An article on pedagogical topics “Research activities of students in literature lessons”
Author: Olga Aleksandrovna Shchelokova, teacher of Russian language and literature, Municipal Educational Institution Secondary School in the village of Voskhod, Balashovsky district, Saratov regionDescription of material: I offer you an article on the topic “Research activities of students in literature lessons.” This material will be useful to teachers of Russian language and literature, students of the philological faculty of higher educational institutions. The article will help teachers involved in research activities to increase students’ interest in research activities and make the process of teaching literature more meaningful and interesting.
“The research path of knowledge is natural, corresponds to the nature of human thinking,” wrote literary critic and teacher M. G. Kachurin.
Indeed, one of the conditions that allows students to develop a desire to discover new knowledge is the development of the need for search activity.
Research activity in the twenty-first century is one of the priority areas for the development of modern education. That’s why problematic lessons, lessons of discovering truth, lessons of research are so relevant today. Research activities in literature lessons should motivate students to search, develop the ability to independently summarize the material read or analyzed, give arguments and draw conclusions. Finding the necessary solution to the problem contributes to the formation of students’ independent position, their readiness for self-development and socialization.
Research can be organized at all stages of teaching literature, starting from grade 5, especially since new education standards imply significant changes in the goals and objectives of education, a shift in emphasis to the formation of general educational skills, the leading place among which is occupied by research skills. This means that any training should end with searching, creative work.
The 5th grade literature course provides many opportunities for this. Already in the first lesson on the topic “The Role of Books in Human Life,” we ask a problematic question: what is the importance of books and reading in people’s lives? Riddles about the book, a librarian’s speech, and statistical data about the school’s readers will allow students to become aware of the problem and outline ways to solve it. Children, working with a textbook article or presentation slides, are suddenly faced with a problem: if in the 20th century our country was the most reading country in the world, today the tradition of love for reading has begun to be lost.
Next, we use the “Three Questions” technique:
What do I know about the problem of the role of books in human life? What do I want to know? How to find out? The subject of the research is a book.
We organize work in groups. The first group talks about the anatomy of a book (binding, spine, captal, flyleaf, frontispiece, title page, book block, column number, lasse, end title page, nachsatz). The second group prepares the message “Guide to book pages” (title page, preface, table of contents, reference apparatus, illustrations, etc.). The third group systematizes the material on the topic: “The life history of a book.” Children record the results of group presentations in notebooks and proceed to work with statements by famous writers about the role of books in human life.
Quotes on the board:
Love the book with all your heart! She is not only your best friend, but also your faithful companion to the end. E. Hemingway.
The book is a magician. The book transformed the world. It contains the memory of the human race, it is the mouthpiece of human thought.
A world without a book is a world of savages... V. Rozanov.
The book has always been an adviser, a comforter, eloquent and calm for me. J. Sand.
Without books, we can now neither live, nor fight, nor suffer, nor rejoice and win, nor confidently move towards that reasonable and beautiful future in which we unshakably believe. K. Paustovsky.
Reading is one of the sources of thinking and mental
development. V. Sukhomlinsky.
A book makes a person winged. F. Gladkov.
The next stage of the lesson is teacher questions:
- What books did you read in the summer?
- Which works left their mark on your soul?
- What role do books play in your life?
Students draw conclusions and approach the final stage - reflection: on a specially attached poster on the board “Books that 5th grade chooses” they write down the names of their favorite books.
An important role in creating situations that require the use of research skills is played by the organization of problem-based dialogue interaction. Among the variety of techniques of problem-dialogue technology, it is necessary to highlight:
- dialogue leading to knowledge (a chain of questions that are feasible for students);
- dialogue encouraging hypotheses (What are the assumptions? How can we test the hypothesis? What needs to be done? What action plan do you propose? Who thinks differently?).
The simplest but most effective technique in lessons for discovering truth is presenting contradictory facts to the class. For example, the problem of the authorship of M. A. Sholokhov’s novel “Quiet Don” in the 11th grade, the facts of the biography of S. A. Yesenin in the 9th grade, the fate of Andrei Sokolov and Soviet prisoners of war during the Second World War (based on the story of M. A. Sholokhov “The Fate of a Man” , 9th grade). Also productive are such literature lessons within the framework of problem-based dialogue learning, in which different opinions of students collide in combination with a question or practical task on new material. (The problem of education in I. A. Bunin’s story “Numbers”: to indulge children’s tears or to stand on one’s own? The problem of attitude towards the main character: what does Pechorin deserve more - condemnation or sympathy?).
Literature lessons are made meaningful and interesting by a variety of research techniques that allow students to intensify their mental activity and direct it into the field of research. The following forms of work are effective:
- “We explore the text.” Example: “Poetic chronotope in V. Zhukovsky’s ballad “Svetlana.”
- “Unraveling the mystery of the word.” Example: “What does the word “scarlet” from “The Tale of Igor’s Campaign” conceal? “The secret of the word “Creator” in the ode of M.V. Lomonosov.”
- "Attention: experiment." Example: “Word creation by V.V. Mayakovsky: neglect of the norms of the Russian language or the creation of neologisms for a special artistic effect?”
- “The subject as a problem.” Example: Before studying D. Defoe’s story “Robinson Crusoe,” a problematic situation arises: imagine that you find yourself on a desert island. The next question is: what would you feel like you would do? The teacher suggests turning to the work and seeing how the hero behaves.
When analyzing literary works, it is advisable also use such a research technique as drawing up a cluster (a conditional diagram that logically connects certain concepts with each other). So, using this technique, during a lesson in 7th grade on the topic: “The tragedy of the conflict between father and son in N.V. Gogol’s story “Taras Bulba.” The clash of love and duty in the souls of heroes,” students, analyzing the scene of the last meeting of Taras and Andriy, can reveal the topic with maximum accuracy. The basis of this cluster is the keywords “patriotism - betrayal”, to which other concepts and phrases that reflect the main meaning of the opposition were logically selected. The use of the cluster made it possible to approach the problem of the collision of love and duty in the souls of Taras Bulba and his sons through the antithesis “patriotism - betrayal”:
Patriotism: the path of a faithful warrior, devotion to comradeship and the Fatherland, not “there will be such fires, torments and such strength in the world that would overpower the Russian force!” fearless struggle against the enemies of the Fatherland, boundless love and devotion to the Fatherland, a patriot is a man with an iron will, a generous soul and indomitable hatred for the enemies of his Fatherland, lives like a hero, dies like a giant.
Betrayal: a terrible sin, an unforgivable crime, betrayal of comrades, the Fatherland, the Christian faith, oneself, a personal choice that became a tragedy, abandonment of the mother and the Fatherland for the sake of love and saving a beautiful Polish girl from starvation. The time in which Andriy lived excluded the possibility of showing strong feelings. His soul thirsted for love, duty demanded loyalty to the Motherland.
In conclusion, a conclusion was drawn about the moral lessons of N.V. Gogol’s story: Taras Bulba and Ostap went through the agony of torture and died defending their native land and the Christian faith from enemies. The homeland is a shrine, without which a person cannot live.
An effective means of developing students’ research skills and allowing each student to open up is work in groups. In a lesson based on D. Defoe’s story “Robinson Crusoe,” 5th grade students can be offered the following work in groups:
Group 1– historians-researchers (work with the creative history of a work, the author’s intention, the prototype of the hero)
Group 2– geographers – researchers (they talk about the place where the island invented by D. Defoe could be located)
Group 3– creators (preparing a condensed retelling of a chapter of text from a textbook)
Group 4– literary scholars (compose a quiz on the work)
Group 5– proofreaders (correct errors associated with incorrectly used information, ask questions as students speak)
In high school, research activities in literature lessons are based on problem analysis. Students are asked to read the work and determine what problems it highlights (philosophical, social, moral and ethical), and clearly formulate them. A teacher should go to a high school literature lesson not with a topic, but with a problem that needs to be solved. Now a literary work becomes a means for solving moral, religious, and environmental issues. Example: at the final literature lesson in the 10th grade on the drama “The Thunderstorm” by A. N. Ostrovsky, students are presented with the problem: “Who is Katerina Kabanova: a terrible sinner, a femme fatale or an integral nature? "
And finally, the project method, which is the most important factor in the formation of students’ research competencies. Preparation and defense of projects using reference materials and Internet resources transfer the study of a work to the plane of research. By creating projects, students learn to “obtain” knowledge, think independently, find and solve problems. The main thing is that the problem posed allows the student, independently or with the help of a teacher, to determine the path of research and choose the methods necessary to work with a work of art. Thus, the final work in grades 5-9 could be the following projects: “Monument to a favorite writer or hero”, “Is Pugachev a folk hero or a bloodthirsty impostor?”, “Why are the “extra people” unhappy?”, “The winner and the loser in the poem by A. Pushkin’s “The Bronze Horseman”, “Off-stage characters in A. S. Griboedov’s comedy “Woe from Wit”, “The image of a Russian officer in the novels “A Hero of Our Time” and “The Captain’s Daughter”, “Chichikov: a businessman - an acquirer or a person of a new formation? "
So, research is one of the attractive forms of work in a literature lesson; it leads students into the field of independent searches and discoveries, forms an active position in the learning process, and reveals the personal creative potential of children. Skillfully organized research activities will increase the depth of understanding of the work, will promote the desire to read fiction and the development of students’ speech, enrich their vocabulary and bring them to a new level of knowledge and creativity.
Municipal educational institution
secondary school No. 4
Pereslavl-Zalessky
Bogacheva Olga Alekseevna
Russian language and literature
Abstract on literature as a form
educational and research activities of students
2.4 System of work on the abstract……………………………………- 11 2.4.1 Choosing a topic for an essay... ……………………………………………….- 11
2.4.2 What should the teacher provide when formulating the topic of the essay. - 12
2.4.3 Working on the introduction
2.4.4. Research technology………………………………………………………- 12
2.4.4 Drawing up a plan for the abstract…………………………………………….- 13
2.4.5 Work on the content of the abstract………………………………………………………- 13
2.4.6. Working on the conclusion…………………………………………………….- 13
2.4.7 Duration of work on the abstract………………………….- 13
2.7 Application of research experience in literature lessons…………………………………………………………………………………- 18
2.8 Formation of key competencies when working on an abstract………………………………………………………………………………..- 19
1. THEORETICAL BASIS OF THE EXPERIENCE
As soon as the abstract becomes a form of final certification, a discussion immediately develops in methodological circles about what kind of work should be considered an abstract and what requirements should a school abstract meet?
There are two points of view on this issue. The first comes strictly from the definition of the genre of the abstract: (from Latin - to report, to report).
Abstract- this is a brief summary in writing in the form of an oral report of the content of a scientific work on a specific topic, including a review of relevant sources. One type of abstract is educational essay. An educational essay is an independent research work, which reveals the essence of the problem under study; Various points of view are given, as well as our own views on it. The educational abstract should not be of a compilative nature. It should not contain mechanically rewritten constructions from books or articles that are difficult to understand.
The question of the features of a school essay still causes controversy in methodological circles. Adherents of the purity of the genre argued that the abstract should not be brought closer to a scientific work: the student still will not master such a form; it is enough if he simply carefully analyzes any serious scientific source and is able to understand its structure and content. (This point of view was held, for example, by Kalmykova I.R.) Regarding the question of whether the research part is mandatory or optional in a school abstract, it should be noted that the requirement of teachers to conduct their own research on the material of literary texts on literature or archival sources is, in the opinion supporters of this approach are redundant.
They justify this by the fact that organizing and describing research is a very complex type of intellectual activity, requiring a culture of scientific thinking, knowledge of research methods, skills in preparing scientific work, etc. Such a task, in their opinion, is beyond the capabilities of most children at school . Another argument they put forward in defense of this point of view is the conviction that even students (and these were good students in the past!) experience great difficulty in conducting and organizing this or that research. As a rule, they are assisted in this by highly qualified scientific supervisors, candidates and doctors of science. The school does not have such scientific personnel. And teachers, who often do not have sufficient knowledge of research technology, find it difficult to prepare children for this type of work.
KHMAO-Yugra
MKOU "Andrinskaya Secondary School"
Experience as a teacher of Russian language and literature
Svetlana Alexandrovna Polegeshko
RESEARCH ACTIVITIES OF STUDENTS IN LITERATURE LESSONS
Everyone knows how difficult it is now to attract children to read, so the literature teacher faces an important task: to ensure that, when they come to class, the students know and understand why they came here, so that they want to read and learn to read, so that every lesson helps the student to become a person, a person.
Over the past years, as part of the study of literature in grades 5-9, I have been working on the educational and methodological complex of V.Ya. Korovina, which, in my opinion, provides an interesting approach to the study and teaching of literature, namely: it forms ideas about the specifics of literature as the art of words, develops the ability of conscious reading, analytical and imaginative thinking, and fosters civic responsibility, spirituality and culture. In the 10th grade, training is conducted according to the textbook by S.A. Zinina, V.I. Sakharov, in 11th grade - according to the textbook by V.A. Chalmaeva, S.A. Zinina. The golden fund of Russian classics is presented here, as well as masterpieces of world literature, which are a life-giving source of knowledge of the world and man, a kind of “cultural code”, without which the full development of personality is impossible.
Working with these educational and methodological complexes, I am based on an individual and personal approach to students. The leading method of training and education in the study of works of art is research. Long-term practice of using this method shows that thanks to various types of research, students undergo extensive cognitive activity, develop skills and abilities for independent work, and develop creative abilities. In addition, research activities play an important role in moral and aesthetic education and contribute to the emotional and intellectual development of schoolchildren. In my work I use the ideas of the famous literary critic and teacher M.G. Kachurina.
The material presented in the textbooks is a vast field for research activities not only for students, but also for teachers. I structure the process of research activity according to the following principle: objects of research are considered through various types of research in terms of the goals and objectives that I set for myself and students when studying a particular work, from here to the results of the research.
Main objectives of research activities: upbringing a spiritually developed personality, ready for self-knowledge and self-improvement, the formation of a humanistic worldview, national self-awareness, civic position, a sense of patriotism, love and respect for literature and the values of national culture; development culture of reader perception of a literary text, understanding of the author's position, aesthetic abilities, reader's interests, artistic taste, oral and written speech of students; development texts of works of art in the unity of form and content, the formation of a general idea of the historical and literary process; improving skills analysis and interpretation of a literary work as an artistic whole, writing essays of various genres; searching, systematizing and using the necessary information, including on the Internet.
Based on these goals, I formulate certain tasks. First of all, this is the development of a literary text through the personality of the writer and the literary era. Another important task is the development of speech and the formation of a culture of speech among students. Here, the development of creative abilities, which leads to the emancipation of the child, helps to learn to control oneself and the situation. No less important is the task of mastering literary concepts, since knowledge of theory allows you to penetrate deeper into a literary text, more accurately and correctly understand the author’s position, and see the writer’s skill. In my lessons I often use music and art, and I take the time to talk a little about the composer or artist whose work helps in mastering the work of art. Consequently, organizing the connection between literature and other forms of art is another task of my work.
All these goals and objectives, closely interacting with each other, help achieve the most important thing - to help each student develop as an individual. Based on this, I consider the subject of literature as a subject that shapes a person.
I will go into detail at each stage of the work. The main object of research is, of course, the work of art, its theme, idea, and the problem raised by the author. It is equally important to see the personality of the creator, that side of life that nurtured the writer and became the soil of his artistic world. Therefore, in my lessons I include messages, reports, presentations by students about the personality of the writer, his creative workshop, and I prepare literary and musical compositions with the children about the life and work of outstanding masters of words. I use a research technique where we try to see the writer’s personality and his artistic world through the linguistic features of the work. Such work not only develops research skills and abilities, but also helps to improve oral and written speech, expand the vocabulary of students, and makes children witnesses how a work of fiction is born from ordinary words. For example, these are lessons on the works of N.S. Leskova, M.E. Saltykov-Shchedrin. In this direction, she developed a system of research lessons (grades 6-11) “The Poetic World of Nikolai Rubtsov,” which in high school culminates with a large literary and musical composition. As a result of this research activity, a 9th grade student prepared a project on the topic: “The image of a star in the poetry of Nikolai Rubtsov,” which she successfully defended at a scientific and practical conference. As part of the linguistic features of the work, one of my students also prepared a research work, “The Role of Color Painting in A. Green’s extravaganza “Scarlet Sails,” presented at a scientific and practical conference.
In close connection with the personality of the writer, there is a conversation about the literary era and literary criticism, again through research either through discussion or through a problem situation. For example, lessons on the topics are always interesting: “What would Chekhov laugh at if he lived in our time?”, “Who is right?” (a lesson on critical articles by Belinsky and Pisarev about the drama “The Thunderstorm” by A.N. Ostrovsky).
Each reading generation has its own interpretation of a work of art, so it is very important to convey to the children the time and era in which the work was written or in which its main events take place, to help them understand that generation, to see the world through the eyes of the past, so that the work of art opens up. Everyone knows that without the past there can be no present. At each lesson, the education of a thinking, thoughtful reader should be carried out, and a culture of perception of literary text should be formed. Nowadays, when asked whether you have read this or that work, you can often hear the following phrases from children: “I read it, but didn’t understand anything.” This suggests that even if children read, they often read purely mechanically, just to read, without understanding the meaning of what they read. This also suggests that students are often very far from the time period represented in the work, so it is difficult for them to perceive what they are reading. In this regard, my main task as a literature teacher is to teach my students not the mechanical work of reading, but concentrated attention during the reading process, the desire to hear the author’s voice, to see the deep meaning behind every word, in other words, to instill an interest in reading. Consequently, reading must become real creativity, art, only then will the spiritual value of a work of art be revealed.
An important object of study, undoubtedly, is the literary image - the amazing transformation of the hero of the work into Zhilin or Taras Bulba, Silvio or Chichikov. In a work, as a rule, there is not one image, but several; they are all interconnected with each other and form a system of images. The image of the narrator is also important in revealing the writer’s intention. For example, when considering “Belkin’s Tale” and examining the image of the narrator, we talk about him as uniting all the stories into one cycle.
The types of research I use are very diverse. At the head, of course, is the analysis of a work of art, although there is an opinion that this form of work has outlived its usefulness. I think differently: the works that are included in the school curriculum are great works of literature, their content is endless, and each reading generation, as mentioned above, perceives them in its own way. Consequently, each generation of readers will have research work based precisely on the analysis of the work. Analysis of a work closely interacts with such a form of work as discussion. Discussion is needed when you need to understand what is interpreted differently by science, what is not fully understood or cannot have a final solution at all. For students of any age, I often use a problem situation as a type of research, since the problem contributes to deep penetration into a literary text, developing in students the ability to think independently, evaluate the situation, express and defend their point of view. I try to make the problem posed not only the topic of the lesson, but burning, topical, and personally significant. For example, I use the following problem situations: “Is Khlestakov possible in our time?” (8th grade), “Could Taras Bulba have acted differently?” (7th grade), “What will happen to Dina after Zhilin escapes?” (5th grade), “How would Olesya’s life have turned out if she had stayed with Ivan Timofeevich?” (11th grade) and others. For students in grades 5 and 6, I often use games as a form of exploration. Such lessons are never in vain, they always become interesting communication, where everyone can express their opinion, and contribute to the development of emotional feelings in students.
An important type of research is creative work, which is implemented in class and extracurricular activities. First of all, these are oral or written detailed answers, reviews, reviews, essays, essays - their topics are also based on problem situations. This allows students, through contact with the author’s word through deep penetration into the literary text, to express their opinion on the problem posed.
I really love this form of creative work, which I use in my work, as dramatization. For many years, I led a school theater studio and, together with my students, prepared many stage productions: from staging individual episodes of a work to real performances. There are also literary and musical compositions here. In my collection there are performances based on such well-known works as “The Adventures of Pinocchio, or the Golden Key” (A.K. Tolstoy), “Twelve Months” (S.Ya. Marshak), “The Peasant Young Lady” (A.S. Pushkin ), “Undorosl” (D.I. Fonvizin), “Uncle’s Dream” (F.M. Dostoevsky), with which we performed at regional theater competitions. This work is very labor-intensive, and it goes well only when there is a respectful and responsible attitude towards it. The work on which the production is based needs to be mastered, to find something close to oneself in it. Therefore, a creative interpretation is needed, a perception and interpretation of the work that becomes personal. This means you can’t do without research. This is not an easy task, it takes time, but this time is not wasted, since the children’s perception is enriched, their reading imagination and speech culture are developed, their creative interest in the work is awakened, and their acting abilities are revealed. All this undoubtedly contributes to the development of educational material and develops reader interest. Rehearsals for a play are also lessons, but lessons in art, communication, emancipation, where everyone can sometimes show themselves in unexpected ways. Such lessons are a joint activity between teacher and student on a creative basis, on spiritual equality.
I practice dramatizations or role-playing in lessons, this also helps to reveal the creative abilities of children, the development of speech and the formation of a culture of speech (Stories by A.P. Chekhov, Fairy tales by M.E. Saltykov-Shchedrin, “Scarlet Sails” by A. Green, “Unknown flower" by A. Platonov, "The Inspector General" by N.V. Gogol, "Woe from Wit" by A.S. Griboedov, etc.).
The pinnacle of research activity is scientific work. Its types are very diverse: messages, reports, abstracts, projects that allow students, through in-depth analysis and the ability to work independently, to consider a particular problem from a scientific point of view. I begin teaching this form of research activity in the 5th grade, gradually complicating the process of work from class to class, so that eventually, by high school, students have developed the skill of preparing scientific work. The most acceptable form of work in this direction is a project. For example, in grades 5 and 6 I suggest that children develop projects when studying lyrical works. For example, select appropriate illustrations and musical works for the poems being studied, arrange it in the form of a presentation, and then present and comment on it in class. In the 7th grade I use this form of work when studying epics (“Epic heroes as depicted by Russian artists”), while studying the stories of A.P. Chekhov (“Stories by A.P. Chekhov in illustrations”). In grade 8, the topics of research project work can be “The stage history of the immortal comedy N.V. Gogol “The Inspector General” or “The Role of Proverbs and Sayings in the Novel by A.S. Pushkin "The Captain's Daughter". My students annually present their project work at scientific and practical conferences, showing good results of their research activities. Topics of work that were highly appreciated by experts: “The role of color painting in A. Green’s extravaganza “Scarlet Sails”, “The image of a star in the poetry of Nikolai Rubtsov”, “The Riddle of Pilate” (based on the novels by M. Bulgakov and “The Scaffold” by Ch. Aitmatov), “Features genre of “The Captain’s Daughter” by A.S. Pushkin, “The role of proverbs and sayings in A.S. Pushkin’s novel “The Captain’s Daughter”, etc.
Using the research method when studying a work of art allows me to achieve good results. Most of the children enjoy literature lessons; they are enthusiastically engaged in project activities and preparing dramatizations of works. Thanks to this, students’ level of speech culture increases, the children are able to defend their opinions, the growth of their mental thinking and creative abilities is clearly visible, initiative, independence, and the ability for successful socialization and active adaptation in society are formed.
Research is also the job of the teacher. And while I teach, I learn from my students. I am learning to explore not only a literary text, but also the perception of this text by my students. I strive to ensure that my lessons are interesting and unusual, so that the lesson is not just work, but interesting and useful communication. I try to make every child believe in themselves, in their strengths, to awaken the best personality traits in them, influencing them with vivid examples from literary works.
Research methods- these are ways to achieve the goal of research work.
Justification of research methods described in Introduction to Student Research. Often this section contains a simple listing of research methods.
In justifying the research methods you need to specify:
- research methods used in the research work;
- it is advisable to explain your selection of research methods, i.e. why these methods are better suited to achieve the goal.
At each level of work, the researcher determines research methods used.
Types of research methods:
Empirical level methods:
Observation
- interview
- survey
- survey
- interview
- testing
- photographing
- check
- measurement
- comparison
With these research methods specific phenomena are studied, on the basis of which hypotheses are formed.
Methods of experimental-theoretical level:
Experiment
- laboratory experience
- analysis
- modeling
- historical
- logical
- synthesis
- induction
- deduction
- hypothetical
These research methods help not only to collect facts, but to test them, systematize them, identify non-random dependencies and determine causes and consequences.
Theoretical level methods:
- study and synthesis
- abstraction
- idealization
- formalization
- analysis and synthesis
- induction and deduction
- axiomatics
These research methods make it possible to carry out a logical investigation of the collected facts, develop concepts and judgments, make conclusions and theoretical generalizations.
Examples of recording research methods:
Research methods: observation, interviews, statistical analysis, study of the media, literature.
Example 2.
Research methods:
1. theoretical: theoretical analysis of literary sources, newspapers;
2. empirical: interviews, sociological surveys.
Example 3.
Research methods: theoretical analysis and synthesis of scientific literature, periodicals about the history of the city from the archives and funds of museums, libraries, excursions in the vicinity where historical events took place.
Example 4.
Research methods:
1. bibliographic analysis of literature and materials on the Internet;
2. taking temperature measurements;
3. system analysis;
4. isolation and synthesis of the main components.
Example 5.
Research methods:
- study and analysis of literature;
- survey of schoolchildren;
- taking measurements of the weight of the backpack;
- analysis of the received data.
Example 6.
Research methods:
1) First, we will draw up questions and conduct a survey. Then, knowing the energy value of foods, we calculate the amount of proteins, fats and carbohydrates consumed by each student.
2) We will process the results of the survey we conducted using a computer program. Based on the data obtained, it will be possible to observe the dynamics of changes in the risk share of liver and gastrointestinal diseases.
Example 7.
Research methods:
1. Scanning method: observing the motor activity of seal pups by recording the position of the animals in the pool and on land at regular intervals.
2. Method of recording individual behavioral manifestations: observing animal contacts and recording them with icons in a table.
3. Photography method.
4. Analysis of the obtained data.
on preparation of research papers
on literature
Select (define) which work you want to analyze.
Make a work plan.
Before completing your work, select the necessary material to work with and rely on: quotes from the text, quotes from researchers, illustrations, terminology, definitions of terms, etc.
Save all collected information in a documentWord.
Analyze the information step by step and choose the main thing.
After all the information is ready, start working with the program Microsoft PowerPoint (sample below).
Information part
Object and subject of research
Student choosesobject hiswork – what he will research, what he will reflect on, what he will analyze.
Example:
Works of the adventure genre, namely “The Fifteen-Year-Old Captain” and “The Adventures of Robinson Crusoe.”
Proverbs are several parables that have a common theme.
A specific work by a specific author (A. de Saint-Exupery “The Little Prince”)
Once the object is selected, you need to define −what exactly will we study? :
prove your opinion - how we understood this work;
compare two works by certain authors;
identify common features of works that are completely different in topic;
consider a certain concept (for example: idea, composition, characters, landscapes, history of creation, etc.). You can only have one concept (idea), you can have several.
Example:
Object - the work of A. de Saint-Exupery “The Little Prince”.
What will happen subject research?
This could be a characteristiccharacters in the work and their general role for understanding the text (the Little Prince himself, the rose, people who lived on asteroids, etc.).
This could be a (detailed) analysis of one of the characters: a portrait, the significance of the character in our understanding, significance in the work, etc.
That is, WHAT INTERESTED us in the chosen work.
A small reminder: any work is the result of the thoughts of a certain author. To understand the work, we must know what the writer’s creative activity is, what he wanted to show in his works, what worried him.
Defining the topic, purpose, objectives and relevance
Research topic – This is what,what we want to consider (research).
The chosen topic must be problematic (have ambiguous interpretations in the literature, not sufficiently developed in practice, cause certain difficulties in understanding or use, etc.).
The material should be selected according to the topic.
The existing points of view on this issue are indicated and briefly analyzed.
The student must provide a reasoned support for any point of view, or explain his point of view based on a comparison of existing points of view.
The work must have logic in the presentation of the material and comply with the scientific style.
Target research is the end result that Dr.The researcher should chime when completing his work. Let's highlight the most typical goals. They may be determining the characteristics of phenomena that are not studiedpreviously mentioned; identifying the relationship between certain phenomena; studying the development of phenomena; description of a new phenomenon; identification of general patterns; creation of classifications.
That is, what conclusions do we want to draw from our research, what discovery have we made?
The formulation of the research goal can also be presented in various ways - clichés traditionally used in scientific speech. Let's give examples of some of them.You can set a goal:
reveal...;
install...;
justify...;
specify...;
develop... .
To achieve the goal, it is necessary to solve certain problems.
Tasks These are the stages of our work. The stages are sequential.
This means that we must solve problems sequentially, one after another.
Example:
I bettarget - identify the symbolic meaning of the characters in the work
( or: clarify the significance of the work, establish the relationship between characters, events, etc.).
How can I achieve my goal? I must (must) solve problems - prove my views and opinions on the chosen topic at certain stages. To make it clearer:tasks are points of the plan according to which we will conduct research. Let's say our goal is to identify the symbolic meaning of the characters in the work, then I must solve the following problems:
Consider the features of the author’s work and the history of the creation of the work itself.
Consider (analyze, characterize) the characters of the work.
Determine what a particular character is a symbol of.
Draw conclusions - the general meaning of the characters in the work.
Relevance research topics- this is the degree of its importance at a given moment and in a given situation for solving a given problem, issue or task. What is the novelty of our work, why did we become interested in this topic? For relevance, you can choose a quote that will reflect the meaning of the work.
Working with information (material)
Material is selected with which you can argue your opinion (prove your idea).
All information is arranged according to the established plan, only the most necessary is selected - clearly according to the tasks and the set goal, since unnecessary information is already a departure from the topic and a violation.
Thoughts and opinions must be supported by quotations from the text; if a statement is given, it is indicated who the author of the words is.
Since the work is research, it is based on scientific knowledge - on literary theory. Therefore, in your work it is necessary to correctly use literary terms, explain these terms (give them a definition, what they mean).
Conclusion
The conclusion should reflect the main idea of the chosen topic. Only after solving problems is the result of the work summed up. We write down conclusions on solved problems (what we considered, what we achieved, what discoveries we made). After that, we write down what goal we have achieved.
I remind you:
Solving problems helps you achieve your goal.
The goal is a detailed disclosure of the selected topic.
Design example:
1 slide
"Front Sheet"
Slide 2:
Topic, goal, tasks
3 slide
Relevance
4 slide
(we solve the assigned tasks one by one)
Task 1. Get acquainted with Goethe's worldview and creative principles
(not written).
5 slide
Task 2. Familiarize yourself with historical data about the real image of Doctor Faustus (not written).
6 slide
7 slide
Task 3. Consider the interpretation of the image of Faust in various forms of art
(not written).
PLEASE NOTE!
If a literary term is used, it is necessary to write down its definition.
Example:
8 slide and 9 slide
Last slide
CONCLUSION (CONCLUSIONS)
Good luck in your creative search!
Tanashevich Alexandra Alexandrovna