How to work in advertising Profession "advertising manager"
Work plan
to close knowledge gaps
geometry in 8th grade
Plan developed
math teacher
Bazakina A.V.
Lyambir- 2016
annotation
The main meaning of the activity of the teacher of the natural-mathematical cycle is to create a situation of success for each student. Success in learning is the only source internal forces a teenager who gives birth to energy to overcome difficulties in studying such a difficult subject as mathematics. Even a one-time experience of success can radically change the psychological well-being of the student. The success of a student can be created by a teacher who experiences the joy of success himself. The teacher can help a weak student to prepare a feasible task, with which he must speak to the group.
A student may lag behind in training for various reasons depending on him and beyond his control:
absenteeism due to illness; poor general physical development, the presence of chronic diseases; impaired mental function; pedagogical neglect: the teenager’s lack of acquired general educational skills and abilities for previous years of study: poor reading technique, writing technique, counting, lack of independence skills in work, etc .;
dysfunctional family; the "street" problem; absenteeism;
We, subject teachers, must know why the student does not master the curriculum, how he can be helped in this matter. Narrow specialists (doctor, psychologist, social pedagogue), the student's parents, himself and his classmates should help to establish the specific reasons for the failure of the teacher and the class teacher.
Goals:
-elimination of gaps among students in teaching mathematics;
-creation of conditions for successful individual development student.
What is the first thing you need to do in working with underachievers?
- create a favorable atmosphere in the classroom;
- provide timely assistance in additional classes and organize the work of consultants;
- change forms and methods academic work in mathematics lessons in order to overcome the passivity of students and turn them into an active subject of activity. Use educational games for this;
- release adolescents from the fear of mistakes, creating a situation of free choice and success;
- orient children to the values: person, family, fatherland, work, knowledge, culture, world, which cover key aspects activities;
- cultivate physical development and healthy lifestyle life.
Organization of work to fill the gaps
The work to identify and eliminate gaps in students' knowledge is an integral part of the activity of every teacher. The timeliness and thoroughness of this work is the key to high learning outcomes.
The practical teacher knows how painstaking and important this work is. If you do not pay serious attention to this issue, then very soon even capable students will wallow in mistakes. You can not belittle the role and let this work take its course, as they say, from case to case. It is necessary to carry out activities to identify and eliminate gaps in knowledge systematically and systematically.
Difficult to isolate this species pedagogical activity from a holistic process - a learning process in which everything is interconnected.
Systematic work to identify and eliminate shortcomings and gaps in students' knowledge is one of the main conditions for improving the quality of education. The teacher must use generally accepted forms and invent, implement his own means of control, the skillful possession of which prevents lagging behind, ensures the active work of each student.
Goals of the work:
formation of solid knowledge;
training in self-control techniques;
formation of the need for self-control;
education of responsibility for the work performed;
development of individual creative abilities of students.
Tasks solved in the course of work
Controlling. Identification of the state of knowledge and skills of students, the level of their mental development, the study of the degree of assimilation of methods of cognitive activity, skills of rational educational work. Comparison of the planned result with the actual one, establishing the effectiveness of the methods, forms and means of training used.
Educational. Improvement of knowledge and skills, their generalization and systematization. Students learn to highlight the main thing, the main thing in the material being studied. Tested knowledge and skills become clearer and more accurate.
Diagnostic. Obtaining information about errors and gaps in knowledge and skills and their causes. The results of diagnostic checks help to choose a more intensive teaching methodology, as well as clarify the direction for further improvement of teaching methods and tools.
Prognostic. Obtaining advanced information: whether specific knowledge, skills and abilities are sufficiently formed to assimilate the next portion of educational material. The results of the forecast are used to create a model for the further behavior of a student who today makes mistakes of this type or has certain gaps in the system of cognitive activity techniques.
Developing. Stimulation of cognitive activity of students. The development of their speech, memory, attention, imagination, will, thinking.
Orienting. Obtaining information about the degree of achievement of the learning goal by an individual student and the class as a whole. Orientation of students in their difficulties and achievements. Revealing gaps, errors and shortcomings, indicate the directions for the application of forces to improve knowledge and skills.
Nurturing. Education in students of a responsible attitude to learning, discipline, honesty, perseverance, the habit of regular work, the need for self-control.
I divide the organization of work on identifying and eliminating gaps in knowledge into stages: identifying errors; fixing errors; analysis of the mistakes made; planning work to address gaps; elimination of gaps in ZUN; preventive measures.
I stage. Error detection
It is carried out in the course of checking written work, oral answers, self and mutual control.
Written works I do it regularly. I strictly follow the independence of execution. I consider the most effective (for detecting errors) forms of written work:
at the beginning and end school year- testing with the subsequent compilation of a table in which the errors of each individual and the class as a whole are clearly visible;
during the academic year - traditional control and independent work preceding them, a written survey of theoretical material;
to master the control of a “narrow” topic: mathematical dictations (“Finish the phrase”, “Fill in the gaps”, “Formulate a question”, “Compute orally and write down the answer”), “Chains”), mini-tests. Tasks of this type allow you to quickly and, most importantly, timely detect gaps in knowledge on the topic under study, which is useful for both the teacher and the student.
Oral check ZUN is aimed at identifying typical mistakes of a particular topic and general educational skills. It is effective if it is aimed at identifying the meaningfulness of the perception of knowledge and the awareness of their use, if it stimulates the independence and creative activity of students. The quality of questions is determined by the nature of the mental actions that students perform when answering a question. Therefore, among the test tasks, I single out questions that activate memory (to reproduce what has been studied), thinking (to compare, prove, generalize), speech. Great importance have problematic issues that make them apply the acquired knowledge in practice. The quality of the oral examination depends on the selection of questions and the sequence in which they are posed. Each question should be logically complete, extremely concise and precise. I will single out two conditions for the qualitative identification of knowledge:
Nobody interferes with the student (the answer is commented on later);
You can interrupt the student only if he does not answer the question, but deviates to the side.
I use oral verification techniques on various stages lesson.
Instilling skills and abilities in students self-control not only allows them to find their own mistakes, but also beneficial from an educational, psychological and pedagogical point of view. Forms: “Find and explain the mistake” (your own, made by a classmate, planned by the teacher), “Check the answer and understand the mistake”, “Rate your answer”.
mutual control The quality and effectiveness of the educational activities of schoolchildren helps the teacher to test the knowledge of students and contributes to the development of such personality traits as honesty and justice, collectivism. “Ask a question”, “Find a hole in the solution and ask a question” (to help the answerer find the mistake himself), “Give a review of the answer”, “Explain the solution to a friend”, mutual verification of home and test papers, rules, formulas, theorems, definitions - here far from all forms of mutual control. It is also positive that mutual verification can be carried out after school hours. Mutual testing of knowledge activates the activity of students, increases interest in knowledge and they like it. In the course of mutual control, they reveal individual characteristics students, increased interest in knowledge. The children like the process itself, their relationships with their comrades are strengthened.
At this stage, the correctness of perception and understanding of the educational material is analyzed, weak sides in knowledge, shortcomings, gaps, errors in the work and answers of students are found. This allows the teacher to identify timely measures to overcome and eliminate them.
II stage. bug fixing
Fixing errors occurs in parallel with their identification, but not every student is able to learn the material and develop strong skills even after the classical chain: the teacher showed - the student decided himself - the teacher pointed out the errors - the student completed the work on the errors. Starting to study a new topic, a student often forgets a lot of the previous material. Only through repeated, prolonged, periodic repetition by each student of his "problem" topics, returning to the "weak" link in the chain of knowledge, one can achieve results in teaching mathematics. It is necessary to keep a strict record of errors in the form of a list, work with it regularly: make changes, keep the error under control until there is firm confidence in the quality of assimilation. This task is not easy, it requires patience and time. But the end justifies the means. And the one who goes through this path will be rewarded with the educational achievements of his students. Rational forms of fixing errors, in my opinion, are the following:
The table in which the test results are entered. It allows you to see the picture of "handling" for the class as a whole and for each student individually (Table 1).
Notebook for recording errors (it can be done in in electronic format) contains a list of the class and monitoring of "handling" with all written works. For each student, a separate page (or part of it) is created, where information about specific errors is entered, and knowledge learning is recorded. It is clearly seen who has what problems, who did not pass what (Table 2).
In the course of the lesson, when doing homework, I strongly recommend that students, if they could not immediately understand something, put notes in the margins (like “?”), so that later they can think or use the help of a teacher, classmate. I aim students at not leaving “incomprehensible” areas without attention.
III stage. Analysis of the mistakes made
An analysis of the mistakes made is carried out after each type of work orally or in writing, by a teacher or a student, depending on the type of activity. Conducted quantitative and qualitative analysis. A thorough analysis allows you to deeply study the gaps and achievements of individual students, highlight typical mistakes and the main difficulties of students, to study the causes of their occurrence and outline ways to eliminate them.
IV stage. Planning work to address knowledge gaps
This work is built on the basis of analysis, the results of which are communicated to students.
The teacher outlines when, whom, for what purpose to ask and what means to use for this.
Troubleshooting is carried out after each written work, repeated test - after an unsatisfactory mark.
Strict control is exercised to ensure that each student completes all control and test work (even if he missed it).
V stage.
Closing gaps in knowledge
Analysis of work in the classroom.
Finding out the opinion of the class about the results.
Work on mistakes, individual and frontal, with mandatory subsequent written verification (until receiving a positive mark).
Tasks for repetition during the frontal survey and individually (until a positive mark is received).
VI stage. Prevention measures
It is difficult to treat the disease, it is better to prevent it. Mistakes are also a kind of disease. The following preventive measures contribute to minimizing them.
The texts of written assignments should be easy to read: well-formulated, well-read.
Active oral training of the main ZUN, regular analysis of typical mistakes.
When explaining new material, predict the error and select a system of tasks for practicing the correct assimilation of the concept. Focusing on each element of the formula, performing different types of tasks will reduce the error to a minimum.
Selection of tasks that arouse interest, form stable attention.
Strong assimilation (and hence the absence of errors) is facilitated by rules that are convenient for memorization, clear algorithms, following which you will certainly come to the intended goal.
Systematic accustoming to self-control allows you to achieve noticeable results. At the same time, the general mathematical culture of schoolchildren is growing, their work and answers become more literate.
Work plan to close gaps in knowledge in geometry
I'm degrading. I am in tenth grade. I finished the ninth with almost an excellent certificate, it was not too difficult for me to study. But this school year, something has changed in me. Now I have become interested in science and I plan to choose a profession related to physics, but I understand that this requires high intelligence. I became insanely lazy, began to “sick” (real illnesses, but I make an elephant out of a fly, out of a common cold - something terrible) for two or three weeks. At this time, you can read, learn the subjects I need, do at least simple lessons. But I adopted a feline lifestyle: I lie on the couch, eat, sleep, well, I constantly surf the Internet. Yesterday, some kind of willpower appeared in me, and I forced myself to start doing algebra. The expressions are simple, I do, but the body wants to lie down, wild laziness plays in me again and there is no desire to sit at the table with a notebook, I just want to throw it somewhere far away. Someone will say that it's a lack of interest in the subject, but no, I always liked algebra! And okay, some written lessons, they can still be done by forcing yourself, but learning something is simply unrealistic. But I have a lot to learn, the exam is in a year and a half. I started looking different methods concentration, tried to meditate, but nothing helps. Classmates say that the teachers have already forgotten how I look. The feeling of anxiety about my studies and my future is growing. I still don't know how to pull myself together and come to the former state, when it was not so hard for me to do anything.
1 answer
14 years old. Mom constantly screams, this is not so, then this. In general, it leads to a terrible state when you just want to run away and hide from everyone. Sit alone and cry. I start to be afraid of her, this fear leads to the fact that studies become worse. Because of this, he also screams. Constantly blames for something. I try not to pay attention, work hard, but still nothing leads to good results ... I'm already tired of everything, what should I do?
2 answers
I am 16 years old. I live in prosperity and I can’t say that my parents didn’t give me something. But there are eternal problems from which it is very difficult for me. Mom always rolls scandals that I always spend time on the phone and do not devote time to them. She always blames me for not studying well enough, and although she perfectly understands that I try to do everything to study well, I am not an excellent student, I am a good student (one 4). When she is not in the mood, these scandals turn into swearing with her father, which really finishes me off. I have practically no relatives whom I could trust, because these people betrayed me, accusing me of everything they could. Sometimes I just don't understand why it's so unfair? I don't go for walks practically at all, I do, but rarely. For the school, tutors, various consultations, because I am a future translator who must achieve goals, as my mother says. We put up, but it’s all killing me, I’m tired of fighting, my hands just drop by themselves, and I don’t know what to do with it ...
2 answers
Did you pass the exam? It so happened that I pass the worst subjects - profile mathematics and physics. If I can still cope with mathematics (at a minimum), then everything is completely bad with physics ... I can’t even score a minimum. I read the assignment and do not understand what to do. The whole 10th grade was preparing for completely different subjects. I had goals and dreams, but now it doesn't matter anymore. And now there are a couple of months left before the exams, but I still haven’t moved from the dead point in my knowledge of physics.
1 answer
I started college and got a weird curator. She is a woman and behaves rather strangely towards me. I go to college regularly, there are no debts and everything is in order with other teachers. But she just ignored me from the very beginning, for example, she asked the group who wants to go to the conference and get an autograph from the famous author of the book, no one raised their hand and she began to list, asked everyone except me, she also teaches some subjects and at one of them she gave a task, she listened to everyone, and when it was my turn and I started reading, she immediately changed the subject and did not let me answer. There was another case, I quickly passed and dropped a couple of papers that lay on the edge, I started to pick them up, to which I heard: “you still wipe them on the floor”, I put the papers down, and didn’t answer this, sat down at my place. There was also such a situation: the commission sat, we wrote the exam, I did everything, I started to take the sheet and the woman from the commission said that I should put five here, and my curator said: “no, I’ll put four” and how should I understand this? I personally didn’t do anything bad to her, I didn’t skip her couples, I didn’t cause problems. Now I'm already on a different course and now she constantly asks me in pairs and just shows all sorts of attention to me, now I don't even know how to react. All enthusiasm was lost in the first year.
1 answer
Learn English. I taught at school, at the university, with a teacher, now I teach with another teacher. But I'm stuck in one place. It feels like I'm throwing money away. Like, there is motivation. went to work in international company, they need good English, badly enough I passed an interview on it, having memorized everything in advance. Business trips are coming soon, but I can’t immediately connect two words, porridge in my mouth. When I read in class, I start to get mad that it comes out terribly and I don’t know the words, my hands drop and I don’t want to do anything! Just annoying! For a month I studied for an hour on the way in one direction, an hour in the other + sometimes I could do something at home. Nothing changes. I just can't speak is all. I start watching the video, nothing is clear and I sit in a rage. The young man is trying to help, even taught with me. As a result, I just start crying that I’m stupid and everyone corrects me, but I can’t do anything.
Does anyone have any up to date advice? My job is the only thing that doesn't give me this moment quit learning English out of rage and impotence.
4 answers
Hello. It just got enough. I'm tired of going to school and learning things that I won't even remember in 5 years. I don't know what to do, I have a lot of different hobbies, I don't have enough time for them. I have always been an excellent student, but now I realized that there is no point in chasing grades. I have health problems, most likely due to the fact that I constantly worry about grades. And now I decided for myself that I do not need it. Study for 2 more years. I don't know how to endure it.
2 answers
Tired, as trite as it sounds. Sometimes it seems that no one needs (of course, not counting the parents), there is no one to speak out. For a certain amount of time, so much has accumulated ... Soon to take exams, which I decided to take back in the summer, but my mother came and said that she had enrolled in a group where they were preparing for an English exam. Fine. Made peace with it. But doubts were present. But now, I have firmly decided that I do not want to take this subject. I ask my mother to transfer to a regular group, as a result, everything comes to quarrels. I don't know how to explain it to her. Doesn't want to understand me. And inside there is a sense of emptiness.
2 answers
Hello, I am 13 years old. I am in 8th grade. At the very beginning of the school year, I set the task to finish this semester normally. I have 2 problems:
1). I started learning the language with which I want to connect my life and future. If I don't, I'll just rot in this country. I started taking courses. And then it began. Everyone understands everything, all the nerds, etc. They are asked - they answer in a second, even when new topic. And I. I'm sitting dumb. I can’t answer, etc. I don’t attach much importance to this, but when I come home, I understand what was asked for this lesson of the DZ. I have a lot of words to learn, etc. I keep procrastinating. In the end, nothing comes out at all. I know and understand that I need to sit down and do it for my dream, but I just can't. I'm lazy. I have motivation, patience. etc., but too lazy ... It's hard for me to just get up and go do it. I do not know what to do.
2). Like I said, I'm in 8th grade. I have 9 lessons a day and I study on Sun. I have health problems, or rather scoliosis. I go to physical education every day and come to the GK only at 12. There are already 5 lessons. I have to borrow notebooks from classmates and write off lessons. I can write off, but mostly I skip math, chemistry, Ukrainian language and Ukrainian literature. Almost all of this will need to be taken at ZNO / USE. I can't catch up and understand myself. It's hard for me to get. I can’t go to the teacher to ask - the breaks are too short. Relatives do not rummage. Classmates are dumb and don't care about grades. And as I said, I need it for the future. On the Internet, I do not understand how they explain. Because of this, my laziness is now in this. I can't even write. I'm lazy. In my mind - why write off anyway nifiga is not clear. I am aware that it is not right and I can and should. But again, laziness ... If I had time, I would do it even through force. But when you come home from school and classes at 5, you just don’t want anything. So this is not the end of the problem. I love to surf the Internet, watch something. And, as they say, I'm degrading. I’m sitting watching something, the series ends and I say: “I’ll watch two more and that’s it.” I ended up watching the entire season and doing nothing. It's hard for me to break away. And if I break away, then in the middle of the lessons or something I remember and just can’t do anything anymore. I am independent and can easily delete social networks. networks or something else, but again, my laziness is killing me. Even motivation doesn't help. I can think about the future for hours and still not do anything. What to do? Something very strong is needed.
1 answer
I live with my mother and grandmother. We do not live in poverty, but my mother naturally works a lot. I study at the university, entered the budget, I study perfectly well. My family constantly told me that I was sitting on my neck and that I was not doing anything, it put a lot of pressure on me. I tried to get settled, but it just didn't work. There are abilities, but it was hard with the schedule. At the same time, I was not allowed to go for a part-time, and you can’t really clear up on a part-time. In short, I finally built my schedule so that I have a few free days in which I started giving lessons (tutor). The thing went. Only now, on the contrary, they yell at me that I do not go to additional classes on my free days. They say you need to educate yourself. And I can't even develop anymore. I'm trying to make money, take on as much work as possible. I can't afford to just walk with someone, go to dances, for example, just read, read as fast as possible (although literature is one of the elements of my education). In short, some kind of freeloader complex has been worked out for me. I know that many successful people began to work and provide for themselves with early age. I'm 20 and I've only recently started working on my independence. There was an idea to leave home, to live the way I want, even if I work all day, but at least for an hour to come home, breathe calmly. But I'm afraid to cut off contact with my family, make them worry, this is a sin, in my opinion. I don't even know what to do. I would like to put the blame on the state, which pays such scholarships that a student who studies and works is forced to feel like a homestay. By the way, I'm still an excellent student, because it provides me with a slightly higher scholarship. Lost interest in science...
PERFORMANCE
at the pedagogical council
Working with underachievers, filling gaps, increasing interest in learning as a way to improve the quality of education
mathematics teacher: Gataullina F.Kh.
The problem of poor progress worries everyone: both adults and children. Obviously, there is not a single mentally healthy child in the world who would like to study poorly. When the dreams of successful school years are broken into the first "deuces", the child first loses the desire to learn, and then he simply skips classes or becomes a "difficult" student, which most often leads to new negative manifestations in behavior. Underachieving students begin to look for people around whom they will not feel insignificant. So they find themselves in yard companies, replenishing the army of hooligans, drug addicts.
A student may lag behind in learning for various reasons depending on him and beyond his control:
u absenteeism due to illness;
u poor general physical development, the presence of chronic diseases;
u mental retardation. Often, children with a diagnosis are taught in general education classes due to the lack of correctional classes or the unwillingness of parents to transfer the child to a specialized class or school;
u pedagogical neglect: the child’s lack of acquired general educational skills and abilities for previous years of study: poor reading technique, writing technique, counting, lack of independence skills in work, etc .;
u a dysfunctional family;
u the "street" problem;
u truancy.
We, subject teachers, must know why the student does not master the curriculum, how he can be helped in this matter. School narrow specialists (doctor, psychologist, speech therapist, social pedagogue) should help to establish the specific reasons for the failure of the teacher and the class teacher, the student's parents, himself and his classmates.
Goals:
Elimination of gaps in students in learning;
Creation of conditions for the successful individual development of the student.
What is the first thing you need to do in working with underachievers?
Create a favorable atmosphere in the classroom;
Provide timely assistance in additional classes and organize the work of consultants;
Change the forms and methods of educational work in the classroom in order to overcome the passivity of students and turn them into an active subject of activity. Use educational games for this;
To free schoolchildren from the fear of mistakes, creating a situation of free choice and success;
Orient children to values: a person, a family, a fatherland, work, knowledge, culture, the world, which cover the most important aspects of activity;
Cultivate physical development and a healthy lifestyle.
A plan for working with underachieving students
| Events | |
| 1. Carrying out a control cut of the students' knowledge of the class on the main sections of the educational material of the previous years of study. Target: a) Determination of the actual level of knowledge of children. b) Identification of gaps in students' knowledge that require rapid elimination. | September |
| 2. Establishing the reasons for the lagging behind of poorly performing students through conversations with school specialists: a class teacher, a doctor, a speech therapist, meetings with individual parents and, of course, during a conversation with the child himself. | September |
| 3.Close gaps in knowledge identified during control works and then retest knowledge. | During the school year. |
| 4. Using a differentiated approach when organizing independent work in the lesson, include feasible individual tasks for a poorly performing student, fix this in the lesson plan | During the school year. |
| 5.Use in lessons different kinds survey (oral, written, individual, etc.) for the objectivity of the result. | During the school year. |
| 6. Regularly and systematically interrogate, giving marks in a timely manner, avoiding the accumulation of marks at the end of the quarter, when the student no longer has the opportunity to correct them. | During the school year. |
| 7. Notify the class teacher or the student's parents directly about poor academic performance if there is an accumulation of unsatisfactory grades. | During the school year. |
| 8. Keep a mandatory thematic record of the knowledge of poorly performing students in the class, if possible, keep a thematic record of knowledge on the subject of the children of the whole class. | During the school year. |
| 9. Conduct additional (individual) classes for weak students. Teach children how to work independently. | During the school year. |
How to encourage students during the lesson to active, intense activity?
Among the various areas of new pedagogical technologies, the most acceptable, from my point of view, is group technology :
Firstly, because in the conditions of a class-lesson system, this type of lesson most easily fits into the educational process.
Secondly, group technology ensures not only the successful assimilation of the material by all students, but also the intellectual, moral development of students, their independence, goodwill towards each other, sociability, and a desire to help others.
I will highlight the advantages of group training over traditional:
introduction to important life skills: effective communication, the ability to listen, the ability to take the point of view of another, the ability to resolve conflicts, the ability to work together to achieve a common goal;
improving academic performance;
education of self-respect;
strengthening friendship in the classroom, changing attitudes towards school;
lack of competition in educational activities;
persuading students of the value of mutual assistance.
To increase the efficiency and real result of the lesson, to enhance the cognitive activity of students in mathematics lessons, I use a system of key tasks. Its use allows, on the one hand, to include each student in the work, and on the other hand, it develops the systemic, logical thinking of students. For motivated children, it becomes possible to analyze and evaluate the material in full, compare different methods of solution, determine the limits of applicability for further use of the acquired knowledge in solving more complex problems.
How to make sure that the lesson not only equips students with knowledge and skills, the significance of which cannot be disputed, but that everything that happens in the lesson arouses sincere interest in children, genuine enthusiasm, and forms their creative consciousness? For effective learning activities of all students, differentiate them according to the level of training, stimulate students who are good at mathematics, and support those who have difficulties. That is why I use elements of the "Differentiated Learning" technology in my work.
The formation and development of cognitive interests is part of the broad problem of educating a comprehensively developed personality. The principle of the child's activity in the learning process has been and remains one of the main ones in didactics.
This concept refers to a quality that is characterized by high level motivation in mastering knowledge and skills. This kind of activity in itself occurs infrequently; it is a consequence of targeted managerial pedagogical influences and the organization of the pedagogical environment, i.e. applied technology. One of these technologies is gaming. Game technology ensures the unity of the emotional and rational in learning.
At the present stage of development, it is difficult to imagine a society without computers, so one of the main tasks of education is to introduce a person to information space. With the help of a computer, it is possible to significantly increase the visibility of learning, ensure its differentiation, and facilitate the testing of knowledge, skills, and abilities of students.
First, let's answer the question: "What are gaps in knowledge?" In a simple way, you can say this: “This is what the student should know at the moment, but does not know. What he should be able to do, but does not know how.”
All the necessary knowledge and skills in all subjects for each class are spelled out in school curricula. The programs are guided by the authors of school textbooks. They include all the necessary theoretical and practical components in their texts. Therefore, the textbook details the knowledge and skills embedded in the program, builds their assimilation in a certain sequence. Teachers constantly check with school programs. Parents have only heard about school programs at best.
The next important question is: “How critical are certain gaps in knowledge?” By a critical gap, I mean the gap that really interferes with learning new material. If a student in the 5th grade gets confused in the multiplication table, then what kind of assimilation of mathematics can we talk about? By critical gap, I also mean the gap that constantly appears. For example, a student does not know how to apply the rule for checking unstressed vowels and often makes such mistakes. In this case, he will never get a good mark in Russian. And in adulthood it will constantly get into a mess.
IN school programs not a word about it. There, all knowledge and skills are listed as equivalent. It is also almost impossible to find a clear selection of the most critical knowledge and skills in textbooks. Why so - in general, it is clear. Knowingly laying in the program or textbook the secondary importance of a significant part of the educational material is wrong. The consequences can be unpredictable. But pretending that there is no such problem is also a big mistake.
It is also important to understand that the criticality of gaps in knowledge manifests itself in different ways in different subjects.
The subject in which past and new knowledge is most closely linked is mathematics. Here every second space is critical. There are many examples, but it is obvious to anyone who remembers school years and mathematics lessons.
The Russian language has another problem. The study of new topics is constantly accompanied by the need to prove that the spelling rules learned are well learned. The material itself is less interconnected than in mathematics. It is quite possible to have significant gaps in the "Word Formation" section and successfully complete the topics of the "Morphology" section. I emphasize that I am talking about the school version of the course "Russian language", and not about the sciences "Linguistics", "Linguistics", etc.
In many school subjects, the coherence of the material is present mainly within the framework of individual sections. You can have a poor knowledge of the section of physics "Dynamics" and get good grades when passing the section "Optics". How will knowledge from botany help a student in studying human anatomy?
I would like to draw the following conclusion from the above.
Knowledge gaps must be dealt with rationally. Critical gaps must be addressed unconditionally. All the necessary time and other resources should be directed to this. The rest of the gaps - according to the situation. Is the student going to enter the Faculty of Philology? So, all the gaps in knowledge of the Russian language should be considered critical. But gaps in chemistry or biology can be treated creatively.
A few more important questions. How inevitable are knowledge gaps? Is it possible to organize teaching in such a way that there are no gaps? What here depends on the teacher, and what depends on the student?
Most parents believe that knowledge gaps in their children are the result of low level teaching in modern school. I will try to convince them and protect the honor of the modern school.
In the world, there are two main models for organizing the educational process at school:
The time has come - everyone is moving on to new material.
Most countries of the world, including our country, are building school education according to the second model.
This means that different students in the same time pass the same educational material. And from this, an inevitable problem arises: gaps in knowledge accumulate in students. Some have more, some have less.
Teachers are struggling with this problem. But it is almost impossible to do this in class. There are many children in the class, their gaps are different. And yes, you need to constantly switch to new material.
The only possibility is to solve this problem through the independent work of the child. But here, too, there are a number of obstacles:
The average student is unable to adequately assess his own gaps in knowledge;
Traditional homework assignments are not individual in nature, and they serve mainly to reinforce the material that has just been covered;
Such work requires constant monitoring (either by a subject specialist, or by a parent, or with their joint participation).
Therefore, it is incorrect to blame the school and teachers for gaps in knowledge. It's an inevitable consequence existing model organizations educational process. Of course, a good teacher differs from a bad one in that his students have fewer knowledge gaps. Due to more interesting and understandable lessons. Due to perseverance in overcoming student laziness and cunning. Sometimes due to additional efforts, most often - unpaid.
So far, the saying is best suited to this situation: "The salvation of drowning people is the work of the drowning people themselves." This is demonstrated by the parent community, thanks to which the market for tutoring services in the country is calculated in huge amounts.
Traditional tutoring is now perceived in society as an alternative to school. But this is not entirely true, or even not at all true. School and tutoring today complement each other organically, but not very economically for the family. The teacher does not have the capacity to systematically address gaps in the knowledge of all his students. This is done by hired tutors. But not a single tutor is engaged in training from scratch. He receives a ward who, to one degree or another, has passed the educational material.
It is here, in my opinion, that the untapped potential of using a computer in educational process. In this way, you can reach a real improvement in the quality of education with the help of simple and cost-effective tools.
Read the note next time Good study is the active application and development of the intellect.”
While studying, even a bright student can sometimes have difficulty understanding the subject. external factors illnesses, unfavorable family conditions, school changes, etc. often appear here. At the same time, school teachers do not always have time to fill knowledge gaps and difficulties accumulate like a snowball. How to catch up?
Mathematics is a science that you just need to know. It is in Russian that you can still somehow “leave” by reading an anthology, and here every gap leads to the wrong decision. To help your child cope with academic failure and overcome the backlog in the subject, you can invite a math tutor. At the same time, it is worth immediately specifying the purpose of the classes - eliminating gaps so that the teacher can choose the right learning model.
Stages of work with gaps in the subject
First of all, a math tutor conducts one or more classes to identify student errors and analyze them. At the same time, he is looking for the weaknesses of the child, studying his cognitive features. Based on the data obtained, he will be able to build a correct training plan aimed at filling the gaps.
During individual lessons, prevention of possible difficulties in the future is also carried out. That is, the tutor not only works to improve the child's academic performance, but also seeks to teach him to think logically, analyze mathematical processes, use his strengths in the process of learning (for example, visual memory, etc.). It forms solid knowledge in him and stimulates cognitive activity.
Each stage of training is accompanied by the control of mastering knowledge. Together with the tutor, the child learns self-examination, which helps him to work independently on tasks in the future.
Thus, the stages of work with gaps in the subject are divided into main groups:
- Identification, analysis, study of the nature of errors.
- Planning for their elimination.
- Work on "bugs" and their prevention; the formation of the necessary skills and abilities.
- Consolidation of acquired knowledge.
Additional measures to fill gaps in mathematics
In addition to classes with a tutor, to improve academic performance, you can recommend that your child attend extra-curricular educational activities. Great benefit will also be from the attention of parents and teachers. Any praise for success will help him cope with his fears, increase self-esteem, and give an incentive to study.
