Communication exercise "key words". Keyword story Compose keyword story

For those who work with text, it is very important to find keywords in it. What is a keyword in a text? Let's figure it out.

Concept definition

If you correctly find the key words in the text, then it will not be difficult to restore the entire text. Alexander Blok spoke about it something like this: the text is a veil stretched on several pegs. Key words are supporting fragments of the text that carry the content of the entire statement and are arranged in a certain order.

If they are found and located correctly, then the meaning of the text will be clear and understandable.

Reference words in the fairy tale "Ryaba the Hen"

Let's take as an example the most famous text - the fairy tale "Ryaba the Hen". Each sentence contains keywords:

1. grandfather and grandmother;
2. chicken Ryaba;
3. testicle;
4. golden
5. not broken;
6. mouse;
7. it broke;
8. cry;
9. I'll take down the simple.

The entire text is easily restored from these reference fragments.

How to find keywords

What is a keyword in a text? Usually it is the main member of the sentence, well, at least one of them. If you choose a keyword from the base, then it is recommended to choose the one that is associated with the subsequent context. Usually, minor members are also chosen as support members according to this principle - in connection with the next sentence.

Finding keywords in an example text

Let's look at a specific example and find the key words in it:

1) Conscience suddenly disappeared. 2) More recently, she flashed here or there, and suddenly disappeared. 3) The inner turmoil and a certain eternal restlessness of the soul subsided, which the conscience always stirred and disturbed with its mere presence. 3) It became freer and somehow more spacious. 4) People, getting out of the yoke of conscience, breathed a sigh of relief, hurried to take advantage of the fruits of neglect. 5) They went berserk: robberies and robberies, deceit and fraud began. 6) As a result, general chaos and ruin reigned.(According to M.E. Saltykov-Shchedrin)

So, we have to search for keywords in the text, and we will write out parts of the bases of sentences or the entire bases:

1) conscience;

2) disappeared;

3) turmoil and anxiety subsided;

4) became freer;

5) people rushed to take advantage;

6) freaked out;

7) chaos and ruin.

To check the correctness of the work performed, you need to try to restore the text using these words. Try to do this, if you succeed, then we have successfully completed the task.

Drawing up a basic outline

When we know what a keyword is in the text, we can use this knowledge in the compilation process. Let's take a light description text for training:

The night threw its veil over the autumn forest. Silence and peace reigned in it. The trees fell silent. They seem scared. Occasionally, with a quiet rustle, a single leaf falls. A milky-white mist broke away from the lake and floated to the edge of the forest.

And suddenly a breeze came up. He patted the tops of the trees reassuringly and dispersed the mist. And then the mischievous rushed off towards the dawn.

Stars shine in the sky, giving the picture of the night mystery and splendor.

Here comes the dawn! The world has awakened from sleep. The forest stirred, started up and stretched towards the sun with joy and delight.

If we are faced with the task of writing a presentation, then by writing down the left side of the sheet (basic abstract) at the first reading, and the right side (bright expressions) at the second reading, we can easily cope with this task.

Keywords - search engine assistants

Nowadays, the concept of "keywords" has another meaning - this is what the content of the site is and what search engines are looking for. For example, I am a pan seller and I have an online store. On my page I post a text in which I use this word several times. A person who wants to buy a frying pan will enter the name of this item into the search bar, and my site will come up.

In this case, it is necessary to take into account the density of keywords in the text. If it is too large, in almost every sentence, the search engine will consider the site spammy and will not display it among the first results.

Let's have a practice session and try to find keywords in an article from some site, for example, in this one:

This trip changed my life! Altai is truly a fabulous place! It reveals hidden possibilities in a person, which he himself did not even know about! Every day of your stay here is full of events: every day, new impressions. You arrive at a new place and think: here it is, the most beautiful place in Altai! And in half an hour you are at another point, which is even more beautiful, even more magnificent!

Separately, I would like to thank Alexander, our guide, guide and just a specialist with a capital letter. He was able to infect us with love for Altai, and now we are like all relatives, united by one connection - attachment to this magical place. Although everything is already far from each other, we correspond and communicate, remembering this beautiful fairy tale, whose name is Altai!

Answer: Altai

So we figured out what a keyword is in the text. Without it, it is impossible to imagine a coherent statement, as you see.

Name. Communication exercise "Keywords"

purpose.

The procedure of group psychological training is aimed at developing the ability to summarize the main content of another person's speech, to find points where a communicative situation can be developed.

The facilitator calls one volunteer. He will have to make a short story about some episode from his personal life. It is desirable that this episode contains some kind of problem, and this problem, perhaps, the person himself has not yet solved for himself. The facilitator warns the volunteer that his story will be carefully analyzed. If he doesn't want it, he can refuse.

Volunteer produces a story. The rest of the participants are listening carefully. If the volunteer gets lost, does not know how to continue the story, the facilitator helps him in a gentle manner.

After the end of the story, the facilitator invites the participants to analyze the story and highlight seven key words (concepts) in it:

These key words should reflect the most characteristic moments of the story,

Keywords should reflect the problem,

You can use combinations of two or three words, if you can not limit yourself to one, and this will be considered as one key concept.

The list of keywords is compiled by the participants of the training together. The author of the story does not take part in the discussion. If there are more than seven keywords, you need to weed out the extra ones. At the same time, some can be combined.

When the list is completed, there is a transition to another volunteer and his story. So it is desirable to repeat several times.

At the end, a discussion is held in which the facilitator, together with the participants, considers situations in which this ability to highlight key words in the speech of the interlocutor can help. The facilitator draws the attention of the participants to the fact that each key word is a point at which the dialogue can be developed in some special direction. Sometimes the interlocutor deliberately, deliberately throws up these keywords. Sometimes he does it unconsciously. Sometimes even against their will.

1. Communicative exercise "Keywords" [Electronic resource] // A. Ya.. 6.11.2012..html (6.11.2012).

Development of critical thinking: techniques and methods of the "Challenge" stage

In the RCMCHP technology, the lesson is built according to the scheme: “Challenge” - “Comprehension” - “Reflection” and involves a wide range of methodological techniques and strategies for teaching a lesson.

The first phase of the critical thinking development technology is the “Challenge” or “Awakening”.

Tasks of this phase:

Actualization and generalization of the student's knowledge on this topic.

Awakening cognitive interest in the topic under study.

Detection and awareness of the insufficiency of existing knowledge.

Encouraging the student to be active.

Functions of the “Challenge” stage:

motivational (incitement to work with new information, stimulation of interest in setting and ways to achieve the goal);

informational (calling to the “surface” of existing knowledge on the topic);

communication (conflict-free exchange of opinions).

The system of techniques for organizing the “Challenge” stage includes both ways of organizing individual work and its combination with pair and group work.

At the “Challenge” stage of the lessons on the technology of RKCHP, the teacher can use the followingtricks:

“Cluster".

Table of "thin" and "thick" questions.

Table "I know - I want to know - I found out."

“Prediction Tree.

“Bloom's Chamomile".

“True and False Statements.

“Do you believe?"

“Basket of Ideas.

The story-assumption on the "key" words.

“Sinkwine".

Reception "Cluster" (clusters) - highlighting the semantic units of the text and graphic design in a certain order in the form of a bunch. This design of the material helps students to find out and understand what can be said (orally and in writing) on ​​a given topic. This technique can be applied at the “Challenge” stage, when information is systematized before getting to know the main source (text) in the form of questions or headings of semantic blocks. (Appendix No. 1. )

Reception “Table of “thick” and “thin” questions”.

The table of "thick" and "thin" questions can be used in any of the three phases of the lesson: at the "Challenge" stage - these are questions before studying the topic that students would like to receive answers to when studying the topic. Subtle questions require a definite answer. Thick questions are problematic questions that require ambiguous answers. (Appendix No. 1. )

Reception Table “I know. I want to know. Got it." Table "ZHU".

This technique of graphic organization of the material will help to collect information already available on the topic, expand knowledge on the issue under study, and systematize them. It is used to update existing knowledge and increase motivation to learn new things at the “Challenge” stage, followed by a return to the materials at the “Reflection” stage. Before reading, the students are asked frontally the question: “What do you know or think about the topic of our lesson?”. All proposed formulations are recorded in the "Know" column for general attention without adjustment and without evaluation. Then the question is asked: “What would you like to know?” These formulations are also written in the "I want to know" column. Information, concepts, facts are recorded only in their own words, without citing a textbook or other text with which they worked. The notes remain on the board until the end of the lesson.

At the “Reflection” stage, a return to the challenge stage is carried out: adjustments are made to the first column of statements and the answers to the second column of questions are checked. (Appendix No. 1. )

Reception "Tree of predictions".

This technique helps to make assumptions about the development of the storyline in the story, story, text.

Rules for working with this technique: the trunk of the tree is a topic, the branches are assumptions that are carried out in two directions - “possibly” and “probably” (the number of branches is not limited), and the leaves are the rationale for these assumptions, arguments in favor of one or another opinion. (Appendix No. 1. )

Reception "Chamomile of questions or Bloom's chamomile".

"Daisy" consists of six petals, each of which contains a certain type of question. Thus, six petals - six questions:

1. Simple questions - questions, answering which, you need to name some facts, remember and reproduce certain information: "What?", "When?", "Where?", "How?".

2. Clarifying questions. Such questions usually begin with the words: "So you say that ...?", "If I understand correctly, then ...?", "I may be wrong, but I think you said about ...?". The purpose of these questions is to provide the learner with opportunities for feedback on what they have just said. Sometimes they are asked in order to obtain information that is not in the message, but is implied.

3. Interpretive (explanatory) questions. Usually begin with the word "Why?" and aimed at establishing cause-and-effect relationships. Why do leaves on trees turn yellow in autumn? If the answer to this question is known, it "turns" from an interpretive question into a simple one. Therefore, this type of question "works" when there is an element of independence in the answer.

4. Creative questions. This type of question most often contains the particle “would”, elements of convention, assumption, forecast: “What would change ...”, “What will happen if ...?”, “How do you think the plot will develop in the story after ...?".

5. Evaluation questions. These questions are aimed at clarifying the criteria for evaluating certain events, phenomena, facts. "Why is something good and something bad?", "How does one lesson differ from another?", "How do you feel about the action of the protagonist?" etc.

6. Practical questions. This type of question is aimed at establishing the relationship between theory and practice: "How can you apply ...?", What can be done from ...?", "Where in ordinary life can you observe ...?", "How would you acted in the place of the hero of the story?

In the "Challenge" stage, students formulate questions, and then look for answers to them using textbook material or other sources of information.

Reception "True and False Statements".

Students are offered a list of statements created on the basis of the text that they will study in the future. The teacher asks to establish whether the given statements are true, substantiating his answer. After getting acquainted with the basic information, we return to these statements, and the students evaluate their reliability, using the information received in the lesson. (Appendix No. 1. )

Reception - Game "Do you believe?" or "Danetka".

The teacher asks questions to which students must answer “yes” or “no”. Everyone has a table on their desk, like on a blackboard. The teacher reads the questions, and the students put in the first line plus (yes) if they agree with the statement, and minus (no) if they do not agree. The second line will remain empty for now. During the lesson, students turn to the table and see how right they were. (Appendix No. 1. )

Reception “Basket of Ideas”

This is a technique for organizing individual and group work of students at the initial stage of the lesson. It allows you to find out everything that students know or think about the topic under discussion. On the board, you can draw a basket icon, in which everything that all students together know about the topic being studied will be collected.

The exchange of information is carried out according to the following procedure:

1. A direct question is asked about what students know about a particular problem.

2. First, each student remembers and writes down in a notebook everything that he knows about a particular problem (strictly individual work, duration 1-2 minutes).

3. Then there is an exchange of information in pairs or groups. Students share known knowledge with each other (group work). Time for discussion is no more than 3 minutes. This discussion should be organized, for example, students should find out what the existing ideas coincided with, about which disagreements arose.

5. All information is briefly written in the form of abstracts by the teacher in the “basket” of ideas (without comments), even if they are erroneous. Facts, opinions, names, problems, concepts related to the topic of the lesson can be “dumped” into the basket of ideas. Further, in the course of the lesson, these facts or opinions, problems or concepts that are scattered in the mind of the child can be connected in a logical chain.

Reception "Story-assumption on" key "words".

Using keywords, you need to compose a story or arrange them in a certain sequence, and then, at the stage of comprehension, look for confirmation of your assumptions, expanding the material.

Reception “Writing a syncwine”.

Translated from French, the word "cinquain" means a poem consisting of five lines, which is written according to certain rules. Compiling a syncwine requires the student to briefly summarize the educational material, information, which allows him to reflect on any occasion. This is a form of free creativity, but according to certain rules. Students can compose a syncwine at the “Challenge” stage, then, having studied the information in the lesson, a new syncwine is compiled at the “Reflection” stage, comparing their knowledge before the lesson and after studying a new topic.

Rules for writing syncwine:

On the first line, one word is written - a noun. This is the theme of syncwine.

On the second line, you need to write two adjectives that reveal the theme of syncwine.

On the third line, three verbs are written that describe actions related to the theme of syncwine.

The fourth line contains a whole phrase, a sentence consisting of several words, with the help of which the student expresses his attitude to the topic. This can be a catch phrase, a quote, or a phrase compiled by the student in context with the topic.

The last line is a summary word that gives a new interpretation of the topic, allows you to express your personal attitude to it. It is clear that the theme of syncwine should be, if possible, emotional. (Appendix No. 1. ).

In the case of a successful implementation of the challenge phase, the training audience has a powerful incentive to work on the next stage - the stage of obtaining new information.

Literature:

Zagashev I.O., Zair-Bek S.I., Mushtavinskaya I.V., We teach children to think critically. With the publishing house "Rech", 2003.

Zagashev I.O., Zaire - Bek S.I. Critical thinking: development technology. - St. Petersburg: Publishing house "Alliance" Delta ", 2003.

Mushtavinskaya I.V., Trofimchuk G.A. Technology for the Development of Critical Thinking: A Methodological Guide. - St. Petersburg: IRO "Change", 2004.

http://www.kmspb.narod.ru./posobie/priem.htm RCM technology techniques.

http://www.kmspb.narod.ru./posobie/nachal.htm Lessons using RCM technology. Elementary School.

http://svetlyschool1.narod.ru/vist_Typina.htmTyapina V. N. “The use of methods and techniques of technology for the development of critical thinking to form the mental activity of students in the process of studying the subject of the world around.”

74. There are many key words in this text, which is explained by its main task - to tell about the rules of behavior for young nobles in the Petrine era. Read the text. Write down the highlighted keywords, phrases, sentences. Retell the text using your notes.

By order of Peter 1; in 1717; textbook of etiquette "An honest mirror of youth; or an indication for worldly behavior"; young nobles; courtesy and courtesy; respect for parents; when greeting, they took off their hat; don't talk much; listen and not interrupt; table manners; sit up straight.

75. Which of these rules seem modern to you? What other rules of polite behavior could you talk about? Write down the key words of your story.

76. Write down 7-10 key words (phrases) from the story of student N. Tereshina. What type of speech can this essay be classified as?

Key words: dog Taiga, anxious barking, little chick, plaintively squeaked, mother, asked for something, saved the bird family.

This essay, according to the type of speech, can be attributed to the narrative, because a story is told here.

77. Identify by keywords and write down the titles of literary works.

1. King, sage, golden cockerel, queen of Shamakhan.
2. Princess, stepmother, mirror, prince Elisha.
3. Ruslan, Lyudmila, Chernomor.

1. A.S. Pushkin "The Tale of the Golden Cockerel"
2. A.S. Pushkin "The Tale of the Dead Princess and the Seven Bogatyrs"
3. A.S. Pushkin "Ruslan and Lyudmila"

78. Write down the key words that you would use when describing the painting by T. N. Yablonskaya “Morning” (see at the end of the book).

79. Read the beginning of "Mishina's Tale" by A. Yashin (key words are highlighted in text A). Think about the continuation of the fairy tale. Title your text.

Teacher of Russian language and literature N. A. Puzanova from Bryansk offers his students Vocabulary dictations followed by creative work(according to options). Using the phrases of these dictations, the students will have to create a text on one of the proposed topics (for example, “The image of the Russian land in the Tale of Igor's Campaign”, “The main idea of ​​the “Word ...”, “Russian princes in the “Word ...”, etc. .).

Let's add to the list N. A. Puzanova and other words related to the same topic: hoax, hypothesis, civil strife, coalition of princes, skeptics, dark places, sedition, journalistic, military-feudal, patriotic pathos, folk poetic tradition, linguistic data . Based on them, one can talk about the history of the text, and about its features, and about the ups and downs of studying the "Word ...". As you can see, this work becomes at the same time a good training in the Russian language.

At all Keyword story successfully used in many lessons. T. I. Smirnova, who teaches at vocational school No. 9 in the city of Roshal, Moscow Region, shared with us an interesting experience. She has to talk about literature with future gas welders and cooks. There are few hours (one hour a week), motivation is low, you need to look for special techniques to communicate with such an audience. Tatyana Ivanovna says that the lesson is invariably successful after the lecture on Tolstoy's biography. There is a week between them, so you need to quickly and productively remember the past. Each student, at the request of the teacher, names one word-association that comes to his mind when he sees the name written on the board - “Leo Nikolayevich Tolstoy”. All called words are also written on the board. Then, in pairs or individually, students should write a short story about Tolstoy using five or six key words from the list that appears on the board. This work can take place both in writing and orally.

It is convenient to use keywords and “preventively”: before the lesson (for example, according to the same biography), you can distribute the words printed on the sheets of paper to the students that will be found in the teacher’s story. Tasks for students can be set different - to number these words, thus marking the order of their appearance; give an interpretation of the words (for this, a special place should be left on the piece of paper); continue the list of keywords (for this, two or three important words that will be used in the teacher's story should be intentionally missing from it). The role of keywords can be performed by poetic quotations given without indicating the names of the authors (for example, for an overview lesson on the poetry of the Silver Age) - then the students will have to correlate them with the key provisions of the lecture.

Of course, these are just some examples of use. Key words at the lesson. We would love to hear how you work with them.

Dictation 1

The true nationality of the “Words ...”, the self-consciousness of enlightened Russian people of the late 12th century, the artistic means of oral poetry and written literature, these techniques, their affinity with folklore, constant epithets, in close proximity to epic images, inspired by folk beliefs, built on the principle of parallelism, retinues actions caused by the desire to emphasize, fearlessness is indicated, chivalric and militant features are strengthened, deviations from the annalistic story are interesting, placed in a number of real people.

Dictation 2

Created on the basis, saddened by defeat, addressed to descendants and contemporaries, a naked sword, with red-hot arrows, on the ground irrigated with blood, armed guards, armed with swords, repeatedly repeated sigh “O Russian land, you are already over the hill!” Trampled in the mud of silk, wounded warriors, slandered by a neighbor, gifted with poetic intuition, about the lamentation of Yaroslavna, Polovtsian regiments, Chernihiv land, ambition, impatience, pride, penitential speech, Horde horses, Turov swamps, is heard in Vladimir, Chernigov, Suzdal, Kiev.