Programs of extracurricular independent work of general educational disciplines of colleges. Following the results: forms and types of independent work of students of vocational education in fgos. Information search and processing
Extracurricular work of students is a process in which the element of self-realization dominates. It allows students to harmonize internal and external factors in the formation of professional culture, creates additional conditions for the realization of internal potential, meeting those needs that are not satisfied in the process of classroom work. Extracurricular work should be focused on the personality of the student.
The growing role of extracurricular and independent work is one of the leading links in the restructuring of education - the educational process in higher education.
Independent extracurricular work is not only a means of increasing intellectual potential, professional culture, but also a platform for the formation of responsibility, mastering the means of self-actualization, self-education, self-education.
The development of students' creativity is facilitated by various forms and types of extracurricular educational work (organization of discussion student clubs, interest clubs, individual consultations, etc.).
In modern pedagogical literature, there are almost no generalized new approaches to the organization of independent work of students, various forms and types of extracurricular work. Without independent work, a specialist cannot be formed.
It is very important that circles function in universities at each department, additional debates, seminars, and consultations are held. It is good when these processes are of a well-established, organized nature, and student self-government is largely trying to solve organizationally important issues.
In our opinion, the main forms of extracurricular work of students include doing homework, research work, direct participation in conferences, competitions, games, teaching practice, participation in circles, work in a summer camp for children, leading a circle or section at school. , houses of creativity, organization of competitions, disputes, round tables, assistance to social services, insurance in public institutions and the like.
Do you need some additional means of control over independent extracurricular work of students? Only partially.
Control over independent and extracurricular work of students can be indirect or organically integrated into the educational process. The main forms and means of control include pre-seminar consultations, seminars, colloquia, individual theoretical interviews, written tests, pre-examination surveys of students using a computer, state exams, studying the main interests, shortcomings, and moods of students. The effectiveness of the educational process at the university depends on the activities of curators of student groups.
The intensity and quality of extracurricular work depend on the curators and teachers, their interaction with the student asset. The curator can only be an experienced person who, with his authority and experience, can influence students. An important element of extracurricular work is the interaction of teachers and students to improve the educational process, organize leisure activities, and plan scientific work. The group curator is the main consultant and educator of students in the group. As a curator, you will work in a hostel. Informal conditions make it possible to better study the characteristics of the character of students, to individualize educational work.
Extracurricular work of undergraduate students has its own specifics. Most of the time in such students is occupied by the problem of adaptation to the conditions of study at the university. Over time, the organizational functions of the curator are reduced. Most of the organizational problems of student self-government solves independently.
The work of the curator with the student asset continues from the first to the fifth year inclusive, but this process acquires new qualities over time. Most of the events are initiated by students, their moral and intellectual responsibility is growing. The curator with senior students pays attention to issues of professional self-determination, the formation of a social orientation, and professional sustainability.
Extracurricular work is one of the main factors in the formation of students' independence. In the extracurricular work of students, their need for professional self-education, self-realization is fixed, and, most importantly, their activities are becoming more and more creative.
Questions and tasks for independent work
1. Determine the essence of the moral education of the individual,
2. Analyze the concept of "moral culture of the individual."
3. Determine the main approaches to the study of the moral development of the individual.
4. Expand the main conditions for effective moral education of students.
5. Analyze the means of regulating behavior.
6. Analyze the level of moral education of the individual. Compare the concepts of "moral education of the individual" and "moral culture of the individual."
7. Determine the self-assessment of the professional and humanistic qualities of the personality of the teacher-educator according to the proposed test card.
Carefully analyze the questionnaire, and then perform a self-assessment using the following scale:
· Score and + 2 * - the quality is pronounced, typical for the personality, it turns out to be intense!
· Ball "2" - the quality is characteristic of the individual, it turns out often.
· Score "0" - the quality is not pronounced enough, it turns out rare;
· Score "-1" - the opposite personality trait manifests itself more often and is more pronounced;
· Ball "2" - the opposite personality trait is pronounced, it turns out to be active, typical.
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Organization of extracurricular independent work of students
Kraskova I.R. foreign language teacher, chairman of the CMK OGSE and EN, OPD
With an introduction GEF new generation meaning SR increases significantly. The need for it in training is due to the fact that the development of the subject of professional activity is impossible outside the activity in which its goal is independently set, actions and operations are planned and implemented, the result obtained is correlated with the goal, the methods of activity are corrected, etc. The subjective position of the student in training becomes the main condition for the formation of experience in practical activities and, on its basis, the acquisition of competencies. This, in turn, requires an appropriate reorganization of the educational process in terms of the educational component, improvement of educational and methodological documentation, the introduction of new information and educational technologies, updating the hardware and software of the SR, new technologies for self-control and current control of knowledge, skills and possessions. In this regard, part of the work of teachers is qualitatively changing, which is reflected in their individual plans in terms of educational and educational-methodical work. In the context of the growing importance of extracurricular work of students, the activity of the teacher and the student is filled with new content.The role of the teacher consists in the organization of SR with the aim of acquiring a student of OK and PC, allowing to form the student's ability for self-development, self-education and innovation;The role of the student is to become a creative person in the process of SR under the guidance of a teacher, able to independently acquire knowledge, skills and possessions, formulate a problem and find the best way to solve it.
Independent work - it is planned in within the framework of the curriculum, the activities of students in mastering the content BRI NGO / SPO, which is carried out on assignment, with methodological guidance and teacher's control, but without his direct participation.
Tasks of the SR organization are to:
motivate students to development curricula;
increase the responsibility of students for their learning;
promote the development of general and professional competencies of students;
create conditions for the formation of the ability of students to self-education, self-management and self-development.
Analysis and generalization of modern practices of organizing SR testifies to the diversity of types and types of independent activity of students, various methods of pedagogical management of independent educational and cognitive activity by teachers.
AUDITORIAL INDEPENDENT WORK
1. Lecture work. Drawing up or monitoring the plan for reading a lecture, working out the lecture notes, supplementing the notes with recommended literature. In lectures - questions for independent work of students, indications of the source of the answer in the literature. During the lecture, the so-called "blotches" are possible - speeches, reports of students on certain issues of the plan. Leading tasks for independent study of fragments of future topics of classes, lectures (in articles, textbooks, etc.). The most important means of activating the desire for independent activity are active learning technologies. In this regard, problem lectures are an effective form of teaching. The main task of the lecturer in this case is not so much to convey information as to familiarize listeners with objective contradictions in the development of scientific knowledge and ways to resolve them. The function of a student is not only to process information, but also to actively engage in the discovery of knowledge unknown to him.
2. Work in practical classes. The seminar-discussion is formed as a process of dialogical communication of the participants, during which the practical experience of joint participation in the discussion and resolution of theoretical and practical problems is formed. The student learns to express his thoughts in reports and speeches, actively defend his point of view, object with reason, refute the erroneous position of a fellow student. This form of work allows you to increase the level of intellectual and personal activity, involvement in the process of educational cognition.
"Brain attack". The group is divided into "generators" and "experts". Generators are offered a situation (of a creative nature). For a certain time, students offer various options for solving the proposed problem, fixed on the board. At the end of the allotted time, “experts” enter the battle. During the discussion, the best proposals are accepted and the teams change roles. Giving students the opportunity to offer, discuss, exchange ideas in class not only develops their creative thinking and increases the degree of trust in the teacher, but also makes learning “comfortable”.
The game form of the lesson ("What? Where? When?").
The students were divided into three groups in advance, homework was distributed, team numbers were prepared, record sheets with the names of the players for the captains. The game consists of six stages.
1. Introductory speech of the teacher.
2. Warm-up - repetition of all the key questions of the topic.
3. Set the time to think about the question and the number of points for the answer.
4. Game “What? Where? When?".
5. Summing up.
6. Final word of the teacher.
Business games. Such a lesson is more convenient to carry out when repeating and generalizing the topic. The group is divided into teams (2-3). Each team receives a task and then announces their decision. Tasks are exchanged.
Round table. A characteristic feature of the round table is the combination of a thematic discussion with a group consultation. A leader and 5-6 commentators on the problems of the topic are selected. The main directions of the topic are selected, and the teacher offers students questions on the solution of which the solution of the whole problem depends. The facilitator continues the lesson, he gives the floor to the commentators, attracts the whole group to the discussion. Collective discussion accustoms to independence, activity, a sense of belonging to events. At the same time, the information obtained as a result of listening to lectures and independent work with additional material is consolidated, as well as the identification of problems and issues for discussion.
Case Study- one of the most effective and widespread methods of organizing active cognitive activity of students. The method of analysis of specific situations develops the ability to analyze life and professional tasks. Faced with a specific situation, the student must determine whether there is a problem in it, in
what it consists of, determine your attitude to the situation, offer options for solving the problem.
project method. To implement this method, it is important to choose a topic taken from real life, significant for the student, for the solution of which it is necessary to apply his knowledge and new knowledge that has yet to be obtained. The choice of topic is carried out jointly by the teacher and the student, revealing the prospects for research, developing an action plan, determining sources of information, methods of collecting and analyzing information. In the process of research, the teacher indirectly observes, gives recommendations, consults. After completion and presentation of the project, the student participates in the evaluation of their performance.
The technology of creating a cheat sheet. This technology is non-traditional and causes an increased interest of the student audience in the opportunity to participate in the creation of such a "creative product". It allows the student to develop and form a number of important skills, such as:
think outside the box, original;
generalize information into microblocks;
deeply study the material, focusing on the main, main, core information;
choose and systematize key concepts, terms, formulas.
The implementation mechanism of this technology is as follows. At the first stage, students create their own “named” package of cheat sheets for all questions that are submitted for an exam or test (participation is voluntary). Before the exam, students hand over cheat sheets to the teacher (the teacher checks this product for compliance with technological requirements). You can use the "cheat sheet" in the exam in the following cases:
personal request of the student in case of difficulties;
only when answering at the teacher's table;
viewing time is not more than 2 minutes (if the student knows the material, then this time is enough).
The use of a cheat sheet is the ability of a student to show how to really get a thoughtful and detailed answer to a question posed from a minimum of encrypted information.
EXTRA-CURRICULUM INDEPENDENT WORK
1. Note taking. There are two different ways of taking notes - direct and indirect.
Direct note-taking is a record in an abbreviated form of the essence of information as it is presented. When recording lectures or during a seminar, this method turns out to be the only possible one, since both of them unfold before your eyes and will not happen again; you do not have the opportunity to either run to the end of the lecture, or “relisten” to it several times.
Indirect note-taking begins only after reading (preferably re-reading) the entire text to the end, after the general meaning of the text and its internal content-logical relationships are understood. The abstract itself must be kept not in the order of its presentation, but in the sequence of these relationships: they often do not coincide, and the essence of the matter can be understood only in its logical, and not rhetorical sequence. Naturally, the logical sequence of the content can be understood only after reading the text to the end and realizing its content as a whole. With such work, it will become clear that in each place it is important for you, what will be obviously blocked by the content of another passage, and what can be omitted altogether. Naturally, with such an outline, it will be necessary to compensate for the violation of the order of presentation.
text with all kinds of notes, cross-references and clarifications. But there is nothing wrong with this, because it is cross-references that most fully capture the internal relationships of a topic. Indirect note-taking can also be used at a lecture if, before the start of the lecture, the teacher distributes the lecture outline to the students (tablet, short summary in the form of basic concepts, algorithms, etc.).
2. Abstracting literature. Abstracting reflects, identifies not the content of the corresponding work (document, edition) in general, but only new, valuable and useful content (increment of science, knowledge).
3. Annotation of books, articles. This is an extremely concise presentation of the main content of the text. Suitable especially for superficial preparation for colloquia and seminars, for which it is assigned to work through certain literature. It is also suitable for preliminary bibliographic notes “to oneself”. It is built on the basis of a synopsis, only a very brief one. Unlike the abstract, it gives an idea not about the content of the work, but only about its subject matter. The annotation is built according to the standard scheme: subject heading (output; field of knowledge to which the work belongs; topic or topics of the work); chapter-by-chapter structure of the work (or, the same thing, "summary of the table of contents"); a detailed, head-by-head listing of the main and additional issues and problems raised in the work. The annotation includes: a description of the type of work, the main theme (problem, object), the purpose of the work and its results; indicates what is new in this work in comparison with others related to it in subject matter and purpose (when reprinted, what distinguishes this edition from the previous one). Sometimes information about the author is given (nationality, country, period to which the author's work belongs, literary genre), the main problems and themes of the work, the place and time of the described events. The annotation indicates the reader's purpose of the printed work.
4. Report, abstract, test.
Report - a type of independent work, used in educational and extracurricular activities, contributes to the formation of research skills, expands cognitive interests, teaches practical thinking. When writing a report on a given topic, one should
leave the plan, pick up the main sources. Working with sources, one should systematize the information received, draw conclusions and generalizations. Several students are involved in the report on a major topic, among whom the questions of the speech are distributed. In educational institutions, reports are practically no different in content from abstracts and are a test work.
abstract - a summary in writing or in the form of a public report of the content of a scientific work or works, a review of the literature on the topic. This is an independent research work of a student, which reveals the essence of the problem under study. The presentation of the material is of a problem-thematic nature, shows different points of view, as well as their own views on the problem. The content of the abstract should be logical. The volume of the abstract, as a rule, is from 5 to 15 typewritten pages. The topics of the essay are developed by the teacher leading this discipline. Before starting work on the abstract, you should outline a plan and select literature. First of all, one should use the literature recommended by the curriculum, and then expand the list of sources, including the use of special journals, where the latest scientific information is available.
Abstract structure:
Title page.
Introduction (the statement of the question is given, the choice of the topic, its significance and relevance are explained, the purpose and objectives of the abstract are indicated, the characteristics of the literature used are given).
The main part (consists of chapters and subchapters that reveal a separate problem or one of its sides and are logically a continuation of each other).
Conclusion (the results are summed up and generalized main conclusions on the topic of the abstract are given, recommendations are made).
Bibliography. The bibliography should include at least 8–10 different sources.
It is allowed to include tables, graphs, charts, both in the main text and as appendices.
Essay evaluation criteria:
relevance to the topic;
depth of study of the material;
the correctness and completeness of the use of sources;
possession of terminology and culture of speech;
Abstract formatting.
At the discretion of the teacher, abstracts can be presented at seminars in the form of speeches.
Test - one of the forms of verification and evaluation of acquired knowledge, obtaining information about the nature of cognitive activity, the level of independence and activity of students in the educational process, the effectiveness of methods, forms and methods of educational activity. A distinctive feature of a written test is a greater degree of objectivity compared to an oral survey. For written tests, it is important that the task system provides for both the identification of knowledge on a particular topic (section), and an understanding of the essence of the objects and phenomena being studied, their patterns, the ability to independently draw conclusions and generalizations, creatively use knowledge and skills. When performing such tests, one should use the proposed basic literature and select additional sources. The topics of examinations are developed by the teacher leading this discipline. Answers to questions should be specific, logical, relevant to the topic, contain conclusions, generalizations and show their own attitude to the problem, where appropriate.
Independent work on the Internet
New information technologies (NITs) can be used to:
searching for information on the net - the use of web browsers, databases, the use of information retrieval and information and reference systems, automated library systems, electronic journals;
organization of dialogue in the network - the use of e-mail, synchronous and delayed teleconferencing;
creation of thematic web pages and web quests - the use of html editors, web browsers, graphic editors.
Possibilities of new information technologies.
Forms of organization of training sessions
1. Search and processing of information
writing a review essay
review of the site on the topic
analysis of existing abstracts in the network on this topic, their evaluation
writing your own version of the lecture plan or its fragment
bibliographic listing
preparation of a fragment of a practical lesson
preparation of a report on the topic
preparing a discussion on the topic
work with a web-quest prepared by a teacher or found on the net
2. Network dialogue
discussion of an ongoing or upcoming lecture on the group's mailing list
communication in a synchronous teleconference (chat) with specialists or students of other groups or universities studying this topic
discussion of emerging issues in a delayed teleconference
consultations with the teacher and other students through a delayed teleconference
3. Creation of web pages and web quests
posting completed abstracts and reviews on the course support site, creating a rating of student papers on this topic
publication of bibliographies on the topic
creation of thematic web-pages individually and in mini-groups
creating web-quests for work on the topic and posting them on the course website.
web quest a specially organized type of research activity is called, for the performance of which students search for information on the network at specified addresses. They are created in order to make better use of students' time, to use the information received for practical purposes and to develop the skills of critical thinking, analysis, synthesis and evaluation of information. This activity was developed in 1995 at San Diego State University by researchers Bernie Dodge and Tom March. To make this work as effective as possible, a web quest (a specially organized web page) should contain the following parts:
1. Introduction, which describes the timing and sets the initial situation.
2. An interesting task that can actually be done.
3. A set of links to network resources required to complete the job. Some (but not all) resources may be copied to this webquest site to make it easier for students to download materials. These resources should contain links to web pages, e-mail addresses of experts or thematic chats, books or other materials available in the library or the teacher. By specifying the exact addresses when completing assignments, students will not waste time.
4. Description of the work process. It should be divided into stages with specific deadlines.
5. Some explanations on the processing of the received information: guides
questions, concept tree, cause-and-effect diagrams.
6. A conclusion that reminds students of what they have learned by doing the task; perhaps ways for further independent work on the topic or a description of how the experience gained can be transferred to another area. Web quests can be short term or long term. The goal of short-term projects is to acquire knowledge and integrate it into your knowledge system. Work on a short-term web-quest can take from one to three sessions. Long-term web-quests are aimed at expanding and clarifying concepts. Upon completion of work on a long-term web-quest, the student should be able to conduct a deep analysis of the acquired knowledge, be able to transform it, master the material enough to be able to create tasks for working on the topic. Work on a long-term web-quest can last from one week to a month (maximum two). Web quests are best suited for small group work, but there are also web quests designed for individual students. Additional motivation when completing a web quest can be created by asking students to choose roles (for example, scientist, journalist, detective, architect, etc.) and act in accordance with them: for example, if the teacher offered the role of the Secretary of the United Nations, then this the character can send a letter to another participant (who plays the role of the President of Russia, for example) about the need for a peaceful settlement of the conflict. A web quest can be single subject or cross subject. The researchers note that in the second case, this work is more effective.
Web Quest Forms may also be different. The most popular of them:
1. Creation of a database on the problem, all sections of which are prepared by students. Create a microworld where students can navigate using hyperlinks, simulating a physical space. Writing an interactive story (students can choose options for continuing work; for this, two or three possible directions are indicated each time; this technique resembles the famous choice of the road by the road stone by Russian heroes from epics). Creation of a document giving an analysis of some complex problem and inviting students to agree or disagree with the opinion of the authors.
2. Interview on-line with a virtual character. Answers and questions are developed by students who have deeply studied this person. (It can be a political figure, a literary character, a famous scientist, an alien, etc.) This work option is best offered not to individual students, but to a mini-group that receives an overall assessment (which is given by other students and the teacher) for their work.
FROM independent work as a form of organization of training, it is possible and is necessary for obtaining any educationalresult. However, her types to get different educational outcomeswill be different:
– for mastering knowledge: work with dictionaries and reference books; familiarization with regulatory documents; educational and research work; work with lecture notes; work on educational material (textbook, primary source, article, additional literature, including materials obtained via the Internet); note-taking of texts; answers to control questions; preparation of abstracts for presentation at a seminar, conference; preparation of abstracts, etc.;
– for the formation of skills and possessions: solving typical problems and exercises; solution of variable tasks and exercises; execution of drawings, diagrams; execution of settlement and graphic works; solution of production situational (professional) tasks; design and modeling of different types and components of professional activity; performance of course and final qualifying works; experimental and design work; exercises on a PC and a simulator, etc.
In accordance with the levels of mastering the educational material, the following are distinguished: types of SR:
introductory - note-taking of literature;
reproductive - writing a test;
productive - preparing an essay.
According to the coverage of students, the forms of independent activity can be divided into differentiated (individual or in small groups) and frontal forms.
Independent work in an educational institution can be organized individually with each student, With for several students (for example, project teams) and for the study group (lecture stream), as a whole.
Types of tasks for HRV
To acquire knowledge: reading the text (textbook, primary source, additional literature); drawing up a text plan; graphic representation of the text structure; note-taking of the text; work with dictionaries and reference books; work with regulatory documents; educational and research work; the use of audio and video recordings, computer equipment, the Internet and more.
To consolidate and systematize knowledge:
work with lecture notes (text processing); repeated work with educational material (textbook, primary source, additional literature, audio and video recordings); drawing up a plan and theses of the answer; drawing up tables to systematize educational material; answers to control questions; analytical processing of the text (abstract analysis); preparation of messages for a speech at a seminar, conference; preparation of reports; compiling a bibliography, testing and more.
For the formation of skills and abilities:
solving problems and exercises according to the model; solution of variant problems and exercises; execution of drawings, diagrams; performance of settlement and graphic works; solution of situational production (professional) tasks; preparation for business games; to competitions, conferences, design and modeling of various types and components of professional activity; experimental design work; experimental work.
Complex task
Characteristics of tasks and evaluation criteria
Home test
Control tasks are compiled by the teacher in such a way that you can check the knowledge of the main sections.
The control work is developed in one or more versions (depending on the type of work, discipline, form of education, etc.). Individual assignments are possible for each student. Each option contains several tasks: theoretical questions, tasks, practical tasks.
The distribution of options for home tests is carried out by the teacher.
When performing work, you must adhere to the following rules:
select the necessary literature, study the content of the course and methodological recommendations for performing home tests;
then state the theoretical part of the question, i.e. analyze the task - find out what is known, what needs to be found, what is needed for this;
solve the proposed practical tasks, for example, carefully draw a drawing, or a graph, or a drawing;
arrange control work;
Submit it to the teacher for review within the specified time.
The work must be done competently and accurately, clearly and legibly, without blots and strikethroughs, it is forbidden to arbitrarily abbreviate words (except for generally accepted abbreviations).
The following works will not be accepted for review:
performed not according to their own version;
done carelessly and illegibly.
Grade home to control work
Control works can be evaluated differentially according to the following criteria for marking on a five-point scale:
completed without errors and shortcomings 90-100% of the total amount of work - the mark "excellent" is set;
completed without errors and shortcomings 76-89% of the total amount of work - the mark "good" is set;
completed without errors and shortcomings 50-75% of the total amount of work - the mark "satisfactory" is set;
less than 50% of the total amount of work was completed without errors and shortcomings - the mark "unsatisfactory" is set.
The work done for the mark "unsatisfactory" is returned to the student with detailed comments for revision.
The control work, performed not independently, is assessed as unsatisfactory, and he is given a new version of the control work, different from the original one.
A control work performed carelessly, illegibly, without complying with the design requirements is returned to the student without verification, indicating the reasons for the return on the title page.
Registration of home control work
The control work is carried out in a workbook and is drawn up in accordance with the general requirements: it contains the name of the educational institution, the name of the discipline for which the work is written, the student's surname and initials, group number, topic name, option number, date.
If necessary, supplement the text of the answer with drawings, diagrams and drawings, clearly and accurately using a ruler and a pencil; you can do the work on the computer.
The main part usually consists of two sections:
The first section reveals the theoretical questions of this topic, the answers to the questions should be complete and specific;
The second section is the practical part, which is presented by solving the problem, taking into account graphs, drawings, etc. Before solving a problem, its condition must be fully given. The solution of problems should be accompanied by the necessary formulas, calculations and justification.
Tasks in which answers are given without detailed calculations, explanations and brief conclusions, or if there is no final result according to the terms of the task, will be considered unsolved.
Criteria for evaluation:
correct disclosure of the content of the main issues of the topic, the correct solution of problems,
independence of judgment, creative approach, scientific substantiation of the disclosed problems,
the correct use of quotes (if the quote is given verbatim, then you need to takeput it in quotation marks and indicate the source with the name of the author, titleworks, places and cities of publication, volumes, parts, paragraphs, pages),
the presence of a complete list of references at the end of the work.
Performance control: written work.
Essay writing – in
Abstract - a type of HRV containing information that complements and develops the main topic studied in the classroom. Topics for writing essays are given to students in the first classes, the deadlines for their implementation and defense are determined.
Tasks of the teacher:
Determine the topic and purpose of the work;
Determine the place and timing of training;
Provide advisory assistance in the formation of the structure of the abstract;
Assess the quality of the submitted work and its defense.
Student tasks:
Collect and study literature on the topic;
Make a plan of the abstract;
Studying information (understanding the logic of the source material, choosing the main material, summarizing, formulating conclusions);
Making an abstract in accordance with the established form;
Hand over to the teacher for control and voice at the appointed time.
Criteria for evaluation:
Relevance of the topic;
Relevance of the content to the topic;
Depth of study of the material;
Literacy and completeness of the use of sources;
Compliance of the abstract design with the requirements
Time for protection - 7 - 10 minutes.
Writing a summary of the source
Synopsis - a type of VRV to create an overview of the information contained in the outline object, in a more concise form. The abstract should reflect the main fundamental provisions of the source, the new that its author introduced, the main methodological provisions of the work, arguments, stages of proof and conclusions. The abstract should begin with the details of the source (name of the author, full title of the work, place and year of publication). Particularly significant places, examples are highlighted with colored underlining, framed, marginal notes to focus attention on them and remember them more firmly. The time for voicing the abstract is 3-4 minutes. The task for note-taking is issued in advance
Tasks of the teacher:
Strengthen the motivation to complete the task by selecting an interesting topic;
Student tasks:
Write down only what you understand well;
Highlight key words and concepts;
Replace complex expanded turns of text with more concise ones (folding);
Develop and apply your own system of abbreviations.
Criteria for evaluation:
Reflection of the main provisions, results of the author's work, conclusions;
Clarity, brevity of presentation of the student's thoughts;
The presence of schemes, graphical highlighting of particularly significant information;
Compliance with the design requirements
Writing a report, essay
A report, an essay is a type of extracurricular independent work of students in writing a short essay and a free composition on a private topic, interpreted subjectively and usually incompletely. The topic of the essay should be relevant, affecting modern problems in the field of study of the discipline. The student must reveal not only the essence of the problem, bring different points of view, but also express their own views on it. This type of work requires the student to be able to clearly express his thoughts both in writing and through logical reasoning, to clearly state his point of view.
An essay, as a rule, has a task devoted to solving one of the problems related to the field of educational or scientific interests of the discipline, a general problem field, on the basis of which the student himself formulates the topic. When revealing the topic, he must show the originality of the approach to solving the problem, the realism, usefulness and significance of the proposed ideas, brightness, imagery, artistic originality of presentation.
As an additional task, it is planned in advance at the beginning of the study of the discipline. An essay can be presented at a practical lesson, at a competition of student works, scientific conferences.
Tasks of the teacher:
help in the selection of sources on the topic;
help in formulating the topic, goal, conclusions;
advise in case of difficulty.
Tasks student:
select and study sources on the topic, the information contained in them;
choose the main and secondary;
write an essay plan;
concisely, but capaciously reveal the content of the problem and their approaches to solving it;
complete an essay and submit it on time.
Criteria for evaluation:
novelty, originality of idea, approach;
realistic assessment of the current state of affairs;
usefulness and realism of the proposed idea;
the significance of the implementation of this idea, approach, breadth of coverage;
artistic expressiveness, brightness, imagery of presentation;
literacy of presentation;
essay submitted on time.
Compiling a glossary–
Glossary - a type of student's HRV, expressed in the selection and systematization of terms, incomprehensible words and expressions encountered in the study of the topic. Develops students' ability to identify the main concepts of the topic and formulate them. It is drawn up in writing, includes the name and meaning of terms, words and concepts in alphabetical order.
Tasks for compiling a glossary are entered in a notebook for independent work in the dynamics of the educational process as needed or planned in advance, at the beginning of the semester.
Tasks of the teacher:
test the use and degree of effectiveness within the practical session.
Student tasks:
pick up to them and write down the main definitions or decoding of concepts;
critically reflect on the selected definitions and try to modify them (simplify in terms of eliminating redundancy and repetition);
complete the work and submit it by the due date.
Criteria for evaluation:
compliance of terms with the topic;
multidimensional interpretation of terms and concretization of their interpretation in accordance with the specifics of the study of the discipline;
work was submitted on time.
Compilation of crossword puzzles for this section and answers to them.
Compiling crossword puzzles for this section and answers to them is a kind of displaying information in a graphical form and a type of knowledge control on it. The work of compiling a crossword puzzle requires the student to master the material, the ability to concentrate his thoughts and the flexibility of the mind. Solving crossword puzzles is more often used in home independent work as a method of self-control and mutual control of knowledge.
Compilation of crossword puzzles is considered as a type of extracurricular independent work and requires from students not only the same qualities that are necessary when solving crossword puzzles, but also the ability to systematize information. Crosswords can be different in form and volume of words.
The time spent on compiling crossword puzzles depends on the amount of information, its complexity and is determined by the teacher.
Estimated time for preparing one crossword puzzle with a volume of at least 20 words is 1 hour, the maximum number of points is 1.
Criteria for evaluation:
relevance of the content to the topic;
correct wording of questions;
crossword completed without errors;
Progress Control: Presenting Jobs in Folders
Compilation of tests and sample answers to them
This is the student's HRV for consolidating the studied information by means of its differentiation, concretization, comparison and clarification in the control form (question, answer). The student must make both the tests themselves and the standards of answers to them. Tests can be of various levels of complexity, it is advisable to provide the student with freedom of choice in this, the main thing is that they be within the scope of the topic. The number of tests (information units) can be determined or given arbitrarily. Quality control of tests can be brought up for discussion ("Who made them more?", "Whose tests are more accurate, more interesting?", etc.) directly at the practical lesson. It is also advisable to evaluate their quality as part of the lesson. The assignment is in writing.
Tasks of the teacher:
specify the task, clarify the goal;
introduce the test option;
check performance and evaluate at the end of the lesson.
Student tasks:
study information on the topic;
to carry out its system analysis;
create tests;
create templates for answers to them;
submit for review within the specified time.
Criteria for evaluation:
compliance of the content of test tasks with the topic;
inclusion of the most important information in test tasks;
a variety of test tasks by difficulty levels;
availability of correct response standards;
tests are submitted for control on time.
Drawing up and solving situational problems (cases)
- this is the student's HRV for systematizing information in the framework of setting or solving specific problems. Solving situational problems is a slightly less complicated action than creating them. Both in the first and in the second case, an independent mental search for the problem itself, its solution, is required. This type of independent work is aimed at developing thinking, creative skills, assimilation of knowledge gained in the course of active search and independent problem solving. It should be noted that such knowledge is more solid, it allows the student to see, set and resolve both standard and non-standard tasks that may arise in the future in professional activities.
Thinking through the system of problematic questions, the student must rely on the existing database, but not repeat the questions already contained in previous assignments on the topic. Problematic questions should reflect intellectual difficulties and cause a purposeful mental search. Solutions to situational problems are partly a search method and involve the third (application) and fourth (creativity) levels of knowledge. The characteristics of the problem chosen for the situational task and the ways to solve it are the starting point for assessing the quality of this type of work. In the dynamics of training, the complexity of the problem increases, and by its completion it should correspond to the complexity of the tasks set by professional activity at the initial stage.
Tasks and standards of answers to them are drawn up in writing. The number of situational tasks and the time spent on their compilation depend on the amount of information, the complexity and volume of the problems being solved, the individual characteristics of the student and are determined by the teacher.
Tasks of the teacher:
inform the student about the methods of constructing problematic tasks;
advise the student in case of difficulties;
evaluate the student's work in the context of the lesson (check it or discuss it with students).
Student tasks:
study educational information on the topic;
to conduct a systematically structured analysis of the content of the topic;
highlight a problem that has an intellectual difficulty, coordinate with the teacher;
give a detailed description of the conditions of the problem;
critically reflect on the options and try to modify them (simplify in terms of redundancy);
choose the best option (select known and standard action algorithms) or options for resolving the problem (if it is standard);
complete and submit within the stipulated time frame.
Criteria for evaluation:
compliance of the content of the task with the topic;
the solution of the problem is correct, demonstrates the use of analytical and creative approaches;
demonstrated the ability to work in a situation of ambiguity and uncertainty;
the task is submitted for control on time.
Formation of the information block
is a type of student HRV that requires coordination of the student's skills in collecting, systematizing, processing information, and
its design in the form of a selection of materials that briefly reflect the theoretical issues of the problem under study (definition, structure, types), as well as its practical aspects (methods
study, significance for the assimilation of subsequent topics, professional significance). The ability to form information on a topic into blocks develops a wide range of
vision of issues, scientific thinking, accustoms to thoroughness in the study of problems. Qualitatively produced information blocks can serve as didactic material for studying the topic in the process of self-training, both by the student himself and his fellow students. The information block may include tables, diagrams, figures, research methods, conclusions.
The task of compiling information blocks as a type of extracurricular independent work, usually planned after studying the topic within the semester, when it is well understood. It is drawn up in writing, its volume is no more than two pages, the control of implementation can be carried out in a practical lesson by evaluating the effectiveness of its use to complete tasks.
Tasks of the teacher:
give advice on the form and structure of the block;
check the execution and degree of effectiveness in the framework of the practical lesson.
Student tasks:
study the source material, highlighting the main and secondary;
establish a logical relationship between the elements of the theme;
select and write down the main definitions and concepts;
give a brief description of the object of study;
use visual elements, highlight the main information in diagrams, tables, figures;
draw conclusions, indicate the importance of the object of study in educational or professional terms.
Criteria for evaluation:
relevance of the content to the topic;
compliance with the design requirements;
accuracy and literacy of presentation;
work submitted on time.
Creation of presentation materials
- this is a kind of HRV students to create visual information aids, made using the multimedia computer program PowerPoint. This type of work requires the coordination of the student's skills in collecting, systematizing, processing information, arranging it in the form of a collection of materials that briefly reflect the main issues of the topic being studied, in electronic form. That is, the creation of presentation materials expands the methods and means of processing and presenting educational information, forms students' computer skills.
Presentation materials are prepared by the student in the form of slides using Microsoft PowerPoint. As presentation materials, the results of any type of extracurricular independent work can be presented, the format corresponding to the presentation mode.
An additional task for creating presentation materials is entered into the map of independent work in the dynamics of the educational process as necessary and submitted for control in practical classes.
Tasks of the teacher:
help in choosing the main and additional elements of the theme;
advise in case of difficulty.
Student tasks:
study the materials of the topic, highlighting the main and secondary;
establish a logical relationship between the elements of the theme;
present the characteristics of the elements in a short form;
select reference signals to emphasize the main information and display in the structure of the work;
complete the work and submit it by the deadline.
Criteria for evaluation:
relevance of the content to the topic;
correct structuring of information;
the presence of a logical connection of the information presented;
aesthetic design, its compliance with the requirements;
work submitted on time.
Making models or blocks of models on a chosen topic
- this is a type of independent work, in which, in addition to the ability to work with information, practical skills are used for its visual spatial display. By creating this or that model, or a block of models, the student clarifies the information known to him, translates it into a three-dimensional form, enhances the visual perception of the details of the object of study, specifies the structure and its structure, or displays the sequence of the technological process of its manufacture. In the manufacture of models, techniques are used to highlight details using color, numbers, names. An explanation is created for the finished model - an index. The finished model is demonstrated in the classroom with a brief explanation or presented to students as a visual aid for independent study of the topic.
The time spent on compiling an information model depends on the amount of work on manufacturing, the complexity of information processing, the individual skills of the student and are determined by the teacher.
Approximate time for preparing a single model is 2 hours.
Tasks for the production of information models as a type of extracurricular independent work are planned after a theoretical study of the topic and are submitted for control in practical classes, are included in the demonstration part of independent work on the topic.
The role of the teacher:
give a target setting for the production of an information model, determine its informational significance;
assist in the selection of material for manufacturing and selection
information display forms;
advise in case of difficulties; to assess compliance with the standard and the degree of informativeness of the model
Model evaluation criteria:
relevance of the content to the topic;
creative execution of the task;
the practical significance of the model and the possibility of its use in practical classes;
aesthetic design;
The work was submitted for review on time.
Execution Control: Viewing Models
Drafting questionnaires, interview questions and conversations
This is a kind of HRV students to create methodological tools for diagnosing the selected research problem. This type of assignment requires students to develop critical thinking in understanding information, structuring it into main and secondary elements, as well as the ability to succinctly formulate an idea and express it in a question form. In addition, the use of these tools developed by the student requires him to have developed communicative, perceptual and interactive skills. The questionnaire is a methodological tool for obtaining primary information based on verbal communication and is a questionnaire for obtaining answers to a pre-compiled system of questions. Interview - a method of social psychology, which consists in collecting information received in the form of answers to posed, pre-formulated questions. A conversation is a method that provides for the direct or indirect receipt of psychological information through verbal communication. The task must include at least 10 questions.
The task can be planned within the framework of the study of one topic or carried out in the process of the student's research work.
Tasks of the teacher:
give a target setting for the task;
advise in case of difficulty.
Student tasks:
study information on the topic;
develop questions for a questionnaire, interview or conversation;
complete the task and submit it for control within the specified time.
Criteria for evaluation:
relevance of questions to the topic;
coverage of all issues of the topic;
correct wording of questions;
compliance with the design requirements;
work submitted on time.
Student research activity
This type of activity involves the independent formulation of the problem and its solution, or the solution of a complex proposed problem with the subsequent control of the teacher, which will ensure productive creative activity and the formation of the most effective and durable knowledge (knowledge-transformations). This type of task can be carried out during the student's classes in a discipline circle or planned individually and requires sufficient preparation and methodological support.
The role of the teacher and the role of the student in this case become much more complicated, since the main goal is to develop students' research, scientific thinking. Not all students can do this type of activity; when planning it, one should take into account the individual characteristics of the student. The system for implementing this type of activity is also more complex, the time spent by both the student and the teacher is more capacious. As a circle work, complex abstracts can be prepared, micro-research carried out, complex training models made.
The approximate time spent on such work is from 8 hours, the maximum number of points is 10.
EXTRA-CURRICULUM WORK WITH STUDENTS
Patrina Z.V.,
mathematics teacher
KGBOU SPO "Amur Polytechnic College"
The role of this type of educational activity is especially increasing at the present time, when educational institutions are moving to new generation standards, within which a competency-based approach is implemented, when it became necessary to develop students' skills and abilities for independent learning activities.
Working outside of school hours provides significant assistance in the implementation of some educational tasks and in achieving didactic goals:
- consolidation, deepening, expansion and systematization of knowledge gained in the classroom, self-mastery of new educational material;
- formation of general labor and professional skills;
- formation of skills and abilities of mental work;
- motivation for regular purposeful work on mastering the specialty;
- development of independent thinking;
- the formation of conviction, strong-willed character traits, the ability to self-organize;
- mastering the technology of self-education
Achievement of the set learning objectives is analyzed by monitoring the quality of assimilation of educational material. But sometimes the control of knowledge - tests, dictations, control and independent work of various types - shows that some of the children can hardly cope with the proposed tasks, and this necessarily entails further difficulties. In the classroom, the teacher has limited opportunities for individual work with each student. The way out of this situation is extracurricular work with students.
Out-of-hours work takes a variety of forms. These can be individual or group consultations, which are held for various purposes: studying and consolidating new material with underachieving students, generalizing and systematizing knowledge on program topics to improve their quality, or conducting control work for those who received an unsatisfactory mark or were absent from this work. .
During extracurricular time, you can consolidate knowledge and skills in mathematics, correct debts in the subject, prepare for written work, tests and deal with the elimination of gaps in knowledge.
When carrying out extracurricular work, various materials are used: examples of solving equations and inequalities, consulting cards, instructions or algorithms for performing certain tasks, various schemes, tables, etc. (The same material, if necessary, is used during the lessons).
As a rule, having come to the consultation, the student expects that he will begin to explain the unlearned material. But instead, he receives only one task and, for example, a sample of its implementation with formulas, explanations, etc. To the remark that he does not know anything, he receives an answer - study, if something is not clear, I will help you. Indeed, until the student himself understands the essence of the performance of this task, there can be no talk of any skills. The great mathematician A. Niven said very correctly about this: “You cannot study mathematics by watching how your neighbor does it!”.
Having solved the first task with difficulty, the student performs the same task more confidently and is ready to solve it again and again. Having mastered this material of this topic, we move on to the next one. Success in completing tasks gives the student self-confidence and a desire to continue working. The achieved result must be approved, evaluated and fixed with homework.
It is even better if several students do this work. Having understood the material of the topic, they are happy to help each other, thereby consolidating their success.
Undoubtedly, individual or collective lessons of mathematics after school hours give positive results, but some students prefer to work at home, relying on the help of friends or even parents. Naturally, they get work at home. The task completed in this way is defended by the children in the classroom or after school hours: answers to questions, explanations, and the performance of similar tasks.
To consolidate and improve the quality of knowledge and skills, as well as control, simulators are used, which are a set of tasks on a specific topic on electronic media. Depending on the topic and purpose of this work, students receive a certain amount of tasks, which they usually complete, but some students prefer to work under the guidance of a teacher.
During the consultation, students can get an answer to any question of interest to them from the field of mathematics, to which they did not hear the answer in the lesson or did not understand it.
In the process of studying stereometry, we solve problems with industrial content. Students are invited to compose tasks in the chosen specialty (on a specific topic or just by profession) or solve ready-made tasks from the collection. We solve the most interesting problems in the lesson.
To consolidate the studied material on stereometry, a manual has been developed, which includes reference material and questions for control. This manual can also be used for self-study of stereometry.
Currently, all materials are issued in electronic form, so students can continue the work they have started at home.
Extra-curricular activities in mathematics are also held outside the classroom. These are events held within the framework of the adaptation-learning period, the traditional week of mathematics, various mathematical competitions, quizzes, etc.
At the beginning of the academic year, during the adaptation and training course for students, much attention is paid to the actualization of the study of mathematics as a science, without which it is impossible to prepare a competent specialist. Students are offered references from the history of mathematics, quizzes are held, the connection between mathematics and the profession is demonstrated, and work is being intensified to instill general educational skills in students, which will later become the basis of professional qualities. The result of the adaptation-training course is a great extra-curricular event for first-year students.
During the "Week of Mathematics" the college traditionally hosts olympiads, various tournaments, KVN, etc. Students participate in competitions of newspapers, abstracts, crossword puzzles, models or tables made as visual aids for mathematics lessons.
Students are actively involved in the development and implementation of events. They help to compose crosswords, rebuses, compose poems or songs in mathematics, etc.
Not only well-performing, exemplary students are involved in the preparation and participation in events. First of all, we try to take insecure, poorly performing guys. Their participation in extracurricular competitions is a victory over themselves, over their insecurities. Often the winners of entertaining quizzes and competitions are the “invisible” students.
Of course, the best are invited to the Mathematics Olympiad, as well as everyone who wants to. The first (home round) is performed by all students.
One of the types of extracurricular work is the creative activity of students. In the process of performing a creative task, students make reports on the application of mathematics in production activities, write and defend abstracts, and select historical materials on the topics studied.
During extracurricular hours, students perform research papers in mathematics, which they present at the annual research conferences of the college.
Extracurricular work in mathematics allows you to develop students' interest in the subject, improve the quality of assimilation of the material, show self-confidence, and feel the joy of educational and cognitive work. Such work expands and deepens the knowledge gained in the lesson, and contributes to their further formation and development. Participation in extracurricular activities develops creativity, dedication and research skills.
In the process of extracurricular work, the guys who are in the classrooms are, as it were, in the shadows, are revealed. It is necessary to strive to ensure that students have an interest in the process of acquiring knowledge, a desire for self-education, a desire and ability to use reference and educational literature.
Attachment 1
Appendix 2
Annex 3
SAMPLE SOLUTION OF EXPOMINATIONAL EQUATIONS AND INEQUALITIES
 (7 2) 2x+3 = 7 -1 |
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| = 4 0 | |||
| x = 0; x + 5 = 0 |
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| Answer: x = 0; x = -5 |
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t 2 + t - 12 \u003d 0 D \u003d b 2 - 4ac \u003d 1-4. one . (-12) = 49 |
(2 -3) 2x + 1< 2 2-6x-3< 2 (ф-я возр., т.к. 2 > 1) |
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6 x< 4 /:(-6) |
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no roots Answer: x = 1 |
Answer: x > - |
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> 9 0 (function ascending, since 9>1) |
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| 5 3x-2 (1+2 . 5) = 275 5 3x-2 . 11 = 275 / :11 |
x 2 - 1 > 0 x 1 = 1; x 2 = -1 |
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| Answer: x< -1; х > 1 |
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| Answer: x = |
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Appendix 4
Topic simulator"Trigonometric Equations"
| 1. sin 2x = | 2. cos = |
| 3.tg (x - ) = -1 | 4.sin(-2x)=- |
| 5. sin (x - ) cos (7 x +) = 0 | 6. cos 2 x + 3 cos x = 0 |
| 7. cos x = sin 2x cos x | 8. cos x sin x = |
| 9. sin 3x + sin x = 2 sin 2x | 10. 2sin 2 3x + 5sin 3x = 0 |
| 11. sin x cos 2x + cos x sin 2x = | 12. 2sin 2 2 x - 1 = 0 |
| 13. sin x = sin 3x | 14. sin 2x = (cos x - sin x) 2 |
| 15. 2 + sin x cos x \u003d 2sin x + cos x | 16. cos 6x + sin 2 3 x = 0 |
| 17. 2sin (x + ) sin (x - ) = 1 | 18. 3cos 2x + 5sin 2x = 3.5 |
| 19. cos 7x = cos 5x + sinx | 20. cos 4 x - sin 4 x = 0 |
| 21. sin x = cos x | 22. 2sin 2 x - sin 2x \u003d 0 |
| 23. sin (x + ) = sin (x - ) | 24. sin 4x = sin 3x |
| 25. 1 + cosx - 2cos = 0 | 26.cos2(-x) + 8cos(+x)=0 |
| 27. sin 5x cos 3x - sin 8x cos 6x = 0 | 28. cos 2x - 2sin 2 x \u003d -3 |
| 29. cos 2 x - 3 cos x sin x + 1 = 0 | 30. cos x \u003d sin 2 x |
| 31. sin (+ x) + ctg (2 - x) = 0 | 32. sin 3x \u003d sin 2 x + sin x |
| 33. sin (x + 45 o) sin (x - 15 o) = | 34. sin 2 x + cos 2x \u003d sin 3 x |
| 35. tg x cos x + tg x = cos x +1 | 36. sin 2 x + sin 2 2 x \u003d sin 2 3 x |
| 37.ctg x += 2 | 38.cos 3x = 2sin(+x) |
| 39. sin x (1 + cos x) = 1 + cos x + cos 2 x | 40.  |
| 41. sin 4 x - cos 4 x \u003d sin 2x | 42. sin 3 x - cos 3 x \u003d sin 2 x - cos 2 x |
To the forms of extracurricular work with students, in which not all, but the majority of students studying logic at the pedagogical faculty of the Moscow State Pedagogical University named after M. V. I. Lenin on the 90-hour program, include the following: participation of students in competitions of student scientific works, a circle on logic, translations of books and articles on logic from foreign languages, student production. mi visual aids in the course of logic, reader's conferences, term papers and theses in logic, experimental work with students in primary and secondary schools, students' performances at school with lectures on logical topics and other types of work. Let's briefly talk about some of them.
Participation of students in competitions of student scientific works carried out annually for the past 15 years. Features of carrying out this work: firstly, its mass nature, i.e., the coverage of a significant part of students attending a course of lectures at pedagogical or preschool faculties; secondly, the presentation of collective works on one topic; thirdly, the selection among them of works devoted to the development of the logical thinking of schoolchildren, generalizing the experiments of students; fourthly, the wide use in the apparatus of symbolic logic (both two-valued classical and many-valued logics); fifthly, a preliminary acquaintance with the results of student work submitted for the competition at a meeting of the logical circle; sixth, participation in scientific work of foreign students studying at these faculties at the Moscow State Pedagogical University. V. I. Lenin.
Here are the directions and topics of some student works submitted for competitions.
1. Works devoted to the development of logical thinking of schoolchildren are written on the following topics: “K. D. Ushinsky on logic and the development of logical thinking in younger students”;
“The use of definitions, divisions, generalizations and limitations of concepts in school textbooks”; “Development of logical thinking of children of primary and secondary school age”; “Development of logical thinking of schoolchildren in the process of operating with concepts”; "The logical fallacies
when using concepts and in operations with them (on the material of educational literature)”.
2. Works reflecting the process of using the course of logic in the study of pedagogy and psychology. Topics of these works: "Pedagogy and logic" and "Logical foundations of teaching psychology".
3. Collective or individual works written using the apparatus of symbolic logic: “Formalization of the trilemma”, “The role of conditionally categorical inferences in cognition”, “Formalization of the epicheireme”, “Formalization of disjunctive inferences”, “Polysyllogisms and sorites in classical and multivalued logics” , “Rules of reduction to absurdity in two-valued and multi-valued logics”, “Formalization of polysyllogisms and sorites with common premises”, “Law of the excluded middle”, “Dilemma in classical and multi-valued logics”. The proof of formulas in two-valued logic was carried out in three ways: by reducing the formula to conjunctive normal form, by constructing tables (matrices), using the rules of natural derivation.
4. Works of foreign students on the topics: “Logical connectives and their application in German” (students from Germany), “Expression of logical terms in the Czech language” (students from the Czech Republic), “Expression of logical connectives in Bulgarian” (students from Bulgaria ).
Thus, a student from Hungary was the first to translate into Russian certain parts of the book by the Hungarian logician Catalina Havas “So logical!”. (Later this book was published in Russian by the Progress publishing house in a professional translation). The student attached a very interesting logic game to the translation, the moves in which are carried out with the help of chips of various colors. “So logical!” It is addressed to high school students and therefore it is written in a popular, entertaining form, it contains a lot of logic games, logic tasks and other visual material. The author Catalina Chavash, having familiarized herself with the translation of the student, noted its rather high level.
And a student from Bulgaria with her classmate from Russia made a joint translation from Bulgarian into Russian of a textbook on logic for secondary school students, published in Sofia in 1980.
It should be noted that foreign students conscientiously study logic, with great interest, often on their own initiative perform additional work related to the in-depth study of the logic course.
5. Students' works are written on various topics that contribute to an in-depth study of individual sections of the course of logics “Proofs and errors in polemics”, “Mathematical sophisms”, “Expression of logical connectives in the works of A. N. Ostrovsky and M. Sholokhov (comparative analysis)”, “The Environment of Negation Expression (Based on the Works of A. I. Herzen)”, “Dilemmas and Trilemmas in Fiction and Art”, “Carroll's Sorites” and many other topics.
An important form of extracurricular work is participation stu Dentov in the work of the circle on logic. For 18 years, the Circle of Logic has been holding monthly meetings in the student dormitory of the pedagogical faculty of the Moscow State Pedagogical University. The work of the circle is primarily aimed at deepening and expanding the knowledge of students, focusing on their creative attitude to the course of philosophical sciences. At the meetings of the circle, the following topics were studied: “The role of logic in cognition”, “The development of logical thinking, the learning process at school - in the lessons of history and mathematics” “Problem learning”, “The role of logic in the work of an investigator”, “About a sense of humor and wit” , “How the deaf-blind-mute know the world”, “On the signs of the faithful and superstitious”, “On the culture of behavior”, etc.
In the work of the circle and extracurricular work with students, you can use such forms as reader conferences.
Extracurricular work on logic includes writing term papers and dissertations in logic. Diploma papers were written on the following topics: “Problems of negation in psychology and logic”, “Development of logical thinking of young schoolchildren in the process of operating with concepts”, etc. Topics for term papers in logic are much more diverse. Two students of the Faculty of History under the guidance of Doctor of Philosophy G. V. Sorina prepared term papers on logic on the topic: “Logical Analysis of Plato’s Dialogues” during the year and made a presentation at the International Scientific and Theoretical Conference “Cognition and Its Possibilities” (Moscow, 1994).
Students of the Pedagogical Faculty and the Faculty of Primary School and Preschool Education themselves or with the involvement of artists have made more than 30 visual aids in logic, which facilitates the conduct of lectures, seminars, tests and exams.
More and more experimental work on logic is being carried out with students of primary, secondary and senior classes, which students carry out either during continuous pedagogical practice in the fourth year, or in the course of pedagogical practice in the second year of the pedagogical faculty. This work is carried out on the materials of the topics “Concept”, “Judgment” and “Conclusion”. (Developments are given at the end of this methodological chapter).
These diverse forms of extracurricular work with students were used during my many years of teaching logic to students of the listed faculties of the Moscow State Pedagogical University. V. I. Lenin and proved their usefulness and effectiveness.
Logic is taught in close connection with pedagogy and psychology. As already mentioned, two theoretical conferences were held at the Pedagogical Faculty on the topics: “Logic and Pedagogy” and “Psychology and Logic”, at which a number of students made detailed reports and presented student scientific papers on these topics. The relationship of logic with the methods of teaching individual subjects is carried out in the process of teaching the course of logic at the faculties, and is also shown in my textbook for teacher training universities (1986). The statements of K. D. Ushinsky, V. A. Sukhomlinsky, A. S. Makarenko (who used the concept of “pedagogical logic”) and other prominent teachers and scientists (O. Yu. Bogdanova, M. R. Lvova, V. A. Krutetsky, I. Ya. Lerner, A. Ya. Khinchin).
Due to the fact that in Russia in the last 2-3 years logic has been taught in separate schools with differentiated education, in gymnasiums and lyceums, and logic teachers are almost not trained either at universities (including pedagogical universities), or at pedagogical universities, there is an urgent problem of organizing the training of teachers of logic for secondary educational institutions, that is, the training of students in the specialty "Logic". It should be noted that so far there is no such specialization in the pedagogical university, but
we hope that it will be introduced in the near future, at least at the Moscow State Pedagogical University and the Russian Pedagogical University (the former Leningrad Pedagogical Institute).
So, the connection of theory with practice, the combination of logical knowledge acquired by students in a teacher training university, and the practical teaching of individual sections of the logic course (concepts, judgments and inferences) to schoolchildren and students of teacher training schools will help active creative mastery of the university logic course”
Landmarks of the test, which allows to judge the level of mastering the basic logical concepts by students 1
1. In school textbooks on the specialty chosen by students, find different types of definitions of concepts (nominal, real, genetic, etc.) and answer the question: “Is the definition of the concept correct?” Unfortunately, there are sometimes logical errors in the definition of concepts in school textbooks. A future teacher should be able to correct incorrect definitions.
2. Using Euler circles, establish relationships between 4-5 concepts.
3. In school textbooks in the specialty, find different types of division of concepts or their classification. To be able to distinguish a correctly performed division (or classification) from an incorrectly performed one, to find a logical error (mistakes) and be able to correct them.
4. Students who have taken a course in logic should be able to work with inferences: to distinguish a correctly constructed inference from an incorrectly constructed one; Illustrate various types of inferences with your own examples or self-selected examples from fiction. .
5. Students must master the techniques for detecting various logical errors encountered in thinking, be able to correct these errors.
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"The program, key concepts and names, tests for the course of logic are also given in the book "Philosophical disciplines: programs, requirements, methodological recommendations". M., 1993. S. 25-36. (Authors A. D. Getmanova and I. N Griftsova).
6. Students must learn how to correctly, logically competently conduct disputes, polemics, discussions, be ready to teach this to their pupils.
How best to combine the teaching of philosophical logic with the elements of symbolic logic? This is not an easy question.
Some teachers of logic, instead of general philosophical logic, expound only mathematical (symbolic) logic approximately in the form in which it is read at the Faculty of Mathematics as a mathematical discipline. They neglect examples from concrete sciences and philosophy, give a purely symbolic exposition. In pedagogical institutions, such a presentation is fundamentally unacceptable in the course of philosophical logic, the purpose of which is the development of meaningful logical thinking of students, and through them students of the school. Philosophy and logic are ideological, social and humanitarian sciences, they must be closely interconnected with life, filled with specific content (examples) from various sciences (social, natural, technical), practice (pedagogical for pedagogical institutes), and perform an educational function.
The program on logic (1996) is based on the presentation of the material of traditional logic with elements of symbolic logic, provides a meaningful presentation of the logical material, and not a presentation of only mathematical logic. Some logicians, unfortunately, do otherwise, replacing philosophy with mathematics, which is unacceptable. In addition, they would like teachers of logic in teacher's colleges to do the same. But this is impossible in principle, it is not necessary for student teachers, especially since the logic course is only 40 hours or 54 hours.
Pedagogical institutes use diverse forms of work (as mentioned above). For those who teach symbolic logic, the main thing in the work is a board covered with symbols. And then it is easy to bypass the connection with life, with the present, with the profile of the university, with the future specialty. It is easy to withdraw from life into symbolism. But students do not like this teaching of logic.
The teaching of meaningful, philosophical logic in a pedagogical university should be interconnected with the teaching of philosophy,
ethics, aesthetics, pedagogy, psychology, computer science and other specific sciences (history, astronomy, physics, chemistry, mathematics), as well as school teaching methods, to provide a logical basis for teaching these disciplines in pedagogical universities and pedagogical universities and for the implementation of pedagogical practice. Thus, at the Faculty of Sociology, Doctor of Philosophical Sciences G. V. Sorina and Candidate of Philosophical Sciences, Associate Professor I. N. Griftsova, read the author's course in logic, taking into account the peculiarities of the work of sociologists.
So, there are two different approaches to logic and its teaching. Therefore, I would like to warn teachers of logic in pedagogical universities against a one-sided passion for teaching symbolic logic, especially in the modern period, when the results of the dialogue largely depend on the “logical school” of all interested parties, on the level of culture of thinking of each person.
§ 2. The specifics of the methodology of teaching logic in secondary pedagogical educational institutions: pedagogical schools, pedagogical colleges, subclasses (from work experience)
Logic as a separate subject of philosophical science, after a long break, is again being introduced in secondary pedagogical educational institutions. A compulsory subject in the 1950s and 1960s (a special textbook was published for pedagogical schools - D.P. Gorsky. Logic. M., Uchpedgiz, 1954), logic is unknown by whose evil will since about 1960 disappeared from the curricula of pedagogical universities and pedagogical schools. (Random or not - let everyone solve this dilemma for himself). Therefore, at the moment we do not have the opportunity to reflect the methodology of teaching logic in a pedagogical school, but we hope in the future, having collected bit by bit the accumulated experience, to make it available to teachers. Now we refer the reader to § 3 of this chapter, which contains material on the teaching of individual topics of logic (concept, judgment and inference).
It was carried out by students in the course of their teaching practice in a number of pedagogical colleges and schools in Moscow.
So, today for secondary pedagogical educational institutions there is neither a separate textbook on logic, nor a problem book on this discipline, and this textbook of mine is aimed at filling this gap to some extent. My five-year experience of teaching logic at school No. 356 (with lyceum subclasses) and Pedagogical College No. 2 in Moscow, four years of experience in teaching logic at a pedagogical school in the 50s in the city of Zemlyansk (Voronezh region) allow me to draw certain conclusions.
We started studying the course of logic in Moscow School No. 356 by teaching it to teachers. The semi-annual course of this discipline was read separately to teachers of elementary and senior classes. Teachers not only listened to the lecture course, but also took an active part in the work of the seminars: they solved the proposed problems, invented their own, found many good examples on the topic “Dilemma” from elementary school textbooks. This helped me in writing the relevant section for this tutorial. Some incompleteness of this stage of work lies, in my opinion, in the absence of a system of essays by teachers who have taken a logic course on the following range of topics: “The development of logical thinking in the classroom in elementary school; in teaching mathematics, the Russian language and other subjects of the basic plan. The reason for this incompleteness is our limited time. However, work in this direction has been started: abstracts have already been submitted on some topics.
The next step in teaching logic at this school was to work with students. We started with a control check of the assimilation of the elements of this science in elementary school. I gave the first open logic lesson on the topic “Concept” to 3rd grade students in the presence of 16 teachers who attended my course. He passed successfully. The second control lesson for the same students (it was attended by two teachers who attended my course. They also checked the written work of the students) demonstrated that they mastered the material mainly as “excellent”.
For high school students, a more extensive curriculum was provided. In one of the tenth lyceum subclasses
school (10 "L") for 22 students I read a one and a half year systematic course of logic and held seminars (total 70 hours). During the 1992/93 academic year, 16 students received an “excellent” credit, 2 - “good”, and only 4 did not receive a credit in the 10th grade, but received it in the 11th grade.
For the first time in my teaching activity, students of the 10th grade taught logic lessons themselves. Their written and oral reports took place on May 27, 1993. The interns were very satisfied: their students (from grades 2 to 9) spoke enthusiastically about the classes, asked to continue studying logic with them.
In the 1993/94 academic year, the logic course (2 hours a week) was again attended by students of another lyceum, 10th grade. By March 1994, 24 tenth-graders wrote a written test on the topics “Concept” and “Judgment”, completed their homework on the topic “Techniques that replace the definition of concepts” - creative, interesting work. Most students in grades 10 and 11 (in the 1993/94 school year) presented their logic crosswords, in which they included material from various topics of the course. One of the crossword puzzles is given at the end of the paragraph.
In the scientific and methodological plan of building the teaching of logic in secondary pedagogical educational institutions, an integrated and systematic approach is of interest, which we tried to implement in this Moscow school (with lyceum subclasses). In the 1993/94 academic year, this work was planned by me together with the school administration as follows.
1. To continue in quarters I-III the course of logic in grades 11 “L”, which it would be desirable to complete not with a test, but with a final exam and conduct it in an unconventional form: in the form of solving crossword puzzles, in the form of a logic game “Battleship” or, perhaps as a conference in English (the most common language of interstate communication), in which teachers of both English and French could take part. (There is experience in conducting such a form of test and exam. At Moscow State Pedagogical University named after V. I. Lenin, I
six original conferences on logic were held in English - with first-year students of the Faculty of Education).
2. In the fourth quarter, the teacher of logic should periodically attend the lessons of elementary school teachers and secondary school subjects, followed by a logical analysis of these lessons. (In the 1992/93 academic year, for this purpose, I attended the lessons of teachers in the 1st and 5th grades in the Russian language. The students of the 1st grade simply fascinated me - smart, disciplined, inquisitive, very active).
3. Conduct separate logic lessons in primary and 5-7 grades.
4. Clarify (work out) separate programs in logic for students in grades 10-11 with a pedagogical orientation and for students in grades 5-6.
Let's talk about the implementation of those aspects of this plan that are of greatest interest.
In March 1994, students of the 11th pedagogical class of school No. 356 in Moscow took an exam in logic in an original, new form for them - they held a scientific and practical conference in English on the topic: “The role of logic in scientific knowledge and learning”, similar to those which are described on p. 283 of this textbook. Schoolchildren were not inferior to first-year students in the choice of dramatizations, and in some moments even surpassed them. So, the students acted out the scene “Elephant Hunt” (see: pp. 223-224 of this textbook, section “Errors in inferences by analogy”). The fact is that on the eve of the hunt, the pygmies play a real performance in which the hunters, having made a stuffed elephant and placing it in a clearing, show their relatives how they will hunt. The role of the leader of the pygmies was brilliantly played by Dmitry A. Due to the fact that he studied at the judo school for several years, he acquired a quick reaction, which was so useful to him in playing this role. (According to the description of the ritual, he sneaked up to the elephant three times and ran away three times). He also came up with original clothes and jewelry for his hero. The effect of everything
The performance was extraordinarily strong. The victorious dance around the “Speared Elephant” was performed by the students in the rhythm of modern music and was accompanied by a song (in English) and ritual clapping.
Another interesting finding of the 11th grade students was the image of the “Bee swarm” paradox invented by a student of this class (similar to the “Heap” paradox). She also drew a large beehive; girls dressed in colorful blouses, the coloring reminiscent of the coloring of bees, one by one “flew out” of the hive. But since the difference between a bee swarm and a non-swarm is not in one bee, there was always a bee swarm, even when there were 3, then 2, and finally 1 bee. Such is the paradox!
The students in the logic exam played a scene depicting the dilemma faced by D. London's hero Pan - the choice between his former girlfriend and his real Indian wife who saved his life. (The dilemma is given on page 168-169 of this textbook).
For the first time in my pedagogical practice, related to teaching logic at school, the exam for students was held in the form of a conference in English. It was carefully prepared by me together with the curator of the lyceum pedagogical class T.V. Gorshina and was held as an open lesson on the topic “Fragments of the exam in logic” as part of a scientific and practical seminar for curators of pedagogical classes in Moscow “Lesson as a means of forming and developing personality” ( the seminar was held in 356 schools). The lesson was attended by 10 teachers-participants of the seminar. All students received an “excellent” mark for the exam. The form of the exam was liked not only by the students themselves (they said that they were in a particularly high spirits during the exam). When analyzing this lesson-exam, the teachers present called it an “intellectual feast”.
At the end of the 1993/94 academic year, each of the graduates who passed the exam wrote an essay on the topic: "Review of the textbook on logic for students (M., 1992) and my attitude to the study of logic." The students emphasized the advantages of the textbook:
they wrote that it is simple, accessible and interesting to study;
formulated their wishes and made constructive proposals for the next edition.
So, the final exam in logic was preceded by various forms of testing students' knowledge:
1) written works of schoolchildren on the topics: “Techniques replacing the definitions of concepts” and “Inference”;
2) performance of two control works;
3) solving crossword puzzles in the lesson;
4) compiling your own logical crossword puzzle (homework);
5) writing an essay on the topic indicated in the previous paragraph;
6) conducting a lesson in logic with younger students of the school № 356;
7) preparation for participation in the scientific and practical conference on logic in English.
These students studied the logic course for about two years, and their knowledge of logic was assessed as follows: 18 students received a mark of “5” and 4 students - “4”. Feedback from students about the new subject of logic for them pleases with non-standard thinking.
“Logic is such a subject that helps to drag you into the invisible side of life. Previously, it would never have occurred to me to analyze my own actions and expressions. What arguments and facts do they consist of. Now I analyze almost every action I take. This helps me get rid of bad habits or anything else that negatively affects both me and the people around me ”(Doloberidze I.).
“How did I not know before that such a science exists in the world? And it's very unfortunate that it happened. But logic came into my life, and it became much more interesting” (Isaeva T.).
“A textbook on logic cannot be compared with any school textbook. After all, it includes a huge number of historical examples based on true life facts, and many examples are taken from all of our favorite art.
venerable works... The textbook is built unusually well... Simplicity of presentation of the material is the main advantage of this textbook, and in combination with well-chosen examples, the material becomes not only easy, but also very interesting to study. This is what is sometimes missing in ordinary school textbooks” (Maltseva L.).
“Every Tuesday when we have a logic lesson, our class is in a great mood in the morning. Our lessons are very interesting, we often sing soulful songs in English, compose crossword puzzles, and recently held a conference that forever sunk into the hearts of our children. I really want to note the work of the wonderful teacher Aleksandra Denisovna Getmanova, who every week teaches this interesting and necessary subject with us, in our 11 “L” ”(Alipova I.).
The basis of my creative scientific and methodological work to develop a new for all teachers of logic methodology for studying logic in secondary pedagogical educational institutions is the desire to increase students' motivation for learning in general, for the conscious assimilation of knowledge. As for the specifics of teaching this science itself, we all have to creatively refract the course of logic and present it to teachers and students of pedagogical schools, pedagogical colleges and other forms of educational institutions that provide pedagogical education, so that in their future pedagogical activity they can significantly raise the logical culture of their fellow teachers, students and parents of students, their own children.
A crossword puzzle compiled by a 11th grade student Tatyana I."
Horizontally: 1. A type of judgment that has the structure: “All S ect P". 2. A form of thinking in which a new judgment is obtained from one or more true judgments on the basis of certain rules of inference. 3. Generalization of the analogy of the type of proportion, representing a one-to-one correspondence
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"Dan with my minor corrections.