Objective: formation of skills in drawing up a structural-logical scheme of the topic of the studied material.

Material and technical equipment:

specialty curriculum;

training program the subject being studied;

textbooks, manuals on the studied disciplines.

Basic theoretical provisions.

At present, some young engineering and pedagogical workers often determine the sequence of presentation educational information, focusing on own experience and intuition. The structure of educational information and the sequence of its presentation is carried out not as a result of a rigorous analysis of educational planning documentation, scientific and educational literature, but on the basis of the trial and error method. As practice shows, most often this leads to qualitative costs in the training of future workers, technicians and engineers, which is extremely unacceptable today. Such a conclusion leads to the need to search for other, more advanced and effective ways to optimize the structure of educational information (algorithmization of methods of labor actions) and the sequence of its presentation in the lesson.

Distinguish between local and global structures educational material. If the relationship between sections of a subject, entire subjects or branches of knowledge is studied, then the problem of identifying global structures is solved. The teacher (master of industrial training) deals with these issues at the stage of advanced preparation for classes in the analysis curriculum, thematic plan curriculum of the subject and the content of individual topics. At lesson planning the object of study is only local structures that consider the system of internal connections between concepts and judgments included in relatively small fragments of educational material, limited by the content of the topic training session(lesson) or part of it.

AT laboratory work it is required, first of all, to note the importance of the stage of logical structuring (translating the content of educational material from a verbal form into a sign model) in the course of preparing a teacher-engineer to teach a topic or separate lesson, and also explains the peculiarity of structuring global and local structures.

Logical structuring using the GRAPH method is most appropriate to carry out in the following sequence:

1 Isolation of concepts and judgments(as well as ways of labor actions) topics, which will then be placed at the top of the GRAPH.

2 Establishing initial local relationships and connections between them: interconnected concepts (vertices) are connected by directed vectors (edges), taking into account that the direction of the vector indicates the subordination of concepts. To prevent piling up of vectors, it is also recommended to use the possibilities of colors, subject-sign symbols and other symbols.

3 Consideration of various options for the hierarchization of local structures and the gradual identification of the real didactic status of the concepts of the topic: initial, final, main, supporting and auxiliary.

4 The most important stage - final drawing up of the structural and logical scheme(SLS) educational material. It, like the previous stages of structuring, is based on a comprehensive analysis of information from different subjects and areas of technical knowledge and involves the choice optimal solution regarding the construction of a completed graphic model topics, requiring the maximum concentration of attention from the designer, a broad professional outlook and the mobilization of all his creative efforts. At the same time, it is important to note nature of relationships and connections between concepts and judgments in SLS: causal, functional, genetic; relation of identity, subordination, etc.

5 Calculation of quantitative characteristics SLS(structural formula).

In laboratory work, the compiled structural-logical diagram of the topic under study (Figure 2) is accompanied by detailed explanations of individual elements.

The logical structure of educational material is understood as "a system of internal links between concepts and judgments included in a given piece of material" .

“In didactics, we can talk about global and local structures of educational material. It is impossible to confine ourselves only to the study of the global structures of the material. If at the first stage of the selection of educational material it is enough to determine which sections of the subject and in what sequence to study, then the question inevitably arises of the connection that must be established - in the end, in the minds of students, and initially in the educational material - between individual concepts. this piece of study material. The content of the educational material is characterized, first of all, by certain system internal connections between the concepts included in a given segment of the material, that is, the local structure of the educational material "

It is impossible to study the structure of the educational material and its analysis based only on the enumeration of the concepts included in the topic. Therefore, there is a need to build a model that reflects in a visual form the properties of the educational material that are of interest to the teacher: the sequence, subordination and subordination of the concepts included in the material, their consistency and regularity, and the connections between them. The most acceptable way to model the logical structure of educational material is to depict it in the form of a graph.

A graph is a system of line segments connecting given points, which are called vertices. When constructing a model of the logical structure of educational material, concepts or judgments of a given fragment of educational material are placed at the vertices of the graph. The segments connecting the vertices are called edges. They are shown on the graph in the form of vectors expressing the connections between concepts and the sequence of their introduction into the educational process.

The imagery of graphs is their important advantage, which makes it easier to identify and show logical relationships in educational material.

The peculiarity of graphs is that they, without giving any quantitative, numerical data by themselves, are designed just to identify structural characteristics objects under study.

Such an image of the logical structure of educational material is called a structural-logical diagram or structural formula. When creating it, the following rules must be observed:

Only one concept should be placed at each vertex of the graph;

Edges connecting vertices must not intersect;

Subordination relations between concepts are indicated by the direction of the arrow on the edge of the graph;

Equivalent vertices of the graph containing subordinate concepts should be placed on the same line, the subordinates are lowered one step lower.

AT practical activities teacher, there are cases when the same material in different textbooks is presented with varying degrees detail. This also determines the difference between the structural-logical schemes built on their basis.

The construction of a structural-logical scheme begins with an analysis of the conceptual apparatus of the educational material and the selection of initial and final concepts. Among them there may be new and already known concepts for students. Assimilated concepts can be basic (supporting) and auxiliary, revealing or detailing the basic concepts.

Not all selected concepts are included in the structural-logical scheme. Their composition almost entirely depends on the initial level of knowledge of the students. If for students any initial concepts are simple enough, then they can not be introduced into the scheme. It is possible to compare with each other only such structural-logical schemes that are drawn up taking into account the same level of students.

In order to simplify the structural-logical scheme, a number of vertices-concepts included in it can be omitted. First of all, detailed concepts are not introduced into the scheme. In more complex cases, the structural-logical scheme is divided into a number of logically complete fragments, for each of which they make up their own scheme.

When constructing all the private structural-logical schemes following the first one, it is assumed that the concepts included in the previous material have been mastered by students to the required level. Therefore, they can be omitted from subsequent partial structural-logical schemes, if this does not violate the logic of constructing schemes.

Let's analyze the logic of building SLS on the example of studying the topic "Geometric and contour carving" of the subject of special technology in the preparation of wood carvers in a professional lyceum. SLS has initial and final concepts. The starting point is the concept of types of woodcarving, and the final one is the application. All concepts that are on the “trunk” of the SLS are called basic. The main concepts include: flat carving, carving elements, ornament, materials, tools, execution techniques, application. All these basic concepts are detailed by auxiliary concepts that reveal their meaning and meaning.

As can be seen from the SLS, the flat thread is divided into geometric and contour threads. To make a flat notch thread, you need to know with what elements it is being made. The second basic concept is the concept of an element, which is divided into four detailed groups: 2-sided, 3-sided, 4-sided and polyhedral. It can also be seen that 2-faced elements can also be used when making both geometric and contour threads.

The third basic concept is the concept of ornament. With the help of this group, you can understand what shapes can be obtained using certain thread elements. In this SLS, you can see what can be cut out: eyes, radiance, squares, beads (rhombuses), twists, chains, ladder, stars, pegs, as well as rosettes, flowers, leaves, animals and birds.

The fourth key concept is materials. To explain this concept, auxiliary concepts are used, such as wood species divided by hardness.

Tools are the fifth main element. This part of the SLS will help you choose the main and auxiliary tools for making both geometric and contour threads.

In SLS, you can see what methods exist for making a flat notched thread. The main concept of execution techniques is revealed with the help of auxiliary concepts, which are divided into six groups.

The latest basic concept shows the scope of geometric and contour threads.

The use of color in SLS gives great opportunity establish connections between concepts. The structural formula of SLS makes it possible to evaluate the didactic role of individual logical elements of reasoning. It allows you to establish a relationship between basic and auxiliary concepts. All basic concepts are interconnected, one complements the other. Flat serrated carving is performed using elements, in turn, a set of elements form an ornament. The second part of the SLS shows what materials a flat notch thread is made on, with what tools and how this thread can be made correctly. The final basic concept of application makes it possible to determine the place of the knowledge gained about geometric and contour carving in the artistic processing of wood.

The characteristics of structural-logical schemes include:

Number of edge vertices;

Number closed loops;

Block diagram rank;

Degree of difficulty.

The rank of a circuit is understood as the number of closed circuits.

The degree of complexity of the structural-logical scheme is determined from the equality:

p=2 m/n, (1.3.1)

where m is the number of edge-connections;

n is the number of vertices of concepts and judgments.

The structural and logical scheme of the topic "Geometric and contour thread" has the following quality indicators:

The number of edges-connections m=93;

Number of vertices-concepts n=94;

The number of closed circuits - 8;

Structural scheme rank - 8;

Degree of difficulty

The resulting quantitative coefficient of 1.9 indicates that the studied material belongs to the average degree of complexity.

Figure 2 - Structural and logical scheme

Test questions.

1. What is called the structural-logical scheme (structural formula) of educational material?

2. For what purpose is the structural-logical scheme developed?

3. What are the basic requirements for the image of a structural-logical diagram.

4. Quantitative indicators characterizing the complexity of the SLS.

5. Types of concepts included in SLS.

Literature

1. Sohor, A.M. Logical structures of educational material / A.M. Sohor. M.: Pedagogy, 1976. - 356 p.

2. Nikiforov, V. I. Fundamentals and content of the preparation of an engineer-teacher for classes / V. I. Nikiforov. – L.: LGU, 1987. – 144 p.

3. Yanushkevich A.A. Methods of teaching general technical and special disciplines: textbook. manual on course and diploma design for students of the specialty 1-08 01 01 " Professional education» direction 04 "Woodworking" / A.A. Yanushkevich, E.P. Dirvuk, A.A. Plevko. - Minsk.: BSTU, 2005. - 96 p.

Technology of drawing up structural-logical diagrams: from theory to practice

When drawing up structural-logical diagrams, it is necessary to operate with the following concepts:

Dictionary of concepts

Analysis- mental decomposition of an object into its constituent parts or sides. This helps to visualize the totality of what the object consists of, to concretize its properties, and makes cognition a real, accessible process for a person. But it is impossible to know the essence of an object only by decomposing it into its component parts. You need to establish links between them. Synthesis helps to do this.

Synthesis- mental association of elements dissected by the analysis.

Comparison- Establishing the similarity or difference of objects.

Judgment- a form of thought in which, with the help of a connection of concepts, something is affirmed or denied about something.

inference- a process of thinking that allows one to derive a new judgment from two or more judgments.

Structural-logical schemes can be of 3 types:

Type 1: SLS "Following"- an algorithm in which judgments, inferences, concepts have a single sequential connection.

Type 2: SLS "Cyclic"- an algorithm in which semantic analogies are revealed that repeat according to a cycle specified by a logical chain in a cause-and-effect relationship.

3rd view: SLS "Figurative and visual" - an algorithm that is built on the basis of an image (for example, a clock, a tree slice (= semicircles) in a causal relationship of concepts, judgments, conclusions on a given research problem.

Consider the technology of creating a structural-logical diagram.

When developing a structural-logical scheme, it is necessary to rely on the source material artistic text, since SLS involves the establishment of logical relationships in a literary source in order to understand the author's intention.

The problem, aspect, characters, etc. are selected. for development and an acceptable form of the structural-logical scheme for solving the problem.

Cause-and-effect relationships are established and graphically lined up in a diagram. You can use properties geometric shapes, which will help in establishing semantic connections in the work (For example, on the basis of a cone and its properties, a scheme was built for A.M. Gorky’s drama “At the Bottom”, while the top of the cone can shift).

Key concepts, heroes, facts, etc. are selected. They will become the basis of semantic interaction based on logical connections.

Associations and logical connections presented in such a scheme reveal themselves, on the one hand, from a possible reading of these concepts, on the other hand, in the form of a fairly specific, unambiguous, reasoned conclusion, which is formulated thanks to the presented connections. The figuratively visual structural-logical diagram represents the most complex type of diagrams, therefore it requires commentary. The main thing is to explain the image on the basis of which it is made, and the idea of ​​building logical connections.

In the new conditions, a literature lesson requires the greatest skill of the teacher, since knowledge of literature - special knowledge . It is based not so much on reason and memory, but on empathy and co-creation. One cannot but agree with the writer V. Rasputin: "In the hands of a teacher of literature - the most rich heritage in the world, the most influential teaching on goodness... It is a powerful spiritual fence against evil..." Hence the exorbitant responsibility facing the philologist and determining the main task of his service to the student and the school - the formation of a culture of thinking of the child and the upbringing of spiritually high personalities. -moral principles The mission of a teacher-philologist becomes especially important in the changing realities of our time, because the future of Russia depends on what and how our children will read today.

From time immemorial, Russian literature has determined the face of the nation at different times. The words of A.I. Herzen are widely known: “Literature is a platform from which the conscience of the nation speaks.” It is literature that can make this difficult breakthrough of the modern child to his own soul, as to the main reality, and help restore healthy thinking as a process. cognitive activity individual, characterized by a generalized, mediated reflection of reality.

Fiction claimed as possibilityhand over interconnection, logic, sequence, regularity reality throughcreative and live recreation of characters,events, states; gave an insightful experience and helped the life orientation of the reader. A work of art shows the fullness of the multidimensional meaning of the surrounding world and gives a visual, deep, holistic view about the world, which appears in cause-and-effect relationships. You can become involved in the author's intention only in co-creation with the writer. That is the difficulty of teaching literature.

Structural and logical scheme demonstrates associative, logical connections of concepts, judgments, conclusions, using which you can achieve the following results:

- formulate the problems of the work under study;

- evaluate the characters;

- explain the meaning structure artwork;

The effectiveness of the use of structural-logical schemes in literature lessons is manifested in the following:

The training time is reduced with the same quality of knowledge;

The quality of knowledge increases with the same training time;

The amount of studied information increases with the same level of knowledge and the same time costs.

Let's consider the technology of creating a cyclic structural-logical scheme on the example of F.M. Dostoevsky's novel "Crime and Punishment".

Initially, one should choose the semantic aspect, which in this work presented cyclically. Thus, we find an algorithm in which semantic analogies are revealed that repeat according to a cycle specified by a logical chain in a cause-and-effect relationship.

It is known that the semantic center of Dostoevsky's novel "Crime and Punishment" is the episode of the main characters reading the Gospel about "The Resurrection of Lazarus".

We begin the construction of the scheme from the semantic node - "GOSPEL SCHEME OF SALVATION". In the novel, each of the characters cyclically goes through the path of sin - crime - the lesson of fate - punishment, but is able to come to salvation according to Dostoevsky in the novel "EVANGELIC SCHEME OF SALVATION", realizing the words of Jesus Christ: "I am the resurrection and life, believing in me, if and die and live." There is an algorithm in which it is possible to identify semantic analogies that repeat according to a given logical chain cycle and help to see the author's intention of the work more clearly.

The gospel of John about the resurrection of Lazarus, according to the author's intention, shows a person what is the logic of human destiny and how a person can come to salvation, become happy, gain spiritual harmony and bring happiness and light to those around you. For F. M. Dostoevsky, it is obvious that the salvation of a person lies in deep faith in Christ, through deep cleansing repentance. Spiritual dead ends and tragedies, according to the writer, originate in a person's apostasy from faith. Repentance and repentance are different concepts for F.M. Dostoevsky. And this is the author's intention of the work. Dostoevsky is an Orthodox Christian, and it is precisely the idea of ​​Orthodoxy that the writer refracts into an understanding of the logic of fate and the metaphysics of being. Repentance brings a change of mind, and repentance is only an awareness of guilt and unquenchable suffering, leading a person into a dead end and leading to a spiritual split, physical or spiritual death. That is why we see tormented, suffering and perishing heroes who never found Salvation, never saw the obvious truth for the writer in the idea of ​​the resurrection of Lazarus, in the gospel scheme of salvation. Their fates, at first glance, are completely different. But the cyclicity in relation to the gospel scheme of Salvation is obvious.

Svidrigailov commits suicide, not finding the strength to repent, not accepting the gospel scheme of Salvation, and repentance allows him to commit the most striking deeds before death, in fact leading the hero to catharsis.

Luzhin is so deaf to the metaphysics of being, insensitive to sin, that his soul has become dead and incapable of resurrection.

Marmeladov due to weakness of will, despondency and pride, which led him to drunkenness, ends his life tragically, becoming a victim and a tormentor at the same time, but never finding the will to repent.

Katerina Ivanovna receives poverty as a lesson for vanity and pride, but rebellion against God leads her away from repentance, and the result of her life is a tragic death.

Alena Ivanovna, money-loving, insensitive to the grief of the neighbor and

incapable not only of repentance, but even of repentance,

receives the possibility of salvation through martyrdom.

Lizaveta- meek, gentle, believing in the resurrection, through martyrdom washes away the sin of fornication, so as not to tarnish her purity before God. God takes Lizaveta away from possible sins. Death martyrs- entry into the spiritual life.

Sonechka does not get angry either at the world or at people, recognizes his sin and atones for it by repentance, brings a humble sacrifice in the name of his relatives and is an example of the fulfillment of the gospel scheme of Salvation.

Raskolnikov it is difficult to realize his sin, vanity and pride give rise to rebellion, repentance leads him to torment and spiritual schism. Bordering on despair. Sonya leads him on the path to repentance and resurrection according to the gospel scheme.

Each of the heroes transgresses the Law of God, and his further fate depends on whether he is capable of Repentance. This is the logic of fate.

Raskolnikov and Sonechka Marmeladova found the path to Salvation, for "they were resurrected by love", love for God. According to the gospel, "God is love." The words of D.S. Merezhkovsky: “Are not crime and holiness merged in a living soul into one living insoluble mystery?” - they turn us to Dostoevsky's thought: "Here God and the Devil are fighting, and the battlefield is the hearts of people."

Consider the technology for creating a structural-logical scheme "Following" on the example of V. Mayakovsky's poem "Lilichka! .."

The diagram shows the ordeals of the soul of the lyrical hero and the causes of given state. We will make an algorithm in which judgments, inferences, concepts have a single sequential connection.

We start building a schema with a keyword. The key word in the poem is AD (“Kruchenykhovsky hell” - a reference to the book by A. Kruchenykh “Hell” with illustrations by Kazemir Malevich).

Important interpretation keywords poems: hell, frenzy and madness. Hell is a place where eternally condemned sinners go, where the devil and demons rule over people. Frenzy - extreme excitement, extraordinary tension on the verge of insanity, ecstasy. Madness is another component of the state of a person who carries hell in his soul. Such is the state of the lyrical hero, who understands that his love is impure, sinful, but does not repent, but rather complains (“bitterness of offended complaints”) because he suffers, because he deified his beloved. The deification of a person is always the path to tragedy as a nascent feeling. So is the person who experiences this feeling.

Everything that happens to the lyrical hero is natural: suffering on the chosen path is inevitable: “there is no sun”, “there is no sea”, etc. We show with arrows a consequence of the choice of the hero. The lyrical hero chooses the path of sin, which is why he suffers, coming to thoughts of suicide. To sum up - the path to happiness is not suicide, but "a soul burned out by love." The paradox of the hero's feelings is reflected in the tenderness with which the hero is ready to “line” every step of his beloved. And such a tonality of the state in all contradictions gives strength and volume to the author's intention of Mayakovsky.

The reader becomes a witness to the spiritual failure of the hero, which leads him to a deviation from understanding true love. AT fatal mistake perception of the spiritual paradigm human relations the lyrical hero of Mayakovsky experiences a spiritual substitution of concepts, which leads him to tragedy.

Compare with the interpretation of Love in the Epistle of the Apostle Paul to the Corinthians: “Love is long-suffering, merciful, love does not envy, love does not exalt itself, does not pride itself, does not behave rudely, does not seek its own, is not irritated, does not think evil, does not rejoice in iniquity, but rejoices in the truth; covers everything, believes everything, hopes everything, endures everything.

The lyrical hero does not need a path to such love, and it is precisely in patience, sacrifice, in purity and hope that not frenzied passion is born, but a bright, life-affirming feeling.

Consider the compilation of a figuratively visual structural and logical scheme using the example of M.A. Bulgakov's novel "The Master and Margarita". After reading the work, in order to build a structural-logical scheme, it is necessary to identify an algorithm that will be based on artistic image or a symbol in the causal relationship of concepts, judgments, conclusions on a given research problem.

Bulgakov is interested, first of all, in the metaphysical man, because the problematics of the novel is based on the triad "GOD - MAN - SATAN", and this determines the relationship of semantic and artistic structures works.

Already in the first chapter "On the Patriarchs" the main existential question of the novel is formulated - about the existence of God, as well as about the relationship between the functions of God and the devil in the cosmic world order.

The image most suitable for creating a structural-logical diagram is a circle. CIRCLE - the primary symbol of unity and infinity, a sign of the absolute and perfection. how endless line, the circle symbolizes time in eternity, "the metaphysical circle of truth." You can use the triangle and square as symbols to build a structural-logical diagram. In Christianity, the triangle is a symbol of the all-seeing eye of God. The square is considered inferior to the circle, and therefore was adopted in Christianity as a symbol of the earth and earthly life. The circle inside the square was understood as a symbol of the divine "spark" inside the material shell.

Thus, the symbolism of the figure-images that we have chosen to build the scheme directly correlates with the semantic structure of the novel "The Master and Margarita", because Bulgakov turns the reader's gaze to metaphysical circle of truth, that is, calls to know God by analyzing everything that happens to the heroes and Russia in the novel.

The structural-logical scheme is presented in the form of a circle as a spiritual symbol of life-death, in which the immortal soul of a person resides. A square is inscribed in the circle, divided into 3 triangles: beige, blue and gray.

At the intersection of the diagonals of the square - Woland- the semantic node of the composition of the work, therefore his name is in the center, Woland's intention / Satan / is to lead a person away from God cunningly, while presenting himself before the world as a champion of justice, a fighter for truth, "Savior REVERSE". The novel about Pontius Pilate, created by the master, becomes nothing more than a GOSPEL FROM SATAN. The manuscript was saved by Woland not by chance, because the "black mass" should have a text that is antithetical to the Gospel, which becomes the master's novel. Woland as a character is directly related both to the events taking place in Moscow and to the work of the master, the novel about Pontius Pilate, that is, the anti-Gospel. M.A. Bulgakov makes Woland the second narrator: it is Woland who introduces the reader to the novel about Pontius Pilate (chapter "On the Patriarchs"), which proves the direct involvement of Satan in the creation of the anti-Gospel. And this is important: the writer Bulgakov explains to us that in creative process when the human spirit is damaged, demonic power can invade. It is no coincidence that the master, in a fit of fear, burns the novel and then listens with horror to the words of Woland when he returns it: “Manuscripts do not burn!”. Rejoices, we note, this event only Margarita.

The structural-logical scheme demonstrates the logic of what is happening in Bulgakov's novel. Consider numbers and figures.

(number 1) the beige triangle is the events taking place on the eve of Easter in Moscow, the triangle symbolizes the capital drowning in sins, in which the Cathedral of Christ the Savior is destroyed and atheism and blasphemy prevail. This is a kind of BLACK PROSCOMIDE ”(preparation for the ball of Satan), a prerequisite for his appearance. Woland is a provocateur of events, but they are committed according to the sins of people, and not according to his will, since “demons also believe and tremble” before God.

(number 3) blue triangle - these are the events of the novel about Pontius Pilate, written and burned by the master. This is the ANTI-GOSPEL for Woland's "BLACK MASS", provoked to write by himself, which follows from Bulgakov's novel. The connection of the novel both with Woland and the purpose of writing it - for a ball at Woland's - is indicated by a black arrow.

( number 2) the gray triangle is "ANTI-LITURGY" ("BLACK MASS") - a ball at Woland's (Satan's). The place of Satan's dominion is hell, which is indicated where a gray triangle is inscribed in a circle.

Ball at Woland's is the climax of the novel. Such a ball (“black mass” of Satan) requires preliminary preparation: a queen of the ball is needed, who has gone through a strict ritual of renunciation of God, and an anti-gospel (a perverted gospel as an attribute of blasphemy over faith in the Lord). Woland has a good reason to come to Moscow, and Moscow of the late 20s - early 30s is a serious reason for accepting the devil, since the main temple - the Cathedral of Christ the Savior - was blown up, and the townspeople became atheists and militantly renounce God, raising up against Him hulu (a poem about Christ by I. Bezdomny, a conversation about God "On the Patriarchs"). Bulgakov designates the time of action - spring, pre-Easter days. Woland's ball is a kind of "black mass", i.e. blasphemous perversion of the meaning of the Divine Liturgy. Easter is the celebration of the resurrection of Jesus Christ.

Woland's involvement in the creation of the novel about Pontius Pilate, the meeting of the master and Margarita, the events in the pre-Easter days in Moscow are indicated by arrows.

red arrow the master and Margarita are connected, the meeting of which was provoked by Woland, therefore this arrow passes through the name of Woland, indicating his involvement in this event.

blue arrow reveals the metaphysical essence of Margarita: an adulteress, a conductor of Woland's ideas, the Queen of Satan's ball. margarita, being married, cheats on her husband with the master. The heroine is in no way connected with the idea of ​​children, of a family, she rather craves the thrill of sensations. Her main aspiration is free, unmarried love with a master. Journey to Satan (Ch. 21 "Flight") aims to participate in the real Sabbat, or Woland's "black mass" as the queen of the ball. To understand the appearance of Margarita, it is important to know what Sabbath is. From medieval teachings, it is known that in order to participate in the Sabbat, one must renounce God, trample on the Cross, and offer a monstrous blasphemy against Christ and the Mother of God. To fly to the sabbath, a witch should rub herself with an ointment prepared from the liver of unbaptized babies. Margarita praises Woland with the phrase: "Omnipotent!", which implies that the heroine blasphemes against God, renouncing Him.

purple arrow reveals the metaphysical essence of the master who created the novel about Pontius Pilate, that is, the Anti-Gospel under the influence of dark forces and with the participation of Woland, which is why the novel distorts the gospel events. It is NOT BULGAKOV who distorts the gospel, but his hero, seduced by a demon, the master burns the novel and recalls it with horror precisely because he realized the metaphysics of his deed. The distortion of the gospel events and the Image of the Savior was deliberately introduced into the novel by Bulgakov: to show the logic of perverted creativity under the influence of the devil. The main task of the devil is to deceive, mislead a person, turn him away from true knowledge and creativity. The master's novel is nothing but a work inspired by the devil. (The first line from the master’s novel is pronounced by Woland, ch. 1, the master in a dialogue with Ivan Bezdomny admits that he knows Woland, ch. 13, the master burns the manuscript of the novel and, unlike Margarita, is horrified at its restoration, accompanied by Woland’s remark: “ Manuscripts don't burn!")

The title of the novel deliberately hides the true meaning of the work, which is why the reader's attention is focused primarily on the two characters of the work as the main ones, while according to the plan of events they are only "HANDY" of the TRUE MAIN CHARACTER. Each hero (master and Margarita) plays a special role in the action for which Woland arrives in Moscow. This action becomes a “great ball” with Satan (ANTILITURGY), and Moscow becomes a kind of preparation for it, that is, “BLACK PROSKOMIDIA”. The meaning of the Divine Liturgy is to strengthen the spiritual forces of a person, to gravitate towards Love and creation. The destruction of aspirations to strengthen the forces of the spirit in the name of Love and Truth is the meaning of the activity of the devil, the monkey of the Lord God.

1

The article substantiates the expediency of the teacher's presentation of educational information both in a symbolic, conceptual, and generalized, structured form, in the form of informational, structural-logical schemes (SLS). These schemes briefly and clearly reflect the content of the main topics, sections academic discipline, its logic as a whole and the method of presentation. At the same time, those who are inclined to analyze information and who have a dominant mental type of personality (dominance of the left hemisphere) see information as a whole by elements, and those who are inclined to synthesize information and with the dominance of the right hemisphere (artistic, artistic-thinking types of personality), see educational information as a whole and effectively analyze its elements. The effectiveness of the use of SLS as a didactic basis was experimentally confirmed in the studies of the author and his graduate students. information technologies, electronic textbooks, complexes in different disciplines - general professional, special, humanitarian.

structural logic diagrams

didactic basis

information Technology

electronic textbooks

complexes.

1. Golubeva E.A. Ability and personality. - M, 1993. - 306 p.

2. Granovskaya R.M. Elements of practical psychology. - L., 1988. - 560 p.

3. Sokolova I.Yu. Pedagogical psychology. Textbook with structural and logical diagrams. - Tomsk: Publishing House of TPU, 2011. - 332 p.

5. Bogdanova O.V. Theoretical substantiation and technology of economic training of students of a technical university / Avtoref. dis. ... cand.ped. Sciences. Tomsk: TSPU, 2005. - 19 p.

6. Pavlenko L.V. Optimization of foreign language training of law students / Abstract of the thesis. dis. … cand. ped. Sciences. - Tomsk: TSPU, 2010. - 22 p.

7. Sokolova I.Yu. Pumps, Fans, Compressors: Textbook with block diagrams. - Tomsk: TPU Publishing House, 1992. - 100 s.

8. Sokolova I.Yu. Hydromechanics: a teaching aid with structural and logical diagrams. - Tomsk, 1994. - 90 p.

10. Tarbokova T.V. Didactic system for activating the cognitive independence of students as a means of increasing the effectiveness of their mathematical training / Abstract of the thesis. dis. … cand. ped. Sciences. – Novokuznetsk, 2008.-24 p.

12. Tishchenko N.F. Comparative analysis the effectiveness of the educational process in the conceptual and figurative-conceptual presentation of educational information: dis. … cand. psychol. Sciences / N.F. Tishchenko L., 1981.- 181 p.

State of the art modern society, as you know, is determined by its intellectual resources, informatization and humanization, which is associated with the computerization of education, the creation of electronic textbooks and complexes, information technologies for teaching the younger generation.

The quality of computer textbooks, teaching aids and technologies largely depends on how educational information is constructed and presented.

The effectiveness of the perception of information, as established by psychophysiologists, depends on the properties nervous system of a person and is associated with the conditions for the formation of an adequate image of perception identified by psychologists, which requires a sufficient amount of information, its structure and activity of perception. In our opinion, the systematization of information on one basis or another is also very important, since the latter affects the establishment of links between information elements, increasing or decreasing their number, as shown in. This is consistent with the theory of systems, when, with a smaller number of elements in the system, the connections between them are better seen and the more elements in the system, the fewer connections are established between the elements.

Analyzing the results of research by psychophysiologists, according to which:

· owners of a strong and inert nervous system not only perceive information visually well, but also capture and remember it;

Weakness, lability and inactivation of the nervous system contribute to better memorization when semantic coding (processing) of information;

individuals with low level anxiety (emotionally stable and balanced nervous system) is characterized by a global synthetic nature of information processing, and with high anxiety (emotionally unstable nervous system) - analytical, we come to the following conclusions.

1. Students with different properties of the nervous system (temperaments) need to present educational information, first of all, visually, since the owners of 3 temperaments (choleric, sanguine, phlegmatic) have a strong nervous system, and 2 have an inert ( phlegmatic, melancholic).

2. Educational information should be presented both in a logical sequence, in a sign-symbolic form, and in a generalized way, in the form of informational, structural-logical diagrams (SLS), and also mainly according to the deductive principle - from the general to the particular and, if necessary , from particular to general - inductively.

3. The information presented on the SLS is effectively perceived by the owners of different properties of the nervous system, since those who are inclined to analyze information and who have a dominant thinking type of personality (dominance of the left hemisphere) by elements see the information as a whole, and those who are prone to synthesizing information and with the dominance of the right hemisphere (artistic, artistic-thinking type of personality), they see educational information as a whole and effectively analyze its elements.

Taking into account the above, let us dwell on the features of constructing educational information in the form of structural-logical diagrams (SLS).

Structural-logical diagrams briefly and clearly reflect the content of the main topics, sections of the academic discipline, the logic of the course as a whole and the methodology for its presentation. On each of these schemes, the studied material is presented in a specific and structured form, reflecting the content of individual issues of the topic or section, in the form of diagrams, graphs, drawings, formulas, equations. Each scheme has a reference signal - a symbol - a generalized image of perception that combines the questions presented on the SLS, and also helps the student to see the features of individual questions, topics, sections of the discipline being studied.

The conducted analysis shows that the use of SLS when working with students allows the teacher to:

Implement the principle of large-block representation of theoretical knowledge, reduce the time for presentation theoretical material;

· to intensify the cognitive activity of students, to establish closer contacts with the audience, to apply monitoring of the quality of knowledge.

The use of SLS by students in the study of the theoretical sections of the discipline, solving problems, performing tasks provides:

systematization of knowledge, the ability to see the logical connections between issues, topics and sections of the discipline being studied;

development of thinking, including creative, activation and effectiveness of independent cognitive activity in general;

reduction of time for mastering the theoretical part of the discipline and, consequently, the possibility of individual independent work students with in-depth study of individual topics of the course being studied, performing tasks focused on future professional activities;

Studies have shown that the use of SLS in educational process contributes to the activation of independent cognitive activity of schoolchildren, students, significantly increases its effectiveness. So, for example, reading lectures using SLS in the form of slides allows the teacher, explaining the material, to conduct a dialogue with students, involving them in a discussion, encouraging reasoning, joint proof and conclusions. The teacher can explain or prove the most difficult questions, and instruct students to draw simpler conclusions on their own.

Computer learning technologies developed using SLS and taking into account individual psychological characteristics schoolchildren, students allow to ensure the optimal correspondence of the teaching methodology to the characteristics of the individual cognitive activity of each student, and, consequently, its effectiveness and success, all this contributes to improving the quality of education, the quality of training specialists in general and vocational education.

Our analysis showed that the construction of educational information in the form of SLS contributes to the activation and development of mental cognitive processes perception, attention, memory, thinking, imagination, speech, which ensures the activation and effectiveness of the cognitive activity of schoolchildren, students in general.

Let us analyze how the presentation of information in the form of structural-logical schemes affects the perception and processing of information by students with different styles of cognitive activity - cognitive styles: impulsiveness - reflexivity, analyticity - syntheticity, field dependence - field independence, high - low differentiation, etc.

1. Observations and analysis have established that SLSs help those with a “reflexive” style of cognitive activity to quickly comprehend and master the information depicted on them. For "impulsive" it is advisable to "voice" this information - to verbalize, which "reduces" the level of impulsivity and contributes to better understanding

educational information.

2. Naturally, the information presented on the SLS is better perceived and assimilated by the owners of the "field-independent" cognitive style, but it also turns out to be accessible to the "field-dependent" one, because the diagram highlights individual blocks and discloses the relationship between them. For the development of “field independence”, teachers should offer special tasks to “field dependents” on isolating individual elements from the whole, finding and establishing relationships between these elements, etc.

3. A large amount of information structured and simultaneously presented on the SLS contributes, in our opinion, to the development of the cognitive style "high - low differentiation". This is due to the fact that on a large amount of visually presented information it is more convenient to establish differences, find common and features certain objects, phenomena, make comparisons, etc.

The foregoing leads to the conclusion and expediency of using structural-logical schemes in the educational process in various disciplines when creating textbooks, incl. computer, information technology training.

Educational information, when presented in the form of SLS, is significantly generalized, structured and links are clearly revealed both between questions of a certain topic and between this topic with the previous and subsequent ones. This is achieved by encoding information (for example, in each diagram, questions related to pumps are marked with the letter H, fans - B, compressors - K). In addition, sometimes the links between the "generalized image of perception" (reference signal, symbol) and its specific manifestation are shown by arrows.

In the presence of SLS, cognitive activity can be organized in different ways, which depends on the quantitative and qualitative composition of the group of students, the psychological characteristics of the educational material, the discipline taught, etc.

1. For a large and accustomed to take notes audience (3-4 study groups s) with an insufficient level of training, the information-receptive method of teaching is the most suitable, when the teacher, before explaining in detail, proving any theoretical issue, first briefly explains the content of the entire topic visually presented on the SLS. This contributes to attracting the attention of students to educational information, a preliminary brief acquaintance with its content, establishing links between the issues of the topic under consideration, its holistic perception, which is absolutely necessary for students with dominance of the right, equal severity of the functions of the hemispheres of the brain and synthetics who perceive information in general. Left-brain students and analysts will first see a chain of interrelated elements, which then helps them to get a holistic view of information on each topic and the discipline as a whole.

The development and consolidation of theoretical material is carried out when answering questions and solving problems, performing tasks of different levels of complexity, focused on future professional activities, both independent using SLS, and joint in practical classes.

2. For 1-2 study groups of students with secondary and high level learning and learning, as our experience shows, it is advisable to organize cognitive activity in the following way. After the teacher explains the content of the next topic of the course presented at the SLS, draws a conclusion of one equation, dependencies, students independently derive all other equations, and then use them when solving problems, completing assignments, etc. Thus, in the educational process, heuristic and research methods learning. At the same time, a teacher, a teacher, can give tasks of a research nature to both individual schoolchildren, students, taking into account the level of development of their intellectual abilities or offer this or that task to a group of two people - a dyad, including students with the same or different degrees of learning and learning, but psychologically compatible. . The joint cognitive activity of schoolchildren and students often, as is known, turns out to be more effective and developing than individual.

3. Conducting classes, lectures in the form of a dialogue is a means of facilitating the activation of the mental and cognitive activity of schoolchildren and students. This form of lectures is well received by students, as evidenced by the results of the survey. At the same time, the teacher, first briefly explaining the content of the topic under consideration on the SLS, begins to conduct joint reasoning with students, gradually moving from one question of the topic to another, asking questions, receiving answers, clarifying them, sometimes explaining in detail or proving what is more difficult for students to perceive, draws their attention to the connection between the individual issues of the topic and the connection with previously studied material. This method of conducting lectures is most appropriate from 1-2 student groups even with an average level of their learning, it certainly increases the level of students' learning, and in terms of time costs it is the same as a traditional monologue lecture.

4. Such a form of organization of cognitive activity is possible, in which the teacher, having explained the content of the topic using SLS, highlighting individual questions, suggests that students first (focusing on SLS) complete an illustration to the issue under consideration (drawing, graph, diagram), and then find to it explanation in the textbook or methodological guide and reflect this explanation in the abstract. This and heuristic method knowledge, and the development of abilities for self-learning, self-education.

5. The information presented at the SLS can be considered as a clearly expressed problem with individual questions, tasks, which allows you to apply problem method learning based on structural and logical schemes. Moreover, the generalization and structuring of educational information, the visual disclosure of connections contribute to an effective solution problematic tasks and situations, the implementation of complex assignments-tasks related to the future profession in the independent cognitive activity of students, as evidenced by the opinions of distance learning students.

In general, the presentation of educational information in the form of structural and logical schemes contributes to a change in the functions of participants educational process when the teacher is not a translator of educational information, but directs the independent cognitive activity of schoolchildren, students, who turn from passive listeners into active information converters and researchers.

In addition, the use of SLS makes it possible to diversify the teaching methods of various disciplines, which contributes to the effectiveness of students' cognitive activity. This is evidenced by the results of a survey of students, which confirm the expediency of using SLS, developed by the author and his graduate students, in teaching such disciplines as “Inorganic Chemistry”, “Pumps, fans, compressors”, “Hydromechanics”, “Economics and mining management", "Foreign language", "Mathematics", "Biology and chemistry", " Theoretical basis electrical engineering".

In conclusion, we present the rationale for the effectiveness of the method of teaching various disciplines based on structural logic diagrams (SLS).

The influence of the method of teaching based on SLS on the activation and improvement of the efficiency of the cognitive activity of students in various disciplines is substantiated by us theoretically and confirmed by the results of the experiment and the questioning of students.

As an example, Table 1 shows the results of ascertaining and forming experiments on the development of students in control (65 people) and experimental (68 people) groups of intellectual skills - differentiation, finding similarities and comparisons when they master the discipline "Pumps, fans, compressors" . At the same time, after the first lecture, at which the students of the experimental and control groups got acquainted with the classification and principle of operation of machines that move liquids and gases, they were given tasks to identify differences, find similarities and compare in general any three types of machines using different literature. The results were evaluated on a 10-point scale and as a percentage, according to the ratio of 10 points - 100%.

Table 1

Development of thinking among students of experimental and control groups

Experimental groups					Control groups
						Number of students

At the end of the course (after 4 months), students of the same groups (experimental - studying the subject using SLS and control - studying according to the traditional method) were given tasks to establish differences, find similarities and make comparisons according to various theoretical, practical matters and topics of the discipline under study. The assessment was made in points (see table 1).

The results of the experiment indicate the following. In 2 out of 3 experimental groups, the initial level of performing mental operations of differentiation, finding similarities and comparisons was (0.47) 9% lower than that of the control groups (0.56). After training with the use of SLS, the level of performance of these operations increased by 24-37%, compared with the initial one, and in the control groups only by 12-17%.

In addition, the feasibility of using SLS is confirmed by the fact that:

students become able to solve problems of a higher class (than ordinary learning objectives) - complex tasks-tasks, corresponding to their inclinations towards engineering and technical (designer, technologist, developer-researcher of problems, programmer, etc.) or engineering and humanitarian (manager, economist, ecologist, teacher, sociologist, psychologist) professional activity;

Reduced training time with the same quality of knowledge;

the quality of knowledge increases with the same training time;

the amount of studied information increases with the same level of knowledge and the same time costs;

· strong students master the compulsory program material three times faster than without SLS.

These results are understandable, because the teacher spent time and energy on generalization,

structuring, systematization of information, and if this generalization and the connections between the elements of knowledge are clear to students, then the process of assimilation of information is accelerated, which is confirmed by our observations, experiment and is consistent with the results of research by N.V. Tishchenko.

Thus, the conducted studies have confirmed the feasibility of using SLS in the study of schoolchildren, students various disciplines, because this contributes to the effectiveness of the perception of educational information by students with different psychophysiological characteristics, the activation of mental cognitive processes, the development of intellectual skills, thinking in general, the activation and effectiveness of educational and cognitive activity of students in comparison with traditional methods learning. Below are presented as examples of structural-logical diagrams - SLS, developed by the author in the disciplines "Pumps, fans, compressors" (Fig. 1., 2), "Hydromechanics, hydraulics" (Fig. 3., 4) and "Pedagogical psychology" (Fig. 5, 6). In color and black and white versions (Fig. 7, 8), (Fig. 9.10), (Fig. 11, 12).

Fig.1. (SLS 9) - Joint operation of machines (pumps, fans) on the network

Rice. 2. Turbochargers - centrifugal and axial

Fig 3. (SLS 5.b) - Laws of motion of a one-dimensional flow

Rice. 4. (SLS 9) Modes of fluid motion

Rice. 5. Educational activity as an activity of interaction between participants in the educational process, its structure

Fig.6. Personal abilities, their structure and classification

Rice. 7. (SLS 9) Joint operation of machines (pumps, fans) on the network

Rice. 8 (SLS 16) Turbochargers - centrifugal and axial

Rice. 9. (SLS 5b) Laws of motion of a one-dimensional flow

Fig.10 (SLS 7) Similarity laws and criteria

Fig.11. The concept of quality training of specialists

Reviewers:

Skribko Zoya Alekseevna, doctor pedagogical sciences, professor of the department general physics FGBOU "Tomsk State Pedagogical University", Tomsk.

Karaush Sergey Alexandrovich, doctor technical sciences, professor, head. department of labor protection and environment Tomsk University of Architecture and Civil Engineering, Tomsk.

Bibliographic link

Sokolova I.Yu. STRUCTURAL-LOGICAL DIAGRAM - DIDACTIC BASIS OF INFORMATION TECHNOLOGIES, ELECTRONIC TEXTBOOKS AND COMPLEXES // Contemporary Issues science and education. - 2012. - No. 6.;
URL: http://science-education.ru/ru/article/view?id=7920 (date of access: 04/06/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

The next three steps (building a logframe, identifying assumptions and risk factors, identifying indicators and sources of verification) related to the Planning Phase are difficult to separate because single result their passage will be a Logical structural diagram (matrix). It should be understood that the actions associated with the development of issues that are formally devoted to each of the stages are closely interconnected. You should not try to separate them, but rather try to generalize the data obtained as a result of the analytical phase and get the result - a logically (as the name implies) constructed scheme, which will further determine the structure (as the name again implies) of our project.

WHAT IS A LOGIC FRAMEWORK?

A logical-structural diagram is a table (matrix) containing all the basic information: project goals and intermediate stages by which one can judge the effectiveness of work; see the factors that can affect the work of the participants; understand how the project will be monitored. The diagram itself is the result of using the LSP only as a form of presentation of the final concept of the project. In other words, LSS is a universal form of presentation of a design concept developed in accordance with the LSP methodology. The real result of your work is the development of a strategy or program of action to achieve the goal of the project, which provides for some kind of change in the world around us, intervention in the external environment.

So, the purpose of using the LSP is a strategy for intervening in the external environment, and the logical structure is a reflection of this strategy.

WHAT IS IN THE LOGIC FRAMEWORK?

The logical structure diagram is presented in Table 4 (p. 70). The arrows show those logical connections that should be traced when filling it out.

In this section, we will briefly describe the logic of the scheme, and we will talk more about the filling and content of the cells later.

The first column is the action logic. Here we can trace the sequence of the goals we plan to achieve - from single specific actions through intermediate results to the project goal, and the project itself as a contribution to the achievement of a common goal. We will take actions, results, the goal of the project from the "tree of goals", the general goal - also from the "tree" or formulate it additionally. There should be a logical connection in our activities - from actions to a common goal.

The logic of actions always contains only one goal of the project - the one that we must guarantee the achievement of as a result of the implementation of our project. Above it is one or more general goals - a description of the overall effect (or effects) from achieving the project goal (to which our project contributes). Below are usually a few intermediate results necessary and sufficient to achieve the goal.

Table 4. Logical structure diagram

The second and third columns are the indicators of the success of the actions taken, the achievement of the intended results and goals, as well as the sources (means) of their verification: developments from which we can take indicators of achievement of the result, a list of ways to measure them, an indication of the types of documentary evidence with which it will be possible to record the fact that the corresponding goal has been achieved. The main function of indicators and sources of verification is to substantiate, confirm the fact of achieving the goal based on the results of the project, to clearly identify all the facets of the goal we achieve at the planning stage. Also, some of the indicators can be used in the project monitoring process, with the help of which we can make sure that “everything is going according to plan”, or vice versa, promptly make adjustments to the action program in the event of foreseen or unforeseen events that affect the course of our work. Logical links should be traced horizontally - the sources of verification and indicators should correspond to those actions, results, goals that will be indicated at the beginning of filling out the scheme.

Next come the assumptions - these are the external conditions that affect our project (at the level of goals, intermediate results or actions, respectively). Using assumptions, we assume that the external environment will develop according to the scenario we predict, and if the forecast does not come true, we will adjust the project strategy. Most We will take assumptions from the “goal tree”: we will select those that are important for achieving the project goal, but for various reasons we cannot ensure their implementation or influence them. But we can plan our actions depending on whether our assumptions “come true” or not.

In the lower right corner of the diagram, preconditions are indicated - this is also external factors. Their manifestation is a signal to start the project, or, in other words, we have no right to start the project until the conditions specified in this cell are met.

It is very important to understand the general logic of LSS. It all starts with checking the factors written in the "preconditions". Further, a set of actions and assumptions should guarantee the achievement of appropriate intermediate results. The totality of the achievement of all intermediate results, in combination with the assumptions specified for them, should guarantee the achievement of the project goal. In turn, the project goal, under the conditions specified in the project goal assumptions, guarantees the planned contribution to the overall goal.

So, the logical-structural diagram is a universal format for presenting the concept of the project, it contains the logic of the project goals, tools for monitoring their achievement, the corresponding action plans with resource assessment, and also sets the boundary external conditions for the success of the project. Logical connections within the LSS allow you to quickly understand the concept of the project, without delving into the details of the analysis carried out during its preparation.

WHAT SHOULD YOU REMEMBER ABOUT TERMINOLOGY?

Unfortunately, the terminology that clearly reflects the hierarchy of goals has not been established in the Russian language. This is partly due to the fact that different translators use different wordings, and partly due to the fact that the word “purpose” in Russian is practically the only translation of the English terms “goal”, “purpose”, “aim”, “objective”, “ task". For this reason, it is worth paying more attention to terminology, especially when working with English-language documents.

For example, in different sources"Common Goal" can be called "Goal", or "Overall Objective", or even "Overall Aim". The purpose of the project, respectively - "Project Purpose", "Aim", "Objective". Interim results - "Interim Results", in Russian they are also sometimes called project tasks.

It is for this reason that in the LSS, in addition to the wording itself, important attention is paid to their location in the table. In this case, even with the linguistic inaccuracy of the term used, the native speaker will be able to guess what was meant, depending on the place where the wording is located in the table.

HOW TO DESCRIPTION THE GOALS AND INTERMEDIATE RESULTS CORRECTLY?

The first column of the scheme is the Logic of actions. This is a set of those goals that we must achieve in the process of implementing the project (with the exception of the general goal). Specific actions with the use of these resources, carried out according to the plan drawn up in the future, lead to the achievement of intermediate results. Collected together intermediate results (there are usually several of them) should be necessary and sufficient condition to achieve the goal of the project, focused on solving the main problem affecting the target group. The purpose of the project, in turn, is a contribution to the achievement of a common goal - quite general, global and long-term, which shows why our project is of value to society as a whole. Achieving the goal of the project set before us, we achieve certain results that are accepted by the world around us. As a result, our project produces some effect - this is the common goal. Logic should be traced from specific actions through intermediate results to the project goal and the overall goal.

In our example about the city yard separate actions on organizing residents of the house for a "subbotnik" for garbage collection, providing ZhES with transport for garbage removal, allocating a dog walking area near the house will ensure the achievement of an intermediate goal - cleaning the yard. The intermediate result contributes to the achievement of the project goal - children can walk in the yard. And the initially raised issue of landscaping the yard area can be an element of a large-scale state program, say, "Increasing the attractiveness of our city for foreign tourists" or " Environmental program– Clean air for our children”, depending on the priorities, the most pressing problems and ongoing local authorities work.

There are usually several intermediate results: in the treatment of a patient, several drugs are prescribed, each acting in its own way; in addition, the doctor prescribes bed rest, or vice versa - physiotherapy exercises, diet ... In combination, they will raise the patient, and used separately can even harm.

How can we arrange a logical-structural diagram so that, on the one hand, it includes all the ways in which we are going to solve the problem, and on the other, so that it does not lose its visibility? The scheme should be “expanded” horizontally in the part that concerns the description of the logic of actions, the definition of indicators and the means of their verification (see Table 5 on page 74).

Table 5. Extended logical-structural diagram.

You should start filling out the LSS by placing goals and intermediate results in the appropriate cell. Together they define the overall logic of the project, its logical basis.

If we have already dealt with the goal, how can we designate intermediate results?

We have already decided which part of the "tree of goals" is essential to achieve the chosen goal of the project, and in accordance with which we will act. Now it is necessary to choose from this part goals that are approximately the same in terms of the amount of work and the significance of the results achieved, while at the same time making sure not to stoop to the level of specific actions. Unclear? Let's try to figure it out again: we look at all the goals that we are going to achieve, discard individual less significant actions from everything recorded, then choose from the remaining ones approximately the same in terms of general assessment importance and laboriousness - and write them out in the line of intermediate results (according to Figure 11. An approximate structure of the “goal tree”, with Goal 2 selected as the Goal of the project, intermediate results can be, for example, Goal 2.1, 2.3.2, 2.3, 2.3.3 , and Objective 2.2 may not be significant and move to the action level).

It is absolutely unacceptable to "mechanically" enter in this line of the LSS the level of goals that goes directly under the Project Goal (in Figure 11. The approximate structure of the "goal tree" is Goals 2.1, 2.2, 2.3). They may not be comparable in importance to each other or to lower-lying goals, and some of them may be assumptions if they are important enough to achieve the project's goal, but we cannot enforce them for various reasons. .

Throughout the process, it is allowed to reformulate those goals (or groups of them) that fall into our logframe. There are several reasons why such “free treatment” with seemingly finally formulated goals is acceptable:

First, the required correct wording the result provides for the completed form of the verb used (remember the example: the goal is “mowing the lawn”, the result is “the lawn is cleaned”).

Secondly, since we often do preparatory work for the creation official document, the wording should be correct enough.

For example, when formulating one of the initial goals, it was meant to clear the yard from various kinds of garbage, in particular, the waste products of domestic animals that walk there; depending on the depth of your imagination, you can guess which original term could be used when building the “problem tree”, and subsequently the “goal tree” - short enough and at the same time accurately describing the situation, but not applicable for an official document.

Thirdly, the wording must be literate, the words must be written without errors, the sentences must be built correctly - after all, we are adults, literate, educated people responsible for our actions, do you agree with this?

When intermediate results are determined, arrange them in order of

achievements from left to right: those that need to be achieved first, to the left, which we will deal with later, to the right. Subsequently, during the planning of activities, we can ensure that some tasks are carried out in parallel, if it turns out to be possible. However, the order of outputs on the logframe corresponds to the priority of their achievement for the project objective.

As a result of this stage of formulation, the “skeleton” of the logframe should be obtained - the logical basis of the project. You must make sure that all participants in the discussion have the same understanding of the logic and agree that following such logic guarantees the achievement of our result.

FILLING OUT THE SCHEME: GOALS AND INTERMEDIATE RESULTS

1. We have already determined which of the goals that make up the "goal tree" will become the goal of our project - we place it in the appropriate cell (in Figure 11. The approximate structure of the "goal tree" corresponds to Goal 2). We formulate and enter a common goal.

2. Now it is necessary to carefully analyze that part of the “goal tree” that falls within the scope of the planned activity. We determine significant, approximately similar in terms of labor intensity intermediate goals and introduce them into the LSS, reformulating them into intermediate results. Linguistically intermediate results should be formulated in perfect form verb: for example, if the goal was to "remove the garbage", then the intermediate result will be "the garbage is removed."

3. We check the wording - they must be correct, clear and competent.

4. We arrange intermediate results in ascending order of priorities.

5. We check the logic: from intermediate results to a common goal. The achievement of intermediate results should guarantee the achievement of the project goal (we will talk about them in the description of the next stage).

Let's start building a logical-structural diagram for our example. Here is how it will look after entering into its matrix of goals:

Figure 14. Logical Structure Diagram Example - Step 1

One of the components of the content of education is knowledge. Scientific educators and methodologists note that concepts form the basis of knowledge. Concept - form abstract thinking reflecting the essential features of objects and phenomena. Concepts play a leading role in the development of students' thinking. Concepts differ in volume. They are simple and complex, consisting of a set of simple concepts. Concepts are acquired in the system, gradually, in connection with each other. Any concept has a definition, which consists of main and secondary features.

It should be noted that "drawing" should be considered as art, as a theme and directly as a concept.

Previously (in 2012) a student at the Faculty of Technology and Design of the Vyatka State humanitarian university(now - Faculty of Technology Engineering and Design of Vyatsky state university) Y. Ronzhina under the supervision of the supervisor, associate professor L. K. Patrusheva within term paper on the theory and methods of teaching visual arts an analysis of 17 definitions of the concept of "drawing" was carried out different authors. The study concluded that the concept of "drawing" is complex, as it consists of several simple ones; each author "in his own way" formulates this definition; sometimes the concept of "drawing" is formulated by the authors insufficiently.

In 2015-2016, the study was continued by us. At the first stage, we were faced with the task of searching and analyzing the definitions of other authors. As a result, we have considered 25 definitions of the concept of "drawing", which are available in textbooks of higher educational institutions, school curricula on fine arts, art encyclopedias and dictionaries.

Below is an analysis of five definitions of the concept of "drawing".

N. M. Sokolnikova writes that “Drawing is the structural basis of any image: graphic, pictorial, sculptural, decorative; a means of cognition and study of reality. In this definition, the main feature is "the basis of any image", the secondary one is "a means of cognition and study of reality."

T. F. Efremova and D. N. Ushakov, authors of explanatory dictionaries, formulate the concept in the same way: “A drawing is a drawn image, a reproduction of an object made with a pencil, pen, watercolor or charcoal”,. Both authors in the concept use the attribute "drawn image" and indicate by what means a drawing can be made.

Author of "Popular art encyclopedia" A. M. Prokhorov reveals the concept as follows: "Drawing - any image made by hand using graphic means - contour line, strokes, spots ". In this definition, the author gives information only about the graphic tools necessary to complete the drawing.

AT explanatory dictionary Russian language S. I. Ozhegov contains the following definition: “A drawing is a drawn image, a reproduction of something; a set of graphic elements in a picture; combination of lines, colors and shadows, pattern; the art of drawing". We believe that the author uses in the definition and main feature(“drawn image, reproduction of something”), and secondary signs: giving information about expressive means(“combination of lines”, “a set of graphic elements”), giving information about materials (“paints”), as well as others - “shadow”, “pattern”, “art of drawing”.

Author study guide for universities "Drawing" S. V. Tikhonov formulates the concept as follows: "Drawing is the basis of all fine arts, and at the same time an independent branch in the form of final works with a pencil, pen, brush, etc." . The author in the concept focuses on the main features (“the basis of all fine arts”), secondary features: providing information about materials and tools (“pencil, pen, brush”), others - “an independent branch in the form of final works”.

For clarity, the presence in the definitions of different authors of the main and secondary features is presented in the Table.

Table

signs
	Sokolnikova N. M.	Efremova T. F. Ushakov D.N.	Prokhorov A. M.	Ozhegov S. I.	Tikhonov S.V.
1. Main
1.1. Drawn image; basis of any image; basis of all fine arts
1.2. Contour, outline (graphic elements)
1.3. Independent area of ​​artistic creativity
2. Secondary, giving information about graphic tools
3. Secondary, giving information about materials and tools
3.1. Pencil
3.2. Feather, brush
3.3 Soft materials (charcoal, sanguine, sepia, etc.)
3.4. Paints
3.5. Watercolor
4. Others
4.1. Means of cognition and study of reality
4.2. Drawing as art; "an independent branch in the form of final works"

As a result of the analysis of the definitions of various authors (N. M. Sokolnikova, T. F. Efremova, D. N. Ushakov, A. M. Prokhorov, S. I. Ozhegov, S. V. Tikhonov), it should be concluded that all of them contain major and minor features, but in different combinations. We believe that the definition, especially for the school, should be clear and understandable, complete and easy to remember.

Based on these concepts, we will form the following definition:

A drawing is the basis of an image or a finished image on a plane, made with a pencil, pen using graphic tools (line, tonal spot, stroke) and their combinations.

At the next stage of the study, we conducted a survey of future teachers of fine arts in order to determine the level of residual knowledge on the topic "Drawing". The students were given the task: to write what a drawing is”; list all the concepts that the topic "Drawing" includes, as well as the concepts that are associated with this topic.

46 students of I, II, III, IV courses took part in the survey in 2016. We compared the results with the 2012 survey, in which 38 people took part (see diagram).

Diagram

Level of residual knowledgefrom future teachers of fine arts on the topic "Drawing"
for 2012 and 2016

As a result of the analysis of the survey results, it should be stated that

There is a positive dynamics of the level of residual knowledge of students on the topic "Drawing";

Residual knowledge of students on the topic "Drawing" is incomplete and is oriented towards practice. In most cases, respondents indicate the materials (pastel, charcoal, ink, watercolor, etc.) and tools (pencil, brush, pen, etc.) for drawing and do not write a definition.

Of the total number of respondents in 2016, only 8 students wrote a definition of the concept, consisting of main and secondary features.

This allows us to conclude that future teachers of fine arts lack structured knowledge on the topic "Drawing".

To solve the identified problem, we devoted the next stage of the study to the search and systematization of concepts that relate to the topic "Drawing".

As a result of studying the special literature on drawing, it should be noted that the topic "Drawing" consists of five major sections: types, genres, artistic and expressive means, artistic materials, perspective. Each section is represented by a group of concepts.

Based on the existing concepts, we will draw up a structural-logical diagram of the main concepts of the topic "Drawing" (see diagram). The scheme allows you to visualize the system of concepts and is recommended by us for implementation in the process of teaching schoolchildren in the lessons of fine arts, the system of additional art education and future teachers of fine arts.

Scheme

Structural and logical scheme of the basic concepts on the topic "Drawing"

The effectiveness of the application of the structural-logical scheme of the basic concepts of the topic "Drawing" is proved by the results of approbation in the lessons of fine arts in a secondary school. This scheme was used in lessons in grades 5, 6, 7 in order to familiarize and form ideas about the system of concepts. We observed that students, when describing their works and works of artists, easily and correctly applied the concepts related to the groups "types", "genres", "artistic and expressive means", "artistic materials" of the drawing.

At the next stage of the study, we plan to test the methodology for applying the structural-logical scheme on the topic "Drawing" in the training of future teachers of fine arts at the university.

The results of the study we have obtained once again prove that any knowledge, including the drawing, is formed and developed in the system. The system of concepts of the topic, presented in the form of a visual diagram, contributes to better understanding and understanding of the content. The structural and logical scheme of the basic concepts on the topic "Drawing" can be used at various stages of learning, since concepts are not acquired immediately, but gradually, as the subject is studied.