6 research outputs found
Stylistics of figurative expressions in primary school Π‘ΡΠΈΠ»ΠΈΡΡΠΈΠΊΠ° ΡΠΈΠ³ΡΡΠ°Π»ΡΠ½ΡΡ Π²ΡΡΠ°ΠΆΠ΅Π½ΠΈΠΉ Π² Π½Π°ΡΠ°Π»ΡΠ½ΠΎΠΉ ΡΠΊΠΎΠ»Π΅
ΠΡΠ΅Π΄ΠΌΠ΅Ρ ΡΠ°Π΄Π° Π‘ΡΠΈΠ»ΠΈΡΡΠΈΠΊΠ° ΡΠΈΠ³ΡΡΠ°ΡΠΈΠ²Π½ΠΈΡ
ΠΈΠ·ΡΠ°Π·Π° Ρ ΠΎΡΠ½ΠΎΠ²Π½ΠΎΡ ΡΠΊΠΎΠ»ΠΈ ΡΠ΅ΡΡΠ΅ ΠΏΠΎΠΏΠΈΡ ΠΈ
ΠΎΠΏΠΈΡ ΡΠ°ΠΌΠΎ ΠΎΠ½ΠΈΡ
ΡΡΠΈΠ»ΡΠΊΠΈΡ
ΡΠΈΠ³ΡΡΠ°ΡΠΈΠ²Π½ΠΈΡ
ΡΠ΅Π΄ΠΈΠ½ΠΈΡΠ° ΠΊΠΎΡΠ΅ ΡΠ΅ ΠΎΠ±ΡΠ°ΡΡΡΡ Ρ ΡΡΠ±Π΅Π½ΠΈΡΠΈΠΌΠ°
ΠΊΡΠΈΠΆΠ΅Π²Π½ΠΎΡΡΠΈ ΠΈ ΡΠ΅Π·ΠΈΠΊΠ° (ΠΊΠ°ΠΊΠΎ ΡΠΈΡΠ°Π½ΠΊΠ°ΠΌΠ° ΠΈ Π³ΡΠ°ΠΌΠ°ΡΠΈΠΊΠ°ΠΌΠ°, ΡΠ°ΠΊΠΎ ΠΈ Ρ ΡΠ°Π΄Π½ΠΈΠΌ ΡΠ²Π΅ΡΠΊΠ°ΠΌΠ° ΠΈ/ΠΈΠ»ΠΈ
Π½Π°ΡΡΠ°Π²Π½ΠΈΠΌ Π»ΠΈΡΡΠΎΠ²ΠΈΠΌΠ°) Ρ ΠΎΡΠ½ΠΎΠ²Π½ΠΈΠΌ ΡΠΊΠΎΠ»Π°ΠΌΠ° Ρ Π‘ΡΠ±ΠΈΡΠΈ. Π£ Π°Π½Π°Π»ΠΈΠ·Ρ ΡΠ΅ Π±ΠΈΠΎ ΡΠΊΡΡΡΠ΅Π½ Π²Π΅ΡΠΈ Π±ΡΠΎΡ
ΡΡΠ±Π΅Π½ΠΈΠΊΠ° ΠΈ ΡΠ΅ΠΌΠΈ ΡΠ΅ ΠΏΡΠΈΡΡΡΠΏΠ°Π»ΠΎ ΠΈ ΡΠ° Π΄ΠΈΡΠ°Ρ
ΡΠΎΠ½ΠΈΡΡΠΊΠ΅ ΠΈ ΡΠ° ΡΠΈΠ½Ρ
ΡΠΎΠ½ΠΈΡΡΠΊΠ΅ ΡΡΡΠ°Π½Π΅ (ΠΏΠΎΡΠΌΠ°ΡΡΠ°Π½ΠΈ ΡΡ
ΠΈ ΡΡΠ°ΡΠΈΡΠΈ ΠΈ ΡΠ°Π²ΡΠ΅ΠΌΠ΅Π½ΠΈ ΡΡΠ±Π΅Π½ΠΈΡΠΈ) ΠΊΠ°ΠΊΠΎ Π±ΠΈ ΡΠ΅ ΠΏΠΎΠΊΠ°Π·Π°Π»Π΅ ΡΠ°Π·Π½ΠΎΠ²ΡΡΠ½ΠΎΡΡΠΈ Ρ ΡΠ»ΠΎΠ±ΠΎΠ΄ΠΈ ΠΎΠ±ΡΠ°Π΄Π΅
ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΎΠΌ ΠΏΡΠ΅Π΄Π²ΠΈΡΠ΅Π½ΠΈΡ
ΡΠ°Π΄ΡΠΆΠ°ΡΠ° ΠΎ ΡΠΈΠ³ΡΡΠ°ΡΠΈΠ²Π½ΠΈΠΌ ΠΈΠ·ΡΠ°Π·ΠΈΠΌΠ°.
ΠΡΠ°ΡΠ΅Π½Π° ΡΠ΅ ΠΏΠΎΡΡΡΠΏΠ½ΠΎΡΡ ΡΠ²ΠΎΡΠ΅ΡΠ° ΠΏΠΎΡΠ΅Π΄ΠΈΠ½ΠΈΡ
ΡΠΈΠΏΠΎΠ²Π° ΡΠΈΠ³ΡΡΠ°ΡΠΈΠ²Π½ΠΈΡ
ΠΈΠ·ΡΠ°Π·Π° Ρ ΠΎΠ΄ΡΠ΅ΡΠ΅Π½Π΅
ΡΠ°Π·ΡΠ΅Π΄Π΅ Ρ ΠΎΠ±Π·ΠΈΡΠΎΠΌ Π½Π° ΡΠ»ΠΎΠΆΠ΅Π½ΠΎΡΡ ΡΠΈΡ
ΠΎΠ²Π΅ ΡΠ΅Π·ΠΈΡΠΊΠ΅ ΠΈ ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠΊΠ΅ ΡΡΡΡΠΊΡΡΡΠ΅. Π’Π°ΠΊΠΎΡΠ΅,
Π°Π½Π°Π»ΠΈΠ·ΠΈΡΠ°Π½ ΡΠ΅ ΠΈ Π½Π°ΡΠΈΠ½ ΡΠΏΠΎΠ·Π½Π°Π²Π°ΡΠ° ΡΡΠ΅Π½ΠΈΠΊΠ° ΡΠ° ΠΎΠ΄ΡΠ΅ΡΠ΅Π½ΠΈΠΌ ΡΠΈΠ³ΡΡΠ°ΡΠΈΠ²Π½ΠΈΠΌ ΠΈΠ·ΡΠ°Π·ΠΎΠΌ, ΠΏΠΎΡΠ΅Π±Π½ΠΎ
ΠΊΠ°Π΄ ΡΠ΅ ΡΠ΅Ρ ΠΎ ΡΡΠΈΠ»ΡΠΊΠΈΠΌ ΡΠΈΠ³ΡΡΠ°ΠΌΠ°, ΡΠ°ΠΊΠΎ Π΄Π° ΡΠ΅ ΠΏΡΠ°ΡΠ΅Π½ΠΎ Π½Π° ΠΊΠΎΠΌ ΡΠ΅ ΡΡΠ΅Π½ΠΈΡΠΊΠΎΠΌ ΡΠ·ΡΠ°ΡΡΡ ΠΎΠΏΠΈΡΠ½ΠΎ
ΡΠΏΡΡΠΈΠ²Π°Π½ΠΎ Π½Π° Π·Π½Π°ΡΠ΅ΡΠ΅ Π΄Π°ΡΠ΅ ΡΠΈΠ³ΡΡΠ΅, Π° Π½Π° ΠΊΠΎΠΌ ΡΡ ΡΡΠ΅Π½ΠΈΡΠΈ ΡΠΏΠΎΠ·Π½Π°Π²Π°Π½ΠΈ ΡΠ° ΡΠ°ΠΌΠΈΠΌ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠΌ, ΠΈ
ΡΠ΅Π³ΠΎΠ²ΠΈΠΌ ΠΌΠ΅ΡΡΠΎΠΌ Ρ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΡΠΈΡΡΠ΅ΠΌΡ ΡΡΠΎΠ΄Π½ΠΈΡ
ΡΠΈΠ³ΡΡΠ°ΡΠΈΠ²Π½ΠΈΡ
ΠΈΠ·ΡΠ°Π·Π°. Π Π°Π·ΠΌΠ°ΡΡΠ°Π½ ΡΠ΅ ΡΠ΅Π΄ΠΎΡΠ»Π΅Π΄
ΠΏΠΎΡΠ°Π²ΡΠΈΠ²Π°ΡΠ° ΡΡΠΈΠ»ΡΠΊΠΈΡ
ΡΠΈΠ³ΡΡΠ°, ΠΈΠ·Π²ΡΡΠ΅Π½Π° ΠΎΡΠ΅Π½Π° ΡΠ΅Π³ΠΎΠ²Π΅ βΡΡΠ΅ΠΌΠ΅ΡΠ΅Π½ΠΎΡΡΠΈβ ΠΈ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΠ°Π½
ΠΌΠ΅ΡΡΠΎΠ΄Π½ΠΎΡ Π½Π°ΡΡΠ°Π²Π½ΠΈΡ
ΠΏΡΠΎΠ³ΡΠ°ΠΌΠ° ΠΈ ΡΡΠ±Π΅Π½ΠΈΠΊΠ°.
ΠΠ½Π°Π»ΠΈΠ·Π° ΡΠΈΠ³ΡΡΠ°ΡΠΈΠ²Π½ΠΈΡ
ΠΈΠ·ΡΠ°Π·Π° Π²ΡΡΠ΅Π½Π° ΡΠ΅ Ρ ΠΎΠ±Π·ΠΈΡΠΎΠΌ Π½Π° Π΄Π²ΠΎΠΏΠ»Π°Π½ΡΠΊΡ Π²ΡΠ΅Π΄Π½ΠΎΡΡ ΡΠ²Π°ΠΊΠ΅
ΡΡΠΈΠ»Π΅ΠΌΠ΅, ΠΏΠ° ΡΠ΅ ΡΠ°ΠΊΠΎ ΠΈ ΡΠ²Π°ΠΊΠ° ΠΎΠ΄ ΡΡΠΈΠ»ΡΠΊΠΈΡ
ΡΠΈΠ³ΡΡΠ° Π°Π½Π°Π»ΠΈΠ·ΠΈΡΠ°Π½Π° Ρ ΠΎΠ±Π·ΠΈΡΠΎΠΌ Π½Π° ΡΠ²ΠΎΡΡ
ΡΡΠΈΠ»Π΅ΠΌΠ°ΡΠΈΡΠ½ΠΎΡΡ ΠΈ ΡΠ²ΠΎΡΡ ΡΡΠΈΠ»ΠΎΠ³Π΅Π½ΠΎΡΡ.
ΠΡΠ»ΠΎ Π±ΠΈΡΠ°Π½ Π°ΡΠΏΠ΅ΠΊΡ Π°Π½Π°Π»ΠΈΠ·Π΅ Π±ΠΈΠ»Π° ΡΠ΅ ΠΈ Π΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½Π°ΡΠ½Π° ΠΏΡΠΈΠΏΠ°Π΄Π½ΠΎΡΡ ΡΠ²Π΅Π΄Π΅Π½ΠΎΠ³
ΡΠΈΠ³ΡΡΠ°ΡΠΈΠ²Π½ΠΎΠ³ ΠΈΠ·ΡΠ°Π·Π°: Π΄Π° Π»ΠΈ ΡΠ΅ ΠΎΠ½ ΠΎΠ±ΡΠ°ΡΠΈΠ²Π°Π½ ΡΠ½ΡΡΠ°Ρ ΡΠ°Π΄ΡΠΆΠ°ΡΠ° ΠΊΡΠΈΠΆΠ΅Π²Π½ΠΎΡΡΠΈ, ΡΠ΅Π·ΠΈΠΊΠ° ΠΈΠ»ΠΈ
ΡΠ°Π΄ΡΠΆΠ°ΡΠ° ΠΊΡΠ»ΡΡΡΠ΅ ΠΈΠ·ΡΠ°ΠΆΠ°Π²Π°ΡΠ°. Π£ Π°Π½Π°Π»ΠΈΠ·ΠΈ ΡΠ΅ ΠΏΠΎΡΠ΅Π±Π½Π° ΠΏΠ°ΠΆΡΠ° ΠΏΠΎΡΠ²Π΅ΡΠ΅Π½Π° ΡΠ°Π·ΠΌΠ°ΡΡΠ°ΡΡ ΡΠΈΠΏΠΎΠ²Π°
ΠΊΡΠΈΠΆΠ΅Π²Π½ΠΈΡ
ΡΠ΅ΠΊΡΡΠΎΠ²Π° Π·Π° ΠΎΡΠ½ΠΎΠ²Π½Ρ ΡΠΊΠΎΠ»Ρ Ρ ΡΠΈΡΠ΅ΠΌ Π΄Π° ΡΠ΅ ΡΡΠ²ΡΠ΄ΠΈ ΠΊΠΎΠ»ΠΈΠΊΠΎ ΠΎΠ½ΠΈ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΡΠ°ΡΡ
ΡΠ΅ΠΏΡΠ΅Π·Π΅Π½ΡΠ°ΡΠΈΠ²Π½Π΅ ΠΏΡΠΈΠΌΠ΅ΡΠ΅ Π·Π° ΡΠΏΠΎΠ·Π½Π°Π²Π°ΡΠ΅ ΡΡΠ΅Π½ΠΈΠΊΠ° ΡΠ° ΡΡΠΈΠ»ΠΎΠ³Π΅Π½ΠΈΠΌ ΠΈ ΡΡΠΈΠ»Π΅ΠΌΠ°ΡΠΈΡΠ½ΠΈΠΌ
Π°ΡΠΏΠ΅ΠΊΡΠΈΠΌΠ° ΡΠΈΠ³ΡΡΠ°ΡΠΈΠ²Π½ΠΈΡ
ΠΈΠ·ΡΠ°Π·Π°.The subject of the work Stylistics of figurative expressions in primary school represents a
list and a description of only those stylistic figurative units that are processed in textbooks of
literature and language (both textbooks and grammars, and in workbooks and/or worksheets) in
primary schools in Serbia. A large number of textbooks were included in the analysis, and the
topic was approached from both the diachronic and synchronic sides (both older and modern
textbooks were observed) in order to show the diversity in the freedom of processing the content
of figurative expressions planned by the curriculum.
There was monitored the gradual introduction of certain types of figurative expressions
into the certain grades considering the complexity of their linguistic and semantic structure.
Also, the way of introducing a certain figurative expression to the students was analysed,
especially when we talk about stylistic figures, so it was monitored at which studentβs age the
meaning of a given figure was descriptively referred to, and at which age the students were
introduced to the term itself and its place in the system of terms of related figurative expressions.
The order of appearance of stylistic figures was also considered, the assessment of its
βfoundationβ was conducted, as well as the analysis of the interrelation of curriculum and the
textbooks.
The analysis of figurative expressions was performed considering the two-dimensional
value of each stylistics, so each of the stylistic figures was analyzed with regard to its
stylematicity and stylogenity.
A very important aspect of the analysis was the disciplinary affiliation of the introduced
figurative expression: whether it was processed within the contents of literature, language or the
content of the culture of expression. In the analysis, special attention is paid to considering the
types of literary texts for primary school with a goal to determine how well they represent the
good examples of introducing students to the stylogenic and stylematic aspects of figurative
expressions
Stylistics of figurative expressions in primary school Π‘ΡΠΈΠ»ΠΈΡΡΠΈΠΊΠ° ΡΠΈΠ³ΡΡΠ°Π»ΡΠ½ΡΡ Π²ΡΡΠ°ΠΆΠ΅Π½ΠΈΠΉ Π² Π½Π°ΡΠ°Π»ΡΠ½ΠΎΠΉ ΡΠΊΠΎΠ»Π΅
ΠΡΠ΅Π΄ΠΌΠ΅Ρ ΡΠ°Π΄Π° Π‘ΡΠΈΠ»ΠΈΡΡΠΈΠΊΠ° ΡΠΈΠ³ΡΡΠ°ΡΠΈΠ²Π½ΠΈΡ
ΠΈΠ·ΡΠ°Π·Π° Ρ ΠΎΡΠ½ΠΎΠ²Π½ΠΎΡ ΡΠΊΠΎΠ»ΠΈ ΡΠ΅ΡΡΠ΅ ΠΏΠΎΠΏΠΈΡ ΠΈ
ΠΎΠΏΠΈΡ ΡΠ°ΠΌΠΎ ΠΎΠ½ΠΈΡ
ΡΡΠΈΠ»ΡΠΊΠΈΡ
ΡΠΈΠ³ΡΡΠ°ΡΠΈΠ²Π½ΠΈΡ
ΡΠ΅Π΄ΠΈΠ½ΠΈΡΠ° ΠΊΠΎΡΠ΅ ΡΠ΅ ΠΎΠ±ΡΠ°ΡΡΡΡ Ρ ΡΡΠ±Π΅Π½ΠΈΡΠΈΠΌΠ°
ΠΊΡΠΈΠΆΠ΅Π²Π½ΠΎΡΡΠΈ ΠΈ ΡΠ΅Π·ΠΈΠΊΠ° (ΠΊΠ°ΠΊΠΎ ΡΠΈΡΠ°Π½ΠΊΠ°ΠΌΠ° ΠΈ Π³ΡΠ°ΠΌΠ°ΡΠΈΠΊΠ°ΠΌΠ°, ΡΠ°ΠΊΠΎ ΠΈ Ρ ΡΠ°Π΄Π½ΠΈΠΌ ΡΠ²Π΅ΡΠΊΠ°ΠΌΠ° ΠΈ/ΠΈΠ»ΠΈ
Π½Π°ΡΡΠ°Π²Π½ΠΈΠΌ Π»ΠΈΡΡΠΎΠ²ΠΈΠΌΠ°) Ρ ΠΎΡΠ½ΠΎΠ²Π½ΠΈΠΌ ΡΠΊΠΎΠ»Π°ΠΌΠ° Ρ Π‘ΡΠ±ΠΈΡΠΈ. Π£ Π°Π½Π°Π»ΠΈΠ·Ρ ΡΠ΅ Π±ΠΈΠΎ ΡΠΊΡΡΡΠ΅Π½ Π²Π΅ΡΠΈ Π±ΡΠΎΡ
ΡΡΠ±Π΅Π½ΠΈΠΊΠ° ΠΈ ΡΠ΅ΠΌΠΈ ΡΠ΅ ΠΏΡΠΈΡΡΡΠΏΠ°Π»ΠΎ ΠΈ ΡΠ° Π΄ΠΈΡΠ°Ρ
ΡΠΎΠ½ΠΈΡΡΠΊΠ΅ ΠΈ ΡΠ° ΡΠΈΠ½Ρ
ΡΠΎΠ½ΠΈΡΡΠΊΠ΅ ΡΡΡΠ°Π½Π΅ (ΠΏΠΎΡΠΌΠ°ΡΡΠ°Π½ΠΈ ΡΡ
ΠΈ ΡΡΠ°ΡΠΈΡΠΈ ΠΈ ΡΠ°Π²ΡΠ΅ΠΌΠ΅Π½ΠΈ ΡΡΠ±Π΅Π½ΠΈΡΠΈ) ΠΊΠ°ΠΊΠΎ Π±ΠΈ ΡΠ΅ ΠΏΠΎΠΊΠ°Π·Π°Π»Π΅ ΡΠ°Π·Π½ΠΎΠ²ΡΡΠ½ΠΎΡΡΠΈ Ρ ΡΠ»ΠΎΠ±ΠΎΠ΄ΠΈ ΠΎΠ±ΡΠ°Π΄Π΅
ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΎΠΌ ΠΏΡΠ΅Π΄Π²ΠΈΡΠ΅Π½ΠΈΡ
ΡΠ°Π΄ΡΠΆΠ°ΡΠ° ΠΎ ΡΠΈΠ³ΡΡΠ°ΡΠΈΠ²Π½ΠΈΠΌ ΠΈΠ·ΡΠ°Π·ΠΈΠΌΠ°.
ΠΡΠ°ΡΠ΅Π½Π° ΡΠ΅ ΠΏΠΎΡΡΡΠΏΠ½ΠΎΡΡ ΡΠ²ΠΎΡΠ΅ΡΠ° ΠΏΠΎΡΠ΅Π΄ΠΈΠ½ΠΈΡ
ΡΠΈΠΏΠΎΠ²Π° ΡΠΈΠ³ΡΡΠ°ΡΠΈΠ²Π½ΠΈΡ
ΠΈΠ·ΡΠ°Π·Π° Ρ ΠΎΠ΄ΡΠ΅ΡΠ΅Π½Π΅
ΡΠ°Π·ΡΠ΅Π΄Π΅ Ρ ΠΎΠ±Π·ΠΈΡΠΎΠΌ Π½Π° ΡΠ»ΠΎΠΆΠ΅Π½ΠΎΡΡ ΡΠΈΡ
ΠΎΠ²Π΅ ΡΠ΅Π·ΠΈΡΠΊΠ΅ ΠΈ ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠΊΠ΅ ΡΡΡΡΠΊΡΡΡΠ΅. Π’Π°ΠΊΠΎΡΠ΅,
Π°Π½Π°Π»ΠΈΠ·ΠΈΡΠ°Π½ ΡΠ΅ ΠΈ Π½Π°ΡΠΈΠ½ ΡΠΏΠΎΠ·Π½Π°Π²Π°ΡΠ° ΡΡΠ΅Π½ΠΈΠΊΠ° ΡΠ° ΠΎΠ΄ΡΠ΅ΡΠ΅Π½ΠΈΠΌ ΡΠΈΠ³ΡΡΠ°ΡΠΈΠ²Π½ΠΈΠΌ ΠΈΠ·ΡΠ°Π·ΠΎΠΌ, ΠΏΠΎΡΠ΅Π±Π½ΠΎ
ΠΊΠ°Π΄ ΡΠ΅ ΡΠ΅Ρ ΠΎ ΡΡΠΈΠ»ΡΠΊΠΈΠΌ ΡΠΈΠ³ΡΡΠ°ΠΌΠ°, ΡΠ°ΠΊΠΎ Π΄Π° ΡΠ΅ ΠΏΡΠ°ΡΠ΅Π½ΠΎ Π½Π° ΠΊΠΎΠΌ ΡΠ΅ ΡΡΠ΅Π½ΠΈΡΠΊΠΎΠΌ ΡΠ·ΡΠ°ΡΡΡ ΠΎΠΏΠΈΡΠ½ΠΎ
ΡΠΏΡΡΠΈΠ²Π°Π½ΠΎ Π½Π° Π·Π½Π°ΡΠ΅ΡΠ΅ Π΄Π°ΡΠ΅ ΡΠΈΠ³ΡΡΠ΅, Π° Π½Π° ΠΊΠΎΠΌ ΡΡ ΡΡΠ΅Π½ΠΈΡΠΈ ΡΠΏΠΎΠ·Π½Π°Π²Π°Π½ΠΈ ΡΠ° ΡΠ°ΠΌΠΈΠΌ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠΌ, ΠΈ
ΡΠ΅Π³ΠΎΠ²ΠΈΠΌ ΠΌΠ΅ΡΡΠΎΠΌ Ρ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΡΠΈΡΡΠ΅ΠΌΡ ΡΡΠΎΠ΄Π½ΠΈΡ
ΡΠΈΠ³ΡΡΠ°ΡΠΈΠ²Π½ΠΈΡ
ΠΈΠ·ΡΠ°Π·Π°. Π Π°Π·ΠΌΠ°ΡΡΠ°Π½ ΡΠ΅ ΡΠ΅Π΄ΠΎΡΠ»Π΅Π΄
ΠΏΠΎΡΠ°Π²ΡΠΈΠ²Π°ΡΠ° ΡΡΠΈΠ»ΡΠΊΠΈΡ
ΡΠΈΠ³ΡΡΠ°, ΠΈΠ·Π²ΡΡΠ΅Π½Π° ΠΎΡΠ΅Π½Π° ΡΠ΅Π³ΠΎΠ²Π΅ βΡΡΠ΅ΠΌΠ΅ΡΠ΅Π½ΠΎΡΡΠΈβ ΠΈ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΠ°Π½
ΠΌΠ΅ΡΡΠΎΠ΄Π½ΠΎΡ Π½Π°ΡΡΠ°Π²Π½ΠΈΡ
ΠΏΡΠΎΠ³ΡΠ°ΠΌΠ° ΠΈ ΡΡΠ±Π΅Π½ΠΈΠΊΠ°.
ΠΠ½Π°Π»ΠΈΠ·Π° ΡΠΈΠ³ΡΡΠ°ΡΠΈΠ²Π½ΠΈΡ
ΠΈΠ·ΡΠ°Π·Π° Π²ΡΡΠ΅Π½Π° ΡΠ΅ Ρ ΠΎΠ±Π·ΠΈΡΠΎΠΌ Π½Π° Π΄Π²ΠΎΠΏΠ»Π°Π½ΡΠΊΡ Π²ΡΠ΅Π΄Π½ΠΎΡΡ ΡΠ²Π°ΠΊΠ΅
ΡΡΠΈΠ»Π΅ΠΌΠ΅, ΠΏΠ° ΡΠ΅ ΡΠ°ΠΊΠΎ ΠΈ ΡΠ²Π°ΠΊΠ° ΠΎΠ΄ ΡΡΠΈΠ»ΡΠΊΠΈΡ
ΡΠΈΠ³ΡΡΠ° Π°Π½Π°Π»ΠΈΠ·ΠΈΡΠ°Π½Π° Ρ ΠΎΠ±Π·ΠΈΡΠΎΠΌ Π½Π° ΡΠ²ΠΎΡΡ
ΡΡΠΈΠ»Π΅ΠΌΠ°ΡΠΈΡΠ½ΠΎΡΡ ΠΈ ΡΠ²ΠΎΡΡ ΡΡΠΈΠ»ΠΎΠ³Π΅Π½ΠΎΡΡ.
ΠΡΠ»ΠΎ Π±ΠΈΡΠ°Π½ Π°ΡΠΏΠ΅ΠΊΡ Π°Π½Π°Π»ΠΈΠ·Π΅ Π±ΠΈΠ»Π° ΡΠ΅ ΠΈ Π΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½Π°ΡΠ½Π° ΠΏΡΠΈΠΏΠ°Π΄Π½ΠΎΡΡ ΡΠ²Π΅Π΄Π΅Π½ΠΎΠ³
ΡΠΈΠ³ΡΡΠ°ΡΠΈΠ²Π½ΠΎΠ³ ΠΈΠ·ΡΠ°Π·Π°: Π΄Π° Π»ΠΈ ΡΠ΅ ΠΎΠ½ ΠΎΠ±ΡΠ°ΡΠΈΠ²Π°Π½ ΡΠ½ΡΡΠ°Ρ ΡΠ°Π΄ΡΠΆΠ°ΡΠ° ΠΊΡΠΈΠΆΠ΅Π²Π½ΠΎΡΡΠΈ, ΡΠ΅Π·ΠΈΠΊΠ° ΠΈΠ»ΠΈ
ΡΠ°Π΄ΡΠΆΠ°ΡΠ° ΠΊΡΠ»ΡΡΡΠ΅ ΠΈΠ·ΡΠ°ΠΆΠ°Π²Π°ΡΠ°. Π£ Π°Π½Π°Π»ΠΈΠ·ΠΈ ΡΠ΅ ΠΏΠΎΡΠ΅Π±Π½Π° ΠΏΠ°ΠΆΡΠ° ΠΏΠΎΡΠ²Π΅ΡΠ΅Π½Π° ΡΠ°Π·ΠΌΠ°ΡΡΠ°ΡΡ ΡΠΈΠΏΠΎΠ²Π°
ΠΊΡΠΈΠΆΠ΅Π²Π½ΠΈΡ
ΡΠ΅ΠΊΡΡΠΎΠ²Π° Π·Π° ΠΎΡΠ½ΠΎΠ²Π½Ρ ΡΠΊΠΎΠ»Ρ Ρ ΡΠΈΡΠ΅ΠΌ Π΄Π° ΡΠ΅ ΡΡΠ²ΡΠ΄ΠΈ ΠΊΠΎΠ»ΠΈΠΊΠΎ ΠΎΠ½ΠΈ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΡΠ°ΡΡ
ΡΠ΅ΠΏΡΠ΅Π·Π΅Π½ΡΠ°ΡΠΈΠ²Π½Π΅ ΠΏΡΠΈΠΌΠ΅ΡΠ΅ Π·Π° ΡΠΏΠΎΠ·Π½Π°Π²Π°ΡΠ΅ ΡΡΠ΅Π½ΠΈΠΊΠ° ΡΠ° ΡΡΠΈΠ»ΠΎΠ³Π΅Π½ΠΈΠΌ ΠΈ ΡΡΠΈΠ»Π΅ΠΌΠ°ΡΠΈΡΠ½ΠΈΠΌ
Π°ΡΠΏΠ΅ΠΊΡΠΈΠΌΠ° ΡΠΈΠ³ΡΡΠ°ΡΠΈΠ²Π½ΠΈΡ
ΠΈΠ·ΡΠ°Π·Π°.The subject of the work Stylistics of figurative expressions in primary school represents a
list and a description of only those stylistic figurative units that are processed in textbooks of
literature and language (both textbooks and grammars, and in workbooks and/or worksheets) in
primary schools in Serbia. A large number of textbooks were included in the analysis, and the
topic was approached from both the diachronic and synchronic sides (both older and modern
textbooks were observed) in order to show the diversity in the freedom of processing the content
of figurative expressions planned by the curriculum.
There was monitored the gradual introduction of certain types of figurative expressions
into the certain grades considering the complexity of their linguistic and semantic structure.
Also, the way of introducing a certain figurative expression to the students was analysed,
especially when we talk about stylistic figures, so it was monitored at which studentβs age the
meaning of a given figure was descriptively referred to, and at which age the students were
introduced to the term itself and its place in the system of terms of related figurative expressions.
The order of appearance of stylistic figures was also considered, the assessment of its
βfoundationβ was conducted, as well as the analysis of the interrelation of curriculum and the
textbooks.
The analysis of figurative expressions was performed considering the two-dimensional
value of each stylistics, so each of the stylistic figures was analyzed with regard to its
stylematicity and stylogenity.
A very important aspect of the analysis was the disciplinary affiliation of the introduced
figurative expression: whether it was processed within the contents of literature, language or the
content of the culture of expression. In the analysis, special attention is paid to considering the
types of literary texts for primary school with a goal to determine how well they represent the
good examples of introducing students to the stylogenic and stylematic aspects of figurative
expressions
Public health preparedness for two mass gathering events in the context of pandemic influenza (H1N1) 2009-Serbia, July 2009
Preparedness planning for two large mass gatherings events were considered in Serbia in the context of pandemic influenza (H1N1) 2009. Planning included approaches to prevention, detection and response in order to mitigate the situation at this early stage of the epidemic in Serbia. Cases of influenza A(H1N1) v were identified nationally immediately prior to the mass gatherings but also identified in association with both events, as expected in the context of the pandemic situation. This article describes the experiences of planning and the epidemiological situation during the period of the mass gathering events