Case lesson on literature. Case technologies as one of the innovative methods in the lessons of the Russian language and literature

Presentation topic:

"CASE TECHNOLOGIES AS ONE OF INNOVATIVE METHODS IN THE LESSONS OF RUSSIAN LANGUAGE AND LITERATURE"

• One of the new forms of effective learning technologies is problem-situational learning using case studies. The introduction of educational cases into the practice of Russian education is currently a very urgent task. A case is a description of a specific real situation, prepared in a specific format and designed to teach students to analyze different types of information, generalize it, formulate a problem and develop possible options for its solution.
• The case technology (method) of teaching is learning by doing. The essence of the case-method is that the assimilation of knowledge and the formation of skills are the result of active independent activity of students to resolve contradictions.

The relevance of the teacher's personal contribution to the development of education.

The case method combines such methods as: project method, role play, situational analysis. When solving a common problem in the lessons of the Russian language and literature, joint activities are useful, which allow all students to fully comprehend the educational material, additional information, and most importantly, to learn how to work together and independently.

As an interactive teaching method, it enhances learners' interest in a subject. The use of this technology helps to develop in children such important qualities for later life as: sociability, social activity, the ability to correctly present their opinion and listen to the opinion of another person.

Theoretical substantiation of the teacher's personal contribution to the development of education

The theoretical basis of the case-method is the general theory of activity, developed in the Russian methodological school (G.P. Shchedrovitsky, O.S. Anisimov, etc.) on the basis of the works of L. S. Vygotsky, A. N. Leontiev, D.B. Elkonin, P.Ya. Galperin, V.V. Davydov. The methodological foundations of case technologies at the present stage are covered in the works of L. Barnes, E. Hansen, A. V. Khutorsky, L.V. Reingold, M.V. Ryzhakova, V.V. Guzeeva, O. G. Smolyaninova and Surmina.

The purpose and objectives of pedagogical activity

The purpose of the case is technology- to form an active independent activity of students to resolve contradictions, as a result of which there is a creative mastery of knowledge and the development of thinking abilities Case Method Objectives are in:

motivation for the educational process;

practicing the skills of working with information;

the ability to draw the correct conclusion based on a group analysis of the situation;

acquiring the skills of a clear and accurate presentation of one's own point of view in oral and written form, convincingly defend and defend one's point of view;

developing skills for critical assessment of various points of view, introspection, self-control and self-esteem.

Leading pedagogical idea.

When using the case method in practice, you should remember about the main idea of ​​this method :

in the process of cooperation between the teacher and the student, the efforts of the latter are directed not at mastering ready-made knowledge, but at developing it.

The activity aspect of the teacher's personal contribution to the development of education

The essence of the method is that students receive a package (case) of tasks that do not have an exact solution. It is required to understand a confused situation: either to identify the problem and find ways to solve it, or to develop options for a way out when the problem is identified.

Cases differ from ordinary educational tasks (tasks have, as a rule, one solution and one correct path leading to this solution, cases have several solutions and many alternative paths leading to it).

Three types of case technology

The actual case technology

(used more often

with remote

training)

Case method

(situational method

Case study

or immersion method

(used in block learning

and sufficient

number of hours)

The range of the teacher's personal contribution to the development of education and the degree of its novelty .

Situation:

How do you feel about the statement of A.S. Griboyedov

that in his comedy "Woe from Wit"

"25 fools for one sane person"?

Immersion in the situation:

Tasks:

• Formulate the problem identified by Griboyedov.
• Clarify the meaning of the concepts used in the topic;
• Select material on the problem:

a) in the text of the comedy;

b) criticism;

c) in the memoirs of contemporaries;

d) formulate your point of view on the topic, argue it using the collected material.

Examples of cases in Russian lessons language: Is the participle a verb form or an independent part of speech?

• Situation: social networking

Immersion in the situation: Do you consider the raised issue important? What depends on the solution to this problem, from one point of view or another?

• Tasks:
• - Formulate the problem in writing;
• - Select arguments in favor of the chosen point of view, based on the characteristics of the participle, rank them;
• - prepare counterarguments to the opposite point of view;
• Promising homework:

find like-minded people among linguistic scientists.

The presented experience covers a single system "lesson - extracurricular work" from grades 5 to 11. The range of experience is wide and varied in variety. This approach to working with text - applicable both in a separate lesson of the Russian language or part of it, and in the system of lessons - is necessary in the classroom in middle and senior classes; - appropriate and effective in extracurricular and extracurricular work, - can be successfully used by teachers for distance learning. The novelty of the experience consists in improving the means of teaching and development of students, in the use of pedagogical innovations in the learning process, creative rethinking of traditional teaching methods, taking into account pedagogical didactics, age characteristics and psychology, individual creative capabilities and motives of students.

The effectiveness of professional pedagogical activity and the achieved effects.

Multidimensional work within the framework of the method allowed me to achieve certain results:

Most of the students have developed a positive motivation to study the Russian language and literature;

The development of intellectual abilities and skills of students is more effective, the ability to create a creative approach to solving educational problems is formed, speech development is improved;

The cultural balance is enriched, which allows students to achieve real success in their studies, various competitions, olympiads.

Transmission of practical achievements of the professional activity of a pedagogical worker.

helps to solve the problem of self-mastering the material in the classroom. The research will be of interest to both novice teachers and teachers with a high level of skill

Literature.

1. Andyusev B.E. Case method as a tool for the formation of competencies, 2010. - p. 61 - 69.

2. Balyasnikova T.A. Application of Case Technology in Preparing Students for the Unified State Exam (Part C) M. Planet 2011.

3. Vlasova NV Modern educational technologies in the context of new federal state educational standards.

(http // www . moluch . ru / conf / ped / archive /21/1848/ ).

4. Case technologies as a condition for activating independent work ( http://festival.1september.ru/articles/512028/).

5. Case technologies as a means of forming key competencies of students in the lessons of the Russian language and literature. (http: /nsportal.ru/sites/default/files/2012/12)

6. Omarov NB The use of techniques for enhancing the cognitive creative activity of adolescents in the course of the work of the "Debate" club.

(http: / file: \ debate \ Omarov N.B. htm.)

7.http: //yapisatel.ru/

REPORT

on the topic: "Application of case technologies in the lesson (for example)"

Prepared by:

Dobrydneva Elena Viktorovna,

teacher of Russian language and literature,

MOU "Budogovischenskaya secondary school"

Belevsky district, Tula region

village Belyaevo

Introduction ………………………………………………………………………… ..3

Chapter I. Theoretical foundations of case - technology as a teaching method ……………………………………………………………………………………………………… 6

The history of the emergence and development of case technology …………………………………………………………… 6

Case technology as a teaching method in literature lessons ... .10

Classification of case technologies …………………………………………………………………………………………………………… 11

Conclusions on Chapter I …………………………………………………………… ..21

Chapter II. Application of case technology in literature lessons ……… .. ……………………………………………… ................ 23

2.1. Methodology for teaching literature on the case-method …………… ..23

2.2. Application of case - technology in literature lessons ... ... ... ... ... 26

Conclusions on Chapter II …………………………………………………………… 31

Conclusion ……………………………………………………………. …… .33

References ………………………………………………………… .35

Introduction.

Today, when humanity is making the transition from an industrial to an information culture, characterized by such features as an integrated character, flexibility, mobility of thinking, dialogicalness, tolerance and close communication at all levels, education is faced with the task of preparing a person corresponding to this new culture.

The problem of assimilating knowledge has long haunted teachers. Almost any human action in life is associated with the need to assimilate and process certain knowledge and information. Teaching to learn, namely to assimilate and properly process information, is the main thesis of the activity-based approach to learning. A modern school should educate a person's readiness for "innovative behavior". Obedience, repetition, imitation are replaced by new requirements: the ability to see problems, calmly accept them and solve them independently. This applies to all spheres of life: household, social and professional.

The fundamental difference between the educational standards of the second generation is their focus on educational results as a system-forming component of the construction of standards. "The learning process is understood not only as the assimilation of a system of knowledge, skills and abilities that constitute the instrumental basis of the competencies of students, but also as a process of personal development, gaining spiritual, moral and social experience."

Nowadays, not only has changed the amount of knowledge necessary for a modern person, but even more changes have occurred in the ways of learning new things. Knowledge is the sea, and the methods of obtaining it have changed dramatically. By using the ability to access the Internet, students can gain more effective access to sources of knowledge.

Now in Russia, the modernization of the educational system is taking place - a different content, approaches, behavior, pedagogical mentality are proposed, a new education system is being formed, focused on entering the world educational space. This process is accompanied by significant changes in the pedagogical theory and practice of the educational process.

In these conditions, the teacher needs to navigate in a wide range of modern innovative technologies, ideas, schools, directions, not to waste time on discovering what is already known, but to use the entire arsenal of Russian pedagogical experience. Today it is impossible to be a pedagogically competent specialist without studying the entire wide range of educational technologies.

The teacher's task is to use learning technologies focused on the personality-activity approach in education. The choice of the technology for teaching a specific discipline is carried out by the teacher on the basis of his personal beliefs and constitutes his individual style of pedagogical activity. The teaching technology should be aimed at the effective achievement of the set goal.

As an example of modern effective educational technologies, we will name the following:

technology of critical thinking (American educators Charles Temple, Ginny Steele, Curtis Meredith);

"Case-Study" technology (case method or case technology - Harvard University Business School, USA)

technology of educational dialogue (Soviet psychological and pedagogical school).

In connection with education reforms in our country, there is a constant search effective teaching methods. One of the new forms of effective learning technologies is problem-situational learning using case studies. The introduction of educational cases into the practice of Russian education is currently a very urgent task.

Relevance is determined by a person's needs for self-determination and self-expression in a modern information society. Based on the above, the topic of this study is: "Case - technologies in literature lessons"

Purpose of the work: is to summarize the experience of using case technologies as an interactive method in the formation of key educational competencies of students in literature lessons.

The goal was concretized in the following tasks:

Trace the history of the development of case technologies;

Describe the classification of case technologies;

Consider case technology in literature lessons as a teaching method;

Reveal the methodology of teaching literature according to the case-method;

Analyze the use of case technologies in literature lessons.

Object of research: an interactive method of teaching literature to schoolchildren, case - technology.

Subject of research: the process of implementing the development of students through the use of cases of teaching literature.

Research methods: study of experience, analysis of scientific and methodological literature, deductive method.

The purpose and objectives determined the structure of the work, which consists of an introduction, two chapters, a conclusion and a list of references.

ChapterI. Theoretical foundations of case - technology as a teaching method

1.1 History of the emergence and development of case technology

Harvard Law School is considered the pioneer of the case study, and Christopher Columbus Langdell is considered a pioneer of the case study. After graduating from Harvard Law School, Langdell continued his work there as a research assistant and librarian. In 1870, Harvard President Charles William Eliot appointed him Dean of the School of Law, and Langdell, having studied the vast library material on jurisprudence, immediately set about developing the case method. Using the Socratic method, developing the trial and error method, he invited students to work with primary sources (court cases, decisions of the appellate court, etc.), and then draw their own conclusions, present their own interpretations and analysis. Langdell's approach was in stark contrast to traditional teaching (lectures, seminars, etc.), and the innovation was met with tremendous resistance. During the first three years of his tenure as dean, the number of students dropped from 165 to 117, but thanks to the support of C. Eliot, Langdell remained dean until 1895. By that time, the method was established not only at Harvard, but also in six other law schools.

The Harvard Business School was founded in 1908. In the first program, entitled "Master of Business Administration" (MBA) ("Master of Business Administration"), a compulsory course was introduced - the method of situational analysis "The Art of Doing Business" (1912). Owners of their own business were invited to the course to present and discuss problems from their own practice. Two days later, each student submitted a written report containing an analytical analysis of the problem and a recommended solution, then the businessman discussed these reports with the group.

The "heyday" of the method of situations came in 1919 with the arrival of a new dean, banker Wallace Donham, for whom the combination of two areas of knowledge (law and business), knowledge of the method of situations made it possible to invite teachers to reconsider the lecture approach to "collecting cases" and working with them. The first case collections were published in 1921. in the "Business Reports of Harvard University", and in 1922, 85 educational institutions began to use them in their work. Donham also organized a series of classes on teaching the method of situations, and since then Harvard has been considered the promoter of the method of cases.

In European education, the most famous for the application of the case method has become the Manchester Business School, which adopted the main ideas of Harvard at the beginning of the twentieth century, but developed its own way. In the Manchester tradition, the description of the situation is more concise, and the solution is fundamentally open and developed during group discussions. At the present stage, the Manchester School began to move away from theoretical case study to practical interactive learning, which allows students to be involved in solving real business cases in existing companies. Students are accepted for internships in companies that are experiencing any difficulties and are challenged to find a way to cope with the problem and achieve its implementation.

Currently, the application of situational tasks is carried out not only in business, medicine, sociology, but in all areas of human knowledge. Teachers of various sciences use the case method not as a specialized course in the study of the situation, but in the form of teaching technology in the classroom (case technology). “Various organizations in many countries of the world (institutes, universities, etc.) have their own case collections.

The practice of solving business cases came to Russia from the West together with the first managers who received education abroad, as well as with students of exchange internship programs. In Russia, the case method began to be used in teaching in the 80s. first at Moscow State University, and then at academic and industrial institutes, later at special training and retraining courses. Since the late 1980s, translation (Western) cases have been used.

A significant contribution to the development and implementation of this method was made by G.A. Bryanskiy, Yu.Yu. Ekaterinoslavsky, O. V. Kozlova, Yu.D. Krasovsky, V. Ya. Platov, D.A. Pospelov, O.A. Ovsyannikov, V.S. Rapopport and others.

Nevertheless, the development of the method in the USSR was very contradictory at that time. On the one hand, the use of the situation analysis method led to the widespread use of play and discussion methods of teaching, but on the other hand, the pressure of ideology, the closed nature of the education system gradually ousted the method from classrooms.

There are various designations for this learning technology. In foreign publications, you can find the names: the method of studying the situation, the method of business stories and, finally, simply the method of cases.

Russian publications most often talk about the method of analysis of specific situations (ACS), business situations, case method, situational tasks.

The main feature of the method is the study of precedents by students, i.e. past business situations.

The essence of the method is that the listeners are given a description of a specific real situation, prepared according to a certain format and intended for teaching students to analyze different types of information, its generalization, the skills of formulating a problem and developing possible options for its solution in accordance with the established criteria. The student (learner) must get acquainted with the problem and think about ways to solve it - the assimilation of knowledge and the formation of skills is the result of active independent activity of students to resolve contradictions, as a result of which there is a creative mastery of professional knowledge, skills, abilities and the development of thinking abilities.

It is believed that the most successful case technology can be used in the lessons of economics, law, social studies, history on topics requiring the analysis of a large number of documents and primary sources, as well as for the formation of knowledge in those disciplines where several answers to a question can compete with each other in degree of truth. ...

The name of the method comes from the Latin term "casus" - "confused or unusual case."

The term "case method", "case technology" translated from English as the concept "case" means:

a) a description of a specific practical situation, a methodological method of teaching according to the principle "from typical situations, examples - to the rule, and not vice versa," presupposes an active teaching method based on considering specific (real) situations from the practice of students' future activities, i.e. using the methodology of situational learning "case - study";

b) a set of specially developed teaching materials on various media (printed, audio, video and electronic materials), issued to pupils (students) for independent work.

Case technology is an interactive technology for short-term learning based on real or fictional situations, aimed not so much at assimilating knowledge as at developing new qualities and skills in students.

Its main purpose is to develop the ability to develop various problems and find solutions, learn to work with information.

Case technologies are not a repetition of a teacher, not a retelling of a paragraph or an article, not an answer to a teacher's question, it is an analysis of a specific situation, which forces us to raise the layer of acquired knowledge and apply it in practice.

1.2. Case technology as a teaching method in literature lessons

The learning process using the case method allows the formation of metasubject competencies of students, individualization of the educational process. The use of the case method allows you to generate a need for knowledge, cognitive interest in the material being studied, provides the possibility of using scientific research methods, develops cognitive independence and creative thinking, develops emotional and volitional qualities and forms cognitive motivation.

Case - technology is one of the mechanisms that maximize the use of the communicative and creative abilities of students. They can be successfully built both on the material of fiction and journalistic literature. In general, works of fiction of Russian literature are completely suitable for studying them using case technologies, since their ideological content is not an external component, but the deep inner world of the heroes, their searches, the moral and ethical background of actions. All this is a sphere of human life that is not amenable to an unambiguous assessment, that is, it implies a different interpretation of the same character or deed, there are contradictions, problems. This provides the basis for creating a case.

The objectives of the case method:

Enhancing the cognitive activity of students, which, in turn, increases the effectiveness of training;

Increasing motivation for the educational process;

Developing the skills of working with information, including the ability to request additional information necessary to clarify the situation;

Ability to draw the correct conclusion based on group analysis of the situation;

Acquiring the skills to clearly and accurately express your own point of view in oral and written form, convincingly defend and defend your point of view;

Developing skills for critical assessment of various points of view, introspection, self-control and self-esteem.

The essence of the case method is as follows:

Selection of tasks for the possibility of using different solutions.

Block-modular construction the study of new material.

Organization of independent work of students in preparation for the lesson, when working with a case.

Communication, exchange of answers between students.

Concentration of all types of activities by stages of work. ...

The essence of the case method is that the assimilation of knowledge and the formation of skills is the result of active independent activity of students to resolve contradictions, as a result of which there is a creative mastery of knowledge, skills, abilities and the development of thinking abilities. The main condition for using the case-method in teaching a particular discipline is the presence of contradictions, on the basis of which problem situations, tasks, practical tasks are formed and formulated for discussion and finding an optimal solution by students.

1.3. Case technology classification

Case methods can be classified according to the kind of creative work they require. In particular, methods of incident, parsing business correspondence and situational analysis are highlighted.

Case technologies include the following methods:

Game design

Discussion method

The method of situational role-playing games

Business correspondence parsing method

Incident method

Incident method:

Incident (from Lat. Incident) - incident, incident, collision.

The goal of the method is to search for information for making a decision by the listener himself, and, as a consequence, learning to work with information: to communicate it, systematize, analyze.

A problem with missing data is proposed, which must be resolved as a proposed problem.

Method "Analysis of business correspondence" ("folders with incoming documents", "information maze", "basketball method").

The method is based on working with documents and papers related to a particular organization, situation, problem.

When working with this technology of situation analysis, students receive from the teacher folders with the same set of documents related to a specific historical event, a specific economic situation, the activities of a specific enterprise, depending on the topic and subject.

Participants in such training act as decision-makers.

The aim of the exercise for the participants is to take the position of the person in charge of handling the "incoming documents" and to cope with all the tasks that it entails.

Examples of using the method include cases on economics, law, social science, history, where an analysis of a large number of primary sources and documents is required.

Game design method.

The goal of the method is the process of creating or improving objects.

To work on this technology, the participants can be divided into groups, each of which will develop its own project. Game design can include projects of different types: research, exploratory, creative, predictive, analytical.

For example, predictive: students are asked to develop a draft of an ideal model of the future, for example, "How do we see the country in 3000?" At the same time, the project should represent a real picture of the future, built in the form of a specific development. The process of constructing a perspective carries in itself all the elements of a creative attitude to reality, makes it possible to better understand the phenomena of today, to see the ways of development.

Role playing method.

The purpose of the method is to create a true historical, legal, socio-psychological situation in front of the audience in the form of a staging and then give an opportunity to evaluate the actions and behavior of the participants in the game. One of the varieties of the staging method is role-playing.

Role play is a way to expand the experience of the participants in the analysis by presenting them with an unexpected situation in which it is proposed to take the position (role) of the participants and then work out a way that will lead this situation to a worthy end.

Teachers who use this method in the educational process are often intimidated by its varieties such as role-playing and role-playing. These methods, indeed, have a lot in common, but still differ significantly.

When playing situations in roles, the participants perform the role as they see fit, independently defining a strategy of behavior, a scenario, and a planned result. The main task is to show creativity in solving unexpected urgent problems.

Role-playing game is a game according to a given scenario, which requires acquaintance with the material of the situation and entering this image, reincarnation.

Discussion method.

Discussion - exchange of views on any issue in accordance with more or less defined rules of procedure.

Intensive learning technologies include group and intergroup discussions.

The most common today is situational analysis method, or case study, allowing the student to deeply and in detail explore the problem, master cognitive operations consistently in the process of working with information: familiarization - understanding - application - analysis - synthesis - evaluation. The student is offered a text with a detailed description of the situation that has arisen and a problem is posed that requires a solution. This task has a pronounced practice-oriented character, but its solution requires specific subject knowledge. Often knowledge of several subjects is required to solve it. An obligatory element of the task is the problematic question. Only it must be formulated in such a way that the student wants to find the answer. Steps already implemented may also be suggested for analysis. In this case, the main task will be to determine (through analysis) their feasibility.

When solving a situational problem, the teacher and the students pursue two different goals: for the student - to find a solution corresponding to the given situation, for the teacher - the students' mastering of the method of activity and awareness of its essence.

The situational task model looks like this:

Task name.

A cognitive question that is personally significant for the student.

Information on this issue, presented in a variety of forms (text, table, graph, statistical data, etc.).

Tasks for work with this information.

Naturally, when using each of the listed methods, students also receive a package of questions to which they need to find answers to understand the essence of the problem. In addition, case technologies involve both individual work on a package of tasks and collective work, which develops the ability to perceive the opinions of other people and the ability to work in a team.

Case structure:

With all the variety of types of cases, they all have a typical structure.

Typically, a case includes:

Situation - an incident, a problem, a real-life story;

Context of the situation - chronological, historical, context of the place, features of the action or participants in the situation;

Questions or tasks to work with the case;

Applications.

Case development stages:

Determining the place of the case in the system of educational goals;

Search for an institutional system that will be directly related to the topic of the case;

Building, or choosing a model of the situation;

Description creation;

Collection of additional information;

Preparation of the final text;

Case presentation, discussion organization.

Organization of work with the case:

There are a lot of options, this is an opportunity for the teacher himself to be creative. We offer the most generalized lesson model, according to which the work can be organized.

Stages of organizing the lesson:

1... The stage of immersion in joint activities.

The main task of this stage: the formation of motivation for joint activities, the manifestation of the initiatives of the participants in the discussion. At this stage, the following options are possible:

The text of the case can be distributed to students before class for independent study and preparation of answers to questions. At the beginning of the lesson, students' knowledge of the case material and their interest in discussion are tested. The main problem underlying the case is highlighted and correlated with the corresponding section of the course.

2. The stage of organizing joint activities.

The main task of this stage is to organize activities to solve the problem. You can organize activities in small groups, or individually: students are assigned to temporary small groups to collectively prepare answers to questions within a time specified by the teacher. In each small group (independently of other groups), individual answers are compared, they are finalized, and a single position is developed, which is drawn up for presentation. Within each group, a “speaker” is selected or appointed to present the decision. If the case is well written, then the decisions of the groups should not coincide. Speakers present the group's decision and answer questions (speeches should contain an analysis of the situation; both the content side of the solution and the presentation technique and the effectiveness of the use of technical means are assessed). The educator organizes and guides the general discussion.

3. The stage of analysis and reflection of joint activities.

The main task of this stage is to demonstrate the educational and training results of working with the case. In addition, at this stage, the effectiveness of the organization of the lesson is analyzed, the problems of organizing joint activities appear, and tasks for further work are set. The teacher's actions can be as follows: the teacher ends the discussion by analyzing the process of discussing the case and the work of all groups, tells and comments on the actual development of events, sums up the results.

Thus, the emphasis is shifted to the development of knowledge, and not to the mastery of ready-made knowledge. Students get the opportunity to correlate theory with real life, in which future school leavers will benefit from the ability to draw conclusions and defend their position.

By type and focus, cases can be subdivided into training, educational, analytical, research, systematizing and predictive.

They can be different not only in content, but also in structure. Structured cases(highly structured case) include a concise and accurate statement of the situation with specific numbers and data. There is a certain number of correct answers that can be reached by mastering one formula, skill, technique in a certain area of ​​knowledge.

Unstructured cases(unstructured cases) are data-rich material. They are designed to assess the speed of thinking, the ability to separate the main from the secondary. For this type of cases, there are several correct answers, and the possibility of finding a non-standard solution is not excluded.

Pioneering cases(ground breaking cases) can be very short or long. Observing the solution of such a case gives the teacher the opportunity to see whether a person is capable of thinking outside the box, how many creative ideas he can give out per unit of time. If the work is carried out in a group, is the student able to pick up someone else's thought and develop it.

Cases also differ in volume. Full cases(an average of 20-25 pages) are intended for group work over several days. Compressed cases(3-5 pages) - for analysis directly in the lesson and imply a general discussion. Mini-cases(1-2 pages), like condensed case studies, are intended for classroom analysis and are often used to illustrate what the lesson is talking about.

Classification of cases.

cases, the purpose of which is to teach students the algorithm to make the right decision in a certain situation using a specific practical example;

in which a specific situation is described, it is proposed to find ways out of it; the purpose of such a case is to find ways to solve the problem;

cases with the formation of a problem, which describe the situation in a specific period of time, identify and clearly formulate problems; the purpose of such a case is to diagnose the situation and make an independent decision;

cases without forming a problem, in which a more complex situation is described, where the problem is not clearly identified, but is presented in statistical data, assessments of public opinion; the purpose of such a case is to independently identify the problem, indicate alternative ways of solving it with an analysis of available resources.

With active situational training, the participants in the analysis are presented with facts (events) associated with a certain situation according to its state at a certain point in time. The task of the students is to make a rational decision, acting in the framework of a collective discussion of possible solutions, i.e. game interaction.

Types of cases.

Printed case - contains graphs, diagrams, illustrations (makes the case more visual).

Multimedia case - depends on the technical equipment of the school.

Video - case.

Case types and functions:

training (training in the skills of working in changing situations - writing texts of various genres);

teaching (mastering knowledge about dynamically developing objects - theory of literature);

analytical (development of skills and abilities of analytical activity - analysis of phenomena and objects);

research - acts as a model for obtaining new knowledge, teaching the skills of scientific research through the application of the modeling method, is built on the principles of creating a research model;

systematizing (systematization of situational knowledge - the use of noun suffixes);

prognostic (obtaining information about the development of this system - forecasting the development of events in a literary work).

The advantage of case studies is that students are given the opportunity to optimally combine theory and practice, which seems to be quite important in training a specialist. The case method contributes to the development of the ability to analyze situations, evaluate alternatives, choose the best option and plan its implementation. And if during the educational cycle this approach is applied many times, then the student develops a stable skill of solving practical problems, increases interest in the studied subject, develops such qualities as social activity, communication skills, the ability to listen and competently express their thoughts.

When using case technologies in elementary school, children experience:

Development of analytical and critical thinking skills;

Combining theory and practice;

Presentation of examples of decisions made;

Demonstration of different positions and points of view;

Formation of skills for assessing alternative options in conditions of uncertainty.

The teacher's task is to teach children, both individually and as part of a group:

Analyze information,

Sort it to solve a given problem,

Identify key issues

Generate alternative solutions and evaluate them,

Choose the optimal solution and form action programs, etc.

In addition, children:

Get communication skills;

Develop presentation skills;

Form interactive skills that allow effective interaction and collective decision-making;

Acquire expert skills and abilities;

Learn to learn, independently seeking the necessary knowledge to solve a situational problem;

Change motivation to learn.

Chapter I Conclusions

So, case technology is an interactive learning technology based on real or fictional situations, aimed not so much at mastering knowledge as at developing new qualities and skills in students.

the spread of the case-technology method in education is happening quickly, but certain difficulties also arise. First of all, they are associated with the superficial attitude of teachers to the methodological basis of the method. Situations often arise when the use of the case technology method implies the introduction of “pseudo” situations, the so-called “examples from life,” into the educational process, and the educational discussion is replaced by a conversation “about life”. At the same time, the case method can become a real means of increasing the professional competence of a teacher, a way of combining educational, educational and research content in teaching.

The effectiveness of the method is that it can be easily combined with other teaching methods.

ChapterII... Application of case technology in literature lessons

2.1. Methodology for teaching literature using the case method

One of the most important characteristics of the case method is the ability to use theory, referring to factual material.

Case technology is applicable in the teaching of any subject, if the main tasks set in the lesson are teaching critical thinking skills, independent decision-making. The most convenient for using case technologies are the lessons of the Russian language and literature, since it is in these lessons, when working with the text, we bring children to a particular thought.

Case work mode;

Criteria for evaluating work in stages.

An approximate training scheme for the case-method:

Case development Determination of the list of literature necessary for mastering the educational topic Lesson plan development Group work leadership Organization of the wrap-up discussion Assessment of student work.	Receiving the case Literature study Self-preparation Organization of preliminary discussion of the content of the case Studying additional information for mastering the material of the educational topic and completing the assignment Presenting and defending one's own solution to the problem Listening to the points of view of other participants

Methodology for each stage

1. Preparation by teacher and students:

At this stage, the teacher conducts a logical selection of educational material, formulates problems. When selecting material, it takes into account that: large volume of educational material is remembered with difficulty; educational material, compactly located in a certain system, facilitates perception; the selection of semantic reference points in the learning material contributes to the effectiveness of its memorization.

2. Individual independent work of students with a case:

Students at this stage work with educational and methodological support, additional literature, analyze the proposed situations. With all the simplicity of the named stage, great skill of the teacher is required in order to stimulate students' interest in independent work, to intensify their learning activities. In the process of independent work, we apply a variety of teaching methods and techniques to students, including traditional ones.

3. Checking the assimilation of the studied material.

Since students independently study new material according to the case, there is often a need to check its assimilation. Verification methods can be traditional (oral frontal survey, mutual verification, answering cards, etc.) and non-traditional (testing, rating, etc.)

4. Work in micro groups:

It occupies a central place in the case - method, as it is the best method of learning and sharing experience. After students are divided into small groups for work, they begin independent work.

The principles of organizing independent joint work of students in small groups:

The principle of cooperation: (a set of joint and individual activities; independent work at home as anticipatory learning and work directly in the classroom).

The principle of collectivism: (the work of each is addressed not to the teacher, but to all students).

The principle of role participation: (voluntariness in the choice of roles; pleasure from the role played; tact in changing roles).

The principle of responsibility: (the lesson material is answered by the student not to the teacher, but to the classmates; control is vowel; we teach students the methods of self-control and self-assessment).

For effective work in small groups, the following rules are followed:

The commonality of the problem for everyone;

Common requirements (for this, especially at first, we create groups of approximately equal opportunities);

Number of people in a group - no more than 5 (for effective work of each);

Highlighting a leader (formal or informal);

Creation of a control group (for example, experts);

Publicity of work in all groups and brainstorming;

Taking into account the capabilities of the group when posing a problem (tasks must be feasible).

Fulfillment of these rules makes it possible to organize a developing educational process, since in solving a creative problem, students first carry out a mental enumeration of solutions known to them and, not finding it in the arsenal of their previous experience, construct a new way.

5. When working in small groups, we pay special attention to the discussion, during which the options for solving each situation are presented, answers to emerging questions, opposition.

Criteria for evaluating work by stages of the lesson:

Competent solution to the problem;

The novelty and originality of the solution to the problem;

The brevity and clarity of the theoretical part;

The quality of the solution to the problem;

Discussion ethics;

The activity of all members of the microgroup.

2.2. Application of case technology in literature lessons

How to implement the case method in literature and Russian lessons? For example, at a literature lesson in the 9th grade on the work of M.Yu. Lermontov while studying the novel "A Hero of Our Time", you can offer the following case-task: "Is Lermontov a prototype of his hero?"

Students, working with the text-biography and the text of the work, must bring their evidence and draw a conclusion.

In the 9th grade, when studying the story "Poor Liza" by N.M. Karamzin, the following case problems can be proposed:

1. Determine the main reason for the outcome of events. Is this the result of a fatal coincidence, or is the ending natural?

2. Offer your own version of the solution to a similar problem of relationships between the main characters in the modern world.

3. Imagine you are the editors of a publishing house at the end of the 18th century. You need to edit the work from the point of view of the aesthetics of classicism. What would you have to change in the piece?

In a Russian lesson, you can use the following case technique:

The most proud word in the Russian language. The Russian language, like all other languages, is arranged prudently and economically. Each word can have dozens of meanings. Each turn of speech can become overgrown with a heap of meanings. A whole bush of words grows on each root. And each prefix or suffix gives tens and hundreds of new words on this very root. But there is one very cunning suffix in Russian - "- issimus".

Of course, this is a "newcomer" suffix, not an indigenous one. However, there are many immigrant suffixes in the Russian language. Everyone finds a haven here, "marry" on Russian roots, make friends with Russian prefixes. But "- isssimus" is not like that. Not like that at all. In Russian, only one word has been created with it. Only one. There are no others.

1. Guess what that word is.

2. Give a definition of this suffix, what kind of meaning does it give to the word?

3. Create several new words that do not yet exist in Russian with this interesting suffix.

You can even compose a mini-story.

The method of parsing business correspondence can be considered on the example of a case on the topic “Epistolary genre. Drawing up a business letter ".

Assignment: to sort out the manager's mail (invitation, pleading, thanksgiving, congratulatory, sympathetic, recommendation letters), make the necessary decisions on them, put resolutions. In addition, you need to form a definite opinion about the situation at the enterprise. The final part of the lesson is conducted in the form of a discussion with an analysis of the actions of the players and their ideas about the situation at the enterprise.

One of the variants of the method of parsing business correspondence is the so-called trash can. When implementing this method, the participants in the game are invited to consider a set of separate lines from documents that partially imitate the result of the work of the paper cutting machine for the destruction of documents. It is necessary to compose the rules, thematic texts from the cut parts. When studying proverbs, you can offer handouts in the form of disparate parts, from which it is necessary to compose a complete statement in meaning.

Cases can be presented in various forms: from a few sentences to many pages. However, it should be borne in mind that large cases cause some difficulties for learners in comparison with small ones, especially when working with them for the first time.

The simplest version of the case: students are given a certain fragment of a text that carries moral issues, and are asked to come up with, predict how events will develop further. For example, the story of Leo Tolstoy "After the Ball" or an excerpt from the work of the same writer "Childhood", where the basis of the analysis can be the act of a boy who has a very sensitive, "compassionate" nature, but, nevertheless, succumbs to a general negative impulse and at the same time with his comrades mocks another boy.

Case task:

Was it possible to act differently, and what consequences would this lead to?

After the discussion, which usually turns out to be stormy, the participants in the discussion receive the ending of the writer's text in order to correlate their own feelings, premonitions with the author's perception. As a rule, disputes continue after that. The only drawback of this type of creative work is that only short works, or excerpts from novels and stories, are subject to analysis.

In general, works of fiction of Russian literature are completely suitable for studying them using case technology, since their ideological content is not an external component, but the deep inner world of the heroes, their searches, the moral and ethical background of actions, which are based on the main distinguishing feature Russian literary creativity - humanism.

The case method helps to give a new fresh sound to seemingly hackneyed and boring problematic questions: "I like (do not like) Natasha Rostova"; "Eugene Onegin - mediocrity or personality"; "Pechorin is a villain or an unfortunate person"; "Bazarov is a stupid clever man" and so on.

In literature lessons, it is possible to use cases of varying degrees of complexity.

First degree assumes a practical situation and a solution. Students are encouraged to determine whether a solution is appropriate for a given situation and whether a different solution is possible. For example, do you agree with the statement of the critic Nikolai Dobrolyubov, who called Katerina "a ray of light in the dark kingdom"? Do you agree with the words of Alexander Sergeevich Griboyedov that in his comedy "Woe from Wit" "25 fools for one sane person"? Do you agree with the statement that Vladimir Dubrovsky is a "noble robber"?

Second degree difficulties: there is a certain practical situation - it is necessary to find its solution. For example, “what is the reason for the theme of the“ superfluous person ”in Russian literature at the beginning of the 19th century”? Or "what caused the appearance of the" little man "in Russian literature of the 19th century"?

Third degree difficulties: there is a practical situation - it is necessary to define the problem and find solutions. For example, when working on the play by A. Ostrovsky "The Thunderstorm", it is proposed to determine the main theme, the problem of the work. Students are invited to solve this case after reading the work on their own, working with additional literature. As a rule, the majority of students see the unhappy fate of a woman as the main thing in a work, a much smaller number of children see social problems and the structure of society, the problem of the dissimilarity of the characters of family members, etc. as the main theme of the work. There can be many solutions, and all options have the right to exist, prove and discuss.

Work on solving cases is equally effective in group work of students, in work in pairs, in individual work. The result of solving cases can be presented in the form of a presentation, project defense, critical reference, descriptive work, essay.

What does the use of case technology give?

Access to the database of modern teaching materials.

Organization of a flexible educational process.

Increase / decrease the time spent preparing for lessons.

Continuous professional development.

The possibility of implementing some elements of the educational process outside the classroom.

To the student:

Working with additional materials.

Constant access to the database of consultations.

The ability to prepare yourself for all types of control.

Communication with other students in the group.

Mastering modern information technologies.

Almost any teacher who wants to implement case technologies can do it quite professionally, having studied special literature, having educational situations in hand. However, the choice in favor of the use of interactive learning technologies should not become an end in itself: after all, each of the named technologies of situational analysis should be implemented taking into account the educational goals and objectives, the characteristics of the study group, their interests and needs, the level of competence, regulations and many other factors that determine the possibilities implementation of case technology, their preparation and implementation.

Summing up the above, I would like to quote the words of the great Russian writer Leo Tolstoy: "Knowledge is only knowledge when it is acquired by the efforts of one's own thought, and not by memory alone."

Chapter II Conclusions

To help a child become competent, it is necessary to use active teaching methods, for example, the project method, the method of problem presentation, games, which are part of case technologies. The system-activity approach to teaching, which the Russian school is currently striving for, encourages the teacher to search for ways to form and develop universal educational actions, helping the student to “embrace the immense,” to study subjects based on activity, that is, to go to knowledge from action.

In the process of studying the subject "Literature", the formation of theoretical ideas can also go along this path - from action to thought. Therefore, the formation of practical skills based on mastering universal educational actions is of particular importance.

The essence of the case technology is the analysis of a real situation (certain input data), the description of which simultaneously reflects not only any practical problem, but also actualizes a certain set of knowledge that must be learned when solving this problem. Moreover, the problem itself has no unambiguous solutions. As an interactive teaching method, the case study helps to increase student interest in the subject. The use of this method helps to develop in children such important qualities for later life as communication skills, social activity, the ability to correctly present their opinion and listen to the opinion of another person.

Conclusion

For Russia, case technology or case study methods are a relatively new phenomenon. They began to get widespread only in the 90s of the XX century on the basis of several Moscow universities. In order to integrate business cases into the Russian education system, an association of business clubs of the Russian Federation was created. A significant contribution to the development and implementation of this method was made by G.A. Bryanskiy, Yu.Yu. Ekaterinoslavsky, O. V. Kozlova, Yu.D. Krasovsky, V. Ya. Platov, D.A. Pospelov, O.A. Ovsyannikov, V.S. Rapopport and others.

In Russia, the technology case is also called the method of analysis of specific situations (ACS), situational tasks. The use of the case method allows you to generate a need for knowledge, cognitive interest in the material being studied, provides the possibility of applying scientific research methods, develops cognitive independence and creative thinking abilities, develops emotional and volitional qualities and forms cognitive motivation.

Case - technologies- one of the mechanisms that allow you to maximize the communication and creativity of students

The essence of the case method is that the assimilation of knowledge and the formation of skills is the result of active independent activity of students to resolve contradictions, as a result of which there is a creative mastery of knowledge, skills, abilities and the development of thinking abilities.

Case methods can be classified according to the kind of creative work they require. In particular, methods of incident, parsing business correspondence and situational analysis are highlighted.

The means for achieving the set goals of teaching literature is a case, like a package of documents for the work of students.

Case structure and content:

Presentation of the topic of the lesson, problems, questions, assignments;

Detailed description of disputable situations;

Associated facts, statements, options, alternatives;

Educational and methodological support:

Visual, handout or other illustrative material;

Basic and additional literature;

Case work mode;

Criteria for evaluating work in stages.

To help a child become competent, it is necessary to use active teaching methods, for example, the project method, the method of problem presentation, games, which are part of case technologies.

The use of case technologies in teaching literature allows you to create a favorable environment in the classroom for practicing practical skills necessary for schoolchildren to competently work with various kinds of information, allows you to activate theoretical knowledge and practical experience of students, their ability to express their thoughts, ideas, suggestions, the ability to listen to alternative point of view, and reasonably express your own. The use of this method is also necessary because it allows you to see the ambiguity of solving problems in real life.

Thus, the goals and objectives outlined in this work were achieved through the synthesis, classification and analysis of methodological literature.

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MBOU "Komsomolskaya secondary school No. 2"

Komsomolsk district of the Chechen Republic

Using the case method in the classroom

Russian language and literature

literature MBOU "Komsomolskaya

School No. 2 "of the Komsomolsk region of the Chechen Republic

Indyukova S.N.

With. Komsomolskoe -2015

Content.

1. Introduction.

2. Case methodas a form of education.

3. Classification of case - methods.

4. Examples of cases in the lessons of the Russian language and literature.

5. An example of a lesson using the case method.

6. Conclusion.

7. List of used literature.

Introduction.
To increase interest in the Russian language and literature, to activate children in the lesson, I usecase method. Case methodas a form of education is not an invention of our time; it arose at the beginning of the last century on the basis of the business school of Harvard University.

The objectives of the case method:

activation of the cognitive activity of students, which increases the effectiveness of training;

increasing motivation for the educational process;

practicing the skills of working with information, including the ability to request additional information necessary to clarify the situation;

the ability to draw the correct conclusion based on a group analysis of the situation;

the acquisition of the skills of a clear and accurate presentation of one's own point of view in oral and written form, convincingly defend and defend one's point of view;

developing skills for critical assessment of various points of view, introspection, self-control and self-esteem.

The essence of the method is that students receive a package (case) of tasks that do not have an exact solution. Accordingly, the student is required to either determine the problem and ways to solve it, or develop options for getting out of a difficult situation when the problem is identified.

In Russia, case technology is also called a method of analyzing specific situations, situational tasks. In recent years, case technologies have found wide application in medicine, law, economics, political science, and in business schools.This method is currently one of the most effective teaching methods.

Case method as a form of education.

So, as already mentioned, the peculiarity of this method lies in the fact that teaching materials are completed in a special set (case) and sent to the student for independent study or issued at the beginning of the lesson, then in the lesson the children offer their solutions to the main questions of the case, the teacher corrects conclusions. The case can be created by the children themselves or created during the lesson. Tasks may not have an exact solution, then a problem is identified, and students are looking for ways to solve it, relying on the objective point of view of linguists, writers, poets. During the lesson, the teacher acts as a conductor of ideas. In this case, the teacher can use group forms of work and individual consultations on the Internet, resources of the library and computer class.

The case method combines methods such as the project method, role play, situational analysis and much more. When solving a common problem in literature lessons, joint activity is useful, which allows all students to fully comprehend and assimilate educational material, additional information, and most importantly, to learn how to work together and independently. The learning process using the case method allows the formation of metasubject competencies of students, individualization of the educational process. The use of the case method allows you to generate a need for knowledge, cognitive interest in the material being studied, provides the possibility of applying scientific research methods, develops cognitive independence and creative thinking abilities, develops emotional and volitional qualities and forms cognitive motivation. Case - technology is one of the mechanisms that maximize the use of the communicative and creative abilities of students. They can be successfully built both on the material of fiction and journalistic literature. In general, works of fiction of Russian literature are completely suitable for studying them using case technologies, since their ideological content is not an external component, but the deep inner world of the heroes, their searches, the moral and ethical background of actions. All this is a sphere of human life that is not amenable to an unambiguous assessment, that is, it implies a different interpretation of the same character or deed, there are contradictions, problems. This provides the basis for creating a case.
Case structure and content:

presentation of the topic of the lesson, problems, questions, assignments;

detailed description of disputable situations;

related facts, provisions, options, alternatives;

educational and methodological support: visual, handout or other illustrative material; basic and additional literature;

case work mode;

criteria for evaluating work in stages.

Classification of case - methods.

Case - methods can be classified depending on what kind of creative work they require. In particular, methods of incident, parsing business correspondence and situational analysis are highlighted.

The most common today is the situational analysis method, which allows you to deeply and in detail explore the problem. The student is offered a text with a detailed description of the situation that has arisen and the task that needs to be solved is set. Models that have already been implemented can also be proposed for analysis. In this case, the main task is to determine their feasibility through analysis. Naturally, when using each of the listed methods, students also receive a package of questions to which they need to find answers to understand the essence of the problem. In addition, case technologies involve both individual work on a package of tasks and collective work, which develops the ability to perceive the opinions of other people and the ability to work in a team. The content of the cases can be very diverse: works of art, films, cases can affect the students' own life experience and much more.

Thus, the emphasis is shifted to the development of knowledge, and not to the mastery of ready-made knowledge. Students get the opportunity to correlate theory with real life, to conduct a deep comparative analysis of works and phenomena of life, in which future school graduates will need the ability to draw conclusions and defend their position.

By type and focus, cases can be subdivided into training, educational, analytical, research, systematizing and predictive.

Observing the solution to each case gives the teacher the opportunity to see if a person is capable of thinking outside the box, creatively. If the work is carried out in a group, is the student able to pick up someone else's thought and develop it.
Cases also differ in volume. Full cases (on average 20-25 pages) are intended for group work over several days. Condensed cases (3-5 pages) - for analysis directly in the lesson and imply a general discussion. Mini-cases (1-2 pages), like condensed cases, are intended for classroom analysis and are often used to illustrate what the lesson is talking about.

Case solving is equally effective in group work, in work in pairs, in individual work. The result of solving cases can be presented in the form of a presentation, defense of a project, a miniature essay, an oral presentation, and so on. With the skillful use of this kind of activity in the classroom, students' spontaneous transition from external motivation for learning to internal regulation of self-learning occurs. Thus, it becomes possible to maximally individualize the learning process. Tasks should not be primitive and should not be included in the case- methods on formal grounds. Each case is a serious methodological development, which should take into account the age characteristics and creative abilities of students.
The controllability of the learning process lies in the fact that the right to select information (if it is permissible for students to participate at the stage of preparing the case) belongs to the teacher. He can predict the course of the discussion, as well as options for proposed solutions. original non-standard solutions. Case - technologies today are opposed to such types of work as repetition after the teacher, answering the teacher's questions, retelling the text, etc. Cases differ from common educational tasks. This method contributes to the development of students' ability to make decisions on their own; cases have several solutions and many alternative paths leading to them.

Cases should not be considered a universal method. For the school curriculum, such methods are only an addition to the basic knowledge that is acquired in the traditional way. No analytical work can be intuitive, no serious conclusions can be drawn if there is no deep knowledge of the subject.

Examples of cases in the lessons of the Russian language and literature.

Examples of cases in Russian lessons.
Is the participle a verb form or an independent part of speech?

Situation: communication in a social network.

Immersion in the situation:
- Do you consider the raised issue important?
- What depends on the solution of this problem, from one point of view or another?

Tasks:

Formulate the problem in writing;

Select arguments in favor of the chosen point of view, based on the characteristics of the sacrament;

Prepare counterarguments to the opposite point of view;

Promising homework:

find like-minded people among linguistic scientists.

Examples of cases in a literature lesson:
Situation: How do you feel about the statement of A.S. Griboyedov that in his comedy "Woe from Wit" "25 fools for one sane person"?

Immersion in the situation:

What is the meaning of the author in the concept of "sane", "fool"?

Tasks:

Formulate the problem identified by Griboyedov.

Clarify the meaning of the concepts used in the topic.

Select material on the problem:

a) in the text of the comedy;

b) criticism;

c) in the memoirs of contemporaries;

d) formulate your point of view on the topic, argue it using the collected material.

An example of a lesson using the case method.

To help a child become competent, it is necessary to use active teaching methods, for example, the project method, the method of problem presentation, games, which are part of case technologies. All this is present in my teaching practice. I use the problem presentation method in the lessons of the Russian language and literature. Information is obtained by students in the course of independent solution of theoretical and practical situations or with the help of a teacher. Schoolchildren overcome a certain difficulty, and their activity and independence reaches a high level, which contributes to the development of positive motivation for learning. The information obtained in this way is assimilated more firmly and is remembered for a longer period of time, learning outcomes are improved, students can more easily apply the knowledge gained in new situations and at the same time develop their skills and creativity. Features of such a lesson: creating a problem situation, formulating a problem, solving it in a group or individually, checking the solutions obtained, as well as systematizing, consolidating and applying the newly acquired knowledge in theoretical and practical activities.

The result of solving case tasks can be presented in the form of a review, presentation, project defense, critical reference, descriptive work, essay.

I offer a lesson in literature in grade 5 on the topic "Poem

K. Balmont "Snowflake" using case technology (work in groups).

Lesson objectives:

teach to work on a word, interpret a poetic text in terms of content, figurative means, form;

Lesson Objectives:

Educational:

to provide during the lesson the repetition and consolidation of literary concepts: stanza, types of rhyme, epithets, personifications, comparisons;

to form the ability to work according to the case technology

Educational:

fostering love for native speech;

to form moral qualities of a person, culture.

Developing:

develop emotions by creating emotional situations of joy, surprise, and amusement in the classroom, using vivid illustrations;

development of intelligence, spirituality, aesthetic vision of reality.

Lesson form: A lesson in open thoughts using case technology

Teaching methods: work with a case, conversation, creating a problem situation

Methodological equipment of the lesson:

case

lesson presentation;

handouts: cards with the text of Balmont's poem "Snowflake", "Frankly speaking" questionnaire.

Lesson flow (fragment)

Introductory conversation.

Winter. In the imagination of every person, winter is sparkling snow, overflowing snowflakes, a pleasant creak of snow underfoot and mountains, mountains of fluffy snowdrifts. Since ancient times, people have admired this beauty. Composers put the sounds of winter on the notes. And poets dedicated their poems to her. One of these poets was K.D. Balmont.

Today we will get acquainted with his poem "Snowflake". Such a case, which contains certain information, will help us to study this poem in detail. Now each group will receive a file for further work. (cases are distributed)

Find the file with the poem by K.D. Balmont "Snowflake". Let's try to reveal the image of a snowflake using this poem as an example.

Reading by the teacher to the music of P.I. Tchaikovsky “The Seasons. By the fireside. "

Snowflake.

Light fluffy
Snowflake is white
How clean
How brave!

Dear stormy
Easily sweeps through
Not into the azure heights -
He asks for the ground.

Wonderful azure
She left
Into the unknown
The country has overthrown.

In the rays of shining
Slides, skillful,
Among the melting flakes
Preserved white.

In the wind
Trembles, flies up.
On him, cherishing,
Light sways

His swing
She is comforted
With its blizzards
Spinning wildly.

But now it ends
Long road
Touches the ground
Crystal star

Lies fluffy
The snowflake is bold.
How clean
What a white!

You have listened to a poem by Konstantin Balmont. Let's work on it. Group 1 is studying the biography of the poet. Group 2 is working on comprehending the content of the poem. Group 3 is working on the visual and expressive means of the language. Group 4 performs a creative task. The files contain questions to help you complete the assignment. The task is given no more than 5 minutes. (group work)

Guys, time is up. The floor is given to the group, which will tell us about the author of this poem. (performance of 1 group)

Konstantin Dmitrievich Balmont was born on June 15, 1867 in the village of Gumnishche, Vladimir province. Balmont's mother, "a highly educated, intelligent and rare woman", introduced the poet to the world of music, literature, history, and linguistics. At the age of five, Kostya had already learned to read on his own, spying on his older brother, whom his mother taught. My father was an unusually quiet, kind, silent person, he loved nature and hunting. Walking with him, little Kostya, as a child, deeply penetrated the beauty of forests, fields, swamps, forest rivers. This joyful feeling of childhood and homeland "among flowers and chants" is reflected in Balmont's poetry.
Alexander Blok called Balmont "a poet with a morning soul." When you listen to Balmont, you always listen to spring. No one enmeshes souls with such a bright mist like Balmont. His poems are very melodious and musical

Thanks for the interesting story. Now let's listen to the second group of guys. They worked on what this poem is about, what content did the poet put in?

What was the mood in which the poem was written? (mood of calmness, reflection, pacification)

- Where does the snowflake go? (Not sky-blue skyward, asks to the ground ).

What words indicate this? ("Slides, skillful, crystal star. How clean! How brave!)

Thank you for message. Sit down. Group 3 worked on the issue of pictorial and expressive means.

Find epithets that help represent the snowflake. (Light fluffy, white, clean, bold. Skillful, intact white, fluffy)

Who can we say “brave” about?

What can a person have white, clean?

What part of speech has appeared? (Verbs)

How do you understand the verb "asks"? (She strives of her own accord )

Find a synonym for the word "road" (Path: life path, life path )

What is the epithet for “road”? (Stormy road. “Stormy” - goes well with the word life. A stormy life is a difficult, life path, passing brightly, richly, in struggle and aspirations).

Where does it come from and where? (From the azure heights (in the literal meaning - the blue sky, in the figurative - beautiful, quiet, serene) to the unknown land-land, which confirms the courage of the snowflake. She is not afraid of the "rough road", the impetuosity of the movement.)

What have you left? (Azure, i.e. the sky is home )

Where did she fly? (To an unknown country, i.e. to the ground )

Left and cast down - the strong-willed nature of the movement.

And man consciously strives for an unknown future.

Find epithets.

What is her skill? (Ability to keep whiteness and purity when others melt ).

A person maintains the purity of his soul.

What character has appeared? (Wind).

How does the wind behave in relation to a snowflake? (It trembles, sweeps up, cherishes, which shows the inconstancy of the wind)

For a person, the wind is the vicissitudes of fate, sharp turns, changes.

What's the topic? (End of the road ).

What does the poet call a snowflake? (Crystal star )

What is the difference between a snowflake and a star?("Star" is associated with "sky", has clear outlines, a symbol of pure, high)

8 stanza.

Compare with stanza 1. (Returns to the beginning, but is not a repetition).

For what purpose did the poet swap the words “bold” and “white”? (To show that the bold snowflake, having passed all the obstacles, remained pure, white).

- Thanks a lot. Now let's see what happened with the 4th group of guys. Creative work "The image of a snowflake in the poem of K. Balmont."

Well done. What is the theme of the poem? (Life path theme). The snowflake, having passed all the obstacles, remained pure, white. Likewise, a person, overcoming the difficulties of life, must remain kind, preserving the purity of his soul.

And we will finish our lesson by making such a snowflake.

Conclusion.

Case - technologies, on the one hand, are opposed to such types of work as repetition after the teacher, answering the teacher's questions, retelling the text, and on the other hand, they combine such methods as game design, role play, situational analysis, and parsing business correspondence. As an interactive teaching method, the case method allows you to increase students' interest in the subject and form key educational competencies.

Almost any teacher who wants to implement case technology, having a guide and a set of situations in hand, will be able to do it quite professionally. However, it should be noted that the choice in favor of the use of interactive teaching technologies should not become an end in itself for the teacher in the educational process. After all, each of the named technologies of situational analysis should be implemented taking into account the educational goals and objectives, the characteristics of the group of trainees, their interests and needs, the level of competence, the regulation of many other factors that determine the possibility of implementing case technologies, their preparation and implementation.

The greatest effect in educational activities can be achieved with a systematic approach to the choice of traditional and innovative learning technologies, with their reasonable combination, complementing each other.

Bibliography .

Reingold, L.V. Outside of CASE - technologies / L.V. Reingold // Computerra.-, 2000. - No. 13-15.

Smolyaninova, O. G. Information technology and case study methodology in vocational training of students of a pedagogical university: Proceedings of the II All-Russian scientific and methodological conference "Education of the XXI century: innovative diagnostics and management technologies for the purpose of informatization and humanization", Krasnoyarsk, May 2000 / O. G. Smolyaninova. - Krasnoyarsk, 2000.

Smolyaninova, O. G. Innovative technologies for teaching students based on the Case Study method // Innovations in Russian education: collection - Moscow: VPO, 2000.

Situational analysis, or anatomy of the Case method / edited by Yu.P. Surmina - Kiev: Center for Innovation and Development, 2002.

Dzatceeva T.S. Case technologies and their application in a modern school in literature lessons http://festival.1september.ru/articles/605044/

Zavgorodnyaya E.G. Case method in literature lessons as a means of forming metasubject competencies http://festival.1september.ru/articles/623682/

Examples of cases for conducting literature lessons while studying the novel by I.S. Turgenev "Fathers and Sons".

1) Pupils are given a modern life situation, where the heroes of the novel are transferred. The initial stage of the study of the novel is taken into account; accordingly, the characters of the characters are not fully revealed by the students.

Case text:

Our days. Modernly furnished living room. Sofas, TV (you can complete the picture yourself). In the living room there are Bazarov, Arkady, Nikolai Petrovich, Pavel Petrovich Kirsanovs (you are invited to determine the activities of each character at the moment). The need for cloning is being discussed on television in the news and analysis program "Vremena". What will be the reaction of everyone in the living room?

Tasks:

· Distribute roles in the group;

· Simulate the behavior of each character in a given situation, taking into account his character (characteristics of heroes);

· Create a small text of the speech of each character (speech characteristics of the characters).

Such a case helps students develop communicative competence (creating a text for a character's speech, working in a group), information competence (collecting information from a text about the character of characters, analyzing it), and students also try to work with this information, using it in new specific situations.

2) Students are given a specific situation from the text of the work.

A comprehensive assessment of the situation by all participants in the communication is assumed: the author, heroes, readers, critics.

Case text:

Bazarov moved forward quietly, and Pavel Petrovich walked towards him, putting his left hand in his pocket and gradually raising the muzzle of the pistol ... "He is aiming right at my nose," thought Bazarov, "and how diligently he squints, robber! However, this is an unpleasant sensation. I will look at the chain of his watch ... "Something snapped sharply near Bazarov's ear, and at the same instant a shot rang out. "Heard, therefore nothing," - managed to flicker in his head. He stepped again and, without taking aim, squeezed the spring.

Pavel Petrovich shivered slightly and grabbed his thigh with his hand. A trickle of blood trickled down his white knickers.

Bazarov threw the pistol aside and approached his opponent.

- Are you injured? he said.

“You had the right to call me to the barrier,” said Pavel Petrovich, “and this is nothing. By convention, each has one more shot.

“Well, excuse me, it’s until another time,” answered Bazarov and hugged Pavel Petrovich, who was beginning to turn pale. - Now I am no longer a duelist, but a doctor, and first of all I must examine your wound. Peter! come here, Peter! where are you hiding?

“All this is nonsense ... I don’t need anyone’s help,” Pavel Petrovich said with deliberation, “and ... it is necessary ... again ...” He was about to tug on his mustache, but his hand weakened, his eyes rolled, and he fainted.

- Here's the news! Fainting! Why would! - Bazarov involuntarily exclaimed, lowering Pavel Petrovich onto the grass. - Let's see what the piece is? “He took out a handkerchief, wiped off the blood, felt around the wound ...“ The bone is intact, ”he muttered through his teeth,“ the bullet went shallowly through, one muscle of the vastus externus was hit. At least dance in three weeks! .. And faint! Oh, these people are nervous to me! See, the skin is so thin. "

- Killed, sir? - the quivering voice of Peter whispered behind him.

Bazarov looked round.

- Go for water as soon as possible, brother, and he will survive you and me.

But the refined servant did not seem to understand his words and did not budge. Pavel Petrovich slowly opened his eyes. "Ends!" - Peter whispered and began to be baptized.

- You're right ... What a stupid face! said the wounded gentleman with a forced smile.

- Go get some water, devil! shouted Bazarov.

- No need ... It was a minute vertige ... Help me to sit down ... like this ... You just have to grab this scratch with something, and I'll walk home, otherwise you can send a droshky for me. The duel, if you like, is not renewed. You acted nobly ... today, today - mind you.

“There’s no need to remember the past,” objected Bazarov, “and as far as the future is concerned, it’s not worth bothering about it either, because I intend to slip away immediately. Let me tie up your leg now; your wound is not dangerous, but it's better to stop the bleeding. But first it is necessary to bring this mortal to life. [Chapter 24]

Tasks:

· Distribute roles in the group: author, heroes, contemporary readers, readers of our time, critics;

· Assess the situation from the standpoint of your role in it by creating a small text.

This case makes it possible to reveal not only the positions of the heroes of the work and their characteristics, but also at the same time to analyze the author's position, the reader's opinion (interpretation of the text by students as modern readers). In addition, the case is interesting because of the need to search for information from the text of a work, critical articles, and readers' reviews.

3) A specific situation from the text of the work is proposed, but with a different, modeled result of the situation.

Case text:

“You will forget me,” he began again. “A dead man is not a friend to a living. Your father will tell you that, they say, what kind of person Russia is losing ... This is nonsense; but do not discourage the old man. Whatever the child is having fun ... you know. And caress your mother. After all, people like them cannot be found in your big light in the daytime with fire ... Russia needs me ... No, apparently, it is not needed. And who is needed? A shoemaker is needed, a tailor is needed, a butcher ... he sells meat ... a butcher ... wait, I'm confused ... There is a forest ...

Bazarov put his hand on his forehead.

Anna Sergeevna leaned over to him.

- Evgeny Vasilich, I'm here ...

He immediately took his hand and raised himself.

“Goodbye,” he said with sudden force, and his eyes flashed with the last sparkle. - Farewell ... Listen ... I didn't kiss you then ... Blow on the dying lamp and let it go out ...

Anna Sergeevna put her lips to his forehead.

- And that's enough! - he said and sat down on the pillow. - Now ... darkness ...

Anna Sergeevna went out quietly.

- What? - Vasily Ivanovich asked her in a whisper.

“He fell asleep,” she answered, barely audible.

Bazarov was no longer destined to wake up. By evening he fell into complete unconsciousness, and the next day he died. [Chapter XXVII]

(Option for the ending: By the evening Bazarov felt better, every day he was recovering faster and faster. Two months later there was no trace of the disease) .

Tasks:

· Determine the possibility of such a change in the situation;

· Think over the further development of events taking into account this transformation.

The case can be assigned to a small group of 2-3 people. It promotes the development of divergent (ambiguous) thinking in students. Students see the possibility of resolving the situation in different ways, they develop their own point of view.

4) Students are given a situation from the text of the studied work. A new independent interpretation of the text with the possibility of changing it is assumed.

Case text:

An almost hostile feeling gripped the hearts of both young people. Five minutes later, they opened their eyes and looked at each other in silence.

“Look,” Arkady said suddenly, “a dry maple leaf has come off and falls to the ground; its movements are completely similar to the flight of a butterfly. Isn't it strange? The saddest and the deadliest is similar to the most cheerful and lively.

- O my friend, Arkady Nikolaich! - Bazarov exclaimed, - I ask you about one thing: do not speak beautifully.

- I speak as best I can ... And finally it is despotism. A thought crossed my mind; why not express it?

- So; but why shouldn't I also express my thoughts? I find it indecent to speak beautifully.

- What is decent? Swear?

- Uh! yes you, I see, definitely intend to follow in uncle's footsteps. How happy this idiot would be if he heard you!

- What did you call Pavel Petrovich?

- I called him, properly, - an idiot.

- This, however, is unbearable! - exclaimed Arkady.

- Aha! a kindred feeling spoke up, ”Bazarov said calmly. - I noticed: it is very stubborn in people. A person is ready to give up everything, he will part with any prejudice; but to admit that, for example, a brother who steals other people's handkerchiefs is a thief is beyond his strength. And indeed: my brother, mine - and not a genius ... is it possible?

“A simple sense of justice spoke up in me, and not at all a kindred one,” argued Arkady passionately. - But since you do not understand this feeling, you do not have this feeling, then you cannot judge it.

- In other words: Arkady Kirsanov is too exalted for my understanding, - I bow down and shut up.

- Enough, please, Eugene; we will finally fall out.

- Ah, Arkady! do me a favor, we will quarrel once and for all - to the position of the robe, to the extermination.

- But then, perhaps, we will end up with that ...

- What are we going to fight? interjected Bazarov. - Well? Here, in the manger, in such an idyllic setting, far from light and human eyes - nothing. But you don’t get along with me. I'll grab you by the throat now ...

Bazarov spread his long and stiff fingers ... Arkady turned and prepared, as if in jest, to resist ... But his friend's face seemed so sinister to him, such a serious threat seemed to him in the crooked smile of his lips, in his glowing eyes that he felt involuntary timidity ... [Chapter XXI]

Tasks:

· Distribute roles in the group;

· Discuss the situation from your perspective;

· Model your own behavior in this situation (argue).

The case helps to form your own point of view, allows you to get away from unambiguity in interpreting the text and in making any decisions.

5) Students are given a situation: The author of works creates in our time.

Case text:

Imagine that I.S. Turgenev is transferred to our time and tries to describe what he saw in his new novel about a new time.

Tasks:

· Distribute tasks in the group;

· To simulate the title (theme) of the work, its problems (with the reasoning of the choice);

· Model the types of heroes of this work (with the argumentation of the choice).

Such a case has a certain complexity. When discussing it, students must be familiar with the position of the author, his attitude to life. It is supposed to develop the skills of analysis and comparison, as well as creative skills.

6) Proposed situation: Screen adaptation of the novel "Fathers and Sons".

Case text:

You I.S. Turgenev is the director-screenwriter of the new adaptation of the novel "Fathers and Sons", and your task is to select the performers of the roles of the characters in the novel (any modern actor is at your disposal), that is, correctly characterize each character.

Tasks:

· Distribute roles in the group (each participant is an author, considering one character, picking one actor);

· Describe the characters (choose the performers for the role).

When working with this case, the group must collect information about the characters from the work, but not all, but only that which reflects the author's attitude towards them.

7) The teacher invites students to find or independently simulate a situation from modern life, which would reflect a passage from the studied work.

Case text:

He [Nikolai Petrovich] hesitated for a moment and continued in French.

- A strict moralist will find my frankness inappropriate, but, firstly, it cannot be hidden, and secondly, as you know, I have always had special principles about the relationship between father and son. However, you, of course, will have the right to condemn me. In my years ... In a word, this ... this girl, about whom you have probably already heard ...

- Fenichka? Arkady asked cheekily. Nikolai Petrovich blushed.

- Do not call her, please, loudly ... Well, yes ... she now lives with me. I put her in the house ... there were two small rooms. However, all this can be changed.

- Have mercy, dad, why?

- Your friend will be visiting us ... awkward ...

- As for Bazarov, please don't worry. He is above all this.

- Well, you finally, - said Nikolai Petrovich. - Fligelek is bad - that's the problem.

“Have mercy, papa,” said Arkady, “you seem to be apologizing; shame on you.

“Of course, I must be ashamed,” Nikolai Petrovich answered, blushing more and more.

- Complete, dad, complete, do me a favor! - Arkady smiled affectionately. "What is the apology!" - he thought to himself, and a feeling of condescending tenderness for a kind and gentle father, mixed with a feeling of some kind of secret superiority, filled his soul. “Stop, please,” he repeated once more, involuntarily enjoying the consciousness of his own development and freedom.

Nikolai Petrovich glanced at him from under the fingers of the hand with which he continued to rub his forehead, and something pricked him in the heart ... [Chapter III]

Tasks:

· Analyze (discuss) the plot of the passage, highlight the actual (timeless) problem in it;

· Find (based on your own or someone else's experience) in modern reality a situation that reflects the plot of this passage, draw conclusions (you can use the reader's experience).

Students thus prove or deny the timelessness and relevance of the plot of this text. The positive aspects of the case are that

students learn to interpret the plot, see its problems, transfer it to the surrounding reality, analyze personal experience, draw conclusions.

8) Students are offered a situation where they will be the authors of an advertisement for the novel "Fathers and Children".

Case text:

The new publishing house (you can give it your own name) is releasing a series of novels XIXcentury. The publisher addresses you with a proposal to create an advertisement for the novel "Fathers and Sons". Undoubtedly, it must meet all the requirements of the modern market: the novel must be sold after advertising, but no one’s rights are infringed upon.

Tasks:

· Highlight the main idea in the work, which should interest the reader today, in modern reality;

Such a case is of extreme relevance and presupposes a high interest of students in it. Students, firstly, will analyze various advertisements, including advertising of works of art, learn to identify the interests of the modern reader (or model them on their own experience). In addition, the case is creatively oriented. It is supposed to create the text of the advertisement and its design. This case can be given to students as a separate project.

Gabdrakhmanova Bibigul Demeuovna

Teacher of Russian language and literature, secondary school №14 Uralsk, Republic of Kazakhstan

Among interactive learning technologies, case technologies are becoming increasingly popular. Case technology (case method) is an interactive learning technology based on real or fictional situations, aimed not so much at mastering knowledge,

how much for the formation of new qualities and skills in students. Its main purpose is to develop the ability to develop problems and find solutions, learn to work with information. At the same time, the emphasis is not on obtaining ready-made knowledge, but on their development, on the co-creation of a teacher and a student.

The case-method combines such well-proven methods as the project method, role play, situational analysis and much more. When solving a common problem in the lessons of the Russian language and literature, joint activities are useful, which allow all students to fully comprehend and assimilate the educational material, additional information, and most importantly, to learn how to work together and independently.

The essence of the case method is the analysis of a real situation, the description of which simultaneously reflects not only any practical problem, but also actualizes a certain set of knowledge that must be learned when solving this problem. Moreover, the problem itself has no unambiguous solutions. As an interactive teaching method, it enhances learners' interest in a subject. The use of this technology helps to develop in children such important qualities for later life as communication skills, social activity, the ability to correctly present their opinion and listen to the opinion of another person.

Case technology is applicable in the teaching of any subject, if the main tasks set in the lesson are teaching critical thinking skills, independent decision-making. The most convenient for using case technology are the lessons of the Russian language and literature, since it is in these lessons, when working with the text, we bring children to a particular thought.

There are the main stages of case creation:

1. Defining goals.
2. Selection of the necessary sources.
3. Selection and preparation of materials for the case.

Examples of cases can be collections of practical problems, collections of business games, discs with presentations of lessons, etc.

The main difference between a case and a task: a task has a solution and a path to it, even if there is more than one. Cases have many solutions that lead to the disclosure of a particular problem.

Case - methods that activate the educational process include:

• · The method of incidents, when the student himself must find the missing information;
• · Method of parsing business correspondence;
• · Game design;
• · Situational role-playing game;
• · Method of discussions;
• Case - a stage or method of situational analysis (a method of analyzing specific situations, situational tasks and exercises).

Situational tasks(or cases) - tasks that allow the student to master cognitive operations sequentially in the process of working with information: familiarization - understanding - application - analysis - synthesis - evaluation. This task has a pronounced practice-oriented character, but its solution requires specific subject knowledge. Often knowledge of several subjects is required to solve it. An obligatory element of the task is the problematic question. Only it must be formulated in such a way that the student wants to find the answer.

When solving a situational problem, the teacher and the students pursue two different goals: for the student - to find a solution corresponding to the given situation, for the teacher - the students' mastering of the method of activity and awareness of its essence.

Situational task model looks like that:

Task name.

A cognitive question that is personally significant for the student.

Information on this issue, presented in various forms (text, table, graph, statistical data, etc.)

Tasks for work with this information.

How is the case method implemented in my lessons? So, a literature lesson in the 9th grade on the works of M.Yu. Lermontov. The novel "A Hero of Our Time".

Case task:

Is Lermontov the prototype of his hero?

Students, working with the text - biography and text of the work, must bring their evidence and draw a conclusion.

In the 9th grade while studying the story "Poor Liza" by N.M. Karamzin.

1 Case-task:

Determine the main reason for the outcome of events. Is this the result of a fatal coincidence, or is the ending natural?

2 Case task:

Suggest your own solution to a similar problem of relationships between the main characters in the modern world.

3 Case task:

Imagine you are the editors of a publishing house at the end of the 18th century. You need to edit the work from the point of view of the aesthetics of classicism. What would you have to change in the piece?

Reception of the case at the lesson of the Russian language.

The most proud word in the Russian language.

The Russian language, like all other languages, is arranged prudently and economically.

Each word can have dozens of meanings. Each turn of speech can become overgrown with a heap of meanings. A whole bush of words grows on each root. And each prefix or suffix gives tens and hundreds of new words on this very root.

But there is one very cunning suffix in Russian: - isssimus

Of course, this is a "newcomer" suffix, not an indigenous one. However, in the Russian language there are many established emigrant suffixes. Everyone finds a haven here, "marry" on Russian roots, make friends with Russian prefixes.

But "- isssimus" is not like that. Not at all like that. In Russian, only one word has been created with it. Just one thing. No others.

1. Guess what that word is.

2. Give a definition of this suffix, what kind of meaning does it give to the word?

3. Create several new words that do not yet exist in Russian with this interesting suffix. You can even compose a mini-story.

The method of parsing business correspondence can be considered on the example of a case on the topic “Epistolary genre. Drawing up a business letter ". Assignment: to sort out the manager's mail (invitation, pleading, thanksgiving, congratulatory, sympathetic, recommendation letters), make the necessary decisions on them, put resolutions. In addition, you need to form a definite opinion about the situation at the enterprise. The final part of the lesson is conducted in the form of a discussion with an analysis of the actions of the players and their ideas about the situation at the enterprise.

One of the variants of the method of parsing business correspondence is the so-called trash can. When implementing this method, the participants in the game are invited to consider a set of separate lines from documents that partially imitate the result of the work of the paper cutting machine for the destruction of documents. It is necessary to compose the rules, thematic texts from the cut parts. When studying proverbs, I offer handouts in the form of disparate parts, from which it is necessary to compose a statement complete in meaning.

Cases can be presented in various forms: from a few sentences to many pages. However, it should be borne in mind that large cases cause some difficulties for learners in comparison with small ones, especially when working for the first time.

The simplest version of the case - students are given a certain fragment of a text that carries moral issues, and are asked to come up with, predict how events will develop further. For example, the story of Leo Tolstoy "After the Ball" or an excerpt from the work of the same writer "Childhood", where the basis of the analysis can be the act of a boy who has a very sensitive, "compassionate" nature, nevertheless, succumbs to a general negative impulse and together with his comrades mocks another boy.

Case task:

Was it possible to act differently, and what consequences would this lead to?

After the discussion, which usually turns out to be stormy, the participants in the discussion receive the ending of the writer's text in order to correlate their own feelings, premonitions with the author's perception. As a rule, disputes continue after that. The only drawback of this type of creative work is that only short works, or excerpts from novels and stories, are subject to analysis.

In general, works of fiction of Russian literature are completely suitable for studying them using case technology, since their ideological content is not an external component, but the deep inner world of the heroes, their searches, the moral and ethical background of actions, which are based on the main distinguishing feature Russian literary creativity - humanism.

The case method helps to give a new fresh sound to seemingly hackneyed and boring problematic questions: "I like (do not like) Natasha Rostova"; "Eugene Onegin - mediocrity or personality"; "Pechorin is a villain or an unfortunate person"; "Bazarov is a stupid clever man" and so on.

In literature lessons, cases of varying degrees of complexity are used. First degree assumes a practical situation and a solution. Students are encouraged to determine whether a solution is appropriate for a given situation and whether a different solution is possible. For example, do you agree with the statement of the critic Nikolai Dobrolyubov, who called Katerina "a ray of light in the dark kingdom"? Do you agree with the words of Alexander Sergeevich Griboyedov that in his comedy "Woe from Wit" "25 fools for one sane person"? Do you agree with the statement that Vladimir Dubrovsky is a "noble robber"?

Second degree difficulties: there is a certain practical situation - it is necessary to find its solution. For example, “what is the reason for the theme of the“ superfluous person ”in Russian literature at the beginning of the 19th century”? Or "what caused the appearance of the" little man "in Russian literature of the 19th century"?

Third degree difficulties: there is a practical situation - it is necessary to define the problem and find solutions. For example, when working on the play by A. Ostrovsky "The Thunderstorm", it is proposed to determine the main theme, the problem of the work. Students are invited to solve this case after reading the work on their own, working with additional literature. As a rule, the majority of students see the unhappy fate of a woman as the main thing in a work, a much smaller number of children see social problems and the structure of society, the problem of the dissimilarity of the characters of family members, etc. as the main theme of the work. There can be many solutions, and all options have the right to exist, prove and discuss.

Work on solving cases is equally effective in group work of students, in work in pairs, in individual work. The result of solving cases can be presented in the form of a presentation, project defense, critical reference, descriptive work, essay.

What does the use of case technology give?

• · Access to the database of modern teaching materials.
• · Organization of a flexible educational process.
• · Increase / decrease in time spent on preparation for lessons.
• · Continuous professional development.
• · Possibility of implementation of some elements of the educational process during extracurricular hours.

To the student:

• · Work with additional materials.
• · Constant access to the database of consultations.
• · Ability to prepare yourself for all types of control.
• · Communication with other students in the group.
• · Mastering modern information technologies.

Almost any teacher who wants to implement case technologies,

will be able to do this quite professionally, having studied special literature, having educational situations on hand. However, the choice in favor of the use of interactive learning technologies should not become an end in itself: after all, each of the named technologies of situational analysis should be implemented taking into account the educational goals and objectives, the characteristics of the study group, their interests and needs, the level of competence, regulations and many other factors that determine the possibilities implementation of case technology, their preparation and implementation.

Summing up the above, I would like to quote the words of the great Russian writer Leo Tolstoy: "Knowledge is only knowledge when it is acquired by the efforts of one's own thought, and not by memory alone."

References:

1. Andyusev B.E. The case method as a tool for the formation of competencies

Head teacher. - No. 4, 2010. - p. 61 - 69.

2. Balyasnikova T.A. Application of Case Technology in Preparing Students for the Unified State Exam (Part C) M. Planet 2011.

3. Vlasova N.V. Modern educational technologies in the context of new federal state educational standards [Text] / NV Vlasova // Theory and practice of education in the modern world: materials of the international. correspondence course scientific. conf. (St. Petersburg, February 2012). http // www.moluch.ru/conf/ped/archive/21/1848/

4. Case technologies as a condition for activating independent work (http://festival.1september.ru/articles/512028/

5. Case technologies as a means of forming key competencies of students in the lessons of the Russian language and literature. http: /nsportal.ru/sites/default/files/2012/12