CHARITY PROGRAM "HEALTHY CHILD":
There are children in orphanages and boarding schools whose serious illnesses and pathologies are compatible with life. These kids don't die from their illnesses, they can live with it. But their life differs significantly from the life of healthy peers and ours. Their special needs require a special habitat or special facilities forevery child: operations, prosthetics, rehabilitation equipment, special educational programs.
Every day these children face obstacles. Every day they become little heroes, accomplishing an everyday feat - overcoming all the difficulties of the world around them, forced isolation from society.
Many children who have received the status of a disabled person in an institution and many terrible diagnoses still dream of independence and mobility, independence from the help of other people, they dream of discovering the world beyond the walls of institutions. Many of them really have every chance not only to become healthy and independent, but also to find a family.
Our goal is to help these children, make their lives happier, give them the opportunity to see the world as we know it: huge, comfortable, interesting, diverse.
In the "Healthy Child" targeted assistance program for children, we raise funds both for children from children's institutions and for children from needy families whose parents cannot afford to pay for the child's expensive treatment.
Attention:
We update information on children and fees for their needs as donations are received, but no more than once a week. If you did not find your name in the list of those who helped the child - be patient for a while, we will update the information soon.
PROGRAM NEWS:
01.07.2019
collection for the M3 code for the children of the Kutuzov boarding school in the Moscow region is closed
the fee for the code 289 for Bulat was closed, the fund paid for the course of treatment for the child, which he successfully completed.Read more >>>
the fee for code 291 for Anastasia was closed, the fund paid and handed over to the family an active type wheelchair with an electric drive.
the collection for code 309 for Murat was closed, the foundation paid for the rehabilitation course for the boy, the report on the assistance provided can be found on the child's page.
01.05.2019
collection for code 290 for Anna is closed. D. The Foundation has already fully paid for all the planned rehabilitation courses for the girl. Treatment reports will be posted on the child's page shortly.
"arial=""> collection for code 304, 305, 310 for Samir, Guzel and Bulat is closed.Thanks to everyone who took part in the gathering, and a special thank you to Ruslan Vagizov for the Action! - Charity marathon in support of children on the platform Do it!
29.12.2018
collection for code 293 is closed. For Milana, the Fund has already paid for a rehabilitation course for the girl, but its passage is scheduled for February. Thank you so much to all the participants who did not pass by and helped in fundraising. The treatment report will be posted on the child's page.
A new beneficiary was admitted to the "Healthy Child" program - Samir Sh. Diagnosis: cerebral palsy, delayed psychomotor and speech development. Collection amount: 159,600 rubles
A new beneficiary has been accepted into the "Healthy Child" program - Guzel Diagnosis: cerebral palsy, psychomotor retardation Collection amount: 150,000 rubles
A new beneficiary was admitted to the Healthy Child program - Alexandra L. Diagnosis: acute lymphoblastic leukemia, accommodation spasm, amblyopia. Collection amount: 231,250 rubles
a new beneficiary was accepted into the Healthy Child program - Egor A. Diagnosis: cerebral palsy, spastic diplegia, motor alalia. Collection amount: 500,000 rubles
07.11.2018
fee for code 298 is closed. For Natasha, the Fund paid for a rehabilitation course. Thank you so much to all the participants who did not pass by and helped in fundraising. The treatment report is posted on the child's page.
02.10.2018
a new beneficiary Kutuzov boarding school of the Moscow region was accepted into the Healthy Child program (medical room project) - . Diagnosis: epilepsy, accompanied by a violation of psycho-motor and speech activity. Collection amount: 95,000 rubles
the fee for code 294 is closed. For Zhenya, the Fund paid for 2 rehabilitation courses for the boy. Thank you so much to all the participants who did not pass by and helped in fundraising. The treatment report is posted on the child's page.
collection for code 296 is closed. For Bulat, the Foundation purchased a hippo-trainer, and now the boy is regularly engaged at home. Thank you very much to all participants of the gathering. Delivery report on the child's page.
29.06.2018
collection for code 295 is closed. For Ruslan. S. The Foundation has already paid for the rehabilitation course for the boy. Thank you so much to all the participants who did not pass by and helped in fundraising. The treatment report will be posted on the child's page.
14.05.2018
A new beneficiary was accepted into the Healthy Child program - Zhenya V.. Diagnosis: epilepsy, accompanied by impaired psycho-motor and speech activity. Collection amount: 234,000 rubles.font-family:" arial="">
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08.05.2018
fee for code 287 is closed. For George. G. The Foundation has already paid for the tickets for him and the boy's mother. Many thanks to all Volgograd residents who responded to the request for help and transferred funds to pay for travel and examinations before the operation!. The treatment report is posted on the child's page.font-family:" arial=""> minor-latin;mso-ansi-language:RU;mso-fareast-language:EN-US;mso-bidi-language:
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04.04.2018
a new beneficiary was accepted into the program "Healthy Child" - Yaroslav P. Diagnosis: atypical autism with mental retardation and systemic underdevelopment of speech. Collection amount: 89,000.00 rubles.font-family:" arial=""> minor-latin;mso-ansi-language:RU;mso-fareast-language:EN-US;mso-bidi-language:
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22.03.2018
A new beneficiary was admitted to the Healthy Child program - Georgy G. Diagnosis: cerebral palsy, neurogenic scoliosis of the 3rd degree Amount of the fee: 22,500 rubles.
A new beneficiary was accepted into the "Healthy Child" program - Ruslan S. - Diagnosis: bilateral sensorineural hearing loss of the IV degree, cochlear implantation. Collection amount: 85350 rubles.
a new beneficiary was accepted into the Healthy Child program - Bulat. C. Diagnosis: cerebral palsy, epilepsy Amount of fee: 69,900 rubles.
a new beneficiary was admitted to the Healthy Child program - the Togliatti boarding school. Diagnosis: multiple pathologies of mental development, intelligence and hearing impairment. Collection amount: 240,000 rubles.
07.03.2018
a new beneficiary was accepted into the program "Healthy Child" - Bulat N. Diagnosis: cerebral palsy, spastic diplegia. Fee amount: 149,600.00 rubles
A new beneficiary was admitted to the Healthy Child program - Anna G. Diagnosis: cerebral palsy, double hemiplegia, pronounced central tetraporesis. Collection amount: 180,000.00 rubles
accepted new beneficiary in the "Healthy Child" program - Anastasia R. Diagnosis: cerebral palsy, symptomatic epilepsy. Collection amount: 171,000.00 rubles
accepted new beneficiary in the program "Healthy Child" - Milana S. Diagnosis: cerebral palsy. Fee amount: 128,600.00 rubles
closed fee for code 271. For Karina R., the Fund has already paid for a rehabilitation course for her. Thank you so much to all the participants who did not pass by and helped in fundraising. The treatment report will be posted on the child's page.
collection for M1 code for children is closed Petrovvalsky boarding school, Volgograd region. The Fund paid for the equipment already needed for the Medical Cabinet. Thank you very much to all the participants of the Gathering. The aid report will be published soon.
06.02.2018
The collection for code 267 has been closed. In the near future, Daniil P. will undergo a course of rehabilitation that is very necessary for him. Thank you so much to all the participants who came by and helped in fundraising
collection for code 275 is closed. In the near future, the Fund will pay for the necessary wheelchair for Yura L. and give it to the family.
collection for code 276 is closed. In the near future, the Fund will pay for the necessary wheelchair for Pavel D. and give it to the family.
06.11.2017
fee for code 270 is closed. For Alexandra G., the Foundation pays and delivers the hippo trainer. Thank you so much to all the participants who came by and helped in fundraising
collection for code 272 is closed. The fund will pay for the rehabilitation course for Danielle T.
22.05.2017
a new beneficiary was accepted into the Healthy Child program - Yura L. Diagnosis: cerebral palsy, spastic diplegia. Collection amount: 86,000.00 rubles
a new beneficiary was admitted to the program "Healthy Child" - Olga D. Diagnosis: Consequences of perinatal pathology of the central nervous system with scattered microsymptoms, emotional and volitional disorders. Fee amount: 91,630.00 rubles
a new beneficiary was admitted to the Healthy Child program - Maxim E. Diagnosis: cerebral palsy, spastic tetraparesis. Collection amount: 97,600.00 rubles
04/20/2017, Tatarstan
A new beneficiary was admitted to the Healthy Child program - Daniel T. Diagnosis:cerebral palsy, developmental delay. Fee amount: 91,200.00 rubles
13.04.2017, Novosibirsk:
A new beneficiary was admitted to the Healthy Child program - Alexandra G. Diagnosis: cerebral palsy. Fee amount: 68,750.00 rubles.
13.04.2017 collection for code 258 has been closed. In the near future, Andrey V. will undergo a much-needed rehabilitation course in St. Petersburg. Thank you so much to all the participants who came by and helped in fundraising
collection for code 259 is closed. The fund will pay for the rehabilitation course for Fedor in the coming days.
04/11/2017, Samara region
a new beneficiary was admitted to the Healthy Child program - Slava K. Diagnosis:cerebral palsy, spastic tetraparesis. Collection amount: 91,000.00 rubles
04/11/2017, Tatarstan
a new beneficiary was accepted into the Healthy Child program - Daniil P. Diagnosis: cerebral palsy, dysarthria . Collection amount: 238,000.00 rubles
A new beneficiary was accepted into the Healthy Child program - Karina R. Diagnosis:cerebral palsy, spastic tetraparesis, double athetosis. Fee amount: 160,500.00 rubles
16.01.2017 collection for code 257 is closed. In the near future, Gleb P. will go to St. Petersburg for treatment. Thank you so much to all the participants who came by and helped
The fee for code 260 is closed. The Fund will pay and deliver the necessary simulators to Azat within a month.
13.01.2017, Moscow region:
a new beneficiary was accepted into the Healthy Child program - Masha N.
Diagnosis: Residual-organic lesion of the central nervous system. Delayed psychoverbal development.Collection amount: 104,800.00 rubles.
01/09/2017, Ryazan:collection for code 251 is closed - a soft room will be organized and equipped to help the children of the Ryazan orphanage. Thanks to everyone who participated in helping!
12/31/2016, Tatarstan:
A new beneficiary was admitted to the Healthy Child program - Azat Z. Diagnosis:cerebral palsy, bone deformity due to spastic tetraparesis. Fee amount: 66,300.00 rubles
A new beneficiary was admitted to the Healthy Child program - Darina K. Diagnosis: cerebral palsy, spastic tetraporesis. Fee amount: 63,200.00 rubles
12/31/2016, Novosibirsk:
A new beneficiary was admitted to the Healthy Child program - Anastasia A. Diagnosis: diabetes mellitus. Collection amount: 150,000.00 rubles.
a new beneficiary was accepted into the Healthy Child program - Matvey U. Diagnosis: cerebral palsy. Fee amount: 73,100.00 rubles.
12/30/2016, Belgorod region: A new beneficiary was admitted to the Healthy Child program - Andrey V. Diagnosis: cerebellar insufficiency syndrome, right-sided central hemiparesis, neurogenic planovalgus deformity of the right foot. Collection amount: 70,000.00 rubles. Read more >>> Join us!
20.12.2016, Ryazan:a new beneficiary was accepted into the program "Healthy Child" - Zhanna K. Diagnosis: Chronic sensorineural hearing loss of IV st. right, III art. on the left, systemic underdevelopment of speech. Collection amount: 48,000.00 rubles. Join now!
11/25/2016, Novosibirsk:
a new beneficiary was accepted into the Healthy Child program - Sophia S. Diagnosis: cerebral palsy. We are raising funds to pay for specialized walkers for children with cerebral palsy. Collection amount: 105,000.00 rubles.
More: Join now!
11/25/2016, Ryazan:
October 27, 2016, Ryazan:
26.10.2016, Volgograd:
code 247 closed - in the rehabilitation department of the Sredneakhtubinsky CSO, now children with cerebral palsy can take rehabilitation courses.Thanks to everyone who participated in the fundraising for rehabilitation equipment. More
26.10.2016, Ryazan:
10/18/2016, Kazan:
10/18/2016, Ryazan:
10/13/2016 Ryazan:
a new beneficiary was accepted into the "Healthy Child" program - Matvey K. Diagnosis: shunt-dependent hydrocephalus without progression. We collect for payment round-the-clock nanny-nurse for the post-operative period. Collection amount: 75,000.00 rubles. Details: . Join now!
"arial="">
12.10.2016 Ryazan region:
a new beneficiary was admitted to the Healthy Child program - Alexey L. Diagnosis: congenital heart disease, Oik oval window. We collect for payment round-the-clock nanny-nurse for the post-operative period. Collection amount: 21,000.00 rubles. Details: . Join now!
" arial="">12.10.2016, Novosibirsk:
font-family:" tahoma=""> and its maintainer
font-family:" tahoma="">paid travel from Ryazan to the place of treatment and back. Thanks to everyone who participated in helping the child! Details:
06/15/2016, Ryazan:
closed code 249 - to helpNecessary rehabilitation equipment handed over to Elatom orphanage. Thanks to everyone who participated in helping the institution! Details:
05/18/2016, Ryazan:
closed code 158 - to help Artem S. payus
color:gray">baby-sitter services, as well as transportation costs to the place of treatment. Thanks to everyone who participated in helping the child! Details:
Ministry of Education and Youth Policy of the Chuvash Republic
Department of Education and Youth Policy of the Administration of the Yalchik District of the Chuvash Republic
methodical project
"Effectiveness of the lesson-quality improvement condition
education"
director for water resources management
MBOU "Shemalakovskaya OOSh
Yalchik district, Chuvash
Republic" Sidorov
Raisa Vladimirovna
Project author. Teaching team.
Relevance of the topic.
Objective of the project.
Fundamental question.
Problem questions.
Educational questions.
Tasks.
Expected results.
Project Implementation Plan
Applications.
Publications.
An example of a product of teachers' activities within the project.
Teaching staff
The total number of teaching staff is 17 (13 teachers + 3 educators + 1 librarian)
with higher education - 13 (teachers)
with incomplete higher education - 1 (librarian)
with secondary specialized education - 3 (educators)
They have the first qualification category - 9
They have the second qualification category - 5
Average age of teachers - 46 years
Average teaching experience - 24.2 years
The average age of administration is 45 years
Relevance of the topic.
The question of the quality of education that the school provides has been relevant at all times. In recent years, the problem has escalated, and there are several reasons for this:
1. The emergence of new diverse value systems
2. Consistent and irreversible transition from the uniformity of curricula, textbooks, educational institutions to their diversity.
3. In the process of forming a market for educational products and services, the state monopoly on decision-making in the field of education is being lost. Schools create their own programs and curricula.
Education is recognized as quality if students have achieved high results in achieving their goals. Therefore, in a generalized form, the quality of education can be represented as:
The quality of education of schoolchildren;
· Quality of implementation of the state standard;
The quality of the implementation of the educational process by teachers;
· The quality of management activities of the administration of the educational institution;
· The quality of the implementation of the social order.
As you can see, one of the elements of improving the quality of education is the quality of the implementation of the educational process by teachers. This means we must address the issue of lesson effectiveness. The relevance of the chosen topic is ensured by the analysis of problems over the past academic year and the desire of teachers identified in the course of their questionnaire survey. During the lessons attended, the following problems were identified:
· The uniformity of the methods used, the study of new material and methods of testing knowledge;
Incomplete planning of lesson objectives. Ignoring the possibilities of education in the learning process;
· Separation of theoretical knowledge from their use or insufficient attention to the application of knowledge;
· One-sided approach to the differentiation of learning;
· Fascination with frontal forms of work.
Exit? It is necessary to work on improving the effectiveness of the lesson.
Objective of the project:
Determine the relationship between the effectiveness of the lesson and the quality of education and outline directions for improving the effectiveness of the lesson as the basis for the quality of education.
Fundamental question.
How can we encourage teachers to improve the effectiveness of school-based lessons?
Problematic issues
How to ensure a positive growth dynamics of the teacher's professional development in the conditions of the school?
Study questions
How to develop a system of scientific and methodological support for teachers? How to organize the study of the experience of the best teachers.
Project objectives:
Conduct a selection of materials for questioning teachers.
Study experience on the topic.
To organize the exchange of experience between teachers of the school.
Expected results of the project:
Promoting the desire of teachers to improve the effectiveness of lessons
Development of methodological recommendations "How to successfully conduct a lesson?"
Identification of ways to form motivation for learning.
Generalization of methods of organization and implementation, stimulation and motivation, control and self-control of educational activities.
Project Implementation Plan.
Stages of work:
Preparatory (September - December 2011)
Selection of materials and questioning of teachers.
The study of experience on the topic.
Methodical day:
Stimulation of teachers who constantly improve their methodological literacy and qualifications.
Pedagogical Council on the topic "The effectiveness of the lesson is a condition for improving the quality of education"
Questionnaires for teachers. Application No. 1
Methodical day. Application №2
Teachers' Council "The effectiveness of the lesson - a condition for improving the quality of education." Application No. 3
An example of a product of teachers' activities within the framework of the project (developed at the teachers' council). Application No. 4
Materials for formative and final assessment. Application No. 5
Applications
Appendix No. 1 Questionnaires for teachers.
Questionnaire No. 1. "Self-assessment by teachers of job satisfaction in educational institutions"
| № p/p | Satisfaction with work in educational institutions | score s up to 10 points |
| 1 | Overall satisfaction with work in this educational institution | |
| 2 | Relationships with colleagues | |
| 3 | Care of the administration to meet the needs of teachers | |
| 4 | Readiness of colleagues to help in work | |
| 5 | The mood in the team | |
| 6 | Cultural and intellectual atmosphere in the team | |
| 7 | Attention of the administration to your suggestions and comments | |
| 8 | Joint rest | |
| 9 | Friendly and reliable assessment of your work | |
| 10 | The attitude of the team towards your experimental work (if it is ongoing) | |
| 11 | Organization and order in the OS | |
| 12 | Creative atmosphere in the team | |
| 13 | Your relationship with the administration | |
| 14 | Coordination between teachers and administration | |
| 15 | The attitude of students to learning | |
| 16 | Discipline in an educational institution | |
| 17 | Rational use of your time and energy at work | |
| 18 | Educational and material base | |
| 19 | Lack of formalism and window dressing in work | |
| 20 | Wage |
Questionnaire No. 2. "Study of information needs of teachers of secondary schools"
General information
Full Name ________________________________________________
1. Literature is required to prepare for
lesson;
extracurricular time;
the pedagogical council;
conversation with the student;
extracurricular activities;
self-education;
_____________________________________________________________________
2. How often do you turn to pedagogical literature:
2.1. I read professional magazines all the time. (please list):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2.2. I appeal to the library with a request for the selection of literature on the topic (please list the topics that interest you for the last 12 months):
method of teaching the subject (what?) __________________________
advanced achievements of science in the field (what?) _____________________
author's teaching methods, education (whose?) ____________________
difficult teenagers
features of the psychology of children gifted children
correctional activities in special classes
individual approach to lagging behind children
organization of work with children in the extended day group
interdisciplinary connections (what?) ____________________________________
career guidance issues
collaborative pedagogy
ethics of family life
sex education
prevention of smoking, drug addiction and alcoholism in children
leisure activities
humanization of school education
computerization of the educational process
video equipment in the classroom
history of pedagogy
research activities of schoolchildren: models of organization and methods
_____________________________________________________________________
_____________________________________________________________________
(tick as needed, fill in missing)
2.3. I use computer programs, electronic publications in my work
_____________________________________________________________________
_____________________________________________________________________
(specify which and where you use)
2.4. It takes experience.
3. To get information, I use libraries:
personal;
school;
district;
regional;
Internet
(tick as needed, fill in missing)
4. Other possibilities for obtaining information:
meetings;
conferences;
seminars;
personal contacts with colleagues;
(tick as needed, fill in missing)
5. What difficulties do you experience in obtaining information?
sometimes I don’t find the literature I need on the topic;
I spend a lot of time looking for literature;
there is no possibility of obtaining a copy of the document;
_____________________________________________________________________
(tick as needed, fill in missing)
6. Your wishes regarding information support
_____________________________________________________________________
_____________________________________________________________________
Questionnaire No. 3 to determine the level of comfort in the team
1. Do you feel comfortable in a team:
with colleagues;
with students;
with parents?
2. Are you satisfied with the labor process?
3. Are you satisfied with the results of your work?
4. Do you enjoy going to work?
5. Are you happy to return home after work?
6. Would you like to change your school:
to another technical school, school;
to another, more profitable place of work;
to another, quieter place of work?
7. What should be the working conditions in the "ideal" educational institution?
8. What suggestions could you make to improve working conditions and organization of interaction in your team?
Application number 2. Methodical day.
Methodological day goals:
Improving the quality of training sessions based on the introduction of new technologies;
Mastering the methods of the sequence of actions for constructing a lesson using modern pedagogical technologies;
Identification, generalization and dissemination of the experience of creatively working teachers.
Using the results of teacher diagnostics to study the possession of pedagogical technologies.
Preparation of open events by subject teachers, school administration.
Making a methodical office: on the board - the topic, the goal of the methodical day; at the stand - a schedule of open lessons and classes with an indication of topics; on the tables - handouts: the results of diagnostics, a booklet with a plan for conducting a methodological day.
Use of route sheets during the method day
Conducting open lessons by school teachers in the educational areas "mathematics", "social science", "art" and classes by kindergarten teachers.
Summarizing. Meeting with the director.
Appendix No. 3. Teachers' Council "The effectiveness of the lesson is a condition for improving the quality of education"
Purpose: to determine the interdependence of the effectiveness of the lesson and the quality of education and to outline the direction of improving the effectiveness of the lesson as the basis for the quality of education
Plan of the event:
Theoretical introduction by the Deputy Director for OIA. "The effectiveness of the lesson is a condition for improving the quality of education."
Theoretical introduction of the director "Motivation for learning is the main condition for successful learning."
Practical part.
Work in creative groups in educational areas
Analysis of the results of the work of the creative groups of the expert group, presentation of experts.
Summing up the results of the work of the teachers' council.
Application No. 4. Methodological recommendations "How to successfully conduct a lesson?"
1. When presenting new material, use the writing system on the board of the main educational
content that must be acquired by students. Help here
verbal - logical schemes, summarizing tables, reference signals.
2. Even in the process of presenting educational material, try to talk with
students, controlling the quality of its assimilation and the degree of cognitive
interest in him.
3. Make sure that students' questions from the field, their answers, comments are given only with your permission.
4. Try to organize the constant employment of students in the classroom. This will allow to overcome many difficulties, including solving the problem of discipline.
5. Use additional, entertaining material from popular science literature in the lesson, which will contribute to the development of interest in the subject.
6. Don't forget the rich possibilities of visual teaching aids.
7. Present the material in a form accessible to students. When studying the most difficult questions of the course. However, sometimes it is advisable to re-examine them by the teacher.
8. Focus the attention of students on the practical significance of the material being studied. Try to illustrate general ideas and provisions with specific examples.
9. Organize independent intellectual and practical activities of students in the classroom, combining frontal, group and individual form of work. Make a logical transition to a new type of learning activity.
Do not forget to organize the work of schoolchildren with a textbook in the classroom. In this case, the following types of student activities are possible:
Answers to questions at the end of the paragraph;
retelling of the content of the paragraph;
writing out in a notebook the main terms and concepts;
writing out basic definitions in a notebook;
note-taking;
drawing up a paragraph plan;
filling in the tables in the notebook (based on the material given in the textbook) work with the illustration of the textbook.
12. Use a variety of methods and techniques for interviewing students:
The student's oral response at the blackboard (a story on a given topic);
problem solving (verbal or written);
collective filling of tables or diagrams on the board;
a written answer indicating the parts in the figure;
· comparison of features of the object;
individual communication of students (report, abstract, results of experience, etc.);
Discussion of a friend's answer;
Written programmed survey;
Self-completion of the table in the notebook.
13. Modern teachers, in order to check the quality of assimilation of knowledge and skills by schoolchildren, often organize:
performance of multi-level individual tasks on didactic cards
search and commenting on the relationship between the concepts written by the teacher on the blackboard;
answer according to the plan, compiled independently or proposed by the teacher;
composing questions and asking them to your classmates;
correction of errors in the terms written by the teacher on the blackboard;
participation in the "flight" repetition of the basic terms, concepts held by the teacher, etc.;
14. The cognitive activity of students can be organized at the productive-imitative, partially exploratory, creative levels. Paying special attention to the creative development of students, it is necessary to offer them problematic questions that make thought actively work.
15. Teach students to take notes on their own in a notebook:
questions to think about in class
tables, diagrams, reference signals that facilitate the assimilation of the material;
Response plans
plans for laboratory work;
plans for the implementation of intellectual activity (for example: a plan for comparing objects);
short summaries of difficult paragraphs of the textbook;
homework for the next lesson.
However, one should not get too carried away with keeping records (especially mindless rewriting of material and textbook by schoolchildren). It must be remembered that any action of the student and teacher in the lesson should be pedagogically appropriate and have a certain meaning, because the time of the lesson is not unlimited ...
16. Encourage even a small success of the student in moving towards the goal, mark (at least with a kind word) his personal achievements, form a microclimate of cooperation and interconnection in the lesson.
Annex No. 5. The effectiveness of the lesson is a condition for improving the quality of education
Task for groups:
Question number 1: near each criterion, put numbers from 1 to 6 according to priorities.
Questions 2, 3: Put a cross in the cell.
| Distribute the proposed actions in the sequence that you consider appropriate when preparing for the lesson: |
||||||||||||||
| Define lesson type | ||||||||||||||
| Determine the purpose of the task, the end result | ||||||||||||||
| Determine the place of this lesson in the topic, section, course | ||||||||||||||
| Select the necessary and sufficient educational material | ||||||||||||||
| Select the necessary tools | ||||||||||||||
| Think over the course of the lesson, highlight its main stages | ||||||||||||||
| What lesson types do you use most often? |
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| Combined lesson | ||||||||||||||
| General lesson | ||||||||||||||
| Lesson in mastering new material | ||||||||||||||
| Integrated lesson | ||||||||||||||
| With the use of ICT | ||||||||||||||
| What is your teaching strategy |
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| Passive | ||||||||||||||
| Active | ||||||||||||||
| Interactive | ||||||||||||||
Formation of learning motivation
Task for group I:
Dear colleagues! Based on personal experience, we suggest that you choose from the proposed attitudes and actions of the teacher those that will contribute to the formation of a component of the motivational sphere of learning - the meaning of teaching.
The tasks of your group include:
1. From the proposed list, select only those actions and attitudes that will work to form the meaning of the teaching. If you think that some settings and actions are not enough in the list below, you can add your own.
2. Write the statements you have chosen on the report sheet.
3. Prepare a defense of your project (with examples from practice).
Attitudes and actions of the teacher:
O joint work with children to comprehend and accept the purpose of the forthcoming activity and setting learning objectives;
O choice of means adequate to the end;
O taking into account the age characteristics of schoolchildren;
O choice of action in accordance with the capabilities of the student;
O use of problematic situations, disputes, discussions;
O non-standard form of conducting lessons;
O creating a situation of success;
O creation of an atmosphere of mutual understanding and cooperation in the classroom;
O use of group and individual forms of organization of educational activities;
O emotional speech of the teacher;
O use of cognitive and didactic games, gaming technologies;
O application of encouragement and censure;
O the teacher's faith in the student's abilities;
O formation of adequate self-esteem of students;
O encouraging students to choose and independently use different ways of completing tasks without fear of making a mistake;
O assessment of the student's activities not only by the final result (correct - incorrect), but also by the process of achieving it.
Task for group II:
Dear colleagues! Based on personal experience, we suggest that you choose from the proposed attitudes and actions of the teacher those that will contribute to the formation of a component of the motivational sphere of learning - the motive of learning.
Task for group III:
Dear colleagues! Based on personal experience, we suggest that you choose from the proposed attitudes and actions of the teacher those that will contribute to the formation of the component of the motivational sphere of learning - goal setting.
Task for group IV:
Dear colleagues! Based on personal experience, we suggest that you choose from the proposed attitudes and actions of the teacher those that will contribute to the formation of a component of the motivational sphere of learning - an emotional mood.
Task for group V:
Dear colleagues! Based on personal experience, we suggest that you choose from the proposed attitudes and actions of the teacher those that will contribute to the formation of a component of the motivational sphere of learning - interest in learning.
After the performance of all groups, a layout of the project "Formation of motivation for learning" is obtained
Department of Education and Youth Policy of the Administration of the Yalchik District
MOU "Novoshimkussk secondary school
Yalchik district of the Chuvash Republic
Computer modelling
v. New Shimkusy - 2006
The methodological basis of modeling is system analysis, the central procedure of which is the construction of a generalized (unified) model of an object that reflects the most important factors and relationships of a real system. In practice, this is associated with the creation of a complex of models with developed dynamic and informational links between models of all levels.
The method of computer simulation, it allows you to adequately reflect the structure of the complex dynamic system under consideration, to introduce uncertainty factors into the model. The computer simulation method provides an iterative process of model development, characterized by a gradual deepening of knowledge about the system with the participation of an expert and subject matter specialists.
Computer modelling is a method for solving the problem of analysis or synthesis of a complex system based on the use of its computer model. The essence of computer modeling lies in obtaining quantitative and qualitative results based on the existing model.
A computer model is understood as:
A conditional image of an object or some system, described using interconnected computer tables, flowcharts, diagrams, graphs, drawings, animation fragments, hypertexts, etc. and displaying the structure and relationships between the elements of the object - structural-functional model;
A separate program, a set of programs, a software package that allows, using a sequence of calculations and a graphical display of their results, to reproduce (simulate) the processes of the object's functioning under the influence of various (including random) factors on it - simulation models.
Qualitative conclusions drawn from the results of computer simulation make it possible to detect such properties of a complex system as its structure, development dynamics, stability, integrity, etc. Quantitative conclusions are mainly in the nature of forecasting some future or explaining past values of the variables characterizing the system. One of the main areas of using computer modeling is the search for optimal options for external impact on an object in order to obtain the highest performance indicators for its functioning.
Computer modelling– an effective method for solving problems of analysis and synthesis of complex systems. The methodological basis of computer modeling is system analysis (while computer modeling has certain sections of the theory of mathematical models), which is why in a number of sources, along with the term “computer”, the term system modeling is used, and the system modeling technology itself is called learn system analytics.
However, the situation should not be presented in such a way that traditional types of modeling are opposed to computer modeling. On the contrary, the dominant trend today is the interpenetration of all types of modeling, the symbiosis of various information technologies in the field of modeling, especially for complex applications and complex modeling projects. So, for example, simulation modeling includes conceptual modeling (at the early stages of the formation of a simulation model), logical and mathematical modeling (including artificial intelligence methods) - for the purpose of describing individual subsystems of the model, as well as in the procedures for processing and analyzing the results of a computational experiment and decision making ; the technology of conducting, planning a computational experiment with appropriate mathematical methods is introduced into simulation modeling from physical (natural) modeling; Finally, structural-functional modeling is used to create a stratified description of multi-model complexes.
The rise of computer simulation associated with simulation; simulation modeling was historically the first, in comparison with structural-functional modeling, it never existed without a computer, and it has a number of specific features.
Simulation - one of the types of computer modeling that uses the methodology of system analysis, the central procedure of which is the construction of a generalized model that reflects all the factors of a real system, while a computational experiment acts as a research methodology.
The simulation model is built strictly purposefully, therefore, it is characterized by an adequate display of the object under study, the logical-mathematical model of the system is a software-implemented algorithm for the functioning of the system. In simulation modeling, the structure of the simulated system is adequately displayed in the model, and the process of its functioning is simulated on the constructed model. Imitation is understood as carrying out various series of experiments on computers with models that are presented as a set (complex) of computer programs. Comparison of characteristics (constructions, controls) of the simulated object is carried out by means of variant miscalculations. A special role is played by the possibility of repeated reproduction of the simulated processes with their subsequent statistical processing, which makes it possible to take into account random external influences on the object under study. Based on the statistics collected in the course of computer experiments, conclusions are drawn in favor of one or another variant of the functioning or construction of a real object or the essence of a phenomenon.
In some cases, it is not possible to form decisions using formal methods - the expert must be included in the decision-making process. It becomes an active component of the information system; details the problem and the model, sets up a directed computational experiment on the model, generates and ranks alternatives, selects criteria for decision making, and forms a rational control option using the knowledge base. Decision-making under risk, for example, requires conducting interactive procedures for generating statistically reliable results and comparing them step by step with the risk cost function. It is necessary to carry out the direct participation of the expert in the formation of the optimal set of solutions and in the procedures of variant synthesis.
Thus, simulation modeling significantly expands the capabilities and efficiency of decision makers (DM), providing them with a convenient tool and means to achieve their goals. Simulation modeling implements the iterative nature of the development of a system model, the phased nature of the detailing of the simulated subsystems, which allows you to gradually increase the completeness of the assessment of decisions made as new problems are identified and new information is obtained.
The simulation model does not provide an optimal solution like the classical solution of optimization problems, but it is a convenient auxiliary tool for the system analyst to find a solution to a particular problem. The area of application of simulation models is practically unlimited, it can be tasks: studying the structures of complex systems and their dynamics, analyzing bottlenecks, forecasting and planning, etc. The main advantage of simulation modeling is that the expert can answer the question: “What will happen if ...”, i.e. using the experiment on the model to develop a development strategy.
Recently, work has been underway to develop systems that can assist an expert in answering the reverse question "What is needed to ...". It can be called like "target modeling", at which the target state indicators are fed to the system input, as well as a list of possible regulators with an indication of the range and step of their change. The system automatically or semi-automatically finds a combination of the values of these controllers to achieve a given target state.
So, the advantages of system-dynamic modeling are as follows: the system-dynamic approach begins with an attempt to understand the system of causes that created the problem and continues to support it. To do this, the necessary data are collected from various sources, including literature, informed people (managers, consumers, competitors, experts) and special quantitative studies are carried out. After an elementary analysis of the causes of the problem is made, the formal model is considered to be built. Initially, it is presented in the form of logical diagrams that reflect cause-and-effect relationships, which are then converted into a network model, depicted, for example, by graphical means of the "Ithink" system. Then this network model is automatically converted into its mathematical counterpart - a system of equations, which is solved by numerical methods built into the modeling system. The resulting solution is presented in the form of graphs and tables, which are subjected to critical analysis. As a result, the model is revised (the parameters of some network nodes are changed, new nodes are added, new connections are established or existing connections are changed, etc.), then the model is reanalyzed, and so on, until it sufficiently corresponds to the real situation. After the model is built, controlled parameters are selected in it and such values of these parameters are selected at which the problem is either removed or ceases to be critical.
In the process of modeling, the understanding of the problem by the people participating in it gradually deepens. However, their intuition about the possible consequences of the proposed management decisions is often less reliable than the approach associated with the careful construction of a mathematical model. And this is not as surprising as it might seem at first glance. Control systems sometimes contain 100 or more variables, which are either known to depend on others in some non-linear way or suggest the existence of such a dependence. The behavior of such systems turns out to be so complex that its understanding lies beyond the capabilities of human intuition. Computer simulation is one of the most effective tools currently available to support and refine human intuition. Although the model is not a completely accurate representation of reality, it can be used to make more informed decisions than a human could. It is a flexible tool that enhances the ability of the person using it to gain a deeper understanding of the problem.
Thus, in the field of modern information technologies imitation modeling acquires an extremely significant significance in world scientific research and practical activities. With the help of simulation modeling, the tasks of the widest range of problems are effectively solved - in the field of strategic planning, business modeling, management (modeling of various kinds of financial projects, production management), reengineering, design (it is important to use simulation modeling in the field of investment and technological design, as well as modeling and forecasting the socio-economic development of regional and urban systems.
As a method for modeling urban systems, it is advisable to choose models of system dynamics. The concept of system dynamics makes it possible to model dynamic processes at a high level of aggregation. It is based on the idea of the functioning of a dynamic system as a set of flows (cash, products, human, etc.).
Let us briefly consider the general content of the technological approach to building models. Models of cities are models of a resource type: resources (labor, financial, natural, etc.) are exhausted, resources are replenished. The state of the urban economic system is described by variables (population, production assets, housing stock, land resources, etc.). External influences and managerial decisions determine the dynamics (rate) of the simulated system (the rate of supply and withdrawal of resources).
Based on the processing of expert knowledge, all the factors operating in the system under consideration and the cause-and-effect relationships between them are identified. With the help of modern modeling systems (such as IThink, VENSIM, DYNAMO and others), the model is formed at the ideographic level. The resulting system flow diagrams are a form of structuring the expert's knowledge, in the information network of which a mismatch (imbalance) is generated for various types of needs and resource consumption.
In decision-making blocks, on the basis of this information, control actions on various types of objects are issued. The main target is to balance the use of resources in the system. System dynamics models are used together with differential equations of the balance type, as well as in combination with the principles and methods of logistics based on optimization, control, integration of flows in complex systems.
Thus, when developing models of socio-economic systems, the analyst must take into account some of the features that were mentioned above. According to the author of this work, the main feature is the inapplicability of the concept of "optimal strategy", since the urban system consists of many subsystems, the goals of which often contradict each other. Therefore, the main task is not to find an optimal strategy, which usually does not exist, but to find a development strategy acceptable in the given conditions, some compromise option that allows taking into account the goals of individual subsystems and ensuring the integrated development of the city as a whole.
Choice of modeling tool environment
Modern trends in the field of simulation modeling are associated with the development of problem-oriented systems, the creation of built-in tools for integrating models into a single model complex; the technological level of modern simulation systems is characterized by a large selection of basic concepts of formalization and structuring of simulated systems, advanced graphical interfaces and animated output of results. Simulation systems have the means to transfer information from databases and other systems, or have access to procedural languages, which makes it easy to perform calculations related to the design of factorial experiments, automated optimization, etc.
An analysis of the information technology market makes it possible to identify the following main trends in the field of modern modeling systems, the most significant of which will be discussed below.
As the dominant basic concepts of formalization and structuring in modern modeling systems are used:
for discrete modeling - systems based on the description of processes (process description) or on network concepts (network paradigms), - (Extend, Arena, ProModel, Witness, Taylor, Gpss / H-Proof, etc.);
for systems focused on continuous modeling - models and methods of system dynamics, - (Powersim, Vensim, Dynamo, Stella, Ithink, etc.)
Most modeling systems have a convenient, easily interpreted graphical interface, system flow diagrams or flowcharts are implemented at the ideographic level, i.e. are drawn, model parameters are defined through the submenu. Programming elements are saved (in general-purpose or object-oriented languages) for individual elements of the model or for the creation of specialized blocks by a trained user, the so-called author's modeling (for example, in the Extend system there is a built-in Modl language for creating specialized blocks).
Simulation systems are becoming more and more problem-oriented. Known systems for modeling production systems for various purposes (TOMAC, SIRE, etc.), medical care (MEDMODEL), in the field of telecommunications (COMNET), etc. To do this, problem-oriented modeling systems include abstract elements, language constructs and sets of concepts taken directly from the subject area of research. Modeling systems that declare their problem orientation have certain advantages, for example, the Rethink package, which focuses on reengineering. All this, of course, affects the availability and attractiveness of simulation modeling.
In modern modeling systems, some tools for creating stratified models appear. System stratification, being a general principle of system modeling, is implemented in simulation technology either by detailing, an iterative procedure for the evolution of a simulation model, or by creating a complex of interrelated models with developed informational and implicit links between models. Stratified models are machine-oriented concepts that involve the construction of databases and knowledge, over which the computational processes for solving problems of system analysis and decision making are defined. Simulation system developers use a variety of approaches to implement stratified models. A number of software products, such as AUTOMOD, ProModel, TAYLOR, WITNESS, etc., support the integration of models based on the creation of nested structures. Arena and Extend systems implement an approach to stratification based on the construction of hierarchical multilevel structures. The most promising is the structural-functional approach, implemented, for example, in the modeling systems Ithink, Rethink, based on the methodology of structural analysis and design. With this technology, it is possible to implement several levels of representation of models, - a high-level representation in the form of block diagrams, using CASE-tools, and at the lower level, models can be displayed, for example, with flow diagrams and diagrams.
The new methodology of scientific research in computer modeling, which involves the organization and conduct of a computational experiment on a simulation model, requires serious mathematical and informational support for the system modeling process, especially in terms of computational procedures related to experiment planning, optimization, organization of work with a large amount of data in the adoption procedures. solutions. Many simulation systems are provided with tools for integration with other software environments, access to procedural languages associated with the code of the simulation model, to implement special calculations, access to databases (the Simulation Data Base approach).
In more powerful packages, integration is carried out through additional software with specialized blocks for various purposes. These can be input data analysis blocks, flexible sensitivity analysis tools that allow multiple runs with different input data (in GPSS/H-PROOF, ProModel systems, etc.). It is promising to create simulation systems with functionally wide optimization blocks focused on the specifics of simulation modeling (WITNESS and TAYLOR systems are indicative in this sense). Integration of software systems, by the way, can also be carried out at other levels, for example, simulation plus logistics, which is relevant, in particular, when implementing balance-type resource models.
The multi-user mode implemented in a number of systems, the use of interactive distributed modeling, developments in the field of interaction of simulation modeling with the Internet, expand the possibilities of simulation modeling, allowing various companies to work out joint or competing strategies.
Table 2.4 Technological characteristics of modern simulation systems
|
Simulation system |
Software manufacturer |
Applications |
Simulation environment and support |
|||
|
Graphic design of IM |
Author's modeling, programming of models |
Animation (real time) |
Support for analysis of results |
|||
|
ARENA |
System Modeling Corp. |
Manufacturing, business process analysis, discrete modeling |
Flowcharts |
+ |
+ |
+ |
|
EXTEND |
Imagine That Inc. |
Strategic planning, business modeling |
Building blocks, continuous and discrete models |
+ modl language |
+ |
Sensitivity analysis |
|
GPSS/H-PROOF |
Wolverine Software Corporation |
General purpose, manufacturing, transportation, etc. |
Flowcharts |
+ |
+ |
ANOVA |
|
ITHINK ANALYST |
High Performance System, Inc. |
Management of financial flows, reengineering of enterprises, banks, investment companies, etc. |
CASE tools, flowcharts |
+ |
+ |
Sensitivity analysis |
|
PROCESS MODEL |
PROMODEL Corporation |
General production, reengineering |
|
-- |
-- |
+ |
|
SIMUL8 |
Visual Thinking International |
Universal tool for simulating discrete processes |
-- |
Object Oriented Programming |
+ |
+ |
|
TAYLOR SIMULATION SOFTWARE |
F&H Simulation Inc. |
Production, cost analysis |
Block diagrams, discrete simulation |
-- |
+ |
+ |
|
WITNESS |
Lanner Group Inc. |
Business planning, production, finance |
+ |
+ |
+ |
+ Optimization block |
|
VENSIM |
Ventana Systems |
System dynamics models |
Flowcharts |
-- |
+ |
+ |
|
POWERSIM |
Powersim Co. |
Continuous Simulation |
Flowcharts |
-- |
+ |
-- |
|
DYNAMO |
Expectation Software |
Models of system dynamics of computational type |
Flowcharts |
-- |
-- |
-- |
The InformationWeek Test Lab has tested several simulation packages for engineers and other users, including the following packages that support system dynamics methods:
Powersim Studio 2001 by Modell Data AS (Norway);
Ithink 3.0.61 manufactured by High Performance Systems (USA);
As a result of the comparison, the following conclusions were drawn:
Modell Data's Powersim 2.01 package
Best Continuous Simulation Product
Advantages
Many built-in functions to facilitate model building
Support for multi-user models for teamwork
Array manipulation tools make it easy to create models with similar components
Limited support for discrete simulation
Provides creation of continuous and discrete models
Advantages
Built-in blocks that make it easy to create different kinds of models
Support for custom modeling, making it easier for less technical users to use models
Detailed tutorial and documentation
Advanced sensitivity analysis tools that provide automatic multiple execution of the model with different input data
Support for multiple input formats
Complex system of notation Systems Dynamics
Fewer features supported than Powersim package
The cheapest of the considered products; supports continuous simulation (system dynamics methods)
Advantages
A simple GUI aimed at professionals.
Lots of built-in functions and features to make it easy to create a model
Flexible Sensitivity Analysis Tools (Professional Editions)
Integration with other applications through the DLL mechanism (in the DSS version)
A small number of built-in math functions in the PLE version.
