What is the initial form of the word path. Service parts of speech

WITHThe very first elementary ideas about are already available to children of the third year of life. Acquaintance with the morphological table should begin with a simple one-dimensional table - the "Magic Path". You can set any indicators on it: color, shape, size, material, etc., depending on the purpose of the lesson. The Hero (object) travels along this path and the most incredible changes take place with him.

For example, Kolobok comes to visit the children. What is he? Round, ruddy, soft, cheerful…. Kolobok decided to take a walk along the colorful path.

Kolobok went on a trip and rolled down the red carpet. What has he become? (in red) What does it look like? (on a tomato, a red sun, a flower, a red ring from a pyramid, a ball near a rattle, etc.) What do you think - did he like it? What, why? And then he looked around - the whole world also turned red ... (You can invite children to look through a red glass or red transparent plastic) Everything around is red - and the sky, and tables, chairs, and water ... Do you think Kolobok liked it? Not very, probably, it's good when everything is red ...

Kolobok took some red paint (or a red felt-tip pen, pencil) and rolled on. Rolled up the blue lane. What Kolobok has become now? What does it look like? And everything around also became blue (look through the blue glass or plastic).

Kolobok took some blue paint (felt pen, pencil) and rolled on. Rolled onto ... what track? (green) and became what? What does he look like now?

Kolobok took some green paint (felt pen, pencil) and rolled on. Rolled onto ... a yellow track. What has he become? What does it look like?

At the end of the lesson, Kolobok gives the children all the paints (felt-tip pens, pencils) and offers to draw (or color in the pictures prepared in advance)

Similarly, Gingerbread Man travels along other paths, changing in shape, size, and material.

To consolidate the material, didactic and board games are introduced into the group: “Hide the mouse”, “Fix the blanket”, “Pick by color”, “Pick by shape”, “Inserts”, etc.

Variants of the game "Hide the mouse"

Ludmila Lomachkova

Program content:

Introduce children to the basics morphological analysis.

Develop the ability to consider the simplest one-dimensional table.

Consolidate children's knowledge of the basic colors of the spectrum. Develop communication skills. Help children develop sensory standards: color, shape, size, material.

Didactic material: morphological table with one horizontal column, with one feature - color. Theme cards.

Game description:

On the horizontal axis lay out four strips of different colors - red, yellow, green and blue, turned out colorful path. Then we place an object on the vertical axis - the Mouse, which is transformed by changing the attribute colors. I invite the children to spend the Mouse on color track. Moving the figurine track, the child names objects that can be the same colors, like the segment tracks. for instance: the mouse turned red on red track, red sun, red butterfly, red flower, red ball, etc. For the next segment tracks Mouse translates another child and calls track color and objects of this color.

Related publications:

Didactic game "Cube of Emotions" with elements of TRIZ 1. This game is intended for use by children of middle, senior and preparatory.

Didactic game "Paths of buttons" Description of the game Didactic game "Paths of buttons" on sensory development for early children.

Methodical development. Didactic game - a manual for children of primary preschool age "Colored paths". I bring to your attention.

Last winter, when I got to a seminar on the development of engineering thinking among preschoolers, I was pleasantly surprised to see what games they can play.

Didactic game with TRIZ elements "Fairy locomotive of time" Didactic game with elements of TRIZ-technologies "Fairy locomotive of time" Purpose of the game: To learn to build a line of development of the plot of a friend.

Didactic game with elements of TRIZ technology "Merry Train" Purpose: 1) Teaches to find and distinguish between natural and man-made objects.

Abstract of an open lesson with elements of TRIZ technology "Introduction to the properties of glass" Synopsis of an open lesson with elements of TRIZ technology for the development of speech and familiarization with the outside world “Introduction to properties.

Morphological table in the preschool educational institution The method of morphological analysis involves a special systematic and systematic work with morphotables and a morphological box.

Morphological analysis

1. The method was created by the Swiss astrophysicist F. Zwicky in the 30s of the XX century. For work, a morphological table is used: vertically and horizontally, the cells contain pictures or diagrams of any objects or their parts. Randomly choosing pictures, you can create fantastic objects (for example, an animal with a hare's head, a crocodile's body, a fox's tail and a giraffe).

§ Morphological analysis is carried out, as a rule, with a group of children in the form of a discussion (elements of "brainstorming")

§ The composition of fairy tales according to the morphological table involves the use of the elemental algorithm according to the method of V. Ya. Propp (“Morphology of the fairy tale”)

§ The creation of a fantastic image is carried out in productive activities (drawing, modeling, application, recording the plot of a fairy tale using a diagram, etc.)

Focal object method

Purpose of the method

• Teach the child to endow the object with atypical features.
• Provide and explain the practical purpose of an object with atypical features.

Training construction technology

1. Invite children to randomly choose 2-3 objects.
2. Ask to name signs or values ​​of signs (at least 4) for each object.
3. Offer to transfer the named features or the values ​​of the features one by one to another, as if in focus, object.
4. Discuss each combination in turn: focal object + feature of one of the objects.
5. The productive activities of children are organized.

• When working on this method, it is recommended to fix the signs, properties of objects, called children. This part of the work requires dynamics.
• Visualization (images of objects in "focus") is not used.
• The teacher demonstrates confidence that an object with an unusual feature can exist in real life. Emotionally reacts to paradoxical combinations (surprise, delight, joy, sadness).
• When choosing features of objects, the teacher excludes the typical values ​​of features. Signs of size in the meanings "large - small" are not selected for discussion; shape attribute in the values ​​"round - square"; color attribute in the meaning "white - black". Such definitions as "beautiful - ugly" are not used.
• Work with children begins at the age of 3.5. The teacher makes a selection of phrases denoting objects with atypical features. It is discussed when (in what case) objects have such a property.
• PR: when there is a "soap tree" or a "checkered house".
• From 4-4.5 years old, children are invited to list the features of an object chosen at random and consider them in turn in combination with another object. Discuss unexpected combinations.
• Children 5-7 years old are invited to consider the properties of 2-3 objects, and then focus them on some object.
• As a result of the discussion, productive activities are organized.

Expected results

1. Narrative (fantasy) based on an unusual feature of the selected object. Explanation of possible options.
2. Inventing a story (fairy tale) with an explanation of an atypical property and the practical significance of this property.

Morphological analysis (MA)

Morphological analysis

Purpose of the method

• To form in children the ability to give a large number of different categories of answers within a given topic.
• Create conditions for the evaluation of the ideas received by the child.
• Learn to detail the most successful ideas.
• This tool allows you to form the mobility of thinking, develops combinatorics.

Training technology

1. A morphological table is presented.

2. The vertical and horizontal axes are filled (number, selection of indicators are determined by the purpose and content of the lesson).

3. The interaction (alternate or selective) of horizontal and vertical indicators is considered. A discussion is held with the children of the obtained variants of interactions (morphological analysis).

4. Productive activities are organized according to the content of the discussion.

1st junior group - assimilation of sensory standards: color, shape, size, material.

Along the Magic Path " (a morphological table with one horizontal column, i.e. with one attribute) an object is sent, which is transformed by changing the value of some sensory attribute.

Basic questions

• Who (what) is this?
• What (color, shape, etc.) did you meet?
• What has become?
• What does this feature look like?
• What happens the same?

At the end of the game, the object collects all the values ​​of the attribute (all colors), and the children figure out how to depict it (a multi-colored cube, a sun of a selected shape, etc.)

2nd junior group - sensory standards (color, shape, size) and transformation of the object by changing the values ​​of features, leading to an understanding of opposites.

To the methodology for the first junior group a new creative task is added: on the way back the hero gets to the border between the cells of the "magic path". Children are looking for ways to combine opposite values ​​of a feature. For example: a bunny jumped and got between yellow and blue. What has he become? How did you color it?

You should be encouraged to look for different options: not only a mixture of two colors, but also multi-colored parts (yellow paws, blue ears), and ornaments (plaid, striped), etc.

middle group - analysis of features of objects and their meanings with the help of sensory examination (targeted connection of analyzers), real and fantastic transformation of objects by changing the values ​​of features, leading to the adoption of a combination of opposites.

A model of two "tracks" is possible.

"Analyzer Track"

• one analyzer "walks" along the path and encounters various natural and man-made objects;
• one (or two: natural and man-made) object walks along the path and meets in turn with all the analyzers;
• a phenomenon (rainbow, thunder, lightning) walks along the path and, meeting with analyzers, learns about itself (a task of a fantastic nature).

"Time Track" : seasons, parts of the day, days of the week.

"Wizards" - Familiar typical techniques of fantasizing. Walking along the path are two heroes who are subjected to the opposite in meaning "magic" at the same time - one is increased, and the other is reduced, and vice versa. What problems arise with this?

Similarly, training is organized on any basis.

Senior group - designing an image based on the classical morphological table.

The significance of MA in preschool practice is a method that forms the analytical and synthetic activity of a child according to certain indicators:

• Formation of analysis skills based on the selected feature (thinking).
• Formation of skills for transforming objects on the basis of a selected feature (imagination).

The technology of applying some methods of activating the enumeration of options in working with preschoolers

Methodological recommendations for building a system of trainings with children of different ages

• With children of 3 years old, work is organized along the "Magic Path" with one vertical indicator (hero) and two to four horizontal indicators (shape, color, size). The work is based on the visual perception of one or more "Magic Paths". Pictures (schemes) of objects are used to designate indicators.
• To work with children 4-5 years old, pictures or schematic images (in color, letters, signs) of objects of natural and (or) man-made origin are located on the Magic Path vertical. On the horizontal - parts of the day, seasons, weather conditions, various situations, functions, typical fantasizing techniques.
• Children aged 5-7 can work with an unlimited number of vertical and horizontal indicators and build imaginary situations of their interaction, based on the visual perception of the morphotable and the verbal designation of horizontal and vertical indicators.
• Morphological analysis, as a rule, is carried out with a group of children in the form of a discussion (elements of "brainstorming").
• Composing fairy tales according to the morphological table involves the use of elements of the algorithm for compiling fairy tales [V.Ya. Propp "Morphology of a fairy tale", 1928].
• The implementation of fantastic content should go in productive activities (drawing, modeling, application, recording the plot of a fairy tale using diagrams, etc.).

Expected results

1. The ability to give a large number of answers within a given topic.

2. Independent selection of the most interesting ones, their assessment and a detailed account of the fantastic action with a sufficient degree of reliability.

3. Building a plot based on self-selected indicators: the hero (heroes), functions (goals).

4. Description of changes in the properties and behavior of the hero in different circumstances.

Technological chain

Morphological analysis

1. The morphological table is filled in (the number, selection of indicators are determined by the purpose and content of the lesson)

2. Combinations of indicators are considered (alternately or selectively). A discussion is being held with the children of the received options (morphological analysis)

3. Productive activities are organized according to the content of the discussion (drawing, writing a fairy tale, etc.)

Expected results:

§ Ability to find as many options as possible within a given topic

§ Self-selection of the most interesting objects, their assessment and a detailed account of them with a sufficient degree of reliability.

§ Description of changes in the properties and actions of fantastic objects, depending on the change in circumstances.

1. Independent parts of speech:

• nouns (see morphological norms of nouns);
• Verbs:
• • sacraments;
  • gerunds;
• adjectives;
• numerals;
• pronouns;
• adverbs;

2. Service parts of speech:

• prepositions;
• unions;
• particles;

3. Interjections.

None of the classifications (according to the morphological system) of the Russian language fall into:

• the words yes and no, if they act as an independent sentence.
• introductory words: so, by the way, total, as a separate sentence, as well as a number of other words.

Morphological analysis of a noun

• the initial form in the nominative case, singular (with the exception of nouns used only in the plural: scissors, etc.);
• own or common noun;
• animate or inanimate;
• gender (m, f, cf.);
• number (unit, plural);
• declination;
• case;
• syntactic role in a sentence.

Plan of morphological analysis of a noun

"The baby is drinking milk."

Kid (answers the question who?) - noun;

• initial form - baby;
• permanent morphological features: animate, common noun, concrete, masculine, 1st declension;
• inconstant morphological features: nominative case, singular;
• in the syntactic analysis of the sentence, it plays the role of the subject.

Morphological analysis of the word "milk" (answers the question of whom? What?).

• initial form - milk;
• constant morphological characteristic of the word: neuter, inanimate, real, common noun, 2nd declension;
• variable morphological features: accusative, singular;
• in a sentence with a direct object.

Here is another example of how to make a morphological analysis of a noun, based on a literary source:

"Two ladies ran up to Luzhin and helped him get up. He began to knock the dust off his coat with his palm. (Example from: Luzhin's Defense, Vladimir Nabokov)."

Ladies (who?) - noun;

• the initial form is a lady;
• permanent morphological features: common noun, animate, specific, feminine, 1st declension;
• fickle morphological noun characteristic: singular, genitive;
• syntactic role: part of the subject.

Luzhin (to whom?) - noun;

• initial form - Luzhin;
• faithful morphological characteristic of the word: proper name, animated, concrete, masculine, mixed declension;
• non-permanent morphological features of a noun: singular, dative case;

Palm (what?) - noun;

• initial form - palm;
• constant morphological features: feminine, inanimate, common noun, concrete, I declension;
• unstable morphos. signs: singular, instrumental;
• syntactic role in context: complement.

Dust (what?) - noun;

• initial form - dust;
• main morphological features: common noun, real, feminine, singular, animate not characterized, III declension (noun with zero ending);
• fickle morphological word characteristic: accusative;
• syntactic role: complement.

(c) Coat (Why?) - noun;

• the initial form is a coat;
• constant correct morphological characteristic of the word: inanimate, common noun, concrete, neuter, indeclinable;
• morphological features are unstable: the number cannot be determined from the context, the genitive case;
• syntactic role as a member of a sentence: addition.

Morphological analysis of the adjective

The adjective is a significant part of speech. Answers questions What? Which? Which? Which? and characterizes the features or qualities of an object. Table of morphological features of the adjective name:

• initial form in the nominative case, singular, masculine;
• constant morphological features of adjectives:
• • rank, according to the value:
  • • - quality (warm, silent);
    • - relative (yesterday, reading);
    • - possessive (hare, mother's);
  • degree of comparison (for qualitative, in which this feature is constant);
  • full / short form (for quality, in which this feature is permanent);
• non-permanent morphological features of the adjective:
• • quality adjectives change according to the degree of comparison (in comparative degrees, a simple form, in superlatives - complex): beautiful-beautiful-most beautiful;
  • full or short form (only qualitative adjectives);
  • genus sign (only in the singular);
  • number (consistent with the noun);
  • case (consistent with the noun);
• syntactic role in the sentence: the adjective is a definition or part of a compound nominal predicate.

Plan of morphological analysis of the adjective

Suggestion example:

The full moon rose over the city.

Full (what?) - adjective;

• initial form - complete;
• permanent morphological features of the adjective: qualitative, full form;
• inconstant morphological characteristic: in a positive (zero) degree of comparison, feminine (consistent with the noun), nominative case;
• according to syntactic analysis - a minor member of the sentence, performs the role of a definition.

Here is another whole literary passage and a morphological analysis of the adjective, using examples:

The girl was beautiful: slender, thin, blue eyes, like two amazing sapphires, looked into your soul.

Beautiful (what?) - adjective;

• the initial form is beautiful (in this sense);
• constant morphological norms: qualitative, short;
• non-permanent signs: positive degree of comparison, singular, feminine;

Slender (what?) - adjective;

• initial form - slender;
• permanent morphological features: qualitative, complete;
• inconstant morphological characteristics of the word: full, positive degree of comparison, singular, feminine, nominative;
• syntactic role in the sentence: part of the predicate.

Thin (what?) - adjective;

• the initial form is thin;
• morphological permanent features: qualitative, complete;
• inconstant morphological characteristic of the adjective: positive degree of comparison, singular, feminine, nominative;
• syntactic role: part of the predicate.

Blue (what?) - adjective;

• initial form - blue;
• table of constant morphological features of the adjective: qualitative;
• inconsistent morphological characteristics: complete, positive degree of comparison, plural, nominative;
• syntactic role: definition.

Amazing (what?) - adjective;

• initial form - amazing;
• permanent signs in morphology: relative, expressive;
• inconsistent morphological features: plural, genitive;
• syntactic role in the sentence: part of the circumstance.

Morphological features of the verb

According to the morphology of the Russian language, the verb is an independent part of speech. It can denote an action (to walk), a property (to limp), an attitude (to equal), a state (to rejoice), a sign (to turn white, show off) of an object. Verbs answer the question what to do? what to do? what is he doing? what have you been doing? or what will it do? Different groups of verbal word forms are characterized by heterogeneous morphological characteristics and grammatical features.

Morphological forms of verbs:

• the initial form of the verb is the infinitive. It is also called the indefinite or invariable form of the verb. Variable morphological features are absent;
• conjugated (personal and impersonal) forms;
• non-conjugated forms: participles and participles.

Morphological analysis of the verb

• the initial form is the infinitive;
• constant morphological features of the verb:
• • transitivity:
  • • transitive (used with accusative nouns without a preposition);
    • intransitive (not used with a noun in the accusative case without a preposition);
  • returnability:
  • • returnable (there are -sya, -sya);
    • irrevocable (no -sya, -sya);
  • • imperfect (what to do?);
    • perfect (what to do?);
  • conjugation:
  • • I conjugation (do-eat, do-et, do-eat, do-et, do-yut / ut);
    • II conjugation (sto-ish, sto-it, sto-im, sto-ite, sto-yat / at);
    • conjugated verbs (want, run);
• non-permanent morphological features of the verb:
• • mood:
  • • indicative: what did you do? What did you do? what is he doing? what will he do?;
    • conditional: what would you do? what would you do?;
    • imperative: do it!;
  • time (in the indicative mood: past / present / future);
  • person (in the present/future tense, indicative and imperative: 1st person: I/we, 2nd person: you/you, 3rd person: he/they);
  • gender (in the past tense, singular, indicative and conditional);
  • number;
• syntactic role in a sentence. The infinitive can be any part of the sentence:
• • predicate: To be a holiday today;
  • Subject: Learning is always useful;
  • addition: All the guests asked her to dance;
  • definition: He has an overwhelming desire to eat;
  • circumstance: I went out for a walk.

Morphological analysis of the verb example

To understand the scheme, we will conduct a written analysis of the morphology of the verb using the example of a sentence:

Crow somehow God sent a piece of cheese ... (fable, I. Krylov)

Sent (what did you do?) - part of speech verb;

• initial form - send;
• permanent morphological features: perfective, transitional, 1st conjugation;
• inconstant morphological characteristic of the verb: indicative mood, past tense, masculine, singular;

The following online example of the morphological parsing of a verb in a sentence:

What silence, listen.

Listen (what to do?) - verb;

• the initial form is to listen;
• morphological constant features: perfect form, intransitive, reflexive, 1st conjugation;
• inconstant morphological characteristics of the word: imperative, plural, 2nd person;
• syntactic role in the sentence: predicate.

Plan for the morphological analysis of the verb online for free, based on an example from a whole paragraph:

He needs to be warned.

No need, let him know another time how to break the rules.

What are the rules?

Wait, I'll tell you later. Has entered! (“The Golden Calf”, I. Ilf)

Warn (what to do?) - verb;

• initial form - warn;
• morphological features of the verb are constant: perfective, transitive, irrevocable, 1st conjugation;
• non-permanent morphology of the part of speech: infinitive;
• syntactic function in a sentence: an integral part of the predicate.

Let him know (what is he doing?) - part of speech verb;

• the initial form is to know;
• inconstant morphology of the verb: imperative, singular, 3rd person;
• syntactic role in the sentence: predicate.

Violate (what to do?) - the word is a verb;

• the initial form is to violate;
• permanent morphological features: imperfective, irrevocable, transitional, 1st conjugation;
• non-permanent signs of the verb: infinitive (initial form);
• syntactic role in the context: part of the predicate.

Wait (what to do?) - part of speech verb;

• initial form - wait;
• permanent morphological features: perfect form, irrevocable, transitional, 1st conjugation;
• inconstant morphological characteristic of the verb: imperative, plural, 2nd person;
• syntactic role in the sentence: predicate.

Entered (what did?) - verb;

• initial form - enter;
• permanent morphological features: perfective, irrevocable, intransitive, 1st conjugation;
• inconstant morphological characteristic of the verb: past tense, indicative mood, singular, masculine;
• syntactic role in the sentence: predicate.