Elena Tyangaeva
Pedagogical diagnostics to identify the level of formation of perception fiction
Task No. 1.
Reveal ability to identify genre works: fairy tale, story, poem.
Game "Help Dunno"
Dunno cannot figure out where is a fairy tale, where is a story, and where is a poem. Let's help him. Educator reads an excerpt from the work, the children name the genre and tell Dunno about the characteristic features of the genre.
Skill formed– the child names the genre correctly literary work , gives reasons for his choice.
Skill in the formative stage - The child names the genre literary works after leading questions from an adult and with his help explains the choice.
The skill is not formed– The child, even after leading questions, does not correctly choose the genre of the work. With direct help teacher finds characteristic features of the genre of the work.
Task No. 2.
Reveal children's favorite works.
In the book corner there is an exhibition of books and illustrations for familiar works.
Educator examines books with children, illustrations clarify the title. Then offers children: “Name your favorite fairy tale, story, poem”
Skill formed– the child independently chooses a book, gives the title of the work, and speaks about his favorite characters.
Skill in the formative stage - The child independently chooses a work, with the help of an adult gives the correct title, can name the characters, but finds it difficult to answer why this work is favorite.
The skill is not formed– The child chooses a work (book) after listing the adult or finds it difficult to answer, make a choice. Can't answer question: “Why does he like this piece?”
Task No. 3.
Reveal children's interest in reading long works that are read in chapters
The observation method is used.
Interest formed– the child is attentive while reading the work, reminds what for the teacher and children"stopped"(the last episode read, expresses a request to continue reading, knows the names of the characters in the work, and in his free time looks at the illustrations in the book.
Interest is in the formative stage - the child listens attentively for a short time, knows the names of the characters, but cannot remember the last episode read, rarely suggests continuing reading, and in his free time looks at the illustrations in the book at the suggestion of an adult.
Interest not formed– The child is inattentive while reading, does not show any desire to continue reading, and has difficulty remembering the names of the characters.
Publications on the topic:
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Analytical report on the results of intermediate pedagogical diagnostics of children’s speech development Analytical report on the results of interim pedagogical diagnostics speech development children in preparatory group compensating.
Analytical report on the results of diagnosing the level of speech development of children Analysis of the diagnostics of children in the group as of February 2015 identified 3 levels of speech development. Based on the results of diagnostics of children from preschool educational institutions, they are sent to speech therapy.
Methods for identifying the level of formation of gender-role relationships in older preschoolers Adapted methods for identifying the level of formation of gender-role relationships among older preschoolers in the process of joint activities.
Part 1 Introduction “There are too many people in the world for whom no one has helped to awaken” A. Exupery The President of the Russian Federation approved the Concept on 04/03/2012.
A model of activities to identify children’s artistic talent and its development using non-traditional drawing techniques Part 2Model of activities for the development of giftedness Activities for the development of giftedness in students are carried out in two directions:.
A model of activities to identify children’s artistic talent and its development using non-traditional drawing techniques .
ASSESSMENT OF READING COMPETENCE DEVELOPMENT LEVELS
JUNIOR SCHOOL CHILDREN
© 2011 S.V. Samykina
Samara Institute for Advanced Training of Education Workers
The article was received by the editor on 04/04/2011
In connection with the reorientation of modern education on a competency-based basis, the terminology of a new education paradigm is being born. The article proposes a definition of the concept of “reading competence” and examines the structure of this competence. Attention is paid to classic level tracking techniques literary development, a method developed and tested by the author for diagnosing the level of development of reading competence of a primary school student is proposed.
Key words: literary development, reading competence.
In connection with the adoption of new federal state standards for primary education in 2010, qualitatively new tasks were set for the Russian school. For the first time, speaking about the results of education, the standard operates with such concepts as universal educational actions, competencies, etc. Thus, the priority goal of teaching literary reading becomes the formation of reading competence of a primary school student1.
In the classical methodology, the goals of literary education were most often defined through the concepts of “literary development.” N.D. Moldavskaya defined the latter as a process of qualitative changes in the ability to think in verbal and artistic images, manifested in reader perception, in literary creativity2. In the methodology of the 60s - 80s, such criteria for literary development as depth of generalization and the ability to see details and recreate a holistic image based on them were considered universal. In the 90s, author’s programs appeared, which define the goal of literary education as follows: the formation of a reader who fully perceives a work of art, capable of adequately expressing himself in words (M.P. Voyushina)3, preserving children’s direct emotional perception of artistic
Svetlana Viktorovna Samykina, senior lecturer of the Department of Developmental Education Technologies. Email: s. solveig@mail. ru
1 Sample programs of primary general education. Sample program in literary reading/Federal state educational standard. [Electronic resource] Access mode: URL: http: / /standart.edu.ru (Access date 04/04/2011)
2 Moldavskaya N.D. Literary development of schoolchildren in the learning process. - M.: 1976. - P.5.
3 Voyushina M.P. Modernization of literary education and development of junior schoolchildren: Monograph. -SPb.: 2007. - P.69.
literary works, the accumulation of experience in the form of reading experiences, the first steps in literary creativity (V. Levin)4, comprehension of the author’s vision of the surrounding world and the creation of one’s own judgment about a work of art (G.N. Ku-dina, Z.N. Novlyanskaya)5 .
IN traditional system“Classical Primary School”, the author of the “Literary Reading” program O.V. Dzhezheley, speaking about the result of literary education, introduces the concept of “qualified reader”. This is a student who has the entire set of knowledge, skills and abilities that allow him to independently choose books, read them, engage in communication and creative activity.6
In the developmental education system “School 2100”, R.N. Buneev and E.V. Buneeva, the authors of the “Reading and Primary Literary Education” program, set a goal to form a literate reader, “who has a strong reading habit and has formed a mental and spiritual need in it as a means of understanding the world and self-knowledge”7, mastering reading techniques, methods of understanding what is read, and the ability to navigate the world of books. So, researchers, when determining the goal of literary development of a primary school student, talk about the need to educate a reader who fully perceives a work of art, defining
4 Levin V.A. When a little schoolboy becomes a big reader. Introduction to the methodology of primary literary education. - M.: 1994. - P. 27.
5 Kudina G.N., Novlyanskaya Z.N. Psychological and pedagogical principles of teaching literature in elementary school // Questions of psychology. - 1989. - No. 4. - P. 59 - 65.
6 Dzhezheley O.V. Literary reading. Reading and literature tour. 1 - 4 grades. Program for general education institutions. - M.: 2010. - P.31.
7 Program and methodological materials: Reading. Home-
school / Comp. T.V. Ignatieva. - M.: 1998.
shares his reading circle, knows how to express himself in words.
A modern school is faced with the need to correlate the concept of “literary development” with the goals of competency-based education, therefore we consider it necessary to operate with the concept of “reading competence.” We understand the basic concept of “competence”, according to the ideas of the scientific school of A.V. Khutorsky, as a set of personal qualities of a student (value-semantic orientations, knowledge, abilities, skills, abilities), conditioned by the experience of his activities in a certain social and personal significant area8. The term "reading competence" in scientific literature is not widely used. In our understanding, reading competence is an integrative characteristic of a person, consisting of an active manifestation of the ability to read (the ability, under changed conditions, to operate with acquired knowledge, abilities, skills, methods of activity to obtain a new result), as well as from a personal attitude to activities related to literature. The structure of this competence of a primary school student, in our opinion, consists of three components: 1) cognitive (knowledge, abilities, skills), 2) operational, or activity-based (having experience in demonstrating competence in a standard and non-standard situation), 3) motivational ( attitude towards activities related to literature, as well as readiness to demonstrate competence). Thus, the concept of “reading competence” is broader than such concepts as “literary development” and “formation of a qualified reader.” This is due to the special role of the activity component in the structure of reading competence. In the process of developing competence, activity comes to the fore, since, by solving various problems and interacting with other students, the student gains knowledge on the subject and gains rich experience in participating in various types of activities. It could be research work(participation in individual and collective projects and research), interpretive activities (theatricalization, preparation and holding of literary evenings, quizzes), creative (independent literary work), communicative (publishing newspapers, magazines, almanacs). The peculiarity of competence as a result of education is that it exists in the form of activity, and not information about it.
8 Khutorskoy A.V. Technology of designing key and subject competencies / Internet magazine “Ey-dos”. - 2005. [Electronic resource] Access mode URL: http: / /www.eidos.ru/ journal/ (04.04.2011).
oriented task: after working on a fairy tale, a short story and a poem, the student was given the task of finding a common basis in the works (or making sure that there is no common basis) for combining all three texts into one book. At
9 Zhabitskaya L.G. Reception of fiction and personality. Literary development in youth. - Chisinau: 1974.
10 Moldavskaya N.D. Literary development....
11 Voyushina M.P. Modernization of literary...
13 Methods of speech development in Russian language lessons. Book for teachers / N.E. Boguslavskaya, V.I. Kapinos, A.Yu. Kupalova / Ed. T.A. Ladyzhenskaya. - M.: 1991. - P.50 - 58.
the possibility of association to come up with a name for the collection, supplement it with others, known to the child and works suitable for the stated topic. To identify the motivational component of reading competence, a questionnaire was developed for children. The questions helped to find out the attitude towards reading, motivation for reading, readiness to apply the acquired knowledge in various fields of activity: research, design, interpretation, communication. The method of unfinished sentences by M.V. Matyukhina14 modified by M.V. Voyushina was used.
Analysis of the results of cross-sectional work allowed us to identify six indicators: 1) levels of perception of works of art of different genres; 2) level of erudition; 3) the ability to perform competency-oriented tasks; 4) the ability to competently construct a speech statement; 5) reading motivation; 6) readiness to participate in any activity. When analyzing the development of perception of works of art, we distinguished three levels: high, medium, low. The criteria were the ability to react emotionally accurately to a literary text, the ability to see the cause-and-effect relationship of events in the work and evaluate the actions of the hero, the ability to determine the idea of the text, formulate problems raised by the author, and observe artistic features.
It is difficult for a student at a low level of perception development to correctly determine the emotional structure of a work. He reproduces the factual side of the plot, answering the questions “what happened”, without evaluating the actions of the characters. Difficulties in formulating a topic, indifferent to the features of form. A student with an average level of perception development correctly determines the emotional structure of a work. He is interested in the hero, the child evaluates his actions. He can determine the sequence of events in the work, but he does not formulate the theme and idea precisely due to his limited vocabulary. Doesn't notice artistic features. A student with a high level of perception development correctly determines the emotional structure of a work, understands cause-and-effect relationships, explains the motives for the hero’s behavior, and himself formulates the problems raised by the author and the idea of the work. With the help of the teacher, he can make observations on the artistic features of the text. We have identified three levels of development of perception so that statistical data can be correlated with other indicators of the manifestation of reading competence.
14 Matyukhina M.V. Studying and developing learning motivation in younger schoolchildren. - Volgograd: 1983.
To assess their level of reading, schoolchildren were asked to create a list of literature to read to their peers. In assessing the performance of this task, a normative-oriented interpretation was used: tasks - answers - conclusions about the student’s knowledge - rating, understood as a conclusion about the place or rank of the subject. A student with a high level correctly indicated 6-10 works. A student with an average level gave a list of 4 - 5 works, making mistakes (inaccurate name). A student with a low level of reading indicated 1 - 3 books. In such works by children, most often the title of the work (exact or approximate) was given without indicating the author. A competency-based task presupposed the ability to use knowledge in an unfamiliar situation close to life. If the student completely coped with the task, his indicator is a high level, completed 2/3 of the task - average level, 1/3 of the task - low.
When assessing speech utterances, we did not set out to identify levels of speech development. Our goal is to assess readiness for speech and the ability to express one’s point of view on any problem in words. Levels of performance depended on the volume of the essay, accuracy and expressiveness of speech, and average sentence length. If the student spoke in 4-5 sentences, his speech was emotional and rich, then the highest level was assigned. A competent statement of 3-4 sentences was classified as an average level. If the student wrote 1 - 2 short simple sentences, then the level was determined to be low.
Reading motivation was studied using the unfinished sentence technique. When determining motivation levels, we proceeded from the following premises: students with low levels of motivation mentioned learning motives (I read in order to study well; in order to learn to read quickly). At the average level - those children for whom emotional motives are also important (interesting to read). At a high level - students for whom personal (being smart, developed, learning new things) and aesthetic (understanding a book, the author’s ideas) are important.
As a result of the experiment, we identified indicators of the development of components of reading competence (Table 1). Full perception (high level) was shown by 5 - 17% of students participating in the experiment. In our opinion, this is a low indicator, meaning that only 1-4 students in the group are able to determine the emotional structure of the work, understand cause-and-effect relationships, explain the motives for the hero’s behavior, formulate the problems raised by the author, and the idea of the work. On the low
perception - 26 - 52% of children, that is, when working with some genres, up to half of the subjects are able to reproduce the factual side of the plot, answering only the questions “what happened.” Students showed low results in the field of speech development. Only 15 - 17% are at a high level, they are able to speak in 4 - 5 sentences (the speech is rich and expressive) on a given topic. 49 - 55% of students wrote only 1 - 2 short simple sentences (low level).
We will consider the analysis of the results of completing a competency-oriented task in more detail within the framework of this article. The indicators of the reading level of students in the experimental classes are as follows: 8% and 16%, respectively, in the first and second groups were able to recommend from 6 to 10 works for reading to a peer. It's only 2
4 students in the class. A significant portion of students (42% and 50% respectively) were able to name 1
3 works, while inaccurately reproducing the titles, not always indicating the author. In this case, the following pattern is observed: children from the same class give very similar lists, they repeat the books that they read in class extracurricular reading and those works that were recently studied in class. There are only 1 - 2 people in each class, whose book lists are varied. Based on this observation, we can conclude that families pay little attention to
Children studying according to the L.V. Zankov system (2nd grade in Table 1) are ahead of the group studying according to the traditional education system in many indicators: in terms of the level of perception of a story, poem, in erudition, motivation; are significantly ahead in their ability to perform a competency-oriented task. A slight lag in the Zankov group is observed in only one parameter: the perception of the fairy tale. The reasons for the success of the “Zankov” group lie in the features of L.V. Zankov’s system. Education is structured in such a way that the student, together with his friends and teacher, discovers new knowledge. From the final result (learning something new), children switch to the process of obtaining this result. The student does not acquire individual knowledge
enjoys books and reading. School lessons play a decisive role in the reading ability of the vast majority of students. literary reading.
Diagnostics of reading motivation showed a variety of motives for turning to reading: “to be smarter”, “to grow your brain”, “to learn good things, to behave as expected”, “to be able to read well and understand the meaning of books”, “to know history, to develop memory, vocabulary “,” “know the authors, their view of the characters, be able to hold a conversation about the work,” “understand literature and art.” At a high level - students for whom it is important to understand the book, understand the author’s ideas, the idea of the work: 8% and 17% in groups, respectively. At the average level - 55% in the first and 70% in the second experimental group. That is, at the average level it is most children, which indicates that children read with interest and want to read. Note that the indicators of children studying according to L.V. Zankov’s system are higher. The general statistical results of the study of the levels of development of reading competence are as follows. A high level of development was shown by 9% in the first experimental and 17% in the second. Almost half of the students in the two experimental groups are at the average level (45% and 50%, respectively). A significant number of children have a low level of development of reading competence (46% and 33%, respectively).
nia, but the interdependence of phenomena15. Zankov students are accustomed to a variety of tasks, including non-standard ones. Perhaps that is why they coped with unusual written work on literary reading more successfully than their peers studying in the traditional system. The lag of the traditional training group in the ability to perform a competency-based task is especially pronounced. When performing a competency-oriented task, third-graders were asked to combine three texts that they had worked on during the study of levels of perception into one collection, to come up with
15 Zankov L.V. Selected pedagogical works. - M.: 1999. - P. 231 - 233.
Tab. 1. Experiment result
Perception literary texts track. genres Readiness for speech utterance Ability to perform a task of a competency-oriented nature Well-readness Reading motivation
fairy tales story verse.
Group 1 2 1 2 1 2 1 2 1 2 1 2 1 2
High 16 9 5 13 12 17 15 17 - 26 8 16 8 17
Avg. 41 39 45 61 48 57 30 34 45 48 50 42 55 70
Bottom. 43 52 50 26 40 26 55 49 55 26 42 42 37 13
title for him and add other works to this new book. It was possible to combine different works into one book for various reasons.
Analysis of children's responses from experimental group 1 showed that comparing and finding a common basis for several works of art is a difficult and unusual task. 68% of students failed it. Among them, 16% refused to answer at all, the rest offered different solutions: “all texts have surprises”, “all texts can be read and retold”, “texts are similar, but different heroes" Minor similarity was taken as the main criterion for combining into a collection. Those who found a solution to the problem put forward non-standard, interesting ideas: “the common thing in the works is love,” “all works are instructive,” “all works contain concern for someone.” In the titles proposed by children for a new book, a general trend can be traced: children do not distinguish between genres of literature; in addition, some of the titles are not motivated by anything. Correct, substantiated answers - 20%. When choosing additional works for their book, children (56%) confuse genres and include in the collection works that are not suitable for the topic. Only 20% of children give small (2 - 5 titles) lists of works that really fit the theme of their collections. In this case, often (this was considered a defect) the title of the work is indicated without naming the author. We can conclude: 3rd grade students (first experimental
When determining levels, completing one task out of three or attempting to complete it was classified as a low level of skill proficiency, completing two tasks was considered medium, and completing three tasks was considered high. The identified indicators differ significantly in the experimental groups. In the group studying according to the L.V. Zankov system, 26% of students showed a high level of competence, in the second experimental group - 0%. At the average level - 45% in the first and 48% in the second, at the low level - 55% and 26%, respectively. Research on developmental levels
tal) do not distinguish between genres, do not possess the general educational skills of comparison and generalization.
reading competence of third grade elementary school students revealed a number of gaps in the area of knowledge, activity component of competence. These gaps relate to the perception of epic works (fairy tales, short stories), readiness for verbal expression, children’s erudition, and solving competency-oriented tasks. To achieve the goal of modern primary literary education - the development of reading competence, the teacher needs to provide rich methodological and didactic material for organizing
Tab. 2. Ability to perform tasks of a competency nature
Types of tasks Gr. 1 Gr. 2
Identifying the basis for combining texts into one book Incorrect, unmotivated decision 52 13
The reason was given for combining the works 32 78
Refusal to answer 16 9
Selecting a title for the collection The title was selected in accordance with the stated motive for the association 20 62
Incorrect or unmotivated decision 60 29
Refusal to answer 20 9
Selection of works of art for the collection The right decision 20 48
Wrong decision 56 43
Refusal to answer 24 9
tions of classroom and extracurricular work. Perhaps reading, multimedia teaching aids based on textbooks, and literary workbooks can solve this problem.
DIAGNOSTICS OF READING COMPETENCE DEVELOPMENT LEVELS OF ELEMENTARY SCHOOL STUDENTS
© 2011 S.V.Samykina
Samara Institute for Refresher Training
In view of reorientation to competence-based education, terminology of a new paradigm of education arises. The article defines the term “competence in reading” and explores its structure. Classical techniques of tracking levels of literacy development are touched upon and a new diagnostic technique for elementary school students is offered.
Key words: competence in reading, literacy development.
Svetlana Victorovna Samykina, Senior Lecturer, Samara institute for refresher training. Email: s. solveig@mail. ru
The level of literary development of junior schoolchildren can be identified using a comprehensive written work. It has 4 parts:
In part 1 is revealed reading circle baby and his need for reading: favorite books and authors (pay attention to whether the child indicates the author of the book), preferences (poetry or prose, topics), reading independence and activity (does the child read himself and how often does he read himself), how often he turns to the book and with what goals.
Children's answers help to see their attitude to the book (does the child remember the authors, does he pay attention to it), thematic and genre preferences, the degree of formation of the need for reading and create an individual portrait of the child reader.
Part 2 reveals the quality of independent reading and the level of perception of the work using a questionnaire that activates all areas of reader perception and tests the student’s practical knowledge of theoretical and literary knowledge about the visual and expressive means of language and the composition of a work. The child’s answers to questions and the quality of his assignments indicate the degree of development of his reading skills.
Part 3 tests theoretical knowledge about literary genres and the ability to determine the genre of a work.
Part 4 tests the literary, creative abilities and speech skills of students.
Analysis of the questionnaire allows us to draw a conclusion about the level of the student. Leading, the main indicator will be quality of independent reading, and the answers to the remaining questions will clarify this picture, will show the teacher what difficulties the child has, what prevents him from perceiving the work qualitatively, and what needs to be paid attention to in further work with this particular student.
The methodology does not yet have a clear picture of LR levels, i.e. The indicators for all four criteria are not correlated with each other. Conventionally, we can talk about four levels of HR: low level (the child is significantly behind the age norm in all indicators), average (meets the norm in most indicators), above average (meets the norm in general and is ahead of it in reading quality) and high level (ahead of the age norm in all indicators).
If the teacher prefers to use a narrow approach, then an indicator of the level of human development skills of a younger student will be the level of his perception of literary works of different genres.
Let's look at an example of work that reveals the level of literary development of 2nd grade students (program 1–3) and analyze the results of this work.
I. Reading range and need for reading
1. Name your favorite writers and poets and their books.
– A. Pushkin, A. Zhukovsky, Astrid Lindgren, Charles Perrault.
- Funny, cheerful.
3. Do you often read at home on your own (underline what is correct: every day, 2-3 times a week, once a week, 3-4 times a month, even less often)?
- Every day.
– I like it when they read to me, when you read it yourself, you don’t really understand, but when they read it to you, everything is clear.
– Poems, they are cheerful and funny.
– A. Lindgren. "Emile of Lenneberga", Charles Perrault. "Cinderella".
Analysis of Sonya K.'s answers.
Based on Sonya’s answers, you can immediately tell that the girl is not reading the question carefully: for example, she does not give the titles of the books of her favorite writers, instead of the topic she names the mood. Every day reference to books indicates a developed need for reading, however, Sonya is probably still experiencing technical difficulties, i.e. perceives works better by ear. In addition, reading by an adult helps the child comprehend the work more deeply. Probably, the girl prefers children's play poetry, although they did not name children's authors among their favorites, because... the poems of Pushkin and Zhukovsky hardly correspond to the definition of “funny, cheerful.” It can also be assumed that Lindgren and Perrault were included in the list of favorite authors because Sonya had read their works quite recently and she was impressed by them. Thus, it can be argued that by the end of her primary school education, Sonya has developed a need for reading; her reading interests are flexible, but not diverse.
A modern teacher working in a variable learning environment must have a good command of methods for diagnosing the literary development of schoolchildren in order to, having determined the level of the actual and the zone of proximal development of each student, direct the process of his literary development and make timely adjustments to his work.
Diagnostic work requires careful preparation and includes several stages.
Selection of a literary work. The choice of text depends on the goal. To monitor students’ progress in literary development, it is advisable to choose small works (a child can spend no more than 10-15 minutes reading) that are addressed to children of a given age and have not been studied at school, since the result of development, not learning, is being checked. Correct comparison of the results of a series of checks requires the use of works of the same genre, the same author, and approximately the same level of complexity. Violation of this requirement, for example using a classic lyric poem for testing at the beginning of the school year and children's humorous story at the end of the year, will not give an objective picture of the student’s progress in literary development.
It is possible to carry out diagnostic work for various research purposes: identifying the specifics of perception of works of a certain genre, a certain author, large texts, works included in the circle children's reading from “adult” literature, etc. In this case, the text is selected depending on the specific purpose of the study.
Development of diagnostic tasks. The most traditional ways of checking the level of perception are to independently pose questions to the text and answer them, as well as answer questions asked by the teacher. The choice of one of these methods depends on the purpose of the check.
To identify the level of current development of the reader, i.e. In order to determine how a child perceives a work without the help of an adult, independent formulation of questions to the text is used. After reading the text, students are asked to put themselves in the teacher’s shoes and formulate questions to the text that would help other students understand what they read. This method of data collection leaves the student absolutely free; the teacher does not set his own view of the work or program the students’ reading activity. Questions asked by students allow the teacher to determine what children’s attention is directed to when independently communicating with the text, what they think about, what goes unnoticed. However, the wording of questions alone is sometimes not enough to determine the level of perception of the text. Students may repeat questions that are often asked in lessons (what is the theme of this work? How does the author relate to the hero? etc.), but at the same time incorrectly determine the theme, the author’s attitude, etc. Therefore, to obtain objective data, it is necessary to ask children to answer their questions and evaluate the results based on a comparison of questions and answers.
To identify the reader’s zone of proximal development, children are asked to answer questions about the text asked by the teacher. With this form of testing, the student’s thoughts are directed by adults, the path of analysis, the key questions to think about are suggested to the child. Considering that a junior student cannot work independently for a long time, and his work productivity is rapidly declining, the number of questions should be small. Experience shows that 7 questions is the maximum; if it is exceeded, the child’s answers become monosyllabic and do not reflect the true level of comprehension of the text. The questions are formulated in such a way that they touch on different aspects of the reader’s perception (emotions, imagination, thinking), so that the child begins to understand the idea of the work through understanding its form.
Levels of perception work of art
younger children school age
Kosorotova Nadezhda Nikolaevna,
teacher primary classes MBOU "Secondary School No. 29, Y-Oly
Yamalieva Elena Valerievna,
primary school teacher at municipal educational institution "Znamenskaya Secondary School"
In elementary school, the little reader takes his first steps into the world of great literature. Parents and teachers become guides for children. Do we often ask ourselves the question: “What will a book bring to a child? What will it teach? What will be imprinted in his vast, open, vulnerable soul. Who will you meet on the way?
The decline in interest in reading is causing concern around the world. Among 32 countries of the world, Russia was in 27th place. Although reading is now even more in demand than before, when the computer had not yet been invented. With the development of electronic media and technology, our children will learn and work in more challenging times. Science requires non-linear, creative thinking.
And only reading can give it. The fact is that cinema and theater, as well as any other sources of information where we are offered a “picture”, put into our consciousness finished image. We only perceive it, without participating in its creation. And only reading forces us to complete what we need to have an idea about. And this is the basis of imagination. Imagination, in turn, is the basis of creativity. When they talk about the transition to innovative development, it is obvious that innovation needs innovators, creative people, that is, with a developed imagination, and this means that you need to read more and more.
Every child develops. When he becomes a schoolchild, the main activity becomes the educational process.
Literary development is both an age-related and educational process. A child accumulates life and reading experience, his horizons expand, and he perceives the same work differently at 7 years old and at 17 years old. Expresses his reading impressions in different ways.
The educational process directly affects literary development. Training can both promote development and inhibit it. Therefore, the teacher needs to know the laws of the process of literary development.
A unified view on the criteria for a student’s literary development has not yet been developed. Psychologists identify the following criteria:
The volume of literary knowledge;
Focus of interests;
Skills related to the analysis of a work of art;
Skills related to literary creativity children;
Motives for reading, attitudes, aftereffects of the work.
Methodology for identifying the level of literary development of junior schoolchildren.
The most traditional ways of checking perception are asking questions about the text and answering questions asked by the teacher.
Questions:
Did you like the poem?
In whose name is the poem written?
What events are discussed in the poem?
Evaluation criteria:
Ability to express your opinion about what you read (2 points)
Ability to determine the dynamics of emotions, mood changes (1 point)
Ability to determine motives for actions:
-based on everyday ideas (1 point)
-based on the work (2 points)
The ability to determine in whose name a poem is written (1 point)
Ability to distinguish and determine the author’s position (2 points)
Understanding main idea(3 points)
8-11 points – level of “idea”;
6-7 points – “hero” level;
5-8 points – ascertaining level;
less than 5 points – fragmentary level.
Children of primary school age are characterized by four levels of perception. Let's start with the lowest.
Fragmentary level
The child does not have a holistic understanding of the work, his attention is focused on individual events, he cannot establish connections between episodes. In this case, the child reacts emotionally when reading, but cannot find words to express what he has read, and does not note the dynamics of emotions. When recreating an image, he turns to life impressions, without relying on the work. The child does not correlate the motives of the characters’ actions. He answers the teacher's questions reluctantly and refuses to speak. A work of fiction is perceived as a description of some incident, does not define the author’s position, and does not generalize what has been read.
Ascertaining level
The reader in this group is distinguished by an accurate emotional reaction and is able to see changes in moods. When drawing verbally, he is limited to the words “fun” and “sad”, without naming shades of feelings. Poorly developed imagination. Easily restores the sequence of events, but does not grasp the connection between them. Retells in detail and accurately, but does not reflect on what he read. But with special questions, the teacher can determine the motives of the hero’s actions, based on everyday ideas. Does not establish the author's position; generalization is replaced by retelling.
Hero level
A reader of this level is distinguished by an accurate emotional reaction and correlates changes in feelings with specific events in the work. A well-developed imagination can recreate the image of a hero based on artistic details. The child correctly determines the motives of the hero’s actions, evaluates them and has his own point of view. When asked by the teacher, he is able to determine the author’s position. The generalization does not go beyond the image of the hero.
Idea level
The reader of this group is able to react emotionally to the artistic form of the work. A well-developed imagination helps to recreate an image based on artistic details. The child loves to reread the work and reflect on what he read. He is able to determine the author's position, he is interested in the author's attitude towards the characters. The generalization goes beyond the specific image. The reader grasps the idea, the problem of the work.
So, children of primary school age are characterized by four levels of perception of a work of art. By the level of perception one can judge the literary development of a student. The fragmentary level of the student indicates a lag in literary development, some children are at the ascertaining level and only 1-2 students perceive the work at the “hero” level, which indicates a high level of development.
To raise the level of student perception, systematic work is needed in literary reading lessons. Above each artwork in accordance with modern techniques We carry out three stages of activity: primary synthesis, analysis, secondary synthesis. We use various types of retellings, drawing up a plan, verbal and graphic drawing, analysis of illustrations, various types of reading, composing a story about a hero, dramatization. In this case, the main activity of the student is the analysis of the work under the guidance of the teacher.
Primary school should form a primary school student as a conscious reader, showing an interest in reading, possessing strong reading skills, techniques for working with works and children’s books, and possessing a certain level of erudition, moral, aesthetic, artistic, and emotional development.
