I. YAKOVLEV CHUVASH STATE PEDAGOGICAL UNIVERSITY BULLETIN

analysis, analytical thinking, incomplete sentences, Russian language, textbook, language teacher

Modern society requires an analytically thinking teacher who is able to instill analytical skills in his students, therefore, when preparing future teachers, in particular teachers of Russian Literature, it is important to form analytical thinking in them. One of the ways of its formation can be the ability to work with didactic material, to choose the best textbooks for teaching certain topics. This article presents an analysis of the current textbooks on the Russian language for the study of incomplete syntactic constructions at school. Since incomplete sentences represent a kind of deviation from the norms of constructing standard syntactic constructions in the Russian language, different points of view arise regarding their grammatical status, classification, and analysis techniques. Such disagreements lead to difficulties in their analysis and qualification in the university, and even more so in the school curriculum. One of the controversial issues remains the distinction between incomplete two-member sentences and one-member constructions. Incomplete one-member sentences are interesting and complex in terms of analysis, especially with the omission of the main member. Insufficient attention in the school practice of teaching Russian is also paid to the stylistic coloring of incomplete sentences. In this regard, it became necessary to analyze school textbooks. The analysis was aimed at identifying the features of the presentation of theoretical material, typologies of exercises and tasks for independent work, determination of the positive and negative sides of various educational and methodological complexes in the Russian language. The analysis experience presented in this article can serve as a model of working with educational material and will be useful primarily to philology students, future teachers of Russian Literature, in order to form their analytical thinking, as well as to an already established teacher in order to improve the effectiveness of teaching certain grammatical topics.