Didactic multidimensional technology in Russian language lessons. Development of system thinking by means of technology of multidimensional didactic tools. Instrumental didactics and

INCREASING THE EFFICIENCY OF LEARNING THROUGH THE USE OF MULTIDIMENSIONAL DIDACTIC TECHNOLOGY

E.P.Kazimerchik

Ways to improve the effectiveness of training are sought in all countries of the world.In Belarus, the problems of learning effectiveness are being actively developed inbased on the use of the latest achievements in psychology, computer science and the theory of management of cognitive activity.

At present, 70-80% of all information the student receives is no longer from the teacher and not at school, but on the street, from parents and in the processobservation of the surrounding life, from the media, and thisrequires the transition of the pedagogical process to a qualitatively new level.

The priority of training should not be the development by students of a certain amount of knowledge, skills and abilities, but the ability of students to learn on their own, acquire knowledge and be able to process it, select the necessary ones, memorize them firmly, and connect them with others.

It has been proven that learning becomes successful and attractive for students only if they know how to learn: they know how to read, comprehend, compare, explore, systematize and memorize rationally. This can be achieved through the use of multidimensional didactic technology.

Multidimensional didactic technology is a new modern technology for visual, systematic, consistent, logical presentation, perception, processing, assimilation, memorization, reproduction and application of educational information; it is a technology for the development of intelligence, coherent speech, thinking, all types of memory.[ 2 ]

The main goal of the introduction of MDT is to reduce labor intensity and increase the efficiency of the teacher and students through the use of multidimensional didactic tools: logical-semantic models and mind maps (memory cards). Their use improves the quality of the educational process, contributes to the formation of students' interest in learning, expands their horizons.

From class 1, the use of memory cards is effective. They activate the research activities of children, help them acquire the primary skills of conducting independent research.

A memory card is a good visual material that is easy and interesting to work with. It is easier to remember than printed text from a textbook. In the center of the memory card is a concept that reflects its key topic or subject. From the central concept, colored branches diverge with keywords, drawings, and space to add details. Keywords train memory, and drawings concentrate and develop the child's attention. Students can display their thoughts on paper, process the information received, make changes. Drawing memory cards can be attributed to gaming activities. It is especially effective in grades 1-2, since visual-figurative thinking prevails in children of this age category. The ability of children to make short notes and find the corresponding signs (symbols) indicates the level of development of creative abilities and associative thinking. Thus, mind maps clearly demonstrate the topic as a whole, helping the child to be not just a student, but a researcher.

There are a number of rules that must be followed when compiling memory maps:

Always use the central image.

Strive for optimal placement of elements.

Strive to ensure that the distance between map elements is appropriate.

Use graphics as often as possible.

Use arrows when you want to show links between elements of a map or LSM.

Use colors.

Strive for clarity in expressing thoughts.

Place keywords above relevant lines.

Make the main lines smoother and bolder.

Make sure your drawings are clear (understandable).

In grades 3-4 in the educational process, you can begin to use logical-semantic models. They are based on the same principles as memory cards, but do not include graphics. The use of LSM allows you to rationally allocate time when studying new material, helps students express their own thoughts, analyze and draw conclusions.

With the help of educational literature, students can independently compose the LFM after the initial acquaintance with the topic. Modeling work can be done in groups or in pairs, where all the details are discussed and clarified. Depending on the topic of the lesson, LSM is compiled in one lesson or is built in stages - from lesson to lesson - in accordance with the material being studied.

The use of logical-semantic models helps children to establish correspondences between concepts, teaches them to formulate conclusions, and consciously answer questions.

I would like to draw attention to the fact that the use of multidimensional didactic technology tools is possible not only at the stage of learning new material, but also at other stages of the lesson.

So, for example, at the stagesetting goals and objectives of the lesson, an effective method of motivating students for upcoming activities is to create a problem situation with the help of schemes and models, during the solution of which the children come to the conclusion that some material (or concept) is not familiar to them. As a result, there are no indifferent children in the lesson, because each student is given the opportunity to express his opinion and set a learning task in accordance with his abilities and abilities.

At the stage of consolidating the studied material, in order to understand how consciously all the children filled in the LSM coordinates, they can be asked to resume some points of the scheme.

But, it is necessary to adhere to a certain algorithm for constructing LSM:

1. In the center of the sheet (page) place an oval or triangle with the name of the topic - the object of study.

2. Determine the range of questions, aspects of the object under study to determine the number and set of coordinates.

3. Reflect all coordinate axes in the figure, their sequence is determined, numbers K1, K2, K3, etc. are assigned.

4. Select the main facts, concepts, principles, phenomena, rules related to each aspect of the topic, and are ranked (the bases for ranking are chosen by the compiler).

5. On the coordinates for each semantic granule, mark the reference nodes (dots, crosses, circles, rhombuses).

6. Make inscriptions next to the reference nodes, while encoding or reducing information using reference words, phrases, symbols.

7. Dashed lines indicate the links between semantic granules of different coordinate axes.

As you can see, the technology of multidimensional didactic tools contributes to the formation of a holistic perception of any information, significantly increases the effectiveness of training. It also allows:

systematize knowledge on a voluminous topic;

activate the mental activity of students;

develop logical thinking;

use creative tasks;

based on the key points of the topic to reproduce complete information.

List of used literature:

Dirsha, O.L. We teach to obtain knowledge / O.L. Dirsha, N.N. Sychevskaya / / Pachatkova school. - 2013. - No. 7. - S. 56-58.

Novik, E.A. The use of multidimensional didactic technology / E.A. Novik / / Pachatkova school. - 2012. - No. 6. - P.16-17.

The technology was based on the principle of multidimensionality of the surrounding world. So, for example, the multidimensionality of the content of education is expressed in the fact that it has three logics: the logic of knowledge and experience, the logic of mastering the knowledge of experience, the logic of age and educational evolution of a person, three features of information: meaning, association and structure, etc. The concept of "multidimensionality" becomes the leading one within the framework of this technology and is understood as a spatial, systemic, hierarchical organization of heterogeneous elements of knowledge. Didactic multidimensional tools (DMI) become such a frame, a cast of reality.

Tools are formed as meters of multidimensional semantic spaces based on multi-coordinate support-nodal frames with folded information applied to them. The topic, the problematic situation, is placed in the center of the future coordinate system. A set of coordinates (range of questions) on a given topic is determined. For each coordinate, the necessary and sufficient number of nodal main elements of the content is found. The resulting logical-semantic model contains two plans: logical (order) and semantic (content). Consider the logical-semantic model "The main members of the proposal." The topic is stated in the center of the frame. A set of coordinates is distinguished: concept, subject, predicate, types of predicates, simple verbal predicate (PGS), compound verbal predicate (CGS), compound nominal predicate (CIS), types of sentences by the presence of main members. At the next stage, "knots" are tied - the elements of knowledge necessary for understanding the topic.

The structure of the lesson, in which the assimilation of the topic occurs with the help of didactic multidimensional tools, is as follows: 1) entry into the topic, collision with a cognitive barrier; 2) organization of cognitive activity of students with the help of didactic multidimensional tools; 3) development of new skills and abilities with the help of training exercises; 4) generalization of the studied material with the help of didactic multidimensional tools; 5) reflection of educational activity by students.

Let's turn to the Russian language lesson in the 8th grade on the topic "The main members of the sentence." To update the existing knowledge, the teacher asks the students the question: “What do you know about the main members of the sentence?” After repeating the theoretical material, students are invited to apply their knowledge in practice, highlighting the subject and predicate in the proposed sentences. In the process of work, it turns out that the subject can be expressed not only by a noun or pronoun, and the predicate does not always consist of one word. There is a need to eliminate the discrepancy between the available knowledge and the obvious facts. The assimilation of new material begins with the help of didactic multidimensional technology.

The teacher builds a logical-semantic model (LSM) on the board on the topic “The main members of the sentence”. Students make notes in their notebooks. Then the teacher repeats the new material, based on the LSM. The same is suggested for students. The next stage of the lesson is devoted to developing the skills to determine the types of predicates, as well as to construct sentences with different types of predicates. At the final lesson on this topic, students are invited to recreate the LSM on the topic "The main members of the sentence."

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MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

GOU VPO "Bashkir State Pedagogical University. M. Akmulla"

Institution of the Russian Academy of Education “Ural branch”

Scientific laboratory "Didactic design

in professional and pedagogical education"

V.E. Steinberg

DIDACTIC

MULTIDIMENSIONAL TECHNOLOGY

+

DIDACTIC DESIGN

(exploratory research) Ufa 2007 2 UDC 37; 378 BBK 74.202 Sh 88 Steinberg V.E.

DIDACTIC MULTIDIMENSIONAL TECHNOLOGY + DIDACTIC DESIGN (exploratory research): monograph [Text]. - Ufa: Publishing house of BSPU, 2007. - 136 p.

The monograph examines the results of exploratory research in the field of instrumental didactics and didactic design, carried out by the Scientific Laboratory of Didactic Design in Vocational Pedagogical Education (Ural Branch of the Russian Academy of Education - BSPU named after M. Akmulla). Methodological, theoretical, technological and practical aspects of didactic multidimensional technology and didactic design are presented, examples of experimental developments are given.

The use of didactic multidimensional tools in the educational process allows you to significantly improve the teaching and design-preparatory - design - activity - of the teacher, as well as the educational cognitive activity of students.

The monograph is addressed to researchers of the problems of didactics, employees of professional and pedagogical education, teachers of universities, secondary specialized educational institutions, general education schools.

Reviewers:

E.V. Tkachenko - Doctor of Chemical Sciences, Professor, Academician of the Russian Academy of Education R.M. Asadullin - Doctor of Pedagogical Sciences, Professor N.B. Lavrentieva - Doctor of Pedagogy, Professor ISBN 978-5-87978-453- © BSPU Publishing House, © Steinberg V.E.,

INTRODUCTION

1. TECHNOLOGICAL PROBLEMS OF DIDACTICS ..............

2. METHODOLOGICAL BASES

INSTRUMENTAL DIDACTICS

3. DIDACTIC MULTI-DIMENSIONAL TOOLS.....

4. CHARACTERISTICS OF DIDACTIC MULTIDIMENSIONAL

TOOLS

5. INCLUDING MULTI-DIMENSIONAL INSTRUMENTS IN

PEDAGOGICAL ACTIVITY

6. DESIGN OF LOGICAL-SEMINAL MODELS.

7. DIDACTIC MULTI-DIMENSIONAL TOOLS AS

OBJECT OF SEMIOTICS

8. CONTROL OF LOGICAL-HEURISTIC LEARNING

ACTIVITIES WITH THE HELP OF INDICATIVE

FRAMEWORK FOR ACTION (OOA)

9. PEDAGOGICAL TRADITIONS IN THE INSTRUMENTAL

DIDACTICS

10. INSTRUMENTAL DIDACTICS AND

INFORMATION TECHNOLOGY

11. FROM DIDACTIC MULTIDIMENSIONAL

TOOLS FOR INSTRUMENTAL DIDACTICS AND

DIDACTIC DESIGN

12. PRACTICE OF DIDACTIC MULTIDIMENSIONAL

TECHNOLOGIES

CONCLUSION

INTRODUCTION

In didactics, thanks to the efforts of practitioners and scientists, the process of restoring the role and place of visibility at a different, higher, anthropological and sociocultural level is growing;

in information technologies, the process of searching and developing means of visual representation of large amounts of information in a specially transformed, concentrated and logically convenient form is being activated (note that hypertext technology only exacerbates this problem).

These two outwardly different trends are united by a key factor: the restoration of an earlier historically and informationally more powerful first signal system, its equalization with a fine analytical second signal system based on studying the mechanism of interaction between the first and second signal systems when performing modeling activities.

The desired results are a response to the challenge of the time to increase the density of information flows, the complexity of their processing and presentation, both in educational and professional activities.

Exploratory research in this direction is carried out by the Scientific Laboratory "Didactic Design in Vocational Pedagogical Education" of the Ural Branch of the Russian Academy of Education and the BSPU. M. Akmully on Topic 20. Research work of the Ural Branch of the Russian Academy of Education Theory and practice of instrumental didactics (Subprogram "Development of fundamental pedagogical and psychological research and scientific schools in the education of the Ural region").

The general task of the study of instrumental didactics and didactic design is to substantiate and develop methods and means of transition from traditional forms of creating visual didactic tools to designing them within the framework of didactic design on adequate anthropological, sociocultural and informational principles. To build new visual aids, such didactic foundations as the principles of instrumentality and multidimensionality of cognitive educational activity, logical and semantic modeling and cognitive visualization of knowledge have been identified and researched.

The development and approbation of methodically appropriate means and methods of forming in students the ability to operate with the help of cognitive visual means of varying degrees of complexity with the main forms of information presentation (physical - sensory-figurative, abstract verbal-logical, abstract - schema and model) was carried out.

Two jointly applied approaches are defined as the methodological foundations of instrumental didactics:

multidimensional representation of knowledge (multidimensional activity approach) and instrumental support of activity (reflexive-regulatory approach). To build didactic tools based on these principles, the following theoretical aspects of the functioning of the mechanisms of thinking have been studied: socio-cultural foundations for displaying knowledge; cognitive-dynamic invariant of human orientation in the abstract space of knowledge; multidimensional logical and semantic modeling and display of images of activity;

zones of didactic risk in the educational process, where it is advisable to use didactic multidimensional tools.

Thanks to the joint and consistent application of these approaches, didactic multidimensional tools have been developed, in which it was possible to "embed" important operations of analysis and synthesis for the logical-semantic modeling of knowledge.

For the active testing of new didactic tools, theoretical and methodological aspects of the technological competence of the teacher were developed, testing was carried out for a number of years on the basis of general educational and professional institutions in the region, the research results were subjected to scientific and public examination in 2003 (Diploma of the Ural Branch of the Russian Academy of Education, Yekaterinburg).

1. TECHNOLOGICAL PROBLEMS OF DIDACTICS

In education, despite the efforts of scientists, there is a big gap between the accumulated scientific potential of pedagogy and its modest share, realized in the activities of teachers of general education and vocational schools. The most important indicators of learning technologies (instrumental provision, controllability and arbitrariness of the processes of processing and assimilation of knowledge; consistency and completeness of educational material; multidimensionality, structuredness and coherence of thinking) have changed slightly, that is, pedagogy is still not an accurate enough science.

Despite the fact that education has completed the stage of liberated existence, in the course of the establishment of almost all levels they have gained the opportunity to independently solve urgent problems, efforts to master innovations in pedagogical systems have not yet led to fundamental changes in the quality of general secondary education. Changes in the structure and content of curricula in individual subjects, the introduction of new disciplines and courses leads to an overload of students with information, physical and psychological tension without a fundamental reorientation to a methodological, epistemological approach to activities and teachers. It is difficult to solve the problems of forming a general culture of the individual and overcoming socio-psychological and moral-psychological problems. Success is achieved where not individual curricula are improved, but a holistic educational program and a strategy of a certain direction are built.

Innovative processes have gone beyond the framework of advanced pedagogical experience and individual experiment, but technological support for the dissemination of educational innovations at least within the framework of one educational institution continues to be absent. For technological reasons, the effectiveness of distance learning technologies and self-education is limited (good quality education in a hospital requires a good textbook and a good teacher, but it is not always achievable; it is clear what remains “in the bottom line”

without a permanent job and a good teacher).

The performed analysis of a number of specific problems of pedagogical activity (Fig. 1) allows us to conclude that they have one thing in common - a technological basis:

The tyranny of "verbalism" in teaching and preparatory activities, the reason for which is the difficulty of combining control and descriptive information when using traditional didactic means;

The limitations of the prevailing idea of ​​visibility, the reason for which is the lack of research on didactic means of supporting cognitive activity performed in speech form;

The complexity of monitoring feedback and establishing interdisciplinary connections, the reason for which is the unsuitability of well-known didactic means for a compact and logically convenient presentation of knowledge;

Labor intensity and limited effectiveness of the preparatory and teaching activities of the teacher, the reason for which is the inadequacy of the applied didactic means of figurative-conceptual modeling of educational material and coordination of educational activities;

Cognitive difficulties of a conditional "average" student, incl. perception and comprehension of educational material, the reason is insufficient support for thinking by existing didactic means;

The complexity of the innovative activity of the teacher in designing new experimental programs and classes, the reason is the lack of support by didactic modeling tools that facilitate the selection of heterogeneous content elements and the establishment of semantic connections between them.

Many macro-problems of education also have an instrumental character: in order to ensure the continuity and continuity of the various levels of the education system, it is necessary to harmonize them in terms of the content and technology of educational activities, a similar docking along the “vertical” of education is also required to implement the principles of standardization, regionalization, etc. However, for such coordination, appropriate didactic means are needed - regulatives, information about which should be accumulated in the conditional general "technological memory" of education. That is, the macro-problems of education cannot be solved within any level of the education system and, moreover, by the forces of one educational institution.

The didactic-instrumental nature of the problems and difficulties of teaching technologies is as follows:

In the predominance of a consistent single-channel transmission scheme - the perception of heterogeneous descriptive and control information in verbal form;

In insufficient programmability of educational actions during the processing of educational material directly in the process of its perception;

In the limitation of the process of internalization with a verbal cast of the topic under study and the lack of didactic tools that connect the initial empirical and final theoretical stages of cognition.

Rice. 1. Instrumental Problems of Pedagogical Development The macro-problem of the development of education is the lag in the level of intellectual activity in education from the development of modern science and science-intensive production, in which the intellectual equipment of specialists is continuously increasing with the help of various software and hardware tools for processing, representing, displaying and applying knowledge. In learning technologies, however, increasing the efficiency of processing, displaying and applying knowledge is hindered by the lack of provision of subjects of the educational process with didactic tools of the analytical-modeling type. For this reason, students' thinking is dominated by descriptiveness, reproducibility, and low reasoning of judgments.

A novice teacher spends a lot of time and energy on transferring knowledge to students, and he has few resources left to solve communication problems, control and manage learning activities. At the same time, the task of knowledge translation is the most logical and manageable, since both scientific knowledge and cognitive learning activities have a certain organizational logic based on the analysis and modeling of knowledge. Knowledge with a low level of understanding remains not only unclaimed, but is not included in the scientific picture of the world.

Attempts to integrate the operations of analysis and synthesis into the educational process are often of a formal nature, since analysis and synthesis are not one-step operations. As for the contradictions, they practically disappear from the educational material in the institutions of the professional education system, which indicates the true complexity of operating with them and the need for special preparation of the thinking of teachers and students for this.

The study of philosophical and psychological-pedagogical literature on the problem of improving didactic visual aids made it possible to define its essence as a problem of multidimensional figurative-conceptual representation and analysis of knowledge in natural language, as well as in multi-code representation of information. The development of this problem has been held back for decades due to the underestimation of the importance of "tool" - didactic and instrumental support of learning technologies. So, for example, it is believed that students retain in memory 10% of what they read; 26% of what they hear; 30% of what they see; 50% of what they see and hear; 70% of what they discuss with others; 80% of what is based on personal experience; 90% of what they say (pronounce) while doing; 95% of what they teach themselves (JK Johnson).

A reassessment of the place and role of didactic tools in the teaching technologies being created today is inevitable, since they should acquire a number of new functions:

- to become "extenders, manipulators" of the brain, its continuation in the external plan of activity;

Build a bridge between the playground for thought experiments on the inner plane and learning activities on the outer plane;

- increase the arbitrariness and controllability of the processes of perception, processing and assimilation of knowledge;

To ensure the presentation of knowledge in a visual and logical convenient form for the subsequent work of thinking;

Contribute to the achievement of an important goal of education - highlighting the frame in the display of the world, essential connections and relationships in it.

However, problems of a didactic-instrumental nature are tried to be solved by traditional available means: communicative, emotional-psychological, scenario, etc. Rightly noting the need to improve the culture of a teacher's professional activity, a number of scientists and practitioners oppose the technological and humanistic directions of the development of education, losing sight of the fact that true humanism in education is associated primarily with a decrease in the cognitive difficulties of students and compensation for the spread of intellectual abilities. That is, numerous attempts to improve the efficiency of educational systems without adequate didactic and instrumental support lead to a dead end, since historically the improvement of human activity in the spheres of material and spiritual production has always relied and continues to rely on more advanced production tools. The trend towards technologization of education is of a global nature and is simultaneously aimed at improving the efficiency of educational systems and reducing the costs of achieving socially significant results. In the process of technologization of education, special technological competence of the teacher should be ensured, his professional equipment should be supplemented with tools and technology for preparatory and educational activities, professional creativity.

The significance of the trend of technologization in the development of education as a social institution is extremely high, however, the transformation of traditional teaching methods with the light hand of some scientists into "pedagogical technologies of training and education"

without sufficient didactic formalization, structuring and instrumentalization indicates an underestimation of the science intensity of the problem. Moreover, they give rise to some of the newest myths of education: the possibility of the existence of learning technology without adequate didactic tools, the possibility of a good perception and understanding of knowledge without their logical and semantic processing and modeling, the possibility of developing, student-oriented learning without harmonizing the educational process (complementing cognitive learning activities with the activity of emotionally imaginative experience and evaluating the knowledge being studied), etc. It is interesting that such a highly formalized field of activity as computer programming, by definition of the programmers themselves, remains the "art of programming."

The task of technologization of education, in the context of a variety of pedagogical concepts and approaches to the organization of the learning process, is to search for invariant structures of both the educational process and educational cognitive activity.

Subject-introductory and analytical-speech forms of educational cognitive activity correspond to two different forms of information presentation:

a) physical representations of the objects under study, for which such familiar characteristics of space as width, height, length and time are used, as well as the dimensions of the object, its state, shape, color, etc.;

b) a verbal description of the objects under study, presented in a consistent form, which may include, in addition to the physical characteristics of the objects, also emotional-evaluative, motivational and other characteristics.

The verbal form of information presentation is obtained from the real-sensory one by recoding. Here is an example: a visitor to a museum independently examines the paintings stored in it, silently and for a long time stops near those that have attracted his attention. Going out into the street, he suddenly meets a familiar person who asks what interesting things he found in the museum? And the visitor pronounces a coherent description of the picture he likes, and the listener tries to imagine it in his imagination. The question arises: where did the necessary words come from to describe the picture, because it was examined in silence, without explanations from the guide, and where did the necessary fragments of the picture come from in the imagination of the listener, if he had not seen it before? It was in the process of interhemispheric dialogue, which proceeded spontaneously and unconsciously for the interlocutors, that the words corresponding to fragments of the picture under consideration were selected from the memory archive, and vice versa - fragments of images corresponding to the words heard.

Note that in the presentation of this section and in the future, the term “imagine” is often used, which is varied by teachers in the course of classes: “imagine”, “imagine”, “can you imagine”, etc. This does not happen by chance: a person has historically developed in such a way that in the process of cognition, he must first imagine something, and then comprehend, analyze, describe, etc.

In educational cognitive activity, the so-called “didactic risk zone” is distinguished, as well as the place and role of didactic tools in the educational process, which should serve as the indicative foundations of educational actions and the verbal context of modeling (Fig. 2). In the zone of didactic risk, the volume of traditional verbal visualization (30%) and its quality (logical and semantic components) do not correspond to the volume and complexity of cognitive analytical speech activity (60%), which negatively affects the formation of students' thinking and speech.

Traditional didactic means are illustrative in nature and do not correspond to the cognitive learning activity being performed, neither in volume nor in complexity.

For example, well-known graphs, structural logic diagrams, reference signals, etc. visualize only a small part of the concepts on the topic under study. In addition, they do not support the implementation of the basic operations of analysis and synthesis: division, comparison, conclusion, systematization, identification of connections and relationships, information folding, etc. It is extremely difficult to indicate scientific works in which the mentioned tools would be studied for compliance with the important principles of natural conformity and universality.

Rice. 2. "Zone of didactic risk" in the educational In addition, due to the lack of adequate didactic tools and skills in their design, not only the labor intensity of the preparatory activities of the teacher remains excessively high (40-50% of the total working time), but also the effectiveness of the teaching and creative types of his activities remains low.

The characteristic of the "zone of didactic risk" includes three components:

Didactic risk is a phenomenon of a technological or other nature that occurs in the educational process, manifests itself in the cognitive difficulties of students, in the difficulty of performing educational actions for the analysis and synthesis of knowledge, and also manifests itself in the results of processing and assimilation of knowledge;

The reason for the appearance of didactic risk is the inadequacy of pedagogical conditions for the pedagogical task being solved, which most often has a technological nature: imperfection of didactic tools and their application;

The space ("zone") of manifestation of didactic risk is a specific stage of the educational process at which the inadequacy of pedagogical conditions leads to a significant decrease in the expected learning outcomes.

The foregoing allows us to draw the following conclusions.

There are such outwardly heterogeneous problems of increasing the effectiveness of teaching, such as the tyranny of the one-dimensionality of "verbalism", limited visibility, non-instrumental feedback, "intersubject immunity", labor-intensive preparatory activities, uncoordinated joint activities, difficulties for the "average" student, inefficiency of methods of self-educational activity, etc. This array of problems is an inexhaustible space for pedagogical search, on the one hand, and, on the other hand, the accumulated experience in solving individual problems does not contribute to the creation of effective learning technologies. That is, it is advisable to direct research to find such technological solutions that, to one degree or another, will reduce each of the listed problems.

2. METHODOLOGICAL BASES

INSTRUMENTAL DIDACTICS

Forecasting the development of pedagogy is carried out on the basis of methods of systematic objective research, logical-historical analysis, etc. At the same time, time intervals of large and small dimensions are analyzed (Fig. 3): the analysis of intervals of the first type is aimed at explaining certain events that have taken place. In intervals of the second type, the processes of creating essentially new pedagogical objects take place, which are characterized by specific coordinates (Fig. 4) and are determined by the patterns of resolving pedagogical contradictions. For example, in technology, the laws of its development and the laws of resolving technical contradictions are studied separately.

Rice. 3. Scheme "Evolution of didactics"

The combination of two types of time intervals illustrates the principle of binary organization of various systems and processes, which predetermines the complementarity of parts with different or opposite properties.

Rice. 4. Model "Coordinates of generation of new pedagogical solutions" (the content of the coordinates can be specified) The search for an effective methodology of instrumental didactics led to the idea of ​​identifying invariants of pedagogical objects and phenomena as universal, generalized didactic components that are contained in various methods and teaching systems. On this basis, specific variants of certain pedagogical structures are produced, which are integrated into the practical activities of the teacher and are also equipped with universal didactic tools.

One of the primary tasks of complex research is to determine the place and role of didactic tools in the learning process. All didactic systems, depending on what mechanisms of thinking are leading in the process of learning, can be divided into two groups: systems based mainly on memorization and systems based mainly on logical processing and assimilation of knowledge (Fig. 5). In the first group of didactic systems, the procedure for fixing (taking notes) of educational material is distinguished with its subsequent comprehension, in accordance with the teacher's orientation. The note-taking procedure excludes any logical processing, since thinking works in the mode of translation of educational material without changing it. In the subsequent comprehension, the modeling of educational material in the first group of didactic systems, as a rule, is not provided.

Rice. Fig. 5. Scheme of teaching based on memorization (left) and based on logical processing (right) In the second group of didactic systems, the textual or oral form of educational material in the process of fixing it is supplemented by a model representation, for which it is necessary to combine the procedures of modeling and analyzing knowledge using didactic tools that provide both a visual representation of knowledge and its logical organization that facilitates analysis. Such tools perform presentational and logical functions, complement the sensory-figurative representation of the subject under study with its conceptual-figurative model display, coordinate the subject and speech forms of educational cognitive activity.

Instrumental support is necessary for the main stages of the educational process, the invariant structure of which includes the stages of cognition, emotional-figurative experience and evaluation (Fig. 6). Let us explain this situation: among the various so-called. "constant being" (for example: faith, hope and love) stand out truth, beauty and goodness. They are significant because they correlate with three historically established areas of human exploration of the world: science, whose task is to find the truth; art, the task of which is to find or form images of beauty; and morality, whose task is to distinguish and evaluate good and evil.

Rice. 6. Matrix of invariant structure In the process of general education, before profiling and receiving professional education, it is necessary to harmoniously develop all three basic abilities. When receiving a professional education, one of the abilities stands out and becomes the leading one, while the rest support it. However, even an approximate estimate of the time spent in a general education school for the development of each of the abilities shows that there is a stable imbalance in favor of the ability to know. This destroys the myth of the harmonious development of the individual and leads to the underdevelopment of important abilities, since, according to humanities scientists, human spirituality, in fact, is the ability to know, experience and evaluate the world around. So, for example, the ability to experience is closely connected with imagination, with figurative thinking, which is ahead of logical thinking in professional creativity, but it is thanks to imagination that an image of a future solution to a problem is formed in thinking.

In pedagogical practice, attempts are being made to reduce the undesirable imbalance in the development of basic abilities, but this is usually associated with a significant investment of time and is performed sporadically, in separate subjects, on the basis of the teacher's personal initiative and non-technological means. In the technological solution of the problem, it is necessary to design instrumental educational material and the educational process with a universal structure, including the stages of cognition, experiencing and evaluating the knowledge being studied. The ratio of the duration and volume of the stages will be determined by the type of subject and the standard of education. Thanks to the formation of skills for generating an aesthetic response to the material being studied in the form of simple images and evaluating the knowledge being studied, the second and third stages of the educational process when studying subjects of the natural science cycle can be carried out in an intensive mode with little time that does not violate the schedule for studying the program topic.

Further, pedagogy textbooks do not adequately cover the mechanisms of processing and assimilation of knowledge that underlie learning activities. For example: the requirements that the external and internal plans of educational activities must meet;

the role of the first and second human signaling systems in learning activities; functions of the hemispheres of the human brain and the processes of recoding information at various stages of educational activity; the role of orienting action bases for objective and speech forms of cognitive activity, etc.

It is difficult to create optimal pedagogical conditions for the successful functioning of the psychophysiological mechanisms of a student's thinking without this knowledge, and the mentioned zone of didactic risk inevitably arises in the educational process. In order to effectively model knowledge in the language of instruction, it is necessary to present in the external plan (before the eyes of the student) all the key words on the topic of the lesson, and thereby the first inconsistency in visibility in the zone of didactic risk will be eliminated, and all logical actions of analysis must also be supported by visibility.

Research and development of instrumental didactics requires supplementing the known didactic principles with new methodological principles. The main principle of education is its humanistic orientation. It assumes the orientation of the educational process towards the fullest possible development of those abilities of the individual that are necessary both for her and society, for involvement in active participation in life. The principle of humanization of education is system-forming, as it is aimed at reducing the cognitive difficulties of students, at "humanizing" educational material, for example, at explaining the reasons for the creation of scientific knowledge and describing the fate of the creators. The principle of informatization of education reflects the processes of informatization of modern society. The principle of the integrity of the educational process reflects education as an integrity that combines upbringing and education in order to introduce human beings to the life of society. In reality, in the educational process, both of these activities should be combined, which requires appropriate didactic support. The principles of consciousness and activity of students in learning are embodied in a reliance on thinking and speech experience, on the indicative foundations of thinking and activity, that is, on a tool approach when performing educational activities as a kind of intangible labor activity.

The instrumental approach means the use in pedagogical and educational activities of special didactic tools of an instrumental nature, with the help of which the controllability and arbitrariness of the actions performed are increased, and the spread of the results of their implementation is reduced. Didactic tools have significant similarities and differences with respect to the tools of material production: the natural organ of thinking, which they complement, develops in the learning process; the properties of educational material and the requirements for its processing for assimilation are slowly changing on a historical scale; and the properties of the material basis of the intellect, accessible to our understanding, as we learn the mechanisms of its work, allow us to gradually improve didactic tools. The psychological tools of mental labor include language, mnemonic devices, algebraic symbols, works of art (L.S. Vygotsky); schemes, diagrams, all kinds of conventional signs and other didactic tools that carry information about the procedure of the activity performed (T.V. Gabay); means located between the object and the subject and performing the role of visibility in mediated cognition (L.M. Fridman); didactic means that are used as an external support for the internal actions of students (A.N. Leontiev). The appearance of didactic tools is similar to the appearance of tools of activity as one of the distinguishing features of man and the development of human civilization (J. Bruner).

New principles of instrumental didactics are interconnected with known principles and increase the efficiency of their implementation, for example:

The principle of invariance of the elements of educational systems and processes makes it possible to increase the integrity of the educational process by including in it such educational activities that have a developing and educational effect:

emotional-figurative experience and evaluation of the practical significance of knowledge;

The principle of instrumentality of educational activity deepens the principle of humanization of education, as it is aimed at reducing the cognitive difficulties of students, increases motivation and activity, and facilitates the manifestation of individual inclinations;

The principle of natural conformity of didactic tools also increases the humanistic orientation of educational processes, the consciousness and activity of students.

To improve the professional and creative activity of the teacher, attempts were made to transfer the experience of developing the creative abilities of specialists to secondary and vocational schools (G.S. Altshuller, A.B. Selyutsky, A.I. Polovinkin, A.V. Chus, etc.). At the same time, the difficulties that arose in the process of developing the creative abilities of specialists were associated precisely with the construction of models and images of improved objects, with the implementation of a cause-and-effect analysis of problems and contradictions, with the synthesis of qualitatively new solutions. But since the causes of the inadequacy of the forms of educational-cognitive and professional activity were little studied in works on the theory of learning activity, the consequence was the limited use of professional tools for representing and analyzing knowledge in learning (models, matrices, trees, diagrams, etc.), although the efforts of teachers - practitioners were constantly directed to the search for new didactic tools (reference signals and cards, structural-logical diagrams, etc.).

Adequate didactic tools should include semantic and logical components, however, the implementation of the latter in verbal form, as the experience of the empirical search for various didactic means has shown, is difficult. The performed research made it possible to understand that in the conscious part of thinking, the combination of descriptive and control information presented in the same (verbal) form is extremely difficult. That is, the goals of processing and assimilation of knowledge should be acquired involuntarily, with the participation of predominantly the right hemisphere, and the logical component must be performed in a special graphic form. This form is associated with space and movement as mental representations of the world in humans, which helped to substantiate the didactic principle of the multidimensionality of knowledge representation in educational systems and processes, and also made it possible to put forward the assumption of the existence of a cognitive-dynamic invariant of a person's orientation in material and abstract spaces with the help of radial-circular elements of movement (Fig. 7).

The main stages of the formation of this invariant are located on the evolutionary trajectory from the biological level of primitive organisms to the socio-level of man:

At the first stage, the nervous system of primitive living beings assimilated the flow of stimulus signals from the conditionally circular shell of the body to the center for processing nerve signals, that is, the passive perception of space consisted of circular elements;

At the next stage, due to the formation of the limbs and organs of vision, the “shell” circle of passive interaction with the external environment was supplemented by the second circle of reach of objects by the limbs, and the third circle of reach of objects by sight and hearing (some features of cognitive activity are described in the works of psychologists J. Piaget and others), that is, the active perception of space consisted of circular and radial elements that had a measure;

At the final stage, an educated person, as the discursive, verbal-logical component of thinking forms, has acquired the fourth circle of interaction with both the physical and virtual environment - the circle of reach of objects and phenomena by the power of thought; that is, verbal and sign-symbolic elements of displaying information should be located in abstract spaces formed by radial and circular elements.

Rice. 7. Scheme of the cognitive-dynamic invariant of a person's orientation in material and abstract spaces This most important anthropological phenomenon predetermines the features of the visual graphic organization of educational material presented in various forms: verbal, figurative-graphic, symbolic or otherwise. These are radial and circular graphic elements on which fragments of educational material are located. The same phenomenon manifested itself in numerous cult and heraldic signs and symbols of the peoples of the world, in the schemes for displaying pre-scientific and modern scientific knowledge (Fig. 8), in the plans of settlements (Fig. 9), etc.

Rice. Fig. 8. Cult symbols of the peoples of the world, pre-scientific and modern scientific schemes for displaying knowledge 9. Plans of settlements of ancient tribes The study of cult signs and symbols as archetypes of culture led to a hypothesis about the psychological basis of the spatial nature and graphic features of cult signs and symbols, which consist of expressive customs and gestures and are subject to the laws of space in the form of sensory-spatial symbols (O. Spengler), a space that could only be realized in motion and drawn up in graphic form (J. Gibson). This information allows us to conclude that a variety of cult signs and symbols that display objects and phenomena that are significant for people have a nature-like graphic form and represent a certain ethno- and socio-cultural phenomenon of all peoples without exception. They are original archetypes of culture and have a "solar" style, including radial and circular graphic elements. Of particular interest is a group of eight-beam symbols, for example: the Indian symbol "the wheel of the law", the oldest Icelandic magic sign, and many others. "Solar" graphics have deep historical forms: the idea of ​​the center is contained in the archetype - the crossroads, the convergence of ordinary earthly paths, which is reflected in most myths containing some dominant point of the universe, from where space unfolds centrifugally and the material world is ordered. "Solar" graphics correlate with the morphological features of the brain and its "brick" multipolar neuron, which have a radially concentric structure. In the existing array of cult signs and symbols, eight-pointed symbols stand out. Eight rays correspond to the main gradations of a compass - a navigator in the material space: north-south-west-east (main directions) and diagonal (auxiliary) directions. Obviously, it is advisable to use such a number of directions when navigating in abstract (semantic, semantic, etc.) spaces.

The performed studies show that the "solar" structures, which have an extensive socio-cultural genesis, are similar to the so-called artificial organizations developed in the theory of artificial intelligence. They have a network structure, where the most important resources, knowledge and processes that form the organizational core are concentrated in the central node, and the rest, less important components or the most routine work and processes are brought out and trusted by external partners. Such an organization can be compared to a "brain", the excitations from which go to external "effectors".

Radial-circular graphics are an adequate implementation basis for the basic principle of instrumental didactics - the principle of multidimensionality. The turn of the 20th - 21st centuries was marked by the emergence of a multidimensional approach not only in pedagogy, but also in other various fields of science: philosophy, psychology, computer science, etc. Objective sources of multidimensionality are the multidimensional nature of the phenomena of the surrounding reality and the multidimensional nature of the elements of the human reflective system (neurons have a multipolar device, and the brain has a radially concentric structure).

In recent decades, the concept of "multidimensionality" and its synonyms have become increasingly common in works on pedagogy, philosophy, psychology and computer science, some authors use the sign of multidimensionality for its intended purpose, while others use it as a metaphor or replace it with related synonyms. This concept is used in cases where the authors seek to emphasize the special versatility, versatility of the issue under consideration: a multidimensional and multiproblem process (A.N. Dzhurinsky), multidimensional scientifically idealized images of the goals of educational cognition (V.V. Belich), a multidimensional space of a teacher’s professional competence (R.M. Asadullin), an informative field of ready-made knowledge (G.D. Bukharova), etc.

The "growing" of the sign of multidimensionality into scientific research and various theoretical ideas about pedagogical objects indicates that the authors are constantly faced with an important objective characteristic of the reflected reality, primary in relation to another characteristic of the reflection mechanism - systemicity and more capacious in relation to the adjacent ones (diversity, versatility, comprehensiveness, etc.). Terms such as “problem space”, “coordinates of human existence”, “coordinate system” and “multidimensionality”, which are increasingly found in scientific research and publications, indicate the formation of a need for a more adequate, voluminous description of the reflected reality than the generally accepted versatility, versatility, diversity, etc.

A special role in the multidimensional perception of reality is played by the concept of “coordinates”, for example: a systemic description of the space of activity as a deep semantic network of four main subspaces (G.V. Sukhodolsky), a model of psychological coordinates for personality analysis (V.A. Bogdanov), an image of evolution - fidelity, “whorl” (P. Chardin), submultidimensional support schemes such as “spider” and “family tree”

(J. Hamblin), special coordinates of the science of education (V.M. Polonsky, A.V. Shevyrev), multidimensionality of the semantic space (A.M. Sohor), etc. The expansion of the types of coordinates is an objective trend: abstract coordinates have been added to geographic, Cartesian and polar coordinates for orientation in conditional educational, economic and other similar spaces: logical-psychological coordinates of thinking (S.I. Shapiro), logical-psychological-pedagogical coordinates (A.A. Dobryakov), coordinates of existence (S.N. Semenov), coordinates of human measurement (V.P. Kaznacheev) and much more.

A special group is multidimensional schemes for representing knowledge in the field of informatics and information technology: in the search engine for network technologies "Java - Visual Thesaurus", the query word is depicted as the center of the "solar system", which is a graphic map of the word being defined and words and concepts related to it in meaning; similarly, a program is built for the visual interpretation of complex relationships in multidimensional data (V. Adzhiev).

An analysis of scientific literature shows that the need for multidimensionality gave rise to specific ideas about it in verbal, metaphorical, and then in visual form (various signs and symbols). Wherever there is the concept of "space" in the non-material plane, there is invisibly multidimensionality and, consequently, the possibility of a semantic (semantic) dimension of such a space. The anthropocentric representation of reality is collective, multidimensional and relies on non-formalized features that make up the meaning of human existence: special visual multidimensional images arose in his imagination, which at first were performed using only radial graphic elements, to which circular ones were later added, and later, with the advent of the alphabet and writing, they began to be supplemented with words and abbreviations.

The data obtained determine the didactic principle of the multidimensionality of knowledge representation in educational systems and processes, which is associated with the principle of fractality. It causes the transition from "linear thinking" to "fractal", the introduction of new interpretations of dimension - the number of dimensions of objects ("human" dimensions: emotional and evaluative, target and motivational, etc.).

Multidimensionality as a category of didactics gives a new quality to pedagogical objects - educational material and the educational process, the external and internal plan of cognitive activity, thinking and its models. Enough evidence has been accumulated that indicates that adding multidimensionality to the instrumental basis of learning technologies makes it possible to increase the completeness and logic of the educational material, the controllability and instrumentality of the educational process, the arbitrariness and creativity of thinking. These results allow us to solve the problem of developing didactic multidimensional tools as the basis of didactic multidimensional technology.

3. DIDACTIC MULTI-DIMENSIONAL TOOLS

The justification of didactic tools is carried out on the basis of their purpose, which includes adequate explication and representation of knowledge in a visual and logically convenient form, giving them an external, materialized character, operating knowledge, programming and monitoring educational actions for processing and assimilation of knowledge.

Clarification of known concepts and the introduction of new ones is inevitable when creating new learning technologies (for example, a huge array of new concepts was formed with the advent of personal computers and information technologies). Based on the works of scientists who study the role of means of educational and cognitive activity, it is advisable to define didactic multidimensional tools (DMI) as universal figurative-conceptual models for multidimensional representation and analysis of knowledge in natural language in the external and, accordingly, in the internal plans of educational cognitive activity.

Indeed, the teacher always faces the most important question: what should be in the internal plan of the student after the lesson: the whole lesson in the form of his memorized “cast”, or the knowledge itself, “brought into the system”? If the latter is preferable, then what should these “knowledge systems” look like?

How can the unity of form and content of knowledge be achieved? How to build the chain "internal plan of the teacher - external plan of joint activity - internal plan of the student"? It is known that memory and thinking are based on what happened in the lesson, and this is often its cast. However, intuitively, many teachers feel that the "bottom line" of the lesson should be a kind of "clot", an extract of knowledge in the form of a compact image capable of exteriorization (transfer to the external plan of activity), deployment and application.

Usually, after the end of the lesson, the first impression dominates, and it also becomes the basis of thinking later.

Apparently, for this reason, many teachers seek to enhance the emotional and psychological impression of the lesson, relying more on memorizing it than on processing information into a “clot” of knowledge. But subsequently, it is difficult to replace the memorized lesson with some other more capacious, more systematic, more meaningful way (in the process of the so-called "relearning").

From the foregoing, it follows that the content of the lesson must include something so materialized that, by the end of internalization, it seizes the initiative from the primary - sensual - cast and “drives on its shoulders” into the consciousness and memory of the student. That is, the occupation itself and its image should continue to fulfill their didactic function, and the mentioned “something” should become the essence, the image of the knowledge being studied.

Consequently, the created didactic tools should play the role of frameworks embedded in knowledge and assimilated along with it in the process of perception. At the same time, activity performs the task of isolating, explicating, analyzing and representing the object of knowledge. The main role in cognition belongs to the intellect, which performs the selection and linking of knowledge elements, folding them into model images, deploying these model images and operating them.

In this regard, there also arises the task of clarifying and expanding to the area of ​​figurative-conceptual representation and analysis of knowledge of a number of such concepts as “universality”, “visibility”, “programmability”, “arbitrariness”, “support”, “multidimensionality” and “self-dialogicality”.

By "universality" is meant the possibility of using didactic multidimensional tools both in general education subjects of all cycles, and in special disciplines, in professional and creative activities.

Clarification of the concept of "visibility" means giving it cognitive properties, that is, its extension to universal ways of representing and analyzing knowledge in natural language in the external plan of educational activity.

The concept of "programmability" meets the requirement of arbitrariness (controllability) of knowledge processing, it is provided by "embedding" operations of knowledge microprocessing (analysis and synthesis) into the logical structure and framework of didactic tools. “Multidimensionality” refers to the correspondence of tools to the representation of knowledge with a visual spatial, systemic hierarchical organization of heterogeneous elements in a multidimensional space. The “embryonic” form of multidimensionality is found in many well-known didactic means, for example, in the reference signals of teachers-experimenters (Yu.K.

The concept of "autodialogical" implies the removal of a mental model of knowledge into an external plane, presenting it in a materialized, visual and logically convenient form for reflection when using it, which is necessary to give the model cognitive properties - support for educational cognitive activity.

Clarification of the above concepts is necessary to form the appearance of promising didactic tools and purposeful synthesis of their basic structures, while they are supplemented by the following related concepts.

Model - in the broadest sense - any mental or symbolic image of the represented object (original). The following requirements are imposed on models that perform instrumental functions in learning: an adequate structure and a logically convenient form of the knowledge presented; "framework"

character - fixing the most important, key points; universally invariant properties - suitability for a wide range of tasks; psychological support for the user - bringing to the mode of self-organization and auto-dialogue.

An image is a subjective mental phenomenon as a result of the processes of cognition, emotional-figurative experience and evaluation. Images that perform didactic-instrumental functions in teaching should support the processes of thinking, ensuring the integrity and structure of knowledge representation. The figurative (iconic) potential of a model is its property to be perceived by thinking as a holistic visual image.

"Semantic granule" (analogue - the key element of the content of UES) - a significantly significant piece of information that is placed in the reference node of the model. "Semantic granulation" is an important procedure of thinking.

The innovative and technological direction of the development of education is the direction of improving the preparatory and teaching activities of the teacher, based on didactic technologies and professional creativity.

The technologization of education is a natural stage in the development of the education system, at which the role of technology in the preparation of educational material and the educational process, learning technology, increases. The basis of technologization is the "technological memory" of education, in which "technological regulators" are accumulated to perform the preparatory and teaching activities of the teacher.

Technological regulators are new didactic tools of a cognitive nature that determine the structure and functions of the designed and implemented elements of educational systems and processes.

The following theoretical and methodological principles for the representation and analysis of knowledge were used as the basis for the development of didactic multidimensional tools:

The principle of objectivity - taking into account the patterns of development of didactic objects, incl. individual stages of the life cycle: birth, development, aging;

The principle of consistency - taking into account internal and external systemic relationships in didactic objects at the levels of "subsystem, system, supersystem";

The principle of development is taking into account the possibility of the transition of didactic objects to different states under the influence of both objective patterns of development (folding and unfolding of objects, specialization and unification of objects, etc.), and under the influence of subjective factors: regional style, author's style of the teacher, etc.;

The principle of contradiction - taking into account development as a resolution of contradictions in educational systems and objects through structural reconstruction of objects, in which a new basis is found for the unity of previously conflicting properties, functions, parameters;

The principle of variability - taking into account the existing possible ways of developing didactic objects: improvement within the framework of the previous principle of action, development of a new principle of action, etc.;

The principle of integrity and multidimensionality of consciousness - taking into account all the main and auxiliary components of thinking: sensory-figurative, verbal-logical, model, value, contextual, intuitive, etc.

In addition, the research and development of didactic multidimensional tools is based on a number of special technological principles.

The principle of splitting - combining elements into a system, including: splitting the educational space into external and internal plans of educational activities and their integration into a system; splitting the multidimensional space of knowledge into semantic groups and combining them into a system; splitting information into conceptual and figurative components and combining them in image-models; splitting and cross figurative-verbal reflection of ideas about an object (interhemispheric dialogue). The principle of splitting has deep genetic roots in the formation of a person's worldview. His line counts from the mythology of the creation of the world (the first splitting of heaven and earth). Splitting is a way of structuring material and ideal (information) objects.

The principle of coordination and dialogue of external and internal plans: coordination of the content and forms of interaction between external and internal plans of activity; coordination of interhemispheric verbal-figurative dialogue on the internal plane and coordination of interplanar dialogue.

The principle of multidimensional representation and analysis of knowledge, that is, the integration of heterogeneous elements of knowledge into a system convenient for cognitive, analytical and design activities, for example, using coordinate matrix systems and multicode representation of knowledge elements, including: the formation of semantic groups and their arrangement in the space of the external plan using semantic coordinates; semantic "granulation" of knowledge and arrangement of reference nodes on coordinates; further, if necessary, quasi-fractal deployment of reference nodes into independent coordinate-matrix systems.

The principle of bi-channel educational cognitive activity, on the basis of which one-channel thinking is overcome by dividing: a) the supply channel - the perception of educational information into two parts: a verbal channel for descriptive information and a visual channel for control information; b) the channel of interaction "teacher - student" on information and communication channels; c) a channel for designing a direct channel (circuit) for constructing training models and a reverse channel (circuit) for comparative evaluation activities.

The principle of the binarity of the elements of activity, including: verbal and complementary visual channels for the supply - perception of information; direct and complementary reverse contours of designing models of knowledge representation in natural language; logical (organizing) and complementary semantic (meaningful) components of knowledge representation images-models; creative and complementary technological qualities of thinking; logical and complementary heuristic components of the technology of multidimensional representation and analysis of knowledge.

The principle of the triad representation (functional completeness) of semantic groups: the triad "objects of the world": nature, man, society; the triad of "spheres of world exploration": science, art, morality; triad "basic activities": cognition, experience, evaluation; triad "basic abilities": cognitive, emotional (emotional-aesthetic), evaluative; triad "description 1": structure, functioning, development; triad "description 2": structure, functions, parameters; triad "subject cycles": natural, humanitarian, instrumental.

When developing didactic multidimensional tools, known and little-spread in pedagogy information about the features of thinking and the properties of the human brain was used. It is known that the right hemisphere provides a holistic and simultaneous perception of the outside world, and the left hemisphere predominantly controls speech and related processes, that is, the right hemisphere deploys and forms peculiar spaces of possible objects and their signs, and the left hemisphere finds a place in them for specific perceived objects and signs. It is logical to assume that these functions should be performed not only for empirical thinking, but also for theoretical thinking on substitute models, therefore, the representation and analysis of knowledge in natural language should be supported by adequate didactic tools, since the predominance of the verbal form of information presentation makes it difficult for the right hemisphere to participate in cognitive activity. But since traditional visual aids and illustrations do not support information processing processes, therefore, multidimensional didactic tools should involve both hemispheres of the brain.

It should be noted that the main advances in the field of artificial intelligence are also based on modeling the properties of the left hemisphere, and the features of the right hemisphere are still poorly understood. However, it is precisely with the study of its capabilities that the solution of such problems that are still inaccessible to computers, such as, for example, the recognition and interpretation of metaphors, semantic associations, etc., is associated. And didactics also did not sufficiently take into account the fact that a person, for historical reasons, first represents the object of knowledge, and then analyzes and describes it, that is, didactic tools, first of all, should be presented in a figurative-conceptual form, which is necessary for initiating, supporting and deploying thinking.

The purpose of didactic multidimensional tools is to combine the figurative and verbal languages ​​of the brain for a holistic reflection of reality in the images-models of knowledge representation. Since the figurative form of reflection is genetically earlier and, therefore, of higher priority, didactic constructions in the external plan should have, first of all, figurative properties. Then, relying on them, thinking will be able to “comprehend” the educational material using the operations of analysis and synthesis, through external and internal speech, through folding and unfolding information.

Thanks to the application of these principles, the main orienting, cognitive functions of didactic multidimensional tools are provided.

The design of didactic multidimensional tools is carried out by structuring information about the objects under study: at first, the topic under study is an unstructured space of knowledge, and the first transformation consists in splitting it into semantic groups; then there is a splitting of semantic groups into parts - supporting nodes ("granules") according to a given basis; the support nodes are arranged in radial directions on coordinates as meters of a multidimensional semantic space; internodal connections are identified and applied to the image of the tool.

Rice. Fig. 10. Scheme for constructing didactic multidimensional tools In accordance with this technique, the framework that plays the role of a logical component (Fig. 10) includes reference-nodal coordinates and inter-coordinate matrices, with the help of which information (verbal or other) elements of the displayed object are placed in a multidimensional semantic space; "semantic granules" - the nodal content elements (CES) of the educational material, which are placed in the reference node;

semantic links that meaningfully connect the nodal elements; collapsed designations of key elements in the form of keywords, abbreviations, signs, pictograms, symbols, etc.

The number of coordinates in the resulting logical-semantic model is eight, which corresponds to the empirical experience of a person (four main directions: "forward - backward - right - left"

and four intermediate directions), as well as scientific experience (four main directions: "north - south - west - east" and four intermediate directions). Note that the number eight has always attracted the attention of people, for example: the magic wheel of the Indians, symbolizing the universe, has eight directions (four main and four secondary); eight-valued - the cosmological concept of ancient religious centers: the Egyptian city of Hemenu and the Greek city of Hermopolis (the city of eight); the great game of chess - the events of the game unfold according to the laws of the figure eight: the chess field is quadrangular, there are eight cells on each side, their total number is sixty-four, etc.

Didactic multidimensional tools developed in the "solar" graphics contain a structured set of concepts on the topic under study in the form of a semantically coherent system that is effectively perceived and fixed by the brain. That is, the whole structure acquires figurative and conceptual properties, which facilitates its holistic perception by the right hemisphere and operation by the left. One of the specific forms of didactic multidimensional tools is called logical-semantic models of knowledge representation in natural language (hereinafter - LSM). LSM have the form of eight-coordinate support-nodal systems (example - Fig. 11) and have the required visibility properties for the zone of didactic risk: the coordinate system contains the basic concepts on the topic under study (24-40 keywords), and to build the LSM, it is necessary to perform the basic operations of the analysis of educational material (separation, comparison, conclusion, selection of key elements of content, ranking, systematization, identification of relationships, folding information). Currently, new didactic tools are being developed: didactic activity navigators, didactic transformers, etc.

It is advisable to consider the construction of the LSM structure as a preparatory stage for modeling the object under study, which is typical for the descriptive level of education. The identification of links and relationships between the elements of the LSM is considered as the main stage of modeling the object under study, and this is already typical for the explanatory level of education, since the number of links between the elements is much higher than the number of elements themselves, and the content of the links must be clarified and justified in the process of analyzing the object.

The scope of LSM is practically all traditional and new learning technologies, which always include textual information and a speech form of cognitive activity, which necessitates the presentation of knowledge in natural language. LSM are used in pedagogical design and innovation for modeling didactic objects in natural language, in various scientific research and development.

Experimental work in institutions of general and vocational education has confirmed the universal nature of LSM, their ability to reduce the cognitive difficulties of students, to form productive structures of thinking. Research has also confirmed the possibility of instrumental modernization of a number of traditional pedagogical approaches.

For example, in the context of developmental education (V.V. Davydov), the cognitive learning skills and activities of the student are supplemented by emotional-figurative and evaluative skills and actions, which together provide a developing effect. In the process of studying the promising idea of ​​enlargement of didactic units (P.M. Erdniev), meaningfully complete didactic invariants of physical knowledge were created, representing a complete picture of the theoretical provisions of the studied section of the subject, their material implementation and practical applications. The first clinical diagnostic and didactic complex of orthopedic dentistry and an extensive physiotherapy complex in the clinic of internal diseases were created.

Rice. 11. LSM “Technological portrait of pedagogical The interdisciplinary nature of the study is also evidenced by an intensive search for a solution to the problem of logical-semantic analysis of information presented by text or speech in the field of information technology and artificial intelligence.

But logical-semantic modeling also imposes higher requirements on the subjects of the educational process:

most teachers find it difficult, without prior preparation, to move from a consistent (monologue) presentation of the content of an educational topic to its systemic, multidimensional display based on knowledge analysis procedures, on dividing the topic into semantic groups and nodes, arranging them in a logically convenient order, etc. The same difficulties in the systemic perception and display of knowledge are also experienced by students who are forced to rely primarily on the mechanisms of memory in the process of educational activity. The innovative technological work of the teacher in mastering new didactic tools, more complex and more effective than traditional didactic tools, gives rise to the problem of systematic improvement of the preparatory and teaching activities of the teacher based on increasing his technological competence.

4. CHARACTERISTICS OF DIDACTIC

MULTI-DIMENSIONAL TOOLS

A large amount of pedagogical literature and a large amount of experimental material on well-known didactic visual aids is insufficiently comprehended theoretically and is of little demand for the reason that the properties of didactic aids were not, unfortunately, the subject of special consideration. Characteristics of didactic multidimensional tools from the standpoint of a systematic approach are divided into internal, due to the structure of tools, and external, determined by their functioning as part of various pedagogical objects.

The group of internal characteristics includes:

Conceptual-figurative properties necessary for the coordination of the first and second signal systems, they are achieved by combining parts and the whole, a holistic image and individual fragments of knowledge;

Planarity, which, as a topological property, is realized when a multidimensional coordinate system is reduced to the image plane;

Coordinate-matrix topological properties necessary for structuring a multidimensional space, they are achieved due to the "solar-grid" geometry of the framework;

Logical-semantic two-component - a property necessary for the separation-unification of control and descriptive information, it is provided by the union of a logical (graphic) and semantic component (concept);

The property of the support of thinking, necessary for operating, recreating or excluding redundant information, is achieved by arranging keywords according to the sign of the greatest semantic proximity, at which associative linkage occurs and a semantically coherent system is formed;

The property of underdetermination of knowledge representation, which is necessary for initiating cognitive activity, is provided by a special - "disassembled" and, at the same time, semantically coherent state of information (analogue - a design set), which contributes to the subsequent multidimensional analysis and synthesis;

The auto-dialogue property is supersummary and non-obvious, necessary to support the design and self-learning modes, it manifests itself as the effect of the interaction of the subject with a virtual interlocutor - a mental image placed on the external plane of cognitive activity;

Promising "interface" properties necessary for the creation of computer training programs with didactic tools.

The features of didactic multidimensional tools make it possible to predict their useful “interface” properties in the interaction between a person and a computer: the traditional organization of knowledge in computers is tree-like catalogs that are convenient for automated knowledge processing, but inconvenient for a person. Numerous publications about the development of interfaces for expert systems, search portals, etc. indicate that "paper" learning technologies should keep up with the development of various information technologies.

The external characteristics of didactic multidimensional tools, in turn, are divided into didactic, associated with the educational material and the educational process; psychological, associated with the thinking of the teacher and the student; and metrological, allowing to perform a preliminary qualitative assessment of multidimensional instruments.

Didactic characteristics provide:

- multidimensional modeling of knowledge in the performance of preparatory, educational and search activities;

Strengthening the scientific and cognitive potential of the subject by increasing the level of presentation of the educational material from descriptive to explanatory), adding interdisciplinary connections, enlarging didactic units, integrating knowledge when including scientific knowledge in the content of the humanitarian background of the topic (information about who, where, when, for what reason, in what way discovered the knowledge studied in the topic, who developed it, how it is currently used in science, production and everyday life);

Actualization of the educational potential of the subject by supplementing the educational process with the stage of emotionally imaginative experience of scientific knowledge in an artistic and aesthetic way, as well as supplementing with the stage of assessing the applied, moral and other significance of the knowledge being studied;

The development of such important qualities of thinking of the teacher and students as multidimensionality, arbitrariness and self-dialogicality due to the inclusion of logical and semantic models of knowledge representation in the content and technology of education, activating thinking and releasing its resources for operating with additional volumes of information, conducting creative search, etc.;

Increasing the instrumentation of educational activities by programming the operations of analysis and synthesis, creating supports for external and internal plans (educational and technological models) in the design and modeling of knowledge, explication and visualization of problem situations, and the search for their solutions;

Formation of a teacher's "technological filter" for a critical assessment of didactic visual aids and teaching technologies.

Psychological characteristics are associated with the following aspects of productive thinking:

Improvement of systematic thinking due to the programmed system processing of information in the process of perception and comprehension;

Support for memory mechanisms and improved control of significant amounts of information due to the logically convenient representation of knowledge in natural language in a collapsed form (the so-called "Miller's threshold" is 5-7 units of information held in RAM);

Improving the work of intuitive thinking due to structured information presented in a semantically coherent form, when selecting and deriving information from the subconscious, combining logical and heuristic actions during design, etc.;

Improving the ability to "semantic granulation" and information folding due to the development of skills in building logical-semantic models;

Strengthening the support of thinking due to the ability to "peer" into the model, while it is impossible to "peer" into an ordinary text as something whole;

Improving the interhemispheric dialogue and initiating an autodialogue, which is based on the fact that the abstract properties of the object under study are set by the left hemisphere, while the right hemisphere accumulates external experience and helps the left to compare signs and operate with them.

The system of qualitative assessments is represented by characteristics of two types: a probabilistic characteristic - the frequency of obtaining correct results, and a meaningful characteristic. The probabilistic characteristic is determined by the frequency of obtaining correct results and tends to increase if the construction of multidimensional models is carried out according to a certain technology: the problem space is pre-structured and a unified framework is introduced into it, the organization of educational material is carried out according to samples (technological models) and with the help of orientation operators.

The probability of obtaining the correct result when using multidimensional models in comparison with the traditional compilation (“drawing”) of models is increased due to the quasi-dialogue with the model, in which consciousness is split into two conditional subjects, one of which offers, and the other evaluates. In practice, this manifests itself in the fact that many teachers-experimenters, after creating the first version of the logical-semantic model, periodically correct it on their own.

The metrological characteristic of didactic multidimensional tools determines the quality of the multidimensional representation of knowledge and includes the following elements:

The quality of object structuring: the presence of main, main and auxiliary elements, the presence of links between the main, main and auxiliary elements; additional indications of the supersystem in which the object is included;

The quality of structuring functions: the presence of the main, main and auxiliary functions of the object; additional indications of the function of the supersystem, which is supported by the function of the object;

Quality of parameter structuring: numerical parameters of elements, links and functions of the represented object; additional indications of the numerical characteristics of the supersystem in which the object is included.

The following two characteristics are important for the design and preparatory activities of the teacher:

The degree of unification: the use of unified semantic groups - coordinates, sets of nodes (including ternary) in shares of the total number of corresponding elements in the logical-semantic model;

The degree of perfection, which can be interpreted as the ratio of the increment in the didactic "utility" of the model to the increment in the conditional "payment for utility" (duration and complexity of design). That is, the increment of utility includes didactic, psychological and other gains due to the use of logical-semantic models in comparison with traditional didactic means, and the “payment for utility” includes time spent on mastering, experimental testing and correcting models, teaching students how to use models, replenishing professional baggage (content, humanitarian background, etc.).

The information provided will help the teacher to form a kind of "technological filter" necessary for the critical selection of various didactic tools and the critical assessment of didactic tools - substitutes for the objects being studied, presented as models. This happens as follows: the strengthened logical components of the quality of thinking, the ability to operate with formalized didactic means are balanced by the oppositional quality - creativity due to the activation of thinking, the release of its additional resources, handling large amounts of information, the ability to search in conditions of uncertainty.

5. INCLUDING MULTI-DIMENSIONAL TOOLS

INTO PEDAGOGICAL ACTIVITIES

The inclusion of didactic multidimensional tools in cognitive activity shows that in the external plan it is carried out in object and speech forms, the first and second signal systems are involved in it, between which information is recoded. In parallel, in the internal plan, thoughts - images are generated by objective activity, and thoughts - words are generated by activity in speech form, and mutual recoding of information is also carried out.

Cognitive activity unfolds sequentially at three levels: the description of the object under study, the operation of knowledge about the object and the generation of new knowledge about the object, and the criteria for its effectiveness are instrumentality, arbitrariness and controllability. Due to the external representation and imagery of didactic multidimensional tools of the second type, the first signal system also participates in operating them (Fig. 12).

The mastering of didactic multidimensional tools is associated with overcoming the psychological barrier of “one-dimensionality”, which arises during the transition from a one-dimensional presentation of educational material (sequential text, verbal monologue) to a multidimensional one and reveals the unpreparedness of the thinking of the teacher and the student for the intensive performance of operations, the selection and ranking of the key elements of the content, the folding and coding of information, the presentation of the content of the lesson not in a sequential, but in a figurative radial-circular form.

Experimental work shows that in practice there are three levels of mastering didactic multidimensional tools:

Minimum level - mastered the design of training models without the use of technological models in the preparation of classes, which are conducted according to the usual methodology; the effect is manifested in improving the quality of educational material, reducing the complexity of training and discomfort during classes;

Intermediate level - mastered the development of training models and their use as illustrations in the course of the lesson; the necessary habituation of students to the tools is added to the previous effect;

High - mastered the design of technological models and their use in creating training models that are used in training activities; the effect of deeper processing and assimilation of knowledge by students is added.

The use of didactic multidimensional tools in institutions of preschool education and in the primary level of a general education school is distinguished by the need to use reinforcing associative-graphic elements of models, pictograms, etc.

The process of mastering didactic multidimensional tools is illustrated by a graph consisting of four sections (Fig. 13): the first section is the stage of overcoming psychological barriers and “buildup” with a slow increase in results, the second section is the stage of triggering the “small pilot chute” of the first successes, the third section is the stage of accumulating design results, the fourth section is the stage of mastering the tools and methods of their application. Until the psychological barriers are overcome and the first results are obtained, the initial expectations decrease, the distrust of the tools increases, and only then, as they are mastered, the interest in it is restored and fixed at a certain level, supported by the results of successful experiments.

Rice. 12. Didactic multidimensional tools The full experimental period of development takes approximately one academic year; in practice, there is both a quick development (a predisposition to logical thinking affects), and a protracted one, but at the same time, after one or two years, good results were shown.

Rice. 13. Graphs for mastering didactic tools Mastering didactic multidimensional tools affects the emotional and volitional sphere of the psyche, includes aesthetic and evaluative components of thinking, activates creative imagination, which requires a special “humanitarian background” of technology to support it: means of developing creative imagination, forming sensations of paradox and humor, as well as functional phono-chrestomathies.

The result of a technological experiment on the development of didactic multidimensional technology should be considered not only experimental classes that meet the motto "smart, boring and kind lesson", but also the publication of the results of the experiment in the form of a teaching aid or an article in the pedagogical press. The need to publish such publications is explained by the fact that they are in demand by teachers and perform an important educational role as role models at the initial stage of mastering didactic tools, and are also included spontaneously or purposefully in the conditional "technological memory" of education.

In the course of the experimental work, certain difficulties in mastering didactic multidimensional tools were also revealed: at the stage of mastering instrumental methods of design and modeling, there is a certain psychological stress of the subjects of the educational process, caused by the correction of previous stereotypes of thinking, the need to supplement and deepen professional knowledge. The magnitude and duration of this tension depends on the level of professional qualifications of the teacher, the accumulated experience, the intensity of work and professional and personal qualities.

It decreases with the formation of new - useful - stereotypes of thinking and activity, an increase in the speed and volume of processed information, activity in pedagogical creativity, the relationship of which with didactic technology is manifested in the unity of the reproductive and productive components of activity, in the unity of necessity and freedom, the ratio of which changes with the development of didactic multidimensional tools: the initially predominant creative component is gradually supplemented by a non-creative, technologized one, creative tasks gradually turn into routine, and the territory of creativity moves into the area of ​​non known. Creative thinking is complemented by logical-heuristic procedures and experience in solving creative problems with uncertainty, overcoming which in the design process is an effective form of learning.

The presence of uncertainty is the main feature of tasks of a creative nature, the level of uncertainty can be assessed using the coordinates “the degree of change in the object (structure, functions and parameters)”, “the novelty of the knowledge used to solve the problem”, “the degree of generalization of the new solution”. These criteria are applicable to professional pedagogical creativity (V.V. Belich, V.V. Kraevsky, etc.) and can be used in the development or peer review of innovative technological developments.

LOGICAL-SEMINAL MODELS

The design of logical-semantic models is based on the concept of multidimensional semantic spaces, which is implemented by an algorithm-like procedure (Fig. 14): in primary unstructured information (analogues: liquid crystals, magnetic filings, etc.), “power information lines” are distinguished - semantic coordinates, which are then ranked and placed on a plane; the initial information, in accordance with the set of coordinates, is divided into heterogeneous semantic groups, in each of which the key elements of the content are identified and located along the coordinates on a certain basis; between the nodal elements, the most significant semantic connections are revealed and are located in the corresponding inter-coordinate intervals.

Rice. 14. Designing logical-semantic models The transformed space displays the modeled didactic object and is a semantically coherent system in which information quanta acquire the property of "semantic valence", which leads to more stable memory structures, similar to lexical nodes (R. Atkinson).

The design of didactic multidimensional tools for experimental classes includes the following steps (Fig.

Determining the place of the topic in the subject, which is carried out on the basis of an assessment of the cognitive, emotional and evaluative significance of the topic being studied;

- identification of barriers, contradictions and tasks that may arise in the process of designing a topic;

Formulating heuristic questions that help to immerse yourself in the topic of the lesson and designing the cognitive, emotional and evaluative stages of studying the topic.

The description of the topic includes, for example: the goals and objectives of studying the topic, the object and subject of study, the scenario and methods of studying, the content and humanitarian background of the topic being studied, etc.

In the designed didactic tools to ensure unification, it is advisable to use typical coordinates, for example:

- goal: educational, educational and developmental tasks;

Result: knowledge and skills on the specified topic; cognitive, emotional and evaluative results of educational activities;

- composition of the topic: scientific knowledge, humanitarian background of scientific knowledge, etc.;

- process: indicative bases and algorithm-like structures of actions, models, etc.

Rice. 15. Scenario for choosing a topic for design The use of heuristic questions as a means of explicating (clarifying) the task and reducing the degree of its uncertainty allows you to build educational cognitive activity as a search process: what is the “formula” of the topic? What happens if there is no topic object? How to present the "business card" of the topic? What is the place of the topic in the subject?

A special group of unified coordinates is formed by sets of nodes for system-wide and subject-system representation of knowledge, for example: “system keys” with coordinates “space-time”, “cause-effect”, “compromise-conflict”, etc.; "subject keys" are introduced into the circle of the main categories and concepts used in the study of a subject. Each subject, for example: chemistry, literature, mathematics and others, has its own multidimensional semantic space, its own categories and features of study, its own “objective thinking”

and subject-system keys.

The design of educational logical-semantic models is facilitated if a technological logical-semantic model is preliminarily constructed, which plays the role of a support, an indicative basis for actions in a bicontour design scheme (Fig. 14). Technological model as a generalized "portrait"

groups of educational and subject models simplifies the design of classes for all topics of the subject and allows you to improve the quality of design through its standardization and correction. The use of unified semantic groups and sets of reference nodes not only increases the unification of the model, but also brings its content closer to the generalized principles of science of science.

As such unified components, it is advisable to use the following:

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Branch of JSC "National Center for Advanced Studies" Orleu"

"Institute for advanced training of teachers in the North Kazakhstan region"

Didactic multidimensional tools and logical-semantic models in the lessons of economic and social geography of Kazakhstan Grade 9

(section “Economic regions of Kazakhstan)

Petropavlovsk

2013

This manual is intended for teachers of geography teaching the subject Economic and social geography of Kazakhstan Grade 9, section 3. "Economic regions of Kazakhstan."

Literature

A.S.Beisenova, K.D.Kaymuldinova Physical geography of Kazakhstan. Reader Grade 8 Almaty "Atamұ ra", 2004

A. Gin Methods of pedagogical technique. Moscow 2000

Z.Kh.Kakimzhanova Economic and social geography of Kazakhstan. Additional study guide 9kl. Almaty "Atam"ұ ra" 2007

V.V.Usikov, T.L.Kazanovskaya, A.A.Usikova, G.B.Zabenova Economic and social geography of Kazakhstan. Textbook for the 9th grade of the secondary school in Almaty "Atamұra»

CONTENT

Foreword

Territorial organization of production and economic zoning

Central Kazakhstan. Conditions for the formation of the economy. Population

Eastern Kazakhstan. Conditions for the formation of the economy. Population

Economy of East Kazakhstan

Western Kazakhstan. Conditions for the formation of the economy. Population

Northern Kazakhstan. Conditions for the formation of the economy. Population

South Kazakhstan. Conditions for the formation of the economy. Population

Economy of South Kazakhstan

Conventions

Lesson on the topic: "Central Kazakhstan"

Table of contents

Foreword

The teacher's work system is not limited to the use of any one pedagogical technology, including innovative ones. The work of a teacher in a lesson is a set of techniques that each teacher considers most acceptable for himself, through which he can reveal his pedagogical skills. The teacher is a creative person, constantly looking for the most effective technologies that contribute to the development of the student's personality. The creativity of a teacher is the activity of creating something new. Therefore, the highest degree of creativity in upbringing and education is a pedagogical experiment. In the course of the experiment, a new pedagogical technology is tested and gains the right to exist. For one year, I have been using didactic multidimensional technology in the classroom, used to build logical-semantic models (LSM).

Logical-semantic models (LSM), developed by the candidate of pedagogical sciences V.E. Shteinberg, present information in the form of a multidimensional model that allows you to sharply condense information. They are designed to represent and analyze knowledge, support the design of educational material, the learning process and learning activities. Modeling with the help of LSM is an effective way to combat the predominance of the reproductive thinking of students.

The main principles of building logical-semantic models are: convolution to keywords, structuredness, logical ordering. 11 hours are allotted for studying the section "Economic regions of Kazakhstan" under the program, there are no separate hours for practical work. The textbook presents a large amount of information that students need to learn in certain hours. The LSM “Economic regions of Kazakhstan” created by me allows you to rationally allocate time when studying this material. The knowledge gained in the process of working with such models becomes deep and solid. Students easily operate with them, which is the most important thing, independently construct new knowledge. LSM can be used to solve various didactic tasks:

When studying new material, as a plan for its presentation;

When developing skills and abilities. Students compose the LSM on their own, after an initial acquaintance with the topic, using educational literature. The work on compiling the LSM can be carried out in pairs of permanent and shift composition, in microgroups, where discussion, clarification and correction of all details are carried out. It should be noted that the students are working on the compilation of LSM with great desire;

when generalizing and systematizing knowledge, LSM allows you to see the topic as a whole, to understand its connection with the material already studied, to create your own memorization logic. Analysis and selection of keywords from the text for compiling models helps students prepare for the successful delivery of the UNT.

The experiment on the use of DMT in geography lessons lasts one year, and one year of work on this technology shows the effectiveness. The use of DMT allows students to deeply understand and assimilate knowledge, makes it possible to compare, draw conclusions and leads to scientific generalization. Technology helps to test students' knowledge and bridge gaps. When conducting an entrance test in geography, the results were noticeable, out of 48 students, 30% of students received a mark of "5", 50% of students a mark of "4" and 20% of a mark of "3".

Thus, the use of DMT allows:

Increase students' interest in the subject;

Develop skills in working with additional literature;

To form the ability to analyze, generalize, draw conclusions;

Prepare for the successful passage of EASA and UNT;

Improve the quality of knowledge;

Remove the tension of psychological and pedagogical problems and optimize the entire educational process as a whole.

features of the integrated development of the economy

specialization

Economic

areas

Kazakhstan

§19

peculiarity of geographical location

natural and labor resources

K 1

Northern

K 2

Central

K 3

Oriental

K 4

Southern

K 5

West

Central Kazakhstan

§20

VC

K2

PECULIARITIES

K1

Anhydrous

Canal (Irtysh-Karaganda-Zhezkazgan)

Rich in mineral resources

Kazakh uplands

Karaganda region

S– 428 thousand km 2

population -1339 thousand people.

average density 3.1 persons/km 2 .

EGP

K3

advantageous position

Borders (SER, SER, ZER, WER)

transit position

K4

P.U

Low-mountain, low-lying

Sharply continental

Precipitation 250mm.

Vegetation period 160 days

K5

ETC

Forest-insignificant.

(Karkaraly n.ts)

Rivers (Nura, Torgai, Sarysu)

Lakes (Balkhash, Karasor, Kypshak)

Not enough

K6

P.R (M.R)

Oil and gas fields. (South Torgai)

Copper (Zhezkazgan, Pribalkhash)

Manganese

(Atasu, Rods)

Karaganda basin

K7

N.

Most highly urbanized district urban population 85%

Karaganda - Temirtau agglomeration 11 cities (1134t.h.)

115 nationalities

Uplift of virgin soil

Tungsten, Molybdenum

(Karaganda GRES, Samarkand CHP, Balkhash CHP)

color

Economy of Central Kazakhstan

§21

OH

K2

O/P

K1

MMC, GDO (black, color, coal)

Fuel (Karaganda 32%) Ferrous metallurgy (Temirtau CPC)

Ferrous metallurgy (Temirtau CPC)

7th place in terms of power in the CIS

MMC raf. copper (Zhezkazgan, Balkhash)

Mechanical engineering "Kargormash" (mining equipment)

Lightweight, knitted, sewing

food

shoe

PU

K3

Zhezkazgan PU rolled copper(Sulfuric acid, nitrogen fertilizer, benzene)

Balkhash PU

Karaganda-Temirtau TPK

(metal-intensive engineering)

K4

S/H.

Animal husbandry (sheep, cattle, horse breeding, pigs)

crop production,(cereals, sunflower, vegetables, potatoes)

K5

T.

Automotive

Railway (Akmola-Karaganda-Shu)

K6

K.G.

Zhezkazgan

Balkhash

Temirtau

Karaganda

K7

E.P.

Weathering, soil erosion

Mining industry

Conventions

EGP - economic - geographical location

M.R. - mineral resources

P.R - natural resources

P.U - natural conditions

TPK-territorial production complex

PC - industrial node

O / H.-growth of the economy

O/R industries

C/Agriculture

KG-major cities

N.-population

E.P-environmental problems

VK-business card

Building materials (cement) (Shymkent, Sastobe)

Pipeline

Economy of South Kazakhstan

§29

TPK

K2

OH

K1

Oil and gas production

(Kyzylorda region)

Chemical (Khimfarm - Shymkent)

Non-ferrous metallurgy (Shymkent, production of polymetal concentrate)

Almaty industrial hub

Shymkent-Kentau industrial hub

T.

K3

Automotive

Air

River

K4

S/ X

Lightweight (woolen, cotton products)

Plant growing (cereals, technical, cotton, viticulture, horticulture)

K5

E.P.

Motor transport

K6

K. G.

Almaty

Taldykorgan

Taraz

Turkestan

Karatau-Taraz (mining and chemical)

Oil refineries

Industrial emissions enterprises

Shymkent

Mechanical engineering Almaty, South-Kazakhstan)

Railway

Kyzylorda

K6

N.

5th place in Ch.N.

multinational

Eastern Kazakhstan

§22

VC

K2

PECULIARITIES

K1

Nature is diverse

Altai

Colored, rare met.

Provided with water resources.

East Kazakhstan region

S– 283 thousand km 2

population -1425 thousand people.

average density 5 persons/km 2 .

EGP

K3

Border states (Russia, China)

ERC

not favorable enough

K4

P.U

sharply continental

Precipitation 150-1500 mm.

mountainous, lowland

K5

P.R (M.R)

building material

Coal (Karazhyra)

Polymetals (Ridderskoe, Zyryanovskoe, Berezovskoe)

Titanium, magnesium, gold (Bakyrchik, Bolshevik)

K7

ETC

Hydropower resources (Irtysh River)

Reservoirs (Ust-Kamenogorsk, Bukhtarma, Shulbinsk).

Agriculture

(without irrigation)

Soils (chestnut,

chernozem)

Peripheral

Silver, copper(Nikolaev)

Lakes (Sasykol, Markokol)

Populous

S.-Z.

10 cities

Inhabited since antiquity

South Kazakhstan

§28

VC

K2

PECULIARITIES

K1

Great Silk Road

Irrigated agriculture (cotton)

Unique architectural monuments

Agrarian-industrial. economy area

Zhambyl, Kyzylorda,

South Kazakhstan

S– 771 thousand km 2

population -5538 thousand people.

average density 7.8 persons/km 2 .

EGP

K3

Second largest

Borders (CER, VER, ZER)

Border (Uzbekistan, Kyrgyzstan, China)

K4

P.U

dry, mild

Rainfall 100-200mm.

700-1100 mm

flat, mountainous

days

K5

P.R (M.R)

Limestone (Sastobe)

Natural gas (Amangeldy)

Fuel (coal - Almaty, Kyzylorda)

Minor

K6

ETC

The groundwater

Soils (gray-brown, gray soils)

Reservoirs (Chardara, Kapchagai)

Agro-climatic (unique)

K7

N.

Agglomeration (Almaty)

Populous

Cities (26)

1st place in density

Gypsum (Taraz)

Non-ferrous metals (lead, vanadium, tungsten)

Land (significant)

Recreational resources

Multinational

EAN - 70%

Water, uneven

Vegetac. long period

Crop production diversified (cereals, oil plants, vegetables)

Animal husbandry (sheep breeding, cattle breeding, horse breeding, deer breeding, beekeeping)

mechanical engineering

Economy

Eastern Kazakhstan

§23

TPK, O/H

K2

O/P

K1

Non-ferrous metallurgy (Kazzinc, Kazatomprom)

Power industry

Chemical

Rudno-Altai (Ust-Kamenogorsk, Ridder, Zyryanovsky, Semey)

Mining and production

color. metal

food

woodworking

K4

S/ H.

APK

K7

E.P.

National Park (Katon-Karagai)

Light

The most polluted ER

Unfavorable (non-ferrous metal, vehicles)

Reserves (Markokolsky, West Altai)

Animal husbandry (sheep breeding, cattle breeding, horse breeding, pig breeding)

Ferrous metallurgy (Sokolovsko-Sarbaiskoe, Lisakovskoe)

Akmola industrial hub

Economy of Northern Kazakhstan

§27

OH

K2

O/P

K1

Mining

Mechanical engineering (Astanaselmash, Kazakhselmash)

Non-ferrous metallurgy

(Torgai)

Flour-grinding (Astana, Petropavlovsk, Pavlodar, Kostanay)

Food (meat Petropavlovsk, Ekibastuz, Rudny)

TPK

K3

Pavlodar-Ekibastuz

Petropavlovsk prom. node

Kokshetau industrial hub investments

K4

S/ X

APK

Crop production (cereals - 80%, technical - 11%, vegetables 15%)

K5

E.P.

National park ("Burabay", "Kokshetau")

K6

K. G.

Astana

Kokshetau

Pavlodar

Kostanay

Lightweight (fur, knitwear, cotton products)

Reserve (Kurgaldzhinsky)

Unfavorable (mining, ash and slag, household waste)

Petropavlovsk

Construction (shell rock, marble)

Extraction and processing of fish

Western Kazakhstan

§24

VC

K2

PECULIARITIES

K1

In two parts of the world

settlement, stone age

port settlementXVcentury

First oil field (Dossor)

(Aktobe, Atyrau, West Kazakhstan, Mangisgau)

S– 736 thousand km 2

population -2179 thousand people.

average density 3 persons/km 2 .

EGP

K3

advantageous position

Borders (SER, SER, CER)

Border Russia, Turkmenistan

K4

P.U

flat, mountainous

temperate continental sharply continental

Rainfall 100-150 mm 250-400 mm.

Lack of pres. water

K5

ETC

Land 26%

Sowing soils. fertile

Aquatic (Sagyz, Emba, Torgai, Or, Irgyz, Zhaiyk)

Reservoirs (Kargaly, Kirov, Bitik)

K6

P.R (M.R)

Oil and gas fields. (Ural-Embensky and Mangistausky)

Chrome, nickel, phosphorites

Natural gas (Karachaganak, Tengiz, Zhanazhol, Kashagan)

Rich M.R.

K7

N.

EAN 71%

Sparsely populated ER

population influx

Sea transport route (Iran, Azerbaijan, Russia)

Northern Kazakhstan

§26

VC

K2

PECULIARITIES

K1

Country granary

Various min. resources

North and South (APK mechanical engineering

West and East (metal, c/machine)

(Akmola, Kostanay, Pavlodar, Sev.Kaz.)

S– 565 thousand km 2

population -3055 thousand people.

average density 5.4 persons/km 2 .

EGP

K3

advantageous position

ERK (Zap.ek.r., Cent.ek.r., Vos.ek.r.)

Border Russia

K4

P.U

Flat

sharply continental

Precipitation 300-450 mm.

Favorable

K5

ETC

Land 90%

Soils (chestnut, chernozem), fertile

Reservoirs (Sergeevskoe, Verkhnetobolskoe).

Water (well provided) r. Ishim, r. Irtysh

Construction Materials

Fuel (Ekibastuz, Maikuben, Ubagan)

K7

P.R (M.R)

Gold (Vasilkovskoye)

Bauxites (Amangeldinskoe, Krasnooktyabrskoe)

Iron ores(Lisokovskoe, Kostanai)

Highways

Recreational resources

Aktobe (nickel, chrome)

Economy of Western Kazakhstan

§25

OH

K2

O/P

K1

Oil refinery (Atyrau)

Gas processing plant (Zhanaozen)

Ferrous metallurgy,

chemical industry (Aktobe)

Shipbuilding (Balykshi village)

Food (fish, flour, confectionery, bakery)

Light, knitted, sewing, fur

mechanical engineering

(equipment for industries)

P. W.

K3

Atyrau-Embensky(Oil and fish processing branches)

Ural (processing agricultural)

Foreign investment

K4

S/X

Animal husbandry (sheep breeding, cattle breeding, horse breeding, camel breeding)

crop production,(grain, technical)

K5

T.

River

Nautical

K6

K. G.

Atyrau

Aktobe

Uralsk

Aktau

Instrumentation (X-ray equipment Aktobe)

Automotive

Railway

Pipeline

Speech topic: The use of didactic multidimensional technology in elementary school in order to improve the quality of education.

Radyushina Larisa Alekseevna,

primary school teacher,

MBOU secondary school No. 33

(Slide 2) The purpose of my speech: Show by example the use of didactic multidimensional technology at different stages of the lesson in elementary school.

(Slide 3) The process of learning and teaching should correspond to the logic and peculiarities of our thinking. And it is multidimensional. Therefore, multidimensional didactic technology (MDT), presented to the pedagogical community by Doctor of Pedagogical Sciences V.E. Steinberg (Russia), so actively and persistently mastered by teachers of all subjects.

(Slide 4) In grades 1-2, the use of memory cards is effective. They activate the research activities of children, help them acquire the primary skills of conducting independent research.

In grades 3-4 in the educational process, you can begin to use logical-semantic models. They are based on the same principles as memory cards, but do not include graphics. The use of LSM allows you to rationally allocate time when studying new material, helps students express their own thoughts, analyze and draw conclusions.

Memory cards and logical-semantic models are well applicable at all stages of the lesson. I would like to elaborate on this.

(Slide 5) 1. Organizational stage .

This stage is very short-term, it determines the whole psychological mood of the lesson. At this stage, you can invite the children to create a mood model (choose a smiley that matches the mood or draw your own). At the end of the lesson, be sure to return to it.

(Slide 6) 2. Setting the goal and objectives of the lesson.

The goal-setting stage includes each student in the goal-setting process. At this stage, the internal motivation of the student for an active, active position arises, impulses arise: to find out, to find, to prove.

So in the Russian language lesson in grade 2 on the topic “Members of a sentence”, students are given the task to put questions to this topic that they know the answer to(invite the audience to do this).Simultaneously with the explanation of “What I know”, the children are guided by the LSM: “Sentence”, which was built gradually from lesson to lesson, according to the order of the topics studied. “Contracted” information on the diagram can be easily reproduced by students, since they themselves directly compiled it, structuring the basic concepts.

Then the teacher adds a new concept to the diagram(slide 7) . The guys conclude that the concept of “basis” is not known to them.

Characteristics Writing rules

Complete thought Capital letter

Consists of words.?!

Offer

Subject

Predicate

The basis

(Slide 8) 3. Updating knowledge - the stage of the lesson, at which it is planned to reproduce by students the knowledge of the skills and abilities necessary for the “discovery” of new knowledge. At this stage, an exit to the task that causes cognitive difficulty is also carried out. Consider an example from the lesson of the surrounding world on the topic “What are animals”.

Suggested pictures

- What groups can all animals be divided into by distinctive features (birds, fish, insects, animals).(Slide 9) There are several pictures left (frog, toad, snake, turtle, lizard) that do not fit into one group. They come to the conclusion that all animals can be divided into groups and there are groups that are still unknown to them. This is what you will learn in class.

(Slide 10)

(Slide 11) 4. Primary assimilation of new knowledge. In a lesson where a multidimensional didactic technology is used when studying new material, the work is productive for the student. Since its result, the product, is personally created by the student.

First of all, it is necessary to determine the resources: a textbook; reference, encyclopedic literature; lesson presentation; interactive models.

The children work in groups with the textbook material. They will fill in the coordinates provided by the teacher in the form of a plan for studying the topic. This increases their cognitive activity, self-control. Students see the whole topic as a whole and each of its elements separately and correlate concepts.

Studying the new topic “What are the plants” at the lesson of the world around them in the 2nd grade, the guys created a memory map “Plants”. The work with information, discussion in groups, and consultation of the teacher helped to reveal the full picture of this topic. As homework, you can invite children to complete the diagram with pictures.

(Slide 12) 5. Primary check of understanding. At this stage, the correctness and awareness of the assimilation of new educational material is established. Identification of gaps in the primary comprehension of the studied, incorrect ideas, their correction.

To comprehend the work with the text in the lessons of literary reading, I use the "Story chain" technique. For example, after studying the work of B. Zhitkov “The Brave Duckling”, I suggest that the students draw up a text plan (I write it down on the board).

Plan

Breakfast from the hostess

Unexpected guest

hungry ducklings

Neighbor Alyosha

Pobeda (broken wing)

The children were asked to draw these points of the plan. After creating such a memory card, children will be able to remember the content of the story even after a long time.

(Slide 13) The last stage of the methodological structure of the lesson isreflection .

Conducting a reflection of the mood and emotional state is advisable not only at the beginning of the lesson in order to establish emotional contact with the class, but also at the end of the activity. Reflection of the content of educational material is used to identify the level of awareness of the content of the studied, helps to clarify the attitude to the problem under study, to combine old knowledge and understanding of the new.

On a piece of paper, I invite you to circle your palm. Each finger is some kind of position on which you need to express your opinion.

Big - “what I was interested in”.

Index - "what I learned new."

Medium - "I don't understand."

Nameless - "my mood."

Little finger - "I want to know."

At the end of the lesson, we summarize, discuss what we learned and how we worked, that is, everyone evaluates their contribution to achieving the goals set at the beginning of the lesson, their activity, the effectiveness of the class, the fascination and usefulness of the chosen forms of work.

(Slide 14) I think this technology is effective because

The result of everyday work -

The delight of a magical flight!

All this is a marvelous phenomenon -

Inspired lesson...

I wish you success in your professional activities!