Reasons for the creation of the Napoleonic Empire. The reasons for the creation of the empire of Napoleon Bonaparte

Material overview

Material overview

Introduction

At present, a new education system is being formed in Russia, focused on ascent to the world educational space. This process is accompanied by significant changes in the pedagogical theory and practice of the educational and cognitive process.

The concept of modernization of Russian education emphasizes the need to focus education not only on the assimilation of a certain amount of knowledge by students, but also on the development of the student as a person, the development of his cognitive and creative abilities. To do this, the school must form an integral system of universal knowledge, skills and abilities, as well as independent activity and personal responsibility of students.

The GEF IEO is based on a system-activity approach. For the lessons of the Russian language and literature, it is important to develop reading literacy. The new approach to teaching ensures active educational and cognitive activity of students, forms a readiness for self-realization, organizes educational cooperation with adults and peers in cognitive activity.

It is at the lessons of the Russian language and literature that the formation of such basic competencies as general cultural, informational, and communicative takes place. This implies the relevance of the implementation of the system-activity approach in teaching the Russian language and literature.

Relevance

When developing federal state standards of the second generation, the priority of the initial general and main general education becomes the formation of general educational skills and abilities, as well as methods of activity, the level of development of which largely determines the success of all subsequent training. Currently, the use of such techniques and methods in teaching that form the ability to independently obtain new knowledge, collect the necessary information, put forward hypotheses, and draw conclusions is becoming increasingly relevant in the educational process. It seems to me that it is the lessons of the Russian language and literature that are able to solve problems related to the development of schoolchildren's skills and abilities of independence and self-development. Therefore, it is necessary to look for new forms and methods of teaching, update the content of education, and set specific goals and objectives.

Target:

v development of interest in the subject;

v acquisition of research experience;

v development of the ability to work independently, in pairs, in groups, etc.;

v obtaining additional knowledge on the topic;

v development of monologue speech skills.

Tasks:

v studying the theoretical experience of designing modern lessons of the Russian language and literature based on a system-activity approach;

v development of Russian language and literature lessons based on a system-active approach.

System-activity approach as a means of realizing the modern goals of education

Today, the lack of knowledge for a successful solution life problems obvious. Finally, the student comes to the fore not as a carrier of certain knowledge, but as a student-person who is capable of “self-determination and self-realization”, of independent decision-making. Thus, the priority for the purposes of education has shifted towards the formation of activity abilities. Under these conditions, the system-activity approach attracts more and more attention, which includes all types of activities, allows you to analyze your own activities, and also systematically trains communication skills. Thus, it contributes to the formation in children of readiness for self-development.

The system-activity approach is aimed at the development of the personality. The emphasis is on developing the potential of students, and this is possible if, in my opinion, the learning objectives are set correctly. The teacher now directs the search for answers to the questions posed or the learning task. “I can help, I can guide” - this is the principle of the teacher's work in today's conditions. The student's activity involves the use of additional information from dictionaries, reference books, encyclopedias, and the student works independently with sources. Such work in the classroom contributes to the development of skills of self-control, self-regulation and planning of one's own activities in conditions of control and assistance from the teacher.

The main pedagogical task is to organize the conditions under which the child will receive knowledge not in finished form, but to acquire it himself in the process of educational and cognitive activity.

The modern school is changing rapidly, trying to keep up with the times. Today it is important not so much to give the child a greater store of knowledge, but to ensure his general cultural, personal and cognitive development, equip with such an important skill as the ability to learn. In fact, this is the main task of the new educational standards, which are designed to realize the developing potential of general secondary education. A system-activity approach helps to constructively fulfill the tasks of education of the 21st century.

Today, the most widespread is the "technology of the activity method of teaching", which was developed under the guidance of Doctor of Pedagogical Sciences, Professor Lyudmila Georgievna Peterson. The fundamental difference between the technology of the activity method and the traditional technology of the demonstration-visual method of teaching is that the proposed structure describes the activity of not the teacher, but the students.

The implementation of the technology of the activity method in practical teaching is provided by the following system of didactic principles:

1) The principle of activity.The student does not receive knowledge in a finished form, but extracts it himself, at the same time he is aware of the content and forms of his learning activities, understands and accepts the system of its norms, actively participates in their improvement. All this contributes to the successful formation of general cultural and activity abilities, general educational skills of students.

2) The principle of continuity.Between all levels and stages of education there should be continuity at the level of technology, content and methods, taking into account the age-related psychological characteristics of the development of children.

3) The principle of integrity.Formation by students of a generalized systemic idea of ​​the world (nature, society, oneself, the sociocultural world and the world of activity, the role and place of each science in the system of sciences).

4) The principle of minimax.A modern school should offer the student the opportunity to master the content of education at the maximum level for him (determined by the zone of proximal development of the age group) and at the same time ensure its assimilation at the level of a socially safe minimum (state standard of knowledge).

5) The principle of psychological comfort.Removal of all stress factors educational process. A benevolent atmosphere should be created at school and in the classroom, which will make it possible to realize the idea of ​​pedagogy of cooperation, will develop dialogue forms of communication.

6) The principle of variability.The formation by students of the ability to systematically enumerate options and adequate decision-making in situations of choice.

7) The principle of creativity.The development of creativity in the educational process, the acquisition by students of their own experience creative activity.

Typology of lessons in the didactic system of the activity method.

The lessons of activity-oriented goal-setting can be divided into four groups:

v lessons of "discovery" of new knowledge;

v reflection lessons;

v lessons of a general methodological orientation;

v lessons in developmental control.

1. The lesson of "discovery" of new knowledge.

Activity goal: the formation of students' ability to a new way of action.

Educational goal: expanding the conceptual base by including new elements in it.

2. Lesson of reflection.

Activity goal: the formation of students' abilities for reflection (fixing their own difficulties in activities, identifying their causes, building and implementing a project to overcome difficulties, etc.).

Educational goal: correction and training of the studied concepts, algorithms, etc.

3. Lesson of a general methodological orientation.

Activity goal: the formation of students' ability to a new mode of action associated with the construction of the structure of the studied concepts and algorithms.

Educational goal: revealing the theoretical foundations for constructing content-methodical lines.

4. A lesson in developmental control.

Activity goal: the formation of students' ability to implement the control function.

Educational goal: control and self-control of the studied concepts and algorithms.

Theoretically justified mechanism of control activity assumes:

v presentation of a controlled variant;

v the presence of a conceptually justified standard, and not a subjective version;

v comparison of the tested variant with the standard according to the agreed mechanism;

v evaluation of the result of the comparison according to a predetermined criterion.

Thus, the lessons of developmental control involve the organization of the student's activities in accordance with the following structure:

v writing by students of a variant of control work;

v comparison with an objectively valid benchmark for the performance of that work;

v students' evaluation of the result of the matching according to previously established criteria.

The use of lessons of different types in the educational process in accordance with the leading goals should not destroy its continuity. This means that it is necessary to ensure the invariance of the learning technology. Therefore, when constructing lessons of different types, the activity method of teaching should be preserved and the system of didactic principles corresponding to it should be provided as the basis for building the structure and conditions for interaction between the teacher and the student.

To build a lesson within the framework of the Federal State Educational Standard, it is important to understand what the criteria for the effectiveness of a lesson should be, regardless of which typology we adhere to.

1. The objectives of the lesson are set with a tendency to transfer the function from the teacher to the student.

2. The teacher systematically teaches children to carry out a reflexive action (to assess their readiness, to detect ignorance, to find the causes of difficulties, etc.)

3. A variety of forms, methods and techniques of teaching increase the degree of activity of students in the educational process.

4. The teacher must master the technology of dialogue, teach students to put and address questions.

5. The teacher effectively combines reproductive and problem-based learning, teaches children to work according to the rule and creatively.

6. The lesson sets tasks and clear criteria for self-control and self-assessment.

7. The teacher seeks understanding educational material all students, using special techniques for this.

8. The teacher should strive to evaluate the real progress of each student, encourage and support.

9. The teacher should plan the communicative tasks of the lesson.

10. The teacher must accept, encourage his own position, a different opinion of the student, teach the correct forms of their expression.

11. The style, tone of relationships set in the lesson should create an atmosphere of cooperation, co-creation, psychological comfort.

12. The principle of "teacher - student" should work in the lesson (through relationships, joint activities, etc.).

Conclusion: traditional education did not allow the student to develop, made him a “hostage” of certain rules and norms. The system-activity approach develops students. This is easy to see when comparing traditional education and system-activity approach..

Traditional learning	Innovative developmental education
based on the principle of accessibility	based on the zone of proximal development
the student is the object of learning;	The student acts as the subject of his own LGD;
Assimilation of a certain amount of knowledge	Assimilation of methods of cognition as the ultimate goal of teaching
Develops ordinary thinking, an empirical way of knowing	develops theoretical thinking and a theoretical way of knowing
solving specific practical problems, students learn private methods	educational tasks, in the solution of which students learn the general ways of mental activity
The result is an individual is formed - a person capable of performing activities	A personality capable of independent creative activity is being formed

You can compare an activity-based lesson with a traditional lesson in a number of ways:

Comparison elements	Traditional lesson	Lesson in the activity approach mode
Formulation of the topic of the lesson	The teacher tells the students	Formed by students
Setting goals and objectives	The teacher formulates and tells the students what they should learn	Students themselves formulate, defining the boundaries of knowledge and ignorance
Planning	The teacher tells the students what work they need to do to reach the goal	Students planning ways to achieve the intended goal
Practical activities of students	Under the guidance of a teacher, students perform a number of practical tasks (the frontal form of organizing activities is more often used)	Students carry out educational activities according to the planned plan (group and individual forms of organizing activities are used)
Exercising control	The teacher supervises the performance of the students practical work	Students themselves exercise control (forms of self-control, mutual control according to the proposed plan are used)
Implementation of the correction	The teacher makes corrections during and after the work done by the students.	Students formulate problems and correct them on their own.
Evaluation	The teacher evaluates the work in the lesson	Students participate in the evaluation of their activities based on its results (self-assessment, assessment of the results of the activities of comrades)
Lesson summary	The teacher asks the students what they remember	Reflection is underway
Homework	The teacher announces and comments (more often - the task is the same for everyone)	Students can choose a task from the ones proposed by the teacher, taking into account individual abilities.

Obviously, the transition to new educational standards involves the improvement of the lesson as the main form of organization of learning.

What technologies can be used to implement the activity approach in the classroom?

The mechanism for implementing the system-activity approach is such technologies as:

v Information and communication technologies (communication - communication)

v Technology based on the creation of a learning situation (solving problems that are practically significant for studying the world around)

v Technology based on the implementation of project activities

v Technology based on level differentiation of training

v Activity method technology

The activity method is a method in which the child does not receive knowledge in a finished form, but obtains it himself in the process of his own educational and cognitive activity.

The technology of the activity method involves the following stages of the lesson:

Lesson stages	The organizing role of the teacher
Motivation for learning activities	To create conditions for the student to have an internal need to be included in the activity (“I want”) and to highlight the content area (“I can”).
Actualization of knowledge and fixation of an individual difficulty in a trial action.	To organize the preparation of students for the independent implementation of a trial educational action: 1) actualization of knowledge, skills and abilities sufficient to build a new mode of action; 2) training appropriate mental operations. At the end of the stage, a difficulty is created in the individual activity of the students, which is fixed by them themselves.
Identification of the place and cause of the difficulty	Organize students to identify the place and cause of the difficulty: 1) the restoration of the performed operations and the fixation of the place, the step where the difficulty arose is organized; 2) identifying the cause of the difficulty (what specific knowledge, skills are not enough to solve the initial problem of this class or type).
Building a project to get out of trouble	To organize the process of discovering new knowledge, where students in a communicative form think over the project of future educational activities: they set a goal, build a plan to achieve the goal, choose a method for solving a problem situation.
Implementation of the constructed project	To organize a discussion of the various options proposed by the students; choosing the best option
Primary reinforcement with pronunciation in external speech	To organize the assimilation by students of a new way of action when solving typical tasks with their pronunciation (frontally, in pairs or groups).
Independent work with self-test according to the standard	Encourage students to complete assignments on their own new way actions and self-testing based on benchmarking. To create, if possible, for each student a situation of success.
Inclusion in the knowledge system and repetition	Organizes the identification of the boundaries of the application of new knowledge, the repetition of educational content necessary to ensure meaningful continuity.
Reflection of educational activity.	Organize students' assessment of their own activities, fixing unresolved difficulties in the lesson as directions for future learning activities, discussion and recording of homework.

Under the conditions of application of the activity method, the attitude of schoolchildren to the world more and more often does not fit into the usual pattern: “I know this, but I don’t know this, I can do this, but I can’t do this”. Now another principle should work: "I seek and find, I think and learn, I try and do."

“Four pillars on which education is based: learning to know, learning to do, learning to live together, learning to be,” wrote Jacques Delors. He's right. In order for students' knowledge to become the result of their own searches, the teacher needs to organize these searches, competently manage students, develop their cognitive activity, and the activity approach in teaching will help him in this.

Practical part

Literature lesson on the topic "Lessons of life, courage and kindness" (according to the story of V. Rasputin "French Lessons").

Characteristics of the main characters of the story by V. Rasputin.

Objectives: 1) to reveal the spiritual values, moral laws by which the heroes of V. Rasputin live;

2) to form the ability to analyze piece of art, develop students' expressive reading and stage skills, continue to work on the development of culture

speech of students, skills of work in microgroups;

3) to cultivate the ability to distribute roles, to represent the point of view of the writer and their own judgments, to promote the education of ethical norms for the relationship of students.

Type of lesson: generalizing with the use of ICT.

Methods: 1) Verbal (the teacher's word, children's messages, creative conversation on the content of the story, discussion). 2) Visual (portrait of the writer, exhibition of works, children's drawings, staging, task cards, presentation).

Lesson design: 1) on the board: an epigraph to the lesson “The smarter and kinder a person is, the more he notices goodness in people” (L. N. Tolstoy), “GOOD - ETERNAL VALUE!”, an excerpt from the song:

How good that kindness

Without kindness you are an orphan

2) statements: “There is no more responsible calling on earth ...” (V. G. Rasputin), “Why do we, just like before our parents, every time feel guilty before teachers? And not for what happened at school, no, but for what happened to us after ”(V.G. Rasputin); 3) definitions: PITY is compassion, condolence, sadness, regret. MERCY is the willingness to help someone or forgive out of compassion, philanthropy; 4) sayings of the classics: No in the world more beautiful feeling than the feeling that you did people at least a drop of good. (L. Tolstoy) Be able to feel a person next to you, be able to read his soul, see joy, misfortune, misfortune, grief in his eyes. (V.A. Sukhomlinsky) The smarter and kinder a person is, the more he notices goodness in people. (L.N. Tolstoy) To believe in good, one must start doing it. (L.N. Tolstoy).

Types of student work in the lesson: individual communication, work in pairs, staging an episode, performing verification work(work with tests), work with illustrations, work with text, expressive reading, solve a crossword puzzle, participate in a quiz and games, mini-compositions of children.

During the classes.

1. Organizing moment. Setting the goal of the lesson.

Today in the lesson we will try to reveal the spiritual values, moral laws by which the heroes of V. Rasputin live in the story “French Lessons”, we will try to identify the author’s position, consider your points of view, continue to learn to analyze a work of art and work on the culture of speech.

Today you have a lot of work to do in the lesson, because today we have a very interesting and important topic: “Lessons of life, courage and kindness ...” We will talk about the lessons that helped our hero to take place in the future as a person, lessons, who helped him learn to distinguish between good and evil, the lessons that taught our hero to believe in good, in himself, taught him to keep a feeling dignity no matter what ... This, guys, is very important, and we will try to prove this using the example of the relationship between the hero and his teacher Lidia Mikhailovna.

2. Checking homework.

1) So, we continue our acquaintance with Rasputin's story "French Lessons". Before discussing the problems posed by the writer in the story "French Lessons", let's recall the key moments of its content.

To begin with, with the help of the "Tree of Wisdom" we recall actors story. On the board on the "Tree of Wisdom" are attached leaflets with quotes-supports from the text. Students use the quote to name the characters they are talking about.

“With her, I fastened ...” - mother

“She came in, greeted ...” - Lidia Mikhailovna

"Fussy..." - Tishkin

“Truth and played ...” - Vadik

“I have been working for 20 years ...” - Vasily Andreevich

"Driver..." - Uncle Vanya

"noisy..." - Aunt Nadya

“followed like a shadow…” - Bird

2) The game "Clean up the order" (each student is offered a card with a task and answer options).

1. “I was beaten again.”

Answer options

The correct answer in the game "Clean up the order" is A.

3) In order for our work with you in the lesson to be consistent and interesting, we will try to conduct our lesson in the form of a journey through the pages of what we have read. Our first station is "Homework".

Let's see how attentive you were when reading the story. Let's do a quiz. For every correct answer you get a token.

Quiz.

1. How many kilometers was it to the district center? (50)

2. In what year did the hero go to the fifth grade? (1948)

3. What was the name of the lorry driver in the story? (Uncle Ivan)

4. At what age did the hero's independent life begin? (eleven)

5. How many children did the hero's family have in total? (3)

6. What was the name of the owner of the apartment where the hero lived? (Aunt Nadia)

7. And her son? (Fedka)

8. What was the name of the game that the guys played in the wasteland? ("chika")

9. Approximately how old was Lidia Mikhailovna? (25)

10. Where did Lidia Mikhailovna come from to this village? (From the Kuban).

11. What is the name of the game that Lidia Mikhailovna offered to the hero?

12. How much money did the mother send to the hero every month?

13. How much money did the boy lose when he played for the first time?

14. How many times did Lidia Mikhailovna send a parcel to a boy?

15. Name the items that were in the parcel that Lidia Mikhailovna sent for the first time.

16. Which of the following did the hero see for the first time?

Let's sum up the quiz. Count the tokens. Winners…..

4) Crossword solution.

Exercise. From the description, find out the hero of the work and enter his name in the crossword puzzle. If you complete the task correctly, then you can read the name and patronymic of the main character of the work by the reference letters vertically.

Crossword “Heroes of the story of V.G. Rasputin "French Lessons"

Horizontally:

“... a tall and strong guy with a long red bang, noticeable for his strength and power.”

"the driver of the only lorry on the collective farm."

“a fussy, blinking-eyed boy who liked to raise his hand in class.”

“a big-headed, bob-cut, stocky guy, nicknamed…”

“he paced, throwing his hands behind his back, moving his shoulders forward in time with his wide steps ...”

Now check yourself by the key (answers are written on the back of the board) and rate yourself for the work.

Answers: Horizontally: 1. Vadik; 2. Vanya; 3. Tishkin; 4. Bird; 5. Vasily. Vertical: Lidia Mikhailovna.

3. Work on reading comprehension.

1) The word of the teacher.

The work of V. Rasputin invariably attracts readers, because next to the ordinary, everyday in the works of the writer there are always spiritual values, moral laws, unique characters, complex, sometimes contradictory, inner world heroes. The author's thoughts about life, about man, about nature not only help us discover inexhaustible reserves of goodness and beauty in ourselves and in the world around us, but also warn us: the life of man and nature is fragile, we need to protect it. These are the inclinations of courage, goodness and beauty that we will try to discover today not only in the hero of V. Rasputin's story, but also in ourselves. Therefore, as an epigraph to our lesson, we will take the statement of L.N. Tolstoy: “The smarter and kinder a person is, the more he notices goodness in people.”

In the previous lessons, we examined how difficult it was for the main character, a teenager, to live far from his relatives in the hungry post-war period, and we saw how important personality traits appeared in this child so early, which ones? On the board in front of you is the "Tree of Life" of our hero. Near the "Tree of Life" fallen leaves. Attach to the tree what our hero had. Revive the tree.

independence the ability to stand up for oneself the desire to learn originality

honesty courage cowardice decency kindness responsibility callousness

sensitivity indifference willpower rudeness laziness responsiveness mind beauty

Who knows what our hero would have become if there had not been a reliable friend and mentor in the person of his teacher French and class teacher Lidia Mikhailovna. Let's take a look at what we know about her. Let's listen to the message first.

2) Student's message.

Thanks for the story. This is how the teacher was remembered by the hero. Look at the photo.

3) Work in groups.

The next step in our lesson is group work. Your task is to draw the image of the French teacher Lidia Mikhailovna, determine what role she played in the boy's life, reveal the depth and originality of the image of this teacher.

1 group

1) Describe the appearance of Lidia Mikhailovna. Highlight keywords. How do they reveal the author's intent?

2) What is her demeanor? How does she characterize the teacher?

3) What are the features of Lydia Mikhailovna's speech?

Students should note that the portrait of the teacher is given through the perception of the main character: “She was sitting in front of me, all neat, smart and beautiful, beautiful in clothes, and in her feminine young pore, which I vaguely felt, I could smell perfume from her, which I took for the very breath ... "" Lidia Mikhailovna then was probably 25 years old or so; I remember well her correct and therefore not too lively face with squinted eyes to hide the pigtail in them ... ”The key words and phrases will be:“ squinting attentive eyes ”,“ beautiful ”,“ carefully examined the class ”, which speak of an indifferent attitude teachers to their work. Lidia Mikhailovna kept calm, confident, this indicates that she felt that the profession of a teacher was her vocation. She spoke a little, correctly, asked questions, as she always tried to understand the situation. The teacher is shown to be unusual, smart. Her image is a little elevated by the author.

4) Consider the illustration by V.L. Galdyaev. Does your idea of ​​a teacher match the perception of an artist? How did you see Lydia Mikhailovna?

2 group

1) How did the hero treat the teacher?

2) How did Lidia Mikhailovna treat the boy?

3) Why did she offer him extra lessons at home?

At first, the hero was wary of the teacher, because he did not assume that there could be a trusting relationship between the teacher and the student. Then he realized that Lidia Mikhailovna wanted to help him. The teacher singled out the hero among other students for his abilities, for his inclination and interest in learning, she saw the boy's self-sufficiency and self-esteem, which developed early in him. “How many well-fed loafers we have at school, who don’t understand anything in anything ... and you are a capable boy, you can’t leave school.” She was looking for different ways to help the boy out without hurting his self-esteem.

3 group

1) Why did the teacher offer the child a game for money?

2) Do you agree with the director's words that this is a "crime, corruption, seduction"?

3) How does the teacher behave when the director comes?

4 group

Dramatization of an episode of the game of freezing. (From the words "Kneeling against each other, we argued about the score" to "And he raised his hands over his head").

Further, when answering verbally, the students should note that the teacher suggested the game for money out of compassion for the boy, and when the director came, she behaved strictly, without losing self-esteem. This makes her related to the main character of the story.

A discussion unfolds in the class about whether Lidia Mikhailovna's act can be called a crime, as the director did.

4) Work with illustrations in the textbook.

Consider the illustration by B.A. Alimov. How did you see the characters on it?

1. What qualities of Lydia Mikhailovna's personality did you feel most vividly? (Qualities pop up on the screen: kindness, decency, the ability to compassion, mercy, and others). Write down the main qualities of a teacher in a notebook.

Let's turn to explanatory dictionary S.I. Ozhegova. What is mercy, pity? Let's write in a notebook.

Pity is compassion, condolence, sadness, regret.

MERCY is the willingness to help someone or forgive someone out of compassion, philanthropy.

2. What lessons did the French lessons have for the boy? (These are lessons of kindness, humanity, compassion).

3. Read the sayings of great thinkers about kindness. Which one is closer to you? If you liked something from the statements, you can write it down in your notebook after the lesson.

There is no better feeling in the world than the feeling that you have done at least a drop of good for people. L. Tolstoy

Be able to feel a person next to you, be able to read his soul, see in his eyes joy, misfortune, misfortune, grief. V.A. Sukhomlinsky

The smarter and kinder a person is, the more he notices goodness in people. L.N. Tolstoy

To believe in good, one must begin to do it. L.N. Tolstoy

4. Let's return to the epigraph. How would you answer the question raised by V. Rasputin in the preface to the story?

Conclusions: These thoughts belong to a mature person, not a boy; if the teacher is real, it's a shame to let him down.

5. So what should a real teacher be like? Perhaps the words of V.P. Astafiev will help us, especially since these words are well known to you: “You can forget the name of the teacher, it is important that the word “teacher” remains.

Conclusions: a real teacher is one who helps his students to become people, just people. A real teacher is one who is remembered all his life. A real teacher is a person who helps you become a real person.

5) Conversation.

1. Guys, why did the director of the school call Lidia Mikhailovna's behavior a crime, seduction, corruption. Let's try to answer the reader problematic issue“Is Lidia Mikhailovna’s behavior a crime?” In addition, we must reflect on the actions of all the other heroes and evaluate them.

2. Before proceeding to the analysis of the text, let's do a little warm-up: let's work on literary concepts, the knowledge of which will help us to work successfully in today's lesson.

The teacher distributes worksheets with the task to all pairs of students.

We work in pairs. Your task: use arrows to connect the words with the definitions that correspond to them. We work independently.

Autobiography	the main idea works
portrait	opposition
story	the range of life phenomena that the writer selected for his work, what constitutes the basis of a work of art.
Topic	description of your life
idea	character's appearance description literary work
antithesis	epic genre, a small work dedicated to a single event in the life of a hero

Conclusion: So, an autobiography is...

portrait - ........

story - ......

topic - ......

the basic idea - ...

antithesis...

3. Let's move on to the main part of our lesson.

Who is the hero of the story?

What is his family like?

What is her financial condition? - Why?

Why does the mother still decide to send her son to study? Doesn't he know that it will be hard for him? After all, she can not help her son much ...

Why does he agree? Strange people, strange house...

What feelings does the boy experience when he is away from home?

Does he have friends? - Why?

Is life easy for him?

What way does he find?

How does he win?

How do other guys feel about Vadik and Ptah and how does the hero feel about them?

What rules did the boy set for himself when playing money? Why?

Why did Vadik and Ptakha beat him up?

How does Lidia Mikhailovna react when she sees bruises on her student for the first time? - Why?

(You can show a small dramatization)

Staged.

Lidia Mikhailovna (opening the magazine): Well, today there are wounded among us.

(The class laughed.)

Lidia Mikhailovna: And what happened?

Boy: Fallen.

Lidia Mikhailovna: Oh, how unfortunate. Did it crash yesterday or today?

Boy: Today. No, last night when it was dark.

Tishkin: Hee, fell! This was given to him by Vadik from the seventh grade. They played for money, and he began to argue and earned. I saw. He says he fell.

Lidia Mikhailovna: I wanted to ask you something completely different, Tishkin. Go to the blackboard, since you're talking, and get ready to answer. (To a boy.) You'll stay after school.

Boy: After school, trembling with fear, I was waiting for Lidia Mikhailovna in the corridor. She left the staff room and nodded as she led me into the classroom.

Lidia Mikhailovna: Is it true that you play for money?

Boy: True.

Lidia Mikhailovna: Well, how do you win or lose? Let's tell it like it is. Are you losing, perhaps?

Boy: You... win.

Lidia Mikhailovna: Well, at least so. You win, that is. And what do you do with money? (Repeats question.) Well, so what do you do with the money you win? Do you buy candy? Or books? Or are you saving up for something? After all, you probably have a lot of them now?

Boy: No, not much. I only win a ruble.

Lidia Mikhailovna: And you don't play anymore?

Boy: No.

Lidia Mikhailovna: And the ruble? Why ruble? What are you doing with it?

Boy: Buying milk.

Lidia Mikhailovna (with surprise): Milk? And yet, you don’t need to play for money, you could manage somehow without it. Can you get by?

Boy (not daring to believe in his unexpected salvation, easily promises): Yes.

- What does the hero experience when Tishkin betrays him? What did he expect?

- How did Lidia Mikhailovna behave? Why?

Why is she giving the boy extra lessons?

- How does the hero feel at her place? Why?

- What is the boy's initial idea of ​​the teacher and how does it gradually change? What is Lidia Mikhailovna like?

- Why does she start playing with him for money?

- How does she behave in the episode of the conversation with the director? Why?

- What character traits does Lydia Mikhailovna show? (COURAGE, Dignity, Honesty, Kindness, Mercy, Sensitivity, Generosity, Responsiveness)

- So, back to our question: Is Lidia Mikhailovna's behavior a crime?

- What did she teach the hero? - What lessons do you think the hero received? Is it only French lessons?

Conclusions: Lidia Mikhailovna taught her student the lessons of kindness, humanity, compassion. She helped our hero to take place as a person, to remain a person. Is it possible to forget about it? (No, it’s not for nothing that the author said: “There is no more responsible calling on earth ...”). But then why does he ask: “Why do we, just like before our parents, every time feel guilty before our teachers? And not for what happened at school at all - no, but for what happened to us after "? (The author is ashamed of the fact that he forgot what the teacher did for him. Of course, the fact that she played with his student for money - this is not pedagogical, it is an immoral act, but, on the other hand, playing with a student for money was the only way to help the boy. But what is behind this act? - asks the writer. post-war years) is malnourished, the French teacher, under the guise of additional classes, invites him to her home and tries to feed him. She sends him packages, as if from her mother. But the boy refuses everything. The teacher offers to play for money and, of course, "loses" so that the boy can buy milk for these pennies. And she is happy that she succeeds in this deception.

Kindness is what attracts in the heroes of the story. Thanks to the teacher, the hero discovers kindness and participation, understanding of the people around him).

6. Summing up, conclusions of the lesson.

1) Guys, pay attention to one more thought expressed by the author of our text (on the board): “GOOD - ETERNAL VALUE!”.

2) What kind of laws of kindness does V.G. Rasputin?

Conclusion: Kindness, kindness has always been valued by mankind. Proverbs and sayings remind us of this. For example: “You need to hurry to do good”, “Remember good, but forget evil”, “A kind word is better than wealth”, “Good does not burn, does not sink”, “A good friend is better than a soft pie” and many others. others

3) V.G. Rasputin once said: “The reader learns from books not about life, but about feelings. Literature, in my opinion, is, first of all, the education of feelings. And, above all, kindness, purity, nobility. He's right? And what feelings does the story "French Lessons" bring up? (kindness, compassion)

-Why is the story called "French Lessons", and not, for example, "Lessons of kindness", for example? (French lessons, communication with Lydia Mikhailovna became life lessons for the hero, education of feelings.)

- And you guys, having got acquainted with the story of V. Rasputin, what have you learned? What have you learned from these lessons? (Participation, understanding of the people around, sensitivity, dedication and purposefulness.).

You see how important kindness is after all. Read the sayings of the classics: There is no more beautiful feeling in the world than the feeling that you have done at least a drop of good for people. (L. Tolstoy) Be able to feel a person next to you, be able to read his soul, see joy, misfortune, misfortune, grief in his eyes. (V.A. Sukhomlinsky) The smarter and kinder a person is, the more he notices goodness in people.

(L.N. Tolstoy) To believe in good, one must start doing it. (L.N. Tolstoy).

- And I would very much like you to live according to the laws of goodness. After all, it is not for nothing that in one of the songs there are such lines:

How good that kindness

Lives in the world with us.

Without kindness you are an orphan

Without kindness, you are a gray stone.

-And I would like you not to forget those who taught you to distinguish between good with its benefit and evil with its harm. Mikhail Sadovsky has a wonderful poem "Native Man", listen to it and join the author's opinion.

M. Sadovsky "Native man"

Teacher, the days of your life, as one,

You school family dedicate.

You are all who came to study to you,

You call your children.

Beloved teacher, dear person.

Be the happiest in the world

Even though it's hard sometimes to get you

Your naughty children.

You rewarded us with friendship and knowledge.

Accept our thanks!

We remember how you led us into people

From timid, funny first-graders.

But the children grow up, from the school bench

Walking the paths of life

And your lessons are remembered,

And keep you in your heart.

7. Homework.

Write a mini-essay on one of the topics: “My favorite teacher”, “My favorite lessons”, “What is kindness?”, “It’s easy for kind people to live in the world ...”

Appendix.

-What kind of literature does the work of V.G. Rasputin "French Lessons"

a) lyrics

b) drama

c) epic

-What genre does the work of V.G. Rasputin "French Lessons"

a) essay

b) story

c) story

d) autobiographical story

-Who is the hero of the work of V.G. Rasputin "French Lessons"

a) Maria Gavrilovna

b) Vasily Andreevich

c) Anastasia Prokopyevna

d) uncle Levonty

- When did the boy's independent life begin?

a) at 10 years old

b) at 11 years old

c) at the age of 16

d) at the age of 18

-Portrait of what literary hero is represented by the following quote:<…>did not remain at a loss”?

a) Vadik

b) Bird

c) Tishkin

d) Fedka

For what purpose did the main character of the work play for money? In order to:

a) buy milk

b) help his mother's friend, with whom he lived

c) be the same as other players

d) buy food for my sister

-What was difficult for the boy when learning French?

a) write

The stories of V. G. Rasputin are distinguished by a surprisingly attentive and careful attitude to a person, to his difficult fate. The works of the writer captivate us with interesting details inner life ordinary, modest, almost imperceptible person. The author draws images of ordinary people who live an ordinary life with its sorrows and joys, in constant work and worries. At the same time, he reveals to us the rich inner world of these people. So, in the story "French Lessons", the author reveals to readers the life and spiritual world of a village teenager, who is forced by hard fate and hunger to look for different ways out of a difficult situation.

The hero of the work is a smart boy who "in the village was recognized as a literate man." He studies well and goes to school with pleasure. Therefore, the parents decided to send him to the district school. At the new place, the boy also continues to successfully study. In addition, he feels that he has been given great confidence, hopes are pinned on him. And he was not accustomed to treat his duties carelessly. The boy lives, constantly malnourished, in addition, he is very homesick. However, when his mother came to visit him, he does not betray his difficult situation, does not complain and does not cry. The products that are sent to him from the village are not enough for a long time. In addition, most of what is sent to him "disappears in the most mysterious way." Since a lonely woman lives next to him with three children who themselves are in the same, if not more hopeless, situation, the boy does not even want to think about who is carrying food. He is only offended that these products of the mother have to be torn away from the family, from his sister and brother.

It is under such circumstances that the boys offer the hero to play for money. Having studied the rules of the game, he agrees. And soon he starts to win. However, he needs money not for some trinkets and not even for sweets. The boy needs to drink milk, as he suffers from anemia. Yes, and he only plays up to the amount that would be enough for a jar of milk. Possessing modesty and pride, he would never agree to take food from the teacher or even have dinner with her after class. Therefore, Lidia Mikhailovna has only one way to help him - to give him a chance to honestly win his ruble.

Despite the fact that the hero of the story "French Lessons" gets involved in the game for money, I have deep sympathy for him. By nature, he is a good, smart boy, honest and fair, with a kind heart, with a pure soul, loving his family, respecting the people around him, showing care and sympathy for those suffering from poverty and hunger. And only extreme necessity forces him to do not quite good deeds. (According to the Internet)

My attitude to the act of the teacher

I read the work of V. G. Rasputin "French Lessons", the main character of which is an ordinary eleven-year-old boy.

This boy was born in a village, in a poor family. His mother had three children, he is the oldest. It would seem that nothing good, but nature endowed the boy with a wonderful mind and diligence. And his mother, in spite of all the misfortunes, collected and sent him to the district to study.

The main character studied well, he was very responsible for his studies. The only thing the boy had problems with was French. He knew very well French words and translated French texts, but the pronunciation somehow did not go well.

In the district, the boy had another problem - hunger. The main character never finished eating. After all, he did not live alone, but together with his mother and her three children, who, like him, wanted to eat. They stole food from him. The boy had no money, only sometimes his mother sent him five rubles for milk along with food. The protagonist needed to drink milk from anemia. But one day, having received the money, the boy went to gamble "chiku".

At first the boy did not win anything, but over time he got used to the game and began to win some money. Vladik - the main player - at first did not pay attention to this, but then the frequent wins of the hero of the story hurt his pride. After all, Vadik usually won. In fact, the main character had no passion. He just won a ruble for milk, and then left. And one day Vadik and his friend beat him up.

The next day, his class teacher Lidia Mikhailovna saw the boy's bloody face and understood everything. After the lessons, she calmly talked to him, taking from him a promise not to play "chika" anymore. The protagonist promised not to do this again, but over time, the hunger became unbearable, and the boy again went to the landfill.

At first everything went fine, but when he took the cash register, he was beaten again. True, not so much, but his lip was badly damaged.

The next day, Lidia Mikhailovna, as if to spite him, called him to the blackboard and again understood everything. The fact is that there was a French lesson, and the boy already has problems with pronunciation. With a bloodied lip, it was generally impossible to speak. Then the teacher assigned him additional French classes at her home. Of course, she did this not only because of the boy's terrible pronunciation, but also in order to distract him from the "chiki".

The extra classes didn't go very well. From these lessons, the main character did not make much progress in French, besides, Lydia Mikhailovna kept asking him to have dinner with her. At these words, every appetite jumped out of the boy like a bullet. In general, the teacher always wanted to feed the boy. Once she even sent him a parcel with pasta, but the boy still categorically refused any care.

Then everything somehow recovered: there were successes in French, and the teacher no longer sent parcels with food. But of course, Lidia Mikhailovna did not give up her attempts to help the boy, and one day she invited him to play a game of chance with her for money.

The main character, of course, was surprised, because the teacher suggested this, nevertheless, he began to play with her. And now, every day after extra classes, the boy played this game of chance with Lydia Mikhailovna. Of course, she did not do this because she was tired of being a teacher and she fell into childhood, just in this way she wanted the boy to have money. And they appeared, and even more than from "chiki". The boy, of course, was embarrassed to take money from the teacher, but her plan worked.

But it all ended rather badly ... The fact is that Lydia Mikhailovna's neighbor was the director of the school, Vasily Andreevich. One day, when the boy and the teacher were arguing loudly about the score in the game, the director appeared at the door. He, of course, came to the cry, but when he saw what was happening there, he almost fainted. For him, it was unheard of. For the teacher to gamble with the student! At first he did not believe it, but Lidia Mikhailovna quite calmly said that they were playing in the "wall". Of course. After that, the director had a conversation with the teacher, and she was fired.

I think the director was right. It really looks terrible at first glance. This is child abuse. But the teacher did it so that the boy would have money. I believe that in this situation, Lidia Mikhailovna did the right thing, taking the blame only on herself. After all, if she had told the director everything as it was, then neither she nor the boy would have been at school. She did the right thing by taking the blame on herself. By this, she provided the boy with a calm further study at school.

Hero characteristics.

I recently read a work by V.G. Rasputin "French Lessons". V.G. Rasputin was born in 1937, three kilometers from Irkutsk - in Ust-Uda. His father was a peasant, worked in the timber industry. Mother worked, was a housewife. In 1973, one of the best stories by V. Rasputin appeared - “French Lessons”, dedicated to A.P. Kopylova, mother of playwright A. Vampilov. This work is very fascinating and paradoxical. Everything is mixed up here. A smart, talented boy, but he plays for money. But he needs this to survive in the hungry post-war years. The hero of the work that I wanted to talk about is a boy of eleven years. He was born into a poor village family with three children. The eldest son in the family differed from his peers in his excellent mind and diligence, he studied well. The hero of the work did not eat up all the time. He lived with an acquaintance of his mother and her three children, who, like him, constantly wanted to eat. Her children stole food from him. Sometimes his mother sent him a fiver for milk along with food. After all, the protagonist needed to drink milk from anemia. From constant hunger and lack of money, the boy watched how others live. And one day, having received the money, the boy went to gamble "chiku". Not immediately, but over time, he got used to the game and began to win some money. He just won a ruble for milk, and then left. The hero had no passion. But one of the main players drew attention to this, because the main players usually won. And once Vadik, that was the name of one of the players, beat him along with his friend. The class teacher Lidia Mikhailovna, seeing the hero at school with bruises, understood everything and took his word from him not to play “chika” anymore. However, the hunger was unbearable for him, and the boy began to play again. The teacher, noticing this once again with a broken lip, appointed him additional French classes at her home. In extra classes, Lidia Mikhailovna kept asking him to have dinner with her, she always wanted to feed the boy. This did not please the hero, who lost his appetite during these words. Wanting to help the student, Lidia Mikhailovna sent him a parcel with pasta. But the boy refused any help. Not knowing how to help the boy, after a while the teacher offered the hero to play for money. The boy refused, but nevertheless agreed. The boy, of course, was embarrassed to take money from the teacher, but her plan worked. Lidia Mikhailovna's neighbor was the director of the school, Vasily Andreevich. Once, when the teacher and the boy were arguing loudly about the score in the game, the director appeared at the door. I consider the teacher's deed worthy, since she took the blame on herself, which ensured the boy a calm further study at school. I consider the class teacher innocent, because she wanted to help a hungry student.

History of the story.

The heroine of the famous story by Valentin Rasputin "French Lessons" lived in Nizhny Novgorod, her name was Lidia Mikhailovna Molokova.

By chance, Lydia, a schoolgirl, ended up in Siberia with her parents during the war. Accidentally entered the department of French in Irkutsk pedagogical institute. She was going to a historical university, but she was embarrassed by the walls of the future alma mater: they were tall, gloomy. The walls of the institute, where there used to be a theological seminary, seemed to put pressure on the young girl. The applicant took the documents and went to the pedagogical one. There were places left only in the French group ...

By chance, she ended up in the district school, in the remote village of Ust-Uda. It was the worst place you could get in terms of distribution. And for some reason, it went to a student with an excellent diploma. “For insolence,” the heroine herself explains.

In the sponsored eighth grade, the young teacher at first did not make a serious impression. The guys got mischievous. Valya Rasputin studied in a parallel class. More serious students gathered there. The class teacher, mathematics teacher Vera Andreevna Kirilenko, apparently, did not let them down. “In fact, Rasputin, first of all, wrote his teacher from Vera Andreevna,” says Lidia Mikhailovna. - “Beautiful, her eyes squinted a little,” - it's all about her. Restrained, neat, with good taste. They said that she was one of the former front-line soldiers. But for some reason, Vera Andreevna disappeared from all the biographies of the writer.

After working for the prescribed three years, Vera Andreevna left Ust-Uda for the Kuban. And Lidia Mikhailovna had to take on her shoulders the class leadership in the combined ninth grade. Then Lidia Mikhailovna got married, lived in Irkutsk, raised two daughters. Soon her husband died, and she moved to Saransk, closer to her mother. in Saransk state university Lydia Molokova worked for forty years. There were also business trips abroad: at first she worked as a Russian teacher in Cambodia, then she taught the language at a military school in Algeria. And then there was another business trip to France, during which Lydia Mikhailovna found out that she had become a book heroine.

And the work is dedicated to another teacher who gave her whole life to children, the mother of her friend, countryman - Siberian, writer and playwright Alexander Vampilov Anastasia Prokopievna Kopylova.

Anastasia Prokopievna Kopylova, the mother of fellow countryman Rasputin, worked all her life in a rural school as a mathematics teacher. Valentin Grigorievich met her when she had worked at school for many years, and he was struck that there was no harshness in her eyes, which is characteristic of many teachers. And she was a very wise and kind person.

Game "Clean up".

Assignment: 6th grade student Vasya Smirnov, in a hurry doing homework, mixed up chronological order events in the work. Quotation plan of the story by V.G. Rasputin's "French Lessons" was compiled as follows:

1. “I was beaten again.” 10. “They took turns beating me.”

Correct Vasya's mistakes. You are offered below options for the correct arrangement of sentences in order to get a correctly drawn up quotation plan. Choose one of the answer options that you think is correct:

Answer options

A. 4, 2, 5, 10, 1, 6, 9, 7, 3, 8

B. 4, 2, 10, 5, 1, 6, 9, 7, 3, 8

B. 4, 2, 10, 5, 1, 6, 7, 9, 3, 8

Conclusion

I think that the implementation of new standards largely depends on the teacher, who will no longer be the only bearer of knowledge, but will play the role of a conductor in the world of information. The task of the teacher is not only to form and develop the necessary qualities, but also to interact with the environment in which the child grows. To give students the opportunity to make a choice, to argue their point of view, to be responsible for this choice, and not to give ready-made. To build a new system of work and achieve high-quality results of educational activities, it is advisable to use the most effective methods and forms of its organization:

The use of information and communication technologies enables students to carry out the following activities:

v conducting a lesson with a multimedia presentation (accompanying the teacher's story; demonstrations when explaining new material; a pre-prepared presentation - a student's report on a specific topic;

v preparing for a speech, doing homework - searching for information, working on a text, writing a multimedia essay.

This form of organization of work allows for a more individual approach to learning.

Using the project method.

The development and implementation of new approaches, technologies and methods is a guarantee of movement, dynamics, growth, flexibility of the teacher and educational system generally. And, most importantly, it creates favorable conditions for solving numerous pedagogical problems and helps to adapt to modern conditions of life, independent successful assimilation of new knowledge, skills, competencies, types and methods of activity by students.

In general, the systemic-activity approach in teaching means that in this process the main task of education is set and solved - the creation of conditions for the development of a harmonious, morally perfect, socially active, professionally competent and self-developing personality through the activation of internal reserves. To implement a system-activity approach, it is necessary to move from the development of individual subjects to the interdisciplinary study of complex situations real life. Accordingly, actions and operations specific to each academic subject should be supplemented by universal (meta-subject) learning activities.

The activity form of educational results implies a number of significant changes in education. For example, these changes will affect the system for assessing the achievement of the planned results of the development of the main educational program, including not only the assessment of the individual achievements of students, but also the activities of the teacher, educational institution. The changes will necessarily affect the design of the educational process in terms of its focus on achieving the requirements of the Standard for results, including the use modern technologies activity type. These include technologies based on level differentiation, on the creation of educational situations, on the implementation of project and research activities, on cooperation in teaching, etc. Changes will occur in approaches to understanding and assessing professional pedagogical competence. A modern teacher should be able to design and organize the educational process in accordance with a system-activity approach, be able to design and implement a program for the development of universal educational activities among students in his class, be able to explore the level of achievement not only of subject, but also personal and metasubject results mastering the main educational program by students.

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The file contains an article with a presentation, which reveals the essence of the system-activity approach, its principles. A small analysis is given to new textbooks of the Russian language (on the example of a textbook edited by M.M. Razumovskaya). Some methods and techniques that can be used in the lesson to achieve the goals are considered.

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"system-activity approach and its implementation in the lessons of the Russian language"

System-activity approach in teaching.

Tell me and I will forget

show me and I will remember

Chinese wisdom

so as not to obscure the minds of pupils

lengthy discussions,

but to excite its own action.

Education of schoolchildren should be built

on the basis of the activities that shape them.

V. I. Zhuravlev,

professor of MOPI, academician of the Russian Academy of Education

According to the Federal State Educational Standard of the new generation, success modern man determine the focus on knowledge and the use of new technologies, an active life position, rational use of their time and designing their future, active financial behavior, effective social cooperation, a healthy and safe lifestyle. The implementation of these tasks is fully facilitated by a system-activity approach in training and education.

The idea of ​​the activity approach is that new knowledge is not given to children in finished form. Children "discover" them themselves in the process of independent research activities. (slide 3) They become little scientists making their own discovery. Our task when introducing material is not to explain, tell and show everything clearly and easily, but to organize research work children, so that the children themselves think of solving the key problem of the lesson and explain themselves how to act in the new conditions. Children independently find their mistakes, identify the cause of these mistakes, they are given the opportunity to independently correct the mistakes and make sure that their corrections are correct, learn to reflect on their activities. And this is so relevant now, since the child’s relationship with others, exactingness towards himself, attitude towards successes and failures depend on self-esteem and self-control.

The GEF is based on, which provides:

– formation readiness for self-development and continuing education ;

– design and construction of the social development environment

– students;

– feature and students. (slide 4)

personal development.

lead the development. (slide 5)

Activity approach orients not only on assimilation of knowledge, but also

The main task of the teacher is to create conditions for organizing such activities for schoolchildren that would prepare them for independent living in society. (slide 6)

– Operation principle- thing is

– Continuity principle- means

– The principle of integrity (nature, society, oneself, the sociocultural world and the world of activity, about the role and place of each science in the system of sciences, the relationship of professions, etc.) (slide 7)

– Minimax principle is as follows: the school should offer the student the possibility of mastering the content of education and ensure minimum(FGOS)

- - assumes , the creation of a friendly atmosphere at school and in the classroom, focused on the implementation of the ideas of pedagogy of cooperation, the development of dialogue forms of communication

– The principle of variability- involves the formation of students options and adequate decision-making in situations of choice

– The principle of creativity , the acquisition by students of their own experience of creative activity (slide 8)

- schoolchildren have cognitive motive learning goal

- performance by students of certain actions ;

– identification and

- formation in schoolchildren – both after their completion and along the way;

– inclusion of the content of education in the context of solving significant life tasks. (slide 9)

– formation of readiness for self-development and continuous education;

- designing and constructing the social environment for the development of students in the education system;

- active educational and cognitive activity of students;

- building the educational process, taking into account the individual age, psychological and physiological characteristics of students (slide 10)

What is the main difference between the traditional education system and the modern one, which requires a system-activity approach to teaching?
- In the traditional system, knowledge was given ready-made, but now students must discover knowledge themselves, the teacher only organizes

student activity in the information and educational environment.
- Unlike the traditional lesson, the modern lesson allows students to come to the discovery of new knowledge through a practical orientation. The teacher is not a mentor, but a friend who helps to cope with the problems that have arisen in the lesson.

In the modern lesson, the teacher needs to create conditions and direct the activities of his students to acquire knowledge in the process of their own activities in the lesson. (slide 11)

A modern lesson should form universal learning activities that provide students with the ability to learn, the ability for self-development and self-improvement. The general atmosphere in the school and the classroom contributes to the upbringing of positive motivation for learning: the student's involvement in various activities, the relationship of cooperation between the teacher and the student, the involvement of students in evaluation activities and the formation of adequate self-esteem in them.
It is at the lessons of the Russian language and literature that the formation of such basic competencies as general cultural, informational, and communicative takes place. This implies the relevance of the implementation of the system-activity approach in teaching the Russian language and literature.

When implementing a system-activity approach, a teacher cannot do without a modern textbook. Modern textbook must:

- provide "step by step" in the presentation of theoretical and practical material, algorithmize the actions of the teacher and student;

The Russian language textbook takes into account the possibility of achieving interdisciplinary learning outcomes and universal learning activities: regulatory, cognitive, communicative (it uses excerpts from works studied in literature lessons).

Instead of a rule in the educational process, a scientific method of action is proposed - this is a model of reasoning, a diagram, a table, etc. A fifth-grader gradually masters the way of understanding the theory and the mechanism of action. The gap between the theory and practice of teaching is bridged with the help of a focus on the assimilation of key skills. For example, the proposed method for determining the spelling of the checked vowels and consonants of the root using the rule is replaced in the textbook by the method for determining the spelling by relying on a closely related word. The textbook uses the best ways to form the most important general educational skills and abilities. For example, reliance on generalizing concepts and the corresponding key skills (the concept of spelling in grade 5, the key skill is to detect it).

The textbook contains tasks aimed at the formation and development of skills to define concepts, create generalizations, establish analogies, classify, establish causal relationships, build logical reasoning, inference and draw conclusions. This is facilitated by the systematic conduct of various types of language analysis (spelling, lexical, morphological). The student acquires the ability to carry out various activities and independently acquire new knowledge, applying them in educational activities.

The content and teaching methods are aimed at developing the skills of independent planning and implementation of educational activities in cooperation with teachers and peers (the formulation of tasks involves joint activities: the heading “Learning to read ...”, “Learning to analyze ....”, “Learning to understand ...”, “Creating a text ... ”, “We are trying to edit ...”, “Improving the text ...”, etc., work in pairs.

Training is aimed at developing the ability to consciously use speech means in accordance with the task of communication to express one's feelings, thoughts and needs. Three groups of concepts constitute the theoretical basis for teaching coherent speech in the textbook: text, styles of speech, types of speech. The fifth grader was offered various types of speech activity: reading, perception and analysis of the statement, its reproduction and creation, as well as improvement own statement.

A prerequisite for creating a developing environment in the classroom is the stage of reflection. In modern pedagogy, reflection is understood as introspection of activity and its results. Reflection can be carried out not only at the end of the lesson, as is commonly believed, but also at any stage.

Based on the functions of reflection, the following classification is proposed:

- mood reflection emotional state(at the beginning of the lesson and at the end of the activity)

- reflection of activity (when checking homework, defending creative project)

– reflection of the content of the educational material (at the end of the lesson)

Methods and techniques that can be used to achieve your goals.

Beginning of the lesson - Non-standard entrance to the lesson. Delayed answer.

Associative line. Surprise! Fantastic supplement. Unannounced topic.

2. Actualization of knowledge - Chain of signs I take you with me. Well no. Step by step. Before after. Jockey and horse. thick and subtle question. Question words. Agree - disagree. game goal. Development canon. False alternative. Basket of ideas, concepts, names.

3. Learning new materials - Ping-pong "Name - Meaning". Catch the error.

Listen-talk-discuss Insert. Inventive problem Good-bad. Connections. Zigzag. IDEAL strategy. Your support.

Whole-part. Part-whole. ZHU. TRIZ constructor "Event"

TRIZ constructor "Combination of opposites".

4. Discussion and problem solving - Strategy "IDEAL". Fishbone strategy. Force analysis. Generators-critics. Venn diagram. Back brainstorm.

5. Solving educational problems - Morphological box. Create a passport.

situational tasks. inventive tasks.

6. Knowledge control, feedback - Method of mind maps. Jockey and horse. chain of signs. Venn diagram. Backpack.

7. Formation of the ability to ask questions - I want to ask. Thick and thin question. Question words. question for the text. Bloom Chamomile.

8. Reflection - "Telegram". Colored fields. Thoughts in time. Six hats. Sinquay. Rating. Haiku. Diamond. Before after. ZHU. Tell me who you are. Backpack. (slides 22-42)

In improving the teaching of the Russian language along with the lessons great importance It has extracurricular work by subject. The lesson cannot contain everything that interests students, and everything that is necessary for the practical mastery of the Russian language. Favorable conditions for meeting the individual interests of students and for instilling speech skills and skills are created by multilateral extracurricular activities. In extracurricular activities, students go beyond the narrow framework of textbooks, acquire many vital skills - they learn to independently select and analyze material, use reference literature.

To achieve certain results in the study of the Russian language is possible only with the systematic inclusion of students in independent educational and cognitive activities. It is the activity method that ensures the continuity of self-development of the individual in the learning process. Obviously, it is impossible to realize the new goals of education if the student passively learns ready-made truths. Its independent search is necessary, in the course of which the experience of goal-setting, achievement of goals, reflective self-organization and self-assessment, the experience of communicative interaction is acquired.

Bibliography

1. Asmolov A.G. System-activity approach in the development of new generation standards / Pedagogy M .: 2009 - No. 4.

2. Dusavitsky A.K., Kondratyuk E.M., Tolmacheva I.N., Shilkunova Z.I. Lesson in Developmental Learning: A Teacher's Book. - M.: VITA-PRESS, 2008.

3. Korbakova I.N., Tereshina L.V. Activity method of teaching. - Volgograd: Teacher, 2008.

4. Melnikova E.L. Problem lesson, or How to discover knowledge with students: A guide for the teacher. M., 2002.

5. Polat E.S. New pedagogical and Information Technology in the education system. - M., 2000.

6. Sukhov V.P. “System-activity approach in the developmental education of schoolchildren” Ufa, 2004

View presentation content
"System-activity approach and its implementation"

and its implementation in the classroom

Russian language and literature

in teaching

Tell me and I will forget

show me and I will remember

let me do it myself - and I'll learn.

Chinese wisdom

The basic rule of good practice is that

so as not to obscure the mind of the pupils with lengthy reasoning, but to excite his own action.

From the Charter of the Tsarskoye Selo Lyceum

The upbringing of schoolchildren should be based on the activity that forms them. .

V. I. Zhuravlev,

professor of MOPI, academician of the Russian Academy of Education

Learning activities -

independent the student's activity in acquiring knowledge, skills and abilities, in which he changes and these changes aware

GEF is based on system-activity approach which provides:

• formation readiness for self-development and continuing education ;
• design and construction social development environment students in the education system;
• active educational and cognitive activity students;
• building an educational process taking into account individual age, psychological and physiological feature th students

• In the system-activity approach, the category "activity" is one of the key places, and the activity itself is considered as a kind of system.
• The system-activity approach aims to personal development .
• Training should be organized in such a way that lead the development .

• Activity approach orients not only on assimilation of knowledge, but also on the ways of this assimilation, on patterns and methods of thinking and activity, on the development of the cognitive forces and creative potential of the student.
• The main task of the teacher is creation of conditions for the organization such schoolchildren's activities which would prepare them for independent life in society

Principles

• Operation principle- thing is the student, receiving knowledge not in a finished form, but obtaining it himself, is aware of the content and forms of his educational activity, understands and accepts the system of its norms, actively participates in their improvement, which contributes to the active successful formation of his general cultural and activity abilities, general educational skills
• Continuity principle- means continuity between all levels and stages of education at the level of technology, content and methods, taking into account the age-related psychological characteristics of the development of students
• The principle of integrity- involves the formation of students generalized systemic view of the world(nature, society, oneself, the socio-cultural world and the world of activity, the role and place of each science in the system of sciences, the relationship of professions, etc.)

Principles system-activity approach

Minimax principle- is as follows: school

should offer the student opportunity to learn content

education at his highest level and ensure

at the same time, its assimilation at the level of socially safe

minimum(FGOS)

The principle of psychological comfort- suggests

removal of all stress-forming factors of the educational process ,

creating a friendly atmosphere at school and in the classroom,

implementation-oriented pedagogy

cooperation, development of dialogue forms of communication

The principle of variability- involves the formation

students ability to systematically enumerate

options and adequate decision-making in situations

The principle of creativity means maximum focus on

creativity in the educational process, purchase

students of their own experience of creative activity

• schoolchildren have cognitive motive (desire to know, discover, learn) and specific learning goal (understanding what exactly needs to be clarified, mastered);
• performance by students of certain actions to acquire missing knowledge ;
• identification and schoolchildren mastering the method of action that allows you to consciously apply the acquired knowledge;
• formation in schoolchildren the ability to control one's actions - both after their completion and along the way;
• inclusion of the content of training in the context of solving significant life tasks

in the basic school provides

• formation of readiness for self-development and continuous education;
• designing and constructing the social environment for the development of students in the education system;
• active educational and cognitive activity of students;
• construction of the educational process, taking into account the individual age, psychological and physiological characteristics of students

Members

educational process

Teacher

Student

In the traditional

educational

process

broadcasts

education

education

in finished form

Organizes

activity

student in

information and

educational

Implements

activity

on assimilation

education

In the modernized

educational

process

The main task is to organize the student's activities aimed at achieving the results of education

Textbook - a tool for organizing the educational process

Modern textbook

A modern textbook should:

• contain an apparatus for introducing systemic-activity methods of teaching into the practice of teachers;

• provide "step by step" in the presentation of theoretical and practical material, algorithmize the actions of the teacher and student;

• contain tasks for the formation and development of meta-subject skills (generalize, establish analogies, classify, determine cause-and-effect relationships, build logical reasoning, inference, draw conclusions)

theoretical material

The activity aspect of presentation theoretical material

Strengthened the semantic aspect in the presentation of linguistic material

From the textbook M.M. Razumovskaya

Spelling work

Proclaimed:

Principle unity of consciousness and activity

Skill as an automated component

conscious activity

The Conscious Nature of Spelling Skill

Not learning the rules

and mastery of the mode of action

Spelling work

Reception interpretations

words through support

to closely related

helps to avoid

false analogies ,

which are typical

for spelling.

For instance,

"from garage sing

from problems"

Working with text of linguistic content

The text is divided into micro-themes (paragraphs)

1. What does each paragraph say? (specify the meaning of unfamiliar words)

2. Write out a sentence that conveys the main idea.

3. Plan in paragraphs.

4. Give your examples.

5. Write down new terms.

6. Retell.

"Step by step" is embedded in methodological apparatus

scheme

connected texts

memo-instructions

tables

TEXT -

subject of study and unit of study

wording of assignments for exercises

dictionary entries

plans (text, oral utterance, language analysis)

aphorisms

epigraphs to chapters and paragraphs of the textbook

Text-centric principle

material supply

Spelling problems can't be solved

only through spelling

exercises. To solve these problems

necessary spelling work associate with

morphemic-analytical,

lexico-semantic,

and also with etymological

and conduct it on live speech material -

based on text.

Stepanova L.S.

Methods and techniques that can be used to achieve your goals

Non-standard entrance to the lesson

delayed answer

Associative series

Surprise!

Fantastic Supplement

unannounced theme

1. Beginning of the lesson

2. Update

knowledge

Feature chain

I take you with me

Well no

Step by step

Before after

jockey and horse

Thick and thin question

Question words

Agree - disagree

game goal

Developmental canon

False Alternative

Basket of ideas, concepts, names

Ping-pong "Name - Meaning"

catch the mistake

Listen-talk-discuss

Insert

Inventive task

Good bad

Connections

Zigzag

Strategy "IDEAL"

Own support

Whole-part. Part-whole

TRIZ constructor "Event"

TRIZ constructor "Combination of opposites"

3. Learning new things

material

Strategy "IDEAL"

Fishbone Strategy

Force Analysis

Generators-critics.

Venn diagram

reverse brainstorming

4. Discussion and

problem solving

5 . Solution

Morphological box

Create a passport

training

tasks

Situational tasks

Inventive tasks

Mind map method

cluster

jockey and horse

Feature chain

Venn diagram

Backpack

6. Knowledge control, feedback

I want to ask

Thick and thin question

Question words

question to the text

Chamomile Bloom

7. Formation of the ability to ask questions

« Telegram"

colored fields

Thoughts in time

six hats

Sinquay

Writing

Haiku

Diamond

Before after

Tell your me

Backpack

8. Reflection

Cluster / Mind map /

Mind Map / Mind Map

Cluster is a way of graphic organization of educational material.

• Highlight keyword text
• Make a model "Planet and its satellites"

Reception "Insert".

Adoption of technology development critical thinking. It is used to form such a universal educational action as the ability to systematize and analyze information. The authors of the reception are Vaughan and Estes.

"Insert" is: marking text with icons as it is read

Reception is used in three stages:

In the process of reading, students mark the text with icons (" V"- already knew; " + "- new; " - "I thought differently;" ? "- I do not understand, there are questions);

Then a table is filled in, the number of columns of which corresponds to the number of marking icons;

Discuss the entries in the table.

Thus, thoughtful, attentive reading is provided, the process of accumulation of information is made visible, the path from old knowledge to new.

Reception "Sinkwine"

This is a five-line poem in which the author expresses his attitude to the problem:

1 line - one keyword that determines the content of the syncwine; 2 line - two adjectives characterizing the keyword; 3 line - three verbs showing the actions of the concept; 4 line - a short sentence, which reflects the author's attitude to the concept; Line 5 - summary: one word, usually a noun, through which the author expresses his feelings and associations related to the concept.

Compilation of syncwine - individual work, but first you need to compose it with the whole class. You can include syncwine in your homework, then when checking, the teacher will assess how correctly the students understood the meaning of the material studied.

Example. The theme of love in the work "Garnet Bracelet"

Fatal, non-reciprocal,

gets carried away, suffers, perishes.

May thy name be hallowed.

Fishbone technique (fish skeleton)

The head is the question of the topic, the upper bones are the basic concepts of the topic, the lower bones are the essence of the concept, the tail is the answer to the question. Entries should be concise, with key words or phrases that reflect the essence.

Example.

Russian language:

head - Spelling-vowels

upper bones - checked vowels, unchecked vowels, alternating vowels

lower bones - morpheme, rule

tail - know the conditions for choosing a letter.

Reception "Catch the mistake"

A universal technique that activates the attention of students.

Forms:

• ability to analyze information;
• the ability to apply knowledge in a non-standard situation;
• the ability to critically evaluate the information received.

The teacher offers students information containing an unknown number of errors. Students look for a mistake in a group or individually, argue, confer. Having come to a certain opinion, the group chooses a speaker. The speaker passes the results to the teacher or announces the task and the result of its solution in front of the whole class. To avoid dragging out the discussion, set a time for it in advance.

Example.

Russian language. The teacher gives several grammatical (syntactic or other) rules. One or more of them are incorrect. Find and prove wrong.

Literature. Story Students receive a series of citations with credits to the authors. Determine in which case the quote could not belong to this author. They prove their point.

Reception "Before-After"

Description: reception from technology of development of critical thinking. It can be used at the 1st stage of the lesson, as a technique that actualizes the knowledge of students. And also at the stage of reflection.

Forms:

• the ability to predict events;
• the ability to correlate known and unknown facts;
• the ability to express one's thoughts;
• ability to compare and draw conclusions.

In a table of two columns, the "Before" part will be filled in, in which the student writes down his assumptions about the topic of the lesson, about solving the problem, he can write down a hypothesis.

The "After" part is completed at the end of the lesson, when studied new material, an experiment was conducted, a text was read, etc.

Reception "Zigzag"

This strategy is appropriate to use to develop the following skills in schoolchildren:

Analyze the text together with other people;

Conduct research work in a group;

It is available to transfer information to another person;

Independently determine the direction in the study of a subject, taking into account the interests of the group.

Example.

The technique is used to study and systematize a large amount of material. To do this, you first have to break the text into semantic passages for mutual learning. The number of passages should match the number of group members. For example, if the text is divided into 5 semantic passages, then in groups (let's call them conditionally working) - 5 people.

Reception "Yes-no".

Universal reception of TRIZ technology: able to captivate both children and adults; puts students in an active position. Forms the following universal learning activities:

• the ability to link disparate facts into a single picture;
• the ability to organize existing information;
• the ability to listen and hear each other.

The teacher thinks of something (a number, an object, a literary hero, a historical person, etc.). Students try to find the answer by asking questions that the teacher can only answer with yes, no, and yes and no.

Ladder of success

If the teacher teaches a lesson in a traditional way, then the stages of activity can be identified and written on the board. At the end of the lesson, invite students to evaluate their work at each stage in the form of steps leading to success.

Reception “Fantastic Supplement”

A universal technique aimed at attracting interest to the topic of the lesson. Reception involves the transfer of the learning situation to unusual conditions or

You can be transported to a fantasy planet; change the value of

then a parameter that usually remains unchanged; come up with a fantastic animal or plant; transfer the literary hero to modern times; look at a familiar situation from an unusual perspective.

Reception "Delayed answer"

A universal TRIZ technique aimed at activating the mental activity of students in the classroom.

Forms:

• ability to analyze and compare facts;
• ability to identify contradiction;
• ability to find a solution with available resources.

1 reception option. At the beginning of the lesson, the teacher gives a riddle (an amazing fact), the answer to which (the key to understanding) will be opened in the lesson when working on new material.

2 reception option. Give a riddle (surprising fact) at the end of the lesson to start the next lesson with it

Strategy “IDEAL”

This is a technology strategy for the development of critical thinking.

The strategy allows you to create:

• ability to define a problem;
• the ability to find and formulate ways to solve problems;
• the ability to choose a strong decision.

Example.

AND I wonder what's the problem? It is necessary to formulate the problem. It is better if the wording begins with the word How .

D Let's find as many solutions to this problem as possible. All offered possible ways and ways to solve the problem.

E is there good decisions? Good, effective solutions are selected from a variety of proposed solutions.

A now we choose the only solution. The strongest solution to the problem is chosen.

L Curious, how would that work in practice? Work is planned to implement the chosen solution.

Reception “Morphological box”

The technique is used to create an information piggy bank and the subsequent construction of definitions in the study of linguistic, mathematical concepts. The model is used to collect and analyze information on given features, identify essential and non-essential features of the phenomenon under study. The piggy bank is universal, can be used on various items

Example.

in Russian - the collection of parts of a word to construct new words; collection lexical meanings polysemantic words; compilation of synonymic and antonymic rows; a piggy bank of phraseological units and their meanings; a piggy bank of words containing a certain spelling; piggy bank of related words;

literature is a piggy bank of rhymes, metaphors; a piggy bank of personal qualities for the characteristics of heroes.

Reception “Create a Passport”

Reception for systematization, generalization of the acquired knowledge; to highlight the essential and non-essential features of the phenomenon under study; creation brief description the concept being studied, comparing it with other similar concepts (Russian language, mathematics, the world, literature). This is a universal technique for compiling a generalized description of the phenomenon under study according to a certain plan

Example.

Can be used to create features:

in literature - heroes of literary works;

in Russian - parts of speech, members of sentences, parts of a word, lingua. terms..

Bloom's Chamomile Reception

Description: "Daisy" consists of six petals, each of which contains a certain type of question. Thus, six petals - six questions. Example.

Simple Questions - questions, answering which, you need to name some facts, remember and reproduce certain information: "What?", "When?", "Where?", "How?".

Clarifying questions. Such questions usually begin with the words: "So you say that ...?", "If I understand correctly, then ...?", "I may be wrong, but I think you said about ...?". The purpose of these questions is to provide the student with opportunities to feedback about what he just said.

Interpretive (explanatory) questions . Usually begin with the word "Why?" and aimed at establishing cause-and-effect relationships. Why do leaves on trees turn yellow in autumn? If the answer to this question is known, it "turns" from an interpretive question into a simple one.

Creative questions. This type of question most often contains the particle "would", elements of convention, assumption, forecast: "What would change ...", "What will happen if ...?", "How do you think the plot will develop in the story after ...?".

Evaluation questions. These questions are aimed at clarifying the criteria for evaluating certain events, phenomena, facts. "Why is something good and something bad?", "How does one lesson differ from another?", "How do you feel about the action of the protagonist?" etc.

Practical Issues . This type of question is aimed at establishing the relationship between theory and practice: "How can you apply ...?", What can be done from ...?", "Where in ordinary life can you observe ...?", "How would you acted in the place of the hero of the story?

Reception “Backpack”

The reflection technique is most often used in lessons after studying a large section. The bottom line is to record your progress in your studies, and possibly also in relationships with others. The backpack is moved from one student to another. Everyone not only fixes success, but also gives a specific example. If you need to collect your thoughts, you can say "I skip the move."

Example.

I learned how to plan

I figured out something like this

I finally remembered how the sacrament differs from the participle, etc.

Reception "Colored fields".

Acceptance of interactive learning. Used to create a psychologically comfortable environment in the classroom. Student doing written work, draws out the fields with colored pencils, and these colors have a semantic load:

Red “Please check everything and correct all the mistakes,” he addresses the teacher,

green – “Please mark all the mistakes, I will correct it myself”,

blue - "Indicate the number of errors, I will find and correct them myself",

black “Please don’t take this job seriously, I did it in a hurry.”

Example. Let's use it in Russian language lessons, such as a control dictation with a grammar task and work on mistakes.

Reception “Venn Diagram”

Description: The board (sheet) is divided into three parts. In the first column, children are invited to write down the common between 2 concepts, and in the other two - distinctive features everyone.

Reception "Rating"

Evaluation of student activities in class. The name of the reception in translation sounds like “correct”. The admission is introduced at the time of agreeing the assessment with the student.

Forms:

the ability to objectively and regularly evaluate their work.

After completing the work, the student puts himself a mark. For the same work marks the teacher. The fraction is written. The assessment is put in a diary, a notebook. Rating can be used to evaluate reports, individual homework assignments, creative assignments.

Example 1

The student grades 4, the teacher - 5. The result is a fraction 4/5.

Reception "Telegram"

Description: reception of actualization of subjective experience. A very short entry.

" Example. Briefly write the most important thing that I learned from the lesson with wishes to my neighbor in my desk and send (exchange). Write in a telegram a wish to the hero of the work, lyrical hero poems. Write a wish for yourself in terms of what was learned in the lesson, etc.

Reflective phrases

In class, I learned...

it was interesting…

it was difficult…

I did assignments...

I realized that...

Now I can…

I felt that...

I purchased...

I learned…

I managed …

I'll try…

surprised me...

gave me a lesson for life...

I wanted…

Questionnaire

1. At the lesson I worked ……………………………….

2. With my work in class, I ………………………..

active / passive satisfied / dissatisfied short / long not tired / tired got better /

3. The lesson seemed to me ……………………….

not understandable useful / useless interesting / boring

4. At the lesson I …………………………………………

5.My mood ……………………………………..

6. The material was to me ………………………………….

• http://www.sch2000.ru/ - Center for system-activity pedagogy “School 2000…”.
• http://netedu.ru / - Portal "Network education. Expertise. Textbooks".
• https://sites.google.com/site/konstruktoruroka/home - Digital lesson designer (developer Selikhova Tatyana Yurievna . )
• http://www.openlesson.ru / - OPEN LESSON: www.openlesson.ru - about directing boring lessons in modern school, the intricacies of a socio-playful learning style and business tips in a butterfly table for professionals (both young and already wise with pedagogical experience)
• http://festival.1september.ru/articles/subjects/1 - Festival of pedagogical ideas "Open Lesson".

Key words of the abstract: consulate, First Consul, formation of the empire of Napoleon I, emperor of the French, act of coronation, king of Italy, battle of Austerlitz, continental blockade, great empire.

Consulate

The new constitution, adopted in December 1799, proclaimed as its principles "calmness, order, legality." The Senate, the highest legislative chamber, handed executive power to three consuls for 10 years. The First Consul was vested with the greatest rights. He had the right to create laws, declare war and make peace, appoint ministers and officials. He had more power than Louis XVI under the constitution of 1791.

Empire of Napoleon Bonaparte	Monarchy of Louis XVI
	Power was inherited
	All executive power was in the hands of the monarch.
The monarch had the right to legislate	The monarch had the right to make laws, but he could not override the decisions of ieba.com , previous monarchs (to whom the laws of individual territories formally applied)
Orgakzakr but dative power formally existed, but its powers were insignificant	The legislature was absent

The Second and Third Consuls had only an advisory vote. Legislative power was severely limited. The constitution restored universal suffrage. However, local self-government was destroyed, government officials - prefects - were sent to the departments for management. In cities, instead of elected communes, mayors were appointed. The regime of personal power was established in the country.

So Napoleon Bonaparte, "son of the revolution", became the main political figure in France. The country has entered the path of civil peace. The period from 1799 to 1804, when power was concentrated in the hands of the consuls, historians call consulate.

Following a plebiscite in August 1802, Napoleon became consul for life, and the new constitution of the 10th year of the republic gave him the right to appoint a successor. It was a step towards a monarchy.

Having become the First Consul, Bonaparte set himself the task of taking revenge for the failures of 1799. In 1800, he went to second italian campaign . Having passed through the Alps and went to the rear of the Austrians, the French on June 14, 1800 won a victory in battle of marengo. Austria withdrew from the war and recognized France's new eastern frontier along the Rhine.

The European powers that fought against France were tired of the war. Denmark was the first to conclude a truce with France in 1801, then its allies followed suit. Having lost allies, Great Britain in March 1802 in the city of Amiens signed a peace treaty with France, which put an end to the ten-year war. Under this treaty, Great Britain lifted the naval blockade of France, but did not recognize its new borders.

Royalist conspiracies, aimed at overthrowing the consulate regime and restoring the Bourbon monarchy, frightened the "new rich", who were afraid of losing their property acquired during the years of the revolution. They demanded "that Napoleon Bonaparte, now First Consul, be proclaimed emperor and as such entrusted with the administration of the French Republic."

Reasons for creating an empire:

1. France needed a reconciliation between supporters and opponents of the revolution;
2. Bonaparte used this as one of the means of rehabilitating his regime in the eyes of the Catholics;
3. Bonaparte used this as a means of increasing his prestige in the international arena (for example, thanks to this title, peace talks between Emperors Napoleon I and Alexander I);
4. it is quite possible that this was the fulfillment of the childhood dream of Napoleon, who was brought up in a monarchical country and always aspired to greatness;
5. Bonaparte had at his disposal all the fullness of executive power and devotion to the army; no one had a chance to challenge his decisions.

May 18, 1804 The Senate proclaimed Napoleon "Emperor of the French", Napoleon I, and on December 2 of the same year a solemn act of coronation. Pope Pius VII was forced to come to Paris and preside over the coronation ceremony. For this occasion, a golden crown was specially made. The new constitution of 1804 established a hereditary monarchy.

In May 1805 in Milan, in the Dome Cathedral, Napoleon was crowned as king of italy. For some time, France was still called a republic, but then the word "empire" replaced the former name. This is how this bourgeois monarchy. The legislative power was completely subordinated to the executive, concentrated in the hands of the emperor.

The emperor glorified himself as a legislator. In March 1804, the famous Civil Code, or the Napoleonic Code, was issued, fixing the "principles of 1789." The code proclaimed the equality of citizens before the law, the inviolability of the person and property, freedom of conscience, the secular nature of the state, freedom of labor, etc. The old order in France was done away with forever. The code subsequently spread to all European countries.

Continental blockade of England

After the proclamation of the empire, he set about fulfilling a long-standing plan - to transfer troops to England and defeat your worst enemy. In August 1805, a coalition was formed against France between England, Russia, Austria, Naples and Sweden. Military operations at sea brought victory to Great Britain. However, hostilities on land brought victory to France. November 14, 1805 G. french army entered Vienna. Napoleon settled in the palace of the Austrian emperor.

December 2, 1805 in 120 km from Vienna there was a bloody Battle of the village of Austerlitz, where Napoleon won a decisive victory over the Austrian and Russian armies. The significance of this battle was enormous: Alexander I urgently withdrew his troops, and the Austrian emperor personally arrived at Napoleon's headquarters to ask for peace - his army was defeated and could not continue hostilities. Austria had no choice but to capitulate and recognize France's freedom of action in the German and Italian states.

In 1806 the European monarchies created a new anti-French coalition. Now, instead of Austria, Prussia entered it. In the same year, the Prussian army was defeated in the bloody battles of Jena and Auerstadt. At the end of October, Napoleon solemnly entered Berlin. In this city November 21, 1806 the emperor signed continental blockade decree, which forbade all states dependent on France to trade with Great Britain. This time he wanted to expel British goods not only from France, but from all of Europe, to deprive Great Britain of the European market, and therefore of the means to continue hostilities.

The victory of the French army at Friedland on June 14, 1807 was decisive for the outcome of hostilities. In July 1807, Napoleon made peace with Russia. Two emperors - Napoleon and Alexander I - met in Tilsit. They signed peace and alliance treaties between France and Russia. Under the terms of the treaty, Russia joined the continental blockade. Here, peace was concluded with Prussia, on which Napoleon imposed an indemnity and took away part of the territory, and from its Polish possessions he created the Grand Duchy of Warsaw, dependent on France. In addition, Prussia was also to join the continental blockade.

In 1807 the French army invaded Portugal, and in 1808 Spain, with the same object of compelling these states to join the continental blockade. In June of the same year, Napoleon installed his elder brother Joseph on the Spanish throne. But the Spaniards did not accept the occupation.

By 1810, Napoleon I had achieved hitherto unprecedented power and glory. Around the borders of France arose chain of puppet states , ruled by relatives of the emperor and monarchs, whom he himself placed on the throne. Many "subsidiary republics" created under the Directory were annexed to France. Thus the "Great Empire" was created. All states dependent on France were to join the continental blockade.

Domestic policy of the consulate and empire of Napoleon I

Bonaparte stimulated the development of big business, taking a whole range of measures for this, including the strengthening of the franc. At the same time, he launched a large-scale state building, which has been used since ancient times to give work to the poor. The creation of new jobs also stimulated the development of the business of the big bourgeoisie. Bonaparte also decided to make peace with the moderate opponents of the revolution. He declared an amnesty for emigrants, and also tried to improve relations with the Catholic Church. The latter included a whole range of measures. The first consul went to negotiate with the Pope. Later, the pope presided over the emperor's coronation ceremony.

After a series of French military victories, the Roman high priest became controlled by Paris, while he was glorified and supported in every possible way in undertakings that did not diverge from the political course of the empire. The separation of church and state in France was abolished, the positions of Catholic hierarchs were formally restored, but, for example, Napoleon personally appointed bishops. Using his right to legislate independently, Napoleon introduced a number of codes in France and in the territories under its control with new norms of social relations.

During the period of the consulate and the empire, France achieved significant successes in the internal and foreign policy. Based on the new laws, the economic, financial and police systems were radically rebuilt, an agreement was concluded with the papal throne, restoring the activities of the church in France, and transformations were carried out in the field of culture and education. Bonaparte, having proclaimed himself the ruler of the "national", people, managed to eliminate many conflicts in society. As a result of military victories in these years, France became the strongest state on the continent.

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at first he decided to simply survive against the backdrop of the revolution,
then - having already reached some tops - he decided to remain on this top on a stable basis, for which the revolutionary unrest was suppressed.

then it was decided to legitimize the regime of personal power at the highest level - with the pope, the coronation of the imperial crown (a prism to the past of both the Roman Empire and the history of France itself).

an heir was even born, but it did not work out, because after some time it turned out to be unbearable to fight with all of Europe.

in terms of Louis the Sixteenth, Napoleon's empire was immeasurably cooler - and in terms of economic development (Louis the 16th only finished off the legacy of the 14th), since after the revolution the bourgeoisie received more rights and opportunities, and in terms of social tranquility - the empire had a chance to success and simple people and even newly invited aristocrats, plus the Napoleonic Code and other laws,

in terms of external influence and territorial scope, there is no comparison at all, the empire was still cool.

in general, everything was cooler.

but also gave rise to its own contradictions.

the workers were not very good.

military drafts rowed many.

the vassal states were not happy at all, except for some.

territories that were included in France itself - such as the future Belgium, etc. - they did not feel like French at all, since they (like vassals) were squeezed out of opportunities for economic growth in order to suppress their competition with the French.

the continental blockade was not sugar at all for anyone.

something like this...

For France, Napoleon's achievements seemed like a miracle, and the country thanked him generously. He first became consul for 10 years, and on August 1, 1802, consul for life with the right to appoint his successor.
In February 1804, an Anglo-Royalist conspiracy against Napoleon was uncovered. The chief of the Chouans, Georges Cadudal Pichegru, was to eliminate the first consul. the general was arrested in a detention cell, Kadudal was executed. At the same time, Napoleon made an attempt to get rid of General Moreau, his only rival in the military field. At Hohenlinden, you would present the winner as implicated in a conspiracy and exiled to America. In full measure, Napoleon also repaid another suspect - an innocent prince from the House of Bourbon, the Duke of Enghien, who was arrested on no man's land, sentenced to death by a court-martial and shot. The execution of the offspring of the royal family caused deep indignation of all European monarchs. Napoleon, on the other hand, benefited from the royalist conspiracy and begged the authorities. He was proclaimed Emperor of France and Pope Pius v|| (7) arrived in Paris for his magnificent coronation, which took place on December 1-2, 1804.
The tricolor flag and even the word "Republic" have survived (the latter only until 1807). Voice tore for the execution of Louis xv | occupied high positions. It turned out that Napoleon personified the "Revolution that put on the crown." On the other hand, this was a restoration, not only of the monarchy, but also of the old regime. Napoleon offered to return to the emigrants - aristocrats, and the old titles enjoyed the same respect as before, although a new imperial nobility appeared.
The Directory surrounded France with satellite republics, and it would have been easy for any government to abandon a policy that seemed both to strengthen the country and to ensure its security. On the other hand, it was required. To show the wonders of diplomacy in order to force the European states to recognize the hegemony of one country.

In 1802, Napoleon Bonaparte became first consul for life. In May 1804, he was proclaimed "Emperor of the French", and in December of the same year, a solemn act of coronation took place in Notre Dame Cathedral. Since 1808, France is no longer a republic, but an empire.
In 1804, the famous Civil Code, later called Napoleonic, was published - a classic monument of legal thought. The code included the best provisions of the legal systems of different eras: it proclaimed the equality of citizens before the law, the inviolability of the person and property, freedom of conscience, etc. It fixed the bourgeois model of property relations, inheritance law, the position of a wife in relation to her husband and an employee - to to his master. The code was introduced by Napoleon in all the countries he conquered.
While still the first consul. Napoleon began the construction of the grandiose building of his empire. In 1800, as a result of the second Italian campaign, Austria was defeated. Belgium and the lands on the left bank of the Rhine went to France. December 2, 1805 Napoleon defeated the Austrian and Russian armies near Austerlitz. After Austerlitz, Austria was forced to give Napoleon complete freedom of action in Italy and Germany, to recognize the capture of Venice. The Holy Roman Empire ceased to exist. In 1806, the French troops invaded Prussia, whose army was defeated at Jena. Bonaparte entered Berlin. In 1807, the Russian Emperor Alexander I concluded the Treaty of Tilsit with Napoleon. In 1808t. French army entered Madrid: During the first decade of the XIX century. Napoleon Bonaparte created a chain of puppet states around the borders of France, ruled by his relatives.
Except for England, impregnable on its island, and Spain, which responded to the French invasion guerrilla war, Napoleon had no opponents in Europe. In defeated Berlin, Napoleon signed a decree on the continental blockade, forbidding all states dependent on France to trade with England. In the conquered countries, the French authorities or pro-French governments carried out bourgeois reforms. The peoples of Europe were burdened by the "blood tax" - the obligation to supply soldiers to the emperor's army. In France itself, after two lean years and trade disruption due to the continental blockade, the economy was severely undermined.
Meanwhile, obsessed with the idea of ​​world domination, Napoleon decided to oppose Russia. The "great army" recruited from almost all over Europe, numbering more than 400 thousand people, in June 1812 invaded the empire of Alexander I. The first major battle was the battle of Smolensk. Then the two armies met near the village of Borodino. After a fierce battle, Field Marshal Mikhail Kutuzov decided to leave the battlefield to the French. With a battered, bloodless army, Napoleon entered Moscow, in which by this time there were neither inhabitants nor food. The winner did not triumph - Russia refused to sign the peace. Great commander retreated for the first time. After the battle near Maloyaroslavets, the demoralized, hungry French army was forced to retreat along the old Smolensk road already devastated by Bonaparte. It was impossible to save the melting army, and Napoleon, throwing troops at his generals, returned to Paris.
Bonaparte again raised an army. But the situation changed dramatically: the European states, which had grown bolder, decided to oppose their enslaver. At the head of Russia, an anti-Napoleonic coalition arose: England, Prussia, Austria, Sweden, Spain and Portugal. On October 16-19, 1813, the famous battle of peoples near Leipzig took place. Napoleon was defeated. Military operations were transferred to the territory of France. March 31, 1814 Allied troops entered Paris. Napoleon signed the act of abdication and was sent into honorable exile on the island of Elba. Louis XVIII of the Bourbon dynasty was proclaimed King of France.
In the autumn of 1814, representatives of all European states gathered at the Congress of Vienna to resolve the issues of the post-war structure of Europe. But even before its completion, the news came that Napoleon left Elba and on March 1, 1815 landed in France. Thus began the famous Hundred Days - a period of short-term return of Bonaparte to power. He was supported by those sections of the population who feared a revision of the results of the revolution in the socio-economic field. But in the battle of Waterloo on June 18, 1815, the French army was defeated by the English troops led by Wellington. Exhausted France could not continue the war. Louis XVIII returned to the throne. Napoleon was exiled to Saint Helena, where he died in 1821.
The interests of France at the Congress of Vienna were represented by Charles-Maurice Talleyrand (1754-1838), who went down in history as a subtle diplomat, a master of intrigue and a politician who managed to remain at the forefront in politics, despite the change of regimes. He managed to quarrel the allies: as a result, France, England and Austria united against Russia and Prussia. In the interests of France, Talleyrand put forward the idea of ​​legitimism (legality): all territorial acquisitions since the French Revolution were declared invalid, political system European countries "should" remain as it was at the turn of 1792. France thereby retained its "natural borders".
As a result of the Congress of Vienna, Russia received Part of Poland - the Duchy of Warsaw, previously created by Napoleon from the Polish lands that belonged to Prussia. The wealthy and economically developed provinces of the Rhineland and Westphalia, as well as the western Polish lands, were annexed to Prussia. Austria ceded two Italian regions - Lombardy and Venice. Instead of more than two hundred small German principalities, the German Confederation was created from 39 states, the largest of which were Austria and Prussia. England retained the island of Malta and the former Dutch colonies - Ceylon and the Cape. To combat the revolutionary movement and "in the name of religion," the emperors of Russia and Austria, as well as the king of Prussia, entered into a Holy Alliance.