Formation of scientific work skills in integrated classes at a specialized school. Modern problems of science and education Purposeful work integrated lessons
Integrated lessons imply the possibility of involving each student in an active cognitive process, and the process is not of passive acquisition of knowledge, but of active cognitive independent activity of each student, since everyone has the opportunity to express themselves in the area that is closer to them and apply the acquired knowledge in practice.
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I want to start my speech with a parable.
“One wheel of the clock machine asked the other:
Tell me, why do you always turn not with us, but in the other direction?
Because that’s what the master intended for me,” answered the wheel. – But by doing this I am not interfering with you at all, but, on the contrary, I am helping you show the correct time. And even though we are spinning in different directions, the main objective we have one in common"
Different school subjects, like the wheels of a clock mechanism, serve one purpose - to provide general cultural, personal and cognitive development, equip with such an important skill as the ability to learn. And this is facilitated by integrated lessons, which involve the possibility of involving each student in an active cognitive process, and the process is not passive acquisition of knowledge, but active cognitive independent activity of each student, since everyone has the opportunity to express themselves in the area that is closer to them and put them into practice received knowledge.
I will try to prove this with examples from personal experience.
Slide 3. Literary reading lesson in 3rd grade. We study the work of L. N. Tolstoy “The Jump”. We stop at some words because it is not clear. Please contact explanatory dictionary. Before reading the text, you need to reproduce knowledge from mathematics. Let's remember the named numbers.I really like the practice of integrating mathematics with other subjects, as it gives good results.
During the lesson, students write syncwine. We pronounce the studied spellings. We bring elements of mathematics and Russian language lessons into a literary reading lesson. On lessonsI use it widely didactic material and visual aids.
Slide 4. During a lesson on the surrounding world in 4th grade, we made a cluster and wrote a syncwine about health. We combined the lesson with a Russian language lesson, pronouncing the studied spellings while writing. Working in groups, some wrote a syncwine and drew a picture for it, another group made up a cluster on the topic, the rest of the groups drew pictures on the topic. At the end, each group provided a report. I brought elements of the Russian language and fine arts into this lesson about the surrounding world.
Slides 5. Presented to your attention are syncwines designed during lessons. the world and literary reading.Brief moments of integrated lessons promote deep perception and understanding of any given concept. For example, health: strong, weak, and the term “health” as the name of a TV show.
Slides 6. Mark Twain "The Adventures of Tom Sawyer." Cinquain themes: novel character, cartoon and feature film.
The specific result of integrated learning is the inclusion of students in creative activities, the result of which is their own poems, drawings, first creative experience, which is a reflection of the personal attitude towards certain phenomena, processes or characters in the works.
Slide 7. At the general literary reading lesson “What a delight these fairy tales are!” based on the works of A.S. We met a lot of Pushkin in 3rd grade outdated words. I had to call on knowledge of history for help: division into social strata of the population ancient Rus'(peasants, merchants, nobles, boyars, tsar); life of a peasant family, etc.Involving interesting material made it possible to achieve the integrity of knowledge.
Thinking through future lesson, you have to predict what may not be understood or incomprehensible to the students.
This lesson was combined with the surrounding world, they talked about seasonal changes in the time of year at the time of the lesson (autumn) both in the works and in the surrounding reality.
Slide 8. Practice has proven that reading is the most favorable moment in combination with music and fine arts. It is in these lessons (in the photo there are drawings by 3rd grade students) that children develop imaginative thinking and imagination, cultivate aesthetic feelings, love for their native language, nature, music, broaden their horizons, and enrich students’ knowledge.
During lessons, children, working in pairs and groups, like to illustrate the works they have read and compose oral stories for the drawn episodes. INa clear literary and artistic image appears in their consciousness and imagination.
Slide 9. Now we will look at interdisciplinary connections using the example of an integrated lesson on the world around us, grade 1, on the topic “You and Things.”
I started this lesson with a conversation about what work gives a person, we talk about different professions. Students are given the opportunity to go on a “Journey to the Workshop” (group work). We talk about the use of recyclable materials, respect for the forest (I instill environmental knowledge).
Combined with mathematics. Topic: “Measuring in centimeters and decimeters.” We measured the width of the strip of wallpaper with a ruler, divided the value by 2 (in half), and calculated the materials needed for production. We applied practical skills by assembling a basket from recycled materials. The craftsmen showed their products and told what they were intended for.
She brought elements of mathematics and technology into the lesson about the surrounding world.
Slide 10. A similar combination of objects: the subject is the world around us, the theme is “A wonderful world surrounds us” (about caring for forest resources), + mathematics “Comparison of objects according to their properties”, + technology (assembling a whole from parts). We glued Forest Newspaper for the animals.
During the lesson, children learn to be rational owners, receive the basics of environmental education, and gain a holistic understanding of the world around them. The material was presented on a scientific basis, but in an accessible, game form. Students must clearly understand why and for what purpose they study this material where it will be useful to them in life.
Integration of the content of mathematics and ecology in the lessons of the surrounding world is essential for children of this age to learn the most general and fundamental laws of nature, on the basis of which in the future the basis for the formation of a holistic worldview of the child will be created, thereby realizing one of the requirements of the new generation standard.
Slide 11.
Integrated Russian language lesson “Letter I, i” in 1st grade.We consolidate a minimum of concepts about vowel sounds and letters, perform sound-letter analysis, and activate knowledge about poultry and animals, their habitat and food.
An integrated lesson combined with the outside world and reading helps to enhance the cognitive activity of schoolchildren, stimulates their cognitive activity, and is a condition for the successful assimilation of educational material.
Slide 12.
Binary lesson mathematics + music 1st grade.
Integration allows you to teach students to acquire knowledge independently, increase their intellectual level, develop interest in learning, broaden their horizons, and develop potential capabilities. junior schoolchildren, increases information capacity.
When conducting integrated lessons, such a problem as individual differentiated approach in teaching children with different abilities.
Russia's integration into the international community has led to changes in the economic and political spheres, as well as in the education system, which must meet world standards. Providing general educational training students involves not only general development and improvement of linguistic and communicative competence, but also the formation of professional speech culture and culture of thinking. Work in this direction requires the search for new teaching methods and techniques. During the latter, the most effective are technologies, forms and methods of teaching that take into account the personality of the student, his interests, inclinations and abilities.
Finding ways to improve the education system
A novice teacher should generate his teaching energy in such a way as to maximally expand the little student’s ideas about the world, focusing on individual characteristics every child. The task of extreme importance is to develop a positive attitude and interest in learning in the student. These tasks, as is known, are implemented by a set of educational subjects, each of which is an important component content primary education. Disciplines allow you to expand and deepen students’ ideas about the world around them, help develop imaginative and logical thinking, children’s creative abilities, and contribute to the formation of general educational skills. But at the present stage of development of national education, even full use of the capabilities of programs in all academic subjects will not give the desired result. When carrying out the educational process, it is necessary to rely not only on traditional methods or proven achievements, but also to look for new approaches to solving problems. Nowadays, the problem of finding internal reserves for increasing the effectiveness of training is especially acute. Finding ways to improve the education system in primary school led to the revival of such a methodological phenomenon as an integrated lesson.
Relevance of the idea
In Russia, the principle of integration should be proclaimed as the main rule of educational reform, along with the concepts of humanization and democratization. The relevance of the idea of developing integrated lessons is that it is optimal for modern stage development of the national school, because at this stage there is a complication of the content of education, an increase in the volume of necessary information and a decrease in the time allotted for its assimilation. Many educational technologies based on integrative approaches are being developed and implemented abroad. However, the question of what a lesson in an integrated class is remains controversial. The problem of introducing such classes in primary school has been little studied, the principle of integration is not sufficiently reflected in existing textbooks, teachers, without a clear system methodological recommendations, are forced to solve these problems at the empirical level.
What subjects are suitable for implementing integration?
Often, when studying poetic works in reading lessons, the teacher can sing them to the children. When studying a verb in language lessons, you can give the task to look for these words in the texts of works studied in reading lessons, in the words of songs performed in music lessons. What a great way to combine the material from math and science lessons. Big potential has an integrated lesson in music, visual arts, labor training, because the different types Artistic and aesthetic activities and design are successfully combined with the study of certain linguistic, natural concepts, and with reading works of art. Considering that a student cannot perceive monotonous information for a long time, a combination of two or three academic subjects in a lesson ensures the activation of children’s cognitive activity, stimulates interest in learning, shows the interrelation of academic disciplines, and the connection with life. Of all the innovative technologies, this one has the opportunity to be widely implemented in initial stage education, since primary school teachers are multi-subject specialists and are able to translate this technology into reality. And there are good reasons to hope for good results from the integration approach to learning. That's why this problem requires deeper study and mastery theoretical foundations integrated approach to learning. The idea of conducting at least one integrated lesson in school today is extremely relevant, as it contributes to successful implementation new educational tasks: enables the teacher, together with his students, to master a significant amount of educational material, achieve the formation of strong, conscious interdisciplinary connections, and avoid duplication in the coverage of a number of issues.
The essence of integrated learning
One of the areas of methodological enrichment of lessons in primary school is to carry them out on the basis of content integration. This is a requirement of the time, an opportunity to familiarize a person with the achievements of culture and science, bringing him to a new intellectual level. The basis of the dominant discipline for children is an understanding of the integrity of the world and awareness of oneself in it. The integrated lesson plan in primary school is relevant for pedagogical science. Scientists and practicing teachers are thinking about how to create a common platform for bringing together subject knowledge. The importance of knowledge integration has been repeatedly discussed in progressive pedagogy. Even during the Renaissance, scientists, speaking out against scholasticism in teaching, emphasized the importance of forming in schoolchildren holistic ideas about the interconnection of natural phenomena. This type of lessons became established in didactics and primary school methodology in the nineties. The integrated lesson conducted is primarily due to the teacher’s training as a specialist in many subjects, who perceives primary school systemically, and therefore can organizationally and methodically connect related topics in various subjects. The purpose of such a connection is an interesting, versatile study of concepts, events, phenomena that are important for younger schoolchildren.
Objectives of integrated lessons
Combined lessons aim to “compress” related material from several academic disciplines around one topic; reveal the general patterns of objects, phenomena, reflected in the corresponding academic disciplines; teach children to see the world as a whole and navigate it freely. An integrated lesson is based on strong interdisciplinary connections, makes it possible to demonstrate the integrity of education, and develop creative thinking, intelligence and emotional imaginative feelings of children of primary school age at a new qualitative level. As a result of integrative connections, a certain “conglomerate” of knowledge is created in the child, which increases its weight not as a result of excessive accumulation of information, but through a synthesis of views, positions, and even feelings. Today, the idea of developing integrated lessons attracts many scientists and practicing teachers. The didactic features of the integration of educational content have been studied. Primary school curricula and the 21st centuries. have been replenished with courses, the components of which are mixed lessons.
Signs of an integrated lesson
Current programs for primary schools allow us to conclude that all primary level subjects have a unique integration potential. The options for such lessons are varied. For example, you can conduct an integrated lesson in literature with not only two, but even three or four other subjects. What are the signs of such a lesson? First of all, this is a lesson that solves specific long-term problems of an integrated competition, because it is integral part. If the lesson is one from a specific topic, it solves a range of tasks that can only be accomplished through integration. But in any case, for example, an integrated lesson in mathematics cannot be isolated, “off-topic.” It, organically connected with the previous and subsequent lessons, is a component of the entire educational process. Of course, this list can be continued if you work creatively. It is worth noting the following: certain primary school subjects have their own characteristics. Thus, an integrated lesson in: biology, geography, literature and mathematics is considered the most successful and effective. Although sometimes in practice it turns out that you can successfully combine even completely incompatible things. It depends on how the teacher can “design” classes and choose the optimal forms and methods for implementing educational material. This process of “construction” requires significant creative effort from the teacher. Having determined the objectives of the lesson (educational, developmental, educational), you should compare the level of coverage of a certain concept in textbooks, the capabilities of each of the subjects combined in the lesson, and options for using additional material. It should be noted that students, having attended, for example, an integrated mathematics lesson, should be engaged not only in mathematical calculations, but also in various types of activities, and the selection of these types must be careful.
Teacher as an integrator
The teacher must think through the stages of the lesson in such a way that they are not only methodically correct, but also become steps, overcoming which the child would not feel much difficulty, but would walk confidently, with interest and ease. To do this, you need to descend to the level of children’s perception and select didactic material in such a way as to illuminate a certain concept systematically, holistically, and use the capabilities of each subject. You also need to choose appropriate visuals so that they successfully complement the stages of the lesson. It should be noted that sometimes the educational material is so voluminous that all tasks cannot be completed within 40 minutes (when 3-4 subjects are integrated), then the combined lesson is carried out in 2-3 lessons. The teacher also prepares his students for integrated lessons in advance, having figured out what they should repeat and what tasks they should complete. Children are often asked to work in pairs or groups beforehand, and each child is given individual tasks. The teacher should strive to involve everyone as much as possible, but in such a way as not to overload the children. Conclusions can be drawn about the effectiveness of an integrated lesson based on the level of students’ mastery of concepts and their impressions of the lesson. For a teacher, the emotional state of students should be an important “catalyst” for determining the effectiveness of a lesson. Therefore, a successfully conducted lesson is a lot of work for a modern teacher, especially if this lesson is non-standard, integrated.
Non-traditional and non-standard lessons
An alternative to the usual forms of training became “non-standard” lessons, the specifics of which were examined by leading researchers both in Russia and in the CIS. Researchers of this issue have determined that when using “non-traditional lessons” it is possible to achieve significant positive results in the formation of general educational skills, stimulating the cognitive interests of students, create prerequisites for the interaction of learning subjects, increase the success of underachievers, because such forms of learning allow taking into account the individual capabilities of a person, their real learning potential, create an atmosphere of “comfort” during educational process. The specificity of non-traditional forms of the learning process involves the development of adequate technology for each lesson, and this, in turn, requires a certain classification of them. Modern didactics includes the following attempts to classify non-traditional lessons:
1) into two groups - “pulsating” and “non-standard lessons”;
2) depending on the implementation of the main components of training in solving its didactic tasks - for lessons in the holistic solution of learning problems
3) on ways to organize interaction during extended lessons.
Interdisciplinary connections
One of the ways to integrate secondary education is the use of interdisciplinary connections, which is reflected in educational programs disciplines. The connection between curriculum subjects is necessary so that one subject helps students better understand another. For example, integrated geography lessons and foreign language will help you study world maps, both in Russian and in foreign languages. Interdisciplinary connections should take into account the existing interests of students and contribute to their expansion through interest in creative activities. If during training the content of various disciplines is integrated and schoolchildren are included in different kinds activity so that some image, theme or concept arises in their consciousness and imagination, then such an activity can be considered integrated. The systematic use of integrated lessons and problem-cognitive tasks of an interdisciplinary nature creates interest in creative activity in the knowledge that is included in the system of interdisciplinary connections. As is known, the relationship of objects is fruitful only if the principle of correlation of the content of objects is implemented. It is necessary to organize interdisciplinary connections in such a way that the consistency in teaching a particular discipline is not disrupted, so that this relationship contributes to the achievement of practical learning goals.
What are the benefits of integrated lessons?
The educational process is divided into cycles, where each is united by a theme. The topic covers a specific, easily separable field within the framework of the general subject and conceptual spheres. Each specific topic follows from the previous one and is the basis for the introduction of subsequent ones. For example, together, integrated lessons “the world around us + mathematics” are aimed not only at developing computational skills, but also have a cognitive focus. Thus, the introduction into the educational process of such activities:
1. Creates favorable conditions for actualizing the student’s potential, his cognitive needs and intellectual abilities.
2. Promotes memorization against desire, when the material is kept in memory not because it needs to be memorized, but because it is impossible not to remember it, since the student is interested in the content of the material.
3. Leads to the use of children’s “internal reserves,” which, in turn, makes it possible to increase the effectiveness of learning.
As practice shows, it is most advisable to use non-standard lessons as final ones in the process of generalizing and consolidating knowledge, skills, or when introducing a new topic. There is no need to abuse such forms of organizing the educational process, as this can lead to a loss of sustainable interest in the discipline being studied and the learning process itself. Preparation for a non-standard lesson can be carried out in accordance with the algorithm of collective creative activity: formulation of the purpose of the lesson, planning, preparation, delivery of the lesson, conclusions. It is necessary to consider the strategy and tactics of organizing the collective creative activity of students at each stage. Non-standard lessons destroy cliches in the organization of the educational process and contribute to its optimization. In the process of preparing any type of lesson, various types of educational work are used: frontal, group, pair and individual.
Why are integrated lessons needed?
A meaningful and purposeful integrated lesson in primary school introduces novelty and originality into the usual structure of primary school education, contributes to the formation of a holistic picture of the world, consideration of the subject from several sides, allows for the systematization of knowledge, and creates favorable conditions for the implementation of personally oriented, developmental education for younger schoolchildren. Further development of this problem is a detailed analysis of the positive and negative results of using integrated learning in the primary grades of the past and present. Thus, an integrated lesson in primary school deserves sufficient attention. It helps to increase the effectiveness of learning, because, relying on the knowledge acquired in studying other subjects, students find new logical connections in the educational material. And this, in turn, develops their interest in learning, activates their thinking, and makes their knowledge conscious and strong. In addition, interdisciplinary connections make it possible to rationally use the time allocated for studying educational material, significantly reducing the workload of students.
The methodological basis of modern teaching is integration (from the Latin integratio - restoration, replenishment...), which makes it possible to show students the “world as a whole”, overcoming boundaries scientific knowledge by discipline. Integrated lessons are those in which the topics of history and social studies, biology, geography, literature, etc. are interconnectedly studied. From the point of view of expediency, integration helps to strengthen interdisciplinary connections, reduce student overload, expand the scope of information received by students, reinforce motivation in learning, eliminating duplication and freeing up class time for studying another phenomenon.
The dream of every teacher is to raise a knowledgeable student who can think independently, ask himself questions and find answers to them, pose problems and look for ways to solve them.
I.G. Pestalozzi argued that the learning process should be structured in such a way as, on the one hand, to differentiate between individual objects, and on the other, to unite similar and related ones in our consciousness, thereby bringing great clarity to our consciousness and, after their complete clarification, increase to clear concepts.
An integrated lesson allows you to solve a number of problems that are difficult to implement within traditional approaches.
Here are some of these tasks:
- increasing motivation for learning activities due to a non-standard lesson form (it’s unusual, which means it’s interesting);
- consideration of concepts that are used in different subject areas;
- organization of targeted work with mental operations: comparison, generalization, classification, analysis, synthesis, etc.;
- showing interdisciplinary connections and their application in solving various problems.
An integrated lesson can be called any lesson with its own structure if it uses knowledge, skills and results of analysis of the material being studied using methods of other sciences or other academic subjects using new curricula. Consequently, the methodological basis of the integrated approach to learning is the formation of knowledge about the world around us and its patterns as a whole, as well as the establishment of intra-subject and inter-subject connections in mastering the foundations of modern science. To conduct an integrated lesson, it is necessary to clearly formulate the topic, goals, objectives, and concepts that unite system sciences.
Integrated lessons can be conducted at several levels: binary (simultaneous learning), conceptual-information (coordination by teachers of different subjects of information and conducting lessons separately) and distance (network).
Integrated lessons in social studies and biology, where the topics are studied: “Man discovers the world”, “Nature, society, man”, “Nature under the protection of the law”, “Genetic characteristics of nations and nationalities”, “Connection of generations”, “Man’s place in the system organic world”(Appendix No. 1) etc. seem no less effective and interesting. The experience of conducting such lessons shows how much more effective the results of the assigned tasks can be:
Cognitive: teach connections between events, facts, phenomena in time and space of evolution; draw all sorts of conclusions;
Developmental: teach to compare, generalize, contrast, in general, analyze, make logical conclusions;
Educational: to form a moral, morally conscious attitude towards everything that surrounds students from the understanding of events and phenomena by historians and writers, biologists, geographers, etc.
To ensure the best results of the set goals and objectives, it is proposed to use various methods and means of training. This could be: research work, problem-based lecture, educational discussion, search work, heuristic conversation, analysis and solution of situational problems, role-playing game, performing individual tasks during the lesson, working with reference diagrams, notes, practical and laboratory analysis, etc. .
The use of various methods, techniques and teaching aids helps to sharpen attention to theoretical material, cognitive thinking, familiarize students with current problems in society, and perceive the content of what is being studied in a new way. The implementation of the principles of integrative personal development education: personal approach, reflection, problem-solving, systematicity, dialogism is also important when conducting integrated lessons in history and social studies with other subjects.
The effectiveness of a modern lesson using a binary method of integrating various subjects depends on the skill of teachers, manifested in the way they interact with students and accept each other. learning goals and tasks, select tasks and exercises, use multimedia teaching aids, and control the lesson situation every minute. In our opinion, when conducting integrated lessons, what comes to the fore is not the formal organization of the educational process to transfer the amount of knowledge, not the strict adherence to all traditional components of education, but the targeted, consistent, informational interaction of teachers and students,
(connections : student + teacher) receiving mutual satisfaction from meeting each other within the framework of a person-centered approach in the process of learning and self-development. None of the most advanced training educational programs, including integrated lessons, will by themselves ensure effectiveness if the level of information technology culture of teachers does not correspond to them.
It is known that the assimilation of knowledge about the world, about people, about nature occurs through perception, awareness of thinking programmed by evolution, and memorization.
Real opportunities for integrating knowledge about the diversity of human forms and forming positive relationships among schoolchildren towards anyone or anything are provided by integrated lessons in biology and social studies.
For example, integration of the topics: “Human races, their kinship and origin” (biology) and “Racism. The failure of racism”, (social studies) will help students maintain and recreate the integrity of the picture of the world, ensure awareness of the diversity of characteristics of human populations and recognition of the equality and inalienable rights and freedoms of all people on earth (Appendix No. 2).
Thus, the correct selection and structuring of the content of integrated lessons leads to a new organized, in our opinion, structure of the educational process, increased interest in the subjects being studied, and in the future self-educational work of students.
In integrated lessons, children work easily and absorb extensive material with interest. It is also important that the acquired knowledge and skills are not only used by schoolchildren in their practical activities in standard educational situations, but also provide an outlet for creativity and intellectual abilities.
Teachers who plan to include integrated lessons in their teaching activities should take into account the difficulties that may arise.
First, you should review the programs of those subjects that are supposed to be integrated in order to identify similar topics. They do not necessarily have to be identical, the main thing is to identify the general directions of these topics and indicate the purpose of the future integrated lesson. At the same time, we must not forget that the purpose of the lesson should be aimed at a deeper study of the material and practical reinforcement of theoretical knowledge, which is necessary for better assimilation of the material.
Secondly, if a lesson is prepared by 2 teachers, when compiling a lesson summary, you should clearly allocate the amount of time allocated to each teacher and strictly adhere to these regulations. This rule must be observed especially when teachers make their first attempts to conduct integrated lessons without sufficient experience of joint collaboration.
Inexperienced teachers very easily get carried away, forgetting that when conducting this type of lesson, the amount of time allocated to each teacher is halved, and they often do not have time to fit into the framework of one lesson.
Thirdly, you should pay special attention to the organization of an integrated lesson: carefully consider the location of the necessary equipment so as not to be distracted by searching for it or hanging it up during the lesson; think over forms of organizing practical work for students and arrange tables accordingly; Lay out the necessary handouts and work materials on the tables in advance. All this is necessary for a more rational use of the time allocated for the lesson.
Fourthly, we should not forget that conducting integrated lessons requires serious, thorough preparation for the lesson from teachers. Teachers must strictly adhere to lesson regulations and carefully consider the forms and methods of work in such lessons. Such lessons are more like a theatrical production, and therefore require the teacher to be able to improvise.
As for the number of integrated lessons, there can be no clear answer. It all depends on the teacher’s ability to synthesize the material, organically connect it with each other and conduct an integrated lesson without overloading the children with impressions and not being a mosaic of individual pictures.
Until integrated textbooks have been created in sufficient quantities, selecting and systematizing material is not an easy task for a teacher.
The relevance of research. The Concept for the Modernization of Russian Education for the Period up to 2010 notes that one of the most important pedagogical conditions for modernization is the development of the cognitive abilities of schoolchildren. The solution to this problem is inextricably linked with the creation in a secondary school of an environment favorable for the development of intelligence, promoting the self-realization of the personal potential of students.
The research of P.P. is devoted to the study and development of intelligence. Blonsky, JI.C. Vygotsky, P.Ya. Galperina, V.V. Davydova, I JI.B. Zankova, A.V. Zaporozhets, A.N. Leontyeva, A.R. Luria, J. Piaget, A.S. Rubinshteina, D.B. Elkonina and others. Such domestic teachers as K.A. contributed to the development of the theory of activation of intellectual activity. Abulkhanova-Slavskaya, B.G. Ananyev, L.P. Aristova, A.A. Bodalev, A.A. Verbitsky, E.M. Vergasov, B.S. Danyushenkov, B.P. Esipov, I.A. Winter, B.C. Ilyin, Yu.N. Kulyutkin, V.I. Lozovaya, A.K. Markova, A.M. Matyushkin, M.N. Skatkin, T.I. Shamova, G.I. Shchukina and others.
In terms of pedagogical research, as a solution to the problem of enhancing the intellectual development of students, the organization of educational activities was proposed, taking into account their inclinations, interests, and abilities. At the same time, subject knowledge remained disunited, logical aspects prevailed to the detriment of historical, cultural and sociocultural ones. Currently, a search is underway for new forms, techniques and means of enhancing learning. An effective means of activating the intellectual development of students, in our opinion, can be the integration of areas of scientific knowledge of “double subordination”, i.e. arising at the intersection of humanities and natural sciences.
1Developed metalinguistic abilities lead to a conscious attitude towards language and speech. Bilingual children need to achieve such a condition in order to master the tool for successfully mastering several languages, including a foreign language. Purpose of the study: to obtain the results of a diagnostic and prognostic study of linguistic and metalinguistic abilities and age-related trends in bilingual children that affect the acquisition of several languages, for further design of a system for the targeted development of metalinguistic abilities within the framework of studying the Russian language. The study was carried out on the basis of methods of analysis, generalization and comparison of different approaches of Russian and foreign authors; stating psycholinguistic and methodological sections using the author's technological route, testing and oral interviewing of students, pedagogical survey, questioning of parents. Factors influencing the formation of coordinate bilingualism have been identified; the problem of metalinguistic transfer and the nature of interference processes are determined; indicators of insufficient development of metalinguistic ability and linguistic guesswork in children are described. The results of the study do not inherently contradict the data reflected in the works of Russian scientists, but there is a contradiction with the positions of foreign researchers in terms of the nature and condition of the development of metalinguistic abilities. The presented materials complement the existing information in the study of bilingual children. Experimental data and formulated conclusions will help the scientific and pedagogical audience to design and apply a system for the targeted development of metalinguistic abilities in primary schoolchildren based on teaching their native (ethnic), Russian and English languages.
bilingual children
awareness of one's own bilingualism
metalinguistic ability
metalinguistic transfer
interference
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12. Dobrova G.R. Variability of manifestations of metalinguistic activity in speech ontogenesis // Psycholinguistics. Psychology. Linguistics. Social communication: collection of scientific works of Pereyaslav-Khmelnitsky State University pedagogical university named after Grigory Skovoroda. Pereyaslav-Khmelnitsky. 2012. T. 10. P. 181-188.
13. Dubinina D.N. Development of metalinguistic activity in preschool children // Psychology and life. Traditions of cultural-historical psychology and modern childhood psychology: a collection of scientific articles. Minsk, 2010. pp. 94-96. [Electronic resource] URL: https://elib.bspu.by/bitstream/doc/5466/1 (access date: 11/13/2018).
14. Krugliakova T.A., Mironova E.A. Language norms in the assessment of preschool children // Child acquisition of the native (Russian) language: interuniversity collection of works by young authors / Editorial team: S.N. Tseytlin (chief editor), T.A. Kruglyakova. St. Petersburg, 1995. pp. 49-51.
Bilingual speech is the object of various studies carried out by scientists of various profiles. Children's bilingualism in the Republic of Sakha (Yakutia) is a phenomenon that is acquiring new meaning in the context of globalization, since it is the optimal and natural path to multilingualism.
Bilingualism, as many scientists note, has a positive effect on the development of metalinguistic abilities in children: they easily understand the arbitrariness of names due to the use of two languages, read better (not reading speed) and are more phonologically developed, they have an analytical approach to oral and written speech, and more high level spelling literacy.
Metalinguistic abilities are closely intertwined with conscious actions on language. Metalinguistic skill is “the ability to use metalinguistic knowledge (knowledge about language) for the analysis and conscious construction of speech units”; these are conscious practical actions to interpret and transform linguistic material, reflected in the form of independent judgments and theorizing of schoolchildren on a linguistic topic. The development of metalinguistic ability is also one of the key prerequisites for mastering writing and reading. It is reading that is a linguistic, metalinguistic and metacognitive activity that requires conscious control of cognitive processes. Foreign researchers define metalinguistic knowledge as the ability to use language as an object of thinking, as opposed to simply using the language system to understand and produce phrases.
Purpose of the study. Manifestations of metalinguistic abilities are an indicator that the child “gropes” for language in his speech and shows a conscious attitude towards language and speech in general. In our understanding - in interlinguistic terms - metalinguistic skills contribute to the conscious differentiation of language systems, the assimilation of other languages on their basis, even if in a communicative situation a bilingual is completely immersed in one language system and culture. In our opinion, it is necessary to purposefully develop metalinguistic abilities in bilingual children during schooling. For this purpose, we are designing a system for the development of metalinguistic abilities based on materials from the native (ethnic), Russian and English languages of bilingual children, which would be used as part of the study of the Russian language in primary school.
Research methods and materials. To understand the characteristics of children's metalinguistic development, we conducted a study based on an interdisciplinary approach in the period from 2016 to 2018. The research field included primary school and English teachers, parents of first-graders, bilingual and monolingual schoolchildren. In total, about 500 people took part. Experimental data provide information about the characteristics of children's bilingualism in the national region of Russia. Only a comprehensive study at the intersection of psycholinguistics, cognitive science, ontobilingual science and language teaching methods can give the most complete and reliable picture of speech ontogenesis and development in bilingual children, and identify vulnerabilities that require a special approach. Our study used methods of generalization and comparison of different approaches based on an analytical review of the works of Russian and foreign authors; stating psycholinguistic and methodological sections using the author's technological route in several stages, testing and oral interviewing of students, pedagogical survey, questioning of parents.
Students' empirical data were processed and compared in qualitative and quantitative parameters (percentage distribution and ranking). The results were assessed using a point system.
The formation of children's bilingualism is influenced by the fundamental attitude of parents to language education. For many urban Sakha children, the language of communication within the family circle is their native (ethnic) language, and outside the home - their native and Russian languages. This is evidenced by the results of our survey among parents of first-graders in city schools at the first stage of a comprehensive study (Fig. 1).
Rice. 1. Language of communication between parents and children
Only 5% of parents communicate outside the home only in Russian, explaining this with the following reasons: “the child himself began to speak Russian”, “the child likes to speak Russian more”, “the child perceives Russian faster than Yakut”, “the environment Russian-speaking”, “we (the parents) are Russian-speaking ourselves.” But the difficulty lies in the fact that when communicating with their children in their native language, some parents often insert words in Russian into their speech. And this leads to a mixture of languages by the child himself, since the language association with a person is disrupted (one language - one person). The answers to the question of parents’ compliance with parity in the use of languages in their own speech are given below (Fig. 2).
Rice. 2. Maintaining parity of languages
Of the 32% of parents who use two languages depending on the communication situation, 18% of respondents admit that they consciously mix languages in their own speech in order to convey their thoughts faster and more clearly.
The next survey revealed that 78% of children aged 3-4 years communicated with their parents in their native language (before entering preschool), and by school age- 46% of children. These figures confirm the fact that the language of education and development in preschool age plays a vital role in the development of a bilingual as a linguistic personality.
Next, we conducted an oral survey of children and their parents to obtain general information about the nature of the manifestation of metalinguistic abilities as potency in preschool children. It is known that metalinguistic ability manifests itself in almost all children, but is an extraordinary phenomenon. The loss of the ability to learn languages, a violation of metalinguistic operations, according to R.O. Jacobson, - evidence of aphasia. The results of the survey show that design (shape formation and word formation) and word creation (innovation in violation of the norm) activities in bilingual children are activated in two languages at once.
According to the development of speech ontogenesis in children in the direction “from unconsciousness to awareness,” we believe that metalinguistic ability in bilingual children manifests itself with awareness to some extent of one’s own and others’ bilingualism due to observations of speech and linguistic phenomena. Let us note that such understanding comes to monolinguals and bilinguals in different ways and in different intensities.
We studied the process of developing a conscious attitude towards languages in a bilingual in order to try to answer the question “when do languages arouse interest in children?” According to Russian researchers, average age The age at which a monolingual child begins to show interest in languages is 3-4 years. We found out the average age of a bilingual child (in our case, Sakha) when he begins to show interest in languages, ask questions to his parents, and therefore become aware to some extent of using two languages - this is 5-6 years. Translation activity begins to appear following the expression of interest in language, by the age of 6-7 years.
Research results and discussion. The results of our study showed a picture of how the linguistic and metalinguistic consciousness of children develops over time and how this is reflected in their written and oral speech. Thus, we were able to identify three “pillars” of metalinguistics, which are closely interconnected: 1) awareness, 2) analytical (comparative) approach, 3) cognitive activity. It becomes clear that targeted development of metalinguistic understanding and skills is necessary. Our goal is to build a well-founded system for the formation of metalinguistic skills in Russian language lessons, since in the future the language of instruction in all subjects, including foreign languages, will be Russian.
Based on the results of a sociological survey of parents, it should be stated that:
There are different models of bilingual education (“principled”, “social influence”, “victims” kindergarten", "mixed education");
Despite their desire to adhere to certain principles, parents experience difficulty in providing a balanced bilingual education for their child;
For most children, there is a clear age trend “from the ethnic language to the Russian language” as a result of the strong influence of the language of the environment.
From the results of the experiment, the conclusion follows that until the child realizes his own bilingualism and does not recognize one (ethnic) language as his native language (in this case, the main language of thinking may be Russian), he will have an obstacle in the development of linguistic abilities, constantly mixing two languages in consciousness and in speech.
We have identified younger schoolchildren with insufficiently developed linguistic understanding, and therefore metalinguistic understanding - about 37.5% of children. We included them in the group of children “with a deficiency of metalinguistic potential,” for whom, in order to develop metalinguistic abilities, we propose to use a set of exercises developed on the basis of our models and a bilingual dictionary of concepts as part of synchronous language teaching, including in the process of learning to read and write. The proposed exercises are built on the basis of cognitive, comparative and conscious principles. This is the so-called “Bilingual Profile” with the possibility of integration into any variable educational systems. In our case, we are also talking about interlingual activity in the classroom, when: 1) two or three languages simultaneously become the object of special study in their interrelation (Yakut, Russian and English); 2) metalinguistic knowledge and skills are transferred from one academic subject to another. Conventionally, we divided the tasks into three groups: 1) aimed at developing linguistic guesswork; 2) transposition exercises; 3) exercises to prevent and eliminate interference.
In the developed set of exercises, we included materials in Russian and Yakut languages, as well as propaedeutic material in English, taking into account the fact that learning a foreign language is based on way back"from consciousness to unconsciousness." In our case, the study of two languages becomes the basis for the formation of multilingualism. In solidarity with the opinion of domestic scientists, we note that the skills acquired by students in their native and Russian languages should be transferred to teaching a foreign language.
It is from a conscious attitude towards language and speech that schoolchildren need to start when learning English. A survey of primary school teachers and English language teachers confirms the well-known position regarding the intermediary language - the unanimous answer was “Russian language”. Although if you conduct training English language in a comparative vein, there is also a reliance on the Yakut language, since the structures of these languages have many points of contact, especially in phonetics and vocabulary.
Let us note that researchers understand the metalinguistic activity of a child in different ways. Some researchers believe that metalinguistic age refers to preschool age, while others argue that it manifests itself only in school education. Many works only indirectly touch on the topic, and they are aimed mainly at preschool children. We are interested in school stage, although we are of the opinion that metalinguistic abilities need to be activated and developed in children from preschool age. The proposed technologies and methods do not provide effective development of metalinguistic skills in primary schoolchildren, and special methodological developments There are no studies on the development of metalinguistic abilities for bilinguals. The results of our research show that bilingual children have various types of metalinguistic manifestations. Our position correlates with the point of view of ontolinguist G.R. Dobrova that metalinguistic activity includes not only verbalized reasoning about language, but also less verbal and less conscious manifestations that speak about language analysis, for example: noticing and understanding the difference in the pronunciation of sounds, corrections, self-correction, innovation.
Foreign researchers (E. Clark, D. Slobin, T. Tulviste) also spoke out about the need for purposeful formation of metalinguistic understanding in a child even in preschool age. Foreign researchers also note that children’s interest in language appears in the third year of life and begins to disappear at 6-7 years, which negatively affects the further acquisition of linguistic wealth. If we take the results of our study specifically of bilingual children, then an opposite position emerges: interest in languages (in isolation) and their implementation in speech by school age does not disappear, but takes on new shapes, turning into a qualitatively different interest when a clear differentiation of languages occurs in the child’s mind . Russian ontolinguists also indicated 4-8 years as the peak of metalinguistic activity, which does not contradict the results of our study.
Conclusion. So, summing up the results of our research, we will outline a number of problems that we encountered in the process of experimental work:
1. The problem of realizing one’s own bilingualism. It is characteristic that city children very often mix languages in various situations. In order to reach the metalinguistic level, they need to achieve this kind of awareness.
2. The problem of intralingual and interlingual interference, intercalation. In order to avoid the interference process, it is necessary to optimally use comparative techniques - intralingual comparison and interlingual comparison. In a positive way, not only linguistic phenomena, but also actions (the ability to divide words into syllables, create a sound diagram, perform phonetic analysis, etc.) can be transferred from one language.
3. The problem of transfer and understanding of linguistic concepts (terms) that are identical in the systems of the native and Russian languages. Children update what they already know by identifying the name of this concept. In different languages, it seems to them that these are different concepts, because they sound and are written differently.
Thus, metalinguistic activity is one of the types of cognitive strategy of linguistic intelligence; it is a cross-cutting segment in educational activities, which projects the manifestation of the triad “language, thinking and speech” and leads to a conscious attitude towards language and speech, when children demonstrate the rudiments of linguistic competence. Metalinguistic activity also contributes to the formation of “dimensional” linguistic thinking as a way out of the miniature linguistic picture of the world, and the development of the potential for multilingualism - readiness to master other languages. It plays an important role in the development of a bilingual linguistic personality.
Bibliographic link
Unarova V.Ya. ABOUT THE NECESSITY OF TARGETED DEVELOPMENT OF METALINGUISTIC ABILITIES IN JUNIOR BILINGUAL SCHOOLCHILDREN // Contemporary issues science and education. – 2018. – No. 6.;URL: http://science-education.ru/ru/article/view?id=28298 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
Maslennikova Elena Petrovna
Mathematics teacher, State Budgetary Educational Institution of Higher Education "Borisoglebsk Road College"
Mikhailova Zinaida Dmitrievna
Teacher of materials science, State Budgetary Educational Institution of Higher Education "Borisoglebsk Road College"
Integrated lesson “Volume of a cylinder”
LESSON PLAN No.52
Teacher: Maslennikova Elena Petrovna
Mikhailova Zinaida Dmitrievna
Item: Mathematics + materials science
Topic: Volume of a cylinder.
Type of lesson: combined
| Educational technologies
(used in class) |
Information and communication technology, integrated learning technology | |
| Purpose of the lesson | Educational | Derive the formula for the volume of a cylinder; developing problem solving skills using the formula for the volume of a cylinder and its application in practice |
| Educational and
developing |
Fostering motives for learning, a positive attitude towards knowledge, developing cognitive skills, creating conditions that ensure the development of interest in future profession road worker | |
| Interdisciplinary connections | I provide- | Mathematics ( school course), physics |
| Provided | Materials science, geology, transport structures, physics, survey and design of highways and airfields, construction of highways and airfields | |
| Competencies | Professional | PC 2.1.Participate in organizing work in organizations producing road construction materials. PC 3.2. Participate in the work on organizing control over the implementation of technological processes and acceptance of completed work on the construction of highways and airfields. |
| Are common | OK 1. Understand the essence and social significance of your future profession, show sustained interest in it. OK 5. Use information and communication technologies in professional activities.
OK 9. To navigate the conditions of frequent changes in technology in professional activities. |
|
Lesson provision:
Use of ICT (information and communication technologies)
Computer, multimedia complex ( interactive board, projector),
Presentation “Cylinder and its elements”
Visual aids and handouts: cylinder models; SoyuzDornii device, cup scales with weights, measuring cylinder, spherical bowl, knife, sand, cement, water; cylinder made of rock (granite).
Literature: 1) Atanasyan L.S., Butuzov V.F., Kadomtsev S.B. and others. Geometry. Grades 10-11: textbook for general education organizations: basic and profile. levels. – M.: Education, 2012
2) Pogorelov A.V. Geometry. Grades 10-11: textbook for general education organizations: basic and profile. levels. – M.: Education, 2014
3) Korolev I.V., Finashin V.N., Fedner L.A. Road construction materials, Moscow – 2012
4) Fomina R.M. Laboratory work on road building materials, Moscow – 2012
| №№
stage |
Stages of the lesson, educational questions, forms and methods of teaching | Temporary regulation
stage |
| 1 | 2 | 3 |
| 1 | Organizational stage: | 2 minutes |
| — checking students’ readiness for class; | ||
| — checking attendance; | ||
| — updating of background knowledge (frontal survey) in order to lead the student to the formulation of the topic of the lesson | 10 min | |
| -What figure is this? (cylinder) | ||
| — Name the main elements of the cylinder (base, side surface, height or generator, radius (presentation) | ||
| - Look at the notes in your notebook from previous lessons and try to formulate the topic of the lesson yourself.( cylinder volume) | ||
| — topic message. | ||
| 2 | Motivational moment: | |
| — justification for the need to study this topic for effective mastery of the discipline | 3 min | |
| — involving students in the process of setting goals and objectives of the lesson | ||
| - What will we do in class? What should they achieve? Lesson objectives?
(I must learn the formula for the volume of a cylinder and learn how to apply it to solve problems) |
||
| 3 | Learning new material | 10 min |
| Derivation of the formula for the volume of a cylinder. | ||
| 4 | Consolidation. | 10 min |
| 4.1 | Solution of a typical problem. | |
| 4.2 | Solving applied problems (calculating the volume of an object shaped like a cylinder) | |
| 5 | Cylinders around us, cylinders in road construction (presentation) | 10 min |
| 6 | Production of cylindrical samples from cement-strengthened soils and determination of the average density of the samples | 30 min |
| 7 | Reserve ( solving problems in materials science) | 10 min |
| 8 | Homework: | 2 minutes |
| L.1 pp. 163-164, derivation of the volume formula, task | ||
| 9 | Summing up the lesson: | 3 min |
| — discussion and evaluation of the results of studying the topic (reflection - students’ opinions about the lesson); | ||
| - grading. |
Teacher:____________________________________________________
Questionnaire
(choose and underline the answer)
- During the lesson I worked actively/passively
- I am satisfied/dissatisfied with my work in class
3. The lesson seemed short/long to me
4. During the lesson I was tired / not tired
- My mood has gotten better / worse
- The material in the lesson was clear/not clear to me
Interesting/boring
- I find my homework easy/difficult
Integrated lesson “Volume of a cylinder”
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