Criteria for evaluating educational activities in obzh material on obzh on the topic. Evaluation criteria for obzh Control of students' achievements in the discipline obzh
Testing and assessment of knowledge takes place in the course of current classes in oral or written form. Written work is carried out on significant issues of the topic or section of the life safety course. Control written work is carried out after studying the sections of the program of the life safety course at the end of the quarter and the academic year. In the course of life safety, a test form of knowledge testing can be used.
To control knowledge on life safety are used different kinds works (tests, express surveys, independent, verification, control, practical, situational tasks)
Evaluation of students' oral responses.
A mark of "5" is given if the student shows a correct understanding of the issues under consideration, gives precise formulations and interpretations of the basic concepts, builds an answer according to his own plan, accompanies the story with examples, knows how to apply knowledge in a new situation when performing practical tasks; can establish a connection between the studied and previously studied material in the course of life safety, as well as with the material learned in the study of other subjects.
A mark of "4" is given if the student's answer meets the basic requirements for answering to a mark of "5", but is given without using his own plan, new examples, without applying knowledge in a new situation, without using links with previously studied material and material learned during the study other items; if the student made one mistake or no more than two shortcomings and can correct them on his own or with a little help from the teacher.
A mark of "3" is given if the student correctly understands the essence of the issue under consideration, but the answer contains some gaps in the assimilation of the questions of the life safety course, which do not prevent further assimilation of the program material; knows how to apply the acquired knowledge in solving simple problems using stereotyped solutions, but finds it difficult to solve problems that require deeper approaches in assessing phenomena and events; made no more than one gross error and two shortcomings, no more than one gross and one minor error, no more than two or three minor errors, one minor error and three shortcomings; made four or five mistakes.
Grade "2" is given if the student has not mastered the basic knowledge and skills in accordance with the requirements of the program and made more mistakes and shortcomings than is necessary for grade 3.
A score of "1" is given if the student cannot answer any of the questions.
When evaluating students' oral responses, it is advisable to conduct an element-by-element analysis of the response based on the program requirements for the basic knowledge and skills of students, as well as the structural elements of certain types of knowledge and skills, the assimilation of which should be considered mandatory learning outcomes. Below are the generalized plans of the main elements.
Evaluation of written examinations.
Rating "5" is given for the work performed completely without errors and shortcomings.
Grade "4" is given for the work done in full, but if it contains no more than one minor error and one defect, no more than three defects.
Grade "3" is given if the student correctly completed at least 2/3 of the entire work or made no more than one gross error and two shortcomings, no more than one gross and one non-gross error, no more than three non-gross errors, one non-gross error and three shortcomings, with four or five omissions.
A score of "2" is given if the number of errors and shortcomings exceeded the norm for a score of 3 or less than 2/3 of the entire work was correctly performed.
A score of "1" is given if the student did not complete any task at all.
Evaluation of practical work.
The mark "5" is given if the student performs practical work in full in compliance with the necessary sequence of actions, independently and correctly chooses necessary equipment; all techniques are carried out in conditions and modes that ensure obtaining the correct results and conclusions; complies with safety regulations.
A score of "4" is given if the requirements for a score of 5 are met, but two or three shortcomings were made, no more than one minor error and one shortcoming.
Grade "3" is given if the work is not completed completely, but the volume of the completed part is such that it allows you to get the correct result and conclusion; if errors were made during the execution of the reception.
The mark "2" is given if the work is not fully completed and the volume of the performed part of the work does not allow drawing correct conclusions; if the steps were performed incorrectly.
A score of "1" is given if the student did not complete the practical work at all.
In all cases, the mark is reduced if the student did not follow the safety rules.
ASSESSMENT SYSTEM OF STUDENTS' ACHIEVEMENTS IN LIFE LIFE IN THE LIGHT OF GEF
The mastery of universal educational actions by students creates the possibility of independent assimilation of new knowledge, skills and competencies.
The main types of universal educational activities (hereinafter - UUD) include:
Personal - (self-determination, meaning formation and the action of moral and ethical assessment);
Regulatory - (goal setting, planning, control and correction, assessment, forecasting);
Cognitive - (general educational, logical, sign-symbolic);
Communicative - (communication and interaction, group work).
The basis for the development of UUD is a cultural-historical system-activity approach that reveals the main psychological conditions and mechanisms for the assimilation of knowledge, the formation of a picture of the world, the general structure learning activities. The leading position of the system-activity approach is the position that the psychological abilities of a person are the result of the transformation of higher objective activity into internal mental activity through successive changes leading to neoplasms. Therefore, the development of the student is determined by the nature of the organization of their various activities, primarily educational.
The system-activity approach changes the paradigm of education, which is determined by new qualitative characteristics:
The purpose of school education is the ability to learn;
Teaching - as a process of education and generation of meanings;
The educational activity of the student - as a strategy of purposeful organization and systematic formation;
Learning collaboration is the main form in achieving learning goals.
It is necessary that knowledge is not transferred in finished form, but is obtained by the students themselves in the process. cognitive activity. Therefore, it is necessary to move from learning as the transfer of a system of knowledge to the active work of students in the process of cognitive activity, and also to move on to the active work of students on tasks directly related to problems real life. The system-activity approach assumes:
Education and development of personality traits that meet the requirements of the information society, innovative economy, the tasks of building a Russian civil society based on the principles of tolerance, dialogue of cultures and respect for its multinational, multicultural and multi-confessional composition;
Orientation to achieve the goal and the main result of education;
development based on the formation of UUD, knowledge and development of the world of the student's personality, his active educational and cognitive activity, the formation of his readiness for self-development and continuous education.
The system for assessing the achievement of the planned results of the development of the main general education program basic general education in life safety.
The system for assessing the achievement of the planned results of mastering the main educational program of basic general education in life safety is one of the tools for implementing the requirements of the Standard for the results of mastering the main educational program of basic general education, aimed at ensuring the quality of education, which implies the involvement of both teachers and students in the assessment activities . The assessment system is designed to help maintain the unity of the entire education system, ensure continuity in the system of continuous education. Its main functions are the orientation of the educational process towards achieving the planned results of mastering the basic educational program of basic general education and ensuring effective feedback, which allows to manage the educational process.
The planned results assessment system is based on the integration of the following educational technologies:
Technologies based on the level differentiation of learning,
Technologies based on the creation of problem situations,
Technologies based on the implementation of project activities,
Information and communication technology education.
The main object, content and criterion base of the final assessment of the training of graduates at the level of basic general education are the planned results.
The main content of the assessment of personal results at the level of basic general education is built around the assessment of:
the formation of the internal position of the student, which is reflected in the emotionally positive attitude of the student to the educational institution, orientation to the meaningful moments of the educational process - lessons, learning new things, mastering skills and new competencies, the nature of educational cooperation with the teacher and classmates, and orientation to the model of behavior of "good student" as an example to follow;
foundations civic identity- feelings of pride and personal responsibility, love for one's Fatherland, faith in Russia, respect for nature, history, culture of Russia, national characteristics, traditions and way of life of the Russian and other peoples, tolerance;
the formation of self-esteem, including awareness of one's abilities in learning, the ability to adequately judge the reasons for one's success/failure in learning; the ability to see your strengths and weaknesses, respect yourself and believe in success;
the formation of motivation for educational activities, including social, educational, cognitive and external motives, curiosity and interest in new content and methods of solving problems, acquiring new knowledge and skills, motivation for achieving results, striving to improve one's abilities;
knowledge of moral norms and the formation of moral and ethical judgments, the ability to solve moral problems on the basis of decentration (coordination of different points of view on solving a moral dilemma); the ability to evaluate one's own actions and the actions of other people in terms of compliance / violation of a moral norm.
Grade metasubject results.
The main content of the assessment of meta-subject results at the level of basic general education is built around the ability to learn, i.e. that set of methods of action, which, in fact, ensures the ability of students to independently master new knowledge and skills, representing the content and object of evaluation of meta-subject results, can be qualitatively assessed and measured in the following main forms:
1) the student's involvement in the educational process, his initiative, activity;
2) keeping a record of the student's participation in olympiads of all levels, conferences, and other scientific activities;
3) test tasks that require students to work together for a common result, allow assessing the formation of communicative learning activities;
4) verification tasks, the successful completion of which requires mastering the skills of working with information.
The assessment of meta-subject results is an assessment of the achievement of the planned results of mastering the main educational program on life safety - these are regulatory universal educational activities, communicative universal educational activities and cognitive universal educational activities, as well as the planned results of interdisciplinary training programs.
Grade subject results.
The assessment of subject results is an assessment of the student's achievement of the planned results.
The system of subject knowledge is the most important component of subject results. It can be divided into basic knowledge (knowledge, the assimilation of which is fundamentally necessary for current and subsequent successful learning: key concepts, facts, phenomena) and knowledge that supplements, expands or deepens the basic knowledge system, as well as serving as propaedeutics for the subsequent study of the course of the basics of life safety .
When evaluating subject results, the main value is not in itself the development of a system of basic knowledge and the ability to reproduce them in standard learning situations, but the ability to use this knowledge in solving educational, cognitive and educational and practical problems. In other words, the object of evaluation of subject results are actions performed by students with subject content. In the lessons of life safety, such actions include: modeling situations; comparison, grouping and classification of objects; forecast; actions of analysis, synthesis and generalization; establishing links (including cause-and-effect) and analogies; search, transformation, presentation and interpretation of information, reasoning, etc.
Evaluation of the achievement of these substantive results is carried out both during the current and intermediate assessment, and during the implementation of the final verification work. At the same time, the final assessment is limited to monitoring the success of mastering the actions performed by students with subject content that reflects the basic knowledge system of this training course.
The system for assessing the achievements of the planned results within the framework of the current and thematic control of knowledge on life safety includes:
1. Starting diagnostics (consists in checking the level of general readiness at the beginning of the academic year): carried out in the form of a test, defense summer projects from previous material.
2. Current control: it consists in checking homework in the form of a frontal survey, working with cards, mutual checking, checking written homework.
3. Thematic control: (control at the end of the study of the topic, chapter) is carried out in the form of a test, independent or control work.
The system for assessing the achievements of the planned results in the framework of the intermediate certification, final assessment, assessment of project activities for life safety includes:
1. Intermediate control (control at the end of the quarter): carried out in the form of lightweight tests, independent work, in the form of games (lesson-game "Lucky chance"), brain rings, quizzes.
2. Final control (control at the end of the academic year): is carried out in the form of a test, final control work.
3. Protection of the project individual work on the topic agreed with the teacher.
The sources of information for evaluating the achieved educational results, the process of their formation and the degree of awareness by each student of the features of the development of his own learning process, as well as for evaluating the progress of learning are:
The work of students performed during the course of training (homework, projects and presentations, formalized written assignments - a variety of texts, collections of information materials, studying and compiling reports based on statistical materials, as well as a variety of initiative creative work- posters, crafts, etc.);
Individual and joint activities of students in the course of work;
Statistical data based on explicit indicators and obtained in the course of targeted observations or mini-studies;
Test results (results of oral and written tests).
Criteria for evaluating student performance include marks for oral response and written work. Additional marks on the subject of the basics of life safety are given to students for individual creative work at extracurricular and extracurricular activities, for example, competitions and quizzes, subject olympiads, excursions, group work, as well as "Health Days", "decades of life safety", "Child Protection Days " etc.
Evaluation of students' oral responses.
The answer is graded "5" if the student:
fully disclosed the content of the material in the amount provided for by the program and the textbook;
presented the material in a literate language in a certain logical sequence, concretized with examples, brought new objects and phenomena under general concepts, explained their features;
showed the ability to illustrate theoretical positions concrete examples, apply them in a new situation when performing a practical task;
demonstrated the assimilation of previously studied related issues, the formation and stability of the skills and abilities used in the development;
answered independently without leading questions from the teacher. One or two inaccuracies are possible when covering secondary issues or in calculations, which the student easily corrected at the teacher's remark.
An answer is rated "4" if it basically satisfies the requirements for a "5" mark, but has one of the following disadvantages:
there are small gaps in the presentation that did not distort the content of the answer;
one or two shortcomings were made in covering the main content of the answer, corrected according to the teacher's remark;
an error was made or more than two shortcomings were made when covering secondary issues or in calculations, easily corrected at the teacher's remark.
Mark "3" is placed in the following cases:
the content of the material is incompletely or inconsistently disclosed, but a general understanding of the issue is shown and skills sufficient for further assimilation of the program material are demonstrated;
there were difficulties or mistakes were made in the definition of concepts, the student did not cope with the application of the theory in a new situation when performing a practical task, but completed the tasks of a mandatory level of complexity on this topic;
with knowledge of the theoretical material, insufficient formation of basic skills and abilities was revealed.
Mark "2" is placed in the following cases:
the main content of the educational material is not disclosed;
ignorance or misunderstanding by the student of the most or most important part of the educational material is detected;
errors were made in the definition of concepts, features, patterns, conclusions were not given, errors were not corrected after several leading questions from the teacher.
Evaluation of students' written work.
The mark "5" is set if:
the work is done completely, conclusions are drawn, neatly;
there are no gaps and errors in logical reasoning and justification of the answer (one inaccuracy is possible, a typo that is not the result of ignorance or misunderstanding of the educational material);
when performing tests in the GIA format, 3-5 errors are allowed.
Mark "4" is set if:
the work has been completed in full, but the substantiation of the conclusions is insufficient, inaccurate;
one mistake or two or three shortcomings in the conclusions;
when performing tests in the GIA format, 6-8 errors are allowed.
Mark "3" is set if:
more than one mistake or more than two or three shortcomings were made, but the student has the required skills on the topic being tested, there are no conclusions;
when performing tests in the GIA format, 9-11 errors are allowed.
Mark "2" is set if:
significant errors were made, showing that the student does not own the material studied, performed incorrectly;
when performing tests in the GIA format, 12-17 are allowed.
The mark "1" is set if:
the work showed the student's complete lack of required knowledge and skills on the topic being tested, or a significant part of the work was not done independently.
The system of intra-school monitoring of educational achievements and the portfolio (portfolio) of achievements as tools for the dynamics of educational achievements.
The indicator of the dynamics of educational achievements is one of the main indicators in assessing educational achievements. The positive dynamics of educational achievements is the most important basis for making a decision about the effectiveness of the educational process, the work of a teacher or educational institution, and the education system as a whole. The system of intra-school monitoring of educational achievements (personal, meta-subject and subject), the main components of which are the materials of initial diagnostics and materials that record current and intermediate educational and personal achievements, allows you to fully and comprehensively evaluate both the dynamics of the formation of individual personal qualities and the dynamics of mastering meta-subject actions and content.
Intra-school monitoring of educational achievements should be conducted by each subject teacher and recorded using assessment sheets, class journals, diaries of students on paper or electronic media.
Separate elements from the intra-school monitoring system can be included in the portfolio (portfolio) of the student's achievements. It is a specially organized selection of works. that show effort. Progress and achievements of the student in areas of interest to him. The portfolio of achievements may include the results achieved by the student not only in the course of educational activities, but also in other forms of activity: creative, social, communicative, physical culture and health, labor activities occurring both within the framework of everyday school practice and outside it. , including the results of participation in olympiads, competitions, reviews, exhibitions, concerts, sporting events, various creative works, crafts, etc.
The decision to use the portfolio of achievements within the framework of the internal assessment system is made by the educational institution. The selection of works for the portfolio of achievements is carried out by the student himself, together with the class teacher and with the participation of the family. The inclusion of any materials in the portfolio of achievements without the consent of the student is not allowed.
Characteristics of control and measuring materials,used in assessing the level of preparation of students.
Testing and assessment of knowledge takes place in the course of current classes in oral or written form. Written work is carried out on significant issues of the topic or section of the life safety course. Control written work is carried out after studying the sections of the program of the life safety course at the end of the quarter and the academic year. In the course of life safety, a test form of knowledge testing can be used.
Teaching life safety, as well as other subjects, provides for individually - thematic control of students' knowledge. Moreover, when checking the level of assimilation of the material on each sufficiently large topic, it is mandatory to evaluate two main elements: theoretical knowledge and the ability to apply them when choosing practical ones.
To control knowledge on life safety, various types of work are used (tests, express surveys, independent, verification, control, practical, situational tasks).
Criteria for evaluation
Evaluation of students' oral responses.
Rating "5" it is set if the student shows a correct understanding of the issues under consideration, gives accurate formulations and interpretations of the basic concepts, builds an answer according to his own plan, accompanies the story with examples, knows how to apply knowledge in a new situation when performing practical tasks; can establish a connection between the studied and previously studied material in the course of life safety, as well as with the material learned in the study of other subjects.
Rating "4" it is set if the student's answer meets the basic requirements for answering the mark "5", but is given without using his own plan, new examples, without applying knowledge in a new situation, without using links with previously studied material and material learned in the study of other subjects; if the student made one mistake or no more than two shortcomings and can correct them on his own or with a little help from the teacher.
Grade "3" it is set if the student correctly understands the essence of the issue under consideration, but in the answer there are separate gaps in the assimilation of the questions of the life safety course, which do not prevent further assimilation of the program material; knows how to apply the acquired knowledge in solving simple problems using stereotyped solutions, but finds it difficult to solve problems that require deeper approaches in assessing phenomena and events; made no more than one gross error and two shortcomings, no more than one gross and one minor error, no more than two or three minor errors, one minor error and three shortcomings; made four or five mistakes.
Grade "2" is set if the student has not mastered the basic knowledge and skills in accordance with the requirements of the program and made more mistakes and shortcomings than necessary for grade 3.
When evaluating students' oral responses, it is advisable to conduct an element-by-element analysis of the response based on the program requirements for the basic knowledge and skills of students, as well as the structural elements of certain types of knowledge and skills, the assimilation of which should be considered mandatory learning outcomes.
Evaluation of written examinations.
Rating "5" is given for work done completely without errors or omissions.
Rating "4" is given for a job that is completed in full, but if it contains no more than one minor error and one defect, no more than three defects.
Grade "3" is set if the student correctly completed at least 2/3 of the entire work or made no more than one gross error and two shortcomings, no more than one gross and one non-gross error, no more than three non-gross errors, one non-gross error and three shortcomings, in the presence of four five shortcomings.
Grade "2" it is set if the number of errors and shortcomings exceeded the norm for grade 3 or less than 2/3 of the entire work was correctly performed.
Evaluation of practical work.
Rating "5" is set if the student performs practical work in full in compliance with the necessary sequence of actions, independently and correctly chooses the necessary equipment; all techniques are carried out in conditions and modes that ensure obtaining the correct results and conclusions; complies with safety regulations.
Rating "4" is set if the requirements for grade 5 are met, but two or three shortcomings were made, no more than one minor error and one shortcoming.
Grade "3" is set if the work is not fully completed, but the volume of the completed part is such that it allows you to get the correct result and conclusion; if errors were made during the execution of the reception.
Grade "2" is set if the work is not fully completed and the volume of the completed part of the work does not allow drawing the right conclusions; if the steps were performed incorrectly.
In all cases, the mark is reduced if the student did not follow the safety rules.
Control and measuring materials are compiled in accordance with the requirements state standard on OBZH, the level of education of students. Testing works consist of questions and tasks that meet the requirements basic level both in volume and depth.
The system of control and assessment of the quality of knowledge in the lessons of life safety.
For the teacher-organizer of life safety at school, the problem of assessing the quality of students' knowledge is relevant because there are no clearly defined criteria for this subject. There are general requirements for the oral response of students, requirements for checking written work.
However, the specifics of the life safety course is that with a lack of hours, and this is exactly the case, the question arises of introducing express control methods, such as: tests, dictations, and others.
When conducting quality control of knowledge in the lessons of life safety, I use various forms control:
preliminary;
auxiliary;
current;
thematic
final.
Preliminary control- allows you to identify the knowledge that will be further emphasized when presenting new material
Auxiliary control- conducted by the teacher to establish the most difficult to learn elements of the lesson.
current control- is carried out at the end of each individual topic and covers the knowledge of the previous ones. to secure the material.
Thematic control- is carried out to check the assimilation of the material of the section
Final control– on passing a course consisting of several sections or the entire course as a whole.
When conducting quality control of knowledge, I use its various methods.
Oral control
student's monologue answer in question-answer form
requirements for this type of control is a correctly asked question, listening to the answer to the end.
It can be carried out as a current one in an individual, frontal or combined form.
When carrying out this type of control can be used various techniques a survey, the choice of which depends on the level of preparedness of students, the degree of their monologue speech, the psychological characteristics of each child.
I use an oral survey when the question does not require time for a long reflection, only knowledge of the first (reproductive) level is verified in this way.
cards with questions, (carried out when it takes time to think about a question, as a rule, these are questions of all levels, training in such a survey technique may or may not be given time to think about the answer, it is better to use it when it is necessary to establish the cause investigative connections of the second and higher order)
work with reference notes, (used when testing knowledge on the basis of a previously given reference note with the restoration of its individual parts or its full / partial retelling, used for children with a well-developed visual memory and to fix visual images and signs)
documents with their analysis, (used as a survey of the second and third levels of complexity, while forming the ability to highlight the main thing on the basis of already acquired knowledge)
ticket system (most often used when conducting exams and tests, requires a well-developed monologue, and is carried out at the end of a large section, or the entire course as a whole, when compiling a ticket form of a survey, the subject of each of them should cover all topics in one ticket)
The main disadvantage of oral questioning is the subjective attitude of the teacher to the student.
Written control
The student's written answer, which most fully reveals the essence of the question in a logical sequence, can be carried out both in an individual and frontal form. The main requirement for a written survey is sufficient time to write an answer, which depends on individual characteristics students.
Written survey techniques:
card survey test), this survey technique is carried out, as a rule, when revealing knowledge in two directions, deeply mastering a separately passed topic or as a control cut for mastering individual concepts of an entire section, cards can contain questions of all levels,
dictation is a technique in which express diagnostics of the assimilation of the material covered is possible. The peculiarity lies in the fact that the number of answer options is quite limited, usually no more than 5, and does not give a full assessment of the depth of acquired knowledge, in addition to this, sentences of dictations should be composed of no more than 9 words, which is due to the psychological characteristics of a person, here are quite high requirements for the compilation of the question itself, which should not be in the form of a complex or even more complexly subordinated sentence; when using this type of survey, the maximum level of questions is the second. The most primitive dictation is the dictation with the answers yes no
the test when using this control technique, it is necessary to fulfill the following requirements: reliability - that the test will show the same results repeatedly in similar conditions, and validity - that the test detects and measures the level of assimilation of exactly the knowledge that the teacher wants to test. The advantage of tests is that they can include questions of various levels, and the ease of processing the results, as well as the possibility of a subjective assessment of the student's knowledge disappears. At the same time, a few more requirements must be presented to the test itself. This is a clear wording of questions, really verified unambiguous answers, which by their nature fall into one category, can be used in the control of knowledge as a separately passed topic, section of the final control. When assessing the correctness of the answers and the tasks themselves, the level of complexity of the questions, which are distinguished by 3, should be taken into account:
reproductive level 1 - questions that require an unambiguous answer or an unambiguous answer, or a simple reproduction of the material already covered
work on the algorithm level 2 - the application of the acquired knowledge in solving the question posed according to the already known algorithm of actions.
Creative level 3 - independent search, the use of previously acquired knowledge in solving non-algorithmic problems using knowledge not only in the section and topic being studied, but also in other subjects, the ability to establish cause-and-effect relationships, patterns.
The peculiarity of this type of work is that the student performs partial search work when working with several primary sources, highlighting the main generalization of the studied materials, applying already acquired knowledge when covering this issue, the advantage is that as a result independent work the chosen topic for the abstract is most fully and deeply studied. Often, the abstract is confused with reports on the topic, despite the fact that rather stringent requirements are imposed on them, which are as follows, for school essays, the volume of the student’s own conclusions and conclusions. The analysis of the disclosed issue should be at least 20% of the total volume of the abstract; when writing the abstract, they should use primary sources that are not textbooks, educational / methodological aids, in the worst case, this is popular scientific literature. However, when checking abstracts, the difficulty is that the teacher, in principle, must know almost all the literature that can be used when writing an abstract. As a rule, an abstract is a work that must satisfy the 3rd level of complexity.
Criteria for evaluating works in all literature when checking the quality of students' knowledge are based on the following criteria.
5 - fully proficient, set subject to solving problems of all levels of complexity and obtaining more than 80% reliable (correct)
information in the presence of tasks of all levels or 95% when completing tasks of the 1st level, respectively, the percentage of correct answers will vary from the complexity of the tasks in the presence of tasks of 1 and 2 levels, the number of correct answers, respectively, will be from 87 to 90%
provided that in tasks containing three levels, the ratio by levels is 50:30:20, the first and second levels are 60/65:40/35, during an oral survey, the answer is exhaustive, complete and does not require additions and clarifications from the teacher
4 - knows enough, is set subject to solving problems of levels 1 and 2 in a three-level task and receiving from 65 to 70% of correct information or 75% when solving problems of level 1, during an oral survey, the answer contains small omissions that are restored by the student with leading questions teachers in small numbers.
3- insufficient knowledge, put on condition of solving tasks of the first level in multi-level tasks in the amount of at least 75% or with 505 correct answers to the questions of a single-level task. The oral answer contains factual errors that are corrected with additional questions from the teacher, the answer is incomplete, illogical construction of the answer, unrelated story, weak monologue speech, answer with the help of the teacher.
Content
Introduction 3
Chapter 1. general characteristics modern methods and means of assessment 7
1.1. Traditional controls 7
1.2. Control and assessment system in modern education 8
Chapter 2 Theoretical basis the use of practical tasks as a means of assessment in the educational process of a secondary school in the lessons of life safety 13
2.1. Practical tasks as a means of assessing students 13
2.2. Application of practical tasks in the course of the basics of life safety 17
Chapter 3. Empirical study of the use of practical tasks as a means of assessment in teaching schoolchildren the basics of life safety 23
3.1. Goals, objectives and methods of research 23
3.2. Analysis and experimentation 26
Conclusion 39
References 41
Applications 44
Introduction
Security problems have always existed, however, today they have become especially aggravated and are in the center of public attention. The issues of maintaining safe life activity and people's health should find their clear expression in the education of the 21st century. Protecting a person from negative impacts of anthropogenic and natural origin and achieving comfortable living conditions is the main goal of life safety as a science and the primary task of the state. In our time, the problem of security has become even more aggravated. Society bears huge losses and damages from accidents, fires, accidents, catastrophes. Much attention is paid to human security issues in scientific papers Yu.N. Arsent'eva, B.C. Belova, N.N. Maslova, O.N. Rusaka, E.Ya. Sokolova and others. Organizing and methodological work is carried out by the International Academy of Sciences of Ecology and Life Safety.Meanwhile, the target settings of general education do not actualize the formation of students' readiness for safe activities. A unified methodological basis for teaching in school education does not always correspond to the peculiarities of emergency situations in different regions. In the state educational standard on the subject "Fundamentals of Life Safety", the emphasis is on the protection of the environment, and not on human safety in any spheres of life and activity. Not all Russian schools study life safety purposefully, and in a number of schools the subject "Fundamentals of life safety" is replaced by an integrated course.
The concept of public security states that the modern activity of people in all its aspects - social, political, technical, economic, military - does not guarantee the survival of man as a biological species. Under these conditions, the issues of ensuring life safety are becoming the main problem of the upcoming new era in the development of society and, first of all, of the 21st century. In this regard, the need for the formation of qualities in a person that ensures both his own and public safety is increasing. These qualities become system-forming for solving a complex set of problems, and the educational area, which is directly responsible for solving these problems, acquires the role of the main basic component of the educational process. First of all, the sphere of education should become a key link in the formation of a “safe” type of personality, focused on the creation and development of society and aware of the value of one’s life and health. At present, there is no doubt about the need for an early, widespread and decisive change in the basic paradigm of all types of human activity - from the maximum usefulness, as it has always been until now, to the guaranteed minimum of all possible dangers, while maintaining the maximum possible knowledge and skills. The formation of a student's readiness to overcome the adverse conditions of nature and society is hampered by the lack of consistency in the educational sphere, as well as insufficient attention to the means and methods of developing practical survival skills.
Based on the foregoing, it is necessary to highlight the contradictions that have arisen in the field of life safety research between the desire of each family to see their child ready to recognize the existence of dangers, predict their manifestation, protect themselves from them and the practical unpreparedness of schools to form a safe life activity, taking into account the climatic and geographical features of the region; between the real organizational and pedagogical conditions for teaching and educating the safe activity of students and the practical implementation in schools of the course "Fundamentals of Life Safety"; between the needs of the educational school in the new system of special training for schoolchildren and the lack of scientific justification preparing them for a safe life.
The object of this study is the methods and means of assessing students.
The subject of the study is the features of modern methods and means of assessing students in life safety lessons.
The purpose of the study is to analyze modern methods and means of assessing students in life safety lessons.
To achieve this goal, it is necessary to solve the following tasks:
- characterize traditional means of control;
to characterize the control and evaluation system in modern education;
consider practical tasks as a means of assessing students;
designate the application of practical tasks in the course of the basics of life safety;
conduct an empirical study of the use of practical tasks as a means of assessment in teaching schoolchildren the basics of life safety.
Research base: Murmansk Polytechnic Lyceum, 8th grade.
Research methods:
- analysis of psychological, pedagogical, methodological literature;
conducting a pedagogical experiment;
observation;
survey according to the methodology (C.D. Spielberg);
life safety testing;
statistical data processing (Fisher's F-test).
The theoretical significance of the work is due to its novelty and consists in posing and solving an important problem for pedagogy: increasing knowledge and the level of emotional attitude to the life safety course.
The course work consists of an introduction, three chapters, a conclusion and a list of references.
Chapter 1. General characteristics of modern methods and means of assessment
1.1. Traditional controls
Traditional means of control include written or oral lesson surveys, homework assignments and exams. Oral lesson surveys are usually used in the current control. They involve getting students' answers to the teacher's questions and have advantages because they are easy in organizational terms, provide prompt feedback in the process of correcting students' learning, stimulate discussions in the class and develop communicative competencies. The disadvantage of oral surveys is the fragmentation of the coverage of students, since a teacher can interview no more than 4-5 people per lesson. Written lesson surveys include tests that sum up the results of a certain period of study.A special form of control is homework, the discussion of the results of which in the class has a learning effect, especially in cases where tasks allow non-standard solutions. In the final control, oral or written exams are usually used, which cause significant emotional and physical overload in schoolchildren.
The advantages of traditional control and evaluation tools are that their development does not cause difficulties for teachers, since it is based on an extensive methodological base and is easily implemented. The necessary preparation for the use of familiar surveys and exams teachers receive from own experience school years, and also does not require preliminary financial investments, expensive computers, software, tests are not needed.
The disadvantages are that there is no connection between traditional means of control and modern teaching technologies that ensure the development of variability and accessibility of educational programs for students, low efficiency in mass education, subjectivity and incomparability of control results.
The verification activity of the teacher ends with grading. Traditionally, in the educational process, the word "assessment" means a certain result. In a broader sense, this word means not only the final result, but also the process of forming an assessment, in this case the term “assessment” is used.
Evaluation is a necessary component of the control process, the results of which have great importance for students and their parents, since school grades affect the future of the child to one degree or another and introduces an element of competition in relation to students. However, often grades are given in a hurry or depend on the personal relationship between the teacher and the student, class attendance, student behavior in the classroom, etc.
To give the assessment maximum objectivity and adequacy of the goal of control, it is necessary to focus on the subject of assessment and minimize the influence of other factors.
1.2. Control and evaluation system in modern education
The general idea in a modern control and evaluation system is to create a set of methods, procedures, meters, software and pedagogical tools that interact as a whole in the process of checking learning outcomes, assessing the state of control objects, analyzing control data, interpreting them and developing corrective actions in order to improving the quality of education.A modern control and evaluation system should have a holistic functional and structural structure, combining traditional and innovative methods of control.
The creation of such a system in a school involves the establishment and support of all the necessary information flows to manage the quality of education, the coverage of users with different levels of access, including students, their parents, teachers and school administration.
In the course of further research, modern methods for assessing knowledge, skills and abilities were considered:
- Programmed control
However, this method also has its shortcomings. The main one is that it can be used to check only certain aspects of the assimilation of the studied material. However, this method does not allow revealing the entire completeness and volume of knowledge. However, each of the above methods of testing and evaluating knowledge has its pros and cons. Written tests are useful in that they make it possible to check and evaluate the knowledge of all students in a class or group at the same time, but they require a lot of time and therefore cannot be carried out often. Hence the conclusion follows: in the system of educational work, all the above methods of testing and assessing knowledge should be applied in order to ensure the necessary systematic and depth control over the quality of students' progress.
- Rating system for assessing the quality of assimilation of educational material
The rating system of assessment takes into account all the vigorous activity of students associated with the acquisition of knowledge, skills and other indicators that form the personal qualities of students. The score obtained with the test is more differentiated. Traditional assessment methods use a four-point scale (“excellent”, “good”, “satisfactory”, “unsatisfactory”).
Test results, due to the special organization of tests, can be presented in differentiated scales containing more grades of assessment. At the same time, high accuracy of measurements of educational achievements is ensured.
Since ranking is a scale of achievement, there must be a standard of measurement. Such a tool is a correctly constructed and well-written test that corresponds to the subject of study.
The rating system is not only an assessment of the level of knowledge assimilation, but also a method of a systematic approach to the study of the discipline.
- Testing
In the future, to consider modern methods of assessment, new tasks of the control and evaluation system were considered
These include:
- obtaining objective information about the level and quality of individual educational achievements of students in order to correct the educational process;
obtaining objective current and predictive information about the quality of education for municipal and other educational authorities;
providing the possibility of individualization of the educational process based on the results of control, the implementation of personality-oriented, developing and other innovative technologies training without unreasonable increase in labor costs on the part of the teacher;
collection and analysis of objective information about the preparedness of students for setting final grades when moving to the next level of education;
support for the development of new forms, methods and means of control that are adequate to the competency-based approach, authentic, balanced and integral assessment of students' educational achievements;
providing opportunities for self-control, self-correction and self-assessment for students;
creation and support of the functioning of the school system for monitoring the quality of education.
Chapter 2
2.1. Practical tasks as a means of assessing students
The leading principle of teaching and upbringing in the secondary school is the close connection between learning and labor. All-round development of independence and initiative of students is one of the most important conditions for the correct construction of the teaching of all school disciplines, including the basics of life safety (LS). The solution of these problems requires that students, receiving a general education, have practical training, be able to link theoretical knowledge with practice. In the light of these tasks, correctly organized practical tasks of students become especially important. Life safety programs for secondary schools, in accordance with the restructuring of the work of schools based on the implementation of the connection between learning and life, provide for mandatory practical tasks with the allocation of special time for their implementation.Practical tasks, being one of the means of increasing the activation of the educational process, contribute to solving the problems of both learning and the moral development of the personality of students, help to overcome the known gap between teaching and education.
The correct organization of practical tasks is an important means of ensuring the development of thinking, mental abilities of students, since comparisons, analysis, and generalizations are widely used in the process of their implementation. These tasks contribute to the assimilation of the essence of the phenomena and concepts of the security of the state, the environment and the individual, studied in school life safety courses, the development of a culture of educational work and a creative approach to educational work.
Purposeful and correctly methodically organized practical tasks are a means for a comprehensive disclosure of knowledge, a criterion for the assimilation of knowledge and a means of instilling skills and abilities.
The value of practical tasks was highly appreciated by teachers and the most prominent methodologists of the pre-revolutionary school.
Practical tasks of students contribute to the development of very important volitional qualities of the student, necessary in life: perseverance and perseverance in work and in overcoming the difficulties encountered, a high sense of responsibility, diligence and diligence. By performing this or that practical task, students master a certain range of knowledge, acquire the skills and abilities to independently solve the task assigned to them, learn deeper and better the material on which the task was built. In practical tasks, knowledge is concretized: what was only in thoughts becomes material, tangible, visible, real. In the process of their implementation, the development of practical skills and abilities is carried out, the initiative of students, their creativity appears and develops, which is very important in educational terms. Practical tasks prevent the premature onset of overwork, are performed with great desire, interest and efficiency.
The program provides for only the main types of practical tasks, but, as observations show, they are not fully performed by teachers, some teachers sometimes, only after passing through the theoretical material, set aside special lessons for practical work; tasks that are in textbooks are not always completed. They must be carried out in direct connection with the theoretical material being studied; practical tasks should take place at all stages of the pedagogical process.
The purpose of practical work can be different. Some of them form and improve knowledge, others develop certain practical skills and help to better comprehend and assimilate the material being studied, but one thing is clear that they must be started from the very beginning of systematic teaching, with a gradual complication of the content of the tasks given and a consistent increase in the degree of independence of students in their implementation.
The quality of the knowledge, skills and abilities acquired by students from practical work is determined mainly by the nature of its organization and involves greater mental activity of students, the tension of their attention, will, attraction of the experience accumulated by students and the application of previously acquired knowledge.
Before proceeding to the implementation of practical tasks, it is necessary to systematically prepare students, conduct training work on the implementation of these tasks, through detailed instructions, conducting joint preliminary exercises with the whole class. Necessary condition for the preparation and conduct of practical work is the collective and active work of the whole class in explaining new material.
The first practical tasks are semi-independent and are carried out under the direct guidance and supervision of the teacher in the classroom. The teacher monitors the implementation, makes the necessary comments, instructions and provides assistance in the course of work. Only after the teacher is convinced that the students will be able to cope on their own, it is possible to give practical tasks of an independent nature.
Of great importance is how the task is composed and how it is presented to students. Tasks performed mechanically, without the necessary understanding and active mental work, are pedagogically inappropriate. Any practical work should be feasible and difficult enough. It is important to cultivate the ability to spend no more time than necessary on work, and for this the teacher must do the work himself and know how much time is needed for it and, accordingly, correlate it with the time for the students. The delay in completing tasks indicates that the student either has a poor command of the method of its implementation or does not understand this task.
When organizing and conducting practical tasks, it is necessary that:
- The students were prepared for their implementation.
The tasks were based on the students' knowledge, i.e. were available.
There was no difficulty in understanding and completing the task.
The attention of students was drawn to the main thing.
The students were stimulated to make new efforts in their work, to overcome difficulties on their own.
The work was carefully checked by the teacher, and the results of the check served as material for correcting mistakes when performing them in the future.
The pedagogical and methodological literature highly appreciates the importance of students' practical tasks. They are considered as a necessary link in the educational process and an effective means of mastering strong and deep knowledge, skills and abilities. The correct formulation of practical tasks not only contributes to a better understanding, assimilation of the material being studied, but also awakens the creative thought of students, raises new questions. Conducting practical work at all stages of the lesson is justified by the provisions of the Marxist-Leninist theory of inquiry, the data of psychology, the materialistic doctrine of the higher nervous activity of a person and Soviet pedagogy.
The degree of independence of students in the learning process can be very different. So, when conducting a conversation in the classroom and at the stage of teaching the methods of performing practical tasks, students, depending on their knowledge, answer the questions posed to them in different ways, and here the leading role of the teacher is enormous, the general course of mental operations of each depends on him. student.
When conducting practical work, each student independently studies the task and performs the work indicated in it, drawing the appropriate conclusions, although the leading role of the teacher is not excluded here either. In the process of performing such work, knowledge is not only concretized and consolidated, but new ones are acquired, and thinking develops.
The conscious acquisition of knowledge by the students themselves improves the quality of learning. If they have the skills to perform practical tasks, students show their initiative in a certain sequence of completing the task, but when determining the content of practical work, the initiative belongs only to the teacher. Therefore, when compiling a task, it is necessary to accurately indicate the order of its implementation: a) the topic; b) questions to be answered; c) the content of tasks and the sequence of their implementation; d) lesson equipment; e) time to complete the work. The degree of independence of students at the same time depends on the general level of development and preparation of students and should change both throughout the year and from grade to grade.
Practical work in the experience of schools has not yet received mass distribution. Due to the large amount of program material, teachers do not find time for practical work.
The question of practical tasks in many disciplines has not yet been adequately developed theoretically, and in the struggle for the conscious and stable assimilation of knowledge, it acquires exceptionally great importance. The problem of organization, content and methodology of practical assignments remains unresolved, and there are serious gaps in the conduct of these works.
2.2. Application of practical tasks in the course of the basics of life safety
The main goal of organizing the educational process on the basics of life safety at school is to enable participants in the educational process to expand their cognitive capabilities and skills in the field of ensuring the safety of the individual, society and the state, maintaining and strengthening their health through the most appropriate and effective forms of classes, in which the organizers - teachers use practical tasks.The main goal of training students in the basics of life safety (LS) is to prepare a person for successful actions to ensure the security of the individual, society, and the state.
The subject "Fundamentals of life safety" must not only be studied, but also actively, purposefully develop practical skills in children and young people. Students must acquire not just knowledge, but the sum of competencies that will make their lives as safe as possible.
Lifestyle is not a set of skills or a list of questions. This list of effective responses to a wide range of modern threats is an innovative field of rapidly evolving interconnected technologies, including legislative and other regulatory requirements that cannot be studied in isolation in courses of different subjects.
Important tasks in the practical activities of students are: the formation of habits, skills, abilities that ensure successful actions in solving issues of personal and public safety, the ability to systematize knowledge on life safety issues and effectively apply them in everyday life.
The project proposed by the Ministry of Education and Science of the Russian Federation makes it possible to provide an active approach to learning as a process of developing a safe type of personality, gaining spiritual and moral experience and social competence.
The activity approach of the OBJ teacher should ensure the transition from defining the goals of training in the course of OBZh as the assimilation of knowledge, skills, and abilities to determining the goal of forming schoolchildren's ability to learn, adequately respond to natural, man-made and social emergencies.
As a result of students studying the system of scientific concepts that make up the content of the life safety course, the activity approach should provide them with the solution of significant life tasks, recognition of the decisive role of educational cooperation in achieving learning goals.
The active approach of students to the study of the life safety course will give them the opportunity to:
- To form a conscious and responsible attitude towards personal safety and the safety of others.
Ensure the inculcation of fundamental knowledge and skills to recognize and assess dangerous situations, harmful factors of the human environment, and determine ways to protect against them.
To ensure the instillation of skills in liquidation of the consequences of emergency situations, in the provision of self- and mutual assistance in cases of manifestation of any dangers.
Acquire knowledge, skills, physical and psychological qualities of a person necessary to accelerate adaptation to environmental conditions.
Be internally prepared for the most potentially dangerous activities, including military service.
When developing and planning the implementation of OBZh, it is necessary to take into account the specifics of this course. Not all educational areas, such as fire safety and rules of conduct in case of fire, safety in forced autonomous existence, safety in changing climatic and geographical conditions, safety on water, lend themselves to detailed practical study, the acquisition of skills and the training of these skills in natural conditions for this section. Activities for the implementation of the acquisition of practical skills in such areas are carried out, as a rule, in classrooms and are implemented through practical tasks, such as modeling dangerous and extreme situations, solving situational problems.
To ensure the effectiveness of the educational process on life safety, it is necessary to use all types of organization of training sessions; all types of educational activities of students, including games, projects, research with the use of practical tasks.
The content of the OBZh subject provides for the mandatory study of topics related to fire safety issues. At the same time, practice shows that the time allotted by the federal basic curriculum is not enough for a complete theoretical and practical coverage of fire safety problems and practicing practical actions in the event of a fire.
The formation of systemic knowledge, skills and abilities in the field of fire safety among students in educational institutions requires additional extracurricular time and should be carried out not only within the training hours provided for the study of life safety, but also through practical extracurricular activities (workshops, "round tables", quizzes, sports contests, didactic games on fire safety, Fire Safety Day, etc.) throughout the school year and, in particular, at the end of the quarters before the holidays, when it is extremely important for students to be reminded of the basic rules of fire safety, the causes and consequences of fires and actions to take when they occur.
An important means of developing skills for safe behavior in case of fires is training with trainees to develop an evacuation plan in case of fire in an educational institution, which are recommended to be carried out at least once every six months.
Approbation of new practical tasks has been going on for a long time. Practical lessons are a way to enhance cognitive activity, develop interest in the lesson and, as a result, increase motivation.
Of great methodological importance is the idea of such a construction of training that would take into account the zone of proximal development of the personality, i.e. it is necessary to focus not on the current level of development, but on a slightly higher one, which the student can achieve under the guidance and with the help of a teacher.
The quality of training students in the basics of life safety is largely determined by the forms and methods of teaching the course. The practice of professional activities of life safety teachers, who use various types of practical tasks, shows that this significantly activates the activity of students, helps them to better assimilate the educational material.
In the domestic school, there was a tendency to reduce the interest of schoolchildren in classes. Teachers tried to stop the alienation of students from cognitive work in various ways. The vast majority of teachers reacted to the aggravation of the problem by actively using practical lessons aimed at arousing and maintaining students' interest in educational work. The search for new practical tasks that were not included in the program of the life safety course is aimed at giving the educational process greater flexibility, efficiency, freeing it from clichés and overorganization.
An analysis of the pedagogical literature made it possible to single out several types of practical tasks. Their names give some idea of the goals, objectives, methods of conducting such classes. We list the most common types of practical tasks:
- brainstorm;
modeling of dangerous and extreme situations;
solution of situational problems;
independent filling of tables;
skills development;
laboratory work, etc.
The key component of the course is a practice-oriented component, which manifests itself in the implementation of a system of practical tasks in the main sections of the life safety course.
In the lessons of the educational process using practical tasks, it is necessary to include situational tasks, which expands the pedagogical possibilities of the workshop for the formation of skills and abilities in students.
The task of any education is to familiarize a person with the cultural values of science, art, morality, law, economy, and life safety. The problem of the goals of educating a safety culture is reflected in pedagogy and methods of teaching the basics of safety. One of the main goals of education is readiness for survival, education of a safe personality, i.e. a person who is not capable of harming either people, or nature, or himself. Safety culture, as a component of culture, exists in various forms, includes the main elements of the spiritual life of society and the structural components of spiritual activity. Regardless of the form of implementation of one or another component of safety culture, their function is common for them - prevention and overcoming of harmful and dangerous factors in the life of a person and society.
Chapter 3
3.1. Goals, objectives and research methods
The purpose of the work: to theoretically substantiate and experimentally prove the impact of the use of a complex of modern methods and means of assessment in the course of the basics of life safety on the level of knowledge and emotional attitude to educational activities.Object: the process of teaching life safety to schoolchildren using a set of practical tasks.
Subject: the role of practical tasks in the assessment of schoolchildren "Basics of life safety".
Hypothesis: If a special complex of modern methods and assessment tools is used in the lessons of the basics of life safety, then the level of knowledge increases and a positive emotional attitude to learning activities is formed.
In accordance with the goal, the following tasks are put forward in the work:
- On the basis of theoretical literature, to analyze the problem of using practical tasks in life safety lessons.
Develop a set of lessons using practical tasks.
Conduct a pedagogical experiment.
To analyze and statistically process the results of the study.
Methodology for diagnosing motivation for learning and emotional attitude to learning in middle and high school (Appendix 1,2,3).
The proposed method for diagnosing learning motivation and emotional attitude to learning is based on the questionnaire of Ch.D. Spielberger, aimed at studying the levels of cognitive activity, anxiety and anger as actual states and as personality traits.
Purpose of the test:
The questionnaire allows you to identify the level of cognitive activity, anxiety and anger as a current state. The technique is a modification of the C.D. Spielberger adapted by A.D. Andreeva in 1988.
Here, cognitive activity is understood as the curiosity inherent in a person (as opposed to curiosity at the level of perception), direct interest in the world around, activating the cognitive activity of the subject. Anger and anxiety are emotions that depend on hierarchically organized brain structures; they enhance the effect of emotional stimuli, and this enhancement externally manifests itself in the form of a difficult adaptation of the subject to vital situations.
Experimental material: methodology form, instruction and task (Appendix 3).
Order of conduct:
The technique is carried out frontally - with a whole class or group of students. After handing out the forms, the students are invited to read the instructions, then the teacher must answer all the questions they ask. You should check how each of the students completed the task, whether they understood the instructions exactly, and answer the questions again. After that, the students work independently, and the teacher does not answer any questions. Filling in the scale along with reading the instructions - 10-15 minutes.
Test Description:
The questionnaire combines scales of cognitive activity, anxiety and negative emotional experiences that characterize a person's state at a particular moment. In accordance with the task of diagnosing an emotional attitude to learning, the questionnaire reflects the state of students in the classroom, in the course of educational work in the classroom. This technique allows us to determine how the learning process affects the characteristics of the student's emotional experiences. In addition, the questionnaire can be used to study the emotional attitude of students to a particular subject.
The questionnaire is most appropriate to use in the course of individual work with a child experiencing difficulties in mastering certain educational material.
Test key:
Anxiety: 1, 4, 7, 10, 13, 16, 19, 22, 25, 28.
Cognitive activity: 2, 5, 8, 11, 14, 17, 20, 23, 26, 29.
Negative emotional experiences: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30.
When answering, the subjects use a four-point rating scale: "Almost never" (1 point), "Sometimes" (2 points), "Often" (3 points), "Almost always" (4 points).
Results processing: The scales of cognitive activity, anxiety and negative emotions included in the questionnaire consist of 10 items arranged in a certain order.
Some of the items on the questionnaire are formulated in such a way that a score of "4" reflects a high level of anxiety, cognitive activity, or negative emotional experiences (for example, "I'm angry"). Others (eg, "I'm calm", "I'm bored") are worded in such a way that a high score expresses a lack of anxiety or cognitive activity; there are no such items in the scales of negative emotional experiences. Point weights for scale items in which a high score expresses the presence of a high level of emotion are calculated in accordance with the way they are marked on the form. For scale items in which a high score reflects the absence of emotion, the weights are calculated in reverse order:
- 1, 2, 3, 4 are marked on the form.
weight for counting: 4, 3, 2.1.
On a scale of anxiety: 1.7, 19, 25.
On a scale of cognitive activity: 23, 29.
To obtain a score for any state or property, the sum of the weights for all 10 points of the corresponding scale is calculated. The minimum score for each scale is 10 points, the maximum is 40 points. If 1 item out of 10 is missing, you can calculate the average score for those 9 items that the subject answered, then multiply this number by 10; the score will be expressed by the average following this result. If two or more points are missing, the reliability and validity of the scale will be considered relative.
Thus, for each individual receive data on the level of basic emotional processes in the course of learning activities, such as anxiety, cognitive activity and negative emotional experiences. Based on individual data, it is possible to calculate the average values of anxiety, cognitive activity and negative emotions for a certain group of students (for example, a class). This allows you to determine the indicators of the levels of cognitive activity, anxiety and negative emotional experiences in the classroom in different age groups. Data for different age groups are given in the table. (Appendix 2).
3.2. Analysis and experiment
The main way to organize the activities of students in the practical is a group form of work.Main stages:
- communication of the topic, purpose and objectives of the workshop;
updating the basic knowledge and skills of students;
motivation of educational activity of students;
familiarization of students with the instruction;
selection of necessary didactic materials, teaching aids and equipment;
performance of work by students under the guidance of a teacher;
discussion and theoretical interpretation of the results of the work.
To study the quality of knowledge assimilation through practical tasks in the lessons of life safety, we selected two groups, the control group - grade 8A and the experimental group - grade 8B.
Ascertaining experiment.
In the EG and CG the current section of knowledge was made. The students were offered a test in 2 versions, each with 7 questions (Appendix No. 1). Test tasks were developed by S.S. Solovyov according to the program of the textbook by I.K. Toporova. The topic of the test was determined by the topic of the previous lesson according to the given program.
The correct performance of one task was equal to 1 point. For correctly solved 13 tasks, the mark is "excellent", 10 tasks - "good", 7 tasks - "satisfactory", 5 task - "unsatisfactory". Students were given 20-25 minutes to complete the test. Test control makes it possible to check all students at a low cost of classroom time. The main disadvantage of this control is its limited application: it can only be used to check the reproductive activity of a schoolchild (familiarity with educational material and its reproduction. After checking the work, the data were entered into the table in average values. According to the results of the data, it can be said that the level of theoretical knowledge in the experimental and control groups is approximately equal (Table No. 1). The number of students who coped with "5" in the CG 28% (bp), in the EG 32% (7 people), who coped with "4" - in the CG 43% (9 people) in the EG 36% (8 people) ), who coped with "3" - in the CG 24% (5 people), in the EG 32% (7 people), and who coped with "2" - in the CG 5% (1 person), in the EG 0% (0 people .).
Table 1
The results of the verification work of the ascertaining experiment
Based on the results of the table, a diagram was compiled (Fig. 1), from which it can be seen that the level of theoretical knowledge in the experimental and control groups does not differ significantly.
Rice. 1. Results of the verification work of the ascertaining experiment
The formative experiment included a series of lessons.
In the control group, classes were conducted in the usual way according to the traditional system in accordance with the curriculum. In addition, the classes developed by us were not held in it. In the experimental group, the presentation of new material was in the form of practical work on the same topic as in the control group using practical tasks. The number of classes on life safety in the formative experiment was 5.
In the classroom, the subjects of the EG were offered various types of practical work. In practical activities, we used the brainstorming method, self-filling tables, were engaged in solving situational problems, a written solution to an intellectual question (Appendix 4).
At this stage of the experiment, we created the necessary conditions for equipping the developing environment of students in the educational process. The implementation of the practical part of the program required a close interweaving of the practical and theoretical activities of schoolchildren, the implementation of most of the work in the course of studying new material. Conducting each practical and independent work should be carefully planned. At each lesson, we clearly formulated the goals of the forthcoming work, determined its scope and forms of fixing the results in accordance with the requirements for normalizing the teaching load, and also determined the sources of information necessary for the performance of the work.
It is necessary to distinguish three fundamental stages within which the activities of students were organized:
Stage 1 - preparatory.
Preliminarily preparing for the lesson, students got acquainted with the theory on this material, watched a variety of videos and programs, studied the material of the textbook and additional literature, prepared for a conversation with the teacher on the main issues (presented in the textbook), using additional literature if desired.
Stage 2 - direct implementation of practical tasks.
At the practical lesson, the teacher set the goal and main tasks. During the conversation with schoolchildren, the teacher drew attention to the theoretical and practical significance of the work, noted the feasible level of complexity of practical tasks, thereby contributing to the creation of positive motivation for work.
Stage 3 - the stage of final control.
The students presented the results of the work in the form of tables, examples of which were offered at the beginning of the lesson in the methodological description. Thus, ordering, awareness of the actions performed by students was achieved. At the end of the tasks, the students analyzed the results obtained, compared them with the theoretical material.
Control experiment.
The main goal of the control stage was the following: to identify the level of knowledge of middle-level students and the effectiveness of using a special set of practical tasks after a series of lessons in the EC and according to the system of traditional education in the CG As the main tasks for this stage were:
- Determine the level of formation of knowledge, skills and abilities of students.
Determine the difficulties that arise when performing practical independent work.
The students were asked to answer 13 test questions (Appendix 5). The test was developed by S.S. Solovyov according to the program of the textbook by I.K. Toporova. The work was carried out in the conditions of a school lesson, all students performed tasks individually. The teacher supervised the work of the group and the order of testing. The time set for the work is 25-30 minutes. For correctly completed 11 tasks, the score is 5 "excellent", 9 tasks - 4 "good", 7 tasks - 3 "satisfactory", 5 tasks - 2 "unsatisfactory".
After comparing the results of the control group (grade 8 A) and the experimental group (grade 8 B), it can be seen that the level of knowledge in the CG (control group) remained approximately the same as before. In the control group, where practical work was carried out according to the school curriculum, we did not marked significant changes in the level of existing knowledge of schoolchildren. This can be judged by analyzing their overall result: those who completed "5" - 29%, "4" -38%, "3" - 28%, "2" - 5% (Table 2).
The results of educational achievements after the study in the experimental group (EG), which used practical tasks using various forms of conduct, showed significant differences from the primary ones and amounted to: 50% mastered knowledge perfectly well, 41% well, and only 9% satisfactorily ( appendix 6).
This is due to the fact that in this case this form of conducting a lesson determines the students' independent search for information and the manifestation of their existing knowledge.
The use of a practical lesson in the Basics of Life Safety course on the topic "Emergencies of a natural and man-made nature" turned out to be much more effective than the traditional presentation of theoretical information. After a series of lessons, we found out that this form of education contributes to a better assimilation of knowledge. This conclusion is confirmed by the analysis and the result of our work (Table 2).
table 2
Comparative data of the results of the verification work in the 8th grade after the formative experiment
Comparative results of the verification work after the formative experiment are presented in the diagram in fig. 2.
Rice. 2. The results of the verification work after the formative experiment
It can be seen from the diagram that the constituent levels of knowledge of the students of the experimental group have increased markedly. In the control group, according to the results of diagnostics, the level of knowledge remained practically unchanged.
To confirm the reliability of the above conclusions, it is necessary to carry out mathematical processing. To check the presence of a positive effect when applying practical tasks, we chose the method of solving according to the angular f - Fisher's criterion.
Decision:
- Let's check the feasibility of the constraints (n 1 = 21 > 5 and n 2 = 22 > 5).
Let us divide the groups of children into parts using the sign "did the task" (those who received 5 and 4 points for the test work) and "did not cope with the task" (those who received 3 and 2 points for the test work).
Let us calculate the percentages of the number of children who "did the task" and "did not cope with the task" in the experimental and control groups.
We see that none of the percentages is equal to zero.
- We formulate hypotheses
H 1: The proportion of subjects in the experimental group who "have an effect" exceeds the proportion of the same subjects in the control group.
- According to table 5 of Appendix III we find the values? 1 and? 2 according to the percentage of those subjects who "have an effect":
- Let's calculate:
? emp \u003d (2.532 - 0.609)v (21x22 / (21 + 22)) \u003d 1.923v (462/43) \u003d 1.923x3.278 \u003d
6,304
- According to Table 6 of Appendix III, we find the level of significance of the difference in percentages:
Let's compare
emp s? cr. (R< 0,05) = 1,64 и? кр. (р < 0,01) = 2,31
(they can also be found in Table 6).
We have the following on the significance axis:
As? emp > ? cr(r< 0,05) и подавно? эмп
>? cr(r< 0,01), то принимается
H 1 с вероятностью > 99%.
The proportion of children in the experimental group who completed the task is higher than the proportion of such children in the control group. Statistically, this percentage of differences is sufficient.
Answer: Differences in the results of the test groups are statistically significant.
At the last lesson in our experimental study, we offered students from the EG and CG to answer the questions of the questionnaire using the C.D. Spielberg, aimed at identifying the level of emotional attitude to learning (Appendix 3). This level is revealed using scales of cognitive activity, anxiety and negative emotions. We chose the C.D. Spielberg because the positive indicators of these scales determine a deeper study of the subject and, as a result, a better assimilation of knowledge and an increase in educational achievements.
The results of diagnosing the level of emotional attitude to learning in the control group after the program are presented in Table 3:
Table 3
The results of diagnosing the level of emotional attitude to learning in the control group after the program
| № |
Cognitive |
Negative |
Anxiety |
| student |
activity |
emotional |
|
| p/p |
experiences |
||
| 1 |
12 |
33 |
25 |
| 2 |
13 |
30 |
26 |
| 3 |
12 |
32 |
28 |
| 4 |
14 |
32 |
22 |
| 5 |
12 |
31 |
25 |
| 6 |
13 |
38 |
22 |
| 7 |
11 |
35 |
23 |
| 8 |
13 |
38 |
22 |
| 9 |
11 |
35 |
24 |
| 10 |
12 |
26 |
25 |
| 11 |
13 |
30 |
26 |
| 12 |
12 |
32 |
28 |
| 13 |
13 |
32 |
28 |
| 14 |
11 |
31 |
25 |
| 15 |
10 |
30 |
26 |
| 16 |
12 |
32 |
18 |
| 17 |
13 |
33 |
28 |
| 18 |
11 |
31 |
25 |
| 19 |
13 |
33 |
28 |
| 20 |
11 |
25 |
21 |
| 21 |
10 |
26 |
28 |
The results of diagnosing the level of emotional attitude to learning in the experimental group after the program are listed in Table 4:
Table 4
The results of diagnosing the level of emotional attitude to learning in the experimental group after the program
| student number, p / p |
cognitive activity |
Negative emotional experiences |
Anxiety |
| 1 |
35 |
13 |
14 |
| 2 |
24 |
12 |
18 |
| 3 |
33 |
12 |
12 |
| 4 |
27 |
10 |
15 |
| 5 |
32 |
13 |
12 |
| 6 |
24 |
14 |
13 |
| 7 |
26 |
14 |
11 |
| 8 |
31 |
15 |
10 |
| 9 |
27 |
13 |
12 |
| 10 |
26 |
10 |
15 |
| 11 |
28 |
10 |
14 |
| 12 |
35 |
14 |
13 |
| 13 |
28 |
10 |
16 |
| 14 |
26 |
13 |
14 |
| 15 |
23 |
10 |
12 |
| 16 |
14 |
11 |
10 |
| 17 |
21 |
13 |
11 |
| 18 |
23 |
14 |
12 |
| 19 |
25 |
14 |
13 |
| 20 |
23 |
10 |
11 |
| 21 |
26 |
10 |
11 |
| 22 |
24 |
16 |
10 |
Based on the results of the average values, we will compile a table (Table 5) and a diagram (Figure 3).
Table 5
Table of average values of the results of the methodology for determining the level of emotional attitude to learning after the study
Rice. 3. Average results
It can be seen from the results of the questionnaire that in the EG the average score of cognitive activity, which, first of all, contributes to the improvement of academic performance, is 28 and refers to the 2nd level of motivation for learning (Appendix 2), which, according to the methodology, is interpreted as a productive motivation for acquiring knowledge, a positive attitude towards teaching. In the CG, the average score is 12 and relates it to the 3rd level of motivation for learning and is defined as a level with a slightly reduced cognitive motivation and a negative attitude towards learning.
After analyzing the data on normative indicators (Appendix 2), we can say that in the CG the emotional attitude to learning is interpreted as an experience of "school boredom", in the EG the indicators indicate the internal psychological calmness of the group and a positive emotional attitude to learning.
findings
Thus, our hypothesis is confirmed.
If a special complex of modern methods and means of assessment is used in the lessons of the basics of life safety, then the level of knowledge increases and a positive emotional attitude to learning activities is formed. The use of practical tasks in the Basics of Life Safety course turned out to be much more effective than the traditional presentation of theoretical literature. During the pilot study, we found that this form of education contributes to a better assimilation of knowledge. This conclusion is confirmed by the analysis and the result of our work.
After the end of the formative stage, using similar methods as at the ascertaining stage (testing, observation, analysis of the products of students' activities), we analyzed the dynamics of changes in the level of students' knowledge.
If at the initial stage of the experiment, many schoolchildren had difficulties in completing assignments, then gradually there were less and less unsolved tasks and erroneous answers when performing test work, difficulties were overcome by activating the knowledge gained in practical lessons.
The biggest problems were:
- tasks with multiple choice answers;
tasks that require determining the correct sequence of actions;
term definition task.
It should be noted that the students performed practical tasks with great interest. They tried to understand the essence of the tasks themselves, to find answers to questions, to solve the proposed situational tasks.
Summing up, it is necessary to note the positive impact of practical tasks on the level of educational achievements. When performing tasks, there was a desire to achieve one's goal, concentration.
Comparing the results, we can state that the organization of classes in the traditional form has a lower result than the use of a special set of practical tasks. The CG results confirm this. The use of special practical tasks in life safety lessons contributes to a better assimilation of knowledge and an increase in cognitive activity.
life safety
