Presentation on the topic: teacher portfolio Kazakh language and literature

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Presentation on the topic: portfolio of the teacher of the Kazakh language and literature

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General information about the teacher Saida Dauletkanova Date of birth 12/16/1984 Higher education, East-Kazakhstan State University named after Sarsen Amanzholov, 2008, “Kazakh language and literature”, teacher of the Kazakh language and literature Pedagogical experience 7 years Experience in position 7 years Work experience in this educational organization 7 years Qualification category no

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Introspection pedagogical activity I, Dauletkanova Saida Kazhimukankyzy, teacher of the Kazakh language and literature of KSU " high school No. 6 of the city of Zyryanovsk, born in 1984, graduated in 2008 from the S. Amanzholov East Kazakhstan State University. I have been working at this school since August 27, 2008. My teaching experience is 7 years. In my practice, I have experience working with children of different age categories and levels of readiness. IN this moment I teach in grades 3, 4, 9. The main goal of my pedagogical activity is to educate an independently thinking person who is able to adapt to changing conditions of life, to form in students the ability and desire for self-improvement and self-education. I see the achievement of this goal as possible through the effective construction educational process, application of modern technical means learning. New teaching methods that take into account the different levels of training of students; through the involvement of students in research work in the subject, to participate in various competitions and olympiads. As a teacher-philologist, I believe that the main task of my pedagogical activity is not only to give a certain amount of knowledge (to expand lexicon students, to show the inexhaustible riches of Kazakh speech, but also, what is no less important and valuable, to show their practical value and necessity in later life. In other words, when leaving school, children should be able to speak competently, have oratory skills, be able to actively own a wealth of oral and writing, to think, to have a desire for the further development of their creativity. In the classroom I try to create such an atmosphere that the children feel cozy and comfortable. I try to interest each student, create conditions for the disclosure and development of students' abilities.

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In my work I use various forms of organizing the cognitive activity of students: individual, group, pair, collective. In my lessons I use various forms of control and assessment of students' knowledge: testing, knowledge cut, independent and test papers. For a more solid assimilation of knowledge, skills, I use tables, diagrams, samples. Non-traditional forms of conducting a lesson stimulate the activity of students, so I conduct competition lessons, seminars, travels, workshops, lessons in the form of a business game. In such classes I create conditions that allow all students to realize their intellectual potential. Great importance I give independent activity to students. I strive to conduct each lesson at a high methodological level, taking into account the individual characteristics and level of preparedness of students, I am constantly looking for new forms of education that can captivate children, develop curiosity, independence, activity, and creativity. For the last 5 years I have been working on the research topic: "Differentiated and individual approach to students with poor performance and students with high learning abilities." The development of the designated topic requires certain changes in the organization of classes - from traditional, standard to active forms of learning. In addition, the research skills that students had the opportunity to acquire during training sessions. They could also demonstrate them while participating in competitions, olympiads.

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Повышение квалификации Название курсов повышении квалификации К – во часов аудитор ныхзанятий Сроки Вид полученного документа «Орысмектептерінде қазақ тілін еуростандарт негізінде оқыту әдістемесі» 36 часов 12.09.200815.09.2008 Сертификат о повышении квалификации № 442 «12 жылдық білім беруге көшу жағдайында қазақ әдебиетін оқыту ерекшеліктері» 36 hours 09/12/2011- 09/16/2011 Certificate of professional development No. 0233037

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Stages of work on the search topic Stage 1 - (2008-2009 academic year) Selection of an individual research topic Formulation of goals and objectives, the achievement and solution of which is expected as a result of work on the research topic Studying the literature and work experience of leading teachers on this topic Stage 2 - ( 2010-2012 academic year) - Analysis and systematization of materials of scientific and special literature on the topic - Implementation of the chosen methodology in your professional activity- Monitoring educational achievements Stage 3 - (2012-2015) - Processing, analysis of research data, their generalization - Dissemination of work experience

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Relevance of the topic A positive result in the educational process can be achieved taking into account the individual abilities and capabilities of each student. And since the level of knowledge and cognitive abilities is not the same for all children, a special approach to teaching is needed in the classroom. At present, the most promising and effective pedagogical technology learning the Kazakh language remains the technology of differentiated learning. The need for differentiated education is becoming more acute, since schooling at the present stage should enable each child to receive a general education minimum at the level of his abilities, capabilities and desires.

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The purpose of the study is to provide each student with conditions for the maximum development of his abilities, inclinations to satisfy cognitive interests, needs in the process of teaching the Kazakh language. Research objectives * define the concept of "differentiation", its types * substantiate the need for a differentiated approach in teaching the Kazakh language * determine the main task of differentiated learning * identify groups of students according to the level of learning ability * develop different kinds differentiated assistance * identify the features of the work on the option in the classroom to see the individuality of the student and preserve it, help the child to believe in himself to ensure his maximum development

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Object of study The process of teaching students in the lessons of the Kazakh language Subject of study The use of individual and differentiated approaches in teaching the Kazakh language Research methods The study of literary sources, observation of the work of students, individual and collective conversations with them. The practical significance of the study The use of an individual approach and intra-class differentiation will improve the efficiency of mastering the material in the Kazakh language

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Stage I At the first stage of work on the search topic, a scientific- methodical literature, goals and objectives are formulated, the achievement and solution of which is expected as a result of work on the research topic. A differentiated approach to learning plays an important role in the development of knowledge by students in the lessons of the Kazakh language. There are no and cannot be two schoolchildren with the same set of abilities, skills, behavioral reactions, thinking, etc. As a rule, the average pace of work in the lesson chosen by the teacher turns out to be normal only for a certain part of the students, for others it is too fast, for others it is very slow. Same learning task for some it is difficult, for others it is easy. Some understand the teacher immediately, others need to be repeated, and others need to be explained. The success of assimilation educational material, the pace of mastering it, the strength of knowledge comprehension, the level of development of students depends not only on the activities of the teacher, but also on the cognitive capabilities and abilities of students. The main task of differentiated learning is to involve each student in the work, help the “weak”, develop the abilities of the “strong”. One cannot but agree with the famous psychologist N.A. Menchinskaya that “the effect of learning depends not only on the content and methods, but also on individual characteristics personalities of schoolchildren

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First stage. Purpose: Study of pedagogical experience and scientific literature on the topic, identification of the level of development of intellectual, communication skills students. Tasks The content of the work 1. To identify the initial level: a) students' motivation b) the formation of educational skills and abilities Development of tasks to identify the level of formation of skills and abilities, questioning. 2. Explore the possibilities of students. Collaboration with a psychologist. 3. Indicate specific educational indicators at the end of the 1st stage. Students should: Regularly perform homework appropriate level of difficulty. Work at all stages of the lesson. Become aware of your individual abilities and motives in learning activities. 4.Start selection and systematization didactic material. Selection of didactic material (testing).

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Results of the first stage. Questioning of students of the 5th grade. Questions year 5th grade 2010 year 6th grade Are you active in the Kazakh language classes because: I want to get good mark. 83% 95% 2. I want to communicate in the state language. 49% 68% 3. I like the Kazakh language lessons. 65% 80% 3. Because, the Kazakh language official language. 60 % 75 %

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Thematic accounting of knowledge of students of grade 8 B No. Full name of students Phonetics Morphology Vocabulary үn. zan buyn dauysty dauyssyz zhalgau Zat e. Son esim San esim Esimdik Usteu Etistik Ant., amon, syn. Neologism of the architect Auyspaly tura mag. 1 Aliyeva V V V V V V V V S V V V S 2 Akhmetova V V V V V V V V V V V V V V V V V V V V V V 3 Kakaulina V V V V V V V V S S V V V S 4 Geiger H H M M N in M ​​M M H L H M S 5 Sagidoldinova V V V V V V V V M V M V V 6 Kuanyshev V M V L M V M M V M M V M V M H M H H M H M H M M 8 Sidorov c B c H M H C H M M H H C 9 Shulgin C S N N H C M S N M M H M C 10 Khairutdinov S M H N S M S N S S V M S S 11 Likhanov S S S S S N N N N N N S S N 12 Ovsyannikov S S S S S S N N N N S N S S 13 Teterina V V V V V V H H M M H H M M

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Conclusion on the first stage At the first stage of work on the search topic, I conducted a survey, a study of the level of development of intellectual, communicative skills of students. The study of skills and abilities was carried out at the end of the 2008 academic year and made it possible to identify the level of development of intellectual and communicative skills of students. The work planned for the 2008-2009 academic year, aimed at the development of intellectual, communicative skills through the use of a differentiated and individual approach to low-performing students and students with high learning abilities in teaching at the lessons of the Kazakh language, shows a positive trend. Objective for 2010-2012: to continue the development of intellectual, communicative skills of students in the lessons of the Kazakh language through the use of a differentiated and individual approach to low-performing students and students with high learning abilities

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Second phase. Tasks Content of the work To continue work on the positive motivation of students. Continue monitoring changes in individual and communication skills of students Diagnostics at the beginning and at the end of the school year. Cooperation with a psychologist. Analysis of results. Introduce a differentiated and individualized approach to low-performing students and students with high learning abilities in the educational process. Students should: Clearly and competently speak. Objectively assess your achievements and the achievements of others, take the initiative. Continue the systematization of didactic material. Testing in class.

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Revealing the structure of students' interests in the subject. Observations on the criteria and indicators of the effectiveness of the educational process allow us to conclude about the degree of formation cognitive processes: the level of development of motivation for learning, special skills, indicators of functional literacy, the degree of readiness of students for educational impact. Most of the students show interest in the subject, take Active participation in subject Olympiads and has high score. But there are also students who are passive to the subject being studied.

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Diagnosis of the formation of skills Conclusion: the analysis of student performance indicators shows the stability and increase in the quality of knowledge. Alieva Asel, Sagidoldinova Nazym, Akhmetova Zhanna, Sidorov Artem, Masimov Zhumagazy, Teterina Elena schoolchildren with stable high academic performance, having a sufficient fund of knowledge, a high level cognitive activity, developed positive traits mind: abstraction, generalization, analysis, flexibility of mental activity. They are much less than others, get tired from active, intense mental labor, have high level independence. Therefore, when working with them, it is necessary to provide for the careful organization of their educational activities, the selection of tasks of high difficulty, corresponding to their high cognitive abilities. The task is to educate this group of children industriousness and high demands on the results of their work.

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Geiger Ekaterina, Kakaulina Daria, Kuanyshev Anuarbek, Shulgin Ivan, Khairutdinov Ruslan schoolchildren with average educational opportunities. When working with this group, the main attention should be paid to the development of their cognitive activity, participation in resolving problem situations (sometimes with the tactful help of a teacher), fostering independence and confidence in their cognitive abilities. It is necessary to constantly create conditions for advancement in the development of this group of schoolchildren and the gradual transition of some of them to work according to option 1. The task is to develop their abilities, to nurture independence, self-confidence. Likhanov Ruslan, Ovsyannikov Ivan students with reduced academic performance as a result of their low abilities (they read poorly, do not speak, remember poorly, etc.) The task is to pay special attention, support, help to learn the material, work for some time only with them in the lesson while options I and 2 work independently, help to learn the rule, form the ability to explain the spelling, speak out loud, that is, work with students separately.

Every day we receive letters in the mail asking us to make a portfolio for kindergarten in Kazakh. And finally, we made such a portfolio. And they didn’t just do it, but made it in the style of an interesting and informative cartoon - city heroes. The portfolio turned out bright and beautiful. Each child will be happy to fill it out and follow it. You can see all the sheets and sample portfolios from the video below.

Are you still hesitant to start your own portfolio? And look at this new portfolio of a kindergarten teacher, which we called simply and concisely - the values ​​​​of nature. We tried to make an unusual design that would meet all your requirements. And we did it. See a sample of all pages below and consider what your educator portfolio will look like when it is completed and completed by you. All templates are further in a convenient version for you.
Format: JPEG
Pages: 17

Previously, as they said, they are greeted by clothes, and escorted by the mind. This expression has not gone anywhere and is very relevant, it’s just that it’s still added to apply to schoolchildren - they are greeted by portfolio! Yes, it's for the portfolio. After all, this is the face of a student, and it is he who is looked at first of all when a student comes to school.
Today we are pleased to offer you our new development, on which we worked for several days, and the result obtained shows that we did not work in vain. Here is a new schoolboy portfolio in denim style. All templates of this portfolio option are presented below in the form of pictures. We will say in a nutshell that not a single sheet from this portfolio option is repeated twice. We have worked out everything and made it in the most convenient way for everyone. Now your child will be the most fashionable in the class, with the most fashionable portfolio. And since you can’t buy it in a store, it means that he will become the owner of a portfolio that is unique to some extent. In general, the choice is yours, look and decide.
Pages: 18 pieces
Print quality 300 dpi
The size of each sheet is A4

Here comes the autumn season! How many poems, songs and pictures there are about autumn, and how many more there will be. And we also enjoy this wonderful time of the year. That is why we made a new example of a student portfolio in autumn style. The bright design of the portfolio will also appeal to schoolchildren and their teachers. And your child will excellent rating for maintaining your personal portfolio.
Let's talk a little about what is included in the portfolio, which consists of 34 pages. This title page, sections for study, hobbies and others. You can see all portfolio page templates below. And when you see everything, you will definitely like it.
Pages: 34
Format: JPEG+PNG
Print quality: 300 dpi

Again the school, again the children return home, and bring new news. And today they told you that you need to make a portfolio of a 5th grade student. But you don't know how to make it, you haven't even seen templates for such a portfolio. no need to panic! Here is a sample portfolio of a 5th grade student. Bright, stylish and modern - your teachers will definitely like this portfolio, and they will give excellent marks for it.
Format: PNG+JPEG
Pages: 26
Quality: 300dpi

What do you associate summer with? Of course, there are many words for association, but one of the first is bees! After all, it is the bees that we constantly see on the street, which fly in search of pollen in order to “make” the honey that we will eat. cold winter. In the meantime, winter is far away, we made a portfolio for a kindergarten with bees. The portfolio includes 44 pages, and this is enough for the portfolio to tell everything about you, your family and friends, and much more about what and about whom. A sample of all pages can be viewed below. There are all the templates that you have to issue.
Format: PNG+JPEG
Sheet size A4
Print quality 300 dpi

Get ready because we have great news! We have developed a student portfolio elementary school in the style of a cartoon school of monsters! Many of you have been waiting for just such a portfolio, and here we are! Our templates contain thirty pages. And it will be the most best book about your child, his friends, school and much more that he has in life.
Format: PNG+JPEG
Quality 300 dpi
Pages 30 sheets

We developed the student portfolio templates that you see in front of you for the competition for the best portfolio in one of the schools in our country. And at this competition, our portfolio won a prize. Today we offer it to you. The portfolio includes 20 pages, among which there are separators and sheets to fill out. An interesting design and a great combination of colors gives the portfolio an unusual and charming look. And it will definitely draw attention to itself.
Sheets 20
JPEG format
A4 size
Quality 300 dpi

Bilim - baқyttyn kіltі, mұғalim - bіlіm dariasynyn shamshyragy .

Ұstaz mamandygyn kezdeysoқ taңdauғa bolmaydy. Asirese, tіl men әdebiet mұғalіmі bolu sezimtaldyқty, balaғa degen өlsheusіz suyіspenshіlіktі, bala zhanyn tanityn қyraғylyқty talap etedі. Ustazdykka keluime mұғalіmdіk қyzmetke sanaly ғұmyryn arnaғan naғashy atam men ағamnyң, apayimnyn yқpaly bulganyn men maқtanyshpen ayta alamyn. Mektep қabyrғasynda zhүrgende-ақ osy mamandyқty қaladym. Okushy boldym, student boldym, talai tamasha ұstazdardan bilim men tarbie aldym. Shirkin, kezder - ah, erke kezder - ah! Sol uakyt sagymdai kol bulgap, balalyktyn alys kokteminde estelik bop kala berdi. Bүgіnde ұstazdarymdy kөrgende, olardyn aldynda mәңgіlіk okushy ekenіmdі sezemіn, sezemin de kuanamyn, kuanamyn da, sol bir satterdin қaytalanbaitynyna okinemin.

Esime bir ғulamanyң “Sen bul өmirge belgіlі maқsatty oryndau үshіn keldіn, hunter sen ony oryndamasan, eshteңe de іstemegenіn” degen sozderі tusip otyr. Menin өmirdegi maқsatym - given by Abaidyn, kemenger Mұhtardyn tilіn үiretu. Bolashakta ұstazdyktyn syryna teren үңіlipіp, ұstazdyk sheberliktіn kokzhiegіn keneytuge at salysamyn.

Adebiyet pen til - ardyn іsі, menі tugan tilimnіn, salt-sananyң, zhas urpak, ulttyk ruh tagdyry alandatady. Ұstazdyқ tіrlіgіm - өmirіm, baқytym, kuanyshym. Tirshilik tiregі - Adam. Zher betinde nagyz adamdar omir surse, tirshilik kerueni mangilikke zhalgasady. Barlyk ұstazdardy nagyz adam tarbieleuge үles қosuғa shaқyrgym keledі.

My motto in life:

WORK HARDLY…

WORK HARDLY…

The teacher's laboratory is a lesson. Each lesson is creativity. There we polish our skills. For teacher's work it is impossible without an internal upsurge, without a deep interest in one's work. Inspiration comes to those who spare no effort to strive for the goal.

I remember the words of A.P. Chekhov:

“You know, you need to work tirelessly.

All life."

I think that these words should become the motto of every teacher.

LESSON IS MY CREATIVE LABORATORY.

LESSON IS MINE

SELF-EXPRESSION!

MY STEPS TO A CAREER

• “ Early detection of family problems and interaction with the family” NCPC “Orleu” 2013
• Certificate " PIRLS,PISA halykaralyk zertteulerge saikes matindі tusinu men oku boyinsha okushylardyn functionaldyk sauattylygyn damytu men bagalau” “Orleu” BAҰO 2014zh.

• Certificate “Improving the professional skills of teachers and psychologists”. Astana 2015

• Self-educational activity using the Portfolio technology
• Participation in pedagogical competitions, seminars
• Head of the Ministry of Defense of the Kazakh language and literature

• Certificate “Memleket tіk tіldі mengerudің innovatsionjak tekhnologiyalar zhүiesіn құru” Astana 2012
• Certificate "Early detection of family problems and interaction with the family" 2013
• Certificate “PIRLS, PISA halykaralyk zertteulerge saikes manindі tusinu men oku boyinsha okkshylardyn functionaldyk sauattylygyn damytu men bagalau”

2014 "Orleu" BAO.

Certificate Center "Pedagogy and Psychology" in order to promote the search for pedagogical ideas to update and improve the quality of education. Improving the professional skills of teachers and psychologists. Astana 2015

• Algys Khat “To the best leader of the method association”. School administration 2012
• Algys Khat “For achieving good performance in working with successful students” School Administration 2013
• A letter of thanks “For training the winners of the intellectual competition “Aynalayn” and in the organization of the class team
• Algys Khat “For the preparation of the winner of the subject Olympiad” School administration 2015

Reflecting on the modern lesson, I have identified some leading ideas for myself:

It is necessary to change the role of the student in the lesson: from a passive listener to make him an active participant in the learning process.

In this regard, there is a problem of increasing the intensity of the lesson, its saturation. One of the ways to solve this problem can be modern information technologies. To solve this problem, I became interested in ICT technology.

Hypothesis:

• I suppose that the use of modern information technology in the classroom makes learning bright, memorable, interesting for students, forms an emotionally positive attitude towards the subject.

Target:

• Implementation of ICT technology in the UVP.

Tasks: 1. The development of the student's personality, preparation for independent productive activity in the conditions of ICT technology

• 2. Implementation of the social order due to informatization modern society: training of trainees by means information technologies to independent cognitive activity
• 3. Motivation of the educational process:

Improving the quality and efficiency of the learning process through the implementation of information technology opportunities.

The relevance of research

The age of computer technology is gaining momentum and, perhaps, there is no longer a single area human activity where they would not find their use.

Pedagogical technologies have not remained aloof from the general process of computerization.

Therefore, I believe that the use of ICT in the educational process is topical issue modern school education.

Today it is necessary that every teacher in any school discipline could prepare and conduct a lesson using ICT, as now the teacher has the opportunity to make the lesson more vivid and exciting.

Research stages:

• Stage I (2012-2013)

Choosing a topic, defining goals and objectives, hypotheses, conducting diagnostic studies among students to identify the level of development of intellectual, communicative, creative skills; generalization and analysis of diagnostic results; theoretical substantiation and definition of research aspects; study of pedagogical experience and scientific literature on the topic.

• Stage II (2013-2014)

The introduction of ICT technology in the UVP in order to identify an increase in the quality and efficiency of the learning process: adjustment and development of students' creative thinking.

• Stage III (2014-2015)

Generalization and analysis of the results of the work, summarizing, formulation of conclusions.

First stage of work Target: Theoretical justification and definition of research aspects; study of pedagogical experience and scientific literature on the topic, identification of the level of development of intellectual, communicative, creative skills of students (initial).

Tasks

Reveal baseline:

a) student motivation;

b) the formation of educational skills and abilities.

Questioning, observation, development of tasks to identify the level of formation of skills and abilities.

Reveal the initial level of formation of intellectual, communicative, creative

student skills

Joint work with a psychologist: conducting tests in Kazakh.

Predict specific learning outcomes for students at the end of Phase 1 of the study

Forecast :

Students must:

1. Systematically perform homework of the appropriate level of complexity, showing independence, breadth of knowledge;

2. Actively work at all stages of the lesson;

3. Performing any task, strive to be creative, showing the formed intellectual, communicative, creative skills.

Determine for students the main

requirements (rules) for training in ICT technology (testing).

Students must:

Start choosing and organizing

didactic material

• To realize their individual abilities and motives in educational activities;
• Understand, evaluate the educational tasks facing them;
• Determine the purpose of the work and how to achieve it.

Selection after testing in the classroom

ABOUT kushylardyn biliktilik daғdylarynyn diagnostics

F.I of students

Skill

analyze

Start

Zavyalova A

Bukhryakova V

end

Skill

compare

Nedorostkov K

Start

end

Korotkova I

Skill

generalize

Konovalova Yu

Start

end

classify

Start

end

systematize

Bochkarev D

Start

end

draw conclusions

Tleukhanov D

Start

end

conclusions

At the first stage of work on the search topic, I conducted research on the level of development of intellectual, communicative, creative skills of students. Tests were conducted at the beginning and end of the school year and made it possible to identify the dynamics of the development of the child's intellectual skills and the quality of knowledge and skills in the following areas:

ability to analyze, compare, classify, systematize, generalize, abstract.

The diagnostic results show that initial stage research (the beginning of the 2012-2013 academic year) students with a very minimum level of development of intellectual skills were from 1 to 4, at a critical level - from 1 to 3, acceptable - from 4 to 6 and high - 2 students.

The work planned for the 2012-2013 academic year, aimed at developing intellectual skills through a differentiated approach to teaching in the lessons of the Kazakh language, brought some positive results: the number of students with a minimum level of development decreased to 0, at a critical level it became from 3 to 6, acceptable level - from 6 to 9, high - from 2 to 3. Most of the students in the class realized their individual abilities and motives in learning activities, which allowed them to better understand, evaluate the learning tasks facing them, determine the goal of the work and ways to achieve it.

They began to systematically perform homework of the appropriate level of complexity, but not everyone showed proper independence. In the lessons using ICT technology, they began to actively work in the implementation of creative tasks began to show interest in the subject.

Second stage of work

Tasks

Continue to work on the positive motivation of students.

Strengthening positive motivation through successful activities.

Continue monitoring changes in the level of development of students' intellectual skills

Cooperation with the school psychologist. Diagnosis at the beginning and end of the school year. Analysis of results.

Implementation of ICT technology in the educational process

Students must:

Continue the selection and systematization of didactic material.

• Speak clearly and competently;
• Build logical chains, generalize, draw conclusions, evaluate the results.
• Objectively evaluate their own and other people's achievements, take the initiative, cultivate respect for the opinions of others, identify shortcomings.

Testing in class.

Students must have:

1. Skills independent work(including research activities);

2. Sustained interest in the subject.

Monitoring of some parameters of the use of ICT in educational and extracurricular activities

Having a computer at home:

Important reasons for my use of information computer technologies in teaching were the following diagnostic results:

• Survey of students(answers on questions)
• Do you like lessons using ICT?
• Have you ever wanted to learn how to create presentations yourself?
• Do you like to work in the classroom with simulators?
• Is the material easier to remember when you perceive it using ICT?
• Do you feel comfortable in class with ICT in the classroom?

RESULTS OBTAINED BY THE END OF THE SECOND STAGE OF WORK. Changing student motivation

September

2013

Ownership of the OUN with the use of ICT:

October 2014

1. open programs

96 %

2. Create projects

100%

58%

3. Build tables, work with pictures

75 %

50%

3. Use a computer when creating abstracts, communication

70%

65 %

76 %

Do I need lessons using ICT?

As a result, the following tasks were set:

• create and organize conditions educational environment classroom through ICT resources;
• to develop the students' competence to navigate the information flows of the surrounding world (social, communication, technological, and other competencies);
• use in the organization of lessons functionally - activity and personal oriented approaches aimed at the formation and development of the motivation of schoolchildren's learning;
• develop the skills of reflection and self-assessment of schoolchildren using ICT resources;
• involve parents in the lifelong learning process of the child and joint activities(including design and research).

Okushylardyn biliktilik daғdylarynyn diagnostics Diagnostics of intellectual skills

Zavyalova A

compare

Bukhryakova V

generalize

Nedorostkov K

Korotkova I

systemat.

Monitoring

development of student skills

Tanymdyk үrdistіn kalyptasuy Formation of cognitive processes.

Diagnostics of the formation of cognitive processes of students shows the following results: high formation in Zavyalova N, Nedorostkov K Medium: Bukhryakova V, Korotkova I Low in Babin I, Lyudvin V., their cognitive interests increased by the end of the first half of the year.

Pedagogical observations on the criteria and indicators of the effectiveness of the educational process allow us to draw a conclusion about the degree of formation of cognitive processes.

Functionaldyk sauattylykty kalyptastyruga arnalgan testik tapsyrmalar Test tasks on the development of functional literacy.

In the system of training and education of students, there is a positive trend in terms of the formation of functional literacy among students. For some students, such functional components as goal-setting, work planning, decision-making, work performance, evaluation of results in the subject are at medium and high levels in most cases. Students are active in their statements, they can plan their actions, make the right decisions, explaining the train of thought, evaluate the results obtained in the course of work. All that remains for me is to develop this functionality and continue to improve their literacy in their subject. Good dynamics is observed in Zavyalova A, Nedorostkov K, Bukhryakova V, in the rest this process is stable, but does not fall. In the 11th grade, the dynamics continues to take place, which allows us to judge the high level of development of the functional literacy of school graduates and achieve results both in class and out of class.

Pan boyinsha arnayy bіlіk-daғdylaryn kalyptastyruғa arnalgan testik tapsyrmalar Test tasks on the formation of special skills in the subject

To track the formation of students, diagnostics are carried out that track the level of formation of writing, listening, speaking, knowledge of the vocabulary of vocabulary words.

The following students showed high results: Nedorostkov K, Zavyalova A, Bukhryakova V. The average level of skills and abilities in the subject of Korotkova I.

Stable level indicators of Baban I, Ludvin V.

Oylau үrdіsіnіn zhyldamdygy men shyғarmashylyk қyaldy bagalau Assessment of creative imagination and speed of thought processes

Not all students have an appreciation for creative imagination and the speed of thinking processes. The following students reached a high level: Nedorostkov K, Zavyalova A, Bukhryakova V. The rest are at the same level.

Work on the development of cognitive mental activity, logic and analysis makes it possible not only to facilitate the assimilation of new material, but also to diversify cognitive activity.

Okushylardyn daryndylyk deңgeyіn anyқtau Identification of the degree of giftedness of students.

Purposeful work on the development of cognitive mental activity, logic and analysis makes it possible not only to facilitate the assimilation of new material, to diversify cognitive activity, but also to form students' ideas about patterns that are stable causally - investigative links. From this diagnosis, it is clear that such students as Zavyalova A, Nedorostkov K, have a high degree of giftedness. Take an active part in research, presentations, creative works. Low level have students Babin V, Lyudvin V, they have a poorly developed logical thinking, no skills to work with different materials. It is necessary to draw their attention to improving results, to develop the ability and skills to work on the subject.

Conclusions of the second stage

At the second stage of the work, she continued to work on diagnosing the positive motivation of students, monitored changes in the level of development of students' intellectual skills. When comparing, I note positive changes in the motivation of students. There have been changes in the level of development of students' intellectual skills: the functional literacy of students with good dynamics, the cognitive interests of students have increased, and special skills in the subject have increased. Students with a high level of creativity actively participate in research work.

Third stage of work

Tasks

1. Purposeful tracking of communication skills of students in the state language.

Examination of current results, participation in creative activity: participation in intellectual games, V project activities, in contests artistic reading, subject evenings and olympiads.

2. Achieve significant performance growth

An increase in the number of works of a creative nature: essays, compositions, abstracts, projects.

3. Organize the optimal use of ICT technology.

Processing received data

Monitoring student learning achievements

The quality of students' knowledge for 3 years has increased in the graduating class

(2013-2016) from 52% to 83%, the degree of training from 40% to 72% i.e.

Students showed good performance in the practical mastery of the Kazakh language. Zavyalova A, Nedorostkov K began to speak freely without a noticeable accent in the lessons, the active vocabulary of students Bukhryakov Korotkov I was noticeably enriched.

UNT indicators for 3 years

2012-2013 academic year

2013-2014 academic year

GPA-20b

2014-2015 academic year

The smallest -20b

2015-2016 for the first half of the year

average score -14.5b

The largest -20b

average score -17b

The smallest -11b

The smallest -11b

The largest -20b

The largest -22b

UNT performance is optimal: the average score has increased from 14.5b to 17b

The highest score: Zavyalova A, Nedorostkov K, Bukhryakova V - 22b

Lowest score: Ludwin V-11b.

The results of the monitoring of ZUN in the pre-certification period indicate an increase in the quality and degree of education from grades 9 to 11 in the first half of the year (2013-2016) increased from 52% to 83%,

SDA from 40% to 72%.

6-7kl (2015-16) increased from 33% to 47%, SDA from 51% to 56% due to the application of ICT technology

Conclusion

In conclusion, it can be noted that the effectiveness of the use of ICT in educational process is proved by the following indicators:

Improving the quality of education in the subject;

Increasing cognitive interest in the subject;

Increasing the level of information culture;

Increasing the share of independent productive activity in the classroom;

I am sure that ICT in the lessons of the Kazakh language and literature is necessary. The use of ICT significantly expands the possibilities of a modern lesson, which we have seen once again by using ICT in the classroom.

Іс – tаzhіribemdі zhүyeleu Systematization of pedagogical work experience

Report“Kazakh tili sabaktarynda daralap-saralap oқytu arkyly okushylardyn bilim sapasyn koteru” speech at the Moscow Region 2012-2013zh.

Report“The use of elements of technology critical thinking at the lessons of the Kazakh language” ShMO 2013-2014.

Report“The use of ICT in the lessons of the Kazakh language” speech at the Moscow Region 2014-2015.

Report “Son of turgysynan oilau tehnologisy arkyly okushylardyn ozdik bilim alu kabiletterin damytu” speech at MO

Public lesson“Almaty kalasy-madeniet zhane karzhy ortalygy” 2012-2013.

Public lesson"Otbassy" 2013 - 2014

Public lesson“Kokshetau qalasyna sayahat” 2014-2015.

Public lesson“Lexikadan ötkendi kaytalau” 2015-2016.

Public lesson“XXI ғasyr koshbasshysy” synyptan tys sagaty

Okushylardyn zhetistikteri: Student Achievements

Aty - women

Atauy competition

Competition name

Nedorostkov K

Zhyly

Regional Olympiad

Strokova M

Iskanova A

Zavyalova A

Oryn

place

Audandyq Abay oқulary

District Abaev Readings

Ponkrateva N

Lapteva L

Iskanova A

Nedorostkov K

Regional tour of scientific projects

Regional intellectual competition “Aynalaiyn”

Nedorostkov K

Olympiad “Zharkyn bolashak”

Lubyagina K

Makhambet readings

Okushylardyn gylymi - zertteu zhұmystary Research work of students

“Kiiz uy”

Zavyalova Anastasia

2014-2015 in the region

Kazakh halkynyn baspanasy

2013-2014 in the region

Target:

• To educate a close-knit class team, creating conditions for self-development of the student.

Tasks:

• Further formation of educational and cognitive interests and inclinations, development of individual creative abilities of students.
• Strengthening the motivation of learning goals.
• Development of the desire for self-education and self-development.
• The study of the interests, abilities, inclinations of students, the possibility of their inclusion in extracurricular activities.
• Further formation of the unity of the team, organization of communication, relationships in the team.
• Development of student self-government.

• Positive dynamics of upbringing of the individual according to the main criteria adopted at school.
• Increasing the level of cohesion of the class team.

• Thus, from 2013 to 2016, there was a steady increase in indicators in the class, indicating a positive dynamics in the cohesion of this team. Most children (as can be seen from the test results) experience positive emotions when attending classes, communicating with the teacher and classmates, which positively affects their level of cognitive activity.
• Children are able to adequately assess their capabilities.
• Students strive for physical improvement, healthy lifestyle life.

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Portfolio of the teacher of the Kazakh language and literature

Dauletkanova Saida Kazhimukankyzy

KSU "Secondary school No. 6 of the city of Zyryanovsk

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1.Information about the teacher 2.Research work on the search topic 3.Personal achievements of the teacher 4.Achievements of students

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General information about the teacher

Dauletkanova Saida Kazhimukankyzy

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Self-analysis of pedagogical activity

I, Dauletkanova Saida Kazhimukankyzy, teacher of the Kazakh language and literature of the KSU "Secondary School No. 6 of the city of Zyryanovsk", born in 1984, graduated in 2008 from the EKSU named after "S. Amanzholov". I have been working at this school since August 27, 2008. My teaching experience is 7 years. In my practice, I have experience working with children of different age categories and levels of readiness. I currently teach in grades 3, 4, 9. The main goal of my pedagogical activity is to educate an independently thinking person who is able to adapt to changing conditions of life, to form in students the ability and desire for self-improvement and self-education. I see the achievement of this goal as possible through the effective construction of the educational process, the use of modern technical teaching aids. New teaching methods that take into account the different levels of training of students; through the involvement of schoolchildren in research work on the subject, in participation in various competitions and olympiads. As a teacher-philologist, I believe that the main task of my pedagogical activity is not only to give a certain amount of knowledge (to expand the vocabulary of students, to show the inexhaustible riches of Kazakh speech, but also, no less important and valuable, to show their practical value and the need for further In other words, leaving school, children should be able to speak competently, have public speaking skills, be able to actively master the wealth of oral and written speech, think, have a desire to further develop their creative abilities.In the classroom, I try to create such an atmosphere that children feel cozy, comfortable.I try to interest each student, create conditions for the disclosure and development of students' abilities.

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In my work I use various forms of organizing the cognitive activity of students: individual, group, pair, collective. In my lessons I use various forms of control and assessment of students' knowledge: testing, knowledge cut, independent and control work. For a more solid assimilation of knowledge, skills, I use tables, diagrams, samples. Non-traditional forms of conducting a lesson stimulate the activity of students, so I conduct competition lessons, seminars, travels, workshops, lessons in the form of a business game. In such classes I create conditions that allow all students to realize their intellectual potential. I attach great importance to the independent activity of students. I strive to conduct each lesson at a high methodological level, taking into account the individual characteristics and level of preparedness of students, I am constantly looking for new forms of education that can captivate children, develop curiosity, independence, activity, and creativity. For the last 5 years I have been working on the research topic: "Differentiated and individual approach to students with poor performance and students with high learning abilities." The development of the designated topic requires certain changes in the organization of classes - from traditional, standard to active forms of learning. In addition, those research skills that students had the opportunity to acquire during the training sessions. They could also demonstrate them while participating in competitions, olympiads.

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Key Documents

Identity card issued by the Ministry of Internal Affairs of the Republic of Kazakhstan IIN: 841216401561

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Information about education

East Kazakhstan State University named after Sarsen Amanzholov, specialty: Kazakh language and literature, 2008

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Stages of work on the search topic Stage 1 - (2008-2009 academic year) Selection of an individual research topic Formulation of goals and objectives, the achievement and solution of which is expected as a result of work on the research topic Studying the literature and work experience of leading teachers on this topic Stage 2 - ( 2010-2012 academic year) - Analysis and systematization of scientific and specialized literature on the topic - Implementation of the chosen methodology in their professional activities - Monitoring of educational achievements Stage 3 - (2012-2015) - Processing, analysis of research data, their generalization - Distribution work experience

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Relevance of the topic A positive result in the educational process can be achieved taking into account the individual abilities and capabilities of each student. And since the level of knowledge and cognitive abilities is not the same for all children, a special approach to teaching is needed in the classroom. At present, the technology of differentiated learning remains the most promising and effective pedagogical technology for teaching the Kazakh language. The need for differentiated education is becoming more acute, since schooling at the present stage should enable each child to receive a general education minimum at the level of his abilities, capabilities and desires.

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The purpose of the study is to provide each student with conditions for the maximum development of his abilities, inclinations to meet cognitive interests, needs in the process of teaching the Kazakh language. Research objectives * define the concept of "differentiation", its types * justify the need for a differentiated approach in teaching the Kazakh language * determine the main task of differentiated learning * identify groups of students by learning level * develop various types of differentiated assistance * identify the features of work on the option in the classroom to see the individuality of the student and save it, help the child to believe in himself to ensure his maximum development

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Object of study The process of teaching students in the lessons of the Kazakh language Subject of study The use of individual and differentiated approaches in teaching the Kazakh language Research methods The study of literary sources, observation of the work of students, individual and collective conversations with them. The practical significance of the study The use of an individual approach and intra-class differentiation will improve the efficiency of mastering the material in the Kazakh language

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Stage I At the first stage of work on the search topic, the scientific and methodological literature, goals and objectives are formulated, the achievement and solution of which is expected as a result of work on the research topic. A differentiated approach to learning plays an important role in the development of knowledge by students in the lessons of the Kazakh language. There are no and cannot be two schoolchildren with the same set of abilities, skills, behavioral reactions, thinking, etc. As a rule, the average pace of work in the lesson chosen by the teacher turns out to be normal only for a certain part of the students, for others it is too fast, for others it is very slow. The same learning task is difficult for some, easy for others. Some understand the teacher immediately, others need to be repeated, and others need to be explained. The success of assimilation of educational material, the pace of mastering it, the strength of understanding knowledge, the level of development of students depends not only on the activities of the teacher, but also on the cognitive capabilities and abilities of students. The main task of differentiated learning is to involve each student in the work, help the “weak”, develop the abilities of the “strong”. One cannot but agree with the famous psychologist N.A. Menchinskaya that "the effect of learning depends not only on the content and methods, but also on the individual characteristics of the personality of schoolchildren"

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Results of the first stage.

Questioning of students of the 5th grade.

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Conclusion on the first stage

At the first stage of work on the search topic, I conducted a survey, a study of the level of development of intellectual, communicative skills of students. The study of skills and abilities was carried out at the end of the 2008 academic year and made it possible to identify the level of development of intellectual and communicative skills of students. The work planned for the 2008-2009 academic year, aimed at the development of intellectual, communicative skills through the use of a differentiated and individual approach to low-performing students and students with high learning abilities in teaching at the lessons of the Kazakh language, shows a positive trend. Objective for 2010-2012: to continue the development of intellectual, communicative skills of students in the lessons of the Kazakh language through the use of a differentiated and individual approach to low-performing students and students with high learning abilities

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Revealing the structure of students' interests in the subject.

Observations on the criteria and indicators of the effectiveness of the educational process allow us to draw a conclusion about the degree of formation of cognitive processes: the level of development of motivation for learning, special skills, indicators of functional literacy, the degree of readiness of students for educational impact. Most of the students show interest in the subject, take an active part in subject Olympiads and have a high result. But there are also students who are passive to the subject being studied.

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Diagnostics of the formation of skills

Conclusion: the analysis of student performance indicators shows the stability and increase in the quality of knowledge. Alieva Asel, Sagidoldinova Nazim, Akhmetova Zhanna, Sidorov Artem, Massimov Zhumagazy, Teterina Elena are schoolchildren with stable high academic performance, having a sufficient fund of knowledge, a high level of cognitive activity, developed positive qualities of the mind: abstraction, generalization, analysis, flexibility of mental activity. They are much less than others, get tired of active, intense mental work, have a high level of independence. Therefore, when working with them, it is necessary to provide for the careful organization of their educational activities, the selection of tasks of high difficulty, corresponding to their high cognitive abilities. The task is to educate this group of children industriousness and high demands on the results of their work.

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Geiger Ekaterina, Kakaulina Daria, Kuanyshev Anuarbek, Shulgin Ivan, Khairutdinov Ruslan schoolchildren with average educational opportunities. When working with this group, the main attention should be paid to the development of their cognitive activity, participation in resolving problem situations (sometimes with the tactful help of a teacher), fostering independence and confidence in their cognitive abilities. It is necessary to constantly create conditions for advancement in the development of this group of schoolchildren and the gradual transition of some of them to work according to option 1. The task is to develop their abilities, to nurture independence, self-confidence. Likhanov Ruslan, Ovsyannikov Ivan students with reduced academic performance as a result of their low abilities (they read poorly, do not speak, remember poorly, etc.) The task is to pay special attention, support, help to learn the material, work for some time only with them in the lesson while options I and 2 work independently, help to learn the rule, form the ability to explain the spelling, speak out loud, that is, work with students separately.

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Conclusion on the second stage

The effectiveness of the development of intellectual, communicative skills in students of grade 9 "B" through the use of a differentiated and individual approach to low-performing students and students with high learning abilities in the lessons of the Kazakh language is obvious. Based on the results of diagnostics obtained at the end of the second stage of the study, it can be noted that the forms and methods of a differentiated and individual approach used in the lessons of the Kazakh language: ensured a strong and conscious development by students of the system of knowledge and skills in the Kazakh language; taught to speak correctly, build logical chains, generalize, draw conclusions, evaluate the results; contributed to education, the formation of independent work skills, sustainable interest in the subject; prepared students for practical application knowledge gained in other lessons and in life (participation in olympiads, intellectual competitions); taught to objectively assess their own and other people's achievements, take the initiative, cultivate patriotism, respect for other people's opinions.

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Monitoring research on the Kazakh language

Purpose: to trace the dynamics of the quality of knowledge in the subject for three years. Object of study: the quality of education, the results of the UVP. Subject of study: the results of the quality of knowledge for the 2011-2015 academic years. Research objectives: to conduct comparative analysis results of the quality of knowledge in the Kazakh language.

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Monitoring the quality of knowledge in the 5th grade for 2 years

Monitoring shows that in the 5th grade in 2011-2012 KZ -66%, and in 2012-2013 academic year KZ -79%. There is an increase of 13%.

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Monitoring the quality of knowledge in grade 7B for 2 years

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