In this section, topics for research papers and projects in the Russian language for the 5th grade of school are selected for fifth-graders, which can be used to carry out research and project activities for schoolchildren in general education institutions.
Any Russian language project topics for grade 5 according to Federal State Educational Standards can be considered as a potential topic for research, both individually and by a group of students. The main thing is to choose a topic that is interesting for the child and that corresponds to his level of knowledge and preferences.
Often when viewing any research paper topics on the Russian language for grade 5 According to the Federal State Educational Standards, more expanded formulations of topics come to mind, with additions indicated by the teacher.
Read more about the purpose and objectives of the study in the following sections:
When choosing a topic for a project on the Russian language for the 5th grade according to the Federal State Educational Standard, it is worth taking into account the student’s interests, his favorite activities and the directions in which he would like to develop. Any topic of project work can be expanded to include additional tasks and practical tasks (questionnaires, statistics, experience, etc.) for research.
Russian language project topics for 5th grade
Topics of Russian language projects for 5th grade students:
12 months (etymology of month names)
Album of Russian language rules “Who commands the roots?”
Fluent consonants
Military vocabulary in M. Lermontov’s poem “Borodino”
Magic words
Exclamatory sentences
We see all types of speech here...
Secondary members of the sentence
Verb in Russian in a topic about cooking
Verb in Russian in a topic about cooking.
It is prestigious to speak correctly and beautifully!
Grammatical gender in the plant world
Being literate is fashionable!
Dialectisms in poresti N.V. Gogol's "The Night Before Christmas"
Noteworthy punctuation marks.
Calling on the verb
Borrowing foreign language affixes and their productivity
Borrowed words in Russian
Why are pseudonyms needed?
Sounds argue: who is more important?
Sound recording in the lyrics of Russian poets
Punctuation marks and their role in written speech
From the history of etiquette words
Studying the processes of formation of animal names as a condition for the development of cognitive interest in schoolchildren
Proper names of 5th grade students
Numeral as part of speech
Interesting ways of word formation
Using antonyms in proverbs and sayings
Historical phraseological units and their role in the formation of the speech culture of modern man
History of cases
What kind of tribe
Book and electronic dictionary. Pros and cons.
Vocabulary of the Russian language of our time
Linguistic tale about gerunds
A linguistic tale about the prefixes PRI- and PRE-
Linguistic analysis of street names
Linguistic magazine “Parade of letters of the Russian alphabet”
The place of the Russian language among other subjects in our school.
Pronoun: meaning of the name
Mini-collection of proverbs "About friendship".
Mini-collection of proverbs "About the Motherland".
Mini-collection of proverbs "About family".
Monograms in modern Russian language
Morphological characteristics of parts of speech
Write me a letter...
Our pets and Russian phraseology
Is it necessary to dot the E?
Ode to the Russian language
Homonyms in Russian
Orthoepy.
Autumn (winter, etc.) words in the lyrics of A. Pushkin
Basics of telecommunications etiquette.
Where did literacy come from in Rus'?
Believe me, a complex sentence is not that complex.
Educational game on Vocabulary
Portrait of one word "Horse"
It is not without reason that the proverb is said.
Offers with appeal
Consoles that come in pairs
The origin of the Russian language and the first spellings.
Journey to the country of "Syntax"
L. Tolstoy's work on language
Dividing b and b
Russian language warm-up
Speech etiquette in different professions
The role of the sign system in modern life
A collection of essays from our class about animals
Collection of poems and stories about animals
Slavic alphabet, their origin and relationship.
Parasitic words, language viruses
Dummy words
Dictionary of funny words
Dictionary of smells
Footballer's Dictionary
Dictionary of colors
Words-symbols in Russian
The word "parasite" in the context of the Russian language
Creating a Word Portrait
Ways to express grammatical connections in a phrase
Secrets of pet names
Thematic groups of names of sweets of Russian origin
Types of speech errors among schoolchildren
Dash between subject and predicate
Transcription in Russian and English, its role.
My phone rang (telephone ethics)
Emphasis in fiction.
Lost letters of the Russian alphabet.
Phraseologisms with the word “hand”
Phraseological phrases in Russian
What connects sweets and Russian language lessons?
One word encyclopedia
Encyclopedia of the word "Bath"
Encyclopedia of the word "Frost".
Label words
My family's etiquette words
Language portrait of a student at our school.
Language portrait of a student at our gymnasium.
As is known, in the modern Russian punctuation system there are ten punctuation marks: AS IS KNOWN, IN THE MODERN SYSTEM
RUSSIAN PUNCTUATION
TEN PUNCTION MARKS:
o
o
o
o
o
o
o
o
o
o
dot [.]
comma [,]
semicolon [;]
ellipsis […]
colon [:]
question mark
[?]
exclamatory
sign [!]
dash [-]
brackets [() or ]
quotes [" " or " "]
Dot
DOTThe most important of all, of course, period.
There's nowhere without her.
They finish the line with her,
It is always there in the text.
Period - marks the end of a sentence and topics
most serves for dividing the text
Comma
COMMAA little less comma.
And sometimes you need it
Since in punctuation marks
She is very important.
Comma, everyone knows
Can pardon, execute.
The meaning of speech is its place
Can make a big difference.
Comma - used to highlight and
separation from each other of the constituent parts of the simple and
complex sentences
Exclamation mark
EXCLAMATION MARKFriends! In works
I stand for this
To express excitement
Anxiety, admiration,
Victory, celebration!
No wonder I was born
The enemy of silence!
Where am I, those sentences
With a special expression
Must say!!!
Exclamation mark - performs intonation
and separating functions
Question mark
QUESTION MARKI ask everyone different questions:
How? Where? How many? Why? For what?
Where? Where? Which? From what?
About whom?
Who? To whom? Which? Whose? Which? What?
That's what a master I am -
Question mark.
Question mark - usually placed at the end
sentences to express a question or doubt
Ellipsis
ellipsesNear three
Sisters-dots,
So there's no end
At the line.
Ellipsis - used to indicate
break in speech (if the utterance is incomplete
or during pauses within it)
Semicolon
SEMICOLONThe semicolon is placed:
between parts of a complex non-union sentence,
if these parts are widespread and weakly connected along
meaning (From the outskirts grew birch, aspen, linden, maple,
Oak trees; then they began to come across less often, continuous
a thick spruce forest approached like a wall; then they turned red
thick aspen tree trunks, and there he reached out again
mixed forest);
between parts of a complex sentence,
if these parts are common or have inside
commas themselves (Almost every evening later they left
somewhere out of town, to Oreada or to a waterfall; and a walk
succeeded, the impressions remained unchanged every time
beautiful, majestic).
COLON
The colon is placed:after a generalizing word before homogeneous members
(Flowers grew in the meadow: daisies, buttercups, bells);
between simple sentences in a complex non-conjunctive
sentence if the second sentence explains or
complements the first (Something blackened in front: it was Pegasus);
if the second sentence states the reason for what it is about
says the first (Love the book: it will help
help you sort out your confusion of thoughts);
after the author's words before direct speech (Father said: "I
I'll think about it."
used to indicate that part of the text after
it is connected by causal, explanatory semantic
relationship with the part of the text before it
10. Dash
DASHA dash is placed at the beginning of a sentence:
when transmitting a dialogue, if its replicas begin with
paragraph:
– Will Mikhail arrive today?
- He will come.
when transmitting direct speech, if after the words there is a direct
the speech begins with the paragraph:
Father said:
- This is amazing!
11. Dash
DASHA dash is placed inside a simple sentence:
between subject and predicate in the absence
ligaments (A good start is half the battle. Living is
Serve the homeland. Great art - to be able to
wait. Two by two is four);
before
widespread
application,
located at the end of the sentence (A neighbor came in -
Katya's grandmother);
after homogeneous members before generalizing
in a word (Red, pink, orange - these colors
were her favorites);
in an incomplete sentence (Masha came from Tula,
Katya - from Saratov).
12. Dash
DASHA dash is placed inside a compound non-union
offers:
with a rapid change of events (Woke up - five
stations ran back);
when contrasted (It’s raining on the next street -
we have sun);
at
temporary,
conditional,
investigative,
comparative
relationships
between
sentences (The song ended - they heard
applause. If you are afraid of wolves, do not go into the forest.
It's been raining since the morning - it's impossible to go out. Molvit
word - the nightingale sings).
13. Parentheses
BRACKETSThe following may be included in brackets:
introductory (insert) sentences (Into the roast
summer morning (it was mid-July)
I was woken up earlier than usual);
explanatory words (Yesterday (September 26) was
day off).
used to highlight words, parts of sentences or
proposals containing additional information and
explanations for the main part of the text
14. Quotes
QUOTESThe following are highlighted in quotation marks:
words that are rarely used, which the author wants to draw attention to
attention (Petushkov “stirred up”, and the soldier stood up,
wished him “health” and handed him a large package...);
words spoken ironically (And the new "relative"
turned out to be just a rogue); words from someone else's text,
quotes (He said to himself “just think!” and went
further); words used in a conventional meaning (Conquer
"gold",
divide
"silver",
limit yourself
"bronze");
names of literary works (the novel "War and
world"); newspapers (newspaper "Komsomolskaya Pravda"); magazines
(magazine "New World"); musical works (ballet
"Swan Lake"); paintings (painting "Morning in a pine
Bor"); factories (factory "Women's Fashion"); orders and medals
(Order "For Military Merit"); car brands (car
"Volga"); confectionery products (candies "Vasilyok"); varieties
plants (dahlia "Svetlana")
Municipal educational institution
Dyakonovskaya Secondary School
PROJECT
ENCYCLOPEDIA OF ONE
WORDS
Completed:
6th grade students
Municipal educational institution Dyakonovskaya sosh
Supervisor:
teacher of Russian language and literature
Plotnikova Antonina Mikhailovna
h. Dyakonovsky 2nd
Project type : interdisciplinary (Russian language, literature, computer science, fine arts)
Planned result : presentation of children's creative research works (family books printed using a computer)
Objective of the project :
instill a love for the Russian language and interest in studying it;
teach to feel the word, think about it, look for the true meaning in the word.
Tasks :
Inspire students to create their own work through etymological searches and speech observations;
- promote family cohesion and unity;
To develop a reading culture and the ability to independently work with additional literature: reference and fiction;
- develop students’ speech and creative abilities;
- cultivate curiosity, sensitivity to the beauty and expressiveness of Russian speech;
- expand life knowledge, improve research skills;
- teach how to work with a computer at the stage of processing the collected material.
ISTAGE
Development of design specifications.
Choosing a theme
Most guys find it difficult to choose a topic to get excited about a project idea. The teacher explains to the children the usefulness and value of this type of scientific activity for the students themselves and their parents at a parent-teacher meeting. Already at the first stage we determine what socially significant product will be the result of the designers’ work. Parents should know that the teacher is a scientific consultant who is called upon to lay down the algorithm for research activities. We immediately determine the deadline for completing the project.
Today, 288 million people speak Russian as their native language. It is the fourth most commonly used language in the world and one of the working languages of the UN.
The native Russian language is the language of words: big and small, simple and complex, funny and sad, good and evil. Leo Tolstoy said: “The word is a great thing.”
Many teenagers are passionate about action films, science fiction, detective stories, which gives rise to aggressiveness, cruelty, rudeness, and the guys often speak slang. How can children protect themselves from cruelty and indifference?
It is very important to learn to enjoy the beauty of the spoken and written word, to feel its true meaning, to learn to listen, speak, compose, and write correctly. The surest way to learn words is to enrich your vocabulary. For this purpose, the “One Word Encyclopedia” project was developed and implemented.
The obvious problems of modern society are a lack of conscience, a lack of live communication, including a lack of communication between parents and children.
Because2008 is the year of the family, then we decided to involve parents in our work.
Project partnersbecame parents, as well as a teacher and librarian.
The children did the work together with adults. After all, Lev Vygodsky said: “In cooperation, under guidance, with someone’s help, a child can always do more and solve more difficult problems than on his own.”
Identification of subtopics in the project topic.
Each sixth grader chose one word to study:
Zemlyanskaya Lyuba - wordJOY;
Alyosha Kostomarov – wordROAD;
Lepilina Olya – wordHUMAN;
Mikheev Ivan – wordHEART;
Samsonov Sergey – wordMOTHER;
Olya Selezneva – wordHOMELAND;
Syomina Lyuba – wordCONSCIENCE.
The teacher gave each student a route sheet (outline diagram), which indicated the steps to achieve the goal, after which the children began to work individually, although each helped his comrades if during his searches he came across material for other proposed words.
ROUTE LIST
BEFORE GOING INTO THE UNKNOWN
IISTAGE
PROJECT DEVELOPMENT
At this stage, the teacher advises and coordinates search activities.
Preparation of material
Together with their parents, the children visited rural, city and school libraries and worked with additional literature: reference books, fiction.
We worked with the teacher in the computer science classroom: we printed the collected materials. At first it was difficult, the work was slow, no one knew how to type and format texts. We went online to collect information material on the chosen word.
Children worked with explanatory, phraseological, etymological, word-formation dictionaries, dictionaries of synonyms, antonyms and other types of dictionaries. While researching, we found and recorded the history of the origin of the word, its structure and meaning, relative words, synonymous words, antonym words, phraseological units with them. Young researchers observed how their word lives in Russian folklore (in proverbs, sayings, riddles, tongue twisters, parables, legends, fairy tales, songs), in the names of works of literature, and paintings by artists.
In addition, the guys had to prove themselves in speech creativity, since the word lives in their speech. Each of them composed their own poem, story or fairy tale.
And another type of activity is the life of words in illustrations, drawings, puzzles.
IIISTAGE
PRESENTATION OF RESULTS
The children studied the life of their words on the DICTIONARIES website on the Internet and compared them with the results of their findings when working with dictionaries. It was at this stage that the children found completely new information for themselves, they discovered a whole new world in the direction that interested them.
A new desire arose: to create a crossword puzzle with your own word. We corrected our work, ranked it, and highlighted the main thing.
All the information collected was reflected in books, which the children prepared with the help of their parents and teachers. Subject teachers also helped us: a computer science teacher, an art teacher.
IVSTAGE
PROJECT IMPLEMENTATION
The teacher organizes a presentation of the “One Word Encyclopedia” project developed by the students.
Parents, teachers, and school students were invited to the presentation. In the relaxed atmosphere of their own classroom, the designers had the opportunity to gain experience in public speaking and test the depth of their knowledge. The guys talked about their contribution to the work, read out their messages and reports, shared their impressions, and listened to critical comments.
The guys prove the relevance of their own vision of the life of the chosen word, the consistency, completeness and depth of the analysis carried out from the point of view of the stated goals and objectives. At this stage, the skills of a constructive attitude towards criticism, the ability to listen and hear, and lead a discussion are formed.
V STAGE
P 
The project lasted six months. A lot of painstaking work was done. With interest, the children delved into dictionaries, wrote, drew, and got acquainted with reproductions of paintings. This was their first project, which evoked a range of feelings: joy, pride, excitement, a desire to learn new things. Some of the guys completed it with difficulty, but when the result became visible, everyone liked being competent specialists in the field of creating projects.
Natalia Nikolaeva
Mini-project on the Russian language« Word»
5 Class
Developed by N. A. Nikolaeva, teacher
Merchant: “I’m selling word! The word is not easy, dear word! Buy word, it’s so important!”
Grandfather: “How much is yours worth? word? Why is it so important?”
Merchant: “Little grandfather, not at all!”
Grandfather: Hey, merchant! How to buy it?
Merchant: No problem! Use your wits and try to solve my riddle together. Guys, help me guess word to grandfather and get it!
Explanatory the dictionary says, What is this -
1. A special form of existence of matter that arose at a certain stage of its development, the main feature of which and its difference from inanimate objects is metabolism.
Ozhegov's dictionary says that this is the physiological existence of a person, an animal, all living things.
There are also other meanings for this words, A exactly:
1 Events that happen to something existing.
2. The totality of everything done and experienced by a person.
3. The activity of society and man in all its manifestations.
4. Outdated value. Same, What: biography.
Have you guessed what it is? (life)
Well done guys, you helped my grandfather buy word« Life» . Let him life will be long and healthy.
Shows and reads a presentation slide.
life[zhyz"n"]
IN word« life» : syllables-1 ( life, letters-5, sounds- 4 :
zh [zh]: consonant, paired voiced, unpaired hard
and [s]: vowel
z [z"]: consonant, paired voiced, paired soft
n [n"]: consonant, unpaired voiced, sonorant, paired soft
Live - analysis words by composition
Part of speech: verb.
root - ZHI; ending - ТТ;
The basis words: ZHI
Word Live contains the following morphemes or parts:
Console (0) : -
Root words(1) : ZHI;
Suffix (0) : -
Ending (1) : Т;
Merchant: IN Russian language a lot of phraseological units are used in a word life.
For example:
Burn life(Live carefree, having fun and having fun)
I'm not happy with life(LOSS OF INTEREST, APATHATIA)
Lives <;your> do not regret (Act selflessly, be very diligent).
My life(something or someone most important to a person)
Life is in the balance(Be under threat from something)
The fight is not on life and to death (Not sparing your life) .
IN life can't guess(something very complex, confusing)
Speak for life(slowly and calmly discuss everything)
In business? success and good luck!
In the shower? warmth and kindness!
Live interestingly, with a good mood,
Believe in luck and in dreams!
Merchant:
Give love to family and friends,
Greet the new day with a smile
And everything that is best is in life,
Be able to see and know!
Publications on the topic:
Intellectual game in the Russian language for 8th grade students “The Smartest” GAME “THE SMARTEST” IN RUSSIAN LANGUAGE AND LITERATURE FOR 8TH GRADE OBJECTIVES: 1) to test students’ knowledge of Russian language and literature; 2) develop.
Educational assignments in the Russian language for 1st grade students, aimed at developing a UUD in accordance with the requirements of the Federal State Educational Standard Task 1. The task is aimed at developing the personal meaning of learning and initial forms of reflection. Educational and educational complex "School of Russia". Russian language. 1.
Explanatory note to the Russian language work program for grade 4 Explanatory note The work program of the subject “Russian Language” is compiled on the basis of the Federal State Basic Standard.
IMG]/upload/blogs/detsad-368497-1460189924.jpg Holiday “Life is given for good deeds.” (fanfare sounds) It was simply invented by someone.
Project for 2nd grade students “Cool pepper” Project name: “Cool Pepper”. Project manager: Kovaleva A. G. Project assistants: Petrova E. A. Academic subject within which.
Relevance of the project: The Federal State Educational Standard for preschool education is called one of the main principles.
Municipal budgetary educational institution "Gymnasium No. 5" of Bryansk
Collection of puzzles in the Russian language for grade 5
Creative project
Arshinov Ivan,
Dolganina Angelina,
Meshchevtsova Violetta,
Parfenov Artem,
Polugaevskaya Yuliana
7th grade,
supervisor
Legotskaya V.S.,
Russian language teacher and
literature
Bryansk
2017
1.1. Project product
The collection of puzzles is available for free viewing at the addresses of its permanent placement on the pages of the Pedagogical World media.
International Children's Creative Festival "Orange"
International Children's Creative Festival "South Pole"
Here are examples of several puzzles to illustrate the project product
Particle
Neuter gender
Morphology
1.2 Abstract
At the beginning of the school year, the literature teacher suggested solving puzzles dedicated to folklore during one of the lessons. This work fascinated us so much! The homework was given to read the pages of the textbook, answer questions and, if desired, create your own puzzle dedicated to the heroes of Russian folk tales. This is where the idea for the project was born - to create your own puzzles, because they develop logic, help to absorb educational material, and make lessons interesting! Angelina, who has already participated in several olympiads in literature and the Russian language, said that many olympiads offer to solve puzzles or compose them yourself. This is what determinesrelevanceselected topic. Yulianna suggested making puzzles in the Russian language, because many linguistic terms are not easy to remember. Artem suggested making puzzles not only on paper by drawing them, but also making a presentation. Ivan, who had already participated in the project competition, gathered a group of guys interested in this work, invited Violetta, who immediately convinced us all to turn to Internet materials and teachers to find out what a rebus is and by what laws it is created. We gathered for our first meeting, discussed all the ideas that the guys put forward and discussed (Appendix 1). We assumed that if we create a collection of Russian language puzzles for 5th grade, then we, the project participants, and other fifth-graders who will have to solve these puzzles will be able to better learn the Russian language. This is how it was formulatedhypothesisproject. Thus,resultOur project work will be “A collection of puzzles in the Russian language for grade 5.”
1.3 Target audience
The created product is addressed to children in grades 5-6 studying the Russian language, as well as anyone who is interested in linguistics, preparing for Olympiads and simply wants to train their brain.
1.4 Project goal
Develop a “Collection of puzzles in the Russian language for grade 5.”
Expected Result
The created “Collection of Russian language puzzles for 5th grade” will help fifth-graders learn the material in the Russian language, and sixth-graders repeat it, practice logic and intelligence, and prepare for Russian language Olympiads.
1.5 Project objectives
To achieve the goal and test the hypothesis, it was necessary to solve the following tasks:
1) study the available popular scientific literature and dictionary materials on the topic of the project;
2) find in the sources or compose yourself a memo “How to compose a rebus”;
3) using the memo, make up puzzles on the basic terms of the Russian language in grade 5;
4) carry out experimental work using the developed collection of puzzles.
1.6 Stages and methods of working on the project
| Stages work | Problems to be solved | Contents of work and activities of participants | Supposed result |
| Preparatory (5 days) | Determine the topic and purpose of the project, formulate tasks, put forward a hypothesis, and determine the practical direction of the project. | We organize a “Brainstorm” and write down all the ideas in the “Bank of Ideas” (Appendix 1), conduct a survey of 5th grade students (Appendix 2), get acquainted with its results, and draw conclusions. We work on the Internet. We are compiling a list of references for your reference. We discuss the first results of the work and fill out the “Planning Sheet” and “Preparatory Stage” leaflets. | The content of the project is determined, the topic and purpose are formulated, the practical significance and novelty of the project are comprehended. |
| Planning (2 days) | Clarify sources for studying the problem, get acquainted with popular scientific literature and dictionary entries, study similar projects and think about what criteria the project and its final product should meet. | Using dictionaries and popular scientific literature, we study what a rebus is and how to compose it, determine the range of terms and concepts by which we will compose rebuses. We draw up a rough work plan, indicating those responsible for implementation. We discuss the results of the work done and fill out the leaflet “I know / am interested / found out” | What a rebus is, we determined what the rules are for composing them, we understood, defined the terms that need to be encrypted, divided them among ourselves, and drew up a work plan. |
| Development (3 months) project | Using the memo “How to make a rebus,” draw up sketches of the puzzles, discuss the results obtained in the group, draw up the puzzles on A4 sheets, scan them and include them in the presentation. | We compile the selected material, compose puzzles, and select illustrative material for presentation. We invite the teacher and classmates to familiarize themselves with the received material, collect and analyze feedback (Appendix 5), and make adjustments in accordance with the results obtained. | The collection of puzzles was compiled both in paper form and in the form of a presentation, reviews were collected and analyzed, and adjustments were made after analyzing the reviews. |
| Decor results (10 days) | Finish the design of the collection, make a presentation introducing the project product. | We edit and design the collection in accordance with the results of experimental work, taking into account the wishes of teachers and students. Fill out the “I know/interested/found out” leaflet | The creative project portfolio has been completed. |
| Presentation project (from 10 days) | We clarify the conditions of publication and prepare the collection in accordance with the publication regulations. We are clarifying the regulations on the city competition of educational projects among students of the Bryansk Educational Institution. | Publication of the project in electronic media, participation in festivals and project competitions. |
|
| Assessment (1 day) | Study the criteria for evaluating creative projects, the criteria for the city project competition among students of the Bryansk Educational Institution, and the “Educational Project” competition of the First of September Publishing House. | We discuss the product we have created and perform a self-analysis of the created project. Fill out the leaflet “Comprehension and evaluation of the project” | Feedback on the work of the project manager has been received, and the “Project Support Sheet” has been received. Self-analysis of the work has been completed. |
Methods of working on a project : study and analysis of popular scientific literature, work with dictionaries to determine the theoretical and practical basis of the project; comparative method; statistical method; organization of a teaching experiment and processing of results, questionnaires, sociological survey.
1.7 Logistics, information and methodological support
To implement the project you will need:
Equipment: camera, printer, scanner, multimedia projector; computer;
software, paper;
electronic resources of the Internet;
explanatory dictionaries, dictionary of linguistic terms
Description of the execution process
1.Determining the topic of the project.Many 5th grade children have difficulty mastering linguistic terms and concepts. This is problem. Having become acquainted with puzzles in a literature lesson, we thought it would be interesting to make puzzles in the Russian language. During the survey, many children indicated that they like to solve puzzles, they would be happy to get acquainted with the rules for composing them and solve the puzzles compiled by us. Maybe by solving puzzles, it will be easier for the children to master difficult words? (Appendix 2).
2. Goal setting:how to solve the formulated problem?Problem:How to decide on the type of project and the form of the project product? After consulting with the teacher, getting acquainted on the Internet on the website Festival of Research and Creative Works of Students http://project.1september.ru with various projects of schoolchildren, we come to the conclusion that the most effective way to solve the problem is to create a collection of puzzles in paper form and in the form presentations.
Problem : Can we, by creating a collection of puzzles, interest our classmates? Will our product help fifth graders understand and remember difficult terms?
3. Let’s dive into the topic: look for the definition of the word rebus in dictionaries. Thus, in S.I. Ozhegov’s dictionary we read that a rebus is a riddle in which “the searched word or phrase is depicted by a combination of figures, letters or signs” [3, 584]. Then, on the Internet, we get acquainted with various puzzles in various branches of knowledge, find the memo “How to solve and compose a rebus” (Appendix 3), study with interest the “History of Rebuses” (Appendix 4), re-read the Russian language textbook and write out all the terms that we have studied during This is the time we draw up the first drafts, discuss the resulting puzzles with the teacher and in the group, and invite our classmates to solve them in order to understand how clear and solvable our tasks are. We made many new discoveries for ourselves!
4. One of the unexpected problems: some of our puzzles are so difficult that none of our classmates, even the most capable ones, could solve them; the guys wrote about this in their reviews. Vera Sergeevna said that this is a drawback of the work; we read that when composing any problem, you need to count on someone to solve it!
| Question | Answer |
| Why was this project topic chosen? | Project problem |
| What needs to be done to solve this problem? | Objective of the project |
| What will you create to ensure that the goal is achieved? | Expected Result |
| If you make such a product, will you achieve the goal of the project and will its problem be solved? | Yes |
| Is there a necessary connection between the problem, the goal, and the project product? | Yes |
| Can you list all the main stages of the project? | Yes |
| Do you have everything to complete these steps (information, equipment, etc. for conducting research, materials for making a product, what is missing, where to find it, what you already know how to do and what you will have to learn)? | Yes |
| Individual project schedule work. Can you compose it yourself? | Most likely yes |
6. For convenience, we draw up a schedule for working on the project. We are adding to it the steps that we have already taken.
| № p/p | Event | date |
| A conversation with the project manager about the upcoming work and an offer to decide on a topic. | 28. 09.15. |
|
| Theme formulation. | 29. 09. 15 |
|
| Search for material about puzzles in reference books and on the Internet. | 01-04. 10.15 |
|
| Working with materials from the site http://project.1september.ru | 05-08. 10.15 |
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| Work in the library and the Internet. Clarification of the list of terms. | 10-15.10.15 |
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| Clarification of the goals and objectives of the project, conversation with the project manager. | 16. 10.15 |
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| Conversation with the project manager and drawing up a work plan and schedule. | 17.10.15 |
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| Systematization of the collected material, an attempt to answer the project question. Conversation with the project manager. | 18.10.15. |
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| Familiarization with the requirements for educational projects | 19.10.15. |
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| 10. | Making puzzles. Conversation with the manager and editing of the resulting project product. | |
| 11. | Search for illustrative material for making a presentation. Making a presentation. Improving puzzles. Conversation with the project manager, editing the presentation. | 2015 |
| 12. | Editing puzzles taking into account the wishes of classmates and first tests, making a presentation. | |
| 13. | Presentation of the resulting product as part of the Russian language week to the students of the gymnasium | during November 2015 |
| 14. | Collecting and studying feedback from gymnasium students, editing a collection of puzzles and its presentation, taking into account comments and wishes. | |
| 18. | Participation in festivals and competitions, publications in electronic media | December - January |
| 19. | Reflection. | December - January |
7. Now let's get down to businessdevelopmenteWithof the collection, distribute the material in the same order in which the terms are studied in the Russian language course, draw up a presentation and give it.
8. After speaking to classmates and children from other fifth grades, we collect feedback and edit what we have written.
9. The time has come to sum up the results, to talk about what we especially succeeded in and what we didn’t. This is also an important stage in the work on the project; we again carefully study the project regulations, draw up a portfolio folder, and edit what we have written.
Summing upresult of the work done , it should be noted that the goal of the project has been achieved, the assigned tasks have been solved. This is evidenced by reviews from students and teachers of the gymnasium, publications of our collectionin the electronic media "Pedagogical World", the periodical media publication "TEENET.RU", the Festival of Children's Creativity "South Pole", the International Children's Creative Festival "Orange".
In the process of working on the project, the authors acquired the following
knowledge about various puzzles, methods of composing and solving them;
skills : understand and formulate a problem, put forward a hypothesis, select arguments to confirm your own position,interpret, systematize, evaluate and analyze the information received, draw reasoned conclusions; present and defend your point of view in a civilized manner in dialogue and public speaking.
skills: independent organization of one’s activities, work with scientific and reference literature, analysis and resolution of contradictions when working in a group.
The authors were once again convinced of the valuescientific knowledge in the modern world, tested their abilities in project activities in a competitive environment. We realized that to achieve any goal, mental activity, hard work, observation, perseverance, quickness of orientation, and focused attention are necessary. We will definitely work on improving these abilities.
Working on the project allowed me to build special relationships with the teacher and like-minded people - relationships of cooperation and equality. The initiative for the activity came from the authors, but the project manager, Vera Sergeevna, gave advice, provided information, and suggested directions for work.
The project provided an opportunity to show one’s own creative vision of the process and result of the work, to create a project product that embodied a creative idea: a compiled collection of puzzles will allow one to better remember many linguistic concepts, awaken interest in the Russian language, and help prepare for the Olympiads.
By working on the problem, we got a chance to understand ourselves better,We were convinced of the value of mutual assistance, mutual responsibility, attentiveness, and our interest in our comrade’s work awoke.
We gained the most complete and varied experience of project activities at all stages of work, and developed personal initiative, responsibility, perseverance, and activity in the process of working on the project.
However, while working on the project, the authors identified some shortcomings:
Working in a group is difficult: it is difficult to take into account the opinion of the interlocutor; not easyrecognize the possibility of the existence of different points of view and the right of everyone to have their own;in joint activities with peers it is very problematicexercise mutual control while maintaining friendly relations;
It is very difficult to understand the reasons for the failure of an activity, and it is even more difficult to act in a situation of failure;
When demonstrating the results of project activities, it is necessary to involve the audience more widely through problematic questions, appealing to personal educational experience and the experience of classmates.
Used literature and Internet sources
1. How to solve puzzles. [Electronic resource] / Time for fun. Riddles, puzzles, games, puzzles. - Access mode:
Appendix 4
History of puzzles
The word “rebus” comes from the Latin res (thing) and refers to the representation of names, words and phrases with images, figures, compositions of letters, etc. The word itself comes from the Latin phrase “Non verbis sed rebus”, which means “Not with words, but with the help of things.” Sometimes the term rebus is associated with the Latin word rebis: res (thing, object), rebis (appeal).
Each of us has certainly encountered puzzles in everyday life. Undoubtedly, the most famous and widespread rebus looks like this: i u (pronounced in English “I Love You” - “I love you”). Thus, a rebus is a riddle consisting of images of objects (drawings in combination with letter compositions and other signs) that are consonant with words or parts of words of the solution. Several puzzles can be combined in one picture or as a sequence of pictures in order to make up a phrase or sentence. Literary puzzles use letters, numbers, musical notes, or specially arranged words to create sentences. Most often, puzzles are used as riddles and entertainment.
The use of primitive images to convey information formed the basis of the early written systems of Ancient Egyptian culture (the turn of the 4th and 3rd millennia BC). An early form of the rebus is found in picture writing, in which abstract words, difficult to depict, were represented by images of objects whose names were pronounced in a similar way. Later, rebus images were used to represent the names of cities on Greek and Roman coins. Rebuses remained popular in the Middle Ages - they were depicted on buildings or properties to indicate family surnames.
The practice of using puzzles as riddles or jokes originated in 15th century France. Initially, a rebus was a name for a special kind of farcical performance containing lampoons, with which clowns in Picardy annually amused people during the carnival. In an allegorical form, comedians ridiculed the vices and weaknesses of the powerful. The authors gave their performances the Latin name “De rebus quae geruntur”, i.e. “on the topic of the day” (literally “about the things that are going on”).
In 1582, the first printed collection of puzzles appeared, which was a great success and went through several editions. Its author was the French poet Etienne Taboureau. Several hundred puzzles by masters of the 17th - 19th centuries are kept in the London Museum. For example, a work by the Florentine engraver and artist Stefano della Bella, made in the form of an oval cartouche called “Rebus for Luck,” dates back to 1639.
In 1783, the English artist and engraver Thomas Bewick printed an unusual Bible for children in the London printing house of T. Hodgson, in which the events of Holy Scripture are retold in the form of puzzles. A few years later, in 1788, the American publisher Isaiah Thomas publishes the hieroglyphic Bible overseas. In the preface to his edition, Thomas presents the first American hieroglyphic Bible as better illustrated than its English prototype. These unusual hieroglyphic Bibles became very popular at the end of the 18th century because they made it easier to teach Holy Scripture to children.
The English writer and mathematician Charles Lutwidge Dodgson, better known under the pseudonym Lewis Carroll, one of the most popular children's writers of the 19th century, author of the fairy tales "Alice in Wonderland" and "Alice Through the Looking Glass", often used puzzles in numerous correspondence with young admirers of his work . In his letters, he often replaced some words with pictures or depicted letters in a mirror image. Reading such mysterious letters required ingenuity, which children could not help but like.
In the second half of the 19th century, puzzles began to be widely used in everyday life. They were depicted on the pages of newspapers and magazines, postcards, and cutlery. In the trendsetter - France, they released a whole series of earthenware plates, on the front side of which a rebus was depicted, and on the back - a solution.
In Russia, the first puzzles appeared on the pages of the magazine “Illustration” in 1845. Later, in 1881, the specialized “Weekly mysterious magazine “Rebus” began to be published, which, in addition to fascinating puzzles, published interesting articles about raising children, psychology, various news from around the world, and fiction. For correctly guessed riddles, puzzles and charades, readers received a small cash bonus and prizes. In one of the issues of “Rebus” a “award-winning” rebus-pun by the outstanding Russian poet A.S. was published. Pushkin. The rebus itself depicted children playing on the floor, next to whom a man, designated by the word “smart,” was sitting on the sofa. And the background to the rebus was as follows: “Having once appeared before a high-ranking official, A.S. Pushkin found him lying on the sofa and yawning from boredom. When he saw the poet, the person, of course, did not even think about changing his position, and when Pushkin wanted to leave, he was ordered to speak impromptu. “Children are on the Floor, Smart is on the Sofa,” the annoyed poet said through clenched teeth. “Well, what’s so witty here,” the person objected, “I expected more from you.” Pushkin remained silent, and the person, repeating the poet’s phrase several times and moving the syllables, finally reached the result: “Children are Half Smart on the Sofa.” For solving this puzzle-pun, a reward was promised in the form of notes for one of the operas.
The magazine "Rebus" was very popular and existed until 1918. In the mid-1930s, the Rebus files were removed from libraries and destroyed.
The first mention of printed puzzles during Soviet times dates back to 1937. The Leningrad Printing Factory, with a circulation of 25 thousand copies, produced small-format fold-out booklets called “How to Read Rebuses” (compiled by P.D. Sokolov). The puzzles were released in five parts (issues) and contained, in addition to the puzzles themselves, a brief description of the rules for solving them. The answers to the puzzles were hidden in a separate envelope with the following inscription: “We give simple advice: solve each puzzle, and then open the package and check your answer.” During the Great Patriotic War, in 1942, the Moscow printing factory of the Moskvoretsky industrial trade produced a collection of puzzles by A.A. Ryazanov “In leisure hours: puzzles” (illustrations by I. Telyatnikov). In 1945, after the end of the war, a small brochure by artist-illustrator and illusionist Georgy Kelsievich Bedarev “Rebuses” was published.
In the post-war period, puzzles, for the most part, were reoriented towards children and youth audiences. In 1947, the collection “Entertaining problems in drawings” by I. Chkanikov (artists A. Bazhenov, F. Zavalov) was published in the “Hour of Leisure” series. Two years later, the Mytishche printing factory released 200 thousand copies of the collection “Think, Guess! Puzzle books" Al. Haskin, which included 22 puzzles with encrypted surnames of Russian writers and famous literary works. In the 1960s, books by V.V. became extremely popular. Akentyeva: “When it rains. Homemade puzzles" (1959), "Savvy" (1961), "Read and guess. Rebuses - riddles" (1962), "Rebuses-proverbs" (1963), "Merry secrets" (1964), "Island of Secrets" (1968), "At Second Sight" (1969). These books not only offered clever and playful charades, problems, puzzles and crosswords, but also told how to solve and compose them yourself. Akentyev’s books incorporate the most interesting tasks and games that, since 1948, the cunning Captain Sailors (talented Leningrad journalist Nikolai Aleksandrovich Sadovy) offered to the “Club of Savvy Guys” on the pages of the Lenin Sparks newspaper, and later the Iskorka magazine.
In the Soviet Union of 1970-80, puzzles are still popular mainly among young readers. They are published in children's newspapers and magazines. Separate collections of puzzles, with a few exceptions, are practically never published. One of these exceptions is a small brochure by children's writer V. Pavlinov, “Rebuses-Riddles,” published by Lenizdat in 1985. In the annotation the publisher indicated the following: for middle school age. 12 puzzles-riddles.
The collapse of the USSR and the subsequent revolution in people's thinking gave rise to a surge in the development of alternative directions of culture and art in the post-Soviet space.
The rapid development of computer technology, information technology and telecommunications was also influenced by puzzles. At the turn of the century, with the growing popularity of mobile communications, a special SMS slang was formed, the main characteristic of which was brevity. Literally this meant, the fewer letters or symbols, the better. That is why the “SMS language” has acquired all sorts of abbreviations and abbreviations. With the growing popularity of the Internet and social networks, this area was transformed in every possible way and acquired new words. Here are just a few examples of modern computer slang: “cul8r” (see you later), “b4” (before), “gr8” (great). Like a rebus, individual letters and numbers replace consonant words and expressions.
According to the site:
