Цель исследования – решение методической проблемы правописания слов с корнями -чет-/-чит- при освоении курса русского языка на уровне среднего общего образования и основного общего образования. Анализ школьных учебников 5 класса по русскому языку показал, что в них отсутствует материал по изучению данных корней. Орфографическое правило о правописании чередующихся корней с -е-/-и-, представленное в научной и методической литературе, в общепринятой формулировке не устраняет проблему, так как не объясняет причин отнесенности слов-исключений к данному правилу и не предлагает алгоритма разграничения омонимичных корней. В статье предлагается вариант решения имеющейся проблемной ситуации. Научная новизна данного исследования заключается в предложении критериев разграничения слов с корнями -чет-/-чит- и комплекса упражнений для формирования навыка различения слов с проверяемыми и чередующимися гласными. Описывая состав слов с чередованием -е-/-и- в корнях, все исследователи отмечают, что пополнение корпуса слов продолжается и сейчас. Мы рассмотрели только исключения с -чет-/-чит-, однако и остальные отступления нуждаются в своеобразной адаптации к восприятию их выпускниками-подростками. Перспективы дальнейшего исследования мы видим в продолжении подобного рода работы с исключениями и сложными написаниями.The purpose of the study is to solve the methodological problem of spelling words with roots -chet-/-chit- when mastering the Russian language course at the level of secondary general education and basic general education. An analysis of 5th grade school textbooks on the Russian language showed that they do not contain material on studying these roots. The spelling rule on the spelling of alternating roots with -e-/-i-, presented in the scientific and methodological literature, in the generally accepted formulation does not eliminate the problem, since it does not explain the reasons for the attribution of exception words to this rule and does not propose an algorithm for distinguishing homonymous roots. The article proposes a solution to the existing problem situation. The scientific novelty of this study lies in the proposal of criteria for distinguishing words with roots -chet-/-chitand a set of exercises for developing the skill of distinguishing words with tested and alternating vowels. Describing the composition of words with alternating -e-/-i- in roots, all researchers note that the replenishment of the corpus of words continues to this day. We have considered only exceptions with -even-/-cheat-, however, the remaining deviations also need some kind of adaptation to the perception of them by teenage graduates. We see prospects for further research in continuing this kind of work with exceptions and complex spellings.
The purpose of the study is to solve the methodological problem of spelling words with roots -chet-/-chit- when mastering the Russian language course at the level of secondary general education and basic general education. An analysis of 5th grade school textbooks on the Russian language showed that they do not contain material on studying these roots. The spelling rule on the spelling of alternating roots with -e-/-i-, presented in the scientific and methodological literature, in the generally accepted formulation does not eliminate the problem, since it does not explain the reasons for the attribution of exception words to this rule and does not propose an algorithm for distinguishing homonymous roots. The article proposes a solution to the existing problem situation. The scientific novelty of this study lies in the proposal of criteria for distinguishing words with roots -chet-/-chitand a set of exercises for developing the skill of distinguishing words with tested and alternating vowels. Describing the composition of words with alternating -e-/-i- in roots, all researchers note that the replenishment of the corpus of words continues to this day. We have considered only exceptions with -even-/-cheat-, however, the remaining deviations also need some kind of adaptation to the perception of them by teenage graduates. We see prospects for further research in continuing this kind of work with exceptions and complex spellings.