New social demands reflected in the Federal State Educational Standard define the main goal of education as general cultural, personal and cognitive development students, providing such a key competency of education as “teaching how to learn.”
How to structure Russian language and literature lessons in order to implement the requirements of the Second Generation Standards? To do this, you need to know the criteria for the effectiveness of a lesson, the requirements for its preparation and delivery, analysis and self-analysis of the activities of the teacher and students.
It is known that, along with general approaches to planning lessons in all subjects (thought-out goals and objectives; optimal methods, techniques and forms of work with the class; competent use of new pedagogical technologies, including ICT; cooperation between teacher and student based on problem-search forms of work, etc.) teaching each subject has its own specifics, its own characteristics. In the context of the introduction of the Federal State Educational Standards of the main general education increasingly relevant in school education The problem of an activity model of a lesson, containing certain structural and content stages, acquires.
Concerningliterature lessons , then the requirements for their construction are, in principle, not outdated: the trinity of goals (teaching, developing and educating) is a mandatory component of any lesson, including a literature lesson. However, modern reality makes its own adjustments to the methodology of teaching literature. To make the lesson interesting for children, the teacher has to master new methods of presenting material, use non-standard techniques and innovative technologies in his practice.
When analyzing the story “Heart of a Dog” by M. Bulgakov, I used materials from the book “The Path to Bulgakov” by T.V. Ryzhkova.
Literature lesson notes based on M.A. Bulgakov’s story “Heart of a Dog”
Lesson objectives:
1. Educational: conducting compositional and stylistic analysis of the text of the story; comparison of the images of Sharik and Sharikov; comprehension of the author's concept.
2. Developmental: developing skills in working with literary text; development of skills to characterize the characters of the story; improving the skills of group and independent work; improving logical and creative thinking.
3. Educational: understanding what education and self-education means, culture, traditions in the life and fate of a person and society; formation of a value system.
Forms of work: collective, group, individual
Lesson type: discovery of new knowledge
Lesson No. 1 Dispute about a dog's heart.
Purpose of the stage : inclusion of students in activities at a personally significant level.
Creating a setup for analyzing a work.
Slide 1 (portrait of the writer, title of the story)
Teacher's word .
For today's lesson, you read M. Bulgakov's story “The Heart of a Dog.”
March 1925. Mikhail Bulgakov is finishing work on the satirical story “The Heart of a Dog.” He wrote it at the request of the Nedra magazine. But the story came to the reader in our country only in 1987...
Slide 2
How do you think,Why was the story, written in 1925, published in Russia only in 1987? What was there in this story that the government of the Soviet Union did not like?
Students make assumptions (forbidden to publish because the story is a satire on modernity)
Teacher: Really, Soviet era persecuted dissent, and even from high stands it was said ironically:“We are for laughter, but we need kinder Shchedrins and such Gogols so that they don’t bother us.” Bulgakov's view of modernity was very sharp, satirical attacks were considered seditious. M.A Bulgakov wrote:
Slide 3: “On the wide field of Russian literature in the USSR, I was alone - the only literary wolf. I was advised to dye the skin. Ridiculous advice. Whether a wolf is dyed or shorn, it still doesn’t look like a poodle.” The famous critic, researcher of the writer’s work Vsevolod Ivanovich Sakharov (born in 1946, member of the Union of Writers of Russia, Doctor of Philology) gave the following assessment of the story:
Slide 4:
“Heart of a Dog” is a masterpiece of Bulgakov’s satire.
Bulgakov’s satire is smart and sighted.” V. Sakharov
These words will become the epigraph for today's lesson.
Choose a contextual synonym for the wordsighted.
Students: (honest )
UUD: personal, meaning formation
Stage 2 Updating knowledge
Purpose of the stage
Consolidating the concept of satire, overcoming ambiguity in the perception of characters and events.
Teacher: Indeed, satire is always honest, but rarely permitted. Let's remember what satire is.What is satire directed against? What is the source of satire?
Students' answers
Teacher opens the slide, students check their answers with the correct one
Slide number 5.
(Satire - kind of comic. Subject of satire serve human vices.
Source of satire - a contradiction between universal human values and the reality of life.)
Let's try to figure out what human vices and contradictions between universal human values and real life became the subject of satire by M. Bulgakov.
UUD: educational
Stage 3 Setting a learning task
The purpose of the stage: setting goals for educational activities, choosing a way to implement them.
Teacher : The story was considered seditious in 1925 and banned.
However, in 1988, the film “Heart of a Dog” directed by V. Bortko was released, which viewers still watch with pleasure, and theaters continue to stage performances based on Bulgakov’s story.
Why does the story attract film and theater directors?
Students: Suggested answers:
The story is very modern. Our time and Bulgakov's time are similar.
Teacher: So, the story is relevant in our time, which is why it is read, films are made and plays are staged in theaters. Let us assume that the problems that worried the writer are also of concern to us. What are these problems?
Students: Suggested answers:
The Sharikovs live among us, and the writer warned how dangerous they are.
Animals are now being cloned and there is talk of human cloning.
Teacher: Maybe you're right. Let's try to figure it out.
Modeling a problem situation and approaching the lesson problem.
Include movie clip from the film “Heart of a Dog” directed by V. Bortko, where Bormental argues with Professor Preobrazhensky.
What do you think the topic of today's lesson will be?
Students.
Suggested answers: the dog's heart debate.
Teacher: Write down the topic of the lesson: “Dispute about a dog’s heart.”
Let's think about what is the main problem we should solve in class?
Students. Who is right: Doctor Bormental, who believes that Sharikov has a dog’s heart, or Professor Preobrazhensky, who claims that Sharikov “has exactly a human heart”?
Teacher: Can we answer this question right away?
No.
What goals of our future actions do we need to identify in order to answer this problematic question?
Students.
Analyze the text and compare the images of Sharik and Sharikov.
Understand what answer the author of the story would give to this question, what the author thought, what worried him.
UUD: regulatory (goal setting, planning); communicative
(ability to listen, engage in dialogue)
Stage 4 Construction of a project to overcome difficulties
Purpose of the stage
Analytical conversation.
a) The technique of “immersion in the text.”
Teacher: The story opens with paintings of Moscow in the mid-20s. Imagine and describe Moscow. Through whose eyes do we see life?
Students: a city where wind, blizzard and snow reign, where embittered people live. It will help to concretize the general picture by turning to the details of the text, which could confirm the students’ impressions (the normal food canteen and bar, the fate of the “typist” and her lover, the cook and the doorman, the history of the Kalabukhovsky house).
Teacher: Is there anything in the story that counters this chaos and hatred?Students : rasskhabout Philip Philipovich’s apartment, where comfort, order, and human relationships reign.Butthis life is under threat because the house committee, headed by Shvonder, seeks to destroy it, to remake it according to its own laws.
Teacher: What connects these two worlds?
Students: This is Sharik, who was picked up by Professor Preobrazhensky. Thanks to Philip Philipovich, the dog was transported from the world of hunger and suffering, a world that doomed him to death, into a world of warmth and light.
Teacher: M. Bulgakov continued the traditions of Russian satirists M.E. Saltykov-Shchedrin and N.V. Gogol. Bulgakov took the topical sound from Saltykov-Shchedrin, and from N. Gogol - his teacher, the fantastic nature of the plot, images and even the compositional structure of the work.While doing your homework, you should have observed the composition of the story.What is the composition of the story?
b) Students present a presentation prepared at home , in which the story is clearly divided into two parts
part 2 | |
Chapter 1 The world through the eyes of a dog, meeting a professor, choosing a name. Chapter 2 Sharik in the house on Prechistenka: “dressing”, receiving patients, visiting the house committee Chapter 3 Sharik in the house on Prechistenka: lunch, “explanation” of the owl, “collar”, kitchen, preparation for the operation. Chapter 4 Operation. | 5 ch. Diary of Doctor Bormenthal: transformation. Chapter 6 Sharikov in the house on Prechistenka: the professor’s conversation with Sharikov, choice of name, Shvonder’s visit, “clarification” of the cat. Chapter 7 Sharikov in the house on Prechistenka: lunch, reflections of the professor. Chapter 8 Sharikov in the house on Prechistenka: registration, theft, drunkenness, the professor’s conversation with Bormental (searching for a way out), “attempt on Zina.” Chapter 9 Disappearance of Sharikov, Sharikov and the “typist”, denunciation of the professor, operation Epilogue: “presentation” of Sharikov, Sharik after the operation, the professor at work. |
(The composition is symmetrical. Ring composition: The ball again became a dog.)
Teacher: what arethe reasons for this construction of the work?
Students conclude: the mirror composition of the story emphasizes the changes taking place in the professor’s house and in the people inhabiting it. The conclusion is written down in a notebook.
c) “verbal drawing” technique
Teacher : so, Bulgakov gives many events of the first part through the eyes of a dog, perhaps in order tocompare Sharik and Sharikov. Imagine that you are making illustrations for a story. How would you depict the meeting between the dog and the professor? What should you do to draw an oral illustration more accurately?
Students : necessaryreread chapter 1 . Re-read, clarify details. Possible description:
In the foreground there is a dark gateway, a blizzard is snaking. In the distance we see from a gateway a street, a brightly lit store and a piece of a poster blown by the wind. A man in a dark coat has just left the store, he is moving towards the gateway in the “pillar of a blizzard”. A dog is crawling into the street in the gateway. This is a tattered mongrel, she has dirty matted fur and a terrible scalded side. It is clear that movement is given to the dog with great difficulty. His head is raised, he is watching the person walking towards him.
Teacher: — Which qualities of Sharik do you like and which do you not?
Students : intelligence, wit, observation, irony, hatred of proletarians, janitors and doormen; the ability to both sympathize and hate, lackey servility.
UUD: cognitive - general educational (semantic reading, information search), logical (analysis, classification, selection of bases for comparison); personal (moral and aesthetic assessment); communicative.
Stage 5 Independent work
Purpose of the stage: improving the skills of independent work and the ability to build cooperation in a group.
Students work in groups (independent text analysis). Execution time – 5-8 minutes. Each group prepares a speaker; response time is 2 minutes.
Group I , analyzing chapters 1-3, should answer the question:
— What does Sharik notice in the reality around him and how does he react to it?
2nd group , analyzing chapters 2-3, answers the question:
— What does Sharik like about Professor Preobrazhensky’s house and what doesn’t?
3 group , working with the same chapters, prepares an answer to the question:
— How does the dog perceive the inhabitants of the apartment?
4 group (same chapters):
How do the residents of the apartment feel about Sharik?
5 group (same chapters):
Students (preferred answers):
Group I:
— The dog is very observant, he knows life well, especially what is connected with nutrition. He knows that the world is divided into hungry and well-fed. The one who is “eternally full” is “not afraid of anyone”, therefore “he will not kick.” Hungry people, those who “are afraid of everything themselves,” are dangerous. Sharik hates lackeys. He says that “human cleansing is the lowest category.” But he also sympathizes with people who are deceived and bullied by those who have recently gained power.
Group II:
“Sharik likes it in the professor’s house, although after seeing patients he calls the apartment “obscene.” But it is warm and calm. After Philip Philipovich’s conversation with Shvonder, Sharik becomes convinced that the professor has great power. Sharik decides that he will be completely safe here: “Well, now you can beat me as much as you want, but I won’t leave here.” The dog also likes the fact that in the house he is fed well and tasty, and is not beaten. The only thing that annoys him is the owl. The dog is afraid of hunger and evil people, but in the house it’s the other way around. Favorite place Sharika is the kitchen: food is prepared there and the fire burns there.
III group:
- After Sharik realized that in the professor’s house he had nothing and no one to fear, since his owner was not afraid of anyone, he decided that the professor was “a wizard, magician and magician from a dog’s fairy tale.” During lunch, Philip Philipovich finally received the title of deity. As already mentioned, food, warmth and safety are the main thing for Sharik, and he is ready to faithfully serve the one who gives it to him. Sharik studied the professor’s call and greeted him with a bark.
He quickly won over Daria Petrovna, the cook. The kitchen is “the main part of heaven” for Sharik. And so he sucks up to the cook. He treats Zina with disdain, calling her “Zinka”; he doesn’t love her because she scolds him all the time and says that “he ate the whole house.” The dog calls Dr. Bormenthal “bitten” and does not communicate with him at all.
IV group:
- Professor Preobrazhensky generally feels sorry for Sharik: he orders him to be fed properly, saying that “the poor fellow is hungry”; he treats him kindly because he believes that affection is “the only way to treat a living being”; he never hits Sharik, even when he “clarified” the owl. For Zina, Sharik is the reason for the eternal chaos in the house. She thinks that the professor spoils Sharik too much and offers to give the dog a beating. She doesn’t understand why Sharik is shown such courtesy. For her, he is an ordinary mongrel. And Daria Petrovna at first called Sharik a “homeless pickpocket” and did not let him into the kitchen, but the dog “won her heart.”
Teacher: What is the value system of an unusual dog?
Students : The main things for Sharik are food, warmth and safety. This is what determines his attitude towards people. In general, he “sells his soul” for a piece of Krakow sausage. Sharik’s attitude towards people is determined by the same thing: the professor is the master, and Sharik is ready to please him, Daria Petrovna is the “queen of the kitchen,” the dog fawns on her, Zina is the servant in the house, and Sharik believes that she should serve him too. Dr. Bormenthal is in no way connected in the dog’s mind with food and warmth, and since the bite of his leg went unpunished, the doctor simply turns into a “bite.”
Teacher : Do you like this philosophy of life? Why? What word would you call it?
Students : Slave
Group V identified the stages of change in Sharik:
- Firstly, Sharik has changed in appearance. The professor picked up a dying dog, with a scalded side, dirty matted fur, and emaciated from hunger. In a week he turned into a shaggy and “surprisingly fat” “handsome dog.” Secondly, he changed internally: at first he was worried: “Why did the professor need me?” (his experience told him that no one does anything for nothing). Having just got into the house, he thought that he found himself in a “dog hospital” and defended his life - he has a very developed instinct of self-preservation. But seeing that he is not in danger, but, on the contrary, is being fed and caressed, Sharik begins to be afraid of losing all this and thinks: “Beat him, just don’t kick him out of the apartment.” He decides that Philip Philipovich chose him for his beauty. He will become impudent before our eyes. Having quickly assessed the collar, because all the dogs he meets are madly jealous of it, he comes to the conclusion that the collar is a kind of pass to better world and gives him certain rights, for example, to lie in the kitchen. He forgets that he was recently an ordinary homeless mongrel, and no longer doubts that nothing will deprive him of warmth and food, and is finally convinced that he is an “incognito dog prince.” He exchanged freedom, hungry and full of dangers, for a well-fed, calm life, and pride for lackey servility.
Teacher : What associations does the dog’s story evoke in you?
Students : Suggested answers:
After the revolution, many people who lived in poverty and hunger reached out for a warm and well-fed life, believed many promises, and decided that they would instantly “become everything.” The revolution is an experiment that the Bolsheviks carried out on the entire people.
UUD: cognitive (search for information, ability to construct a speech statement); communicative (the ability to cooperate in a group, enter into dialogue), personal (knowledge of moral standards and the ability to highlight the moral aspect of behavior)
Stage 6 Reflection
Purpose of the stage: students’ self-assessment of the results of their educational activities
Let's summarize the lesson:
Teacher : Has your attitude towards the ball changed? How? Why? (This is a written question.)
Students conclude:
Sharik’s inner speech, his assessments of events, reflections, together with the author’s description of his behavior, create for the reader a complete picture of the dog’s inner world.
Teacher :
— Have we answered the problematic question of the lesson: who is right: Doctor Bormental, who believes that Sharikov has a dog’s heart, or Professor Preobrazhensky, who claims that Sharikov “has exactly a human heart”?
Students: - No.
Teacher: - What questions did we get the answer to?
Students: — We compared the images of Sharik and Sharikov, saw what changes had occurred, understood through what techniques the author expressed his attitude towards the character and what worried him.
Teacher: the next lesson will be the next step in resolving the problem situation that we identified in this lesson, and for this you must work on the questions homework. What questions would you like to ask me or your classmates?
UUD: regulatory (assessment), personal (self-determination), cognitive (problem solving), communicative (ability to participate in collective discussion)
Homework:
1. Highlight the stages of Sharik’s transformation into Sharikov and the stages of Sharikov’s formation by preparing an electronic presentation (assignment for the whole class).
2. Compare the behavior of Sharik and Sharikov in episodes of parts I and II: choosing a name (individual task), lunch (individual), visiting the apartment by the house committee (individual).
3. What do you think is from the dog in Sharikov, what is from Chugunkin? Justify your opinion with examples from the text (general task).
4. What is Shvonder’s role in Sharikov’s upbringing? Why does Professor Preobrazhensky say that “Shvonder is the biggest fool”? (Individual task, it is performed by 3-4 people.)
Lesson #2
Topic: Dispute about a dog's heart (continued)
Stage 1 Motivation for learning activities
Purpose of the stage : inclusion of students in activities at a personally significant level. Create a setup for analyzing the work.
Watching a fragment of the film “The transformation of Sharik into Sharikov” , an excerpt from the film adaptation of the story directed by Bortko.
Teacher : before we answer the key question, think about why M. Bulgakov needed to introduce into the story, to make the transformation of a dog into a man the spring of intrigue. If in Sharikov only the qualities of Klim Chugunkin are manifested, then why shouldn’t the author “resurrect” Klim himself? However, before our eyes, the “gray-haired Faust”, busy searching for means to restore youth, does not create a man in a test tube, does not resurrect him from the dead, but turns a dog into a man.
Stage 2 Updating knowledge
Purpose of the stage : preparing students’ thinking, their awareness of the internal need to build educational activities and fixing an individual difficulty in each of them.
Teacher : Find it difficult to answer?
I remind you of the diary of Dr. Bormenthal (exacerbating problematic situation additional question):
Why is it Dr. Bormental who keeps the diary, and not Professor Preobrazhensky?
Search activity students are looking for real explanations:
“We can see from the records how excited the doctor is.” At first he rejoices at the success of the operation and the new discovery. Then he is horrified by what the apartment has become. He admits that he doesn’t understand much.
- Philip Philipovich has no time to keep a diary, he is much busier than the doctor... After all, it is no coincidence that the professor needs an assistant, that is, an assistant. Then Philip Philipovich, much less than Bormental, realized that the new creature was related to Klim. Bulgakov does not want to solve the riddle ahead of time - we also don’t know anything about Klim. But if the diary was kept by a professor, it would not be so interesting.
— Dr. Bormenthal puts forward his hypothesis in his diary: “Sharik’s brain in the dog period of his life accumulated an abyss of concepts,” and, of course, writes down not only his assumptions on this matter, but also the professor’s opinion. But the professor would not write down Bormenthal’s hypothesis, since he is absolutely confident that he is right. And there wouldn't be any problem. We would also believe the professor, but there are some doubts
Students together with the teacher come to the conclusion:
- The “elimination” of the author and the transfer of the narrative to a young scientist who does not have the experience and insight of his teacher, who harbors bright hopes for the result of the experiment, create a new and at the same time central opposition to the story (what is Sharikov - a dog that has changed its external form or the “resurrected” Klim? ), enhance the reader's interest, keep him in suspense, giving him the opportunity to make his own guesses about the events and results of the operation.
Checking homework.
Demonstration of an electronic presentation with the results of the task: Highlight the stages of Sharik’s transformation into Sharikov and the stages of Sharikov’s formation.
(swearing (“all the swear words that exist in the Russian lexicon”);
smoking;
sunflower seeds (uncleanliness);
balalaika at any time of the day or night (disregard for others);
vulgarity in dress and behavior;
immorality;
drunkenness;
theft;
denunciation;
assassination attempt.)
The list is corrected, and the following conclusion is drawn together with the teacher:The formation of a “new man” is a loss of humanity, an increase in immorality, that is, not evolution, but degradation.
Checking individual assignments.
Compare the behavior of Sharik and Sharikov in similar situations. (One student shares his observations with classmates, others, if necessary, complement him. No more than 2 minutes are allotted for the message, about which the guys are warned in advance). Suggested answer:
— The dog was first called "ball" by a typist. The dog himself does not agree with this name: “Sharik means round, well-fed, stupid, eats oatmeal, the son of noble parents,” and he is “shaggy, lanky and ragged, a lean little gang, a homeless dog.” For the second time with a ballThe dog is called Philip Philipovich, probably because it is a common dog name: Sharik, Tuzik... And the dog accepts this name: “Call it what you want. For such an exceptional act of yours (for the sausage). He doesn't really care what they call him, as long as they feed him.
— The “laboratory creature” demands a document from Flip Filippovich for himself. Then the question of his name arises. Now the name is chosen not by the “creators” of the new creature, but by the creature itself, but on the advice of the house committee. The new government brings new names into the world. For Philip Philipovich, the name Poligraf Poligrafovich sounds wild, “but the laboratory creature” defends its rights. Most likely, students will not notice the parody roll call - let us draw their attention to some similarities between the names of Sharikov and his creator, which consists in duplicating the name itself with a patronymic. Sharikov creates his name on the advice of the house committee, but by analogy with the name of “dad”.
“After the first dinner at the professor’s house, Sharik promoted him to the rank of “highest deity.” The dog's head is dizzy from various smells. He, of course, hears what the professor and doctor are talking about, but the main thing for him is food. When he had eaten too much, he dozed off. He feels good and calm now. The “dog’s respect” for the professor is growing all the time and is not in doubt. The only thing that worries Sharik is whether this is all a dream.
For Sharikov, lunch, on the one hand, is an opportunity not only to eat deliciously and a lot, but also to drink. and on the other hand, it is torture: he is taught and educated all the time. And if Sharik respects Philip Philipovich, then Sharikov seems to laugh at him. He says that the professor and the doctor are “tormenting themselves” with some stupid rules. He does not at all want to become cultured and behave decently, but he is forced to do this, because otherwise he will not be allowed to eat (this is how animals are trained in the circus!). Sharik sat at the professor’s feet and did not bother anyone, only Zina was angry, and Sharikov was a stranger at this table. Bulgakov writes that “Sharikov’s black head sat in the napkin like a fly in sour cream” - both funny and disgusting. Sharikov and the professor exchange all the time sideways glances.
UUD: cognitive (process, systematize information and present it in different ways, the ability to construct a speech statement, the ability to analyze and draw conclusions); personal (meaning formation); communicative (ability to listen, enter into dialogue).
Stage 3 Construction of a project to overcome difficulties
Purpose of the stage : students’ choice of a way to resolve a problem situation.
Improving the ability to conduct compositional analysis of a text, activating students’ imagination and attention to the details of the text through verbal drawing, developing the ability to characterize a hero and give a moral assessment of his actions.
Characteristics of Sharikov.
Watching an excerpt from a movie directed by V. Bortko “Heart of a Dog” - an episode of a conversation between Sharikov and Philip Philipovich. (In Bulgakov, the corresponding fragment begins with the words: “Philip Philipovich was sitting in a chair at the table.”)
Analytical conversation.
Teacher : compare the image of Sharikov, created by the actor and director in the film, with Bulgakov’s description.
— Is this how Sharikov seemed to you when you read the story?
— What did the filmmakers keep and what did they “forget”?
Suggested Answers :
— outwardly Sharikov in the film is exactly the same as Bulgakov’s, that the actor plays his role very talentedly, but the film is not in color. Maybe the authors decided to do this because the dog does not have color vision. But Bulgakov’s Sharik could distinguish colors. The story says: “Sharik began to learn by colors.” The lack of color in the film did not allow the authors to convey the absurdity of Sharikov’s costume.
— In the film, Sharikov constantly makes excuses, you even feel sorry for him. Indeed, the professor attacks and attacks him. And in the book, Sharikov behaves confidently, and sometimes harshly: he does not make excuses, but attacks himself: “A bold expression lit up in the little man.”
Bulgakov's Sharikov is often ironic, but in the film he is stupid. And also, when you read the story, it’s funny, but in the film everything is somehow serious. It's hard to explain why this is so.
(if students don't see this important detail, then the teacher will be able to lead them to it with additional questions. The “claims” of the students are weighty and thorough: they caught the stylistic and semantic discrepancy between V. Bortko’s interpretation and Bulgakov’s text. The film really lacks color, and the point is not only that it is black and white, but that the entire film is shot in a serious and very boring way: it lacks Bulgakov’s irony, humor, sarcasm - shades of meaning!
What did Sharikov inherit from Klim Chugunkin? What do we know about Klim from the text of the story?
3) Working with a block diagram.
The great operation was completed, but who became the donor to create a new person?
(Klim Chugunkin)
What can you say about this person? Read it.(end of chapter 5, p. 199)
(“Klim Grigorievich Chugunkin, 25 years old, single. Non-party member, single, tried three times and acquitted: the first time due to lack of evidence, the second time the origin saved, the third time - suspended hard labor for 15 years. Thefts. Profession - playing the balalaika in taverns.
Small in stature, poorly built. The liver is dilated (alcohol). The cause of death is a stab in the heart in a pub (“Stop Signal” at the Preobrazhenskaya outpost).
From Doctor Bormental's diary we learn that the new creature has adopted all the worst qualities of its donors (Sharik and Klim Chugunkin). Find and read the description of the new creature.
( Bad taste in clothes: a poisonous sky-colored tie, jacket and trousers are torn and dirty; patent leather boots with white leggings. Ch.6, p.203)
In addition, it constantly speaks after its mother, smokes, litters cigarette butts, catches fleas, steals, loves alcohol, is greedy for women...(p. 194, 195)
Teacher: but this is only an external manifestation. Is there anything left of Sharik's moral position? What determined Sharik’s behavior and what was most important for Sharikov?
Suggested Answers : - The instinct of self-preservation. And Sharikov defends the right to his own existence. If someone tried to take Sharik’s “full life” away, he would recognize the power of a dog’s teeth. Sharikov also “bites”, only his bites are much more dangerous.
Conclusion: the ball did not die in Sharikov: we discovered all its unpleasant qualities in the person.
Conversation
Teacher : Let’s try to figure out why the professor was a model and strength for Sharik, and Shvonder for Sharikov? Why does the professor say that “Shvonder is the biggest fool”? Does he understand who he is dealing with?
Students: Sharikov’s brain is very poorly developed: what was almost brilliant for a dog is primitive for a person: Sharik turned into a person, but did not receive human experience.Shvonder takes him for a normal adult and tries to instill the ideas of Bolshevism.
Teacher: Why is this so dangerous?
Students: Usually when a person develops naturally, he gradually gets acquainted with the world, they explain to him what is good and what is bad, they teach him, pass on the accumulated experience and knowledge. The more a person learns, the more he can understand on his own. But Sharikov knows practically nothing: he just wants to eat, drink and have fun. Shvonder indulges him, talking about rights, about the need to divide everything. Shvonder himself fervently believes in what he preaches; he himself is ready to give up benefits and conveniences in the name of a bright communist future.
Philip Philipovich and Doctor Bormental are trying to educate and instill in Sharikov normal human manners, so they constantly prohibit and point him out. Sharikov is extremely irritated by this. Shvonder does not prohibit anything, but, on the contrary, tells Sharikov that he is being oppressed by the bourgeoisie.
Teacher: Are Shvonder himself and the representatives of the house committee highly developed personalities?
Students: Obviously not.
Teacher: Does Shvonder really understand complex political and ideological issues?
Students: Already from the first conversation between the members of the house committee and the professor, it is clear that these people in their development did not go much further than Sharikov. And they strive to divide everything, although they cannot even really direct the work of the house committee: there is no order in the house. You can sing in a choir (no matter what Philip Philipovich says, he himself often hums in a false, rattling voice), but you cannot sing in a choir instead of your main work.
Teacher: Why do Sharikov and Shvonder find a common language so quickly?
Students : Shvonder hates the professor because, feeling the scientist’s hostility, he is unable to prove it and “clarify” his true anti-revolutionary essence (and here Shvonder can’t deny his intuition!) For Shvonder, Sharikov is a tool in the fight against the professor: after all, it was Shvonder who taught Sharikov to demand living space , together they write a denunciation. But for Shvonder, this is the right thing to do, and denunciation is a signal, because the enemy needs to be brought to light and destroyed in the name of the future. happy life. Shvonder’s poor head just can’t figure out why a person who by all accounts is an enemy Soviet power, is under her protection!
So, " Godfather"Polygraf Poligrafovich instills in his pupil the ideas of universal equality, brotherhood and freedom. Finding themselves in a consciousness in which animal instincts predominate, they only multiply the aggressiveness of the “new man.” Sharikov considers himself a full-fledged member of society not because he has done something for the benefit of this society, but because he is “not a NEPman.” In the fight for existence, Sharikov will stop at nothing. If it seems to him that Shvonder is taking his place in the sun, then his aggressiveness will be directed at Shvonder. “Shvonder is a fool” because he does not understand that soon he himself could become a victim of the monster that he is “developing” so intensively.
Teacher: Who is right in the dispute - Professor Preobrazhensky or Doctor Bormental?
Students: it is obvious that both scientists are only partly right: it cannot be said that Sharik’s brain is only “the unfolded brain of Sharik,” but it cannot be said that we are faced with only the reborn Klim.Sharikov combines the qualities of a dog and Chugunkin, and Sharik’s slavish philosophy, his conformism and instinct of self-preservation, combined with Klim’s aggressiveness, rudeness, and drunkenness, gave birth to a monster.
Teacher: Why were scientists wrong in their assumptions?
Students: by the will of the writer, his characters did not know about Sharik what the author himself and his readers know.
Expected results:
These final conclusions resolve the problematic situation of 2 lessons, in understanding which students had to understand the role of composition, master Bulgakov’s language, learn to realize the importance of details in the story, and compare the images of the characters; comprehend the author's concept. In addition, the technique of comparing a work with its interpretation in another form of art allows schoolchildren to concretize their impressions.
UUD: cognitive (logical - analysis, synthesis, building cause-and-effect relationships; general educational - creating models, semantic reading, ability to construct a statement); communicative; personal (moral and aesthetic orientation); regulatory (correction).
Stage 4 Reflection
Exercise "Interesting".
Fill out the table:
In the “plus” column, students write down what they liked during the lesson, information and forms of work that caused positive emotions or may be useful to them. In the “minus” column they write down what they didn’t like and remained unclear. Write everything in the “interesting” column Interesting Facts. If there is not enough time, this work can be done orally.
UUD: regulatory (assessment)
Homework for the next 2 lessons it will be like this:
1. Come up with a title for chapter 4 of “Heart of a Dog.”
3. Draw up a “code of honor” for Professor Preobrazhensky.
4. Explain the theory of education according to Professor Preobrazhensky and Dr. Bormental.
5. Describe the professor in the scenes of receiving patients, visiting the house committee, and at lunch. Prepare an expressive reading of these scenes.
Pavlodarsky teacher training college them. B. Akhmetova
I approve
Deputy Director for SD
_________ E.A. Poberezhnikova
"___" __________ 20__
Public lesson
on the topic of: " Work withMS Excel»
item: Computer technology
group: DV-22
teacher: Saganaeva R.S.
Date of: 02/14/2015
Lesson topic: Working with MS Excel
Lesson objectives:
educational - introduce spreadsheets in an application environment Microsoft Excel; develop the initial skill of entering text, numbers, formulas into a cell; give an idea of built-in functions; practical application of the studied material; consolidation of knowledge general principles work with the MS EXCEL table processor and the ability to create a table to solve a specific problem; formation of an understanding of calculations in spreadsheets as an important, useful and widely used structure in practice.
developing - promote development logical thinking, memory, attention, creative imagination, development of the ability to apply educational information in non-standard situations, development of cognitive interest; development of individual and group practical work skills; development of skills to apply knowledge to solve problems of various kinds using spreadsheets.
educational - nurturing a creative approach to work, a desire to experiment; development of cognitive interest, education of information culture; professional guidance and preparation for further self-education for the future labor activity; education of communicative qualities for rational and productive work.
Lesson type: combined.
Lesson format: conversation, group work, individual work.
Interdisciplinary connections: computer science and mathematics.
Equipmentlesson:
personal computers With operating system Windows 7;
multimedia projector, screen;
Microsoft Excel program;
electronic version of the lesson - presentation prepared in PowerPoint;
handouts (for each student) - workbook, laboratory work.
During the classes:
Organizational stage.
Hello! As you can see, we have many guests today. I want to tell you that I am very worried. I think you're a little worried too. So I reach out to you and ask you to reach out to me. I hope you can help me today.
Look at the screen and try to formulate the topic of our lesson.
Slide 1-5. Variety of tables.
Slide 6. The topic of our lesson today is “Working with Microsoft Excel.” Today in the lesson we will get acquainted with the Microsoft Excel application environment and learn how to enter text, formulas and numbers into a cell, and perform simple arithmetic calculations.
Look at your desk. Each of you received this piece of paper. (Demonthe workbook is being written). This is a workbook page. This is where we will take notes throughout the lesson. At the end of the lesson I will give you marks. Sign the workbooks.
2. Learning new material.
Terms and concepts. Slide 7
Spreadsheet is a program for processing and storing numerical data.
The most common among users is the Microsoft Excel spreadsheet processor. A document created in a spreadsheet is called working a book . Each book consists of worksheets . Each sheet consists of 65,536 rows and 256 columns. Rows are numbered with integers, and columns are numbered with letters. Latin alphabet. At the intersection of a column and a row is located - cell .
A cell is the smallest worksheet object located at the intersection of a column and a row. Cell name is the column name and row number. Range – these are cells located in a row in a row, column or rectangular area.
Complete in workbook No. 1.
Window structureMicrosoftExcel. Slide No. 9
Complete in notebook No. 3
Slide number 10.
Active cell – selected cell.
Three types of data can be entered into worksheet cells:
numbers (a certain sequence of characters, which includes numbers and signs “+”, “-”, or “,” (as a separator of integer and fractional parts));
formulas (represents a sequence of characters that begins with the “=” sign);
text (a sequence of characters that is neither a number nor a formula).
Complete in workbook No. 5B.
Creating formulas.Slide No. 11
To determine the cost of goods in cell C2, go to this cell,
Enter the “=” sign
Click on the address of cell A2
Place the multiplication sign (*).
Click on the address of cell B2
Entering the formula is completed by pressing the key, after which the calculation result appears in the cell.
Complete in workbook No. 5A.
Built-in MS Excel functions are functions that are calculated using specific algorithms contained in the application
MS Excel. Slide 14
A built-in function is called when a formula containing this function is calculated. Slide 15
The entire set of built-in table processor functions is divided into several groups: mathematical, statistical, date and time functions, etc.
Different table processors have different sets of built-in functions. Slide 16
Excel contains over 400 built-in functions. A function has a name and a list of arguments in parentheses. Slide 17
Example: =SUM (A4:A7)
Let's look at the most frequently used functions.
| Record type | Purpose |
|
| Mathematical Slide 18 | ROOT(...) | Calculation square root |
| Calculating the absolute value (modulus) of a number |
||
| Rounding a number or the result of an expression in parentheses to the nearest smaller (!) integer |
||
| The value of the mathematical constant "PI" (3.1415926...) |
||
| Statistical Slide 19 | Determining the minimum of specified numbers |
|
| Determining the maximum of the specified numbers |
||
| AVERAGE(...) | Determining the average of specified numbers |
|
| Determining the sum of specified numbers |
||
| date and time Slide 20 | TODAY () * | Today's date value as a date in numeric format |
| MONTH(date) | Calculation of the serial number of the month in a year based on a specified date |
|
| DAY(date) | Calculation of the ordinal number of the day in a month based on a specified date |
|
| YEAR(date) | Calculate the year from a specified date |
Some frequently used statistical functions can be applied using the menu icon ∑. Complete in workbook number 6.
Consolidating new material
3 tasks on the board:
1 task: Structure of the MS Excel window (see Appendix 1)
Task 2: Find the right answers
Special program, used to automate the processing of data presented in tabular form, is a (spreadsheet).
The minimum worksheet object located at the intersection of a column and a row is (cell)
The cell name is... (column name and row number).
Consecutive cells in a row, column, or rectangular area are (range)
The table cell currently occupied by the cursor is called (active cell)
The cell can contain (text, number, formula).
Task 3: Find the correct formula entries
Performing laboratory work:
laboratory work No. 1 “Creating a spreadsheet”,
laboratory work No. 2 “Building a spreadsheet”,
laboratory work No. 3 " Built-in functions Excel»
4. Test work
A spreadsheet is...
a) a program used to create, edit, save and print various texts.
b) an application that stores and processes data in rectangular tables.
c) an application used to perform calculations and solve mathematical problems.
d) all answers are correct
2.An active cell in Excel is:
a) cell with address A1; b) cell highlighted with a frame; c) the cell in which the data is entered; d) there is no correct answer
3. Entering a formula in Excel begins:
a) from the equal sign; b) from the bracket sign; c) from the numbers; d) with a letter.
4.The cell address in Excel consists of:
a) file name;
b) a given set of characters;
c) the column name and row number at the intersection of which the cell is located;
d) the row number and column name at the intersection of which the cell is located.
5.The SUM() function in Excel refers to the functions:
a) mathematical; b) statistical; c) logical; d) financial.
6.The Function Wizard in Excel is required for:
a) editing the table; b) to quickly launch the program;
c) saving information; d) entering the necessary functions.
7.If in Excel you make a cell active and press the Delete key, then:
a) the contents of the cell will be deleted; b) the cell format will be cleared;
c) the cell will be deleted; d) the cell name will be deleted.
8.The information in the table is presented as:
a) files; b) records; c) text, numbers, formulas; d) all answers are correct
Please enter the correct cell address:
10.The smallest element in a spreadsheet is...
a) cell; b) symbol; c) column; d) line
11.The range of cells in a spreadsheet is...
a) the set of all filled table cells;
b) the set of all empty cells;
c) a set of cells forming an area rectangular shape;
d) a set of cells forming an area of arbitrary shape.
12.Specify an invalid formula for cell F1
a) =A1+B1*D1; b) =A1+B1/F1; c) =C1; d) all formulas are valid
13.Specify an invalid formula to write in cell D1
a) =2A1+B2; b) =A1+B2+C3; c) =A1-C3; d) all formulas are acceptable.
14.The group of cells A1:B3 is highlighted in the spreadsheet. How many cells are in this group?
a) 2; b) 3; at 5; d) 6.
15.You can't delete in a spreadsheet.
a) line; b) column; c) cell name; d) the contents of the cell.
5. Reflective-evaluative stage.
I hope that the work started today will be useful in your future profession.
What did you and I do today? What did you do? What new things have you learned about yourself?
The main advantages of a spreadsheet compared to a regular table are:
is that when the source data changes, the results are automatically recalculated.
Where can we use ET?
in economic and accounting calculations;
in mathematics;
in physics;
in the study of information models from courses in chemistry, history, and biology.
6. Homework : Slide 28
Notebook entries. Come up with and draw in your notebook a table structure to solve the problem using the AVERAGE function.
Today in the lesson you discovered new ET capabilities, learned how to enter text, formulas and numbers into a cell.
Today, each of you has risen to a new level in the development of your thinking. I congratulate you on this event! Thanks to all! The lesson is over.
Outline
computer science lesson
« Information Technology
working with text.
Editing a document"
Compiled by: Chudutova Elena Byurchievna,
computer science teacher at MBOU "Elista Lyceum"
Elista, 2015
Lesson topic: “Information technologies for working with text. Editing a document."
Lesson type: learning new material.
The purpose of the lesson:
Educational:
developing students' knowledge about the purpose and basic capabilities of a text editorMicrosoft Word, familiarization with the structure of the MS Word window, familiarization with text editing operations;
Developmental:
development of attention, memory, logical thinking, independence;
Educational:
nurturing an information culture, discipline, perseverance, and self-confidence.
Requirements for student knowledge and skills:
Students must
know:
purpose and main features of a text editorMS Word, MS Word window structure.
Students should be able to:
run the programMS Word, exit, save the created document, use text editing operations.
Educational and methodological support and lesson software:
"Computer science. Basic course. 8th grade" Semakin I.G. – Moscow, Laboratory Basic Knowledge, 2008;
Methodological manual for teachers Semakin I.G. “Teaching a basic computer science course in high school”, M.: BINOM. Knowledge Laboratory, 2006;
Computer Science and ICT. Problem book-workshop: in 2 volumes. T.2 / L.A. Zalogova and others; edited by I.G. Semakina, E.K Henner. M.: BINOM. Knowledge Laboratory, 2011
Lesson equipment:multimedia projector, testing system,MSWord.
Lesson plan:
Org. moment (3 min)
Setting lesson goals. Updating knowledge (4 min)
Learning new material (13 min)
Consolidating new material (10 min)
Reflection (7 min)
Lesson summary and homework (3 min)
Technological map of the lesson.
Lesson steps
Teacher activities
Techniques and methods
Student activities
Formation of UUD
Organizing time(3 min)
Greeting students, checking students' readiness for the lesson, announcing the topic of the lesson,
announcement of lesson stages
Verbal
Visual demonstration
Write down the date and topic of the lesson
Personal: creating a comfortable, health-preserving environment, creating conditions for acquiring knowledge and skills.
Setting lesson goals.
Updating knowledge (4 min)
Declaration of lesson objectives.
Reinforcing the material learned
(Annex 1)
Verbal
Visual demonstration
Teachers listen
Answer questions
Communicative: mastery of forms of oral speech
Learning new material (13 min)
Explanation of new material
(Appendix 2)
Verbal
Visual demonstration
Teachers listen
Work with a text editor
Personal: creating conditions for self-knowledge
Regulatory: ability to formulate one’s own educational goals
Cognitive: ability to work with instructions
Communicative: understanding of the principles of interface design, working with dialog boxes, mastery of stylistic techniques for text design
Consolidating new material (10 min)
Announcement of exercise numbers for practicing practical editing skills
(Appendix 3)
Problem-search
Do exercises in a text editor
Personal: creating conditions for self-realization, the ability to organize one’s work time
Regulatory:
Cognitive: the ability to plan, analyze, reflect, self-assessment of one’s activities, the ability to evaluate initial data and the planned result, the ability to formalize the results of one’s activities
Communicative: mastery of stylistic techniques for text design
Reflection. (7 min)
Organization of work with the test system
(Appendix 4)
Problem-search
Answer questions
Personal: creating conditions for self-realization, creating conditions for acquiring knowledge and skills that go beyond the scope of the topic taught
Regulatory: ability to make decisions and take responsibility
Cognitive: the ability to self-assess one’s activities, possess the skills to use technology
Communicative: conducting dialogue "person" - " technical system", mastery of telecommunications to organize communication with remote interlocutors, ability to work in a group, tolerance, ability to build communication with representatives of other views
Summing up the lesson. Homework (3 min)
Analysis of students’ activities, summing up the lesson, commenting on homework
(Appendix 5)
Verbal
Listen to the teacher, ask questions, write down homework
Regulatory: the ability to set personal goals, understand and realize the meaning of one’s activities
Cognitive: creating a holistic picture of the world based on own experience
Annex 1
How is text saved on external media? (Text on external media is saved as files)
How many bytes of memory does the binary code of each character occupy in a computer text? (The binary code of each character in computer text takes up 1 byte of memory)
How is each character encoded in the text? (Each character in the text is encoded in eight-bit binary code)
What power alphabet is used to represent texts on a computer? (To represent texts on a computer, an alphabet with a capacity of 256 characters is used)
What is a coding table called? (A table in which all characters of the computer alphabet are assigned serial numbers is called an encoding table).
Which code is the international standard? (The international standard is ASCII - American Standard Information Interchange Code)
What rule is observed in the coding table? (Principle of sequential coding of alphabets)
What is this principle? (Latin letters (lowercase and uppercase) are arranged in alphabetical order, and the arrangement of numbers is ordered in ascending order)
Appendix 2
Teacher: Let's talk about the time when there was no printed books. Is that possible? – you will be surprised. Maybe!
Once upon a time, books were written by hand. The ancient chronicler sat over his books for a very long time, writing intricate letters. It is incredibly difficult to write an entire book by hand, which is why in ancient times books were considered the greatest value. Sometimes the chronicler worked for many months and years.
Why did ancient people work for a long time to create a book?
Student: wrote by hand
Teacher: Later, people began to print books. In Rus', the founder of printing was Ivan Fedorov. On April 19, 1563, Fedorov opened the first “printing house” in Moscow, that is, a printing house in Moscow. The first book was published almost whole year. Tell me, if Ivan Fedorov lived in our time, what would help him create a book faster?
Student: Of course the computer.
Teacher: Yes, the computer is the main tool for preparing texts.
What types of information does the book contain?
Student : text, graphic, numeric.
Teacher: Text editor– an application program that allows you to create text documents, edit them, view the contents of the document, print the document, change the format, etc.
A text document is a file created using a text editor. It consists only of character encoding table codes. A text document must have a certain structure. It should be divided into lines, paragraphs, pages, sections. Each line ends with special "Carriage Return" control codes (codeASCII– 13) and “New line” (codeASCII- 10). The extension is often used in the names of text files.txt- text. There are simple text editors, such as Notepad, and powerful word processors, such asMSWORD.
Students sit down at their computers. Perform actions according to the teacher's instructions.
In order to launch MS Word, you must perform the following steps:
Start – All Programs –MicrosoftOffice- MS Word or launch the MS Word shortcut on the desktop.
Let's take a look at the word processor window. It looks like this:
After launch, the main MS Word editor window opens. Let's get acquainted with its elements. On the screen you see the main program window.
The main window can be divided into five main areas:
Title bar
Main menu bar
Toolbar
Workspace
Status bar
Title bar
The window title shows the name of the program (Microsoft Word) and the name of the document (Document 1 by default). After you save the document, the file name appears in the title bar. Files created in Word program, the extension .doc or is automatically assigned.docx. On the right side of the title bar are the usual window control buttons (Collapse, Maximize, Close). On the left side of the line there is a quick access panel to which you can add frequently used tools.
Main menu bar
As in others Windows applications, Word's menu bar is a control that provides access to all functionality programs. Each menu item has its own toolbar.
Toolbar
In MS Word 2010, the toolbar opens when you select a specific main menu item. The toolbar of each menu item is divided into sections.
Status bar
The status bar is located at the bottom of the main window. The left side of the status bar displays information about the current document:
In addition, the status bar contains operating mode indicators that inform you which mode you are currently working in. The black color of the indicator corresponds to the on state, gray - to the off state. There is also a Zoom tool on the right side.
Workspace
The work area of the Word window is the document field. In an empty work area, the text cursor indicating the character input position is located in the first position of the first line. The size of the text on the screen depends on the selected scale. You can set the desired scale using the menu (View -> Scale) or the Scale button in the status bar. In the drop-down list of the Scale button select desired value. If the desired scale is not in the list (for example, 90%), enter the value directly into the text field (you don’t have to type the “%” sign, just enter the numbers) and press the Enter key.
Rulers
Rulers (horizontal and vertical) allow you to visually assess the current position of the cursor in the text. However, in MS Word, rulers perform additional, perhaps more important, functions.
Horizontal rulerallows you to visually change:
Paragraph indents
Fields on the page
Width of table columns and columns
Set tab stops using the mouse
As you move the cursor, the indent markers and tab stops on the horizontal ruler reflect the settings for the paragraph in which the cursor is located.
Vertical ruler appears along the left margin of the page.
With its help, you can quickly adjust the top and bottom margins of the page, as well as the height of the rows in the table.
You can display the rulers on the screen at your discretion or remove them, thereby freeing up more space for the document.
Exit MS Word
After completing the current work session, you must exit MS Word. To do this, you can use one of the following methods (slide 14):
Select the menu File –> Exit.
Select Close in the system menu of the main MS Word window.
Place the mouse pointer on the system menu icon in the main MS Word window and double-click the left mouse button.
Click the Close button in the title bar of the main window.
Press Alt+F4 on your keyboard.
If in any of open windows contains unsaved information, MS Word will prompt you to choose what to do with it. To do this, a dialog box similar to the following will appear on the screen.
To continue the operation, select one of the options
Yes - Saves the document and exits MS Word.
If the file has not yet been given a name, MS Word will open the Save Document dialog box
No - Exits MS Word without saving the document
Cancel - Closes the current dialog window and returns to MS Word
Work with text editor. Editing.
The user needs skills in entering and editing text not only for working with a text editor. These skills are basic when working with any type of software, where interactive mode is used. With any type of symbolic input, the user is given the opportunity to correct errors, that is, edit the text. There is a concept of a basic editing standard. This is a set of operations that are performed the same for all character input options.
Techniques of the basic editing standard:
Appendix 3
Performing exercises No. 1, 6, 7, 9, 10 pp. 9 – 10, paragraph 5.1 Working with the text from volume 2 of the workbook.
Appendix 4
Test "Text editor" created in the test systemSmartNotebook
Appendix 5
Homework: §14 – 15, questions at the end of paragraphs, ex. 2, 3, 11, 12
Lesson summary on computer science for 10th grade students on the topic:
“Solving problems on the Post Machine”
Lesson objectives:
Educational:
Developmental: promote the development of memory, attention, thinking, observation skills of students, cognitive activity and breadth of outlook;
Educational:
Lesson type: combined lesson
Teaching methods: deductive-reproductive, inductive-reproductive
Equipment: textbook, cards with independent work
Literature:
Computer Science and ICT. A basic level of: textbook for grades 10-11 / I.G. Semakin, E.K. Henner. – 7th ed. - M.: BINOM. Knowledge Laboratory, 2013. - 246 p.
Computer Science and ICT. A basic level of. Grades 10–11: methodological manual / I.G. Semakin, E.K. Henner. - - M.: BINOM. Knowledge Laboratory, 2013.
Lesson plan:
1. Organizational moment (1 min.)
3. Problem solving (20 min.)
6. Homework (2 min.)
During the classes
Organizing time
Greeting students, checking attendance, checking the readiness of the room for the lesson
Updating knowledge
Teacher: Hello guys! In the last lesson, we looked at the information process, which is called information processing, remembered the properties of algorithms and got acquainted with the algorithmic machine.
What is meant by information processing?
Student: Information processing is the process of changing the type (form), meaning, volume of information.
Teacher: What is the information processing model?
Student:
Teacher: What information processing options do you know?
Student: Obtaining new information, new information, changing the form of information presentation, systematization, structuring of data, searching for information.
Teacher: What new science appeared in the 30s. XX century?
Student: Theory of algorithms.
Teacher: Okay, now we open the questions at the end of §9 and answer questions 1-2, 4-6.
Students answer questions
Problem solving
Teacher: What algorithmic machines do you know?
Student: Turing and Post machines.
Teacher: Today in class we will learn how the Post machine works and how to solve problems on it. We open the notebooks, write down the date and topic of the lesson “Solving problems on a Post machine.”
Notebook entry: Number
Classwork
Lesson topic: “Solving problems on a Post machine”
Teacher: The algorithm by which the Post machine works will be called a program. A program is an algorithm written according to the strict rules of the performer's command language. What is Post's machine? Post's machine is an endless information tape divided into cell positions. Each cell can either have a “mark” (some sign) or be absent (empty). Moves along the tape carriage– reading device. The carriage can move in steps: one step is a shift one cell to the right or left. The cage under which the carriage is installed will be called current.
Writing definitions in a notebook
Teacher: The carriage is also the processor of the machine. She can:
1) recognize whether a cell is empty or marked with a sign;
2) erase the sign in the current cell;
3) write the sign into the empty current cell.
The main difference between the carriage-processor of a Post machine and a computer process is that in a computer the processor can access memory cells in random order, but in a Post machine it is possible only sequentially.
Purpose of the Post machine- make transformations on the information feed.
Writing in a notebook
Teacher: Since the Post machine works according to a certain algorithm, therefore, it has its own command system, which we are moving on to consider. The recording of any command begins with its serial number in the program - n. This is followed by the operation code and after it the number of the next executed program - m. Let's look at the command system of the Post machine in more detail. We open the textbooks on page 51, find the table, read the command and action along the chain.
Students take turns reading
Teacher: Let's look at it in more detail using the following example.
Example from the textbook
Teacher: Now, together with you, let’s look at example 2. The initial state is shown in the figure:
Run the program on the Post machine:
1 →2
2 ? 1;3
3 ← 4
4 V 5
5 !
Teacher:
Student: Let's move the carriage to the right and go to command 2.
Teacher: What is the essence of the second step?
Student: We look, if the next cell is empty, then we execute command 1, otherwise 3. It is empty, therefore, we execute command 1 and shift it to the right one step.
Student: Second step. Here the next cell is empty, which means we execute command 1: shift to the right by 1 step.
Teacher: What does the next command tell us?
Student: We see that the cell is not empty, which means we shift it to the left by 1 step.
Teacher: Next command?
Student: We add a label and stop the command.
Teacher: We conclude that the program completed 5 steps.
Teacher: Let's look at problem 1.
A student is called to the board.
Student:
Teacher: What will we do as the first step?
Student: The first step is to write a label in an empty cell.
We can conclude: this program was executed in 2 steps.
Teacher: Let's do task 2 ourselves in our notebooks.
The initial state:
Students work independently in their notebooks
Teacher: Let's check if you succeeded.
Teacher: Let's move on to the next task.
A student is called to the board.
Student: The initial state of the information feed looks like this:
Teacher: What will we do as the first step?
Student: The first step is to erase the mark.
The second step is to shift the carriage one step to the right.
The final state looks like this:
Teacher: Let's move on to the next task. Please note that in this problem the initial and final states are specified; we need to create a program.
A student is called to the board.
Student: The first step is to move the carriage one step to the left. Let's write it down: 1 2.
The second step is to record the label: 2 v 3.
The third step is to shift the carriage one step to the left: 3 4.
The fourth step is to erase the mark: 4 5.
The fifth step is to shift the carriage one step to the left: 5 6.
The sixth step is to record the label: 6 v 7.
The seventh and eighth steps move the carriage one step to the left:
The final state is obtained, which means the program is executed. 9 !
Lesson summary
Independent work
| Independent work Exercise 1: Let the initial state of the head be specified and required for empty tape write two marks: one in the section under the head, the second to the right of it. Solution: Task 2: There are a number of marks on the tape (the total number of marks is at least 1). There may be gaps between the set labels, the length of which is one cell. Fill in all the blanks with marks. Solution: |
Teacher: Today in the lesson we solved problems on the Post machine of two types, when you were given a ready-made program and the initial state of the information feed, and when the initial and final states of the information feed were given, you need to create a program.
Homework
Teacher:§10, questions at the end of §10.
Self-analysis of a computer science lesson
A computer science lesson on the topic “Solving problems on a Post machine” was taught by me, Doronina Natalya Yuryevna, in the 10th “A” class of the Moscow Educational Institution “ high school No. 37" Saransk.
Lesson objectives:
Educational: consolidation of acquired knowledge when solving problems on the Post machine;
Developmental: develop cognitive activity and breadth of outlook; promote the development of memory, attention, thinking, observation of students;
Educational: instill accuracy in work, instill in students a positive attitude towards the subject.
The lesson was held in a computer lab. All sanitary and hygienic standards and rules for working in the computer room were observed. Lesson type – combined lesson. In accordance with the type, the following stages of the lesson were identified:
1. Organizational moment (2 min.)
2. Updating knowledge (5 min.)
3. Problem solving (20 min.)
4. Independent work (15 min.)
5. Summing up the lesson (2 min.)
6. Homework (1 min.)
Preparation for the lesson was productive: the goals of the lesson were set by familiarizing with the program and methodological instructions on this topic; got acquainted with the lesson developments for the lesson; consulted with a computer science methodologist and a subject teacher, studied the content educational material on the topic in the textbook, highlighted the main scientific and educational ideas, concepts, skills, and abilities that must be acquired by students in accordance with their goals; chose methods and means of teaching; determined the pace of learning in the lesson.
The students, in turn, were well prepared for the lesson: workplace corresponded to the lesson.
The stages were clearly defined, and the main thing was highlighted at each of them. At the first stage, it was necessary to establish the following, in addition to the mutual greeting of the teacher and students: the readiness of the premises and workstations for the lesson. The knowledge updating stage was carried out in the form of a frontal survey. The main goal of the third stage is problem solving. Were considered Various types tasks on Post's machine. The next stage was implemented in this way: students were offered independent work. The lesson was then summarized. The final stage- assignment of homework. I believe that all stages of the lesson were successfully implemented.
The volume of factual material used in the lesson is large. The material fully corresponded to the program and the level of knowledge of the students.
I tried to select tasks in accordance with theoretical material in the textbook. I think that I managed to do this.
The following methods were used in the lesson: deductive-reproductive, inductive-reproductive.
During the lesson, I tried to explain things clearly and understandably to the students. Home information emphasized.
The students' activity in the lesson was good. Discipline was at the proper level. To summarize, we can say that overall the lesson was a success. All the goals I set were achieved.
I believe that the lesson I taught was effective: the goals were achieved, all stages were implemented, and the time frame was met.
Lesson No. 1. Introduction. Safety precautions.
Goals: familiarize students with the structure and specifics of the 9th grade computer science course; update students’ knowledge about the science of computer science; repeat safety rules in the computer class; to promote the aesthetic, creative education of students and compliance with a uniform spelling regime at school.
Equipment: illustrative material on the topic of the lesson on the board, handouts - safety instructions, computers with a word processor MS Word.
Lesson type: review lesson.
Predicted results: students will remember the basic concepts of the computer science course from previous years of study; are familiar with the structure and specifics of the 9th grade computer science course; participate in heuristic conversation; independently process the safety rules and print out labels on a notebook for the subject.
DURING THE CLASSES
I . Organizational stage
II . Motivation for learning activities
Teacher. My dear friends! This academic year, I invite you to continue your journey into the wonderful world of learning about the world of information. You already know a lot, many easily navigate the endless sea of information, but we must strive for the highest peaks. It's time to study the mathematical foundations of computer science more deeply. Try yourself as a programmer and website developer. A lot of interesting things await us ahead. Good luck!
III. Updating basic knowledge.
Heuristic conversation based on notes on the board
Various concepts and symbols related to previously covered material on the subject are written in a chaotic order on the board. Teacher pointing to notes in in a certain order, directs the conversation in the necessary direction. Thus, the main topics of the computer science course are briefly and quickly repeated.
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Writing on the board |
Teacher Questions |
Suggested student answer |
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Computer science |
What is computer science? |
This is a science that studies information. |
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What is information? |
This is information about the world around us |
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Decipher the abbreviation |
Information processes – actions with information. |
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What information process is this object associated with? |
Treatment. Graphic information. Graphic editor Paint. |
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What program does the entry relate to? |
Font name Word processor (editor) |
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What is a text editor? |
Program for working with text information |
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What basic actions can you perform with text? |
Editing Formatting |
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What is editing? |
Error correction process |
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What is formatting? |
The process of text design, work on the form of the text, its appearance |
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Decipher |
Information and communication technologies |
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What is communication? |
Technical component of working with information |
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Read the entry |
Binary code |
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Why do we study binary code in computer science? |
The computer works with information in binary code |
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A$ 4*4 |
Children's answers can be varied. But most likely not true. And this allows you to focus on future material. |
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Main state exam |
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Who is planning to take it? Exam structure and minimum threshold. |
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Decipher |
Safety precautions. |
IV . Working on the lesson topic
1. Creative task. The class is divided into groups (2-4 people). I distribute to each group an A4 sheet of paper and a standard safety instruction for students in a computer class, divided into semantic parts.
Teacher. Guys, we repeat safety rules at least twice a year. And you all know them well. Therefore, we will combine your creative abilities with repetition of the rules.
You have a card on your desk with several safety rules. Your task is to turn them into poetry. 10 minutes to work. Upon completion, each group will defend their work. One student reads the rules written in the instructions, and the second reads your poems.
2. Practical work in a programme MS Word according to the algorithm.
Guys, now we will work on maintaining a uniform spelling regime in our school. Your task is to execute the algorithm and obtain the final printed product.
V . Reflection. Summing up the lesson
To summarize the lesson, use the “Plus-Minus-Interesting” exercise. This exercise is performed orally. First, students answer what they liked in the lesson, what caused positive emotions, what, in the student’s opinion, could be useful for him to achieve some goals (“P” - “plus”). Next, it is voiced what was not liked in the lesson, seemed boring, caused hostility, remained incomprehensible, or information that, in the student’s opinion, turned out to be unnecessary for him, useless from the point of view of solving life situations(“M” - “minus”). And we complete the reflection with facts that aroused the students’ interest (“I” - “interesting”)
This exercise allows the teacher to look at the lesson through the eyes of the students and analyze it in terms of value for each student.
VI . Homework
Group assignment(the class is divided into 4 groups). Prepare a set of physical exercises (5-8 pcs) for physical exercises. minutes in computer science lessons.
To relieve eye strain
To relieve tension from the shoulder girdle and arms
To relieve tension from the torso and legs
To improve cerebral circulation.
