Sinkwine as one of the methods for developing students’ analytical skills. Sinkwine as one of the techniques for developing students’ analytical skills Sinkwine on the topic of talent

Today the new school sees the student as an active participant in the educational process. In the new Federal State Educational Standard, the first place is given to the personal result of mastering the educational program, the defining indicators of which are “the readiness and ability of students for self-development and personal self-determination... the ability to set goals and make life plans.” Therefore, the goal of my teaching activity is to create conditions for the development and formation of a critically thinking, independent, creative personality, striving to learn new things and improve.

Traditional education does not encourage schoolchildren themselves to acquire knowledge and does not create cognitive interest. In my opinion, modern technology for the development of critical thinking through reading and writing (RCMP) creates a creative atmosphere in the classroom, promotes the activation of students’ mental activity, and develops students’ analytical skills. Under analytical skills in modern education we understand a complex of special mental actions aimed at identifying, evaluating and summarizing acquired knowledge, analyzing and transferring it to a new qualitative state. A necessary condition for the formation of analytical skills is the students’ mastery of basic mental operations, such as analysis, juxtaposition, comparison, generalization, classification and a number of others.

One of the effective techniques of the RCMCP technology for the formation of analytical and reflective skills is the compilation of a syncwine.

Traditionally syncwine(from French сinquains, English cinquain) - a poem of five lines, built according to the scheme 2 - 4 - 6 - 8 - 2, where the numbers indicate the number of syllables in the line. The syncwine form was developed by the American poet Adelaide Crapsey at the beginning of the 20th century under the influence of Japanese poetry.

Sinkwine is used as a tool for analyzing and synthesizing information. Sinkwine requires the ability to find the main thing and formulate it briefly. Synquain researchers note that the ability to summarize a large amount of information, to express complex ideas, feelings and perceptions in a few words and images is an important skill. It is useful for developing the ability to analyze, and also requires concentration, thoughtfulness, and a rich conceptual reserve from the student. Therefore, syncwine allows you to assess the level of students’ conceptual and vocabulary knowledge.

Of course, composing a syncwine is a type of creative activity, a method of developing figurative speech. L.S. Vygotsky argued that “...everything that goes beyond routine and contains even an iota of newness owes its origin to the creative process of man.”

Sinkwine is attractive because of its simplicity of construction and requires less time than, for example, an essay. I use this technique at different stages of the lesson: at the stage of challenge, comprehension of the content (new material), reflection. Most often I use syncwine as a “quick but powerful tool for reflection.”

Technique for composing a didactic syncwine:

• First line –title, reflecting the concept defined in the poem, i.e. declared subject syncwine or the subject that will be discussed. Comprises one noun.
• Second line– description of the subject, identification of key qualities concepts. This two adjectives or participles that denote the essential characteristics of an object.
• Third line– actions characterizing a concept, an object. This three verbs or gerunds.
• Fourth line – key phrase, usually consisting of four significant words, expressing the author’s attitude to the subject or topic. Formally, it can be a proverb, a catchphrase, an aphorism, or a quote.
• Fifth line– one summary word, a synonym that generalizes or expands the meaning of a topic or subject.

If you follow these rules, you can get, for example, the following syncwines:

Russian language. / Expressive, widespread. / Teaches, trains, develops. / Everyone learns their native language. / Russia. (Lisa Konoreva, 6th grade).

Noun. / Independent, personable. / Surrounds, names, appears. / We convey everything in Russian. / Bread of the tongue. (Belyanicheva Veronica, 6th grade).

Pushkin. / Talented, great. / Created, dreamed, loved. / The sun of Russian poetry. / Genius. (Pobiyanova Alina, 10th grade).

The first line of the syncwine makes it possible to judge the student’s meta-subject ability to determine the topic. The remaining lines characterize meta-subject skills to highlight the essential features of a concept, select the right word to define the highlighted characteristics, and the ability to generalize and formulate a conclusion-thesis.

• explain the rules for writing syncwine;
• Together with students, compose a syncwine on the topic of the lesson, showing how to acquire vocabulary;
• identify topics for writing syncwines at the first stage in pairs (groups)
• fix the time for writing a syncwine;
• listen to options (examples).

Writing a syncwine requires the compiler to realize almost all of his personal abilities (intellectual, creative, imaginative).

The work on compiling a syncwine on the topic “I am a reader” is interesting. It allows the student to evaluate himself in this quality, which, in my opinion, increases the student’s motivation to read and contributes to the development of intellectual, creative and analytical-reflexive skills. The cinquains “I am a reader” were written by tenth grade students. These works reflect the reading experience of each student and his emotional attitude towards himself - the reader.

So, in the first line of syncwine as the subject of the poem (one noun ) all students took a neutral word reader.

The second line contains the answer to the question of what main qualities the reader should have. Based on the syncwines of tenth-graders, the following characteristics of reading activity can be identified depending on the role that reading plays in their lives:

- entertainment– “fascinated, interested”;

- knowledge of the world and literature- “thinking, interested, inquisitive, curious, cognizing, thinking”;

- communication-dialogue between reader and writer (feedback)- “experienced, understanding”;

- knowledge of man and himself- evaluative characteristics – “serious, intelligent, individual.”

- formation of ethical and aesthetic preferences, for example, associated with the volitional qualities of the reader’s personality – “attentive, calm, focused.”

The third line in the syncwine “I am a reader” is the actions of the reader. “Reads, delves into, studies, retells, parses, analyzes, falls in love, respects, comprehends, worries, feels, experiences, is interested, discusses, teaches, understands, imagines, imagines, reflects, learns, is inspired, searches, develops, works, thinks , recognizes, reflects, feels, speaks; I admire, I think about, I admire” - here is a list of verbs that students used in their syncwines. Each word is personally colored and gives an idea about the student-reader.

The fourth line is a key phrase, the students’ attitude to the topic “I am a reader,” for example: “ Reading opens up a new world. / Reading is the best learning. / Reading develops human personality. / A journey into someone else’s reality.”

The fifth line is a summary word - a new understanding of the concept, reflecting a personal attitude to the topic. An interesting synonymous row for the word “reader”, which reflects the students’ emotional and evaluative perception of themselves as readers. Neutral word reader used by 4 people out of 24. The image words were chosen: observer – 6, bibliophile– 3, people – 2, dreamer – 2, thinker – 2, critic – 1, sage – 1, wanderer– 1, amateur – 1, contemplator– 1. Synonyms also give an idea of ​​the students’ vocabulary, as well as their personal and emotional vision of the reading process as such.

As examples, I will give the syncwines “I am a reader”:

Reader. / Cognizing, dreaming. / Reads, admires, respects. / In love with the wonderful world of books. / Book lover. (Ruslan Komarov, 10th grade).

Reader. / Attentive, enthusiastic. / I read, I think about it, I understand. / For me, books are friends. / Observer. (Burdelny Pavel, 10th grade).

Reader. / Curious, erudite. / Experiences, is inspired, searches. / Books develop our imagination. / Thinker. (Kristina Pavlenko, 10th grade).

Reader. / Educated, interested. / Feels, analyzes, analyzes. / Reading develops human personality. / Critic.(Savina Nadezhda, 10th grade).

Thus, the technique of compiling a syncwine is not only an effective reflection tool for students, but also an interesting analytical material for the teacher.

The criteria for assessing the result obtained, in my opinion, are the increase in the level of cognitive activity of students, the increased dynamics of participation and performance of schoolchildren in olympiads and competitions. So, these are the winners of the municipal stage of the Olympiad in Russian language and literature; winners and prize-winners of city competitions “Bright Holiday - Nativity of Christ”, “There is no one more precious than you...”, “Children and Books” (for the 100th anniversary of S.V. Mikhalkov, for the 200th anniversary of M.Yu. Lermontov); winners of the All-Russian open correspondence competition “Cognition and Creativity”;

At the municipal stage of the All-Russian Literature Olympiad for schoolchildren in the 2014-2015 academic year, participants in grades 7-8 were offered two creative written assignments. One of them is writing syncwines. My 7A class students Natalya Goretskaya and Elizaveta Konoreva became prize-winners of the Olympiad, showing the ability to present the essence of these works in the shortest form.

Thus, the use of the “syncwine” technique in Russian language and literature lessons, in my opinion, is one of the ways to develop students’ analytical skills.

Literature

1. Zair-Bek S.I., Mushtavinskaya I.V. Development of critical thinking in the classroom. – M.: Education, 2011. – 223 p.

2. Zamakhaeva A.T. Using syncwine in studying denominative sentences // Russian language at school. – 2012. - No. 9. – p.30-31.

3. Approximate basic educational program of an educational institution. Basic school / [comp. E.S. Savinov]. – M.: Education, 2011. – 342 p. – (Second generation standards).

4. Stolbunova S.V. Technology for the development of critical thinking through reading and writing // Russian language: gas. Publishing house at home “First of September”. – 2005. - No. 3. – p.27-29.

Cinquain in literature lessons

Translated from French, the word "cinquain" meansa poem consisting of five lines. This poem is written according to certain rules. Compiling a syncwine requires the student to be able to find the most important elements in the educational material, draw conclusions and express all this in brief conclusions.

How do you spell syncwine? The conditions for writing it are as follows:

1. The first line contains one word -noun. This is the theme of syncwine.
2. On the second line they writetwo adjectives, revealing the theme of the sequel.
3. Third line - three verbs , describing actions related to the topic of syncwine.
4. The fourth line contains the whole phrase - aphorism , with which you need to express your attitude to the topic. Such an aphorism can be a catchphrase, quotation, proverb, or a phrase composed by the student himself in context with the topic.
5. The fifth line includes summary word , which gives a new interpretation of the topic, expresses the personal attitude of the author of the syncwine to the topic.

By composing a syncwine, everyone realizes their talents and abilities: intellectual, creative, imaginative. If the task is completed correctly, the cinquain will definitely turn out to be emotional.
For literature lessons, syncwines are a real Eldorado. Students love these French poems because they are short in length, easy to compose and quite interesting. With the help of syncwine, you can express the whole essence of a literary character in a few words. At the same time, teachers not only save time, but also check at the same time the readability of the text, the depth of its understanding and the student’s ability to correctly express their thoughts. If a 45-minute lesson allows you to read aloud only a few essays, then everyone will be able to present their own syncwine, and there will still be time to discuss everything.

Synquains are an excellent way to control. It is impossible to write a poem correctly without reading the text. I propose to get acquainted with several syncwines from my own teaching practice. The sixth grade students weresyncwines dedicated to the heroes of V. O. Bogomolov’s story “Ivan”.

Ivan.
Brave, brave.
Swims across, takes revenge, scouts.
Ivan will never give up.
Scout.
(I note that the student received a “4” for this syncwine, since she presented the main character in a very one-sided way).

Ivan.
Real, brave.
He scouts, runs away, dies.
A boy who serves the Motherland.
Intelligence service.
(Sinquain is rated higher because it contains a more in-depth study of the character and fate of the hero).

Galtsev.
Disciplined, inquisitive.
Serves, gives, wins.
Keeps his promise.
Soldier.

Titkov .
Cowardly, selfish.
Betrays, gives, receives.
The thirst for profit is the source of evil.
Traitor.

And also syncwines are very convenient to use for self-control or for mnemonic purposes. If you can easily compose a poem, then rest assured that the topic has been mastered well. In addition, syncwine contains the quintessence of the material - your emotional perception of it. Therefore, you can later repeat this topic by simply remembering your syncwine.

As for literature, for it syncwines are even more than a method of control or memorization. Try writing a syncwine about your favorite book character. And when you select the only correct adjectives, verbs and aphorisms for him, you will definitely feel how much closer, understandable and dearer this or that character has become to you. It’s as if you are passing the art of words through yourself. And thisexactly the effect that Russian literature lessons should ideally achieve.