Case lesson from literature. Literature lessons with elements of case technology. Personal analysis of a case situation

This is a lesson on insurance for 45 rubles; Contributions from the best technologies to the case method. During the lesson, the skills of advanced ICT students will be improved. This helps students to identify the necessary information, vikoryst and other differences, and also present their evidence.

What does the case technology provide (planned results).

Vantage:

Forward view:

MUNICIPAL BUDGET ENVIRONMENTAL INSTALLATION SECONDARY ENVIRONMENTAL SCHOOL No. 37

Voronezh

Methodically informing readers of the humanities cycle

Russian language and literature

Methodical development of a literature lesson using case technology

Behind the topic: "Creativity of A. S. Pushkin"

Vikonav:

Abramova O. V.

Reader of Russian language and literature

High qualification category

Methodical development givenassigned to a literature lesson using case technology on the topic: “Creativity

A. S. Pushkin"

Brief lesson instructions:This lesson is about insurance for 45 rubles; Contributions from the best technologies to the case method. During the lesson, the skills of advanced ICT students will be improved. This helps students to identify the necessary information, vikoryst and other differences, and also present their evidence.

Type of lesson: lesson, formalized and repeated.

Look at the lesson-lesson-gra “The Smarties and the Smarties.”

More methodical priming and selection of case technology method. The technological features of the case technology method lie in the fact that, being a variety of pre-investigative-analytical technology, it organically includes the technology of collective learning, the technology of innovation, and the technology of success .

What does the case technology provide (planned results).

To the teacher	Let's learn
Organization of the initial process	Work with additional material
The possibility of organizing certain elements of the initial process before hours	Possibility to prepare basic material yourself
Skills in selecting material are being developed	Compilation with other studies in the group
	Development of current information technologies

Lesson objectives:

Lose the knowledge of scholars about the life and creative path of a famous poet;
Familiarize yourself with the facts of the biography of A. Z. Pushkin, which contributed to the development of the poet’s personality;
Emphasize the scholar's uniqueness and creativity of the poet with the method of forming a new spiritual knowledge.

Zavdannya:

Osvitny:

Formulate and work with literary critical materials;
Systematization and comprehensive knowledge of the poet’s creativity;
Developing the ability to accept information intelligently;
Formulate the mind to see the headache from the informed teacher and student;
Learn to formulate the authoritative formulation of works of Russian literature and give them an authoritative interpretation;
Improve your knowledge of meaningful reading and remember the verses;
Enrich your vocabulary reserves.

Developing:

Development of interest in creativity of A. S. Pushkin;
Development of critical thinking;
A flourish of aesthetic relish;
Implementation of a systematic and active approach;
Formation of UUD (special, regulatory, cognitive):

be able to analyze, analyze, adjust the developments;
the development of the mind is hidden on the powerful subjective evidence;
development of creative, mental abilities of students;
Developments should be practiced in groups.

Vikhovny:

Developing interest and promoting literature;
Inspiration of value to the word;
Vyhovannya dbaily put before the cultural decline of the people;
Vihovannya feels like love to Batkivshchyna;
molding the front of a public ledge;
Development of communicative UUD:

Creation of a friendly atmosphere of encouragement and stress, respect and well-being;
Interaction between students in group robots: developing respect for each other, listening to a friend.

Formation and development of universal initial actions:

Special ones:

Improvement of spiritual and moral aspects of specialness;
Orientation in social roles and inter-personal relationships;

Metasubjects:

Regulatory:

setting the initial task;
Permanently trade with the group;
structure the material, see cause-and-hereditary connections in spoken and written words;

Pіznavalny:

to independently organize government activities, evaluate them, and determine the sphere of government interests;
the selection of various types of information, as they are known, to analyze, and to analyze in independent activities;

Communicative:

listen and conduct dialogue;
Compare with one-year-olds and mature ones.

Subject:

In the cognitive sphere:

Understanding the connection of literary works with the era of their writing, revealing the foundation of their hourly, intransient moral values and their daily sound;

Carefully analyze the literary work;
Volodinya literary terminology under the hour of analysis of literary works.

In the value-oriented sphere:

Education about the spiritual and moral values of Russian literature and culture;
shaping the masterpiece to the creativity of A. S., Pushkin;
The understanding of the author's position and his position before it.

In the aesthetic sphere:

understanding of the figurative nature of literature as a manifestation of verbal mysticism;
Aesthetic interpretation of creative literature;
The meaning of the Russian word in its aesthetic function.

Lesson instruction:

Multimedia projector, computer, screen;

Computer presentation,cover all stages of the lesson and cases from backdrops;
Deconstructed cases with pre-installed and additional accessories, printed in A4 format.

Gra "The Wise Men and the Wise Women" for the work of A. S. Pushkin.

Conducted in the middle of the 6th grade with the encouragement of the works taught by them until that hour.

Hid gri.

Agon 1. Biography of the poet.

Command of teams Case No. 1. Give the text a favor."I will teach you a text that contains facts from the biography of A. S. Pushkin. There are some inaccuracies that can be left out. The team turns around, as soon as they found out, they put in the largest number of treats. 1 point is awarded for any inaccuracy. There are 5 hwilins for the viconny village.

Case No. 1.

Alexander Sergiyovich Pushkin was born in Moscow in 1899. Budinok, from whom he was born, did not save himself, but in the place of his nina - a monument to that great one (Pushkinskaya Square).

The father of the future poet - Vasil Lvovich - was known at that time as a writer, and just after his efforts, the fifteen-year-old Alexander Pushkin entered the Tsarskoye Selo Lyceum.

At the graduation lyceum exam in the presence of Ivan Fedorovich Derzhavin, young Pushkin reads his poem “The Legend of Tsarskoe Selo.” Having read this poem, Vasil Andriyovich Zhukovsky gives Pushkin his portrait with the inscription: “I will overcome the lesson from the overcome reader.”

To Pushkin's friends at the Lyceum there were Delvig, Pushchin, Lermontov, Kuchelbecker, Griboyedov. Having graduated from the Lyceum, Oleksandr Sergeyovich began to work as a professional writer in the literary partnership “Arzamas”, so named by the place where it appeared.

Key. A.S. Pushkin was born in Moscow in 1799. Budinok, where Pushkin was born, is not preserved, his house is a school, and not far away there is a monument to the boy Pushkin. Our favorite writer was Pushkin's uncle, whose real name was Vasil Lvovich. Pushkin joined the Tsarskoye Selo Lyceum from 1811 to 12 years.

“Revelation in Tsarskoe Selo” Pushkin reads in the presence of Derzhavin, whose real name is Gavriil Romanovich. And this is not at graduation, but at graduation - 8 September 1815. Vasil Andriyovich Zhukovsky presented Pushkin with his portrait, but after reading not “The Conjectures of Tsarskoe Selo”, but singing “Ruslan and Lyudmila”.

Pushkin's friends at the Lyceum were Delvig, Pushchin and Kuchelbecker.

Having graduated from the Pushkin Lyceum, you will be insured by the College of Foreign Certificates. In the more poetic marriage “Arzamas”, Pushkin also enters as a lyceist. The name of the literary association, oriented towards polemics with the “Conversation of Lovers of the Russian Word”, is indirectly connected with the name of the district town of Arzamas, located far from the capital and valuable for its own sake Istyu.

Implementation of home decoration. Captains competition. “Case No. 2. Pushkin's era" (The history has been relegated to the past).

What historical hour do we call the Pushkin era? Try to see yourself as a Moscow gentleman, a kripak, or a St. Petersburg official. Describe the busyness of the day.

Explanation of schodo vedennya gri No. 1. The department of the first block will be completed overnight. While the boys of both teams are working on Case No. 1, the captains are presenting their homework. Home production is assessed using a five-point system.

Zavdannya. Blits-gra “Whose portrait?” Children are shown slides from the images of A. S. Pushkin and people from his close era. The department gives a response to the question: “Who are the images in the portrait?” or for the portraits he sings: Who is the author of these paintings? Skin that matches correctly is scored 1 point.

A. S. Pushkin. 1827 r. Orest Adamovich Kiprensky;
A. S. Pushkin. 1827 r. Vasil Tropinin.

Offended, they created portraits from life. Theme of the portraits: Pushkin sings.

The image of the poet, the creations of Kiprensky, is more natural, piercing to the presentation, with a greater force of formalization, and Pushkin Tropinin is simpler, more intelligent. Tropinin and Kiprensky preserved their understanding of the peculiarity of the poet, their artistic creativity, but for many reasons: the artist’s talent, his light-gazing, interests, inclinations, and focus on the singularity of the singer. Tropinin gives more respect to the everyday, everyday characteristics of the image and through it reveals the inner light of the poet, thereby enhancing the sensitive side of the image; Kiprensky prefers a more poetic tone, “highly spiritual thought,” and intellectual clarity of image.

Having very correctly noted the famous mysticist Oleksiy Sidorov: “There is a significant profundity between the portraits of Pushkin by Tropinin and Kiprensky. at Kiprensky’s; Moscow and St. Petersburg; a robe and a frock coat; emphasis on intimate realism in one way and on a stereotyped poet-artist in another..."

N. N. Goncharova, one had Pushkin’s love, the other had Lansk; Watercolor by A. P. Bryulov 1831-1832.
V. A. Zhukovsky. 1783–1852. Sings. Friend of A.S. Pushkin. 1838 r. K. Bryullov.
I. I. Pushchin. 1798 - 1859. Sings. Decembrist. Friend of A.S. Pushkin. Mikola Ge. 1875 r.
V. Kuchelbecker.1797 - 1847. Sings. Decembrist. Friend of A.S. Pushkin.
Georges Charles Dantes, after adoption by de Heeckeren.1812-1895. 1830 r. Invisible mitets.
G. R. Derzhavin 1747-1816. Sings. Sovereign activist Senator. Portrait of a penzl St. Borovikovsky 1795 r_k.

“Old Derzhavin noticed us. I, they came down to the throne, blessing” (O. Z. Pushkin). It is said about sleeping in the Imperial Lyceum, which is depicted in the painting I. E. Repina.

In 1815, in the Tsarskosil Lyceum, there was a transfer from the junior class to the senior class. In the presence of Derzhavin, their verses were read; out of hearing from unforeseen zest. Pushkin read the verse of “Mornings in Tsarskoye Seli”, standing two krok in front of the venerable poet. “I cannot describe the state of my soul,” Pushkin later guessed. “When I reach the top, I’ll guess Derzhavin’s name, my voice will ring out, and my heart will beat with enchanting sounds.” For the evidence of I.I. Pushchina, Derzhavin “in capture, with tears in his eyes, rushing to kiss him (Pushkin) and showering his curly head.”

Yunak sings, expressing his strong hostility towards Derzhavin. “The light of another Derzhavin will soon appear: this is Pushkin, who at the Lyceum surpassed all writers,” he said to Z. T. Aksakov.

Agon 2. Cossacks by A. Z. Pushkin. “The story is nonsense, but there’s nothing wrong with it!” Let's teach the fellows a lesson!

Thanks to the teams. Who is in front of you? Find out the characters of Pushkin's fairy tales behind their words. How does the language characterize their characters? For a correct answer 1 point, for an explanation - 1 point.

Oh, it's wicked!

You're lying to me for evil!

How can they compete with me?

I will calm down the stupidity in it!

“A tale about a dead princess and these heroes.” Queen.

For me, you are all equals,

Everything is removed, everything is reasonable,

I love you dearly

Otherwise I'll be back again

Viddana. Menu of all my dears

Prince Elisha.

“A tale about a dead princess and these heroes.” Tsarivna.

You, Tsarevich, my warrior,

My mighty warrior,

Don't bother me, what's behind me?

You won’t live for three days,

What an arrow shot from the sea,

This grief is not all grief.

"A tale about Tsar Saltan..." The Swan Princess.

What's so wonderful here? Well axis!

Belka kamintsi grise!

"A tale about Tsar Saltan..." Weaver.

Implementation of home decoration. Case No. 3. What does A. Z. Pushkin add to Russian folk art? Comment on Pushkin’s words: “The whole thing until the past is the axis of rice, which divides the light from wildness...”. The work is assessed using a five-point system.
More creative than the factory. A dramatization of an episode from a fairy tale by A. S. Pushkin. The choice of episode can be used by both the participants and the teacher. The competition is judged on a five-point system (additional points are possible for exceptional artistry, scenery and costumes)

Agon 3. Novel "Dubrovsky".

Implementation of home decoration No. 1. Case No. 4. To subdivide the lower concepts that are consistent with their significance in the novel “Dubrovsky”, name the three most significant, in your opinion:

Honor - worthiness - revenge - hatred - love - nobility - profit - suffering - pennies - beauty - mysticism - gentleness - death.

Give reasons for your argument. The work is assessed using a five-point system.

Implementation of home decoration No. 2. Case No. 5. Why does A. Z. Pushkin convey the happy outcome of his novel (judging from sketches and plans)? The work is assessed using a five-point system

From the very beginning, Pushkin decided to send Dubrovsky to St. Petersburg, where D. was victorious. No blame; a noble robber who fuels a cruel rebellion; a victim of violence, which stands against his enemies; a nobleman who has forfeited his matrimony in order to preserve internal freedom and become the guardian of his 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’s friend is behind the cordon.” The departure of the hero of foreign countries is a sign of his special defeat, and a sign of defeat for all of Russia. D., as a tragic consequence, there are pressures beyond their borders; The reasons are completely saved.

Explanation schodo vedennya gri No. 2. The management of the third block will be completed overnight. While the boys of both teams are working on the homework for case No. 4, the captains are presenting the homework for case No. 5. Offenses are assessed using a five-point system.

Brain-ring behind A. S. Pushkin’s novel “Dubrovsky”.

Explanation of how to conduct the Brain Ring. The commands indicate power supply via the wire. You have 20 seconds to think about it. If one of the teams does not have a match or one is incorrect, the food goes to the super team. 1 point is awarded for correct skin matching.

Pokrovsk, Kistenevka, Arbatov - Shabashkin, Troekurov, Vereisky, Dubrovsky, Spitsin. Distribute the badges to their leaders.
“Before my time, I spent my time in love affairs, with my rich hair, at tattered banquets, and in pranks, even more guilty and a victim of such misfortunes, call some new acquaintance...” Who is this fragment talking about?
What was the name of Volodymyr Dubrovsky's father?
Lieutenant. What is this rank? Who was Dubrovsky's guarantor?
What is Troekurova’s rank?
What does Dubrovsky’s father say about Troyekurov’s proposal to befriend Masha and Volodymyr?
Who is Timoshko?
What was the name of the huntsman who portrayed Dubrovsky?
“...I don’t intend to endure the heat in front of your slaves, and I won’t tolerate them in front of you, because I’m not hot, but… »Insert the missing word into Troekurov’s sheet.
How did Dubrovsky deal with the Pokrovsky villains?
Find out the hero behind the descriptions:

“A little person in a fur cap and a frieze overcoat... For the time being, already standing in front of Kiril Petrovich, respectfully bowing after bow and reverently awaiting his instructions.”
“They hovered in the hall of the Uviyshov, their feet were shaky, the old man was tall, pale and thin, wearing a robe and a cap”;
“The painter depicted her leaning on the railing, on white wounded cloth with a red thread at her hair”;
“A plump man of fifty years of age, with round and pockmarked faces, adorned with triple underarms...”;

Who is Egorivna, as she goes by her nickname?
Who, to whom and for any circumstances says: “Don’t see us, but we will stand behind you.”
The main occupation of Masha Troekurova.
Why did the Frenchman Sasha start learning?
“Such were the noble achievements of the Russian gentleman!” What is this proposition about?
“We know you; Where do you spend your money, you live at home like a pig, you don’t accept anyone, you rip off your men, you know what you’re choosing, that’s it.” Who and who say these words?
How many fates did Volodymyr Dubrovsky and Masha Troekurova have at the time when the main plot of the novel falls?
“...the red coin was definitely empty, the pennies that she had saved were transferred...” Where did the pennies go? Whoa bula skrinka?
What time is it Dubrovsky under the name Deforge Prov in Troyekurov?
How many fates has Vereisky faced?
What song do Troyekurov love to whistle?
“...a ragged boy, ruddy and oblique, having passed through the gazebo...”. What was the boy's name?
« “Nice news,” Kirilo Petrovich said to him, “I caught Dubrovsky,” what episode are we talking about?

Submit to the brain ring.

Pokrovske - Troekurova’s maitok; Kistenivka - Dubrovsky, Arbatovo-

Maetok Vereisky;

About Kiril Petrovich Troekurova.
Andriy Gavrilovich.
Extended lieutenant (senior lieutenant) of the Guards A. G. Dubrovsky
Troyekurov rank of ex-general chief.
“No, to Kirila Petrovich: my Volodka is not the name of Maria Kirilivna. It would be better for a good-natured nobleman to make friends with a poor noblewoman, who would be head over heels in the hut, rather than the clerk of a disgraced grandmother.”
Headquarters doctor, under the sight of a kennel.
Dog Paramoshka.
...an old nobleman...
“Dubrovsky... having ventured... to treat his warriors with the vines that the stench has stocked up in his life.
1) assessor Shabashkin; 2) Andriy Gavrilovich Dubrovsky; 3) mother of Volodymyr Dubrovsky; 4) Spitsin.
Orina Egorivna Buzireva, Dubrovsky’s nanny.
These are the words of the coachman Anton to Volodymyr Dubrovsky on the way to Kistenevka.
Reading novels.
Grammar and geography.
About the “zharty” with the bear.
Troyekuriv Spitsina.
Dubrovsky is 22 years old (23rd), Masha is 17 years old.
“... I have a skinny bag that I wore on my chest under my shirt.” Let's talk about the screenshot of Anton Pafnutiyovich Spitsin.
Three times.
Almost fifty.
"Grim peremoghi lunay."
Mitya.
Episode related to Mitya.

Agon 4. “I call me the skin of the language that exists in it...”. Creative competition.

Explanation shodo vedennya gri. The remaining agon is transferred to the individual work of the students: for each correct response, the students receive the Order of the “Reasonable” and a point awarded to the team.

Task 1. Insert in the completed lesson the words that do not appear.

What are you doing, babo?
If I make a mistake, God forbid I should command

I will never leave this place alive.

How will you deal with me? Aje I...

Diva raptom

Alive. Marvel at it

Zdivovanimi ochima,

I, hovering over the lancets,

Having died down, she said

«…».

Or storms of curling

You, my friend, are tired,

Or you're dozing under the noise

Your...

No fire, no black house,

Wilderness and snow ... nazustrich me

Just...

They hang out alone.

Evening, you remember, the wind was angry,

The name floated in the Kalamut sky;

Month, as...

The glooms and glooms were sad,

And your bag was sitting.

Pecks, throws, and marvels at the window,

I started thinking about one thing;

With your glance and your cry

I want to say: “...”.

There is a forest there and you can still see it;

There... sigh hvili

On the shore of food and empty,

І thirty beautiful knights

... the waters are clear,

And with them is an uncle from the sea;

Types of task 1.

Beleni
Named
“I’ve been sleeping for so long!”
Your spindle.
Versti darkened.
Damn the flame.
"Let's fly!"
About the dawns; Chergoya.

Zavdannya 2. Music competition. It’s obvious that he’s done a lot

A. Z. Pushkin inspired composers to create musical works. The purpose of the competition is to find out how much the good guys know about these musical works.

Opera M.I. Glinka “Ruslan and Lyudmila”. Overture.
Opera M.I. Glinka “Ruslan and Lyudmila”. "March to Chornomor".
Rimsky-Korsakov to “The Tale of Tsar Saltan.” "Flight of Dzhmel".
Georgy Sviridov. "Zaviryukha." Waltz.
Georgy Sviridov. "Zaviryukha." Romance.

Homework: illustrate one of the 6th grade readings.

REPORT

on the topic: "Standing up of case technologies in the lesson (on application)"

Prepared by:

Dobridneva Olena Viktorivna,

reader of Russian language and literature,

Municipal educational institution "Budogovishchenska Zosh"

Bilivsky district of the Tula region

village Bilyaevo

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 way to begin literature lessons….10

Classification of case - technology………………………………………………………11

Illustrations for Chapter I…………………………………………………………………………………..21

Section II. Zastosuvannya case – technologies under the hour of literature lessons………..……………………………………………………………………...23

2.1. Methodology for compiling literature using the case method……………..23

2.2. Zastosuvannya case – technologies under the hour of literature lessons……………26

Illustrations for Chapter II…………………………………………………………………………………31

Conclusion………………………………………………………………………………….…….33

References…………………………………………………………….35

Entry

Today, as humanity continues its transition from industrial to information culture What is highlighted by such factors as integration of character, chewiness, crumbling of the mixture, dialogue, tolerance and good communication at all levels, there is a challenge before the light – to prepare a people that demonstrates this new culture.

The problem of acquired knowledge has long given teachers peace of mind. Almost every human activity in life is connected with the need to acquire and process this and other knowledge and information. Learn to read, and learn how to properly process information - the main idea of an active approach before getting started. Today’s school can determine a person’s readiness for “innovative behavior.” In place of listening, repetition, and inheritance come new benefits: eliminating problems, calmly accepting them and dealing with them independently. This applies to all spheres of life: everyday life, social and professional.

The fundamental importance of the lighting standards of another generation is their focus on the results of lighting as a system-building component of the design of the standards. “The process is now understood as the acquisition of a system of knowledge, skills, and instrumental foundations for the competence of students, and as a process of development of individuality, the creation of spiritual, moral and social justice.”

Nina has changed as she knows the necessary everyday people, - Even more changes occurred in the ways of introducing new things. Knowledge is the sea, and the methods of catching them have changed radically. With the ability to access the Internet, students can deny effective access to their knowledge.

Nina in Russia is undergoing modernization of the lighting system - a different place, approach, behavior, pedagogical mentality will be introduced, in the process of establishing a new lighting system, focused on the input of light lighting space. This process is accompanied by essential changes in pedagogical theory and practice of the initial-educational process.

In the minds of the reader, it is necessary to orientate oneself to a wide range of current innovative technologies, ideas, schools, directly, not to waste time discovering what is already known, but to use the entire arsenal of Russian pedagogical knowledge. Today, it is impossible to be a pedagogically literate teacher without learning the entire great range of lighting technologies.

The reader's responsibility lies with the development of stagnant technologies, oriented towards a particularly active approach to illumination. The choice of technology for a given specific discipline is made by the teacher on the basis of his particular preferences and creates his individual style of pedagogical activity. The technology that has been developed may be aimed at effectively reaching the target target.

As an example of current effective lighting technologies, we can name the following:

technology of critical thinking (American teachers Charles Temple, Jeannie Steele, Curtis Meredith);

“Case-Study” technology (case method or case technology – Harvard University Business School, USA)

technology of initial dialogue (Radyansky psychological and pedagogical school)

In connection with the reforms in our region there is a constant search effective learning methods. One of the new forms of effective technologies is the development of problem-situational research from different cases. Propagation of initial cases from the practice of Russian education to even current issues.

Relevance is determined by the needs of people to self-identification and self-expression in the minds of the daily, information society. The theme that comes out above all that has been said this investigation: “Case – technologies under the hour of literature lessons”

Meta-works: the author of the study uses case technology as an interactive method in forming the key competencies of students in literature lessons.

The meta was specified in the following departments:

Follow the history of the development of case technologies;

Describe the classification of case technologies;

Look at case technology under the hour of literature lessons as a method of learning;

Reveal the methodology for compiling literature using the case method;

Analyze the use of case technology in literature lessons.

Object of study: interactive method of teaching literature to students, case - technology.

Subject of research: the process of scientific research through the study of cases and literature.

Research methods: evidence, analysis of scientific and methodological literature, deductive method.

Meta and task determined the structure of the work, which consists of an introduction, two sections, the main part and a list of related literature.

ChapterI. Theoretical foundations of the case – technologies as a method of learning

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 the pioneer of case-study. After graduating from Harvard Law School, Langdell continued his work as a scholar and librarian. In 1870 Harvard President Charles William Eliot named him dean of the law school, and Langdell, who combined great library material with jurisprudence, greatly spawned the development of the case method. The Vikorist and Socratic method, developing the method of trials and pardons, instructing students to work with pershogerels (court rights, decisions of the appellate court, etc.), and then work on the power of interpretation, present the power of interpretation and analysis. Langdell's approach sharply diverged from traditional teaching (lectures, seminars, etc.) and innovation with great support. Over the course of the first three years of his tenure as dean, the number of students decreased from 165 to 117, and, in line with Charles Eliot’s efforts, Langdel lost his dean until 1895. At that time, the method had become established not only at Harvard, but also at six other law schools.

The Harvard Business School was founded in 1908. The first program under the name "Master of Business Administration" (MBA) introduced a compulsory course - a method of situational analysis "The Mastery of Business Administration" (1912). Officials of the government business applied to the course to discuss problems with their government practice. Two days later, the student sent a letter to provide an analytical analysis of the problem and recommended solutions, then the businessman discussed it with the group.

“Rozkvit” to the situational method was instructed in 1919. With the arrival of a new dean, banker Wallace Donham, whose knowledge of two areas of knowledge (law and business), knowledge of the method of the situation allowed the authors to reconsider the lecture approach to “case collection” and work with them. The first collection of cases was published in 1921. in the Harvard Business Report, and in 1922, 85 initial mortgages began to stock them in their work. Donem also organized a low-profile approach to the case study method, and from that time on, Harvard is respected as a promoter of the case method.

In the European world, the most popular example of the case method was the Manchester Business School, which adopted the basic ideas of Harvard at the beginning of the 20th century, but developed in its own way. In the Manchester tradition, the description of the situation is short, and the solution to the principle is revealed and evolves during the hour of group discussions. At the current stage, the Manchester school has begun to develop a unique approach from theoretical case studies to practical interactive learning, which allows students to be exposed to real business cases from leading companies. Students are put into practice in a company that faces various challenges and is tasked with finding a way to solve the problem and achieve its implementation.

The same situation exists in business, medicine, sociology, and all areas of human knowledge. Scholars of various sciences advocate the case method not as a specialized course on the investigation of the situation, but as a basic technology in the classroom (case technology). “Various organizations from rich parts of the world (institutes, universities, etc.) produce collections of cases.

The practice of advanced business cases has been lost to Russia since the beginning of the first managers who received coverage behind the cordon, as well as students of exchange internship programs. In Russia, the case method began to be used in the 80s. initially in the MDU, and then in academic and Galuzian institutes, and later – in special training and retraining courses. Since the end of the 80s, transverse (closed) cases have been used.

Significant contributions from the development and implementation of this method were made by G.A. Bryansky, Yu.Yu. Katerinoslavsky, O.V. Kozlova, Yu.D. Krasovsky, V.Ya. Platov, D.A. Pospelov, O.A. Ovsyannikov, V.S. Rapopport et al.

Tim, no less, developed the method in the USSR at that time very politely. On the one hand, the use of the method of analyzing the situation led to the expansion of gaming and discussion methods in the beginning, and on the other hand, the pressure of ideology, the closure of the educational system gradually revealed the method from the initial audiences.

Is scurrying differences in designation This technology is advanced. In foreign publications, one can quickly call it: the case study method, the business history method, and, in general, simply the case method.

Russian publications most often talk about the method of analyzing specific situations (ACS), business situations, case methods, and situational problems.

The main feature of the method is the students’ learning of precedents, then. situations that have emerged from past business practices.

The essence of the method is that listeners are given a description of a specific real situation, prepared in a previous format and intended for the beginning of the scientific analysis of various types of information, its formalization, the initial formulation of the problem and its development. possible options These solutions are consistent with the establishment of criteria. The student (student) is responsible for learning about the problem and evaluating the methods of its development - acquired knowledge and formation is the result of the active independent activity of the student from the highest level, as a result of which There is more creativity from professional knowledge, skills, knowledge and the development of mental abilities.

It is important that the most successful case of technology can be studied in the lessons of economics, law, marriage, history, since it is necessary to analyze a large number of documents and research, as well as for the formation of knowledge From these disciplines, several types of nutrition can be balanced among themselves truthfulness.

The name of the method is similar to the Latin term “casus” - “confusion or accident”.

The term "case method", "case technology" translated from English as the concept "case" means:

a) a description of a specific practical situation, a methodical approach to the principle of “typical situations, applications - to the rule, and sometimes not”, conveys an active method of learning, based on the consideration of specific (real) situations from the practice of the future the truth of the scientists, then. vikoristannya methodology of situational learning “case – study”;

b) recruitment of specially selected basic methodological materials on different media (manual, audio, video and electronic materials) that are available to students for independent work.

Case technology is an interactive technology for short-line learning with the understanding of real and real situations, direct and not so acquired knowledge, as well as the formation of new skills and intelligence among students.

The main goal is to develop the ability to analyze various problems and find solutions, and to work with information.

Case technologies are not a repetition of the teacher, not a retelling of a paragraph or article, not a back-to-back nutritional summary, but an analysis of a specific situation, which will help to raise a layer of discarded knowledge and freeze it in practice.

1.2. Case technology as a method of teaching literature lessons

The process of starting with a different case method allows you to formulate meta-subject competencies of students and individualize the initial process. The unique case method allows you to draw the need for knowledge, cognitive interest to the material that is being studied, ensures the possibility of establishing scientific research methods, develops cognitive independence and intellectual creativity and goodness, develops emotional and volitional strengths and forms cognitive motivation.

Case technologies are one of the mechanisms that allow maximum use of the communicative and creative abilities of students. The stench has been successfully evoked both from artistic and non-fiction materials. In general artistic creations Russian literature is increasingly being developed with the help of case technology, since their ideological basis is not the external warehouse, but the deep inner world of the heroes, their moral and ethical subdivision of chinks. All this is the sphere of life, which does not lend itself to an unambiguous assessment, so it depends on the different interpretations of the same character and the principle, that is, problematicity. This provides the basis for building a case.

Goals of the case method:

Activation of cognitive activity of students, which, in its turn, promotes the effectiveness of learning;

increasing motivation before the initial process;

Process the information carefully, including asking for additional information necessary to clarify the situation;

Make sure to make the right decisions based on a group analysis of the situation;

Preparation of the skill of clear and precise translation of the point of view into sleep and writing form, perekonvovatsya and protect your point of view;

Viral training in critical assessment of different points of vision, development of self-analysis, self-control and self-assessment.

The essence of the case method lies in the following:

Selection of tasks for the selection of various routes of decision.

Block-modular development of new materials.

Organization of independent work for students during an hour of preparation before the lesson, during an hour of working with a case.

Spilling, exchange of teaching materials.

Concentration of all types of activities at the stages of work. .

The essence of the case method is that acquired knowledge and its formation are the result of active independent activity of the student, resulting in more creative knowledge, skills, and development of minds their properties. The main focus of the case method in this and other disciplines is the identification of problems on the basis of which problem situations are formed and formulated, practical tasks for discussion and finding the optimal solution Nya study.

1.3. Classification of case technologies

The case method can be classified according to the kind of creative work that emanates. Zokrem, there are methods of incident, analysis of business correspondence and situational analysis.

Case technologies require the following methods:

Game design

Discussion method

Method of situational-role games

Method of sorting business correspondence

Incident method

Incident method:

Incident (from Lat. incident) – incident, occasion, incident.

The meta method is the search for information and the decision to listen to it, and, as a result, begin to process the information: report it, systematize it, analyze it.

The task is presented with all the necessary data to determine how the problem has been identified.

Method "Investigation of business correspondence" ("folders with input documents", "information labyrinth", "basket method").

The method of basing work on documents and papers that relate to any other organization, situation, problem.

Using this technology for analyzing the situation, scientists will select folders with a new set of documents that relate to the historical situation, the specific economic situation, and the activities of the singing industry. Capacities are related to those and subjects.

Participants in this endeavor act as individuals who praise decisions.

The participants have the right to take the position of a person responsible for working with “entry documents” and deal with all the tasks that require respect.

Examples of this method can include cases in economics, law, civil society, history, which require the analysis of a large number of documents and documents.

The “Game Design” method.

The meta method is the process of creation and perfection of objects.

To work with this technology, the participants in the activity can be divided into groups, each of which will develop their project. Game design can include projects of different types: pre-study, search, creative, predictive, analytical.

For example, predictive: learning to determine the goals of developing a project ideal model Maybutnyogo, for example, “Which one is our country for 3000 rubles?” In this case, the project is responsible for presenting a realistic picture of what may happen in the future. The process of constructing a perspective carries with it all the elements of a creative approach to reality, allowing us to better understand the phenomena of today and develop ways of development.

Method of creating roles.

The aim of the method is to create a true historical, legal, socio-psychological situation in front of the audience and then be able to evaluate the actions and behavior of the participants in the play. One of the varieties of the staging method is role-playing.

Role play is a way to expand the awareness of the participants in the analysis, presenting them with an uncontrollable situation, in which it is necessary to accept the position (role) of the participants and then develop a way to allow this situation to arise until completion.

Scholars who advocate this method in the initial process often advocate such varieties as “role-playing situations” and role-playing games. These methods, of course, can be very useful, but still differ greatly.

With a “role-based situation,” participants construct a role as they themselves respect the needs, independently determining the strategy of behavior, scenarios, and planning results. The main task is to show creativity in order to solve pressing problems that are unlikely to arise.

Role-playing game is a game based on a given scenario, which requires familiarity with the material of the situation and entry into a given image, re-creation.

Negotiation method.

Discussion is an exchange of thoughts from any food to more or less simple rules of procedure.

Group and intergroup discussions are beginning to advance to intensive technologies.

The most widespread today is method of situational analysis, or case study, which allows students to deeply and in detail investigate the problem, master cognitive operations consistently in the process of working with information: awareness - comprehension - stagnation - analysis - synthesis - evaluation. I’m learning to pronounce the text report description in response to any situation and set tasks that will require improvement. This task is strictly expressive of practice-oriented character, but it also requires specific subject knowledge. Often it is the most necessary knowledge of a large number of subjects. The basic element of nutrition is problematic nutrition. Just formulate this requirement in such a way that the student wants to know the answer. Already implemented projects may be reserved for analysis. In this case, the main tasks will be assessed (by analysis) for their usefulness.

In the event of a critical situation, the teacher and the student must follow two different steps: for the student, find a solution that matches the given situation; for the teacher, the student must master the method and awareness of its essence.

The situational management model looks like this:

Name of the task.

Educational nutrition is especially significant.

Information about this nutrition is presented in a variety of formats (text, table, graph, statistical data, etc.).

Please proceed with this information.

Of course, when treating the skin with over-corrected methods, scientists try to eliminate the same low nutrition, so they need to know the causes to understand the essence of the problem. In addition, the technology case is transferred both to individual work on the task package and to collective work, which develops the ability to grasp the ideas of other people and work in a team.

Case structure:

Regardless of the variety of types of cases, they share a typical structure.

Typically, the case includes:

Situation - an accident, a problem, a story real life;

Context of the situation – chronological, historical, context of the place, characteristics of the situation and participants in the situation;

Power supply for robots with case;

Programme.

Steps to develop the case:

The importance of the case for the system of illumination purposes;

The sound of the institutional system, which is closely related to those cases;

Pobudova or select a situation model;

I will describe the creation;

collection of additional information;

Preparation of the remaining text;

Presentation to the case, organization of the discussion.

Organization of work with case:

There are so many options that it is possible for the creativity of the teacher. We propose the most formalized model of employment, behind which work can be organized.

Stages of organizing an activity:

1. Stage of confinement in sleep activity.

The main task of this stage: the formation of motivation before the actual activity, by initiating the participants in the discussion. At what stage are the possible options available:

The text of the case can be distributed to students before class for independent education and nutritional preparation. At the beginning of the lesson, the students’ knowledge of the case material and engagement in the discussion are checked. There appears to be a main problem that lies at the heart of the case, and is related to the corresponding section of the course.

2. Stage of organization of sleeping activities.

The main task of this stage is the organization of activities to solve the problem. Activities can be organized in small groups or individually: students are divided into time-based small groups for collective preparation of nutrition over a period of time. In a small group of skin (independently from other groups), individual evidence is being drawn up, further processed, and a single position is formed, which is drawn up for presentation. For each group, a “speaker” is selected or assigned to represent the solution. If the case is correctly folded, then the group decisions are not to blame for the fall. Speakers present the group’s solutions and provide feedback on the situation (they are responsible for analyzing the situation; assessing both the alternative side of the solution and the presentation technique and the effectiveness of the technical them zasobiv). The teacher organizes a direct private discussion.

3. Stage of analysis and reflection of sleeping activity.

The main task of this stage is to reveal the final and initial results of the work with the case. In addition, at this stage the effectiveness of the organization of employment is analyzed, problems of organizing work activities appear, and tasks are set for further work. The teacher’s actions can be as follows: the teacher completes the discussion, analyzes the process of discussing the case and the work of all groups, recognizes and comments on the current development of the approach, and adds up the bags.

In this manner, the emphasis is transferred to the development of knowledge, and not to the preparation of knowledge. Learners recognize the ability to relate theory to real life, in which future school graduates will need to work hard to maintain their position.

Based on the type and directness of cases, cases can be divided into training, initial, analytical, follow-up, systematize and prognostic.

The stench may be noticeable not only because of the composition, but because of the structure. Structured cases(highly structured case) include a systematic and precise summary of the situation with specific numbers and data. There is a clear number of correct conclusions that can be reached by mastering one formula, training, and the method of singing knowledge.

Unstructured cases(unstructured cases) - material with a great amount of data. The stench is recognized as a method for assessing the liquidity of the mixture, which can be used to strengthen the smut from the next row. For this type of cases, there are a number of correct options for evidence and the possibility of finding a non-standard solution is not excluded.

First-hand cases(ground breaking cases) can be either short or long. Paying attention to the decisions of such a case gives you the opportunity to learn how many creative ideas you can come up with in one hour. As soon as the work is carried out by the group, then the created teaching is to accept someone else’s idea and develop it.

Cases differ in the same way. More cases(On average 20-25 pages) are intended for work in a group over several days. Steel Casey(3-5 sides) – for analysis without any interruption in the activity and for respectful discussion. Mini-cases(1-2 pages), as well as these cases, are intended for analysis in the classroom and are most often used as an illustration before going to class.

Classification of cases.

cases, of all kinds - in a simple practical way, learn a scientific algorithm to take the right decisions in a given situation;

in which a specific situation is described, it is suggested to find ways out of it; the meta of such a case is the search for nobles to solve the problem;

case studies with formulated problems, in which the situation at a specific period is described, problems are identified and clearly formulated; The goal of such a case is to diagnose the situation and independently praise the decision;

cases without formulating the problem, which describe a complex situation, where the problem is not clearly identified, but is presented in statistical data, estimates of the public thought; The goal of such a case is to independently identify the problem, indicate alternative ways and solutions using the analysis of ready-made resources.

With an active situational analysis, the participants are presented with facts (ideas) associated with a given situation at the right time. The tasks of the students are to accept rational decisions within the boundaries of collective discussion possible solutions, then. Game interaction.

View cases.

Drukovany case – place graphs, diagrams, illustrations (we’ll start with the case).

Multimedia case - Depend on the technical equipment of the school.

Video - Case.

Types and functions of cases:

trenuvalny (training students to deal with situations that change - writing texts in different genres);

chief (new knowledge of objects that are developing dynamically - the theory of literature);

analytical (forget about it and get started analytical activities– analysis of phenomena and objects);

Doslednytskyi - Introduces a model for the extraction of new knowledge, teaching beginners scientific research to a similar method of modeling, following the principles of the creation of the previous model;

systematizing (systematization of situational knowledge - adoption of name suffixes);

prognostic (Removing information about the development of this system - a forecast for the development of literary creativity).

The advantage of the cases lies in the fact that students are able to optimally understand the theory and practice, which is important when preparing a lecturer. The case method develops the ability to analyze situations, evaluate alternatives, select the best option and plan for it. And as such an approach becomes increasingly stagnant throughout the initial cycle, the student develops a sense of mastery of practical tasks and develops interest in the subject, which develops such skills as social for activity, communication skills, listening skills and competently expressing your thoughts.

With the use of case technology in primary school, children experience:

Development of skills in analysis and critical thinking;

Integrated theory and practice;

Submission of applications made;

Demonstration of different positions and point of view;

Formation of skills for evaluating alternative options for the minds of insignificance.

The teacher has a task to teach children both individually and as a group:

Analyze information

Sort for the top of the given task

Identify key problems

Generate alternative routes and evaluate them,

Choose the best solution and formulate programs.

In addition, children:

Learn communication skills;

Develop presentation skills;

Form interactive dialogues that allow effective interaction and the adoption of collective decisions;

They are gaining knowledge and skill;

They begin to develop independent knowledge of the current situational problems;

Change your motivation before starting.

Symbols by section I

Also, case technology is an interactive technology that is based on the understanding of real and real-life situations; it is direct and not as mastered knowledge as it is the formation of new abilities and skills among students.

By expanding the case method - the technology of illumination, it is possible to quickly, but in this case difficulties arise. First of all, the stench is connected with the superficial teachings of teachers to the methodological basis of the method. Situations often arise when, under the use of the case technology method, a “pseudo” situation about “applications from life” is introduced before the initial process, and the public discussion is replaced by a “about life” one. At the same time, the case method can become a real way of enhancing the professional competence of a teacher, a way of understanding the initial, advanced and final work of the teacher.

The effectiveness of the method lies in the fact that it is easy to learn from other methods of learning.

ChapterII. Zastosuvannya case - technology under an hour of literature lessons

2.1. Methodology for compiling literature using the case method

One of the most important characteristics of the case method is the speed at which theory can be developed into factual material.

Case technology is essential for the calculation of any subjects, such as the main tasks assigned to the lesson - at the expense of teaching critical thinking to beginners, making decisions of an independent nature. The most useful for the development of case technology are the lessons of Russian language and literature, since in these lessons, during the hour of working with the text, we bring children to the same idea.

Robot mode with case;

Criteria for evaluating work step by step.

Zrazkov’s scheme is based on the case method:

Discussion of the case

Top of the list of essential literature is the acquisition of the initial literature

Lesson plan outline

Kerivnitstvo by group robot

Organization of pouch negotiations

Assessment of student work.

Opening the case

Vivcheniya literature

Self-training

Organization of preliminary discussion regarding the case

Supplementation of additional information for updating the material with initial topics and final publications

Submitting and standing up to your option is the highest priority

Hearing point of view of other participants

Skin stage technique

1. Preparation by teachers and students:

At this stage, the reader makes a logical choice of initial material and formulates problems. When selecting material, it is important to remember that: the initial material of a great commitment is remembered; the initial material, compactly arranged in the singing system, makes it easier to absorb; Seeing semantic strongholds in the material contributes to the effectiveness of your memorization.

2. Individual independent work of students from the case:

The educational stages are based on initial methodological support, additional literature, and analyze the situation. Despite the simplicity of this stage, the teacher’s great genius is required to stimulate the students’ interest in independent work and to activate their initial activity. In the process of independent work before academic stagnation, there are different methods and methods of innovation, rigidity and tradition.

3. Verification of the acquired material.

Because students independently learn from a case new material, there is often a need to revise what has been acquired. Verification methods can be traditional (frontal testing, mutual verification, evidence behind cards, etc.) or non-traditional (testing, rating, etc.)

4. Work in microgroups:

It occupies a central place in the case method, as it is the shortest method of learning and exchanging evidence. After the scientists are divided into small groups before work, they begin to work independently.

Principles of organizing independent study work in small groups:

The principle of competitiveness: (the totality of team and individual activities; independent work at home as a priority activity and work in the middle of work).

The principle of collectivism: (the work of each is addressed not to the teacher, but to all students).

The principle of role participation: (goodwill when choosing roles; satisfaction with the role played; tact in changing roles).

The principle of authenticity: (represents the lesson material not to the teacher, but to classmates; control of voices; first teaching methods of self-control and self-assessment).

For effective work in small groups, follow the rules:

The complexity of the problem is for everyone;

Competency is possible (for which, especially in the beginning, we create groups of approximately equal capabilities);

The number of individuals in a group is no more than 5 (for effective skin treatment);

Vision of a leader (formal and informal);

creation of a control group (for example, experts);

The transparency of the work in all groups is discussed collectively;

Vrahuvannya group's capabilities when posing a problem (the task is toil, but be as strong as possible).

The understanding of these rules makes it possible to organize a developing initial process, leaving the most advanced creative scientists from the beginning to conduct a clear selection of familiar methods of solving problems without knowing them in their arsenal. Needless to say, they are constructing a new method.

5. Particular attention is paid to discussion when working in small groups, during which there are options for improving the skin situation, such as nutrition, which is caused by skin problems.

Criteria for evaluating work by stages of employment:

Correctly vyrishenya problem;

Novelty and originality are the top problem;

The brevity and clarity of the theoretical part;

The degree of design of the problem;

Ethics of discussion;

Activity of all members of the microgroup.

2.2. Zastosuvannya case - technology under an hour of literature lessons

How to implement the case method in literature and Russian language classes? For example, in a literature class in the 9th grade with the creativity of M. Yu. Lermontov, before the novel “The Hero of Our Hour,” you can introduce the following case study: “Who is Lermontov as the prototype of his hero?”

Students who work with biographical texts and creative texts are required to provide their evidence and create a foundation.

In the 9th grade, based on N.M. Karamzin’s story “Bidna Liza,” the following case problems can be assigned:

1. This is the main reason for the disconnection. What is the result of a fatal escape or is the ending logical?

2. Propose your version of a similar problem between the main characters in the world.

3. Reveal, you are the editors of the publication of the end of the 18th century. You need to adjust your approach from aesthetics to classicism. What would you change from creation?

In the Russian lesson you can follow the approach to the case:

The biggest word in Russian language. Russian language, like all other languages, is handled respectfully and economically. Every word can have dozens of meanings. Every movement can be filled with a lot of meanings. A whole bunch of sap grows on the skin root. And the skin prefix and suffix give tens and hundreds of new words on this very root. But Russian has one very tricky suffix - “-issimus”.

Of course, the suffix is “native”, not root. However, the Russian language has a lot of immigrant suffixes that have taken root. Everyone knows the corners here, “make friends” with Russian roots, make friends with Russian prefixes. But the “-issimus” axis is not like that. Not like that at all. In Russian language, only one word is created from it. Usyogo alone. There are no others.

1. Guess what the word is.

2. Give the meaning of the suffix, what kind of sense does this give to the word?

3. Create a number of new words that are not yet found in Russian language, with this special suffix.

You can write a mini-revelation.

The method of analyzing business correspondence can be seen in the example of a case study on the topic “Epistolary Genre. Organizing the business sheet."

Task: send the mail to the server (request, request, receipt, vital, sensitive, recommendation lists), make necessary decisions, put forward resolutions. In addition, it is necessary to make a song about the situation in the enterprise. The second part of the lesson is carried out in the form of a discussion with an analysis of the actions of the workers and their statements about the situation at the enterprise.

One of the options for analyzing business correspondence is called Smith's cat. When implementing this method, participants are introduced to a set of adjacent rows of documents, which often represent the result of the operation of a paper machine due to the reduction of documents. It is necessary to compile rules and thematic texts from the dissected parts. When applied, you can prepare the dispensing material in the form of disparate parts, in which case it is necessary to fold the finished product.

Cases can be presented in different forms: from a number of propositions to a number of sides. However, it is important to note that great cases arise from those who are beginning to deal with difficulties on par with small ones, especially when working with them first.

The simplest version of the case: students are given a lesson to a text that carries a moral problematic, and are encouraged to invent, convey, and develop how it will develop further. For example, Leo Tolstoy’s speech “Pislya Balu” or a lesson from the work of the same writer “Childhood”, where the analysis can be based on the behavior of a young man, who, I can sense, has a “pitying” nature, does not succumb to the ignorant negative impulse and at the same time gets to know his friends from another guy.

Case-shop:

How could it have been done differently, and what kind of consequences would it have led to?

After a discussion that is about to get heated, the participants in the discussion write the endings to the text of the letter in order to convey the author’s impressions. As a rule, super chicks are continued after all. The only drawback of this type of creative work is that analysis is facilitated by short works or excerpts from novels and stories.

In general, the artistic creations of Russian literature are generally suitable for learning from a different case technology, because their ideological basis is not the external warehouse, but the deep inner light of the heroes , Their hustle, moral and ethical background of the ideas, which are based on the Russian head of rice literary creativity – humanism.

The case method helps to give a new, fresh sound to what would seem to be a long time ago and a problem diet: “I should (do not should) Natasha Rostova”; “Evgeniy Onegin – averageness and specialness”; “Pechorin is a dashing and unhappy person”; “Bazarov is a stupid idiot,” and so on.

In literature lessons, you can study cases of varying degrees of complexity.

First step conveys the clarity of a practical situation and its virtuousness. Students are taught to determine which solutions are appropriate for a given situation and which solutions are possible. For example, what is the answer to the assertions of the critic Mikoli Dobrolyubov, who called Katerina “an exchange of light for the dark kingdom”? What are the words of Oleksandr Sergeyovich Griboedov about those in his comedy “Faring from the Mind” “25 fools for one sensible person”? Do you agree with the assertions that Volodymyr Dubrovsky is a “gentry robber”?

Another step complexity: it is a practical situation - it is necessary to know its consequences. For example, “what is the meaning of the theme of “the conquered people” in Russian literature at the beginning of the 19th century”? What is the origin of the “little people” in Russian literature of the 19th century?

Third stage Difficulty: This is a practical situation - it is necessary to identify the problem and find the best way. For example, during the hour of working on A.N. Ostrovsky’s song “The Thunderstorm,” the main theme, the problem of the creative work, comes to light. This case is presented to students after independent reading of the work, work with additional literature. As a rule, more teachers deal with the wives' unfortunate lot, and fewer children deal with the creative problem. social problems and the control of marriage, the problem of the diversity of the characters of family members, etc. The decision may be impersonal and all options may have the right to evidence, proof and discussion.

Working on solved cases, however, is effective in group work of students, in pairs, and in individual work. The result of solving cases can be presented in the form of presentation, project protection, critical revision, description work, etc.

What does vikoristannaya case technology provide?

Access to the basics of current basic methodological materials.

Organization of the initial process.

Increased/shortened hours spent on preparation before lessons.

Uninterrupted advancement of qualifications.

It is possible to implement certain elements of the initial process ahead of time.

To the beginning:

Work with additional materials.

Constant access to the consultation base.

Ability to prepare for all types of control.

Compilation with other academic groups.

Mastering current information technologies.

In fact, any reader who wants to use case technology can work professionally, having studied specialized literature, with basic situations in his hands. However, the choice to use interactive technologies is not self-inflicted: even the technologies of situational analysis can be used to ensure the initial goals and objectives, the characteristics of the initial group, interests and needs, level of competence, regulations and a variety of other factors that determine the possibility of promoting case technology, its preparation and implementation.

In support of what has been said above, I would like to bring to mind the words of the great Russian writer L.N. Tolstoy: “Knowledge is more than knowledge, as it is from the strength of one’s thoughts, and not from memory alone.”

Symbols behind section II

To help a child become competent, it is necessary to use active learning methods, such as the project method, the method of problem-solving, games, and, in part, case technology. The systematic and active approach of the current Russian school encourages the teacher to search for the formation and development of universal initial actions, which helps students “touch unexpectedly”, learn in the beginning and objects related to activity, so that knowledge can be followed from the activity.

In the process of studying the subject “Literature”, the formation of theoretical phenomena can also proceed in this way - from ideas to thoughts. Therefore, the formation of practical skills based on universal initial actions is of particular importance.

The essence of the case - technology is the analysis of a real situation (single introductory data), a description of which immediately identifies a practical problem, and actualizes a complex of knowledge that must be acquired in the face of a growing problem. However, the problem itself does not have clear solutions. As an interactive learning method, the case method allows you to advance the student’s interest to the subject. This method helps to develop in children such important skills for later life as communication skills, social activity, and the ability to correctly understand one’s own thoughts and listen to the thoughts of other people.

Visnovok

For Russia, the case of technology and the case of learning methods are a new phenomenon. A deepening stench began to emerge in the 90s of the 20th century with the collapse of several Moscow universities. Through the integration of business cases into the Russian lighting system, the Association of Business Clubs of the Russian Federation was created. Significant contributions from the development and implementation of this method were made by G.A. Bryansky, Yu.Yu. Katerinoslavsky, O.V. Kozlova, Yu.D. Krasovsky, V.Ya. Platov, D.A. Pospelov, O.A. Ovsyannikov, V.S. Rapopport et al.

In Russia, case technologies are also called the method of analysis of specific situations (ASA), situational data. The unique case method allows you to draw the need for knowledge, cognitive interest to the material that is being studied, ensures the possibility of establishing scientific research methods, develops cognitive independence and intellectual creativity and goodness, develops emotional and volitional strengths and forms cognitive motivation.

Case - technology– one of the mechanisms that allows maximum use of students’ communicative and creative abilities

The case method can be classified according to the kind of creative work that emanates. Zokrem, there are methods of incident, analysis of business correspondence and situational analysis.

A way to achieve the goal of the given literature is a case, as a package of documents for the work of students.

Structure of the case:

Submit to those lessons, problems, food, management;

Detailed description of controversial situations;

Related facts, situations, options, alternatives;

Initially - more methodically:

Educational, distribution and other illustrative materials;

The literature is mainly supplementary;

Robot mode with case;

Criteria for evaluating work step by step.

To help a child become competent, it is necessary to use active learning methods, such as the project method, the method of problem-solving, games, and, in part, case technology.

The use of case technology in the literature allows us to create a friendly environment in the classroom for the development of practical skills that students need for competent work with a variety of information, allowing them to activate theoretical knowledge and practical evidence of scientists, their ability to identify their thoughts, ideas, propositions, and listen to an alternative thought , and argue your point with reason. This method is also necessary in order to eliminate the ambiguity of problems in real life.

Thus, the goals and objectives of this work were achieved through the synthesis, classification and analysis of methodological literature

List of references

Arkhipova V.V. Interconnections between lighting and information technologies / V. V. Arkhipova // Vidkrita svita. - 2006. - No. 5. - P. 68 - 71.

Bryukhanova E. N. About the peculiarities of the case - technology under the hour of literature lessons [Electronic resource] / E. N. Bryukhanova. – Access mode: http://kampk.ucoz.ru (date of publication: May 25, 2014).

Vilegzhanina I. B. Organization and testing of remote initiation and remote support of the lighting process in a lighting installation / I. V. Vilegzhanina // Scientific and methodological journal “Issuance in the Kirov region” - Kirov, - 2007. - No. 4. - P. 54 - 58.

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Literature lesson using the case method in 5th grade:
“We stand for those who have been tamed...” (Antoine de Saint-Exupéry)
Lesson objectives:
1. Adopt the form according to its relevance, develop a mental analysis of the text of the artistic work, and compare it with real life.
2. Nurture motives for appreciation, positive attitude towards animals, instilling a culture of spilkuvaniya and independence;
3. Expand the vocabulary of students and develop promotion. Develop your ability to analyze, correctly formulate and present your thoughts, develop a critical mind.
Lesson progress
1.Organizing moment.
Good afternoon, guys. Today we have another opportunity to explore the rites of literature. Let us all be creative! Show me all your valleys, my dear, I’m glad you’re ready for the rescue.
Students are divided into 3 groups.
2. Enter the word of the reader. Today we will teach you a lesson using the best case method. What do you think we are going to talk to you about, in connection with this topic. (Registration for meals, boys will provide meals for discussion). Let's try different foods, in groups and all at once.
In preparation, the student reads a poem about the homeless dog Yulia Paromonenko.
A homeless dog who wanders gloomily, May he not be thrown out by the world! This life has made us frown - We were abandoned by the rulers...
Having loved them, forgetting myself, I was devoted with all my soul without turbo! And now I’m delirious and don’t know where to hide in the cold swirl.
Let's buy a lot of stuff out of hunger - The one you brought to the smitnik... People! Why are you so dumb and deaf!.. Apparently, you were not of your own age...
This dog will marvel at you at the pragne - He is looking for evidence of his pure farm. You could have become friends with this dog forever, You could have understood him in a sing-song manner...
Marvel at the eyes of a homeless dog, people! Laugh at it and pet it lightly.
And this dog will not wander in its own right We will frown in Uzbekistan, the tail is exhausted by having fallen... Give warmth to you, people, little ones - Who have blown, who have swayed and the little ones who have understood...
Reader: what is this verse about? What is your main idea? (Types of children)
-So, the human tamed the creature for a long time. From that hour, irreplaceable and faithful helpers appeared in our lives. Domestic and wild creatures increasingly ruin people's lives. “We stand for those who have been tamed...” the wonderful writer Antoine de Saint-Exupéry told us through his hero The Little Prince. These words are the theme of our lesson (recorded by sewing).
(a story about dolphins that lied about the death of several people. People were beaten by dolphins, because a three-meter white shark was swimming next to them. People spent a long hour with the dolphins, and then the creatures accompanied the swimmers in the safe clay). Suddenly, when the original mongrel barked at the earthtruder with a bunch of families to prepare the dog, she walked so uncontrollably under the door of the booth that the gentlemen were hesitant to leave, and at that hour the walls collapsed. , “Whom have we tamed”? To what extent can we cause human hopelessness? What can we do to make the world kinder and brighter around us? We will try to find out the nutritional clues today in class.
Working with a case.
1 situation. For a long time, Tanya’s fathers did not allow the girl to have a cat or a dog. Zreshta, she got permission to start a fish. It’s true that Tanya sometimes forgot to keep them warm and change the water. In about an hour...
2nd situation. Yulia found a cute guy on the street and brought him home. The fathers, muttering, succumbed to asking for the daughter's dog and deprived him of the dog. Yulia immediately watched the tsuzenya, followed the regime, and played around. Step by step, she’s all gone crazy. As the day wore on, it started to get dirty, books, clothes, and I had to go to the toilet in the hallway. And then…
Feeding.
-How do you respect the reality of the situation? Have you ever encountered similar situations?
-How could these stories end? Let them know both positive and negative keys.
-What did the children forget about in both episodes?
-What is reliability and reliability? Find out the meaning of these words in the dictionary.
Work in groups.
1 group.
- Who does the Little Prince meet with in the 21st division? Why can't the Fox play with the little Prince? What should I ask the Prince about?
-How can you “tame” it?
2 group.
- Who is the story of “Bite” Leonid Andreev about? Why is it called that?
- What Kusaka knew before meeting with people who came to the dacha: goodness, love, pity, hope, evil, images, boredom, anger. How do you understand this?
-What changed in the dog’s life with the arrival of people? What was the first reaction of good people to the evil dog who stole the floor from Lelya’s cloth? How did people relieve the dog of its unreconciled anger?
- Both people and dogs call both for bad and for good. Why did Kusaka cry over the summer?
3 group.
-What is Yulia Paromonenko’s story about? What thoughts do you think the author had in mind?
-What kind of qualities does the author give to people, and what kind does he give to a dog?
-What is the nobility of the soul?
-Change the position of the top with the replacement of the “Biter” identification.
Teacher: It’s a pity, there are so many abandoned creatures in real life. This problem is very relevant and topical. What can we do with this situation? How can we help the creatures? A. Saint-Exupéry said: “We stand for those who have been tamed...” But not all people remember this. It is often unwise to bear responsibility for the one whom we have tamed, leading to evil. The good and the bad flavors that we love. This is the essence of understanding “good” and “evil”. And we must make our own choice.

MISSKY METHODOLOGY CENTER mosmetod.ru CASE TECHNOLOGY IN THE LESSONS OF RUSSIAN MOVIE AND LITERATURE Kruglova I.V., Ph.D., methodologist GMC DOGM MISSKY METHODOLOGY CENTER insignificant, although sometimes It seems that the beginning is going well” K. Rogers Reasons for failure new lighting technologies. modernization of the lighting system will demonstrate a different approach, behavior, pedagogical mentality; . jokes are not only about nutrition: “What should I read?”, “What should I read?”, “How to read?”, and also on nutrition “How to read effectively?”;.. due to the need for stagnant technologies aimed at specifically-effective Existing approach in education The structure of pedagogical technology... Meta Features Rules and their sequence Result The choice of technology for a particular discipline is decided by the teacher on the basis of his particular transformation and becomes his individual style teacher ichnoy activity.. The technology is responsible for the effective achievement of the target - the method in coverage of the Harvard School (American) Manchester School (European) - the beginning of the search for a single true solution - cases can be completed in great detail (20-25 pages, 8-10 illustrations) - the first collection of cases in 1921 Casey's problems are small in the Glossary Case (from the English “case” - incident, situation) - this is a description of a specific real situation, intended for the beginning of scientific analysis of various types of information, its definition, the initial formulation of the problem and the development of possible The options are determined until the criteria are established. . Case technology is the heart of the matter. . The case-study method, and the method of specific situations, is a method of active problem-situational analysis, based on the development of specific tasks - situations (virtual cases). Ideas for the case study method (situational learning method). There are reasons for gaining knowledge of the discipline, where there is no clear answer to the supply of food; maintaining multiple solutions; It is not a single, but rich truth and orientation to their problem field. . The voice of the beginning is transferred from the age of prepared knowledge to the development of knowledge, to the creativity of students and students; The student becomes an equal with other students and a teacher in the process of discussing the problem. . The result is knowledge and competencies that are formed in the process of solving a case. The technology is based on the case study method. the model of a specific situation is broken down; . the description is to blame for the problem of either a number of direct or indirect difficulties, cleaning, preparation for completion; . The robotic process requires additional information search; . As a result, you learn to find the best solutions to a given problem (often ambiguous multiple solutions) and come to your conclusions. Case – technology. method of situational analysis (method of analysis of specific situations, situational experts and the right); . method of the incident (it is the responsibility of the student to recognize the lack of information); . method of situational-role games; . method of analyzing business correspondence (taking a case with a report describing the situation: a package of documents that help to find a way out of a difficult situation (the details of the documents that relate to this problem, so that scientists can gather the necessary information) and nutrition that allow you to find solutions to game design; . method of discussion. The case method is a technology for shaping the method of thinking, which allows thinking and acting within the framework of competence, developing creative potential; This is the problem, as a result the fault has been formed model of a practical action; you can easily get acquainted with other methods of learning. View cases. Secondary case - mix graphs, diagrams, illustrations (use a more basic case).. Multimedia case - stay in technology good equipment of the school. case of type function. cases: training (training skills in changing situations - writing texts of various genres); . analytical (skills and skills in analytical activities - analysis of objects and objects); . Doslednytsky - acts as a model for creating new knowledge, teaching beginners scientific research on the basis of the established modeling method, which will follow the principles of the created Doslednytsky model; . systematizing (systematization of situational knowledge - adoption of name suffixes); . prognostic (obtaining information about the development of this system - forecasting the development of a literary creation) Scheme of creating a case. Assigned to the section of the initial program. . The formulation of the main goals and instructions that arise in the process of working on the case. . The significant problems of the situation (initial, scientific, living) and the creation of a formalized model. . Looking for an analogue of the established model of the situation in real life, education and science. . There are different methods for collecting information. . Select robot technology with this case. . Value of the result (arkush assessment). . Creation of a given model. . Testing in the process of starting Level 1 of the foldability of cases Level 1 and a practical situation and a solution Level 2 and a practical situation, find a solution Level 3 and a practical situation for the problem Find out the ways of the world. Scientists determine how to approach a given situation in a different way, or a different solution. Check it out, find out the points of difference and importance. The decision may not be personal and all options may be valid, discussed during the lesson. The preparatory teacher specifies the didactic goals, breaks down the specific “concrete situation” and activity scenario. . Awareness - learning from a live discussion of a real situation (it is important to think about the most effective form of presenting the material for awareness). . Analytical - analysis of the situation in a group, the process of making a decision (the process of making decisions in an hour). . Podsumkovyi – presentation of the results of analytical work in groups, leveling of several options for the solution of one problem. Reader's activities in case technology. Creation of the case or vikoristannya of the obvious. . Divide the students into groups (4 – 6 individuals). . Familiarization with the situation, the assessment system for solving the problem, and the terms of the assignment. . Organization of work in groups. . Organization of the presentation is a decision. . Organization of a group discussion. . U-turn, situation analysis. . Assessment of academics Read the work with the case. Organizes advance discussions. Divides into groups. Carrying out discussions in groups will provide additional information. Evaluates the work of students. Evaluates decisions made and food supply. It sets the nutritional value of the problem that is relevant to the case. He expands on the options for the solution, and hears that they seem to be different. Makes a decision and takes the fate of the praised decision. He writes a letter about his employment with this subject, which is what the case may be. tsikava, written in a simple and eloquent way; . address the problem; Virtuously identify the “core” of the problem; . show both positive and negative examples; . To meet the needs of the selected student population, provide the necessary and sufficient amount of information. Attach the cases. 1. In the painting “Moscow Courtyard”, written in 1878, Vasil Dmitrovich Polenov depicted a typical little corner of Ancient Moscow - the Church of the Savior on the Pis, located near one of the alleys near the old Arbat Street. . . This church stands to this day, sharpened now by a completely different middle class. Find the place and take a photo. How could you immediately look at this picture? Describe it. Attach the cases. Find out that you are taking a tour of the Tretyakov Gallery, near the hall where the painting by V.D. is presented. Polenova. What do you say about the painting “Moscow Courtyard”? Write a short text of this fragment of the excursion. . Find the texts of lyrical poems, from which forests of descriptions in different seasons. Write fragments. Learn the characteristics of artistic promotion that authors most often use to describe nature. . Take photographs of the exhibits of the skin area of the museum, create a unique booklet-guide to the museum with comments for tourist guides. . Perhaps you needed to write a continuation of N.V.’s song. Gogol's "The Inspector General", what would have appeared there? Write the final story of your dog. Teacher assessment card for beginner robotics with case. . . . . . . . . . . . . F.I. study Vision and formulation of the main idea (ideas) Composition of plans for various types Description of facts, phenomena, ideas, details Work with key concepts, themes, problems Logic of the report Analysis of data Skills in identifying and developing the problem Speaking to the audience Compiling a summary of topics , I say, reviews, etc. d. It is important to conduct a debate, take part in the discussion. It is important to determine the problematic initial tasks of the teacher's work with the score card. K (chervony) – stand with a volodynny navichka; . F (zhovty) - the head is formed by the significant world; . Z (green) - the novichka is formed in parts; . Z (blue) - the head is practically not formed. . Along the way, “beginners who are about to fall” are identified, and for their correction, additional individual tasks are selected for the surrounding students. Advantages of the case – technologies. will ensure the activation of cognitive activity of students, learning to think critically, solving complex problems, making thoughtful decisions, collaborating with people, developing the independence and creativity of students; . promotes students' interest in the subject and forms key competencies. Any investor who wants to implement a case - technology, having the knowledge and situation in hand, can work completely professionally.

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