Thus, work on the author's fairy tale. Methodological approaches to working on fairy tales in elementary school. in primary school

SPEECH DEVELOPMENT.

COMPILATION OF A MAGICAL TALE.

Goals:

Improving speech skills, perception and understanding of the differences between a fairy tale and a literary work, retelling skills;

Repetition of the “laws” of a fairy tale;

Mastering the skill of creating creative works.

Planned results of studying the topic:

Subject Skills: know basic norms of the Russian literary language;be able to create written statements, select and use expressive means of language in accordance with the communicative task.

Meta-subject UUD (universal learning activities):

Personal : realizes his difficulties and strives to overcome them, shows the ability to self-assess his actions and actions.

Regulatory : adequately evaluates one’s achievements, recognizes the difficulties that arise, searches for reasons and ways to overcome.

Cognitive : performs educational and cognitive actions in a materialized and mental form; carries out operations of analysis, synthesis, comparison, classification to solve educational problems, establishes cause-and-effect relationships, makes generalizations, and conclusions.

Communication : constructs small monologue statements, carries out joint activities in pairs and work groups, taking into account specific educational and cognitive tasks.

During the classes

1. Introduction to the topic of the lesson.

Think and say what genre of oral folk art will be discussed in the lesson.

(this is a fairytale)

- Among the different genres of oral folk prose, the fairy tale occupies a special place. This is the most popular, extremely favorite genre of children and adults.

“What a delight these fairy tales are!” - wrote in XIXcentury A. S. Pushkin.

Fairy tale. What a beautiful word. It seems that the whole world begins to ring when a child utters this wonderful word. Magic bells ring, the magic forest rings and takes us into a wonderful world of beautiful and dangerous adventures, fantastic wonders.

Guys, look at our exhibition of books. What can you tell us about them?

You can get a closer look at these books in the school library.

Tell me, please, what fairy tales have you already read?

Do you have a favorite fairy tale?

Let's remember some fairy tales

(illustrations for Russian folk tales. Children must name them.)

Name the fairy tales. What do these fairy tales have in common?

(These are Russian folk tales)

2. Motivation for learning activities

- Let's remember once again what it isfairy tale ?

- What types of fairy tales do you know?

- What must be in a fairy tale?

- Which ones do you like best and why?

- Who composed the fairy tales we studied?

- Is it difficult to be a writer?

- Have you ever written fairy tales?

3. Work on the topic of the lesson.

– Only the person who loves, understands and takes care of them can write and compose fairy tales.

Acquaintance with several sayings, beginnings, endings.

proverb

On the sea, on the ocean,

On Buyan Island

There is a green oak,

Under that oak tree there is a gilded table,

Sit down, eat,

Listen to my fairy tale!

– Let's think about it. Why does a fairy tale need a saying?

(Introduces the world of fairy tales, tunes in to the poetic perception of the text, turns on the reader’s creative imagination).

After the saying in a fairy tale there is a beginning. He reminds us that all events in a fairy tale take place somewhere, the location of the action cannot be determined or shown on a geographical map. All events in a fairy tale happen only miraculously.

Find and readbeginnings fairy tales

- Once upon a time there lived an old man and an old woman...

- In the old years, in the old days, in the red spring, in the warm summers...

- In some kingdom, distant (some) stateOnce upon a time there was a king...

Remember examples of fairy tale endings.

I was there and ate honey. And when I drank tea, it flowed over my lips, but didn’t get into my mouth. That's the end of the fairy tale. The whole fairy tale, you can’t lie anymore

- This is where the fairy tale ends, and whoever listened, well done.

- And they began to live and live for themselves, make good money and drink honey.

What role do endings play in a fairy tale?

(They make the fairy tale beautiful and unusual, they set us up for a good perception of life).

Creating a fairy tale.

We begin work on creating a fairy tale. We start a fairy tale with the beginning or with a saying.

Plan for working on your own fairy tale

1. Choose the type (magical, everyday, about animals) and the theme of the fairy tale.

2. Select or invent heroes of a fairy tale based on its type; heroes can be: a person, an animal, an object.

3. Select the desired beginning.

4. Use folk language expressions (proverbs, sayings, constant epithets).

5. Make a plan, diagram, plot of a fairy tale.

6. Choose the ending.

7. Think about the design of the fairy tale.

Homework.

Compose and design your own fairy tale.

A fairy tale for a child has great educational and cognitive significance. This is the favorite genre of many children. It is no coincidence that various fairy tales are included in the elementary school curriculum.

So in the first grade, students get acquainted with fairy tales about animals, read everyday and fairy tales (“The Fox and the Black Grouse”; “Two Frosts”; “Porridge from an Ax”).

In the second grade, children read folk tales (“Sivka-Burka”, “Sister Alyonushka and Brother Ivanushka”, “Ivan Tsarevich and the Gray Wolf”; epics “Dobrynya Nikitich”, “Dobrynya and the Serpent”, “The Healing of Ilya Muromets”, “ Ilya Muromets and the Nightingale the Robber"), as well as literary fairy tales by V.F. Odoevsky (“Moroz Ivanovich”), S.T. Aksakova (“The Scarlet Flower”) and others.

1. Usually, before reading a fairy tale, a small preparatory conversation is held (you can ask what kind of fairy tales there are, which ones you have read; organize an exhibition of fairy tales). Before reading fairy tales about animals, you can remind about the habits of animals and show an illustration of these animals.

2. The teacher usually reads the fairy tale, but it is advisable to tell it.

3. Work on a fairy tale as if it were a realistic story, without explaining that “this doesn’t happen in life”, that it is fiction.

4. A fairy tale can be used to compile characteristics and assessments, since the characters of fairy tales are usually exponents of one or two characteristic traits that are clearly revealed in their actions.

5. Do not translate the moral of a fairy tale into the area of human characters and relationships. The didacticism of the fairy tale is so strong and vivid that the children themselves draw their own conclusions: “Serves the frog right - no need to brag” (fairy tale “The Frog is a Traveler”). If children come to similar conclusions, then we can assume that reading the fairy tale has achieved its goal.

6. The specificity of a folk tale is that it was created for storytelling. Therefore, prose tales are retold as close to the text as possible. The story must be expressive. A good way to prepare for it is to read a fairy tale in person. Dramatizing fairy tales during extracurricular hours helps to express the fairy-tale character, develops speech and creativity in children.

7. The fairy tale is also used for educational work on drawing up plans, since it is clearly divided into scenes - parts of the plan, the headings are easily found in the text of the fairy tale.

Students in grades I and II willingly draw a picture plan.

8. Usually, reading a fairy tale about animals does not require any preparation, but sometimes it is worth recalling in a conversation about the morals and habits of animals.

If you read a fairy tale about nature that is close to children, then you use excursion material, entries in nature calendars, that is, observations and experience.

9. In connection with reading a fairy tale, it is possible to make dolls, decorations for a puppet theater, figurines of animals and people for a shadow theater.

10. Elementary observations should be made on the features of the composition of the fairy tale, since these observations increase the awareness of children’s perception of the fairy tale. Already in grades I and II, children encounter fairy tale techniques of triple repetition and notice that this helps to remember the fairy tale.

When reading fairy tales, the following types of work are used:

Preparation for the perception of a fairy tale;

Reading a fairy tale;

Exchange opinions about what you read;

Reading a fairy tale in parts and analyzing them;

Preparing for storytelling;

General conversation;

Summarizing;

Homework for children.

The methodology gives a general direction for working with fairy tales depending on their belonging to one or another intra-genre variety, however, it does not fully take into account the qualitative heterogeneity of the fairy tale genre, and does not determine the optimal amount of skills that need to be developed in younger schoolchildren when reading different types of fairy tales. But it is the knowledge of literary fundamentals that helps the teacher to better understand the role of a fairy tale, to choose methods and techniques that correspond to a given type of fairy tale and contribute to the formation of the necessary skills when analyzing fairy tales.

Skills make it possible to set standards in work, to diversify it in order to create the desired emotional tone in children’s perception, to attune them to the fact that there are no identical fairy tales, that each fairy tale is interesting in its own way.

Thus, everyday fairy tales talk about the characters of people and the habits of animals. When analyzing everyday fairy tales, you should not compare the characters of people. Social fairy tales show the life of the people, their grief, deprivation, poverty, and lack of rights. When studying them, you can compare how people lived before the revolution, how they live now, what rights they received. Fairy tales show the people’s dream, ingenuity, talent, skill, and hard work. A comparison with modern life (cars, cranes, airplanes, etc.) is necessary here. In fairy tales about animals, observations, excursions, illustrations, and cinema are important. You need to learn how to write a description (remember in which fairy tales and how animals are shown).

1. Don’t say that this doesn’t happen in life.

2. Ask the question: Why? What does this mean?

3. The moral of the fairy tale cannot be translated into human relationships.

4. The speech of the fairy tale is simple, the retelling should be close to the text (with laughter, play or sadness).

5. Retelling based on illustrations, according to a picture plan, according to a verbal plan, but using the speech features of the fairy tale (beginning, repetitions, ending).

6. Reading faces, showing cardboard dolls, puppet performances, shadow theater, and recordings are important.

7. On the board write down vivid definitions and characteristic expressions necessary for introduction when retelling.

8. State the problem - what the character is like, prove it with your reasoning and the words of the text.

9. Intonation and brightness of expression are important in a fairy tale.

In teaching practice, reading fairy tales is often carried out in a one-dimensional manner, without taking into account the literary specificity of this genre, as a result of which children do not learn the depth of the content of the “fairy tale world”, not its metaphorical nature and not the moral and social meaning hidden in it, but only the plot, which they often literally correlate with reality.

The main thing in any fairy tale can be comprehended by younger schoolchildren if the teacher, when guiding the reading of fairy tales, relies on their literary specificity and consistently develops the necessary skills that are important in terms of the literary development of students.

What is included in the concept of “literary foundations” of a fairy tale? Folk and literary fairy tales create their own special “fairy-tale world”. It is voluminous, meaningful and specifically designed. The concept of “volume” includes the number of signs and parts, the concept of “form” includes complicated and uncomplicated composition, connected and unrelated to folklore tradition, narrative, poetic, dramatic.

These features are important not only from the point of view of artistic features, but also from a psychological and pedagogical point of view. They help to better understand and describe the “fairy-tale world”.

The “wonderful world” is an objective, virtually unlimited, meaningful world created by a wonderful principle of organizing material.

When reading a fairy tale with a “wonderful world,” you can organize an independent search for students, conducted under the guidance of a teacher.

In the process of reading and searching, students must generalize and deepen their practical understanding of the fairy tale as a genre, about the “wonderful world”, that is, they need to develop the optimal amount of skills, such as:

1. The ability to see the specific beginning of a fairy tale - the beginning and a happy ending for good heroes;

2. The ability to determine the fairy-tale place and time of action;

3. The ability, when working with text, to find a turning point in the development of action, which makes it possible to trace changes in the characters;

4. The ability to give a basic assessment of the characters’ behavior;

5. The ability to find and name magical objects and magical creatures, determine their place and role in the development of the plot, the function of good or evil in relation to the characters.

To develop these skills, reading a fairy tale with a “wonderful world” must be organized so that children from the beginning to the end of the work are in a state of search, read the fairy tale paragraph by paragraph, comprehend the fairy tale action and the actions of the characters according to “plot milestones.”

Before reading a fairy tale, aim students at its primary perception, interest them, then they will listen with great attention and interest.

Much of the initial perception depends on the teacher. Somewhere you need to change the intonation of your voice, your facial expressions, and pause.

After getting acquainted with fairy tales, you can give the task to draw a memorable episode to see what attracted the children’s attention.

Taking into account the specifics of the “wonderful world” helps the teacher develop the necessary skills and influence the emotional and moral sphere of the child.

In the traditions of Russian methodology, do not discuss the allegorical meaning of a fairy tale with children: “Let everything in a fairy tale speak for itself” (V.G. Belinsky). Children, without outside interference, grasp the ideological orientation of the fairy tale: good conquers evil.

After the initial perception, students show their likes and dislikes for the characters. The teacher’s task when analyzing fairy tales is to help children notice the formal features of this genre.

In a cumulative fairy tale, this is a pile-up of events or characters, the connection of links in a chain of events, a way of stringing one event after another, building a chain, the role of stylistic formulas in sequential actions. In a fairy tale, this is the specific structure of space, the presence of two worlds and the border between them, the main character’s obligatory crossing of this border “there” and “back”, and the rebirth of the hero at the end of the fairy tale. In a short story (everyday) fairy tale, this is a sharp change in the point of view in relation to which the story is told.

Therefore, when reading a cumulative fairy tale, it is useful to schematically indicate the chain of characters and the connections of events that led to the denouement of the fairy tale. When reading a fairy tale, give the children the task of drawing a diagram of the hero’s journey to another world and back. And when working on an everyday fairy tale, it is convenient to use a retelling with a change in the narrator's face.

The allegorical meaning of fairy tales will be revealed to the child if he understands the function of formal elements and is able to correlate them with the holistic perception of the text, and does not interpret fairy tales based on his everyday attitudes. It is very important to teach children to separate the plot of a fairy tale from the way it is told, therefore, when analyzing, attention is concentrated on the formulas:

Beginnings: Once upon a time..., In a certain kingdom, in a certain state...;

Continuations: How long, how short..., Soon the fairy tale is told, but not soon the deed is done...;

Kontsa: And I was there, I drank honey and beer, it flowed down my mustache, but it didn’t get into my mouth... Here’s a fairy tale for you, but for me a glass of butter.

The algorithm for analyzing the content of a fairy tale can be presented as follows:

1. The theme of the fairy tale (for example, about love, about animals, etc.). The originality or borrowing of the plot, the influence of the external environment on creativity are noted.

2. Analysis of heroes and images. Main and auxiliary ones are distinguished. Heroes are classified into good and evil, into those who help and who hinder the hero, as well as by the functions they perform. Those characters who are highlighted by the author of the fairy tale himself through emotional coloring, exaggeration, etc. are highlighted and especially carefully examined. It is also necessary to pay attention to the “loss of images” and distortions. One of the main tasks at this stage is to determine the hero with whom the author identifies himself. This is revealed by personal reactions during observation of the client, and is also clarified by leading questions. It should be noted that a positive hero and the one with whom a person identifies himself do not always coincide.

3. Analysis of the difficulties that arise during the story, in which the main characters find themselves. They can be divided into external and internal. The first assume the impossibility of achieving the goal, that is, various obstacles (huge rivers, dense forests, monsters in caves, etc.). The latter represent shortcomings of means, that is, flaws, and these are most often characteristics of a person’s resource base (cowardice, greed, anger, physical weakness of heroes, etc.).

4. Ways to cope with difficulties. The analysis of methods reflects the typical repertoire of heroes. This could be: murder, deception, psychological manipulation and others.

5. A set of individual ethical standards that dictate when to be angry, offended, guilty, happy, or right.

During the analysis, not only the main text of the tale is noted. But also all the side statements, comments, jokes made during the story, laughter, long pauses, glitches.

Thus, a fairy tale is a genre of oral folk art; fiction of a fantastic, adventure or everyday nature. Each of them carries enormous educational and cognitive significance. The teacher’s task is to convey folk wisdom to the child’s consciousness.

The word "fairy tale" appeared in written sources no earlier than the 16th century. It is derived from the word “to show” in the meaning: list, list, exact description. “Fairy tale” acquires its modern meaning from the 17th to 19th centuries. Previously, the word fable was used, until the 11th century - blasphemy.

In the literary encyclopedia of terms and concepts, “fairy tale” is interpreted as a type of folklore prose known among all nations; system of genres and genre varieties.

Kudina G.N. in the dictionary of literary terms, he deciphers the concept of “fairy tale” as a genre of epic.

A fairy tale is a predominantly prosaic artistic oral story of a fantastic, adventurous or everyday nature with a fictional attitude. This concept is given in the dictionary of literary terms.

One more definition of “fairy tale” can be identified, which is indicated by S.V. Turaev. and Timofeev L.I. A fairy tale is a type of oral narrative with fantastic fiction, the forms of which historically developed in the original connection with mythology and, in an artistically transformed form, became an inseparable property of this folk prose.

The fairy tale goes back to the reality of the era that gave birth to it, reflects the events of the era in which it exists. In a fairy-tale image of reality, mutually exclusive concepts, correspondences and inconsistencies with reality are intertwined, which constitutes a special fairy-tale reality. The world of fairy tales is beautiful and fascinating for younger students. They are captivated by the sharp, entertaining plot of fairy tales, the unusual setting in which the events unfold; are attracted to heroes - brave, strong, resourceful people; fairy tales captivate with their ideological orientation: good forces always win. For children, the very form of narration adopted in the fairy tale, the melodiousness, colorfulness of the language, and the brightness of the visual aids are also of interest. The characters of fairy tales are expressive, and for the most part they are clearly divided into kind, fair, deserving of respect, and evil, greedy, envious. The power of the influence of the images and plot of the fairy tale is such that younger schoolchildren, already in the process of their first reading, clearly demonstrate their sympathies and antipathies for the characters of fairy tales, completely take the side of the oppressed, the disadvantaged, and are ready to come to their aid. Children sincerely rejoice that they are defeating justice: ordinary poor people get out of trouble, and the evil ones die, that is, evil is punished, good has triumphed. Children want it to always be like this in life. This, first of all, is the great pedagogical value of the fairy tale.

Folk tales differ from original ones in that fairy tale writers often use folk fairy tale motifs or create their own original tales. By analyzing the attitude to reality in folk tales and literature, one can draw a clear line between the forms of thinking typical of folklore and the forms of thinking of storytellers. Also, different laws underlie the poetics of folklore and the poetics of literature. V.Ya. Propp does not deny that literature and folklore are connected: “The process of transition of plots or narrative style into literature was accomplished not only by borrowing, but also through overcoming the attitude to reality that is characteristic of fairy-tale narrative folklore.” This is where the differences between an author's fairy tale and a folk tale begin.

The fairy tale develops schoolchildren's value judgments. In the process of analyzing a fairy tale, they are repeatedly faced with the questions: “What is most valued in people? What is punished for, and what is rewarded? Why do some heroes of fairy tales even the forces of nature come to the aid, while for some they, on the contrary, turn away?” Fairy tales have great potential for positive moral teaching. The strength of fairy tales is their active, effective focus on victory, on the triumph of truth, their major ending, which especially appeals to children and their worldview. A.A. Gorky conveys this impact of a folk tale in this way: “Her words,” he recalls about his grandmother’s fairy tales, “always left a feeling of winged joy, unforgettable to this day. The miracles of her songs and poems, nanny’s tales aroused the desire to create miracles myself.”

The plot of the fairy tale is unreal, far from life, but the conclusion is always vital: “The fairy tale is a lie, but there is a hint in it! A lesson to good fellows!” The educational side of a fairy tale is extremely important.

Fairy tales are of great importance as a means of developing students’ speech. The text of fairy tales is an excellent material for developing coherent speech skills. Younger schoolchildren enjoy telling fairy tales, preserving fairy-tale figurative expressions and figurative means, as well as the peculiar syntactic structure of speech, sentence structure, and liveliness of narration adopted in fairy tales.

In the elementary grades of school, according to the traditional curriculum, students only become practically familiar with the features of fairy tales as a genre of folklore. Two significant features of the tale are noted:

presence of fiction;
·compositional originality - beginning, repetitions, ending.

A fairy tale usually repeats one main episode. In this case, the last time after a repeating episode, as a rule, a contrasting event occurs and a denouement follows. Repetitions occur most often because more and more new characters appear in the fairy tale or new details are introduced.

Nikiforov’s book highlights three main features of a fairy tale:

)an oral story aimed at entertaining listeners;

) events are unusual in the everyday sense;

)specificity of fairy tale poetics.

In the fairy tale epic there are three genre varieties:

)tales about animals;

)fairy tales;

) everyday short story tales.

Fairy tales about animals differ from others mainly in that animals act in the fairy tale. These fairy tales convince the child of the correct relationship to the world.

Children early learn to evaluate the size of phenomena, deeds and actions and understand the funny side of all life's inconsistencies. The most elementary and at the same time the most important ideas - about intelligence and stupidity, about cunning and straightforwardness, about good and evil, about heroism and cowardice, about kindness and greed - lie in the consciousness and determine the norms of behavior for the child. It has been noticed that children easily remember fairy tales about animals. This is explained by the fact that the people's pedagogical experience truly captured the peculiarities of children's perception.

Fairy tales about animals can be called children's stories because they contain a lot of action, movement, energy - something that is also inherent in a child. The plot unfolds quickly. There is a lot of humor in animal stories. This wonderful property of theirs develops a sense of reality in children, entertains, pleases, and sets in motion their spiritual strength. However, fairy tales also know sadness. How sharply contrasting are the transitions from sadness to joy here. The feelings talked about in fairy tales are as vivid as children's emotions.

A sharp distinction between positive and negative in the nature of fairy tales. A child never has any doubts about how to relate to this or that fairy-tale character. The rooster is a hero, the fox is a cunning deceiver, the wolf is greedy, the bear is stupid, the goat is deceitful. This is not primitiveness, but the necessary simplicity that must be learned by the child before he is ready to perceive complex things. When working with fairy tales about animals, you can use the following techniques: selective reading, answering questions and asking questions by students, verbal and graphic drawing, drawing up a plan, all types of retelling, composing a fairy tale by analogy with what was read. School practice convinces us that younger schoolchildren well understand the unreality of animal behavior in fairy tales and the conventionality of the plot, but are happy to remain in this fairy-tale, conventional world. Therefore, you need to tell the children a fairy tale and organize the conversation in such a way that they temporarily find themselves in this fairy-tale world.

First, the fairy tale is analyzed as a realistic story and everything is aimed at ensuring that students clearly perceive the specific content, correctly imagine the development of the plot, the motives for the behavior of the characters, and their relationships. Only at the last stage of working on a fairy tale does the teacher put children under conditions of “transferring” the conclusion of the fairy tale to similar cases in life. This is quite enough so that, on the one hand, a fairy tale for students remains a fairy tale, and on the other hand, they enrich themselves with knowledge of certain phenomena of life. It must be especially emphasized that the teacher must constantly work on developing such aspects of reading skills as expressiveness and consciousness. Noticing the characteristics of a particular character in a fairy tale, students seem to convey with their voice his appearance and attitude towards others. A significant role in this will be played by correctly structured work on the lexical meaning of a word and its use in a sentence. An excellent example of author's fairy tales about animals are the following tales by S.Ya. Marshak as “A Quiet Tale”, “The Tale of a Stupid Mouse”, etc.

In ancient times, there were beliefs in witches and sorcerers who could work miracles. The people in those distant times also believed in magical things: a ring, an ax, a belt, a scarf, a mirror. Later, people realized many phenomena, and the connection between the fairy tale and ritual magic was lost. At the same time, people's poetic imagination grew. Man dreamed of subjugating the forces of nature, building beautiful palaces, moving quickly, and living long. There was a lot I wanted to do, but real possibilities did not allow it to be done. The dream found scope in fairy tales. They are distinguished by the special nature of fiction. Supernatural forces are always at work in them - sometimes good, sometimes evil, working miracles. There are terrible monsters here: Kashchei the Immortal, Baba Yaga, Serpent Gorynych, and wonderful objects: a flying carpet, an invisible hat, walking boots. Russian fairy tales have created an amazingly vibrant, intricate world. Everything about it is extraordinary: people, land, mountains, rivers, trees, even things - household items, tools - and those that acquire wonderful properties in fairy tales. In fairy tales there are no unique misfortunes in life, but at the same time they do not hide the fact that the real world knows severe human suffering, but everything ends happily thanks to a miracle. The imaginary miraculous victory of good over evil always activates the child’s feelings. The need for justice, the desire to overcome life's adversities forever become part of his worldview. This is extremely important for developing a person’s vitality and the qualities of a fighter for justice.

A fairy tale with its harmonious composition teaches a child to think logically: the events in it unfold in strict sequence. The tale captures the dynamics of the plot. The closer the end is, the sharper and more intense the relationships between the characters become. Very often, having brought the hero to the moment of almost complete achievement of the goal, the fairy tale allows for a sharp turn of events to the starting position - and again he begins the struggle for the triumph of justice. This technique helps the child understand that achieving a goal requires perseverance, loyalty to duty and the desire to win at any cost. In a fairy tale, the characters and characters from beginning to end are endowed with certain positive powers or vices.

Fairy tale heroes always remain true to their characters, no matter what happens to them. For a child, this feature of fairy tales is very important: this necessary simplicity of human relationships. Which must be mastered before he learns to understand the complexity of people's affairs and actions. The construction of phrases and the selection of words are determined by the nature of the content. A calm narrative gives way to a rapid one when it comes to sudden and quick actions - this is achieved with the help of verbs of movement. About geese-swans, for example, they say this: “they swooped in,” “picked up,” “carried away,” and others. The selection of verbs clearly conveys the dynamics of events and the severity of the situation. At the same time, the little listener becomes, as it were, a participant in what is happening, empathizing with the heroes of the fairy tale. Storytellers reproduce the world in all its objective materiality, in the variety of sounds, in the brilliance of colors. Fairy tales are filled with sunlight, forest noise, whistling wind, the dazzling shine of lightning - all the features of the world around us.

The complexity of the plot is a characteristic feature of fairy tales. There are no developing characters in a fairy tale; only their actions are reproduced. Therefore, when analyzing, it is advisable to ask the question: “By what actions of the hero can we judge his character?” A distinctive feature of a fairy tale is the multi-event nature of fairy tales. The hero must go through a series of trials that become more difficult as the plot progresses. A fairy tale is necessarily entertaining, unusual, with a clearly expressed idea of the triumph of good over evil, falsehood over truth, life over death. All events in it are brought to an end; incompleteness and incompleteness are not characteristic of a fairy-tale plot. The main genre feature of a fairy tale is its purpose, that which connects the fairy tale “with the needs of the collective.” In Russian fairy tales that exist today, the aesthetic function dominates. It is due to the special nature of fairy-tale fiction. Fairy-tale didacticism permeates the entire fairy-tale structure, achieving a special effect by the sharp opposition of positive and negative. Moral and social truth always triumphs - this is the didactic conclusion that the fairy tale clearly illustrates.

Thus, finishing the second chapter of the work, we note that the world of fairy tales, in which it is interesting for a child to live and develop, is very diverse. The main function of fairy tales is to educate a morally developed generation that can think, feel and express their thoughts. Folk tales are permeated with this idea, but it should be noted that author’s fairy tales have the same focus. The main motif of S.Ya.’s fairy tales Marshak is the motive of a careful human attitude towards the surrounding world. His fairy tales develop schoolchildren's value judgments.

1.3 Methodology for working on a fairy tale in elementary school