It should be understood as a set of mandatory requirements for the learning process at a certain level. For their implementation in educational institution the main program should be developed, consisting of a study schedule, working projects of courses, subjects, disciplines. It should also include methodological and evaluation materials. In accordance with this program, teachers build their professional activities during the academic year as a whole, plan each lesson separately. Let us consider further the main stages of the lesson on the Federal State Educational Standard.
General classification
The school teaches a lot of different subjects. The content of the information is certainly different. However, all lessons can be classified into the following groups:
- Discovery of new knowledge.
- Reflection lessons.
- Classes of a general methodological orientation.
- Lessons in developmental control.
Lesson objectives
At each lesson, certain goals are set and implemented. So, in the lessons of discovering new knowledge, students develop the ability to use new methods of action, the conceptual base expands by adding new components. At the lessons of reflection, the already studied algorithms, terms, concepts are fixed and, if necessary, corrected. In the classes of a general methodological orientation, generalized activity norms are formed, theoretical basis further development of content and methodological areas. In addition, there is a formation of abilities to systematize and structure the studied material. In the classes of developmental control, children develop the skills of introspection. It should be noted that the division into stages of the lesson according to the Federal State Educational Standards (second generation) should not disrupt the continuity of learning.
Characteristics of the stages of the lesson on the Federal State Educational Standard: "Discovery of new knowledge"
Each lesson is built according to a specific scheme. We can distinguish the following stages of the lesson on the Federal State Educational Standard (it will be mathematics or the Russian language, in principle, it does not matter):
Motivation
The objectives of the stages of the GEF lesson are different. However, at the same time, they are closely related to each other. The purpose of motivation is the development of a student's internal readiness to fulfill established standards at an individually significant level. The implementation of this task is provided by:
- Creating conditions for the emergence of an individual internal need to carry out activities.
- Updating the requirements for the student on the part of the teacher.
- Establishing a thematic framework for activities.
Update and trial operation
As main goal at this stage, the preparation of the thinking of children and the organization of their understanding of their own needs for the formation of a new model of actions. To achieve this, students need to:
Problem identification
The key task at this stage is the realization of what exactly is the lack of knowledge, abilities or skills. To achieve this goal, children need to:
- We analyzed all our actions. It is worth saying that introspection accompanies all stages of the modern lesson (according to GEF).
- Fixed the step or operation where the problem occurred.
- They correlated their own actions at the place of occurrence of the difficulty with the previously studied methods and determined what kind of skill is not enough to solve the task, similar questions.
Building the project
The purpose of this stage is to formulate the objectives of the activity and, on their basis, the choice of a model and means of their implementation. To achieve this, students:
Project implementation
The main task is the formation by children of a new model of actions, the ability to apply it in solving the problem that caused difficulty, and similar issues. To do this, students:
- Based on the chosen method, hypotheses are put forward and substantiated.
- They use subject actions with diagrams, models when building new knowledge.
- Apply the chosen method to solve the problem that caused the difficulty.
- Fix in a generalized way the method of action.
- Establish a workaround for the problem that arose earlier.
Primary fastening
It is necessary for children to learn a new method of action. This requires that children:
- They spoke aloud their steps and their rationale.
- Solved several typical tasks using a new method of action. This can be done in pairs, in groups or frontally.
Independent work and self-examination
These stages of the modern GEF lesson are of particular importance. In the course of independent work, the degree of mastering the acquired knowledge is checked, and a successful situation is formed (if possible). These stages of the GEF lesson involve:
- Performing work similar to the first one, but tasks are solved in which errors were previously made.
- Carrying out a self-test according to the standard and fixing the results.
- Establishment of overcoming the difficulty that arose earlier.
These stages of the GEF lesson include a special type of work for those children who did not have problems when solving for the first time. They practice the level according to the sample and then conduct an independent check of the results.
Inclusion in the realm of knowledge and repetition
The key task is the application of action models that caused difficulty, consolidation of the studied material and preparation for the perception of the following sections of the subject. If the previous stages of the GEF lesson were completed satisfactorily, then the children:
- They solve problems in which the considered models of actions are connected with those studied earlier and with each other.
- Perform tasks aimed at preparing for the study of other (next) sections.
If the previous stages of the GEF lesson gave a negative result, it is repeated independent work and self-monitoring for another option is carried out.
Reflection
At this stage, the main goal is for children to become aware of the way to overcome difficulties and to independently evaluate the results of corrective or independent work. For this, students need to:
Occupation of developmental control
Consider, for example, the stages of a music lesson according to the Federal State Educational Standard:
- Motivation for control and correctional activities.
- Update and trial learning activities.
- Localization of personal difficulties.
- Building a project for correcting the detected problems.
- Implementation of the new model.
- Generalization of difficulties in speech.
- Independent work and verification according to the standard.
- Solving creative problems.
- Reflection of work.
Performance of control activities
The main task of motivation for correctional activities is similar to that described earlier and consists in developing the internal readiness of students to implement the requirements of educational work. In this case, however, there is a control-corrective orientation. In this regard, it is necessary:
- Set the goal of the lesson and create conditions for the emergence of an internal need for students to get involved in the work.
- Update the requirements for the student on the part of control and corrective actions.
- In accordance with the tasks solved earlier, determine thematic limits and create guidelines for work.
- Formulate a method and procedure for control.
- Determine the evaluation criterion.
Preparing the thinking of children
Students should be aware of their own need for control and introspection, identifying the causes of difficulties. To accomplish this task, you need:
Occupation of a general methodological orientation
The stages of the combined lesson on the Federal State Educational Standards are aimed at developing in children an idea of the techniques that link the concepts they are studying into one system. In addition, they contribute to the awareness of the methods of constructing a plan directly to the educational activities. It, in turn, provides independent change and self-development of students. In such classes, the creation of norms and methods of educational activity, self-assessment and self-control, reflective self-organization is carried out. Such classes are considered super-subject. They are held outside of any discipline at or during an extracurricular activity.
Conclusion
The division of lessons into stages allows you to present the material in a clearly structured, logical sequence, while ensuring the continuous coordination of students' activities. For each lesson, tasks, options for students' actions should be determined. The organizational stage of the GEF lesson is also important. It precedes the formation of motivations in children. After a greeting, the teacher conducts a readiness test, absent ones are determined. After that, the attention of students is focused, the necessary mood for the perception of information is set. If necessary and possible, the teacher can adjust the lesson plan at the organizational stage.
Target: acquaintance with the requirements of the modern lesson within the framework of the Federal State Educational Standard.
Tasks: to analyze and compare a modern lesson with a traditional school lesson.
Estimated result: can
- Distinguish a modern GEF lesson from a traditional lesson - a basic level of
- Compose technological map to the modern lesson - an increased level.
The course of the teachers' council
1. Organizing moment.
Emotional mood - slides (methods, techniques, lesson types, forms of learning ...)
2. Update basic knowledge
What unites all these words? The theme of our teachers' council " Modern Requirements to the lesson on GEF”
Task (group work) table "ZHU". Statements of representatives from groups + addition from other groups.
3. Statement of the problem
The question to which we must find the answer is “A modern lesson on the Federal State Educational Standard, its features”
Expected result: what will we learn?
4. Discovery of “new knowledge”
Introduction. Modern society needs educated, moral, enterprising people who can:
- analyze your actions;
- make decisions independently, predicting them possible consequences;
- be mobile;
- be able to cooperate;
- to have a sense of responsibility for the fate of the country, its socio-economic prosperity.
The fundamental difference of the modern approach is the orientation of standards to the results of mastering the main educational programs. Results mean not only subject knowledge, but also the ability to apply this knowledge in practice. Therefore, educational activity is built on the basis of an activity approach, the purpose of which is to develop the student's personality on the basis of mastering universal methods of activity. The child cannot develop with passive perception educational material. It is his own action that can become the basis for the formation of his independence in the future. This means that the educational task is to organize the conditions that provoke children's action.
5. Work on a new topic
The Federal State Educational Standard introduces a new concept - a learning situation, which means such a special unit of the educational process in which children, with the help of a teacher, discover the subject of their action, explore it by performing various learning actions, transform it, for example, reformulate it, or offer their own description, etc. D., partially - remember. In connection with the new requirements, the teacher is faced with the task of learning how to create learning situations as special structural units of learning activity, as well as being able to translate learning tasks into a learning situation.
The creation of a learning situation should be built taking into account:
- the age of the child;
- specifics of the subject;
- measures of formation of UUD students.
To create a learning situation, the following techniques can be used:
- present conflicting facts, theories;
- expose the worldly idea and present a scientific fact;
- use the techniques of “bright spot”, “relevance”.
At the same time, the studied educational material acts as a material for creating a learning situation in which the child performs certain actions (works with reference literature, analyzes the text, finds spellings, grouping them or highlighting groups among them). Masters the methods of action characteristic of the subject, i.e. acquires, along with subject, cognitive and communicative competencies.
The learning situation is one of the innovations of the modern lesson. What else is the novelty of the modern lesson in the context of the introduction of the second generation standard? Let's take a closer look at the following items:
- Place in the educational process. The lesson has lost its role as the main and only organizational form of education. Its competitors: information, home and additional education.
- Structure.
Approximate structure of each type of GEF lesson
1. The structure of the lesson of mastering new knowledge:
1) Organizational stage.
3) Actualization of knowledge.
6) Primary fastening.
7) Information about homework, briefing on its implementation
8) Reflection (summing up the lesson)
2. The structure of the lesson for the integrated application of knowledge and skills (reinforcement lesson).
1) Organizational stage.
2) Verification homework, reproduction and correction of students' basic knowledge. Knowledge update.
4) Primary consolidation in a familiar situation (typical) in a changed situation (constructive)
5) Creative application and acquisition of knowledge in a new situation (problem tasks)
6) Information about homework, instructions for its implementation
3. The structure of the lesson for updating knowledge and skills (repetition lesson)
1) Organizational stage.
2) Checking homework, reproduction and correction of knowledge, skills and abilities of students necessary for the creative solution of the tasks.
3) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
4) Actualization of knowledge.
- in order to prepare for the control lesson
- in order to prepare for the study of a new topic
6) Generalization and systematization of knowledge
9) Reflection (summing up the lesson)
4. The structure of the lesson of systematization and generalization of knowledge and skills
1) Organizational stage.
2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
3) Actualization of knowledge.
4) Generalization and systematization of knowledge
- Preparing students for generalized activities
- Reproduction at a new level (reformulated questions).
5) Application of knowledge and skills in a new situation
6) Control of assimilation, discussion of the mistakes made and their correction.
7) Reflection (summing up the lesson)
5. The structure of the lesson for the control of knowledge and skills
1) Organizational stage.
2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
3) Identification of knowledge, skills and abilities, checking the level of formation of students' general educational skills. (Tasks in terms of volume or degree of difficulty should correspond to the program and be feasible for each student).
Lessons of control can be lessons of written control, lessons of a combination of oral and written control. Depending on the type of control, its final structure is formed.
4) Reflection (summarizing the lesson)
6. The structure of the lesson for the correction of knowledge, skills and abilities.
1) Organizational stage.
2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
3) Results of diagnostics (control) of knowledge, skills and abilities. Definition common mistakes and gaps in knowledge and skills, ways to address them and improve knowledge and skills.
Depending on the diagnostic results, the teacher plans collective, group and individual ways of teaching.
4) Information about homework, briefing on its implementation
5) Reflection (summing up the lesson)
7. The structure of the combined lesson.
1) Organizational stage.
2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
3) Actualization of knowledge.
4) Primary assimilation of new knowledge.
5) Initial check of understanding
6) Primary fastening
7) Control of assimilation, discussion of the mistakes made and their correction.
8) Information about homework, instructions for its implementation
Reflection (summarizing the lesson)
Non-traditional lesson forms
Organizational forms (individual, group, differentiated group, frontal; academic, leisure, interactive)
Methodology (problem-based, research, project-based learning; developmental, student-centered, reflective learning, productive technologies)
Facilities
What are the requirements for a modern lesson :
- a well-organized lesson in a well-equipped classroom should have a good beginning and a good ending;
- the teacher must plan his activities and the activities of students, clearly formulate the topic, purpose, objectives of the lesson;
- the lesson should be problematic and developing: the teacher himself aims at cooperation with students and knows how to direct students to cooperate with the teacher and classmates;
- the teacher organizes problem and search situations, activates the activity of students;
- the conclusion is made by the students themselves;
- a minimum of reproduction and a maximum of creativity and co-creation;
- time saving and health saving;
- the focus of the lesson is children;
- taking into account the level and capabilities of students, which takes into account such aspects as the profile of the class, the aspirations of students, the mood of children;
- the ability to demonstrate the methodological art of the teacher;
- planning feedback;
- the lesson must be good.
Independent work with verification + control and self-assessment
Self-filling of the technological map of the lesson (group work) with verification
Reflection
- Table "ZHU",
- Estimated result
- Reception of “Unfinished Phrases”
8. Completion of the teachers' council
Lesson structure - a set of lesson elements that ensure the integrity of the lesson and the preservation of its main characteristics with various options.
Structural elements of the lesson:
- organization started lesson - determination of readiness for joint activities, a mobilizing beginning;
- setting goals and objectives lesson - the formulation of the purpose and objectives of the lesson, the awareness and acceptance of the purpose and objectives of the lesson by students;
Table 11.2.
- homework check - determining the level of assimilation of the material of the previous topic and readiness for the perception of new material;
- explanation - scientific, exciting and accessible presentation of educational material with the active involvement of students;
- fixing - special tasks after explaining the new material, focusing on the key points of the material, the connection of theoretical material with practice, the development of skills and abilities to apply knowledge;
- repetition - systematization, generalization, reproduction of educational material on topics and sections, introduction of search elements.
- homework - communication of a homework assignment, an explanation of its main ideas and methods of implementation;
- summarizing lesson - finding out: what new things were learned in the lesson, what new things were learned; assessment of the quality of work in the classroom.
There are different typologies of the lesson, but the most traditional and accepted by both researchers and practitioners in the field of pedagogy is typology of lessons by didactic purpose: learning new material, repetition, consolidation, generalization, control and verification, combined. Each of these types of lessons is implemented by a certain combination of structural elements.
Lesson learning new material
The need for it arises when the teacher and students have to study a coherent, logically completed educational material or make a detailed introduction to a new topic.
Lesson structure:
- organization of the introduction to the lesson, communication of the purpose and objectives of the lesson;
- explanation of new knowledge, which uses the largest share of useful time in order to clearly present new information by the teacher, organize independent work of students with a textbook, book, reference literature, computer, device, machine;
- strengthening the diagnosis of the strength of knowledge by observing the teacher for the stability of attention and the degree of activity of students, as well as conducting a short control conversation;
- instruction on further work on the topic and homework for independent work at home, in the library, in the laboratory;
- summarizing the lesson.
Consolidation lesson
Completing the study of an entire topic requires a special type of lesson dedicated to consolidating knowledge, developing skills and abilities in special exercises.
Lesson structure:
- introduction and organization of the beginning of the lesson, communication of the purpose and objectives of the lesson;
- exercises various kinds and the degree of complexity of the material covered, performed by the whole class under the guidance of a teacher in order to assimilate the learned and develop skills and abilities by students;
- demonstration by students of the results of the work done, their collective discussion, marking individual students;
- homework;
- a brief final part of the lesson is devoted to summarizing the work of the teacher, setting the perspective through a general introduction to a new topic.
Lessons of Generalization and Repetition
Separate lessons are devoted to generalizing repetition, organically connected with diagnostics, with checking and evaluating students' knowledge. Such a combination of two didactic tasks psychologically encourages all students to systematically repeat large blocks of material, ensures readiness for its reproduction.
Lesson structure:
- introduction and initial organization, allowing the teacher to outline the most general limits of repetition of the material, communication of the purpose and objectives of the lesson;
- the actual repetition, including an interview, a discussion, students' presentations with messages, an oral survey, including an individual presentation of the topic by students and analysis of the answer by the teacher and the class, assessment and marking; frontal survey and assignment of a lesson score;
- diagnostics and analysis of the depth and strength of knowledge, recommendations for students on independent work, homework;
- summing up and setting prospects for learning new knowledge.
A Lesson in Control
Studying new material, repeating it with students, also involves an objective check, diagnosing the state of learning of students, the effectiveness of the teacher and students, and obtaining feedback. This is done in special control lessons.
Lesson structure:
- introductory explanatory part and setting the goal and objectives of the lesson (whether it is solving problems, creative work, essay, dictation, presentation of theoretical material), dedicated by the teacher to the instruction and psychological preparation of schoolchildren;
- the main part, the actual independent work of students;
- the final part, which is allotted for orienting children in the upcoming study of new material and homework.
The most common type of activity is combined lesson. In its structure, in one combination or another, there are all basic structural lesson elements. In a short period of time in such a lesson, a full-fledged completed cycle of pedagogical processing and assimilation of educational material by schoolchildren is completed. The dialectic of teaching interaction between teacher and students requires that the structure of the combined lesson be flexible and mobile. It gives the greatest pedagogical return when, depending on the nature of the educational situation, the degree of activity of children and the creative approach of the teacher to the organization of the cognitive process, its structural components interact, transform into each other. So, for example, the individual elements of the lesson are combined: the assimilation of new knowledge occurs in the process of performing independent work. Knowledge testing is woven into the organization of classes at the same time as diagnostics and taking into account the activity of students in commenting on the progress of their work. The activity of the teacher and students in such a lesson is characterized by active interaction and a variety of types of educational activities.
The structure of the lessons according to the didactic purpose is only a general scheme. thinking and creatively a working teacher can make each stage of the lesson interesting, productive, educational and developing. The sequence of structural elements is not rigidly fixed.
At The traditional lesson has a number of positive aspects:
- organizational clarity of the pedagogical process;
- the systematic nature of training;
- the emotional impact of the teacher's personality on students;
- versatility and abundance of information, rich use of visualization, technical means learning.
Weaknesses of a typical lesson include:
- regulation of the activities of the teacher and students within a limited time frame;
- difficult compatibility with active learning technologies;
- the complexity of implementing an individual approach with a large class size;
- a strong emphasis on the transfer and assimilation of knowledge, the development of skills, with less attention to the development of the cognitive sphere of students.
But in the end it all depends on the skill and professionalism of the teacher. Lesson structure cannot be set by template. Lessons conducted using many modern educational technologies can be completely different in structure from a traditional lesson, and the ideas of this technology can also be solved within the framework of a traditional lesson structure. In addition, non-standard (non-traditional) lessons are becoming popular: tournament, version, benefit performance, paradox paradox, synthesis lesson, essay, inter-subject lessons, inter-age, etc., but such lessons are held sporadically.
The use of one or another type of lesson in the educational process is due to the age characteristics of children. Primary school age requires form mobility, frequent changes in activities, which is more consistent with the combined structure of the lesson. A senior student is capable of long-term labor effort and systematic work in lessons devoted to exercises or communication-assimilation of new knowledge, therefore, double lessons are practiced in senior classes, which allow them to use a school lecture or build them as practical or seminar classes.
Ways to improve the lesson:
- creation of a free creative maximum productive psychological atmosphere in the classroom, based on respect and trust in students;
- formation of a high level of motivation for educational activities;
- arming students with the skills and abilities to learn, the formation of educational activities;
- the practical orientation of training, which ensures the mastery of strong skills and abilities that facilitate learning and give students self-confidence;
- organization in the classroom of conditions for creative activity, both students and teachers.
Clearly organized lesson as a form training sessions has a self-valuable teaching, developing, educational value. Indicators of intellectual activity of students in the lesson:
Table 11.3.
- field manifestation: concentration of attention, the desire to overcome emerging difficulties and complete learning activities, response to a call;
- free choice of cognitive activity.
The structure of the lesson is internal structure, the sequence of individual stages. The type of lesson is determined by the presence and sequence of structural parts.
The structure of the lesson is important in the theory and practice of the modern lesson, since it is it that ultimately determines the effectiveness and efficiency of learning.
From Comenius and Herbart originates the classic four-link structure of the lesson, based on the formal stages of education: preparation for the assimilation of new knowledge; assimilation of new knowledge and skills; their consolidation and systematization; application in practice.
The type of lesson corresponding to it is combined (mixed).
The stages of the combined lesson, decomposed into segments of time, are as follows:
Stage 1 - repetition of the studied (actualization of knowledge);
Stage 2 - the study of new knowledge, the formation of new skills;
Stage 3 - consolidation, systematization, application;
Stage 4 - homework.
The methodological substructure of the lesson, in contrast to the didactic one, is a variable value. The elements (stages) of the lesson can be combined in any sequence, which makes the lesson flexible and applicable to a very wide range of educational tasks.
In order to increase the effectiveness of training sessions, other types of lessons have arisen and are being practiced. Their structure usually consists of three parts:
– organization of work (1–3 min);
- the main part (formation, assimilation, consolidation, control, application, etc.) (35–40 min);
- Summing up and homework assignments (2-3 minutes).
All components must be single system- lesson. The lesson will be effective and informatively complete only if the teacher is sure that all components of the lesson are interconnected.
The main components of a modern lesson:
1. Organizational - the organization of the class throughout the lesson, the readiness of students for the lesson, order and discipline.
2. Target - setting learning goals for students, both for the entire lesson and for its individual stages.
3. Motivational - determining the significance of the material being studied both in this topic and in the entire course.
4. Communicative - the level of communication between the teacher and the class.
6. Technological - the choice of forms, methods and teaching methods that are optimal for a given type of lesson, for a given topic, for a given class, etc.
7. Control and evaluation - the use of the assessment of the student's activities in the lesson to stimulate his activity and the development of cognitive interest.
8. Analytical - summing up the results of the lesson, analyzing the activities of students in the lesson, analyzing the results of their own activities in organizing the lesson.
The main ways to improve the modern lesson are as follows:
Strengthening the purposefulness of the activities of the teacher and students in the classroom. One of the important tasks of the teacher is to mobilize students to fulfill the tasks set, to achieve goals directly in the lesson. To do this, it is necessary to plan each lesson so that it provides for the shortest paths to the goal, and first of all, the structure, methodology and teaching aids are outlined in strict accordance with the goal.
Implementation of the organizational clarity of each lesson from the first to the last minute. Visual aids necessary for the lesson, technical aids, student supplies, reference and additional literature are prepared in advance at the break, everything necessary for each workplace is laid out. Also, for this, it is possible to put in front of the students interesting task, including them in the work from the first minute of the lesson. Instead of homework, various methods of frontal accelerated verification are used - test written works, programming, punch cards, etc.
Increasing the cognitive independence and creative activity of students. The most interesting direction is connected with the issues of applying methods and techniques of problem-based learning in the classroom and creating problem situations as a means of increasing the cognitive activity of students, this contributes to improving the quality of knowledge and developing the necessary skills and abilities. It also provides for independent work of students with educational and scientific literature, dictionaries, reference books and encyclopedias, tables, diagrams, graphs, maps.
Optimization of the educational process. Purposeful choice of the best option for constructing a process that provides for a certain time the maximum efficiency of solving the problems of education in the given specific conditions of a school, a certain class. It is necessary to choose the best options for combining various methods, techniques, teaching aids, leading the shortest way to achieve the objectives of the lesson.
Intensification of the educational process in the classroom. The more educational and cognitive actions and operations performed by students per lesson, the higher the intensity of educational work. The degree of intensity of educational work depends on the productivity of using every minute of the lesson, the skill of the teacher, the preparation of students, the organization of the class team, the availability of the necessary equipment and its rational placement, the correct alternation of work and rest, etc. In conditions of intensified learning, students master knowledge mainly in the classroom, and there is no need to memorize the material at home. Instead of memorization, students get the opportunity to better comprehend and consolidate it, perform creative tasks that arouse their interest, a sense of intellectual satisfaction from a job well done.
Implementation of intersubject and intrasubject communications. When moving to new material, tasks and questions are set for reproduction and subsequent correction, basic knowledge and practical skills and abilities for assimilation of new material. This knowledge is obtained by students in the learning process or on the basis of personal observations, while studying a given subject or related disciplines. These can be representations, concepts, laws, formulas, numerical data that create a support, a foundation for the full perception and understanding of new knowledge. But the reproduction of basic knowledge should be accompanied by their improvement: the addition of incomplete knowledge, the deepening of superficial knowledge, the expansion of narrow knowledge, and the correction of erroneous knowledge. Intra-subject to inter-subject communications are also carried out in order to achieve generalization and systematization of a wide range of knowledge. Interdisciplinary connections contribute to the assimilation of a system of knowledge about objects that are studied by individual elements in various academic disciplines.
Improving the typology and structure of the lesson. The lesson is difficult pedagogical object. Like any complex objects, lessons can be divided into types according to various criteria.
The structure of the lesson is a set of elements of the lesson, ensuring its integrity and the preservation of the main teaching and educational properties in various options. The structure of the lesson is determined by the composition and sequence of its parts (stages), from which any type of lesson is constructed. The components (elements) of the lesson are closely interconnected and are carried out in a certain sequence.
The lesson stage is the division of the lesson into time segments. When describing each stage of the lesson, the time allotted for this stage is indicated. Each stage has its own content, methods, forms of organizing the activities of the teacher and students. Sometimes the stages of the lesson are distinguished by its content. The ratio of the stages of the lesson naturally changes depending on the content and didactic goals, methods and use of technical teaching aids.
THEN. The structure of the lesson is a directed connection of components in the system, i.e. directed interaction of the stages of the lesson, interaction, including the activities of the teacher and students.
Thus, the content of the discipline " Ecology ", implemented through the structure of the lesson, can be presented in the form of the following parts or stages:
I. Organizational moment
II. Verification of previously studied material (homework survey);
III. Knowledge updating;
IV. Learning new material;
V. Consolidation of new material (generalization and systematization of knowledge);
VI. The result of the lesson or the correction of grades;
VII. Homework.
The name of the lesson type often determines the "leading stage": in the lesson of studying new material, the leading stage of the same name, and the parts "Checking the previously studied material", the stage "Generalization and systematization of knowledge" may be absent; in the structure of the control lesson, parts III may be absent, etc. d.
The leading stage defines the main function of the lesson:
The lesson of learning something new performs a motivational and installation function, represents the conceptual apparatus of the topic, reveals in general terms the content of the section (topic);
Lesson of consolidation and repetition; a generalizing lesson contributes to the implementation of the plan presented at the staged lesson; include solving tasks with the aim of mastering, consolidating, developing practical skills, etc.;
The lesson of control and correction of knowledge is intended to reveal the actual level of assimilation of the topic.
It is known that the structure of the lesson affects the learning process, favors or hinders its development. When designing any type of lesson, it must be taken into account that the didactic task is related to the way the educational process is organized, and teaching methods determine the selection of pedagogical tools.
Designing a lesson involves its consideration in the content and methodological logic of the educational and pedagogical process as a whole. The practice of schools, pedagogical research convince us that the most successful lesson structure cannot be universal. The freedom to choose the structure of the lesson, methods and means of teaching presupposes the scientific validity of the construction of the lesson: the logic of the presentation of the material, reliance on didactic principles, etc.
Consider the main types and types of lessons in ecology and their structure:
1 type: Learning new material.
At the lesson of studying new material, the activities of the teacher and students include methods of work that contribute to the formation of scientific concepts, the disclosure of patterns in the processes and phenomena being studied, supported by scientific facts to bring schoolchildren to a certain conclusion, the formulation of a law, to teach specific methods of scientific research. These tasks predetermine the choice of various ways of organizing the educational process through the involvement of experimental teaching aids.
Lesson types:
Lesson-lecture,
Lesson with conversation elements
Lesson-seminar,
Lecture with presentation elements
Lesson with a demonstration of experience,
lesson conference,
Lesson-excursion,
Independent research work,
film lesson,
Mixed lesson.
The purpose of the lesson: the study of new knowledge and their primary consolidation.
Lesson structure:
Lesson learning new material includes:
Primary introduction of the material, taking into account the laws of the process of cognition with high mental activity of students;
An indication of what students should remember;
Motivation for memorization and long-term retention in memory;
Communication or actualization of the memorization technique (work with materials supporting memory, semantic grouping, etc.);
Primary consolidation under the guidance of a teacher through direct repetition, partial conclusions;
Control of the results of primary memorization;
Regular systematizing repetition at short and then longer intervals, combined with various requirements for reproduction, including differentiated tasks;
Internal repetition and constant application of acquired knowledge and skills to acquire new ones;
Frequent inclusion of reference material for memorization in knowledge control, regular evaluation of the results of memorization and application.
Common to all these types of lessons is that the time of the lesson is devoted to the work of students with new material, during which they apply all kinds of methods of activating the cognitive activity of schoolchildren: giving the presentation of new material a problematic character, use by the teacher clear examples, facts, connecting students to their discussion, reinforcing certain theoretical positions with their own examples and facts, using visual-figurative material and technical teaching aids.
All this is aimed at a meaningful and deep explanation of the new material by the teacher and the ability to maintain the attention and mental activity of students when working with it. In addition, it is also common that in the lesson, in the course of studying new material, work is also underway to streamline and consolidate previously learned material. It is impossible to study new material without remembering, without analyzing, without relying on the material already covered, without applying it when deducing some new provisions.
2 type: The lesson of consolidation of knowledge and the formation of skills and abilities.
A lesson in which consolidation, repetition of knowledge takes place, and the formation of skills and abilities may include the following types of lessons:
Lesson types:
problem solving lesson
Lesson-excursion,
Laboratory and practical work,
business game,
round tables,
Lesson - discussion.
The purpose of the lesson: Secondary consolidation of acquired knowledge, development of skills and abilities for their application.
Lesson structure:
I. Organization of the beginning of the lesson (2 minutes). To interest children, draw their attention to the lesson, inform the topic and purpose of the lesson.
II. Checking homework (3 minutes). A certain level of learned material of the previous topic and preparing students for the perception of new information.
III. This part is changing.
IV. Control and self-examination of students' knowledge.
V. Summing up the lesson (2 minutes). Find out what the children learned in the lesson, what they learned new and argue the assessment of students' knowledge.
VI. Information about homework (3 minutes). Reporting homework and explaining how to complete it.
The lesson of consolidating and developing knowledge, skills and abilities includes:
Communication to students of the purpose of the upcoming work;
Reproduction by students of the knowledge, skills and abilities that will be required to complete the proposed tasks;
Students perform various tasks, tasks, exercises;
Exercises for their development;
Exercises for their consolidation;
Training exercises according to the model, algorithm, instructions;
Exercises to transfer to a similar situation;
Creative exercises;
Checking the work performed;
Discussion of the mistakes made and their correction;
Summary of the lesson; homework (if necessary).
3 type: Lesson of generalization and systematization of knowledge.
A lesson of this type is aimed at solving two main didactic tasks - establishing the level of mastery of students theoretical knowledge and methods of cognitive activity on the key issues of the program, which are crucial for mastering the subject as a whole, and testing and assessing the knowledge, skills and abilities of students throughout the program material, studied over long periods - a quarter, half a year and for the entire year of study. The lessons of generalization and systematization provide for all the main types of lessons that are used within all five types of lessons.
Their specificity is that each time during the lesson, the teacher designates questions in advance - problems for repetition, indicates in advance the sources that students need to use, conducts overview lectures if necessary, sets tasks for students to complete them collectively outside the lesson, and conducts consultations. both group and individual interviews in the course of preparing students for the upcoming lesson, gives recommendations for independent work.
A lesson in which generalization and systematization of knowledge takes place may include the following types:
Lesson types:
Lesson-seminar,
Lesson-conference,
summary lesson,
Lesson with the implementation of independent written work,
interview lesson,
Lesson discussion, dispute.
In high school, the most common type of generalization and systematization lessons are lessons in which problematic discussions are held, or seminar lessons, in which certain content of the studied section of the program or program material as a whole is deepened or systematized, as well as lessons in which students purposefully (separately or groups) solve creative problems of a theoretical or practical nature.
The purpose of the lesson: Generalization of students' knowledge in the system. Checking and evaluating students' knowledge.
This type of lesson is used when repeating large sections of the studied material.
Lesson structure:
I. Organization of the beginning of the lesson (2 minutes). To interest children, draw their attention to the lesson, inform the topic and purpose of the lesson.
III. Control and self-examination of students' knowledge.
IV. Summing up the lesson (2 minutes). Find out what the children learned in the lesson, what they learned new and argue the assessment of students' knowledge.
V. Information about homework (3 minutes). Reporting homework and explaining how to complete it. (Optionally)
General lesson includes:
Organizing time;
The introductory speech of the teacher, in which he emphasizes the importance of the material of the studied topic or topics, informs the purpose and plan of the lesson;
Performance by students individually and collectively of various kinds of oral and written tasks of a generalizing and systematizing nature, developing generalized skills, forming generalized conceptual knowledge, based on the generalization of facts, phenomena;
Checking the performance of work, adjusting (if necessary);
Formulation of conclusions on the studied material;
Evaluation of the results of the lesson;
Summarizing;
Homework (not always).
4 type: Lesson of control and correction of knowledge, skills and abilities of students.
The lesson of control and correction of knowledge allows you to use all the available variety of verification methods: oral survey; listening to special messages (mini-reports), written test work on didactic cards, tasks and exercises from a special collection; written report on laboratory, practical work or excursions; programmed control. Each student can get 3-4 marks in one lesson, which allows the teacher to assess the depth and range of existing knowledge, skills and abilities quite comprehensively. A lesson of this type should not turn into a pursuit of an abundance of grades, since in general such work should benefit every student in the class.
Represented by the following types:
Lesson types:
Lesson - offset,
lesson-exam,
Test.
The purpose of the lesson: Determine the level of knowledge, skills and abilities of students and identify the quality of students' knowledge, reflection of their own activities.
Lesson structure:
I. Organization of the beginning of the lesson (2 minutes). To interest children, draw their attention to the lesson, inform the topic and purpose of the lesson.
II. Main part. Learning new material (20 minutes). Scientific, exciting, accessible presentation of new material with the involvement of students.
III. Summing up the lesson (2 minutes). Find out what the children learned in the lesson, what they learned new and argue the assessment of students' knowledge.
IV. Reflection.
Lesson of control and correction:
Organization of the beginning of the lesson. Here you need to create a calm, businesslike environment. Children should not be afraid of tests and tests or be overly worried, as the teacher checks the children's readiness for further study of the material;
Setting the objectives of the lesson. The teacher tells the students what material he will check or control. Asks the children to remember the relevant rules and use them in their work. Reminds students to check their own work;
Statement of the content of the control or verification work. Tasks in terms of volume or degree of difficulty should correspond to the program and be feasible for each student;
Summing up the lesson. The teacher selects good students' work, analyzes the mistakes made in other works and organizes work on the mistakes (sometimes it takes the next lesson);
Identification of typical mistakes and gaps in knowledge and skills, as well as ways to eliminate them and improve knowledge and skills.
5 type: Combined or mixed lesson.
This is the most common type in school practice. It solves didactic tasks of all previous types. In the process of learning new material, it is possible to organize its consolidation and application, and when consolidating, to control ZUN, the application of this knowledge in various situations.
This type of lesson can be of the following types:
Lesson types:
Lesson-practice,
Lesson-conference,
Lesson-seminar,
Test,
demonstration lesson,
Lesson discussion.
The purpose of the lesson: Development of skills for independent application of knowledge in a complex and their transfer to new conditions.
Lesson structure:
I. Organization of the beginning of the lesson (2 minutes). To interest children, draw their attention to the lesson, inform the topic and purpose of the lesson.
II. Checking homework (3 minutes). A certain level of learned material from the previous topic and preparing students for the perception of new information (depending on the form of education, it may not be present).
III. Main part. Learning new material (20 minutes). Scientific, exciting, accessible presentation of new material with the involvement of students.
IV. Primary consolidation of knowledge (5 minutes). You can use special tasks after explaining the new material. Conduct a conversation to develop skills and apply knowledge.
V. Summing up the lesson (2 minutes). Find out what the children learned in the lesson, what they learned new and argue the assessment of students' knowledge.
VI. Information about homework (3 minutes). Reporting homework and explaining how to complete it.
A combined lesson (it usually has two or more didactic purposes) may include:
Organization of the beginning of the lesson;
Checking homework, setting the goal of the lesson;
Preparing students for the perception of new educational material, i.e. updating knowledge and practical and mental skills;
Learning new material, including explanation;
Consolidation of the material studied in this lesson and previously covered, related to the new;
Generalization and systematization of knowledge and skills, connection of new ones with previously obtained and formed ones;
Summing up the results and results of the lesson;
Homework assignment.
Traditional lessons have "+" and "-":
Folk traditions in teaching ecology. According to the Concept of the subject "Ecology", the use of folk traditions can provide significant assistance in the implementation of the set learning goals. "Tradition (from lat. traditio - transmission) - elements of social and cultural heritage that are transmitted from generation to generation and preserved in certain societies, classes and social groups for a long time "(Philosopher, encyclopedia. Dictionary, 1963). Traditions are norms of behavior, material and spiritual values, customs, etc. Folk traditions as a message of collective experience establish a historical connection between generations (V.Ya. Propp, 1946; Voytk E., 1972).
Tradition as a way of transmitting information causes a certain attitude among people, which eventually leads to the formation of stereotypes, especially in the field of actions, moral assessments, and emotions. The value system formed by folk traditions may eventually turn out to be the most important factor in the socio-cultural orientation of society. In connection with the global deterioration of the natural environment, the education system should be built so that any child, starting from preschool age, was able to feel, understand and accept the idea of the inextricable connection between man and nature, that is, gradually return to the minds of people the idea of the interdependence of man and nature.
Pedagogical impact of traditions on students:
Adaptation: the inclusion of an individual from early childhood in economic affairs;
Education: communication of knowledge, demonstration of skills, self-learning by imitation; polishing craftsmanship, the accumulation of original experience.
Formation: orientation to certain values of the spiritual and moral order;
Education: special training in skills (eg crafts);
Development, training and consolidation of skills, observation, ingenuity, independent search for their own techniques and methods;
Ecology lessons allow schoolchildren to be reminded that every nation, every nation has its own experience of interacting with nature. The folk culture of attitudes towards nature is a storehouse of accurate and time-tested knowledge about the relationships in it. Ecological knowledge was a prerequisite for human survival at all stages of its historical formation and development. A reverent attitude towards nature was preserved in the life of the Russian state, as evidenced by the legal codes of Kievan Rus; under Peter I, unauthorized felling of the "ship timber" was punishable by death. Nature was protected not only by laws, but also by the people themselves.
An integral part of the traditions is folklore (from the English "wisdom of the people"); varieties of colloquial genres of folklore - proverbs and sayings, riddles, jokes, legends, etc. The works of folklore embody the nationwide ideas of education and national traditions, they contain instructions and teachings, consecrated by the authority of generations and "transferred" to us for development.
Folklore has a powerful influencing educational force, as it preserves the history, philosophy, and ethics of the people for future generations. Folk culture, like the language of the people, is a specific Environment in which each of us dwells; knowledge of the origins, respect for the historical memory of generations influence the spiritual world of a person, help to realize the interconnection of phenomena in nature, the unity of man and nature, and as a result contribute to the formation of ecological culture. The people were able to "see", notice and clothe in a bright, memorable form ecological patterns that can be used in their own practical activities.
Involving students in folk traditions- one of the conditions for the formation of national self-consciousness, the development of a civic position, the realization of creative potential. Understanding the ethnic characteristics of one's people, interest in the culture of other peoples help to realize the role of each people in historical development, develop mutually respectful principles of intercultural communication, and overcome interethnic barriers. A deep awareness of one's roots contributes to the formation of the experience of an emotionally valuable attitude to the world, people around, and nature. The inclusion of an ethno-cultural component in the content of teaching ecology requires an appeal to the socio-historical memory of the people: students more effectively form a system of knowledge, develop a positive emotional and value attitude towards nature.
For each age period, a different folk genre as the most effective for achieving the goals of education and development. The older the student, the more often sayings and proverbs are included in the learning process. Experts consider them the most convenient form of oral transmission of knowledge from generation to generation. Sayings have complex genre features that make it difficult for children of preschool and younger to understand their meaning. school age. In proverbs and sayings in a bright, easy to remember, to the limit of concise form, a wide variety of knowledge about nature is summarized. Their memorization develops memory, thinking, broadens horizons.
In the educational process, the original character of traditions finds its expression in pedagogical techniques. We include proverbs and sayings in a separate part of the ecology lesson - "The ABC of Folk Wisdom" (the content of this structural part and its implementation in school practice are discussed in the third chapter).
Ways of organizing educational activities of students in the lesson of ecology. AT psychological and pedagogical Literature discusses the idea that joint educational and cognitive activities should equip students not only with knowledge, but also with ways to effectively assimilate them. Therefore, the function of teaching ecology is not only the development of knowledge by students, but also the methods of activity in the course of which knowledge can be obtained and reconstructed.
The very form of organization - the lesson - implies the variability of relations in the "teacher-student" and "student-student" systems, which requires certain methods of pedagogical management of students' cognitive activity. Basic Ways of Leadership learning activities students in the classroom - individual and mass (frontal) - developed over the centuries of the functioning of the school, this also includes group forms of educational activity.
Frontal learning provides the teacher with significant opportunities to manage the learning activities of students throughout the class; collective forms of training sessions create psychological prerequisites for learning in schoolchildren, stimulate activity in educational cognitive activity. However, frontal learning to some extent weakens individual relationships in the "teacher-student" system, does not allow taking into account the individual capabilities of each particular student; does not take into account social relations between students, and the development of group relations is an important aspect of a real learning situation that allows you to create a favorable atmosphere for learning.
Individual work involves the individualization of learning, the use of a differentiated approach, while frontal work is practically not able to provide it. Realistically, therefore, is the presence of a certain percentage of students who do not actively participate in academic work. We cannot be satisfied with such a situation, since the material of the course "Fundamentals of Ecology" requires the obligatory "entry" of each student into the topic being studied. Therefore, in a number of lessons containing a significant amount of information that requires not only personal experience students, memory, but also active thinking, we suggest using group forms of work.
Group forms of work (GFR) in the classroom (ways of managing educational activities). Training in groups is based on the following provisions: 1) the idea of the uniqueness of the student's personality (L.S. Vygotsky, A.N. Leontiev, V.V. Serikov, I.S. Yakimanskaya and others): the student's personality acts as a subject of activity , the bearer of subjective experience, which takes shape long before the influence of specially organized teaching at school; 2) the concept of value exchange (H.J. Liimets, R.L. Krichevsky), carried out in interpersonal interaction. In the process of interaction, such specific relationships develop as empathy, competition, sympathy, which are realized in emotional contacts through cooperation, personal communication, etc.
Group work teaches responsibility, submission, readiness to help others, partnership; contributes to the realization of cognitive goals, increases the productivity of students, develops their cognitive activity and independence; allows you to create for each student wider social contacts than is possible with the traditional forms of the class-lesson system. The educational value of the GFR also lies in the joint experience caused by the solution of problems by the group and the formation of their scientific convictions on this basis (V. Okon, 1990).
In the methodology of teaching ecology, there are general principles FIU organizations:
The principle of combination: the effectiveness of the GFR is higher in the case of their combination with individual and frontal forms of educational work;
The principle of "mobility" of groups: acquisition was carried out depending on the goals and objectives of the lesson. If the goal of the lesson is to achieve mastery of the basic material by each student, then groups of mixed composition were formed and the "strong" helped the "weak"; if the task was to master the material depending on the individual abilities and abilities of the students, they completed homogeneous groups, each moving forward at its own pace;
The principle of problematicness: the task for the FIU is a problem, the solution of which stimulates the vigorous activity of schoolchildren;
The principle of collective responsibility: the group is responsible for the assimilation of the material by each of its members; "mutual learning" in groups takes place in hard work and gives good results;
The principle of visual presentation of the results of the work: the result of the group's work was visualized in several versions (on the board according to a pre-prepared table form; in the group report sheet issued to each group; in the form reference abstract compiled by each group);
The principle of a differentiated approach to learning: the development of students in accordance with their abilities;
Taking into account the principles of recruiting groups: dependence on the specific goals of training and education; change of leaders and variation in the composition of the group.
