Cand. Sc. (Education) Aryamova O.S.
Penza State University
TRAINING JUNIOR SCHOOLCHILDREN IN COMPOSING http://www.multitran.ru/c/M.exe?t=715248_1_2&s1=%F8%EA%EE%EB%FC%ED%E8%EARIDDLES

Work on the development of speech in modern elementary school is based on genre and stylistic basis. This means that junior schoolchildren are learning not to compose at all, as it was before, but the "real speech genres relevant to the practice of communication" [1].

A riddle also refers to these speech genres - a small-scale text, more descriptive, "on interesting topics to children on the basis... of literary works " [1]. Educational and pedagogic value of working with a riddle is defined with the fact that the need to guess the described item requires experience, knowledge about the objects and phenomena of the world, broadens the mind, makes reason, prove, closely scrutinize the surrounding reality, find poetry in the most ordinary things.

Riddle as a literary genre is traditionally studied on literary reading classes; while teaching methodology is composing riddles as speech genre is only under development. How to teach children to write riddles? To answer this question, let us consider how a riddle is constructed.

Riddle - a kind of logic problem in structure: riddle formulation - that's a half of the definition, its determinative part; answer - its second half, the determined part [2].

When writing a riddle it is necessary to build a part (a half) of definition-description.
Logic problem in the riddle is appareled into a unique art form, which makes it especially attractive. Riddle - a "poetic description", it is always an image based on the metaphor, metonymy, personification, periphrasis.

Knowledge of the mechanisms of constructing a riddle, originality of its language will allow the teacher to build a system of teaching students composing riddles.
The learning process of composing riddles in light of the foregoing should include two parts: 1. propaedeutic; 2. writing riddles.

The aim of the first phase - to prepare children to writing riddles. Propaedeutic work should proceed in the following directions: a) familiarity with a riddle as a literary genre, and b) training in guessing riddles, building understanding of its "construction", and c) the assimilation of key text notions, d) replenishment and arrangement of children vocabulary.

Work in these directions, according to current programs, is carried out in parallel on the classes of various types. Thus in the educational system "Harmony" familiarity with the riddle, its genre and language peculiarities is conducted on literary reading classes (with a chrestomathy by О.В. Кубасова «Любимые страницы»). Here children gain initial experience in working with riddle text.

As a speech genre a riddle is mastered (with a textbook by М.С. Соловейчик, etc. «К тайнам нашего языка») on Russian and speech development classes. In the 1st grade children learn about the main requirements to the speech (it should be clear and polite) and also two styles of speech (business and art). In the 2nd grade children are taught to make a riddle: to ponder the content and language features, and to check and improve after writing.

The system of working on a riddle suggested by the authors of the textbook «К тайнам нашего языка», can be primarily added with a complex of verbal-logical exercises that will help to: enrich, refine and systematize children vocabulary; master the techniques of logical thinking; develop their cognitive abilities; develop children concentration and interest to the word.

These exercises include:

1. Analysis and selection of distinctive features. The object is shown to the children for a short period of time, and then they are offered to answer the questions about its features from memory.

2. Comparison (comparison and contrast).

3. The dismemberment of the concept into components. A teacher names the word a mushroom. Children must list all the mushrooms known to them, trying to compose a small connected story.

4. Summing species to the generic concepts. Junior school children examine the images of maple, lime, apple, and name them with one word - trees.

5. Defining generic concept in relation to one species. At this the motivation may be given, that is, the features of the species are indicated.

6. Generalization with a more or less detailed description of the features.

7. Classification (possible with a generalization): Name with one word: pine, rose, rye, birch, wheat, currants, poplar, walnut, and millet. Divide these words into three groups according to their meanings.

8. Addition or elimination of superfluous: Plane, tram, bus, passenger boat, motorcycle, television. Here the first five concepts are generalized with a generic concept "transport", and television – a conflicting word. If you add the task "What other means of public transport do you know?", this will be an exercise for addition.

9. Establishment of interconceptual relations. "Find a match": school - education, hospital -? (Doctor, treatment, patient).

The systematic inclusion of verbal-logical exercises to the lessons will form the basis for work on the riddle, teaching of its composing.

The second group of exercises to be used in the preparatory work - exercises for training guessing. They can be included to Russian lessons after familiarity with a riddle as a literary genre to gain experience in working with riddle text.

Children can be offered the thematic blocks of riddles. Performing the work, children should not only write an answer but also observe the objects described in it, use their life experience. Answering a riddle is known to coach children’s observation, the ability to analyze, to compare objects and phenomena, summarize, draw conclusions; to develop mental agility, poetic perception of nature. For a better visual perception of objects contained in, their images are given. Tasks in this case are composed in such a way so a schoolchild works with the riddle text, analyzes it, and then does the task of a constructive character: composing phrases, sentences and text.

The second phase in the work on riddle - teaching of its composing on special lessons in the 2nd grade. This lesson typically includes the following stages:

1. Guessing the riddles in order to understand how the work of this genre is composed, what its specificity is.

2. Observation. Examining the object in order to identify its most significant features, as well as to find a similar item that can be used for allegory.

3. The composing of the riddles, first collectively, then independently.
The writing riddles for a child - the perfect way to express himself, forming himself as an individual, language acquisition, oral and written. Collective guessing and subsequent discussion promotes the forming of communication skills of children.

Bibliography

1. Образовательные стандарты: Начальное общее образование. – М., 2010.

2. Ивин А.А. Искусство правильно мыслить. – М., 1990.