Systematic active approach in the lessons of the Russian language. System-activity approach and its implementation in Russian language lessons

08.05.2020

"Implementation of a system-activity approach in the lessons of the Russian language and literature" Slide 1. A real teacher shows his student not finished task over which thousands of years of labor have been laid, will lead it to the development building material, erects a building with him, teaches him how to build. (A. Diesterweg)

The modern teacher is faced with the task of using a system-activity approach in teaching schoolchildren.

Its essence is to get away from the traditional explanation of the material in the classroom and in extracurricular activities and create conditions for students to acquire knowledge on their own and use it in practice. The activities of students should be meaningful. The student should ask himself questions: what do I want to do, why do I do it, how do I do it, how did I do it.

All the principles of the system-activity approach (slide No. 2 "Principles of the system-activity approach in teaching") are applicable in the lessons of the Russian language and literature, but the key is still the principle creative activity, as a result of which the student not only discovers knowledge, but also creatively implements it.

Based on my work experience, I will focus on the system of my work. (slide No. 3. “The activity approach in the lessons is carried out through the use of active methods; the inclusion of elements of research activity in the lesson; the involvement of students in playing, evaluative and debatable, reflective activities, as well as project activities. " On the presented slides (slides 3.4) you see episodes of the active work of students of past years.This is a Russian language lesson on the topic "Free and non-free phrases."

Students solve problems. So, in the 5th grade (the topic “Spelling words with b and b. Spelling b after hissing”), during the lesson, a dictation was held to replace the type: doctor-doctor; support-help; the table for the exercise of the textbook is filled out using signal cards. Fifth-graders completed the work with self-examination and correction of knowledge. Task: connect with a solid line the words in which b is written. Those who get a figure in the form of b or 5 coped with the task "excellently". (slide 5). At the end of the lesson, students independently completed a test on the topic (slide 6)

Based on the principles of the system-activity approach in teaching, I try to offer students to perform certain actions that will lead to the creation of a specific educational result, product. With such an organization of activities, the main thing is personal initiative, therefore I encourage students to prepare presentations for the lesson in accordance with the instructions of the teacher. In the current academic year, at the lesson of literature 10 "A" class on the topic "Addresses love lyrics M.Yu. Lermontov” tenth graders presented interesting material, prepared comparative analysis poems by A.S. Pushkin "I loved you .." and M.Yu. Lermontov "I don't love you..."

Formation of the personality of the student and spiritual development is carried out in the process of his own activity, when he himself becomes a "hero of action". With this in mind, in literature lessons I spend staging my favorite pages of the studied works (slides 7, 8, 9, 10). You see staged lessons on Krylov's fables, the fairy tale of S.Ya. Marshak, based on "Eugene Onegin" by Pushkin. In this case, students get used to the role of heroes, as they say, try on their “suit” for themselves. Such development of students' self-activity will help students to become managers of their own destiny in the future.

The advantage of the activity approach in the educational process is that it is organically combined with various modern educational technologies: ICT, gaming technology, technology critical thinking and others. Therefore, in my work I conduct non-standard lessons, in which students act not as passive listeners, but as “ actors". On slides (11,12,13) some episodes of such lessons are presented: “Game-journey to city C” (on the topic “Noun”, game “Young corrector”, lesson on the topic “Numeral”, game-journey “In world of words". The end product of such lessons was miniature essays, oral reports of students on the topic studied, drawings (slide 14), presentations, drawing up support charts and tables (slide 15,16, p. 31, p. 10).

It is possible to form qualitatively new educational results only with the systematic inclusion of students in independent educational and cognitive activities. To this end, for extracurricular activities, together with a history teacher, an integrated course "History of Russia in Russian literature of the 19th century" was developed, it included 3 blocks, enabling students to create a project, working with various sources of information, including electronic, Internet. We assume that such work will ensure the self-development of the individual, activate the mental and creative activity of students, improve their work, provide students with the opportunity to independently discover new knowledge in a certain sequence and consolidate it.

If we talk about extracurricular activities, it should be noted that any event outside the school walls can also become a stage in the cognitive activity of students, a stage in generalizing the acquired knowledge and reflecting on educational activities. This is evidenced by the educational excursion of 8th grade students to the city of Baltiysk, the purpose of which was to get acquainted with ships of the 1st rank, visit the Baltic Fleet Museum, monuments to Peter I and Empress Elizabeth, the patroness of the Russian fleet, a ruler near the monument to the dead sailors with the laying of flowers (slides 17,18 ,19,20). The result of this event was the design by the students of the class stand and presentation.

Thus, the system-activity approach contributes to problem solving; ensures readiness for self-education; use information resources; social interaction; develops communicative and technological competence. Obviously, it is impossible to realize the new goals of education if the student passively learns ready-made truths. An independent search is needed, in the process of which one gains experience in goal setting, achieving goals, reflective self-organization and vigorous activity (slide 21).

The implementation of the activity approach in the classroom forces the teacher to restructure their activities, move away from the usual explanation and provide students with their own, in a certain sequence, to discover new knowledge and appropriate it. It is the students who are the main "acting heroes" in the lesson. And, of course, their activities in the classroom should be meaningful, personally significant: what I want to do, why I do it, how I do it, how I did it.

The implementation of the technology of the activity method in practical teaching is provided by a system of didactic principles, described in detail in various sources.

All of them are applicable in the Russian language lesson, however, in my opinion, the principles of activity and creativity are still key. Thus, it is appropriate to talk about creative activity in the classroom, as a result of which the student not only discovers new knowledge for himself, but also creatively implements it.

As part of the activity approach, it is advisable to organize work with exemplary artistic text small volume, which can be used both for analysis and for creative tasks.

The result of creative activity should be an understanding of the semantic content of a speech statement (reading and listening) and response speech activity (speaking and writing). The semantic analysis of the text contributes to the formation of motivation for creative activity. Creative tasks there can be both spontaneous speech statements on the perception and comprehension of the text, and written texts created by students. Technology of systemic activity approach. What is its essence? The principle of activity lies in the fact that the formation of the student's personality and his advancement in development is carried out not when he perceives knowledge in finished form, but in the process of his own activity aimed at "discovering new knowledge".

And here the role of the teacher is great, who puts at the forefront the task of developing the initiative of students, thanks to which a person will subsequently become the manager of his own destiny.

It is difficult to overestimate the role of the teacher's activity, its influence is not the process of formation and development of the child's personality. Everything is important here: the rejection of an authoritarian style of communication in favor of a democratic one, and the personal qualities of the teacher, and his professional competence, and ability for self-development.

Training should be organized in such a way as to purposefully lead development. Since the main form of organizing learning is a lesson, it is necessary to know the principles of building a lesson, an approximate typology of lessons and criteria for evaluating a lesson within the framework of a systemic activity approach.

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

The principle of activity is that the student, receiving knowledge not in a ready-made 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 active successful learning. the formation of his general cultural and activity abilities, general educational skills.

The principle of continuity 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 children.

The principle of integrity - involves the formation by students of a generalized systemic understanding 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 minimax principle is as follows: the school must 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).

The principle of psychological comfort - involves the removal of all stress-forming factors educational process, 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' abilities for a systematic enumeration of options and adequate decision-making in situations of choice.

The principle of creativity means the maximum orientation towards creativity in the educational process, the acquisition by students of their own experience of creative activity.

The activity approach in the lessons is carried out through:
Modeling and analysis of life situations in the classroom;

Use of active and interactive techniques;

Participation in project activities, possession of methods of research activity.

Involving students in playing, evaluative and debatable, reflective activities, as well as project activities - providing a free search for an effective approach to solving a problem that meets the individuality of the child.

Students:
work with sources of information, with modern means of communication;

critically comprehend relevant social information coming from different sources, formulate on this basis their own conclusions and value judgments;

solve cognitive and practical tasks that reflect typical situations;

analyze modern social phenomena and events;

master typical social roles through participation in educational games and trainings that simulate situations from real life(at the lessons of the humanitarian cycle)

argue the defense of their position, oppose a different opinion through participation in discussions, debates, debates about modern social problems;

carry out creative work and research projects.

An important characteristic of the activity approach in the work of teachers is consistency. So, in the practice of teachers, a systematic activity approach is carried out at various stages of the lesson.

At the stage of self-determination to learning activities and updating knowledge, a problem situation is created, which implies the existence of different options for solving problems.

At the stages of setting a learning task and discovering new knowledge, there is a search, analysis, and structuring of information. Conducted laboratory and virtual research. The effectiveness of this stage of the lesson is achieved through work in groups of permanent and shift composition, organization of project activities. The collective activity of students is organized in the form brainstorming, with the help of which the method of solving the problem situation is selected. This technique is used when it is possible to offer the greatest number of options for resolving the problem. For example: “How not to make mistakes in writing prefixes pre-pri?

At the stage of incorporating new knowledge into the system and repetition, such forms of work are used as individual work when solving quantitative and qualitative problems, individual elimination of gaps in students' knowledge is organized on the basis of self-control and mutual control.

The stage of generalization of the acquired knowledge and reflection of educational activity deserves special attention. In the practice of our teachers, the use at these stages of such teaching methods as cinquain and cluster, which allow us to combine analytical and creative activities.

The use of a systematic activity approach is focused, first of all, on the formation of information and communication culture of students. The role of cognitive activity of students, their motivation for independent academic work. The advantage of the activity approach is that it is organically combined with various modern educational technologies: ICT, gaming technologies (business and retrospective games, intellectual tournaments), critical thinking technology, Debate technology, research and project activity technology, which contributes to the formation of universal educational actions.

The system-activity approach contributes to the formation of key competencies of students:

willingness to solve problems

technological competence,

readiness for self-education,

readiness to use information resources,

readiness for social interaction,

communicative competence.

The structure of the lesson in the technology of the system-activity approach

1. Organizational moment.

inclusion of students in activities on a personal- significant level. "I want because I can."

1-2 minutes;

Students should have a positive emotional orientation.

inclusion of children in activities;

Work methods:

the teacher at the beginning of the lesson expresses good wishes to the children; offers to wish each other good luck (clapping in the palm of each other with a neighbor on the desk);

the teacher invites the children to think about what is useful for successful work in the lesson; children speak out;

motto, epigraph (“With little luck, great success begins”);

self-test homework according to the sample.

I set up the children for work by talking with them the lesson plan (“let's practice solving examples”, “get acquainted with a new computational technique”, “write an independent work”, “repeat the solution of compound problems”, etc.)

II. Knowledge update.

Target: repetition of the studied material necessary for the "discovery of new knowledge", and the identification of difficulties in individual activities every student.

The emergence of a problem situation.

updating ZUN and mental operations(attention, memory, speech);

creating a problem situation;

identification and fixation in loud speech: where and why the difficulty arose; topics and objectives of the lesson. First, the knowledge necessary to work on new material is updated. At the same time, effective work is underway on the development of attention, memory, speech, and mental operations.

Then a problem situation is created, the purpose of the lesson is clearly spelled out.

Purpose: discussion of difficulties (“Why are there difficulties?”, “What do we not know yet?”); pronouncing the purpose of the lesson in the form of a question to be answered, or in the form of a lesson topic.

Methods of setting a learning task: a dialogue that encourages from a problem situation, a dialogue that leads to the topic, a dialogue that leads without a problem.

IV. “Discovery of new knowledge” (construction of a project for getting out of a difficulty).

Purpose: solving the KM (oral problems) and discussing the project of its solution.

Ways: dialogue, group or pair work:

Methods: a dialogue that encourages hypotheses, a dialogue that leads to the discovery of knowledge, a dialogue that leads without a problem.

organization of independent research activities;

derivation of the algorithm.

Children receive new knowledge as a result of independent research conducted under the guidance of a teacher. They are trying to express the new rules in their own words.
At the end, the discussion is summed up and the generally accepted formulation of new algorithms of actions is given. For better memorization, where possible, the technique of translating mathematical rules into the language of images is used.

V. Primary fastening.

Target:

Ways: frontal work, work in pairs;

Means: commenting, marking with iconic symbols, performing productive tasks.

performing tasks with pronunciation in loud speech in the process of primary consolidation, examples are solved with commenting: children pronounce new rules in loud speech.

VI. Independent work with self-test according to the standard. Introspection and self-control

Target: Everyone must make a conclusion for himself that he already knows how.

A small amount of independent work (no more than 2-3 typical tasks);

Done in writing;

Methods: self-control, self-assessment.

When conducting independent work in the classroom, each child pronounces new rules to himself.
When checking the work, everyone should check himself - whether he understood everything, whether he remembered the new rules. Here it is necessary to create a situation of success for each child.

First, invite students from a set of tasks to choose only those that contain a new algorithm or a new concept;

Loan exercises are performed in which new knowledge is used together with previously learned ones.

When repeating previously studied material, game elements are used - fairy-tale characters, competitions. This creates a positive emotional background, contributes to the development of children's interest in lessons.

Target: students' awareness of their SD (learning activity), self-assessment of the results of their own and the whole class.

Questions:

What was the task?

Were you able to solve the task?

How?

What were the results?

What else needs to be done?

Where can new knowledge be applied? In the process of primary consolidation, examples are solved with commenting: children pronounce new rules in loud speech.

The activity approach in the educational Standards makes it possible to single out the main results of training and education.
Personal development - the development of students' readiness and ability for self-development and the realization of creative potential in spiritual and subject-productive activities, high social and professional mobility based on continuing education and competencies “be able to learn”;

Social development - the formation of Russian and civil identity on the basis of the adoption by students of democratic values, the development of tolerance for life in society, the education of patriotic convictions; development of the main social roles, rules and regulations.

Cognitive development - the formation of students scientific picture peace; development of the ability to manage their cognitive and intellectual activities; mastering the methodology of cognition, strategies and methods of cognition and teaching; development of representative, symbolic, logical, creative thinking, productive imagination, arbitrary memory and attention, reflection.

Communication development- the formation of competence in communication, including the conscious orientation of students to the position of other people as partners in communication and joint activities, the ability to listen, conduct a dialogue in accordance with the goals and objectives of communication, participate in a collective discussion of problems and decision-making, build productive cooperation with peers and adults, on the basis of mastering verbal and non-verbal means of communication, allowing free communication in Russian, native and foreign languages.

I propose to see how all of the above is implemented in practice using the lesson as an example.

1. Organizational moment.

Target: the inclusion of students in activities at a personally significant level - "I want because I can."

II. Knowledge update.

Target: repetition of the studied material necessary for the “discovery of new knowledge”, and identification of difficulties in the individual activity of each student.

At this stage, a situation of emotional liberation is created, work is underway on the first teaching goal of the lesson - checking the degree of assimilation of the previously studied material. Quite a traditional beginning of the lesson, but an important element here is the independent setting of educational tasks and students' reflection.

The lesson is based on text. This content of educational activity corresponds to the goal of competence-based teaching of the Russian language, which contributes to the formation of the language ability of the individual.

At the stage of updating knowledge, I often offer students work with a short poem. The analysis of the poetic text brings up the artistic perception of the surrounding world, and at the same time, working with this text allows you to smoothly move on to studying new topic. The requirements for texts are their compactness and artistic exemplary character.

For example, when studying the topic “Communion”, I offer texts saturated with adjectives that are already well known to children, and participles, which will only be discussed in the lesson.

When the yellowing field worries,
And the fresh forest rustles at the sound of the breeze,
And the crimson plum hides in the garden
Under the shade of a sweet green leaf;
When dew sprinkled with fragrant
Ruddy evening or morning at a golden hour,
From under the bush I silver lily of the valley
He shakes his head amiably.
M. Yu. Lermontov

The sun has risen during the day
For the curly forest descends:
The forest stands under a dark hat,
Bathed in golden fire.

Green grass on the mound
Asleep, all sprinkled with sparks,
Dusted with pink dust
Yes, humiliated with stones.
I.S. Nikitin

Class task: Formulate for yourself a study task for this text.

Possible job options:

Read the poem aloud.

Title the text.

Determine the theme and idea of the text. Give a reasoned assessment of the proposed texts.

What artistic means do the poets use?

Point out and explain the studied spellings and punctograms.

The tasks listed above are generally required to work with any kind of text in every class. Not only is there a development of communicative competence (mastery of all types of speech activity and the basics of the culture of oral and writing), in parallel, preparations are underway for the state final certification, the development of practical skills in text science (speech science), such as the ability to accurately perceive the content of the text read, its main problems; determine the main idea, the position of the author of the text; recognize linguistic means of expression, etc.

Introduction to the topic. Working with these texts allows you to smoothly move on to learning a new topic.

Name all the words that indicate the attribute of the subject. How were you able to identify them? (on the question of what? What? What?)

Exploring a new lesson topic.

Research task for the class:

Divide the words into groups, combining them according to common features (each determines the number of groups independently).

After the students distribute the words into groups, the answers and justifications for the proposed distribution are heard. Then the students are offered the teacher's version and given the task to explain the proposed distribution of words into groups.

When worried yellowing field,
AND fresh forest roars at the sound of the breeze,
And hides in the garden raspberry plum
Under the shadow of a sweet green leaf;
When dew sprinkled with fragrant
Ruddy evening il morning at the golden hour,
From under the bush to me silver lily of the valley
He shakes his head amiably.
M. Yu. Lermontov

The sun has risen during the day
Per curly forest going down:
The forest stands under a dark hat,
V golden fire bathes.

On the hill the grass is green
Asleep, all sparks spattered,
Dusted with pink dust
yes stoned humiliated.
(I.S. Nikitin)

Fresh forest, raspberry plum, under the shade of a sweet, green leaf, fragrant dew, ruddy evening, at a golden hour, silver lily of the valley, curly forest, under a dark hat, in golden fire, green grass, pink dust.

A yellowing field, a sprayed lily of the valley, the grass is sprayed, showered, humiliated.

III. Statement of the educational task.

Target: discussion of difficulties (“Why are there difficulties?”, “What do we not know yet?”); pronouncing the purpose of the lesson in the form of a question to be answered ( What is participle as a part of speech?)

Such a task allows students to show both independence of thinking, express their point of view, and shows possible difficulties in studying this topic. Therefore, the next mandatory step is the goal-setting of students.

Goal setting questions:

What do the words in both groups have in common? What part of speech do they explain? How are these words formed? What parts of speech are these words derived from?

IV. “Discovery of new knowledge”(construction of a project to get out of difficulty).

Conversation following the comparison of two texts:

What did you learn about the sacrament?

What is the difference between the points of view on the sacrament of the authors of different textbooks? What do they have in common?

Draw your own conclusion.

During a conversation about different forms presentation educational material students on the board are offered background information for the competent formulation of the answer:

Words to help: highlights, considers, considers, relates, from the point of view, according to.

Choose for yourself a convenient form for a summary of important information about the sacrament (basic abstract, table, drawing, etc.)

The teacher offers his form of recording only after the children express their own suggestions.

V. Primary fastening.

Target: pronunciation of new knowledge, recording in the form of a reference signal.

The definitions of the participle are given both in poetic form, which facilitates memorization, and authoritative Russian classics.

Here is my required property:
I bow like an adjective.
I answer all his questions.
I recall the verb by meaning.

Words by V. Dahl, creator of “ explanatory dictionary living Great Russian language”:

“A participle is a part of speech that participates in a verb in the form of an adjective.

A.S. Pushkin, the genius of our literature, spoke about participles:

“Participles... are generally avoided in conversation. We do not say: a carriage galloping over a bridge; a servant sweeping the room; we say: who jumps, who sweeps, and so on - replacing the expressive brevity of the sacrament with a sluggish turn.

After independent work, the answer options are heard, discussed, then the teacher's version is shown - a reference summary.

VI. Independent work with self-test according to the standard. Self-analysis and self-control.

At the end of this stage of the lesson, reflection is carried out:

Questions for reflection:

Were you able to solve your problem?

What helped you in this?

What difficulties have arisen?

The stage of the lesson on the study of a new topic contributes to the development of educational and cognitive competence of schoolchildren through the goal-setting of the students themselves, the solution of a problematic task, the formulation of conclusions, and then reflection. Also, this stage of the lesson is aimed at developing the information competence of students through working with several sources, the ability to highlight the main information, to formulate their thoughts in a compact way is being developed. The development of the communicative competence of students is realized through an educational dialogue, tasks aimed at creating their own short notes, their protection, reviewing the speeches of classmates.

VII. Inclusion of new knowledge in the knowledge system and repetition.

Consolidation. At the next stage of the lesson, through a heuristic task, the new topic is consolidated in practical activities, since the task is aimed at using participles in speech.

Exercise 1:

Try to replace the adjectives from the first column with the same-root participles.

Heuristic task:

Make up as many sentences as you can about your activities in the lesson and the work of your classmates using participles.

Based on the results of the implementation, the resulting answers are heard, assessment and self-assessment are carried out.

Homework:

Be able to tell in your short record about the sacraments.

Name the associative series with the word “Autumn” (autumn, leaves, sky, rain, clouds). Make up sentences in which these words will be used with the participle.

VIII. Reflection of activity (the result of the lesson).

What was the most useful thing for me in the lesson?

What was the most interesting part of the lesson for me?

What was difficult for me in the lesson?

What should I pay attention to in homework in preparation for the next lesson?

It is possible to form qualitatively new educational results only with the systematic inclusion of students in independent educational and cognitive activities. The ability to create your own educational product, work with various sources of information, and other activities ensure 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. It is necessary to search for it independently, in the course of which the experience of goal-setting, achievement of goals, reflective self-organization and self-assessment, and experience of communicative influence are acquired.

Municipal budgetary educational institution

"Ust-Udinskaya middle comprehensive school No. 2"

Ust-Uda settlement, Ust-Udinsky district, Irkutsk region

Related article:

"System-activity approachin Russian lessonsas the main condition for the implementation of the GEF"

prepared by: teacher of Russian language and literature

MBOU "Ust-Udinskaya secondary school No. 2"

Krys Olga Anatolyevna.

P. Ust-Uda, 2016

System-activity approachin the lessons of the Russian language, as the main condition for the implementation of the Federal State Educational Standard.

"The only path leading to

knowledge is activity.

B.Show

This topic is relevant, since the didactic system of the activity method, awarded the Presidential Prize in Education for 2002, is becoming increasingly important at the current stage of education modernization, since its goals and objectives fit well into the reform strategy proposed by the Russian Government. It reflects one of the most serious approaches to developing education: the technology of the activity method is aimed at the formation of the qualities and values of a spiritually developed personality necessary in modern conditions in the process of professional development.
Technology of systemic activity approach. What is its essence? The principle of activity lies in the fact that the formation of the student's personality and his advancement in development is carried out not when he perceives knowledge in finished form, but in the process of his own activity aimed at "discovering new knowledge".

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

The principle of integrity - involves the formation by students of a generalized systemic understanding 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).

The principle of psychological comfort - involves the removal of all stress-forming factors of the educational process, 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 interactive forms of communication.

The principle of variability - involves the formation of students' abilities for a systematic enumeration of options and adequate decision-making in situations of choice.

The principle of creativity means the maximum orientation towards creativity in the educational process, the acquisition by students of their own experience of creative activity.

The activity approach in the lessons is carried out through:

Modeling and analysis of life situations in the classroom;

Use of active and interactive techniques;

Participation in project activities, knowledge of research activities.

Students:

work with sources of information,

critically comprehend relevant social information coming from different sources, formulate on this basis their own conclusions and value judgments;

solve cognitive and practical tasks that reflect typical situations;

analyze modern social phenomena and events;

master typical social roles through participation in educational games and trainings that simulate situations from real life (at the lessons of the humanitarian cycle)

argue the defense of their position, oppose other opinions through participation in discussions, debates, debates about contemporary social problems;

carry out creative work and research projects.

An important characteristic of the activity approach in the work of teachers is consistency. So, in the practice of teachers' work, a systematic-activity approach is carried out at various stages of the lesson.

At the stage of self-determination to learning activities and updating knowledge, a problem situation is created, which implies the existence of different options for solving problems.

At the stages of setting a learning task and discovering new knowledge, there is a search, analysis, and structuring of information. Conducted laboratory and virtual research. The effectiveness of this stage of the lesson is achieved through work in groups of permanent and shift composition, organization of project activities. The collective activity of students is organized in the form of brainstorming, with the help of which a method for resolving a problem situation is chosen. This technique is used when it is possible to offer the greatest number of options for resolving the problem. For example: “How not to make mistakes in writing prefixes pre-pri?

At the stage of incorporating new knowledge into the system and repetition, such forms of work as individual work in solving quantitative and qualitative problems are used, individual elimination of gaps in students' knowledge is organized on the basis of self-control and mutual control.

The use of a system-activity approach is focused primarily on the formation of information and communication culture of students. The role of students' cognitive activity and their motivation for independent study work is sharply increasing. The advantage of the activity approach is that it is organically combined with various modern educational technologies: ICT, gaming technologies (business and retrospective games, intellectual tournaments), critical thinking technology, research and project activity technology, which contributes to the formation of universal educational activities.

The system-activity approach contributes to the formation of key competencies of students:

willingness to solve problems

technological competence,

readiness for self-education,

readiness to use information resources,

readiness for social interaction,

communicative competence.

The structure of the lesson in the technology of the system-activity approach

1. Organizational moment.

Target: the inclusion of students in activities at a personally meaningful level. "I want because I can."

1-2 minutes;

Students should have a positive emotional orientation.

inclusion of children in activities;

Work methods:

the teacher at the beginning of the lesson expresses good wishes to the children; offers to wish each other good luck (clapping in the palm of each other with a neighbor on the desk);

the teacher invites the children to think about what is useful for successful work in the lesson; children speak out;

motto, epigraph (“With little luck, great success begins”);

self-examination of homework according to the model.

I set up the children for work by talking with them the lesson plan (“let's practice”, “get acquainted with”, “write an independent work”, “repeat”

II. Knowledge update.

Purpose: repetition of the studied material necessary for the "discovery of new knowledge", and the identification of difficulties in the individual activity of each student.

1. 4-5 minutes;

2. The emergence of a problem situation.

actualization of ZUN and mental operations (attention, memory, speech);

creating a problem situation;

Then a problem situation is created, the purpose of the lesson is clearly spelled out.

III. Statement of the educational task.

Methods of setting a learning task: a dialogue that encourages from a problem situation, a dialogue that leads to the topic, a dialogue that leads without a problem.

IV. “Discovery of new knowledge” (construction of a project for getting out of a difficulty).

Purpose: solution and discussion of the project of its solution.

Ways: dialogue, group or pair work:

Methods: a dialogue that encourages hypotheses, a dialogue that leads to the discovery of knowledge, a dialogue that leads without a problem.

organization of independent research activities;

derivation of the algorithm.

V. Primary fastening.

Purpose: pronunciation of new knowledge, recording in the form of a reference signal.

Ways: frontal work, work in pairs;

Means: commenting, marking with iconic symbols, performing productive tasks.

performing tasks with pronunciation in loud speech in the process of primary consolidation, examples are solved with commenting: children pronounce new rules in loud speech.

VI. Independent work with self-test according to the standard. Introspection and self-control

Purpose: everyone must conclude for himself that he already knows how.

A small amount of independent work (no more than 2-3 typical tasks);

Done in writing;

Methods: self-control, self-assessment.

VII. Inclusion of new knowledge in the knowledge system and repetition.

First, invite students from a set of tasks to choose only those that contain a new algorithm or a new concept;

Loan exercises are performed in which new knowledge is used together with previously learned ones.

VIII. Reflection of activity (the result of the lesson).

Purpose: students' awareness of their UD (learning activity), self-assessment of the results of their own and the whole class.

2-3 minutes;

What was the task?

Were you able to solve the task?

How?

What were the results?

What else needs to be done?

Where can new knowledge be applied? In the process of primary consolidation, examples are solved with commenting: children pronounce new rules in loud speech.

The activity approach in the educational Standards makes it possible to single out the main results of training and education.
Personal development - development of students' readiness and ability for self-development and realization of creative potential in spiritual and subject-productive activities, high social and professional mobility based on continuous education and the competence "to be able to learn";

Social development - the formation of Russian and civil identity on the basis of students' acceptance of democratic values, the development of tolerance for life in society, the education of patriotic convictions; mastering the basic social roles, norms and rules.

Cognitive development - the formation of a scientific picture of the world among students; development of the ability to manage their cognitive and intellectual activities; mastering the methodology of cognition, strategies and methods of cognition and teaching; development of representative, symbolic, logical, creative thinking, productive imagination, arbitrary memory and attention, reflection.

Communicative development - the formation of competence in communication, including the conscious orientation of students to the position of other people as partners in communication and joint activities, the ability to listen, conduct a dialogue in accordance with the goals and objectives of communication, participate in a collective discussion of problems and decision-making, build productive cooperation with peers and adults, on the basis of mastering verbal and non-verbal means of communication, allowing free communication in Russian, native and foreign languages.

The inclusion of the activity method of teaching and the corresponding system of didactic principles into the practice of work is important not only from the point of view of increasing the level of assimilation of knowledge in the Russian language, but also as a step in the transition to the implementation of a new quality of education.

The implementation of the activity method in Russian language lessons is a necessary condition for the formation of students' abilities necessary for successful self-realization in modern society.

System-activity approach in the classroom

Russian language and literature

annotation

This article lists the reasons for the need to change the educational paradigm modern school. The author of the article gives examples of how to put into practice the system-activity approach in the lessons of the Russian language and literature.

Keywords

System-activity approach, universal educational

activities, educational activities, personal results.

Basic document of the Concept of new educational standards is a program for the development of universal educational activities, designed to specify the requirements for results general education and supplement the traditional content of educational programs. Why has it become a necessity?

Modern man lives in the flow of a large amount of information. Television, mass media, the Internet require new ways of its development. Today the graduate of the school is not able to cope with the new demands put forward by life, because, first of all, he is only a performer, armed with a sum of knowledge. Therefore, the task of the modern school is to form a person who improves himself, who is able to independently make decisions, be responsible for them, find ways to implement them, i.e. master meta-subject skills, including personal results (a system of value relations, interests, motivation of students).

A new approach to understanding educational outcomes determines the need to abandon the usual paradigm of education. The simple transfer of new knowledge, the demonstration of new substantive actions (which should turn into skills and abilities), exercises, questioning and marking by the teacher cannot ensure that the requirements of the second generation of the Federal State Educational Standards are met, does not awaken the need for self-education, fetters the initiative and desire of children to learn new things, analysis of the received information.

Due to the fact that the implementation of the developing potential of general secondary education is becoming a priority for new educational standards, ensuring the development of universal educational activities as a psychological component of the fundamental core of the content of education becomes an urgent task. Therefore, the most important task is the formation of a set of universal learning activities as meta-subject results of education.

The GEF is based on a system-activity approach, which involves an orientation towards the results of education as a system-forming component of the Standard, where the development of the student's personality based on the assimilation of universal educational activities, knowledge and development of the world is the goal and main result of education. This approach is conceptually based on ensuring that the learning activities of students correspond to their age and individual characteristics.

How to implement the activity approach in practice, the teacher does not always have a clear idea. The essence of the system-activity paradigm is not that the student is offered to perform certain actions that will lead him to create a specific educational result. The main thing here is the student's personal initiative, the mastery of universal learning activities (personal, cognitive, regulatory, communicative). It is the students who become the main "acting heroes" in the lesson. Their activity should be meaningful, personally significant: what do I want to do? Why am I doing this? How do I do it? How did I do it? Only motivated and active learning can be personality-oriented and developing.

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.

The task of the teacher when introducing the material is not to explain, tell and show everything in an accessible way, but to organize the work of children in such a way that they themselves think of solving the key problem of the lesson and explain themselves how to act in 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.

The fundamental difference between the technology of the activity method and the technology of the traditional explanatory and illustrative method of teaching is, firstly, that the proposed structure describes the activity of not the teacher, but the students, in addition, systematic training of the full list of activity abilities is provided. This technology is of an integrated nature: it synthesizes ideas that do not conflict with each other from the concepts of developmental education of leading Russian teachers and psychologists from the standpoint of the continuity of the traditional school.

For pedagogical technology, as for any other, the pedagogical conditions for its implementation must be determined - didactic principles. Thus, the implementation of the technology of the activity method in practical teaching is provided by the following system of didactic principles:

the principle of activity is that the student, receiving knowledge not in a finished form, but obtaining it himself, is aware of the content and forms of his educational activity;

the principle of continuity - means continuity between all levels and stages of education;

the principle of integrity - involves the formation of a generalized systemic idea of the world among students;

the minimax principle - the school should offer the student the opportunity to master the content of education at the maximum level for him;

the principle of psychological comfort - the creation of a benevolent atmosphere focused on the implementation of the pedagogy of cooperation;

the principle of variability - the formation of abilities for a systematic enumeration of options and adequate decision-making;

the principle of creativity is the maximum orientation towards creativity in the educational process, the acquisition by students of their own experience of creative activity.

How to start a teacher moving to new standards? Probably, first of all, with a rethinking of the most important thing - preparing and conducting a lesson in the face of new requirements.

The implementation of the activity method in the lessons of literature and the Russian language will allow:

improve the quality of education;

to realize the aesthetic values of the Russian language; respect for the native language; the desire for speech self-improvement;

to form communicative, linguistic and linguistic (linguistic) and cultural competences;

to form a sufficient volume of vocabulary, the ability for self-esteem based on observation of one's own speech;

to form cultural and moral and moral and ethical standards, up to the ability for self-education on the basis of humanistic ideals;

apply acquired knowledge, skills and abilities in Everyday life;

form communicatively expedient interaction with other people in the process speech communication joint performance of a task.

learn the basics of scientific knowledge about the native language;

to form activity abilities in sufficient completeness, up to the ability for self-development.

The first thing a teacher should remember when starting to work within the framework of a system-activity approach is that the lesson summary should reflect the implementation of the activity approach to the organization of the educational process. As you know, the system-activity approach acts as the methodological basis of the standard. The construction of a lesson in the logic of a system-activity approach differs significantly from the classical idea of the typology and structure of a lesson. The stages of the lesson should reflect the structural elements of "activity": motive, goal, actions to achieve it, result:

one). Motivation for learning activities.

This stage of the learning process involves the conscious entry of the student into the space of learning activities in the classroom.

2). "Discovery" of new knowledge.

The teacher offers students a system of questions and tasks that lead them to independently discover something new. As a result of the discussion, he sums up.

3). Primary fastening.

Performed training tasks with obligatory commenting, speaking aloud the studied algorithms of actions.

4). Independent work with self-test according to the standard.

During this stage, an individual form of work is used: students independently perform tasks of a new type and carry out their self-examination, step by step comparing with the standard.

5). Inclusion in the system of knowledge and repetition.

At this stage, the limits of applicability of new knowledge are revealed. Thus, all components of educational activity are effectively included in the learning process: learning tasks, methods of action, self-control and self-assessment operations.

6). Reflection of educational activity in the lesson (total).

The new content studied in the lesson is fixed, and reflection and self-assessment by students of their own learning activities is organized.

In the context of the transition to the new generation Standards, many issues have arisen that are related to the implementation of educational programs in various subjects, including literature. Today it is necessary Special attention pay attention to personal results (competences), which determine the motivation and direction of the individual's activity, and not to objective ones, as was done before.

The relationship between a teacher and a student within the framework of a system-activity approach (hereinafter referred to as SAP) is a subject-subject. This is reflected in the change in teaching technologies, in the improvement of the plan - the lesson project.

What can be the lesson of literature within the framework of the SDP? This question cannot be answered unambiguously at present. So, from the analysis of the modern methodology of literature, as well as on the basis of the experience of modern teachers working in this direction, it is possible to single out some features, techniques and methods of the modern literature lesson within the framework of the SDP.

Features of the structure and content of a literature lesson depend on the specifics of the genre of the work being studied. It is from the specifics of the genre that the choice of the type of lesson, setting goals, tasks, etc. is determined. Thus, the lesson should be organized by the dialogue of readers with the author and the dialogue of students among themselves in the text.

The teacher is faced with the task of creating a situation for students to communicate with the author and his work, the main thing here is not to impose a single correct point of view on students, but to encourage them to express their own opinions, organize a discussion, discuss what they have read.

Dialogic learning model literary work distinguishes the structure of the lesson from the traditional one, introduces a variety of forms of conducting, suggests more options for its planning. The dialogue is aimed at mastering the content of the work, as well as at self-training students to his expressive reading (highlighting pauses, key words, intonation), to the reading itself, as well as to conversation in the text. The students are then introduced to the fiction. Let's see what such literature lessons might look like.

Stage of primary self-determination in the text .

At this stage, the following techniques are used: acquaintance with the author of the work and the title, genre; assumption of the content of the text by title, epigraph, illustrations; expressive reading text teacher; step-by-step reading of the work by students (reading with comments, reading “following the author”, formulating questions, highlighting incomprehensible places, new words for children in the text, exchange of opinions, stops in reading, suggesting a possible development of the plot, etc.).

The stage of text analysis and interpretation of its meaning.

The analysis of the text should begin with the setting of the main task of the lesson by the teacher together with the students (determine the genre, period of writing, description of the characters, reveal the idea of the work, understand what the author wanted to say, try to determine the intention, etc.). The main method of work is a creative dialogue between students and the author on the work. Type of work: development of methods of activity for solving the task set at the beginning of the lesson, compiling tasks and questions on the text; performing independent tasks on the text in subgroups, and then collective discussion of the results and observations; research tasks for the work (choice of words and quotes that characterize characters, choice of ways to create characters' images, etc.), drawing up a text plan.

Stage of work with the text of the work after reading .

At this stage, all observations on the text are systematized and generalized, the quality of solving the tasks set at the beginning of the lesson, the performance of test tasks (these can be any tasks, for example, testing, to assess each student's level of reading comprehension), as well as his involvement in work throughout lesson, and comprehension of the work). Then it is necessary to carry out creative work based on what has been read: a concise retelling, third-person retelling, staging, writing an essay, an essay, reproductions of scenes, a landscape of a work, displaying the illustrative general mood of the work, an unusual characterization of characters, oral drawing, etc.

When planning a literature lesson, the teacher should choose such a form and logic of the lesson, which will be more conducive to the activation of the student's creative activity as a direct reader, instill in him a love and interest in reading, contribute to the accumulation of experience in communicating with the author and his work, and in ultimately enrich and expand the moral consciousness of the child, his ability to socialize - in other words, to make the lesson of literature a lesson of life. It must be remembered that the lesson should be problematic and developing, creative, it is necessary to take into account the level and capabilities of students, which takes into account such aspects as the profile of the class, the aspirations and mood of students, the conclusion must be drawn by the students themselves. And one more necessary condition must be observed - the lesson must be kind.

All of the above is also necessary for conducting Russian language lessons. In addition, it must be said that a pre-planned, carefully thought-out lesson project will not interfere. How to prepare for the modern Russian language lesson?

Firstly, the teacher clearly determines what new knowledge should be revealed in the lesson. It can be a rule, an algorithm, a pattern, a concept, one's attitude to the subject of research, etc.

Secondly, it is necessary to construct a problem situation. A problematic situation in a lesson can, of course, arise by itself, but in order to achieve the set goal, the teacher must clearly understand at what point the problem should arise, how best to beat it, so that in the future its resolution will lead to the intended result. Therefore, the problem situation must be well thought out and led to the fact that students independently formulate the problem of the lesson in the form of a topic, goal or question. This can be done in two ways: "with difficulty" or "with surprise." The first method assumes that students receive a task that cannot be completed without new knowledge. During the problematic dialogue, the teacher leads the students to realize the lack of knowledge and formulate the problem of the lesson in the form of a topic or goal. The second method involves comparative analysis two facts, opinions, assumptions. In the process of comparison, the teacher must make students aware of the discrepancy, the contradiction, which should surprise them and lead to the formulation of the problem of the lesson in the form of a question.

Let's see how we can organize a problematic situation in the fifth grade Russian language lesson. The theme of the lesson is "The imperative mood of the verb."

Pupils are invited to answer the question: Why is the verb WRITE in one case written WRITE, and in the other WRITE?

In the process of finding a solution to this linguistic problem, students, using their existing knowledge, will determine that the verb WRITE-I conjugations. This means that the form WRITE the future tense is written correctly. The WRITE form expresses a command, a request, an order, and this determines its writing. Thus, during the problematic dialogue, students formulate the problem of the lesson in the form of a topic:

What will be the topic of our lesson? (Imperative verb)

What will help us not to make mistakes in writing verbs of different moods? (Knowledge of the morphemic composition of words.)

What is the composition of each form? (Here, a variety of, including erroneous, answers of students are possible.)

What will help us to make sure which of you is right? (Proof with specific examples.)

Let's find the right way to solve this issue.

After that, the fifth-graders will be able to independently explain that in the form of the imperative mood -I- is a suffix that forms the form of the mood, and -TE is the ending plural in an imperative mood. In the indicative mood form, with which students are already familiar, the plural ending is ETE.

Another example. When studying the topic "Spelling letters I-Y after prefixes to a consonant” work is carried out in groups. Each group receives cards with words in which it was necessary to insert the missing letters (task for an error):

UNKNOWN, SUPER_ACTIVE, UNDER_GREAT, WITHOUT_SKUSNY, UNDER_TOGIVE, WITHOUT_INTERESTING, WITHOUT_ACTIVE, UNDER_SKAT, RELATED.

The check led the children to bewilderment: many made a mistake when completing the task. In this learning situation, the students met with "difficulty", they understand that in order to complete this task they need to acquire new knowledge. Their questions lead to the formulation of the topic, the setting of the goal. Students then develop and test hypotheses. The children leave the lesson satisfied, because they themselves managed to solve the problem situation, answer all the questions.

Thirdly, the teacher will have to clearly plan his own actions and those of the students. When the problem of the lesson is formulated, the main part of it will begin - communication. At this stage, it is expected independent work students. In preparing for the lesson, the teacher should provide for possible options for the "development of the action" in order to direct the students' activities in the right direction in time. Therefore, when working on the scenario of the lesson, you should plan the use of different techniques. For example, putting forward versions, updating previously acquired knowledge using brainstorming or performing a series of tasks on the material studied, drawing up a plan using elements of problematic dialogue technology to determine the sequence of actions, their focus, and possible sources of information.

Fourth, you need to plan decisions correctly. When planning a solution to a problem, it is necessary: firstly, to formulate your own conclusion on the problem (the form of the rule, algorithm, description of the pattern, concept), which, with the help of the teacher, the students can come to on their own; secondly, to choose such sources for students to obtain the necessary new information to solve the problem, which will not contain a ready-made answer, conclusion, formulation of new knowledge. This may be an observation of a situation in which it manifests itself necessary knowledge. For example, in the Russian language lessons, having seen the pattern of spelling, students can formulate the rule themselves, and only then check themselves in the textbook. This can be work with text (with a table, diagram, figure), from which you can logically deduce the signs of a concept, a regular connection between phenomena, find arguments for your assessment, etc. Thirdly, you need to design a dialogue to find a solution to the problem. You can provide an introductory or inciting dialogue.

The lead-in dialogue involves a chain of questions arising from one another, the correct answer to each of which is programmed into the question itself. Such a dialogue contributes to the development of logic. An inciting dialogue consists of a series of questions to which different correct answers are possible. This dialogue develops students creatively. Finally, an approximate reference signal should be drawn up (a diagram, a set of theses, a table, etc.), which will appear on the board as students discover new knowledge or its elements. Ideally, each element of the reference signal should appear in a dialogue with students as the problem is being solved.

Next comes planning. The scenario of the lesson suggests that the teacher should think over a possible expression for solving the problem. For example, it could be an answer to the question, “So how did we solve the problem?”

And the final stage is the planning of tasks for applying new knowledge. It should be remembered that tasks should be of a problematic nature, aim the student at search or research activities, and involve individual or group work.

Introduction of modern pedagogical technologies- The work is difficult, but interesting. The main thing is that it gives positive results. Students think independently, strive for creativity, work not according to a template. im going out in great life which will require school graduates to be able to make decisions quickly and independently. Only a thinking person who can quickly solve the complex life tasks that arise before him can find his place in life.

Literature:

1. Aksenova N. I. System-activity approach as the basis for the formation of meta-subject results / N. I. Aksenova // Theory and practice of education in modern world: materials of the international. scientific conf. (St. Petersburg, February 2012). - St. Petersburg: Renome, 2012. - S. 140-142.

Internet sources

1 Sherstova E.V. System-activity approach in the lessons of the Russian language. // Internet magazine "Eidos". - 2012. - No. 3.

2. System-activity approach in the lesson. Lesson constructor. [Electronic resource] Access mode

3. Implementation of a system-activity approach in teaching in elementary and high school (from work experience) [Electronic resource] Access mode

4. System-activity approach in training and education

[Electronic resource] Access mode www.festival.1septembr.ru

5. All-Russian Internet Pedagogical Council [Electronic resource] Mode

access www.pedsovet.org

6. Planned results of mastering the basic

educational program of the basic secondary (complete) general

education [Electronic resource] Access mode

http://shkolakolbino.narod.ru/opsoo.htm

Topic: "System-activity approach to the organization of the educational process in the context of the transition to the Federal State Educational Standard at the lessons of the Russian language and literature"

“Among the many side paths that shorten the road to knowledge, we need only one that would teach us the art of acquiring knowledge with difficulty”

J.-J. Rousseau

The methodological basis of the concept of new educational standards is a system-activity approach, the main result of which is the development of the child's personality on the basis of educational activities. In the conditions of their implementation, the teacher faces a difficult pedagogical task - the creation and organization of conditions that activate the educational and cognitive activity of schoolchildren.

The Russian language is one of the most difficult subjects school education. Motivation for teaching the Russian language has always faced a number of problems, which can be overcome by the competent implementation of the system-activity approach in the lesson, which will involve children in active learning activities, develop students' interest in the subject and ensure the effectiveness of learning.

The main idea of the system-activity approach is that new knowledge is not given in finished form. Children "discover" them themselves in the process of independent research activities. The teacher should coordinate the work of children, direct them to an independent search for information, analyze the information received, and find ways to solve the problem of the lesson.

Leading tasks schooling it became not just to equip the student with a fixed set of knowledge, but to form in him the ability to learn, work in a team, and the ability for self-development. The organization of the educational process should be aimed at creating a sustainable interest of schoolchildren in the subject and process of learning, successfully mastering the ability to study in a creative mode, gaining practical experience through various types of activities.

The system-activity approach in the Russian language lesson is aimed at:

development of intellectual, communicative, linguistic and

creativity students through research

activities;

Inclusion of each student in active creative activity;

· strengthening the practical orientation of teaching the Russian language on the basis of involving students in various activities;

creation of an atmosphere of cooperation, empathy, mutual support in the lessons of the Russian language and literature;

the development of skills that affect the educational and cognitive

activity and transition to the level of productive creativity.

Modern society needs educated people, not so much armed with knowledge as able to extract it, to acquire it as the need arises in solving problems, to apply knowledge in any situation.

What do we observe today, looking at the modern student? The poverty of the dictionary, the limited and stereotyped constructions used in speech, the use of unambiguous words, the lack of logical analysis skills, the narrowness of horizons - this is not a complete list of the problems of the current student. In addition, the modern pace of life leaves its imprints on the thinking of students. Ready to sit in front of computer monitors for hours on end, they quickly get tired and lose interest in training sessions. Incredibly concentrated in the game, they are absent-minded and inattentive in the lesson, focusing only for a short time. Performing almost hundreds daily test items he has severe memory problems.

In such an alarming situation, it is necessary to review teaching methods in order to adapt them to the changed conditions.

The traditional lesson is built on the principle: "Do as I do - and everything will be right." The inefficiency of this formula has been proven by time. Society needs modern youth who can identify problems, ask and independently find answers to the questions posed, draw conclusions, and make decisions. We need proactive people! And the systemic-activity approach in teaching is designed to help in the education of an active person: not only able to do something, but understanding what he is doing, why and how.

The system-activity approach is aimed at the development of the individual.

Only in the process of activity is the brain, memory activated, experience is acquired and accumulated. The student is being socialized...

Only in the process of activity can discoveries appear and joy can be felt from them and motivation for further activity can be created.

The implementation of the technology of the activity method in practical teaching is provided by a system of didactic principles, described in detail in various sources.

All of them are applicable in the Russian language lesson. Thus, it is appropriate to talk about creative activity in the classroom, as a result of which the student not only discovers new knowledge for himself, but also creatively implements it.

What methods and techniques do I use in my lessons?

The system-activity approach presupposes the child's own activity. This is impossible without relying on his personal experience. A mandatory element in the lesson is appeal to personal experience children and their reflections on the topic under discussion.

To involve a child in activities, it is necessary to influence all spheres of his development: emotional, motivational and intellectual.

Of fundamental importance is impact on the emotional sphere. The main task is to create a certain emotional and aesthetic atmosphere by means of various types of art, to "immerse" children in this atmosphere, deep empathy, contemplation.

In order to see a child in the process of education, he must be opened, turned towards himself, included in the activity. A person is involved in any activity only when it is he needs it when he has certain motives for its implementation.

The system-activity approach is carried out at various stages of the lesson.

At the stage of self-determination to learning activities and updating knowledge, a problem situation is created, which implies the existence of different options for solving problems.

At the stages of setting a learning task and discovering new knowledge, there is a search, analysis, and structuring of information. The effectiveness of this stage of the lesson is achieved through work in groups of permanent and shift composition, organization of project activities. The collective activity of students is organized in the form of "debate", "brainstorming", with the help of which a method for resolving a problem situation is chosen. This technique is used when it is possible to offer the greatest number of options for resolving the problem.

Statement of the educational task. Introduction to the situation of the learning task begins with the setting by the teacher problem situation when there is an explicit contradiction between what the student knows and what he is to learn.

At the same time, a special role is given to motivation for future knowledge.
At the stage of incorporating new knowledge into the system and repetition, such forms of work as individual work are used, individual elimination of gaps in students' knowledge is organized on the basis of self-control and mutual control.

A step-by-step instruction (algorithm) for selecting the studied concept from the mass of other linguistic phenomena or applying the studied concept (rule). It allows the student to control their actions in order to reach the desired result. This technique is good because, with an erroneous result, students can return to the “instruction” and determine what they did not fully understand for themselves, etc.

So, after studying the topic “-K - and -SK - in adjective suffixes”, an entry appears in notebooks:

1. I see and highlight the word for the studied spelling.

2. I determine the category of the adjective.

3. If it is qualitative (has a short form), I write - K-.

4. If relative, I look at which letter the base ends with.
5. If on K, C, H, I write - K-.

6. If on other letters, I write - SK-.

7. At the same time, I remember that in relative adjectives the stem of nouns is completely preserved (French + ck + ij).

The stage of generalization of the acquired knowledge and reflection of educational activity deserves special attention. In the practice of work, it is effective to use at these stages such teaching methods as cinquain and cluster, which allow you to combine analytical and creative activities.

So, at the lesson on the topic: “Numeral”, the children were asked to express the topic of the lesson by the genre already known to them - syncwine.

NUMERAL

ordinal, numeral

Written, read, changed.

We are studying with interest.

Like.

For the formation of activity abilities in the Russian language lessons, the teacher must constantly direct the student to perform various types of speech activity: speaking, reading, listening, writing. The basic unit of teaching the Russian language is the text. A variety of activities with the text, a system of mental operations allows you to develop the metasubject skills of children:

§ carry out retelling, editing the text;

§ analysis of texts of different styles and genres;

§ explanation of the structure and content of the text;

§ conducting observation of linguistic features;

§ independent creation of their own speech statements (based on a picture, photo collage, drawing, according to a diagram, on a given topic, based on personal observations).

This system of operations is transferred to all texts offered to students in the school curriculum. At any level of learning the language and its units, in theory and in the implementation practical exercises the student observes strong connections, learns actions to master the meaning, form and functioning of language units of all levels and learns to use them competently in his speech.

According to the requirements of the standard, the speech-cogitative activity of students should be close to real life conditions. This is possible due to the use of information and communication technologies in the lesson, a diverse wide background of visibility in multimedia presentations (drawings, photographs, reproductions of paintings, photo collages). The use of visual images allows you to develop communication skills, express your thoughts competently, compare the phenomena of reality using various language units, enrich your vocabulary, visually represent a particular object, correlate it with a thematic group of words. Based on the selection of the visual range, students in the process of comprehending the phenomena of reality come to linguistic conclusions (comparison, thematic group words, etc.). Working with visuals implements not only subject and meta-subject, but also personal goals: it cultivates taste, students learn to see beauty in the life around them, and also encourages creativity: students themselves or together with the teacher create a bank of digital photographs, presentations, texts that are used in class and at home.

The use of information and communication technologies is effective for the development of universal key competencies that allow the student to adapt flexibly in changing life situations; independently acquire the necessary knowledge, skillfully applying them in practice; achieve educational outcomes.

Most of the work with linguistic material in the lesson is connected with the comprehension of theoretical information. A selection of tasks should have a developing function, form general ways of mental activity: formulate a topic, headline, think over the composition of the statement, select arguments, draw conclusions, and also model, transform the object system - create a plan, table, diagram. The creation of tables, diagrams, images in the lesson is the basis for the educational actions of students on the topic under study in achieving subject and meta-subject results.

The teacher directs the student to the desired action, helps to structure the theoretical material, find the right answers to the questions posed. Working with deformed schemes, tables gives rise to a communicative environment, a whole palette of general educational skills - it teaches methods of activity: to read, highlight the main and essential in theoretical material, memorize, compare, think over speech patterns, read a table, illustrate a rule with examples, make a linguistic statement.

At the stage of self-examination, students acquire the ability, based on the table, to build an oral statement on linguistic theme. All methodological techniques will be effective if they cause intense mental work of the student, aimed at solving cognitive and practical tasks. The work must be built in such a way that children have cognitive questions that require independent understanding of the material, conclusions, generalizations and testing them in practice.

The basis of the system-activity approach technology is not to give samples, to put the child in a situation where his usual ways of acting are obviously unsuitable, this gives rise to the motivation to search for essential features. new situation in which to act.

Updating the content of school education, associated with the introduction of the Federal State Educational Standard, requires an intensive search for new ways and technologies that can ensure not only the effectiveness of education, but also the desire of students to learn, the development of the need to learn new things. The use of a system-activity approach is primarily focused on the formation of information and communication culture of students. The role of students' cognitive activity and their motivation for independent study work is sharply increasing. The advantage of the activity approach is that it is organically combined with various modern educational technologies:

§ problem-dialogic technology;

§ gaming technologies (business and retrospective games, intellectual tournaments);

§ technology of critical thinking;

§ technology of research and design activities

assessment of educational achievements (educational success);

§ cooperation technology;

§ ICT - technologies.

The teacher, through the use of various effective pedagogical technologies, ensures the motivated inclusion of schoolchildren in educational and cognitive activities with the aim of independent "acquisition of knowledge" by students.

In improving the teaching of the Russian language along with the lessons great importance has extracurricular work in the 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 creates a multilateral extracurricular work. 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, and experience of communicative interaction is acquired.

The basis of the methodological system of the communicative-activity approach is the integration of the subjects of the Russian language and literature, i.e. the principle of studying linguistic (phonetic, grammatical, etc.) phenomena on the material of the texts of the work. The implementation of this principle requires new approaches to the learning situation, therefore, a new organizational form appears - communication lesson included in the process of schooling not instead of the traditional lessons of the Russian language and literature, but along with them. The connection between the lessons of the Russian language and literature is necessary primarily because it gives rise to a motive for studying mother tongue and as a result - the desire to read. But it is precisely this - the ability to read (and how else to find out the necessary information?) And write (and how else to communicate at a distance?) - helped the students of past generations to develop their speech and thinking.

Lesson communication is a new type of lesson.

The purpose of the lesson- the formation of linguistic, communicative and literary competence, as well as linguistic flair, the education of an aesthetic sense of the language. Mastering the methods of action with the text by schoolchildren.

Task: Development of special lessons in which, in a certain sequence, the expressive means of the language are considered and their implementation in works of art and texts of other styles of speech.

Methods: 1. Text interpretation is the leading method; 2. Linguistic analysis 3. Reflection.

Receptions: Types of language analysis (phonetic, morphemic, derivational, etymological, lexical, morphological, syntactic and stylistic).

It is impossible to form a student's speech communicative competence if the lesson does not provide samples of the correct and beautiful speech(texts) and does not allow you to try your hand at own statements(questions, answers, reasoning about the reading). The organization of oral communication with questions of an interpretive nature or reading works with elements of hermeneutic analysis during the lesson helps to develop the speech abilities of schoolchildren and increase their level of language competence.

The structure of the communication lesson: A special system of exercises is offered for integrated lessons of the Russian language and literature. These exercises are divided into three areas in accordance with the type of mental operations used in them:

1. Analytical - this is a collective (in the classroom) communication with the author of the text. Children learn to be readers, that is, the ability to understand the text, take the position of the addressee, and try to restore the communicative task of the author, his intention (what is called the idea of the work in literature lessons). For this purpose, the lexical, word-formation, syntactic and stylistic features of the text are studied.

2. Analytical-syntactic exercises. In this case, communication is complicated by the number of texts, and the student enters into a conversation with several writers (authors) at once, since he will have to highlight various texts in a single pseudo-text. To create an image of the author of each part of pseudo-texts, it helps to determine the style of each “voice” that sounds in the text, its theme and lexical and grammatical features that make up the text of the segments.

3. Syntactic exercises - the student acquires the ability to compose a text on his own, to be an author, to create a speech work that is adequate to the situation. The tasks of such exercises solve the problem of motivation for students to compose their own works. They help to train students in the ability to write their own texts. It is proposed to perform this complex work in parts, in stages, thereby preparing for mastering the complex process of writing an essay.

Thus, the student first analyzes the text, and then collects disparate sentences into several passages that are uniform in content and form. Such work is possible only after the development of the skills of linguistic and hermeneutic analysis of the text, this is facilitated by exercises of the first type.

To work with the test productively, you should start with analytical exercises of the first type, after five exercises you can connect exercises of the second type and - after a while - exercises of the third type, and then perform exercises of all types in parallel. Such a stepwise inclusion of students is explained by the fact that acquaintance with speech patterns (excerpts from works of art) gives students an idea of how the means of the language work, helping to understand the content of the text. Until the student learns to analyze the text, see the means of the language and understand their role, he will not have "tools" for creating his own speech works. I will give an example of a creative work in the Russian language by a 5th grade student Xenia Bokareva on the topic: “Which tree is the most singing”.

GB OU secondary school No. 26, Syzran

CREATIVE PROJECT

IN RUSSIAN

WHAT TREE

THE MOST "SINGING"?

Completed by a student of grade 5 A

Bokareva Ksenia

Project Manager

2015

Problem. Objective. Work tasks. Who is a Stradivarius? Which tree is the most "singing"? Quiz "What do we know about spruce?" Riddles about spruce. Folk omens about spruce.

10. Where spruce is used.

11. Conclusion.

12. Used Books.

1. Choice of design object.

At the Russian language lessons, the teacher told us about violins, what they are made of, about the master Stradivarius. I decided to learn about an unusual tree - spruce.

2. Problem.

What is the most singing tree?

3. Objective.

Create a reference book "The Secret of Spruce".

4. Work tasks.

a) Learn about the Italian master Stradivari.

b) Pick up material about spruce.

c) Write questions for the quiz.

d) Pick up riddles about spruce.

e) Pick up folk signs about spruce.

f) Find out where spruce is used.

6. What tree is the most "singing".

Today, the "singing tree" can be found in almost every home. There is a guitar in the room. And here is the violin in the case. The old masters made their tools from spruce. It has long been considered the most melodious tree in the world. But not every spruce is useful for this purpose. The lumberjack walks through the forest for a long time. He hits the spruce and listens. It sings loudly, it sounds for a long time - it means that a master will make an excellent instrument.

For more than three hundred years, spruce wood violins have fascinated us with their voice that can cry and sing. No other tree gives such resonance as spruce. Probably because its wood is distinguished by an exceptionally uniform distribution of fibers.

New Year" href="/text/category/novij_god/" rel="bookmark">new year, turning into an "eternal" Christmas tree.

8. Riddles about spruce.

Fur coat all hedgehog, serves a century, like new.

The green beauty is famous around the district: a sundress is like a bell,

On the ground and dragged, a cap - with an edge, with a sharp crown.

Green spiers pierced the sky.

In a dense forest - a green house;

How many floors in the house, so many years to him.

From top to bottom, both green and gray.

What kind of girl is this: not a seamstress, not a craftswoman;

She does not sew anything herself, but in needles all year round.

There are high-rise buildings: uncountable floors, prickly spiers -

Under the flying clouds.

I am waiting for you in the forest at any day and hour, I myself will come to you only once a year:

To your misfortune, and to your joy!

The little birch tree protected from frost,

And as that “baby” grew up, the nanny became very ill.

9. Folk signs about spruce.

Spruces lower their branches down - wait for the rain, lift them up - to clear weather.

Cones on spruce grow low - to early frosts,

High - to the cold at the end of winter.

Spruce cones are opening - it will be warm sunny weather.

10. Where is spruce used?

Products derived from spruce wood:

Rayon;

Medicines;

Cellulose;

Rosin;

11. Conclusion.

I learned to work with additional literature, independently search for and select material on a given topic, learned a lot of interesting things about Stradivarius and about the most “singing” tree - spruce.

12. Used literature.

Great Encyclopedia of Cyril and Methodius

Children's encyclopedia “I know the world. Plants" Moscow AST 1998

Collection of riddles "Smart Ivashka" Moscow "Children's Literature" 1991

Bibliography

1. Asmolov - an activity approach in the development of new generation standards /: 2009 - No. 4.

2., Shilkunova in developmental education: A book for teachers. - M.: VITA-PRESS, 2008.

3., Kudryashov to draw up a lesson plan on the didactic system of the activity method. - M., 2006.

4. Polat pedagogical and Information Technology in the education system. - M., 2000.

5. “System-activity approach in the developmental education of schoolchildren” Ufa, 2004

An important task of the modern education system is the formation of universal educational activities that provide students with the ability to learn, the ability for self-development and self-improvement. The result of training and education in elementary school should be the readiness of children to master modern media and the ability to update them for independent comprehension of knowledge in the future. In addition, it is necessary to teach the child to take responsibility and participate in joint decision-making. These opportunities are provided by the fact that UUD are generalized actions that generate motivation for learning and allow students to navigate in various subject areas of knowledge.

The activity of the teacher in the classroom is based on a system-activity approach to teaching with the use of innovative technologies, because schoolchildren's own learning activity is an important component of the system-activity approach. UD becomes a source of internal development of the student, the formation of his creative abilities and personal qualities.

What is an activity approach in education? (slide 2)

The learning process is a process of student activity aimed at the formation of his consciousness and his personality as a whole.

A characteristic feature of the technology of the activity method of teaching is the ability of the student to design the upcoming activity, to be its subject (slide 3)

The main provisions of the technology of the activity method of teaching:

The learning process is always learning activities.

The learning process itself must be creative.

Learning activities involves joint educational and cognitive activities of a group of students under the guidance of a teacher.

The teacher in the educational process must implement a number of important conditions: (slide 5)

Creating an atmosphere of goodwill, sincerity, building their relationships with students, taking into account their individuality, readiness for educational communication;

Ensuring a gradual transition from collectively distributed forms of educational work to its individual forms, based on the independent work of students with various sources of information. Group forms of lesson organization are developing. The content of these works and the degree of responsibility of each member of the group for the overall result are qualitatively changing;

The development of reflective skills of students - the ability to look at themselves "from the outside", "through the eyes of others"; improve the skills of self-control and self-esteem, gradual approach to an objective, adequate self-esteem. Using the method of joint (teacher - student; student - other students) assessments of the student's own achievements, opportunities and prospects for his development;

Providing students with the opportunity to freely choose the methods and sources of information, teaching the ability to work with them, using them to solve independently set, personally significant educational tasks.

Didactic principles in the system of developmental education: (slide 6)

The principle of activity.

The formation of the student's personality and his advancement in development is carried out not when he perceives ready knowledge, but in the process of his own activity aimed at “discovering” new knowledge by him.

The principle of a holistic view of the world.

The child should form a generalized, holistic view of the world (nature, society, himself), the role and place of each science in the system of sciences.

The principle of continuity.

Continuity between all levels of education at the level of methodology, content and methodology.

Minimax principle.

The school must offer the student the content of education at the maximum level, and the student must acquire this content at the minimum level.

The principle of psychological comfort.

Removing, if possible, all stress-forming factors of the educational process, creating a comfortable atmosphere at school and in the classroom.

The principle of variability.

It involves the development of students' variant thinking, that is, an understanding of the possibility of various options for solving a problem and the ability to carry out a systematic enumeration of options.

The principle of creativity (creativity).

It assumes a maximum orientation towards creativity in the educational activities of schoolchildren, the acquisition of their own experience in creative activity.

The primary task of the teacher is to create conditions for the formation of UUD at each stage of the lesson and determine which of the methods are the most effective, to understand what is the role of the teacher and the student, to think over a system of questions and tasks that contribute to the formation of UUD. If we accept this task and understand what is necessary for its implementation, then the formation of UUD can already be discussed at organizational stage of the lesson.

You can start the lesson like this:

U. - Check how organized your " workplace", as the textbook, notebook, pencil case are located on the desk.

Why is it important? Express your thoughts.

U. - Check the "workplace" of your desk mate.

In the process of checking the correct location of textbooks and school supplies for the Russian language lesson and expressing their opinion, students form regulatory UUD: (slide 7)

exercise self-control;

Master the ability to predict;

communicative UUD:

Listen and understand the speech of others;

Be able to express your thoughts with sufficient completeness and accuracy.

I start the lesson with a psychological attitude, which contributes to the formation of personal universal learning activities.

U.- Look at each other. Smile. I'm glad to see your smiles. Get ready to learn a lot of new, interesting things. May this lesson bring you the joy of fellowship.

One of the effective means of promoting cognitive motivation at the initial stage of learning new material, as well as the formation of universal learning activities is creating problem situations at the lesson. A child learns some material in the form of learning activity when he has an internal need and motivation for such assimilation. After all, a person begins to think when he has a need to understand something. And thinking begins with a problem or question, surprise or bewilderment. The problem situation is created taking into account the real contradictions that are significant for children. Only in this case it is a powerful source of motivation for their cognitive activity, activates and directs their thinking. So, first of all, at this stage of the lesson, it is necessary to create conditions for the formation of positive motivation among students, so that the student understands what he knows and what he does not know, and, most importantly, wants to know it.

Knowledge update.

What tools can be used at this stage of the lesson?

There are 3 main methods of setting a learning problem: (slide 8)

Inspiring dialogue. This method requires consistent implementation: creating a problem situation, prompting to formulate curriculum, acceptance from students of the formulation of the problem;

Leading dialogue. This method does not require creating a problem situation. This is a system of feasible questions and tasks that lead step by step to the formulation of the topic (remember, repeat, compare, highlight the “extra”);

Posting a topic with a motivating technique (using poems, riddles to arouse the interest of students

The teacher reads a poem by V. Luks "At the blackboard."

The teacher suddenly called to the blackboard -
Here I am standing at the blackboard in anguish.
So uncomfortable to stand at the blackboard,
It's like my shoes are too tight.
Everything that I learned a little yesterday,
As luck would have it, I forgot everything until the morning!
Only the teacher dictates the “window”,
I write “akno” on the blackboard with chalk.

D. - You must write through O!

Chalk, in embarrassment, I crumble into pieces ...
Oh, I disgraced myself at the blackboard.

The thoughtful wording of the teacher's questions allows you to create conditions for the formation of UUD: (slide 10)

cognitive:

Perform classification;

Justify the basis for classification;

Navigate in your system of knowledge (determine the boundaries of knowledge / ignorance);

Find answers to questions using information from diagrams, posters;

regulatory: (slide 11)

exercise self-control;

Master the ability to predict.

Determine and formulate the purpose of the activity in the lesson

Determine the sequence of actions in the lesson

Next, I create conditions for students to formulate the purpose of the lesson and set learning objectives. In this case, the students will form the readiness and ability to accept, comprehend, retain during work, transform, supplement, and also independently set educational tasks for themselves.

I am considering which of the proposed wordings of the question contributes to the formation of personal UUD: (slide 12)

Establish a connection between the purpose of educational activity and its motive;

U.- Based on this problem, what is the topic of our lesson?

D.- The topic of our lesson is “Spelling unstressed vowels at the root of the word.”

U. - What goals will you set for yourself? What can you learn from this lesson?

D.- Learn to write words with an unstressed vowel in the root correctly.

In the process of systematic work at the lesson, regulative, cognitive, communicative actions are formed. Children learn to fix difficulties in their own activities, identify the causes of these difficulties, determine the purpose of their further work, choose means and methods to achieve the goal, and search for the necessary information. Students compare, analyze, draw a conclusion, formulate their opinion and position, coordinate various positions in cooperation.

Such techniques used in Russian language lessons in elementary school satisfy the need for students' creativity, develop the ability to concisely express thoughts in oral and written form, activate students' mental activity and, in general, contribute to the formation of various competencies.

Since the game remains one of the leading activities for elementary school students, it is advisable to study new material in the form of a game.

During the lessons I practice work in small groups, pairs and other forms of group work. This is due to its importance as a basis for the formation communicative universal educational actions and, above all, the ability to convey one’s position to interlocutors, understand other positions, negotiate with people and respect the position of another.

Using the paired form of control allows me to solve one important problem: students, controlling each other, gradually learn to control themselves and become more attentive. This is explained by the fact that attention, being an internal control, is formed on the basis of external control.

Develops the ability to perceive information, the ability to reflect and receive (slide 13) “ I know - I want to know - I learned - I learned. The “Know” stage involves working in pairs: what do I know about the topic of the lesson; “I want to know” - the formulation of the goal; “Learned” - the ratio of old and new information; “Learned” - awareness of the effectiveness of activities.

In order to form regulatory universal educational action - control actions, methods of self-checking and mutual checking of the text are often practiced. I offer students texts for verification that contain various types of errors (graphic, punctuation, stylistic, lexical, spelling). And to solve this educational problem, together with the children, I compose text validation rules, determining algorithm of action.

Information technologies are actively used in the lessons, which makes it possible to make the lesson spectacular, interesting, to conduct a lesson in non-traditional forms, to attract the student to cooperation. The use of ICT in various lessons in elementary school makes it possible to move from an explanatory-illustrated way of teaching to an activity-based one, in which the child becomes an active subject of learning activity. This contributes to the conscious assimilation of knowledge by students.

The implementation of the program "School 2100" through the use of the activity approach and the problem-dialogical method of teaching creates the necessary conditions for the development of students' skills to think independently, navigate in a new situation, find their own approaches to solving problems. (slide 14)

When using the technology of the activity method, students:

They learn the material faster than all their peers.
Calmly, more confidently answer at the blackboard.
They know how to justify their statements.
They know how to defend their point of view, they are not afraid to argue with teachers if necessary.
Better self-control and self-esteem skills.
They are able to choose and offer their own way of doing work.
Prone to research activities.
They significantly improve the quality of knowledge

All this work together helps to achieve stable results.