Sections: Primary School

Class: 4

1. To give students an idea of ​​the relationship between concepts.
2. Do your own research on this topic.

1. Initiate the mental activity of students when studying a new topic, improve analytical skills in drawing up diagrams, relationships between concepts.
2. To cultivate a culture of speech, work and communication when working in groups and pairs.
3. To develop the information culture of students.

Requirements for the level of assimilation of educational material after the completion of the lesson:

• have ideas about the concept, about performing actions with it - division and generalization;
• have ideas about the relationship between concepts;
• be able to give examples of specific and generic concepts,
• perform tests in PowerPoint.

Key concepts: concept, division and generalization of the concept, symmetrical and asymmetric relations.

Auxiliary (additional) concepts: term, specific and generic concept.

Today we will have an unusual lesson. Each lesson, not only for the teacher, but also for the student, should be a work of art, because in the lesson we do not just study, get acquainted with the new, prove, even maybe we don’t always agree with the teacher on something, but we all come to the truth together , to some rule, and thus create a picture of the lesson, a work of art. And we will also try to create such a picture in the lesson. To do this, we need such a frame.

And in order to create a picture, we just need to first find out the topic of our lesson. To do this, I propose to learn the keyword by solving a crossword puzzle in groups.

1. This is an object of the inner, virtual world of ideas and thoughts of a person.
2. This is a word or a set phrase denoting an object from the world of art, science and technology.
3. This is a mental action, the meaning of which is to combine several specific concepts in one generic one.
4. “Furniture”, “tool”, “car” - is this a generic or specific concept?
5. Manipulator for managing screen objects.
6. This is a mental action, the meaning of which is to highlight the specific concepts included in the generic concept.
7. “Candy”, “number”, “spruce” - is this a generic or specific concept?

Stage generalization

Let's see what word you got.

Raise your hands those groups, where did the word relationship come from?

Test yourself by comparing the answers on my board .(Attachment 1)

So, today in the lesson we will talk about the relationship between concepts.

And because the groups worked well, we have the first element in the picture.

(Apple - mutual assistance)

The concept is always in certain relations with each other.

Let's look at this with an example ( presentation - appendix 2)

Examples: “sign” - “dot”, “sign” - “letter”, “furniture” - “table”

Give your examples.

What examples can be given for this scheme?

“Computer” - “personal computer”, “number” - “letter”.

C. You can more clearly and conveniently represent these schemes in the form of Euler-Venn circles.

For example, Roman numbers are written in Latin letters. (I V X L C M)

The size of the Euler-Venn circles does not matter. The circle denoting the specific concept must be smaller and included in the circle, which is larger and denotes the generic concept.

Stage generalization

What is the most important thing for you and me to understand and remember?

We open the textbook on page 67, read the conclusions together.

Tell me, who understood the topic of the lesson? And I think that for this we get another element of the picture.

(Pear - understanding)

Physical pause to the music, the children just relax: someone wants to lie down, someone just sits.

Now we will work with you in notebooks and see how you learned the topic of the lesson.

We open notebooks on page 48, we will complete tasks No. 1,2,3,4,5,7.

Other tasks in this paragraph No. 6,8,9 you do at home.

Raise your hand, who understands what we will do now, and what tasks remain at home?

You did a good job with your notebooks. And you get one more element of the picture.

(banana - friendship)

1. The division of the concept is

A) This is a mental action, the meaning of which is to highlight the specific concepts included in the generic concept.

B) This is a mental action, the meaning of which is to combine several specific concepts in one generic

2. The concept is indicated

A) in the singular, in the genitive case, written in quotation marks

B) in the singular, in the nominative case, written in quotation marks

3. This scheme

A) generalization of the concept

B) division of the concept

4. It's a relationship

A) symmetrical

B) asymmetrical

5. It's a relationship

A) asymmetrical

B) symmetrical

6. Find generic concepts

A) "computer"

B) "gladiolus"

B) "tree"

D) "chair"

D) "tool"

E) "cake"

Stage generalization

What grades did you get? Well done!

And I think you already guessed that you get the last element of our picture.

(Grapes - kindness)

Look guys, our painting is finished.

What do you think, we achieved the goal that we set at the beginning of the lesson - to create a picture, because the lesson itself is a product of our joint work with you.

Pay attention, words are written on all fruits. In the lesson we talked about the relationship between concepts.

And these relationships that exist between people helped us to understand this. These relationships help people create works of art. I wish you to always remain kind, come to the aid of your friends and relatives, understand each other.

educational

Lesson type: combined:

Teaching methods:

Teaching methods:

Forms of study

Topic

Relationships between objects

Purpose of the topic

Planned result

• Personal: Developmental cognitive UUD students will learn:
  - use sign-symbolic means, including mastering the action of modeling;
  - master a wide range of logical actions and operations, including the general method of solving problems

In the field communicative UUD students will be able to:
- take into account the position of the interlocutor (partner);
- organize and implement cooperation and cooperation with the teacher and peers;
- adequately convey information;
- display the subject content and conditions of activity in speech.

Basic concepts

Intersubject communications

Resources:

- basic

- additional

Forms of work in the lesson

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"Summary of the lesson on the topic: "Relationships between objects""

Class: 4

Topic:"Relationships Between Objects"

Target: learn to name relationships and build a diagram of relationships between objects.

Tasks:

Educational

introduce the concepts of “symmetrical relations” and “asymmetric relations”;

developing

develop cognitive interest in the subject, creativity, broaden horizons;

develop logical thinking;

educational

to form the ability to work in groups, listen to each other, ask questions;

expand students' vocabulary.

Lesson type: combined : consolidation of the studied knowledge with the study of new concepts: “symmetrical relations” and “asymmetric relations”.

Teaching methods: explanatory-motivating, instructive-practical, partially-exploratory, frontal work.

Teaching methods: verbal, visual, practical.

Forms of study: collective, individual.

Routing

Symmetric and asymmetric information relations are two stages of intelligence integration. Symmetric - primary, asymmetric - the final stage. In symmetrical relationships, partners exchange information on equal terms, that is, they are equal communicators.

With asymmetric - the feedback is weakened and in many communication acts - transactions - one can speak not about the exchange of information, but about the transmission of messages in one direction, about one-way notification or one-way influence.

Relations of dualization, or complete complement

О О The essence of the supplement. The psyche in many ways OH/O resembles a magnet, it is dual, that is, the OH consists of Two individual poles. Only the poles of an ordinary magnet are together, and in the world of higher living beings, the second pole - the dual - is another individual. We have confidence that all paired animals have complementary minds, that is, they are at least two-typed. Only their “typicality” is probably determined not in contacts with their parents, but during the mating period.

A person's life is extremely complicated by his sixteen types, since it is far from always possible to acquire a "second pole" in this case. A person without an addition in the form of a dual is a restless, spiritually hungry being who has no idea what the essence of his hunger is. - He does not know. In such a state it is impossible to live in peace with the world. All sorts of conflicts, contradictions, unreasonable aggressiveness are piled up. The person reaches out to others for an answer and often becomes even more confused in their relationship with them. It is difficult to find the right one if favorable conditions and a suitable microenvironment are not formed.

And also the difference in intellectual levels. Not everyone can go the way that J.-J. Rousseau and W. Goethe, in order to provide themselves with the complementary psyches of women from the lower class.28 Both lived somewhat outside of society or “above society”, in conditions that made it possible to completely fence off family life from the world in which they lived and worked themselves.

It is customary to say that life is easier for ordinary people than for extraordinary people. This seems to make some sense, since there are more of the former and, of course, there are more intellectually suitable, complementary dual psyches in the environment.

mental asymmetry. The human psyche is asymmetrical. No person can be both an extrovert and an introvert, have developed both inductive and deductive thinking, be sensory and intuitive, logical and ethical. But without all these properties it is difficult to do even in everyday life.

An extratim needs an introtim, an inductive one needs a deductive one, and so on. Relations between two types of IM with all complementary properties are what we call dual relations, complementary relations,29 or dualization. Man is not only a physiologically, but also a mentally paired being.110 Everyone needs someone close with a complementary type of MI - father, mother, brother, sister, spouse, colleague. An individual who grew up with a mentally complementary parent is distinguished by a lighter disposition and a more balanced nervous system, and is better socialized. Others feel lost, guilty or unnecessary to some extent, they lack mental immunity, aggressiveness (for extratims) or conformity (for introtims) is more pronounced. They often get into conflict situations and drown in neuroses.

Any human activity has four aspects. It invariably has tactical (relationship with the present - O), strategic (relationship with the future - A), technical (relationship with nature -?) and ethical (relationship with people - b) aspects. Each of the members of the dyad automatically, in accordance with the structure of their type of IM, takes responsibility for two aspects of this program. One, for example, is for tactical and ethical, the other is for strategic and technical. And thus completely removes this responsibility from the other.

How do people with complementary dual psyches perceive each other?

As a partner who always knows what needs to be done and when, understands, knows how to support, protect, never offends and, more importantly, does not take offense. With such a partner, a person is more active and stronger.111 Living without a supplement constantly in any manifestation of activity, as it were, goes beyond the boundaries of his capabilities and loses his balance. And what is called rest is needed not so much to restore strength, but to restore mental (and physical) balance.

The source of irritation and conflicts between people at work is a clash in the manifestation of initiative or the inability of one to pick up and support the initiative of another. For duals, such conflicts are impossible. They act in harmony and this coherence activate each other. One picks up the initiative of the other in order to return it to the first hands at the right time. The alternating change in activity does not leave unattended links in the work performed and increases the productivity of work. In addition, what is done by one is perceived by another as a manifestation of exceptionally valuable understanding, skill, valuable and rare abilities.

Duals not only do not want, but also cannot destructively influence each other. They do not have such informational capabilities, they do not get cross-transactions. As they converge when common interests appear, so they diverge in their absence very simply, without complication.

Such a partner is better than others because he does not need concessions. Everything goes as if by itself. The relationship between them can be serious business or playful. Never - spiteful or aggressive.

Everyone has a bad mood, which manifests itself in some kind of grouchiness. Dualov does not care. Grouchiness is never perceived as an unpleasant reproach. Often this is the form of communication that is distinguished by the greatest immediacy, with the help of which extensive information is transmitted to the partner in the shortest possible time. Often grouchiness is just an unconscious request addressed to the partner to explain something that is incomprehensible to him. To this grumbling, no one, except for the dual, can correctly react, that is, give the necessary answer or explanation, and sometimes just remain silent.

However, it should be noted that temporary misunderstandings are possible in the marriage of people with complementary psyches. This happens with couples who do not feel their own duality due to the fact that they grew up in families where there was no complement, cannot rely on others and, in addition, in the parental family they did not learn how to program the dual. Interestingly, if at least one of them knows how to program, then the second very quickly learns to “accept the program”. Most people do not know and do not feel what the dualization of their own psyche is, and therefore do not look for it. Therefore, even during the period of premarital friendship, there is a tendency to seek not dualization and spiritual comfort, but great, “selfless” love. Many are sure that the feeling should be accompanied by spiritual torment: "there is no love without suffering." Dualization increases a person's self-esteem. Thanks to her, one's own place in society is constantly realized. It gives a sense of usefulness to society through its usefulness and the need for a partner and reliable information about its place among other people, with which you can correct behavior. The more people around with complementary psyches, the stronger these feelings.

When reading books written by the hand of the complementary dual, one rests.112 This is the same reaction to all other forms of art. Rest, tranquility, a sense of fullness of life. Helping the complementary dual is helping oneself, fulfilling one's own needs. They try not so much to help others as to realize themselves. What these people give to each other not only costs them nothing, but is an indispensable basis for mental and physical vitality. The second is truly indispensable and expensive, because it allows self-realization. However, mutual assistance relations are not formed between all duals. This requires real cooperation. Therefore, relations can also be relations of complete indifference,

When people with a complementary type of MI have such opposite interests that they intrigue each other, they break up, but do not quarrel: a quarrel without cross-transactions is impossible. When external obligations change, they again cooperate, as if nothing had happened between them.

• Give an example of concepts that have asymmetric relationships.

• Give an example of concepts that have symmetrical relationships.

• Imagine in the form of Euler-Venn circles the relationship: clothes - dress.

• What classification?

Compatible and incompatible concepts

Concepts can divide and generalize symmetrical and asymmetrical, generic and specific introduce as Euler-Venn circles.

Concepts can divide and generalize. Relationships between concepts are symmetrical and asymmetrical, generic and specific. Relationships between concepts introduce as Euler-Venn circles.

Compatible concepts

Equivalence relations

Equivalent concepts are concepts that two different concepts reflect the same object. Diagram relations for this pair of concepts will be expressed one Euler-Venn circle.

For example

Equivalence relations

• "number 1" and "digital alphabet character 1";

• "square" and "equilateral quadrilateral";

• "computer internal memory" and "random access memory" ("RAM");

• "text editor" and "program for creating and editing texts".

equivalent match, that is depicted in one circle.

equivalent name concepts that reflect the same object. On the Euler-Venn diagram, circles depicting equivalent concepts, match, that is depicted in one circle.

Intersection relationships

Concepts "schoolboy" and "footballer" are intersecting concepts.

concept scope

The Euler-Venn circle is denoted concept scope, that is, the whole set of objects that were, are and will be and which have properties that make up the content of the concept.

Concepts, which do not intersect

Intersecting concepts on the Euler-Venn diagram are represented by intersecting circles, which means that there are objects that equally belong to one and the other set of objects.

Subordination Relations

concept "garden flower"– subordinate in relation to the concept "flower".

Generic and specific concepts are always in relation to subordination and are depicted by circles: generic - a large circle, specific - small, which are inside it.

For example

An example from the field of computer science

In relation to subordination, there are nested concepts

Subordinate concepts that are in the relation “genus species” or

"species genus", on the Euler-Venn diagram are depicted by circles nested in each other.

Let's depict it in the form of a "vertical" scheme:

equivalence, intersections or subordination, belong to the group compatible concepts.

Concepts that are related equivalence, intersections or subordination, belong to the group compatible concepts.

Incompatible concepts

To incompatible no object one set of many.

To incompatible concepts include concepts that reflect sets, where no object one set is not an element of another sets.

For example

Euler-Venn circles denoting incompatible concepts do not intersect, since the volumes of these concepts do not have common objects.

Opposite Relations

AT relation of opposites there are concepts that are expressed by antonyms.

Relations of contradiction

To depict the relationship between such concepts, the circle is divided by a line into two parts:

The main thing to understand

Questions

• What are the relationships between concepts? Give an example.

• Give an example of two concepts that are in the relationship of "equivalence".

3. Give an example of intersecting concepts.

• Municipal budgetary educational institution

  secondary school No. 25

  city ​​of Tulun, Irkutsk region

  4th grade

  Topic: Relationship between concepts

  Informatics lesson according to the program of the informatics course for grades 2 - 4 of the elementary general education school N.V. Matveeva, E.N. Chelak, N.K. Konopatova L.P. Pankratova.

  Topic : Relationships between concepts

  Goals : 1. Give students ideas about the relationship between concepts.

  2. Conduct an independent test work on this topic.

  Tasks:

  Initiate the mental activity of students when studying a new topic, improve analytical skills in drawing up diagrams, relationships between concepts.

  To cultivate a culture of speech, work and communication when working in groups and pairs.

  To develop the information culture of students.

  Requirements for the level of assimilation of educational material after the completion of the lesson:

  Have ideas about the concept, about performing actions with it - divisions and generalizations;

  Have an idea about the relationship between concepts;

  Be able to give examples of specific and generic concepts,

  Run tests in the program PowerPoint.

  Key Concepts : concept, division and generalization of the concept, symmetrical and asymmetric relations

  Auxiliary (additional) concepts : term, specific and generic concept.

  During the classes

  1. Organizational moment

  Today we will have an unusual lesson. Each lesson, not only for the teacher, but also for the student, should be a work of art, because in the lesson we do not just study, get acquainted with the new, prove, even maybe we don’t always agree with the teacher on something, but we all come to the truth together , to some rule, and thus create a picture of the lesson, a work of art. And we will also try to create such a picture in the lesson. To do this, we need such a frame.

  2. Repetition of the studied material

  And in order to create a picture, we just need to first find out the topic of our lesson. To do this, I propose to learn the keyword by solving a crossword puzzle in groups.

  H 1.

  1. This is an object of the inner, virtual world of ideas and thoughts of a person.

  2. This is a word or a set phrase denoting an object from the world of art, science and technology.

  3. This is a mental action, the meaning of which is to combine several specific concepts in one generic one.

  4. "Furniture", "tool", "car" - is this a generic or specific concept?

  5. Manipulator for managing screen objects.

  6. This is a mental action, the meaning of which is to highlight the specific concepts included in the generic concept.

  7. "Candy", "number", "spruce" - is this a generic or specific concept?

  Stage generalization

  Let's see what word you got.

  Raise your hands those groups, where did the word relationship come from?

  Test yourself by comparing the answers on my board.(Attachment 1)

  So, today in the lesson we will talk about the relationship between concepts.

  And because the groups worked well, we have the first element in the picture.

  (apple - mutual assistance)

  3. Studying new material

  The concept is always in certain relations with each other.

  Let's look at this with an example (presentation - appendix 2 )

  A. "fruit" "pear"

  generic specific concept concept unidirectional arrow

  Asymmetric relationships

  Examples: "sign" - "dot", "sign" - "letter", "furniture" - "table"Give your examples.B. "hammer" "saw" species species concept concept double arrow

  view

  view

  Symmetric relationships

  What examples can be given for this scheme?
  "Computer" - "personal computer", "number" - "letter".C. You can more clearly and conveniently represent these schemes in the form of Euler-Venn circles.

  "A computer"

  PC

  "number" "letter"

  Species concepts overlap, as some letters are used as numbers.For example, Roman numbers are written in Latin letters.( IVXLCM) The size of the Euler-Venn circles does not matter. The circle denoting the specific concept must be smaller and included in the circle, which is larger and denotes the generic concept.

  Stage generalization

  What is the most important thing for you and me to understand and remember?We open the textbook on page 67, read the conclusions together.Tell me, who understood the topic of the lesson? And I think that for this we get another element of the picture.(pear - understanding)
  Physical pause to the music, children just relax: someone wants to lie down on a desk, someone just sits.
  Consolidation of the studied material
  Now we will work with you in notebooks and see how you learned the topic of the lesson.We open notebooks on page 48, we will complete tasks No. 1,2,3,4,5,7.Other tasks in this paragraph No. 6,8,9you do at home. Raise your hand, who understands what we will do now, and what tasks remain at home?
  You did a good job with your notebooks. And you get one more element of the picture.(banana - friendship)
  5. Independent work (tests in pairs on a computer) - appendix 3 1. The division of the concept is

  BUT) This is a mental action, the meaning of which is to highlight the specific concepts included in the generic concept.

  B) This is a mental action, the meaning of which is to combine several specific concepts in one generic2. The concept is indicatedA) in the singular, in the genitive case, written in quotation marksB) in the singular, in the nominative case, written in quotation marks
  3. This scheme "flower"
  "peony"

  "tulip" "carnation" "rose"

  A) generalization of the conceptB) division of the concept
  "car" 4. This is a relationship

  A) symmetrical B) asymmetrical
  5. It's a relationship
  "pencil"

  A) asymmetricalB) symmetrical
  6. Find generic conceptsA) "computer" B) "gladiolus" B) a tree D) "chair" D) "tool" E) "cake"
  Stage generalization What grades did you get? Well done!And I think you already guessed that you get the last element of our picture.(grapes - kindness)
  6.Summary of the lesson Look guys, our painting is finished.What do you think, we achieved the goal that we set at the beginning of the lesson - to create a picture, because the lesson itself is a product of our joint work with you.Pay attention, words are written on all fruits. In the lesson we talked about the relationship between concepts.And these relationships that exist between people helped us to understand this. These relationships help people create works of art. I wish you to always remain kind, come to the aid of your friends and relatives, understand each other.Thank you for the lesson.

  Literature: 1. N.V. Matveeva, E.N. Chelak, N.K. Konopatova L.P. Pankratova Informatics and ICT, Grade 4. Toolkit. Moscow. Binomial. Knowledge Lab.2. N.V. Matveeva, E.N. Chelak, N.K. Konopatova L.P. Pankratova Informatics and ICT, Grade 4Workbooks and textbook. Moscow. Binomial. Knowledge Lab.