Reception "Confused logical chains".

Option "a": Modification of reception " Key terms". An additional point is the arrangement of keywords on the board in a specially “mixed up” logical sequence. After getting acquainted with the text, at the stage of "reflection" students are invited to restore the broken sequence.

Option "b": 5-6 events are written out on separate sheets from the text (as a rule, historical-chronological or natural-scientific). Demonstrated to students in a deliberately broken sequence. Students are encouraged to restore the correct order of the chronological or causal chain. After hearing different opinions and having come to a more or less unanimous decision, the teacher invites students to get acquainted with the source text and determine whether their assumptions were correct. The form promotes the development of attention and logical thinking. More applicable in the study of informative texts.

An effective technique that develops a complex of intellectual skills of critical thinking of students is "Writing annotations and reviews". These are two genres of journalistic style of speech, similar in purpose (to interest, captivate the reader, provide an opportunity to express their opinion, identify the advantages and disadvantages of a book, article, etc.), are well known to students. Abstract is a brief description of works, setting out its content in an interrogative-narrative form, giving it an assessment and pointing to the addressee-reader. A review is a written analysis containing a critical analysis and evaluation of the material proposed for research.

The essence of the reception "Reading with stops"- the text is divided into separate parts, which are read by students one by one. After each part, questions are asked related to the content and means. artistic expressiveness, with students' predictions regarding further development events to which students respond in writing. At the end of the reading, there is a discussion of each question (all students read out their answers). Reception "Reading with stops" helps to work out the material in detail. In addition, students have the opportunity to dream up, evaluate a fact or event critically, and express their opinion. Here, both critical thinking, so to speak, reflective, at the stage of comprehending the material, and creative, at the stage of predicting events, are taught. The effectiveness of such a lesson depends on the choice literary work for reading: it should be a work not familiar to students, with an unexpected development of the plot. The wording of questions to the text also requires serious study. They should give students the opportunity to independently draw conclusions about the formative influence of the characteristics of the text on the features of its perception and the dependence of perception on individual reading qualities.

Types of questions that stimulate the development of critical thinking:

- "translation" and interpretation (translating information into new forms and determining the relationship between events, facts, ideas, values);

Memory (formal level) - recognition and recall of received information;

Evaluation - a subjective-personal view of the information received, followed by the formation of judgments and opinions;

Synthesis - a logical generalization of the information received, a holistic perception of cause-and-effect relationships;

Analysis - a fragmentary consideration of the phenomenon, the allocation of "private" in the context of "general";

Application - the use of information as a means to solve problems in the context of the plot or outside it.

Reception "Do you believe ..." can be used when getting acquainted with the biography, for example, of an outstanding scientist. The educator first shows photographs or portraits and then offers statements. The desire of students to be convinced that they are right, to find out the truth makes them treat the lecture with more meaningfulness and interest.

Reception "Relive the picture." The essence of the reception is that students are presented with a picture and are invited to answer a series of questions about the thoughts and feelings caused by the picture. At the same time, the point of view can reflect not only the opinion of the author or the viewer, but also the sensations of the objects depicted in this picture. Fantasy when working on the "revival" of the picture is so limitless that we can safely talk about the development of students' creative thinking.

Reception "Basket" ideas, concepts, names - this is a method of organizing individual and group work of students at the initial stage of the lesson, when they are updating their experience and knowledge. It allows you to find out everything that students know or think about the topic under discussion. On the board, you can draw a basket icon, in which everything that all students together know about the topic being studied will be collected. The exchange of information is carried out according to the following procedure:

1. A direct question is asked about what students know about a particular problem.

2. First, each student remembers and writes down in a notebook everything he knows about a particular problem (strictly individual work, duration 1-2 minutes).

3. Then there is an exchange of information in pairs or groups. Students share known knowledge with each other (group work). Time for discussion - no more than 3 minutes. This discussion should be organized, for example, students should find out what the existing ideas coincided with, about which there were disagreements.

5. All information is briefly written in the form of abstracts by the teacher in the "basket" of ideas (without comments), even if they are erroneous. In the basket of ideas, you can "dump" facts, opinions, names, problems, concepts related to the topic of the lesson. Further, in the course of the lesson, these facts or opinions, problems or concepts that are scattered in the mind of the student can be connected in a logical chain.

At the stage of comprehension (implementation of meaning), there is direct contact with new information through a lecture, text, film, textbook material, work is carried out individually or in pairs. Students read, listen, watch, make experiments, while using the active methods of reading offered by the teacher, make notes in the margins or keep notes as they comprehend new information. The teacher supports the interest, activity of students and creates conditions for the active perception of new information.

Logbook strategy. Flight logs are a generic name for various methods of teaching writing, according to which students write down their thoughts while studying a topic. Having met key points in the text, students enter them in their logbook. When reading, during pauses and stops, students fill in the columns of the logbook, linking the topic being studied with their vision of the world, with their personal experience.

A possible scheme for using the Logbook strategy:

The teacher explains how to work with the "logbook";

Within 10-15 minutes, the teacher gives a lecture to the entire audience;

Students fill out their "flight logs" within 5 minutes (key words, pictures, connection with experience, etc.);

Students in pairs, and then in a group, discuss the contents of their journals, answer each other's questions, and in some cases, seek advice from the teacher (5-8 min.)

Form "Journal"

NAME_____________________________ SUBJECT _____________________________

DATE____________________________ WORKING TIME_______________

MESSAGE KEY CONCEPTS

FIGURE (DIAGRAM)

Links that I can make

Reception "Insert" allows the student to track their understanding of the text they have read. Technically, it is quite simple. Students should be introduced to a number of markings and invited to put them in pencil in the margins of a specially selected and printed text as they read. You should mark individual paragraphs or sentences in the text. Badges: "Ö" - I knew this; "+" - new information; "-" - contradicts my ideas; "?" − information is unclear or insufficient.

This technique requires the student not the usual passive reading, but active and attentive. It obliges not just to read, but to read the text, to track one's own understanding in the process of reading the text or perceiving any other information. In practice, students simply skip what they don't understand. And in this case, the marking “question” obliges them to be attentive and note the incomprehensible. The use of markers makes it possible to relate new information to existing representations.

Reception "Marking table".

After reading the text, the student draws up a marking table, in each column of which sentences are entered with the appropriate notes:

+	-	Ö	?

The material is discussed in pairs, one from the pair reports information that is recorded by the teacher on the blackboard. Discussion of information contributes to its systematization and provides an opportunity to answer questions that have arisen.

Reception "Zigzag". Students independently work with the text and then teach each other on the studied issue. During the explanation of the material, such diaries are kept, consisting of two parts: in the first part - a summary of the material presented, it is very important not to interrupt the speaker during the explanation, so questions or unclear points are fixed in the second part and then returned to them. You can also work with such diaries during a lecture given by a teacher. It is especially useful to use double diaries when students are given the task to independently study some large text at home. In this case, it is possible to stipulate in advance how many entries (at least) the student should make when reading.

NOTES	QUESTIONS

Double diaries enable students to closely link the content of the text with their personal experience, to satisfy their natural curiosity.

So the use various kinds work during the lesson allows you to maintain the attention of students at a high level, reduces fatigue and overstrain. The non-standard form of the lesson provides an opportunity for self-expression and creativity of students and the teacher.

At the stage of reflection (reflection) there is a creative processing, analysis, interpretation, evaluation of the studied information. Work is carried out for the audience, in groups, in pairs, individually. The teacher returns to previous ideas and actively restructures ideas with the inclusion of new concepts, making additions and changes, consolidates the acquired knowledge and forms long-term knowledge. Students correlate "old" information with "new"; try to express thoughts in their own words (assign information); freely argue, exchange ideas with each other (get acquainted with various ideas), analyze their own mental operations.

At the stage of reflection (reflection) it is recommended to fill in clusters, tables. Establish causal relationships between blocks of information; back to keywords, logical chains, true and false statements; receive answers to questions; organize oral and written round tables and discussions; write creative work syncwines, essays; conduct research on specific issues of the topic, etc.

Reception "Writing a syncwine." Translated from French, the word "cinquain" means a poem consisting of five lines, which is written according to certain rules. It is used as a method of material synthesis. The conciseness of the form develops the ability to summarize information, to express an idea in several meaningful words, capacious and concise expressions. What is the meaning of this methodological approach? Compiling a syncwine requires the student to briefly summarize educational material, information that allows you to reflect on any occasion. This is a form of free creativity, but according to certain rules. The rules for writing syncwine are as follows. The first line contains one word - a noun. This is the theme of syncwine. On the second line, you need to write two adjectives that reveal the theme of syncwine. On the third line, three verbs are written that describe actions related to the theme of syncwine. The fourth line contains a whole phrase, a sentence consisting of several words, with the help of which the student expresses his attitude to the topic. It could be popular expression, a quote or a phrase compiled by the student in context with the topic. The last line is a summary word that gives a new interpretation of the topic, allows you to express a personal attitude towards it. It is clear that the theme of syncwine should be, if possible, emotional. As a result, the rules for writing syncwine are obtained:

1. The first line is the theme of the poem, expressed in ONE word, usually a noun;

2. The second line is a description of the topic in TWO words, usually with adjectives;

3. The third line is a description of the action within this topic in THREE words, usually verbs;

4. The fourth line is a phrase of FOUR words expressing the author's attitude to this topic;

5. The fifth line - ONE word - is a synonym for the first one, repeating the essence of the topic on an emotional-figurative or philosophical-generalized level.

As experience shows, syncwines can be useful as:

1) a tool for synthesizing complex information;

2) the method of assessing the conceptual baggage of students;

3) means of developing creative expressiveness.

The "Writing syncwine" technique allows not only to activate lexical units in students' speech, but also to use them in a coherent statement by adding the missing members of the sentence.

Reception "Diamond"(or double cinquain) is a poem consisting of seven lines, in each of which (as in syncwine) the number of words and even possible parts of speech are predetermined:

1. The first hero of the poem is one noun;

2. Description of the first hero - two adjectives;

3. Actions of the first hero - three verbs (participles, participles);

4. A phrase connecting the two heroes of the poem, establishing their relationship (4 words, but not necessarily) - any parts of speech;

5. Actions of the second hero - three verbs (participles, participles);

6. Description of the first hero - two adjectives;

7. The second hero of the poem is one noun antonym / antipode to the first hero or his metamorphosis / reincarnation.

Conjunctions, prepositions, interjections and particles can be used freely in any line. A diamond can have either one rhyme for all seven lines, or two or three (then rhyming options arise), but there should not be non-rhyming lines.

Reception "Text on one letter". Students are invited to make a sentence characterizing some object, phenomenon, but all words in the text must begin with the same letter. It is necessary to strive to include as many words as possible in the sentence, at least three. Students work in groups, then read what they have written and analyze it.

Reception "Writing an Essay". Essays - written reflections on given topic. This type of work is especially effective if students write it in "hot pursuit" without thinking carefully about the plan or structure. This allows you to interest, captivate students, give them the opportunity to express their opinion. This type of written assignment is used to summarize the topic under study. Students answer two questions:

What did they learn about the topic being studied?

What would you like to know? (or ask a question they didn't get an answer to).

Reception "Brain Attack". Not to be confused with the psychological method of stimulating creativity "brainstorming". At the same time, both of these phrases are variants of the Russian translation of the English term “brainstorming”, however, they are used in different areas and perform different functions. As a methodical technique, brainstorming is used in the technology of critical thinking in order to activate existing knowledge at the “challenge” stage when working with factual material.

Stage 1: Students are invited to think and write down everything they know or think they know about the topic;

Hard time limit at the 1st stage 5-7 minutes;

When discussing ideas, they are not criticized, but disagreements are fixed;

Operative record of the expressed offers.

Individual, pair and group forms of work are possible. As a rule, they are carried out sequentially one after another, although each can be a separate independent way of organizing activities. Note: Pair brainstorming is very helpful for students who find it difficult to express their opinion in front of a large audience. Having exchanged opinions with a friend, such a student more easily gets in touch with the whole group. Of course, working in pairs allows you to express much more students.

Respect for the different points of view of its participants;

Joint search for a constructive solution to the disagreements that have arisen.

Group discussion can be used both at the challenge stage and at the reflection stage. At the same time, in the first case, its task is to exchange primary information, identify contradictions, and in the second case, it is the possibility of rethinking the information received, comparing one's own vision of the problem with other views and positions. The form of group discussion contributes to the development of dialogic communication, the formation of independent thinking.

Reception "Advanced Lecture". The essence of the proposed form is the special organization of the lecture using the active learning model "challenge - comprehension - reflection". The educator modifies the traditional lecture form to encourage students to actively listen and think critically.

Algorithm of actions (options are possible):

1. Challenge. preparatory activity. Theme presentation. problem question the content of the lecture. (Work in pairs: discussion and recording of available considerations for an answer, informational forecast, speeches from pairs, fixing the ideas expressed on the board).

3. Understanding. The teacher reads the first part of the lecture.

4. Reflection. Preliminary summing up. (Individual task: highlighting the main thing - a written answer. Work in pairs: discussion of the forecast with the material heard, discussion in pairs, formulation of a common answer, speeches from pairs).

5. Recall. Announcement of the content of the second part of the lecture. Problem question. (Work in pairs: discussion and recording of available considerations for an answer, informational forecast, speeches from pairs, fixing the ideas expressed on the board). Task for students (similar to point - 2).

6. Comprehension. The teacher reads the second part of the lecture.

7. Reflection. Summarizing. (Work in pairs: discussion of the forecast with the material heard, speeches from pairs).

8. Final reflection. Assignment to the group: individual independent work - a written answer to a general global question on the lecture material. Form - 10-minute essay.

9. Works are handed over to the teacher. They are used as an indicator of students' assimilation of the content of the lecture, as well as material for preparing the next lesson.

The subject area of lectures is not limited. Tasks and ways of organizing individual and collective activities may vary.

Reception "Table" Z-X-U "(" I know - I want to know - I found out "). One of the ways of graphic organization and logical and semantic structuring of the material. The form is convenient, as it provides an integrated approach to the content of the topic.

Step 1: Before reading the text, students independently or in a group fill out the first and second columns “I know”, “I want to know”.

Step 2: In the course of acquaintance with the text or in the process of discussing what they have read, students fill in the “Learned” column.

Step 3: Summing up, comparing the contents of the graph.

Additionally, you can offer students 2 more columns - "Sources of information", "What remains undisclosed."

Reception "Interrogation". One way to work in pairs. It is used at the stage of "comprehension". Application technology: two students read the text, stopping after each paragraph, and ask each other questions different levels according to the content of the reading. This form contributes to the development of communication skills.

Reception "Looks like ...", "Sounds like ...". This technique is aimed at the "assignment" of concepts, terms. At the challenge stage, students are asked to write in the appropriate columns the visual and auditory associations that arise in connection with a given word or concept.

Reception "Table of thin and thick questions." The table of "thin" and "thick" questions can be used at any of the three stages of the session. If we use this technique at the challenge stage, then these will be questions that students would like to have answered when studying the topic. At the stage of comprehension of the content, the technique serves to actively fix questions in the course of reading, listening. In reflection - to demonstrate understanding of the past.

The form of the table of "thin" and "thick" questions

Logical chain consists of metal signs "⇒" soldered together, symbolizing the cyclical nature of any philosophical reflections and reminding the hero that happiness is not in thoughts, but in actions. The amulet was produced in a limited edition by chance by the demiurges at the dawn of civilization and has since been repeatedly sold, pawned and forged. The original is distinguished by the heaviness, inflexibility and iron character of the material. But even handmade chains made of light metals and with serviceable joints are also in great demand. After all, the main thing is not the execution of a sign of attention, but the noble impulse itself, and therefore, even a cheap imitation of an ancient artifact will bring good luck to the hero, since it will please his god.

Historical background

… And in order to understand the root cause of this consequence, it is necessary to turn to the origins. There was a time when intelligence was not yet valuable, and heroes did not understand the meaning of cause and effect. Therefore, absolutely everything that happened was attributed to the will of the great Random. Nowadays, every child knows that everything random is far from accidental, and it is quite natural that gods were wound up in Godville. But since fortune can always be seen in any regularity, regular rainbows, lightning and strange phrases from nowhere continued to be perceived by the heroes as a manifestation of chance. However, the gods reciprocated stupidly, which inevitably led to the formation of a vicious circle. Demiurges' attachment to polygons has been known since ancient times, and it was not a surprise that they decided to break this circle by subjecting Godville to carpet lightning. These emergency measures led to quite predictable consequences: the metal neck talismans of all the heroes were baked into inextricable logical chains, and the heroes themselves, having recovered from the blow, thought. When stupid thinks, do not expect anything good. This time, an idea was born in empty minds that it would be nice to have a reason to be damned from above. At least it's a hundred times better than being beaten for nothing, for nothing. And iron logic transformed the cause into an effect, and it led the heroes to the gods, and the first agreed to annoy the second, and the second to protect and punish the first, and, as another consequence, it was good. And in order to understand the root cause of this consequence, it is necessary

logical circuit- - [L.G. Sumenko. English Russian Dictionary of Information Technologies. M .: GP TsNIIS, 2003.] Topics information technology in general EN hold on logic ... Technical Translator's Handbook

LOGIC CIRCUIT, an electrical circuit of conductors, consisting of modules (for example, amplifiers) and other components (transistors, diodes, resistors and capacitors), used to distribute and process electronic signals (for example, ... ... Scientific and technical encyclopedic dictionary

App., use. comp. often Morphology: ad. logically 1. Anything related to logic as a science is called logical. logical categories. | logical laws. 2. Something is called logical that is consistent with the laws of logic, based on ... Dictionary Dmitrieva

BLC Dictionary of abbreviations of the Russian language

BLC- high-speed logic circuit ... Dictionary of abbreviations and abbreviations

position- 59 position: A logical unit of the content of a normative document, which has the form of a message, instruction, recommendation or requirement Source ...

GOST 23066-78: Beam control devices for phased antenna arrays. Terms and Definitions- Terminology GOST 23066 78: Beam control devices for phased antenna arrays. Terms and definitions original document: 37. Subscriber communication channel SUL Communication channel SUL serving only one control channel Definitions of the term from ... ... Dictionary-reference book of terms of normative and technical documentation

- (Greek logike̅́) the science of acceptable ways of reasoning. The word "L." in its modern use is ambiguous, although not as rich in semantic nuances as ancient Greek. logos from which it comes. In the spirit of tradition with the concept of L ... Great Soviet Encyclopedia

Relay protection is a complex of automatic devices designed to quickly (in case of damage) identify and separate damaged elements of this electric power system from the electric power system in emergency situations with ... ... Wikipedia

- 'LOGICAL PHILOSOPHICAL TREATMENT' ('Tgastatus Logico philosophicus') is the main work of the early period of Wittgenstein's work and the only book that he published during his lifetime. Written in 1916 1918, published in 1921 in Germany and in 1922 in ... ...

- (Trastatus Logico philosophicus) the main work of the early period of Wittgenstein's work and the only book that he published during his lifetime. Written in 1916 1918, published in 1921 in Germany and in 1922 in Great Britain. Analysis… … History of Philosophy: Encyclopedia

Books

1000 chess problems. Entry level, Sukhin Igor Georgievich. The publication includes 1000 clearly structured tasks on all major topics primary education, which will become a solid base for further improvement in the ancient and wise game. Guiding…

As you know, the human brain consists of two hemispheres responsible for different thought processes. In any case, scientists say so, and all pedagogy is built on this principle.

Features of thinking

The right hemisphere is responsible for logical thinking, while the left hemisphere is responsible for creative thinking. The task of parents and educators is to improve both types of thinking. However, if with creative thinking in relation to preschoolers, it is more or less clear (children love to invent, fantasize, you just need to give them a topic), then things are more complicated with logical thinking. At three to five years old, the baby still cannot analyze and generalize due to his early age. The ability to generalize, and therefore to find logical connections between phenomena, is formed much later. But this does not mean that you can let this process "go with the flow" and calmly wait for the school, where "they will teach you everything." The game "Logic chains" easily solves this problem in relation to children preschool age. Here, an explanation should be given of what a game called "Logic Chain" is, since sometimes not all adults have an idea about it. This game meets us at every turn. The simplest example is crosswords, rebuses. Many of us like to solve them at our leisure. A more complex option is matrices, where the task is to find a pattern and restore a logical chain. Simple puzzles and matrices can be offered to children.

How to work with materials?

On our website you will find examples of such tasks. Print out a few of your favorites and get to work. For example, in some of them, the baby will be asked to complete a logical chain, establishing a pattern in the order in which objects are arranged in cells. To do this, draw or paste pictures of an object into empty cells according to the sequence of its location in the table. Another similar way is to give the child a sample and offer to continue the logical chain. This game is simpler, because it is done according to a given pattern and does not require additional analysis. It can be used for preschoolers who are just starting to learn logical connections. However, in this case, the example should be more voluminous, otherwise the child will not be able to identify the pattern, the task will seem boring and uninteresting to him, and you risk developing a rejection of this kind of tasks from childhood. In general, the age when this technique can be applied is from 3 years old (depending on the general development of the child). The kid is ready to analyze, he knows prime numbers able to generalize objects into groups. The next step is to teach him to think logically.

To interest a preschooler, print out color pictures. The game should attract the attention of the child. Start simple, even if the baby is already an adult. Show him the simplest example. Gradually increase the difficulty. You will see how the child himself will be interested in solving such problems. At first, the creators of the chains will be parents, educators, but then the baby will be able to build them himself, alternating pictures.

So, the game called "Logic Chain" is a universal way to develop logical thinking, without which modern man not able to survive in society, even with good creative inclinations. Any impulse of fantasy must be subordinated to the laws of nature and social organization so that it acquires a form that is useful and effective for other people. The ability to create must lie on a solid logical basis, then you will get a truly comprehensively developed personality, ready to make great discoveries in this world.