The Importance lesson observation in language teaching content introduction

The Importance lesson observation in language teaching
CONTENT
Introduction ……………………………………………………………………
Chapter 1. Theoretical foundations of multi-level teaching of the Russian language and individualization of the learning process
1.1. The concept of “multi-level education”, technology of multi-level education………………………….……………………………………………
1.2. The concept of individualization of the learning process……………………
Chapter 2. Experimental work on organizing multi-level teaching of the Russian language as a way of individualizing the learning process ……………………………………….……………………….......... ...
2.1. Development of a system of lessons using the technology of multi-level education for the textbook "Russian Language Grade 5" by authors T.A. Ladyzhenskaya and M.T. Baranova………………………………………..18
2.2. The use of multi-level tasks in Russian language lessons in grade 5 ………………………………………………………………………
2.3. Analysis of the results of work with 5th grade students in Russian language lessons………………….………………………………………………………
Conclusion……………………………………………………………
Bibliography…………………………………………………
Applications

Introduction
Research relevance . An analysis of the modern goals of general education, the conditions for achieving new educational results shows that the most important characteristics of the development of the general education system include strengthening the fundamentality, consistency, and completeness of the content of education. Under these conditions, the role of fundamental education is great, which ensures the professional mobility of a person, his readiness to master new technologies. Currently, parents, sending their children to school, dream that when teaching, their child would be approached individually. And now one of the special technologies is a multi-level or differentiated approach to learning.
In the explanatory dictionary of S. I. Ozhegov, “differentiate” means to dismember the separate, particular when considering, studying something. It follows that differentiation in education is the creation of differences between individual students, taking into account their individual abilities. Differentiated learning in the Russian language lessons is the work on one program, but at different levels of complexity within the classroom system in order to develop the personality of each student. Most often, the teacher works in a classroom where children with different levels of preparedness, different abilities, sometimes with mental retardation, are gathered. Children learn material in different ways, have different attitudes to what needs to be learned, understood, learned, remembered. Therefore, even the most methodically perfect lesson will not necessarily be successful. Therefore, the need for multi-level education is becoming more and more acute, since the school should enable each child to receive a general education minimum at the level of his abilities, opportunities and desires. To achieve this result, it is better to divide the class into groups, taking into account the psychological characteristics, the nature of each student.
The purpose of this course work is to identify the features of multi-level education in Russian language lessons as a way of individualizing the learning process, including in the 5th grade.
In connection with the goal, the following tasks can be distinguished :

1. 
   Consider the concepts of "multi-level education", the methodology and technologies of multi-level education, the concept of "individualization of the educational process";
   
2. 
   To study multi-level tasks in the Russian language lessons;
   
3. 
   Analyze the methodological foundations of a multi-level approach, as well as the typology of multi-level exercises;
   
4. 
   To create an author's system of multi-level exercises for the Russian language lesson in the 5th grade.
   

The object of the study is the process of teaching the Russian language, organized in accordance with the individual characteristics of students.
The subject of the research is the system of multi-level teaching of the Russian language.
Research hypothesis : Is multi-level teaching in Russian language lessons a way to individualize the learning process?
To solve the tasks and test the hypothesis put forward, a set of complementary research methods was used that correspond to its subject:

1. 
   theoretical: analysis of linguistic, psychological and pedagogical, scientific and educational literature on the topic of research;
   
2. 
   sociological and pedagogical: monitoring the process of teaching the Russian language, questioning, conversations with teachers, students and parents, written and oral surveys of students;
   
3. 
   experimental: ascertaining section, organization and conduct of a teaching experiment;
   
4. 
   statistical: quantitative and qualitative processing of the results of the ascertaining experiment and experiential learning.
   

The methodological basis of the study is the conceptual ideas of developmental and student-centered learning (Z.I. Kalmykova, N.S. Leites, N.A. Menchinskaya, I.M. Osmolovskaya, I.S. Yakimanskaya), the concepts of a holistic system approach to the consideration of pedagogical process (Z.A. Abasov, M.V. Klarin), issues of innovation in the organization of the learning process (M.V. Klarin, B.L. Liver).
The experimental and experimental base of the study was MBOU secondary school No. 2.
The structure of the work : the thesis consists of an introduction, three chapters, conclusions by chapter, conclusion, list of references and applications.