Teaching methods. Requirements for explaining new material in class
It is to arouse students' interest in a new topic. This can be achieved by creating a problem situation, which can be created by presenting a task of a search nature, by posing a question, to answer which you need to learn new material.
Learning new material- This is one of the most difficult structural elements of the lesson. The main task of explaining new material is to make students aware of every essential feature of a concept or every condition of a norm - grammatical, spelling, punctuation, etc.
When explaining new material, the following methods are used: teacher’s word, conversation, observation of language material, lecture, independent work with the textbook. All methods are combined into explanatory and search (problematic) methods. Explanatory methods are those when the material is presented by the teacher in a ready-made form.
It is better to use them:
1) when the volume of material is large;
2) when a topic of a practical nature is given;
3) when the process of acquiring knowledge takes a lot of time;
4) when the class is not able to actively learn new material.
This is how the teacher’s word is used when there is a large amount of information, when it is sufficiently complex. The teacher presents new material in a cogent manner, using various techniques (use of visualization, generalization, synthesis, analysis), and the students listen and try to understand.
Observation of language material is used when the material is not too complex and voluminous, and does not contain a large number of theoretical points (otherwise, the teacher’s word method is used).
Search methods - when students, in the process of observing language facts, acquire knowledge on their own. The search must, of course, be carried out under the supervision of a teacher. Most often this is a conversation method and independent work with a textbook.
During the conversation, the teacher explains the material and asks questions along the way. Students answer and ask their own questions.
Independent work with the textbook is used when the material is of little complexity. Students read the paragraph independently, then, if the material is clear to them, they perform exercises, the correctness of which is controlled by the teacher. In most cases, working with a textbook is associated with drawing up a plan.
The teacher should not limit himself to a one-time explanation of the material. During the lesson, he can explain new material several more times. In this way, primary and secondary assimilation of the material will occur. The first time the explanation should be detailed, the second time more concise, the third time - in the form of a table or diagram.
Thus, in any lesson for the primary assimilation of new material there should be:
1. Referring to what has been previously learned in order to prepare for the perception of something new.
2. Observation of language in order to identify signs of the concept being studied.
3. Reading the definition, the formulation of the rule in order to highlight each feature of the concept. Before reading, a task must be set (find the answer to the question posed in the textbook, highlight what was not discussed in the lesson, prepare to explain the table, draw up an outline for the paragraph, etc.).
4. Analysis of formulations, definitions and rules, helping students to see the general in the particular.
5. Identification of essential and non-essential features of a concept.
6. Reading samples of reasoning by students.
7. Testing the assimilation of theory.
Explaining new material takes up to 20 minutes in class.
Basic forms and methods of explaining new material in Russian language and literature lessons All classes in schools should be arranged so that the subsequent is always based on the previous, and the previous is confirmed in the subsequent. Ya.A. Kamensky Connection with the previous one - a prerequisite for the normal conduct of a lesson - can actually be ensured at all stages. Direct preparation for the perception of new things can be done in this lesson while checking homework. The teacher explains something new according to a specific plan, which provides for a strictly logically consistent presentation, a gradual disclosure of a concept or rule that is new to students. The disclosure of any concept is achieved by isolating and listing its features, as a rule, essential and necessary, each of which is characterized in a form accessible to students and with a sufficient number of specific examples. The explanation of new material must be deep and complete in content, expressed from a scientific point of view, concise in form, clear and precise. The explanation should be illustrated with clear examples. The explanation of the new must end with the formulation of conclusions or definitions, which must then be memorized by the students. 2. Teaching methods. The choice of teaching method is the key to optimizing the educational work of teachers and students. The choice of method is based on the purpose of learning, on the level of students' capabilities, on their cognitive interest, on the availability of material teaching aids - in particular, textbooks, technical training, and computers. The choice of method is ideally also determined by the individual abilities and giftedness of the students. The teaching method is the most important component of the lesson, which is a lever that activates its external and internal resources. This is the key to achieving the triune goal of the lesson, containing the information necessary for this. The research method is a set of techniques that ensure that students themselves are involved in observations, in the accumulation of facts, on the basis of which they establish connections between phenomena, make generalizations, conclusions, and recognize patterns. For example, this method can be used when studying the topic “Numerals”: students find numerals in texts, write down their signs and meanings, find out what questions numerals answer. And then they come to the conclusion of definitions, to the division of numerals into quantitative, ordinal; Students identify a group of collective numerals. We will also apply this method when studying the topic “Adjective” (degrees of comparison of adjective names, categories of adjective names). Students find adjectives in the texts, write them down and name the morphological features of the adjective. The teacher leads them to the conclusion of the use of adjectives in various forms of degrees of comparison, to the division of adjectives into categories. The topic “Pronouns”, where students find pronouns in texts and write them down. The teacher gradually leads students to classify pronouns into categories. When explaining new material from the “Morphology” section, we apply this method. Being the highest form of manifestation of students’ cognitive activity, the research method is combined with other methods: a lecture, a teacher’s explanation, and work from a textbook. The lecture method is one of the methods of communicating something new; consists of an oral, coherent, consistent, complete and relatively complete presentation of an entire topic or section of the course. When explaining new material, this method can be used in Russian language lessons in 5th grade when studying sections: phonetics, graphics, vocabulary. For example, in 6th grade you can use this method when studying the “Vocabulary” section. A lecture “Dictionaries” (20 minutes) may be appropriate, where students are told about explanatory dictionaries, phraseological dictionaries, dictionaries of foreign words, obsolete words, dictionaries of synonyms, antonyms, word-formation, and spelling dictionaries. In this lesson, all students worked with each type of dictionary. The explanatory-illustrative method involves the conscious assimilation of knowledge, when ready-made information is communicated to students by various means, with mandatory explanation, showing examples: orally (teacher's story, message, explanation), from a book, from a picture or table. Students perceive, read, listen to the teacher, analyze tables and examples - achieve understanding of the material. This method, when explaining new material, can be used when studying the topics: 1. “Spelling of alternating vowels O and A in the roots -LOZH- -LAG-, -RAST- -ROS- -RASH-.” 2. "The letters O and E after the sibilants at the root." 3. "The letters Y and I after C." 4. "Spelling of vowels in the prefixes PRE-, PRI-". 5. "The letters Y and I after consonant prefixes." The problem method is an educational system in which problematic situations are constantly created. Problematic questions are posed to students, as a result of which they acquire the experience of creative activity and develop their creative abilities. The problem-based method can be used when explaining new material on the topic “Spelling of alternating vowels O and A in the root -KOS- -KAS -. " - From the examples written on the board, choose words with the spelling of which we are not familiar. Name these words. - Touch - touch. - Using these examples, formulate the topic of today's lesson. - We must get acquainted with the rule of writing O-A at the root - KOS- -KAS-. Similarly explained the spelling of the alternating vowels O and A in the root -GOR- -GAR-, -ZOR- -ZAR-. Partial search method of teaching is a method that prepares students for independent activity. This method provides a high level of mental intelligence. development of students. Example: “Perfect and imperfect forms of a verb.” Students are asked to determine the grammatical feature that distinguishes the verbs written on the board. Then they are given the task: to complete the unfinished sentences. Students are again given the task: to determine the differences in meanings. . Students complete. A new task is set: by what grammatical means are differences between verbs achieved? In this case, with the help of prefixes. The conversation method is also often used in lessons. This method is applicable in every lesson. A dialogue appears based on questions asked by the teacher. Students are required to reason logically, starting with setting a goal and ending with conclusions. Lessons cannot pass without reading the textbook. This method is especially applicable at the stage of learning new material. At this stage of the lesson, students read the rules, a sample of reasoning. And the explanation of new material is based on the fact that the teacher provides students with ready-made information with the obligatory explanation and showing examples: orally, from a book, from a picture or table. Lessons are accompanied by demonstrations of tables, diagrams, paintings, films and filmstrips, images projected onto the screen using an overhead projector and a multimedia projector. A practical method has been clearly developed, where one of the types is exercise. This type confronts students with the need for repeated and varied application of acquired knowledge in various connections and conditions. 3. Forms, means and techniques of teaching. Modern methodology recommends using tris pedagogy techniques when explaining new material. This pedagogy is convenient in that it clearly articulates methods of classroom management, maintaining discipline and attention, technology for organizing traditional and non-traditional forms of work in the classroom; methods for ensuring effective testing of knowledge, as well as didactic techniques: how to interest students in a lecture, not boringly repeat the main material of the topic, maintain interest in an educational problem, teach how to correctly structure your speech when answering. 1. “Catch a mistake” technique. Formula: the guys look for a mistake as a group, argue, deliberate... having come to a certain opinion, the group chooses a speaker. The speaker conveys the results to the teacher or announces the task and the result of its solution in front of the whole class. Example: topic "Spelling of alternating vowels O and A in the root -KOS- -KAS-." Students are given several rules. Several of them are incorrect. You need to find and prove the error, confirming the answer with examples. 2. Reception "Press conference". Formula: the teacher deliberately reveals the topic by inviting students to ask follow-up questions. Example: a press conference on the topic “Spelling vowels in case endings of singular nouns.” The algorithm is as follows: first, 5-7 minutes of introduction, from which students learn that nouns can only have a singular form or only a plural form. Then the guys think about the questions for 1 minute, 3-4 minutes are spent asking questions. Along the way, the teacher can add a few questions that, in his opinion, the students did not ask. Then she continued her explanation based on the questions she had worked out. 3. "Question to the text" technique. Formula: before studying a topic, children are given the task of making a list of questions for it. Example: this technique can be used when explaining new material on the topic “Change and formation of words.” Read the text written on the board. Formulate no more than 5 questions based on the topic of the lesson. Formulate the objectives of the lesson. To increase cognitive interests, you can use educational games that not only contain educational material, but also enrich students with new knowledge and skills. The share of games in the educational process is large, from games to research activities and creativity. An example of the game is discussed in the notes of an open lesson on the topic “Spelling alternating vowels O-A in the root -GOR- -GAR-. Example: games with rhymes. Rhymes can be used when studying many sections of spelling. For example, you can give the task to come up with masculine nouns, and then feminine to hissing, which would rhyme with these words. Doctor - rook - ball. Night - daughter Or to the suffixes -ok-, -onok-, -onk- after hissing: Bitch - top - worm, Girl - little hand. - little dog. Or when studying b in verbs of the 2nd person of the present tense: Carrying - wandering - walking After the game, students independently formulate the topic of the lesson, tell the rule using these examples.
Explanation of new material is the most important structural element of the lesson. It is intended, firstly, to reveal the essential features of the phenomena being studied, and secondly, to teach schoolchildren the ability to apply acquired knowledge in practice.
Familiarization with a new linguistic or speech phenomenon. It includes the following work elements:
Perception of a phenomenon;
Students’ awareness of the essential features of this phenomenon;
Familiarity with the term that denotes the phenomenon (concept) being studied;
Formation of a definition of a concept.
Schoolchildren's perception of the phenomenon being studied
An obligatory part of the educational process. Depending on the characteristics, perception is carried out either orally (if students become familiar with phonetic phenomena - sounds, stress, intonation), or in written form, or simultaneously in oral and written form (if students become familiar with spelling and punctuation phenomena).. For this purpose. The teacher provides in the lesson plan the necessary examples, which he demonstrates to the students after the topic is announced.
Students' awareness of the essential features of the phenomenon being studied. Essential features and phenomena that the teacher intended to introduce children to are presented either in a ready-made form (dogmatic way of cognition), or the students themselves are involved in the search for something new (heuristic way of cognition). Each of these paths has its own purpose, its own functions. They cannot replace each other. In this case, not only the isolated use of each of them is possible, but also their simultaneous use: part of the information about a particular phenomenon is reported by the teacher in ready-made form, and part is obtained by students as a result of a heuristic search.
In the process of familiarizing or repeating what has been learned, available teaching aids are used, which serve either as the main source of knowledge (textbook), or as material for observation (drawings, tables, audio aids, etc.), or as a means of systematizing what has been learned (tables). Graphic symbols are important for understanding the characteristics of the phenomena being studied: they fix students’ attention on essential features.
The next stage is the formulation of a definition (i.e., generalization of essential features). In a weak class, the teacher either gives the wording himself or refers the children to the wording in the textbook. In a strong class, students themselves define the concept, including the identified features. In order to check the correctness and completeness of the compiled formulation, the teacher suggests comparing it with the textbook.
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Application of Explanatory Methods
All educational material that has ever been taught anywhere is original - by well-known or, alas, unknown authors. Be it the scholastic truths of the Middle Ages, reactions in the cores of heavy stars or MBA courses - everything is someone’s work, someone created the scientific material presented. We do not directly comprehend nature or society. The reason is simple: essentially, any attempt to explain something comes down to the coordination of some conditional information with the receiving party (in the case of education, with the audience). Those. explanation is the coordination of information with the receiving party.
At the same time, historically it is clear that initially there was one factor of coordination: the personality of the subject, a direct participant in the educational process. In one of the most archaic forms of the lesson (common, for example, in Medieval Europe), the process of explanation was simple: the teacher explained to the older students, and those to the younger ones.
explanation material school method
As the educational material became more complex and as its volume required for assimilation grew, the number of coordination factors increased. So, now the coordination of the material with the audience - i.e. its explanation occurs in a number of ways:
1. Developed courses. In order to massively, from year to year, explain new material (new to these people), it is necessary for someone to think and arrange models of the chosen subject area in the sequence that is best deposited in the minds of the audience. A kind of “big block explanation”.
2. Trained teachers. In order to teach ninth-graders the periodic law, it is not possible to invite D.I. to each class. Mendeleev. Again, there is a massive need for specially trained people who will take pre-prepared material from third-party sources, put it through themselves and make it finally accessible to their audience.
3. Special textbooks- “hard copy” of the explanation. Authors write textbooks, teachers use them in their work. Let us note that the presence of a textbook (let us say, educational literature more broadly) in the course being studied has now become the norm. The material of most disciplines is so complex that it is possible to comprehend it in the mind, to “tame knowledge” only by comparing a number of independent sources: oral explanations of the leading teacher, the text of the textbook and some others.
4. Tutorials- visual, handout, museum, interactive and numerous others. The gigantic education industry works only to adapt and make available information available “out there” for specific audiences, to coordinate this information with audiences on an ever-increasing number of parameters.
It is easy to see that the coordination factors form a pronounced hierarchy. Didactic systems are clearly hierarchical: educational models are combined into topics, topics into courses, courses into subject areas, etc.
· At the level of such didactic supersystems - courses.
· At the system level - teacher-leaders (a certain driving component of the lesson).
· At the level of subsystem components - textbooks, teaching aids, handouts...
It is also clear that the degree of coordination increases at each level, primarily due to the deployment of coordination factors.
Example: in the Middle Ages, the basis of education as a whole (super-supersystem) was knowledge that was fundamentally not applicable in itself in the outside world: scholastic theology, philosophy, dead languages (Latin, ancient Greek, etc.). Over time - and to this day - each educational reform has led to an increasing applicability of knowledge: theological languages are replaced by civil ones, the ratio of theory and practice shifts in favor of practice. In parallel, at a lower level, the structure of the lesson became more and more consistent with the personality of the person receiving it. It is known that the human psyche is inert. In order to qualitatively invest new knowledge, it is necessary to go through three stages (to use the terminology of Kurt Lewin) - preparation of consciousness (a kind of “unfreezing”), the actual “tab” (explanation as such), “freezing”. So, the four-step lesson - in the modern sense - arose only in the 19th century.
It was developed by the German teacher Adolf Wilhelm Diesterweg, summarizing the experience of a large number of German innovative teachers. In his vision, the classic lesson became like this: repetition (updating knowledge) - explanation of new things - consolidation - homework. Before this, the lessons were one or two stage. For example, explanation + homework. It is easy to see that a four-step lesson is more effective.
Why? It was in the 19th century that humanity experienced its first bright scientific revolution, and the world began to acquire modern features. It is with the growth of complexity and volume of knowledge that the need arose to more effectively transfer this knowledge.
For the purposes of this Report, we will consider only one level of explanation: the occupational level.
What can be done to ensure that the material is explained?
You can coordinate the material with the audience at different levels. It is not difficult to guess that the greater the degree of consistency, the better the material is explained. Let us consider in detail two levels: the structure of the lesson as a whole and the material itself.
At the lesson level: the material is structured. The most convenient form is to divide the material into fragments, chapters. The effect can be enhanced by combining chapters with a cross-cutting thought, hero, form, etc. Another possible strengthening is that the chapters are not simply united by a common idea, but form a natural sequence.
Example: It is difficult to memorize many chemical elements. Memorizing them in the form of a periodic table with ever-increasing atomic mass of elements is a school task.
Example: the classification of animals and plants is based on evolution, i.e. who appeared after whom on the planet. If there is no natural sequence (temporal, evolutionary, etc.), it can be introduced in the form of an allegory.
Example: fifteen years for a printing company - fifteen stages of printing production.
Example: seven steps to financial success - seven notes - seven colors of the rainbow...
Example: when training new McDonald's employees, for example, the following abbreviations are used: KKCHD - quality, service culture, cleanliness, accessibility. KKK - contact, cooperation, coordination. KLN - observation checklist.
The next gain is to get consistency from the audience. Let's say that educational material is “collapsed” into an abbreviation, and the audience comes up with a mnemonic phrase for this abbreviation.
Example: OBAFGKMRNS - spectral types of stars. It is almost impossible to remember them, but students - ours and American ones - at one time came up with: “One Shaved American Chewed Dates Like a Carrot,” and “Oh, Be A Fine Girl, Kiss Me Right Now.”
At the level of the material presented.
It is easy to see that the minimal act of explanation consists of two layers:
The theoretical model presented is usually abstract - it represents a compressed external experience, otherwise it cannot be conveyed.
In order to move from abstraction to specifics, they resort to examples.
Let's consider an example as a tool for coordinating external information. A model without examples is learned only if it is already familiar, if the student already has examples in his head. Why then waste time explaining?
The number of examples per model should be - apparently - from 2 to 9. Why? There are two known rules: Miller and Elshtain, which describe human operative memory. Our RAM is ready to retain 7±2 of simple counting objects (i.e., maximum 9), complex abstract ones - 4±1 (i.e., minimum of 3). If there are less than two or three examples, then the model will be poorly understood; if there are more than nine, it will be redundant.
Now let's look at 12 ways to give an example:
1. “Zero example”: incomplete disclosure of the topic. Can't be fully revealed
o some specifics - leaving the audience to complete the specifics on their own,
o group of methods
What is not revealed is left for the audience to discover on its own. This technique has found wide application in problem-based learning.
2. Number axis(or “RVS Operator” in the terminology of the first TRIZ developer G.S. Altshuller) - a sharp increase in a certain didactically valuable parameter. For example, when checking the roots of linear equations, in order to understand whether the solution was found correctly or not, when substituting, you need to take the number 1,000,000: everything is immediately clear.
3. Example - an analogy from life. An example is given from everyday “kitchen” life. Conveniently used in explaining complex “multi-story” theoretical models. This technique was very often used by the famous popularizer of science Ya.I. Perelman, as well as the famous writer Stanislav Lem.
4. Give many examples, then generalize locally. Used for intermediate rest, change of mental activity, emphasizing important points of the lesson... Generalizations can be at the level of a model, method, method, group of methods.
5. Humanitarian example - from fiction, history.
6. Example from scientific literature.
7. An example from the leading teacher’s own experience, problems he personally solved...
8. The students themselves give an example.
9. Continue giving examples after the teacher
For methods 7-9, a common reinforcement will be the use of inertia of thinking: when examples deliberately lead the audience “in the wrong direction.” As examples, here are two anecdotes: What will a Chinese get by combining the head of a tiger, the stomach of a mollusk, the scales of a carp, the claws of a mountain eagle and the roar of a bull? A woman! Well, you have ideals! Dragon!
10. Scientists have found that the Moon is constantly moving away from the Earth. If the speed of removal was constant, calculations show that more than 100 million years ago the moon's orbit was ten meters from the Earth. This explains the extinction of dinosaurs.
11. At least big ones.
12. “Example with displacement”: at a lecture on consulting - an example from medicine, military art; during a lesson on main pipelines - from gynecology, from angiology (about blood vessels), etc. The technique is similar to an analogy: you need to select two objects that are similar in function, but differ in the resource on which it is implemented. And in medicine, and in the art of war, and in consulting, there is an analysis of the situation (in medicine there is also the same “interrogation of the patient”), liquid flows through pipes, as well as through blood vessels, etc.
13. Anti-example: when “it didn’t work out” and subsequent analysis of errors and typical errors in particular.
14. Presentation of the same material from different points of view, positions of different authors, in different models, etc.
“Development of uud at the stage of explaining new material”
The term “Universal educational actions” is nothing more than a concretization of the term “ability to learn,” that is, the subject’s ability to self-development and self-improvement through the conscious and active appropriation of new experience.
Forming the ability to learn, or the ability for independent productive foreign language activity, means the full mastery by schoolchildren of all components of educational activity, including:
1) motives (game, cognitive and educational motives);
2) educational purpose;
3) learning task;
4) educational activities and operations (orientation, transformation of material, control and evaluation
Lesson structure when explaining new material
Lesson stage
Brief description of the stages of a lesson explaining new material
1. Motivation for educational activities.
This stage involves the student’s conscious entry into the space of learning activity. For this purpose, his motivation for learning activities in the lesson is organized.
2. Updating (repetition) of knowledge
At this stage, students are prepared to explain new knowledge, perform a trial learning activity, and record
individual difficulty.
Accordingly, this stage involves:
1) updating the learned methods of action
2) updating of relevant mental operations and cognitive processes;
3) motivation of students for trial training
action and its independent implementation;
4) recording by students of individual
difficulties in completing a trial training
action or its rationale.
3. Explanation of new material
At this stage, students identify the location and cause of the difficulty. Students reflect on learning activities in a communicative manner:
Set a goal
Agree on the topic of the lesson,
Choose a method
Build a plan to achieve the goal;
Determine funds, resources and deadlines.
This process is led byteacher : at first with the helpleading dialogue , then -encouraging dialogue , and then using
research methods
4. Primary consolidation with speaking out loud
At this stage, students, in the form of communicative interaction (frontally, in groups, in pairs), solve standard tasks for a new method of action, pronouncing the solution algorithm out loud.
5. Independent work with self-test according to the standard
When carrying out this stage, an individual form of work is used: students self-
perform tasks of a new type, carry out self-testing, step-by-step comparison
Working with the standard, they identify and correct possible errors, determine methods of action that cause them difficulties and they have to refine them.
6. Inclusion in the knowledge system and repetition
At this stage, the boundaries of applicability of new knowledge are identified and tasks are performed in which a new method of action is provided as an intermediate step. When organizing this stage, the teacher selects tasks in which the use of what has been learned is practiced.
previously material that has methodological value for introducing new methods of action in the future
7. Reflection on learning activities in the lesson
At this stage, new content learned in the lesson is recorded, and reflection and self-evaluation by students of their own learning activities is organized.
Also, the purpose of the educational activity and its results are correlated, the degree of their compliance is recorded, and further goals of the work are outlined.
In my work, when explaining new material, I use the following technologies:
Joint activities:
Collaborative activity refers to the exchange of actions and operations, as well as verbal and non-verbal means, between the teacher and students and between the students themselves in the process of developing knowledge and skills.
The teacher’s activities in the lesson involve organizing joint activities of children both within one group and between groups: the teacher directs students to jointly complete a task.
To organize group work, the class is divided into groups of 3-6 people, most often 4 people. The task is given to the group, not to the individual student. Classes can be held in the form of a competition between two teams. Team competitions allow students to actualize the motive of winning and thereby awaken interest in the activity being performed.
A special case of group joint activity of students is working in pairs. This form of educational activity can be used both at the stage of preliminary orientation, when schoolchildren identify (with the help of a teacher or independently) the content of knowledge that is new to them, and at the stage of practicing the material and monitoring the process of assimilation.Options for working in pairs include the following:
1) students sitting at the same desk receive the same task; first, everyone completes the task independently, then they exchange notebooks, check the correctness of the result obtained and point out errors to each other if they are found;
2) students take turns performing a common task, using the specific knowledge and tools that everyone has;
3) exchange of tasks: each of the neighbors at the desk receives a sheet with tasks compiled by other students. They carry out tasks in consultation with each other. If both cannot cope with the tasks, they can turn to the authors of the tasks for help. After completing the assignments, students return the work to the authors for checking. If the authors find an error, they should show it to the students, discuss it and ask them to correct it. Students, in turn, can also evaluate the quality of the proposed tasks (complexity, originality, etc.).
The teacher gets the opportunity to really implement a differentiated and individual approach to students: take into account their abilities, pace of work, mutual inclination when dividing the class into groups, give groups tasks of varying difficulty, and pay more attention to weak students.
- for example, when introducing a new grammatical structure, students record new material on cards in groups or in pairs. then they exchange, analyzing and correcting each other’s work.
-Auxiliary verb
- subject
V - semantic verb
W.H. - question words
(time name)
+
_
?
- Analyzing their opponents' answers, students give reasons for their opinions and record the results of their work.
Right
wrong
My mistakes
Problem-based learning
Problem-based learning is an organization-ledteachers independent search activities of students to solve problem situations, contributing to the development of communicative learning skills, stimulates interest, maintains high motivation for learning foreign languages. The key concept of problem-based learning is"problem situation" which is created by the teacher for educational purposes. The levels of problem-based learning depend on the content of the educational material (the availability of the opportunity to create problem situations of varying degrees of difficulty) and the type of independent actions of the student. Based on these characteristics, experts identify four levels of problems:
1) the level that determines reproductive activity;
2) a level that ensures the application of previous knowledge in a new situation;
3) reproductive-search level;
4) creative level.
- For example In a 5th grade lesson on the topic “Description of people and animals,” I set the children the task of comparing. Analyzing the material, students construct statements based on the model.
Old – older – theoldest
Small-smaller - the smallest
Cold-colder – the coldest
Sunny –sunnier - the suniest
Happy -happier - the happinessiest
Funny – funnier – the funiest
Hot-hotter – the hottest
Big – bigger-the biggest
Beautiful-more beautiful – themost beautiful
Deliciousmore delicious-the most delicious
wisewiser thewisest
General method of proof
The concept of evidence and its structural elements are considered from two points of view: as a result and as a process. Teaching proof at school involves developing skills in solving the following problems:
analysis and reproduction of finished evidence;
refutation of the proposed evidence;
independent search, construction and implementation of evidence.
The need for students to use evidence arises in situations where:
the teacher himself formulates this or that position and invites students to prove it;
The teacher poses a problem, during the solution of which the students have a need to prove the correctness (truth) of the chosen solution path. .
Any evidence includes:
thesis – a judgment (statement), the truth of which is proven;
arguments (grounds, reasons) – already known certified facts used in the proof, definitions of initial concepts, axioms, statements from which the truth of the thesis being proven necessarily follows;
demonstration - a sequence of inferences - reasoning, during which a new judgment is derived from one or more arguments (grounds), which logically follows from the arguments and is called a conclusion; this is a provable thesis.
For example, in a lesson in 6th grade on the topic “plural nouns”,
The students are asked the following statement:
“All nouns form their plural by adding the ending - s »,
Based on the proposed material, students form their proof, giving their arguments.
Dog s
cat s
book s
pen s
ruler s
son s
box es
dress es
tomato es
brush es
bus es
watch es
leaf-lea ves
wolf –wol ves
life –li ves
fish – fish
deer – deer
sheep-sheep
man-men
mouse-mice
tooth-teeth
foot-feet
woman-women
Project method
The use of information and computer technologies provides fundamentally new opportunities for increasing the efficiency of the educational process. This is an expansion of access to information in familiar verbal and other forms, an increase in the expressive possibilities of providing information, a combination of its rational and emotional aspects, the inclusion of game elements, the possibility of using models, a wide variety in the choice of methodological tools, all this allows students to create projects on given topics .
For example, 9th grade students created a presentation on the topic “London Metro,” which I use in my work.
10th grade students, having become acquainted with an excerpt from A.P. Chekhov’s work “Darling”, compiled a description based on the plot pictures
The development of a system of universal educational activities is a tool for ensuring the independence of a student’s educational activities when mastering a foreign language as a means of intercultural interaction and communication.
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