grade 12 years

Head: Galina Alekseevna Goloshchapova,

teacher of the highest category

MBOU "Uglitskaya secondary school" of the Chesmensky district of the Chelyabinsk region

“The Russian language is extremely rich, flexible and picturesque for expressing simple natural concepts,” wrote V.G. Belinsky.

I agree with the statement of the famous critic. How many words can be found to express thoughts, describe nature, and just for communication!

In the Russian language lesson, I learned that scientists assume that there are more than 500 thousand words in the Russian language. All of them are "stored" in dictionaries. For example, "Explanatory Dictionary of the Living Great Russian Language" by V.I. Dahl has 200 thousand words and 30 thousand proverbs, and a 4-volume dictionary edited by D.N. Ushakov - 85 thousand words.

But, unfortunately, lately my peers are not at all interested in the richness of our native language, they litter it with various foreign words, for example, “hi”, “bye-bye”, “hello”. Also, in a place and out of place incoherent words "type", "shorter", "as it were" are used, which makes speech at times meaningless.

If you look closely at some words of youth slang, you can see that some of them are borrowed from thieves' jargon ("ksiva", "wet"), others are formed by the addition of roots (chikfaer - "lighter"), and still others are simply from abbreviations (schmuck - "fool", "dumbass"). In our school, students use abbreviated words in their speech: "matics" (mathematics), "literature" (literature), "physical" (physical education).

Why does youth slang arise? I think to make my speech incomprehensible to others, to show that you belong to the company, or is it just a desire to look like an adult.

And it also seems to me that these words are often used by my peers because such expressions bring a special “flavor” into the language: if you say “high”, it becomes clear - it's great, beautiful, interesting, but if you say “sucks” it means the opposite is true.

Quite recently I heard from my classmates a new (at least for me) word "nyasha". "He's so cute," they say, that is, "cute", "adorable." Opening Dahl's dictionary, I read that "nyasha" is mud with mud, a viscous liquid swamp. Nothing in common. Apparently, they just took a beautiful word as a basis, without even knowing the lexical meaning.

By the way, the words of youth slang penetrate both the speech of adults and the media. For example, I often hear words such as tusovka (company), Kalash (Kalashnikov assault rifle), respect (expression of sympathy), trick (something interesting, unusual).

What could be more important than a well-developed speech? Without her, there is no success in learning and good communication. In the speech of a person, his good breeding is visible. Undeveloped speech, small vocabulary, obscene language are indicators of a person's underdevelopment. Recently, more and more often in the speech of high school students (and sometimes younger students), an abusive speech sounds. I think this is unworthy for a person, after all, it is simply ugly.

The development of speech culture depends on the family, everyday environment. My parents, grandmother and grandfather have higher education, they love to read. We have a good library at home with a lot of reference books. And when something is not clear to me, I open an encyclopedia or dictionary and find the right answer.

Unfortunately, in our small village there are not many families with libraries or at least shelves of books. It's a pity. This is precisely why the vocabulary of many of my peers is scarce.

And I want to finish my work with the words of K. Paustovsky: “There is nothing in life and in our minds that could not be conveyed in the Russian language: the sound of music, the brilliance of colors, the play of light, the noise and shadow of the gardens, the obscurity of sleep, the heavy thunderous thunder , children's whispers and the rustle of sea gravel. There are no such sounds, colors, images and thoughts for which there would not be an exact expression in our language "

Test Project

Creative work on the topic:

"New opportunities for creativity

in educational activities ".

Essay by the teacher of the Russian language and literature, secondary school №2

Art. Grigoropolis, Novoaleksandrovsky District, Stavropol Territory

Anna Shelsky

The more we give joy and care to others, the more happiness we get ourselves.

Ancient wisdom

A teacher ... A modern teacher ... When I think about these concepts, I think about myself, about the school where I came to work in September of this academic year, about education in general. Where am I in all this? Am I a real teacher? Modern?

I'm sure it's too early for me to talk about it. After all, the life of a teacher can be compared to climbing a mountain peak. First you dream and think, then you make plans and get ready. And then a long and hard climb begins.

I am just at the beginning of this journey. My school dream came true: after graduating from Armavir State Pedagogical University, I received the specialty of a teacher of Russian language and literature. I started to climb the mountain. And where? In his native Grigoropolis MOU secondary school №2. Next to me is my beloved class teacher, teacher of Russian language and literature, now my mentor is Irina Viktorovna Goncharova. I think: I was lucky because I found myself in ideal conditions for starting teaching. And yet, I must find new opportunities for creativity in the educational process.

I worked for several months. During this time, I managed to experience the joy of first success and first victories, bitterness and tears of failures and mistakes. But I know what exactly did not happen. There was no disappointment, there was no such moment that you wanted to give up and give up everything.

While still studying at the Pedagogical University, I knew that I wanted to become a good teacher. I knew that for this you need to have not only excellent knowledge, but also a kind soul and a sensitive heart. And now I also realize that I must be in constant creative search, as well as in search of an answer to the question: "What and how to teach schoolchildren?"

And now I work at a school of the XXI century. Modern technologies allow the teacher to show their creativity to the maximum, reveal their pedagogical potential and bring variety to their lessons. Within the framework of the Federal State Educational Standard, conditions have been created in our school for a child to acquire knowledge on his own, to engage in self-education, to have the opportunity to try his hand at various fields, including research activities. I feel great satisfaction in the knowledge that I have been given the opportunity to be in the center of what is happening.

Yes, in the 21st century, the teacher entered the age of new technologies. And there is no doubt that a modern teacher needs to be competent in the field of ICT and introduce them into the educational process. I do it with pleasure. From my own little experience I know that lessons with the use of multimedia and the Internet increase interest in the study of the Russian language and literature, thanks to their use, the effectiveness of independent work increases, there is an opportunity to more widely realize their creative plans. These are truly new opportunities for the development of creativity in the educational process.

Now it is generally difficult to imagine the work of a teacher without the use of information technology, which allows using a computer and various information programs to build lessons, conduct extracurricular and extracurricular activities. That is why you have to constantly study yourself and work a lot. This means that self-education is a priority for a teacher in the modern world. The teacher must know not only his subject and master the methodology of teaching it, but also have knowledge in other spheres of public life, navigate in modern politics and economics.

The most important task for teachers is to educate children in such a way that they can quickly respond to the changing conditions of the world around them, be able to discover new problems and tasks, and find ways to solve them. To achieve this, an innovative approach is needed that ensures the transition to a productive and creative level and the creation of a system of interaction between students, teachers, and parents to solve educational problems.

Undoubtedly, children are central to this process. Communicating with them, I constantly feel a deep inner happiness, I feel necessary for those who are sitting in front of me. Of course, it is impossible to be lower than what they love in me, because right now I am the smartest, kindest, most beautiful for them. And at this moment I understand: for the sake of this feeling I live, I suffer, I read many books, try, experiment, fantasize - because I cannot let them down, I have no right to betray our unity. Words by S.L. Soloveichik reflect my pedagogical credo on the relationship between teacher and student: “There are no two attitudes towards a child - pedagogical and human. There is one thing and only one thing - human. "

I remember these words of the famous teacher also because I am the class teacher of the 5-A grade. First of September. First class hour. The first question to yourself: "Will I be able to?" The ringing bell changed my life. When my fifth-graders ran into the class, I realized: my place is here, in this office, in this school. And so every day I tell them everything that I know and can do. And I am happy to see that they like it. They are not the only ones learning - I continue to learn with them. Every day and hourly, I am an advisor, informant, inspirer, mentor and, it seems to me, a friend for them. Every day and hourly my activity changes: I am now an actor and creator, now a master and researcher, now an organizer and entertainer, now a guide and even a parent.

As I change, I understand that one thing remains unchanged: the teacher must necessarily know not only child psychology and age characteristics of the child, he must understand the soul of the child. Working at school, every day I plunge into the inner world of children and see how important the empathy and support of the teacher is for them. I believe that if a teacher is not able to see the inner world of his pupil, then he has no place in this profession, even if he perfectly knows the subject taught by him.

In my lessons, I try to create favorable conditions for the realization of the creative potential of each student and my own.

I believe that every child is talented. Talented in his own way. My task as a teacher is to reveal the unique potential of each child, to help him show his best qualities, to reveal himself. The development of a child, the improvement of his best qualities can only take place in activity. That is why the leading idea of ​​my pedagogical experience is modeling the choice of the most effective technologies, means and forms of organizing the joint activity of a teacher and a student.

With each new day, with each new lesson and class hour, I understand that I like the profession I have chosen. Now, as once, it is not surprising for me that a teacher, crossing the threshold of school, discovers a new life for himself, where there is a place for endless self-improvement, where a piece of childish naivety can be preserved.

Now I believe: school is my life. When people ask me: “What do you work?”, I answer with special trepidation: “Teacher!”. And I am especially proud that I am a rural teacher. It's not just a word - it's work. In a rural school, this is work from morning to evening. There is no other way. In another way, and do not want to. I love to spend all my time at school, because I like my job. As I. Kant said, "work is the best way to enjoy life."

That is why you cannot stop. Life is moving forward. Every day my students with wide eyes expect something new, unusual from me ... And since I have chosen the profession of a teacher, it means that I will strive only forward, only to new heights, so as not to disappoint them!

Currently, the society is undergoing significant transformations. These transformations relate to both the economic and spiritual spheres of human life. They also concern the sphere of education. The mores, ideals, and views of the younger generation are changing. Their attitude towards the world around them, towards people, towards school education is also changing. In this regard, there is a need for a purposeful study of the attitude of modern schoolchildren to learning at school. We have considered only one aspect of this problem - the attitude of schoolchildren to their homework in mathematics.

The aim is to study the changes in the attitude of schoolchildren towards homework in mathematics in the process of using creative homework.

Independent work is one of the important methods of improving academic performance and improving the quality of student knowledge. The prerequisites for the development of independence do not guarantee the successful formation of this quality in a growing person. It has been proven that without knowledge and skills there is no independence in learning. Independence is directly related to volitional processes. To make an independent decision, you need not only knowledge, experience, motivation, but also volitional efforts, tension.

Independent work is also a necessary condition for the development of students' thinking, fostering independence and cognitive activity of students, and instilling the skills of educational work.

One of the types of independent work is homework. Homework is independent study work without the direct guidance and assistance of a teacher. The formation of independence in educational and cognitive activities is one of the leading functions of homework. A home assignment should be both attractive to students and didactically strictly expedient. If homework is pedagogically thought out, it not only provides for a didactic, educational goal, but certainly develops and educates. Finally, homework should be a means of bringing learning and self-education closer together. Indeed, the mastery of general educational skills and abilities, the development of interest in independent educational work, the formation of the experience of creative activity - all these are the conditions for the formation of the need for self-education. In the lesson, the teacher, directing the actions of schoolchildren, seeks to increase the degree of independence of students. This degree is higher in the case when the teacher only sets the task, and the students then work on their own for a long time (for example, a class essay). Tasks of this kind require a fairly high intellectual independence. However, if such situations are isolated and do not constitute a system, then this is not enough for real life. A gifted student suffers defeat in life, as he lacks willpower, self-discipline, a sense of duty and responsibility, or other character traits that are necessary for independent activity no less than intellectual prerequisites. In the lesson, the development of these qualities can only be outlined, but not fully realized, since this requires constant conscious actions of the student. And he often does not have a choice when, in what sequence, for how long and by what means to complete tasks. All this was decided for him by the teacher and the lesson plan - it must be decided so that the educational potential of the lesson does not decrease.

This is the reason why even the best lesson will keep you from giving up your homework. This requires the student to be able to properly allocate their time and plan. A situation of moral testing arises. We have to overcome internal conflicts. The process of overcoming hardens the will. Difficulties are also hardened in a situation where one cannot accomplish something, in spite of all efforts, when one stumbles upon a “dead center” that makes one give up. These difficulties are natural and necessary for strengthening character, as well as the feeling of satisfaction and pride when the “impossible” task is nevertheless overcome.

Homework must be correctly used in your work, and its positive aspects will not be slow to prove themselves. Firstly, this homework, at the beginning or in the middle of the lesson, will help direct the attention of students in the direction necessary for the teacher, prepare the perception of new material. Secondly, a properly prepared and organized task can turn the very fact of housework from a boring and tedious necessity into an exciting, most importantly, very useful and, in its own way, irreplaceable work from the point of view of the student's self-education. Thirdly, to make the subsequent lesson, in which it will be listened to and tested, much more meaningful, more effective, more interesting. Fourthly, it will make it possible to harmoniously link several lessons into a single system. Fifth, to make the acquisition of knowledge by students a personal process, that is, to turn knowledge into an instrument of cognition. Sixth, it can help build a classy team. Seventh, to provide invaluable assistance in the formation of the character, personality of the student.

Creative, entertaining tasks and games with mathematical content have important cognitive and educational functions. There are different forms of developing creative abilities in mathematics lessons: contests, quizzes, games, competitions that allow students to show their ingenuity, invention, resourcefulness. After analyzing the methodological literature, best practices, we identified the following types of homework:

• assignments based on materials from newspapers, radio, television;
• rebuses, crosswords, teawords, cryptograms;
• text assignments (in a playful way “How to become a millionaire”);
• creative essays, mathematical tales, stories, poems;
• contests, competitions;
• find and highlight the error;
• development of tasks of various types based on the studied material, etc.

The study of the experience of teaching mathematics gives reason to conclude that there are still far from being used opportunities to increase the effectiveness of the educational process. These opportunities are mainly associated with the improvement of teaching methods, the formation and maintenance of students' interest in the study of mathematics.

When using creative assignments, the teacher must adhere to the following rules:

• creative homework should be regular;
• tasks should be both individual and collective, it is desirable to change the composition of the groups from task to task in order to rally the team and develop the ability to distribute responsibilities within the group;
• creative assignments should be used in the classroom or during extracurricular activities (in this case, the author of the work must be mentioned);
• assignments should be assessed, and performers should be encouraged by an assessment, or a note in a wall newspaper, or an award on a ruler, etc.

It is known that the success of homework depends on the quality of the lesson, on the thoroughness of the teacher's preparation for the homework assignment and on the quality of the verification of their completion. Thus, considering the main ways of setting and checking homework, we can carry out the following typology:

Assignment		Examination
By time	- at the beginning of the lesson; - during the lesson; - at the end of the lesson	By the quality of the check	- cursory inspection; - detailed check
By form	- oral; - written; - creative work; - cards; - punch cards	By time	- at the beginning of the lesson; - in the second half of the lesson; - extracurricular
For preparatory work	- with analysis (tasks for learning new things); - indiscriminately (tasks for repetition)	By checking	- mutual verification; - self-test; - teacher check
By the degree of individualization	- differentiated task (for individual students); - the task is typical for all students	Type	- custom scan; - verification of all works of students; - compacted check
		By sight	- by oral frontal questioning; - systematic decision on the board; - individual

On its basis, ways were identified to improve the methodology of homework in mathematics. Homework, non-standard in form and content, is considered, which not only make it possible to consolidate the material, but also are an indispensable means of stimulating creative activity, implementing an individual approach to learning.

To show the importance of the considered creative work, it was necessary to study the attitude of elementary school students to homework in mathematics before and after the experimental work on improving the methodology of homework. For the mass survey, a closed-ended questionnaire was used

Upon completion of the work carried out, we can conclude that the inclusion of creative assignments in homework stimulates the independent activity of students.

The conclusions made after analyzing the results of the survey can be briefly presented in the form of the following theses:

• the content of homework in mathematics should be thought out taking into account the possibility of completion and greater interest in work on the part of schoolchildren;
• the teacher should consider not only the content of the homework, but also the options for setting and checking it;
• ways to improve the methodology of homework in mathematics can be used as a means of stimulating students' independent activity.

So, problems with homework, of course, exist, but, as many successful teachers say, these are solvable problems, and every teacher should solve them for himself, because high results in teaching schoolchildren can be achieved only if the quality of homework assignments meets the requirements of today.

What is creative work? A work created with my own hands, a craft, a written verse, a melody composed ... A lot of things can be attributed to this concept.

The child creates every moment of his life

In fact, any activity can be called creative if a person performs it by connecting imagination. Children's creativity sometimes consists in the simplest actions that seem commonplace or even harmful to adults.

Here the kid tears the paper and randomly scatters the scraps on the floor. From the outside it may seem that he is just a hooligan. However, the child may be busy with an important task: he creates snowflakes that cover the ground.

The damaged wallpaper is an attempt to depict something monumental, large, that does not fit on the sheet. Rugged curtains may also be the embodiment of a creative idea - the child wanted to cut lace on boring monotonous curtains.

Life is a fairy tale to be seen

To connect imagination, doing something, you need to teach kids from childhood. Even such tedious work as rewinding balls can be easily turned into a creative one if you ask the "winder" to imagine the balls as living creatures that run around the bowl, talk, quarrel, reconcile - in short, live their own "ball" life. And then a boring occupation is no longer boring at all, but creative work.

With your own hands, the rewound threads under mother's or grandmother's fingers will turn into an amazing little thing, in the creation of which the baby will take part.

Types of creative work

That is why it is rather difficult to refer to specifically designated categories. But if we consider directly children's creativity, then several fairly extensive sections should be distinguished. These are the options for the activities in which the child can reach their potential. For example, one can distinguish such types of creativity as:

• fine;
• verbal;
• musical;
• theater and play.

This also includes design classes, modeling, making applications. L. S. Vygotsky proposes to include them in fine art. But research creative work is already a scientific activity. She most of all fits into the category of verbal creativity.

Musical children are already born

But the crumb got to the pans and selflessly knocks on them with a ladle. Where does the child get so much harm? Does he deliberately infuriate adults by causing headaches with noise? Of course not.

A wise adult understands that a kid is doing important creative work - with his own hands he learns to extract various sounds, compares them, adds them to a certain pattern. Let him do it clumsily for now, but look how he tries!

And what if next time instead of a saucepan we offer him a tambourine, castanets or triangles? You can arrange a real little orchestra with your child and play an amazing melody.

Drawing - a touch of creativity

Children also love to draw. They also begin to engage in this type of activity from early childhood. And if, while eating, the kid purposefully stains the table with jam, spreads a puddle of juice with his finger, smears porridge on his head and clothes, perhaps he is already trying himself as an artist.

Very tiny toddlers can be given at this age that are easily washed off furniture and hands and easily washed from clothes and upholstery. And the wallpaper in the children's room is best replaced with cheap ones, which you will not mind changing in a year.

Children, who are already cleverly holding a pencil in their fists, need to offer paper and show how great this "magic wand" can do amazing things on a white field.

And let the child first simply scribble on the sheet with pencils or put shapeless spots with a brush. The main thing in this activity is not the result, but the goal that he sets for himself.

Art classes in kindergarten

In the classroom, children are no longer just drawing. They carry out creative work on a topic set by the teacher. It can be a landscape or still life, a plot painting depicting people, animals, fairy-tale characters or household items.

Children's creative works are interesting, in which the teacher does not set a clearly defined task - to draw a specific object, but offers to independently come up with a concept of a picture on one or another, rather broad, topic. These may be the topics "We do not want war!", "Why do you need to follow the rules of the road?" other.

The words "sculpt" and "create" are often synonymous

As mentioned above, modeling also belongs to the fine arts. Kids, using plasticine, clay, polymer masses, salt dough, cold porcelain, try to sculpt what they see, love, what adults told them or read about, which is suggested by their fantasy. Such creative works of children can tell a lot about their inner world. That is why it is so important to give kids the opportunity to sculpt not only on a given topic, but also according to their own design.

Collective creativity of children

Everyone noticed that the kids sometimes do something together. They build a town in a sandbox or lay a highway, build fortresses out of snow. This type of activity not only allows you to unleash your creative potential, but also teaches you to work in a team, which will be so useful to them in their future adult life.

You should take advantage of this for educational purposes in the classroom. For example, the applique "Bird Town" can turn out to be wonderful if the children themselves stick on a drawing paper the birds cut out of paper, their nests, flowers, leaves on the branches of a tree or in the grass under it! This is a great collective creative work. Do-it-yourself things made and hung out will become the pride of kids, their parents and teachers.

Exhibitions of children's crafts

In children's institutions, a competition of creative works on a specific topic is often held. It can be very different. For example, "Contest of handicrafts from natural materials", "Making fairy-tale characters from vegetables", "Magic cardboard", "What can be made from plastic bottles?" other.

Children and adolescents purposefully learn to construct objects, compositions from scrap materials that can be used in everyday life or as home decoration. It is very important to set a task for the children, to show examples of work already done by someone, to explain that the option that was made according to their own intentions, and not copied, is more valuable.

It is interesting that the creative work of students is often so unexpected in solutions, individual and so skillfully executed that adults sometimes do not believe in the authorship of the student.

Children learn the world through play

All kids love role play. Taking part in them, they put on whole impromptu performances. But a smart teacher will not let this view take its course.

All children's groups develop a special creative work plan in this area. It must indicate the goals that the teacher seeks to achieve through the game, the necessary skills and abilities of the participants, which they consolidate or learn in the course of the action, methodological techniques.

For example, the creative game "Store" is included in the plan. The teacher sets the following goals:

• Familiarization with the work of adults who work in the store.
• Development of cultural communication skills in retail outlets.
• Fixing the names of products, classifying them according to quality criteria.

The preparatory ones used for organizing a didactic role-playing game can be as follows:

• Targeted excursion to the store.
• Chatting with children about what they buy in retail outlets.
• Modeling vegetables and fruits from plasticine.
• Drawing on the theme “We went to the store”.
• Ball game "Edible-inedible".
• Didactic table lotto "What are the products made of".

Role-playing games are used not only in kindergartens and primary grades. They are very effective in learning foreign languages. Also, even high school students really like playing teachers in the classroom - it teaches adolescents to be liberated, develops the skill of speaking in front of an audience, evaluating ability and reviewing other people's answers.

And everyone's favorite game "The sea is worried", when the presenter asks to show various figures, opens up the players' real acting talent.

Creative business - concert

Often in collectives you need to hold a concert on your own. It is good if all members of a small society know each other and know who is capable of what. But if the team is still very young, if it is only a couple of days old, how does it happen in summer camps at the beginning of the shift? Then the game "Chamomile" will help to organize such a creative business.

You just need to cut a lot of petals out of cardboard and lay them on the table or fix them with buttons on the wall. On the back of each you need to write an assignment: read poetry, sing, dance, portray an animal, tell a funny story, and so on. Children take turns choosing a petal for themselves and preparing their performance. Some are grouped with each other. The opportunity to replace one task with another should not be prohibited, this is still a creative matter, not an exam.

Verbal creativity

This view is a separate item. Even adults not all know how to interestingly talk about what they saw, especially to come up with something. But everyone needs to develop this talent from early childhood.

Children try to compose fairy tales, poems, fables - it's wonderful! Wise adults immediately write down all of their creations. And even if Bazhov or Dragunsky, Pushkin or Rozhdestvensky does not later grow out of the baby, the first literary experience will remain a pleasant memory.

But the skill of presenting, formulating, composing descriptions will be required both for a child at school and for an adult in the future. Therefore, it is worth paying special attention to retelling and presentation, drawing up stories from pictures.

Research

The process of knowing the world occurs constantly, from birth to ripe old age. At each age, it has its own volume and its own speed of assimilation of new things. However, it almost never stops.

A baby crumples and tears a newspaper, puts fingers and toys in his mouth. This is a serious research and creative work. The kid gets a lot of sensations, knowledge. But he is still too young to draw conclusions that are understandable to those around him.

Later, even when the child begins to master speech, he should be guided in the right direction. From early childhood, children should learn to systematize the knowledge gained. Executed in written or printed form, such a research work can be called a scientific work.

The baby can carry out the first experiments with bulbs, placing cups with plants on the windowsill. Daily observation results should be recorded under the supervision of an adult using notes or drawings. The finished version of the report is already a real research work.

You can organize creative research in the field of culture and art. For example, a comparison of patterns and ornaments on dishes will be an interesting topic. Here the novice "scientist" masters comparative analysis, learns to find the complex in the simple, and the simple in the complex.

Older children choose a more difficult topic for research. These can be analyzes of works of art and music, experiments with chemical elements, collection and systematization of methods for caring for plants, and other interesting options.

Briefly about the main thing

Every person has creativity. And the task of educators, parents, teachers is to help him open up with the help of collective actions, to give an impetus to the development of the talents of the growing personality.

Creativity is a creation that generates new spiritual and material values.

Creativity is the creation of something new and beautiful, it resists destruction, a template, banality, stupidity, inertia, it fills life with joy, arouses the need for knowledge, the work of thought, introduces a person into an atmosphere of eternal search.

In the lessons of the native language, the creativity of children is also possible with the perception of the read works, with their expressive reading, translation, especially in dramatization; in various types of work, in language games, in compiling dictionaries, modeling the phenomena of language, and the like.

In creativity, self-expression, self-disclosure of the child's personality are carried out.

The native language has always been and remains the main subject at school; it plays a decisive role in the spiritual life of a child. K.D. Ushinsky: “The language of the people is the best, it never fades and the color of its spiritual life, which begins far in history, eternally blossoms again. The whole people and their entire homeland are spiritualized in the language, the creative forces of the national spirit are embodied in it ... Language is the most alive, the most abundant and strongest connection, uniting the outdated, living and future generations of the people into one great historical living whole. "

The native language at school is an instrument of cognition, thinking, development; it has rich opportunities for creative enrichment. Through language, the student masters the traditions of his people, their worldview, ethnic values; through language he approaches the greatest treasures - Russian literature and the literatures of other peoples. Reading books opens up a new world of knowledge to the student.

A serious and difficult task of a teacher is to teach children to think, reflect on everything that is happening around and be able to talk about it, share their thoughts. It is this task that such academic subjects as the Russian language and literature are called upon to fulfill. These school subjects should teach children the ability to think creatively. One of the important tasks of training is the development of literary and creative inclinations, linguistic creativity, needs and the ability to own the wealth of the native language.

There are many teaching methods and aids to solve this problem. Reading itself in literature lessons presupposes the co-creation of the reader. The most important role in the development of students' speech, as well as their creative abilities, is played by creative work. There are a variety of types of creative work: composition, miniature composition, presentation, description of the painting, review, review.

One of the main types of creative work is the work. This work teaches students to think, reason. It is in the work that the creative abilities of students are manifested. But in order for this type of work to really interest children, it is necessary to correctly formulate the theme of the work. Think it over so that the student, working on it, could express his opinion, personal attitude to the problem. Usually, students willingly write essays on topics that suggest the possibility of an emotional response to what the student has read or seen, encourage personal assessments of literary facts, life situations. The work should be not only a stencil test of students' knowledge. In such works, there is no room left for the presentation of their experiences, intentions, judgments, there is no element of creativity.

Children's work is a kind of self-expression, self-awareness of a child. With the help of the work, children will share their impressions, experiences with the teacher, the class. The value of a children's work is determined by how much it reflects the feelings, thoughts of the child, the freshness of his perception of any phenomena.

A work, like a coherent speech in general, is a section of the Russian language and literature, a reflection and result of all training, which means that preparation for it begins long before it is written - from the first days of school.

The topic determines the content of the work, therefore any new topic is new content. However, today the form, and not the content, is the forming factor that determines the purpose of the work. As a result, all the richest opportunities for this type of training are completely dependent on the correctness of the text, excluding any possibility of independent reflection on the topic. After all, it is clear that in creative work it is difficult to plan the number of proposals. Therefore, students are given narrow boring topics that do not affect their minds and emotions. This affects the general development of the child, the formation of his worldview.

There are two main groups of topics: reproductive and creative. The themes of the first group involve the disclosure of any separate fact, phenomenon related to the experience of children or a separate academic subject. The second group - creative topics, the writing of which requires the child to creatively rework the entire fund of acquired knowledge. Developing such topics, the student is forced to carry out the subject transfer of knowledge, emotional-value judgments appear. Creative themes form the most important thing: the need for self-expression, for empathy, form the ability to transfer and connect knowledge from different areas, reflect on known facts and phenomena. Thus, conditions are created for the disclosure of all the intellectual and spiritual capabilities of children.

For the development of the individual capabilities of schoolchildren, such topics are very important that give them complete freedom in choosing a genre and even, to some extent, the content of their work. For example, "May there always be sunshine!"

Of particular importance is the formulation of topics, their emotional presentation. The teacher should strive to arouse the children’s interest in the work. This aspect is very important for motivating linguistic creativity, because it is how the student reacts to the task that largely determines its implementation. The formation of creative themes should correspond to the expected result: a multidimensional coverage of reality, the manifestation of an emotional-value judgment, that is, to affect not only the child's mind, but also his feelings.

Miniature works have a bright emotional coloring. This type of creative work has recently been used often both in Russian language lessons and in literature lessons. In the fifth and sixth grades, children can be offered a variety of topics for writing miniature works, for example: "My school", "Russian language lesson", "Our class", "My teacher", "Culture of the Russian people" and many others.

Such creative works, which take no more than ten minutes in the lesson, are very popular among schoolchildren, they develop their speech skills. Most importantly, in such works you can see the direct reaction of children to what they write about. And this is very important from the point of view of education.

Creative work contributes to the literary and general development of schoolchildren, their moral education, the formation of their aesthetic taste.

At all stages of teaching the Russian language, in order to develop students' monologue speech, the landscape painting genre can be used. Experience shows that schoolchildren write essays-descriptions based on pictures with interest. In the fifth - sixth grades, it is advisable to use landscapes with a clear content objectivity, with a clearly expressed pattern, close to the life experience of students in their environment, simple in composition. Landscapes should be accessible to students, related to a specific lexical and grammatical topic, arouse students' need for speech activity, help educate their moral and aesthetic qualities.

The following landscapes meet these requirements: “Landscape with Oaks” by A. Savrasov, “Morning in a Pine Forest”, “Rye” by I. Shishkin, “Winter Evening” by N. Krymov, “March Sun”, “End of Winter. Noon ”by K. Yuon, etc. An essay-description based on a painting not only develops the creative abilities of children, but also introduces schoolchildren to art, develops aesthetic taste, acquaints them with the work of outstanding artists. It is in such lessons that you can use multimedia technologies. You can show the children a portrait of the artist, briefly tell about his life and work, acquaint with the best works. This is much more effective than working with a reproduction in a textbook, since children can follow the stages of the artist's work, better understand the theme, the idea of ​​the painting. All this arouses their keen interest, makes their imagination work.

Another type of creative work is presentation, as well as presentation with elements of the composition. This type of work develops children's memory, the ability to retell a text. A presentation with elements of an essay teaches students not only a written presentation of what they have read, but also the ability to express their thoughts on a specific topic.

The purpose of texts about the culture of the Russian people for various types of dictations and creative works is to provide practical material on all the main grammar and spelling sections of the Russian language program.

The bank of texts is intended for those who teach the Russian language at all levels (at school, college, lyceum, university), for everyone who is interested in the originality of the Russian language and worries about its fate.

The process of organizing children's speech creativity includes the following interrelated stages:

Indirect preparation stage;

The stage of direct work on the work (choosing a topic, introducing it to children, organizing independent work);

The stage of work on a work after it has been written (oral discussion, use in the classroom in various academic subjects).