Forms of differentiated teaching in elementary school. A differentiated approach to teaching in elementary school. in elementary school classes"
Abdullina Regina Rashitovna
Job title: teacher primary school
Educational institution: MBOU UL, Dimitrovgrad, Ulyanovsk region
Locality: city of Dimitrovgrad
Material name: article
Subject:"Using the technology of level differentiation in lessons in primary school."
Publication date: 27.12.2017
Chapter: elementary education
“Using Level Differentiation Technology
in elementary school classes.
The true meaning of pedagogy lies in the fact that even a person who finds it difficult
what is feasible for others, did not feel inferior, experienced high
human joy, the joy of knowledge, the joy of intellectual labor, the joy
creativity.
Sukhomlinsky V.A.
Entering the adult world, children find themselves in different conditions, occupy different jobs.
places, can choose their field of activity, types of entertainment, circle of friends and family
optional. We often say, "How terrible it would be if everyone were the same." At
different children - different characters, different interests, health characteristics and characteristics
perception of the world.
One of the main directions of modern education is individualization, where
the basis is a differentiated approach to teaching. What is differentiation
differentiated education and what is the purpose of this ped. technology pursues?
Differentiation in Latin "difference" means separation, stratification
Differentiated
education
organizations
educational
process,
students,
takes into account
peculiarities. Differentiation of learning (differentiated approach to learning) is
creation of a variety of learning conditions for different classes, groups in order to take into account their
features. And the goal of differentiation is to train everyone at the level of their capabilities,
abilities, traits.
Distinguish between the concepts of internal and external differentiation.
External
differentiation. Creation
students with certain individual characteristics are enrolled.
Internal
differentiation. Organization
educational
process
respectively
students
different
sustainable
individual features.
Stages of organizing internal differentiation:
1. Criteria are determined according to which groups are created
students.
2. Carrying out diagnostics based on selected criteria.
3. Students are divided into groups based on the results of the diagnosis.
4. Methods of differentiation are determined, tasks are developed for
selected groups of students.
5. A differentiated approach is being implemented at various stages of the lesson.
6. Diagnostic control is carried out over the results of the work of students,
according to which the composition of the groups may change.
In any system of education, to one degree or another, there is a differentiated
learning:
intrasubject
level
Zakatova
technologies
persecuted
further
development
individuality
potential
opportunities,
development
cognitive interests and personal qualities.
How can a teacher make learning optimal for each child in the class, given their
peculiarities? Each teacher can find their own options for work. It is important to note that
is changing
various
extracurricular
activities,
differentiation
carried out
criteria.
Advantage
organization of classes is the development of independence skills and ample opportunities
to help those children who need extra attention.
Differentiation of training and providing this process ped. technologies are
system in educational theory and practice.
Scientists, doctors, innovative educators urge us to apply and use in
everything is new at work.
And for us, teachers, it is important that we want to learn new things, introduce them into the process.
learning
apply
practice
modern
technologies
informational
achievements
delivered
is
instructive, forced education, and as Basil the Great said, “Forcible education
cannot be firm, but what enters with joy and merriment sinks firmly into the souls
attentive…”.
Primary school is an important stage in the age development and formation of personality
children, it must and certainly must guarantee high level education.
Our school teaches children with different levels of development, and since the mainstream school is not
able to offer each student an individual curriculum, our
teachers are looking for learning models that can ensure the development of the individual, taking into account
individual psychological and intellectual capabilities.
Today, the school is in a relentless search for new, more effective approaches, funds and
forms of training and education of students. Interest in this is quite understandable.
Majority
applied
education
technologies
oriented
group
learning
requirements
costs
studied
material without taking into account the peculiarities of the individual psychological development of each
student that does not bring significant learning outcomes. standard school before
last
proceeded
statements
birth
are the same and clean, like boards, then it was not the laws of nature that forced her to do this, but
ideology. As a result, school is not loved (and often hated) not only by “lazy people”, but also by
very hard working kids.
I believe that the success of the learning process depends on many factors, among which are not
the last role is played by training according to the abilities and capabilities of the child,
those. differentiated learning.
Currently, one of the leading trends in the development of our elementary school is its
differentiated learning.
Experience recent years shows that the most effective form of individualization
educational
process that provides the best possible conditions for the child
relevant
difficulties
educational
material,
compliance
didactic
principles
availability,
feasibility),
is
differentiated
education.
The goals of differentiated learning: organize educational process based on accounting
individual personality traits, i.e. at the level of his capabilities and abilities.
Main task: see the individuality of the student and preserve it, help the child
believe in yourself, ensure its maximum development.
I will stop at intraclass differentiation.
Since the class is made up of children of different levels of development, there inevitably arises
the need for a differentiated approach to multi-level education.
aspect
development
personality,
is
implementation
individual
differentiated
students
pedagogical
process, since it is he who involves the early identification of inclinations and abilities
Creation
development
personality.
Intraclass
differentiation
primary
exists
is
main
implementation
individualization
learning,
education
training, but even in terms of learning opportunities, perhaps the most difficult task facing
teacher
primary
impossible
individual
approach to learning.
Level differentiation allows you to work both with individual students and with
groups, save children's team where personality development takes place. Her
characteristic
are:
openness
requirements
providing
students
the opportunity to choose the assimilation of the material and move from one level to
another. The teacher's work system using this technology includes various stages:
Identification of backlogs in ZUN;
Elimination of their gaps;
Eliminate the causes of failure;
Formation of interest and motivation to study;
Differentiation (according to the degree of difficulty) of educational tasks and assessments of activities
Internal differentiation implies a conditional division of the class:
by level mental development(level of achievement);
by personal-psychological types (type of thinking, character accentuation,
temperament, etc.).
The main purpose of my use of level differentiation technology is to teach
opportunities
abilities,
student opportunity
get
maximum
abilities
realize your personal potential. This technology makes it possible to make educational
process more efficient.
Children have always started and will start learning school curriculum with different
initial prerequisites. Quantitatively, it looks like this:
students (about 65%) enter school with approximately the same level of mental
development, it is he who is taken as the norm; 15% - more or less this
the level is surpassed, and 20% of children, on the contrary, do not reach it.
As practice shows, normal (having indicators of the norm at all levels
development) children are found only in books. Almost every child has some
insignificant)
deviations,
further
lead
backlog in learning activities.
It should be noted that the level of readiness of students to study at school
(learning process) is not the same and decreases every year. For some it matches
conditions for the success of their further education, for others it barely reaches an acceptable level.
The data obtained from all tests allows you to build an individual profile
the readiness of the child for school, on the basis of which his level of development is determined.
Organizing multi-level education, I take into account the intellectual abilities of children and
age
positive influence multi-level education for the development of the child.
By implementing
differentiated
guided by
next
requirements:
creating an environment conducive to students;
communicate
students
motivated;
according to
opportunities
abilities; to have an idea of what is expected of him;
students
various
offered
relevant
the possibilities of the program (each “take” as much as he can).
For multi-level training I use:
informer cards,
including
task
elements
dosed help
Alternative assignments for voluntary completion
Tasks that help in mastering rational ways of activity
multi-level
differentiation
learning
applied on
different
stages
educational process: learning new material; differentiated homework;
examination
assimilation
passed
material;
independent
control
organization
mistakes;
fastening.
Content differentiation learning tasks:
in terms of creativity
according to the level of difficulty
by volume,
according to the degree of independence,
ch a r a c t e r
help
u h a sh i m s i
Differentiation methods can be combined with each other, and tasks are offered on
choice. The technology of differentiated learning involves a voluntary choice
by each student of the task level.
3 Organization of level work in the lesson
Purpose: to create psychological comfort and train everyone at the level
opportunities and abilities.
Level differentiation provides:
The presence of a basic, mandatory level of general education.
is
differentiation
individualization
requirements for students.
The basic level must be completed by all students.
The system of results should be open (the child should know what is required of him).
seems
opportunity
elevated
training,
determined
depth
mastering
educational
subject.
provided by a level of training that raises the level of the minimum standard.
differentiated
are
means
learning
education,
aimed at developing thinking and creative activity students, their interest
to the study of the subject.
1.Select
differentiated
difficulties.
2. I correctly divide children into 3 groups of variable composition. The student who worked yesterday
in the level 1 group (task "C"), tomorrow he can work in the level 2 group (task "B"),
if he mastered the basis.
Three types differentiated tasks
level
difficulties
b a zo v y y
with t and n d a r t.
o w a e t
base level
provides
a n d
u h a sh i m i s i
tricks
activities,
needed to solve
application.
Introduced
additional information that
deepen
material
show the application of concepts
Level 3 - provides
free
possession
actual
material,
tricks
work and mental actions, gives
developing
intelligence,
deepens
m a t e r i a l
l o g i c h e
b about c o n o v a n i e,
open
p e r sp e c t y
t v o r h e s c o g o
applications
According to the results of diagnosing, the class is divided into levels:
Level 1 - reproductive, works at the level of knowledge, understanding (task "C") under
teacher guidance (instructing, frontal work, analysis with subsequent recording,
instruction cards). Students with low learning abilities (require accuracy
organizations
more
quantity
training
additional
clarification
formation
cognitive
interest,
motivation
indicators
academic performance,
fatigue,
large gaps in knowledge, in ignoring tasks. Students fall into the category
"weak".
slow
apathetic
have time
absence
individual approach to them, they completely lose interest in learning, lag behind
class, although they can actually learn successfully.
constructive,
applies
received
explanations, the task is performed independently with mandatory verification. Students from
average abilities (performs the task of the first group, but with the help of a teacher in
indicators
learnability,
intellectual
performance,
learning motivation, interest. Pupils with a predominance of excitation processes over
processes
braking.
on one's own
allocate
signs
subject,
representation
sketchy.
remember
material,
needed
multiple
repetitions.
mental
peculiarities
appear
haste,
emotionality,
inattention
slow-wittedness.
children find it difficult to generalize tasks, since the level of their analytical thinking is low.
creative,
deepens
performed
on one's own. Students
high academic
abilities
material
difficulties,
requiring
apply
unfamiliar situation
on one's own,
creatively
suit
opportunities,
indicators
academic performance
certain
subjects,
to work well. Students with balanced processes of excitation and inhibition.
They have stable attention, when observing, they isolate the signs of an object; V
as a result of observation, they form initial concept. During training
successfully master the processes of generalization, own a large vocabulary.
It is important that with a differentiated learning process, it is possible for students to move from
one group to another, i.e. The composition of the group is not permanently fixed. The transition is conditioned
change
development
ability
replenishment
gaps
an increase in the educational orientation, expressed in interest in obtaining knowledge.
The composition of the groups allows you to adapt the content of the training programs to the opportunities
specific
students, helps
develop
pedagogical
technology,
oriented
nearest
development”
student,
turn, creates favorable conditions for the development of the personality of students, the formation
positive motivation for learning, the adequacy of self-esteem.
I carry out a differentiated approach to students at all stages of the lesson.
1. Survey:
In a written survey, I use cards of varying degrees of complexity, tests of three
(I use
develop
use
non-traditional forms:
crossword puzzles, puzzles, chainwords of varying degrees of complexity. If in writing
I propose
the same
difficulties,
I differentiate the amount of information indicating how to perform it: for group 3
- only the goal, for group 2 - some points to pay attention to,
for 1 group - detailed instructions completing the task.
Oral knowledge test: first I call the students of groups "C" and "B", strong children
correct and complete the answers. Often for this I give tasks to students of group "A"
find additional information on a particular issue (elements of research
activities). Or I give children of the 3rd group material to communicate some interesting
information to supplement the children's answers.
study
control
differentiated
assignments, and at the end of the year the final control testing at three levels.
2. Explanation of the new material:
When explaining new material, I pose problematic questions, I try to
strong children answered, for the children of groups "C" and "B" I propose to answer well-known questions
from the previously studied, and I ask the weak to repeat after the strong. Children of group "B"
often let me prepare additional material in the form of messages. Children of the same group
"A" sometimes I ask you to prepare some questions of new material on your own and
tell classmates about it themselves, while they prepare visual aids
(drawings, tables, diagrams, etc.). Very often the children of group "B" help the teacher
prepare visual material for next lesson to explain new material.
And the children of group "C" - to find an interpretation of new words.
studying
new material creates a problem situation, in the solution of which
Every student participates at the level available to him. To do this, I organize
work in homogeneous groups. Each group receives a task "working" on a topic in
in general. These tasks do not duplicate each other. Each group
completing your task,
should tell something new, interesting to the whole class. This approach gives everyone
the child the opportunity to feel significant, to contribute to the common cause. This
especially important for "weak" students.
So, if the task for group 1 includes mostly reproductive activities
of a search nature, and the 3rd one includes problem tasks that require
the greatest complexity of the work of thought. Thanks to this task structure, it is possible to
ensure
optimal
difficulties
to avoid
discomfort in the "medium" and "weak", associated with the feeling of one's own
"inferiority", "weakness" in comparison with other children.
The educational work of the child is aimed not only at the assimilation of scientific facts by students,
concepts, signs and rules, but also on the assimilation of the most rational methods, habits and
methods academic work. This includes the ability to listen carefully and observe,
answer questions and formulate them yourself, skills of independent work with
textbook
mental
activities,
mastering
knowledge
skills are an important indicator of the level of development of the student's abilities.
3. Fixing the new material:
anchoring
learned
possibilities
organizations
differentiated work. The fixing process is carried out, on the one hand,
through consolidation (understanding, memorization) of the elements of the theory, on the other hand, through
performance of tasks of a practical nature.
When fixing new material, I differentiate questions for consolidation. For children
Group "A" immediately propose to perform a practical task. For children of groups "B"
I offer work with a technological map or a textbook. With weak children I repeat
the main points, dwelling on each in detail. Often when fixing a new
material I carry out independent work. The number of tasks, as well as the time for them
I give different performance for different groups. I tell strong children the purpose of the task, and
medium and weak - I describe the tasks in more detail. Over time, tasks in all
I complicate the groups, which contributes to the development of mental activity.
When working with a textbook, the children of group "B", I give the task to draw up an answer plan for
read, at this time with the students of group "C" we are looking in the textbook for answers to in advance
the questions put to the test, the children of group "A" make generalizations and conclusions. If
the material is complex, then I form pairs, which include one of the students of groups "A" or "B",
and work in pairs of shifts. At first, the material is spoken by a strong
the student to his partner, the second listens to him and corrects him, then the material pronounces
a weak student, a strong one controls and corrects him.
When consolidating the material, in order to develop skills for solving practical problems for
students, I select tasks with a gradually increasing degree of difficulty.
I carry out
differentiation
carrying out
practical
I use
mutual aid,
help
cope with
practical
task
I practice collective projects with different staffing of groups.
"Feeling of the elbow", attention to others, the ability to work not side by side, but together,
brought up
personally
oriented
learning
participation
joint
group
expands
horizon
students
increases
information fund. The children's area of potential opportunities is increasing,
allowing them to successfully, under the guidance of a teacher at a higher level, solve
suggested tasks.
I think…
I want to add…
I disagree…
I give the student the right to express his opinion, his attitude, to "live" his
4. Homework:
work
additional
literature,
fulfill
additional tasks of a creative nature (for example: to come up with a fairy tale “About how
the spikelet hit the table in the form of bread" or "How threads are spun and fabrics are woven"), as well as
conduct small studies, observations, make a crossword puzzle, rebus, etc. These
children often come up with additional messages, reports. Medium and weak
I also propose to speak, but for preparation I give literature or indicate the source.
I regulate the volume of material for presentation. To overcome gaps in knowledge
children of groups "C" and "B" I give small additional exercises and ask them to
appreciated by the parents.
Differentiation of tasks allows you to monitor the assimilation of knowledge by each student, which
contributes to the provision of timely assistance to schoolchildren.
Application
students
differentiated
allowed
diversify
raise
students to study, but most importantly, to improve the quality of education of schoolchildren.
Selection
students
significant
helps
multi-level tasks for them. Each task has specific goals and
requirements.
Tasks in groups are performed independently.
Russian language
As an example, I will give the work of checking homework
Primary school is an important stage in the age development and formation of the personality of children; it must and certainly must guarantee a high level of education. Our school teaches children with different levels of development, and since the mainstream school is not able to offer each student an individual curriculum, our teachers are looking for teaching models that can ensure the development of the individual, taking into account individual psychological and intellectual capabilities.
Most of the technologies used in education are focused on a group way of learning with uniform requirements, time costs, the amount of material studied without taking into account the characteristics of the individual psychological development of each student, which does not bring significant results in learning. As a result, not only “lazy people”, but also quite hard-working children do not like school.
The success of the learning process depends on many factors, among which learning plays an important role in accordance with the abilities and capabilities of the child, i.e. differentiated learning.
The concept of “Differentiated learning”
translated from Latin “different” means division, decomposition of the whole into various parts, forms, steps.
No matter how well the training is delivered, it cannot ensure a uniform pace of advancement for all students in the class.
The effectiveness of students mastering the methods of mental activity depends not only on the quality, but also on the individual psychological characteristics of children, on their ability to learn.
How practical teacher I know quite well the individual characteristics of my students in each class. Therefore, I divide the class into groups in accordance with the level of formation of their ability to solve problems. Most often, I distinguish three groups of students in the class.
students first group and have knowledge gaps program material, distort the content of theorems in their application to solving problems, can independently solve problems in one or two steps, do not know how to search for a solution. This general characteristic does not exclude the various individual characteristics of the students in the first group. There may be students who have gaps in knowledge and developmental delays due to frequent absences from classes due to illness, due to poor systematic preparation for lessons. However, this group is made up of students belonging to different levels of learning. Those who have a high level of learning, after eliminating gaps in knowledge and with appropriate training, usually quickly move to a higher level of development.
students second group have sufficient knowledge of the program material, they can apply them in solving standard problems. They find it difficult to move to a solution of a new type, but having mastered the methods of solving them, they cope with solving similar problems. These students do not have heuristic methods of thinking.
third group are students who can reduce a complex task to a chain of simple subtasks, put forward and substantiate hypotheses in the process of finding solutions to problems, and transfer previous knowledge to new conditions.
Knowing the level of formation of schoolchildren's skills in solving various problems allows me, when preparing for a lesson, to plan in advance all types of differentiated impact, select tasks, and think over forms of assistance for each group of students.
Multi-level tasks, tailored to the abilities of students, create a favorable environment in the classroom. psychological climate. The children have a feeling of satisfaction after each correctly completed task. Success experienced as a result of overcoming difficulties gives a powerful impetus to increased cognitive activity. Students, including the weak ones, have confidence in their abilities. All this contributes to the activation of the mental activity of students, creates a positive motivation for learning.
I implement a differentiated approach at certain stages of the lesson. So, at the stage of introducing a new concept, property, algorithm, I work with the whole class, without dividing it into groups. But after a few exercises are completed on the board, the students begin differentiated independent work. To do this, I have and constantly replenish my mathematical piggy bank with various mathematical literature, didactic material containing multi-level tasks. But it is very important how to present these tasks to students, how to interest them and get the highest result.
Level "3" - these are tasks of a reproductive nature. Performing these tasks, the student learns the material at the level of the State Standard.
Level "4" - tasks of this level are aimed at complicating the work with the text and are of a problematic nature.
Level "5" - these tasks are of a creative type.
Task difficulty indicators:
1. Problematic task (creative or problem tasks are more difficult than reproductive ones);
2. Distance from condition and question to answer (according to the number of links in the chain of reasoning - the larger it is, the more difficult the task);
3. According to the number of causes or effects to be established (the more causes or effects to be found, the more difficult the task);
4. By the number of sources used
(the more sources, the more difficult the task).
In the practice of my work I often use lessons-consultations. For such lessons, I prepare different-level cards with tasks for "3"; on "4"; to "5". reverse side cards written answers. Students complete assignments and check answers. If the answers are the same, then they do not need consultation. If the student does not understand something, then he asks the teacher for advice. Works are evaluated taking into account the consultations received. The positive results of such lessons-consultations are obvious: not only gaps in the knowledge of students disappear, but also contribute to the mental activity of students. The guys are taught to correctly assess their capabilities, sometimes take risks. Lessons-consultations allow you to work individually with each student.
The issue of differentiation of education and upbringing has been considered more than once at teachers' councils and in the work methodical associations of the staff of our school, and we came to the conclusion that differentiated education creates conditions for the maximum development of children with different levels of abilities: for the rehabilitation of those who are lagging behind and for advanced education of those who are able to learn ahead of time. This conclusion is not a tribute to fashion, but life, which has proved that people are still born different.
The experience of recent years shows that the most effective form of individualization of the educational process, providing the most favorable conditions for the child (when selecting the appropriate level, complexity educational material, compliance with the didactic principles of accessibility, feasibility), is differentiated learning.
The goals of differentiated learning:
organize the educational process on the basis of taking into account the individual characteristics of the individual, i.e. at the level of his capabilities and abilities.
Main task:
Let's stop at intraclass differentiation.
Since the class is made up of children of different levels of development, there inevitably arises the need for a differentiated approach to learning at different levels.
We believe that an important aspect in the development of personality is the implementation of an individual and differentiated approach to students in the pedagogical process, since it involves the early identification of the inclinations and abilities of children, the creation of conditions for the development of personality. Intra-class differentiation in elementary school has existed for a long time, it is the main way to implement the individualization of education, therefore, teaching children who are different not only in terms of their level of preparation, but even in terms of educational opportunities, is perhaps the most difficult task facing the primary school teacher. And it is impossible to solve it without an individual approach to learning.
Level differentiation allows you to work both with individual students and with groups, preserves the children's team in which personality development takes place. Her characteristic features are: openness of requirements, providing students with the opportunity to choose the assimilation of the material and move from one level to another. The teacher's work system using this technology includes various stages:
Identification of backlogs in ZUN;
Elimination of their gaps;
Eliminate the causes of failure;
Formation of interest and motivation to study;
Differentiation (according to the degree of difficulty) of educational tasks and assessments of the student's activity
by the level of mental development (level of achievement);
by personal-psychological types (type of thinking, character accentuation, temperament, etc.).
Differentiated learning requires teachers to study the individual abilities and learning opportunities (the level of development of attention, thinking, memory, etc.) of students, to diagnose their level of knowledge and skills in a particular subject, which makes it possible to carry out further individualization in order to achieve a corrective effect. Diagnostics of educational opportunities, which was carried out by specialists, completes the picture.
In order to implement the technology of multi-level education, we diagnose the cognitive processes of each student throughout the school years. The introduction of differentiated education required psychologists to build a system of psychodiagnostics in elementary school, which made it possible to determine the level of development of a particular child with a greater degree of certainty. Psychodiagnostic work begins with a comprehensive examination of children when they enter school. Of all the variety of test methods, priority was given to methods that offer to study the level of intelligence according to the tests of Kern-Irasek, Veksler, according to corrective tests of memory, attention, and thinking.
The point of testing is to get, if possible, a real and clear picture of the development of the child. This is especially true today, when the teacher determines the degree of development of the basic qualities of the student's mental activity. Revealing the level of formation of psychological processes in younger students will allow individualizing or differentiating the learning process and providing the child with the necessary psychological and pedagogical support.
Survey data over the past five years of children admitted to grade 1 suggest that they are characterized by a number of features.
Children have always started and will start studying the school curriculum with different initial premises. In quantitative terms, it looks like this: the majority of students (about 65%) enter school with approximately the same level of mental development, and it is he who is accepted as the norm; 15% - to a greater or lesser extent exceed this level, and 20% of children, on the contrary, do not reach it.
As practice shows, normal (having indicators of the norm for all levels of development) children are found only in books. Almost every child has one or another (albeit minor) deviations, which in the future can lead to a lag in educational activities.
It should be noted that the level of readiness of students to study at school (the educational process) is not the same and decreases every year. For some, it corresponds to the conditions for the success of their further education, for others it barely reaches an acceptable limit.
The data obtained from all tests make it possible to build an individual profile of a child's readiness for school, on the basis of which his level of development is determined.
By organizing multi-level education, we take into account the intellectual abilities of children and at the end of grade 4 they reach the level age norm, this indicates the positive impact of multi-level education on the development of the child.
Implementing a differentiated approach, teachers are guided by the following requirements:
creating an environment conducive to students;
actively communicate with students in order to motivate the learning process; so that the child learns according to his abilities and abilities; to have an idea of what is expected of him;
students of various levels are invited to learn the program corresponding to their capabilities (each “take” as much as he can).
Informative cards, including, along with the task for the student, elements of dosed assistance
Alternative assignments for voluntary completion
Assignments found by the student
Tasks that help in mastering rational ways of activity
According to the results of diagnosing, the class is divided into levels:
1st group
, students with high learning abilities (they work with material of greater complexity, requiring the ability to apply knowledge in an unfamiliar situation and independently, creatively approach problem solving), opportunities, performance indicators in certain subjects, able to work well. Students with balanced processes of excitation and inhibition. They have stable attention, when observing, they isolate the signs of an object; as a result of observation, they form an initial concept. In the course of training, they successfully master the processes of generalization, own a large vocabulary.
2nd group
- students with secondary abilities (performs the task of the first group, but with the help of a teacher according to reference schemes), learning indicators, intellectual performance, learning motivation, interest. Students with a predominance of excitation processes over inhibition processes. They cannot independently identify the features of the subject, their ideas are poor and fragmentary. To memorize the material, they need multiple repetitions. Outwardly, their mental characteristics are manifested in haste, emotionality, inattention and slow thinking. For these children, generalization tasks are difficult, since the level of their analytical thinking is low.
3rd group
- students with low educational abilities (require accuracy in the organization of educational tasks, more training work and additional explanations of the new in the lesson), the formation of cognitive interest, motivation for learning, performance indicators, fatigue, with large gaps in knowledge, ignoring tasks. Students fall into the category of "weak". They are slow, apathetic, do not keep up with the class. In the absence of an individual approach to them, they completely lose interest in learning, fall behind the class, although in fact they can study successfully.
It is important that with a differentiated learning process, it is possible for students to move from one group to another, i.e. The composition of the group is not permanently fixed. The transition is due to a change in the level of development of the student, the ability to fill in the gaps and an increase in the educational orientation, expressed in an interest in gaining knowledge.
The composition of the groups allows us to adapt the content of the curriculum to the abilities of individual students, helps to develop pedagogical technology, focused on the "zone of proximal development" of each student, which in turn creates favorable conditions for the development of the personality of students, the formation of positive motivation for learning, the adequacy of self-esteem.
The selection of three groups of students in the classroom greatly helps teachers in the selection of tasks of different levels for them. Each job has specific goals and requirements.
Tasks in groups are performed independently.
Russian language
As an example, let's take the work of checking homework
The process of organizing intra-class differentiation by a teacher includes several stages.
- 1. Carrying out diagnostics.
- 2. Determination of methods of differentiation, distribution of students into groups, taking into account diagnostics.
- 3. Development of differentiated tasks and implementation of a differentiated approach to students at different stages of the lesson.
- 4. Diagnostic control for the results.
- 5. Eliminate gaps in knowledge.
To implement a differentiated approach, it is necessary, first of all, to differentiate students into type groups. In order for the use of differentiated learning technology to bring positive results, it is necessary to diagnose the educational activities of schoolchildren. What should be the object of study?
Diagnostic object
From the point of view of many specialists (I. Unt, I. Osmolovskaya, A.V. Beloshistaya and others), this can be:
- 1. Student's attitude to learning.
- 2. Knowledge and skills.
- A) diagnostics of educational activity is aimed primarily at identifying the quality of guaranteed knowledge, their depth, generality, systematicity, mobility.
- B) The second no less important side is the establishment of knowledge levels.
It is customary to distinguish three main levels of knowledge: reproductive (the student can only reproduce knowledge), reconstructive (knowledge is applied in standard variant situations), creative (the student operates knowledge in transfer conditions, in non-standard situations).
- 3. Features of the process of independent work, learning activities of students. In order to effectively manage the actions of schoolchildren, it is necessary to know their typical and individual difficulties in completing tasks, the need for teacher guidance, and cooperation.
- 4. Activity, organization, responsibility, independence of students.
- 5.. The level of development of higher mental functions (memory, attention, thinking, etc.) and some psychophysiological features (for example, auditory, visual, knestetic - that is, according to the way information is perceived) - here it is possible to use psychological diagnostics using test methods .
Often in practice pedagogical diagnostics is used based on differentiation based on observation, evaluation of the products of students' activities, according to estimates for test tasks, independent work, etc.
Distribution by typological groups
There are different classifications of forms of differentiation, determined by what indicators are taken as the basis for the distribution of schoolchildren into groups.
Let's consider some of them:
- 1. A.A. Budary takes as the main indicators "the ability of students to learn" and "working capacity". A.A. Budary identified three groups of students: with high, medium and low learning opportunities. These criteria determine the differences of students in the learning process, but are quite general.
- 2. I.E. Unt believes that the characteristics of students, which should first of all be taken into account when individualizing education, include:
- 1) Learning, that is, general mental abilities, as well as special features;
- 2) Learning skills;
- 3) Learning, which consists of both program and extra-curricular knowledge, skills and abilities;
- 4) Cognitive interests (against the background of general educational motivation);
- 5) The state of health of the child.
IN individual cases to these features with an individual approach to children are added such factors that, in relation to this child have a specific impact on his educational activities (home educational conditions are especially important among these factors)
Example one of these distributions - according to the level of assimilation of the material, proposed by N.F. Vinogradova and N.F. Lyubodeeva (Project "Primary school of the 21st century") is designed by us in the form of a table.
Table 1.3
Identification of groups of students according to the level of assimilation of the material
|
Criterion |
III group |
|||
|
The level of development of ZUN |
Students with a very low level of assimilation of knowledge and skills: |
Students with a low level of mastering knowledge and skills: |
Students with an average level of mastering knowledge and skills: |
Students with a high level of assimilation of knowledge and skills: |
|
Solving educational problems |
incorrectly perform the choice of action in tasks; |
find it difficult to choose the right action when solving problems; |
correctly perform the choice of actions when solving problems in the usual form, but find it difficult in creative types of work on the problem; |
correctly perform the choice of actions in solving problems, successfully perform types creative work over the task; |
|
Formation of computing skills |
low level of formation of computational skills; |
average level of formation of computational skills; |
computational skills are well formed; |
high level of formation of computational skills; |
|
Development of logical thinking and mathematical speech |
they cannot build mathematical reasoning; mathematical speech is not developed. |
mathematical reasoning is built only when asking questions; mathematical speech is not sufficiently developed. |
mathematical speech is developed; implementation of generalizations of only elementary concepts. |
high level of development of mathematical speech. |
|
Ability to transfer acquired knowledge to other types of learning tasks |
do not highlight the relationship between the studied issues; |
find it difficult to identify the relationship between the studied issues; |
can use what they have learned to navigate a new topic; |
the subtlety of observations is developed, they are able to navigate in new material, draw conclusions based on existing ZUN |
|
Development of higher mental functions |
low level of mental operations; children have low memory and attention |
low level of mental operations; satisfactory level of memory |
the average level of mental operations; have a good memory; |
high level of mental operations; high memory; |
This division into groups has its pros and cons.
Positive aspects of this division:
- 1) the exclusion of unjustified and inappropriate for society "equalization" and "averaging" of children;
- 2) the opportunity for the teacher to help the weak, to pay attention to the strong;
- 3) the absence of laggards in the class eliminates the need to reduce general level teaching;
- 4) raising the level of I - concept: the strong are affirmed in their abilities, the weak get the opportunity to experience educational success, get rid of an inferiority complex;
- 5) increasing the level of learning motivation in strong groups;
- 6) in groups where identical children are gathered, it is easier for a child to learn;
- 7) acts as a means of developing students' independence.
Negative aspects of this division:
- 1) the division of children according to the level of development is not humane;
- 2) highlighting socio-economic inequality;
- 3) depriving the weak of the opportunity to reach out for the stronger, to receive help from them, to compete with them;
- 4) transfer to “weak” groups is perceived by children as a reduction in their dignity;
- 5) the imperfection of diagnostics sometimes leads to the fact that “extraordinary children” are transferred to the category of the weak.
Ways to differentiate tasks
By the level of assimilation of the material
In accordance with the above division of N.F. Vinogradova, younger students are offered differentiated tasks (Table 1.4)
Table 1.4
Types of differentiated tasks for groups of students, distributed according to the level of assimilation of the material
|
Types of differentiated tasks |
|||
|
Very low absorption |
Low absorption |
Average level of assimilation |
High absorption rate |
|
mediating learning information |
Guiding the work of the student with educational material |
Requiring students to be creative |
|
|
1. Tasks for the recognition of mathematical objects |
1. Tasks for the description of mathematical objects according to the plan |
1. Tasks for comparing mathematical objects |
1. Tasks for establishing links between objects, features |
|
2. Tasks requiring analysis of the features of concepts |
2. Tasks for the completion of unfinished sentences using words for reference |
2. Tasks for compiling similar mathematical objects |
2. Tasks for independent selection of examples |
|
3. Tasks for the classification of objects |
3. Tasks, including questions, there is no ready answer in the textbook, they require independent mental operations |
3. Creative tasks |
|
|
Independent work |
|||
|
Pattern playback |
Reconstructive-variable |
Partial search |
Partially exploratory, creative |
Differentiation of the content of educational tasks:
- - by the level of creativity;
- - according to the level of difficulty;
- - by volume.
There is an opinion that the differentiation of tasks in terms of volume and difficulty gives too little for the development of students' learning abilities. The decisive role is played by the differentiation of tasks according to the degree of assistance to the student by the teacher, according to the degree of students' independence in completing the task. This is especially important for weak students. The task of the teacher is to bring these students to the level of average students, to teach them the methods of rational mental activity. The work is organized in such a way that the degree of independence of schoolchildren increases over time, and the dose of teacher's help gradually decreases. Strong students need tasks of increased difficulty, non-standard works of a creative nature - this is what will allow them to maximize and develop their learning opportunities.
Using different ways of organizing children's activities.
- - according to the degree of independence of students;
- - by the degree and nature of assistance to students;
- - the nature learning activities.
Differentiation in knowledge, skills, skills (ZUN)
The peculiarity of using differentiation according to the level of knowledge, skills, and abilities is that for independent work, the student is offered three options for tasks of varying degrees of complexity.
Each student has the opportunity to choose for himself the most optimal variant of educational tasks of varying degrees of difficulty. T.V. Grigoryeva suggests considering the following:
- 1. The action of the first step (addition, multiplication) is easier to perform compared to the actions of the second step (subtraction, division).
- 2. Expressions containing several actions are more complex than expressions containing only one action (for example, 48+30.32+13-10).
- 3. Actions containing big number elementary operations require a higher level of development of students
Differentiated care
Of the methods of intra-subject differentiation, they are used different kinds differentiated and individualized care:
- - supports of various types (from a poster - an example of a specific rule to a supporting abstract and a generalizing table);
- - algorithms for solving a problem or completing a task (from a similar example to a logical scheme);
- - indication of the task type, rules;
- - hint (hint, association) ideas, directions of thought;
- - warning about possible errors;
- - dividing a complex task into components.
The main advantage of tasks with differentiated assistance is the full employment of all students, independently moving from level to level.
Differentiation at different stages of the lesson
Practice shows that at each stage of the lesson it is possible and necessary to use techniques and methods of differentiation.
The main task of differentiation and individualization in the explanation of the material is the actualization of previously acquired knowledge to students. The form of verification can be varied. It is important to remember exactly what will be needed when explaining new material. Often, at the stage of explaining new material, students are asked to complete the same tasks, but at the same time, students receive a different measure of assistance that can be provided both by a teacher, through instructions, plans, memos, and student consultants who are successfully studying in this subject.
The use of differentiated tasks when consolidating knowledge, skills and abilities depends on the specification of the tasks of the lesson, the level of preparedness and interest in the teaching of students of a particular class. Special differentiated tasks during the lesson, which include tasks using special cards, multivariate independent work - this is the simplest form of organizing the differentiation of learning at all stages of the lesson. These can be selections of cards of educational tasks of varying degrees of difficulty, which the teacher offers to students, taking into account the level of assimilation of new knowledge they have achieved.
A differentiated approach to students is very important when organizing work on mistakes, it is also advisable to give differentiated homework assignments. At least three options designed for students
- 1) enthusiastic, easily assimilating the material,
- 2) experiencing certain difficulties,
- 3) having significant gaps in knowledge, unsure of themselves. It is best to give assignments in the first half of the lesson, when the guys are not tired yet and their attention is not scattered.
Diagnostic control.
The results of work on this topic can be viewed and evaluated based on the results of diagnostics, in the form of an independent or control work on a topic, or diagnostic tests.
Diagnostic tests are compiled for each unit of the studied material. The main goals of these tests are:
- - identifying gaps in students' knowledge on the topic studied, identifying typical mistakes;
- - establishing the level of assimilation by students of the studied material;
- - determination of the learning opportunities of the student and ways of his advancement within the framework of the educational unit.
Accounting for the results of students' achievements is entered in the table. It serves to make it easier for the student to detect ambiguities and correct them, and the teacher to determine the level of student learning.
Differentiated work with a separate group of students to eliminate gaps in knowledge
After performing diagnostic testing, students are divided into groups according to the assimilation of the material, i.e. here we should just talk about the level differentiation of the educational process - individual processes are taken into account in the form when students are grouped on the basis of some features for individual training.
We will show how it is possible to organize work with a group of students with a very low level of mastering knowledge and skills in the event that, through diagnostics, insufficient mastering of the material of the topic is established.
It can be carried out according to the following plan:
- 1) explanation;
- 2) survey;
- 3) work according to the model;
- 4) repeated diagnostic work
In the first step, the teacher helps fill gaps in knowledge by re-explaining.
At the second step, students are interviewed on theoretical issues that were not learned by them during the first explanation.
At the third step, the student himself works out the tasks, where algorithms or recommendations for their implementation are given, examples of solving basic tasks (the student gets the opportunity to make sure whether the theoretical material has been mastered, whether he has learned to solve problems).
In the fourth step, the student performs a repeat diagnostic test or independent work.
Thus, it is necessary to understand well that a differentiated form of education cannot give positive result by itself, but requires a lot of work on the content and teaching methods.
Send your good work in the knowledge base is simple. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Posted on http:// www. Allbest. en/
Peculiarities of differentiated teaching of junior schoolchildren at technology lessons
Introduction
Chapter 1 pedagogical features differentiated learning in elementary school
1.1 General principles organization of differentiated education in modern elementary school
1.2 Forms of organizing educational work with children of primary school age with differentiated learning in technology lessons
1.3 Analysis of the experience of using a differentiated teaching method and its application in technology lessons in elementary school
Chapter 2
2.1 Ascertaining the study of the activities of students in grade 2
2.2 The specifics of differentiating children in technology lessons
Conclusion
Bibliography
Application
Introduction
Modern concepts of primary education proceed from the priority of the goal of education and development of the individual elementary school student based on the formation of educational activities.
It is necessary to create certain conditions so that each student has the opportunity to fully realize himself, his individual characteristics.
Each class consists of students with completely different development and degree of preparedness. They have different attitudes towards learning and different interests. Most often, the teacher needs to conduct training based on the average level of development and learning of children. This always leads to the fact that the "strong" students are unnaturally restrained in their development, while losing interest in learning, and the "weak" ones are forced to exist as lagging behind. Students classified as "average" are also different, with different interests and aptitudes, with different features perception, thinking and memory. Therefore, it is necessary to make sure that each of the students works to the fullest of his strength. It is worth noting that the child needs to feel self-confidence, a sense of joy from the learning process.
To do this, the educational process should be built based on the principle of an individual approach.
One of the ways of an individual approach is the differentiation of training. Since one or another individual feature is most often characteristic of several students, an individual approach can be carried out to a group of students who differ in the same features. In pedagogy, this approach is called differentiated. It by no means precludes individual work with individual students.
The foundations of a differentiated approach were laid in the works of I.S. Yakimanskaya, P.P. Blonsky, B.M. Teplova, I.I. Rezvitsky.
The founders of the concept of "differentiated approach" in teaching are K. Rogders, V. Frakl, A. Maslow, R. May, V. Frakl. This concept first appeared abroad in the early 20th century.
At present, a number of scientists like E.V. Bondarevskaya, N.N. Alekseev, D.A. Belukhin, I.D. Demakova, A.M. Kushnir and many others research and develop concepts, models, technologies for a differentiated approach to learning.
The relevance of the differentiation of the educational process is due to:
1. The position of the Federal State Educational Standard of the IEO: "Primary education must guarantee the diversity of individual educational trajectories and educational development" .
2. Convention on the Rights of the Child: “The child has the right to preserve his or her individuality”.
Each period is characterized by characteristic features, its own changes in the development and behavior of the child.
Reasonably organized education should adapt to age characteristics. With age, the relationship of the growing personality to the teaching, to himself, to the reality around him changes. The needs, interests, beliefs of a person are changing, as well as his views on life, attitudes to the whole world around him and to himself. Ignoring or denying the natural stages of development - in any case will lead to a false statement, as well as to the opportunity to learn any social experience, any knowledge, skills and abilities at any age, when selecting and applying the appropriate methodology.
Based on this, formed research problem: what are the features of differentiated teaching of younger students in technology lessons?
The solution to this problem is also research goal.
Object of study: activities of younger schoolchildren in technology lessons.
Subject of study: the process of organizing differentiated learning for younger students in technology lessons.
Research objectives:
consider the problem of periodization of mental development;
consider the approaches of famous psychologists to periodization and methods of its construction;
impose the state of the child in these periods of his development on his performance in technology lessons;
consider all possible options for dividing children into groups according to some psychological features for work in technology lessons, in a modern school;
analyze whether the method of dividing children into groups in technology lessons in elementary school will work.
The following methods were used to solve the problems:
- Theoretical: analysis of psychological and pedagogical literature;
Empirical (practical):
Testing children for mental disorders
Work with students (conversation, observation, comparison, testing);
Collective and individual work of students;
Analysis of the results of students' creative work
experimentalbase was the Municipal Autonomous educational institution"Secondary school No. 2".
This work consists of an introduction, two chapters, a conclusion and an appendix. The first chapter is devoted to the theoretical foundations of differentiated learning. In the second chapter, the application of differentiated learning in practice will be considered and an analysis of the work carried out will be presented.
Chapter 1. Psychological and pedagogical features of differentiated education in elementary school
1.1 General principles for organizing differentiated learning in a modern primary school
One of the important tasks of a modern elementary school is the creation of certain conditions for the education of all children (regardless of individual characteristics). The child should be comfortable at the time of learning. That's what differentiated learning is for.
Children of the same age category differ from each other in physical and spiritual development, in typological features of the highest nervous activity, interests, abilities, etc. The teacher in the school will try to take the middle bar in order to teach the whole class as a whole. But such training will not be efficient and effective. It turns out that “Strong” students are artificially restrained in development, thereby losing interest in learning (which does not require mental effort from them), and “weak” students are doomed to chronic lag and their interest in learning is also fading away (which requires much more mental effort from them).
In order to avoid such situations, it is worth building the educational process based on the principle of an individual approach.
The principle of differentiation of training is the provision according to which the pedagogical process is built as a differentiated one, namely, this is the widespread use of various forms, teaching methods and organization of educational activities based on results. psychological and pedagogical diagnostics of learning opportunities, inclinations, abilities of students.
One of the main types of differentiation is individual training child. The technology of differentiated learning consists of a set of organizational solutions, means and methods. Which cover one of the most important areas of the educational process.
The basis for the implementation of differentiated learning is the formation of groups. These groups are based on the characteristics of the development of children.
Individual differences are also manifested in the types of thinking: in some children, practically actionable thinking(solves the problem in the process of practical activity), the second - visual - figurative (involves a visual representation of the situation without real practical actions), and the third - verbal-logical (use of concepts, logical structures). But in real life, all these types of thinking are closely related, and the learning process should be aimed at the formation of each of them.
Most often, differentiated learning is necessary for children who do not perceive information the first time. They need a special approach and special teaching methods. The main feature when working with such children is not a passive adaptation to weaknesses psyche, and the principle of active influence on the mental development of schoolchildren, in order to form them as much as possible, active opposition to their ideas about their own inability or inferiority.
Also, differentiated learning is important for children who have a high level of mental development. When studying with children with developmental delays, difficulties will arise.
Differentiation in the educational process can be divided into types:
by level of creativity (Determine the child's creative approach to a particular task)
work on the model, work on the reproduction of knowledge
by level of difficulty
by the amount of work performed and the degree of independence
by the nature of mutual assistance to comrades
When dividing students into groups, you must choose by what type this division will occur.
Currently, teachers are trying less and less to resort to differentiated teaching. It is believed that every child has the right to receive knowledge on an equal basis with everyone (even if the child has serious developmental disabilities). Of course, every child should receive knowledge, but in this case, the knowledge gained will not be of high quality, since all children are different and their performance, respectively, too.
One of the American psychologists gives a figurative comparison of all children with a flock of birds flying south in autumn: in the middle there is a solid cloud of birds, in front and behind the solid mass is thinning, the same is true of schoolchildren. Ahead - successful, behind - lagging behind, unsuccessful.
Currently, 5 models of differentiation have developed in the world educational practice:
selective streaming (three streams - lightweight, basic, advanced. Classes within the streams are homogeneous, the transition from stream to stream is possible only at the end of the academic year);
selective-level (within classes, groups of facilitated learning are distinguished, basic and advanced; the transition is possible two or three times a year);
mixed abilities (classes are few and homogeneous. Children start studying the topic together, then testing is carried out and the class is divided into two streams);
integrative (groups of mixed abilities);
innovative (within a class or group);
These models include three options for differentiating student learning:
1. Completion of classes of a homogeneous composition from the initial stage of schooling based on the diagnosis of the dynamic characteristics of the individual and the level of mastery of general educational skills.
2. Intra-class differentiation in the middle link, carried out by selecting groups for separate education at different levels (basic and variable), enrollment in groups is carried out on a voluntary basis according to the levels of cognitive interest of students.
3. Profile training in basic school and senior classes, organized on the basis of psychological diagnostics, peer review, recommendations of teachers and parents, self-determination of schoolchildren.
There are two main forms of organizing differentiated learning: internal and external differentiation.
External differentiation of learning is the main form of differentiated learning for students, which involves the creation of relatively stable groups and specialized classes in which the content of education and the requirements for students differ. study requirements. Stable groups of specialized classes of students are created on the basis of certain criteria, namely: cognitive interests, general and special abilities that are achieved in learning, results and academic performance projected professional activity etc.
Working in such classes, a characteristic feature is the transfer of the center of gravity from learning to teaching (as an independent study and assimilation of information, mastery of educational skills and abilities). In this case, the teacher is no longer the only and even the main
source of information. First of all, he is the organizer of independent work of students and their consultant.
Groups are created taking into account: interests, inclinations; abilities; results achieved; projected profession.
"External Differentiation"
Table 1
Internal differentiation of learning is a form of differentiated learning, which is carried out by dividing all students into certain groups within the class. The purpose of organizing educational work when using various teaching methods, at different levels of assimilation of program material is internal differentiation. This form of differentiation gives us various options for the pace of studying educational program material, the choice of educational tasks and different types of pedagogical activity in the classroom, while determining the nature and extent of assistance from the teacher.
Internal differentiated learning is most often organized in large groups of students or in the whole class. Study groups are selected according to certain criteria and features, depending on the goals and objectives of the lesson. The main feature of the internal differentiation of student learning is its focus not only on students with learning difficulties, but also on gifted children.
1. Model of heterogeneous classes. A student in all subjects studies in the same heterogeneous class.
2. Integrated model. Children with different abilities are placed in one group, the emphasis is on individuality, individual development and independent learning.
"Level differentiation- organization of education, in which schoolchildren, studying according to one program, have the right and opportunity to learn it at various planned levels: at compulsory (basic, standard of education) and advanced
The process of child development, first of all, should be considered as a stage process. The most essential thing for child psychology is the elucidation of the transition from one stage (or period) to another. At the same time, those general provisions which we have already met.
What's happened childhood, period? Are there objective signs, criteria for these periods? Some authors consider this process in time coordinates, dividing time into intervals without distinguishing stages.
A certain age in the life of a child, or the corresponding period of his development, is a relatively closed period, the value of which is determined, first of all, by its place and functional significance on the general curve. child development. Each age, or period, is characterized by the following indicators:
A certain social situation of development or that specific form of relationship that the child enters into with adults in a given period;
The main or leading type of activity (there are several various types activities that characterize certain periods of child development);
The main mental neoplasms (in each period they exist from individual mental processes to personality traits).
The indicators listed are in difficult relationship. Thus, neoplasms that have arisen in this period change the social situation of child development: the child begins to demand a different system of relations with adults, looks at the world in a different way, and with the help of adults changes the system of relations with them. In other words, having arisen in a certain social situation, neoplasms come into conflict with it and naturally destroy it.
table 2
Criteria and indicators of differentiated learning
According to the theory of differentiated learning, the differentiated organization of students' educational activities creates favorable conditions for the interaction and mutual enrichment of its various, sometimes opposite directions to a qualitatively new level, raises the process of content integration educational process within which differentiation is possible.
It is known that at present there are many points of view on the process of child development as a whole. Some scientists believe that this process is continuous, while others consider this process to be discrete.
Supporters of continuous development believe - “That the process goes on without stopping, without accelerating or slowing down. There are no boundaries separating one stage from another. According to the adherents of discrete development, it is uneven, sometimes accelerating, sometimes slowing down, and has the main, leading factor of development. That is why it is necessary to single out the stages and stages of development, which will be qualitatively different from each other. It is believed that children consistently go through all stages of development, not missing a single stage and not looking ahead.
Now preference is given to a discrete position in the development of children.
There are two approaches to periodization of development: spontaneous and normative. Proponents of the spontaneous approach believe that the development process is formed under the influence of many random factors and circumstances. They happen in every child's life. An ideal development process is considered to be normative, taking into account all influencing factors when proper organization training and education.
According to L.S. Vygotsky, all periodizations can be divided into three groups.
The first group includes periodizations built on the basis of an external criterion associated with the development process. This includes periodization created according to the biogenetic principle of periodization by K. Buhler (author of the theory of three stages of development). He believed that the child begins to realize something after preschool age.
The French psychologist R. Zazzo built his periodization in such a way that the systems of education and training coincide with the stages of childhood:
0-3 years - early childhood;
3-5 years - preschool childhood;
6-12 years - primary school education;
12-16 years old - education in secondary school;
17 years and older - higher and university education.
Many scholars have proposed to single out some feature when constructing periodization, for example, P.P. Blonsky proposed to build a periodization according to the change of teeth: toothless childhood, milk teeth, the period of permanent teeth.
The second group includes periodizations based on one internal criterion chosen arbitrarily.
3. Freud built a periodization taking into account puberty. He singled out the following stages: oral, anal, phallic, latent, genital, corresponding to asexual, neutral-sex, bisexual and sexual childhood.
The American psychologist L. Kohlberg (1927-1987) made the main emphasis on moral development. He identified three levels:
1. fear of punishment (up to 7 years): fear of the right to power, fear of being deceived and not receiving benefits.
2. shame in front of other people (13 years old): in front of comrades, inner circle; shame of public condemnation, negative assessment of large social groups.
3. conscience (after 16 years): the desire to comply with one's moral principles, one's own system of moral values.
In his periodization, E. Erickson identified eight stages:
1) trust - distrust (1 year);
2) achieving balance: independence and indecision (2-4 years);
3) enterprise and guilt (4-6 years);
4) skill and inferiority (6-11 years);
5) identification of personality and confusion of roles (12-15 years old - girls and 13-16 years old - boys);
6) intimacy and loneliness (beginning of maturity and family life);
7) general humanity and self-absorption (mature age);
8) integrity and hopelessness.
At each stage, something new is formed. It is necessary for social life preparing for the next stage of life.
J. Piaget included intellectual development as the basis of his periodization. He identified four stages:
1) sensorimotor stage (from birth to 18-24 months);
2) preoperative stage (from 1.5-2 to 7 years);
3) the stage of specific operations (from 7 to 12 years);
4) the stage of formal operations (from 12 to 17 years).
The third group includes periods of development based on essential criteria, signs. This group includes:
Periodization L.S. Slobodchikov
Stage 1 - revitalization (from birth to 1 year); Stage 2 - animation (from 1 year to 5-6 years); Stage 3 - personalization (from 6 to 18 years old);
Stage 4 - individualization (from 17 to 42 years).
Periodization by A. Diesterweg:
Stage 1 - the dominance of sensation: Stage 2 - the dominance of memory;
Stage 3 - the dominance of the mind.
The problem of identifying the main age periodization is still relevant. None of the proposed periodizations has been confirmed in concrete results study of human mental development.
L.S. Vygotsky, working on the problem of periodization, wrote: “Only internal changes in development itself, only fractures and turns in its
course can provide a reliable basis for determining the main epochs in the construction of the child's personality. He suggested that when creating periodization, use an analysis of the social situation of a child's development and mental neoplasms, as well as take into account transitional critical periods of development from birth to adolescence.
This problem was of interest not only to L.S. Vygotsky, but also A.N. Leontiev. In his article, he wrote: "On the theory of the development of the child's psyche" introduced the concept of "leading type of activity." A.N. Leontiev revealed that the place of the child in the system changes with age. public relations. He explained that this is accompanied by the activity of the child, which is decisive in his development.
Ideas L.S. Vygotsky and A.N. Leontiev served as the basis for the creation of D.B. Elkonin age periodization of child development.
Now this periodization is generally accepted in developmental psychology.
Elkonin proceeded from the following provisions:
Age development is a general change in personality, the formation of a new reflection plan, a change in activity and life position, the establishment of special relationships with others, the formation of new behavioral motives and value orientations;
Development is a dialectical process determined by internal contradictions, purposeful, uneven, with critical periods;
The nature of childhood should be considered in its concrete historical understanding;
Periodization is based on the patterns of development of activity and a growing person.
All mental activity of a person is considered as a process of continuous change of activity.
1.2 Forms of organizing educational work with children of primary school age with differentiated learning in technology lessons
The technology of differentiated learning is presented as a set of organizational decisions, means and methods of differentiated learning. It covers only a certain part of the educational process. It is necessary to take into account the signs of differentiated learning technology:
1. The procedural bilateral nature of the interrelated activities of the teacher and the student
2. The presence of a set of methods and techniques
3. Design and organization
4. Availability of comfortable conditions
In order to determine the level of development of the student, he is given a task that is designed for 8 minutes. If the student completed the task within the given period of time, it means that he is in the zone of actual development. Students who fail to complete the task in a certain time are in the zone of proximal development.
The main form of organizing learning in a modern school is the lesson, which is characterized by a variety of ways to organize learning activities. There are the following forms of educational work in the lesson:
frontal;
group;
individual
With frontal learning, the teacher fully controls the learning activities of the entire class. One task is set for the whole class. The teacher has a direct ideological and emotional impact on students, organizes their cooperation, sets them a single pace of work.
But this form of organization of education does not take into account the individual differences of schoolchildren. The pace of the lesson taken may seem high for weak learners and low for strong learners. For this reason, weak students will leave the class without learning the learning material, and strong students will not learn anything new from the lesson.
When working with a group form of education, we note that even K.D. Ushinsky, when considering the organization of the educational process in schools, advised dividing the class into groups in order to give all children tasks in accordance with their preparation. He wrote: “Such a division of the class into groups, of which one is stronger than the other, is not only not harmful, but even useful if the mentor is able, while studying with one group himself, to give the other two a useful independent exercise”
The task is given to the group, not to the individual student. In a small group, the student is in more favorable conditions than in front work the whole class in the conditions of the opportunity to act in accordance with their individuality. In conversation inside small group the child can express his opinion, participate more actively in solving educational problems in accordance with his interests and abilities.
The third and main form of educational work in the classroom is individual. It is a learning organization in which each student works independently. So the child shows initiative and interest. The pace of work depends on the learning abilities and preparedness of the student. Differentiation of learning here can be carried out with the help of individualized independent work. It consists in the fact that students are given different tasks, which vary depending on the characteristics of the students. The teacher offers tasks of the appropriate type to each group of students. After assigning tasks of different types to the groups, the independent work of the students is monitored. He must bear in mind and be prepared for the fact that lagging students with timidity take up the task. So they don't have a complete
For a technology lesson, the ability to compose it can vary across all three forms. The first two forms are most often found in the activities of a technology teacher.
Frontal work at technology lessons (Fig. 1) is convenient for: modeling, appliqué, etc. With this type of work, the children will have one task (despite the fact that the task will be the same, the work of the children will be completely different, each work is a reflection inner peace child.)
Rice. 1. "Front work"
Group work is also very common in technology classes. This form of work is relevant, because. it develops thinking and imagination more than other forms (because children are not put into strict limits when completing a task). Working in a group, children work together on a single idea. After completing the task, the children present their work, tell a story or describe what they did.
Rice. 2. Group work - "Application on a free topic"
It is rare to see the performance of individual tasks in technology lessons. This type of work is possible in the case when the child managed to complete the work assigned to him by the teacher ahead of time. Then - the teacher can give him an individual task.
For example, in the film "Adventure Electronics", the teacher gave an individual task to Serezha - to draw a portrait of a classmate (and the whole class had another task). The reason for this assignment was that this boy had a talent for drawing portraits. Thus, the teacher wanted the boy's talent not to go to waste.
If differentiated learning refers to an individual student, then it becomes already individual. Its practical implementation begins with finding out who needs it. First of all, it is for children who are not ready for schooling. The differences between children starting their studies at school are very significant. From complete ignorance and inability to already formed knowledge and skills in certain areas. The teacher will carefully look at the behavior of the students, test them in order to determine the level of capabilities, as well as choose a way to work with each of them. They also need the advice of their parents.
Rice. 3. "Portrait of Kukushkina"
Technology lesson obeys general patterns principles and rules of didactics. It is a specific lesson. This lesson allows you to talk about its features, as well as some fundamental differences from other lessons (at the initial stage of education).
At the technology lesson, children are involved in two types of activities at the same time: work and study. Each of these activities has its own motivation and purpose, its own patterns, special structure and organization. In the classroom, all these activities are closely related to each other. They form a complex set of educational and labor activities and operations, while mutually influencing each other.
At different stages of the technology lesson, one or the other type of activity can play a dominant role. Constantly switching from one type of activity to another, the student must progress his work in the lesson, its logic, consistently moving towards the goal. This is quite a difficult task for a younger student. The activity in which children are involved in a technology lesson integrates the properties and qualities of two quite different types of activity, and it can rightfully be called a complex educational and labor activity.
The duality of the purpose of the lesson is the main feature of the technology lesson. The work of children in the classroom is not the work that adults do. The teacher includes children in the labor process in the classroom, that is, it is an educational and labor process. Each type of activity in such a process is aimed at its final result, this is the goal of the activity. For labor activity it is a specific product of labor: the product that children are engaged in making, or some kind of service. Getting this product is the ultimate goal of their labor activity in this lesson.
Through differentiated teaching, the teacher will:
have a clear idea of for what purpose, in what lessons and how specifically he will use it;
to study the readiness of children for educational activities, for the perception of specific educational material;
anticipate the difficulties that may arise during the assimilation of new material and the performance of differentiated tasks;
use individual and group tasks in the system of lessons;
constantly analyze the effectiveness of individual and differentiated learning;
have a clear idea of how to continue the work begun in the following lessons;
use differentiated learning not sporadically, but systematically, i.e. practice it throughout the course.
Technology lessons great importance It also has an atmosphere of psychological relief. Slowness in work, calm, measured activity of children helps to create such an environment. Children should feel comfortable in the classroom. Of course, it is very difficult for a teacher to focus the attention of all children. For this, there is differentiated teaching, thanks to which the teacher can pay more attention to children, they will be comfortable, and they will show interest in learning.
1.3 Analysis of the experience of using a differentiated teaching method and its application in technology lessons in elementary school
Not in all schools, teachers in technology classes use the method of differentiated teaching. Many people think that in elementary school it is not worth dividing children into groups when teaching. The easiest way is to give all the children one task and just control that everything goes as it should. This method will not always be justified. Children with different levels of development will absorb information in completely different ways. It is enough for one to see once and they will immediately be able to reproduce everything identically to the example shown. For others, it will be possible to explain several times, but in the end they will not understand the task.
Teachers who believe that it is not worth dividing children into groups in a technology lesson in elementary school, based on the specifics of children, will face numerous problems. By the end of the lesson, the result will not be what we would like to see it. Units will cope with the task set by the teacher. Some will not have time to do the work on time, the third will not understand the task, and will do what they see fit. But the teacher will expect from more than half of the class - good results. Since he tried, explained, clearly showed everything, but did not see the return.
Also, do not forget about safety in technology lessons. Often, when planning original tasks for children, items may be needed, if they are used incorrectly in work, they can harm the health of the child. There are a lot of kids in today's classrooms. How to keep track of so many children? All children are different: some sit quietly and wait for the teacher to “give the command - now we are doing it on our own”, while others cannot sit still (as a result, they can listen to how to do the work). Thus, they can be injured while doing this or that work.
It can be concluded that a qualified organization of a differentiated approach to teaching technology requires a huge amount of time in planning and implementing the educational process. It is important for the teacher to familiarize himself with the existing best practices in compiling and using various subjects (manuals) for differentiated work with students.
How to differentiate learning in technology lessons? For this you need:
to clarify and concretize according to what criteria, abilities, knowledge, skills, the differentiation of learning in the lesson will be carried out;
develop or use ready tasks(for a technology lesson) that allow you to differentiate students according to your chosen criterion;
use differentiated tasks, taking into account the results of preliminary diagnostics of students;
in the event that individual students clearly cannot cope with a differentiated task, or it turned out to be too simple and easy for them, transfer the student to a stronger or, conversely, weaker group (if there is such an opportunity and a sufficient number of technology teachers);
if the student successfully completes certain tasks of tasks of a reduced level of complexity, transfer the student to another group;
create, systematize and continuously improve the "bank of differentiated tasks" according to the selected criterion, ability, skill, using task cards, slides, computer programs (depending on the topic of the lesson) for this.
In a technology lesson, it is quite difficult to implement differentiated groups of students. The variability of tasks that can be given to children is not so great. Moreover, technology lessons are often traumatic (children have to work with: scissors, small parts (beads), etc.).
Knowing the characteristics of each child in the class, the teacher must come up with different options for presenting the same topic (the same task).
For example: the topic of the lesson is "Modeling from plasticine of the solar system." Absolutely everything can be molded from plasticine, even an integral satellite of the planet Earth - the Moon. When building a lesson on this topic, you can divide the children, depending on their level of development. Children who are very developed, like to work actively in the classroom, can be given a more difficult task - to make the entire solar system. Children who are less active in the classroom can be offered a choice of one object from the solar system, and then from all the objects, also make a solar system. In doing so, we will touch upon all areas of differentiated learning. In fact, everyone has the same theme - but the methods of its implementation are different.
It can also be done as a group work. The theme for all children will be the same - "Planets of the solar system", the task for all is the same - to make a model of any planet in the solar system. At the same time, weak children and strong children will have equal positions.
Fig 4. "Planets, the sun and the moon from plasticine"
Carefully preparing for a technology lesson, it is necessary to pay attention to the uniqueness of the class, its psychology, and the potential capabilities of each student. It is worth trying to find and implement such techniques that will give students a sense of independence, creative and active participation in the learning process. decisive and important role, plays the differentiation of tasks according to the degree of assistance to the student by the teacher according to the degree of independence of students in the performance of tasks. This is especially important for weak students.
The main tasks of the teacher are: bringing these students to the average level, as well as teaching them the methods of mental activity. Strong students need tasks of increased difficulty (in works of a creative nature). This will allow them to maximize and develop their learning opportunities. To work with strong students in technology lessons, you can use the following forms and techniques:
1. Keep students in "working form", that is, increase the amount of work according to their capabilities, which ensures the employment of students in the classroom.
2. Increase the amount of work due to additional tasks:
apply tasks of increased difficulty:
independent selection by students of additional tasks; creative tasks: do the work according to the model.
The problem of managing the learning process in technology lessons is especially acute when working with weak students. Such students do not know how to apply their knowledge in practice, they do not know the techniques necessary for educational activities.
Some forms and methods of working with weak students:
development of visual memory;
check if the task was completed correctly;
completion of optional tasks
performance of tasks with the presence of a sample;
Differentiated learning is necessary in technology lessons, for the best results in the work of children and for the development of the abilities of each child (regardless of developmental delays or other deviations).
Scientists, doctors, innovative teachers urge teachers to apply and use everything new in their work more often. For teachers, it is important that they want to learn new things, implement this into the learning process and not be afraid to put into practice modern pedagogical technologies in our information age.
psychological differentiated learning technology
Chapter 2
2.1 A stating study of the activities of grade 2 students in technology lessons
There are many options for testing children to determine the level of preparation and development, to study the personality of the child. Consider the technique - "non-existent animal".
The purpose of the methodology: to reveal the hidden, veiled sides of the personality of students, the degree of aggressiveness, the level of development creativity.
Description of the technique:
“Projective methodology of personality research; proposed by M.Z. Drukarevich.
The subject needs to come up with and draw a non-existent animal, come up with a non-existent nickname for it. There is no specific system for evaluating a drawing today. This test, like many others, is aimed at diagnosing personal characteristics and developing creative abilities.
This technique is one of the most popular drawing techniques today. Now it is widely used in the examination of children.
Instruction:
“The subject is asked to come up with and draw a non-existent animal that has never been seen or existed anywhere before (you cannot use various heroes of fairy tales and cartoons).
You need to come up with a nickname for your animal. It should be individual (previously such nicknames should not exist).
Instructions for group testing (extended version)
“The task is proposed for the disclosure of creative abilities, imagination.
Within 30 minutes you need to come up with and draw a non-existent animal. It is important not to use image prompts previously invented by other people for visual material.
The invented animal must be called non-existent, so that this nickname fits the drawn animal according to some parameter (according to appearance, for some specific detail, etc.). Nickname must be one word. At the same time, its parts should not reflect the words already existing in the Russian language.
It is necessary to write a description of it (about 10-15 sentences). In the description, it is desirable to reflect the following points: the size of the animal; where he lives; with whom he lives; what it eats; his fears; reflect the external qualities that show his habits; etc. The list of these questions is an orientation. You need to show your imagination. At the top of the sheet, you must put a conditional number, today's date. Below is a painting. Also, this part of the study can be carried out in oral(personal communication with each child, ways of asking them questions).
Processing and interpretation
"The position of the picture on the sheet:
The picture should be centered on the sheet.
The sheet of paper must be white.
Use a pencil of medium softness;
Pen, felt-tip pen - you can not draw.
The position of the picture - closer to the top edge of the sheet (the closer, the more pronounced) means high self-esteem. This is dissatisfaction with their position in society, non-recognition of their personality by
The position of the picture at the bottom of the sheet is an indicator of self-doubt, low self-esteem, depression, indecision, disinterest in one's position in society. Lack of self-assertion.
The central semantic (main) part of the figure: (head or replacement part)
The head is turned to the right - a steady tendency to activity. Everything that is thought about, planned, carried out or begins to be carried out (even if it is not brought to the end). The subject actively proceeds to the implementation of his plans, inclinations.
The head is turned to the left - a tendency to reflection and to various reflections. Such a person has only a small part of his plans in the process of implementation. Also fear of active action and indecision, fear of the collective (society).
The "full face" position means that the head is directed at the drawing person. This is a characteristic feature of egocentrism. Also, details can be located on the head that correspond to the sense organs (ears, mouth, eyes). "Ears" - interest in information, dependent on the opinions of others.
There are other indicators, and their combinations. They determine whether the subject is doing something in order to win a positive assessment. Or is it only important for him to evaluate others, which would correspond to emotional reactions (joy, pride, resentment, grief), while not changing his further behavior.
A slightly open mouth in combination with the tongue in the absence of a lip edging is interpreted as a large speech activity (talkiness). If it is combined with the drawing of the lips, then it is interpreted as sensuality. It is also possible to have all of these together. Open mouth without apprehensions and fears. A mouth with teeth is verbal aggression, most often defensive (snarls, bullies, is rude in response to being addressed inappropriately). For children and adolescents, a pattern of a drawn round mouth is characteristic (fearfulness, anxiety).
The eyes are of particular importance. This is a symbol of fear and is emphasized by the sharp drawing of the iris. It is worth paying attention to the presence or absence of eyelashes. Eyelashes - hysteroid-demonstrative behavior. Also, their presence means - interest in the admiration of others by external beauty and manner of dressing and attaches great importance to this.
An enlarged (relative to the figure as a whole) size of the head indicates that the subject appreciates the rational principle (perhaps erudition) in himself and those around him. Additional details can also be located on the head: horns - protection, aggression. Determine by combination with other signs - claws, bristles, needles - the nature of this aggression: spontaneous or defensive-response. Feathers - a tendency to self-decoration and self-justification, to demonstrativeness. The mane, the hair, the semblance of a hairstyle - sensuality, emphasizing one's gender and sometimes orientation to one's sexual role.
Bearing, supporting part of the figure:
“It includes (legs, paws, sometimes a pedestal). The solidity of this part is considered in relation to the size of the whole figure and in shape:
a) thoroughness, deliberation, rationality of decision-making, ways to conclusions, formation of judgment, reliance on significant provisions and significant information;
b) superficiality of judgments, frivolity in conclusions and unfounded judgments, sometimes impulsive decision-making (especially in the absence or almost absence of legs).
Pay attention to the nature of the connection of the legs with the body: accurately, carefully or carelessly, weakly connected or not connected at all - this is the nature of control over reasoning, conclusions, decisions. Uniformity and unidirectionality of the shape of the paws, any elements of the supporting part - the conformity of judgments and attitudes in decision-making, their standardity, banality. The variety in the form and position of these details is the originality of attitudes and judgments, independence and non-banality; sometimes even creativity (according to the unusual form) or dissent (closer to pathology).
Parts rising above the level of the figure:
“Wings, extra legs, tentacles, details of the carapace, feathers, bows like whorls, curls, flower-functional details - the energy of covering different areas human activity, self-confidence, “self-propagation” with indelicate and indiscriminate oppression of others, or curiosity, a desire to participate in as many other people’s affairs as possible, gaining a place in the sun, enthusiasm for one’s activities, courage of enterprises (according to the meaning of the details of the symbol - wings or tentacles etc.). Decorating details are demonstrativeness, a tendency to attract the attention of others, mannerisms (for example, a horse or its non-existent likeness in a peacock feather plume).
“They express their attitude to personal actions, decisions, conclusions, to their verbal products - judging by whether these tails are turned to the right (on the sheet) or to the left. Tails turned to the right indicate an attitude towards one's actions and behavior. Tails turned to the left mean attitude towards one's thoughts, decisions; to missed opportunities, as well as to their own indecision. The positive or negative coloring of this ratio is expressed by the direction of the tails. If the tail is directed upwards, then confidently, positively, cheerfully; and if the tail is depicted with a falling downward movement, then dissatisfaction with oneself, doubt in one's own rightness, regret about what was done, said, remorse, etc. Attention should be paid to the tails, consisting of several, sometimes repeating, links, to especially magnificent tails, especially long and sometimes branched.
Shape contours:
“They are analyzed by the presence or absence of protrusions (shields, shells, needles), drawing and darkening of the contour line. This is protection from others, aggressive - if it is made in sharp corners; with fear and anxiety - if there is a darkening, "staining" of the contour line; with apprehension, suspicion - if shields, "barriers" are set up, the line is doubled.
The direction of such protection is in accordance with the spatial arrangement: the upper contour of the figure is against the superiors, against persons who have the opportunity to impose a ban, restriction, to exercise coercion, i.e. against elders, parents, teachers, bosses, leaders; the lower contour is protection against ridicule, non-recognition, lack of authority among lower subordinates, juniors, fear of condemnation; lateral contours - undifferentiated apprehension and readiness for self-defense of any order and in different situations; the same thing - elements of "protection" located not along the contour, but inside the contour, on the body of the animal itself. On the right - more in the process of activity (real), on the left - more protection of one's opinions, beliefs, tastes.
Total Energy:
“The number of depicted details is estimated - whether only required amount, in order to give an idea of a fictional non-existent animal (head, body, tail, limbs or body, wings, etc.): with a sketched outline (without hatching and additional lines and parts) - or there is a bright image, and also designs that complicate with additional details. Accordingly, the more constituent parts and elements (beyond the most necessary), the higher the energy. In the opposite case, energy saving, asthenia of the body, chronic somatic disease (the same is confirmed by the nature of the line - a weak cobweb-like line, "carries a pencil on paper" without pressing it). The reverse character of the lines
Bold with pressure - is not polar: it is not energy, but anxiety. You should pay attention to sharply pressed lines, visible even on the reverse side of the sheet (convulsive, high muscle tone of the drawing hand) - sharp anxiety. Pay attention also to what detail, what symbol is made in this way (that is, what the alarm is attached to).
...Similar Documents
Specifics of differentiated teaching of students in mathematics. Increasing cognitive activity in mathematics lessons through a differentiated approach. Psychological and pedagogical bases and criteria. Methodology for organizing work on training.
term paper, added 05/24/2012
The essence, goals and forms of differentiation of the learning process. Psychological and pedagogical foundations and conditions for the effectiveness of differentiation of the process of familiarization with the outside world. Experience the best teachers on the organization of differentiated teaching in physics lessons.
term paper, added 06/15/2013
Features of interactive forms and teaching methods in modern elementary school. Development of practical skills and creative activity of younger schoolchildren using interactive methods in technology lessons. Basic models of teaching in pedagogy.
thesis, added 09/08/2017
Goals and forms of differentiated learning, its psychological and pedagogical foundations and criteria. The level of development of abilities as one of the main criteria for differentiation. Raising an effective interest in learning, in independent learning activities.
thesis, added 07/03/2015
Papermaking as a form of contemporary art. Organization of paper-plastic classes at technology lessons in elementary school. Teaching methods and techniques aimed at the development of artistic and aesthetic foundations, ingenuity, creative self-realization.
thesis, added 09/24/2017
Interdisciplinary connections as a means of teaching younger students, features of their use in elementary school at technology lessons. Guidelines on the organization of technology lessons using interdisciplinary connections, compiling notes.
term paper, added 12/19/2010
Psychological and pedagogical characteristics of the age characteristics of children of primary school age. Methods of teaching "Technology" in elementary school. Practical aspects of researching the effectiveness of using tools in technology lessons.
thesis, added 09/09/2017
Concepts of differentiated learning, classification of its forms. Overview of the main methods of differentiated learning in general education school. Development of a methodology for the application of differentiated learning in the history and social studies lesson in the 9th grade.
term paper, added 01/14/2015
Psychological and pedagogical foundations for the development of attention of younger schoolchildren. Analysis of the experience of using the origami technique in technology lessons in elementary school. Study of the level of development of attention in younger schoolchildren. Origami technique.
thesis, added 09/07/2017
Psychological and pedagogical aspects of work with children of primary school age. Age features younger students. Musical thinking and vocal apparatus of children 7-10 years old. The content and forms of extracurricular educational work in secondary school.
Implementing a differentiated approach
in teaching younger students.
Primary school teacher:
Tolstoguzova Elena Fedorovna
MOU "Secondary School No. 47"
Troitsk city
1. Relevance of experience.
The conscious life of every person begins at school, and at school everything begins with a primary school teacher. It is at primary school age that the student masters the system of actions necessary for successful cognitive activity. It is enough for the living mind of a child to see and hear a little, then to think for a long time and understand a lot. My job is to help him.
Modern concepts of primary education proceed from the priority of the goal of educating and developing the personality of a younger student on the basis of the formation of educational activities. Our school teaches children with different levels of development, and since the school is not able to offer each student an individual curriculum, I, as a teacher, am looking for a teaching model that would ensure the development of the individual, taking into account individual psychological and intellectual capabilities.
The level of readiness of students for schooling is declining every year. For some, it meets the conditions for success, for others it barely reaches an acceptable limit.
The class in which I work is made up of children of different levels of development. The results of a survey of students in grade 1 at the beginning of September showed that they have a high level of training - 3 people, an average - 12 people, a low level - 6 people. When teaching children, contradictions arose between the assimilation of the material and the standard. The fact that the children came from different families according to the social level of development also played a significant role in this. Some of the children attended preschool, some did not.
After analyzing all the facts, I posed a problem for myself: « How to teach children with different levels of perception and preparedness standards, using the principle of "minimax"?". To do this, I studied the experience of teachers on this topic, the experience of scientists in removing obstacles that hinder the development of the perception of standards and came to the conclusion that the success of the learning process depends on many factors, including learning in accordance with the abilities and capabilities of the child, i.e. differentiated learning.
I have chosen a topic for research Implementation of a differentiated approach to teaching».
Why is a differentiated approach to teaching so important?
The answer is simple: just as there are no two identical leaves on a tree, so there are no equal students in the learning process. As practice shows, children with normal indicators for all parameters are found only in books.
Every child has certain deviations from the norm, which can lead to a lag in learning.
The school itself alienates the student, because it does not take into account his psychological and pedagogical characteristics. A differentiated approach is the main way to implement the individualization of learning.
The issue of differentiation has been considered more than once at meetings, pedagogical councils, at meetings of methodological associations. I came to the conclusion that it is differentiated learning that creates conditions for the maximum development of children with different levels of abilities: for lagging behind and for advanced learning for those who are able to learn ahead of time. Differentiated learning provides the most favorable conditions for the child, as tasks are selected that are feasible and affordable.
Purpose of differentiated learning: to organize the educational process based on taking into account the individual characteristics of the individual (at the level of his capabilities and abilities)
Task: see the student's individuality and preserve it, help the student test his strength, ensure maximum development.
primary goal my use a differentiated approach - teaching everyone at the level of his capabilities and abilities, which gives each student the opportunity to obtain the maximum knowledge according to his abilities and realize his personal potential. This makes the learning process more efficient. But at the same time, a differentiated approach in no way excludes individual work with individual students.
Now I have the following tasks:
Holistic harmonious development of the student's personality; the formation of general abilities and erudition in accordance with the individual capabilities and abilities of each.
The formation of an elementary culture of activity, mastering the main components of educational activity: the ability to accept a learning task, determine learning operations, exercise control and self-control, assessment and self-assessment.
Formation of readiness for self-education, a certain level of cognitive culture and cognitive interests of students.
Main activities.
To study the individual characteristics of children
Identification of different groups of students with different levels of assimilation of the material
Compilation and selection of differentiated tasks, including various techniques that help children cope with the task on their own or associated with an increase in the volume and complexity of the task
Level assessment of learning outcomes.
If you want to instill in children the courage of the mind, an interest in serious intellectual work, independence as personality trait, to instill in them the joy of co-creation, then create such conditions so that the sparks of their thoughts form a kingdom of thoughts, give them the opportunity to feel like rulers in it (Sh.A. Amonashvili.)
Differentiation of learning is a way to support the individuality of the child.
From a psychological point of view, the goal of differentiation is individual learning based on creating optimal conditions for identifying inclinations, developing the interests and abilities of each student.
From a social point of view, the goal of differentiation is a targeted impact on the formation of the creative, intellectual, professional potential of society.
From a didactic point of view, the goal of differentiation is to solve urgent problems of the school by creating a new one. methodological system differentiated learning of students, based on a fundamentally different motivational basis.
A serious problem of modern elementary school remains the orientation of the learning process to the mental processes already formed in the child. It is known that these are perception and memory. The use of perception and memory as a priority in teaching determines the predominant formation of the corresponding roles of the student (spectator, listener, loudspeaker) and the teacher's instructions (listen carefully, look, remember). Hence the training system based on reproductive methods.
The construction of the learning process, specifically focused on the development of imagination and thinking, fundamentally changes the position of the student - the role of the creator of his activity begins to occupy an essential place. The student actively participates in every step of learning - he accepts a learning task, analyzes ways to solve it, puts forward hypotheses, and determines the causes of errors. The feeling of freedom of choice makes learning conscious, productive and more effective.
The student is given the right to choose the method and way of activity. His participation in training lies in the fact that he can express his proposals in
collective discussion of the most expedient ways of solving the educational problem. The student sees the need to fulfill this or that requirement, the motives of his activity become personally significant for him.
In my work, I use intra-class differentiation. Intra-class differentiation allows you to work both with individual students and with groups, it allows you to save the children's team. Its characteristic features are: openness of requirements, providing students with the opportunity to choose the assimilation of the material and move from one level to another. Tasks for execution are selected not according to the principle "more - less", but according to the principle "harder - easier". The essence of this approach lies in the fact that each child gets the opportunity to solve any problem, but in different periods of learning. A well-acquired child solves educational problems earlier, the method of constructing which is more complex than those tasks that all other children are solving at this moment of learning.
Having studied materials on intraclass differentiation, I have identified several stages for myself that will allow me to productively implement a differentiated approach. This:
1. Determination of the criteria according to which groups are created (see slide)
2. Carrying out diagnostics based on the selected criteria (multilevel tests);
3. Distribution of students into groups
Determination of ways of differentiation, development of differentiated tasks
approximately the same level of mental development - 58% (it is taken as the norm);
Exceed the norm - 13%%
Do not reach the norm 29%
As practice shows, children with normal indicators for all parameters are found only in books. Every child has certain deviations from the norm, which can lead to a lag in learning.
Children with learning disabilities require a special form of learning activity. A child who has unstable attention, memory is not developed, will not be able to complete many of the traditional tasks, in this case it is required special form presentation of material. What about children with advanced learning? They, too, need the special attention of a teacher to develop their abilities.
Some believe that it is impossible to implement a differentiated approach in the first grade, but this is not so. In grade 1, even with full academic performance, a differentiated approach is required. Of course, there are difficulties.
Try to give first-graders different tasks at the beginning of the year. There will be no result. Everyone will have to explain the instructions, which will take a lot of time. First-graders (6.6 - 7 years old) have a common shortcoming, which for a long time makes it difficult to differentiate on the basis of learning ability. This is an almost complete lack of independent work skills, impulsiveness, which manifests itself in behavior not only outside the classroom, but also in the classroom. From this it is clear that there are other signs of a differentiated approach that are more acceptable for primary school students. Some ideas can be taken from the book by E.S. Gobova "Understanding children is an interesting thing" (M., Agraf, 1997), which describes in detail how the ideas of neurolinguistic programming are used.
All people according to the ways of perception of information are divided into three groups:
Audials are people for whose consciousness the information received aloud is of primary importance;
Visuals are people for whose consciousness visual information is of primary importance;
- kinesthetics - people for whose consciousness body sensations, smells, taste, movement are of primary importance.
To better distinguish between them, a brief description of(look at the application).
Having made the diagnosis, I begin to distribute the students into groups.
To do this, I conduct conversations with parents, with children; I analyze tests, questionnaires for parents, observe the children (see Appendix). Based on this, I distinguish three groups:
3rd group - high training to school, expressed cognitive motivation, the ability to be creative when performing tasks;
Group 2 - are sufficiently prepared for school, possess the main mandatory volume of knowledge and skills. These students need the teacher's help in summarizing what they have learned;
Group 1 - poor preparation for school. They need constant attention from the teacher.
Learning about a child is a continuous, evolving process. Therefore, to study schoolchildren in grades 2 and 3, the observation plan is different, the following is studied: the type of temperament, self-esteem, anxiety, memory, thinking, the level of learning, learning, the formation of general educational and special skills and abilities. There are also three groups.
Group 3: students with high learning abilities (they work with material that requires the ability to apply knowledge in an unfamiliar situation and on their own, creatively approach problem solving), opportunities, performance indicators in certain subjects, able to work well. They have: balanced processes of excitation and inhibition, steady attention, in the course of training they successfully master the processes of generalization, they have a large vocabulary.
Group 2: students with average abilities (perform tasks of group 1, but with the help of a teacher according to reference schemes), learning indicators, learning motivation, interest. They have: the process of excitation prevails over the process of inhibition. They cannot single out the features of an object on their own, their ideas are poor, fragmentary. To memorize the material, you need to repeat it many times. Outwardly, they are emotional, hasty, inattentive. For such children, generalization tasks are difficult, since their level of analytical thinking is low.
Group 1: students with low learning abilities (I require accuracy in the organization of educational tasks, a large number training tasks and additional explanations of the new material), the formation of cognitive interest, motivation, learning, performance indicators, fatigue, with large gaps in knowledge, ignoring tasks. Such
students fall into the category of weak. They are slow, apathetic, do not keep up with the class. In the absence of an individual approach to them, they completely lose interest in learning, lag behind the class, although they can study successfully
It is important that with differentiated teaching, it is possible for students to move from one group to another, i.e. The composition of the group is not permanently fixed. The transition is due to a change in the level of development of the student, the ability to fill in the gaps and an increase in the educational orientation, expressed in interest in gaining knowledge. The composition of the groups allows orienting pedagogical technology to the zone of proximal development of each student, which in turn creates favorable conditions for the development of the personality of students, the formation of positive motivation for learning, and the adequacy of self-esteem. Tasks in groups are performed independently. The task of the teacher is not only to pull the weak up to required level, but also to give a feasible load for average and strong students. Working with students of each of the three groups has its own specifics. The students in the 3rd group were given the greatest independence. They get hard but interesting tasks aimed both at the assimilation of the studied material, and at the expansion and creative application of knowledge. I compose the cards in such a way that the students, performing the volume of tasks necessary for mastering the new material, do not act mechanically, but have the opportunity already at the stage of primary consolidation to make generalizations, conclusions, and compare methods of action.
In the second group, the work is aimed at developing abilities, forming the skills of analysis and synthesis. These are the children I instruct to ask questions before studying. new topic, draw a conclusion in the lesson, summarize the results of the work. Together with the students of the third group, I involve them in explaining new material, I offer cards containing creative tasks. Pupils of the 1st group need constant current repetition and consolidation of the acquired knowledge. The work of students in this group is supervised with particular care. Analyzing the level of knowledge, skills and abilities of students of the 3rd group, I offer them tasks that fill in the gaps in knowledge and facilitate the assimilation of new things.
Whether a lesson needs differentiated work, I determine, taking into account the type of lesson, its goals and content. In the lessons of consolidation and repetition, I use differentiation more often than in the lessons of explaining new material. The choice of method is determined by the nature of the tasks, the level of formation of skills and abilities in children. From my experience, I believe that it is not necessary to differentiate all stages of the lesson. Most often, a differentiated approach is carried out at the stage of consolidating the previously studied material, since it is possible to organize independent work of students. Differentiated tasks
students can be given at those stages of the lesson, where necessary. In some cases, students are given individualized tasks, individual work is carried out with some of them.
Differentiation of the educational work of schoolchildren should not be an end in itself
The main thing is the promotion of students in development, their assimilation of knowledge, skills and abilities, the psychological comfort of children in the classroom. The form of presentation of differentiated tasks is different: individual cards, assignments on the board in several versions, oral instructions.
In carrying out the differentiation of educational work in the classroom, care must be taken that the normal nature of children's relationships is not disturbed in the classroom. For example, students individually perform differentiated tasks, and then the most difficult tasks offered to the third group are checked frontally. Thus, all students in the class know how the task is performed and the check, which enriches the knowledge of the children of the second and first groups. There are different ways to differentiate educational work (slide 9 - 20)
By level of creativity
By level of difficulty
By volume
According to the degree of independence of students
According to the degree and nature of assistance to students
By the nature of learning activities.
I will give an example of the tasks used by me in the lessons.
- according to the level of creativity:
Search for patterns:
|
1 level |
2 level |
3 level |
||||||||||||||||||||||||||||||||||
|
Find the meaning of expressions |
Fill in the boxes to make the equalities true. 3 + * = 9 1 + * = 8 2 + * = 9 2 + * = 8 1 + * = 9 3 + * = 8 |
Guess by what rule the table is compiled and fill in the empty cells.
|
Tasks for the classification of mathematical expressions:
Recovery of missing numbers, deformed equalities and inequalities.
Transformation of mathematical expressions, equalities and inequalities.
Completing a task different ways, search for the most rational way to solve.
- according to the level of difficulty.
Differentiation of educational tasks according to the level of difficulty implies either complication or simplification of tasks for certain groups of students.
Complication mathematical material, which is used in the task
The method of comparing numbers is the same (bitwise comparison), but an increase in the number of characters in the numbers offered to the second and third groups makes the task more difficult.
2. Increasing the number of actions in the expression.
- according to the volume of educational material.
The differentiation of tasks according to the amount of educational material suggests that some students perform, in addition to the main task, an additional one.
The need to use the differentiation of tasks by volume is due to the different pace of work of students. For example:
Main task:
Find the meaning of expressions.
15 – 7 = 13 – 8 =
14 – 9 = 12 – 6 =
16 – 9 = 11 – 8 =
Additional task.
Find the meaning of expressions.
Find the sum of the answers in each column.
Compare your answers.
Usually the work is built as follows. At the first stage, students get acquainted with the task, understand its meaning and design rules. After that, some of the children, more often "strong" ones, begin to independently complete the task. The rest, with the help of the teacher, analyze the solution method or the proposed sample, frontally perform part of the exercise. As a rule, this is enough for children of the "intermediate" level. Those children who experience difficulties, most often these are “weak” children, perform all tasks under
teacher guidance. The verification step can be carried out frontally. Thus, the degree of independence of students is different. At the same time, children themselves determine at what stage they should proceed to independent
completing the task. If necessary, they can at any time return to work under the guidance of a teacher.
- on the degree and nature of assistance to students.
Cards with sample tasks.
Algorithms, instructions for completing tasks.
Visual supports, diagrams.
Cards are helpers.
Various types of assistance can be used on cards:
a sample of the task: showing the solution method, reasoning sample (for example, in the form of a detailed record of the solution of the example) and design;
reference materials: theoretical reference in the form of a rule, formula, table of units of length, mass, etc.;
visual supports, illustrations, models (for example, a brief record of the task, graphic scheme, table, etc.)
additional concretization of the task (for example, an explanation of individual words in the task, an indication of some detail that is essential for solving the problem);
auxiliary leading questions, direct or indirect instructions for completing the task;
the beginning of a solution or a partially completed solution.
For example: when learning something new, I first do preparatory work frontally, then I create problem situation, in the solution of which each student takes part at the level accessible to him. To do this, I combine the guys in groups of 4 - 5 people. Each group offers its own way of solving the problem. Then the children of the first group summarize the main thing, draw conclusions and start independent work. Independent work consists of a mandatory and additional task. They are prepared in advance, written on the board, cards. Mandatory tasks contribute to the ability to correctly apply the learned rule to develop a skill; there are a limited number of them, and they are feasible for each student to complete. Additional tasks are designed for children who have completed the required tasks and they have time to complete tasks of increased difficulty to apply the learned rule, requiring comparison, analysis, and certain conclusions. The number of exercises may be different, but sufficient to master the rule and the full employment of children in this
lesson stage. So, one group is selected. With the rest of the children I spend the second explanation on the textbook, using the available illustrations and making the necessary notes on the board or using the textbook notes. In this case, less time is spent, since attention is drawn to the main conclusions. After that, it is proposed to do the work of the second group of children. There will be children who need to highlight the main thing for the third time. Then all children must complete the required tasks on their own.
When performing independent work in the process of explaining new material, special attention is paid to checking the completion of tasks. It should show the teacher how accessible and correctly the topic was explained and how correctly each student understood and assimilated it. Therefore, it is important to check the process of assimilation of the rule and the ability of the student to apply this rule when performing tasks. The form of verification can be different: a solution at the board with a trial explanation, a selective check of the main one. It is important to check the quality of completed tasks and evaluate the work of each student.
Example:
Zoya has 6 badges and Kostya has 2 more badges. How many icons does Bones have?
Required tasks:
Additional tasks:
Change the condition of the problem so that it can be solved by subtraction
Change the question of the problem so that it can be solved in 2 steps. Solve the given problem.
Depending on the preparedness of the children, their computational skills and the availability of time in the lesson, the volume of tasks can be increased or decreased.
Having studied theoretical aspects differentiated learning, multi-level didactic materials in mathematics were compiled.
The first level corresponds basic level according to requirements curriculum. Therefore, this is a mandatory part of the task.
The second level corresponds to an advanced level and is performed only after the successful assimilation of the previous block. This part of the task is not mandatory for everyone and is performed selectively by students. It involves not only the fulfillment of tasks for working out educational material, but also the development of speech, logical thinking.
The third level is creativity. It involves writing short essays, correcting grammatical errors, developing logical thinking and speech. At the same time, in accordance with the learning opportunities, students can
complete all levels or part of the tasks.
The transition from one level of task complexity to another, increased, ensures the development of students' cognitive interest in the subject. In turn, the development of UUD and the cognitive interest of students are components for the development of students' independent work skills. The role of the teacher in this process is to provide individual assistance to students.
Work must be carried out in strict sequence according to this algorithm:
If you know how to do a task, do it. If you don't know, ask a teacher or a friend.
Completed the task - proceed to the next level.
Depending on the goals and objectives of the lesson. The class can not be divided into groups. All children are in the same conditions. The task is given. If the student understands how to perform this exercise, he starts to perform, which means: "I can decide for myself." If the child finds it difficult to complete the task, then he raises his hand: “I find it difficult. I need help". This way I get information about the activity of the whole class.
Usually 2 to 5 people in a class experience difficulties. I invite these children to a separate table, where various tables and diagrams are prepared to help complete this task, and I work with them. At the same time, I limit myself to a minimal explanation and do not interfere in the independent work of the student. I give everyone the opportunity to overcome the difficulties associated with the implementation of this exercise. The guys themselves often act as consultants, who have already completed tasks of a certain level. At the same time I look after the other children.
The organization of independent work in this way helps to increase the cognitive interest of students. Children have a desire to independently complete all the proposed tasks. Advancement to a more difficult level becomes the goal of each student. At the same time, the assimilation of the program material is ensured, the problem of the employment of all children in the class during independent work is removed.
I am more and more convinced that such independent work has an important educational value: it accustoms children to the obligatory fulfillment of all tasks, maintains activity at the proper level, forms independence and responsibility.
Topic: "Numbers 21 - 100".
Examples are written on the board:
56 – 30 37 + 60 29 – 15
42 + 7 30 – 8 50 – 24
Level 1 Solve examples.
Level 2 Solve the given examples. Make examples with reverse actions.
3rd level. Solve these examples. Complete each example with a second action so that the answer is 100.
Topic: "Problem Solving"
There are 6 red dice on the table, and there are 4 more blue dice than red ones.
How many blue cubes are on the table?
At breakfast, the children ate 7 tomatoes. After that, 5 tomatoes remained on the table. How many tomatoes were served for breakfast?
|
1 - level |
2 - level |
3 - level |
|
Draw a diagram and solve the problem. |
Draw a diagram and solve the problem. Write a problem inverse to this one and solve it. |
Draw a diagram and solve the problem. Write 2 inverse problems and solve them |
Let us consider more examples of the individualization of students' independent learning activities when teaching them to solve compound arithmetic problems. For example, the task: “The painter painted 10 desks in a day, and his student painted 4 desks less. How many desks did they paint in a day?”
For the "poor"
Make a diagram for the problem and solve it.
For "strong" children
Make a diagram for the problem and solve it.
Change the text of the problem so that it becomes simple, draw a diagram for the problem and solve it.
Write back problems and solve them.
Task (poorly successful students). Check the boxes for the tasks that are solved in one action:
There were 75 passengers on the ship. 25 passengers got off at the pier, and 20 new passengers boarded the ship. How many passengers were on the ship?
In one group kindergarten 17 children, and in the other - 8 more. How many children are in the second group?
When 7 kg of apples were taken from the box, there were still 18 kg of apples left. How many kilograms of apples were in the box?
And "strong children" at this time solve problems.
Tasks with a sample execution
To master the technique of subtracting a two-digit number from a two-digit one, tasks with a detailed sample of the solution can be offered.
Example: 47 - 23 = (40 + 7) - (20 + 3)= (40 - 20) + (7 - 3) =
Task 1. Find the sum according to the following sample and check.
Sample task completion
1. Underline the tens in each number with one line, and the units with two lines: 47 + 28.
2. Add tens to tens, and units to units:
3. We add tens with tens: 4 des + 2 des \u003d 6 dess; add units with units: 7 units + 8 units \u003d 15 units \u003d 1des 5 units;
6dec + 1dec 5u = 7des 5u = 75
4. We carry out check. Subtract one of the terms from the sum 75. If we get another term, then the addition is correct:
5. I read the answer: 28
In the following tasks, you can offer an abbreviated record of operations and, finally, give tasks without a sample solution
The most common mistake that occurs when solving problems is an incorrectly chosen action. Therefore, the tasks proposed in the first variant are intended to prevent the occurrence of such errors, their content and sequence are aimed at developing the ability to justify the chosen actions, which naturally leads to the correct end result of the assistance provided to weak and average students when making a short note, the scheme allows you to isolate the main quantities included in the problem, correctly establish the relationship between them.
For the "poor"
Mark the tasks that you think are being solved
addition action (+)
subtraction action (-)
a) 46 Christmas trees were planted in one area, and 30 in the other.
How many more trees were planted in the first plot?
b) There were 59 cars in the parking lot. Then 13 more cars arrived.
How many cars are in the parking lot?
c) There were 20 pencils in one box, which is 4 pencils more than in the other.
How many pencils are in the second box?
Solve the second problem by completing the diagram
Students who were offered the second and third options are able to cope with the task on their own, so the tasks offered to them are aimed at regulating the solution process. The best performing students complete the task transformation task.
Solve the problem: “On the first day, 46 kg of fish were sold in the store, which is 20 kg more than they sold on the second day. How many kilograms of fish were sold on the second day?” Read the task statement.
Write a problem similar to this one
Change the condition of the problem so that it can be solved in two steps. Consider the drawing for the problem.
Why is the second segment longer than the first, although the condition of the problem says “20 kg more”?
Read the problem piece by piece. Match each part with the drawing.
Write down the solution of the problem you invented for actions with an explanation.
At the stage of consolidating and applying knowledge and skills, most of all there are opportunities to take into account the characteristics of students. Organizing differentiated work at this stage, the teacher must clearly understand:
Consolidation, what skills and methods of educational activity does the task proposed to the student serve?
What methods of mental activity need to be reinforced and how to diversify tasks from this point of view?
Which students need help, and in what form should this help be offered?
Which students, in what volume, can perform tasks of a creative nature?
Consolidation is organized at different levels and in an unequal volume, since for one student to acquire strong skills, intensive work on initial stage and a small number of exercises to apply the material, while others need a longer time, a larger amount of exercises, the help of a teacher. The first cannot be delayed typical tasks, and the second cannot be rushed, translated to a more complex one. Consider the most typical techniques and types of differentiated tasks. The teacher prepares several options for tasks. Students choose their own option (Appendix)
Solution of equations.
|
1 - level x + 5 = 9 x - 8 = 2 |
2 - level and 3 - level X + 15 = 35 x - 18 = 22 |
Working with named numbers.
|
1 - level |
2 - level |
3 - level |
|
4 dm = ** cm |
4dm 7cm = * * cm |
Compare: 4dm 7cm * 5dm 8cm |
|
5 m = * * dm |
5 dm 8 cm = * * cm |
Surname Tolstoguzov MOU "Secondary School No. 47"
Name Elena city Troitsk
Middle name Fedorovna Chelyabinsk region
Find the meaning of expressions.
Digital dictation
This technique, which came to us from programmed learning, where the idea of constant feedback is the basis, is very effectively used for a quick frontal check of assimilation and consolidation of knowledge. The teacher makes some statement and if the student agrees, then he puts one (1), if not - zero (0). The result is a number. Everyone who gets the correct number gets a "plus" for their work (point for this stage lesson). Such dictations are compiled with great pleasure by the students themselves and select questions from many subjects. Similar tasks can be given at home or in class.
How do I train my memory?
List dictionary words hanging for a long time on the board (stand). Then this list is removed and it is proposed to write down the remembered words. When performing these tasks, three types of memory and observation of students develop.
Numerical dictation
When using this technique, children remember two concepts, try to keep them in memory, and then, on the instructions of the teacher, perform some action between them and write down the answer in a notebook. Why is he interesting? Firstly, mental counting in itself is useful in mathematics lessons. Secondly, we do not just give the opportunity to count, but to count things (concepts, quantities, units ...), knowledge of which is included in the basic minimum of the school curriculum not only in this subject, i.e. we are trying to broaden the horizons of children. Thirdly, by giving a similar task for self-construction, we unobtrusively force the students to read the text of the textbook again, because without this they will not be able to complete the proposed work, and it is very interesting for them. The differentiation of homework deserves close attention, since
his student performs without the direct guidance of the teacher, so it is necessary to create conditions for its successful implementation. Very often the task is given to everyone. And as a result, a responsible attitude to homework and educational activities in general is not developed. The development of tasks for homework is based on a systematic study of the difficulties that students experience in mastering the material, studying gaps in knowledge.
Homework contains preparatory questions or exercises, the completion of which leads to the solution of the main task. This can be a reference, a sample solution, a drawing, a drawing, auxiliary questions for instructions for solving problems and working with a book. Tasks can be offered to students to choose from (Appendix).
Over the course of several years of working in primary school, I observed that Russian language classes do not always arouse interest in children. Some of them consider it a boring subject. The unwillingness to study Russian breeds illiteracy. I thought about how to arouse interest in classes, how to improve writing literacy.
How to make a Russian language lesson an interesting, entertaining and favorite subject for a child?
After reading a lot of literature, analyzing my lessons, I came to the conclusion that it is possible to arouse interest in the Russian language if you systematically accumulate and select fascinating material that can attract the attention of each student.
When choosing a task, children weigh their capabilities, that is, there is a self-assessment of their knowledge and skills. Students are given the opportunity to choose the level of difficulty of the task and move from one level to another. Tasks should cause reflection, reasoning, be of a exploratory nature. They should gradually become more complex, that is, make ever higher demands on the mental activity of the student.
I want to offer you an independent work in the Russian language