Coursework on the topic: “Case – technology in literature lessons.” Topic: “Case technologies in Russian language and literature lessons Summary of a literature lesson using a web case
DEPARTMENT OF EDUCATION OF THE CITY DISTRICT OF KOLOMNA
MUNICIPAL BUDGETARY EDUCATIONAL INSTITUTION
SECONDARY SCHOOL No. 17
Topic: “Case technologies in lessons and literature”
Russian language teacher
and literature VKK
g.o. Kolomna 2016
Case technologies in Russian language and literature lessons.
The Concept of Teaching Russian Language and Literature in the Russian Federation talks about the importance of the subjects “Russian Language” and “Literature” in the modern education system. The Russian language as the state language of the Russian Federation is the core around which Russian identity, the civil, cultural, educational space of the country is formed, as well as a factor in the personal freedom of a citizen, ensuring the possibility of his self-realization in a multinational and multicultural state.
The study of the Russian language and literature plays a leading role in the processes of educating the individual, developing his moral qualities and creative abilities, in introducing him to domestic and foreign culture, in the preservation and development of national traditions and historical continuity of generations.
With the introduction of the Federal State Educational Standard, the guidelines of the modern school are fundamentally changing, the main task of which today is to transfer the student to a mode of self-development. The fundamental difference of the modern approach is the orientation of the standards on the results of mastering the basic ones. Results mean not only subject knowledge, but also the ability to apply this knowledge in practical activities.
Modern society needs educated, moral, enterprising people who can analyze their actions; make decisions independently, predicting their possible consequences; be distinguished by mobility; be capable of cooperation; have a sense of responsibility for the fate of the country, its socio-economic prosperity.
It is impossible to achieve a new quality of education without introducing new forms and methods of teaching into its system, optimizing the educational process through the use of promising pedagogical technologies.
In my teaching activities, I try to follow the trends of the times, I turn to innovative methods and techniques for teaching the Russian language and literature.
An interactive approach to learning is now the most productive for solving problems posed in education. Case technologies are considered one of the types of interactive technologies.
A case (from the English “case” - case, situation) is a description of a specific real situation intended to teach students how to analyze different types of information, generalize it, and develop the skills to formulate a problem and develop possible solutions to it in accordance with established criteria.
Case technology is learning by doing. The case-study method, or the method of specific situations, is a method of active problem-situational analysis based on learning by solving specific problems - situations (solving cases).
This technology is intended for obtaining knowledge in disciplines where there is no clear answer to the questions posed; It is possible to obtain multiple solutions. The emphasis in training is transferred from mastering ready-made knowledge to its development, to the co-creation of students and teachers; the student becomes equal with other students and the teacher in the process of discussing the problem. The result is not only knowledge, but also competencies that are formed in the process of solving the case.
The use of this technology in Russian language and literature lessons is explained by the need to find ways to intensify the cognitive interest of students and develop a set of key competencies for each of them. The case method acts as a technology for forming a way of thinking, which allows you to think and act within the framework of competencies and develop creative potential.
In case technology, a model of a specific situation is developed; the description must contain a problem or a number of direct or indirect difficulties, contradictions, hidden problems to be solved; additional information search is required in the process of work; As a result, students find their own solutions to the proposed problem (often ambiguous multiple solutions) and come to their own conclusions.
There are the following case technologies:
Method of situational analysis (method of analysis of specific situations, situational tasks and exercises);
Incident method (the student must find the missing information himself);
Method of situational role-playing games;
A method for analyzing business correspondence (receiving a case with a detailed description of the situation: a package of documents that help find a way out of a difficult situation (including documents not related to the problem, so that students can select the necessary information), and questions that allow them to find a solution, a game design;
Discussion method.
There are different types of cases:
Printed case (contains graphs, diagrams, illustrations (makes the case more visual));
Multimedia case (depending on the technical equipment of the school);
Video - case.
Types and function of cases:
a) training (training skills to act in changing situations - writing texts of various genres);
b) educational (mastery of knowledge regarding dynamically developing objects - literary theory);
c) analytical (development of skills and abilities of analytical activity - analysis of phenomena and objects);
d) research – acts as a model for obtaining new knowledge, teaching scientific research skills through the use of the modeling method, based on the principles of creating a research model; e) systematizing (systematization of situational knowledge - the use of suffixes of nouns);
f) prognostic (obtaining information about the development of a given system - forecasting the development of events in a literary work).
The case is created according to a certain scheme
Formulation of educational goals and objectives to be solved in the process of working on the case;
Defining the problem of the situation (educational, scientific, life) and creating a generalized model;
Search for an analogue of a generalized model of a situation in real life, education or science;
Determining sources and methods of collecting information;
Choosing a technique for working with this case;
Definition of the desired result (evaluation sheet);
Creation of a given model;
Testing during the learning process.
There are three levels of case complexity:
1st level There is a practical situation, there is a solution. Students determine whether a solution is suitable for a given situation, whether a different solution or a different answer is possible. For example, do you agree with the statement of the critic N. Dobrolyubov, who called Katerina “a ray of light in a dark kingdom”? or: do you agree with the words that in his comedy “Woe from Wit” there are “25 fools for one sane person”?
Level 2. There is a practical situation, find a solution. Compare, find common ground and differences. For example, “what caused the theme of the “superfluous man” in the early 19th century”? or “what caused the appearance of the “little man” in Russian literature of the 19th century”? And. etc.
Level 3. There is a practical situation, identify the problem and find solutions. There can be many solutions, and all options have the right to exist and be discussed. For example, “what caused Bazarov’s conflict and is there any common ground between these two heroes”?
The case should be interesting, written in simple and understandable language; be problematic; expressively identify the “core” of the problem; show both positive and negative examples; meet the needs of the selected student population, contain the necessary and sufficient amount of information.
Here are some examples of cases.
In the painting “Moscow Courtyard,” painted in 1878, Vasily Dmitrievich Polenov depicted a typical corner of old Moscow - the Church of the Savior on the Sands, located in one of the alleys near the ancient Arbat Street. This church still stands today, now surrounded by a completely different urban environment. Find this place and take a photo. What might this picture look like now? Describe her. Imagine that you are giving a tour of the Tretyakov Gallery, in the hall where the paintings are presented. What can you tell us about the painting “Moscow Courtyard”? Write a short text of this fragment of the excursion. Find the texts of lyrical poems in which the forest is described in different seasons. Write out the fragments. Conclude which means of artistic expression authors most often use to describe nature. Take photographs of the exhibits in each room of the museum, create a colorful picture of the museum with comments for excursion visitors. If you had to write a sequel to the play “The Inspector General,” what would it be? Write the final scene of your play.
The case method has wide educational opportunities. The use of this method in a secondary school solves a number of important problems:
Increasing motivation to learn (a problematic situation is always vital); development of skills (information is presented as a set of various types of information): analysis, identification of main topics; development of communicative competence (work in groups, ability to defend one’s point of view); development of speech culture (ability to argue, represent interests).
In turn, a teacher who uses case technologies in his lessons develops cases himself, selects materials to solve the case, and also develops: he develops skills in selecting information and organizing students’ work in groups.
The specifics of using the case method as an educational technology in school are as follows:
Training in small groups (4 – 5 people);
Each group is given the same task;
The problem should not have a unique solution;
Mandatory availability of information material;
In this case, information should be either redundant or insufficient;
A prerequisite is within the group and then a common decision.
When assessing students' work, the teacher assesses the students' ability to develop joint decisions, build arguments, listen and accept another point of view.
For a teacher, working with a case consists of two stages:
Selection of the situation and material for its solution;
Presenting the situation to the children and organizing activities to work with it.
In turn, students’ work with the case in class consists of several stages:
Introduction to the case;
Study and analysis of material intended to solve the situation;
Group discussion of the solution;
Demonstration of your group’s solution;
Discussion (discussion of various options for resolving the situation).
As a rule, a case consists of three parts: the problem situation itself, supporting information and a specific task for the case.
A problematic situation can be presented in different forms: a text with a clear plot or idea, a video fragment, an audio recording, perhaps even a photo or illustration.
The case method is harmoniously woven into the educational process of the school, brings it closer to life reality, and contributes to the formation of successful activities of students in society. The case method refers to the study of a discipline by considering a large number of situations or tasks in certain combinations. Such learning develops, often unconsciously, an understanding and ability to think in terms of the basic problems that children face in their daily activities. The case method promotes the development of the ability to analyze situations, evaluate alternatives, choose the best option and plan its implementation. And if such an approach is used repeatedly during the educational cycle, then students develop a stable skill in solving practical problems.
The essence of this technology is that educational material is presented to students in the form of micro-problems (micro-situations), and knowledge is acquired as a result of their active research and creative activity in developing solutions. The student can try on many roles, try himself in various problem situations, and see how others solve the same problem. By mastering cases, students form an experience of successful activities.
Of course, difficulties arise when preparing cases and working with them. Before embarking on the implementation of case technology in their activities, the teacher must clearly answer the following questions:
1. For whom and what is the case written?
2. What should students learn?
3. What lessons will they learn from this?
When preparing a specific case for a lesson, it is necessary to take into account the correspondence of the problem situation to the purpose of the lesson and the age characteristics of the class. Next, correctly and clearly formulate the task for solving the case. It is also necessary to select a set of information that would fully comprehensively reflect the essence of the problem, or, conversely, the amount of information would be insufficient, which generates student interest in the case and increases the motivation to work with it.
It is important to think through the effectiveness of working in groups in advance so that a situation of collective discussion and resolution of the situation is created. Working in small groups is central to the case method, as it is the best method for learning and sharing experiences. After students are divided into small groups to work, they begin independent work. It is when working in microgroups that situations are analyzed as a set of circumstances, environment or state of affairs in which team members jointly seek a solution to the problem. They listen to each other, speak for themselves, write down, observe, and analyze the results obtained. At the same time, they argue, build hypotheses, learn to listen, agree with the best draft solution, find errors, design solutions, actions, and prepare material for discussion.
An important feature of this technology is that it allows you to combine various teaching methods and techniques that enable students to master and consolidate new knowledge and forms of cognition and analysis of reality. This is one of the aspects of the effectiveness of using the case method in teaching students.
Methods and techniques | |
Modeling | Building a situation model |
System analysis | System view and situation analysis |
Thought experiment | A way to gain knowledge about a situation through its mental transformation |
Description method | Creating a situation description |
Classification method | Creating ordered lists of properties that make up situations |
Game methods | Presentation of options for the behavior of heroes in a situation |
"Brainstorm" | Generating ideas about a situation |
Discussion | Exchange views on the problem and ways to solve it |
I set myself the task of introducing case technology with . Children already at this school age work with cases with great enthusiasm; they are attracted by the vitality of the case and the variety of solutions to the problem. Here are some examples of case assignments in Russian language and literature lessons.
1) Read the note in the school newspaper and the editor's comments. Does the note reveal the main idea reflected in the title? Edit the note - you can leave or change its title.
2) wrote: “Punctuation marks serve as notes when reading.” Prove the validity of this judgment using the example of the proposed text.
3) Imagine that you are looking out of a window at the forest across the river. Compose and write down several sentences describing the same picture, but differently depending on whether the forest is far or close to the house; is it coniferous or deciduous; in autumn or spring.
4) Read carefully the poem “Trace” by L. Martynov.
a) How is the key word of this poem played out?
b) In what two meanings is the word trace used?
c) Write out detailed phrases with the word trace so that the lexical meanings of this word are clear.
d) How would you answer the poet’s question: “What trace will you leave?” If you have never thought about this before, think about it and write. Let the question for you be: “What kind of mark would I like to leave on earth?”
4) Why did Gerasim go to the village? What did Turgenev want to tell the readers (to evoke sympathy, protest against the willfulness of the landowners, to show the strength of character and sense of dignity of the hero)? Prepare a discussion on this topic.
5) What is the meaning of the story “Prisoner of the Caucasus”? What does the writer condemn (the senselessness of hostility between nations, the senselessness of war, or something else?
Of course, any pedagogical activity will become productive only if the teacher uses a variety of teaching methods and techniques in the lessons, coordinating them with the characteristics of the students’ level of perception and the topic of the lesson. In my classes, I try to diversify the work with game exercises, individual task cards, creative and research projects, presentations, video material and audio recordings. Also, at the beginning of the lesson, I often use the problematic method of presenting the topic of the lesson and formulating tasks. I strive to structure classes in such a way that the children themselves sum up the results of the lesson, evaluate the achievement of goals and personal achievements. I adhere to a democratic teaching style. I conduct separate classes with low-achieving students on the topics covered.
With the use of case technologies in Russian language and literature lessons, the content of education remains unchanged, the form of teaching is transformed, and more time is allocated for group and intergroup interaction in the lessons. A case differs from a simple learning task in that a learning task requires one answer, while a case involves several possible solutions. Since the case method is based on a problem situation that involves several options for solving it, we are not interested in the answer, but in the path to it. Working in groups and micro-groups primarily develops students’ communicative and social competencies.
Thus, case technology today has become very relevant in the field of teaching in secondary schools. Its advantages are that case technology ensures the activation of schoolchildren, teaches them to think critically, solve complex problems, make thoughtful decisions, communicate with people, develops students’ independence and creativity; increases student interest in the subject and develops key educational competencies.
REPORT
on the topic: “Use of case technologies in the classroom (using an example)”
Prepared by:
Dobrydneva Elena Viktorovna,
teacher of Russian language and literature,
Municipal educational institution "Budogovishchenskaya secondary school"
Belevsky district, Tula region
village Belyaevo
Introduction…………………………………………………………………………………..3
Chapter I. Theoretical foundations of case technology as a teaching method…………………………………………………………………………………...........6
History of the emergence and development of case technology………………………………………………………………………………6
Case technology as a teaching method in literature lessons....10
Classification of case technologies……………………………………11
Conclusions on Chapter I………………………………………………………………..21
Chapter II. Application of case technology in literature lessons………..……………………………………………………………………...23
2.1. Methodology for teaching literature using the case method……………..23
2.2. Application of case technology in literature lessons……………26
Conclusions on Chapter II…………………………………………………………………………………31
Conclusion………………………………………………………………………………….…….33
References…………………………………………………………….35
Introduction.
Today, when humanity is making a transition from an industrial to an information culture, characterized by such features as an integrated nature, flexibility, mobility of thinking, dialogism, tolerance and close communication at all levels, education is faced with the task of preparing a person who corresponds to this new culture.
The problem of knowledge acquisition has been haunting teachers for a long time. Almost any human action in life is associated with the need to assimilate and process certain knowledge and information. Teaching to learn, namely to assimilate and properly process information, is the main thesis of the activity-based approach to learning. A modern school should cultivate a person’s readiness for “innovative behavior.” Obedience, repetition, and imitation are replaced by new requirements: the ability to see problems, calmly accept them and solve them independently. This applies to all spheres of life: domestic, social and professional.
The fundamental difference between the second generation educational standards is their focus on educational outcomes as a system-forming component of the standards design. “The learning process is understood not only as the assimilation of a system of knowledge, skills and abilities that form the instrumental basis of students’ competencies, but also as a process of personal development, gaining spiritual, moral and social experience.”
Currently, not only the amount of knowledge necessary for a modern person has changed, but even more changes have occurred in the ways of learning new things. There is a sea of knowledge, and the ways of obtaining it have changed dramatically. Using the Internet, students can gain more effective access to sources of knowledge.
Now in Russia there is a modernization of the educational system - different content, approaches, behavior, pedagogical mentality are being proposed, a new education system is being formed, focused on entering the global educational space. This process is accompanied by significant changes in the pedagogical theory and practice of the educational process.
In these conditions, a teacher needs to navigate a wide range of modern innovative technologies, ideas, schools, trends, not waste time discovering what is already known, but use the entire arsenal of Russian pedagogical experience. Today it is impossible to be a pedagogically competent specialist without studying the entire wide range of educational technologies.
The teacher’s task is to use teaching technologies focused on the personal-activity approach in education. The choice of technology for teaching a particular discipline is made by the teacher on the basis of his personal beliefs and constitutes his individual style of teaching. Training technology should be aimed at effectively achieving the goal.
As an example of modern effective educational technologies, we cite the following:
technology of critical thinking (American teachers Charles Temple, Ginny Steele, Curtis Meredith);
“Case-Study” technology (case method or case technology - Harvard Business School, USA)
technology of educational dialogue (Soviet psychological and pedagogical school).
In connection with education reforms in our country, there is a constant search for effective teaching methods. One of the new forms of effective teaching technologies is problem-based learning using cases. The introduction of educational cases into the practice of Russian education is currently a very urgent task.
Relevance is determined by a person’s needs for self-determination and self-expression in the conditions of a modern, information society. Based on the above, the topic of this study is: “Case – technology in literature lessons”
The purpose of the work: is to generalize the experience of using case technology as an interactive method in the formation of key educational competencies of students in literature lessons.
The goal was specified in the following tasks:
Trace the history of the development of case technologies;
Describe the classification of case technologies;
Consider case technology in literature lessons as a teaching method;
Identify the methodology for teaching literature using the case method;
Analyze the use of case technologies in literature lessons.
Object of study: interactive method of teaching literature to schoolchildren, case - technology.
Subject of research: the process of student development through the use of literature teaching cases.
Research methods: study of experience, analysis of scientific and methodological literature, deductive method.
The purpose and objectives determined the structure of the work, which consists of an introduction, two chapters, a conclusion and a list of references.
ChapterI. Theoretical foundations of case technology as a teaching method
1.1 History of the emergence and development of case technology
Harvard Law School is considered the founder of the case method, and Christopher Columbus Langdell is considered the pioneer of case study. After graduating from Harvard Law School, Langdell continued his work there as a research fellow and librarian. In 1870, Harvard President Charles William Eliot appointed him dean of the law school, and Langdell, having studied the vast library material on jurisprudence, immediately began to develop the case method. Using the Socratic method, developing the trial and error method, he invited students to work with primary sources (court cases, appellate court decisions, etc.) and then draw their own conclusions, present their own interpretations and analysis. Langdell's approach differed sharply from traditional teaching (lectures, seminars, etc.), and the innovation was met with enormous resistance. During his first three years as dean, the number of students dropped from 165 to 117, but, thanks to the support of C. Eliot, Langdell remained dean until 1895. By that time, the method had become established not only at Harvard, but also at six other law schools.
Harvard Business School was founded in 1908. The first program, called "Master of Business Administration" (MBA), introduced a mandatory course - the method of situational analysis "The Art of Doing Business" (1912). Owners of their own businesses were invited to the course to present and discuss problems from their own practice. After two days, each student submitted a written report containing an analytical analysis of the problem and a recommended solution, then the businessman discussed these reports with the group.
The “heyday” of the situation method came in 1919 with the arrival of a new dean, banker Wallace Donham, whose combination of two areas of knowledge (law and business) and knowledge of the situation method allowed him to suggest that teachers reconsider the lecture approach to “collecting cases” and working with them. The first collections of cases were published in 1921. in the Harvard Business Reports, and in 1922, 85 educational institutions began to use them in their work. Donham also organized a number of classes to teach the case method, and since then Harvard has been considered a promoter of the case method.
In European education, the most famous for the use of the case method was the Manchester Business School, which adopted the basic ideas of Harvard at the beginning of the twentieth century, but developed in its own way. In the Manchester tradition, the description of the situation is more concise, and the solution is fundamentally open and developed through group discussions. At the present stage, the Manchester School has begun to move away from theoretical case studies to practical interactive learning, which allows students to be involved in solving real business cases in existing companies. Students are given internships in companies that are experiencing some difficulties and are given the task of finding a way to cope with the problem and achieve its implementation.
Currently, situational tasks are used not only in business, medicine, sociology, but in all areas of human knowledge. Teachers of various sciences use the case method not as a specialized course on studying a situation, but in the form of a teaching technology in the classroom (case technology). “Various organizations in many countries of the world (institutes, universities, etc.) have their own collections of cases.
The practice of solving business cases came to Russia from the West along with the first managers who received their education abroad, as well as with students from exchange internship programs. In Russia, the use of the case method in teaching began in the 80s. first at Moscow State University, and then at academic and industry institutes, and later at special training and retraining courses. Since the late 80s, translated (Western) cases have been used.
A significant contribution to the development and implementation of this method was made by G.A. Bryansky, Yu.Yu. Ekaterinoslavsky, O.V. Kozlova, Yu.D. Krasovsky, V.Ya. Platov, D.A. Pospelov, O.A. Ovsyannikov, V.S. Rapopport et al.
However, the development of the method in the USSR at that time was very controversial. On the one hand, the use of the situation analysis method led to the widespread use of game and discussion methods of teaching, but on the other hand, the pressure of ideology and the closed nature of the education system gradually forced the method out of classrooms.
There are different designations for this learning technology. In foreign publications you can find names: the case study method, the business story method, and, finally, simply the case method.
Russian publications most often talk about the method of analyzing specific situations (CAS), business situations, the case method, and situational tasks.
The main feature of the method is the students’ study of precedents, i.e. past situations from business practice.
The essence of the method is that students are given a description of a specific real situation, prepared in a specific format and intended to teach students how to analyze different types of information, generalize it, skills in formulating a problem and developing possible solutions to it in accordance with established criteria. The student (student) must get acquainted with the problem and think about ways to solve it - the assimilation of knowledge and the formation of skills is the result of active independent activity of students to resolve contradictions, as a result of which the creative mastery of professional knowledge, skills, abilities and the development of thinking abilities occurs.
It is believed that case technology can be used most successfully in lessons of economics, law, social studies, history on topics that require the analysis of a large number of documents and primary sources, as well as for the formation of knowledge in those disciplines where several answers to a question can compete with each other in terms of truth. .
The name of the method comes from the Latin term “casus” - “a confusing or unusual case.”
The term “case method”, “case technology” translated from English as the concept “case” means:
a) description of a specific practical situation, a methodological method of teaching according to the principle “from typical situations, examples - to the rule, and not vice versa”, involves an active teaching method based on the consideration of specific (real) situations from the practice of students’ future activities, i.e. use of situational training methodology “case – study”;
b) a set of specially developed educational and methodological materials in various media (printed, audio, video and electronic materials), issued to pupils (students) for independent work.
Case technology is an interactive technology for short-term learning based on real or fictitious situations, aimed not so much at mastering knowledge, but at developing new qualities and skills in students.
Its main purpose is to develop the ability to develop various problems and find their solutions, to learn to work with information.
Case technology is not a repetition of the teacher, not a retelling of a paragraph or article, not an answer to a teacher’s question, it is an analysis of a specific situation, which forces you to raise the layer of acquired knowledge and apply it in practice.
1.2. Case technology as a teaching method in literature lessons
The learning process using the case method allows you to form meta-subject competencies of students and individualize the learning process. The use of the case method allows you to create a need for knowledge, cognitive interest in the material being studied, provides the opportunity to use scientific research methods, develops cognitive independence and creative thinking abilities, develops emotional and volitional qualities and forms cognitive motivation.
Case technology is one of the mechanisms that allows you to make maximum use of the communicative and creative abilities of students. They can be successfully built on both fiction and journalistic literature. In general, works of art of Russian literature are completely suitable for studying them using case technologies, since their ideological content is not an external component, but the deep inner world of the characters, their quests, and the moral and ethical background of their actions. All this is an area of human life that cannot be unequivocally assessed, that is, it implies different interpretations of the same character or action, there are contradictions and problems. This provides the basis for creating a case.
Objectives of the case method:
Activation of cognitive activity of students, which, in turn, increases the effectiveness of learning;
Increasing motivation for the educational process;
Developing skills in working with information, including the ability to request additional information necessary to clarify the situation;
Ability to draw the correct conclusion based on a group analysis of the situation;
Acquiring the skills to clearly and accurately express one’s own point of view orally and in writing, to convincingly defend and defend one’s point of view;
Developing skills for critically evaluating different points of view, carrying out self-analysis, self-control and self-assessment.
The essence of the case method is as follows:
Selection of tasks for the possibility of using different solution paths.
Block-modular construction of studying new material.
Organization of independent work of students in preparation for the lesson, when working with the case.
Communication, exchange of answers between students.
Concentration of all types of activities according to work stages. .
The essence of the case method is that the assimilation of knowledge and the formation of skills is the result of active independent activity of students to resolve contradictions, as a result of which the creative mastery of knowledge, skills, abilities and the development of thinking abilities occurs. The main condition for using the case method in teaching a particular discipline is the presence of contradictions, on the basis of which problem situations, tasks, and practical tasks are formed and formulated for students to discuss and find the optimal solution.
1.3. Classification of case technologies
Case methods can be classified depending on what kind of creative work they require. In particular, the methods of incident, analysis of business correspondence and situational analysis are highlighted.
Case technologies include the following methods:
Game Design
Discussion method
Method of situational role-playing games
Method for parsing business correspondence
Incident method
Incident Method:
Incident (from Latin incident) – incident, incident, collision.
The purpose of the method is to search for information for the listener to make a decision, and, as a result, learn to work with information: communicate it, systematize it, analyze it.
A problem with missing data is proposed to be solved as a proposed problem.
Method “Analysis of business correspondence” (“folders with incoming documents”, “information labyrinth”, “basket method”).
The method is based on working with documents and papers related to a particular organization, situation, problem.
When working with this technology for analyzing situations, students receive from the teacher folders with the same set of documents related to a certain historical event, a specific economic situation, the activities of a certain enterprise, depending on the topic and subject.
Participants in such training act as decision makers.
The purpose of the exercise is for participants to take the position of a person responsible for working with “incoming documents” and cope with all the tasks that it implies.
Examples of using the method include cases in economics, law, social science, and history, where analysis of a large number of primary sources and documents is required.
Game design method.
The purpose of the method is the process of creating or improving objects.
To work with this technology, class participants can be divided into groups, each of which will develop their own project. Game design can include projects of different types: research, search, creative, predictive, analytical.
For example, predictive: students are tasked with developing a project for an ideal model of the future, for example, “What kind of country do we see in the year 3000?” At the same time, the project must represent a real picture of the future, built in the form of a specific development. The process of constructing a perspective carries within itself all the elements of a creative attitude towards reality, allows us to better understand the phenomena of today, and see the paths of development.
Method of playing roles.
The purpose of the method is to create in the form of a dramatization a true historical, legal, socio-psychological situation for the audience and then provide an opportunity to evaluate the actions and behavior of the participants in the game. One of the varieties of the staging method is role-playing.
Role-playing is a way to expand the experience of analysis participants by presenting them with an unexpected situation in which they are asked to take the position (role) of the participants and then develop a way that will bring this situation to a worthy conclusion.
Teachers who use this method in the educational process are often frightened by such varieties as “role-playing situations” and role-playing games. These methods indeed have much in common, but still differ significantly.
When “acting out situations in roles,” participants play the role as they see fit, independently determining the strategy of behavior, scenario, and planned result. The main task is to show creativity in solving unexpectedly emerging urgent problems.
Role-playing game is a game according to a given scenario, which requires familiarity with the material of the situation and entering into a given image, transformation.
Discussion method.
Discussion is an exchange of opinions on any issue in accordance with more or less certain rules of procedure.
Intensive learning technologies include group and intergroup discussions.
The most common one today is method of situational analysis, or case study, allowing the student to deeply and thoroughly explore the problem, master cognitive operations sequentially in the process of working with information: familiarization - understanding - application - analysis - synthesis - evaluation. The student is offered a text with a detailed description of the situation that has arisen and is given a task that requires a solution. This task is clearly practice-oriented in nature, but its solution requires specific subject knowledge. Often, solving it requires knowledge of several subjects. An obligatory element of the task is a problematic question. You just need to formulate it in such a way that the student wants to find the answer. Steps already implemented may also be offered for analysis. In this case, the main task will be to determine (by analysis) their feasibility.
When solving a situational problem, the teacher and students pursue two different goals: for the student - to find a solution that corresponds to the given situation, for the teacher - for the students to master the method of activity and understand its essence.
The situational task model looks like this:
Task name.
A personally significant cognitive question for the student.
Information on this issue, presented in a variety of forms (text, table, graph, statistical data, etc.).
Tasks for working with this information.
Naturally, when using each of the listed methods, students also receive a package of questions to which they need to find answers in order to understand the essence of the problem. In addition, case technology involves both individual work on a package of tasks and collective work, which develops the ability to perceive the opinions of other people and the ability to work in a team.
Case structure:
Despite the variety of types of cases, they all have a standard structure.
Typically, a case includes:
Situation - case, problem, story from real life;
Context of the situation - chronological, historical, context of place, features of the action or participants in the situation;
Questions or tasks for working with the case;
Applications.
Case development stages:
Determining the place of the case in the system of educational goals;
Search for an institutional system that will be directly related to the topic of the case;
Construction, or selection of a situation model;
Creating a description;
Gathering additional information;
Preparation of the final text;
Presentation of the case, organization of discussion.
Organization of work with the case:
There are a lot of options, this is an opportunity for the creativity of the teacher himself. We offer the most generalized lesson model according to which work can be organized.
Stages of organizing a lesson:
1. The stage of immersion in joint activities.
The main task of this stage: the formation of motivation for joint activities, the manifestation of initiatives of the discussion participants. At this stage, the following work options are possible:
The text of the case can be distributed to students before class for independent study and preparation of answers to questions. At the beginning of the lesson, students' knowledge of the case material and interest in the discussion are checked. The main problem underlying the case is highlighted and related to the relevant section of the course.
2. Stage of organizing joint activities.
The main task of this stage is to organize activities to solve the problem. You can organize activities in small groups or individually: students are divided into temporary small groups to collectively prepare answers to questions within a time specified by the teacher. In each small group (regardless of other groups), individual answers are compared, finalized, and a unified position is developed, which is drawn up for presentation. Each group selects or appoints a “speaker” who will present the solution. If the case is correctly composed, then the decisions of the groups should not coincide. Speakers present the group's decision and answer questions (speeches must contain an analysis of the situation; both the content of the decision and the presentation technique and the effectiveness of the use of technical means are assessed). The teacher organizes and directs the general discussion.
3. The stage of analysis and reflection of joint activities.
The main task of this stage is to demonstrate the educational and training results of working with the case. In addition, at this stage, the effectiveness of organizing the lesson is analyzed, problems in organizing joint activities are identified, and tasks for further work are set. The teacher’s actions can be as follows: the teacher ends the discussion, analyzing the process of discussing the case and the work of all groups, tells and comments on the actual development of events, and sums up the results.
Thus, the emphasis shifts to the production of knowledge, rather than to the mastery of ready-made knowledge. Students get the opportunity to relate theory to real life, in which future school graduates will need the ability to draw conclusions and defend their position.
Based on the type and focus, cases can be divided into training, educational, analytical, research, systematizing and predictive.
They can be different not only in content, but also in structure. Structured cases(highly structured case) include a concise and precise statement of the situation with specific numbers and data. Here there is a certain number of correct answers that can be arrived at by mastering one formula, skill, or technique in a certain area of knowledge.
Unstructured cases(unstructured cases) represent material with a large amount of data. They are designed to assess the speed of thinking, the ability to separate the main from the secondary. For this type of case, there are several correct answer options, and the possibility of finding a non-standard solution is not excluded.
Pioneer cases(ground breaking cases) can be either very short or long. Observing the solution of such a case gives the teacher the opportunity to see whether a person is able to think outside the box, how many creative ideas he can come up with per unit of time. If the work is carried out in a group, is the student able to pick up someone else’s idea and develop it?
Cases also differ in volume. Full cases(average 20-25 pages) are designed for group work over several days. Compressed cases(3-5 pages) – for analysis directly in class and imply a general discussion. Mini cases(1-2 pages), like condensed cases, are intended to be taught in class and are often used to illustrate what is being covered in class.
Classification of cases.
cases, the purpose of which is to use a specific practical example to teach students an algorithm to make the right decision in a certain situation;
in which a specific situation is described and it is proposed to find ways out of it; the purpose of such a case is to find ways to solve the problem;
cases with the formation of a problem, which describe the situation in a specific period of time, identify and clearly formulate problems; the purpose of such a case is to diagnose the situation and make an independent decision;
cases without forming a problem, which describe a more complex situation, where the problem is not clearly identified, but is presented in statistical data and public opinion assessments; The purpose of such a case is to independently identify the problem, indicate alternative ways to solve it with an analysis of available resources.
With active situational learning, participants in the analysis are presented with facts (events) associated with a certain situation according to its state at a certain point in time. The students' task is to make a rational decision, acting within the framework of a collective discussion of possible solutions, i.e. game interaction.
Types of cases.
Printed case – contains graphs, diagrams, illustrations (makes the case more visual).
Multimedia case – depends on the technical equipment of the school.
Video - case.
Types and functions of cases:
training (training skills to work in changing situations - writing texts of various genres);
educational (mastery of knowledge regarding dynamically developing objects - literary theory);
analytical (development of skills and abilities of analytical activity - analysis of phenomena and objects);
research – acts as a model for obtaining new knowledge, teaching scientific research skills through the use of the modeling method, based on the principles of creating a research model;
systematizing (systematization of situational knowledge - the use of suffixes of nouns);
prognostic (obtaining information about the development of this system - forecasting the development of events in a literary work).
The advantage of cases is that students are given the opportunity to optimally combine theory and practice, which seems quite important when preparing a specialist. The case method promotes the development of the ability to analyze situations, evaluate alternatives, choose the best option and plan its implementation. And if this approach is used many times during the educational cycle, then the student develops a stable skill in solving practical problems, increases interest in the subject being studied, and develops such qualities as social activity, communication skills, the ability to listen and competently express his thoughts.
When using case technologies in elementary school, children experience:
Development of analysis and critical thinking skills;
Connection of theory and practice;
Presentation of examples of decisions made;
Demonstration of different positions and points of view;
Formation of skills for evaluating alternative options under conditions of uncertainty.
The teacher’s task is to teach children, both individually and as part of a group:
Analyze information
Sort it to solve a given problem,
Identify key issues
Generate alternative solutions and evaluate them,
Choose the optimal solution and formulate action programs, etc.
In addition, children:
Gain communication skills;
Develop presentation skills;
They develop interactive skills that allow them to effectively interact and make collective decisions;
Acquire expert skills and abilities;
They learn to learn by independently searching for the necessary knowledge to solve a situational problem;
Change motivation for learning.
Conclusions on Chapter I
So, case technology is an interactive teaching technology, based on real or fictitious situations, aimed not so much at mastering knowledge, but at developing new qualities and skills in students.
The spread of the case technology method in education is happening quickly, but certain difficulties arise. First of all, they are associated with the superficial attitude of teachers towards the methodological basis of the method. Situations often arise when the use of the case technology method means the introduction of “pseudo” situations, so-called “life examples” into the educational process, and the educational discussion is replaced by a conversation “about life”. At the same time, the case method can become a real means of increasing the professional competence of a teacher, a way of combining educational, educational and research content in teaching.
The effectiveness of the method is that it can be quite easily combined with other teaching methods.
ChapterII. Application of case technology in literature lessons
2.1. Methodology for teaching literature using the case method
One of the most important characteristics of the case method is the ability to use theory and turn to factual material.
Case technology is applicable in teaching any subjects if the main objectives set in the lesson are teaching critical thinking skills and independent decision-making. The most convenient for using case technologies are the lessons of the Russian language and literature, since it is in these lessons when working with text that we lead children to one idea or another.
Case mode;
Criteria for evaluating work by stages.
Approximate training scheme using the case method:
Case development Determining the list of literature necessary for mastering the educational topic Lesson plan development Guiding group work Organization of the final discussion Evaluation of student work. | Receiving a case Literature Study Self-preparation Organizing a preliminary discussion of the case content Studying additional information to master the material of the educational topic and complete the task Presenting and defending your solution to the task Listening to other participants' points of view |
Methodology of each stage
1. Preparation by the teacher and students:
At this stage, the teacher makes a logical selection of educational material and formulates problems. When selecting material, it takes into account that: large educational material is difficult to remember; educational material, compactly located in a specific system, facilitates perception; Highlighting semantic reference points in the learning material contributes to the effectiveness of its memorization.
2. Individual independent work of students with a case:
Students at this stage work with educational and methodological support, additional literature, and analyze the proposed situations. Despite the simplicity of this stage, great teacher skill is required to stimulate students’ interest in independent work and intensify their learning activities. In the process of independent work, we use a variety of teaching methods and techniques for students, including traditional ones.
3. Checking the assimilation of the studied material.
Since students independently study new material using a case study, there is often a need to check their mastery of it. Testing methods can be traditional (oral frontal questioning, mutual testing, answering on cards, etc.) and non-traditional (testing, rating, etc.)
4. Work in small groups:
It occupies a central place in the case method, as it is the best method for studying and sharing experience. After students are divided into small groups to work, they begin independent work.
Principles for organizing independent collaborative work of students in small groups:
Principle of cooperation: (a set of joint and individual activities; independent work at home as advanced learning and work directly in class).
The principle of collectivism: (everyone’s work is addressed not to the teacher, but to all students).
The principle of role participation: (voluntariness in choosing roles; pleasure from the role played; tact in changing roles).
Principle of responsibility: (the student answers the lesson material not to the teacher, but to his classmates; control is clear; we teach students methods of self-control and self-assessment).
To work effectively in small groups, the following rules are followed:
Common problems for everyone;
Commonality of requirements (for this, especially at first, we create groups of approximately equal opportunities);
The number of people in the group is no more than 5 (for everyone to work effectively);
Identification of a leader (formal or informal);
Creation of a control group (for example, experts);
Publicity of work in all groups and collective discussion;
Taking into account the capabilities of the group when posing the problem (tasks must be feasible).
Compliance with these rules makes it possible to organize a developing educational process, since in solving a creative problem, students first conduct a mental search of the solutions known to them and, not finding it in the arsenal of their previous experience, construct a new method.
5. When working in small groups, we pay special attention to the discussion, during which options for solving each situation are presented, answers to emerging questions, and opposition.
Criteria for assessing work by stages of the lesson:
Competent solution to the problem;
Novelty and originality of problem solving;
Brevity and clarity of presentation of the theoretical part;
The quality of the solution to the problem;
Ethics of discussion;
The activity of all members of the microgroup.
2.2. Application of case technology in literature lessons
How to implement the case method in literature and Russian language lessons? For example, in a literature lesson in the 9th grade on the works of M.Yu. Lermontov, when studying the novel “A Hero of Our Time,” you can offer the following case assignment: “Is Lermontov a prototype of his hero?”
Students, working with the biographical text and the text of the work, must provide their evidence and draw a conclusion.
In grade 9, when studying N.M. Karamzin’s story “Poor Liza,” the following case problems can be proposed:
1. Determine the main reason for the outcome of events. Is this the result of a fatal coincidence or is the ending logical?
2. Offer your solution to a similar problem of relationships between the main characters in the modern world.
3. Imagine you are editors of a publishing house of the late 18th century. You need to edit the work from the point of view of classicist aesthetics. What would you have to change in the piece?
In a Russian language lesson, you can use the following case technique:
The proudest word in the Russian language. The Russian language, like all other languages, is structured prudently and economically. Each word can have dozens of meanings. Each turn of speech can acquire a heap of meanings. On each root a whole bush of words grows. And each prefix or suffix gives tens and hundreds of new words based on this very root. But there is one very tricky suffix in Russian - “-issimus”.
Of course, this is a “newcomer” suffix, not a native one. However, in the Russian language there are many immigrant suffixes that have taken root. Everyone finds refuge here, “marries” their Russian roots, and makes friends with Russian prefixes. But “-issimus” is not like that. Not at all. In the Russian language, only one word has been created with it. Just one. There are no others.
1. Guess what kind of word this is.
2. Define this suffix, what meaning does it give to the word?
3. Create several new words that do not yet exist in the Russian language with this interesting suffix.
You can even write a mini-story.
The method of analyzing business correspondence can be considered using the example of a case on the topic “Epistolary genre. Writing a business letter."
Task: sort through the manager’s mail (invitation, petition, thank you, congratulatory, sympathetic, recommendation letters), make the necessary decisions on them, put forward resolutions. In addition, you need to form a definite opinion about the situation at the enterprise. The final part of the lesson is conducted in the form of a discussion with an analysis of the actions of the players and their ideas about the situation at the enterprise.
One of the variants of the method of parsing business correspondence is the so-called trash can. When implementing this method, game participants are offered to consider a set of individual lines from documents, partially simulating the result of a paper-cutting machine to destroy documents. It is necessary to compose rules and thematic texts from the cut parts. When studying proverbs, you can offer handouts in the form of disparate parts, from which you need to compose a statement that is complete in meaning.
Cases can be presented in various forms: from a few sentences to many pages. However, it should be borne in mind that large cases cause some difficulties for students compared to small ones, especially when working with them for the first time.
The simplest version of the case: students are given a certain passage of text that contains moral issues, and are asked to invent and predict how events will develop further. For example, Leo Tolstoy’s story “After the Ball” or an excerpt from the work of the same writer “Childhood”, where the basis of analysis can be the action of a boy who has a very sensitive, “compassionate” nature, but, nevertheless, succumbs to the general negative impulse and together with his comrades mocks another boy.
Case assignment:
Could it have been possible to do things differently, and what consequences would this have led to?
After the discussion, which usually turns out to be heated, the participants in the discussion receive the ending of the writer’s text in order to correlate their own feelings and premonitions with the author’s perception. As a rule, disputes continue after this. The only drawback of this type of creative work is that only short works or excerpts from novels and stories can be analyzed.
In general, works of art of Russian literature are completely suitable for studying them using case technology, since their ideological content is not an external component, but the deep inner world of the heroes, their quests, the moral and ethical background of actions, which are based on the main distinguishing feature Russian literary creativity - humanism.
The case method helps to give a new fresh sound to seemingly long-worn and boring problematic issues: “I like (don’t like) Natasha Rostova”; “Eugene Onegin – mediocrity or personality”; “Pechorin is a villain or an unhappy person”; “Bazarov is a stupid smart guy” and so on.
In literature lessons, it is possible to use cases of varying degrees of complexity.
First degree presupposes the existence of a practical situation and its solution. Students are asked to determine whether a solution is appropriate for a given situation and whether another solution is possible. For example, do you agree with the statement of critic Nikolai Dobrolyubov, who called Katerina “a ray of light in a dark kingdom”? Do you agree with the words of Alexander Sergeevich Griboedov that in his comedy “Woe from Wit” there are “25 fools for one sane person”? Do you agree with the statement that Vladimir Dubrovsky is a “noble robber”?
Second degree difficulties: there is a certain practical situation - it is necessary to find a solution. For example, “what is the reason for the theme of the “superfluous man” in Russian literature of the early 19th century”? Or “what caused the appearance of the “little man” in Russian literature of the 19th century”?
Third degree difficulties: there is a practical situation - it is necessary to identify the problem and find solutions. For example, when working on A.N. Ostrovsky’s play “The Thunderstorm,” it is proposed to determine the main theme, the problem of the work. Students are invited to solve this case after independently reading the work and working with additional literature. As a rule, most students see the main theme of the work as the unfortunate fate of a woman; a much smaller number of children see the main theme of the work as social problems and the structure of society, the problem of the dissimilarity of the characters of family members, etc. There can be many solutions and all options have the right to exist, be proven and discussed.
Work on solving cases is equally effective in group work of students, in pairs, and in individual work. The result of solving cases can be presented in the form of a presentation, project defense, critical reference, descriptive work, or essay.
What are the benefits of using case technology?
Access to a database of modern educational materials.
Organization of a flexible educational process.
Increase/reduce time spent preparing for lessons.
Continuous professional development.
Possibility of implementing some elements of the educational process outside of class hours.
To the student:
Working with additional materials.
Constant access to the consultation database.
The ability to prepare yourself for all types of control.
Communication with other students in the group.
Mastering modern information technologies.
Almost any teacher who wants to introduce case technologies will be able to do this quite professionally, having studied special literature and having teaching situations in hand. However, the choice in favor of using interactive learning technologies should not become an end in itself: after all, each of the named technologies of situational analysis should be implemented taking into account educational goals and objectives, the characteristics of the educational group, their interests and needs, the level of competence, regulations and many other factors that determine the capabilities implementation of case technology, their preparation and implementation.
To summarize the above, I would like to quote the words of the great Russian writer L.N. Tolstoy: “Knowledge is only knowledge when it is acquired through the efforts of one’s thoughts, and not through memory alone.”
Conclusions on Chapter II
To help a child become competent, it is necessary to use active learning methods, for example, the project method, the method of problem presentation, games that are part of case technologies. The system-activity approach to teaching, which Russian schools are currently striving for, encourages teachers to search for ways to form and develop universal educational activities, helping the student to “embrace the immensity”, to study academic subjects based on activity, that is, to go to knowledge from action.
In the process of studying the subject "Literature", the formation of theoretical ideas can also follow this path - from action to thought. Therefore, the formation of practical skills based on mastery of universal educational actions is of particular importance.
The essence of case technology is the analysis of a real situation (certain input data), the description of which simultaneously reflects not only any practical problem, but also actualizes a certain set of knowledge that must be learned when solving this problem. At the same time, the problem itself does not have clear solutions. Being an interactive teaching method, the case method helps to increase students' interest in the subject. The use of this method helps to develop in children such important qualities for later life as communication skills, social activity, the ability to correctly present their opinion and listen to the opinion of another person.
Conclusion
For Russia, case technology or case teaching methods are a relatively new phenomenon. They began to become widespread only in the 90s of the 20th century on the basis of several Moscow universities. In order to integrate business cases into the Russian education system, an association of business clubs of the Russian Federation was created. A significant contribution to the development and implementation of this method was made by G.A. Bryansky, Yu.Yu. Ekaterinoslavsky, O.V. Kozlova, Yu.D. Krasovsky, V.Ya. Platov, D.A. Pospelov, O.A. Ovsyannikov, V.S. Rapopport et al.
In Russia, case technology is also called the method of analysis of specific situations (CAS), situational tasks. The use of the case method allows you to create a need for knowledge, cognitive interest in the material being studied, provides the opportunity to use scientific research methods, develops cognitive independence and creative thinking abilities, develops emotional and volitional qualities and forms cognitive motivation.
Case - technology– one of the mechanisms that allows maximum use of students’ communicative and creative abilities
The essence of the case method is that the assimilation of knowledge and the formation of skills is the result of active independent activity of students to resolve contradictions, as a result of which the creative mastery of knowledge, skills, abilities and the development of thinking abilities occurs.
Case methods can be classified depending on what kind of creative work they require. In particular, the methods of incident, analysis of business correspondence and situational analysis are highlighted.
A means to achieve the goals of teaching literature is a case, as a package of documents for students to work on.
Structure and content of the case:
Presentation of the lesson topic, problem, questions, assignments;
Detailed description of controversial situations;
Related facts, positions, options, alternatives;
Educational and methodological support:
Visual, handout or other illustrative material;
Basic and additional literature;
Case mode;
Criteria for evaluating work by stages.
To help a child become competent, it is necessary to use active learning methods, for example, the project method, the method of problem presentation, games that are part of case technologies.
The use of case technologies in teaching literature allows us to create a favorable environment in the classroom for practicing the practical skills necessary for schoolchildren to work competently with various types of information, allows us to activate the theoretical knowledge and practical experience of students, their ability to express their thoughts, ideas, suggestions, and the ability to listen to alternative point of view, and express yours in a reasoned manner. The use of this method is also necessary because it allows you to see the ambiguity of solving problems in real life.
Thus, the goals and objectives outlined in this work were achieved through synthesis, classification and analysis of methodological literature
References
Arkhipova V.V. Interrelation of educational and information technologies / V. V. Arkhipova // Open education. – 2006. - No. 5. – P. 68 – 71.
Bryukhanova E. N. On the features of using case technology in literature lessons [Electronic resource] / E. N. Bryukhanova. – Access mode: http://kampk.ucoz.ru (access date: May 25, 2014).
Vylegzhanina I.V. Organization and testing of distance learning and distance support of the educational process in an educational institution / I.V. Vylegzhanina // Scientific and methodological journal “Education in the Kirov Region” - Kirov, - 2007. - No. 4. - P. 54 – 58.
Dzatceeva T. S. Case - technologies and their application in modern school in literature lessons [Electronic resource] / T. S. Dzatceva. – Access mode: http://festival.1september.ru (access date: May 20, 2014).
Dobrotina I. N. Development of skills in information processing of text using techniques of modern educational technologies /I. N. Dobrotina // Russian language at school. – 2013. – No. 10.
Zavgorodnyaya E. G. Case method in literature lessons as a means of developing meta-subject competencies [Electronic resource] / E. G. Zavgorodnyaya. – Access mode: http://festival.1september.ru (date of access: 05/22/2014).
Zyryanov G. P. Experience and immediate prospects for remote training of teachers / G. P. Zyryanov // Issues of Internet education. – 2002. - No. 10. - P. 74 – 82.
Kazyulina O. V. Using the case method in literature lessons to increase motivation for learning [Electronic resource] / O. V. Kazyulina. – Access mode: http://www.uchportal.ru (access date: May 22, 2014).
Pinchukova M. V. Preparation of subject teachers for the use of distance technologies in the educational process / M. V. Pinchukova // Informatics and Education. – 2013. – No. 3. – P. 67 – 74.
Reingold L.V. Beyond CASE technologies / L.V. Reingold // Computerra.-, 2000. - No. 13. – 15 s.
Russkikh G. A. Didactic foundations of a modern lesson: Educational and practical guide / G. A. Russkikh // - M., Ladoga - 100, - 2001. - 67 p.
Selevko G. K. Modern educational technologies: textbook / G. K. Selevko // - M.: People's education, - 1998. P. 17 - 24.
Surmina Yu. P. Situational analysis, or anatomy of the Case method / Yu. P. Surmina // – Kyiv: Center for Innovation and Development. - 2002. S. 84 – 93.
Shabanov A. G. Forms, methods and means in distance learning / A. G. Shabanov // Innovation in education. – 2005. – No. 2. – P. 102 – 116.
Shimutina E.V. Case – technologies in the educational process / E.V. Shimutina // Public education. – 2009. - No. 2. – P. 172 – 179.
Andyusev B.E. Case method as a tool for developing competencies. Head teacher. - No. 4, 2010. – p. 61 – 69.
Balyasnikova T.A. Application of Case Technology in preparing students for the Unified State Exam (Part C) M. Planeta 2011.
Vlasova N.V. Modern educational technologies in the context of new federal state educational standards [Text] / N.V. Vlasova // Theory and practice of education in the modern world: materials of the international. in absentia scientific conf. (St. Petersburg, February 2012). http// www.moluch.ru/conf/ped/archive/21/1848/
Case technologies as a condition for enhancing independent work (http://festival.1september.ru/articles/512028/
Case technologies as a means of developing key competencies of students in Russian language and literature lessons. http://nsportal.ru/sites/default/files/2012/12/
This lesson lasts 45 minutes; carried out using case method technology. The lesson improves students' research skills using ICT. This helps students obtain relevant information from a variety of sources and also present their experiences.
What does the use of case technology provide (planned results).
Download:
Preview:
MUNICIPAL BUDGET EDUCATIONAL INSTITUTION SECONDARY EDUCATIONAL SCHOOL No. 37
VORONEZH
Methodological association of teachers of the humanities
Russian language and literature
Methodological development of a literature lesson with case technology
On the topic: “The work of A. S. Pushkin”
Completed:
Abramova O. V.
Teacher of Russian language and literature
Highest qualification category
This methodological developmentis intended for conducting a literature lesson using case technology on the topic: “Creativity
A. S. Pushkin"
Brief summary of the lesson:This lesson lasts 45 minutes; carried out using case method technology. The lesson improves students' research skills using ICT. This helps students obtain relevant information from a variety of sources and also present their experiences.
Lesson type: lesson of generalization and repetition.
Type of lesson - lesson-game “Clever Girls and Smart Guys”.
Methodological justification for the choice of case technology method. The technological features of the case technology method are that it, being a type of research and analytical technology, organically includes the technology of collective learning, the technology of developmental training, and the technology of creating success.
What does the use of case technology provide (planned results).
To the teacher | For students |
Organization of a flexible educational process | Working with additional material |
Possibility of organizing some elements of the educational process outside of class hours | Opportunity to prepare training material yourself |
Developing material selection skills | Communication with other students in the group |
Mastering modern information technologies |
Lesson objectives:
- To deepen students’ knowledge about the life and creative path of the outstanding poet;
- To acquaint students with the facts of the biography of A. S. Pushkin, which influenced the formation of the poet’s personality;
- To interest students in the personality and work of the poet in order to form a new spiritual experience.
Tasks:
Educational:
- To develop the ability to work with literary critical materials;
- Systematization and generalization of knowledge on the poet’s work;
- Development of the ability to perceive information;
- To develop the ability to highlight the main thing in the message of the teacher and students;
- Learn to formulate your own attitude towards works of Russian literature and give them your own interpretation;
- Improve the skills of expressive recitation of poems by heart;
- Enrich students' vocabulary.
Educational:
- Development of interest in the work of A. S. Pushkin;
- Development of critical thinking;
- Development of aesthetic taste;
- Implementation of a systemic activity approach;
- Formation of UUD (personal, regulatory, cognitive):
- development of skills to analyze, compare, generalize;
- developing the ability to rely on one’s subjective experience;
- development of creative and speech abilities of students;
- developing the ability to work in groups.
Educational:
- Fostering interest and respect for literature;
- Fostering a value-based attitude to words;
- Fostering a caring attitude towards the cultural heritage of the people;
- Fostering a sense of love for the Motherland;
- Formation of public speaking skills;
- Development of communicative UUD:
- Creating a favorable atmosphere of support and interest, respect and cooperation;
- Student interaction in group work: developing respect for each other, the ability to listen to a friend.
Formation and development of universal educational activities:
- Personal:
- Improving the spiritual and moral qualities of the individual;
- Orientation in social roles and interpersonal relationships;
- Metasubject:
- Regulatory:
- setting a learning task;
- ability to work in a group;
- structure the material, highlight cause-and-effect relationships in oral and written statements;
- Cognitive:
- the ability to independently organize one’s own activities, evaluate them, and determine the area of one’s interests;
- use of various sources of information, find it, analyze it, use it in independent activities;
- Communication:
- ability to listen and conduct dialogue;
- collaborate with peers and adults.
- Subject:
- In the cognitive sphere:
- Understanding the connection between literary works and the era of their writing, identifying the timeless, enduring moral values embedded in them and their modern meaning;
- Ability to analyze a literary work;
- Mastery of literary terminology when analyzing a literary work.
- In the value-orientation sphere:
- Introducing to the spiritual and moral values of Russian literature and culture;
- Formation of one’s own attitude towards the work of A. S. Pushkin;
- Understanding the author's position and one's attitude towards it.
- In the aesthetic sphere:
- Understanding the figurative nature of literature as a phenomenon of verbal art;
- Aesthetic perception of works of literature;
- Understanding the Russian word in its aesthetic function.
Lesson equipment:
- Multimedia projector, computer, screen;
- Computer presentation,containing all stages of the lesson and cases with tasks;
- Printed cases with tasks and applications, made in A4 format.
The game “Clever Men and Clever Girls” based on the works of A. S. Pushkin.
It is carried out among 6th grade students, taking into account the works they have studied by this time.
Progress of the game.
Agon 1. Biography of the poet.
- Assignment to the teams “Case No. 1. Correct errors in the text."Students are presented with a text containing some facts from the biography of A. S. Pushkin. There are inaccuracies in it that need to be corrected. The team that finds and eliminates the most errors wins. For each inaccuracy eliminated, 1 point is awarded. You are given 5 minutes to complete the task.
Case No. 1.
Alexander Sergeevich Pushkin was born in Moscow in 1899. The house in which the poet was born has not survived; in its place today there is a monument to the great (Pushkinskaya Square).
The father of the future poet, Vasily Lvovich, was a well-known writer at that time; it was thanks to his efforts that fifteen-year-old Alexander Pushkin entered the Tsarskoye Selo Lyceum.
At the final lyceum exam, in the presence of Ivan Fedorovich Derzhavin, young Pushkin reads his poem “Memories of Tsarskoe Selo.” After reading this poem, Vasily Andreevich Zhukovsky gives Pushkin his portrait with the inscription: “To a winning student from a defeated teacher.”
Pushkin's friends at the Lyceum were Delvig, Pushchin, Lermontov, Kuchelbecker, Griboyedov. After graduating from the Lyceum, Alexander Sergeevich gets a job as a professional writer in the literary society "Arzamas", named after the city where it appeared.
Key. A.S. Pushkin was born in Moscow in 1799. The house in which Pushkin was born has not survived; in its place there is a school, and not far away there is a monument to the boy Pushkin. A famous writer was Pushkin’s uncle, whose real name was Vasily Lvovich. Pushkin entered the Tsarskoye Selo Lyceum in 1811 - he was 12 years old.
Pushkin reads “Memoirs in Tsarskoe Selo” in the presence of Derzhavin, whose real name is Gavriil Romanovich. And this happens not at the graduation, but at the transfer exam - January 8, 1815. Vasily Andreevich Zhukovsky gave Pushkin his portrait, but after reading not “Memoirs in Tsarskoe Selo”, but the poem “Ruslan and Lyudmila”.
Pushkin's friends at the Lyceum were Delvig, Pushchin and Kuchelbecker.
After graduating from the Lyceum, Pushkin was enrolled in the College of Foreign Affairs. Pushkin joined the Arzamas poetic society while still a lyceum student. The name of the literary society, focused on polemics with the “Conversation of Lovers of the Russian Word,” is only indirectly connected with the name of the district city of Arzamas, located far from the capitals and valuable precisely for this quality.
- Implementation of homework. Captains competition. “Case No. 2. Pushkin era" (Assignment received in advance).
What historical time do we call the Pushkin era? Try to imagine yourself as a Moscow gentleman, a serf peasant, or a St. Petersburg official. Describe your activities during the day.
Explanation of how to play the game No. 1. The tasks of the first block are executed simultaneously. While the guys from both teams are working on Case No. 1, the captains present their homework. Homework completion is graded on a five-point scale.
- Exercise. Blitz – game “Whose portrait?” The children are shown slides depicting A.S. Pushkin and people from his close circle. The task involves answering the questions: “Who is depicted in the portrait?” or in the case of portraits of a poet: “Who is the author of these paintings?” Each correct answer is worth 1 point.
- A. S. Pushkin. 1827 Orest Adamovich Kiprensky;
- A. S. Pushkin. 1827 Vasily Tropinin.
Both created portraits from life. Theme of the portraits: Pushkin is a poet.
The image of the poet created by Kiprensky is more solemn, distinguished by elation and greater power of generalization, while Tropinin’s Pushkin is simpler and more understandable. Tropinin and Kiprensky retained their understanding of the poet’s personality, their artistic vision, and this vision depends on many reasons: the artist’s talent, his worldview, interests, inclinations, attitude towards the poet’s personality. Tropinin pays more attention to the vital, everyday characteristics of the image and through it reveals the poet’s inner world, somewhat emphasizing the sensual side of the image; Kiprensky is more interested in poetic inspiration, “high aspirations,” and intellectual clarity of the image.
The famous art critic Alexei Sidorov very correctly noted: “There is a significant contrast between the portraits of Pushkin by Tropinin and Kiprensky. Intimate, “unbuttoned” Pushkin by Tropinin and strictly smart Pushkin by Kiprensky; Moscow and St. Petersburg; robe and frock coat; kind “master” by Tropinin and Kiprensky’s refined European; the emphasis on intimate realism in one case and on the stereotyped poet-artist in the other..."
- N.N. Goncharova, in the first marriage of Pushkin, in the second - Lanskaya; watercolor by A. P. Bryulov 1831-1832.
- V. A. Zhukovsky. 1783-1852. Poet. Friend of A.S. Pushkin. 1838 K. Bryullov.
- I. I. Pushchin. 1798 – 1859. Poet. Decembrist. Friend of A.S. Pushkin. Nikolay Ge. 1875
- V. Kuchelbecker.1797 – 1847. Poet. Decembrist. Friend of A.S. Pushkin.
- Georges Charles Dantes, after adoption by de Heeckeren.1812-1895. 1830 Unknown artist.
- G. R. Derzhavin 1747-1816. Poet. Statesman. Senator. Portrait by V. Borovikovsky, 1795.
“Old Derzhavin noticed us. And, going into the grave, he blessed” (A.S. Pushkin). It is said about the exam at the Imperial Lyceum, which is depicted in the painting by I. E. Repin.
In January 1815, transfer exams from the junior class to the senior class were held at the Tsarskoye Selo Lyceum. His poems were read in Derzhavin’s presence; he listened with extraordinary liveliness. Pushkin read the poem “Memoirs in Tsarskoe Selo”, standing two steps away from the venerable poet. “I am unable to describe the state of my soul,” Pushkin later recalled. “When I reached the verse where I mention Derzhavin’s name, my voice rang like an adolescent, and my heart began to beat with rapturous delight.” According to I.I. Pushchina, Derzhavin “in delight, with tears in his eyes, rushed to kiss him (Pushkin) and overshadowed his curly head.”
The young poet made a strong impression on Derzhavin. “Soon another Derzhavin will appear to the world: this is Pushkin, who already outdid all the writers at the Lyceum,” he told S. T. Aksakov.
Agon 2. Tales of A. S. Pushkin. “The fairy tale is a lie, but there is a hint in it! A lesson to good fellows!”
- Assignment to teams. “Who is in front of you?” Identify the heroes of Pushkin's fairy tales according to their words. How does the characters' speech characterize them? For each correct answer 1 point, for each explanation - 1 point.
- Oh, you vile glass!
You're lying to spite me!
How can she compete with me?
I’ll calm the crap in her!
"The Tale of the Dead Princess and the Seven Knights." Queen.
- For me you are all equal
All are daring, all are smart,
I love you all from the bottom of my heart
But to another I am forever
Given away. I love everyone
Prince Elisha.
"The Tale of the Dead Princess and the Seven Knights." Princess.
- You, prince, are my savior,
My mighty savior,
Don't worry about me
You won't eat for three days
That the arrow hit the sea,
This grief is not grief...
"The Tale of Tsar Saltan..." Swan Princess.
- What's so wonderful about this? Here you go!
The squirrel is chewing on pebbles!
“The Tale of Tsar Saltan...” The weaver.
- Implementation of homework. Case No. 3. What attracts A.S. Pushkin in Russian folk art? Comment on Pushkin’s words: “Respect for the past is the feature that distinguishes education from savagery...”. The task is graded on a five-point system.
- Creative task. A dramatization of an episode from a fairy tale by A. S. Pushkin. The choice of episode can be made by both the participants and the teacher. The competition is scored on a five-point system (additional points are possible for special artistry, scenery and costumes)
Agon 3. Novel “Dubrovsky”.
- Implementation of homework No. 1. Case No. 4. Distribute the concepts below in accordance with their significance in the novel “Dubrovsky”, name the three most significant, in your opinion:
Honor - dignity - revenge - hatred - love - nobility - adventure - suffering - money - beauty - art - gluttony - death.
Give reasons for your answer. The task is graded on a five-point system.
- Implementation of homework No. 2. Case No. 5. Why doesn’t A. S. Pushkin envision a happy ending to his novel (judging by the drafts and plans)? The task is graded on a five-point system
Initially, Pushkin was going to send Dubrovsky to St. Petersburg, where D. would be exposed. Guilty without guilt; a noble robber who promotes a violent rebellion; a victim of violence who becomes its instrument; a nobleman who left society in order to preserve internal freedom and became a hostage to his own social role. The social thought of Pushkin, the author of “Dubrovsky,” is pessimistic; the last phrase in the manuscript of the novel reads like this: “Dubrovsky fled abroad.” The hero's departure abroad is not only a sign of his personal defeat, but also a sign of the defeat of all of Russia. D., as a tragic consequence, is forced out of its borders; the reasons are fully preserved.
Explanation of how to play the game No. 2. The tasks of the third block are executed simultaneously. While the guys from both teams are working on completing the task of case No. 4, the captains present the homework contained in case No. 5. Both tasks are graded on a five-point system.
- Brain-ring based on the novel by A. S. Pushkin “Dubrovsky”.
Explanation of how to play the game "Brain Ring". Teams answer questions in turns. You are given 20 seconds to think. If one of the teams does not have an answer or it is incorrect, the question goes to the opposing team. For each correct answer 1 point is awarded.
- Pokrovskoye, Kistenevka, Arbatovo - Shabashkin, Troekurov, Vereisky, Dubrovsky, Spitsyn. Distribute estates to their owners.
- “His constant occupation consisted of traveling around his extensive domains, in long feasts and in pranks, which were invented daily and the victim of which was usually some new acquaintance...” Who is this fragment talking about?
- What was the name of Vladimir Dubrovsky's father?
- Lieutenant. What kind of rank is this? Who was the lieutenant at Dubrovsky?
- What rank did Troekurov have?
- What does Dubrovsky’s father answer to Troekurov’s proposal to marry Masha and Vladimir?
- Who is Timoshka?
- What was the name of the huntsman who offended Dubrovsky?
- “...I don’t intend to tolerate jokes from your servants, and I won’t tolerate them from you either, because I’m not a joke, but… »Insert the missing word into Troekurov’s letter.
- How did Dubrovsky deal with the Pokrovsky thieves?
- Find out the hero by descriptions:
- “A little man in a leather cap and a frieze overcoat... A minute later (he) was already standing in front of Kiril Petrovich, bowing after bow and reverently awaiting his orders.”
- “At that moment, a tall old man, pale and thin, in a robe and cap, entered the hall, moving his legs with force.”
- “The painter depicted her leaning on the railing, in a white morning dress with a scarlet rose in her hair”;
- “A fat man of about fifty, with a round and pockmarked face, adorned with a triple chin...”;
- Who is Egorovna, what is her full name and surname?
- Who, to whom and under what circumstances says: “Don’t give us away, and we will stand for you.”
- The main occupation of Masha Troekurova.
- What should the Frenchman teach Sasha?
- “Such were the noble amusements of the Russian master!” What is this sentence talking about?
- “We know you; Where should you spend your money, you live like a pig at home, you don’t accept anyone, you rip off your men, you know, you save money, and that’s all.” Who says these words and to whom?
- How old are Vladimir Dubrovsky and Masha Troekurova at the time when the main events of the novel occur?
- “...the red box was definitely empty, the money that was once stored in it had been transferred...” Where did the money go? Whose box was it?
- How much time did Dubrovsky, under the name Deforge, spend with Troekurov?
- How old was Vereisky?
- What song did Troekurov like to whistle?
- “...a ragged boy, red-haired and with a sideways view, flashed from behind the gazebo...” What was the boy's name?
- « “Glorious news,” Kirila Petrovich told him, “I caught Dubrovsky.” What episode are we talking about?
Answers to the brain ring.
- Pokrovskoye - Troekurov's estate; Kistenevka – Dubrovsky’s estate, Arbatovo-
Vereisky's estate;
- About Kiril Petrovich Troekurov.
- Andrey Gavrilovich.
- A retired lieutenant (senior lieutenant) of the guard was A. G. Dubrovsky
- Troekurov had the rank of retired general-in-chief.
- “No, Kirila Petrovich: my Volodka is not Maria Kirilovna’s fiancé. It is better for a poor nobleman, such as he is, to marry a poor noblewoman and be the head of the house, than to become the clerk of a spoiled woman.”
- The staff doctor, under whose supervision the kennel was located.
- Houndmaster Paramoshka.
- ...an old nobleman...
- “Dubrovsky...decided...to teach his captives a lesson with the rods that they had stocked up in his own grove.
- 1) assessor Shabashkin; 2) Andrey Gavrilovich Dubrovsky; 3) mother of Vladimir Dubrovsky; 4) Spitsyn.
- Orina Egorovna Buzyreva, Dubrovsky's nanny.
- These words are spoken by the coachman Anton to Vladimir Dubrovsky on the way to Kistenevka.
- Reading novels.
- Grammar and geography.
- About the “joke” with the bear.
- Troekurov to Spitsyna.
- Dubrovsky is 22 years old (23rd), Masha is 17 years old.
- “...in a leather bag, which he carried on his chest under his shirt.” We are talking about the box of Anton Pafnutievich Spitsyn.
- Three weeks.
- About fifty.
- "The thunder of victory is heard."
- Mitya.
- Episode related to Mitya.
Agon 4. “And every tongue that is in it will call me...”. Creative competition.
Explanation of how to play the game. The last round involves individual work by students: for each correct answer, students receive the Order of the Smart Guy and a point awarded to the team.
Task 1.Insert the missing words into the poetic passages.
- What, woman, have you eaten too much?
- If I lie, may God command
I won't get out of this place alive.
What should I do? After all, I...
- Virgo suddenly
Alive. Looks around
With amazed eyes,
And, swinging over the chains,
Sighing, she said
«…».
- Or howling storms
You, my friend, are tired,
Or doze off to the buzzing sound
Your...
- No fire, no black house,
Wilderness and snow...towards me
Only…
They come across one.
- In the evening, do you remember, the blizzard was angry,
There was darkness in the cloudy sky;
The moon is like...
Through the dark clouds it turned yellow,
And you sat sad.
- He pecks and throws and looks out the window,
It’s as if he had the same idea with me;
He calls me with his gaze and his cry
And he wants to say: “...”.
- There the forest and valley are full of visions;
There... the waves will come
The beach is sandy and empty,
And thirty beautiful knights
… clear waters emerge,
And their sea uncle is with them;
Answers to task 1.
- Henbane
- Bride
- “How long have I been sleeping!”
- Your spindle.
- Miles are striped.
- Pale spot.
- “Let's fly away!”
- About the dawn; in succession.
Task 2. Music competition. It is known that many works
A. S. Pushkin inspired composers to create musical works. The purpose of this competition is to find out how well the children are familiar with these musical works.
- Opera by M. I. Glinka “Ruslan and Lyudmila”. Overture.
- Opera by M. I. Glinka “Ruslan and Lyudmila”. "March of Chernomor".
- Rimsky-Korsakov to “The Tale of Tsar Saltan.” "Flight of the Bumblebee"
- Georgy Sviridov. "Blizzard". Waltz.
- Georgy Sviridov. "Blizzard". Romance.
Homework: illustrate one of the works read in 6th grade.
List of references and sources of ready-made cases
1. Amrenova M.M. New approaches to the development of physical culture / M.M. Amrenova, T.V. Stepkina // article in the journal “Secondary Vocational Education” No. 9, 2003.
2. Barnes L.B. Teaching and the case method. / L.B.Barnes, R.K.Christensen, E.J. Hansen. – M.: Gardariki, 2000. - 502 p.
3. Brinkendorf R.O. Successful case method. A quick way to find out what works and what doesn't. – M.: Hippo, 2005. -224 p.
4. M. Burawoy In-depth case study: between positivism and postmodernism // Rubezh, No. 10 – 11, 1997.
5. Vikhansky O.S. Russian management. Textbook for universities. Book 1: Situational training in management./ O.S. Vikhansky, A.I. Naumov, A.M. Zobov. – M.: GAU, 1997.
6. Possibilities of case methods in the development of panoramic pedagogical thinking / I.I. Cherkasova // article in the journal “Secondary Vocational Education” No. 6, 2007.
7. Gladkikh I.V. Methodological recommendations for developing educational cases. Bulletin of St. Petersburg University. Series: Management. - 2005. - Issue 2. p. 169-194.
8. Changes in educational institutions: experience of research using the case-stage method. \ ed. G.N. Prozumentova Tomsk 2003
9. The use of case technology in vocational education / G.S. Stukanova // article in the journal “Supplement to the Journal of Secondary Vocational Education” No. 8, 2007.
10. The use of case technology in classes in the discipline “Legal support of professional activities” / T.N. Bannikova // article in the journal “Supplement to the journal “Secondary Vocational Education” No. 9, 2009.
11. Kalachikova O.N. Case study method: Training manual. – Tomsk, 2007.
12. Case studies in the educational process: advantages, methodological recommendations, specific examples. Volgin N.A., Kushmin V.N., Olegov Yu.G., Folamyev A.N. – M.: publishing house RAGS, 1997.
13. Case technology of teaching / T.V. Moguzova // article in the journal “Vocational Education No. 5, 2004.
14. Case method when conducting a practical lesson / I.B. Popernjak // article in the magazine “Specialist” No. 4, 2005.
15. Case technology in working with young specialists / N.V. Nesterova // article in the magazine “Methodist” No. 5, 2010.
16. Case method: active training in making professional decisions / S.Yu, Temina // article in the journal “Secondary Vocational Education” No. 1, 2010.
17. Kozina I. Features of the case-study strategy in the study of industrial relations at industrial enterprises in Russia // Sociology: methodology, methods, mathematical models. 1995. N5-6, p.65-90.
18. Kozina I. Case study: some methodological problems // Rubezh. 1997. No. 10-11. pp. 177-189.
19. Coulter D. Teaching using the method of specific situations in Russia. Management Development Association. Management, 1995, No. 1, pp. 8-11.
20. Mikhailova E. I. Case and case method: general concepts. / Marketing, No. 1, 1999
21. Mikhailova E.I. Case and case method: the process of writing a case. Marketing. - 1999.-No. 5 p. 113-120; No. 6. With. 117-123.
22. Mukhina S.A. Modern innovative teaching technologies. /S.A. Mukhina, A.A. Solovyova. – M: GEOTAR-Media, 2008.
23. Transition to Open Educational Space. Part 1. Phenomenology of educational innovations. Collective monograph. Edited by G.N. Prozumentova. Tomsk Publishing house Vol. University 2005
24. Application of the case method in the classroom / T.V. Savostina // article in the magazine “Specialist” No. 4, 2009.
25. Reingold L.V. Beyond CASE - technologies, Computerra, No. 13-15, 2000.
26. Smolyaninova O.G. Information technologies and Case Study methodology in professional training of students of a pedagogical university: Proceedings of the II All-Russian scientific and methodological conference "Education of the 21st century: innovative technologies, diagnostics and management for the purpose of informatization and humanization", Krasnoyarsk, May 2000.
27. Smolyaninova O.G. Innovative technologies for teaching students based on the Case Study method: M. - collection "Innovations in Russian Education", VPO, 2000.
28. Situational analysis, or anatomy of the Case method \ edited by Yu.P. Surmina - Kyiv: Center for Innovation and Development 2002.