Month: January 2012
And they are all interrelated. Here are a couple of examples. You teach a child to read. There comes a time when out of books, which reads your baby suddenly disappears letter e, you explain to him that the relevant words of the letter e printed as g (by this time the child should have, of course, a certain vocabulary – he should own vocabulary of language that is spoken and read). Remember Are you annoyed when people incorrectly said any words? He has a bad vocabulary, grammar and lame. When you write the sms-messages, whether you pay attention to punctuation, the spelling of words? I – Yes, and I do not really like the text written by illiterate (both grammatically and orthographically). Given all the above, we can conclude that proficiency is not enough to study phonetics and spelling, vocabulary and grammar, but you need to know and be able to it all into practice. When we speak the native language, then, of course, do not say certain phrases and sentences.
Our speech is connected, full of meaning. For example, in the same phrase when different situations may be different meanings. "Merry" primerchik. Situation when the husband returned from a trip. His wife is waiting, bored, and when he returns to share good news with a friend: "My husband came back from trip! "And if the situation is different when the husband no one was waiting for … The meaning is the same, but the meaning is different. Thus, during the conversation, the same phrase changes meaning depending on the particular situation.
The integrated program of formation of the research competence of the students intended to include the contents of the laboratory work additional research tasks aimed at: strengthening the research nature of the work, promoting research abilities of students, focused practice application of knowledge. In this theoretical information on how to conduct research students reported directly to the laboratory and practical classes, where it was possible to clearly demonstrate the features and stages of the case studies. The program of formation of research students Military Institute suggests a gradual complication of rate to the rate of the studied methods of activation and stimulation of the search for solving creative problems, conduct research. This complication is achieved through the use of complicating conditions. In particular, the teacher methods such as the method of time constraints, based on the view of the substantial influence of temporary factors on mental activity, the method of sudden prohibition, which is based on the prohibition of students used in their constructions any mechanism, the method of new options based on the requirement for students to solve a problem in another way, the method of information failure, based on the fact that the condition of the problem is the bulk of the data needed to address, method of information glut, of including in the original condition of the problem obviously unnecessary information. At every stage of the control activities are usually carried out comparing the goals and results of 9, 10. Control over the research activities of students from the teacher and self-created conditions for the formation feedback, which provides for the regulation of research student, changes in the forms, methods and means of organization.
Art Theater School
As a result of the project significantly reduced the time to record students' progress, the formation of statements of certification, recertification and attendance, exam sheets, cards students. In addition, provided quick access to data about students: personal data, information about education, formation of the orders, academic and work plan. The school opened studio at the Moscow Art Theater in 1943. The initiator of its create a Nemirovich-Danchenko, co-founder of the Moscow Art Theatre. Since its inception the School are taught by leading masters of the Art Theatre. Today, the school-studio study More than 400 students. High competition for space and prestige educational institution leading to an annual increase in the willingness to learn FGOU VPO "Moscow Art Theater School." Earlier in the university accounting curriculum and personal affairs of students formation of orders and inquiries conducted by hand, which was time consuming. For guidance, it was important to reduce the time to record students' progress, the formation of academic and work plans to have permanent access to the database all students.
To automate the learning process has been chosen product "BIT AVROBUS: Registrar's Office," as the solution most consistent with the goals and the client has a reasonable price of implementation. After analyzing the market IT companies has been selected office "AVROBUS" company "1C: Accounting and Trade" (BIT), since it works with educational institutions since 1999 and has a number of developments for the automation of the university. Were automated the following tasks: Maintain training plans; Formation and storage of personal files of students; Formation of the academic and business curriculum; Consideration of student (registration assessments in the disciplines, the formation of statements, rating of knowledge); Creating orders regulating the process of training (on admission, dismissal, transfer, approval of those projects and dissertations, etc.); Creation and printing of certificates student (including transcripts, study cards on Form 13/14), a form of diploma and diploma supplement; Obtaining statements in different contexts: the students, faculties, forms and terms of education, training year, the group specialization, expertise, discipline, evaluation, etc. The project was implemented within four months, six have been automated jobs in a teaching and dean. Results of the project: The number of times the term has decreased formation academic curriculum, the printed forms of the academic curriculum, the disciplines of chairs, filling in the curriculum.
Significantly reduced the time to register assessments of students rating knowledge, the formation of appraisal statements and re-certification, attendance, exam sheets and cards students. ensure prompt access to information about students: personal data, information about education and performance. Have little to avoid errors in the reflection data on the educational process. Larichkin Galina, Vice President for Economics and Finance: "We are pleased with the result of the introduction of the" BIT-AVROBUS: Study part ". As a result of the project we were able to avoid errors in reporting, to ensure continued access to data about students. In the future we plan to collaborate on solutions with support by the BIT. "
Many preschoolers know not all the numbers, and call or ‘learn’ are just some of them. The kids are confused and figure number, the numbers and letters mixed up the numbers together: 2 and 5, 3, 5, 9 and 6, 1 and 4, 2 and 7, and others often violate the consistency between the neighboring figures from the series. Certain difficulties arise in some children, when the result of the account must be designated by a figure or a figure to correlate with the required number of subjects. The following training and game situations will help you solve these problems. Have your child lay out the numbers of dots, rods, cubes, geometric design of the details. You can cut the numbers of velvet or plain paper, old newspapers or magazines, oilcloth, fabric and glue them.
Figures are available in the form of bulk pieces (“molds”), cards, where the contours of the figures may be convex or, conversely, marked grooves, rough or smooth numbers signs pasted on the rough paper (by Maria Montessori), etc. Children examine and solve the figure to the touch. We consider the figures, made of different materials: paper, fabric, cardboard, oilcloth, with different sizes and colors of different skills (written and printed), etc. You can also find out who knows what numbers are and where they saw. Children do any movement as many times as “shows” the card with the number held by the presenter.
In this case, children may assume aloud with an adult or herself. Can complicate the task: the movement must be performed on 1, 2, and so once more or less than “said” figure. Instead of cards with numbers (or mixed with them) you can use cards with the images on these objects (in a row in a circle or another location) or the so-called “numerical” figures. It is proposed contour image for shading or coloring or stencils outlined with numbers and subsequent coloring or shading making figures turn into funny shapes. Adult finger paints the figure in the air, and the child guesses it. Shown two cards: one depicted the figures on the other various items, the child must determine whether the image numbers on one card number of circles, dots, triangles or other objects on the card. The child should be called objects, which are similar figures.