Information is perceived, accepted through the senses of a person, his sensations and perception are included in the work, and only then recognition, memorization, establishment of associations, comprehension.
An absolutely necessary, although not sufficient, condition for information to be perceived is the arrival of sufficiently intense, clear, undistorted signals to those sense organs that correspond to the characteristics of the sense organs, the peculiarities of human perception. Unfortunately, teachers do not always remember this, neglecting to control the volume of their voice and diction, not using (or using little) visual aids.
Visual acuity is largely determined by the individual characteristics of the child. However, within certain limits, the impact on visual acuity of students is in the power of the teacher. Studies of the dependence of visual acuity on illumination and contrast showed that visual acuity increases with increasing background brightness. With a decrease in the contrast between the objects in question and the background on which they are located, visual acuity decreases.
The perception of information depends on the readability of the text, on its location on the page (for example, text printed in a narrow column is read more slowly than the same text printed on a wider plan), paper color, printing method, color background.
The most readable is black type on a white background, then black set on all color tablets; unreadable yellow on a white background.
Highlighting the font in a different color when reading the text helps to consolidate the material in long-term memory. The shorter, more compact and expressive the text, the more likely it is to be read and remembered.
The combined impact of visual and audio information gives the best results (in fact, the principle of visibility, the “golden rule of didactics”, is based on this). So, studies have shown that a person remembers 15% of the information he receives in speech form, and 25% in visual form. If both of these methods of transmitting information are used simultaneously, he can perceive up to 65% of the content of this information.
Psychologist B.G. Ananiev emphasizes that through the visual system, perception occurs at three levels: sensation, perception and representation, and through the auditory system - at one level, at the level of representation. This means that when reading information is perceived better than by ear. 20% of incoming auditory information can be lost, as thoughts flow 8-10 times faster than speech, there are distractions (reaction to external stimuli). In addition, every 5-10 seconds the brain “turns off for a fraction of a second from receiving information. That is why the repetition of the same information is required. different ways and lexical means.
For the perception of information important type of mental activity. According to neuropsychologists, 48% of people think in a logical way and 52% in a figurative way. 24% of logically thinking people move to figurative thinking and 26% of figuratively thinking people move to logical thinking. It is easier for one to remember phone numbers, for another - a theorem, for a third - a chronology of historical events.
Most psychologists believe that the preservation of this or that material in a person's memory is closely related to the nature of the perception of the world, with the type of thinking. Conventionally, logically thinking people can be divided into two categories: some think theoretically, others - empirically. The nature of a person's thinking is clearly manifested in how his logical memory preserves the material. Experiments have shown that "theorists" remember abstract material best, it is retained even after twenty months. It is interesting that when the subjects were asked leading questions, the "theorists" even after such a long break reproduced almost the entire text.
The “practitioners” only remember specific facts and their descriptions. The text itself, if reproduced, is fragmentary. After leading questions, “practitioners” manage to recover a much smaller amount of text than “theorists”.
Experiments of this kind demonstrate a noticeable advantage of the theoretical type of thinking. Psychologists believe that it is precisely this kind of thinking that should be developed when teaching schoolchildren.
And if the Russian system of education is mainly based on memorizing various facts and concepts, then one should borrow from the American system the focus on analysis, critical analysis of information and the development of students' own conclusions.
Perception is an active process associated with hypotheses. Different people can see different things even looking at the same object. This applies to visual perception and speech perception. What a person sees or hears is not entirely determined by what he has been shown or told. What a person is waiting for, the probabilistic forecast he makes, significantly affects the perception.
If, before showing the educational drawing, attention is not drawn to what is essential in this drawing, the student can view the image in such a way that he sees and remembers just not what the teacher showed this drawing for.
Perception depends not only from the signals that came to the brain from receptors, but also from what the subject expects, which performs a probabilistic forecast. The understanding of information proceeds more successfully if the information was presented by the teacher in a clear logical sequence, the theoretical provisions were illustrated with specific examples, the educational material was presented at an accessible level, taking into account the knowledge and level of development of the students' thinking.
For example, in order to learn the concepts of set theory, for children of 7-8 years old, these concepts need to be presented in an object-effective form (in the language of objects and actions), and for teenagers - in the form of specific operations on mathematical objects (in the language of images and operations). This is due to the age characteristics of children.
slide 1
The formation of a child's information culture in a dynamically developing information society is one of the most important tasks of education and upbringing.
One of the possible ways to solve it is to take into account the leading channels of perception of information in children when organizing the educational process.
Perception... what is it?
Can it be used in the learning process?
Is it possible to separate the perception of information into a separate stage of the lesson?
How to organize this stage?
How can the inclusion of perception in the lesson affect the quality of information assimilation?
Will it improve the quality of education?
slide 2
Perception is a deep and meaningful process that requires the tension of the mental strength of schoolchildren, their desire to gain knowledge, as well as the desire and ability to learn.In order for the knowledge acquired by students to be conscious and durable, perception must be active. To organize the internal mental activity of the child - comprehension of educational material, comparison, memorization - this means organizing active perception.Clear perception is not the result of an internal effort in itself, but requires the active activity of the perceiver.
In psychology, perception is considered as “... the mental process of reflecting objects or phenomena of reality acting in this moment on our senses."As a result of perception, an image of an object or phenomenon arises.
So, the teacher must use gestures, intonation, visualization,building a dialogue (addressing different groups of students) draw the attention of all children to the solution of the problem.
Perception, like other mental processes of a person, does not proceed in isolation, but is closely connected with the circle of knowledge of a person, with his thinking, with his feelings.The perception of the child develops in the process of his practical activity, gradually acquires a purposeful character and becomes more and more stable and manageable.
What types can people be divided into according to the way they perceive information?
slide 3
All people, depending on the way they perceive information, can be divided into the following types: visuals, auditory, kinesthetics and digitals. Visuals perceive the information flow through the organs of vision. They "see" the information. Audials are based on auditory sensations. Kinesthetics involve other types of sensations - smell, touch, motor and others. Digitals (in some literature you can find - discretes) produce logical understanding with the help of signs, numbers, logical conclusions. The last category is very rare and can be called “the dream of math teachers”.
During the organization and conduct of lessons, the teacher must take into account the individual characteristics of the students of the whole class and each student individually. Therefore, at the stage of explaining new material, it is necessary to take into account the above differences in the types of perception of information. In the same class, students perceive the same information in different ways.
slide 4
Someone needs to explain everything in great detail, stopping at each step, while others just need to tell the main idea and they then proceed to implement it on their own.
Modern technologies for teaching mathematics allow you to organize work in groups. Differentiation by groups is carried out after a specially organized psychological observation, a questionnaire, the purpose of which is to identify the leading way of perceiving information.
slide 5
Visual perception of educational material, mathematical objects, which can be mathematical concepts, definitions, processes, etc., becomes more productive if he sees graphics, tables, drawings, diagrams, illustrations, photographs or educational films simultaneously with the teacher's explanation. He remembers what he saw faster and better. The saying that it is better to see once than hear a hundred times is about him.
A distinctive feature of the visual is the stability of voluntary attention, non-distraction to external noise stimuli. These children have a very well developed imaginative thinking. They more easily memorize and work with mathematical concepts that have left a real image in their memory. Works great with diagrams and models. The provision of schools with computer technologies in mathematics lessons makes it possible to use a computer and projection equipment to explain new material to such students. For visuals, the presence of didactic handouts is very important, and the aesthetics of the design play a significant role.
slide 6
For example, differentiated cards might look like this.
Slide 7
To facilitate the memorization of the rules, you can use the support scheme. For example, when opening brackets in grade 6, a scheme is proposed to help create a visual image and remember information.
Slide 8
The auditory perceives information well by listening to it. And new material it is desirable to speak not in a monotonous, but in an expressive voice, highlighting important points with intonations. The auditory is easily distracted by extraneous sounds. In the lessons for such students, sound accompaniment and dialogue are needed. You should not forbid them to pronounce their actions, they often use this when solving particularly complex tasks or calculations.
To memorize, they need to say new material aloud, discuss it. The printed material is perceived badly by the audience. For such students, the teacher can, for example, prepare an audio recording or accompany the video sequence with sound. Also, during the explanation, accompany visual objects with speech comments, adding semantic intonations to your speech.
Slide 9
For a kinesthetic person, the main instrument of perception is the body, and the main way of perception is movement, action. To understand the new, they need to do, repeat the action with their hands. If this reference Information, then to memorize the kinesthetic, you need to write it down with your own hand. Such students can be offered to draw up a summary, write out new concepts, definitions.
Slide 10
For such students, the following types of tasks are very significant:
Draw a triangle. Measure all of its angles. Record the measurement results. Calculate the sum of the angles of the triangle.
Measure the circumference of the plate. Measure the diameter of the plate. Find the ratio of these quantities.
If this is an order of actions, then they must be done as they become available. For such students, it is important to have concrete steps. For them, “just a story” is meaningless. A math teacher can offer such students tasks for research, for finding several ways to solve, or tasks with clear instructions for their implementation.
slide 11
It is difficult for a kinesthetic student to listen for a long time and only look. As a rule, he begins to repeat the actions of the teacher.
slide 12
For digitals, it is very important that the task has logical connections, transitions from one stage to another, and not a simple formulation of the task.
You also need to be motivated to complete the task. Moreover, this task should be valuable for the student and be based on existing knowledge. It is important for a digital student to see the functionality and usefulness of the task.
slide 13
When setting, formulating educational tasks and organizing practical work in the lesson of mathematics, it is most possible to take into account the individual characteristics and capabilities of each child.
For example, in the formulation of tasks, verbs can be used that will be “closer” to the student. The Russian language allows one and the same thought to be presented different words. For example, students must understand the meaning of the theoretical part presented in the electronic manual. In this case, the teacher will give the task to the visual to “see the main thing”, to the audial - to “hear the main”, to the kinesthetic - to “catch the essence”, to the digital - to “draw a conclusion”.
Slide 14
At the same time, when creating the manual itself, the teacher will take into account the features of all: it will be filled with animation effects (movement and sound), buttons or links to transition between individual parts, and a clear structure for presenting information.
slide 15
Modality.
Modality - (from lat. modus - measures, method) -a characteristic of the features of the existence of an object or phenomenon, the course of a process (physical M.), as well as a way of constructing and understanding judgments and logical reasoning about objects, phenomena, events, and processes (logical logic). The concept of M. was introduced by Aristotle. The modality of judgment can be interpreted in two ways - as modalities expressed in the language, i.e. this is a characteristic of a judgment according to the degree of reliability of the described states of affairs, events (M. de dicto) fixed in it, or as a modality of the things and phenomena themselves, according to the degree of necessity expressed in the judgment, with which the predicate belongs to the subject (M. de re). The concept of M. allows for a deeper and more subtle analysis of the features and laws of human cognitive activity.
slide 16
Experts say:
The visual can be required to complete tasks quickly.
From the auditory of the immediate repetition of the material he heard.
From the kinesthetic it is better not to expect either one or the other - he needs more time and patience from teachers and family.
Slide 17
Psychological research shows that the type of perception of information by children changes as follows ... (see slide)
Slide 18
Thus, if the teacher takes into account the individual characteristics of each student (in terms of the way information is perceived), then not only will the goal of a particular lesson be achieved, but the student will also learn to perceive information in different ways. And this, in turn, will serve as a guarantee of the success of each child in teaching mathematics.
Slide 19
Reflection.
Try to compare this situation and the type of person. ….
(See slide).
I want to show you an example of a possible organization of the perception stage in a math lesson in grade 5.
· Preparing students for the perception of the material:
- motivation;
- goal setting;
- emotional charge;
- installation.
· During the lesson, the teacher actively resorted to creating visual images with the help of clarity, imagery, notes on the board.
· Meaningfulness of perception:
By the reaction of students to the answers of comrades;
When students have questions;
- according to the statements and additions of students;
Oral explanation by the teacher of visual material.
· Formation of students' observation:
Setting the goal of observation;
Identification of observation stages;
- fixing the general, essential;
- summarizing.
5. Development of students' thinking in the classroom
· methods used in class. Using techniques to activate the thinking of students:
Story, conversation, lecture, discussion, brainstorming, round table, business game;
Programmed, problem presentation;
- creation of problem learning situations etc.;
Tasks with unformulated questions, missing data, etc.;
Use of a computer and other TSOs.
· The nature of the questions formulated by the teacher:
Requiring a simple reproduction of knowledge;
guiding the process of analysis, etc.;
- encouraging to reason, compare, contrast and express their own opinion;
revealing cause-and-effect relationships.
6. Student speechcorresponded to the requirements of higher education and testified to the accumulated knowledge and interest in the subject.
7. Memory in the cognitive activity of students
· The techniques used by the teacher for meaningful and lasting memorization of the material:
- setting for memorization: strength, meaningfulness, accuracy, etc.
- logical processing of information;
- highlighting the main thing in the material;
- recording definitions, difficult words, dates, etc.;
- engaging students in independent practical application theoretical knowledge(rules, laws, drawing up tables, models, etc.);
Variety of forms of activity
· Questions of the teacher aimed at developing the memory of students:
-verification of learned material;
-comprehension of the material;
- fixing the material;
- repetition.
Teacher behavior
· The meeting of the teacher with the group is adequate to the situation (class)
· Appearance corresponded to academic requirements.
· The mental state of the teacher:
- emotionally positive, benevolent attitude towards students (seasoned, tolerant, respectful to the personality of students, etc.);
Emotionally - negative attitude towards students (irritability, aggressiveness, insulting attitude (mockery), etc.).
· Pedagogical tact and ethics of the teacher's attitude to the group
- implementation of communication;
Personally-oriented attitude;
- student-centered learning.
· Group contact:
Presentation of uniform requirements and the same attitude of the teacher to all students;
Switching attention to the work of individual students;
- the ability to maintain the efficiency of students, their discipline;
- ability to organize a group for work;
Reaction to the behavior of individual students.
· Teacher's speech:
Volume, tempo, diction, pauses;
- expressiveness, emotion;
Mimicry, pantomime.
· Organization of educational work:
- employment in business, the density of work in the classroom;
- management independent work students;
- commenting on work in progress.
· The lesson was built taking into account the age characteristics of students and their mental state.
9. Student behavior
· Positive motivation for learning, cognitive interest.
· Attentiveness and interest in the content of the lesson, activity and efficiency.
· Discipline and willingness to do quality work.
· Causes of disorganization of students in the classroom.
· The attitude of students to the teacher, to his comments, instructions about their educational work.
Lesson results
· Has the goal of the lesson been achieved?
On the organization of educational activities of students Yes;
Based on interest Yes;
By organizing attention Yes;
On the development of mental processes Yes;
By the level of assimilation of the material Yes;
On the formation of personality Yes.
· Evaluation of students' activities (general, individual, emotional, points, for the future).
· The value of the lesson material for students:
- cognitive, scientific;
Aesthetic (moral, artistic);
Practical (business);
Social (public);
- educational (pedagogical);
Personally meaningful.
· Psychological features in the construction of educational material. Especially during the construction of the lesson
· General conclusions on the lesson. Grade. Wishes.
SCHEME OF PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS FOR A STUDENT
General information about the student
Personal data
- Last name, first name: Sauytbek Zhasulan
- Date of Birth: March 31, 1998
- Course, group: first course, group 15.1 RET
Health information
- Do you often get sick (often, moderately, rarely): rarely
- chronic diseases(what kind): not found
- features of the functioning of the nervous system
Tired quickly: No
Tired after prolonged exercise: Yes
Tireless: No
Moves quickly from joy to sadness for no apparent reason: No
Adequate change of mood: Yes
Stable in the manifestation of mood: Yes
Excitation prevails: No
Excitation and inhibition are balanced: Yes
Inhibition prevails: No
academic performance(excellent, good, satisfactory, unsatisfactory): good
______________________________________________________________________
Extracurricular activities(what, how often, systematic) systematic exercise
The manifestation of personal qualities in the behavior of a student
The focus of the student's interests on:
educational activities;
Achievements in sports;
Relationship between people;
Attitude to work, teaching: (Do you like to study, what prompts him to study, attitude to various academic subjects attitude towards successes and failures):
Public activity;
industriousness
Responsibility: always performs any task entrusted to him well and on time;
Initiative: acts as the initiator of affairs;
Organized: able to properly distribute their work;
Neatness: keeps things in order, neat, smart;
Striving for success: striving and achieving success in any business.
Attitude towards people(relationships with the team, the group, the attitude of the group to the student):
Collectivism: shows care towards other students of the group;
Honesty, truthfulness;
Justice;
Sociability: whether willingly acts in contact with people;
Politeness, tact.
Self-esteem, self-esteem(overestimation or underestimation of oneself, how it reacts to rewards and penalties):
Modesty;
Self-confidence, i.e., performs tasks, assignments without the help of others;
Striving for leadership: strives to be the first in everything;
Self-criticism: listens to fair criticism.
Volitional qualities:
- self-control;
Ability to work in accordance with the requirements of the teacher;
Courage;
Decisiveness: makes a responsible decision without hesitation;
Perseverance: always achieves what is intended, does not back down in the face of difficulties.
The position of the student in the group:
Attitude of students in the group: enjoys sympathy.
Clear setting of goals and objectives of the lesson; consistency and accessibility of presentation; highlighting the essential in the material; clarity of instructions regarding the specified types of work (exercises, visibility, TCO, etc.).
The accuracy and meaningfulness of perception are evidenced by: the students highlighting the essential in the material, the absence of errors in the answers; correspondence of the answers to the questions.
Organization of memory.
Consistency and accessibility of presentation; creation of settings for the duration, completeness, accuracy of memorization; asking questions; inclusion of memorized material in active intellectual processing (comparison, drawing up plans, diagrams, etc.); emotional saturation of the presentation; use of visibility, TCO.
The manifestations of meaningful and mechanical, voluntary and involuntary memory are evidenced by answers in their own words or verbatim reproduction of the material; free handling of material or dependence on associations; highlighting significant or minor facts and details.
Organization of the activity of thinking.
Creation of problem situations; clear questions; organization of operations of analysis, alignment, generalization; creating an atmosphere of free discussion, encouraging students to raise questions on their own and draw independent conclusions, use various kinds creative works.
The following manifestations testify to independence, heuristics, generalization and flexibility of thinking: students have their own judgments, conclusions, assessments, their own approach to the topic, question: ease of capturing the general in individual facts; approach to the same material from different angles; independent formulation of questions by students to the teacher and comrades.
Observation of the subject teacher's lesson
Annex 2
Analysis of the psychological subsystem of teacher-student interaction in the classroom (according to B.S. Tetenkin)
Teacher ___________________
Thing ___________________
Class _____________________
Date ______________________
Analyzing (full name of student-trainee)
_________________________________________________________________
Observation map
|
Basic indicators |
Grade |
|
A. Emotional background of the lesson Do the following influence the creation of a favorable psychological climate of the lesson: | |
|
1. the design and equipment of the cabinet? | |
|
2. sanitary and hygienic conditions of the premises? | |
|
3. the appearance of the teacher? | |
|
4. Appearance of students? | |
|
5. Equipment for this lesson? | |
|
B. Installation Does the teacher succeed? | |
|
1. Stimulate student activity through task setting? | |
|
2. To evoke appropriate emotions in students for the subject of study? | |
|
3. Organize the activities of students in accordance with the objectives of the lesson? | |
|
B. Modeling communication in the classroom | |
|
1. Does the model of the upcoming communication correspond to the content of the lesson? | |
|
2. Has the communication model changed in accordance with the changed conditions of the lesson organization? | |
|
D. Organization of direct communication in the lesson Did the teacher succeed in: | |
|
1. In the stage of visual communication to identify the factors of the psychological barrier? | |
|
2. Minimize the psychological barrier with students? | |
|
3. Choose an appropriate way to eliminate the psychological barrier between the teacher and the students? | |
|
D. Communication management Did the teacher succeed in: | |
|
1. Find an individual approach to each student in the communication system? | |
|
2. Correct the activities of students? | |
|
3. Change your activities in accordance with the change in the activities of students? | |
|
E. Analysis of the communication system implemented by the teacher | |
|
1. Was the teacher able to analyze the implemented communication system step by step? | |
|
G. Managing analyzer activities | |
|
1. To what extent is the activity of individual analyzers of students switched rationally through the alternation of methods and techniques used by the teacher? | |
|
2. Is the overall load on the activity of student analyzers rational throughout the lesson? | |
|
H. Managing student perceptions | |
|
1. Does the teacher make contact with students based on the characteristics of their predominant perception (auditory, visual, kinesthetic)? | |
|
2. Does the external activity of students in the lesson correspond to the peculiarities of their perception? | |
|
I. View management | |
|
1. Does the teacher rely on the experience of past and present activities with students in the formation of samples of the studied objects and phenomena? | |
|
2. Does the teacher go from simple to complex when forming ideas? | |
|
K. Imagination Control | |
|
1. Does the teacher manage to stimulate the activity of the reproductive (reproducing) imagination? | |
|
2. Does the teacher seek to transfer the students' reproducing imagination to a creative level? | |
|
3. How expedient is the activity of the teacher in developing the creative imagination of students? | |
|
K. Reigning memory | |
|
1. Does the teacher activate the memory activity of students, taking into account all its components: imprinting-preservation-reproduction (recognition)? | |
|
2. Does the teacher know the techniques of mnemology? | |
|
3. Are the forms of activating the memory of students used by him adequate for their age characteristics? | |
|
M. Speech control | |
|
1. Do the culture and style of the teacher's speech correspond to the objectives of the lesson and the age characteristics of the students? | |
|
2. How skillfully does the teacher carry out activities to form the culture of students' speech? | |
|
3. Does the teacher's speech correspond to the system of gradual assimilation of students' mental actions? | |
|
H. Managing the mental activity of students | |
|
1. Does the teacher rely on the age characteristics of students when activating their thought processes? | |
|
2. Are the methods and techniques of activating the thinking of students in relation to the subject of study specific? | |
|
3. Are the interdisciplinary connections carried out by the teacher appropriate? | |
|
4. Does the teacher manage to stimulate the collective thinking of students, taking into account their individuality? | |
|
A. Managing the teacher's attention. How rational is the teacher: | |
|
1. distributes his attention in the lesson? | |
|
2. Stimulates the learning activities of all students in the class? | |
|
3. Turns his attention to particular groups of students as well as individual students? | |
|
P. Managing student attention | |
|
1. To what extent does the teacher manage to focus students' attention on the subject of study? | |
|
2. Is the switching of students' attention from one object to another carried out in a timely manner? | |
|
3. Are the methods of switching students' attention rational? | |
|
P. Management of the teacher's volitional processes | |
|
1. Does the volitional activity of the teacher contribute to the creation of a favorable psychological climate for the lesson? | |
|
2. How are such volitional qualities of a teacher manifested as self-control, endurance, exactingness, in combination with ethical standards? | |
|
C. Management of students' volitional processes | |
|
1. Does the volitional activity of students contribute to the solution of the tasks of the lesson? | |
|
2. Do such volitional qualities of students as discipline, restraint, etc., appear in appropriate situations of the lesson? | |
|
T. Management of students' temperament. How motivating is the teacher? | |
|
1. Cognitive activity of students in different zones of activity? | |
|
2. Interaction with students who show temperamental features in the lesson? | |
|
U. The role of pedagogical assessment in stimulating the development of students' personal qualities. In what degree: | |
|
1. Did the teacher evaluate all students? | |
|
2. Is teacher assessment partial? (Estimation of partial activity). | |
|
3. Do assessments stimulate the cognitive activity of students? | |
|
4. Does the teacher have an arsenal of partial assessments? | |
|
5. Does each student of the class feel like an equal member of a working team? | |
|
F. The psychological climate of the lesson | |
|
1. Did the teacher manage to create a balance mental states participants in the learning process in the classroom? | |
|
2. Did the psychological climate of the lesson correspond to the nature of the activity carried out? | |
|
3. Did the teacher's activity have a character aimed at activating the adequately stimulating activity of students? |
Based on the results of a five-point assessment of each indicator from A to F, the average score of the group is displayed and a nomogram is compiled. Conclusions are drawn and, accordingly, a program of psychological and pedagogical correction is drawn up with the psychologist.
Graph along the ordinate axis scores, along the abscissa axis indicators (from A to F).
Annex 3
Scheme for the design of a psychological diary of observations of the student's behavior.
|
Lesson topic |
Student Behavior |
Possible reasons for the student's actions |
the diary must be filled out in a timely manner, after each lesson, in order to more fully and clearly note all the necessary points;
in the column "Student's behavior" the observer records all the observed actions, emotional manifestations, statements of the student;
in the column " Possible reasons the student’s actions” the student indicates the most likely, in his opinion, reasons for the observed behavior of the student; in order for the results to be more objective, students need to apply all their knowledge of the leading psychological disciplines, as well as take into account all the factors affecting the child's behavior;
to obtain objective data, the trainee must attend at least 10 lessons.
