TECHNOLOGY OF MODULAR TEACHING

FOR RUSSIAN LESSONS

Shakhanova R.A.,  professor, Kazakh National

 Pedagogical University named after Abai (Kazakhstan)                                                                                                       famous-scientists.ru /12814/

 

     Educational Technology of modular («Module» – «separated, relatively independent part of a system, or organization») instruction contains the idea of reproducible training cycle.

      Domestic and foreign experience shows promise of fundamentally new organization and technology of modular training, which is characterized by anticipatory learning of theoretical material through aggregated blocks-modules, algorithmic learning activities, completeness and consistency of learning cycles and other cycles of activity. The principle of modularity implies wholeness and perfection, completeness and consistency of units of educational material building in the form of blocks-modules, within which the learning material is structured in the form of training elements (TE). The contents of modular training include: general formulation of learning objectives; the transition from general purpose formulation to its specification; preliminary assessment of student learning level; the set of training procedures; evaluation of results. Because of this reproducible structure, the learning process acquires a «modular» in nature, is composed of separate blocks with a common structure but different contents. In designing our version of educational technology, we followed the basic methodology positions of complete assimilation, the basic principles of constructed pedagogical techniques; but along with this, we have made our changes associated with the requirements of modern didactics: try not to teach children, but to organize student-motivated, cognitive activities, build learning process based on dialogic interaction.

Work on modular technology in our interpretation is constructed in the following sequence:
1. Students’ familiarization with educational goals.
2. Class’s familiarization with a general model (modulus) of training on the given block of themes (similar in content), or section.
3. Teacher’s short presentation of the material (on the basis of the sign system – diagrams, charts, tables, etc.). Presentation of the material to the students in coded form, or on the basis of the search approach.
4. Organization of the students’ cognitive activity based on dialogic interaction with every lesson evaluation of each student’s activity results.
5. Studying of educational material on the basis of 4-7- fold return (in «growing») to the general theme, section.
6. Testing throughout the theme.

7. «Relay» set-off (a special kind of set-off, built on providing each student with a choice of cards with tasks on 3 level system).
8. Control dictation (finalcontrol).

   Training module as a reproducible learning cycle, has a structure consisting of three structural parts: introduction, dialog and summary. Each training module consists of different number of hours. It depends on the hours according to the training program devoted to the theme, block of themes, or section. The peculiarity of each training module is that an introduction, for any number of hours, takes 1-2 hours; the final part - 2-3 hours; and the rest of the time is allocated to the dialogic part. The second feature of the design of a training module is a system of teacher training for it. Teacher, having identified the number of hours per one training module, starts its design, thinking through the purpose, content, outcomes, and organization of the lessons form in this module. Teacher’s preliminary work includes the following activity-steps: 1st step: Identify required knowledge, skills and abilities, determined by the curricula for given section, unit or theme, as well as the goals and learning objectives. 2nd step: Study all of the content of educational material on the given module.

 

3rd step: Extract key concepts that carry the main burden of this module, the main words in which basic information on the topic is a kind of «coded». Definition of their relationship and interdependence. 4th step: Prepare support schemes across the theme (based on selected key concepts, «codes»). 5th step: Prepare test items for the entire content of the training module (in the range of 15-20 tasks). 6th step: Make a block of questions and tasks throughout the training material content of the given module for the «relay» set-off. 7th step: Develop the dialogic part. Consider the form of lessons organization. On the content of the material under study teacher develops tasks of easy degree of complexity, average degree of complexity, and high degree of complexity with elements of exploratory learning of each student.

We offer development of module on the Russian language in the 11th grade on the topic «Complex sentence with subordinate adverbial clauses». Modular program (MP) on the topic can be schematically represented as follows:

Ì 1
 

MP – Complex sentence with subordinate adverbial clause

 
 

Ì 12
 
 

 

 

 

 

 

 


Introductory part:

M ¹1 – M ¹2 – The notion of a complex sentence, its structure

M ¹1 – Determine the complex conjunction, complex sentence. Indicate the principal and subordinate clauses in a complex sentence, the place of a subordinate clause in a complex sentences (CS), identify conjunctions and connective words.

M ¹2 – Determine the types of CS by meaning and intonation. Determine what the clause explains: a word in the main clause or the whole main clause.

Dialogic part:
M ¹3 – M ¹9. – Subordinate adverbial clauses
M ¹3 – Complex sentences with subordinate clauses of time
M ¹4 – Complex sentences with subordinate conditional clauses
M ¹5 – Complex sentences with subordinate concessive clauses
M ¹6 – Complex sentences with subordinate causes clauses
M ¹7 – Complex sentences with subordinate consequence clauses
M ¹8 – Complex sentences with subordinate clauses of aim
M ¹9 – Complex sentences with subordinate comparative clauses
                

 Final part:
M  ¹10, 11, 12.
M ¹10 – Tests on the entire content of learning material
M ¹11 – «Relay» set-off
M ¹12 – Control dictation with grammar task.

To inculcate skills of using complex sentences with subordinate adverbial clauses (M ¹3 – M ¹9), the entire course material has been divided into educational elements (EE). We offer these training elements.
                                                                          EE – 1

Objective: To explore and learn theoretical material on complex sentences and complex sentences with subordinate adverbial clauses.

                                                                          EE – 2

Objective: To find illustrations for each type of subordinate adverbial clauses.
                                                                           EE – 3

Objective: To learn the CS scheme with subordinate adverbial clauses.

                                                                       EE – 4
Objective: To determine conjunctions and connective words in complex sentences.
1. In the one place we scared a few pairs of cranes that flew on with the sad cry. 2. We jumped on the horses and galloped to the coast, from where a ferry was scheduled to begin. 3. Morozka realized that the conversation was over and trudged wearily to the guardroom. 4. At about eight o'clock in the evening the rain stopped, though the sky was still somber. 5. Not to appear in Davydov’s eyes, Nagulnov spent his days on mowing. 6. Not far from the house where the writer lived, a lonely poplar grew.

                                                                      EE – 5

Objective: Make an algorithm of a connective word in a sentence: Haven’t you heard what happened to Kazbich? 1. Is there a logical accent on the word ‘what’? 2. Is the word ‘what’ a member of a sentence? 3. Is the word ‘what’ a relative pronoun?

                                                                      EE – 6

Objective: To convert the sentences, replacing the selected words with the necessary in the sense clauses of purpose. 1. To strengthen the sound they set a microphone on the stage. 2. All the speakers demanded to arrange a sports ground. 3. To shorten the way we went through the forest. 4. Administration took care of setting radio for school.

                                                                          EE – 7

Objective: To supplement the main clause with a subordinate clause with conjunction ‘where’.
1. Aleksey crawled to a place ...  2. The ship stopped at the other side .... 3. We did not know ... .              4. Nizhniy Novgorod city  is there .... 5. There, ...,  the light flickered brightly. 6. The sky there was purple, warm and tender, and it lured to a place .... 7. Soon he guessed, .... 8. Everywhere, ..., we have friends.

                                                                          EE - 8

Objective: To make a complex sentence with subordinate conditional clause out of two simple sentences.

1. Our football team will win. It will provide itself with the first place in the area. 2. The weather will not trick. Harvest will be collected on time. 3. There is no cloud in the sky. It will not rain.                 4. We were making a good job throughout the year. We’ll successfully pass the exams. 5. I’ll give you this book. You will return it to me two days later. 6. If you have called yourself a mushroom, get into the basket.
                                                                          EE - 13
Objective: To make complex sentences according to the schemes. 1. [   ], (Because ...). 2. [... Verb + so], (conjunction that).  3. (As ...), [      ]. 4. (Due to the fact that ...), [    ].  5. (As ...),  [... it].  6. [….  verb.] (connective word ‘that’)

                                                                         EE - 14
Objective: To indicate the meaning of subordinate clauses and to place punctuation marks.
                                                                   WHY THE WIND?
     When the wild beasts walk in forests and fields they always go according the wind and hear with ears and smell with noses what is in front of them. If there was no wind they would not know where to go. In order for the grass bush or tree get a seed it is necessary that dust from one flower move to another flower. The flowers can be far from each other and they must not send their dust from one to another.

                                                                           EE - 15
Objective: To write an essay «Our Land» about attractions of your area, its people - the heroes of war and labor, to tell why you are proud of your native land. Use complex sentences.
M ¹ 10.  TESTING TASKS
M ¹ 11. – «Relay» set off

The first part (theoretical). The second part (practical).
M ¹ 12 – Control dictation with grammar task.
      Thus, classes in the Russian language, conducted with a modular technology help absorb a significant amount of material in the shortest time, which makes it possible to conduct more classes on the mastery of grammatical material.