Abstract
The article reveals the pedagogical potential and educational resources of the technology of compilation and systematization of knowledge. The basis of organization activity of students is the compilation of lists in a specific sequence, lists activate the subject position of a student, integrate his knowledge with personal experience. Modern educational technologies give wide opportunities to solve the problem of reading. The technology of compilation and systematization of knowledge called “list” is one of them. The “list” technology activates the associative thinking, and, thus, updates the knowledge by including the pre-science, guesses, the reader`s outlook, and intuition. The technology creates the conditions under which the information is starting to work on personal development, organically enters the learning experience, and enriches the creative potential of the individual. The experience of the inclusion of this technology in the training of future Russian and Russian literature teachers showed that it is characterized by clarity, accessibility, practicality, dynamism.
Keywords: Technology, resource, list, reading activity, cognitive activity, compilation and systematization of knowledge, children's literature
Introduction
Organization of reading contemporary literature for children is an important problem of training
future teachers and students to read through the whole life. The solution of this problem depends on
teachers, librarians and parents. It is especially important to prepare future teachers for inspired
governing children’s and teenagers' reading. For this purpose a future teacher should be a keen reader
himself (Galitskikh., 2016) and to be convinced that there is "no alternative to books and novels"
(Pennac, 2005). In Pedagogic there are many different ways and practices, strategies and tactics how to
organize reading. Modern educational technologies give wide opportunities to solve this problem.
Among them are: the technology of reading and writing to develop critical way of thinking, interactive
games, quests, book trailers, life-creation workshops, the technology of compilation and
systematization of knowledge called "List" ( A Book in the Hands of Teacher and Student, 2014).
Materials and methods
The very process of drawing up the lists can be creative, intriguing, playful and fun, "be the value of
life" of a growing person. We have moved the book reading experience in the creation of the plane
"lists", each of which runs on personal self-development of the reader. And the most valuable thing in
this algorithm is not the result itself (list), but the rhythm of work, the process of its creation, an
exciting creative collaboration of all participants of reading activity. The combination of tasks and the
way they perform is original in its logic and implements two methodological approaches to
understanding the reading of meanings: the hermeneutic (Reading as an Art: hermeneutic aspect, 2013)
and semiotic (The Pedagogical Aspect of a Text, 2013). The technology is a universal method of
cognitive activity and can help to organize activities not only among children and students, but also
among teachers, librarians and parents.
The purpose of "List" technology is the activation of associative thinking, updating of knowledge by
including pre-science, guesses, the reader's outlook, and intuition. The technology creates the
conditions under which the information is starting to work on personal development, organically enters
the learning experience, and enriches the creative potential of the individual.
The technology begins to "work" from the moment of the organization of space for creativity - each
participant in the A4 sheet center records the concept "My Childhood". Educator offers the
participants depending on their age limit boundary of lists, which we are going to make. From 5 to 10.
Each participant accompanies every headline with his drawing, sign, symbol associated with his
"childhood".
The first sheet is made by lists, topics of which are set by teacher. He offers a list of children's
games (a sphere of activity), a list of children's experiences and childhood events (a sphere of memory
images), a list of books that have defined love or not love to reading (a sphere of active cognition) and
a list of favorite words from childhood (a sphere of speech development). Location of the lists should
be on the four sides of the center. This stage activates intellectual activity, adjusts to the rhythm of
work, makes it possible to enter into a space of reflection, inspire the interest in creating their
individual lists.
The second stage of the work complicates the task. Let the students collectively make a "list of
lists", that is to come up with topics – headlines of lists. Each participant calls headline from the list
that he would make with pleasure and interest. Subject of the list reflects the interests of its author.
The list of books about childhood
The list of outstanding sportsmen
The list of favorite writers
The list of The Great Patriotic war heroes
The list of the most beautiful cities of the world
The list of favorite films
The list of outstanding scientific discoveries
The list of works by Pushkhin
Etc.
These lists revile the interests of their authors, include the participants into creative interaction,
make them possible to think in different directions, motivate mutual understanding.
The third stageof the work transfers thinking of the entire audience in a different plane. The teacher
asks, "What can be done with these lists?" and the list of "replies" is made, which indicates the
activities: to make, to continue, to correct, to execute, to evaluate, to advertise, etc.
1. To compose
2. To create the subjects of lists
3. To range
4. To execute and to draw off that has been done
5. To mark
6. To sort
7. To except an extra part
8. To continue
9. To present to each other
10. To throw away
11. To show
12. To classify
13. To store
14. To analyze
15. To turn into practice
16. To read
17. To correct
18. To add
19. To compose personally and in group
20. To check and evaluate
21. To print
The fourth stageof the work makes it possible to use the perspectives when working with a list in
modern children's literature. The teacher provides a list for each participant and offers to make the
marking of books that have been read, and then to form an individual list of 5 books for future reading.
The fifth stage of the work is the climax. It is dedicated to the systematization of knowledge about
children's books and children in the context of children's literature. The teacher offers the topics of lists
from which a participant chooses three topics and makes his lists during 10 minutes. The teacher
evaluates them.
Let’s reproduce the List of books that motivate the reading of future Russian and Russian literature
teachers.
1.Abgoryan N. Manyenya
2.Aromshtam M. When Angels Have a Rest
3.Vyazemsky U. Jester
4.Gavalda A. 35 kilos of Hope
5.Kabuesh I. Transition Period of Age
6. Vostokov S. Frosya Korovina
7. Likhanov A. The Sun Eclipse
8. Murashova E. The Correction Class
9. Pennac D. School Sufferings
10. Khaitany K. Rabbit’s Glance
11. Zhvalevsky A., Pasternack E. I Want to School!
12. Dal R. Matealyeda
The List of children's poets of the new century.
The List of books as an introduction to children’s literature.
It may be given as a home task and be used as a navigator in self-educational reading of future
teachers.
1. Herald in Children’s Literature / by red. of T.A. Fedyaeva. – StP: OOO ID
“Petropolis”, 2015. – Issue 10. - 136 p.
2. Galitskikh E.O. Reading with Passion: Life-Creation Workshops. – M.:Bibliomir,
2016. – 272 p.
3. Books for children 2000 – 2012. Bibliogide recommends: fairy-tales and fiction / by
general red. of A. Kopeyckina. – M.: NF “Pushkinskaya biblioteka”, 2013. – 400 p.
4. Alive faces. Navigator in modern patriotic children’s literature. The first issue.
Editor-in-chief Tatyana Govenko. – M.: Publishing house “BerIngA”, 2014. – 224 p.
5. Alive faces. Navigator in modern patriotic children’s literature. The second issue. Editor-in-chief Tatyana Govenko. – M.: Publishing house “BerIngA”, 2015. – 224 p.
6. School library today and tomorrow. – 2015. - № 6.
7. Kuteynicova N.E., Orbii S.P. The literature of the XXI century. – M., 2016
8. Putilova E. The line of golden steps. The book about childhood and the books of childhood. StP, 2015
9. The travelling to WONDERchildhood. – StP.: The Union of StP. Writers.
10.100 per cent in support of reading + Modern social-pedagogical initiatives. Cultural and educational atlas / Galactionova T.G., Kazackova E.I., Rappoport R.V. and others. – M.: RIPOL classic, 2015. – 146 p.
The List of fairy-tales writers.
The List of artists – illustrators of children’s books.
The List of books for teenage contemporaries and about them.
1.Gromova O. The Sugar Child.
2.Dashevskaya N. Villy
3.Kraeva I. The Grandma Yaga is Writing.
4.Likhanov A. Nobody.
5.Smelic A. Fox! Do say!
6.Kozlov U.V. The Desert of Adolescence.
7.Rubina D. When will it be snowing?
8.Sabitova D. Where there is no winter.
9.Sorocka S. Inveterate Hooligan.
10.Traub M. Our Girl.
Of cause each of this lists may be continued, ranged the things that have been read may be marked,
but the most important idea is that they may be exchanged. And each of the books mentioned above is
experienced in one’s own way, gives the solution to one of the acute problem of “earthquake” of up-
growing, helps to investigate the world and the role of a reader’s personality in relations with other
people.
Results
The final stage is reflective assessment of one’s activities, the expression of attitude to them with a
single word, replica, sentence, gesture: "It was naive, super, cool, unusual, complex, systematic,
suddenly, deep, versatile, original, interesting, simple, creative, emotionally, short, hard, intense, fast
.."
The emotional reflective stage finishes by V.Vuesotskiy’s song “Ballade to Struggle”. The main
idea of this song is that the features of your character and success in your deeds depend on the kind of
books you have read in your childhood.
Conclusion
The experience of the inclusion of this technology in the training of future Russian and Russian
literature teachers showed that it is characterized by clarity, accessibility, practicality, dynamism.
"Lists" open perspectives of reading for all the participants of interaction, provide an opportunity to use
the knowledge of any sphere: from literary to cultural, from the household to the existential. In this
technology, each feels "an active participant of their own truths", answers the question what to read
about modern children and how to do it. It is important to see the center of gravity of knowledge -
creating their lists of children's literature for individual reading.
References
Galitskikh E.O. (2016). Reading with Passion: Life-Creation Workshops. Moscow, Bibliomir, 272.
A Book in the Hands of Teacher and Student (2014). Kirov: Publishing house “RADUGA-PRESS”, 223
The Pedagogical Aspect of a Text: the Experience of Semiotic Solution (2013). Sankt Peterburg, Education support fund, 379.
Pennac D. (2005). As a Novel M: Samocut, 196.
Reading as an Art: hermeneutic aspect (2013). Kirov: Publishing house “RADUGA-PRESS”, 470.
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About this article
Publication Date
20 July 2016
Article Doi
eBook ISBN
978-1-80296-011-2
Publisher
Future Academy
Volume
12
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Edition Number
1st Edition
Pages
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Subjects
Teacher, teacher training, teaching skills, teaching techniques, organization of education, management of education, FLT, language, language teaching theory, language teaching methods
Cite this article as:
Galitskikh, E. O. (2016). Educational Technology "List" as a Resource for the Organization of Childrens Literature Reading. In R. Valeeva (Ed.), Teacher Education - IFTE 2016, vol 12. European Proceedings of Social and Behavioural Sciences (pp. 45-49). Future Academy. https://doi.org/10.15405/epsbs.2016.07.8