The best pedagogical web quest for self-knowledge. Presentation "Educational Web Quest". "The Final Stage of Creation of Quest" The Beatles "on the Jimdo Platform"

Dear Colleagues!
We bring to your attention a remote course of advanced training "Creating web quests on the Jimdo platform".
The author and leading course - Gorbunova Oksana Viktorovna, MBOU SOSH No. 28, Mytishchi of the Moscow region.

Participation is free, at the end of the course, participants will receive evidence indicating the number of hours (20) and the number.

Topics for study:
№1 "Introduction to Web Quest Technology"
№2 "Web Quest Structure and Features of His Creation"
№3 "Acquaintance with the Jimdo platform"
№4 "Creating a quest" The Beatles "on the Jimdo platform"
№5 "The Final Stage of Creation of Quest" The Beatles "on the Jimdo platform"
№6 "Creating your own quest for a free topic"

Registration is open until January 22, 2012, everyone can take part in the English language.

Master class position

"Introduction to Web Quest Technology"

Dear Master Class participants!
We start our first lesson on the topic 1: "Introduction to Web Quest technology." You are invited to familiarize yourself with the first lecture materials. You can find them in the attached file theme1.doc
After you have read and worked lecture materials, you need to comment on the main ideas of the lecture and fill out the proposed table (attached Praprablex1.doc file)

"The structure of the web quest and the features of its creation"

We begin our second lesson on the topic 2: "Stages of working on a web quest."
You are invited to familiarize yourself with the materials of the second lecture. You can find them in the attached file theme 2. Doc
After you have read and worked lecture materials, you need to get acquainted with the algorithm for creating a web quest. Link: masterclasstopic2.jimdo.com/

"Acquaintance with the Jimdo platform"

We start our third lesson on the topic: "Acquaintance with the Jimdo platform".
You are invited to familiarize yourself with the materials of the third lecture. You can find them in the attached file theme 3. Doc
Having worked out the materials of this lecture, you will make the first steps in creating quests. I draw your attention that in the next few topics we will create identical to the content of the quest. Goal to learn to navigate in a new environment. Your quests will differ from each other only design! MasterClasstopic3.Jimdo.com/

"Creating a quest" The Beatles "on the Jimdo platform"

We start our fourth lesson on the topic: "Creating a quest" The Beatles "on the Jimdo platform."
You are invited to familiarize yourself with the materials of the fourth lecture. You can find them in the attached file theme 4. Doc
Having worked out the materials of this lecture, you will get acquainted with the various ways of presenting materials within your quest. I remind you that in this thread we continue to create an identical quest. Goal to learn to navigate in the new environment. Your quests will differ from each other only design! MasterClasstopic3.Jimdo.com/

"The Final Stage of Creation of Quest" The Beatles "on the Jimdo Platform"

We start our fifth lesson on the topic: "The final stage of creating a quest" The Beatles "on the Jimdo platform."
You are invited to familiarize yourself with the materials of the fifth lecture. You can find them in the attached file theme 5. RAR
Stages of work: Filling out the remaining quest tabs: Evoluation and Teacher Page; Work on the background of the site; Creating your own background.

"Creating your own quest for a free topic"

Share your opinion about the work of the master class.

Topic number 6.
Dear Colleagues!
So we approach the final stage of the master class. We start our sixth lesson on the topic: "Creating your own quest for a free topic."
You are invited to develop your own quest, based on the knowledge gained.
The following requirements should be followed:
1. The subject is English.
2. Age group - optional.
3. The Castled Qw should relate to the textbook program for which you work. (author, textbook name, topic planning, exercises and textbook pages based on which you have created a quest.
4. Structure - Introduction, Task, Process, Estimation, Teacher's Page. Contact (optional), page with students (optional)
5. Number of steps in Quest - 5 or more.
6. The teacher's page should contain goals. Tasks, educational standards of medium (complete) general education, key competencies, alleged results.
7. It is possible to accommodate students' student on a separate page of the quest.
The results of your work are you downloading in the topic 6 "Creating your own quest for a free topic."
New topics should not be created!
I draw your attention to your link to be active, its address should begin with http: // ....
Your answer in the topic 6 will look like this:
Gorbunova Oksana Viktorovna
sportscelebreties.jimdo.com/
Age group - 10 class
Author and textbook name: UMK Biboletova M.Z. "English with pleasure" enjoy english.
Planning theme: "SPROST"
Exercise on the basis of which Quest was created: UPR.92 p. 34
Important! When copying a link from the address bar, you must exit edit mode. Main- Copy the address
Dear Colleagues! This last theme of the master class. A convincing request before downloading a link to your work, make sure that all the requirements for the quest you are followed and all links work correctly! The link to your quest should be active, posts with inactive links will not be considered!
IMPORTANT! After publishing a link to your quest, go back to your post after 1-2 days. You can read the comments on your work in the post (red font).
Term of delivery: 03/16/12

• #1

  Dear Oksana Viktorovna! I have already expressed about your tutorial and I want to repeat: you have an amazing creative potential that combines the ability to interactively teach both children and adults. Your amazing master class is that confirmation. Share and at the same time informedly filled with step-by-step instructions, a methodically competently designed course with increasing complexity, tolerance and correctness in communicating with colleagues-inventory represents a highly qualified professional as you are. Thank you very much for the lesson! I wish you further creative success!

• #2

  Dear Oksana Viktorovna!
  Let sincerely thank you for the master class: it was extremely helpful, interesting and fun. A wonderful topic, a clear step by step organization and, in particular, a huge amount of work that you have taken, - all this causes deep respect.

  From my point of view, in the master class structure it would be possible to include a reflective stage, and it was after performing the work on the sample. I think that I was not alone with curiosity looked at the colleagues pages, and not only I had an idea of \u200b\u200bthe typical weak and strengths of quests. If the Master Class participants were appreciated before creating their own quest (there would be no specific criteria for their work and colleagues, it would be possible to get rid of these annoying trifles, as not combined with adjacent color on one page, fonts , unformatted lists, linguistic errors, etc.

  Of course, teach format text and correctly formulate your thoughts in English - these are not the goals that stood before you. But what is, that is. And here, self- and interconnection would be very powerful. Then an independent web quest we would probably have done better.
  And it would be a little easier for you if part of the work took over the participants.

  Thank you again, success and good luck in everything.

  Ekaterina Naryan

• #3

  Dear Oksana Viktorovna, thanks for the master class! I think that many colleagues appreciated this new format for creating lessons and extracurricular studies of a new type. In the process of working on a quest, I not only acquired the experience of designing my own quest, but also familiar with the works of colleagues, many of which could serve as a model that you can navigate. Special thank you wanted to tell you as a master class tutor. Step-by-step instructions, concise information, assistance, if necessary, all this helped when creating a quest. Thanks for knowledge and support.
  Successes!
  With Waving,
  Olga Leonidovna

• #4

  Dear Oksana Viktorovna! Thank you so much for such lectures, especially for screenshots. Looking was one pleasure! Thanks for the patience, because some works have to recheck no one \u003d (. I think your word will respond to the case, will help raise a new level of cognitive interest from the guys and already helps "sharpen" our minds.
  P.S. I hope that we can work with children even through school Internet, limiting the hitch to many resources.
  Today I made an application for a "Tyrnet Proxy" on the inclusion of jimdo.com in the lists allowed.

• #5

  bEARADIODJ. (Monday, 12 March 2012 16:38)

  Thanks for the master class! It was interesting and useful to open something new. And thank you for your work, time spent and patience!

• #6

  thebolshoitheatre. (Monday, 12 March 2012)

  Oksana Viktorovna! Thank you so much for the fact that you were able to give us your knowledge and skills to create web quests. It was very interesting. After your master class, I want to create something for the soul.

• #7

  Dear Oksana Viktorovna, I join everything that was told above, the words of great gratitude for this master class! Indeed, a master class at a high level. We will have new meetings with you!

• #8

  Gilene Elena Vitalevna (Thursday, 15 March 2012)

  Dear Oksana Viktorovna! Let me express your appreciation for the methodically competently conducted webinar. His topic is extremely relevant, so teachers are necessary.

• #9

  Dear Oksana Viktorovna,
  

• #10

  Dear Oksana Viktorovna, thank you so much for the master class! Working in this master class was very interesting and informative. Now I plan to try to create a website not only on the subject, but also to apply it in the class manual. Thanks again, success in your work, mutual understanding with others and of course health.

• #11

  furryFriends. (Thursday, 15 March 2012 20:47)

  Dear Oksana Viktorovna! Thank you so much for the master class! It was very interesting to create a web quest - very captures this type of work. I think the disciples will also be interested in participating in this type of activity!

• #12

  Falaleva Galina Elekolsna (Friday, 16 March 2012 06:13)

  Oksana Viktorovna! No words to express your admiration master class! It's so exciting! I will definitely use this form of work. Thank you for clear instructions.
  Own web quest to create was already easier. Already planned the creation of web quests in each class. Advanced success to you!

• #13

  Dear Oksana Viktorovna! Thank you very much for your work! I am pleased to work on creating a quest. All instructions were formulated clearly and clearly. I plan to use quests in extracurricular activities. For you, sincere equilibrium and all the best!

• #14

  Dear Oksana Viktorovna!
  I am very grateful to you for the valuable knowledge I received on your master class "Creating web quests on the Jimdo platform". Thanks for your tremendous patience and the titanic work that you did being a master class.
  Yours faithfully,
  Kurbangaleeva T.N.

• #15

  Dear Oksana Viktorovna !!!
  Thank you so much for the master class! Clever, concise, intelligibly and very helpful!

  Inspired by your lectures and practical tasks, not only created its first quest, but also infected with these enthusiasm of his students. Held a master - class on creating a website on the Jimdo platform in the profile group of 10 class. (10 people) Guys have worked out their quests within the current topic "Sport". Then, together with them, we held a lesson "Webvest laboratory" for the 10th grade (base level): the students of the profile group of the introduction of their classmates with the concept of a quest, its structure, shared the experience of creating quests. Their first experience was tested in practice. Immediately saw all the pros and cons of their quests. Making the role of experts, the guys helped almost everyone to master the format of the Webquest.
  I really hope that the work will go beyond our 10th grade and hobbies the entire gymnasium) These are examples of the works of the guys. Please take into account - this is what has been done for one (!) Lesson (two lessons) shilovaweb.jimdo.com/, hpp: //sportsa.jimdo.com/

  Thanks again for the excellent opportunity to participate in your master class!
  

• #16

  theFamousBritish (Monday, 11 June 2012 06:42)

  Thank you very much for the opportunity to participate in such an interesting master class. Thanks to the head of our group Gorbunova Oksana Viktorovna. All lectures and practical tasks for them are very clearly thought out. Interesting web quest creation system. Thanks to step-by-step instructions, it was easy to perform tasks. And, as a result, creating your own web quests. That's where 100% combination of theory and practice!
  Thank you!!!

• #17

  Dear Oksana Viktorovna! It is amazed by your hardworking, skill and patience on a master class, thank you so much for your tutorial! Thanks to your skillful leadership, I am slowly moving forward. The job on a web quest brought me only pleasant discoveries and a desire to learn from a new one. Thank you.

• #18

  Hello Oksana Viktorovna! I want to express great appreciation for the pleasure of working with you. I really liked it, firstly, the fact that all lectures and materials are presented simply, understandably and consistently. Secondly, I am grateful to you for learning to submit a project technique now in the form of quests. Thirdly, you are a talented tutor, so I wish you further creative growth and I will wait for your next master class.

• #19

  easterorogovskaya. (Tuesday, 12 June 2012 13:27)

  Dear Oksana Viktorovna!
  Thank you very much for the valuable knowledge we received thanks to your master class. We also accounted for each other, discovered new resources for themselves!
  In the summer, I will definitely improve the acquired skills and, perhaps, will spend such a lesson for your colleagues) (Tuesday, 18 October 2016 10:51)

  Watch movies online for free in good quality without registration.

Sections: Common goodsAgological technologies

Now in educational institutions, most students freely use modern information technologies, it simplifies the process of finding information, processing it and providing in various presentative forms. Therefore, the use of computer students in the project activity as a tool of creative activities contributes to the achievement of several goals:

• an increase in self-study motivation;
• formation of new competencies;
• implementation of creative potential;
• improving personal self-assessment;
• the development of personal qualities unclaimed in the educational process (for example, poetic, musical, artistic abilities).

Currently, in various fields of activity, there is a shortage of specialists who are able to solve arising problems independently and in the team, to do this with the help of the Internet. Therefore, the work of students in such a version of project activity as a web quest will diversify the educational process, will make it alive and interesting. And the experience gained fruit in the future, because when working on this project, a number of competencies are developing:

• using IT to solve professional tasks (including to search for the necessary information, design results in the form of computer presentations, websites, flash rollers, databases, etc.);
• self-study and self-organization;
• teamwork (planning, distribution of functions, mutual assistance, interconnection);
• the ability to find several ways to solve the problem situation, determine the most rational option, justify your choice;
• the skill of public speeches (must be prefeeding and protecting projects with the speeches of the authors, with questions, discussions).

So what is a web quest?

"Educational web quest is a website on the Internet, with whom students work, performing one or another educational task. Web quests are being developed to maximize Internet integration into various training items at different levels of training in the educational process. They cover a separate problem, an academic subject, subject, may be intergovernmental. There are two types of web quests: for short-term (purpose: deepening knowledge and their integration, designed for one or three lessons) and long-term work (purpose: deepening and transformation of knowledge of students, are designed for a long time - maybe on the semester or academic year ). A feature of educational web quests is that part or all information for independent or group work of students with it is on various websites. In addition, the result of working with a web quest is the publication of students in the form of web pages and websites (locally or online) "(Bykhovsky Ya.S." Educational Web Quests ").

Web quest developers as a teaching job is Bernie Dodge, professor of educational technologies of the University of San Diego (USA). They define the following types of tasks for web quests.

• Resection - Demonstration of understanding the topic based on the presentation of materials from different sources in novom Format: creation of presentation, poster, story.
• Planning and design - Development of a plan or project based on specified conditions.
• Self-knowledge - Any aspects of the study of the personality.
• Compilation - Transformation of the format of information obtained from different sources: creating a book of culinary recipes, a virtual exhibition, time capsules, culture capsules.
• Creative task - Creative work in a certain genre - creating a play, poem, songs, video.
• Analytical task - Search and systematization of information.
• Detective, puzzle, mysterious story - Conclusions based on contradictory facts.
• Achievement of consensus - Development of solutions for an acute problem.
• Evaluation - Justification of a certain point of view.
• Journalistic Investigation - an objective statement of information (separation of opinions and facts).
• Conviction - declination to your side of opponents or neutrally configured persons.
• Scientific research - study of various phenomena, discoveries, facts based on unique online sources.

Structure of a web quest, requirements for its individual elements

Clear introduction Where the main roles of the participants or the quest scenario, a preliminary work plan, a review of the entire quest are clearly described.

Central task which is understandable, interesting and feasible. The final result of independent work is clearly defined (for example, a series of questions to which you need to find answers is given, the problem that needs to be solved is determined, the position must be protected, and other activities are specified, which is directed to the processing and presentation of the results, based on the collected information).

List of information resources (electronically - on CDs, video and audio media, in paper form, links to Internet resources, website addresses on the topic) required to perform the task. This list must be annotated.

Description of the work procedure which must be executed by each quest participant when performing a task (steps).

Description of criteria and web quest evaluation parameters . Evaluation criteria depend on the type of training tasks that are solved in a web quest.

Guide to action (How to organize and submit collected information), which can be presented in the form of guidelines that organize learning activities (for example, related to the definition of a time frame, a general concept, recommendations for the use of electronic sources, representation of "blanks" of web pages, etc.) .

Conclusion where the experience is summed up to be received by participants when performing independent work on a web quest. It is sometimes useful to include in conclusion rhetorical issues that stimulate the activity of students continue their experiments in the future.

Stages of work on the quest

First stage (command)

Students get acquainted with the basic concepts of the chosen topic, materials of similar projects.
The roles in the team are distributed: 1-4 people per 1 role.
All team members should help each other and teach working with computer programs.

Role stage

Individual work in the team for the overall result. Participants simultaneously, in accordance with the selected roles, perform tasks. Since the purpose of the work is not a competitive, then in the process of working on a web quest there is mutual training of team members of the skills of working with computer programs and the Internet. The team jointly sums up the results of each task, participants exchange materials to achieve a common goal - the site creation.

1) search for information on a specific topic;
2) development of the structure of the site;
3) creating materials for the site;
4) Refinement of materials for the site.

The final stage

The team works in conjunction, under the guidance of the teacher, feels responsible for the results of the study published on the Internet.

According to the results of the study, the problems are formulated conclusions and suggestions. A contest of performed works is being carried out, where the understanding of the task is to be assessed, the accuracy of the information used, its attitude to a given topic, a critical analysis, logicality, structure of information, a certainty of positions, approaches to solving the problem, individuality, professionalism of the presentation. Assessment of results, both teachers and students take part through discussion or interactive voting.

The real placement of web quests in the network allows you to significantly increase the motivation of students to achieve the best learning outcomes.

Criteria for assessing students

	Excellent	Okay	Satisfactorily
Understanding the task	Work demonstrates accurate understanding of the task	Turn on both materials that are directly related to the topic and materials that are not related to it; A limited number of sources is used.	Included materials that are not directly related to the topic; One source is used, the information collected is not analyzed and is not evaluated.
Task performance	The work of different periods is estimated; conclusions are arguments; All materials are directly related to the topic; Sources are quoted correctly; Information is used from reliable sources.	Not all information is taken from reliable sources; Part of the information is inaccurate or is not directly related to the topic.	Random selection of materials; Information is inaccurate or not related to the topic; incomplete answers to questions; Attempts are not made to evaluate or analyze the information.
Result of work	A clear and logical presentation of information; All information is directly related to the topic, accurate, well structured and edited. Critical analysis and assessment of the material, the definiteness of the position.	Accuracy and structure of information; Attractive design work. It is not sufficiently expressed its own position and evaluation of information. Work is similar to other student work.	The material is logically not built and submitted outwardly unattractive; Not a clear answer to the questions posed.
Creativity	Presented various approaches to solving the problem. Work is distinguished by bright individuality and expresses the point of view of the microgroup.	There is one point of view on the problem; Comparisons are compared, but no conclusions are made.	The student simply copies information from the proposed sources; There is no critical look at the problem; Work is little related to the topic of a web quest.

Experience shows that students themselves are the most severe judges. It is important here in the final stage when the public presentation of the work performed is made, to organize a constructive discussion. Open appreciation of its own work and work of colleagues allows you to learn to be correct in the comment saying, determine the most interesting finds in the tasks performed, formulate your own evaluation criteria.

At the end of the project, after summarizing, it is important to use the material and moral stimulation of high results.

Examples of web quests

All students sooner or later have to defend their coursework, and then theses. At the same time questions, how to do it, always more than answers.

In Tor-10 fears of humanity, death is on 6th place, and fear of a public speech on the 1st !!!

Developed by me the quest "Tutorial to protect the thesis (course) work" will help to understand the main aspects of the preparation and protection of student work.

Different specialists will submit their point of view on such an event as public protection of work will give everyone tips and recommendations.

The task of the quest participants is to determine their role and develop recommendations, requirements, advice to students who are preparing to protect their work. After summarizing the results of all the participants of the quest, the "tutorial to protect the graduation (exchange rate) work", which will be used by students of high college courses.

When choosing a role, you can focus on your inclined, interests, or vice versa - try yourself in an unusual situation.

The roles of the participants of the quest:

Psychologist Responsible for the psychological, emotional state of the speaker. His main task is to give practical advice to overcome the excitement, intensifying the attention of listeners. Also, the psychologist will find out the influence of non-language funds for the overall perception of the performance.

A task Designer - give advice on the manufacture of electronic presentations and handouts.

Russian Specialist Give advice on the use of language means of expressiveness, tells the accepted speech belongings used in the protection of the thesis (course) of the work, will warn from the incorrect pronunciation of frequently used words.

Reviewer The emphasis on the evaluation criteria will be emphasized, prompts techniques to reduce the negative impact of comments.

"Experienced "It will present advice to teachers, graduates and students of senior courses who defended their projects will share the signs and will hesitate to student bikes.
This quest I suggests to go through the first-year college students (ie, the guys who entered the DSUs after the 9th grade and while studying the school program objects). This allows you to diversify the learning process and prepare students in advance to the upcoming publications of your work. The emphasis on the fact that we are preparing a tutorial for students of Senior College courses, an invitation of undergraduates for the final stage (presentation of the results of the project) gives first yearrs a sense of responsibility for the product provided, the feeling of the importance of their work.

Details with this web quest can be found on the Internet at www.kbk-wq.h17.ru

Currently, in developing a new web quest about the native land. The roles of this quest: historian, geographer, economist, politician, businessman, keeper legends and legends, bibliographer ...

Students on various subjects are comprehensively studying Kaliningrad and the area, find and represent very interesting materials. Therefore, we decided to combine this work into a single project.

In conclusion, I would like to specify links to some web quests. According to his own experience, I can say that only watching at least some such works can be inspired to create your own project. And this work and useful, and interesting, really activating educational activities.

Examples of quests on the site "School sector".

Description of the presentation on individual slides:

1 Slide

Slide description:

Web Quest-technology work performed teacher MKOU "SOSH No. 3" G. Gremyachinsk, Perm Territory Nemykina T. A.

2 Slide

Slide description:

Web Quest from English "Webquest" - "Internet Search".

3 Slide

Slide description:

Webquest - This is a modern educational technology that suggests targeted search engagement with the use of Internet information resources to perform a specific study assignment.

4 Slide

Slide description:

5 Slide

Slide description:

6 Slide

Slide description:

compilation journalistic riddles design creative retelling solving controversial problems Scientific tree Web Quest tasks Self-knowledge belief Analytical estimates by type of tasks on the duration of the implementation of short-term long-term on the subject content of the monoproject

7 Slide

Slide description:

Retelling - Demonstration of understanding the topic based on the presentation of materials from different sources in a new format: creation of a presentation, poster, story. Planning and design - development of a plan or project based on specified conditions. Self-knowledge - any aspects of the study of the person. Compilation - transformation of the information format received from different sources: creating a book of culinary recipes, a virtual exhibition, time capsules, culture capsules. Creative task - creative work in a certain genre - creating a play, poem, songs, video. Analytical task - search and systematization of information. Detective, puzzle, mysterious story - conclusions based on contradictory facts. Achieving consensus - Development of solutions for an acute problem. Evaluation - Justification of a certain point of view. Journalistic investigation - an objective statement of information (separation of opinions and facts). The conviction is to decline on your side of opponents or neutrally configured persons. Scientific research is the study of various phenomena, discoveries, facts based on unique online sources.

8 Slide

Slide description:

Web Quest forms can also be different. We give the most popular: creating a database on the problem, all sections of which are preparing students. The creation of a microworld in which students can move with the help of hyperlinks, simulating the physical space. Writing an interactive history (students can choose options for continuing work; For this, two to three possible directions are indicated; this technique is reminiscent of the famous choice of the road at the Road Stone by Russian heroes from the epic). Creating a document that gives an analysis of any complex problem and inviting students to agree or disagree with the opinions of the authors. On-line interview with a virtual character. Answers and issues are developed by students who have deeply studied this person. (This may be a politician, a literary character, a well-known scientist, aliens, etc.) This version of work is best to offer not to individual students, but a mini-group receiving a common assessment (which other students and teacher give) for their work.

9 Slide

Slide description:

Web Quest Structure 1. Entering - a brief description of the topic of a web quest. 2. The wording is the wording of the problem task and the description of the form of representation of the final result. 3. Work and necessary resources - a description of the sequence of actions, roles and resources required to perform the task (references to Internet resources and any other sources of information), as well as auxiliary materials (examples, templates, tables, blanks, instructions, and t .p.), which allow you to more effectively organize work on a web quest. 4. Process - description of criteria and parameters for assessing a web quest, which is presented in the form of an assessment form. Evaluation criteria depend on the type of training tasks that are solved in a web quest. 5. Transclusted - a brief description of what students will be able to learn by completing this web quest. 6. Used materials - links to resources used to create a web quest. 7.comments for the teacher - Methodical recommendations for teachers who will use a web quest

10 Slide

Slide description:

The criteria of the methodological evaluation of web quests are: Introduction - motivating and informative value. Task - problemability, clarity of wording, cognitive value. Operation and necessary resources - an accurate description of the sequence of actions; relevance, variety and originality of resources; a variety of tasks, their orientation on the development of high-level mental skills; availability of methodological support - auxiliary and additional materials to perform tasks; When using role-playing elements - an adequate choice of roles and resources for each role.

11 Slide

Slide description:

When working on web quests, project participants evaluate themselves, teammates themselves. Recommends to use from 4 to 8 criteria that may include an assessment: research and creative work, quality of argumentation, originality of work, operation skills in a microgroup, oral presentation, multimedia presentation, written text, etc.

12 Slide

Slide description:

The role of the teacher (the organizer, coordinator, consultant) correctly simulate strategies to solve the specifically set task, send students to create a relevant, meaningful learning situation.

13 Slide

Slide description:

Stages of students' work with a quest acquaintance with its goal and tasks. Distribution of roles between the group participants. Acquaintance with the criteria for evaluating both individual activity and a joint final product. Independent activity on the search and compilation of information. Joint activities of the participants in the group on the preparation of the final product of the quest. Presentation of the final product in front of classmates. Stage of self-reflection.

14 Slide

Slide description:

Web Quest contributes to the exercise of motivation to self-study; - formation of new competencies; - development of creative potential; - a personal self-assessment; - Development of personal qualities unclaimed in the educational process (poetic, musical, artistic abilities).

15 Slide

Slide description:

The result of the fulfillment of the quest tasks should not be a thoughtless copy of the fragments of the information found, but its critical understanding of students, processing in order to form a new knowledge.

16 Slide

Slide description:

The result of a web quest The final project of a web quest may be represented in the form of a presentation, dock, theatrical statement, articles, etc. Working with a web - quest affects the system of valuables of students, their moral qualities. The atmosphere of cooperation is created.

17 Slide

Slide description:

Theoretical base of the quest as educational technology - Critical and creative thinking; - leaving learning; Situationally caused training in authentic conditions; - teaching in the group.

18 Slide

Slide description:

Characteristics of the quest as a method of organizing project activities of students Web Quest - a group type of activity, implies productive interaction of all participants to achieve a common goal, creating a common final research product; The duration of the quest is considered to be the distribution of roles between its participants, when each of them performs a specific function, responsible for this or that type of activity; The web quest can be created both within one subject, and to be interdisciplious, cycling the basic knowledge of students from different fields of science.

19 Slide

Slide description:

Web quest. High motivational security. Care from traditional similar tasks, statement of topical issues and problems causes students interest, increases motivation. Pupils are not dealing with one textbook, but get access to search engines, latest news. Can find out the opinion of experts. Work in the group, awareness of itself the necessary part of the whole imposes a responsibility to the remaining members of the class. At the stage of work in the group, there is a transformation of the facts received from the Internet into a new knowledge. . The ability to present the final product in front of the audience, publishing the Internet - stimulates students to the maximum effort.

20 Slide

Slide description:

Web Quest in the lessons. The teacher spends the minimum of study time, covering the maximum of the material due to the setting of the specific task of the quest; Availability available and detailed prescribed steps, instructions for performing the task; Separation of students' work on roles; Exactly prescribed tasks for each participant, the presence of leading issues and references to Internet sources; Access to the criteria for evaluation as individual and group work.

21 Slides

Slide description:

Work on a web quest develops competencies: informational: work with information, analyze, summarize it, establish associations with previously studied, draw conclusions. Projective: generate ideas, find options for solving the problem, foresee the possible consequences of the decisions made. Communicative: to communicate, defend its point of view. Interactive: to cooperate with others, take their point of view, trust partners, to respond for the result of their work. Media: skill work with computer tools.

22 Slide

Web quest development on the topic "Lexik"

Compiled by the Russian language teacher and literature Smolyaninova Julia Vladimirovna

05.11.2016

Explanatory note

An innovative approach to the teaching of the Russian language and literature, as well as other academic disciplines, is associated with updating the teaching methodology, the widespread introduction of modern pedagogical technologies, including information and communication.

Today it becomes relevant the combination of active and interactive methods and teaching technologies with ICT elements. It is this approach to the teaching of the Russian language and literature in the practice of advanced teachers - verbians determined as innovative.

The word "quest" (from the English. "Quest" - "Travel") - a long-term targeted search, which can be associated with adventures or play. Educational Web Quest - (Webquest) - Problem setting with role-playing elements, to execute Internet information resources.

Novelty approach to the application of technology Web Quest In my practice, it is used to organize project activities directly at training activities.

According to O. A. Kazanovskaya, the application of technology of web quests in the literature class teacher is achieved by various purposes.

Training:

formation of skills and skills of information activities;

training skills for receiving and sending emails, presenting presentations;

training and analyzing materials from various sources;

learning to identify the main techniques to create images of the heroes of literary works and the principles of typing social phenomena;

learning the ability to pay attention to art details;

learning the ability to build a chain of evidence and make reasonable conclusions;

training of the competent organization of the material in order to improve the efficiency of oral and written communication;

teaching the ability to find several ways to solve the problem situation, determine the most rational option, justify your choice.

Developing:

development of interest in literature, computer science and other knowledge areas;

improving the motivation of learning and quality assimilation of knowledge on the subject studied;

the formation of the need for regular reading scientific, popular science and fiction (including published on the Internet);

improving the skills of analyzing the artistic text on the example of a particular work;

the development of critical thinking, the ability to establish logical links between events and phenomena;

development of communicative skills and public speech skills;

using the information space of the Internet to study the works of Russian literature, critics, interesting facts related to works;

development of the need to use the network information space for expanding the sphere of its creative activity;

improving computer skills in computer programs;

formation of skills to work in a team, reach a compromise.

Raising:

upbringing careful attitude to the word and to the artistic text;

upbringing the culture of communication and communicative skills of students;

upbringing a culture of public speech;

education of the culture of communication on the Internet.

Thus, having studied the technique and capabilities of the web quest technology, the existing experience of innovative teachers, we considered it possible to apply it to the organization of project activities in literature lessons.

For a web quest, a specific equipment is needed: a computer class for performing work, Internet access, MS Office, Multimedia.

Pupil training requirements for web quest:

students should know the content of the literary work;

be able to interpret the studied work on the basis of personal perception;

work with a reference apparatus of books, various sources of information;

be able to reasonably formulate your attitude towards the read work, to defend its position;

be able to work with files (create, copy, exercise search);

be able to apply a text editor to edit and format texts;

be able to create typical documents on the computer,

be able to create multimedia computer presentations,

be able to travel around the World Wide Web.

These are the organizational and pedagogical conditions for the application of the web quest technology in the literature lessons.

As an example, we give a methodical passport of the web quest "Lexik".

Smolyaninova Julia Vladimirovna, teacher of Russian language and literature GBOU Gymnasium №1476

Name web quest : "Lexica of the Russian Language"

Web Quest address:

Annotation:

Educational Web Quest"Russian language vocabulary"addressedgrade 10, repeating the school curriculum on the topic "Lexik". The choice of technology is justifiedrelevanceinformation and communication technologies in education.

Educational activities on web quest technology is as follows: the student is given a task to collect materials on the Internet on a particular topic, to solve any problem using these materials. Links to a part of the sources are given to the students a teacher, and some of them can find themselves, using ordinary search systems. Upon completion of the quest, students either represent their own presentations. Since the quest is a role-playing game, each direction of activity is drawn up as a certain role. In this quest, these roles are five: "Historians", "philosophers", "sociologists", "inventors", "writers". A detailed description of these roles is posted in the site menu.

Web Quest Structure

start page

Central task

Introduction

Ralea description

List of resources

Work procedure

Criteria for evaluating work

Teacher page

Start page:

In modern society, the issues of culture of speech are primarily acquired. What language are we talking in? What makes our speech? Where did the words come from? What do we hear? And what would you like to hear around yourself? And do you need to fight for the "purity of the tongue"? The guys reflect on these and other issues, conduct research on topics, come to independent conclusions. Today, the Russian language training occurs in difficult conditions: the total population culture is reduced, the norms of the literary language are declining, the language of the language of the language is clogged by unnecessary borrowings, jargonisms, - therefore, in the federal component of the state-educational standard for the Russian language, the aspect of the culture of speech and strengthened attention to the educational potential Item "Russian language and literature. Russian language". Participation in the web quest "Lexika" allows students not only to repeat and summarize the basic concepts of the section "Lexik", it gives an in-depth study of the subject. And the use of information technologies in the work allows you to improve the quality of learning, increase its productivity and contribute to the development of creative abilities.

Central task

What language are we talking in?

Problem issues:

What lexical components are our speech?

What factors enrich our speech, and what impoverish it?

Why so the grooming "virus of foul language"?

Borrowing - the need or fashion?

What features has a truly beautiful speech?

Do I need to fight for the purity of the language?

How does the person of a person reveal in his speech?

Educational questions:

What is the story of the emergence of foul language in our language?

What is the role of phraseological revolutions, proverbs and sayings in speech?

What is a language and speech?
- What is a speech culture, speech situation?

Hypothesis:

Modern Russian is because it is called that he has changed. And hopelessly outdated the previous requirements for speech. So much new! So much interesting! And for nothing to think what you say - and so everyone will understand. Well, or almost everything.

Introduction

We share for 5 teams. Each team has its own role. Creative report (presentation, videos, table) The team places the gaze of the site of the site. The captain can distribute tasks inside the command. All team members work for a common goal. Everyone helps each other, teach working with computer programs.

Ralea description

Historians
Your task is to explore all the ways of the appearance of words in Russian:
non-Russian vocabulary,
borrowing
tracing
historians / archaisms,
neologisms
acionalism.
Create a colorful presentation on your topic (with examples).

2) Philosophers
You are thinners! You are thinking about how multival about or unambiguously be the word.
Explore the semantics (direct, figurative meaning, meaningful) words and phraseologism.
Examine the origin of phraseologisomes and their classification.


3) sociologists
Explore social layers of vocabulary.
Who uses it and what? Dialects. Terms. Jargon. Slang. Professionalism.
Create a colorful presentation on the subject (with examples).

4) writers
Examine speech figures.
Explain what is metaphor, methonymium, synefoca, oxymoron, parallelism, gradation, etc.
What writers and how to use those or other expressive means in our style.
Create a colorful presentation on the subject (with examples).

5) Inventors
Collect the gallery of famous people with quotes about Word and Russian.
Explore such phenomena of the language as homonyms, mistons, omographs, omophorms, paronyms, synonyms, antonyms, palindrome
Offer several variants of language games.

Work procedure

1. Divided into 5 commands.

2. The command must choose a role. She is common to the whole team.

3. In accordance with the selected role, perform the task:

a) search for information on a specific topic on the specified or independently selected sites;

b) selection of the necessary information;

c) placement of materials on the page role group page;

d) refinement of the page of the site after consulting with the teacher;

e) reflection;

i) Project Protection (Oral Speech of the Team).

Requirements for the presentation

1. The presentation consists of at least 10 slides.

2. All materials are carefully edited and do not contain errors.

3. The material is well studied and is represented in structured form.

4. The general view of the presentation attracts the audience and corresponds to the topic.

5. Different slide layouts are used, the slide transition effects, sound effects.

Evaluation Criteria Web Quest

justification of criteria

point

Content

Understanding the task

Work demonstrates accurate understanding of the task

Turn on both materials that are directly related to theme and materials that are not related to it.

Included materials that are not directly related to the topic

the collected information is not analyzed and not estimated.

Fullness of the disclosure of the topic

Full of

Partially

Not disclosed

statement aspects of the topic

Set out full

Partially

Not outlined

statement of the problem of solving the problem

Sets out a strategy for solving problems

The process of solving is incomplete.

The process of solving inaccurate or incorrect

logic presentation of information

Logical statement of material

Violation of logic

Lack of logic

Independent work of the group

Sophisticated work in the group

Clearly planned group work

The work of the group is partially planned

Not planned work in the group

Distribution of roles in the group

All activity is evenly distributed among team members

Work on the material is evenly distributed between most of the team members

Several members of the group are responsible for the work of the entire team.

Unique work. Contain a large number of original, inventive examples

In the work there are copyright finds

Standard work, does not contain author's individuality

Degree of independence of the group

Full autonomy when performing work

Partial independence of the group's work

Multiple work of the group

Design of work

Grammar, suitable dictionary, no spelling errors and typos

Competent work in terms of grammar, stylistics, spelling

Non-bugs in terms of grammar, stylistics, spelling

Rough mistakes in terms of grammar, stylistics, spelling

Protection of work

Quality of the report

The argument of the main positions, the composition of the report of logical, completeness of the presentation in the report of the work results

Violation of the logic of speeches, incomplete representation of the results, incomplete system of argumentation

Arguments for the main positions are not stated, a complete violation of logic, the results of the study are not presented.

Volume and depth of knowledge on the topic

Rapporteurs demonstrate erudition, reflect interdisciplinary communications

Rapporteurs competently set out the material, but do not show enough deep knowledge

Rapporteurs detect full infancy with material

Culture speech, manner holding in front of the audience

Speakers confidently hold in front of the audience, they own a speech competently, comply with the regulations, hold the attention of the audience

Rapporteurs admit non-bugs when performing, slightly violate the regulations, partially hold the attention of the audience

Rapporteurs are lost before the audience, discover the poverty of speech, violate the regulations, cannot hold the attention of the audience

Answers on questions

Rapporteurs convincingly fully respond to questions, they are very friendly, seek to use the answers for successful disclosure of the topic.

The speaker is not for all questions can find convincing answers.

The speaker cannot answer questions or in responses behaves aggressively, incorrect

Business and Volware Rapporteur

The speaker seeks to achieve high results, ready for discussion, benevolent, contactan

The speaker is ready for discussion, does not always show benevolence

The speaker is not ready for discussion, aggressive, leaves contacts

Rating "5" - 140 -110

Evaluation "4" - 109 - 80

Rating "3" - 79 -60

Rating "2 - 59 - 0

Kazanovskaya, O.A. Use of technologyWeb.-Bestings in literature lessons. // Collection of materials of the IV International Scientific and Practical Conference "Info-Strategy 2012".

Description of the presentation on individual slides:

1 Slide

Slide description:

2 Slide

Slide description:

Educational Web Quest 4 Concept "Educational Web Quest" 1 2 3 5 Types for Web Quests on Bernie Dodge Web Quest Structure, Requirements for its individual elements Evaluation Criteria Web Quest Shape

3 Slide

Slide description:

the website on the Internet, with which students work, performing one or another learning task to maximize the integration of the Internet in various educational items at different levels of training in the educational process, a separate problem, a learning subject, the topic, may be interdisciplious work of students in the form of web Pages and websites (locally or on the Internet) »As a result of activities with a web quest Problem job with role-playing elements, to execute Internet information resources Educational Web Quest

4 Slide

Slide description:

Feature of educational web quests Part or all information for independent or group work of students with a web quest is on various websites

5 Slide

Slide description:

Bernie Dodge, Professor of educational technologies University of San Diego (USA) Retelling Planning and design Self-knowledge Compilation Creative task Analytical task Mysterious History Achieving Consensus Evaluation Journalism Investigation Reason Scientific Research

6 Slide

Slide description:

Types of tasks for web quests Retelling Demonstration of an understanding of the topic based on the presentation of materials from various sources in a new format: Creating a presentation, poster, stories Planning and designing a plan or project based on specified conditions. Self-knowledge Any aspects of personality research Compilation Transformation of information obtained from different sources: Creating a virtual exhibition, time capsules, Capsules Culture Creative task Creative work in a specific genre - creating a play, poem, songs, video Analytical task Search and systematization of information Evaluation Justification of a specific point vision

7 Slide

Slide description:

Types of assignments for web quests Detective, puzzle, mysterious story Conclusions based on contradictory facts Achieving consensus Development of solutions for the acute problem Self-knowledge Any aspects of the study of the personality journalistic investigation An objective statement of information (separation of opinions and facts) Reason to decline to their side of opponents or neutralized persons Research Studies of various phenomena, discoveries, facts based on unique online sources

8 Slide

Slide description:

Web Quest Structure Central Settlement Clear Introduction Info Inf. Role resources 1 2 3 4 Clearly describes the main roles of the participants or the quest scenario, the preliminary work plan, the overview of the entire quest is clearly defined by the final result of the independent reference to the addresses of websites on the topic necessary to perform the task of students should be presented with a list of roles (from 2 And more), on behalf of which they can perform tasks. For each role, it is necessary to register a work plan and tasks. Requirements for individual elements of a web quest

9 Slide

Slide description:

Web Quest Structure Requirements for individual web quest elements Description of the work procedure that each Kesta participant must be executed when performing a task. Description of criteria and parameters of the web quest. Guide to actions, where is described how to organize and submit collected information. Conclusion where the experience is summed up, which will be received by participants when performing independent work on a web quest.

10 Slide

Slide description:

Stages of work on the quest Stages of work on the quest Starting stage (team) Students get acquainted with the basic concepts of the chosen topic. The roles in the team are distributed: 1-4 people per 1 role. All team members should help each other and teach working with computer programs. Role stage Individual work in a team for a general result. Participants simultaneously, in accordance with the selected roles, perform tasks. The team jointly sums up the results of each task, participants exchange materials to achieve a common goal - the site creation. Tasks 1) Search for information on a specific topic; 2) development of the structure of the site; 3) creating materials for the site; 4) Refinement of materials for the site. The final stage The team works in conjunction, under the leadership of the teacher, feels its responsibility for the results of the study published on the Internet.

11 Slide

Slide description:

evaluate themselves, teamwork comrades with these criteria. The teacher has a detailed scale of the evaluation criteria - the key section of any web quest. Web quest evaluation criteria

12 Slide

Slide description:

Oral speech Multimedia presentation Research and creative work Quality of argumentation, originality of work skills in a microbroup It is recommended to use from 4 to 8 criteria. Web Quest Evaluation Criteria

13 Slide

Slide description:

14 Slide

Slide description:

the description language should be understood by students. The description should allow to determine the quantitative differences of one parameter from another difference between the quantitative indicators should be approximately the same (for example, 4 points is set if there are 1-2 spelling errors ..) ACB if necessary, you can also specify the significance of each criterion in overall assessment (for example, in percent). Requirements for the description of the evaluation parameters

15 Slide

Slide description:

Types of web quests from one to three sessions Purpose of time from one week to a month (maximum two) short-term long-term acquisition of knowledge and the implementation of their integration into their knowledge system expansion and clarifying concepts

16 Slide

Slide description:

the student should be able to conduct a deep analysis of the knowledge gained to be able to transform the knowledge gained to own the material is so to be able to create tasks for work on the topic 1 2 3 Long-term Web Quest

17 Slide

Slide description:

Web Quest to work in mini-groups for individual students Additional motivation Choice of roles Scientific journalist Architect Secretary of the United Nations Representative of the Russian Foreign Ministry Web Quest may concern one object or be intergovernmental.

18 Slide