Other forms of education in the modern school. Forms of organization of education at school and university

FORMS OF ORGANIZING TRAINING AT SCHOOL AND UNIVERSITY

In didactics, the forms of organization of the learning process are revealed through the methods of interaction between the teacher and students in solving educational problems. They are solved through various ways of managing activities, communication and relationships. Within the framework of the latter, the content of education, educational technologies, styles, methods and teaching aids are implemented.

The leading forms of organizing the learning process are a lesson or a lecture (respectively, at school and university).

One and the same form of organization of learning can change the structure and modification, depending on the tasks and methods of educational work. For example, lesson-game, lesson-conference, dialogue, workshop. As well as a problematic lecture, a binary lecture, a teleconference lecture.

In the school, along with lessons, there are other organizational forms (optional, circle, laboratory workshop, independent homework). There are also certain forms of control: oral and written examinations, control or independent work, offset, testing, interview.

In the university, in addition to lectures, other organizational forms of education are also used - a seminar, laboratory work, research work, independent educational work of students, industrial practice, internship at another domestic or foreign university. As forms of control and evaluation of learning outcomes, exams and tests, a rating system of evaluation are used; abstract and term paper, diploma work.

Features of the school lesson:

The lesson provides for the implementation of the functions of training in the complex (educational, developing and educating);

Didactic lesson structure has a strict construction system:

A certain organizational beginning and setting the objectives of the lesson;

Updating the necessary knowledge and skills, including checking homework;

Explanation of new material;

Consolidation or repetition of what was learned in the lesson;

Control and evaluation of students' educational achievements during the lesson;

Summing up the lesson;

Homework;

Each lesson is a link in the system of lessons;

The lesson complies with the basic principles of teaching; in it, the teacher applies a certain system of teaching methods and means to achieve the goals of the lesson;

The basis for building a lesson is the skillful use of methods, teaching aids, as well as a combination of collective, group and individual forms of work with students and taking into account their individual psychological characteristics.

The features of the lesson are determined by its purpose and place in the integral system of education. Each lesson occupies a certain place in the system of the subject, in the study of a particular school discipline.

The structure of the lesson embodies the patterns and logic of the learning process.

Lesson types are determined by the characteristics of the main tasks, the variety of content-methodological instrumentation and the variability of methods of organizing training.

1. Combined lesson (the most common type of lesson in practice). Its structure: the organizational part (1-2 minutes), checking the task before it (10-12 minutes), studying new material (15-20 minutes), consolidating and comparing new material with previously studied material, performing practical tasks (10-15 minutes ), summarizing the lesson (5 min), homework (2-3 min).

2. The lesson of studying new material is applicable, as a rule, in the practice of teaching high school students. Within the framework of this type, a lesson-lecture, a problematic lesson, a lesson-conference, a film lesson, a lesson-research are held. The effectiveness of a lesson of this type is determined by the quality and level of mastering new educational material by all students.

3. The lesson of consolidating knowledge and improving skills and abilities is conducted in the form of a seminar, workshop, excursion, independent work and laboratory workshop. A significant part of the time is occupied by the repetition and consolidation of knowledge, practical work on the application, expansion and deepening of knowledge, on the formation of skills and the consolidation of skills.

4. The lesson of generalization and systematization is aimed at the systematic repetition of large blocks of educational material on the key issues of the program, which are crucial for mastering the subject as a whole. When conducting such a lesson, the teacher poses problems for the students, indicates sources for obtaining additional information, as well as typical tasks and practical exercises, assignments and works of a creative nature. During such lessons, the knowledge, skills and abilities of students are tested and assessed on several topics studied over a long period - a quarter, half a year, a year of study.

5. The lesson of control and correction of knowledge, skills and abilities is designed to assess the results of learning, diagnose the level of students' learning, the degree of students' readiness to apply their knowledge, skills and abilities in various learning situations. It also involves making changes in the work of the teacher with specific students. The types of such lessons in school practice can be an oral or written survey, dictation, presentation or independent solution of problems and examples, practical work, credit, exam, independent or test work, credit, testing. All these types of lessons are organized after the study of major topics and sections of the subject. Based on the results of the final lesson, the next lesson is devoted to the analysis of typical mistakes, “gaps” in knowledge, and the definition of additional tasks.

In school practice, other types of lessons are also used, such as a lesson-competition, consultation, mutual learning, a lecture, an interdisciplinary lesson, a game.

Lecture. The general structural frame of any lecture is the formulation of the topic, the presentation of the plan and recommended literature for independent work, and then strict adherence to the plan of the proposed work.

The main requirements for reading lectures are:

High scientific level of the presented information, which, as a rule, has ideological significance;

A large volume of clearly and tightly systematized and methodically processed modern scientific information;

Evidence and argumentation of the judgments expressed;

A sufficient number of convincing facts, examples, texts and documents;

Clarity of presentation of thoughts and activation of the thinking of listeners, setting questions for independent work on the issues under discussion;

Analysis of different points of view on solving the problems;

Derivation of the main thoughts and provisions, formulation of conclusions;

Explanation of introduced terms and names; providing students with the opportunity to listen, comprehend and briefly write down information;

Ability to establish pedagogical contact with the audience; use of didactic materials and technical means;

Application of the basic materials of the text, synopsis, flowcharts, drawings, tables, graphs.

Types of lectures

1. Introductory Lecture gives the first holistic view of the subject and orients the student in the system of work on this course. The lecturer introduces students to the purpose and objectives of the course, its role and place in the system of academic disciplines and in the system of specialist training. A brief overview of the course, milestones in the development of science and practice, achievements in this area, the names of famous scientists, and promising areas of research are outlined. At this lecture, the methodological and organizational features of the work within the framework of the course are expressed, and an analysis of the educational and methodological literature recommended by students is given, the terms and forms of reporting are specified.

2. Lecture-information. It is focused on the presentation and explanation of scientific information to students to be comprehended and memorized. This is the most traditional type of lectures in the practice of higher education.

3. Overview lecture - this is the systematization of scientific knowledge at a high level, allowing a large number of associative links in the process of comprehending the information presented in the disclosure of intra-subject and inter-subject communications, excluding detail and concretization. As a rule, the core of the stated theoretical provisions is the scientific, conceptual and conceptual basis of the entire course or its major sections.

4. Problem lecture. In this lecture, new knowledge is introduced through the problematic nature of a question, task or situation. At the same time, the process of cognition of students in cooperation and dialogue with the teacher is approaching research activity. The content of the problem is revealed by organizing the search for its solution or by summarizing and analyzing traditional and modern points of view.

5. Visualization Lecture is a visual form of presentation of lecture material by means of TCO or audio-video equipment. Reading such a lecture comes down to a detailed or brief commentary on the viewed visual materials (natural objects - people in their actions and deeds, in communication and conversation; minerals, reagents, machine parts; paintings, drawings, photographs, slides; symbolic, in the form of diagrams, graphs, graphs, models).

6. Binary Lecture - this is a kind of lecturing in the form of two teachers (either as representatives of two scientific schools, or as a scientist and practitioner, teacher and student).

7. Lecture with pre-planned mistakes is designed to encourage students to constantly monitor the information offered (search for errors: content, methodological, methodical, spelling). At the end of the lecture, students are diagnosed and the mistakes made are analyzed.

8. Lecture-conference is conducted as a scientific and practical lesson, with a pre-set problem and a system of reports, lasting 5-10 minutes. Each speech is a logically complete text prepared in advance within the framework of the program proposed by the teacher. The totality of the presented texts will provide a comprehensive coverage of the problem. At the end of the lecture, the teacher summarizes the results of independent work and students' presentations, supplementing or clarifying the information provided, and formulates the main conclusions.

9. Lecture-consultation may follow different scenarios. The first option is carried out according to the type of "questions and answers". The lecturer answers students' questions in all sections or the entire course during the lecture time. The second version of such a lecture, presented according to the “question-answer-discussion” type, is a triple combination: presentation of new educational information by the lecturer, posing questions and organizing a discussion in search of answers to the questions posed.

In the practice of higher education, other types of lecture form of education are also used.

Summary

As the main forms of organizing the learning process at school, a lesson at a university - a lecture - has been adopted.

Among the large number and variety of types of organization of the learning process at school and university, each type or type solves a certain set of didactic tasks and fulfills its purpose. Their diversity in practice speaks of the creativity and skill of school teachers and teachers of higher educational institutions who are interested in the effectiveness of their work.

Questions and tasks for self-control

1 What is a lesson and what are its characteristics?

2. What is common and what is the difference between a lesson and a lecture? How do you understand: a lesson is a lecture?

3. Give examples of different types of lessons and types of lectures.

FORMS OF ORGANIZING TRAINING

1. The concept of the forms of organization of training

The organization of effective learning is possible only with the knowledge and skillful use of various forms of organization of the pedagogical process.

As shown above, the teaching method acts as a way of organizing the processes of mastering new knowledge by students, the formation of skills and abilities, the development of mental functions and personal qualities. Thus, the concept of "method" characterizes the content, or internal side of the educational process.

The concept of "form of organization of learning", or, as they say, organizational form of learning, has a different meaning. Word form translated from Latin means external appearance, external outline. Thus, the form in teaching means the external side of the organization of the educational process and reflects the nature of the relationship between the participants in the pedagogical process.

The form of education is organically connected with the internal, content side of the educational process. The same form can be used in different teaching methods, and vice versa.

There are many organizational forms of training, but, speaking of them, the following groups are distinguished:

• - ways of learning;
• - forms of organization of the entire training system (they are also called training systems);
• - forms of educational activity of the student (types);
• - forms of organization of the current educational work of the class, group.

Of course, each of these groups is, in fact, an independent and distinct phenomenon. However, pedagogy has not yet found separate names for them and has not determined their exact composition.

Ways of learning. Very often, when talking about the form of learning, they mean the way of learning. Ways of learning evolved as society developed. The first way to learn was individual training. Its essence was that the trainees communicated with the teacher one-on-one and performed all the tasks individually. For example, a craftsman, an employee, or a clergyman would take on an apprentice who, while living in their home, learned a trade or literacy. Today, individual learning is used to "pull up" lagging behind students at school or in classes with a tutor in preparation for entering a university.

Following individual training appeared and individual-group way. The teacher worked with a group of children, but the educational work was still individual in nature, since the children were of different ages and different backgrounds. The teacher conducted educational work with each student separately, in turn asking each student the material covered, explaining the new, giving an individual task. At this time, the rest were busy with their tasks. With such an organization of education, children could start and finish their studies at any time of the year, and go to classes at different times of the day. In the course of training, they acquired the simplest skills of reading, writing and counting. However, the vast majority of children remained uneducated.

By the end of the XVI - beginning of the XVII century. both individual and individual-group methods of learning did not meet the needs of society. The rapid development of production and the increasing role of spiritual life in society led to the need to create such a method of education that would allow teaching the bulk of the growing children. In the XVI century. the concept of group education of children was created, which found

application in fraternal schools of Belarus and Ukraine. She was the fetus class-lesson form of education.

At the beginning of our century, another way of learning appeared in Russia, which later V.K. Dyachenko named collective way of learning(CSR). A. G. Rivin became its principal developer and organizer. In 1918, he organized a school where he taught about forty children of different ages (10-16 years old). Today we would call this school rather private courses. The basis of the new form was the method of students working with each other. During the training, students taught each other in pairs in the process of the so-called organized dialogue. The composition of the pairs was constantly changing, and therefore they were called pairs of interchangeable composition. Students, having studied various topics, explained them to other members of the group and, in turn, listened to their explanations and learned new material. Classes were held without lessons and schedule. The learning outcomes were amazing - in one year, students mastered the material of three to four years of study.

Not a single modern school has switched completely to the collective method of education, since permission for the experiment was not obtained. However, individual elements of this form of education are used in many educational institutions in Russia.

Forms of organizing group training or training systems. Currently, forms of organization of group learning are often called learning systems. I must say that this name is not entirely accurate. The fact is that the concept of a learning system is much broader and includes all elements of the learning process that are in relationships and connections with each other. Therefore, if approached strictly, the system should include the content of education, the levels of preparedness of students and teachers, teaching methods, material support and other elements of education. However, due to the fact that the term "system" is widely used in the pedagogical literature, we will also use it.

The theoretical development of the classroom form was brilliantly carried out by Ya. A. Komensky (XVII century). He also popularized it widely. At present, the classroom form of education is predominant throughout the world, despite the fact that its main provisions were developed and implemented about 400 years ago.

This form of education is characterized by the following elements:

• - combining students of the same level of training into classes (distribution of students into classes by age);
• - the constant composition of the class for the entire period of schooling;
• - the work of all students of the class according to one plan at the same time;
• - obligatory classes for all;
• - the main unit of the lesson is the lesson;
• - the presence of a schedule of classes, breaks, a single academic year and vacations.

Despite the wide recognition in the world, the class-lesson form of education is not without a number of shortcomings. The most significant of them are the following: a limited number of students, a focus mainly on the average student, a high learning difficulty for a weak student, inhibition of the development of a stronger student, the impossibility of fully taking into account and implementing the individual characteristics of students in the educational process. Therefore, attempts to improve the lesson do not stop. In particular, such variants of the classroom form as the Bell-Lancaster system, the Batavian system, and the Mannheim system were developed and tested.

Bell-Lancaster system mutual teaching arose in 1798. Its main goal was to increase the number of students taught by one teacher. This was due to the need for large machine industries in a large number of skilled workers. The system got its name from the name of the English priest L. Bell and the teacher J. Lancaster, who simultaneously applied it in India and England. They tried to use the students themselves as teachers. The older students first, under the guidance of a teacher, studied the material themselves, and then, having received appropriate instructions, taught their younger comrades. This made it possible, with a small number of teachers, to carry out mass education of children. However, this system was not widely used, since shortcomings in the organization did not provide the necessary level of training for children.

Batavian system appeared in the United States at the end of the 19th century. It was an attempt to correct such major shortcomings of the class-lesson form as focusing on the average student and insufficient consideration of the individual characteristics and capabilities of children. It was supposed to conduct selective training of students, dividing all classes into two parts. The first part is the conduct of regular lessons, in which the teacher works with the whole class. The second part - individual lessons with those students who do not have time and find it difficult to master the material, or with those who are willing and able to study the proposed material in depth.

Mannheim system arose simultaneously with the Batavian, but not in the USA, but in Europe. Its main task, like that of the Batavian system, was the selective education of students, who were distributed into classes depending on their abilities, level

development and degree of readiness. There were classes of strong, average and weak students. Class selection was based on psychometric surveys, teacher characteristics, and examination results. It was assumed that students from weaker grades, as they were prepared, would be able to move to higher-level classes. However, this did not happen, since the existing training system did not allow weak students to reach a high level.

Elements of this system have been preserved to this day in Australia, where schools create classes for more capable and less capable students, as well as in the USA, where schools have separate classes for slow learners and capable students. In Russia, elements of this form have also been reflected in the creation of specialized schools for especially gifted children, schools of a new type (gymnasiums, colleges, lyceums), teaching students at a higher level of complexity.

The use of the ideas of the Mannheim system can be found in schools where correction classes are organized. However, the practice of such classes shows that, as a rule, the development of children who fall into them is not corrected; the school does not prepare them for the subsequent transition to the regular class. It's just that in these classes the requirements for students are significantly reduced and, consequently, the development of children is at a slow pace. From the point of view of the requirements for the psychological conditions for the development of students, the creation of correctional classes in schools where children study without deviations in development is absolutely unjustified.

The improvement of the class-lesson system of education in Russia has led to the emergence of the so-called developmental education. One of the first attempts to implement the ideas of developmental education was made by L.V. Zankov. In the 1950s and 1960s, he developed a new system of primary education. In a somewhat different vein, this idea was developed by D.B. Elkonin and V.V. Davydov. The main idea of ​​this system substantiated the possibility and expediency of education focused on the advanced development of the child. Education can be considered fruitful only when it is ahead of the development of the child. Knowledge, skills and abilities are not the ultimate goal of education, but only a means of developing students. The essence of education is in the self-change of the child. This system considers the child not as an object of learning influences of learning, but as a self-changing subject of learning. To date, this system seems to be one of the most promising.

The shortcomings of the class-lesson system led not only to the emergence of its new variants, but also to the creation of new forms of education.

In 1905, a form of individualized education arose, called dalton plan. It was first applied by the teacher Helena Parkhurst in the American city of Dalton (Massachusetts). This system is also called the laboratory or workshop system, since instead of classes, laboratories and subject workshops are created at the school.

The main purpose of this form of organization of learning is to adapt the pace of the school to the capabilities and abilities of each student. In the laboratory, students studied individually, receiving a task from a teacher present in the workshop. Assignments for each subject were issued to students for a whole year. Then they were specified by months. Students had to complete these tasks within a month and report on them.

If any difficulties arise, the student can ask the teacher for help. General group (frontal) work was carried out for 1 hour a day. The rest of the time, students individually studied the material and reported for the implementation of each topic to the teacher of the corresponding subject.

This form has created many effective methods of organizing educational activities. For example, in order to stimulate the work of students, to give them the opportunity to compare their achievements with the achievements of their peers, the teacher compiled special tables (progress screens) in which he monthly noted the progress of the students in their assignments.

The Dalton Plan began to spread rapidly in the practice of schools in many countries. So, in the USSR in the 1920s, a modification of the Dalton Plan was used under the name of the brigade-laboratory system. The difference was that the tasks for studying the topic were taken by a group of students (team). They worked (independently or jointly) in laboratories, and reported collectively. However, it soon became apparent that the level of training of students was steadily declining, and their responsibility for learning outcomes was falling. It became clear that students could not master the material quickly without the explanation of the teacher. Independent assimilation of the material requires more time, although the strength of independently acquired knowledge is higher. For these reasons, the Dalton Plan did not take root in any country in the world.

2. Types of learning activities of the student

Often, the forms of educational activity mean the types of educational activities of students. The types of organization of the student's educational activity are strongly connected with the structure of communication.

between teachers and learners. It can be said that forms of educational activity of students - these are ways of organizing the activities of students, differing in the characteristics of the relationship of the child with other people.

The following forms of educational activity of the student are distinguished:

1. Steam room. This is the work of a student with a teacher (or peer) one on one. Such training is called individual. In schools, it is rarely used due to the insufficient amount of time the teacher has. Widely used for extracurricular activities and tutoring.

2. Group, when the teacher simultaneously teaches a whole group of students or a whole class. This form is characterized by separate, independent fulfillment of learning tasks by students with subsequent monitoring of results. This form is also called general class or frontal work.

3. Collective. This is the most complex form of organization of student activities. It is possible when all trainees are active and train each other. A typical example of a collective form is the work of students in pairs of shifts.

4. Individually isolated. It is also often referred to as student independent work. Doing homework by a child is a typical example of this form of learning activity. It is widely used in the classroom in educational institutions. Control and independent work, independent completion of tasks at the blackboard or in a notebook during the lesson also belong to this form.

In practice, schools most often use group and individually-isolated forms of education. In the lessons, they almost do not use pair work and classes in small groups (links, brigades). Only the one created in the 20th century is being tested. collective form.

The group form of organization of educational work is represented by only two varieties: general class (frontal) classes and classes in small groups.

In general class and group classes, a group listens to one speaker. The number of listeners is always greater than the number of speakers. The difference between communication in a small group (link) and in a large group (class) is not in structure, not in construction, but in the number of people listening at the same time. Therefore, general class (frontal) and link (small group) classes are one and the same group form of organizing educational activities. In both cases, the group at each moment of time works together.

A teacher, a parent, a school principal, a member of the group can speak in front of a group or class. In any case, communication

built as a group. Specific tasks in this case can be very different: simple and complex, differentiated and undifferentiated.

The essence of this form in the most general form can be expressed by the formula: one person teaches many at the same time, a group. The number of students in a group may vary. It is difficult to establish the maximum number of a group of students, but the minimum is two people.

Class-wide, or frontal, work of students in a lesson can have not only a group form. If the teacher gave all students the same task and each student performs this task individually, without communicating with the teacher or with other students in the class, then such work of students is individually isolated. The main feature of the individual-isolated work of students is the absence of a living, direct contact of the student with other people.

Collective form of student learning activity emerged only in the 20th century. in Russia. This is a specific form of learning activity, fundamentally different from other existing forms.

The general class work that we meet in almost every lesson in a modern school is not collective. First of all, because during the general class work, the student team does not have a common goal. The teacher sets before the students not a common, but the same goal for all. Accordingly, the attitude towards learning activities among students is developed not as something joint and creative, but as something individual and mandatory. Activities aimed at achieving a common goal unites, and when the same goal is achieved, it causes competition, competition and disunity.

A common common goal is easy to distinguish from a goal that is the same for everyone. If the goal set by the teacher can be achieved by one student or all individually on their own, then this is the same goal for everyone. And if the goal for a given period of time can only be achieved by all students together with common efforts, then such a goal is common, or joint. A joint task can only be performed by a group of people. One person cannot do it.

The learning goal can be shared if, in the course of learning, in addition to mastering new knowledge, skills and abilities, a group of people (class) trains each of its members. This provides for the systematic participation of each member of the group in the training of all.

No matter how many students the teacher teaches at the same time (one, two, five, ten or forty), he cannot create

collective learning. He can teach one student or a group of students at the same time. Collective learning, on the other hand, appears only when all its members take an active and systematic part in the training of a given group, i.e. the group becomes self-learning. Therefore, collective learning is possible where there is a self-learning group or a self-educating team.

It is impossible to create such a team without a teacher of the highest qualification. A teacher who organizes this form of education must know and be able to do much more than an ordinary teacher who teaches according to the traditional method.

In the work of a small group (team), as in the frontal (general class) work, there is no single common goal, but only the coincidence of individual goals. Research shows that only one or two people in the group study well a topic (or question) that is common to a group. These are usually students who acted as a teacher (foreman or consultant). The rest do not reach the level of mastering the material and constantly need the help of a teacher. One member of the group (team) learns much more than the whole group as a whole. This is a clear sign that there is no collective work in which the overall result would be higher than the result of each member of the team taken separately.

In the collective form of organization of educational work, the leading role is played by the communication and interaction of students with each other. Communication becomes collective and productive when it has a changing pair structure, i.e. Students communicate in pairs of shifts. Only such work corresponds to the modern concept of collective work.

The following general features of teamwork are distinguished:

1. The presence of all its participants in a common, common goal.
2. Division of labor, functions and responsibilities.
3. Cooperation and comradely mutual assistance.
4. The presence of existing bodies, organizations, involvement of participants in the control, accounting and management.
5. The socially useful nature of the activities of each and every participant individually.
6. The amount of work performed by the team as a whole is always greater than the amount of work performed by each of its members individually or part of the team.

3. Forms of organization of current educational work

In contrast to the forms of activity of the student, the forms of the current educational work of the class are more diverse. Today at

educational institutions use such traditional forms of educational work as a lesson, excursions, homework, extracurricular activities, forms of extracurricular work (subject circles, clubs, studios, olympiads, competitions, etc.).

As a result of reforming the education system in the school, new forms of educational work are also emerging. Thus, in the upper grades of educational complexes "school - university" the use of university forms of educational work is practiced. This is primarily lectures and seminars, a credit system. In ordinary schools, such a transfer of forms of work from the university most often does not justify itself. Students, due to their age characteristics, are not yet ready for such forms of work. However, in special schools and in schools with an in-depth study of some subject (or subjects), such a transfer gives a certain positive result. Most often, it is effective in schools that prepare their students for admission to a higher educational institution with which the school works together.

In connection with the development of innovative teaching technologies in schools, and especially in elementary school, teachers began to apply new forms of educational work. Using the game shell for the lesson, instead of the usual lessons, they conduct games in the form of competition, competition, travel. Creative lessons are also used, in which there is no mastering of new material in the traditional sense of the word. In elementary school, such lessons are used to repeat and find elements close and consonant with the child's experiences in the material covered, i.e. to build motives for learning activities in general.

Lesson is the main form of organization of current educational work. The main form of education in the world today is the class-lesson form of education, when the main form of organization of educational work is the lesson. A lesson is the main unit of the educational process, clearly limited by time frames (most often 45 minutes), work plan and composition of participants.

Everyone who has graduated from school knows that lessons even in one subject bear little resemblance to each other. An analysis of the lessons conducted at school shows that their structure and methodology largely depend on the didactic goals and objectives that are solved in the learning process.

Attempts to classify lessons, break them down into several simple types, have been made for a long time. K.D. Ushinsky singled out the following types of lessons: mixed lessons, in which the teacher explains new material, reinforces it and repeats what was previously learned; lessons of oral and practical exercises, the purpose of which is to repeat knowledge and develop the necessary skills and abilities; lessons of written exercises having that

same goal; knowledge assessment lessons that take place after a certain period of study and at the end of the school year.

Modern didactics analyzes the lesson more deeply. A lot of scientific works are devoted to the selection of types of lessons. Nevertheless, today this problem does not have an unambiguous solution. Several approaches to the classification of lessons have been developed. Each classification is based on one defining feature: didactic purpose (I.T. Ogorodnikov); the goals of organizing classes (M.I. Makhmutov); the main stages of the educational process (S.V. Ivanov); teaching methods (IN Borisov); ways of organizing the educational activities of students (F. M. Kiryushkin).

The didactic goal is the most important structural element of the lesson, so the classification on this basis is the closest to the real educational process. If we take into account the active position of the student in the development of the material and the formation of skills and abilities, then the classification according to the didactic goal will look like this:

• - lessons of studying new educational material;
• - lessons in the formation and improvement of skills and abilities;
• - lessons of generalization and systematization of knowledge;
• - lessons of control and correction of knowledge, skills and abilities;
• - combined (mixed) lessons.

Let us briefly dwell on the characteristics of each individual type of lessons.

Lessons of studying new educational material. The purpose of this type of lesson is to master new material for students. This includes the teacher's work in transferring new material, organizing students' activities aimed at comprehending and mastering it, primary consolidation of new material, developing students' skills and abilities to apply knowledge in practice.

The structure of these lessons is relatively simple. They are characterized by the following stages: a) organization of students; b) a brief survey of students on the most important sections of the material covered, which will be needed when mastering new material; c) the formation of students' motivation to work on the development of new material, including setting the topic and determining the main objectives of the classes; d) mastering new material by students; e) a brief survey of students on new material to control the assimilated and conduct primary consolidation of the material; f) homework assignments.

The most effective process of mastering new concepts and methods of action is carried out by students in the course of vigorous activity. Whatever methods were used (teacher's story, exercises, independent

search activity), the best result will be obtained if students are interested, they have a high level of motivation for this type of activity and they take an active part in it, showing initiative.

Often, in order to better master large volumes of new material, the teacher uses a large-block method of studying. In one lesson, he helps students to study the material of several lessons at once (for example, four), and then, in the remaining three lessons, he develops skills and abilities, a deeper study of the topics covered. The development of new material can be carried out in various ways. For greater variety and increase in the level of students' interest in educational work, along with passive activities of students (listening to the teacher's story, retelling of classmates), active types are also used (practical and independent work of a research type).

During the lesson, the teacher uses all sorts of techniques to enhance the cognitive activity of schoolchildren: gives the presentation of new material a problematic character, uses vivid examples, facts, connects students to a discussion, reinforces certain theoretical positions with their own examples and facts, uses visual-figurative material and technical teaching aids . All this is aimed at a meaningful and deep mastering of new material and maintaining a high level of attention and mental activity of students.

Often, in the course of studying new material, work is also being done to streamline and consolidate previously learned material. Some types of new material cannot be studied without remembering, without analyzing the material already covered and without applying it when deducing some new provisions. Therefore, combined lessons are more often conducted (synthesis of a lesson in studying new educational material with a lesson in the formation and improvement of skills and abilities; a lesson in studying new educational material with a lesson in generalizing and systematizing knowledge).

"Pure" lessons of learning new material, i.e. the lessons, in which only the development of new material takes place, are applicable in working with middle-aged and older schoolchildren. This is due to the fact that, firstly, it is in the middle and senior classes that large volumes of new material are studied, and, secondly, at this age, students are ready for long-term work with unknown material and the associated heavy workloads.

However, in elementary school, it is difficult to conduct lessons in which there would be only the development of new material due to the unpreparedness of students for heavy workloads. Usually a mixed lesson is used, interspersed with a small dose of new material.

Lessons in the formation and improvement of skills and abilities. In lessons of this type, the following didactic tasks are solved: a) repetition and consolidation of previously acquired knowledge; b) application of knowledge in practice to deepen and expand previously acquired knowledge; c) formation of new skills and abilities; d) monitoring the progress of studying educational material and improving knowledge, skills and abilities.

Lessons of this type include doing independent work; laboratory works; practical work; some types of excursions; seminar lessons.

The organization of educational activities of students in this type of lesson involves the repetition of acquired knowledge, their application in other situations, elements of systematization of knowledge, consolidation of skills, as well as bringing their activities to the inter-thematic and inter-subject level. Together with repetition, it is possible to organize the control and systematization of knowledge. It is not excluded, of course, the possibility of such a construction of the lesson, when the teacher plans only the current repetition within the topic, for example, before the test.

When organizing repetition and improving skills and abilities, it must be remembered that repetition in four different lessons of 10 minutes each gives an incomparably greater effect than repetition throughout the lesson for 40 minutes. However, this issue cannot be approached mechanically. Different learning situations and the level of complexity of the material determine different methodological approaches to building a lesson. A lot also depends on the purpose of the lesson, the didactic tasks that are solved in the lesson, and the specifics of the subject.

Lesson of generalization and systematization of knowledge. A lesson of this type is aimed at solving two main didactic tasks: 1) to test and establish the level of students' mastery of theoretical knowledge and methods of cognitive activity related to the key issues of the subject; 2) repetition, correction and deeper understanding of the material on these issues and the relationship of its individual elements.

Psychologically, such lessons encourage students to systematically repeat large sections, large blocks of educational material, allow them to realize its systemic nature, discover ways to solve typical problems and gradually master the experience of transferring them to non-standard situations when solving new unusual problems that arise before them.

The lessons of generalization and systematization of knowledge have their own specifics. Usually, when conducting such a lesson, the teacher names questions for repetition in advance, indicates sources,

which students should use, sets preparatory tasks for homework. In addition, in the senior classes, teachers, in preparation for the lessons of generalization and systematization, preliminarily conduct overview lectures, group consultations, individual interviews, and give recommendations on preparing for independent work.

The most common type of generalization and systematization lessons are discussion lessons, seminar lessons, in which certain content of the studied section of the program or program material as a whole is deepened or systematized, as well as lessons for solving creative tasks.

Lessons of control and correction of knowledge, skills and abilities. Lessons of this type are intended to control the level of assimilation of theoretical material by students, the formation of skills and abilities and the correction of the knowledge acquired by students, accumulated skills and abilities.

The lesson can use oral (frontal, individual, group), written surveys, dictations, presentations, problem solving and examples, etc. , credit, credit practical (laboratory) work, workshops, control independent work, etc. Such lessons can be conducted after studying entire sections and topics of the subject being studied. The most difficult form of the final test of knowledge and the level of learning of students is an exam in the subject as a whole. Recently, all kinds of tests have been widely used to diagnose the state of learning of children. They can be used to control the level of mastering a certain section of the educational material and the annual (full) stage of training in the subject.

The lesson of control and correction usually consists of: an introductory explanatory part (instructing the teacher and psychological preparation of students for the upcoming work - solving problems, writing an essay, dictation, creative work, etc.); the main part - independent work of students, operational control, teacher consultations to keep students calm and confident in their abilities and in what they are doing; the final part - the analysis of the control carried out and the identification of typical errors and the implementation of corrective work.

Sometimes lessons of this type include an organizational part; explanation of the task by the teacher; answers to students' questions; performance by students of the task; delivery of the completed task (or verification of its implementation); homework; end of lesson.

It is convenient to conduct a special lesson of work on the typical mistakes of students in knowledge, skills, abilities and ways of organizing educational and cognitive activities. Such lessons

allow not only to control knowledge, but also to carry out the necessary work to eliminate the identified shortcomings.

Of course, other structural combinations of lessons are also possible in school practice. In connection with the increased attention to the issues of enhancing the cognitive activity of students, involving them in solving search and research problems, as an independent type of lesson, problematic lesson in which the leading role is played by the motivational activity of students. The problem lesson contains the following elements: organization of students, their psychological preparation for active involvement in the upcoming work - the creation of a problem situation; formulating a problem, putting forward a hypothesis (an assumption about what the result might be) and solutions, searching for a practical solution to the problem, discussing the results; comments and generalizations of the teacher; homework; the end of the lesson - summarizing the work. The set of elements of such a lesson largely depends on the particular tasks and creativity of the teacher himself.

Combined lesson. This is the most common type of lesson in today's school. It solves the didactic tasks of several (sometimes all) of the types of lessons described above. It is a combination of several lessons, which is why it got the name - combined.

Depending on the nature of the learning situation and the level of pedagogical skill of the teacher, various didactic tasks can be combined, intersect, merge into each other, change their sequence. The structure of the combined lesson can be any. Thus, in the experience of advanced teachers, the process of mastering knowledge by students can occur in the course of their independent work, and knowledge testing can be woven into the organization of classes and show the activity of schoolchildren in commenting on the progress of their work and their level of learning.

In the process of learning new material, its primary consolidation and initial experience of application are often organized. When consolidating the material, it is convenient to simultaneously control what was previously studied, as well as develop the skills to apply this knowledge in various, including non-standard, situations. The synthesis of all these structural elements of the lesson makes it diverse, dynamic and interesting for students.

The combined lesson imposes more stringent requirements on the teacher. In addition to selecting and linking various elements of the lesson, choosing the most compatible forms with each other, the teacher has to strictly monitor the time allocated to each of the elements. After all, if I spent more time on some element, then I spent more time on another element (maybe more necessary).

may not be enough. It is unacceptable when checking students' knowledge takes 20-25, or even all 30 minutes, and 15-20 minutes are left to work on a new topic. Naturally, from such a lesson, students take away a very vague idea of ​​​​the new material, and when doing homework, difficulties will inevitably arise.

The effectiveness of a combined lesson depends on a clear definition of the objectives of the lesson (after all, not all elements of the lesson are the main ones) and on the mood that the teacher can create. A good lesson is one where a business-like creative atmosphere reigns, where the desire of schoolchildren to "invent" and "find" is in full swing, where they rush to enter into a dialogue with the teacher, with each other, the authors of certain theoretical concepts, without fear of making mistakes. Success will be in the class in which the teacher creates the idea among students that no mistake is terrible, that everything can be corrected, the main thing is to invent, create, see something new, unfamiliar, until others do it.

4. Extracurricular forms of organization of current educational work

Along with the lesson in general educational institutions, other forms of educational work are also used. The main distribution was received by such forms as excursions, homework, extracurricular activities, extracurricular activities (subject circles, studios, olympiads, competitions, etc.).

Excursion. In practice, the system of lessons described above is supplemented by a number of other forms of organization of learning. One of the most interesting forms for students is the excursion. Excursion - a form of organization of educational work, in which students go to the location of the studied objects (nature, historical monuments, production) for direct acquaintance with them. It combines the learning process at school with real life and helps students to get acquainted with objects and phenomena in their natural environment through direct observation.

Tours are different. Depending on the didactic goal, there are introductory excursions conducted before the direct study of new material; current and final, which are held to control and better consolidate the studied material. According to the subject content, excursions can be divided into natural science, historical and literary, local history, industrial, etc.

Excursions are held infrequently in schools, and therefore it is better that one excursion contains information immediately after

several academic subjects so that students can get a more complete picture of reality. Such excursions are called complex. For example, you can conduct an excursion to the forest, studying the types of trees growing there and at the same time solving mathematical problems orally, the main characters of which are the studied trees. The teacher's stories about his region and its history, about the environmental problems of this territory are harmoniously included in such excursions.

Excursions are usually planned for the entire academic year and are held on specially designated days, free from other activities. Each school has a plan of excursions. It includes both educational and extracurricular excursions, conducted according to the plan of the class teacher. Most often, all excursions are associated with the study of the material included in the program in subjects.

Each of the excursions, even if it is complex and includes several parts from different subject areas, has its own clearly defined goal. Some are designed to learn new material, others are used to consolidate what has already been learned. Final excursions help students review the topic or section they have covered. As a rule, the final excursions are associated with the performance of thematic tasks by students; they serve as a kind of preparation for the defense lesson of the thematic task.

When conducting an excursion, three stages are distinguished: a) preliminary preparation for an excursion in the classroom; b) departure of students to the object under study and carrying out the planned amount of educational work on the topic of the lesson (collection of natural material, drawings, drawings, etc.); c) work with the collected material and summing up the results of the excursion.

Of course, the success of any excursion depends primarily on the thoroughness of the preparation of the teacher or teachers, if the excursion is complex. In preparation for the excursion, the teacher conducts a thorough study of the object of the excursion, the place of its conduct. The preparation for the excursion first of all includes the definition of its purpose and objectives. After that, the teacher selects the content of the material to be transmitted and the types of activities that students will engage in in preparation for, during and after the excursion. The teacher chooses methods of showing and examining the object of the excursion, ways of involving students in active perception, involving specialists in the demonstration and story, etc.

In order to achieve the greatest efficiency in the perception of educational material by students on an excursion, they must be prepared for this. This is achieved by setting clear goals

which should be achieved during the excursion and in the subsequent processing of the collected material, the formulation of general and individual tasks. The training also includes teaching students how to collect material: techniques for taking notes, sketching, the basics of photographing, sound recording of the guide's stories, etc. Before going on an excursion, an introductory conversation is held, tasks are clarified, the forms, procedure and deadlines for their implementation, the time allotted for the excursion and the materials collected are determined. Before the excursion, the teacher distributes creative tasks for students: write essays, prepare reports, compile albums, make special editions of newspapers, compile herbariums and collections, prepare handouts for lessons, school exhibitions, museums, etc. Particular attention during this conversation is given to the rules of conduct and the basics of safety.

The tour can last from 40-45 minutes to 2-2.5 hours. This interval does not include the time spent by students on the road. Usually the time of the excursion is determined by the nature of the subject of the excursion, the content and complexity of the material and, of course, the age of the students.

The tour can end with a final conversation. However, in the lessons following the excursion, the teacher should return to it, use the materials and knowledge of the students obtained during it, and, if possible, repeat and generalize the material studied on the excursion.

Homework. Learning can only be effective if the learning work in the classroom is supported by well-organized learning work at home. Homework is a necessary element of learning. The main activities for the assimilation and consolidation of educational skills, as well as repetition and partial analysis of new material fall on the student's homework.

Publications sometimes appear in the press, which talk about the alleged best practices of individual teachers teaching their students without giving them homework. At the end of such an article, it is usually proposed to abolish homework in schools, since it is allegedly possible to teach without them, and they greatly overload schoolchildren. Such sentences are most often the result of the author's ignorance of the features of the child's cognitive activity. Any new material that the student has learned in the lesson must be consolidated and developed the skills and abilities corresponding to it. In the lessons, no matter how well they are conducted, there is a concentrated memorization and translation of knowledge into operational,

short term memory. To translate knowledge into long-term memory, students need subsequent repetition, i.e. dispersed assimilation, which requires the performance of a certain amount of work. Most often, such work is given at home. It is also important for the education of students, as it contributes to the formation of skills for independent activity. Of course, you can not set homework, but then the process of working off should take place in the classroom and extra time should be allocated for this.

However, this is not the only disadvantage of working without homework. The assimilation of the material and the development of skills, due to the individual characteristics of each student, proceed at their own pace. As a result of scientific research, it has been determined that students of approximately the same academic performance spend different amounts of time on homework. The difference can be very large: a 20-minute lesson for one person can be carried out by another for 40 minutes or even 1 hour. Therefore, each of the students studying in the same class will need a different amount of time to master and work them out. This leads to difficulties in determining the time required for mastering the material and practicing learning skills if they are carried out in the classroom.

Students' homework is the independent completion of educational tasks outside the existing lesson schedule. The main tasks facing homework as a form of organizing educational work are the assimilation and repetition of the material being studied, the improvement of learning skills, and the accumulation of independent work experience by the student.

Homework usually includes: a) mastering the studied material from the textbook; b) performance of oral exercises; c) performing written exercises; d) performance of creative works; e) conducting observations (over nature, weather).

The goals of the assignments that the teacher sets at home can be different. Some tasks are designed to perform training exercises for the accelerated development of practical skills, others - to identify and overcome gaps in students' knowledge on individual, already covered topics. Still others include tasks of increased difficulty to develop their creative abilities.

Despite the fact that all the goals presented above are important and their achievement is necessary when doing homework, however, the amount of homework is limited. A large number of

tasks require a significant amount of time to complete them, and elementary school students do not have much "extra" time - they definitely need to walk 1.5-2 hours daily, playing their games, since they are a necessary developmental element of a child's life. Many students attend additional classes in drawing, dancing, and various sports sections.

In order for the child to do everything and at the same time be able to relax and gain strength for the next working day, it is necessary to imagine how much real working time he has to do homework. This time is prescribed in the Sanitary Rules and Regulations (SanPiN 2.4.2 - 576-96). They define the time allotted for homework in all subjects taken together. So, in grade I it should not exceed 1 hour, in grade II - 1.5, in grades III-IV - 2, in grades V-VI - 2.5, in grades VII-VIII - 3, in grades IX-XI - 4 hours .

Not all homework gives a good result. If students have not mastered the basics of working with a textbook, have not accumulated experience in independent work, the completed homework does not achieve its result. The main disadvantages of home study work are the following:

• - semi-mechanical reading of the studied material, without dividing it into separate semantic parts (students, having memorized the material, do not understand its meaning);
• - inability to organize their working time, often associated with the lack of a firmly established mode of life for a schoolchild at home (this leads to constant haste, the child worries that he will not have time to complete the work, and, as a result, to serious stress);
• - performance of written assignments without prior assimilation of theoretical material (in this case, students simply do not comprehend and do not assimilate the material).

Sometimes teachers themselves incorrectly use the possibilities of this form of current educational work and thereby contribute to the overload of students. This most often happens in two cases. First, in an effort to ensure that students work more in their subject, teachers give tasks that are too voluminous or overly complicated. Secondly, by paying too much attention to checking homework, teachers do little to prepare students for new material. In this case, students do not learn the new material well enough in class and go home not knowing how to do their homework.

All this suggests that the structure of the lesson and the work to improve its quality are directly related to homework assignments and the technique of their implementation by students. The teacher needs to constantly work on improving this relationship.

and teach students to do their homework correctly. For this, homework rules may come in handy.

Homework Rules

1. Homework must be completed on the day they are received. Any material received in the lesson is quickly forgotten. The German psychologist G. Ebbinghaus in 1885 established the speed of forgetting on the basis of his experiments. In the first hours after memorizing fresh material, the completeness of memorization drops rapidly. It is during these hours that the bulk of the information disappears. During the first 10 hours after memorization, 65% of the information received is lost. Further, the intensity of forgetting decreases and by the end of the second day another 10% of the information disappears. Thus, after two days, only 25% of what he remembered earlier remains in the memory of a person.

This psychological phenomenon finds its explanation in physiology. The fact is that the newly formed nerve connections are fragile and easily inhibited. Inhibition is most pronounced immediately after the formation of a temporary connection. Consequently, forgetting occurs most intensively immediately after the perception of the studied material. That is why, in order to prevent forgetting the knowledge learned in the lesson, it is necessary to immediately work to consolidate it. That is why in all teaching aids it is strongly recommended to do homework assignments on the day they are received. So, if the lesson on the subject "The world around us" was on Tuesday, and the next one will be in a week, then homework must be taught on Tuesday after the lessons. A week later, on Monday evening, on the eve of the next task, it is necessary to repeat what was taught earlier.

The educational material fixed on the day of its perception is retained in memory longer. Therefore, most of the work on assimilation and consolidation in the memory of the studied material should be carried out on the day of its perception, followed by repetition on the eve of the next lesson.

2. The implementation of written tasks should begin with a repetition of theoretical material, i.e., with work on a textbook.

The repetition of the theoretical material necessary for the completion of written assignments is mainly due to two reasons.

Firstly, before doing written assignments, it is always good to remember the theoretical material in order to make it easier to find a way to solve written assignments and justify your choice.

Secondly, the repetition of the material as a result of oral and written work increases the strength of the material. The fact is that there are four types of memory: visual, auditory, motor (motor) and mixed. Most people have a mixed memory, i.e. they have to some extent developed elements of all three main types of memory (visual, auditory and motor). In this case, it is useful to more or less evenly use all the techniques: reading to oneself, writing, listening, one's own retelling.

According to the psychology of perception, even if a person has a type of memory with a pronounced dominance of one main type (for example, only visual memory), then he assimilates the material much better if he uses all three main methods.

When working with a textbook, the sequence of actions for students is as follows:

• - remember what is left in the memory of the lesson (according to the notes in the notebook and drawings in the textbook);
• - read the paragraph of the textbook given at home, highlighting in it the main idea of ​​the text, the highlighted rules;
• - try to reproduce the material (retell aloud or to yourself, draw up a plan of what you have read, answer questions from the textbook);
• - in case of difficulties, it is necessary to study the textbook again and achieve free reproduction of the material.

Active reproduction of knowledge and self-control in the process of assimilation of the studied material increase the student's interest in comprehending and mastering knowledge. Thanks to this, the material is remembered more strongly.

Work on the assimilation and reproduction of difficult educational material has its own specifics. Complex material (text) should be divided into several semantic units. If the text is very large and complex, then each part must be taught and reproduced separately. In this case, between each of the parts it is desirable to arrange a short rest (5-10 minutes).

When doing homework, as well as in any other form of educational work, the level of students' interest in the issue under study and this type of educational work plays an important role. A high level of interest not only enhances perseverance and perseverance in mastering knowledge, but also increases the desire of students to overcome difficulties on their own - the student diligently performs the exercises and selects the most convenient ways and methods of educational work.

The degree of students' understanding of the studied material is very important. Knowledge based on understanding

patterns and cause-and-effect relationships persist for a longer time. According to Professor N.A. Rybnikov, the productivity of meaningful memorization is 20 times higher than mechanical. Therefore, when mastering the studied material, it is not necessary first of all to pay attention to remembering the rules and conclusions. On the contrary, the main efforts of the teacher should be directed to the search for the internal connection of knowledge, to ensure that students see and realize the reasons that led to the emergence of a particular phenomenon. And then, when the student understood - "why", move on to memorizing the rules and generalized conclusions. It is necessary that conclusions and generalizations are not memorized mechanically, but appear in the minds of schoolchildren as a logical consequence of the analysis of the material being studied.

3. Starting to perform practical tasks, you should review the exercises that were performed in the class, and remember how they were carried out and why. This technique helps students to establish a connection between homework and training exercises in the classroom, to quickly recall the features of performing tasks of this type.

4. It is best to do homework in several cycles.

This means that after completing tasks in all subjects, it is necessary to take a break for 10-15 minutes, and then repeat the completed tasks, reproducing them in the same sequence as the first time. Such delayed repetition increases the degree of memorization of the material and contributes to the development of the student's skill of quickly switching from one topic to another.

Loops are especially effective for highly complex tasks or creative tasks where the child cannot immediately solve the problem. Usually, primary school students leave such tasks "for parents" and turn to them for help. Parents (grandparents), seeing that the child does not know the solution to this problem, solve it for him and then explain the method of solution or (which happens much less often, since not all parents have developed pedagogical abilities) "guide" the student to the correct one. way to solve the problem. This way of completing the task also has a positive value, but if the student completed this task on their own, the effect would be much higher. Therefore, it is necessary to offer students a cyclic way of performing complex tasks.

If the child, when doing homework in mathematics, could not solve the problem, then do not despair, but you should simply postpone this task and finish the rest

assignments in this subject. After that, you should start doing assignments in another subject. When the tasks in all other subjects are completed, you need to take a break. After a short break, going to the second cycle, the student conducts a repetition of what has already been completed and again returns to solving the unfulfilled problem. Here he, repeating the theoretical material of the lesson conducted in the class, again makes an attempt to solve the problem. If the task is not solved again, then after some time he leaves it and finishes the repetition of other subjects. After the end of the second cycle, you need to take a short break and try to solve a difficult problem for the third time.

Such a cyclical appeal to the task allows you to increase the probability of its solution. This is mainly due to the fact that during breaks and performing other tasks, the condition of a complex task continues to be mastered and realized. After all, if the child is dissatisfied with the fact that the task is not solved, then even when completing tasks in other subjects, the subconscious mind is working on this intractable task. It has been established that after the perception and assimilation of the studied material, the process of its consolidation in the mind continues even after the educational work is terminated. This "hidden solidification" of knowledge occurs within 10-20 minutes after the transition to other tasks.

The last cycle of repetition is very useful for 10-15 minutes just before going to bed in a calm state. This creates optimal conditions for a deeper assimilation of the studied material.

5. It is very important that the child has his own permanent place for doing homework and that the same time of the day is allotted for this. This rule, despite its apparent simplicity, is essential for the effectiveness of homework. Constant place and time contribute to the rapid concentration of the student's attention, accustom to the discipline of the learning process.

These are the most essential rules for the optimal organization of mental work, which all students should know and which they must adhere to when doing homework.

The diversity and complexity of the rules for doing homework necessitate special work with students to develop their appropriate skills and abilities. Students should be helped to acquire the skills of working with a textbook and the correct sequence of performing written and oral tasks, master the techniques of repetition and self-control, develop a rational mode of work and rest, etc.

Optional and additional classes. Along with compulsory training sessions in general education institutions, various forms of educational work are used outside the framework of training sessions (lesson schedules). Such forms of training are called extracurricular or extracurricular.

First of all, extracurricular activities include extracurricular activities. As an independent form of organizing current work, they appeared in the late 1960s and early 1970s during the next reform of the education system, which mainly affected the content of school education. Extracurricular activities are extra-curricular activities, the choice of which is left to the student, and attendance is on a voluntary basis.

Optional classes are designed to solve the following tasks: a) meet the needs of students in an in-depth study of individual subjects; b) develop educational and cognitive interests and promote cognitive activity; c) to promote the development of creative abilities and individual characteristics of students.

In addition to the classes that are compulsory for all students, additional classes are held specifically for students with poor progress. Additional classes are super-program classes with one or a group of students for additional development of the material covered in the lessons.

The form and time of additional classes are not strictly regulated. This may be a consultation session, in which the teacher once again presents new material for those who did not understand it in the lesson, or a conversation with two or three students on the subject of class work, which is interspersed with written assignments. The time of such classes can be 20 minutes or 1 hour. It is also possible for students to perform independent work, after which they leave.

Other forms of extracurricular educational work. It is generally accepted that extracurricular work is voluntary for students and is designed to satisfy their various cognitive and creative needs, and their implementation does not require the entire class. It is also believed that students of different classes can participate in them at their own request. To such

forms of extracurricular educational work include subject circles, scientific societies, olympiads, competitions, etc.

Subject circles and scientific societies are created on a voluntary basis from students of the same parallel or, if there are few who wish, from students of neighboring classes (V-VI, VII-VIII classes, etc.). They include students who strive to expand and enrich their knowledge, who have a penchant for drawing, modeling, technical creativity, for conducting experimental work in biology, chemistry, physics, etc. The circles are run by subject teachers.

Circle work includes a more in-depth study of individual issues of the curriculum that are of interest to students. The content of their activities can be the study of the latest achievements of science and technology, experimental work, modeling, familiarization with the life and creative activity of outstanding scientists, writers, and cultural figures.

Olympiads, competitions, exhibitions of student creativity organized to increase the cognitive activity of students in academic disciplines (mathematics, physics, chemistry, native and foreign languages, literature) and the development of their creative abilities. The implementation of these forms of extracurricular work is prepared in advance: a plan is drawn up for such activities in the school, a series of preparatory activities is carried out, students are given tasks, and the best students are openly identified. Conducting such activities draws the attention of students and increases their interest in the subject. In addition, olympiads and competitions help to identify and develop more capable and gifted students. The nature, breadth and depth of preparation for them make it possible to indirectly assess the style of the teacher's work, the level of his creative and organizational abilities.

test questions

1. How is teaching method different from teaching method?
2. What forms of organization of student activity do you know? What is their main difference from each other?
3. What forms of organization of educational work did teachers use when you were in school? What forms of organization of current educational work could teachers still use?
4. What are the forms of education? List the main features of each.
5. What classifications of lessons do you know? What classification is the most convenient? Why?
6. What homework rules should students know and follow?
7. What forms of organization of current educational work are the most effective for learning?
8. Why do we need forms of extracurricular educational work? Which of these would you use in your school?

Literature

• Dyachenko V.K. Organizational structure of the educational process and its development. - M., 1989.
• Kupisevich C. Fundamentals of general didactics / Per. from Polish. O.V. Dolzhenko. - M., 1986.
• Makhmutov M.I. Modern lesson. - M., 1983.
• Kharlamov I.F. Pedagogy: Textbook. - 2nd ed. - M., 1990.
• Cheredov I.M. The system of forms of organization of education in the Soviet general education school. - M., 1987.

What are the forms of education at school?
Over time, not only the material provided for by the school curriculum changes, but also the form of its presentation. Today, parents, based on the individual characteristics and health of the child, can choose the form of education for him.
Full-time education
Upon the fact of the presence of a student in the classroom, teaching at school takes place according to full-time education.
Who is face to face. Teaching methods
If the child is healthy, prepared for school, he is sociable and independent, then the standard form of classes will suit him. This is the most familiar and widespread type of education: children come to school, where teachers work with them in the classroom.
Forms of full-time education are classified according to the following parameters:
By the number of students: collective, group, pair, individual forms of education.
According to the place of classes: school - these are lessons, training in workshops and on the school grounds.
According to the training time: a regular lesson is 35-40 minutes. In accordance with sanitary standards SanPiN 2.4.2.2821-10 and SanPiN 2.4.2.3286-15
For didactic purposes: theoretical, combined and practical classes; classes to test the degree of assimilation of material by children.
The full-time form of organizing the learning process involves the use of five methods of conducting classes:
Frontal, Pair, Group, Collective, Individual.
Each of the above methods complements another one - the homework method. It helps to effectively consolidate the material covered, provides for the completion of tasks independently or with the help of parents.
home education
Not all schoolchildren will go to school with a bouquet of flowers and a beautiful portfolio on the first of September. There are some guys for whom the bell for the lesson will never ring. Children will also be considered schoolchildren, but they will not go to school. They will study without leaving home.
In our school, homeschooling can be carried out if necessary (for medical reasons), and at the request of parents (legal representatives).
Home education is designed for children who, for health reasons, cannot attend educational institutions.
The timetable for home schooling is not as rigid as at school. Lessons can be either shorter (35-40 minutes) or longer (up to 1.5-2 hours). It all depends on the health of the child. Of course, it is more convenient for teachers to take several lessons at a time, so in most cases a child has no more than 3 subjects per day. As a rule, home-based education according to the general program looks like this:
for grades 1-4 - 8 lessons per week;
for grades 5-8 - 10 lessons per week;
for 9 classes - 11 lessons per week.
The school has developed a regulation on home education.

In didactics, the forms of organization of the learning process are revealed through the methods of interaction between the teacher and students in solving educational problems. They are solved through various ways of managing activities, communication and relationships. Within the framework of the latter, the content of education, educational technologies, styles, methods and teaching aids are implemented.

\The leading forms of organizing the learning process are a lesson or a lecture (respectively, at school and university). One and the same form of organizing learning can change the structure and modification, depending on the tasks and methods of educational work. For example, lesson-game, lesson-conference, dialogue, workshop. As well as a problematic lecture, a binary lecture, a teleconference lecture. Along with the lessons, other organizational forms function at the school (elective course, circle, laboratory workshop, independent homework). There are also certain forms of control: oral and written examinations, control or independent work, offset, testing, interview. In the university, in addition to lectures, other organizational forms of education are also used - a seminar, laboratory work, research work, independent educational work of students, industrial practice, internship at another domestic or foreign university. As forms of control and evaluation of learning outcomes, exams and tests, a rating system of evaluation are used; abstract and term paper, diploma work.

Features of the school lesson:

The lesson provides for the implementation of the functions of training in the complex (educational, developing and educating);

The didactic structure of the lesson has a strict construction system:

A certain organizational beginning and setting the objectives of the lesson;

Updating the necessary knowledge and skills, including checking homework;

Explanation of new material;

Consolidation or repetition of what was learned in the lesson;

Control and evaluation of students' educational achievements during the lesson;

Summing up the lesson;

Homework;

Each lesson is a link in the system of lessons;

The lesson complies with the basic principles of teaching; in it, the teacher applies a certain system of teaching methods and means to achieve the goals of the lesson;

The basis for building a lesson is the skillful use of methods, teaching aids, as well as a combination of collective, group and individual forms of work with students and taking into account their individual psychological characteristics.

The features of the lesson are determined by its purpose and place in the integral system of education. Each lesson occupies a certain place in the system of the subject, when studying a particular school discipline. The structure of the lesson embodies the laws and logic of the learning process. The types of lessons are determined by the characteristics of the main tasks, the variety of content and methodological instrumentation, and the variability of ways to organize learning.

1. Combined lesson (the most common type of lesson in practice). Its structure: the organizational part (1-2 minutes), checking the task before it (10-12 minutes), studying new material (15-20 minutes), consolidating and comparing new material with previously studied material, performing practical tasks (10-15 minutes ), summarizing the lesson (5 min), homework (2-3 min).

2. The lesson of studying new material is applicable, as a rule, in the practice of teaching high school students. Within the framework of this type, a lesson-lecture, a problematic lesson, a lesson-conference, a film lesson, a lesson-research are held. The effectiveness of a lesson of this type is determined by the quality and level of mastering new educational material by all students.

3. The lesson of consolidating knowledge and improving skills and abilities is conducted in the form of a seminar, workshop, excursion, independent work and laboratory workshop. A significant part of the time is occupied by the repetition and consolidation of knowledge, practical work on the application, expansion and deepening of knowledge, on the formation of skills and the consolidation of skills.

4. The lesson of generalization and systematization is aimed at the systematic repetition of large blocks of educational material on the key issues of the program, which are crucial for mastering the subject as a whole. When conducting such a lesson, the teacher poses problems for the students, indicates sources for obtaining additional information, as well as typical tasks and practical exercises, assignments and works of a creative nature. During such lessons, the knowledge, skills and abilities of students are tested and assessed on several topics studied over a long period - a quarter, half a year, a year of study.

5. The lesson of control and correction of knowledge, skills and abilities is designed to assess the results of learning, diagnose the level of students' learning, the degree of students' readiness to apply their knowledge, skills and abilities in various learning situations. It also involves making changes in the work of the teacher with specific students. The types of such lessons in school practice can be an oral or written survey, dictation, presentation or independent solution of problems and examples, practical work, credit, exam, independent or test work, credit, testing. All these types of lessons are organized after the study of major topics and sections of the subject. Based on the results of the final lesson, the next lesson is devoted to the analysis of typical mistakes, “gaps” in knowledge, and the definition of additional tasks.

In school practice, other types of lessons are also used, such as a lesson-competition, consultation, mutual learning, a lecture, an interdisciplinary lesson, a game.

Lecture. The general structural frame of any lecture is the formulation of the topic, the presentation of the plan and recommended literature for independent work, and then strict adherence to the plan of the proposed work.

The main requirements for reading lectures are:

High scientific level of the presented information, which, as a rule, has ideological significance;

A large volume of clearly and tightly systematized and methodically processed modern scientific information;

Evidence and argumentation of the judgments expressed;

A sufficient number of convincing facts, examples, texts and documents;

Clarity of presentation of thoughts and activation of the thinking of listeners, setting questions for independent work on the issues under discussion;

Analysis of different points of view on solving the problems;

Derivation of the main thoughts and provisions, formulation of conclusions;

Explanation of introduced terms and names; providing students with the opportunity to listen, comprehend and briefly write down information;

Ability to establish pedagogical contact with the audience; use of didactic materials and technical means;

Application of the basic materials of the text, synopsis, flowcharts, drawings, tables, graphs.

Types of lectures

1. The introductory lecture gives the first holistic view of the subject and orients the student in the system of work on this course. The lecturer introduces students to the purpose and objectives of the course, its role and place in the system of academic disciplines and in the system of specialist training. A brief overview of the course, milestones in the development of science and practice, achievements in this area, the names of famous scientists, and promising areas of research are outlined. At this lecture, the methodological and organizational features of the work within the framework of the course are expressed, and an analysis of the educational and methodological literature recommended by students is given, the terms and forms of reporting are specified.

2. Lecture-information. It is focused on the presentation and explanation of scientific information to students to be comprehended and memorized. This is the most traditional type of lectures in the practice of higher education.

3. A review lecture is a systematization of scientific knowledge at a high level, allowing a large number of associative links in the process of comprehending the information presented in the disclosure of intra-subject and inter-subject communications, excluding detail and concretization. As a rule, the core of the stated theoretical provisions is the scientific, conceptual and conceptual basis of the entire course or its major sections.

4. Problem lecture. In this lecture, new knowledge is introduced through the problematic nature of a question, task or situation. At the same time, the process of cognition of students in cooperation and dialogue with the teacher is approaching research activity. The content of the problem is revealed by organizing the search for its solution or by summarizing and analyzing traditional and modern points of view.

5. Lecture-visualization is a visual form of presentation of lecture material by means of TCO or audio-video equipment. Reading such a lecture comes down to a detailed or brief commentary on the viewed visual materials (natural objects - people in their actions and deeds, in communication and conversation; minerals, reagents, machine parts; paintings, drawings, photographs, slides; symbolic, in the form of diagrams, graphs, graphs, models).

6. A binary lecture is a kind of lecturing in the form of two teachers (either as representatives of two scientific schools, or as a scientist and practitioner, teacher and student).

7. A lecture with pre-planned errors is designed to encourage students to constantly monitor the information offered (search for errors: content, methodological, methodical, spelling). At the end of the lecture, students are diagnosed and the mistakes made are analyzed.

8. The lecture-conference is held as a scientific and practical lesson, with a pre-set problem and a system of reports, lasting 5-10 minutes. Each speech is a logically complete text prepared in advance within the framework of the program proposed by the teacher. The totality of the presented texts will provide a comprehensive coverage of the problem. At the end of the lecture, the teacher summarizes the results of independent work and students' presentations, supplementing or clarifying the information provided, and formulates the main conclusions.

9. Lecture-consultation can take place according to different scenarios. The first option is carried out according to the type of "questions and answers". The lecturer answers students' questions in all sections or the entire course during the lecture time. The second version of such a lecture, presented according to the “question-answer-discussion” type, is a triple combination: presentation of new educational information by the lecturer, posing questions and organizing a discussion in search of answers to the questions posed.

In the practice of higher education, other types of lecture form of education are also used.

In didactics, the forms of organization of the learning process are revealed through the methods of interaction between the teacher and students in solving educational problems. They are solved through various ways of managing activities, communication and relationships. Within the framework of the latter, the content of education, educational technologies, styles, methods and teaching aids are implemented.

The leading forms of organizing the learning process are a lesson or a lecture (respectively, at school and university).

One and the same form of organization of learning can change the structure and modification, depending on the tasks and methods of educational work. For example, lesson-game, lesson-conference, dialogue, workshop. As well as a problematic lecture, a binary lecture, a teleconference lecture.

In the school, along with lessons, there are other organizational forms (optional, circle, laboratory workshop, independent homework). There are also certain forms of control: oral and written examinations, control or independent work, offset, testing, interview.

In the university, in addition to lectures, other organizational forms of education are also used - a seminar, laboratory work, research work, independent educational work of students, industrial practice, internship at another domestic or foreign university. As forms of control and evaluation of learning outcomes, exams and tests, a rating system of evaluation are used; abstract and term paper, diploma work.

Features of the school lesson:

- the lesson provides for the implementation of the functions of training in the complex (educational, developing and educating);

- didactic lesson structure has a strict construction system:

- a certain organizational beginning and setting the objectives of the lesson;

- updating the necessary knowledge and skills, including checking homework;

- explanation of new material;

- consolidation or repetition of what was learned in the lesson;

- control and evaluation of educational achievements of students during the lesson;

- summarizing the lesson;

- homework;

- the content of the lesson complies with the educational state standard, the curriculum of the relevant school discipline within the framework of the school curriculum;

- each lesson is a link in the system of lessons;

- the lesson complies with the basic principles of teaching; in it, the teacher applies a certain system of teaching methods and means to achieve the goals of the lesson;

- the basis for building a lesson is the skillful use of methods, teaching aids, as well as a combination of collective, group and individual forms of work with students and taking into account their individual psychological characteristics.

The features of the lesson are determined by its purpose and place in the integral system of education. Each lesson occupies a certain place in the system of the subject, in the study of a particular school discipline.

The structure of the lesson embodies the patterns and logic of the learning process.

Lesson types are determined by the characteristics of the main tasks, the variety of content-methodological instrumentation and the variability of methods of organizing training.

1. Combined lesson (the most common type of lesson in practice). Its structure: the organizational part (1-2 minutes), checking the task before it (10-12 minutes), studying new material (15-20 minutes), consolidating and comparing new material with previously studied material, performing practical tasks (10-15 minutes ), summarizing the lesson (5 min), homework (2-3 min).

2. The lesson of studying new material is applicable, as a rule, in the practice of teaching high school students. Within the framework of this type, a lesson-lecture, a problematic lesson, a lesson-conference, a film lesson, a lesson-research are held. The effectiveness of a lesson of this type is determined by the quality and level of mastering new educational material by all students.

3. The lesson of consolidating knowledge and improving skills and abilities is conducted in the form of a seminar, workshop, excursion, independent work and laboratory workshop. A significant part of the time is occupied by the repetition and consolidation of knowledge, practical work on the application, expansion and deepening of knowledge, on the formation of skills and the consolidation of skills.

4. The lesson of generalization and systematization is aimed at the systematic repetition of large blocks of educational material on the key issues of the program, which are crucial for mastering the subject as a whole. When conducting such a lesson, the teacher poses problems for the students, indicates sources for obtaining additional information, as well as typical tasks and practical exercises, assignments and works of a creative nature. During such lessons, the knowledge, skills and abilities of students are tested and assessed on several topics studied over a long period - a quarter, half a year, a year of study.

5. The lesson of control and correction of knowledge, skills and abilities is designed to assess the results of learning, diagnose the level of students' learning, the degree of students' readiness to apply their knowledge, skills and abilities in various learning situations. It also involves making changes in the work of the teacher with specific students. The types of such lessons in school practice can be an oral or written survey, dictation, presentation or independent solution of problems and examples, practical work, credit, exam, independent or test work, credit, testing. All these types of lessons are organized after the study of major topics and sections of the subject. Based on the results of the final lesson, the next lesson is devoted to the analysis of typical mistakes, “gaps” in knowledge, and the definition of additional tasks.

In school practice, other types of lessons are also used, such as a lesson-competition, consultation, mutual learning, a lecture, an interdisciplinary lesson, a game.

Lecture. The general structural frame of any lecture is the formulation of the topic, the message of the plan and recommended literature for independent work, and then the strict adherence to the plan of the proposed work.

The main requirements for reading lectures are:

High scientific level of the presented information, which, as a rule, has an ideological value;

A large volume of clearly and tightly systematized and methodically processed modern scientific information;

Evidence and argumentation of the judgments expressed;

A sufficient number of convincing facts, examples, texts and documents;

Clarity of presentation of thoughts and activation of the thinking of listeners, setting questions for independent work on the issues under discussion;

Analysis of different points of view on solving the problems;

Derivation of the main thoughts and provisions, formulation of conclusions;

Explanation of introduced terms and names; providing students with the opportunity to listen, comprehend and briefly write down information;

Ability to establish pedagogical contact with the audience; use of didactic materials and technical means;

Application of the basic materials of the text, synopsis, flowcharts, drawings, tables, graphs.

Types of lectures

1. Introductory Lecture gives the first holistic view of the subject and orients the student in the system of work on this course. The lecturer introduces students to the purpose and objectives of the course, its role and place in the system of academic disciplines and in the system of specialist training. A brief overview of the course, milestones in the development of science and practice, achievements in this area, the names of famous scientists, and promising areas of research are outlined. At this lecture, the methodological and organizational features of the work within the framework of the course are expressed, and an analysis of the educational and methodological literature recommended by students is given, the terms and forms of reporting are specified.

2. Lecture-information. It is focused on the presentation and explanation of scientific information to students to be comprehended and memorized. This is the most traditional type of lectures in the practice of higher education.

3. Overview lecture - this is the systematization of scientific knowledge at a high level, allowing a large number of associative links in the process of comprehending the information presented in the disclosure of intra-subject and inter-subject communications, excluding detail and concretization. As a rule, the core of the stated theoretical provisions is the scientific, conceptual and conceptual basis of the entire course or its major sections.

4. Problem lecture. In this lecture, new knowledge is introduced through the problematic nature of a question, task or situation. At the same time, the process of cognition of students in cooperation and dialogue with the teacher is approaching research activity. The content of the problem is revealed by organizing the search for its solution or by summarizing and analyzing traditional and modern points of view.

5. Visualization Lecture is a visual form of presentation of lecture material by means of TCO or audio-video equipment. Reading such a lecture comes down to a detailed or brief commentary on the viewed visual materials (natural objects - people in their actions and deeds, in communication and conversation; minerals, reagents, machine parts; paintings, drawings, photographs, slides; symbolic, in the form of diagrams, graphs, graphs, models).

6. Binary Lecture - this is a kind of lecturing in the form of two teachers (either as representatives of two scientific schools, or as a scientist and practitioner, teacher and student).

7. Lecture with pre-planned mistakes is designed to encourage students to constantly monitor the information offered (search for errors: content, methodological, methodical, spelling). At the end of the lecture, students are diagnosed and the mistakes made are analyzed.

8. Lecture-conference is conducted as a scientific and practical lesson, with a pre-set problem and a system of reports, lasting 5-10 minutes. Each speech is a logically complete text prepared in advance within the framework of the program proposed by the teacher. The totality of the presented texts will provide a comprehensive coverage of the problem. At the end of the lecture, the teacher summarizes the results of independent work and students' presentations, supplementing or clarifying the information provided, and formulates the main conclusions.

9. Lecture-consultation may follow different scenarios. The first option is carried out according to the type of "questions and answers". The lecturer answers students' questions in all sections or the entire course during the lecture time. The second version of such a lecture, presented according to the “question-answer-discussion” type, is a triple combination: presentation of new educational information by the lecturer, posing questions and organizing a discussion in search of answers to the questions posed.

In the practice of higher education, other types of lecture form of education are also used.

Summary

As the main forms of organizing the learning process at school, a lesson at a university - a lecture - has been adopted.

Among the large number and variety of types of organization of the learning process at school and university, each type or type solves a certain set of didactic tasks and fulfills its purpose. Their diversity in practice speaks of the creativity and skill of school teachers and teachers of higher educational institutions who are interested in the effectiveness of their work.

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