Differential system of education in elementary school. Peculiarities of differentiated teaching of junior schoolchildren at technology lessons

Use of technology level differentiation learning in their practice in the primary grades.

Today, the school is aimed at achieving new, modern quality education, to solve vital tasks and problems. What should a student master when leaving the walls of elementary school?

Of course, the ability to learn. First of all, the student must form universal learning activities (UUD). This is what the federal state educational standards of the new generation tell us. In order to implement them, I had a need to study and use modern educational technologies in my teaching activities. But first, let's find out what technology is.

Technology is a set and sequence of methods and processes for converting raw materials that make it possible to obtain products with specified parameters.

In my practice, I use the following technologies:

1.Game technology

2.Technology of group activity

3.Computer information and communication technology

4.Problem-dialogical technology

5.Technology level differentiation learning

Let's take a closer look at each technology.

Technology of level differentiation of training

The technology of differentiated learning is a set of organizational decisions, means and methods of differentiated learning, covering a certain part of the educational process.

The goals of differentiated learning: to organize the educational process based on taking into account the individual characteristics of the individual, i.e. at the level of his capabilities and abilities.

The main task: to see the individuality of the student and preserve it, to help the child believe in himself, to ensure his maximum development.

I will focus on intra-class differentiation.

Since the class is made up of children of different levels of development, there inevitably arises the need for a differentiated approach to learning at different levels.

I believe that an important aspect in the development of personality is the implementation of an individual and differentiated approach to students in the pedagogical process, since it involves the early identification of the inclinations and abilities of children, the creation of conditions for the development of personality. Intra-class differentiation in elementary school has existed for a long time, it is the main way to implement the individualization of education, therefore, teaching children who are different not only in terms of training, but even in terms of learning opportunities, is perhaps the most difficult task standing in front of a primary school teacher. And it is impossible to solve it without an individual approach to learning.

Level differentiation allows you to work both with individual students and with groups, preserves the children's team in which personality development takes place. Her characteristic features are: openness of requirements, providing students with the opportunity to choose the assimilation of the material and move from one level to another. The teacher's work system using this technology includes various stages:

Identification of backlogs in ZUN;

Elimination of their gaps;

Eliminate the causes of failure;

Formation of interest and motivation to study;

Differentiation (according to the degree of difficulty) of educational tasks and assessments of the student's activity

The main goal of using the technology of level differentiation by me is to teach everyone at the level of their capabilities and abilities, which gives each student the opportunity to obtain the maximum knowledge according to his abilities and realize his personal potential. This technology makes the learning process more efficient.

When organizing multi-level education, I take into account the intellectual abilities of children and at the end of the 4th grade they reach the level of the age norm, this indicates the positive impact of multi-level education on the development of the child.

Implementing a differentiated approach, I am guided by the following requirements:

creating an environment conducive to students;

actively communicate with students in order to motivate the learning process; so that the child learns according to his abilities and abilities; to have an idea of ​​what is expected of him;

students of various levels are invited to learn the program corresponding to their capabilities (each “take” as much as he can).

For multi-level training I use:

Informative cards, including, along with the task for the student, elements of dosed assistance

Alternative assignments for voluntary completion

Assignments found by the student

Tasks that help in mastering rational ways of activity

Multi-level differentiation of training is widely used at different stages of the educational process: the study of new material; differentiated homework; taking into account knowledge in the lesson; current verification of the assimilation of the material covered; independent and control work; organization of troubleshooting; reinforcement lessons.

Russian language. As an example, I will give the work of checking homework on the topic: “Verb”.

this work compiled on the basis of the basic requirements for knowledge, skills and abilities of students in grade IV.

1st level "A"

The scheme of the proposal is given. Make three sentences for this scheme (work of a creative nature).

2nd level "B"

1. Three sentences are given. Choose the sentence that matches the proposed scheme.

2. Disassemble the verb as a part of speech (there is no algorithm).

3rd level "C"

An offer has been given.

1. Analyze the sentence by the members of the sentence, by parts of speech.

2. Parse the verb according to the scheme (algorithm)

Mathematics. Based on their general requirements for the course of mathematics, I propose a work, with the current verification of the assimilation of the material covered, on the topics: “Solving problems for movement. Solution of examples on the order of actions. Solving problems on finding the area and perimeter of a rectangle” (Grade IV)

Task number 1

3rd level "C"

Solve the problem: “Two trains go towards each other from stations, the distance between which is 485 km. The first one left earlier by 2 hours and moves at a speed of 53 km/h. 3 hours after the exit of the second train, they met. What is the speed of the second train?

2nd level "B"

Make a reverse problem

1st level "A"

Change the condition of the problem so that it can be solved with fewer steps.

Task number 2.

3rd level "C"

Find the value of the expression:

7800-(398+507*6)=

2nd level "B"

Change one of the numbers so that the value of the expression would be written as a four-digit number.

3rd level "C"

Change the order of actions so that the value of the expression changes.

Task number 3

1st level "A"

Solve the problem: “The area of ​​the rectangle is 36cm2. The width of the rectangle is 4cm. What is the perimeter of the rectangle?

2nd level "B"

Solve the problem: “The area of ​​a rectangle is 32cm2. What is the length and width of the rectangle if the width is 2 times shorter than its length?

3rd level "C"

Solve the problem: “The perimeter of a rectangle is 26 cm, the area is 42 cm2. Determine its length and width.”

The world. We offer a multi-level task when studying new material and taking into account knowledge in the lesson,

1. Introduction "Pedagogical technologies".

AT modern world As teachers, we must demonstrate technological and information literacy in order to be eligible to teach at school. In the information age, preparing students for life requires their close acquaintance with the methods of transmitting, receiving and processing information.

“Forcible teaching cannot be hard, but what enters with joy and merriment sinks firmly into the souls of those who listen…” Basil the Great. (Appendix 1. Slides 1, 2)

Mass education inevitably requires the use of various ped. technologies. What is technology? (Slide 3)

Technology is a detailed way of carrying out this or that activity within the framework of the chosen method.

A method in didactics is a set of techniques, actions that allow you to implement a specific task in a certain way. (Slide 4)

Thanks to new technologies in the modern school, new relationships are being developed in the “teacher-student” system, where the main content is the abolition of coercion (within reasonable limits). Among the various ped. technologies most commonly used in our school can be identified (Slide 5):

• technology of the teaching method in cooperation (training in small groups);
• technology of the project method (this process is organized on the basis of joint work, cooperation of students and teachers; allows children to master the ability to independently search, explore);
• modular learning technology (the basis of the educational process of this technology is a lesson, it could be called a lesson-block, emphasizing that the block consists of separate lessons, each of which is a completely logically completed unit).

The essence of the new ped. technology is to go not from the subject to the child, but from the child to subject, go from the opportunities that the child has, teach him taking into account the potential that needs to be developed, improved, enriched. They basically provide for an individual and differentiated approach to teaching and educating students. However, the most modern ped. technology, even if the teacher owns a student-centered method, cannot be fully implemented without creating a certain developing educational environment for the child.

2. "Development of the educational environment."

Many schools do not provide free movement for children, imposing a sedentary lifestyle. Despite the fact that today it seems to most adults that modern children move freely, scientists, doctors talk about a lack of movement in children, which leads to an increase in the number of children with poor posture. They sit motionless at their desks in the classroom, they are most often not allowed to run during the break along the school corridors, not to mention the classroom. And movement for a person, especially for a child, is life.

We are used to the fact that in our schools the standard arrangement of furniture in the classroom prevails: desks (tables) for students, standing in rows, are oriented towards the blackboard and the table for the teacher. Modern technologies suggest that the teacher becomes the organizer of everything that happens in the classroom, skillfully poses problems for children and teaches them to find solutions on their own through joint discussion, searching for the necessary information in various sources (in reference books, encyclopedias, on the Internet, through experiment, etc.) The teacher, together with the children, acts, studies, explores, reads, draws, gives advice and consults with them, shares experience, plans further actions together with the children. Therefore, for the organization and conduct of a modern lesson, a different environment and arrangement of school furniture is required:

• discuss something conveniently, sitting in a circle or placing desks in a “square” (Slide 7);
• in the case when several children have a common task, it is more convenient for them to sit together (Slide 8);
• the need for independent work with a book, with an individual task on a card, writing an essay, etc. involves a separate workplace, although you can sit in pairs (Slide 9);
• and to build a city, a palace or an unusually large geometric figure on the floor, in order to talk and discuss about what has been created, it is necessary to move tables and chairs to the walls and free up space in the center of the class (Slide 10);
• some children, in accordance with their mood or well-being, can be offered to retire; for this, a "Privacy" corner is created in the class; you can call it whatever you like (Slide 11).

For various changes in space, it is necessary to have easily moved furniture in the classroom. One should not be afraid to rearrange objects in the classroom depending on the tasks set in a particular lesson or extracurricular activities.

The educational environment can be conditionally classified into the one used by the teacher - demonstration and used by students - distributing. (Slide 12) This division is very conditional, each object is used in different areas and in different types of educational activities. There are many great handouts out there, but I have successfully used a variety of handouts: peas, acorns, cones, etc.

The use of school furniture, demonstration material, didactic material, PC, projector and other TCO tools help me achieve my goal in creating an educational environment. The classroom should be a place where children get acquainted with real things used at various stages of lessons, extracurricular activities. In my class, “activity centers” have been created with the material located in them: “mathematical” (material for organizing classes and lessons in mathematics) (Slide 13); "language" (materials for written work, rules, exercises) (Slide 14); "literary" (material on the development of speech, fiction for reading) (Slide 15); "creative" (many tools for designing, sculpting, drawing, cutting, etc.) (Slide 16); "environmental" (instruments, equipment for studying the surrounding world, handouts) (Slide 17).

3. "Differentiated learning".

Entering the adult world, children find themselves in different conditions, occupy different jobs, can choose their field of activity, types of entertainment, circle of friends and family at will. We often say, "How terrible it would be if everyone were the same." Different children have different characters, different interests, health characteristics and perception of the world.

One of the main directions of modern education is individualization, where the basis is a differentiated approach to learning. What is differentiation, differentiated learning and what is the purpose of this ped. technology pursues? (Slide 19)

Differentiation in translation from Latin "difference" means division, stratification of the whole into parts. Differentiated learning is a form of organization of the educational process, in which the teacher, working with a group of students, takes into account their characteristics. Learning differentiation(differentiated approach to teaching) is the creation of a variety of learning conditions for different classes, groups in order to take into account their characteristics. BUT purpose of differentiation- training of each at the level of his capabilities, abilities, characteristics.

In any system of education, to one degree or another, there is a differentiated approach. There are several author's pedagogical technologies for differentiating learning: intra-subject - author Guzik N.P., level-based on the basis of mandatory results - author Firsov V.V., cultural and educating in the interests of children - author Zakatova I.V. But all these technologies pursue one task, this is the further development of the individuality of the child, his potential, the development of cognitive interests and personal qualities.

How can a teacher make learning optimal for each child in the class, taking into account their characteristics? I, in my class, divided the children (conditionally) into three groups according to performance (Slide 20): first is high, second is medium, third is low. Assigned each group a color (can be a symbol). Each teacher can find their own options for work. It is important to note that the composition of the groups changes in different lessons or extracurricular activities, since differentiation can be carried out according to different criteria. The advantage of such an organization of classes is the development of independence skills and ample opportunities to help those children who need extra attention.

4. "Organization of mathematics lessons with a differentiated approach to teaching."

I have been working on L.G.'s textbooks for a long time. Peterson - mathematics course under the program "School 2100". This course is part of a single continuous course in mathematics, which is designed in accordance with personality-oriented, activity-oriented and culturally oriented principles. (Slide 22) Classes are built on the basis of problem-dialogical technology. The main feature of such lessons is when children “discover” mathematical concepts themselves; the teacher only directs the activity of students; children and teacher sum up together. All work is thought out so that you can apply a differentiated approach at any stage of the lesson.

The volume of tasks for the lesson is thought out (Slide 23):

• careful study with all children of 2-4 tasks (related to the study of a new topic);
• the rest of the material the teacher develops at his own discretion;
• for those who are weaker, 3-4 key tasks on a new topic and tasks for repetition are mandatory;
• stronger children are offered all the tasks that are included in the lesson and additional (in time).

Training exercises are carried out in parallel with the study of new mathematical concepts, so they do not tire the children, especially since they are usually carried out in a playful way. What is important, the completion of all tasks from the textbook is not mandatory for every child. The volume of tasks in the textbook allows you to take into account the different levels of training of students. Thus, every child with a low level of preparation has the opportunity to “slowly” work out the necessary skill, and more prepared children constantly receive “food for the mind”, which makes mathematics lessons attractive for children.

5. "Level differentiation in solving problems."

Many teachers, including myself, are familiar with the difficulties associated with organizing frontal or independent work on a text task in a lesson (Slide 25):

• some students are able to see different ways of solving;
• others need significant help;
• most of the students are just starting to comprehend the content of the task;
• the other part, albeit a smaller one, already knows how to solve it.

How to organize the work on the task in the lesson so that it corresponds to the abilities of the students? First, I chose the formation of mobile groups, the division into groups is based on the achievement of the level of training of students. Secondly, I use different sets of cards, which are prepared in advance in three versions.

Their peculiarity is as follows, three options for tasks of varying degrees of complexity are offered:

1. No. 1 is difficult.
2. No. 1-A is less difficult.
3. No. 1-B - easy.

The cards contain drawings, drawings, instructions, tips. They are sorted by topic. First, work is carried out with a teacher, where the skill of working with such cards is practiced, and later independently. I note that for ethical reasons, the level offered to the student is not indicated in the card, and the difference in options can be indicated by circles of different colors, or by another symbol, in the upper corner of the card (Slide 26)

A huge help are additional tables, diagrams. (Slide 27, 28) (Appendix 3)

The organization of such work in the classroom is important. Due to the fact that the task options are adapted to the abilities of the students, and the printed form of presenting the task removes the difficulties associated with design, the children feel more confident, and the teacher during this work has the opportunity to provide individual assistance to individual students.

Conclusion: working on a text task in a lesson with the help of task cards, tables, diagrams allows you to organize multi-level work in a lesson, and organically fit into the course of the lesson, it is convenient to organize. It increases the independence of students and allows them to form their ability to solve text problems at an accessible level of complexity.

6. Conclusion.

Differentiation of training and providing this process ped. technology is a system in educational theory and practice.

Scientists, doctors, innovative educators urge us to apply and use everything new in our work more often.

And for us, teachers, it is important that we want to learn new things, introduce them into the learning process and not be afraid to put modern pedagogy into practice. technology in our information age. Once again, I would like to return to the beginning of my report, in order to achieve the tasks and goals set, it is not edifying, forced training, but as Basil the Great said, “Forcible training cannot be hard, but what enters with joy and fun, sinks deep into the souls attentive…”. (Slide 30)

Bibliography:

1. Education Center: "Teaching Technologies" website: math.ru
2. "Cognitive independence of students and the development of educational technology". V.V. Guzeev.
3. "Educational environment: from modeling to design". V.A. Yasvin.
4. "Social and educational technologies". G.K. Selevko.
5. Educational system "School 2100"; www.school2100.ru
6. Monthly magazine "Primary School Plus Before and After".
7. Math cards. M.I. Moro, N.F. Vapnyar.
8. Math cards. S.I. Volkov.
9. "Superblitz" arithmetic, geometric problems, logic (first, second parts). M.V. Bedenko.

INTRODUCTION

As the analysis of pedagogical practice in modern secondary school shows, beyond last years the transition to humanistic methods of teaching and raising children was clearly marked. But nevertheless, in the educational process of a mass school, contradictions remain between frontal forms of education and purely individual methods of educational and cognitive activity of each student, between the need for differentiation of education and the uniformity of the content and technologies of education, between the predominant explanatory and illustrative method of teaching and the active nature of learning.

Pedagogical technology should be understood as such a construction of the teacher's activity, in which all the actions included in it are presented in a certain integrity and sequence, and the implementation involves achieving the desired result and has a probabilistic predictable character.

A school with level differentiation functions by dividing student flows into mobile and relatively homogeneous groups, each of which masters program material in various educational fields at the following levels: 1 - minimum ( state standard), 2 - basic, 3 - variable (creative).

In the system of multi-level education, the personality structure proposed by K.K. Platonov

A differentiated approach organizationally consists in a combination of individual, group and frontal work. It is suitable at all stages of learning, as well as at all stages of mastering knowledge and skills. This is also an essential provision of the method of differentiated learning. In order to achieve the correct differentiated approach to teaching, it is necessary to correctly select differentiated tasks. They should be simple, concise and precise.

Currently, modern educational technologies have been developed to make the educational process more efficient. For several years, we have been solving the problem of the strength of knowledge through the technology of level differentiation.

The goal is to study and implement the technology of multi-level and differentiated teaching of the Russian language in elementary school in the educational process, focused on improving the quality of education for schoolchildren and identifying the pedagogical conditions for its effective functioning and development.

The base of the study was the Svobodninskaya secondary school in the Esilsky district of the Akmola region.

The object of the study was the development process cognitive abilities students of the second - fourth grades as a result of the use of multi-level and differentiated training in the educational process.

The subject of the research is the development, study and implementation of multi-level and differentiated education, focused on improving the quality of education in Russian language lessons in elementary school.

Research hypothesis. If a:

to allocate time to each student corresponding to his personal abilities and capabilities, then it is possible to provide a guaranteed condition for the basic core of the school curriculum;

organize learning activities, building the learning process “from the student”, ensure the intensity of the student’s independent activity, associate it with emotional experiences, collective search based on observation, comparison, grouping, independent formulation of conclusions, then a positive impact on the development of children in the field of thinking will be seen, observation and practical action;

to organize the educational process in such a way that the student independently acquires knowledge through reflection, reasoning, dispute, then interest and motivation in educational and cognitive activity will increase.

In order for the planned activity to be successful, productive, it is necessary to solve a number of tasks:

• to study psychological and pedagogical literature in order to organize the educational process, taking into account the psychophysiological characteristics of children;
• describe the activities of the teacher from the standpoint of:
• practical orientation;
• improvement of methods and techniques related to the introduction of new technologies.
• identify innovative processes that affect the effectiveness of educational and cognitive activities;
• analyze the effectiveness of research activities;
• develop practical recommendations on the use of individual forms and methods of work.

Research methods.

1. Study and review of the literature on this topic.
2. Testing new technologies.
3. Monitoring student activity.
4. Analysis of results.
5. Reflection.
6. Development of recommendations.

Stages of experimental research: preparatory, ascertaining, summarizing and analyzing the results of the pedagogical experiment.

The relevance of this topic lies in the fact that today it is impossible to work without the concept of "pedagogical technology", since this system is one of the areas of pedagogical science, designed to provide one of the tasks - to increase the efficiency of the educational process. After all, education technology is a system in which a pre-planned process is consistently implemented that guarantees a high result.

The scientific novelty of this study lies in the fact that teaching is moving to humanistic methods and foundations, rebuilding the relationship between teachers and students. Allows you to educate a thinking, creative, active, healthy person.

The practical significance lies in the development and implementation in practice of methods, forms and techniques (innovative processes) that affect the effectiveness of the educational process in primary school.

Methodological basis of the research: the research is based on a universal dialectical-materialistic methodology that recognizes the categories of different levels and differentiation of the pedagogical process of education, which are expressed in the system, independence and differentiation of the whole.

Theoretical basis research: based on scientific works Selevko G.K., Karaeva Zh.A., Ksenzovoy G.Yu. and methods of Zaka A.Z., Tikhomirova L.F., Luskanova N.G.

The structure of the thesis: introduction, two chapters, conclusion, list of sources used.

1. Innovative processes in primary school as a condition for the development of education

training differentiated Russian language

1.1 Pedagogical technologies: concepts and typology

The state program for the development of the spiritual sphere and, above all, the education system, substantiated in the "Concept of Humanitarian Education of the Republic of Kazakhstan" and in the Address of the President N.A. Nazarbayev “Kazakhstan; 2030" aims to form a highly intelligent and highly intelligent elite of the nation, whose scientific and creative potential is laid, as a rule, in the process of schooling.

A number of school subjects serve to develop students' creative imagination, analytical skills, independence of judgment, and much more. The result of any activity is a product. Our product is our students with new knowledge, skills and outlook.

All activities of the teacher are built through the lesson. It is in the classroom that we form knowledge, skills and abilities. They can be both special and creative, intellectual.

Today, the school must change to meet the requirements of the state and society. Approaches to teaching should change, the content and principles of constructing textbooks, programs, and methodological recommendations should be rethought. New technologies must be introduced, ie. the teacher becomes not an active transmitter of information, but begins to take on the role of the organizer of the educational process.

The school understands the difficult but achievable tasks it has to implement and makes every effort to develop programs that contribute to the improvement of UHR. The school can do it.

Educators of all countries are looking for ways to improve the effectiveness of teaching. In our country, the problem of learning effectiveness is being actively developed on the basis of research recent achievements psychology, computer science and the theory of controlled cognitive activity.

The global trend seems to be that societies are concerned about improving the quality of their education systems. There is a feeling in people that in the coming millennium young people will need other qualities that are unusual for today's generation. These new requirements grow primarily from the professional sphere, but their roots, of course, lie in the general complication of human life. It is interesting that, with rare exceptions, these changes in education systems are being carried out at the very time when the states implementing them are being led by life itself to an economical mode of dealing with public finances.

As the analysis of pedagogical practice in the modern secondary school shows, in recent years there has been a clear transition to humanistic methods of teaching and educating children. But nevertheless, in the educational process of a mass school, contradictions remain between frontal forms of education and purely individual methods of educational and cognitive activity of each student, between the need for differentiation of education and the uniformity of the content and technologies of education, between the predominant explanatory and illustrative method of teaching and the active nature of learning.

One of the important ways to improve the efficiency of the educational process in elementary school is the development and implementation of new pedagogical technologies, the main feature of which can be considered the degree of adaptability of all elements of the pedagogical system, namely the content, methods, means, forms of organization of students' cognitive activity, forecasts of compliance with learning outcomes requirements of the humanist school. To ensure a more intensive and purposeful transition to the creation of an adaptive learning system, it is advisable to get acquainted with the main ideas embodied in the tested and recognized progressive pedagogical technologies.

Such pedagogical innovations as the technology of "multi-level education and differentiated education" allows you to adapt the educational process to the individual characteristics of students, different levels of complexity of the content of education, and the specific features of each school. Describing learning technologies, I would like to dwell on their concepts and typologies.

It is generally accepted that A.S. Makarenko, who boldly used the concept of pedagogical technique. Nevertheless, the researchers attribute the mass introduction of pedagogical technologies to the beginning of the 60s and associate it with the reformation of the first American and then European schools.

The technologization of educational and educational processes in modern domestic and foreign pedagogy is associated with the search for such didactic approaches that could turn learning into a kind of "production and technological process with a guaranteed result" .

Pedagogical technology should be understood as such a construction of the teacher's activity, in which all the actions included in it are presented in a certain integrity and sequence, and the implementation involves achieving the desired result and has a probabilistic predictable character. The teacher is always interested in such predictability.

The design of pedagogical technology consists in developing a program for influencing the ideas and activities of the participants in the pedagogical process by highlighting the stages in the learning process, presented in the form of a special sequence of procedures and operations, the implementation of which corresponds to the goals set and ensures the achievement of the expected results.

There are many definitions of the concept of "pedagogical technology" Here is one of them: "Pedagogical technology is a field of research in theory and practice (within the education system), which has links with all parties to the organization of the pedagogical system to achieve specific and potentially reproducible pedagogical results.

The essential features of modern interpretations of the concept of "pedagogical technology" are the following:

*the technology is developed for a specific pedagogical plan, based on value orientations, the goals of the author or the team, which have a formula for a specific expected result;

*the technological chain of pedagogical actions is built strictly in accordance with the goal and must guarantee that all students achieve and firmly master the level of the state standard of education;

* functioning technology provides for the interconnected activities of the teacher and students, taking into account the principles of individualization;

*the phased and consistent implementation of the elements of pedagogical technology should be reproducible by any teacher, taking into account the author's handwriting of the teacher;

*An organic part of pedagogical technology is diagnostic procedures corresponding to a given learning strategy, containing criteria, indicators and tools for measuring performance results.

Among the main incentives for the emergence and practical use of new psychological and pedagogical technologies, the following can be distinguished:

• the need for a deeper consideration and use of the psychophysiological characteristics of trainees;
• awareness of the urgent need to replace the ineffective verbal method of transferring knowledge with a system-active approach;

*the possibility of designing the educational process, organizational forms of interaction between the teacher and the student, providing guaranteed learning outcomes;

* need reduce negative consequences of the work of an unqualified teacher.

The idea of ​​pedagogical technology as the embodiment in practice of a pre-designed educational process implies, firstly, its use by specialists with high theoretical training and rich practical experience, and secondly, the free choice of technologies in accordance with the goals, capabilities and conditions of the teacher's interconnected activities. and a student.

At the same time, there are a number of obstacles on the way to the implementation of innovative copyright projects:

=> the conservatism of the pedagogical system, largely due to the fact that pedagogical workers lack an effective information service that ensures the adaptation of scientific achievements to the conditions of a mass school;

=> developing systems primary education do not always ensure its docking with the subsequent stages of the child's school life.

In order to have fewer errors in this process, it is important to distinguish between three main groups of pedagogical technologies:

* technologies of explanatory-illustrated education, which are based on informing, educating students and organizing their reproductive actions in order to develop their general educational skills and abilities;

* personality-oriented learning technologies that create conditions for ensuring their own educational activities of students, taking into account and developing the individual characteristics of schoolchildren;

* developmental learning technologies, the focus of which is on the way of learning, with the need for calling, contributing to the inclusion internal mechanisms of personal development of students, their individual abilities.

The introduction of new pedagogical ideas into school practice, the transition of teachers to more advanced teaching technologies is a difficult and slow process. This is due to the purely creative nature of pedagogical activity, which cannot be described as a simple production process on an assembly line.

As long-term observations show, in mass pedagogical practice, a new pedagogical idea is usually successfully developed at the theoretical and methodological levels, but the stage of its direct implementation (the process of mastering the technology) turns out to be slow for various reasons. At present, due to the fairly widespread developmental learning technologies, another extreme has arisen, when the teacher tries to master new approaches to teaching only at the level of methodology or individual didactic techniques.

A deep professional understanding of the conclusion that “it is impossible to teach children using methods and technologies that are mutually exclusive to each other, children cannot be immersed in a semantic field filled with conflicting attitudes and requirements” is necessary.

This is the root of the inevitable and inevitable conflicts that arise in schools with inaccurate, often distorted use in the conditions of mass practice developmental learning methods. Many teachers still think that they can “creatively” (that is, as they see fit) use a new methodology, someone’s best practices, and the nature of such use depends only on the intentions and desires of the teacher himself. The degree of compatibility of what has been done before with what is to be done is not taken into account.

When starting to study new teaching technologies, one should protect oneself from this serious pedagogical error and understand that it is unacceptable to make it. The actively used metaphor about the need to use "grains" of innovative experience should be cultivated with the understanding that there must be compatibility between these "grains". It is important for all teachers who begin to master the technologies of developmental education to deeply realize this conclusion, which should become the foundation of the building of a new pedagogical culture that we are all building.

The problem also lies in the fact that in modern conditions, when a guaranteed pedagogical result is required, the task of teachers is much more complicated: there is a need to develop and justify two types of technologies: not only the technology of teachers' activity, but also the technology of educational and cognitive activity of students.

In this sense, pedagogy, as a science, is indebted to the students. Rightly focusing their efforts on the development and improvement of psychological and pedagogical technologies of pedagogical activity, scientists and practitioners paid little attention to the creation of fundamentally new technologies of educational and cognitive activity of students. But these are essentially different technologies, although in practice they are implemented in organic unity as two necessary and interconnected lines of a single learning process.

Modern pedagogical science will have to spend considerable effort on the development of an innovative theory of independent work of students, sound recommendations for its organization - the use of modern information technology, primarily personal computers, information pedagogical systems of the future, taking into account the latest recommendations of valeology (the science of a healthy lifestyle and activity), computer science, heuristics, engineering psychology.

Mastering new teaching technologies will require the formation of the teacher's internal readiness for serious work to transform himself. A great help in this work is provided by the advanced training system, which combines the organization of research activities with the implementation of practice-oriented postgraduate education programs, including special trainings, direct work with students in laboratory schools and other active forms of teacher training.

2 Multi-level learning technology

The theoretical substantiation of this technology is based on the pedagogical paradigm, according to which the differences between the majority of students in terms of learning ability are reduced, first of all, to the time required for the student to master educational material.

If each student is given time corresponding to his personal abilities and capabilities, then it is possible to ensure guaranteed assimilation of the basic core of the school curriculum (J. Carroll, B. Bloom, Z.I. Kalmykova and etc.)

A school with level differentiation functions by dividing student flows into mobile and relatively homogeneous groups, each of which masters program material in various educational areas at the following levels:

Minimum (state standard),

basic,

Variable (creative).

The following were chosen as the main principles of pedagogical technology:

1) universal talent - there are no untalented people, but there are people who are not busy with their own business

1. mutual superiority - if someone does something worse than others, then something must turn out better; it is something to look for;
2. the inevitability of change - no judgment about a person can be considered final.

In the system of multi-level education, the personality structure proposed by K.K. Platonov. This structure includes the following subsystems:

1. individual typological features, manifested in temperament, character, abilities, etc.
2. psychological characteristics: thinking, imagination, memory, attention, will, feelings, emotions, etc.
3. experience, including knowledge, skills, habits
4. the orientation of the personality, expressing its needs, motives, interests, emotional and value experience.

Based on the chosen concept, a system of psychological and pedagogical diagnostics of personality development in training was formed, taking into account the following elements:

• upbringing
• cognitive interest
• general educational skills and abilities
• fund of effective knowledge (by levels)
• thinking
• memory
• anxiety
• temperament

The organizational model of the school includes three options for differentiating learning:

1. the acquisition of classes of a homogeneous composition from the initial stage of schooling based on the diagnosis of the dynamic characteristics of the individual and the level of mastery of general educational skills;
2. intra-class differentiation in the middle link, carried out by selecting groups for separate education at different levels (basic and optional) in mathematics and the Russian language (enrollment in groups is carried out on a voluntary basis according to the levels of cognitive interest of students; the study of individual subjects;

3) specialized education in elementary school and senior classes, organized on the basis of psychodidactic diagnostics, expert assessment, recommendations from teachers and parents, self-determination of schoolchildren.

This approach attracts pedagogical teams in which the idea of ​​introducing new technology education with a guaranteed result of mastering the basic knowledge by all students and at the same time with opportunities for each student to realize their inclinations and abilities at an advanced level.

Multi-level differentiation of education is currently one of the leading in the development of the school. This is manifested both in the emergence of new types of educational institutions, and in the allocation of classes of different levels (classes of intensive development, leveling, etc.)

The problem of different-level differentiation of education is extremely complex and requires highly qualified specialists to select students into groups of different levels.

It is necessary to understand well that a multi-level form of education cannot give a positive result by itself. It requires a lot of work on the content and teaching methods.

In the transition to multi-level education, one has to face, first of all, the problem of selecting students into groups. In schools, this problem is solved in different ways and not always in the best way.

First of all, when dividing students into levels, it is necessary to take into account the desire of the students themselves to study at one level or another. In order to ensure that such a desire does not diverge from the student's capabilities, it is necessary to give students a chance to prove themselves, to assess their strengths and capabilities.

Therefore, as experience shows, it is better to divide students by levels not immediately according to the results of testing or interviews, but after observing, at least during a year, their development, manifestation of cognitive abilities and interests.

For successful work on the program, it is advisable to distinguish at least two groups.

Group 1 "B" - these are students for whom the main task is to achieve a level of opportunity, i.e. level corresponding to the content of the main program and the textbook, i.e. students master only the required level.

Group 2 "A" - these are students who are able to go beyond the textbook, are able to reach the level of in-depth study of the subject.

In order to organize multi-level work at the same time allotted for this in the lesson, it is necessary to use task cards that are prepared in advance in three versions. Tasks are offered with varying degrees of difficulty:

Option 1 is the most difficult

1. option is less complicated
2. option is the easiest

Each student has the right and opportunity to choose the best option for himself. But the experience of teachers in teaching at different levels shows that not all students can choose tasks that correspond to their level of preparation. Therefore, the task of the teacher is to teach students to choose the level that he cannot perform.

Knowledge testing can be carried out by a teacher, student consultants, self-testing can be organized using a “key”. Work on multi-level training is of great educational importance, a sense of independence and responsibility is maintained.

Changing school educational programs involves building the learning process in such a way that the formation of the student's personality takes place. Karaev's technology pays great attention to this in the level differentiation of education.

* The basis of Karaev's technology the principle of developing education, democratization and humanization, a self-assessment rating system for three levels.The focus of the teacher is to identify individual

opportunities for each student.

*The student's activity is evaluated according to many personal and behavioral parameters (activity characteristics, intelligence, initiative, responsibility). To do this, it is necessary to draw up a map of student development.

*According to Zh. Karaev's technology, each student is compared for development not with another student, but with himself. He is involved in evaluating his results. “Take as much as you can, but not less than the required.” The features of the teaching methodology are:

- methods of self-acquisition of knowledge, i.e. research methods;

- problem learning methods- these are methods based on a problem situation, active cognitive activity of students, consisting in the search and solution of complex issues that require updating knowledge, analysis, the ability to see a phenomenon, a law behind certain facts;

- availability of educational and methodological complexBank of tasks of the mandatory level, system of special didactic materials, allocation of mandatory material in textbooks, tasks of the mandatory level in problem books.

A prerequisite for level differentiation is systematic, daily work to prevent and eliminate gaps. Assessment of students' knowledge is carried out by the "addition method", which is based on the minimum level of general education and a higher level on the basis of taking into account what has been achieved beyond basic level. According to Karaev's technology, the main form of education is group and individual.

Frontal is used primarily for orientation, discussion and correction.

The main goal of group learning is to encourage students to work together with a small group of peers. In such a group, the student does not lose his individuality. If necessary, students can turn to each other for help, solve more general problems.

In this situation, each student will learn not only to appreciate their own armor or experience failures, but to see how they affect the overall result.

The individual form of work allows the student to focus more deeply on individual tasks, to be responsible for the result of their implementation to himself - the teacher.

The main thing in these forms is trust in the student, reliance on the ability to answer for oneself.

The obligatory nature of the basic level is that the assignments must be realistically achievable for all students.

Level tasks according to Karaev's technology are divided into 4 levels.

I level - student - for evaluation"3". It must be fulfilled by all students, even the weak ones. It is rated "5" points.

II. level - "algorithmic" - to "4" - with the involvement of previously studied, is estimated at 10 points.

III. the level is "heuristic", higher - on "5". Assignments become more difficult, but with the use of previously studied. It is estimated - "15" points and is partially - search in nature.

IV level - "creative", is given individually for students.

Basically, in the lessons, you can give tasks of 3 levels and each level can have several tasks.

Having completed tasks of level 1, students can independently check the execution of tasks by the “key”. If everything is done correctly, then the student can proceed to the next level, but if he made a mistake, then only after the correction of the teacher or consultant, he can move to another level, but earns fewer points or may be highlighted with a different color chip.

Checking by levels should be carried out immediately in the lesson.

Homework is given at different levels, individual cards or independent level work can be completed at home, but after checking they receive fewer points.

According to Karaev's technology, topics are divided into blocks and modules. “n” number of hours can be allotted for studying, but 3 hours are necessarily allocated for control and correction.

Evaluation takes place in points.

5 points - "3", 5-9 points - "3+"

10 points - "4", 10-14 points - "4+"

15 points - "5", 20 points - "5+" (show evaluation criteria)

It is allowed when evaluating to put "+" and "-"

Table 1. Knowledge accounting map

Knowledge is recorded in the lesson in the "knowledge record card" (Table 1)

Moreover, the use of the pedagogical technology of teaching level differentiation makes it possible to build a graph of continuous monitoring of the development of students, i.e. monitor the record of knowledge for each student.

Monitoring the development of all students on a topic compiled by the teacher. With the help of monitoring, one can not only observe the level of assimilation of students' knowledge, determined by the quality of students' knowledge, determined by the quality of knowledge, the formation of skills, but also, by comparing indicators, see the growth and development of students.

According to Karaev’s technology, during independent level work, assistance is allowed:

Discussion 3-4 students;

work with the textbook;

communication with the teacher;

communication with consultants.

But during thematic control work, each student must do his own work strictly independently. His success may be lower, but this once again suggests that it is necessary to work with this student individually.

With the transition of schools to textbooks of a new generation, and the introduction of pedagogical technologies of level differentiation, it is necessary to know fundamental principles to every school principal and teacher:

Approach each child with an “optimistic hypothesis”, i.e. to rely on the best in it, to believe in its capabilities.

To support everything positive in the child, to cause an active desire to become better.

Refuse to compare the child with other children.

constantly enrich the personal experience of children's participation in various activities.

To give every child the opportunity to feel the joy of growing their strengths, capabilities, and achievements.

1.3 Differentiated learning as an important factor in the development of cognitive abilities of schoolchildren

The main goal of the teacher is to teach each student to independently acquire knowledge, form skills, independently perform practical tasks.

It is known that each student acquires knowledge depending on his mental capacity, memory, temperament, learning skills. Since the level of knowledge and cognitive abilities is not the same for all children, in the classroom the teacher must implement a differentiated approach to teaching in working with students.

Differentiation in translation from the Latin "differepse" means division, stratification of the whole into various parts, forms, steps.

Differentiated learning is:

1. A form of organization of the educational process, in which the teacher works with a group of students, compiled taking into account the presence of any significant general qualities for the educational process.
2. Part of the general didactic system, which provides specialization of the educational process for different groups of students.

Let's take a closer look at the following concepts of differentiated learning:

Differentiated approach to teaching; A differentiated approach is the main way to implement individual learning. Even a novice teacher knows that in any collective or frontal learning, the assimilation of knowledge and skills occurs individually, in accordance with the individual abilities of mental activity, personal qualities.

For many years, a differentiated approach to students was aimed primarily at eliminating repetition. The main attention was paid to working with the lagging behind in the classroom and outside the classroom. Groups first stood out openly and were even given names emphasizing the level of academic achievement. It was assumed that competition would play a decisive role and the weak would quickly move into a group of strong children. At the same time, the method of working with groups boiled down mainly to the fact that the weak were "coached" in the performance of typical tasks, and the strong were given the opportunity to work independently as much as possible. It was impossible to really eliminate the causes of failure in this way. The weak remained weak. The division into groups emphasized by the teacher and the children themselves was detrimental to the personal development of students. This was quickly understood by both school leaders and teachers.

Later, teachers were required not to tell which group the child was assigned to, and even more so not to name the groups. The division of students and even classes into strong, medium and weak has been practiced for a long time, and still exists. So, is there something in such differentiation that helps the teacher to work? Certainly there is.

But school leaders and teachers should be aware that there are other signs of a differentiated approach that may be more appropriate for teaching students.

Every teacher should know that at any age children differ in typological traits (strength, balance, mobility of the nervous system) forming four well-known temperament groups:

"A" - choleric type,

"B" - sanguine type,

"B" - phlegmatic type,

"G" - melancholic type.

Obviously, one and the other groups require different pedagogical measures. The motor activity of choleric people should be directed to the completion of educational tasks, restrain them, make these children their assistants in the classroom and outside the classroom, give them more assignments.

The group of melancholics cannot be blamed. It is necessary to develop in them the desire for success, to involve them in collective games that require “independence”, activity, and initiative. All activities should be directed towards strengthening their nervous system and preventing fatigue. Different students need different time, different volume, different forms and types of work to master the program educational material. A differentiated approach is to take into account this difference in one way or another.

A differentiated approach organizationally consists in a combination of individual, group and frontal work. It is suitable at all stages of learning, as well as at all stages of mastering knowledge and skills. This is also an essential provision of the methodology of differentiated learning.

In order to achieve the correct differentiated approach to teaching, it is necessary to correctly select differentiated tasks. They should be simple, concise and precise.

The teacher can prepare 2 or 3 options for the lesson, which must be prepared for the lesson in advance: written on the board, table, cards, overhead film.

The number of tasks may be different, but sufficient to master the material at a long stage of the lesson.

Special attention should pay attention to the strict sequence of tasks. It is possible for weak students to offer cards, tasks of an algorithmic type, for strong students - tasks for transferring knowledge and skills to a changed or new situation.

Using differentiated tasks, the class is divided into groups. Each student works independently to the best of their mental abilities.

Therefore, when selecting differentiated tasks, the teacher must take into account the quality of the tasks performed.

Currently, modern educational technologies have been developed to make the educational process more efficient. For several years, we have been solving the problem of the strength of knowledge through the technology of level differentiation.

The sequence of actions in the organization of differentiated learning is determined:

>determination of the content of educational material;

• development technological map for students;
• block study of the material;
• creation of methodological tools for preparing for the test;
• ^ oral test on the topic;
• written credit;
• analysis of results.
• Offering students tasks of various levels of complexity, the teacher changes the content of the educational process, but the goals, forms, teaching methods remain the same.
• The organization of the educational process can manifest itself in the form of teaching gifted children and in the form of special group classes for the development of the mental, emotional, volitional spheres of the personality of children. Under the conditions of differentiation, the student determines the directions of his own realization on the basis of his existing abilities, inclinations, interests, and chooses the educational trajectory that is closest to him. Forms of differentiated learning:
• ** Model of complete assimilation of knowledge
• * Level differentiation
• * Organization of electives, circles, etc.

After studying the topic at the level of the basic content of the material and passing the test, two groups of students are identified: those who have mastered the content - work is organized with them to expand the studied material, and those who have not mastered it - work is carried out with them to eliminate the knowledge gaps that have appeared. Intra-class differentiation is widespread in the practice of school work. The most common form of intra-class differentiation is the performance by students of tasks of various levels of complexity. At This complication can occur due to the involvement of the material covered, when students need to establish close or distant connections between different pieces of content. The complication of tasks can occur due to the complication of the types of work, the increase in the level of creative activity necessary for completing the task. For example, at the simplest level, it is proposed to read a paragraph in a textbook, retell it, highlighting the main thoughts; at a more complex level - read a paragraph, draw up a plan and questions to it; at the most difficult level - read the paragraph, give an annotation and review it.

In elementary school, differentiated tasks may look like this: at the lowest level, a group of students prepares an expressive reading of a work; on a higher level - a retelling plan; at the highest - the group works as animators or prepares a dramatization of an excerpt.

When conducting lesson-excursions in elementary school, differentiated tasks can be as follows: for example, when conducting an excursion “Seasonal changes in nature”, the first group performs “before-before” drawings, that is, draws the observed changes; the second group makes notes of the changes that they notice; the third group prepares reports or writes mini-essays. Teachers use a variety of ways to include differentiated tasks in the learning process. They can be grouped into two groups:

first - the teacher can give a task to each student,

second - students can take the task themselves.

Students should be prepared to choose their own assignments.

at the first stage, the teacher talks about the complexity of each task, advises which task to choose;

on the second - talks about the complexity of the task, but the students themselves choose. The teacher corrects their choice.

At the final stage, the students themselves determine the complexity of the task, and make the choice themselves.

Such work contributes to the formation of adequate self-esteem and the appropriate level of aspirations of students. Among the differentiated tasks, tasks of various directions are widespread: those that eliminate gaps in knowledge, and tasks that take into account the students' prior knowledge of the topic. A form of intra-class differentiation is the dosing of teacher assistance to students, which includes temporary relief of tasks, tasks with written instructions, work with preparatory exercises, work with visual reinforcement with a drawing, drawing.

Completing the task with metered help, the student receives an envelope with necessary materials, to which he can refer during the execution of the task. In this case, the amount of dosed assistance is determined by the student himself. Each student receives the right and opportunity to independently determine at what level he will learn the educational material. The only condition is that this level must not be lower than the level of compulsory training. The teacher explains the material at a level higher than the minimum.

If a student wants to study a certain subject at the level of mandatory requirements, and another at an advanced level, then he should receive such an opportunity. Thus, level differentiation takes into account not only the intellectual characteristics of the student, but also his interests. A form of internal differentiation is the group work of students according to the model of complete assimilation of knowledge, which involves a clear setting of goals in educational activities: what students should know, what they should be able to do, what values ​​should be formed in them in the course of learning. Achievement of goals must be verifiable, that is, there must be verification tools.

By organizing differentiated learning, the intellectual abilities, special abilities, interests and future profession of adolescents are taken into account: students prepare reports, abstracts on topics that interest them, make models, layouts, and conduct micro-research.

> Teaching children with weak abilities

In classes where there are many students with weak abilities, the standard scheme of the lesson may require clarification. The main approach in working with such children is the so-called supportive education. Its essence lies in the fact that new information issued in small doses in combination with individual tasks and is accompanied by a detailed discussion of each fragment by the students themselves.

In class it looks like this: The teacher makes a short presentation, includes students in the discussion of the educational issue, then continues to work with the content of the new material and again attracts students to independently comprehend and explain what they heard. Then he can give a new portion of the material, followed by independent work of students. Different types of maintaining activity in such a construction of the lesson alternate to a sufficient extent, which allows the teacher to constantly manage the cognitive activity of students. In order to give the student a sense of responsibility for their work, it is proposed to give students small tasks more often, the completion of which will allow them to self-evaluate the results obtained and feel “progress” in their studies.

It is especially important for weakly achieving students to reveal the technique of self-control of their own teaching. Students with weak abilities more than others need to create a situation of success.

> Teaching children with average abilities.The choice of certain approaches to learning is determined by the average level of the class. Meanwhile, we know little about effective models of teaching in classes with an average level of intellectual abilities of children. It is difficult to teach children in such a class, because teachers deal with a wide range of interests and abilities of children, they quite often have to change learning goals, change the pace, the content of new material, the level of control tests in the course of work.

In such a classroom, the teacher must be prepared to use a number of ways to organize and conduct classes. The material must be selected in accordance with the personal level, the individual interests of the students. Some students will need to be given one task, others will be offered a choice of several, and someone will be captivated by initiative projects. Variable tasks will stimulate the work of students and create conditions for their implementation at a pace convenient for children, taking into account their interests and capabilities.

Students of average ability, more than others, need constant stimulation. learning activities Therefore, the teacher needs to know effective methods of encouragement and use them more often in work. To a certain extent, praise and blame express the teacher's attitude towards a particular student. It happens that the teacher forgets to praise a weak student even for a correct answer, while a good student is less condemned for an unsuccessful answer than a poor one. This should be avoided in your work with children.

>Working with high performing and gifted students.

The learning style of such children should not be supportive, but stimulating, activating independent cognitive activity. Presentations can be longer and more informative. During the discussions, the teacher maintains an intensive pace of work, asks questions, including those that require a higher level of independent thinking, while clearly explaining the mistakes.

Two strategies stand out in the education of high achievers: one in the working class, the other in the education of gifted children, "leading beacons".

>The class that works.

The presentation of new material in such a class is usually very simple and clear. The teacher or he can read a mini-lecture, explain the general situation, or organize a discussion based on short articles or stories that the whole class has read.

During the discussion of new material, the teacher asks a question, listens carefully to the answer, explains, corrects and asks additional questions. Students can work frontally or in small groups followed by a general discussion.

> Gifted children are "leading beacons" that organize learning.

The identification of potentially gifted children is a great merit of the teacher. But it should be remembered that the education of these children requires specific methods, which are based on organizing education. The essence of organizing learning lies in the high level of independence of students, in the multivariance of non-traditional forms of the lesson, in the strong constant emotional support of students by the teacher. It should be remembered that for capable and gifted students, the traditional school “five” is not encouragement, they receive a lot of them and without much difficulty. For these children, it is much more important to solve a difficult problem and get the result they were striving for. So help them in this and do not excommunicate them from work with marks, even if they are deservedly high. When working with gifted children, when children are striving to solve a difficult learning problem, reduce risk and remove ambiguity. If you want them to literally struggle with problems, make sure that students understand that there is no such score in the school scale that can be used to evaluate its solution. Turn on the self-assessment mechanism more often, give students the opportunity to check the correctness of the assignment on their own, and if a mistake is made, give them the opportunity to calmly correct it. If difficult, divide the material into portions. Remember to be flexible in your work: if one approach does not work, have a fallback, use a different method of work.

Therefore, as experience shows, it is better to divide students into levels not immediately based on the results of testing or interviews, but after observations, at least during the year, for their development, manifestation of cognitive abilities and interests.

Differentiation of learning is the key to giving each student an equal high chance to reach the heights of culture. The key to the maximum development of students with a variety of abilities and interests. Differentiated learning should be flexible and mobile, allowing the teacher to approach each student individually in the learning process and contribute to the overall activation of the class. Differentiated learning involves the learning activities of students at different levels in order to master a single program material. It promotes the mental development of students and the formation of independence, teaches them to learn, gain experience in creative activity, promotes the development of thinking. Teaching becomes joyful, interesting, exciting, opens up great opportunities for the formation of internal motivation. The process of mastering knowledge and skills in the context of differentiated learning also becomes a process of personality formation.

The need for individualization of learning in primary school education is caused by two reasons: firstly, as established in studies on modern didactics, this approach ensures the strength of mastering the material, helps in implementing the principles of accessibility, systematicity, individual approach within the framework of general class work; secondly - and this is specific just for children of the 1st grade - children who entered school differ significantly in their level of preparedness.

An educational system that provides all students with the same time, content and educational conditions leads to the creation of inequality between students. The presence of children with different abilities, interests, and projected professions raises the question of creating an adaptive environment for each student - multi-level education.

The introduction of individualization into the pedagogical process makes it possible to apply an individual approach to students, which is of great importance, since in any educational process the teacher has to work with individuals, with students who differ in their needs, inclinations, abilities, interests, needs and motives, temperament characteristics, thinking and memory. At the same time, pedagogical conditions are created for the inclusion of each student in activities based on the level of relevance and the corresponding zone of his proximal development, ensuring that he achieves the level of assimilation of educational material in accordance with his cognitive capabilities, abilities, but not below the minimum level.

The problem of forming a sustainable interest among students is one of the actual problems modern school. The problem of studying interest in learning (cognitive interest, interest in the subject) is the subject of the works of G.I. Schukina, A.S. Robotova, L.S. Diaghilev, V.N. Filippova, A.A. Zhurkina, V.A. Gorshkova, I.Ya. Lyapina, B.F. Basharina, V.B. Bondarevsky, M.Zh. Arenova and others.

Interest in a subject correlates with or even is a constituent component of cognitive interest, which acts as "a person's selective focus on the knowledge of objects, phenomena, events of the world around, activating psychological processes, human activity, his cognitive abilities." The main difference between cognitive interest and educational need is its high degree of awareness, objective focus.

The following essential aspects of cognitive interest are distinguished:

1)Its subject is the most significant property of man: the desire to know the world, "penetrate into its diversity, reflect in the mind ... causal relationships, patterns ...". The cognitive interest contains an exceptional opportunity to comprehend the essence of scientific truths obtained by mankind, to push the boundaries of knowledge from ignorance towards knowledge.

2)Associated with the formation of diverse personal relationships, such as a selective attitude to a particular field of science, activity, communication with partners in cognition. On the basis of knowledge of the objective world and attitudes towards it, a world outlook, a worldview are formed.

)The ability to encourage a person to constantly search for ways to transform reality.

)The ability to enrich and activate the process of not only cognitive, but also any other human activity, since the cognitive principle is present in each of them.

Cognitive interest is a valuable integrative property of a person, which includes the following mental processes: intellectual, emotional, regulatory, mnemonic. This is not just a combination of individual processes, but a special quality, "...providing the spiritual wealth of the individual, helping her to select personally significant and valuable from the surrounding reality."

G.I. Shchukina considers the following successive stages in the development of cognitive interest:

Curiosity is an elementary stage, due to external, sometimes unexpected and unusual circumstances that attract the attention of a person. The selective orientation disappears as these external causes of curiosity are eliminated, but, on the other hand, entertainment can serve as an initial impetus for revealing interest, a means of attracting interest in a subject, facilitating the transition of interest from the stage of simple orientation to the stage of a more stable cognitive attitude.

Curiosity is a valuable state of the individual, characterized by a person's desire to penetrate beyond what he has seen. At this stage of the development of interest, the emotions of surprise, the joy of knowledge are quite strongly expressed.

Cognitive interest is characterized by cognitive activity, value motivation, in which the main place is occupied by cognitive motives. They contribute to the penetration of the individual into social relations, patterns of knowledge.

Theoretical interest: learned theoretical questions, in turn, are used as tools of knowledge. This stage characterizes a person as a doer, a subject, a creative person.

All these steps are interconnected and represent the most complex combinations.

B.F. Basharin in the article "The Place and Role of Cognitive Interest in the Cognitive Activity of a Student" is based on the following provisions: the real attitude of a person to the world, reflected in the mind, and this happens due to interest, acquires aspiration to one or another object and subject of activity. S.L. Rubinstein repeatedly emphasized that there are no non-objective interests, interest is always directed to the qualitative transformation of external objects and objects.

This idea is also found in the classic of Russian pedagogy P.F. Kaptereva: “Interest is the desire for a certain activity. By its very nature, it is dynamic, active, lack of activity and interest is a contradiction.

Thus, many scientists rightly see in the interest an internal source of energy that enriches the actions of a person, directing the vector of his activity. On the other hand, there is no doubt, and this was established by researchers (S.L. Rubinshtein, N.A. Menchinskaya, I.Ya. Lerner), that the main source of cognitive interest is the process of concentrated, in-depth activity aimed at solving a cognitive problem.

“Forming and developing cognitive interest,” emphasizes B.F. Basharin, - it should be borne in mind that the motivating effect is not so much interest as the activity itself. On the other hand, activity that is not stimulated by interest fades away. This allows the author to following output: the formation of cognitive activity and cognitive interest occurs simultaneously. Cognitive interest acts as a condition and result of activity, and cognitive activity, in turn, is the source and goal of interest. The emergence and development of interest in the process of activity resembles an everyday aphorism about the appetite that comes with eating. The path to the formation of cognitive interest, proposed by B.F. Basharin, - intellectual "... activity, understood as the ability, the desire for purposeful, energetic performance intellectual activity».

Comparing the concepts of "educational need" and "cognitive interest", we can conclude, "...that the relationship between them is very complex. However, it is impossible to put an equal sign between them. Cognitive interest grows out of the need to know, to orient oneself in reality, but it becomes a high spiritual orientation only at the highest level of its development, which is achieved not only by every schoolchild, but also by a mature person.

Thus, cognitive interest stimulates activity, makes it meaningful and successful, and is itself enriched and developed in the process of active, concentrated, in-depth intellectual activity.

We form an interest in the development of subjective elementary pedagogical activity and the question “How to form it?” quite logically arises. It has been answered yet ancient Greek philosophers: solving a fascinating problem together with the teacher, communication, prompting questions, independent search for answers by students, visibility or reliance on feelings, as well as positive emotional experiences. For younger students, this is one of the most effective means of learning. Children of primary school age are energetic, inquisitive, want to get to know the subject of interest to them more deeply, enjoy the fact that their Good work appreciated and encouraged. These are the signs of interest that we identified in the course of the analysis of ancient pedagogical thought.

Thus, the forms of organization of educational activities have a very great influence on the formation of the interests of schoolchildren. A clear statement of the cognitive tasks of the lesson, the use of a variety of independent work, creative tasks, etc. in the educational process. - all this is powerful tool development of cognitive interest. Students with such an organization of the educational process experience a number of positive emotions that contribute to the maintenance and development of their interest in the subject.

An important condition development of interest in the subject are the relationship between students and the teacher, which develop in the learning process. The education of cognitive interest in the subject among schoolchildren largely depends on the personality of the teacher. If schoolchildren are not interested in him, if they do not feel the growth of their capabilities, then interest in the subject will also fade away. It is not easy to captivate little knowledgeable and skilled schoolchildren with the subject of mathematics, the beauty and strength of the methods of which they are simply not able to appreciate, since they have not yet been taught much. To revive the learning process, a variety of attempts are being made.

A benevolent attitude towards students, creating an atmosphere of complete trust, compassion, encourages the fact that you can calmly think, find the cause of the mistake, rejoice at your success and the success of your friend.

The teacher's pedagogical optimism - faith in the student, in his cognitive powers, the ability to timely see and support weak, barely noticeable sprouts of cognitive interest stimulates the desire to learn, learn.

In order for a child not to be burdened by school from the first years of education, we must take care of such motives that would lie in the very process of education. In other words, the child learns because he is interested in learning. Even Jan Amos Comenius called for making the work of a schoolchild a source of mental satisfaction and spiritual joy.

Usually in the class, both good and average, and poorly assimilating educational material are selected. Here are children from wealthy and low-income, dysfunctional families; those who want to learn and who have nowhere to go, children with poor health. Is it possible under such conditions to ensure that each student works at the lesson to the fullest, so that from lesson to lesson his interest in learning, in the subject, grows? Needless to say, it doesn't always work out.

The teacher should involve children in the common work of teaching, evoking in them a joyful feeling of success, progress, development. You cannot teach a school subject without interest.

An analysis of the scientific literature allowed us to determine that the motives and interests of younger students:

they are not effective enough, because they do not support educational activities for a long time;

unstable, that is, situational (teaching can quickly get bored, cause fatigue, interest fade away);

little conscious, which is manifested in the lack of understanding of the student, what and why he likes in this subject;

weakly generalized, that is, directed to certain aspects of the doctrine, to certain facts or methods of action;

All these features cause a decrease in the level of motivation for the teaching of a younger student.

If we trace the general dynamics of the motives of teaching from grade 1 to grade 3, then the following is revealed. At first, schoolchildren are interested in the external side of being in school, then interest arises in the first results of educational work, and only after that in the process, the content of the teaching, and even later - in the methods of obtaining knowledge. Such is the qualitative picture of the motives for learning in primary school age. If, however, to trace their quantitative dynamics, then we have to state that a positive attitude towards learning somewhat decreases towards the end of elementary school.

This trend towards a "motivational vacuum" between elementary and secondary schools is explained by a number of factors. A decrease in interest in subjects is noticeable in those classes in which the teacher's attitude to communicating ready-made knowledge, to memorizing it, prevailed, where the student's activity was of a reproducing, imitative nature. As the reasons for the decrease in interest in the teachings of V.A. Sukhomlinsky called the teacher's abuse a bad mark, reducing the child's desire to learn and his confidence in his abilities.

That is why, as a means of developing interest in the subject, it is necessary to consider collective forms of education based on student cooperation.

Educational cooperation aimed at educating a student who is able to teach, change himself, to form interest in the subject - includes not only educational cooperation with an adult, but also educational cooperation with peers.

We believe that group work (pairs of permanent and shift composition) is one of the most productive forms of organization educational cooperation children, as it allows:

§ to give each child emotional and meaningful support, without which timid and weak children develop school anxiety, and leaders distort the formation of character;

§ to give each child the opportunity to assert himself, to try his hand at micro disputes, where there is neither the huge authority of the teacher, nor the overwhelming attention of the whole class;

§ to give each child the experience of performing those reflective teacher functions that form the basis of the ability to learn (in the 1st grade, these are the functions of control and evaluation, later - goal setting and planning).

§ give the teacher additional motivational means to involve children in the learning content.

Reasonable use of individual forms of work allows you to flexibly build training sessions, the main goal of which is the development of ways of thinking, communication skills, teamwork skills, cooperation based on generally recognized norms of behavior and knowledge acquisition. The teacher and the student are guided by the following guidelines when immersing: the individualization of the pace and methods of learning, the pedagogization of the activities of each participant in the classes, the culture of communication with each other, the correct dosage of time when studying educational material come to the fore.

2.Experimental and pedagogical work of an experimental nature on the use of multi-level and differentiated teaching in Russian language lessons

1 The study of the motives of the cognitive interests of the educational activities of schoolchildren

For the purpose of practical substantiation of the conclusions obtained during the theoretical study of the topic "Multi-level and differentiated education as a factor in increasing the efficiency of the educational process in elementary school", an experiment was conducted.

The experiment was attended by students of grade 2 "A" (this year 4 "A") and 2 "B" grade (this year 4 "B") of the Svobodninskaya secondary school in the Yesil district of Akmola region. The experimental class was 2 "B". Experimental work was carried out during 2010 - 2011, 2011 - 2012, 2012 - 2013 and included the following stages:

1stage - preparatory

1. stage - constant
2. stage - summing up and analyzing the results of pedagogical research.

At the first stage, the motives of cognitive interests were studied according to the method of L.F. Tikhomirova and the following levels are defined:

1 - level - there is an interest only in a general, inherent need, when the content of the object does not matter to the student, as long as it is simple, accessible.

Level - shows interest in general curiosity

Level - interest is associated with any socially significant activity for the student

4 - level - meaningful attitude to learning activities

A survey was conducted to determine the presence of positive motivation for learning activities. The students were asked to highlight their favorite activities:

• watch TV
• exercise
• make homework
• read books
• go to school
• play with the kids outside
• solve different problems
• practice in a circle
• to go to the cinema
• work in class
• draw
• go out of town
• play boardgames
• Comparison of the questionnaire processing data allows us to conclude that the fourth level prevails among the majority of students. The analysis of the attitude of students to the lesson of the Russian language was carried out. The results were evaluated on a five-point system and entered in the table. The lessons were conducted with the use of multi-level and differentiated training. The analysis is shown in Figures 1, 2.

• Figure 1 Comparative result

• Figure 2 Comparative result
• Using the methodology of A.Z. Zak, carried out diagnostic work to study the level of development of theoretical thinking. This technique contains 22 tasks, they are divided into several groups, depending on what mental operation is actualized - this is the ability to act in the mind.
• When processing the protocols received from the subjects, 1 point is awarded for each correct answer. The summation of these scores makes it possible to obtain an assessment of the level of development of theoretical thinking.
• Analyzing the results obtained, we compare them with the table "Normative indicators of students" and determine at what level of development the quality and operation of thinking are.
• As a result of diagnostic work in the two third grades the following data were obtained. Figure 3 and 4 (section). It shows the distribution of students by levels depending on the development of theoretical thinking. As already mentioned, these data are obtained by summing up all the scores. There are 7 levels in the methodology (1 - very low, 7 - very high). The diagrams show 2 cuts, the first was held in the 2011-2012 academic year, the second in 2012-2013.
• Analyzing the results of the 1st section, we can say that the classes are quite heterogeneous in terms of the level of development of theoretical thinking.

• Figure 3 Distribution of students by levels of theoretical thinking

• Figure 4 Distribution of students by levels of theoretical thinking
• In order to identify the level of students' mastery of the methods of performing practical actions, the results verification work. The first cut was also made in the 2009-2010 school year, when the children got acquainted with the ways of performing practical actions. The distribution of the received data also goes on 7 levels (1 - very low, 7 - very high). Thus, when checking, the percentage of work completed is calculated and it is determined to what level this result corresponds. The data obtained are presented in Figures 5 and 6 (1 section). As can be seen from the diagrams, not all children have sufficiently mastered the methods of performing practical actions.
• The success of mastering the educational material depends on the development of the student's theoretical thinking, on the other hand, the advancement of the child in the material of the subject activates cognitive processes and contributes to their development.
• In the course of the implementation of various types of activities, the student develops new qualities of mental development - mental neoplasms. These neoplasms consist in the manifestation in the child of a new attitude, sometimes a position towards the object being studied. Such relationships act as cognitive activity of the student.

• Figure 5 Slice of implementation of practical actions

• Figure 6 Slice of implementation of practical actions
• “Cognitive activity is called all kinds of active attitude to learning as to knowledge; all kinds of cognitive motives (the desire for new knowledge, the ways of acquiring it, the desire for self-education); goals that realize these cognitive motives that serve their emotions.
• Extensive cognitive activity (interest in knowledge, in overcoming difficulties) is formed throughout the course of schooling. Educational and cognitive interests, as deeper ones, require for their formation of special work. Even more painstaking work requires the education of motives for self-education.
• All means of improving the educational process contribute to the normalization of cognitive motives: improving teaching methods, developing and disseminating methods of problem-developing teaching, modernizing the structure of the lesson, expanding the forms of independent work in the lesson, and intensifying learning activities in the lesson.
• The use of modern teaching technologies, namely multi-level and differentiated learning, improves all types of cognitive motives, primarily broad cognitive motives: interest in knowledge, in the content and process of learning; increasing the effectiveness of Russian language lessons.
• Conclusion:
• - in a lesson with the use of multi-level and differentiated learning, children are interested, attentive, focused, friendly.
• This can be seen from the results of the analysis of the sections.
• increased interest in the lesson of the Russian language
• theoretical thinking and the ability to apply knowledge in practice have developed.
• The result of using multi-level and differentiated teaching in the classroom is also:
• - students write interesting essays that use the acquired knowledge, make drawings for their answers.
• They know how to listen and hear, they know how to defend their views and beliefs.
• Creative approach to solving a problem.
• The effectiveness of Russian language lessons is increasing.
• 2.2 Experience in applying technology in practice
• The changes taking place in the education system of the Republic of Kazakhstan place high demands on the teacher. It is important for us today to keep up with science, so we have developed our own program of experimental activities, guidelines, multi-level test and differentiated tasks. We built our personal program based on regulations. It contains a comparative analysis for three years and outlines the prospects for activities for the new academic year.
• Our experimental work was defined on the topic: "Multi-level and differentiated learning as a factor in improving the efficiency of the educational process in elementary school." In this regard, we have set a specific goal for ourselves: using innovative technologies, to create conditions for the development of individual primary education that contribute to successful learning and increase the effectiveness of the educational process in Russian language lessons in elementary school. The following tasks have been identified:
• provide pedagogical assistance for the successful adaptation of children;
• to form the skills of educational activities, diligence, interest in learning;
• create a situation of success for the formation of emotional stability, the development of communication skills;
• to improve the quality of students' knowledge in Russian language lessons through the introduction of multi-level and differentiated education.
• The first stage is preparatory. It was an advance information about the children with whom it was necessary to work.
• Studied:
• general information;
• motives for learning activities;
• thinking, speech, educational ideas, perception;
• ability to apply knowledge in practical actions;
• the simplest theoretical knowledge;
• reading, writing, retelling skills.

The key to any kind of activity is motivation and goal understanding. Each lesson is the basis for the progress of the student. The lesson is built in such a way so that children not only accept the learning task, but set it on their own. We use pedagogical technology in our practice level differentiation of students' knowledge, developed by Zh.A. Karaev . We illustrate the pedagogical technology of level differentiation knowledge of younger schoolchildren on the example of the Russian language lesson in the 2nd grade.

Subject. Spelling of unstressed vowels at the root of the words being tested accent.

Reproductive level tasks:

1) Match the given words with one-root test words. N ... to chew, n ... heavenly, n ... left, from ... sleep.

2) Write by inserting the missing vowels. Write the test words in brackets.

On the l ... sleepy p ... lyan w ... blows l ... wilted. Vd ... whether in ... day in ... rkhushki t .. fields.

3) Sleep. Insert the missing letters. Explain the spelling of unstressed vowels in the roots of words.

Not in ... a grater, not a cry of a bird,

Above the grove - the red disk of the moon

And the song of the reaper fades

Among in ... black t ..tires.

Algorithmic level tasks:

1) Make pairs of words that sound the same but are different in meaning and spelling. Put emphasis on the words.

L ... sa, open ... ret, sit ... put, sleep ... shi, apply ... ryat

Zap esing (sing) a song

Record

Zap andadminister (drink) medicine with water

Figure 7 Algorithmic level tasks

) Crossword

1234Figure 8 Algorithmic level tasks

The needle is carried with him, not the dressmaker. Cooks, not a cook (bee)

2. A toothy animal gnaws an oak tree with a screech, (saw)

3. The night sleeps on the ground, and runs away in the morning, (dew)

4. What makes noise without wind? (river)

3) Dictate vocabulary words to a friend and evaluate his knowledge.

1 option

L ... pata, fast .., k ... r ... ndash, student ... nickname, fast ...

Option 2

Teaches .. l, x ... r ... sho, m ... roses, p ... cash, p ..lyana.

Heuristic level tasks:

1)Match the given words with the same root words with the indicated meaning. Blue is the word for the name of the bird (titmouse)

Snow - a word denoting the name of a bird (bullfinch)

White is the word for part of the egg (white)

Black is the word for the name of the berry (blueberry)

Light - the word for the name of an insect (firefly)

2)Form words-objects from these words - actions:

1 option

b ... sting (running), cr ... chal (shout), dr ... sting (trembling)

Option 2

tr ... shal (crack), p ... shal (squeak), see ... trill (review)

1. The stranger scattered the words. If you collect them, you get a riddle.

Write it, not forgetting about the answer.

The hissing cheat to take lies will bite clear the rope is dangerous.

The rope lies

hissing cheat,

It's dangerous to take

Bite - clear (snake)

Creative assignments.

An essay about " gold autumn»

Level independent work No. 1 on the topic: "Sentence and word."

Should be able to:

-divide the text into sentences and indicate the number of sentences in the text; - make and write proposals;

carry out independent work according to the plan.

Table 3. Leveled independent work plan

Carry out leveled independent work according to the plan. 1.Perform the first level, check by the "key". 2. Remember, you can start the second level only when you have completed the first level and checked. 3. After completing the second level, complete the third level. Check. 4. Evaluate your work according to the following criteria. 5. Put a mark on the knowledge record card

1 level. (5 points)

1. Read the text, divide it into sentences, put punctuation marks. Sleep. Use the memo when completing the task.

What is your name, we are proud of our Motherland, how good the flowers smell

2. Indicate how many sentences were recorded. underline interrogative sentence.

2 level. (10 points)

1. Make up sentences from the words of each line. Write it down. Let's go to school guys.

Joyfully, the students, the school, meets.

2.. Write out sentences of 3-4 words.

Today is knowledge day. The guys go to school. The teacher congratulates them on the beginning of the school year.

3 level. (15 points)

1. Read. Find the odd word in the text. Write sentences, correct mistakes.

Little Aidos was sadly overjoyed. He was presented with a beautiful prickly briefcase.

2.. Make sentences about how you were received by the school. What seemed interesting today?

Check the work on the key on p.71

Criteria for assessing knowledge: 30 6. - "5"; 15 - 29 6. - "4"; 5 - 14 6. - "3".

Level independent work No. 2 on the topic: "Syllables" Must be able to:

Divide words into syllables and write down new words from syllables;

write words of one, two and three syllables.

1 level.

1. Write down the words and divide them into syllables. Underline the vowels. Zucchini, tomatoes, pit, mushroom, cat, edge, life, T-shirt.

2. Write out words that have one syllable.

Yacht, elephant, leaf, wasp, park, street, spruce, food, husky, lamp.

2 level.

1. Read. Write words of two and three syllables. Divide them into syllables.

Over the mountains, over the fields,

Behind the high forests

Sparrow rescued by doctors

They carried him into the helicopter.

The helicopter turned its propellers,

Worried grass with flowers.

3 level.

1.From each word, take only the first syllables and make words. Write it down. Sample: Car, brake - author

Ear, company, vase -

Milk, ignoramus, plate -

Cora, loto, boxer -

2.Take the second syllables from each word and make new words. Write it down. Sample: Snake, frame - pit

Button, hammer, owl -

Spit, thorn, flight -

Flour, bark, sofa -

Check level work #2 on the "key" on p.71. Rate the work. Criteria for assessing knowledge: 30 6. - "5"; 15 - 29 6. - "4"; 5 - 14 6. - "3"

Level independent work No. 3

The turn of schools in Russia to the student aroused great interest of the pedagogical community in the ideas of student-centered education, which currently determines the direction of innovation.

The main goal of the secondary school is to promote the mental, moral, emotional and physical development of the individual, to fully reveal its creative possibilities, to provide a variety of conditions for the flourishing of the child's individuality, taking into account his age characteristics - this is a personality-oriented education. Any training in its essence is the creation of conditions for the development of personality. Personality is the mental, spiritual essence of a person, acting in a variety of generalized systems of qualities. Personally-oriented education is focused on the student, on his personal characteristics, on culture, on creativity as a way of self-determination of a person in culture and life. The principle of a differentiated educational process is the best way to promote the personal development of students and confirms the essence and goals of general secondary education.

A differentiated learning process is the widespread use of various forms, methods of teaching and organization of educational activities based on the results of psychological and pedagogical diagnostics of students' learning opportunities, inclinations, and abilities. The use of these forms and methods, one of which is level differentiation, based on the individual characteristics of the trainees, creates favorable conditions for the development of the individual in a student-oriented educational process. This implies:

• the construction of a differentiated learning process is impossible without the individuality of each student as a person and personal characteristics inherent only to him;
• training based on level differentiation is not a goal, it is a means of developing personal characteristics as an individual;
• only revealing the individual characteristics of each student in development, i.e.
• in a differentiated learning process, it is possible to ensure the implementation of a student-centered learning process.

The main task of the differentiated organization of educational activity is to reveal individuality, help it develop, settle down, manifest itself, gain selectivity and resistance to social influences. Differentiated education comes down to identifying and maximizing the inclinations and abilities of each student.

The development of the student's personality in the context of differentiated learning in student-centered education aims to provide students with a free choice of education on a variable basis of a differentiated approach to individual personality characteristics based on the state educational standard of education, brought to the semantic level.

The application of a differentiated approach to students at various stages of the educational process is ultimately aimed at mastering by all students a certain program minimum of knowledge, skills and abilities.

The differentiation of teaching and upbringing is based on the difference in the characteristics of the student's personality, his abilities, interests, inclinations, readiness for education.

It should be flexible and mobile, allowing the teacher to approach each student individually in the learning process and contribute to the overall activation of the class. The constant implementation at all stages of the educational process of "unity of requirements" for all students without taking into account the peculiarities of their individual psychological development hinders their normal learning, becomes the reason for the lack of learning interests.

The differentiated organization of educational activity, on the one hand, takes into account the level of mental development, the psychological characteristics of students,
abstract-logical type of thinking. On the other hand, the individual needs of the individual, his capabilities and interests in a particular educational field are taken into account. With a differentiated organization of educational activity, these two sides intersect.

Its implementation in student-centered education will require:

• study of individual characteristics and learning opportunities of students;
• determination of criteria for dividing students into groups;
• the ability to improve the abilities and skills of students with individual guidance;
• the ability to analyze their work, noticing shifts and difficulties;
• long-term planning of students' activities (individual and group) aimed at managing the educational process;
• the ability to replace ineffective methods of differentiation of teaching leadership with more rational ones.

Each student as a carrier of his own (subjective) experience is unique. Therefore, from the very beginning of training, it is necessary to create a non-isolated one for everyone. A more versatile school environment that gives you the opportunity to express yourself. And only when this possibility is professionally identified by the teacher, it is possible to recommend the most favorable differentiated forms of education for the development of students.

Taking this into account, it is necessary to clearly understand what the development of the personality is in conditions of differentiated learning, what driving forces determine the qualitative changes in students, in the structure of their personality, when these changes occur most intensively and, of course, under the influence of what external, social, pedagogical and internal factors. Understanding these issues makes it possible to identify both general and individual trends in the formation of personality, the growth of age-related internal contradictions, and to choose the most effective ways to help students.

A student-centered approach is the main idea in the program of humanization of modern education. In this regard, the organizational, content and managerial components of the educational process need to be reviewed in terms of their impact on the development of the individual, improving the quality of education. An important aspect of the implementation of this strategy is the implementation of an individual differentiated approach to students in the pedagogical process, since it involves the early identification of the inclinations and abilities of children. Creation of conditions for personal development. The skillful application of techniques and methods of internal differentiation makes the pedagogical process natural-conforming - to the maximum extent adequate to the originality of the individual nature of the student's personality and to a large extent contributing to the formation of his unique features and qualities.

Modern concepts of primary education proceed from the priority of the goal of educating and developing the personality of a younger student on the basis of the formation of educational activities. It is important to create conditions for each student to become a true subject of learning, willing to learn. Education, in the words of Sh.A. Amonashvili, should be "variable to the individual characteristics of schoolchildren." Differentiation of education is one of the means of implementing an individual approach to children. A differentiated educational process is one that takes into account the typical individual differences of students.

Differentiation in education involves the division of students into groups according to some characteristics, which is carried out for subsequent grouping, i.e. in differentiation, there is necessarily integration, expressed in unification
Students. Another equally important aspect is the different construction of the learning process in groups. Thus, when differentiating learning, individual typological characteristics of a person are taken into account in the form of a grouping of students and a different construction of the learning process in selected groups.

The organization of intraclass differentiation by the teacher includes several stages:

1. Determination of the criterion on the basis of which groups of students are allocated for differentiated work.
2. Carrying out diagnostics according to the developed criterion.
3. Distribution of children into groups, taking into account the results of diagnostics.
4. The choice of methods of differentiation, the development of multi-level tasks for the created groups of students.
5. Implementation of a differentiated approach to students at various stages of the lesson.
6. Diagnostic control over the results of students' work, in accordance with which the composition of groups and the nature of differentiated tasks may change.

For the organization of differentiated learning, I have been using the group form in my classes for many years. I form children into groups according to the method of learning, as well as on the basis of individual characteristics, abilities, interests.

The first group is made up of students with a high level of learning abilities and high performance indicators, and I also included here students with average learning abilities and a high level of development of cognitive interest. For this group, the main thing is the organization of learning at an appropriate pace, without inhibiting the natural accelerated process development of psychological functions. An important point is the focus on the independence of students. For the most gifted children I develop individual tasks and exercises.

The second group is made up of students with average academic performance in the subject. For this group, the most important activity for the teacher will be the formation of arbitrary internal motivation of students, the stabilization of school interests and a personal focus on intellectual work.

The third group consists of students with low cognitive abilities, a low level of formation of cognitive interest, and low academic performance in subjects.

The greatest effort is required to work with schoolchildren of the third group. The heterogeneity of the individual characteristics of students in this group implies the implementation of differentiation and an individual approach to learning within the group itself.

Carrying out group differentiation, I am guided by the following requirements: I create an atmosphere favorable for students, because in order for the educational process to be motivated and the child to study according to his individual abilities and characteristics, he must clearly imagine and understand what is expected of him.

In working with younger schoolchildren, it is advisable, in my opinion, to use two main criteria for differentiation: “learning ability” and “learning ability”. According to psychologists, learning is a certain result of previous learning, i.e. characteristics of the psychological development of the child, which he has developed to date. The achieved level of mastering knowledge, the quality of knowledge and skills, the ways and means of acquiring them can serve as indicators of learning.

Learning is the student's susceptibility to learning new knowledge and ways of obtaining it, readiness to move to new levels of mental development.

Important indicators of a high level are susceptibility to the help of another person, the ability to transfer, the ability to self-learn, working capacity, etc.

Differentiated learning in its structure is a multifaceted concept, therefore, in my lessons, introducing elements of differentiation, I mainly adhere to one goal - to ensure the same pace of progress for each student when doing independent work. Those. I proceeded from the fact that each student worked to the full extent of his creative powers, felt self-confidence, felt the joy of work, firmly and more consciously assimilated the program material.

Consider various methods of differentiation that can be used in a mathematics lesson at the stage of consolidating the studied material. They involve differentiation of the content of educational tasks according to the level of creativity, volume, and difficulty.

Using various ways of organizing children's activities and uniform tasks, I differentiate by:

1. Degrees of independence of students;
2. The nature of student assistance;
3. The form of training tasks.

Differentiation methods can be combined with each other, and tasks can be offered to students to choose from.

1. DIFFERENTIATION OF LEARNING TASKS BY THE LEVEL OF CREATIVITY

This method implies differences in the nature of the cognitive activity of schoolchildren, which can be reproductive or productive (creative).
Reproductive tasks include, for example, solving arithmetic problems of familiar types, finding expression values ​​based on learned computational techniques.
Productive tasks include exercises that differ from the standard ones. In the process of working on productive tasks, students gain experience in creative activity.
In mathematics lessons I use various types of productive tasks, for example:

• classification of mathematical objects (expressions, geometric figures);
• transformation of a mathematical object into a new one (for example, transformation of a simple arithmetic problem into a compound one);
• assignments with missing or redundant data;
• task completion different ways, search for the most rational way to solve;
• independent compilation of problems, mathematical expressions, equations, etc.

I organize differentiated work in various ways. More often, students with a low level of learning (Group 3) offer reproductive tasks, and students with an average (Group 2) and high (Group 1) level of learning - creative tasks.

2. DIFFERENTIATION OF LEARNING TASKS BY LEVEL OF DIFFICULTY

This method of differentiation involves the following types of task complication for the most prepared students:

• complication of mathematical material (for example, two-digit numbers are used in the task for the 1st and 2nd groups, and single-digit numbers for the 3rd group);
• an increase in the number of actions in an expression or in solving a problem (for example, in the 2nd and 3rd groups, a task is given in 3 actions, and in the 1st group in 4 actions);
• performing a comparison operation in addition to the main task (for example, the 3rd group is given a task: write down the expressions in order of increasing their values ​​and calculate);
• using a reverse task instead of a direct one (for example, the 2nd and 3rd groups are given the task of replacing large measures with small ones, and the 1st group is given a more difficult task of replacing small measures with large ones).

3. DIFFERENTIATION OF TASKS BY THE VOLUME OF TRAINING MATERIAL

This method of differentiation assumes that students of the 1st and 2nd groups perform, in addition to the main one, an additional task similar to the main one, of the same type with it.

The need to differentiate tasks by volume is due to the different pace of work of students. Slow children, as well as children with a low level of learning, usually do not have time to complete independent work by the time it is checked in the classroom, they need extra time for this. The rest of the children spend this time on an additional task, which is not mandatory for all students.

As a rule, differentiation by volume is combined with other methods of differentiation. As additional tasks, creative or more difficult tasks are offered, as well as tasks that are not related in content to the main ones, for example, from other sections of the program. Additional tasks can be ingenuity, non-standard tasks, exercises of a game nature. They can be individualized by offering students tasks in the form of cards, punched cards. By picking up exercises from alternative textbooks or printed notebooks.

4. DIFFERENTIATION OF WORK ACCORDING TO THE DEGREE OF STUDENTS' INDEPENDENCE.

With this method of differentiation, no differences in learning tasks for different groups of students are expected. All children perform the same exercises, but some do it under the guidance of a teacher, while others do it on their own.

I organize my work as follows. At the indicative stage, students get acquainted with the task, find out its meaning and design rules. After that, some children (most often this is the 1st group) begin to independently complete the task. The rest, with the help of the teacher, analyze the solution method or the proposed sample, frontally perform part of the exercise. As a rule, this is enough for another part of the children (Group 2) to start working on their own. Those students who experience difficulties in work (usually these are children of the 3rd group, i.e. schoolchildren with a low level of learning), perform all tasks under the guidance of a teacher. The verification stage is carried out frontally.

Thus, the degree of independence of students is different. For the 1st group, independent work is provided, for the 2nd - semi-independent. For the 3rd - frontal work under the guidance of a teacher. Students themselves determine at what level they should begin to independently complete the task. If necessary, they can at any time return to work under the guidance of a teacher.

5. DIFFERENTIATION OF JOY BY THE NATURE OF ASSISTANCE TO STUDENTS

This method, in contrast to differentiation according to the degree of independence, does not provide for the organization of frontal work under the guidance of a teacher. All students start working on their own right away. But, for those children who experience difficulties in completing the task, dosed assistance is provided.

The most common types of assistance I use: a) assistance in the form of auxiliary tasks, preparatory exercises; b) help in the form of "tips" (helper cards, consultation cards, notes on the board).

Having studied the experience of I.I. Arginskaya, who proposes in this case to use stimulating, guiding teaching assistance.

I offer features of working with helper cards. Students of the 1st group (with a high level of learning) are invited to complete the task on their own, and students of the 2nd and 3rd groups are provided with assistance at various levels. Helper cards are either the same for all children in the group, or are selected individually. A student can receive several cards with an increase in the level of help when completing one task, or he can work with one card. It is important to bear in mind that from lesson to lesson the degree of assistance to the student decreases. As a result, he must learn to perform tasks on his own, without any help whatsoever.

Various types of assistance can be used on cards:

• a sample of the task: showing the solution method, reasoning sample (for example, in the form of a detailed record of the solution of the example) and design;
• reference materials: theoretical reference in the form of a rule, formula, table of units of length, mass, etc.;
• visual supports, illustrations, models (for example, a brief record of the task, a graphic diagram, a table, etc.)
• additional concretization of the task (for example, an explanation of individual words in the task, an indication of some detail that is essential for solving the problem);
• auxiliary leading questions, direct or indirect instructions for completing the task;
• the beginning of a solution or a partially completed solution.

Various types of assistance in the performance of the same task by students are often combined with each other.

I will give an example of independent work on a problem with extra data using a dosed, gradually increasing help.
The different nature of differentiation and the goals of these tasks allow me to refer to such an organization of educational activity many times during the lesson, to create favorable conditions for the active mental activity of students.
Having studied the experience of the work of innovative teachers, I believe that modern programs and teaching materials in mathematics for elementary grades provide great opportunities for taking into account the individual characteristics of students. The programs of N. B. Istomina, L. G. Peterson, V. N. Rudnitskaya, I. I. Arginskaya are multi-level, they differentiate the requirements for the mathematical preparation of schoolchildren for each year of study. The material of mathematics textbooks allows me to apply various methods of differentiation. For example, in the textbooks of V. N. Rudnitskaya, the numbers of tasks related to different levels of complexity are indicated in different colors, and for some exercises, cards are given - assistants. In their work, they use notebooks on a printed basis for differentiated tasks.
Using the learned experience in my work, I track the quality of knowledge and the percentage of progress in subjects. So in mathematics, the percentage of progress increases annually from 1.5% to 1.8%. The quality of knowledge, respectively, from 1.2% to 1.5%.

There are two types of learning differentiation: external and internal differentiation.

External differentiation implies relatively stable groups, based on certain features of the development of interests, inclinations, abilities, results achieved, the projected profession, in which the content of education and the educational requirements for students differ.

Groups are created taking into account:

Interests, inclinations;

Abilities;

Results achieved;

Designed profession.

External differentiation can be carried out either within the selective system or within the elective system.

Profile training - to prepare for selective continuation of education;

Specialized training - special professional training for creative activity on the basis of advanced education;

Special vocational training - training of mid-level specialists for social production with the assignment of a profession, qualification.

Internal differentiation is the different learning of children in a group (in a class) of students, selected according to random criteria. This form is based on the fullest possible consideration of the individual and group characteristics of students. It involves the variability of the pace of studying the material, the differentiation of educational tasks, the choice different types activities, determining the nature and degree of dosage of assistance from the teacher. At the same time, it is possible to divide students into groups within the class in order to carry out educational work with them at different levels and by different methods. These groups, as a rule, are mobile, mobile.

A feature of internal differentiation at the present stage is its focus not only on children with learning difficulties, but also on gifted children.

Internal differentiation can be carried out both in the traditional form of taking into account the individual characteristics of students, and in the system of level differentiation based on the planning of learning outcomes.

Thus, it is possible to distinguish characteristics each of these forms of differentiation.

The types of differentiation are determined on the basis of those individual typological characteristics of students that are taken into account in this case. Traditionally, the following types of differentiated training are distinguished: by general and special abilities, but by interests, inclinations, by the projected profession. The division is based on those features, those individual typological characteristics of students that allow them to be divided into groups.

In the works of N. M. Shakhmaev, along with differentiation according to abilities, differentiation according to inability is called. Without singling out this type separately, we believe that understanding the differentiation in terms of general abilities involves taking into account the level of general abilities of students, i.e. the low level of their development will be the basis for differentiation according to inability. (fifteen)

Differentiation can be carried out at various levels. So, for example, Ronald De Groot identified three levels. 1st micro level, when a different approach is carried out to separate groups of children within the class. This level of differentiation is sometimes called internal or intraclass. 2nd mesolevel - the level of the school, when differentiation is carried out within the school between individual classes, profiles, directions. And the 3rd macro level - differentiation between schools, creation of different types of schools. Levels 2 and 3 represent external differentiation.

Differentiation is widely used in almost every school at the present time, this is primarily expressed in the creation of special classes. When studying the available literature, we identified the following intra-school divisions that exist in modern educational institutions.

Advanced classes refer to such a type of differentiation as differentiation according to the general abilities of students. Abilities are not limited to available knowledge, skills, skills, but can explain the ease and speed of their acquisition.

Such classes are created starting from the first grade and after graduation by children.

elementary school - in parallel with the fifth grade. The criteria for selecting children in the 1st grade are readiness for school, the degree of development of school-significant

psychophysiological functions (memory, attention, thinking), the general outlook of the child.

In such classes, an atmosphere of intense intellectual activity is created, training is organized taking into account a high level

intellectual development of all children.

Gymnasium classes and gymnasiums. Gymnasium education is designed for

children with a high level of general intellectual abilities, showing a tendency to mental activity. This is high level education. Thus, the student masters the general methods of intellectual activity.

Differentiation according to the psychophysiological characteristics of children involves not only the adaptation of the educational process to certain mental and physical characteristics of children, but also the development of insufficiently developed psychophysiological functions. Differentiation into such classes is carried out when a child has abnormalities in mental development, hearing-impaired, visually impaired, with disorders of the musculoskeletal system. In such classes, health-improving work is carried out, educational work is carried out in accordance with the capabilities of children, work on the social adaptation of children (the formation of the simplest household skills, accessible professional ones).

Classes of correctional and developmental education are a form of differentiation that takes into account the general intellectual abilities of students and their individual psychophysiological characteristics. These classes are created at the school to teach children who have difficulty in mastering the basic content of education. These classes can be created in both primary and secondary schools.

The basis for selection is the low level of preparation of the child, which

characterized by poor development of speech, narrow outlook, lack of formation of school-significant psychophysiological functions.

Classes with in-depth study of individual subjects and specialized classes

are forms of differentiation according to the interests of students. These are the most widely used forms of differentiation in practice.

On the this moment time, students are often divided according to the level of common special features, where the main thing is taken in the main, the intellectual development of each student, and such a division is called intra-class differentiation.

The most common form of intraclass differentiation is

performance by students of tasks of various levels of complexity. At the same time, complication can occur due to the involvement of the material covered, when students need to establish close or distant connections between different fragments of the content. The complication of tasks can also occur due to the complication of the types of work, the increase in the level of creative activity necessary for completing the task.

Among differentiated tasks, tasks of various directions are widespread: tasks that eliminate gaps in knowledge, and tasks that take into account the students' prior knowledge of the topic.

A form of intra-class differentiation is the dosing of teacher assistance to students, which includes temporary relief of tasks (breaking up text or exercises into independent parts - portions), tasks with written instructions (for example, indicating the sequence of actions), work with preparatory exercises (each preparatory exercise is a stage performing the main), work with visual reinforcement with a drawing, a drawing.

The teacher explains the material at a level higher than the minimum. At the same time, the teacher clearly highlights the content of the educational material that students must learn by studying at one level or another, before starting to study the next topic, he acquaints the students with the results that they must achieve.

Thus, level differentiation takes into account not only the intellectual abilities of the student, but also his interests.

A form of internal differentiation is the group work of students according to the model of complete assimilation of knowledge. The model of complete assimilation of knowledge implies a clear setting of goals in educational activities: what students should know, what they should be able to do, what values ​​should be formed in them in the course of learning.

Moreover, the manufacturability of goals is very important: their achievement must be

verifiable, i.e. there must be a validation tool. After studying a certain topic at the level of the basic content of the material and passing the test, the entrance of which determines the achievement of the set goals, the class is divided into two groups: the first - students who have mastered the topic, an extended and in-depth study of the material is organized with them, and the second group who have not mastered the topic, additional work is carried out with these students to master the content.

In the second group, there is a development of knowledge, methods of action that are not sufficiently learned. Pupils of the first group can also be connected to such working out as consultants, assistants to the teacher. Thus, differentiated learning within the framework of this model determines the different nature of the activities of groups of students after the final control is carried out based on the results of assimilation of a certain fragment of content.

Internal differentiation is most often carried out according to the general intellectual abilities of students, but in practice there are other types of it: for example, internal differentiation according to special abilities, which is expressed in the fact that when giving students tasks, teachers take into account their artistic, musical and other abilities . Intra-class differentiation is also implemented according to the individual psycho-physiological characteristics of students.