Focusing on the calendar-thematic planning in biology for the 2013\2014 academic year in the study of the topics of the section "Overview of the human body" involves introducing students to the organization of the human cell, its structure and chemical composition; to study the properties of the cell, further expanding knowledge, to acquaint with the tissues of the human body (epithelial, internal environment, muscle, nervous), to perform the practical work “Structure of tissues of the human body”, to acquaint with the structural features of the human body, organ systems and their functions.
Our body consists of a large number of cells of various shapes, sizes and functions. Cells similar in structure, function and origin form tissues. Organs are formed from tissues - anatomically separated parts of the body. The normal functioning of our body is provided by many organs. They exist and function together, and not separately, i.e. organs that jointly provide the performance of one or more functions, organ systems that provide the vital activity of the organism as a whole are combined.
When considering the structure of organ systems in the human body, the teacher is recommended to provide a clear explanation of the specific features of each organ system, since students may experience a number of difficulties when studying the topic on their own.
Basic knowledge and skills formed in this topic.
To expand students' knowledge about the general structure of the human body, about cells, tissues and organs;
Develop skills to recognize fabrics from photographs, drawings; organ systems on dummies, posters;
Develop the ability to draw diagrams, work with additional literature.
Students should know
What is a cell of the human body, its chemical composition and properties;
What are the tissues of the human body, what are the main types;
What organ systems exist in the human body and features of their structure.
Students must be able to
Characterize the cell as a structural and functional unit of life;
Recognize the main types of tissues;
Name the organs and organ systems of the human body;
3. Extended plan - summary and presentation of the topic "General overview of the structure of the human body" Lesson topic: Organs, organ systems.
The goal of the teacher: to acquaint students with the human body, organ system; work out the terminology of the topic.
Purpose for students: to study the structural features of the human body, organ systems and their functions.
Lesson objectives:
Educational
1. To form knowledge about the organs of the human body, about the structural features of organ systems and the functions they perform, the topography of internal organs in each system.
2. To acquaint with the structure of the human body.
Educational
To form the ability to apply the information received, compare, draw conclusions.
Develop thinking by answering problematic questions.
Develop intellectual abilities, skills of cognitive independent activity.
Educational
Raise interest in the study of the human body.
Build a scientific mindset.
Cultivate discipline.
Teaching methods:
Verbal: explanatory conversation, story;
Visually - figurative;
Independent work, work in pairs.
Funds:
- subject: tables depicting internal organs, organ systems;
- practical: doing independent work, working in pairs
- intellectual: comparison, comparison
- emotional: interest
Equipment: tables depicting internal organs, organ systems, stopwatch.
Lesson type: learning new material.
Lesson plan:
Organizing time
Updating knowledge, checking homework
Setting goals and objectives
Learning new material
Consolidation of knowledge
Homework
Reflection
Plan - a summary of a biology lesson in grade 6.
Lesson topic: "Fruits and their classification"
Lesson type: a lesson in discovering new knowledge;
Target: familiarization with the types of fruits and with the methods of distribution of fruits and seeds.
Development tasks:
develop independent work skills
continue the formation of skills to work with natural objects, compare them, generalize, draw conclusions
learn to objectively assess their knowledge.
Educational tasks:
create conditions for self-learning of knowledge by students
to acquaint with the factors contributing to the spread of fruits and seeds
to teach to determine the method of distribution of fruits and seeds by their appearance
to teach to identify features of adaptability in the structure of fruits and seeds to the method of distribution
Educational tasks:
cultivate a culture of communication and responsibility for the result of their work.
Planned result:
1.Subject result- acquaintance of students with the structural features of the fruits of angiosperms, their diversity, classification; to know the role of fruits in nature and human economic activity.
2. Personal result - education of students' cognitive interest in the subject, the formation of a culture of communication, communicative qualities.
3. Meta-subject result– formation of skills to work with natural objects and laboratory equipment. Development of skills to highlight the main thing, clearly express one's thoughts, compare objects, draw conclusions, formulate hypotheses, solve biological problems.
Tasks of forming UUD:
Cognitive UUD:
- the ability to formulate the topic and problem of the lesson;
- the ability to acquire new knowledge, draw conclusions as a result of the joint work of the class and the teacher; search and selection of the necessary information; analysis of objects in order to highlight features;
Communicative UUD:
- ability to integrate into a group, interact;
- develop the ability to listen and understand the speech of others, express their opinion and argue their answer;
- to carry out joint cognitive activities in groups;
- formulate your thoughts orally;
Personal UUD:
- develop the ability to express their point of view, evaluate their actions and the actions of classmates;
- Regulatory UUD:
- the ability to determine the purpose of the activity in the lesson (own target setting);
- the ability to pronounce the sequence of actions in the lesson;
- the ability to sum up the results of their activities in the lesson;
- the ability to evaluate their learning activities;
Teaching methods:
verbal, visual, group work, problematic, practical.
Equipment:
tables “Juicy fruits”, “Dry fruits”, “Methods of distribution of fruits and seeds”
natural objects: cabbage head, carrot root, potato tuber, fruits: orange, tomato, cucumber
collections of fruits and seeds (string, cranberry, maple, oak, oats, beans)
instruction cards for group work
PC, multimedia projector, Power Point presentation for the lesson, video clips.
During the classes
Motivation for learning activities.
Teacher.
Good afternoon guys! We continue to study the organs of the plant with you.
What is an organ? What groups are organs divided into? What generative organs do you know?
Students.
Flower, fruit, seed.
Teacher. Well done! And now I propose to assemble a model of a flower.
1 student comes out from each row and assembles a flower model. The first person to complete the task remains at the blackboard and names the parts of the flower, indicating the meaning.
Guys help me solve the riddle. For this
Circle the underlined letters of the correct statements:
P .Pollination is the transfer of pollen from the anthers to the stigma of the pistil.
BUT .The main part of the flower is a bright perianth that attracts pollinators.
L .Pistil consists of ovary, style and stigma.
O . The pistil is the female reproductive organ, and the stamens are the male.
E . A flowering plant consists of roots, stems and leaves.
At . Double fertilization in flowering plants is the fusion of an egg first with one and then with another sperm.
P . Wind pollinated plants usually grow singly.
I . Compared to the pollen of insect pollinated plants, the pollen of wind pollinated plants is larger.
D . A fertilized egg develops into a seed embryo.
And . Stamens and pistils are found in every flower.
What word did you get? Fetus. Correctly.
2. Actualization of knowledge.
Guys! Where does the fruit form in the plant? (in the ovary of the pistil).
Now let's play magic basket.
I will get everything that is in my basket, your task is to name the organ and the plant to which it belongs.
Guys, how can you call all these objects in one word? (fruit).
Are all of these things fruits?
(no head of cabbage, carrots and beets are not fruits).
We will learn about this in the course of our interesting communication in the lesson. Let's tune in to search and creativity.
I suggest everyone to work actively and gain maximum knowledge in the lesson.
3. Immersion in the topic.
Today in the lesson we will get acquainted with an interesting and significant topic both for plants and for us. - The structure, meaning and classification of fruits.
And why does a person need to know everything about the fruits? What is the significance of fruits in human life?
Answer options:
1. Eats.
2. Raw materials for industry (cotton, sunflower, etc.)
3. In medicine (a source of vitamins and medicinal substances, for example, rose hips, raspberries, blueberries, etc.);
4. In agriculture, you need to know the agricultural technology of growing and propagating plants.
Well done, you yourself said how important it is for a person to study the fruits. Every person must know the fruits in order to know how to use them.
Write in your notebooks the date and topic of the lesson. "Fruit"
What would you like to learn more about fruits in today's lesson?
This will be our goal of the lesson.
Working with the disk "Spheres" P.48. Fruit types.
1 group receives the task: find material about the structure of the fetus
Group 2: what functions do the fruits perform
Group 3: fruit classification
Group 4: what methods of distribution of fruits and seeds exist
Work with laptops according to the electronic textbook "Spheres".
Model Answers:
Conclusion 1: The structure of the fetus. The fruit is made up of pericarp and seeds. The pericarp is the overgrown walls of the ovary. Often, other parts of the flower, the base of the stamens, petals, sepals, and receptacle are also involved in the formation of the pericarp.
Conclusion 2: The functions of the fetus. The most important functions of the fruit are the protection and distribution of seeds. Protects the fruit from mechanical damage, from rash of seeds, from the penetration of insects into the fruit. Each fruit has its own number of seeds that ripen and develop at the expense of the fruit.
Conclusion 3: According to the number of seeds, the fruits are divided into single-seeded and multi-seeded . Depending on the amount of water in the pericarp, there are juicy and dry fruit. Ripe juicy fruits have juicy pulp in the pericarp.
Conclusion 4: Methods of seed dispersal: self-spreading, wind, animals, man, water.
Laboratory work. Group work.
At reader:"Practice is the best teacher" - said brilliant ancient Roman orator and philosopher Cicero, therefore you will gain knowledge on your own, complete the tasks of laboratory work according to the instruction card. Groups are provided with natural fruits and seeds. The teacher in the role of a consultant monitors the implementation of the task, corrects the work of the groups.
instruction card
Consider the fruits and seeds offered to you.
Enter the names of the studied plants in the table and make a description of their fruits.
Give the name of the plant fruit.
Determine what adaptations for distribution are available in the fruits and seeds of the studied plants.
Establish the methods by which the fruits and seeds of the proposed plants are distributed, enter these methods in the table.
Enter the information in the table.
| plant name | Name | Distribution method | Distribution gear |
|||
| Juicy or dry | single-seeded or multi-seeded |
|||||
Formulate a conclusion about the ways in which fruits and seeds are distributed in nature.
Conclusion: fruits and seeds have adaptations for distribution in nature in various ways: by wind, water, self-dispersal, animals and humans (actively and passively).
4. Fixing
Well, now, let's check how you learned today's lesson - let's play game "Apple of Discord": your task is to express your opinion on each question and choose the most correct one from all opinions.
1. Do potato tubers and carrot roots belong to fruits. Why?
2. Dry fruits are caryopsis, achene, walnut, acorn, they all have one feature. What?
Answer (They all open and have one seed inside)
3. Caryopsis, achene are dry fruits and have one seed inside, but are there dry fruits with many seeds? If yes, please provide examples.
(Answer. Yes, there are. Example: pod, bean, box and achene.)
4. How does a drupe fruit differ from an achene fruit? (Answer)
5. Currants, gooseberries, grapes and tomatoes have the same type of fruit. What is the name of such a fruit and why do we not call a tomato that way in everyday life?
(- Answer: A tomato has a berry fruit, but in everyday life we refer to a tomato as a vegetable, not a berry)
6. Why are the fruits so different?
(All features of the structure of the fruit are associated with the environmental conditions in which the plants live, with the method of their distribution)
7. But the fruits of juicy strawberries, we call them a berry. Is this name correct?
(- Answer: No, not true. Correctly, the strawberry fruit is called a multi-nut).
8. The false fruit of an apple tree is called an apple, so we call it in everyday life. But botanists call the fruits of pear, mountain ash an apple. Do you think this is correct?.
(Answer: Yes, that's right. There are numerous seeds inside the juicy pericarp)
9. Is it correct to say that peas are the fruits of the pea plant?
10. Watermelon, melon, cucumber - what type of fruit would you classify them as?
Teacher:
Guys. While preparing for the lesson, I had a problem. On one of the presentation slides, the VIRUS partially damaged the text. Help restore it. Write the correct answers on the sheets of paper.
After pollination and fertilization from the ovary of the flower is formed .... The fruits are ... and .... A one-seeded juicy fruit is called ..., it is found in .... A juicy multi-seeded fruit is called ..., it is formed in .... A one-seeded dry fruit is called ..., it is found in .... Dry The multi-seeded fruit is called ..., it is formed in .... Fruits are adaptations for ... .
Summarizing and correcting student answers. Answers: fruit, juicy, dry, drupe, cherry, berry, tomato, achene, dandelion, boll, poppy, spread.
Conclusions:
Fruits and seeds bring us the energy of the sun. But that's not all. The fruits contain vitamins, without which we cannot be healthy. The fruit is an important organ of a flowering plant that ensures the development, maturation, protection and distribution of seeds. The variety of fruits is explained by different ways of development and distribution of seeds. The fruits serve as food for animals and humans, are used in cosmetics, perfumery, and also for the preparation of medicines, they are processed into canned food, juices, marmalade.
Working with a disk-simulator according to the set "Spheres"
5. Reflection.
So, today we got acquainted with the concept of a fruit, learned how important fruits are in human life and what significance they have in the life of a plant; also got acquainted with the structure of fruits and their classification. You yourself were able to determine the types of fruits in practice.
Let's summarize the lesson.
Place a man walking up the stairs in the fields.
On the top step, if everything was clear and interesting to you in the lesson.
On the second step - if some questions remain unclear.
On the bottom step, who did not understand the topic at all.
6. Homework.
According to the textbook p.48, exercise book page 36 No. 6
Creative task, make a crossword on the topic "Fruits",
message on the topic: "A storehouse of vitamins", or fruit models.
A very important cycle of subjects within the framework of the school curriculum is natural science. After all, it is he who gives an idea of nature, its phenomena, living beings, their relationship with man. Geography, biology, physics and chemistry are the foundation that allows children to enter into life, begin to understand the things that are happening around, navigate and manage them.
Biology has always been introduced into the school curriculum from the 6th grade, however, according to the requirements of modern educational standards, now this discipline is mandatory for study from the fifth level of education. Let's consider what requirements for the preparation of the lesson are now being put forward, what role is assigned to the teacher, what a modern lesson plan in biology should look like.
Conducting biology as part of the school curriculum
This discipline is the most ancient of all known sciences. From the time of the appearance of man, he was immediately interested in everything that surrounds him. How are living organisms arranged? Why do certain things happen? What is the structure of his own organism? What is the variety of nature around it?
All these questions are answered by the lesson of biology. It is this form of education that is the main one, since it allows students to assimilate the maximum possible amount of information in the allotted amount of time. At this point in time, seven years are allotted for studying this subject - from the fifth to the eleventh grade inclusive. Naturally, during this time the child receives the whole complex of natural science knowledge that is included in the subject and object of biology.
The main criterion of the lesson
The most important criterion for the success of the lesson is the variety of forms of work on it, the competent and clear construction of its structure. If these requirements are met, the most effective result is observed. The main goal is to excite children's interest in the subject being studied and stimulate their desire to learn as much as possible on their own.
That is why a modern biology lesson is a joint activity of a teacher and a student, built on the principles of democracy. At the same time, it is not so important whether they are students of the 5th grade or the 11th grade - the purpose and essence of the lesson do not change from this. Active forms of work, a variety of techniques and the use of new methods - all this should be used by the teacher at any level of teaching this subject.
Biology lessons: types
In order to more successfully implement the introduction of new standards in the construction of lessons, as well as in order to increase the effectiveness of classes, various types of biology lessons should be used. In total, 15 main ones can be distinguished:
- conversation;
- problem lesson;
- combined lesson;
- excursion;
- lecture;
- seminar;
- role-playing game;
- offset;
- film lesson;
- lesson using Internet resources;
- laboratory work;
- general lesson;
- offset;
- control and checking lesson;
- conference.
However, there are other types that some teachers create on their own and are successfully implemented. It all depends on the personality of the teacher and his creativity, focus on results, attitude to the subject.
Obviously, with each stage of education, the types of lessons should become more complicated. So, in the fifth grade it is difficult to hold a lesson-lecture or a conference, a seminar. But a role-playing game or laboratory work, an excursion will cause a lot of excitement and excitement among children, which will help stimulate the growth of interest in the subject.
For seniors, on the contrary, it is better to choose more mature and serious forms of conducting classes, which will allow them to prepare for student lectures. However, you should not forget about easy types, otherwise there is a risk of losing the guys' disposition and interest in the subject.
Methods Used
Biology lesson methods are sometimes also called forms. They are quite diverse and aimed at achieving a particular goal. Let's see what they are:
- The project method involves work not only during the lesson, but, possibly, the entire academic year. Work can be carried out both individually and in groups. The main goal is to study a problem, an object with a specific result in the end.
- The frontal method of work involves managing the entire class and communicating with all the children at the same time (for example, when explaining part of a new topic or revealing a concept).
- Individual form - tasks are selected taking into account the activity and personal characteristics of each student.
- Collective work basically has a well-coordinated interaction of all members of the lesson: teacher - student - student. This can be done, for example, during an excursion or laboratory work.
- The group form implies the division of students into separate "islands", each of which is engaged in the study of a particular problem.
- The use of ICT (information and communication technologies) is an important part of the lesson methodology of any modern teacher.
- Energy Saving Technologies.
The GEF biology lesson plan, drawn up with a combination of the indicated methods and types of work, will be sure to be successful in implementation.
Modern biology programs
- A. I. Nikishov;
- V. V. Pasechnik;
- I. N. Ponomareva;
- N. I. Sonin;
- D. I. Traitak and N. D. Andreeva;
- L. N. Sukhorukova and others.
- workbooks for students;
- diary of observations (not for everyone);
- methodical manual for the teacher;
- work program and lesson planning for the year.
Which author to choose, whose line to develop, is chosen by the teacher himself together with the school administration. It is important that the selected biology program be relevant throughout all levels of study so that the continuity and integrity of the perception of the material is not violated.
Technological map of the lesson: compilation
Today, new ones have been adopted and are being actively implemented. According to them, the lesson plan in biology is a technological map in which all the main stages and the course of the lesson are painted. How to compose it? To do this, you should compile a table that will reflect the following items:
- Lesson topic.
- The purpose of the lesson.
- The planned result, in which subject skills should be written in one column and in another.
- Basic concepts of this topic.
- Organization of space, which includes three components (columns): interdisciplinary connections, forms of work, resources.
- Stages of the lesson, at which the activities of the teacher are clearly described, as well as the work of students in three areas: cognitive, communicative, regulatory.
The lesson plan in biology should include the following stages of the constructive construction of the lesson:
- including the designation of the topic and its relevance;
- goal setting;
- primary assimilation and application of knowledge, comprehension;
- the results of the lesson;
- reflection;
- homework.
It is this construction that is considered complete, reflecting all the activities of the teacher and students, the methods and types of work used, the results, the amount of material. in biology, compiled in accordance with the requirements of the Federal State Educational Standard, implies an orientation towards an activity-based and student-centered approach to learning.
Analysis of lesson results
In order to understand how successfully the work is being carried out along the chosen line and in accordance with the Federal State Educational Standard, there is an analysis of the biology lesson. It allows you to identify the advantages and disadvantages, weaknesses, strengths. As a result, you can adjust the lessons and improve their effectiveness, improve the quality of education.
Forms of analysis may be different. For example:
- introspection;
- complex analysis;
- methodical analysis and others.
You should choose depending on the goals for which this event is held.
Modern biology teacher
Great demands are placed on the teacher at all levels of education. From the point of view of the Federal State Educational Standard, the current teacher of biology must be fluent. In addition, his personal qualities must be at a certain level.
The psychological portrait of the teacher is also subject to consideration from the point of view of the Federal State Educational Standard. Let us consider in more detail what competencies and traits are part of the teacher's personality.
Professional competencies
There are 6 main ones:
- Communicative. The ability to communicate constructively, find democratic methods of building a conversation with students and apply them. Maintain free dialogues with parents, colleagues, management. The ability to communicate is an important link in a successful learning process.
- Professional. Naturally, a modern teacher must have a high level of knowledge in his subject, have a general broad outlook, and carry out meta-subject communications in the lesson.
- ICT competence. Not a single open lesson in biology today can do without the use of information technology. And it is right. Our children are growing up in an era when it is normal for them to always have a computer in their lives. The teacher must be able to use this to achieve a good result in teaching.
- Managerial, which will allow you to implement an activity-based approach to learning.
- General pedagogical. It implies knowledge of the basics of psychology and pedagogy of students.
- Reflective - the ability to soberly and competently evaluate your work, to do work on mistakes.
Personal qualities of the teacher
In addition to the designated professional competencies, there are requirements for the teacher as a person. It is believed that biology at school should be taught by a person with:
- sense of humor;
- emotionality;
- expressiveness of speech;
- creativity;
- organizational skills;
- discipline;
- perseverance;
- purposefulness.
In combination with professional criteria, a portrait of a modern teacher is obtained that meets the requirements of the Federal State Educational Standard.
Tests: essence and meaning
One of the most important forms of knowledge control, which is used everywhere in every lesson, is biology tests. And this is quite understandable. Firstly, such a check saves time in class. Practically any in biology includes this form of work. Secondly, it makes it possible to cover a larger amount of material covered with questions. Thirdly, it allows you to increase the accumulation of grades. But this is not the main reason.
The form of the GIA and USE exams implies the main part in the form of a test. Therefore, it is important to prepare students in advance for this form of testing. Make sure that by the time they graduate, they are already fluent in the technique of writing such works and consider it common.
Tests in biology, as in any other subject, the teacher composes independently or uses ready-made forms from teaching aids. In any case, it is desirable to include in the questions those that are found in the examination papers. The test form itself should be as close as possible in design to that of the final certification.
Reference notes for the block of lessons "Cells and tissues".
| Chapter | BlockII | Lesson topic | Reference abstract |
| 1. The structure of living organisms | Organs and organ systems. The body is one. 11 o'clock. | 1. Organs of flowering plants. Types of roots, their modifications. Laboratory work"Types of Root Systems". 2. Microscopic structure of the root. Laboratory work Root structure. Root hairs and sheath. 3. Stem - axial organ. Stem types. Laboratory work"Layers and cells of a transverse section of a stem". 4. Sheet. Laboratory work"External and internal structure of the leaf". Sheet modifications. 5. Plant buds. Laboratory work"The structure of the kidneys". 6. Types of plant shoots. Escape modifications. Laboratory work"The structure of the tuber and bulb". 7. Flower. Laboratory work"The structure of a flower". inflorescences. 8. Laboratory work"The structure of the seeds of monocots and dicots". 9. Laboratory work"Types and Species of Fruit". Fruit classification. 10. Organs and systems of animal organs. 11. Control. Three-level thematic testing for the block of lessons No. 2. | No. 5. Organ level. |
Reference abstract for the block of lessons "Organs and organ systems".
| Chapter | BlockI | Lesson topic | Reference abstract |
| 2. Life activity of organisms | Nutrition and respiration of plants and animals. 2 hours. | 1. Root and air nutrition of plants. Plant respiration. 2. Nutrition and digestion of animals. Animal breath. | No. 6 "PZHO. Nutrition”, No. 7 “PZhO. Breath". |
| BlockII | |||
| Transport of substances in organisms and removal of decay products. 3 hours. | 1. Transport of substances in the plant and removal of decay products. 2. Transport of animal substances and removal of decay products. 3. Metabolism and energy of plants and animals. Control: according to the minitest options for blocks No. 1, No. 2. | No. 8 “PZHO. Transport of substances. No. 9 “PZHO. Selection". No. 10. "PJO. Metabolism and Energy. |
|
| BlockIII | |||
| Musculoskeletal system. coordination and regulation. 3 hours. | 1. Skeletal formations in plants and animals. 2. Features of the structure of the organs of locomotion. Devices. 3. Nervous and endocrine system of animals. Coordination and regulation of living organisms. | No. 11 “O-D system. Skeleton". No. 12 "Movement". No. 13 "Coordination and regulation". |
|
| BlockIV | |||
| reproduction of organisms. Growth and development. 5 o'clock. | 1. Asexual and sexual reproduction of plants and fungi. Practical work Plant cuttings, vegetative propagation. (Independently at home according to the instruction card). 2. Asexual and sexual reproduction of animals. 3. Growth and development of plants. Practical work"The Germination of Plant Seeds". (Independently at home according to the instruction card). 4. Growth and development of animals. 5. Control. Three-level thematic testing in blocks No. 3, No. 4. | No. 14 "Reproduction". No. 15 "OSR. Growth and development of plants. No. 16 "OSR. Growth and development of animals. |
Supporting abstracts for the section "Life activity of organisms".
| BlockI | Lesson topic | Reference abstract |
|
| 3. Organism and environment. | Environmental factors and natural communities. 2 hours. | 1. Habitat and environmental factors. natural communities. Excursion. 2. Lesson-generalization (game) "Living organism". Lesson through extracurricular activities (1 hour). | No. 17 “Environmental factors. natural communities. |
Note: in addition to control over blocks of lessons, current control is carried out in various forms and methods at the discretion of the teacher and in relation to the status of the class. Diagnosis is necessarily carried out on the use of the reference abstract. Methods: questionnaire, interview, control, etc. A lesson flow chart is attached to the planning
How to take notes is taught in high school, but they become truly relevant during lectures at an institute or university. A well-written summary is the key to a successful exam.
This article is intended for persons over 18 years of age.
Are you over 18 already?
Why you need to learn how to write notes
The order of the abstract
How to write an abstract beautifully and correctly
A summary is a summary of a lecture or a work in which all the main and essential are highlighted. Write information short and to the point. For each subject, it is worth having separate notebooks - it is easier to find the information you need.
Do not confuse the outline with the plan, because this concept is much broader. But they still have something in common - the ability to divide a conversation or work into logically connected parts.
The abstract necessarily uses the consideration of examples and citation. The latter should be done according to all the rules - put in quotation marks and indicate the source of the material taken. It is also worth carefully highlighting headings, subheadings, terms and concepts. This will help to more effectively remember and systematize the information received during the lesson. In addition, when preparing for a test or exam, it will be very convenient to find all the most important things in the shortest possible time.
To take notes of the conversation, you will need to write down its topic, summary, all the main thoughts and theses. The main mistake in keeping records is too detailed, almost verbatim recording of material. This is completely useless, because it will take too much time, and you simply will not have time for the lecturer. As a result, you run the risk of wasting precious minutes on trifles, while missing out on all the most important things.
You can view examples of abstracts on the Internet by simply sending a request with a topic on the appropriate site. But you can’t rely on such clues - there are a lot of inaccurate (and sometimes outright wrong) materials on the worldwide web. Therefore, such virtual notes are suitable for systematizing and clarifying information, and not as its main source. In addition, many teachers require notes to be taken exclusively during lectures and by hand (inserts and quotes from the Internet are strictly prohibited).
When writing a summary of an article or conversation, try to generalize in a way that makes it interesting to read in the end. If you use abbreviations in the text (and they are sometimes simply necessary), do not forget to write down their transcript somewhere. This is necessary so that at a crucial moment you do not waste time to understand what this or that phrase means. Remember that even the most creative ideas can subsequently fail significantly.
The summary of a lesson or lecture may contain a detailed plan, the main points of the conversation, quotes and extracts. However, all information should be presented as concisely and clearly as possible. According to the information contained in the abstract, they can be conditionally divided into planned (which contain only a brief lesson plan or text), text (there are only logically connected extracts and quotes) and free (there are signs of the two previous types).
Features of writing an abstract on the Russian language and literature
Writing a summary is, in fact, a logical processing of the original text and recording all the most important nuances. When compiling a summary of the Russian language, it is very important to pay attention to the rules and examples for them. They must have a logical connection - this is necessary for the subsequent restoration of information in full. That is, the abstract should answer three main questions - what is said, what is most important and what should be done with it.
A summary of literature is written mainly on some selected work (although sometimes it is also required to write down the most important points of the lesson). Before you start taking notes, you should read the thematic material, highlight the main points in it, write a detailed plan, and only then you can do the actual work. Writing in the text should be concise without unnecessary trifles and clarifications. The main thing is the selection of the main characters of the story, the place and time of the action, the main storylines and events. But the names of secondary heroes, every location and conversation should not be mentioned - it will be completely useless work.
Features of writing a summary on the Federal State Educational Standard
Writing a summary is a prerequisite for the educational process based on the new state standards of domestic education. According to them, the student must be able not only to read the material, but also carefully process it, summarize and write down all the most important things. Note-taking is especially relevant in history and biology. The summary of the lesson on these subjects must be supplemented with the information recorded in the paragraph in the corresponding textbook. Clarifications from other sources are also welcome (do not forget to make notes where you found this or that information).
When compiling a summary in physics, it should definitely include all the basic terms, rules and examples of relevant tasks. Be sure to make notes in the margins about the section of the subject being studied - this will make finding the right material much easier.
Despite the apparent difference, the English abstract has similar writing rules. Here it is very important to separate the different directions of the subject. It is not worth writing vocabulary and grammar together - this can subsequently make your life much more difficult.
Features of writing an abstract at school and at the university
As mentioned earlier, the abstract at the university is probably the main way to memorize and systematize information. But taking notes at school is more of a preparation for the normal educational process at the university than a vital and necessary condition (in fact, it starts much earlier - from retelling fairy tales in kindergarten).
Children begin to write the first notes in the 5th grade. At this stage, this is a very short planned note-taking, when the content of one paragraph fits in just a couple of lines. In the 6th grade, the notes become only a little more voluminous - the age of the students and the addition of new subjects, which should also be outlined, also affect.
But the 9-10 classes are rightfully considered the most difficult, in which the number of objects reaches its climax. And this means that you need to write a lot and proper record keeping is more of a vital necessity than a whim of teachers (and notes can even come in handy at the Unified State Examination). To successfully pass exams and tests, it is simply necessary to keep detailed and understandable records starting from the 7th grade. Later, in preparation, it will be enough for you to simply refresh them a little in your memory.
Why you need to learn how to write notes and how best to do it
As mentioned earlier, writing summary notes of lessons is a must. To do this, you should quickly determine for yourself all the most important things and briefly outline it. The easiest way to do this is from a book - after reading it, you will definitely remember all the main points that are worth writing down. It must be heroes and events. The place and time of the events unfolding in the narrative will also be important. This will be the reference summary, which will definitely come in handy for you in the near future. If you are too lazy to read the work in full, then you should not trust the records from the Internet - the information contained there is often incomplete or has significant distortions. Here it’s worth deciding whether I want to study well or I want to walk. There is simply no third option. That is why the answer to the question of whether it is necessary to write a summary is unambiguous - it is simply necessary in order to study normally and effectively.
The order of the abstract
Correct and beautiful writing down the main theses of any information is the way to a very successful study at school and at the institute. There are no firm rules for keeping records - everyone chooses for himself those methods that are closer and easier to him. Everyone also has their own ways of effectively highlighting and memorizing material - marginal notes help someone, highlighting the main theses with a colored marker, and someone, on the contrary, draws mini-pictograms that are difficult to understand for an uninitiated person.
The technology for writing an abstract is quite simple - first the topic is written down, the information heard is systematized and briefly entered in a notebook. All main headings, subheadings, rules and terms must be highlighted. As a visual application, examples are recorded or schematic sketches are made. The sequence of recording depends only on the order of presentation of the material. Also, when taking notes, do not forget that the plan is the basis of the records, from which you will build on in the future.
Writing a summary is not difficult if you are not lazy and set yourself up for intensive work. Believe me, the time spent writing down the necessary information will then return to you a hundredfold during the preparation for the exam or session.