Lesson, its typology and structure. Modern requirements for the lesson
The problem of the typology of lessons in teaching a foreign language.
A modern school cannot give a person a store of knowledge for life, but it is able to give the student basic guidelines. In spite ofstate standards, programs, and the eternal shortage of study timeI believe that teaching and learning can be fun. And a foreign language is exactly the discipline, in the study of which each student can feel emotional comfort and pleasure from the very process of obtaining knowledge, from the possibility of developing and demonstrating their abilities (intellectual and creative).
For both students and teachers, a lesson is interesting when it
modern in the broadest sense of the word. Modern is and
completely new, and not losing touch with the past, in a word -
up-to-date. Actual [from lat. actualis - active] means important,
significant for the present. And yet - effective, directly related to the interests of today living
person.
A recognized approach to learning is a system-activity approach, i.e. a doctrine aimed at solving the problems of the project form of organization
learning, which is important:
the use of active forms of cognition: observation, experiments, educational dialogue, etc.;
creation of conditions for the development of reflection - the ability to realize and
evaluate your thoughts and actions from the outside, correlate the result
activities with a set goal, to determine their knowledge and ignorance and
others
Characteristics of a modern foreign language lesson:
*Personally oriented (development of language abilities).
* Developing memory, speech, attention, thinking, phonemic hearing.
* Bringing up tolerance, sympathy, sympathy.
*Communicative - (China - Urban communication lesson) the ability to communicate in a foreign language.
*Complex - all types of speech activity, all aspects of the language.
*Problematic - identifying the problems that are being discussed.
* Cognitive - something new (each lesson).
* Logical - the parts of the lesson should be connected to each other (from easy to more difficult).
*Dynamic - the pace of the lesson, the change of activities in the lesson.
* Adequate to the stated goals (compliance with the stated goals).
*Collaborative – many technologies (work in groups, pairs, collages). It is important that a common decision be made. Depends on different forms student-teacher and teacher-student interactions.
*Lesson built on modern learning technologies
Lesson Objectives:
Practical (training) - the formation of communicative competence in all its components (language, speech, sociocultural, compensatory, educational and cognitive).
Developing - the development of speech skills, memory, thinking, imagination.
Educational - the formation of a holistic view of the world, familiarization with other cultures, traditions, realities, comparison of one's own and adjacent cultures
Educational - education of the student's personality on the basis of universal human values, ideological conviction, the formation of a sense of civic responsibility and legal self-awareness in schoolchildren, initiative, respect for others, tolerance for cultures, the ability for successful self-realization.
Lesson types:
1. Structural criterion
*Lesson presentation of educational material
*lesson consolidation
* generalizing lesson (speech)
2 . Criterion - language control
*language
*speech
3. Criteria - types speech activity
*speaking
*combined
Lesson typologies devoted a lot scientific works However, today this problem remains controversial in modern didactics.
Many teachers and methodologists, in particular N.I. Gez, E.I. Passov, V.L. Skalkin, I.A. Winter and other scientists who dealt with the problem of teaching foreign languages.
However, modernity imposes more and more new requirements on the organization and conduct of lessons in foreign languages, which necessitates the development of their new forms and types, the study of the possibility of using them in the classroom. modern technologies, such as video, DVD, computer multimedia technologies, the use of the international Internet in foreign language lessons. Thus, there is an acute problem of exploring the possibilities existing types foreign language lessons, as well as the development of new types of lessons that can be effectively used in the process of teaching foreign languages in a modern school.
Let's define the typology of lessons. So, the typology of lessons is the classification of lessons depending on the stage of formation of speech skills and the leading type of speech activity.
According to Irina Leonidovna Kolesnikova and Olga Alekseevna Dolgina, “The type of lesson, the model for constructing a foreign language lesson is a specific set and typical sequence of teaching actions of a teacher and learning actions of students in a lesson in the process of mastering foreign language skills and abilities.”
In the methodology today, the typology of the lessons of Efim Izrailevich Passov, proposed by him in the work “Foreign Language Lesson.” (M., 2010).
E.I. Passov gives the following definition: “lesson typology is a set of dynamic, flexible, i.e. the forms, which are changed depending on the conditions, into which they are “cast”, the main provisions of some concept of education are embodied in the material.
In the process of teaching foreign language speech activity, the material is always absorbed in certain doses. The possession of each such dose must be brought to the level of skill. To reach this level, you need to go through certain stages of mastering the material. The process of mastering cannot fit into one lesson; as a rule, it takes at least 3-5 lessons, i.e. whole cycle. Therefore, in each of the lessons there is one or another stage. Since the cycles of mastering the dose of material are periodically repeated, the stages are repeated.
Given that each stage is specific in its purpose, the criterion for distinguishing types of lessons can be considered the purpose of this stage in the formation of speech skills.
The process of assimilation is determined, first of all, by the purpose of learning - the ability to communicate. This goal is based on speech skills such as speaking, reading, writing. You need to manage your speech activity systematically and expediently. Skill, in turn, is based on speech skills. These are lexical skills that allow you to use or understand lexical units, grammatical skills help to formulate your statement or perceive someone else's according to the norms of the language being studied, and pronunciation skills that allow you to pronounce speech units correctly orthoepic and intonation; for reading the main thing is the possession of his technique. Of course, all three types of skills are merged into one in the process of speech activity. In order to achieve their inseparability, it is necessary to alternately bring one of the sides to the fore and master it.
Thus, it is advisable to distinguish three stages of work on speech material. Firstly, this is the stage of skills formation. All work at this stage, when mastering speaking, is carried out on the basis of oral advance. This means that new lexical material and a new grammatical phenomenon are extracted from the text on the basis of which the work will be carried out at the second stage, of course, orally, but always with visual and motor reinforcement, i.e. writing, reading text or phrases. If lexical reading skills are formed, then visual advance is used. The second stage is the stage of improving skills. It is carried out on the basis of the compiled text. The text used in mastering speaking at this stage can be called a "conversational" text, since it should be different from the texts intended for mastering reading. If the text for reading forms only written speech, then the spoken text is the same oral statement recorded in writing. A spoken text has all the characteristics of an oral utterance, except for intonation. The third stage is the stage of development of speech skills. This stage is characterized by the development of unprepared speech, which determines the nature of the entire work, its specificity. This specificity lies in the fact that speech material is used in completely new situations, to solve new speech problems. These tasks are quite complex from a psychological and linguistic point of view.
Each stage has a specific goal, which must be solved with the help of appropriate means, exercises. Based on these stages, the following types of lessons are distinguished:
Type I - a lesson in the formation of primary speech skills and abilities;
Type II - a lesson in improving speech skills;
Type III - a lesson in the development of speech skills.
According to E.I. Passova, these types of lessons are very logical and justified.
The program requires the development of all the main types of speech activity i.e. skills. Each skill goes through certain stages in the process of its formation. But since skills are developed in the lessons in a complex way, one or another type of speech activity will inevitably prevail in different lessons, and will turn out to be the leading one. Therefore skills building lessons can be lessons in building speaking skills, reading skills, listening skills and writing skills (at the initial stage). Skill Improvement Lessons - Skill Improvement Lessons oral speech(speaking and listening), writing skills (reading and writing), speech skills (synthetic lessons at the initial stage of education). Lessons in the development of speech skills can be lessons in the development of speaking skills, reading skills, listening skills, writing skills.
As can be seen, the selection of these types fully provides all aspects of the doctrine, as well as all goals.
But highlighting only lesson typescan't satisfyneeds educational process. There are factors that influence the construction of different types of lessons, which cannot be ignored. These include:
1. The side of speech activity is grammatical or lexical (hence, the lessons of the formation of grammatical ones are legitimate - the lessons of the formation of lexical, and at the initial stage, the lessons of the formation of pronunciation skills).
2. The form of speech is monologue or dialogic (hence, the types of lessons are legitimate, where work is being done either on the development of monologue speech or dialogic speech).
3. The form of the lesson - hence such types of lessons for the development of the ability to speak, such as a movie lesson, a video lesson, a lesson-excursion, a lesson-discussion, etc.
So there are types of foreign language lessons.
Leaving the traditional lesson through the use of new technologies in the learning process allows eliminating the monotony of the educational environment and the monotony of the educational process, and creates conditions for changing the types of activities of students. It is recommended to make a choice of technology depending on the subject content, the objectives of the lesson, the level of preparedness of students in their age category, the possibility of meeting their educational needs.
In the conditions of implementation of the requirements of the Federal State Educational Standard LLC, the following technologies become the most relevant:
Information and Communication Technology
Technology for the development of critical thinking
Design technology
Problem learning technology
Gaming technologies
Workshop technology
Case technology
It is quite clear that no typology can provide for all possible learning options, and therefore, lesson options. The ratio of the proposed types of learning conditions is the subject of creativity of each teacher.
2. Typology and structure of the lesson.
Modern teachers pay special attention to the problem of lesson typology and structure. The structure of the lesson and the forms of organization of educational work on it are of great importance, both in theory and in the practice of a modern lesson, since they largely determine the effectiveness of training, its effectiveness.
Each lesson has its own structure. The structure of the lesson should be understood as the ratio of the elements (stages, links) of the lesson in their specific sequence and interconnection with each other.
Elements - activities of the teacher and the student. Lesson elements are: Organizing time; checking the knowledge of the previous educational material, logically related to the content of this lesson; transition to new material; learning new material; fastening; summarizing the lesson; homework. These structural elements are mostly implemented in many lessons. Lessons are also needed with a predominance of one or another link in the learning process or where those of them that do not necessarily enter into its structure are omitted. The structure of each lesson depends on the content of the educational material, the didactic goal (or goals), the type of lesson, the age characteristics of the students and the characteristics of the class or team. The structure of the lesson is perfect if it takes into account the patterns of learning, the conditions of the pedagogical process in this class and allows you to successfully implement the teacher's pedagogical plan. Consequently, it is not the structure of the lesson, taken by itself, but its compliance with pedagogical conditions and design that affects the effectiveness of learning.
At present, in a number of textbooks on pedagogy, much attention is paid to the works of M. I. Makhmutov, in which it is noted that the structure of the lesson should not be amorphous, faceless, random, what it should reflect: the laws of the learning process as a phenomenon of reality, the logic of the learning process ; regularities of the assimilation process, the logic of assimilation of new knowledge as an internal psychological phenomenon; patterns of independent mental activity of the student as ways of his individual cognition, reflecting the logic cognitive activity human, the logic of teaching; activities of the teacher and students as external forms of manifestation of the essence of the pedagogical process. The elements of the lesson, which, in their interconnected functioning, reflect these patterns, are actualization, the formation of new concepts and methods of action, and the application of what has been learned.
The role of the above structures is as follows: if the didactic structure of the lesson is constant and in the teacher's activity acts as a general prescription, a general algorithm for organizing the lesson, then the methodological substructure - a variable characterizing great variability, obliges him to plan specific types of activities: doing exercises, solving tasks, students' answers; explanation of the material using adequate methods and means; solving practical and educational problems under the guidance of a teacher and independently.
The variety of lesson structures, methods of conducting them and didactic goals implies a variety of their types.
Each lesson, being an element of the learning process and the course content system, is included in one or another type - a group of lessons that has certain integral features. The type of lesson affects the quality of learning and student development. Depending on what signs (sides) of the lessons are taken as a basis, their various types are distinguished.
Among didacticists and methodologists, there are different points of view on the typology of lessons. This problem is very complex and not fully resolved today either in world or in domestic didactics, as a result of which there are different approaches to the classification of lessons. The number of currently known classifications is in the tens.
One of the first most reasonable classifications of lessons belongs to the Soviet didacticist I. N. Kazantsev, who proposed to group lessons according to three principles (criteria): content, didactic goals, methods of conducting. I.N. Kazantsev takes the teaching methods of the teacher used during the lesson, including lectures, conversations, excursions, laboratory classes. Even earlier, S.V. Ivanov proposed a classification based on the links in the learning process.
Among our didactic and foreign ones, the most fully developed is the classification of lessons, the authors of which are M. A. Danilov and B. P. Esipov.
These authors, depending on the purpose and place in the didactic system, distinguish lessons: combined; dedicated to familiarizing students with new material; serving to consolidate knowledge; designed to generalize and systematize the studied material, and, finally, to check the degree of mastery of students' knowledge and skills by performing oral, written or practical tasks.
In expanded form, this classification by most methodologists is presented as follows:
1. Combined, or mixed, lessons.
2. Lessons to familiarize students with new material:
a) familiarization with facts and specific phenomena;
b) comprehension and assimilation of generalizations;
c) lessons that present facts and conclusions.
3. Lessons to consolidate knowledge:
a) repetition at the beginning of work after a long break;
b) the current repetition.
4. Lessons on generalization and systematization of the studied.
5. Lessons on the development and consolidation of skills and abilities.
6. Knowledge testing lessons:
a) oral knowledge testing;
b) written verification;
c) with test tasks and a practical nature;
d) analysis of verification work.
Currently, there are many classifications of the lesson, but at the moment a number of didactic theorists consider the structure of the lesson developed by M. I. Makhmutov to be very promising. In accordance with this approach, the following types of lessons are distinguished:
1) lessons in learning new material;
2) lessons on improving knowledge, skills and abilities (lessons on the formation of skills and abilities, targeted application of what has been learned);
3) lessons of generalization and systematization;
4) combined lessons;
5) lessons of control and correction of knowledge, skills and abilities.
It should be borne in mind that the listed types of lessons in their "pure" form are rarely found in the practice of a teacher. One way or another, the functions of one type of lesson are often woven into the structure of another type. The difference lies in the fact that each type of lesson is characterized by dominance certain function, for example, learning new material or control, and the rest of the functions of other types of lesson are auxiliary. Therefore, the classification of lessons continues to be one of the urgent problems of didactics.
Some conclusions can be drawn from the material discussed above.
1. In modern didactics, there are the following approaches to the typification of lessons: according to the content and method of conducting; according to the logical content of the work and the nature of cognitive activity; according to didactic goals and place of lessons in common system(mostly this approach is supported by theorists and practitioners).
2. In the methodology of teaching history, methodologists have received the greatest recognition from the classification according to the links of the learning process and the main didactic task of the lesson that follows from this. In pedagogical practice, this classification is considered the most effective, because it clearly defines the main didactic task of each lesson, helps to determine the appropriate structure of the system of lessons of different types, since training cannot be effective with the same type of lessons. Therefore, a system of lessons of different types is needed, with a predominance of lessons for learning new knowledge and combined ones, which is confirmed by many years of practice.
Conclusion Thus, having considered in three chapters a set of problems and questions, the goal and objectives set in the introduction, it is possible to summarize and draw conclusions within the framework of the topic of this thesis"Game moments and reference notes in the lessons of history." Practice has shown that history lessons using game situations, theatrical forms and supporting notes, making it fascinating ...
The material to be studied, as well as the need for an organic connection between newly studied facts and phenomena with previously studied ones, leads to the fact that in teaching history (especially in grades V-VIII), the most common type of lesson is a combined one. However, its types may be different. Often it begins with a test and assessment of students' knowledge on the material given for homework, which ...
... No. 1 in Zheleznovodsk. Traditional and non-traditional forms of history lessons in the section "Moscow Russia" were taken as a basis, with the help of which the influence of the form of organization of a history lesson on the level of knowledge quality was revealed. Two 6th graders participated in the experiment. In the 6th "A" grade (experimental class), lessons of non-traditional form were conducted during the experiment, and in the 6th "B" grade (control ...
Universal technique or a technology that would allow you to fully get rid of the shortcomings that are present in modern methods and technologies. In the first chapter of this work, a modern history lesson is considered as an educational lesson, the main types and types of a modern history lesson are outlined here, and are also considered here in general view basic technology of teaching history. In the second...
ESSENCE OF THE LESSON
In the extensive literature on didactics, methodology, pedagogical technologies, the definition of the concept of "Lesson", as a rule, is reduced to a holistic, logically complete, limited segment of the educational process, in which educational work is carried out with a constant composition of students of approximately the same age level of training. It has the following set of features:
- the presence of certain educational, educational developmental goals;
- selection in accordance with the set goals of specific educational material and levels of its assimilation;
- achievement of the set goals by selecting suitable means and methods of training;
- organization of appropriate educational activities of students.
The key position among the main features is occupied by the objectives of the lesson: educational, upbringing and developing. All of them are closely interconnected, and depending on the specific conditions, their role in organizing and conducting a lesson or a system of lessons is different.
In accordance with the goals set, the content of the lesson is selected. It is concretized with the help of curricula, textbooks, teaching aids.
Appropriate means and teaching methods are used to achieve the set goals on a specific material. The effectiveness of their choice is impossible without a 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 trainees are used.
These are the main positions that characterize the essence of the modern lesson.
TYPOLOGY OF LESSONS
The study of 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, the following typologies of lessons play a leading role:
For the main didactic purpose;
According to the main method of their implementation;
On the main stages of the educational process.
According to the main didactic goal, the following types of lessons are distinguished:
Pa lesson in consolidating what has been learned;
Pcombined lesson.
Typology according to the main method of conducting them is divided into lessons:
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 work.
If the main stages of the educational process are taken as the basis of the typology, then the lessons are distinguished:
P introductory;
Pinitial acquaintance with the material;
Pformation of concepts, establishment of laws and rules;
Papplication of the received rules in practice;
Prepetitions and generalizations;
P control;
Pmixed or combined.
For a more complete coverage of the lessons that are diverse in their purpose, which are constructed in the practice of teaching, they are divided not only by type, but also by type. The division of lessons into types is most expedient to carry out according to the nature of the activities of the teacher and students. At the same time, the 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, they are divided into the following types: lessons of oral questioning; written survey; offsets; laboratory and practical work; independent and control work; combination different types. The division of lessons into types and types, however, does not complete the available typologies. The following types of lessons can be cited as examples of such typologies that subdivide lessons according to the form of their delivery:
1. Lessons in the form of competitions and games: competition, tournament, relay race, 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, commentary, brainstorming, interviews, reportage, review, etc.
3. Lessons based on non-traditional organization of educational material: lesson of wisdom, revelation, lesson-block, lesson-"understudy begins to act", etc.
4. Lessons resembling public forms of communication: a press conference, a briefing, an auction, a benefit performance, a regulated discussion, a panorama, a teleconference, a reportage, a dialogue, a live newspaper, an 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: extramural excursion, excursion into the past, travel, walks, etc.
7. Lessons based on fantasy: a fairy tale lesson, a surprise lesson, etc.
8. The use of traditional forms of extracurricular work in the lesson: "experts conduct the investigation", performance, "brain ring", debate, etc.
9.Integrated lessons.
10. Transformation of traditional ways of organizing a lesson: lecture-paradox, paired survey, express survey, lesson-protection of evaluation, lesson-consultation, lesson-workshop, lesson-seminar, etc.
As examples of a different approach to the typology of lessons in the form of their conduct, the following blocks of the same type of lessons can be given:
Creativity lessons: invention lesson, exhibition lesson, essay lesson, creative report lesson, etc.
Lessons consonant with social trends: a lesson - a public review of knowledge, a debate lesson, a dialogue lesson, etc.
Inter-subject and intra-course lessons: simultaneously in two subjects, simultaneously for students of different ages, etc.
Lessons with elements of historicism: a lesson about scientists, a benefit lesson, historical lesson review, portrait lesson, etc.
Theatrical lessons: lesson-performance, lesson of memories, lesson-court, lesson-auction, etc.
Game lessons: a lesson - a business game, a lesson - a role-playing game, a lesson with a didactic game, a lesson-competition, a lesson-travel, etc.
Auxiliary lessons: test lesson, lesson for parents, consultation lesson, etc.
Comparison of various typologies of lessons allows us to note a certain trend - the desire to more fully cover the modern forms of organizing a lesson. However, created in recent times typologies need regular replenishment, clarification and processing. And the teacher must constantly monitor all the information about this and understand it well. In addition, in the practice of teaching, the construction of lesson systems by the teacher, as a rule, does not fit into the framework of any one typology. At the same time, it is also necessary to solve problems associated with the choice or layout of a particular system of lessons. Knowledge of the specifics of the structure of a set of lessons, in which the most typical constructive elements of other lessons are accumulated, can be of significant help here.
STRUCTURE OF MAIN TYPES OF LESSONS
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 expediency of distinguishing the following 19 types:
1) introduction to new material;
2) a lesson in consolidating what has been learned;
3) a lesson in the application of knowledge and skills;
4) lesson of generalization and systematization of knowledge;
5) a lesson in checking and correcting knowledge and skills;
6) combined lesson;
7) lesson-lecture;
8) lesson-seminar;
9) lesson-test;
10) practical 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;
These lessons are called lessons of basic types. It should be noted that the manifestation of this system of lessons is not at all connected with the creation of another typology of them, but is due to the need to solve problems posed directly by the teachers themselves. They are free to search for and identify such a set of lessons, knowledge of the structural features of which would make it possible to navigate the variety of lessons currently being constructed in the practice of teaching and help in their creative development. This is precisely the main purpose of the system of lessons of the main types.
1. Lesson of familiarization with new material
The structure of this lesson is determined by its main didactic goal: the introduction of a concept, the establishment of the properties of the objects under study, the construction of rules, algorithms, etc. Its main stages:
1. message of the topic, purpose, objectives of the lesson and motivation learning activities;
2. preparation for learning new material through repetition and updating basic knowledge;
3. familiarization with new material;
4. primary understanding and consolidation of connections and relationships in the objects of study;
5. setting a task at home;
6. summarizing the lesson.
2. A lesson in reinforcing what has been learned
Its main didactic goal is the formation of certain skills. The most general structure of the 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 the studied and its application in standard conditions;
4. transfer of acquired knowledge and their primary application in new or changed conditions in order to form skills;
5. summarizing the lesson;
6. setting 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 ways of their implementation; preparation of the required equipment; independent performance of tasks; rationalization of ways to perform tasks; external control and self-control in the process of performing tasks. This is the reason for the possible structure of such a lesson:
1. checking homework;
2. motivation of educational activity through students' awareness of the practical significance of the applied knowledge and skills, communication of the topic, goals and objectives of the lesson;
3. comprehension of the content and sequence of application of practical actions in the performance of upcoming tasks;
4. independent performance of tasks by students under the supervision of the teacher;
5. generalization and systematization of the results of completed tasks;
6. summarizing the lesson and setting homework.
4. Lesson of generalization and systematization of knowledge
At the lessons of generalization and systematization of knowledge, the most general and essential concepts, laws and regularities, basic theories and leading ideas are distinguished, 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 patterns.
The process of generalization and systematization of knowledge involves the following sequence of actions: from the perception, comprehension and generalization of individual facts to the formation of concepts, their categories and systems, from them to the assimilation of a more complex system of knowledge: mastering the basic theories and leading ideas of the subject being studied. In this regard, in the lesson of generalization and systematization of knowledge, the following structural elements are distinguished:
1. setting the goal of the lesson and motivating the learning activities of students;
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. assimilation of leading ideas and basic theories on the basis of a broad systematization of knowledge;
6. summarizing the lesson.
5. Lesson for checking 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 mastery of the complex of knowledge and skills by students, and on its basis to 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 the organization of work in the lesson;
2. checking 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 abilities to explain their essence, argue their judgments and give examples;
4. checking the ability of students to independently apply knowledge in standard conditions;
5. checking the ability of students to apply knowledge in changed, non-standard conditions;
6. Summing up (on this and subsequent lessons).
6. Combined lesson
A combined lesson is characterized by setting and achieving several didactic goals. Their numerous combinations determine the varieties of combined lessons. The following structure of the combined lesson is traditional:
1. familiarization with the topic of the lesson, setting its goals and objectives;
2. checking homework;
3. checking the knowledge and skills of students on the material covered;
4. presentation of new material;
5. primary consolidation of the studied material;
6. summarizing the lesson and setting homework.
Along with the traditional, other types of combined lessons are widely used in teaching practice.For example, a combined lesson, the purpose of which is to test previously learned and familiarize yourself with new material, may have the following structure:
1. checking homework;
2. verification of previously acquired knowledge;
3. message of the topic, purpose and objectives of the lesson;
4. presentation of new material;
5. perception and awareness by students of new material;
6. understanding, generalization and systematization of knowledge;
7. setting homework.
The structure of the combined lesson is largely duplicated in the design of the so-called modular lessons. They are characterized by the setting and achievement of 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, as a rule, includes:
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;
Entrance control (checking homework and repeating what was learned earlier);
Working with new material;
Consolidation of the studied material;
Final control (checking what was learned in the lesson);
Reflection.
The latter is connected with self-assessments and judgments of students about the work of the class, group, their activities in the lesson; about what opinion each student has 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 under study is presented.
Depending on the didactic tasks and the logic of the educational material, introductory, installation, current and review lectures are common. By the nature of the presentation and the activity of students, a lecture can be informational, explanatory, lecture-conversation, etc.
The lecture form of conducting lessons is appropriate for:
The study of new material, little related to previously studied;
Consideration of material that is difficult for independent study;
Presentation of information in large blocks, in terms of implementing the theory of enlargement of didactic units in teaching;
- application of the studied material in solving practical problems.
The structure of the lecture is determined by the choice of topic and the purpose of the lesson. In other words, the lecture is based on a combination of the stages of the lesson: organization; setting goals and updating knowledge; communication of knowledge by the teacher and their assimilation by students; defining homework. Let's bring possible variant structure of the lesson-lecture:
1. creation of a problematic situation when setting the topic, goals and objectives of the lecture;
2. its resolution in the implementation of the planned lecture plan;
3. highlighting basic knowledge and skills and their design using the memo "How to outline a lecture";
4. reproduction by students of basic knowledge and skills according to sample notes, block notes, supporting notes, etc.;
5. application of acquired knowledge;
6. generalization and systematization of the studied;
7. the formation of homework by setting questions for self-examination, reporting a list of recommended literature and a list of tasks from the textbook.
8. Lesson-seminar
Seminars are characterized primarily by two interrelated features: independent study students of the program material and discussion in the lesson of the results of their cognitive activity. On them, the guys learn to speak with independent messages, discuss, defend their judgments. Seminars contribute to the development of cognitive and research skills of students, improve the culture of communication.
There are lessons-seminars according to educational tasks, sources of knowledge, forms of their conduct, etc. In the practice of teaching, seminars have become widespread - detailed conversations, seminars-reports, abstracts, creative written works, commented reading, a seminar-problem-solving, a seminar-debate, a seminar-conference, etc.
We will indicate the main cases when it is preferable to organize lessons in the form of seminars:
When studying new material, if it is available for independent study by students;
After conducting introductory, installation and current lectures;
When summarizing and systematizing the knowledge and skills of students on the topic under study;
When conducting lessons on various methods of solving problems, completing assignments and exercises, etc.
The seminar is held with the entire composition of the students. The teacher determines the topic, purpose and objectives of the seminar in advance, plans its conduct, formulates basic and additional questions on the topic, distributes tasks among students taking into account their individual capabilities, selects literature, conducts group and individual consultations, checks notes. Having received the task, students using the notes "How to outline sources", "How to prepare for a speech", "How to prepare for a seminar", "Speaker's Memos" draw up the results of independent work in the form of a plan or abstracts of speeches, summaries of the main sources, reports and abstracts.
The seminar begins with an introductory speech by the teacher, in which he recalls the task of the seminar, the order of its conduct, recommends what needs to be paid special attention to, what should be written down in the workbook, and gives other advice. Further, the issues of the seminar are discussed in the form of a discussion, a detailed conversation, messages, reading primary sources with relevant comments, reports, abstracts, etc.
Then the teacher completes the students' reports, answers their questions and evaluates their performances. Summing up, notes the positive, analyzes the content, the form of students' speeches, points out the shortcomings and ways to overcome them.
Seminars can be integral part lecturely- seminary training system, expanding the scope of their application. This is confirmed, for example, by the possibility of its application in such a variety of joint educational activities of the teacher and students as "immersion".
9. Lesson-test
One of the forms of organizing the control of knowledge, skills and abilities of students is a test-lesson. Its main purpose is to diagnose the level of assimilation of knowledge and skills by each student at a certain stage of learning. A positive mark for the test is set if the student has completed all the tasks corresponding to the level of compulsory preparation in the studied subject. If at least one of these tasks remains unfulfilled, then, as a rule, a positive assessment is not given. In this case, the test is subject to retake, and the student may not retake the entire test, but only those types of tasks that he did not cope with.
practiced different kinds tests: current and thematic, test-workshop, differentiated test, external test, etc. When conducting them, various forms of organizing the activities of teachers and students are used: a test in the form of an exam, a ring, a conveyor of a public review of knowledge, an auction, etc. If students are previously informed of an approximate list of tasks to be taken for credit, then it is customary to call it open, otherwise it is called closed. More often, preference is given to open credits in order to determine the results of studying the most important topics of the subject.
As an example, let's consider the possible main stages of preparing and conducting an open thematic test.
Such a test is carried out as a final check at the end of the topic being studied. Starting to present it, the teacher reports on the upcoming test, its content, features of the organization and deadlines. To carry out the test, consultants are selected from among the most prepared students. They help distribute students into groups of 3-5 people, prepare record cards for their groups, in which marks for the completion of each task by students and final marks for the test will be recorded. Tasks are prepared in two types: basic, corresponding to the mandatory level of preparation of students, and additional, the implementation of which, together with the main ones, is necessary to obtain a good or excellent mark.
Each student (except for those who act as consultants) is given individual tasks, including basic and additional questions and exercises. At the beginning of the test, as a rule, in a paired lesson, students receive their assignments and begin to complete them. At this time, the teacher conducts interviews with consultants. He checks and evaluates their knowledge, and then once again explains the methodology for checking tasks, especially the main ones.
At the next stage of the lesson, the consultants begin to check the completion of tasks in their groups, and the teacher, selectively from different groups, checks, first of all, the work of students who have completed the main tasks and have begun to complete additional tasks.
In the final part of the lesson, the evaluation of each task is completed by putting 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. Lesson-practice
Practical lessons, in addition to solving their special task - strengthening the practical orientation of training, should be closely related to the studied material, and also contribute to its strong, informal assimilation. The main form of their implementation is practical and laboratory work, in which students independently practice practical application acquired theoretical knowledge and skills.
Their main difference is that in laboratory work the dominant component is the process of forming the experimental skills of students, and in practical work - constructive. It should be noted that the educational experiment, as a method of self-acquisition of knowledge by students, although similar to a scientific experiment, at the same time differs from it in setting a goal that has already been achieved by science, but unknown to students.
There are installation, illustrative, training, research, creative and generalizing practical lessons. The main way of organizing the activities of students at workshops is a group form of work. At the same time, each group of two or three people performs, as a rule, practical or laboratory work that differs from the others.
The means of managing the educational activities of students during the workshop is the instruction, which, according to certain rules, consistently establishes the actions of the student.
The structure of the workshops:
1. communication of the topic, purpose and objectives of the workshop;
2. updating the basic knowledge and skills of students;
3. motivation of educational activity of students;
4. familiarization of students with the instruction;
5. selection of the necessary didactic materials, teaching aids and equipment;
6. performance of work by students under the guidance of a teacher;
7. delivery of the report;
8. discussion and theoretical interpretation of the results of the work.
11. Lesson-excursion
The main tasks of educational excursions are transferred to the lessons-excursions: enrichment of students' knowledge; establishing a connection between theory and practice, with life phenomena and processes; development of creative abilities of students, their independence, organization; fostering a positive attitude towards learning.
In terms of content, excursion lessons are divided into thematic, covering one or more topics of one subject, and complex, based on the content of interrelated topics of two or more academic subjects.
According to the timing of the topics studied, there are introductory, accompanying and final lessons-excursions.
The form of conducting lessons-excursions is very diverse. This is a "press conference" with the participation of representatives of an enterprise, institution, museum, etc., and historical excursions on the subject being studied, and film or television excursions, and a lesson of generalizing repetition on a topic, section or course in the form of an excursion and etc.
However, the structural elements of various types of excursion lessons are fairly well defined. For example, a thematic excursion lesson may have the following structure:
1. message of the topic, purpose and objectives of the lesson;
2. updating the basic knowledge of students;
3. perception of the features of excursion objects, the primary awareness of the information embedded in them;
4. generalization and systematization of knowledge;
5. summarizing the lesson and issuing individual tasks to students.
12. Lesson discussion
The basis of the lessons-discussions is the consideration and study of controversial issues, problems, various approaches in arguing judgments, solving tasks, etc.
There are discussion-dialogues, when the lesson is arranged around the dialogue of its two main participants, group discussions, when controversial issues are resolved in the process of group work, as well as mass discussions, when all students of the class take part in the debate.
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, the participants in the upcoming discussion should familiarize themselves with additional literature, pre-selected and proposed by the teacher.
At the beginning of the lesson, the choice of a topic or question is justified, the conditions for discussion are clarified, and the key points of the problem under discussion are highlighted. The main point of the discussion is the direct dispute between the participants. For its emergence, the authoritarian style of teaching is unacceptable, because it does not encourage frankness, expressing one's views. The facilitator of the discussion (most often a teacher) can use various methods of activating students, encouraging them with remarks such as: “good idea”, “interesting approach, but ...”, “let's think together”, “what an unexpected, original answer”, or focusing on clarifying the meaning of opposing points of view, etc. It is necessary to reflect together with the students, while helping them to formulate their thoughts, and to develop cooperation between themselves and them.
In the course of the discussion, it is not necessary to achieve uniformity of assessments. However, there is a need for clarity on fundamental issues. The question of the culture of the discussion stands apart. Insults, reproaches, hostility towards one's comrades should not be present in the dispute. Shouting, rudeness most often arise when the basis of the discussion is not facts or patterns, but only emotions. At the same time, often its participants do not own the subject of the dispute and "speak different languages", the following rules can help create a culture of discussion:
When entering into a discussion, it is necessary to present the subject of the dispute;
In a dispute, do not allow a tone of superiority;
Competently and clearly ask questions;
Formulate main conclusions.
The moment of the end of the discussion should be chosen so as to prevent the repetition of what has already been said, because this negatively affects the maintenance of students' interest in the problems considered in the lesson. Having completed the discussion, it is necessary to sum up its results: to assess the correctness of the formulation and use of concepts, the depth of arguments, the ability to use methods of evidence, refutation, hypotheses, and the culture of discussion. At this stage, students receive marks for the discussion, but there is no need to reduce the mark for the fact that the student defended the wrong point of view.
At the final stage of the lesson, it is possible not only to systematize possible solutions to the problem under discussion, but also to raise new questions related to it, giving food for new thoughts of students.
It should be noted that the discussion is also one of the main structural components of the debate lesson, conference, trial, meeting of the Academic Council, etc.
13. Lesson consultation
At the lessons of this type, purposeful work is carried out not only to eliminate gaps in the knowledge of students, to generalize and systematize the program material, but also to develop their skills.
Depending on the content and purpose, thematic and targeted 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 control work, tests, and exams. These can be lessons on working on mistakes, lessons on analyzing the results of a test or test, etc.
The consultation combines various forms of work with students: general, group and individual.
Preparation for the lesson-consultation is carried out by both the teacher and the students. The teacher, along with a logical and didactic analysis of the content of the material being studied, systematizes the difficulties, shortcomings and errors in the oral answers and written work of students. On this basis, he refines the list of possible issues to be considered at the consultation. The children learn, in turn, to prepare for consultations, the dates of which are announced in advance, questions and tasks that cause them difficulties. In this case, it is possible to use not only the textbook, but also additional literature.
On the eve of the consultation lesson, you can offer students homework: prepare cards on the topic under study 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 the development of such skills, is devoted to the analysis of questions prepared by the teacher.
When the students understand how to prepare for the consultation lessons, they can prepare so many questions that there will not be enough time in the lesson to answer them. In such cases, the teacher either summarizes some of the questions, or selects the most significant of them, transferring the remaining questions to subsequent lessons.
A different situation arises when students' questions are drawn from additional literature. Receiving answers to them, students are well aware that they were often not known to the teacher in advance. In other words, the guys get the opportunity to look into the creative laboratory of the teacher. They can see that the teacher makes various attempts to find the right answer to the question, gropes for such a path far from immediately, and sometimes makes mistakes in his hypotheses. The children are greatly impressed by the cases when, instead of the task proposed by them, 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 thing in the activities of the teacher and students after consultation. The authority of the teacher does not suffer. On the contrary, the guys appreciate the teacher for the fact that, on his own initiative, he, as it were, takes 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, to replenish information about the dynamics of their progress, to identify the most inquisitive and passive, to 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 the 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 freed up study time for the full implementation of profile differentiation in education.
In other words, from a practical point of view, integration involves strengthening interdisciplinary connections, reducing student overload, expanding the scope of information received by students, and reinforcing learning motivation.
The methodological basis of an integrated approach to learning is the formation of knowledge about the world and its patterns in general, as well as the establishment intra-subject and interdisciplinary connections in mastering the basics of sciences. In this regard, any lesson with its own structure is called an integrated lesson, if knowledge, skills and results of the analysis of the studied material by methods of other sciences, other academic subjects are involved in its implementation. It is no coincidence that therefore integrated lessons are also called interdisciplinary, and the forms of their conduct are very different: seminars, conferences, travel, etc.
The most general classification of integrated lessons according to the way they are organized is an integral part of the hierarchy of integration steps, which, in turn, has the following form:
Designing and conducting a lesson by two or more teachers of different disciplines;
Designing and conducting an integrated lesson by one teacher with basic training in relevant disciplines;
Creation on this basis of integrated topics, sections and, finally, courses.
15. Theatrical 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 in that they bring a holiday atmosphere, high spirits into student everyday life, allow the children to show their initiative, and contribute to the development of a sense of mutual assistance and communication skills.
As a rule, theatrical lessons are divided by organization: performance, salop, fairy tale, studio, etc.
When preparing such lessons, even the work on the script and the production of costume elements become the result of the collective activity of the teacher and students. Here, as well as at the theatrical lesson itself, a democratic type of relationship develops, when the teacher passes on to students not only knowledge, but also his life experience, reveals himself to them as a person.
Filling the scenario 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, while studying relevant historical information, which ultimately arouses their interest in knowledge.
Directly at the lesson itself, the teacher is deprived of the authoritarian role of the teacher, for he only performs the functions of the organizer of the performance. It begins, as a rule, with the introductory speech of the leader, whose duties are not necessarily assigned to the teacher. The presentation itself after the informative part can be continued by posing problem tasks that directly involve other students in active work in the lesson.
In the final part of the presentation, which is also the development stage, it is desirable to provide for a debriefing stage and the associated careful selection of assessment criteria that take into account all types of student activities in the lesson. Their main provisions should be known in advance to all the guys. Note that there is enough time to conduct the final stage of the theatrical lesson, if possible, repeat and summarize the material used in the presentation, not to sum up in a hurry, and also to assess students' knowledge. Of course, the proposed structure is used as one of the options in the design of theatrical lessons, the variety of which is determined primarily by the content of the material used and the choice of the appropriate scenario.
16. Lesson-competition
The basis of the lesson-competition is the competition of teams in answering questions and solving alternating tasks proposed by the teacher.
The form of conducting such lessons is very different. This is a duel, bon, relay race, competitions built on the plots of famous games: KVN, Brain Ring, Lucky Chance, Finest Hour, etc.
There are three main stages in organizing and conducting lessons-competitions:
- preparatory,
- game,
- summarizing.
For 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's dwell on the specifics of organizing and conducting a "fight" of teams in a subject in a lesson.
To participate in the competition, the class is divided into two or three teams. Each team is given the same tasks in such a way that the number of tasks is equal to the number of team members. Team captains are selected. They direct the actions of their comrades and distribute which of the team members will defend the solution of each task in battle. After giving time to think and find solutions, the jury, consisting of the teacher and students not included in the teams, monitors compliance with the rules of the competition and sums up the competition.
The battle opens with a captains competition, which does not bring points, but gives the team whose captain wins the right to issue a challenge or transfer this opportunity to opponents. In the future, the teams call each other in turn. The calling team indicates each time for which task it calls the opponent. If the challenge is accepted, then the challenged team puts up a participant who tells the solution, and its rivals - an opponent who is looking for errors and shortcomings in this solution. If the challenge is not accepted, then, on the contrary, one of the members of the calling team tells the decision, and a member of the called team opposes it.
The jury determines the points for solving and opposing each task. If none of the team members knows the solution, then the teacher or a member of the jury brings it. At the end of the lesson, team and individual results are summed up. Of exceptional importance in the competition is the objectivity of assessing the level of knowledge. In the case of a correct answer, as noted, participants and teams receive a certain number of points corresponding to the difficulty of the question. If the task is completed incorrectly, cheating or hints, a certain number of points are deducted. Note that the refusal to remove points, as experience shows, has a negative effect on the prevention of incorrect answers and the organization of the lesson as a whole.
17. Lesson with didactic game
Unlike games in general, a didactic game has an essential feature - the presence of a clearly defined learning goal and a pedagogical result corresponding to it. A didactic game has a stable structure that includes the following main components: game concept, rules, game actions, cognitive content or didactic tasks, equipment, game result.
The game intent is expressed, as a rule, in the name of the game. It is embedded in the didactic task that must be solved in the lesson, and gives the game a cognitive character, imposes certain requirements on its participants in terms of knowledge.
The rules determine the order of actions and behavior of students, during the game, a working environment is created in the lesson. Therefore, their development is carried out taking into account the purpose of the lesson and the capabilities of students. In turn, the rules of the game create conditions for the formation of students' skills to control their behavior.
Game actions regulated by the rules contribute to the cognitive activity of students, give them the opportunity to show their abilities, apply knowledge and skills to achieve the goals of the game. The teacher, directing the game, directs it in the right didactic direction, activates its course if necessary, and maintains interest in it.
The basis of the didactic game is cognitive content. It consists in the assimilation of the knowledge and skills that are used in solving the educational problem posed by the game.
The equipment of the game largely includes the equipment of the lesson. This includes the availability of technical teaching aids, various visual aids, and didactic handouts.
The 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 the didactic game are interconnected, and in the absence of the main ones, it is either impossible or loses its specific form, turning into the execution of instructions, exercises, etc.
Appropriateness of use didactic games at different stages of the lesson is different. When acquiring new knowledge, the possibilities of didactic games are inferior to more traditional forms of education. Therefore, they are more often used when checking learning outcomes, developing skills, and developing skills. In the same connection, teaching, controlling and generalizing didactic games are distinguished.
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 with their systematic use become an effective means of enhancing the educational activities of schoolchildren. This necessitates the accumulation of such games and their classification by content using materials from relevant methodological journals and manuals.
18. Lesson - business game
In business games, on the basis of a game plan, life situations and relationships are modeled, within which the best option for solving the problem under consideration is chosen, and its implementation in practice is simulated. Business games are divided into production, organizational and activity, problematic, educational and complex.
Within the framework of the lessons, they are most often limited to the use of educational business games. Their distinctive properties are:
- simulation of situations close to real life;
- stage-by-stage development of the game, as a result of which the execution of the previous stage affects the course of the next one;
- the presence of conflict situations;
- mandatory joint activity of game participants performing the roles provided for by the scenario;
- use of the description of the object of game simulation;
- game time control;
- elements of competitiveness;
- rules, systems of evaluation of the progress and results of the game.
The methodology for developing business games includes the following steps:
1. substantiation of the requirements for the game;
2. drawing up a plan for its development;
3. writing a scenario, including rules and recommendations for organizing the game;
4. selection of the necessary information, teaching aids that create a game environment;
5. clarifying the goals of the game, compiling a guide for the host, instructions for players, additional selection and design of didactic materials;
6. development of ways to evaluate the results of the game as a whole and its participants separately.
A possible variant of the structure of a business game in a lesson can be as follows:
Pfamiliarity with the real situation;
Pbuilding it and a simulation model;
Psetting the main task for teams (brigades, groups), clarifying their role in the game;
Pcreation of a game problem situation;
Pisolating the theoretical material necessary to solve the problem;
Psolution;
Pdiscussion and verification of the results;
P correction;
Pimplementation of the decision;
Panalysis of the results of work;
Pperformance evaluation.
19. Lesson - role-playing game
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 distributed roles.
Lessons - role-playing games can be divided into three groups as their complexity increases:
1) imitation, aimed at imitation of 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.
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 provides for the inclusion in full or in part of the following stages:
1. preparatory;
2. game;
3. final;
4. analysis of results.
At the preparatory stage, issues are resolved, both organizational and related to the preliminary study of the content of the game.
Organizational matters:
- distribution of roles;
- selection of the jury or expert group;
- formation of game groups;
- introduction to responsibilities.
Preliminary questions:
- familiarity with the topic, problem;
- familiarization with instructions, tasks;
- collection of material; material analysis; preparation of the message;
- production of visual aids;
- consultations.
The game stage is characterized by inclusion in the problem and awareness of the problem situation in groups and between groups. Intragroup aspect: individual understanding of the problem; discussion in the group, identification of positions; decision-making; message preparation. Intergroup: listening to group messages, evaluating the solution.
At the final stage, solutions to the problem are developed, the report of the expert group is heard, and the most successful solution is selected. When analyzing the results of the role-playing game, the degree of activity of the participants, the level of knowledge and skills are determined, recommendations are made to improve the game. Conducting a role-playing game, like any other one based on the use of imitation, is associated with overcoming the difficulties inherent in its contradictory nature. The inconsistency of a role-playing game lies in the fact that it must always have both conventionality and seriousness. In addition, it is carried out in accordance with certain rules that provide for elements of improvisation. If any of these factors is missing, the game fails. It turns into a boring dramatization in case of excessive regulation and lack of improvisation, or into a farce when the players lose their seriousness and their improvisations are absurd.
LESSON REQUIREMENTS
When designing a lesson, it is necessary to comply with the conditions and rules for its organization, as well as the requirements for it.
Conditions mean the presence of factors without which the normal organization of the lesson is impossible. An analysis of the educational process makes it possible to single out two groups of conditions: socio-pedagogical and psychological-didactic. In the socio-pedagogical group, four most important conditions can be noted:
1) qualified, creatively working teacher;
2) a team of students with a well-formed value orientation;
3) necessary teaching aids;
4) trusting relationship between students and teacher based on mutual respect.
In a group psychological and didactic you can specify the following conditions:
1) the level of students' education that meets the program requirements;
2) mandatory level formation motives for learning and work;
3) compliance didactic principles and rules for organizing the educational process;
4) application of active forms and teaching methods.
The whole set of requirements for the educational process, ultimately, comes down to observing the didactic principles of teaching:
- upbringing and developmental education;
- scientific character;
- connection of theory with practice, learning with life;
- visibility;
- availability;
- systematic and consistent;
- independence and activity of students in learning;
- consciousness and strength of mastering knowledge, skills and abilities;
- purposefulness and motivation of training;
- individual and differentiated approach to students.
In addition to the basic rules arising from didactic principles, the teacher, when preparing a lesson, is also guided by special rules for organizing a lesson based on the logic of the learning process, the principles of learning and the laws of teaching. This should:
Pdetermine the general didactic goal of the lesson, including educational, upbringing and developmental components;
Pclarify the type of lesson and prepare the content of the educational material, determining its volume and complexity in accordance with the goal and the capabilities of students;
Pdefine and detail the didactic tasks of the lesson, the consistent solution of which will lead to the achievement of all goals;
Pchoose the most effective combination of teaching methods and techniques in accordance with the goals set, the content of the educational material, the level of students' learning and didactic tasks;
Pdetermine the structure of the lesson, corresponding to the goals and objectives, content and teaching methods;
Pstrive to solve the set didactic tasks at the lesson itself and not transfer them to homework.
When talking about the requirements for the 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 the lesson are its purposefulness; rational construction of the content of the lesson; reasonable choice of means, methods and techniques of training; a variety of forms of organization of educational activities of students.
ANALYSIS AND SELF-ANALYSIS OF THE LESSON
The improvement of a teacher's qualifications largely depends on the degree of possession of the ability to analyze one's own and others' activities in constructing a lesson. Analysis and introspection of the lesson should be aimed at comparing the educational, educational and developmental goals put forward with the results achieved. The purpose of the analysis is to identify methods and techniques for organizing the activities of the teacher and students in the classroom, which lead or do not lead to positive results. The main task is to find reserves to improve the efficiency of the teacher and students.
The most common types of analysis are full, complex, brief and aspect. A full analysis is carried out in order to study and analyze all aspects of the lesson; short - achievement of the main goals and objectives; complex - in the unity and interconnection of goals, content, forms and methods of organizing a lesson; aspect - individual elements of the lesson.
Each of these types of analysis can be of the following types: didactic, psychological, methodical, organizational, educational, etc. Such a variety of approaches is also due to the presence of numerous lesson analysis schemes, which can include the following main provisions.
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 beginning of the lesson:
- the readiness of the teacher for the lesson - the availability of a summary or a detailed lesson plan, visual aids, tools, etc.;
- student readiness -d on-duty, availability of notebooks, textbooks, manuals, etc.;
- classroom preparedness - cleanliness, blackboard, chalk, lighting, etc.
4.Organizational structure of the lesson:
- mobilizing the beginning of the lesson;
- sequence, interconnection and correlation of parts of the lesson;
- the saturation of the lesson, the pace of its conduct, etc.
5. Analysis of the content of the educational material of the lesson:
- substantiation 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 plan and outline of the lesson with the goal;
- rationale for the choice of teaching methods;
- ways to implement didactic principles in teaching;
- individualization and differentiation in learning;
- the relationship of educational, developmental and educational aspects of the lesson.
7. Teacher activities:
- scientific character and accessibility of presentation of new knowledge;
- the use by the teacher of the experience of the best teachers and the recommendations of methodological science;
- organization of consolidation of educational material;
- organization of independent work of students;
- verification and assessment of knowledge and skills of students;
- teacher questions and requirements for student responses;
- the attitude of the teacher to the conscious assimilation of educational material by students;
- homework and the teacher's attention to it;
- ways to achieve order and conscious discipline of students;
- the effectiveness of the use of visual aids, 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.;
- the intensity and quality of independent work of students;
- the state of their oral and written speech;
- students' knowledge of the theory, the ability to apply the acquired knowledge;
- the attitude of students to the teacher;
- the degree and nature of the participation of the team as a whole And individual students in class work, etc.
9.Conclusions:
- implementation of the lesson plan;
- achievement of the objectives of the lesson;
- especially interesting and instructive in the classroom;
- What made the biggest impression on the lesson?
- what changes should be made when re-conducting a lesson on the same topic;
- lesson evaluation.
With the help of the given general scheme it is possible to conduct both analysis of the lesson during mutual visits and introspection. In their implementation, the greatest difficulty is the detailing of the main provisions of the general scheme for analyzing the lesson. 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 is the nature of the lesson? What is its type? What is the place of this lesson in the topic, section, course?
3. How were students' abilities taken into account when planning the lesson?
4. Is the chosen structure of the lesson and the distribution of time for individual stages of the lesson rational?
5. On what material or stage of the lesson is the main focus?
6. What is the rationale for the choice of teaching methods and their combination?
7. How were the forms of instruction 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. How did you ensure that students were active throughout the lesson?
11. How were student overloads prevented?
12. Have the goals been achieved and why? What changes are needed in the preparation and conduct of such a lesson?
Of course, this list of questions does not cover all the features of each of the stages of a particular lesson. However, their setting should warn against superficial assessments of the lesson, which boil down to general unsubstantiated statements such as "I liked the lesson", "the students and the teacher worked actively", "the goal of the lesson was achieved", etc. Based on a critical approach, the analysis of the lesson should be permeated with a respectful attitude towards the work of the teacher, his pedagogical ideas, and the desire to understand the degree of implementation of the ideas conceived. The ultimate goal of analysis and self-analysis is to contribute to the improvement of the methodology for constructing lessons, the desire to create optimal conditions for teaching, educating and developing students. That is why the main provisions of the considered schemes of analysis and introspection should be in the field of view of the teacher and at the stage of developing the lesson, and not only after it has been conducted.
14.2. Typology and structure of the lesson
This problem is of fundamental importance in the theory and practice of the modern lesson, since it largely determines the effectiveness of training, its results.
Which elements and parts of the lesson are structural, and which are. There is no consensus on this matter today. Some scientists lesson elements consider: 1) the study of new material; 2) consolidation of the passed; 3) control and assessment of students' knowledge; 4) homework; 5) generalization and systematization of knowledge. (Zotov Yu.B.). Other - the purpose of the lesson, the content of the educational material, teaching methods and techniques, ways of organizing educational activities(Kirillova G.T.). There is a point of view according to which "... an attempt to single out some kind of permanent, unambiguous structure of the lesson is fruitless, because in the real educational process the number of combinations of lesson elements is extremely large" .
Indeed, the lesson contains the content of the material, methods and forms of teaching, methods of management and control of educational activities, technical means, didactic material, forms of organization of educational activities of students, and the personality of the teacher. But are they lesson components? Of course not. It is not a component of the lesson and its purpose.
It is impossible to agree with the opinion that there is no objectively constant structure of the lesson, and also to identify the structure of the lesson according to its scheme, the basis for which was the combined lesson, which was widely used in practice for a long time, which to some extent restrained the creativity of the teacher.
Meanwhile, scientists and teachers are unanimous that the structure of the lesson cannot be amorphous, indefinite, random, that it should reflect the patterns and logic of the learning process as a phenomenon of reality, the patterns and logic of the process of acquiring new knowledge as an internal psychological phenomenon; the patterns of the student's independent mental activity as ways of his individual cognition, reflect the logic of human cognitive activity; the logic of teaching; activities of the teacher and students as external forms of manifestation of the essence of the pedagogical process.
Elements The lesson that these patterns reflect in interconnected functioning are: updating, formation of new concepts and methods of action, application learned. In the real pedagogical process, they are both the stages of the learning process, and the main, unchanged, mandatory generalized at each lesson. didactic tasks, and components didactic structures lesson. It is these components that provide the necessary and sufficient conditions for students to assimilate the program material, to form their knowledge, abilities, skills, to activate the mental activity of students in the process of performing independent work, to develop their intellectual abilities. The nature of the connections and interaction of these components is provided by the logic of the learning process, a gradual movement from ignorance to knowledge, which provides that any formation of new knowledge and methods of activity is carried out directly on the basis of updating previous knowledge and experience of activity and the systematic use of acquired knowledge and experience of theoretical and practical activities. schoolboy.
The sequence of knowledge formation in a particular lesson may be different: in one case, the lesson may not begin with actualization, but with the introduction of a new concept by explaining the teacher or creating a problem situation. Otherwise, at the beginning of the lesson there may be control or independent work. Such a didactic structure of the lesson. The approach to determining the structure of the lesson is noted; it eliminates stereotypes in the conduct of lessons, prescription in the activities of the teacher, expands the boundaries of his creative skill in developing and conducting lessons.
The methodological substructure of the lesson, developed by the teacher on the basis of the didactic structure, is characterized by greater variability and it is impossible to recommend a single scheme for all lessons in all subjects. Methodological structure lesson, in contrast to the didactic - the value of the variable. The number of elements in it, their nomenclature and sequence is determined by the teacher, based on the general didactic structure, goals and objectives of education, development and upbringing of students. The methodological substructure of the lesson reflects the main stages of learning and the nature of the organization of the lesson.
Thus, if didactic structure lesson is constant and manifests itself in the teacher's activity in the form of a general prescription, an algorithm for organizing a lesson, then methodological substructure obliges him to plan specific activities: performing exercises, solving problems, students' answers; explanation of the material using adequate methods and means; solving practical and educational problems under the guidance of a teacher and independently. When creating a methodological lesson project, the teacher is guided by the principle of optimal achievement of goals and objectives, while a significant role in ensuring the success of the educational and cognitive process is played by: creating motivation, psychological comfort, taking into account the age and individual characteristics of children.
Typologies lessons devoted to many scientific papers. However, today this problem remains debatable in modern didactics.
There are several approaches to the classification of lessons, each of which differs in a certain way. Lessons are classified based on: a) didactic purpose(I. Ogorodnikov, and Kazantsev, V. Onischuk) b) objectives of the organization of classes, content and methods of conducting the lesson(M. Makhmutov) c) the main stages of the educational process(S. Ivanov) d) di dactical tasks solved in the lesson(N.Yakovlev, A.Sohor) e) teaching methods(I.Borisov) e) ways of organizing learning activities of students(F. Kiryushkin). Other approaches are possible, but a universal classification of the lesson has not yet been proposed in pedagogical science. Therefore, in practice, from the existing ones, the most appropriate one is chosen in specific conditions. Having accepted it as a basic one, it is supplemented with others, which allows you to more fully cover the defining characteristics of the lesson.
V.Onischuk singled out such types lessons:
¾ a lesson in the assimilation of new knowledge;
¾ a lesson in the formation of skills and abilities;
¾ a lesson in the application of knowledge, skills and abilities;
¾ lesson of generalization and systematization of knowledge;
¾ a lesson in testing knowledge, skills and abilities;
¾ combined lesson.
The structure of the lesson was developed quite thoroughly by M. Makhmutov, who proposed to classify the lessons, taking as a basis the purpose of the organization, determined by didactic tasks, the nature of the content of the educational material and the level of knowledge of students. According to this approach, he identified five types of lessons:
¾ lessons of learning new material (type 1);
¾ lessons on improving knowledge, skills and abilities (2nd type);
¾ lessons of generalization and systematization (3rd type);
¾ combined lessons (4th type);
¾ lessons of control and correction of knowledge, skills and abilities (5th type).
A Lesson in Learning New material. The purpose of this lesson is to introduce students to new material. To do this, schoolchildren should be involved in solving such didactic tasks as the assimilation of new concepts and methods of action, independent search activity, and the formation of a system of value orientations. The forms of such training can be very diverse: a lecture, an explanation by a teacher with the involvement of students in the discussion of certain issues, a heuristic conversation, independent work with a textbook, other sources, experiments, experiments, etc. Therefore, the types of lessons used within the framework of this type of lesson are quite diverse: a seminar lesson, a film lesson, a lesson in theoretical and practical independent work, a combined lesson.
Common to all these types of lessons is that the time of the lesson is determined for the work of students with new material, while various methods of activating the cognitive activity of schoolchildren are used: a problematic presentation of new material, the teacher using vivid examples, facts, involving students in their discussion, reinforcing those or other theoretical provisions with their own examples and facts, the use of visual-figurative material and technical teaching aids. All this is aimed at a meaningful and deep explanation of the new material by the teacher, the ability to maintain the attention and mental activity of students when working with it.
It is also common that in the lesson, in the process of learning new material, work is also carried out aimed at streamlining and consolidating what was previously learned. After all, it is impossible to study new material, and not remembering, not analyzing the material covered, not relying on it.
A lesson in improving knowledge, skills and skills. The main didactic tasks that are solved in these lessons are as follows:
a) systematization and generalization of new knowledge;
b) repetition and consolidation of previously acquired knowledge;
c) application of knowledge in practice to deepen and
expanding previously acquired knowledge;
d) formation of skills and abilities;
e) control over the study of educational material and the improvement of knowledge, skills and abilities.
species this type of lessons are: a) lessons of independent work (reproductive type - oral and written exercises); b) lesson-laboratory work; c) a lesson of practical work; d) lesson-excursion; e) lesson-seminar.
The noted types of lessons for improving knowledge, skills and abilities indicate that the organization of educational activities of students in the lesson involves, simultaneously with the repetition and application of knowledge in a slightly changed situation, the systematization of knowledge, and the consolidation, strengthening of skills and abilities, their improvement not only within academic topic, but also at the level of other course topics and subjects. When planning a lesson, along with repetition, you can organize both control and systematization of knowledge.
Lesson of generalization and systematization of knowledge, skills and abilities is designed to solve two didactic tasks: 1) establishing the level of students' mastery of 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 2) testing and assessing the knowledge, skills and abilities of students throughout the program material , which is studied over a long period - 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 the teacher, each time preparing and conducting a lesson, determines in advance the questions-problems for repetition, indicates to the students the sources that need to be used, sets tasks for their collective-group implementation outside the lessons, conducts review lectures, consultations, both group and and individual, gives recommendations on the implementation of independent work.
Combined lesson- the most common type of lesson in the current practice of the school. It solves the didactic tasks of all the previous three types of lessons, so it is called a combined lesson. The main elements of this lesson, which make up its methodological substructure, are:
a) organizing students for classes;
b) repetition and testing of students' knowledge, revealing the depth of understanding and the degree of duration of everything studied in previous classes and updating the necessary knowledge and methods of activity for subsequent work aimed at comprehending new educational material;
c) the teacher's explanation of new material and the organization of students' work in order to comprehend and assimilate it;
d) the primary consolidation of new material and the organization of work aimed at developing in students the skills and abilities to apply knowledge in practice;
e) determination of homework and instruction on its implementation;
f) Summing up the lesson with grading for the work of individual students throughout the lesson.
The noted components of the methodological substructure of the combined lesson, depending on the nature of the learning situation and the pedagogical skill of the teacher, interact with each other and often go into each other, change their sequence depending on the organization of the educational process. At the same time, the structure of the combined lesson becomes flexible and mobile. This allows the teacher to avoid a template, formalism.
In the process of learning new material, you can immediately organize its consolidation and use, and when consolidating, control knowledge, skills and abilities, as well as develop skills for using this knowledge in various, including non-standard situations. Such a complex interaction between the structural elements of the combined lesson makes it multifaceted and forces the teacher to optimally regulate the time of the lesson at its individual stages. It should not be allowed that the test of students' knowledge takes 20-25, or even 30 minutes, and 15-20 minutes remain for the assimilation of a new topic.
The effectiveness and efficiency of a combined lesson does not depend on the absolutization of its structure, but on a clear definition of the target components of the lesson, on the teacher's answer to the question of what he should teach students, how to use classes for the reasonable organization of their activities.
Lessons of control and correction of knowledge, skills and abilities are intended to assess learning outcomes, the level of assimilation of theoretical material by students, the system of scientific concepts of the training course, the formation of skills and abilities, the experience of educational and cognitive activity of schoolchildren, establishing the diagnosis of the level of students' learning and introducing certain changes or corrections into the technology of teaching. The types of control and correction lesson can be: oral survey (frontal, individual, group), written survey, dictations, translations, problem solving and examples, etc.; offset; credit practical (laboratory) work; workshops; control independent work; exams. All these and other types of lessons are conducted after studying entire sections, major topics of the subject. The highest form of the final test and assessment of students' knowledge, their level of preparation is the exam for the course as a whole. At the lessons of control, the degree of readiness of students to apply their knowledge, skills and abilities in cognitive and practical activities in different situations learning.
After the lessons of control, a special lesson is held on the analysis and identification common mistakes deficiencies in the knowledge, skills and abilities of students, in the organization of their educational and cognitive activities, which need to be corrected in the next lessons; the necessary correction is made in the activities of students and teachers.
The methodological substructure of control and correction lessons, as a rule, provides for: an introductory explanatory part (instructing the teacher and psychological preparation of the student for the upcoming work); the main part - independent work of students, operational control, teacher consultations; the final part - the orientation of students in the study of new material.
Sometimes lessons of this type have the following elements: organizational part, explanation of tasks by the teacher, answers to students' questions, students completing assignments, handing in the completed assignment (or checking), homework, end of the lesson.
It is clear that other types and structural combinations of lessons are possible in the practice of school work. In connection with the increased attention to the problems of enhancing the cognitive activity of students, involving them in solving search and research problems as an independent type of lesson is considered problem lesson. It has the following elements: the organization of students, their psychological preparation for active involvement in future work - the creation of a problem situation; problem formulation, hypotheses and solutions; comments and generalizations of the teacher; homework; the end of the lesson - summarizing the work. All this partly depends on the methodological tasks and creativity of the teacher. However, any methodological substructure of each type of lesson should always embody the actualization of previously acquired knowledge and methods of activity, the formation of new concepts and methods of activity and the use of knowledge, skills and abilities. It should be borne in mind that the listed types of lessons in their "pure" form are rarely found in the practice of teachers. One way or another, the functions of one type of lesson are often woven into the structure of another type of lesson. The only difference lies in the fact that each type of lesson we have noted is characterized by the dominance of a certain function, while the remaining functions of other types of lesson are of an auxiliary nature. Therefore, the classification of lessons continues to be one of the most urgent problems of didactics.
Modern pedagogical science and school practice direct their efforts to find ways to improve the lesson. After all, it is at the lesson that the consciousness is being prepared either for an ordinary existence at the level of survival, or for an unusual vigorous activity to transform oneself and move towards well-being - both for one's own and for the whole society. Since a lesson is not only the main form of organizing the educational process, it is also what lessons we learn from the organization of our lives. This process begins in school. One of the areas of improvement is the improvement of the typology and structure of lessons.
Choosing from the existing abundance of the proposed lessons exactly the information that is needed, the teacher, as a rule, relies on his intuition, and not on any scientific grounds. Such a “choice” leads to significant shortcomings that reduce the pedagogical effectiveness of the educational process.
- Spontaneity and unsystematic use.
The only exceptions are the lessons of the lecture-seminar system, which came from practice high school and therefore relatively well founded. But this system is used mainly in the upper grades.
- The absence of a forecast of positive changes - an increase in the quality of knowledge and skills, shifts in the development of students. Not all teachers can determine the main idea of the lesson, its developing possibilities.
- predominance reproductive technologies learning: attention is paid mainly to the form of learning, and not to its content. This affects the number and content of conclusions and conclusions, the final forms of activity.
- Overloading some lessons with educational material, often factual. This is especially true for integrated lessons, conference lessons, sometimes entertaining forms. There are no stages of generalization, work with factual material that has no special educational value prevails. Attractive facts are interesting for students, but their educational and developmental load is insignificant.
Therefore, when you have to choose the most necessary, suitable from a very large amount of information, you should rely on scientific grounds.
First of all, I suggest you remember the meaning of two scientific terms: typology and classification.
- Classification - distribution by categories (classes), helps to highlight common grounds.
- Typology – distribution by types, i.e. according to various patterns of something, and not on grounds.
Lessons are classified according to the following positions: according to didactic goals (type of lesson) and according to the methodology and organization (form of conducting).
According to didactic purposes, the lessons are divided into:
a lesson in learning new material;
a lesson in consolidating and developing knowledge, skills, abilities;
a lesson in the formation of skills and abilities;
repetition lesson; repetitive-generalizing lesson;
knowledge control lesson;
We see that the “classical” typology for the main didactic goals proceeds not only from the planned learning outcomes, but also from the stages of the process of educational cognition (assimilation of new material - the formation of new knowledge and skills, their consolidation and systematization, control and evaluation of the results obtained). The forms of conducting lessons today are very diverse.
Depending on the planned goals, individual forms of lessons can be classified into different types. For example, integrated lessons - research. On them, students can learn knowledge in different subjects, such lessons are often taught by several teachers. But if these lessons are conducted on the material known to the students, then these are rather lessons of knowledge systematization, their generalization and repetition.
The same can be said about travel lessons, expeditions. If they end with a description of the territory or components of its nature, then these are lessons in obtaining new knowledge, and if the teacher distributes the roles of students according to geographical specialties, highlighting geomorphologists, climatologists, hydrologists, etc., teaches to describe the components of nature, then these are rather lessons in the formation of new knowledge and skills. It is possible to include such lessons in the group of combined ones.
The development of the theory of problem-based learning led to the division of lessons into problematic and non-problematic ones.In this classification, the nature of the cognitive activity of students is fixed. At the same time, this classification refers mainly to the lessons of learning new material.
There are many classifications of common methods and lessons. When trying to classify non-traditional lessons, the traditional typology is mainly used, supplemented by non-standard forms.
It is especially difficult to classify the lessons of the game form. Gaming learning technologies are exceptionally diverse. The main motive of the game is not the result, but the process. This enhances their developmental value, but makes the educational effect less obvious. Undoubtedly, game lessons also have educational opportunities, if they are considered not separately, but in a system. It is possible, for example, to move from the assimilation and use of facts to their connections (from solving crossword puzzles to compiling them), from descriptions (travel lessons) to explanation (expedition lessons, research).
Classifications of non-traditional lessons in individual subjects are being actively developed: geography, history, Russian language and literature, etc.
N.V. Korotkova proposes various types of educational activities as the basis for the classification of forms of lessons in history:
- Reconstruction games (the presence of an imaginary situation that took place in the past or present, the distribution of roles);
- Discussion games (the presence of a situation that simulates various forms of discussion, the creation of a conflict of opinions, analysis of the past by experts from the point of view of modernity);
- Games-competitions (the presence of fixed rules, the absence of a plot and roles, the first plan of subject-object relations).
- Based on discussion activities:
Seminars (individual work);
Structured discussions (group work);
Problem-practical discussions (collective class activity).
- Based on research activities:
Practical exercises (collective class activity);
Problem-laboratory classes (group work);
Research lessons (individual work).
The book by E.M. Braverman “Physics Lesson in a Modern School” describes the lessons of new types, the emergence of which coincided with the emergence of new children's needs, created the necessary didactic background for their manifestation. For example, the desire for publicity was expressed in such lessons as "Public Review of Knowledge" and "Press Conference". The craving for reflection, discussion and debate during which only the correctness of any point of view can be proved - in debate lessons. The need for initiative-minded people - in lessons based on children's initiative, in the lessons of invention and writing, creative exhibitions and reports. A clear understanding of the importance of business partnerships, creative community and the ability to conduct them - in the lessons using group forms of work. The need to respect the work, to be able to competently carry it out - in the organization of lessons of role-playing games. The turn of society towards man, his inner world- lessons - consultations and lessons with didactic games.
We will try to combine all the variety of forms of non-traditional lessons into groups.
The main groups of non-traditional lessons.
- Lessons with modified ways of organizing.
Lesson - lecture "Paradox". Lecture - review. Knowledge protection. Protection of ideas. Lesson for two. Meeting lesson. The lesson of mutual control. A lesson in creative application.
- Fantasy lessons.
Lesson instruction. Fairy tale lesson. Creativity lesson. Lesson-creative report. Essay lesson. Lesson-inspection of the exhibition. Opening day lesson. Theatrical lesson. (Performance, salon, fairy tale, studio, surprise). Psychodrama lesson. Simulation lesson. The lesson of the dialogue of cultures.
- Lessons imitating any classes or types of work.
Lesson-excursion.
Kinds: according to the content of the educational material (thematic, complex); at the venue; according to the main didactic goal and the place of this excursion in the study of the topic.
By the time of the study of topics: introductory, preliminary, current, accompanying, final or final complex.
Forms: historical excursions on the subject being studied, cinema, television excursions. Generalizing repetition lessons on a topic, section, course in the form of an excursion. The lesson is a guided tour. The lesson is a comprehensive excursion. Lesson - expedition. The lesson is the protection of tourism projects. Lesson - the release of a "live" newspaper. Journey into the past (to the future). Absentee travel around the country.
- Lessons with game competitive basis.
A. Lesson - game technology. Lesson with didactic game.
Types: educational, controlling and generalizing didactic games.
B. The lesson is a role-playing game. Types: imitation (aimed at imitation of a certain professional action), situational (associated with the solution of a narrow specific problem - a game situation), conditional (solution, for example, educational or industrial conflicts).
Forms: imaginary journeys. Role based discussions. Press conferences. Lesson - the game "Come up with a project." The lesson is a crossword puzzle. Lesson in the form of "Lotto". General lessons "Lotto". Domino lesson. The lesson is competition. Lesson - game (discussion). Lesson is a tournament. Lesson blitz-tournament. A lesson like "Experts are investigating." C. Lesson - workshop. Kinds: creative writing, plastic arts, value orientations, self-knowledge, knowledge building workshop (building a holistic picture of the world, searching for one's "I" in this world).
- Lessons involving the transformation of standard ways of organizing.
The lesson is a public review of knowledge. Lesson seminar. Lesson seminar in the form of a game. Final interview. Lesson count. Lesson - group credit. Lesson-conversation. Lesson - consultation (types: thematic, target (lessons of working on mistakes, lessons on analyzing the results of a test or test). Lesson - workshop. Modeling lesson.
YI. Lessons based on the original organization of the learning material.
Mutual learning lesson. Lessons taught by students. Eureka lesson. Lesson-thinking. Review lesson. Lesson decision. Lesson abstract. Monologue lesson. memory lesson. A lesson in open thought. Lesson "My poet". A lesson in understanding the essay genre. panorama lesson. Lesson open letter. Lesson - oral journal. Philosophical lesson. Life lesson. Lesson order. Lesson dialogue. A lesson in denial. Lesson portrait (types: "lesson-montage", "lesson-presentation"). A lesson in love.
YII. Lessons by analogy with organized events.
Auction lesson. Fair lesson. Lesson conference. Lesson press conference.Dissertation defense lesson. Anniversary lesson. Lesson-court. Lesson - "editing". Conference - debate. Lesson - "benefit performance". Dedication lesson. Lesson - medical consultation. Concert lesson.
YIII. Lessons by analogy with known forms and methods of activity.
Lesson-study. The lesson is a research lesson. Interview lesson. Debate lesson. Lesson - "brainstorming". The lesson is brainstorming. Lesson discussion. The lesson is an examination.The lesson is a creative laboratory. Lesson using the research method. Lesson on a project basis.
Types: a lesson that includes or entirely consists of work on a project (forms: lesson, lesson - extracurricular, extracurricular), lessons of practical lessons with the inclusion of partially independent activities of students, a lesson in transferring subject skills into general educational and universal.
Let us dwell separately on educational lectures and seminars.
TRAINING LECTURES AND SEMINARS
- Problem lecture. It models the contradictions of real life through their representation in theoretical concepts. The main goal of such a lecture is the acquisition of knowledge by students, as it were, on their own.
- Visualization Lecturewhen the main content of the lecture is presented in a figurative form (in drawings, graphs, diagrams, etc.). Visualization is considered here as a way of information with the help of different sign systems.
- Lecture for two , which is the work of two teachers (teacher and student) lecturing on the same topic and interacting on the problem-organizational material both among themselves and with students. Problematization occurs both at the expense of form and content.
- Lecture-press conferencewhen the content is drawn up at the request (on questions) of students with the involvement of several teachers.
- Lecture-consultationclose in type to a lecture-press conference. Differences - an invited (competent specialist) has a poor command of the methods of pedagogical activity. Counseling through a lecture allows you to activate the attention of students and use their professionalism.
- Lecture-provocation(or a lecture with planned errors), which forms the ability of students to quickly analyze, navigate information and evaluate it. Can be used as a "live situation" method.
- Lecture-dialogue, where the content is presented through a series of questions that the student must answer directly during the lecture. This type is adjoined by a lecture using the feedback technique, as well as a programmed lecture-consultation.
- Lecture using game methods(methods of brainstorming, methods of specific situations, etc.), when students themselves formulate a problem and try to solve it themselves.
School lecture is appropriate:
when passing through new material that has little or no connection with the previous one; when summarizing various sections of the studied educational material; at the end of the study of the topic; when informing students about the practical application of the studied patterns; when deriving complex patterns; when studying material of a problematic nature; in the study of topics where interdisciplinary connections are especially needed.
The conditions for an effective lecture are:
- clear thinking and communication to the audience of the lecture plan;
- logically coherent and consistent presentation of all points of the plan with
conclusions and conclusions after each of them;
- consistency of links when moving to the next section;
- accessibility, clarity of presentation;
- the use of a variety of visual aids and TCO;
- teaching students to fix records, the ability to highlight the main thing,
emphasize the main ideas, make a summary, etc.;
- final discussion on the topic of the lecture.
Seminars are an important form of developing schoolchildren's independence, activity, the ability to work with literature, think creatively and act.
Seminars are different from lessons:
- a high degree of independence in preparing for the seminar, a high activity of students in discussing the results of preparation, possession of skills in working with literature;
- a change in the organization of the stages of learning (their sequence and content), for example, homework is ahead of the curve, and its verification coincides with the study of new material;
- changing the functions performed by the teacher and students; students perform an informational function, and the teacher - a regulatory and organizational one.
MAIN LINKS (STAGES) OF A MODERN LESSON
- organizational moment, characterized by external and internal (psychological) readiness of students for the lesson; checking homework;
- checking the knowledge and skills of students to prepare for a new topic;
- setting the goal of the lesson for students;
- organization of perception and comprehension of new information;
- initial check of understanding;
- organizing the assimilation of methods of activity by reproducing information and exercises in its application (including changing options) according to the model;
- creative application and acquisition of knowledge, development of methods of activity by solving problematic tasks built on the basis of previously acquired knowledge and skills;
- generalization of what was studied in the lesson and its introduction into the system of previously acquired knowledge;
- control over the results of educational activities carried out by the teacher and students, assessment of knowledge;
- homework for the next lesson;
- summarizing the lesson.
VARIETY OF LESSON STRUCTURES OF THE DEVELOPING TYPE OF LEARNING
The structure of the lesson is a set of various options for interaction between the elements of the lesson, which arises in the learning process and ensures its purposeful effectiveness.
Lesson structure for learning new material:
- primary introduction of the material, taking into account the laws of the process of cognition with high mental activity of students;
- an indication of what students should remember;
- motivation for memorization and long-term retention in memory;
- communication or actualization of the memorization technique (work with materials supporting memory, semantic grouping, etc.);
- primary consolidation under the guidance of a teacher through direct repetition, partial conclusions;
- control of the results of primary memorization;
- regular systematizing repetition at short and then longer intervals in combination with various requirements for reproduction, including differentiated tasks;
- internal repetition and constant application of acquired knowledge and skills to acquire new ones;
- frequent inclusion of reference material for memorization in knowledge control, regular evaluation of the results of memorization and application.
The structure of the lesson to consolidate and develop knowledge, skills:
- communication to students of the purpose of the upcoming work;
- reproduction by students of the knowledge, skills and abilities that will be required to complete the proposed tasks;
- performance by students of various tasks, tasks, exercises;
- verification of work performance;
- discussion of the mistakes made and their correction;
- homework (if necessary).
The structure of the lesson for the formation of skills and abilities
- setting the goal of the lesson;
- repetition of the formed skills and habits, which are the support;
- conducting test exercises;
- familiarization with new skills, showing a sample of formation;
- exercises for their development;
- strengthening exercises;
- training exercises according to the model, algorithm, instructions;
- transfer exercises to a similar situation;
- creative exercises;
- lesson summary;
- home assignment.
Review Lesson Structure
- organization of the beginning of the lesson;
- setting educational, educational, developmental tasks;
- checking homework, aimed at repeating the basic concepts, conclusions, fundamental knowledge, skills, methods of activity (practical and mental). In the previous lesson, knowing about the upcoming repetition, you need to choose the appropriate homework;
- summing up the results of the repetition, checking the results of educational work on
- home assignment.
The structure of the knowledge test lesson:
- 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 task 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 at work. Reminds students to check their own work;
- presentation of the content of the control or verification work (tasks, examples, dictation, composition or answers to questions, etc.). Tasks in terms of volume or degree of difficulty should correspond to the program and be feasible for each student.
- summarizing the lesson. The teacher chooses good work students, analyzes mistakes made in other works and organizes work on 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.
The structure of the lesson on the application of knowledge, skills and abilities
- organization of the beginning of the lesson (psychological mood of students);
- message of the topic of the lesson and its tasks;
- the study of new knowledge necessary for the formation of skills;
- formation, consolidation of primary skills and their application in standard situations - by analogy;
- exercises in the application of knowledge and skills in changed conditions;
- creative application of knowledge and skills;
- skill development exercise;
- homework;
- a summary of the lesson with an assessment of the work done by the students.
The structure of the iterative-generalizing lesson
- Organizing time;
- the introductory speech of the teacher, in which he emphasizes the importance of the material of the studied topic or topics, informs the purpose and plan of the lesson;
- performance by students individually and collectively of various kinds of oral and written tasks of a generalizing and systematizing nature, developing generalized conceptual knowledge based on the generalization of facts and phenomena;
- verification of work performance, adjustment (if necessary);
- formulating conclusions on the studied material;
- assessment of the results of the lesson;
- summarizing;
- homework (not always).
The structure of the combined lesson (it usually has two or more didactic purposes)
- organization of the beginning of the lesson;
- checking homework, setting the goal of the lesson;
- preparing students for the perception of new educational material, i.e. actualization of knowledge and practical and mental skills;
- learning new material, incl. and explanation;
- consolidation of the material studied in this lesson and previously covered, related to the new one;
- generalization and systematization of knowledge and skills, connection of new ones with previously obtained and formed ones;
- summing up the results and results of the lesson;
- homework;
- preparation ( preliminary work) needed by students to learn a new topic (not always).
Lesson structure for innovative teachers:
The teaching system of L.V. Flywheel:
- overview type story on the whole topic;
- lesson of questions from students to the teacher and additional explanations
- lesson - practical work;
- a lesson of a generalizing type with task cards that focus on the selection and assimilation of the main elements of educational material;
- final survey on theoretical material;
- solving problems on the topic using microcalculators.
The system of lessons developed by N.P. Guzikom to study each topic:
- lessons of theoretical analysis of the material by the teacher;
- lessons of independent analysis of the topic by students (divided into groups) according to a given program, plans, algorithms;
- seminar lessons;
- practical lessons;
- lessons of control and evaluation.
The system of lessons offered by R.G. Khazankin:
- lesson-lecture on the whole topic;
- lessons-solutions of key tasks;
- lesson-consultation;
- lesson-offset.
“The lesson as a form of organization of learning was invented by Ya.A. Comenius 400 years ago. So the lesson is archaic, it has objectively become outdated during this time and has exhausted itself.”
From the speech of an innovator, modernizer, reformer.
“The wheel is even older. But try to do without it.
E.Yamburg, director of the Education Center.
Used Books:
1. Pedagogy of the new time. Modern lesson. Edited by T.P. Lakotsenina. - Rostov, "Teacher", 2007. - 208s.
2.M.M. Potashnik "Requirements for the modern lesson". - Moscow, Center for Pedagogical Education, 2007. - 270p.
3. Teacher's handbook. - Moscow, 2005. - 120p.