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Rasputin "French Lessons" - analysis of the work. “Analysis of the work “French Lessons” by Rasputin V.G. Rasputin French lessons what problems The meaning of the title of this story

Baich S.V., teacher of the Russian language and literature of the Gymnasium. A. Platonova

Technological map of the literature lesson

Lesson 42. Analysis of V. Rasputin's story "French Lessons"

Section 2 "Me and others"

Working title of the lesson:Sometimes people are hard to help, sometimes people are hard to understand.

Lesson stages

Content

Expected results

The purpose of the lesson and tasks

The purpose of the lesson -to involve students in solving the moral problems posed in the work, to study the concepts: theme, idea and problem of a work of art.

Tasks:

To teach how to build personal emotional and evaluative perception based on the analysis of the literary portrait of the characters with the help of productive reading of the text;

To form an idea of the personality of V. Rasputin;

Expand ideas about the system of images in the story;

Develop the ability to see and interpret artistic details, understand the subtext and the general idea of the work;

To promote the development of critical thinking skills in children;

- to form the ability of students to work in a group;

Contribute to the formation of personal, communicative, regulatory skills.

After the lesson, students will be able to:

Tell about personality

V. Rasputin and the heroes of his story "French Lessons";

Operate with the concepts of "theme", "idea" and "problem of a work of art";

Use the key words of the lesson (compassion, mercy, self-interest, nobility, generosity, kindness, humanism, dignity, ethics) when analyzing other literary works and life situations.

Metasubject results ( formation of universal educational activities (UUD).

Regulatory UUD

1. Self

formulate the topic, problem and objectives of the lesson.

Introduction to the topic.

Motivating start

Formulation of the topic of the lesson and objectives.

Formulation of the problem

One of the students read by heart A. Yashin's poem "Hurry to do good deeds." Next, students get acquainted with Alexei's diary entry dated December 19.

Question:What theme unites Alexei's reflections and A. Yashin's poem? (They are talking about kindness, good deeds).

Theme formulation:

Lessons of kindness in V. Rasputin's story "French Lessons" (primary) Discussion of task number 1 in the workbook(how many meanings of the word "lessons" do you know ...)

Goals:

- talk about ... the heroes of the story

- explain ... the reasons for their actions

- describe ... the time at which events occur

We return to Alexey's entry and think:

What is the main problematic question we will face in the lesson?

Can a person do a bad good or a good bad deed?

What moral concepts will we use today in the lesson? ( compassion, mercy, self-interest, nobility, generosity, kindness, humanism, dignity, ethics, selfishness)

What do you think, why is it necessary to understand the motives of this or that act? How do you understand the expression "The road to hell is paved with good intentions"?

2.Updating knowledge.

2. Problem dialogue

3. Work with the concepts of "theme", "idea", "main problems"

4. Creative task

5. Summary of the lesson

The essence of human character, certain actions is especially clearly manifested in complex critical life situations.

Students read V. Rasputin's reflections on their childhood and concisely convey the main idea. (Materials of educational disk)

Valentin Grigoryevich Rasputin was born on March 15, 1937 in the Irkutsk village of Atalanka and still lives in Siberia. Rasputin is one of those who continue the traditions of Russian classical prose in terms of moral issues. The key words of his work are CONSCIENCE AND MEMORY. All his works are about this.

Here is an excerpt from a reflection on his friend and his work by the writer Alexei Varlamov:“Valentin Rasputin does not like to describe harmony, harmony. He, as an artist, is attracted to human disorder, to grief, to trouble, to disaster ... And at this point he is close to the most brilliant Russian writerXX century Andrei Platonov. They are united by the penetrating, philosophical attitude to life and death that Platonov always had. And Rasputin himself felt this kinship, giving Platonov one of the most accurate definitions - "caretaker of the original Russian soul". We can rightfully attribute the same definition to V.A. Rasputin.

What did you learn from the textbook article about the history of the creation of the story?

Childhood memories formed the basis of the story "French Lessons". The prototype of the main character was Rasputin's teacher Lidia Mikhailovna Molokova. The author of the book was friends with her all his life. And he dedicated the story to the teacher Anastasia Prokopyevna Kopylova, the mother of the playwright Alexander Vampilov.

And the teacher Lidia Mikhailovna, and the package with pasta - all this is from the real life of the author. Can the story be called autobiographical?

Frames from the documentary film “In the Depths of Siberia. V. Rasputin»

Conversation on d.z. from a printed notebook. The class is divided into three groups, students write out the details that characterize the subject of their observations.

Critic I. Rosenfeld wrote that Rasputin has an amazing ability to "find and present a detail that is completely poignant and, for all its improbability, very material and convincing."

Three directions for observations:

The real world of wartime;

The inner world of the narrator (child);

The inner world of the teacher Lidia Mikhailovna.

Questions for problematic dialogue

Why did the boy, the hero of the story, play for money, although it was strictly forbidden?

Why did the hero of the story refuse to take the parcel and did not want to dine with the teacher?

How old is the hero? What traits of his character have already developed? Can we say that this boy is a person?

What life lessons did the hero get from Vadik and Ptah?

What personality traits of Lydia Mikhailovna can be judged from her portrait? What goal did she set for herself? How did she achieve this goal? Why was it so difficult for her to help the hero of the story?

Watching an episode of the film "Receiving the Parcel"

Do you agree that Lidia Mikhailovna is a person outstanding ? (Vocabulary - outstanding ....) What made her play for money with a student? Is it possible to say
that her kindness humiliated him? Is it easy to do good?

Lesson topic: « Sometimes people are hard to help, sometimes people are hard to understand.”

Is it fair for the director to fire the teacher?

What is teacher ethics? (Vocabulary - ethics ...) Did Lidia Mikhailovna violate it? Please rate her performance.

Work in a printed notebook on page 38. (students at home tried to determine the topic, idea, problems of the story). Discussion.

Research work for task 3 on page 38 (work in pairs)

Return to the formulation of the main idea of the story, think:Through whose eyes did you look at the events of the story, determining the main thing in it:

Boy narrator;

Teacher Lidia Mikhailovna;

Remembering distant events of an adult.

Try again to formulate the main thing from the position of each.

Now imagine your thoughts in the formsyncwine.Work in groups on the images of a boy, a teacher, an author.Presentation of the results of the work.

How does Rasputin begin his story? What causes a writer who speaks on behalf of many people to feel guilty and ashamed? What does he mean by the title of his story?

You begin to appreciate kindness not immediately, but over time. You don’t immediately understand those who cared about you, tried to set you on the first path, who turned their lessons into lessons of goodness, who, perhaps, made mistakes, were mistaken, but sought to help you from the bottom of their hearts. What "became with us after"? We have cooled the soul, we have learned to forget those who should not be forgotten. The writer wants to awaken ourConscience and Memory .

Lidia Mikhailovna opened a new world for the boy, showed a “different life”, where people can trust each other, support and help, relieve loneliness. The boy also recognized red apples, which he had never dreamed of. Now he learned that he was not alone, that there was kindness, responsiveness, love in the world. In the story, the author speaks of the "laws" of kindness:true good does not require a reward, does not seek direct return, it is selfless. Rasputin's workabout childhood and responsibility to their teachers. Teachers who give children awareness of themselves as individuals, an important part of society, bearers of culture and morality.

Appeal to the statement of A. Platonov " The love of one person can bring to life the talent in another person, or at least awaken him to action.What kind of love is in the sentence?

Explain why a reproduction of one of the details of Michelangelo's fresco "The Creation of Man" is placed in the textbook (p. 95) before V. Rasputin's story.

The tense, energetic hand of God the Father will now touch the weak, weak-willed hand of man with his finger, and the man will gain the power of life.

Cognitive UUD

1. Independently proofread all types of textual information: factual, subtextual, conceptual.

2. Use a learning type of reading.

3. Extract information presented in different forms (solid text; non-continuous text: illustration, table, diagram).

4. Use introductory and viewing reading.

5. State the content of the read (listened) text in detail, concisely, selectively.

6. Use dictionaries, reference books.

7. Carry out analysis and synthesis.

8. Establish causal relationships.

9. Build reasoning.

Communicative

UUD

1. Take into account different opinions and strive to coordinate various positions in cooperation.

2. Formulate your own opinion and position, argue it.

3. Ask questions necessary to organize your own activities.

4. Recognize the importance of communication skills in human life.

5. To formulate your thoughts in oral and written form, taking into account the speech situation; create texts of various types, styles, genres.

6. Express and justify your point of view.

7. Listen and hear others, try to take a different point of view, be ready to correct your point of view.

8. Speak to an audience of peers with messages.

Personal Outcomes

1. Formation of an emotional and evaluative attitude to what is read.

2. Formation of the perception of the text as a work of art.

Regulatory UUD

1. Correlate the goals and results of your activities.

2. Develop evaluation criteria and determine the degree of success of the work.

TOUU

6. Reflection

This lesson helped me understand...

In this lesson, I learned that...

At the lesson, I was ... because ...

7. Homework

8. Evaluation

Page 119-127

V. M. Shukshin. "Strong man" story

Tasks in a printed notebook on pages 40-41

In the article we will analyze the "French Lessons". This is the work of V. Rasputin, which is quite interesting in many respects. We will try to form our own opinion about this work, and also consider the various artistic techniques that were used by the author.

History of creation

Let's start the analysis of "French Lessons" with the words of Valentin Rasputin. Once in 1974, in an interview with an Irkutsk newspaper called "Soviet Youth", he said that, in his opinion, only his childhood can make a person a writer. At this time, he should see or feel something that will allow him to take up the pen at an older age. And at the same time, he said that education, life experience, books can also strengthen such a talent, but it should be born in childhood. In 1973, the story "French Lessons" was published, the analysis of which we will consider.

Later, the writer said that he did not have to look for prototypes for his story for a long time, since he was familiar with the people he wanted to talk about. Rasputin said that he just wants to return the good that others once did for him.

The story tells about Anastasia Kopylova, who was the mother of Rasputin's friend playwright Alexander Vampilov. It should be noted that the author himself singles out this work as one of the best and favorite. It was written thanks to Valentine's childhood memories. He said that this is one of those memories that warms the soul, even when you briefly think about them. Keep in mind that this story is completely autobiographical.

Once, in an interview with a correspondent for the Literature at School magazine, the author talked about how Lidia Mikhailovna came to visit. By the way, in the work she is called by her real name. Valentin spoke about their gatherings, when they drank tea and for a long, long time remembered the school and their village is very old. Then it was the happiest time for everyone.

Genus and genre

Continuing the analysis of "French Lessons", let's talk about the genre. The story was written just during the heyday of this genre. In the 1920s, the most prominent representatives were Zoshchenko, Babel, Ivanov. In the 60s and 70s, a wave of popularity passed to Shukshin and Kazakov.

It is the story, unlike other prose genres, that reacts most quickly to the slightest changes in the political situation and public life. This is due to the fact that such a work is written quickly, so it displays information quickly and in a timely manner. In addition, it does not take as much time to correct this work as it does to correct an entire book.

In addition, the story is rightfully considered the oldest and very first literary genre. A brief retelling of events was known even in primitive times. Then people could tell each other about a duel with enemies, hunting and other situations. We can say that the story arose simultaneously with speech, and it is inherent in humanity. At the same time, it is not only a way of transmitting information, but also a means of memory.

It is believed that such a prose work should be up to 45 pages long. An interesting feature of this genre is that it is read literally in one breath.

An analysis of Rasputin's "French Lessons" will allow us to understand that this is a very realistic work with notes of autobiography, which narrates in the first person and captures.

Subject

The writer begins his story with the words that in front of teachers it is very often just as embarrassing as in front of parents. At the same time, I am ashamed not for what happened at school, but for what was taken out of it.

An analysis of the "French Lessons" shows that the main theme of the work is the relationship between the student and the teacher, as well as spiritual life, illuminated by knowledge and moral meaning. Thanks to the teacher, the formation of a person takes place, he acquires a certain spiritual experience. Analysis of the work "French Lessons" by Rasputin V.G. leads to the understanding that Lidia Mikhailovna was a real example for him, who gave him real spiritual and moral lessons that he remembered for a lifetime.

Idea

Even a brief analysis of Rasputin's "French Lessons" makes it possible to understand the idea of this work. Let's understand this step by step. Of course, if a teacher plays with his student for money, then, from the point of view of pedagogy, he commits a terrible act. But is this really so, and what could be behind such actions in reality? The teacher sees that there are hungry post-war years in the yard, and her student, who is very strong, does not eat up. She also understands that the boy will not accept help directly. So she invites him to her house for additional tasks, for which she rewards him with food. She also gives him parcels supposedly from her mother, although in fact she herself is the real sender. The woman deliberately loses to the child in order to give him her change.

The analysis of "French Lessons" allows us to understand the idea of the work, hidden in the words of the author himself. He says that we learn from books not experience and knowledge, but first of all feelings. It is literature that brings up feelings of nobility, kindness and purity.

Main characters

Consider the main characters in the analysis of "French Lessons" by V.G. Rasputin. We are watching an 11-year-old boy and his French teacher Lidia Mikhailovna. According to the description, the woman is no more than 25 years old, she is soft and kind. She treated our hero with great understanding and sympathy, and really fell in love with his determination. She was able to see the unique learning abilities in this child, and she could not restrain herself from helping them develop. As you can understand, Lidia Mikhailovna was an extraordinary woman who felt compassion and kindness for the people around her. However, she paid the price for this by being fired from her job.

Volodya

Now let's talk a little about the boy himself. He amazes with his desire not only the teacher, but also the reader. He is irreconcilable, and wants to gain knowledge in order to break out into the people. As the story progresses, the boy tells that he has always studied well and strives for the best result. But often he got into not very funny situations and he got it well.

Plot and composition

An analysis of the story "French Lessons" by Rasputin cannot be imagined without considering the plot and composition. The boy says that in 1948 he went to the fifth grade, or rather went. They had only a primary school in the village, so in order to study in the best place, he had to pack up early and drive 50 km to the district center. Thus, the boy is torn from the family nest and his usual environment. At the same time, he comes to the realization that he is the hope not only of his parents, but of the whole village. In order not to let all these people down, the child overcomes longing and cold, and tries to show his abilities as much as possible.

A young teacher of the Russian language treats him with special understanding. She begins to work with him additionally in order to feed the boy in this way and help him a little. She was well aware that this proud child would not be able to accept her help directly, since she was an outsider. The package idea was a failure, as she bought the city's groceries, which immediately gave her away. But she found another opportunity and invited the boy to play with her for money.

climax

The climax of the event occurs at the moment when the teacher has already started this dangerous game with noble motives. In this, readers understand with the naked eye the whole paradox of the situation, since Lydia Mikhailovna perfectly understood that for such a relationship with a student she could not only lose her job, but also receive criminal liability. The child was not yet fully aware of all the possible consequences of such behavior. When trouble happened, he became deeper and more serious about the act of Lydia Mikhailovna.

The final

The end of the story is somewhat similar to the beginning. The boy receives a parcel with Antonov apples, which he has never tasted. You can also draw a parallel with the first unsuccessful package of his teacher, when she bought pasta. All these details bring us to the finale.

An analysis of the work “French Lessons” by Rasputin allows you to see the big heart of a little woman and how a small ignorant child opens up in front of him. Everything here is a lesson in humanity.

Artistic originality

The writer describes the relationship between a young teacher and a hungry child with great psychological accuracy. In the analysis of the work “French Lessons”, one should note the kindness, humanity and wisdom of this story. The action flows in the narrative rather slowly, the author pays attention to many everyday details. But, despite this, the reader is immersed in the atmosphere of events.

As always, Rasputin's language is expressive and simple. He uses phraseological turns in order to improve the figurativeness of the entire work. Moreover, his phraseological units can most often be replaced with one word, but then a certain charm of history will be lost. The author also uses some jargon and common words that give the boy's stories realism and vitality.

Meaning

After analyzing the work "French Lessons", we can draw conclusions about the meaning of this story. Note that the work of Rasputin has attracted modern readers for many years. Depicting life and everyday situations, the author manages to present spiritual lessons and moral laws.

Based on the analysis of Rasputin's French Lessons, we can see how he perfectly describes complex and progressive characters, as well as how the characters have changed. Reflections on life and man allow the reader to find goodness and sincerity in himself. Of course, the main character got into a difficult situation, like all people of that time. However, from the analysis of Rasputin's "French Lessons" we see that difficulties harden the boy, thanks to which his strong qualities are manifested more and more clearly.

Later, the author said that, analyzing his whole life, he understands that his teacher was his best friend. Despite the fact that he has already lived a lot and gathered many friends around him, Lidia Mikhailovna does not get out of his head.

Summing up the results of the article, let's say that the real prototype of the heroine of the story was L.M. Molokov, who really studied French with V. Rasputin. All the lessons that he learned from this, he transferred to his work and shared with readers. This story should be read by everyone who yearns for school and childhood years, and wants to plunge into this atmosphere again.

History of creation

“I am sure that what makes a person a writer is his childhood, the ability at an early age to see and feel everything that then gives him the right to take up a pen. Education, books, life experience educate and strengthen this gift in the future, but it should be born in childhood,” wrote Valentin Grigorievich Rasputin in 1974 in the Irkutsk newspaper “Soviet Youth”. In 1973, one of Rasputin's best stories "French Lessons" was published. 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 for the prototype. I needed to return to people the good that they once did for me.

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

The story is autobiographical. Lidia Mikhailovna is named in the work by her own name (her last name is Molokova). In 1997, the writer, in an interview with a correspondent for the Literature at School magazine, spoke about meetings with her: “Recently she was visiting me, and we long and desperately remembered our school, and the Angarsk village of Ust-Uda almost half a century ago, and much of that difficult and happy time."

Genus, genre, creative method

The work "French Lessons" is written in the genre of the story. The heyday of the Russian Soviet short story falls on the twenties (Babel, Ivanov, Zoshchenko) and then the sixties and seventies (Kazakov, Shukshin, etc.). More quickly than other prose genres, the story reacts to changes in social life, as it is written faster.

The story can be considered the oldest and the first of the literary genres. A brief retelling of an event - an incident on a hunt, a duel with an enemy, and the like - is already an oral story. Unlike other kinds and forms of art, conditional in its essence, the story is inherent in humanity, having arisen simultaneously with speech and being not only the transmission of information, but also a means of social memory. The story is the original form of the literary organization of language. A story is considered to be a completed prose work of 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 be fully considered an autobiographical story.

Subject

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

Idea

Playing for money a teacher with her student, from the point of view of pedagogy, is an immoral act. But what is behind this act? - asks the writer. Seeing that the schoolboy (during the hungry post-war years) is malnourished, the French teacher, under the guise of 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, of course, "loses" so that the boy can buy milk for these pennies. And she is happy that she succeeds in this deception.

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

Main heroes

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

Lidia 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, appreciated his determination. She saw remarkable learning abilities in her student and is ready to help them develop in any way. Lidia Mikhailovna is endowed with an extraordinary ability for compassion and kindness, for which she suffered, having lost her job.

The boy impresses with his determination, desire to learn and go 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 district center."
2. “I studied well here ... in all subjects, except French, I kept fives.”
3. “I felt so bad, so bitter and disgusted! - worse than any disease.
4. "Having received it (ruble), ... I bought a jar of milk at the market."
5. "They took turns beating me ... that day there was no person more unfortunate than me."
6. "I was frightened and lost ... she seemed to me an extraordinary person, not like everyone else."

Plot and composition

“I went to the fifth grade in forty-eight. It would be more correct to say, I went: in our village there was only an elementary school, therefore, in order to study further, I had to equip myself from a house fifty kilometers away to the regional center. For the first time, an eleven-year-old boy, by the will of circumstances, is cut off from his family, torn from his usual environment. However, the little hero understands that the hopes of not only his relatives, but the whole village are pinned on him: after all, according to the unanimous opinion of his fellow villagers, he is called to be a "learned man." The hero makes every effort, overcoming hunger and homesickness, so as not to let his countrymen down.

With special understanding, a young teacher approached the boy. 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 a stranger. The idea of Lidia Mikhailovna with the parcel was not crowned with success. The teacher filled it with "urban" products and thereby gave herself away. In search of a way to help the boy, the teacher invites him to play for money in the "wall".

The climax of the story comes after the teacher began to play with the boy in the wall. The paradox 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 the trouble did happen, he began to understand the behavior of the teacher more deeply. And this led him to realize some aspects of the life of that time.

The ending of the story is almost melodramatic. The parcel with Antonov apples, which he, a resident of Siberia, never tried, seems to echo the first, unsuccessful parcel with city food - pasta. More and more strokes are preparing this finale, which turned out to be not at all unexpected. In the story, the heart of an incredulous village boy opens before 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 narration flows slowly, with everyday details, but the rhythm imperceptibly captures it.

The language of the story is simple and at the same time expressive. The writer skillfully used phraseological turns, achieving expressiveness and figurativeness of the work. Phraseologisms in the story "French Lessons" for the most part express one concept and are characterized by a certain meaning, which is often equal to the meaning of the word:

“I studied here and it’s good. What was left for me? Then I came here, I didn’t have anything else to do here, and I didn’t know how to treat everything that was entrusted to me in a slipshod way” (lazily).

“At school, I had not seen a bird before, but, looking ahead, I’ll say that in the third quarter, he suddenly, like snow on his head, fell on our class” (unexpectedly).

“Hungry and knowing that my grub would not last long, no matter how much I saved it, I ate to satiety, to pain in my stomach, and then after a day or two I again planted my teeth on the shelf” (starve).

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

One of the features of the language of the story is the presence of regional words and obsolete vocabulary, characteristic of the time of the story. For example:

Lodge - rent an apartment.
Lorry - a truck with a carrying capacity of 1.5 tons.
Tea room - a kind of public dining room, where tea and snacks are offered to visitors.
toss - sip.
Naked boiling water - pure, without impurities.
Blather - talk, speak.
bale - hit hard.
Hluzda - a swindler, a deceiver, a trickster.
pritaika - what is hidden.

The meaning of the work

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

In difficult times, 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 sharper. But difficulties temper character, so the main character often shows such qualities as willpower, pride, sense of proportion, endurance, determination.

Many years later, Rasputin will again turn to the events of bygone years. “Now that a fairly 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, a 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 with her, she showed me a gesture of attention, sending apples and pasta, as before. And whoever 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 she, taking the blame on herself, left the school, and said goodbye to me: “Study well and don’t blame yourself for anything!” By doing this, she taught me a lesson and showed me how a real kind person should act. After all, it is not for nothing that they say: a school teacher is a teacher of life.

French lessons analysis of the work according to the plan

1. History of creation. "French Lessons" - an autobiographical story by V. G. Rasputin, who described real episodes from his difficult childhood: departure from the village, half-starved study, difficulties in learning the French language.

The prototype of the teacher was the class teacher of the future writer - Lidia Mikhailovna Molokova. In a letter to the staff of the Ust-Uda Museum, she admitted that she did not send the boy a parcel with pasta.

Creating the image of an ideal teacher, Rasputin deviated a little from the truth. The story was first published in "Soviet Youth" (1973). Rasputin dedicated it to the mother of A. Vampilov - Anastasia Prokopievna Kopylova.

2. The meaning of the name. At school, Valentin Grigorievich really had great difficulty in French pronunciation. This problem stuck with him for many years.

In a broader sense, "French lessons" symbolize the struggle for survival that the boy leads: constant hunger, the loss of potatoes, an unexpected beating for the truth. Lessons are given with difficulty, but they are not in vain. Each new blow of fate makes the boy stronger.

3. Theme. The central theme of the story is the relationship between the child and the teacher. Moving to the regional center was a difficult test for the main character. At the age of eleven, the boy began an independent life. Difficulties with food were exacerbated by shame for their unsightly appearance: "washed jacket", "trousers altered from father's riding breeches", "chirki" (peasant shoes from one piece of leather).

Unlike other boys, the main character plays for money only to buy milk. It is no coincidence that the French teacher pays special attention to the poor, but very gifted boy. It strikes him that instead of punishing him for playing "chika", she first asks not to play anymore, and then appoints additional classes. The class teacher strives with all her might to help the child, to make him believe in himself. A woman does this very carefully, without prejudice to children's pride.

Homeschooling is just an excuse ("there were plenty of guys who spoke French no better than me"). The teacher is trying to "stir up" a timid and shy boy. Despite the hunger, the main character flatly refuses to eat. The package was the teacher's first and only thoughtless step. She did not even imagine that pasta never happens in the village at all.

The woman goes to extreme measures, starting to play with the student in "zameryashki" for money. The boy is easily deceived and spends the "fair winnings" on milk. The sudden appearance of Vasily Andreevich in the midst of the game leads to the dismissal and departure of the teacher. The director regarded her actions as "Crime. Corruption. Seduction." The class teacher, of course, did not begin to explain the reasons for her act. It is enough for her to know that, having matured, the boy will understand everything and will be grateful to her for this deception.

4. Issues. The main problem of the story is a difficult post-war childhood. The Great Patriotic War claimed the lives of millions of men. The main burden fell on the shoulders of women. The mother of the protagonist is struggling to feed three children (the writer's father received a long sentence for the loss of public money). Sending her eldest son to the regional center, she hopes that education will allow him to “break out into the people” and live a normal life. The boy is literally on the brink of survival. A whole generation of Soviet children had similar fates. Someone, of course, gave up and gave up, but the majority overcame all difficulties and stubbornly walked towards the intended goal.

Analysis "French Lessons" Rasputin

"French lessons" analysis of the work - theme, idea, genre, plot, composition, heroes, problems and other issues are disclosed in this article.

In 1973, one of Rasputin's best stories, " ". 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 for the prototype. I needed to return to people the good that they once did for me.

Genus, genre, creative method.