The answer is simple: those who know how to work often don't know how to write. Meanwhile, the experience of our experimental sites shows that any teacher can describe his developments if he is given a little help in this.
(Recommendations-template for teachers on the creation of methodological development)
annotation
This material will help the reader-educator write your own methodological development. Heads of methodological services educational institutions can use this template for holding a training seminar on the creation of methodological materials.
1. Introduction
This work was written to help teachers of experimental sites for problem-based learning based on OTSM-TRIZ. The examples given in it illustrate the techniques used in this pedagogical approach. However, the author hopes that other teachers who wish to describe their methodological developments will also find useful tips here.
Recommendations are described in the form of a template. By replacing the text of the template with the author's text in accordance with these recommendations, the teacher will be able to create his own methodological development. This approach is borrowed from my supervisor, Professor V.V. Guzeev, whose dissertation research template was the basis for my own PhD thesis.
2. Composition and content of the methodological development
Subject
Usually the topic is built on the principle: the subject of research is the object of research. The order of the parts of the name may be different.
The object indicates the area to which your development belongs, and the subject indicates what aspects, features you are going to change, the distinctive features of your methodology. In other words, the object is the closest supersystem in which you work, and the subject is the subsystem or feature that your work changes, improves.
Sometimes the wording itself indicates the PURPOSE - why you need to improve this object.
Usage point of view models (SUBJECT) as a means
integration of courses in the development of speech and natural history (OBJECT)
for the formation of systemic perception and emotional attitude to the world (PURPOSE).
The integration of natural history and speech development courses was also dealt with before you, in this case, this is the area in which you want to say your new word (object). But using the point of view model as a means to integrate these courses is something new that you have developed (subject).
The item may have varying degrees novelty, formulations such as “problems of applying the methodology ...”, “peculiarities of using the methodology ... in conditions ...” are possible. In this case, the methodology itself will be the object (if it already existed before you), and the problems of its application, the peculiarities of its use in some new conditions will be the subject of research.
You may not be able to accurately formulate the topic right away. This is normal: if you are solving a pedagogical problem, you do not have to know right away by what means it will be possible to solve it. Therefore, the goal and the object are important at the entrance, and the subject may become clear later. Guidelines for formulating goals are given below.
Author information
Example: Ivanova, Anna Petrovna, teacher primary school School No. 1 in N, teacher of the 1st category, [email protected]
Application conditions
In this section, indicate
- The contingent of students, the characteristics of the contingent (if any).
- The program in which your methodology is applied.
Example:
— Primary classes (1-2).
– Speech development course as part of the Russian language course
- Methodology for compiling a descriptive story from a picture (Murashkovska I.N., Valyums N.P.).
Relevance, purpose and objectives
A well-formulated goal largely determines the success of the entire work. It is not necessary to formulate goals in “general terms”: to develop thinking and imagination - the fact of achieving such a goal cannot be verified. We indicate the requirements for the formulation of goals and objectives:
1. The goal should be formulated as specifically as possible, so that it can be broken down into understandable tasks, the result of which can be verified.
2. The goal must be seen in common system goals, i.e. it should be clear not only the goal, but the sub-goals (tasks) with which it will be achieved and the over-goals for which your goal is needed.
3. Tasks indicate the changes that should happen to the student and manifest themselves in his behavior or in the results of his work (for example, in the texts that he writes) as a result of applying your methodology. They are described by perfective verbs: to teach how to make riddles like ...; to teach to distinguish the name and value of a feature; teach how to use the system operator to formulate questions about historical event and so on. Teachers who are familiar with OTSM-TRIZ are advised to describe changes using the “element – feature names – feature values” model.
Below are a few steps that are useful to take in order to qualitatively formulate goals and objectives. This piece of text (in italics) does not need to be included in the methodological development, it is needed in work process over the material.
To correctly formulate the goal and objectives, try to do the following:
1. Answer the question: “what are you going to change with your development?” Describe the expected result: WAS... - IT WAS... And then remove those changes that you did not achieve or achieved using a different methodology, leave only what directly relates to your work.
Example: WAS: children give an oral answer about natural object, haphazardly, using cliches, they tell without pleasure, they speak with difficulty. – BECOMING: children compose a coherent emotional, figurative story, consider objects from different angles, use their own comparisons, tell with enthusiasm.
2. Make a chain "WHY?" This will help you see the supersystem of goals.
Example. Children can compose a coherent, coherent story - Why? – In order to holistically, systematically perceive the world. - For what? - To be aware of the environment. - For what? – To be able to change the world around.
Children compose a figurative story using their own comparisons - Why? – To build your own emotional attitude to the world around you. - For what? To better understand yourself and the world around you.
3. Make a chain "FOR THIS?", this will help you see the subsystems of goals.
Children compose a figurative story - for this, the most vivid fragments of the whole are singled out; building metaphors...
After completing this exercise, you will be able to get material for three points. methodological development(see below).
1. We get the rationale for the relevance of your work from the chain “WHY?” see paragraph 2 ( example: “It is important to teach a child to navigate in the modern dynamic world, to form his own emotional attitude to what surrounds him. The development of figurative speech, associative thinking is one of the main tools for the formation of an emotional attitude to the world. Equally important is the formation of a holistic, systemic perception of the world around us, which is necessary for a person to detect and solve problems that arise before him. Together, systemic and figurative descriptions allow you to emotionally experience and appropriate ways of systemic perception of the world.
2. The purpose of the work is from a comparison of the initial situation (WAS) with expectations (BECOMING), see paragraph 1 ( example: “To teach how to build a figurative story about an object based on the use of the “Point of View” model”).
3. Tasks - from the chain "FOR WHAT?" see paragraph 3 ( example: “To teach to highlight the signs of objects on behalf of which the story is built; to teach to highlight the signs of surrounding objects that are important from the point of view of the narrator, to teach how to build figurative comparisons on behalf of the narrator; to teach how to build systemic comparisons on behalf of the narrator, combining images with a single system”).
Facilities
Models, tools, methods
Specify the models, tools, methods that are used in your development.
Example: Models are used: "Element - attribute name - attribute value", "Point of view", morphological analysis.
Visual aids
Describe the visual aids you use. If known manuals described earlier are used, list them and provide links to materials in which they are described.
Example: Lull's Circles is used (link).
Description of the technique
The description of the methodology can be made in different form– it depends on its content.
The main problem of the description is that most of the methods we use are not implemented within the framework of one or several lessons, but require a more flexible system of training. It often happens that the transition to a new stage provides a series of exercises of the previous stage, which can be carried out in any sequence. In this case, it is convenient to represent the stages in the form of a diagram ( rice. 1). If your methodological development fits into a clear sequence of steps, there is no need for a scheme.
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For example (Fig. 2) a fragment of the description of the methodology is shown, which shows how the individual exercises are interconnected. The exercise "compare an object on behalf of some wizard" may be offered in a different sequence, but they precede the systemic comparison. Empathy can be introduced in parallel with the “What does it look like?” exercise. "Systemic empathy" should be preceded by empathy and systemic comparison.
For readers who are not familiar with OTSM-TRIZ pedagogy, let us explain the content of Figure 2. Methods for the development of speech and imagination use the images of magicians who personify the methods of transforming objects (Murashkovska I.N., Sidorchuk T.A.). Delhi-Let's divide objects into parts and unite the parts into a whole; Giant-Baby reduces or increases the size of objects, Lag-Run moves objects along the timeline.
Table 1. Composition of the method
| Task, exercise, procedure | What does a teacher do | What are the children doing | Time, order of work | Recommendations, settings | What is the result |
| Compare an object with any other objects | Proposes objects, asks questions | Answer questions | 3-5 minutes at the beginning of the lesson. Training is carried out until the result is achieved | First, choose objects known to children that have an interesting shape. Set the children up for original answers: (“Vasya compared the boot with a pipe, Masha with a canal. And the wizard D-D grouped the answers of Vasya and Masha (how?). Who will give an answer that D-D would be difficult to combine with the previous ones?” ) |
Children find many comparisons, strive to find an original, unconventional comparison. |
Examples
Often in methodological developments, examples occupy the lion's share of the reader's space and attention. This sometimes does not lead to the results that the author expected. We had to deal with cases when a teacher who read methodical material, sincerely sure that you can use this material only with those examples that are described in it. To use Picture Without Hesitation, he needs the same picture of ducks, and the exercise “what does it look like?” must be produced exclusively with the class key and glasses. A methodological development should be written in such a way that your colleagues do not copy it "one for one", but can adapt it to the conditions of their own. educational process without violating the technology you proposed.
Examples illustrate, make your proposals clearer and more concrete. But in no case do not replace them.
Example. We play the game "What does it look like?" At the initial stage, use objects familiar to children with interesting shape(for example, a key, glasses, a tree branch, an umbrella, etc.). Then move on to objects with other bright features (faucet with dripping water - sound, burning light bulb - temperature, etc.).
Diagnostics
Diagnostics is a topic that requires a separate discussion. As a rule, in the methodological developments of teachers, diagnostics are not given - instead, examples of children's work or statements are given. This enlivens the description of the technique, makes it more readable, but does not make it possible to evaluate the result. So, in lessons on the development of speech, you can always expect 1-2 bright works, but this says absolutely nothing about the value of the methodology used in the lesson. Talented children write vividly and without special training, sometimes the intervention of the teacher only spoils the matter.
If the result of your methodological development can be represented by creative products of students, you must show the work of at least 2/3 of the students in the class. This does not mean that you should spend time reprinting children's essays or children's problems. It is enough to attach their photocopies to the description of the methodology. When you publish your creation, we will decide how to illustrate it with children's work.
Another option is to use the diagnostics developed earlier. In this case, it is necessary to refer to sources.
If you decide to offer your own diagnostics of the results of applying your technique (for which you immediately deserve special thanks), then you need to answer two questions:
1. On what objects did you evaluate the results of your work? It can be
- the observed behavior of children (children ask to conduct such lessons more often, bring additional material, play the games proposed by the teacher at recess - such observations indicate an increase in motivation);
- products of the creative activity of children (essays, rules derived by children, tasks invented by them, etc.);
— results of special assignments, etc.
2. Which features will you evaluate?
It can be
- the presence of certain statements of students in the process of work,
- certain types of student behavior (for example, if a child collects a piggy bank, practically without asking for help from a teacher and classmates and gets a result, one can judge independence in this type of activity); if the student in the text uses systemic comparisons, one can judge the formation of the ability to make such comparisons);
- the number of correct answers to the proposed tasks; the number of errors of a certain kind, etc.
If you evaluate work in points, in no case consider the arithmetic mean of the result for the class. Two students who caught the flu that day, did not complete the work and received A, will nullify the results of at least four excellent students. Just count the number of twos, threes, fours, fives, etc. and the percentage of the number of this mark to the number of students who completed the work. If the work is evaluated, for example, on a ten-point scale, you can count the number of students whose results fall within certain intervals (for example, 0-5; 6-10; 11-20, etc.). The results can be shown in a chart.
conclusions
Briefly review what your work was about. What problems have you not been able to solve yet? Set yourself goals for the future.
Please do not forget that many teachers in different parts of the country are waiting for your materials today.
Bibliographic list and links
This list should contain all the materials that you used during the creation of your own methodological development.
- Materials posted on Internet sites (in this case, the address of the material on the network is given, for example, Murashkovska I.N., Valyums N.P. Picture without hesitation. URL http://trizminsk.org/e/2312.htm)
— Materials placed on CDs (description example: Nesterenko A.A., Belova G.V. Knowledge workshop: tools for problem-based learning based on OTSM-TRIZ // Effective educational technologies [Electronic resource]. – Electronic text , graphic, sound, video data (57.2 Mb) - M .: LLC "Distance technologies and education", 2008. - Issue 1. - 1 electronic optical disc (CD-ROM): sound ., color; 12 cm. - 9.72 Mb.)
In the text of the article, references can be made to the numbers of publications in the list, preferably with pages indicated, or you can use the European system (name of the author, year when the material was published), for example (Ivanov I.I., 2007, p. 34).
If you use the ideas of colleagues that were reported in a private conversation, instead of a link in brackets, you can write (Ivanov I.I., private communication)
3. References
1. Guzeev V.V. Apparatus scientific research and the structure of the Ph.D. thesis // School technologies. - 2004. - No. 2. - P. 117-133; Pedagogical technologies. - 2004. - No. 2. - S. 88-108.
2. Guzeev V.V. Planning for educational outcomes and educational technology. - M .: National education, 2000, 240 p.
Today we'll talk about how to write a methodical development and arrange it correctly.
Methodological development - what is it?
A methodological development is a manual in which the author describes his forms and methods of teaching and studying a particular course or topic.
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It could be development
specific lesson
a set of lessons on a specific topic
author's method of teaching a particular discipline
development based on the application of new forms of media pedagogy
development of a common approach to training and education
. development of innovative and interactive teaching methods
- experience on the topic that he is going to cover
- availability of results of work on this topic
- the availability of developments, abstracts of the conducted classes on this topic
The topic should be relevant and interesting. big circle readers, in this case teachers
Instructions for writing methodological development
1. Topic selection. This should be a topic that interests, first of all, the author himself. But not just interesting, but a topic that the teacher has been developing for a long time, and has knowledge and extensive information on this topic. The topic should be relevant and in demand.
2.Goal definition methodical work . If this is the development of a specific lesson, then the goal is most likely to develop specific skills of students. And this goal is achieved in the course of one lesson. For volumetric developments, the goals will be more global.
3. At the very beginning of work, it is necessary conduct an initial diagnosis of knowledge and qualities of students that you would like to form during the experiment. Decide what needs to be done to achieve more high level in the work on this topic, and in what direction you will move.
4. Required study literature on this topic, outline, write out useful and interesting for work. Make a plan and start accumulating material. After conducting a certain number of lessons using the planned forms and methods, organize the following diagnostics, compare the result and determine the effectiveness of your methodology.
5.Presentation of the material should be logical and systematic, language of presentation- competent and persuasive.
Methodological development plan
After completing the previous points, proceed to drawing up a plan and writing a methodological development.
The structure of the methodological development:
Annotation.
Content.
Introduction.
Main part.
Conclusion.
List of used sources.
Applications.
annotation. The abstract indicates the existence of a problem on this topic and to whom the methodological development is intended.
Introduction. In the introduction, you need to explain why you have chosen this topic, its relevance, coverage of the topic by classics - recognized teachers with a review of the studied literature,
your vision and development of the main provisions and methods in methodological development. The introduction should be short, two or three pages long.
Main part- voluminous, it requires division into subparagraphs. First, you need to indicate the importance of the topic, how long you have been studying this problem, how much time is allotted for studying, what students will receive as a result - what skills and abilities will be formed during the study of this topic. It is imperative to determine the connection of the subject under consideration with other disciplines and parts of the course. This is followed by a description of the forms and methods used by you in the process of work, is given comparative analysis initial and final diagnosis.
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Possible sections of the main body:
topic description
planning for the study of the topic, the number of hours expected to study,
recommendations for studying the topic
skills acquired or consolidated by students in the course of studying the topic
The relationship of the topic with other studied material and an overview of intersubject relationships
Analysis of the methodology presented in the methodological development
Planning to study a topic, follows
decide on a list of questions that students should master
think over examples, prepare practical tasks, visual materials, control measures
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Analyze the forms of work and technologies that will be used in the study of this topic
In conclusion, they give conclusions- the usefulness and effectiveness of the proposed methodology.
Required list of used literature. A in the application schemes, tables, graphs are given, comparative results of the experiment are clearly drawn up.
Registration of methodological development
There are certain requirements for writing a methodological development, and they should be followed when writing.
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1. The title page indicates the name of the parent organization and the full name of your institution, type of work and name. The place and year of publication are indicated at the bottom of the title page.
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2. On the back of the title page, information about the work is indicated, and an annotation is placed. Below are the data of the meeting of the commission, at which the manuscript was considered, listing the members of the commission.
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3. When formatting the text, leave margins of two centimeters on each side. Page numbers are Arabic numerals at the bottom of the page. On the title page, the page number is not indicated, but is included in the total number. Font size - 12 or 14, single spacing between lines. The red line in paragraphs is used. The text is aligned. The volume of work is at least 24 printed sheets. The main part should be at least half of the work.
Cheboksary 2013
Compiled by:
Head of the Department of Documentation Support for Management and Methodological Work of the State Archive modern history Chuvash Republic" Ministry of Culture of Chuvashia
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2.2.10. The text of the methodological manual is divided into sections, subsections and paragraphs. Sections, subsections and paragraphs should be numbered with Arabic numerals. Sections should be numbered sequentially within the entire text of the methodological manual, with the exception of applications. Subsections are numbered with Arabic numerals within each section. The subsection number consists of the section number and subsection separated by a dot. Items are numbered with Arabic numerals within each subsection. The number of the item consists of the number of the section, subsection, item, separated by a dot. The subparagraph number includes the number of the section, subsection of the paragraph and the serial number of the subparagraph, separated by a dot. After the number of the section, subsection, paragraph, subparagraph in the text of the document, a dot is not put. If a section or subsection consists of one paragraph, it is also numbered. Each paragraph or subparagraph is printed from a paragraph. 2.2.11. Sections and subsections should have headings. Items usually do not have headings. Headings should clearly and concisely reflect the content of sections, subsections. Headings are printed in capital letters without a dot at the end. Headings are centered in the text. Word hyphenation in headings is not allowed. 3. REQUIREMENTS FOR DESIGN 3.1. A bibliographic link is part of the reference apparatus and serves as a source of bibliographic information about documents. It contains bibliographic information about another document cited, considered or mentioned in the text of the document, necessary and sufficient for its identification, search and general characteristics. The objects of compiling a bibliographic reference are all types of published and unpublished documents on any media, as well as component parts of documents. 3.2. By location in the document, the following types of bibliographic references are distinguished: 3.2.1. Inline, placed in the text of the document. 3.2.2. Interlinear, removed from the text to the bottom of the document strip (in a footnote). 3.2.3. Beyond the text, taken out of the text of the document or part of it (into a callout). 3.3. When repeating references to the same object, the following types of bibliographic references are distinguished: 3.3.1. Primary, in which bibliographic information is given for the first time in this document. 3.3.2. Repeated, in which the previously indicated bibliographic information is repeated in an abbreviated form. 3.3. The rules for the presentation of elements of a bibliographic description, the use of prescribed punctuation marks, regardless of the purpose of the reference, are carried out in accordance with GOST 7.1-2003 SIBID Bibliographic record. Bibliographic description. General requirements and rules for compiling and GOST 7.82-2001 SIBID. Bibliographic record. Bibliographic description of electronic resources. General requirements and rules for compilation. 3.4. An intra-text bibliographic reference contains information about the reference object that is not included in the text of the document. An in-text bibliographic reference is enclosed in parentheses, for example,(Guidelines for funding documents in state and municipal archives Russian Federation. M. VNIIDAD, 2006. S. 12 - 20).3.5. A subscript bibliographic reference is drawn up as a note taken out of the text of the document to the bottom of the page, for example:, Ryskov documents in management. M., 2008.When numbering subscript bibliographic references, a uniform order is used for the entire document - continuous numbering throughout the text, within each chapter, section, part, etc., or for a given page of the document. The set of off-text bibliographic references is drawn up as a list of bibliographic records placed after the text of the document or its component part. The set of out-of-text bibliographic references is not a bibliographic list or index, which, as a rule, is placed after the text of the document and has independent value as a bibliographic aid. When numbering off-text bibliographic references, continuous numbering is used for the entire text of the document as a whole or for individual chapters, sections, parts, etc. To link with the text of the document, the serial number bibliographic record in an off-text link, it is indicated in the callout sign, which is typed on the top line of the font, or in the reference, which is given in square brackets in the line with the text of the document. 3.7. When compiling a bibliographic description, the norms of modern spelling should be observed. The first word of each description element begins with an uppercase letter. The use of capital letters in other cases is carried out in accordance with the norms of the Russian literary language. The names of scientific works, books, collections, newspapers, magazines, publishing houses are not enclosed in quotation marks. Abbreviations individual words and phrases are carried out in accordance with the current rules. 3.8. Registration of separate elements of the bibliographic reference. Unambiguous qualitative numerals, if they do not have units of measurement, they are written in words, for example: ten units of storage, etc. Ordinal numbers that make up a word written in numbers, for example: 30 year period and so on. Conditional graphic abbreviations are written with dots at the place of the abbreviation, For example: i.e., etc., etc., etc. Quote text is enclosed in quotation marks and begins with an uppercase letter. If the quote reproduces only part of the sentence of the quoted text, then an ellipsis is placed after the opening quotes. CONCLUSION The methodological manual reveals the uniform requirements for registration teaching aids, compliance with which allows compilers to prepare high-quality documents. Application Ministry of Culture, Nationalities and archives of the Chuvash Republic Budget institution of the Chuvash Republic "State archive of modern history of the Chuvash Republic" REGISTRATION OF METHODOLOGICAL AIDS Cheboksary 2013 Compiled by: Leading Methodologist of the Department of Documentation Support for Management and Methodological Work of the State Archive of the Modern History of the Chuvash Republic of the Ministry of Culture of Chuvashia Registration of teaching aids Methodological recommendations "Designing methodological aids (recommendations, manuals, developments, etc.)" are intended for employees and specialists of state and municipal archives involved in compiling methodological aids in order to determine uniform requirements for the design of methodological aids. IN methodological recommendations the requirements for the design of different parts of the methodological manual are described. Application
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Toolkit- a complex type of methodological products, including a systematized material that reveals the essence, distinctive features and methods of any educational course or direction. Includes extensive didactic material.
The structure of the methodological manual.
1. Title page:
- name of the institution;
- last name, first name, patronymic of the developer;
- title of the grant;
- city name;
- year of development;
2. Abstract:
It is located on the 2nd sheet from the top.
- the essence of the issues under consideration (what is it devoted to);
- purpose (to whom and what kind of assistance it provides);
- source of practical experience;
- possible areas of application;
- information about the author (at the bottom 2 sheets Last name, first name, patronymic, position, place of work, qualification category).
Explanatory note.
Rationale for the relevance of the development. For whom it is intended and in what direction education is used. Justification of the features and novelty of the proposed work in comparison with other developments. Purpose and objectives of methodological development. Scope, short description expected result.
Content (arbitrary).
In the main part of the manual, depending on the purpose and goals, there may be various chapters. Their name, number, sequence, is determined and logically built depending on the author's intention.
For example:
1. The theoretical material under study is presented.
2. The main techniques, technologies used or recommended for a successful solution are described.
3. List and description practical work with recommendations for their implementation.
4. Control tasks to check and master the material.
5. List of literature to help the teacher and student.
6. Applications:
- scheme;
- samples;
- videos;
- creative projects children;
- thematic photo album.
Ekaterina Durnikova
Requirements for the design of methodological development
1. Structure methodological development
Methodical development must have a title page, annotation, content, introduction, main body, conclusion, list of references, if necessary, applications.
Title page
On the title page methodological development the name of the institution is given (according to licenses) (top of page); title of the work (in the center of the sheet; information about the author (full name, position, qualification category, teaching experience) (bottom right); year of writing development(centered down).
annotation
Specify:
The problem to which methodical development;
The questions she reveals;
Potential Users (who may benefit from development) .
Introduction
Revealed:
Novelty methodological development;
Target methodological development;
Application conditions (what is needed in order to methodical development was implemented in the practice of education);
Labor intensity, limitations, risks.
Main part
Conclusion
Are given:
Main conclusions on the topic development;
Information about where, when and in what form development was presented to the professional community;
Review Information methodological development by the professional community indicating the number of the minutes of the meeting, data on reviewers, etc. an extract from the minutes of the meeting, copies of reviews, reviews, etc. must be placed in the appendix.
Bibliography
Issued in a standard form in accordance with the bibliographic requirements. The list of sources used should contain 10-15 items (including Internet resources). If development is only practical, demanding theoretical references, the list of sources used can be omitted.
Applications
Applications to number;
Specify the name of each application;
Each application starts on a new page. On the right side of the page is the word "Application", which is denoted by the corresponding Arabic numeral, for example "Annex 1"
The volume of applications is not limited, but they must correspond to the text (references to them in the text are optional)
