Admission Cluster in elementary school. At what stage of the lesson is it more productive to use the cluster technique

Municipal budgetary educational institution –

average comprehensive school No. 45 im. D. I. Blynsky Orel

Create a cluster

in Russian lessons

Teacher primary school:

Koryakovtseva Elena Ivanovna

Eagle, 2016

Creating a cluster in Russian language lessons


1. Reception of a cluster as a way of graphic organization of material

The modern education system is focused on the formation of independent thinking in students. Critical thinking is a pedagogical technology that stimulates the intellectual development of students. Cluster is one of his methods (techniques).

Cluster (from the English cluster - “cluster”, “beam”, “constellation”) is a way of graphic organization of material that allows you to visualize those thought processes that occur when immersed in a particular topic, freely and openly think about what - or topics.

The cluster assumes:

    selection of semantic units of the text

    their graphic design in the form of a diagram.

The cluster is a reflection of a non-linear form of thinking, allows you to show the semantic fields of a concept. Sometimes this method is called "visual brainstorming".

Cluster reception is universal. It can be used at the call stage to systematize available information and identify areas of insufficient knowledge. At the stage of reflection, the cluster allows you to capture fragments of new information. At the stage of reflection, concepts are grouped and logical connections are established between them.

It is possible to use the cluster throughout the lesson, in the form overall strategy classes, at all stages. So, at the very beginning, children record all the information that they have. Gradually, during the lesson, new data is added to the schema. It is advisable to highlight them in a different color. This technique develops the ability to assume and predict, supplement and analyze, highlighting the main thing.

Basic principles of clustering

The cluster is made in the form of a cluster or a model of a planet with satellites. The main concept, thought, is located in the center, large semantic units are indicated on the sides, connected to the central concept by straight lines. These can be words, phrases, sentences expressing ideas, thoughts, facts, images, associations related to this topic. And already around the "satellites" of the central planet there may be less significant semantic units that more fully reveal the topic and expand logical connections. It is important to be able to specify the categories, substantiating them with the help of the opinions and facts contained in the material being studied.

Rules for designing a cluster in a lesson

Depending on the way the lesson is organized, the cluster can be drawn up on the board, on a separate sheet or in a notebook for each student when completing an individual task. When composing a cluster, it is advisable to use multi-colored crayons, pencils, pens, felt-tip pens. This will highlight some specific points and more clearly display big picture, simplifying the process of organizing all the information.

There are several recommendations for clustering. When creating it, you should not be afraid to state and record everything that comes to mind, even if these are just associations or assumptions. In the course of work, incorrect or inaccurate statements can be corrected or supplemented. Students can safely use their imagination and intuition by continuing to work until they run out of ideas. You should not be afraid of a significant number of semantic units, you should try to make as many connections between them as possible. In the process of analysis, everything is systematized and will fall into place.

Application of the cluster method

The cluster method can be used in almost all lessons, when studying a variety of topics.

The form of work when using this method can be absolutely any: individual, group and collective. It is determined depending on the goals and objectives, the capabilities of the teacher and the team. It is possible to flow from one form to another. For example, in the call stage, this would be individual work, where each student creates their own cluster in their notebook. As new knowledge becomes available, as a joint discussion of the material covered, on the basis of personal drawings and taking into account the knowledge gained in the lesson, a general graphic scheme is drawn up. The cluster can be used as a way to organize work in the classroom, and as a homework. In the latter case, it is important that students have some experience in its preparation. Advantages and results of the application of the reception

The use of a cluster has the following advantages:

    it allows you to cover a large amount of information;

    involves all team members in the learning process, they are interested in it;

    children are active and open, because they do not have a fear of making a mistake, making an incorrect judgment.

During this work, the following skills are formed and developed:

    the ability to ask questions;

    highlight the main

    establish cause-and-effect relationships and build inferences;

    move from particulars to the general, understanding the problem as a whole;

    compare and analyze;

    draw analogies.

The cluster reception develops systemic thinking, teaches children to systematize not only educational material, but also their value judgments, teaches children to develop and express their opinion, formed on the basis of observations, experience and new knowledge gained, develops the skills of simultaneously considering several positions, the ability for creative processing information.

2. Types of clusters in Russian language lessons

In Russian language lessons, the method of compiling a cluster can be used at different stages: when setting goals, repeating the material covered, explaining the new (especially when working independently with a textbook), consolidating the studied material, systematizing, generalizing.

Exist different kinds clusters:

    planet and its satellites

    block diagrams

    paper cluster

    cluster with numbering of words to compose a story

    cluster using individual or story pictures instead of writing words

    group clusters using different fragments of the same topic in each group in order to compose a collective story

    reverse cluster

    grammar cluster

At the stage of consolidating and systematizing the studied material, the most popular and productive cluster model is"Planet and its satellites" . It is also convenient to use it at the stage of goal-setting, repetition of the studied material.

The sequence of actions when creating a cluster is simple and logical:

1) in the middle clean slate(chalkboard) a key word or sentence is fixed, which is the "heart" of the topic;

2) words or sentences are written around, expressing ideas, facts, images, concepts suitable for this topic;

3) as you write, the words that appear are connected by various kinds of symbols (straight lines, vectors, arithmetic signs) with a key concept. Each of the "satellites" in turn also have "satellites", new logical connections are established.

When compiling a cluster collectively, you can use the "Basket of Ideas" technique, inviting students to name the facts, information themselves, without repeating what was previously said.

You can systematize and present material on the topic “Speech Sounds” as follows:

block diagram

An algorithm for performing some type of work (for example, plans for linguistic analyzes) can be represented as a flowchart depicting steps (stages, actions) in the form of blocks of various shapes, interconnected by arrows. There are many options for block diagrams.

Noun analysis

    Determine the part of speech:

    question

    what does

    how it changes

    Beginning f. - (I. p., singular)

    Permanent signs:

    own / common noun

    animate/inanimate

    genus

    declination

    Determine the form of the word:

    number

    case

    Member of the proposal

In working on clusters, the student is given absolute creative freedom: he has the opportunity to write down everything that comes to mind, to give free rein to imagination and intuition. It is important to keep working until time runs out or ideas run out, try to build as many connections as possible, do not follow a predetermined plan.

This methodological technique allows students to see the collected information in an enlarged form. Structuring the expressed ideas reveals contradictions, unclear points, which determine the direction of further search in the course of studying new information.

In group work, the exchange of primary information helps to compare one's own vision of the problem with other views and positions, rethink the information received and come to the most correct solution to the problem.

This technique can be considered effective for working not only in weak, but also in strong classes, since students, when reading educational literature, as a rule, simply reproduce the facts, but do not remember important aspects themes. The cluster allows you to structure the acquired knowledge into separate blocks, which is impossible with a superficial, thoughtless mastering of the material. The application of this method is especially successful in high school with an increase in the number of studied texts. The cluster allows you to most effectively structure a large amount of information, facilitate its perception and memorization.

Thus, a cluster is a way of graphic organization of material, which makes it possible to visualize those thought processes that occur when immersed in a particular topic.

paper cluster

It can serve as a means of developing skills not only in writing, but also in reading. In this case, students receive cards with individual words, sentences, or even a small text on a given topic. Read them, arrange them, if necessary, stick them on the sheet in a certain order around the keyword. The clusters are then checked, discussed and evaluated - at the discretion of the teacher. Preparing the paper cluster does not have to be the task of the teacher. This work can be an excellent homework for students. Have the students in one class prepare a sheet with the key word written and the corresponding cards for the students in the other class at home and vice versa. In the first case, you can check and evaluate homework, in the second case, the correctness of other students compiling paper clusters in the lesson. Both classes will thoroughly work on the topic of the lesson.

Part of speech

Denotes

Questions

Changes

Role in the proposal


Cluster with word numbering.

It is advisable to use such a cluster when it is necessary to determine the sequence of events when compiling a story or oral presentation of a topic. This method is well suited for working with primary school students and those who study a foreign language, since it is for them that the greatest difficulty is determining the order of sentences in the text: where to start the presentation of events, how to develop it and how to finish it. The cluster with the numbering of words is compiled collectively as follows: the topic (keyword) is written in the center of the board, then the students name all the words and phrases that come to their mind in connection with this topic. When all student vocabulary is written on the board, the class begins to discuss the sequence of events in the story. The teacher helps with leading questions and, together with the students, puts the sequence numbers next to the words written on the board: next to the words that must be used in the first sentence, number 1 is placed, in the second - number 2, etc.

Recommendation: to make it easier for students to navigate the cluster and not skip words when compiling a story, you can write numbers with colored crayons: all numbers 1 in one color, numbers 2 in another, etc.

Art cluster (cluster with pictures)

Cluster using plot pictures instead of writing words - effective method to study a large topic when working with elementary school students and in elementary study foreign language. The principle of construction is the same. In the center of the sheet, a picture is pasted on a specific topic (a key word is written), around which students paste or draw its components. Finished pictures can contain only one object (a thing, a living being, some color, etc.) or a whole plot (natural phenomena, people's activities, etc.)

Object Art Cluster

For example, the topic is “Writing a letter”. An envelope is glued in the middle of the sheet. Pupils have to choose from the pictures offered to them the parts and stick them around the main topic. Then the students in the cluster tell how to issue (sign) the envelope.


Story Art Cluster

Used in speech development lessons. For example, compose a story based on a series of pictures.

group cluster

A group cluster implies the distribution of fragments of one topic into groups and the compilation of a collective story. A story is being composed, for example, on the topic “Noun”. One group makes up the cluster "Animate - inanimate", the second - "Declination", the third - "Genus", the fourth - "Number", the fifth - "Case", the sixth - "Own - common noun". Ready-made clusters on large sheets are glued around the main theme. Each group tells part of the story in its own cluster (or another part in someone else's cluster - at the discretion of the teacher), the rest help, complement.

reverse cluster

This type The cluster is used at the call stage in order to arouse interest among students, to activate them and determine the topic of the lesson or at other stages for lexical work and as a way to highlight the main idea, the essence of the content, ideas (at the stage of reflection - as a generalization, summary, summing up ). It is compiled as follows: additional categories or main components are written, a question mark is placed in the center or an empty frame is left to define and record the keyword, main topic, subject of discussion. For example, at the call stage, the teacher shows the students the following cluster and asks them to name the topic of the lesson:


The students should determine for themselves that the topic of the lesson will be “Numerals”.

At other stages, students themselves can create reverse clusters for their classmates or for students of other classes - in the course of reading the text or from memory. This will help them repeat and reinforce the topic, activate vocabulary, and the further use of student clusters will help the teacher to check students' knowledge of the content of the topic and their vocabulary.

3. Teaching schoolchildren how to create clusters in Russian language lessons

The work of learning to receive a cluster can be “broken down” into several stages:

1) collective compilation of a cluster together with a teacher;

2) collective compilation of a cluster by students;

3) making a cluster in a group;

4) creating a cluster in pairs;

5) individual work of the student in the lesson.

For the first acquaintance, it is more constructive to use the stage of checking homework or repeating the studied material, since the student is well acquainted with the information, the difficulty lies only in its organization.

The teacher introduces the students to the clustering algorithm, having previously introduced them to the terminology, as well as explaining where the acquired skill can be useful to them. He, together with the students, forms a cluster, creates a problematic situation: the child must reflect on the activity, express his assumption about whether this form of work helps the process of assimilation of the material, its better memorization, systematization. Thus, the child will be motivated to master this technique.

In the second lesson, students independently collectively form a cluster at the stage of consolidating and systematizing the material covered. Schoolchildren offer their options for organizing information and its content orally (the "Basket of Ideas" technique), make notes, clarify the factual material in the process of work, notice each other's shortcomings, and try to find the best option. The children like the opportunity to express themselves creatively, everyone participates in the discussion. At the end of the work, the teacher asks to explain the resulting model to him, which the students do with enthusiasm.

In the third lesson, the teacher, at the stage of explaining the new material, invites students to work with the textbook on their own: carefully read the rule, highlight in it what he already knew, what became new and what seemed difficult to him (the "Insert" technique). Students have the opportunity to ask questions, to which they receive answers from classmates or, in case of difficulty, from the teacher. Then the teacher invites the children to work in pairs and make a cluster to the rule being studied. Schoolchildren consult, clarify the material, correct errors, correct shortcomings both at the level of theoretical assimilation of the material, and when trying to systematize it and graphic organization. After 5 minutes, students offer their own options for clusters (optional), draw them on the board, comment, draw conclusions.

In the lesson of repetition studied by the student in individually it is proposed, on an alternative basis, to make a cluster on the topic “Single-root words and forms of one word” or to complete an exercise from the textbook. Half of the children wished to work on compiling a cluster, which I, as a teacher, considered a good start on the path to further improvement in this type of work: children are not afraid of this kind of activity, they are ready to try to make a cluster even individually, which means they are confident that they have certain knowledge and skills . After 5 minutes, students turn in their work. Summing up is carried out in two stages: first, the cluster options that the guys have turned out are looked at, the most successful ones are selected, then the guys defend their work at the blackboard. The class evaluates them, comments, corrects shortcomings. Children work with interest. By this time, they have already mastered the clustering algorithm quite well, learned how to work with textual information and draw it up graphically. Further, it is necessary to comment on why not all clusters were allowed to be protected: typical errors are explained and worked out.

Thus, I believe, it is very competent to teach the ability to make a cluster in a Russian language lesson in stages, over several training sessions. This is expedient both from the methodological and psychological and pedagogical points of view.

In this case, a student who is not good enough at initial stage mastering the technique understands the algorithm of actions, feels the support of the teacher, class, classmate. There is no setting for failure a priori. He is not afraid to express his point of view, even if he doubts its absolute correctness, to experiment, to creatively rethink the facts that he owns. By the fifth lesson, the student has already fully mastered the methodology for compiling a cluster (since in the previous lessons shortcomings were systematically eliminated, amendments were made) and does not feel fear of independent, individual completion of the task.

Lessons using the cluster method give the children the opportunity to express themselves, express their vision of the issue, give freedom of creative activity. In general, non-traditional technologies used in educational process, increase the motivation of students, create an atmosphere of cooperation and educate children in self-esteem, give them a sense of creative freedom.

Conclusion

A variety of techniques, methods, technologies is not an end in itself. The result is important. The teacher should evaluate his own progress by the success of his students. Non-traditional pedagogical technologies increase the motivation for learning and children's interest in school, create an environment of creative cooperation and competition, educate children in self-esteem and respect for differences, give them a sense of creative freedom and, most importantly, bring joy.

Cluster: types and benefits

Most enterprises today are modernized with the participation of the state. The state determines the main priorities for the development of enterprises in all areas of activity - from industry to tourism. Structural modernization is developed by the state on the basis of clustering.

What is a cluster?

The cluster, although it is economic term, but its exact definition cannot be found in economic dictionaries. A cluster can be considered an industrial group. In a broader sense, a cluster is a group of several companies united common activities or on a territorial basis. Based on this definition, it can be concluded that not only quality characteristics determine the competitiveness of the enterprise, but also its economic environment, that is, the cluster develops not due to external influences, but due to internal influences.

What is a cluster for?

What is a cluster, now it has become clear, it remains to find out what it is for. Clusters are aimed primarily at the development competitive advantage national industry at the expense of domestic enterprises without involving foreign companies. Organizations united in a cluster "grind" to each other, work harmoniously in one direction of activity, thus developing the domestic market and entering the world level.

What are clusters?

There are three main types of clusters:

Regional;

Vertical;

Industry.

What is a computing cluster?

There is such a thing as a supercomputer. It is also called a computing cluster. What is a computing cluster? The subject is a computer with several processors connected by a communication network. In other words, these are several computers (but with higher performance than usual), united by one "backbone". Such a system allows solving one task in parallel (simultaneously) on all computers.

Cluster in tourism

Tourism has a great impact on the country's economy, in connection with this, its importance is increasing. The rapid growth of tourism activities, as well as the increase in the well-being of the inhabitants of a particular country and its economy as a whole, made it possible to make the development of tourism one of the priority areas. Yes, governments different countries, including Russia, introduced the concept of "tourist cluster". It includes a group of travel companies localized in one region to develop infrastructure and use modern technologies. The main task of the tourism cluster is to provide tourism services with high competitiveness.

The composition of the tourism cluster

The management of the tourism cluster is carried out by the management company - this is entity(usually JSC), which operates on the basis of the principles of public-private partnership, to which the state transfers some powers in the management of certain economic zones of the tourism cluster. Management Company Tourism Cluster regulates the activities of the following companies related to tourism:

Tour operators;

travel agencies;

Organizations providing tourism services (hotels, hotels, holiday homes, etc.).

Secondary components of the tourism cluster:

Public catering enterprises (restaurants, cafe-bars, etc.);

Companies providing transport services(airlines, railway and trucking);

Places of trade in goods for tourists;

Leisure places (parks, venues for concerts, cinemas);

Objects providing services for after-sales service tourist transport.

The purpose of the tourism cluster

The article answered the question of what a cluster is and what types of it exist in our time. The turn has come to say a few words about the purpose of the tourism cluster. All his work on the development of tourism activities is aimed at becoming a separate country as the center of world tourism. In any case, such goals are set by the government for tourism clusters.

April 6th, 2013 06:38 pm

Publisher's Preface

Recently, the editors of our site http://www.smdp.ru/ received a letter from Irina Kovalchuk from the Galician Innovation Cluster. It shows that over the 6 years that have passed since the first publication of the article, its relevance has only increased. In 2007, it was immediately reprinted by half a dozen online publications, from Russian archipelago to KER-Holding, an engineering energy corporation from Tatarstan. In all lists of literature on the topic, it is in the first place. Everyone has already learned the word. Practice, unfortunately, lags behind.

What are clusters and how to create them? Epistemotechnological approach

Yuri GROMYKO

Director of the E.L. Schiffers Institute for Advanced Research, Doctor of Psychology. Sciences, Professor of the British School of Social and Economic Research, full member of the Russian Academy of Natural Sciences

When last year I came to a high-ranking official in the government on a credible recommendation and offered to participate in the design of clusters and the creation of new types of production, he, with a wry smile, answered me: “Clusters - x-yasters! one ".

(A case from one's life!)

1. Is the sectoral form of organization adequate for industrial production in the 21st century?

2. The price of the epistemotechnological challenge

3. Epistemotechnological ideas about clusters

4. Types of clusters

5. Clusters and the All-Russian vertical of projects (GDP rate)

6. Clusters as reserve development systems

7. Epistemotechnological hierarchy of clusters

8. Clusters as multi-scenarios

9. Clusters - foothold new organization consciousness and thinking of people.

10 Benedict Spinoza's Warning

1. Is the sectoral form of organization adequate for industrial production in the 21st century?

The problem of forming industrial development clusters is an attempt to answer a question that is well understood by any practical industrialist: why fundamentally new technologies are not being introduced in our country. Some high-ranking politician brought a group of "businesses" to a branch of the Academy of Sciences, where scientists presented their developments. After numerous many hours of presentations, confirmed by the opinions of foreign experts, he asked the captains of the domestic business if they were ready to buy the proposed solutions and implement them in their enterprises. None of the businessmen expressed a desire to make the scientist happy with the purchase of his development. Does this mean that Russian business greedy and not curious? I think that the main reason for the lack of interest in the results of research and development is not in this.

The problem lies elsewhere. From the point of view of the proposed development, they are absolutely incomprehensible to the person receiving financial solutions reasons, whether this new technology can be introduced (squeezed) into an existing type of production, or on the basis of this technology it is necessary to form a completely new type of production. Implementation new technology into an industrial enterprise of the old formation, the old way of life can cause very serious dysfunctions that will lead to a decrease in efficiency, reliability and, ultimately, profitability this production. The creation of a fundamentally new production that has no analogues anywhere in the world causes various concerns, since it is associated with numerous risks. But really, how to calculate the marketing "guaranteed" demand for a product that does not yet exist? As a rule, the various developments of our scientists involve the creation of not just individual industries, but new industries. Another thing is whether the form of sectoral organization is adequate for industrial production in the 21st century.

Is there a scientific answer to this question? It turns out there is. It was developed by one of our teachers in the field of development economics of super-complex systems and megaprojects, Professor Mark Davidovich Dvortsin. This, unfortunately, two years ago, the deceased scientist developed a special discipline - "Technodynamics", which describes the patterns of evolution and changes in full-scale production systems, including institutions of education, industry, and science. Technodynamics is a theory of institutional dynamics focused on the analysis of changing technologies that determine the conditions for the creation of new industrial systems in changing institutional conditions. This practical discipline shows the futility of the ideas of the so-called "innovative economy", which can analyze only one problem - "squeeze" or not "squeeze" new technological solutions into old ones. organizational systems. But to figure out whether we are talking about updating the old techno-industrial order, or the task is to create industrial production fundamentally new techno-industrial order - "innovative economy" is not capable. Therefore, a much more successful term than the innovation economy is the concept introduced by Yu.V. Krupnov - "development economics", with only one amendment that development is initially a non-economic category. First, it is necessary to organize development, and only then capitalize it.

2. The price of the epistemotechnological challenge.

What is the main trend of the transition to a new techno-industrial order connected with? With a radical change in the institutional conditions of people's activities, which is based on a change in the main type of ownership. The new type of way of life is associated with the emerging type of transfer ownership, with the transfer of technologies from one area and the use of these technologies in another area. Ownership of the transfer and the dynamics of technology presupposes the development of the institution of intellectual property. The threatening state of this institution in Russia is evidenced by the lawsuit filed by Microsoft against the director of a rural school Ponosov, as well as the purchase and implementation of the system products of this company in Russian nuclear power plants and nuclear submarines. The thing is that technology transfer is carried out in a special “aura” that envelops an asset or an industrial platform. This aura is formed not by information technologies in the form of the notorious IT, but by epistemic technologies that provide the ability to isolate technological solutions based on new physical principles and effects and determine the conditions for their transfer to other practical industrial zones. Within the framework of the new techno-industrial structure that is being formed all over the world, 90 percent of the added value will be formed precisely in this aura. Therefore, as in other areas, the problem sounds very simple: either we will form our own epistemic “aura” and asset analysis system, or it will all be appropriated through someone else’s “aura” of billionaire Bill Gates.

But in order for technologies and new technological solutions to be transferred from one area of ​​industrial production to another on the basis of epistemic (knowledge) practices, special platforms must be prepared to ensure such a transfer. It is actually with the construction of such platforms that the formation of clusters is connected for us, since on the basis of such platforms it is supposed to combine fundamental practice-oriented science, design developments and new high-tech industries. From this point of view, clusters are not just a manic obsession after 15 years of stupidity to start doing something and bring production processes to fruition with all your might - to create satellites, planes, cars, etc. This very important task of raising production discipline and mobilization has nothing to do with clusters, development economics, or even an innovative economy. That is, clusters, in the language of Schopenhauer, are not only will (obsession), but also a representation.

3. Epistemotechnological ideas about clusters.

Building a cluster is associated with the need to unite, within one special zone, production business projects in a specific technological area, fundamental developments and modern systems for designing new products and preparing for the production of these products.

Actually, the unification within the framework of a single management system of knowledge and technology exchange cycles will allow building the supporting institutional structures (core and backbone) of the future cluster, which unites several fundamentally new, today non-existent industries. The transition to a cluster is associated with the organization of technodynamic processes of the same type technological systems within the framework of the new techno-industrial structure that is being formed in Russia, based on the transformation and replacement of significant arrays of Russian industrial production with new technological solutions. The epistemotechnological approach allows expanding the idea of ​​a cluster introduced by the Nobel Prize winner Michael Porter. As you know, today's fashionable economist gave the following definition of a cluster: "A cluster or an industrial group is a group of neighboring interconnected companies and related organizations operating in a certain area and characterized by a common activity and complementary to each other"2.

The central point in the formation of a cluster in our approach is not just territorial and geographical convergence, a residential association of industries from several different industries, between which synergy and mutually functional relationships are possible (supplier-consumer type, development of related solutions, etc.). The task is to bring a number of fundamentally new laboratory technologies, the operation of which is based on new physical principles and effects, to new systems of activity and practice. On the basis of the formed new systems of activity and practice, it is possible to re-equip the entire array of industries of the previous techno-industrial order. From this point of view, every cluster integrates several different activity schemes in its device:

A scheme for organizing a full-scale productive system that combines fundamental practice-oriented science (physical, mathematical and humanitarian), innovative industry and developing education in its structure.
Scheme of spheral organization of the industrial production platform in the form of processes of production, reproduction, sustainable functioning, development, disposal of technologies of the previous techno-industrial order, leadership, organization, management.
A scheme of multisectoral and polyspheric organization of practice, which implies the organization of technodynamics and technological diffusion of new solutions not along the boundaries of industries and redistributions, but in accordance with the principle of innovative susceptibility of various groups of the trans-Russian innovation infrastructure.
The scheme of co-organization and simultaneous use of the knowledge and logistics (post-industrial) level of redistribution and the modernized industrial platform (neo-industrial level of redistribution), which ensures the formation of new generation devices.
The scheme of co-organization of a breakthrough centrally organized core and a competitive market environment, at different speeds and on different principles, perceiving and implementing technologies and products of a new techno-industrial order.
Scheme for the formation of dual-use products based on serial production providing proven product quality.
The scheme of a double “marketing ring” (from marketing a product to marketing a new lifestyle, and from marketing a person using a given product and service to marketing a thing), providing marketing of a new type of devices and technological services for their implementation with marketing of a new lifestyle in Russia , with the fashion for life in Russia of a creative, creatively thinking person.
A scheme for investment design and construction of a financial and engineering company that ensures the implementation of megaprojects based on tracking the entire alternative set of promising project products and taking into account risks, rather than discounting the financial flow.

The idea of ​​creating clusters from an epistemotechnological position includes the following major organizational principles.

The clusters being created are a zone of income outside the hydrocarbon industry. The main idea of ​​forming a cluster is to create conditions based on science-based and technologically feasible integrated solutions, as well as commercial mechanisms for the re-equipment of the high value added industry (development of new generation devices, mechanical engineering, new materials - polymers, ultrapure materials, nanotechnologies) and thereby preparing comprehensive production and technological packages for profitable investment investments. Such decisions are the basis investment projects, are a condition for the formation in Russia for the first time of a zone of profitable financial investments outside the resource-extracting sector of industry, in accordance with the decisions of the President of the Russian Federation and the mission Russian industry.

Clusters are a zone for growing new standard solutions for regional development. These technological packages created in clusters can be replicated in various parts of the country, forming regional platforms for strategic employment, including through attracting specialists who have previously left it to the country.

Clusters are an adapter between fundamental science and complex developments. The formation of complex technological solutions is key advantage a cluster that provides the transfer of knowledge about new physical principles and effects obtained in the laboratories of the country's academic institutions into industrial production technologies, as well as into the technological know-how of devices and instrumental systems of a new class for various industries.

Knowledge management as a condition for the formation of a development economy. The ongoing turnover of knowledge (fundamental, technological, technical, natural sciences, humanitarian, economic) forms the basis of complex technological solutions and new forms of industrial production systems management. From this point of view, the cluster is a factory of complex practice-oriented knowledge, which makes it possible to determine the zones of priority investment investments.

Innovative infrastructure and financial and engineering schemes for the implementation of the megaproject. To implement the mega-projects of industrial re-equipment developed at the sites of the formed clusters, it is planned to develop special financial and investment schemes and innovative strategies supported by consumers of large infrastructure solutions (such as Russian Railways). The principles of knowledge turnover, financial and engineering schemes, innovation and network strategies should be developed on the basis of special humanitarian theories. From this point of view, the creation of clusters involves the co-organization of technical, natural-science and humanitarian knowledge.

Clusters as a learning organization. The most important condition creation of pilot productions of a new generation is a constant process of retraining managers and developers of the emerging cluster, which allows us to consider it as a training organization that masters new institutional schemes of activity.

4. Types of clusters.

And what is the representation behind the clusters? This idea should be connected with the answer to the question: what do we actually want to achieve by creating a cluster - organized in the form of a cluster - production system, with which practical necessity associated with similar cluster formation3? From our point of view, this "clustering" as a strategic process can be associated with at least four of the following circumstances:

1) Technological re-reproduction and re-development of some existing infrastructure platform based on fundamentally new technological solutions for the next technological and industrial and socio-cultural order. For example, on the basis of fundamentally new materials, we are beginning to re-equip the entire infrastructure of Russian Railways. In this case, a cluster or multicluster begins to form around the joined zones of new technological solutions. It becomes clear that one technological transformation will soon lead to the next, and so on. This type of cluster should be called infrastructural-innovative. The main advantage of this cluster is due to the fact that it is formed around a system of guaranteed consumption of products. It is worth including fundamentally new materials in the design of infrastructure units and now the manufacturers of this range will have a guaranteed consumer. The main difficulty in the formation of this cluster lies in the docking, organization and aggregation of different technological solutions in order for the re-equipped infrastructure to function stably.

2) The next type of cluster is associated with the creation on the basis of fundamentally new physical principles and the effects of currently non-existent infrastructures. For example, such a new infrastructure could be the launch of a constellation of satellites different sizes- large satellites, small satellites, nanosatellites, which provide the creation of multilevel observation systems. Such a fundamentally new infrastructure can be the creation of a laser machine tool industry, in which small-sized lasers can replace the functions of many machine tools that exist today. Finally, such an infrastructure can be a system for maintaining health and providing a person with “live food”, the energy effect of which is not reduced by aromatic additives and dyes, based on biophotonics technologies that allow detecting ultraweak radiation and diagnosing the state of human cellular tissues. The main advantage in the formation of this cluster is that it does not need to be included in existing systems productions. It is formed in a new free space. The main disadvantage of this cluster is that it is never possible to calculate the guaranteed demand for the products of this cluster in advance. Therefore, the formation of this cluster can only be carried out under serious guarantees from the state.

3) The third type of cluster should be called ultrastructural (as opposed to infrastructural), meta-industrial cluster. On its basis, an industry is being created to transform existing types industry. The industry for the re-equipment of existing industry is what we call meta-industry. A typical type of ultrastructural meta-industrial cluster can be a nanoelectronic cluster. Suggested scientific solutions on the creation of devices of a new type based on nanoelectronic technologies can be used to re-equip instrument-making enterprises of the previous techno-industrial order. The main advantage of this cluster is the ability to form a whole bunch of enterprises around the advanced technology of a new class, where it will be implemented. The main difficulty in building this cluster lies in the most complex system of coordination of scientific and technological, financial and organizational and industrial and production decisions.

4) The fourth type of cluster can be called a cluster of "borrowing a frontier technology platform". Progress towards the formation of a new techno-industrial order implies the creation of conditions for the development of technologies that form the cutting edge of technological development in the world today. Therefore, the borrowing and redevelopment of advanced technological platforms in the system of Russian industry is prerequisite its competitiveness. IN this case It's not just about learning technological lines producing finished products. The task is to, based on the connection to the analysis of technological solutions embedded in this platform of fundamental practice-oriented science, after some time to propose the next step in the development of this technological platform. The advantage of building this cluster is that it is based on import-substituting technologies. The operation and use of these technologies involves entering the domestic market and offering more low prices for the production of products already mastered by the consumer. The main difficulties in the formation of this cluster are connected, first of all, with the domestic culture of industrial and production labor. Very often, the cost and production costs on a borrowed technological platform are higher than on similar foreign productions.

It should be noted that the four types of clusters that we have identified are ideal types according to Max Weber, that is, they represent a certain coordinate system within which decisions to build a particular cluster can be analyzed and understood. Moreover, a particular cluster often involves a combination and combinations of the listed types: one, two, three, or all four. It is very important to understand that it is essential common moment building each of the listed types of clusters is the co-organization of a practice-oriented fundamental science, design development and innovative industry.

Each teacher strives to make the learning process brighter, more fun and more interesting. After all, the unusual situation makes children remember information better.

A great way to achieve what you want is to turn your eyes to the cluster. What it is? At school, this is a technique used by the teacher during the lesson. This is the name of the graphical method of organizing information, in which the main semantic units are distinguished, fixed in the form of a diagram with an explanation of all the links between them. An educational cluster is an image that promotes systematization and generalization. It serves as a visual aid diagram for the student.

The "cluster" technique develops the ability to form one's own opinion based on experience and observations. In addition, it promotes the self-educational activity of students, the ability to work both in a group and independently, and activates learning activities. The guys have the opportunity to make corrections to the finished schemes.

Cluster - what is it? At school, this is an opportunity for children to express themselves, to show how they see the proposed problem or topic. This is creative freedom.

Cluster - what is it at school?

Let's talk about the reception in more detail. The term itself in translation means "constellation" or "beam". A cluster is a graphic technique for systematizing knowledge in the form of a "bunch" or "bundle" of interrelated facts.

Cluster as a method of critical thinking

What is it focused on modern system education? To increase the independence of the younger student. Critical thinking is what stimulates the intellectual development of students. Reception "cluster" in primary school is one of his methods.

It goes through three stages: challenge, comprehension, reflection.

The first stage is the activation stage. All students are involved in the process. Its goal is to reproduce existing knowledge on a given topic, form an associative series and pose problematic questions on the topic. The comprehension phase is characterized by the organization of work with information. This may be reading material in a textbook, thinking about or analyzing the facts. Reflection is the stage when the acquired knowledge is processed in the course of creative activity, after which conclusions are drawn.

If you look at these three stages from the point of view of a traditional lesson, it becomes obvious that they are not fundamentally new for teachers. They are present in most cases, only they are called a little differently. “Challenge” in a more familiar name for a teacher sounds like “actualization of knowledge” or “introduction to a problem”. "Comprehension" is nothing but "discovery of new knowledge by students". In turn, "reflection" coincides with the stage of consolidation of new knowledge and their primary verification.

What is the difference? What is fundamentally new in the technology of "clustering" in elementary school?

The element of unusualness and novelty lies in the creation of conditions for the free development of each individual. Each stage of the lesson involves the use of its methodological techniques. There are quite a few of them: a cluster, an insert, a cinquain, a table of thick and thin questions, a zigzag, “six thinking hats”, true and false statements, and others.

Cluster technology: what are the advantages and results applications this method?

What skills are formed and developed in the process of this work?

  1. Ability to formulate questions.
  2. Find the main thing in a large amount of educational material.
  3. Establish causal and logical relationships.
  4. Build inferences.
  5. Move from the specific to the general, perceiving the problem in a general way.
  6. Draw analogies.
  7. Compare and analyze.

Application of cluster technology: advantages

  1. Allows you to cover a much larger amount of educational material.
  2. Involves all students in the learning process.
  3. Activities are interesting for children.
  4. Pupils are open and active, as they have no fear of making a wrong judgment.
  5. Organizes creative activity, provides a flight of fancy.

What is the order in which to act when forming a cluster?

The sequence of actions when compiling a "bunch" is logical and simple.

In the middle of the blackboard or blank sheet, a keyword or sentence is written, which is the main one in revealing the topic, idea. Further, other words or sentences are written around, which express facts, ideas, images that are suitable for the chosen topic. As you write, all new elements are connected by a straight line with a key concept. Each "satellite", in turn, also has "satellites" - this is how new logical connections between concepts are established.

At what stage of the lesson is it more productive to use the cluster technique?

The cluster in elementary school can be used at any stage of the lesson. It is also suitable at the stages of challenge, comprehension and reflection, as well as a basic strategy for conducting a lesson.

When organizing work with younger students, it is necessary to take into account their age characteristics. Remember that the teacher in these lessons is a kind of work coordinator: he directs the efforts of students in the right direction, collides different judgments, and helps create conditions that will encourage independent decision-making.

Why is a cluster good? What is it like at school? The method of independent work of students. For this technique to become technological, it is enough to carry out such work 2-3 times. Students enjoy making clusters. You can work on questions that you did not have time to consider at the lesson at home. The application of the "cluster" method is not limited to the classroom activities of younger students.

How to apply at different stages of the lesson?

Call stage

At this stage, students express and record all the knowledge on the topic that they have, as well as all associations and assumptions. Here, the cluster is a stimulating component of the cognitive activity of younger students, which creates motivation for reflection before starting to study a new topic.

Reflection stage

At this stage, the reception of the cluster will allow structuring the educational material, improving the quality of its assimilation.

Reflection stage

This is the stage of summarizing the acquired knowledge and skills that will help to systematize the cluster.

Examples of drawing up such schemes, at least some of them, are presented on the page. The method is good because it is suitable for use in any lesson and at all stages of the lesson, in the form of its general strategy. So, at the beginning of the lesson, students fix all the knowledge that they possess. As the lesson progresses, students complete the diagram with new data. It is advisable to do this in a different color.

Receiving a cluster contributes to the development of the ability to highlight the main thing, to assume and make forecasts, analyze and supplement.

Are there any principles for making a bunch?

A cluster in history or any other discipline can be arranged in the form of a model of a planet with its satellites or in the form of a bunch.

The key concept, the thought, is located in the center, then, on the sides of it, large semantic parts are indicated, which are connected to the central "planet" by straight lines. These can be sentences, phrases, or words that express facts, thoughts, associations, or images about a topic.

You can divide the sheet into a certain number of sectors, which will have a common part in the center - this is the key concept and the blocks associated with it.

Cluster - examples of correct concretization, systematization of the facts that are contained in the material being studied. So, around the "satellites" of an already existing "planet" appear even smaller satellites, less significant units of information that more fully reveal the topic and expand logical connections.

Cluster: examples in elementary school. How to properly draw a "bunch"?

The design of the cluster depends on how the teacher organized the lesson: for example, a “bunch” can be designed on the board, on separate sheets, or even in students’ notebooks, as they complete individual tasks. When composing a cluster, it is best to use multi-colored chalk, pens, pencils, markers or felt-tip pens. This will highlight the key points and more clearly display the overall picture, simplify the process of systematization and classification of information.

When compiling a "bunch", do not be afraid to express all your thoughts, assumptions, facts and fix everything that comes at the level of associations. After all, in the course of work, everything that is incorrect and inaccurate can be corrected or supplemented. Students can give free rein to imagination, fantasy and intuition, working until the flow of ideas dries up. There is no need to worry about the presence of a significant number of semantic links in the diagram. A cluster on a topic that is itself extensive, and should be large enough. The main thing is to find as many logical connections between blocks as possible. At the stage of work analysis, everything is systematized and will fall into place.

How to apply the cluster method in the classroom?

So cluster. Examples in elementary school can be truly diverse: this technique can be used in almost every lesson in the study of a wide variety of topics.

Using this method of work, you can use absolutely any form: collective, individual or group. It is determined by the goals and capabilities of the teacher and students. Let's assume a transition from one form to another.

For example, during the challenge phase, each student works individually: each child creates their own cluster in their notebook. When new knowledge begins to flow, already during the general discussion and discussion, based on personal drawings, one can draw up one general graphic scheme.

The cluster can be used as a way to organize work during a lesson or as a homework. If you are asking students to create a cluster at home, keep in mind the importance of the students having some experience and skills in creating it.

Cluster technology: an example

As an example, let's take the compilation of "bunches" in a social studies lesson. The topic being studied is "Monarchy".

At the beginning of work on the “bunch”, students express all associations and suggestions on this issue, and the teacher, in turn, fixes them on the board.

Example: power, monarch, form of government, head of state, autocracy, political system, power.

This is followed by an introductory reading of the paragraph in the textbook. In the course of acquaintance with the material or as a result of reading the text, the cluster is supplemented with "fresh" facts. The teacher fixes them on the board with a different color of chalk.

The result of the lesson is an analysis of the resulting picture. It is obligatory to discuss the correctness or incorrectness of the initial facts and judgments. An important stage is the generalization of the acquired knowledge.

What gives the use of the cluster in the process of teaching children?

The cluster method contributes to the development of systemic thinking, the ability to creatively process the material, teaches children to classify and analyze not only the facts from the textbook, but also their own value judgments, develops the skill of considering several positions at once, teaches them to formulate and express their own opinion, which is developed on the basis of experience and observations.

Output

A lesson using cluster technology, or "bunches", gives children the opportunity to express themselves, express their opinion, and also provides room for creativity. In general, non-traditional teaching methods, which are actively used in the educational process, help to increase the motivation of students, give a sense of their own freedom, and create an atmosphere of mutually beneficial cooperation.

Not even a couple of weeks pass, as in our Everyday life new words appear, the meaning of which we cannot explain. The reason for this is the information age, which constantly “accelerates” time and brings many interesting discoveries. Terms are constantly changing, losing their old meanings and acquiring new meanings. Probably, each of you heard how the word cluster slips in this or that context. What is it, and in what areas is this expression used? Let's take a closer look in this article.

Dictionary about the meaning of the word

As it was not difficult to guess, the word cluster comes from English " cluster» - group, swarm, pack, accumulation, clot, bundle.

This term is used in economics, computer engineering, music, astronomy and means a set of objects that are functionally similar to each other and assembled into one bundle.

  • Computer engineering. Servers are collected in one cluster, which increases the stability of the system and its performance. The second meaning, which can be found in information technology- hard disk sector.
  • Economy and industry. Production units that are interconnected and concentrated in one place.

The above descriptions of the term "cluster" are most often found in our language. Although, in Lately, this expressive means can be heard in management, medicine, pedagogy and even in sports.

Cluster in industry

Innovative processes of recent decades have led to a technological breakthrough in the fields of telecommunications, mobile devices, microelectronics, computer and economic cybernetics. All these branches are interconnected, and therefore not only on industrial enterprises, but also within individual countries, the so-called cluster analysis began to take shape. The accumulation of production potential in one place provides an effective implementation of investment investments.

Consider concrete examples:

  • Cluster approach in the national economy. In Germany, clusters have been established in the chemical industry and mechanical engineering, in France, the food industry has been formed, and in Japan, computer engineering.
  • Cluster approach within industrial concerns. The American automotive cluster in Detroit has gathered around itself such giants as the Ford Motor Company, Chrysler Group LLC and General Motors". The cooperation of automotive corporations promotes the exchange of innovative technologies and to increase jobs.

Qualitative successes in the development of world industry, gave a scientific and technological revolution in the field of information technology. Inventions in this area, almost instantly become publicly available to any person.

New technologies make it possible to create, process and store huge amounts of information, and computerization has become an integral part of the success of any enterprise.

Cluster in Information Technology has three main meanings:

  1. . The hard drive of a computer is designed to work with data (writing, reading and saving), and consists of their minimum logical units - clusters. The cluster size that is created during disk formatting is user-selectable. For a computer designed for work (the presence of a huge number of small files), create clusters no more than 4Kb. For a home system designed for gaming or watching videos, this value can reach 32 KB or more.
  2. Computer group cluster. Two or more computers are assembled in single system(cluster), designed for a large amount of computing. The main advantages obtained with such a connection:
  • System unification.
  • Fault tolerance.
  • Flexibility of management.
  • Multitasking.
  1. Cluster in programming. Along with object-oriented programming, there is the concept of abstraction of data types, based on the functionality of program components (clusters). Clusters allow you to hide the details of the implementation of algorithms.

Cluster strategy for the development of medicine

Recently, in many countries, for the development and modernization of promising sectors of the economy, it has been successfully used cluster strategy. Not an exception in this list are medical organizations. At the state level, there is support for competitive medical centers, and clusters are being created from organizations that have not previously collaborated with each other.

Such medical enterprises are located on the same territory, and, exchanging the scientific base collected over decades, significantly improve the quality medical services for the population.

Little known meanings of the term "cluster"

  • Music. A chord with an interval between notes of one second is also called a cluster. The term was first used in music by the American composer Henry Cowell.
  • Education. In the learning process, information is systematized and divided into semantic units (clusters). This technique stimulates the intellectual development of each member of the team.
  • Biology. In biology, there is such a thing as a "cluster of genes" - related genes located on a chromosome that are part of one multigene family.
  • Logistics. In logistics, this strategy provides an effective territorial construction of transport and warehouse clusters that optimize the process of delivery and storage of goods.
  • Economy. United by any signs (logistics, commodity) financial or trading activities.

Now you know the meaning of the term "cluster": what is it, and in what areas modern life it is used. Ignoring the specific meanings of this expressive expression (such as a cluster chord or hard drive sector), a cluster is a set of enterprises that specialize in performing similar functions.

The exchange of tangible and intangible assets gives a huge breakthrough in the development of both individual industries and the state itself as a whole.

Video about the cluster

In this video, Rick Tyson talks about the application cluster method in sports with a bench press:

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