At present, significant changes are taking place in society. These transformations concern both the economic and spiritual spheres of human life. They also apply to education. The morals, ideals, views of the younger generation are changing. Their attitude to the world around them, to people, to school education is also changing. In this regard, there is a need for a purposeful study of the attitude of modern schoolchildren to learning at school. We considered only one aspect of this problem - the attitude of schoolchildren to homework in mathematics.

The goal is to study changes in the attitude of schoolchildren to homework in mathematics in the process of using creative homework.

Independent work is one of the important methods of improving academic performance and improving the quality of students' knowledge. The prerequisites for the development of independence do not guarantee the successful formation of this quality in a growing person. It is proved that without knowledge and skills there is no independence in learning. Independence is directly related to volitional processes. To make an independent decision, you need not only knowledge, experience, motivation, but also strong-willed efforts, tension.

Independent work is also a necessary condition for the development of students' thinking, the education of independence and cognitive activity of students, and the inculcation of the skills of educational work.

One of the types of independent work is homework. Homework is independent study work without the direct guidance and assistance of a teacher. The formation of independence in educational and cognitive activity is one of the leading functions of homework. Homework should be both attractive to students and strictly didactically expedient. If homework is pedagogically thought out, it not only provides for a didactic, educational goal, but certainly develops and educates. Finally, homework should be a means of bringing learning and self-education closer together. Indeed, the mastery of general educational skills and abilities, the development of interest in independent educational work, the formation of experience in creative activity - all these are the conditions for the formation of the need for self-education. At the lesson, the teacher, directing the actions of schoolchildren, seeks to increase the degree of independence of students. This degree is higher in the case when the teacher only sets the task, and then the students work for a long time on their own (an example is a class essay). Tasks of this kind require a sufficiently high intellectual independence. However, if such situations are isolated and do not constitute a system, then this is not enough for real life. A gifted student fails in life because he lacks willpower, self-discipline, a sense of duty and responsibility, or other character traits necessary for independent activity no less than intellectual prerequisites. At the lesson, the development of these qualities can only be outlined, but not fully implemented, since this requires constant conscious actions of the student. And he often has no choice when, in what sequence, for what time and by what means to complete tasks. All this is decided for him by the teacher and the lesson plan - it must be decided that the educational potency of the lesson is not reduced.

Here lies the reason why even the best lesson does not allow you to refuse homework. This requires the student to be able to properly allocate their time and plan. There is a situation of moral testing. We have to overcome internal conflicts. The process of overcoming tempers the will. Difficulties are also tempered in a situation where it is not possible to accomplish something in any way, despite all efforts, when you stumble upon a “dead point” that makes you give up. These difficulties are natural and necessary for the strengthening of character, just as is the feeling of satisfaction and pride when the “impossible” task is nevertheless overcome.

Homework must be used wisely in your work, and its positive aspects will not be slow to show themselves. Firstly, given at the beginning or in the middle of the lesson, homework will help direct the attention of students in the right direction for the teacher, prepare the perception of new material. Secondly, a properly prepared and organized task can turn the very fact of homework from a boring and tedious necessity into an exciting, most importantly, very useful and in its own way irreplaceable work from the point of view of the student's self-education. Thirdly, to make the subsequent lesson, in which it will be listened to and verified, much more meaningful, effective, and interesting. Fourthly, it will provide an opportunity to harmoniously link several lessons into a single system. Fifth, to make the acquisition of knowledge by students a personal process, that is, to turn knowledge into a tool for cognition. Sixthly, it can help in rallying the class team. Seventh, to provide invaluable assistance in shaping the character and personality of the student.

Creative, entertaining tasks and games with mathematical content have important cognitive and educational functions. There are different forms of development of creative abilities in mathematics lessons: contests, quizzes, games, competitions that allow students to show their ingenuity, invention, resourcefulness. After analyzing the methodological literature, best practices, we identified the following types of homework:

• assignments based on materials from newspapers, radio, television;
• rebuses, crosswords, chainwords, cryptograms;
• text tasks (in the form of a game "How to become a millionaire");
• creative essays, mathematical fairy tales, stories, poems;
• contests, competitions;
• find and highlight the error;
• development of tasks of various types based on the studied material, etc.

The study of the experience of teaching mathematics gives grounds to draw a conclusion about the possibilities that have not yet been used to increase the effectiveness of the educational process. These opportunities are mainly related to the improvement of teaching methods, the formation and maintenance of students' interest in the study of mathematics.

When using creative tasks, the teacher must adhere to the following rules:

• creative homework should be regular;
• tasks should be both individual and collective, it is desirable to change the composition of groups from task to task in order to unite the team and develop the ability to distribute responsibilities within the group;
• creative tasks should be used in the classroom or during extracurricular activities (the author of the work must be mentioned);
• assignments should be evaluated, and performers should be encouraged by an assessment, or a note in a wall newspaper, or an award on a ruler, etc.

It is known that the success of doing homework depends on the quality of the lesson, on the thoroughness of the teacher's preparation for the homework task, and on the quality of checking their performance. Thus, considering the main methods of setting and checking homework, we can make the following typology:

Quest		Examination
By time	- at the beginning of the lesson; - during the lesson; - at the end of the lesson	The quality of the check	- a cursory inspection; - detailed check
By shape	- oral; - written; - creative work; - cards; - punch cards	By time	- at the beginning of the lesson; - in the second half of the lesson; - extracurricular
For preparatory work	- with analysis (tasks for learning new things); - indiscriminately (tasks for repetition)	According to the verifier	- mutual verification; – self-test; - teacher checking
Degree of individualization	- differentiated task (for individual students); - the task is typical for all students	Type	- custom scan; - checking all students' work; - tight check
		By type	- by oral frontal questioning; - a systematic solution on the board; – individual

On its basis, ways to improve the methods of homework in mathematics were identified. Non-standard in form and content homework is considered, which not only makes it possible to consolidate the material, but also is an indispensable means of stimulating creative activity, implementing an individual approach to learning.

To show the importance of the considered creative works, it was necessary to study the attitude of elementary school students to homework in mathematics before and after the experimental work to improve the methodology of homework. To conduct a mass survey, a questionnaire with closed questions was used.

Upon completion of the work carried out, it can be concluded that the inclusion of creative tasks in homework stimulates the independent activity of students.

The conclusions drawn after analyzing the results of the survey can be summarized as the following theses:

• the content of homework in mathematics should be thought out taking into account the possibility of implementation and greater interest in work on the part of schoolchildren;
• the teacher should consider not only the content of homework, but also the options for setting and checking it;
• ways to improve the methodology of homework in mathematics can be used as a means of stimulating students' independent activity.

So, problems with homework certainly exist, but, as many successful teachers say, these are solvable problems, and each teacher must solve them for himself, because high results in teaching schoolchildren can be achieved only if the quality of homework tasks meet today's requirements.

Competition task

Creative work on the topic:

"New opportunities for creativity

in educational activities".

Essay of the teacher of Russian language and literature MOU secondary school No. 2

Art. Grigoropolisskaya, Novoaleksandrovsky district, Stavropol Territory

Shelsky Anna Viktorovna

The more we give joy and care to others, the more happiness we ourselves acquire.

ancient wisdom

A teacher… A modern teacher… When I think about these concepts, I think about myself, about the school I came to work in September of this academic year, about education in general. Where do I fit in all of this? Am I a real teacher? Modern?

I'm sure it's too early for me to talk about it. After all, the life of a teacher can be compared to climbing a mountain peak. First you dream and think, then you make plans and prepare. And then the long and hard climb begins.

I am only at the beginning of this journey. My school dream came true: after graduating from the Armavir State Pedagogical University, I received the specialty of a teacher of the Russian language and literature. Started climbing up the hill. And where? In his native Grigoropolis MOU secondary school No. 2. Next to me is my beloved class teacher, teacher of Russian language and literature, now my mentor is Goncharova Irina Viktorovna. I consider myself lucky because I found myself in ideal conditions to start teaching. And yet I have to find new opportunities for creativity in the educational process.

I worked for several months. During this time, I managed to experience the joy of the first success and the first victories, the bitterness and tears of failures and mistakes. But I know what didn't happen. There was no disappointment, there was no such moment that I wanted to give up and give up everything.

While studying at the Pedagogical University, I knew that I wanted to become a good teacher. I knew that for this you need to have not only excellent knowledge, but also a kind soul and a sensitive heart. And now I also realize that I must be in constant creative search, as well as in search of an answer to the question: “What and how to teach schoolchildren?”

And now I work in the school of the XXI century. Modern technologies allow the teacher to show their creativity to the maximum, reveal their pedagogical potential and bring variety to their lessons. Within the framework of the Federal State Educational Standard, conditions have been created in our school for the child to acquire knowledge on his own, engage in self-education, and have the opportunity to try his hand at various fields, including research activities. I feel great satisfaction from the knowledge that I have been given the opportunity to be in the center of what is happening.

Yes, in the 21st century, the teacher has entered the age of new technologies. And there is no doubt that a modern teacher needs to be competent in the field of ICT and introduce them into the educational process. I do it with pleasure. I know from my little experience: lessons using multimedia and the Internet increase interest in learning the Russian language and literature, thanks to their use, the effectiveness of independent work increases, and it becomes possible to more widely realize their creative plans. These are really new opportunities for the development of creativity in the educational process.

Now it is generally difficult to imagine the work of a teacher without the use of information technology, which allows using a computer and various information programs to build lessons, conduct extracurricular and extracurricular activities. That is why you have to constantly study and work hard. So, self-education is a priority for a teacher in the modern world. The teacher should not only know his subject and master the methods of teaching it, but also have knowledge in other areas of public life, navigate modern politics and economics.

Teachers face the most important task of teaching children in such a way that they can quickly respond to the changing conditions of the world around them, are able to discover new problems and tasks, and find ways to solve them. To achieve this, we need an innovative approach that ensures the transition to a productive and creative level and the creation of a system of interaction between students, teachers, parents to solve educational problems.

Undoubtedly, children are the main ones in this process. Communicating with them, I constantly feel deep inner happiness, I feel necessary for those who sit in front of me. Of course, it is impossible to be lower than what they love in me, because right now I am the smartest, kindest, most beautiful for them. And at that moment I understand: for the sake of this feeling I live, suffer, read many books, try, experiment, fantasize - because I cannot let them down, I have no right to betray our unity. Words by S.L. Soloveichik reflect my pedagogical credo on the relationship between teacher and student: “There are no two relationships to a child - pedagogical and human. There is one, and only one, the human.

I remember these words of a famous teacher also because I am the class teacher of the 5th grade. First of September. First class hour. The first question to yourself is: “Can I?” The bell rang changed my life. When my fifth graders ran into the classroom, I realized: my place is here, in this office, in this school. And every day I tell them everything that I know, that I can. And I'm happy to see that they like it. Not only they are learning - I continue to study with them. Every day and every hour I am their adviser, informant, inspirer, mentor and, it seems to me, a friend. Every day and hourly my activity changes: I am an actor and creator, now a master and researcher, now an organizer and entertainer, now a guide and even a parent.

Changing, I understand that one thing remains unchanged: the teacher must know not only the child's psychology and age characteristics of the child, he must understand the child's soul. Working at a school, every day I plunge into the inner world of children and see how important empathy and teacher support are for them. I believe that if a teacher is not able to see the inner world of his pupil, then he has no place in this profession, even if he knows the subject he teaches perfectly.

In my lessons, I try to create favorable conditions for the realization of the creative potential of each student and my own.

I believe that every child is talented. Talented in his own way. My task as a teacher is to reveal the unique potential of each child, to help him show his best qualities, to reveal himself. The development of a child, the improvement of his best qualities can only take place in activity. That is why the leading idea of ​​my pedagogical experience is the modeling of the choice of the most effective technologies, means and forms of organizing the joint activities of a teacher and a student.

With each new day, with each new lesson and class hour, I understand that I like the profession that I have chosen. Now, as once, it is not surprising to me that a teacher, crossing the threshold of a school, discovers a new life for himself, where there is room for endless self-improvement, where you can save a piece of childish naivety.

Now I believe: school is my life. When people ask me: “What kind of work do you do?”, I answer with particular trepidation: “Teacher!”. And I am especially proud that I am a rural teacher. It's not just a word - it's work. In a rural school, this is work from morning to evening. It doesn't work otherwise. Otherwise, you don't want to. I like to spend all my time at school because I like my job. As I. Kant said, "work is the best way to enjoy life."

That's why you can't stop. Life is moving forward. My students, with wide eyes, expect something new, unusual from me every day ... And since I have chosen the profession of a teacher, it means that I will only strive forward, only to new heights, so as not to disappoint them!

According to the new federal standards, creative work on technology is an obligatory part of the educational process. Such activities should demonstrate those skills that were acquired by the student in technology lessons. Through this work, they can show their individuality. In addition, creative work on technology helps the child to use theoretical knowledge in practice.

Why technology projects are needed

Technology projects as a learning option

Let's try to figure out what a creative technology project is. An example of such an activity is the creation of a wooden stool. Before proceeding with the direct assembly of the product, the project participants study theoretical issues (elements of the product, options for fastening parts), pay attention to safety.

DIY stool

The Stool project seems simple only at first glance. In reality, the situation is much more complicated, because you need to choose the optimal dimensions of the legs, the parameters of the base of the stool, in order to get not only a beautiful, but also a stable product. The project may contain elements of research, abstracts, reports. For example, you can analyze how the shape and appearance of a stool has changed, trace the use of raw materials to create it. Creative work of this kind is based on the independence of schoolchildren.

Each creative project on technology (any example can be given: embroidery, wood carving) is aimed at the cooperation of the student and the teacher. Already at an early age, the child develops the initial skills of professional skills, on the basis of which the child can choose his future profession. In such activities, several types of work are combined at once: pair, individual, group, collective. The teacher is a consultant, partner, coordinator, and the main share of the work falls on the shoulders of the students themselves. Each creative technology project (examples will be given below) encourages children to acquire new skills and knowledge. Working on a particular topic, students get a specific result, which has a positive effect on their self-esteem.

Project "Soft toy"

Not all girls love to sew, but without exception, everyone loves soft toys. In order to connect their love of soft toys with the usual technology lessons, you can implement a project to make a fluffy bunny. The purpose of the work will be the creation of a soft toy. Initial materials for work - pieces of fur, threads, a needle, filler for a toy, cardboard for a pattern. The project involves working in a group. One girl will be engaged in the pattern of the future bunny. You can choose a ready-made pattern or make it yourself. The task of the second needlewoman is to connect the parts. Another project participant will fill the finished parts with soft filler. In the final stage, in which individual parts will be connected to each other, all girls will take part.

Examples of creative projects for girls

In order to give your mother an original gift on March 8, it is not necessary to spend money, you can do it yourself. The creative project "Postcard to Mom" ​​involves the creation of a beautiful postcard using the scrapbooking technique. At the first stage, the girls get acquainted with the features of technology, consider finished products. Then, together with the teacher, they set a goal: to make an unusual and bright postcard. To achieve this goal, materials are selected: colored cardboard, satin ribbons, figured hole punches, halves of pearls. Next, an action plan is outlined, the sequence of work is analyzed, and responsibilities are distributed among the project participants. A creative technology project is an example of using available materials to obtain an original result. We propose a sequence of actions:

1. We bend ordinary cardboard in half, choosing the desired size of the postcard (10 by 15 cm, 20 by 25 cm).
2. Next, using a figured hole punch, we give the card an unusual shape, cut off the edges. The shape can also be given with the help of commercially available ones.
3. We proceed to the most important moment - the design of the outer part of the postcard. At this stage, girls will be able to show their creative abilities, come up with satin ribbon bows for decoration, unusual pictures. As an additional touch, you can consider attaching halves of pearls.
4. While one group is designing the front of the postcard, the second group can think about the internal content: text, design. The easiest way is to print a finished template on a color printer, but poems or congratulations of your own composition will be much more pleasant for mothers.
5. At the end, you need to glue a congratulation to the finished postcard.

Such a project will surely unite the girls and help the teacher solve a lot of problems related to the interpersonal relationships of teenagers.

An example of an individual technology project

As an example of a project that one student must complete, we will give crochet. In order to make a knitted handbag, a girl must first acquire theoretical knowledge. The teacher introduces the crochet technique, helps to choose a product model, choose threads. In a place with a mentor, the needlewoman chooses the size of the product, the knitting option, its density. The second stage of the project involves the individual work of a schoolgirl. The task of the teacher is to periodically control the quality of the resulting product, as well as help in case of difficulties and difficulties. The end result of such a project should be a finished product - an unusual knitted handbag.

Conclusion

A teacher who uses project technology in his work meets the requirements that are imposed on him as part of the transition to new education standards. It is in such joint activities with students that trusting relationships are formed, all the prerequisites for the comprehensive development of the child's personality arise. Attempts to find together the answer to the task set by the teacher contribute to the formation of communication skills. Schoolchildren who have experience working on a variety of projects do not experience difficulties when studying in secondary specialized and higher educational institutions.

Educational activities according to the Federal State Educational Standards involve not just memorizing theoretical material, but working it out on specific examples. More fruitful cooperation in the process of work between students and the teacher leads to the formation of skills to set a goal, to look for a rational way to achieve it. Analytical skills acquired in technology lessons will help children make quick and correct decisions in everyday life. The project approach is distinguished by humanism, respect for the personality of the student, and a positive charge. This activity is aimed primarily at the development of the child's personality, solving the problem of adaptation in modern society.

Creative work on the work of A.S. Pushkin.

Topic: "My discovery of a favorite poet"

Goals:
Educational:
1. To acquaint with the creative heritage of the poet, with the features of the artistic conception of his lyrical works.
2. To teach the art of creative reading of a lyrical work, the ability to express one's own position, to give a personal assessment of one's artistic impressions.
3. To teach competent speech, the ability to formulate one's own statements.
Educational:
1. To cultivate love for the work of the great classic of the poetic word.
2. To instill respect for the native word, respect for its beauty and originality.
Developing:
1. Develop artistic imagination, analytical thinking, the ability of artistic retelling.

The inner world of a person has always been and is now a mystery, remaining beyond understanding, perhaps even the closest people. After all, the soul is an immense expanse, a whole world, with its problems and endless search for their solutions, joy and striving for inner harmony. Each of us, of course, dreams of choosing his life island, a pier, trying to find something that reflects his spiritual ideas, thoughts, feelings. Poetry serves as such a magical land, a hidden corner. It is the richest treasury of human values. It is so deep and meaningful that you can feel something of your own in it. Pushkin is one of those writers who belong to the inexhaustible recesses of Russian culture, form its basis, are undeniable masters in the knowledge of the inner world of people. Perhaps it is difficult to meet a person who, having come into contact with the work of Alexander Sergeevich, remained indifferent, did not find in his lines a reflection of his soul, thoughts, some life beliefs:

This is Pushkin, our consolation,
Bright light - in the twilight of the night!
With him we will forget grief and deprivation,
Let's start living and thinking again.

Indeed, every time you open a volume of Pushkin, you are at the mercy of his poetry. Before my eyes, painfully familiar lines that I have loved since childhood:

Frost and sun; wonderful day...

What cheerfulness and freshness emanates from this poetic line, one feels a surge of strength, a feeling of a new day that takes me into bright dreams of a future future. When I read these lines, I involuntarily want to leave the stuffy room filled with some kind of everyday difficulties, break free, breathe fresh air. How pleasant it is to wander through the deep winter snowdrifts, to enjoy the birth of a new day! And although the author does not describe the picture of the awakening of nature from a night's sleep, I arbitrarily draw in my imagination the morning, with a magnificent glow, where the last little stars peep timidly behind a thin veil, and, finally, I see the first rays of the sun, which, it seems to me, personify all the charm and the unusualness of the day ahead.

I read further ..... It is impossible to tear myself away from these lines. How vividly and poetically Pushkin describes the beautiful landscape of his native nature, comparing yesterday evening, when “the blizzard was angry”, “the moon, like a pale spot ... turned yellow” with the morning bringing change. Indeed, everything around has changed so much that it has become simply unrecognizable:

Evening, do you remember, the blizzard was angry,
There was darkness in the cloudy sky,
… … …
And now…. look out the window:
Under blue skies
Magnificent carpets
Shining in the sun, the snow lies ...

But, despite these oppositions, perhaps even secret indications of the superiority of one natural phenomenon over another, I think that each time is beautiful in its own way. Let yesterday's bad weather, the sadness of Pushkin's heroine set a sad tone for everything that happens, I feel all the charm of this restless element, eclipsing even the heavenly bodies with its fury. So you imagine yourself in a small house, where burning logs crackle. Their mysterious voice merges with the howl of a blizzard, which evokes sad memories and thoughts with its song. I think that the personifications in the artistic fabric help to perceive the phenomenon of nature as something human, close, dear: “the blizzard was angry”, “the haze was rushing about”. Yes, life is seething behind the lines, with all its passions: stubbornness, dominance, meanness, love.

I catch myself thinking that the author, pushing the gloomy, oppressive, sought to enrich our soul, pouring goodness, peace, beauty into it. “Evening”, “cloudy sky”, “gloomy clouds” give rise to a joyful, harmonious, soul-cleansing feeling from a magnificent picture of a winter morning filled with freshness and purity, leaving behind all the threats and fears of a fierce blizzard. And finally, I feel peace and joy, because the bottomless sky, carpets of snow, transparent forest, green spruce - everything acquires its significance, becomes visible after the recent dominance of a snowstorm. Nature is again filled with all the colors of life, conveying its mood to me.

The whole room amber gleam
Enlightened. Cheerful crackling
Cracking fired oven...

Such a picture, it seems to me, is capable of warming not only the body of a person, but also his soul, thawing a frozen heart, letting in bright beginnings with the help of the life-giving syllable of the poet.
But how these Pushkin's lines grab my attention, make me think:
It's nice to think by the couch.
But you know: do not order to the sled
Harness a brown filly?

These lines are permeated with love for life, the awakening of its brightest beginnings. A person, according to the author, has no moral right to simply dream of a pleasant future, without doing anything to fulfill his desires. Fast driving can shake dormant forces, remind about the destiny of man on Earth. Through such trifles, it seems to me, true values ​​are known. We strive to look into ourselves, revealing qualities unknown to us:

Dear friend, let's run
impatient horse

And this expressive epithet... Why is the horse called "impatient"?
Perhaps this word conveys the desire of the lyrical hero to enjoy the winter sensations of the invigorating, tingling frost, reveals his impatience on the path of knowing the unknown, but alluring with its attractiveness.
Here are the last lines of the poem:
And visit the empty fields
The forests, recently so dense,
And the shore, dear to me.

How many feelings are contained in them! It seems that the author does not talk about his inner feelings, state of mind, but, reading these lines, you feel nostalgia for long-empty native places, you involuntarily recall the most pleasant and happiest moments of life. Despite the sad notes of the end of the work, the cheerful and joyful tone of the poem makes me think only of bright, unclouded happiness.
For me, Pushkin's poetry includes a whole world filled with various passions, emotions, feelings, which love nevertheless conquers:

I remember a wonderful moment:
You appeared before me
Like a fleeting vision
Like a genius of pure beauty.

It is amazing that only one memory of wonderful moments, the memory of the image of a beauty, can ignite a new spiritual flame, despite all life's troubles and problems. I feel the author's experience from a new meeting, bringing joy, returning to youth, saturating the soul with new feelings and passions:
And the heart beats in rapture
And for him they rose again
And deity, and inspiration,
And life, and tears, and love.
Yes, tears, love, inspiration - a life-giving force, designed to revive everyone's desire for harmony.
But here next to me is another poem, the theme of which was unforgettable and majestic love:

I loved you: love still, perhaps
In my soul, it has not completely faded ...

What a contradiction this work is filled with! The author speaks of his love as of a distant past, trying, it seems to me, only to calm his beloved, to save her from annoying courtship, without causing even a shadow of grief:

But don't let it bother you anymore;
I don't want to make you sad...

How instructive and noble are the thoughts in these lines. I am sure many experience the unrequitedness of love, its cruel unrequitedness. But does everyone reconcile themselves to this, do not put selfish desires above all else, do not demand the impossible from their loved ones, dooming only themselves to torment and suffering? Probably not. It seems to me that Pushkin wanted to show only one thing here: the very fact that we love is already a great joy, a happiness that is not given to everyone. And it is important to remember that offended feelings, wounded pride, indifference do not give us the right to live in harmony with ourselves.

I loved you so sincerely, so tenderly
How God forbid you loved to be different.

This is the lesson the poet is trying to teach us. Reading these lines, I am surprised at the paradox: wishing your beloved happiness with another person, when he himself loves so selflessly?! Is it really so simple and selfless? Perhaps only humility speaks here, the acceptance of one's bleak fate without a fight? I think not. Indeed, in the lines that say that “love still, perhaps ... has not completely died out,” some kind of secret hope can be traced, one feels an inner protest, the opportunity to still fight for one’s happiness. This feeling, unfortunately, did not bring the expected desires, could not quench all the thirst of the heart, but there is always a belief that a person will still find his true love, which will give the joy of life. And in this poem, I think it is reflected.
I am writing about Pushkin, but I catch myself thinking that it is impossible to reveal all the facets of his life-giving verse.
Yes, in my opinion, it is worth agreeing with literary critics, connoisseurs of his talent, that Pushkin is different for everyone. And not alone. It changes over the years. It changes several times in our lives, just as we change ourselves. But for me, his genius always remains omniscient, like God, never making mistakes in understanding the human soul.

creative work- Syn: creativity... Thesaurus of Russian business vocabulary

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1. CREATIVE EVOLUTION concept and concept of Bergson's philosophical system: introduced in the work ‘Creative Evolution’ see CREATIVE EVOLUTION (BERGSON). Initially developed by him in order to substantiate the scheme of correlation between intelligence and intuition ... ... History of Philosophy: Encyclopedia

Work- a way of mediation and implementation (materialization) of activity as a process of solving a social problem, achieving goals. As a subject of sociological research, R. acts as a specific form of expression of organization and orientation ... ... sociological reference book

This term has other meanings, see Degree work (meanings). A thesis (project) is one of the types of final qualifying work, an independent creative work of students enrolled in training programs ... ... Wikipedia

INDEPENDENT WORK of students- Individual or group study. activities carried out without the direct supervision of a teacher. From the point of view of S.'s organization of river. can be frontal (classwide) students perform the same task, for example. write an essay in... Russian Pedagogical Encyclopedia

Military history work- purposeful creative and organizational activities of commanders, headquarters, research structures, educational work bodies, veterans and other public organizations to collect, study, generalize, accumulate and ... ... Border Dictionary

Vladimir Naumov. Creative biography of the director- Director, screenwriter, People's Artist of the USSR Vladimir Naumovich Naumov was born on December 6, 1927 in Leningrad, in the family of the famous cameraman Naum Naumov Guard and actress Agnia Burmistrova. Growing up in a cinematic family, Vladimir Naumov ... Encyclopedia of Newsmakers

HOME WORK- a form of organization of the educational process, independent performance by students of tasks outside the classroom without the direct guidance of the teacher, but under his indirect influence. Types of D. at. R.: about the nature of cognitive activity, reproductive and ... ... Pedagogical Dictionary

Military scientific work- organizational and creative activities of military personnel aimed at developing a system of knowledge about the protection and protection of the GG and using the results of military scientific research in border policy, training and construction of troops and PS bodies ... ... Border Dictionary

Books

• Creative work in the accompanist class, Mosin Igor Eduardovich. The teaching aid "Creative work in the accompanist class" (to help students of colleges of arts and culture) is intended for students studying in the specialty 53. ...
• Creative work in the accompanist class. Teaching aid, Mosin I.E. Teaching aid Creative work in the accompanist class (to help students of colleges of arts and culture) is intended for students studying in the specialty ...