A set of materials “Technology for the development of critical thinking. Technology for the development of critical thinking. Techniques and Techniques Stages of Critical Thinking Technology
It appeared in Russian education in 1997. The authors are American scientists Ch. Temple, K. Meredith, D. Still. It is a technology for developing critical thinking through reading and writing. The goal is to develop the intellectual skills of students, which are necessary not only in studies, but also in everyday life, incl. the ability to work with information, make informed decisions; facilities that allow you to learn on your own.
The traditional lesson gives priority to educational goals, forms predominantly reproductive knowledge. Textbooks are dominated by narration and description, i.e. the same reproductive approach prevails. The technology for the development of critical thinking is focused primarily on the development of productive skills, metacognitive abilities and skills of students: the ability to self-assessment, self-control, the ability to plan one's own activities.
Critical thinking is open reflective evaluative thinking. It allows you to form a thoughtful attitude to the text, consider different points of view, get positive emotions from the learning process, because. makes it possible for self-realization, to find your own educational route when studying individual topics. The work is addressed primarily to the personality, individuality of the student.
Critical thinking in the context of pedagogical science implies the formation of the following rational abilities:
§ Ability to work actively with information: collection, "active reading", analysis of the quality of information;
§ Consideration of the situation (learning task, problem) as a whole, and not its individual moments
§ Identification of the problem, its clear definition, clarification of its causes and consequences, drawing logical conclusions;
§ Development of one's own position on the problem under study, the ability to find alternatives, change one's opinion depending on the obvious.
The advantage of technology for the development of critical thinking is its openness. The authors of the technology, when developing it, relied on various modern methodological techniques, developments used by other technologies and approaches: discussion, game, reflective writing models.
It is important to follow three phases:
one). Call, motivation: the task is not only to activate, to interest the student, to motivate him for further work, but also to “call up” existing knowledge or create associations on the issue under study, which in itself will become a motivating and activating factor for further work. The most important functions of the call phases are:
§ Informational - a challenge to existing knowledge and experience on a topic. If there is no initial knowledge on the subject under study, then at the stage of the call, questions work until the study of new material (“thick” and “thin” questions, “Bloom’s chamomile”), the table “question words”. It is possible to call with the help of associations, assumptions.
§ Motivational: presenting our experience, we are waiting for its confirmation and expansion, asking “our questions”, waiting for answers to them, and this is always interesting for the student.
§ Systematization. Often, at the challenge stage, the teacher gives a task or helps the student to systematize (in most cases, graphically arrange) the material before studying it; for this, “clusters”, comparison lines in the “conceptual” or “summary” tables are used.
§ Goal-setting: voicing his questions to the material being studied, systematizing knowledge at the challenge stage, the student chooses the direction of studying the topic, sets his own goals.
Call Stage Techniques:
1. “Looks like… Sounds like…”
Reception is aimed at the "assignment" of concepts, terms. At the challenge stage, students are invited to write in the appropriate columns the visual and auditory associations that arise in connection with this concept. At the stage of reflection there is a return to this table.
Table "PMI" and "PM"
Table "plus-minus-interesting" or "Plus-minus-question". The table is good when it is necessary to evaluate the advantages and disadvantages, the positive and negative aspects of a person, politics, etc., to answer a problematic question (“Is the market the most promising type of economy”? At the stage of studying new material, you can supplement and correct the content of the table, which allows you to link new information with existing information and organize active work with the text.In the future, such an understanding of the information will allow you to start a discussion.
Table "True-false statements"
Introduction
In recent years, fundamental changes have taken place in the field of Russian education. They concern not only the content, but also the methodology of education. The order of a modern school is formulated in the annual Message of the President of the Russian Federation to the Federal Assembly on November 12, 2009: “The main task of a modern school is to reveal the abilities of each student, to educate a personality ready for life in a high-tech, competitive world” and is one of the main provisions of the National Educational Initiative “OUR NEW SCHOOL” These tasks cannot be solved only by means of a traditional approach to teaching, in which the student remains the object of learning. There is a need for a transition to a strategy in which the student becomes the subject of the educational process, comes to school to really “learn”, i.e. “teach yourself”, not only to receive knowledge transmitted by the teacher, but also to be able to obtain and use it in life.
On the other hand, it is social disciplines that are designed to most fully prepare the child for socialization, a successful life in society. Therefore, first of all, it is necessary to talk about the practical orientation of social science courses. And here, the most appropriate for this purpose is the use of elements of the activity approach, including such innovations as the development of critical thinking, interactive organization of the lesson, design, and problem-based learning.
The theory of the development of critical thinking has become known in Russia since 1997, it is being developed with the support of the Consortium of Democratic Pedagogy and the International Reading Association within the framework of the Open Society Institute project called "Reading and Writing for the Development of Critical Thinking".
Since 2000, the project in Russia has been developing independently.
Main part.
The main provisions of the technology for the development of critical thinking.
The purpose of this educational technology is to develop the mental skills of students, which are necessary not only in studies, but also in everyday life ( the ability to make informed decisions, work with information, analyze various aspects of phenomena, etc..).
Critical thinking is the ability to analyze information from the standpoint of logic and a personal-psychological approach in order to apply the results obtained to both standard and non-standard situations, questions, problems. This is the ability to raise new questions, develop a variety of arguments, make independent, thoughtful decisions.
Signs of critical thinking:
A positive experience is formed from everything that happens to a person.
Formation of independent, responsible thinking.
Reasoned thinking (persuasive arguments allow you to make thoughtful decisions).
Multifaceted thinking (manifested in the ability to consider a phenomenon from different angles).
Individual thinking (forms a personal culture of working with information.
Social thinking (work is carried out in pairs, groups; the main method of interaction is discussion).
Main idea- to create such an atmosphere of learning in which students actively work together with the teacher, consciously work actively with the teacher, consciously reflect on the learning process, monitor, confirm, refute or expand knowledge, new ideas, feelings or opinions about the world around them.
The basis of the technology is the three-phase structure of the lesson:
The technology for the development of critical thinking is an integral system that forms the skills of working with information through reading and writing. It is a set of various techniques aimed at first of all to interest the student (to awaken research, creative activity in him), then to provide him with the conditions for understanding the material and, finally, to help him generalize the acquired knowledge.
Technology for the Development of Critical Thinking (TRKM) is a project of cooperation between scientists and teachers from all over the world. It was proposed in the 90s of the 20th century by American scientists K. Meredith, C. Temple, J. Steele as a special teaching method that answers the question: how to teach to think? Various techniques related to working with information, organizing work in a class, a group, proposed by the authors of the project, are “key words”, working with various types of questions, active reading, graphic ways of organizing material.
An important condition is the use of these techniques in the context of a three-phase construction of a lesson, the full reproduction of a three-phase technological cycle: challenge, comprehension, reflection.
First stage (phase) - challenge . The task of this phase and the activity of the teacher is not only to activate, interest the student, motivate him for further work, but also to “call out” existing knowledge, or create associations on the issue under study, which in itself will become a serious, activating and motivating factor for further work.
The activity of students at this stage: the student “remembers” what he knows about the issue under study (makes assumptions), systematizes information before studying it, asks questions that he would like to get an answer to.
Possible tricks and methods:
Compilation of a list of "known information", a story-assumption for keywords;
Systematization
material
(graphic):
clusters, tables;
True and false statements;
Messed up logical chains, etc.
Conclusion: the information received at the first stage is listened to, recorded, discussed, the work is carried out individually - in pairs - groups.
The second stage (phase) is comprehension (implementation of the meaning). At this stage, there is a direct work with information. The techniques and methods of critical thinking technology allow you to keep the student active, make reading or listening meaningful.
The teacher's activity at this stage: maintaining interest in the topic while working directly with new information, gradual progress from knowledge of the "old" to the "new".
Student activity: the student reads (listens) the text using the active reading methods proposed by the teacher, makes notes in the margins or takes notes as he comprehends new information.
Possible techniques and methods: active reading methods:
Marking using the icons "v", "+", "-", "?" (as you read, they are placed in the margins on the right);
Maintaining various records such as double diaries, logbooks; - search for answers to the questions posed in the first part of the lesson, etc.
Conclusion: there is direct contact with new information (text, film, lecture, paragraph material), work is carried out individually or in pairs.
The third stage (phase) is reflection (thinking). At this stage, information is analyzed, interpreted, creatively processed.
Teacher's activity: return students to the original notes - suggestions, make changes, additions, give creative, research or practical tasks based on the information studied.
Student activities: students relate “new” information to “old” information using the knowledge gained at the comprehension stage.
Possible tricks and methods:
Filling in clusters, tables, establishing cause-and-effect relationships between blocks of information;
Return to keywords, true and false statements;
Answers to the questions posed;
Organization of oral and written round tables;
Organization of various types of discussions;
Writing creative works (five lines, syncwines, essays).
Conclusion: creative processing, analysis, interpretation, etc. studied information; work is carried out individually - in pairs - groups.
This technology is successfully consistent with traditional forms of teaching, some elements of "Critical Thinking" are well known to Russian teachers, but, in general, this development is new for our School.
Opponents of the technological approach to the lesson often say that the structure of such a lesson, techniques, organization of work in the classroom, the group “take away” students from the content.
In the classroom, you can work with two types of texts - informational (scientific, journalistic) and artistic. Techniques of technology basically “work” in the same way on both types of texts. You can give a large number of recommendations on their application, but we must not forget the main thing: the determining factor in planning is the content of the lesson, and not the attractiveness of individual techniques and strategies. So, we remind you that the technology for the development of critical thinking suggests building a lesson according to the scheme challenge - comprehension - reflection and offers a set of techniques and strategies.
We present a description of the main most commonly used techniques of this technology:
Clusters can become the leading technique ( clusters). Clusters - a graphic technique in the systematization of the material. The rules are very simple. We draw a model of the solar system: a star, planets and their satellites. In the center is a star: this is our theme; around it are planets, that is, large semantic units, we connect them with a straight line with a star, the planet has its satellites, the satellites have their own. Clusters help students when they run out of ideas during writing. The cluster system covers more information than you would get in a typical writing job.
This technique can be applied at the challenge stage, when we systematize information before getting to know the main source (text) in the form of questions or headings of semantic blocks. We arrange these block headings around the main topic, it looks like this:
 |
This technique is effectively used at all stages of technology.
Another take, true or false statements". For example, statements can be offered at the beginning of a lesson.
We then ask students to establish whether these statements are true, justifying their answer. After getting acquainted with the basic information (the text of the paragraph, a lecture on this topic), we return to these statements and ask students to evaluate their reliability using the information received in the lesson.
Another method of this technology, which is often used, is marking the text as it is read "Insert".
I - interactive
N - noting self-activating "V" - already knew
S - system system markup "+" - new
E - effectivt for effective "-" - thought differently
R - reading and reading and thinking "?" - I do not understand, I have questions
While reading the text, it is necessary to ask students to make notes in the margins, and after reading the text, fill in the table, where the icons will become the headings of the table columns. The table summarizes information from the text.
In the technology of developing critical thinking, great importance is given to visual forms of material organization. These forms are used as creative reflection, but not only. With the help of the proposed methods, students make attempts to preliminary systematize the material, express their ideas, visualizing them. Many techniques "work" at the semantic stage, and some can become the leading strategy of the lesson.
“Looks like… Sounds like…” technique
This technique is aimed at the "assignment" of concepts, terms. At the challenge stage, students are invited to write in the appropriate columns the visual and auditory associations that they have with a given word, or in connection with a given concept. For example, the concept of "technology".
At the stage of reflection, after getting acquainted with the basic information, you can return to this table.
At the call stage, reception also works "P" - "M" - "I": table "Plus - minus - interesting", or modification of this table "Plus - minus - question."
Filling in the table helps to organize work with information at the stage of comprehension. New information is entered into the table, while reading a paragraph or listening to a lecture, the corresponding columns are filled in. This technique can also be used at the stage of reflection. One way or another, a step-by-step acquaintance with new information, linking it with the existing one, is a way of actively working with text. This technique is aimed at updating emotional relationships in connection with the text. When reading the text, it is proposed to record in the relevant chapters of the table information reflecting:
In column "P" information is entered, which, from the point of view of the student, is positive, in column "M" - negative, the most interesting and controversial facts are entered in column "I". It is possible to modify this table when the column "And" is replaced by the column "?" ("Have questions").
When using this technique, information is not only more actively perceived (listened, recorded), systematized, but also evaluated. This form of organization of the material allows for a discussion, a discussion on controversial issues.
Graphic forms of material organization can become a leading technique at the semantic stage, for example, diaries and logbooks.
Flight logs are a generic name for various methods of teaching writing, according to which students write down their thoughts while studying a topic. When the log book is used in its simplest form, before reading or any other form of study, students write down answers to the following questions.
Having met key points in the text, students enter them in their logbook. When reading, during pauses and stops, students fill in the columns of the logbook, linking the topic being studied with their vision of the world, with their personal experience. Carrying out such work, the teacher, together with the students, tries to demonstrate all the processes visibly, so that later the students can use it.
Question tables.
Of great importance in the technology of developing critical thinking is given to techniques that form the ability to work with questions. While traditional teaching is built on ready-made “answers” that are presented to students, the technology for developing critical thinking is focused on questions, as the main driving force of thought. Endless knowledge, facts that need to be remembered and repeated - all this is reminiscent of marking time in a transport that, unfortunately, is no longer running. Instead, students need to be drawn to their own intellectual energies. The thought remains alive only on the condition that the answers stimulate further questions. Only students who have questions truly think and seek knowledge. Let's start with simple tricks.
The table of "Thick" and "Thin" questions can be used at any of the three phases of the lesson: at the challenge stage - these are questions before studying the topic, at the comprehension stage - a way of actively fixing questions in the course of reading, listening, while thinking - demonstrating understanding of what has been passed.
Table of "thick" and "thin" questions
At the stage of reflection, all of the above methods “work”. Tables, diagrams become the basis for further work: exchange of opinions, essays, research, discussions, etc. But a separate application of techniques is also possible, for example, after studying the material, the topic, we ask students to form clusters (systematize the material).
You can see that there are many ways to organize material graphically. Among them, tables are the most common. You can consider these techniques as techniques of the stage of reflection, but to a greater extent, these are strategies for conducting the lesson as a whole.
Reception "Concept Table" especially useful when three or more aspects or questions are to be compared. The table is constructed as follows: horizontally is what is to be compared, and vertically - various features and properties by which this comparison takes place.
Students receive the following algorithm for working on the text (the text of the paragraph is divided into 5 passages according to the number of students in the group):
Reading text.
Highlighting the main, retelling.
Discussion of information in a group.
Selection of comparison lines and their recording on separate sheets (cards).
(You can use the questions suggested at the challenge stage).
On the stage reflections groups are invited to present "their" lines of comparison.
The presentation is followed by a discussion of the question: What important information is missing from the table?
As homework, students are invited to choose one of the well-known graphic forms of organizing the material (tables, diagrams), or come up with their own task that they would like to complete.
In this lesson, the "Conceptual Table" technique was used at the stage of reflection, but this technique can be used at other stages of the lesson.
Technology has a huge arsenal of techniques and strategies.
The goals of the technology for the development of critical thinking meet the goals of education at the present stage, form the intellectual qualities of the individual, equip the student and teacher with ways to work with information, methods of organizing learning, self-education, designing their own educational route.
Conclusion
Technology advantages:
Increased responsibility for the quality of their own education.
Develop skills to work with texts of any type and with a large amount of information; master the ability to integrate information.
The ability to develop one's own opinion is formed on the basis of understanding various experiences, ideas and ideas, to build conclusions and logical chains of evidence (systemic logical thinking develops).
Developing creative and analytical skills, the ability to work effectively with other people; the ability to express one's thoughts clearly, confidently and correctly in relation to others is formed.
The technology is most effective when studying material that can be used to compose an interesting, informative text.
Technology for the development of critical thinking.
The main task facing education at the present stage is to reveal the abilities of each child, to educate a personality ready for life in a high-tech, competitive world. In the course of the implementation of the federal state educational standard, it is necessary to move to such a learning strategy, in which the student becomes the subject of the educational process, comes to school to really “learn”, i.e. “teach yourself”, not only to receive knowledge transmitted by the teacher, but also to be able to obtain and use it in life. The implementation of this goal is facilitated by the use of elements of the activity approach, including such innovations as the interactive organization of the lesson, design, problem-based learning and the development of critical thinking.
Critical thinking- this is the ability to analyze information from the standpoint of logic and a personal-psychological approach in order to apply the results obtained to both standard and non-standard situations; the ability to raise new questions, develop a variety of arguments, make independent, thoughtful decisions.
The technology for the development of critical thinking was proposed in the 90s of the twentieth century by American scientists (C. Meredith, C. Temple, J. Steele) as a special teaching method that answers the question: HOW TO TEACH TO THINK?
What is meant by critical thinking? Critical thinking is the type of thinking that helps to be critical of any statements, not to take anything for granted without evidence, but at the same time be open to new ideas and methods. Critical thinking is a necessary condition for freedom of choice, quality of forecast, responsibility for one's own decisions.
The purpose of this educational technology is to develop the mental skills of students, which are necessary not only in studies, but also in everyday life. The main idea is to create such an atmosphere of learning in which students actively work together with the teacher, consciously reflect on the learning process, monitor, confirm, refute or expand knowledge, new ideas, feelings or opinions about the world around them.
Signs of critical thinking are in the formation of:
positive experience;
independent, responsible thinking;
reasoned thinking (convincing arguments allow you to make thoughtful decisions);
multifaceted thinking (manifested in the ability to consider a phenomenon from different angles);
individual thinking (forms a personal culture of working with information);
social thinking (work is carried out in pairs, groups; the main method of interaction is discussion).
The technology for the development of critical thinking is an integral system that forms the skills of working with information; a set of various techniques aimed at first of all to interest the student (to awaken research, creative activity in him), then to provide him with the conditions for comprehending the material and, finally, to help him generalize the acquired knowledge.
The technology of critical thinking is based on the three-phase structure of the lesson: challenge, comprehension, reflection.
First phase - challenge
At the stage of recall from memory, the existing knowledge and ideas about what is being studied are updated, personal interest is formed, and the goals of considering a particular topic are determined. A challenge situation can be created by a teacher by skillfully asking a question, by demonstrating unexpected properties of an object, by telling about what he saw, by creating a “gap” situation in the way of solving an educational problem; at the stage of the call in the text, “introduction, annotations, motivating examples” work.
During the implementation of the call phase:
1. Students can express their point of view on the topic being studied, doing it freely, without fear of making mistakes and being corrected by the teacher.
2. It is important that statements are recorded, any of them will be important for further work. At the same time, at this stage there are no “right” or “wrong” statements.
3. It would be advisable to combine individual and group work. Individual work will allow each student to update their knowledge and experience. Group work allows you to hear other opinions, express your point of view without the risk of making a mistake. The exchange of opinions can also contribute to the development of new ideas, which are often unexpected and productive; the emergence of interesting questions, the search for answers to which will encourage the study of new material. In addition, often some students are afraid to express their opinion to the teacher or immediately to a large audience. Working in small groups allows these students to feel more comfortable.
The role of the teacher at this stage of work is to encourage students to remember what they already know about the topic being studied, to promote a conflict-free exchange of opinions in groups, to fix and systematize information received from students. However, it is important not to criticize their answers, even if they are inaccurate or incorrect. At this stage, the important rule is: "Any student's opinion is valuable."
To implement the call phase, the following techniques will be effective:
compiling a list of "known information", a story-assumption, by keywords;
systematization of the material (graphic): clusters, tables;
true and false statements;
mixed up logical chains, etc.
The second phase is comprehension (implementation of meaning)
At the stage of comprehension, the student comes into contact with new information, and its systematization takes place. The child gets the opportunity to think about the nature of the object being studied, learns to formulate questions as the old and new information are correlated. There is a formation of one's own position. It is very important that already at this stage, using a number of techniques, it is already possible to independently monitor the process of understanding the material.
making contact with new information;
attempts to compare new information with existing knowledge and experience;
focusing on finding answers to questions and difficulties that arose earlier;
drawing attention to incomprehensible material, attempts to raise new questions;
the desire to track the process of getting to know new information, to pay attention to what exactly attracts their attention, which aspects are less interesting and why;
preparation for analysis and discussion of what was heard or read.
The teacher at this stage can be a direct source of new information. In this case, his task is to present it clearly and attractively. If schoolchildren work with the text, the teacher monitors the degree of activity of work, attentiveness when reading. To organize work with the text, the teacher offers various techniques for thoughtful reading and reflection on what has been read.
The authors of the pedagogical technology for the development of critical thinking note that it is necessary to allocate sufficient time for the implementation of the semantic stage. If the students are working with the text, it would be wise to set aside time for a second reading. This is quite important, because in order to clarify some issues, it is necessary to see textual information in a different context.
To implement the comprehension phase, it will be effective to use the active reading method:
marking using the icons "v", "+", "-", "?" (as you read, they are placed in the margins on the right);
maintaining various records such as double diaries, logbooks;
search for answers to the questions posed in the first part of the lesson, etc.
The third phase is reflection (thinking)
The stage of reflection (reflection) is characterized by the fact that students consolidate new knowledge and actively rebuild their own primary ideas in order to include new concepts in them. Thus, there is an "assignment" of new knowledge and the formation on its basis of one's own reasoned idea of what is being studied. The analysis of one's own mental operations is the core of this stage.
Reflective analysis is aimed at clarifying the meaning of the new material, building a further learning route (this is understandable, this is incomprehensible, you need to learn more about this, it would be better to ask a question about this, and so on). But this analysis is of little use unless it is put into verbal or written form. It is in the process of verbalization that the chaos of thoughts that was in the mind in the process of independent comprehension is structured, turning into new knowledge. Questions or doubts that arise can be resolved. Some of the judgments may be quite acceptable to accept as one's own. Other judgments cause the need for discussion. In addition, in the process of exchanging opinions about what they read or heard, students have the opportunity to realize that the same text can cause different assessments that differ in form and content. In any case, the stage of reflection actively contributes to the development of critical thinking skills.
The activity of the teacher is to return students to the original notes - suggestions, make changes, additions, give creative, research or practical tasks based on the information studied.
The activity of students is aimed at correlating "new" information with "old" information, using the knowledge gained at the stage of comprehension.
At this stage, the following methods will be effective:
filling in clusters, tables, establishing cause-and-effect relationships between blocks of information;
return to keywords, true and false statements;
answers to the questions posed;
organization of oral and written round tables;
organization of various types of discussions;
writing creative works (cinquain, essay).
Consider the techniques, the most commonly used techniques of this technology.
Cluster ("Bunch")– graphic method of systematization of the material. The semantic units of the text are highlighted and graphically arranged in a certain order in the form of a bunch. If compared with the model of the solar system (star, planets and their satellites), then the center - the star - is a topic under study; around it are planets, that is, large semantic units that are connected by a straight line with a star, the planet has its own satellites, the satellites have their own. The cluster system covers a large amount of information.
The cluster is made in the form of a bunch. The main concept, thought, is located in the center, large semantic units are indicated on the sides, connected to the central concept by straight lines. These can be words, phrases, sentences expressing ideas, thoughts, facts, images, associations related to this topic.
The reception can be effective at the stage of the call, when information is systematized before getting to know the main source (text) in the form of questions or headings of semantic blocks. These headings of semantic blocks are located around the main topic.
This technique is effectively used at all stages of technology.
Acceptance of "true or false statements." At the beginning of the lesson, statements can be offered, then students are asked to establish whether these statements are true, justifying their answer. After getting acquainted with the basic information (the text of the paragraph, a lecture on this topic), students return to these statements and evaluate their reliability using the information received in the lesson.
Another technique of this technology, which is often used, is the marking of text as it is read - “ Insert".
While reading the text, it is necessary to ask students to make notes in the margins (“v”, “+”, “-”, “?”), And after reading the text, fill in the table, where the icons will become the headings of the columns of the table. The table summarizes information from the text.
In the technology of developing critical thinking, great importance is given to visual forms of material organization. With the help of the proposed methods, students make attempts to preliminary systematize the material, express their ideas, visualizing them. Many techniques "work" at the semantic stage, and some can become the leading strategy of the lesson.
“Looks like… Sounds like…” technique aimed at "appropriation" of concepts, terms. At the challenge stage, students are invited to write in the appropriate columns the visual and auditory associations that they have with a given word, or in connection with a given concept. For example, the concept of "technology".
At the stage of reflection, after getting acquainted with the basic information, you can return to this table.
Reception "Plus - minus - interesting". Filling in the table helps to organize work with information at the stage of comprehension. New information is entered into the table, while reading a paragraph or listening to a lecture, the corresponding columns are filled in. This technique can also be used at the stage of reflection. One way or another, a step-by-step acquaintance with new information, linking it with the existing one, is a way of actively working with text. This technique is aimed at updating emotional relationships in connection with the text. When reading the text, it is proposed to record in the relevant chapters of the table information reflecting:
In the column "PLUS" information is entered, which, from the point of view of the student, is positive, in the column "MINUS" - negative, the most interesting and controversial facts are entered in the column "INTERESTING". It is possible to modify this table when the column "INTERESTING" is replaced by the column "Have questions".
When using this technique, information is not only more actively perceived, systematized, but also evaluated. This form of organization of the material allows for a discussion, a discussion on controversial issues.
Graphic forms of organizing material can become the leading device at the semantic stage, for example, diaries and "logbooks".
"Journals"- a generalizing name for various methods of teaching writing, according to which students write down their thoughts while studying a topic. When Logbook is used in its simplest form, before reading or any other form of study, students write down answers to the following questions.
Having met key points in the text, students enter them in their logbook. In the course of reading the text, students fill in the columns of the logbook, linking the topic being studied with their vision of the world, with their personal experience. Carrying out such work, the teacher, together with the students, tries to demonstrate all the processes visibly, so that later the students can use it.
Acceptance of the "Table of Questions". Of great importance in the technology of developing critical thinking is given to techniques that form the ability to work with questions. While traditional teaching is based on ready-made “answers” that are presented to students, the technology for developing critical thinking is focused on questions as the main driving force of thinking. The thought remains alive only on the condition that the answers stimulate further questions. Only students who have questions truly think and seek knowledge. Let's start with simple tricks.
The table of "thick" and "thin" questions can be used at any of the three phases of the lesson: at the challenge stage - these are questions before studying the topic, at the comprehension stage - a way of actively fixing questions in the course of reading, listening, while thinking - demonstrating understanding of what has been passed.
Table of "thick" and "thin" questions
Reception "Essay".
Essay is a very common genre of written work in Western pedagogy, in Russian schools this form has become more and more popular lately. It is advisable to use an essay as a small written task, usually at the stage of comprehension, processing of what has been read. The variety of essay forms is determined by three main factors:
the time spent on it;
the ability to build logical compositions (in the logic already known to us, for example, a challenge, presentation of theses, argumentation, conclusions);
To write an essay, you can offer 5 and 10 minutes, an essay can be a serious task to complete in your spare time. For a student, the creation of an essay is a task aimed at a better understanding of the text, but for a teacher, essays turn into one of the most significant diagnostic tools in the process of accompanying students in the educational process.
At the stage of reflection, all of the above methods “work”. Tables, diagrams become the basis for further work: exchange of opinions, essays, research, discussions, etc. But a separate application of techniques is also possible, for example, after studying the material, the topics of students can form clusters (systematize the material).
There are many ways to organize content graphically. Among them, tables are the most common. You can consider these techniques as techniques of the stage of reflection, but to a greater extent, these are strategies for conducting the lesson as a whole.
Reception "conceptual table" especially useful when three or more aspects or questions are to be compared. The table is constructed as follows: horizontally is what is to be compared, and vertically - various features and properties by which this comparison takes place.
The technology for the development of critical thinking meets the goals of education at the present stage, forms the intellectual qualities of the individual, equips students and the teacher with various ways of working with information, methods of organizing learning, self-education, designing their own educational route.
Technology advantages:
Increased responsibility for the quality of their own education.
Develop skills to work with texts of any type and with a large amount of information; students learn the ability to integrate information.
The ability to develop one's own opinion is formed on the basis of understanding various experiences, ideas and ideas, to build conclusions and logical chains of evidence (systemic logical thinking develops).
Developing creative and analytical skills, the ability to work effectively with other people; the ability to express one's thoughts clearly, confidently and correctly in relation to others is formed.
The technology is most effective when studying material that can be used to compose an interesting, informative text.
Literature
Zair-bek, S.I., Mushtavinskaya, I.V. The development of critical thinking in the classroom: A guide for the teacher. - M .: Education, 2004 - 175s.
Polat, E.S. New pedagogical and information technologies in the education system: Textbook. - M. Academy, 2003 - 272s.
Kirilova, N.B. Media education in the era of social modernization: Pedagogy. - 2005 - No. 5 p.13-21.
BBK Sh100.4+Yu935.13
TECHNOLOGIES FOR THE DEVELOPMENT OF CRITICAL THINKING
L.L. Tkachev
The questions of the development of critical thinking through writing and reading are covered: three phases of the development of critical thinking are considered and described, the types of questions that contribute to the development of this type of thinking are analyzed.
Keywords: critical thinking, pedagogical technology, challenge, realization of meaning, reflection, types of questions.
The idea of teaching critical thinking is far from new. It goes back to the ideas of ancient Greek scientists and philosophers. Already in the 4th century BC, Socrates resorted to the development of critical thinking through specific questions to make the speaker think. Such questions stimulated communication between the teacher and the student, and also forced the latter to defend his point of view. For example: “You think that a person should always be truthful. What if lying saves someone's life? It follows from this that the truth is more important than life?
In order to develop critical thinking, it is necessary to create and apply special methodological tools. One of the effective tools can be the pedagogical technology for developing critical thinking through reading and writing developed by American teachers J. Steele, C. Meredith, C. Temple and S. Walter (see figure).
Sometimes the teacher himself decides what tasks his students should solve, without taking into account their true interests. This technology makes the students themselves decide, think, take part in the work, which aims to update their own experience. So, in the Call phase:
1. Students can express their point of view on the topic being studied, without fear of making mistakes and being corrected by the teacher.
2. Statements are fixed, any of them will be important for further work. At this stage, there are no "right" or "wrong" statements.
3. It is advisable to combine individual and group work. Individual work will allow each student to update their knowledge and experience. Group work allows you to hear other opinions, express your point of view without the risk of making a mistake. The exchange of views can help generate new ideas that can be unexpected and productive. Working in small groups will make some students less afraid and feel more comfortable.
This technology can be very effective in practical English classes in the Home Reading aspect. It is no secret that this type of work is not always used by teachers. Some limit themselves to retelling the facts they read and describing the characters as they are presented in works of art. It is during the Challenge stage that one can increase students' interest in what they read by stimulating their participation, their ideas and activity.
At the stage of Realization of meaning, students directly get acquainted with new information. C. Temple and his colleagues note: “Good students, good readers keep track of their understanding, encountering new information. Good readers reread a piece of text if they stop understanding it. Good listeners, when receiving a message, usually ask questions or write down what they don't understand for future clarification. This statement clearly expresses the principle of work in the process of implementing the semantic stage.
So, at this stage, students:
1. Make contact with new information.
2. They try to compare this information with existing knowledge and experience.
3. Prepare for analysis and discussion of what they have read.
Technological stages
Iphase II phase III phase
Realization Call - Reflection
(awakening of sense- (reasoning-
available laying, birth
knowledge and inte- (obtaining a new
res to semi-new in- knowledge)
new formation)
information)
Three phases of technology for the development of critical thinking
Green Pages
At this stage, the role of the teacher is to offer various techniques for thoughtful reading and reflection on what has been read.
Robert Boostrom in his book "Developing Creative and Critical Thinking" notes: "Reflection is a special kind of thinking ... Reflective thinking means focusing your attention. It means careful weighing, evaluating and choosing. In the process of reflection, the information that was new becomes appropriated, turns into one's own knowledge. If you look at it as a whole, then you can see that reflection permeates all three phases of the work, but at the last stage it becomes the main goal of the activity of students and teachers. Students should be encouraged to express new ideas and information in their own words so that they can independently build causal relationships of what they read. Since many psychologists have noticed that students remember best what they understood in their own context, expressing it in their own words. This understanding is long-term. How can a teacher stimulate reflection? B. Bloom believed that questions could be such an effective mechanism. He systematized the possible types of questions in accordance with the components of cognitive activity.
1. Formal level questions are simple questions, the answers to which involve the reproduction of information. However, these questions do not stimulate the development of critical thinking skills, contributing only to memory training.
2. Questions for translation are questions that offer students the transformation of information in other images. Answering questions of this type involves formulating the information heard or read in your own words, correlating new information with already familiar images.
3. Interpretive questions are questions that clarify understanding of the relationships between ideas, facts, or values. These questions stimulate thought activity.
4. Questions for application - these are questions that enable the student to transfer the acquired knowledge to new learning conditions.
5. These questions are quite complex, as they imply non-standard solutions.
6. Questions for analysis - questions requiring clarification of causes and effects, planning issues.
7. Synthesis questions are questions related to creative problem solving based on original thinking. Unlike application questions, there is not enough information available to solve problems in this case.
8. Evaluation questions require you to make your own judgments about the work information or its own vision3.
It should be noted that the questions asked by the teacher are not just a way to stimulate the activity of the reflection process, but it is also a way to show students the way to independent reflection. Encouraging students to ask questions is the most important and at the same time the most difficult task of a teacher in the learning process. And in order to achieve positive results in this type of activity, painstaking and systematic work is required, both on the part of the teacher and the students.
Thus, we are of the opinion that this technology is one of the most effective for conducting practical classes on the “Home Reading” aspect. If we follow the three proposed phases in working with the text (namely: challenge, realization of meaning, reflection), then we can not only increase students' interest in this aspect, but we can also contribute to the development of students' critical thinking skills. Thus, we will educate young professionals capable of making informed and competent decisions, based not only on the expediency of every minute, but guided by the arguments of logic and criticism, cultural traditions and reason.
1 Steele JL, Meredith K., Temple C., Walter S. Fundamentals of Critical Thinking: An Interdisciplinary Program. Allowance 1. M .: IOO Publishing House, 1997.
2 Boostrom R. Development of creative and critical thinking. M.: IOO Publishing House, 2000.
3 Bloom, B.C. Taxonomy of educational objectives: The classification of educational goals. New York: Longman, 1956.
Bulletin of SUSU, No. 16, 2008
Kozhaeva O.S. The comparative-typological researches on the contemporary stage of the linguistics’ development.
The present article is devoted to the necessity to teach future Russian language teachers comparative linguistics and the place of contemporary comparative linguistics in modern language science.
Keywords: comparative linguistics, cognitive linguistics, comparative-typological approach, methods of education.
Kuznetsova L.V., Kuznetsova L.M. Theoretical questions of comparative researches of typology of tense systems.
Wide development of comparative and typological researches is characteristic for modem theoretical linguistics. Systematic structure is one of the most essential objective features of language functioning. Without solving of the problem of language grammar systematic structure scientific comparison of grammatical systems of various languages is impossible. The solving of problems of comparative character is crucial for improvement of language teaching techniques, for the theory of translation, language contacts etc.
Keywords: Linguistics, language grammatical system, systematic structure, verb.
Chernikova E.M. Borrowings of theonyms and de-monyms in Indo-European languages.
In the article were considered the main ways of borrowings of theonyms and demonyms in indoeuropean languages, it was made in the diachronical aspect; as well In the article was explored the interinfluence of ancient indoeuropean and semito-hamitic cultures. The study touches the Indo-European cultures from the second millennium b.c. up to the beginning of the second millennium a.d.
Keywords: Theonym, demonym, borrowing, indoeuropean, pheonician, old greek, roman, old egyptian, iranian, indian, russian, the god, religion, culture.
Babenko L.G., Pjlzunova M.V. Communicative act and speech act in the structure of speech genre "declaration of love" based on the Galsworthy's work of art "The Forsyte saga".
The article is dedicated to the research of distinction in a discourse interpretation which comes to light from the comparison of a descriptive potential of speech act and a communicative act. This distinction is illustrated on the dialogue which is taken from Galsworthy's work of art "The Forsyte Saga". At the analysis of the discourse in the theory of speech act Searle's classification is used. The classification offered by I.N. Borisova is applied at the interpretation of the discourse from the point of view of a communicative act.
KEYWORDS: communication act, speech act, discourse, the theory of communication acts.
Vdovina O.A. Lexico-grammatical peculiarities of the texts on International Relations in didactics.
In this article the attempt to combine the results of the linguistic analysis of the texts on International Relations (their lexico-grammatical peculiarities) with the practice of teaching English to the students of the International Relations Faculties (testing) has been made. The main emphasis has been placed on the necessity to take into consideration
the specific character of the texts of the respective register when compiling a test for the LSP course in International Relations.
Keywords: texts on International Relations, linguistic analysis, lexico-grammatical peculiarities, LSP, register, translation, testing.
Miniar-Beloroutcheva A.P., Plotnikova A. The Magic World of G.R.R. Tolkien and Beowulf.
In his trilogy G.R.R. Tolkien created his own world full of magic. Having mixed all the mythological genres he invented his own unique mythological world. G.R.R. Tolkien, professor of Oxford University, was inspired by the Anglo-Saxon epic Beowulf when he was writing his own epic work of art. In his immortal work The Lord of the Ring G.R.R. Tolkien frequently alluded and quoted Beowulf. All the parallel plots of these two books are cited in this article. Beside a story line G.R.R. Tolkien drew onomastic analogues between his novel and Beowulf.
Keywords: Parallel plots, onomastic analogies, vertical context, mythological allusions, and literary allusions.
Serebryakova A.Y. Linguistic features of the texts by I. Kant.
This article speaks about linguistic features of the texts by I. Kant and factors stipulating these features. Distinctive features of Kant is style are complexity and variety of syntactic structures, long periods, instability and polysemy of employment of the words etc. factors stipulating these features are the time when Kant was working, style features of philosophical texts, individuality of philosopher himself.
Keywords: Character of the epoch, style essential quality, instability and polysemy of using terms, variety of syntactic structures, logic-semantic types of sentences, language means of expressing generalization, terms apparatus.
Miniar-Beloroutcheva A.P., Plotnikova A. Evolution of perception of proper names in Western culture.
In the authors of article analyze the evolution of linguistic and philosophical conceptions concerning the nature of a name. These conceptions were put forward by the outstanding foreign philosophers and linguists such as F. de Sossure, A.G. Gardiner, O. Esperson, J.S. Mill, G. Bertelson, and others. In a short, capacious form the authors of the article have managed to set forth the main ideas of the listed linguists and philosophers and conclude that although neither theory gives a definite, accurate and sound answer to the problem what the proper name was and is and how it should be studied, onomastics is, nevertheless, developing in the writer direction.
Keywords: Onomastics, proper name, nature of a name, symbol, sign, name and nomination.
Salimova R.m. Cognitive description of modality in interior monologue.
The article is dedicated to the problem of modality of interior monologue. Its cognitive description is brought forward. The analysis of the fiction text extract reveals the functional perspective of personalization.
Keywords: interior monologue, the model of textual information and sense structure, subjective modality, the cognitive model, frame, scenario, scene, the heroes " inner state, the author's alienation.
Turbina O.A. Social importance reflection of hospitality in Russian paremias.
Hospitality is a complicated moral-religious and social-legal institute based on the human's communication. As the basic concept of the Russian Culture on the language level hospitality finds it’s expression in the numerous paremias. In the article Russian paremias about hospitality / inhospitality studies as through the reflection in them one of the ancient displays of sociality and as it’s functions in the rituals of hospitality institute.
Keywords: hospitality / inhospitality, gift, exchange, generosity, prestige, mutuality.
Yunakovskaja A.A. The systematize of the colloquial material with the help of lexicography mean (an example of t. Omsk).
The linguistics researches of the town's speech are topical in the science but the methods of its description are established. One of the ways of it's description is lexicographical. On the example of creation of the series of different dictionaries and systematizing language material of one town we may show town’s history and its modem state from the linguistics point of view.
Keywords: regional lexicography, conception of the dictionary, types of dictionary: explanatory dictionary, reading book, conception dictionary.
Sheremetyeva S.O., Dyumin N.Y. On a universal language platform
The paper describes a model of a universal platform for development and performance of natural language applications. A high-level system description as well as a description of system components are given.
Keywords: Computational linguistics, machine translation (MT), natural language processing (NLP), lingware, software development, software development kit (SDK).
Kazakova J.V. A semantic role of adverbial adverbs contains phraseological units of a modal class.
The article contains data of the analysis of phraseological units of the certain semantical-grammatical class. The author investigates the semantic structure of phraseological units with a component of an adverb and comes to the conclusion that the adverb introduces an element of the individual value in phraseological value. Clause can be interesting to scien-tists-philologists, post-graduate students and students-linguists.
Keywords: phraseological units, semantic structure, phraseological units with a component an adverb.
Bluvberg S.V. Specific features of the modern German protestant sermon discourse.
The article is dedicated to the problem of discourse in modem linguistics. It contains some specific features of the protestant sermon based on the examples from modem German press.
Keywords: religious discourse, protestant sermon.
Vanness S.R. Nicknames made by means of secondary indirect nomination
Nomination in linguistics is the process of naming, in which three elements correspond to the objects denoted by them. In nomination three sides are distinguished: a named object, a naming subject and language means among which the choice is made. Thus one and the same object can receive different names according to different properties. The laws of nomination are expressed not only in ready-made nominal means of the language, but also in each act of speech, where the nicknaming of objects takes place on the basis of the certain choice of their features.
Keywords: secondary nomination, the inner form, metaphor, metonomy, antonomasia.
Kamysheva S.Y. Metaphoric denoting of music and musicians in fiction.
The article is devoted to the analysis of metaphors with the concept "Music" based on Russian Literature (XIX-XX centuries). The main characteristics of music and peculiar features of musicians are structured according to the cognitive theory of metaphor.
Keywords: metaphor, concept, theory of metaphor.
Koltysheva S. Ya. Entertainment-discourse through the prism of prism of religious metaphor.
The article is denoted to cognitive analysis of Entertainment - discourse through the prism of religious metaphor built on the model "Entertainment is a religion". Cognitive analysis gives the possibility to discover the practical use and dynamics of the represented model and the metaphor functions in Entertainment-discourse.
Keywords: practical potential, dynamic, religious concepts, conceptual picture of the world, discourse.
Korobejnikova A.A. Appearance as a constituent of the male poetic image (based on the Akhmatova and Tsvetaeva’s structure of poetic).
The article deals with lexical components of the male poetic image which form the notion of the appearance in the poetic utterance and are targeted as key ones in the poetic vision of A. Akhmatova and M. Tsvetaeva. The author of the article analyzes text representants of appearance of a male poetic image finds similarities and commonalities in the text image.
Keywords: A. Akhmatova, gender linguistics, male poetic image, text representants of appearance, M. Tsvetaeva.
Tkacheva L.L. Technologies of critical thinking development.
The article dwells upon the development of critical thinking skills through writing and reading; it describes three phases of critical thinking development and analyzes the types of questions contributing to this type of thinking.
Keywords: critical thinking, pedagogical technology, challenge, realization of the meaning, reflection, types of questions.
Technology for the development of critical thinking through reading and writing
(TRKMCHCHP)
Reading and writing should be understood in a broader sense than subject disciplines. This technology was developed at the end of the 20th century in the USA. Known in Russia since 1997. It is a holistic system that forms the skills of working with information in the process of reading and writing. It is general pedagogical, oversubject.
Purpose of technology : the development of the mental skills of students, which are necessary not only in studies, but also in everyday life - the ability to make informed decisions, work with information, analyze various aspects of phenomena, etc.
What is critical thinking?
Critical thinking is the ability to take one's position on the issue under discussion and the ability to justify it, the ability to listen to the interlocutor, carefully consider the arguments and analyze their logic.
Critical thinking is a set of qualities and skills that determine the high level of research culture of the student and teacher,
Critical thinking - “thinking is evaluative, reflective”, for which knowledge is not the final, but the starting point,
Critical thinking is reasoned and logical thinking based on personal experience and proven facts.
Critical thinking is a conscious, planned process of interpreting, analyzing and evaluating information, based on existing knowledge and checking opinions on a particular issue and leading to the formation and approval of one's own attitude.
The technology has 2 features (based on "2 pillars"):
The structure of the lesson, including 3 phases (challenge, comprehension, reflection);
Functions of the 3 stages of TRCM:
CHALLENGE - motivational (motivation to work with new information, stimulation of interest in a new topic);
Informational (call to the "surface" of existing knowledge on the topic);
Communication (conflict-free exchange of opinions);
COMPREHENSION - informational (obtaining new information);
Systematization (classification of the information received);
Motivational (maintaining interest in the topic being studied);
REFLECTION - communication (exchange of views on new information);
Information (acquisition of new knowledge);
Motivational (incitement to further expand the information field);
Evaluative (correlation of new information and existing knowledge, development of one's own position, evaluation of the process);
TRKM principles:
The activity of students in the educational process;
Organization of group work in the classroom;
Development of communication skills;
The teacher perceives all the ideas of the students as equally valuable;
Motivation of students for self-education through the development of TRCM techniques;
The ratio of the content of the educational process with specific life tasks, identifying and solving problems that children face in real life;
The use of graphic techniques for organizing material. Models, drawings, tables, diagrams show the train of thought.
Critical thinker (student):
- forms his own opinion;
Makes a deliberate choice between different opinions;
Solves problems;
Argues with reason;
Appreciates joint work in which a common solution arises;
Knows how to appreciate someone else's point of view;
The difference between a traditional lesson and a lesson built in TRCM
|
Traditional lesson |
Lesson built in TRCM |
|
|
The role of the teacher:
TRADITIONAL LESSON:
* informing (to tell);
* controlling (to force to learn);
* evaluating (evaluate diligence);
LESSON IN TRCM:
* directs the efforts of students in a certain direction - COORDINATOR;
* collides different judgments;
* creates conditions that encourage independent decision-making;
* gives students the opportunity to draw their own conclusions;
* prepares new cognitive situations within existing ones:
Critical thinking is...
Not looking for shortcomings, but an objective assessment of the positive and negative aspects in the cognitive object;
Thinking is independent;
Thinking is problematic and evaluative;
reasoned thinking;
Thinking is social;
Some techniques at different stages of the lesson
At the CHALLENGING stage:
- cluster
- Basket of ideas
- denotative graph
- Prediction Tree
- True and False Statements
- Keywords
- Do you believe?
At the CONSIDERATION stage:
- Insert (marginal notes)
- Marking table
- Two part diary
- Stop reading
- pivot table
At the REFLEX stage:
.Thick and thin questions
."Letter in a circle"
Reception cinquain at the lesson. What is it and how to write syncwines?
Cinquain is a methodical technique, which is the compilation of a poem consisting of 5 lines. At the same time, the writing of each of them is subject to certain principles and rules. Thus, there is a brief summary, summing up the studied educational material. Sinkwain is one of the critical thinking technologies that activates the mental activity of schoolchildren through reading and writing. Writing a syncwine is free creativity, which requires the student to find and highlight the most significant elements in the topic under study, analyze them, draw conclusions and briefly formulate based on the basic principles of writing a poem.
It is believed that cinquain arose based on the principles of creating oriental poetic forms. Initially, great importance was attached to the number of syllables in each line, the arrangement of stresses. But in pedagogical practice, all this is not given much attention. The main emphasis is on the content and on the principles of construction of each of the lines.
Rules for constructing syncwine
- First line poetry is his theme. It is represented by just one word and always a noun.
- Second line consists of two words, revealing the main theme, describing it. These must be adjectives. The use of participles is allowed.
- AT third line, through the use of verbs or gerunds, describes the actions related to the word that is the theme of the syncwine. There are three words in the third line.
- Fourth line- this is no longer a set of words, but a whole phrase, with the help of which the constituent expresses his attitude to the topic. In this case, it can be either a sentence compiled by the student on his own, or a catch phrase, proverb, saying, quote, aphorism, necessarily in the context of the topic being disclosed.
- Fifth line- just one word, which is a kind of summary, summary. Most often it is simply a synonym for the theme of the poem.
When writing a syncwine in didactic practice, minor deviations from the basic rules for writing it are allowed. So, for example, the number of words in one or several lines can vary and the specified parts of speech can be replaced by others.
As an example, here is a poem composed by children about this teaching method itself:
Sinkwine Figurative, precise Generalizes, develops, teaches "The power of speech lies in the ability to express a lot in a few words" Creativity.
How to use syncwines in the lesson?
The topic chosen for compiling a syncwine should be close and interesting to students. The best results can be achieved if there is room for emotionality, sensuality.
Not always children are immediately involved in the work. Difficulties may be associated with the need to analyze, comprehend the topic, lack of vocabulary, misunderstanding of certain terms, fear of making a mistake. To help the children, it becomes necessary to ask leading questions, broaden their horizons, encourage any desire of students, and answer their questions.
The main task of the teacher using the syncwine method in the classroom is the need to think through a clear system of logically interconnected elements, the embodiment of which in images will allow students to comprehend and remember the material of the subject.
How to teach children to write cinquain?
First of all, it is necessary to say that cinquain is the desire to fit in a short form one's knowledge, thoughts, feelings, emotions, associations, it is an opportunity to express one's opinion regarding any issue, object, event, phenomenon, which will be the main theme of the work . Then you need to explain the basic rules for writing five lines, for clarity, give a few examples. And only after that the teacher announces the topic, specifying the time allotted for this work.
After the completion of the creative process, the children, if desired, read their poems. If the work took place, for example, as homework, the teacher can read out (or ask the author of the work to do this) the most interesting options. As an example, you can try to compose one common cinquain by writing it on the board. Work in pairs or groups is allowed. But individual work is considered the most effective, as it allows the teacher to understand the depth of understanding of the material by each of the students.
Areas of use
Sinkwine as a teaching method is universal. It can be applied to the topics of any subject of the school curriculum. It allows you to interest students, helps to better understand and comprehend the material being studied. Composing a five-verse is quite simple, so it is acceptable to use it when working with children of any age.
Cinquain is a special poem that is the result of an analysis and synthesis of existing or newly received data. It can be used at the challenge stage, when children, even before getting acquainted with a new topic, compose a poem based on the information that they know at the moment. This allows the teacher to understand what the children already know on this issue and will provide an opportunity to correct the information that needs to be conveyed to the children in order for them to properly assimilate the material.
At the stage of comprehension, writing syncwine allows the teacher to assess how students understand the topic being studied, diversifies the learning process, makes it more interesting, because syncwine is also a game activity. In this case, the technique is a change of activity that contributes to some emotional unloading of schoolchildren.
Or you can use it on . The thought, translated into an image, allows the teacher to assess the level of understanding of the studied material by the students. Sinkwine is referred to as a fast, but very powerful reflection tool.
Compiling a syncwine is a creative activity and is more often used in the study of humanitarian subjects - literature, history. But in order to diversify the educational process, to make it more interesting, you can use this technique in lessons, physics, for example. After getting acquainted with the topic "Light", the teacher invites the children to compose a syncwine.
Answer using adjectives, what is it? Bright, warm
Tell us, using verbs, what does he do? It burns, illuminates, flickers.
Make up a sentence or phrase that expresses your attitude to the topic, and is a kind of conclusion. Needed by people.
Summarize it in one word. Shine.
In natural history, you can invite children to compose poems about the seasons.
Options for working with syncwine
In addition to the traditional compilation of a syncwine, other types of work with five-line verses in the lesson are also possible.
Write a short story based on the poem. It is advisable, when compiling it, to use the words and phrases used in the given syncwine.
Edit the finished syncwine in order to improve it.
Add cinquain. To do this, you need to analyze the given poem, determine the missing part and fill it in. For example, you can offer a poem that does not specify a theme. Using words that characterize and reveal it, students should understand what it is about:
Fleeting, fading Runs, stops, heals Amazing phenomenon Life.
Children must determine that the theme of this syncwine is “Time”.
Advantages of the method
When compiling a syncwine in the classroom:
- increased interest in the material being studied;
- imaginative thinking develops;
- develop the creative abilities of students;
- improve communication skills and the ability to concisely and concisely express their thoughts;
- develops thinking and imagination;
- the ability to analyze is developed;
- the time allotted for memorizing information is reduced;
- expanding vocabulary.
Compiling a syncwine in a lesson takes relatively little time, but at the same time it is an effective way to develop figurative speech, which contributes to a quick result.
In the course of working on this method, students are able not only to deepen their knowledge on any topic, but also to improve their ability to work independently with additional sources of information, to plan their educational activities.
Examples of syncwines
In natural history, you can invite children to compose syncwines about the seasons.
Summer Hot, fun Walk, play, relax. Look forward to. Vacation!
Spring Warm, bright Blooms, turns green, pleases. Nature is waking up. Great!
At the lesson of literature, the teacher, as a homework, invites the children to compose a syncwine about their favorite work. The result might look like this:
Nina is smart and brave. Traveling, making friends, winning. I admire her. This is the book "The Girl of the Sixth Moon" by Mooney Witcher.
You can invite children to write a syncwine about the sun:
Sun Bright, distant Warms, shines, pleases us. I love sun. Life-giving star.
Sinkwine is the analysis and synthesis of information, a play on words. This is poetry that promotes creative self-development and beautiful expression of one's thoughts. It is a way of writing original and beautiful poems. That is why cinquain, as a teaching method, is becoming increasingly popular and is increasingly being used in the educational process.
Reception "Logic chain" has been known in the methodology for a long time. It helps to remember and comprehend a large amount of information, to identify the pattern of any events, phenomena. Reception works on the development of critical thinking, the development of memory and the ability to think logically. The "Logical chains" method can be used in lessons in all subjects and at any stage of the lesson. It all depends on the goals set by the teacher.
The reception strategy is to build a chain of facts, sentences, words, dates, rules, quotations in a logical or chronological order.
The construction of a logical chain can be carried out jointly with the teacher, in groups / pairs in the lesson, can be offered as independent work or homework.
Examples of using the logical chain technique
To memorize large amounts of information
For example, a biography of a writer is studied in literature lessons, and it is difficult to remember all the key dates and events. Invite students to make a logical chain, fixing all the important points.
Biography of A. S. Pushkin: Moscow - Tsarskoye Selo Lyceum - "Old Derzhavin noticed us ..." - Petersburg - Mikhailovskoye Village - Link to the south ... etc.
After compiling the chain, it is important that students can "decipher" each link: give dates or names of the main works created during this period.
To make it easier, each link can be supplemented with these facts.
To fix the material
For example, after studying the biology of trees in a lesson, you can ask students to make a logical chain that will show stages of tree development: seed - sprout - seedling - adult tree. Instead of verbal links, you can use pictures.
Or in a history lesson, after studying the events of a certain period, ask them to make a logical chain containing key events in chronological order.
The history of Russia under Peter the Great: the Streltsy rebellion - the coronation of Peter and Ivan - Evdokia Lopukhin - Arkhangelsk - the First Azov campaign, etc.
To consolidate the material and develop observation
- Reception "confused logical chains". The teacher offers a number of concepts, terms in which the logical sequence is violated. The task of the students is to identify the error and correct it, arguing their choice.
- A logical chain in the form of a game helps to develop the imagination, while building a sequence of events in a reasonable manner. The game is played orally. The students are offered the first link of the chain, which begins with the word "To ...": To eat an apple, you need to pick it from a tree. The task of the students: to continue the series, having made a kind of "journey into the past": To pick an apple from a tree, you need to grow this tree. To grow a tree, you need to plant it. Etc.
For knowledge control
Options:
- You can use logical chains built on the principle of correlation. That is, it is required to correlate concepts, terms from the first column with concepts, interpretations in the second column.
- Each student receives a card on which 1 object, phenomenon, etc. is indicated. The task of the students is to make logical chains on a specific topic, looking at what is written by classmates. It is more convenient to work in groups or in rows (1 group - 1 logical chain).
These are just a few use cases. Each teacher can easily adapt the Logical Chain strategy for his lesson, focusing on the goals and planned UUD.
