This article develops basic principles of meta-subject teaching that can be used in the teaching of the Russian language. This new methodology is based on the axiological approach in education. A special attention is paid to the formation of a so-called linguistic worldview, which is understood as a shared worldview of a nation formed through its language. The author draws system of values, which establishes a foundation for accomplishing meta-subject principles in the teaching of the Russian language. Approaches to forming such a system both in schoolchildren and teachers of different subjects are outlined.

This article describes a new scientific direction in modern educational methodology, which is referred to as an axiological textual centrism. The analytical foundation for this direction has been formed by the works of A.D. Deykina and other researchers working within the framework of the scientific school of axiological linguistic methods. In terms of this approach, the text is considered to be a basic methodological category in the teaching of the Russian language, with a special attention being paid to its lingual and cultural characteristics. It is concluded that the inclusion of lessons aimed at the analysis of the lingual and cultural characteristics of a text in the curriculum of the teaching of the Russian language can significantly enhance the personal, meta-subject and subject results of the education.

This article provides a discussion on the current theoretical and practical aspects of the axiological approach in the contemporary methodology of teaching Russian as the first language. The concept of an axiological linguistic personality is provided, which adds an axiological perspective to the linguistic personality concept. Such a personality is characterised by a value-based view on the mother tongue. The axiological foundation of the system of teaching the Russian language is analysed in terms of the methodological principles currently used in education. Techniques for the formation of the axiological linguistic personality in the process of teaching the Russian language are proposed.

This article is aimed at presenting a methodology for the conceptual analysis of poetic texts based on their lexical structure using the theory of communicative stylistics. The lexical structure of the literary text is considered to be a means of aсquainting the reader with the values manifested therein. The study of values intertwined within written works is particularly significant for the development of an axiological approach to teaching the Russian language. This article proposes a method for a sequential analysis of the lexical structure of a poetic text, which can be used at Russian language lessons.

This research is aimed at developing the approaches of the axiological linguistic methodology. The importance of cognitive and axiological methodological approaches for the teaching of the Russian language is considered. The possibility of using cognitive and axiological approaches in combination is investigated with respect to the enhancement of reading comprehension skills in high school students. To this end, the cognitive and axiological components manifested at different stages of textual activity are analysed. A technique for developing reading comprehension skills is presented, which involves the identification of various types of textual information and determination of their linguistic representation. The quality of the proposed reading comprehension activity was assessed by oral interpretative utterances produced by the students. The results of the research have confirmed the efficiency of applying cognitive and axiological approaches in combination for the personal development and intellectual formation of high school students.

This paper is devoted to analysing the problems of the technology and classification of dictation achievement tests carried out with a partial or full technical support (computer-assisted) for use both in school and university education. These problems are considered in terms of various technical and didactic aspects. Using a specifically developed set of parameters, a classification of such tests is provided. Dictation tests are distinguished into groups and types with respect to whether they are carried out in the classroom or distantly, collectively or individually, with a teacher or completely independently using a computer, smartphone and other devices equipped with data storage tools.

This article is devoted to the methods of acquainting students with the language of traditional culture (folklore) in school education. Such knowledge is expected to promote students’ awareness of the ethical and aesthetic values inherent in folk culture texts. A search for cultural information can be performed through a linguocultural study. This article presents such a research study entitled “Zachem ranshe zazyvali vesnu” (Why did they use to invite spring) aimed at revealing the specific features of folk texts that were used by Russian people to make spring to come. The semantics of textual artefacts is analysed in terms of their ethical and aesthetic significance.

The use of axiological approaches in the teaching of the Russian language is one of the main trends in Russian highschool education. In this research we applied the axiological educational approach in teaching high-school students to work with a publicistic hypertext. It is shown that such activities can contribute to the formation of students’ value system and their personal position.

In this article we present the main types of assignments that were offered to the schoolchildren – participants of the 2018 Russian Language Olympiad. Criteria used in the formulation and assessment of the assignments are provided. Reasons for introducing changes in the previously-used scheme are explained.

This article discusses the philosophical and pedagogical system developed by V.V. Rozanov (1856–1919), one of the most prominent figures in the epoch of the Russian cultural renaissance in the late 19th–early 20th centuries. The biographical information about the scholar is given against a broader historical context. The content of V.V. Rozanov’s pedagogical heritage is discussed, with some of his key concepts being elucidated. A particular attention is paid to his methods of teaching Russian literature and the Russian language at the end of the 19th – beginning of the 20th centuries. This article provides illustrations of how V.V. Rozanov’ ideas can be implemented in contemporary school.

This article discusses the lexical and syntactic features of I.A. Krylov’s fable texts. I.A. Krylov’s literary art is analysed against the context of a creative competition between the old and new styles of Russian literature in the first third of the 19th century. A particular focus of this article is on the analysis of Krylov’s contribution to the standardisation of the Russian literary language, as well as to the outlining of the directions of its further development. The specific linguistic features of Krylov’s literary style are revealed and illustrated.

This article is devoted to the linguistic and cultural means of creating the linguistic cultureme snake in Pavel Bazhov’s tales. The purpose of the research is to show how this traditional mythological and poetic zoonym functions in the writer’s works. The article reveals the origins of Bazhov’s appeal to the zoonymic image of snake and determines its role in the writer’s literary art. The meanings that this image carries both in the Russian national picture of the world and the writer’s perception are discussed in detail. A dual nature of a snake-man is demonstrated, including its role in the lives of Bazhov’s characters.

This article describes the connection between perfect verb forms and the typical lexical meanings of generating imperfectives using the example of a prefix model in the Russian language. The research is based on a fundamentally new approach, i.e. the means of “fixing” action in the objective time. The relevance of combining the action and the situational background to the lexical-semantic groups of verbs is established. In the course of the research, the materials of the Bolshoi Akademichescky Slovar (Big Academic Dictionary) were used.

This article is aimed at investigating the functions of the Russian preposition of cause v silu derived from a noun. We characterise the semantics of this preposition, as well as its specific features in terms of its compatibility with other units in the text. The range of the functions of this preposition is also discussed. It is established that the functions of this preposition in the contemporary Russian language are determined to a large extent by its contextual meaning, stylistic colouring and ability to express the gradual semantics of the cause.

This article discusses A.D. Deykina’s methodological ideas, which are shown to be important for the development of higher philological education inRussia. Thus, her works on the concept of axiological linguomethodology and the creation of a theoretical basis for the methodology of training school teachers have a particular significance. In terms of methodology, the teaching of the Russian language is demonstrated to contain cognitivism-, communication- and axiology-based aspects. In general, the Russian language education represents a four-component structure based on the competence and student-centred approach. This article shows how these ideas could be implemented in practice using the linguomethodological – cognitive, projective and axiological – strategies of training Russian language teachers. Each of these strategies is described in terms of the objectives and content of education, competencies to be formed and mechanisms of their realization.