Woe from the wit of the Sinkwine Famus. The image of Molchalin in the comedy "Woe from Wit

In the comedy "Woe from Wit" A.S. Griboyedov presents the images of the Moscow nobility of the early 19th century, when a split was outlined in society between the conservative nobility and those who accepted the ideas of Decembrism. The main theme of the work is the confrontation between the "present century" and the "past century", the painful and historically natural replacement of old noble ideals with new ones. The supporters of the "bygone century" in comedy are numerous. These are not only such weighty and influential people in the world as the feudal landlords Famusov and Colonel Skalozub, but also young nobles who do not have high ranks and are forced to "serve" influential people. This is the image of Molchalin in the comedy "Woe from Wit".

Molchalin is a poor nobleman from Tver. He lives in the house of Famusov, who "gave him the rank of assessor and took him as secretary." Molchalin is the secret lover of Famusov's daughter, but Sophia's father does not want to see him in his sons-in-law, because in Moscow it is necessary to have a son-in-law "with stars and ranks." Molchalin does not yet meet these standards. However, his desire to "serve" is very valuable for the Famus society.

Thanks to this skill, Molchalin received the post of Famusov's secretary, because usually such places are taken only under patronage. Famusov says: “When I have employees, strangers are very rare: more and more sisters, sister-in-law, children; only Molchalin is not my own, and that is because he is a business man. " It is business qualities, not honor and dignity, that are valuable in the Famusian environment.

In the play "Woe from Wit", the image of Molchalin fully corresponds to the accepted standards of behavior of a young nobleman in society. He curses and humiliates himself in front of influential guests in Famusov's house, because they can be useful in his promotion. Molchalin sinks to the point that he begins to praise the smooth fur of Khlestova's dog. He believes that while "we are small in ranks", "we must depend on others." That is why Molchalin lives according to the principle "In my years you should not dare to have your own judgment."

Like everyone else in Famus society, in the comedy "Woe from Wit" Molchalin is proud of his successes in the service and boasts of them at every opportunity: "As far as I work and strength, since I am listed in the archives, I received three awards." Molchalin also succeeded in establishing contacts with the "necessary" people. He often visits Princess Tatyana Yuryevna, because "officials and officials are all her friends and all relatives", and even dares to recommend this demeanor to Chatsky.

Despite the fact that the views and values of Molchalin fully coincide with the ideals of the conservative nobility, Molchalin is capable of causing serious harm to the society in which he is. Famusov's daughter will be deceived by this particular person, since he assumes the appearance of her lover "by position", that is, out of profit.

Molchalin fully opens his face when interacting with the servant Lisa, who expresses sympathy. “You and the young lady are modest, but with the maid a rake,” she tells him. It becomes clear to the reader that Molchalin is not at all a stupid modest man - he is a two-faced and dangerous person.

In the heart of Molchalin there is neither love nor respect for Sophia. On the one hand, he puts on this performance "for the sake of the daughter of such a person," and on the other, he is mortally afraid that his secret connection with Sophia will be revealed. Molchalin is very cowardly. He is afraid to spoil the opinion of himself in society, because "evil tongues are worse than a gun." Even Sophia is ready to go against the light for the sake of love: "What is the rumor to me ?!" This is probably why Molchalin does not find "anything enviable" in his marriage to Sophia.

It turns out that with his meanness, Molchalin causes harm even to the society of which he is a product. Molchalin just clearly follows the advice of his father - "to please all people without exception - to the owner where he will live, the boss, with whom I will serve ..."

This hero is fully consistent with the ideals of the "past century", although he belongs to the younger generation of nobles. He knows the main thing - to adapt, and therefore "The silencers are blissful in the world."
Thus, Molchalin is a product and a worthy continuation of the representatives of the conservative nobility. He, like this society, values only ranks and money and evaluates people only by these standards. The cunning and duplicity of this hero are the defining features in the characterization of Molchalin in the comedy Woe from Wit. That is why Chatsky claims that Molchalin "will reach the degrees of the known, because nowadays they love the dumb."

The problem raised by Griboyedov in the comedy "Woe from Wit" remains relevant to this day. At all times, there were Molchalins who did not stop at anything to achieve their goals. The image of Molchalin will remain alive for readers as long as values such as wealth and position in society are at the forefront, rather than honor, conscience, human dignity and true patriotism.

Characteristics of the hero, reasoning about his views and ideals, describing relationships with other characters - all these arguments will help 9th grade students when writing an essay on the image of Molchalin in the comedy "Woe from Wit"

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Sinkwine based on the comedy by A.S. Griboyedov "Woe from Wit" It is not necessary to teach thoughts, but to think I. Kant Author of the work: Teacher of Russian language and literature MBOU "Secondary school No. 14" of the city of Bratsk Reshetnikova Anna Petrovna

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Sinkwine 1 A.S. Griboyedov 2 Clever, brave 3 Protects, defends, enchants 4 "Your mind and deeds are immortal in the memory of the Russian ..." 5 A true citizen and patriot of his country HIS FOMA REMINDS A FIR

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Pedagogical technology is a relatively new concept pedagogical science... In the 60s and 70s. XX century it was associated mainly with the TCO methodology. In the studies of Russian specialists, the concept of "pedagogical technology" has received a broader meaning, refers to a wider circle educational processes and is considered in pedagogical systems of various levels. In any pedagogical system, "Pedagogical technology" is a concept that interacts with a didactic task. And if the didactic task expresses the goal of teaching and upbringing, then pedagogical technology is the ways and means of achieving them. Pedagogical technology

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Technology is a set of techniques used in any business, skill, art ( explanatory dictionary). Pedagogical technology - a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, methods of teaching, educational means; it is the organizational and methodological toolkit of the pedagogical process (B.T. Likhachev). Pedagogical technology is a meaningful implementation technique educational process(V.P. Bespalko). Pedagogical technology is a description of the process of achieving the planned learning outcomes (I.P. Volkov). Technology is art, craftsmanship, skill, a set of processing methods, state changes (V.M. Shepel). At present, the concept of pedagogical technology has become firmly established in the pedagogical lexicon. However, there are great discrepancies in its understanding and use.

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Teaching technology is an integral procedural part of the didactic system (M. Choshanov). Pedagogical technology is an elaborate model of collaborative teaching activities on the design, organization and conduct of the educational process with unconditional provision of comfortable conditions for students and teachers (V.M. Monakhov). Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and assimilating knowledge, taking into account technical and human resources and their interaction, which aims to optimize the forms of education (UNESCO). Pedagogical technology means a systemic set and procedure for the functioning of all personal, instrumental and methodological means used to achieve pedagogical goals (M.V. Clarin).

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Cinquain (from French cinquains, English cinquain) is a five-line poetic form that arose in the United States at the beginning of the 20th century under the influence of Japanese poetry. Later it began to be used (in recent times, since 1997, and in Russia) for didactic purposes, as effective method the development of figurative speech, which allows you to quickly get a result. A number of methodologists believe that syncwines are useful as a tool for synthesizing complex information, as a snapshot of the assessment of the conceptual and vocabulary baggage of students. Sinkwine

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Didactic syncwine developed in the practice of the American school. In this genre, the text is based not on syllabic dependence, but on the content and syntactic assignment of each line. The first line - the theme of syncwine, contains one word (usually a noun or pronoun) that denotes the object or thing that will be discussed. The second line - two words (most often adjectives or participles), they describe the signs and properties of the object or object selected in the syncwine. The third line is formed by three verbs or participles describing the characteristic actions of the object. The fourth line is a four-word phrase expressing the personal attitude of the author of the syncwine to the described object or object. The fifth line is one resume word that characterizes the essence of the subject or object. Strict adherence to the rules for writing syncwine is not necessary. For example, you can use three or five words to improve the text on the fourth line, and two words on the fifth line. Use cases for other parts of speech are also possible. Didactic syncwine

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Sinkwine from a pedagogical point of view Writing a syncwine is a form of free creativity that requires the author to be able to find the most essential elements in the information material, draw conclusions and formulate them briefly. In addition to the use of syncwines in literature lessons (for example, to summarize the completed work), the use of syncwines is also practiced as the final task for the passed material of any other discipline. Sinkwine from a pedagogical point of view

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Sinkwine is a special poem that arises as a result of the analysis and synthesis of information. A thought translated into an image just testifies to the student's level of understanding. This is a technique that allows you to develop the ability to summarize information, to express complex ideas, feelings and representations in a few words, requires thoughtful reflection. Sinkwine is a fast yet powerful reflection tool

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Sinkwine - expresses the author's point of view on the one hand and represents a form of "compression" of information on the other. First line. 1 word - concept or topic (noun). Second line. 2 words - a description of this concept (adjectives). Third line. 3 words - actions (verbs). Fourth line. A phrase or sentence that shows the relationship to the topic (aphorism) Fifth line. 1 word is a synonym that repeats the essence of the topic.

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1. Sinkwine 2. Representative, accurate 3. Generalizes, develops, teaches 4. “The power of speech lies in the ability to express a lot in a few words.” 5. Creativity Teacher and student grow together: learning is half teaching. (Li Ji)

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Purpose: the introduction of syncwines in the educational process. Methodological tasks: 1. To acquaint with the technology of critical thinking. 2. To teach the techniques and rules of composing syncwines. 3. Show the variety of options for composing syncwines. The didactic goal is the search for fundamentally new pedagogical technologies able to solve the problem of preserving the health of students. Expected results: development creative thinking; training in synthesizing complex information; creating a favorable atmosphere in the classroom.

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Variability Various variations for the compilation of syncwine contribute to the versatility of the compilation of tasks. In addition to the independent (and in a pair, group) compilation of a new syncwine, options are possible with: short story according to the ready-made syncwine (using words and phrases that are part of the syncwine); correction and improvement of the finished syncwine; analysis of incomplete syncwine to determine the missing part (for example, a syncwine is given without specifying a topic - without the first line, it is necessary to determine it on the basis of existing ones).

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Building Analytical Ability Writing a syncwine, a concise summary based on large amounts of information, is useful for developing analytical ability. Unlike school essay, syncwine requires less time, although it has a more rigid framework in the form of presentation, and its writing requires the compiler to realize almost all of his personal abilities (intellectual, creative, imaginative). Thus, the procedure for drawing up a syncwine allows you to harmoniously combine elements of all three main educational systems: informational, activity-oriented and personality-oriented.

not fully solved "(A. Blok)

The comedy Woe From Wit was written between 1815 and 1820. The content of the play is closely related to historical events of that time in Russia. The work remains relevant in our time. In those days, there were defenders of serfdom and Decembrists in society, imbued with love for the Motherland, who opposed violence against individuals.

The comedy describes the collision of two centuries: "the present century" with the "past century". A striking example of the old times is the so-called Famus society. These are the acquaintances and relatives of Pavel Afanasyevich Famusov, a wealthy Moscow master, in whose house the play takes place. These are Khlestova, the spouses Gorichi, Skalozub, Molchalin and others. All these people are united by one point of view on life. They are all cruel serf-owners; they consider human trafficking a normal phenomenon. Serfs save their lives and honor, serve them sincerely, and they can exchange them for a pair of greyhound dogs. So at a ball at Famusov's, Khlestova tells Sophia to give a handout from dinner for her little arap - girls and dogs. She doesn't see any difference between them. This remains relevant today. When a rich person with power and money can humiliate another person who is lower in level. The ideals for today's society are rich people in ranks. Famusov cites as an example to Chatsky Kuzma Petrovich, who was a venerable chamberlain, "with a key", "he was rich and was married to a rich man." Pavel Afanasevich wants for his daughter such a groom as Skalozub, because he "also marks a golden sack for generals."

All representatives of the Famus society are characterized by an indifferent attitude towards affairs. Famusov - "the manager in the official place" deals with business only once, at the insistence of Molchalin, he signs the papers, despite the fact that they "have antitheticals and much for a week." He thinks - "signed, off your shoulders." The saddest thing is that these days people think exactly like Famusov. Almost everyone has an irresponsible attitude to work. This is the consistency of the great comedy, it remains vital and relevant in the 20th century.

The main character plays Chatsky, through which the author expresses his progressive ideas. He opposes the senseless imitation of everything foreign. He wants to punish those around him that they are obliged to love and respect Russian culture. Chatsky says that a Frenchman from Bordeaux who came to Moscow did not hear "not a word of Russian" and did not see "not a Russian face" here. The comedy "Woe from Wit" is the only one in world literature, since no one except Griboyedov reveals the whole reality of the events taking place.

In the comedy, Chatsky is declared insane because the representatives of the Famus society do not understand his ideas. He alone does not want to put up with the humiliation of people over people. Chatsky failed to correctly prove the correctness of his convictions and still cannot reveal the secret. The comedy remains unsolved, because humanity blindly follows life events, not wanting to change anything.

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Sinkwine in the portraits of the heroes of the comedy A.S. Griboyedov

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Pedagogical technology is a relatively new concept of pedagogical science. In the 60s and 70s. XX century it was associated mainly with the TCO methodology. In the studies of Russian specialists, the concept of "pedagogical technology" has acquired a broader meaning, refers to a wide range of educational processes and is considered in pedagogical systems of various levels. In any pedagogical system, "Pedagogical technology" is a concept that interacts with a didactic task. And if the didactic task expresses the goal of teaching and upbringing, then pedagogical technology is the ways and means of achieving them. Pedagogical technology

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Technology is a set of techniques used in any business, skill, art (explanatory dictionary). Pedagogical technology - a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, methods of teaching, educational means; it is the organizational and methodological toolkit of the pedagogical process (B.T. Likhachev). Pedagogical technology is a meaningful technique for the implementation of the educational process (V.P. Bespalko). Pedagogical technology is a description of the process of achieving the planned learning outcomes (I.P. Volkov). Technology is art, craftsmanship, skill, a set of processing methods, state changes (V.M. Shepel). At present, the concept of pedagogical technology has become firmly established in the pedagogical lexicon. However, there are great discrepancies in its understanding and use.

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Teaching technology is an integral procedural part of the didactic system (M. Choshanov). Pedagogical technology is a well-thought-out model of joint pedagogical activity in the design, organization and conduct of the educational process with unconditional provision of comfortable conditions for students and teachers (V.M. Monakhov). Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and assimilating knowledge, taking into account technical and human resources and their interaction, which aims to optimize the forms of education (UNESCO). Pedagogical technology means a systemic totality and procedure for the functioning of all personal, instrumental and methodological means used to achieve pedagogical goals (M.V. Clarin).

Slide 7

Cinquain (from French cinquains, English cinquain) is a five-line poetic form that arose in the United States at the beginning of the 20th century under the influence of Japanese poetry. Later it began to be used (recently, since 1997, and in Russia) for didactic purposes, as an effective method for the development of figurative speech, which allows you to quickly get a result. A number of methodologists believe that syncwines are useful as a tool for synthesizing complex information, as a snapshot of the assessment of the conceptual and vocabulary of students. Sinkwine

Slide 8

Didactic syncwine developed in the practice of the American school. In this genre, the text is based not on syllabic dependence, but on the content and syntactic assignment of each line. The first line - the theme of syncwine, contains one word (usually a noun or pronoun) that denotes the object or thing that will be discussed. The second line - two words (most often adjectives or participles), they describe the signs and properties of the object or object selected in the syncwine. The third line is formed by three verbs or participles describing the characteristic actions of the object. The fourth line is a four-word phrase expressing the personal attitude of the author of the syncwine to the described object or object. The fifth line is one resume word that characterizes the essence of the subject or object. Strict adherence to the rules for writing syncwine is not necessary. For example, you can use three or five words to improve text on the fourth line, and two words on the fifth line. Use cases for other parts of speech are also possible. Didactic syncwine

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Sinkwine from a pedagogical point of view

Writing syncwine is a form of free creativity that requires the author to be able to find the most essential elements in the information material, draw conclusions and formulate them briefly. In addition to the use of syncwines in literature lessons (for example, to summarize the completed work), the use of syncwines is also practiced as the final task for the passed material of any other discipline. Sinkwine from a pedagogical point of view

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First line. 1 word - concept or topic (noun). Second line. 2 words - a description of this concept (adjectives). Third line. 3 words - actions (verbs). The fourth line. A phrase or sentence that shows the attitude to the topic (aphorism). The fifth line. 1 word is a synonym that repeats the essence of the topic.

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Purpose: the introduction of syncwines in the educational process.

Methodological tasks: 1. To acquaint with the technology of critical thinking. 2. To teach the techniques and rules of composing syncwines. 3. Show the variety of options for composing syncwines. The didactic goal is to search for fundamentally new pedagogical technologies that can solve the problem of preserving the health of students. Expected results: development of creative thinking; training in synthesizing complex information; creating a favorable atmosphere in the classroom.

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Variability

Various variations for the compilation of syncwine contribute to the versatile compilation of tasks. In addition to composing a new syncwine independently (as well as in a pair, group), options are possible with: compiling a short story on the finished syncwine (using words and phrases that are part of the syncwine); correction and improvement of the finished syncwine; analysis of incomplete syncwine to determine the missing part (for example, a syncwine is given without specifying a topic - without the first line, it is necessary to determine it on the basis of existing ones).

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Building analytical skills

Writing a syncwine, a concise summary based on large amounts of information, is useful in developing an analytical ability. Unlike a school essay, syncwine requires less time, although it has a stricter framework in the form of presentation, and its writing requires the compiler to realize almost all of his personal abilities (intellectual, creative, imaginative). Thus, the procedure for compiling a syncwine allows you to harmoniously combine the elements of all three main educational systems: information, activity and personality-oriented.

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Sinevain is an excellent way to control.

- Acceptance of technology for the development of critical thinking, at the stage of reflection; - a small poetic form used to fix emotional assessments, describe their current impressions, sensations and associations; - a short literary work, characterizing the subject (topic), consisting of five lines, which is written according to a certain plan; Is a tool for synthesizing the word "five" and generalizing complex information. Is a means of creative self-expression. SINKWAYN: - enriches vocabulary; - prepares for a short retelling; - teaches to formulate an idea (key phrase); - allows you to feel like a creator at least for a moment; - it turns out for everyone.

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The technology for the development of critical thinking in literature lessons helps to form in children:

Independence, - communication, - tolerance, - mobility, - the ability to adapt to the current situation, - responsibility for one's own choice and the results of one's activities, - self-realization and socialization in the modern world.

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Works of 9 b grade students Nikolaev Maxim 1 Famusov 2 Hypocritical, dissolute 3 Pampering, pointing, sticking 4 "Eagle" 5 Hypocrite Sakharov Sasha 1 Famusov 2 Selfish, narcissistic 3 Flirting, pretending to be, impudent 4 Director himself 5 Last century Fedorova Daria 1 Famusov 2 Elderly, domineering 3 Flirts, humiliates, bothers 4 Old reveler 5 Mr. Shatalova Nastya 1 Famusov 2 Sly, arrogant 3 Leads, dominates, rude 4 Distributes generosity 5 Sovereign

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Nikitin Yura 1 Liza 2 Modest, quiet 3 Afraid, pleases, serves 4 In a quiet pool there are devils 5 Actress Vysotsky Yura 1. Liza 2. Timid, executive 3 Helps out, covers, pleases 4 Keeper of the secret of her mistress 5 Confidant Pogodaev Sergey 1 Liza 2 Fragile, charming 3 Hides, dodges, shy 4 Always ready to serve 5 Servant of the gentlemen Fedorova Dasha 1 Liza 2 Mysterious, cunning 3 Helps, dodges, gets lost 4 Mysterious Russian soul 5 A girl on my mind Works of students in grade 9

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Panteleeva Nina 1. Molchalin 2. Vile, sneaky 3. Lies, flirts, betrays 4. The silent ones are blissful in the world 5. Murygin's clown Vika 1. Moslchalin 2. Hidden, arrogant 3. Cheats, sucks up, rubbed into the trust 4 Sly fox 5. Deceiver Postnova Ksenia 1. Molchalin 2 Unpredictable, insidious 3. Persuading, flattering, hiding 4. Ready for anything for the sake of profit and career 5. Ladies' man Vika Zubova 1. Molchalin 2. Modest, insidious 3. Cheats, flirts, cheats 4 Can everything to get into the soul 5. Toaddy Works of students in grade 9 b

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I succeeded most of all ... I can praise myself for ... I can praise my classmates for ... I was surprised ... It was a discovery for me that ... In my opinion, it was not possible ... because ... For the future, I will take into account ... Memo for students

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For the third year I have been working on technology for the development of critical thinking. This technology captivated me with the accents of its goals. The formation of a new style of thinking, awareness of the ambiguity of positions and points of view, the development of such qualities as reflexivity, independence, responsibility for one's choice, the formation of a reading culture, stimulation of independent search creative activity are found in other new projects, pedagogical technologies. In addition to the above, priority accents in TRKM are the creative comprehension of the text, the development of one's own opinion, the ability to express oneself, the ability to hear a different point of view. The most important thing in the lesson is the text of a work of art. Favorite techniques and methods in the lesson are a dispute, reasoning about the hero, drawing up a forecast "tree", composing syncwines, hokku, text marking, creating diagrams, tables, clusters.

The choice of this topic should be explained. From my own experience, I know that reading a comedy is difficult for students of national schools. This is a poetic work, the language of comedy is rather complicated, historical realities are far from today. Therefore, I believe that the interest of the students should be aroused. For example, you may be interested in this eternal theme - love.

Here are some of the students' works on the theme “The love intrigue of the comedy by A.S. Griboyedov“ Woe from Wit ”.

Letters to Heroes

Molchalin's letter to Sophia.

Dear Sophia Pavlovna!

I offer you my deepest apologies, sir. Forgive me generously! Wrong, sir! I didn't want to, it's all Lizanka is a shameless woman. My dad instructed everything and "take awards, and have fun", "please everyone." Let my mind “hardly make the family happy”. But I am guilty, I will improve. I did please you, your papa, guests, servants, the janitor and even the janitor's dog. I want, really want to stay with you. Take me back to you, you will not regret it, I dare to assure you, I do not have my own judgments, only yours will be. And I have only "moderation and accuracy." Take me back. I bow down, Your humble servant. "

Letter to Sophia from the XXI century

A girl from the XXI century is writing to you. I'm the same age as you. Just like you, I love reading sentimental novels, I love modern fashion, music. Unlike you, I don’t know French, I don’t play musical instruments. Just like you, I have a strict dad who does not understand today's life, scolds modern youth. My main difference from you is that we have different attitudes towards love. Modern girls “love with their ears”. I don't understand: how can you mistake silence and sighs for love, for some kind of feelings? If a person is silent, then he has no feelings. Love can be expressed with a look, a smile, words, music. How could you not see Molchalin? If I were you, I would definitely try to get him to talk. I believe that you are innocently punished by Chatsky's contempt. I believe that you will be fine in the future. You will meet “the hero of your novel”, as, indeed, I will.

Sinkwines.

Smart, well-read.

She fell in love with the unworthy, protects, suffers.

Alas, love is blind.

Sophia is young.

Offended, offended.

Slander, revenge, betray.

"In love, a traitor."

Is Chatsky worthy of love?

Smart, brave.

Laughs, jokes, jealous.

"Naughty, she doesn't love you either."

"A carriage to him, a carriage!"

Determined, stubborn.

Returns, jealous, reproaches.

Sophia is in love.

Alas, not into him.

Ardent, passionate.

Argues, quarrels, scolds.

Fashion, society, guests.

All imitators.

Young, stubborn.

Forgot, left, did not write.

What did you find when you returned?

Revenge of the offended.

Molchalin.

Moderate, neat.

Subservient, silent, pleasing.

"Not the hero of the novel at all."

"The list is only the original."

Molchalin.

Meek, quiet.

Listens, is silent, silent.

"The enemy of insolence."

Father, I guess.

Molchalin.

Modest, obedient

Hypocrite, pretending, pleasing.

"Doesn't see anything enviable."

A rich bride? I can't believe it.

Lizanka.

Agile, smart.

In a word, it will burn, get rid of, deceive.

"Give it from the gentlemen."

In a word, a subret.

Cheerful, lively.

Listens, listens, reasoning.

Why only a confidante?

After all, she is smart.

Reasoning "Whom will Sophia choose as her husband?"

Definitely not Molchalin. Sophia learned a lesson. The girl, brought up on French novels, greatly offended by Chatsky, made a mistake in the “hero of her novel”. Glances, shaking hands, a deep sigh she took for love. This is excusable. After all, she is very young, henceforth she will be more circumspect and will choose "husband-boy, husband-servant." It's more convenient for her. But not Alexei Stepanovich.

You can't blame Molchalin for everything. Is it his fault that a rich girl only thinks about her feelings? Others' feelings, words, thoughts are not interesting to her. Of course, Molchalin played along with her. But he is, after all, a dumb, powerless being. Here Liza would suit him. He jokes with her, laughs, talks. And Sophia will marry Skalozub, because his father chose him.

The man Sophia will marry is not Chatsky, not Molchalin, not Skalozub. Chatsky offended her with his long absence, Molchalin - with meanness. Skalozub is “the hero of not her novel”. It will be someone else who will not take care of himself, but about her, about her feelings, who will not leave her for a long time.

Sophia's future husband is not Chatsky, but a person similar to him. Smart, passionate, loving. But unlike Chatsky, he is not evil, patient, trying, despite disagreements with the father of his beloved girl, to understand and accept Sophia for who she is.

Absolutely everyone likes creative forms of lessons. But not everyone has a desire to express their own opinion yet. There are some pretty funny judgments. For example, “if I were Pechorin, all the girls would run after me, and I have zero attention on them” or “I diligently read the pages you indicated and was surprised: there is not a single positive hero, some freaks "(it's about" Dead souls”). While our dialogue is poor, the need has not yet arisen to listen carefully and hear a different point of view. Most importantly, the students liked to read, even if not the entire work as a whole, even if it was excerpts. Children learn to express their thoughts, read and relate themselves to this text, to the hero.

At the very beginning of my work on the technology for the development of critical thinking, I often wanted to intervene in the students' reasoning, suggest the right words, give some ideas and thoughts that are correct from my point of view. If I intervened, then the independence and individuality of thinking would not work. The teacher acts as a consultant, organizer and informant, creates conditions for students' initiative. Pupils are full participants in the educational process.