Psychological vzlyad (PsyVision) - quizzes, educational materials, catalog of psychologists. E
ILYIN Evgeny Nikolaevich (b. 1929) - Russian teacher, teacher high school. 307 (St. Petersburg). Developed an original approach to teaching literature through the formulation of moral and ethical problems.
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Biographical Dictionary
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"ILYIN Evgeny Nikolaevich" in books
OPOCHININ Evgeny Nikolaevich
From book silver Age. Portrait Gallery of Cultural Heroes of the Turn of the 19th–20th Centuries. Volume 2. K-R author Fokin Pavel EvgenievichOPOCHININ Evgeny Nikolayevich 23.5(4.6).1858 - 28.9.1928 Prose writer, journalist, theater historian, ethnographer, collector. Editor internal department newspaper "Government Bulletin". Publications in the journal Historical Bulletin, World Illustration, Good Morning, etc. Employee
VYGOVSKY Evgeny Nikolaevich
From the book Officer Corps of the Army Lieutenant General A.A. Vlasov 1944-1945 author Alexandrov Kirill MikhailovichVYGOVSKY Yevgeny Nikolaevich Major of the RKKAMMajor of the Armed Forces of the Conr was born on April 1, 1900 in the village of Yaropovichi, Andrushovsky district, Southwestern Territory. Ukrainian. From peasants. In 1907 he graduated from the higher primary 4-class school. By civil profession - a clerk. Since November 10, 1918
TRUBETSKOY Evgeny Nikolaevich
author Fokin Pavel EvgenievichTRUBETSKOY Evgeny Nikolaevich Prince; 3.9 (5.10). 1863 - 23.1.1920 Philosopher. Member of the Psychological Society at Moscow University, the Religious and Philosophical Society named after Vl. Solovyov. Editor-publisher of the Moscow Weekly (1906-1910). Initiator of creation
CHIRIKOV Evgeniy Nikolaevich
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Andrikanis Evgeny Nikolaevich
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Evgeny Pavlovich Ilyin Psychology of individual differences
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Ilyin Evgeny Pavlovich Psychology of Creativity, Creativity, Giftedness
From the book Psychology of Creativity, Creativity, Giftedness author Ilyin Evgeny PavlovichIlyin Evgeny Pavlovich Psychology of creativity, creativity,
Innovation as a Phenomenon in Russian Didactics at the End of the 20th Century
Stagnation in society in the late 70s and 80s in the Soviet Union captured the school. Hushing up shortcomings, exalting virtues, egalitarian assessment of the teacher's work, monotony in educational work, academicism characterized authoritarian-imperative pedagogy. And in contrast to it, in the conditions of the restructuring of the socio-political life of the country, the pedagogy of cooperation is emerging. The time of her birth is autumn 1986. This was reported by "Teacher's newspaper" on October 18. The authors of this pedagogy began to be called innovators. An innovator (from Latin novator - renovator) is a specialist who introduces and practically implements the progressive in any field of activity. In our case, this is an educational activity. Innovation in domestic didactics in the 1980s was generated by life itself, namely, the desire of teachers of various specialties to improve the educational process. Characteristically, the innovation embraced teachers of mathematics and physics, literature and language, fine arts and primary school teachers in Donetsk and Moscow, Leningrad and Odessa: Tbilisi and the Moscow region and various other cities and regions of the country. The masses of teachers also followed the first and famous ones. Pedagogical innovation has become a universal phenomenon. It aroused the enthusiasm of teachers of different generations. The names of innovative teachers are now widely known to the pedagogical (and not only!) public: V.F. Shatalov and Sh. A. Amonashvili; E.N. Ilyin and N.N. Paltyshev, S.N. Lysenkova and M.P. Shchetinin, I.P. Volkov and I.P. Ivanov, V.A. Karakovsky and B.P. Nikitin.
With many years of experience behind them, they were looking for such didactic systems that would decisively change the educational process at school. Despite the variety of approaches to solving this important issue, there are many common premises in the didactic systems of innovative teachers.
1. Pedagogy of cooperation is pedagogy. humane-optimistic. It is based on respect for the personality of the student, equal partnership between him and the teacher in the educational process, on the desire for a spiritual community of teacher and student. The teacher does not force the student to study by forced means, but creates optimal conditions for him to learn and develop. They are imbued with faith in the strength and capabilities of the student in the successful assimilation of knowledge, the desire, if necessary, to advance the success of the student in educational activities.
2. Search for new, non-traditional methods, methods and means learning activities providing a high result in the assimilation of educational material by students. That is why they are called innovators.
3. The promise of didactic ideas and practical experience of innovative teachers is confirmed by the noticeable, higher academic success of their students. It is no coincidence that the teaching masses were drawn to their experience.
4. General availability of experience innovative teachers for all strata and the mass of teachers from elementary grades to technical schools. It is explained by the fact; that their didactic ideas were endured, gained through suffering, they are sure of many years of their own practice of teaching and educational work in urban and rural schools. In the 1980s and 1990s, books by the innovatory teachers themselves were published in large numbers, there were thematic radio and television programs about them, and they held meetings with the broad masses of teachers.
This made it possible for teachers to receive material from the innovators themselves about their experience.
Innovative teachers played a big role in rethinking many of the old views and traditions in didactics, contributed to the development of new directions in teaching students, and paved the way for the deployment of numerous copyright schools that arose already in the 90s.
Now let us designate the main didactic ideas of some innovative teachers.
Outstanding Innovative Educators
Shatalov Viktor Fyodorovich
People's Teacher of the USSR (Donetsk). The human factor determines and determines the didactic concept of V.F. Shatalova. His entire education system is built on the principle of respect for the personality of the student and a humane attitude towards him. He approaches each student with an optimistic hypothesis, believes in his learning abilities, the ability of any student to master the educational material at the level of "four and five". "Learning victoriously!" - this is the motto of the teacher innovator. He considers success in mastering important didactic principle.
We emphasize that V.F. Shagalov in the first place in the learning process puts the educational task, as well as the formation in students of socially valuable motives for learning, curiosity, cognitive interests and needs, a sense of duty and responsibility for the results of learning. And only then follows the task of educational and cognitive.
In the experience of V.F. Shatalov on educational work, a number of features can be distinguished.
A strictly defined organization of the educational process, which can be called an algorithm of educational activity. Academician V.V. Davydov assessed it as an opportunity for a rather rigid and gradual control of the cognitive activity of the schoolchildren themselves. Each topic of the subject V.F. Shatalov assigned a number that all students knew. order of study of each topic, i.e. the phased control was always the same. a strict sequence of stages of study was maintained new topic(this, in fact, is the algorithm): 1) a detailed explanation of the viewer: 2) a concise presentation of educational material on supporting posters; 3) study of sheets with reference signals (reduced copies of reference sheets and posters); 4) work with a textbook and a sheet of reference signals at home; 5) written reproduction of reference signals in the next lesson; 6) answering at the blackboard or listening to the oral answers of comrades.
According to Shatalov, theoretical material is studied first, and then practical. He came by experience to the same thought; as V.V. Davydov experimentally - in the theory of developmental education.
According to Shatalov, educational material is studied in enlarged units. He believes that this is how students see the whole picture of what is being studied, and not just its fragment. The success of mastering a large topic is achieved by a fast pace of study and by repeated variant repetition. For example, in the educational material on mathematics, the main concepts and the relationships between them are studied. Secondary material is not given. Argument: in practice, students do not need to know the proofs, especially since the same theorem, the derivation of the same formula has many options. As a result, it is possible to reduce the time required to study and assimilate a program subject. This "released time" is used for advanced learning. In the classroom on a topic, they look into upcoming topics. Ultimately, the advance, for example in mathematics, reaches a whole year: a course designed for three academic years, students successfully learn in two. The practice of V.F. Shatalova about the optionality of memorizing evidence psychologist D.M. Friedman finds unconvincing, controversial. Psychologist Z.I. Kalmykov justifies the same practice of an innovative teacher.
Another feature of V.F. Shatalova - ensuring the educational process original didactic tools and manuals. These are reference sheets and signals, abstracts, dice of tasks to be solved, an open sheet of knowledge accounting. All these benefits are actively used in the educational process at school and at home.
V.F. Shatalov uses many tricks collective cognitive activity: mutual consultation of students, mutual testing of knowledge, appeal to the help of high school students in working with younger ones. In the classroom, games are also used. There is no coercion in the teaching of schoolchildren, and there is no fear of getting into trouble with parents or teachers because of the "deuce". The mark, if desired, can always be corrected and increased, the whole topic is retaken. The student learns without "triples".
V.F. Shatalov, based on his practice, proposed several others, in contrast to the traditional principles of education: a) the principle of success and optimism; b) the principle of non-conflict; c) the principle of integrity (block, advanced and learning at a fast pace).
Assessing the experience of V.F. Shatalova as original and positive, psychologist academician A.A. Bodalev believes that in his system the emphasis is on the creation and development of the student's reproductive abilities and, unfortunately, less on the development of the creative identity of students. With this assessment, A.A. Bodadev, apparently, we can only partly agree, since far ahead of learning, as practiced by V.F., Shatalov, would be impossible without the development of the creative abilities of students.
Advice to the reader: before judging the experience of innovative teachers from other people's words, you should read their writings and draw your own conclusions and conclusions. Since 1982, V. F. Shatalov has been an associate professor at the Institute of Postgraduate Education in Donetsk, since 1985 - a researcher at the USSR APS.
Amonashvili Shalva Alexandrovich
Georgian teacher and psychologist, doctor of psychological sciences, professor, academician of the Russian Academy of Education, researcher-experimenter and practitioner.
The main focus of his research is on initial learning (new content, forms and methods). Long (since 1965) before the introduction in our country of compulsory education for children from the age of 6 (1984), Sh.A. Amonashvili studied the problem of early education. He argued that this is a sensitive age, i.e. the most sensitive, malleable, favorable, responsive for accelerated intellectual and moral development, for the formation of a culture of feelings. I.A. Amonashvili paid special attention to the personality of the teacher, his moral qualities and spiritual appearance.
Teachers working with six-year-olds should have a range of special qualities, be people of a kind soul and love children for who they are. The teacher must understand the children. A teacher needs to be an optimist. Teachers "are obliged to personify the man of the future, the man of the new warehouse." To win the love of children is the most urgent task of a teacher, the scientist-researcher believes, "because only through love for his teacher does a child enter the world of knowledge and master moral values society".
All educational work with children, its methods, techniques, forms, "passing through the soul of the teacher, warmed by love for children and filled with a sense of humanity, become refined, flexible, purposeful, and therefore effective," says L.A. Amonashvili.
From these statements it is definitely clear that the pedagogical and didactic system of Sh.A. Amonashvili is imbued with a humane attitude towards children, based on a sense of respect for them, mutual love of the teacher and students.
From the same position, he refers to the problem of school evaluation and marks. First of all, and, of course, rightly Sh.A. Amonashvili distinguishes and separates the concepts of "assessment" and "mark". The score is not yet a mark. Evaluation is, as it were, an appropriate commentary on the student's momentary behavior, his academic work Currently. the assessment is expressed in verbal form, for example: "Well done", "You did a good job", "Yesterday you did better than today", "Do not rush, check the exercise again to see if you made any mistakes", etc. P. Sometimes it can be a smile, a kind look from the teacher, an expression of surprise, etc. "grade". The mark is a generalized assessment. It is expressed in points and is displayed in schoolchildren's notebooks and diaries, in class magazine. Then the mark in the journal is, as it were, separated from its carrier (a particular student) and becomes the subject of accounting, statistics for determining the percentage of progress, etc. But the main feature of the mark is not even in this, but in the fact that it acquires the sign of a moral assessment of the bearer of the mark, i.e. the one who got that mark. An excellent student, so this is a good person, children think. And if someone studies poorly, he is a bad person, I don’t need to be friends with him. This is a serious lack of school marks, at least in the primary grades.
The humanistic attitude towards the child is expressed in any method and method of educational work. So, one child should not be compared with another student in terms of his successes or failures in learning (or in another matter), such a comparison is unethical and inhumane. You can compare the results of today's work of the same student; results of what happened before.
Sh.A. Amonashvili is a supporter of the formation of kindness in children, a sense of camaraderie, friendship and mutual assistance both in academic affairs and in everyday life.
Ilyin Evgeny Nikolaevich
E.N. Ilyin - teacher of literature 307th, then 516th secondary school in Leningrad - St. Petersburg, a well-known methodologist. The new thing that he introduced into didactics will be seen better and more clearly if his method is compared with the usual method of studying writers at school.
The system for presenting new material on literature had a traditional scheme: 1) a biography of the writer, poet; 2) his work is studied and analyzed in large sections, for example, lyrics, civil poetry, fairy tales, historical stories by A.S. Pushkin or other writers, poets; 3) general ideas are illustrated by excerpts from the writer's works, quotations from the poet's poems; 4) conclusions are drawn about artistic features works, about the writer's contribution to the history of literature.
There are, of course, options. With this system, the teacher "gives" (transmits) the material, and the student "takes it" if there is a desire to "take it." Very often, the student does not have an interest in reading the work. Not all students read program literature. ! Negative side traditional study of literature: in the first place is the cognitive task, and only then the educational one. In the methodological system of E.N. Ilyin has a number of findings in the construction of the study of the topic, presented in reverse, in contrast to the traditional one. Innovative teacher main goal He sees the teaching of literature in its educational function, and only then - in the cognitive one. "It is possible to fully intensify knowledge in a mass school only on an educational basis." Rejecting passive teaching methods (“Remember as it is said in the textbook!”), he encourages students in a variety of ways to actively search for “their own truth”, their own views and assessments of the problems discussed. Techniques are constantly used, designed for the emotional impact of the literary and poetic produced by the student. "To what extent the work of the mind becomes the work of the soul - this is the criterion for the lesson of literature."
E N Ilyin considers the detail to be the pearl of the text. "Unravel everything with one knot and put it back together in a knot - isn't it tempting? Problematic, integrity, imagery - everything, everything in this knot." Starting from "little things" and "details", the teacher argues, searches, argues, makes mistakes, corrects and comes to big generalizations: from a detail - through a search to generalizations. The search started in the lesson continues beyond it, creative, sometimes game tasks appear.
Particular attention is paid to the replicas, questions of students in the lesson. They express the search for a dispute, doubt, objection, the desire to have their own point of view. Curiosity develops, the student reaches for literature. And the teacher not only teaches, but also learns from schoolchildren. EN Ilyin attaches importance to pedagogical technique. He considers the artistry of the teacher to be the highest educational means. A literature lesson is an art, and a teacher is an artist of his lesson: he is a screenwriter, a director, a performer, and a demanding critic, a literary critic. If this is not the case, E.N. Ilyin, the teacher is dealing with the notorious "gallery of images" of figures, characters, where the philologist-academist suddenly finds himself as one of the "typical representatives" of inanimate, invisible literature.
The importance of communication between a teacher and students in educational work is great, E.N. Ilyin. It is necessary to build a new type of teacher-student relationship, based on "goodwill, wise simplicity, mutual contact and interest." We talked about the experience of an innovator-teacher of literature. But E.N. Ilyin will be taken by a teacher of other subjects. Anticipating such a question, in one of the books he himself answered that his experience should be washed down not only by philologists and not only teachers, because it has been verified by many years of practice and a high stable end result. Undoubtedly, the teacher of any subject will take the educational function of the lesson, which ensures the success of the teacher’s work, reception as the node of the lesson, active search work of students together with the teacher as co-creation, communication between the teacher and students as spiritual contact, pedagogical technique as an attribute of pedagogical skill.
Shchetinin Mikhail Petrovich
An innovative teacher, experimental teacher, academician of the Russian Academy of Education, in the 70-80s he organized schools-complexes in the village. Yasnye Zori (Belgorod region) and with. Zybkovo (Kirovograd region). M.P. Shchetinin's experiment was conceived broadly, comprehensively and was based on a number of leading ideas.
The conceptual basis of the didactic (more broadly: educational) system of M.P. Shchetinin was the idea of a harmonious combination of rational and emotional in human cognitive activity. It finds confirmation in the teachings of academician I.P. Pavlov about higher nervous activity, about the artistic and abstract type of thinking. Simply put, in the educational (as well as in general in cognitive) human activity, both the mind and living perception and emotions should be involved, of course, in their harmonious combination. Without this, it is impossible to achieve the harmonious development of the individual. And the scientific and pedagogical experiments of M P Shchetinin are carried out in order to find and justify such an educational system that would best (optimally) solve the problem of the harmonious development of the intellect and feelings of a young person
Let's start with the fact that in accordance with this concept, a new type of educational institution was established: a school-complex in the countryside. It united, in fact, six different types of schools: general education, art, sports, choreography, music and training and production plant. Analyzing the standard curricula of general education schools of that time, MP Shchetinin came to the conclusion that 2/3 of them presented educational subjects for the development of the mind and only 1/3 - for sensory perception and motor actions of students. Paradox! Schoolchild in the classroom for the most part sitting but not moving much. He is not very busy with art.
creativity. The complex has a variety of schools. But how to make sure that students without overload have real time to study in them? Where to get it? And then comes an ingenious simple solution: to reduce the duration of each lesson from 45 minutes (the so-called academic hour) to 35 and even to 30 in the lower grades.
After conducting a special study on the productivity of a 45-minute lesson at the beginning, middle and end of it, ML Shchetinin made sure that the last 10-12 minutes are the most unproductive, and sometimes zero. And if you refuse them, then the productivity of each lesson will hardly suffer. But on the other hand, 10-12 minutes will be saved on just one. They add up to an additional almost 2 lessons of 30-35 minutes, or, one might say, instead of 5-6 lessons of 45 minutes a day, you can study 6-7 lessons for a shortened time. These lessons will go to classes in art, sports and other schools. In addition, after all, classes in a comprehensive school are consistent with extracurricular and extracurricular activities. This means that this time can also be used for classes in specialized schools.
The schedule of lessons is drawn up so that the lessons of the "speech" cycle necessarily alternate with the lessons of the "figurative", i.e. in music, fine arts and also with the lessons of the "motor" cycle (physical culture, labor, choreography). children do not come, interest in classes in all subjects even increases.Homework is rarely given (for example, reading program fiction), because all general educational "verbal" subjects are practiced in the classroom. This generally guarantees the strengthening of children's health.
An innovative teacher tried to organize classes by immersion in a subject. At one time, this idea was expressed by I. Pisarev (Russia, 1840-1868). In the experiment of M. L. Shchetinin, the starting point of the method was the idea of a holistic perception and understanding by the student of the entire year-long course in a short time. Organizationally, this is achieved, firstly, by a concentrated study of one subject in the shortest possible time - this is immersion - and secondly, by repeating such immersion four times during the academic year at a higher level - from indicative to creative. In real experience in the school-complex of MP Shchetinin, it looked like this. With the traditional organization of education in one day, students study in 5-6 subjects: mathematics, geography, literature, etc. During the entire week, the total subjects for example, in middle and high school there are 13-15. In all subjects, students advance in parallel and evenly. Studying the immersion method for one week all 34-36 hours, students study only one subject, for example, mathematics. After every two lessons, music, physical education, choreography classes are held.
During the first immersion (September), students grasp the main concepts and ideas of the course for the entire academic year. This is considered to be an indicative level dive. Then, using the same method, they study another subject for the next week, for example, language, etc. But let's get back to mathematics. The second dive is in November. This time, the concepts and the idea of the subject grasped during the first immersion are concretized. Theoretical questions are studied deeply and comprehensively. The next, third dive in the same mathematics is already in March. Students reproduce theory at a new level orally, in writing and relying on visualization. And, finally, in April, another, fourth, final dive is organized on a new round of assimilation. Students themselves come up with and solve problems, conduct experiments, and perform creative tasks. At the same time, knowledge testing methods remain traditional.
When studying by the method of immersion, the teacher needs to achieve the formation in students of effective motives for teaching interest in the subject, the formation of a dominant, that this subject is necessary for the student, that it has an irreplaceable applied value, etc.
Individual classes alternate with collective, reproductive with creative. All analyzers of a person participate in various types of activity, a harmonious development of the sense organs takes place. The teacher in the classroom resorts to the help of consultants from well-performing students.
Although the results of immersion learning activities were encouraging, they were assessed ambiguously and even negatively by a group of teachers and some employees of educational authorities. Therefore, the experience of teaching by the method of immersion has not received further development, although it is undoubtedly effective, for example, when studying foreign languages(intensive study of languages in a short time) the rules of the road, in the formation of skills in playing a musical instrument and some other activities. For teaching in this way, serious training and retraining of teachers is needed, and, moreover, it is fundamentally different. But this is not yet the case in practice. MP Shchetinin also pays attention to educational work, forms in schoolchildren a sense of their own dignity, their importance among people. In the schools of M. P. Shchetinin, the bodies of school self-government are actively operating. Since 1988, M. P. Shchetinen has been the General Director of the Center for the Comprehensive Formation of Personality in the village of Azovskaya.
Volkov Igor Pavlovich
This is an innovative teacher from the city of Reutovo, Moscow region, who summarized his many years of experience in the school on a flexible and multi-variant construction of the process of teaching creativity. Now he is a candidate pedagogical sciences.
Igor Pavlovich, a teacher of drawing and singing (since 1952), was convinced that all children are talented, they are dreamers, they have a high adaptability to work. Even in the lower grades, they themselves practically reach some methods of drawing and designing. Having convinced himself of this, Volkov in the most ordinary classes, i.e. not from specially selected students, instead of lessons of labor and fine arts, it conducts synthesized lessons of creativity. Dealing with the problem of the development of independence and creativity, the development of abilities and inclinations, he came to the conclusion that all normal children have a variety of potential abilities, and the school must identify and develop them, which means that it is necessary to create the necessary conditions for the flourishing of children's giftedness.
And P. Volkov, deciding to teach children creativity, argues that there are children in the world who are gifted in one predominantly one area: music, fine arts, etc. But this is an extremely rare gift of nature, and in the general mass they have ordinary inclinations, those. potential abilities. If you create favorable conditions for them, they can be developed even to a high level. But the fact is that these talents are manifested, so to speak, not at one moment, but some earlier, others later. This means that the search for and subsequent development of the creative abilities of children must be carried out for more than one year. The student should be given the opportunity to practically actively express himself in the most different types activities and creativity. Creativity must be taught!
Creativity, individuality, art, I. P. Volkov believes, are manifested even in a minimal deviation from the model. But in order to create a specific product of a creative nature, both general education and at least minimal general professional knowledge are needed. AT studying proccess should include different kinds work and encourage the creativity of children. For this, creative lessons were developed in the primary grades. The initial principles for the design and organization of these lessons, I. P. Volkov took the following: 1) knowledge as the foundation of creativity: 2) strict selection of educational material: 3) multiple repetition; 4) versatile development of the student; 5) the formation of a sustainable interest in the child; b) training in the competent performance of work under the guidance of an adult; 7) control of the teacher over the work of the student; 8) individual approach.
To build the learning process, an innovative teacher offers 19 types of work. The principle is used intersubject communications and block study of educational material. Techniques of labor are worked out, as a result a creative product is created.
Innovative idea of I.P. Volkov is that he created a mechanism for identifying the creative abilities of children and their development. At the school, from the 4th grade, the "Schoolchild's Creative Book" was introduced. It records the content of independent and creative work of the student, completed in excess of the curriculum, approximately in the following sections: in-depth study of program and non-program subjects; experimental and research work, for example, in biology; work on art: participation in olympiads, competitions, competitions. These are the main areas of independent work, in fact they are more diverse. For 7 years of keeping a book, it will contain 50-80 lessons - it all depends on the creative activity of the student himself, who is looking for himself and determines where and in what his abilities manifest themselves better or worse. By the time of graduation, the professional preferences and inclinations of the student are quite clear. Practice has shown that for creative activities at school, creative rooms are also needed. There can be many in one school. To create them, subject rooms are used after lessons. The methodology and organization in them differs significantly from traditional forms. extracurricular activities. IP Volkov defines them as follows.
Ilyin Evgeny Nikolaevich. The new thing that he introduced into didactics will be seen better and more clearly if his method is compared with the usual method of studying literature at school.
The system for presenting new material on literature had a traditional scheme: 1) a biography of the writer, poet; 2) his work is studied and analyzed in large sections, for example, lyrics, civil poetry, fairy tales, historical stories by A.S. Pushkin or other writers, poets; 3) general ideas are illustrated by excerpts from the writer's works, quotations from the poet's poems; 4) conclusions are drawn about the artistic features of the works, about the writer's contribution to the history of literature. There are, of course, options. With this system, the teacher “gives” (transmits) the material, and the student “takes” it, if there is a desire to “take”. Very often, the student does not have interest in reading the work. Not all students read software literature. E.N. Everyone reads Ilyin! The negative side of the traditional study of literature: in the first place is the cognitive task, and only then - educational. In the methodological system of E.N. Ilyin has a number of findings in the construction of the study of the topic, presented “on the contrary”, in contrast to the traditional one. The teacher-innovator sees the main goal of teaching literature in its educational function, and only then - in cognitive. “Knowledge intensification in a mass school is fully possible only on an educational basis.” Rejecting passive teaching methods (“Memorize it as it says in the textbook!”), He encourages students in a variety of ways to actively search for “your own truth”, their own views and assessments of the problems discussed. Techniques designed for the emotional impact of literary and poetic works on the student are constantly used. "To what extent the work of the mind becomes the work of the soul - this is the criterion for the lesson of literature."
E. N. Ilyin considers the detail to be the pearl of the text. “To untangle everything with one knot and put it back into a knot again - isn’t it tempting? Problematic, integrity, imagery - everything, everything is in this knot "". Starting from the "little things" and "details", the teacher argues, searches, argues, makes mistakes, corrects and comes to large generalizations: from the detail -> through the search -> to Generalizations The search started in the lesson continues beyond it, creative, sometimes game tasks appear.
Particular attention is paid to the replicas, questions of students in the lesson. They express search, dispute, doubt, objection, desire to have their own point of view. Curiosity develops, the student reaches for literature. And the teacher not only teaches, but also learns from schoolchildren.
EN Ilyin attaches importance to pedagogical technique. He considers the artistry of the teacher to be the highest educational means. A literature lesson is an art, and a teacher is an artist of his lesson: he is a screenwriter, a director, a performer, a demanding critic, and a literary critic. If this is not the case, says E.N. Ilyin, the teacher is dealing with the notorious “gallery of images”, “figures, characters, where the academician-linguist unexpectedly finds himself as one of the “typical representatives” of inanimate, invisible literature”.
The importance of teacher-student communication in teaching and educational work is great, says E. N. Ilyin. It is necessary to build a new type of teacher-student relationship, based on “goodwill, wise simplicity, mutual contact and interest”.
We talked about the experience of an innovator-teacher of literature. But what about E.N. Will Ilyin be taken by a teacher of other subjects? Anticipating such a question, in one of the books he himself answered that his experience should be of interest not only to philologists and not only teachers, because it has been verified by many years of practice and a high stable end result. Undoubtedly, the teacher of any subject will take the educational function of the lesson, which ensures the success of the teacher’s work, reception as the node of the lesson, active search work of students together with the teacher as co-creation, communication between the teacher and students as spiritual contact, pedagogical technique as an attribute of pedagogical skill.
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Wordsmith Ilyin
The author's system of the Leningrad (Petersburg) teacher of literature Evgeny Nikolaevich Ilyin was developed in the 1960s-1970s, but became widely known in the USSR in the mid-1980s - early 1990s. (it was at this time that the book came out V.V. Ivanikhina“Why does everyone read Ilyin’s?” (1990), and most of the pedagogical works of E.N. Ilyin: "The Birth of a Lesson" (1986), "The Way to a Student" (1988), "From the Notebook of a Literary Book" (1993), "How to Captivate with a Book" (1995), etc.
1. Idea "educational education". The role of literature as an academic subject is, first of all, to organize children's comprehension moral problems with which they encounter or will encounter in life. Therefore, in training “according to Ilyin”, the moral education of the individual comes to the fore, in the process of which the necessary training is carried out.
2. Idea teaching literature as an art(and not as a scientific discipline). According to E.N. Ilyin, literature is a type of art studied at school, in which it is possible to combine all scientific knowledge in the humanities, give them integrity and strengthen their influence on the student's personality with a personal-emotional attitude. What matters is the emotional impact that the work of art has on students. This does not mean neglecting the didactic principle of scientific character, since Ilyin retains factual accuracy, historical authenticity, and the mastery of literary concepts by students. But the main thing is not an abstract understanding and memorization of facts, but the experience of the problems described in the work, putting oneself in the place of a literary hero in situations of moral choice, compassion for him. This allows students to deeply comprehend the content of the work. fiction in close connection with contemporary issues.
Realizing these ideas, E.N. Ilyin structured the content in a special way school course literature. In each work of art, he singled out the moral questions-problems that are posed in one way or another in it. The lesson, therefore, is not devoted to a formal topic taken from a typical program, but to a problem that can arouse the interest of students. The meaning of the lesson is the search for an answer to the question, understanding the problem, discussing possible ways to solve it.
The learning process at E.N. Ilyin is based on the formula "from the experience of the individual - to the analysis of a work of art and from it - to the Book." The introduction of students into the structure of the material being studied is carried out through the chain "detail - question - problem".
1. "Detail". The study literary work begins with a bright detail that stimulates the student's interest in the book. It can be a small fragment from a work, a fact from the author's biography, or something else. the main task using a detail is to make children want to talk about it and learn more.
2. "Question". A way to introduce students to a problem. Basic requirements for the question:
Topicality of the issue, personal significance for students;
If possible, addressing the question specifically to schoolchildren of this class and even to a specific student;
The resolution of the problem contained in the question should require a thorough study of the work, textbook and additional literature, familiarization with the biography of the author, with the history of the creation of the work under study.
3. "Problem". Search for an answer to the question posed in the mode of dialogue organized and initiated by the teacher (collective discussion of the problem, discussion). The participants in the dialogue are three main subjects: the teacher, the student and the author of the work of art (due to constant references to the text). Moreover, students who comprehend and emotionally experience the book create a new personal context, becoming co-authors to some extent.
It should be noted that the proposed by E.N. Ilyin's way of creating problem situations"detail - question - problem" is universal, it can be used in teaching other subjects.
Notes
Valery Vasilyevich Ivanikhin – Candidate of Pedagogical Sciences, Professor of the Shadrinsk State University. ped. institute. I will not miss the opportunity to boast and attribute myself to the number of his students. V.V. Ivanikhin taught us a course in the methodology of teaching literature (at that time he was just working on this book and often turned to the experience of E.N. Ilyin in the classroom), under his scientific guidance I wrote term papers, and later, while working in a rural school, I repeatedly turned to him for advice. He advised me to go to graduate school, suggested the topic of the dissertation and helped me write my first scientific article.You might be interested...
Ilyin Evgeny Nikolaevich - teacher of literature at the 84th school in St. Petersburg. He created an original concept of teaching literature as an art and a moral and ethical course that helps each student become a Human Being.
Classification parameters of the system E.N. Ilyina:
By application level: private subject.
By philosophical basis: humanistic.
According to the main factor of development: sociogenic + psychogenic.
According to the concept of assimilation: associative-reflex with elements of suggestion.
By orientation to personal structures: emotional realm.
By the nature of the content: teaching + educational, secular, humanistic, general education.
By type of management: small group system.
By organizational form: traditional class-lesson, group with elements of an individual approach.
Approach to the child: personality-oriented.
According to the prevailing method: explanatory and illustrative with elements of dialogue, problems, creativity.
In the direction of modernization: humanization and democratization of pedagogical relations.
Target Orientations:
Moral and emotional education of the individual, during which the necessary training is carried out.
Teaching literature as an art.
Conceptual provisions and hypotheses:
The assimilation of the fundamentals of sciences, which constitute the main content of academic subjects, creates an opportunity for students to form a scientific worldview, views and beliefs that are necessary for a modern person;
The principle of humanization: the moral potential of books gives rise to a special system of humanistic knowledge and beliefs;
Artistry: a lesson in literature is built according to the laws of art, the law of three about: charm with a book, inspire with a hero, charm with a writer;
The principle of teaching education: learning is not a dominant absolute, but component educational programs;
In the process of educational activity, schoolchildren can be brought up with such important personality traits as patriotism, cognitive need, the need for continuous self-education and self-development, emotional sensitivity, aesthetic tastes, moral foundations, respect and willingness to work;
Go to the guys not only with the topic of the lesson, but with a burning problem;
Moral categories of communication with a book are more significant than educational and theoretical tasks and exercises;
Knowledge through communication and communication through knowledge is a dual process of moral development;
The very personality of the teachers, cool
x leaders, school leaders, their moral character, ideological and political conviction and pedagogical skill they can have the greatest influence on the formation of the personality of students, on educating in them the best qualities of citizens of our Motherland;Pedagogy of the philologist is the pedagogy of expression: “word + feeling”;
Personal approach formula: love + understand + accept + sympathize + help;
Method of spiritual contact;
Democracy: communication with the student as a person spiritually equal to the teacher;
Teacher - subject, artist, doctor;
The work and life of a language teacher cannot be divided.
Content Features:
Each work of art, the study of which is included in the curriculum of the school literature course, contains many moral problems that are posed in one way or another. The question-problem that serves as the core of the lesson, teacher Ilyin poses in such a way that:
a) the question was burning, topical, personally significant for modern students;
b) was, if possible, addressed not to students in general, but specifically to schoolchildren of a given class or even to a specific student;
c) the answer to it, the resolution of the problem contained in the question, required a thorough study of the work, textbook and additional literature, familiarization with the history of the work under study and the biography of the author.
Features of the technique:
In teaching the subject, the development formula looks like this: from the experience of the individual - to the analysis of a work of art and from it - to the Book.
The method of introducing the student into the structure of the material through the "detail" - "question" - "problem" is universal and can be used by all teachers to create problem situations. The answer to the problems posed is organized in the form of a collective search, liberated discussion, discussion, organized and initiated by the teacher.
Literature lesson - this is:
Man shaping process; lesson - communication, not just work, this is an art, and not only training session, life, not hours in the schedule;
A kind of one-act performance with several phenomena, the co-creation of two moralists - a writer and a teacher;
Not arguments and facts, but discoveries;
Joint activity of teacher and student on a creative basis, spiritual equality and interpersonal communication.
Every student studies in two programs. One of them is offered by the school, and the other, as a rule, more real - a flatmate, friends in the yard, sometimes his own father, who has gone astray. The teacher must take into account both of these programs.
Ilyin’s “second program” is influenced at every lesson: here are essays about his friends, relatives and loved ones, and an individual impact on a personality vivid examples from literature, and original homework “moral assignments”, heart-to-heart talks in and out of class, and much more.
In each case, Ilyin is guided by the goal of helping the teenager to believe in himself, to awaken in him best qualities personality, bring to the heights of humanism and citizenship.