Daria D. Direktorova

The relevance of the research is due to the presence of clip-based thinking among the modern generation of school students. This type of thinking is characterized by a superficial and fragmentary perception of information. Moreover, the linguistic picture of the world for modern schoolchildren is changing as a result of the digital transformation taking place in society. All this makes it particularly important to form a holistic view of language as a single system in which linguistic units of different levels function. The aim of the study is to determine the methodological potentials of using a new type of tables in Russian language lessons in high school – comparative categorical–level tables (CCLT), worked out in line with the ideas of M.T. Baranov for the practical implementation of the approach "from extra–linguistic realities to linguistic means" with generalizing repetition. The paper analyzes the views of scientists (philosophers, psychologists and educators) on the role of categorization in the process of cognition. A set of analytical methods was applied: analysis of scientific literature, analysis of regulatory and legal documentation (Federal State Educational Standard for General Education) and definitional analysis. It has been established that CCLTs have a triple function: they serve to compare language categories and identify dyadic relationships between them, clearly demonstrate a wide range of linguistic manifestations of each category at different levels of the language system, and also reflect the general level structure of the language, visualizing its stratification organization. This makes them an effective tool for systematizing knowledge at the final stage of schooling. Specific examples of tables are presented, as well as a set of tasks developed on their basis that enhance their methodological value. The theoretical significance of the research lies in the systematization of ideas about categorization in relation to the method of generalizing repetition in Russian language lessons in high school. The practical significance is confirmed by the compliance of the comparative categorical-level tables with the requirements of the Federal State Educational Standard for General Education and methodological recommendations based on the analysis of the results of the State Final Certification of previous years, as well as the provision of convenient didactic tools, including tables of this type and a set of tasks developed on their basis for the implementation of generalizing repetition.

The relevance of the study is primarily determined by the fact that the current edition of the Federal State Educational Standard for secondary general education (SGE) establishes a focus on teaching schoolchildren a variety of ways to present information. Moreover, the need to achieve appropriate learning outcomes is fixed at both the meta-subject and subject levels. That is why the issue of preparing schoolchildren to use methods of information visualization, for example, in the form of diagrams and scheme models, is becoming increasingly important in the educational process. The aim of the study is to determine the potential of using educational models in teaching, in particular, in the process of teaching the Russian language in high school. To do this, the article presents the views of various scientists, teachers and methodologists on this issue. The article uses a number of analytical research methods: analysis of scientific literature (domestic and foreign) on the research topic, analysis of regulatory documents (for example, Federal State Educational Standards SGE), as well as definitional analysis. The study resulted in determination of the possibilities of using scheme-models of language units for visual representation of the level system of the Russian language, which can be used in high school in the process of general repetition of the Russian language school course. The theoretical significance of the study lies in the fact that the article provides a number of interpretations of interrelated concepts, such as: “modeling”, “educational model”, “scheme”, “infographics”, “visibility”, etc. In addition, the article presents the views of modern researchers, which allow us to see what role infographics can play in the educational process. The practical significance of the study lies in the fact that a table was developed presenting examples of scheme-models of linguistic units at different levels of the language system. Educational work with this table can serve as a starting point for systemic repetition of the language science sections by updating knowledge about language units and the models that reflect them.

The relevance of the study is due to the fact the modern generation of schoolchildren has to deal with too much information and they began to demonstrate a tendency to clip thinking. This phenomenon is more significant for high school students, who experience the greatest cognitive load, including preparation for the upcoming exams. This trend should be taken into account when we design an effective learning process and supported by new technological capabilities that modern digital tools provide. The purpose of this study is to determine the ways of linguo-methodological infographics digital processing, which are found in Russian language textbooks and manuals, in order to convert them into variable tasks that can be used in the learning process, in particular, in high school. The proposed approach consists in working out variable Russian language assignments based on the existing linguo-methodological infographics through its digital processing using the digital tools proposed in the article. The article uses a number of analytical research methods: analysis of scientific literature on the research topic, analysis of legal documents, definitional analysis, as well as methodological analysis of modern textbooks. As the results of the study, several options for digital processing of methodological infographics means on the Russian language are given, which can be used in the process of teaching high school students. In addition, within the framework of the study, the prospect of creating a digital educational resource "Digital Bank of Linguistic Methodological Infographics" is described for the accumulation of digital copies of these graphic visual aids in it. The theoretical significance of the article lies in the definition of digital tools and ways to use them for the digital processing of linguo-methodological infographics, which can be used in the process of teaching the Russian language in high school. The practical significance of the undertaken research lies in the possibility of using the presented methods of linguo-methodological infographics digital processing to work out individualized assignments with different complexity levels. This resource will serve as a methodological help for practicing teachers, student teachers and school students.