SETTING UP WORK ON THE “DEFINITION” MODEL ON RUSSIAN LANGUAGE LESSONS IN PRIMARY SCHOOL

Abstract

The article discusses the definition as a structural-semantic model that promotes the development of thinking and speech of primary school students. Theoretical information about the essence of the definition and its classification allows us to understand the role of this model in the development of thoughts about the subject of speech and the creation of statements that interpret what a person is going to talk or write. The authors analyze the Russian language textbook for Grade 2 (authors LF Klimanov, TV Babushkina, the program “Perspective”) from the standpoint of its capabilities for organizing students’ acquaintance with the structural-semantic model and suggest possible options for the transformation of the material presented in the textbook fascinating process of creating definitions.