He also looks at his bride as a kind of image of his native land.

He also looks at his bride as a kind of image of his native land.

If students in one group improve their level, I mentally transfer them to the next group and vice versa. For each group I offer tasks of different complexity.

A differentiated approach can be implemented in different forms of the educational process: during a lesson, laboratory lesson, excursion.

Lesson

1. During the lesson by the method of conversation I focus the questions on a certain group of students. At the same time, I make sure that the question is accurate, concise, and has no elements of a hint. In the synopsis, mark the questions for each group in a certain color:

And the level – simple questions, at the level of concepts (green); Level II – comparison (blue); Level III – comparison (black); Level IV – the most difficult https://123helpme.me/buy-compare-and-contrast-essay/ questions to solve.

For example, while studying the topic “External structure of amphibians”, I asked 16 questions, which I divided into 4 groups.

Here are some questions from each group:

And level: what body shape does a frog have? Level II: What is the main feature in the external structure of frogs and fish in connection with life in water? Level I – II: Name the similarities in the external structure of frogs and fish in connection with life in water. Level IV: Which sense organs are better developed in frogs than in fish?

2. During the lesson by the method of storytelling or lecture, a differentiated approach is impossible, because the teacher builds his story, focusing on the average student? However, when consolidating new material or explaining homework, students can be offered different tasks.

For example, when studying the topic “Seed structure” I ask the following questions:

And group: into what two classes on a structure of seeds all plants are divided? Group II: do monocotyledonous and dicotyledonous plants differ in seed structure? Group III: where can the nutrients be found in the seeds of dicotyledonous plants? Group IV: What is the function of cotyledons in dicotyledonous and monocotyledonous plants?

Thus, personality-oriented learning allows you to absorb new material without reducing the difficulty. Specially selected help is not a direct hint that slows down students’ thinking, but also a tool with which the teacher leads the student to the right solution, thus carrying out the learning process. Therefore, in order for the learning process not to stand still, but for the teacher to develop, it is necessary to find contradictions in it and be able to resolve them.

01/25/2011

Development of a lesson on the topic: “Problems of national history in the works of Lesya Ukrainka.” Abstract

The abstract presents the development of a lesson on “Problems of national history in the works of Lesya Ukrainka”, which aims to develop students’ imagination, the ability to analyze, argue their answers, education of volitional qualities

Form of holding: dispute.

Purpose: to provide students with educational material about the poem “Boyarynya”; to develop students’ imagination, ability to analyze, argue their answers; to cultivate strong-willed qualities, notions of ethics, love for the native people, pride in its historical past.

Equipment: a portrait of Lesya Ukrainka, reproductions of paintings for the work “Boyarynya”.

Course of the lesson.

Organization of students for educational activities.

Announcement of the topic and objectives of the lesson.

Writing on the board:

“Lesya Ukrainka was most closely connected with the Ukrainian national movement. She needed him like fresh air for her sick lungs. ”Michael Dry-Cloud. “Lesya Ukrainka passionately proclaimed the right and duty of women to take an active part in deciding the fate of their nation.” Roman Veretelnik

The words of the presenter.

“Boyarynya” is a dramatic poem written by Lesia Ukrainka for three days in the spring of 1910 in Egypt, thousands of kilometers from her native land. A work that has not been published for more than seventy years due to its distinct national orientation. The main idea in it is again embodied by a woman.

This is the only work of Lesya, created on the material of the historical past of Ukraine. It contains the author’s opinion about the Ukrainian troubles, the true psychological types of Ukrainians, and a deep subtext addressed to her compatriots. It makes us think about our own public position, encourages us to think about both the past and the present.

Oriented plan and course of the dispute. List of main issues:

What moral and socio-political orientation did Oksana take out of her family? What enchanted the romantic girl’s soul Stepan? What oppressed Oksana the most abroad and what caused the greatest disappointments? How to understand the heroine’s conciliatory attitude to the approach of her own death and at the same time the belief in the need to live for Stepan? How is the title of a dramatic poem perceived?

Generalization of observations and conclusions in connection with the topic of the dispute. The main idea of ​​the work.

Under the guidance of the teacher, students recall the necessary episodes, quote dialogues and make generalizations about the topic of the dispute.

Oriented student response plan:

1. What moral and socio-political orientation did Oksana take out of her family?

Understanding the sanctity of patriotic duty, the need to serve Ukraine (the girl proudly says: “I am the first brother in the maiden fraternity”; prepares a testament before death not only to the family but also to like-minded people – “brothers who are still alive “). The right to her own opinion about the political struggle (condemning national strife, Oksana compares to her beloved in internal torments: “If you only knew how sad blood oppresses”). The need to maintain mutual respect and sincerity in relationships with people (this is manifested in particular in the desire to settle in a foreign country and a new family: “And you know, somehow I’m not very afraid of that foreign country … The same faith is the same,). A sense of self-worth and respect for the dignity of others (refuses to bring his brother a fresh meal when he superficially, sharply ordered, not asked; As if I don’t know that my poor little pigeon suffers the worst for everyone … ”).

2. What enchanted the romantic girl’s soul Stepan?

First of all, with their humane ways of helping Ukraine: “Do muskets and sabers have more power and honor than a pen and a sincere word?”

Oksana Stepanova is deeply touched by her awe-inspiring love for her homeland, which she did not leave of her own free will. He also looks at his bride as a kind of image of his native land. Of course, education, nobility, eloquence, poetic worldview of the pupil of the Kyiv Academy did their job.

3. What oppressed Oksana the most abroad and what caused the greatest disappointments?

the burden of house-building regulations on women’s lives, the extreme restriction of her human rights, the primitivization of life, even at the household level; the atmosphere of fear, hypocrisy, flattery in the environment of the royal retinue, with which the existence of the family was connected; Stepan’s doom to compromise with his own conscience, to the constant humiliation of his human and national dignity for the sake of both the survival of the family and the minimal ability to help his countrymen; the impossibility of any independent patriotic action on the part of Oksana herself, and hence the death of national roots, the bitter feeling of Ukraine’s own uselessness.

4. How to understand the heroine’s conciliatory attitude to the approach of her own death and at the same time the belief in the need to live for Stepan?

The most painful suffering for a young active woman is caused not so much by physical separation from the homeland as by meaningless empty life. The image of the saber rusted in sheaths which has lost the purpose emerges in memory. All this means that the heroine judges herself in a kind of way, considers the slave life meaningless and no longer has a special resistance to the disease.

So deeply, according to Lesin, the traditional truth from the time of Anthea is interpreted: the source of human strength is the connection with the native land, but when it is lost – the forces leave the person. From here it becomes clear Oksana’s opinion that the existence of Stepan, who, although clearly degrading, cunning, adapting, still has a certain expediency: “You are more needed in the world, you still have something else to take care of. You did not succeed as a fighter, but after the fight you will be able to give a privilege to the Defeated, As you have repeatedly given … ”.

5. How is the title of a dramatic poem perceived?

The meaning of the title of the work of art is mostly revealed after reading. Traditionally, the word “boyar” is associated with the image of a luxurious, majestic lady. But instead of her in the play of the same name we see a lawless woman, her soul is eaten by longing for the lost will, for the native land. From the lips of Oksana herself is heard with bitter irony: “Boyar! This is the way I am. “

6. Generalization of observations and conclusions in connection with the topic of the dispute. The main idea of ​​the work.

Having considered the above issues on the basis of a comprehensive analysis of the text, we can, as expected, draw a certain conclusion: the main character’s painful condition is due to her slavery as a woman, as a man and as a nationally conscious person … Special attention should be paid to the ideological kinship of Oksana’s image with other heroes characteristic of Lesya Ukrainka, who cannot imagine life without freedom and cannot live as slaves. This is a poet from “Ancient Tale”, and Mavka from “Forest Song”, and Antey from “Orgy” “

It will be unusual, given the long-term existence of a class literary bag about the elementary domestic and nationalist basis of the Boyarini plot, to emphasize the absence of any manifestations of contempt for the Russians as a nation. The poet’s anger is directed at Moscow, which turned Ukraine into its colony, where “Moscow’s henchmen do not give anyone enlightenment.”

Lesya Ukrainka never allowed herself to be humiliated to primitive extremes in the depiction of interethnic relations, but at the same time she was disgusted by the flattering, precautionary declaration of “family” feelings for her older brother by compromising Ukrainian figures: “It humiliates us they don’t even care that we are in the world. “

As we can see, the thoughts from the poet’s private letter are organically superimposed on the plot vicissitudes of “Boyarina”, in which the corresponding author’s position is expressed.

We formulate the leading idea of ​​the drama: a spiritually full, healthy human life is impossible without will and without service to the homeland.

The words of the presenter.

This is where the Ukrainian Ruin originates! Both past and present. From souls in whom irresponsibility for the destiny of the people before descendants increased, desire to buy a full life even in exchange for own conscience and national dignity.

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