How to bridge gaps in knowledge. Bridging gaps in student knowledge

The work to identify and eliminate gaps in students' knowledge is an integral part of the activity of every teacher. The timeliness and thoroughness of this work is the key to high learning outcomes.

The practical teacher knows how painstaking and important this work is. If you do not pay serious attention to this issue, then very soon even capable students will wallow in mistakes. You can not belittle the role and let this work take its course, as they say, from case to case. It is necessary to carry out activities to identify and eliminate gaps in knowledge systematically and systematically.

It is difficult to isolate this type of pedagogical activity from a holistic process - a learning process in which everything is interconnected.

Systematic work to identify and eliminate shortcomings and gaps in students' knowledge is one of the main conditions for improving the quality of education. The teacher must use generally accepted forms and invent, implement his own means of control, the skillful possession of which prevents lagging behind, ensures the active work of each student.

Goals of the work:

formation of solid knowledge;
training in self-control techniques;
formation of the need for self-control;
education of responsibility for the work performed;
development of individual creative abilities of students.

Tasks solved in the course of work

Controlling. Identification of the state of knowledge and skills of students, the level of their mental development, the study of the degree of assimilation of the methods of cognitive activity, the skills of rational educational work. Comparison of the planned result with the actual one, establishing the effectiveness of the methods, forms and means of training used.

Educational. Improvement of knowledge and skills, their generalization and systematization. Students learn to highlight the main thing, the main thing in the material being studied. Tested knowledge and skills become clearer and more accurate.

Diagnostic. Obtaining information about errors and gaps in knowledge and skills and their causes. The results of diagnostic checks help to choose a more intensive teaching methodology, as well as clarify the direction for further improvement of teaching methods and tools.

Prognostic. Obtaining advanced information: whether specific knowledge, skills and abilities are sufficiently formed to assimilate the next portion of educational material. The results of the forecast are used to create a model for the further behavior of a student who today makes mistakes of this type or has certain gaps in the system of cognitive activity techniques.

Developing. Stimulation of cognitive activity of students. The development of their speech, memory, attention, imagination, will, thinking.

Orienting. Obtaining information about the degree of achievement of the learning goal by an individual student and the class as a whole. Orientation of students in their difficulties and achievements. Revealing gaps, errors and shortcomings, indicate the directions for the application of forces to improve knowledge and skills.

Nurturing. Education in students of a responsible attitude to learning, discipline, honesty, perseverance, the habit of regular work, the need for self-control.

I divide the organization of work on identifying and eliminating gaps in knowledge into stages: identifying errors; fixing errors; analysis of the mistakes made; planning work to address gaps; elimination of gaps in ZUN; preventive measures.

I stage. Error detection

It is carried out during the verification of written works, oral answers, self- and mutual control.

Written works I do it regularly. I strictly follow the independence of execution. I consider the most effective (for detecting errors) forms of written work:

at the beginning and end of the school year - testing with the subsequent compilation of a data matrix (see Table 1, in which the errors of each individual and the class as a whole are clearly visible) (I give copies of such matrices to each table for individual independent work on analyzing errors);

during the academic year - traditional control and independent work preceding them, a written survey of theoretical material;

to master the control of a “narrow” topic: mathematical dictations (“Finish the phrase”, “Fill in the gaps”, “Formulate a question”, “Compute orally and write down the answer”), “Chains” (to test the assimilation of knowledge with numbers and polynomials), mini-tests (“I agree with the statement - put “+”, otherwise - “-””). Tasks of this type allow you to quickly and, most importantly, timely detect gaps in knowledge on the topic under study, which is useful for both the teacher and the student.

Oral check ZUN is aimed at identifying typical mistakes of a particular topic and general educational skills. It is effective if it is aimed at identifying the meaningfulness of the perception of knowledge and the awareness of their use, if it stimulates the independence and creative activity of students. The quality of questions is determined by the nature of the mental actions that students perform when answering a question. Therefore, among the test tasks, I single out questions that activate memory (to reproduce what has been studied), thinking (to compare, prove, generalize), speech. Of great importance are problematic issues that make it necessary to apply the knowledge gained in practical activities. The quality of the oral examination depends on the selection of questions and the sequence in which they are posed. Each question should be logically complete, extremely concise and precise. I will single out two conditions for the qualitative identification of knowledge:

Nobody interferes with the student (the answer is commented on later);

You can interrupt the student only if he does not answer the question, but deviates to the side.

I use oral verification techniques at various stages of the lesson.

Instilling skills and abilities in students self-control not only allows them to find their own mistakes, but also beneficial from an educational, psychological and pedagogical point of view. Forms: “Find and explain the mistake” (your own, made by a classmate, planned by the teacher), “Check the answer and understand the mistake”, “Rate your answer”.

mutual control The quality and effectiveness of the educational activities of schoolchildren helps the teacher to test the knowledge of students and contributes to the development of such personality traits as honesty and justice, collectivism. “Ask a question”, “Find a hole in the solution (as in a math fight) and ask a question” (to help the answerer find the mistake himself), “Give a review of the answer”, “Explain the solution to a friend”, mutual verification of home and test papers, rules, formulas , theorems, definitions - these are far from all forms of mutual control. It is also positive that mutual verification can be carried out after school hours. Mutual testing of knowledge activates the activity of students, increases interest in knowledge and they like it. In the course of mutual control, they reveal individual characteristics students, increased interest in knowledge. The children like the process itself, their relationships with their comrades are strengthened.

At this stage, the correctness of perception and understanding of the educational material is analyzed, weaknesses in knowledge are revealed, shortcomings, gaps, errors in the work and answers of students are revealed. This allows the teacher to identify timely measures to overcome and eliminate them.

II stage. bug fixing

Fixing errors occurs in parallel with their identification, but not every student is able to learn the material and develop strong skills even after the classical chain: the teacher showed - the student decided himself - the teacher pointed out the errors - the student completed the work on the errors. Starting to study a new topic, a student often forgets a lot of the previous material. Only through repeated, prolonged, periodic repetition by each student of his "problem" topics, returning to the "weak" link in the chain of knowledge, one can achieve results in teaching mathematics. It is necessary to keep a strict record of errors in the form of a list, work with it regularly: make changes, keep the error under control until there is firm confidence in the quality of assimilation. This task is not easy, it requires patience and time. But the end justifies the means. And the one who goes through this path will be rewarded with the educational achievements of his students. Rational forms of fixing errors, in my opinion, are the following:

Data matrix - a table in which the test results are entered. It allows you to see the picture of "handling" for the class as a whole and for each student individually (Table 1).

An error record book (it can be done electronically) contains a list of the class and monitoring of "handling" with all written work. For each student, a separate page (or part of it) is created, where information about specific errors is entered, and knowledge learning is recorded. It is clearly seen who has what problems, who did not pass what (Table 2).

In the course of the lesson, when doing homework, I strongly recommend that students, if they could not immediately understand something, put notes in the margins (like “?”), so that later they can think or use the help of a teacher, classmate. I aim students at not leaving “incomprehensible” areas without attention.

III stage. Analysis of the mistakes made

An analysis of the mistakes made is carried out after each type of work orally or in writing, by a teacher or a student, depending on the type of activity. Quantitative and qualitative analysis is carried out. A thorough analysis allows you to deeply study the gaps and achievements of individual students, identify typical mistakes and main difficulties of students, study the causes of their occurrence and outline ways to eliminate them.

IV stage. Planning work to address knowledge gaps

This work is built on the basis of analysis, the results of which are communicated to students.

The teacher outlines when, whom, for what purpose to ask and what means to use for this.

Work on mistakes is carried out after each written work, re-testing after an unsatisfactory mark.

Strict control is exercised to ensure that each student completes all control and test work (even if he missed it).

Table 1

Data Matrix

Class

Part 1

Part 2

Total

mark

job number

Sum of points

Correct answer

1. Ivanov I.

2.Petrov P.

10.Yakushev Yu.

Average score

The final test in algebra in the 8th grade consisted of two parts. Part 1 contained 17 multiple choice questions. Each correctly solved task was worth 2 points. Part 2 contained 7 tasks with a detailed solution. Each task was evaluated by its maximum possible number of points.

V stage.

Closing gaps in knowledge

Analysis of work in the classroom.

Finding out the opinion of the class about the results.

Work on mistakes, individual and frontal, with mandatory subsequent written verification (until receiving a positive mark).

Tasks for repetition during the frontal survey and individually (until a positive mark is received).

VI stage. Prevention measures

It is difficult to treat the disease, it is better to prevent it. Mistakes are also a kind of disease. The following preventive measures contribute to minimizing them.

The texts of written assignments should be easy to read: well-formulated, well-read.

Active oral training of the main ZUN, regular analysis of typical mistakes.

When explaining new material, predict the error and select a system of tasks for practicing the correct assimilation of the concept. Focusing on each element of the formula, performing different types of tasks will reduce the error to a minimum.

Selection of tasks that arouse interest, form stable attention.

Strong assimilation (and hence the absence of errors) is facilitated by rules that are easy to remember, clear algorithms, following which you will certainly come to the intended goal.

For example, studying reduction formulas , I suggest that the guys remember only three words, but strictly in this order:

1) quarter; 2) sign; 3) name.

Following this algorithm, there will be no errors. Suppose we want to simplify the expression sin(π - x). We build our reasoning like this:

1) quarter: π - x, means II quarter;

2) sign: in the second quarter at the sine, the sign "+";

3) name: do not change, since p is on the horizontal axis, the position of which corresponds to a negative shake of the head.

So, sin (π - x) = sin x.

Systematic accustoming to self-control allows you to achieve noticeable results. At the same time, the general mathematical culture of schoolchildren is growing, their work and answers become more literate.

table 2

Fragment of a notebook for recording errors

Grade 10
Aronov's student
Program section:
"Trigonometric functions"

Content element	Assimilation of knowledge
Number circle
Trigonometric function definitions
radian measure
Basic formulas
Cast formulas
Function properties

Graphs of trigonometric functions

Related post: "How to bridge knowledge gaps" .

(Speech at the meeting of the SMO teachers of the natural science cycle)

I believe that the teacher for successful work with each student needs to know:

His home conditions for preparing for lessons;

Gaps in knowledge and their causes;

Relationships with the classroom and directly with the teacher.

The main reasons for gaps in knowledge, in my opinion, are the following:

Lagging behind in mental development from their peers;

Inattention in the classroom, misunderstanding until the end of the material being studied;

A large number of passes due to illness;

Mastery of the teacher;

Homework overload.

Lagging behind in mental development from their peers.

This category includes students with mental retardation or with weak mental development. (Often with such it is necessary to work in an ordinary class). The category of such children is excitable and easily injured. They quickly get tired during mental work. The teacher needs to create such a microclimate in the classroom that they and their classmates do not feel a big difference in their mental development, to exclude any humiliation in relation to this category of children.

I use several methods:

The most convenient way to check the ZUN of such students is through individual cards, tests, punched cards, etc. I use this form of survey, I need to give a number of cards to other students (select tasks differentially), so that the class gets the impression that a whole group of guys is being tested on the topic.

A collective lesson in rotating pairs is a good incentive to work with such students.

Help in working with such students is provided by cards of mutual control, which can be carried out both in theory and in practical terms.

In particular, testing the skills of working with ordinary fractions, the class is divided into 5 groups. One group checks the ability to add, the other - to subtract, the third - to multiply, the fourth - to divide, the fifth - to perform all actions with fractions (solve examples).

Each student in the group receives from the teacher a card with a task and a control card, it contains the student's name, the number of his group and his grade for completing the task.

Separately for each group, the teacher is consulted on the tasks of the card, the solution of these tasks is checked. After that, each student must be able to solve the task of his card from four students - one student from each of the other groups (the surname should not be repeated) - to assess their knowledge.

In the course of such work, each student receives five marks - one from the teacher and four from classmates.

After filling out the control cards are handed over to the teacher, and the results are summarized in a general sheet.

Quite effective is the "chain" development of practical skills in the study of the topic. (The solution of new examples is commented by the students in a chain, only the teacher has the right to correct the solution).

Inattention in the classroom, misunderstanding until the end of the material being studied.

AT this case one of the proven forms of work with students is effective - preparatory consultations before studying a new topic.

The guys get acquainted with the topic of the next lesson and the teacher repeats with them the old material that is necessary to study this topic.

If students have gaps on current issues, then the following forms of work can be applied.

1. Work in pairs (paired dialogues) to test the theory. For 5-7 minutes at the beginning of the lesson, students sitting at the same desk test each other's knowledge of the studied theory. They answer the questions, correct each other and evaluate.

2. Collective control lesson in changing pairs. Before such a lesson, students at home prepare cards with a task for classmates on this topic. They select or invent tasks and solve them. Each student in the class solves the tasks on the cards of classmates, and they check it and evaluate it. At the same time, the goal is to “get around” as many students as possible.

3. Work in groups. Working on practical skills on any topic, mixed (by strength) groups are created. The work is carried out by the method of discussion (if the tasks of the group are the same, then at the end of the lesson you can hold a general consultation on solving tasks; if the tasks are different, then a test is given for self-examination).

At the end of the lesson, the group discusses the direct participation in the work of each student and gives him an appropriate assessment.

4. Checking the children's homework, mistakes are not only underlined and corrected, but also commented in writing in notebooks.

When working on complex topics such as “Algebraic transformations of fractional expressions”, “All actions with fractions, solving examples, etc., students leave wide margins for reviewing solutions. The student puts a sign ?, if the task does not work out, then the teacher solves this task directly in the student's notebook. Each student's work is reviewed daily.

Lots of sick leave.

Effective consultations after lessons, but without fail I use the method of "control cards".

In the field of illness, the student receives a test with theoretical questions and practical tasks on a missed topic. Surely one of the classmates will agree to help him work with the proposed work.

In order for all classmates to see that the gap in the knowledge of this student has been eliminated, the control card is posted in the classroom.

A visual graphical record of students' knowledge helps to eliminate gaps in knowledge and fight their laziness.

For successful work on eliminating gaps in knowledge, the class should be a single working team, there should not be students who are worried about their personal achievements and successes.

"Identification and elimination of gaps in the knowledge, skills and abilities of students is one of the main conditions for improving the quality of education"

Mathematics presents itself to the teacher in various ways.

Mathematics - deductive science, axiomatic method and some standards of reasoning.

Mathematics - a way of knowing the world and a means for practical activities in this world.

Mathematics is a specific technique, a set of techniques and methods for solving various problems. The opportunity to constantly train and improve this technique.

Mathematical education should adequately reflect all aspects of mathematical science. And reflect not only on paper: in programs, textbooks, but also in the practical work of the teacher. Mathematical education should be expanded at the expense of historical information, at the expense of the entertainment and practical significance of the problems being solved. In addition, it is necessary to cultivate respect for science - the hard work of the human mind.

In our time, in the conditions of the development of a market economy, when there is an unprecedented increase in information, each person requires a high level of professionalism and such business qualities as entrepreneurship, the ability to navigate, make decisions, and this is impossible without the ability to work creatively.

I understand education in general and mathematics in particular, first of all, as management, as development guidance. I believe that in education the emphasis on knowledge and skills in themselves is not as important as the impact on the development of the child. I teach my students to think logically, think, value the opinions of others and defend their own.

The work to identify and eliminate gaps in students' knowledge is an integral part of the activity of every teacher. The timeliness and thoroughness of this work is the key to high learning outcomes.

It is difficult to isolate this type of pedagogical activity from a holistic process - a learning process in which everything is interconnected.

Goals of the work:

formation of solid knowledge;

training in self-control techniques;

formation of the need for self-control;

education of responsibility for the work performed;

development of individual creative abilities of students.

Tasks solved in the course of work

Controlling . Identification of the state of knowledge and skills of students, the level of their mental development, the study of the degree of assimilation of the methods of cognitive activity, the skills of rational educational work. Comparison of the planned result with the actual one, establishing the effectiveness of the methods, forms and means of training used.

Prognostic. Obtaining advanced information: whether specific knowledge, skills and abilities are sufficiently formed to assimilate the next portion of the educational material. The results of the forecast are used to create a model for the further behavior of a student who today makes mistakes of this type or has certain gaps in the system of cognitive activity techniques.

Developing. Stimulation of cognitive activity of students. The development of their speech, memory, attention, imagination, will, thinking.

Orienting . Obtaining information about the degree of achievement of the learning goal by an individual student and the class as a whole. Orientation of students in their difficulties and achievements. Revealing gaps, errors and shortcomings, indicate the directions for the application of forces to improve knowledge and skills.

Nurturing. Education in students of a responsible attitude to learning, discipline, honesty, perseverance, the habit of regular work, the need for self-control.

From the 5th grade, I start with the students common notebooks (96 sheets) for algorithms that are maintained up to the 11th grade (Appendix 1).

From the 5th grade, I start with the students common notebooks (96 sheets) for additional work to eliminate gaps in the ZUN, which are carried out up to the 11th grade (Appendix 2).

I stage. Error detection

It is carried out during the verification of written works, oral answers, self-control and mutual control.

Written works I do it regularly. I strictly follow the independence of execution. I consider the most effective (for detecting errors) forms of written work:

at the beginning, for half a year and at the end of the academic year - tests with subsequent compilation of a table with the results in a special notebook, in which the mistakes of each individual and the class as a whole are clearly visible;

individual independent work on error analysis;

during the academic year - traditional control and previous verification and independent work, a written survey of theoretical material;

Oral check ZUN is aimed at identifying typical mistakes of a particular topic and general educational skills. It is effective if it is aimed at identifying the meaningfulness of the perception of knowledge and the awareness of their use, if it stimulates the independence and creative activity of students. The quality of questions is determined by the nature of the mental actions that students perform when answering a question. Therefore, among the test tasks, I single out questions that activate memory (to reproduce what has been studied), thinking (to compare, prove, generalize), speech. Of great importance are problematic issues that make it necessary to apply the knowledge gained in practical activities. The quality of the oral examination depends on the selection of questions and the sequence in which they are posed. Each question should be logically complete, extremely concise and precise. I will single out two conditions for the qualitative identification of knowledge:

- no one interferes with the student (the answer is commented later);

- You can interrupt a student only if he does not answer the question, but deviates to the side.

I use oral verification techniques at various stages of the lesson.

Instilling skills and abilities in studentsself-control not only allows them to find their own mistakes, but also beneficial from an educational, psychological and pedagogical point of view. Forms: “Find and explain the mistake” (your own, made by a classmate, planned by the teacher), “Check the answer and understand the mistake”, “Rate your answer”.

mutual control The quality and effectiveness of the educational activities of schoolchildren helps the teacher to test the knowledge of students and contributes to the development of such personality traits as honesty and justice, collectivism. “Ask a question”, “Find a hole in the solution (as in a math fight) and ask a question” (to help the answerer find the mistake himself), “Give a review of the answer”, “Explain the solution to a friend”, mutual verification of home and test papers, rules, formulas , theorems, definitions - these are far from all forms of mutual control. It is also positive that mutual verification can be carried out after school hours. Mutual testing of knowledge activates the activity of students, increases interest in knowledge and they like it. In the course of mutual control, the individual characteristics of students are revealed, and interest in knowledge increases. The children like the process itself, their relationships with their comrades are strengthened.

II stage. bug fixing

The error record book contains a class list and monitoring of "handling" with all written work. Information about specific mistakes is entered in this notebook, and knowledge is learned. It is clearly visible who has what problems, who did not pass what.

III stage. Analysis of the mistakes made

An analysis of the mistakes made is carried out after each type of work orally or in writing, by a teacher or a student, depending on the type of activity. Quantitative and qualitative analysis is carried out. A thorough analysis allows you to deeply study the gaps and achievements of individual students, highlight typical mistakes and main difficulties of students, study the causes of their occurrence and outline ways to eliminate them.

IV stage. Planning work to address knowledge gaps

This work is built on the basis of analysis, the results of which are communicated to students.

The teacher outlines when, whom, for what purpose to ask and what means to use for this.

Work on mistakes is carried out after each written work, re-testing after an unsatisfactory mark.

Strict control is exercised to ensure that each student completes all control and test work (even if he missed it).

V stage.

Closing gaps in knowledge

Analysis of work in the classroom.

Finding out the opinion of the class about the results.

Work on mistakes, individual and frontal, with mandatory subsequent written verification (until receiving a positive mark).

Tasks for repetition during the frontal survey and individually (until a positive mark is received).

VI stage. Prevention measures

It is difficult to treat the disease, it is better to prevent it. Mistakes are also a kind of disease. The following preventive measures contribute to minimizing them.

The texts of written assignments should be easy to read: well-formulated, well-read.

Active oral training of the main ZUN, regular analysis of typical mistakes.

Selection of tasks that arouse interest, form stable attention.

Strong assimilation (and hence the absence of errors) is facilitated by rules that are easy to remember, clear algorithms, following which you will certainly come to the intended goal.

Appendix 1

Algorithm

finding the coefficient.

We wrote down the numerical factors in front of the expression.

We wrote down the literal factors at the end of the expression.

We found the product of numerical factors.

We simplified the literal factors using the commutative and associative property of multiplication (there can be several literal factors).

The numerical factor (it is one) is the coefficient.

Example: a)= -24 m

b) = - 96 m

Algorithm

direct problem solving

and inversely proportional relationships.

An unknown number is denoted by the letter x.

The condition is written in the form of a table.

The type of dependence between quantities is established.

Directly proportional dependence is indicated by equally directed arrows, and inversely proportional dependence is indicated by oppositely directed arrows.

The proportion is recorded.

An unknown member is located.

Appendix 2

Notebook of the assimilation of the topics covered.

F.I.

student

Topic according to the program, designed for 8 hours

Lesson #1

PR#1

DZ#1

Lesson #2

PR №2

DZ#2

RO #1

Lesson #3

MD №1

DZ#3

RO #2

Lesson #4

OSR #1

DZ#4

RO #3

Lesson #5

SR #1

DZ#5

RO #4

Lesson #6

SR #2

Analysis of CR, RO

All homework assignments are carefully checked in class.

1. Gaps on the topic covered (after the test on the topic) are eliminated in notebooks to eliminate gaps.

2. Tasks are selected according to the didactic material (given for a week).

3. The student writes a second test, a mark is put in the journal (analysis of the test).

Appendix 3

INDEPENDENT WORK BY LEVELS::

Solve the system of equations:

Graphically.

Substitution method.

Addition method.

Block A Block B

“Time has chosen us…”

The school, as a part of society, is undergoing the same difficulties and problems of today, perhaps even in an enhanced version, because. the protagonists of this institution are three or even four generations of Russians. The problem of gaps in the knowledge of students, unfortunately, is chronic and as old as the world. To the general and eternal causes of these gaps are added the realities of the time, which exacerbate this process. One cannot but agree with the analysis of the current situation in the teaching of chemistry, made by G.M. Chernobelskaya, who identified six main factors affecting school chemistry education:

a sharp reduction in study time for studying the subject of chemistry at school,
specialized and “non-core” classes,
new standards, programs and textbooks,
introduction of ICT into the educational process,
personnel issue - the training of chemistry teachers.

The list of problems is endless, and if you look at these problems through the eyes of students and their parents in a situation where the student was sick for a long time or had to change schools, it becomes scary ...

You can talk a lot on this topic, condemn, suggest, resent, but our task is to help the student here and now, in the conditions that exist.

I stage this activity can be conditionally called adaptive. As time has shown, the most effective and painless way is to work independently with the text of the textbook or specially trained teacher text on the topic. In most cases, I organize this work during the first lessons, as soon as the student arrives at school after a long absence. It is expedient to do this, because most students panic after a long absence and give up from realizing how much is missed or from not understanding what classmates have already studied, therefore, at this stage, the less distracted by class work, the better. An example of such work is summarizing§ fourteen.( Appendix 1.)

If the material of the paragraph is complex or very voluminous, then in such a situation it is better to use adapted texts from old textbooks, manuals, reference books or specially compiled by the teacher on a specific topic, for example, a text compiled by the teacher to organize independent work when studying the specific properties of sulfuric acid. ( Appendix 2.)

Stage II I call adjustment, which is being consulted. Depending on the communicative characteristics of the lagging student, the consultation is conducted by a teacher or trained classmates. The main thing here is a dialogue, during which gaps in the understanding of the educational material studied independently by this student are identified and eliminated.

Stage III - training and diagnosing in the process of independent completion of tasks, exercises, tests, etc. on this topic with the installation that the student has several (2 - 3) attempts to complete the task without assessment, i.e. the work is evaluated, but it is exhibited in the journal at the request of the student. But ultimately the score should be in the journal. With such an organization of work, in addition to eliminating the backlog from the curriculum, the time of the teacher and student is also saved, the psychological stress and conflict of adolescents are removed.

The longest (for the teacher) is stage II, because it depends on the ability of the student and the complexity of the topic.

Stage III is carried out on the basis of materials that, as a rule, any teacher has in large quantities and is selected according to the methodology that the teacher adheres to. I offer a test option on the topic “General characteristics of the nitrogen subgroup”, the tasks of one option are designed for 10-15 minutes. ( Appendix 3.)

With the purposeful work of the teacher in this direction - helping to fill gaps in students' knowledge - the necessary material is accumulated on all topics and in different versions: texts, diagrams, reference tables, which are collected in a special folder and used in different classes from 8 to 11.

Any work of a teacher requires a lot of time, but this direction allows you to rationally distribute forces and time, and at the same time, the return is significant, at the present time it is very important. Try it and you will get job satisfaction!

References:

Chernobelskaya G.M., Some factors influencing school chemistry education in Russia. "Chemistry" No. 24, 2009, publishing house "First of September", pp. 3 - 5.
Koroshchenko A.S.., GIA 2009. State (final) certification (in a new form). Grade 9 Typical test tasks / A.S. Koroshchenko, Yu.N. Medvedev.- M .: Publishing house "Exam", 2009.
Rudzitis G.E., Chemistry: inorgan. chemistry. Organ. chemistry: textbook. for 9 cells. general education institutions / G.E. Rudzitis, F.G. Feldman.- 12th ed., revised. - M .: Education, 2008, pp. 39 - 42.
Kovalevskaya N.B., Chemistry. Grade 9 (in tables) - M .: Publishing house "Izdat-School", 1996.
Journal "Chemistry at school", Publishing house "Tsentrhimpress" of different years.
http://festival.1september.ru

Municipal budgetary educational institution

"Ulyanovsk Secondary School"

Yashaltinsky district of the Republic of Kalmykia

TEACHER OF RUSSIAN LANGUAGE

AND LITERATURE

A. N. Kompakova

Work to fill gaps in students' knowledge.
One of the main problems that the teachers of our schools have to solve is the work with low-achieving students. Poor students are considered to be students who have weak mental abilities and weak learning skills, a low level of memory, or those who lack effective learning motives. It is no secret that such students exist in schools. To prevent this category of students from becoming underachieving, systematic work with underachieving students is necessary. I would like to focus on working with students who are lagging behind in Russian.

"Working with lagging behind students in the Russian language and warningacademic failure"

In the big and important problem of combating student underachievement and improving the quality of knowledge, I see two sides: the problem of preventing underachievement and the problem of filling gaps in students' knowledge.
The failure of students is generated by numerous and varied reasons, depending both on the teacher himself (his experience, training, his methodology), and on the student himself. The efforts of all teachers should be aimed at eliminating the causes that result in student failure. The prevention of failure is carried out by staging classes as a whole.
Working with lagging students implies a mandatory individual approach to students, as well as individual tasks for individual students. These tasks should be considered as supplementary to what is given to the whole class.
A lagging student has to do more work than a successful student. Therefore, these tasks should be small. For example, a small card from didactic material.
In every class, as you know, there are students who have serious gaps in knowledge and skills. These students experience great difficulties in working on educational material and need constant attention from the teacher both in the classroom and outside the classroom. Only under this condition can such students eliminate gaps in knowledge and rise to the level of the whole class.
The first thing individual work begins with is the study of students, gaps in their knowledge and the causes of these gaps, psychological characteristics, etc.
Carefully studying my students, I see that some of them have unstable attention, it is difficult for them to concentrate on educational material, others strive for mechanical memorization of rules and conclusions, and others are slow in work.
Some students have more developed visual memory, others - auditory, and others - motor. In any class there are students who do not know the discipline of mental labor. This manifests itself during the presentation or repetition of the material, and even more so in the process of independent work. The task of the teacher is to study the individual characteristics of students and provide them with timely assistance, to facilitate their work on educational material. When organizing individual work with students, it is important to arouse their interest in classes and the desire to eliminate gaps in knowledge, and for this it is necessary to instill in them faith in their own strength. It is necessary to reveal to the students the reasons for their lagging behind and indicate ways to close the gaps; it is necessary to closely monitor the students, help them in the classroom and in homework, and note their slightest successes. The desire to learn is formed in the process of successful work on the material, so it is important to organize individual assistance in such a way that the student constantly feels his progress. As experience shows, often even a slight advance inspires students, excites them to work more intensively and increases their interest in classes, and this ensures their successful assimilation of the material. Some believe that individual assistance to students is only work with them outside the classroom. This, of course, is not true. Individual work with students is, first of all, constant attention to each of them during the lesson: during the survey of students, in the process of presenting and consolidating the material, and also when explaining homework.
Group additional classes are organized only in the most exceptional cases.

Such groups should be small in terms of the number of students involved in them. These are mainly those students who missed classes for any reason or those who do not understand something.
How do I organize individual work with students?
First of all, I try to identify the strengths and weaknesses of each student, I keep track of which students are lagging behind in what, which rule they make mistakes.
When doing written exercises, when checking homework Special attention I give to those who are lagging behind: I give them individual tasks, I work with each student on the mistakes made. When analyzing mistakes, I pay special attention to typical mistakes that many students make in control dictations. These errors are discussed in class.
The main thing is individual work with each lagging behind. To account for mistakes in the Russian language, I start a special notebook in which a page is allocated where the topic of the lesson is fixed (which is difficult for children to give and put + or - next to each surname). Having established what mistakes this or that student makes, I give the task according to the textbook or card for this rule. After each control dictation, the words for those rules that the students have already learned are crossed out in his card, and new words, in the spelling of which mistakes were made in the dictation, are entered in the card. Valuable in this form of organization of individual homework of students in the Russian language is that it does not require cumbersome accounting. Preparation for this work is also not time-consuming for the teacher. In my work, I also use individual cards. Individual additional work of students gives a great effect. But it requires hard work of the student and the teacher, since the student needs to do additional work, and the teacher needs to check.
A very good technique for working on errors is, in my opinion, such a method. I write out errors from 2 - 3 control dictations with their explanation. After the children meaningfully learn the rule and learn the words in which they made mistakes, an independent task is given: write a creative dictation or essay using words and sentences with errors.
Control work in the wake of your mistakes is very useful. The forms and methods of individual work in Russian language lessons are diverse. In preparation for the lesson, I plan which of the students during the survey should be given more time to prepare, and who should be given less time, whom to ask at the table, at the blackboard, who to give a card.
When interviewing 1 student, I focus on the practical part of the material, on the ability to apply the rule, from another I demand an explanation of the meaning of the rule, from 3 - to achieve a clear, consistent retelling according to the plan. As additional material 1 - analysis by composition, 2 - explanation of the spelling of words, 3 - declension or conjugation of words.
An important role is played by individual work with students during the explanation of the material. It can take a variety of forms: I address some students with questions, I offer others to give examples, and I involve others in the analysis of illustrations. This activates the learning process, involves all students in the work and helps those who are lagging behind to learn the material. The question of which of the students to offer which task, I also decide taking into account their individual characteristics.
If a student is characterized by instability of attention, i.e. inattentive, I turn to him with questions, involve him in the analysis of examples, suggest repeating the relevant position, for students who memorize the material mechanically, I suggest picking up their own examples, explain spelling or punctuation marks, retell the rule in your own words.
As didactic material during the presentation, I use examples in which students made mistakes in written work.
Learning spelling is a complex process. There are many ways to master spelling. They arise not only from the specifics of the educational material, but also from the psychological characteristics of children. The teacher must take into account these features and, above all, all types of students' memory.
In practice, this means that in the process of explaining, the teacher must combine the word with visualization, the story with elements of conversation, the analysis of the examples written on the blackboard with the analysis of the examples selected by the students, since the memory of children is different: visual, auditory, motor. Consolidation of spelling material is one of the most important stages of the lesson.
One of the common shortcomings in the teaching of the Russian language is the underestimation of auditory tasks, especially when reinforcing. When doing classwork or homework, students usually perceive the spelling visually, reinforcing its visual image only with motor perception. The sound image, as a rule, does not participate in this process. It is not surprising, therefore, that even successful students make mistakes in auditory dictations for this rule. This is explained simply: in the process of working on the material, the students were focused on the visual and motor perception of orthograms, and during the dictation - on the auditory, that is, on the type of memory that did not participate in the work on the material. This shows that when working on a spelling, the teacher must combine tasks in such a way that all types of students' memory participate in its assimilation. To this end, I practice the preliminary pronunciation of individual words (words with unpronounceable consonants, unverifiable vowels, etc.) I conduct warning, explanatory dictations.
I carry out an individual approach to students in preparation for the test. I start preparing for the dictation a few days before it. Before the dictation, I inform you what needs to be specifically repeated. I give words for memorization that are difficult and can be found in dictation, I train in punctuation marks, we analyze words by composition. When the dictations are written, the students check them. The audit is carried out purposefully, under my direction. For example, I suggest that they first find and check the spelling of all nouns, then find adjectives and verbs. After such a check, they read the text again and hand over the notebooks. Sometimes, when the work is handed over, I ask what seemed the most difficult. Then I write difficult spellings on the board. Following fresh footsteps, the correct spellings are better fixed in the memory of students.
I begin individual work with students from the very beginning of the school year. And I conduct classes after lessons only when the student missed a lot or did not understand the material. If the student treated the task in bad faith, I demand that he perform it again, sometimes I leave it after class. In other cases, I work individually with each lagging student. I practice keeping notebooks for additional work. Depending on the nature of the mistakes, I put a card with the task in the student's notebook. You should not give several cards at once - so as not to burden students with work. Students willingly work on their mistakes with the help of cards - tasks. Each independent work to correct errors is checked by the teacher and grades are necessarily given in the journal on a par with grades for control work.

RULES FOR THE TEACHER WHEN WORKING WITH "POORLY PROGRESSIVE» STUDENTS

1. Have faith in the abilities of the “underachieving” student and try to convey this belief to him.
2. Remember that it takes time for the "poor performer" to understand the material covered. You can't rush him.
3. Each lesson is a continuation of the previous one. Repeated repetition of the main material is one of the methods of working with "poorly successful" students.
4. Giving children hope that they will remember, understand the material, give them the same type of tasks more often (with a teacher, with a class, on their own).
5. Working with "underachieving" children is a lot of work and patience. Gradual development of memory, logic, thinking, interest in learning.
6. Don't chase large quantity new information. Choose the main thing from the studied material, repeat it many times and consolidate it.
7. Know how to win over such children to yourself. Communication is the main component of any technique. Only then will you get the result of training.
8. Learn to manage a class. Lessons should be varied, then the attention of students will be riveted to the material being studied.
9. Having begun to purposefully work with “poorly successful” children, remember: after a while, their group will again break up - into capable, average and ... “poorly successful”.
10. Learn to involve stronger children in teaching "poor" children. We presented the material, interviewed the strong - put them in the "weak", and let their studies continue.

1. When questioning "poorly successful" students, it is necessary to give an answer algorithm; allow to use the plan drawn up during the preparation of homework; give more time to prepare for the answer at the blackboard; allow to make preliminary notes, use visual aids. 2. Whenever possible, ask students leading questions that will help them present the material consistently.3. Systematically check the assimilation of the material on the topics of the lessons where the student was absent for one reason or another.4. During the survey and when analyzing its results, create an atmosphere of goodwill.5. In the process of studying new material, the attention of “poorly successful” students is drawn to the most difficult sections of the topic under study. It is necessary to contact them more often with questions that clarify the understanding of the educational material, to stimulate students' questions in case of difficulties in mastering new material.6. In the course of independent work in the lesson, weak students are recommended to give exercises aimed at eliminating the mistakes they make in oral answers or in written work.7. It is necessary to note positive moments in their work, difficulties and indicate ways to eliminate them, provide assistance with the simultaneous development of independence in learning.

Causes of failure
on this topic
(teacher indicates self-identified reasons)

Survey types

Material submission deadlines

Information for parents (date)

The result of the work

F.I. class Individual table

student ____________________________________________________