Использование логических игр и зада

Использование логических игр и задач в работе учителя мультикультурной школы
Работа в мультикультурной, многоязычной школе является для учителя одновременно и «вызовом», и возможностью. «Вызов» заключается в сложности использования универсальных учебных средств (в основном, это словесные методы и приемы обучения детей) с учениками – представителями различных культур, что приводит к расхождению языкового, практического и культурного опыта.
Возможность состоит в применении культурного опыта каждого ребенка для обогащения развития всей группы. Существуют методы, с помощью которых можно развивать интеллект учеников и расширять их представления о своей и других культурах (пазл-технология (Якимович), логические игры и задачи в образовательной процессе (Орлов, Шлат).
Разработанный нами метод логических игр и задач на этно- и поликультурном содержании адресован детям от 5 лет и старше. Это практические, наглядные средства; их использование способствует адаптации детей мигрантов в новой для них среде, сплочению коллектива, расширению представлений детей о глобальном мире и формировании уважения к особенностям других культур; развитию этнической идентичности и др. Кроме того, метод направлен на освоение двух и более языков, развитию интеллектуальных способностей детей.
Приведем пример логической игры «Мозаика» на содержании архитектуры г. Пскова (Россия) и г. Нарвы (Эстония), в котором, согласно внутригосударственной языковой политики, дети из русских семей с дошкольного возраста, погружаясь в поликультурную среду, осваивают русский, эстонский, а на следующих возрастных этапах - английский и др. языки.
Материалы: изображения Троицкого собора (Псков) - Trinity Cathedral (эст., англ.), часовни святой Ольги (Псков) - Chapel St. Olga (эст., англ.), городской ратуши (Нарва) - Raekoda (эст.), Town Hall (англ.), разделенные на 2, 4, 6, 9 частей.
Инструкция. Педагог обращается к ребенку, предлагая ему посмотреть на составленные из частей картинки: «Что на них изображено? (Троицкий собор, часовня Святой Ольги, городская ратуша). А теперь назови по-эстонски (по-английски)?» После выполнения этого задания ребенку предлагается сложить мозаику (можно использовать образец): «Как ты думаешь, что изображено на этой части картинки (купол, фасад, крест, окна и т. д.)?» Одновременно педагог проводит словарную работу (уточнение значения слов «фасад» (fassaad - эст., facade - англ.), «купол» (kuppel - эст., dome - англ.) и т. д.).

Results (English) 1:

The use of logical games and challenges in the work of teacher multicultural schoolWork in a multicultural, multilingual school teacher is both a challenge and an opportunity. "The challenge is the complexity of the use of generic tools (mostly verbal methods and techniques for teaching children) with students to different cultures that leads to a divergence of linguistic, practical and cultural experience. Possibility is to use the cultural experience of every child for the enrichment of the entire group. There are techniques that you can use to develop the intellect of students and enhance their understanding of their own and other cultures (puzzle-technology (Yakimovich), logic games and challenges in the educational process (Orlov, Schlatt bei Diessenhofen). We have developed a method of logic games and challenges to ethnic and multicultural content is intended for children from 5 years of age or older. This is a practical, Visual means; their use promotes the adaptation of children of migrants in their new environment, team-building, expansion of children's views on world peace and respect for the sensitivities of other cultures; the development of ethnic identity, etc. In addition, the method aims at the development of two or more languages, the development of intellectual abilities of children.Here is an example of logical games tile on the architecture of Pskov (Russia) and the city of Narva (Estonia), in which, according to the national language policy, children of Russian families with preschool children, plunging into the polikul′turnuû environment, learn Russian, Estonian, and on the following stages-English etc. languages. Materials: images of the Trinity Cathedral (Pskov)-Trinity Cathedral (Estonian, English), the chapel of Saint Olga (Pskov)-Chapel of St. Olga (Estonian, English), Town Hall (Narva)-Raekoda (ECT.), Town Hall (English), divided by 2, 4, 6, 9 parts.Instruction. The teacher asked the child, offering him a look at the parts of the picture that they show? (Trinity Church, the chapel of Saint Olga, Town Hall). And now what is Estonian (in English)? "After this job the child is invited to lay down tile (you can use the sample):" what do you think of the pictures (the dome, façade, cross, window, etc.)? "at the same time a teacher spends your work (clarification of the meaning of «fasad» (fassaad-ect., facade-en), dome (kuppel-ect., dome-en), etc.).

Results (English) 2:

The use of logic games and challenges in multicultural school teachers
work in a multicultural, multilingual school is a teacher at the same time and "challenge", and opportunity. "Challenge" is the difficulty of using universal training tools (basically, it verbal methods and techniques of teaching children) with the students - from different cultures, which leads to a divergence of linguistic, cultural and practical experience.
The possibility is the use of cultural experiences to enrich each child development of the whole group. There are techniques you can use to develop the intellect of students and expand their perceptions of their own and other cultures (puzzle-technology (Jakimovich), puzzle games and challenges in the educational process (Orlov, Schlat).
Our method of logic games and tasks on ethno and multicultural content is written for children age 5 and older. This is a practical, visual aids, and their use contributes to the adaptation of children of migrants in their new environment, team building, increasing the representation of children of the global world and the formation of respect for diversity of cultures, ethnic identity and development . In addition, the method aims at the development of two or more languages, the development of intellectual abilities of children.
Here is an example of the logical game "Mosaic" on the content of the architecture of Pskov (Russia) and the city of Narva (Estonia), in which, according to the domestic language policy children from Russian families with pre-school age, immersed in a multicultural environment, learn Russian, Estonian, and the following age levels - English and others. languages.
Materials: Image of the Trinity Cathedral (Pskov) - Trinity Cathedral (est., Eng.), Chapel of Saint Olga (Pskov) - Chapel St. Olga (est., Eng.), City Hall (Narva) - Raekoda (est.), Town Hall (Eng.), Divided by 2, 4, 6, 9 parts.
Instructions. The teacher refers to the child, offering him to look at the pictures composed of parts: "What they depict? (Trinity Cathedral, Chapel of St. Olga, City Hall). And now you call in Estonian (in English)? "After performing this task the child is offered the puzzle one (you can use the sample):" How do you think that is shown in this part of the picture (roof, facade, cross, windows, etc. Etc. .)? "At the same time a teacher spends Dictionary work (clarifying the meaning of" facade »(fassaad - Est., facade - Eng.)," Dome »(kuppel - Est., dome - Eng.), and so on. d.).

Results (English) 3:

The use of logical games and tasks in the work teachers practice multicultural school
work in practice multicultural, multilingual school is for teachers simultaneously and "call", and an opportunity.The "Call" is the total of use of universal training tools (in the main, this verbal methods and techniques training children) with pupils - the representatives of the various cultures,That leads to the divergence between linguistic, practical and cultural experience.
Opportunity consists in the use of cultural experience each child for the enrichment development across the group. There are methods,With which it is possible to develop intelligence students and expand their understanding of its and other cultures (diamond-technology (demurred), logical games and tasks in the educational process (Orlov, Шлат).
We have elaborated a method logical games and tasks on the ethno- and multicultural context content is intended for children from 5 years and older. This is practical, visual means.Their use helps to adapt children of migrants in the new environment, team cohesion, increased perceptions of children on the global world and the respect for the particularities of other cultures.Development of the ethnic identity and others. In addition, the method is aimed at the development of two or more languages, development intellectual abilities of the children.
Here's an example logical games "Mosaic" on the content architecture.Pskov (Russia) and in Narva (Estonia), in which, according to domestic policy on language, children of the Russian families with pre-school-age children, immerses you in multicultural environment, adapted by Russian, Estonian,And the following age stages - english and more. languages.
Materials: images Trinity cathedral (Albany) - Trinity Cathedral (est., Engl. ), chapel of St. Olga (Albany) - five months pregnant when St. Main | Search | Register | usual questions (est., Engl. ), city hall (BG) - Rаekоdа (est. ),Town Hall (engl. ), divided by the 2, 4, 6, 9 parts.
instruction. A teacher is drawn to the child, by offering him to look at the compiled from parts picture: "That to them is shown? (Trinity cathedral, chapel of St. Olga,The restaurant). As a consequence it is now Saint Lucia (in English) ?" after this job child it is proposed to lay down their mosaic (you can use the sample): "As you think,What is shown on the part of the picture (dome, the facade, cross, window, etc. ) ?" the teacher conducts wiki" work (clarifying the meaning of the words "facade" (fаssааd - est., facade - imp. ), "bubble" (kuppel - est., dome - imp.) and, etc. ).