What is your attitude towards the hero Nils? Operational means of developing skills of understanding another person by primary schoolchildren

Other diplomas in the subject of Pedagogy

Issues belonging to the first group may include such questions as:

1. Determine the main character traits of the hero (A. Tolstoy Shark)
2. How did Harald appear to you? Describe it (Unknown Paradise Swedish folk tale)
3. Did you like the narrator? Is it possible to call it positive hero? (N. Nosov Mishkina porridge)
4. Is it compliant? external description Neptune him inner world? Why do you think so? (I. Pankin Legend of Mothers)

The formation of the ability to understand the reasons for actions is facilitated by a system of questions such as:

1. What and why did mothers sacrifice for their sons? (I. Pankin Legend of Mothers)
2. Why did the father say to Kolya: Look at the portrait of the worst friend? (Dm. Mamin-Sibiryak Bad Comrade)
3. Think about why the old artilleryman fell and covered his face with his hands? (L. Tolstoy Shark)
4. Why did Vasya want to be a brute, a grated roll, a shot sparrow? (Yu. Koval Mustache and piglets)

And the third group of questions includes questions of such a nature as:

1. Did your attitude towards the hero of the story change as you read? Why? (S. Wolf I won’t forget him)
2. When did you worry? When were you happy? (N. Garin-Mikhailovsky Theme and Bug).

The next parameter by which the textbook was analyzed was the analysis of the topics of assignments for independent work. Examples of such tasks are:

1. Tell us what kind of drawings you would make for the fairy tale (Uncourteous Son. Belarusian folk tale).

2. Compose a description of Nils based on the passage you read.

1. Appearance;
2. Character traits;
3. Nils' actions;
4. The mutual connection between the character of the hero and his actions;
5. Your attitude towards the hero (Selma Lagerlöf Forest Dwarf)

3. Write a letter that Nils could send to his mother from his trip (Selma Lagerlöf the Forest Gnome).

4. Choose definitions for the word mother (I. Pankin The Legend of Mothers).

6. What proverbs would you use to characterize the hero? (Dm. Mamin-Sibiryak Bad Comrade).

7. Retell the story on behalf of the hero (Dm. Mamin-Sibiryak Bad Comrade).

8.Make drawings for each part. Sign with words from the text and make a filmstrip (Y. Koval Mustache and piglets).

9. Come up with your own story that could happen to Pippi (Astrid Lindgren How Pippi settled in the Chicken villa).

10. Come up with your own version of the continuation of the story. What new heroes will appear in it? What will they do? (E. Uspensky Fur Boarding School opens).

So, based on the above, it is not difficult to notice that the textbook for reading in the 3rd grade has a small amount creative tasks, tasks for independent work (about ten), which can contribute to the formation of junior schoolchildren skills to understand another person. In addition, it should be noted that these tasks are unevenly distributed across lessons. The textbook is dominated by texts that are devoid of creative tasks (Unknown Paradise is a Swedish folk tale, The Tale of the Priest and His Worker Balda by A.S. Pushkin, Mishkina Porridge by N. Nosov, Topsy-Turvy by V. Dragunsky, Shark by L. Tolstoy, etc. ), as a result of which it is impossible to talk about the thematic development of skills of understanding another person by primary schoolchildren. Thus, we can draw the following conclusion: a textbook on literary reading for 3rd grade contains insufficient amount works of art, rich human knowledge, and accordingly a poorly developed system of questions and tasks creative nature and tasks for independent work. An exception is the fairy tale by Selma Lagerlöf The Forest Gnome, which offers a more extensive list of questions and creative tasks aimed at clarifying emotional state, motives of the hero’s behavior, assessment of his actions. These are questions such as:

1. Did you feel the writer’s attitude towards her hero? What is it like?
2. What was Nils like before the incident?
3. What actions of the boy indicate his cruelty?
4. Did Nils regret his evil actions?
5. Can we say that Nils was lazy?
6. Determine the main character traits of the hero.
7. How did Nils feel after turning into a little man?

The following tasks are offered for independent work:

1. Write a characterization of Nils based on the passage you read.

1. Appearance.
2. Character traits.
3. Nils' actions.
4. The mutual connection between the character of the hero and his actions.
5. Your attitude towards the hero.

2. Write a letter that Nils could send to his mother from the trip.

» Operating funds formation of skills of understanding another person by younger schoolchildren. Textbooks on literary reading as a means of developing the skills of understanding other people in younger schoolchildren

Operational means of developing skills of understanding another person by primary schoolchildren. Textbooks on literary reading as a means of developing the skills of understanding other people in younger schoolchildren

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Did you feel the writer’s attitude towards her hero? What is it like?

What was Nils like before the incident?

What actions of the boy indicate his cruelty?

Did Nils regret his evil actions?

Can we say that Nils was lazy?

Determine the main character traits of the hero.

How did Nils feel after turning into a little man?

The following tasks are offered for independent work:

1. Write a characterization of Nils based on the passage you read.

a) Appearance.

b) Character traits.

c) Nils' actions.

d) The mutual connection between the character of the hero and his actions.

d) Your attitude towards the hero.

2. Write a letter that Nils could send to his mother from the trip.

Similar to the above analysis by the author thesis A textbook on literary reading for the 4th grade was also studied. As a result, it was found that the number of works of art containing human knowledge is only 10% of general content textbook.

Examples of such texts are: “The Ravens of Ut-Rest” - a Norwegian legendary tale, “Boy Star” by O. Wilde, “Neither in Front nor in Black” by K. Chukovsky, “Country of Volcanic Origin” by L. Kassil, “Childhood of Nikita” by A .Tolstoy, “Birthday” by G. Skrebitsky. The system of questions aimed at identifying the emotional state of the characters and the list of creative tasks that require an explanation of the reasons for the behavior of another remain insufficiently developed, as in the previous class. To confirm this, the author of the work suggests familiarizing yourself with the table below and the content of creative tasks.

Table 2.

Creative tasks:

1. continue friend - this is... (Norwegian legendary tale “The Ravens of Ut-Rest”);

2. come up with a continuation of the fairy tale; read the fairy tale and compare your version with the author’s (O. Wilde “Star Boy”);

3. retell the text on behalf of Timosha (K. Chukovsky “Neither in front nor in black”);

4. tell us about your closest friend (K. Chukovsky “Neither in front nor in black”).

Thus, summing up all of the above, it should be noted that textbooks on literary reading for the 3rd and 4th grades contain an insufficient number of works of art rich in human knowledge. The system of questions and assignments for independent work aimed at developing the student’s empathic and reflective abilities is also insufficiently developed. It should also be noted that the volume of this material does not increase when moving from class to class, but, on the contrary, decreases. If in the textbook for the 3rd grade stories and tales about people made up 17% of the total content, then in the 4th grade this figure dropped to 10%, which, in turn, once again confirms the idea of ​​N.K. Krupskaya that what's at school great attention is devoted to observations of nature, and not of living people and their relationships.

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Lesson objectives:

• consider the hero of a fairy tale, the manifestation of his character in actions and speech, the development of character over time;
• develop independence in reading, the ability to express judgment about what is read.

Place this lesson in the system of lessons on this topic: the third lesson in the system of lessons on studying Selma Lagerlöf’s fairy tale “Nils’s Wonderful Journey with the Wild Geese.”

Equipment and teaching aids used:

Churakova N.A. textbook “Literary Reading”, ICT: excerpts from the cartoon “Enchanted Boy”, children’s drawings for a fairy tale story, portraits of L.N. Tolstoy, Selma Lagerlöf.

I. Updating knowledge.

Teacher: What was your homework?

Children: Draw illustrations on the topic “How I imagine Nils” for excerpts from a fairy tale.

Teacher: Look at the drawings of your comrades. Why do you think I asked you to draw illustrations for different passages of Selma Lagerlöf’s story at home?

Children: So that you can observe how the image of the main character in a fairy tale changes.

– To understand how Nils’ character changes over time.

- To understand the meaning of this work.

Teacher: What is the name of the chapter of the textbook where the fairy tale “Nils’s Wonderful Journey with the Wild Geese” is placed?

Children: “How difficult it is to become human.”

Children find it difficult to answer.

Teacher: Do you understand the meaning of the chapter title? After all, Nils was born a man. Does someone who was born human also need to become human?

Children: To become human means to become a good man, a real person.

Teacher: Is Martin right when he told Akka about Nils: “You can’t even call him a human being”?

Children: Judging by his past actions, he cannot be called a human being. Besides, Nils is too vertically challenged in order to be considered human and pose at least some danger to the pack.

Teacher: Read the epigraph to the chapter (p. 38). Let's clarify who Grigory Gorin is? Do you know such films as “An Ordinary Miracle”, “That Same Munchausen”? The scripts for these films were written by a famous Russian playwright, who died quite recently, Grigory Gorin.

– How do you guys understand the meaning of the epigraph? What does it mean to become even more alive? Is it possible?

Children: The writer means the awakening of his soul in a person, a person can “see the light”, become more sensitive towards other people, towards the world around him.

Teacher: How many of you can address these words to yourself?

Children raise their hands.

Teacher: How will this manifest itself?

Children: In helping animals, nature, loved ones and acquaintances.

Teacher: To whom of the people you know? literary heroes Can we include the words of Grigory Gorin?

Children: To Nils.

Teacher: Now let’s start working on each chapter separately in order to trace how Nils’ character manifested itself and changed over time in his actions and speech.

– How can we better organize work in class in order to have time to analyze all the chapters that we read together?

Children: Work in groups.

Teacher: Okay, I'm glad that you learned how to save study time and know a very good way to do it. How many groups can there be?

Children: How many groups drew illustrations, so many chapters will be analyzed-4. (6 people in each group.)

All groups receive cards with tasks: consider the hero of a fairy tale, the manifestation of his character in actions and speech in different passages.

Children work for 5-7 minutes, after which the discussion begins. Everything the guys say about Nils is proven in the text. The main character traits of the hero are written down in literary reading notebooks, indicating the page number for reading confirmation of this trait.

Implementation of the requirements of the new Federal State Educational Standard:

Teacher: Before we start discussing the main character, let's see how Nils appears to us at the very beginning (viewing a cartoon excerpt).

Teacher: Let’s listen to the guys of group 1 (manifestation of Nils’ character in actions and speech in excerpt 1, pp. 38-42)

Children name character traits and read the corresponding passages from the story.

Mischievous, absent-minded, careless, lazy, hooligan, impatient, restless – p.38.

Liar, ignoramus, curious – p.39.

Smart, quick-witted – p.40.

Bully, cunning, resourceful, careful, ruthless - p.41.

Greedy, selfish – p.42.

Group 2 of children analyzes the passage on pp. 42-47.

Liar – p.43.

Obedient, persistent, purposeful, bully, touchy – p.43.

Trusting, smart, shrewd, cowardly – ​​p.44.

A bully, he offended everyone weaker than him, polite - p. 45.

Flattering, heartless – p.46.

Proud – p.47.

Group 3 of children analyzes the passage on pp. 47-55.

Caring, fearless, desperate – p.48.

Compassionate, affectionate – p.49.

Tenacious, hardy, attachment to his home – p.50.

Caring, decisive, grateful, knows how to adapt to new living conditions - p.51.

Thrifty – p.52.

Impatient, open, knows how to come to terms with circumstances – p.54.

He knows how to get used to a life that is alien to him - p.55.

Group 4 of children analyzes the passage on pp. 55-60.

Hardy, courageous, courageous, fair, courageous, quick-witted, dexterous - p.56.

Brave, desperate, knows how to protect a friend, strong, resourceful - p.57.

He does not spare his life for the sake of a friend, he is determined, fearless, tenacious, hardy - p.58.

Trusting, humane, vulnerable – p.59.

Kind, brave, fair, strong, smart, courageous, brings happiness to others - p.60.

Teacher: How did Nils’ character change during the journey? I will name the qualities inherent in Nils before the journey, and you name the qualities that the hero acquired during the journey.

Was - became:
Absent-minded - attentive.
A bully is fair.
Impatient - hardy.
Lonely - made many friends.
A liar is truthful.
Lazy is hardworking.
Bully is a protector, a friend.
Ruthless - humane.
Selfish - generous.
Cowardly - brave.
Offender, heartless – defender of the weak, brave.
Nasty, proud - brings happiness to others.

Teacher: It turns out that we see two completely different people. Why has Nils changed so much?

Children: Gained wisdom, life experience during the trip. The formation of man takes place.

Teacher: Could Nils not help Martin?

Children: No, I would have died myself.

Teacher: Could he not help the wild goose?

Children: Could. After all, there was no threat to Nils’ life, but the flock had already become his family.

Teacher: Why was Nils not afraid to chase the fox, who was many times larger than him and could crush him with one swing of his powerful paw?

Children: He was overcome by a fit of courage.

Teacher: Why did the boy need to save the goose if he had previously teased the animals and thrown stones at them?

Children: The geese became his family, his relatives in his current situation, he fell in love with them. Teacher: In the old days, when a Russian man asked a girl to marry, he told her: “I love you more than myself.”

So Nils forgot about the danger that threatens him own life, when he saved the goose, he loved and pitied the goose more than himself. (words by L.N. Tolstoy)

Is it a coincidence that Selma Lagerlöf causes Nils to enter another dimension and begin to understand the language of animals?

Teacher: Find lines on p. 60 that support the idea that nature is in danger.

Children: “You are the first person from whom we have seen good...”

Teacher: Just think about these words, children! The future of the planet is in your hands.

Know that the progress of civilization is paid for by the loss of nature: dull wastelands are replaced by shady forests, deserts are encroaching on fields, many thousands of rivers and lakes have been poisoned, hundreds of species of plants and animals have disappeared. It is man's duty to protect all living things. This idea was expressed at the beginning of the twentieth century by the remarkable physician and philosopher Albert Schweitzer, who built a hospital in Africa. Not only people, but also sick animals found shelter in it: fallow deer, monkey, pelican. And on the doctor’s desk there was always a cup of sweet water, which the ants came to feast on.

And in our city, how do people care about nature?

Children: We preserved many areas of the forest, planted trees, flowers, fed birds and squirrels.

Teacher: Let's return to the title of the fairy tale. Remember when we said that the title very often contains the idea of ​​the work?

Why was Nils destined to travel with wild geese?

Children: He was a savage himself.

Children: Travel is life path. We all travel through life. A real miracle happened in Nils’ life. He learned from nature its simplicity and wisdom, managed to “settle in” in an unusual environment, survive in difficult situations without complaining and without shifting his troubles onto someone else’s shoulders.

– I became a person, a real person: caring, sensitive, strong.

Teacher: Why did Nils have such a difficult test?

Children: He was a loser and couldn't read books to learn from other people's mistakes.

Teacher: What is it like the main idea fairy tale by Selma Lagerlöf? What did she want to explain to readers?

Children: Every person is a person, and the main way to change life is through self-improvement.

– Selma Lagerlöf wanted people to think about what real kindness and true love are, to take care of nature, to learn from the experiences of other people, so that they themselves would not end up as travelers in a desert world, but to use this time for the benefit of nature’s blossoming.

Teacher: you must love all living things on Earth, go towards them with kindness, then they will repay you in kind.

- Was it placed correctly? fairy tale in the section “How difficult is it to become human”?

Children: Right. After all, it shows what tests one must go through in order to become a real person: kind, caring, responsible for another person, for animals, for nature.

Teacher: And not only for loved ones, but also for those whom we may not know, but who need our help. Just like Nils among animals, so we, living among people, show our character in actions and speech, and over time we realize and understand something new.

Teacher: What did each of you think about today? Share your thoughts, feelings.

Children: We need to be more attentive to everything that surrounds us.

Teacher: We can better understand the main idea of ​​the fairy tale...

Children: When we consider the system of images and understand the characters and relationships of the heroes.

Teacher: This is what we will do in the next lesson.

1. Tell us what kind of drawings you would make for the fairy tale (“The Discourteous Son.” Belarusian folk tale).

2. Compose a description of Nils based on the passage you read.

a) Appearance;

b) Character traits;

c) Nils’ actions;

d) The mutual connection between the character of the hero and his actions;

e) Your attitude towards the hero (Selma Lagerlöf “Forest Dwarf”)

3. Write a letter that Nils could send

to tell his mother from his trip (Selma Lagerlöf “The Forest Gnome”).

4. Choose definitions for the word mother (I. Pankin “The Legend of Mothers”).

6. What proverbs would you use to characterize the hero? (Dm. Mamin-Sibiryak “Bad Comrade”).

7. Retell the story on behalf of the hero (Dm. Mamin-Sibiryak “Bad Comrade”).

8.Make drawings for each part. Sign with words from the text and make a filmstrip (Yu. Koval “Mustache and Piglets”).

9. Come up with your own story that could happen to Pippi (Astrid Lindgren “How Pippi settled in the Chicken Villa”).

10. Come up with your own version of the continuation of the story. What new heroes will appear in it? What will they do? (E. Uspensky “The fur boarding school opens”).

So, based on the above, it is not difficult to notice that the textbook for reading in the 3rd grade contains a small number of creative tasks, tasks for independent work (about ten), which can help develop the skills of understanding another person in younger schoolchildren. In addition, it should be noted that these tasks are unevenly distributed across lessons. The textbook is dominated by texts that are devoid of creative tasks (“Paradise Unknown” is a Swedish folk tale, “The Tale of the Priest and His Worker Balda” by A.S. Pushkin, “Mishkina Porridge” by N. Nosov, “Topsy-Turvy” by V. Dragunsky , “Shark” by L. Tolstoy, etc.), as a result of which it is impossible to talk about the thematic development of skills of understanding another person by younger schoolchildren. Thus, we can draw the following conclusion: a textbook on literary reading for the 3rd grade contains an insufficient number of works of art rich in human knowledge, and, accordingly, a poorly developed system of questions, creative tasks and tasks for independent work. An exception is Selma Lagerlöf’s fairy tale “The Forest Gnome,” which offers a more extensive list of questions and creative tasks aimed at clarifying the emotional state, motives of the hero’s behavior, and assessing his actions. These are questions such as:

Did you feel the writer’s attitude towards her hero? What is it like?

What was Nils like before the incident?

What actions of the boy indicate his cruelty?

Did Nils regret his evil actions?

Can we say that Nils was lazy?

Determine the main character traits of the hero.

How did Nils feel after turning into a little man?

The following tasks are offered for independent work:

1. Write a characterization of Nils based on the passage you read.

a) Appearance.

b) Character traits.

c) Nils' actions.

d) The mutual connection between the character of the hero and his actions.

d) Your attitude towards the hero.

2. Write a letter that Nils could send to his mother from the trip.

Similar to the above analysis, the author of the thesis studied a textbook on literary reading for the 4th grade. As a result, it was found that the number of works of art containing human knowledge is only 10% of the total content of the textbook.

Examples of such texts are: “The Ravens of Ut-Rest” - a Norwegian legendary tale, “Boy Star” by O. Wilde, “Neither in Front nor in Black” by K. Chukovsky, “Country of Volcanic Origin” by L. Kassil, “Childhood of Nikita” by A .Tolstoy, “Birthday” by G. Skrebitsky. The system of questions aimed at identifying the emotional state of the characters and the list of creative tasks that require an explanation of the reasons for the behavior of another remain insufficiently developed, as in the previous class. To confirm this, the author of the work suggests familiarizing yourself with the table below and the content of creative tasks.

Table 2.

Creative tasks:

1. continue friend - this is... (Norwegian legendary tale “The Ravens of Ut-Rest”);

2. come up with a continuation of the fairy tale; read the fairy tale and compare your version with the author’s (O. Wilde “Star Boy”);

3. retell the text on behalf of Timosha (K. Chukovsky “Neither in front nor in black”);

4. tell us about your closest friend (K. Chukovsky “Neither in front nor in black”).

Thus, summing up all of the above, it should be noted that textbooks on literary reading for the 3rd and 4th grades contain an insufficient number of works of art rich in human knowledge. The system of questions and assignments for independent work aimed at developing the student’s empathic and reflective abilities is also insufficiently developed. It should also be noted that the volume of this material does not increase when moving from class to class, but, on the contrary, decreases. If in the textbook for the 3rd grade stories and tales about people made up 17% of the total content, then in the 4th grade this figure dropped to 10%, which, in turn, once again confirms the idea of ​​N.K. Krupskaya that that at school much attention is paid to observations of nature, and not of living people and their relationships.

Describe Nils according to plan 1. Appearance. 2.Character traits. 3.Nils' actions. 4. The mutual connection between the character of the hero and his actions. 5.Your attitude towards Nils. I only need 4.

Answers:

Lesson progress I. Updating knowledge. Teacher: What was your homework? Children: Draw illustrations on the topic “How I imagine Nils” for excerpts from the fairy-tale story. Teacher: Look at the drawings of your comrades. Why do you think I asked you to draw illustrations for different passages of Selma Lagerlöf’s story at home? Children: So that you can observe how the image of the main character in a fairy tale changes. – To understand how Nils’ character changes over time. - To understand the meaning of this work. Teacher: What is the name of the chapter of the textbook where the fairy tale “Nils’s Wonderful Journey with the Wild Geese” is placed? Children: “How difficult it is to become human.” Teacher: Why do you think the authors of the textbook placed Selma Lagerlöf’s fairy tale in this chapter? Children find it difficult to answer. Teacher: Do you understand the meaning of the title of the chapter? After all, Nils was born a man. Does someone who was born human also need to become human? Children: Becoming a human means becoming a good person, a real person. Teacher: Is Martin right when he told Akka about Nils: “You can’t even call him a human being”? Children: Judging by his past actions, he cannot be called a human being. In addition, Nils is too short to be considered a human and pose any danger to the pack. Teacher: Read the epigraph to the chapter (p. 38). Let's clarify who Grigory Gorin is? Do you know such films as “ An ordinary miracle”, “The same Munchausen”? The scripts for these films were written by a famous Russian playwright, who died quite recently, Grigory Gorin. – How do you guys understand the meaning of the epigraph? What does it mean to become even more alive? Is it possible? Children: The writer means the awakening of his soul in a person; a person can “see the light”, become more sensitive towards other people, towards the world around him. Teacher: Which of you can address these words to yourself? Children raise their hands. Teacher: How will this manifest itself? Children: Helping animals, nature, loved ones and acquaintances. II. Analysis of excerpts from a fairy tale in terms of the main story moral problem“Becoming human.” (p.31-61) Teacher: Which of the literary heroes you know can be attributed to the words of Grigory Gorin? Children: To Nils. Teacher: Now let’s start working on each chapter separately in order to trace how Nils’ character manifested itself and changed over time in his actions and speech. – How can we better organize work in class in order to have time to analyze all the chapters that we read together? Children: Work in groups. Teacher: Okay, I’m glad that you have learned to save study time and know very good way do it. How many groups can there be? Children: How many groups drew illustrations, so many chapters will be analyzed - 4. (6 people in each group.) All groups receive cards with tasks: consider the hero of a fairy tale, the manifestation of his character in actions and speech in different passages. Children work for 5-7 minutes, after which the discussion begins. Everything the guys say about Nils is proven in the text. The main character traits of the hero are written down in literary reading notebooks, indicating the page number for reading confirmation of this trait. III. View an excerpt from the cartoon “The Enchanted Boy.” Implementation of the requirements of the new Federal State Educational Standard: Teacher: Before we start discussing the main character, let's see how Nils appears to us at the very beginning (watching a cartoon excerpt).