Research work of a student in literature. Research activities of students in literature lessons
KhMAO-Yugra
MKOU "Andrinskaya secondary school"
Work experience of a teacher of Russian language and literature
Polegeshko Svetlana Alexandrovna
RESEARCH ACTIVITY OF STUDENTS IN THE LESSONS OF LITERATURE
Everyone knows how difficult it is now to attract children to reading, so the teacher of literature has an important task: to ensure that, when they come to the lesson, the students know and understand why they came here, that they wanted to read and learned to read, that each lesson helps the student to become a person, a personality.
Over the past years, as part of the study of literature in grades 5-9, I have been working on the educational and methodological complex of V.Ya. Korovina, which, in my opinion, provides an interesting approach to the study and teaching of literature, namely: it forms ideas about the specifics of literature as the art of the word, develops the ability to read consciously, analytical and figurative thinking, educates civic responsibility, spirituality and culture. In the 10th grade, training is conducted according to the textbook by S.A. Zinina, V.I. Sakharov, in the 11th grade - according to the textbook by V.A. Chalmaeva, S.A. Zinina. It presents the golden fund of Russian classics, as well as masterpieces of world literature, which are a life-giving source of knowledge of the world and man, a kind of "cultural code", without which the full development of the individual is impossible.
Working on these educational and methodological complexes, I am based on an individual-personal approach to students. The leading method of training and education in the study of works of art is research activity. Long-term practice of using this method shows that due to different types of research, students have extensive cognitive activity, skills and abilities of independent work are formed, and creative abilities develop. In addition, research activity plays an important role in moral and aesthetic education, contributes to the emotional and intellectual development of schoolchildren. In my work I use the ideas of the famous literary critic and teacher M.G. Kachurin.
The material presented in the textbooks is a vast field for research activities not only for students, but also for teachers. The process of research activities in line with following principle: the objects of research are considered through various types of research in terms of the goals and objectives that I set for myself and students when studying a particular work, hence the results of the study.
The main objectives of research activities: upbringing a spiritually developed personality, ready for self-knowledge and self-improvement, the formation of a humanistic worldview, national identity, citizenship, a sense of patriotism, love and respect for literature and the values of national culture; development culture of reader's perception of a literary text, understanding of the author's position, aesthetic abilities, reader's interests, artistic taste, oral and writing students; development texts of works of art in the unity of form and content, the formation of a general idea of the historical and literary process; improving skills analysis and interpretation of a literary work as an artistic whole, writing compositions of various genres; search, systematization and use necessary information, including on the Internet.
Based on these goals, I form certain tasks. First of all, this is the development of a literary text through the personality of the writer, the literary era. Another important task is the development of speech and the formation of a culture of speech of students. Here is the development creativity which leads to the emancipation of the child, helps to learn to control oneself and the situation. No less important is the task of mastering literary concepts, since knowledge of the theory allows you to penetrate deeper into the literary text, to understand the author's position more accurately and correctly, to see the writer's skill. In the lessons I often use musical and artistic design, I take the time to tell a little about the composer or artist, whose work helps in mastering the work of art. Therefore, to organize the connection of literature with other types of art is another task of my work.
All these goals and objectives, closely interacting with each other, help in the implementation of the most important thing - to help each student develop as a person. Proceeding from this, I consider the subject of literature as a subject that forms a person.
I will dwell in detail on each stage of the work. The main object of research is, of course, a work of art, its theme, idea, the problem raised by the author. It is equally important to see the personality of the creator, that side of life that nurtured the writer, became the soil of his artistic world. Therefore, in the lessons I include messages, reports, presentations of students about the personality of the writer, his creative workshop, I prepare literary and musical compositions with the children about the life and work of outstanding masters of the word. I use this method of research, when the personality of the writer, his art world We try to see through the linguistic features of the work. Such work not only forms research skills, but also contributes to the improvement of oral and written speech, the expansion of the vocabulary of students, makes the children witness how a work of fiction is born from ordinary words. For example, these are lessons on the work of N.S. Leskova, M.E. Saltykov-Shchedrin. In this direction, she developed a system of lessons-research (grades 6-11) "The Poetic World of Nikolai Rubtsov", which in the senior classes ends with a large literary and musical composition. As a result of this research activity, a 9th grade student prepared a project on the topic: “The image of a star in the poetry of Nikolai Rubtsov”, which she successfully defended at a scientific and practical conference. As part of language features the work of one of my students was also prepared by the research work "The role of color painting in the extravaganza of A. Green" Scarlet Sails”, presented at the scientific and practical conference.
In close connection with the personality of the writer, there is a conversation about the literary era and literary-critical articles, again through research, either through discussion or through a problematic situation. For example, lessons are always interesting on the topics: “What would Chekhov laugh at if he lived in our time?”, “Who is right?” (a lesson on the critical articles of Belinsky and Pisarev about the drama of A.N. Ostrovsky "Thunderstorm").
Each generation of readers has its own interpretation of a work of art, so it is very important to convey to the children the time and era in which the work was written or in which its main events take place, to help them understand that generation, to see the world through the eyes of the past, so that the work of art opens. Everyone knows that without the past there can be no present. At each lesson, a thinking, thoughtful reader should be educated, a culture of perception of a literary text should be formed. Now, when asked whether I have read this or that work, you can often hear such phrases from the guys: “I read it, but I didn’t understand anything.” This suggests that even if children read, they often read purely mechanically, just to read without understanding the meaning of what they read. This also indicates that students are often very far from the time period represented in the work, so it is difficult for them to perceive what they read. In this regard, my main task as a teacher of literature is to teach my students not to mechanical work reading, but concentrated attention in the process of reading, the desire to hear the voice of the author, to see a deep meaning behind each word, in other words, to instill an interest in reading. Therefore, reading should become a real creativity, an art, only then will the spiritual value of a work of art be revealed.
An important object of study, of course, is the literary image - the amazing transformation of the hero of the work into Zhilin or Taras Bulba, Silvio or Chichikov. In the work, as a rule, there is not a single image, but several, all of them are interconnected with each other and form a system of images. Of no small importance in revealing the writer's intention is the image of the narrator. For example, considering the "Tales of Belkin" and exploring the image of the narrator, we talk about him as uniting all the stories into one cycle.
The types of research I use are very diverse. At the head, of course, is the analysis of a work of art, although there is an opinion that this form of work has become obsolete. I think differently: the works that are included in the school curriculum are great works of literature, their content is endless, and each reader generation, as mentioned above, perceives them in its own way. Consequently, each generation of readers will have a research work based precisely on the analysis of the work. Analysis of the work closely interacts with such a form of work as discussion. A discussion is needed when it is necessary to understand what is interpreted by science in different ways, what has not been fully clarified or cannot have a final solution at all. For students of any age, as a type of research, I often use a problem situation, since the problem contributes to deep penetration into the literary text, the development of students' abilities to think independently, assess the situation, express and defend their point of view. I try to make the problem posed not only the topic of the lesson, but burning, topical, personally significant. For example, I use such problematic situations: “Is Khlestakov possible in our time?” (grade 8), “Could Taras Bulba have acted differently?” (grade 7), “What will happen to Dina after Zhilin escapes?” (grade 5), "How would Olesya's life have turned out if she had stayed with Ivan Timofeevich?" (grade 11) and others. For students in grades 5 and 6, I often use a game as a form of research. Such lessons are never in vain, they always become interesting communication where everyone can express their opinion, contribute to the development of emotional feelings in students.
An important type of research is creative work, which is implemented in the lesson and extracurricular activities. First of all, these are oral or written detailed answers, reviews, reviews, essays, reasoning essays - their topics are also based on problem situations. This allows students, through contact with the author's word through deep penetration into the literary text, to express their opinion on the problem posed.
I really love this form of creative work, which I use in my work, like staging. For many years, I ran a school theater studio, together with my students I prepared many stage productions: from staging individual episodes of a work to real performances. There are also literary and musical compositions. In my piggy bank there are performances based on such well-known works as “The Adventures of Pinocchio, or the Golden Key” (A.K. Tolstoy), “Twelve Months” (S.Ya. Marshak), “The Young Lady Peasant Woman” (A.S., Pushkin ), "Undergrowth" (D.I. Fonvizin), "Uncle's Dream" (F.M., Dostoevsky), with whom we performed at regional theater competitions. This work is very laborious, and it goes well only when there is a respectful and responsible attitude towards it. The work, which is being staged, needs to be mastered, to find in it something close to you. Therefore, a creative interpretation is needed, such a perception and interpretation of a work that becomes personal. This means that research is indispensable. This is not an easy task, it takes time, but this time is not lost, as the children's perception is enriched, the reader's imagination, the culture of speech develops, creative interest in the work is awakened, acting abilities are revealed. All this, of course, contributes to the development educational material and develop reader interest. Performance rehearsals are also lessons, but lessons of art, communication, emancipation, where everyone can prove himself sometimes even from an unexpected side. Such lessons are a joint activity of a teacher and a student on a creative basis, on spiritual equality.
I practice staging or role-playing in the classroom, this also helps to reveal the creative abilities of children, develop speech and form a culture of speech (Stories by A.P. Chekhov, Tales by M.E. Saltykov-Shchedrin, “Scarlet Sails” by A. Green, “Unknown flower" by A. Platonov, "Inspector General" by N.V. Gogol, "Woe from Wit" by A.S. Griboedov and others).
The pinnacle of research activity is scientific work. Its types are very diverse: messages, reports, abstracts, projects that allow students, through in-depth analysis, due to the ability to work independently, to consider a particular problem from a scientific point of view. I start teaching this form of research activity from the 5th grade, gradually complicating the process of work from grade to grade, so that, as a result, by the senior grades, students have formed the skill of designing scientific work. The most acceptable form of work in this direction is a project. For example, in grades 5.6, I suggest that the children develop projects when studying lyrical works. For example, to the studied poems, select the appropriate illustrations and musical works, arrange it in the form of a presentation, and then present and comment on the lesson. In the 7th grade, I use this form of work when studying epics (“Epic heroes in the image of Russian artists”), while studying the stories of A.P. Chekhov (“Stories by A.P. Chekhov in illustrations”). In the 8th grade, the topics of research project work can be “The stage history of the immortal comedy of N.V. Gogol's The Inspector General or The Role of Proverbs and Sayings in A.S. Pushkin "The Captain's Daughter" With their design work my students perform at scientific and practical conferences showing good results of their research activities. The themes of the works, which were highly appreciated by experts: “The role of color painting in the extravaganza of A. Green “Scarlet Sails”, “The image of a star in the poetry of Nikolai Rubtsov”, “The Riddle of Pilate” (based on the novels by M. Bulgakov and “The Block” by Ch. Aitmatov), “Features genre "The Captain's Daughter" by A. S. Pushkin, "The role of proverbs and sayings in the novel by A. S. Pushkin" The Captain's Daughter "and others.
Using the method of research in the study of a work of art allows me to achieve good results. Most of the guys like literature lessons, they are enthusiastic about project activities, preparing dramatizations of works. Thanks to this, the level of speech culture increases in students, the guys are able to defend their opinion, the growth of their mental thinking, creative abilities is clearly visible, initiative, independence, the ability to successfully socialize and actively adapt in society are formed.
Research is also the job of the teacher. And while I teach, I learn from my students. I am learning to explore not only a literary text, but also the perception of this text by my students. I strive to ensure that my lessons are interesting and unusual, so that the lesson is not just work, but interesting and useful communication. I try to make sure that every child believes in himself, in his strength, to wake up in him best qualities personality, influencing vivid examples from literary works.
Research methods are ways to achieve a goal research work.
Substantiation of research methods described in Introduction to Student Research. Often this section is a simple enumeration of research methods.
In substantiation of research methods you need to specify:
- research methods that were used in the research work;
- it is desirable to explain your choice of research methods, i.e. why these methods are better suited to achieve the goal.
At each level of work, the researcher determines research methods used.
Types of research methods:
Empirical level methods:
Observation
- interview
- questioning
- interview
- interview
- testing
- photography
- check
- measurement
- comparison
With these research methods specific phenomena are studied, on the basis of which hypotheses are formed.
Methods of the experimental-theoretical level:
Experiment
- laboratory experience
- analysis
- modeling
- historical
- logical
- synthesis
- induction
- deduction
- hypothetical
These research methods help not only to collect facts, but to verify them, systematize them, identify non-random dependencies and determine causes and effects.
Theoretical level methods:
- study and generalization
- abstraction
- idealization
- formalization
- analysis and synthesis
- induction and deduction
- axiomatics
These research methods allow for logical research collected facts, develop concepts and judgments, make conclusions and theoretical generalizations.
Examples of recording research methods:
Research methods: observation, interviews, analysis of statistics, study of the media, literature.
Example 2
Research methods:
1. theoretical: theoretical analysis of literary sources, newspapers;
2. empirical: interview, sociological survey-questionnaire.
Example 3
Research methods: theoretical analysis and generalization of scientific literature, periodicals about the history of the city from the archives and funds of museums, libraries, excursions in the vicinity, where historical events took place.
Example 4
Research methods:
1. bibliographic analysis of literature and Internet materials;
2. taking temperature measurements;
3. system analysis;
4. isolation and synthesis of the main components.
Example 5
Research methods:
- study and analysis of literature;
- survey of schoolchildren;
- carrying out measurements of the mass of the backpack;
- analysis of the received data.
Example 6
Research methods:
1) To begin with, we will compose questions and conduct a survey. Then, knowing energy value food products, calculate the amount of proteins, fats and carbohydrates consumed by each student.
2) We will process the results of our survey using computer program. Based on the data obtained, it will be possible to observe the dynamics of changes in the share of risk of diseases of the liver and gastrointestinal tract.
Example 7
Research methods:
1. Scanning method: monitoring the physical activity of seal pups by recording the position of animals in the pool and on land at regular intervals.
2. The method of fixing individual behavioral manifestations: observing the contacts of animals with recording icons in a table.
3. Photographing method.
4. Analysis of the received data.
Papias Tat `yana Aleksandrovna,
teacher of Russian language
and higher literature
qualification category
MBOU "Secondary School No. 24"
Severodvinsk
Arkhangelsk region
STEPS TO SUCCESS
Educational and research activities of schoolchildren in literature
From work experience
There is such a proverb among teachers of literature: you sow a reasonable, good, eternal, and grows ... henbane with thistles. Alas, it happens. However, in almost every class there are children who read a lot, write interesting essays, want to know more than what is written in the textbook, have the ability to analyze and synthesize. Such guys are a godsend for a teacher striving to develop the creative potential of schoolchildren.
The literature program edited by Professor V.G. Marantsman, which I have been implementing for two decades, is aimed at helping children express themselves, creating conditions for satisfying their intellectual needs, the formation of scientific views on the world. This educational program has a special section "Literary Creativity", the tasks of which aim students at a fruitful search behind the pages of the textbook.
These prerequisites led to the decision to organize educational and research activities of schoolchildren in literature - I have been doing this work for the past 12 years.
The relevance of the work
Today, teaching and research activities at school are the imperative of the times. The changes taking place in modern social life require the development of new ways of education, interactive pedagogical technologies dealing with individual development personality, creative initiative, the ability to think independently, acquire and apply knowledge, be open to new contacts and cultural ties. The most important task of the modern educational system is the formation of universal learning activities that promote self-development and self-improvement of schoolchildren. All this is achieved through the conscious, active appropriation by students of the socio-cultural experience of research activities.
The greatest importance is attached to the formation of communication skills, without which the implementation of the study and its subsequent defense at the conference is impossible. Outside of the lessons, students are included in forms of communication that contribute to the development of speech activity, verbal intelligence, which they need in later life.
The research activity of students is also prescribed in the Federal State Educational Standard, the programs of all school subjects, including the literature program, are focused on this type of activity.
How can you help your child along the way? scientific knowledge? What is the best way to develop the skills and abilities of self-education? How to teach ways to actively cognitive activity? These questions arise before the teacher, striving for the development of the intellectual sphere of the individual and organizing the student's educational and research activities.
Target educational and research activities in literature - enriching the reading experience of schoolchildren, fostering a culture of mental work, the formation of evaluative positions, assistance in the professional choice of students.
Research work within each academic subject has its own characteristics and helps to solve specific problems. tasks. This type of activity in the field of literature teaches schoolchildren to work independently with the text, helps to form research skills and literary analysis skills. When determining the content and direction of creative search, the following are taken into account: personality traits student, his professional orientation, priority forms of independent work.
Depending on the object of study, student works on literature can be divided into the following kinds:
1. Works in which the analysis of the text of a work of art is carried out in order to identify its artistic and genre originality, features of the author's style, the writer's skill, typology of images, etc. For example (examples of topics are given from work experience): "The problem of the Russian national character in V. Lichutin's story "The Winged Seraphim"", "The motive of the path in P. Coelho's novel "The Alchemist"", "Images-symbols as a reflection of the picture of the world in the "northern text" of M. Popov's novel "Scroll" ".
2. Works in which the solution of the problem posed is carried out on the basis of a comparison of two or more works. Problems can be of a different nature - theoretical and literary, worldview, aesthetic, cultural. For example: “The parable beginning in the works of A. de Saint-Exupery “The Little Prince” and P. Coelho “The Alchemist””, “ Small man on the pages of the works of N.V. Gogol and A.P. Chekhov”, “Pushkin images and motives in the lyrics of A.A. Akhmatova”.
3. Works that involve the integration of literature and history, philosophy, linguistics, psychology, teaching students to see the commonality of humanitarian knowledge, to master different methodological approaches to the analysis of the phenomena of art and life. For example: “Talent – a gift or a punishment? (based on the works of A.S. Pushkin, N.V. Gogol, A. Ryunoske)”.
4. Works devoted to the study of the life and work of writers whose fates are connected with the history of the city, region. For example: "The poetic work of Joseph Brodsky during the period of northern exile." Based on the analysis of works, the study of epistolary and memoir literature, critical articles, students can create a moral and psychological portrait of the writer, reflecting their perception of his personality in the form of an artistic and journalistic essay.
Whatever the object of research, the main thing is that the problem posed allows the student to independently or with the help of a teacher determine the path of research, choose the methods necessary for working with a work of art, apply the existing skills to analyze the text.
In the process of educational and research work on literature, the following methods:
theoretical - literature analysis; modeling of general and particular research hypotheses; designing results and processes for achieving them at various stages of prospecting work; synthesis (generalization) of the obtained results;
special - interpretative (interpretation, i.e. interpretation of a literary text); comparative ( a research method that allows, by comparison, to identify the general and special in the text);
empirical - observation of a literary text, questioning and diagnostic methods (questionnaires, conversation);
statistical - statistical processing of the results obtained during the study.
It should be noted that the educational and research activity of schoolchildren is the activity of students associated with the solution by students of a creative, research problem with an unknown solution in advance. This type of activity requires milestones, characteristic of research in the scientific field and traditions accepted in science: problem statement, study of the theory devoted to this issue, selection of research methods and practical mastery of them, collection of own material, its analysis and generalization, scientific commentary, own conclusions. Any study has a similar structure; such a chain is also an integral part of research activity in the field of literature, the norm of its conduct.
Stages of work of the leader with the student on the educational research
in the field of literature:
Stages of work
Goals and objectives of educational and research work
1.Preliminary
Diagnostics of knowledge, skills and abilities; orientation in the sphere of personal interests of the student.
Formation of general ideas about research work in literature; familiarity with the achievements of literary science.
Systematization and deepening of knowledge about literary terms and concepts.
The development of reflection.
Written and oral assignments, questions to identify the level of knowledge and skills in literature, abilities and interests of students.
Acquaintance with modern problems of the study of fiction, literary methods of research (comparative interpretation).
Discussion of literary works, performance of tasks simulating the study).
Tasks for the systematization of theoretical knowledge in the field of literary criticism.
Tasks that aim students at self-selection of material, keeping a notebook or diary of a researcher
2. Choice of research problem
Preliminary orientation in choosing a research problem
Discussion of possible research topics proposed taking into account the personal qualities, interests of students, their knowledge, skills, current problems of literary criticism.
3.Study of scientific literature
Training in practical skills of working with help desk and scientific literature
Compiling a bibliography on the topic; highlighting the main idea, note-taking; discussion of read scientific works.
4. Formulation of the topic, hypothesis, definition of goals, objectives, research methods
Formation of research skills (formulation of the topic, hypothesis, setting goals and objectives of the study, determination of methods depending on the object of study).
Advising on the formulation of the topic, hypothesis, understanding the goals and objectives of the work, on the methodology of the study.
5. Collection of material
Training in the collection of material on the topic of work.
Consulting on work planning and material collection.
6.Processing received
material
Teaching the skills of literary analysis and processing of the received materials, presenting the results in the form of tables and diagrams
Literary Analysis and Statistical Processing of the Received Material
7. Formulation of conclusions
Formation of the ability to summarize the collected material, formulate conclusions.
Systematization and generalization of the results of the work.
8. Create text
Practical mastery scientific style speeches
Training in editing a scientific text, the skills of "folding" and "deploying" the text.
Writing the text of the educational research work
Editing and design of work, drawing up a thesis plan.
9. Presentation of the results of the work
Teaching the basics of oral public speaking. Selection of material for presentation.
Computer presentation.
Presentation of work at the scientific and practical conference of schoolchildren.
10. Evaluation of work
Obtaining reflection skills on the product and the result of educational and research work
Analysis of the work done, its results; discussion of the research perspective
By discussing with the student the results of the study, we teach to think "as scientists think." We do not just teach, but analyze, search, find, present the results on our own. We integrate disciplines in different educational fields in the process of research. We do not transfer knowledge, but analyze, search for it in cooperation with each other.
After determining the topic, problem, subject and object of research, it is necessary to organize individual consultations of students directly on working with the text, to update knowledge about the methods of analyzing the work, about how the choice of method is related to the task at hand, how to record the results of observations.
Only after it has been accumulated and analyzed necessary material, an exemplary research hypothesis is formulated, it is possible to offer the student to work in the library, find available critical articles, monographs on the problem under study, together with the supervisor determine which of them should be read, outline, from which extracts should be made. Since an indispensable part of the work should be a review (analysis) of what has been read, the leader needs to teach the young researcher to do this. Here, the use of such types of tasks (in literature lessons and in the process of research work) will help: reviewing critical articles, compiling parallel abstracts, abstract plans, annotations, creative work that involve comparing different approaches to the analysis of the same work.
The next stage is a repeated appeal to the analysis of the text and a rethinking of its results, taking into account the new knowledge gained in the process of mastering the scientific literature on the problem. It is this sequence of work on the topic that contributes to the emergence of a motivated interest in the history of the issue, in the judgments of other researchers, allows students to determine their own position, to avoid dependence on ready-made conclusions. Children not only learn to be independent, but also assimilate the norms of scientific ethics, get the opportunity to correctly assess the degree of novelty and relevance of their research, and gain experience of a respectful attitude towards the work of scientists.
Schoolchildren usually experience great difficulty in formalizing the results of the work carried out and preparing a report. At this stage, the supervisor assists in structuring the material, in formulating the main provisions, in choosing the form of speech, in preparing a presentation on the topic of the work. The original composition of the report, emotionality and conviction, the ability to expressively read an excerpt from the analyzed work, fluency in the necessary concepts and readiness to answer questions. questions asked- all these are undoubted advantages that must be taken into account when evaluating the research work of a student.
Obviously, the nature of the solution of research problems depends not only on the quality of knowledge, skills and abilities in literature that the student has, but also on the level of his general development. The deeper and wider the life and reading experience, the more parties opens to a young researcher in a literary text. The better developed emotional perception, linguistic flair, creative thinking, the more interesting the interpretation of what is read. Therefore, when collaborating with a student in the process of doing work on literature, it is necessary to pay close attention to the development of these qualities, remembering that in literary criticism both a confident possession of knowledge and the richness of the researcher's personality are equally important.
Each educational study on literature is a “piece goods”, at the heart of it is painstaking work with a literary text and critical literature, individual consultations on the topic. The long-term practice of supervising the educational and research work of schoolchildren in the field of literature made me look for various forms joint activities. The experience gained over the years made it possible to develop an algorithm for working on educational research, which was embodied in workbook "Educational and research work in literature" designed to help the student write his own literary research.
Workbook has the following sections:
I. Motivation. Choice of object, subject and research topic
II. Choice of research methods
III . Goal setting. Topic Research Tasks
IV. Planning work on the research topic.
V. Hypothesis
VI. Formulation of conclusions. Conclusion
VII . Reference and bibliographic apparatus
VIII. Schedule
IX. Manager's advice
Attachment 1. The structure of educational and research work
Appendix 2 Job submission requirements
Appendix 3 Glossary of literary terms
Working with each section of the notebook involves a step-by-step advancement of the student in the study of the chosen topic. The task of the teacher- to inspire the student to new discoveries, to support, to help with advice, to control the progress of work.
Thus, the management of independent educational and research activities of schoolchildren is a complex, pedagogically thought-out system of creative communication, in the process of which a young researcher is born. The research activity of students is becoming more and more relevant in modern pedagogy and gives positive results.
Achievements of students of T.A. Papiy
in teaching and research activities
Uch.
year
Event
competition
Last name, first name, class
Result
Competition of educational and research works "Revival of the North in the hands of the young"
municipal
Berdinsky Ekaterina, 11B
winner
municipal
Pogorelova Ekaterina, 10 B
II degree
regional
Pogorelova Ekaterina, 10 B
II degree
Educational - research conference"Youth of Severodvinsk"
municipal
Pogorelova Ekaterina, 1 1B
II degree
Educational and research conference "Youth of Severodvinsk"
municipal
Volkova Sofia, 10A
winner
Educational and research conference "Youth of Pomorie"
regional
Volkova Sofia, 10A
winner
VII youth scientific forum Northwest Russia "Step into the Future"
federal
Volkova Sofia, 11A
Laureate Diploma
XX All-Russian Youth Scientific Conference"Step into the Future"
federal
Volkova Sofia, 11A
III degree
Educational and research conference "Youth of Severodvinsk"
municipal
Tryfan Anastasia, 10B
winner
Educational and research conference "Youth of Pomorie"
regional
Tryfan Anastasia, 10B
winner
VIII Youth Scientific Forum of the North-West of Russia "Step into the Future"
federal
Tryfan Anastasia, 11B
Laureate Diploma
Competition "Scientists of the Future". Section "Literary Studies"
municipal
Sharygina Anna, 6B
winner
Competition "Scientists of the Future". Section "Linguistics"
municipal
Lakh Andrey, 8V
winner
Competition of youth research works named after M.V. Lomonosov
regional
Sharygina Anna, 7B
II degree
federal
Sharygina Anna, 7B
Lakh Andrey, 9B
Competition of scientific research works "Classwork"
federal
Lakh Andrey, 9B
"Thank You Letter"
Competition of projects and research works
"I am a researcher"
international
Sharygina Anna, 7B
7th place, certificate
Educational and research conference "Youth of Severodvinsk"
municipal
Shemeteva Alena, 11B
II degree
Scientific-practical conference "With science to the future"
federal
Shemeteva Alena, 11B
IV place, certificate
Educational and research works of students were published in the "Collection of student research works of participants in the "Classwork" competition of the IV All-Russian Internet Pedagogical Council" (Moscow, Obraz-Center, 2014) and in the collection "Educational and research activities of schoolchildren in literature" (Arkhangelsk: Izd- in JSC OSI, 2014).
Municipal educational institution
secondary school №4
Pereslavl-Zalessky
Bogacheva Olga Alekseevna
Russian language and literature
Literature abstract as a form
educational and research activities of students
2.4 The system of work on the abstract………………………………………- 11 2.4.1 Selecting an essay topic... ……………………………………………….- 11
2.4.2 What should the teacher foresee when formulating the topic of the essay.- 12
2.4.3 Work on the introduction
2.4.4. Research technology………………………………………………………- 12
2.4.4 Drawing up an abstract plan……………………………………………….- 13
2.4.5 Work on the content of the abstract………………………………………- 13
2.4.6. Work on the conclusion…………………………………………………….- 13
2.4.7 Duration of work on the abstract………………………….- 13
2.7 Application of research work experience in literature lessons……………………………………………………………………- 18
2.8 Formation of key competencies when working on an abstract………………………………………………………………………..- 19
1. THEORETICAL SUBSTANTIATION OF THE EXPERIENCE
Once the abstract becomes a form final certification, immediately a discussion unfolds in methodological circles about what kind of work should be considered an essay and what requirements should a school essay meet?
There are two points of view on this issue. The first proceeds strictly from the definition of the abstract genre: (from the Latin - to report, report).
abstract- this is a summary in writing in the form of an oral report of the content of a scientific work on a specific topic, including a review of relevant sources. One type of abstract is educational abstract. Educational abstract is an independent research work, which reveals the essence of the problem under study; different points of view are given, as well as their own views on it. The training abstract should not be of a compiling nature. It should not contain structures mechanically rewritten from books or articles that are difficult to understand.
The question of the features of the school essay is still controversial in methodological circles. Adherents of the purity of the genre argued that bringing the abstract closer to scientific work should not be: the student still will not master such a form, it is enough if he simply carefully analyzes any serious scientific source, is able to understand its structure and content. (This point of view was held, for example, by Kalmykova I.R.) As for the question of the obligation or non-obligation of the research part in the school essay, it should be noted that the requirement of teachers to conduct their own research on the material of literary texts in literature, or archival sources, is, in the opinion supporters of this approach, redundant.
They justify this by saying that the organization and description of research is a very complex type of intellectual activity that requires a culture of scientific thinking, knowledge of research methodology, skills in formalizing scientific work, etc. Such a task, in their opinion, is beyond the power of most children in school. . Another argument put forward by them in defense of this point of view is the conviction that even students (and these were good students in the past!) Experience great difficulties in conducting and organizing this or that research. As a rule, they are assisted in this by highly qualified supervisors, candidates and doctors of sciences. At school such scientific personnel no. And it is difficult for teachers, who often do not have sufficient knowledge of research technology, to prepare children for this species work.
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