"Modern forms of organizing a lesson are the improvement of the methodology for constructing lessons, the desire to create optimal conditions for teaching, educating and developing students.". Recommendations for organizing and conducting lessons
Lesson. Stages of the lesson.
What plays a leading role in the professional life of a teacher? Of course, a lesson. This is hard work, when for 45 minutes you are required to concentrate your will and attention. But it is precisely in these moments that the teacher realizes himself to the fullest extent. The lesson gives a sense of the usefulness of professional activity, and the teacher shows his desire for creativity and independence. Teacher Academician M.N. Skatkin noted that a lesson is a “pedagogical work” created by the teacher.
Only a creative approach to the lesson, taking into account new achievements in the field of pedagogy, psychology and best practices, ensures a high level of teaching. It is also necessary to take into account personal experience, the individual qualities of the teacher, the composition of the class and the characteristics of the current educational material. After all, preparing for a lesson is not only a science, but also an art that requires inspiration, impulse, and creativity from the teacher.
Do you remember the basic requirements for organizing a modern lesson? Suppose the head teacher came to your lesson. He may pay attention to:
lesson objectives;
structure and organization of the lesson;
lesson methodology;
the work and behavior of students in the classroom;
homework given by students.
How to prepare for the modern lesson?
Remember, no single lesson can solve all learning problems. It is part of the topic, course, subject. It is important to always be aware of what place he occupies in the system of the subject, what are his didactic goals. The lesson should be a logical unit of the topic, section, course, and since it is also a pedagogical work, its content should be complete, with an internal interconnection of parts, a single logic of deployment of the activities of the teacher and students.
Possible approaches to the lesson:
personality oriented;
activity;
systemic;
innovative and creative.
When evaluating a lesson, the following are taken into account:
requirements for a mandatory minimum content of education;
self-assessment of the teacher's capabilities;
diagnosis of individual abilities and needs of the student.
The lesson structure might look like this:
Lesson topic.
The objectives of the lesson: educational, developing, educational.
Lesson objectives: organization of interaction; mastering knowledge, skills, abilities; development of abilities, experience of creative activity, communication, etc.
Forms:
explanation of new material;
seminar;
lecture;
laboratory-practical lesson, etc.
Methods:
verbal;
visual;
practical;
reproductive;
heuristic;
problem-search;
research and others.
Facilities:
equipment for the experiment;
didactic material;
maps, diagrams, tables, equipment for laboratory work;
computer, etc.
5. Quality control of knowledge and their correction.
Oral control: conversation, explanation; reading text, maps, diagrams.
Test and oral exam - the most active and thorough test of knowledge.
Written control: test, presentation, dictation, abstract, practical work, didactic tests.
6. Introspection of the lesson and setting new goals.
General structure of the lesson.
Implementation of the main didactic goal of the lesson.
The development of students in the learning process.
Education during the lesson.
Compliance with the basic principles of didactics.
Choice of teaching methods.
The work of the teacher in the classroom.
Student work in the classroom.
Observing the basic requirements for the lesson, the teacher conducts it using his creative abilities, his methodological style, which depends both on the nature of the class and on the individual characteristics of the students. To effectively organize and conduct a lesson, certain rules must be observed:
Determining the objectives of the lesson.
Specify the type of lesson.
Specify the type of lesson.
The choice of methods and techniques of training in accordance with the goals.
Determination of the structure of the lesson, corresponding to the goals, objectives, content and teaching methods.
Let us consider in more detail the observance of the first rule - the definition of the objectives of the lesson. Are you able to formulate them correctly? Quite often, in the lesson notes of a young teacher, one can read: “Tell students about the genres of epic works, etc.”, “Introduce the properties of plastics, etc.” Can this be considered the purpose of the lesson? Not!
The purpose of the teacher's activity is his cognitive desire, a conscious decision to change the degree of education, upbringing and development of the student. Therefore, the objectives of the lesson should be as specific as possible.
The purpose of training involves the formation of new concepts and methods of action in students, a system of scientific knowledge, etc. It must be specified, for example:
ensure that students learn the law, signs, properties, features ...;
generalize and systematize knowledge about ...;
develop skills (what?);
address gaps in knowledge;
to achieve the assimilation of concepts by students (what?).
The purpose of education involves the formation of certain personality traits and character traits in students.
What personality traits need to be cultivated? First of all, the moral qualities of a person, readiness for work, for the defense of the Fatherland, etc.
For example, we can present the following list of educational goals in the classroom:
education of patriotism;
humanity;
aesthetic taste;
conscientious attitude to work;
tolerance.
The purpose of development involves mainly the development of the mental qualities of students in the lesson: intelligence, thinking, memory and attention, cognitive skills.
Every creatively working teacher, no matter where and with what category of students he works, will certainly face many problems, over the solution of which he sometimes works all his pedagogical life. These issues include, in our opinion, the key ones, namely:
how to ensure the success of each student in learning;
But there is a question of questions: how to work in the lesson with the whole class and at the same time with each student? We believe that for this it is necessary to use a student-centered approach to learning.
Modern lesson.
Requirements for the modern lesson (Methodological recommendations for the teacher)
A lesson is a cell of the pedagogical process. In it, like the sun in a drop of water, all its sides are reflected. If not all, then a significant part of pedagogy is concentrated in the lesson. (Skatkin M.)
I. Lesson as an integral system.
A lesson is a form of organizing the activities of a permanent staff of teachers and students in a certain period of time, systematically used to solve the problems of teaching, developing and educating students.
A lesson is a form of organizing training with a group of students of the same age, permanent composition, a lesson on a fixed schedule and with a single training program for all. In this form, all components of the educational process are presented: purpose, content, means, methods, organization and management activities, and all its didactic elements.
The birth of any lesson begins with the awareness and correct, clear definition of its ultimate goal - what the teacher wants to achieve; then establishing the means - what will help the teacher in achieving the goal, and only then determining the method - how the teacher will act so that the goal is achieved.
II. Typology of lessons.
Lessons are classified based on the didactic purpose, the purpose of organizing classes, the content and methods of conducting the lesson, the main stages of the educational process, didactic tasks that are solved in the lesson, teaching methods, ways of organizing students' learning activities.
In accordance with this approach, the following five types of lessons are distinguished: lessons for studying new educational material (type 1); lessons for improving knowledge, skills and abilities (this includes lessons in the formation of skills and abilities, targeted application of what has been learned, etc.) (2nd type of lesson); generalization and systematization lessons (3rd type), combined lessons (4th type); lessons of control and correction of knowledge, skills and abilities (5th type).
Non-traditional forms of the lesson: role-playing games; performance lesson; performance of a fairy tale; review of knowledge; fantasy lesson; lesson-game; business game; lesson-test; mutual learning lesson; lesson-journey; round table or conference; lesson-competition; press conference; mutual learning lesson; lesson of open thoughts; climbing lesson; lesson-competition; dialogue lesson; lesson-KVN; brain attack; quiz lesson; briefing lesson; game "The investigation is conducted by experts"; actual interview; knowledge auction; role-playing modeling; lesson-dispute; modeling of students' thinking; lesson-tournament; role-playing business game; eureka lesson; lesson-lecture; game "Magic Envelope"; interdisciplinary integrated lesson; lesson-competition; lecture for two creativity lesson; press conference; mathematical hockey; lecture-conference; lecture-provocation; lecture-dialogue.
III. The structure of the lessons.
The structure of the lesson is a set of various options for interaction between the elements of the lesson, which arises in the learning process and ensures its purposeful effectiveness.
Lesson learning new material:
primary introduction of the material, taking into account the laws of the process of cognition with high mental activity of students;
an indication of what students should remember;
motivation for memorization and long-term retention in memory;
communication or actualization of the memorization technique (work with materials supporting memory, semantic grouping, etc.);
primary consolidation under the guidance of a teacher through direct repetition, partial conclusions;
control of the results of primary memorization;
regular systematizing repetition at short and then longer intervals in combination with various requirements for reproduction, including differentiated tasks;
internal repetition and constant application of acquired knowledge and skills to acquire new ones;
frequent inclusion of reference material for memorization in knowledge control, regular evaluation of the results of memorization and application.
The structure of lessons for improving knowledge, skills and abilities:
Lesson for consolidating and developing knowledge, skills, abilities:
communication to students of the purpose of the upcoming work;
reproduction by students of the knowledge, skills and abilities that will be required to complete the proposed tasks;
performance by students of various tasks, tasks, exercises;
verification of work performed;
discussion of the mistakes made and their correction;
homework (if necessary).
Lesson for the formation of skills and abilities:
setting the goal of the lesson;
repetition of the formed skills and habits, which are the support;
conducting test exercises;
familiarization with new skills, showing a sample of formation;
exercises for their development;
strengthening exercises;
training exercises according to the model, algorithm, instructions;
transfer exercises to a similar situation;
creative exercises;
lesson summary;
home assignment.
Lesson of application of knowledge, skills and abilities:
organization of the beginning of the lesson (psychological mood of students);
message of the topic of the lesson and its tasks;
the study of new knowledge necessary for the formation of skills;
formation, consolidation of primary skills and their application in standard situations - by analogy;
exercises in the application of knowledge and skills in changed conditions;
creative application of knowledge and skills;
skill development exercise;
homework;
a summary of the lesson with an assessment of the work done by the students.
The structure of the lessons of generalization and systematization of knowledge:
Repetition Lesson:
organization of the beginning of the lesson;
setting educational, educational, developmental tasks;
verification of homework aimed at repeating the basic concepts, conclusions, fundamental knowledge, skills, methods of activity (practical and mental). In the previous lesson, knowing about the upcoming repetition, you need to choose the appropriate homework;
summing up the repetition, checking the results of educational work in the lesson;
home assignment.
Iterative-summary lesson:
Organizing time;
the introductory speech of the teacher, in which he emphasizes the importance of the material of the studied topic or topics, informs the purpose and plan of the lesson;
performance by students individually and collectively of various kinds of oral and written tasks of a generalizing and systematizing nature, developing generalized skills, forming generalized conceptual knowledge, based on the generalization of facts, phenomena;
verification of work performance, adjustment (if necessary);
formulating conclusions on the studied material;
assessment of the results of the lesson;
summarizing;
homework (not always).
Lesson of control and correction:
organization of the beginning of the lesson. Here you need to create a calm, businesslike environment. Children should not be afraid of tests and tests or be overly worried, as the teacher checks the children's readiness for further study of the material;
assignment of lesson objectives. The teacher tells the students what material he will check or control. Asks the children to remember the relevant rules and use them in their work. Reminds students to check their own work;
presentation of the content of the control or verification work (tasks, examples, dictation, composition or answers to questions, etc.). Tasks in terms of volume or degree of difficulty should correspond to the program and be feasible for each student;
summarizing the lesson. The teacher selects good students' work, analyzes the mistakes made in other works and organizes work on the mistakes (sometimes it takes the next lesson);
identification of typical mistakes and gaps in knowledge and skills, as well as ways to eliminate them and improve knowledge and skills.
Combined lesson (it usually has two or more didactic purposes):
organization of the beginning of the lesson;
checking homework, setting the goal of the lesson;
preparing students for the perception of new educational material, i.e. updating knowledge and practical and mental skills;
learning new material, including explanation;
consolidation of the material studied in this lesson and previously covered, related to the new one;
generalization and systematization of knowledge and skills, connection of new ones with previously obtained and formed ones;
summing up the results and results of the lesson;
homework;
preparation (preliminary work) necessary for students to study a new topic (not always).
IV. Structural elements of the lesson.
1. Organizational stage.
Didactic task of the stage. To prepare students for work in the lesson, to determine the goals and objectives of the lesson.
Conditions for achieving positive results. Demanding, restraint, composure of the teacher; systematic organizational impact; sequence in the presentation of requirements.
Performance indicators of the didactic task of the lesson. The short duration of the organizational moment; full readiness of the class for work; quick inclusion of students in the business rhythm; organizing the attention of all students.
Requirements for the implementation of the didactic task of the lesson. Short-term organization of the process; exactingness, restraint of the teacher; pronounced volitional orientation of activity; stimulation of students' activity, its purposefulness.
Methods of activation in the classroom. Write on the board the purpose of the lesson. Report of assistants, consultants about the readiness of the class for work.
Implementation Errors. There is no unity of requirements for students; their cognitive activity is not stimulated.
2. The stage of a comprehensive check of homework.
Didactic task of the stage. To establish the correctness and awareness of the completion of homework by all students; to eliminate the revealed gaps in knowledge during the test, while improving ZUN.
Conditions for achieving positive results. Efficiency of the teacher, target orientation of his activity; the use by the teacher of a system of techniques that allows you to check the homework of the majority of students in the class.
Performance indicators of the didactic task of the lesson. The ability of the teacher in a short period of time (5-7 minutes) to establish the level of knowledge of the majority of students and typical shortcomings; the opportunity to update and correct the basic concepts during the verification of homework; eliminate the causes of the detected deficiencies; a high degree of identification of the quality of knowledge of the material received by students at home.
Requirements. The optimality of the survey sheet among other stages of the lesson, the purpose and form of the organization of the survey (individual, frontal), taking into account the age and individual characteristics of children; the dominant nature of search and problem tasks.
Methods of activation in the classroom. Use of various forms and methods of control. Search, creative, individual tasks for students.
Implementation Errors. Uniformity of lessons and survey methods; lack of consideration of the individual characteristics of students and the specifics of the material being studied. Reproductive nature of questions and tasks.
3. The stage of a comprehensive check of the ZUN.
Didactic task of the stage. Deeply and comprehensively test the knowledge of students; identifying the causes of identified gaps in knowledge and skills; stimulate the respondents and the whole class to master the rational methods of teaching and self-education.
Conditions for achieving positive results. The use of a variety of methods for testing knowledge, ranging from a frontal conversation, an individual survey and ending with a test check, which makes it possible to get answers from the whole class to 10-20 questions in 10-15 minutes. The formulation of additional questions to test the strength, depth of awareness of knowledge; creation of non-standard situations during the survey; involving with the help of special tasks all students to actively participate in the search for more complete and correct answers to the questions posed; creating an atmosphere of the importance of the work carried out by students at this stage.
Performance indicators of the didactic task of the lesson. Checking by the teacher not only the volume and correctness of knowledge, but also their depth, awareness, flexibility and efficiency, the ability to use them in practice; reviewing students' answers, aimed at finding out the positive and negative sides in their ZUN and indicating what needs to be done to improve the methods of independent work; the active activity of the whole class in the course of testing the knowledge of individual students.
Requirements for ZUN. The educational nature of the survey. Awareness, completeness of students' activity. Encourage students to correct mistakes. Objectivity of a reasoned answer.
Mistakes made when checking ZUN. Weak activation of students in the verification process. No flag arguments.
4. The stage of preparing students for the active and conscious assimilation of new material.
Didactic task of the stage. To organize and direct the cognitive activity of students to the goal.
Conditions for achieving positive results. Preliminary formulation by the teacher of the goal, assessment of the significance for students of new educational material, educational problem, fixing this in the lesson plan; the ability of the teacher to clearly and unambiguously define the educational goal of the lesson, to show the students what they should learn during the lesson, what ZUN should master. The variability of methods for communicating goals to students in different lessons.
Performance indicators of the didactic task of the lesson. The activity of cognitive activity of students at subsequent stages; efficiency of perception and comprehension of new material; students' understanding of the practical significance of the material being studied (it becomes clear at the subsequent stages of the lesson).
5. The stage of assimilation of new knowledge.
Didactic task of the stage. To give students a concrete idea of the studied facts, phenomena, the main idea of the issue under study, as well as the rules, principles, laws. To achieve from students the perception, awareness, primary generalization and systematization of new knowledge, the assimilation by students of the methods, ways, means that led to this generalization; on the basis of acquired knowledge to develop appropriate ZUN.
Conditions for achieving positive results. The use of techniques that enhance the perception of the essential aspects of the material being studied. Complete and accurate determination of the distinguishing features of the objects and phenomena under study; isolating the most significant features in the studied objects, phenomena and fixing the attention of students on them. Recording in notebooks of formulations, strong points of the plan, theses of the abstract; the use of thinking techniques (analysis, comparison, abstraction, generalization, concretization). Setting a problem situation for students, setting heuristic questions; compilation of tables of primary generalization of the material, when possible. Actualization of personal experience and basic knowledge of students; vocabulary work.
Performance indicators of the didactic task of the lesson. When using the method of heuristic conversation, independent work of students in combination with a conversation, when using computer technology, an indicator of the effectiveness of students learning new knowledge and skills is the correctness of their answers and actions during the conversation and the active participation of the class in summing up the results of independent work, as well as in assessing the quality knowledge by students at subsequent stages of learning.
Requirements. A clear setting for students of the tasks of studying a new topic, stimulating interest in the issue under consideration. Ensuring proper scientific, accessibility and systematic presentation of the material. Concentration of attention on the main thing in the studied. The optimal pace and system of methods for studying new material.
Methods of activation in the classroom. Use of non-standard forms and teaching methods. High degree of independence in learning new material. The use of TSO and visual aids.
Implementation Errors. There is no clarity in the formulation of tasks, the main thing is not singled out, the material is not systematized and consolidated, it is not connected with the previously studied. A level of presentation inaccessible to students is used.
6. The stage of checking students' understanding of the new material. Stage of assimilation of new knowledge.
Didactic task of the stage. To establish whether or not students have learned the connection between facts, the content of new concepts, patterns, to eliminate the gaps found.
Conditions for achieving positive results. The formulation of questions that require active mental activity of students; creation of non-standard situations when using knowledge; the teacher's appeal to the class with the requirement to supplement, clarify or correct the student's answer, find another, more rational solution, etc.; taking into account additional answers in terms of number and nature when identifying gaps in students' understanding of new material.
Performance indicators of the didactic task of the lesson. The teacher asks average and weak students, the class is involved in evaluating their answers, during the test the teacher seeks to eliminate gaps in students' understanding of new material; the main criterion for the performance of the didactic task is the level of awareness of the new material by the majority of weak and average students.
7. The stage of fixing the new material.
Didactic task of the stage. To consolidate in students the knowledge and skills that are necessary for independent work on this material
Conditions for achieving positive results. Development of skills to operate with previously acquired knowledge, solve practical and theoretical problems, use various forms of knowledge consolidation
Performance indicators of the didactic task of the lesson. The ability of students to correlate facts, concepts, rules and ideas; the ability to reproduce the main ideas of new material, the ability to highlight the essential features of the leading concepts, to concretize them. Student activity
requirements for its implementation. Accessibility, the sequence of tasks performed, the independence of students at the same time. Providing students with differentiated assistance, analyzing errors, ensuring control and self-control in the performance of tasks
Methods of activation in the classroom. Variety of tasks, their practical orientation
Implementation Errors. Questions and tasks are offered in the same logic as the study of new material. Uniformity of fixing methods. Little time is allotted for fixing. the emphasis is not on the essentials.
8. The stage of informing students about homework, briefing on its implementation.
Didactic task of the stage. Inform students about homework, explain the methodology for its implementation and summarize the work
Conditions for achieving positive results. Calm, patient explanation of the content of the work, techniques and sequence of its implementation. Mandatory and systematic implementation of the stage within the boundaries of the lesson; the ability to give in short instructions the order of execution.
Performance indicators of the didactic task of the lesson. Proper completion of homework by all students.
Requirements for its implementation of the didactic task of the lesson. Optimal volume and complexity of homework. Warning about possible difficulties and ways to eliminate them. Increasing interest in homework.
Methods of activation in the classroom. Differentiation of tasks, creative nature of their implementation (interviews, defense of projects).
Implementation Errors. Information about homework after the call. Large volume and high complexity. Lack of instruction, clarity of purpose and methods of implementation.
Summing up the lesson.
Didactic task of the stage. Analyze, assess the success of achieving the goal and outline a perspective for the future.
Conditions for achieving positive results. Clarity, conciseness, maximum participation of schoolchildren in evaluating their work.
Requirements. The adequacy of student self-assessment and teacher assessment. Awareness by students of the significance of the results obtained and the willingness to use them to achieve learning goals.
Additional activation. Using an algorithm for evaluating the work of the class, teacher and individual students. Stimulation of the expression of personal opinion about the lesson and how to work on it.
Mistakes. The crumpledness of the stage, summing up after the call, the absence of this stage. Vagueness, bias in assessment, lack of encouragement.
V. Requirements for the lesson.
1. Didactic requirements for a modern lesson:
a clear formulation of a triune didactic goal;
determination of the optimal content of the lesson in accordance with the requirements of the curriculum and the objectives of the lesson, taking into account the level of preparation and readiness of students;
forecasting the level of assimilation of scientific knowledge by students, the formation of skills and abilities both in the lesson and at its individual stages;
selection of the most rational methods, techniques and means of teaching, stimulation and control of their optimal impact at each stage of the lesson;
a choice that provides cognitive activity, a combination of various forms of collective and individual work in the classroom and maximum independence of students in the learning process;
implementation in the lesson of all didactic principles;
creation of conditions for successful learning of students.
2. Psychological requirements for the lesson:
The psychological goal of the lesson:
designing the development of students within the study of a particular subject and a particular lesson;
taking into account in the target setting of the lesson the psychological task of studying the topic and the results achieved in previous work;
the use of individual means of psychological and pedagogical influence, methodological techniques that ensure the development of students.
Lesson style.
Determination of the content and structure of the lesson in accordance with the principles of developmental education:
the ratio of the load on the memory of students and their thinking;
determination of the volume of reproducing and creative activity of students;
planning the assimilation of knowledge in finished form (according to the teacher, from a textbook, manual, etc.) and in the process of independent search;
implementation by the teacher and students of problem-heuristic learning (who poses the problem, formulates it, who solves it);
taking into account the control, analysis and evaluation of the activities of schoolchildren carried out by the teacher, and mutual critical evaluation, self-control and self-analysis of students;
the ratio of encouraging students to work (comments that evoke positive feelings in connection with the work done, attitudes that stimulate interest, strong-willed efforts to overcome difficulties, etc.) and coercion (a reminder of the mark, sharp remarks, notations, etc.) ;
features of teacher self-organization:
preparedness for the lesson, and most importantly - awareness of the psychological goal and internal readiness for its implementation;
working well-being at the beginning of the lesson and during it (collection, attunement with the theme and psychological goal of the lesson, energy, perseverance in achieving the goal, an optimistic approach to everything that happens in the lesson, pedagogical resourcefulness, etc.);
pedagogical tact (cases of manifestation);
psychological climate in the classroom (maintaining an atmosphere of joyful, sincere communication, business contact, etc.).
Organization of cognitive activity of students.
one). Determination of measures to ensure the conditions for the productive work of thinking and imagination of students:
planning ways for students to perceive the objects and phenomena under study, their comprehension;
the use of attitudes in the form of persuasion, suggestion;
planning conditions for sustained attention and concentration of students;
the use of various forms of work to update in the memory of students previously acquired knowledge and skills necessary for the perception of new ones (conversation, individual survey, repetition exercises).
2). Organization of the activity of thinking and imagination of students in the process of forming new knowledge and skills:
determination of the level of formation of knowledge and skills among students (at the level of specific sensory representations, concepts, generalizing images, "discoveries", formulating conclusions);
reliance on the psychological patterns of the formation of ideas, concepts, levels of understanding, the creation of new images in the organization of mental activity and the imagination of students;
planning methods and forms of work that ensure the activity and independence of students' thinking (a system of questions, the creation of problem situations, different levels of problem-heuristic problem solving, the use of tasks with missing and redundant data, the organization of search and research work of students in the classroom, the creation of surmountable intellectual difficulties in the course of independent work, the complication of tasks in order to develop the cognitive independence of students);
management of increasing the level of understanding (from descriptive, comparative, explanatory to generalizing, evaluative, problematic) and the formation of skills to reason and conclude;
the use of various types of creative work of students (explaining the purpose of the work, the conditions for its implementation, training in the selection and systematization of material, as well as processing the results and designing the work).
3). Consolidation of the results of work:
formation of skills through exercises;
training in the transfer of previously acquired skills and abilities to new working conditions, prevention of mechanical transfer.
Student organization:
the attitude of students to learning, their self-organization and level of mental development;
possible groups of students according to the level of learning, taking these circumstances into account when determining the combination of individual, group and frontal forms of work of students in the lesson.
Taking into account the age characteristics of students:
lesson planning in accordance with the individual and age characteristics of students;
conducting a lesson taking into account strong and weak students;
differentiated approach to strong and weak students.
III. Hygiene requirements for the lesson:
temperature regime: +15- +18 0С, humidity: 30 - 60%;
physical and chemical properties of air (the need for ventilation);
lighting;
prevention of fatigue and overwork;
alternation of activities (change of listening by performing computational, graphic and practical work);
timely and high-quality physical education sessions;
maintaining the correct working posture of the student;
matching classroom furniture to the height of the student.
V. Requirements for the technique of conducting the lesson:
the lesson should be emotional, arouse interest in learning and raise the need for knowledge;
the pace and rhythm of the lesson should be optimal, the actions of the teacher and students should be completed;
full contact is necessary in the interaction of the teacher and students in the lesson, pedagogical tact and pedagogical optimism must be observed;
an atmosphere of benevolence and active creative work should dominate;
if possible, it is necessary to change the types of activities of students, to optimally combine various teaching methods and techniques;
ensure compliance with the unified spelling regimen of the school;
The teacher must ensure the active learning of each student.
VI. Lesson goals.
GOALS ORIENTED ON THE DEVELOPMENT OF THE CHILD'S PERSONALITY, in turn, are divided into several groups:
goals focused on the development of the personal-semantic attitude of students to the subject being studied;
goals focused on the development of value relations of students to the surrounding reality;
goals related to ensuring the development of intellectual culture among schoolchildren;
goals focused on the development of a research culture among schoolchildren;
goals related to the development of students' culture of self-management by educational activities;
goals focused on the development of the information culture of schoolchildren;
goals focused on the development of the communicative culture of schoolchildren;
goals related to the development of a reflective culture in schoolchildren.
Goals focused on the development of a personal-semantic attitude to the subject:
actualize the personal meaning of students to the study of the topic;
to help students realize the social, practical and personal significance of the educational material.
Goals focused on the development of value relations of students to the surrounding reality:
to promote students' awareness of the value of the subject being studied;
help students realize the value of collaborative activities.
Goals related to ensuring the development of intellectual culture among schoolchildren:
create meaningful and organizational conditions for the development of schoolchildren's skills to analyze a cognitive object (text, definition of a concept, task, etc.);
to ensure the development of schoolchildren's skills to compare cognitive objects;
to promote the development of schoolchildren's skills to highlight the main thing in a cognitive object (definition of a concept, rule, task, law, etc.);
to ensure the development of schoolchildren's skills to classify cognitive objects, etc.
Goals focused on developing a research culture among schoolchildren:
to promote the development of schoolchildren's skills to use scientific methods of cognition (observation, hypothesis, experiment);
create conditions for the development of schoolchildren's skills to formulate problems, offer ways to solve them.
Goals related to the development of an organizational culture among schoolchildren (a culture of self-government by learning):
to ensure the development of schoolchildren's ability to set goals and plan their activities;
create conditions for the development of schoolchildren's ability to work in time;
to promote the development in children of the ability to exercise self-control, self-assessment and self-correction of educational activities.
Goals focused on the development of the information culture of students:
create conditions for the development of schoolchildren's ability to structure information;
to provide students with the development of skills to make simple and complex plans.
Goals related to the development of the communicative culture of students:
to promote the development of communication skills in children;
ensure the development of monologue and dialogic speech among schoolchildren.
Goals focused on the development of the reflective culture of schoolchildren:
create conditions for the development of schoolchildren's skills to "suspend" their activities;
to ensure the development of schoolchildren's ability to highlight the key moments of their own or someone else's activities as a whole;
to promote the development in children of the ability to step back, to take any of the possible positions in relation to their activities, situations of interaction;
to ensure the development of the ability of schoolchildren to objectify activities, i.e. translate from the language of direct impressions and ideas into the language of general provisions, principles, schemes, etc.
SUBJECT GOALS will be presented in the following form:
help students holistically present a project to study a new topic;
organize students' planning activities together with the teacher to study a new topic;
organize the activities of students in the study and primary consolidation of facts, concepts, rules, laws, regulations ... and others, methods of action (specific special (subject) skills are listed);
ensure the consolidation of concepts (specific concepts are indicated), rules, principles, laws, etc.; skills (subject skills are listed);
ensure that students apply knowledge and methods of action (specific knowledge and skills are indicated) in a variety of situations;
organize the activities of schoolchildren for the independent application of knowledge in various situations;
organize the activities of students to generalize and systematize the knowledge of students within the framework of the topic ...;
to provide verification and assessment of knowledge and methods of action of students on the topic ...;
organize the activities of students to correct knowledge and methods of action.
Only unity in the implementation of the noted subject goals will ensure the assimilation of the studied educational material.
VII. Lesson planning and teacher preparation.
Development of a system of lessons on a topic or section.
Determination of the triune didactic goal of the lesson based on the program, teaching aids, school textbook and additional literature.
Selection of the optimal content of the lesson material, dividing it into a number of semantically complete blocks, parts, highlighting basic knowledge, didactic processing.
Highlighting the main material that the student must understand and remember in the lesson.
Developing the structure of the lesson, determining its type and the most appropriate methods and techniques for teaching it.
Finding the connections of this material with other subjects and using these connections in the study of new material and in the formation of new knowledge and skills of students.
Planning all the actions of the teacher and students at all stages of the lesson and, above all, when mastering new knowledge and skills, as well as when applying them in non-standard situations.
Selection of didactic means of the lesson (cinema and filmstrips, paintings, posters, cards, diagrams, auxiliary literature, etc.).
Checking equipment and technical training aids.
Planning of notes and sketches on the board by the teacher and the implementation of similar work by students on the board and in notebooks.
Planning the volume and forms of independent work of students in the lesson and its focus on the development of their independence.
Determination of forms and methods of consolidating the acquired knowledge and acquired skills in the classroom and at home, methods of generalizing and systematizing knowledge.
Drawing up a list of students whose knowledge will be tested by appropriate forms and methods, taking into account the levels of their formation; scheduling a test of student skills.
Determination of the content, volume and forms of homework, thinking over the methodology for setting homework lessons.
Thinking through the forms of summing up the lesson.
Planning extracurricular activities on this topic.
Record the plan and course of the lesson in accordance with the requirements.
VIII. Scheme of the lesson plan (M.I. Makhmutov).
I. Theme of the lesson (in accordance with the calendar and thematic planning).
The purpose of the lesson:
educational (what increments are expected in the knowledge, skills and abilities of students, formation ...).
developing (what logical operations and methods of mental activity will students learn and what developmental result can this give).
educational (what personality traits are formed).
Type of lesson (the type of lesson is indicated in accordance with the calendar-thematic plan, its type).
Teaching methods, teaching methods, pedagogical techniques, pedagogical technologies.
Equipment: TSO, visual aids, sources of information, didactic teaching aids.
II. Actualization (the time allotted for updating is indicated, the basic knowledge that needs to be activated in the minds of students, which helps in the perception of new material; independent work of students is planned, ways of forming motivation in learning, interest in the subject are noted - reporting an interesting fact from the history of science, showing practical significance, an unusual statement of the question, a new formulation of the problem, the creation of a problem situation; a form of control over the progress of work, methods of self-control, mutual control are outlined, students are scheduled for a survey, a form for receiving feedback).
III. Formation of new concepts, methods of action (new concepts to be studied and methods of their assimilation are indicated, for lessons on improving knowledge, skills and abilities - the deepening and expansion of knowledge is indicated; the cognitive task of the stage of knowledge assimilation is formulated, the expected increments, methods of forming methods of activity are indicated; determined type of independent work, possible methods of establishing interdisciplinary connections, students are outlined for performing individual tasks and ways of individualization - cards with multi-level didactic material, problematic and informational questions are formulated).
IV. Application (formation of skills and abilities) (specific skills are indicated for practicing, for example, the ability to formulate a question, establish cause-and-effect relationships, classify, compare; ways to get feedback are outlined. names of students are indicated for a survey, etc.).
V. Homework (the main task, questions for repetition, differentiated creative tasks are indicated, the amount of homework is thought out - it does not exceed 2/3 of what was done in the class).
IX. Lesson plan outline
Date of______________________
Class_____________________
Lesson #__________________
Topic:_______________________________________________________________________
Target:________________________________________________________________________
educational _________________________________________________________________
developing _________________________________________________________________
educating ______________________________________________________________
Type of lesson: _________________________________________________________________
Methods: __________________________________________________________________________
Equipment;________________________________________________________________
The sequence of stages of the lesson:
organizational assimilation of new knowledge,
homework check,
consolidation of new knowledge,
comprehensive knowledge test
information about the house. task,
briefing preparation for the assimilation of new material.
Lesson stage.
Time.
Receptions, methods.
What do the students do, what does the teacher do.
Texts of all tasks, new educational material, problem solving, recommendations for doing homework. tasks.
Analytical part of the lesson: introspection of the lesson.
X. Introspection of the lesson
Class___________________________________________________________
Theme of the lesson _________________________________________________________
Type of lesson and its structure __________________________________________
What is the place of this lesson in the topic? How does this lesson relate to the previous one, how does this lesson work for subsequent lessons?
Brief psychological and pedagogical characteristics of the class (the number of weak, strong students). What characteristics of the students were taken into account when planning the lesson?
What is the triune didactic goal of the lesson, its teaching, developmental, educational aspects, to assess the success in achieving the TDT of the lesson, to substantiate the indicators of the reality of the lesson.
Selection of the content, forms and methods of teaching in accordance with the purpose of the lesson. Select the main stage and give its full analysis, based on the learning outcomes in the lesson.
Was the time allotted for all stages of the lesson rationally distributed? Are the "links" between these stages logical? Show how other stages worked for the main stage.
Selection of didactic materials, TCO, visual aids in accordance with the purpose of the lesson.
How is the control of the assimilation of knowledge, skills and abilities of students organized? At what stage of the lesson? In what form and by what methods was it carried out? How is the regulation and correction of knowledge organized?
Psychological atmosphere in the classroom and communication between students and teachers.
How do you evaluate the results of the lesson? Were you able to complete all the objectives of the lesson? If it didn't work, why not?
Outline the prospects for your activities.
The effectiveness of the pedagogical analysis of the lesson largely depends on the leader's possession of the method of rational organization and conduct of the lesson. Let us consider, taking into account the requirements for a modern lesson, the main issues of organization and methods of conducting lessons in special and general technical subjects in relation to its typical structural elements. It should be borne in mind that the teacher determines the number, content and sequence of the structural elements of the lesson depending on its purpose, the initial level of knowledge and skills of the students, and the specific conditions for conducting it.
Organizational part. Its main task is to bring the group into a "working state": checking the presence of students in the lesson, their appearance, the readiness of students' workplaces, and creating a business environment in the group. The main disadvantage of this stage is unproductive time expenditure. For the successful implementation of the organizational part of the lesson, it is advisable to make the procedure for starting the lesson traditional: the arrival of students in the office 2-3 minutes before the bell, a clear report from the headman (commander) of the group about the presence of students, advance (with the help of attendants, laboratory assistants, activists of the subject circle) placement on desks of students with the necessary educational documentation, preparation of a blackboard, projection equipment. Such an organization of the first stage of the lesson helps the rational use of study time, creates a good mood in the group. But the establishment of a traditional start of classes is possible only if all teachers and masters of the school follow this order. And of course, being late for classes is absolutely unacceptable not only for students, but also for teachers and masters.
Preparing students for the study of educational material includes, first of all, the message of the topic of the lesson, which the teacher writes on the board, and the students in their workbooks. An important component of this element of the lesson is the target setting of students to study new educational material. Goal setting is not just an announcement to students of the goal of the lesson, written in the plan. Its main significance is to stimulate the motivation of active cognitive activity of students in the classroom.
Psychologists have established that any human activity proceeds more efficiently if he has strong, deep motives that cause a desire to act actively, with full dedication of strength, overcome difficulties, persistently move towards the intended goal. All this is directly related to learning activities, which are more successful if students have a positive attitude towards learning, if they have a cognitive interest, a need to acquire knowledge, skills and abilities, if they have a sense of duty, responsibility, and others. teaching motives.
The mobilization of students' forces occurs not only under the influence of their clearly aware need to study educational material, but also in connection with the emergence of interest in it.
The specificity of special and general technical subjects, especially their connection with industrial training, creates ample opportunities for stimulating positive motivation for learning and developing students' cognitive interest in the material of the upcoming lesson. Among these methodological techniques are the creation of a situation of novelty of technical solutions to production problems based on the knowledge that students will acquire in the lesson; organization of conversations and discussions on the most rational use of equipment, equipment, fixtures, the implementation of technological processes, during which students are convinced of the insufficiency or incompleteness of their knowledge and realize the need for their replenishment, expansion, deepening. Such discussions can also be organized to show the effect of the practical application of knowledge gained by students.
It is very important that the procedure of target setting for the lesson evokes positive emotions in students in relation to the activity; this is of great importance for awakening and maintaining the interest of students in the study of the material of the lesson. Experienced teachers use such methods of emotional stimulation as giving entertaining examples, analogies, paradoxical facts, creating emotional and moral experiences, and conducting entertaining educational experiments. Such methods of increasing entertainment are also successfully used, such as stories about the use of certain science fiction predictions in modern technology and technology (laser beam, the use of plasma, robots, microelectronic devices, etc.). An effective methodological method of motivation associated with emotional experiences is the creation of situations of surprise.
Let us give an example of a paradoxical experience, on the basis of which a motivational problem situation is created that determines the target setting for the lesson. The topic of the lesson is "AC circuit with inductance". The material for students is difficult: for the first time they encounter an electrical circuit in which current and voltage are phase shifted, they get acquainted with the concept of reactance, which is very important for studying further material.
The teacher, having assembled a circuit that includes a high-frequency current source, an inductor with a known resistance, a milliammeter and a voltmeter, invites students to calculate the current value a nepi from the known voltage of the current source and the resistance of the coil. Knowing Ohm's law, students quickly make calculations. However, when the teacher connects a current source to the circuit, the device shows a value that is 25 times smaller than that calculated by the students. A problematic situation arises - a contradiction between the results of the experiment and the students' ideas about the basic laws of electrical engineering. This problematic situation determines the main goal and further course of the lesson.
It should be emphasized that the lesson, as part of the educational process, solves the problems of education and development, which are generally outlined in the first section of this brochure. The question often arises: should these goals be fixed in the lesson plan and should they be disclosed to students at this stage of the lesson? It is impossible to answer this question unambiguously. The fact is that we are talking about education and development not as parts of the educational process, but as functions of the learning process. The upbringing and development of students takes place in the process of their learning, at each lesson, on the basis and in the process of mastering knowledge and skills. Therefore, the teacher should always have a clear idea of what educational and developmental tasks, on what material, in what ways he will carry out in this lesson. As for the need to fix these goals in the lesson plan, if the content of the lesson clearly and clearly defines the possibilities for the formation of certain qualities of the personality of students, the development of their intellect, such goals can be fixed in the lesson plan. The requirement for mandatory fixing of educational and developmental goals in the plans of each lesson (which, as a rule, are formulated in all plans in the same words) can be classified as formal requirements. Often, formal notes, unfortunately, lead to a more formal implementation of them in the lesson.
It is obviously not necessary to inform students of the educational and developmental goals of the lesson, even in cases where they are fixed in the plan, since the teacher determines these goals for himself and implements them in the process of guiding and managing the learning process of students.
The third element of preparing students for the development of educational material is the actualization of previous knowledge and skills of students. Actualization refers to the reproduction of that part of the studied course material, which is necessary for the study of a new topic, i.e. activation of basic knowledge in order to prepare for the perception and assimilation of new ones (10). The importance of this element of the educational process is emphasized by M.I. Makhmutov, he singled out only three components in the didactic structure of the lesson, one is actualization (other components: the formation of new concepts and methods of action; the formation of skills) (11).
Of the many ways to update previous knowledge and skills, the teacher chooses those that correspond to the content of the material being studied. The preparedness of the students and the experience of the teacher also matter here. One of the most common ways of actualization is to review the main points of what was previously learned in order to establish connections between the material studied and what they are about to learn. The teacher can briefly remind students of the necessary information if the connections of the studied material with the new one are easily assimilated. If it is necessary to more deeply trace the connections between the studied and new material, then the teacher conducts a conversation with students, organizes exercises or independent work on the application of previously studied knowledge.
In both cases, establishing a connection with the material to be studied, it is important not only to consider the connections with the material studied in this subject, but also to rely on the knowledge gained by students in other subjects. In secondary vocational schools, it is of particular importance to establish links with the studied material in technical and general education subjects. Thus, actualization serves as an important means of establishing intra-subject and inter-subject relationships.
The goals of updating will also be subject to verification of homework, if they are directly related to the material of the upcoming lesson. To prepare students for the perception of new knowledge, you can show a film fragment and comment on it, familiarize students with materials from popular science magazines, with scientific and technical information about the technique and technology of the corresponding production, the achievements of innovators and leaders. Such an organization of the educational process mobilizes students, increases their interest in new educational material.
It must be borne in mind that the actualization of students' knowledge and skills should be carried out not only at the stage of preparation for the study of new educational material, these techniques are also used at other stages, which are characterized by the connection of the studied with the new material.
Communication of educational material by the teacher It is carried out mainly by methods of oral presentation, including story and explanation. A story is usually understood as a narrative form of communication of educational material. The story is used in cases where the studied material is mainly descriptive in nature and logical harmony. Explanation - an oral presentation of educational material, during which the teacher uses various methods: comparison, comparison, justification, derivation of patterns, problem solving, etc. In the practice of teaching special and general technical subjects, story and explanation are most often used in the form of a complex method - story-explanation .
The following requirements are imposed on oral presentation as a method of communicating educational material: high ideological content, scientific and technical reliability, logical harmony, clarity and clarity of the main idea at each stage of presentation, intelligibility and accessibility, evidence and persuasiveness, imagery, stimulating the attention and activity of students, high culture of the teacher's speech.
From the point of view of the methodology of oral presentation, it is most expedient to present the educational material in parts-portions. At the same time, it is necessary to follow a logical sequence, remind students of the main goal of the lesson, and summarize each part of the material presented. Under this condition, the logic of the presentation will be clear to the students and each thought will be brought to their consciousness.
To increase accessibility and intelligibility, it is recommended to present the material specifically, since general reasoning, as a rule, is more difficult to perceive and assimilate; do not use unnecessarily incomprehensible terms for students; avoid lengthy discussions; do not overload the explanation with digital material. Comparisons, comparisons, and conclusions contribute to the accessibility and intelligibility of the presentation.
To maintain sustained attention and activate students in the process of oral presentation, it is necessary to apply the following methodological techniques:
inductive (from particular to general) and deductive (from general to particular) ways of explaining new facts, phenomena, regularities, events;
a combination of a word with a demonstration of visual aids, experiments, labor techniques, films and filmstrips, listening to sound recordings, with notes and sketches in notebooks of diagrams, graphs, etc .;
problematic construction of the presentation, when the teacher not only communicates patterns, conclusions, rules, but also reproduces the path of their discovery, while involving students in their reasoning, forcing them to think with themselves, creates an atmosphere of search in the lesson;
linking the material studied in the lesson with practice, the life experience of students, the material of other subjects;
posing "passing" questions to students in the course of presentation and varying the content and complexity of these questions depending on the preparedness of the students in the group;
encouraging students to ask questions to the teacher;
setting in the course of the presentation "logical" questions, i.e. questions that the teacher poses to himself and answers them himself;
"relaxing" the tension of students' attention (giving examples from life and practice, switching to a presentation of easier-to-learn material, etc.).
The effectiveness of oral presentation largely depends on the mastery of the speech technique by the teacher. The following requirements are imposed on the speech of the teacher: literary and technical literacy, lively conversational manner, clarity and clarity of pronunciation, "purity" of speech, skillful command of the voice (timbre, intonation, pitch), optimal loudness and tempo, the ability to vary the pace and loudness of speech to highlight main and secondary, skillful use of pauses and semantic accents, etc. Of great importance for the expressiveness of speech is moderate facial expressions and gestures, "emotional coloring" of the material presented, which greatly activates students. Very important in oral presentation is the naturalness and ease of the teacher's posture, the ability to behave.
Of great importance in the oral presentation of educational material is the correct use of visual aids, which are used mainly as illustrations. The effectiveness of their application largely depends on compliance with the basic requirements for their demonstration:
a visual aid should be demonstrated when it is necessary in terms of time and content of the material being studied;
do not overload the lesson with a demonstration of visual aids;
in the perception of the demonstrated visual aid, the sense organs of students (sight, hearing, touch, and, if necessary, taste and smell) should be involved as much as possible;
it is necessary to rationally combine the word and the demonstration of the aid "the word precedes, accompanies and concludes the demonstration of the visual aid:
when considering visual aids, it is necessary to encourage students to display mental activity and independence;
one should skillfully use the "novelty effect" - do not show a visual aid until it is necessary to use it;
active and dynamic benefits must be demonstrated in action;
provide conditions for good visibility of the demonstrated visual aid by all students (location, illumination, image clarity);
use small objects as visual handouts (you can use television sets).
Among the means of visualization, drawing on the blackboard occupies a significant place. Accompanying the presentation of the material with drawings, drawings or diagrams on the board, the teacher can show the process in dynamics. The synchronism of oral presentation and sketches on the board contributes to the solid assimilation and consolidation of the material in the memory of students, makes classes interesting and productive.
For the image on the board, you need to choose simple drawings. Separate parts of the figure, as well as the terms used in the presentation, can be highlighted with colored crayons. A complex image on the board must be completed in advance. Since the image on the board is made in one plane, the perspective of the drawing, the volume of the object is conveyed by shading or shading. There should be no sloppy inscriptions and drawings on the board. Labels should be in large print so that students can read them easily. The used material must be washed so that it does not distract the attention of students. Drawings on the board should be done quickly and without errors.
In the process of oral presentation of educational material, teachers use various technical teaching aids, primarily educational films, dia- and codo projections, and sound recording.
The most common form of using educational films in the process of oral presentation is fragmentary, with the duration of each fragment 4-5 minutes. During the lesson, it is recommended to show no more than three or four film fragments. The effectiveness of the use of educational cinema largely depends on the ability of the teacher to manage the perception of students. Before starting to demonstrate the snippet, it is important to let the students know what they are going to see and how it relates to what is being studied. A good mood for qualitative assimilation of the material of a film fragment is provided by the preliminary creation of an appropriate problem situation. It is also useful to ask the students before the demonstration questions that they should answer after watching the movie or on which they will discuss what they saw. You can also give students tasks for independent work based on the materials of the watched film fragments or the whole movie.
In the process of demonstration, the teacher, by way of incidental explanations, focusing students' attention on the main, most significant, commenting on unsound films, using "freeze frames", directs the students' perception of information presented with the help of cinema. After the demonstration of the film fragment, it is necessary to check how the material is learned, and invite students to answer the questions posed earlier. If necessary, the demonstration of the film fragment is repeated.
The presentation of educational material using filmstrips and transparencies brings the maximum effect in cases where their demonstration is organically combined with the teacher's explanations. It is inappropriate to first present all the material, and then show the filmstrip. It is also impossible to replace the systematic presentation of the material with the display of a filmstrip. It is possible to demonstrate individual frames or a filmstrip in its entirety, especially in those cases when, in terms of content and sequence, the images in some way logically and fully reveal the issue under study. The advantage of transparencies is that they are shown in the order provided by the teacher.
Currently, a new type of projection device is widely used in schools - a codoscope, which serves to project recordings and images made on a transparent material onto the screen, as well as to demonstrate special sets of frames that make up a single complete image. With the help of a codoscope, various experiments can be demonstrated using transparent models or instruments. The codoscope is also used as an optical board.
Dia- and codo projections are a kind of visual aids, therefore the method of their application is similar to the method of using visual aids.
In the process of communicating educational material to students, a sound recording is also used, reproduced through a tape recorder. In the teaching of special and general technical subjects, sound recording is often necessary to illustrate various types of malfunctions of machines and mechanisms, signs of their detection, adjustments in the process of work, etc. Usually two recordings of noise are made in succession - a faulty machine, an engine, a mechanism and a working one, so that students can compare them, catch characteristic differences and draw conclusions.
When presenting educational material, it is necessary to require students to make notes in notebooks (conclusions of formulas, formulations and definitions, sketches of diagrams, diagrams, graphs, images of details, symbols, as well as note-taking of the material presented by the teacher). Note-taking is not a teacher's dictation, but the independent work of students in the course of presenting educational material. Outlining the material, selecting its main provisions, stating them in their own words, students comprehend the knowledge gained.
The ability to take notes in the course of presentation should be taught systematically. The following methodological techniques will help successful note-taking: reporting and writing on the board the main issues of the material studied in the lesson and highlighting these issues in the process of presentation; rational order and techniques for sketching diagrams, graphs, diagrams, etc., writing difficult and unfamiliar terms on the board; highlighting those parts of the material being studied that must be written down, and, if necessary, recording individual provisions, formulations, definitions, conclusions from dictation; rational ways of abbreviated records of individual words, terms, phrases; switching students to other types of work in order to avoid overwork; analysis of student notes, recommendations for their improvement; addition of notes in the process of subsequent work with the book (it is advisable to leave large margins in notebooks for additional notes).
Independent assimilation of new knowledge by students As a structural element, it occupies a different place in the lesson and is carried out by different methods. The lesson can begin with an independent study of the educational material, then the teacher's explanation is aimed at clarifying and deepening the knowledge independently acquired by the students. Self-study of educational material available to students can be combined with the presentation of the teacher, and also carried out after the presentation in order to comprehend and systematize the knowledge gained, but always independent work of students to assimilate new knowledge is carried out under the guidance of a teacher. He constantly takes care of the organization of students' activities, directs them, makes additions in the course of work, i.e. manages the learning activities of students.
At the stage of perception of new knowledge and their comprehension, it is important to correctly bring students to their generalizations and systematization. Generalization in psychology and didactics is understood as the selection of the general in objects and phenomena and, based on this, their mental association with each other. Systematization involves the mental distribution of objects and phenomena into groups and subgroups depending on their similarities and differences. Generalization and systematization lead to the assimilation of knowledge. Therefore, all means of controlling the independent cognitive activity of students should be aimed at identifying the main, essential connections between the studied phenomena and processes.
One of the effective methods of attracting students to independently master new knowledge is a heuristic conversation. The essence of the method lies in the fact that the teacher, through joint logical reasoning with the students, leads them to a certain conclusion. At the same time, he encourages students to actively use previously acquired knowledge, observations, life and production experience, compare, contrast, and draw conclusions. This method combines the active cognitive activity of students and the managerial activity of the teacher. Therefore, the method of heuristic conversation is also called partial search.
The main "tool" of the heuristic conversation is the teacher's questions. They should stimulate the active (productive) mental activity of students, develop ingenuity. The main requirements for questions of a heuristic conversation: brevity and accuracy, focus, logical clarity and simplicity of wording, connection with previous questions and the topic of the conversation, certainty of content and form, practical orientation, taking into account the production experience of students.
By the nature of the content, the following groups of questions can be distinguished: comparison and comparison of objects, their images, phenomena, facts; to generalize and highlight essential features; on the use of knowledge in various situations; to explain the cause - diagnostic; to substantiate the consequences (action, method, process, etc.) - prognostic; for proof; to establish interdisciplinary connections.
The conversation is methodically correct if the teacher poses a question to the whole group, and then, after a short pause, calls the student to answer; strictly maintains the logical plan of the conversation; fixes the attention of students during the conversation on the main, key issues of its topic; holds the thread of the conversation in his hands; regulates the course of students' statements; involves all students in the conversation, taking into account their individual characteristics; Summing up the conversation, clearly formulates the main conclusions.
Before deciding to conduct a heuristic conversation, one should take into account its features as a means of enhancing the cognitive activity of students. Students must have some prior training on the material being studied - it is impossible to conduct a conversation "from scratch". Special preparation of the teacher is necessary: dividing the material into logically connected parts, formulating questions, arranging them in accordance with the logic of the educational material, thinking through the possible answers of students and the main conclusions. A conversation requires more than an explanation, time to study an equal amount of material. Therefore, it is advisable to use the method of heuristic conversation when students master the key, leading problems of the topic.
Another method of independent assimilation of new knowledge by students is to work with a book, which can be carried out both in the classroom and in the process of homework. The essence of the students' work with the book is not so much in reading, but in thinking, in analyzing the text. The student should be able to extract the main thing from the text, i.e. to master the system of concepts set forth in it, to obtain the information contained in the figures, diagrams, drawings, formulas, reference tables. The purpose of this method is not only educational, it is much wider. The teacher will use this method to form and develop important general educational skills in students: choosing a source, finding the necessary data in the source, "fluent" reading techniques, highlighting the main meaning of what was read, using reference material.
Of the methods of independent work of students with a book, the most widely used include independent study of the text of new educational material, finding answers to the teacher's questions in the textbook; filling in the tables proposed by the teacher, based on the study of the text, drawing up a plan for reading; finding in the book the necessary information to solve problems with incomplete data.
For example, after studying the textbook on electronics and radio engineering section "Oscillatory circuit" (Lyashko M.N. Electronics and radio engineering. M., Higher school, 1979), students can be asked questions: 1. What are electrical circuits and electrical oscillations? 2. What are permanent electrical systems? 3. Why are oscillatory systems with lumped constants widely used only in the high frequency range? 4. Why are distributed constant systems used only in the microwave range? 5. How is the active resistance of the circuit through which the high-frequency current passes determined? (12)
When studying turning operations on their own, students fill out the table:
Such a table makes it possible to individualize tasks depending on the readiness of students. So, "weak" students can be given the task to fill in only columns 1 and 2, "medium" - 1, 2 and 3, "strong" fill the table completely.
The success of students' independent work with a book largely depends on the teacher's organization of it: the choice of material for independent study; preparing students for work (setting a goal, issuing questions and tasks, determining the organization of work); guiding the process of students working with a book (observing their work, answering questions, explaining incomprehensible terms, monitoring understanding and comprehension of what they read, helping them complete assignments, etc.); combinations with other types of work; quality control of assimilation.
Independent assimilation of new knowledge by students also occurs during the demonstration of a film or film fragment, when they are used as a means not of illustration, but of communicating new educational information. Before the demonstration, the teacher sets the stage for independent assimilation of the relevant information and poses questions to the students, which they must answer in written or oral form after watching the film.
As a way of independent assimilation of new knowledge by students, laboratory and practical research work has a great effect.
Primary consolidation and current repetition of what is being studied in the lesson. The goal is to promptly check and achieve the same level of assimilation of educational material for all students in the group. Primary consolidation is understood as a system of various methods of educational work, which ensures the reproduction and deepening of the studied educational material, as well as its lasting preservation in the memory of students. In order for primary reinforcement and current repetition to bring maximum benefit, the following pedagogical requirements must be met:
consolidation should be carried out immediately after the students perceive the educational material;
it is not necessary to consolidate all the material, but the most significant of it, which determines the main essence of what is being studied;
repetition should bring clarity, clarity, accuracy into the knowledge and skills of students, linking together the individual parts of the subject (intra-subject communications), as well as knowledge gained in other subjects (inter-subject communications), into an organic whole, system;
repetition should be carried out in such a way that it leads to the consideration of the studied facts, processes, phenomena from new positions, expands and deepens the knowledge of students;
you should not linger on the primary fixation;
as soon as the basis of the new is fixed, it is necessary to use this knowledge;
primary consolidation and current repetition is effective only with high activity and purposefulness of students.
The most common method of primary consolidation and current repetition is an oral survey (detailed conversation) of students after presenting or independently studying new lesson material. It is also possible to combine the current repetition with the verification and assessment of students' knowledge. Of great importance in the initial consolidation and current repetition is the formulation of questions that should require active mental activity of students. At the same time, one should remember the following requirements for questions: the question must be specific in content, real in nature, concise in form and require a clear answer; the question should not involve a monosyllabic answer or guesswork; it is necessary to avoid such questions, the wording of which already contains the answer (for example: What is melted in steel furnaces? What is the sand used for?), as well as "tricky" questions; such questions, for example, will not be useful: What grades of bronze are drills made of? By how many degrees will the temperature of the water rise 10 minutes after the start of boiling?
In the course of the primary consolidation and current repetition, students are asked questions of a different nature: to reproduce the material presented and independently studied, to compare, contrast, generalize, highlight the main thing, explain causes and effects, evidence. When conducting a frontal conversation, it is recommended to more often use a methodological technique called commenting, when students give conclusions to the answers of their comrades, supplement and expand them, and make suggestions on the practical use of the knowledge gained. Primary consolidation and current repetition can also be carried out on task cards; this diversifies the educational work and helps to identify the individual capabilities and level of preparation of individual students.
An example of such a card with a selective answer on the subject "Electrical Materials Science":
It should be borne in mind that the current repetition is not only the fulfillment by students of the tasks of the teacher. Of great importance is the direct activity of the teacher in the process of presenting educational material: references to previously studied material when learning new things, establishing intra-subject connections, encouraging students to use existing knowledge to acquire new ones.
Exercises and independent work of students have common didactic goals - consolidating and improving the knowledge and skills of students through their practical application. In the typical structure of the lesson, they are taken out as independent elements due to the need to highlight the levels of students' activities. In this case, exercises are understood mainly as the reproductive activity of students, characteristic of the initial periods of education, in relation to both the subject in the chain and to a separate topic. Independent work is characterized mainly by the productive (creative, search) activity of students on the basis of fairly well-acquired knowledge, skills and methods of activity. At the same time, such a division is, of course, conditional to a certain extent. The performance of each "reproductive" task requires the creative application of certain knowledge, just as each "creative" task involves the application of knowledge in the form in which it was received. An important trend is to increase the productive orientation of students' activities as they advance in the study of the subject.
When considering the place, goals and content of exercises and independent work of students in the lesson, we often use and will continue to use the terms "activity", "independence", "creativity", characterizing the levels of intellectual, mental activity of students. The relationship between them was determined by the famous Soviet psychologist V.A. Krutetsky: "The relationship between the concepts of "active thinking", "independent thinking" and "creative thinking" can be designated as concentric circles. These are different levels of thinking, of which each subsequent one is specific in relation to the previous, generic one. Creative thinking will be independent and active, but not all active thinking is independent, and not all independent thinking is creative" (13).
Exercises and independent work as a means of consolidating and improving knowledge and skills must meet certain pedagogical requirements. The most important of these requirements is the purposefulness of students' activities. Students should always be clear about what is required of them, what result they should strive for. This stimulates their activity, increases the degree of consciousness, promotes the creative application of knowledge.
One of the requirements for the educational work of students is its feasibility at the appropriate stage of education, the availability of the necessary stock of knowledge and skills in students. At the same time, the feasibility of the task does not imply its ease, but the need to exert maximum effort to complete the task, because only this gives tangible results in the development of cognitive abilities. It is very important that students acquire not only factual knowledge and skills, but also the necessary intellectual skills, i.e. they were able to analyze, compare, highlight the main thing, draw conclusions, prove, defend their opinion. It is also important that the content of exercises and independent work be of interest to students, which greatly increases the motive for cognitive activity. These requirements determine both the content of tasks and the methodology for conducting exercises and independent work.
Consider the typical types of exercises used in the study of special and general technical subjects. One of the types of such exercises is the solution of educational problems. Basically, two types of problems are used: quantitative, related to the operation of formulas, mathematical calculations, calculations, etc., and qualitative (or problem-questions), the solution of which does not require any calculations, for example: Why does the ICE intake valve heat up less, than graduation? Will the current flowing through the lamp change if another lamp is connected in parallel with it? Why? What tools can be used to measure the main dimensions of the part shown in the drawing?
Special subjects are characterized by exercises in practical study of the device of machines, mechanisms, materials, tools, devices. Such exercises are usually carried out using posters, models,
samples, natural equipment and its mechanisms, collection boards, etc. Exercises can also be in the form of written assignments such as: according to the drawing (diagram) of the depicted object (general view of the machine, mechanism, "device, apparatus, tool, etc.), indicate the name, purpose, location of individual components, parts, mechanisms.
Analysis and execution of drawings, diagrams, graphs, diagrams- one of the types of exercises that can be attributed to the usual training. At the same time, when performing them, it is important to organize the mental activity of students: the transition from a scheme to a real object; spatial representation; understanding and assimilation of concepts expressed graphically; transition from effect to cause, etc.
For special items, technical documentation exercises: passports of machine tools; technological maps of processing, repair, assembly, adjustment; guides and regulations. Typical tasks when performing such exercises are filling in tables, answering questions based on the results of studying the documentation.
Performing independent work, students use the acquired knowledge and skills in various combinations, learn to independently find original solutions to the tasks set, acquire the ability to solve new problems of a cognitive and practical nature. One of the typical types of independent work is the implementation tasks to systematize the studied material, contributing to the formation of students' abilities to generalize and assimilate a system of knowledge. It is advisable to arrange such works in the form of tables, which serve both as a task and as working material. An example of a systematization table on the topic "Machining of conical surfaces" when training turners:
A common type of independent work is the solution of productive tasks that require certain mental efforts from students. Productive tasks are both quantitative and qualitative. Quantitative productive tasks are basically tasks, the conditions of which do not contain all the initial data for their solution. Students need to determine what additional data is needed, where to find it, what reference literature, tables, standards, etc. to use.
Most productive tasks are qualitative, i.e. tasks-questions. The main types of high-quality productive tasks: to choose from (tools, fixtures, processing methods, assembly, adjustment, etc.); for comparison and evaluation (methods of performing work, processes, efficiency, etc.); to determine (causal relationships); to explain (phenomena, processes, decisions, etc.).
When studying special subjects, they are widely used independent work on planning (designing) technological processes manufacturing, processing, repair, assembly, adjustment. The best results are achieved by those teachers who teach students to plan technological processes in close contact with the masters, according to a single system and methodology, so that students have the opportunity to test the results of their creative work in practice.
A common type of independent work that requires the creative application of knowledge and skills is concept drawing studied equipment, mechanisms, installations, devices. Performing such work, students must deeply understand the principle of operation, the structure and interaction of the parts of the object under study, highlight the main thing, mentally imagine its interconnected links and move from spatial representations to a planar schematic representation.
Exercises and independent work can also be carried out in the form work with task cards productive nature. For example, when studying spatial markings, it is proposed to determine, by the nature of the workpiece, what to take as a marking base (the workpiece has one machined surface; only the outer surfaces are machined; the workpiece is not machined at all; there are bosses or tides on the workpiece; the workpiece has a cylindrical part).
In the preparation of skilled workers in professions related to the maintenance of various types of apparatus, installations, units, a typical type of independent work is solution of technological problems decision-making in various production situations. In such tasks, descriptions of the main violations of the technological regime, their signs, initial parameters, i.e. decision making is given. The greatest effect is given by independent work, which is carried out using simulators that not only imitate the course of the technological process, but also "react" to the actions of students to regulate them.
The effectiveness of exercises and independent work of students largely depends on the guidance of the teacher: he determines the chain of work, issues tasks, formulates cognitive tasks, plans the order of work, regulates their complexity and difficulty, directs the activities of students, controls and evaluates it.
Of great importance is the nature of the assistance provided to students. When observing students, one should not interfere with their work when it is not necessary. The teacher's help should be timely: haste, excessive guardianship deprives students of initiative, and belated help often leads to gross mistakes and fixing them. Students should not be given ready-made instructions on how to correct a mistake. It is necessary to ensure that they themselves find a way to eliminate and prevent it. It should always be remembered that the feeling of emotional uplift that accompanies the independent fulfillment of a difficult task contributes to the development of strong-willed qualities and purposefulness.
In the process of exercises and independent work of students, it is necessary to skillfully combine frontal and individual work, giving out differentiated tasks along with general group tasks. In a number of cases, it is expedient to build students' work in an analytic-synthetic way: to divide a complex task into elements and conduct exercises to master them, after which students will begin to complete the entire task. It is very important when performing exercises and independent work to accustom them to independence. To do this, you need to teach students to independently refer to reference books, textbooks, notes in notebooks, encourage questions to the teacher, the desire to fully understand the essence of what is being studied.
Exercises and independent work can occupy a different place in the lesson. As a rule, they are held after the presentation or independent study of new educational material. They can be carried out at the beginning of the lesson, simultaneously performing the functions of updating, as well as in the course of studying new educational material as a means of consolidating and deepening knowledge and skills along the way. Everything depends on the content, the didactic purpose of the lesson, its place in the system of lessons, and on the pedagogical intention of the teacher. However, in any case, one should not spare time for independent work of students. In a combined lesson, on average, up to 25-30% of the time is devoted to this element. In special lessons for consolidating and improving knowledge and skills, exercises and independent work of students form their basis.
Generalizing repetition- the main structural element of repetition-generalizing lessons. It is also typical for combined lessons, when the teacher summarizes the completed section of the topic.
One of the main ways of generalizing repetition is a generalizing (overview) lecture, in which the teacher presents the most significant points of the studied material. A review lecture is not just a repetition of what has been studied on a topic or its section. What has been studied must be presented in a systematic way, with generalized conclusions, which requires an appropriate regrouping of the material, the application of new methods of work.
Generalizing repetition is also carried out in the form of a detailed conversation on the material of the studied topic or its section. For such a conversation to be effective, it is necessary in advance, three or four lessons before the end of the study of the topic, to offer students questions on which they will prepare for the final lesson. Questions should cover only the key points of the material.
At the later stages of education in secondary vocational schools, as well as in TU, it is advisable to organize a generalizing repetition in the form of a seminar. The teacher determines the topic of the seminar, gives questions for preparation. During the seminar, students make reports on the main issues of the topic, comrades supplement them, give examples from practice. The teacher leads the course of the seminar, summarizes its results.
One of the methods of generalizing repetition of the material of a topic or section is the demonstration of films. You should choose a movie that includes all the main issues provided by the curriculum. Students are informed in advance about the content of the film and are offered questions on which the film will be discussed after the screening. The film is usually shown outside of school hours, discussion is held in the classroom.
For the purpose of generalizing repetition, it is advisable to organize excursions during which students can directly, in real conditions, see what they have learned in the lessons.
Control and assessment of knowledge and skills of students is one of the important structural elements of the lesson. The immediate purpose of control is to establish and evaluate what and how students learn, what is their attitude to educational work. However, the task of the teacher is not limited to stating the educational success of students. Thanks to the control between the teacher and students, a kind of "feedback" is established, which makes it possible to control the mental and practical activities of students in the course of training. The more complete this connection, the wider the possibilities of managing the learning process.
Control and evaluation of knowledge and skills are of great educational importance. In the course of control, students are brought up responsibility and conscientiousness, thinking and speech, attention and will. Properly organized monitoring and evaluation help to increase students' interest in learning, accustom them to regular work and discipline, and stimulate cognitive activity.
Checking and assessing the knowledge and skills of students as a structural element occupy a different place in the lesson: at the beginning (checking homework), after reporting or independently studying new material, after doing exercises or independent work (with a chain of generalization, and summing up their results). Testing knowledge and skills can not be singled out as an independent element of the lesson and carried out in combination with the assimilation of new material, consolidation and current repetition (for the implementation of "feedback").
The most common method of knowledge control is an oral survey - individual and frontal. An individual survey is associated with a large expenditure of time, while the cognitive activity of the majority of students in the group decreases. However, individual survey should not be completely abandoned, since it is an important means of developing speech, memory, and thinking of students. To increase the activity of students in the group during an individual survey, one should use such methodological techniques as commenting and supplementing the answers of the respondents, parallel control of several students, issuing tasks to the students of the group to complete them during the survey, collective analysis of the quality of answers, involving students in answering private questions while answering the main question.
Frontal survey is carried out in the form of a detailed conversation between the teacher and the group. It is carried out, as a rule, when studying new material and repeating the past, being thereby a means of preventing forgetting and consolidating knowledge. The content of the questions of such a conversation should encourage students to active mental and practical activities.
Another common method of control is a written check, carried out mainly in the form of control written and graphic works. The most characteristic tests are for subjects related to calculations, problem solving, and graphic work. Written tests are thematic (based on the results of studying a large topic - designed for a whole lesson) and current (based on the current material of the topic - designed for 10-15 minutes).
Special subjects are also characterized by a practical test of students' knowledge and skills, including the assembly of diagrams; disassembly, assembly and adjustment of instruments, mechanisms, devices; performing various measurements; troubleshooting, etc. with a passing explanation of the essence of the implementation of practical techniques.
In the practice of teaching special and general technical subjects, programmed control is widely used - machine and machineless, with the use of task cards. Programmed control contributes to the expansion of "feedback" between the teacher and students, allows you to cover a significant number of students at the same time, but only works in combination with other types and methods of control.
Along with the indicated methods of verification, the control of students' knowledge and skills is carried out in the course of the teacher's current observations of students. This allows the teacher to get a better idea of both the achievements and gaps in the work of each student. Additions and amendments to the friend's answer, answers from the spot when reinforcing, explanations when doing exercises and independent work give the teacher material for assessing the quality of knowledge and skills of individual students. The teacher records this data in his diary or simply remembers and takes it into account when evaluating the answers during the test or when setting the final grade.
The most important component of control is the assessment of students' educational progress. The main requirements (criteria) for the assimilation of knowledge and skills by students: volume, depth, consciousness, the ability to analyze and generalize the studied material and use the acquired knowledge in cognitive and practical activities. The assessment is also influenced by the reaction of students to leading questions, confidence in the answer, the ability to correctly express an idea, the ability to use instruments, read a drawing, mastery of graphics, teacher corrections. Obviously, such a variety of factors cannot be accurately regulated by any criteria. Each grade that the teacher gives to the student is subjective to a certain extent, so the teacher has a special responsibility in determining it.
The most difficult is to evaluate the oral responses of students. Therefore, it is very important to justify the assessment, indicate the advantages and disadvantages of the answer, analyze their reasons, and give advice on how to achieve higher rates. Students must be confident that the assessment is fair and objective; At the same time, it is necessary to educate students in self-criticism, the desire to take active measures to correct mistakes and eliminate shortcomings in their work.
The teacher must skillfully use the "assessment policy" to increase students' interest in learning, stimulate their academic success, inspire them with self-confidence. The following recommendations and advice, derived from the analysis of advanced pedagogical experience, can be of great help in this:
evaluation should always improve the quality of student learning; this is possible only with the absolute objectivity of its presentation;
it is unacceptable to give unsatisfactory grades not for actual results in the lesson, but for violation of discipline, lack of notebooks, etc.;
assessment is a powerful tool in the hands of a teacher, but it should not resemble a club that hangs over an underachieving student;
giving an assessment without explaining it is a manifestation of pedagogical illiteracy;
for a high mark, the student must not only give the correct answer, but also explain it;
"education" with negative marks, which, unfortunately, is resorted to by poorly trained teachers, can eventually lead to the fact that the student loses faith in his abilities;
the duty of the teacher is not so much to give the student a well-deserved deuce, but to prevent it.
Issuing homework- one of the important elements of the lesson. Recently, there have been many disputes about the appropriateness of homework for students. Supporters of learning without homework believe that only the lesson is good, where students fully learn all the material in the lesson, what should be taught well in the lesson, then homework will not be needed at all. Of course, it is necessary to achieve maximum assimilation of the studied material in the lesson. But hard work requires planned and systematic training, and study time is clearly not enough for this. If only the teacher prepares for the lesson, and the students are not even psychologically prepared for the upcoming activity, then only the teacher plays an active role during the lesson. The noted serious shortcomings of the system of teaching without homework allow us to assert that homework is almost always needed, and the teacher's task is to make students' homework as effective as possible.
The success of students' learning at home depends on how the lesson went. The more thoroughly the students have mastered the knowledge and skills in the lesson, the more organized their independent work in the classroom, the more successful and fruitful the homework.
For special and general technical subjects, oral, written, graphic and educational-practical homework assignments are typical. Oral homework includes self-study and repetition of textbook material, reading drawings and diagrams, preparing answers to teacher questions based on the study of various technical literature, documentation, and reference materials. They are aimed mainly at the conscious consolidation of the material. Such homework should include questions that require students to think actively. Oral homework assignments also include qualitative (reproductive and productive) tasks.
Written homework assignments contain quantitative tasks, tasks for calculations, descriptions of observations during excursions, filling in generalizing and repeating tables, developing technological maps, compiling reports on laboratory and practical work, etc.
Graphic homework includes various drawing work, drawing up diagrams, graphs, sketches based on the results of observations, etc.
Homework assignments of a practical nature are closely linked to the industrial training of students. Their essence is that students, on the instructions of the teacher of a special subject, agreed with the master, in the process of homework, develop technological processes for the manufacture of specific parts, products, assemblies of components, mechanisms with the choice of tools, the definition or calculation of modes, the rationale for control methods; design fixtures, make improvements in the design of tools, etc. After checking by the teacher and making adjustments, students use their developments in the lessons of industrial training. Thus, well-thought-out and prepared homework helps students to firmly consolidate what they have learned in the lesson, develops their independence and creativity, and prepares them for mastering the material of upcoming lessons.
Usually homework is given at the end of the lesson. Homework is not only the logical conclusion of the lesson, but also the setting for preparing students for active work in the next lesson. At the same time, it is advisable to practice issuing homework at the beginning of the lesson simultaneously with the formulation of the topic. This activates the students, creates in them a motive for the qualitative assimilation of the studied material. Homework can also be given during the lesson, for example, after doing exercises or independent work, when homework is their organic continuation.
When informing students of homework, it is necessary to clearly define its content and purpose, explain how to complete it, analyze the most difficult moments, indicate the requirements that the work must meet, and clearly instruct students on the procedure for completing the completed assignment.
An important issue is the amount of homework. Studies and experience in secondary vocational schools suggest that the workload of students in the classroom, together with homework in all subjects, should not exceed ten hours a day (14). This average standard is also applicable to other types of schools. However, the time standard only indirectly determines the amount of homework. Therefore, the regulation of the content of homework in each subject should be the object of close attention of the heads of schools and methodological commissions.
The lesson is considered one of the main ones in high school. During this short period of time of 45 minutes, the assimilation of new educational material, the upbringing of children, and their development are carried out.
What determines the choice of forms and methods of the lesson?
There are many different in particular, they differ in the level of creativity. Note that the forms of organization of the lesson and the methods used primarily depend on
The teacher needs to understand exactly what result he wants to achieve from the lesson. If it is important for him to convey certain material, to review the literature of a certain period, then the explanatory and illustrative method will naturally be used. If the teacher wants to involve children in scientific activities, independent search for information, then it is necessary to use the research method.
The choice of the form of organizing a lesson at school also depends on, for example, in the conditions of a lesson in the control of educational achievements, preference will be given to various written works and tests. At the same time, it is very difficult to use any unusual form of conducting a lesson.
The choice of methods and forms of conducting lessons also has a subjective component. It largely depends on the personality of the teacher, his pedagogical skills, professional qualities, his attitude to work. Someone puts his whole soul into the learning process and is in constant search for the optimal form of organizing a lesson, while someone conducts lessons according to the same scheme from year to year, completely unresponsive to the innovations of modern pedagogy.
GEF lesson
The peculiarity of the lessons based on the requirements of the Federal State Educational Standard is a system-active approach to the assimilation of knowledge. If during a traditional lesson the learning outcomes are presented in a modern lesson, there should be real actions aimed at mastering knowledge. It should be noted that the forms of organizing a lesson on GEF involve the active use of information technology.
In this situation, the teacher does not provide ready-made knowledge, he only serves as a guide for children to the land of knowledge. Students themselves, with the help of a teacher, are aware of the topic, formulate the goals and objectives of the educational process. Also during the GEF lesson, self-reflection and self-control are important. Students have the opportunity to evaluate both the success of achieving success in education, and the results of their comrades. As a result, the education system becomes more transparent. In addition, students have the opportunity to learn to objectively evaluate their results.
Organizational forms of lessons in elementary school
The peculiarity of elementary school is that children are just starting their way to mastering knowledge, so it is very important to help them in this and develop strong motivation for further successful learning.
The choice of the form of organizing a lesson in elementary school should be varied. Most often used frontal work. It is especially relevant during setting the goals of the lesson, conducting reflection. Frontal work allows you to jointly solve tasks, demonstrate algorithms for finding answers to complex questions. Good results are obtained by working in constant pairs. It helps to fill in the gaps, stimulates active activity on the part of each student. Most often, such work is carried out with the participation of classmates. Therefore, it is important to initially pay attention to their level of preparation when seating children so that students can interact effectively with each other.
It is also possible to work in pairs of interchangeable composition. Such forms of organization of the lesson allow you to look at a particular situation from different angles. In this case, a certain problem may appear in a new perspective. In addition, kids in elementary school need to get used to individual work, because it will help them successfully solve educational problems in the future.
In elementary school, it is impossible to do without role-playing elements. The peculiarity of children of this age lies in their curiosity, activity, inability to sit still. All these qualities must be taken into account and used to attract the child to the development of knowledge.
Organization of mathematics lessons
Many children remember math lessons for the rest of their lives as something very boring and dull. So that they do not have such an impression, it is worth trying to use non-traditional forms of organizing a math lesson. They will help diversify the learning process, make it more fun. However, one should not get too carried away with unusual forms of lessons, because experience shows that much less information can be learned during non-standard lessons.
Math Tournaments
Conducting a mathematical tournament requires serious preparation on the part of both students and teachers. The mentor must definitely think over in detail all the tasks that his students will perform. The tournament can be played in different ways. For example, students can be divided into 2 groups, and each of them will receive a certain number of examples. During their solution, students can consult with each other. Then you should call one person from each team to the board, give them the task to exchange examples and solve them on the board. The winner is the team that can solve more examples and problems originally received by the opposing team.
The advantages of this form of organizing a modern lesson are the use of a game form. If students received the same examples in the form of independent work, then they would hardly be ready to solve them, and then also listen to the answers of their classmates. It takes only 15-20 minutes to use this method.
business games
This can be used as part of the study of any subject, but it is best suited for lessons in mathematics and economics. At the same time, players are given the opportunity to simulate a situation in which it is necessary to decide on the correct strategy of behavior, to choose the optimal solution.
Within the framework of mathematical business games, students have the opportunity to try on the role of a person of a particular specialty, to understand the importance of mathematics for his work. At the same time, the student can not only master the theoretical material, but also try to apply it in practice. In addition, such games are important as career guidance.
What are the benefits of the Russian language?
It is not necessary that the form of organizing a Russian language lesson should be classical. When studying linguistics, it is very important to experiment. This will increase the level of motivation of students, make them show more interest in the subject. In addition, within the framework of non-standard lessons in the Russian language, it is much easier to work on the development of students' communication skills. Many children are embarrassed to answer at the blackboard, but from a place while performing various game tasks they are ready to be active.
Non-standard forms of lesson organization contribute to the democratization of education, increasing the role of the subject-subject component in communication between the teacher and children. However, for the successful conduct of such a lesson, you must definitely work hard, think through everything to the smallest detail. For this, it is important that the teacher stands out among his colleagues with a high level of pedagogical skill.
Forms of Russian language lessons
You can work on mastering the basic rules of the Russian language, literacy of speech, using different methods and forms of organizing a lesson. These can be lessons structured in the form of a business game, various press conferences, consultations, television lessons, seminars, competitions, excursions.
Binary Lessons
In addition, you can choose a binary lesson, within which it is possible to master knowledge in various subjects. It is best to prepare a lesson based on related disciplines. It can be Russian and Ukrainian, Russian and English, Russian language and literature. Although other options are possible. This is especially true for lessons in the development of coherent speech. During their conduct, it is possible to simultaneously develop not only the communication abilities of students, but also their aesthetic taste, knowledge from the field of musical art, artistic culture, literature, biology, geography.
Features of the use of methods and forms of training
The article lists only a part of the forms of conducting lessons and methods that are used in the educational process. In fact, there are many more. In addition, every teacher is first and foremost a creative person. He can not only competently use existing teaching methods, but also combine them, invent new ones.
The teacher can try various techniques in search of exactly the one that contributes to the achievement of ideal results. At the same time, it is important not to stop in creative searches, to know all the information about current trends in the pedagogical field. It must be understood that all methods (except those prohibited by law) are good, as long as children take good knowledge and independent work skills from school.
With the help of the acquired knowledge, they can easily enter higher educational institutions. Just do not overdo it, because often teachers in search of creative forms of organizing lessons forget that not only entertainment is important at school, but also high-quality knowledge of children. Teachers should qualitatively approach the choice of the method and form of the lesson for each class separately.
Modern forms of organization of the lesson.
Comparison of various classifications of lessons allows us to see a positive trend in their development - the desire to more fully cover the modern forms of lesson organization. At the same time, the recently created typologies, the construction processes of which include enumeration of lessons developed in the practice of teaching, need regular replenishment, clarification and processing.
These negative consequences can be largely avoided if one adheres to the principle of identifying the main types of lessons that accumulate the most common structural elements of modern forms of learning organization. Thus, along with the preservation of the advantages noted above, such an approach makes it possible, on the one hand, to prevent the identified system of basic types of lessons from transient changes, and on the other hand, as practice confirms, its relatively rare refinement or addition becomes possible to carry out consistently and quickly.
From our point of view, it is advisable to single out nineteen main types of lessons, and we are moving on to the list and description of design features.
LESSON IN ACQUAINTANCE WITH NEW MATERIAL
The structure of the lesson of familiarization with new material is determined by its main didactic goal: the introduction of the concept, the establishment of the properties of the objects under study, the construction of rules, algorithms, etc. Its main steps:
Communication of the topic, purpose, objectives of the lesson and motivation of educational activities;
Preparation for the study of new material through repetition and updating of basic knowledge;
Familiarization with new material;
Primary comprehension and consolidation of connections and relationships in the objects of study;
Setting a task at home;
Summing up the lesson.
2. A LESSON TO CONSOLIDATE LEARNED
Its main didactic goal is the formation of certain skills. The most general structure of the reinforcement lesson studied is as follows:
Checking homework, clarifying the directions for updating the studied material;
Reporting the topic, goals and objectives of the lesson, teaching motivation;
Reproduction of the learned and its application in standard conditions .;
Transfer of acquired knowledge and their primary application in new or changed conditions in order to form skills;
Summing up the lesson;
3. LESSON IN APPLICATION OF KNOWLEDGE AND SKILLS
In the process of applying knowledge and skills, the following main links are distinguished: reproduction and correction of the necessary knowledge and skills; analysis of tasks and ways of their implementation; preparation of the required equipment; independent performance of tasks; rationalization of ways to perform tasks; external control and self-control in the process of performing tasks. This determines the possible structure of the lesson on the application of knowledge and skills:
Checking homework;
Motivation of educational activity through students' awareness of the practical significance of the applied knowledge and skills, communication of the topic, purpose and objectives of the lesson;
Understanding the content and sequence of application of practical actions in the performance of upcoming tasks;
Independent performance by students of tasks under the supervision of the teacher;
Generalization and systematization of the results of completed tasks;
Summing up the lesson and setting homework.
4. LESSON OF GENERALIZATION AND SYSTEMATIZATION OF KNOWLEDGE
Without lessons of generalization and systematization of knowledge, also called lessons of generalizing repetition, the process of assimilation of educational material by students cannot be considered complete. They distinguish the most general and essential concepts, laws and patterns, basic theories and leading ideas, establish cause-and-effect and other connections and relationships between the most important phenomena, processes, events, assimilate broad categories of concepts and their systems and the most general patterns.
The process of generalization and systematization of knowledge involves the following sequence of actions: from the perception, comprehension and generalization of individual facts to the formation of concepts, their categories and systems, from "them" to the assimilation of a more complex system of knowledge: mastering the basic theories and leading ideas of the subject being studied. In this regard, in the lesson of generalization and systematization of knowledge, the following structural elements are distinguished:
Setting the goal of the lesson and motivating the learning activities of students;
Reproduction and correction of basic knowledge;
Repetition and analysis of basic facts, events, phenomena;
Generalization and systematization of concepts, assimilation of a system of knowledge and their application to explain new facts and perform practical tasks;
Assimilation of leading ideas and basic theories on the basis of a broad systematization of knowledge;
Summing up the lesson.
5. LESSON TO CHECK AND CORRECTION OF KNOWLEDGE AND SKILLS
Control and correction of knowledge and skills are carried out at each lesson. But after studying one or more subtopics or topics, the teacher conducts special lessons of control and correction in order to identify the level of students' mastery of a complex of knowledge and skills, and on its basis to make certain decisions to improve the educational process.
Determining the structure of the lesson of control and correction, it is advisable to proceed from the principle of a gradual increase in the level of knowledge and skills, i.e. from the level of awareness to the reproductive and productive (constructive) levels. With this approach, the following lesson structure is possible:
Familiarization with the purpose and objectives of the lesson, instructing students on the organization of work in the lesson;
Checking students' knowledge of factual material and their ability to reveal elementary external connections in objects and phenomena;
Checking students' knowledge of basic concepts, rules, laws and their ability to explain their essence, argue their judgments and give examples:
Checking the ability of students to independently apply knowledge in standard conditions;
Checking the ability of students to apply knowledge in changed, non-standard conditions;
Summing up (on this and subsequent lessons).
6. COMBINED LESSON
A combined lesson is characterized by setting and achieving several didactic goals. Their numerous combinations determine the varieties of combined lessons. The following structure of the combined lesson is traditional:
Acquaintance with the topic of the lesson, setting its goals and objectives;
Checking homework;
Checking the knowledge and skills of students on the material covered;
Presentation of new material;
Primary consolidation of the studied;
Summing up the lesson and setting homework. Along with the traditional, other types of combined lessons are widely used in teaching practice. For example, a combined lesson, the purpose of which is to test previously learned and familiarize yourself with new material, may have the following structure:
Checking homework;
Checking previously acquired knowledge;
Reporting the topic, purpose and objectives of the lesson;
Presentation of new material;
Perception and awareness by students of new material;
Understanding, generalization and systematization of knowledge;
Setting homework.
7. LESSON - LECTURE
As a rule, these are lessons in which a significant part of the theoretical material of the topic under study is presented.
Depending on the didactic tasks and the logic of the educational material, introductory, installation, current and review lectures are common. By the nature of the presentation and the activities of students, a lecture can be informational, explanatory, lecture-conversation, etc.
The lecture form of conducting lessons is appropriate for:
The study of new material, little related to previously studied;
Consideration of material that is difficult for independent study;
Presentation of information in large blocks, in terms of implementing the theory of enlargement of didactic units in teaching;
Performing a certain type of task on one or more topics, sections, etc.
Application of the studied material in solving practical problems.
The structure of the lecture is determined by the choice of topic and the purpose of the lesson. In other words, the lecture is based on a combination of the stages of the lesson: organization; setting goals and updating knowledge; communication of knowledge by the teacher and their assimilation by students; defining homework. Here is a possible version of the structure of the lesson-lecture:
Creating a problematic situation when setting the topic, goals and objectives of the lecture;
Its resolution in the implementation of the planned lecture plan;
Allocation of basic knowledge and skills and their design using the memo "How to outline a lecture";
Reproduction by students of basic knowledge and skills according to samples, notes, block notes, supporting notes, etc.;
Application of acquired knowledge;
Generalization and systematization of the studied;
Formation of homework by setting questions for self-examination, reporting a list of recommended literature and a list of tasks from the textbook.
8. LESSON-WORKSHOP
Seminars are characterized, first of all, by two interrelated features: independent study by students of the program material and discussion in class of the results of their cognitive activity. On them, the guys learn to speak with independent messages, discuss, defend their judgments. Seminars contribute to the development of cognitive and research skills of students, improve the culture of communication.
There are lessons-seminars according to educational tasks, sources of knowledge, forms of their conduct, etc. In the practice of teaching
Seminars-detailed conversations, seminars-reports, abstracts, creative written works, commented reading, a seminar-problem-solving, a seminar-debate, a seminar-conference, etc. have become widespread. Let us indicate the main cases when it is preferable to organize lessons in the form of seminars:
When studying new material, if it is available for independent study by students;
After conducting introductory, installation and current lectures;
After summarizing and systematizing the knowledge and skills of students on the topic under study;
When conducting lessons on various methods of solving problems, completing assignments and exercises, etc.
The seminar is held with the entire composition of the students. The teacher determines the topic, purpose and objectives of the seminar in advance, plans its holding, formulates basic and additional questions on the topic, distributes tasks among students taking into account their individual capabilities, selects literature, conducts group and individual consultations, checks notes.
Having received the task, students, using the memos "How to outline sources", "How to prepare for a speech", "How to prepare for a seminar", "Speaker's Memos" draw up the results of independent work in the form of a plan or abstracts of speeches, summaries of the main sources, reports and abstracts.
The seminar begins with an introductory speech by the teacher, in which he recalls the task of the seminar, the order of its conduct, recommends what needs to be paid special attention to, what should be written down in the workbook, and gives other advice. Further, the questions of the seminar are discussed in the form of a discussion, a detailed conversation, messages, commented reading of primary sources, reports, abstracts, etc. Then the teacher supplements the students' messages, answers their questions and evaluates their performances. Summing up, notes the positive, analyzes the content, the form of students' speeches, points out the shortcomings and ways to overcome them.
Conducting seminars can be an integral part of the lecture-seminar system of education, expanding the scope of their application. This is confirmed, for example, by the possibility of its application in such a variety of joint educational activities of the teacher and students as "immersion"
9. LESSON-STUDY
One of the forms of organizing the control of knowledge, skills and abilities of students is a lesson - a test. Its main purpose is to diagnose the level of assimilation of knowledge and skills by each student at a certain stage of learning. A positive mark for the test is set if the student has completed all the tasks corresponding to the level of compulsory preparation in the studied subject. If at least one of these tasks remains unfulfilled, then, as a rule, a positive assessment is not given. In this case, the test is subject to retake, and the student may not retake the entire test, but only those types of tasks that he did not cope with.
Various types of tests are practiced: current and thematic, test-workshop, differentiated test, external test, etc. When they are carried out, various forms of organizing the activities of teachers and students are used: test in the form of an exam, a ring, a conveyor, a public review of knowledge, an auction etc. If students are previously informed of an approximate list of tasks to be taken for credit, then it is customary to call it open, otherwise it is closed. More often, preference is given to open credits in order to determine the results of studying the most important topics of the subject.
As an example, let's consider the possible main stages of preparing and conducting an open thematic test.
Such a test is carried out as a final check at the end of the topic being studied. Starting to present it, the teacher reports on the upcoming test, its content, features of the organization and deadlines. To carry out the test, consultants are selected from among the most prepared students. They help distribute students into groups of 3 - 5 people, prepare record cards for their groups, in which marks for the completion of each task by students and final marks for the test will be displayed. Tasks are prepared in two types: basic, corresponding to the mandatory level of preparation of students, and additional, the implementation of which, together with the main ones, is necessary to obtain a good or excellent mark.
Each student, except for consultants, is given individual tasks, including basic and additional questions and exercises. At the beginning of the test, as a rule, in a paired lesson, students receive their assignments and begin to complete them. At this time, the teacher conducts interviews with consultants. He checks and evaluates their knowledge, and then once again explains the methodology for checking tasks, especially the main ones.
At the next stage of the lesson, the consultants begin to check the completion of tasks in their groups, and the teacher, selectively from different groups, checks, first of all, the work of students who have completed the main tasks and have begun to complete additional tasks.
In the final part of the lesson, the assessment of the performance of each task is completed by placing marks on the index cards. Having collected the registration cards of the groups, the teacher, on the basis of the marks given, displays the final marks for each student and sums up the overall results of the test.
10. PRACTICE LESSON
Practical lessons, in addition to solving their special task - strengthening the practical orientation of training, should not only be closely related to the studied material, but also contribute to its strong, informal assimilation. The main form of their implementation is practical and laboratory work, in which students independently practice in the practical application of the acquired theoretical knowledge and skills.
Their main difference is that in laboratory work, the dominant component is the process of forming experimental skills, and in practical work, constructive skills of students. It should be noted that the educational experiment, as a method of self-acquisition of knowledge by students, although similar to a scientific experiment, at the same time differs from it in setting a goal that has already been achieved by science, but unknown to students.
There are installation, illustrative, training, research, creative and generalizing practical lessons. The main way of organizing the activities of students at workshops is a group form of work.
In this case, each group of two to three people performs, as a rule, practical or laboratory work that differs from the others.
The means of managing the educational activities of students during the workshop is an instruction that consistently determines the actions of the student by certain rules.
Based on the experience, we can suggest the following structure of practical lessons:
Communication of the topic, purpose and objectives of the workshop;
Updating the basic knowledge and skills of students;
Motivation of educational activity of students;
Familiarization of students with the instruction;
Selection of the necessary didactic materials, teaching aids and equipment;
Performance of work by students under the guidance of a teacher;
Compilation of a report;
Discussion and theoretical interpretation of the results of the work.
This structure of the workshop can be modified depending on the content of the work, the preparation of the students and the availability of equipment.
11. LESSON-EXCURSION
The main tasks of educational excursions are transferred to the lessons-excursions: enrichment of students' knowledge; establishing a connection between theory and practice, with life phenomena and processes; development of creative abilities of students, their independence,
organization; fostering a positive attitude towards learning.
According to the timing of the topics studied, there are introductory, accompanying and final lessons-excursions.
The form of conducting lessons-excursions is very diverse. This is a "press conference" with the participation of representatives of an enterprise, institution, museum, etc., and historical excursions on the subject being studied, and film or television excursions, and a lesson of generalizing repetition on a topic, section or course in the form of an excursion, etc. d.
Nevertheless, the structural elements of various types of excursion lessons are fairly certain.
For example, a thematic excursion lesson may have the following structure:
message of the topic, purpose and objectives of the lesson;
updating the basic knowledge of students;
perception of the features of excursion objects, the primary awareness of the information embedded in them;
generalization and systematization of knowledge;
Summing up the lesson and communicating individual tasks to students.
12. LESSON DISCUSSION
The basis of the lessons-discussions is the consideration and study of controversial issues, problems, various approaches in arguing judgments, solving tasks, etc.
There are discussion-dialogues, when the lesson is arranged around the dialogue of its two main participants; group discussions, when controversial issues are resolved in the process of group work, as well as mass discussions, when all students of the class take part in the debate.
At the stage of preparing a lesson-discussion, the teacher must clearly formulate a task that reveals the essence of the problem and possible ways to solve it.
If necessary, the participants in the upcoming discussion should familiarize themselves with additional literature, pre-selected and proposed by the teacher.
At the beginning of the lesson, the choice of a topic or question is justified, the conditions for discussion are clarified, and the key points of the problem under discussion are highlighted.
The main point of the discussion is the direct dispute of its participants. For its emergence, the authoritarian style of teaching is unacceptable, because it does not encourage frankness, expressing one's views. The leader of the discussion, most often the teacher, can use various methods of activating students,
encouraging them with remarks like: "good idea", "interesting approach, but ...", "let's think together", "what an unexpected, original answer", or focusing on clarifying the meaning of opposing points of view, etc. It is necessary to reflect together with students, while helping them to formulate their thoughts and developing cooperation between themselves and them.
In the course of the discussion, it is not necessary to achieve uniformity of assessments. However, there is a need for clarity on fundamental issues. The question of the culture of the discussion stands apart. Insults, reproaches, “goodwill towards one's comrades should not be present in the dispute. Shouting, rudeness most often arise when the basis of the discussion is not facts or patterns, but only emotions. At the same time, its participants often do not know the subject of the dispute and "speak different languages." The following rules can help create a culture of discussion:
entering into a discussion, it is necessary to present the subject of the dispute;
in a dispute not to allow a tone of superiority;
ask questions correctly and clearly;
formulate the main conclusions.
The moment of the end of the discussion should be chosen so as to prevent the repetition of what has already been said, because this negatively affects the maintenance of students' interest in the problems considered in the lesson. Having completed the discussion, it is necessary to summarize its results. Here it is necessary to evaluate the correctness of the formulation and use of concepts, the depth of arguments, the ability to use theorems of evidence, refutation, hypotheses, the culture of discussion at this stage, students receive marks for the discussion, “the latter should not be reduced because the student defended the wrong point of view .
At the final stage of the lesson, it is possible not only to systematize possible solutions to the problem under discussion, but also to raise new questions related to it, giving food for thought to students.
It should be noted that the discussion is also one of the main structural components of the lesson - disputes, conferences, courts, meetings of the Academic Council, etc.
13. LESSON - CONSULTATION
At the lessons of this type, purposeful work is carried out not only to eliminate gaps in the knowledge of students, to generalize and systematize the program material, but also to develop their skills.
Depending on the content and purpose, thematic and targeted lessons - consultations - are distinguished. Thematic consultations are held either on each topic or on the most
significant or complex issues of program material. Targeted consultations are included in the system of preparing, conducting and summing up the results of independent and control work, tests, and exams. These can be lessons on working on mistakes, lessons on analyzing the results of a test or test, etc.
The consultation combines various forms of work with students: general class, group and individual.
Preparation for the lesson - consultation is carried out by both the teacher and the students. The teacher, along with a logical and didactic analysis of the content of the material being studied, systematizes difficulties, shortcomings and errors in the oral answers and written work of students. On this basis, he refines the list of possible issues to be considered at the consultation. The children learn, in turn, to prepare for consultations, the dates of which are announced in advance, questions and tasks that cause them difficulties. In this case, it is possible to use not only the textbook, but also additional literature.
On the eve of the lesson - consultations, you can offer students homework - prepare cards on the topic under study with questions and tasks that they cannot cope with. If the teacher does not receive questions at the first consultations, he first invites the students to open the textbook and, analyzing the explanatory text and the tasks available there, reveals questions that could have been asked by the students, but escaped their attention. Then the rest of the lesson, along with the development of such skills, is devoted to the analysis of questions prepared by the teacher.
Once students understand how to prepare for counseling lessons, they can prepare so many questions that there is not enough time in class to answer them.
In such cases, the teacher either summarizes some of the questions, or selects the most significant of them, transferring the remaining questions to subsequent lessons.
Another situation arises when students' questions are drawn from additional literature. Receiving answers to them, students are well aware that they were often not known to the teacher in advance.
In other words, the guys get the opportunity to look into the creative laboratory of the teacher. They can see that the teacher makes various attempts to find the right answer to the question, gropes for such a path far from immediately, and sometimes makes mistakes in his hypotheses. The children are greatly impressed by the cases when, instead of the task proposed to them, the teacher solves a more general task. When However, when the teacher cannot immediately answer the question posed, the search for an answer to it becomes a common thing in the activities of the teacher and students after consultation. The authority of the teacher does not suffer. On the contrary, the guys appreciate the teacher for that. that on his own initiative, as it were, he passes an exam before them and does not strive to ensure that they have the opinion that he can do everything. During the lesson-consultation, the teacher gets the opportunity to get to know the students from the best side, to replenish information about the dynamics of their progress, to identify the most inquisitive and passive, to support and help those who are experiencing difficulties. The latter is implemented using individual and group forms of work, where assistants can be consultants from among students who are well versed in the issues on the topic being studied.
14. INTEGRATED LESSON
The idea of integration has recently become the subject of intensive theoretical and factual research in connection with the beginning processes of differentiation in teaching. Its current stage is characterized by both an empirical orientation - the development and conduct of integrated lessons by teachers, and a theoretical one - the creation and improvement of integrated courses, in some cases combining numerous subjects, the study of which is provided for by the curricula of general education institutions. Integration makes it possible, on the one hand, to show students the "world as a whole", overcoming the disciplinary disunity of scientific knowledge, and on the other hand, to use the freed up study time for the full implementation of profile differentiation in education.
In other words, from a practical point of view, integration involves strengthening interdisciplinary connections, reducing student overload, expanding the scope of information received by students, and reinforcing learning motivation.
The methodological basis of an integrated approach to learning is the formation of knowledge about the world around us and its patterns in general, as well as the establishment of intra-subject and inter-subject connections in mastering the basics of science.
In this regard, any lesson with its own structure is called an integrated lesson, if knowledge, skills and results of the analysis of the studied material by methods of other sciences, other academic subjects are involved in its implementation. It is no coincidence that therefore integrated lessons are also called interdisciplinary, and the forms of their conduct are very different: seminars, conferences, travel, etc.
The most general classification of integrated lessons according to the way they are organized is an integral part of the hierarchy of integration steps, which, in turn, has the following form:
Designing and conducting a lesson with two and more teachers of different disciplines;
Designing and conducting an integrated lesson by one teacher with basic training in relevant disciplines;
Creation on this basis of integrated topics, sections and, finally, courses.
15. THEATER LESSON
conducting this type of lessons is associated with the involvement of theatrical means, attributes and their elements in the study, consolidation and generalization of program material
Theatrical lessons are attractive in that they bring a holiday atmosphere, high spirits into student everyday life, allow the children to show their initiative, and contribute to the development of a sense of mutual assistance and communication skills.
As a rule, theatrical lessons are divided according to the form of their organization: performance, salon, fairy tale, studio, etc.
When preparing such lessons, even the work on the script and the production of costume elements become the result of the collective activity of the teacher and students. Here, as well as at the theatrical lesson itself, a democratic type of relationship develops, when the teacher passes on to students not only knowledge, but also his life experience, reveals himself to them as a person.
Filling the script with factual material and its implementation in a theatrical lesson requires students to make serious efforts in working with a textbook, a primary source. historical information, scientific - popular literature, which, ultimately, arouses their interest in knowledge.
Directly at the lesson itself, the teacher is deprived of the authoritarian role of the teacher, for he only performs the functions of the organizer of the performance. It usually starts with
introductory speech of the facilitator, whose duties are not necessarily assigned to the teacher.
The presentation itself after the informative part can be continued by posing problem tasks that directly involve other students in active work in the lesson. In the final part of the presentation, still under development, it is desirable to provide for a debriefing stage and the associated careful selection of assessment criteria that take into account all types of student activities in the lesson. Their main provisions should be known in advance to all the guys. Note that it is necessary to plan enough time for the final stage of the theatrical lesson, not to sum up in a hurry, if possible, repeat and summarize the material used in the presentation, and also assess students' knowledge.
Of course, the proposed structure is used as one of the options in the design of theatrical lessons, the variety of which is determined primarily by the content of the material used and the choice of the appropriate scenario.
16. LESSON - COMPETITION
The basis of the lesson-competition is the competition of teams in answering questions and solving alternating tasks proposed by the teacher.
The form of conducting such lessons is very different. This is a duel, battle, relay race, competitions built on the plots of famous games: KVN, Brain Ring, Lucky Chance, Finest Hour, etc.
In organizing and conducting lessons-competitions, there are three main stages: preparatory, game, summing up. For each specific lesson, this structure is detailed in accordance with the content of the material used and the features of the plot of the competition.
As an example, let us dwell on the specifics of organizing and conducting a battle of teams in a subject in a lesson.
To participate in the competition, the class is divided into two or three teams. Each team is given the same tasks in such a way that the number of tasks is equal to the number of team members. Team captains are selected. They direct the actions of their comrades and distribute which of the team members will defend the solution of each task in battle.
Having given time to think and find solutions, the jury, consisting of the teacher and students who were not included in the teams, monitor the observance of the rules of the competition and sum up the results of the competition.
The battle is opened by a competition of captains, which does not bring points, but gives the team whose captain wins the right to challenge or transfer this opportunity to opponents.
In the future, the teams call each other in turn. The calling team indicates each time for which task it calls the opponent. If the challenge is accepted, then the called team puts up a participant who tells the solution, and its opponents - an opponent who is looking for errors and shortcomings in this solution. If the challenge is not accepted, then, on the contrary, one of the members of the calling team tells the decision, and a member of the called team opposes it.
The jury distributes points for solving and opposing each task. If none of the team members knows the solution, then the teacher or a member of the jury brings it. At the end of the lesson, team and individual results are summed up.
Of exceptional importance in the competition is the objectivity of assessing the level of knowledge. In the case of a correct answer, as noted, participants and teams receive a certain number of points corresponding to the difficulty of the question. If the task is completed incorrectly, cheating or hints, a certain number of points are deducted. Note that the refusal to remove points, as experience shows, has a negative effect on the prevention of incorrect answers and the organization of the lesson as a whole.
17. LESSON WITH DIDACTIC GAME
Unlike games in general, didactic games have an essential feature - the presence of a clearly defined learning goal and a pedagogical result corresponding to it. A didactic game has a stable structure that includes the following main components: game concept, rules, game actions, cognitive content or didactic tasks, equipment, game result.
The game intent is expressed, as a rule, in the name of the game. It is embedded in the didactic task that must be solved in the lesson, and gives the game a cognitive character, imposes certain requirements on its participants in terms of knowledge.
The rules determine the order of actions and behavior of students during the game, create a working environment in the lesson. Therefore, their development is carried out taking into account the purpose of the lesson and the capabilities of students. In turn, the rules of the game create conditions for the formation of students' skills to control their behavior.
Game actions regulated by the rules
contribute to the cognitive activity of students, give them the opportunity to show their abilities, apply knowledge and skills to achieve the goals of the game.
The teacher, directing the game, directs it in the right didactic direction, activates its course if necessary, and maintains interest in it.
The basis of the didactic game, which permeates its structural elements, is cognitive content. It consists in the assimilation of the knowledge and skills that are used in solving the educational problem posed by the game.
The equipment of the game largely includes the equipment of the lesson. This is the availability of technical teaching aids, and various visual aids, and didactic handouts.
Didactic game has a certain result, which gives it completeness. It acts primarily in the form of solving the assigned task and evaluating the actions of students.
All structural elements of the didactic game are interconnected, and in the absence of the main ones, it is either impossible or loses its specific form, turning into the execution of instructions, exercises, etc.
The expediency of using didactic games at different stages of the lesson is different. When acquiring new knowledge, the possibilities of didactic games are inferior to more traditional forms of education. Therefore, they are more often used when checking learning outcomes, developing skills, and developing skills. In the same connection, teaching, controlling and generalizing didactic games are distinguished.
Didactic games are becoming an effective means of enhancing the educational activities of schoolchildren with their systematic use. This necessitates the accumulation and classification of data by content using materials from relevant methodological journals and manuals.
18. LESSON - BUSINESS GAME
In business games, on the basis of a game plan, life situations and relationships are modeled, within which the best option for solving the problem under consideration is selected and its implementation in practice is simulated. Business games are divided into production, organizational and activity, problem, educational and complex.
Within the framework of the lessons, they are most often limited to the use of educational business games. Their distinctive properties are:
Simulation of situations close to real life;
- phased development of the game, as a result of which the implementation of the previous stage affects the course of the next one;
The presence of conflict situations;
Mandatory joint activity of game participants performing the roles provided for by the scenario;
Using the description of the game simulation object:
game time control;
elements of competitiveness;
Rules, systems of assessments of the progress and results of the game.
The methodology for developing business games includes the following steps:
substantiation of the requirements for the game;
drawing up a plan for its development;
Writing a scenario, including rules and recommendations for organizing the game;
Selection of the necessary information, teaching aids that create a game environment;
Clarification of the goals of the game, drawing up a guide for the host, instructions for the players, additional selection and design of didactic materials;
Development of ways to evaluate the results of the game as a whole and its participants separately.
A possible variant of the structure of a business game in a lesson can be as follows:
familiarity with the real situation;
building its simulation model;
setting the main task for teams (brigades, groups), clarifying their role in the game;
creation of a game problem situation;
Isolation of the theoretical material necessary for solving the problem;
solution of a problem;
discussion and verification of the results;
correction;
implementation of the decision;
analysis of the results of work;
performance evaluation.
19. LESSON - ROLE PLAY
The specificity of a role-playing game, in contrast to a business game, is characterized by a more limited set of structural components, the basis of which is the purposeful actions of students in a simulated life situation in accordance with the plot of the game and distributed roles.
Role-playing lessons can be divided into three groups as their complexity increases:
imitation, aimed at imitation of a certain professional action;
situational, related to the solution of a narrow specific problem - a game situation;
conditional, dedicated to resolving, for example, educational or industrial conflicts, etc.
Forms of role-playing games can be very different: these are imaginary journeys, and discussions based on the distribution of roles, and press conferences, and lessons-courts, etc.
The methodology for developing and conducting role-playing games provides for the inclusion in full or in part of the following stages: preparatory, game, final, and the stage of analyzing the results of the game.
At the preparatory stage, issues are resolved, both organizational and related to the preliminary study of the content of the game. Organizational issues: distribution of roles; selection of the jury or expert group; formation of game groups; introduction to responsibilities. Preliminary: acquaintance with the topic, problem; familiarization with instructions, tasks; collection of material; material analysis; preparation of the message; visualization production; consultations.
The game stage is characterized by involvement in the problem and awareness of the problem situation in groups and between groups.
Introspection of the lesson
1. What educational, developmental and educational goals were achieved in the lesson? Which ones were the most important and why? What is their relationship?
2. What is the specifics of the lesson? What is its type? What is the place of this lesson in the topic, section, course?
H. How were students' abilities taken into account when planning the lesson?
4. Is the chosen structure of the lesson and the distribution of time for individual stages of the lesson rational?
5. On what material or stage of the lesson is the main emphasis?
b. What is the rationale for the choice of teaching methods and their combination?
7. How were the forms of education selected for the lesson?
8. Why was a differentiated approach to teaching in the classroom necessary? How was it implemented?
9. What is the rationale for the chosen forms of testing and monitoring students' knowledge?
10.3a due to what the working capacity of students was ensured throughout the lesson?
11. How were student overloads prevented?
12Have the goals been achieved and why? What changes are needed in the preparation and conduct of such a lesson?
Of course, this list of questions does not cover all the features of each of the stages of a particular lesson. However, their formulation should warn against superficial assessments of the lesson, which boil down to general unsubstantiated statements such as "I liked the lesson", "the students and the teacher worked actively", "the goal of the lesson was achieved", etc. Based on a critical approach, the analysis of the lesson should be permeated with a respectful attitude towards the work of the teacher, his pedagogical ideas, and the desire to understand the degree of implementation of the ideas conceived. The ultimate goal of analysis and self-analysis is to contribute to the improvement of the methodology for constructing lessons, the desire to create optimal conditions for teaching, educating and developing students.
Lesson types |
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Lesson in learning new knowledge | Lesson consolidation of knowledge | Test lesson | Combined lesson |
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Lesson Forms | Teaching methods | Lesson Forms | Teaching methods | Lesson Forms | Teaching methods | Lesson Forms | Control methods | Lesson Forms | Teaching methods |
Story | Explanatory-illustrative Heuristic Informational | Seminar | Explanatory-illustrative Problem | Computer testing | Reproductive Problematic | Test | Teacher control | Conversation | Informational Reproductive Problematic Partially exploratory |
Conversation | Explanatory-illustrative Heuristic Informational | Explanatory-illustrative Programmed Reproductive | Practical lesson (Practical work, laboratory work, independent work, Peer review) | Reproductive Partially - exploratory programmed Problem | Computer testing | Teacher control self-control, self-control | Seminar | reproductive Heuristic Problematic |
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Lecture | Explanatory and illustrative Informational | Computer testing | Seminar | Heuristic Problem reproductive | Excursion | Informational, Heuristic Problematic |
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Excursion | Informational Heuristic | Explanatory-illustrative Reproductive programmed | Organizational-active game | Explanatory-illustrative programmed | Organizational-active game | Explanatory-illustrative Reproductive programmed Heuristic, Problematic |
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Lesson types
Learning Lesson
An important task of such a lesson is the conscious mastery by students of a system of scientific concepts, laws or other forms of knowledge, methods of performing actions. The main criteria for mastering knowledge is the ability to formulate various definitions, explain them, give examples, translate material in your own words, apply knowledge in practice in changed conditions) The lesson of mastering new knowledge has the following structure:
1 Update and correction of basic knowledge
2 Message topics, goals, objectives of the lesson and motivation for learning activities
3 Perception and primary awareness of new material, understanding of connections and relationships in the objects of study
4 Generalization and systematization of knowledge, application in various situations
5 Summing up the lesson and reporting homework
Knowledge consolidation lesson
The main content of the educational work in this lesson is the secondary comprehension of previously acquired knowledge in order to strengthen them. In some cases, students comprehend and deepen their knowledge from new sources, in others they solve new problems on the rules known to them, in the third they reproduce previously acquired knowledge orally and in writing, in the fourth they make reports on certain issues from the past with the aim of deeper and their lasting assimilation, etc.
Structurally, such lessons involve the following steps:
- checking homework;
- performing oral and written exercises;
- checking the execution of tasks;
- home assignment.
Iterative-generalizing lesson
A feature of repetitive-generalizing lessons is an accurate assessment of the boundaries of educational material that can be taken out for repetition. It is necessary to highlight the main ideas, concepts, provisions and terms, select the appropriate questions and tasks. The lesson of repetition and generalization also carries a correctional load. With repetition, through the studied events and facts, attention to the educational side of education is enhanced. Also in this lesson, the teacher explains little, the role of the teacher is reduced to the direction of the cognitive activity of students. And this is important for correcting the forms of mental activity of mentally retarded children, such as generalization, abstraction, and the identification of patterns based on individual phenomena and facts.
Iterative-generalizing lesson consists of the following steps:
1. Organization of the beginning of the lesson.
2. Setting goals and objectives.
3. Systematization and generalization of educational material.
4. The results of the lesson, assessment of knowledge.
5. Homework.
Test lesson
This type of lesson is conducted after the study of major topics or sections of the curriculum. They carry out not only control, but also the adjustment and assessment of knowledge, skills and abilities.
The structure of the test lesson:
- organizational part, message of the topic and purpose,
- issuing assignments for control practical work,
- performance of control work,
- summarizing its results and the lesson as a whole.
Combined lesson
Combined lessons can be conducted, first of all, in those cases when a small dose of new knowledge is added to the educational material well learned in previous years in the lesson, which, in content and structural features, are similar to previously learned knowledge.
The main components of a combined lesson:
- Checking homework (concomitant repetition of previously studied material is carried out, brought into a certain system);
- Studying new material (having solved the problematic issue posed by the teacher, the students themselves get acquainted with the rule);
- Primary fixation of the material;
- Generalization and systematization of knowledge (learners include new knowledge in a systematizing table);
- Homework assignment.
Lesson Forms
Story - a small coherent presentation (in a narrative or descriptive form) of events containing an illustration or analysis of the material being studied with subsequent conclusions.
Conversation - a question-answer method of involving students in the discussion of new material. heuristic conversation.
Lecture - a consistent monologue presentation of the system of moral ideas and their proof, and illustration.
The purpose of the lecture is to convince of the fairness of the ideas presented, to offer a system of reasoned concepts and judgments. The structure of the lecture: the topic of the lecture, the number of hours, the plan of the lecture, the presentation of the lecture in accordance with the plan, control questions for the lecture.
Excursion - This is a form of organization of training that allows you to make observations, as well as the study of various objects, phenomena and processes in natural conditions. Excursions provided for by the curriculum are mandatory and are held within the study time allotted for the study of a particular subject. Like other organizational forms of education, excursions implement didactic principles (scientific nature, connection of learning with life, visualization, etc.), contribute to the consideration of the studied phenomena in their interconnection and interdependence, the formation of OK and PC.
Seminar - the seminar requires a lot of preliminary preparation, it should be the result of a deep study of many materials. Therefore, there may be few such lessons, but each should be remembered by the students.
Preparation for the lesson - the seminar is multifaceted. First - the message of the topic, the main issues, a list of additional literature for the preparation of the speech. It is advisable to carry out such work 2-3 weeks before the start of the lesson-seminar. Each student can be given a handout "How to prepare for the seminar."
Practical lesson -The teacher performs a consulting, coordinating and guiding function. The degree of independence of students is very high, 70% of the lesson time is devoted to it.
Computer testing -Test (test (English) - test, check, sample, measure, criterion, experience) - a short standardized test, as a result of which an attempt is made to evaluate a particular process. Computer testing has a number of advantages over traditional forms and methods of control. It allows you to more rationally use the time of the lesson, cover a larger amount of content, quickly establish feedback with students and determine the results of mastering the material, focus on gaps in knowledge and skills, the formation of OK and PC, and make adjustments to them.
Organizational and active game- lessons in the form of competition and games: competition, tournament, relay race (linguistic battle), duel, KVN, business game, role-playing game, crossword puzzle, quiz, etc.
Test -this type of lessonaims to determine the level of mastery of knowledge, skills, OK and PC.
Teaching methods
explanatory - illustrative -one of the most economical ways of transferring the generalized and systematized experience of mankind. The essence of this method lies in the fact that in the process of educational work the teacher uses illustrations, i.e. a visual explanation, or demonstrates one or another teaching aid that can, on the one hand, facilitate the perception and comprehension of the material being studied, and on the other hand, speak as a source of new knowledge.
Heuristic -partly - the search method, the organization of search, creative activity based on the theory of element-by-element assimilation of knowledge and methods of activity.
Informational -a method of organizing joint activities of a teacher and students, in which the teacher reports ready-made information, and students perceive, understand and fix it in memory.
Problematic - takes place mainly in three forms., which differ in the degree of cognitive independence of students:
Problem statement;
Partial search activity;
Independent research activity of students.
Problem lecturing involves 1 and 2 forms of cognitive activity of students, that is, a form of learning, as a result of which the teacher poses and reveals a number of scientific problems and cognitive tasks.
Programmed -a system of methods and means of teaching, the basis of which is the independent acquisition of knowledge and skills by students through step-by-step assimilation of the material. Special programmed teaching aids have been developed for various academic disciplines, which students can use independently, in accordance with their individual characteristics, level of development, and individual pace. The learning management process in these manuals is built on the basis of presenting material to the student in the form of special units corresponding to the learning step and involving the solution of control tasks. If the decision is correct, the student receives confirmation of the correctness of the decision and an indication of the transition to the next educational task, and if the decision is incorrect, an explanation of the mistake made and an indication of the need to repeat the same or similar educational task. Systems have been developedlinear And branched programmed learning. Currently, computer-based adaptive systems are used in programmed learning.
Reproductive - witha method of organizing the activities of students for the repeated reproduction of the knowledge communicated to them and the shown methods of action. The reproductive method is also called instructive-reproductive, because. an indispensable feature of this method is instruction. The reproductive method involves the organizing, motivating activity of the teacher.
Partially - search– heuristic
Research- organization of search, cognitive activity of students by setting cognitive and practical tasks by the teacher that require an independent creative solution
Types, forms and means of control