Semantic reading techniques in reading lessons. Creative report: "The use of methods and techniques that contribute to the organization of semantic reading in the classroom

Actual interdisciplinary curriculum provided by the new educational standards is the program "Fundamentals of semantic reading and working with text". The program is aimed at forming and developing the foundations of reading competence necessary for students to implement their future plans, including continuing education and self-education, preparing for work and social activities. Today, reading, along with writing and computer skills, is one of the basic skills that allow you to work productively and communicate freely with different people. Reading is a universal skill: it is something taught and something through which one learns. As scientists have established, about 200 factors affect student performance. Factor #1 is reading skill, which has a far greater impact on academic performance than all of them combined. Research shows that in order to be competent in all subjects and later in life, a person needs to read 120-150 words per minute. This becomes a necessary condition for the success of working with information.
Today, we need to educate a competent reader. One of the ways to develop reading literacy is a strategic approach to teaching meaningful reading.
Semantic reading is a type of reading that is aimed at understanding the semantic content of the text by the reader. For semantic understanding, it is not enough just to read the text, it is necessary to evaluate the information, respond to the content. Semantic reading is a meta-subject result of mastering educational program main general education, and is also a universal educational action (Presentation, slides 3,4). The components of semantic reading are included in the structure of all universal learning activities:

personal UUD - includes motivation for reading, motives for learning, attitude towards oneself and towards school;
in regulatory UUD - the student's acceptance of the learning task, arbitrary regulation of activity;
into cognitive UUD - logical and abstract thinking, working memory, creative imagination, concentration of attention, vocabulary volume;
in communicative UUD - the ability to organize and implement cooperation and cooperation with a teacher and peers, adequately convey information, display the subject content and conditions of activity in speech.

In the scientific literature, “semantic reading strategies” are understood as various combinations of techniques that students use to perceive graphically designed textual information and process it into personal-semantic attitudes in accordance with the communicative-cognitive task. According to N.N. Smetannikova, a strategy is a plan-program of joint activities in which a lot of the student works independently under the guidance of a teacher. (Presentation, slides 5,6). In general, there are about a hundred reading strategies, and according to statistics, about 30-40 are used in school. The essence of semantic reading strategies is that the strategy is related to choice, functions automatically at the unconscious level and is formed in the course of the development of cognitive activity. Learning a reading strategy includes acquiring the skills to:

distinguishing types of message content - facts, opinions, judgments, assessments;
recognition of the hierarchy of meanings within the text - the main idea, theme and its components;
own understanding is the process of reflective perception of the cultural meaning of information.

In domestic and foreign linguistic didactics, there are a number of developments in the formation of various reading strategies, the development of which will significantly improve the quality of processing the read text. Mastering strategies occurs mainly in groups or pairs, which allows students to develop not only speech, but also communicative competence.

One of the solutions to this problem is the organization of systematic work with a mathematics textbook at every lesson and at home: before reading, during reading and after reading. The key areas of developing skills in working with text include the following:

Y-YI classes

highlighting the main thing in the text;
compiling examples similar to those given in the text;
the ability to find the answer to the question in the text;
correctly retell the text.

YII – YIII classes

the ability to make a plan of reading;
reproduce the text according to the proposed plan;
ability to use examples of problem solving;
memorization of definitions, formulas, theorems.

IX-XI classes

work with illustrations (drawings, drawings, diagrams);
use of the new theory in various educational and life situations;
confirmation of scientific facts;
note-taking new topic.

Work on the formation of skills and abilities of independent reading and understanding of the text must be started from the 5th grade and carried out in the system, complicating the techniques and methods of reading and processing information from class to class.
Options for working with text, tasks that will expand the subject area and contribute to the formation of the most important meta-subject skills.

1. Reception "Thin" and "thick" questions(Presentation, slides 7,8)
Questions of this kind arise throughout the lesson of mathematics. Or you can offer students a task: make up questions on the topic, on the text of the paragraph, etc.
"Subtle" questions - questions that require a simple, one-word answer; “Thick” questions are questions that require a detailed, detailed answer. The strategy allows you to form the ability to formulate questions and the ability to correlate concepts. After studying the topic, students are invited to formulate three "thin" and three "thick" questions related to the material covered. They then quiz each other using tables of "thick" and "thin" questions.

2. Reception "Drawing up a brief record of the task"(Presentation, slides 9,10)
The ability to purposefully read the educational text, ask problematic questions, and conduct a discussion in a group is formed.

3. Reception "Drawing up questions for the task"(Presentation, slides 11,12,13)
Analysis of the information presented in the voluminous text of a mathematical problem, the formulation of questions for the problem, to answer which you need to use all available data; unused data will remain; additional data is needed.

4. Reception "Questions to the text of the textbook"(Presentation, slide 14)
The strategy allows you to form the ability to work independently with printed information, formulate questions, work in pairs.
Topic: "Circumference and circle" (Grade 5)
1. Read the text.
2. What words are found most often in the text? How many times?
3. What words are in bold? Why?
4. If you were to read the text aloud, how would you make it clear that this sentence is the main one?
It's about voicing the phrase. Here lies an unobtrusive but reliable memorization.

5. Reception "Learning to ask different types of questions" - "Daisy Bloom"(Presentation, slide 15)
Six petals - six types of questions.
Simple questions. Answering them, you need to name some facts, remember, reproduce some information. I use it on traditional forms of control: on tests, when using terminological dictations, etc.

Clarifying questions. Usually they begin with the words: “So you say that ...?”, “If I understand correctly, then ...?”, “I may be wrong, but I think you said about ...?” . The purpose of these questions is to provide feedback to the student on what they have just said. It is very important to ask these questions without negative facial expressions.

Interpretive (explanatory) questions. They usually start with "Why?". In some situations (as mentioned above) they can be perceived negatively - as coercion to justify. In other cases, they are aimed at establishing causal relationships. If the student knows the answer to this question, then he "turns" from an interpretative one into a simple one. Therefore, this type of question "works" when there is an element of independence in the answer to it.

creative questions. When there is a particle “would” in the question, and in its wording there are elements of convention, assumption, fantasy forecast. “What would change in ...., if ....?”, “What do you think, how will it be ....?”.
Evaluation questions. These questions are aimed at clarifying the criteria for evaluating certain facts. “How is……different from……?” etc.

Practical questions. This questions aimed at establishing the relationship between theory and practice. For example: "Where in ordinary life could you observe symmetry?".

6. Reception "Notebook with a printed basis"(Presentation, slide 16)
It is often used for structuring and transforming textbook text information when performing tasks “Read the textbook text on page 9 using the entered terms, describe the lines and fill in the table.”
7. Reception "Insert"(Presentation, slides 18,19,20)
Reception "Insert" is the marking of the text as it is read.
It is used to stimulate more careful reading. Reading becomes an exciting journey.

1. Reading is individual.
While reading, the student makes notes in the text:
V - already knew;
+ - new;
– - thought differently;
? - I do not understand, there are questions.

2. Reading, the second time, fill out the table, systematizing the material.

Records make brief, key words, phrases. After completing the table, students will have a mini-outline. After the students fill in the table, we summarize the results of the work in the conversation mode. If the students have any questions, then I answer them, having previously found out if one of the students can answer the question that has arisen. This technique contributes to the development of the ability to classify, systematize incoming information, highlight the new.

8. Reception "Cluster"(Presentation, slides 21,22,23)
Clusters are used for structuring and systematizing the material. A cluster is a way of graphic organization of educational material, the essence of which is that the main word (idea, topic) is written or sketched in the middle of the sheet, and the ideas (words, pictures) associated with it are fixed on the sides of it.
I suggest that the children read the material being studied and, around the main word (the topic of the lesson), write out the key, in their opinion, concepts, expressions, formulas. And then together during the conversation or the guys working in pairs, groups fill in these key concepts, expressions, formulas with the necessary information.

9. Reception "Keywords"(Presentation, slides 24,25)
These are words that can be used to compose a story or definitions of a certain concept.

10. Reception "True and false statements"(Presentation, slide 26)
At a universal technique that contributes to the actualization of students' knowledge and the activation of mental activity. This technique makes it possible to quickly include children in mental activity and it is logical to proceed to the study of the topic of the lesson.
The strategy forms the ability to assess the situation or facts, the ability to analyze information, the ability to reflect one's opinion. Children are invited to express their attitude to a number of statements according to the rule: true - "+", not true - "-".
11. Reception "Do you believe ..."(Presentation, slide 27)
Conducted for the purposeV arouse interest in studying the topic and create a positive motivation for independent study of the text on this topic.
It is held at the beginning of the lesson, after the presentation of the topic.

12. Reception "Sinkwine"(Presentation, slides 28,29,30)
Develops the ability of students to highlight key concepts in the read, the main ideas, synthesize the knowledge gained and show creativity. Sinkwine structure:
Noun (subject).
Two adjectives (description).
Three verbs (action).
Four-word phrase (description).
Noun (paraphrasing of the topic).

Semantic reading, as a universal action, is formed due to the use by the teacher of the following technologies, forms of work:

problem learning technologies;
interactive technologies;
critical thinking technologies. (Presentation, slide 31)

Given the strategies of modern approaches to reading, we can recommend the following to subject teachers:

choose the most rational types of reading for students to learn new material;
to form students' interest in reading by introducing non-standard forms and methods of working with text;
determine the nature of the activities of various groups of students when working with a textbook;
anticipate possible difficulties of students in certain types of educational activities;
increase the level of independence of students in reading as they move forward;
organize various activities of students in order to develop their creative thinking;
to teach self-control and self-organization in various activities.

Bibliographic list:
1. Kuropyatnik I.V. Reading as a strategically important competence for young people // Pedagogical workshop. Everything for the teacher. - 2012. - No. 6
2. Federal state educational standard of basic general education
3. Smetannikova N.N. Teaching reading strategies in grades 5-9: How to implement GEF. A guide for the teacher / N. N. Smetannikova. – M.: Balass, 2011.

The new educational standards highlight the planned results of the development of educational and interdisciplinary programs, among which special attention is paid tostrategies for semantic reading and working with text.

Therefore, the formation of the action of semantic reading in our school has become one of the most important pedagogical problems.

The purpose of our master class is to teach effective semantic reading techniques using the example of working with the text of a parable.

We will introduce you to just a few techniques that we practice in literature classes and extracurricular activities in grades 5-8 with different types texts. They are used by all subject teachers.

We present to your attention a fragment of an extracurricular activity in which students worked with the texts of parables. To intensify the work, the newspaper "Knot for Memory" was prepared and printed. In this lesson, the children got acquainted with different types of reading.

- Remember how you read newspapers. Where do you start? (from viewing)

Look through the newspaper "Knot for memory". What's in this room?(Answers)

- Fine, then let's get acquaintedWithreception "Associative Bush". I give you the keyword. In our case, this is the name of the first parable "The Book"name all possible associations with this word.

(Book , wisdom, helper, library, reader, literature, tome)

And now listen to the parable "The Book" and tell us how to supplement our series of associations.

Parable "Book"

The student asked the elder:

Why do you read a book every day? Have you already read it?

The old man also asked:

Why did you eat today? Did you eat yesterday?

To live. Without food, I will die, - the student shrugged.

So I read every day so as not to die spiritually,” the elder answered.

Another association with the word book - spiritual food.

This technique allows you to update existing knowledge, activate the cognitive activity of students and motivate them for further work with the text..

The next type of reading is introductory reading. The text is read in full. In the lessons, you can use reading in a chain, in parts, or the “Read to yourself” technique. We read line by line.

Parable "A bucket of apples"

A man bought himself a new house - big, beautiful - and a garden with fruit trees near the house. And nearby, in an old house, lived an envious neighbor who constantly tried to spoil his mood: either he would throw garbage under the gate, or he would do some other nasty things.

Once a man woke up in a good mood, went out onto the porch, and there was a bucket of garbage. The man took a bucket, dumped the garbage, cleaned the bucket to a shine, collected in it the largest, ripest and most delicious apples and went to a neighbor.

The neighbor, hearing a knock on the door, gloatingly thought: “Finally, I made him angry!” He opens the door in the hope of a scandal, and the man handed him a bucket of apples and said: “He who is rich with what, he shares it!”

When working with this parable was usedreception "Is it true that ..."

The children were offered a series of statements about the read parable, from which it was necessary to choose those that correspond to the content.

Here are some examples of statements:

The man bought himself a new house. (Yes)

Nearby in a large mansion lived a neighbor. (No)

The neighbor constantly tried to spoil the mood. (Yes)

Once on the porch, a man saw a bucket of garbage. (Yes)

A man returned a bucket of garbage to a neighbor. (No)

Learning Reading provides for the most complete and accurate understanding of all the information contained in the text and its critical reflection.

Now carefully read the following parable, "The Two Wolves."

(Participants of the master class read the text of the parable on the slide).

Parable "Two wolves"

Once upon a time, an old man revealed to his grandson one vital truth.

In every person there is a struggle, very similar to the struggle of two wolves. One wolf represents evil - envy, jealousy, regret, selfishness, ambition, lies... The other wolf represents goodness - peace, love, hope, truth, kindness, loyalty...

The grandson, touched to the depths of his soul by the words of his grandfather, thought for a few moments, and then asked:

Which wolf wins at the end?

The old man smiled faintly and replied:

The wolf you feed always wins.

When getting acquainted with this parable was usedreception "Keywords". This is the most important words in the text.

Name the key words in the parable "Two wolves"(good and evil)

In our work, we use other methods:

Reception "Backpack - assistant" (helps to activate existing knowledge before reading and reflect, be aware of what helped to understand the text);

Reception "Bookmarks - hints" (helps to learn to read actively, control yourself and the quality of your reading);

Reception "Reading with stops" (contributes to the development of attention);

Reception "Restore the text"(develops logical thinking);

Reception "Pyramid Story"(forms the ability to create a plot text based on a read work)

So, using these and other techniques (you can find them in the booklet) helps us:

-teach children navigate the content of the text and understand its holistic meaning;

- find the required information in the text;

- highlight not only the main, but also secondary information;

Work begins in grade 5, and in preparation for presentation in grade 9 and essay in grade 11, students easily find key words in texts, in additionallocate main idea, extract information from the text for the conscious construction of a speech statement.

Whatread andhow to understandread -

that's the main thing.

K.D. Ushinsky

The words of K. Ushinsky are more relevant than ever today, at a time when it is necessary to form the meta-subject skills of students. Reading is a basic skill necessary for further successful learning.

The main source of development of each person is the ability to read the information provided to us by the outside world. Reading has always played an important role in the history of human development. This is one of the main ways of socialization of a person, his development, upbringing and education.

People who read faster grasp the whole, better and more fully identify the contradictions and connection of phenomena, more adequately assess the situation, analyze information faster, find and make the right decisions, have a larger memory capacity, active creative imagination, accurately and clearly formulate and express their thoughts. In other words, reading forms a spiritually mature, educated and socially valuable person.

Therefore, the teacher is given a very important task - to instill in students an interest in reading, to teach them to read.

This is reflected in the regulations. It is no coincidence that the Federal State Educational Standards of General Education include in the meta-subject results as a mandatory component "mastering the skills of semantic reading of texts of various styles and genres."

Semantic reading is understood as the process of perception of textual information, its processing into personal-semantic attitudes in accordance with the communicative-cognitive task.

The components of semantic reading are included in the structure of all universal learning activities:

personal UUD - includes motivation for reading, motives for learning, attitude towards oneself and towards school;
in regulatory UUD - the student's acceptance of the learning task, arbitrary regulation of activity;
in cognitive UUD - logical and abstract thinking, working memory, creative imagination, concentration of attention, vocabulary volume;
in communicative UUD - the ability to organize and implement cooperation and cooperation with a teacher and peers, adequately convey information, display the subject content and conditions of activity in speech.

My experience allows me to highlight the stages of work with students.

At the first stage in grades 5-6, it is necessary to highlight the main thing in the text, make examples similar to those given in the text, find the answer to the question in the text, correctly retell the read text.

The ability to draw up a plan of the read text, reproduce the text according to the proposed plan, use examples of problem solving, remember definitions, diagrams, algorithms - these are the components second stage for students in grades 7-8.

Third stage determines work with illustrations (drawings, drawings, diagrams), it is necessary to use a new theory in various educational and life situations, confirm it with scientific facts, outline the content of a new topic. This is done by students in grades 9-11.

In the lesson, work with text is built in three areas: information search and reading comprehension, transformation and interpretation of information, information evaluation.
Working with any text involves three stages: pre-text, text and post-text.

First stage focused on setting the goal and objectives of reading, updating or getting to know important concepts, terms, keywords, updating previous knowledge, diagnosing, forming a reading attitude with the help of questions or tasks, turning on the anticipation mechanism - predicting content, thematic and emotional orientation, developing skills and habits of thinking about a book before reading.

The most productive strategies are: “Brainstorming”, “Glossary”, “Preliminary questions”, “Dissection of the question”, “Alphabet at the round table”

aim second stage of work with the text is putting forward a hypothesis about the content of the material being read, confirming or rejecting the hypothesis, contextual and semantic conjecture, thinking while reading about what and how I read, how well I understand what I read.

The strategies "Reading in a circle" (alternate reading), "Reading to yourself with questions", "Reading to yourself with stops", "Reading to yourself with notes" help to achieve the result.

Working with the text after reading is the third stage. It involves the use, use of material in different situations, forms, spheres, the inclusion of thematic material in another, larger-scale activity.

Strategies are associated with the assimilation, expansion, deepening, discussion of what has been read. “The relationship between the question and the answer”, “Questions after the text”, “Time-out”, “Checklist” - this is where the reader's interpretation is corrected by the author's meaning.

Understanding the content of the text as accurately and fully as possible, capturing all the details and practically comprehending the extracted information is the goal of semantic reading. This is a careful reading and penetration into the meaning with the help of text analysis. When a person reads really thoughtfully, then his imagination is sure to work, he can actively interact with his internal images.

A person himself establishes the relationship between himself, the text and the surrounding world. When a child masters semantic reading, then he develops oral speech and, as the next important stage of development, written speech.

How can the work on the formation of semantic reading skills at a literature lesson be roughly structured?

For example, I use the text of E.I. Zamyatin "Fiery A". I propose to use several semantic reading strategies that expand the subject area and form the most important meta-subject skills.

Before working with the main text of Zamyatin, I use the “Guided Reading” strategy. The purpose of this strategy is to develop the ability to purposefully read the educational text. In order to imagine the personality of an outstanding author and understand his work, you can work with texts that contain fragments of the writer's biography, Yuri Annenkov's memories of him, as well as a text about the meaning of reading.

After getting acquainted with the texts, it is necessary to discuss the proposed questions in the group.

What can you say about the writer E.I. Zamyatin after reading the text?

"Reading and Asking"- this is the next strategy that forms the ability to work independently with printed information, formulate questions and work in groups.

After reading the text of E.I. Zamyatin “Fiery A”, you should formulate questions that you would like to receive answers to. For example, Why is A "fiery"? Why are adults portrayed as "stupid"? Why "A"? Is it possible to call the hero of the story Vovochka our contemporary? What can a story teach?

To answer these questions, it is necessary to turn to the main events of the story, its plot. And for this use theoretical material and do vocabulary work.

Word work enriches lexicon child, brings up an attentive attitude to the word and linguistic flair and develops spelling skills. When studying new terms in literature lessons, I resort to such a technique as vocabulary work.

Work is underway with the plot of the work.

For group 1 - task: fill in the table and make, using the material from the table, a story in which the plot of the work should be told.

For group 2 - task: discuss why the letter "A".

(Answer options: first, main; easier to build, this is an emotional signal, can be called a captain, gives importance, is better visible, understandable, looks like a walking man)

For group 3 - task: discuss why "A" is fiery.

(It is better visible, the Martians are accustomed to the red color, the Martians see heat, attract knowledge of history; it can be assumed that all languages have this letter, that there is one earthly language, according to the principle: say "A", say "B". And then something new will begin

On this stage abilities are formed not only to retell the text, but also the ability to express one's attitude to what they read, to evaluate the information that they received, or to evaluate the heroes of the work that they read about. Such work allows you to enter into a dialogue with the author of the text, argue with him or agree with his opinion, learn how to build your own text.

To build your own text, you can use the "Free microphone" technique. This technique teaches you to ask questions of different types, based on the meaning of what you read, to predict the development of the plot. Teaches how to process information.

For example, questions about the content of the text can be:
. Are there characters in the story who want to make contact with the Martians?
. What words emphasize the "fire" of curiosity?
. What does the expression "work with a spark" mean?
. When does a person's eyes light up?
. Why is the story called "Fiery" A "?

In the course of work - reflection on questions, the main idea of the story is determined: Achieve the goal, no matter what it costs. And working with keywords helps in this.

What should you strive for in life? The answer to this question will help the reception, which I call "The diary of my notes."

When working with text, one or more types of activities are possible: ask questions of different levels of complexity, draw conclusions and generalizations, extracts, draw up abstracts (highlight the main, essential and secondary information), draw up a plan (simple or complex), recode the information received into graphic diagrams , describe and comment on all their actions, evaluate the information identified.

When you finish working with the text, you need to complete the following tasks in groups:

For group 1 - draw a picture - the association that the text caused?
For group 2 - underline the words and phrases that will help answer the question: what seemed interesting in the character of the boys?
For group 3 - make a plan according to the text.

Working with the text of E.I. Zamyatin "Fiery A", the following results of students were formed:

personal:

formation of a value attitude to reading
improving reading skills
development of aesthetic taste
formation of a developing reading circle

metasubject:

the ability to effectively use various strategies for working with text
refer to various information sources
objectively evaluate the reliability and significance of information
gain experience in project / research activities

subject:

assimilation of educational content (according to the plan)

The use of one or another strategy of semantic reading depends on the text, its structure. The proposed strategies must be combined with the traditional method of working on the content of the text. Each strategy must be worked out in the classroom during the joint activities of the teacher and students, only then is it possible to use it independently.

In conclusion, reflecting on the purpose of semantic reading, I can say that constant and patient work with the text in any lesson and academic subject teaches the child to understand the content of the text as accurately and fully as possible, to capture all the details and practically comprehend the extracted information, to work with artistic, scientific and popular, business texts.

Collection of texts

"Semantic reading in the lessons of subjects

Aesthetic cycle and technology"

G. Naryan-Mar

Compiler of the collection: Ulyanovskaya N.D., methodologist of the State Budgetary Institution of the NAO "NRTSRO".

The creative team worked on compiling the collection:

Arteeva N.N., teacher of technology, State Budgetary Educational Establishment NAO “NSSH im. A. P. Pyrerki”;

Kraeva N.G., teacher of fine arts, drawing and MHK GBOU NAO “NSSH im. A.P.

Pyrerki";

Saklakova E. V., music teacher, State Budgetary Educational Institution NAO “National School of Music A. P. Pyrerki”;

Toropova A.N., teacher of technology, GBOU NAO " high school No. 1";

Ulyanovska N.D., methodologist of the State Budgetary Institution of the NAO "NRTSRO".

This manual contains texts with creative tasks in the visual arts, music and technology (service labor). The material is presented in sections of the programs listed above subjects.

Designed for art, music and technology teachers, students may find it useful.

Reviewers:

I. L. Parshukova, Dean of the Faculty of Preschool and Primary General Education, State Autonomous Educational Institution DPO “LOIRO”, Candidate of Pedagogical Sciences;

T. B. Shilo, Dean of the Department of Primary General Education, State Autonomous Educational Institution DPO "LOIRO", Candidate of Pedagogical Sciences.

Introduction

The collection "Semantic reading in the lessons of subjects of the aesthetic cycle and technology" is compiled on the basis of the requirements of the federal state educational standard of basic general education to the results of mastering the educational program of basic general education, to the structure of the educational program, to the conditions for implementing the educational program of basic general education.

The idea of creating a collection arose in the course of the work of the creative group on the work on semantic reading in the lessons of aesthetic cycle subjects. Research conducted by members of the creative group showed that children have very poor skills and abilities to work on this problem. Lessons of the Russian language and literature alone are not enough for their development. During the year, teachers developed methods for working with texts in their subject areas. The repeated study showed that the result improved. Then the idea of writing such a collection arose.

In the federal state educational standard for basic general education, paragraph 10 “Meta-subject results of mastering the basic educational program for basic general education” highlights the separate skill “semantic reading”.

IN modern society the ability to read cannot be reduced only to mastering the technique of reading. Now it is a constantly developing body of knowledge, skills and abilities, i.е. quality of a person, which should be improved throughout his life in activity and communication. The concept of reading literacy includes such important features as the ability to understand the language forms of expression required by society, the use of written information. Reading literacy is a person's ability to comprehend written texts and reflect on them; to use their content to achieve their own goals, develop knowledge and capabilities. Reflection of the text involves thinking about the content of the text, transferring it to the sphere of personal consciousness. Only in this case it is possible to speak about the understanding of the text, about the possibility of a person using its content in different situations of activity and communication.

Semantic reading is a type of reading that is aimed at understanding the semantic content of the text by students. This is the ability of a person to comprehend written texts not only in literature lessons, but also in other subject areas. Students should learn not only to read the text, but also to be able to use the information received in the text to achieve their own goals, gain knowledge and opportunities, and actively participate in society.

Semantic reading, as a universal educational action, includes a number of metasubject skills and abilities:

Understanding the purpose of reading and choosing the type of reading depending on the purpose;

Extracting the necessary information from the read texts;

Definition of primary and secondary information;

Free orientation and perception of texts of artistic, scientific, journalistic and official business styles;

Understanding and adequate evaluation of the language of the media.

Since reading is a meta-subject skill, its constituent parts will be in the structure of all universal learning activities:

Personal UUD includes motivation, motives for learning, attitude towards oneself and towards

In regulatory UUD - the acceptance by students of a learning task, arbitrary

regulation of activities;

In cognitive UUD - logical and abstract thinking, operational

memory, creative imagination, concentration of attention, vocabulary volume.

The versatility of semantic reading skills lies in the fact that they can be used when performing a variety of tasks at any stage of the lesson:

Reading a textbook paragraph;

Reading the conditions of tasks;

Reading instructions and recipes;

Selection of materials for writing essays.

Working with texts on semantic reading in all subjects will help in solving educational-cognitive and educational-practical tasks. Students will learn to: look for information in the text and understand what they read, transform and interpret information, evaluate the information received.

The teachers have selected texts from various sources, which they perfectly fit into their programs in the subjects of the aesthetic cycle and technology.

Offered Various types assignments:

"Multiple choice" tasks;

Tasks "For correlation";

Task "To supplement information";

Task "On the transfer of information";

The task "To restore the deformed text."

The collection contains tasks aimed at finding information and understanding the text read. Grade 5 students learn to identify the main topic and purpose of the text. They can choose from the text or come up with a heading that matches the content or general meaning of the text. With systematic work with tests, students will be able to solve educational-cognitive and educational-practical tasks that require a complete and critical understanding of the text.

great attention is given to the transformation and interpretation of the text. Students learn how to use tables and images, convert text to tables, move from one view of data to another.

The manual includes tasks for assessing information. Students learn to link information in a text with knowledge from other sources. They evaluate the statements made in the text based on their understanding of the world.

The collection contains texts with tasks for semantic reading in the subjects of the aesthetic cycle and technology in the 5th grade. The material is grouped into sections. The tasks are creative, which is a good motivation for arousing students' interest in obtaining knowledge in these subject areas.

Tasks for working with texts are focused on testing three groups of skills:

General orientation in the text;

Deep understanding of the text;

Application of information from the text in educational and practical tasks.

Every teacher strives to ensure that each of his lessons is filled with the expectation of something new, unusual. But not everyone can admit that they are happy to observe how students are passionate about their particular subject, and their small discoveries do not allow the teacher to stop in their professional growth, encourage them to look for new ways of explaining, repeating and testing the assimilation of educational material, to introduce non-standard execution techniques various kinds educational activity.

The methods of working with texts proposed in the manual are fully consistent with one of the priority areas for the development of the modern school - the transition to a personality-oriented model of education.

The semantic reading tasks offered to students are feasible and accessible, exciting and, at the same time, very necessary to achieve the learning goal.

Well-developed reading skills are essential. It is very important for any teacher to provide students with the development of the basics of reading competence.

Art.

teacher of the Russian language and literature of the first category of the municipal general education budget institution Secondary school in the village of Ufimsky, Khaibullinsky District, Republic of Bashkortostan.

Awards: Diploma of the NGO administration of the municipal district Khaibullinsky district (2004); Certificate of honor of the NGO administration of the municipal district Khaibullinsky district (2007), Letter of thanks from the NGO administration of the municipal district Khaibullinsky district for participation in the republican meeting on education 2009; Honorary diploma of the Russian Federation (2009).

Year and date of birth: 02/19/1971.

Work experience in the specialty - 19 years, total experience - 23 years.

Education: OSU, Faculty of Philology.

Position: teacher of Russian language and literature.

Professional interests:I . Student-centered learning as an effective activity approach in teaching the Russian language and literature in the context of the Federal State Educational Standard (2012-2015)

II. Development of cognitive interest in literature lessons through text comprehension.

Training:

Professional achievements: winner of the competition "Class teacher - 2004"; Prize-winner of the municipal competition "Teacher of the Russian language and literature-2009"; participant of the All-Russian scientific and practical conference in Ufa,section 7, on the topic: "Student's portfolio as a means of assessing students' achievements in the light of the requirements of the second generation of the Federal State Educational Standards", /14.12.2012/;

Email address: nigmatullinamustafina@mail. en

9. Hobbies: reading, sports

10. Contact information: 89273400816

Municipal budgetary educational institution

Secondary school in the village of Ufimsky

municipal district Khaibullinsky district of the Republic of Bashkortostan

"The use of methods and techniques that contribute to the organization of semantic reading in the classroom"

(From the experience of the teacher of Russian language and literature Nigmatullina Alfiya Amirovna)

Prepared by a teacher of Russian language and literature

Nigmatullina Alfiya Amirovna,

s.Ufimsky-2014.

that's the main thing.

K.D.Ushinsky

The second generation standards clearly define personal, meta-subject and subject learning outcomes training course"literature". This paper proposes methods of working on the texts of works of art, which contribute to solving not only subject, but also meta-subject results. And in order to successfully achieve the goal, students need to master universal learning activities (UUD): communicative (expansion of communication experience, improvement of own oral and writing), regulatory (formation of the purpose of the activity, its planning) and cognitive (finding and various processing of information, consistent formation of the ability to read, comment, analyze and interpret the text, master the skills of analysis, synthesis, comparison, classification) Of course, the formation of a competent reader has always been the most important task of a language teacher. But today, due to the profound changes taking place in modern education are put forward as a priority problem of using such teaching and upbringing technologies that would contribute to the solution of new education standards.

In this article, the author pursues the goal - the systematization of the activities of the teacher and students, providing meaningful work with the text. The following tasks can be distinguished, providing the formation of meaningful reading and working with text:

The formation of the skill of meaningful reading and working with text determines both specific goals and the organization of the educational process;

The formation of the skill of meaningful reading and working with text takes place in the context of the assimilation of various academic disciplines and extracurricular activities;

The formation of the skill of meaningful reading and working with text can only be carried out if students perform academic work of a certain type based on the use of technologies, methods and techniques of organizing educational activities by teachers.In my opinion, one of the ways to master the skills of semantic reading is the technology of developing critical thinking.

The purpose of this technology is to develop the mental skills of students, which are necessary not only in studies, but also in later life (the ability to make informed decisions, work with information, analyze various aspects of phenomena).

This is a technology that makes it possible to implement the main directions of modernization of education:

activity nature of education

personal orientation of learning

demand for the results of education in life, their socialization

According to Russian teachers, characteristic features critical thinking are evaluation, openness to new ideas, own opinion and reflection of one's own judgments.

The technology "Development of critical thinking" allows you to develop (through specially created educational and cognitive situations) cognitive abilities and cognitive processes personalities: different types memory (auditory, visual, motor), thinking, attention, perception. Also, the development of critical thinking is aimed at meeting the needs of the individual in respect, self-affirmation, communication, play and creativity. The technology is based on the three-phase structure of the lesson: challenge, comprehension, reflection.

The task of the first phase of the lesson (challenge) is not only to activate, interest the student, motivate his further work, but also to “call out” existing knowledge, create associations on the issue under study, which will become an activating and motivating factor for further work. In a word, this is the good beginning that sets the tone of the lesson - search, dialogue, helps to interest students, formulate the goals of the work.

At the phase of comprehension (implementation of the idea), there is a direct work with information. It is important that the techniques and methods of technology for the development of critical thinking allow you to keep the student active, make reading or listening meaningful.

At the final phase of the lesson, called reflection (thinking), information is analyzed, interpreted and creatively processed.

Experience shows that modeling a lesson in a particular technology is not easy. Using a variety of learning strategies that contribute to the development of the child's personality. How do you build a lesson on this technology?

The lesson consists of three stages. Each stage provides for the implementation of certain tasks:

STAGES of the lesson

STAGE 1

CALL

(liquidation clean slate)

STAGE 2

REMEMBER

(implementation comprehension)

STAGE 3

REFLECTION

(thinking)

FIRST STAGE - his presence at each lesson is mandatory. This stage allows:

To update and summarize the student's knowledge on a given topic or problem;

Arouse a steady interest in the topic under study, motivate the student to learning activities;

Awaken the student to active work in the classroom and at home.

At this stage, the child asks himself the question “What do I know” about this problem. I offer children work with questions on the problem. It can pass along 2 lines: “I myself”, “we are together”. At this stage, the child should form an idea of what he does not know and what he wants to know or what he needs to know.

STAGE SECOND - comprehension - sets other tasks:

To help actively perceive the material being studied and correlate old knowledge with new ones.

This stage allows the child to receive new information, comprehend it and use existing knowledge. Children answer the questions that they set themselves at the first stage (what I want to know).

THIRD STAGE - reflection (reflection). Here the main ones are: - holistic understanding, generalization of the received information;

Assignment of new knowledge, new information by the student;

The formation of each student's own attitude to the material being studied.

At this stage, there is a reflection and generalization of what I learned in the lesson on this topic. The teacher returns students to the challenge stage, to keywords, to inverted logical chains, to clusters.

Working with children on the texts of a work of art, I noticed that often reading it, children perceive and notice only the main actions of the characters, follow the course of the plot and skip everything in the work that makes them difficult. Many students still cannot fully perceive a work of art, which is characterized not only by the logical side of the work, but also by the perception of its figurative and emotional side.

If you look at the three stages of training described above in terms of traditional lesson, it is quite obvious that they do not represent an exceptional novelty for me. They are almost always present at the lesson, only they are called differently. Instead of the “Challenge”, it was more common for everyone to introduce the problem or update the existing experience and knowledge of students. And "Comprehension" is nothing more than a part of the lesson devoted to the study of new material. And the third stage in the traditional lesson is the consolidation of the material, the verification of assimilation, the result. Let's try to figure out what is the difference between a traditional lesson and a lesson built on a new technology? I think it's a secret novelty reveal the philosophical ideas themselves, and contribute to the development of critical thinking of students methodological techniques which are guided by the creation of conditions for the free development of each student.

The problem of understanding artwork and scientific-cognitive text is put by us in the first place. Students began to understand what they read more deeply, master active reading methods and methods of working with text, which allows them to improve the culture of speech, aesthetic development, form an active personality who can work creatively both in a group and independently.

There is always a good lesson that begins with "True and False Statements" technique. Students are offered a series of statements on a topic that has not yet been studied, from which they must choose those that, in their opinion, correspond to reality. Then the students justify their opinion. After getting acquainted with the basic information (the text of the textbook section, the word of the teacher, Additional Information in various sources), I return to these statements and ask the children to evaluate their reliability, using the information received in the lesson.

After getting acquainted with the text of the textbook, I ask: What did the guys learn new by reading the chapter of the textbook? What surprised them? Students, choosing “true statements" from those proposed by the teacher, describe a given topic, relying on their own knowledge, experience, or simply guessing. Regardless of how children choose statements, they are already attuned to the topic, highlighting its key points.

Reception "Do you believe ..." are used, for example, when getting acquainted with the biography of A.N. Ostrovsky, where the following statements are offered:

Ostrovsky was born in the area of Moscow where the hero Lermontov lived

merchant Stepan Kalashnikov.

Ostrovsky was called "Columbus of Zamoskvorechye".

Graduated from the Faculty of Philology of Moscow University.

Served as court clerk.

I never denied myself the pleasure of "bragging about ill health."

Based on his play, the film "Cruel Romance" was filmed.

He wrote about himself: “Russian dramatic art has only me. I am everything: and the academy. And patron, and protection.

The desire of students to be convinced that they are right, to find out the truth makes them more interested in studying a new, educational film, educational article.

When studying biography, I also use the method of forecasting . So, in the challenge stage at the lesson “The Fate of A.S. Pushkin,” I suggest that students read the poet’s poems that are not in chronological order. Then the tasks follow: 1) place these works in chronological order and justify such a sequence by naming the theme of the poem, describing the mood of the lyrical hero, his attitude; 2) guess what trials of fate could fall on the lot of the poet who wrote these poems.

After students make predictions, we determine in joint activities correct sequence poems that correspond to a certain stage in Pushkin's life. Followed by project work on the study of the life and work of the poet.

It will teach children to think about what they read, to understand the work of the reception of "thick" and "thin" questions. The question asked by students about the text of a work of art is a way to diagnose the student's knowledge, since the question demonstrates the level of immersion in the text, the ability to analyze it in the context of the literary process. We learn to determine the level of complexity of the question - to classify it as "thick" or "thin". For example, there are questions at the end of each section. May I ask:

Which of them require a one-word answer?

Which ones make you think, analyze?

What questions can be used for crossword puzzles, or in the game "Clever and clever"?

Children continue to work with "subtle" questions at a creative level, making up crossword puzzles and game scenarios. "Thick" questions invented by students can become the topic of an essay or independent work. Here are examples of questions from 10th grade students after studying I.S. Turgenev's novel "Fathers and Sons".

Why is the novel called "Fathers and Sons" and not Bazarov?

What is outdated in the novel, and what is modern in it?

This classification helps to teach children to ask questions to the text on their own. They like to formulate and write down questions to the work. This activity can be done in pairs, groups or individually. Children are fond of this type of activity, and the very name of the technique causes them a joyful feeling, at the final stage of the comprehension stage or at the end of the study of the work, we organize a competition in nominations: for the most original, the easiest, the most tricky, the most difficult, the question is a riddle. And the answer to them is hidden in the work itself and only the one who carefully read it will answer. Every child in the learning process wants to ask a question.

I would like to say about the reception "Letter in a circle." The class is divided into groups of three to eight people. Each student should have a sheet of paper. Ask students to write one or two sentences on a specific topic. The sheets are then transferred clockwise. Everyone should read what was written and continue writing. This continues until the sheet returns to the first author. Each child reads what is written, then the word is given to one student who reads the notes aloud. The rest complement, if what they consider important has not been said. "Letter in a circle" can be used both at the stage of the call to find out life experience children on a particular issue, and to test students' knowledge. This technique can serve other purposes as well. Children often have a problem with brief retelling works of art, and "writing in a circle" in a fun way allows you to work out this skill.

Reading with stops also fits well into literature lessons. I use this strategy in extracurricular activities as well. The material for its implementation is the narrative text. At the beginning of the lesson, students determine by the title of the text what will be discussed in the work. In the main part of the lesson, the text is read in parts. After reading each passage, students make guesses about further development plot. Analyzing the means of artistic expression, I encourage students to think.

The task of the teacher is to find in the text the optimal places to stop. This technique helps students to develop an attentive attitude to the point of view of another person and calmly reject their own if it is not sufficiently reasoned or the arguments are untenable.

"Brainstorm" allows not only to activate schoolchildren and helps to solve the problem, but also forms non-standard thinking. This technique does not put the child in the framework of right and wrong answers, students can express any opinion that will help find a way out of a difficult situation.

In order for the performance during the “brainstorming” to be correct, I developed a number of rules:

2-3 minutes are allotted for thinking and expressing your thoughts;

The statement cannot be immediately criticized and evaluated;

All answers are recorded on the board;

The information written on the board is analyzed;

The most optimal solutions are selected together.

I pay a lot of attention in my lessons to the search activity of students. For example, when studying A.I. Kuprin, students compare the creative path of the writer with the work of Bunin. The purpose of matching is to invite students to search. In subsequent lessons, I give a system of problematic questions, the answers to which are based on the existing knowledge base, while not contained in the previous knowledge, the questions should cause intellectual difficulties for students and a purposeful mental search. I think over indirect clues and leading questions, sum up the main thing, based on the answers of the students. The main thing is not to give a ready answer, my task is to involve the student in co-creation.

Search activity prepares the transition to independent research activity. Students formulate their own

problem and solve it in writing creative works (essays) or in abstracts. I want to note that the methods of developing critical thinking

help organize a dialogue between the reader and the author, immerse the child in the world of literary text.

Revealing the features of the technology, E. O. Galitskikh singled out 4 components of a group task for independent work of students:

It contains a situation of choice that children make, focusing on their own values;

It involves a change in the role positions of students;

Sets up the trust of group members to each other;

It is carried out by methods that a person uses constantly during the period of life development (comparison, systematization, generalization, analysis).

All this allows you to encourage children to ask questions themselves and activate to search for an answer. After all, critical thinking begins with questions and problems, not with answers to the questions of the teacher. Children need critical thinking, which helps them to live among people, to socialize.

The development of attentiveness and meaningfulness of reading, the ability to predict especially important points lessons help variouscompiling dictionaries on the proposed topics. For example, when studying the work of N.V. Gogol "Taras Bulba", students were asked to compile thematic dictionaries: "everyday life", "food", "military subjects". You can also suggest compiling reference tables. For example, a reference book that combines information about works with the same name: “Dictionary of speaking names and surnames”, “ Geographic map works” (in which city or locality the events take place).

To develop critical thinking I organize work in groups - "learning together" or "learning in cooperation", which consists in organizing the work of students together: in pairs or small groups on the same problem, in the process of which new ideas are put forward. These ideas and opinions are discussed and debated. The process of learning together is closer to reality than traditional learning: most often we make decisions in the process of communication in small groups, temporary creative teams. These decisions are made both on the basis of compromise and on the basis of choosing the most valuable opinion put forward by someone from the group.

At each stage of the lesson, I use certain techniques that help to include students in joint activities and contribute to the development of critical thinking.

At the call stage, these are techniques such as:

Cluster, eidos abstract

Basket of ideas

Forecast "Logical chains"

Mutual inquiry and mutual learning

Do you know that…

I would like to elaborate on how I use these techniques in practice.

How to create a cluster:

The cluster is a method of graphic systematization of the material. This technique involves the selection of semantic units of the text and graphic design in a certain order in the form of a bunch.

Making some notes, sketches for memory, we often distribute, arrange material into categories. The rules are very simple. In the center we write down a word around which words or sentences related to the topic are fixed. We arrange our thoughts in a certain order, i.e. bunches. As an example, I will give two types of cluster: preliminary and generalizing.

An example of a preliminary cluster, the clusters of which grow as the material is studied. For example, when studying the biographical path of A.S. Pushkin, the cluster is replenished after the performance of the creative groups "biographers" (display all stages of life - above the arrow), "art critics" (works written in a certain period - under the arrow), etc. Or when drawing up a compositional plan for a work: in the center is the title of the work, then all the components of the composition, studying under the arrow, you must write down quotes that reveal parts of the text.

Eidos abstract method.

The eidos-outline method can be used for a more effective analysis of a work of art and as a technique for attracting reader interest, development creativity children, imaginative thinking, etc. And, as a result, it increases motivation in literature lessons. It is also relevant in that, in essence, it meets all the requirements of the new generation standard; if used correctly, it can help in the formation of universal educational activities in literature, not to mention the fact that it forms meta-subject competencies. But its most important merit is that with its systematic application in the classroom, children begin to read. After all, in order to create an eidos abstract based on a work, you must first read it, this work, dream up, plunge into the atmosphere of the author's feelings, emotions, experiences.

Eidos-outline (eidos - from the Greek. image, abstract-theory) is a complex whole: a figurative drawing consisting of figures, colors, pictures that came to light associatively in the mind of the reader in the process of interpretation.

The logical scheme of lessons within the framework of this technology:

reading a work;

identification of the first emotional impression;

statement of the problem, research goals, formulation of tasks with the aim of their consistent solution;

identification of key episodes, phrases, words;

creating associations related to them;

work with different types of dictionaries;

gradual creation of an eidos abstract and its description;

the final creation of an eidos abstract in order to draw a conclusion in the writer-reader dialogue, showing that the reader understood the writer and emotionally felt him;

registration of "finds" made in the course of working with the text into written work in order to develop the student's written speech.

Thus, the eidos abstract is the living of the text at the level of figurative perception and the creation of one's own creative work based on this.

Reception "Basket" of ideas, concepts, names ....

This is a method of organizing individual and group work of students at the initial stage of the lesson, when they are updating their experience and knowledge. It allows you to find out everything that students know or think about the topic under discussion. We draw a basket icon on the board, in which everything that all students together know about the topic being studied will be collected.

The exchange of information is carried out according to the following procedure:

I ask a direct question about what students know about a particular problem.

First, the students remember and write down in a notebook everything they know about a particular problem, this is a strictly individual work (duration 1-2 minutes). Then there is an exchange of information in pairs or groups. Children share known knowledge with each other (group work). I give no more than 3 minutes for discussion. Pupils find out what the existing ideas coincided with, about which disagreements arose.

All information is briefly recorded in the "Basket" of ideas (without comments), even if they are erroneous. In the basket of ideas, you can "dump" facts, opinions, names, problems, concepts related to the topic of the lesson. Further, in the course of the lesson, these facts or opinions, problems or concepts that are scattered in the mind of the child can be connected in a logical chain.

Reception "Logical chain"

In literature lessons, after reading the text, I suggest that students arrange events in a logical sequence. This technique helps with the retelling of texts.

The comprehension stage is aimed at maintaining interest in the topic while working directly with new information; gradually, together with the children, we move from knowledge of the “old” to the “new”. This is facilitated active reading methods, for example, the "Tree of Predictions" technique.

On the arrows, connection lines, students write down explanations for their versions, so they learn to argue their point of view, to connect their assumptions with this text. I write the topic in the trunk. It must necessarily contain a question addressed to the future. When reading a work, children express their assumptions based on the text. They really like to make a "Tree of Predictions". I use this technique only once in the lesson, and all the versions that the children express are necessarily reasoned, based on the text of the work that we are getting acquainted with, and not on the conjectures and fantasies of the children. After reading the text, the children return to their assumptions and see which of them came true and which did not.

At the stage of comprehension, for structuring the educational material I use not only a cluster, but also the method of "marginal notes".

The technology of "critical thinking" offers a methodical technique, known as an insert. This technique is a tool that allows the student to track their understanding of the text they have read. Technically he

simple enough. Students get acquainted with a number of markings, then, as they read, they put them in pencil in the margins of a specially selected and printed text. Mark individual paragraphs or sentences in the text.

The notes are as follows:

The check mark (v) indicates in the text information that is already known to the student. He had met her before. In this case, the source of information and its degree of reliability does not matter.

The plus sign (+) marks new knowledge, new information. The student puts this sign only if he meets the read text for the first time.

The minus sign (-) marks what goes against the student's ideas, about which he thought differently.

The “question” sign (?) marks what remains incomprehensible to the student and requires additional information, causes a desire to find out more.

This technique requires the student not the usual passive reading, but active and attentive. It obliges not just to read, but to read the text, to track one's own understanding in the process of reading the text or perceiving any other information. In practice, students simply skip what they don't understand. And in this case, the marking “question” obliges them to be attentive and note the incomprehensible. The use of markers makes it possible to relate new information to existing representations.

I propose a form for checking and evaluating the work done.

For students, the most acceptable option for completing this work with the text is oral discussion. Usually, students easily note that they met what they know in what they read, and with particular pleasure report that they learned something new and unexpected for themselves from this or that text. In this case, students directly read the text, or refer to it.

Very interesting in this technique is the "question" sign.

But it is known that in question asked already contains half the answer, which is why the question mark is very important in all respects. Questions,

which students themselves ask on a particular topic, teach them to realize that the knowledge gained in the lesson is not finite, that much remains “behind the scenes”. And this encourages students to search for an answer to a question, turning to different sources of information: you can ask your parents what they

think about it, you can look for the answer in the additional

literature, you can get an answer from me or comrades in the next lesson.

Reception of drawing up a marking table.

One of the possible forms of monitoring the effectiveness of reading with notes is the compilation of marking tables. It has three columns: I know, I learned something new, I want to know more (ZUH).

In each column, the children or I, from their words, spread the information received in the course of reading and write down the information, facts in our own words. This example allows you to control the work of each student with the text.

Reception of interrogation and mutual training I use it in the early phases of the lesson. It is aimed at the fact that it is easier for the student to answer his classmate than to me, the tightness, the fear of making a mistake is removed. I organize the work in pairs, but correct and incorrect answers are necessarily recorded. This technique is very effective when working with weak children. It allows you to consolidate the studied material and identify gaps in each student. Children learn to listen to each other, to be more tolerant and more objective.

Receptions at the third stage of reflection:

Letter in a circle; Crosswords; Finish the sentence; Writing syncwine, tests;

Crossword puzzles are also a technique of critical thinking. This technique is used both at stage II of comprehension and stage III of reflection.

Reception "Letter in a circle" - an essay on a specific topic in one sentence.

Reception "Finish the sentence" is carried out at the stage of reflection. This technique allows students to evaluate the studied volume, to express their own opinion, judgment and attitude.

One of the types of work that I use in literature lessons is the preparation of tests for individual works. Such works teach children to read attentively, they begin not only to follow the plot, but also to pay attention to those details that they previously missed. Children love this kind of work.

Reception "Writing syncwine"

Translated from french word"Sinkwine" means a poem consisting of five lines, which is written according to certain rules. What

What is the meaning of this methodological approach? Compiling a syncwine requires the student to briefly summarize educational material, information. This is a form of free creativity, but according to certain rules. The rules for writing syncwine are as follows:

On the first line write one word - a noun. This is the theme of syncwine.

On the second line, you need to write two adjectives that reveal the theme of syncwine.

On the third line, the topic of the verb (its forms, or short adjectives) is written, describing the actions related to the topic of syncwine.

The fourth line contains a whole phrase, a sentence consisting of several words, with the help of which the student expresses his attitude to the topic. It could be popular expression, a quote or a phrase compiled by the student in context with the topic.

The last line is the summary word, which gives a new interpretation of the topic, allows you to express a personal attitude to it. It is clear that the theme of syncwine should be as emotional as possible.

When studying the topic "Russian folk tales"I invite the children to determine the meaning of the word" fairy tale "on the basis of compiling a syncwine. Students think like this:

1. Fairy tale

2. Magic, household

3. Fascinating, instructive, instructive

4. A fairy tale is a lie, but there is a hint in it

5. Fantasy, fiction

reflective questions. This technique consists in a set of questions that can be asked at the stage of reflection.

A set of reflective questions that I ask students:

What did you find difficult today?

In what way was the problem solved, is it not possible otherwise?

What is the most important thing for you in what you learned today?

Were there moments of joy, satisfaction from your successful answers?

Were there moments of dissatisfaction with yourself?

Working on this topic, I monitor the development of the mental activity of students and the formation of their skills in working with a literary text through the methods and techniques of critical thinking technology.

Criteria were developed to evaluate performance:

Development of logical thinking

Development of critical thinking

Application of critical thinking skills in various life situations

The level of development of critical thinking was determined by the following indicators:

The ability to ask questions;

Ability to work with information.

The development of logical thinking was explored through:

Ability to generalize;

Ability to analyze;

Ability to establish cause-and-effect relationships.

To study the effectiveness of the use of TRCM in the educational process, together with the psychological service of the school, a diagnosis of the intellectual abilities of students was carried out.

Studied:

the ability to exclude excess;

verbal - logical thinking;

ability to generalize;

ability to analyze;

The level of development of thinking was determined in points:

Level

Number of points

High

90 and more

Age norm

70-89

Close to normal

50-69

Short

30-49

The results of the study of students for 3 years of study can be summarized in the table:

State of the art

5th grade

6th grade

7th grade

High

Norm

close to normal

Short

Conclusions: ________

The level of development of critical thinking was studied by the methods of clustering and text marking (TRCM). The ability to comprehend the studied material and establish cause-and-effect relationships was assessed by levels:

Level

Options

Points

Permissible

Full reflection of the topic in the cluster and the establishment of cause-and-effect relationships

10 points

Average

H incomplete reflection of the topic in the cluster and the establishment of cause-and-effect relationships

7-9 points

Short

Failure to establish cause and effect relationships

Less than 7 points

The development of the ability to work with information can be represented as a percentage for 3 years of study in the table:

State of the art

Ability to organize material

Ability to establish cause and effect relationships

5th grade

6th grade

7th grade

5th grade

6th grade

7th grade

Permissible

Average

Short

Conclusions:___

In order to identify the ability to formulate questions, the strategy "Question Words" (TRKM) was carried out.

Questions on the reproduction of events (simple questions) were evaluated - 1 point;

Questions to establish cause-and-effect relationships (interpretative) - 2 points;

Questions of a general nature (evaluative) - 3 points.

Students who scored from 1 to 4 points showed a low level;

from 5-9 points - average level;

from 10-12 points - the level is above average;

from 12-15 points - high level.

Question Types

5th grade

6th grade

7th grade

Replay questions

(simple questions)

Questions to establish causal relationships

(interpretative)

Questions of a general nature

(estimated)

Conclusions:____

The development of critical thinking of students contributes to the achievement of the following results:

To improve the quality of teaching in literature, to "cope" with the norm of reading;

Increase cognitive attitude to reading (students learn

show their research skills, the desire to delve deeper into the essence of the work);

To develop a positive attitude to tasks of a creative and problem-search nature;

To change the attitude of students towards their own mistakes and difficulties that arise in the course of work (they began to perceive them more calmly);

The ability to overcome difficulties, to bring the work begun to the end increases);

Motivates students to further activities (they learn to reflect on their activities and develop a communicative culture);

Create an atmosphere of trust, cooperation in the "teacher-student-class" system, develop a conscious attitude to individual, group and collective activities;

The level of formation of general educational skills and abilities of trainees (on the example of one class) can be represented in the following table:

Type of formed skills and abilities

2012--2013 academic year

2013 – 2014 academic year

2014-2015 academic year

Reading Skills:

1. Reads in accordance with the norms.

2. Transmits independently the content of the text, highlights the main thing, raises questions about what has been read, characterizes the characters

12 people - 50%

16 people - 66%

Ability to write an essay in accordance with the chosen topic and genre.

Writing a story on a given topic.

Continuation of the story according to the given beginning.

Knowledge of the distinguishing features and the ability to distinguish between types and styles of speech

11 people - 46%

14-58%

The development of students' oral speech (answers questions, conveys the content of the text). The ability to highlight the main idea. Use of means of oral communication. Understanding the speech of the interlocutor.

Comprehension of the texts read, the ability to highlight the main thing.

15 people - 62%

17-71%

Conclusions:________-

Thus, the technology for the development of critical thinking is a potential technique that contributes to the development of the student, bringing him closer to the process of self-knowledge and self-realization.

References:

1. T. I. Mustafina. On the importance of organizing semantic reading in literature lessons. // Bashkortostan ukytyusygy.-2014.-№2.-p.39-39.

2. Zagashev I. O., Zair-Bek S. I. Critical thinking: development technology. - St. Petersburg: Alliance-Delta, 2003.

3. Mukhina A.V. Guidelines on the use of the Eidos-compendium for the analysis of lyrical works.– URL:

4. Materials of the All-Russian Congress of Teachers of the Russian Language and Literature.- Russian language and literature.-2012.-No. 8.-p.4-6.

5. E.N. Gulyakov. New pedagogical technologies. - "Bustbust"., M.-2007. p.172.