The school is free to choose a second foreign language (part 1 of article 28 of the Law of December 29, 2012 No. 273-FZ).
Select a language that you can make available to learn, such as German if you have a German teacher on staff.
Check Availability teaching materials for language learning. The best option– German, French, Italian or Spanish, since there are textbooks for them in the federal list.
Consider the opinion of the parents of the students. To do this, ask class teachers conduct a survey.
Please note that the school has the right to refuse parents to enter a second foreign language of their choice. There are no sanctions for this.
Parents can only choose optional and elective subjects, courses, disciplines or modules from the list offered by the school (clause 1, part 3, article 44 federal law dated December 29, 2012 No. 273-FZ). The school may take into account the opinion of parents on this issue, but is not obliged to do so.
In which classes to introduce a second foreign language
Enter the study of a second foreign language in grades 5–9. This is required by GEF LLC.
It is not necessary to introduce a second foreign language in primary and senior grades. The obligatory part of the IEO curriculum provides for only one foreign language (clause 19.3 of the IEO FSES). The curricula at the SSO level should include 11-12 subjects, 8 of them are obligatory: “Russian language”, “Literature”, “ Foreign language”, “Mathematics”, “History” (or “Russia in the world”), “ Physical Culture”, “OBZH”, “Astronomy”. The second language is indicated in the subject area "Foreign language", but is not set as mandatory (clause 18.3.1 of the Federal State Educational Standard of the SOO).
The study of a second foreign language can be introduced from the 6th grade. GEF LLC does not determine from which class a second foreign language should be introduced. The school itself decides whether students will study this subject from the 5th or subsequent grades (clause 6, part 3, article 28 of the Federal Law of December 29, 2012 No. 273-FZ). However, it is not advisable to postpone the study of a second foreign language until the 8th-9th grades. Firstly, there will not be enough time for students to master the content of the program and achieve the planned subject results, which are specified in clause 11.3 of the Federal State Educational Standard of LLC and subsection 1.2.5.4 of the LLC POOP. Secondly, it will lead to an overload of students. In high school, children already study a lot of subjects, so if you introduce a second foreign language, it will be difficult for them to learn all the material.
How to enter a second foreign language
Appoint by order a teacher of the second foreign language. If the school does not have such a teacher, change the staffing and hire a new employee for this position.
A foreign language teacher must have a higher professional education or secondary vocational education in the field of study "Education and Pedagogy" or in the field corresponding to the subject taught, or higher vocational education or secondary vocational education and additional vocational education in the field of activity at school (CEN of education workers). Thus, not only a teacher with knowledge of a foreign language, but also, for example, a translator can conduct foreign language lessons at school. Invite teachers of the main foreign language (for example, English) to take training in professional development programs and teach another language (for example, German).
Provide each teacher and student with a second foreign language textbook in print and/or electronic form. The school is obliged to do this (part 1 of article 35 of the Law of December 29, 2012 No. 273-FZ).
Use tutorials from federal list, which was approved by order of the Ministry of Education and Science of March 31, 2014 No. 253. At the beginning of 2018/2019 school year this list included textbooks for grades 5-9 in four languages: German, French, Italian and Spanish. If necessary, use school-approved study guides(part 4 of article 18 of the Law of December 29, 2012 No. 273-FZ).
Make changes to the main educational programs by order:
- in the target sections, describe the planned results of learning a second foreign language by students. For an example, see section 1.2.5.4 of the POOP LLC;
- include the work programs of the new subject in the substantive sections. Develop programs yourself. Create for this working group and discuss draft programs at the pedagogical council;
- in organizational sections change the curricula - indicate in them new item. The second foreign language should be included in the mandatory part of the curriculum (clause 18.3.1 of the Federal State Educational Standard of LLC, clause 18.3.1 of the Federal State Educational Standard of the SOO).
Attention: there are exemplary work programs in the ROOP registry: “ Chinese» (second foreign language) for grades 5–9; "Chinese" (second foreign language) for grades 10-11 ( a basic level of); "Chinese" (second foreign language) for grades 10-11 (advanced level); "Greek language" (second foreign language) for grades 5-9.
How many hours to indicate in the curriculum
Determine how many hours it will take to learn a second foreign language. During this time, children must master the content of the educational program.
Comply with the requirements for study load. The total load is established by the Federal State Educational Standards according to the levels of education. Quantity training sessions for five years of mastering the main educational program, there must be at least 5267 and no more than 6020 hours (clause 18.3.1 of the Federal State Educational Standard). In high school, the number of training sessions for two years of mastering the main educational program in any field of study must be at least 2170 and not more than 2590 hours (clause 18.3.1 of the Federal State Educational Standard of the SOO).
Calculate the hours taking into account the requirements for the mode educational activities, the duration of the school year, the school week, as well as the maximum allowable weekly load (clause 10.5 of the SanPiN of the school).
To find out the number of hours that should be allocated in an academic year in a second foreign language, multiply the number of weeks of the academic year by the volume of the weekly load.
Please note that to study a second foreign language, you can divide the class into groups.
When and how to divide classes into study groups the school decides for itself. First you need to check whether there are enough classrooms for this in the school, taking into account the requirements for space per student, arrangement of furniture and lighting (clause 10.1 of the SanPiN of the school), teaching aids, teachers and financial resources for paying salaries.
Graduates of the 9th grade have the right to take the GIA in a second foreign language. Students who studied a foreign language - English,.
For everyone who wants to receive remotely without interruption from work or study, secondary vocational education at the Anna Muratova College is open for admission in 12 specialties.
© Material from the Help system "Education"
State educational institution
"Education Center" for disabled children of the Trans-Baikal Territory
Granik G. Textbooks and teaching aids for the course high school In RussianSpelling Secrets. Speech, language and secrets of punctuation. Punctuation marks, etc.http://orel.rsl.ru/uch_russk.htm
Interactive dictationChecking knowledge of Russian spelling. Interactive hints explain spelling and punctuation difficulties.http://learning-russian.gramota.ru/idictation.html
Interactive test Tasks on the culture of speech, orthoepy, spelling and syntax.http://www.hi-edu.ru/dovus1.shtml
Materials on the Russian language for entering the universities.Spelling for applicants, 26 questions. General verification test for applicants (1-9), 45 questions.http://altnet.ru/~mcsmall/cat_ru.htm
Russians electronic dictionaries and reference literature Interactive dictionaries of the Russian language: Dictionary S.I. Ozhegova and N.Yu. Swedish, Dictionary foreign words, orthographic dictionary, Russian semantic dictionary etc. Russian language service: answers to questions, editing texts.http://www.slovari.ru/
Artistic Test Questions about literary devices, author's style and other tasks.http://planeta.gramota.ru/yakov-18.html
Grammar. Morphology and word formationNoun. Morphological norm. Verb. Adjective. Pronoun. Numeral. Morphological analysis. Grammar difficulties. Word formation.http://www.gramma.ru/RUS/?id=2.0
Technical training aids
computer program - Skype
Mac OS
electronic boardtp://piratepad.net/MtTWSQON2l
Planned results
mastering educational and interdisciplinary programs, including exemplary educational and cognitive and educational and practical tasks in the blocks "Graduate will learn" and "Graduate will have the opportunity to learn"
by orthoepy : pronounce correctly common words studied parts of speech;
by word formation: rely on word-formation analysis in determining the lexical meaning, morphemic structure and spelling of words of different parts of speech; explain the meaning of the word, its spelling and grammatical features, relying on word-formation analysis and typical word-formation models;
by morphology : recognize parts of speech, know morphological features parts of speech and the system of shaping; follow literary norms in the formation and use of words; use a grammar and spelling dictionary;
by syntax : determine syntactic role parts of speech; distinguish and build complex sentences with writing and subordinating unions; use coordinating conjunctions as a means of connecting sentences in the text; follow correct intonation sentences in speech; correctly build and use phrases of the studied types; making a difference simple sentences different types; use one-part sentences in speech, taking into account their specificity and stylistic properties; it is appropriate to use sentences with introductory words, phrases and sentences; construct and use sentences correctly separate members; use direct speech and quotations correctly in the text, replacing direct speech with indirect speech; expressively read simple sentences of the studied constructions;
by spelling : characterize the studied spellings, explain their spelling, correctly write words with the studied spellings;
by punctuation : justify and correctly use the punctuation marks studied in grades 5-7; enjoy different types linguistic dictionaries.
in vocabulary: explain the meaning of words of social topics, use them correctly; use an explanatory dictionary
Basic skills in the section "Speech".
Text analysis: determinetopic and main idea of the text; type of speech, style of speech, be able to prove and distinguish types and styles of speech.
Text playback.Retell (orally and in writing) texts of literary and journalistic style, in which the narrative is combined with a description of a person's appearance, his condition, a description of the state of the environment. Write essays with essay elements.
Creation of text.To report (orally and in writing) about school life (for example, from a lesson or from a big break), about the discovery (visit) of a monument of history and culture, about any interesting event, sporting event; write essays about a person (literary hero, acquaintance, yourself). Write an autobiography. Write compositions of different genres: sketch, sketch, portrait sketch, reasoning. Write essays on the picture.
Text improvement. To increase the expressiveness of speech, to achieve full compliance with the content and language tools communicative task of speech.
Pakhotno-Uglovsky MBOU branch Bondarskoy secondary school
SPEECH AT RMS
RUSSIAN LANGUAGE AND LITERATURE TEACHER
FSES REQUIREMENTS FOR MASTERING RUSSIAN LANGUAGE AND LITERATURE PROGRAMS AND METHODS FOR ASSESSING META-SUBJECT RESULTS OF ACHIEVEMENTS OF BASIC SCHOOL STUDENTS
PREPARED
Dronova Olga Nikolaevna,
teacher of Russian language and literature
2016
The problem of the implementation of the Federal State Educational Standards (FSES LLC) recent times is definitely one of the discussed issues in our society. With the introduction of the Federal State Educational Standard, the guidelines of the modern school are fundamentally changing. First of all - aboutpersonal orientation with high level formation different competencies.
The main idea embodied in the Federal State Educational Standard is the idea of development. This is necessary condition human life. Therefore, the teacher should be clear the main objective pedagogical activity- to give a person the ability to act and help in the formation of a method of action, to prepare the student for self-development.
GEF LLC includes a system of basic requirements:
To the results of the development of OOP LLC
To the structure of OOP LLC
To the conditions for the implementation of OOP LLC.
The fundamental difference modern approach is the orientation of standards on the results of the development of the main educational programs. The results are understood not only as subject knowledge, but also as the ability to apply this knowledge in practical activities.
The task set requires a transition to a new system-activity educational paradigm, which, in turn, is associated with fundamental changes in the activities of a teacher who implements the Federal State Educational Standard.
At the same time, the teacher faces new tasks:
Creating an atmosphere of interest for each student in the work of the class.
Encouraging students to speak, use various ways completing tasks without fear of making a mistake, getting the wrong answer.
Use during the lesson didactic material which allows the student to choose the most significant type and form of educational content for him.
Evaluation of student performance is not only end result(right-wrong), but also on the process of achieving it.
Encouraging the student's desire to find his own way of working, analyze the ways of work of other students during the lesson, choose and master the most rational ones.
Creation pedagogical situations communication in the classroom, allowing each student to show initiative, independence, selectivity in ways of working; creating an environment for natural self-expression of the student.
Teaching technologies are also changing, the introduction of information and communication technologies opens up significant opportunities for expanding the educational framework for each subject in the educational institution.
Among the various areas of new pedagogical technologies, in my opinion, the most adequate to the goals set and the most universal arecollaborative learning, project method, problem-based learning, game technologies, differentiated and integrated approaches to learning. These directions belong to the so-called humanistic approach in psychology and education, the main hallmark which is Special attention to the individuality of a person, his personality.
Collaborative learning
Technologies of cooperation realize democracy, equality, partnership in subject relations teacher and child. The teacher and the student jointly develop the goal, content, give assessments, being in a state of cooperation, co-creation. The most interesting and accessible is learning in a team or group.
The main features of the organization group work students in the lesson are:
dividing the class into groups to solve specific learning problems;
performance of the received task by the group together under the direct supervision of the group leader or teacher (tasks can be either the same or differentiated);
tasks in the group are performed in such a way that allows to take into account and evaluate the individual contribution of each member of the group;
the group is selected taking into account that the learning opportunities of each member of the group can be realized with maximum efficiency for the team, depending on the content and nature of the work ahead.
Here is one type of work using collaborative learning technology. For example, when studying the work of one of the poets, the class is divided into groups. The number of students in the group corresponds to the number of tasks for the group. For example, these can be themes of the poet's work, or when studying the biographical data of writers, the stages life path. Tasks within the group are distributed by the participants themselves, prepared and discussed in the group. Then there is a regrouping, and the discussion goes on among the participants of one topic, where the best option presentation of your material. After that, the students return to their groups and talk about the results of the meeting of expert groups.
Here is another one of the tasks.Psychologists say that there are 5 levels of happiness.Accordingly, the class is divided into 5 groups in order for each of them to determine their understanding of happiness from the proposed literary quotations.
1. The first group received O. Mandelstam’s statement: “For the quiet joy of breathing and living, who, tell me, should I thank?”
What is happiness for the author of these lines? (joy from being on earth itself)
And who from literary characters Was he happy just because he was alive? (Pinocchio, Gingerbread Man, Traveler Frog)
2. The second group: “Happiness is in a big salary and power…” (Eduard Asadov) What kind of happiness is this? ( material well-being)
Which of the characters you know was satisfied and happy at this level? (“Tsar Koschey languishes over gold”, the old woman from the fairy tale “ gold fish”, stepmother and her daughters in the fairy tales “Cinderella”, “Frost”, “Mistress-blizzard”, “Treasure Island”, “Pirates caribbean»)
3. The third group “... it is easier for the two of us to overcome the steepness. After all, grief in love is measured in a different way ”- what measure of happiness is contained in these words? (communication, friendship, love)
Many works are devoted to friendship and love. Which of them do you remember? (“My first friend, my priceless friend” by Pushkin and Nagibin, “Warm Bread” by K. Paustovsky, “Asya”, “First Love” by Turgenev, “I Loved You” by Pushkin, etc.)
Group 4 was offered the words of E. Asadov “Happiness is burning: search, dream, work and daring wings of take-off!” Words that speak for themselves. (creation)
Can you give examples from the literature? ("In the beautiful and furious world" Platonov, "Two Captains", " Open book"Kaverin, "The Blind Musician" Korolenko).
Group 5 “Happy is the one who made happy largest number people" (Ludwig van Beethoven). What is the secret of your happiness? (make others happy). How do you understand these words? (give your heart, live for others)
Which of the heroes of literature and in life can you name? (Pavel Korchagin from the novel How the Steel Was Tempered - and its prototype is Nikolai Ostrovsky himself; The Gadfly is a novel by Ethel Lilian Voynich, The image of Danko from the legend of Izergil).
Differentiated approach to learning
The principle of a differentiated educational process is the best way to implement personal development students and confirms the essence and goals of general secondary education. The main task of a differentiated organization learning activities- reveal individuality, help it develop, settle down, manifest itself.
The differentiated organization of educational activity, on the one hand, takes into account the level mental development, psychological features students, abstract-logical type of thinking. On the other hand, the individual needs of the individual, his capabilities and interests in a particular educational field. Differentiated learning process is a wide use various forms, teaching methods and organization of educational activities based on the results of psychological and pedagogical diagnostics learning opportunities aptitudes and abilities of students.
So, when studying participle turnover you can choose the task yourself according to your capabilities.
1 group.
a) Place punctuation marks in the sentences.
2 group.
a) Place punctuation marks in the sentences.
b) Underline the adverbial phrases.
3rd group.
A) Rearrange the sentences in accordance with the schemes
The principle of differentiation can also be used in homework:
The study of the novel by M.Yu. Lermontov
"Hero of our time"
1) Front:write an essay "My favorite pages of the novel"; reread the stories "Bela", "Maxim Maksimych".
2) Group:a) prepare a message about Pechorin (portrait, character traits, first reading experience about him); b) collect material about Maksim Maksimych.
3) Individual:a) prepare expressive reading began the story "Bela"; b) select and analyze poems by M.Yu. Lermontov, echoing the description of nature in the story "Bela"; c) prepare the story of Bela's life on behalf of the heroine; d) pick up poetic epigraphs from Lermontov’s lyrics for the stories, reflecting state of mind the protagonist of the novel.
Usage differentiated approach allows the teacher to develop and release creative forces in the student, to intensify his activity, to bring up the need to learn more and more about the richness and diversity of forms of the Russian language.
One of efficientfunds , conducive cognitive motivation, anduniversal learning activities is an creation problem situations on the lesson.
At such a lesson, an exploratory approach to learning is implemented, the meaning of which lies in the fact that the child receives knowledge not in ready-made, but "produces" it in the process of his labor. This is the lesson that today's student needs. In the process of such systematic work in the lesson,personal, regulatory, cognitive, communicative actions. In this lesson, students learn to fix difficulties in own activities, identify the causes of these difficulties, determine the purpose of their further work, choose means and ways to achieve the goal, search for necessary information. Students learn to compare, analyze, draw a conclusion, formulate their opinion and position, coordinate various positions in cooperation.
Such practices activate mental activity students and generally contribute to the formation of various competencies (knowledge, skills).
It's no secret that modern textbooks do not always contain required quantity tasks that contribute to the formation of UUD. Heretransformation example assignments in Russian.
Initial task. First write out the sentences with participial phrases, and then the rest. Fill in the missing letters missing signs punctuation. Participle turnovers Underline and single participles, enclose the nouns they define in a rectangle. Indicate the part of the word in which the inserted spelling is located. (Suggestions are given from the story of L. Kassil).
Possibletransformation option tasks:
Make up a coherent text from these sentences. Underline the words that serve as means of connecting subsequent sentences with previous ones.
Discuss in pairs:
What is this text - written or written oral?
To whom is he addressed?
Why does L. Kassil tell us about it?
Option 1.
Retell this text on behalf of one of the guys who participated in the events described. The addressee is the parents of this boy/girl who asked what happened in the yard. Think about what style would be appropriate in this case?
Option 2.
Imagine that you witnessed the events described by L. Kassil and decided to write about the actions of the guys in the local newspaper. Give this note a title.
Think about it:
What style will you write in?
What will be your goal (to inform readers, to awaken certain feelings in them, to call for something, to convince of something)
The length of the note is up to you.
Such tasks contribute to the development of communication skills.
Integrated Lessons
Integrated lessons are an effective form used to systematize knowledge in modern school, since in these lessons the synthesis of knowledge of various academic disciplines, as a result of which a new quality is formed, which is an inseparable whole, achieved by a wide and in-depth interpenetration of this knowledge.
The purpose of an integrated lesson is to give students comprehensive (in-depth and expanded) knowledge about the subject of study, its holistic picture.
For example, on the topic "Definition scientific concept» (6th grade) the following tasks are offered:
Task 1. Find in these texts specific constructions inherent in scientific style, with which you can give the concept of a scientific subject.
1) Nature is the whole world that surrounds us. These are the Sun and stars, plains and mountains, forests and steppes, seas and rivers, plants and animals. We ourselves are also part of nature.
2) Living bodies - organisms. These include bacteria, fungi, animals, humans. The bodies of nature are constantly changing. These changes are called phenomena.
Task 2. Read the text and say what it is about. in question. Give a title to the text.
Earth commits full turn around the sun in a year. The length of the year is 365 days 5 hours. 48 min. 46 sec. The Earth's axis maintains a constant direction in space. The device that shows how the Earth revolves around the Sun is called tellurium (from the Latin "tellus" - earth). (G.S. Kalinova and others. Natural science.)
Task 3. Pay attention to the spelling of proper names (Earth, Sun). In what case do we write these words with a small (lowercase) letter? Write down the terms necessary for understanding the text (Earth's axis, tellurium). Ask questions to the text. Retell the text using the constructions you have learned.
Since texts from textbooks on any subject can be used as materials for such lessons, it will not be an exaggeration to say that the Russian language is a means that can integrate almost all subjects. school curriculum into a whole.
Didactic game remains very effective method for the development and improvement of cognitive, mental and creativity children. The game reveals to the child the unfamiliar facets of the science being studied, helps to take a fresh look at the usual lesson, encourages students to become interested in the subject, which means that the learning process becomes more effective. The purpose of turning to gaming technologies in the Russian language lesson is to acquire specific practical skills, consolidate them at the level of methodology, and translate knowledge into experience.
In each class there is a group of students that belongs to the category - inconspicuous and quiet. The collective team spirit, the desire to win very often transforms these timid children and gives them the opportunity to show themselves from an unexpected side, to reveal dormant abilities.
The game is of particular benefit to low-performing children, since in the process of preparation the child has an increased learning motivation. Preparation is not a boring and monotonous job of collecting necessary information by subjects. Children are divided into teams in advance and distribute their roles. When forming teams, it is necessary to take into account the level of students within the group and between them in order to distribute the evenness of forces. It is necessary to build a game so that each student can show their abilities. For this, one can propose variable forms answers: written, oral. You can also offer competitions of a narrow focus: a competition of captains, a competition of theorists, etc.
Word games, consultation games, and quizzes can be used in Russian language lessons.
Task 1. Insert a word that would serve as the end of the first word and the beginning of the second. For example, custom (tea).
ME() OLADD YEL() SYN TAM() KA
YOU()AT
DRA()URA
KISH() EY
CAR()EMEC
YOU()AMIDE
SOC()AR
WOK() Hedgehog
ON()OUTLOCK
Y()OVA
GOR() OLADD
NA() NA
FOR()EC
SVIR() NICK
CAR() ON
ON()ATKA
AM()AK
GO() CAT
KOV()
CAB()OSHKO
FOR() NICK
Task 2. Here is an offer for incomprehensible language, in which, however, prefixes, suffixes, endings, as well as the rules for connecting words in a sentence are exactly the same as in Russian. Do parsing sentences, write the parts of speech.
The stern rashka lit up the queen's torso.
Task 3. You want to surprise everyone. Add adjectives to the words so that you get an oxymoron: water, swindler, thunder, sage, fool.
The teacher can conduct travel lessons, excursion lessons, KVN lessons, lessons - role-playing games, lessons-competitions, theatrical lessons. Gaming technologies will be effective if they are carried out not from time to time, but in a system.
Project method
What can be the content of research on literature and the Russian language?
This may be a comparison of the work of various writers, an analysis of the development of certain topics in Russian literature, the study of innovation and traditions in work of art, connection historical events with their literary display, evolution artistic method masters of the word, searches in the field of form, analysis of works or episodes, staging, syncwines, composing, compiling tests, games, and so on.
In my opinion the most efficient view project - mini-project. Students exploring educational material, compose tests for practical work, crosswords, messages, interviews with heroes, complex text analysis, syncwines, staging an episode, composing - miniatures, etc. Such projects are the most effective, as they involve active thinking and quick result. Children like syncwines at the lessons of literature and the Russian language.
Result project activities:
dictionary,
morphological portrait of the word,
one word encyclopedia
collection of illustrations,
collections of own creative works,
wall newspaper,
video or slide film,
linguistic analysis text,
publication,
booklet,
presentation
The project is valuable because in the course of its implementation, schoolchildren learn to independently acquire knowledge, gain experience in cognitive and educational activities. If a student receives research skills in orienting in the flow of information at school, learns to analyze it, generalize, see a trend, compare facts, draw conclusions and conclusions, then he, due to a higher educational level easier to adapt to later life, chooses correctly future profession, will live a creative life.
Information Technology
Increase interest in the subjects studied, activate cognitive activity students, develop them creative potential helps the use of information and computer technology. The teacher must master many pedagogical technologies and, including information and apply them in educational process
The computer has become a familiar attribute in the lessons of the Russian language and literature, extracurricular activities. ICT allows you to effectively organize group and independent work, carry out an individually differentiated approach to learning, and contribute to the improvement practical skills and skills
We use the following ICT applications:
creating presentations for lessons (both students and teachers),
work with Internet resources,
working with interactive whiteboard
use of ready-made training programs,
development and use of own author's programs.
In order to generate interest in literary work, we look through fragments of films, performances. Literature lessons are audio-recorded.
Usage information technologies allows you to reveal the creative potential of the teacher and unite around him the same creatively minded students.It could be correspondence tour on literary places, acquaintance with the work of the writer, preparatory work for painting essay...
And this work has great importance to build skills independent work on information search, includes schoolchildren and teachers in the modern information space, promotes self-realization and self-development of the student's personality.
Thus, the above technologies make it possible to achieve the solution of the main task: the development of cognitive skills of students, the ability to independently construct their knowledge, to navigate in information space develop critical and creative thinking.
Usage modern technologies forms the personality of the student, helps to educate the educated, moral people that are capable of cooperation, are characterized by mobility, dynamism, and constructiveness.
The implementation of GEF LLC at school marked the beginning of the formation of experience based on the methodology of competency-based and meta-subject approaches developed in the works of I.A. Zimney, A.V. Khutorsky, V.V. Kraevsky, Yu.V. Gromyko, N.V. Gromyko, A.L. Andreeva and others.
The leading idea of using competency-based tasks isfocus on achieving meta-subject results forformation core competencies, necessary for effective activity in various spheres of life.
Basis fordevelopment of the cognitive strategy of schoolchildren areGOATs are competence-oriented tasks. This type of taskcan be classified according to the structure and nature of execution oncreative (heuristic in nature, not containing clear requirements for the structure and order of execution) andstructured (corresponding to a certain structure).
The specificity of competency-based tasks is that their solution always involves an appeal to the student's personal experience, social and personal significance, the use of linguistic, cultural, and communicative knowledge in practical activities.
Competence-oriented tasks of a structured type ( GOAT s) areway of formation and development students of suchcompetencies , asinformational, communicative and problem-solving competence.
Each competency in the development of the KPH is represented by several aspects, which, in turn, are defined on the different levels(low, medium, high).
Communicative competence includes the following aspects: written communication, public speaking, dialogue, productive group communication.
Information competence: planning and search for information, extraction of primary information, extraction of secondary information, information processing.
Problem solving competence. Identification (definition) of the problem, goal-setting and planning of activities, actions to solve the problem, use of resources, evaluation of actions, evaluation of the result / product of the activity, reflection (evaluation of one's own progress).
Competence-oriented task : firstly, this is an activity task; secondly, it models the practical, life situation; thirdly, it is based on relevant material for students; fourthly, its structure consists of certain elements.
Competency-oriented task consists of: 1)stimulus; 2) task formulation; 3) source of information; 4) a form for completing the task (if it implies a structured answer); 5) test tool.
Introduction algorithmGOAT structured type looks like this.
1. Introduction to the problem(immerses in the context of the task and motivates for its implementation, connection with practice is desirable).
2. Task formulation:
– the text of the task must begin with a verb;
– the text of the task indicates WHAT to do, and there is an indication of HOW to do it (depending on the level).
3. Information necessary to solve this problem.
4. The form of presentation of the results of the KPH(the structure of the presentation by students of the result of their activities to complete the task is set).
It differs from a regular task in that the student is offered a specific plan of action when looking for an answer to a question and an element of solving the problem is necessarily included.
The use of competence-oriented tasks in the classroom means modeling educational situations for the development and implementation of activities based on:
use additional features the material being studied;
adequate ways of organizing the study of traditional program material.
Among the ways to organize the study of program material that allow the effective use of competence-oriented tasks, we can name:
organizing the study of new program material without prior explanation of the teacher;
enlargement of didactic units, a concentrated explanation of new material, providing a study of the basics of the content of the topic ( conceptual apparatus patterns, causal structures, the formation of a generalized picture) with the subsequent expansion of the content based on the addition of information received from the textbook or provided by the teacher with information independently obtained from other sources.
To evaluate the results of the KOH, 3 options are used: 1. Key test task. 2. Model answer (for self-testing by students or teacher testing). 3. Evaluation criteria (for the teacher).
The relevance of the application of competence-oriented tasks in the lessons of the Russian language and literature, in my opinion, is the focus on the formation of universal learning activities that underlie basic competencies personality (informational, communicative, problem solving, etc.). The use of this kind of tasks has a positive effect on the motivation of educational activities, stimulates the active educational and cognitive activity of students.
The relevance of this topic is the idea of developing the education system, which is realized through the introduction of second-generation GEF standards in primary school. The main idea of development is presented through a systematic activity approach that involves taking into account individual age, psychological and physiological characteristics students, the role and importance of activities and forms of communication to determine the goals of education and upbringing and ways to achieve them. The fundamental difference...
GEF English Program
Explanatory note to thematic planning lessons on English language for 9th grade Rainbow Working programm in English is compiled on the basis of the federal state educational standard main general education and the author's program O.V. Afanasiev, I.V. Mikheev, K.M. educational institutions(Moscow: Drofa, 2014). The work program is focused on the use ...
GEF to the teaching materials Afanasyeva O.V., Mikheeva I.V., Rainbow English for Grade 5 Section 1. Explanatory note to Rainbow English for Grade 5 generation) and the author's program by O.V. Afanasyev, I.V. Mikheev, K.M.
GEF work programs English
Section 1. Explanatory note The work program in English for the 6th grade is compiled on the basis of the federal state educational standard, and the author's program of O.V. Afanasyev, I.V. Mikheev, K.M. "Rainbow English" for students in grades 5-9 of educational institutions (Moscow: Drofa, 2014). The work program is focused on the use of the educational and methodological set of O.V. Afanasyev, I.V. Mikheev, K.M. Baranov in English to ...
GEF work programs in English
The experience of teaching English in elementary school from the standpoint of the requirements of the Federal State Educational Standards of the new generation the ability to learn, organize their activities, become owners of certain ...
Since 2011, our school has switched to the 2nd generation Federal State Educational Standard. In this regard, the question arose about professional retraining staffing. From 10.10.2011 until June 25, 2012, among the teachers who received a referral for retraining, I had the opportunity to study under the program: "Theory and Methods of Teaching a Foreign Language in Primary School" at the BEI DPO ...
Job Competency Test for English Teachers (Answers to the Tests for English Teachers are located at the bottom of the page) To be completed qualification test 2 hours (120 minutes) are given. The correct answer is worth one point. Points received by you for all completed tasks are summed up. The work contains four sections. 1. Section 1 (“English language and methods of teaching it”) includes - 22 tasks ...
Working programm subject"Foreign language (English)" basic level for grade 5 Explanatory note to thematic planning of English lessons for grade 5 The work program in English is based on the federal state educational standard for basic general education (second generation standards) and the author's program O.V.Afanasyeva, I.V.Mikheeva, K.M.Baranova in English to the teaching materials "English: "Rainbow English" ...
