Multidimensional technology in elementary school. The use of didactic multidimensional technology in primary school in order to improve the quality of education

Branch of JSC "National Center for Advanced Studies" Orleu"

"Institute for advanced training of teachers in the North Kazakhstan region"

Didactic multidimensional tools and logical-semantic models in the lessons of economic and social geography of Kazakhstan Grade 9

(section “Economic regions of Kazakhstan)

Petropavlovsk

2013

This manual is intended for teachers of geography teaching the subject Economic and social geography of Kazakhstan Grade 9, section 3. "Economic regions of Kazakhstan."

Literature

A.S.Beisenova, K.D.Kaymuldinova Physical geography of Kazakhstan. Reader Grade 8 Almaty "Atamұ ra", 2004

A. Gin Methods of pedagogical technique. Moscow 2000

Z.Kh.Kakimzhanova Economic and social geography of Kazakhstan. Additional study guide 9kl. Almaty "Atam"ұ ra" 2007

V.V.Usikov, T.L.Kazanovskaya, A.A.Usikova, G.B.Zabenova Economic and social geography of Kazakhstan. Textbook for the 9th grade of the secondary school in Almaty "Atamұra»

CONTENT

Foreword

Territorial organization of production and economic zoning

Central Kazakhstan. Conditions for the formation of the economy. Population

Eastern Kazakhstan. Conditions for the formation of the economy. Population

Economy of East Kazakhstan

Western Kazakhstan. Conditions for the formation of the economy. Population

Northern Kazakhstan. Conditions for the formation of the economy. Population

South Kazakhstan. Conditions for the formation of the economy. Population

Economy of South Kazakhstan

Conventions

Lesson on the topic: "Central Kazakhstan"

Table of contents

Foreword

The teacher's work system is not limited to the use of any one pedagogical technology, including innovative ones. The work of a teacher in a lesson is a set of techniques that each teacher considers most acceptable for himself, through which he can reveal his pedagogical skills. The teacher is a creative person, constantly looking for the most effective technologies that contribute to the development of the student's personality. The creativity of a teacher is the activity of creating a new one. Therefore, the highest degree of creativity in upbringing and education is a pedagogical experiment. During the experiment, a new pedagogical technology is tested and gains the right to exist. semantic models (LSM).

Logical-semantic models (LSM), developed by the candidate of pedagogical sciences V.E. Shteinberg, present information in the form of a multidimensional model that allows you to sharply condense information. They are designed to represent and analyze knowledge, support the design of educational material, learning process and learning activities. Modeling with the help of LSM is an effective way to combat the predominance of the reproductive thinking of students.

The main principles of constructing logical-semantic models are: convolution to keywords, structuredness, logical ordering. 11 hours are allotted for studying the section "Economic regions of Kazakhstan" under the program, there are no separate hours for practical work. The textbook presents a large amount of information that students need to learn in certain hours. The LSM “Economic regions of Kazakhstan” created by me allows you to rationally allocate time when studying this material. The knowledge gained in the process of working with such models becomes deep and solid. Students easily operate with them, which is the most important, independently construct new knowledge. LSM can be used to solve various didactic tasks:

When studying new material, as a plan for its presentation;

When developing skills and abilities. Students compose the LSM on their own, after an initial acquaintance with the topic, using educational literature. The work on compiling the LSM can be carried out in pairs of permanent and shift composition, in microgroups, where discussion, clarification and correction of all details are carried out. It should be noted that the students are working on the compilation of LSM with great desire;

when generalizing and systematizing knowledge, LSM allows you to see the topic as a whole, to understand its connection with the material already studied, to create your own memorization logic. Analysis and selection of keywords from the text for compiling models helps students prepare for the successful delivery of the UNT.

The experiment on the use of DMT in geography lessons lasts one year, working for a year on this technology, the effectiveness is visible. The use of DMT allows students to deeply understand and assimilate knowledge, makes it possible to compare, draw conclusions and leads to scientific generalization. Technology helps to test students' knowledge and bridge gaps. When conducting entrance testing in geography, the results were noticeable, out of 48 students, 30% of students received a mark of "5", 50% of students a mark of "4" and 20% of a mark of "3".

Thus, the use of DMT allows:

Increase students' interest in the subject;

Develop skills in working with additional literature;

To form the ability to analyze, generalize, draw conclusions;

Prepare for the successful passage of EASA and UNT;

Improve the quality of knowledge;

Remove the tension of psychological and pedagogical problems and optimize the entire educational process as a whole.

features of the integrated development of the economy

specialization

Economic

areas

Kazakhstan

§nineteen

peculiarity of geographical location

natural and labor resources

K 1

Northern

K 2

Central

K 3

Oriental

K 4

Southern

K 5

West

Central Kazakhstan

§20

PECULIARITIES

Anhydrous

Canal (Irtysh-Karaganda-Zhezkazgan)

Rich in mineral resources

Kazakh uplands

Karaganda region

S– 428 thousand km 2

population -1339 thousand people.

average density 3.1 persons/km 2 .

EGP

advantageous position

Borders (SER, SER, ZER, WER)

transit position

P.U

Low-mountain, low-lying

Sharply continental

Precipitation 250mm.

Vegetation period 160 days

ETC

Forest-insignificant.

(Karkaraly n.ts)

Rivers (Nura, Torgai, Sarysu)

Lakes (Balkhash, Karasor, Kypshak)

Not enough

P.R (M.R)

Oil and gas fields. (South Torgai)

Copper (Zhezkazgan, Pribalkhash)

Manganese

(Atasu, Rods)

Karaganda basin

Most highly urbanized district urban population 85%

Karaganda - Temirtau agglomeration 11 cities (1134t.h.)

115 nationalities

Uplift of virgin soil

Tungsten, Molybdenum

(Karaganda GRES, Samarkand CHP, Balkhash CHP)

color

Economy of Central Kazakhstan

§21

O/P

MMC, GDO (black, color, coal)

Fuel (Karaganda 32%) Ferrous metallurgy (Temirtau CPC)

Ferrous metallurgy (Temirtau CPC)

7th place in terms of power in the CIS

MMC raf. copper (Zhezkazgan, Balkhash)

Mechanical engineering "Kargormash" (mining equipment)

Lightweight, knitted, sewing

food

shoe

Zhezkazgan PU rolled copper(Sulfuric acid, nitrogen fertilizer, benzene)

Balkhash PU

Karaganda-Temirtau TPK

(metal-intensive engineering)

S/H.

Animal husbandry (sheep, cattle, horse breeding, pigs)

crop production,(cereals, sunflower, vegetables, potatoes)

Automotive

Railway (Akmola-Karaganda-Shu)

K.G.

Zhezkazgan

Balkhash

Temirtau

Karaganda

E.P.

Weathering, soil erosion

Mining industry

Conventions

EGP - economic - geographical location

M.R. - mineral resources

P.R - natural resources

P.U - natural conditions

TPK-territorial production complex

PC - industrial node

O / H.-growth of the economy

O/R industries

C/Agriculture

KG-major cities

N.-population

E.P-environmental problems

VK-business card

Building materials (cement) (Shymkent, Sastobe)

Pipeline

Economy of South Kazakhstan

§29

TPK

Oil and gas production

(Kyzylorda region)

Chemical (Khimfarm - Shymkent)

Non-ferrous metallurgy (Shymkent, production of polymetal concentrate)

Almaty industrial hub

Shymkent-Kentau industrial hub

Automotive

Air

River

S/ X

Lightweight (woolen, cotton products)

Plant growing (cereals, technical, cotton, viticulture, horticulture)

E.P.

Motor transport

K. G.

Almaty

Taldykorgan

Taraz

Turkestan

Karatau-Taraz (mining and chemical)

Oil refineries

Industrial emissions enterprises

Shymkent

Mechanical engineering Almaty, South-Kazakhstan)

Railway

Kyzylorda

5th place in Ch.N.

multinational

Eastern Kazakhstan

§22

PECULIARITIES

Nature is diverse

Altai

Colored, rare met.

Provided with water resources.

East Kazakhstan region

S– 283 thousand km 2

population -1425 thousand people.

average density 5 persons/km 2 .

EGP

Border states (Russia, China)

ERC

not favorable enough

P.U

sharply continental

Precipitation 150-1500 mm.

mountainous, lowland

P.R (M.R)

building material

Coal (Karazhyra)

Polymetals (Ridderskoe, Zyryanovskoe, Berezovskoe)

Titanium, magnesium, gold (Bakyrchik, Bolshevik)

ETC

Hydropower resources (Irtysh River)

Reservoirs (Ust-Kamenogorsk, Bukhtarma, Shulbinsk).

Agriculture

(without irrigation)

Soils (chestnut,

chernozem)

Peripheral

Silver, copper(Nikolaev)

Lakes (Sasykol, Markokol)

Populous

S.-Z.

10 cities

Inhabited since antiquity

South Kazakhstan

§28

PECULIARITIES

Great Silk Road

Irrigated agriculture (cotton)

Unique architectural monuments

Agrarian-industrial. economy district

Zhambyl, Kyzylorda,

South Kazakhstan

S– 771 thousand km 2

population -5538 thousand people.

average density 7.8 persons/km 2 .

EGP

Second largest

Borders (CER, VER, ZER)

Border (Uzbekistan, Kyrgyzstan, China)

P.U

dry, mild

Rainfall 100-200mm.

700-1100 mm

flat, mountainous

days

P.R (M.R)

Limestone (Sastobe)

Natural gas (Amangeldy)

Fuel (coal - Almaty, Kyzylorda)

Minor

ETC

The groundwater

Soils (gray-brown, gray soils)

Reservoirs (Chardara, Kapchagai)

Agro-climatic (unique)

Agglomeration (Almaty)

Populous

Cities (26)

1st place in density

Gypsum (Taraz)

Non-ferrous metals (lead, vanadium, tungsten)

Land (significant)

Recreational resources

Multinational

EAN - 70%

Water, uneven

Vegetac. long period

Crop production diversified (cereals, oil plants, vegetables)

Animal husbandry (sheep breeding, cattle breeding, horse breeding, deer breeding, beekeeping)

mechanical engineering

Economy

Eastern Kazakhstan

§23

TPK, O/H

O/P

Non-ferrous metallurgy (Kazzinc, Kazatomprom)

Power industry

Chemical

Rudno-Altai (Ust-Kamenogorsk, Ridder, Zyryanovsky, Semey)

Mining and production

Colour. metal

food

woodworking

S/ H.

APK

E.P.

National Park (Katon-Karagai)

Light

The most polluted ER

Unfavorable (non-ferrous metal, vehicles)

Reserves (Markokolsky, West Altai)

Animal husbandry (sheep breeding, cattle breeding, horse breeding, pig breeding)

Ferrous metallurgy (Sokolovsko-Sarbaiskoe, Lisakovskoe)

Akmola industrial hub

Economy of Northern Kazakhstan

§27

O/P

Mining

Mechanical engineering (Astanaselmash, Kazakhselmash)

Non-ferrous metallurgy

(Torgai)

Flour-grinding (Astana, Petropavlovsk, Pavlodar, Kostanay)

Food (meat Petropavlovsk, Ekibastuz, Rudny)

TPK

Pavlodar-Ekibastuz

Petropavlovsk prom. node

Kokshetau industrial hub investments

S/ X

APK

Crop production (cereals - 80%, technical - 11%, vegetables 15%)

E.P.

National park ("Burabai", "Kokshetau")

K. G.

Astana

Kokshetau

Pavlodar

Kostanay

Lightweight (fur, knitwear, cotton products)

Reserve (Kurgaldzhinsky)

Unfavorable (mining, ash and slag, household waste)

Petropavlovsk

Construction (shell rock, marble)

Extraction and processing of fish

Western Kazakhstan

§24

PECULIARITIES

In two parts of the world

settlement, stone age

port settlementXVcentury

First oil field (Dossor)

(Aktobe, Atyrau, West Kazakhstan, Mangisgau)

S– 736 thousand km 2

population -2179 thousand people.

average density 3 persons/km 2 .

EGP

advantageous position

Borders (SER, SER, CER)

Border Russia, Turkmenistan

P.U

flat, mountainous

temperate continental sharply continental

Rainfall 100-150 mm 250-400 mm.

Lack of pres. water

ETC

Land 26%

Sowing soils. fertile

Aquatic (Sagyz, Emba, Torgai, Or, Irgyz, Zhaiyk)

Reservoirs (Kargaly, Kirov, Bitik)

P.R (M.R)

Oil and gas fields. (Ural-Embensky and Mangistausky)

Chrome, nickel, phosphorites

Natural gas (Karachaganak, Tengiz, Zhanazhol, Kashagan)

Rich M.R.

EAN 71%

Sparsely populated ER

population influx

Sea transport route (Iran, Azerbaijan, Russia)

Northern Kazakhstan

§26

PECULIARITIES

Country granary

Various min. resources

North and South (APK mechanical engineering

West and East (metal, c/machine)

(Akmola, Kostanay, Pavlodar, Sev.Kaz.)

S– 565 thousand km 2

population -3055 thousand people.

average density 5.4 persons/km 2 .

EGP

advantageous position

ERK (Zap.ek.r., Cent.ek.r., Vos.ek.r.)

Border Russia

P.U

Flat

sharply continental

Precipitation 300-450 mm.

Favorable

ETC

Land 90%

Soils (chestnut, chernozem), fertile

Reservoirs (Sergeevskoe, Verkhnetobolskoe).

Water (well provided) r. Ishim, r. Irtysh

Construction Materials

Fuel (Ekibastuz, Maikuben, Ubagan)

P.R (M.R)

Gold (Vasilkovskoe)

Bauxites (Amangeldinskoe, Krasnooktyabrskoe)

Iron ores(Lisokovskoe, Kostanai)

Highways

Recreational resources

Aktobe (nickel, chrome)

Economy of Western Kazakhstan

§25

O/P

Oil refinery (Atyrau)

Gas processing plant (Zhanaozen)

Ferrous metallurgy,

chemical industry (Aktobe)

Shipbuilding (Balykshi village)

Food (fish, flour, confectionery, bakery)

Light, knitted, sewing, fur

mechanical engineering

(equipment for industries)

P. W.

Atyrau-Embensky(Oil and fish processing branches)

Ural (processing agricultural)

Foreign investment

S/X

Animal husbandry (sheep breeding, cattle breeding, horse breeding, camel breeding)

crop production,(grain, technical)

River

Nautical

K. G.

Atyrau

Aktobe

Uralsk

Aktau

Instrumentation (X-ray equipment Aktobe)

Automotive

Railway

Pipeline

A master class is one of the forms of effective professional training of teachers to develop practical skills in various methods and technologies in order to exchange work experience. The author of the master class Marenkova N.V. , teacher of Russian language and literature, MBOU "Secondary School No. 50 named after. Yu.A. Gagarin, Kursk.

Master class "Development of systemic thinking of students in literature lessons by means of technology of multidimensional didactic tools"

The purpose of the master class: to create conditions for the professional self-improvement of the teacher, in which an individual style of creative pedagogical activity is formed in the process of experimental work.

The main scientific ideas are activity, personality-oriented, research, reflective approaches.

Form: lecture-practical lesson

The structure of the "Master Class":

Presentation

Motivating moment and creating a problem situation;

Updating the theme of the master class;

Identification of problems and prospects in the work of a teacher in the mode of effective pedagogical technology.

Presentation of the lesson

The teacher's story about the technology of multidimensional didactic tools;

Definition of the main techniques and methods of work that will be demonstrated;

Brief description of the effectiveness of the technology used;

Questions to the teacher on the stated project.

Lesson and simulation game with students demonstrating the techniques of effective work with students.

Modeling.

Independent work of students to develop their own model of a lesson (class) in the mode of demonstrated pedagogical technology;

The teacher plays the role of a consultant, organizes and manages the students' independent activities;

Reflection

Discussion on the results of the joint activities of the teacher and students.

The final word of the teacher on all comments and suggestions.

The result of the "master class" is a model of the lesson, which was developed by the "teacher-student" under the guidance of the teacher who conducted the master class, in order to apply this model in the practice of their own activities.

Theme: "Life of the Heart and Mind"

Good afternoon. I am glad to see you at our master class. A focus group will help me with it a little later.

SLIDE 1.

What do you see on the slide? What is hidden under the name "Life of mind and heart"? What does the name, coordinates have to do with each other? We will try to answer these questions within 15 minutes.

SLIDE 2.

Computer technologies bring down on the student an ever-increasing amount of material, testing forces to shift the emphasis in learning to memorizing educational material.

The way out of this situation can be the use of didactic multidimensional technology, which was developed in the 90s. 20th century Candidate of Technical Sciences, Doctor of Pedagogical Sciences Valeriy Emmanuilovich Shteinberg.

SLIDE 3.

The technology was based on the principle of multidimensionality of the surrounding world.

SLIDE 4.

The concept of "multidimensionality" becomes the leading one within the framework of this technology and is understood as a spatial, systemic organization of heterogeneous elements of knowledge. The main purpose of the introduction didactic multidimensional technology - to reduce the complexity and increase the efficiency of the teacher and the student through the use of multidimensional didactic tools.

Didactic multidimensional technology allows you to overcome the stereotype of one-dimensionality when using traditional forms of presentation of educational material (text, speech, tables, diagrams, etc.) and involve students in active cognitive activity in the assimilation and processing of knowledge, both for understanding and memorizing educational information, and for development of thinking, memory and effective ways of intellectual activity.

Didactic multidimensional technology provides visual and systemic

presentation of knowledge in a compact and universal form with the help of keywords, allows you to solve a number of important tasks: connects individual paragraphs of textbooks into enlarged topics; logically builds the material, makes it possible to correctly select information; allows you to highlight causal relationships; highlights the main terms and concepts, develops the subject speech of students; equips the student and teacher with the necessary tools; the combination of verbal and visual channels of information leads to a sharp increase in the comprehensibility of the material. Didactic multidimensional technology provides an opportunity for a teacher of the Russian language and literature to practically use all types of speech activity in the classroom, to provide an individual and differentiated approach to teaching, taking into account the learning, interests and inclinations of children.

SLIDE 5.

The basis of didactic multidimensional technology is didactic multidimensional tools - universal, visual, programmable, materialized conceptual and figurative models of multidimensional representation and analysis of knowledge.

With the help of didactic multidimensional tools, a logical-semantic model is created, with the help of which SLIDES 6, 7.

SLIDE 8.

As a graphic form of didactic multidimensional technology tools, V.E. Steinberg proposes an eight-beam sign-symbol.

The number of coordinates in the logical-semantic model is eight, which corresponds to the empirical experience of a person (four main directions: forward, backward, right, left and four intermediate directions), as well as scientific experience (four main directions: north, south, west, east and four intermediate directions).

According to Pythagoras, eight is a symbol of harmony, a sacred number ... means simultaneously two worlds - material and spiritual ...

The figure eight symbolizes pairs of opposites. Other symbolic meanings are love, advice, disposition, law, agreement. Eight noble principles: 1) right faith; 2) the right value; 3) correct speech; 4) correct behavior; 5) correct achievement of means of subsistence; 6) right striving; 7) correct assessment of one's actions and perception of the world by the senses; 8) correct concentration.

Didactic multidimensional tools developed in the "solar" graphics contain a structured set of concepts on the topic under study in the form of a semantically coherent system that is effectively perceived and fixed by human thinking.

The positive aspects of using didactic multidimensional tools are that the verbal-visual representation of knowledge supports the memorization and reproduction of information.

Thus, didactic multidimensional tools allow you to see the whole subject, topic in a generalized form and each part, each essential element separately.

With the help of didactic multidimensional tools, a logical-semantic model is created, which SLIDES 7, 8.

SLIDE 9.

Logical-semantic model - an image-model of knowledge representation based on support-nodal frameworks.

The support-nodal frame is an auxiliary element of logical-semantic models.

SLIDE 10.

The semantic component of knowledge in the logical-semantic model is represented by keywords placed on the frame and forming a connected system.

SLIDE 11.

In this case, one part of the keywords is located at the nodes on the coordinates and represents the connections and relationships between the elements of the same object.

And today I will try to apply these technologies in our master class.

SLIDE 12.

Look at these illustrations. Who do you see here?

A subtle researcher of the human soul, L.N. Tolstoy argued that “people are like rivers: each has its own course, its own source ...” And this source is the home, family, its traditions, way of life.

A large and friendly family of Count Ilya Nikolaevich Rostov lives in a large house on Povarskaya Street in the center of Moscow. You can immediately notice here an atmosphere of cordiality, love and goodwill, since "there is an air of love in the Rostovs' house." The doors are open to everyone. The Rostovs have a happy home! Children feel parental tenderness and affection! Peace, harmony and love is the moral climate in the Moscow house. The values of life that the children brought from their parental home are worthy of respect - these are generosity, patriotism, nobility, respect, mutual understanding and support. All children inherited from their parents the ability to complicity, empathy, sympathy, mercy. In this house, everyone is frank with each other: they sincerely have fun and cry, they experience life's dramas together. The family is musical, artistic, they love singing and dancing in the house. The Rostov family is distinguished by kindness, sincerity, sincerity, readiness to help, which attracts people to itself. It is in the house of the Rostovs that patriots grow up, recklessly going to their death. There is no place for hypocrisy and hypocrisy in this house, therefore everyone here loves each other, children trust their parents, and they respect their wishes, opinions on various issues. The Rostovs tend to win over good (in the high, Tolstoy sense of the word) people. Hospitality is a distinctive feature of this house: "Even in Otradnoye, up to 400 guests gathered."

SLIDE 13.

SO, let's try to construct logical-semantic models:

We place the design object in the center of the future coordinate system: topic, problem situation, etc. ., and the theme of the master class is HOUSE (FAMILY); name the members of the Rostov family .

SLIDE 14.

We define a set of coordinates - a “circle of questions” on the projected topic, which may include such semantic groups as the goals and objectives of studying the topic, the object and subject of study, content, methods of studying, the result and humanitarian background of the topic under study, creative tasks on individual issues ; In the Rostovs' house, the head is Ilya Andreevich - a Moscow gentleman, the kindest person who idolizes his wife, adores children, quite generous and trusting: "... few people knew how to make a feast in such a wide hand, hospitably, especially because rarely anyone he knew how and wanted to invest his money if they were needed to arrange a feast ... "Count Rostov and his family are rich nobles. They have several villages and hundreds of serfs... in a house worth a hundred thousand good... "... When their daughters were born, each was assigned three hundred souls as a dowry..."

Rostova Sr. is engaged in raising children: tutors, balls, trips to society, youth evenings, Natasha's singing, music, preparation for studying at Petit University; hesitates between the choice - carts for the wounded or family heirlooms (the future material security of children). A warrior son is the pride of a mother. Rostova Sr. cannot bear the death of her husband and the younger Petya.

Faith is the exception that proves the rule. Her strange, cold, selfish behavior does not fit with the situation in the Rostovs' house. But the parents themselves feel her alienation: “We were too smart with the eldest and do not like the “correct” Vera.

Another member of the family is Nikolai Rostov. He is distinguished neither by the depth of his mind, nor by the ability to think deeply and experience the pain of people. But his soul is simple, honest and decent.

Natasha grew up in such a friendly and benevolent family. She is similar to her mother both externally and in character - just like her mother, she shows the same caring and thriftiness. But there are also traits of a father in her - kindness, breadth of nature, a desire to unite and make everyone happy. A very important quality of Natasha is naturalness. She is not able to play a predetermined role, does not depend on the opinions of strangers, does not live according to the laws of the world. The heroine is endowed with love for people, the talent of communication, the openness of her soul. She can love and surrender to love completely, and it was in this that Tolstoy saw the main purpose of a woman. He saw the origins of devotion and kindness, disinterestedness and devotion in family education.

Petya is the youngest in the family, everyone's favorite, childishly naive, kind, honest, engulfed in a patriotic feeling.

Sonya is a niece, but she is comfortable in this family, because she is just as reverently loved as other children.

Natasha, Nikolai, Petya are honest, sincere, frank with each other; open their souls to their parents, hoping for complete understanding (Natasha - to her mother about loving herself; Nikolai - to her father even about losing 43 thousand; Petya - to all the family about the desire to go to war ... So what qualities are characteristic of Nikolai Rostov?

SLIDE 15.

We define a set of reference nodes - "semantic granules" for each coordinate, by logical or intuitive determination of the nodal, main elements of the content or key factors for the problem being solved ; Indeed, Nikolai Rostov is characterized by ... And what can be said about Natalya Rostova and Sonya?

SLIDE 16.

Reference nodes are ranked and placed on coordinates,

information fragments are recoded

for each granule, by replacing information blocks with keywords, phrases or abbreviations.

Countess Rostova - ..., Sonya - ...

Let's remember what Natasha, Petya, Vera learned in their home.

SLIDE 17.

After applying information to the framework, a multidimensional knowledge representation model is obtained. We see how often Tolstoy uses the word family, family to designate the house of the Rostovs! What a warm light and comfort emanates from this, such a familiar and kind word to everyone! Behind this word - peace, harmony, love.

SLIDE 18.

Hence, from home, this ability of the Rostovs to attract people to themselves, the talent to understand someone else's soul, the ability to experience, to participate. And all this is on the verge of self-denial. The Rostovs do not know how to feel “slightly”, “halfly”, they completely surrender to the feeling that has taken possession of their soul. The openness of the soul of the Rostovs is also the ability to live one life with the people, to share their fate; Nikolai and Petya go to war, the Rostovs leave the estate for a hospital, and carts for the wounded. And the evening in honor of Denisov, and the holiday in honor of the war hero Bagration - all these are actions of the same moral order.

SLIDE 19.

The parental home and family for the Rostovs is the source of all moral values and moral guidelines, this is the beginning of the beginning.

I want to turn to colleagues sitting at this table to help me construct logical-semantic models within 2 minutes.

SLIDE 20.

A somewhat different Bolkonsky family - serving nobles. All of them are characterized by special talent, originality, spirituality. Each of them is remarkable in its own way. The head of the family, Prince Nikolai, was harsh with all the people around him, and therefore, without being cruel, he aroused fear and respect in himself. Most of all, he appreciates the mind and activity in people. Therefore, raising his daughter, he tries to develop these qualities in her. The high concept of honor, pride, independence, nobility and sharpness of mind, the old prince passed on to his son. Both the son and the father of the Bolkonsky are versatile, educated, gifted people who know how to behave with others.

Andrei is an arrogant person, confident in his superiority over others, knowing that in this life he has a high purpose. He understands that happiness is in the family, in himself, but this happiness is not easy for Andrei. His sister, Princess Marya, is shown to us as a perfect, absolutely whole psychologically, physically and morally human type. She lives in constant unconscious expectation of family happiness and love. The princess is smart, romantic, religious. She meekly endures all the mockery of her father, reconciles herself to everything, but does not cease to love him deeply and strongly. Maria loves everyone, but she loves with love, forcing those around her to obey her rhythms and movements and dissolve in her. Brother and sister Bolkonsky inherited the strangeness and depth of their father's nature, but without his imperiousness and intolerance. They are insightful, deeply understand people, like their father, but not in order to despise them, but in order to sympathize. Nikolenka, the son of Prince Andrei, we see in the epilogue of the novel. He is still small, but he is already listening attentively to the reasoning of Pierre Bezukhov. The Bolkonskys are honest and decent people who try to live in justice and in harmony with their conscience.

Let's turn to our focus group and listen to what they did.

SLIDES 21-27.

REFLECTION

Love, family and father's house.

All the things that matter most to me.

Great meaning, filled with good,

Carries the immortal genius of the wise Tolstoy.

INCREASING THE EFFICIENCY OF LEARNING THROUGH THE USE OF MULTIDIMENSIONAL DIDACTIC TECHNOLOGY

E.P.Kazimerchik

Ways to improve the effectiveness of training are sought in all countries of the world.In Belarus, the problems of learning effectiveness are being actively developed inbased on the use of the latest achievements in psychology, computer science and the theory of management of cognitive activity.

At present, 70-80% of all information the student receives is no longer from the teacher and not at school, but on the street, from parents and in the processobservation of the surrounding life, from the media, and thisrequires the transition of the pedagogical process to a qualitatively new level.

The priority of training should not be the development by students of a certain amount of knowledge, skills and abilities, but the ability of students to learn on their own, acquire knowledge and be able to process it, select the necessary ones, memorize them firmly, and connect them with others.

It has been proven that learning only becomes successful and attractive for students if they know how to learn: they know how to read, comprehend, compare, explore, systematize and memorize rationally. This can be achieved through the use of multidimensional didactic technology.

Multidimensional didactic technology is a new modern technology for visual, systematic, consistent, logical presentation, perception, processing, assimilation, memorization, reproduction and application of educational information; it is a technology for the development of intelligence, coherent speech, thinking, all types of memory.[ 2 ]

The main goal of the introduction of MDT is to reduce labor intensity and increase the efficiency of the teacher and students through the use of multidimensional didactic tools: logical-semantic models and mind maps (memory cards). Their use improves the quality of the educational process, contributes to the formation of students' interest in learning, expands their horizons.

From class 1, the use of memory cards is effective. They activate the research activities of children, help them acquire the primary skills of conducting independent research.

A memory card is a good visual material that is easy and interesting to work with. It is easier to remember than printed text from a textbook. In the center of the memory card is a concept that reflects its key topic or subject. From the central concept, colored branches diverge with keywords, drawings, and space to add details. Keywords train memory, and drawings concentrate and develop the child's attention. Students can display their thoughts on paper, process the information received, make changes. Drawing memory cards can be attributed to gaming activities. It is especially effective in grades 1-2, since visual-figurative thinking prevails in children of this age category. The ability of children to make short notes and find the appropriate signs (symbols) indicates the level of development of creative abilities and associative thinking. Thus, mind maps clearly demonstrate the topic as a whole, helping the child to be not just a student, but a researcher.

There are a number of rules that must be followed when compiling memory maps:

Always use the central image.

Strive for optimal placement of elements.

Strive to ensure that the distance between map elements is appropriate.

Use graphics as often as possible.

Use arrows when you want to show links between elements of a map or LSM.

Use colors.

Strive for clarity in expressing thoughts.

Place keywords above relevant lines.

Make the main lines smoother and bolder.

Make sure your drawings are clear (understandable).

In grades 3-4 in the educational process, you can begin to use logical-semantic models. They are based on the same principles as memory cards, but do not include graphics. The use of LSM allows you to rationally allocate time when studying new material, helps students express their own thoughts, analyze and draw conclusions.

With the help of educational literature, students can independently compose the LFM after the initial acquaintance with the topic. Modeling work can be done in groups or in pairs, where all the details are discussed and clarified. Depending on the topic of the lesson, LSM is compiled in one lesson or is built in stages - from lesson to lesson - in accordance with the material being studied.

The use of logical-semantic models helps children to establish correspondences between concepts, teaches them to formulate conclusions, and consciously answer questions.

I would like to draw attention to the fact that the use of multidimensional didactic technology tools is possible not only at the stage of learning new material, but also at other stages of the lesson.

So, for example, at the stagesetting goals and objectives of the lesson An effective method of motivating students for upcoming activities is to create a problem situation with the help of schemes and models, during the solution of which the children come to the conclusion that some material (or concept) is not familiar to them. As a result, there are no indifferent children in the lesson, because each student is given the opportunity to express his opinion and set a learning task in accordance with his abilities and abilities.

At the stage of consolidating the studied material, in order to understand how consciously all the children filled in the LSM coordinates, they can be asked to resume some points of the scheme.

But, it is necessary to adhere to a certain algorithm for constructing LSM:

1. In the center of the sheet (page) place an oval or triangle with the name of the topic - the object of study.

2. Determine the range of questions, aspects of the object under study to determine the number and set of coordinates.

3. Reflect all coordinate axes in the figure, their sequence is determined, numbers K1, K2, K3, etc. are assigned.

4. Select the main facts, concepts, principles, phenomena, rules related to each aspect of the topic, and are ranked (the bases for ranking are chosen by the compiler).

5. On the coordinates for each semantic granule, mark the reference nodes (dots, crosses, circles, rhombuses).

6. Make inscriptions next to the reference nodes, while encoding or reducing information using reference words, phrases, symbols.

7. Dashed lines indicate the links between semantic granules of different coordinate axes.

As you can see, the technology of multidimensional didactic tools contributes to the formation of a holistic perception of any information, significantly increases the effectiveness of training. It also allows:

systematize knowledge on a voluminous topic;

activate the mental activity of students;

develop logical thinking;

use creative tasks;

based on the key points of the topic to reproduce complete information.

List of used literature:

Dirsha, O.L. We teach to obtain knowledge / O.L. Dirsha, N.N. Sychevskaya / / Pachatkova school. - 2013. - No. 7. - S. 56-58.

Novik, E.A. The use of multidimensional didactic technology / E.A. Novik / / Pachatkova school. - 2012. - No. 6. - P.16-17.

The most important direction of pedagogical activity, at the present stage, is the formation of students' ability to operate with growing volumes of scientific information. This direction becomes especially relevant at the senior level of education. The subject "General Biology" even within the same topic is very rich in terminology. The use of logical-semantic models (LSM) as specific tools of didactic multidimensional technology (DMT) allows you to establish logical connections between knowledge elements, simplify and collapse information, move from non-algorithmic operations to algorithm-like structures of thinking and activity.

The main functions of didactic multidimensional tools (DMI):

Estimated;
Sensory organization of the "didactic biplane" as a system of external and internal planes of cognitive activity;
Increasing controllability, arbitrariness of processing and assimilation of knowledge in the process of interaction of plans;
Identification of cause-and-effect relationships, formulating patterns and building models.

In biology lessons, it is most expedient to use LSM both in inductive and deductive generalizations, in introductory and generalizing lessons in large topics (levels of "General, or Essence"; "Special"), as well as in intermediate lessons (level "Individual") .

When constructing the LSM, the following algorithm is used:

Selection of the object of construction (for example, Genetics).
Determination of coordinates (for example, K 1 - Historical data; K 2 - Scientists; K 3 - Methods; K 4 - Laws; K 5 - Theories; K 6 - Types of crossing; K 7 - Types of inheritance; K 8 - Types of gene interaction) .
Placement of coordinate axes.
Placement of the construction object in the center.
Selection and ranking of nodal wheelbarrows for each coordinate axis (for example, K 4 - Laws - purity of gametes, dominance, splitting, independent combination, Morgan).
Placement of keywords (phrases, abbreviations, chemical symbols) on the corresponding points of the axis.
LSM coordination (points on the axes should correlate with each other, for example, a point on K 1 - 1920 should correspond to K 2 surnames - Morgan, and she, in turn, on K 4 - Morgan's law, on K 5 - chromosome theory, on K 6 - analyzing cross, K 7 - linked inheritance, K 8 - interaction of non-allelic genes).

The sequence of LSM application in the lesson depends on the predominant type of functional organization of the cerebral hemispheres: if right-hemispheric children predominate in the class, then LSM is presented in finished form, if left-hemisphere children, then the axes are filled in during the lesson. As practice has shown, it is most convenient to represent several axes filled, and leave three or four for joint filling with children in the lesson. It is also necessary to take into account the level of preparation of the class and the degree of performance of children in the lesson. LSM can be used not only to present and generalize knowledge, but also as tasks for a survey, creative homework. DMT goes well with Block-Modular technology.

The use of DMT allows high school students to form an understanding and structural vision of the subject, its concepts and patterns in interconnection, as well as to trace intra-subject and inter-subject communications. It is also important that the LSM is an ideal variant of compressed material for repeating biology before the exam and, to be honest, the LSM is also a smart cheat sheet.

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MUNICIPAL BUDGETARY INSTITUTION

SECONDARY EDUCATIONAL SCHOOL № 3

Application

didactic multidimensional

technology

at the senior level of biology education

Biology teacher: Tikhonova E.N.

Rasskazovo

The following requirements are imposed on models that perform instrumental functions in learning: a clear structure and a logically convenient form of knowledge presentation, a “framework” character - fixing the most important, key points.

The main functions of didactic multidimensional tools (DMI):

Estimated;
Sensory organization of the "didactic biplane" as a system of external and internal planes of cognitive activity;
Increasing controllability, arbitrariness of processing and assimilation of knowledge in the process of interaction of plans;
Identification of cause-and-effect relationships, formulating patterns and building models.

Subject	LSM presentation level
	The universal, or essence.	special	single
Plastic and energy metabolism	Metabolism (lesson #1)	Autotrophic nutrition (lesson #1)	Photosynthesis (lesson number 8)
The doctrine of the cell	Cell (lesson #1)	prokaryotes (lesson number 2)	Membrane; Core (lesson number 4; 7)

When constructing the LSM, the following algorithm is used:

Speech topic: The use of didactic multidimensional technology in elementary school in order to improve the quality of education.

Radyushina Larisa Alekseevna,

primary school teacher,

MBOU secondary school No. 33

(Slide 2) The purpose of my speech: Show by example the use of didactic multidimensional technology at different stages of the lesson in elementary school.

(Slide 3) The process of learning and teaching should correspond to the logic and peculiarities of our thinking. And it is multidimensional. Therefore, multidimensional didactic technology (MDT), presented to the pedagogical community by Doctor of Pedagogical Sciences V.E. Steinberg (Russia), so actively and persistently mastered by teachers of all subjects.

(Slide 4) In grades 1-2, the use of memory cards is effective. They activate the research activities of children, help them acquire the primary skills of conducting independent research.

Memory cards and logical-semantic models are well applicable at all stages of the lesson. I would like to elaborate on this.

(Slide 5) 1. Organizational stage .

This stage is very short-term, it determines the whole psychological mood of the lesson. At this stage, you can invite the children to create a mood model (choose a smiley that matches the mood or draw your own). At the end of the lesson, be sure to return to it.

(Slide 6) 2. Setting the goal and objectives of the lesson.

The goal-setting stage includes each student in the goal-setting process. At this stage, the internal motivation of the student for an active, active position arises, impulses arise: to find out, to find, to prove.

So in the Russian language lesson in grade 2 on the topic “Members of a sentence”, students are given the task to put questions to this topic that they know the answer to(invite the audience to do this).Simultaneously with the explanation of “What I know”, the children are guided by the LSM: “Sentence”, which was built gradually from lesson to lesson, according to the order of the topics studied. “Contracted” information on the diagram can be easily reproduced by students, since they themselves directly compiled it, structuring the basic concepts.

Then the teacher adds a new concept to the diagram(slide 7) . The guys conclude that the concept of “basis” is not known to them.

Characteristics Writing rules

Complete thought Capital letter

Consists of words.?!

Offer

Subject

Predicate

The basis

(Slide 8) 3. Updating knowledge - the stage of the lesson, at which it is planned to reproduce by students the knowledge of the skills and abilities necessary for the “discovery” of new knowledge. At this stage, an exit to the task that causes cognitive difficulty is also carried out. Consider an example from the lesson of the surrounding world on the topic “What are animals”.

Suggested pictures

- What groups can all animals be divided into by distinctive features (birds, fish, insects, animals).(Slide 9) There are several pictures left (frog, toad, snake, turtle, lizard) that do not fit into one group. They come to the conclusion that all animals can be divided into groups and there are groups that are still unknown to them. This is what you will learn in class.

(Slide 10)

(Slide 11) 4. Primary assimilation of new knowledge. In a lesson where a multidimensional didactic technology is used when studying new material, the work is productive for the student. Since its result, the product, is personally created by the student.

First of all, it is necessary to determine the resources: a textbook; reference, encyclopedic literature; lesson presentation; interactive models.

The children work in groups with the textbook material. They will fill in the coordinates provided by the teacher in the form of a plan for studying the topic. This increases their cognitive activity, self-control. Students see the whole topic as a whole and each of its elements separately and correlate concepts.

Studying the new topic “What are the plants” at the lesson of the world around them in the 2nd grade, the guys created a memory map “Plants”. Work with information, discussion in groups, and teacher's consultation helped to reveal the full picture of this topic. As homework, you can invite children to complete the diagram with pictures.

(Slide 12) 5. Primary check of understanding. At this stage, the correctness and awareness of the assimilation of new educational material is established. Identification of gaps in the primary comprehension of the studied, incorrect ideas, their correction.

To comprehend the work with the text in the lessons of literary reading, I use the "Story chain" technique. For example, after studying the work of B. Zhitkov “The Brave Duckling”, I suggest that the students draw up a text plan (I write it down on the board).

Plan

Breakfast from the hostess

Unexpected guest

hungry ducklings

Neighbor Alyosha

Pobeda (broken wing)

The children were asked to draw these points of the plan. After creating such a memory card, children will be able to remember the content of the story even after a long time.

(Slide 13) The last stage of the methodological structure of the lesson isreflection .

Conducting a reflection of the mood and emotional state is advisable not only at the beginning of the lesson in order to establish emotional contact with the class, but also at the end of the activity. Reflection of the content of educational material is used to identify the level of awareness of the content of the studied, helps to clarify the attitude to the problem under study, to combine old knowledge and understanding of the new.

On a piece of paper, I invite you to circle your palm. Each finger is some kind of position on which you need to express your opinion.

Big - “what I was interested in”.

Index - "what I learned new."

Medium - "I don't understand."

Nameless - "my mood."

Little finger - "I want to know."

At the end of the lesson, we summarize, discuss what we learned and how we worked, that is, everyone evaluates their contribution to achieving the goals set at the beginning of the lesson, their activity, the effectiveness of the class, the fascination and usefulness of the chosen forms of work.

(Slide 14) I think this technology is effective because

The result of everyday work -

The delight of a magical flight!

All this is a marvelous phenomenon -

Inspired lesson...

I wish you success in your professional activities!