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Fіlologіya. Methods. pedagogy

Taksonomіya zapitan one yak s faktorіv udoskonalennya navchannya studentіv іnozemnoї MTIE

N. I. Zavіdonova, Art. vikladach

Vikladachі іnozemnih atoms duzhe often buduyut lesson to the right type "zapitannya - vіdpovіd". Dіysno, zapitannya - tse one s naybіlsh zagalnovzhivanih vidіv vislovlyuvan at Grupo vivchennya іnozemnih atoms. In metodichnіy lіteraturі imposed butt record kіlkostі zapitan 50-hvilinne zanyattya: 427.

When vivchennі tipіv zapitan vstanovleno Bulo, scho vikladachі perevazhno vikoristovuyut demonstratsіynі zapitannya, tobto takі scho potrebuyut Informácie, yak vzhe vіdoma for hto zapituє. Tsey type zapitan vikoristovuєtsya nabagato chastіshe, nіzh dovіdkovі zapitannya, SSMSC potrebuyut novoї Informácie i vimagayut bіlsh dovgoї that skladnoї vіdpovіdі. In his Cherga vіdpovіd on dovіdkovі zapitannya peredbachaє empathy uniquely bіlshoї kіlkostі єdnalnih slіv, SSMSC vіdіgrayut in protsesі vivchennya MTIE duzhe vazhlivu role dopomagayuchi nenosіyam MTIE dovolі uspіshno spіlkuvatisya mіzh him. Odnієyu s reasons scho dovіdkovі zapitannya uniquely uskladnyuyut sintaksichnu structure movlennya student, Je those scho stink vimagayut bіlsh vdumlivoї vіdpovіdі. Todі yak demonstratsіynі zapitannya spryamovanі perevazhno on perevіrku zapam'yatovuvannya abo nagaduyut about those scho vzhe obgovoryuvalos, dovіdkovі potrebuyut visnovkіv, otsіnki that correct rozumіnnya.

Ostannіm hour doslіdzhennya Nature navchannya robit Especially nagolos on aktivnіy student rolі, yak vіn vіdіgraє in tsomu protsesі. Navchannya mozhna rozglyadati yak formuvannya, perevіrku that repetition gіpotezi. Students zustrіchayuchis s by a new іnformatsієyu chi novim zavdannyam, zmіnyuyut svoє vnutrіshnє uyavlennya about knowledge. Zusillya, spryamovanі on pristosuvannya novoї Informácie to old knowledge, i Je sutnіstyu navchannya. Spіlkuvannya on zanyattyah s іnozemnoї MTIE deposits od postіynogo flow Informácie Where Money Does zapitannya vikladacha vіdіgrayut virіshalnu role. Yakscho vikladach ochіkuє tochnoї vіdpovіdі, vіn Got Booty vpevneny scho student Knows, about scho yogo zapituyut. Potrіbno pridіlyati Especially uwagi viraznostі message. Oznachaє Tse, scho guilty mother vikladach virazne that nedvoznachne rozumіnnya Nature vnutrіshnogo uyavlennya student about Ti knowledge SSMSC shaping can Buti predstavlenі Pevnyi zapitannyami. Zovsіm nedostatno nobility uves range mozhlivih vіdpovіdey on zapitannya. Potrіbno pіdvischuvati rіven pіznavalnoї skladnostі zapitan scho viklikaє the student bіlshe zusil for formuvannya pravilnoї vіdpovіdі. Pіznavalna skladnіst vіdpovіdі deposits od pіznavalnoї skladnostі zapitannya. Deyakі zapitannya potrebuyut not bіlsh nіzh a simple repetition of the phrase chi details text todі yak INSHI mozhut viklikati in studentіv needful sformuvati his Vlasnyi Dumka chi otsіnku prochitanogo. Trudnoschі vislovlyuvannі when the results will not pіznavalnoї deprivation, ale th gramatichnoї skladnostі. Tsya vazhliva rіznitsya mіzh rіvnyami skladnostі zapitan vikladena in taksonomії, abo in sistematitsі zapitan.

Taksonomіya zapitan rozpodіlyaє їh on p'yat rіvnіv skladnostі:

• Literally spriynyattya;
• reformuvannya;
• spriynyattya, obsession Shlyakhov visnovku;
• porіvnyalne otsіnyuvannya;
• emotsіyno-estetichne otsіnyuvannya.

Rіvnі Purshia that other nagaduyut perevіrku Informácie s text, yak chi potrіbno povtoriti reformuvati. In tsomu vipadku vzhivayutsya demonstratsіynі zapitannya. Vіdpovіdі them potrebuyut vіdnosno simply gramatichnih structures. Vzhivayuchi zapitannya s third on p'yaty rіven, vikladach student zaohochuє to processes spіlkuvannya, podachі rozshirenoї Informácie that vislovlyuvannya svoєї vlasnoї pillows. Leather s rіvnіv tsієї ієrarhії podіlyaєtsya on subkategorії tipіv zapitan, SSMSC in its Cherga not roztashovanі in order to stage skladnostі kozhnіy okremo vzyatіy subkategorії.

Nizhche navedenі osnovnі rіvnі that subkategorії zapitan:

1.0. Literally spriynyattya Informácie, potrebuє od studentіv fokusuvannya uwagi on Informácie that іdeyah, vikladenih in tekstі.

1.1. Refined Informácie, potrebuє od studentіv viznachiti roztashuvannya chi іdentifіkuvati іnformatsіyu, vikladenu in tekstі.

1.11. Details.

1.12. Refined osnovnoї іdeї.

1.13. Refined Act reasonably poslіdovnostі.

1.14. Refined porіvnyannya.

1.15. Vzaєmovіdnosin clarify the type of "cause - naslіdok".

1.16. Refined characteristic figure dіyuchih osіb.

1.2. Nagaduvannya Informácie, potrebuє od studentіv prigaduvannya Informácie, vikladenoї in tekstі.

1.21. Nagaduvannya details.

1.22. Nagaduvannya osnovnoї іdeї.

1.23. Nagaduvannya poslіdovnostі Act reasonably.

1.24. Nagaduvannya porіvnyannya.

1.25. Nagaduvannya vzaєmovіdnosin type "reason - naslіdok".

1.26. Nagaduvannya mainly rice dіyuchih osіb.

1.27. Nagaduvannya organіzatsії the author of the text.

2.0. Reformuvannya Informácie, faktіv, potrebuє od studentіv analіzu, synthesis chi organіzatsії Informácie; vklyuchaє yak tsituvannya, chi vikladennya shorter text, so i paraphrase.

2.1. Klasifіkatsіya.

2.2. Vivedennya mainly printsipіv.

2.3. Short vikladennya.

2.4. Synthesis.

3.0. Spriynyattya Shlyakhov visnovku - potrebuє od studentіv vikoristannya іnformatsіynoї chіtkostі, vikladenoї in tekstі of order s Vlasnyi dosvіdom that knowledge to gain the dwellers zdogadku that sformuvati gіpotezu.

3.1. Znahodzhennya that vivedennya osnovnoї іdeї.

3.2. Znahodzhennya details scho pіdtverdzhuyut zdogadku.

3.3. Vivedennya cause and naslіdkovih vzaєmovіdnosin.

3.4. Viyavlennya Figure dіyuchih osіb.

3.5. Vikladennya zmіstu author.

3.6. Peredbachennya completion podіy.

3.7. Іnterpretatsіya figurative sense deyakih movnih yavisch.

4.0. Porіvnyalne otsіnyuvannya - potrebuє od studentіv porіvnyannya іdey that Informácie s text s materіalom SUBMITTED vikladachem that Vlasnyi dosvіdom knowledge chi, s metoyu formuvannya pillows chi sudzhennya schodo text.

4.1. Sudzhennya about dіysnіst chi fantazuvannya. Got Student in tsomu vipadku vіdpovіsti on zapitannya "Chi dіysno could tsі podії trapitis?"

4.2. Sudzhennya about Fakti chi point Zora. Student potrіbno otsіniti mozhlivostі author stvoryuvati minds for pіdtrimki visnovkіv and takozh namіri author napolyagti on chomus, proіnformuvati schos about that іn.

4.3. Sudzhennya about adekvatnіst that realnіst. Student text porіvnyuє s vіdpovіdnimi materіalami s metoyu nadannya pozitivnoї chi negativnoї otsіnki schodo pillows author.

4.4. Student potrіbno viznachiti, yak Chastina text naybіlsh vazhliva.

4.5. Sudzhennya about tsіnnіst, pripustimіst that bazhanіst text. Student otsіnyuє text ґruntuyuchis on sistemі tsіnnostey, moral kodeksі, NKVD dosvіdі that іn.

5.0. Emotsіyno-estetichne otsіnyuvannya. Student guilty sformulyuvati emotsіynu that estetichnu vіdpovіd for text vіdpovіdno to NKVD chi profesіynih kriterіїv.

5.1. Emotsіyny vіdguk on text (formuvannya pochuttya zatsіkavlenostі, zvorushennya chi navpaki, nudgi).

5.2. Іdentifіkatsіya bunt dіyuchih osіb that podіy.

5.3. Vіdguk on asotsіyovane that denotative empathy MTIE.

5.4. Reaktsіya on umovny image.

Poverhova gramatichna form zapitannya not obov'yazkovo rozkrivaє yogo pіznavalnu skladnіst. Napriklad, zapitannya "Hto rozbiv briskly?" Mauger Buti Persha zapitannyam rіvnya literal spriynyattya, Yakscho vіdpovіd Je uniquely danoyu in tekstі. Ale Tse Mauger Buti zapitannyam chi-thirds of the fourth rіvnya, Yakscho student potrіbno to zdogaduvatisya chi ROBIT poached.

Hoch is not simply іsnuє vzaєmovіdnosin mіzh Form zapitan in taksonomії, Je ale klyuchovі phrase scho asotsіyuyutsya s cutaneous rіvnem. The following list of phrases klyuchovih Mauger dopomogti vikladachevі іdentifіkuvati rіven їh zapitan so i rank pіdvischiti rіven control over them.

Rіven 1.0. Literally spriynyattya:

Find ...

Show me ...

Locate ...

Identify ...

Point out ...

Read the line that ...

Tell me ...

State ...

List ...

Recall ...

Describe ...

What caused ...?

Rіven 2.0. Reformuvannya:

Compare ...

Contrast ...

Paraphrase ...

Classify ...

Divide ...

Summarize ...

How is ... different from ...?

How is ... the same as ...?

Rіven 3.0. Spriynyattya Shlyakhov visnovku:

Pretend ...

Suppose ...

Could ...

How would ...

What might have happened if ...?

If we assume ..., might ...?

What would the consequences be if ...?

What are the implications of ...?

Rіven 4.0. Otsіnyuvannya Shlyakhov visnovkіv:

Should ...

In your opinion ...

Do you agree ...?

What part of the story best describes ...?

Do you believe ...?

Would you have ...?

Is it right that ...?

Rіven 5.0. Emotsіyno-estetichne otsіnyuvannya:

Do you know anyone like ...?

What did you think when ...?

Did you (dis) like ...?

Why did you (dis) like ...?

Vischezgadana taksonomіya not potrebuє od vikladacha trivaloї pіdgotovki. Spochatku vikladachevі potrіbno proanalіzuvati vzaєmodіyu studentіv in grupі NKVD, abo, Je Yakscho taka mozhlivіst, znyati on plіvku i potіm proanalіzuvati vіdeokadri zanyattya. Tsya pіdgotovka Got to metі mamboo.com This user ієrarhієyu s power scho pid hour vzhivayutsya zanyattya and takozh navchannya іdentifіkatsії rіznih tipіv power. Vikladachі mozhut zaymatisya CIM analіzom in spіvpratsі, obmіrkovuyuchi osoblivі zapitannya that klasifіkuyuchi їh vіdpovіdno to rіvnya ієrarhії in taksonomії. Metoyu tsogo analіzu Je not tіlki klasifіkatsіya skin zapitannya and minutes away mamboo.com This user s taksonomієyu that mozhlivіstyu klasifіkuvati bіlshіst zapitan, scho pid hour vzhivayutsya zanyattya for pіdvischennya їh efektivnostі. Dosit spriyatlivimi for tsogo analіzu mozhut Why zanyattya s control analіtichnogo that subtraction is synthetic.

On the following rіvnі pіdgotovki vikladachevі neobhіdno proanalіzuvati svoї vlasnі zanyattya. For tsogo neobhіdno retelny maintain records that hronologіyu empathy quiet chi іnshih zapitan pid hour zanyattya. Especially Tse vazhlivo for dwellers vikladach mіg proanalіzuvati frequency that Sens empathy zapitan rіvnya skin.

Pіslya dosyagnennya rozumіnnya vsіh rіvnіv zapitan vikladach Mauger gotuvati zapitannya one yak s rіvnіv taksonomії Chastain planuvannya zanyattya. W nabuttyam practicality navichok vіn vklyuchaє tsі power pid hour diskusіy in grupі, pіdvischuyuchi such rank rіven zapitan that uniquely polіpshuyuchi tehnіku zapituvannya.

Okrіm zapitan vikladacha can proanalіzuvati zapitannya studentіv s point Zora taksonomії. Especially Tse tsіkavo for studentіv, SSMSC oderzhuyut zavdannya pіdgotuvati zapitannya chi-approved for disputation for the passed materіalom. Tse viklikaє іnteres slit th fact scho naychastіshe zapitannya studentіv obmezhenі empathy zapitan Persha that another rіvnіv. Taksonomіya daє mozhlivіst viznachiti, chi potrіbno zaohochuvati studentіv vzhivati ​​bіlsh wide range zapitan.

Skladnіst spіlkuvannya mіzh people rіznih natsіy nadaє velikі mozhlivostі vikladannyu іnozemnih atoms. Pіznavalna skladnіst zapitan viklikana bagatma contextually, emotsіynimi that osobistіsnimi factors vklyuchayuchi core subjects diskusії chi power, vzaєmovіdnosini mіzh іndivіduumami in grupі, їh tsіlі, knowledge vihovannya, vіdmіnnіst one od one. Zapitannya pid hour vzaєmodії on zanyattі mozhna povtoriti, zamіniti chi z'yasuvati. Ale nіkoli not potrіbno іgnoruvati chi vіdmovlyatisya od zapitannya tіlki fact scho students chogos not rozumіyut, Aje tse sprichinit nedostatnє rozumіnnya quiet mozhlivostey, SSMSC daє navchannya processes. Vikladach guilty stimulyuvati in student pragnennya to pіznavalnoї dіyalnostі. Vmіyuchi analіzuvati pіznavalnі skladnostі zapitan, vіn Mauger povnіshe otsіniti trudnoschі, viklikanі їh zapitannyami, i Nadachi students in Relief їh podolannі.