Modern methods and lesson forms.
A lesson is a cell of the pedagogical process.
All its sides are reflected in it, like the sun in a drop of water.
If not all, then a significant part of pedagogy is concentrated in the lesson.
Skatkin M.
Lesson- this is a systematically used form of organizing the activities of a permanent staff of teachers and students in a certain period of time to solve the problems of training, development and education of students.
Lesson- this is a form of organizing training with a group of students of the same age, permanent composition, classes on a fixed schedule and with a uniform training program for all. This form presents all components of the educational process: goal, 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 achieve the goal, and then determining the method - how the teacher will act so that the goal is achieved.
Lessons are classified based on the didactic goal, the purpose of organizing lessons, 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 the educational activities of students.
In accordance with this approach, the following five types of lessons are distinguished:
lessons on learning new educational material (type 1);
lessons for improving knowledge, skills and abilities (this includes lessons in the formation of abilities and skills, targeted application of what has been learned, etc.) (2nd type of lesson);
lessons of generalization and systematization (3rd type),
combined lessons (type 4);
lessons of control and correction of knowledge, skills and abilities (5th type).
In the process of studying the topic “Forms of organizing the learning process,” special attention should be paid to the effectiveness of individual forms. The so-called "Student Learning Pyramid", proposed by the School Principal magazine based on the results of American research:
Lecture-monologue
Reading (independent)
Audio-video training
Show (demonstration)
Discussion group (discussion of educational material in a small group)
Practice in the process of activity
Teaching others (child teaching child)
Orientation modern school on the humanization of the educational process and the diversified development of the child’s personality presupposes the need harmonious combination actual educational activity, within the framework of which basic knowledge, skills and abilities are formed, with creative activity associated with the development of individual inclinations of students, their cognitive activity. Non-standard lessons– one of the important teaching aids, because They form a stable interest in learning in students, relieve stress, help develop learning skills, and have an emotional impact on children, thanks to which they develop stronger, deeper knowledge. The peculiarities of non-standard lessons lie in the desire of teachers to diversify the life of a student: to arouse interest in cognitive communication, in the lesson, in school; satisfy the child’s need for the development of intellectual, motivational, emotional and other areas. Conducting such lessons also testifies to teachers’ attempts to go beyond the template in building the methodological structure of the lesson. And this is their positive side. But it is impossible to build the entire learning process from such lessons: by their very essence, they are good as a release, as a holiday for students. They need to find a place in the work of every teacher, as they enrich his experience in the varied construction of the methodological structure of the lesson.
In non-standard lessons, students should receive non-standard tasks. A non-standard task is a very broad concept. It includes a number of features that make it possible to distinguish tasks of this type from traditional (standard) ones. The main distinguishing feature of non-standard tasks is their connection “with activity, which in psychology is called productive,” creative. There are other signs:
students’ independent search for ways and options for solving a given educational task (choosing one of the proposed options or finding their own option and justifying the solution); unusual working conditions; active reproduction of previously acquired knowledge in unfamiliar conditions.
Non-standard tasks can be presented in the form of problem situations (difficult situations from which one must find a way out using acquired knowledge), role-playing and business games, contests and competitions (based on the principle “who is faster? Bigger? Better?”) and other tasks with elements entertainment (everyday and fantastic situations, dramatizations, linguistic tales, riddles, “investigations”).
Of course, non-standard lessons, unusual in design, organization, and delivery methods, are more popular with students than everyday training sessions with a strict structure and established work schedule. Therefore, all teachers should practice such lessons. But turning non-standard lessons into the main form of work, introducing them into the system is impractical due to a large loss of time, lack of serious cognitive work, low productivity, etc.
The content block involves a smaller amount of information, but determines its deeper elaboration. In the procedural block of NFU, I use external sources of motivation and self-governing mechanisms of the individual, creating conditions for a variety of students’ activities (game, discussion-evaluative, reflective), the formation of their critical thinking, and the activation of cognitive activity.
The use of non-traditional forms of lessons, in particular a game lesson, a discussion lesson, is a powerful stimulus in learning; it is a diverse and strong motivation. Through such lessons, cognitive interest is aroused much more actively and quickly, partly because a person by nature likes to play, another reason is that there are much more motives in the game than in ordinary educational activities. F.I. Fradkina, exploring the motives for schoolchildren’s participation in games, notes that some teenagers participate in games in order to realize their abilities and potential opportunities that do not find outlets in other types of educational activities, others - to get a high grade, others - to show themselves in front of the team, still others solve their communication problems, etc.
Non-traditional forms of lessons are emotional by nature and therefore are capable of reviving even the driest information and making it bright and memorable. In such lessons, it is possible to involve everyone in active work; these lessons are opposed to passive listening or reading.
Analysis of pedagogical literature made it possible to identify several dozen types of non-standard lessons. Their names give some idea of the goals, objectives, and methods of conducting such classes. We list the most common types of non-standard lessons.
Teachers have developed many methodological techniques, innovations, and innovative approaches to conducting various forms of classes. According to the form The following groups of non-standard lessons can be distinguished:
1. Lessons in the form of competitions and games: competition, tournament, relay race (linguistic battle), duel, KVN, business game, role-playing game, crossword puzzle, quiz, etc.
2. Lessons based on forms, genres and methods of work known in social practice: research, invention, analysis of primary sources, comments, brainstorming, interviews, reportage, review.
3. Lessons based on non-traditional organization of educational material: a lesson of wisdom, revelation, a block lesson, a “understudy” lesson begins to take effect.”
4. Lessons reminiscent of public forms of communication: press conference, auction, benefit performance, rally, regulated discussion, panorama, TV show, teleconference, report, dialogue, “living newspaper”, oral journal.
5. Lessons based on fantasy: lesson-fairy tale, lesson-surprise, lesson-gift from Hottabych.
6. Lessons based on imitation of the activities of institutions and organizations: court, investigation, tribunal, circus, patent office, academic council.
7. Traditional forms of extracurricular work transferred within the framework of the lesson: KVN, “experts conduct the investigation,” matinee, performance, concert, staging of a work of art, debate, “get-togethers,” “club of experts.”
8. Integrated lessons.
9. Transformation of traditional ways of organizing a lesson: lecture-paradox, paired survey, express survey, lesson-test (assessment defense), lesson-consultation, reader’s form protection, TV lesson without television.
Non-traditional lesson forms:
| role-playing games; | travel lesson; |
| lesson-performance; | round table or conference; |
| execution of a fairy tale plot; | lesson-competition; |
| review of knowledge; | press conference; |
| fantasy lesson; | peer learning lesson; |
| lesson-game; | open mind lesson; |
| business game; | climbing lesson; |
| test lesson; | lesson-competition; |
| peer learning lesson; | lesson-dialogue; |
| lesson-KVN; | brain attack; |
| lesson-quiz; | briefing lesson; |
| game “The investigation is conducted by experts”; | current interview; |
| knowledge auction; | imitation role modeling; |
| lesson-debate; | modeling 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; | math hockey; |
| provocative lecture; | lecture-dialogue |
| lecture-conference; |
Let's dwell on lessons - games . So, a lesson - a game - is an active form of educational activity, during which a certain situation of the past or present is simulated, historical pictures of events with their characters and participants are recreated. As a rule, during such a lesson, schoolchildren experience a playful state - a specific, emotional attitude towards historical reality. Schoolchildren seem to reincarnate into people from the past or the present, take on the role of adults, and model historical reality through understanding thoughts, feelings and actions. And the knowledge gained in the lesson becomes personally significant and emotionally charged for them, which helps them better learn and “feel” the era being studied. Thus, students master and deepen new knowledge, and also master a whole range of important “adult” skills, primarily communication, and develop the ability to perceive and empathize.
Games are classified according to various criteria: by goals, by the number of participants, by the nature of the reflection of reality. There are: simulation (game modeling, imitation of reality); symbolic (based on clear rules and game symbols); research (related to new knowledge and methods of activity).
It has two subtypes: game - discussion - this is a recreation of an imaginary situation of modern times with an argument, discussion; game-research is a recreation of an imaginary situation of our time, based on the individual actions of the “hero”.
Retrospective (“reconstruction”) game models a situation that puts students in the position of eyewitnesses and participants in events in the past. The main feature of this type of game is the “presence effect” and the principle of historical fiction – “it could have been.” According to psychologist A.N. Luka, in such a game the teenager “manages to jump above himself, for a while to become smarter, braver, nobler, fairer.” Retrospective games are divided into role-playing and non-role-playing games.
Role-playing games- These are games of a retrospective nature, based on playing roles - participants in historical events in an imaginary situation of the past. They have three subtypes: theatrical performance is a performance of a historical action according to a clearly defined scenario, where various images and pictures of the past are recreated; theatrical play is the enactment of a historical action with a large share of improvisation by the participants in the game; problematic - a discussion game is a reenactment of an imaginary situation that happened in the past, where the action is not built according to a script, but around the discussion of an important issue or problem.
Not role-playing games- These are games of a retrospective nature with external rules, where the historical past is recreated and the action takes place in a distant era. They have two subtypes: a competitive game is an artificial simulation of the situation of the past, in which people of a certain era “demonstrate” their skills, achievements, and ingenuity in a certain historical context; route game (travel, expedition) is a special form of lesson when children are transported to the past and “travel” through it in a certain spatial environment.
Business game
The meaning of the phenomenon of a business game in a generalized form is recorded in psychological dictionaries, for example: “A business game is a form of recreating the objective and social content of professional activity, modeling systems of relationships characteristic of a given type of practice. The educational function of a business game is very significant, since “a business game allows you to set the subject and social contexts of future professional activity in training and thereby model more adequate conditions for the formation of a specialist’s personality compared to traditional training.” In a business game, “participants learn through the process of joint activity. At the same time, everyone solves their own individual problem in accordance with their role and function. Communication in a business game is not just communication in the process of joint assimilation of knowledge, but first of all - communication that imitates and reproduces the communication of people in the process of real activity being studied. A business game is not just joint learning, it is training in joint activities, skills and cooperation.”
Traditionally, a business game is considered one of the methods of active learning. The scope of application of business games as a special teaching method is quite wide: economics, management, pedagogy, psychology, engineering disciplines, ecology, medicine, history, geography, etc.
There are non-imitation and simulation methods of teaching, and within the latter there are game and non-game methods. As follows from the table below, the business game is simulation game method of active learning.
It is also important to note that a business game is also a collective method of learning.
Advantages of business games compared to traditional training
The specificity of the educational capabilities of a business game as a method of active learning in comparison with traditional games is as follows:
1) "In the game" the basic patterns of movement of professional activity and professional thinking are recreated based on the material of learning situations dynamically generated and resolved by the joint efforts of participants.”
In other words, “the learning process is as close as possible to the real practical activities of managers and specialists. This is achieved by using models of real socio-economic relations in business games.”
2) “The method of business games is nothing more than a specially organized activity for operationalization of theoretical knowledge, translating it into an activity context. What in traditional teaching methods is “farmed out” to each student without taking into account his readiness and ability to carry out the required transformation, in a business game acquires the status of a method... What occurs is not a mechanical accumulation of information, but an active deobjectification of some sphere of human reality.”
The above and many other features of business games determine their advantages over traditional teaching methods. In general terms, this educational resource of business games is seen in the fact that they model a subject and social context that is more adequate for the formation of a specialist’s personality. This thesis can be specified as follows:
– The game allows you to radically reduce the time it takes to accumulate professional experience;
– The game allows you to experiment with an event, try different strategies for solving problems, etc.;
– In a business game, “knowledge is acquired not in reserve, not for future use, not abstractly, but in the process of information support of his game actions that is real for the participant, in the dynamics of the development of the plot of the business game, in the formation of a holistic image of the professional situation”;
– The game allows “future specialists to form a holistic understanding of professional activity in its dynamics”;
– A business game allows you to gain social experience (communications, decision-making, etc.).
"Free" training according to K. Rogers.
K. Rogers, the creator of “client-centered” psychotherapy, sees in the student an individual capable of developing his own Natural resources, mind and heart, curiosity, a personality capable of making choices, making decisions and taking responsibility for them, a personality capable of developing their own values in the process of educational and other activities.
He proposed building education on different (compared to traditional and technocratic schools) principles. The main one among them can be considered the principle of “freedom in learning”. It consists of not doing for a person, not telling him what to do, not solving his problems for him, but letting him become aware of himself and awakening his own activity and inner strength, so that he himself makes choices, makes decisions and is responsible for them. According to K. Rogers, the teacher’s task is not to dictate ready-made and perhaps unnecessary knowledge to the student, but to awaken his own cognitive activity, which will be expressed in the choice of content, goals, methods of work, behavior, and values. The teacher, according to K. Rogers, stimulates and facilitates (facilitate) the independent activity of the student.
In a traditional school, K. Rogers believes, authoritarian, non-free education takes place (cognitive type of education), in which the learning process is reduced to the assimilation of the curriculum and knowledge selected by the teacher. Another type of learning should be introduced - “experimental learning”: this is an organization of learning in which schoolchildren learn in free independent activity, in own experience, in the process of discussions and decision-making. The purpose of training is the development of personality, its self-awareness, its self-realization. Knowledge, school program- a means of development. To create such training, the following is necessary: change the position of the teacher; create an atmosphere of “freedom of learning” in the classroom, use methods that stimulate student activity and development. The position of a teacher is that of a consultant and, in many ways, a psychotherapist providing “developmental assistance.”
The atmosphere of “freedom of learning” in the classroom is characterized by the fact that students are not afraid to make mistakes, freely discuss problems, interact with each other in learning, and see the teacher as a source of experience, knowledge, and a senior member of the group.
Methods that stimulate “freedom of learning” include: posing problems to solve as real, not educational; using different sources of knowledge - people, experiences, books, audio-video equipment, etc.; contract method; organization of work in groups different composition, organization of teaching as research, experiment; special classes on self-knowledge and interpersonal interaction. To create an atmosphere of “open learning,” teachers in this direction propose using both emotionally charged methods—games—and rational ones—“learning packages” and programmed aids.
This is how K. Rogers describes the contract method, which stimulates the student’s transition to free, independent learning. The teacher explains at the beginning of the course that each student can choose the degree of mastery (and, accordingly, the grade). Reading certain chapters of the textbook and answering is a transitional grade - “pass” (“3”, normal). A student who wants a higher grade, choosing level B ("4") or A ("5"), studies according to an individual plan. He enters into a contract with the teacher and, in case of successful work, receives the assessment specified in the contract. Expected result: increased activity and individualization of learning.
Example contract
Question-topic: Like in Africa, where it’s hot Student __________________
and little food, do people survive? Teacher_________________
Topic abstracts: hot climate, no food.
Frequency and duration of classes: every Tuesday, 2-3 weeks.
Meetings with the teacher: every Tuesday, if necessary,
Student actions:
1. Studies and compiles climate maps.
2. Interviews Mr. N and M, 10 questions.
3. Takes notes on films and slides.
4. Makes a report in class.
5. Responds to teacher and class.
Grade: The student receives an “A” if he completes all five points.
Sources: Almanac, atlas, film, slides and books in the library, g.g. M and N for interviews.
The advantages of free learning, “student-centered”, include, first of all, attention to inner world child, development of the student’s personality through learning; secondly, the search for new methods, forms and means of teaching. However, the hypertrophy of these same traits turns them into disadvantages: it is impossible to determine the content and methods of teaching based solely on the interests of the child - this, as a rule, leads to a decrease in the academic level of learning, as noted by Western teachers themselves. Play, spontaneous activity and positive emotions become an end in themselves, the acquisition of knowledge fades into the background. It makes more sense to combine traditional and student-centered types of training.
It should be said that the pedagogy of cooperation of Soviet teachers (70-80s) is very close to the positions of humanistic, pedocentric pedagogy of the West. The ideas of the innovative teachers contained the following: a change in the teacher’s position from authoritarian to democratic (“cooperation”); the task is not only to provide knowledge, but to develop the abilities of students and educate them in the learning process; search for methods and forms of teaching that stimulate cognitive activity and independence of schoolchildren and their development. The experience of domestic teachers shows the productivity of the combination of special didactic guidance of the student’s activities, the will of the teacher with a humane focus on the most important value - the child’s personality.
Russian scientists (V.V. Davydov, V.P. Zinchenko, A.V. Petrovsky, etc.) are developing a personality-oriented model of education based on the experience of innovators and domestic psychology. The main ideas of the concept are the same: emphasis on the development and education of the student; differentiated content of education; a system of adequate methods, means and forms of training. However, in this model, teachers and scientists need to avoid extremes and absolutization of certain aspects; in particular, following the interests and spontaneous activities of students deprives the learning process of systematicity and reduces the level of learning.
Test lesson.
The test performs not only a controlling function, but also its main purpose - to systematize and summarize the material on a topic or section, to clarify knowledge on basic issues.
For credit, you can use final lessons, lessons of general repetition, or lessons of control and testing of knowledge, skills and abilities. In the calendar and thematic plan, provide in advance the topics on which there will be a test (3-4 per year).
Stages of preparing and conducting a test lesson:
Stage 1- preliminary preparation. Preparatory work begins in the first introductory lesson on the topic. The teacher analyzes the requirements of the program on the topic and determines the final result. Determines the objectives of the test lesson, composes questions and assignments, taking into account three levels of mastery:
1. Understanding, memorizing, reproducing material,
2. Application of knowledge and skills in a familiar situation,
3. Application of knowledge and skills in a new situation.
The teacher informs the topic and date of the test lesson, its place and significance in the study new topic; introduces the requirements that will be presented at the test, questions and assignments of different levels; offers individual assignments on issues that some students have not previously understood; introduce the materials of the “Get ready for the test” stand, which is posted in the office.
During preparation
1. Current testing of knowledge, skills and abilities.
2. Organization of the work of consultants.
Stage II– carrying out the test. All students are present at the test lesson, but some of them can be questioned, offering them differentiated tasks taking into account the results of current tests.
Those who are exempt from taking the test or perform additional tasks increased difficulty, or help the teacher take the test, having received appropriate instruction before doing so. It is possible that some of the tasks in the test lesson will not be completed by the whole class, but only by individual students (taking into account the results of the current assessment). You can use various forms of testing (a written survey on task cards, performing two or three test papers, a combined survey, frontal or individual, etc.) and depending on the content, topic, purpose of the test, composition of students, but you should strive so that the types of work are familiar to students. During the test lesson, check the formation of complex concepts, skills and abilities on the topic.
Stage III- summing up the results of the work. Assessment of student work.
Lesson-discussion.
A discussion is a dispute, a verbal competition in which everyone defends their opinion. “In disputes there are no higher or lower, no titles, no names: only one truth is important, before which everyone is equal” (R. Rolland).
Since a discussion is an argument, the main goals of its holding are as follows:
1) clarifying different points of view, the collision of which will help to find the truth, which undoubtedly contributes not only to the deepening of ranks, but also to the formation of the worldview of schoolchildren;
2) instilling in students a culture of verbal communication during an argument; developing the ability to debate, express your point of view simply and clearly, prove it convincingly, calmly listen to your opponent’s arguments, etc.
Discussion as a form of democratic communication has advantages over other forms: it allows you to organize live communication, involve all or most participants in the discussion of the issue, involves the tension of thought that arises in thought, in clashes of different points of view, stimulates speech activity and independent judgment.
As practice shows, some preparation for educational discussion is necessary. The technique includes three stages:
1) preliminary preparation,
2) holding a discussion,
3) summing up.
Tasks of the first stage:
1. Choose a topic.
2. Deeply study the issue that will be discussed.
3. Create an initiative group to prepare the discussion.
4. Prepare an announcement about the discussion (topic, questions, literature, time and place), decorate the premises (aphorisms, rules of debate, book exhibition, etc.).
Second phase- This is a discussion.
1. Before starting a discussion, it is necessary to name the topic, justify its choice, and clearly formulate the goal.
2. In the very first minutes, win over the participants in the discussion, set them up in a polemical mood, create an environment in which each student would not only not be embarrassed to express his opinion, but would also strive to defend it.
3. Do not interfere with those who wish to speak, but also do not force them to speak, try to ensure that a spirit of sincerity and frankness reigns during the discussion.
4. Stimulate the activity of participants. A well-thought-out system of questions that are of interest to students and can provoke them into a frank conversation will help with this. Remember that the question is business card discussions. There are techniques and means that are conducive to discussion, which should be remembered: a paradox is an unexpected, original opinion that sharply diverges from the generally accepted one, even contradicting at first glance common sense. It invariably contains
unexpected question;
remark - a brief objection, a remark from the spot. It also sets the stage for discussion and demonstrates the listener’s activity, his desire to understand the question and test his point of view.
5. Skillfully compare different points of view, summarize them so that the positions of the participants in the discussion are presented as clearly as possible, and direct the discussion towards the intended goal.
6. Do not rush to correct those who are mistaken, and provide such an opportunity to listeners.
7. When appropriate, a question addressed to the presenter should be immediately redirected to the audience.
8. Don’t rush to impose ready-made solution.
9. Choose the right moment to end the discussion, without violating the logic of the development of the dispute.
The moderator should not interfere in the discussion unless absolutely necessary, or exert psychological pressure on the participants in the dispute, marking his authority, harsh value judgments, or comments addressed to those present. The presenter who interrupts the participants in a dispute mid-sentence and talks a lot himself is not sympathetic. You should also not openly support one of the disputing parties. It is better to express your attitude to different points of view when summing up the discussion.
Any dispute, even if it follows all the rules of logic, can be ruined by one circumstance: if the participants in the discussion forget about the ethics of the dispute. Therefore, at the beginning of the discussion, students should be reminded of the rules of argument.
Lesson-seminar.
The purpose of the seminar: more in-depth independent study of the issue, topic, problem of the academic subject, mastery of scientific, theoretical and constructive methodology. In a school setting, a seminar is one of the main types of practical classes, consisting of students discussing messages, reports, abstracts based on the results of independent research, experience, and evidence.
Objectives of the seminars:
1. Educational:
Expanding the general scientific horizons;
Deepening independent study by students of individual, basic or most important topics of the course;
Formation of skills and abilities to conduct scientific research experiments on a given topic or problem;
Mastering the methodology of a specific science;
Selection of the necessary basic information from primary sources, dictionary and encyclopedic literature.
2. Developmental:
Development of skills to prove, generalize;
Ability to defend your thoughts, evidence, conclusions, ability to interpret;
Development of emotions, feelings;
Development of volitional efforts;
Memory development;
Improving the art of oral and written presentation, topic, question, problem of experience in accordance with a given goal.
3. Educators:
Formation of cognitive interest in the science of the academic subject and research methods;
In terms of their pedagogical capabilities, seminar lessons are much richer in their capabilities for enhancing the independent activity of students than a lecture lesson, a regular lesson with all its didactic types and possibilities, although they are directly dependent on the content of the fundamental principles of scientific knowledge and teaching methods in previous lessons . If the lessons are not deep in content and do not lay a scientific foundation, then conducting seminars becomes practically impossible.
Organization of a lesson-seminar:
1. Listening to an abstract or report.
2. Questions for the seminar participants.
3. Student performance.
4. Necessary explanations from the teacher during the lesson.
6. Final words from the teacher who conducted the seminar-lesson.
7. Value judgments of students and teachers.
Externally, the teacher’s intervention should not be too active; he should not suppress students with his knowledge and authority.
In the final speech, the teacher makes corrections, clarifications, evaluates the students’ independent work, and emphasizes the main techniques, methods, and means of preparing students for the seminar.
In his concluding remarks, the teacher should note not only the positive, but also the shortcomings of the abstract, report, speeches; it is even more important for the teacher to make generalizations, the irrefutability of scientific, technical and practical conclusions, confirmed by examples from abstracts, reports, speeches. This expands cognitive interest in classes. Here the teacher outlines further ways of independent work on this topic. Lessons-seminars can be combined in two or three complex academic subjects.
CASE STUDY method promotes the development of various practical skills. “They can be described in one phrase – creative problem solving and developing the ability to analyze a situation and make a decision.”
The CASE STUDY method develops the following skills:
1. “Analytical skills.
These include: the ability to distinguish data from information, classify, highlight essential and non-essential information, analyze, present and extract it, find information gaps and be able to restore them. Think clearly and logically. This is especially important when the information is not High Quality.
2. Practical skills.
The reduced level of complexity of the problem presented in the case compared to the real situation contributes to the formation in practice of skills in using economic theory, methods and principles.
3. Creative skills.
As a rule, CASE logic alone cannot solve the situation. Creative skills are very important in generating alternative solutions that cannot be found logically.
4. Communication skills.
Among them are the following: the ability to lead a discussion and convince others. Use visual material and other media tools, cooperate in groups, defend your own point of view, convince opponents, write a short, convincing report.
5. Social skills.
During the CASE discussion, certain social skills are developed: assessing people's behavior, listening, supporting in a discussion or arguing an opposing opinion, controlling oneself, etc.
6. Self-analysis.
Disagreement in a discussion promotes awareness and analysis of the opinions of others and one’s own. Emerging moral and ethical problems require the development of social skills to solve them.”
The entire process of preparing a Case is based on the skills and abilities of working with information technology, which allows you to update existing knowledge and intensify research activities. For example, at the stage of collecting information, various sources based on modern communications are used: television, video, computer dictionaries, encyclopedias or databases accessible through communication systems. These sources often provide more extensive and more up-to-date information. The next stage of working with information is its processing, i.e. classification and analysis of the set of available facts for presentation big picture the phenomenon or event being studied. For the convenience of working with numerical information, it is necessary to present it in the form of tables, graphs and diagrams. In this case, spreadsheets are the most effective tool. Next, students are faced with the question of the form of Case presentation, depending on which they can use either tools for creating electronic multimedia presentations or desktop publishing systems.”
A distinctive feature of this method CASE STUDY is the creation of a problem situation based on facts from real life.
CASE must meet the following requirements:
– correspond to the clearly stated purpose of creation
– have an appropriate level of difficulty
– illustrate several aspects of economic life
– don’t become outdated too quickly
- have national coloring
- be relevant today
– illustrate typical business situations
– develop analytical thinking
- provoke discussion
– have several solutions
Technology of working with a case in the educational process
The technology of working with a case in the educational process includes the following stages: 1) individual independent work of students with case materials (identifying a problem, formulating key alternatives, proposing a solution or recommended action); 2) work in small groups to agree on the vision of the key problem and its solutions; 3) presentation and examination of the results of small groups in a general discussion (within the study group).
When teaching based on cases, “at least 6 discussion formats can be used: 1) teacher-student: cross-examination; 2) teacher-student: devil's advocate; 3) teacher-student: hypothetical format; 4) student-student: confrontation and/or cooperation; 5) student-student: “play a role”; 6) teacher-class: “silent” format.”
1. “Teacher-student: Cross-examination.
Discussion between the teacher and you. Your statement, position or recommendation will be assessed through a series of questions. The logic of your statements will be thoroughly examined, so be extremely careful.
2. Teacher-student: Devil's advocate.
This is usually a discussion between the teacher and you, but sometimes other students may participate. The teacher takes on a role that is completely unsuitable for defense and asks you (and perhaps others) to take the position of lawyer. You must actively think and reason, arrange facts, conceptual or theoretical information, and your personal experience in a certain order.
3. Teacher-student: Hypothetical format.
Similar to the previous one, but there is one difference: the teacher will present a hypothetical situation that goes beyond the scope of your position or recommendation. You will be asked to evaluate this hypothetical situation. During the discussion, you should be open to the possible need to modify your position.
4. Student-student: Confrontation and/or cooperation.
In this format, the discussion is conducted between students. Both cooperation and confrontation arise. For example, a classmate may challenge your position by providing new information. You or another student will try to “fend off the challenge.” The spirit of cooperation and positive confrontation will allow you to learn more (as opposed to individual efforts).
5. Student-student: “Play a role.”
The teacher may ask you to take on a certain role and interact with other classmates in it.
6. Teacher-class: “Silent” format.
The teacher may raise a question that is initially directed to an individual and then to the whole class (since no one can answer).” Things to remember when preparing a CASE oral presentation: “information about necessary equipment and presentation time; presentation structure; level of detail; visual aids; rehearsal; planning a speech; freedom of speech."
1. General lesson-fairy tale chemistry in 8th grade on the topic: “Generalization of information about the most important classes of inorganic compounds: oxides, bases, acids, salts” (Textbook by G.E. Rudzitis, F.G. Feldman on inorganic chemistry for 8th grade).
Methods of preparing students:
While studying this topic, at the end of each lesson a conclusion is drawn about the basic properties of this class of substances. The objectives of this lesson are explained to students. If desired, students choose what they will prepare. For students who do not understand this topic or are not doing well in this subject, the teacher can help by creating a chain of reactions on the basis of which the children will prepare a lesson.
Method algorithm:
Give students an assignment a week before class
Convey to students the importance of this lesson and responsibility
Organize a lesson, that is: select 4 groups of students of 2-3 people who will write fairy tales. In fairy tales, the main characters are chemical substances. Students must demonstrate how they interact with each other - “friends” or “not friends.” The team can also draw on a piece of Whatman paper either a chain of reactions or each reaction separately. The names of the substances should be written next to them. These do not need to be standard chemical symbols. Let the guys show what they associate these substances with, for example, oxygen can be designated as a bubble, and iron as a robot. Students can prepare a presentation in which they reflect all the reactions and write briefly about them. Another 4 applicants will have to demonstrate 1-2 experiments that will show the properties of oxides, bases, acids and salts. One student prepares either an oral presentation or a presentation in which he describes the main properties of classes of compounds and illustrates each property with 1-2 examples of reactions. It is advisable that these reactions are not in the textbook. Thus, he must write a conclusion (5-7 minutes) on the topic.
Conducting a lesson:
The teacher prepares reagents for experiments in advance;
If necessary, the teacher sets up equipment for viewing presentations;
At the beginning of the lesson, the teacher once again briefly states the goals and objectives of this lesson and talks about the progress of the lesson.
The first group of students tells in a fairy tale how the oxide they chose was formed, what it interacted with, and what happened. At the same time, a presentation is shown that reflects these reactions.
One of the students shows reactions (these can be qualitative reactions, reactions of producing some oxide, or reactions of interaction of oxides with other substances)
Using the same scheme, the second, third and fourth groups talk about bases, acids and salts, respectively.
At the end of the lesson, one of the students makes a conclusion about each class of inorganic compounds.
The teacher does not interfere with the children’s lesson, and intervenes if there are any inaccuracies or if the students were unable to correctly place emphasis in their speech. At the end of the lesson, the teacher should praise students who took the initiative, note bright, creative, original presentations and fairy tales, and should also note shortcomings and inaccuracies in presentations.
2. An example of a Russian language lesson.
The explanation of new material must be planned so that it includes as many independent tasks as possible and the children, while observing, make comparisons themselves, so that they are led to independent conclusions and consciously assimilate the formulations of the rules and definitions being studied. To this end, learning new material can be practiced using students’ independent work (as a teaching method), which they did at home or in class. For example, when starting to study complex words, the teacher will give independent work of this nature: copy the following words from the board, highlighting the roots in them (below is the type of entry in the student’s notebook).
Having completed such a task, children themselves will be able to establish ways of forming complex words, and therefore their spelling. The final conclusion of the rule is preceded by a conversation organized by the teacher, during which the following questions are clarified:
1. How do the words of the first column differ from the words of the second? (Method of education.)
2. How are compound words formed in both cases? (Using connecting vowels oh, oh- in the first case, without connecting vowels - in the second.)
3. Example of a physics lesson.
Expertise.
Simulation model of the game. To an enterprise (factory, Building company, design institute) the company’s expert commission arrives. Its task: to evaluate the quality of products. The teacher, as the head of the enterprise, invites all students in the class to become members of the expert group.
Employees of the enterprise appointed by the manager make presentations to the commission. For each report, the members of the expert group draw up an acceptance certificate on a special form, which indicates the merits of the report and errors. Additions, conclusions. The names of the respondent and the expert are indicated.
Preparing for the game. There is no special preparation for the game. For students, such a game is a regular report on homework completion. The teacher selects questions more carefully than usual and, with the help of class students, prepares acceptance certificate forms. The total number of forms is equal to the number of students in the class multiplied by the number of answers.
The game, like any survey, should take no more than 20-25 minutes of the lesson. Two or three questions are planned for reports. The reports are filled out during the friend’s response, and errors are not only recorded, but also corrected. At the end of each report, students are given time to make an overall assessment and conclusion.
The response evaluation plan could be as follows:
1. Evaluation of the correctness of the answer.
2. Characteristics of the depth of the answer (are there sufficient justifications, evidence and examples).
3. Characteristics of the completeness of the answer.
4. Assessing the logic of constructing the answer. In this case, the examination report will contain not only the correction of errors and additions, but also an assessment of the merits of the answer, which should be typical for any report. All acts are evaluated by enterprise managers - teachers.
Job vacancy
Simulation model of the game. At the research institute studying this topic, there are the following vacancies: head of laboratory, senior researcher, laboratory assistant. Specialists are selected on a competitive basis. The competition participants are evaluated by a group of experts: theorists, experimenters, and practitioners.
Applicants who are able to correctly and clearly answer the questions posed to them are accepted for the position.
Preparing for the game. The teacher selects a general topic for the game and determines tasks for tests of three difficulty categories (three vacant positions).
Instruments and materials for conducting experiments are being prepared. The test card includes three questions: theoretical, experimental (implies the formulation of an experiment and its explanation), and a task.
Students also prepare and decorate the classroom for the game (they draw a poster with the names of the laboratory and vacant positions, signs for the experts’ table).
First of all, applicants for vacant positions are identified (no more than two or three people per position). Applicants are given test cards, and they take seats prepared in advance for them and begin to work. The class is then divided into three groups of experts.
Experts are given cards similar to test cards for applicants, but only with questions relevant to their specialty. Groups of experts can be divided into subgroups. Different subgroups will work with cards of varying complexity (3-5 minutes). All students: applicants and experts are given time to compose answers to the test questions (15 minutes).
Listening to answers is the most important part of the lesson. Experts, after listening to the applicants’ answers, give reviews, noting the correctness of the answer, its completeness, clarity, and offer their answer to the same question. After the meeting, they express their opinion about the applicants (20).
What follows is a summary of the competition. Those who passed the competition take their jobs at tables with signs “Laboratory Assistant”, “Senior Researcher”, “Head of Laboratory”. They are given certificates (5 min).
The game progress is discussed below “Vacancy” on the topic “Quantity of Heat”(8th grade).
I. Test card for an applicant for the position of laboratory assistant:
1. Theoretical question (task). The combustion of gunpowder weighing 3 kg released 11,400 kJ of energy. Calculate the specific heat of combustion of the fuel.
2. Practical question. Why does dirty snow melt faster in sunny weather than clean snow?
3. Experiment. Take a training scale, place it on a tripod leg and balance it. Place a burning match under the scales from below at a distance of 10-12 cm. Why do they go out of balance?
II. Test card for an applicant for the position of senior researcher:
1. theoretical question. In an aluminum pan weighing 800 g, water with a volume of 5 liters is heated from 10 ° C to boiling. How much heat will be used to heat the pan and water?
2. Practical question. In industrial refrigerators, the air is cooled using pipes through which cooled liquid flows. Where should these pipes be located: at the top or bottom of the room?
3. Experiment. Place on a strip of paper metal cylinder and bring it into the flame. Why doesn't the paper burn?
III. Test card for an applicant for the position of laboratory manager:
1. Theoretical question. How will the temperature of a lead ball weighing 2 kg change if it falls from a height of 26 m onto a steel plate? (Consider that all kinetic energy is converted into its internal energy).
2. Practical question. Are convection currents possible in an artificial Earth satellite (in a state of weightlessness)?
4. Experiment. Light a candle and cover it with a cylindrical tube. The flame will decrease and may go out. Why? If you lift the tube, the candle burns brighter. Why?
4. Example of a math lesson.
Let's give an example of using game elements when organizing control. Minenkova M. and Shirokova O. for several years in a row conducted combined tests on the topic “Solving equations and the coordinate plane,” for which they developed cards with individual tasks. For example, each card for 6th grade contains several equations and a pair of numbers, one of which is a letter. Students solve the equation, find the corresponding coordinate, and plot the corresponding points. By sequentially solving a series of equations, lining up points and connecting them, they get a picture.
Let's give an example of one of the cards for 6th grade.
Solve the equations and build a corresponding picture from the points.
1. 6x+10=4x+12. (x;3)
2. 7x+25=10x+6. (x;6)
3. 3y+16=8y-9. (5;у)
4. 0.4(6y-7)=0.5(3y+7). (5;у)
5. 4(3x)=7(2x-5). (x;8)
6. 9.6-(2.6+x)=4. (x;8)
7. 1.7-0.6a=0.3-0.4a. (-6;a)
8. 17-4x=5-6x. (x;5)
9. 2.8-3.2x=-4.8-5.1x. (x;6)
10. 0.2(5x-2)=0.3(2x-1)-0.9. (x;3)
11. 5m+27=4m+21. (m;-4)
12. 4(1-0.5a)=-2(3+2a). (a;-7)
13. 3y-17=8y+18. (4;у)
14. 1-5(1.5+x)=6-7.5x. (x;-4)
15. 2y-1.5(y-1)=3. (1;у)
The teacher’s creative approach to organizing a lesson, in particular to organizing the beginning of a lesson, is very important. “As a rule, a well-chosen type of activity for students at the beginning of the lesson sets them up for fruitful work throughout the entire 45 minutes.” A new beginning of the lesson allows you to avoid monotony in the structure of the lesson and ensures the interest of students.
5. Example lesson foreign language.
A foreign language lesson has its own specifics, which a foreign language teacher cannot fail to take into account. Currently, the global goal of mastering a foreign language is considered to be familiarization with another culture and participation in the dialogue of cultures. This goal is achieved by developing the ability for intercultural communication. It is teaching organized on the basis of tasks of a communicative nature, teaching foreign language communication, using all the tasks and techniques necessary for this, that is distinctive feature foreign language lesson.
Foreign language communication is based on the theory of speech activity. Communicative teaching of a foreign language is activity-based in nature, since verbal communication carried out through “speech activity”, which, in turn, serves to solve productive problems human activity in conditions of “social interaction” of communicating people. Participants in communication try to solve real and imaginary problems of joint activity with the help of a foreign language.
Methodologically highly effective, implementing non-traditional forms of teaching, development and education of students are the lesson-play, lesson-holiday, video lesson, lesson-excursion, lesson-interview and other forms of classes.
Using the Internet in foreign language lessons.
The Internet has enormous information capabilities and equally impressive services. It is not surprising that foreign language teachers also appreciated the potential of the global Internet. But, first of all, it is necessary to remember about didactic tasks, the characteristics of students’ cognitive activity, determined by certain educational goals. The Internet with all its resources is a means of realizing these goals and objectives.
Therefore, first of all, it is necessary to determine for which didactic tasks in the practice of teaching a foreign language the resources and services provided by the World Wide Web may be useful.
The Internet creates unique opportunities for learning a foreign language; it creates a natural language environment.
When preparing for the next lesson, it is important for the teacher to keep in mind the didactic properties and functions of each of the selected teaching aids, clearly understanding for which methodological task this or that teaching aid may be most effective.
If we keep in mind the subject of our discussion - the Internet, then it is also important to decide for what purposes we are going to use its capabilities and resources. For example:
to include online materials in the lesson content;
for students to independently search for information while working on a project;
to bridge knowledge gaps.
Using information resources on the Internet, you can, by integrating them into the educational process, more effectively solve a number of didactic tasks in the classroom:
improve listening skills based on authentic audio texts on the Internet;
replenish lexicon, both active and passive vocabulary of the modern language;
to form sustainable motivation for foreign language activities.
Incorporating online materials into lesson content allows students to better understand life on our planet, participate in collaborative research, scientific and creative projects, and develop curiosity and skill.
Using the video tutorial
Master communicative competence in English language, without being in the country of the language being studied, the matter is very difficult. Therefore, an important task of the teacher is to create real and imaginary communication situations in a foreign language lesson using various working techniques.
Equally important is the introduction of schoolchildren to the cultural values of native speakers. For these purposes, authentic materials, including videos, are of great importance.
Their use contributes to the implementation of the most important requirement of the communicative methodology - to present the process of language acquisition as comprehension of a living foreign language culture; individualization of training and development and motivation of speech activity of students.
Another advantage of the video is its emotional impact on students. Therefore, attention should be directed to developing in schoolchildren personal attitude to what he saw. The use of video also helps the development various sides mental activity of students, primarily attention and memory. While watching, an atmosphere of joint cognitive activity arises in the class. Under these conditions, even an inattentive student becomes attentive. In order to understand the content of the film, schoolchildren need to make some effort. Thus, involuntary attention turns into voluntary, its intensity affects the process of memorization. The use of various channels of information (auditory, visual, motor perception) has a positive effect on the strength of capturing regional and linguistic material.
Thus, the psychological characteristics of the impact of educational videos on students contribute to the intensification of the educational process and create favorable conditions to develop the communicative competence of students.
Practice shows that video lessons are an effective form of training.
Application of the lesson-play.
An effective and productive form of teaching is a lesson-performance. The use of literary works of foreign literature in foreign language lessons improves students' pronunciation skills and ensures the creation of communicative, cognitive and aesthetic motivation. Preparing a performance is a creative work that contributes to the development of children’s language communication skills and the discovery of their individual creative abilities.
This type of work activates the mental and speech activity of students, develops their interest in literature, serves to better assimilate the culture of the country of the language being studied, and also deepens knowledge of the language, since the process of memorizing vocabulary occurs. Along with the formation of the active vocabulary of schoolchildren, the so-called passive-potential vocabulary is being formed. And it is important that students receive satisfaction from this type of work.
Using a holiday lesson and an interview lesson
.
A very interesting and fruitful form of conducting lessons is a holiday lesson. This form of lesson expands students’ knowledge about the traditions and customs that exist in English-speaking countries and develops students’ ability to communicate in foreign languages, allowing them to participate in different situations intercultural communication.
It hardly needs to be argued that the most reliable evidence of mastery of the target language is the ability of students to conduct a conversation on a specific topic. In this case, it is advisable to conduct a lesson-interview. A lesson-interview is a kind of dialogue. In such a lesson, as a rule, students master a certain number of frequency clichés and use them automatically. The optimal combination of structural repetition ensures the strength and meaningfulness of assimilation.
Depending on the objectives, the topic of the lesson may include separate subtopics. For example, “Free time”, “Plans for the future”, “Biography”, etc.
In all these cases, we are dealing with the exchange of meaningful information. However, when working with topics such as “My school” or “My city”, equal dialogue loses its meaning, since there is no need for partners to exchange information. Communication becomes purely formal.
In such a situation, it is logical to resort to elements of role-playing dialogue. At the same time, one of the partners continues to remain himself, that is, a Russian schoolboy, while the second must play the role of his foreign peer.
This form of lesson requires careful preparation. Students independently work on an assignment based on regional studies literature recommended by the teacher, preparing questions to which they want answers.
Preparing and conducting a lesson of this type stimulates students to further study a foreign language, helps deepen their knowledge as a result of working with various sources, and also broadens their horizons.
Modern technologies include technology of cooperation.
The main idea is to create conditions for students to actively collaborate in different learning situations. Children are united in groups of 3-4 people, they are given one task, and the role of each is specified. Each student is responsible not only for the result of his own work, but also for the result of the entire group. Therefore, weak students try to find out from strong students what they do not understand, and strong students strive for weak students to thoroughly understand the task. And the whole class benefits from this, because gaps are closed together.
It is advisable to use the openwork hacksaw or saw method, which is used for large volumes of material. For example, three texts – three groups.
Stage 1 – division into groups occurs.
|
|
|
|
|
Stage 2 – experts of group A work on text No. 1, group B – on text No. 2, group C – on text No. 3.
Each group works on the text in detail, and then everyone returns to their home group.
|
|
|
|
|
In groups, experts exchange information on all three texts. Knowledge control - each student is tested on any text, regardless of what text he worked on.
Conclusion.
The ratio of traditional and non-traditional forms of lessons
| Elements | Traditional lesson | Unconventional lesson |
| Conceptual framework | Flaws: | Advantages: |
| Advantages: formation of knowledge, skills and abilities | Advantages: development of the creative potential of students’ personalities |
|
| Advantages: largest amount of information, systematic | Advantages: deeper study of educational material. |
|
| Procedural part | Advantages: clear lesson structure. | Advantages: internal sources of motivation, reliance on self-governing mechanisms of the individual. |
| Organization of the educational process | Disadvantages: low level of independence, passive cognitive position, lack of critical thinking capabilities | Advantages: variety of forms of activity, high level independence, the opportunity to develop critical thinking |
| Methods and forms of educational activities for schoolchildren | Disadvantages: verbal teaching methods, predominance of teacher monologue | Advantages: priority of the teacher’s stimulating activity |
| Methods and forms of teacher work | Advantages: control on the part of the teacher over the content, course of the lesson, its time frame | Disadvantages: less opportunity for teacher control |
| Activities of the teacher in the process of managing the assimilation of material. Diagnostics of the educational process | Advantages: predictability, controllability of learning results Disadvantages: weak feedback | Advantages: strong feedback Disadvantages: difficulties in predicting and diagnosing learning outcomes |
A non-standard lesson is an interesting, unusual form of presenting material in class. It is designed, along with the goals and objectives of standard lessons, to develop in the student an interest in self-learning, creativity, the ability to systematize material in a non-standard form, to think originally and express oneself. In such classes, students do not just tell messages, but try to convey the main material of the lesson with the help of vivid and memorable experiences, newspapers, presentations and other things, together with the teacher. This way they take an active part in the lesson.
The variety of types of non-standard lessons allows them to be used at all levels of children’s education and in different subjects. And the introduction of new technologies into the educational process - computerization of schools, equipping schools with projectors - allows us to come up with new non-standard lessons.
The teacher must remember that not all types of work are different stages training is familiar to the children. Therefore, it is worth talking in more detail about new types of work, about the goals and objectives that are set for students. Welcome non-standard approaches and ideas from students.
Rules for every day that will help the teacher:
- I am not the source of knowledge in the lesson - I am the lesson organizer and the children’s assistant;
- The child must know why he needs it, i.e. We definitely formulate the goals of the lesson during the lesson together with the children, and these goals are in the child’s area of interest;
- Eliminated the words “wrong answer”, “wrong”, etc. from my vocabulary. Instead, constantly addressing everyone, I propose to discuss: “What do you think...”, “I think that..., but maybe I’m wrong...”.
- No monologues in class! Only dialogue, live, in which everyone participates.
- At each lesson - work in groups: pairs, fours, large groups. We learn to communicate, argue, defend our opinions, ask for help or offer it.
- The most important thing is my emotional state. I know how to manage my emotions and teach this to my children.
- If after my lesson a child has no questions left, he has nothing to talk about with his friends or me, he doesn’t want to tell anyone who was not with him in the lesson - that means, even if the lesson was good from my point of view, then it left no trace on the child.
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-like environment in the group. The main disadvantage of this stage is the waste of time. For successful implementation For the organizational part of the lesson, it is advisable to make the procedure for starting the lesson traditional: students arriving in the office 2-3 minutes before the bell, a clear report from the head (commander) of the group about the presence of students, advance placement (with the help of duty attendants, laboratory assistants, subject group activists) on students’ tables with the necessary educational documentation, preparation of blackboards, projection equipment. Such organization of the first stage of the lesson helps to rationally use teaching time and creates a good mood in the group. But establishing a traditional start to classes is only possible if all teachers and masters of the school follow this order. And of course, it is absolutely unacceptable for not only students, but also teachers and teachers to be late for classes.
Preparing students to study educational material includes, first of all, a message about the topic of the lesson, which the teacher writes on the board and the students write in their workbooks. An important part of this element of the lesson is the students’ goal setting for learning new educational material. Goal setting is not simply telling students the purpose of the lesson written in the plan. Its main significance is to stimulate motivation for active cognitive activity of students in the classroom.
Psychologists have found that any human activity proceeds more effectively if he has strong, deep motives that evoke a desire to act actively, with full dedication, to overcome difficulties, and to persistently move towards the intended goal. All this is directly related to educational activities, which proceed more successfully if students have formed a positive attitude towards learning, if they have cognitive interest, the need to acquire knowledge, skills and abilities, if they have developed a sense of duty, responsibility, etc. motives for teaching.
The mobilization of students’ forces occurs not only under the influence of their clearly recognized 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: creating a situation of novelty of technical solutions to production problems based on the knowledge that students will acquire in the lesson; organizing conversations and discussions on the most rational use of equipment, equipment, devices, and the implementation of technological processes, during which students are convinced of the insufficiency or incompleteness of their knowledge and realize the need to replenish, expand, and deepen it. Such discussions can also be organized to show the effect of the practical application of knowledge acquired by students.
It is very important that the goal setting procedure for the lesson evokes positive emotions in students in relation to the activity; This is of great importance for awakening and maintaining students’ interest in learning the lesson material. 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 as stories about the use of certain predictions of science fiction writers in modern technology (laser beam, the use of plasma, robots, microelectronic devices, etc.) are also successfully used. An effective methodological technique for 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 is difficult for students: for the first time they encounter an electrical circuit in which the current and voltage are out of phase, and they become familiar 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 amount of current a nepi from the known voltage of the current source and the resistance of the coil. Knowing Ohm's law, students quickly perform calculations. However, when the teacher connects a current source to the circuit, the device shows a value 25 times less 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 in the lesson, as part of the educational process, the tasks of education and development are solved, which are generally outlined in the first section of this brochure. The question often arises: should these goals be recorded in the lesson plan and should they be revealed to students at this stage of the lesson? It is impossible to answer this question unequivocally. 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 education and development of students occurs in the process of their learning, in each lesson, on the basis and in the process of mastering knowledge and skills. Therefore, the teacher must always clearly understand what educational and developmental tasks, on what material, and in what ways he will carry out this lesson. As for the need to fix these goals in the lesson plan, then if the content of the lesson clearly and clearly defines the possibilities of forming certain personality traits of students and developing their intelligence, such goals can be fixed in the lesson plan. The requirement for mandatory fixation 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 more formal implementation in the classroom.
There is obviously no need 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 to master educational material is updating students’ previous knowledge and skills. By updating we mean the reproduction of that part of the studied course material that is necessary for studying 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, who singled out only three components in the didactic structure of the lesson, one - actualization (other components: the formation of new concepts and methods of action; the formation of skills) (11).
From a variety of ways to update previous knowledge and skills, the teacher chooses those that correspond to the content of the material being studied. The preparedness of students and the experience of the teacher also matter here. One of the most common methods of updating is to review the main points of previously learned to make 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 between the studied material and the new material are easily assimilated. If you need to more deeply trace the connections between the studied and new material, the teacher conducts a conversation with the students, organizes exercises or independent work on the application of previously learned knowledge.
In both cases, when establishing connections with the material to be studied, it is important not only to consider connections with the material studied in this subject, but also to rely on the knowledge acquired by students in other subjects. In secondary vocational schools, establishing connections with the studied material in technical and general education subjects is of particular importance. Thus, updating serves as an important means of establishing intra-subject and inter-subject connections.
Checking homework completion will also be subordinated to the goals of updating 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 equipment and technology of the relevant production, the achievements of innovators and leaders. This organization of the educational process mobilizes students and increases their interest in new educational material.
It is necessary to keep in mind that updating the knowledge and skills of students should be carried out not only at the stage of preparation for studying new educational material, these techniques are also used at other stages, which are characterized by a connection between what has been learned and new material.
Communication of educational material by the teacher is carried out mainly by methods of oral presentation, including story and explanation. A story is usually understood as a narrative form of communicating educational material. The story is used in cases where the material being studied is mainly descriptive and logical. Explanation is an oral presentation of educational material, during which the teacher uses various methods: comparison, juxtaposition, 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, stimulation of attention and activity of students, high culture of teacher's speech.
From the point of view of the methodology of oral presentation, it is most advisable to present the educational material in parts. In this case, it is necessary to maintain 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 presentation will be clear to students and every thought will be brought to their consciousness.
To increase accessibility and clarity, it is recommended to present the material specifically, since general discussions, as a rule, are more difficult to perceive and assimilate; do not unnecessarily use terms that are incomprehensible to students; avoid lengthy discussions; Do not overload the explanation with digital material. Accessibility and clarity of presentation are facilitated by comparisons, comparisons, and inferences.
To maintain sustained attention and activate students in the process of oral presentation, it is necessary to use the following methodological techniques:
inductive (from particular to general) and deductive (from general to particular) methods of explaining new facts, phenomena, patterns, events;
combination of words with demonstration of visual aids, experiments, labor practices, films and filmstrips, listening to sound recordings, with notes and sketches in notebooks of diagrams, graphs, etc.;
problematic construction of presentation, when the teacher not only communicates patterns, conclusions, rules, but also reproduces the path of their discovery, while involving students in his reasoning, forcing them to think with him, creating an atmosphere of search in the lesson;
linking the material studied in class with practice, students’ life experiences, and material from other subjects;
asking “incidental” questions to students along the way 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;
posing “logical” questions during the presentation, i.e. questions that the teacher poses to himself and answers them himself;
“releasing” the tension of students’ attention (giving examples from life and practice, switching to presenting material that is easier to master, etc.).
The effectiveness of oral presentation largely depends on the teacher’s mastery of speaking techniques. The following requirements are imposed on the teacher’s speech: literary and technical literacy, lively conversational style, precision and clarity of pronunciation, “purity” of speech, skillful command of the voice (timbre, intonation, pitch), optimal volume and tempo, the ability to vary the tempo and volume of speech to highlight main and secondary, skillful use of pauses and semantic accents, etc. Great importance for the expressiveness of speech, it has moderate facial expressions and gestures, “emotional coloring” of the presented material, which significantly activates students. During oral presentation, the naturalness and ease of the teacher’s posture and ability to behave are very important.
Of great importance when presenting educational material orally is correct use visual aids that are used primarily for illustration purposes. The effectiveness of their use largely depends on compliance with the basic requirements for their demonstration:
visual aids should be demonstrated when it is necessary in terms of time and the content of the material being studied;
the lesson should not be overloaded with demonstrations of visual aids;
the students’ senses (vision, hearing, touch, and, if necessary, taste and smell) should be maximally involved in the perception of the demonstrated visual aid;
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 demonstrate mental activity and independence;
you should skillfully use the “novelty effect” - do not show the visual aid until it is necessary to use it;
current and dynamic manuals must be demonstrated in action;
ensure conditions for good visibility of the demonstrated visual aid by all students (location, lighting, image clarity);
use small objects as visual handouts (TV installations can be used).
Among the visual aids, drawing on a chalkboard occupies a significant place. By accompanying the presentation of the material with drawings, drawings or diagrams on the board, the teacher can show the process in dynamics. The synchronicity of oral presentation and sketches on the board promotes strong assimilation and consolidation of the material in the students’ memory, making classes interesting and productive.
For the image on the board, you need to choose simple drawings. Individual parts of the drawing, as well as the terms used in the presentation, can be highlighted with colored chalk. 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 and the three-dimensionality of the object are conveyed by shading or shading. There should be no sloppy inscriptions or drawings on the board. Labels should be in large print so that students can read them easily. Used material must be washed so that it does not distract students' attention. Drawings on the board should be done quickly and without mistakes.
In the process of oral presentation of educational material, teachers use various technical teaching aids, primarily educational films, slide and code 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 being 4-5 minutes. It is recommended to show no more than three or four film fragments during the lesson. The effectiveness of using educational films largely depends on the teacher’s ability to guide students’ perceptions. Before showing the passage, you need to tell students what they are about to see and how it relates to what they are learning. A good mood for high-quality assimilation of the material of a film fragment is provided by the preliminary creation of an appropriate problem situation. It is also useful, before the demonstration, to ask students questions that they must answer after watching the film fragment or which will lead to a discussion of what they saw. You can also give students assignments for independent work based on materials from watched film fragments or an entire film.
During the demonstration process, the teacher, through passing explanations, concentrating students’ attention on the main, most significant, commenting on unsounded films, and using “freeze frames,” guides students’ perception of information presented through films. After showing a film clip, you must check how well the material has been learned and invite students to answer the questions posed earlier. If necessary, the demonstration of the film fragment is repeated.
Communicating educational material using filmstrips and transparencies brings maximum effect in cases where their demonstration is organically combined with the teacher’s explanations. It is not practical to present all the material first and then show the filmstrip. It is also impossible to replace a systematic presentation of material by showing a filmstrip. You can demonstrate individual frames or a filmstrip in its entirety, especially in cases where the content and sequence of the images logically and fully reveal the issue being studied. The advantage of transparencies is that they are shown in the order prescribed by the teacher.
Currently widely used in schools new type projection device - an overhead projector, which serves to project onto the screen recordings and images made on transparent material, as well as to demonstrate special sets of frames that make up a single complete image. Using an overhead projector, you can demonstrate various experiments using transparent models or instruments. The overhead projector is also used as an optical board.
Diagram and code projections represent a type of visualization, so the method of using them is similar to the method of using visual aids.
In the process of communicating educational material to students, a sound recording is also used, played 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 during operation, etc. Usually, two noise records are made sequentially - a faulty machine, engine, mechanism and a working one, so that students can compare them, catch the characteristic differences and draw conclusions.
When presenting educational material, it is necessary to require that students make notes in notebooks (derivations of formulas, formulations and definitions, sketches of diagrams, diagrams, graphs, images of details, symbols, as well as taking notes of the material presented by the teacher). Note-taking is not taking notes under the dictation of a teacher, but independent work by students as they present educational material. By taking notes on the material, selecting its main provisions, and presenting them in their own words, students comprehend the knowledge they receive.
The ability to take notes during presentation should be taught systematically. The following methodological techniques will help you take successful notes: reporting and writing on the board the main questions of the material studied in the lesson and highlighting these questions 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 under dictation; rational ways of abbreviated recordings of individual words, terms, phrases; switching students to other types of work to avoid overwork; analysis of student notes, recommendations for their improvement; supplementing notes in the process of subsequent work with the book (it is advisable to leave large margins in notebooks for additional notes).
Students’ independent acquisition of new knowledge as a structural element it occupies a different place in the lesson and is carried out using different methods. The lesson can begin with independent study of educational material, then the teacher’s explanation is aimed at clarifying and deepening the knowledge independently acquired by the students. Independent study of the educational material available to students can be combined with the presentation of the teacher, and can also be carried out after the presentation in order to comprehend and systematize the knowledge acquired, but students’ independent work in mastering new knowledge is always carried out under the guidance of the teacher. He constantly takes care of the organization of students’ activities, directs them, makes additions along the way, i.e. controls the cognitive activity of students.
At the stage of perceiving new knowledge and comprehending it, it is important to correctly guide students to their generalizations and systematization. Generalization in psychology and didactics is understood as identifying what is common in objects and phenomena and, based on this, mentally combining them 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 managing students’ independent cognitive activity should be aimed at identifying the main thing, significant connections between the phenomena and processes being studied.
One of effective methods attracting students to independently assimilate new knowledge - heuristic conversation. The essence of the method is 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 work experience, compare, contrast, and draw conclusions. This method combines the active cognitive activity of students and the control activity of the teacher. Therefore, the heuristic conversation method is also called partial search.
The main “tool” of a heuristic conversation is the teacher’s questions. They should stimulate active (productive) mental activity of students and develop intelligence. The main requirements for questions in a heuristic conversation: brevity and accuracy, focus, logical clarity and simplicity of formulation, connection with previous questions and the topic of the conversation, certainty of content and form, practical orientation, taking into account the students’ work experience.
Based on 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; to use knowledge in various situations; to explain the cause - diagnostic; to justify the consequences (action, method, process, etc.) - prognostic; for proof; to establish interdisciplinary connections.
The conversation is structured methodically correctly if the teacher poses a question to the whole group, and then, after a short pause, calls the student to answer; strictly adheres to the logical plan of the conversation; fixes students' attention during the conversation on the main, key issues of its topic; holds the thread of the conversation in his hands; regulates the course of student 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, you should take into account its features as a means of activating students’ cognitive activity. Students must have some preliminary training in the material being studied - they cannot conduct a conversation “from scratch.” Special training is required for the teacher: dividing the material into logically related parts, formulating questions, arranging them in accordance with the logic of the educational material, thinking through possible student answers and main conclusions. A conversation requires more time than explanation 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 for students to independently acquire new knowledge is to work with a book, which can be done both in class and during homework. The essence of students’ work with a book is not so much in reading, but in thinking and analyzing the text. From the text, the student should be able to extract the main thing, i.e. master the system of concepts set forth in it, obtain the information contained in pictures, diagrams, drawings, formulas, reference tables. The purpose of using this method is not only educational, it is much broader. Using this method, the teacher will have to form and develop in students important general educational skills: choosing a source, finding the necessary data in the source, techniques for “fluent” reading, highlighting the main meaning of what was read, using reference material.
Among the methods of independent work by 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 out tables proposed by the teacher based on studying the text, drawing up a plan for what was read; finding in the book the necessary information to solve problems with incomplete data.
For example, after studying the 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 the constants of electrical systems? 3. Why are oscillatory systems with lumped constants are 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 a circuit through which high-frequency current passes determined? (12)
When studying turning operations on their own, students fill out the table:
This table makes it possible to individualize tasks depending on the preparedness of students. Thus, “weak” students can be given the task to fill out only columns 1 and 2, “average” students - 1, 2 and 3, “strong” students fill out the table completely.
The success of students’ independent work with a book largely depends on how it is organized by the teacher: the choice of material for independent study; preparing students for work (setting goals, issuing questions and assignments, determining the organization of work); guiding the process of students’ work with the book (observing their work, answering questions, explaining unclear terms, monitoring their understanding and comprehension of what they read, helping with assignments, etc.); combinations with other types of work; quality control of assimilation.
Students’ independent acquisition of new knowledge also occurs when a film or film fragment is shown, when they are used as a means not of illustration, but of communicating new educational information. Before the demonstration, the teacher instructs students to independently assimilate relevant information and poses questions to the students, which they must answer in writing or orally after watching the film.
As a way for students to independently assimilate new knowledge, conducting laboratory and practical research work has a great effect.
Primary consolidation and ongoing repetition of what is studied in the lesson. The goal is to promptly check and achieve the same level of mastery of educational material by all students in the group. Primary consolidation is understood as a system of various methods of educational work that ensures the reproduction and deepening of the studied educational material, as well as its durable preservation in the memory of students. In order for primary consolidation and ongoing repetition to bring maximum benefit, the following pedagogical requirements must be met:
consolidation should be carried out immediately after students perceive the educational material;
It is not necessary to consolidate all the material, but the most essential of it, which determines the main essence of what is being studied;
repetition should bring precision, clarity, accuracy to the knowledge and skills of students, connecting individual parts of the subject (intra-subject connections), as well as knowledge acquired in other subjects (inter-subject connections), into an organic whole, system;
repetition should be carried out in such a way that it leads to consideration of the studied facts, processes, phenomena from new positions, expands and deepens the knowledge of students;
you should not linger on the primary consolidation;
once the basis of the new has been established, it is necessary to use this knowledge;
Primary consolidation and ongoing repetition are effective only with high activity and dedication of students.
The most common method of primary consolidation and ongoing repetition is an oral survey (extensive conversation) of students after presentation or independent study of new lesson material. It is also possible to combine ongoing repetition with testing and assessment of students' knowledge. Of great importance during initial consolidation and ongoing repetition is the formulation of questions that should require active mental activity of students. In this case, you should remember the following requirements for questions: the question must be specific in content, real in nature, brief in form and require a clear answer; the question should not require a monosyllabic answer or guessing; you need to avoid questions whose wording already contains the answer (for example: What is melted in steel furnaces? What are molding sands used for?), as well as “tricky” questions; Questions such as: What grades of bronze are drills made of? By how many degrees will the temperature of the water increase 10 minutes after it starts boiling?
During the initial consolidation and ongoing repetition, students are asked questions of a different nature: to reproduce the presented and independently studied material, to compare, juxtapose, generalize, highlight the main thing, explain causes and consequences, evidence. When conducting a frontal conversation, it is recommended to more often use a method called commenting, when students give conclusions to the answers of their comrades, complement and expand them, and make proposals for the practical use of the knowledge gained. Primary consolidation and ongoing repetition can also be carried out using task cards; this diversifies 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 in the subject "Electrical Materials Science":
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 a lesson, they are placed as independent elements due to the need to highlight the levels of student activity. In this case, exercises are understood mainly as the reproductive activities of students, characteristic of initial periods training, in relation to both the subject as a whole and to a separate topic. Independent work is characterized mainly by productive (creative, search) activity of students on the basis of fairly firmly acquired knowledge, skills and methods of activity. At the same time, such a division is, naturally, to a certain extent conditional. The completion of every "reproductive" task requires the creative application of certain knowledge, just as every "creative" task involves the application of knowledge in the form in which it was acquired. An important tendency is to increase the productive focus of students’ activities as they progress in studying 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”, which characterize the levels of intellectual and 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 in the form of 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 clearly understand what is required of them and what result they should strive for. This stimulates their activity, increases the degree of consciousness, and promotes the creative application of knowledge.
One of the requirements for students’ educational work is that it is feasible at the appropriate stage of education, and that students have the necessary stock of knowledge and skills. At the same time, the feasibility of a task does not imply its ease, but the need to apply 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. were able to analyze, compare, highlight the main thing, draw conclusions, prove, and defend their opinions. It is also important that the content of exercises and independent work is of interest to students, which significantly increases the motive for cognitive activity. These requirements determine both the content of the assignments and the methodology for conducting exercises and independent work.
Let's consider typical types of exercises used in the study of special and general technical subjects. One type of such exercise is solving 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 intake valve of an internal combustion engine heat up less? what about graduation? Will the current flowing through the lamp change if another lamp is turned on 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 design 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 tasks such as: using a drawing (diagram) of the depicted object (general view of a machine, mechanism, “instrument, apparatus, instrument, 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 classified as regular training. At the same time, when performing them, it is important to organize the mental activity of students: the transition from a diagram to a real object; spatial representation; understanding and mastering concepts expressed graphically; transition from effect to cause, etc.
Characteristic for special items exercises to study technical documentation: machine passports; technological maps for processing, repair, assembly, adjustment; reference books and standards. Typical tasks when performing such exercises are filling out tables and answering questions based on the results of studying the documentation.
By performing independent work, students use the acquired knowledge and skills in various combinations, learn to independently find original solutions to assigned problems, and acquire the ability to solve problems of a cognitive and practical nature that are new to them. One of the typical types of independent work is performing 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 format such work in the form of tables, which serve as both a task and working material. An example of a systematic table on the topic “Processing of conical surfaces” when training turners:
A common type of independent work is solving productive problems, which requires students to have certain mental efforts. Productive tasks can be quantitative or qualitative. Quantitative productive problems are mainly problems whose conditions 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 to use, tables, standards, etc.
Most productive tasks are qualitative, i.e. tasks-questions. The main types of high-quality productive tasks: to choose from (tools, devices, processing methods, assembly, adjustment, etc.); for comparison and evaluation (methods of performing work, processes, efficiency, etc.); to determine (cause-and-effect dependencies); to explain (phenomena, processes, decisions made, 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 teachers who teach students how to plan technological processes in close contact with masters, unified 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 use of knowledge and skills is drawing up schematic diagrams the equipment, mechanisms, installations, devices being studied. When performing such work, students must deeply understand the principle of operation, structure and interaction of parts of the object being studied, 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 working with task cards productive nature. For example, when studying spatial marking, it is proposed to determine by the nature of the workpiece what to take as the marking base (the workpiece has one machined surface; only the outer surfaces are processed; the workpiece is not processed at all; the workpiece has bosses or bosses; the workpiece has a cylindrical part).
When training qualified workers in professions related to the maintenance of various types of devices, installations, units, a typical type of independent work is solving technological problems on decision making in various production situations. Such tasks provide descriptions of the main violations of the technological regime, their signs, initial parameters, i.e. a decision-making orientation is given. The greatest effect is achieved by independent work, which is carried out using simulators that not only simulate the progress 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 assignments, formulates cognitive tasks, plans the order of work, regulates their complexity and difficulty, manages the activities of students, controls and evaluates them.
The nature of the assistance provided to students is of great importance. When observing students, you should not interfere with their work when this is not necessary. The teacher’s help should be timely: haste and excessive care deprive students of initiative, and belated help often leads to gross mistakes and their consolidation. Students should not be given ready-made instructions on how to correct a mistake. We need to ensure that they themselves find a way to eliminate and prevent it. You should always remember that the feeling of emotional uplift that accompanies independent completion of a difficult task contributes to the development of strong-willed qualities and determination.
In the process of exercises and independent work, students need to skillfully combine frontal and individual work, giving differentiated tasks along with general group tasks. In a number of cases, it is advisable to construct students’ work in an analytical-synthetic way: to dissect difficult task on the elements and conduct exercises to master them, after which students will begin to complete the entire task. It is very important to teach them to be independent when doing exercises and independent work. To do this, you need to teach students to independently consult reference books, textbooks, notes in notebooks, encourage questions to the teacher, and strive to fully understand the essence of what they are studying.
Exercises and independent work can occupy different places in the lesson. As a rule, they are carried out after 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 during the study of new educational material as a means of simultaneously consolidating and deepening knowledge and skills. Everything depends on the content, the didactic purpose of the lesson, its place in the lesson system, and the pedagogical intention of the teacher. However, in any case, you should not waste time on students’ independent work. 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 sums up a completed section of a topic.
One of the main ways of generalizing repetition is a generalizing (review) lecture, in which the teacher sets out the most essential points of the material studied. 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 systematized form, with generalized conclusions, which requires appropriate regrouping of the material and the use of new working methods.
Generalized repetition is also carried out in the form of an extensive conversation on the material of the studied topic or its section. For such a conversation to be effective, it is necessary in advance, three to four lessons before the end 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 later stages of training in secondary vocational schools, as well as in technical colleges, it is advisable to organize generalized repetition in the form of a seminar. The teacher determines the topic of the seminar and gives questions for preparation. During the seminar, students make reports on the main issues of the topic, their comrades complement them and give examples from practice. The teacher directs the course of the seminar and sums up its results.
One of the techniques for 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 covered in 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 viewing. The film is usually shown at after school hours, discussion is carried out in class.
For the purpose of general repetition, it is advisable to organize excursions during which students can directly, in real conditions, see what they have learned in class.
Monitoring and assessing students’ knowledge and skills 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 towards educational work. However, the teacher’s task is not limited only to ascertaining the educational success of students. Thanks to control, a kind of “feedback” is established between the teacher and students, making it possible to control the mental and practical activities of students during training. The more complete this connection, the wider the possibilities for managing the learning process.
Monitoring and assessment of knowledge and skills are of great educational importance. During the control, students develop responsibility and conscientiousness, thinking and speech, attention and will. Properly organized control and assessment help to increase students' interest in learning, accustom them to regular work and discipline, and stimulate cognitive activity.
Testing and assessing students' knowledge and skills as a structural element occupy a different place in the lesson: at the beginning (checking the completion of homework), after reporting or independent study of new material, after completing exercises or independent work (with a chain of generalization and summing up their results). Testing knowledge and skills need not be distinguished as independent element lesson and carry out in combination with the assimilation of new material, consolidation and ongoing repetition (to provide “feedback”).
The most common method of knowledge control is oral questioning - individual and frontal. Individual questioning is time consuming and reduces the cognitive activity of most students in the group. However, individual questioning should not be completely abandoned, since it is an important means of developing students’ speech, memory, and thinking. To increase the activity of group students during an individual survey, methodological techniques such as commenting and supplementing respondents’ answers, parallel control of several students, issuing tasks for group students to complete during the survey, collective analysis of the quality of answers, and involving students in answering private questions should be used. in the process of answering the main question.
The frontal survey is carried out in the form of an extensive conversation between the teacher and the group. It is carried out, as a rule, when studying new material and repeating what has been learned, thereby being a means of preventing forgetting and consolidating knowledge. The content of the questions in such a conversation should encourage students to active thinking and practical activity.
Another common method of control is written testing, carried out mainly in the form of written and graphic tests. The most typical tests are for subjects related to calculations, problem solving, and graphic work. Written tests can be thematic (based on the results of studying a major topic - designed for an entire lesson) and current (based on the current material of the topic - designed for 10-15 minutes).
Special subjects are also characterized by practical testing of students' knowledge and skills, including assembling diagrams; disassembly, assembly and adjustment of instruments, mechanisms, apparatus; performing various measurements; fault diagnosis, etc. with an accompanying explanation of the essence of performing practical techniques.
In the practice of teaching special and general technical subjects, programmed control is widely used - machine and machineless, using task cards. Programmed control helps to expand the “feedback” between the teacher and students, allows you to cover a significant number of students with the test at the same time, but is effective only in combination with other types and methods of control.
Along with the specified testing methods, control of students’ knowledge and skills is carried out during the teacher’s ongoing observations of students. This allows the teacher to gain a better understanding of both the achievements and omissions of each student's work. Additions and amendments to a friend’s answer, answers from the spot during consolidation, explanations when performing exercises and independent work provide the teacher with 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 assessing answers during the test or when assigning a final grade.
The most important component of control is the assessment of students' educational success. Basic requirements (criteria) for the assimilation of knowledge and skills by students: volume, depth, awareness, 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 students' reaction to leading questions, confidence in the answer, ability to correctly express an idea, ability to use instruments, read a drawing, graphic skills, and teacher corrections. It is obvious that such a variety of factors cannot be precisely regulated by any criteria. Each grade that a teacher assigns to a student is subjective to a certain extent, so the teacher has special responsibility in determining it.
It is most difficult to evaluate students' oral responses. 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 scores. Students must be confident that assessment is fair and objective; At the same time, it is necessary to cultivate self-criticism in students, 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 educational success, and instill in them confidence in their abilities. The following recommendations and advice, derived from an analysis of best teaching experience, can be of great help in this:
Assessment should always contribute to improving the quality of student learning; this is possible only with absolute objectivity in 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 the teacher, but it should not resemble a baton that hangs over a failing student;
issuing a grade without explaining it is a manifestation of pedagogical illiteracy;
for a high grade, the student must not only give the correct answer, but also explain it;
“education” with negative assessments, which, unfortunately, is resorted to by poorly trained teachers, can ultimately lead to the student losing faith in his abilities;
The teacher’s duty is not so much to give the student a well-deserved bad mark, but rather to prevent it.
Issuing homework- one of important elements lesson. IN Lately Disputes often arise about the appropriateness of student homework. Proponents of teaching without homework believe that only a good lesson is one where students fully learn all the material in class, and that they must teach well in class, then homework will not be needed at all. Of course, it is necessary to achieve maximum assimilation of the material being studied in the lesson. But mental work requires planned and systematic training, and study time for this is clearly not enough. 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 homework-free education system suggest that homework is almost always needed, and the teacher’s task is to make students’ homework as effective as possible.
The success of students' academic work at home depends on how the lesson went. The more thoroughly students have mastered knowledge and skills in the lesson, the more organized their independent work in class, the more successful and fruitful their homework.
Special and general technical subjects are characterized by oral, written, graphic and educational-practical homework. Oral homework assignments include independent study and repetition of material from the textbook, reading drawings and diagrams, preparing answers to the teacher’s questions based on studying various technical literature, documentation, and reference materials. They are aimed mainly at consciously consolidating the material. Such homework assignments should include questions that require students to actively think. Oral homework also includes qualitative (reproductive and productive) tasks.
Written homework contains quantitative tasks, tasks for calculations, descriptions of observations during excursions, filling out generalizing and repeating tables, developing technological maps, drawing up reports on laboratory and practical work, etc.
Graphic homework includes various drawing works, drawing up diagrams, graphs, sketches based on observational results, etc.
Practical homework is closely linked to students’ industrial training. 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, assembly of units, mechanisms with the choice of tools, determination or calculation of modes, justification of control methods; design devices, make improvements to the design of tools, etc. After checking by the teacher and making clarifications, students use their developments in industrial training lessons. Thus, well-thought-out and prepared homework helps students firmly consolidate what they have learned in class, develops their independence and creativity, and prepares them to master the material of upcoming lessons.
Homework is usually given out at the end of the lesson. Homework is not only a logical conclusion to the lesson, but also a goal to prepare students for active activities 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 students and creates a motive for them to qualitatively assimilate the material being studied. Homework can also be given during the lesson, for example, after doing exercises or independent work, when homework is an organic continuation of them.
When communicating homework to students, 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 completed work must meet, and clearly instruct students on the procedure for completing the completed task.
An important issue is the amount of homework. Research and experience in secondary vocational schools suggest that students’ workload in the classroom, together with homework in all subjects, should not exceed ten hours a day (14). This average standard is also applicable in other types of schools. However, the time standard only indirectly determines the amount of homework. Therefore, regulation of the volume of homework content in each subject should be the object of close attention of school heads and methodological commissions.
ESSENCE OF THE LESSON
In the extensive literature on didactics, methodology, and pedagogical technologies, the definition of the concept “Lesson” is usually reduced to a holistic, logically complete, limited by the scope of application segment of the educational process, in which educational work is carried out with a constant composition of students of approximately the same age and level of training. It is characterized by the following set of characteristics:
- the presence of certain educational, educational development goals;
- selection in accordance with the goals of specific educational material and levels of its assimilation;
- achieving your goals by selecting suitable teaching tools and methods;
- organizing appropriate educational activities for students.
The key position among the main features is occupied by the objectives of the lesson: educational, educational and developmental. All of them are closely interconnected, and depending on the specific conditions, their role in organizing and conducting a lesson or lesson system is different.
The content of the lesson is selected in accordance with the goals. It is specified using curricula, textbooks, teaching aids.
To achieve the set goals on a specific material, they are used suitable means and teaching methods. The effectiveness of their choice is impossible without deep knowledge of the specifics of traditional and non-traditional, general and special teaching methods.
Each system of means, techniques, and teaching methods has its own organizational form, determined by the relationship between the teacher and students. In this case, individual, pair, group and collective forms of communication between teachers and students are used.
These are the main positions that characterize the essence of the modern lesson.
TYPOLOGY OF LESSONS
Studying the essence and structure of the lesson leads to the conclusion that the lesson is a complex pedagogical object. Like any complex objects, lessons can be divided into types according to various criteria. This explains the existence of numerous classifications of lessons.
In the theory and practice of teaching, leading importance is given to the following typologies of lessons:
For the main didactic purpose;
According to the main method of carrying them out;
According to the main stages of the educational process.
According to the main didactic goal, the following types of lessons are distinguished:
Plesson to consolidate what has been learned;
Pcombined lesson.
Based on their typology, they are divided into lessons based on the main method of delivery:
P in the form of a conversation;
P lectures;
P excursions;
Pfilm lessons;
Pindependent work of students;
Plaboratory and practical work;
Pcombination of different forms of classes.
If the typology is based on the main stages of the educational process, then the lessons are distinguished:
P introductory;
Pinitial familiarization with the material;
Pformation of concepts, establishment of laws and rules;
Papplying the received rules in practice;
Prepetition and generalization;
P control;
Pmixed or combined.
For a more complete coverage of lessons that are diverse in their purpose, which are constructed in teaching practice, they are divided not only by type, but also by type. It is most advisable to divide lessons into types according to the nature of the activities of the teacher and students. In this case, division into types occurs for each type of lesson within the framework of the typology used. So, for example, CONTROL LESSONS, which are one of the elements of the typology for the main stages of the educational process, are divided into the following types: lessons of oral questioning; written survey; tests; laboratory and practical work; independent and control work; combination different types. Dividing lessons into types and types, however, does not make the existing typologies complete. As examples of such typologies, dividing lessons according to the form of their implementation, the following types of lessons can be cited:
1. Lessons in the form of competitions and games: competition, tournament, relay race, duel, KVN, business game, role-playing game, crossword, quiz, etc.
2. Lessons based on forms, genres and methods of work known in social practice: research, invention, analysis of primary sources, commentary, brainstorming, interview, reportage, review, etc.
3. Lessons based on non-traditional organization of educational material: wisdom lesson, revelation, block lesson, “understudy begins to act” lesson, etc.
4. Lessons reminiscent of public forms of communication: press conference, briefing, auction, benefit performance, regulated discussion, panorama, teleconference, reportage, dialogue, “living newspaper”, oral journal, etc.
5. Lessons based on imitation of the activities of institutions and organizations: investigation, patent office, Academic Council etc.
6. Lessons based on imitation of activities during social and cultural events: correspondence excursion, excursion into the past, travel, walks, etc.
7. Lessons based on fantasy: fairy tale lesson, surprise lesson, etc.
8. Use of traditional forms of extracurricular work in the classroom: “the investigation is conducted by experts,” a performance, “brain ring,” debate, etc.
9.Integrated lessons.
10. Transformation of traditional ways of organizing a lesson: lecture-paradox, paired survey, express survey, lesson-defense of assessment, lesson-consultation, lesson-workshop, lesson-seminar, etc.
As examples of another approach to the typology of lessons and the form of their delivery, the following blocks of similar lessons can be cited:
Creativity lessons: invention lesson, exhibition lesson, essay lesson, creative report lesson, etc.
Lessons that are in tune with social trends: a lesson - a public review of knowledge, a debate lesson, a dialogue lesson, etc.
Interdisciplinary and intra-course lessons: simultaneously in two subjects, simultaneously for students different ages etc.
Lessons with elements of historicism: lesson about scientists, benefit lesson, history lesson review, portrait lesson, etc.
Theatrical lessons: lesson-play, lesson-memory, lesson-court, lesson-auction, etc.
Game lessons: lesson - business game, lesson - role-playing game, lesson with didactic game, lesson-competition, lesson-travel, etc.
Supporting lessons: test lesson, lesson for parents, consultation lesson, etc.
A comparison of various typologies of lessons allows us to note a certain trend - the desire to more fully embrace modern forms of lesson organization. At the same time, the typologies created recently need regular replenishment, clarification and processing. And the teacher must constantly monitor all information about this and understand it well. In addition, in teaching practice, the teacher’s construction of lesson systems, as a rule, does not fit into the framework of any one typology. At the same time, it is necessary to solve problems associated with the choice or layout of a particular lesson system. Knowledge of the specific structure of a set of lessons, in which the most characteristic structural elements of the remaining lessons are accumulated, can provide significant assistance here.
STRUCTURE OF LESSONS OF MAIN TYPES
The implementation of the idea of using a set of lessons, including the most characteristic structural elements of the remaining lessons, made it possible to identify and confirm the feasibility of identifying the following 19 types:
1) lesson on introducing new material;
2) lesson to consolidate what has been learned;
3) lesson in applying knowledge and skills;
4) lesson of generalization and systematization of knowledge;
5) lesson of testing and correction of knowledge and skills;
6) combined lesson;
7) lesson-lecture;
8) lesson-seminar;
9) test lesson;
10) workshop lesson;
11) lesson-excursion;
12) lesson-discussion;
13) lesson-consultation;
14) integrated lesson;
15) theatrical lesson;
16) lesson-competition;
17) lesson with didactic game;
18) lesson - business game;
19) lesson - role-playing game;
We call these lessons basic types lessons. It should be noted that the manifestation of this system of lessons is not at all connected with the creation of another typology, but is due to the need to solve problems posed directly by the teachers themselves. They are free to search and identify such a set of lessons, knowledge of the structural features of which would allow them to navigate the diversity of lessons currently being constructed in teaching practice and help in their creative development. This is precisely the main purpose of the system of lessons of the main types.
1. Lesson on introducing new material
The structure of this lesson is determined by its main didactic goal: introducing a concept, establishing the properties of the objects being studied, constructing rules, algorithms, etc. Its main stages:
1. communication of the topic, purpose, objectives of the lesson and motivation of educational activities;
2. preparation for learning new material through repetition and updating of basic knowledge;
3. familiarization with new material;
4. primary understanding and consolidation of connections and relationships in the objects of study;
5. assigning homework assignments;
6. summing up the lesson.
2. Lesson to consolidate what has been learned
Its main didactic goal is the formation of certain skills. The most general structure of a lesson to consolidate what has been learned is as follows:
1. checking homework, clarifying directions for updating the material;
2. communication of the topic, purpose and objectives of the lesson, motivation for learning;
3. reproduction of what has been learned and its application under standard conditions;
4. transfer of acquired knowledge and its initial application in new or changed conditions in order to develop skills;
5. summing up the lesson;
6. assignment of homework.
3. Lesson in applying 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 methods of their implementation; preparation of the required equipment; completing tasks independently; rationalization of ways of completing tasks; external control and self-control in the process of completing tasks. This determines the possible structure of such a lesson:
1. checking homework;
2. motivation of educational activities through students’ awareness of the practical significance of the knowledge and skills used, communication of the topic, purpose and objectives of the lesson;
3. understanding the content and sequence of application practical actions when performing upcoming tasks;
4. independent completion of tasks by students under the supervision of a teacher;
5. generalization and systematization of the results of completed tasks;
6. summing up the lesson and setting homework.
4. Lesson on generalization and systematization of knowledge
In the lessons of generalization and systematization of knowledge, the most general and essential concepts, laws and patterns, basic theories and leading ideas are highlighted, cause-and-effect and other connections and relationships between the most important phenomena, processes, events are established, broad categories of concepts and their systems and the most general are assimilated patterns.
The process of generalization and systematization of knowledge involves the following sequence of actions: from 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: mastery of 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:
1. setting lesson goals and motivating students’ learning activities;
2. reproduction and correction of basic knowledge
3. repetition and analysis of basic facts, events, phenomena;
4. generalization and systematization of concepts, assimilation of a system of knowledge and their application to explain new facts and perform practical tasks;
5. mastering leading ideas and basic theories based on a broad systematization of knowledge;
6. summing up the lesson.
5. Lesson on testing and correcting knowledge and skills
Control and correction of knowledge and skills is 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 make certain decisions to improve the educational process.
When determining the structure of a control and correction lesson, 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:
1. familiarization with the purpose and objectives of the lesson, instructing students on organizing work in the lesson;
2. testing students’ knowledge of factual material and their ability to reveal elementary external connections in objects and phenomena;
3. testing students’ knowledge of basic concepts, rules, laws and the ability to explain their essence, justify their judgments and give examples;
4. testing students’ ability to independently apply knowledge under standard conditions;
5. testing students’ abilities to apply knowledge in modified, non-standard conditions;
6. summing up (in this and subsequent lessons).
6. Combined lesson
A combined lesson is characterized by setting and achieving several didactic goals. Their numerous combinations determine the types of combined lessons. The following structure of a combined lesson is traditional:
1. familiarization with the topic of the lesson, setting its goals and objectives;
2. checking homework;
3. testing students’ knowledge and skills based on the material covered;
4. presentation of new material;
5. primary consolidation of the studied material;
6. summing up the lesson and setting homework.
Along with traditional ones, other types of combined lessons are widely used in teaching practice.For example, a combined lesson, the purpose of which is to test what has been previously learned and introduce new material, may have the following structure:
1. checking homework completion;
2. testing previously acquired knowledge;
3. communication of the topic, purpose and objectives of the lesson;
4. presentation of new material;
5. students’ perception and awareness of new material;
6. comprehension, generalization and systematization of knowledge;
7. assignment of homework.
The structure of a combined lesson is largely duplicated when constructing so-called modular lessons. They are characterized by setting and achieving several didactic goals, but in such a way that the lesson is complete and independent. This is expressed in the fact that the structure of a modular lesson usually includes:
A motivational conversation (what is called an organizational moment or an introduction to the topic of the lesson), ending with the setting of an integrating goal of the lesson;
Input control (checking homework and repeating what was previously studied);
Working with new material;
Consolidation of the studied material;
Final control (checking what was learned in the lesson);
Reflection.
The latter is associated with students’ self-assessments and judgments about the work of the class, group, and their activities in the lesson; about what each student’s opinion was about the lesson and what they would like to wish.
7. Lesson-lecture
As a rule, these are lessons in which a significant part of the theoretical material of the topic being studied is presented.
Depending on the didactic objectives and logic of the educational material, introductory, orientation, current and review lectures are common. Depending on the nature of presentation and student activity, a lecture can be informational, explanatory, lecture-conversation, etc.
The lecture form of conducting lessons is appropriate when:
Studying new material that has little connection with 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;
- application of the studied material in solving practical problems.
The structure of the lecture is determined by the choice of topic and purpose of the lesson. In other words, the lecture is based on a combination of lesson stages: organization; setting goals and updating knowledge; communication of knowledge by the teacher and assimilation of it by students; defining homework. Here is a possible version of the structure of the lesson-lecture:
1. creating a problematic situation when setting the topic, purpose and objectives of the lecture;
2. its resolution during the implementation of the planned lecture plan;
3. highlighting basic knowledge and skills and their presentation using the memo “How to take notes on a lecture”;
4. reproduction by students of basic knowledge and skills using sample notes, block notes, basic notes, etc.;
5. application of acquired knowledge;
6. generalization and systematization of what has been studied;
7. forming homework by asking questions for self-test, providing a list of recommended literature and a list of tasks from the textbook.
8. Lesson-seminar
Seminars are characterized, first of all, by two interrelated features: students’ independent study of program material and discussion in class of the results of their cognitive activity. At them, children learn to make independent statements, debate, and defend their opinions. Seminars contribute to the development of students’ cognitive and research skills and improve the culture of communication.
Lessons-seminars are distinguished according to educational objectives, sources of knowledge, forms of their implementation, etc. In teaching practice, seminars have become widespread - detailed conversations, seminar-reports, abstracts, creative written works, commented reading, seminar-problem solving, seminar-debate, seminar-conference, etc.
We will indicate the main cases when it is preferable to organize lessons in the form of seminars:
When learning new material, if it is available for students to study independently;
After conducting introductory, orientation and ongoing lectures;
When generalizing and systematizing students’ knowledge and skills on the topic being studied;
When conducting lessons devoted to various methods of solving problems, completing assignments and exercises, etc.
The seminar is held with all students. The teacher determines the topic, purpose and objectives of the seminar in advance, plans its conduct, formulates the main and additional questions on the topic, distributes tasks among students taking into account their individual capabilities, selects literature, conducts group and individual consultations, and checks notes. Having received the task, students, using the memos “How to take notes on sources”, “How to prepare for a speech”, “How to prepare for a seminar”, “Speaker’s Memos”, formalize the results of independent work in the form of a plan or abstract of speeches, summaries of the main sources, reports and abstracts.
The seminar lesson begins with an introductory speech from the teacher, in which he recalls the purpose 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 issues of the seminar are discussed in the form of a discussion, an extended conversation, messages, reading primary sources with relevant comments, reports, abstracts, etc.
The teacher then expands on the students' messages, answers their questions, and evaluates their performance. Summing up, he notes the positive, analyzes the content and form of students’ presentations, points out shortcomings and ways to overcome them.
Conducting seminars may be part of lecture- seminar training system that expands the scope of their application. This is confirmed, for example, by the possibility of its use in such a type of joint educational activity between teacher and students as “immersion”.
9. Test lesson
One of the forms of organizing control of students’ knowledge, skills and abilities is a test lesson. Its main purpose is to diagnose the level of acquisition of knowledge and skills by each student at a certain stage of education. A positive mark for the test is given if the student has completed all the tasks corresponding to the level of compulsory training in the subject studied. If at least one of these tasks remains unfulfilled, then, as a rule, a positive mark is not given. In this case, the test must be retaken, and the student can not retake the entire test, but only those types of tasks that he failed.
Various types of tests are practiced: current and thematic, practical tests, differentiated tests, external tests, etc. When conducting them, various forms of organizing the activities of teachers and students are used: testing in the form of an exam, a ring, a conveyor belt for a public review of knowledge, an auction, etc. If students are previously informed of an approximate list of tasks to be taken for testing, then it is usually called open; otherwise, it is called closed. More often, preference is given to open tests in order to determine the results of studying the most important topics of the academic subject.
As an example, we will consider the possible main stages of preparing and conducting an open thematic test.
This test is carried out as a final test at the end of the topic being studied. When starting to present it, the teacher informs about the upcoming test, its content, organizational features and deadlines. Consultants are selected from among the most prepared students to conduct the test. They help distribute students into groups of 3-5 people, prepare index cards for their groups, which will record the grades for the students completing each task and the final grades for the test. Assignments are prepared in two types: basic ones, corresponding to the mandatory level of students’ preparation, and additional ones, the completion of which together with the main ones is necessary to obtain a good or excellent grade.
Each student (except those who act as consultants) is given individual assignments, including basic and additional questions and exercises. At the beginning of the test, as a rule, in a double lesson, students receive their assignments and begin to complete them. At this time, the teacher conducts an interview 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 checking 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 each task is completed by placing marks on the group’s record cards; the teacher, based on the marks given, displays the final marks for each student and sums up the overall results of the test.
10. Workshop lesson
Workshop lessons, in addition to solving their special task - strengthening the practical orientation of training, should be closely related to the material studied, and also contribute to its solid, informal assimilation. The main form of their implementation is practical and laboratory work, in which students independently practice the practical application of acquired theoretical knowledge and skills.
Their main difference is that in laboratory work the dominant component is the process of developing experimental skills of students, and in practical work - constructive ones. It should be noted that an educational experiment, as a method of independent acquisition of knowledge by students, although it has similarities with a scientific experiment, at the same time differs from it in setting a goal that has already been achieved by science, but is unknown to students.
There are introductory, illustrative, training, research, creative and generalizing workshop lessons. The main way to organize students’ activities at workshops is the group form of work. In this case, each group of two or three people usually performs practical or laboratory work that is different from the others.
A means of managing the educational activities of students during a workshop is the instruction, which, according to certain rules, consistently establishes the actions of the student.
Structure of practical lessons:
1. communication of the topic, purpose and objectives of the workshop;
2. updating the basic knowledge and skills of students;
3. motivation of students' educational activities;
4. familiarizing students with the instructions;
5. selection of necessary teaching materials, teaching aids and equipment;
6. students performing work under the guidance of a teacher;
7. delivery of the report;
8. discussion and theoretical interpretation of the obtained results.
11. Lesson-excursion
The main objectives of educational excursions are transferred to excursion lessons: enriching students' knowledge; establishing a connection between theory and practice, with life phenomena and processes; development of students’ creative abilities, their independence, organization; fostering a positive attitude towards learning.
According to the content, excursion lessons are divided into thematic ones, covering one or several topics of one subject, and complex ones, based on the content of interrelated topics of two or more academic subjects.
Based on the timing of the topics being studied, introductory, accompanying and final excursion lessons are distinguished.
The form of excursion lessons 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 general review lesson on a topic, section or course in the form of an excursion, etc.
However, the structural elements of various types of excursion lessons are fairly defined. For example, a thematic excursion lesson may have the following structure:
1. communication of the topic, purpose and objectives of the lesson;
2. updating students' basic knowledge;
3. perception of the features of excursion objects, primary awareness of the information contained in them;
4. generalization and systematization of knowledge;
5. summing up the lesson and issuing individual assignments to students.
12. Lesson-discussion
Discussion lessons are based on consideration and research of controversial issues, problems, different approaches to argumentation, solving tasks, etc.
There are discussions-dialogues, when the lesson is structured around a dialogue between 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 in the class take part in the debate.
When preparing a discussion lesson, the teacher must clearly formulate a task that reveals the essence of the problem and possible ways to solve it. If necessary, participants in the upcoming discussion should familiarize themselves with additional literature selected in advance and proposed by the teacher.
At the beginning of the lesson, the choice of topic or question is justified, the terms of the discussion are clarified, and the key points of the problem being discussed are highlighted. The main point of the discussion is the direct dispute between all participants. For its occurrence, an authoritarian teaching style is unacceptable, because it does not encourage frankness and expression of one’s views. The leader of the discussion (most often a teacher) can use various techniques to activate students, encouraging them with remarks like: “good idea,” “interesting approach, but...”, “let’s think together,” “what an unexpected, original answer,” or placing emphasis on clarifying the meaning of opposing points of view, etc. It is necessary to think with students, helping them to formulate their thoughts, and to develop cooperation between you and them.
During the discussion, there is no need to achieve uniformity of assessments. However, on fundamental issues it is necessary to clarify. The question of the culture of discussion stands apart. Insults, reproaches, hostility towards one’s comrades should not be present in the dispute. Shouting and rudeness most often arise when the discussion is based not on facts or patterns, but only on emotions. At the same time, its participants often do not speak the subject of the dispute and “speak different languages.” The following rules can help form a culture of discussion:
When entering into a discussion, it is necessary to present the subject of the dispute;
In a dispute, avoid a tone of superiority;
Ask questions competently and clearly;
Formulate the main conclusions.
The moment at which the discussion ends should be chosen so as to prevent repetition of what has already been said, since this has a negative effect on maintaining students’ interest in the problems discussed in the lesson. Having completed the discussion, it is necessary to sum up its results: evaluate the correctness of the formulation and use of concepts, the depth of the arguments, the ability to use methods of evidence, refutations, putting forward hypotheses, and the culture of discussion. At this stage, students receive marks for discussion, but there is no need to reduce the mark for the fact that the student defended the wrong point of view.
On final stage lesson, you can not only systematize possible ways to solve the problem under discussion, but also pose new questions related to it, giving food for new thoughts to students.
It should be noted that discussion is also one of the main structural components of a debate lesson, conference, court, academic council meeting, etc.
13. Lesson-consultation
In lessons of this type, targeted work is carried out not only to eliminate gaps in students’ knowledge, generalize and systematize program material, but also to develop their skills.
Depending on the content and purpose, thematic and targeted consultation lessons are distinguished. Thematic consultations are held either on each topic or on the most significant or complex issues of the program material. Targeted consultations are included in the system of preparing, conducting and summing up the results of independent and test work, tests, and exams. These could be lessons in working on mistakes, lessons in analyzing the results of a test or test, etc.
The consultation combines various forms of work with students: general, group and individual.
Preparation for the consultation lesson 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 students’ oral answers and written work. On this basis, he clarifies the list of possible issues that will be considered at the consultation. The children, in turn, learn to prepare for consultations, the dates of which are announced in advance, questions and tasks that cause difficulties for them. In this case, it is possible to use not only the textbook, but also additional literature.
On the eve of the consultation lesson, you can offer students homework: prepare cards on the topic being studied with questions and tasks that they cannot cope with. If at the first consultations the teacher does not receive questions: 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 practicing similar skills, is devoted to analyzing questions prepared by the teacher.
Once students understand how to prepare for consultation lessons, they may prepare so many questions that there is not enough time in class to answer them. In such cases, the teacher either generalizes some questions or selects the most significant ones, transferring the remaining questions to subsequent lessons.
A different situation arises when students’ questions are drawn from additional literature. When students receive answers to them, they are well aware that they were often not known to the teacher in advance. In other words, the children get the opportunity to look into the teacher’s creative laboratory. They can see that the teacher makes various attempts to find the correct answer to the question, does not feel for such a path right away, and sometimes makes mistakes in his hypotheses. Children are greatly impressed when, instead of the proposed task, the teacher solves a more general task. In the case when the teacher cannot immediately answer the question posed, the search for an answer to it becomes a common activity in the activities of the teacher and students after consultation. The teacher's authority does not suffer in this case. On the contrary, the children appreciate the teacher because he, on his own initiative, seems to be passing an exam in front of them and does not strive to ensure that they have the opinion that he can do everything.
During the consultation lesson, the teacher gets the opportunity to get to know the students from the best side, add information about the dynamics of their progress, identify the most inquisitive and passive ones, support those who are experiencing difficulties and help them. The latter is implemented using individual and group forms of work, where assistants can be consultants from among students who are well versed in issues on the topic being studied.
14. Integrated lesson
Integration makes it possible, on the one hand, to show students the “world as a whole”, overcoming the disunity of scientific knowledge across disciplines, and on the other hand, to use the educational time freed up due to this for the full implementation of profile differentiation in teaching.
In other words, from a practical point of view, integration involves strengthening interdisciplinary connections, reducing student overload, expanding the scope of information students receive, and reinforcing learning motivation.
The methodological basis of the integrated approach to learning is the formation of knowledge about the world around us and its patterns as a whole, as well as the establishment intra-subject and interdisciplinary connections in mastering the fundamentals of science. In this regard, an integrated lesson is called any lesson with its own structure if knowledge, skills and results of analysis of the material being studied by methods of other sciences and other academic subjects are involved in its implementation. It is no coincidence that integrated lessons are also called interdisciplinary, and the forms of their implementation are very different: seminars, conferences, travel, etc.
The most general classification of integrated lessons according to the method of their organization is part of the hierarchy of integration levels, which, in turn, has the following form:
Designing and conducting a lesson by two or more teachers of different disciplines;
Design and conduct of an integrated lesson by one teacher with basic training in the relevant disciplines;
Creation on this basis of integrated topics, sections and, finally, courses.
15. Dramatic lesson
The selection of 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 because they bring a festive atmosphere and high spirits into students’ everyday life, allow children to show their initiative, and help them develop a sense of mutual assistance and communication skills.
As a rule, theatrical lessons are divided by organization: performance, salop, fairy tale, studio, etc.
When preparing such lessons, even working on the script and making costume elements become the result of the collective activity of the teacher and students. Here, as well as in the theatrical lesson itself, a democratic type of relationship develops when the teacher conveys to students not only knowledge, but also his life experience, and 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, primary source, popular science literature, and studying relevant historical information, which ultimately arouses their interest in knowledge.
Directly in the lesson itself, the teacher is deprived of the authoritarian role of the teacher, because he performs only the functions of the organizer of the performance. It begins, as a rule, with an introductory speech by the presenter, whose responsibilities do not necessarily lie with the teacher. The presentation itself, after the informative part, can be continued by setting problem tasks that directly involve other students in active work in the lesson.
In the final part of the presentation, also the development stage, it is advisable to provide for a stage of summing up 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 to all children in advance. Let us note that there is enough time to conduct the final stage of the theatrical lesson, to repeat and summarize the material used in the performance if possible, not to summarize in a hurry, and also to evaluate the students’ knowledge. Of course, the proposed structure is used as one of the options when constructing theatrical lessons, the diversity of which is determined, first of all, by the content of the material used and the choice of the appropriate scenario.
16. Lesson-competition
The basis of the lesson-competition is competition between teams answering questions and solving alternating tasks proposed by the teacher.
The form of such lessons is very different. This is a duel, bond, relay race, competitions based on the plots of famous games: KVN, “Brain Ring”, “Lucky Chance”, “Finest Hour”, etc.
There are three main stages in organizing and conducting competition lessons:
- preparatory,
- game,
- summarizing.
On the day of 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 an academic subject in the classroom.
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 determine which team members will defend the solution to each task in battle. Having given time to think and find solutions, the jury, consisting of a teacher and students who were not included in the teams, monitors compliance with the rules of the competition and sums up the results of the competition.
The battle opens with a captain's competition, which does not bring points, but gives the team whose captain wins the right to make a challenge or transfer this opportunity to opponents. In the future, the teams call each other in turns. The challenging team indicates each time what task it is challenging the opponent to. If the challenge is accepted, then the called team puts up a participant who tells the solution, and its opponents put up an opponent who looks 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 determines points for solving and opposing each task. If none of the team members knows the solution, then the teacher or a jury member brings it. At the end of the lesson, team and individual results are summed up. The objectivity of assessing the level of knowledge is of exceptional importance in competition. If the answer is correct, as noted, participants and teams receive a certain number of points corresponding to the difficulty of the question. If you complete a task incorrectly, cheat or give hints, a certain number of points will be deducted. Note that refusal to deduct points, as experience shows, has a negative impact on the prevention of incorrect answers and the organization of the lesson as a whole.
17. Lesson with didactic game
Unlike games in general, a didactic game has an essential feature - the presence of a clearly defined learning goal and a corresponding pedagogical result. A didactic game has a stable structure, including the following main components: game concept, rules, game actions, cognitive content or didactic tasks, equipment, game result.
The game concept is usually expressed in the title of the game. It is embedded in the didactic task that must be solved in the lesson, and gives the game an educational character and makes certain demands on its participants in terms of knowledge.
The rules determine the order of actions and behavior of students during the game, creating a working environment in the lesson. Therefore, their development is carried out taking into account the purpose of the lesson and the capabilities of the students. In turn, the rules of the game create conditions for the development of students’ skills to manage their behavior.
Game actions regulated by rules contribute to the cognitive activity of students, give them the opportunity to demonstrate 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,, if necessary, activates its progress, and maintains interest in it.
The basis of the didactic game is cognitive content. It consists in mastering the knowledge and skills that are used in solving the educational problem posed by the game.
The game equipment largely includes the lesson equipment. This and the presence technical means training, and various visual aids, and didactic handouts.
A didactic game has a certain result, which appears, first of all, in the form of solving the assigned task and evaluating the actions of students, giving it completeness. All structural elements of a didactic game are interconnected, and in the absence of the main ones, it is either impossible or loses its specific form, turning into following instructions, exercises, etc.
Feasibility of use didactic games at different stages of the lesson is different. When mastering new knowledge, the possibilities of didactic games are inferior to more traditional forms of learning. Therefore, they are more often used to test learning outcomes, develop skills, and develop skills. In this regard, a distinction is made between educational, controlling and generalizing didactic games.
Note that a characteristic feature of a lesson with a didactic game is the inclusion of a game in its design as one of the structural elements of the lesson.
Didactic games, when used systematically, become an effective means of enhancing the educational activities of schoolchildren. This determines the need to accumulate such games and classify them according to content using materials from relevant methodological journals and manuals.
18. Lesson - business game
In business games, based on the game concept, life situations and relationships are simulated, within the framework of which the optimal solution to the problem under consideration is selected and its implementation in practice is simulated. Business games are divided into industrial, organizational and activity, problematic, educational and complex.
Lessons are often limited to the use of educational business games. Their distinctive properties are:
- modeling situations close to real life;
- gradual development of the game, as a result of which the completion of the previous stage affects the course of the next one;
- presence of conflict situations;
- mandatory joint activity of game participants performing the roles provided for in the scenario;
- using a description of a game simulation object;
- control of playing time;
- elements of competition;
- rules, systems for evaluating the progress and results of the game.
The methodology for developing business games includes the following steps:
1. justification of the requirements for the game;
2. drawing up a plan for its development;
3. writing a script, including rules and recommendations for organizing the game;
4. selection necessary information, teaching aids that create a gaming environment;
5. clarifying the goals of the game, drawing up a guide for the presenter, instructions for players, additional selection and design of didactic materials;
6. developing ways to evaluate the results of the game as a whole and its participants individually.
A possible structure for a business game in a lesson could be like this:
Pacquaintance with the real situation;
Pbuilding it and a simulation model;
Psetting the main task for teams (brigades, groups), clarifying their role in the game;
Pcreating a game problem situation;
Pisolating the theoretical material necessary to solve the problem;
Psolution to the problem;
Pdiscussion and verification of the results obtained;
P correction;
Pimplementation of the decision;
Panalysis of work results;
Pevaluation of work results.
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 and assigned roles.
Lessons - role-playing games can be divided into three groups as their complexity increases:
1) imitation, aimed at simulating a certain professional action;
2) situational, related to the solution of a narrow specific problem - a game situation;
3) conditionaldedicated to resolving, for example, educational or industrial conflicts, etc.
The forms of role-playing games can be very different: imaginary journeys, discussions based on the distribution of roles, press conferences, court lessons, etc.
The methodology for developing and conducting role-playing games involves including in full or in part the following stages:
1. preparatory;
2. game;
3. final;
4. analysis of results.
At the preparatory stage, issues both organizational and related to the preliminary study of the content material of the game are resolved.
Organizational matters:
- distribution of roles;
- selection of a jury or expert group;
- formation of play groups;
- familiarization with responsibilities.
Preliminary questions:
- acquaintance with the topic, problem;
- familiarization with instructions and tasks;
- collection of material; material analysis; preparing a message;
- production of visual aids;
- consultations.
The gaming stage is characterized by involvement in the problem and awareness of the problem situation in groups and between groups. Intragroup aspect: individual understanding of the problem; discussion in a group, identifying positions; decision-making; preparing a message. Intergroup: listening to group messages, evaluating decisions.
At the final stage, solutions to the problem are developed, a report from the expert group is heard, and the most successful solution is selected. When analyzing the results of a role-playing game, the degree of activity of the participants, the level of knowledge and skills are determined, and recommendations for improving the game are developed. Conducting a role-playing game, like any other game based on the use of imitation, involves overcoming the difficulties inherent in its contradictory nature. The inconsistency of role-playing games lies in the fact that there must always be both conventionality and seriousness in it. In addition, it is carried out in accordance with certain rules that include elements of improvisation. If any one of these factors is missing, the game fails to achieve its goal. It turns into a boring dramatization in the case of excessive regulation and lack of improvisation, or into a farce when the players lose seriousness and their improvisations are absurd.
LESSON REQUIREMENTS
When designing a lesson, it is necessary to comply with the conditions and rules of its organization, as well as the requirements for it.
Conditions mean the presence of factors without which the normal organization of a lesson is impossible. Analysis of the educational process allows us to distinguish two groups of conditions: socio-pedagogical and psychological-didactic. In the group of socio-pedagogical ones, the presence of four most important conditions can be noted:
1) a qualified, creative teacher;
2) a team of students with a correctly formed value orientation;
3) necessary teaching aids;
4) trusting relationship between students and teacher based on mutual respect.
In Group psychological-didactic You can specify the following conditions:
1) the level of student learning that meets the program requirements;
2) presence of a mandatory level formation motives for learning and work;
3) compliance with didactic principles and rules for organizing the educational process;
4) application of active forms and methods of teaching.
The entire set of requirements for the educational process ultimately comes down to compliance with the didactic principles of teaching:
- educational and developmental training;
- scientific character;
- connections between theory and practice, learning and life;
- visibility;
- accessibility;
- systematicity and consistency;
- independence and activity of students in learning;
- consciousness and strength of assimilation of knowledge, skills and abilities;
- focus and motivation of learning;
- individual and differentiated approach to students.
In addition to the basic rules arising from didactic principles, the teacher, when preparing a lesson, is guided by special rules for organizing a lesson, based on the logic of the learning process, principles of learning and principles of teaching. In this case you should:
Pdetermine the general didactic goal of the lesson, including educational, educational and developmental components;
Pclarify the type of lesson and prepare the content of educational material, determining its volume and complexity in accordance with the goal and capabilities of the students;
Pdetermine and detail the didactic objectives of the lesson, sequential solution which will lead to the achievement of all goals;
Pchoose the most effective combination of teaching methods and techniques in accordance with the goals, the content of the educational material, the level of students’ training and didactic objectives;
Pdetermine the structure of the lesson corresponding to the goals and objectives, content and teaching methods;
Pstrive to solve the set didactic tasks in the lesson itself and not transfer them to homework.
When they talk about the requirements for a lesson, as usual, they reduce them to the obligation to comply with the entire set of rules noted above. However, we note that the most significant requirements for a lesson are its focus; rational construction of lesson content; reasonable choice of means, methods and techniques of teaching; variety of forms of organizing students' educational activities.
ANALYSIS AND SELF-ANALYSIS OF THE LESSON
Improvement of a teacher's qualifications largely depends on the degree of mastery of the skills to analyze one's own and others' activities in constructing a lesson. Analysis and self-analysis of the lesson should be aimed at comparing the put forward educational, educational and developmental goals with the achieved results. The purpose of the analysis is to identify methods and techniques for organizing the activities of the teacher and students in the classroom, which do or do not lead to positive results. The main task in this case is to search reserves for increasing teacher efficiency and students.
The most common types of analysis are full, complex, concise and aspectual. A full analysis is carried out to study and analyze all aspects of the lesson; short - achieving the main goals and objectives; complex - in the unity and interconnection of goals, content, forms and methods of organizing a lesson; aspect - individual elements lesson.
Each of these types of analysis can have the following types: didactic, psychological, methodological, organizational, educational, etc. This variety of approaches is also due to the presence of numerous lesson analysis schemes, into which the following basic provisions can be included.
1. Educational institution, class, subject, teacher's name, number of students on the list, and those present at the lesson.
2. The topic of the lesson, educational, developmental and educational goals and objectives of the lesson.
3. Organizational start of the lesson:
- teacher’s readiness for the lesson - availability of notes or a detailed lesson plan, visual aids, tools, etc.;
- student preparedness -d regular, availability of notebooks, textbooks, manuals, etc.;
- preparedness of the classroom - cleanliness, blackboard, chalk, lighting, etc.
4.Organizational structure of the lesson:
- mobilizing beginning of the lesson;
- sequence, interrelation and correlation of parts of the lesson;
- the intensity of the lesson, the pace of it, etc.
5.Analysis of the content of the lesson material:
- justification by the teacher of the chosen sequence of implementation of educational material in the lesson;
- compliance with the program and the level of knowledge of students in the subject;
- the ratio of practical and theoretical material; connection with life and practice, etc.
6. General pedagogical and didactic requirements for the lesson:
- the purpose of the lesson and the compliance of the lesson plan and outline with the goal;
- justification for the choice of teaching methods;
- ways to implement didactic principles in teaching;
- individualization and differentiation in training;
- the relationship between educational, developmental and educational aspects of the lesson.
7.Teacher activities:
- scientific nature and accessibility of the presentation of new knowledge;
- the teacher’s use of the experience of the best teachers and recommendations of methodological science;
- organization of consolidation of educational material;
- organization of independent work of students;
- testing and assessing students' knowledge and skills;
- teacher questions and requirements for student answers;
- the teacher’s attitude towards students’ conscious assimilation of educational material;
- homework assignment and the teacher’s attention to it;
- ways to achieve order and conscious discipline of students;
- the effectiveness of using visual aids and technical teaching aids;
- teacher contact with the class, etc.
8.Student activities:
- workplace preparation;
- student behavior in the classroom - discipline, diligence, activity, attention, ability to switch from one type of work to another, etc.;
- intensity and quality of students’ independent work;
- the state of their oral and written speech;
- students' knowledge of theory, ability to apply acquired knowledge;
- attitude of students towards the teacher;
- the degree and nature of participation of the team as a whole AND individual students in their work in class, etc.
9.Conclusions:
- implementation of the lesson plan;
- achieving lesson goals;
- especially interesting and instructive in the lesson;
- what made the greatest impression in the lesson;
- what changes would be advisable to make when repeating a lesson on the same topic;
- lesson assessment.
Using the given general scheme It is possible to conduct both lesson analysis during mutual visits and self-analysis. When implementing them, the greatest difficulties are caused by the detailing of the main provisions of the general scheme of lesson analysis used. Here is one of its possible options:
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 are the specifics of the lesson? What is its type? What is the place of this lesson in the topic, section, course?
3. How were student capabilities 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. What material or lesson stage is the main focus?
6. What is the rationale for choosing teaching methods and combining them?
7. How were the teaching forms 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. What ensured students’ performance throughout the lesson?
11. How were student overloads prevented?
12. Were the goals achieved and why? What changes are necessary when preparing and conducting such a lesson?
Of course, this list of questions does not cover all the features of each stage 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. An analysis of a lesson based on a critical approach should be permeated with respect for the teacher’s work, his pedagogical plans, and the desire to understand the degree of implementation of his ideas. The ultimate goal of analysis and self-analysis is to contribute to the improvement of the methodology for designing lessons, the desire to create optimal conditions for training, education and development of students. That is why the main provisions of the considered schemes of analysis and self-analysis should be in the teacher’s field of view at the stage of lesson development, and not only after it has been carried out.
Methodological development
“Types, types, forms of lessons»
mathematic teacher
highest qualification
Shapovalova Rimma Ivanovna
MBUSOSH No. 48 Nizhneudinsk
Irkutsk region
2014
KINDS. TYPES. FORMS OF LESSONS.
1. LESSON-QUIZ
The quiz is designed so that students demonstrate knowledge and understanding of terms, events, processes, methods of solving problems, laws, norms, rules, dates, names, and geographical information. Questions may be distributed to students in advance or kept confidential.
Options
Students do not have to answer the quiz questions, they just need to write down the question number and grade on a piece of paper. If a student knows the answer “excellent”, he puts a 5; if he knows worse, he gives a 4; below this mark, the student simply puts a dash. At the end of the lesson, having answered all 40 questions, the student adds up the number of excellent marks, and if there are at least 90°/o, then the teacher, without checking, puts a mark in the journal - 5. If the number of fives is 50°/o, and the rest are fours , then the teacher gives a grade of 4 in the journal.
Students answer the quiz questions, then the teacher collects the answers and gives them to those students who would like to check the correctness of the answers at home, give marks and report to the teacher. (By the way, both options presuppose a high degree of teacher trust in his students, and an equally high degree of students’ cognitive activity, their interest in the subject and the teacher).
Conducted as one of the stages of a quiz lesson. Students ask questions about a possible quiz topic to the teacher, and he must give a short and precise answer, and they give him a grade.
2. COMBINED LESSON
An ordinary lesson, or a combined one, is pride and the highest achievement of the knowledge paradigm, one of the pillars of administrative-command confrontational pedagogy. It is this one, in its worst execution, that has alienated millions of children from knowledge in different eras; it is this one that contributes to the deterioration of the health of students; to a large extent the number of “new Russians” and young criminals, it is he who teaches little and destroys a lot. Its main indicators: an authoritarian way of transmitting knowledge (I will force him to know my subject), frontal, usually non-monological, forms of work, the teacher’s work on the material that has been learned once and for all, the prevalence of questioning (read control) over cooperation, development, active inclusion students in individual and micro-group modes in creative, exploratory, constructive activities.
It is clear that lessons in a democratic school, within the framework of the pedagogy of cooperation, require gigantic preparatory work, great knowledge, if you like, readiness of the soul, and as Russia emerges from the systemic moral, economic, political, cultural, social crisis, the number of new, interesting , modern lessons. And now, nevertheless, most of the lessons in our country are of a combined, archaic nature, but it should be noted that the form of the lesson of a truly good, sincere, loving teacher may not hinder, but help him in his aspirations, work, and improving the quality of teaching .
Let's consider the phases of a combined lesson in two versions:
1st phase. Org moment. This is a prerequisite for barrack-camp, authoritarian pedagogy. Requirements, strict inclusion in activities, the main thing is form and discipline.
1st phase (option). The organizational and psychological aspect is the leading element of humanistic pedagogy. A smile, a joke, kindness, a positive psychological attitude towards the lesson, an approving emotional attitude towards children, a change of techniques, wit, cheerfulness, a playful start.
2nd phase. Survey. Fear, beating with words and evaluation, tedious and demanding search for shortcomings and mistakes.
2nd phase (option). Diagnostics of success, a variety of forms and techniques, a differentiated approach, the use of micro-group forms of work, the exclusion of the intimidating, inquisitorial element from this phase of the lesson.
3rd phase. Presentation of new material. The teacher, with or without a recording, demands that the children, listening carefully, remember and understand the meaning of the facts, events, principles, approaches being presented - only memory and passively used visual-sound series work.
3rd phase (option). The teacher organizes the cognitive activity and activity of students in connection with the study of new material, uses reinforcing microtasks, the placebo method (during the explanation, the teacher promises to make a number of mistakes, and the children must find them), issuing abstracts before the lesson, the method of graphic recording, sound, motor, visual, tactile range, discussion, stimulating students' search for advanced ideas and solutions, etc.
4th phase. Consolidation of the studied material. Confirms the failure of previous phases, demonstrates a lack of activity, relies on the properties of short-term memory and on records.
4th phase (option). Allows you to discuss the main, main, most interesting lines and directions of what has been studied - it is not based on the memory apparatus, but provides the opportunity for each student to express his own opinion, understanding and approach.
5th phase. Handing out homework. Write the paragraph number on the board with chalk, shout out an intimidating slogan: “I will ask everyone at the next lesson and teach half the class to fail!”
5th phase (option). The teacher approaches homework throughout the lesson, captivates and interests students, stimulates their future activities in advance, looks for varied routine, exploratory and creative tasks that should be interesting, significant, varied for students, and correspond to the level of aspirations, knowledge, interests and development everyone.
The second option is only possible with a creative teacher, who, to say the least, is adored by children!
3. LESSON-SEARCH
Requires serious preliminary preparation, student habits and quick mental and verbal reactions. It is better to conduct a double lesson.
Lesson steps
1st stage. Message important and interesting information on the topic presented by the teacher and students.
2nd stage. Problematization. Students and the teacher pose all the questions that have arisen in connection with the material being studied. Problems are lined up and labeled on the board.
3rd stage. The teacher introduces students, if necessary, to known solutions and samples.
4th stage. Microgroup, individual or frontal search for new ideas, solutions, approaches, models.
5th stage. Analysis and reflection of discussion, search, participation.
4. PROJECT LESSON
The lesson is preceded by a brainstorming session, during which the topics of possible projects are reviewed.
Then the students, divided into microgroups, determine the problems to be solved in the design process (at the same time, at all stages of the group’s independent work, the teacher acts as a consultant, assistant or, at the request of the students, a participant in a small research group), goals, directions and content of activities and research , the structure of the project, its resource content. At the last stage, an open defense of the project takes place in the presence of all interested parties (as a rule, this is the expert or scientific-methodological council of the school); the result of protection is rewarding developers the best projects.
5. LESSON-SEARCH
The technology for conducting this lesson becomes best understood if it is illustrated with the following examples. The topic of the lesson is “Where, in which cities, at what addresses did A. Akhmatova live, with whom did she communicate, to whom did she devote her poems?” Students conduct a preliminary search and report the search results in class.
The topic of the lesson is “How A.S. How did Pushkin relate to women, to friends, to children, to poetry, to nature?” Find the answers in the poet's poems and letters. Then the students prepare the play “Monologues about Pushkin.”
The topic of the lesson is “Pushkin, Mayakovsky, Blok had an exceptionally strong influence on poetry and poets.” Find confirmation of this in the poems of other poets.
6. LESSON-EXCURSION
For two months the children study all the sights of their street, village, house, people living nearby, plants, stones, rivers, streams. They take pictures, sketches, keep notes - they look for the most remarkable facts of near and distant history. Agree with possible participants in the lesson from among the witnesses of the era. The lesson is held in an assembly hall filled with interested spectators.
7. LESSON-EXPEDITION
They go on an expedition in order, for example, to photograph the most interesting window frames in the city, city monuments, picturesque places in the city, in the forest, in the park. Students can go out of town to look for stones and then describe them and talk about them. The point of conducting small educational expeditions is to short time achieve several goals: create a real situation for the ethical, aesthetic, emotional and cognitive inclusion of students in the process of collective and individual interaction with living and man-made reality.
8. LESSON WITHOUT A TEACHER
At the beginning of the year, the teacher distributes among the students who wish (microgroups of two or three people) the topics of the lessons that they want to teach in full. Then begins a long preparatory, research, if necessary, search work under the supervision and support of the teacher. In the process of preparing for a lesson, students become acquainted with certain aspects of pedagogy, didactics, psychology, and methods of conducting a lesson, then a detailed plan is developed, if necessary, rehearsals are held, and at the appointed time one representative of the microgroup conducts the lesson, the rest act as assistants. At the end of the lesson, all students in the class give a grade for the lesson, the teacher displays the average score and assigns it to all members of the microgroup. After the lesson, the teacher spends “with the teachers for an hour” full analysis lesson. It is interesting that a microgroup may include students with different levels of cognitive preparation, different grades, different approaches to learning, but working together on a project allows you to understand and feel how difficult and at the same time interesting it is to prepare and give a lesson, interact with others, and evaluate someone else's work, maintain discipline in the classroom.
9. POETRY AND MUSIC LESSON
The class is divided into subgroups, each of the subgroups receives the task of selecting poetic works that characterize the era, putting together musical illustrations for these poems, and performing something themselves.
10. MUTUAL TEACHING LESSON
Pupils in pairs ask each other questions on the topic they have studied and listen to the answers, then their positions change. Both give marks for both questions and answers. ,
Students work together in microgroups to find solutions to educational problems and tasks, and at the end of each work, participants give themselves grades for activity and participation.
11. LESSON - PRESS CONFERENCE
This lesson usually concludes the topic and is taught in two ways:
1st method. Several students are preparing for a press conference, the class asks them questions, and a special jury assigns points for each question and each answer.
2nd method. Students ask questions to the teacher himself at a press conference, and a special jury gives grades to the teacher and students for the questions and answers.
12. PROBLEM-LEARNING TEST AS A FORM OF A LESSON
This lesson can be taught on a differentiated basis. The left row in the class is tasked with carefully reading a paragraph of the textbook, after which, alternately, students sitting at the same desk ask each other questions and answer them (complementing each other), without looking at the textbook. Each student gives a grade to their partner based on the results of their work.
Each pair of students in the middle row receives the task, based on the text of the textbook, to prepare the largest number of original questions, assignments, and tests. Then they are passed on to the neighboring students at their desks, who, having studied the received materials, give a grade.
The third row in full sits in a semicircle at the teacher’s table. The teacher warns the children that not only knowledge, but also logic and originality of judgments are subject to assessment. The teacher plays the role of problematizer and consultant. For this form of work, grades below 4-5 are not given.
13. COMPETITION OF KNOWLEDGE, SKILLS AND CREATIVITY
This is not just a lesson - it is a school final celebration of knowledge, which is held in the form of the game “Distance”. This Olympiad lasts two days (Friday, Saturday) and is held three times. First, with the help of middle school student government, teachers and parents, the Olympiad is held in elementary schools, then high school students conduct the Olympiad in middle classes for two days, and then the Olympiad is held in high schools. Each stage includes showing parents and society all the achievements of the school: opening days, sports competitions, concerts, performances, games, creative works (the organizing committee specially prepares guides who will show and talk about everything the school has done during the year). At school, “cognitive distances” are organized in all classrooms and workshops, each class creates several teams, and with a route sheet, the teams rush to conquer subject and creative “peaks.” Competitions cover all subjects and extracurricular activities in the form of quizzes, crosswords, and creative tasks. Classes and students individually participate in the individual-team championship. At the end of Saturday, the results are summed up, the participants in the Olympiads are awarded, and a big concert is held for the school’s parents.
14. BUSINESS, ROLE-PLAYING, SITUATIONAL GAMES
The methodology of the games is described elsewhere in this book. You just need to add that involving students in the game allows you to achieve the effect of liberation, active search, the ability to analyze, make decisions, and communicate.
15. INTEGRATED LESSONS
They are conducted throughout the entire school day in immersion mode, in different genres, using a large number of techniques. It is possible to conduct a series of lessons within the framework of an entire topic. Lessons are taught by 2-3 teachers. 60-80 percent of class time is devoted to student creativity. If we are talking about integrated humanities lessons, then various methods of influencing the student are used: video art, music, television, the press, theater, recitation, reading and showing documents of the era.
16. LESSON - DOCUMENTARY PRACTICUM
One option: each student or microgroup is given strictly formulated tasks, the necessary reference and information materials on this topic. His (their) task is to conduct an in-depth analysis of the presented documents based on the study of materials; develop a technology for solving a problem or a draft of a new document; identify inconsistencies, errors, and incorrect approaches in existing solutions; write a conclusion (conclusion) about the feasibility and acceptability of this approach, then a representative of each group or the author with the accumulated materials presents and defends the findings at a plenary session (in front of the whole class).
17. LESSON-FANTASY
Children sit in a circle, the teacher begins, and then in a circle the children continue to come up with a novel on any educational topic.
Children receive paints and sheets on which they depict in pictures their future, their wishes, their attitude towards people.
Children tell and explain fantastic dreams.
18. LESSON-FAIRY TALE
Children team up in groups of two or three, compose fairy tales on a given topic and then show them to their classmates. Fairy tales can be prepared at home, parents and teachers can take part in them, they can be accompanied by music and decoration.
19. LESSON-PERFORMANCE (STAGED)
During the lesson, students play a search for discovery, a meeting of heroes, the roles of authors, geniuses, important events, rules and decisions, compose scenarios and musical and poetic performances.
20. LESSON-GAME
The game with all its attributes, dressing up, costumes, fantasy, acting.
For example:
Having arranged the chairs so that it resembles a spaceship, children choose the first composition of the space team, then the second, third, etc. Each “flight” is accompanied by commands, songs, and a story about what he saw.
The classroom turns into a doctor's office, where diagnoses are made and treatment is offered.
The alphabet is taken, the children choose letters for themselves and talk about them, compose skits and poems, and depict them in pantomime.
21. LESSON-CONFERENCE
A month before the conference, students are given a voluminous topic to think through. A small group prepares messages. The purpose of the messages is to introduce students to the problem, pose important questions and tasks for discussion. Students in the hall do not have to prepare specially; their task is to hear, understand, write down, comprehend the problems and put forward their versions, views, ideas. At the same time, imagination within the framework of the topic and the search for original solutions are especially encouraged. Speakers answer clarifying questions. The jury registers minor discoveries and interesting ideas, assigns points.
22. LESSON-HIKING
In the class, overcoming stations are modeled, the class is divided into subgroups, movement is carried out from station to station, the control group assigns points for successful moves, finds and solutions.
23. LESSON-COURT
The form of literary courts, fashionable at one time, can be supplemented by a didactic court, a moral court, a court of history, and a court of common sense. All courts operate in a culture of educational theater. There is a place for role-playing and problem games.
24. LESSON-LECTURE
During the lesson, remembering that the vast majority of students are able to listen intently for no more than 5-6 minutes, it is necessary to solve the problem of intensifying mental, cognitive, and practical activity in the lesson. For this purpose, the teacher can use the following techniques:
Give each student the abstracts of the lecture and ask the students to write questions that arose during the lecture on the right side of the paper in the space free from the abstracts. The most interesting questions are graded.
The teacher promises to make 10 significant mistakes during the lecture, and those students who find them will be rewarded.
Every 3-5 minutes during the lecture, students are given short oral or written express tasks.
Students are given flippers with a summary of the lecture text, where, however, basic concepts, dates, names, and principles are omitted. During the lecture, the student must insert all this.
The teacher instructs all students in advance to create small groups to jointly search for interesting materials for the upcoming lecture.
The teacher asks students to give him a grade for the lecture given and at the same time note all the most interesting points in it.
The teacher invites students to compose theses during the lecture.
The teacher leaves 2 minutes at the end of the lecture, announcing this in advance, and conducts a quiz on the main concepts touched upon during the lecture.
At the beginning of the lesson, the teacher announces the questions, topics, and assignments that students will have to work on when doing their homework after the lecture.
25. LESSON IN INDEPENDENT SEARCH OF KNOWLEDGE
The teacher gives a humanitarian or other task to the students; a variety of sources, instruments and materials are laid out on the tables. The task of children is to find an answer, a solution, a reasoning, a proof.
Students are given the task of looking for something on the streets of the city, in the forest, in an apartment - they need to find a solution. Let's say you are given a task: describe city noises and give them a socio-economic interpretation (search, creativity).
There is a known problem, look into it and suggest solutions. For example:
Drug addiction, drunkenness, hooliganism, and theft are on the rise. What is the reason for this and what are the possible solutions to this problem.
Your plant is dying, find the cause and cure it.
In all cases, we consider options not only for searching for knowledge, but also for active use.
26. CREATIVITY LESSON
Lesson options.
Students are divided into several groups. They receive a task: look carefully out the window.
1st group draws the view from the window.
2nd group writes poems on the topic of what they saw.
3rd group writes prose text.
Students are encouraged to come up with fun and interesting arithmetic problems based on the theme “Be Healthy.”
Students create a collective literary portrait of a hero of our time.
27. LESSON-NEGOTIATIONS
This lesson is conducted in the form of a simulation game with the aim of clarifying the complex circumstances and reasons that gave rise to this or that phenomenon.
28. LESSON-COMPETITION AS A FORM
A few days before the lesson, the class is divided into two teams and a panel of judges. Directly during the lesson, each team asks the opposite side tasks and questions. In a team, roles are distributed so that one or more people are responsible for a direction, topic or possible issue. Thirty seconds are given for discussion before answering. The judging panel gives points to each participant for participation and quality of the question and answer, and to the entire team as a whole. The teacher plays an advisory role, but has veto power if the question is off topic or out of bounds. Knowledge, understanding, wit, humor, reaction, and originality of answers are taken into account.
29. LESSON IN FICTION READING
Each participant selects in advance and agrees with the teacher the form and content of the text and its presentation. Perhaps it will be
melodic recitation (performance of the text to music), perhaps the reading will be accompanied by a display of reproductions, perhaps the participants will be dressed in costumes of the era being sung, perhaps the reading of the text will be performed by a duet, perhaps the text will be dramatized, perhaps the reading will be organized in a chain, but in At the end of the lesson, it is important to have several student art judges share their impressions.
30. LESSON-EXAMINATION
The teacher, together with the students, develops exam papers on the topic, then the students in small groups prepare for the micro-exam, after which the teacher conducts a consultation lesson, during which the students’ knowledge is clarified and specified. Then an examination committee is created from among the students. Their task is to prepare everything necessary for the exam, as well as witty tasks, questions, tasks. After which the actual lesson-exam is held.
31. LESSON-DISCUSSION
Students are offered topics for discussion or they propose them themselves. During the discussion, the teacher plays the role of a discussion organizer and consultant; he, as a rule, does not express his point of view until the final stage of the discussion, so as not to influence the course and result of the discussion ahead of time. To intensify the discussion, several students, even before it takes place, are given the task of selecting specific factual materials that can be read during the discussion. An assessment group is created from students, which at the end of the lesson analyzes the positions and evaluates the role of the participants.
32. INTEGRATIVE-CONCEPTUAL LESSON
During the lesson, students are divided into small groups and perform a series of exercises, for each of which the group as a whole receives reward points from the teacher or a special jury made up of students. The lesson is taught by all teachers whose subjects are included in the lesson topic.
Exercise 1
A quiz is held, the tasks of which are made up of concepts, names of processes, objects, phenomena, dates, names, principles studied in various subjects. Answer in in writing All teams are assessed on the speed and quality of answers, the answers are read out, and their score is announced.
Exercise 2
Each group is given upright and inverted crossword puzzles that include the necessary concepts.
Straight crosswords - the cells are empty, and they must be filled in by solving the crossword; inverted crosswords - the crossword has already been solved, all the cells are filled, you need to give definitions for all the words in the cells.
Another option. Students are given the task of creating a crossword puzzle using textbooks from different subjects.
Exercise 3
Explanation of the meaning of words taken at random from dictionaries of foreign words and a dictionary of the Russian language. It should be noted that this work allows us to assess the general language development of students.
Exercise 4
Each group is given a task of five understood words, and the group must, using these words, having determined a genre for itself, write an essay, treatise, poem, report, order, report or analytical note, draft law, etc. Completed work is passed on to the next group clockwise for analysis and evaluation.
33. LESSON TESTING
It is carried out using a computer or in the usual way. Each student receives problems or other assignments with possible solutions or answers; he must choose the correct answers and justify his choice.
34. LESSON REPORT (written or oral)
The written response consists of two sections.
In the first section the student explains and describes how he completed the task, what difficulties he encountered, what helped him in his work, what emotions he experienced, what hindered him, how interesting the task assigned to him was.
In the second section it is necessary to describe in free form the nature of the processes and the results of the research performed.
Tasks for the report:
describe the sounds of the city;
explore what useful herbs, types of trees, insects are found in your strip and what benefit or harm they bring;
study the biographies of some statesmen, scientists, representatives of show business and determine what unites them, what repels them, what characteristic features are characteristic of each group.
35. LESSON WITHOUT RULES AS FORM
The teacher invites the children to start the lesson this way: let everyone do what they want. There are no topics, no goals, no tasks, no forms, only yelling, hitting, breaking is forbidden. At the end of the lesson, or the next day, or during class time, the teacher suggests summing up the lesson according to the following scheme:
what was the benefit of the lesson;
what we learned;
what you will take with you to other lessons, what you will refuse.
36. BIOGRAPHY LESSON AS FORM
Each student tells someone’s biography (their loved ones), focusing on interesting actions, events, statements, and relationships. Next, during class hours, those people whose biographies were recognized by the children as the most attractive are invited to a press conference. Then students write an essay on the topic “Contemporaries.”
37. LESSON-STORY
Each small group of students looks for a short story, essay, report in classical or modern literature and offers its own form of presenting a literary work in any artistic form: with music, dramatization, reading in person, etc. After the show, all students take part in a discussion about how the preparation took place, what was new, important, and interesting.
38. LESSON-SEMINAR
After studying the topic, students look for evidence and refutation of the problems proposed by the teacher and enter necessary or interesting quotes. The class is divided into two groups defending two (or more) opposing positions. The goal is to either win or reach a consensus in the dispute.
Typically, a school seminar involves copying something from somewhere and reading or sleepily telling this something in front of the class, then a game of interested discussion begins, either based on pre-written texts, or a demonstration of emotions against the background of a lack of thoughts. From the point of view of form, for the accumulation of grades, in the presence of commissions, everything seems to be normal, but from a pedagogical point of view, such seminars bring quite tangible harm, since they teach demagoguery, indifference, and studying for the sake of grades.
Therefore, when designing a seminar, it is important to determine its problem-search nature, create a scientific student group, and think through the problem-question base.
39. LESSON IN THE “AQUARIUM”
The students sit around the students who are in the center of the room and are conducting a scientific (subject) debate. During the discussion, the “environment” writes down everything interesting, has no right to say anything out loud, but you can react to what is happening in a non-verbal way. At the end of the dispute, the whole class takes part in a discussion of the behavior of the participants, the content of the dispute, and methods of evidence.
Conducting new and non-traditional forms of lessons depends on the capabilities of the class. Such lessons are especially needed in specialized classes. They should ensure the active participation of each student in the lesson, increased authority of knowledge and individual responsibility, they should become a way to create an atmosphere of cooperation and collectivism in the classroom.
New forms of lessons include lecture lessons, seminar lessons, workshops, tests, and Dalton lessons.
Lessons-seminars contribute to the development of students’ independence in mastering knowledge, developing the ability to work with a book, and developing logical speech. They are usually held in grades 8-9 (possibly earlier). To conduct such a lesson, 2–4 reports are prepared in advance, heard and discussed in class (See. RYaiL No. 1, 2000, p. 72). After the discussion, the teacher summarizes the results. This type of lesson is best used when studying topics that students already know something about. You can also outline specific questions on which 3–4 people will make five-minute reports using additional literature. The rest must repeat what they have learned on the topics covered in order to take part in the discussion during the lesson.
Test lesson- one of the types of lesson - generalization and systematization of what has been learned (see . RYaiL, No. 5, 2000, p. 68). The significance of such lessons is, first of all, that they reveal not only the degree to which students have mastered theoretical material on a topic or section, but also the formation of the skills and abilities defined by the program. In this case, the emphasis is on practical use skills and abilities. Test lessons also solve an educational problem: they increase the personal responsibility of each student for their academic results. The system of credit lessons is determined by the teacher when drawing up a calendar-thematic plan for the year. It is advisable to conduct them when completing the study of a topic or section of the course.
Even before studying the topic on which the test is planned, the teacher determines its goals, the range of issues that are subject to control, forms and types of testing practical skills. The students of the class are trained as assistant consultants who will set up stands with questions, assignments, make a “knowledge record sheet” and reminders, cards for individual work. Consultants are not interviewed during the lesson.
The rest of the students are told about the test lessons in advance, they are informed about the time of the test, the list of literature they need to prepare for, and the questions for the test. For this purpose, a “Getting ready for the test” board can be set up in the classroom. Some students may be exempt from any assignments.
Workshop lesson forms and improves students' skills and abilities. There may be both collective and individual work. In such lessons, you can use signal cards and the work of assistants (see. RYaiL No. 5, 2001, p. 99 – 100).
Lesson-lecture– the central place is occupied by the teacher’s monologue. But, of course, a lecture is not equal to a university lecture; it lasts 15–20 minutes.
Dalton lesson- one of the forms of organizing independent work of students, where they themselves plan their educational activities and, accordingly, bear personal responsibility for it (see. RYa i L, No. 6, 2001; No. 6, 2002, p. 73).
When drawing up a calendar-thematic plan for studying the course, it is necessary to select the topic of the Dalton lesson and determine its place in the system of other lessons. The Dalton task is prepared in advance (1 – 2 weeks in advance). The topic and purpose for students must be indicated (need to know, need to be able to).
A Dalton task may involve learning new material, practicing concepts, consolidating and generalizing a topic, as well as advanced materials. Tasks are selected at different levels (basic, advanced difficulty, creative and research).
The Dalton task is formalized and multiplied. For the Dalton lesson and Dalton assignment, teaching aids are selected: textbooks, dictionaries, reference books, additional literature, tables, etc. Dalton tasks are distributed to students, and instructions are provided on how to complete them. The child has the right to choose the task, place, time and method of completing it. The deadline for submitting the assignment, the reporting form and the evaluation system are discussed.
For assignments, students keep a notebook to record the completion and evaluation of assignments, and work on mistakes. At the end, a Dalton lesson is held, where the results of the students’ activities are analyzed. Students can work in pairs, groups, or independently.
You don't have to give Dalton assignments in advance. Directly during the lesson, to study the topic, students receive educational and creative tasks for independent work. Before starting work, they receive a short briefing. While working on assignments, the teacher has the opportunity to help those in need of additional support, or students help each other. They independently allocate the time required to complete each task, and then report on the results of their completion.
TO non-traditional forms lessons include: debate lesson, “honesty lessons”, excursion lessons, fairy tale lessons, etc.
Concept non-standard lesson was born in school practice to characterize classes that differ from ordinary lessons in their unconventional structure and the use of unusual ways of activity for the teacher and students. Most of them are forms of learning activities other than lessons. However, the concept of a non-standard lesson is rather arbitrary and includes various forms of classes.
Lesson-debate. To conduct it, you need to select a question, the answer to which may have an alternative solution (for example, topics on word formation). When discussing this issue, students should be able to find the necessary arguments.
In grades 4–6, in the form of a test, you can conduct "Lessons in Honesty" For each topic, 5-6 questions are given, the epigraph is written on the board: “The best control of your work is your honesty” and questions. Students should have cards that have a certain meaning: red (help), green (I know everything). 15 – 20 minutes are allotted for preparation. Everyone is given signed pieces of paper, where students give themselves a grade. But there is a condition: someone will selectively defend their work in front of the class. First, you can call a student who really knows “10”. You can write down on the board what students should know and be able to do from the program for this section (see. RYaiL, No. 5, 2000, p. 71).
Lesson-excursion. A form of work that is suitable for small schools. For example, a lesson on the topic “Letter and Address” can be held at the post office. Children prepare greeting cards or letters in advance. Right at the post office, they read the textbook for a few minutes and do the exercises. Then they become familiar with the design of the envelope (index, address design). Next, write a letter or sign a postcard and write the address on the envelope ( see RYa i L (ukr.), No. 1, 1990, p. 17, portrait of someone you meet). A completely different kind No. 1, 2003, p. 52, RYaiL.
Lessons-fairy tales designed to increase students' interest in Russian language lessons. Instead of traditional tables, short tales are used to explain the topic of the lesson, consolidate and generalize what has been learned. Reading them ends with a conversation or performing special exercises that help students learn and consolidate the material they have learned, and develop the skills and abilities defined by the program. Such lessons, in addition, force the child to think, develop communication skills, and make them empathize (see. RYaiL, No. 1, 2003, p.56). (The tales themselves on various topics RYaiL (Ukrainian), No. 1, 1990, p. 27).
Lesson explaining new material.
Traditionally, it has been difficult to determine the optimal time to learn new material. Psychologists and methodologists have determined the dynamics of the main functions of the central nervous system, which ensure the student’s performance. This dynamics consists of several phases: 1) transition from rest to the working level, 2) optimal performance, 3) effort phase, 4) severe fatigue. Each phase has its own duration (this depends on the student himself, on the nature of the activity, etc.). In general terms, the duration of the phase of optimal performance looks like this: in grades 1–4, the phase of optimal performance is 15–20 minutes, in grades 5–8—20–25 minutes, 9–11–30 minutes. Typically, rest and relaxation occurs (or the teacher deliberately gives rest) after the last phase, but scientists have proven that the greatest effect in the lesson is observed when children are given a little rest earlier, in the effort phase. Rest is the completion of some creative task that does not require much stress, light entertainment tasks, etc. The lesson, according to the recommendation of psychologists, should end with material the perception of which does not require much stress. It is advisable to plan the study of new material for the first half of the lesson (the beginning and middle of the phase of optimal performance). A lesson explaining new material may consist of the following structural elements:
1.Information of the topic of the lesson, setting goals and objectives. Motivation for students' learning activities.
2.Updating basic knowledge (purposeful repetition of previously covered material in order to prepare students to perceive new knowledge).
3. Psychological preparation of students for the perception of new material (creating problem situations, setting research tasks, attracting students to study new material by finding interesting things in the language itself, using elements of entertaining grammar, etc.).
4. Studying new material using various methods (conversation, teacher’s story, independent work of students, etc.):
a) observation of the language in order to identify significant features of new material;
b) work on defining concepts and formulating rules.
4. Consolidation of new knowledge, formation of skills and abilities.
5. Homework assignment, summing up.
Several requirements are put forward for lessons explaining new material. The main thing is to rely on previously studied material, i.e. should be led to the unfamiliar from the familiar. The teacher must first think about what concepts, skills and abilities acquired in previous lessons, in previous years of study, the new material is based on, and make a list of these concepts in order to thoroughly repeat them. Repetition can be done different ways: by checking completed homework, in the process of grammar analysis, by frontal checking of completed class work, conversation with the class, frontal, condensed, individual questioning of students, etc.
Explaining new material should not be a teacher's monologue. It is necessary that the main method, for example, the teacher’s story, be combined with elements of methods that involve participation in the explanation of students: conversation, independent observation of students over the teacher’s word, a specially organized short discussion, etc.
To consolidate new language material and develop skills and abilities, the following can be used: an oral conversation between a teacher and students on the content of the rules discussed, a short referendum on, for example, the formulation of a numeral as a part of speech, a commented letter, a dictation (warning visual and auditory type, explanatory , combined, “Testing myself”), performing exercises from the textbook (complicated cheating), students compiling their own examples, etc. The degree of independence when consolidating the topic being studied should increase, therefore, at the final stage of the lesson it is necessary to perform exercises of a creative nature that require complete independence. The completed work is checked in different ways: collective or selective checking, mutual checking, self-control of students, checking in a dictionary, textbook, etc. The essence of homework must be explained by the teacher in class.
Lesson to consolidate knowledge and skills. Typological features of the structure of this lesson are:
1. Announcing the topic of the lesson, setting goals and objectives. Motivation for students' learning activities.
2.Checking students' homework.
3. Reproduction of theoretical information and practical skills acquired the day before.
4. Related repetition of material.
5. Consolidation of knowledge, skills and abilities (differentiation of tasks for semi-independent and independent work of students).
6. Homework assignment.
This list of structural elements is approximate. The structural elements themselves pure form are rarely implemented, there are no clear boundaries between them, they interpenetrate with the dominant role of one of the elements.
Since this is a lesson in consolidating knowledge, skills and abilities, the structure of such a lesson lacks the element of acquiring new knowledge.
This lesson is taught after learning new material. Its purpose is to test the acquired theoretical information and improve skills based on the knowledge acquired the day before. At the beginning of the lesson, you need to check your completed homework to determine to what extent you have mastered the material studied the day before. If it turns out that some theoretical issues have not been understood deeply enough, you need to return to them and explain them again. Methods and techniques for testing knowledge, skills and abilities are varied. This is also a survey (frontal, organized with the help of questions addressed to the class; individual, in which the knowledge, skills and abilities of one student are revealed; survey on cards, in which several students are called at the same time, each of whom is given a special task - a question to complete in writing form on the board or at the desk; compacted, which combines all types of questioning: individual, frontal, using cards), and various dictations, and specially selected exercises.
In order to organize the consolidation of material, it is necessary to offer work that requires a creative approach to implementation. These can be tasks on composing phrases and sentences, creative and free dictations, “writing from memory”, communicative exercises on creating texts various styles and types of speech.
During reinforcement lessons, the teacher must take a differentiated approach to organizing students’ independent work. It is recommended to carry out independent work using pre-prepared cards (3-4 options) or task options written on invisible parts of the drop-down chalkboard, using cards from “ Didactic material" When performing independent exercises, students can use a textbook, reference books, and dictionaries.
Thus, in lessons for consolidating knowledge, skills and abilities, three types of work with educational material are distinguished: 1) collective (semi-independent) work, based on the implementation of such exercises as commented writing, grammar analysis, dictations (warning, practice, vocabulary and spelling, auditory , visual-auditory, “Checking myself”, etc.); 2) independent work, which involves performing exercises with tasks “copy”, “find”, “write out”, “invent”, “compose and write down”, etc.; writing selective, explanatory, combined dictations; 3) creative work carried out with the help of creative and free dictations, fragments of presentation and composition.
Those. distinctive feature lessons for consolidating knowledge, skills and abilities is “students performing collective tasks of a creative nature with a constant increase in difficulties, with a focus on the subsequent transition to independent work. This allows the teacher to determine the extent to which all students have mastered the educational material, and in the course of collective work, gradually level out the knowledge of students with different backgrounds" ( Panov B.T. Lessons to consolidate knowledge, skills and abilities. RYASH, 1981, No. 6, p. 32).
Lesson testing knowledge, skills and abilities. Knowledge, skills and abilities are tested at different stages of the educational process. At each stage, the check has different functions. At the beginning of learning new material, background knowledge is tested to prepare students for mastering new knowledge. The main function of such a test is to update knowledge and methods of performing actions necessary for in-depth assimilation of new knowledge.
In the process of studying the material, knowledge is tested to determine its level, to detect gaps in perception and awareness, comprehension and memorization, generalization and systematization of knowledge, and its application in practice. The main function of such a test is educational and corrective, i.e. the teacher receives feedback about the process of assimilation of knowledge and its results and participates in this process accordingly: gives individual tasks to individual students, additionally explains, gives supporting examples, in case of erroneous judgments, reports facts that contradict the judgment, and directs students to The right way reasoning.
After studying the relevant material, the level of knowledge assimilation by students is checked in order to monitor their work. Here the main function of the check is preventive and controlling. It makes it possible, on the one hand, to prevent individual students from falling behind, to promptly identify gaps in knowledge and make decisions on means to eliminate them. On the other hand, a teacher can identify a general tendency in mastering the educational material of a particular class, establish the effectiveness of using the methodology and ways to improve it. Thus, testing is carried out systematically at all stages of a lesson of one type or another.
After studying individual sections of the program, the teacher comprehensively tests the knowledge, skills and abilities of students acquired over a certain period of time. This control is carried out in lessons testing knowledge, skills and abilities.
In the practice of general education schools, control lessons are quite common, but traditionally their structure and methodology are very monotonous and are reduced to an oral survey, which is carried out throughout the lesson, or to written independent work. Sometimes compact testing lessons are held, when several students work at once: one prepares for an oral answer, two or three complete a written practical task, others answer the teacher’s questions. Recently, compact testing has been abandoned, since during such testing some students do not work at all.
To test knowledge, skills and abilities in the Russian language, as a rule, the same types of work are used that are used in training. This is a control dictation (selective, free, self-dictation, creative, auditory, etc.), a presentation of theoretical material (definitions, rules, a list of signs of a particular phenomenon, classification, answers to questions, drawing up tables that require comparison, justification, generalization etc.), analysis of this language material (from the point of view of phonetics, vocabulary, word composition and word formation, grammar, stylistics, spelling, punctuation); tasks for applying rules in the proposed text (choosing the desired form of a word, inserting a given morpheme, writing the letter required by the rule, etc.); independent selection of examples to illustrate theoretical material; correcting errors, improving the proposed text in a certain aspect; transformation, construction according to a given model of certain linguistic units, using them in the practice of one’s own statements. Such work can be oral, written, performed graphically, using cards, punched cards, or in the form of tests.
A lesson in which a control dictation is conducted usually contains the following structural elements:
1. Determine the topic and purpose of the lesson.
2. A brief introductory speech from the teacher (about the nature of the test, about the author of the dictation text, about its content, etc.).
3.Primary reading of the text.
4.Checking how students understood the text of the dictation, writing down difficult words on the board for failed rules.
5. Secondary reading of the text for students to write it down.
6. Reading the text to check what is written.
7.Collecting notebooks. Answers to questions about the written text.
