Diagnostics of the level of literary development of a junior schoolchild and its analysis. Levels of perception of a work of art by children of primary school age Pedagogical University "First of September"
Lecture 2. Level Up System literary development students based on the differentiation of learning. Diagnostics. How to determine the level of literary development of students?
Pedagogical University "First of September"
Natalia BELYAEVA
Natalya Vasilievna BELYAEVA - an employee of the Institute of Content and Teaching Methods of the Russian Academy of Education (ISMO RAE), Doctor of Pedagogical Sciences, Honored Teacher of the Russian Federation, author of books and articles on the methodology of teaching literature at school.
Differentiation of teaching in literature lessons
Course Curriculum
| newspaper number | Title of the lecture |
| 17 | Lecture 1 Introduction. Why is it necessary to differentiate the teaching of literature? What is Literature Learning Differentiation? What is the difference between external and internal differentiation? On what grounds can the process of teaching literature be differentiated? |
| 18 | Lecture 2The system of increasing the level of literary development of students on the basis of differentiation of training. Diagnostics. How to determine the level of literary development of students? What criteria are used to determine the erudition and literary outlook of schoolchildren? How to check the ability to highlight relevant social and moral problems in a work? How to identify the volume of historical and theoretical-literary knowledge and the ability to apply them in practice? How is the level of reading perception of students determined? What criteria are used to identify the skills of analyzing a work and the level of speech development of schoolchildren? Control work number 1. |
| 19 | Lecture 3 What is the methodology for differentiated teaching of literature in the primary school in the classroom expressive reading; in the lessons of analysis of epic and lyrical works; in the lessons of comparative analysis? How to compose technological map Literature lesson in primary school, taking into account a differentiated approach to learning? ( Start.) |
| 20 | Lecture 4 The system of increasing the level of literary development of students on the basis of differentiation of training. Education. How to differentiate the teaching of literature in primary school? (Ending.) |
| 21 | Lecture 5 Education. How to differentiate teaching literature in high school? What is the methodology for differentiating teaching literature in high school at introductory lessons-lectures; in the lessons-workshops on the analysis of the episode; in the lessons of the study of lyrics; in the final studies literary work; in the lessons of teaching written statements; on the lessons extracurricular reading? How to make a technological map of a literature lesson in high school, taking into account a differentiated approach to learning? ( Start.) |
| 22 | Lecture 6 The system of increasing the level of literary development of students on the basis of differentiation of training. Education. How to differentiate teaching literature in high school? ( Ending.) Control work number 2. |
| 23 | Lecture 7 The system of increasing the level of literary development of students on the basis of differentiation of training. Control. How to control the level of literary development of students? What tasks are optimal for intermediate control of the level of literary preparation of schoolchildren? How to control the quality of oral and written statements of students at the final assessment? What kind test papers Literature needed in preparation for the exam? What is the methodology for preparing and defending the final research work of schoolchildren? ( Start.) |
| 24 | Lecture 8 The system of increasing the level of literary development of students on the basis of differentiation of training. Control. How to control the level of literary development of students? ( Ending.) |
| The final work must be sent to the Pedagogical University no later than February 28, 2009. | |
Lecture 2. The system of increasing the level of literary development of students based on the differentiation of education. Diagnostics. How to determine the level of literary development of students?
Before proceeding with diagnosing the level of literary development of students, it is important for the teacher to project the image of a literary developed student for a given stage of education, determining which areas of literary development of schoolchildren are to be improved. This is necessary in order to compare the actual level of literary preparation of each student with the expected learning outcomes. The characteristics of a literary developed graduate of the primary and secondary schools are set out in "Requirements for the level of preparation of graduates".
A graduate should not only read program works, but also be able to adequately perceive and analyze them correctly in the context of the nature of the genre and the author's concept, applying knowledge of the history and theory of literature and mastering the main types of speech activity. To achieve these important skills and deepen them in students prone to humanitarian knowledge, it is possible only with the help of student-centered education and a differentiated approach to learning.
In the methodology of teaching literature, it is proved that the teacher needs to “regularly determine the level of development of certain reading qualities of students” . To identify the results of previous training and their adjustment, diagnostics should be carried out systematically. Usually there are three levels of student development: basic, advanced, in-depth. However, such a division does not sufficiently take into account such important areas of literary development of students as:
1. Reading, reading interests and literary outlook.
2. Level of reader's perception.
3. The ability to update the social and moral issues of the work.
4. Skills in the analysis of a work related to its understanding and interpretation.
5. The volume of theoretical and literary knowledge and the ability to apply them in text analysis.
6. The level of development of speech and literary and creative abilities.
Additionally, the reading experience of students and their moral maturity will help to update the following questions and tasks:
Remember the heroes of which works give their assessments of books and why literature is important to them. What did you learn from books about love and betrayal, about death and immortality, about nobility and meanness? Is this knowledge important? What is useful in reading the literature of the past?
Frontal conversation determines the level of literary development in in general terms. For differentiated diagnostics, questions and tasks are offered to groups created by the commonality of those areas of literary development that need to be improved.
1. What works of Russian literature reflected the thoughts of the authors about the destiny of man? (Well-read and literary outlook.)
2. How do landscapes help in understanding human nature? (Reader's perception.)
3. What is the generalized image of Russia in Russian books writers of the 19th century? (Socio-moral problems.)
4. Name the works where the problem of protecting the human person is raised. Argument your position. (Understanding and interpretation.)
5. In what ways do writers make the reader laugh? Give examples. (Application of theoretical and literary knowledge.)
6. Tell us how you imagined happiness literary heroes? (Development of speech.)
The level of literary development is checked most objectively in written diagnostic work, which is carried out, for example, in the second half of the lesson.
Reading of students can be checked by recognizing familiar texts (details of portraits, landscapes, interiors, names and geographical names, etc.), and with additional questions to identify the author's position, functions of compositional techniques, gender-genre specifics, etc. (see above for diagnostic criteria).
At the beginning of the 9th grade, it is also important to check the level of understanding of the works studied in the basic school, which are usually included in the final exam and programs for university applicants. These are Pushkin's "Captain's Daughter", Lermontov's "Mtsyri", Gogol's "Inspector General", Saltykov-Shchedrin's fairy tales, etc. The repetition of these works can be associated with a diagnostic homework where it is required to answer one of the following questions in writing:
1) How are people and history connected in Pushkin's The Captain's Daughter?
2) What moral values does Lermontov's poem "Mtsyri" affirm?
3) What is “bad in Russia” ridiculed by Gogol in The Inspector General and Saltykov-Shchedrin in fairy tales?
Systematic diagnostics and analysis of diagnostic work will especially help teacher-researchers in attestation for the highest category, when it is necessary to comprehend the results of their pedagogical work and identify their dynamics.
Questions and tasks for repetition
- What areas of literary development of students should be identified in the process of diagnosis?
- What learning skills need to be identified to determine the level of reading perception of schoolchildren?
- What are the features of identifying the reader's perception of students in primary and secondary schools?
- What tasks test the ability to analyze a literary work?
- How are the level of development of speech and the literary and creative abilities of schoolchildren revealed?
- What emotional and artistic qualities of a personality should be developed in students of humanitarian classes?
- What are the forms of checking the level of literary development of primary school students? Give examples.
The leading way to determine the quality of reading, and hence the level of perception of a literary work, is children's answers to questions about the text. There are no objective ways to study perception in the methodology, since the answers of children must be interpreted. How to analyze children's work, using the example of a questionnaire for V. Krapivin's story "The Flight of the Horned Vikings".
Questions to identify the activity and accuracy of the work of the spheres of the reader's perception to the story of V. Krapivin "The Flight of the Horned Vikings"
1. Which of the characters in the story do you remember the most and why? (Echs, Wasp)
2. How do you imagine Johnny at the moment when he is standing in front of the Vikings? (W)
3. What kind of grandmother Natalia do you imagine? Describer her. (Vv)
4. One of the characters calls grandma Natalya "unsuitable." How do you understand this definition? (ofd)
5. What do Seryozha and his friends have in common? (Wasp, ability to generalize)
6. How do you feel about Samokhin? Did your attitude towards him change as you read? (Ech)
7. Were you sure that the Vikings would not win the battle? Why? (Ofk, Echf, ability to generalize)
8. Why were the Vikings unable to perform "great feats"? (Osk, the character of the hero, the ability to generalize)
9. Do Seryozha and his friends perform feats? Why do you think so? (Osk, the character of the hero, the ability to generalize).
Answers of students of grade III and their analysis
Dima E. 1. I remember Seryozha Voloshin. He was remembered for the fact that he exhibited and offered his ideas.
The answer to this question suggests that Dima likes the hero-organizer, the choice of Serezha, who in this story is on the periphery of the story, indicates a strong emotional response of the student and what kind of human qualities he is attracted. The vocabulary used, grammatical errors are an indicator of the boy's low speech development. The reader's emotions are active and precise, motivated.
2. Johnny is focused, bold, maybe a little afraid.
Dima does not describe Johnny, but characterizes him at the indicated moment of action. Johnny's characterization is quite accurate, from which follows the conclusion about attention to individual details text and awareness of the character of the hero (Wasp). The remark that Johnny is a little afraid is the student's conjecture, adequate to the author's intention, which indicates the student's creative approach to this issue (Wasp). But Dima could not fully describe the visual image. The answer to this question, rather, testifies to the student's understanding of the image of the hero (Wasp).
3. Angry, screaming, does not want to see the guys.
Instead of describing the appearance of Natalya's grandmother, Dima, as in the previous answer, gives a characterization of the character based on his behavior, this time without penetrating deep into the image. Since the text contains a description of the grandmother and on its basis it is possible to concretize the image, the absence of a description in the work suggests that Dima cannot yet visually recreate the image of the character. His attention is attracted only by bright external details in the behavior of the characters, so his perception of images is superficial.
4. It seems to me that the “unsuitable grandmother” is that she does not approach anyone, does not want to approach them.
Dima does not notice the figurative nature of the definition, pulls the word out of context and does not see the play of the characters with the word, therefore he interprets it directly: inappropriate means it does not fit anything. This suggests that the student does not comprehend the artistic verbal detail.
5. That they helped each other.
The answer to this question is essentially correct, but superficial: Dima sees only an external connection between the members of Serezha Voloshin's team, not paying attention to the goals of the guys, their attitude to people and life, personal qualities. This suggests that Dima's ability to compare and generalize is not sufficiently developed, and already indicates that Dima will most likely not be able to comprehend the idea of a work in depth on his own.
6. I treat him with incomprehension, with non-expression.
The answer speaks of the student's insufficient speech development, it is difficult for him to find words to express his negative attitude towards Samokhin. The boy’s answer can be translated as follows: I don’t understand this character, I don’t understand why he behaves this way, he didn’t make a positive impression on me. However, emotionally, the image of Samokhin is perceived accurately, although without dynamics. Dima does not notice changes in Samokhin, and therefore the boy’s attitude towards this hero does not change.
7. Because when the guys dripped paint on them and released the goat.
The answer to this question demonstrates that the composition of the work for Dima does not carry any meaningful content: it does not capture compositional clues, except for the most obvious one (paint and a goat). The title of the work remains outside the scope of his attention and, of course, comprehension.
8. Because they didn't want to harm.
The answer to this question indicates that the student does not understand either the question or the content of the work: Dima assesses the generalized nature of the Vikings inadequately to the author's intention and, therefore, does not understand the idea of the story.
9. Yes, they performed feats.
The answer to the last question is superficial. It shows only the comprehension of the external side of actions. The lack of motivation confirms the assumption that the idea of the work is not comprehended by Dima.
Conclusion: the analysis of the answers of Dima E. allows us to conclude that the story is perceived at the ascertaining level.
Masha A. 1. I remember Victoria. Because she is a girl, but she acts like a boy. She has boyish antics, actions. I think she got that way because she hangs out with these mischievous street boys and goes into the same battles with them, but sometimes she shows that she is a girl.
Masha singles out Vika, perhaps because Vika's behavior seems atypical for a student. This is where the tender factor comes into play. The student's assessment is not entirely clear from the answer: does she like this behavior or not? In addition, there are a number of inaccuracies in the answer: for example, Vika's friends are characterized as mischievous and homeless children (?!). It is possible that the gender factor also manifests itself here - the attitude towards boys in general is transferred to the characters of the story. Emotions are vivid, but expressed ambiguously, blurry.
2. Johnny is a small boy, in an October uniform, with a can of green paint and a brush in it, with which he is going to go to Natasha's grandmother. His face is frightened, as if a herd of iron cows is rushing at him.
Masha describes Johnny's appearance using a comparison (!), but again makes inaccuracies: Johnny is not wearing an October uniform (there was no such uniform), but a school uniform, although he will only go to school in the fall. Yes, and it is unlikely that Johnny's face so frankly expressed fear: he is a brave boy and in front of his enemies he could not betray his fear, which he certainly felt. The answer shows that when creating a visual image of the hero, Masha makes inaccuracies, does not notice the meaningful details of the text, replacing them with her own, taken from personal experience.
3. Grandmother Natalya is a woman of medium height, with long dark hair, a swarthy, self-contained woman, but full of kindness in her soul.
The description of Natasha's grandmother also contains a number of details indicating insufficient attention to the author's text, but Masha fully perceived the character of the character, she saw the contrast between the external behavior and the internal content of the grandmother.
4. “Inappropriate grandmother” is a grandmother with whom it is impossible to communicate and even be in her company.
This answer contradicts the previous one. Masha does not notice the play on the word and, offering her own interpretation of the word, does not pay attention to the contradiction in her own assessments of the character.
5. The fact that they are all in the same company and were not going to go over to the side of the Vikings.
This answer is superficial: Masha takes into account the external connections between the characters. Her last remark shows that the girl came quite close to generalizing the personal qualities of this group of characters, but she could not find words adequate to her thoughts.
6. He is not a bad boy, only full of pride and confidence that he will win everyone, even the goat rushing at him. But in the end he tries to be friendlier.
The assessment of this character is emotionally accurate: Masha sees dynamics both in Samokhin's behavior and in the author's attitude towards this character. He bases his assessment not only on the actions of the hero, but also on his inner qualities. The image is perceived emotionally, but has not yet been comprehended in all details.
7. Because they are very confident and arrogant to the limit.
The answer to this question indicates an inattentive reading of the question: the assessment given to the Vikings after meeting them is transferred to the events preceding the one asked about. The girl does not use compositional clues, but a learned look: good will triumph over evil.
8. Because, as I said, they are very confident and arrogant.
This is also a superficial answer: inattention to the details of the text leads to a distortion of the author's idea in the mind of the student.
9. Yes. They understand their enemies and forgive them. This is a real feat.
Goodies obviously closer to the student: but she ties the general question to a single situation in the story. She is correct in her assessment, but the answer could be more detailed and include more textual material. The idea of the work is realized, but not fully enough.
Output. The work is bright, emotional, with detailed explanations of conclusions and assessments. But Masha lacks depth in understanding the content and form of the work: she does not see all aspects of situations, as she is still inattentive to the content of the artistic form of the work. Emotionality sometimes prevents the girl from hearing the voice of the author; insufficient attention to meaningful and pictorial and expressive details leads her to distort individual images. In general, the perception is active, the focus of the student's attention is the images of the characters, their relationship. But estimates are not always accurate and complete. The level of perception is difficult to determine unambiguously; most likely, in the literary development of the girl, there is a movement from the ascertaining level to the level of the character.
Elena Tyangaeva
Pedagogical diagnostics to identify the level of formation of perception fiction
Task number 1.
Reveal the ability to define the genre works: fairy tale, story, poem.
A game "Help the Dunno"
Dunno can not figure out where the fairy tale is, where the story is, and where the poem is. Let's help him. caregiver reads an excerpt from the work, the children name the genre and tell Dunno about characteristic features genre.
Skill formed- the child correctly names the genre literary work, justifies his choice.
Skill in the formation stage - The child names the genre literary works after leading questions from an adult and with his help explains the choice.
skill not formed- The child, even after leading questions, does not correctly choose the genre of the work. With direct help educator finds the characteristic features of the genre of the work.
Task number 2.
Reveal favorite works of children.
In the book corner there is an exhibition of books, illustrations for familiar works.
caregiver examines books with children, illustrations clarifies the title. Then offers children: "Name your favorite fairy tale, story, poem"
Skill formed- the child independently chooses a book, gives the name of the work, speaks about his favorite characters.
Skill in the formative stage - The child independently chooses a work, with the help of an adult gives the correct name, can name the characters, but finds it difficult to answer why this work is favorite.
skill not formed- The child chooses a work (book) after listing by adults or finds it difficult to answer, make a choice. Can't answer question: "Why does he like this piece?"
Task number 3.
Reveal children's interest in reading voluminous works that are read chapter by chapter
The observation method is used.
Interest formed- the child is attentive while reading the work, reminds educator and children on what"stopped"(the last episode read, makes a request to continue reading, knows the names of the heroes of the work, looks at the illustrations in the book in his free time.
Interest in the formative stage - the child listens carefully for a short time, knows the names of the characters, but cannot remember the last episode read, rarely offers to continue reading, in his free time he looks at the illustrations in the book at the suggestion of an adult.
Interest not formed- The child is inattentive while reading, does not show a desire to continue reading, remembers the names of the characters with difficulty.
Related publications:
Increasing the level of psychological and pedagogical culture of parents Message from work experience on the topic: “Improving the level of psychological and pedagogical culture of parents through the implementation of the project“ Competent.
Analytical report on the results of intermediate pedagogical diagnostics of speech development of children Analytical report on the results of the intermediate pedagogical diagnostics of the speech development of children in preparatory group compensatory.
Analytical report on the results of diagnosing the level of speech development of children Analysis of the diagnosis of children in the group for February 2015 identified 3 levels of speech development. Based on the results of the diagnosis of preschool children in speech therapy.
Methods for identifying the level of formation of sex-role relationships in older preschoolers Adapted methods for identifying the level of formation of sex-role relationships in older preschoolers in the process of joint activities.
1 part. Introduction “There are too many people in the world who have not been helped to wake up” by A. Exupery On April 3, 2012, the President of the Russian Federation approved the Concept.
Model of activities to identify the artistic talent of children and its development with the help of non-traditional drawing techniques Part 2 Model of activities for the development of giftedness Activities for the development of giftedness among pupils are carried out in two directions:
Model of activities to identify the artistic talent of children and its development with the help of non-traditional drawing techniques .
The work contains a description of the methodology for conducting a study based on the table "Indicators of the level of formation of reading skills of younger schoolchildren", the material for the study is the story of A.P. Gaidar "Conscience", the results of the study.
Download:
Preview:
Study of the level of perception
artwork second graders.
1. Relevance and brief rationale for the study
Literary reading is a basic humanitarian subject in elementary school, with the help of which it is possible to solve not only narrow-subject tasks, but also the tasks of the humanitarian development of a younger student that are common to all subjects.
The path to the education of a qualified reader, according to Rybnikova, passes through the analysis of the work, which sharpens the sharpness of the cognizing thought, and through the students' own creativity. To teach children the full perception of works, it is necessary to form special reading skills.
In order to work on the formation of reading competence, it is necessary to identify the current level of formation of reading skills. The difficulty in determining the level of perception of works of art is due both to their originality and originality, the possibility of their different interpretations, and the complexity of the process of perception, the need to take into account its different aspects, and above all emotions, imagination and thinking. The most traditional ways to test the formation of reading skills are to ask questions to the text and answer questions asked by the teacher. For second-graders who have little experience in analyzing literary works, it is still difficult to formulate questions to the work themselves. Therefore, in my research, the answers to the questions asked by the teacher will be used.
- Purpose and objectives of the study
Purpose: to identify the initial level of formation of analytical reading skills of younger students
Tasks:
Conduct a diagnostic study of the level of formation of reading skills of younger students;
Process the results and present them in a tabular form;
To identify the difficulties (“problem points”) faced by younger students in the process of analyzing a literary work
3. Research methodology
The subjects were students of grade 2a, in the amount of 15 people. Research work was carried out during the week.
Tasks to perform were presented to the subjects individually. For the analysis, the text of the story by A.P. Gaidar "Conscience". To determine the level of development of reading skills of younger students, six analytical skills were selected as assessment parameters:
1) the ability to perceive the figurative and expressive means of the language in accordance with their function in a work of art;
2) the ability to recreate in the imagination the pictures of life created by the writer;
3) the ability to establish causal relationships;
4) the ability to perceive and evaluate the image-character;
6) the ability to realize the idea of the work.
At the first stage of the experiment, each subject was individually given the text of A.P. Gaidar "Conscience". Task: Read the text of the story aloud, and then again silently.
At the second stage of the experiment, a specially developed methodology for test tasks was applied. Its essence lies in the fact that each child had to analyze the given text, answering six questions as fully as possible (one question to test one reading skill).
Questions for text analysis:
1. Find figurative words and expressions in the text, explain their meaning -checking the ability to perceive the figurative and expressive means of the language in accordance with their function in a work of art.
2. Describe the characters of the story; the place and time in which the story takes place. (Testing the ability to recreate in the imagination the pictures of life created by the writer)
3. Briefly retell the sequence of events in the story. (Checking the ability to establish causal relationships)
4. Explain Nina's actions and express your attitude towards them -checking the ability to perceive and evaluate the image-character.
6. Formulate the idea (main idea) of the story. (Testing the ability to comprehend the idea of the work)
The answers to these questions of each subject were recorded in the examination protocol. The answers to each question of the test task, depending on the correctness and completeness, were evaluated on a three-point scale, and depending on the points scored, the level of formation of each reading (analytical) skill was determined:
- high level - 3 points;
- average level - 2 points;
- low level - 1 point.
Criteria for assigning one, two, or three points for a subject's answer have been specially developed. The parameters by which the answers of the subjects are evaluated and they are assigned a certain number of points are presented in the table.
Based on the results of diagnosing each of the six reading (analytical) skills, a summary table was compiled. On the basis of its data, the general level of development of reading skills of younger schoolchildren was established.
Indicators of the level of formation
reading skills of younger students
Analytical Skills | High level | Average level | Low level |
Finds figurative words and expressions in the text, explains their meaning; highlights epithets, comparisons, personifications, sound writing, repetition, etc. | Finds figurative words and expressions in the text, but does not understand their role. | Sees the individual means of language in the text with the help of a teacher. |
|
Recreates in the imagination pictures based on what they read (description of the hero, pictures of nature, situations) and talks about it. | Finds the description of the hero ( appearance, speech) and its environment (interior), a description of the pictures of nature. | When verbally drawing a picture by imagination, it misses essential details. Reconstruction of the image replaces the detailed enumeration of individual details. |
|
Establishes the sequence and causality of events; explains the reason for the action of the hero and gives him his assessment | Understands the subject content of what is read, but does not realize the causality of events. | Does not understand the subject content of what is read and does not realize the causality of events. |
|
Expresses his personal attitude to the characters, events, motivating the answer. | Gives an assessment of the act without indicating a personal relationship to it; determines the feelings, the state of the hero. | Does not pay attention to the feelings, experiences of the characters. |
|
Determines the writer's attitude to the hero (according to well-aimed words, direct and indirect statements); defines the author's position. | Determines the attitude of the writer to the characters and their actions, but does not motivate the answer. | Needs the teacher's help in comprehending analytical questions, performing practical tasks. |
|
Independently determines the main idea of the work. | Able to independently understand the idea of a work, if its composition is not complicated and a work of a similar structure was previously discussed. | In determining the main idea, the help of the teacher is required. |
- Material for the study
A. P. Gaidar.
CONSCIENCE
Nina Karnaukhova did not prepare an algebra lesson and decided not to go to school. But so that her acquaintances would not accidentally see how she hangs out with books around the city during the working day, Nina sneaked into the grove.
Putting a bag of breakfast and a bunch of books under a bush, she ran to catch up with a beautiful butterfly and stumbled upon a baby who looked at her with kind, trusting eyes. And since in his hand he was clutching a primer with a notebook in it, Nina realized what was the matter and decided to play a trick on him.
Unfortunate wanderer! she said sternly. - And this is from such young years Are you already lying to your parents and the school?
Not! - the kid answered in surprise. - I was just going to class. But there is a big dog walking in the forest. She barked and I got lost.
Nina frowned. But this kid was so funny and good-natured that she had to take him by the hand and lead him through the grove. And Nina's bundle of books and breakfast remained lying under the bush, because now it would be embarrassing to raise them in front of the baby.
A dog jumped out from behind the branches, did not touch the books, but ate breakfast.
Nina returned, sat down and began to cry. Not! She did not feel sorry for the stolen breakfast. But the merry birds sang too well over her head. And it was very hard on her heart, which was gnawed by a merciless conscience.
- Research results
formation of reading skills in students of grade 2
Analytical Skills | High level | Average level | Low level |
The ability to perceive visual means of language in accordance with their function. | Lezhukova Polina Lampel Arina Istavletova Adela | Kaplun Kirill Ivanova Xenia Rudneva Xenia Utegalieva Anisya Mayasova Sasha Morozova Alisa | Muzhdabaeva Xenia Skidanov Alexey Afanasiev Maxim Krivosheev Vlad Chaplugin Sergey Ivanova Victoria |
The ability to recreate in the imagination the pictures of life created by the writer. | Lezhukova Polina Istavletova Adela Kaplun Kirill Ivanova Xenia | Lampel Arina Rudneva Xenia Ivanova Victoria Krivosheev Vlad Afanasiev Maxim Morozova Alisa | Muzhdabaeva Xenia Skidanov Alexey Utegalieva Anisya Mayasova Sasha Chaplugin Sergey |
Ability to establish causal relationships. | Lezhukova Polina Istavletova Adela Rudneva Xenia Morozova Alisa | Utegalieva Anisya Ivanova Victoria Kaplun Kirill Afanasiev Maxim Ivanova Xenia Chaplugin Sergey | Muzhdabaeva Xenia Skidanov Alexey Krivosheev Vlad Mayasova Sasha Lampel Arina |
The ability to perceive the image - the character. | Lezhukova Polina Ivanova Xenia Ivanova Victoria Istavletova Adela Utegalieva Anisya | Rudneva Xenia Lampel Arina Morozova Alisa Kaplun Kirill Krivosheev Vlad Mayasova Sasha | Muzhdabaeva Xenia Skidanov Alexey Afanasiev Maxim Chaplugin Sergey |
Lezhukova Polina Lampel Arina Rudneva Xenia | Morozova Alisa Kaplun Kirill Krivosheev Vlad Mayasova Sasha Chaplugin Sergey Ivanova Victoria Ivanova Xenia | Muzhdabaeva Xenia Skidanov Alexey Afanasiev Maxim Utegalieva Anisya |
|
The ability to understand the idea of the work. | Lezhukova Polina Ivanova Xenia Ivanova Victoria Istavletova Adela Lampel Arina Kaplun Kirill | Muzhdabaeva Xenia Skidanov Alexey Utegalieva Anisya Mayasova Sasha Chaplugin Sergey Afanasiev Maxim Krivosheev Vlad Rudneva Xenia Morozova Alisa |
Output:
The results of the study showed that 3 people have a high level of literary development (scored 14 - 17 points), who perceive a work of art at the level of a "hero":Polina Lezhukova, Adela Istavletova, Xenia Ivanova.
There were 2 people with a tendency to move to the “hero” level (13 points):Lampel Arina, Kaplun Kirill.
6 students have a stating level of perception (from 9 to 12 points):Rudneva Ksenia, Morozova Alisa, Ivanova Victoria, Utegalieva Anisya, Krivosheev Vlad, Mayasova Sasha
A low level of literary development has 4 people who perceive the work at a fragmentary level (6 - 8 points):Muzhdabaeva Ksenia, Skidanov Alexey, Chaplugin Sergey, Afanasiev Maxim.
The main problems faced by younger students in the analysis of this work of art:
Difficulty in formulating the main idea of the work (most of the second-graders participating in the study answered this question with the phrase “that you should not skip classes”);
They could not motivate the answer to the question about the attitude of the author to the heroes of the work, and some could not even determine this attitude;
They found it difficult to find and explain the figurative expressions “heavy at heart”, “bitten by a merciless conscience”.
It can be assumed that when reading other works on their own, younger students will have similar difficulties. Only a systematic analysis of works in the classroom, purposeful work on the formation of reading skills will help to improve their level.
ASSESSMENT OF READING COMPETENCE DEVELOPMENT LEVELS
JUNIOR SCHOOLCHILDREN
© 2011 S.V. Samykina
Samara Institute for Advanced Studies of Education Workers
The article was received by the editors on 04.04.2011
In connection with the reorientation of modern education on a competency-based basis, the terminology of a new paradigm of education is being born. The article proposes a definition of the concept of "reader's competence", considers the structure of this competence. Attention is paid to the classical methods of tracking the levels of literary development, a method developed and tested by the author for diagnosing the level of development of the reading competence of a younger student is proposed.
Key words: literary development, reader's competence.
In connection with the adoption of new federal state standards of primary education in 2010, qualitatively new tasks were set before the Russian school. For the first time, speaking about the results of education, the standard operates with such concepts as universal learning activities, competencies, etc. Thus, the priority goal of learning literary reading is the formation of the reader's competence of the younger schoolchild1.
In the classical method of goal literary education most often defined through the concept of "literary development". N.D. Moldavskaya defined the latter as a process of qualitative changes in the ability to think in verbal and artistic images, manifested in the reader's perception, in literary creativity2. In the methodology of the 1960s and 1980s, such criteria for literary development as the depth of generalization and the ability to see details and recreate a holistic image from them were considered universal. In the 90s, author's programs appeared, which define the goal of literary education as follows: the formation of a reader who fully perceives a work of art, able to adequately express himself in a word (M.P. Voyushina)3, the preservation of direct emotional perception by children of art
Samykina Svetlana Viktorovna, Senior Lecturer, Department of Developmental Education Technologies. E-mail: s. [email protected] en
1 Exemplary programs of primary general education. Exemplary program for literary reading / Federal State Educational Standard. [Electronic resource] Access mode: URL: http: / /standart.edu.ru (Accessed 04.04.2011)
2 Moldavskaya N.D. Literary development of schoolchildren in the learning process. - M.: 1976. - P.5.
3 Voyushina M.P. Modernization of Literary Education and Development of Primary School Students: Monograph. - St. Petersburg: 2007. - P.69.
of literary works, the accumulation of experience in the form of reader experiences, the first steps in literary creativity (V. Levin) 4, the comprehension of the author's vision of the surrounding world and the creation of one's own judgment about a work of art (G. N. Ku-dina, Z. N. Novlyanskaya) 5 .
In the traditional system "Classical Primary School", the author of the program "Literary Reading" O.V. Dzhezheley, speaking about the result of literary education, introduces the concept of "qualified reader". This is a student who owns the entire set of knowledge, skills and abilities that allow him to independently choose books, read them, enter into communication and creative activity.6
In the system of developing education "School 2100" R.N. Buneev and E.V. Buneeva, the authors of the program "Reading and primary literary education", set the goal of forming a literate reader, "who has a strong habit of reading, a mental and spiritual need is formed in it as a means of knowing the world and self-knowledge”7, who owns the technique of reading, the methods of reading comprehension, the ability to navigate in the world of books. So, researchers, defining the goal of the literary development of a younger student, talk about the need to educate a reader who fully perceives a work of art,
4 Levin V.A. When a little student becomes a big reader. Introduction to the methodology of primary literary education. - M.: 1994. - S. 27.
5 Kudina G.N., Novlyanskaya Z.N. Psychological and pedagogical principles of teaching literature in elementary school // Questions of psychology. - 1989. - No. 4. - S. 59 - 65.
6 Dzhezheley O.V. Literary reading. Reading and literature. 1 - 4 cells. Program for educational institutions. - M.: 2010. - P.31.
7 Program and methodological materials: Reading. Head-
naya school / Comp. T.V. Ignatieva. - M.: 1998.
divides his circle of reading, knows how to express himself in a word.
modern school is faced with the need to correlate the concept of "literary development" with the goals of competence-oriented education, so we consider it necessary to operate with the concept of "reader's competence". We understand the basic concept of "competence", according to the ideas of the scientific school of A.V. Khutorsky, as a set of personal qualities of a student (value-semantic orientations, knowledge, skills, abilities), due to the experience of his activity in a certain social and personal significant area. The term "reading competence" in scientific literature is not widely used. In our understanding, reading competence is an integrative characteristic of a person, consisting of an active manifestation of the ability to read (the ability to operate with acquired knowledge, skills, skills, methods of activity in order to obtain a new result in changed conditions), as well as from a personal attitude to activities related to literature. The structure of this competence of the student elementary school, in our opinion, consists of three components: 1) cognitive (knowledge, skills, abilities), 2) operational, or activity, (experience in the manifestation of competence in a standard and non-standard situation), 3) motivational (attitude to activities related to literature, as well as readiness to demonstrate competence). Thus, the concept of "reader's competence" is wider than such concepts as "literary development", "formation of a qualified reader". This is due to the special role of the activity component in the structure of reading competence. In the process of developing competence, activity comes to the fore, because by solving various problems, interacting with other students, the student gains knowledge on the subject, gains rich experience in participating in different types activities. It could be research(participation in individual and collective projects and research), interpretive activities (theatricalization, preparation and holding of literary evenings, quizzes), creative (independent literary creativity), communicative (publishing newspapers, magazines, almanacs). The peculiarity of competence as a result of education is that it exists in the form of activity, and not information about it.
8 Khutorskoy A.V. Technology for designing key and subject competencies / E-dos Internet magazine. - 2005. [Electronic resource] Access mode URL: http: / /www.eidos.ru/journal/ (04.04.2011).
oriented task: after working on a fairy tale, a story and a poem, the student was tasked with finding a common basis in the works (or making sure there was none) to combine all three texts into one book. At
9 Zhabitskaya L.G. Perception of fiction and personality. Literary development in youth. - Chisinau: 1974.
10 Moldavskaya N.D. Literary development....
11 Voyushina M.P. Modernization of the literary..
13 Methodology for the development of speech in the lessons of the Russian language. A book for the teacher / N.E. Boguslavskaya, V.I. Kapinos, A.Yu. Kupalova / Ed. T.A. Ladyzhenskaya. - M.: 1991. - S.50 - 58.
the possibility of combining to come up with a name for the collection, supplement it with others, known to the child and works suitable for the stated theme. To identify the motivational component of reading competence, a questionnaire for children was developed. The questions helped to find out the attitude to reading, the motivation for reading, the willingness to apply the acquired knowledge in various fields of activity: research, design, interpretation, communication. The method of unfinished sentences by M.V. Matyukhina14 modified by M.V. Voyushina was used.
Analysis of the results of cross-sectional work made it possible to identify six indicators: 1) levels of perception of works of art of different genres; 2) the level of erudition; 3) the ability to perform competence-oriented tasks; 4) the ability to correctly construct a speech statement; 5) reading motivation; 6) readiness to participate in any activity. When analyzing the development of the perception of works of art, we identified three levels: high, medium, low. The criteria were the ability to emotionally accurately respond to a literary text, the ability to see the causal relationship of events in a work and assess the actions of the hero, the ability to determine the idea of the text, to formulate the problems raised by the author, to observe artistic features.
It is difficult for a student who is at a low level of development of perception to correctly determine the emotional structure of a work. He reproduces the factual side of the plot, answering the questions “what happened”, without evaluating the actions of the characters. Difficulty in the formulation of the topic, indifferent to the features of the form. A student with an average level of development of perception correctly determines the emotional structure of the work. He is interested in the hero, the child evaluates his actions. He can determine the sequence of events in the work, but he formulates the theme and idea inaccurately due to the limited vocabulary. Does not notice artistic features. A student with a high level of development of perception correctly determines the emotional structure of a work, understands cause-and-effect relationships, explains the motives of the hero's behavior, and formulates the problems raised by the author, the idea of the work. With the help of the teacher, he can make observations on the artistic features of the text. We have identified three levels of comprehension development so that the statistical data can be correlated with other indicators of the manifestation of reading competence.
14 Matyukhina M.V. The study and formation of learning motivation in younger students. - Volgograd: 1983.
To assess their well-readness, schoolchildren were asked to compile a list of literature for reading to peers. In assessing the performance of this task, a normative-oriented interpretation was used: tasks - answers - conclusions about the student's knowledge - rating, understood as a conclusion about the place or rank of the subject. A student with a high level correctly indicated 6-10 works. A student with an average level gave a list of 4 - 5 works, making mistakes (inaccurate name). A student with a low level of erudition indicated 1 - 3 books. In such works of children, most often the title of the work (exact or approximate) was given without indicating the author. The task of a competency-based nature implied the ability to use knowledge in an unfamiliar situation, close to life. If the student completely coped with the task, his indicator is a high level, completed 2/3 of the task - the average level, 1/3 of the task - low.
Evaluating the speech statement, we did not aim to identify the levels of development of speech. Our goal is to assess the readiness for verbal utterance and the ability to express one's point of view on any problem in a word. The performance levels depended on the volume of the essay, the accuracy and expressiveness of speech, and the average sentence length. If the student spoke in 4 - 5 sentences, his speech was emotional and rich, then the highest level was assigned. A competent statement of 3-4 sentences belonged to the average level. If the student wrote 1 - 2 short simple sentences, then the level was determined as low.
Reading motivation was studied using the technique of unfinished sentences. Determining the levels of motivation, we proceeded from the following messages: students with a low level of motivation mentioned learning motives (I read to study well; to learn to read quickly). At the middle level - those children for whom emotional motives are also important (it is interesting to read). At a high level - students for whom personal (to be smart, developed, learn new things) and aesthetic (to understand the book, the author's ideas) are significant.
As a result of the experiment, we identified indicators of the development of reading competence components (Table 1). A full-fledged perception (high level) was shown by 5-17% of the students participating in the experiment. In our opinion, this is a low indicator, which means that only 1-4 students in the group are able to determine the emotional structure of the work, understand cause-and-effect relationships, explain the motives of the hero's behavior, formulate the problems raised by the author, the idea of the work. On the low
perception - 26 - 52% of children, that is, in working with some genres, up to half of the subjects are able to reproduce the actual side of the plot, answer only the questions "what happened." Pupils showed low results in the field of speech development. Only 15 - 17% - at a high level, they are able to express themselves in 4 - 5 sentences (the speech is rich and expressive) on a given topic. 49 - 55% of students wrote only 1 - 2 short simple sentences (low level).
We will consider the analysis of the results of the fulfillment of a competence-oriented task within the framework of this article in more detail. The reading indicators of students in the experimental classes are as follows: from 6 to 10 works for reading to a peer were able to recommend 8% and 16%, respectively, in the first and second groups. It's only 2
4 students in a class. A significant part of the students (42% and 50% respectively) were able to name 1
3 works, while inaccurately reproducing the titles, not always indicating the author. At the same time, the following pattern is observed: children from the same class give very similar lists, they repeat those books that they read in extracurricular reading lessons and those works that they recently studied in class. In each class there are only 1 - 2 people whose lists of books are varied. Based on this observation, we can conclude that in families little attention is paid to
Children studying according to the system of L.V. Zankov (2 groups in Table 1) are ahead of the group studying according to the traditional system of education in many indicators: in terms of the levels of perception of a story, a poem, in terms of erudition, motivation; are significantly ahead in their ability to perform a competence-oriented task. A slight lag behind the Zankov group is observed in only one parameter: in the perception of the tale. The reasons for the success of the "Zankov" group lie in the features of the system of L.V. Zankov. Education is built in such a way that the student, together with his friends and the teacher, discovers new knowledge. From the end result (to learn new things), children switch to the process of obtaining this result. The student learns not separate knowledge
loves books, reading. A decisive role for the erudition of the vast majority of students is played by school lessons in literary reading.
Reading motivation diagnostics showed a variety of motives for turning to reading: “be smarter”, “to grow brains”, “learn good things, behave properly”, “be able to read well and understand the meaning of books”, “know history, develop memory, vocabulary "," to know the authors, their view of the characters, to be able to maintain a conversation about the work "," to understand literature and art. At a high level - students for whom it is important to understand the book, understand the ideas of the author, the idea of the work: 8% and 17% in groups, respectively. At the average level - 55% in the first and 70% in the second experimental group. That is, most of the children are at the average level, which indicates that children read with interest, they want to read. Note that the indicators of children studying according to the system of L.V. Zankov are higher. The general statistical results of the study of the levels of development of reading competence are as follows. A high level of development was shown by 9% in the first experimental and 17% - in the second. Almost half of the students in the two experimental groups are at the average level (45% and 50%, respectively). A significant number of children have a low level of reading competence (46% and 33%, respectively).
but the interdependence of phenomena15. Zankov students are accustomed to different, including non-standard tasks. Perhaps that is why they coped with written works on literary reading that were unusual for them more successfully than their peers studying in the traditional system. The lag of the traditional training group in the ability to perform a competency-based task is especially pronounced. When performing a task of a competence-oriented nature, third-graders were asked to combine the three texts they worked on in the course of studying the levels of perception into one collection, to come up with
15 Zankov L.V. Selected pedagogical works. - M.: 1999. - S. 231 - 233.
Tab. 1. The result of the experiment
Perception literary texts track. genres Readiness for verbal utterance The ability to perform a task of a competence-oriented nature Reading Motivation for reading
fairy tales story verse.
Group 1 2 1 2 1 2 1 2 1 2 1 2 1 2
High 16 9 5 13 12 17 15 17 - 26 8 16 8 17
Avg. 41 39 45 61 48 57 30 34 45 48 50 42 55 70
Bottom. 43 52 50 26 40 26 55 49 55 26 42 42 37 13
title for it and add other works to this new book. It was possible to combine different works into one book for various reasons.
An analysis of children's answers in experimental group 1 showed that comparing, finding a common basis for several works of art is a difficult, unusual task. 68% of students did not cope with it. Among them, 16% refused to answer at all, the rest offered different solutions: “all texts have surprises”, “all texts can be read and retell”, “texts are similar, but about different heroes”. A slight similarity was taken as the main criterion for combining into a collection. Those who found a solution to the problem put forward non-standard, interesting ideas: “the common thing in works is love”, “all works are instructive”, “in all works there is concern for someone”. In the titles proposed by the children for the new book, there is a general trend: the children do not distinguish between genres of literature, moreover, some of the titles are not motivated by anything. Correct, reasonable answers - 20%. When choosing additional works for their book, children (56%) confuse genres and include works that are not suitable for the topic in the collection. Only 20% of children give small (2 - 5 titles) lists of works that really fit the theme in their collections. At the same time, often (this was considered a defect) they indicate the title of the work without naming the author. We can conclude: students of the 3rd grade (the first experiment
When determining the levels, the completion of one task out of three or an attempt to complete it qualified as a low level of skill, the completion of two tasks - medium, three - high. The revealed indicators significantly differ in the experimental groups. In the group studying according to the system of L.V. Zankov, 26% of students showed a high level of competence, in the second experimental group - 0%. At the middle level - 45% in the first and 48% in the second, at the low level - 55% and 26%, respectively. Study of levels of development
talnaya) do not distinguish between genres, do not possess the general educational skill of comparison, generalization.
Reading competence of pupils of the third grades of elementary school revealed a number of gaps in the field of knowledge, activity component of competence. These gaps relate to the perception of epic works (fairy tales, stories), readiness for verbal utterance, well-readness of children, and solution of competence-oriented tasks. To achieve the goal of modern primary literary education - the development of reading competence, the teacher needs to provide rich methodological and didactic material for organizing
Tab. 2. Ability to perform tasks of a competency-based nature
Task types Gr. 1 Gr. 2
Identification of the basis for combining texts into one book Incorrect, unmotivated decision 52 13
Named the reason for combining works 32 78
Refusal to answer 16 9
Selection of the title for the collection The title was selected in accordance with the stated motive for the association 20 62
Wrong or unmotivated decision 60 29
Refusal to answer 20 9
Selection of works of art for the collection The right decision 20 48
Wrong decision 56 43
Refusal to answer 24 9
zation of classroom and extracurricular work. Perhaps reading, multimedia teaching aids in a reader, workbooks in literature can solve this problem.
DIAGNOSTICS OF READING COMPETENCE DEVELOPMENT LEVELS OF ELEMENTARY SCHOOL STUDENTS
© 2011 S.V.Samykina
Samara Institute for Refresher Training
In view of reorientation to competence-based education, terminology of a new paradigm of education arises. The article defines the term "competence in reading" and explores its structure. Classical techniques of tracking levels of literacy development are touched upon and a new diagnostic technique for elementary school students is offered.
Key words: competence in reading, literacy development.
Svetlana Victorovna Samykina, Senior Lecturer, Samara institute for refresher training. E-mail: s. [email protected] en
Search
We may notify you of new articles,