(Ọbụghị)Nnwale ụmụaka: Otu ule si agbanwe echiche ụmụaka

Onye ọ bụla na-enwe mmasị ịnwale ule, na-eche azịza ziri ezi, ma ndị okenye ma ụmụaka. N'ezie, nke a anaghị emetụta ule ụlọ akwụkwọ. Ebe ọnụahịa nke isi ihe ọ bụla dị oke elu, ọ dịghị oge maka egwuregwu. Ka ọ dị ugbu a, ule abụrụla akụkụ dị mkpa nke ndụ ụmụ akwụkwọ. Kamgbe afọ a, e tinyegoro ule ikpeazụ nke ụmụ akwụkwọ sekọndrị 4 nke Ministry of Education webatara na ule Unified State Examination na OGE, nke dịla ihe karịrị afọ iri, a ga-agbakwa ya n'ụdị ule.

Nsonaazụ adịghị anya na-abịa: n'ọtụtụ ụlọ akwụkwọ, ndị nkụzi na-arụ ọrụ ule na ụmụaka sitere na klas nke abụọ. Na n'ime afọ 10 sochirinụ, ụmụ akwụkwọ anaghị ekere òkè na mbipụta nke ule na ụdị, ebe n'ebe ndị a kapịrị ọnụ site na ọnwa ruo ọnwa, ha na-azụ itinye akọrọ ma ọ bụ obe.

Kedu ka usoro ule nke nkuzi na nyocha ihe ọmụma si emetụta echiche nwatakịrị, ụzọ o si aghọta ozi? Anyị jụrụ ndị ọkachamara gbasara ya.

Achọtara azịza ya!

Ọ bụrụ na ajụjụ a bụ maka ụmụ akwụkwọ sekọndrị nke abụọ ma enwere naanị otu azịza ziri ezi, ọnụọgụ atọ. Enweghị nhọrọ. Ọ naghị agụnye ịtụgharị uche na isiokwu a: ma ọ bụrụ na sweets, dịka ọmụmaatụ, na mmanya mmanya ma ọ bụ agba agba, ọ bụ ihe ezi uche dị na ya ịnye ha ụmụaka? Ọ dị mkpa iwepu ụfọdụ sweets ma ọ bụrụ na ụbọchị ọmụmụ ahụ enweghị mmasị na ha ma ọ bụ na-erighị ha ma ọlị? Kedu ihe kpatara na ị nweghị ike ịkekọrịta candies niile otu mgbe?

Test tasks like this one, taken from the textbook on «The World Around», do not allow you to consider the situation in volume, establish cause-and-effect relationships, and learn to think critically. And such tests are increasingly appearing in the school curriculum.

“Nwantakịrị nke na-arụ ọrụ ndị dị otú ahụ ọtụtụ oge na-akwụsị ịkọrọ ya onwe ya, na ndụ ya,” ka ọkà n'akparamàgwà mmadụ dị adị bụ Svetlana Krivtsova na-ekwu. Eziokwu ahụ na mmadụ enyelarị ya azịza ziri ezi na-ama ya ahụ́. Naanị ihe a chọrọ n'aka ya bụ icheta na ịmụpụta ya nke ọma.

“Constant work with tests teaches a child to live in a stimulus-response, question-answer mode,” cognitive psychologist Maria Falikman agrees with her colleague. – In many ways, our daily life is so arranged. But choosing this mode, we thus close the possibilities for further development, for creative thinking. For success in those professions where you need to be able to go beyond the given, standard. But how does a child, who has been accustomed to existing in a system of ready-made questions and answers since elementary school, get this skill — to ask questions and look for atypical answers?

Akụkụ na-enweghị a dum?

N'adịghị ka ule nke afọ ndị gara aga, ule enweghị njikọ ezi uche dị na ya n'etiti ọrụ. Ha na-achọ ikike ijikwa nnukwu data ma gbanwee ngwa ngwa site n'otu isiokwu gaa na nke ọzọ. N'echiche a, a na-ewebata usoro ule n'oge: kpọmkwem otu ihe ahụ ka a chọrọ n'aka ndị na-eto eto site na nzikọrịta ozi ọgbara ọhụrụ.

"Ụmụaka ndị tolitere n'oge nkà na ụzụ dị elu na-ele ụwa anya n'ụzọ dị iche," ka Rada Granovskaya, Dọkịta nke Psychology na-ekwu. "Nghọta ha abụghị usoro ma ọ bụ ederede. Ha na-aghọta ozi na ụkpụrụ nke clip. Echiche nke clip bụ ihe a na-ahụkarị maka ndị ntorobịa nke oge a. " Ya mere, ule, n'aka nke ya, na-akụziri nwa ahụ ka ọ na-etinye uche na nkọwa. Nlebara anya ya na-adị mkpụmkpụ, obere akụkụ, ọ na-esiri ya ike ịgụ ogologo ederede, iji kpuchie nnukwu ọrụ dị mgbagwoju anya.

“Any exam is an answer to specific questions,” says Maria Falikman. — But the test is a lot of small specific questions that make the picture much more fragmented. It’s great if a child is taught physics, biology or Russian, and then with the help of a test they measure how well he has mastered the subject. But when a child is trained for a whole year to pass a test in physics, there is no guarantee that he will understand physics. In other words, I see nothing wrong with tests as a measuring tool. The main thing is that they do not replace studies. The thermometer is good when they measure the temperature, but it is bad as a medicine.

hụ ihe dị iche

Otú ọ dị, ọ ga-abụ ihie ụzọ na-ekwu na niile ule aga-eme dokwara warara na mbara igwe na-akụziri nwa na-eche echiche n'ụzọ dị mfe, dozie otu ụdị nke dịpụrụ adịpụ aga-eme, na-enweghị interconnection na onodu nke ndụ ha.

Alexander Shmelev, ọkà n'akparamàgwà mmadụ, prọfesọ na Mahadum Moscow State University, onye nduzi sayensị nke Center Teknụzụ ndị mmadụ. "Ọ na-aghọ ọmụmụ. Nke ahụ bụ, anyị na-echeta ihe ngwọta dị njikere (anyị na-atụgharị na ebe nchekwa) karịa ka anyị na-agbalị ịchọta, "ichepụta" ụfọdụ ngwọta ọhụrụ. Nnwale dị mfe anaghị agụnye nyocha, nkwubi okwu ezi uche dị na ya, echiche, n'ikpeazụ.

Agbanyeghị, ule KIM na-agbanwe nke ọma site n'afọ ruo n'afọ. Taa, ule OGE na USE gụnyere ajụjụ ndị chọrọ azịza efu, ikike iji isi mmalite rụọ ọrụ, ịkọwa eziokwu, kwupụta na arụrịta ụka n'echiche mmadụ.

“There is nothing wrong with such complex test tasks,” says Alexander Shmelev, “on the contrary: the more the student solves them, the more his knowledge and thinking (in this subject area) turns from “declarative” (abstract and theoretical) into “operational” (concrete and practical), that is, knowledge turns into competencies — into the ability to solve problems.

Ihe egwu egwu

Mana usoro ule maka ịtụle ihe ọmụma kpatara mmetụta ọjọọ ọzọ metụtara ọkwa na mmachi. "N'obodo anyị, omenala dị ize ndụ amalitela iji nyochaa ọrụ ụlọ akwụkwọ na ndị nkụzi na-adabere na nsonaazụ nke Ụlọ Akwụkwọ Unified State Exam na OGE," ka Vladimir Zagvozkin, onye nchọpụta na Center for Practical Psychology of Education na Academy of Social na-ekwu. Nlekọta. "N'ọnọdụ dị otú ahụ, mgbe ọnụ ahịa nke mmejọ ọ bụla dị oke elu, egwu nke ọdịda na-ejide onye nkụzi na ụmụ akwụkwọ, ọ na-esiri ike ịnweta ọṅụ na obi ụtọ site na usoro mmụta."

Mana nke a bụ kpọmkwem otu ọnọdụ maka agụmakwụkwọ ụlọ akwụkwọ dị mma. Ka nwatakịrị nwee mmasị ịgụ ihe, iche echiche, mụta ikwu okwu na ịrụ ụka, dozie nsogbu mgbakọ na mwepụ, nwee mmasị na sayensị na omenala, ntụkwasị obi, ọnọdụ nchekwa na àgwà ziri ezi maka njehie dị mkpa.

Nke a abụghị nkwupụta na-enweghị isi: ọkà mmụta sayensị New Zealand a ma ama bụ John Hattie bịara na nkwubi okwu a na-enweghị mgbagha, na-achịkọta nsonaazụ nke ihe karịrị 50 ọmụmụ banyere ihe ndị na-emetụta ọganihu agụmakwụkwọ ụmụaka, na ọtụtụ iri nde ụmụ akwụkwọ.

Ndị nne na nna enweghị ike ịgbanwe usoro ụlọ akwụkwọ, mana opekata mpe, ha nwere ike ịmepụta ọnọdụ nchekwa dị otú ahụ n'ụlọ. "Gosi nwa gị na ndụ sayensị na-atọ ụtọ na-emeghe n'èzí ule," ka Maria Falikman na-adụ ọdụ. - Were ya gaa na nkuzi ndị a ma ama, nye akwụkwọ na nkuzi vidiyo nkuzi nke dị taa na isiokwu agụmakwụkwọ ọ bụla yana n'ọkwa dị iche iche nke mgbagwoju anya. Ma jide n'aka na ị ga-eme ka nwa gị mara na nsonaazụ ule ahụ adịghị gị mkpa dị ka nghọta ya n'ozuzu ya banyere isiokwu ahụ. Ọ bụrụ na maka nne ma ọ bụ nna ọ dịghị ihe ọ bụla ma ọ bụghị ihe ga-esi na ya pụta, ọ ga-abụ na nke a ga-abụ isi ihe maka nwa ahụ.

Kedu ka esi akwado maka ule?

Ndụmọdụ sitere n'aka ndị ọkachamara anyị

1. Ị ga-amara gị ahụ ịgafe ule, nke pụtara na ị chọrọ naanị ịzụ. Ọzụzụ na-enye echiche nke ọkwa ihe ọmụma gị ma nye nghọta na ị ga-egosi nsonaazụ "na ọkwa gị" (gbakwunyere ma ọ bụ mwepu 5-7%). Nke a pụtara na a ga-enwe ọrụ ndị ị ga-edozi, ọ bụrụgodị na ị na-arụ ọtụtụ ọrụ ị na-enweghị ike idozi.

2. First, complete those tasks that are solved «on the go.» If you think, hesitate, skip, move on. When you reach the end of the test, return to the unsolved tasks. Divide the remaining time by their number to get the maximum number of minutes you can afford to think about each question. If there is no answer, leave this question and move on. This tactic will allow you to lose points only for what you really don’t know, and not for what you just haven’t had time to get to.

3. Mee ọtụtụ azịza nke ọtụtụ ule na-enye ịhọrọ site na ya. Ọtụtụ mgbe, ị nwere ike ịma nke ziri ezi. Ọ bụrụ na ị nwere ịkọ nkọ, mana ị maghị, lelee nhọrọ a na agbanyeghị, ọ ka mma karịa ihe ọ bụla. Ọbụlagodi na ịmaghị ihe ọ bụla ma ọlị, kaa akara ihe na enweghị usoro, enwere ohere ịkụ aka mgbe niile.

4. Hapụ oge iji lelee ọrụ ahụ: a na-ejupụta fọm ndị ahụ nke ọma, na-ebufe na-ebufe, na-etinye obe megide azịza ndị ahụ?

5. Do not use ready-made texts of essays or essays from collections. First, examiners are usually familiar with them. Secondly, the texts there are often bad and outdated. Do not try to impress the examiners with your bright and unusual vision of the topic. Write a good, calm text. Consider in advance the options for its beginning and end, collect more «blanks» on various topics. It can be an effective quote, a vivid image, or a calm introduction to the problem. If you have a good start and a good end, the rest is a matter of technique.

6. Find sites with quality tests that allow you to train attention, memory, visual imagination, logic — and decide whenever possible. For example, dozens of different tests can be found on the free«Club of testers of test technologies» (KITT).