The formation of a systemically activity approach in the lessons of the Russian language. System and active approach in Russian lessons and literature

"A person will reach the result, only making something itself ..."
Alexander Pyatigorsky

The beginning of the 21st century requires the ability of themselves to independently navigate in all types of extensive information, solve numerous production and social problems. This means that the near future will require each student of independent thinking, the ability to deal with the situation and find a solution.

The child, delivered to the position of the student visiting the school and neatly performing the instructions of the teacher and homework, unable to cope with the new requirements, put forward by life, as, above all, he is a performer, armed with the sum of knowledge. Therefore, the task of modern school is becoming the formation of a person who improving himself, capable of independently make decisions, to respond to them, find ways to implement them, that is, it is necessary to form a creative person in the broad sense of the word.

According to GEF new generation Success modern man Determine the orientation for the knowledge and use of new technologies, active life position, installation on the rational use of its time and designing its future, active financial behavior, effective social cooperation, healthy and safe lifestyle. Implementation of these tasks fully contributes to a system and activity approach in training and education.

The idea of \u200b\u200ban activity approach is that new knowledge is given to children not in the finished form. Children "open" them themselves in the process of independent research. They become young scientists who make their own discovery. Our task with the introduction of the material is not to be clearly and accessible to explain everything, tell and show, but in order to organize the research work of children so that the children themselves think to solve the key problem of the lesson and explained how to act in the new conditions . Children find their mistakes independently, reveal the cause of these errors, they are given the opportunity to independently correct the errors and make sure that they are correcting their corrections, learn to reflect their activities. And this is so now relevant, as the relationship between the child with others, the relationship towards successes and failures depends on self-esteem and self-controlling.

The main principles of the activity approach:

• teach learning
• teach to explain the phenomena of reality, their essence, causes, relationships using the appropriate scientific apparatus,
• teach navigate the key problems modern life - environmental, intercultural interaction, etc.,
• teach to navigate the world of spiritual values \u200b\u200breflecting different cultures and worldviews,
• to teach solve problems common to various types of professional and other activities (communicative, search and analyzing information, decision-making, organization of joint activities I.T.P.).

Such an approach suggests that knowledge is purchased and manifest only in activities that the skills, skills, development and education of the student always costs. IN educational region "Philology" priority is the communicative development-formation of ability and readiness to freely communicate in Russian, native and foreign languagesMastering modern means of verbal and non-verbal communication.

A feature of the educational process in the system of an activity approach is that a student becomes the center of activity, and the teacher acts as an assistant, consultant, encouraging original finds that stimulate activity, initiative, independence.

What is the main difference between the traditional lesson from a modern, requiring systemically-delicious approach in teaching?

In the traditional lesson, knowledge was given in the finished form, and now students should open knowledge themselves.
- Unlike the traditional modern lesson, it allows students to come to the opening of a new knowledge through the practical orientation. The teacher is not a mentor, but a friend who helps to cope with the problems arising in the lesson.
- At the modern lesson, the teacher needs to create conditions and direct the activities of their students for the acquisition of knowledge in the process of their own activity in the lesson.

A modern lesson must form universal training actions that provide schoolchildren to learn, the ability to self-development and self-improvement. Education of the positive motivation of the teaching promotes the total atmosphere at school and class: the inclusion of the student in different types Activities, the relationship of cooperation of the teacher and the student, attracting students to valuation activities and the formation of adequate self-esteem.

It was at the lessons of Russian language and literature that the formation of such basic competencies as a general cultural, information, communicative one occurs. This implies the relevance of the implementation of a systemic approach in the teaching of the Russian language and literature.

Understand the content of the text - the main and at the same time a complex task facing modern schoolboy.
The text is the largest unit of speech. That is why the text is considered as a didactic unit in the method of teaching Russian and literature.

Text includes language units, the study of which is the goal of the lessons of the Russian language. At the same time, the text has a pronounced idea, which is revealed through its content - and this is the subject of studying on the literature lessons. Therefore, before the teacher is the task: integrating two objects of Russian language and literature.

The proposed approach to the teaching of the Russian language and literature has a number of advantages: students systematically receive communication skills, cooperation, self-regulation behavior in the team. It happens in the usual atmosphere of the microhyrroup, in which students are combined. Working in microgroups gradually liberates guys, creates conditions psychological Comfort, teaches freely state your thoughts, prove your own conclusions, listen to others, respect someone else's point of view, argue, analyze your actions, give them an assessment. There is a person's formation capable of assessing the situation, to see the problem, make a decision, to realize it and be responsible for its choice.

It is in the lessons of the Russian language and literature that we directly work with the word, proposal, text; We teach children to draw up plans, abstracts, annotations and reviews of informational messages; argue your statements; We bring up with students a careful respect for the word.

Previously, the main task in relation to the student in the literature lessons was reduced to the formula "Read and Resets". Now we need to learn the search for information, its use. Teacher's task is to develop such reader skills such as search, choices, assessing information from texts used in extracurricular situations. These reader skills are not only honed by the minds of students, but also serve as a basis for educational success in all school disciplines, are prerequisite Successful participation in most areas of adult life.

Also preparations for GIA, when you need to write compressed statement with essay elements. In the lessons of the Russian language and literature, students should master the universal learning action - critically read the text, compress it, remember the main thing, allocate it and write an essay of a short genre, formulating the problem of text.

Literature lessons are a scope for creative students. When studying the text of the teachings of Vladimir Monomakh, students constituted their teachings: these were the teachings of the sister, brother, classmates and even to themselves.
In grade 5 when studying folk fairy tales On the board recorded words: "The fairy tale is a lie, yes in it hint ..." The lesson begins with a problematic question: "Why is a fairy tale called a lie?". Fifth-graders lead examples of magic in a fairy tale, call wonderful helpers. There is a dispute about the victory of good over evil, different points of view are expressed on this. After thinking about the good and evil, students independently determine the purpose of the lesson, reading the words recorded on the board, and now pays attention to another keyword "hint".

Native man ... Such words are written on the board when studying the topic: A.S. Pushkin "Nyan". The first question is in the lesson: "Who do we consider the native person?" Makes to think of all students, no one leaves indifferent. From his own understanding of the word "native" disciples to the awareness of "Native A.S. Pushkin", an understanding of the poem "Nyan".
The topic of the lesson "The opposition of good and evil in the work of A.S. Pushkin. "The fairy tale of the dead princess and seven heroes." Students themselves determine the purpose of the lesson. After the conversation about the confrontation of good and evil in the fairy tale, students in groups perform independent work: they write down keywords, recreable portrait and character of the heroine (1- Queens, 2 - princes), write out the appeals and determine their role in the text.

One of the forms of the activity approach is the project activity of students. The project method implies a solution to some kind of problems and is always focused on independent activity of students - individual, steam room, group that students are performed during a certain period of time. When studying epic, children were preparing mini-projects "On Russian heroes".

Any activity begins with the placement of the goal, personally significant for students, when this goal is "assigned" by a student, he can understand and formulate the task. To appear in students cognitive interest, it is necessary to push them with "overcome difficulty", that is, to create a problem situation in order to solve it, training actions are performed, at this stage it is necessary to create a situation of success. New paradigm of education, formation of the 21st century - weapons of schoolchildren skills independently learn: acquire knowledge, skills, Wood skills.

Solving a problematic issue or forming a problem based on life experience Pupils (laid off the contradiction between knowledge and ignorance) contributes to the intensification of the mental activity of students and the way out of the purpose. So when studying the topic "Taken" in front of the students there is a search for: finding what the following offers to be distinguished: the leaves are grathers - the leaves began to yellow - the leaves became yellow.

Finish work allow the following problematic issues:

- Which groups can be divided by the baked data of proposals and on what basis?
- What fadies can be called simple, and which are composite and why?
- What are the baked second groups different?
- Which one can be called verbal, and what is the name? Why?

When studying the topic "Indicable pronouns" in grade 6, a research task is given to the class:

• Consider words. What is common in all these words?
• Distribute words to groups (the number of groups each determines independently)

This, this, here, now, is so much there, there, so, from there, that, then, so, so.
After the students distribute words into groups, the options of responses and the rationale for the proposed distribution are heard. The students are then proposed by a teacher's version and is given a task to explain the proposed distribution of words into groups (pronouns and adverbs):

• such
• so many
• such.
• togo here
• now
• from there
• then

Such a task allows students to show as independence of thinking, express their points of view of index persecutions, and shows possible difficulties in studying this topic.

Speaking of a systematic activity approach in education, it is impossible to tear this concept from educational process. Only in the conditions of an activity approach, and not the flow of information, the morals of the person acts as a person. Interacting with the world, a person learns to build himself, to evaluate himself and analyze its actions. Therefore, project activities, business games, collective creative deeds are all that is aimed at practical communication, which has a motivational conditionality and involves creating installations in children on independence, freedom of choice and prepares their lives - this is a systemic-activity approach that brings undoubtedly its fruits Not immediately, but leads to achievements.

So, the system-activity approach in education is not a totality of educational technologies, methods and techniques, this is a kind of philosophy of education of a new school, which gives the teacher an opportunity to create, search, become in the Commonwealth with students of his business, work for high results, form Pupils have universal learning actions - thus prepare them to continue education and to life in constantly changing conditions.

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Report: "System and active approach of training in the lessons of the Russian language"

Work completed:

Russian language and literature teacher

Chernoguzova Tatyana Alekseevna

" Amongmanysidepathsreducingroadtoknowledgeusmoretotalalonethatwould betagusartacquireknowledgefromdifficulty" J.-H. Rousse

The methodological basis for the concept of new educational standards is a systemic and activity approach, the main result of which is the development of the identity of the child on the basis of training activities. In front of the teacher, in their conditions, there is a difficult teacher's task - the creation and organization of conditions intensifying educational cognitive activity Schoolchildren.

Russian is among the most difficult items school Education. The learning motivation of Russian language has always come across a number of problems, to overcome which is capable of competent implementation at the lesson of a systemic approach, which will allow children to engage in active learning activities, develop the interest of students to the subject and ensure the effectiveness of training.

The main idea of \u200b\u200ba systemic approach is that new knowledge is not given in the finished form. Children "open" them themselves in the process of independent research. The teacher must coordinate the work of children, direct them to an independent search for information, conducting the analysis of the information received, finding ways to solve the problem of the lesson.

Leading tasks school learning It became not easy to arm a schoolchildren with a fixed set of knowledge, and to form his ability to learn, work in a team, the ability to self-development. The organization of the educational process should be aimed at creating the sustainable interest of schoolchildren to the subject and process of teachings, successfully mastered the ability to learn in creative mode, acquire practical experience through different types of activity.

The system-activity approach in the Russian language lesson is aimed at:

· Development of intellectual, communicative, linguistic and creative abilities of students by research activities;

· Inclusion of each student in active creative activity;

· Strengthening the practical focus of Russian language training on the basis of the involvement of students in different kinds activities;

· Creating an atmosphere of cooperation, empathy, mutual support in the lessons of the Russian language and literature;

· Development of skills affecting educational and educational activities and the transition to the level of productive creativity.

An important characteristic of the activity approach in the work of teachers is systemic. So, in the practice of work, the system-activity approach is carried out at various stages of the lesson.

At the stage of self-determination to learning activities and the actualization of knowledge, a problem situation is created, which involves the presence of different options problem solution.

At the stages of production task And the opening of a new knowledge is searching, analysis, structuring information. The effectiveness of this stage of the lesson is achieved through working in groups of continuous and replacement composition, organization of project activities. The collective activity of students is organized in the form of "debate", "brainstorming", with which the permit method is selected problem situation. This technique is used when it is possible to offer the largest number of problem resolution options.

Staging a learning task. Introduction to the situation of the educational task begins with the statement by the teacher problemsituationwhen there is an obvious contradiction Meanwhile, the student knows, and what he has to learn. In this case, a special role is assigned motivationupcomingknowledge.

So, introducing a new concept of "communion", the teacher in a pre-prepared text proposed to determine all parts of speech. Students, as a rule, mistakenly include communion either to adjective. There is a situation of contradiction between the former knowledge and explicit ignorance of the new thing that they have to find out: what is this part of speech, which is similar to the adjective, but is not it.

At the stage of inclusion of new knowledge and repetitions, such forms of work are used as individual work, individual elimination of gaps in the knowledge of pupils based on self-control and interconnection is organized.

Step-by-step instructions (algorithm) on the allocation of the concept studied from the mass of other language phenomena or the use of the concept studied (Rules). It allows the student to control its actions in order to enter the desired result. This reception is good because schoolchildren may return to the "instructions" in case of an erroneous result and determine that they did not understand the end for themselves, etc.

So, after studying the topic "-K - and - SK - in the sufifixes of adjectives" record appears in the notebooks:

1. I see and highlight the word on the speared orfogram.

2. Determine the discharge discharge.

3. If high quality (has a brief form), I write - k-.

4. If relative, I look at which the letter the foundation ends.

5. If on K, C, H, I write - k-.

6. If on other letters, write - SK-.

7. At the same time I remember that relative adjectives The basis of the nouns is fully preserved (French + SK + IY).

Special attention deserves the stage of summarizing the knowledge gained and the reflection of educational activities. In practice, it is effective to use in these stages of such training techniques as synquins and a cluster that allow you to combine analytical and creative activities.

So, in the lesson on the topic: "Number Numeral" Children were asked to express the subject of the lesson by the genre already known to them - Sinwen.

Numeral

Ordinal, numeral

Written, read, changes.

With interest we are studied.

Like.

To form activity abilities in the lessons of the Russian language, the teacher must constantly direct the student on the implementation of various types of speech activities: speaking, reading, auditing, letters. The main unit of teaching Russian language is the text. A variety of activities with text, the mental operation system allows you to develop the meta-dealers of children:

§ carry out retelling, editing text;

§ conducting analysis of texts of different styles and genres;

§ Explanation of the structure and text content;

§ monitoring of language peculiarities;

§ Independent creation of your own speech statements (in the picture, photo excolacion, drawing, according to the scheme, on a given topic, based on personal observations).

This system of operations is transferred to all texts offered by students in school Program. At any level of studying the language and its units, in theory and in the performance of practical exercises, the student observes strong links, assimilates the actions to master the importance, form and functioning of language units of all levels and learns to competently use them in their speech.

According to the requirements of the standard, the students of the students should be close to real living conditions. This is possible through the use of information and communication technologies in the lesson, a varied wide background of visibility in multimedia presentations (drawing, photographs, painting, photocollage reproduction). Using visual images allows you to develop communicative skills, competently express your thoughts, compare the phenomena of reality using various language units, enrich vocabulary, visually represent one or another subject, relate it to the thematic group of words. Based on the selection of the visual series, students in the process of comprehending the phenomena of reality come to linguistic conclusions (comparison, thematic group of words, etc.). Working with visual rows is implementing not only subject and meta-delicate, but also personal goals: brings up the taste, students learn to see a beautiful in the surrounding life, and also encourages creativity: students themselves or together with the teacher create a bank of digital photos, presentations, texts that are used In lessons and in homework.

The use of information and communication technologies is effective for the development of universal key competencies that allow the student to flexibly adapt into changing life situations; independently acquire the necessary knowledge, skillfully applying them in practice; Achieve educational results.

Most of the work with linguistic material in the lesson is related to the reflection of theoretical information. A selection of tasks must carry a developing function, form general methods Mental activity: formulate the topic, heading, think over the composition of the statement, choose the argument, draw conclusions, and simulate, convert the object system - to create a plan, table, circuit. Creating tables in the lesson, schemes, images is a support for educational actions of students on the topic under study in achieving subject and meta-delicent results.

The teacher sends a student to the right action, helps to strudule theoretical material, find the right answers to the questions posed. Working with deformed schemes, the tables give rise to a communicative environment, a whole palette of common skills - teaches ways to: read, allocate the main and significant in theoretical material, memorize, compare, think over the speech models, read the table, illustrate the rule of examples, to draw a linguistic statement.

At the stage of self-test, students acquire the skill based on the table to build an oral statement on the linguistic theme. All methodological techniques will be effective if the student will cause a stressful thinking work aimed at solving cognitive and practical tasks. The work should be built in such a way that children have cognitive issues that require independent reflection of the material, conclusions, generalizations and inspection of them in practice.

The basis of the system of system-activity approach is not to give samples, to put a child in a situation where his usual ways of action is obviously unsuitable, it gives rise to the motivation of the search for the essential features of the new situation in which you need to act.

Update the content of school education associated with the introduction of GEF requires intensive search for new paths and technologies that can provide not only the effectiveness of training, but also the desire of schoolchildren to study the development of the need to learn the new. The use of a systemic approach is oriented primarily on the formation of informational and communicative culture of students. The role of the cognitive activity of students, their motivation to independently increases academic work. The advantage of the activity approach is that it is organically combined with various modern educational technologies:

§ problem-dialogical technology;

§ Gaming technologies (business and retrospective games, intelligent tournaments);

§ Critical thinking technology;

§ Research and Project Technology

evaluation of educational achievements (learning success);

§ cooperation technology;

§ ICT technology.

A teacher through the use of various effective pedagogical technologies ensures the motivated inclusion of schoolchildren in educational and educational activities in order to independently "hiding knowledge" by students.

In improving the teaching of the Russian language, along with lessons great importance It has extracurricular work on the subject. The lesson can not accommodate everything that interests students, and all that is necessary for practically mastering the Russian language. Favorable conditions for satisfying individual interests of students and for the attraction of speech skills and skills creates multilateral extracurricular work. On extracurricular activities, students go to the close framework of textbooks, they acquire many vital skills - they learn to independently select and analyze material, use reference literature.

To achieve certain results in the study of the Russian language is possible only with the systemic inclusion of students in independent educational and educational activities. It is the activity method that ensures the continuity of self-development in the learning process. Obviously, it is impossible to realize new goals of education if the student passively assimilates ready-made truths. Its independent search is needed, in the process of which the experience of goal-setting, achievements of the goals, reflexive self-organization and self-esteem is acquired, the experience of communicative interaction.

system Activity Approach Training

I suggest seeing everything that has been said above is implemented in practical activity on the example of a lesson organized on the basis of a system-activity approach, on the topic "Communion as part of speech", grade 7.

1. Organizational moment.

Purpose: the inclusion of students in the work personally - meaning - "Want, because what can".

II. Actualization of knowledge.

Purpose: Repetition of the studied material necessary for the "opening of a new knowledge", and identifying difficulties in the individual activity of each studying.

At this stage, an emotional liberation situation is created, work on the first training goal of the lesson is being underway - checking the degree of assimilation of the material studied earlier. The traditional level of lesson, but an important element here is an independent formulation of educational tasks and the reflection of students.

The lesson is based on the text. Such a content of training activities is consistent with the goal of competent learning to the Russian language promoting the formation language ability Personality.

At the stage of actualization of knowledge, it often suggests students with a small poem. Analysis of the poetic text brings up the artistic perception of the surrounding world, and at the same time, work with this text allows you to smoothly go to the study new topic. Requirements for texts are their compactness and artistic exemployment. For example, when studying the topic "Communion", we offer texts saturated with adjectives, already well-known children, and communities that only be discussed in the lesson.

Task class: Word for yourself task To this text.

Possible task options:

Read expressively poem.

Casting text.

Determine the topic and idea of \u200b\u200btext. Give an argued assessment to the proposed texts.

What kind artistic means Using the authors of poems?

Specify and explain the studied spells and points.

The above tasks are usually required to work with any type of text in each class. Not only is the development communicative competence (mastering all types of speech activities and the basics of culture oral and written speech), in parallel, there is a preparation for state final certification, the development of practical skills on textual text (speech), such as the ability to accurately perceive the content of the text read, its main problems; determine the main idea, the position of the author of the text; identify language means of expressiveness and others.

Introduction to the topic. Working with these texts allows you to smoothly go to the study of a new topic.

Name all the words that indicate a sign of the subject. How could you reveal them? (What about what? What? What?)

Studying a new lesson.

Research task Class:

Distribute words to groups by combining them general signs (The number of groups each determines independently).

After the students distribute words into groups, the options of responses and the rationale for the proposed distribution are heard. Then the students are offered a teacher's version and is given a task to explain the proposed distribution of words into groups.

When the yellowing Niva is worried, and fresh lesshimit with the sound of the breeze, and hides in the garden of the raspberry plum under the shadow of a sweet green leaf; When the dew sprayed with a fragrant rosy evening, I was drowning for an hour, from under the bush, the lily of the valley silverly shakes her head. M..YU.Lermontov	The sun for the day of arrival, a scouring forest descends: The forest stands under the hat with a dark, in gold fire bathers. On the Bougra, the grass is asleep, the whole sparks are sparkled, the dust of the pink swarm is silent. (AND .FROM. Nikitin )
Fresh forest, malinovaya plum, under shadow sweet green leaf dew soul rudy in the evening in hour golden, lily of the valley silver, curly forest, under cap dark in gOLD fire grass green dust pink.	Swimming niva, sprinkled lily of the valley, grass sprinkled shy unisana.

III. Staging a learning task.

Purpose: Discussion of difficulties ("Why did the difficulties arose?", "What do we still not know?"); Prophoving the purpose of the lesson in the form of a question to which to answer ( what that participle as part speech?)

Such a task allows students to show as independence of thinking, express their point of view, and shows possible difficulties in studying this topic. Therefore, further obligatory stage There is a goal setting.

Issues for goaling:

what common w. words in both groups? What part speech they are explain? What fashion formed data the words? From what parts speech formed data the words?

IV. "Opening a new knowledge" (building an exit project from difficulty).

Conversation Following the results of the comparison of two texts:

· What did you know about the communion?

· What is the difference between the points of view on the communion of the authors of different textbooks? What about them in common?

Make your output.

During the conversation about various forms of presentation educational material The educational on the board is invited to reference information for competent response formulation:

The words in help: highlights thinks considers relates from points vision by oRDER.

· Choose for yourself a convenient form of brief record of important information about the communion (reference abstract, table, drawing, etc.)

The teacher offers his recording form only after the children will execute their own offers.

V. Primary consolidation.

Purpose: Prophoving a new knowledge, recording in the form of a reference signal.

The definitions of the communion both in poetic form, facilitating memorization and authoritative Russian classics are given.

Here is my property mandatory:

I bow as an adjective.

I answer all questions.

The verb is reminded.

Words V. Daly, Creator " Intelligent dictionary Live Great Russian language ":

"Participle - this is part speech involved verb in image adjective.

A.S. Pushkin, the genius of our literature, spoke of communities:

"Communion. usually avoid in conversation. we not speak: coach, hanging by bridge; servant, missed room; we speak: which the rides which the metset and other - replacing expressive brevity communion vygym turnover ".

After independent work, the answer options are dealtred, discussed, then demonstrated the version of the teacher - the support summary.

Vi. Independent work With self-test on the standard. Self-analysis and self-control.

Upon completion of this stage of the lesson, reflection is carried out:

Questions for reflection:

· Have you managed to solve the task set in front of yourself?

· What helped you?

· What difficulties arose?

The stage of the lesson for the study of a new topic contributes to the development of the educational and cognitive competence of schoolchildren through the goal-making students themselves, the solution of the problem task, the formulation of conclusions, and then reflection.

Also, this stage of lesson is aimed at developing the information competence of students through work with several sources, the ability to exercise the ability to allocate the main information, compactly formulate their thoughts.

The development of communicative competence of students is implemented through a training dialogue, tasks aimed at creating their short records, their defense, reviewing classmates.

VII. The inclusion of new knowledge into the knowledge and repetition system.

Fastening. At the next stage of the lesson through the heuristic task, the new topic is being consolidated in practical activity, since the task is aimed at using communities in speech.

Exercise 1:

Try replace adjectives of first pillar on the obstract communion.

Euristic task:

Come up as can more proposals about his activities on the lESSON and work classmates using communion.

Following the fulfillment, the resulting response options are heard, assessment and self-esteem is carried out.

Homework:

To be able to tell in their brief record of communities.

Name an associative series with the word "autumn" (autumn, leaves, sky, rain, clouds). Make proposals in which these words will be used with communion.

VIII. Reflection activities (lesson result).

· What was the most useful for me at a lesson?

· What was the most interesting for me in the lesson?

· What was the hard time for me?

· What should I pay attention to your homework when preparing for the next lesson?

To form qualitatively new educational results is possible only with the systemic inclusion of students in independent educational and educational activities.

The ability to create your own educational product, work with various sources of information, other activities ensure the continuity of self-development in the learning process.

It is obvious that it is impossible to implement new goals of education if the student passively assimilates the finished truths.

It is necessary for its independent search, in the process of which the experience of goal-setting, achievements of the goals, reflexive self-organization and self-esteem is acquired, the experience of communicative impact.

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Kazakhstan, families қalazndaғ

"№47 Orthi Bіlіm Beretіn Mecpep" KMM
Orun Tіlі Men әDebieti Pәnі Mұғalіmі
Bectin Lily Altynbeekovnaғa

"The information of science should not be reported to a student, but it should be brought to the fact that he himself find them, amateurly they met them. Such a learning method is the best, the most difficult, the most rare. The difficulty explains the rare of its use. Statement, reading, dictation against it Children's fun. But such techniques are not suitable ... "

A. Dysterweg

Complex economic situation, new market relations set a task before the school, in a relatively short time to raise and arm a student with such knowledge so that he can take decent place In society and bring it maximum benefit.

Education should raise a sense of honor and self-esteem in man, social justice, humanism, high spirituality and morality. Thus, the domestic education system is nominated by a new social order. Society is necessary Socially mobile, creatively operating citizens who can develop science, industry, providing a progressive movement forward with strict compliance with civil rights and freedoms.

You can teach a child only in water, but you can only act in the process of activity.

Each child from birth is endowed with its characteristic development potential, and this potential can only develop in the process of own activities.

What is the doctrine as activity?

Term "Activity" Determines any activity, any person's work.

The meaningful and targeted activities of schoolchildren in mastering knowledge are defined as training activities.

Educational activities are not given a child from the very beginning, it needs to be built and, like any activity, the doctrine is based on a certain procedure.

Each person entering this complex and controversial world is needed. certain skills Thinking and quality of personality. Ability to analyze, compare, allocate the main thing, solve the problem, the ability to give adequate self-esteem, to be responsible, be able to create and cooperate - here is the child to enter this world. And the task of each teacher so build a learning process to help reveal the spiritual forces of the child.

Therefore, we need to tell everything as teachers not only to tell everything, but also to teach the child to think, instill with the skills of practical actions.

This contributes active forms and methodstraining to which can be attributed:

Game, (various types of games);

Problem situations;

Training through activities;

Group and paired work;

- "Assessment" activity of students (result).

What does an activity approach mean?

Activity approach- This is the organization of the educational process, in which the main place is given to active and versatile, to the maximum degree of independent cognitive activity of the schoolchild.

An activity approach to learning assumes:

The presence of a cognitive motive in children (desire to learn, to discover, learn) and a specific educational goal (understanding what exactly needs to be clarified by, mastering);
fulfillment by students of certain actions to acquire missing knowledge;

Identification and development of students of the method of action, allowing to consciously apply acquainted knowledge;

The formation of schoolchildren to control their actions - both after their completion and in the course;

Inclusion of the content of learning in the context of solving significant life tasks.

The basic principle of technology of a system-activity approach is that knowledge is not presented in the finished form, and students receive information on their own research activities.

The task of the teacher when Introduction or testing the material is not to explain everything and tell. The teacher must organize the research work of the students so that they themselves find solutions to the problem worked in the speech of grammatical and lexical structures.

To enhance the cognitive and practical activities of students in the lessons of the Russian language, you can use a variety of techniques, forms and methods for organizing an educational process. The use of the technologies of the system-activity approach forms the motivation of students to study the Russian language as a foreign language, creates a positive emotional background of the lesson. Work techniques can be diverse: design forms of activity, creating slides and the use of ICT when explaining new material, gaming forms Activities with the introduction and consolidation of a new vocabulary, the activation of speech activities with the help of a variety of dydactic and handouts.

Mastering the language as a means of communication occurs more efficiently in the active search, in solving problem cognitive tasks.

In classes we have children of different levels: some of them do not speak Russian in general, except for individual monologues required by the program; others are not capable of dialogical communication; And only some are formed oral conversational speech.

Problem use effective technique The teaching of the Russian language, as non-rigid, is extremely important. Practice shows that the communicative system-activity approach to Russian language training is effective in average secondary school. This approach is a realization of such a method of learning, in which ordered, systematized Russian language training is carried out as a means of communication. In general, the systematization of the overall activity and determination of its interaction with speech activities are carried out on a conceptual basis developed by L.S. Vygotsky, A.N. Leontiev, A.A. Leontiev M.N.

In his practice, I consider speech activity as a system as an integral and component of the overall activity. Systematizing speech activities, it should be noted that for learning Russian-speaking communication is significant, both special and interconnected learning of speech activities: speaking, audit, reading and writing. The use of speech activity theory allows us to form the motives of Russian-speaking speech communication in the learning process. Systematization of language material In order to teach Russian-speaking communication involves the use of a systemic description of the phonetic, lexical and grammatical aspects of the language.

Systematization pursues the goal of bringing together psychological, psycholinguistic and linguistic features Mastering the Russian language, which is, as trading experience shows, an indispensable condition for formulating a clear strategy and tactics.

Thus, the leading idea is to implement the technology of a system and activity approach and the corresponding methods and techniques that will help provide high level Motivation of students.

In this regard, the purpose of my pedagogical activity - development and implementation methodical support Conditions for the formation of communicative competence of students.

To implement this purpose, the following tasks must be solved:

• develop adoption of work on improving students' motivation,
• stimulate the need for Russian communication,
• rail in students a culture of communication.

The technology of the system and activity method allows you to plan the achievement of the results, taking into account the individual characteristics of each student.

A direct communication is occupied by a teacher - a student, it puts the student in the center of the learning process, and contributes to the personal participation of each student.

Also, a systemic and activity approach allows you to implement active forms of training in the educational process, promoting the development of the creative abilities of students, thinking, the ability to rearrange in rapidly changing modern society. Focus on group work.

The implementation of the technology of the activity method in practical teaching is ensured by the following the system of didactic principles:

1. Principle of activity It is that the formation of a student's personality and its promotion is carried out not when he perceives ready-made knowledge, and in the process of his own activity aimed at the "opening" of their new knowledge. The process of knowledge should be organized as an independent activity of knowing. Teacher - Process Organizer

2. The principle of continuity This means such an organization of learning when the result of the activity at each previous stage ensures the beginning of the next stage. The continuity of the process is ensured by the invariating technology, as well as the continuity between all the levels of detention and techniques.

3. The principle of the holistic idea of \u200b\u200bthe worldthis means that a child should have a generalized, holistic understanding of the world (Nature-Society-itself), about the role and place of science in the system of sciences.

4. The principle of minimax It is that the school offers each student content formation at the maximum (creative) level and ensures his assimilation at the level of a social and safe minimum ( state Standard knowledge)

5. The principle of psychological comfortit involves the removal of stress-forming factors of the educational process, creating at school and at the lesson of a benevolent atmosphere, focused on the implementation of the ideas of pedagogy cooperation.

6. Principle of variability It assumes the development of classive thinking among students, that is, an understanding of the possibility of various solutions to the problem, the formation of the ability to systematically bite the options and the choice of the optimal option.

7. The principle of creativity It assumes the maximum orientation on the creative principle in the training activities of schoolchildren, the acquisition of their own experience of creative activities. The formation of the ability to independently find a solution to non-standard tasks.

Advantages of an activity approach

• Students have most developing independent work skills;
• the skills are formed creatively, it is not standard to solve educational tasks;
• there is a positive motivation for cognitive activity and active work;
• interest in the subject encourages reading literature, which expands their knowledge.

Systemic model educational activities Includes the following steps:
1) the student studies and mastering the educational object (including heuristically),
2) as a result of its personal educational product;
3) with the help of a teacher compares its product with a cultural analogue;
4) rethinks its product and at the same time mastering general cultural achievements;
5) The process is accompanied by reflexia. It is based on self-esteem and evaluation of educational results.
Another important point regarding the personal influence of the student on the design of its own education. With an active approach to learning, not only the student is developing, but also the program of his education. The program is drawn up and adjusted during the activity of the student itself. The student turns out to be a subject, designer of its education, a full source and organizer of his knowledge.
From the standpoint of the scientific school of human education defines the following groups of educational activities (it is necessary to develop in kicked):
1) Cognitive
2) Creative
3) Org education
4) Communicative
5) value-semantic (ideological)
1) cognitive (cognitive) activities - suggest the ability to feel the world, ask questions, search for reasons for phenomena, denote your understanding or misunderstanding of the issue, etc.;
2) creative (creative) activities, developmental quality - inspiration, fantasy, the flexibility of the mind, sensitivity to contradictions; Fullness of thoughts, feelings, movements; Prognostability; criticality; the presence of one's opinion et al.;
3) org kinderlike (methodological) activities aimed at the development of personality qualities - the ability to aware of the objectives of educational activities and the ability to clarify them; The ability to put a goal and organize its achievement; the ability to rule reflexive thinking, self-analysis and self-esteem, etc.;
4) communicative activities - engage in the quality of the student, due to the need to interact with other people, with the objects of the surrounding world and its information flows; the ability to search for, convert and transmit information; Perform various social roles in the group and team, use modern telecommunication technologies (email, Internet), etc.
5) value-semantic (ideological) activities defining and developing emotional-value settings of the student, its ability to self-knowledge and self-apparent, the ability to determine its place and role in the world around the world, in the family, in the team, in nature, the state, national and universal aspirations, patriotic and tolerant Quality of personality, etc.
The list of these groups of universal educational activities is based on a holistic representation of the student as a person having a physical, emotional and intellectual component, as well as the value, spiritual and moral basis of life.
We must remember that the purpose of education is not the development of educational activities, namely the generation, the production of the educational result, which is valuable not only for the student, but also for the surrounding society, peace, humanity.
In conclusion, I want to say that the implementation of the system-activity method of learning increases the effectiveness of education.

Checking the effectiveness of this technology, it is necessary to regularly monitor monitoring: testing to the level of possession of speaking speech students. Testing must be carried out by the following criteria:

- possession of grammatical material,
- possession of lexical material,
- the logic of building a monologue / dialogue,
- Total speech culture,
- Creation of psychological comfort for the interlocutor (in dialogue).

These learning techniques (motivation, problem feeding of the material, independent search for new information and solutions, the use of active forms of work, the right of choice) enable the teacher to be focused on each student, to build student learning on the basis of their activities, comply with the main system principles of the lesson - integrity and structurality. This is a systemic and activity approach in the conditions of a cool-term system. Exactly this approach makes it possible to learn Russian in real information space.

"For life, not for school we learn."
Seneca

"Not in the number of knowledge is education, but in full understanding
And the skillful use of all that you know. "
G. Hegel.

Modern society requires educated people, not so much armed with knowledge, how many people who know how to produce them, to acquire as the need for solving problems, to apply knowledge in any situation.

What do we see today, looking at the modern schoolboy? The poverty of the dictionary, the limited and the patterns used in the speech of the structures, the use of unambiguous words, the absence of logical analysis skills, narrow the horizons - this is not a complete list of problems of the current student. In addition, the modern pace of life imposes its prints and thinking of students. Finished clock to sit at the monitors of computers, they quickly get tired and lose interest in learning activities. Incredibly concentrated in the game, they are scattered and inattentive in the lesson, focus only on a short time. Performing every day almost one hundred test tasksHe has serious memory problems.

It is quite natural that in such anxious situation, there is a need to revise the possibilities of well-known teaching techniques in order to adapt them to changed conditions.

The traditional lesson is built on the principle: "Do as I - and everything will be right." The ineffectiveness of this formula is proved by time. Society needs modern youth, able to allocate problems, ask and independently find an answer to the questions raised, draw conclusions, make decisions. Need initiative people! And systemically - an activity approach in training is designed to help in the upbringing of a person of active: not only who knows how to do anything, but understands what he does, for which and how.

The system-activity approach is aimed at the development of the personality, on the formation of civil identity. Training should be organized so that it is purposefully leading for development.

The implementation of the technology of the activity method in practical teaching is provided by the system of didactic principles described in detail in various sources.

All of them are applicable in the lesson of the Russian language, however, in my opinion, the principles of activity and creativity are key. Thus, it is appropriate to talk about creative activity in the lesson, as a result of which the student not only opens a new knowledge for himself, but also creatively implements it.

As part of an activity approach, it is advisable to organize work with exemplary artistic text of a small volume, which can be used for both analysis and creative tasks.

The result of creative activity should be an understanding of the semantic content of speech statement (reading and listening) and response speech activities (speaking and writing). The semantic analysis of text contributes to the formation of motivation to creative activities. Creative tasks can be both spontaneous speech statements on the perception and understanding of the text and written texts created by students.

I propose to see how all the above is implemented in practical activity on the example of a lesson organized on the basis of a systemically activity approach, on the topic "Communion as part of speech", grade 7.

1. Organizational moment.

Purpose: The inclusion of students in the work on a personal - meaning level - "I want, because I can."

II. Actualization of knowledge.

Purpose:repetition of the studied material necessary for the "opening of a new knowledge", and identifying difficulties in the individual activity of each studying.

At this stage, an emotional liberation situation is created, work on the first training goal of the lesson is being underway - checking the degree of assimilation of the material studied earlier. The traditional level of lesson, but an important element here is an independent formulation of educational tasks and the reflection of students.

The lesson is based on the text. Such a content of educational activities is consistent with the goal of competence-learning Russian language, which contributes to the formation of the linguistic ability of the individual.

At the stage of actualization of knowledge, it often suggests students with a small poem. The analysis of the poetic text brings up the artistic perception of the surrounding world, and at the same time, work with this text allows smoothly to exploring the new topic. Requirements for texts are their compactness and artistic exemployment.

For example, when studying the topic "Communion", we offer texts saturated with adjectives, already well-known children, and communities that only be discussed in the lesson.

Task class:Word a learning task for this text.

Possible task options:

Read expressively poem.

Casting text.

Determine the topic and idea of \u200b\u200btext. Give an argued assessment to the proposed texts.

What artistic agents use the authors of poems?

Specify and explain the studied spells and points.

The above tasks are usually required to work with any type of text in each class. Not only is the development of communicative competence (mastering all types of speech activities and the basics of cultural culture and written speech), in parallel, preparations for state-state final certification, the development of practical skills on textual text (speech), such as the ability to accurately perceive the content of the text read, its main problems; determine the main idea, the position of the author of the text; identify language means of expressiveness and others.

Introduction to the topic. Working with these texts allows you to smoothly go to the study of a new topic.

Name all the words that indicate a sign of the subject. How could you reveal them? (What about what? What? What?)

Studying a new lesson.

Research task Class:

Distribute words to groups by combining them by common features (the number of groups each determines independently).

After the students distribute words into groups, the options of responses and the rationale for the proposed distribution are heard. Then the students are offered a teacher's version and is given a task to explain the proposed distribution of words into groups.

When worried swimming Niva, AND fresh forestnoise with the sound of the breeze, And hiding in the garden malinic plum Under shadow sweet green leaf; When rosy sprinkled fragrant Rushed evening Ile in the morning in an hour of Child, From under the bush me lily of silver Glocked heads. M. Yu. Lermontov	Sun for the day of arrival, Per Curly forest descends: The forest is worth under the hat, the darkness, IN gold fire Battle. On the bugre the grass is green Sleep, all sparks spray, Dust of pink swear Yes stone unisana. (I.S.Nikitin)
Fresh forest, raspberry plum, under a shadow of a sweet, green leaf, dewing, fragrant, ruddy in the evening, in an hour of golden, lily of a silver, crispy forest, under a dark hat, in golden fire, green grass, dust.	Yellowing Niva, sprayed Lily of the Lilyside, herb sprinkled, shine, toilets.

III. Staging a learning task.

Purpose:discussion of difficulties ("Why did the difficulties arose?", "What do we still not know?"); Prophoving the purpose of the lesson in the form of a question to which to answer ( What is the sacrament as part of speech?)

Such a task allows students to show as independence of thinking, express their point of view, and shows possible difficulties in studying this topic. Therefore, then the mandatory stage is the goal of students.

Issues for goaling:

What is common in words in both groups? What part of speech do they explain? How are these words are educated? From what parts of the speech is the word data formed?

IV. "Opening a new knowledge"(Building an exit project from difficulty).

Conversation Following the results of the comparison of two texts:

• What did you know about the communion?
• What is the difference between the points of view on the communion of the authors of different textbooks? What about them in common?

Make your output.

During the conversation about various forms of the training of educational material, the educational on the board offers reference information for competent response wording:

Words to help: stands out, believes, considers, relates from the point of view, in opinion.

• Choose a convenient form of brief record of important acquisition information (reference abstract, table, drawing, etc.)

The teacher offers his recording form only after the children will execute their own offers.

V. Primary consolidation.

Purpose:prophoving a new knowledge, recording in the form of a reference signal.

The definitions of the communion both in poetic form, facilitating memorization and authoritative Russian classics are given.

Here is my property mandatory:
I bow as an adjective.
I answer all questions.
The verb is reminded.

Words V. Daly, the creator of the "intelligent dictionary of the living Great Russian language":

"Communion is part of the speech involved in the verb in the adjective image."

A.S. Pushkin, the genius of our literature, spoke of communities:

"Communion ... usually avoid in a conversation. We do not say: the carriage, which is jumping along the bridge; servant, vaccinated; We say: which jumps, which sweeps and so on - replacing the expressive brevity of communion by sluggish. "

After independent work, the answer options are dealtred, discussed, then demonstrated the version of the teacher - the support summary.

Vi. Independent work with self-test on the standard. Self-analysis and self-control.

Upon completion of this stage of the lesson, reflection is carried out:

Questions for reflection:

• Did you decide the task set in front of you?
• What helped you?
• What difficulties arose?

The stage of the lesson for the study of a new topic contributes to the development of the educational and cognitive competence of schoolchildren through the goal-making students themselves, the solution of the problem task, the formulation of conclusions, and then reflection. Also, this stage of lesson is aimed at developing the information competence of students through work with several sources, the ability to exercise the ability to allocate the main information, compactly formulate their thoughts. The development of communicative competence of students is implemented through a training dialogue, tasks aimed at creating their short records, their defense, reviewing classmates.

VII. The inclusion of new knowledge into the knowledge and repetition system.

Fastening. At the next stage of the lesson through the heuristic task, the new topic is being consolidated in practical activity, since the task is aimed at using communities in speech.

Exercise 1:

Try to replace the adjectives of the first column on single sacraments.

Euristic task:

Come up with as many proposals as possible about your activities at the lesson and work of classmates using the communion.

Following the fulfillment, the resulting response options are heard, assessment and self-esteem is carried out.

Homework:

To be able to tell in their brief record of communities.

Name an associative series with the word "autumn" (autumn, leaves, sky, rain, clouds). Make proposals in which these words will be used with communion.

VIII. Reflection activities (lesson result).

• What was the most useful for me in a lesson?
• What was the most interesting for me in the lesson?
• What was hard for me in a lesson?
• What should I pay attention to your homework when preparing for the next lesson?

To form qualitatively new educational results is possible only with the systemic inclusion of students in independent educational and educational activities. The ability to create your own educational product, work with various sources of information, other activities ensure the continuity of self-development in the learning process.

It is obvious that it is impossible to implement new goals of education if the student passively assimilates the finished truths. It is necessary for its independent search, in the process of which the experience of goal-setting, achievements of the goals, reflexive self-organization and self-esteem is acquired, the experience of communicative impact.

Bibliography

1. Asmolov A.G. System-active approach in the development of new generation / pedagogy standards M.: 2009 - №4.

2. Dusavitsky A.K., Kondraratyuk E.M., Tolmacheva, I.N., Shilnova Z.I. Lesson in developing learning: a book for a teacher. - M.: Vita-Press, 2008.

3. Peterson L.G., Kubysheva M.A., Kudryashova T.G. The requirement for drawing up a lesson plan for the didactic system of the activity method. - M., 2006.

4. Polit E.S. New pedagogical and information technology in the education system. - M., 2000.

5. Sukhov V.P. "System-and-active approach in developing schoolchildren training" Ufa, 2004

Generalization of pedagogical experience on the topic

"System-active approach as the basis of the modern lesson of the Russian language and literature"

The topic of experience: "The system-activity approach as the basis of the modern lesson of the Russian language and literature"

The conditions for the emergence of experience. The choice of experience is defined by several conditions. First of all, these are innovative processes occurring in modern education and dictating fundamentally new approaches to its content. In addition, this experience is related:

leading directions of work of the school methodological association,

individual work on the theme for self-education ("system-activity-activity approach in the lessons of Russian language and literature in the transition to GEF"),

the desire to find a solution to the problems that exist in the mass pedagogical practice (First of all, arising in the teaching of the Russian language and literature in the main and older school).

The relevance of experience. Teaching Russian language and literature in modern conditions It is inevitably faced with a number of contradictions. Firstly, this is the lack of students with the personal motive of activities related to the active development of Internet technologies and the perception of objects of the humanitarian cycle (especially literature) as torn off from practical activities. The consequence of this is the following problem - the fragility of practical skills of oral and written speech. Cognitive and spiritual and moral horizons of students are now more determined by the media, journal literature, pop music, computer games, which led to a decrease general level Speech culture. Traditional pedagogical techniques, methods and learning tools under these conditions are not effective enough. These difficulties makes it possible to overcome the system-activity approach, turning a student from an object into a subject of independent cognitive activity. Work on this topic becomes especially relevant in the conditions of the transition to federal state educational standards, which are at the heart of the content of which is a system-activity-activity approach.

Lead pedagogical idea Experience. The system-activity approach turns the teaching process into the Creativity process of the student and teacher, thereby allowing to increase learning motivation and organize productive training activities in the lesson, which is the most important condition for the successful formation of subject and key competencies of students. After all, the success of the child in school depends on how much it became the subject of its own training activities, he learned to plan it independently and implement.

Duration of work on experience. Work on the topic included various stages (study of literature and advanced pedagogical experience on this topic, the introduction of technology elements into the structure of the lesson, testing of the technology of an activity approach, monitoring to identify the effectiveness of experience).

Range of experience. The field of application of experience is pedagogical situations in the system of lessons of Russian language and literature, extracurricular work According to I. educational work with class.

Theoretical base of experience. Systems and activity approach is based on the theoretical provisions of the concept of L.S. Vygotsky, A.N. Leontiev, D.B. Elconina, P.Ya. Halperin. The implementation of the technology of the activity method in practical teaching is provided by the system of the following didactic principles:

principle of activity;

the principle of continuity;

principle of integrity;

minimax principle;

principle of psychological comfort;

principle of variability;

the principle of creativity.

First of all, the principle of training activities is important for me. In accordance with him, I try not only to teach schoolchildren subject to practical actions, but also to form the methods and techniques of educational and cognitive activity, the skills of control and self-control, assessment and self-esteem. Equally important is the creative principle: it is necessary to teach children creativity, develop the ability to independently find a solution. As a result, the attitude of schoolchildren to the world is increasingly stolen in the usual scheme "I know - I don't know," I know - I don't know how "I am looking for" I am looking for and I find "," I think and find out "," trying and doing ". The functions of the teacher in such joint activities are changed depending on the age of students and the learning stage. The full-fledged inclusion of the child in the activity is sharply different from the traditional transfer to him of the finished knowledge: now the teacher must organize the research work of children so that they themselves participate in solving the key problems of the lesson and could explain how to act in the new conditions.

Experience technology

The purpose of this experience is the study and use of receptions, forms and methods of a systemic activity approach in learning students as means of increasing the productivity of a modern lesson.

Methodical tasks of work in this direction:

increase the motivation of students in the learning process;

formation of linguistic and literary competences;

formation of common skills;

development of creative and research skills.

Pedagogical tasks of work:

creating conditions for the implementation of an activity approach in training;

use and testing experience;

the formation of the bank methodological developments on the topic of the project;

evaluation of the effectiveness of these receptions and methods.

The question arises: how am I implementing the principles of the system-activity approach? No doubt, qualitatively new principles of learning determine and new Organization The educational process, special pedagogical technologies, special techniques and means used in the educational process. At the same time, the advantage of the activity approach is that it is applicable when working on any of the existing programs, it is perfectly combined with other modern educational technologies and methods:

With game technology;

Technology for the development of critical thinking (reading insert, "Clean board", clusters, etc.)

Project method;

Information and communicative technologies;

Heating technologies.

I would like to note that the system-activity approach causes the explanatory and illustrative method of learning in favor of partially searching, research and project methods. Similarly, frontal work is inferior to the individual, as well as work in groups and pairs. That is, the most optimal are such forms of work that rely on joint or independent learning activities sent by the teacher.

Thus, the main feature of the activity approach lies in the fact that new concepts are not given to children in the finished form. Children discover them themselves in the process of independent research. The teacher competently sends this activity. In the course of the lesson, students

Work with sources of information, with modern means of communication;

Critically comprehend current information coming from different sources, formulates on this basis their own conclusions and evaluation judgments;

Cognitive and practical tasks decide that reflect the typical situations;

Collect typical social roles through participation in training games and trainings that simulate the situation from real life;

Argue protection of its position, opposed other opinions through participation in discussions, disputes, debates about modern social problems;

Perform creative work and research projects.

The activities of the teacher under these conditions most often carrying a guide or advisory nature.

Thinking out the lessons to study the new material, I always try to organize the work of students so that they realize the learning task, showed as many independence in her decision, actively used previously learned knowledge and skills, expressed various guesses and tried to justify them. The introduction to the situation of the educational task begins with the formulation of a problem situation, when there is a clear contradiction between the fact that the student knows and what he has to learn. At the same time, the motivation of the upcoming knowledge is given a special role. At the stage of self-determination to learning activities and update knowledge, we use such techniques as associations (for example, "which associations are related to the name M.Yu.Lermontov?"), Comment of the epigraph to the topic, mutual survey or theoretical relay, "catch a mistake", " True - incorrectly, "Table" I know - I want to know - I learned "and others. In the course of this work, the knowledge of students is actualized, the motivation for cognitive activity increases. The objectives and objectives of the lesson are formed by students independently or together with the teacher.

An important component of the lesson structure is the compilation of the reference abstract, modeling content of the concept. In the lessons of the Russian language, modeling is most often in graphical form. For example, the model of the concept of "noun". As you study, this model will deepen, expand, constantly relying on a preliminary consideration.

And when studying the new, and when fixing, I actively use algorithms. The algorithm is the key to the application of the rule.

The main part of the lesson is the creation of all participants or independent search or research Pupils sent by the teacher. Make cognitive activities of creative help such forms of training sessions, such as a discovery lesson, a lesson, a tale lesson, a tale lesson, a tale lesson, a dialogue lesson, a quiz lesson. Element of creativity Even in the most common lesson make business games, theatricalization, compilation of cluster, heuristic tasks, role-playing discussions.

The use of a systemic approach opens up new perspectives in the system of assessing the knowledge and skills of students, the system that remains imperfect and in modern school. Therefore, the task of the teacher is the formation of students of its own "instrument" to control and evaluate their knowledge. For this purpose, we use various techniques for the formation of self-esteem and mutualization in children. Upon completion of each stage of the lesson, I propose to evaluate how the class worked: worked without errors (with errors), together, quickly (slowly), who worked best. Instead of the avenous score, we are increasingly using verbal assessments of the student itself, other students or teachers. At the same time, "removal" together with students of the evaluation criterion: "You answered correctly, fully, on your own" or "There is a mistake in your answer, I correct, complement your answer." Often I essentially using self-esteem sheets when the child himself appreciates its activities throughout the lesson. So the child disappears the fear of unsatisfactory assessment, the motivation of training activities increases, and in the class, the atmosphere of mutual trust and cooperation is gradually born. A special role is played by the lesson, the so-called stage of reflection. I use various reflection techniques: five-minute essay, synkievine, unfinished offer method, free statement, color index, emoticons, etc. Reflection can be dispersed at various stages of the lesson, sometimes not to shoot down the emotional heat, we fundamentally install a point, preferring a lot.

Activity approach dictates new approach And to the organization of homework students. Home tasks are not limited to the performance of exercises in the textbook, often also worn creative or research in nature (prepare questions on the topic, make up the task itself, composure of grammatical fairy tale or Zaga rule, draw a drawing, make a reference abstract on the topic or crossword, create your mini-project and etc.)

I think every teacher engaged in innovative activities, I need and scientific and methodological assistance. One of the means of such assistance is a textbook. After all, it is he who reflects the meaningful logic of the learning process and those methodological techniques and approaches that allow to make the learning process in operational. For me, a real assistant in the organization of the lessons of the Russian language was UMK edited by M.M.Razumovskaya. The material in the textbooks is aimed at the development of the creative abilities of the child, interest in the subject. The whole system of tasks in the textbook is constructed in such a way that, along with the development of spelling and punctuation disorders, students are moving in development thinking operations, ability to analyze, compare, summarize, arguing by analogy.

The content and form of presentation of educational material in the textbook of literature edited by V.Ya. Korovina also meets the goals and tasks. E-educational resources (multimedia presentations, video tutorials, interactive posters, tables, Smart Board lessons are becoming the most important means of studying (multimedia presentations, video tutorials), which also ensure the implementation of the didactic principles of the activity approach.

Teachers who use a systemically active approach in their practice have repeatedly noted that the influence of this experience in gifted students and students with an increased cognitive motivation is especially favorable. The guys are happy to create creative mini-projects, participate in the compositions of essays, try to write poems. It is gratifying to see how the quality of creative work increases year after year. Targeted work on the development of students' creative abilities, interest in the subjects studied, the solution of non-standard tasks, which make up the basis of the activity approach, ensure the successful systematic participation of children in subject Olympiads and creative contests.

Work on this topic allows us to conclude that an activity approach:

contributes to an increase in learning motivation;

creates conditions for assimilation of concepts as a method of action;

contributes to the development of creativity;

allows you to carry out an individual approach to learning;

it contributes to the development of general educational skills and the formation of key competencies of students (communicative competence, readiness to resolve problems, readiness for self-education, readiness for the use of information resources, willingness to social interaction).

List of used literature.

Tsyganova E.N. Educational standards of the second generation. Conversation with A.M. Kondakov // Directory of the head educational institution, №1, 2009.

Asmolov A.G.System-active approach to the development of new generation standards // Pedagogy, No. 4, April 2009, C. 18-22.

The concept of general secondary education: a project / time. Accidentally research. School "School". - M., 1988.- p.18.

Federal state educational standard primary general education.

Peterson L.G., Kubysheva M.A., Kudryashova T.G. The requirement for drawing up a lesson plan for the didactic system of the activity method. Moscow 2006

Dozorova E.V. A new evaluation system of educational results // Methodical recommendations for the formation of the content and organization of the educational process / Sost. T.V. Rastashan. - Tomsk: Toipkro, 2015