Type training session: a lesson in the complex application of knowledge.
You can't understand Russia with your mind...
Goals:
Organize activities to develop the skills to analyze, compare, draw conclusions.
Create conditions for acquaintance with literary criticism dedicated to I. Goncharov's novel "Oblomov" (with fragments of articles by Dobrolyubov, Druzhinin, Bursov, Kuleshov) and fragments of N. Mikhalkov's film "A Few Days in the Life of I.I. Oblomov" in order to identify the relevance of the novel.
Formation of humanity, kindness.
Equipment:
TV, video materials, handouts (excerpts from articles by literary critics)
During the classes:
Organizing time:
Teacher: Hello guys! I am sure that our meeting will be held in a warm, bright atmosphere, filled with mutual understanding, respect for each other, and openness.
And we gathered about ... What is the occasion?
What is the subject of today's conversation? Yes, this is Goncharov's novel Oblomov (I pick it up)
And the topic of today's lesson: "The novel by I. Goncharov" Oblomov "yesterday and today ..." (writing on the board).
What do you think the lesson will be about?
Student response...
Teacher: Yes, that's right, we will talk about how the generation of readers before us perceived the novel and its characters, and also look at it with a critical eye through the prism of today.
Knowledge update.
Do you remember the year of his birth?
Answer of the disciples (1859)
Yes, that was when fans of the Otechestvennye Zapiski magazine read the novel in the first four issues of 1859. And then the first reviews appeared. Please read them.
Testimonials in printed form on the board
§ Tell Goncharov that I am delighted with Oblomov and am re-reading it again... Oblomov is not an accidental success, not with a bang, but a healthy, solid and timeless success in a real audience.
L. Tolstoy
§ As long as at least one Russian remains, Oblomov will be remembered until then.
I.S. Turgenev
§ If Goncharov wrote only one Oblomov, then this would be enough to recognize his indisputable right to one of the most prominent places in the front row of Russian writers.
A. F. Koni
Teacher: That was yesterday. These are views from the past. The views of those who lived near Goncharov. What do you think is relevant today in these assessments, what do you agree with, what do you disagree with?
Student response
Teacher: Yes, the contemporaries were right, they remember Oblomov. Here it is in ours today. (I show the book) And although on its pages the main character ... overtook death, the novel itself outlived its creator I.A. Goncharov, having quietly "sleeped" on the shelves of libraries, in cabinets and on shelves for so long... ( student response- 147 years), keeping many generations of readers awake. Why do you think? After all, there are books that live a year, two, ten years, and here 147 ... What's the matter?
And the purpose of our today's lesson is to reveal the secret of the novel, to examine it with a critical eye from the perspective of the past and the present, and to find in it what is relevant for today.
Work at the main stage.
Teacher: For this, we have a group of students representing literary criticism, film criticism and free youth criticism.
And we will conduct our conversation about the novel in the form of a business game. Each group has its own role. To play it, you need to get ready, remember everything you know about the novel, about its heroes. So, literary critics examine the materials of articles by N.A. Dobrolyubov, B. Bursov, L.I. Kuleshova, A.V. Druzhinin and prepare tasks for them. This is their task. The task of film critics is to study the film archive, and the task of representatives of youth criticism is to once again look at the pages of the novel itself and determine the problems that are relevant today.
Group work
We take 5-6 minutes to work
Group task literary critics: Study the materials of the articles by N.A. Dobrolyubova, A.V. Druzhinina, B Bursova, Ya. And, Kuleshova, dedicated to the novel "Oblomov" and its characters, and prepare an answer to the question indicated in your assignment.
Handout
How on. Dobrolyubov explains the reasons for Oblomov's inaction?
<...>What are the main features of Oblomov's character? In the complete inertia that comes from his apathy towards everything that is happening in the world. The cause of apathy lies partly in his external position, and partly in the image of his mental and moral development. According to his external position - he is a gentleman; “he has Zakhar and another three hundred Zakharov,” in the words of the author.
<...>.It is clear that Oblomov is not a dull, static nature, without aspirations and feelings, but a person who is also looking for something in his life, thinking about something. But the vile habit of obtaining the satisfaction of his desires not from his own efforts, but from others, developed in him an apathetic immobility and plunged him into a miserable state of moral slavery. This slavery is so intertwined with the nobility of Oblomov, so they mutually penetrate each other and are conditioned by one another, that it seems there is not the slightest possibility of drawing any kind of boundary between them. This moral slavery of Oblomov is perhaps the most curious side of his personality and his entire history ...
ON THE. Dobrolyubov. What is oblomovism? 1859
How does B. Bursov explain the reasons for Oblomov's inaction?
Oblomov is fading away both because he, as a landowner, can do nothing, and because, as a person, he does not want to do anything to the detriment of his human dignity.<...>A person consciously goes to completely fade away, but not to become an official or a businessman, not to enter into a deal with his conscience<...>In Goncharov's portrayal, Oblomov appears as a person, although hopelessly lagging behind the requirements of the time, still not compromising.
B. Bursov. National originality of Russian literature. 1964
How does the critic A.V. see Oblomov-man? Druzhinin?
Not for the comic side, not for the pitiful life, not for the manifestations of weaknesses common to all of us, we love Ilya Ilyich Oblomov. He is dear to us as a man of his region and his time, as a gentle and gentle child, capable, under other circumstances of life and development, of true love and mercy. He is dear to us as an independent and pure nature, completely independent of that scholastic-moral shabbiness that stains the vast majority of people who despise him. He is dear to us in truth, which permeates his entire creation, in a thousand roots, with which the poet-artist connected him with our native soil. And, finally, he is kind to us, like an eccentric who, in our era of selfishness and unrighteousness, peacefully ended his life without offending a single person, without deceiving a single person and without teaching a single person something bad.
(Russian criticism of the era of Chernyshevsky and Dobrolyubov, - M., 1989.)
Like A.V. Druzhinin talks about the reasons for Oblomov's inaction?
(...) The sleepy Oblomov, a native of the sleepy and yet poetic Oblomovka, is free from moral illnesses, which many of the practical people who throw stones at him suffer from. He has nothing to do with the countless mass of sinners of our time, presumptuously taking up things to which they are not called.
How does Dobrolyubov talk about the reasons for Stolz's activities?
... From Goncharov's novel, we only see that Stolz is an active person, he is always busy with something, runs around, acquires, says that to live means to work, etc. But what does he do, and how does he manage to do something decent where others can do nothing - this remains a mystery to us<…>Stolz had not yet grown up to the ideal of a Russian public figure.<…>And we don’t understand how Stolz could calm down in his activity from all the aspirations and needs that even Oblomov overcame, how he could be satisfied with his position, calm down on his lonely, separate, exceptional happiness ... We must not forget that there is a swamp under him, that Nearby is the old Oblomovka, that it is still necessary to clear the forest in order to get out onto the high road and run away from Oblomovism. Whether Stoltz did anything for this, what exactly he did and how he did it, we do not know. And without this, we cannot be satisfied with his personality ... We can only say that he is not the person who will be able, in a language understandable for the Russian soul, to tell us this omnipotent word: “forward!”
As a critic Ya.I. Kuleshov talks about the reasons for Stolz's activity?
What is the moral image of Stolz in the view of the critic?
Stolz is a machine that works methodically. He is stuffed with virtues in order to show off in front of Oblomov in everything, in all cases to be "on top". But we do not see an integral character, his soul. He is active, moderately civilized, knows the rational principles of the economy and even appreciates Beethoven, he is polite, but never enthusiastic. For him everything is a means, not an end. He leaves Olga with an assignment to captivate Oblomov, to rescue him into secular living rooms, and Stolz was not interested in the rest. Stolz works for the sake of labor itself, but he did not have a higher ideal and did not suspect that ideals were needed. He never thought about the purpose of life.<…>Stolz on a high level of his active life turned out to be the same Oblomov, preparing Olga for the role of “mother-creator and participant in the moral and social life of a whole happy generation.
Assignment to the Youth Criticism group
What questions raised in the novel belong to the category of eternal questions, name them. Which of them was relevant for N. Goncharov? How did he resolve it?
Read materials about the life and work of the director and actor N. Mikhalkov. Prepare a message about him and his film "A Few Days in the Life of Oblomov"
Handout for film critics.
Nikita Mikhalkov was born in Moscow on October 21, 1945. Father - Sergei Mikhalkov - poet and playwright. Mother - Natalya Konchalovskaya - poetess and translator. Nikita Mikhalkov graduated theater school them. B. Shchukin, studied at the directing department of the All-Union state institute cinematography in the class of Mikhail Romm.
The starting point, a debut in cinema, was the film "The Sun Shines on Everyone" (directed by K. Voinov, 1959). The first notable work in the cinema was the main role in the film "I'm walking around Moscow" directed by Georgy Danelia (1963).
The first directorial works of Nikita Mikhalkov were course short films. As a director, Mikhalkov made 15 full-length and 12 short films and staged several performances. Among them: "An unfinished piece for a mechanical piano" (1976), "Five Evenings" (1978, filmed during the filming of the film "A Few Days in the Life of Oblomov"), "A Few Days in the Life of Oblomov" (1979). ), "Kin" (1981), "Burnt by the Sun" (1994).
In 1998, Mikhalkov founded the Three Te studio and is its artistic director. The name of Nikita Mikhalkov is inextricably linked with various charity events aimed at the revival of Russia, monuments national culture, Russian Orthodox Church and their shrines.
The films of Nikita Mikhalkov, making a triumphal procession on the screens of the world, won the hearts of the audience, were awarded the most prestigious cinematographic awards. The list of awards includes more than 30 domestic and international prizes.
Nikita Mikhalkov - National artist Russia (1984), laureate of the State Prizes of Russia.
Mikhalkov was also awarded special honorary prizes for his contribution to cinema and the development of culture.
A few days from the life of I.I. Oblomov
Feature Film(Mosfilm, 1979). 2 episodes
Directed by Nikita Mikhalkov.
Screenplay - Nikita Mikhalkov, Alexander Adabashyan.
Operator - Pavel Lebeshev.
Music - Eduard Artemiev.
Lyrics - Anatoly Romashin.
Cast: Oleg Tabakov, Andrey Razumovsky, Yuri Bogatyrev, Elena Solovey, Vanguard Leontiev, Oleg Kozlov, Elena Kleshchevskaya, Galina Shostko, Gleb Strizhenov, Evgeny Steblov, Evgenia Glushenko, Nikolai Pastukhov.
Screen adaptation famous novel I.A. Goncharov "Oblomov": the story of an outstanding person who turns out to be absorbed in the routine of his existence. Love suddenly awakens in Oblomov the desire to live, feel, suffer, but the impulse just as suddenly fades away.
Prize "Golden Shield of Oxford" to the director, cameraman (P. Lebeshev), actor (O. Tabakov), actress (E. Solovey) at the Oxford International Film Festival (1980)
Named Best Foreign Film of 1981 by the National Board of Film Critics.
Work at the main stage. Group performance.
Teacher: What questions raised in the novel belong to the category of eternal questions, name them.
Answer: Meaning of life, happiness, equality of women, true love and friendship, humanism, etc.
Teacher: Yes, these are all eternal questions. They are always interesting. But you didn't say...
Let's focus on Hamlet's "to be or not to be?" How does he transform in the novel?
What characters are you primarily associated with? In what form?
Answer: There will be no Oblomov, but there will be Stolz.
Oblomov - to stay, and Stolz - to go forward.
Oblomov - to live by feeling, and Stolz - by reason.
Oblomov - contemplation, Stolz - action.
What is higher and more necessary? Contemplation or action?
Why does Oblomov contemplate, while Stolz acts? What motivates them to do so?
Student responses
Let's change the situation and explore more deeply the motives of the actions of the heroes. Will your position change? To do this, we turn to literary criticism.
Response from Literary Critics Group
What is Dobrolyubov's opinion about Oblomov's inaction? (Oblomov - master)
What is B. Bursov's opinion about Oblomov's inaction? (does not compromise, does not enter into a deal with conscience)
What is the opinion of Druzhinin A.V. about Oblomov's inaction? (does not want to take on a job for which he does not have a calling, realizing its meaninglessness)
Teacher:Whose opinion about the protagonist's inaction is closer to you? How? Maybe you have your own opinion on Oblomov, on his inaction? Formulate and justify, prove with a text, use a speech sample: Oblomov is inactive because ...
The antipode of Oblomov is Stoltz. He works, works, why?
What does literary criticism say about this?
What is Dobrolyubov's opinion on this issue?
Students answer (to live is to work)
What is the opinion of the critic Kuleshov on this issue? (to work for the sake of work)
Whose opinion about Stolz's actions is closer to you?
How? Maybe you have your own opinion on this. Formulate and justify, prove with a text, use a speech pattern: Stoltz acts because ...
Teacher:We explored motives. Let's try to answer the question: what is more necessary? Contemplation or action already from the standpoint of new facts, from the standpoint of the study of motives. Has your opinion changed?
Student responses
And what is higher: contemplation or action. How do you understand this question?
Teacher:And what does criticism say about the moral character of the characters?
How Oblomov is shown in Druzhinin? What is the attitude of the critic towards the hero and why? (he is dear to criticism, he did not offend anyone and did not deceive, he did not teach bad things)
And how does criticism say about the moral character of Stolz? Kuleshov's opinion. (this is a machine working methodically)
Which is higher: contemplation or action? (answers)
We have listened to the opinion of literary critics, and now the floor is given to film critics. How does our contemporary N. Mikhalkov answer this question, but first a message about him and his film dedicated to the novel Oblomov.
Message from a group of film critics about Mikhalkov and his film.
By the way, the main problem in the film is exactly what is higher: contemplation or action?
Teacher: Please, look at two films and tell me who, in your opinion, is the director N. Mikhalkov preferring? Oblomov or Stolz?
Showing fragments of the film.
Assignment to the film critics group. Analysis of the fragment "Conversation in the alley". Analyze the behavior of the characters.
What are Oblomov and Stolz talking about?
How does the director show them (face, eyes)?
How do you assess Stolz's behavior in a conversation with Oblomov?
Why is Oblomov crying?
Who is higher: Oblomov or Stolz in this episode?
Analysis of the fragment "Family scene in the house of Stoltsev". Analyze the behavior of the characters.
What does Stolz say to Olga?
Why is Olga crying?
How do you feel about Stolz in this fragment?
General question : What idea unites both films? How is the motive of tears connected with this thought?
After watching the movie, the teacher asks:
To whom does the director Mikhalkov give moral preference? Who is higher: Oblomov or Stolz? Which is higher: contemplation or action?
And here is how Mikhalkov thinks about it. Mikhalkov's words: “Does it make sense today to return to the conversation about Oblomovism, which has long and rightly been condemned, and everything that could be said about it has already been said. That is why we wanted to approach the essence of the novel from a slightly different angle, to talk not about the danger of Oblomovism , but about the danger, so to speak, of Stoltsevism, about pragmatism, displacing, devouring in human soul spirituality."
Vocabulary work: pragmatism is...direction in philosophy, recognizing the truth only that which gives practical useful results.
Teacher: Is the problem of Stoltsevism relevant? Is it as dangerous as the director and actor Mikhalkov thinks?
What does our contemporary, director and actor N. Mikhalkov see as the main danger of Stoltsevshchina. Do you agree with him?
What is closer to our national character, our mentality: contemplation or activity?
Vocabulary: mentality is ...
Teacher: THREE features distinguish our nation: catholicity, patriotism, spirituality.
You can't understand Russia with your mind... But you can only understand it with your heart and soul!
1. Communion.
So what is the relevance of the novel and the problem raised in it?
What is higher and more necessary: contemplation or action?
Write an essay of your choice:
"What is the relevance of the novel" Oblomov "?"
"Oblomov" yesterday and today ... "
“What is so terrible about Stoltsevism?”
based on the novel by I.A. Goncharov "Oblomov"
Grade 10
Lesson 1
Topic. I.A. Goncharov. Creative and life path.
Goals. To acquaint students with the personality of I.A. Goncharov, his biography, to give an idea of the worldview, citizenship, philosophical and aesthetic views of the writer, to reveal the relationship between his work and fate, to introduce creativity
I.A. Goncharov in the general context of the development of literature of the second half of XIX century.
Tasks
1. Show the role of the patriarchal way of life in the parental home, the Maykov circle, the "natural school" in shaping the personality of the writer.
2. To acquaint with the content of the main works of the writer, to show their connection with the ideological and aesthetic searches of the time and the traditions of previous literature.
3. Show the originality of the socio-political, civic position
I.A. Goncharova.
Lesson Form. Story-lecture.
Outline plan
I . Organizing time.
II. Teacher Lecture Accompanied Presentation MicrosoftPowerPoint
1. Formation and formation of the personality of the writer
a) Patriarchal way of life in the parental home.
b) Reading preferences of the future writer.
c) Moscow Commercial School (1822-1830).
d) Moscow University (1831-1834).
e) Maikov's circle, its role in shaping the views of the writer.
f) The first literary experiments of I.A. Goncharova. Poems, essays; connection early creativity writer with the aesthetics and poetics of the "natural school".
2. The peculiarity of the socio-political, civic position of I.A. Goncharova
a) The balance, objectivity of the writer's position in relation to all the most important social, political, philosophical issues of the time.
b) Protection of the moral principles born of the traditional patriarchal way of life, and understanding the need for social change in the country.
3. Roman " ordinary story"(1841) in the work of the writer
a) An overview of the content of the work. The role of the conflict of romantic and pragmatic consciousness in the structure of the novel. The story of life, moral quest of Alexander Aduev. Features of the poetics of the novel.
4. The history of the creation of the novel "Oblomov"
a) Publication of a chapter of the novel ("Oblomov's Dream") in the journal Sovremennik.
b) Reaction to the publication of revolutionary and Slavophile criticism.
5. Trip around the world I.A. Goncharov, his role in the development of the civil position of the writer
a) The history of the journey "Frigate Pallada". The ratio of Russian and Western, Russian and Eastern consciousness, the originality of the Russian national character.
6. Publication of the novel "Oblomov" a) The discussion that unfolded around the novel.
View document content
"Lesson in the 10th grade on the topic" Oblomov and "Oblomovism". Criticism about the novel "Oblomov""
Lesson number 72.
Subject: Oblomov and Oblomovism. Criticism about the novel "Oblomov"
1 Show the complexity and ambiguity of the character of the protagonist of the novel, I.A. Goncharov, through his comparison with the images of other characters. Strengthening the skills and abilities of analysis literary text.
2. Organize activities to develop the skills to analyze, compare, draw conclusions.
To create conditions for acquaintance with literary criticism dedicated to the novel by I. Goncharov "Oblomov" and fragments of the film by N. Mikhalkov "A few days from the life of I.I. Oblomov" in order to identify the relevance of the novel.
3. The relevance of the concept of "Oblomovism" in our days. moral education students on the basis of the content of the main problems of the novel, the impact on students with the help of the novel and the change in their initial impression of the hero of the work, the formation of the concept of "Oblomovism".
Forms of work– problematic dialogue, research, group work, creative work,
Equipment: portrait of the writer, portraits of the heroes of the novel, video fragment of the film "Oblomov"
musical accompaniment, cards with critics' opinions, sofa, bathrobe, slippers
Epigraph
This is not a dream - this is some kind of ... Oblomovism!
Lesson type: lesson-seminar
Technology: health-saving, analytical work, partial search work, problem-based learning, group work, project activity
Literature: textbook. Literature 10-11. Agenosov, text by I. Goncharov "Oblomov"
Vocabulary work: Utopia is something fantastic, an unrealizable dream that cannot be realized.
Lesson Plan
Excursion to the world of Oblomov. teacher's word
Setting goals and objectives. Announcement of the topic of the lesson.
Group work. Discussion: Who is Oblomov?
Creative task. This poisonous word Oblomovism.
Literary fantasies: Oblomov in our days.
Reflection. Project: What is Oblomovism?
During the classes
1. Organizational moment
2.Updating knowledge and skills..
We have worked on the material, analyzed the novel, today our task is to sum up our work.
3. conversation on knowledge of the text
1. What time of the year does Goncharov's novel "Oblomov" open? (Spring)
2. What does Oblomov dream about? (childhood)
3. Where (in which episode is the exposition located? (1 part)
4. What literary direction does the novel belong to 7 (Realism)
5. Where does the action of the novel take place? (Petersburg)
6. Can Oblomov be called an active person?
3.Material for observation. Finish the phrases:
Oblomov is a novel about ... (about the novel itself)
Oblomov is a hero...
4. Analytical work: Let's go back to homework and fill in the table. (I analyze the image of the hero, along the way we open the cards)
How do we see the hero in relation to other heroes (Kind. A good card opens)
How does Oblomov live? (strive for harmony, for comfort)
Why is everyone lying to him? (non-independent)
Why does he lie and does not communicate with anyone (a protest against the hustle and bustle of life)
(Oblomov's words are read out: "I'm tired of your St. Petersburg")
List the positives and negatives:
Positive Negative
There is a desire to be useful, but does not apply any teachings
Conclusions: He asks questions about life, but his philosophy boils down to the following: “not now”
Work on the name of the hero.
Bummer-broken off.
Hero duality. Wants to be helpful, but doesn't make any effort.
Is Oblomov burdened by his life?
Viewing a video clip. Oblomov's conversation with Stolz.
Problem dialogue.
Has he become like this today? Who or what is to blame for this? (Firstly, Oblomov is inactive, because he is a gentleman. Secondly, he does not get down to business if he sees senselessness in it. He asks Stolz6 “Why do you need so much money?”, thirdly, Oblomov’s formation played education and the influence of society. Oblomov is a sensitive, art-a person who understands the harmony of nature, not like everyone else. And Olga Ilyinskaya saw this “You are gentle and kind.” Oblomov knows how to appreciate beauty and strives for harmony, but reality contradicts the world of his soul. He deliberately withdraws from participation in it, and not just because of a feeling of apathy and laziness.)
Who is trying to help Oblomov change his attitude to life? (Olga and Stolz. Give them a description: what qualities connect them) (for them, the meaning of life lies in activity)
Compose a cinquain images of Oblomov (group 1), Stolz (group 20
What brings these different people? (Stolz sees in Oblomov what he lacks in his environment: kindness, attention. Oblomov sees frankness in Stolz, only he did not deceive him and treated him like a native)
How is Oblomov's personal life developing? Why did the relationship between Oblomov and Olga not take place?
Who became the ideal woman for Oblomov? ((she dedicates her life to him)
To Olga's words: "Who cursed you, Ilya" "Oblomov gives the answer: Oblomovism
Work with the dictionary of S. Ozhegov. Obdomovshchina - lack of will, a state of inactivity and laziness.
Physical education minute
Research activity. . Working with critical articles. (d.h)
It is no coincidence that you sit at different tables. During the work on the novel, you demonstrated different points of view, spoke out for and against the hero, and today you have to work in a group with like-minded people. So, I present to you: supporters, opponents and literary critics.
Nikolai Aleksandrovich Dobrolyubov sees his hero as looking for a goal in life and does not find it: “Oblomov is not a stupid, apathetic figure, without aspirations and feelings, but a person who is also looking for something in his life, thinking about something. But the vile habit of obtaining the satisfaction of his desires not from his own efforts, but from others, developed in him an apathetic immovability and plunged him into a miserable state of moral slavery. Ollomov did not understand the meaning of life. He served - and could not understand why these papers were being written; not having understood, I found nothing better than to retire and write nothing.
Application number 2.
Discussion critical article students and putting forward their theory, Read out your annotations. ( homework)
Output Oblomovism, according to N. Dobrolyubov, is a phenomenon of life, in it a living modern Russian type appears before us, characterizing a similar way of life.
Goncharov reacted negatively to his hero, but at the same time softened his assessment, recognizing through the mouth of Stolz the withering away of Oblomovism "farewell, old Oblomovka ... You have outlived your life." But Goncharov tried to find something valuable in Oblomov's personality, he has a "humane" "golden" heart.
Referring to illustrations.
How does the novel end? (Stoltz and Olga live a quiet, calm life)
Didn't they come to that very Oblomovism? (end the diagram with arrows leading to Oblomovism)
Literary fantasy: Oblomov in our days. Now I suggest you dream up a little and imagine what Oblomov would look like today? Who could be called a supporter and adherent of Oblomovism? Draw a portrait of modern Oblomov. Reflect on the question: "What is relevant and terrible Oblomovism at all times?"
Outcome. Finish the phrase: Oblomov is inactive because ...
Dmitry Sergeevich Likhachev wrote: “You can define the purpose of your existence in different ways, but goal should be- otherwise there will be no life, but vegetation. You have to have principles in life. It’s good to even put them in a diary, but for the diary to be “real”, you can’t show it to anyone - write for yourself only. However, every person should have a rule in life, in his goal of life, in his behavior: you need to live life with dignity, not to be ashamed to remember. Dignity requires kindness, generosity, the ability not to be a narrow egoist, to be truthful, good friend find joy in helping others
Summarizing.
Project activity. What is oblomovism?
What does a person live for? What do you see as the meaning of life?
What killed Oblomov? What was Oblomov's utopian dream?
Working with the dictionary S.I. Ozhegov. Utopia-
What is the meaning of Goncharov in the novel "Oblomov"? What topics does it cover?
To what type literary heroes can be attributed to I.I. Oblomov? ( extra person)
What is the relevance of the novel?
Application No. 1. Generalized tests:
1. Determine the plot basis of the Oblomov novel
A) the history of the relationship between the landowner Oblomov and the serfs
B) a description of the friendly relations between Stolz and Oblomov
C) The love story of Oblomov and Olga
2. In what episode does the plot of the novel action appear
A) Oblomov's confessions of love for Olga Ilyinskaya
B) meeting of Oblomov and Stolz
C) moving to the Vyborg side
3. The action of the novel "Oblomov" takes place in
A) Petersburg
B) Oryol province
4. What prevents Oblomov from being an active person?
A) poverty
B) sickness
C) education and patterns modern life
5. What is the role of the characters in the novel
A) revive the sluggish course of the novel
B) convey the hustle and bustle of Petersburg life
C) imperceptibly for the hero, they change his life
6. The chapter "Oblomov's Dream" is included in the novel in order to:
A) expand the idea of lordly life
B) explain the origin of the hero
C) explain the causes and apathy of the hero's inactivity.
Evaluation.
Homework. home composition
1. Oblomov and Oblomovism
2The theme of love in the novel "Oblomov"
3. Andrey Stolz as the antipode of "Oblomov"
Application number 2.
Questions for supporters:
What are the positive features of Oblomov
Describe his attitude to activity, work, work
Who was Olga Ilyinskaya for Oblomov?
What is the use of Oblomov's contemplation. Is contemplation of activity better?
Do you think a sofa and a bathrobe are useless things?
Questions to the enemy:
Who is prettier than Stolz or Oblomov and why?
Name the positive features of Stolz. What is the peculiarity of Stoltsevshchina?
Why are Oblomov's visitors unable to induce him to go to Peterhof?
Is Oblomov the only personification of laziness and idle thoughtfulness? (Zakhar)
What's wrong with lying on the couch every day? Would you give it up interesting lesson?
Questions for criticism:
What is Oblomov's attractiveness and what is his disadvantage?
Why Russian critics have highly appreciated the image of Oblomov, while ordinary readers judge him mostly negatively.
Formulate your thesis regarding the image of Oblomov, presenting yourself as a real critic.
Is it easy to be impartial in assessing Oblomov when you are sitting on his couch?
Have you chosen Oblomov's way of life, giving up walks, trips, action and work?
Lessons based on the novel by I.A. Goncharov "Oblomov" with elements of RCM,
Topic: The image of the main character in the novel "Oblomov".
Purpose: to comprehend the image of the main character from the point of view of a social, universal and moral position.
Methodological techniques: commented reading, keywords, cinquain, teacher's word, logical chain.
Lesson equipment: literary text, textbook by Yu.V. Lebedev, "Literature" Grade 10. 1 part.
During the classes.
1. Organizing moment.
2. The word of the teacher.
The writer himself determined the ideological orientation of the novel: “I tried to show in Oblomov how and why our people turn prematurely into ... jelly - climate, backwater environment, drowsy life and even more private, individual for each circumstance.”
Epigraph on the board. "... the most important thing, which has not been equal for a long time ... I am delighted with Oblomov"
L.N. Tolstoy.
3. Challenge. What is so interesting main character novel by Ilya Ilyich Oblomov?
Commented reading of part 1, chapter 1.
Oblomov occupation
portrait interior
things
Information after reading part 1, chapter 1. The teacher writes on the blackboard.
- facial expression , robe; slippers, sofa, servant Zakhar, web, dust, lying down, dreams, former official…
Express your assumptions about the personality of the main character. " I think that….."
(“I believe that we have a very lazy and indifferent person in front of us ...)
Reading episode part 1, ch.2. "Letter from the village from the headman."
Question 1) What can you say about the headman? (Headman steals and lies)
2) What is Oblomov's reaction to the letter? (5.6 ch. part 1)
Discussion. Underline the reason for this reaction.
5. Reflection. Sincwine.
What thoughts and feelings did you have about the personality of the main character?
Answer options.
Lazy, kind (apathetic)
Lies, dreams, sybaritizes
Oblomov is the main character of the novel.
6. Homework.
Reading the chapter "Oblomov's Dream" (ch. 9, part 1) Overture of the novel. Conditions for the upbringing of little Oblomov.
Make a logical chain of events in the life of the village of Oblomovk And .
(In Oblomovka, no one asked himself the question: what is life for, what is it, what is its meaning and purpose?
The Oblomovites very simply understood it “as the ideal of peace and inaction, violated at times by different
unpleasant accidents, such as: illnesses, losses, quarrels and, among other things, work. They are
took down labor as a punishment. In such conditions, Ilya Ilyich Oblomov was brought up.)
Logical chain.
Silence - stillness - food - sleep like death– silence….. happy people!?
Question for thought. Why life, what is it, what is its meaning and purpose?
Output. Oblomovka "as an ideal of peace and inaction"
Lesson on the novel "Oblomov" (continued).
Topic: "Or I did not understand this life,
Or she's not good enough."
The purpose of the lesson: to find out "what is Oblomovism" and what role Andrei Stolts and Olga Ilyinskaya played in Oblomov's life.
Methodical techniques: commented reading, comparison, keywords, cinquain, conversation.
Lesson equipment: literary text, portrait of Oblomov, Olga, Andrey.
During the classes.
Organizational moment.
Checking d / z.
Introduce students to the lesson topic and purpose.
Oblomov's question becomes the center of the analysis of the novel: "Either I did not understand this life, or it is no good at all." Opposes Oblomov on the pages of the novel Andrei Stolz with his assessment - "Oblomovism".
Comparative characteristics of Stolz and Oblomov. What is the meaning of life?
Reading part 2, ch.3,4,5.
Sincwine.
Persistent, purposeful;
Learn, work, serve.
He walked firmly, cheerfully.
German (friend, agent)
Oblomov seeks salvation in Andrey. "Don't scold, Andrei, but rather help." Andrei is surprised by the changes that have taken place in Ilya.
“You seem to be too lazy to live”; "you are a philosopher, Ilya"; “Is it you, Ilya”; “why didn’t you break free, didn’t run somewhere, silently died?” "Oblomovism!" (diagnosis) Now or never!
Oblomov himself about himself. “... In my life, no fire has ever lit up - neither saving nor destructive fire .. Either I did not understand this life or it is no good ... Where?”
Output. "Oblomovism? One word, but what ... ..poisonous!
D/Z. Reading part 2, ch. 5-9. Changes in Oblomov.
Lesson based on Goncharov's novel "Oblomov" (continued).
Subject: Oblomov and Olga.
Purpose: to consider what changes took place in Oblomov after meeting Olga and why not
the love of two heroes took place.
Methodological techniques: commented reading, conversation, diamonds.
Lesson equipment: literary text.
During the classes.
Organizational moment.
Conversation at home.zad.
Questions: 1) What changes have occurred in Oblomov? (Oblomov got up from the sofa).
2) What does Stoltz say about the purpose of dating? (Change Oblomov's life)
3) How did Oblomov's music affect his state of mind?
(music brings him to an unusual state, because the soul is found; music is love)
4) Is it love? (Yes)
3. Teacher: What is Olga? What hopes did Olga have with Ilya? Let's try to answer these questions
find the answer as you read the novel further.
Department of Education and Science of the Tyumen Region
GAPOU TO "Agrotechnological College"
Plan of an open training session on the Russian language and literature
Teacher: Tuz Natalya Vladimirovna
Topic of the lesson: "Mr. de Laziness" (based on the novel by I. A. Goncharov "Oblomov").
Group: TO 16-1o
Duration: 45 minutes
Type of lesson: lesson-thinking
Type of lesson: generalizing (consolidation of the studied material)
Learning Objectives:
the formation of a complete idea of the novel and its hero,formation of an active life position students;
Development goals:
development of skills to argue one's point of view;development of associative, critical thinking;
Educational goals:
the formation of the best personality traits: purposefulness, determination in achieving goals, diligence, responsibility, activity.
Expected results:
The student must know:
The main facts of the life and work of the writer;
The student must be able to:
Analyze and interpret piece of art;
correlate fiction from social life;
Participate in dialogue or discussion;
Formation of general competencies
| Formed competencies | Outcome evaluation indicator |
| OK 3. Make decisions in standard and non-standard situations and bear responsibility for them. | Demonstration of the ability to make decisions in standard and non-standard situations and bear responsibility for them. |
| OK 6. Work in a team and team, ensure its cohesion, communicate effectively with colleagues and management. | Interacts with students, teachers in the course of training; demonstrates the skills of organizing their own activities, organizing work in a team. |
Material support of the training session:
demonstration-computer complex; information in the form of slides, a video fragment of the novel; novel by I. A. Goncharov "Oblomov", workbooks of students, texts of parables.
Teaching methods:problem search,explanatory and illustrative.
Methodical methods: topic update; determination by students of the objectives of the lesson; creation of a problem situation; organization independent activity students; self-assessment of acquired knowledge; reflection;
Interdisciplinary connections: Russian language, logic, ethics, philosophy, social science.
Intra-subject relationships: N. V. Gogol, A. P. Chekhov, I. S. Turgenev.
Lesson progress:
1. Organizational moment.Greetings!
Good afternoon, everyone!
My friends! I'm very happy
Enter a cozy office.
And for me already a reward
Your attention is like a joy.
Everyone be careful
And also diligent.
Now we will discuss
Let's think and understand.
I sincerely wish everyone a good mood and a constructive dialogue, the focus of which will be the novel Oblomov.
2. Definition of the topic and objectives of the lesson:
Motivation and updating of the topic: slide 1
Friends, a paradox has occurred: one word has disappeared from the proverb. Return the word and explain the meaning of the whole proverb!
They get healthy from work, but from ... they get sick.
- Well done, right! The ability to work allows you to overcome difficulties. Work is beneficial, but laziness is the opposite. What are the pairs of words work-laziness, get healthy-sick called? Antonyms! This proverb will be the epigraph, which we will write down later. Another proverb comes to mind: “Work feeds, but laziness spoils.” Today we are finishing our conversation about Goncharov's novel - slide 2. "Oblomov" is not a work that you quickly forget. You think about it, argue about it, argue about it.There are over 50 characters in the novel. All of them, like you and me, love, suffer, seek, despair, rejoice. Depicting characters, Goncharov emphasizes the detail in them, and thanks to this, the portrait is remembered for a long time.
Try to recognize the character by the portrait: "a man of about thirty-two or three years of age, of medium height, of good appearance, with dark gray eyes, but with no definite idea."This is Ilya Oblomov- slide 3.
Why did we start the lesson with a proverb about work and laziness?
(because laziness - major vice Oblomov)
Topic of the lesson: " Mister de Lane». (slide 4). The choice of such a name is not accidental, since that is how Goncharov was called by friends for his slowness and inactivity, in the image of Ilya Ilyich we see some events from the life of the author himself, the creator of the novel.
Write down the theme and epigraph! Slide 4-5
Let's define the goals of the lesson together? (statements of students)
Sample answers: reveal the origins of laziness; in the course of reflection, answer the question: is laziness good, joy, or is it evil, immorality, the biggest vice?
How do you understand such a simple word "laziness"? (student answers)
Let's collectively compose an associative series of words for the concept of "laziness"(slide number 6).Each student says a word!
Laziness: apathy, peace,inaction, parasitism, drowsiness, passivity, inertia, inactivity, lethargy.
From the written words, underline the most terrible. Say it!
Is it necessary to fight this terrible word? How?
- Continuing the conversation about laziness I propose parable, which Anton will read, and then we will analyze it! (Slide number 7-8-9)
(The text is read by a trained student)
Tell me, please, what features are inherent in the hero of the parable?
Who does this person resemble? Sluggish, parasite. What led to inaction?
(submitted to laziness, could not overcome, showed weakness, lack of willpower, determination). Is this good or bad?
Output:We ourselves sometimes allow ourselves to be lazy, mess around, beat the thumbs, although we realize that this is not good! Analyzing Oblomov's lifestyle, we realized thatlaziness, apathy, fear of movement turn a person into a miserable state, into an “appendage of a dressing gown and a sofa”, that is, they lead to a tragedy, first spiritual, then physical. The text of the parable just confirms this!What are the origins of Oblomov's laziness and apathy? On what soil is character nurtured? MustakimovVakil will tell about it!
Message from a prepared student - 2 minutes (slide 10)
Friends, what influenced the formation of the character of the hero?
The character of the hero is formed by the Oblomovka environment, family education! Childhood shapes a person, lays the moral foundation, life principles. He was not taught to work, to act independently. And as a result, an intelligent person turned into a parody of a person.
A family is a family, but could Ilya Ilyich really not be able to overcome laziness himself, could he not find a job to his liking?
As he grew older, Oblomov was no longer able to resist laziness, could not overcome it, although a lot depends on the will of a person, and his character traits are indecisiveness, passivity and unwillingness to work!
Does the character change throughout the novel, or is he always the same?
Oblomov in the second part of the novel comes out of hibernation, goes to the country, to visit, to the theater, his thoughts and feelings wake up, his speech changes, becomes alive, he cheered up! Before us is another person! The character of the hero is changing!
Why is this happening? The main stimulus is love.
Let's remember one of the meetings with Olga - Oblomov's visit to the Ilyinsky!Episode 4 - 2 minutes 40 seconds
From this fragment, what changes in the hero did you notice?
Oblomov listens to Olga, is fond of art, spends his life in motion, he flourished, began to think, feel, go on dates, perform many actions that he had not done before! He is active. So a person is able to change under the influence of another! But the awakening does not last long. Why? What brings him back to the couch?
Oblomov does not know how to live, does not know how to adapt, all good intentions go out, he is afraid of change, he returns to his sofa again. Laziness and indecision, lack of willpower lead the hero to a complete collapse, he no longer performs actions, does not make decisions, but sinks to the bottom of a recumbent life. Oblomov chose the philosophy of peace, appeasement.
We criticize the character more, but in addition to negative qualities, there are positive ones in it! Let's make a table in notebooks (slide 11)
Each in turn names a character trait.
| Positive qualities of Oblomov | Negative qualities of Oblomov |
| Kindness, dreaminess, gentleness, hospitality, ability to love, honesty, tolerance, nobility, innocence, calmness. | Laziness, lack of willpower, lethargy, indifference, not accepting work, indecision, inaccuracy, inability to live, impracticality, indifference, unwillingness to develop. |
What qualities from the right column do you like? There is no such. What do they lead to negative traits? (to destruction, degradation, immorality; but good qualities always lead personality to development, to self-realization.)
slide 12
The task creative character:
1) Why did Oblomov's marriage to Olga never take place? What prevented him?
2) Why did Oblomov choose Agafya as his wife? What kind of life did they lead?What was the most important thing in their family? (There was no ultimate goal, the goal of every day was to feed, put in order the clothes of the master and all the household, live in peace and satiety, quiet, calm happiness. Agafya did not demand anything, unlike Olga). How should a person treat the shortcomings of his beloved? Fix, redo or reconcile?
3) Who is to blame for the death of Ilya Oblomov?
(discussion of students' answers)
Remember the episodewhen Olga asked Oblomov: slide 13
“Why did everything die? Who cursed you, Ilya? What ruined you? There is no name for this evil... “Yes,” he said in a barely audible voice ... What word did he say? Oblomovism!
Compose a syncwine for words in notebooksOblomovism and Oblomov, let's see how they differ (slide 14)
Reading syncwines. Evaluation by criteria.
Is Ilya Ilyich really Mister de Laziness?
Let's go back to the epigraph. Is the proverb true?
Having studied the work of Goncharov, what conclusion did we draw? What qualities are necessary for any person to live life not in vain?
(hard work, perseverance, responsiveness, honesty, tolerance)
Conclusion of the teacher: Goncharov showed the honest soul of the Russian master, but "Oblomovism" ruined him. You can't live like this! Everyone needs to remember that diligence is a source of benefits, only by working, you will achieve everything you dream of! Recall the poem by Nikolai Zabolotsky:
Don't let your soul be lazy!
So as not to crush water in a mortar,
The soul must work
And day and night, and day and night!
Reflection. Grading!
| Lesson stage | Goals and objectives | Teacher actions | Student activity | Result |
||
| Organizing time. | Organize students | Greets, checks readiness for class | Greet the teacher, tune in to work | Working environment in class |
||
| Emotional mood. | Adjust to positive emotions and activities | Offers to determine your emotional state | Show your attitude | Positive emotional mood of students |
||
| Updating knowledge and practical skills. | Involve in the formulation of the topic and objectives of the lesson | Introduces lessons into the problem Encourages students to set their own goals. Corrects them, asks questions, chooses assistants. | Answer questions Formulate goals Listen to the parable | Goal setting Answers to the questions of the parable |
||
| Systematization and generalization of knowledge when performing practical tasks and analytical conversation. | Facilitate student engagement activities Promote correct execution independent work | Instructs about the course of the lesson, shows a video clip Explains the task, corrects the work | Watch the video and presentation. Make a table, make a syncwine, answer questions. | Familiarization with the order of activities in the lesson and the task Ready to work, fill out the table |
||
| Drafting syncwines | Summarize knowledge | Listens to the work of students, makes clarifications, additions. | Read the received syncwines | Sinkwines to the words of Oblomov and Oblomovism |
||
| Information about homework. | Students are asked to do their homework. | Instructions for doing homework | Write down homework | |||
| Reflection | Assess the emotional state at the end of the lesson | Offers to indicate the emotional state in a quatrain | Mark the emotional state in the desired line of the verse | Positive emotional attitude students |
||
| Completion of the training session | Give a quality assessment of the work of the group Analysis of the level of achievement of the set objectives | Evaluates and praises work Analyzes the level of achievement of the set goals Emphasizes the importance of the acquired knowledge and skills in later life, in the process of self-realization. | Announce your results | Evaluation of work in class |