Fate and chance in the Queen of Spades. Extracurricular reading. A.S. Pushkin "The Queen of Spades". The problem of man and fate. The system of character images in the story. Public advocacy and adjustment of hypotheses

Summary of a literature lesson in 8th grade

based on the story by A.S. Pushkin's "Queen of Spades"

Topic: "This man has at least three evils in his soul."

Epigraphs for the lesson:

-I am not able to sacrifice what is necessary
hoping to acquire what is superfluous.
-I am ready to take your sin upon my soul.
-... he has the profile of Napoleon, and his soul
Mephistopheles.

Goals:

Educational: Analyze the image of the main character of the story, consolidate the experience of analyzing the episode. Developmental: language analysis fragments of text. Educational: the theory of egoism and calculation are destructive, an immoral person always bears punishment.

The lesson is based on elements of communication technology based on dialogue.Methods: building a dialogue, analyzing an episode, the teacher’s word, developing critical thinking).To begin with, we note that all three epigraphs are closed, students do not see them, they have to name them.

Text analysis on questions:

Did you like the story by A.S. Pushkin?

C Is it modern, in your opinion?

Did you know that the plot of the story (complex, philosophical, symbolic) is based on a funny incident (anecdote)?

A curious incident (anecdote) that became known to Pushkin/ Pushkin told his friend Nashchokin that the main plot of “The Queen of Spades” was not fictional. The young Prince Golitsyn told him how he once lost badly at cards. I had to go to bow to my grandmother Natalya Petrovna Golitsyna, an arrogant and domineering person (Pushkin knew her), and ask her for money. She didn't give me any money. But she kindly passed on the supposedly magical secret of the three winning cards, told to her by the once famous Count of Saint-Germain. The grandson bet on these cards and won back.

In the boastful story, Pushkin caught the plot, or rather, the grain of the plot.

What hero of the story are the words I put into the topic of the lesson about?(about Hermann)

What words in the topic are key?(soul, villainy)

What questions do you think we should answer to uncover the topic?

(What kind of person is Hermann? What kind of character is he? What is going on in his soul? And what kind of atrocities are we talking about?) Well done! That is, we must trace all the movements of Hermann’s soul, all his torment, all his hopes and, finally, a terrible, sudden defeat.

Now let's turn to the text.

In what setting do we first see Hermann?What does he say about himself, what do those around him say about himself? (Children’s answers. We read: “The game occupies me greatly,” said Hermann, “but I am not able to sacrifice what is necessary in the hope of acquiring what is superfluous.”EPIGRAPH 1. HERMANN'S LIFE CREDO. (open) Tomsky about him: “Hermann is a German: he is calculating, that’s all!” The author about the hero: “...did not allow himself the slightest whim. However, he was secretive and ambitious... he had strong passions and a fiery imagination, but his firmness saved him from the ordinary delusions of his youth...”

We'll write it out keywords, characterizing the character of the hero: calculating, secretive, ambitious, strong passions, fiery imagination, firmness. Let us draw students' attention to the fact that Hermann, speaking about himself, even then names these cards; they are hidden in the verbs TRIPLE, SEVEN, WILL DELIVER PEACE AND INDEPENDENCE.

What kind of person appears before us?(Integral or complex, maybe they will choose another word) Conclusion: Before us psychological portrait a man who is contradictory in many ways: he combines passion and restraint, fiery imagination and secrecy.

Which Tomsky tells the story about his grandmother and how does Hermann react to it?(About three cards, “fairy tale”)

Dreams often reveal the subconscious in a person. Read Hermann's dream. What conclusion do we draw about the hero? What does he see as the meaning of life? ( C share in wealth, selfish person, mercantile).

What is our hero willing to do to get rich?

(Become an old woman's lover, take on someone else's sin, kill). Second epigraph (open). Please comment on it. (Man without moral principles, ready to sell my soul to the devil).

Who does Tomsky compare Hermann to at the ball? Third epigraph (open). Comment on these words.

Is it by chance that I offered you these three quotes as an epigraph to our lesson?(The whole essence of Hermann’s personality is very succinctly revealed in them).

14. Who is Lisa? What role does his relationship with Lisa play in revealing Hermann’s inner world?
(The students’ answer consists of a retelling and analysis of episodes related to the relationship between Lisa and Hermann. The students conclude that Hermann plays with love. He has calculations everywhere, even in relationships with a girl. Love - a moral category - is used as a means of achieving material assets. Lisa is the key that helps Hermann get into the old woman’s house)

15. Has the countess revealed her secret? How does Hermann behave while waiting for the meeting and during it?(Perhaps turning to the analysis of the episode (nature). Does he feel remorse after the death of the Countess?

16. What is the ending of the story? Did Hermann manage to get rich?

17. Why was Hermann punished? Let's turn again to the topic of the lesson, what three atrocities are we talking about?(The involuntary murder of an old woman, the murder of faith in love, the murder of the soul).

Conclusion:

18. Which one moral lesson What can we learn from the story?

(An immoral person always suffers a deserved punishment. Gambling destructive. Don't challenge fate.)

Homework(according to options):

1.Analyze epigraphs, what is their role in the text?

2. Write down all quotes containing numbers in your notebook.

3. Compare the paintings of St. Petersburg by Hermann and the Countess (interior, lifestyle).

Materials for the lesson:

Calculation

Moderation

Hard work

Queen of Spades -

secret malevolence

Elizabeth – from Hebrew “honoring God”

3 atrocities:

- killing faith in love (LIZA)

- murder (involuntary) of an old woman

- murder of the soul (HERMANN)

Napoleon – the embodiment of the desire for power.

Mephistopheles - tempter, seducer, devil. Ambition- seeking external honor, respect, honor, honors, external and low motivation.(V.I. DAL)AN AMBITIOUS MAN- passionate about rank, distinction, fame, praise and therefore not acting according to moral convictions. (V.I. DAL)

PROGRESS OF THE LESSON

Introduction-motivation

Our previous lesson was dedicated to A. S. Pushkin’s story “The Queen of Spades”. Why gambling card game perceived as a social model? (A fight between two opponents: in a card game it is the punter and the banker, but in life it is a person and fate, chance, some unknown factor. The player makes decisions without actually having any information about the opponent. Thus, the punter does not play with another person, but with a figurehead in the hands of fate. The thought of fate, chance, luck, and the individual’s connection with them ensures winning.)

Lesson topic.“Man and Fate” (based on the story “The Queen of Spades” by A. S. Pushkin). We ask questions about the topic, try to put the central problematic issue.

Raising the problem

Students ask questions about the topic, look for the difference between the concepts of “question” and “problem,” and determine what problem is hidden in the topic of the research lesson. As a result of a short discussion, students come up with the formulation of a problem: “What does a person’s life depend on?”

Problem Analysis

Students read the problematic question and underline those words in it that will help find a solution to the problem (“what”, “depends”, “life”). Moving on to the selection of hypotheses.

Hypothesizing

Students find out what a hypothesis is and what it should be based on. After preliminary discussion, hypotheses are put forward. Students choose the hypothesis that they consider to be a solution to the problem presented.

Confirmation or refutation of hypotheses

Students work on their hypotheses and think about the facts that support them.

Public advocacy and adjustment of hypotheses

Introduce themselves own opinions, questions are asked, adjustments are made.

Character

Hermann's nature is contradictory; prudence and passion are simultaneously inherent in him. On the one hand, he, having set the goal of his life to enrich himself (“...money is what his soul craved), relies on “calculation, moderation and hard work” (“did not touch interest, lived on one salary, not allowing himself the slightest whim ”); on the other hand, “strong passions and fiery imagination” are also traits of his nature (“He is a player at heart”), which is why he sits for hours at the card table, watching the game. Two fixed obsessions took possession of him: the desire for enrichment and the secret of the three cards.

Hermann is ready to achieve his goal by any means necessary. No wonder Tomsky says about him: “He has the profile of Napoleon, and the soul of Mephistopheles.” Having accidentally learned about the secret of three cards, he decides to find out about her from the countess by any means, deceiving Lizaveta Ivanovna, enters the old woman’s bedroom and causes her death. Going to the funeral, he does not feel remorse. Hermann is afraid “that the dead old woman could have harmful influence for his life."

Hermann starts a card game because he has calculated everything: “the mystical three, seven, ace” should certainly bring him a win. But at the last moment, apparently, the passionate side of his nature let him down - and he turned around.

Free choice

Hermann's goal in life is to get rich. The hero faces a moral choice: he can achieve the goal “by calculation, moderation and hard work” or big win into cards. He chooses the quick and easy way - the game. When the Countess reveals the secret to Hermann, she again confronts the hero with a choice: he must marry Lisa, he must bet one of three cards once a day, after winning he must never play cards again, that is, overcome his passion. Hermann again makes a choice in his favor: he is not going to fulfill the countess’s conditions, he is thinking about how to dispose of the winnings.

Hermann is screwed because he throws people out of his life like played cards, because he has never compromised his interests. By making his choice, he develops the worst side of his nature, so his madness is a consequence of his choice, which develops his immorality.

Happening

Fate is the course of life events that do not depend on a person. A chance is something that appears unexpectedly. Chance plays a huge role in The Queen of Spades on an ideological level. A lot of accidents happen to Hermann: by chance he learns about three maps, by chance he ends up at the old woman’s house, as if by chance he gets the queen of spades. Fate tests the main character by sending him accidents. The last accident (queen of spades instead of ace) becomes a pattern, since this is a punishment for not moral choice.

Character, moral choice and human destiny are interconnected. What is dominant among these components?

The dominant factor is the choice of the person.

What role does chance play at the compositional and plot level?

Chance underlies the composition and plot.

Composition

Card game - as a social model. The fight between two opponents: the punter-banker, the man-case.

Plot

Life and the world develop according to their own laws. Bursting into life, chance enlivens it, plays a decisive role for one person, but the world continues to live by its own rules. Hermann loses and goes crazy, but the card game continues calmly; chance determines the plot.

General conclusion

What does a person’s life depend on in the story “The Queen of Spades”? A person’s life is influenced by his nature, moral choice, and fate. They are all interconnected, but the dominant one is still the choice of the person. “Lifestyle” can “develop, enhance or stifle natural human qualities.”

Homework. Compare the poem by A. S. Pushkin “The Bronze Horseman” and “Nevsky Prospect” by N. V. Gogol.

Reflection(possible in writing).

Have you ever thought about the role that chance plays in a person’s life?

How did you solve it for yourself?

Are you satisfied with the course of the discussion and your participation in it?

Grachev N.A. 1

1 Municipal educational institution Panovskaya secondary school named after the hero Soviet Union P.L. Cheryabkina, 10th grade

Gracheva S.V. 1 Malorodova S.V. 2

1 Biorkivskaya rural library-branch of MBUK “MCB named after I.I. Lazhechnikov"

2 Municipal Educational Institution Panovskaya Secondary School named after Hero of the Soviet Union P.L. Cheryabkina

The text of the work is posted without images and formulas.
Full version work is available in the "Work Files" tab in PDF format

Introduction

The story " Queen of Spades"was written by Alexander Sergeevich Pushkin more than 180 years ago, but to this day this work is interesting to readers. This story is one of the most striking and mysterious works of Pushkin. “The Queen of Spades” is not only read, but also operas based on its plot are staged and films are made. Why does the story, published almost two centuries ago, still not lose its popularity? The thing is that in this masterpiece of Russian literature, reality and fantasy are extremely successfully and skillfully intertwined. It is thanks to this that this work attracts representatives of different ages and different artistic tastes and preferences.

1. Interweaving of reality and fiction in the plot of the story

The storyline built by A.S. Pushkin, instantly captivates the reader, forcing him to read the story without stopping, “in one breath.”

The story takes place at the beginning of the 19th century in St. Petersburg. The work begins quite realistically and prosaically: the author talks about a card game - the most common activity of people of that time. However, without letting the readers get bored for a second, already on the first page Pushkin gets us quite interested. mysterious story. The main character, a young engineer Hermann, hears an incredible story about Countess Anna Fedotovna Tomskaya. Judging by rumors, the Countess can tell a person three cards that will definitely bring him a win. Poor but prudent Hermann wants to try his luck. He hopes that the old woman will tell him three treasured cards.

Then the plot develops quickly and rapidly. To meet the countess, the hero decides on an adventure: he charms the countess's pupil, the sweet and naive girl Lisa. In the end, Lisa agrees to a secret date. She tells him how to sneak into her house unnoticed at night. Following Lisa's advice, Hermann sneaks into the Countess's house and hides in her room. When the old woman is left alone, Hermann begs her to name three cards that will bring a win. The old woman is stubborn, and Hermann threatens her with a pistol. The frightened countess suddenly dies. The old woman is buried. And from this moment on, Pushkin introduces mystical phenomena into the plot. The night after the funeral, the ghost of the Countess comes to Hermann. The old woman tells him three cherished cards - three, seven, ace, which should bring him a win. Soon Hermann gets the chance to play cards with rich opponents. On the first evening Hermann puts a large sum, 47 thousand, for three and wins. The next day he bets on seven and wins again. On the third day he bets everything on the ace. Having revealed the card, he finds a queen of spades instead of an ace. Because of this card, Hermann loses all his money. The Queen of Spades squints and smiles, striking the unfortunate Hermann with her incredible resemblance to the old woman. This climax is the most fantastic in the entire story. After the loss, Hermann goes crazy, but Lisa happily marries another man.

Thus, we see that in the plot of the story “The Queen of Spades” by A.S. Pushkin masterfully interweaves mysticism with reality.

2. The history of the creation of the work as evidence of the intertwining of reality and fantasy in the story

The history of the creation of the story “The Queen of Spades” is shrouded in an aura of mystery and has been exciting the minds of critics, researchers, literary scholars and ordinary readers for many years.

The exact dates of writing “The Queen of Spades” are unknown, since the manuscript of the story has not reached our times. According to researchers, Pushkin wrote “The Queen of Spades”, probably in Boldin in October-November 1833. The story was first published in the magazine “Library for Reading” in 1834. In the same year, the story was included in the collection “Stories published by Alexander Pushkin."

Many literary scholars are of the opinion that the story is based on true story, which Pushkin heard from his friend, Prince S.G. Golitsyn, and the heroes of the work have real prototypes.

In 1830 in Moscow, fate brought A. S. Pushkin together with the Serpukhov landowner V. S. Ogon-Doganovsky, experienced player at cards, to whom the poet, in excitement, lost almost 25 thousand. He was unable to pay such a huge amount at once and asked for an installment plan for four years. This incident, which was gossiped about in Moscow living rooms, almost upset Pushkin’s engagement to N.N. Goncharova. In a letter to P. A. Pletnev on August 31, 1830, the poet complained: “Moscow gossip reaches the ears of the bride and her mother - henceforth quarrels, caustic circumlocutions, unreliable reconciliations...” Settlements with Ogon-Doganovsky weighed on his soul for a long time. This loss, which almost turned out to be fatal in the fate of Pushkin, undoubtedly became one of the motivating reasons for the creation of the story “The Queen of Spades”.

Close friends of Pushkin, the Nashchokins, said that, in the words of Alexander Sergeevich himself, “the main plot of the story is not fictional.” The old countess is the “mustachioed princess” known in Moscow society, Natalya Petrovna Golitsyna, nee Chernysheva, the mother of the Moscow governor D.V. Golitsyn, who actually lived in Paris. Her grandson Golitsyn told Pushkin that once he lost money and came to his grandmother to ask for money. She did not give him money, but told him three cards assigned to her in Paris by Saint-Germain. “Try it,” said the grandmother. The grandson played these cards and won back. The further development of the story is fictional.

In the diary of A.S. Pushkin has an entry: “...My Queen of Spades is in great fashion - players are punting on three, seven and ace. At court they found a similarity between the old countess and Prince N(atalya) P(etrovna) and, it seems, they are not angry. .." (Pushkin's Diary, April 7, 1834).

Thus, we see that the very history of the creation of the story “The Queen of Spades” proves that in this great work A.S. Pushkin managed to combine the incompatible: reality and fantasy.

3. Interweaving of reality and fantasy in the images of the main characters

Reality and fantasy are also intertwined in the very images of the main characters.

The main character of the work is Hermann. This is a young engineer, officer, German by birth. Like all Germans, he is prudent, moderate and hardworking. Hermann is not rich, but he passionately desires to become rich. He is secretive and ambitious, economical and thrifty. Passions boil in his soul, which he pacifies with the strength and firmness of his character. Hermann is a purposeful person, ready to do anything for the sake of his goal, even deception. Literary critic G.A. Gukovsky writes that the image of Hermann is “a powerful typical generalization, an image created on the basis of a deep understanding of the social process.” He compares the image of Hermann - a man of modest income and modest social status - with the world of the Tomskys, who play cards, and love, and get married, and spend their lives thoughtlessly and cheerfully. For Hermann, life is hard and immersed in darkness. “He experiences a severe sense of social disadvantage.” According to the researcher, Hermann’s “titanic personality” is defeated by evil. This evil is the power of money. It is the passion for profit that brings a share of mysticism to the image of the main character, giving it inner world demonic character. “This Hermann face is truly romantic: he has the profile of Napoleon, and the soul of Mephistopheles...” Tomsky says about him. And Lisa calls Hermann a “monster.” According to the critic V.G. Belinsky’s story “surprisingly correctly outlines the demonic-egoistic character of Hermann.”

The image of Hermann A.S. Pushkin contrasts the image of Lisa. This is an exceptionally sweet and noble creature. “Lizaveta Ivanovna is a living portrait of the companions of our old noble ladies, drawn from life by a master” - this is how this heroine is characterized in a review from the newspaper “Northern Bee” in 1834. Lisa is the countess’s “domestic martyr,” obediently and meekly fulfilling all her whims and listening to unfair reproaches. “She poured tea and received reprimands for wasting sugar; she read novels aloud and was to blame for all the author’s mistakes; she accompanied the countess on her walks and was responsible for the weather and the pavement.” And the heartless Hermann still dared to deceive such a poor, lonely and unhappy girl, which once again characterizes him as a demon, Mephistopheles.

Countess Anna Fedotovna Tomskaya seems to be the most mystical hero to most readers. However, in fact, she is an ordinary wayward, selfish old woman with a difficult character. She tyrannizes her pupil Lisa, turning her life into complete torture. Many such old women, spoiled by social life and old age, could be found in real life. However, the appearance of the ghost of Tomskaya to Hermann firmly cements her fame as the most mystical heroine of A.S. Pushkin.

Thus, we see that the heroes of the story “The Queen of Spades” are quite realistic, but, nevertheless, their images are shrouded in an aura of fantasy and mysticism.

Opinions of critics and literary scholars about the realism and fantasy of the story “The Queen of Spades”

Many critics and literary scholars devoted their articles to the story “The Queen of Spades.” So what is their opinion about the genre of this work? Do they consider this story realistic or classify it as a fantasy work?

Fyodor Mikhailovich Dostoevsky wrote: “The Queen of Spades” is the height of fantastic art. And you believe that Herman really had a vision... and yet at the end of the story, that is, after reading it, you don’t know how to decide: did this vision come from Herman’s nature or is he really one of those who came into contact with another world, evil spirits hostile to humanity. This is art!..”

Literary critic G. A. Gukovsky in his article “Pushkin and the problems of realistic style” and L. V. Chkhaidze in his article “On the real meaning of cards in the story “The Queen of Spades”” share the same point of view. They believe that “The Queen of Spades” is an absolutely realistic story. In their opinion, there is no faith in the otherworldly in “The Queen of Spades,” but the flavor of fantastic dark madness and wild money games is present in it. It goes without saying that such fantasy does not contradict realism and can be found in a realistic style.

G. A. Gukovsky calls Hermann a man of modest income and modest social status, who is forced to fight for his social well-being. At the same time, he chooses a deliberately false path, trying to get rich by playing cards. As a result, under the influence dark force money he reaches the point of moral and mental decay, that is, to a mental disorder. All the fantastic elements that are present in the story are called “literary flavor” by G. A. Gukovsky.

L. V. Chkhaidze does not analyze the fantastic layer of the text, but gives a number of rational arguments regarding the history of the loss of Herman, who chooses the mystical numbers 3 and 7 because he wants to triple, seventeen his capital. Hermann could pull out the queen of spades instead of the ace because the deck was new and the cards stuck together, and because he was in an extremely excited state.

Candidate of Philological Sciences O. S. Muravyova in the article “Fantasy in Pushkin’s story “The Queen of Spades,” although she calls the work realistic, tries to demonstrate the fantastic nature of Pushkin’s story. She analyzes the “fantastic flavor” of the story. And this analysis gives an unexpected result: in “The Queen of Spades” not a single fantastic motif or image is fully developed. From the researcher’s point of view, Pushkin did not need to destroy the fantastic template for the sake of literary game, but to show the “ambiguity and duality” of the story itself, that is, its irrationality. At the end of the article, O. S. Muravyova talks about how fantastic elements help Pushkin reveal all his versatility real life.

Thus, we see that literary scholars and critics, while calling the story realistic, admire its fantastic nature. This once again proves that reality and fantasy are skillfully intertwined in The Queen of Spades.

Conclusion

After reading the story by A.S. Pushkin’s “The Queen of Spades”, articles by critics and literary scholars dedicated to this work, and having examined electronic resources, I came to the conclusion that reality and fantasy are subtly, skillfully and masterfully intertwined in this work. Real life is adjacent to mystical manifestations, both in the plot of the story and in the images of the main characters. The history of the creation of “The Queen of Spades” proves the fact that there are both realistic and fantastic moments in the story. And the opinions of critics and literary scholars once again confirm the dual nature of its genre. Thanks to such a skillful combination and interweaving of reality and fantasy, “The Queen of Spades” does not lose its appeal to readers even today.

Bibliography

1. Gukovsky G. A. Pushkin and problems of realistic style. M., 1957.

2. Chkhaidze L.V. About the real meaning of cards in the story “The Queen of Spades” // Pushkin: materials and research. T. III. L., 1960.

3. Muravyova O. S. Fiction in Pushkin’s story “The Queen of Spades” // Pushkin: materials and research. T. VIII. L., 1978.

4. Criticism of the story “The Queen of Spades” by Pushkin: reviews from critics: [Electronic resource].- Access mode: Нttр://www.literаturus.ru/2016/05/kritika-рikovaja-dama-рusНkin-оtзуву.Нtml

5. The history of the creation of the story “The Queen of Spades” by Pushkin: the concept and prototypes of the characters, the history of writing and publication: [Electronic resource].- Access mode: Нttр://www.literаturus.ru/2016/05/istоrija-sоzdanijа-рikоvaja- dama-rusНkin-prototiру.Нtml

Anokhina Yulia Viktorovna.

Literature

8th grade.

Textbook literature in 2 parts.

V.Ya.Korovina

V.P. Zhuravlev

V.I.Korovin

Moscow "Enlightenment" 2007

Base

Lesson topic: Extracurricular reading. A.S. Pushkin "The Queen of Spades". The problem of man and fate. The system of character images in the story.

1 hour

Lesson objectives:

Personal

improvement spiritual and moral qualities, respectful attitude to Russian literature;

improving the ability to solve cognitive problems using various sources of information.

Metasubject

develop the ability to understand a problem and put forward a hypothesis;

develop the ability to select material to argue one’s own position and formulate conclusions;

develop the ability to work with different sources of information.

Subject

develop the ability to understand the connection of literary works with the era of their writing, to identify the timeless moral values ​​inherent in the work and their modern meaning;

develop the ability to analyze literary work, determine its belonging to one of literary families and genres;

develop the ability to understand and formulate the theme and idea of ​​the work, the moral pathos of the work;

develop the ability to characterize heroes, compare heroes of one or more works;

consolidation of the ability to determine the elements of the plot of a work, the role of figurative and expressive means of language;

strengthening the ability to understand author's position and formulate your position in relation to it;

strengthening the skill of answering questions based on the text read, conducting a dialogue

consolidation of the ability to write an essay related to the problems of the studied work.

Lesson progress

I awakened good feelings with the lyre...
A. S. Pushkin

1. Statement of a hypothesis.

We recently analyzed the novel by A.S. Pushkin “ Captain's daughter" About which moral concepts did the poet think with the help of the plot of the work?

(honor, dignity, loyalty in friendship and love, ability to thank, generosity)

The topic of today's lesson is “ Moral issues in the story by A.S. Pushkin “The Queen of Spades”. What moral categories does the author reflect on in this work? How do these works have something in common?

2. Historical background story “The Queen of Spades”

The story “The Queen of Spades” was written in 1833, i.e. three years earlier than the novel “The Captain's Daughter”. The story has a backstory.

Background to the story “The Queen of Spades” (student’s story)

A) A curious incident that became known to Pushkin gave impetus to the plot concept of “The Queen of Spades.” The poet told his friend Nashchokin that the main plot of the story was not fictional. The young Prince Golitsyn told him how he once lost badly at cards. I had to go to bow to my grandmother Natalya Petrovna Golitsyna, an arrogant and domineering person (Pushkin knew her), and ask her for money. She didn't give me any money. But she kindly passed on the supposedly magical secret of the three winning cards, told to her by the once famous Count of Saint-Germain. The grandson bet on these cards and won back.

What did Pushkin change in the story he heard from Prince Golitsyn? What new characters did you introduce? Why does Pushkin, in contrast to Golitsyn’s anecdote, main character– not Russian by origin, the old woman and Hermann are not relatives, why was the image of Lisa introduced? And the ending of Pushkin's story does not at all resemble the rosy end of Golitsyn's card adventure - the hero goes crazy.

B) A trained student talks about the time when the story was written (1833)Appendix 1

Who is on the throne? What is the social atmosphere like? What interests young people of that time?

3. Card games . Appendix 2

A story by a trained student about card games that were popular in the 30s of the 19th century.

Card terms. Appendix 3

Vocabulary work. Appendix 4

4. Analysis of the story

Image of Hermann

F.M. Dostoevsky, a writer of the mid-19th century, said: “We are pygmies before Pushkin, there is no such genius between us! What beauty, what power in his imagination! I recently re-read his “Queen of Spades”. What a fantasy! With a subtle analysis he traced all Hermann’s movements, all his torments, all his hopes and, finally, the terrible, sudden defeat.”

Let us also try to analyze the image of Hermann and try to understand why his fate ended this way.

Table 1. Hermann’s character (homework)). Appendix 5

What conclusions can be drawn based on the table?

(Hermann's behavior is completely opposite to his state of mind. He bound his feelings and emotions within the strict framework of what he thought was correct behavior. Hermann's outer shell will not be able to contain those raging internal forces which he is trying to pacify. Without giving vent to his emotions, Hermann brings the tragedy of inconsistencies closer, which will inevitably break out.)

Why does Hermann need money?

(“...he is convinced of the need to strengthen his independence,” with the help of money he wants to achieve “peace and independence.” This is the way to the top, a means of moving out of the unknown. And this indicates pride.)

What is Hermann's purpose in life?

(“peace and independence”)

Pride is excessive pride, arrogance, arrogance, selfishness. In Orthodoxy, pride is one of the eight sinful passions.

Are Hermann's claims to wealth just?

(Hermann acutely feels his social inferiority and at the same time his internal superiority over the careless wasters of life among the aristocratic youth.)

How can Hermann get rich?

Table 2. Ways to acquire wealth (homework).Appendix 5

Which path is more difficult?

Which path seems most promising to Hermann?

What does Hermann play with in his life?

(with fate)

An interesting question: why did Pushkin make his hero a German? The writer felt the first steps of the disease that only began to penetrate Russia at the beginning of the 19th century, but Europe is already living with it - the thirst for immediate enrichment, the power of money in a world where some values ​​are being replaced by others. The theme of “The Queen of Spades” is the destructive power of the “gold rush”.

Composition of the story

(In the second chapter, Lizaveta Ivanovna asks Tomsky if Narumov is an engineer, because she has been seeing an unfamiliar engineer under the windows of the house for a week. It was Hermann.)

The reader sees the same episode from two points of view - Lizaveta Ivanovna and Hermann. The heroine perceives Hermann as a possible lover:

(“his black eyes sparkled from under his hat,” Lizaveta Ivanovna, noticing Hermann, “got into the carriage with inexplicable trepidation.”) In the same second chapter, while thinking about the anecdote with three cards, choosing which path he could achieve peace and independence, Hermann approaches, without noticing it, to the countess’s house. And then Hermann “trembled.” Returning home, he has a dream. Writers often use this technique to reveal the true essence of characters, their goals, interests, and future.

What dream does Hermann have? What is the role of this dream in the plot?

As Pushkin writes, “an unknown force seemed to attract” Hermann to the countess’s house. When the hero saw Lizaveta Ivanovna in the window, “that minute decided his fate.”

How do you understand this?

(Hermann decided to take advantage of the girl’s feelings to get into the Countess’s house.)

So Hermann is breaking what moral law?

(You cannot use a person’s feelings. You cannot use a person like a toy. This is dishonest, dishonest.)

In this sense, it is worth paying attention to the epigraph to the second chapter. What role does he play?

(Between love and money, Hermann chooses the second.)

Image of Lizaveta Ivanovna

Why, from your point of view, was the image of Lizaveta Ivanovna introduced into the plot of the story?

(So ​​the theme of love enters the story, and it collides with the motive of money and games.)

In the story, the reader sees two interiors: the old countess and her pupil. Compare, how do they differ?

(In the description of the countess’s room, the author names the items of her toilet: a jar of rouge, a box with hairpins, a cap with ribbons and many other things. Time has left its mark on everything: faded damask chairs and sofas, with faded gilding, fans and various ladies’ toys invented at the end of the last century, the abundance of ladies' trinkets indicates social life, about the desire to monitor me, to force me to respect myself. The interior reveals to the reader the essence of the countess: on the one hand, a rich society lady, on the other hand, a proud old woman who is moribund.)

The images of the Countess and Lizaveta Ivanovna are compared in the story according to the principle of antithesis. What conclusion can be drawn when comparing these images?

(A comparison of the interiors of the heroines’ rooms speaks of a deep social gap between the countess and Lizaveta Ivanovna: “How many times, quietly leaving the boring and luxurious living room, she went to cry in her poor room...” The screens in the girl’s room are covered with wallpaper - in the countess’s chambers the walls are upholstered Chinese wallpaper; Lisa has a painted bed and a tallow candle; in the countess’s chambers there are damask sofas and armchairs, a gold lamp.)

Table 3. Character of Lizaveta Ivanovna (homework).Appendix 5

What do the images of Lizaveta Ivanovna and Hermann have in common?

(The heroes are united by the discrepancy between ambitions and social origin. They understand that they deserve a better existence, that they have much of what gives a person respect and power. But such people had to make their own way in life. But the desire to realize their desires to achieve success leads heroes to the line of crime of the moral law. Hermann uses Lizaveta Ivanovna’s feelings to achieve wealth, which, in his opinion, will make him successful in life, that is, he will achieve “peace and independence,” and Lizaveta Ivanovna comes to the understanding that she became “the blind assistant of the robber, the murderer of her benefactress.”)

The images of Hermann and Lizaveta Ivanovna are related by mystery, mysticism, and passion. They live by dreams and ideals. They are both tempted by another, better life.

What role did the image of St. Petersburg, in which the events of the story take place, play?

(St. Petersburg more than once becomes a hero in Russian classics. Mystical events and tragedies often occur in this city. The motif of madness is associated with the image of St. Petersburg.)

If for Herman Lizaveta Ivanovna is the way to the house of the old countess and a way to acquire wealth, then for Lizaveta Ivanovna Hermann can also become a way to gain freedom, independence and peace.

In the epilogue, the reader learns that a poor relative is being raised in Lizaveta Ivanovna’s house. Why do you think Pushkin mentions this detail?

The motive of the game.

English theologian and historian of the 17th century. Thomas Fuller once said: “He who leaves everything to chance turns his life into a lottery.” And then life resembles a game of life. What is a game?

Write an associative series

(fun, serenity, lottery, winning, losing, chance...)

Select the significant one from this series.

To achieve wealth through a card game, Hermann becomes involved in a love game. He wants to become the lover of the old countess, he makes the innocent girl a toy in his hands. And here we are not talking about real feeling. And where there is no real feeling, there is no real life.

The idea displaces living life Hermann? How is this said at the beginning of chapter four?

The images with which Tomsky compares Hermann - Mephistopheles and Napoleon - are also not accidental.

(Hermann offers the countess, in exchange for the secret of the three cards, to take her sin onto her soul. And this is the motive of Mephistopheles. After all, it is the spirit of darkness that tempts a person.)

And Lizaveta Ivanovna herself notices Hermann’s resemblance to Napoleon. At what point? Why is it important to pay attention to these details?

In a conversation with Lisa about Hermann, Tomsky says that “he has at least three atrocities on his conscience.” Which ones do you think?

(Countess, Lisa, Hermann himself. After all, he himself deprives himself of real life and eventually goes crazy.)

Climax

Which episode in the story can be called the climax?

(game in Chekalinsky's house)

Why can this scene be called a duel? Who or what was this duel with?

With Chekalinsky, the old countess, with fate, with yourself?

Honor and ambition.

In the same 1833, when Pushkin wrote the story “The Queen of Spades,” he created the poem “ Bronze Horseman”, in which Eugene, the hero of the work, “came home”, thought for a long time.

What was he thinking about? About
That he was poor, that he worked hard
He had to deliver to himself
And independence and honor...

What word is also present in the story “The Queen of Spades”? (independence)

But the word honor is absent in “The Queen of Spades,” but the word “ambition” is there. (“he was secretive and ambitious”)

Honor (according to V.I. Dahl's dictionary) is the internal moral dignity of a person, valor, honesty, nobility of soul and clear conscience. Slide 26

Ambition or ambition (according to V.I. Dahl’s dictionary) - a sense of honor, pride; pride, arrogance, conceit, demand for external signs of respect and honor.

Find synonyms for the word ambition. (vanity, desire for fame)

What desire do we call futile? (in vain)

In which work by Pushkin does the concept of honor become key and included in the epigraph? (“The Captain’s Daughter”)

5. Final

The number three becomes key in the story. When is it mentioned?

With what help did Hermann want to achieve “peace and independence”?

(calculation, moderation and hard work)

But the hero refuses these categories and chooses cards, luck and transgresses the moral line, begins to live without honor. He makes his moral choice. And at the end, the queen of spades and punishment awaited him.

Why did Pushkin change original title“Blank shot” for today?

(The image of the Queen of Spades is not only the name of the card in the deck, but also retribution for the rejection of moral categories, for honor, for betraying oneself.

6. Results

What moral concepts does Pushkin reflect on in the story “The Queen of Spades”?

This problem is eternal, because temptation always awaits a person, everyone will have to make their choice sooner or later.

7. Reflection.

Continue the sentences:

1. I realized that...

2. I didn’t know that...

8. Homework

Mini-essays –

What is our life? Game?

Games that are not played.

Who is Hermann: the culprit or the victim?

Lesson-discussion project

based on the story by A.S. Pushkin's "Queen of Spades"

In 9th grade.

“Every person’s destiny is created by his morals”

(ancient proverb)

(The theme of human destiny in A.S. Pushkin’s story “The Queen of Spades”).

Lesson objectives:

1. Educational:

1. interpret the artistic meaning of the work;
2. learn to see the author’s point of view through the prism of the hero’s actions and his fate.

1. Educational:

1. deepening students' perception of a literary work;
2. recreating the integrity of the perception of a work of word art in accordance with the author’s intention and personal understanding of what was read.

1. Educational:

1. bring up personal qualities necessary to develop a certain model of behavior during the discussion;
2. contribute to the formation of positional self-determination of students within the framework of educational dialogue.

In accordance with your goals, you canpredict the next results: students in the process of the lesson will be able to

1. independently formulate problematic issues and educational tasks necessary for analysis;
2. determine personal attitude to the problematic issues raised;
3. present your reasoning later in the form creative work according to one of the proposed aphorisms.

Compositional form of the lesson: lesson-seminar using group work.

Place of the lesson in the educational context: final lesson on the story “The Queen of Spades”

Psychological and pedagogical rationale.

(Class characteristics)

Grade 9 “B” is a class with in-depth study of literature, teaching in which is carried out according to the M.B. program. Ladygina.

There are 29 people in the class, of which 20 are girls and 9 are boys. Middle age students aged 14-15 years. It is at this age that the student’s orientation towards a serious awareness of himself as an integral unique personality, striving to build his own picture of the world, ready to defend own position and create.

The children of this class are faced with quite acute moral and ethical problems. One of the most important aspects of their self-awareness is the assessment of their moral qualities. As a language arts teacher, working in this class gives me a unique opportunity to help students appreciate a variety of life situations and ultimately formulate your own model of interaction with the world.

Students willingly participate in the discussion of problematic issues, enter into a discussion, and have the skills to conduct it. A favorable, friendly atmosphere has developed in the classroom, conducive to self-discovery of schoolchildren.

Their active position in the educational process is manifested in the ability to independently analyze a literary work, identify different semantic levels in it, and evaluate art form works.

Most students in the class know literary terminology and use it for qualitative analysis of a literary work.

Students are inquisitive, proactive, capable of emotional perception of the world around them, empathy and creative reflection of their feelings and ideas through the word.

Lesson progress

Introduction-motivation

Our previous lesson was dedicated to the story by A.S. Pushkin's "Queen of Spades". Let us recall our conclusions from the previous discussion of the work. Why was the gambling card game perceived as a social model? (A fight between two opponents: in a card game it is the punter and the banker, but in life it is a person and fate, chance, some unknown factor. The player makes decisions without actually having any information about the opponent. Thus, the punter does not play with another person, but with a figurehead in the hands of fate. The thought of fate, chance, luck, and the individual’s connection with them ensures winning.)

Lesson topic. “Every person’s destiny is created by his morals” (ancient proverb) (The theme of a person’s destiny in A.S. Pushkin’s story “The Queen of Spades”).

Raising the problem

Students ask questions about the topic, determine what problem is hidden in the topic of the discussion lesson. As a result of a short discussion, students come up with a problem formulation: “What does a person’s life depend on?”

Problem Analysis

Students read the problematic question and underline those words in it that will help find a solution to the problem (“what”, “depends”, “life”). Moving on to the selection of hypotheses.

Hypothesizing

Students find out what a hypothesis is and what it should be based on. After preliminary discussion, hypotheses are put forward. Students choose the hypothesis that they consider to be a solution to the problem presented.

Confirmation or refutation of hypotheses

Students work on their hypotheses, discuss the problem posed in groups, and look for confirmation of their views in the text.

Public advocacy and adjustment of hypotheses

The groups' points of view are presented, but each participant in the discussion can make their own adjustments to the general opinion; questions are asked.

Character

Hermann's nature is contradictory; prudence and passion are simultaneously inherent in him. On the one hand, he, having set the goal of his life to enrich himself (“...money is what his soul craved), relies on “calculation, moderation and hard work” (“did not touch interest, lived on one salary, not allowing himself the slightest whim ”); on the other hand, “strong passions and fiery imagination” are also traits of his nature (“He is a player at heart”), which is why he sits for hours at the card table, watching the game. Two fixed obsessions took possession of him: the desire for enrichment and the secret of the three cards.

Hermann is ready to achieve his goal by any means necessary. No wonder Tomsky says about him: “He has the profile of Napoleon, and the soul of Mephistopheles.” Having accidentally learned about the secret of the three cards, he decides to find out it from the countess by any means, deceiving Lizaveta Ivanovna, enters the old woman’s bedroom and causes her death. Going to the funeral, he does not feel remorse. Hermann fears “that the dead old woman could have a harmful influence on his life.”

Hermann starts a card game because he has calculated everything: “mystical three, seven, ace” should certainly bring him a win. But at the last moment, apparently, the passionate side of his nature let him down - and he “failed.”

Free choice

Hermann's goal in life is to get rich. The hero faces a moral choice: he can achieve his goal by “calculation, moderation and hard work” or by winning big at cards. He chooses the quick and easy way - the game. When the Countess reveals the secret to Hermann, she again confronts the hero with a choice: he must marry Lisa, he must bet one of three cards once a day, after winning he must never play cards again, that is, overcome his passion. Hermann again makes a choice in his favor: he is not going to fulfill the countess’s conditions, he is thinking about how to dispose of the winnings.

Hermann is screwed because he throws people out of his life like played cards, because he has never compromised his interests. By making his choice, he develops the worst side of his nature, so his madness is a consequence of his choice, which develops his immorality.

Happening

Fate is the course of life events that do not depend on a person. A chance is something that appears unexpectedly. Chance plays a huge role in The Queen of Spades on an ideological level. A lot of accidents happen to Hermann: by chance he learns about three cards, by chance he ends up at the old woman’s house, as if by chance he gets the queen of spades. Fate tests the main character by sending him accidents. The last accident (the queen of spades instead of the ace) becomes a pattern, since it is a punishment for an immoral choice.

Character, moral choice and human destiny are interconnected. What is dominant among these components?The dominant factor is the choice of the person.

What role does chance play at the compositional and plot level?

Chance underlies the composition and plot.

Composition

Card game - as a social model. The fight between two opponents: the punter-banker, the man-case.

Plot

Life and the world develop according to their own laws. Bursting into life, chance enlivens it, plays a decisive role for one person, but the world continues to live by its own rules. Hermann loses and goes crazy, but the card game continues calmly; chance determines the plot.

General conclusion

What does a person’s life depend on in the story “The Queen of Spades”?

A person’s life is influenced by his nature, moral choice, and fate. They are all interconnected, but the dominant one is still the choice of the person. “Lifestyle” can “develop, enhance or stifle natural human qualities.”

Reflection.

Have you ever thought about the role that chance plays in a person’s life?

What is your life position in the question of the role of “fate”, “chance” in a person’s life?

Are you satisfied with the course of the discussion and your participation in it?

Homework.

Choose one of the proposed aphorisms and, in the form of a reasoning, agree with its author or refute this opinion.

1. “Fate is more inevitable than chance. Fate lies in character..."Akutagawa Ryunosuke
2. “Fate is not an accident, but a matter of choice; it is not expected, but conquered" W. Brian
3. “The fate of a person is often in his character” Cornelius Nepos.
4. “Fate and character are different names for the same concept” Novalis
5. “A person’s happiness and misfortune depend as much on his character as on his fate.” F. La Rochefoucauld
6. “Not everything that happens comes from fate. Some things are also in our control.” Carneades.