Experience of working on the problem of system-activity approach in Russian language lessons. The report on the topic “system-activity approach in the lessons of Russian language and literature” actively participates in the educational process, which

“If you want something done well, do it yourself.”

That's what the German designer Ferdinand Porsche said and created the car of his dreams. Anyone can make their dream come true, but for this you need to make an effort and do everything yourself.

The beginning of the 21st century requires educated people to be able to independently navigate all types of extensive information and solve numerous production and social problems. This means that the near future will require from every student today independent thinking, the ability to understand the situation and find a solution.

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

In my opinion, it is very important to positively motivate students in the classroom, that is, there must be inclusion of the student in different types of activities, a cooperative relationship between teacher and student, involvement of students in assessment activities and the formation of adequate self-esteem in them. In addition, the formation of motivation is facilitated by entertaining presentation, an unusual form of teaching the material, and the emotionality of the teacher’s speech; skillful use of encouragement and reprimand by the teacher.

In our lessons, the children and I directly work with words, sentences, and texts. I teach children how to make plans, notes, annotations and reviews of news reports; I teach you how to give reasons for your statements; I instill in students a careful, respectful attitude towards words.

Previously, the main task in relation to the student in literature lessons came down to the formula “Read and retell.” Now we need to teach how to search for information and use it. The teacher’s task is to develop in schoolchildren such reading skills as searching, selecting, and evaluating information from texts used in out-of-school situations. These reading skills not only sharpen students' minds, but also serve as the basis for academic success in all school disciplines and are a prerequisite for successful participation in most areas of adult life.

I am also preparing to take the OGE, where I will need to write a concise summary with elements of an essay. In Russian language and literature lessons, students must master a universal learning activity - read a text critically, condense it, remember the main thing, highlight it and write a short genre essay on it, formulating the problem of the text.

Literature lessons provide space for students' creative activity. When studying the text of “The Teachings of Vladimir Monomakh,” the students composed their own teachings: these were teachings to their sister, brother, classmates, and even to themselves.

In my work, I practice the note-taking method. It is very important that children develop the ability to make supporting notes in various forms. The background summary is compiled by the teacher for students or by children, or by the joint efforts of the teacher and children in dialogue. Thus, the ability to make a supporting note is one of the important general educational skills that prepares students for the presentation of their knowledge.

The most popular pedagogical technology in modern teaching is becomingproject method using ICT, since it is aimed at increasing the effectiveness of the lesson. In such classes, the teacher presents students with this or that problem for independent research, knowing well its result, the course of solution and those features of creative activity that are required in the course of solving it. Thus, the construction of a system of such problems makes it possible to provide for the activities of students, which gradually lead to the formation of the necessary traits of a creative personality.

A special role is played by the outcome of the lesson, the so-called reflection stage , when traditionally the teacher asks the question: “Did you like the lesson?”, “What did you learn new?” This is in the past, but now we use various reflection techniques: a five-minute essay; syncwines; incomplete sentence method; ; free speech; emoticons, etc.

Another important point: to build a lesson within the framework of the Federal State Educational Standard, it is important to understand what should belesson performance criteria, regardless of which typology we adhere to.

Main stages of the research lesson:

■updating knowledge; ■motivation; ■creating a problematic situation;

■statement of the research problem; ■determination of the research topic;

■formulation of the purpose of the study; ■developing a hypothesis;

■testing hypotheses; ■interpretation of the received data;

■conclusion based on the results of the research work;

■application of new knowledge in educational activities;

■summarizing the lesson; ■homework.

The proposed approach to teaching the Russian language and literature has a number of advantages: students systematically gain skills in communication, cooperation, and self-regulation of behavior in a team. This happens in the familiar environment of a microgroup in which students are united. Working in microgroups gradually liberates the children, creates conditions of psychological comfort, teaches them to freely express their thoughts, prove their own conclusions, listen to others, respect other people’s points of view, argue, analyze their actions, and evaluate them. A personality is being formed that is capable of assessing the situation, seeing the problem, making a decision, implementing it and taking responsibility for one’s choice. The subjects Russian language and literature provide great opportunities for working with the use of ICT, since it is in these lessons that we directly work with words, sentences, and text; we teach children to make plans, notes, annotations and reviews of information messages; give reasons for your statements; We cultivate in students a careful, respectful attitude towards words.

In 5th grade, when studying the fairy tales of A.S. Pushkin, it is necessary to formulate a theme.(A.S. Pushkin. “Ruslan and Lyudmila”).

Words written on the board: good always triumphs over evil.The disciples are offered a parable

Once upon a time, a Man lived in the world and did not know that Good and Evil existed on earth. A man set off on a journey and encountered a mountain on his way. There were two vessels on the top of the mountain. One vessel was filled with Good, the other with Evil. The Man became interested in the contents of the vessels, he decided to look inside and find out what Good and Evil are. He broke the jugs and all their contents were mixed up. The contents of the jugs filled the human soul. A person lives and does not know what good and evil are, what is more in his soul.

So what will we talk about in today's lesson?

Students come to the conclusion that we will talk about good and evil heroes in A.S. Pushkin’s fairy tale"Ruslan and Ludmila",and more specifically, Ruslana and Chernomor, we will compare them.

The lesson asks a problematic question: “Why is a fairy tale called a lie?” Fifth graders give examples of magic in fairy tales and name wonderful helpers. A dispute arises about the victory of good over evil, and different points of view are expressed on this matter. After thinking about good and evil, students independently determine the purpose of the lesson by reading again the words written on the board.

Also, when studying the topic: The problem of indifference, M.Yu. Lermontov’s poem “Leaf”, words come out,which are written on the board.
“A stick is better than an unfaithful friend, a green leaf is better than an empty flower” (Uzbek wisdom).

First question in class: “Guys, what impression did the poem make on you? What words could you use to express the feeling this piece evoked?" From the understanding that two opposing images, personifying despair and youth, collided in the poem, students move on to realizing the liveliness of these characters. Remembering the biography of the poet, students imagine the poet himself in a foreign land. The theme of indifference is developed further.

Any activity begins with setting a goal that is personally significant for students; when this goal is “appropriated” by the student, he can understand and formulate the task. In order for students to develop cognitive interest, they must be confronted with a “surmountable difficulty”, that is, a problem situation must be created, in order to solve it, educational actions are performed, at this stage it is necessary to create a situation of success. The new paradigm of education, education of the 21st century is equipping schoolchildren with the skills to learn independently: to acquire knowledge, skills, and learning skills.

Solving a problematic issue or forming a problem based on the life experience of students (the inherent contradiction between knowledge and ignorance) helps to intensify the mental activity of students and set goals. So, when studying the topic “Predicate”, students are given a search task: to find how the predicates of the following sentences differ: The cheeks are pink – The cheeks have become pink – The cheeks have become pink.

The following problematic questions allow us to complete the work:

– What groups can the predicates of these sentences be divided into and on what basis?
- Which predicates can be called simple and which can be called compound and why?
– How do the predicates of the second group differ?
- Which of them can be called verbal, and which – nominal? Why?

When studying the topic: Indicative mood of the verb, an epigraph is written on the board: “The verb is the most fiery part of speech, the most lively and bright. The scarlet, freshest, arterial blood of the tongue flows in the verb. But the purpose of the verb is

Express the action itself!”

Students guess that we will talk about verbs, the characteristics of which, as a result, we list dryly.(Such morphological features of this part of speech:

Conjugation, transitivity-intransitivity, tense, person, mood, aspect, gender).

In the slide with morphological features, the guys see a new feature for them - Inclination.

Again they conclude that we are talking about inclination.

Well, watching the slide, on which the replicas of the fairy-tale brother-heroes follow in turn. They receive a task: study 3 verbs that are underlined.

I would do it, I could do it
if only someone could help!

Take it! Give it to me!

I don’t throw words to the wind,

Whatever I have in mind, I do it!

They conclude that there are only three inclinations. Let's start studying the first - indicative mood.

Such a task allows students to demonstrate both independent thinking, express their points of view about verbs, verb moods, and also shows possible difficulties in studying this topic.

Speaking about the system-activity approach in education, this concept cannot be separated from the educational process. Only in conditions of an activity approach, and not a flow of information and moral teachings, does a person act as an individual. By interacting with the world, a person learns to build himself, evaluate himself and analyze his actions. Therefore, project activities, business games, collective creative activities - these are all things that are aimed at practical communication, that have motivational conditionality and involve creating in children an attitude of independence, freedom of choice and preparing their lives - this is a system-activity approach, which Undoubtedly, it does not bear fruit immediately, but it leads to achievements.

So, the system-activity approach to education is not a set of educational technologies, methods and techniques, it is a kind of philosophy of education of a new school, which allows the teacher to create, search, become a master of his craft in collaboration with students, work for high results, form students have universal learning activities - thus preparing them for continued education and for life in constantly changing conditions.

Completed by: Petrova Liana Nyaimovna,

teacher of Russian language and literature "Cheremishevskaya secondary school"

System-activity approach in lessons

Russian language and literature

annotation

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

Keywords

Systematic-activity approach, universal educational

actions, educational activities, personal results.

The basic document of the Concept of New Educational Standards is the program for the development of universal educational activities, designed to specify the requirements for the results of general education and to supplement the traditional content of educational programs. Why did this become a necessity?

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

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

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

The Federal State Educational Standard is based on a system-activity approach, which assumes a focus on educational results as a system-forming component of the Standard, where the development of the student’s personality based on the mastery of universal educational actions, knowledge and mastery of the world is the goal and main result of education. This approach is conceptually based on ensuring that students’ educational activities correspond to their age and individual characteristics.

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

A modern lesson should form universal educational activities that provide schoolchildren with the ability to learn, the ability for self-development and self-improvement. The development of positive motivation for learning is facilitated by the general atmosphere in the school and classroom: the student’s involvement in various types of activities, the cooperative relationship between teacher and student, the involvement of students in assessment activities and the formation of adequate self-esteem in them. It is in the lessons of the Russian language and literature that the formation of such basic competencies as general cultural, information, and communication takes place. This implies the relevance of implementing a system-activity approach in teaching the Russian language and literature.

The teacher’s task when introducing material is not to explain, tell and show everything in an accessible way, but to organize the children’s work in such a way that they themselves come up with a solution to the key problem of the lesson and themselves explain 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 mistakes and make sure that their corrections are correct, and 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 teaching method is, firstly, that the proposed structure describes the activities of students, not teachers, and in addition, systematic training of a full list of activity abilities is provided. This technology is integrated in 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 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 activity method technology in practical teaching is ensured 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;

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

the principle of integrity - involves the formation in students of a generalized systemic understanding of the world;

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

the principle of psychological comfort - creating a friendly atmosphere focused on the implementation of cooperation pedagogy;

the principle of variability - the formation of abilities to systematically enumerate options and adequate decision-making;

the principle of creativity is maximum focus on creativity in the educational process, students’ acquisition of their own experience of creative activity.

Where to start for a teacher moving to new standards? Probably, first of all, by rethinking the most important thing - preparing and conducting a lesson under new requirements.

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

improve the quality of training;

understand the aesthetic values ​​of the Russian language; respect for the native language; desire for speech self-improvement;

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

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

to form cultural-moral and moral-ethical norms, up to the ability for self-education based on humanistic ideals;

apply acquired knowledge, skills and abilities in everyday life;

to form communicatively appropriate interaction with people around in the process of verbal communication, joint performance of any task.

acquire the basics of scientific knowledge about your native language;

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

The first thing a teacher who begins to work within the framework of a systemic activity approach should remember is that the lesson notes should reflect the implementation of the activity approach to organizing the educational process. As is known, 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 the “activity”: motive, goal, actions to achieve it, result:

1). Motivation for learning activities.

This stage of the learning process involves the student’s conscious entry into the space of learning activity in the lesson.

2). "Discovery" of new knowledge.

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

3). Primary consolidation.

Training tasks are completed with mandatory commenting and speaking out loud the learned algorithms of actions.

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

When carrying out this stage, an individual form of work is used: students independently perform tasks of a new type and self-test them, step by step comparing them with the standard.

5). Inclusion in the knowledge system and repetition.

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

6). Reflection on learning activities in the lesson (result).

New content learned in the lesson is recorded, and reflection and self-assessment of students’ own learning activities is organized.

In the context of the transition to the New Generation Standards, many questions have arisen that are related to the implementation of educational programs in various subjects, including literature. Today we need to pay special attention to personal results (competencies), which determine the motivation and direction of an individual’s activity, and not to objective ones, as was done before.

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

What might be the lesson of literature within the framework of SDP? This question cannot now be answered unambiguously. Thus, from the analysis of modern literature methods, as well as on the basis of the experience of modern teachers working in this direction, we can identify some features, techniques and methods of a modern literature lesson within the framework of SDP.

Features of the structure and content of a literature lesson depend on the specific genre of the work being studied. It is the specifics of the genre that determine the choice of lesson type, setting goals, objectives, etc. SDP contains the communicative basis of the lessons, a dialogical form of mastering the work. Thus, the lesson should organize a dialogue between readers and the author and a dialogue between students about 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 judgments, organize a discussion, discuss what they read.

The dialogic model of studying a literary work distinguishes the lesson structure from the traditional one, introduces a variety of forms of delivery, and involves a greater number of options for its planning. The dialogue is aimed at mastering the content of the work, as well as at independently preparing students for its expressive reading (highlighting pauses, key words, intonation), for the reading itself, as well as conversation based on the text. Next, students are introduced to a work of 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; guessing the content of the text based on the title, epigraph, illustrations; expressive reading by the teacher of the text; 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, exchanging opinions, stopping in reading, suggesting possible developments of the plot, etc.).

The stage of text analysis and interpretation of its meaning.

Analysis of the text should begin with setting 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 intent, etc.). The main method of work is a creative dialogue between students and the author on the work. Type of work: developing methods of activity to solve the problem posed at the beginning of the lesson, drawing up assignments and questions based on the text; performing independent tasks on the text in subgroups, and then collective discussion of the results and observations obtained; research assignments for the work (choosing words and quotes that characterize characters, choosing ways to create images of characters, etc.), drawing up a text outline.

The stage of working with the text of the work after reading .

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

When planning a literature lesson, the teacher must choose a form and logic of the lesson that will be more conducive to activating the creative activity of the student as a direct reader, cultivate 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 child’s moral consciousness, his ability to socialize - in other words, make a literature lesson a life lesson. It must be remembered that the lesson should be problematic and developmental, creative, it is necessary to take into account the level and capabilities of the students, which takes into account such aspects as the profile of the class, the aspirations and mood of the students, the conclusion must be made by the students themselves. And one more necessary condition must be met - the lesson must be good.

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

Firstly, the teacher clearly defines what new knowledge should be revealed in the lesson. This could be a rule, an algorithm, a pattern, a concept, its relationship 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 handle it, so that its further resolution will lead to the intended result. Therefore, the problem situation must be well thought out and led to students independently formulating 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 involves students receiving a task that cannot be completed without new knowledge. During the problem dialogue, the teacher leads 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 a comparative analysis of two facts, opinions, assumptions. In the process of comparison, the teacher must make students aware of the discrepancy, the contradiction, which should cause surprise in them and lead to the formulation of the lesson problem in the form of a question.

Let's see how we can organize a problem situation in a Russian language lesson in the fifth grade. The topic of the lesson is “The imperative mood of the verb.”

Students are asked to answer the question: Why is the verb WRITE in one case written WRITE, and in another WRITE?

In the process of searching for a solution to this linguistic problem, students, using existing knowledge, will determine that the verb WRITE is I conjugation. 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 lesson problem in the form of a topic:

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

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

What is the composition of each form? (A variety of student answers, including erroneous ones, are possible here.)

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

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

After this, 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 of the plural in the imperative mood. In the indicative form, which students are already familiar with, the plural ending is ETE.

Another example. When studying the topic “Spelling the letter I-Y after consonant prefixes,” work is carried out in groups. Each group receives cards with words in which they had to insert the missing letters (error task):

UN_KNOWN, OVER_ACTIVE, UNDER_GRAFT, UN_SKUSNY, UNDER_TOZHIT, UN_INTERESTING, WITHOUT_ACTIVE, UNDER_SKAT, UNDER_GRAPPED.

The test left the children bewildered: many made mistakes when completing the task. In this learning situation, students are faced with “difficulty”; they understand that in order to complete this task they need to gain new knowledge. Their questions lead to the formulation of a topic, setting a goal. Next, students put forward and test hypotheses. Children leave the lesson happy, because they themselves were able to resolve a problematic situation and answer all the questions.

Thirdly, the teacher must clearly plan his and the students’ actions. Once the problem of the lesson has been formulated, the main part of the lesson will begin - communication. At this stage, students are expected to work independently. When preparing for a lesson, the teacher must provide for possible options for “action development” in order to promptly direct students’ activities in the right direction. Therefore, when working on a lesson script, you should plan to use different techniques. For example, putting forward versions, updating previously acquired knowledge using brainstorming or performing a series of tasks on the studied material, drawing up a plan using elements of problem dialogue technology to determine the sequence of actions, their direction, and possible sources of information.

Fourthly, you need to plan your decisions correctly. When planning a solution to a problem, it is necessary: ​​firstly, to formulate your conclusion on the problem (the form of a rule, an algorithm, a description of a pattern, a concept), which, with the help of a teacher, 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, or formulation of new knowledge. This may be the observation of a situation in which the necessary knowledge is manifested. For example, in Russian language lessons, having seen the pattern of spelling, students can formulate the rule themselves, and only then test themselves using the textbook. This can be working with text (with a table, diagram, drawing), from which you can logically deduce the characteristics of a concept, a natural connection between phenomena, find arguments for your assessment, etc. Thirdly, it is necessary to design a dialogue to find a solution to the problem. You can provide a leading or encouraging dialogue.

Leading dialogue involves a chain of questions arising from one another, the correct answer to each of which is programmed in the question itself. Such dialogue contributes to the development of logic. A motivating dialogue consists of a series of questions to which different correct answers are possible. This dialogue develops students creatively. Finally, you should create an approximate reference signal (diagram, set of theses, 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 dialogue with students as they solve the problem.

Next comes planning the result. The lesson script requires the teacher to think through a possible expression for solving the problem. For example, this could be an answer to the question: “So how did we solve the problem?”

And the final stage is planning tasks to apply 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.

The introduction of modern pedagogical technologies is difficult but interesting work. The main thing is that it gives positive results. Students think independently, strive for creativity, and do not work according to a template. They are going into a big life, which will require school graduates to be able to make decisions quickly and independently. Only a thinking person who knows how to quickly solve the complex life problems 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 the modern world: materials of the international. scientific conf. (St. Petersburg, February 2012). - St. Petersburg: Renome, 2012. - pp. 140-142.

Internet sources

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

2.System-activity approach to the lesson. Lesson designer. [Electronic resource] Access mode

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

4.System-activity approach to 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 students mastering the basic

educational program of basic secondary (complete) general

education [Electronic resource] Access mode

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

System-activity approach to Russian language and literature lessons in the context of the introduction of the Federal State Educational Standard in primary school

“A person will achieve results only by doing something himself...”
(Alexander Pyatigorsky, world famous Russian philosopher, orientalist, professor at the University of London)

Modern life places strict demands on people today - high quality education, communication skills, determination, creativity, and most importantly, the ability to navigate a large flow of information and the ability to adapt to any society. Preparation for the future life is laid at school, so the requirements for education today are changing their priorities.

The goals and content of education are changing, new teaching tools and technologies are appearing, but despite all the diversity -the lesson remains the main form of organizing the educational process. And in order to implement the requirements of the Standards, the lesson must become new, modern!

How to prepare and conduct a lesson, taking into account the new requirements of the Federal State Educational Standard and modern innovations? A modern teacher, in the context of the introduction of new educational standards, is faced with the task of using a systemic activity approach in teaching schoolchildren. The implementation of the activity approach in the lesson forces the teacher to restructure his activities, move away from the usual explanation and allow students to discover new knowledge independently, in a certain sequence. Exactlystudents are the main “acting heroes” in the lesson . And, of course, their activities in the lesson should be meaningful and significant:what I want to do, why I do it, how I do it, how I did it.

The formation of qualitatively new educational results 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 personal self-development in the learning process. It is obvious that it is impossible to realize new educational goals if the student passively assimilates ready-made truths. It is necessary to independently search for it, in the process of which one acquires the experience of goal setting, achievement of set goals, reflexive self-organization and self-assessment, experience of communicative influence, therefore, in order to develop the personality of students, the formation of their activity abilities, it is necessary to include them in independent educational and cognitive activities.The main principle of the activity approach is to teach how to learn. . This approach assumes that knowledge is acquired and manifested only in activity, that behind the skills, development and education of a student there is always action.In the educational field of Philology, the priority is communicative development - the formation of the ability and readiness to communicate freely in the Russian native language, mastery of modern means of verbal and non-verbal communication. The system-activity approach is based on the theoretical provisions of the concept of L.S. Vygotsky, A.N. Leontyeva, D.B., Elkonina, P.Ya. Galperin.

Whatrequirements are presented to the modern lesson of the Russian language and literature based on the activity approach in the context of the introduction of the Federal State Educational Standard:

A well-organized lesson in a well-equipped classroom should have a good beginning and a good ending.

the teacher must plan his activities and the activities of his students, clearly formulate the topic, purpose, and objectives of the lesson;

the lesson should be problematic and developmental: the teacher himself aims to cooperate with students and knows how to direct students to cooperate with the teacher and classmates;

the teacher organizes problem and search situations, activates the activities of students;

the students themselves make the conclusion;

minimum reproduction and maximum creativity and co-creation;

saving time and saving health;

the focus of the lesson is children;

taking into account the level and capabilities of students, which takes into account such aspects as the profile of the class, the aspirations of students, and the mood of children;

the ability to demonstrate the methodological art of a teacher;

planning feedback;

the lesson should be good.

The new meaning of the lesson is the solution of problems by the schoolchildren themselves during the lesson through independent cognitive activity. The problematic nature of the lesson can confidently be considered as a move away from the reproductive approach in the lesson. The more independent activity in the lesson, the better, because students acquire problem-solving skills and information competence when working with text.

A modern lesson in Russian language and literature in the context of the introduction of the new generation Federal State Educational Standard should includethe following six main steps:

mobilization (involves the inclusion of students in active intellectual activity);

goal setting (students independently formulate the goals of the lesson according to the scheme “remember → learn → learn”);

awareness of the insufficiency of existing knowledge (the teacher facilitates the emergence of a problem situation in the lesson, during the analysis of which students understand that the existing knowledge is not enough to solve it);

communication (search for new knowledge in pairs, in a group);

mutual verification, mutual control;

reflection (the student’s awareness and reproduction in speech of what he has learned and learned in the lesson).

A modern lesson should form universal educational activities that provide schoolchildren with the ability to learn, the ability for self-development and self-improvement. The development of positive motivation for learning is facilitated by the general atmosphere in the school and classroom: the student’s involvement in various types of activities, the cooperative relationship between teacher and student, the involvement of students in assessment activities and the formation of adequate self-esteem in them. In addition, the formation of motivation is facilitated by entertaining presentation, an unusual form of teaching the material, the emotionality of the teacher’s speech, and the teacher’s skillful use of encouragement and reprimand.

Of particular importance is the implementation by schoolchildreneducational activities Andself-control, independent transition from one stage of work to another, inclusion of students in joint learning activities. Independent work, in essence, is a form of self-education.The concept of independent work of a student in modern didactics necessarily correlates with the organizing role of the teacher. For the student himself, independent work should be understood as a freely chosen, internally motivated activity.

Popular and relevant todayproblem-based learning , in which there is a special type of lesson - a research lesson.

The following is a fragment of a Russian language lesson in fifth grade on the topicThe "imperative mood of the verb" illustrates organization of a problem situation.

Students are asked to answer the question: Why is the verb WRITE in one case written WRITE, and in another WRITE?

In the process of searching for a solution to this linguistic problem, students, using existing knowledge, will determine that the verbsay Iconjugations. So the formWILL YOU WRITE future tense is written correctly. The form isWRITE expresses a command, request, order, and this determines its writing.

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

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

What is the composition of each form? (A variety of student answers, including erroneous ones, are possible here.)

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

Let's find the right way to solve this issue. (Here the teacher can give a hint to fifth graders: change the form of the number of the imperative mood of the verb.)

After this, 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 of the plural in the imperative mood. In the indicative form, which students are already familiar with, the plural ending is ETE.

One possible way to improve the efficiency and selection of a research problem isreference summary , which inherently represents a secondary text, since it briefly conveys the basic information of the source text. In this case, abbreviations, various signs, symbols, and graphic highlights can be used. Often the supporting summary is a drawing or diagram, sometimes a table. Psychologists note thatstudent transformation of information , translating it into another, more visual form helps better understanding and assimilation of knowledge. Therefore, it is important that children develop the ability to make supporting notes in various forms. The background summary is compiled by the teacher for students or by children, or by the joint efforts of the teacher and children in dialogue. Thus, the ability to make a supporting note is one of the important general educational skills that prepares students for the presentation of their knowledge. For a long time now I have been practicing in my lessons keeping a notebook-reference book in which various diagrams and tables are entered. I often encourage students to come up with a short version of the rule themselves or create an algorithm for applying the rule.

The most popular pedagogical technology in modern teaching is becomingproject method using ICT , since it is aimed at increasing the effectiveness of the lesson. In such classes, the teacher presents students with this or that problem for independent research, knowing well its result, the course of solution and those features of creative activity that are required in the course of solving it. Thus, the construction of a system of such problems makes it possible to provide for the activities of students, which gradually lead to the formation of the necessary traits of a creative personality.

The most effective implementation of the activity approach in practice allowsgroup form of work . Group activity of students involves increasing the role of the teacher in the educational process. The volume of work, of course, increases, it changes qualitatively. Special preparation of the material and the development of original teaching methods are important. We must not forget that the psychological side of the problem is also important, i.e. interaction of students in the group. The teacher performs various functions:

1 . Monitors the progress of work in the group.

2. Answers questions.

3. Regulates disputes and work procedures.

4. As a last resort, provides assistance to individual students or the entire group.

When selecting groups, it is necessary to take into account the real knowledge of schoolchildren and their academic performance, recorded in the minds of their classmates. But this is not enough for successful work. It is also necessary to take into account the nature of the students’ relationships with each other (likes, dislikes, willingness to cooperate).

Selecting a Consultant: It is a fairly common belief that good and excellent students perform this role well. Psychologists say that a student’s high academic performance in no way affects relationships in the group.
Group members (4-5 people) should be close in their approach to the goals and objectives of joint activities. It is very important that students are able to hear each other, draw conclusions, and come to a common decision.

What types of work can be done in groups? Many. The main thing is to determine optimality and efficiency. There are lessons where the group form is present only when checking homework, there are lessons that are entirely in the group, and sometimes during the whole lesson I will never say: “Now we are working in groups.” It all depends on the topic of the lesson, the goal facing the teacher and his students, the place of the lesson in the system of studying the problem, the type of lesson, and the form of teaching.

I want to note visible advantages of group learning work:

1. The responsibility of each group member to his team for studies and work.

2. A sense of comradeship, the skills of real work discipline.

3. Intensity and productivity of joint activities.

4. Achieving a high level of content mastery.

5. Exchange of methods of action.

6. Mutual understanding.

Of course, when organizing this type of activity, certain organizational, pedagogical and social difficulties arise. But the additional time spent on teacher preparation for group work is offset by greater pedagogical gains.

The optimal place in the modern lesson is occupied by variousgame forms work.

"Fourth wheel" Example: key, lock, gnome. The third extra thing: a gnome, because a key and a lock cannot live without each other, because a gnome is an animate noun, etc.

Spelling relay race . The group should give examples of words with the specified spelling. Who is faster and bigger?

Anagrams . Dewdrop-mote, coat-bast shoe, kite-lace, etc.

Word-formation charades: make up a word: root from the word fairy tale, suffix from the word cabman, prefix from the word expense.

The new approach to education corresponds to the modern idea of ​​the lesson. It is this kind of lesson that is called modern, where the teacher, together with the students, works on equal terms to search for and select the scientific content of knowledge to be learned; only then does knowledge become personally significant, and the student is perceived by the teacher as the creator of his knowledge. The outcome of the lesson, the so-called reflection stage, plays a special role. I have long been using various reflection techniques: a five-minute essay; incomplete sentence method; statement in the forum, free speech, emoticons.

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 activities, understands and accepts the system of its norms, actively participates in their improvement, which contributes to the active successful formation of his general cultural and activity abilities, general educational skills.

Federal State Educational Standards introduce a new concept -learning situation , by which is meant such a special unit of the educational process in which children, with the help of the teacher, discover the subject of their action, explore it, performing various educational actions, transform it, for example, reformulate it, or offer their description, etc., and partially remember it.

A learning situation can be a task to create: a table, graph or diagram based on the content of a read text, an algorithm according to a certain rule, or completing a task: to explain the content of a read text to a junior class student or practical work, etc.

The structure of modern lessons should be dynamic, using a set of diverse operations combined into purposeful activities. It is very important that the teacher supports the student’s initiative in the right direction and ensures the priority of his activities in relation to his own.

Productive tasks are the main means of achieving educational results. If a student has the qualities laid down in the Federal State Educational Standard, then he himself will be able to become an “architect and builder” of the educational process, independently analyze his activities and make adjustments to them. Thus, in contrast to the 2004 standard, the new Federal State Educational Standards introduce significant changes to the goals, content and organization of the educational process, which entail the need to restructure all educational activities and, first of all, the teacher who provides them.

The teacher, his attitude to the educational process, his creativity and professionalism, his desire to reveal the abilities of each child - this is the main resource, without which the new requirements of the Federal State Educational Standard for the organization of the educational process at school cannot exist. Much depends on the desire and character of the teacher, on the level of his professional training. If a person is open to new things and is not afraid of change, he will be able to start taking his first confident steps in new conditions in a shorter time.

Thus, the implementation of the Federal State Educational Standard depends to a greater extent on the teacher, who will no longer be the sole bearer of knowledge, but will play the role of a guide in the world of information. The teacher’s task is not only to form and develop the necessary qualities, but also to interact with the environment in which the child grows up. Give students the opportunity to make a choice, argue their point of view, take responsibility for this choice, and not give them something ready-made.

THANK YOU FOR YOUR ATTENTION!

(Slide 16)

2. Working with text

“Reading with stops” opens up the possibility of a holistic vision of the work. Sample questions:

 What associations do the names and surnames of the characters evoke in you?

 How did you feel after reading this part? How did you feel?

 What expectations were confirmed? What was unexpected?

 How do you think the story will end? How would you end it?

(Slide 17)

3. Insert - This is a technique for marking the text when students mark in the margins with icons what is known, what contradicts their ideas, what is interesting and unexpected, as well as what they want to learn about in more detail.

(Slide 18)

4. Creating a cluster

For example, analyzing the image of Gerasim from the story by I.S. Turgenev “Mu-mu”, in a literature lesson in the 5th grade the following cluster is created:

Portrait

Relation to Mu-mu

Description of the closet

Gerasim

Attitude towards the lady

Relationship with the servants

Relationship with Tatyana

Sinkwine

After analyzing the image of Gerasim, fifth-graders can compose the following syncwine:

Gerasim

kind, hardworking

cares, loves, works

should not suffer because of the cruelty of people

Human

Material overview

Material overview

Introduction

Currently, Russia is developing a new education system, focused on ascending to the global educational space. This process is accompanied by significant changes in the pedagogical theory and practice of the educational and cognitive process.

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

The basis of the Federal State Educational Standards of NEO is a system-activity approach. For Russian language and literature lessons, the development of reading literacy is important. A new approach to teaching ensures active educational and cognitive activity of students, forms readiness for self-realization, and organizes educational cooperation with adults and peers in cognitive activities.

It is in the lessons of the Russian language and literature that the formation of such basic competencies as general cultural, information, and communication takes place. This implies the relevance of implementing a system-activity approach in teaching the Russian language and literature.

Relevance

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

Target:

v development of interest in the subject;

v acquisition of research experience;

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

v gaining additional knowledge on the topic;

v development of monologue speech skills.

Tasks:

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

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

System-activity approach as a means of realizing modern educational goals

Today, the lack of knowledge to successfully solve life's problems is obvious. Finally, the student comes to the forefront not as a bearer of certain knowledge, but as a student as an individual who is capable of “self-determination and self-realization”, of making independent decisions. Thus, the priority for educational purposes has shifted towards the formation of activity abilities. In these conditions, the system-activity approach is attracting more and more attention, which includes all types of activities, allows one to analyze one’s own activities, and also systematically trains communication skills. Thus, it contributes to the formation of children's readiness for self-development.

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

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

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

Today, the most widely used technology is the “activity-based teaching method”, which was developed under the leadership of Doctor of Pedagogical Sciences, Professor Lyudmila Georgievna Peterson. The fundamental difference between the technology of the activity method and the traditional technology of the demonstration-visual teaching method is that the proposed structure describes the activity of students, not the teacher.

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

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

2) The principle of continuity.There must be 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 children's development.

3) The principle of integrity.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).

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

5) The principle of psychological comfort.Removing all stress-forming factors of the educational process. A friendly atmosphere should be created at school and in the classroom, which will allow the idea of ​​​​cooperation pedagogy to be realized and will develop dialogue forms of communication.

6) The principle of variability.Formation of students' abilities to systematically enumerate options and make adequate decisions in situations of choice.

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

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

Activity-oriented lessons on goal setting can be divided into four groups:

v lessons of “discovery” of new knowledge;

v reflection lessons;

v lessons of general methodological orientation;

v lessons of developmental control.

1. A lesson in “discovering” new knowledge.

Activity goal: developing students’ ability to perform a new way of acting.

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

2. Reflection lesson.

Activity goal: developing students’ ability to reflect (fixing their own difficulties in activities, identifying their causes, constructing and implementing a project to overcome difficulties, etc.).

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

3. Lesson of general methodological orientation.

Activity goal: developing the ability of students to a new way of action associated with building the structure of the studied concepts and algorithms.

Educational goal: identifying the theoretical foundations for constructing content and methodological lines.

4. Lesson of developmental control.

Activity goal: developing students’ ability to carry out control functions.

Educational goal: control and self-control of learned concepts and algorithms.

The theoretically based mechanism of control activities involves:

v presentation of a controlled option;

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

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

v assessment of the comparison result in accordance with a previously justified criterion.

Thus, developmental control lessons involve organizing the student’s activities in accordance with the following structure:

v students writing a version of the test;

v comparison with an objectively justified standard for performing this work;

v students' assessment of the comparison result in accordance with previously established criteria.

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

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

1. Lesson goals are set with a tendency to transfer functions from teacher to student.

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

3. Various forms, methods and techniques of teaching increase the degree of student activity in the educational process.

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

5. The teacher effectively combines reproductive and problem-based forms of education, teaches children to work according to the rules and creatively.

6. During the lesson, tasks and clear criteria for self-control and self-assessment are set.

7. The teacher ensures that all students understand the educational material, using special techniques for this.

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

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

10. The teacher must accept and encourage the student’s own position and other opinions, and teach the correct forms of their expression.

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

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

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

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

You can compare a lesson in the activity approach mode with a traditional lesson in a number of elements:

Comparison elements	Traditional lesson	Lesson in activity approach mode
Formulating the lesson topic	The teacher himself informs the students	Formulated by students themselves
Setting goals and objectives	The teacher formulates and tells students what they need to learn	The students themselves formulate, defining the boundaries of knowledge and ignorance.
Planning	The teacher tells the students what work they must do to achieve the goal	Students planning ways to achieve the intended goal
Practical activities of students	Under the guidance of the teacher, students perform a number of practical tasks (the frontal form of organizing activities is more often used)	Students carry out educational activities according to the planned plan (group and individual forms of organizing activities are used)
Exercising control	The teacher monitors students' performance of practical work	Students themselves exercise control (forms of self-control and mutual control are used according to the proposed plan)
Implementation of correction	The teacher makes corrections during and based on the results of the work completed by students	Students formulate difficulties and make corrections independently
Assessment	Teacher evaluates work in class	Students participate in the assessment of their activities based on their results (self-assessment, assessment of the results of the activities of their comrades)
Lesson summary	The teacher asks the students what they remember	Reflection is taking place
Homework	The teacher announces and comments (more often the task is the same for everyone)	Students can choose a task from those proposed by the teacher, taking into account individual capabilities

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

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

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

v Information and communication technologies (communication - communication)

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

v Technology based on the implementation of project activities

v Technology based on level differentiation of training

v Activity method technology

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

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

Lesson steps	Organizing role of the teacher
Motivation for learning activities	Create conditions for the student to develop an internal need to engage in activities (“I want”) and highlight a content area (“I can”).
Updating knowledge and fixing individual difficulties in a trial action.	Organize the preparation of students for independent implementation of a trial educational action: 1) updating knowledge, skills and abilities sufficient to build a new way of action; 2) training of appropriate mental operations. At the end of the stage, a difficulty is created in the individual activities of the students, which is recorded by them themselves.
Identifying the location and cause of the problem	Organize for students to identify the location and cause of the difficulty: 1) the restoration of completed operations and recording of the place, step where the difficulty arose is organized; 2) identifying the cause of the difficulty (what specific knowledge or skills are missing to solve the original problem of this class or type).
Building a project to get out of a problem	Organize the process of discovering new knowledge, where students communicatively think about a project for future educational actions: set a goal, build a plan to achieve the goal, choose a method for resolving a problem situation.
Implementation of the completed project	Organize a discussion of the various options proposed by students; choosing the best option
Primary consolidation with pronunciation in external speech	Organize the assimilation by students of a new method of action when solving standard problems with their pronunciation (frontally, in pairs or groups).
Independent work with self-test according to the standard	Organize independent completion of tasks by students on a new way of action and self-test based on comparison with the standard. Create, if possible, a situation of success for each student.
Inclusion in the knowledge system and repetition	Organizes the identification of the boundaries of application of new knowledge, repetition of educational content necessary to ensure meaningful continuity.
Reflection on educational activities.	Organize students' assessment of their own activities, recording of unresolved difficulties in the lesson as directions for future educational activities, discussion and recording of homework.

In the conditions of application of the activity method, the attitude of schoolchildren to the world increasingly does not fit into the usual pattern: “I know this, but I don’t know this, I can do this, but I can’t do that.” Now another principle should work: “I search and find, I think and find out, I try and do.”

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

Practical part

Literature lesson on the topic “Lessons of life, courage and kindness” (based on the story by V. Rasputin “French Lessons”).

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

Goals: 1) to reveal the spiritual values, moral laws by which V. Rasputin’s heroes live;

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

students’ speech, skills of working in small groups;

3) cultivate the ability to distribute roles, represent the writer’s point of view and one’s own judgments, and contribute to the development of ethical standards of student relationships.

Lesson type: generalizing using ICT.

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

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

It's so good that kindness

Without kindness you are an orphan

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

Types of student work in the lesson: individual reporting, working in pairs, dramatizing an episode, doing test work (working with tests), working with illustrations, working with text, expressive reading, solving a crossword puzzle, participating in quizzes and games, mini-essays for children.

During the classes.

1. Organizational moment. Setting the lesson goal.

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

Today in class you have to do a lot of work, since today we have a very interesting and important topic: “Lessons in life, courage and kindness...” We will talk about the lessons that helped our hero to take place in the future as a person, lessons, which helped him learn to distinguish between good and evil, lessons that taught our hero to believe in goodness, in himself, taught him to maintain self-esteem no matter what... This, guys, is very important, and you and I will try it prove using the example of the relationship between the hero and his teacher Lydia Mikhailovna.

2. Checking homework.

1) So, we continue our acquaintance with Rasputin’s story “French Lessons”. Before discussing the problems posed by the writer in the story “French Lessons,” let us recall the key points of its content.

To begin with, using the “Tree of Wisdom”, let’s remember the characters in the story. Attached to the board on the “Tree of Wisdom” are pieces of paper with supporting quotes from the text. Students use the quote to name the characters in question.

“With her I was strong...” - mother

“she came in and said hello...” - Lidia Mikhailovna

“fussy...” - Tishkin

“I really did play…” - Vadik

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

“driver...” - Uncle Vanya

“noisy...” - Aunt Nadya

“Followed like a shadow...” - Bird

2) Game “Get things in order” (each student is offered a card with a task and answer options).

1.“I was beaten again.”

Answer options

The correct answer in the game “Get things in order” is A.

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

Let's see how attentive you were when reading the story. Let's have a quiz. For each correct answer you receive a token.

Quiz.

1. How many kilometers were it to the regional center? (50)

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

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

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

5. How many children were there in the hero’s family? (3)

6. What was the name of the landlady where the hero lived? (Aunt Nadya)

7. And her son? (Fedka)

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

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

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

11. What is the name of the game that Lydia Mikhailovna suggested to the hero?

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

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

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

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

16. Which of the things you listed did the hero see for the first time?

Let's summarize the results of the quiz. Count the tokens. Winners…..

4) Solving the crossword puzzle.

Exercise. Find out the hero of the work from the description and enter his name in the crossword puzzle. If you complete the task correctly, you will be able to read the name and patronymic of the main character of the work using the vertical reference letters.

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

Horizontally:

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

“the driver of the only lorry and a half on the collective farm.”

“a fussy boy with blinking eyes who loved to raise his hand in class.”

“big-headed, buzz cut, stocky guy, nicknamed...”

“he walked with his arms behind his back, his shoulders moving forward in time with his long strides...”

Now check yourself using the key (the answers are written on the back of the board) and give yourself a grade for your work.

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

3. Work on reading comprehension.

1) The teacher's word.

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

In previous lessons, we looked at how difficult it was for the main character, a teenager, to live in the hungry post-war period, far from his family, and we saw how important personality traits emerged in this child so early, what? On the board in front of you is the “Tree of Life” of our hero. There are fallen leaves next to the “Tree of Life”. Attach to the tree what our hero had. Bring the tree to life.

independence ability to stand up for oneself desire to learn originality

honesty courage cowardice decency kindness responsibility callousness

sensitivity indifference willpower rudeness laziness responsiveness intelligence beauty

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

2) Student message.

Thanks for the story. This is how the hero remembers the teacher. Look at the photo.

3) Work in groups.

The next stage of our lesson is working in groups. Your task is to draw the image of the French teacher Lydia Mikhailovna, determine what role she played in the boy’s life, and reveal the depth and uniqueness of the image of this teacher.

1 group

1) Describe Lydia Mikhailovna’s appearance. Highlight your keywords. How do they reveal the author's intention?

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

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

Students should note that the portrait of the teacher is given through the perception of the main character: “She sat in front of me, all neat, smart and beautiful, beautiful in her clothes, and in her feminine youth, which I vaguely felt, the smell of perfume reached me from her, which I took for the very breath...” “Lidia Mikhailovna was then probably 25 years old or so; I remember well her correct and therefore not too lively face with eyes narrowed to hide the braid in them...” The key words and phrases will be: “squinting attentive eyes”, “beautiful”, “carefully looked around the class”, which speak of a caring attitude teachers to their work. Lidia Mikhailovna behaved calmly and confidently, this suggests that she felt that the teaching profession was her calling. She spoke a little, correctly, and asked questions, as she was always trying to understand the situation. The teacher is shown to be unusual and intelligent. Her image is slightly elevated by the author.

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

2nd group

1) How did the hero feel about the teacher?

2) How did Lydia Mikhailovna feel about the boy?

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

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

3 group

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

2) Do you agree with the director’s words that this is “a crime, corruption, seduction”?

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

4 group

Re-enactment of an episode of the game of measuring. (From the words “Kneeling opposite each other, we argued about the score” to “And he raised his hands above his head”).

Further, when giving an oral answer, the students should note that the teacher suggested a game for money out of compassion for the boy, and when the director arrived, she behaved strictly, without losing her self-esteem. This makes her similar to the main character of the story.

A discussion takes place in the class about whether Lydia Mikhailovna’s action can be called a crime, as the director did.

4) Working with illustrations in the textbook.

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

1. What qualities of Lydia Mikhailovna’s personality did you feel especially clearly? (Qualities appear on the screen: kindness, decency, ability to compassion, mercy and others). Write down the main qualities of a teacher in your notebook.

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

PITY is compassion, condolences, sadness, regret.

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

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

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

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

Know how to feel the person next to you, know how to read his soul, see joy, misfortune, misfortune, grief in his eyes. V.A. Sukhomlinsky

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

To believe in goodness, you need to start doing it. L.N. Tolstoy

4. Let's return to the epigraph. How do you answer the question that V. Rasputin posed in the preface to the story?

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

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

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

5) Conversation.

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

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

The teacher distributes worksheets to all pairs of students.

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

Autobiography	the main idea of ​​the work
portrait	opposition
story	the range of life phenomena that the writer selected for his work, what is the basis of a work of art.
Subject	description of your life
idea	description of a character's appearance in a literary work
antithesis	epic genre, a short work dedicated to a separate event in the hero’s life

Conclusion: So, an autobiography is...

portrait - ........

story - ......

subject - ......

Main thought - ...

antithesis -...

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

Who is the hero of the story?

What is his family like?

What is her financial condition? - Why?

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

Why does he agree? Strangers people, someone else's house...

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

Does he have friends? - Why?

Is life easy for him?

What solution does he find?

How are the winnings given to him?

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

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

Why did Vadik and Ptah beat him?

How does Lydia Mikhailovna react when she sees her student’s bruises for the first time? - Why?

(You can show a small dramatization)

Staging.

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

(The class laughed.)

Lidia Mikhailovna: And what happened?

Boy: Fell.

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

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

Tishkin: Hey, he fell! Vadik from the seventh grade brought this to him. They played for money, and he began to argue and made money. I saw it. And he says he fell.

Lidia Mikhailovna: I wanted to ask you, Tishkin, something completely different. Go to the board, now that you are talking, and get ready to answer. (To the boy.) You’ll stay after school.

Boy: After lessons, frozen with fear, I waited for Lydia Mikhailovna in the corridor. She came out of the teacher's room and, nodding, led me into the classroom.

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

Boy: True.

Lidia Mikhailovna: So how do you win or lose? Let's tell it like it is. You're probably losing?

Boy: You... I win.

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

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

Lidia Mikhailovna: And you don’t play anymore?

Boy: No.

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

Boy: I'm buying milk.

Lidia Mikhailovna (with surprise): Milk? And yet there is no need to play for money; you could somehow manage without it. Can we get by?

Boy (not daring to believe in his unexpected salvation, he easily promises): It’s possible.

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

- How did Lidia Mikhailovna behave? Why?

- Why does she assign extra lessons to the boy?

- How does the hero feel visiting her? Why?

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

- Why does she start playing with him for money?

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

- What character traits does Lydia Mikhailovna display? (COURAGE, SENSE OF OWN DIGNITY, HONESTY, KINDNESS, MERCY, SENSITIVITY, GENEROSITY, RESPONSIBILITY)

- So, let's return to our question: Is Lydia Mikhailovna’s behavior a crime?

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

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

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

6. Summing up, conclusions of the lesson.

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

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

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

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

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

-And you guys, having become acquainted with V. Rasputin’s story, what did you learn? What did you learn from these lessons? (Participation, understanding of the people around you, sensitivity, dedication and determination.).

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

(L.N. Tolstoy) To believe in goodness, you must start doing it. (L.N. Tolstoy).

- And I would really like you to live according to the laws of goodness. It’s not for nothing that one of the songs contains the following lines:

It's so good that kindness

Lives in the world with us.

Without kindness you are an orphan

Without kindness you are a gray stone.

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

M. Sadovsky “Native Man”

Teacher, the days of your life are like one,

You dedicate it to the school family.

You are everyone who came to you to study,

You call them your children.

Favorite teacher, dear person.

Be the happiest in the world

Even though sometimes it’s hard for you

Your naughty children.

You rewarded us with friendship and knowledge.

Accept our gratitude!

We remember how you brought us into the public eye

From timid, funny first-graders.

But children grow up, from school

Walking the roads of life

And your lessons are remembered,

And they keep you in their hearts.

7. Homework.

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

Application.

-What type of literature does the work of V.G. belong to? Rasputin "French Lessons"?

a) lyrics

b) drama

c) epic

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

a) essay

b) story

c) story

d) autobiographical story

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

a) Marya Gavrilovna

b) Vasily Andreevich

c) Anastasia Prokopyevna

d) Uncle Levontius

-When did the boy’s independent life begin?

a) at 10 years old

b) at 11 years old

c) at 16 years old

d) at 18 years old

-The portrait of which literary character is represented by the following quote: “...a big-headed, buzz-cut, stocky guy<…>didn’t remain at a loss”?

a) Vadik

b) Bird

c) Tishkin

d) Fedka

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

a) buy milk

b) help a friend of his mother, with whom he lived

c) be the same as other players

d) buy food for my sister

-What was difficult for the boy when learning French?

a) write

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

The hero of the work is a smart boy who “in the village was recognized as literate.” He studies well and goes to school with pleasure. Therefore, his parents decided to send him to a district school. The boy also continues to study successfully in his new place. In addition, he feels that great trust has been placed in him and hopes are placed on him. And he was not used to taking his responsibilities carelessly. The boy lives constantly undernourished, and in addition, he is very homesick. However, when his mother came to visit him, he did not show his difficult situation in any way, did not complain or cry. The food that is sent to him from the village is not enough for a long time. In addition, most of what is sent to him “disappears somewhere in the most mysterious way.” Since a single woman lives next to him with three children, who themselves are in the same, if not more hopeless, situation, the boy does not even want to think about who is carrying the groceries. He is only offended that his mother has to tear these products away from the family, from his sister and brother.

It is under such circumstances that the boys offer the hero to play for money. After studying the rules of the game, he agrees. And soon he starts winning. However, he doesn’t need money for some trinkets or even candy. The boy needs to drink milk because he suffers from anemia. And he only plays up to the amount that would be enough for a jar of milk. Possessing modesty and pride, he would never agree to take groceries from the teacher or even have dinner with her after class. Therefore, Lydia Mikhailovna has only one way to help him - to give him a chance to honestly win his ruble.

Despite the fact that the hero of the story “French Lessons” gets involved in a game for money, he evokes deep sympathy in me. By nature, he is a good, smart boy, honest and fair, with a kind heart, a pure soul, who loves his family, respects the people around him, and shows care and compassion for those suffering from poverty and hunger. And only extreme necessity forces him to do not entirely good deeds. (Based on Internet materials)

My attitude towards the teacher’s action

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

This boy was born in a village, into a poor family. His mother had three children, he is the eldest. It would seem nothing good, but nature endowed the boy with an excellent mind and hard work. And his mother, in spite of all the misfortunes, gathered and sent him to the district to study.

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

The boy had another problem in the area - hunger. The main character didn't finish eating all the time. After all, he did not live alone, but with a friend of his mother and her three children, who, like him, were hungry. They stole food from him. The boy had no money, only sometimes his mother sent him five for milk along with food. The main character needed to drink milk for anemia. But one day, having received the money, the boy went to play the gambling game “chiku”.

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

The next day, his class teacher Lidia Mikhailovna saw the boy’s bloodied face and understood everything. After lessons, she calmly talked to him, making him promise not to play “chiku” anymore. The main character promised not to do this again, but over time, the hunger became unbearable, and the boy again went to the landfill.

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

The next day, Lidia Mikhailovna, as if out of spite, called him to the board and again understood everything. The fact is that there was a French lesson, and the boy already had problems with pronunciation. It was impossible to speak at all with a bloody lip. Then the teacher assigned him additional French lessons at her home. Of course, she did this not only because of the boy’s terrible pronunciation, but also in order to distract him from “chiki.”

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

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

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

But it all ended rather disastrously... The fact is that Lydia Mikhailovna’s neighbor was the school director Vasily Andreevich. One day, when the boy and the teacher were loudly arguing about the score of the game, the director appeared at the door. He, of course, came to the cry, but when he saw what was happening there, he almost fainted. This was an unheard of thing for him. For a teacher to play a game of chance with a student! At first he didn’t believe it, but Lidia Mikhailovna said quite calmly that they were playing “wall game.” Of course. After this, the director had a conversation with the teacher, and she was fired.

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

Characteristics of the hero.

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

History of the story.

The heroine of Valentin Rasputin’s famous story “French Lessons” lived in Nizhny Novgorod, her name was Lydia Mikhailovna Molokova.

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

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

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

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

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

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

Game "Get things in order."

Assignment: 6th grade student Vasya Smirnov, while hastily completing his homework, mixed up the chronological order of events in the work. Quoted outline of the story by V.G. Rasputin’s “French Lessons” was compiled as follows:

1.“I was beaten again.” 10. “They beat me one by one.”

Correct the mistakes Vasya made. Below you are offered options for the correct arrangement of sentences in order to obtain a correctly composed quotation plan. Use one of the answer options that you think is correct:

Answer options

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

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

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

Conclusion

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

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

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

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

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

Using the project method.

Mastering and implementing new approaches, technologies and methods is a guarantee of movement, dynamics, growth, flexibility of the teacher and the educational system as a whole. And, most importantly, it creates favorable conditions for solving numerous pedagogical problems and helps to adapt to modern living conditions, independently successfully assimilate new knowledge, skills, competencies, types and methods of activity by students.

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

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

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System-activity approach in Russian language and literature lessons

“A person will achieve results only by doing something himself...”

Alexander Pyatigorsky

The beginning of the 21st century requires educated people to be able to independently navigate all types of extensive information and solve problems. This means that the near future will require from every student today independent thinking, the ability to understand the situation and find a solution.

A child placed in the position of a student attending school and carefully following the teacher’s instructions and homework is unable to cope with the new demands put forward by life. Therefore, the task of a modern school is to form a person who improves himself, who is capable of making decisions independently, being responsible for them, and finding ways to implement them, that is, it is necessary to become a creative person in the broad sense of the word.

According to the Federal State Educational Standard of the new generation, the success of a modern person is determined by a focus on knowledge and the use of new technologies. The implementation of these tasks is fully facilitated by the system-activity approach to training and education.

The idea of ​​the activity approach is that new knowledge is not given to children in a ready-made form. Children “discover” them themselves in the process of independent research activities. They become little scientists making their own discoveries. Our task when introducing the material is not to explain, tell and show everything in a clear and accessible way, but to organize children’s research work so that the children themselves come up with a solution to the key problem of the lesson and themselves explain 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 mistakes and make sure that their corrections are correct, and learn to reflect on their activities. And this is so relevant now, since the child’s relationship with others, demands on himself, and attitude towards successes and failures depend on self-esteem and self-control.

The main principles of the system-activity approach:

teach to learn

teach to explain the phenomena of reality, their essence, causes

teach how to navigate the key problems of modern life - environmental, intercultural interaction, etc.

teach how to navigate the world of spiritual values ​​that reflect different cultures and worldviews,

teach problem solving

This approach assumes that knowledge is acquired and manifested only in activity, that behind the skills, development and education of a student there is always action.

A feature of the educational process in the activity approach system is that the student becomes the center of activity, and the teacher acts as an assistant, consultant, encouraging original findings, stimulating activity, initiative, and independence.

What is the main difference between a traditional lesson and a modern one, which requires a systematic and activity-based approach to teaching?

In a traditional lesson, knowledge was given in a ready-made form, but now students must discover knowledge themselves.

Unlike the traditional one, the modern lesson gives students the opportunity to discover new knowledge themselves through a practical orientation. The teacher is not a mentor, but a friend who helps to cope with problems that arise in the lesson.

In a modern lesson, a teacher needs to create conditions and direct the activities of his students

It is in the lessons of the Russian language and literature that the formation of such basic competencies as general cultural, information, and communication takes place. This implies the relevance of implementing a system-activity approach in teaching the Russian language and literature.

It is in the lessons of Russian language and literature that we directly work with words, sentences, and text; we teach children to make plans, notes, annotations and reviews of information messages; give reasons for your statements; We cultivate in students a careful, respectful attitude towards words.

Previously, the main task in relation to the student in literature lessons came down to the formula “Read and retell.” Now we need to teach how to search for information and use it. The teacher’s task is to develop in schoolchildren such reading skills as searching, selecting, and evaluating information from texts used in out-of-school situations. These reading skills not only sharpen students' minds, but also serve as the basis for academic success in all school disciplines and are a prerequisite for successful participation in most areas of adult life.

Preparations are also underway for the State Examination, when you will need to write a concise summary with elements of an essay. In Russian language and literature lessons, students must master a universal learning activity - read a text critically, condense it, remember the main thing, highlight it and write a short genre essay on it, formulating the problem of the text.

In the 5th grade, when studying folk tales, the words are written on the board: “A fairy tale is a lie, but there is a hint in it...”. The lesson begins with a problematic question: “Why is a fairy tale called a lie?” Fifth graders give examples of magic in fairy tales and name wonderful helpers. A dispute arises about the victory of good over evil, and different points of view are expressed on this matter. After thinking about good and evil, students independently determine the purpose of the lesson by reading again the words written on the board, and now attention is drawn to another key word, “hint.”

Dear person... These words are written on the board when studying the topic: A.S. Pushkin “Nanny”. The first question in the lesson: “Who do we consider to be our family?” makes all students think and leaves no one indifferent. From their own understanding of the word “native”, students move on to the awareness of “A.S. Pushkin’s relatives”, an understanding of the poem “Nanny”

One of the forms of the activity approach is the project activity of students. The project method involves solving a problem and is always focused on students’ independent activities - individual, pair, group, which students carry out over a certain period of time. When studying the topic “Phraseology”, children prepared mini-projects, compiled their own phraseological dictionaries, in which they gave an explanation of the recorded phraseological units.

Any activity begins with setting a goal that is personally significant for students; when this goal is “appropriated” by the student, he can understand and formulate the task. In order for students to develop cognitive interest, they must be confronted with a “surmountable difficulty,” that is, a problematic situation must be created.

Solving a problematic issue or forming a problem based on the life experience of students helps to intensify the mental activity of students and enable them to set goals. So, when studying the topic “Predicate”, students are given a search task: to find how the predicates of the following sentences differ: The leaves turned yellow – The leaves began to turn yellow – The leaves became yellow.

The following problematic questions allow you to finish your work: What groups can the predicates of these sentences be divided into and on what basis?

Which predicates can be called simple and which can be called compound and why?

– How do the predicates of the second group differ? Which one can be called verbal and which one can be called nominal?

Speaking about the system-activity approach in education, this concept cannot be separated from the educational process. Only in conditions of an activity approach, and not a flow of information and moral teachings, does a person act as an individual. By interacting with the world, a person learns to build himself, evaluate himself and analyze his actions. Therefore, project activities, business games, collective creative activities - these are all things that are aimed at practical communication, that have motivational conditionality and involve creating in children an attitude of independence, freedom of choice and preparing their lives - this is a system-activity approach, which Undoubtedly, it does not bear fruit immediately, but it leads to achievements.

So, the system-activity approach to education is not a set of educational technologies, methods and techniques, it is a kind of philosophy of education of a new school, which allows the teacher to create, search, become a master of his craft in collaboration with students, work for high results, form students have universal learning activities - thus preparing them for continued education and for life in constantly changing conditions.