OOO The educational center"PROFESSIONAL"
Lesson outline
in history and social studies
in grade 10 Municipal budgetary educational institution Dyullyukinskaya secondary comprehensive school
on the topic " Personality of Peter I »
Developed by: Ivanov Dulustaan Spiridonovich
student of professional retraining coursesHistory theoryand methods of teaching in an educational organization»
Checked by: Ivanov Innokenty Vyacheslavovich - teacher of history and social studies
Moscow, 2016
Topic: "Peter's personality I »
the date of the December 12, 2016
Lesson type: combined.
Technical means(lesson equipment): I", "Catherine II
Target: I.
Tasks:
1.Educational:
● I Alekseevich;
● I.
2. Educational:
● I;
3. Developing:
● I;
Methods:
Lesson plan:
Organizing time.
Actualization.
Disclosure of the topic of the lesson.
Consolidation of knowledge.
Homework.
The duration of the lesson is 45 minutes.
Topic disclosure plan:
Opinions of historians about the identity of the reformer.
Appearance and personal life of PeterI.
Petrine reforms.
Foreign policy.
During the classes:
Almost 300 years ago, disputes began around the identity of Peter and his activities, which continue to this day. Some admire Peter “either an academician, or a hero, or a navigator, or a carpenter” (A. S. Pushkin). And for others, he is a "villain", "despot", "tyrant".
slide 2
"Peter is a great statesman, the creator of a powerful empire, a man thanks to whom Russia took the path of world civilization" V. Tatishchev.
“Peter is the destroyer of Russian national foundations, and his reforms were a “brilliant mistake” M. Shcherbatov.
Teacher: "What do you think?" (interview 8 students about Peter) The survey lasts 2-3 minutes, there is a dialogue with the children. Correct them if they are wrong. Give out 8 cards with the opinions of famous historians (later they will come up with the rationale for the opinions received). The content of the cards is in Appendix No. 1.
Update : "Today we have to figure out whether he was a destroyer, or still the creator of a powerful empire, or maybe both."
Teacher: “We write down the topic ...” (it is already on the board - “Peter's personalityI»)
"Because you have studied the eventsXVIIcentury, you should already know how Peter came to powerI? (poll with a show of hands). At the end of the survey, show the video from the cycle " Russian empire».
“I need 2 volunteers who, during the lesson, will perform a secret task in pairs. creative task, and at the end they will receive marks ”(two students are given the task to jointly come up with a test for the whole class on the main events by the end of the lesson).
Main material.
"Peter I the Great (Peter Alekseevich; May 30, 1672 - January 28, 1725) - last king of all Rus' from the Romanov dynasty (since 1682) and the first All-Russian Emperor (since 1721) ”(They write down the dates).
“Peter was proclaimed king in 1682 at the age of 10, began to rule independently from 1689. WITH young years showing interest in the sciences and a foreign way of life, Peter was the first of the Russian tsars to make a long journey to the countries of Western Europe (1697-1698). Upon his return from them, in 1698, Peter launched large-scale reforms of the Russian state and social order. One of the main achievements of Peter was the solution of the task set in the 16th century: the expansion of the territories of Russia in the Baltic region after the victory in the Great Northern War, which allowed him to take the title of the first emperor of the Russian Empire in 1721 ”(in the course of the story, the main dates and events are written out).
“In historical science and in public opinion from the end of the 17th century to the present, there are diametrically opposed assessments of both the personality of Peter I and his role in the history of Russia. In the official Russian historiography Peter was considered to be one of the most prominent statesmen that determined the direction of Russia's development in the 18th century. However, many historians, including N. M. Karamzin, V. O. Klyuchevsky and others, expressed sharply critical assessments.
“And now we will hear those who received cards with the opinions of historians” (8 students speak, their presentation skills are evaluated).
Bring students to the idea of turning Russia into a power (Slide 3).
"In order to understand the very personality of the king, it is necessary to begin with his appearance."
Appearance ( if possible, invite a student who has artistic talent to sketch an approximate image of the emperor).
“As a child, Peter amazed people with the beauty and liveliness of his face and figure. Because of his height - 204 cm (6 ft 7 in) - he stood out in the crowd by a full head. At the same time, with such a large growth, he was not a heroic build - he wore shoes of size 38, and clothes of size 48. Peter's arms were also small and his shoulders were narrow for his height, same thing, his head was also small compared to his body."
Personal life (on the interactive whiteboard, students create a diagram of the king's relatives, sketching it in a notebook at the same time).
“For the first time, Peter married at the age of 17, at the insistence of his mother, Evdokia Lopukhina in 1689. A year later, Tsarevich Alexei was born to them, who was brought up with his mother in terms that were alien to Peter's reformist activities. The rest of the children of Peter and Evdokia died shortly after birth. In 1698, Evdokia Lopukhina was involved in the Streltsy rebellion, the purpose of which was to raise her son to the kingdom, and was exiled to a monastery "(Slide 5,invite a student to sketch a diagram of the king's relatives ).
“Alexey Petrovich, the official heir to the Russian throne, condemned the transformation of his father, fled to Vienna under the patronage of a relative of his wife (Charlotte of Brunswick) Emperor Charles VI, where he sought support in the overthrow of Peter I. In 1717, the prince was persuaded to return home, where he was taken into custody" (Slide 10).
“On June 24 (July 5), 1718, the Supreme Court, which consisted of 127 people, sentenced Alexei to death, finding him guilty of treason. On June 26 (July 7), 1718, the prince, without waiting for the execution of the sentence, died in the Peter and Paul Fortress ”(the date and event are recorded).
“From his marriage to Princess Charlotte of Brunswick, Tsarevich Alexei left his son Peter Alekseevich (1715-1730), who became Emperor Peter II in 1727, and his daughter Natalya Alekseevna (1714-1728)” (the next student continues the scheme).
“In 1703, Peter I (how old is he?) met 19-year-old Katerina, nee Marta Samuilovna Skavronskaya, captured by Russian troops as war booty during the capture of the Swedish fortress of Marienburg. Peter took the former maid from the Baltic peasants from Alexander Menshikov and made her his mistress. In 1704, Katerina gave birth to their first child, named Peter, the next year, Pavel (both died soon after). Even before her legal marriage to Peter, Katerina gave birth to daughters Anna (1708) and Elizabeth (1709). Elizabeth later became Empress (reigned 1741-1761)" (slide 4 and continuation of charting).
“The official wedding of Peter I with Ekaterina Alekseevna took place on February 19, 1712, shortly after returning from the Prut campaign. In 1724, Peter crowned Catherine as empress and co-ruler. Ekaterina Alekseevna gave birth to her husband 11 children, but most of them died in childhood, except for Anna and Elizabeth.
After the death of Peter in January 1725, Ekaterina Alekseevna became the first ruling Russian Empress Catherine I, but she died in 1727, vacating the throne for Tsarevich Peter Alekseevich. The first wife of Peter the Great, Evdokia Lopukhina, outlived her happy rival and died in 1731, having managed to see the reign of her grandson Peter Alekseevich ”(we are completing the sketch of the diagram).
succession to the throne
“Tsarevich Pyotr Petrovich (1715-1719, son from Ekaterina Alekseevna), declared heir to the throne, died in childhood. The son of Tsarevich Alexei and Princess Charlotte, Peter Alekseevich, became the direct heir.
On February 5 (16), 1722, Peter issued a Decree on the succession to the throne (cancelled by Paul I 75 years later), in which he abolished the ancient custom of transferring the throne to direct descendants through the male line, but allowed the appointment of any worthy person as heir by the will of the monarch "(record the date and event ).
In conclusion, we draw (briefly, with leading questions to the class) a table of Peter's reforms (Appendix No. 2) and write down the main events of foreign policy (Slides 7,8,9). This takes place in the form of a survey of children about what reforms they are aware of, and then entering them into a table.
At the end of the lessonvoting - everyone is given a “ballot”, which the student gives in favor of a positive, negative, or neutral attitude towards the first emperor after what he heard and saw in the lesson.
Summing up,grades are given .
Homework : “Prepare essays with your own view of the personality of PeterI».
Appendix No. 1. Cards with the opinions of historians.
1. In a letter to the Ambassador of France in RussiaLouis XIV This is what he said about Peter:
This sovereign reveals his aspirations by his concerns about preparing for military affairs and about the discipline of his troops, about training and enlightening his people, about attracting foreign officers and all kinds of capable people. This course of action, and the increase in power, which is the greatest in Europe, makes him formidable to his neighbors and arouses a very thorough envy.
2. He gave an enthusiastic description of PeterMikhail Lomonosov
With whom shall I compare the Great Sovereign? I see in antiquity and in modern times Possessors, called great. Indeed, before others are great. However, they are small before Peter. ... To whom shall I liken our Hero? I have often wondered what He is, who with an all-powerful wave governs the heavens, the earth, and the sea: His spirit breathes, and the waters flow; touches the mountains, and they rise up.
3. Voltaire wrote repeatedly about Peter. By the end of 1759 he published the first volume, and in April 1763 the second volume of "The History of the Russian Empire under Peter the Great" was published. Voltaire defines the main value of Peter's reforms as the progress that the Russians have achieved in 50 years, other nations cannot achieve this even in 500.
4. August Strindberg (Swedish writer, playwright of the 19th century) described Peter
Barbarian who civilized his Russia; he who built cities, but did not want to live in them; he, who punished his wife with a whip and gave the woman wide freedom - his life was great, rich and useful in public terms, in private terms, such as it turned out.
5. N. M. Karamzin , recognizing this sovereign as the Great, severely criticizes Peter for his excessive passion for the foreign, the desire to make Russia the Netherlands. A sharp change in the "old" way of life and national traditions undertaken by the emperor, according to the historian, is far from always justified. As a result, Russian educated people "became citizens of the world, but ceased to be, in some cases, citizens of Russia."
6. S. M. Solovyov spoke of Peter in enthusiastic tones, attributing to him all the successes of Russia as in internal affairs, and in foreign policy, showed the organicity and historical readiness of the reforms:
The need to move onto a new road was recognized; At the same time, the duties were determined: the people got up and gathered on the road; but someone was waiting; waiting for the leader; the leader arrived.
The historian believed that the emperor saw his main task in the internal transformation of Russia, and the Northern War with Sweden was only a means to this transformation. According to Solovyov:
The difference of opinion stemmed from the enormity of the work done by Peter, the duration of the influence of this work. The more significant a phenomenon is, the more divergent views and opinions it generates, and the more they talk about it, the more they feel its influence on themselves.
8. V. O. Klyuchevsky gave a controversial assessment of the transformations of Peter
The reform (Peter's) itself came out of the urgent needs of the state and the people, instinctively felt by an imperious person with a sensitive mind and strong character, talents ... in this state, was not directed by the task of placing Russian life on Western European foundations that were unusual for it, introducing new borrowed principles into it, but was limited to the desire to arm Russian state and the people with ready-made Western European means, mental and material, and thereby bring the state on a level with the position it has won in Europe ... Started and led by the supreme power, the habitual leader of the people, she mastered the nature and methods of a violent upheaval, a kind of revolution. It was a revolution not in its aims and results, but only in its methods and in the impression it made on the minds and nerves of its contemporaries.
9. P. N. Milyukov , in his works develops the idea that the reforms were carried out by Peter spontaneously, from time to time, under the pressure of specific circumstances, without any logic and plan, they were "reforms without a reformer." He also mentions that only "at the cost of ruining the country, Russia was elevated to the rank of a European power." According to Milyukov, during the reign of Peter the Great, the population of Russia within the boundaries of 1695 decreased due to incessant wars.
Annex No. 2. Table of Reforms of Peter I .
Name of the reformyears
The essence of transformation
Brief results of the reform
Reform government controlled
1699-1721
Creation of the Near Office (or Council of Ministers) in 1699. It was transformed into1711 to the Governing Senate . Establishment of 12 colleges having a certain scope of activity and powers.
The system of state administration has become more perfect. The activities of most state bodies became regulated, the collegiums had a clearly defined area of activity. Supervisory bodies were created.
Regional (provincial) reform
1708-1715 and 1719-1720.
At the first stage of the reform, Peter 1 divided Russia into 8 provinces: Moscow, Kyiv, Kazan, Ingermanland (later St. Petersburg), Arkhangelsk, Smolensk, Azov, Siberia. They were ruled by governorsAt the second stage of the reform, the provinces were divided into 50 provinces. , controlled by governors, and they were divided into districts, led by zemstvo commissars. Governors and decided judicial and military issues.
There was a centralization of power. Local governments have almost completely lost influence.
Judicial reform
1697, 1719, 1722
Peter 1 formed new judicial bodies: the Senate, the Justic College, the Hofgerichts, and the lower courts. Judicial functions were also performed by all colleges, except for the Foreign. The judges were separated from the administration. The court of kissers (an analogue of the jury trial) was canceled, the principle of the inviolability of an unconvicted person was lost.
A large number of judicial bodies and persons engaged in judicial activities (the emperor himself, governors, governors, etc.) brought confusion and confusion to the proceedings, the introduction of the possibility of "knocking out" testimony under torture created grounds for abuse and bias. At the same time, the adversarial nature of the process was established and the need for the verdict to be based on specific articles of the law corresponding to the case under consideration.
Military reforms
from 1699
The introduction of recruitment , the creation of the navy, the establishment of the Military Collegium, which was in charge of all military affairs.Introduction using the "Table of Ranks" of military ranks , common for all of Russia. Creation of military-industrial enterprises, as well as military educational institutions. Introduction of army discipline and military regulations.
With his reforms, Peter 1 created a formidable regular army, numbering up to 212 thousand people by 1725 and a strong Navy. Subdivisions were created in the army: regiments, brigades and divisions, in the navy - squadrons. Many military victories were won. These reforms (although ambiguously assessed by different historians) created a springboard for the further success of Russian weapons.
Church reform
1700-1701; 1721
After the death of Patriarch Adrian in 1700, he was actuallyliquidated the institution of the patriarchate . In 1721, the Spiritual Regulations were adopted, which actually deprived the church of independence. In place of patriarchythe Holy Synod was created, the members of which were subordinate to Peter 1 who were appointed. Church property was often taken away and spent on the needs of the emperor.
The church reforms of Peter 1 led to the almost complete subordination of the clergy secular power. In addition to the elimination of the patriarchate, many bishops and ordinary clergy were persecuted. The church could no longer pursue an independent spiritual policy and partly lost its authority in society.
Financial reforms
Almost the entire reign of Peter 1
The introduction of many new (including indirect) taxes, the monopolization of the sale of tar, alcohol, salt and other goods. Damage (reduction in weight) of the coin. The penny becomes the main coin. Transition to the poll tax.
Increase in revenues of the treasury several times. But firstly, it was achieved due to the impoverishment of the bulk of the population, and secondly, most of these incomes were embezzled.
calendar reform
Self-analysis of an open history lesson held in
Lesson topic: « Personality of Peter I ».
Target: to bring to students the characteristics of the personality of an outstanding political figure, the first emperor of Russia - PeterI.
Tasks:
1.Educational:
● to create in students an idea of the appearance, character and preferences of the first emperor of Russia;
● get to know the personalities surrounding the emperor, in particular - with his family;
● highlight the main opinions of historians and some other talented figures on the significance of Peter's activitiesI Alekseevich;
● trace the internal and external activities of Emperor PeterI.
2. Educational:
● contribute to the formation of patriotic feelings and moral education of students by continuing the organization of their independent activities to assess the consequences of Peter's domestic and foreign policyI;
● lead students to an independent understanding of the causes of reforms by listing crisis phenomena in various spheres of society, thereby forming a love for the subject.
3. Developing:
● develop visual-figurative thinking of students, oral speech in the process of viewing and discussing illustrations, portraits and videos;
● develop the ability to work with historical documents on the example of the opinions of various historians about the personality of PeterI;
● develop the ability to think, analyze, prove, reason by asking leading questions.
Lesson type: combined.
Methods:
oral, with elements of explanation, reasoning, generalizing characteristics;
visual, with illustrations and videos;
practical, using a document, a map.
Technical means (lesson equipment): Board, projector, illustrations "PeterI", "Catherine I”, presentation “The Personality of PeterI”, cards with the opinions of famous historians, video “Russian Empire. Series 1. Peter I, part 1. And also a textbook: History of Russia from ancient times to the present day. In two volumes. T. 1 / Sakharov A. N., Bokhanov A. N., Shestakov V. A. Edited by A. N. Sakharov. - M., 2010. - 544 pages.
The purpose and objectives of the lesson were implemented
The goal and all educational tasks were realized in the process of describing the appearance, character and personal life of the emperor, as well as in the study of his foreign and domestic policy.
Educational tasks were solved by getting acquainted with the gradual transformation of Russia with the help of reforms and the successful foreign policy of PeterIinto a great European and maritime power.
3. Developmental tasks:speech development was carried out through monologue responses (at the blackboard, in the process of interviews, work in pairs).Development logical thinking students, their analytical abilities (compare, compare, draw conclusions on the topic) took place during the sketching of the emperor's family diagram, as well as in the process of discussing the opinions of historians about the personality of PeterI.
In this lesson, I tried to implement important for modern lesson storiesapproaches :
Integrated. The connection with the General History was carried out through the narration of the events of the war with Sweden and Turkey.
Organization of independent activities of students: in the preparation and implementation of testing, practical work with cards.
An individual approach was carried out through individual work with the family scheme.
A person-oriented approach was implemented through work in pairs, conducting surveys.
Complied with structural components lesson:
1. Organizationala moment characterized by the external and internal (psychological) readiness of students for the lesson;
2. Actualization (repetition of the material covered and transition to a new topic);
3. Opening a new topic;
4. Practical work to expand and generalize the knowledge, skills and abilities of students;
5. Given homework;
6. The results of the lesson were summed up by the students in the form of a vote.
The lesson used computer technology to improve the quality of education of students. Through the projector, various presentation slides with illustrations and a video recording were displayed on the screen. All this made it possible to speed up the pace of work of students in the lesson in order to complete tasks in the lesson as much and as efficiently as possible.
Academic work the lesson was varied: individual in the form of cards, work in pairs in the form of test preparation and group work in the form of understanding the question and voting. The psychological microclimate necessary for work has been created, the nature of communication with students is friendly. Student grades are announced.
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In the process of learning any knowledge and skills, we often have to write down new information so that we can later reproduce it again. Because it is difficult or even unnecessary to write everything down, it is important to be able to summarize the information received in the form of a summary. In this article, you will learn how to write notes correctly using the example of taking notes from history lessons. It will cover such concepts as basic notes, speed notes, shorthand, the Cornell method, and other useful ways of presenting and visualizing information in a compact way.
What is an outline?
Word " abstract"came to us from the German language (der Konspekt); German it was borrowed from the Latin (conspectus), in which it meant "review, outline, appearance, appearance." In turn, this noun in Latin was formed by combining the prefix con- and the verb specio (look, look). Thus, the original meaning of the word “abstract” is a brief record or summary of something (it does not have to be a lecture or lesson abstract at all - there are abstracts of books and articles; in the natural sciences, verbal information is usually accompanied by visualized formulas and algorithms, which also need to be translated into graphic or textual information). In this sense, such concepts as “compendium” (a concise summary of the sum of the main provisions of a science) and “abstract” (a summary of the content of an article or book) are close to the word “abstract”.
However, the synopsis is not just a literal transmission of what is perceived from external source material. It is also an act of creative comprehension of what has been heard and seen, the expression of one's own thoughts on paper, the moment of forming doubts and questions (Kodzhaspirova G.M., Kodzhaspirov A.Yu. Interdisciplinary Dictionary of Pedagogy. M., 2005. P. 136-137).
A "creative" abstract is not only copying thoughts from a book by an authoritative scientist or a teacher's lecture; it is always a reflection on information, accompanied by the development of a complex system of mnemonic signs by the author of the abstract, often understandable only to himself (underlining; highlighting text in different colors; building tables and logical chains based on available information). From the methods of taking notes and presenting material in the form of abstracts, many new genres were born. scientific research– from comments on books Holy Scripture and legal codes from the time of the Roman emperors in the Middle Ages to the publication of courses of lectures by eminent university professors today (including posthumously, by the efforts of their students).
Differences between note-taking and shorthand
Many students often ask the question: if both note-taking and shorthand can restore the original meaning of the material presented, what is their fundamental difference? Isn't the abstract a special case of a transcript made using not universal notation, but a system of signs unique to a particular person?
The answers to these questions are presented to us by the work of the St. Petersburg professor E.V. Minko (Methods and techniques of accelerated note-taking and reading: Educational - Toolkit. SPb., 2001. S. 20-25). First, as already mentioned, note-taking reveals the purely individual characteristics of an individual; often even his fellow students are not able to "decipher" the information contained in the abstract. Such a situation is unacceptable for a stenographer: when teaching this specialty, it is obligatory to memorize a certain set of universal symbols and signs. Secondly, the abstract should be easy to "read": a person should always have the opportunity to return to what has already been written and correct the subsequent text. This is what makes the Cornell note-taking method valuable, which we will discuss later. Thirdly, the summary of the lesson, lecture, visual information is not a copy of what he saw and heard, not a literal transmission of the text, but an arrangement of its meaning.
"Rational" (high-speed) note-taking
"The Cornell Method of Taking Notes"
This type of note-taking is called the Cornell note-taking system after the university where Professor Walter Poke, the author of this method, worked (Pauk W. How to study in College. Boston, 1962). It is rightfully considered one of the most common among students, it is equally well suited for taking notes in both the natural sciences and the humanities.
The most important distinguishing feature of this method is the division of the space of a vertically oriented sheet into three fields: two fields are separated by a solid line along the vertical (in a ratio of approximately 1:3); at the bottom of the page, it is necessary to leave an undivided space about 7 cm wide. The main part when taking notes is the right side of the sheet, where the main thoughts stated by the lecturer / teacher are recorded during the lesson. Moreover, in the course of transferring verbal information to paper, it is important to consistently move from writing main idea to the facts and examples that should explain it.
Immediately after the end of the lecture, you can start reflecting on the material displayed on the right side. To do this, it is necessary to select and enter in the left field the maximum number of words or short remarks - questions that will illustrate the main content of the lecture contained in the text from the right field.
In the field at the bottom of the sheet, it is necessary to enter (after filling in the two fields above it) a detailed description of the main idea of the entire lesson (i.e. its dominant, the language of foreign teachers - summaries), note its feature in comparison with other classes. This will allow, after a long time, to more vividly reproduce in memory the content of the lesson as a whole. In addition, it is useful to allocate 10-20 minutes a day to review the basic facts and patterns displayed in the class notes for Lately: this will eliminate their quick forgetting, analyze and resolve doubts that arise during the lesson itself.
Schematic plan
In part, the Cornell note resembles such a note-taking method as compiling schematic plan. However, the fundamental difference between the first type of material recording and the second is that in a schematic plan, questions are first written down, to which, in the course of studying the material, it is necessary to give a short (consisting of 2-3 logically connected sentences) answer. Thus, if we combine with each other the principles of filling out a schematic plan and the form for the Cornell abstract, then you can see that the schematic plan requires filling in the left field first, and then the right one (i.e. the filling order is opposite to the "Cornell method notes").
In such abstracts, which are written under dictation, the possession of the technique of high-speed writing and “folding” the material in writing acquires special importance. For example, many use for this a technique such as the exclusion of vowels and the replacement of some words with conventional signs. In historical science, conjunctions are especially often replaced, words meaning causal relationships, for example, “depends on ...”, “mutually depends” (→, ↔), “therefore” (=>), “A is the cause of B” (A →B). Ligatures are also used, for example, NB (nota bene - Latin for “remember well”). Very often, colored felt-tip pens, pens, pencils are used to highlight especially important thoughts. Some students and even schoolchildren who know foreign languages well can use abbreviated versions of foreign words (for example, def. from to defend instead of “protect”, “defend”; corr. from to correct instead of “correct”, “correct”). Some lessons and lectures, where the explanation of cause-and-effect relationships prevails over the event history (in particular, this applies to any topic explaining the structure and composition of government bodies, their functions), sometimes, when written, they take the form of a diagram with one or more key concepts in the center, from which there are branches to more particular terms or phenomena. An example is presented on rice. 1.
Figure 1. An example of a Cornell abstract
Experience in the natural sciences. Reference abstract
The reference abstract as a method of memorizing and reflecting the material was developed in the 80s. last century Donetsk teacher of mathematics and physics V.F. Shatalov (see, for example, his books: Reference signals in physics for grade 6. Kiev, 1978. 79 p.; Reference notes on kinematics and dynamics. From work experience. Book for a teacher. M., 1989. 142 p.; Geometry in Faces, Moscow, 2006, 23 p.). Nowadays, in the school lessons of the humanities cycle (especially in history lessons), the method of compiling supporting notes is becoming increasingly recognized. For example, the publication of reference notes for individual lessons and entire educational blocks in history and social science has recently intensified (Stepanishev A.T. Reference notes on the history of Russia. 6-11 grades. M., 2001. 128 p.). The popularity of this type of note-taking is explained quite simply: in part - unusual, even game form presentation of the material, partly due to poor memorability of individual events and dates. Thus, the reference summary is an attempt to analyze in the most figurative, visualized form the cause-and-effect relationships between various events, statements and deeds. historical figures. In addition, the material of the lessons in the supporting notes is represented by whole blocks of topics. If we keep in mind history and social science, then here the thematic and temporal coverage of the material varies depending on its specifics (for example, in terms of coverage time - from several months to several centuries).
Each topic (block - topic) is encrypted in the reference abstract into a system of signs - supports that make up a mini - block. Based on these signs, often unified, individual summary can be "deciphered" by other people. The optimal number of mini-blocks for the presentation of the whole block-topic is 8-10.
In addition, the system of reference notes allows the teacher to implement an individual approach to learning: in the case of the presence in the class of students of different educational levels compiling such notes allows you to regulate the pace of studying block - topics and individual subtopics, make the learning process more understandable and interesting, introduce an element of creativity into it (when students compile their own system of signs - supports and entire support notes at home).
The main supports in such an abstract are symbolic - verbal (letters, syllables, signs of conjunction / disjunction, indicators of a logical connection: →, ↔, sign of causality - investigative connection- =>, similarities - ~, etc.), pictorial (pictographic) and conditionally graphic (fragments of plans, terrain diagrams with symbols) signs. An example of compiling a basic abstract for Russian history presented on rice. 2. It remains to add that the reference notes can be used as an effective means of checking the material covered (then the basis for it is written and drawn at home, and in a lesson or lecture, students reproduce from memory the schemes and logical chains learned at home and reinforce this material by re-drawing them on a piece of paper), and as a means of forming new knowledge, skills and abilities (i.e. when writing down a new topic or subtopic presented by the teacher).
Figure 2. Background summary of history. Subject: " East Slavs in the first half of the 1st millennium AD” (compiled by S.V. Selemenev.)
Abstracts as a form of self-preparation for a report at a conference or seminar
Outline plan:
This type of note-taking is no less widely used in modern pedagogy; especially often it concerns the disciplines of the humanitarian cycle. To draw up such a summary, it is necessary to carry out some preliminary preparation: before the lecture, it is necessary to write a lesson plan on several sheets, highlighting sections, questions and problems in the material presented with special signs or numbers. Each of these headings during the recording process after the lecturer can be expanded and supplemented with coherent text illustrating general position. From the foregoing, it should be concluded that, ideally, the plan - abstract should be as close as possible to the text that the lecturer reads at the department; in the description of this note-taking method, one can find much in common with the Cornell method.
Nevertheless, the plan-summary, as experts in didactics and pedagogy note, has a great advantage over supporting and Cornell notes. Since all the headings of topics and individual sections, as well as a certain amount of factual material, are prepared in advance, it is possible to write them down without abbreviations and conventional signs. This increases the likelihood of correct and quick interpretation of the abstract by other students or students.
The latter circumstance is the reason why, when preparing for reports at school and seminars at the university, the plan-summary shell is often used by speakers as the basis for their own report. Firstly, in such a structure it is quite easy to make various kinds of notes. Secondly, it is enough to simply substitute the necessary citations and references to sources in the text of the abstract, which is especially important in historical science. With the correct organization of the material, they will "stand" directly opposite the corresponding theses. Our example of the basis for the plan is a synopsis on the topic “The First World War 1914-1918.” we presented on rice. 3.
Figure 3. Shell plan - abstract
The manual contains basic notes on the history of Russia from ancient times to the present day. Compiled on the basis of major topics, they allow children to be taught to see the historical process in all its causal integrity, to increase the effectiveness of learning.
It is intended for teachers and students of general educational institutions, teachers of history and methodology of humanitarian universities, students studying historical disciplines.
Methodology for working with reference notes.
The methodology for working with the basic abstract includes five stages. Depending on the preparedness of the students, the duration of the study of history, the availability of skills in working with such a didactic tool, certain stages may be repeated twice, some may be excluded altogether, etc.
First stage. The reference abstract is displayed through a graphic projector (codoscope) of the "Lektor-2000" type. The teacher sequentially, in the form of a story, deciphers the reference signals. Students, without taking any notes, listen carefully to him.
Second phase. Reference signals from the screen image are transferred by students to notebooks. In this case, it is recommended to take into account the color scheme of the designations.
Having a reference summary in a notebook, each student now independently deciphers it. The teacher is ready at any time to help those who have difficulty in this type of work.
Third stage. Individual students, preferably at will, go one by one to the screen and, using the image on it, decipher, pronounce out loud the information of the abstract as a whole or its blocks.
CONTENT.
Reference notes in the classroom.
Supporting thematic abstracts.
OK-1. Origin of the Slavs.
OK-2. East Slavic tribes in the VIII-IX centuries.
OK-3. East Slavic tribes in the VIII-IX centuries. (continuation).
OK-4. Religion of the Eastern Slavs.
OK-5. The emergence of the state among the Eastern Slavs.
OK-6. The first Russian princes.
OK-7. The reign of Svyatoslav.
OK-8. The reign of Vladimir I.
OK-9. The reign of Yaroslav the Wise.
OK-10. Horde dominion in Rus'. Mid 13th century
OK-11. Creation of a single centralized Moscow state.
OK-12. Creation of a single centralized Moscow state (continued).
OK-13. Literature. Historical thought of the XI\/-XV centuries.
OK-14. Life of Russian people of the XIV-XV centuries.
OK-15. The reforms of the Chosen One are glad. 16th century
OK-16. The reforms of the Chosen One are glad. 16th century (continuation).
OK-17. Russia by the middle of the XVI century.
OK-18. The end of the dynasty of I. Kalita.
OK-19. Enlightenment in the 16th century
OK-20. Literature. Historical and political thought. 16th century
OK-21. Boyar Duma in the 17th century. (before Peter I).
OK-22. Zemsky Sobors in the first half of the 17th century.
OK-23. Central and local government under the first Romanovs.
OK-24. Cathedral Code of 1649
OK-25. Court and army in the 17th century.
OK-26. Agriculture in the 17th century
OK-27. Industry in the 17th century
OK-28. Estates in the 17th century Feudal lords.
OK-29. Estates in the 17th century Peasants and serfs.
OK-30. Estates in the 17th century Posad people.
OK-31. "Salt Riot" of 1648
OK-32. "Copper Riot" of 1662
OK-33. Razinshchina. 1670-1671
OK-34. Board of Fyodor Alekseevich. 17th century
OK-35. Literacy in the 17th century
OK-36. Schools in the 17th century
OK-37. Scientific knowledge in the 17th century.
OK-38. Life in the 17th century
OK-39. Reforms of Peter the Great. Economic development.
OK-40. Reforms of Peter the Great. Estate changes.
OK-41. Reforms of Peter the Great. Public administration.
OK-42. Reform of power under Catherine II.
OK-43. Foreign policy of Russia in the second half of the 18th century.
OK-44. Agriculture in the 18th century
OK-45. Trade in the 18th century
OK-46. Life of Russians in the XVIII century.
OK-47. Revolts in the 18th century
OK-48. Socio-political thought in the XVIII century.
OK-49. Russian Church in the 18th century
OK-50. Science in the 18th century
OK-51. Enlightenment in the 18th century
OK-52. Russia at the beginning of the nineteenth century.
OK-53. Estates in early XIX V.
OK-54. secret organizations. 1816-1825
OK-55. "Russian national beginnings". 30s of the XIX century.
OK-56. Military settlements in the 19th century
OK-57. Peasant question under Nicholas I.
OK-58. Education in the first half of the nineteenth century.
OK-59. Science in the first half of the 19th century
OK-60. Russian travelers of the first half of XIX V.
OK-61. Great reforms of Alexander II. "About Emperor Alexander II".
OK-62. Great reforms of Alexander II. "Liberation of the Peasants".
OK-63. Great reforms of Alexander II. Zemstvo and city self-government.
OK-64. Great reforms of Alexander II. "The court is quick, right and merciful."
OK-65. Great reforms of Alexander II. "In the strength of the army - the strength of Russia."
OK-66. Great reforms of Alexander II. "Financial arrangement".
OK-67. Great reforms of Alexander II. "Education".
OK-68. Great reforms of Alexander II. "Foreign policy".
OK-69. Counter-reforms of Alexander III.
OK-70. Industrial rise in the 90s. nineteenth century
OK-71. Education. Second half of the 19th century
OK-72. Russian science in the second half of the XIX century.
OK-73. Printing and book publishing in the second half of the nineteenth century.
OK-74. First census. 1897
OK-75. Russia at the turn of the XIX-XX centuries.
OK-76. The crisis of domestic and foreign policy at the beginning of the 20th century.
OK-77. The first Russian revolution and the beginning of parliamentarism.
OK-78. Unfinished modernization.
OK-79. Growing national catastrophe.
OK-80. Fall of the Romanov Empire.
OK-81. Difference between ideal and reality. 1917-1922
OK-82. Failed change of point of view on socialism.
OK-83. "Socialism" in one country.
OK-84. Stalin's "revolution" from above.
OK-85. Soviet Union during the Second World War.
OK-86. The Soviet Union during the Second World War (continued).
OK-87. The last years of Stalinism.
OK-88. On the way to liberalization of the system. Time N.S. Khrushchev.
OK-89. From stability to "stagnation".
OK-90. "Perestroika" and the collapse of the Soviet system.
Basic summaries are generalizing (by century).
OK-91. Russian history. 9th century
OK-92. Russian history. 10th century
OK-93. Russian history. 11th century
OK-94. Russian history. 12th century
OK-95. Russian history. 13th century
OK-96. Russian history. 14th century
OK-97. Russian history. 15th century
OK-98. Russian history. 16th century
OK-99. Russian history. 17th century
OK-100. Russian history. 18th century
OK-101. Russian history. 18th century (continuation).
OK-102. Russian history. 19th century
OK-103. Russian history. 19th century (continuation).
OK-104. Russian history. 20th century 1901 - 1917
OK-105. Russian history. 20th century 1917-80s
OK-106. Russian history. 20th century 90s
Supporting notes on primary sources.
OK-107. Baptism of Rus'. "The Tale of Bygone Years".
OK-108. "Teachings of Vladimir Monomakh".
OK-109. Klyuchevsky V. O. Classification of officials in the Moscow State. Until the regulation.
OK-110. Klyuchevsky V. O. Classification of officials in the Moscow State. Before the Code (continued).
OK-111. Klyuchevsky V. O. Classification of officials in the Moscow state. Before the Code (continued).
OK-112. Klyuchevsky V. O. The failure of the transformations of Alexander I.
OK-113. Klyuchevsky V. O. The failure of the transformations of Alexander I (continued).
OK-114. Ilyin I. A. The art of building a federation.
OK-115. Ilyin I. A. The art of building a federation (continued).
OK-116. Ilyin I. A. The art of building a federation (continued).
OK-117. Ilyin I. A. The art of building a federation (continued).
Don't know how to write a paragraph summary? Everything is not so difficult.
Any abstract is summary paragraph or individual section. The quality of your personal knowledge and their assessment by teachers directly depends on how the content of the topic is presented.
Do you think that homework notes are given because there is nothing to do? But it wasn't there. The fact is that your abstract is like a litmus test by which you can determine how much you are, as it is now fashionable to say, “in the subject”. The teacher will be interested to know what exactly you wrote out, what thoughts you saw in the text.
It happens that there is a summary, a beautiful summary, but the student wrote out not what is needed. Therefore, dear students, note-taking is not only a calligraphy exercise, but also, to a certain extent, a means of improving your competencies, which, in fact, make a real specialist-expert out of a student.
The main rule of a good abstract
Therefore, the first rule follows from here, it is the most important thing - to write little, but to the point. The text should be sifted for important thoughts, the important ones should be recorded in a notebook, and the side ones should simply be taken into account.
By the way, this rule is universal. It must be followed both when you sat down to write a paragraph summary, and when you have huge piles of books in front of you.
What else will help you?
It is believed that it is necessary not only to highlight all the phrases and definitions that require it in a paragraph, but also to try to structure the entire text in general, placing important information in a sequence of priorities set in advance.
The need for a summary arises when you need to process a large amount of information in a short time. Recordings help to reproduce in memory the necessary and most important information on the studied paragraph.
What is a free abstract?
There is a so-called free abstract, which combines extracts, quotations, plan and theses. This type is the highest quality. With it, the student can quickly lead right example and orient himself in the question that was put to him.
The advantage of free presentation of the material is that you can recreate the content of the paragraph in memory even after a long period of time. But such a summary is not always suitable for study, for example, for a speech at a conference, it is better to make a summary that is more reminiscent of a plan or a thesis form.
But a summary with large extracts is needed when you are processing literature on the topic of an essay, term paper or diploma work. In this case, in addition to the extracts themselves, it is imperative to indicate the name of the sources where they are taken from, and it is also desirable to put specific pages in the margins. This will help not only to find the quote later in the book, but also to make a reference to it in the diploma or in the same abstract.
How to write a paragraph summary?
Before proceeding with the design of the abstract, you can read the entire paragraph in order to understand the content of the text as a whole. You can, of course, work in parallel - reading and writing something out.
It is imperative to find and highlight the most important points, main thoughts, ideas, formulas. You should not literally write down everything that is said to you or what is written in the textbook. State the content of the article in your own words. Choose relevant examples. You can even make a table that will make it easier for you to navigate.
As soon as you read the information, mentally break it down into points and rarities of importance. And you will quickly be able to figure out how to write a paragraph summary. To fully reveal the essence of the information being studied, highlight the main concepts and write down important quotes. At the end of the abstract, you should write conclusions, give examples and facts.
It is very comfortable and practical to use a variety of schemes for writing notes. They allow you to visually display the necessary information. To do this, select the material to draw up a diagram and highlight general concepts. With the help of key phrases and words, they reveal the essence of the concept. Pictures can also be a clue to the content of the topic. Do not forget that the information written in the abstract is easy to understand and has a logical structure.
For visual perception, use colored markers, felt-tip pens or paste. If there are formulas, concepts, definitions, it is best to enclose them in frames. Use of abbreviation, designation and different types font will make it easier to take notes. This is what a paragraph summary should look like.
Now you should no longer have the question of how to write a paragraph summary. Be careful, and the abstract will become a personal encyclopedia of all the necessary and important information.
#Students. Old robbers - video
I want to make a reservation right away that I did not have and do not have any special methodology for preparing notes. Therefore, this post is just an attempt to summarize some simple and obvious tips for taking notes.
Tip 1. The end must justify the means.
If you have decided to write notes, then you should immediately decide for yourself whether you will do this throughout the course of history, only on some of the most difficult and / or little studied part (topic) for you, or simply limit yourself to brief fragmentary notes “on just in case" and "perhaps a ride."
This is relevant, because there are a lot of examples when people incorrectly calculated the time and simply did not have time to do a lot. Or they lost motivation when they began to realize that the amount of work is very large, and writing notes is progressing very slowly. This leads to the following recommendation.
Tip 2. Brevity is the sister of talent.
This means that the information in the abstract should be presented concisely. It would seem that Captain Evidence, but it often turns out that not for everyone. The synopsis is not a rewriting of whole sentences and paragraphs from a textbook, but a conscious work with the text in order to reduce the existing volume to a "squeeze" of the most valuable material. The abstract must contain The most important from the names, dates, events mentioned in the paragraph (chapter, section).
How to choose them? There are two ways here.
A) Rely on the indications already available (sometimes key points may already be highlighted in the text bold font, in italics, color ). You can also rely on the dictionaries of terms, lists of personalities, dates, etc. present at the beginning and end of the textbook (reference book) or their sections. and so on.
B) Rely on your own choice. Most likely, the ideal way, as is often the case, is the "golden mean", i.e. a combination of both methods.
Tip 3. Make an economy y - economical, and abstract - ponclear.
Follow the first part of the statement and the call of L.I. Brezhnev is not at all necessary, but it is necessary to make your notes not only compressed in volume, but also meaningful in quality.
I would single out two main ways to achieve this goal.
A) Drawing up a detailed outline plan (i.e. highlighting semantic parts - subparagraphs in the text). With the help of this method, it will be possible to structure even a large text and facilitate its understanding, and hence the memorization of information.
B) Drawing up diagrams (drawings, tables, etc.). Here the main goal is about the same, only the visualization method plays a greater role, allowing both to reduce the amount of writing and not to get confused in cause-and-effect relationships, the logic of actions of historical persons, etc.
Tip 4. Konspekt - did not growcat, but a learning tool.
This means that the abstract should be easy to use. I am increasingly coming to the conclusion that perhaps it is more convenient to use non-notebooks for notes - “ledgers”, reminiscent of their thickness complete collection works of Lenin, and ordinary sheets of paper A4. The fact is that after writing the abstract, you can find some new information and important points that you also want to fix in writing. Entries in notebooks are inconvenient here, since it is difficult to calculate the necessary space that should be left for making changes (additions). The downside here is that you need to constantly monitor that all the necessary materials are at hand and nothing is lost.
However, the following tips follow from this.
Advice 5. What we have - we do not store, having lost - we cry.
What this means is that if you write in separate sheets, then at least get yourself special folders (preferably with files), in which you pack the fruits of your educational activities. This is especially true, for example, of historical works, which should not only be written regularly, but, no less important, rewritten (correcting the consequences of an unsuccessful experience) and then carefully preserved. This is necessary so that before the exam you do not try to buy / download the entire package of possible texts “without SMS and registration”, but calmly re-read your own opuses.
Advice 6
With all due respect to V.S. Chernomyrdin and his catchphrase in the title, but some problems with your texts are best avoided. Therefore, if you still write in a notebook, then be sure:
A) Leave space after the abstract for making clarifications (corrections), additions that may well appear. You should not sculpt words and sentences on top of each other as if you are writing on scarce material. Do not spare the paper and it will be grateful to you!
B) Use paper bookmarks to mark sections, markers and pens to highlight the most significant points in color (but do not overdo it). This will save you a lot of time when searching for the necessary information when iterating and not only.
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