RU4849U1 - DEVICE FOR TRAINING AND CONTROL OF STUDENTS - Google Patents

Abstract

1. A device for teaching and monitoring students, containing the first and second storage media, the first of which consists of a site for placing a control task, a block of check marks and a block of results control, the second storage medium consists of a block of check marks and a block of results control, characterized in that the first storage medium is equipped with a block for writing letters when dictating a control task, the second storage medium has a section for placing a control task, a section for placing The control task of the first storage medium is made in the form of three columns of collocations with a letter skipping zone in each, forming three groups, the first of which contains a phrase, the missing letters in which are checked according to the rules, the second group contains a phrase verified by the selection of cognates, the third group is intended for memorization in the dictionary order, the phrases of each group are plotted in the columns of the plot for placing the control task with the specified font for writing letters, the first characters of the first medium is located on the left side of the site for placing the control task and contains the number of lines corresponding to the number of lines in the columns of the section for placing the control task, and the number of columns corresponds to the number of letter skipping zones in phrases in the columns of the specified section, letters placed in the block check marks of the first information carrier correspond to the correct spelling of the letters in the corresponding phrases applied to the site for the placement of the control task, a block for

Description

DEVICE FOR LEARNING AND CONTROL OF STUDENTS This utility model relates to teaching devices and is made in the form of a set of tabular storage media containing tasks for which you must follow certain rules and answers to questions that arise before students performing the proposed tasks. This utility model uses a common signal technique. A device for teaching and controlling students' knowledge can be used as a teaching aid for both school and independent students who wish to increase their practical literacy. Known teaching device with an invisible indicator of answers, containing a storage medium with questions printed on it. On the information carrier opposite the area of each question there are several possible answers. Each answer is provided with a marking area for the student if he considers the answer correct. The site is made with the possibility of manifestation of the mark of the correct answer in the case of applying marks on it by the student. Sections of the correct answers are made, for example, from developing ink (1). A teaching device is known that contains a first information carrier with questions, under which a second information carrier with answers is placed, installed with the ability to apply answers when reading questions from the first information carrier and provided with a transfer coating in the area of application of answers, the third information carrier is placed under the second information carrier with the possibility of obtaining a print of the answer printed on the second storage medium. Transfer coating is applied under the zones of correct answers (2). G 09 V 3/08

Closest to the claimed device is a device for monitoring students' knowledge, containing the first and second storage media, the first of which consists of a site for placing a control task, a block of check marks and a block of results, the second storage medium consists of a block of check marks and a block of results (3).

In the known construction, on the first storage medium, the area for placing the control task is made in the form of cells for placing questions with correct and incorrect answers to them, arranged in a predetermined manner, the first storage medium is equipped with a block of check marks in the form of key cards and a block for monitoring results, the second storage medium contains a block of check marks placed in a predetermined manner and a control unit for results.

This device is selected as a prototype.

A disadvantage of the known devices is the impossibility of learning in the process of working with these manuals that perform only a controlling function, since the task in them is to answer questions on previously studied material.

The technical result of the proposal is to ensure the learning process when working with the device, to systematize students' knowledge, to focus their attention only on the spelling that is currently being studied, and, as a result of this, to eliminate the possibility of fixing the erroneous writing of spelling that is not being studied at the moment, as soon as the fulfillment of tasks, as well as during their verification, eliminating the subjectivity of the teacher in assessing the knowledge of students, the possibility of operational monitoring of the learning process by the students Misia.

The technical result is achieved by the fact that in

a device containing the first and second storage media, the first of which consists of a plot for placing a control task, a block of check marks and a block of results control, the second storage medium consists of a block of check marks and a block of results control, the first storage medium is equipped with a block for writing letters at dictation of the control task, the second storage medium has a section for placing a control task, a section for placing a control task of the first information carrier n in the form of three columns of phrases with a skip zone of letters in each, forming three groups, the first of which contains phrases, the missing letters in which are checked according to the rules, the second group contains phrases that are checked by the selection of cognates, the third group is intended for memorization in the dictionary order , the phrases of each group are plotted in the columns of the plot to place the control task with the specified font for writing letters, the block of check marks of the first medium is placed on the left from the section for placing the control task and contains the number of lines corresponding to the number of lines in the columns of the section for placing the control task, and the number of columns corresponds to the number of skipping zones of letters in phrases in the columns of the specified section, the letters placed in the block of check marks of the first information carrier correspond to the correct spelling letters in the corresponding phrases plotted on the site for the placement of the control task, the block for writing letters when dictating the control task is placed with side of the site for the placement of the control task and performed similarly to the block of check marks, the section for the placement of the control task of the second data carrier is made similar to the section for the placement of the control task of the first information carrier, except for the letter skipping zones in which letters with a distorted spelling are applied, the block of check symbols the second storage medium is made similarly to the specified block of the first storage medium, signs printed on the specified block of the second storage medium, co meet

the correct spelling of letters in the corresponding phrases plotted on the site for placement of the control task of the first and second storage media.

Blocks of verification symbols of the first and second information carriers are provided with elements for blocking access to information.

The proposal is illustrated by drawings.

Figure 1 shows the first storage medium, figure 2 shows the second storage medium, figure 3 shows a possible device for teaching punctuation marks. Figure 4 presents the rating scale depending on the significance of errors. In Fig. 3, a variant of the information carrier for training the visual image of the word and auditory is presented, in Fig. 5A, the verification word is closed, in Fig. 5B, the verification word is open, in Figs. 6 and 7, the first and second storage media are presented with a complete control task .

The device contains a first information carrier 1 (Fig. 1), on which a plot 2 is placed for placing a control task, a block 3 of check marks is placed on the left side of the information carrier, a block 4 for monitoring results with a percentage scale, a block 5 for writing letters when dictating a control task . Section 2 for placement of the control task is made in the form of three columns 2, 22, 23 phrases with a skip zone of letter 6.

The second information carrier 7 is shown in FIG. 2, on which is plotted 8 for the placement of the control task, a block 9 of verification symbols is placed on the left side of the information carrier, a block 10 for monitoring results with a percentage scale, block 11 for. writing letters during the supervision of the teacher. Section 8 for placing the control task is made in the form of three columns 8i, 8g and 83 phrases, the letters in which are plotted with a distorted spelling.

Fig. 3 shows a storage medium in block 12 of which a control task for punctuation marks is placed, on the left side there is a block of test characters 13, on the right side is a block for recording characters during dictation 14.

When describing the methodology, the following concepts and terms were used: general signal — letter combination with spelling; depending on the playback method may take an acoustic or graphic form; visual signals - the first - a space at the place of the spelling in the general signal and the second font selection (both types of visual signals are only in the familiarization exercise); given on the information carrier 1.

Training is as follows.

In section 2, to place the control task, three columns 2i, 22 and 23 of certain phrases are placed, the main words of which are grouped according to the principle of similarity of common signals (combined from 2 or more letters), regardless of whether they are located in morphemes or at their junctions, and are divided into groups: rule - check - dictionary. (So, work on the alphabetic combination of rap-mountains contains the following words: burn, mustard, mountainous, goryanka, gorilla, garage, etc. Here the first two words refer to a group of words whose spelling obeys the rule of alternating vowels ao in the root gar-gor, the second two has the spelling o in the homonymous mountain root, which can be checked with the same root word of the mountain, and the spelling a and o in the last two words does not obey any rule and is unchecked, that is, it must be remembered in a dictionary order )

Such a selection (identity of common signals) and a special (resembling chess) placement of phrases in exercises (and, therefore, in dictations) allows, first, when performing any type of task, to switch the students' mental activity in the range of rule-check-dictionary and, in- second, use an abbreviated record of dictations. Instead of writing the main word of the collocation completely, the student must by ear determine what word of the dictated collocation contains the common signal and, after performing speculative semantic-morphemic analysis, attribute the word to one of the groups. Then, applying the principle of the group, which consists in applying some kind of spelling (paragraphographic) rule, selecting a test word or dictionary spelling, make a choice of two and write the selected letter in the next column of the dictation.

There are two options for dictation - or the above (phrases), or only their main words. In the first student, a three-step choice must be made, in the second, two-step choice (no search for a common signal is required). For the dictation Fixator methodically justified the use of the second option, for the dictation Corrector - both the first and second. (We are not talking about cases (such as watchmen) or entire works (such as jumping-jumping-jumping-jumping), in which use is necessary for the correct spelling).

In turn, an abbreviated notation of words in dictations allows, firstly, to maximally focus students on the studied general signal and to avoid fixing erroneous spelling not studied in this paper, and, secondly, to provide illustrative material for each general signal in volume , four times (at least) superior to the same material when using regular recording (any work contains at least 90% of the words of all existing in Russian and containing an identical common signal).

The combination of two factors - an increase in the volume of illustrative material and a reduction in time for both completing and checking work, creates favorable conditions for developing skills. The efficiency with which the verification of completed work takes place transfers the activity of students from the area of interest to the field of excitement, that is, the principle on which Instant Lotteries are based is implemented.

It should be noted that the identity of common signals is not a decisive factor in the selection of illustrative material. Words related to the group with the highest frequency of misspellings, but containing different common signals, as you study the latter, can make up a single illustrative material. The combination of common signals presented in it is arbitrary, the maximum allowable amount has not yet been determined by practice. In this case, there is no need to do full-fledged work (i.e. to produce sheets) - it is enough to conduct dictations. The teacher, having checked them, informs each student about his mistakes.

The possibility of such a selection of illustrative material is confirmed by the work of K-T-P (clan-clone, creature-creature, swim-pilaf). Due to the fact that there are very few words with these letter combinations in Russian, they are all collected in one work. General indicators of students learning this work do not differ from the same indicators of work represented by one common signal.

Literacy assessment in the methodology is carried out not using the usual five-point system, but in percent, taking into account the coefficient, which is the opposition ratio of the orthograms, for each group separately and is entered in zone 41 of block 4 of the results control. The total grade for the assignment is the arithmetic mean of the ratings of all three groups. There is the possibility of translating the percentage estimate into an assessment on a five-point system (see figures 1, 2, percentage scale 42 - for affixing a percentage assessment). Percentage assessment stimulates student activity, since it allows you to observe the dynamics of mastering some general signal from task to task for each group within the same work, both in the synchronous section and on the axis of diachrony, in the range from 5 to 25%, which is impossible when using the usual five-point scale, where the only opportunity to clarify the dynamics is carried out using unofficial + and -. It should also be noted that the use of stable calculation tables (figure 4), containing the ratio of error-percentage literacy-scoring on a five-point scale, eliminates any subjectivity in assessing students' knowledge. Accordingly, for the second storage medium, the results control unit 10 comprises a zone 10i for calculating the number of errors and literacy percentage and a percentage scale 102 for affixing a percentage score and converting it to a five-point system.

The study of any common signal begins with the carrier 1 of information having the common name Introductory and with the exercise of the same name, which occupies the main area of the carrier. On the left side there is a block of 3 check marks, common for exercise and dictation, and block 5 for writing letters during dictation. The letters should be in the spaces of the general signals of the familiarization exercise and the dictation columns in block 5.

Illustrative material in the Introductory exercise is based on the fact that the first column is made by students aloud aloud. The use of a second visual signal (font emphasis), indicating which principle of the group should be applied to the main word of any phrase, simplifies the familiarization exercise and even in the case of independent work of students (without teacher control) creates a learning effect.

Testing the familiarization exercise is carried out by the students themselves using a single test column, made in the form of block 3. Discovered words with errors are written out in the workbook according to the column groups: the rule check dictionary.

After a few minutes allotted to the work on the mistakes of the familiarization exercise, it is the turn of the fixator dictation, which is recorded in block 5 for writing letters during the dictation, located along the right edge of the media 1, which has the common name of familiarization.

Checking the dictation The latch is carried out by the students themselves using a single test column located in block 3 of the check marks. Discovered words with errors are written out in the workbook according to the column-groups: rule-check-dictionary.

After a few minutes allotted for the work on the mistakes of the dictation Fixator, the Corrector exercise (medium 2 information) begins, which differs from the Examination exercise by the absence of visual signals and the presence in the spelling of common signals of deliberately made mistakes that must be found and noted by students. In exercise Corrector there is the same choice of two, but here it is complicated by the presence of someone else's choice already made. The presence of a stranger limits the student's freedom of choice, because he aggressively insists on his priority and the student, in addition to the need to make his choice of two, guided by the principle of the group, it is necessary to overcome this someone else's opinion. Thus, the non-use of visual signals and the appearance of the printed word syndrome fundamentally distinguishes the Corrector exercise from the Introductory exercise. The specified syndrome is the set of reactions that occur when necessary to assess the truth of a typographic text. It includes a semantic aspect, which must be taken into account when examining examples of the type of slip-through / mouse with a slip-eye / frog, and grammatical, which is based on the assertion that there can be no grammatical (punctuation, stylistic) in the text printed in a typographical way. mistakes. Although students will be warned that the text (illustrative material) contains intentional errors, the psychological discomfort resulting from the clash of extra-opinion and intro-doubt will not disappear, because there are no signs indicating the presence / absence of a deliberate error. In other words, the student will do the editing of the text (illustrative material) only in indisputable, in his opinion, cases.

There are two options for the exercise Corrector. In the first, printed in the usual typographic font, taking into account the Syndrome of the printed word, it is preferable to make deliberate errors in the spelling of common signals in those words in which the students themselves (according to the results of the familiarization exercise and the dictation Fixer) do not make mistakes. In this case, two positive results will be obtained: the first - the students will be able to apply the principle of the group with confidence, the second - the correct graphic style of the word will be consolidated, which is difficult for the student in terms of grammar. (Practice shows that the number of correctly typed words marked by students as misspelled words is always several times smaller than the number of mistakenly printed words not marked by students as misspelled).

In the second version of the exercise Corrector, when using fonts whose styles imitate handwritten letters, it is permissible to make deliberate errors, indicated in figure 2 and figure 8 by 12 in the spelling of common signals and in those words that refer to the average frequency of misspelling group (based on the results of the Introductory exercise and the dictation of the Fixator). The second option is more complex and its use is possible if the task is to teach to recognize someone else’s handwritten text.

Testing the exercise The corrector is carried out by the students themselves using the test column located in block 9 of the check marks indicating whether the intentional error was made in the spelling of the general signal of the corresponding word, and to which group this word belongs. Discovered words with errors are written in the workbook according to the column groups: rule-check-dictionary.

Words with errors following the first three tasks are material for homework.

Dictation Control, the last work on a specific common signal, is recorded in block 11 for writing letters during teacher control, located on the right side of the medium 7, which has the common name Corrector.

Verification of the dictation The control is carried out by the teacher with the help of his verification column.

There is an option for learning the correct spelling of punctuation marks (Fig. 3). On the information carrier, the first visual signal (space), existing regardless of the type of work, loses the third role that it had in the Spelling section, acquires the main meaning and, depending on the playback method, can take an acoustic or graphic form, that is, it becomes common signal. Now its (space) role is not accelerating work (in the sense of detecting the location of a common signal), but complicating, since it is likely to create a context under which a punctuation mark can be placed both before and after any word. Thus, in the works of the Methodology related to the Punctuation section, a common signal can be any two adjacent words with the possibility of putting a punctuation mark between them as spelling (punctograms). This postulate is valid for any way of reproducing a common signal - both graphic and acoustic. The second visual signals in the form of font selections, indicating semantic and intonational stress, syntactic units and constructions, are present in exercises of increased complexity. The groups here are arrays of syntactic units and constructions in which the correct spelling of punctograms in common signals is subject to a single principle (group principle) - the application of a rule (for example: a dot is placed at the end of a sentence, or: in a letter, the participial turnover is highlighted with commas, etc. ). Work can be made up of one or several groups. In the first case, sometimes it becomes necessary to involve imaginary groups in the illustrative material - arrays of syntactic units and constructions in which there are no punctuation marks, the use of which is subordinate to the group principle used in this work. The choice of two here is represented by only one opposition: presence - absence. Representation of this opposition in the form: punctuation character space (i.e. presence - presence) is unacceptable, because makes student cunning when recording dictations likely. Possibility of abbreviated recording of dictations in the Methodology in the Punctuation section

it is no longer due to the identity of specific common signals, but exists by itself. The spelling and punctuation sections are related by the arrangement of the check columns (block 13), the exercise columns and the dictation graph block 14. The left margins of those graphs in which students enter the first letters of the sentence words take the function of dictations (i.e. spaces are pre-set) . Right can be represented as a symbol of abbreviation of non-letter words. For the boundaries of the graph into which students enter punctuation marks, the functions change mutually.

Requirements for illustrative material (even if it is related text): one syntax construct occupies one line, all lines are aligned to the right.

There is a theoretical possibility of combining spelling and punctograms on one sheet of work. Exercises of this kind do not present any difficulty; expediency of dictations will be determined by practice.

The means of performing the block of check marks may be different, for example, by availability - open and closed; location - on the information carrier (open and closed); location on the media - vertical (open and closed) and horizontal (closed).

With the simplest, and, noticeable, sufficient - open way of arranging the test column during the execution of tasks, it itself, then the dictation graphs Fixator and Control alternately bend to the back of the sheet. When checking the dictation, the Fixator sheet bends vertically (of its front side) so that dictation columns filled by students are next to the check column. Information access blocking elements (not shown in the drawing).

Block 3 with test columns for several works, printed on a single test sheet, are inserted into a special transparent tablet with stops fixing the sheet filled by students during the test so that the rows of letters (or symbols) of the test column are on the same horizontal line with the corresponding collocations of the columns teaching and control and training tasks and dictation graphs Fixator of the work being tested. In the case of such a design, the test columns are numbered in random order, and before checking the next task, the teacher calls the current number.

The closed way of designing a test column is more difficult in technical design: in this case, a special blocking element is used, for example, the test column is hidden from the eyes of students or scanned by opaque material, or, in the case of thermal copying of sheets, with a strip of the sheet bent and ironed with something hotter than the left (this can be a separate strip of paper superimposed on the test column) - the newly molten powder that forms the font of the test column is strong enough for young bully grabs a strip. Before the test, the teacher examines the integrity of the tack and gives the green light to the stick (or he can do it himself).

There is a task, (figures 5a and 56), during which a closed method is necessary. This exercise is a dictation of visual and auditory perception of words. It consists in the fact that in the left column, students write down the words shown to them on the tablets, and in the right column, the words spoken by the teacher. For ease of comparison, verification (printed) words should be placed letter by letter over the columns that students fill out (Fig. 56). The sheet is folded accordion horizontally so that the verification words are hidden from the eyes (figa).

The question of using closed types of test columns or a single test sheet may arise under conditions in which it is better to use some other technique. The write-off problem is not such for the General Signals Method. Practice shows that in the conditions of a secondary school, about 70% of students independently perform all the tasks. Of the remaining 20%, systematic cheating is stopped after reading the results of the fourth task (dictation Control) of the first work. The unusual nature of the abbreviated recording of dictations, the Corrector exercise, percentage assessment, and illustrative material creates a psychological atmosphere in which students, placed in conditions of complete confidence in the availability of the test column, lose at least interest in what becomes barred and, as a maximum, becomes demanding. The rare cases of peeping in extreme difficulty are unseemly — the moment of stress in which the student is in violation of the established taboo by himself is a guarantee that he will firmly remember this complex spelling.

Another point of view is also possible: when performing exercises, it is better to cover the test column in order to exclude a casual look that can cause students grief. For such a case, it is enough to glue the paper strip hiding to the line separating the test column from the exercise with only one edge (right). Before the comparison, they tear it off.

1.US, patent, 3516177, cl. G 09 B 3/08, 1970.

2.GB, application, 1129168, cl. G 09 B 3/08, 1968.

3.US, patent, 4031636, cl. G 09 B 3/08, 1977 (prototype).

Claims (3)

1. A device for teaching and monitoring students, containing the first and second storage media, the first of which consists of a site for placing a control task, a block of check marks and a block of results control, the second storage medium consists of a block of check marks and a block of results control, characterized in that the first storage medium is equipped with a block for writing letters when dictating a control task, the second storage medium has a section for placing a control task, a section for placing The control task of the first storage medium is made in the form of three columns of collocations with a letter skipping zone in each, forming three groups, the first of which contains a phrase, the missing letters in which are checked according to the rules, the second group contains a phrase verified by the selection of cognates, the third group is intended for memorization in the dictionary order, the phrases of each group are plotted in the columns of the plot for placing the control task with the specified font for writing letters, the first characters of the first medium is located on the left side of the site for placing the control task and contains the number of lines corresponding to the number of lines in the columns of the section for placing the control task, and the number of columns corresponds to the number of letter skipping zones in phrases in the columns of the specified section, letters placed in the block check marks of the first information carrier correspond to the correct spelling of the letters in the corresponding phrases applied to the site for the placement of the control task, a block for when dictating the control task, the letters are placed on the right side of the site for placing the control task and are made similar to the block of check marks, the area for placing the control task of the second information carrier is made similar to the area for placing the control task of the first medium, except for the letter skipping zones in which letters with a distorted spelling, the block of check marks of the second storage medium is made similarly to the specified block of the first storage medium, signs marked in the decree the given block of the second information carrier correspond to the correct spelling of the letters in the corresponding phrases applied to the site for placement of the control task of the second information carrier.  2. The device according to claim 1, characterized in that the block of check marks of the first information carrier is equipped with an element for blocking access to information.  3. The device according to claim 1, characterized in that the block of check marks of the second storage medium is equipped with an element for blocking access to information.