Possibilities of using critical thinking technology in elementary school. Methodological guide "the art of asking questions" A creative question helps

07 Feb 2018

Each HR manager has his own secrets when searching and selecting candidates for open vacancies. Some specialists conduct stressful interviews, others try to ask non-standard questions at the interview, someone conducts "game" meetings. All of these methods have their pros and cons. The candidate is unlikely to know in advance the format of the upcoming meeting, so it is worth preparing for any of the possible options. In this article, we will explain why creative interview questions are asked and how to answer them.

Such questions are interesting for the candidate, if you understand why they are asked. Many job seekers make the mistake of thinking stupid questions and not finding the right answer. Let's take a closer look.

1. What keeps you awake at night?

This question is aimed at revealing your weaknesses. Therefore, you should not talk about outstanding loans and unpaid utility bills. Note that in addition to the excitement before the upcoming responsible meeting, you do not experience problems with sleep. Sleep is an important part of the daily routine, you not only value your time, but you also know that the body needs a certain amount of time to rest and this should not be neglected.

2. If you were a color, what would you be?

An excellent answer to this question would be "rainbow". Each personality type is characterized by a specific color, and as a specialist, you need to develop each type. Based on the circumstances, you analyze whether to be red, black or green. This will show the recruiter your ability to be flexible. And this quality is highly valued in the business environment.

3. How do you deal with stress?

The ability to properly plan your time helps you avoid stressful situations. After all, you are a professional and know how to make the most of your resources. And from unforeseen circumstances, you are protected by an active lifestyle, proper nutrition and healthy sleep.

4. What is the most important part of your job?

Do not start listing all your tasks and responsibilities. You must submit to the recruiter big picture of your work and give arguments why this particular part is the highest priority for you. Be sure to include your personal and professional quality to help you complete these tasks successfully.

5. Tell us about your talents and how do you develop them?

Please note that it is necessary to talk about those qualities that help you in your work. For persuasiveness, give a few examples from life where you have proven yourself. Pay special attention to examples of development, where you started, what you came to and thanks to which you achieved success.

6. Sell me this pen.

A common question asked by candidates applying for jobs in the retail industry. The recruiter evaluates your communication and sales skills. There are many nuances to this issue, which you can learn more about here.

7. Imagine that in a year our company has achieved great success. What do you think your contribution will be in this?

The answer to this question will show the recruiter how much you are aware of the activities and product of the company, how well you understand the features of work in this area and your role in the working mechanism. It is important for the applicant not only to show that he is ready to work hard all next year, but also understands the further prospects for the development of the organization.

8. Tell us about your best period in life.

This question will help the recruiter understand the nature of the applicant, the level of intellectual development and professionalism. After that, he will be able to determine your role in the company and the team, as well as your working potential.

9. When successful employment to our company, what offers from other employers will you be interested in?

The answer to this question is to determine the values ​​of the candidate, what is more important for him material wealth or workplace. Think ahead about your answer. Tip: material motivation is the least impressive recruiter. After all, who needs employees who, at the slightest chance of getting more, will leave the team.

A role model will show the recruiter what you are striving for as a person and as a professional. How well the candidate can analyze himself and his development.

11. What do you dislike doing at work?

A tricky question, the answer to which should be thought out in advance. In an ideal world, all employees love their jobs. However, it is not. And there are tasks that bring the least pleasure. And this fact should not be denied. It is important to note factors that will not have a strong impact on your professional activity and tasks. If applying for the position of sales manager, you say that you do not like communicating with people, then it is unlikely that you will receive a job offer.

12. What animal do you associate yourself with?

Descriptions of the animal and the features of the future position must match. Panda or sloth is not the best best options for answers. But, for example, mornings are a great example, they calmly swim on the surface and purposefully dive to get what they want.

negative questions.

During the interview, you may be asked "negative questions" that baffle some candidates. And you also need to be prepared for them.

13. Give reasons why we would not hire you.

The reverse side of the question "Why should we hire you?". This question tells the recruiter how well you can exploit your weaknesses.

14. Tell us about your biggest failure at work?

Everyone makes mistakes, and that's okay. The one who does nothing makes no mistakes. And any professional, before becoming one, is mistaken more than once. When talking about your failure (do not talk about everything at once), focus the listener's attention on what lessons you learned from it and what exactly this incident made you grow and develop.

15. Working in extreme conditions, what is your reaction?

With this question, the recruiter is trying to understand whether you are ready to work overtime or on weekends. And here you need to decide for yourself whether you are ready for such conditions and why you are asked such questions.

"Chamomile" 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 issues. 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.

"Chamomile of Questions" (or "Chamomile of Bloom")
Systematics of questions, based on the one created by the famous American psychologist and educator Benjamin Bloom, is quite popular in the world of modern education. .We, considering that “Bloom” can be translated from German as “flower”, decided to make the theoretical constructions of the scientist more visual and attractive. The resulting "flower" we called "Bloom's Chamomile" ..
As a result, we created the "Chamomile of Questions", which in Russia is still stubbornly called the "Chamomile of Bloom". So, six petals - six types of questions.
1. Simple questions- questions, answering which, you need to name some facts, remember and reproduce certain information. They are often used in traditional forms of control: in tests, in tests, when conducting terminological dictations, etc.
2. Clarifying questions. Usually they begin with the words: “So you say that ...”, “If I understand correctly, then ...”, “I may be wrong, but, in my opinion, you said about ...” The purpose of these questions is to give the person 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. Interpretation (explanatory) questions. Usually begin with the word: "Why?" In some situations (this was discussed above), they can be perceived negatively - as coercion to justify. In other cases, they are aimed at establishing causal 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. If there is a particle “would” in the question, elements of convention, assumption, forecast, we call it creative. "how do you think. How will the plot of the film develop further?
5.Practical issues. The question aims to establish a link between theory and practice. Where in ordinary life you can observe the phenomenon ...
6. Evaluation questions. The question is aimed at clarifying the criteria for why a particular phenomenon is good or bad.

Your questions on the creative topics of the portal website

"Knowledge can only be with those who have questions"

Henry Ford

Dear Reader! Obviously the questions are: "What was the name of Alexander Sergeevich Pushkin?" and “What are the recommendations for the poet of 2030?” have different levels of difficulty...

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News

From January 26, 2020, online lectures and consultations by I.L. Vikentiev at 19:59 (Moscow time) about creativity, creativity and new developments in TRIZ. Due to numerous requests from non-resident Readers of the portal site, since the fall of 2014, there has been a weekly Internet broadcast free lectures I.L. Vikentieva about T creative personalities / teams and modern creative methods. Parameters of online lectures:

1) The lectures are based on Europe's largest database on creative technologies, containing more than 58 000 materials;

2) This base data was collected during 41 years old and formed the basis of the portal website;

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4) About 30-40% the time of online lectures will be answers to questions asked by the Listeners during registration;

5) The lecture material does NOT contain any mystical and/or religious approaches, attempts to sell something to the Listeners, etc. nonsense.

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To answer your questions we will use Europe's largest databases of creative personalities - their mistakes and achievements. It is possible to purchase full-time and online tickets on the site of the lecture hall "Concentrator".

• 45th full-time Anniversary conference website "Creativity Strategies" will be held in the center of St. Petersburg near Nevsky Prospekt on December 21, 2019 (Saturday).

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MANUAL FOR THE CREATIVE TEACHER

AMGA 2017

Table of contents

1.1.

Formation of universal learning activities in elementary school: from action to thought.

1.2.

Planned results of primary general education

Chapter 2

Methodological techniques and strategies that develop the ability to ask questions

2.1.

Features of working with a children's question

2.2.

2.3.

TRIZ technology techniques

2.4.

Methodical piggy bank teachers

Appendix

References

Knowledge can only be

who has questions.

Henry Ford

Introduction

Where does the knowledge of the world begin? With curiosity, inquisitiveness and with a QUESTION. A child who has come into this world is interested in everything: What is it? What is it? Why is that?Curiosity in children is the norm, even one of the signs of giftedness, so it’s very good when a child asks questions, and anxious when he doesn’t.

But why over timeDoes the child stop asking questions? Why does such an interesting period of "why" stop when the child enters school? Is it because at school the child is answered questions that he did not ask.

Recall the lines from the poem by Samuil Yakovlevich Marshak:

He plagued adults with the question "Why?"
He was nicknamed "The Little Philosopher".
But as soon as he grew up, they began to
Present answers without questions.
And since then he is no one else
Doesn't ask "why" questions.

New educational standards guide teachers to the search for forms and methods of teaching that are designed to stimulate interest in learning, research activities. The emergence of a new pedagogical task - the formation of semantic reading skills in schoolchildren is not accidental, it is an attempt to return the child to his former state of curiosity, personal interest. But curiosity cannot be without a question. It turns out that the ability to ask questions and look for ways to answer them is one of the most important elements of semantic reading.

The art of asking questions is one of the basic skills for learning. Progress in mastering the material can be assessed in terms of what questions the student asks, shows the level of understanding of the problem and the ability of the asker to make assumptions. The ability to ask questions helps in solving intellectual problems, helps to improve mutual understanding between people, determines the significance of what is being studied for oneself, which means that this skill is one of the main universal learning activities, the development of which implies the Federal State Educational Standard.

The ability to ask questions helps a person learn to answer the questions of others thoughtfully and without haste; answer, reasoning and developing your point of view. Drawing up a plan for answering a question is nothing more than splitting one big question to more narrow questions. It is no coincidence that many psychologists prefer to talk about art, rather than the ability to ask questions: after all, the question shows not only the level of awareness, but also the ability of a person to approach the subject of study in a non-standard way.

In order to teach a child to ask questions, one must change one's position in relation to the student, to the subject, one must learn to recognize both one's own and the child's right not to know, to be interested, to assume.

Understanding the importance and significance of the child's question in the process of cognition, in the process of developing semantic reading skills, the child's ability to correctly ask questions and answer them, it is necessary to study the process of forming this skill in a child, the types and types of questions and select pedagogical techniques in the lesson.

Chapter 1. Normative basis for the formation of the ability to ask questions

1. Formation of universal educational activities in basic school: from action to thought. Task system: teacher's guide / [A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya and others]; ed. A.G. Asmolova (Series "Standards of the second generation").

The manual provides a description of reading as part of universal learning activities, the conditions for organizing effective learning to read, among which methods of comprehending the text are described: asking questions to the text and searching for answers to them (in the text itself, by remembering, reasoning and inference, or by contacting the teacher and peer). These questions are addressed to the logical connections of parts of the text, the connections of the text with other texts on the same topic, to individual incomprehensible sentences and words. A variant of this approach isquestioning, guessing combining a question and a hypothetical answer to it (Isn't it because ....?. that ....? Perhaps this is due to the fact that ... ..?)

This manual presents the main types of tasks aimed at developing and evaluating the formation of semantic reading skills, among which the ability of schoolchildren to independently ask questions and answer them is also tested.

Techniques for effective text comprehension

1. Casking questions and looking for answers .

In the study of L. P. Doblaev, the structure of the text is presented as a set of problem situations withhidden questions, i.e., a data system without an explicit question, but with the presence of conditions that generate questions and are necessary for answering them.

By asking questions, the student analyzes the material, subjects it to mental examination, highlights the main thing, finds new connections that are not always clear to him, finds weaknesses in himself, dark spots and gaps, seeking to fill them.

Often used with questions.B. Bloom's classification, in which stands outsix types of questions :

Simple questions. Answering them, you need to name some facts, remember, reproduce some information.

Clarifying questions. Usually they begin with the words: “So you say that ...?”, “If I understand correctly, then ...?”. Such questions are needed to provide the interlocutor with feedback on what he just said.

Explanatory questions. They usually begin with the word "why?". They are aimed at establishing cause-and-effect relationships.

Creative questions. When there is a particle “would” in the question, and in its wording there are elements of convention, assumption, fantasy, forecast: “What would change if ...?”, “What do you think, how will events develop further?”.

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 character differ from another?”.

Practical questions. They are aimed at establishing the relationship between theory and practice: "What would you do in the place of the hero?"

This classification helps to teach children to ask questions to the text on their own. Students like to formulate and write down questions to the work (at any stage of work). This work usually carried out in pairs and groups.

Stimulatesasking questionsand activates a semantic guess such a strategy asstop reading.

2. Cleaving the question plan, i.e., the ability to highlight the logical and consistent structure of the text.

Acceptance of the planallows you to deeply comprehend and understand the text. The plan is an enumeration of all text subjects of the text. To build a plan, it is advisable to consistently ask yourself the question “What is being said here?” as you read the text. The plan is a list of topics that make up the points of the plan.

Reception "dialogue with text" (the ability to put questions to the text) is included as a stage in the Program for teaching text comprehension (O. V. Soboleva, 2006). A special role in the program was given to the selection of textual material. At the same time, the texts had to be distinguished by the availability of understanding for this age group, small volume, variety of genres.

Acceptance of drafting questions to the text , as the main method of studying reading, aimed at understanding the educational text - reading in learning activities(I. V. Usacheva, 1990).

Typical tasks « Formation of semantic reading " ,
(those tasks are selected, the purpose of which is to test the ability to independently pose questions to the text).

Task "Dialogue with the text" (G. G. Granik, O. V. Soboleva, 1998)

Target:formation of the ability to perceive the text as a single semantic whole on the basis of mastering the technique of "dialogue with the text".

Evaluation criteria:

the ability to ask questions to the text (before reading);

the ability to ask questions based on the meaning of the text read (after reading);

Assignment "Learning to ask questions"

Target:the formation of the ability to ask questions to literary texts.

Task execution form:work in pairs and groups.

Task description:students are invited to read the text and make questions of various types, using the general scheme shown on the card.

Material:an excerpt of artistic text on a card, where a general scheme of questions is given.

Instruction:Students read the text and make up questions to it, using the proposed scheme:

Questions:who? what have you been doing? where did it happen? when? under what circumstances?

Clarifying questions:If I understand correctly, then...?

Questions about cause and effect:why? why? what came of it?

Questions-assumptions about acceptable options for the development of events and actions of actors, anticipation, forecasting:what would change if...? How do you think events will develop further?

Questions aimed at determining the emotions and feelings experienced by the characters:what feelings did you experience?

Evaluation questions aimed at evaluating events, characteristic features actors, clarification of the criteria for evaluating certain events, phenomena, facts:did you do the right thing... Why is something good and something bad? How is one character different from another?

Questions to identify personal emotional attitude to events and characters:did you like...? Did you like...?

Questions that require putting yourself in the place of the hero of the story:what would you do if you were...?

Evaluation criteria:

the ability to compose questions that allow you to recreate a holistic text;

the ability to distinguish the subject and predicate of the text.

The task "Techniques for comprehending the text in introductory reading"
(SP. Doblaev, 1987)

Target: mastering the methods of understanding the text, includingmethods of setting a question in front of you and searching for an answer to it, posing a question-assumption, anticipation of the plan of presentation, anticipation of content, reception (mental return to previously read).

Task description: students are offered a text, certain fragments of which are marked with symbols indicating the need to perform the appropriate technique. The content of the reception is explained on the indicative card.

Asking a question and looking for an answer (in the text itself, through reminiscences, through reasoning, through seeking information from another person) -AT.

Statement of the question-assumption - the question has a conjectural answer.

For example:Isn't it because... because...? Maybe this is because...? - Vpr.

Evaluation criteria: adequate use of text comprehension techniques;

Task "Putting questions to the text"

Target: mastering the technique of posing questions to the text and drawing up a plan.

Task description: mastering the technique should be carried out on the material of homework for any academic discipline and become the subject of evaluation and discussion in the classroom.

All questions should be written in the form of a plan item. Upon completion of the plan, the student should use it to retell the read text.

Evaluation criteria:

completeness and adequacy of the plan;

correct reproduction by students of the text based on the plan.

1. Planned results of primary general education / [L.L. Alekseeva, S.V. Anashchenkova, M.Z. Biboletova and others]; ed. G.S. Kovaleva, O.B. Loginova - (Standards of the second generation)

The manual describes the planned results of the development curricula in individual subjects of primary school, programs for the formation of universal educational activities, programs for working with information; examples of tasks are given for the final assessment of the achievement of the planned results.

We have selected those planned results and examples of tasks that are somehow connected with the formation of the ability of students to independently pose questions and answer them.

UUD formation program
personal and meta-subject results are described when achieved, which are formed by UUD related, among other things, to the formation of the ability to ask questions.

Personal UUD.

The graduate will have:

educational and cognitive interest in new educational material, ways to solve a new particular problem;

orientation in the moral content and meaning of the actions of both one's own and those around them;

empathy is understanding the feelings of others and empathizing with them.

Regulatory UUD.

The graduate will learn:

understand and maintain the learning task;

plan your action in accordance with the task;

carry out step-by-step and final control on the result;

make the necessary adjustments to the action after its completion, based on its assessment and taking into account the nature of the errors made.

Cognitive UUD.

The graduate will learn:

search for the necessary information to complete educational tasks using educational literature;

build a speech statement in oral and written form;

the basics of semantic reading of artistic cognitive texts;

extract essential information from texts of different types;

establish causal relationships.

Communicative UUD.

The graduate will learn:

allow the possibility of people having different points of view, including those that do not coincide with his own, and focus on the position of a partner in communication and interaction;

take into account different opinions and strive to coordinate various positions in cooperation;

to formulate own opinion and position;

to ask questions;

adequately use speech means to solve various communicative tasks, build a monologue, participate in a dialogue;

The student will have the opportunity to learn:

ask questions necessary for organizing your own activities and cooperation with a partner.

The program "Reading: work with information (text)".

As a result of the study of all subjects without exception in primary school Graduates will acquire primary skills in working with information:

search for information;

select and record the necessary information;

systematize, compare, analyze and summarize information;

interpret and transform it;

use information to establish simple cause-and-effect relationships and dependencies, explain the evidence of facts in simple educational and practical situations;

Graduates will have the opportunity to learn:

draw conclusions and make decisions based on independently obtained information;

acquire primary experience of a critical attitude to the information received, comparing it with information from other sources and existing life experience.

Planned results of mastering curricula in individual subjects

In order for the planned results to appear, it is necessary to be able to ask questions.

Russian language. Content line "The system of language". Syntax section.

The graduate will learn:

to establish, with the help of semantic questions, the connection between words in a phrase and a sentence;

Content line "Development of speech".

The graduate will learn:

evaluate the correctness (relevance) of the choice of language means of oral communication;

follow the rules in daily life speech etiquette;

express your own opinion, argue it taking into account the situation of communication.

An example of a task for the final grade.

Section "Vocabulary".

Planned result:

determine the meaning of a word from the text or clarify with the help of an explanatory dictionary.

Read the text. Write an explanation of the underlined words from the text.

Literary reading.

The graduate will learn:

ask questions on the heard or read educational, popular science and fiction text;

to formulate one's thought into a monologue speech statement based on the author's text, on the proposed topic or answering a question;

conduct a dialogue in various educational and everyday situations of communication, observing the rules of speech etiquette, participate in a dialogue when discussing a listened / read work;

establish cause-and-effect relationships, determine the main idea of ​​the work, divide the text into parts, title them, draw up a plan, find various means of expression that determine the author's relationship to the hero, event;

use various forms of interpretation of the content of texts: integrate the details of the message contained in different parts of the text;

establish connections that are not directly expressed in the text; explain them, correlating with the general idea and content of the text; formulate, based on the text, simple conclusions; understand the text, relying not only on the information contained in it, but also on the genre, structure, language;

collectively discuss what they have read, prove their own opinion based on the text or on their own experience.

Examples of tasks for the final assessment.

Section "Types of speech and reading activities."

Planned result:

answer questions about the content of the work;

determine the sequence of events;

Skill characterizing the achievement of this result:

ask questions on the heard or read educational popular science and fiction text.

The students are given a text. Read and complete the tasks.

Basic level tasks:

Write questions to the read text. Start them with the words:

Who_______________________________

Why______________________________

What_____________________________

Tasks advanced level:

Think up and write a question-a riddle to the read text.

Mathematics. Section "Working with text tasks".

The graduate will learn:

analyze the problem, establish the relationship between the quantities and the relationship between the condition and the question of the problem.

Task examples.

Planned result:

evaluate the correctness of the course of the solution and the reality of the answer to the question of the problem;

Skills that characterize the achievement of this result:

check the correctness of the solution of the problem;

analyze the answer to the problem from the point of view of its reality.

Basic level tasks:

The text of the problem and expressions for solving the problem are given. The correct expression must be noted.

The condition of the problem is given. Ask an appropriate question.

Advanced level tasks:

The text of the problem and expressions for solving the problem are given. Put a question, for the answer to which you must choose the following expression.

The condition of the problem is given. Ask a question so that the problem can be solved in two steps.

The condition of the problem and the question are given. Change the condition of the problem to match the question.

Chapter 2

2.1. Features of working with a children's question

The art of asking questions is one of the basic skills for learning.

The more questions, the greater the need for information, which leads to the emergence of new questions. This is how the world is known.

Functions of the question asked by the child.

effective text comprehension

Text analysis, highlighting the main;

Determination of new connections, not always clear to him;

Identify gaps in knowledge;

Trying to fill them up.

effective text evaluation

Clarification of one's own attitude;

effective communication

Types of questions (according to the classification of V.R. Schmidt):

factual questions (for knowledge).

convergent questions (why?, why?)

divergent questions (What happens if...?)

assessment question (Is it correct?)

clarifying questions (new knowledge)

combined questions (a question of several types)

repeating questions (repetition of the known)

developing questions (research beginning)

Memo for the teacher "How to work with children's questions"

All children's questions must be answered in a scientifically accurate and accessible way, no matter how busy you are.

It is important to praise for a good question, for the desire to find out.

Each child's question is a great opportunity to teach him to find the answer himself.

It is important to convince the child that it is not shameful not to know something: it is shameful not to know if you can find out.

You can not laugh at a child who asked a weak question. Children have the right to make mistakes.

You can rate not only for good answers, but also for good questions.

In order to teach a child to ask questions, one must change one's position in relation to the student, to the subject, one must be taught to recognize both one's own and the child's right not to know, to be interested, to assume.

Note for the student "How to ask questions"

Do not ask a question when you do not understand, this is not a shame, but cowardice.

If you want to be smart, learn to ask questions.

The one who asks nothing will learn nothing.

Recommendations: the proposed techniques can be used at any stage of the lesson (goal setting, student activity, monitoring and evaluation of results, reflection, homework). We recommend replacing some of the techniques where the authors offer questions from the teacher with questions from the student.

2. Methodological techniques and technology strategies
   development of critical thinking.

Of great importance in the technology of developing critical thinking is given to techniques that form the ability to work with questions. The technology for the development of critical thinking is focused on questions as the main driving force thinking. Students need to be drawn to their own intellectual energy. The thought remains alive only on the condition that the answers stimulate further questions. Only students who ask or ask questions truly think and seek knowledge. The level of questions we ask determines the level of our thinking.

"Thick and Thin Questions"

It is enough to look at this table to understand the essence of this technique.