The new federal educational standards introduced at the primary and secondary levels of education are based on the principle of meta-subject communications. Semantic reading allows you to make significant changes in the content of taught subjects, to achieve high quality education.
Significance of semantic reading
At present, the teacher himself creates certain situations, offers his pupils new tasks that are aimed at applying and summarizing skills and knowledge. It is the text that is the connecting thread without which it is impossible to obtain the desired result. The concept of training skills proposed by Asmolova A.G., Volodarskaya I.A., in addition to universal actions, involves semantic reading: methods and techniques. It is proposed not just acquaintance with some text, but a meaningful reading, during which the guys find, extract, analyze certain information. Children gain the skills of adequate assessment and comprehension of the text.
Any modern teacher understands how important semantic reading is. Methods and techniques depend on the content of the discipline, but the end result is the same for all subjects.
A bit of history
In the 20th century, many scientists and teachers suggested introducing semantic reading at school. In their opinion, any text must first be read, then to delve into its essence. Any story contains subtext, factual, conceptual components.
The author describes the factual information by the heroes, the time of the action, the place of the event, its essence.
Subtext information does not imply direct verbal expression. It can be found only in textual "wells", those releases that are accessible to the reader based on experience and knowledge, as well as using artistic means and word-images, and for this semantic reading is necessary. Methods and techniques are chosen by the teacher himself, based on the psychological and mental characteristics of his wards.
Conceptual information involves a system of feelings, thoughts, and views of the author himself, reflected in the story, aimed at its perception by the schoolchild. The text is a single whole focused on research, educational, design goals.
Reading from the point of view of psychologists
Semantic reading (methods and techniques) has been seriously studied by psychologists for many years. They are sure that the process, which is aimed at schoolchildren’s awareness of the text, combines attention and memory, thinking and imagination, will and emotions, attitudes and interests of the child. That is why semantic reading (methods and techniques) in elementary school was included in the second generation of GEF. The child receives such skills during the discussion of the book (task), which will help him to easily navigate in everyday life.
For example, the analysis of informative texts: reports, articles involves the selection of the main idea of the text. To implement this task, students use viewing reading. A similar technique is common in humanitarian disciplines. History, social science mean, when considering new material, meaningful reading. Methods and techniques in the Russian language lessons (within the framework of the Federal State Educational Standard) are aimed at the conscious acquaintance of schoolchildren with classical and modern literary works.
In everyday life, you need to get certain information about the object or event, for this, analytical reading is used. When acquaintance with poems, stories, tales, letters, recipes, cookbooks, a child should not only read information, but also draw his own logical conclusions based on the information received.
Reading physics lessons
It would seem, what could be the connection between such a technical discipline as physics, and reading? Teachers are convinced that the relationship between objects really exists. Semantic reading (methods and techniques) at physics lessons helps the teacher to form a uniform picture of the material world in their students. Physics problems are divided into two groups: calculated and logical. To successfully solve logical problems, it is important to understand the essence of the issue, to find a rational solution algorithm. And here semantic reading comes to the aid of the teacher. Methods and techniques in elementary school are based on visual perception, and in physics lessons they are more associated with logic.
For mastering formulas, units of measure, the teacher offers children question-answer exercises, small physical dictations. A similar method of work is based on requesting and providing students with information about the object, size, and their relationship. Children are also offered materials with passes. Instead, the guys, based on their knowledge, should insert terms or numbers. Such an activity helps students to develop logical thinking, rely on the text of the paragraph, its individual paragraphs. Physics is the subject of a school curriculum, the study of which is impossible without meaningful reading. During the acquaintance with the text of the problem, the main idea is revealed, an unknown quantity is selected, an algorithm for solving is selected. There is a direct correlation between the symbols mentioned inside the text and the meaning of the question, it is this connection that the student must find in order to successfully cope with the task set for him.
Humanitarian classroom reading
All teachers of the Russian language and other humanitarian disciplines understand how important semantic reading is. Methods and techniques in literature lessons (from work experience) of acquaintance with texts have their own specific features. For example, for students in elementary school technology is used "chain". It involves the initial acquaintance of all the guys with the story, then each offers 1-2 sentences, in the end a single full text is formed. Then the teacher, based on knowledge of the content, asks the children questions that lead them to identify the level of assimilation of the material they read. There are special exercises for supplementing the reading teaching methodology. This method of work is based on a passage of text, unfinished sentences, for the completion of which the children should have detailed knowledge of the material read.
Correction and adjustment of sentences in which logical errors will initially be made also allows semantic reading. Methods and techniques in the lessons of history on the GEF require students to comprehend the essence of historical eras, events, the significance of individuals. Such a technique as comparison, the search for similar and distinctive features in documents helps the teacher of history and social science to form the interest of children in their subjects.
Reading in geography lessons
When comparing several objects at once: texts, photos, maps, semantic reading is also used. Methods and techniques in geography classes related to textual information are based on the ability of students to "read" geographical maps correctly. After acquaintance with the graphic information, the guys analyze it, connect it with textual information, and draw logical conclusions. Suitable for this subject area and such a method of obtaining new material as transcoding information. The essence of the technique is its transfer from one type of expression to another. For example, children should express words, sentences with gestures, facial expressions.
Reading Value for English Lessons
Semantic reading (methods and techniques) at the lessons of the English language according to GEF are based on various types of activity. For example, “mosaic” is the technique that involves the separation of a “databank”, in which there are many texts for listening. As soon as the guys get acquainted with the part of the article, they exchange information, together recreate the general content of the story. Often an English teacher uses note taking in his work. When compiling a short record of the text (theses), students develop analytical skills. After listening to a text in a foreign language, the guys formulate a brief retelling, on the basis of it restore complete information.
Reading Techniques in the Literature
This school subject makes full use of semantic reading. Methods and techniques in literature lessons are no different from other academic disciplines. For example, when getting acquainted with a new classical work, as with any task, children divide the entire text into separate paragraphs (paragraphs), each section is entitled to receive mini abstracts. They make up their own messages, that is, retell the idea of the author. Of interest is also such a method as "anticipation", associated with the development of the ability to anticipate the content of the story. Literary quizzes, polls, crosswords compiled by the teacher on the text of the work, allow you to generate interest in books. Logical regrouping and restoration of the broken sequence helps to build a chain, get a coherent text, a complete thought.
Biology Reading
When studying the world, semantic reading is also used. Methods and techniques in biology classes used to generate interest in the subject, according to GEF, imply the understanding of the material studied. The specificity of the subject involves the use of a variety of tables. After getting acquainted with the texts, the teacher asks the children to choose key points and place them in a table. Also, among the methods that allow developing semantic reading in biology classes, let us single out test works. Choosing the correct (incorrect) statements, students demonstrate the degree to which they learn the educational material, the awareness of preparing their homework.
On techniques and methods of semantic reading
This concept implies the use of only the information that the child needs. Let us analyze the semantic reading (methods and techniques). In English lessons, the teacher tries through this reading to teach children to highlight the main idea of the text, to make a full-fledged story in a foreign language using key phrases. If the child masters the methods and techniques conducive to semantic reading skills, he will be able to perceive the material in detail, create his own images. Discussion, discussion, imagination, modeling allow the teacher to organize cognitive activities, to teach children to read texts thoughtfully, with understanding.
In order to find out the essence of any task, semantic reading is always required. Methods and techniques in mathematics are similar to the study of classical works, but there are some nuances. For example, it is not enough just to read the text of the task, to choose the main idea. The guys under the guidance of their mentor should choose the optimal algorithm by which they will look for the answer to the question.
There are three main types of semantic reading:
- fact-finding;
- studying;
- viewing.
Learning reading is characterized by the most clear understanding by schoolchildren of the main and secondary facts and signs. It is usually performed in texts that have valuable and informative information. The children use the knowledge gained in their subsequent school life.
A trial version is aimed at identifying key information in the material.
The viewing method allows students to analyze the material, find important information in it, understand the meaning of the text.
With the help of reading, a person is socialized, educated, developed, further educated. At present, in our country, changes are constantly taking place in society, the role and status of the book is changing. Unfortunately, sociologists note a significant decline in interest in reading not only among schoolchildren, but also among the adult population of the country. About 34% of Russians do not read, the reading culture of children and adolescents is declining. By the federal educational standard of primary education, learning is becoming the most important learning outcome. Attention is paid to the formation of universal skills that allow the student to independently study the material. UUD have an interdisciplinary nature, are important for different types of school life.
The formed skill of semantic reading will become a serious foundation. With its help, the student learns to search, understand, transform, interpret, evaluate. At the moment, reading, along with mastering computer literacy, is a basic skill for schoolchildren, which makes it possible to freely communicate with peers, adults. Psychologists identify 200 factors that guarantee high academic performance of children. The first skill is considered semantic reading. Methods and techniques in chemistry classes are chosen by the teacher, based on the reading technique of schoolchildren. 120-180 words per minute (for the seventh grader) is enough to learn the meaning of chemical problems and formulas. Reading literacy can be developed by teaching semantic reading in chemistry lessons, while doing practical and laboratory work.
What are the features of such a reading?
It is aimed at understanding the meaning of the information read. In addition to the usual acquaintance with the text, the student gives his assessment, a response to the main content. Components of this type of information assimilation are included in all educational activities:
- reading motivation involves personal UDD;
- adoption of a maintenance task by regulatory UDD;
- abstract and logical thinking, vocabulary, RAM is included in cognitive UDD;
- cooperation with classmates, teachers, based on speech, is in communicative traffic police.
The school curriculum halved the time for reading and writing. At the same time, not all parents find the time, strength, desire to independently teach the child the ABC, reading. All words read at an early age remain in the mind of the baby, form its vocabulary. If neither the preschooler nor his parents show love for the book, the baby has serious problems when studying at school. The speech is not formed, there is no ability to make beautiful and correct sentences, to coherently present the material read. With meaningful reading, preschool children form vivid images, on the basis of which the subsequent development of the child occurs. In addition to the usual ability to read a book, it is important to teach him to do this meaningfully. Beginning "readers" cannot perceive the text holistically, single out important points on their own, and divide them into fragments. It is difficult for them to analyze and synthesize the material they read. The reason lies in a little life experience, excessive emotionality, unformed speech culture.
Reading Skills
Methodists talk about three stages in the formation of reading skills.
Analytical involves the pronunciation, perception, comprehension of learning to read, suitable for the initial stage of literacy formation.
Synthetic is associated with reading the child not in syllables, but in whole words. After this stage begins, intonation appears in reading, comprehension of the text, retention of new information in memory. This stage is characteristic of the second year of primary school.
Automation is characterized by an excellent reading technique, the ability to reproduce the main idea of the story, using artistic means and composition. The child freely answers all the questions posed by the teacher, shares the emotional impressions received from the story with peers.
If the teacher manages to create the desired mode of operation, then the transition from the analytical to the automatic phase will be painless, the second-generation FSES are implemented in full.
Conclusion
In order for a preschooler to become a successful high school student, able to master the educational programs in full, it is important to teach him meaningful reading in a timely manner. To obtain the desired result, the efforts of the teacher alone will be clearly not enough. Parents, a schoolboy himself, must come to his aid. The results of statistical studies conducted as part of the diagnosis of the effectiveness of the introduction of second-generation GEF in elementary school confirm the importance of meaningful reading. It helps the child to deal with a complex mathematical and physical problem, the chemical reaction algorithm, the stages of development of the biological organism, changes in the earth's crust, air, water shell. In primary school, such activities are primarily aimed at developing communication skills.