This jubilee article analyses the current state of methodological linguoconceptology through the prism of publications in the Russian Language at School journal (2000–2020). The scientific status of methodological linguoconceptology is considered from the perspective of an evidence-based methodology. The content of the basic ideas of a linguo-concept-centric approach is revealed: philologization, intellectualization and metadisciplinarity of school linguistic education. Two fundamental principles of methodological linguoconceptology focused on personality development were identified: the metadisciplinary principle of the breadth and intellectual integrity of knowledge about the world and the principle of the acquisition depth of the Russian language and culture conceptosphere. The main trends are identified and the  prospects for the development of a new field of scientific and methodological knowledge are forecasted.

The article presents the experience of organizing research activities of students and schoolchildren as part of a lexicographic project implemented on the basis of the Experimental Laboratory of Educational Lexicography of the Pskov State University. The goal of the presented research project is to popularize folk culture and Russian paremiology, to develop students’ interest in the Russian language and folklore, to draw students’ attention to environmental issues, and to form their environmental awareness. The expected practical result is the preparation of a School Dictionary of Weather Signs for publication. The use of the linguo-cognitive method and structural-semantic modelling techniques allowed thematic classification of the signs for their representation in the dictionary; linguistic and cultural analysis provided the identification of ethnocultural specifics of signs; the method of linguoculturological commenting was used during the dictionary explication of the cultural background of paremias.
The innovative nature of the dictionary being developed implied involving the reader in the interactive work with the material. The methods of this activity were tested at the second stage of the lexicographic project: the dictionary materials were posted on the website, and the users – schoolchildren – were invited to analyze the relevance of the signs, observing the natural environment, and present the results of their observations in the comments. These data were used in the structuring of entries and the development of linguoculturological vocabulary comments for the School Weather Vocabulary, which was prepared for publication in accordance with the project implementation plan. Thus, it was proved that practical work on a lexicographic project allows organizing a multidimensional research activity of students of different levels: higher education students who study Russian paremias in terms of their relevance, frequency, linguistic and cultural value, master the methods of lexicographic material representation, including using information technologies as part of an online project; and secondary school students who analyse the content and identify the scientific basis of weather signs, observing the environment in the course of sign verification, reflect about its contemporary state and offer their solutions to ecological problems.

The purpose of the study is to define the connection between the reconstructive imagination and the comprehension of the text, in particular, with the comprehension of its constituent words. On the basis of the methodology “Switch on your imagination”, schoolchildren of the 4th-10th forms (396 people) were asked to give a verbal description of mental images and make a drawing for the text. As a stimulus material, we used an excerpt from the novel by A. S. Pushkin «Eugene Onegin». As a result of three stages of the experiment: а) presentation of the text without semantics of words, b) with semantics and c) introduction into the historical and cultural context, evidence was obtained that the comprehension and the reconstructive imagination in the perception of a literary text is a unified mental process, and fullfledged work of both processes is based primarily on the historical and cultural experience, without which the perception of a literary text is often difficult or even impossible. 

The paper presents a detailed school linguistic and literary analysis of A. Pushkin’s poem Arion. The purpose of the study is to theoretically justify and describe the methodology for conducting an in-depth discussion of this poem in the classroom, including highlighting the key stages of the discussion, as well as providing questions and tasks on the text. In the course of the study, methods of linguistic and literary analysis, theoretical generalization, and project planning were used. From the perspective of the psychodidactic approach, the main stages of the discussion of the poem Arion by A. Pushkin with students are highlighted; questions and tasks are formulated aimed at developing schoolchildren’s understanding of this work, increasing the reader’s perception, enhancing the research attention and cognitive interest, and forming a thoughtful attitude towards the lyric text. Three semantic plans of the poem Arion are considered, distinguished by the degree of explicitness and semantic  content: explicitly-implicit, implicit and contextual (background). Different points of view regarding the possible political context of this work are presented, the role of the mythological context is analysed; the features of the compositional structure, which is built on the «climax – resolution» principle, are revealed. The author concludes that, in order to develop an understanding of lyrics among adolescents, it is necessary to conduct a detailed analytical and synthesizing work with a poem and to build a conversation lesson based on the creative interaction of students with both the lyric composition and other readers, which involves taking into account the possibilities of different readings of the text and respect for the other opinions, which can be used as a springboard for students’ empathy and understanding.

The aim of the research was to actualize the interdisciplinary connections of the Russian native language, Russian native literature and Russian native history studies. The article discusses various types of obsolete words, as well as provides recommendations to a literature teacher, in which areas the study of obsolete vocabulary can be organized in school. The authors use the methods of educational and scientific literature analysis. On the basis of practical experience, techniques of working on the linguistic archaic during lessons are proposed. These techniques take interdisciplinary links of the Russian language and Russian literature subjects into account. The article concludes that classroom work on obsolete words or expressions and the stylistic functions performed by them should be carried out gradually, i.e., by taking a traditional step-by-step and from-simple-to-complex approach. 

The author of the article focuses on the search for optimal and effective methods and techniques that contribute to the conscious acquisition of the morphological norms of nouns and prevent grammatical errors in the speech of students. The article presents the system of assignments on the compilation of grammatical algorithms in the study of morphological norms of nouns. The content of this system includes such structural elements as (1) observation of linguistic material, (2) structuring of observations using tables and (3) building an algorithmic argument based on the conclusions made during the observation of the didactic material and heuristic conversations on finding grammatical features, by which the branches of the algorithm are formed. In the course of scientific and methodological research, the effectiveness of compiling algorithms in the process of collective and independent work during lessons was determined. The
results of a study based on this technique showed that schoolchildren, compiling algorithms related to the grammatical material, consciously learn the morphological norms of nouns, avoiding grammatical errors in speech. The presented methodology for compiling grammatical algorithms when studying a noun can be used for other grammatical classes of words, encouraging the creativity of both students and teachers of the Russian language.

The article analyzes one of the early poems of D. S. Merezhkovsky, which refers to the so-called landscape lyrics. Sustained consistently in the third person and drawing a very realistic picture of nature before a thunderstorm, this poem becomes a kind of «landscape of the soul» of the lyrical hero from the very beginning. This is created primarily with the help of lexical-semantic means, in particular, the polysemy of most words in the text. At the same time, the parallelism «nature – a human being», traditional for Russian poetry, receives a peculiar embodiment here. Based on the analysis of the dictionary of the poem, the author determines the main images and motives, identifies the style-forming dominants of the text, and characterizes the features of the functioning of units of the lexical-semantic level.

The aim of this article was to reveal the specifics of creating a word picture in the works by A. S. Grin. To this end, an analysis of language means used by the writer was carried out. The article considers associativity as the leading principle of the writer’s artistic style. An analysis of a fragment of the short story «Ships in Liss» illustrated the role of initial comparison as a means of organizing the language material and identifying the meaning of the work. The method of comparative analysis was used to establish similarities and differences in the process of creating artistic images. The semantic-stylistic method was used to describe the semantic and connotative volume of an analysed unit in the text. The method of determining associative relations allowed the subtext of the work to be revealed. A conclusion is drawn about the significant role of associations in the construction and understanding of the imagery of A. S. Grin.

The article presents a linguopoetic analysis of the language structure of the artistic concept «Mechanism», which plays an important role in organizing the artistic picture of A. Grin’s world. In the nuclear part of the concept, direct nominative designations of mechanical devices are concentrated; the first periphery includes lexemes with emotional and expressive connotations and the second periphery includes the vocabulary and phraseology associated with them. The conceptual analysis method, which serves as the main research tool in the article, made it possible to establish that the «Mechanism» hyperconcept, interacting with the «Justice» and «Disease» frames, is actively involved in the formation of the compositional-figurative and notional levels of A. Grin’s fantasy stories.

The article critically examines the repertoire of terms used in domestic Russian studies to denote the principles of Russian spelling. Differences in the interpretation of such terms in the modern Russian lexicography works are revealed. From the standpoint of modern terminology, recommendations are formulated aimed at an adequate understanding of the terms suitable for denoting the principles of Russian spelling in the practice of school and university teaching, as well as in research work.

The article is addressed to philology teachers working in multicultural classes or groups wishing to increase their linguistic and didactic competence. The aim was to compare the features of adjectives and ways of expressing the attributes of an object in Russian and some other languages of the Russian Federation. During the study, descriptive and comparative methods were used. The article compares morphological properties, lexical and grammatical categories as well as the features of functional homonymy of adjectives in Russian and Khakass languages; syncretism of Russian adjectives such as отцов (father’s) and Сашин (Sasha’s) with nouns is revealed; linguistic experiments related to adjectives are proposed. As a result of the analysis, methods of linguistic reflection of ‘qualitative’ and ‘relative’ attributes of an object are described. In Russian, these attributes are expressed primarily by adjectives. In addition, the former (‘qualitative’) can be conveyed by nouns (milk porridge / porridge in milk), while the latter (relative, individual colour features) – by verbs: Небо синее / Небо синеет (The sky is blue / The sky is getting blue). In some languages, for example, Nanaj and Nivkh, relative features are conveyed only by specific nouns, while all qualitative features are conveyed by verbs. In conclusion, the property of linguistic selectivity is revealed, which implies that identical realities can be expressed using various linguistic means. As a result, these realities will be perceived differently by the speakers of different languages.

The article is devoted to conceptual and methodological provisions of the «Thinking and Writing» course, introduced into the curriculum of first-year students of all subjects at the Moscow Sity University. The сourse was created at the intersection of such disciplines as contemporary Russian language, speech culture, philosophy, logic, rhetoric, methodology, psychology, and cultural studies. This determined the principles of material selection and its unconventional combination, as well as the forms of practical assignments. Based on the methods of analysis, comparison and experiment, we identified two fundamental principles of the course organization: positioning within the framework of the thought activity and reflection. Five blocks of topics are practiced at interactive seminars, where a student can take the position of a workshop author, due to a system of varied research, analytical and creative tasks of different competency zones, the trajectories of which students determine independently. Students’ reviews of the course after its testing confirmed it's significance. Shifting away from traditional lectures to various interactive forms of working with students, during which they are involved in a collective intellectual search, provides great opportunities for the development of thinking, as well as for self-development through reading, writing and public speaking, which corresponds to the global educational model of free arts and sciences currently implemented in Russian education.