Formation of communicative UUD in Russian language and literature lessons
The modernization of Russian education poses the task of teachers to rethink their pedagogical activity, revising approaches and methods of teaching, using a set of tools that form universal educational activities that will help the student become a full-fledged social person, striving to realize his capabilities, capable of making informed and responsible choices.
The Russian language as a school subject plays a special role, being not only an object of study, but also a means of teaching all school disciplines. None school problem cannot be solved if the student has poor or insufficient command of the Russian language, since it is the native language that is the basis for the formation and development of thinking, imagination, intellectual and creative abilities of students; independent skills educational activities.
In particular, in Russian language lessons there is an opportunity to most effectively organize work on the formation and development of cognitive, regulatory and communicative universal actions.
Communicative UUDs provide social competence and consideration of the position of other people, communication or activity partners, the ability to listen and engage in dialogue; participate in collective discussion of problems; integrate into a peer group and build productive interaction and cooperation with peers and adults.
Communicative actions include:
Planning educational cooperation with the teacher and peers - determining the purpose, functions of participants, methods of interaction;
Questioning – proactive cooperation in searching and collecting information;
Conflict resolution - identification, identification of problems, search and evaluation of alternative ways to resolve conflicts, decision-making and its implementation;
Managing a partner’s behavior – control, correction, evaluation of his actions;
The ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language and modern means of communication.
I would like to give a special place in the formation of UUD in Russian language and literature lessons to theatricalization as one of the forms of group activity of students. Fifth-graders, for example, enjoy dramatizing the fables of A.I. Krylov, create their own sets and costumes. The most important role in the formation of UUD is played by working with text. Reading skill is rightfully considered the foundation of all education. Full reading is a complex and multifaceted process that involves solving such cognitive and communicative tasks as understanding, searching specific information, self-control, restoration of a broad context, interpretation, commenting on the text and much more. The activity of reading involves such mechanisms as perception, recognition, comparison, understanding, comprehension, anticipation, reflection, etc.
In pedagogical practice, there are several techniques for working with text.
1. The technique of drawing up a plan allows you to deeply comprehend and understand the text. To build a plan, it is advisable to consistently ask yourself the question “What is being said here?” as you read.
2. Technique for drawing up a graph diagram. A graph diagram is a way of modeling the logical structure of a text. There are two types of graph diagrams - linear and branched. By means graphic image are abstract geometric shapes (rectangles, squares, ovals, circles, etc.), symbolic images and drawings and their connections (lines, arrows, etc.). A graph diagram differs from a plan in that it clearly reflects the connections and relationships between elements.
3. The thesis technique is the formulation of the main theses, provisions and conclusions of the text.
4. The technique of compiling a summary table - allows you to summarize and systematize educational information.
5. The technique of commenting is the basis for comprehension and understanding of the text and represents independent reasoning, inference and conclusions about the text read.
The academic subject “Literature” is of particular importance for the formation of the moral and value position of students. Therefore, it is very important to specifically organize students’ orientation towards the hero’s action and its moral content. To form communicative learning tools, it is advisable to use techniques aimed at understanding the content of the text: “Reading with stops”, “Reading with notes”, “Clustering”, again for various monitoring of students’ knowledge of texts fiction. For example, when studying A.S. Pushkin’s poem “Ruslan and Lyudmila,” I play the following game. In the center of the board I draw a silhouette of a book, in the middle I write the name of the poem, I draw arrows that depart from the drawing, students must fill in the arrows with words from the poem, others explain. In which episode does this or that word appear? For example, the words: “hat, sword, mermaid, cave, ring, valiant, Finn, Naina, etc.”
Discussion is another means of forming universal learning activities for schoolchildren. Student dialogue can take place not only orally, but also in writing. To develop the ability for self-education, it is very important to develop the written form of dialogic interaction with others and oneself. The most convenient time for this is the main level of school (grades 5-8). Attention should be paid to the development of those communication skills that are a prerequisite for a successful written discussion: clearly express your opinion in writing, understand the points of view of your classmates expressed in writing, ask questions for understanding, enter into an argument with the author of a written text in a situation where the author can (cannot) answer the reader. These communication skills can serve as the basis for serious work in the future with texts (documents, primary sources, etc.) that contain different points of view that exist in one or another field of knowledge.
In the context of modernization of education, subject teachers must move away from the frontal form of work and introduce a group form of work into their activities. “It is in society with peers that a child can and dares to practice traditionally adult forms of behavior (control, evaluation). In communication with peers, a need arises and there is always an opportunity to take the point of view of another, coordinate his actions with your own, and through this understand the other.” In this case, students also learn to search for information, communicate it to others, express their point of view, accept someone else’s opinion, and create a product of joint work. This also ensures the formation of all types of UUD.
A special case of group collaboration among students is working in pairs. For example, it can be implemented like this. Students receive a task under the same number: one student becomes a performer - he must complete this task, and the other - a controller - must monitor the progress and correctness of the result obtained. At the same time, the controller has detailed instructions for completing the task. When completing the next task, the children change roles: whoever was the performer becomes the controller, and the controller becomes the performer.
Using a paired form of control allows you to solve one important problem: students, by controlling each other, gradually learn to control themselves and become more attentive. This is explained by the fact that attention, being internal control, is formed on the basis of external control. Working in pairs or groups helps organize communication, since each child has the opportunity to speak with an interested interlocutor, express his point of view, be able to negotiate in an atmosphere of trust and goodwill, freedom and mutual understanding, and be in co-creation of equals and different. Group support creates a feeling of security, and even the most timid and anxious children overcome fear
Project and research activities are a necessary condition for a competency-based approach and an effective means of forming universal educational activities. In the process of these types of activities, students develop the entire range of educational skills: communicative (development of group work skills, education of tolerance, formation of culture public speaking
I use it in Russian lessons typical tasks, aimed at developing communicative learning activities. For example:
- “Work on your oral and written scientific communication. Prepare a coherent story on the topic: “What do I know about the noun.” A plan will help you build your story. Remember, every thought you have must be supported by an example.”
- “Finish and write down sentences with direct speech. Let these be sentences where fairy-tale characters address each other.”
- “Find and write down the words that... In the first sentence the author plays with words. You noticed? Read them."
On lessons new material We do not offer it ready-made. We invite students to observe, compare, identify a pattern and, on this basis, make their own discovery of something new. The game “Let's Think” is also interesting. Students are asked to think about whose reasoning is correct, or are asked the question “What do you think?”
For lessons, we choose varied and interesting material: for example, working with tables, diagrams, a dictionary, crosswords, choosing the correct spelling, and others.
Application
1. Creating a problematic situation
The fragment presented below from a fifth grade Russian language lesson on the topic “Imperative Mood of a Verb” illustrates the organization of a problem situation.
Students are asked to answer the question: Why is the verb SAY in one case written SAY, and in the other SAY?
In the process of searching for a solution to this linguistic problem, students, using existing knowledge, will determine that the verb to say is I conjugated. This means that the SAY form of the future tense is written correctly. The SAY form expresses a command, a request, an order, and this determines its writing.
What will be the topic of our lesson today? (Imperative verb)
What will help you not to make mistakes in writing verbs of different moods? (Knowledge morphemic composition words.)
What is the composition of each form? (A variety of student answers, including erroneous ones, are possible here.)
What will help us make sure which of you is right? (Proof with specific examples.)
Let's find the right way to solve this issue. (Here the teacher can give a hint to fifth graders: change the form of the number of the imperative mood of the verb.)
After this, fifth-graders will be able to independently explain that in the form of the imperative mood, –I- is a suffix that forms the form of the mood, and –TE is the ending of the plural in the imperative mood. In the indicative form, which students are already familiar with, the plural ending is ETE.
2. Working with text
“Reading with stops” opens up the possibility of a holistic vision of the work. Sample questions:
What associations do the names and surnames of the characters evoke in you?
How did you feel after reading this part? How did you feel?
What expectations were confirmed? What was unexpected?
How do you think the story will end? How would you end it?
3. Work with text
The task “Thick and thin questions” develops the ability to ask questions, analyze, and interpret text. For example:
Subtle issues
Who...?
What...?
When...?
What's your name...?
Was it...?
Thick questions
Give three explanations why...?
Explain why...?
Why do you think...?
What is the difference...?
Guess what will happen if...?
Do you agree...?
Is it true...?
4. Clustering is a special graphic organization of material that allows you to systematize and structure existing knowledge. A keyword is written in the center and arrows-rays diverge from it, showing the semantic fields of a particular concept.
For example, analyzing the image of Gerasim from the work of I.S. Turgenev “Mu-mu”, in a literature lesson in the 5th grade the following cluster is created:
Portrait
Description of the closet Relation to Mu-mu
Gerasim
Relationship with the lady Relationship with the servants
Relationship with Tatyana
5. Sinkwine is one of the techniques for activating students’ cognitive activity in the classroom. A cinquain is not an ordinary poem, but a poem written according to certain rules. Each line specifies a set of words that must be reflected in the poem. 1 line – heading, which contains a keyword, concept, theme of syncwine, expressed in the form of a noun, 2 line – two adjectives, 3 line – three verbs, 4 line – a phrase carrying a certain meaning, 5 line – summary, conclusion, one word, noun.
After analyzing the image of Gerasim, fifth-graders can compose the following syncwine: 1. Gerasim.
2. Kind, hardworking.
3. Cares, loves, works.
4. Should not suffer because of the cruelty of people.
5 people.
6. Stages vocabulary work: word semantization; actualization of the word; use of words in speech.
Exercise | Techniques for activating the dictionary | Development of communicative actions |
Compare the meanings of the word “true” in the sentences. A faithful comrade will never leave you in trouble. Masha has the right answer. Listen to the stories: A girl with sore legs is going down the stairs. Two girls walk behind and urge her: “Well, snag, go quickly!” Here is a black-haired first-grader huddled in a corner, whose eyes, greatly magnified by glasses, are full of despair. And three of his classmates point their fingers at him and shout: “Slanting Chuchmek! Chock! Oblique! Make up combinations of words or sentences with these words.For example: polite, well-mannered, delicate, correct, sociable, obligatory, tactful. Discuss with a friend which word is most suitable in meaning. Insert it into a sentence:Mom is in a hurry... Seryozha is going to kindergarten. Finally, he... jacket and cap Find and write down the phraseological unit. More friendly than these two guys. You won’t find them in the world, People usually say about them:You can't spill it with water! | Interpretation of a word using context.Which words are suitable for the first sentence, which ones are suitable for the second:reliable, faithful, accurate, correct. Working with a dictionary:merciful - showing mercy, willingness to help, forgive someone out of compassion; philanthropy. What did you guys think of the girls on the stairs? About three first graders? What kind of people are they? What would you do in their place? How do you feel about the sick girl? To the sad first grader? What desire did you have in relation to the offended guys? Do you have a desire to help them, to protect them from harm? Selecting a synonym or antonym What do these adjectives have in common? How do they differ in meaning? Using a combination that includes an already known cognate word.Younger schoolchildren often mix up the original words: enter - go in, dress - put on. Children practically learn that you can dress someone, but put something on them. Working on word usage patterns. Think and compose a dictionary entry for this phraseological unit. | Questioning is proactive collaboration in searching and collecting information. Conflict resolution - identifying, identifying a problem, searching and evaluating alternative ways to resolve a conflict, making a decision and its implementation. Planning educational collaboration with the teacher and peers - determining the purpose, functions of participants, methods of interaction. Mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language. The ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication. |
1. Teach your child to express his thoughts. As he answers the question, ask him leading questions.
2. Don’t be afraid of “non-standard lessons”; try different types of games, discussions and group work to master the material.
3. Create an algorithm for students to retell the text and material.
4. When organizing group work, remind the children about the rules of discussion and conversation.
5. Teach your child to ask clarifying questions about the material, ask again, and clarify.
6. Study and take into account life experience students, their interests, developmental features.
Bibliography
1. Alexandrova O.A. The problem of educating speech (communicative) culture in the process of teaching the Russian language // Russian language. – 2006. - No. 3.
2. How to move on to the implementation of the second generation Federal State Educational Standards according to the educational system “School 2000...” / Ed. L.G. Peterson. – M., 2010.
3. A set of measures to modernize general education in the Samara region in 2011. Approved by Order of the Government of the Samara Region dated July 12, 2011 No. 205-r
3. Ladyzhenskaya T.A., Ladyzhenskaya N.V. Rhetoric lesson // Education system"School 2100" Common sense pedagogy. Collection of materials / Scientifically edited by A.A. Leontyev. – M: Balass, RAO Publishing House, 2003.
4. Program for the development and formation of universal educational activities for basic general education. – M.: 2008.
5. Federal state educational standard of basic general education / Ministry of Education and Science of Russia. Federation. – M.: Education, 2011.
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Formation of communicative UUD in Russian language and literature lessons
Communicative actions include: - planning educational cooperation with the teacher and peers - determining the purpose, functions of participants, methods of interaction; - asking questions – proactive cooperation in searching and collecting information; - conflict resolution - identification, identification of problems, search and evaluation of alternative ways to resolve conflicts, decision-making and its implementation; - managing the partner’s behavior – control, correction, evaluation of his actions; - the ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language and modern means of communication.
Formation of communicative UUD: - theatricalization; - work with text; - reading with stops; - reading with notes; - creating a cluster; - discussion; - work in pairs.
Typical tasks aimed at developing communicative learning activities: 1. “Work on your oral and written scientific speech. Prepare a coherent story on the topic: “What do I know about the noun.” A plan will help you build your story. Remember, every thought you have must be supported by an example.” 2. “Finish and write down the sentences with direct speech. Let these be sentences where fairy-tale characters address each other.” 3. “Find and write down the words that…. In the first sentence the author plays with words. You noticed? Read them."
“Reading with stops” Sample questions: What associations do the names and surnames of the characters evoke in you? How did you feel after reading this part? How did you feel? What expectations were confirmed? What was unexpected? How do you think the story will end? How would you end it?
Subtle questions Who...? What...? When...? What's your name...? Was it...? Thick Questions Give three explanations why...? Explain why...? Why do you think...? What is the difference...? Guess what will happen if...? Do you agree...? Is it true...?
Portrait Description of the closet Relation to Mu-mu Gerasim Relation to the lady Relationship with the servants Relationship with Tatyana
1. Gerasim. 2. Kind, hardworking. 3. Cares, loves, works. 4. Should not suffer because of the cruelty of people. 5 people.
Recommendations for developing communicative learning skills 1. Teach your child to express his thoughts. As he answers the question, ask him leading questions. 2. Don’t be afraid of “non-standard lessons”; try different types of games, discussions and group work to master the material. 3. Create an algorithm for students to retell the text and material. 4. When organizing group work, remind the children about the rules of discussion and conversation. 5. Teach your child to ask clarifying questions about the material, ask again, and clarify. 6. Study and take into account the life experiences of students, their interests, and developmental characteristics.
Thank you for your attention!
FSBEI HPE “Eletsk State University named after. I.A.Bunin"
INSTITUTE OF PSYCHOLOGY AND PEDAGOGY
Department primary education
FEATURES OF FORMATION OF COMMUNICATIVE UNIVERSAL LEARNING ACTIONS IN LESSONS IN PRIMARY SCHOOL
COURSE WORK IN PEDAGOGY
3rd year students of OZO
Shevchenko M.V.
Scientific adviser:
Gorbenko V.V.
Grade: "______________"
Signature: _______________
Date "____" ________2016
DACE
2016
Content
Introduction………………………………………………………………………………… 3
ChapterI.Theoretical aspects of the formation of communicative UUD in lessons in primary school…………………………………………………..7
§1. Features of communicative learning activities of junior schoolchildren………………………………………………………………………………..7
§ 2. Features of lessons in elementary school………………...……… 10
§ 3. Options for tasks in the lesson……………………………………..21
Chapter II. Experimental work to identify the peculiarities of the formation of communicative UUD in lessons in primary school………….………… 25
Conclusion……………………………………………………………34
References………………………………….………………… 36
Appendix…………………………………………………….…… 37
Introduction
Elementary School - the most important stage in the process of general education of the student. In four years, he must not only master the program material of the subject disciplines, but also learn how to study. Learning to teach yourself is a task for which there is no substitute for school today. The goal of the school is to educate students who can adapt to changing living conditions.
The modern school in Russia is going through a process of modernization of education, which is based on new life guidelines, and therefore, new educational goals and planned results. Education should be structured taking into account the interests and future plans of students; in life, students should feel like successful and competent people.
“The Concept of Modernization of Russian Education” emphasizes the need to “focus education not only on students’ assimilation of a certain amount of knowledge, but also on the development of their personality, their cognitive and creative abilities. A comprehensive school should form a holistic system of universal knowledge, skills, as well as independent activity and personal responsibility of students, i.e. key competencies that determine the modern quality of education.”
The modernization of Russian education consists of its content and structural renewal. From the recognition of knowledge, skills and abilities, there has been a transition to an understanding of learning as a process of preparing students for real life, readiness to take an active position, successfully solve life problems, be able to cooperate and work in a group.
In elementary school, while studying various subjects, a student, at the level of capabilities of his age, must master methods of cognitive, creative activity, master communication and information skills, and be ready to continue his education.
Communication is one of the most important components of our life. We engage in interpersonal interactions every day to achieve goals that are meaningful to us. The ability to communicate, achieve success in the communication process, and activity determine a person’s achievements in all areas of life.
It is important for a modern school graduate not only to acquire a certain amount of knowledge, but also to master universal learning activities that give the student the opportunity to independently successfully acquire new knowledge, skills and competencies, including the ability to learn. Universal learning activities provide students with the opportunity to navigate both in various subject areas and in the structure of the learning activity itself.
The formation of communicative learning skills in younger schoolchildren is one of the most important problems of modern teaching in primary school.
Hence,research problem is to define pedagogical conditions, contributing to the effectiveness of the process of forming communicative learning tools in primary school.
Object of study – the process of formation of communicative UUD in young children school age.
Subject of study – content and technology of work on the formation of communicative learning skills in primary schoolchildren.
Goal of the work: study, generalization and justification of the technology for the formation of communicative learning skills in primary schoolchildren.
In accordance with the purpose, the following can be determinedtasks:
1. Study the literature on the problem of forming communicative learning skills of junior schoolchildren.
2. To prove the importance of communicative educational activities in the personal development of younger schoolchildren.
3. To study the features of communicative UUD of junior schoolchildren.
4. Consider the features of lessons in elementary school.
5. Offer options for tasks that contribute to the formation of communicative learning skills in younger schoolchildren.
Research hypothesis. If a teacher carries out systematic work on the formation of communicative learning skills in younger schoolchildren, thenpreparing students for real life, readiness to take an active position, successfully solve life problems, be able to collaborate and work in a group will be much higher.
Therefore, the topic of developing communicative learning skills for students in primary school is relevant.
Methodological basis teaching experience constitute the concept personally - oriented approach I.S. Yakimanskaya; concept of formation of communicative success, development of creative abilities of the individual I.A. Grishanova; works by L.S. Vygotsky, I.M. Cheredova, G.A. Tsukerman, G.K. Selevko, V.K. Dyachenko and others; Methods of conducting group work in elementary school. The educational and communicative difficulties faced by primary schoolchildren are discussed in the works of G.V. Burmenskaya, I.V. Dubrovina, A.G. Asmolov.
To implement the research objectives and test the initial hypothesis, a set of basic methods was used that were adequate to the object and subject of the study, including theoretical analysis psychological, pedagogical and special literature on the research problem, descriptive method, including techniques of observation, comparison and generalization; experimental method, practical method, control test. Mathematical and statistical methods were used to process and analyze the empirical data obtained during the study.
Research base: 3rd grade, MKOU secondary school No. 25, Rossosh, Voronezh region.
Work structure. The course work consists of an introduction, two chapters, a conclusion, a list of references, and an appendix.
Chapter I. Theoretical aspects of the formation of communicative UUD in lessons in primary school
§1. Features of communicative learning activities of junior schoolchildren
The formation of educational learning contributes to the individualization of learning, the focus of the educational process at each stage on achieving certain results planned in advance by the teacher. The development of universal educational activities ensures the formation of psychological new formations and student abilities, which in turn determine the conditions for the success of educational activities and mastery of academic disciplines. If in primary school students’ universal learning activities are fully developed, then it will not be difficult for them to learn at other stages.
Based on the results of studying in primary school, the student must learn to talk with people, coordinate his interests with them in order to carry out joint activities; be able to distribute and perform different roles in the process of joint activities, be able to develop and make collective decisions, respect the position of another, make mutual concessions to achieve a common goal, prevent and overcome conflicts.
In a broad sense, the term “universal learning activities” means the ability to learn, i.e. the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower sense, it is a set of methods of action for a student that ensures his ability to independently acquire new knowledge and skills, including the organization of this process.
Every elementary school graduate should speak freely on any topic using a large vocabulary, be able to defend his point of view, debate, and argue. But the majority of graduates have a low level of mastery of types of speech activity, the basics of the culture of oral and written speech. Therefore, in every lesson Special attention is paid to the formation of communicative learning tools, the mastery of which is of particular importance in the educational process.
Firstly, communicative competence affects the educational success of students: if a student experiences discomfort or anxiety when answering, then his answer will be worse than his existing knowledge. The negative experience gained can affect subsequent educational activities.
Secondly, from communicative competence Well-being in the classroom largely depends. If the child easily finds mutual language with classmates, he experiences psychological comfort and satisfaction with the situation. On the contrary, the inability to communicate with peers narrows the circle of friends, causes feelings of trouble, loneliness in the class, and manifestations of hostility and aggression towards peers.
Within the framework of teaching, the communicative activity of the teacher when interacting with students takes on an important role. Communication ensures the joint activity of people and involves not only the exchange of information, but also the achievement of a certain commonality: establishing contacts, cooperation, as well as processes of interpersonal perception, including understanding the partner. Communicative activities ensure social competence and conscious orientation of students to the positions of other people, the ability to listen and engage in dialogue, participate in collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults.
Types of communicative educational activities are: planning educational cooperation with the teacher and peers - determining the goals, functions of participants, methods of interaction; asking questions - cooperation in searching and collecting information; conflict resolution - identifying a problem, searching and evaluating alternative ways to resolve the conflict, making a decision and its implementation; management of the partner’s behavior - control, correction, evaluation of actions; the ability to quite fully and accurately express one’s thoughts in accordance with the tasks and conditions of communication, mastery of monologue and dialogical speech in accordance with the norms of the native language.
Communicative UUDs ensure social competence and consideration of the position of other people, communication partners or activities; ability to listen and engage in dialogue; participate in collective discussion of problems; integrate into the group and build productive cooperation with peers and adults.
Communicative learning skills are formed when a student learns to answer questions; to ask questions; to have a dialog; retell the plot; listen.
Agafonova I.N.highlighted methods for developing communicative learning tools: giving students time to think about their answers; draw your attention and the attention of the students to every answer of their comrades; do not make corrections or your own opinion (depending on the situation); support all statements, whether they are true or not; provide students with the opportunity to ask questions to understand the statements of their comrades regarding differences of opinion; ask clarifying questions to the author of the statement if it was expressed incomprehensibly; create an atmosphere of goodwill and respect in communication.
The formation of communicative universal educational actions occurs in class and extracurricular activities, as well as in the process of implementing joint projects of various directions.
In elementary school, it is necessary to create conditions for productive communication between students and between students and the teacher. This is an indispensable condition both for children to solve educational problems and to be able to determine the zone of proximal development of each student and build work with a focus on it. During the learning process, younger schoolchildren will control the actions of their partner, use speech to regulate their actions, negotiate, come to general decision, take into account different opinions, strive for coordination, formulate their own opinion and position, that is, their communicative UUD will develop. Thus, communicative UUDs are:
planning educational collaboration with the teacher and peers;
conflict resolution;
partner behavior management;
the ability to express one’s thoughts with sufficient completeness and accuracy.
§ 2. Features of lessons in primary school on the formation of communicative educational universal actions
The lesson as a form of education has existed for more than 300 years. It has firmly entered the system of work of the comprehensive school. From the standpoint of the integrity of the educational process, the main organizational form of learning is the lesson. It reflects the advantages of the classroom-lesson teaching system, which, with a massive enrollment of students, ensures organizational clarity and continuity of educational work, and is economically beneficial, especially in comparison with individual training. The teacher’s knowledge of the individual characteristics of students and each other’s students allows them to use with great effect the stimulating influence of the class team on the educational activities of each student.The main trends in lesson development find their concrete manifestation in the requirements.A.A. Budarny identified the following general requirements for the lesson:
use of the latest scientific achievements, advanced pedagogical practices, building a lesson based on the laws of the teaching and educational process;
the optimal balance of all didactic principles and rules;
providing appropriate conditions for productive cognitive activity of students, taking into account their interests, inclinations and needs;
establishing interdisciplinary connections;
connection with previously learned knowledge, skills, reliance on the achieved level of development of students;
motivation and activation of the development of all spheres of personality;
logic and emotionality of all stages of educational activities;
effective use of pedagogical tools;
connection with life, production activities, personal experience students;
formation of practically necessary knowledge, abilities, skills, rational methods of thinking and activity;
formation of the ability to learn, the need to constantly expand knowledge;
thorough diagnosis, forecasting, design and planning of each lesson.
Students' mastery of universal learning activities occurs in the context of different academic subjects. But there is not and cannot be a clear boundary for the formation of a certain type of UUD in the process of studying a specific subject. The main types of communicative actions, including speech actions, apply to all academic subjects.
A.G. Asmolovargues that one of the means of forming communicative learning tools is the use of such modern educational technologies as the mind map method, the technology for developing critical thinking and the technology for solving inventive problems.
Mind maps allow you to effectively structure information; think using all your creative and intellectual potential. They can be used in the process of preparing speeches and presentations; thinking about problems, analyzing complex situations; planning and organizing group work; in the decision-making process; taking notes, annotating written texts and oral communications.
Technology for the development of critical thinking (TRKM) is a holistic system that develops skills in working with information in the process of reading and writing. It allows you to highlight cause-and-effect relationships; consider new ideas and knowledge in the context of existing ones; exclude unnecessary or incorrect information; understand the connection various parts information; determine the value orientations and ideological attitudes of the author of the text; be able to distinguish a fact that can be verified from an assumption and personal opinion; separate the main from the essential in a text or speech.
Techniques of TRKM: questions asked to the text to comprehend it; simple questions, in answer to which you need to name the facts, reproduce some information; clarifying questions, usually starting with the words: “So, are you saying that...?”, “If I understand correctly, then...?”. The purpose of these questions is to provide feedback to the person about what they just said; explanatory questions starting with the word “Why?” and aimed at establishing cause-and-effect relationships; creative questions; evaluative questions that clarify the criteria for evaluating events, phenomena, facts; practical questions aimed at establishing the relationship between theory and practice.
In addition, the following are used: insert - a technique for marking text for effective reading and subsequent analysis of what has been read; table of true/false statements; reading with stops; logbook – recording students’ thoughts while learning a new topic; a two-part diary allows you to establish a connection between visually or auditorily perceived information and the student’s personal experience; syncwine - summarizing information through writing a poem compiled according to certain rules.
The Theory of Inventive Problem Solving (TRIZ) is a universal technology for analyzing and solving problems in various areas of human activity. TRIZ techniques: “point of view” model – description of an object through various channels of perception: I see, I hear, I feel; drawing up a passport - systematization and generalization of acquired knowledge, identification of essential and non-essential features, a brief description of the concept being studied, comparing it with other similar concepts; storyboard – a pictorial, schematic simple or detailed plan of the text.
Systematic use of these techniques in the learning process will allow you to learn how to work with text, analyze information, highlight what is essential in it, and teach you how to construct oral and written statements.
During the lessons, different forms of organizing communicative communication are used: group, individual-group.
Group forms of work are a way of forming communicative learning skills for younger schoolchildren. Work in pairs or groups is a form of organizing students’ activities in the lesson, which is necessary to teach cooperation. With this form of work, it increases cognitive activity And creative independence,class cohesion; children acquire the skills necessary for living in society: responsibility, tact; assess their capabilities more accurately; the ability to decide is formed conflict situations, listen to the interlocutor, empathize emotionally.
One of the most common forms of group work is pair work. It is successfully used by teachers from the first days of teaching children at school, teaching them to cooperate.
A.S. Granitskaya distinguishes three types of pairs: statistical (pair of permanent composition), dynamic (pair of interchangeable composition), variational.
In a statistical pair, work is carried out in the “mutual learning” mode; "mutual control". It is formed according to the wishes of the students. In this pair, students sitting at the same desk constantly change the roles of teacher and student. They can train each other and control each other. The statistical pair is an effective mechanism that ensures regular communication of students with each other in the classroom, increasing their speech and mental activity. The change of partners in a statistical pair creates the prerequisites for the transition to working in dynamic and variational pairs.
In a dynamic pair, work is carried out in the “collective interaction” mode, the common task is divided between the members of the microgroup. Students from two adjacent desks are united into a microgroup. Everyone works with everyone, changing partners three times, each receiving a separate question and interviewing each. This order allows everyone to question everyone and everyone to answer everyone - this is the main mechanism of working in a dynamic pair.
In a variational pair, work is carried out in the “processing of various materials” mode. A variational pair is one of the types of collective learning. The variation pair works in three steps.
Step 1 – work with the person sitting next to you. Everyone asks their neighbor verbally over the entire card. Partners ask each other questions and compare the answers with the note on the back. The examiner monitors the progress of the decision based on the entry on the back of the card. After mutual testing and mutual training, the partners exchange cards. Turn to a new partner.
Step 2 – work with a student sitting at the next desk. The inspector works using the card with which he himself was just checked. On the back there is a record of answers to questions or progress in solving problems or examples. After completion of the work, the cards are changed. Turn to the former partner.
Step 3 – work with the same partner, but using a new card. The work is completed as soon as your card is returned.
Younger schoolchildren are gradually involved in working in pairs, accustomed to independent activity, to the understanding that studying is real work that requires maximum effort, talent and creativity. It is in collective work that they begin to understand the importance of each student in their class, learn to speak, answer, prove, hear each other and help themselves and others overcome difficulties that appear on the path of knowledge. A child can do what is not allowed at other times - freely communicate with a friend, sit freely. And since children are limited by time and do not want to fall behind other pairs, they try not to be distracted and communicate on the topic of the lesson. Working in pairs, children go through educational material faster and better.
During the lessons, it is possible to use the following types of work in pairs: learning, retelling, drawing up a plan, explaining, sharing experiences, composing, solving problems, testing reading techniques, calculations, and written works. In pairs, it is convenient to test knowledge of the multiplication tables, components of actions, formulas, and algorithms.
An important point for developing methods of interaction and establishing relationships between participants in joint activities in pairs is the organization of pair control, which can be carried out in different forms: students, receiving a task under the same number, act as follows: one student - the performer - must complete this task , and the other - the controller - must monitor the progress and correctness of the result obtained. At the same time, the controller has detailed instructions for completing the task. When completing the next task, the children change roles. The paired form of control makes it possible to ensure control over the process of assimilation and mastery of all the information necessary to complete the proposed tasks; in addition, students, by controlling each other, gradually learn to control themselves and become more attentive.
After mastering the skills of working in pairs, you can move on to working in groups. The group form of organizing work has many advantages: educational and cognitive motivation increases; the level of anxiety and fear of being unsuccessful or incompetent in solving certain problems decreases; the group has higher learning ability, efficiency of assimilation and updating of knowledge; the psychological climate in the classroom improves.
Encouraging dialogue plays an important role in organizing a lesson. It leads to the creation of various situations in the lesson: 1. Creating a “situation of success”children achieve emotional satisfaction with their knowledge.
2. The situation of “intellectual gap”. The result is an emotional experience of universal failure (no one can).
3. Formulating a learning task together with the teacher. Students formulate the question themselves and look for an answer.
The setting of an educational task occurs in the form of a stimulating dialogue, and its solution - in the form of a leading dialogue.
Leading dialogue is a system of questions and tasks that step by step lead students to formulate a topic. At the stage of finding a solution, the teacher builds a logical chain to new knowledge.
Forms of introductory dialogue:
1. Analyzing collective observation. Material for comparison is offered: words or numerical expressions. A general question is asked: “What did you notice? What do you want to say? By listening to the answers, the teacher develops more interesting remarks. In collective observation, it is important to select didactic material, think through a system of questions and tasks, choose effective techniques for detecting signs of a new concept, and think over a system for recording what will be jointly discovered. The observation ends with a generalization in the form of a support diagram, plan, verbal formulation and reading of the conclusion in the textbook.
2. Frontal discussion. Children speak out, put forward versions that are recorded on the board. Next, there is a discussion of the put forward versions, their coordination and arriving at the correct answer. Mandatory justification for the proposed version.
Dialogue promotes intensive speech development. Solving the same problem by different groups of children allows them to compare and critically evaluate their work and creates mutual interest in each other’s work. The heroes of textbooks not only conduct dialogues on the pages and serve as role models, but also allow students to join in the dialogues. At the same time, it is very important that in lessons every child has the opportunity to express his opinion, knowing that this opinion will be accepted.
Dialogue today is not just a pedagogical method and form, but is also becoming a priority principle of the educational process. With its help, communicative - conduct a dialogue - UUD are formed.
Often story games are included in the lesson. They are aimed at liberating the student; students perform certain roles, play out a certain scenario, dialogue. Story game does not take much time, children participate in it with interest and attention. The form of the game can be mass. Business games develop children’s imagination based on acquired knowledge, teach them to reason, compare, prove, and tell stories. Children’s participation in games and exercises ensures the emergence of friendly relationships between them, and group support creates a feeling of security, and even timid and anxious children overcome fear.
Didactic games should be based on games familiar to children. Each game should contain an element of novelty. You cannot force children to play a game that seems useful; the game is voluntary. The guys can refuse the game if they don’t like it and choose another one.
In elementary school, special tasks are provided for staging various speech situations, which help younger schoolchildren master the means of oral communication: intonation, gestures, facial expressions, movements. Acting out different situations, trying on all sorts of roles gives the student a very important experience in understanding the feelings of other people.
One of the incentives for the formation of motives for educational activities is the involvement of the student in educational research and design and research activities, the creation of situations when the child faces a cognitive difficulty, an unexpected task or a learning situation. This is also served by the variety of tasks and activities offered by textbooks for elementary school: prove, research, compare, compose, draw a conclusion, explain, compose a task, perform mutual testing.
Research activities play a big role in the formation of communicative educational activities. They learn to plan educational cooperation and coordinate their actions with partners; construct speech statements and pose questions.
Thus, work in pairs and groups, research and gaming activities, problem-dialogical learning, the mind map method, technology for the development of critical thinking and technology for solving inventive problems help organize communication; Every child has the opportunity to speak, express their point of view, and be able to negotiate in an atmosphere of trust and goodwill, freedom and mutual understanding, which in turn contributes to the formation of communicative learning skills.
§ 3. Options for assignments in the lesson
Taking into account the age characteristics of students, various forms of work on the formation of communicative learning skills are used in each lesson.
To organize group work, the class is divided into groups of 3–6 people. The task is given to the group, not to the individual student. Team competitions make it possible to actualize the motive of winning in children and awaken interest in the activity being performed. Groups can be formed according to various criteria: at will; randomly; on a certain basis; by the choice of the “leader”; at the choice of the teacher.
Grouping promotes team unity. In the group, children are given the opportunity to express their opinions, listen to the opinions of others, they develop the ability to work in a team, schoolchildren learn to listen to the opinions of their comrades, analyze what is said, agree with something and disagree with something, and give arguments accordingly.
The roles of students when working in a group can be distributed in different ways: the roles are distributed in advance by the teacher; the roles of the participants are mixed: for some of the children they are strictly defined and unchanged throughout the process of solving the problem, the other part of the group determines the roles independently, based on their desire; group members choose their own roles.
While students are working in groups, the teacher can occupy the following positions: be a group leader; act as one of the group members; be an expert who monitors and evaluates the progress and results of group work; be an observer. First, the teacher ensures that students are involved in the joint completion of the task. He explains what group work is, how children should be positioned in each group and groups in the classroom; instructs on the sequence of work, distribution of tasks within the group; functions that can be performed; draws attention to the need to discuss individual work results. The teacher tells students techniques related to the perception of the activities of each group member by his partners: listen carefully to a friend’s answer, evaluate its completeness; pay attention to the logic of the presentation of the material; determine whether a friend can illustrate his answer with specific examples and facts; tactfully correct mistakes; make necessary significant additions; give a reasonable assessment of the answer.
The following stages of group work are distinguished:
Stage 1. Each participant puts forward their own hypotheses, versions, and states their position. The remaining participants are required to have patience, respect for other people’s points of view, and non-judgmental acceptance of everything said.
Stage 2. Discussion of the hypotheses expressed.
Stage 3. Development of a group decision. It is born in the process of critically assessing the proposed options and choosing the general, most optimal one. The group must be prepared to justify its choices.
Stage 4. Discussion of the results of the groups' work.
Stage 5. Discussion of the work process.
The technological process of group work consists of the following elements:
1. Preparation for completing a group task: setting a cognitive task, a problem situation, instructions on the sequence of work, distribution didactic material.
2. Group work: familiarization with the material, work planning, distribution of responsibilities, individual completion of the task, discussion of individual results, discussion of the general task, summing up the results of the group task.
3. Final part: report on the results of work in groups, analysis of the cognitive task, reflection, general conclusion about group work and achievement of the goal.
Approximate rules for teamwork: work together; be attentive to each other, polite, not distracted by extraneous matters, not interfere with each other, provide assistance in a timely manner, follow the instructions of the elder; work according to the algorithm (plan); complete the task in a timely manner: keep track of time, bring the work started to completion; perform quality work, observe safety precautions, save materials; Each member of the group must be able to defend the common cause and his own cause in particular.
It is very important to choose the right tasks for group work: the content of the work should be interesting to children; available by difficulty level; problematic, create a certain cognitive difficulty, provide an opportunity for the active use of existing knowledge.
When organizing group work, the following rules must be observed: children who do not want to work together should not be forced to work together; a student who wants to work alone should be allowed to move to another place; group work should take no more than 15–20 minutes in grades I–II, no more than 20–30 minutes in grades III–IV; Absolute silence cannot be demanded in the classroom, since children must exchange opinions before presenting the “product” of joint work; children cannot be punished by depriving them of the right to participate in joint work.
In group work one cannot expect quick results, everything is mastered practically. No need to move on to more difficult work, until the simplest forms of communication are worked out.
The concept of group work is the concept of cooperation - as the idea of joint developmental activities of adults and children, cemented by mutual understanding, penetration into each other’s spiritual world, and joint analysis of the progress and results of this activity.
It is important to consider the principles of collaborative learning:
1. Students work in groups consisting of children of different levels of training. The composition of the groups must be changed periodically.
2. The group is given one task, but when completing it, roles are distributed among group members.
3. The group member who must report for the task can be chosen by the teacher or team members.
4. The work of not one student, but the entire group is evaluated. It is important that it is not so much knowledge that is assessed, but rather effort and teamwork.
The main goal of using collaboration technology is the active inclusion of each student in the process of mastering educational material.
Techniques that help strengthen cooperation
1. Ethics of verbal address to the student. This technique arouses and strengthens joyful expectation, anticipation of pleasure. “Let's think together...” These words imply the participation of the teacher, and the words “I want to know...” reveal an authoritarian style of communication, which is unacceptable when organizing cooperative relationships.
2. Stimulating communication causes joy, fosters love and trust; the tone of pronouncing phrases should be inviting, friendly, respectful, expressing admiration.
Stages of learning to cooperate
Stage 1 begins from the first days of the child’s stay at school. At this time, skills of mutual understanding are laid. Focus on development fine motor skills, the ability to communicate, the desire to complete tasks together, conscious motivation for learning activities.
Stage 2: pair work: work in chorus; by operations; dividing the elements of the material. During work, the teacher helps the pairs and records successes and failures in the organization, bringing them up for general discussion.
Stage 3: group work.
The systematic and methodologically correct use of work in pairs and groups in elementary school develops the student’s ability to independently acquire knowledge in the learning process, improves the processes of perception, comprehension, and understanding of information, and trains the ability for self- and mutual assessment. Truth is not born in the head of an individual person, it is born between people searching together in the process of their dialogical communication.
In elementary school, the technology of problem-dialogical teaching is used. This technology meets all the requirements of the second generation standard. Two types of dialogue are used: encouraging and leading.
The stimulating dialogue consists of individual stimulating remarks, with the help of which the skills to creatively and unconventionally solve educational problems are formed, and positive motivation for cognitive activity and active work arises. The teacher creates a problematic situation, pronounces special remarks that lead students to realize the contradiction and formulate the problem. While searching for a solution, the teacher encourages students to put forward and test hypotheses and ensures discovery through trial and error. Techniques help in forming a problem: open questions, reflexive tasks, provocations, risk situations, traps.
We can distinguish two interrelated directions in the development of communicative learning tools: the development of oral scientific speech and the development of a set of skills on which competent effective interaction is based. The first direction includes all tasks with speaking out loud when studying a new topic, tasks of increased difficulty. The second includes tasks aimed at organizing communication in a pair or group.
During the lessons, students are offered the following tasks that allow them to form communicative learning skills: joint reading of dialogue, which allows them to form an orientation towards a partner and teaches an emotional attitude towards the characters of the work (“Read this comic poem in roles with your desk neighbor”); formation of a culture of speech (correctness stress and phrase construction (Ex. 168. Read the conversation between dad and son correctly), which allows the child to form ideas about the process of communication, forms and methods of communication; create an assignment for a partner; feedback on a friend’s work; group work on creating a crossword puzzle; dialogue listening (formulation of questions for feedback); discussion of the problem posed (Ex. 57: “Discuss with your desk neighbor how you will write words with missing letters and indicated sounds”); mutual interrogation (checking homework, retelling, addition, subtraction, multiplication tables); interchange of tasks (“Explain to your desk neighbor how to perform the bitwise subtraction of the number 428 from the number 663 using a digit table. And he will explain to you in what digit in the process subtraction, there is a need to move through the digit" ; mutual checking (Ex. 135. Carefully compare two texts. Which one is more difficult to write down correctly? Choose one text and write it down. And your neighbor will write down the second text. Then exchange notebooks and check each other’s work.) .
When working in pairs, you can give the following tasks:
1. Promptly write a short report or essay on the topic being studied (grade 4). In this case, students together draw up a work plan, distribute who will write which part, in order to quickly complete the task.
2. Create a pattern using green and red paints and color (grade 1).
3. Agree and color the parts of the pyramid. Stick on the template (grade 1).
4. Color the left picture in your notebook, and your friend will color the right one (1st grade).
5. Mathematical dictation with mutual checking of notebooks (grades 1 – 4).
6. Rating your neighbor on a scale of success. Checking the solution against the standard (grades 1 – 4).
7. Compiling and solving problems using pictures. They agree on who will answer (grades 1–4).
8. “Correct the mistake.” Discussion. Testing according to the standard (grades 1 – 4).
9. Read the text and come up with questions for it. Ask them to each other (reading, the world, 2 – 4 grades). Evaluate your comrades' answers.
10. Work from a textbook with pictures. Distributing them into groups (in the lessons of the surrounding world from grades 1 to 4).)
11. Reading poems by heart to your desk neighbor (grades 1–4).
12. Expressive reading of texts in reading lessons, the Russian language, and the surrounding world. Discussion of the problem based on what has been read (2nd – 4th grade).
13. Vocabulary dictation. Mutual checking of notebooks. Check the answers with the sample. Give a mark to your desk mate (2nd – 4th grade).
14. When studying in natural history lessons, literary reading voluminous texts, the “Reading” technique is used. Summation in pairs." The essence of the technique: the text is divided into meaningful passages. At the end of the lesson, students must know the content of the entire text: each pair works on one of the passages, then presents it to the class, listens to reports on the work of others. Next, each pair receives an excerpt from the text, which is divided into two parts. Students read the passage in pairs. The first one retells part 1, the second one asks questions about this part. Then the participants, changing roles, work on part 2, preparing a presentation of their passage: retelling, detailed plan, supporting summary, table.
Group work assignments, Russian:
Match each word from the left column with the desired declension:
sun1 declination
rose2 declination
lilac 3rd declension
In each column, cross out the words that do not belong to this declension:
1st declension 2nd declension 3rd declension
tourist body memory
monkey floor spring
wall lilac courage
book student box
In the process of studying academic disciplines, speech skills are formed: children learn to express judgments using terms and concepts, formulate questions and answers, evidence of the correctness or incorrectness of the action performed, and justify the stages of solving an educational problem.
Conclusions on the first paragraph
Chapter II. Experimental work to identify the features of the formation of communicative learning activities in elementary school lessons
The basis of our experimental work was the 3rd grade team of MKOU secondary school 25 in Rossoshi, Voronezh region, number of students 26 people, teacher Marina Vyacheslavovna Shevchenko
Purpose: checking the effectiveness of the proposed tasks for the formationcommunicative UUD
Tasks:
Determine the criteria for the level of formation of communicative UUD;
Test the techniques and methods of developing communicative learning skills for younger schoolchildren through collaborative learning technology;
Organize activities for younger schoolchildren aimed at self-realization of their personality.
The assessment of the development of communicative learning skills was carried out using the observation method when working in a group.
Criteria:
Children’s ability to negotiate and come to a common decision.
Ability to persuade, argue, etc.
3. Mutual control as the activity progresses: do children notice each other’s deviations from the plan, and how they react to them.
4. Productivity of joint activities.
5. Mutual assistance during work;
6. Emotional attitude towards joint activities: positive (they work with pleasure); neutral (they interact with each other out of necessity); negative (ignore each other, quarrel).
For each criterion, each participant was unambiguously assigned a “+” (meeting the criterion) or “-” (failure to meet the criterion) sign.
After the points were calculated, the level of development of students' communication skills was determined. There are three levels of development of these skills when working in a group:
The levels of development of communicative UUDs were determined
Low (from 2 to 0 points) – communication skills are not developed; children cannot restrain their emotions, impulsiveness is often manifested, awareness in statements is situational in nature, dissatisfaction with themselves is manifested, etc.;
Average (from 3 to 4) – restraint in expressing feelings, in dialogue they express interest and show sympathy for the interlocutor, a positive attitude towards studies, are not completely confident in their abilities;
High (from 5 to 6) – thoughtfulness in judgments, restraint and awareness in the manifestation of emotions, the stability of emotional states increases, the establishment of relationships between various concepts, the ability to predict is developed.
Level of communicative learning in the classroom at the beginning of the study:
low – 12 hours – 46.2%
average – 10 hours – 39%
high – 4 hours – 15.4%
Diagnostics carried out interpersonal relationships in the classroom in order to determine the social status of each child in the class. Sociometry allows you to see the relationships of group members and their interpersonal preferences that are hidden from direct observation. For this purpose, the sociometric technique “Captain of the Ship” was used.
Purpose: sociometric study and assessment of interpersonal preferences in the classroom.
During an individual conversation, the child is shown a drawing of a ship and asked questions:
1. Imagine that you are the captain of this ship and are setting off on a long voyage, which of the children in the class would you take as your assistant?
2. Who would you invite on the ship as a guest?
3. Which child would you never take with you on a voyage and leave on the shore?
The children's choices were recorded in the prepared sociometric table (matrix). A count was then made of the positive and negative choices received by each child; mutual choices that are marked, counted and recorded in the sociomatrix (Appendix)
Dynamics of diagnostic results of interpersonal relationships at the beginning of the study:
Leaders 2 hours
Comfortable group – 13 h.
Neglected 8 hours
Outcasts 3 hours
According to this method, status groups 1 and 2 are favorable, while status groups 3 and 4 are unfavorable. Based on this, the children were divided into two groups according to status.
Distribution of children by status at the beginning of the year
Number of children with status:
favorable – 15 hours – 57.7%
unfavorable – 11 hours – 42.3%
Thus, it was revealed that more than half of the children in the class (57.7%) have a favorable status (categories 1 and 2) and 42.3% of the subjects have an unfavorable status (categories 3 and 4).
Children with an unfavorable status position in the group experienced difficulties in communication, exhibited aggressive forms of behavior, had an inadequate reaction to the teacher’s comments, many did not have a high level of intellectual development, some were withdrawn, and were not confident in their abilities.
Children with a favorable status position are distinguished by their goodwill, cheerfulness, easily come into contact with others, are inquisitive, and friendly.
The diagnostic results showed the need to work on the formation of communicative UUD.
The formation of communicative learning activities in lessons was carried out through the communicative orientation of teaching (learning to communicate through communication) and at all stages of the lesson.
Work in pairs or groups is a form of organizing students’ activities in the lesson, which is necessary in order to teach cooperation. With this form of work, the cognitive activity and creative independence of students increases; the cohesion of the class increases; the student more accurately assesses his capabilities; children acquire the skills necessary for living in society: responsibility, tact; ability to resolve conflict situations, listen to the interlocutor, empathize emotionally, work in a group.
Group support creates a feeling of security, and even the most timid and anxious children overcome fear.
During the formative stage, the following types of work were proposed: speech exercises “Come up with a continuation of the text”; creative retellings of the text from the perspective of different heroes-characters.
Exercise “Repeat with control.” This task is aimed at developing children’s ability to ask questions in order to obtain the necessary information from their activity partner. Students make lists test questions to the entire topic studied. Then some students ask their questions, others answer them.
The class works according to the teaching and learning complex “Prospective Primary School”. In all subjects, students were offered work in small groups and pairs. This was of great importance for the formation of communicative educational skills: the ability to convey one’s position to others, understand other positions, negotiate with people and respect the position of others.
Much attention was paid to the technology of assessing educational achievements (academic success), which is aimed at developing the control and assessment independence of students. Students developed the ability to independently evaluate the results of their actions, control themselves, find and correct their own mistakes. The implementation of this technology is provided by a system of questions and assignments in textbooks, special workbooks, test papers and tests, the ability to select multi-level tasks to test your knowledge in notebooks for independent work.
Much attention was paid to the development of students' speech. To solve this problem, systematic work was carried out on correct pronunciation, on good and cultured speech: intonation skills were practiced, observations of sound writing were organized, tongue twisters were given in order to correct pronunciation defects, and attention was paid to figurative means language, speech etiquette. During warm-ups, spelling minutes, and at the stage of updating subjective knowledge, language games were held to increase the motivation of schoolchildren’s learning, making lessons lively, interesting, and educational (Appendix No. 1). Since children do not all learn the educational material in the same way, tasks were selected so that each child could see the spelling pattern being studied, learn to work creatively, and not be afraid to express their opinion. When working with sentences, a “syntactic duel” was arranged along the rows and at the board.
1st row. Basebro...dild.rev.ya (c) bright multi-colored outfits.
2nd row.Push...stym to..vroml..zh..t (on) d.hornsleaf.ya.
The task is not given. Children themselves determine the purpose of the upcoming work, carry out it: insert spellings, give their arguments, prove the correctness of the work done, sort out the members of the sentence and parts of speech, draw up a diagram, write out phrases. If a student cannot fully complete all the tasks at the board, then the children from his group help him.
In Russian language lessons, mutual dictations were conducted. Each student is given a card with a certain set of vocabulary words. All students sit in pairs and get to work: the first student in the pair reads the text, the other writes; the second student reads, and the first, who previously dictated, writes; then everyone takes their partner’s notebook and checks the dictation without looking at the card; after this, the students open the cards and use them together to check first the dictation of the first student, then the second; The student who made mistakes, under the control of the dictator, works on the mistakes, writing each incorrectly written word 3 times.
Analysis of the content of training and observation of the educational communication activities of junior schoolchildren showed that the maximum impact on the degree of formation of communicative success was exerted by a set of communicative tasks and exercises introduced into the educational process, which eliminated the communicative difficulties of students and contributed to the implementation of their educational communication in a situation of success .
Diagnosis of the level of communicative learning in the classroom after the work done:
low – 9 hours – 26.9%
average – 12 hours – 53.8%
high – 5 hours – 19.3%
The number of children with high and average levels of communicative skills has increased. The results of the study are clearly presented in the diagram.
Diagnosis of interpersonal relationships in the classroom has improved significantly.
Interaction groups Number of students
Leaders 4 hours
Comfortable group 14 hours
Neglected 7 hours
Outcasts 1 hour
The number of leaders and the number of children in the comfortable group increased, thereby reducing the number of children in the neglected and outcast groups.
Distribution of children by status:
favorable – 18:00 – 69.2%
unfavorable – 8 hours – 30.8%
The results of the study are clearly presented in the diagram.
The high level of communicative UUD increased from 14.4% to 19.3%, the average level from 38.4% to 53.8%, thereby decreasing the low level from 42.2% to 26.9%.
The number of children with a favorable status also increased from 57.7% to 69.2%, thereby decreasing the number of children with an unfavorable status from 42.3% to 30.8%.
The results of the study are clearly presented in diagrams.
A positive result of the formation of communicative learning activities in the classroom was that: most students can independently analyze and control their work in the lesson, draw up a work plan based on the goals and objectives of the lesson; independently determine the goals and objectives of the lesson; learn to take into account the position of the interlocutor; try to organize and carry out cooperation with the teacher and group members; most students are able to express their internal position, attitude towards actions and actions; resolve conflicts that arise between them; they learn to organize games, while independently distributing roles, establishing the rules of the game; they learn to work in pairs, in a group and defend the result of this work; they learn to maintain a friendly attitude towards each other in a situation of dispute and conflict of interests; they learn to negotiate among themselves, to give in.
Thus, communicative learning tools are formed and improved in the process of communication between students, both in lessons,
Conclusion
Students’ mastery of communicative learning tools contributes not only to the formation and development of the ability to interact with other people, with objects of the surrounding world and its information flows, to find, transform and transmit information, to perform various social roles in a group and team, but is also a resource for the effectiveness and well-being of their future adult life.
Life in modern society is such that it places a number of specific demands on even a junior schoolchild: to act effectively in problematic and unfamiliar situations, to independently create new products of activity, to navigate information flows, to be communicative, and emotionally stable.
A modern school should prepare a person who thinks and feels, who not only has knowledge, but also knows how to use this knowledge in life, who knows how to communicate and has an internal culture. The goal is for the student to be able to act and solve problems in all situations. Mastering communicative competence is a necessary condition for the formation of a socially active personality. Everyone needs to learn to speak clearly and grammatically correctly, have a well-trained voice, express their own thoughts in a free interpretation, be able to express their emotions using a variety of intonation means, observe speech culture and develop the ability to communicate. Therefore, one of the most important tasks in modern stage student learning is the development of communication abilities.
As a result of the study, the hypothesis is that if a teacher carries out systematic work on the formation of communicative learning skills in younger schoolchildren, then the preparation of studentsinterpersonal relationships, ability to collaborate and work in a group will be significantly higher.
The results of the study showed that:
1. Work on the formation of communicative UUDs should be carried out systematically.
2. The content of lessons should include different types of organization of the educational process: games, work in pairs, group work.
3. It is necessary to take into account age and individual characteristics students.
4. Use technical means training, to enrich vocabulary, organize discussions, develop oral speech.
5. Learn to exercise self-control, edit your own and your friends’ oral and written texts, and give advice on improving them.
6. Learn to express your point of view, prove its correctness, and conduct a dialogue.
7. Develop the ability to analyze, compare, generalize, and draw conclusions to create a speech statement.
8. Learn to listen carefully to the teacher, answer questions with complete answers, and express thoughts clearly and clearly.
9. Make wider use of dialogue technology, various exercises on interpretation and creation of texts; a special system of situational, or communicative, exercises; game and interactive forms of learning.
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Applications
Annex 1
Games that promote the formation of communicative learning skills.
Continue
It is based on the completion of tasks of various kinds by a group “in a chain”. Can be used in lessons different subjects from 1st to 4th grade. (For example, when describing an illustration or painting, in a lesson about the surrounding world when writing a story about an animal).
Treasure Hunt
The teacher creates questions that may require both knowledge of facts and comprehension or understanding. The student or group must answer questions using Internet resources, additional literature, and a textbook. This game can be used in 4th grade.
Puzzles
The teacher divides the topic into several parts so that each group receives its own part of the topic. Also, all groups receive a list of necessary sources or the educational materials themselves, with the help of which they study the basics of the proposed part of the topic.
After studying the material or completing the task, the groups are reorganized so that each new group includes 1 person from each previous group.
Each member of the new group explains to his new colleagues his part of the topic, the basics of which he studied as part of the previous group, and answers the questions asked.
At the end of the work, conclusions are drawn. Such work can be organized with 4th grade students.
Appendix 2
The following types of group work can be used in elementary school lessons.
Brainstorming - Each participant comes up with as many ideas as possible about how to solve a problem, and then they discuss the suitability of these courses of action and prepare a response from the group. Options for organizing work:
“Round table”: group members (in no particular order) speak out. While one speaks, the rest listen.
"Discussion in a circle." The difference from a round table is that group members speak in a predetermined order.
During a brainstorming session, they don’t discuss which ideas are bad and which ones are good. All proposed ideas are recorded. Ideas are evaluated later, after brainstorming.
The purpose of the method: to stimulate the group to put forward a large number of diverse ideas. As a result of learning the brainstorming method, younger schoolchildren have a desire to discuss an idea with others; statements are actively used in speech: “Let's think together...”. Children learn to listen to different answers and discuss emerging problems; put forward many ideas, evaluate them from different points of view and select the most productive ones.
Brainstorming rules: when naming ideas, you cannot repeat yourself; the larger the list of ideas, the better; ideas are not evaluated or criticized; one idea at a time is proposed.
The “Saw” method: the task is completed in parts, each student is busy with his part of his version of the task. We are the teeth of one saw.
Students are organized into groups of 4–6 people to work on educational material, which is divided into fragments. Then the guys studying the same question, but consisting of different groups, meet and exchange information as experts on the subject. This is called an "expert meeting." Then they return to their groups and teach everything new that they themselves learned from other group members. They, in turn, report on their part of the task (like the teeth of one saw).
For example, when studying the topic “Spelling the endings of adjectives,” students are asked to highlight the endings of adjectives in m.r., zh.r., sr.r. units and plural Each group member, working on the task proposed to him, finds material for his part. Students studying the same topic in different groups then meet and share information like experts. They then return to their groups and teach everything they have learned to their group members, who in turn report back on their part of the task. This technique encourages the student to communicate, engenders sincerity in him, and creates conditions for deep and multilateral relationships. Not a single student remains on the sidelines so as not to speak out on the material being studied.
The “Spinner” method is effective in checking homework. The children are asked to check their homework “on a turntable”. If someone makes a mistake, it can only be corrected after the student understands why he made it. An explanation is written next to the corrected error. The teacher, after checking one notebook, evaluates the entire group.
"Snowball". Work in a group, which begins with solving an individual task. All students receive similar tasks and complete them independently. This is followed by work in pairs. In pairs, students propose their own ways of solving this task, from which the best is selected. Then two pairs unite, and the work continues in a group of four, where solutions are again discussed and the best of them is selected. At the end of the work, all students end up in one group. At this last stage, there is no longer a discussion of decisions; the groups make reports on their work.
Municipal educational institution "Gorlovka secondary school"
MO – Skopinsky municipal district
"Formation
communicative UUD
on lessons
Russian language and literature"
Prepared
teacher of Russian language and literature
Tabolkina Tatyana Dmitrievna
2014-2015 academic year year.
In modern social life There are big changes happening that affect school education. New types of final certification have been introduced - the State Examination and the Unified State Examination, and Federal State Educational Standards for primary grades have been developed, tested and introduced. Federal state educational standards for middle management have already been approved, and an experiment is underway to implement them.
It's no secret that modern school has changed significantly over the past decades and today continues to change rapidly, trying to keep up with the times. Today it is important not so much to equip the student with a large amount of subject knowledge, but to develop in him universal methods actions that will help him in his future practical life. Instead of simply transferring knowledge, skills and abilities from teacher to student, the first place in school education comes to the formation of students' ability to learn. The student needs to master new forms in which it is necessary to analyze and process information. In adolescence, the leading activity is interpersonal communication. In this sense, the task of the primary school “to teach the student to learn” is shaped into a new task for the primary school - “to teach the student to learn in communication.”
The emphasis is on the system-activity approach, according to which knowledge is not transmitted in a ready-made form, but is obtained by the students themselves in the process of cognitive activity, when the teacher creates a problem situation, discovers inconsistency or insufficiency of knowledge, and determines the goal of the lesson together with the children.
Throughout the entire course of study, the student must learn to set a task for himself - to teach himself. And in solving this problem, the main place is occupied by the formationuniversal learning activities (UAL). The quality of knowledge acquisition is determined precisely by the diversity and nature of the types of universal actions. When a person does, he learns something new and moves forward along the path of his development. He expands the field of his capabilities, establishes relationships that develop as a result of this activity. The educational subjects of the humanities cycle, in my opinion, especially the Russian language and literature, are most favorable for the formation of universal educational activities.
How to form a UUD? Maybe give a lecture to the child or give it home, or maybe let the parents do it?
At present, there are still many questions related to the technology for forming the UUD, and the specific model of work is not fully understood.
But one thing is clear - the formation of a UUD is impossible if the educational process is organized in the old fashioned way. You cannot teach a child to communicate, learn, or organize his activities.
“If you want to learn to jump, you have to jump.” The same goes for universal learning activities. To learn to plan, you need to plan, and to learn to systematize information, you need to master the forms in which you need to analyze and process information.
Therefore, the implementation of second-generation educational standards presupposes a new role for the teacher, as well as the use of “other” technologies, forms, and methods that meet the requirements.
Thus, the role of the teacher is changing - now he is a tutor, an organizer of student development, who understands and knows how to not only give knowledge to the child. The teacher is the child’s main assistant in mastering competencies; he walks alongside, creating conditions for development, and not just for mastering subject knowledge.
In a broad sense, the term “LUD” means the ability to learn, i.e. the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower sense, this term can be defined as a set of methods of action of a student (as well as associated learning skills) that ensure his ability to independently acquire new knowledge and skills, including the organization of this process.
Requirements for the results of studying any subject include the formation of all types of universal learning actions: personal. communicative, cognitive and regulatory. In my speech, I would like to dwell on communicative universal educational activities, because issues of civilized communication, moral development, issues of personality education, human improvement concern society especially now, when we increasingly encounter cruelty and violence.
Communicative UUDs ensure social competence and consideration of the position of other people, communication partners or activities; ability to listen and engage in dialogue; participate in collective discussion of problems; integrate into a peer group and build productive cooperation with peers and adults.
Communicative actions include:
planning educational collaboration with the teacher and peers;
asking questions;
proactive cooperation in searching and collecting information;
conflict resolution;
decision making and its implementation;
the ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication;
mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language;
Of essential importance for the formation of communicative universal educational actions, as well as for the formation of the child’s personality as a whole, is the organization of joint work of students in a group, i.e. learning to communicate through communication.
Principles of communicative orientation of training:
speech orientation (learning through communication);
functionality (performing communicative tasks: children respond, perceive, remember, describe, characterize, explain);
situationality (role-based organization of the educational process);
novelty – novelty of speech situations (change of subject of communication, problem of discussion, speech partner, conditions of communication);
“increasing” principle: from simple to complex.
personal orientation of communication (speech is always individual).
Compliance with these principles helps create communicative situations, i.e. favorable conditions for active communication. I try to build the educational process on the interaction between teacher - student, student - student. The form of interaction is democratic: joint reflection, bringing the educational process closer to real life situations, appealing to the student’s experience. My role as a teacher is to guide, help, support, develop an idea, discuss.
Working in groups, research work, working with text, drawing up a summary table, diagrams, preparing a report and writing an abstract, working in pairs, using a paired form of control, independent work with educational literature, etc. - these are the active tools that are used in Russian language lessons for the formation of UUD. Having mastered the main types of UUD, students will learn to master all types of speech activity, build productive verbal interaction with peers and adults, adequately perceive oral and written speech, express their point of view on a problem, put forward arguments, learn to argue and reason. extract the necessary information from various sources, apply information retrieval methods using computer tools, formulate the purpose of the activity, etc. This will also help solve the problem of low motivation of students to acquire new knowledge, be active in educational activities, and will help prepare high school students for successfully passing the State Exam and the Unified State Exam.
What areCriteria for assessing expected results formation of KUUD?
Translation of information from one sign system to another (from text to table, from audiovisual series to text, etc.), the choice of sign systems is adequate to the cognitive and communicative situation. The ability to substantiate judgments in detail, give definitions, and provide evidence (including by contradiction). Explanation of the studied provisions using independently selected specific examples.
Adequate perception of oral speech and the ability to convey the content of a listened text in a compressed or expanded form in accordance with the purpose of the educational task.
Selecting the type of reading in accordance with the intended purpose (introductory, viewing, searching, etc.).
Fluent work with texts of artistic, journalistic and official business styles, understanding their specifics; adequate perception of the language of the media. Possession of text editing skills and creating your own text.
Conscious fluent reading of texts of various styles and genres, conducting information and semantic analysis of the text;
Mastery of monologue and dialogic speech;
Mastery of the main types of public speaking (statement, monologue, discussion, polemic), adherence to ethical standards and rules of dialogue (dispute).
Ability to join verbal communication, participate in dialogue (understand the point of view of the interlocutor, recognize the right to a different opinion); creating written statements that adequately convey listened and read information with a given degree of condensation (briefly, selectively, completely); drawing up a plan, theses, notes; giving examples, selecting arguments, formulating conclusions; reflection in oral or written form of the results of their activities.
The ability to paraphrase a thought (explain in “other words”); selection and use of expressive means of language and sign systems (text, table, diagram, audiovisual series, etc.) in accordance with the communicative task, sphere and situation of communication.
Using various sources of information to solve cognitive and communicative problems, including encyclopedias, dictionaries, Internet resources and other databases.
Here are some
means of forming universal educational actions in Russian language lessons.
1. Project and research activities.
This is an effective method of forming educational learning, which assumes a high degree of independence and initiative of students, forms the development of social skills of schoolchildren in the process group interactions. In the process of preparing a project, students develop the entire range of educational skills: developing group work skills, fostering tolerance, and developing a culture of public speaking. It has been established that in children engaged in project activities, educational motivation for learning is generally higher, and school anxiety is significantly reduced, which is important.
In Russian language lessons I use standard tasks aimed at developing communicative learning activities. For example:
- “Work on your oral and written scientific communication. Prepare a coherent story on the topic: “What do I know about the noun.” A plan will help you build your story. Remember, every thought you have must be supported by an example.”
- “Finish and write down sentences with direct speech. Let these be sentences where fairy-tale characters address each other.”
I do not offer new material in ready-made form. I invite students to observe, compare, identify a pattern, and on this basis make their own discovery of something new. The game “Let's Think” is also interesting. Students are asked to think about whose reasoning is correct, or are asked the question “What do you think?”
For lessons, I choose varied and interesting material: for example, working with tables, diagrams, a dictionary, crosswords, choosing the correct spelling, and others.
2. Pair and group work.
“It is in society with peers that a child can and dares to practice traditionally adult forms of behavior (control, evaluation). In communication with peers, a need arises and there is always an opportunity to take the point of view of another, coordinate his actions with your own, and through this understand the other.” In this case, students also learn to search for information, communicate it to others, express their point of view, accept someone else’s opinion, and create a product of joint work.
Using a paired form of control allows you to solve one important problem: students, by controlling each other, gradually learn to control themselves and become more attentive. This is explained by the fact that attention, being internal control, is formed on the basis of external control. Working in pairs or groups helps organize communication, since each child has the opportunity to speak with an interested interlocutor, express his point of view, be able to negotiate in an atmosphere of trust and goodwill, freedom and mutual understanding, and be in co-creation of equals and different. Group support creates a feeling of security, and even the most timid and anxious children overcome fear.
Work in groups is based on the following basic rules:
1.Full attention to your classmate;
2. Serious attitude towards the thoughts and feelings of others: tolerance, friendliness; no one has the right to laugh at a classmate’s mistakes, because everyone has the “right to make a mistake.”
All children took an active part in discussing these rules. It is necessary to distribute roles in groups: organizer, secretary, speaker, etc.
The teacher’s activity here is the organization of joint action of children both within one group and between groups: he directs students to jointly complete a task.
In addition to textbook tasks and various workbooks for working in groups, you can offer many options for non-standard tasks that require joint decision-making, concentration, and logical thinking. Here are some of them:
Linguistic guessing games. Children must either reconstruct the “original source” (phrase, phraseological phrase, sentence) based on its individual details and features, or “guess” the word based on its description (interpretation). Completing such tasks is in many ways reminiscent of the well-known task game called “crossword puzzle” (without the usual filling of its cells with letters, although such a task is possible).
The usefulness of such work is obvious: the vocabulary of students is enriched - by recognizing the meanings of new words and clarifying the meanings of already known words - and the grammatical structure of speech - when trying to express their thoughts using grammatical structures of a certain style of speech. The sense of language, the ability to understand the visual and expressive capabilities of linguistic units (play on words as a means of creating an image and comic effect) develops and improves. All this, in turn, contributes to the development of the creative abilities of the students themselves, often causing a desire to create their own works by analogy (fairy tales, riddles, crosswords).
Among the non-standard tasks in this group, the following can be noted:
guessing words by interpretation (including figurative ones) or by general features;
deciphering proverbs, sayings, phraseological units according to individual characteristics;
solving riddles (including linguistic ones);
games-tasks “I thought of a word”, “Question-answer”, etc.
Exercise 1. Guess the word from its description. Explain how you managed to do this.
The "eye" of the car. "Fresh frozen" rain. The “word” of the traffic controller. "Architectural structure" of bees. Native or godfather. Hat on a leg. Forest Drummer. Dog's joy. A dachshund, not a dog. An eagle, not a bird.
Task 2. What proverbs, sayings, tongue twisters are encrypted here? Write them down. Explain the meaning.
1. Not a sparrow. 2. In the yard, on the grass. 3. A product that cannot be spoiled by oil. 4. She is worse than bondage. 5. Soup cooked by Demyan. 6. Miller working for weeks.
Linguistic “whys”.
I use these questions to stimulate students’ thinking. By answering questions and making original small “discoveries” in the field of linguistics, schoolchildren become convinced of practical significance knowledge of the Russian language, the academic subject itself opens up for them in a new way. Behind the external simplicity (sometimes even frivolity of wording) of the questions lies a serious linguistic content: students must explain linguistic facts in “scientific language.” Thus, when performing these tasks, the main thing is not the identification of linguistic facts, but their explanation, that is, the skills and abilities of constructing a coherent statement in a scientific style are formed.
The tasks of this group include:
questions of a problematic nature (choosing one option from several, distinguishing between two correct options, comparing options);
questions of an entertaining nature (they are based on an extra-linguistic situation: joke questions, riddle questions, “unexpected” or “childish” questions).
Exercise 1. Formulate a detailed, coherent answer to the question.
1. Why, when you look at a scene through binoculars, do you not only see better, but also hear and understand better?
2. Why did a foreigner studying Russian mistake the blacksmith for the blacksmith’s wife, and the grasshopper for their son?
3. Why are both spellings correct in the given pairs of words? What is the difference?
If you knock, knock. If you grow up, you will grow up. In the singing of birds - in the singing of birds. In the “Song of the Falcon” - in the “Song of the Prophetic Oleg”.
Task 2. Give answers to joke questions. How can you check their correctness?
1. What pet likes to look at the new gate? 2. In what city does the guy live if there is elderberry in the garden? 5. What kind of hat can’t be put on your head? 6. What should you not put on a wound? (Based on materials from the Moskovsky Komsomolets newspaper.)
Microstudies.
Tasks of this type involve the development of research skills in students (at a level accessible to a certain age): working with popular scientific literature and reference books; analyze linguistic units; formulate conclusions; compose a text (message, abstract, report). The non-standard approach is manifested in the unusual formulation of the topic and in the entertaining nature of the research. Here, as in the previous type of tasks, behind the external simplicity of the form there is serious linguistic content. The tasks are designed for a high level of development and preparation of schoolchildren, but they can always be transformed taking into account specific learning conditions.
The most typical are the following:
a detailed answer to a question of a problematic nature or an unusually formulated question (based on a comparison of facts that are incomparable at first glance);
an essay on a linguistic topic (in a serious or entertaining form);
research of an issue in the form of a business or role-playing game (dramatization, fairy tale, travel, detective story).
Exercise 1. Prepare a detailed research answer to one of the questions. Dictionaries and the following sources will help you do this (recommended by the teacher in each specific case). Be sure to illustrate scientific statements and conclusions with specific examples.
3. Are the words the same root: piece, snack, bite, temptation, art, skillful? 4. Are the words the same root: wasp, axis, aspen, donkey, base, skeleton, island, sharp? 5. Is it true that the given words can be in different parts speeches: evil, good, oven, know, mine, bark, glue, three?
Task 2. Write an essay on one of the topics (in the form of a report, essay, fairy tale, detective story, etc. - depending on the wording of the topic).
1. A wizard named Yot. (Options: “The Adventures of Iota”, “Where is the Invisible Man hiding?”) 2. Portraits of suffixes (-chik-schik, -tel), prefixes (pre-pri-, raz-ras-, s-), homonym roots.
3. Familiar strangers (about borrowed words).
4. What should we call you now? (On the transition of words from one part of speech to another.) 5. History of words in the history of the city (about toponyms).
6. The letter is missing (detective investigation).
Backfill tasks
A non-standard approach to this type of task concerns the nature of the didactic material and consists in maximizing the complexity of its content and its constituent linguistic units (more rich in homogeneous spellings, punctograms, lexical and grammatical phenomena than in traditionally selected material). Thus, while remaining familiar in form of execution, non-standard tasks of this group expand the teacher’s capabilities in implementing a differentiated approach to students in the process of teaching the Russian language (the degree of complexity of the material will depend on the level of preparation of students and the stage of work on it). For students, such work is useful in the sense that it allows them to improve self-control skills.
Non-standard tasks of this type include:
dictations “for filling”;
editing sentences and texts that are maximally saturated with similar elements (speech errors, inappropriately used words and constructions);
selection of similar linguistic units (synonyms, related words etc.) to this one - according to the principle “who is greater?”;
exercises with a selective response (choosing the correct option from several proposed ones or excluding a phenomenon from a series according to the “third wheel” principle).
Exercise 1. “Subject” (terminological) dictations. Write down the dictated phrases in one word.
Linguistic dictation
The science of language. Graphic designation of sound in writing. The part of the word before the root. Definition expressed by a noun. Water, from water, to water... Blue sky, look at the sky, look into the distance...
Literary dictation
Artistic exaggeration. The structure of a work of art. A short statement. The highest point in the development of actions. Literary theft.
Use of synonyms in speech
Exercise 1. In an excerpt from " Dead souls"N.V. Gogol, highlight the verbs, choose from among them those that are synonymous with the words “conversate”, “speak”, “say”. Write down these synonymous series and add new words to them (see note).
Whatever the conversation was about, Chichikov always knew how to support it: whether it was about a horse factory, he talked about a horse factory; whether they talked about good dogs, he made very practical comments here too; whether they interpreted the investigation carried out by the treasury chamber, he showed that he was not unaware of judicial tricks; whether there was a discussion about a billiard game - and in a billiard game he did not miss; did they talk about virtue - and he talked about virtue very well, even with tears in his eyes; about making hot wine - and he knew the use of hot wine; about customs overseers and officials - and he judged them as if he himself were both an official and an overseer.
Note. “Dictionary of Synonyms of the Russian Language” by Z. E. Alexandrova gives such synonyms.
I. Conversate – have a conversation, talk, have a conversation, speak, exchange (or exchange) words; interpret (colloquial), chat (colloquial), chatter, scribble (simple), talk over.
II. To speak - 1) to express oneself, to express oneself (verbal), too much: to rant (colloquial), to go broke (simple), a lot and eloquently: to orate (colloquial ironic), to orate (verbal bookish, now ironic) , to be poured (or spilled) by a nightingale (joking); 2) pronounce, utter, broadcast (verbal, now jocular and ironic), casually: notice, drop, throw, interrupting someone else’s speech: insert, screw in (colloquial), something unexpected or inappropriate: let go (colloquial). ), break off, bend, give out (simple); nonsense: fence, grind, carry, weave (simple).
III. Say – 1. express yourself; explain yourself (verbal); 2. pronounce, speak; utter (colloquial); to say, to say (verbal); utter, proclaim (verbal, now humorous and ironic); to speak, to speak (folk poet), casually: to notice, to throw, to utter, to drop, to drop; mutter (colloquial), interrupting someone else's speech: insert, screw in (colloquial), usually unexpectedly and quickly: blurt out (colloquial), something unexpected or inappropriate: let go, blurt out, blurt out, bang (colloquial), chip off, soak, freeze, say, bend, give out, brandish (simple).
Exercise 3. Find synonyms for the following words (see synonym dictionaries for help).
Aroma, poor, stupid, do, think, eat, cruel, home, why, brief, clever, much, new, frankly, charm, very, become famous, ask, smart, walk, enthusiasm, clear.
Exercise 4. Give a stylistic assessment of the use of the highlighted words, comparing them with possible synonyms.
1. Evgeniy is waiting: Lensky is riding on three stunted horses: let’s have lunch quickly. 2. Winter!.. The peasant, triumphant, renews the path on the wood; his horse, sensing the snow, trudges along somehow. 3. Where will you gallop, proud horse, and where will you land your hooves? 4. A bearded postilion sits on a skinny and shaggy nag. The servants came running at the gate to say goodbye to the bars... 5. Quiet, sir, for God's sake, quiet! My damn nag can’t keep up with your long-legged demon. 6. Let's see how strong you are. Do you see the gray mare there? Pick up the mare and carry her half a mile. 7. “Get ready for battle,” said Dubrovsky. 8. The fighters closed ranks, flew towards the daring army, came together - and a battle began. 9. Orlov! I will stand under the banners of your warlike squads: in tents, in the middle of battle, in the midst of fires, I will fight with a sword and a battle lyre before you and sing the glory of your blows! 10. A sudden cry of battle broke out; the hearts of the people of Kiev were troubled.
Using antonyms in speech
Exercise 1. Define stylistic functions antonyms and words that have opposite meanings in context.
1. My faithful friend! my enemy is treacherous! my king! my slave! native language! 2. I threw everything that was before into dust: my heaven, my hell in your eyes. 3. Instantly a young heart burns and goes out. In it, love passes and comes again. 4. And his head follows him like crazy, laughing and thundering: “Ay, knight, ah, hero! Where are you going? hush, hush, stop!” 5. And gypsy love, in short, were your terrible caresses. 6. Russia – Sphinx. Rejoicing and mourning, and shedding black blood, she looks and looks at you, both with hatred and with love. 7. I saw: a young willow was languishing, bending into the lake, and the girl, weaving wreaths, kept singing, crying and laughing. 8. After all, the same fiery yolk that disappeared overboard is now the East for one, and the West for another. 9. I am a nightingale: I am without tendencies and without much depth... But be it elders or infants. They will understand me, the singer of spring. 10. She was not good-looking, not bad-looking.
Brainstorm used to encourage children to speak out on a topic or issue. A group of students discusses a problem for several minutes, formulates a collective opinion, and delegates one participant to present it to the class. Ideas or opinions should be expressed without any evaluation or discussion of these ideas. Ideas are recorded by the teacher or a specially selected student on the board, and brainstorming continues until ideas are exhausted or the time allotted for brainstorming runs out.
So in 5th grade, when studying introductory topics, you can organize a brainstorming session on the question “Why does a person need speech?”
Group Poll carried out to repeat and consolidate material after completing a certain section of the program. During a group interview, the consultant asks each member of his group according to a list of questions. In this case, the student’s answers are commented on, supplemented and jointly evaluated by all group members. The list of questions for such a lesson is compiled by the teacher. The survey is conducted in all groups simultaneously. The conversation takes place in a low voice so as not to disturb each other. In addition to the high intensity of group questioning, which makes it possible to identify the knowledge of all students without exception during the lesson, this form of organizing collective activity helps to develop in schoolchildren a sense of mutual demands, independence and responsibility for their studies.
For example, in the 7th grade there is a test on the topic “Real and Passive Participles; methods of their formation and suffixes; participial phrase" I conducted in groups. I prepared the following for the test:
What is a communion?
Name morphological characteristics participles.
What is the syntactic role of participles (full and short)?
How do full and short participles change?
What is the difference between active and passive participles?
How are participles formed?
What spelling and in what way should you check for different groups of participles?
What is a participle phrase and when is it highlighted with commas in writing?
From which verbs can only be formed active participles past tense?
What participles are the least common in the Russian language and why?
From which verbs can only active present and past participles be formed?
2. To organize a group survey, I formed two groups, because the class is small (the group is recruited on the principle of uniting schoolchildren of different levels of training, compatibility of students, which allows them to complement and enrich each other; the composition of the group is not constant, the exceptions are groups that have worked together and learned to help each other by actively communicating), identified two people (consultants) who will act as a teacher’s assistant in the lesson. Questions for the test were discussed with students, printed out and given a few days before the test. She suggested that students prepare in pairs (with a consultant) and reminded them of their responsibility to each other. The day before the test, I provided my assistants with a consultation on the survey methodology, the standards for grading for oral answers, and written work. She showed me how to prepare test papers.
student's FI
Self-esteem
Group Rating
Teacher rating
During the knowledge control lesson, each student in the group answered 2-3 questions; others could complement their friend’s answer, after which the answers were compared with a standard prepared by the teacher. Subsequently, the standard can be prepared by consultants. The answers were assessed by the student himself and discussed by the group. The teacher who observed the discussion process also evaluated the work. The final result is the arithmetic mean of the three estimates. Such forms of work make it possible to teachcontrol and self-control in the form of comparison of the method of action and its result with a given standard in order to detect deviations and differences from the standard (regulatory UUD).
It is interesting and useful to conduct a dictation on the topic studied on the eve of the finalgroup work on errors.I suggest that students do at home an analysis of their mistakes made in their notebooks while studying the topic. The basis of the analysis is the work already done on errors. Having gathered in a group during the lesson, the children exchange their work, classify common mistakes, and remember spelling patterns. The group representative then speaks to the class. The group's conclusions are recorded on the board. The teacher organizes a generalization; you can draw up or remember an algorithm of actions to prevent such errors. Then it is given practical task(one for all groups or different, depending on the nature of the errors), which is performed and assessed in groups. Such work not only teaches students to plan educational cooperation (communicative learning activities), but also forms the ability to anticipate the results of one’s actions and possible errors (regulatory control).
Public defense the results of the group’s work on a creative educational task can be used, for example, in a lesson on the topic “Adjective” in 5th grade. During the travel lesson “Collecting a spring bouquet,” I invited the groups to create 7-8 phrases “noun + adj” in different cases, where nouns should name spring flowers. In the “weak” class, these nouns can be offered immediately: lily of the valley, tulip, violet, copses, coltsfoot, forget-me-nots, dream-grass, hyacinth, daffodil. After which it is necessary to prove the correct spelling of unstressed endings of adjectives. Each group, having collected their bouquet, presents the results of their work to the class. It is discussed which phrases are the most successful. Sentences are drawn up and written with them. In the same lesson, you can invite groups to write out adjectives (group 1), nouns (group 2) from a short legend about narcissus, fill out a table on the board and identify the differences between parts of speech (group 3). In the 7th grade, I propose a similar work when summarizing the topic “Participles and gerunds.” I invite two groups to fill out one column of the comparison table and present the results of their work with examples from the exercise in the textbook.
Participial
Participial turnover
1.Which word does it refer to in the sentence?
2. What member of the sentence is (syntactic role)?
3. How does punctuation stand out in writing?
The use of this form of group work contributes to the formation of a number of cognitive skills (analysis, synthesis, comparison, generalization, analogy, classification, subsuming a concept, structuring knowledge); regulatory (control, correction, evaluation), communicative (the ability to fully and accurately express one’s thoughts, mastery of monologue and dialogic speech, organization of educational cooperation) UUD.
The approach with the abbreviated name "saw" I use it to work on educational material, which is divided into semantic blocks. Each group member studies material on their own topic. Then the guys studying the same issue, but belonging to different groups, meet and exchange information as experts on this issue. This is called a "meeting of experts." Then they return to their groups and teach everything new that they themselves learned from other group members. They report on their part of the task (like the teeth of a saw). The only way to master all the material is to listen carefully to your teammates and take notes in your notebooks. Students are interested in their comrades completing their task conscientiously, because this may affect their final grade. At the final stage, the teacher can ask any student on the team to answer any question on this topic..
Currently, the method of jointStudents work in pairs in shifts using cards.Using this method, cards are prepared and each card contains two similar tasks.
The technique of working together in pairs on the questionnaire is quite simple. One student asks questions, the other answers. Usually the person asking is a student who is more prepared and already tested, although this is not necessary. If there are any difficulties with the answer, then the tester gives the answer, but after that they together check the answers from the textbook, looking for, if necessary, examples that confirm the rule. Gaming technologies are considered an effective way to develop communicative competence in literature lessons at the secondary level. Games allow you to occupy and structure your time. A well-designed game captures the whole person. This is the unity of thoughts, feelings and movement. The game is attractive to any person of any age and has enormous educational, developmental, and personality-improving opportunities.
3. Educational cooperation.
When forming UUD, I widely use this technology. Children help each other, exercise mutual control, and mutual assistance. Needless to say, the schoolchildren themselves love it very much. To learn to teach oneself, a student needs to work in the position of a teacher in relation to another (trying to teach others) or to himself (teaching myself).
The teacher and child communicate from a position of cooperation;
This also includes multi-age cooperation, which assumes that younger teenagers are given, for example, the role of a teacher in grades 1-2. In my practice, this is the case: last year, fifth-graders developed and taught two literary reading lessons in the 5th grade, a presentation lesson for children from kindergarten“How we saved the Christmas tree.”
4. Technology of communicative mutual learning.
It is closely related to educational cooperation, where each student can independently and collectively acquire new knowledge, develop skills and competencies, which coincides with the concept of UUD.
This forms adequate motivation for the student, develops arbitrariness of perception, attention, memory, and imagination.
Organization of the educational process using this technology allows:
a) expand the content of education and adapt it to the individual cognitive needs of students, without increasing the teaching load;
b) reduce fatigue by switching to different types of activities;
c) to develop in children the ability to independently organize educational work, the ability to conduct research, and develop communicative competencies;
d) contribute to the development of the student’s interests and inclinations, which in the future will become the basis for self-determination in life.
5. Discussion as a technology for forming UUD.
I often use this type of activity in my lessons. This is a dialogue between students not only orally, but also in writing. At a certain stage effective means A written discussion can be the best way to work with one’s own and others’ points of view. The most convenient time for this is the main part of the school (grades 5-8), this will give everyone the opportunity to speak, even those children who, due to their uncertainty, shyness, slow pace of activity, preference to listen rather than speak, do not participate in oral discussions , as well as additional opportunities for concentration.
We all use information and communication technologies in our lessons, which fully contributes to the development of communicative activities.
6.Use of ICT.
In my practice, I have currently developed forms of working with the following types of Internet resources:
1. Materials of the Unified Collection of Digital Educational Resources. http://school-collection.edu.ru/
2. Presentations available on educational websites. (Indicated in the presentation)
The resources of the Unified Collection of Digital Educational Resources include video fragments, literary references, illustrations, reproductions of paintings, sound fragments, and interactive tasks.
The following research assignment options are suggested:
- create an information project based on the materials of the Center (this task develops in schoolchildren the skills of finding, processing, classifying, systematizing and presenting information);
- solve the problem posed by turning to sources beyond the scope of the school curriculum (implementation of interdisciplinary knowledge, formation of the ability to critically, multifacetedly look at the world);
- explore the lexical-semantic field of the word using electronic etymological, explanatory and other dictionaries, draw a conclusion about the correctness of use of this word in modern society.
Accessing the materials of educational portals gives schoolchildren ample opportunities to obtain meta-subject knowledge and find interesting information.
I suggest the following uses for this type of resource using research assignments:
- find errors in the presented presentation and improve it by changing (the topic of the study, the aspect of the problem,
- based on the analyzed presentation, formulate the subject and object of research; identify the logic of the slides arrangement;
- compare two presentations on the same topic and evaluate the completeness of the research presented by each.
Formation of communicative learning activities in literature lessons.
1. Theatricalization. I would like to give a special place in the formation of UUD in literature lessons to theatricalization as one of the forms of group activity of students. Fifth-graders, for example, enjoy dramatizing the fables of A.I. Krylov, create their own sets and costumes. On the occasion of the 200th anniversary of N.V. Gogol, the children gladly expressed their desire to stage episodes from “Evenings on a Farm near Dikanka.” This is truly an example of communicative actions.
2. Work with text. The most important role in the formation of communicative learning skills in a literature lesson, undoubtedly, is played by working with text. Reading skill is rightfully considered the foundation of all education. Full reading is a complex and multifaceted process that involves solving such cognitive and communicative tasks as understanding (general, complete and critical), searching for specific information, self-control, restoring a broad context, interpretation, commenting on the text and much more. The activity of reading involves such mechanisms as perception, recognition, comparison, understanding, comprehension, anticipation, reflection, etc.
I'll highlight several techniques for working with text.
1. The technique of drawing up a plan allows you to deeply comprehend and understand the text. To build a plan, it is advisable to consistently ask yourself the question “What is being said here?” as you read.
2. Technique for drawing up a graph diagram. A graph diagram is a way of modeling the logical structure of a text. There are two types of graph diagrams - linear and branched. The means of graphic representation are abstract geometric shapes (rectangles, squares, ovals, circles, etc.), symbolic images and drawings and their connections (lines, arrows, etc.). A graph diagram differs from a plan in that it clearly reflects the connections and relationships between elements.
3. The thesis technique is the formulation of the main theses, provisions and conclusions of the text.
4. The technique of compiling a summary table - allows you to summarize and systematize educational information.
5. The technique of commenting is the basis for comprehension and understanding of the text and represents independent reasoning, inference and conclusions about the text read.
It is advisable to use techniques aimed at understanding the content of the text: “Reading with stops”, “Reading with notes”, “Creating a cluster, syncwine”, again for various monitoring of students’ knowledge of literary texts. For example, when studying A.S. Pushkin’s poem “Ruslan and Lyudmila”, I play such a game (frontally). In the center of the board I draw a silhouette of a book, in the middle I write the name of the poem, I draw arrows that depart from the drawing, students must fill in the arrows with words from the poem, others explain. In which episode does this or that word appear? For example, the words: "hat, sword, mermaid, cave, ring, valiant, Finn, Naina, etc."
“Cluster compilation” is a special graphic organization of material that allows you to systematize and structure existing knowledge. A keyword is written in the center and arrows-rays diverge from it, showing the semantic fields of a particular concept.
Children like this kind of work. It activates the children’s work in class, forces them to read the text more carefully, participate in the conversation, and in the discussion. So, for example, studying the story of I.S. Turgenev’s “Mumu”, after analyzing the image of Gerasim, they compiled the following syncwine:
Gerasim
Kind, hardworking
Cares, loves, works
Shouldn't suffer because of people's cruelty
Human
3. Pair and group work. Features of group work of students in a literature lesson:
The class in this lesson is divided into groups to solve specific learning problems;
Each group receives a specific task (either the same or differentiated) and performs it together under the direct guidance of the group leader or teacher;
Tasks in the group are carried out in a way that allows the individual contribution of each group member to be taken into account and assessed;
The composition of the group is not permanent; it is selected taking into account that the educational capabilities of each group member can be realized with maximum efficiency for the team, depending on the content and nature of the work ahead.
The opportunity to use several forms of learning - group, paired and individual - allowed me to creatively approach the preparation of learning situations in a literature lesson.
An educational situation is a special unit of the educational process in which children, with the help of a teacher, discover the subject of their action, explore it, performing various educational actions, transform it, for example, reformulate it, or offer their own description, etc., and partially remember it.
For example, when studying the story by N.V. Gogol's "The Enchanted Place" in the 5th grade, on the topic "Reality and Fantasy in the Story", the class is divided into four microgroups. A preliminary briefing on the rules of working in groups is provided. Assignments are given to each group, with questions to analyze the episode.
1. “The arrival of the Chumaks” (borders are indicated)
2. “Grandfather is dancing in an enchanted place”
3. “Grandfather digs up treasure”
4. “Grandfather returns with treasure”
Present the results in table form.
group
reality
fantastic
First
Second
Third
Fourth
After completing the task, the results of the groups’ work are heard, and a general opinion is developed that there are more keywords in the “Fiction” column, therefore, this is a fairy-tale work.
In the course of joint work, the skills of working with different sources of information (dialect dictionary, Internet), the ability to identify, compare, and generalize material are improved.
2. When preparing a general lesson on N.V. Gogol’s story “The Night Before Christmas” on the topic “The artistic originality of Gogol’s story”, I first form groups of literary scholars, historians, actors, readers and give tasks:
Literary scholars - topics for speeches:
"Fairy tale and real life in the story"
“Means of creating humor in a story”
"The lyrical beginning in Gogol's story"
Each group also prepares cards with key words and terms to fill out a general table:
Fairy tale and life
Humor
Artistic medium
Story
Fantastic
Reality
Miracles
Life
Legend
Heroes
episodes
Funny characters
Funny situations
Speech of heroes
Scenery
Epithets
Metaphors
Comparisons
Catherine II
Prince Potemkin
Cossacks
I suggest that a student interested in history prepare a speech “Real historical figures in the story.” (Presentation: portraits, brief historical background)
“Actors” are preparing to stage the episodes “Oksana in front of the mirror”, “Oksana and Vakula”, “Performance on behalf of the hero” - Chub.
“Readers” prepare questions about the story to ask the speakers and each other during the lesson.
I offer the technique “Window into the poet’s poetic world” in 5th grade when studying the topic “The Image of the Motherland in Landscape Lyrics. Poetic images, moods and pictures about poems about nature.” I suggest the guys unite in groups. Each group chooses a poem by F.I. Tyutchev. And it comes with 5 questions.
Group 1 “Winter is angry for a reason”
Group 2 “Spring Waters”
Group 3 “How cheerful is the roar of summer storms...”
Group 4 “There is in the original autumn..”
After discussion in groups, children write down in the table artistic features
Verb vocabulary
Words of color and sound
Polysyllabic words
Nouns
Adjectives
Verbs (which words have more)
As a result, they conclude that artistic originality Tyutchev's poetry.
They end up doing their homework
Draw an illustration for the poem in such a way as to most accurately convey its atmosphere.
I used a similar technique (“opening a window into the creative world”) when preparing and conducting the lesson “With nature he breathed life alone” on the analysis of lyrical miniatures by M.M. Prishvin:
1.spring of the first greenery
2.spring of the living
3.spring light
4.water spring
Each group received the text of the corresponding miniature and a task card.
An example of such a card for analyzing the miniature “Conversation of Trees”:
Is there an introduction?
What is special about the composition? (How many parts? How are they connected?)
What artistic means help the author create a picture?
What interesting images did Prishvin create in this miniature?
What is the secret of trees talking, discovered by Prishvin?
All these tasks require a very specific atmosphere of the lesson: an atmosphere of discussion, argument, reasoning, evidence, and a joint search for the truth.
4. Game activity. In order to help your child maintain his physical and mental health, you don’t need to organize anything incredible. It is enough to organize an educational and cognitive game. In the classroom, group games are more attractive because they realize their desire for a joint search, allow them to perform actions in favorable conditions - and not in front of everyone, and not alone - and activate the emotional, mental, and contact mood.
The game develops the most important social skills and abilities: empathy, cooperation, conflict resolution through cooperation. Teaches a person to see a situation through the eyes of another.
The use of game techniques in teaching allows the teacher to use the remaining time of the lesson much more intensively and with greater effectiveness in the educational output of students.
In order to develop communicative competencies for more effective learning of the material when studying the story by A.S. in the 6th grade. Pushkin’s “Peasant Young Lady” I use the following games:
GAMES-SITUATIONS
Purpose
Develop the ability to enter into a conversation, exchange feelings, experiences, emotionally and meaningfully express your thoughts using facial expressions and pantomime.
Students are asked to role-play a number of situations:
1) Lisa’s father found out about his daughter’s pranks (dressing up as a peasant);
2) Lisa’s maid tells the servants about the young lady’s tricks;
3) you are a writer passing by the estate and learning this story: tell us how you found out about it and why you liked it.
PICTURE THE HERO OF THE STORY
Purpose
Develop the ability to use non-verbal means of communication.
Students are asked to depict the hero of the story using gestures and facial expressions. The rest must recognize the hero and name him.
COMMUNICATION EXERCISE “ZOMBIE”
Purpose
The group work procedure is aimed at developing the ability to get a person to talk.
The presenter places a chair a little to the side, the rest are located in a semicircle. A volunteer is called to sit on a chair and thereby act as a “zombie.” The presenter hands him a card with three statements written on it. For example:
1. Lisa was quite nice.
2. Lisa’s governess was angry with her pupil.
3.Lisa’s father loved hunting.
The task of the other participants is to find out the contents of this card through questioning. The presenter asks the “zombie” to answer “as sincerely as possible,” that is, based on “supervaluable judgments,” but at the same time trying to keep the contents of the card secret as much as possible.
When one of the participants guesses one of the judgments, the presenter raises his hand and says: “The first is there. Two left." If the participants cannot get to the bottom of the “overvalued judgments” for a long time, the presenter asks the “zombies” to help a little.
PRESS CONFERENCE
Purpose
All students in the class participate in a press conference on the topic “Peasant Young Lady.” Among the participants are three guests: one is a “writer”, the second is a director who decided to make a film, the third is an actor who will play in the film. Students ask guests questions, students answer them.
UNDERSTAND ME
Purpose
Develop the ability to politely answer interlocutors’ questions, formulate a response briefly and correctly; develop speech skills.
A student who has prepared in advance reads excerpts from works that students have covered in previous lessons. Students must guess which work this passage is from.
MASK
Purpose
Develop the ability to analyze what you hear.
All participants sit in a circle. The teacher distributes cards. Students take turns putting on a mask and reading on behalf of a character in the story. Students must guess who is hiding behind the mask.
THREE ADJECTIVES
Purpose
Develop the ability to analyze the material covered.
Students must prepare three adjectives that characterize the characters in the story. Using these adjectives, students must guess the hero.
10 WAYS
Purpose
Develop the ability to analyze the material covered, develop the ability to briefly and correctly formulate an answer; develop speech skills.
Students must come up with 10 ways to solve the problem:
1) reconcile two warring families;
2) see the young master.
VERBAL EXERCISE “PARROT”
Purpose
The exercise is designed to develop coherent, clear speech and the ability to think consistently and logically.
Can be used both individually and in group work.
The teacher reads 2-3 sentences from the text; one student repeats after the teacher, everything he remembers, the second student repeats the same thing, the third... Who will more accurately convey the content of what the teacher said.
COMMUNICATION EXERCISE “ANTINOMIES”
Purpose
Show the importance of the ability to reason logically, develop language literacy, show the tricks that clever speakers use to prove that “white is black.”
The presenter invites the training participants to come up with their own antinomies. They may not be as profound as Kant’s; they can offer quite everyday paradoxes. The main thing is that both statements at least seem true.
Participants come up with antinomies - statements that contradict each other, and at the same time both are true on the topic “Heroes of the story by A.S. Pushkin."
For example:
1) Lisa was frivolous, so she went alone into the forest;
2) Lisa was smart and resourceful. She wanted to see the master and figured out how to do it.
Participants freely express their antinomies. The presenter and other participants listen carefully to the “speaker”. For clarity, it is advisable to write the antinomy on the board or depict it somehow schematically, in the form of a drawing. The presenter arranges a survey of other participants:
The main tasks of the leader during the exercise:
– help participants express their thoughts logically, harmoniously,
– draw the attention of participants to various kinds of tricks in reasoning.
COMMUNICATION EXERCISE “KEY WORDS”
Purpose
The group psychological training procedure is aimed at developing the ability to summarize the main content of another person’s speech and find points at which a communicative situation can be developed.
The presenter calls one volunteer. He has to tell a short episode from the text. It is desirable that this episode contains some kind of problem. The student comes up with a story. The rest of the participants listen to him carefully. If a volunteer gets confused and doesn’t know how to continue the story, the presenter helps him in a gentle manner.
After finishing the story, the presenter invites the participants to analyze the story and highlight seven key words (concepts) in it:
– these keywords should reflect the most characteristic moments of the story;
– keywords should reflect the problem;
– You can use combinations of two or three words if you cannot limit yourself to one, and this will be considered one key concept.
The list of keywords is compiled by the game participants together. The author of the story himself does not take part in the discussion. If there are more than seven keywords, you need to weed out the extra ones. At the same time, some can be combined.
When the list is completed, there is a transition to another volunteer and his story. It is advisable to repeat this several times.
At the end, a discussion is held in which the presenter, together with the participants, considers situations in which this ability to highlight key words in the interlocutor’s speech can help. The presenter draws the attention of the participants to the fact that each keyword is a point at which the dialogue can be developed in some special direction. Sometimes the interlocutor deliberately, deliberately throws in these keywords. Sometimes he does this unconsciously. Sometimes even against your will.
As a result of two years of work on the development of communicative learning tools in my lessons, students learned to look for patterns, reason by analogy, which undoubtedly increased motivation for learning, children began to read more, learned to more or less control their results, learned to cooperate, independently find answers to questions by logical reasoning, feel responsible for the behavior and actions of yourself and others.
The system of work on the formation of communicative learning tools allows you to intensify the creative activity of students, develop an active life position, form a creative personality, develops the creative and research abilities of students, and increases their activity; contributes to a more meaningful study of the material, acquisition of self-organization skills, and increases interest in the subject.
1. Teach your child to express his thoughts. As he answers the question, ask him leading questions.
2. Don’t be afraid of “non-standard lessons”; try different types of games, discussions and group work to master the material.
3. Create an algorithm for students to retell the text and material.
4. When organizing group work, remind the children about the rules for conducting discussions.
5. Teach your child to ask clarifying questions about the material, ask again, and clarify.
6. Study and take into account the life experiences of students, their interests, and developmental characteristics.
Jan Amos Komensky wrote that teaching correctly does not mean hammering some kind of useful information, which means “to reveal the ability to understand things, so that it is from this ability, as if from a living source, that streams flow,” streams of living thought. And indeed, we do not hammer knowledge into children’s heads, but try to awaken the student, reveal his personality, involve him in thinking, cognitive activity, to form his competence. And for this there is only one means - interest through the content of the educational material, through unusual shapes lessons, through bringing the material being studied closer to the life of the student. And the formed communicative UUD will undoubtedly help with this.
The formation of communicative universal learning activities is an integral part of language education at school.
Linguistic competence presupposes knowledge of the language itself, its structure and functioning, and language norms, including spelling and punctuation.
It is linguistic and communicative competence that contributes to the formation of verbal communication skills. And for this it is necessary to create conditions for verbal communication in each lesson. Speech activity is formed in all its types - reading, speaking, writing, listening. “Teach communication by communicating” – without these conditions there is no lesson.
In my opinion, it is the formation of communicative learning activities in Russian language lessons that creates the conditions for the development of an intellectual, creatively gifted, moral personality, capable of communication in any cultural space. Without the development of communicative competence, there cannot be a competitive, tolerant person, because, starting from the middle level, with simple (linguistic text analysis) and ending in high school with linguistic analysis or interpretation of the text, plot analysis, students develop practical skills. All types of competence developed by students are demonstrated when passing the Unified State Exam.
Bibliography
1. Gorlenko N. M. et al. “The structure of UUD and the conditions for their formation” - magazine “Public Education” No. 4/2012, p. 153.
2. Klepinina Z. A. “Modeling in the UUD system” - magazine “Primary School” No. 1 / 2012, p. 26
3. Bespalko V.P. Components educational technology. - M., 1989.
4. Bukhvalov V.A. Development of students in the process of creativity and
cooperation. - M.: Pedagogical Search Center, 2000. - 144 p.
5.Dyachenko V.I., Cooperation in training - M., Education, 1991.
6.Tsukerman G.A. Types of communication in teaching. – Tomsk: Peleng, 1993.
Introduction. Relevance Improving the quality of education for schoolchildren is one of the most pressing problems of pedagogy and methodology today. The “Fundamental Core of the Content of General Education” rightly notes: “In the school education system, the Russian language is not only a subject of study, but also a means of instruction that determines success in mastering all school subjects and the quality of education in general.” The global reform of the education system in Russia, the key idea of which is the idea of development, predetermines a change in the concept of education from a knowledge-centric approach to a systemic activity approach. The problem of transition from “knowledge-dogma” to “knowledge-thinking” comes to the fore. It is the successful and conscious knowledge of the Russian language that forms the basis for the formation of universal educational activities, which in turn generate competencies, knowledge, abilities, skills, and therefore ensure the education of a comprehensively developed, intellectual, spiritual personality capable of adapting to the complex modern world.1. On the issue of universal educational activities The new federal state education standards declare that the main priority of the education system is the development of general educational skills and abilities in schoolchildren, as well as methods of activity, and not just the development by students of specific knowledge, skills and abilities within the framework of individual disciplines.Personal development in the education system is ensured, first of all, through the formation of universal educational actions, which act as an invariant basis of the educational and upbringing process. Students' mastery of universal learning activities creates the opportunity for independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn.
The developers of the Federal State Educational Standard have identified the main types of universal educational activities: personal (self-determination, meaning formation and the action of moral and ethical assessment), regulatory (goal setting, planning, control, correction, assessment, forecasting), educational (general educational, logical and symbolic) andcommunicativeuniversal learning activities.The Russian language ensures the formation of cognitive, communicative and regulatory actions. Mastering universal learning activities (personal, regulatory, cognitive, communicative) gives students the opportunity to independently successfully acquire new knowledge, skills and competencies based on the formation of the ability to learn.Object of study This work is the process of forming communicative learning skills of schoolchildren in Russian language lessons.Subject of study – means of forming communicative UUDs.Target -theoretically develop and determine the means of forming students’ learning skills in Russian language lessons, and practically support the effectiveness of this research.Communicative UUD ensure social competence and consideration of the position of other people, communication or activity partners, the ability to listen and engage in dialogue; participate in collective discussion of problems; integrate into a peer group and build productive interaction and cooperation with peers and adults.Communicative actions include:- planning educational cooperation with the teacher and peers; – determination of the purpose, functions of participants, methods of interaction; - asking questions – proactive cooperation in searching and collecting information;- conflict resolution - identification, identification of problems, search and evaluation of alternative ways to resolve conflicts, decision-making and its implementation;- managing the partner’s behavior – control, correction, evaluation of his actions;
The ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language and modern means of communication.
2. Means of forming communicative UUD in Russian language lessons Communicative UUDs provide social competence and consideration of the position of other people, communication or activity partners, the ability to listen and engage in dialogue; participate in collective discussion of problems; integrate into a peer group and build productive interaction and cooperation with peers and adults.Content that ensures the formation of communicative competence: 1. Speech and verbal communication. Speech is oral and written, monologue (narration, description, reasoning, combination of types of monologue) and dialogical.2. Speech activity.Types of speech activity: reading, listening (listening), speaking, writing. Understanding text information, conveying content. Presentation of the content of the text listened or read (detailed, condensed, selective). Creation of oral and written monologue and dialogic statements of various communicative orientations. 3. Text. Text as a speech work. Theme, microtheme. Types of text processing (plan, outline, annotation). Text analysis.4. Functional varieties of language. Speech styles, sphere of use, style genres.
In my opinion, it is the use of communicative competence in Russian language lessons that creates conditions for the development of an intellectual, creatively gifted, moral personality, capable of communication in any cultural space. Without the development of communicative competence, there cannot be a competitive, tolerant person, because, starting from the middle level, from simple (linguistic text analysis) and ending in high school with linguistic analysis or interpretation of the text, plot analysis, students develop practical skills. All types of competence developed by students are demonstrated when passing the Unified State Exam.
In Russian language lessons I use standard tasks aimed at developing communicative learning activities. For example: - “Work on your oral and written scientific communication. Prepare a coherent story on the topic: “What do I know about the noun.” A plan will help you build your story. Remember, every thought you have must be supported by an example.” - “Finish and write down sentences with direct speech. Let these be sentences where fairy-tale characters address each other.” - “Find and write down the words that…. In the first sentence the author plays with words. You noticed? Read them." In lessons I do not offer new material in ready-made form. I invite students to observe, compare, identify a pattern and, on this basis, make their own discovery of something new. The game “Let's Think” is also interesting. Students are asked to think about whose reasoning is correct, or are asked the question “What do you think?” For lessons, I choose varied and interesting material: for example, working with tables, diagrams, a dictionary, crosswords, choosing the correct spelling, and others.
A special place in the development of students’ speech belongs to working with text. There are a large number of types of text analysis in the Russian language lesson: cultural, literary, linguistic, linguistic and complex.
Forms of work with text:
- syntactic five-minute;
- turn on imagination;
- write like this;
- through an additional task for the dictation;
- drawing up a table.
In pedagogical practice there are several techniques for working with text. 1. Method of drawing up a plan allows you to deeply comprehend and understand the text. To build a plan, it is advisable to consistently ask yourself the question “What is being said here?” as you read. 2. Technique for drawing up a graph diagram. A graph diagram is a way of modeling the logical structure of a text. There are two types of graph diagrams - linear and branched. The means of graphic representation are abstract geometric shapes (rectangles, squares, ovals, circles, etc.), symbolic images and drawings and their connections (lines, arrows, etc.). A graph diagram differs from a plan in that it clearly reflects the connections and relationships between elements. 3. Thermal technique represents the formulation of the main theses, provisions and conclusions of the text. 4. Method of compiling a pivot table– allows you to summarize and systematize educational information. 5. Commenting technique is the basis for comprehension and understanding of the text and represents independent reasoning, inference and conclusions about the text read. 6. Discussion– another means of forming universal educational actions for schoolchildren. Student dialogue can take place not only orally, but also in writing. To develop the ability for self-education, it is very important to develop the written form of dialogic interaction with others and oneself. The most convenient time for this is the main level of school (grades 5-8). Attention should be paid to the development of those communication skills that are a prerequisite for a successful written discussion: clearly express your opinion in writing, understand the points of view of your classmates expressed in writing, ask questions for understanding, enter into an argument with the author of a written text in a situation where the author can (cannot) answer the reader. These communication skills can serve as the basis for serious work in the future with texts (documents, primary sources, etc.) that contain different points of view that exist in one or another field of knowledge. 7. Group form of work. “It is in society with peers that a child can and dares to practice traditionally adult forms of behavior (control, evaluation). In communication with peers, a need arises and there is always an opportunity to take the point of view of another, coordinate his actions with your own, and through this understand the other.” In this case, students also learn to search for information, communicate it to others, express their point of view, accept other people’s opinions, and create a product of joint work. This also ensures the formation of all types of UUD. A special case of group joint activity of students is work in pairs. For example, it can be implemented like this. Students receive a task under the same number: one student becomes a performer - he must complete this task, and the other - a controller - must monitor the progress and correctness of the result obtained. At the same time, the controller has detailed instructions for completing the task. When performing the next task, children change roles: whoever was the performer becomes the controller, and the controller becomes the performer. Using a paired form of control allows you to solve one important problem: students, controlling each other, gradually learn to control themselves and become more attentive. This is explained by the fact that attention, being internal control, is formed on the basis of external control. Working in pairs or groups helps organize communication, since each child has the opportunity to speak with an interested interlocutor, express his point of view, be able to negotiate in an atmosphere of trust and goodwill, freedom and mutual understanding, and be in co-creation of equals and different. Group support creates a feeling of security, and even the most timid and anxious children overcome fear. 8. Project and research activities– a necessary condition for a competency-based approach and an effective means of forming universal educational actions. In the process of these types of activities, students develop the entire range of educational skills: communicative (development of group work skills, cultivation of tolerance, formation of a culture of public speaking).
3. Working with linguistic text.
To achieve success in this matter, I do not just pay attention to reading and listening to texts with linguistic content, but I try to purposefully develop the corresponding skills in schoolchildren. Students must:
· understand the communicative purpose of reading (listening) to a text and organize the reading process in accordance with this;
· be aware of the content text reading;
· record information in writing in the form of a plan, abstract, outline, full or condensed retelling (oral or written);
· determine the main idea of the text, its style and type of speech;
· differentiate between primary and secondary, known and unknown information;highlight illustrative and argumentative information;
· predict the content of the text based on the title, based on the beginning; anticipate the possible development of the main idea of a linguistic text, comment on and evaluate the information in the text;
· realize language features text and semantic difficulties of its perception.
· fill out (or independently create) diagrams and tables based on the text.
· use text information in other types of activities (for example, compile working materials for use in preparing reports, abstracts).
In addition to these basic skills, the process of reading a text involves the formation of such skills as expressively reading a text out loud; master different types of reading: skimming (preliminary familiarization with the text), familiarization (understanding of the main content of the text must be achieved, 70% of the information), studying (the most accurate and complete understanding of the text - up to 100% understanding of the information); predict the content of the text, relying on visual aids (headings, subheadings, illustrations, various font selections), comment on information using reference material from the text (footnotes, commentary on the text, tables, graphs).
In order to develop these skills related to understanding the content of a linguistic text, I began to conduct targeted work, during which the text is analyzed step by step;
· the topic and main idea are clarified;
· vocabulary work is carried out;
· a text plan is drawn up;
· expressive reading of text;
· answers to teacher questions;
· retelling the text,
Starting in grade 5, students learn to read and retell linguistic texts. This is helped by the system of tasks in the textbook “Learn to read and retell a linguistic text” (“Write a sentence that conveys the main idea”, “Make a plan in paragraphs”, “Write out new terms” and others), which develop students’ attention, helps to better understand what is being said is said in the text, facilitates the task of retelling this text. Gradually, students gain experience in reading and understanding scientific texts. This is also helped by maintaining special reference notebooks in which all linguistic terms and diagrams are recorded.
In parallel with the development of reading and understanding skills of scientific information, I work withliterary text : style and type of speech are determined; are being considered means of expression, spelling and punctuation analysis is carried out.
The texts used in such classes by me are carefully edited in accordance with general didactic and methodological principles, but at the same time they have a number of features: 1. During the analysis of the text, the interconnection of all sections of the Russian language course is carried out. 2. The text presents various types of punctograms and spellings that were studied at the time of text analysis. 3. All types of analyzes are offered. 4. The texts are exemplary in ideological, thematic and linguistic terms, aimed at the patriotic education of students, and also demonstrate the sonority, expressiveness, and richness of the Russian language. 5. Texts can havegaps in place of spelling, punctuation marks are not placed, as schoolchildren must do this in the process of analyzing the text.
4..Comprehensive text analysis
As you know, the ultimate goal of teaching the Russian language is practical literacy, linguistic and speech competence of students. To combine the activities of schoolchildren to develop (consolidate) practical skills in literate writing and speech development allows working with text as the main didactic unit.
Text No.1 Write down the passage and underline it grammar basics proposals. Define the text style.
I love the road. Traveling around the country gave me not onlythe joy of the journey, not only the feeling of great distances, but also showed the historical landscape of our Fatherland. "To to reach the goal, you must first go,” said Balzac.So the road from a spatial, geographical concept became for me a spiritual concept, and space itself -extension in time.
Roads led me from home and brought me back home. Obviously,at such an hour of return the words about “the smoke of Ota” were spoken quality." (L. Ozerov)
2. What is a synonym for the word road used in the text? Compare synonymous words.
3. Write down a number of synonyms for the word Fatherland.
4. Why the phrase"smoke of the Fatherland" is it in quotes? Write down an aphorism with these words. With names kaWhich poets are responsible for the origin of this aphorism?
5. Choose synonyms for the introductory word obviously.
6. Indicate one-part sentences and determine their type.
7. Explain spellings and punctograms.
Text No.2 Read an excerpt from the article by writer V. Kaverin “0 chi tatele."
The reader of any book searches for himself - and success is guaranteed,when a living, natural reason arises to compare oneself withheroes of the book. This is what determines a lot: language,which must be accurate and truthful; the plot that shouldwives to develop, capturing an ever-increasing range of phenomena; a topic that must be related to the author’s defining position in social and moral terms...
In the first version, the novel “Two Captains” consisted of odesa long volume with an epilogue, which briefly talked about how, whenunder what circumstances was the captain's expedition found?Tatarinova. This is how the novel was published in the magazine.One of my readers did not agree with such an epilogue andproved to me in a lengthy letter that has survived that epiThe log should be developed and a second volume written.
It was not easy to make a decision... But the letter turned out to bemore convincing than my hesitations.
1. Determine the topic and main ideas of the text.
2. Prove that this is text. Indicate the means of communication between p presentences, between paragraphs.
3. Explain the meaning of the wordsepilogue, position, plot.
4. Parse phrasesfirst version, second volume, two volumes
5. Outline the second sentence.
Conclusion
The modernization of Russian education poses the task of a secondary school teacher to rethink his teaching activities, revise teaching approaches and methods, and use a set of tools that form universal educational activities that will help the student become a full-fledged social person, striving to realize his capabilities, capable of making informed and responsible choices. In this work, we considered a set of tools that, when systematic approach, will ensure the achievement of the goal set for the teacher. This is especially relevant during the period of experimental implementation of the second generation Federal State Standards in basic secondary schools. The result of the study was the identification of those means that allow the formation of universal educational activities.
Thus, we can summarize the results of the study of this work:
The literature on the problem of forming universal educational actions for schoolchildren is analyzed;
Means of forming universal educational actions for schoolchildren have been developed;
Examples of the use of the listed means of forming UUD in Russian language lessons are given.
The Russian language as a school subject plays a special role, being not only an object of study, but also a means of teaching all school disciplines. Not a single school problem can be solved if a student has poor or insufficient command of the Russian language, since it is the native language that is the basis for the formation and development of thinking, imagination, intellectual and creative abilities of students; skills of independent learning activities.
Bibliography
1. Alexandrova O.A. The problem of educating speech (communicative) culture in the process of teaching the Russian language // Russian language. – 2006. - No. 3.
2. Broide M. Russian language in exercises and games. / M. Broide. – M., 2001. – 307 p.
3. How to move on to the implementation of the second generation Federal State Educational Standards according to the educational system “School 2000...” / Ed. L.G. Peterson. – M., 2010.
4. Ladyzhenskaya T.A., Ladyzhenskaya N.V. Rhetoric lesson // Educational system “School 2100”. Common sense pedagogy. Collection of materials / Scientifically edited by A.A. Leontyev. – M: Balass, RAO Publishing House, 2003.
5. Leontiev A.A. The word in speech activity. Some problems of the general theory of speech activity. - M., 1965.
6. Lvov M.R. Fundamentals of speech theory. - M.: Pedagogy, 2000.
7. Matyushkin A.M. Problem situations in thinking and learning. – M.: Direct-Media, 2008..
8. Program for the development and formation of universal educational activities for basic general education. – M.: 2008.
9. Federal state educational standard of basic general education / Ministry of Education and Science of Russia. Federation. – M.: Education, 2011.
“The most beautiful sight in the world is the sight of a child walking confidently along the path of life after you have shown it to him.” (Confucius)
The priority goal of school education, instead of simply transferring knowledge, skills and abilities from teacher to student, is to develop the student’s ability to independently set educational goals, design ways to implement them, monitor and evaluate their achievements, in other words, the formation of the ability to learn. The student himself must become the “architect and builder” of the educational process. Achieving this goal becomes possible thanks to the formation systems of universal educational activities (UAL)
Relevance works:
is determined by the need of society and the education system for the formation of communicative learning skills of students, which is one of the main components of the ability to learn, starting from primary school age, which is a requirement of the Federal State Educational Standard.
The purpose of my speech- to consider the ways and techniques of forming communicative UUD in school using the educational subject “English language”, through the use different types activities.
Tasks:
1) Get acquainted with techniques that help form communicative UUD;
2) Determine the essence, features, meaning of communicative UUD;
3) Develop a set of tasks (tasks) for the formation of communicative learning skills in schoolchildren.
Today, UUD is given great importance. This is a set of ways for a student to act, which ensures his ability to independently assimilate new knowledge, including the organization of the assimilation process itself. Universal learning activities are skills that must be taught in all lessons in primary school. Universal learning activities can be grouped into four main blocks:
1) personal; 2) regulatory; 3) educational; 4) communicative.
Planning educational cooperation .. Asking questions
Conflict resolution. Control, correction, assessment of partner’s actions
Ability to express thoughts fully and clearly Possession
Monologue and dialogic forms of speech
Communication
Lesson structure in English from the position of the system-activity approach is as follows:
The teacher creates a problematic situation;
The student accepts the problem situation;
Together they identify the problem;
The teacher controls the search activity;
The student carries out
Independent search;
The discussion of the results.
Pedagogical techniques used to form communicative universal educational actions in English lessons
“Clash of contradictions in practical activities”
"Reflexive Target". "Association". “Literal pronunciation” . “Extra words” . “Interview”. "Collect the text." “Creation of presentation accompaniment for the educational topic by students.” “Theatricalization” “Carousel” “Race for the leader” “Group story”, “Unfinished sentence”, “Brownian movement” “Dominoes”, “Find words”, method of drawing up a mental (intellectual) map ; conferences/discussions; role-playing / business games; debate.
This list can be expanded, because... every teacher is able to come up with and introduce into the educational process effective techniques and methods for organizing students’ verbal interaction in a foreign language lesson. For example:
"Brownian motion" involves the movement of students throughout the class in order to collect information on the proposed topic. I often use the themes “Hobbies”, “Family”, “Travel”. Each participant receives a sheet with a list of questions and tasks: “What interesting and new places have you visited?”, “What type of transport do your classmates prefer?” The teacher helps formulate questions and answers and ensures that interaction is conducted in English.
"Carousel"“Carousel” is a method of work during which two rings are formed: internal and external. The inner ring is formed by students sitting motionless, and in the outer ring the students change every 30 seconds. Thus, they manage to talk through several topics in a few minutes and try to convince their interlocutor that they are right. Usage this method allows you to effectively practice etiquette dialogues.
UUD in English lessons within the framework of the Federal State Educational Standard, I offer students the following tasks:
Logical fill-in-the-blank exercise;
Compiling plot stories based on the proposed series of pictures;
Finding errors in letters and texts;
Compiling texts from the proposed set of sentences;
Building logical semantic chains;
Preparation of creative mini-projects;
Compose stories using key words. For example:
The weather was fine. My friends and I spent a lot of time outdoors. We gathered mushrooms in the nearby forest.
Suddenly the weather changed. Children went home.
Why did the children go to the forest?
Did they collect a lot of mushrooms?
Why did the children run away from the forest?
Look at the pictures.
Are they drawn in order?
Why do you think so?
Number the pictures in the correct order
.
Based on the listed planned educational outcomes, I can propose the following system for tracking the formation of UDL in the process of teaching English in primary school. All monitoring is based on the Progress Report Card: a card for assessing student achievements for each module, filled out by the teacher for each class, and on the Student’s Self - Assessment Form: a card for self-assessment of achievements in a module, filled out by each student. In this card, the student evaluates his activities with the icons Ex (excellent), VG (very good), G (good)
Communicative UUD
Goal: identifying the level of communicative actions aimed at organizing and
implementation of cooperation (cooperation).
| F.I. student | Observe the simplest norms of speech etiquette: say hello, say goodbye, thank you. | Engage in dialogue (answer questions, ask questions, clarify what is not clear). | Cooperate with friends when completing tasks in pairs. | Participate in a collective discussion of an educational problem | Collaborate with peers and adults to implement project activities | Express your thoughts orally and in writing (at the level of a sentence or small text) | Listen and understand the speech of others | Read and retell the text expressively |
| Ivanov Ivan | 5 B | 4b | 5 B | 4b | 3b | 3b | 4b | 4b |
The diagnostic results show that trusting and constructive relationships with
and peers demonstrated......% of students......class.
Student’s Self - Assessment Form - a self-assessment card of achievements, filled out by each student.
(V.G-5, Good-4, Sat-3)
Original structure and novelty of techniques are very important factors that contribute to improving the quality of teaching, but the right to choose always remains with the teacher..