The mutual connection between Nils' character and his actions. How much does it cost to write your paper? IV

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. Mutual communication 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 help primary schoolchildren develop skills in understanding 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 younger schoolchildren. Thus, we can draw the following conclusion: the textbook on literary reading for the 3rd grade contains an 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 the emotional state, motives of the hero’s behavior, and assessing 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.

* 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.
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.
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.
Title of the work of art
Questions aimed at clarifying the emotional state and motives of a person’s behavior
Norwegian legendary tale “The Ravens of Ut_Resta”
1. Matthias. What kind of person is this? Find words and expressions in the text that help you characterize Matthias.
O. Wilde
"Boy Star"
1. Why did the Star Boy go looking for his mother?
2. What character traits were inherent in the Star Boy at the beginning and at the end of the fairy tale?
K. Chukovsky
“Neither in front nor in black”
1. Did you sympathize with the hero? Why?
2. What facts indicate that the narrator good man?
L.Kassil
"Volcanic Country"
1. Was the father fair to his children?
2. How do the boys’ actions characterize them?
A. Tolstoy
"Nikita's Childhood"
1. What can you say about the hero of the story? What is he like?
2. Why didn’t Nikita want to study?
G. Skrebitsky
"Birthday"
1. What feelings did Yura experience when he expected the gift and when he received it?
2. Does the boy have a friendly family? Why?
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”).

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 it in this chapter fairy tale Selma Lagerlöf? 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. 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”, “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: 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 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).

What helps a person become a person.
Goals:
Develop the ability to analyze, highlight the main points, compare and build analogies storylines in the text.

Consider the hero of a fairy tale, the manifestation of his character in actions and speech, the development of character over time;

Educate ethically based on the example of the main characters developed person, capable of comprehending the vision of the surrounding world and making his own judgment about a work of art.

Increasing interest in learning through active forms of work in literature lessons readings n-r, use of DsOR).

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Club activity

"What helps a person become a person.Selma Lagerlöf "Nils's Wonderful Journeys with the Wild Geese."
Goals:
Develop the ability to analyze, highlight the main points, compare and build analogies of plot lines in the text.

Consider the hero of a fairy tale, the manifestation of his character in actions and speech, the development of character over time;

Using the example of the main characters to educate an ethically developed person, capable of comprehending the vision of the world around him and making his own judgment about a work of art.

Increasing interest in learning through active forms of work in the classroom literary reading eg, the use of DSO).

Equipment:
- Churakova N.A. textbook “Literary reading”;
- portrait of the writer;
- book exhibition;

M multimedia application;
- cartoon “Enchanted Boy”

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

During the classes

List of used literature

Selma Lagerlöf "Nils's Wonderful Journey with the Wild Geese"

Materials used and Internet resources

Multimedia CD "Encyclopedia of Cyril and Methodius for children."

Year of manufacture: 2008
Publisher: LLC "Cyril and Methodius"
Place of publication: Moscow

Multimedia CD “500 most interesting games”.

Year of manufacture: 2007
Developer: IDEX CT, JSC LA " Science book"
Publisher: New Disk

Stills from the cartoon "Nils's Wonderful Journey with the Wild Geese"

(I made the cuts myself from the cartoon “Nils’s Wonderful Journey with the Wild Geese”).

Song “Hymn of Dunno and his friends” (M. Minkov - Yu. Entin).

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 what's at school great attention is devoted to observations of nature, and not of living people and their relationships.

2.2 Organization of targeted observation of younger schoolchildren’s human characters in educational process

Lessons in the Russian language, literary reading, and studying the course “Man and Society” make it possible to include in the didactic process the organization of deliberate observation of human characters. Methods for organizing such observations are:

1) tests to identify empathy abilities;

2) a method for solving psychological and pedagogical problems;

3) working with a pictogram - determining a person’s state by his facial expression.

The listed methods were implemented in two 3rd and two 4th grades of secondary school No. 14 in Baranovichi. The total number of subjects was 93 people. As a first, the children were offered a test, which in psychology means a standardized psychological test, as a result of which an attempt is made to evaluate one or another mental process or personality in general. This test set itself the goal: to study the level of empathy (compassion), that is, the ability to put oneself in the place of another person and the ability to be voluntary emotional responsiveness to the experiences of other people. To do this, the subjects were offered 36 statements (see Appendix 1) and 6 answer options: “I don’t know,” “no, never,” “sometimes,” “often,” “almost always,” “yes, always.” Each answer option was worth a certain number of points:

Don't know - 0

No, never - 1

Sometimes -2

Almost always -4

Yes, always -5.

Before calculating the results, the level of students' frankness was checked.

To do this, statements 3, 9, 11, 13, 28, 36 should not correspond to the answer “I don’t know”, and statements 11, 13, 15, 27 should not correspond to the answer “yes”. After this, all points assigned to answers to items: 2, 5, 8, 9, 10, 12, 13, 15, 16, 19, 21, 22, 24, 25, 26, 27, 29 and 32 were summed up and the results of each students are correlated with the scale of development of empathic tendencies (see Appendix 1).

The results obtained showed that in grade 3 “B” they have (see Appendix 2):

a) very high level empathy – 1 person;

b) high level of empathy – 7 people;

V) normal level empathy - 13 people.

In 3 "A" class (see Appendix 3):

a) high level of empathy – 3 people;

In 4 "A" class (see Appendix 4):

a) high level of empathy – 7 people;

b) normal level of empathy – 18 people;

V) low level empathy – 1 person;

In 4 “B” class (see Appendix 5):

a) high level of empathy – 17 people;

b) normal level of empathy – 7 people;

Based on the results obtained by grade, it can be noted that in the junior school age There are 4 levels of empathy: very high, high, normal and low, the predominant level of empathy being the normal level. Out of 93 subjects, 56 students have this level. These are guys who cannot be called “thick-skinned,” but at the same time they are not particularly sensitive people. In interpersonal relationships, they judge others by their actions, not by their personal impressions. They are attentive in communication, they try to understand more than what is said in words, but if the interlocutor expresses their feelings excessively, they lose patience. They prefer not to express their point of view without being sure that it will be accepted. When reading works of fiction and watching films, one often follows the action rather than the experience of the characters. They do not have relaxed feelings, which interferes with the full perception of people.

The total number of subjects with a high level of empathy is 34 people. These are guys who are sensitive to the needs and problems of others, generous, and inclined to forgive them a lot. They treat people with genuine interest. They like to “read” their faces and “look into” their future. They are emotionally responsive, sociable, quickly establish contact and find mutual language. Such guys try to avoid conflict and find compromise solutions. At the center of events, they trust their feelings and intuition more than conclusions. They prefer to work with people rather than alone.

The results obtained showed that among younger schoolchildren there are children with a very high level of empathy. However, their number is completely insignificant: 1 in 93 subjects. These are guys with painfully developed empathy. In communication, they subtly react to the mood of the interlocutor, who has not yet had time to say a word. They feel bad surrounded by “difficult” people. They often experience a guilt complex for fear of causing trouble to people. Concern for family and friends does not leave them. Very vulnerable. They may suffer at the sight of a crippled animal.

A small number of subjects (2 people) also have a low level of empathy. These guys have difficulty establishing contacts with people and feel uncomfortable in noisy company. Emotional manifestations in the actions of others sometimes seem incomprehensible and meaningless to them. They prefer solitary pursuits of a specific task rather than working with people.

Thus, the test results make it possible to talk about the immaturity of the ability to put oneself in the place of another person and the ability for arbitrary emotional responsiveness to the experiences of other people in 62% of subjects.

The next method of organizing deliberate observation of people is the method of solving psychological and pedagogical problems. The plot of the problems was chosen to be close to the experience of younger schoolchildren and took place in real life and therefore convincing and interesting for students.

As a rule, these were publications in periodicals. The questions proposed for these tasks took into account the mechanisms of causal attribution and identification.

Causal attribution is a causal explanation of the actions of another person by attributing to him feelings, intentions, and motives of behavior.

Identification is a conscious or unconscious likening of oneself to another person.

When analyzing the results of solving psychological and pedagogical problems, we note the ability to record in human behavior little noticeable, but psychologically significant details. The content of the tasks is as follows:

We had laundry drying in our yard. One of the boys cut the rope with a knife, and the clean laundry fell into the puddle. Everyone laughed and ran away.

Question: why did the boy do this? What would you do if you were in the company of these guys?

The newspaper “Banner of Youth” received the following letter: “During the war, I drove trains on the front line, long years worked as a miner. IN last years seriously ill. Doctors advised me to drink a decoction of pumpkin, which I began to grow on my plot. When I went out in the morning, I admired the yellow bells, but yesterday I came out and saw that all the pumpkins had been trampled, and there were traces of children’s feet on the wet ground.”

Question: why did they do this?

Let us present the results of the analysis of problem 1.

Analyzing students' opinions about the first situation, several answer options were noted. Among them: “for fun”, “he did it out of spite”, “because the boy is mischievous and ill-mannered”, “because he keeps with bad company”, “I don’t know” (see Appendix 6). Moreover, 47% of the subjects experienced difficulty and, therefore, answered “I don’t know.” After a short discussion of the first task, the children were offered task 2. Let us present the results of the analysis of the second task. As in the first case, there are several possible answers: “they wanted him to die”, “because they didn’t like the pumpkin flowers”, “they didn’t want him to recover”, “they were ruthless”, “the children did it by accident ", "because children do not respect elders", "I don’t know" (see Appendix 6). In this situation, 38% of subjects found it difficult to answer the question. If we compare the data obtained from the first and second tasks, we can notice a significant decrease in the number of children who failed to complete the task. This suggests that systematic work with students is necessary to develop their ability to evaluate the behavior of others and understand the reasons for this or that action.

Working with pictograms is also a method of organizing deliberate observation—determining a person’s state by his facial expression.

The children were offered images of eight faces in various emotional states (see Appendix 7). The subjects' task was to correctly identify the condition. Moreover, for each correct answer one point was awarded and as a result the class was divided into three groups:

1. 7-8 points – a high level of development of the ability to determine a person’s condition by his facial expression.

2. 4-6 points – average level

3. 0-3 points – low level

Processing of the results showed that in grade 3 “B” they have (see Appendix 8):

b) average level – 15 people

c) low level – 6 people

In 3 "A" class they have (see Appendix 9):

a) high level – 0 people

b) average level – 17 people

c) low level – 5 people

In 4 “B” class they have (see Appendix 10):

a) high level – 2 people

b) average level – 21 people

c) low level – 1 person

In 4 “A” class they have (see Appendix 11):

a) high level – 1 person

b) average level – 16 people

c) low level – 9 people

Thus, total subjects having:

a) high level – 3 people

b) average level – 69 people

c) low level – 21 people

So, based on our research, we can say that students junior classes have an average level of development of skills to understand another person, the ability to identify him emotional condition, motives of behavior and the ability for voluntary emotional responsiveness to the experiences of other people. And since empathy promotes balance interpersonal relationships and makes human behavior socially determined, then it is considered as important quality students. This means, as V.A. Sukhomlinsky noted, “the teacher should start with the elementary, but at the same time the most difficult - with the formation of the ability to sense state of mind another person, to be able to put oneself in the place of another in the most different situations" And further: “He who is deaf to other people will remain deaf to himself: the most important thing in self-education will be inaccessible to him - the emotional assessment of his own actions.”

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