Rasputin's story “French Lessons” is studied in 6th grade during literature lessons. The heroes of the story are close to modern children due to their diversity of characters and desire for justice. In “French Lessons,” it is advisable to analyze the work after reading the author’s biography. In our article you can find out what the work teaches, and get acquainted with a detailed analysis according to the “French Lessons” plan. This will greatly facilitate the work in the lesson when analyzing the work, and analysis of the story will also be needed for writing creative and test papers.

Brief Analysis

Year of writing – 1973.

History of creation– the story was first published in 1973 in the newspaper “Soviet Youth”

Subject– human kindness, caring, the importance of a teacher in a child’s life, the problem of moral choice.

Composition- traditional for the short story genre. It has all the components from exposition to epilogue.

Genre- story.

Direction- village prose.

History of creation

The story “French Lessons,” which takes place in the late forties, was written in 1973. Published in the same year in the Komsomol newspaper of Irkutsk “Soviet Youth”. The work is dedicated to the mother of a close friend of the writer Alexander Vampilov, teacher Anastasia Prokopyevna Kopylova.

According to the author himself, the story is deeply autobiographical; it was childhood impressions that formed the basis of the story. After graduating from a four-year school in his native village, the future writer was forced to move to the regional center of Ust-Uda to continue his studies in high school. It was a difficult period for little boy: life with strangers, half-starved existence, inability to dress and eat as expected, rejection of a village boy by his classmates. Everything that is described in the story can be considered real events, because this is exactly the path that the future writer Valentin Rasputin took. He believed that childhood is the most important period in the formation of talent; it is in childhood that a person becomes an artist, writer or musician. There he draws his inspiration for the rest of his life.

In the life of little Valya there was the same Lidia Mikhailovna (this is real name teacher), who helped the boy, tried to brighten up his difficult existence, sent parcels and played “wall.” After the story came out, she found her former student and happened long-awaited meeting, with particular warmth he recalled a conversation that took place with Lydia Mikhailovna as an adult. She forgot many things that the writer remembered from childhood; he kept them in his memory for many years, thanks to which a most wonderful story appeared.

Subject

The work raises theme of human indifference, kindness and help to those in need. Problem moral choice and special “morality”, which is not accepted by society, but has a reverse side - bright and selfless.

The young teacher, who managed to consider the boy’s misfortune, his deplorable situation, became a guardian angel for a certain period of his life. Only she considered the boy’s diligence and ability to study behind the poverty. The French lessons she gave him at home became life lessons for both the boy and the young woman herself. She really missed her homeland, prosperity and comfort did not give her a feeling of joy, but “returning to a serene childhood” saved her from everyday life and homesickness.

The money I received main character story in a fair game, they allowed him to buy milk and bread, to provide himself with the most necessary things. Moreover, he did not have to participate in street games, where for his superiority and skill in the game he was beaten by boys out of envy and powerlessness. Rasputin outlined the theme of “French Lessons” from the first lines of the work, when he mentioned the feeling of guilt before teachers. Main idea The story is that by helping others, we help ourselves. Helping the boy, giving in, being cunning, risking her job and reputation, Lydia Mikhailovna realized what she herself lacked in order to feel happy. The meaning of life is to help, to be needed and not to depend on the opinions of others. Literary criticism emphasizes the value of Rasputin's work for all age categories.

Composition

The story has a traditional composition for its genre. The narration is told in the first person, which makes the perception very realistic and allows you to introduce a lot of emotional, subjective details.

The climax there is a scene where the school director, without reaching the teacher’s room, comes to her and sees a teacher and a student playing for money. It is noteworthy that the idea of ​​the story is presented by the author in the philosophical phrase of the first sentence. It also follows from it problems story: feeling of guilt before parents and teachers - where does it come from?

The conclusion suggests itself: they invested their best in us, they believed in us, but were we able to live up to their expectations? The story ends abruptly, the last thing we learn is a package from Kuban that came to the boy narrator from a former teacher. He sees real apples for the first time in the hungry year of 1948. Even from a distance, this magical woman manages to bring joy and celebration into the life of a little person.

Main characters

Genre

The genre of the story in which Valentin Rasputin dressed his narrative is ideal for depicting truthful life events. The realism of the story, its small form, the ability to plunge into memories and reveal inner world characters through various means - all this turned the work into small masterpiece– deep, touching and truthful.

The historical features of the time were also reflected in the story through the eyes of a little boy: hunger, devastation, impoverishment of the village, the well-fed life of city residents. The direction of rural prose, to which the work belongs, was widespread in the 60s-80s of the 20th century. Its essence was as follows: it revealed the features of village life, emphasized its originality, poeticized and in some way idealized the village. Also, the prose of this direction was characterized by showing the devastation and impoverishment of the village, its decline and anxiety for the future of the village.

Work test

Rating analysis

Average rating: 4.8. Total ratings received: 850.

The moral significance of V. Rasputin’s story “French Lessons”

V. G. Rasputin is one of the greatest modern writers. In his works, he preaches eternal life values ​​on which the world rests.

The story “French Lessons” is an autobiographical work. The hero of the story is a simple village boy. Life is not easy for his family. A single mother is raising three children who know well what hunger and deprivation are. Nevertheless, she still decides to send her son to the area to study. Not because he doesn’t know that it will be hard for him there, not because he’s heartless, but because “it can’t get any worse.” The boy himself agrees to leave to study. Despite his age, he is quite purposeful and has a thirst for knowledge, and his natural inclinations are quite good. “Your guy is growing up smart,” everyone in the village said to his mother. So she went “in defiance of all misfortunes.”

Finding himself among strangers, the destitute boy suddenly realizes how lonely he feels, how “bitter and hateful,” “worse than any disease.” Homesickness overcomes him, for his mother's affection, for warmth, for his native corner. From mental anguish, he becomes physically weaker, losing weight so much that it immediately catches the eye of the mother who came to see him.

There are not enough maternal packages for the boy; he is truly starving. Showing emotional sensitivity, he does not undertake to look for who is stealing his limited supplies - Aunt Nadya, exhausted by a hard lot, or one of her children, who are half-starved like himself.

The little man realizes how hard it is for his mother to get these pitiful pieces; he understands that she is tearing the last away from herself and from his brother and sister. He tries his best to study, and everything comes easy to him, except French.

Eternal malnutrition and hungry fainting push the hero on the path of searching for money, and he finds it quite quickly: Fedka invites him to play “chika”. It didn’t cost the smart boy anything to figure out the game, and, having quickly adapted to it, he soon began to win.

The hero immediately understood a certain subordination in the company of guys, where everyone treated Vadik and Ptah with fear and ingratiation. Vadik and Ptah had the upper hand not only because they were older and more physically developed than the others, they did not hesitate to use their fists, openly cheated, cheated in the game, behaved cheekily and impudently. The hero does not intend to indulge them in their unkind deeds and undeservedly endure insults. He speaks openly about the deception he has noticed and repeats this without stopping, all the time while he is being beaten for it. Don't break this little one honest man, do not trample on his moral principles!

For the hero, gambling for money is not a means of profit, but a path to survival. He sets a threshold for himself in advance, beyond which he never goes. The boy wins exactly a mug of milk and leaves. The aggressive passion and passion for money that control Vadik and Ptah are alien to him. He has strong self-control, has a firm and unbending will. This is a persistent, courageous, independent person, persistent in achieving his goal.

An impression that remained for the rest of his life was his meeting with his French teacher, Lydia Mikhailovna. By right of the class teacher, she was more interested in the students of the class where the hero studied than others, and it was difficult to hide anything from her. Seeing the bruises on the boy’s face for the first time, she asked him about what had happened with kind irony. Of course he lied. Telling everything means exposing everyone who played for money, and this is unacceptable for the hero. But Tishkin, without hesitation, reports who beat his classmate and why. He sees nothing reprehensible in his betrayal.

After this, the hero no longer expected anything good. “Gone!” - he thought, because he could easily be expelled from school for playing with money.

But Lidia Mikhailovna turned out to be not the kind of person to make a fuss without understanding anything. She strictly stopped Tishkin’s ridicule, and decided to talk to the hero after lessons, one on one, the way a real teacher should have done it.

Having learned that her student only wins a ruble, which is spent on milk, Lidia Mikhailovna understood a lot about his childishly difficult, long-suffering life. She also understood perfectly well that playing with money and such fights would not bring the boy to any good. She began to look for a way out for him and found it, deciding to assign him additional classes in French, with which he was not doing well. Lydia Mikhailovna’s plan was simple - to distract the boy from going to the wasteland and, inviting him to visit her, feed him. This wise decision was made by this woman who was not indifferent to the fate of others. But it was not so easy to cope with the stubborn boy. He feels a huge gap between himself and the teacher. It is no coincidence that the author draws their portraits side by side. Hers - so smart and beautiful, smelling of perfume and him, unkempt without a mother, skinny and pathetic. Finding himself visiting Lydia Mikhailovna, the boy feels uncomfortable and awkward. The most terrible test for him is not his French classes, but the teacher’s persuasion to sit at the table, which he stubbornly refuses. To sit at the table next to the teacher and satisfy his hunger at her expense and in front of her eyes is worse than death for a boy.

Lidia Mikhailovna is diligently looking for a way out of this situation. She collects a simple package and sends it to the hero, who quickly realizes that his poor mother could not send him pasta, much less apples.

The teacher's next decisive step is to play for money with the boy. In the game, the boy sees her completely different - not as a strict auntie, but as a simple girl, not alien to play, excitement, and delight.

Everything is ruined by the sudden appearance of the director in Lydia Mikhailovna’s apartment, who caught her in the midst of a game with a student for money. “This is a crime. Molestation. Seduction,” he shouts, not intending to understand anything. Lydia Mikhailovna behaves with dignity in a conversation with her boss. She shows courage, honesty, and a sense of self-worth. Her actions were guided by kindness, mercy, sensitivity, responsiveness, and spiritual generosity, but Vasily Andreevich did not want to see this.

The word “lesson” in the title of the story has two meanings. Firstly, this is a teaching hour devoted to a separate subject, and secondly, this is something instructive from which conclusions can be drawn for the future. It is the second meaning of this word that becomes decisive for understanding the intent of the story. The boy remembered the lessons of kindness and cordiality taught by Lydia Mikhailovna for the rest of his life. Literary critic Semenova calls Lydia Mikhailovna’s act “the highest pedagogy,” “the one that pierces the heart forever and shines with the pure, simple-minded light of a natural example... before which one is ashamed of all one’s adult deviations from oneself.”

The moral significance of Rasputin's story is in chanting eternal values- kindness and love for people.

"French Lessons" analysis of the work - theme, idea, genre, plot, composition, characters, issues and other issues are discussed in this article.

In 1973, one of the best stories Rasputin "French Lessons". The writer himself singles it out among his works: “I didn’t have to invent anything there. Everything happened to me. I didn't have to go far to get the prototype. I needed to return to people the good that they did for me in their time.”

Rasputin's story "French Lessons" is dedicated to Anastasia Prokopyevna Kopylova, the mother of his friend, the famous playwright Alexander Vampilov, who worked at school all her life. The story was based on a memory of a child’s life; it, according to the writer, “was one of those that warms even with a slight touch.”

The story is autobiographical. Lydia Mikhailovna is named in the work as her own name(her last name is Molokova). In 1997, the writer, in a conversation with a correspondent of the magazine “Literature at School,” talked about meetings with her: “I recently visited me, and she and I long and desperately remembered our school, and the Angarsk village of Ust-Uda almost half a century ago, and a lot from that difficult and happy time.”

Genre, genre, creative method

The work “French Lessons” is written in the short story genre. The rise of the Russian Soviet story falls on the twenties (Babel, Ivanov, Zoshchenko) and then the sixties and seventies (Kazakov, Shukshin, etc.) years. The story reacts more quickly than other prose genres to changes in public life, since it is written faster.

The story can be considered the oldest and first of the literary genres. A brief retelling of an event - a hunting incident, a duel with an enemy, etc. - is already an oral history. Unlike other kinds and types of art, which are conventional in their essence, storytelling is inherent in humanity, having arisen simultaneously with speech and being not only the transfer of information, but also a means of social memory. The story is the original form of literary organization of language. A story is considered complete prose work up to forty-five pages. This is an approximate value - two author's sheets. Such a thing is read “in one breath.”

Rasputin's story “French Lessons” is a realistic work written in the first person. It can fully be considered an autobiographical story.

Subjects

“It’s strange: why do we, just like before our parents, always feel guilty before our teachers? And not for what happened at school, no, but for what happened to us.” This is how the writer begins his story “French Lessons”. Thus, he defines the main themes of the work: the relationship between teacher and student, the image of life illuminated by spiritual and moral sense, the formation of a hero, his acquisition of spiritual experience in communication with Lydia Mikhailovna. French lessons and communication with Lydia Mikhailovna became life lessons for the hero and the education of feelings.

Idea

From a pedagogical point of view, a teacher playing for money with her student is an immoral act. But what is behind this action? - asks the writer. Seeing that the schoolboy (in the hungry post-war years) malnourished, teacher French under the guise additional classes invites him to her home and tries to feed him. She sends him packages as if from her mother. But the boy refuses. The teacher offers to play for money and, naturally, “loses” so that the boy can buy milk for himself with these pennies. And she’s happy that she succeeds in this deception.

The idea of ​​the story lies in the words of Rasputin: “The reader learns from books not life, but feelings. Literature, in my opinion, is, first of all, the education of feelings. And above all kindness, purity, nobility.” These words directly relate to the story “French Lessons”.

Main characters

The main characters of the story are an eleven-year-old boy and a French teacher, Lidia Mikhailovna.

Lydia Mikhailovna was no more than twenty-five years old and “there was no cruelty in her face.” She treated the boy with understanding and sympathy, and appreciated his determination. She recognized her student's remarkable learning abilities and was ready to help them develop in any way possible. Lidia Mikhailovna is endowed extraordinary ability to compassion and kindness, for which she suffered, losing her job.

The boy amazes with his determination and desire to learn and get out into the world under any circumstances. The story about the boy can be presented in the form of a quotation plan:

1. “In order to study further... and I had to equip myself in the regional center.”
2. “I studied well here too... in all subjects except French, I got straight A’s.”
3. “I felt so bad, so bitter and hateful! “worse than any disease.”
4. “Having received it (the ruble), ... I bought a jar of milk at the market.”
5. “They beat me in turns... there was no more unhappy person that day than me.”
6. “I was scared and lost... she seemed to me like an extraordinary person, not like everyone else.”

Plot and composition

“I went to fifth grade in 1948. It would be more correct to say, I went: in our village there was only an elementary school, so in order to study further, I had to travel from home fifty kilometers to the regional center.” For the first time, due to circumstances, an eleven-year-old boy is torn away from his family, torn from his usual surroundings. However little hero understands that the hopes of not only his relatives, but also the entire village are placed on him: after all, according to the unanimous opinion of his fellow villagers, he is called to be “ learned man" The hero makes every effort, overcoming hunger and homesickness, so as not to let his fellow countrymen down.

A young teacher approached the boy with special understanding. She began to additionally study French with the hero, hoping to feed him at home. Pride did not allow the boy to accept help from stranger. Lydia Mikhailovna’s idea with the parcel was not crowned with success. The teacher filled it with “city” products and thereby gave herself away. Looking for a way to help the boy, the teacher invites him to play wall game for money.

The climax of the story comes after the teacher begins to play wall games with the boy. The paradoxical nature of the situation sharpens the story to the limit. The teacher could not help but know that at that time such a relationship between a teacher and a student could lead not only to dismissal from work, but also to criminal liability. The boy did not fully understand this. But when trouble did happen, he began to understand the teacher’s behavior more deeply. And this led him to realize some aspects of life at that time.

The ending of the story is almost melodramatic. Parcel with Antonov apples, which he, a resident of Siberia, had never tried, seems to echo the first, unsuccessful package with city food - pasta. More and more new touches are preparing this ending, which turned out to be not at all unexpected. In the story, the heart of a distrustful village boy opens up to the purity of a young teacher. The story is surprisingly modern. It contains the great courage of a little woman, the insight of a closed, ignorant child, and the lessons of humanity.

Artistic originality

With wise humor, kindness, humanity, and most importantly, with complete psychological accuracy, the writer describes the relationship between a hungry student and a young teacher. The narrative flows slowly, with everyday details, but its rhythm imperceptibly captures it.

The language of the narrative is simple and at the same time expressive. The writer skillfully used phraseological units, achieving expressiveness and imagery of the work. Phraseologisms in the story “French Lessons” mostly express one concept and are characterized by a certain meaning, which is often equal to the meaning of the word:

“I studied well here too. What was left for me? Then I came here, I had no other business here, and I didn’t yet know how to take care of what was entrusted to me” (lazily).

“I had never seen a bird at school before, but looking ahead, I’ll say that in the third quarter it suddenly fell on our class out of the blue” (unexpectedly).

“Hunging and knowing that my grub would not last long, no matter how much I saved it, I ate until I was full, until my stomach hurt, and then after a day or two I put my teeth back on the shelf” (fast).

“But there was no point in locking myself away, Tishkin managed to sell me whole” (betray).

One of the features of the story’s language is the presence of regional words and outdated vocabulary characteristic of the time the story takes place. For example:

Lodge - rent an apartment.
One and a half truck - a truck with a lifting capacity of 1.5 tons.
Teahouse - a type of public canteen where visitors are offered tea and snacks.
Toss - sip.
Naked boiling water - pure, without impurities.
Blather - chat, talk.
Bale - hit lightly.
Hlyuzda - rogue, deceiver, cheater.
Pritaika - what is hidden.

Meaning of the work

The works of V. Rasputin invariably attract readers, because next to the everyday, everyday things in the writer’s works there are always spiritual values, moral laws, unique characters, and the complex, sometimes contradictory, inner world of the heroes. The author's thoughts about life, about man, about nature help us discover inexhaustible reserves of goodness and beauty in ourselves and in the world around us.

IN difficult time the main character of the story had to learn. The post-war years were a kind of test not only for adults, but also for children, because both good and bad in childhood are perceived much brighter and more acutely. But difficulties strengthen character, so the main character often displays such qualities as willpower, pride, a sense of proportion, endurance, and determination.

Many years later, Rasputin will again turn to the events of long ago. “Now that quite a large part of my life has been lived, I want to comprehend and understand how correctly and usefully I spent it. I have many friends who are always ready to help, I have something to remember. Now I understand that my closest friend is my former teacher, French teacher. Yes, decades later I remember her as a true friend, the only person who understood me while studying at school. And even years later, when we met, she showed me a gesture of attention, sending me apples and pasta, as before. And no matter who I am, no matter what depends on me, she will always treat me only as a student, because for her I was, am and will always remain a student. Now I remember how then, taking the blame upon herself, she left school, and at parting she said to me: “Study well and don’t blame yourself for anything!” With this she taught me a lesson and showed me how a real man should act. kind person. It’s not for nothing that they say: school teacher- teacher of life."

We invite you to familiarize yourself with one of the best stories in the work of Valentin Grigorievich and present his analysis. Rasputin published French Lessons in 1973. The writer himself does not distinguish it from his other works. He notes that he did not have to invent anything, because everything described in the story happened to him. The author's photo is presented below.

The meaning of the title of this story

The word “lesson” has two meanings in the work created by Rasputin (“French Lessons”). Analysis of the story allows us to note that the first of them is a teaching hour devoted to a certain subject. The second is something instructive. It is this meaning that becomes decisive for understanding the intent of the story that interests us. The boy carried the lessons of warmth and kindness taught by the teacher throughout his life.

Who is the story dedicated to?

Rasputin dedicated “French Lessons” to Anastasia Prokopyevna Kopylova, the analysis of which interests us. This woman is the mother of the famous playwright and friend Valentin Grigorievich. She worked in school all her life. Memories of childhood life formed the basis of the story. According to the writer himself, the events of the past were capable of warming even with a weak touch.

French teacher

Lydia Mikhailovna is called by her own name in the work (her last name is Molokova). In 1997, the writer spoke about his meetings with her to a correspondent for the publication Literature at School. He said that Lydia Mikhailovna was visiting him, and they remembered the school, the village of Ust-Uda and much of that happy and difficult time.

Features of the story genre

The genre of "French Lessons" is a story. The 20s (Zoshchenko, Ivanov, Babel), and then the 60s-70s (Shukshin, Kazakov, etc.) saw the heyday of the Soviet story. This genre reacts more quickly than all other prose genres to changes in the life of society, since it is written faster.

It can be considered that the story is the first and oldest of literary families. After all brief retelling of some event, for example, a duel with an enemy, a hunting incident, and the like, is, in fact, an oral story. Unlike all other types and kinds of art, storytelling is inherent to humanity from the beginning. It arose along with speech and is not just a means of transmitting information, but also acts as an instrument of public memory.

The work of Valentin Grigorievich is realistic. Rasputin wrote “French Lessons” in the first person. Analyzing it, we note that this story can be considered fully autobiographical.

The main themes of the work

Starting the work, the writer asks the question of why we always feel guilty before teachers, as well as before parents. And the guilt is not for what happened at school, but for what happened to us after. Thus, the author defines the main themes of his work: the relationship between student and teacher, the depiction of a life illuminated by moral and spiritual meaning, the formation of a hero who acquires spiritual experience thanks to Lydia Mikhailovna. Communication with the teacher and French lessons became life lessons for the narrator.

Play for money

Playing for money between a teacher and a student would seem to be an immoral act. However, what is behind it? The answer to this question is given in the work of V. G. Rasputin (“French Lessons”). The analysis allows us to reveal the motives driving Lydia Mikhailovna.

Seeing that in the post-war hungry years the student was malnourished, the teacher invites him, under the guise of extra classes, to her home to feed him. She sends him a package, supposedly from her mother. But the boy refuses her help. The idea with the package was not successful: it contained “urban” products, and this gave the teacher away. Then Lidia Mikhailovna offers him a game for money and, of course, “loses” so that the boy can buy milk for himself with these pennies. The woman is happy that she succeeds in this deception. And Rasputin does not condemn her at all (“French Lessons”). Our analysis even allows us to say that the writer supports it.

The culmination of the work

The climax of the work comes after this game. The story sharpens the paradoxical nature of the situation to the limit. The teacher did not know that at that time such a relationship with a student could lead to dismissal and even criminal liability. Even the boy did not fully know this. But when trouble did happen, he began to understand the behavior of his schoolteacher more deeply and realized some aspects of life at that time.

The ending of the story

The ending of the story created by Rasputin (“French Lessons”) is almost melodramatic. An analysis of the work shows that the package with Antonov apples (and the boy never tried them, since he was a resident of Siberia) seems to echo the unsuccessful first package with pasta - city food. This ending, which turned out to be by no means unexpected, is also preparing new touches. The heart of the village mistrustful boy in the story opens up to the purity of the teacher. Rasputin's story is surprisingly modern. The writer depicted in it the courage of a young woman, the insight of an ignorant, withdrawn child, and taught the reader lessons of humanity.

The idea of ​​the story is for us to learn feelings, not life, from books. Rasputin notes that literature is the education of feelings such as nobility, purity, kindness.

Main characters

Let's continue "French Lessons" by Rasputin V.G. with a description of the main characters. In the story they are an 11-year-old boy and Lydia Mikhailovna. She was no more than 25 years old at that time. The author notes that there was no cruelty in her face. She treated the boy with sympathy and understanding and was able to appreciate his determination. The teacher recognized great learning abilities in her student and was ready to help them develop. This woman is endowed with compassion for people, as well as kindness. She had to suffer for these qualities, losing her job.

In the story, the boy amazes with his determination, desire to learn and go out into the world under any circumstances. He entered fifth grade in 1948. In the village where the boy lived there was only an elementary school. Therefore, he had to go to the regional center, located 50 km away, in order to continue his studies. For the first time, an 11-year-old boy, due to circumstances, found himself cut off from his family and his usual surroundings. But he understands that not only his relatives, but also the village have hopes for him. According to his fellow villagers, he should become a “learned man.” And the hero makes every effort to achieve this, overcoming homesickness and hunger in order not to let his fellow countrymen down.

With kindness, wise humor, humanity and psychological accuracy, Rasputin portrays the relationship with a young teacher of a hungry student ("French Lessons"). The analysis of the work presented in this article will help you understand them. The narrative flows slowly, rich in everyday details, but its rhythm gradually captivates.

Language of the work

The language of the work, the author of which is Valentin Rasputin (“French Lessons”), is simple and expressive at the same time. Analysis of it linguistic features reveals the skillful use of phraseological units in the story. The author thereby achieves imagery and expressiveness of the work (“sell it out of the blue”, “out of the blue”, “carelessly”, etc.).

One of the linguistic features is also the presence of outdated vocabulary, which was characteristic of the time of the work, as well as regional words. These are, for example: “lodging”, “one and a half”, “tea”, “throwing”, “blathering”, “baling”, “hlyuzda”, “hiding”. By analyzing Rasputin's story "French Lessons" yourself, you can find other similar words.

Moral meaning of the work

The main character of the story had to study in difficult times. The post-war years were a serious test for adults and children. In childhood, as you know, both bad and good are perceived much more sharply and vividly. However, difficulties also strengthen character, and the main character often displays such qualities as determination, endurance, sense of proportion, pride, and willpower. The moral significance of the work lies in the celebration of eternal values ​​- philanthropy and kindness.

The significance of Rasputin's work

The works of Valentin Rasputin invariably attract more and more new readers, since alongside the everyday, everyday life, his works always contain moral laws, spiritual values, unique characters, and the contradictory and complex inner world of the characters. The writer’s thoughts about man, about life, about nature help to find inexhaustible reserves of beauty and goodness in the world around us and within ourselves.

This concludes the analysis of the story “French Lessons”. Rasputin is already one of the classical authors whose works are studied in school. Of course this is outstanding master modern fiction.

Objective of the lesson:

V.G. Rasputin

Lesson progress

1. Organizational moment.

2. The teacher's word.

4.Student messages.

5. Conversation on issues.

Conclusion: Lidia Mikhailovna takes a risky step, playing with students for money, from human compassion: the boy is extremely exhausted and refuses help. In addition, she recognized remarkable abilities in her student and is ready to help them develop in any way.

You are that comrade, my muse,My blood brother and even motherYou taught me to writeLove yourself and believe in miracles,Be kinder to othersTake care of your best friendDon't be offended by people.All these truths are simpleI got to know you the same way,And I want to say: “Teacher!You are the best on earth"

Reflection.

Moral issues story by V.G. Rasputin "French Lessons".

Objective of the lesson:

reveal the spiritual world of the hero of the story;

show the autobiographical nature of the story “French Lessons”;

identify the moral problems raised by the writer in the story;

cultivate a sense of respect for the older generation, moral qualities in the students.

Equipment: portrait and photographs of V. Rasputin; book exhibition; explanatory dictionary edited by Ozhegov; recording of the song “Where does childhood go?”

Methodical techniques: conversation on issues, vocabulary work, student messages, , listening to music, expressive reading of a poem.

The reader learns from books not life, butfeelings. Literature, in my opinion, isThis is primarily the education of feelings. And beforeall kindness, purity, nobility.V.G. Rasputin

Lesson progress

1. Organizational moment.

2. The teacher's word.

In the last lesson we got acquainted with the work of the wonderful Russian writer V.G. Rasputin and his story “French Lessons”. Today we are conducting a final lesson on studying his story. During the lesson we will discuss several aspects of this story: we will talk about the state of mind of the main character, then we will talk about “ an extraordinary man” - to a French teacher, and we’ll end the conversation with a discussion of the main moral problems posed by the author in the story.

3. Listening to the verse of the song “Where does childhood go”

Now we have listened to an excerpt from the song. Tell me, how did childhood affect the work of V.G. Rasputin?

4.Student messages.

V. Rasputin wrote in 1974 in the Irkutsk newspaper: “I am sure that what makes a person a writer is his childhood, his ability to early age to see and feel what then gives him the right to take up the pen. Education, books, life experience This gift is nurtured and strengthened in the future, but it should be born in childhood.” Nature, which became close to the writer in childhood, comes to life again on the pages of his works and speaks to us in a unique, Rasputin language. The people of the Irkutsk region have become literary heroes. Truly, as V. Hugo said, “the principles laid down in a person’s childhood are like letters carved on the bark of a young tree, growing, unfolding with him, constituting an integral part of him.” And these beginnings, in relation to V. Rasputin, are unthinkable without the influence of Siberia itself - the taiga, the Angara, without native village, of which he was a part and which for the first time made him think about the relationships between people; without pure, unclouded folk language.

Tell us about V. Rasputin’s childhood years.

V.G. Rasputin was born on March 15, 1937 in Irkutsk region in the village of Ust-Uda, located on the banks of the Angara. Childhood partially coincided with the war: in the first grade of Atalan primary school the future writer left in 1944. And although there were no battles here, life was difficult, sometimes half-starved. “My childhood was during the war and the hungry post-war years,” the writer recalls. “It wasn’t easy, but, as I now understand, it was happy.” Having barely learned to walk, we hobbled to the river and threw fishing rods into it; not yet strong enough, they gravitated to the taiga, which began right outside the village, picked berries and mushrooms, from an early age got into a boat and independently took up the oars...” Here, in Atalanka, having learned to read, Rasputin fell in love with books forever. The elementary school library was very small - only two shelves of books. “I began my acquaintance with books with theft. One summer, my friend and I often went to the library. They took out the glass, entered the room and took books. Then they came, returned what they had read and took new ones,” the author recalled.

After finishing 4th grade in Atalanka, Rasputin wanted to continue his studies. But the school, which included fifth and subsequent grades, was located 50 km from their home village. It was necessary to move there to live, and alone.

Yes, Rasputin's childhood was difficult. Not everyone who studies well knows how to evaluate their own and others’ actions, but for Valentin Grigorievich, studying became moral work. Why?

It was difficult to study: he had to overcome hunger (his mother gave him bread and potatoes once a week, but there was always not enough of them). Rasputin did everything only in good faith. “What could I do? – then I came here, I had no other business here... I would hardly have dared to go to school if I had left at least one lesson unlearned,” the writer recalled. His knowledge was assessed only as excellent, except perhaps for French (pronunciation was not given). This was primarily a moral assessment.

To whom was this story (“French Lessons”) dedicated and what place does it occupy in the writer’s childhood?

The story “French Lessons” is dedicated to Anastasia Prokofievna Kopylova, the mother of his friend and famous playwright Alexander Vampilov, who worked at school all her life. The story was based on a memory of a child’s life; it, according to the writer, “was one of those that warms even with a slight touch.”

This story is autobiographical. Lydia Mikhailovna is named after herself. (This is Molokova L.M.). Lydia Mikhailovna, as in the story, always aroused both surprise and awe in me... She seemed to me a sublime, almost unearthly being. Our teacher had that inner independence that protects against hypocrisy.

Still very young, a recent student, she did not think that she was educating us by her example, but the actions that came naturally to her became the most important lessons for us. Lessons of kindness."

Several years ago she lived in Saransk and taught at Mordovian University. When this story was published in 1973, she immediately recognized herself in it, found Valentin Grigorievich, and met with him several times.

5. Implementation of homework.

What are your impressions of the story? What touched your soul?

5. Conversation on issues.

Before discussing the problems posed by the writer in the story, let us recall its key points.- Why did the boy, the hero of the story, end up in the regional center? (“To study further.... I had to equip myself in the regional center”).- What were the successes of the hero of the story at school? (in all subjects, except French, they got straight A's).- What was it like? state of mind boy? (“I felt so bad, bitter and hateful! – worse than any illness.”).- What made the boy play “chika” for money? (I was sick and used this money to buy a jar of milk at the market).- How was the hero’s relationship with the guys around him? (“They beat me in turns... there was no one that day... a person more unhappy than me”).- What was the boy’s attitude towards the teacher? (“I was scared and lost... She seemed to me like an extraordinary person”).

Conclusion: So, guys, from your answers we understood that the prototype of the main character of the story is V.G. himself. Rasputin. All the events that happened to the hero took place in the writer’s life. For the first time, due to circumstances, the eleven-year-old hero is torn away from his family, he understands that the hopes of not only his relatives and the entire village are placed on him: after all, according to the unanimous opinion of the villagers, he is called to be a “learned man.” The hero makes every effort, overcoming hunger and homesickness, so as not to let his fellow countrymen down. And now, turning to the image of the French teacher, let’s analyze what role Lydia Mikhailovna played in the boy’s life.

1.What kind of teacher does the main character remember? Find in the text a description of the portrait of Lydia Mikhailovna; What is special about it? (reading the description of “Lydia Mikhailovna was then...”; “There was no cruelty in her face...”).

Write out keywords from the text for portrait characteristics teachers.

2.What feelings did the boy evoke in Lydia Mikhailovna? (She treated him with understanding and sympathy, appreciated his determination. In this regard, the teacher began to study with the hero additionally, hoping to feed him at home).

3. Why did Lidia Mikhailovna decide to send a parcel to the boy and why did this idea fail? (She wanted to help him, but she filled the parcel with “city” products and thereby gave herself away. Pride did not allow the boy to accept the gift).

4.Did the teacher manage to find a way to help the boy without hurting his pride? (She offered to play wall games for money).

5.Did the hero of the story understand right away? the real reason extra classes and games for money with your teacher?

6. Is the hero right in considering the teacher an extraordinary person? (Lidiya Mikhailovna is endowed with the ability to compassion and kindness, for which she suffered, losing her job).

Conclusion: Lidia Mikhailovna takes a risky step, playing with students for money, out of human compassion: the boy is extremely exhausted, and refuses help. In addition, she recognized the remarkable abilities in her student and is ready to help them develop in any way.

The epigraph for the lesson is written on the board: “Reader...”. What feelings does the story “French Lessons” bring up? (Kindness and compassion).

How do you feel about Lidia Mikhailovna’s action? (children's opinion).

Today we talked a lot about morality. What is “morality”? Let's find the meaning of this in explanatory dictionary S. Ozhegova.

By playing for money with her student, Lidia Mikhailovna, from a pedagogical point of view, committed an immoral act. “But what is behind this action?” – asks the author. Seeing that her student was malnourished in the hungry post-war years, she tried to help him: under the guise of additional classes, she invited him home to feed him, and sent him a parcel as if from his mother. But the boy refused everything. And the teacher decides to play with the student for money, playing along with him. She cheats, but is happy because she succeeds.

So, what lessons does Rasputin write about in the story “French Lessons”? (These were lessons not only of the French language, but of kindness and generosity, attentive and sensitive attitude towards each other, selflessness).

What qualities should a teacher have, in your opinion?- understanding; - philanthropy; - responsiveness; - humanity;- kindness; - justice; - honesty; - compassion.

You have indicated all the qualities inherent in every teacher. Many songs, stories, and poems are dedicated to teachers.I want to leave it as a souvenir of myselfThese are the lines dedicated to you:You are that comrade, my muse,My blood brother and even motherIt's easy to walk through life with you:You taught me to writeLove yourself and believe in miracles,Be kinder to othersTake care of your best friendDon't be offended by people.All these truths are simpleI got to know you the same way,And I want to say: “Teacher!You are the best on earth"

Conclusion: The French teacher showed by her example that there is kindness, responsiveness, and love in the world. These are spiritual values. Let's look at the preface to the story. It expresses the thoughts of an adult, his spiritual memory. He called “French Lessons” “lessons in kindness.” V.G. Rasputin talks about the “laws of kindness”: true goodness does not require reward, does not seek direct return, it is selfless. Good has the ability to spread, to be transmitted from person to person. I hope that kindness and compassion play a big role in a person’s life and that you will always be kind, ready to help each other at any moment.

7. Summing up. Student assessment.

Reflection.

1.Has anything changed in your life after reading the story?

2.Have you become kinder to people?

3.Have you learned to appreciate what is happening in your life?

8.Homework. Write a mini-essay on one of the topics “Teacher XXI”, “My favorite teacher”.