E.V. Bachman

Synquains in chemistry lessons

The teacher makes the school a school. We are all different and that's wonderful. In many cases, the new in pedagogy is the “well-forgotten old,” only interpreted from a different perspective. To remember the well-forgotten old things, we can recommend reading or re-reading Anatoly Gin’s book “Pedagogical Techniques”. It describes proven and clearly defined teaching techniques.

And now I want to dwell in more detail on the use of syncwines in the study of chemistry. I first read about syncwines in the journal Biology at School. Later I learned that they are used in development technology critical thinking through reading and writing. It has appeared in our country since 1997. Sinkwine is easy to learn and can be used already at the initial stage of learning as an independent product. Synquains are useful as a synthesis tool complex information, as a snapshot of assessing students’ conceptual and vocabulary knowledge. You can analyze the lexical richness (or poverty) of the proposed syncwines and draw a conclusion. Despite its apparent simplicity of form, syncwine is a quick but powerful tool for reflection (summarizing information, expressing complex ideas, feelings and perceptions in a few words is not very easy).

The word "cinquain" is French, meaning " five lines" When writing it, there are certain rules that vary slightly from author to author.

Rules for writing syncwine:

Line 1 contains one word, usually a noun or pronoun, that denotes the object or subject that will be discussed.
Line 2 – two words, most often adjectives or participles. They give a description of the characteristics and properties of the item or object selected in the syncwine.
Line 3 – formed by three verbs or gerunds that describe the characteristic actions of the object.
Line 4 is a four-word phrase that expresses the personal attitude of the author of the syncwine to the subject or object being described.
Line 5 – one word characterizing the essence of the subject or object.

Teacher
Kind, knowledgeable.
Teaches, educates, helps.
An old friend is better than a new one!
Master.

Chemistry
Organic, inorganic.
Discovers, studies, transforms.
A very difficult subject.
The science.

Very strict adherence to the rules for writing this type of poem is not always required. For example, the fourth line can use three or five words, and the fifth line can use two words. You can use other parts of speech in lines, but only if it is necessary to improve the text.

Creative team of the Mastering Club individual psychology gives another version of syncwine.
The main difference from the traditional one is the construction from the bottom up, reflecting the direction of cognitive growth and encouraging one to go beyond reproduction.
In addition, an alternation of monosyllabic (odd) and polysyllabic (even) elements is provided, corresponding to the dialectical sequence of analysis-synthesis (in most methods this principle is not taken into account, and it is proposed to write down not one, but three verbs or gerunds).

Logic level	Cinquain element	Example
Vector, direction	Synonym, metaphor, generalization in one word	Integration
Thinking	A phrase of four or more words	Productive creativity inside profile
Associations	Verb, gerund	Designs
Options	Two adjectives (participles)	Competent, specialized
An object	Source noun	Education

Used Books:

1. Gin A. Techniques of pedagogical techniques. – M.: Vita-Press, 2003

E.V. Bakhman, chemistry teacher, Secondary School No. 54, Novosibirsk

DAY IN HISTORY

- Birthday of Juliet (1284), the famous Shakespearean heroine. In honor of Juliet Capulet's birthday, they hold holiday events: performances, festivals, carnivals. On this day there is an award ceremony literary prize for professional writers “Scrivere per amore”, and film screenings of film adaptations of “Romeo and Juliet” are held
- For the first time in the history of navigation, a through roadstead covered the route from Vladivostok to Arkhangelsk along the Northern sea route(1905). The transition was led by Boris Andreevich Vilkitsky (1885-1961) - Russian hydrographer, surveyor, Arctic explorer
- The State Academic Central Puppet Theater (now named after S.V. Obraztsov) was created in Moscow (1931)
- Mikhail Illarionovich Kutuzov was born - Russian commander, Field Marshal General (1745-1813)

The main condition for successful learning is the teacher’s ability to constantly improve a modern lesson, find new approaches and techniques for teaching students, allowing them to increase cognitive interest in the subject being studied and improve the quality of students’ knowledge.IN modern conditions globalization and integration of educationalsystems is becoming increasingly important to use innovative technologies V educational process, both in the university education model and in the system of secondary general education.

Modern lesson today it is unthinkable if it does not have a basistechnological basis, if it is not designed, not calculated at all stages with clearly verified educational, didactic and developmental goals, taking into account the psychological and pedagogical characteristics of a particular class and each student individually.There are no bad or good teaching techniques or methods.They can be more or less effective, suitable or inappropriate, successful or unsuccessful, simple or complex, technological or individual, etc. Any uncritical borrowing is as bad as the thoughtless rejection of everything new and unusual. At the same time, one cannot subject to sweeping criticism and completely reject the so-called “traditional” teaching methods. The teacher must be creative when using certain techniques and methods. The choice and application of pedagogical techniques correlates with the set goals, characteristics and level of preparation of students, abilities and interests of the teacher. The use of any technique must be based on democratic and humanistic values. Preference should be given to those techniques that have the greatest impact onactivation of mental activity, and, consequently, on the comprehensive development of the individual.

Every teacher strives for professional self-realization and improvement of their skills. Teaching experience depends not only on use traditional forms training, but for implementation

innovative technologies and teaching techniques.

To improve your pedagogical activity I set myself important tasks:

Mastery of various teaching techniques.

Use of innovative and developmental technologies in lessons.

To solve these problems, I have put forward the following goals:

Prepare theoretical material on this topic.

Get acquainted with the work experience of teachers of other disciplines.

Conduct psychological and pedagogical diagnostics.

Process the results obtained and present them clearly.

Assess the novelty and effectiveness of activities to improve the level and quality of education.

Like a master whose every product becomes a masterpiece, the teacher, using certain methods of pedagogical technology, constantly polishes the acquired skills and strives for maximum productivity of the technique. Both he and the students must clearly understand the requirements of a particular technique and the conditions for its use. Only then can this method of pedagogical technique achieve the set educational goal.

In fact, mastering teaching techniques is one of the main professional tasks of every teacher. Getting acquainted with the description of this or that technique, each time he “tryes it on” for himself. Of course, not all techniques will fit into the process of everyday work. Much depends on the actual circumstances and the personality of the teacher.

But armed with even a few techniques and “polishing them to a shine,” a teacher can achieve excellent results.

When determining the content and structure of a lesson in accordance with the principles of developmental education, the teacher, using pedagogical techniques, must take into account:

the ratio of the load on students’ memory and their thinking;

determination of the volume of the reproductive and creative activity students;

planning the assimilation of knowledge in finished form (from the words of the teacher, from a textbook, manual, etc.) and in the process of independent search;

implementation of problem-heuristic learning by the teacher and students (who poses the problem, formulates it, who solves it);

accounting for control, analysis and evaluation of schoolchildren’s activities carried out by the teacher, and mutual critical assessment, self-control and self-analysis of students;

the relationship between encouraging students to act (comments that evoke positive feelings in connection with the work done, attitudes that stimulate interest, volitional efforts to overcome difficulties, etc.) and coercion (reminders of grades, harsh remarks, notations, etc.) .

As a result, having tested and “passed through” a certain number of teaching techniques, the teacher himself becomes a creator, developing his own lesson algorithm, paving his own, often unique, path to the heights of pedagogical skill.

Talking about technologization educational process, we constantly turn to analogies toproduction technologies, where, in fact, this idea was borrowed.Having tools at hand (in our case, pedagogical techniques) is extremely small. Sufficient skills in their use, certain knowledge about material , being processed, at what point to put down one tool and pick up another (and in what order to do this) in order to achieve the best result. That is, we are talking about the pedagogical technique used.

A technologically advanced lesson is only possible if all educational tasks from the first to the last minute of the lesson are provided with a whole arsenal of pedagogical techniques.

In contrast to participants in the production process, where there is a constant deepening of specialization, and workers involved in production are required to have perfect mastery of only one or several techniques operations , the range of teacher activities is quite wide.

As A. France said:

Teachers widely use various techniques pedagogical technology. Everyone knows such pedagogical techniques as “educational brainstorming”, “marking in the margins”, writing essays, creating a cluster and others. (Annex 1)

I will give examples of several such techniques.

Technique “Training Brainstorming”

This technique is well known and teacheselove and no needeis in junior b nom description. HoweverSince it is widely used in the classroom, it is useful to clarify some procedural aspects of its implementation. The main goal of “educational brainstorming” is the development of a creative type of thinking. Consequently, the choice of topic for its implementation directly depends on the number possible options solutions to one problem or another.

"Training brainstorming" is usually carried outin groupsnumbering 5-7 people.

Firststage- creating a bank of ideas and possible solutions to the problem.

Any suggestions are accepted and recorded on the board or poster. Criticism and comments are not allowed. Time limit: up to 15 minutes.

The second stage is a collective discussion of ideas and proposals. At this stage, the main thing is to find the rational in any of the proposals and try to combine them.

The third stage is the selection of the most promising solutions from the point of view of those available on the market. this moment resources. This stage can even be delayed in time and carried out in the next lesson.

Technique “True – False Statements” »

Used at the challenge stage, several statements are proposed on an as yet unexplored topic. Children choose the “true” statements based on their own experience or simply by guessing.

Students are getting ready to study new topic, key points are highlighted.

In one of the next lessons we will return to this technique in order to find out which of the statements were true, at the reflection stage.

Reception “Notes in the margins”

Critical thinking technology offers methodical technique,

known asinsert.This technique is a means of allowing the student to track his understanding of the reading assignment or text. Technically it is quite simple. Students need to be introduced to a number of marking signs and invite them to write them in pencil in the margins of a specially selected and printed text as they read. Should be marked individual tasks or sentences in the text.

The notes should be as follows:

A check mark (V) indicates information in the text that has already been

known to the student. He had met her earlier. At the same time, the source

information and the degree of its reliability does not matter.

The plus sign (+) marks new knowledge, new information. Student

puts this sign only if it is the first time he encounters a read task or text.

The minus sign (-) indicates something that goes against the student’s existing ideas, something he thinks differently about.

Marked with a question mark (?)something that remains unclear to the student and requires additional information, makes you want to know more. This technique requires the student to not be accustomed to passive reading.

tasks, but active and attentive. It obliges you not just to read, A

read the assignment, into text, monitor your own understanding

the process of reading a task, text or perceiving any other information. In practice, students simply skip what they do not understand. And in this case, the “question” mark obliges them to be attentive and note what is unclear. The use of markings makes it possible to correlate new information with existing ideas.

Using this technique requires the teacher to:

First, pre-define the task or its fragment for reading with notes;

Secondly, explain or remind students of the rules for placing markings;

IN- third, clearly indicate the time allotted for this work and follow the regulations. And finally, find a form for checking and evaluating the work done.

Known, what in the question asked already contains half the answer. That is why the question mark is very important in all respects. Questions asked by students on a particular topic teach them to realize that the knowledge gained in the lesson is not final, that much remains “behind the scenes.” And this stimulates students to search for an answer to the question, turn to different sources information: you can ask your parents, what do they think about this, you can look for the answer in additional literature, you can get an answer from the teacher in the next lesson. For example. There is text on the pieces of paper. The child is given instructions.

Reception. "Essay Writing"

The meaning of this technique can be expressed in the following words: “I

I write in order to understand what I think.” This is a free letter to

a given topic in which independence is valued, manifestation

individuality, debatability, originality of solution

problems, arguments. Usually ess ewritten directly in class after

discussionsPproblems and takes no more than 5 minutes.

Technique “Creating a cluster”

The meaning of this technique is an attempt to systematize the existing

knowledge on a particular problem. It is associated with the “basket” technique, since the contents of the “basket” are most often subject to systematization.

Cluster - is a graphic organization of material showing

semantic fields of a particular concept. WordTolAster in translation meansbeam, constellation.Clustering allows students to think freely and openly about a topic. The student writes down the key concept in the center of the sheet, and from it draws arrows-rays in different sides, which connect this word with others, from which in turn the rays diverge further and further.

The cluster can be used at a variety of stages of the lesson.

At the challenge stage - to stimulate mental activity.

At the comprehension stage - for structuring educational material.

At the reflection stage - when summing up what students have learned.

The cluster can also be used to organize individual and

group work, both in class and at home.

Reception "Sinquain"

Description: This is a five-line poem in which the author expresses his attitude to the problem:

1 line – one keyword defining the content of the syncwine;

Line 2 – two adjectives characterizing the keyword;

Line 3 – three verbs showing the actions of the concept;

Line 4 – a short sentence that reflects the author’s attitude to the concept;

Line 5 – summary: one word, usually a noun, through which the author expresses his feelings and associations associated with the concept.

Compiling a syncwine is an individual work, but first you need to compose it as a whole class. You can turn on syncwine in homework, then when checking, the teacher will evaluate how correctly the students understood the meaning of the material studied.

Example, theme of love, "Garnet Bracelet", Kuprin. Fatal, non-reciprocal. Gets carried away, suffers, dies. Hallowed be it your name, happiness.

Reception "Basket" of ideas, concepts, names...

This is a technique for organizing individual and group work of students at the initial stage of the lesson., when their existing experience and knowledge is updated, it allows them to find out everything that students know or think about the topic of the lesson being discussed. You can draw a basket icon on the board, which will conventionally contain everything that all students know together about the topic being studied. Information exchange is carried out according to the following procedure:

1 . A direct question is asked about what students know about this or that

2. First, each student remembers and writes down everything he knows in a notebook.

on a particular problem (strictly individual work, duration 1-2 minutes).

3. Then information is exchanged in pairs or groups. Students

share known knowledge with each other ( group work). Time for

discussion no more than 3 minutes. This discussion must be organized, for example, students must find out, where the existing ideas coincided and what disagreements arose about.

at the same time, without repeating what was said earlier (a list of ideas is compiled).

5. All information is briefly written down in the form of abstracts by the teacher in a “basket” of ideas (without comments), even if they are wrong. You can “dump” facts, opinions, problems, and concepts related to the topic of the lesson into the idea basket. Further, during the lesson, these facts or opinions, problems or concepts, scattered in the child’s mind, can be connected into logical chains.

Technique “Lecture with feet”

Lecture- well-known and frequently used pedagogical

reception Features of its use in critical technology

thinking is that it is read in doses. After

Each semantic part must be stopped. During

“stop” there is a discussion or problematic issue, or collective

searching for an answer to the main question of the topic, or some task is given,

which is performed in groups or individually.

Fishbone reception »

This technique stands for « fish skeleton."The head is the question of the topic, the upper bones are the basic concepts of the topic, lower bones - the essence of the concept, tail is the answer to the question. Entries should be brief and represent keywords or phrases that reflect the essence.

Among the wide variety of pedagogical techniques, I want to dwell on the little-known technique “Sinquain”.

As a rule, the solution to each educational objectives requires the use of not only one, but several private techniques at once. Some types of technology are universal and can be used at all or several stages of the lesson. Others are highly specific. For example, throughout the lesson the teacher must masterfully master , keep the class in constant joyful tension, be able to sense changes in the children’s mood, and relieve possible stressful situations in a timely manner.

As A. France said:

“Learning should be fun. To digest knowledge, you need to absorb it with appetite.".

Other techniques are necessary to complete only one learning task. In terms of their applicability, individual techniques are also distinguished by a certain versatility and can be used in a number of techniques.

1.1. History of origin

Sinkwine(from cinquains , cinquain) - five-line form that arose in at first under the influence

At first developed a form of syncwine poetess ( ), based on familiarity with Japanese miniatures And . Cinquains were included in her posthumous collection of poems, published in and reprinted several times.

The poetess created her works based on her knowledge of composing magnificent Japanese poetry, consisting of three lines (haiku) and five lines (tanka). When collecting and processing the material, I had to turn to the works of Japanese poets (Appendix 2). Examples of haiku: poems consisting of three lines.

Plum aroma!
From a beggar's shack
Don't take your eyes off.

.

Plum spring color
Gives its aroma to a person...
The one who broke the branch.

.

Japanese poets also created tanka: poems consisting of five lines, for example.

Oh, if only in the world
You have never existed,
Cherry blossoms!
Probably then in the spring
My heart was comforted

There is no clear rhyme in Japanese poetry, but the most amazing thing is that the poets were able to convey the essence of a phenomenon or object in a few lines.

At the beginning of the twentieth century, this style of versification began to be used in Europe, including France. This technique in poetry is called “syncwine”, which means French(freely translated) - five lines.

1.2. Rules for compiling syncwine.

Traditional cinquainconsists of five lines and is based on counting the syllables in each verse: its syllabic structure is 2-4-6-8-2, for a total of 22 syllables (haiku - 17, tanka - 31). Authors who further developed the form proposed a number of variations:

Regular syncwine(Reversecinquain) - with the reverse sequence of verses (2-8-6-4-2);

Mirror syncwine(Mirror cinquain) - a form of two five-line , where the first one istraditional, and the second -backsyncwines;

Cinquain butterfly(Butterfly cinquain) - nine-line form with syllable structure 2-4-6-8-2-8-6-4-2;

Crown of cinquains(Crown cinquain) - 5 traditional syncwines, forming a completed poem;

Garland of cinquains(Garland cinquain) - analogue , a crown of syncwines, to which is added a sixth cinquain, where the first line is taken from the firstsyncwine , the second line from the second, etc.

Analytical part.

2.1.Didactic syncwine.

Didactic syncwinedeveloped in practice American school. In that the text is based not on syllabic dependence, but on content and syntactic function each line.Ability to summarize information in a few words– this is an important skill. It requires thoughtful reflection based on a rich conceptual stock. From this point of view, an interesting creative form of reflection is syncwine.. Writing syncwines is a kind of tool for synthesizing and analyzing the information received. When working with this technique, the teacher solves many important problems at once:

The material studied in the lesson acquires a certain emotional coloring, which contributes to its deeper absorption,

Knowledge about the offer

Ability to maintain intonation

Significantly intensified lexicon students,

The skill of using synonyms, antonyms in speech is improved,

Mental activity is activated and developed,

Improved ability to express own attitude to anything.

Let us remember that the word syncwine comes from the French "five". This is an unrhymed poem of five lines, which are built according to the rules. Rules for compiling syncwine:

First line -syncwine theme, contains one word (usually or ), which denotes the object or subject that will be discussed.

The second line is two words (most often or ), they givedescription of features and propertiesthe item or object selected in the syncwine.

The third line is formed by three or , describingcharacteristic actionsobject.

The fourth line is a four-word phrase expressingpersonal attitudethe author of the syncwine to the described item or object.

Fifth line - oneword- , characterizingdaysb subject or object.

The apparent simplicity of the form of this technique hides a powerful, multifaceted tool for reflection. After all, assessing information, expressing thoughts, feelings and ideas in a few words, in fact, is not so easy even for an older student. But this is difficult and fruitful work, both for the teacher and the student.

Appendix 2. Japanese haiku about spring and tanka about spring.

Hoku about spring! Tanka about spring!

Haiku about spring

She is only nine days old.
But both fields and mountains know:
Spring has come again.

* * *

It didn't rain in May
Here, probably never...
This is how the temple shines!

May rains
The waterfall was buried -
They filled it with water.

* * *
Wet, walking in the rain,
But this traveler is worthy of song too,
Not only hagi are in bloom.

* * *
The May rain is endless.
The mallows are reaching somewhere,
Looking for the path of the sun.

* * *

Long days of spring
They're coming in line...I'm back again
I live in the long past.

Tanka about spring.

Oh, if only in the world
You've never been here
Cherry blossoms!
Probably then in the spring
My heart was comforted.

* * *

Must be friends
They are afraid that the snow has not melted,
There's no rush to come in
And the plum tree near the mountain hut
It turns white not with snow - with flowers.

* * *

Moonlight
Cherry trees in the mountains are flooded.
I see in the wind
A shiver passed through the trees, -
So the flowers will fall?!

* * *

At the time of flowering
Cherries are like clouds -
Isn't that why
The soul has become more spacious,
Like the spring sky...

* * *

Appendix 3.

Nonmetals

1. Halogens

Simple, strong

Form, manifest, react

Complex, strong oxidizing agents

Elements.

2. Halogens

Bound, salt-forming

Accept, oxidize, reduce

Very strong oxidizing agents

Non-metals.

The role of halogens

Necessary, dangerous

Stimulate, stop, disinfect

Important for the body, biologically significant

Interesting elements.

Metals

Metal

Shiny, electrically conductive

Restores, melts, corrodes

Widely used in industry

Chemical element

1 . Halogen compounds

Colorless, toxic

Dissolve, form, dissociate

Form many compounds

Hydrogen halides.

2. Halogen compounds

Colorless, toxic

Dissolve, smoke, form

Dangerous and interesting substances

Seventh group.

Aluminum

Common, easy

Interacts,

Required for

mechanical engineering

Metal

Structure of matter

Crystal lattices

Metallic, atomic

Destroyed, composed

The basis of many substances

Frame

Iron

Silver-white, malleable

Reacts, is attracted, is used

Cast iron and steel base

Alloys

Corrosion resistant, hard

Widely used, processed

More commonly used than metals

Material

Atom

Small, neutral

Consists, interacts, transforms

Chemical unit

Particle

Classes inorganic substances

Acids

Hazardous, hydrogen-containing

Oxidize, destroy, react

Change indicator color

Substances

Oxides

Binary, different

Formed, replaced

Amethyst, crystal and other stones

Connections

Salts

Colorless, refractory

Dissolve, interact,

Decompose

"Bread and Salt"

Complex substance

Grounds

Soluble, insoluble

Formed, exchanged, dropped out

Alkalis will dissolve in water

Hydroxides

Periodic table

Brilliant, scientific

At the core Periodic law

Table

Appendix No. 4. Results and analysis of the results of written work.

Table No. 1. Results of independent work No. 1.

No.

Class

Number of students

"5"

"4"

"3"

"2"

Quality, %

Success,%

Average score

Table No. 2. Results of test No. 1.

No.

Class

Number of students

"5"

"4"

"3"

"2"

Quality, %

Success,%

Average score

Table No. 2. Results of test No. 2.

No.

Class

Number of students

"5"

"4"

"3"

"2"

Quality, %

Success,%

Average score

Table No. 4. Summary table of test results.

Class

Independent work №1

Test №1

Test No. 2

Quality %

Successful. %

Quality %

Successful. %

Quality %

Successful. %

Cinquain is a French word meaning “five lines.” Rules for writing a cinquain: The first line contains one word, usually a noun or pronoun, that denotes the object or thing being discussed. The second line is two words, most often adjectives or participles. They give a description of the characteristics and properties of the item or object selected in the syncwine.

The third line is formed by three verbs or gerunds that describe the characteristic actions of the object. The fourth line is a four-word phrase that expresses the personal attitude of the author of the syncwine to the subject or object being described. The fifth line is one word that characterizes the essence of the subject or object.

Reverse option syncwine Level of logic Element of syncwine Example Vector, direction Synonym, metaphor, generalization in one word Integration Thinking Phrase of four or more words Productive creativity within the profile Associations Verb, gerund Constructs Parameters Two adjectives (participles) Competent, profile Object Initial noun Education

Cinquain was invented at the beginning of the 20th century by Adelaide Crapsey, an American poet. Inspired by Japanese haiku and tanka, Crapsey came up with a five-line poem form, also based on counting the syllables in each line. The traditional one she invented had a syllable structure of 2-4-6-8-2 (two syllables in the first line, four in the second, and so on). Thus, the poem should have had 22 syllables in total.

Didactic syncwine was first used in American schools. Its difference from all other types of syncwine is that it is based not on counting syllables, but on the semantic specificity of each line.

The classic (strict) didactic syncwine is structured like this:

, one word, noun or pronoun;

second line – two adjectives or participles, which describe the properties of the topic;

third line - or gerunds, telling about the actions of the topic;

fourth line – four word sentence, expressing the personal attitude of the author of the syncwine to the topic;

fifth line – one word(any part of speech) expressing the essence of the topic; a kind of resume.

The result is a short, unrhymed poem that can be devoted to any topic.

At the same time, in didactic syncwine you can deviate from the rules, for example, main topic or a summary can be formulated not in one word, but in a phrase, a phrase can consist of three to five words, and actions can be described in components.

Compiling a syncwine

Coming up with syncwines is quite a fun and creative activity, and it does not require special knowledge or literary talents. The main thing is to master the form well and “feel” it.

For training, it is best to take as a topic something well-known, close and understandable to the author. And start with simple things. For example, let’s try to create a syncwine using the topic “soap” as an example.

Respectively, First line- "soap".

Second line– two adjectives, properties of an object. What kind of soap? You can list in your mind any adjectives that come to mind and choose two that are suitable. Moreover, it is possible to describe in syncwine both the concept of soap in general (foaming, slippery, fragrant), and the specific soap that the author uses (baby, liquid, orange, purple, etc.). Let’s say the end result is “transparent, strawberry” soap.

Third line– three actions of the item. This is where schoolchildren often have problems, especially when it comes to syncwines devoted to abstract concepts. But we must keep in mind that actions are not only the actions that an object produces in itself, but also what happens to it and the impact it has on others. For example, soap can not only lie in a soap dish and smell, it can slip out of your hands and fall, and if it gets into your eyes, it can make you cry, and most importantly, you can wash yourself with it. What else can soap do? Let's remember and choose three verbs in the end. For example, like this: “It smells, it washes, it bubbles.”

Fourth line– the author’s personal attitude to the topic of syncwine. Here, too, sometimes problems arise - what kind of personal attitude can you have towards soap if you are not a fan of cleanliness, who really loves to wash, or not, who hates soap. But in this case, personal attitude means not only the emotions that the author experiences. These could be associations, something that, in the author’s opinion, is the main thing in this subject, and some facts from the biography related to the topic of syncwine. For example, the author once slipped on soap and broke his knee. Or tried making soap yourself. Or he associates soap with the need to wash his hands before eating. All this can become the basis for the fourth line, the main thing is to put your thought into three to five words. For example: “Wash your hands before eating.” Or, if the author ever as a child tried to lick soap with a delicious smell - and was disappointed, the fourth line could be: “The smell, the taste is disgusting.”

And finally last line– summary in one or two words. Here you can re-read the resulting poem, think about the image of the object that has arisen, and try to express your feelings in one word. Or ask yourself the question - why is this item needed at all? What is the purpose of his existence? What is its main property? And the meaning of the last line greatly depends on what has already been said earlier. If the fourth line of the cinquain is about washing your hands before eating, the logical conclusion would be “cleanliness” or “hygiene.” And if the memories of bad experience eating soap - “disappointment” or “deception.”

What happened in the end? An example of a classic didactic syncwine of strict form.

Soap.

Transparent, strawberry.

It washes, it smells, it bubbles.

The smell is sweet, the taste is disgusting.

Disappointment.

A small but entertaining poem in which all children who have ever tasted soap will recognize themselves. And in the process of writing, we also remembered the properties and functions of soap.

After practicing on simple objects, you can move on to more complex, but familiar topics. For training, you can try to compose a cinquain on the theme “family” or a cinquain on the theme “class”, poems dedicated to the seasons, and so on. And a cinquain on the theme “mother”, composed by schoolchildren junior classes, can be a good basis for a postcard in honor of the 8th of March holiday. And syncwin texts written by students on the same topic can form the basis for any class-wide projects. For example, for Victory Day or New Year, schoolchildren can make a poster or newspaper with a selection of thematic poems written in their own hand.

Why make a syncwine at school?

Compiling a syncwine is a rather exciting and creative activity, which, despite all its simplicity, helps children themselves. of different ages develop systematic thinking and analytical skills, isolate the main thing, formulate your thoughts, and expand your active vocabulary.

In order to write a cinquain, you need to have knowledge and understanding of the subject - and this, in addition to everything, makes writing poems effective form testing knowledge in almost any subject school curriculum. Moreover, writing a syncwine in biology or chemistry will take less time than a full-fledged test. A cinquain in literature, dedicated to any of the literary characters or a literary genre, will require the same intensive work of thought as writing a detailed essay - but the result will be more creative and original, faster (to write a cinquain for children who have mastered the form well, it is enough 5-10 minutes) and indicative.

Sinkwine - examples in different subjects

Sinkwine in Russian can be dedicated to different topics, in particular, you can try to describe parts of speech in this way.

An example of a syncwine on the topic “verb”:

Verb.

Returnable, perfect.

Describes an action, conjugates, commands.

In a sentence it is usually a predicate.

Part of speech.

In order to write such a syncwine, I had to remember what forms a verb has, how it changes, and what role it plays in a sentence. The description turned out to be incomplete, but nevertheless it shows that the author remembers something about verbs and understands what they are.

In biology, students can write syncwines dedicated to individual species of animals or plants. Moreover, in some cases, to write a syncwine on biology, it will be enough to master the content of one paragraph, which allows you to use the syncwine to test the knowledge acquired during the lesson.

An example of a syncwine on the theme “frog”:

Frog.

Amphibian, chordate.

Jumps, spawns, catches flies.

Sees only what moves.

Slippery.

Synquains in history and social studies allow students not only to systematize their knowledge on the topic, but also to feel the topic more deeply, “pass” it through themselves, and formulate their personal attitude through creativity.

For example, cinquain on the theme "war" could be like this:

War.

Terrible, inhumane.

Kills, ruins, burns.

My great-grandfather died in the war.

Memory.

Thus, syncwine can be used as part of the study of any subject in the school curriculum. For schoolchildren, writing thematic poems can become a kind of “creative break”, adding pleasant variety to the lesson. And the teacher, having analyzed the students’ creativity, can not only assess their knowledge and understanding of the subject of the lesson, but also feel the students’ attitude to the topic, understand what interested them most. And, perhaps, make adjustments to plans for future classes.

Composing syncwines - short, unrhymed poems - has recently become a very popular type of creative task. School students, students of advanced training courses, and participants in various trainings encounter it. As a rule, teachers ask you to come up with a syncwine on a given topic - a specific word or phrase. How to do it?

Rules for writing syncwine

Cinquain consists of five lines and, despite the fact that it is considered a type of poem, the usual components of a poetic text (the presence of rhymes and a certain rhythm) are not mandatory for it. But the number of words in each line is strictly regulated. In addition, when composing a syncwine, you must use certain parts of speech.

Scheme for constructing a syncwine is this:

first line – syncwine theme, most often one word, a noun (sometimes the topic can be two-word phrases, abbreviations, first and last names);
second line – two adjectives, characterizing the topic;
third line – three verbs(actions of an object, person or concept designated as a topic);
fourth line – four words, a complete sentence describing the author’s personal attitude to the topic;
fifth line – one word, summing up the syncwine as a whole (conclusion, summary).

Deviations from this rigid scheme are possible: for example, the number of words in the fourth line can vary from four to five, including or not including prepositions; Instead of “lonely” adjectives or verbs, phrases with dependent nouns are used, and so on. Usually, the teacher who gives the task to compose a syncwine decides how strictly his students should adhere to the form.

How to work with the syncwine theme: first and second line

Let's look at the process of inventing and writing a syncwine using the topic “book” as an example. This word is the first line of the future poem. But a book can be completely different, so how can you characterize it? Therefore, we need to specify the topic, and the second line will help us with this.

The second line is two adjectives. What's the first thing that comes to mind when you think of a book? For example, it could be:

paper or electronic;
sumptuously bound and richly illustrated;
interesting, exciting;
boring, difficult to understand, with a bunch of formulas and diagrams;
old, with yellowed pages and ink marks in the margins made by grandmother and so on.

The list can be endless. And here we must keep in mind that there cannot be a “correct answer” here - everyone has their own associations. Of all the options, choose the one that is most interesting to you personally. This could be an image of a specific book (for example, your favorite children's books with bright pictures) or something more abstract (for example, “books of Russian classics”).

Now write down two characteristics specifically for “your” book. For example:

exciting, fantastic;
boring, moralizing;
bright, interesting;
old, yellowed.

Thus, you already have two lines - and you already have an absolutely accurate idea of the “character” of the book you are talking about.

How to come up with the third line of syncwine

The third line is three verbs. Here, too, difficulties may arise: it would seem that what can a book “do” by itself? To be published, to be sold, to be read, to stand on the shelf... But here you can describe both the impact that the book has on the reader and what goals the author set for himself. A “boring and preachy” novel, for example, might enlighten, moralize, tire, put to sleep and so on. “Bright and interesting” book for preschoolers - entertains, interests, teaches reading. Exciting fantasy story - captivates, excites, awakens the imagination.

When choosing verbs, the main thing is not to deviate from the image that you outlined in the second line and try to avoid words with the same root. For example, if you described a book as fascinating, and in the third line you wrote that it “fascinates,” you will feel like you are “marking time.” In this case, it is better to replace one of the words with a similar meaning.

Let’s formulate the fourth line: attitude to the topic

The fourth line of the syncwine describes a “personal attitude” to the topic. This causes particular difficulties for schoolchildren who are accustomed to the fact that attitudes must be formulated directly and unambiguously (for example, “I have a good attitude towards books” or “I think books are useful for raising the cultural level”). In fact, the fourth line does not imply evaluativeness and is formulated much more freely.

In essence, here you need to briefly outline what is most important for you in the topic. This may be relevant to you personally and your life (for example, “ Began reading at age four" or " I have a huge library", or " I can't stand reading"), but this is optional. For example, if you think the main disadvantage of books is that they use a lot of paper to produce, for the production of which forests are cut down, you don’t have to write “I” and “condemn.” Just write that " paper books – tree graves" or " book production is destroying forests”, and your attitude to the topic will be quite clear.

If it is difficult for you to immediately formulate a short sentence, first express your thought in writing, without thinking about the number of words, and then think about how you can shorten the resulting sentence. As a result, instead of " I love so much fantasy novels that I often can’t put it down and read them until the morning"It might turn out, for example, like this:

I can read until the morning;
I often read all night long;
I saw a book - I said goodbye to sleep.

How to sum it up: the fifth line of syncwine

The task of the fifth line is to briefly, in one word, summarize the whole creative work on writing syncwine. Before you do this, rewrite the previous four lines - almost a finished poem - and re-read what you got.

For example, you thought about the variety of books, and you came up with the following:

Book.

Fiction, popular science.

Enlightens, entertains, helps.

So different, everyone has their own.

The result of this statement about the endless variety of books can be the word “library” (a place where many different publications are collected) or “diversity”.

In order to isolate this “unifying word”, you can try to formulate the main idea of the resulting poem - and, most likely, it will contain the “main word”. Or, if you are used to writing “conclusions” from essays, first formulate the conclusion in your usual form, and then highlight the main word. For example, instead of " thus we see that books are an important part of culture”, write simply – “culture”.

Another common variant of the syncwine ending is an appeal to own feelings and emotions. For example:

Book.

Fat, boring.

We study, analyze, cram.

Classic is a nightmare for every schoolchild.

Yearning.

Book.

Fantastic, fascinating.

Delights, captivates, deprives you of sleep.

I want to live in a world of magic.

Dream.

How to learn to quickly write syncwines on any topic

Compiling syncwines is very exciting activity, but only on condition that the form is well mastered. And the first experiments in this genre are usually difficult - in order to formulate five short lines, you have to seriously strain.

However, after you have come up with three or four syncwines and mastered the algorithm for writing them, things usually go very easily - and new poems on any topic are invented in two or three minutes.

Therefore, in order to quickly compose syncwines, it is better to practice the form on relatively simple and well-known material. For training, you can try to take, for example, your family, home, one of your relatives and friends, or a pet.

Having dealt with the first syncwine, you can work on a more complex topic: for example, write a poem dedicated to any of the emotional states (love, boredom, joy), time of day or time of year (morning, summer, October), your hobby, hometown, etc. Further.

After you write several such “test” works and learn to “package” your knowledge, ideas and emotions into given form, you can easily and quickly come up with syncwines on any topic.

The main condition for successful learning is the teacher’s ability to constantly improve a modern lesson, find new approaches and techniques for teaching students, allowing them to increase cognitive interest in the subject being studied and improve the quality of students’ knowledge.In modern conditions of globalization and integration of educationalsystems, the use of innovative technologies in the educational process, both in the university education model and in the system of secondary general education, is becoming increasingly important.

A modern lesson today is unthinkable if it is not basedtechnological basis, if it is not designed, not calculated at all stages with clearly verified educational, didactic and developmental goals, taking into account the psychological and pedagogical characteristics of a particular class and each student individually.There are no bad or good teaching techniques or methods.They can be more or less effective, suitable or inappropriate, successful or unsuccessful, simple or complex, technological or individual, etc. Any uncritical borrowing is as bad as the thoughtless rejection of everything new and unusual. At the same time, one cannot subject to sweeping criticism and completely reject the so-called “traditional” teaching methods. The teacher must be creative when using certain techniques and methods. The choice and application of pedagogical techniques correlates with the set goals, characteristics and level of preparation of students, abilities and interests of the teacher. The use of any technique must be based on democratic and humanistic values. Preference should be given to those techniques that have the greatest impact onactivation of mental activity, and, consequently, on the comprehensive development of the individual.

Every teacher strives for professional self-realization and improvement of their skills. Pedagogical experience is based not only on the use of traditional forms of teaching, but on the implementation

innovative technologies and teaching techniques.

To improve my teaching activities, I set myself important tasks:

Mastery of various teaching techniques.

Use of innovative and developmental technologies in lessons.

To solve these problems, I have put forward the following goals:

Prepare theoretical material on this topic.

Get acquainted with the work experience of teachers of other disciplines.

Conduct psychological and pedagogical diagnostics.

Process the results obtained and present them clearly.

Assess the novelty and effectiveness of activities to improve the level and quality of education.

But armed with even a few techniques and “polishing them to a shine,” a teacher can achieve excellent results.

When determining the content and structure of a lesson in accordance with the principles of developmental education, the teacher, using pedagogical techniques, must take into account:

the ratio of the load on students’ memory and their thinking;

determining the volume of reproductive and creative activity of students;

planning the assimilation of knowledge in finished form (from the words of the teacher, from a textbook, manual, etc.) and in the process of independent search;

implementation of problem-heuristic learning by the teacher and students (who poses the problem, formulates it, who solves it);

taking into account the control, analysis and assessment of schoolchildren’s activities carried out by the teacher, and mutual critical assessment, self-control and self-analysis of students;

Speaking about the technologization of the educational process, we constantly turn to analogies toproduction technologies, where, in fact, this idea was borrowed.Having tools at hand (in our case, pedagogical techniques) is extremely small. Sufficient skills in their use, certain knowledge about material , being processed, at what point to put down one tool and pick up another (and in what order to do this) in order to achieve the best result. That is, we are talking about the pedagogical technique used.

A technologically advanced lesson is only possible if all educational tasks from the first to the last minute of the lesson are provided with a whole arsenal of pedagogical techniques.

As A. France said:

Teachers widely use various teaching techniques. Everyone knows such pedagogical techniques as “educational brainstorming”, “marking in the margins”, writing essays, creating a cluster and others. (Annex 1)

I will give examples of several such techniques.

Technique “Training Brainstorming”

This technique is well known and teacheselove and no needeis in junior b nom description. HoweverSince it is widely used in the classroom, it is useful to clarify some procedural aspects of its implementation. The main goal of “educational brainstorming” is the development of a creative type of thinking. Consequently, the choice of topic for its implementation directly depends on the number of possible options for solving a particular problem.

"Training brainstorming" is usually carried outin groupsnumbering 5-7 people.

Firststage- creating a bank of ideas and possible solutions to the problem.

Any suggestions are accepted and recorded on the board or poster. Criticism and comments are not allowed. Time limit: up to 15 minutes.

The second stage is a collective discussion of ideas and proposals. At this stage, the main thing is to find the rational in any of the proposals and try to combine them.

The third stage is the selection of the most promising solutions from the point of view of currently available resources. This stage can even be delayed in time and carried out in the next lesson.

Technique “True – False Statements” »

Used at the challenge stage, several statements are proposed on an as yet unexplored topic. Children choose the “true” statements based on their own experience or simply by guessing.

Students are being prepared to study a new topic, and key points are being highlighted.

In one of the next lessons we will return to this technique in order to find out which of the statements were true, at the reflection stage.

Reception “Notes in the margins”

“Critical thinking” technology offers a methodological technique

known asinsert.This technique is a means of allowing the student to track his understanding of the reading assignment or text. Technically it is quite simple. Students need to be introduced to a number of marking signs and invite them to write them in pencil in the margins of a specially selected and printed text as they read. Individual tasks or sentences in the text should be marked.