Methodological recommendations "the structure of various types of lessons in the context of the implementation of the Federal State Educational Standards". Each lesson has its own structure, consisting of several stages
Target: acquaintance with the requirements of the modern lesson within the framework of the Federal State Educational Standard.
Tasks: to analyze and compare a modern lesson with a traditional school lesson.
Estimated result: can
- Distinguish a modern GEF lesson from a traditional lesson - a basic level of
- Compose technological map to the modern lesson - an increased level.
The course of the teachers' council
1. Organizing moment.
Emotional mood - slides (methods, techniques, lesson types, forms of learning ...)
2. Actualization of basic knowledge
What unites all these words? The theme of our teachers' council " Modern requirements to the lesson on GEF”
Task (group work) table "ZHU". Statements of representatives from groups + addition from other groups.
3. Statement of the problem
The question to which we must find the answer is “A modern lesson on the Federal State Educational Standard, its features”
Expected result: what will we learn?
4. Discovery of “new knowledge”
Introduction. Modern society needs educated, moral, enterprising people who can:
- analyze your actions;
- make decisions independently, predicting them possible consequences;
- be mobile;
- be able to cooperate;
- to have a sense of responsibility for the fate of the country, its socio-economic prosperity.
The fundamental difference between the modern approach is the orientation of standards on the results of mastering the main educational programs. Results mean not only subject knowledge, but also the ability to apply this knowledge in practice. Therefore, educational activity is built on the basis of an activity approach, the purpose of which is to develop the student's personality on the basis of mastering universal methods of activity. A child cannot develop with a passive perception of educational material. It is his own action that can become the basis for the formation of his independence in the future. This means that the educational task is to organize the conditions that provoke children's action.
5. Work on a new topic
The Federal State Educational Standard introduces a new concept - a learning situation, which means such a special unit of the educational process in which children, with the help of a teacher, discover the subject of their action, explore it by performing various learning actions, transform it, for example, reformulate it, or offer their own description, etc. D., partially - remember. In connection with the new requirements, the teacher is faced with the task of learning how to create learning situations as special structural units of learning activity, as well as being able to translate learning tasks into a learning situation.
Creation learning situation should be built taking into account:
- the age of the child;
- specifics of the subject;
- measures of formation of UUD students.
To create a learning situation, the following techniques can be used:
- present conflicting facts, theories;
- expose the worldly idea and present a scientific fact;
- use the techniques of “bright spot”, “relevance”.
At the same time, the studied educational material acts as a material for creating a learning situation in which the child performs certain actions (works with reference literature, analyzes the text, finds spellings, grouping them or highlighting groups among them). Masters the methods of action characteristic of the subject, i.e. acquires, along with subject, cognitive and communicative competencies.
The learning situation is one of the innovations modern lesson. What else is the novelty of the modern lesson in the context of the introduction of the second generation standard? Let's take a closer look at the following items:
- Place in educational process. The lesson has lost its role as the main and only organizational form of education. Its competitors: information, home and additional education.
- Structure.
Approximate structure of each type of GEF lesson
1. The structure of the lesson of mastering new knowledge:
1) Organizational stage.
3) Actualization of knowledge.
6) Primary fastening.
7) Information about homework, briefing on its implementation
8) Reflection (summing up the lesson)
2. The structure of the lesson for the integrated application of knowledge and skills (reinforcement lesson).
1) Organizational stage.
2) Checking homework, reproduction and correction of students' basic knowledge. Knowledge update.
4) Primary consolidation in a familiar situation (typical) in a changed situation (constructive)
5) Creative application and acquisition of knowledge in a new situation (problem tasks)
6) Information about homework, instructions for its implementation
3. The structure of the lesson for updating knowledge and skills (repetition lesson)
1) Organizational stage.
2) Checking homework, reproduction and correction of knowledge, skills and abilities of students necessary for the creative solution of the tasks.
3) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
4) Actualization of knowledge.
- in order to prepare for the control lesson
- in order to prepare for the study new topic
6) Generalization and systematization of knowledge
9) Reflection (summing up the lesson)
4. The structure of the lesson of systematization and generalization of knowledge and skills
1) Organizational stage.
2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
3) Actualization of knowledge.
4) Generalization and systematization of knowledge
- Preparing students for generalized activities
- Reproduction at a new level (reformulated questions).
5) Application of knowledge and skills in a new situation
6) Control of assimilation, discussion of the mistakes made and their correction.
7) Reflection (summing up the lesson)
5. The structure of the lesson for the control of knowledge and skills
1) Organizational stage.
2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
3) Identification of knowledge, skills and abilities, checking the level of formation of students' general educational skills. (Tasks in terms of volume or degree of difficulty should correspond to the program and be feasible for each student).
Lessons of control can be lessons of written control, lessons of a combination of oral and written control. Depending on the type of control, its final structure is formed.
4) Reflection (summarizing the lesson)
6. The structure of the lesson for the correction of knowledge, skills and abilities.
1) Organizational stage.
2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
3) Results of diagnostics (control) of knowledge, skills and abilities. Identification of typical mistakes and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills.
Depending on the diagnostic results, the teacher plans collective, group and individual ways of teaching.
4) Information about homework, briefing on its implementation
5) Reflection (summing up the lesson)
7. The structure of the combined lesson.
1) Organizational stage.
2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
3) Actualization of knowledge.
4) Primary assimilation of new knowledge.
5) Initial check of understanding
6) Primary fastening
7) Control of assimilation, discussion of the mistakes made and their correction.
8) Information about homework, instructions for its implementation
Reflection (summarizing the lesson)
Non-traditional lesson forms
Organizational forms (individual, group, differentiated group, frontal; academic, leisure, interactive)
Methodology (problem-based, research, project-based learning; developing, student-centered, reflective learning, productive technologies)
Facilities
What are the requirements for a modern lesson :
- a well-organized lesson in a well-equipped classroom should have a good beginning and a good ending;
- the teacher must plan his activities and the activities of students, clearly formulate the topic, purpose, objectives of the lesson;
- the lesson should be problematic and developing: the teacher himself aims at cooperation with students and knows how to direct students to cooperate with the teacher and classmates;
- the teacher organizes problem and search situations, activates the activity of students;
- the conclusion is made by the students themselves;
- a minimum of reproduction and a maximum of creativity and co-creation;
- time saving and health saving;
- the focus of the lesson is children;
- taking into account the level and capabilities of students, which takes into account such aspects as the profile of the class, the aspirations of students, the mood of children;
- the ability to demonstrate the methodological art of the teacher;
- feedback planning;
- the lesson must be good.
Independent work with verification + control and self-assessment
Self-filling of the technological map of the lesson (group work) with verification
Reflection
- Table "ZHU",
- Estimated result
- Reception of “Unfinished Phrases”
8. Completion of the teachers' council
LESSON STRUCTURE ON GEF
1. The structure of the lesson of mastering new knowledge
1) Organizational stage
3) Knowledge update
4) Primary assimilation of new knowledge
6) Primary fastening
7) Information about homework, briefing on its implementation
8) Reflection (summing up the lesson)
2. The structure of the lesson for the integrated application of knowledge and skills (reinforcement lesson)
1) Organizational stage
2) Checking homework, reproduction and correction of students' basic knowledge. Knowledge update
4) Primary fastening
in a familiar situation (typical)
in a changed situation (constructive)
5) Creative application and acquisition of knowledge in a new situation (problem tasks)
6) Information about homework, instructions for its implementation
3. The structure of the lesson for updating knowledge and skills
(repeat lesson)
1) Organizational stage
2) Checking homework, reproducing and correcting the knowledge, skills and abilities of students necessary for the creative solution of the tasks
3) Setting the goal and objectives of the lesson. Motivation of educational activity of students
4) Knowledge update
in order to prepare for the control lesson
in order to prepare for the study of a new topic
6) Generalization and systematization of knowledge
7) Control of assimilation, discussion of the mistakes made and their correction
4. The structure of the lesson of systematization and generalization of knowledge and skills
1) Organizational stage
2) Setting the goal and objectives of the lesson. Motivation of educational activity of students
3) Knowledge update
4) Generalization and systematization of knowledge
Preparing students for generalized activities
Playing on a new level (reworded questions)
5) Application of knowledge and skills in a new situation
6) Control of assimilation, discussion of the mistakes made and their correction.
7) Reflection (summing up the lesson)
Analysis and content of the results of the work, the formation of conclusions on the studied material
5. The structure of the lesson for the control of knowledge and skills
1) Organizational stage
2) Setting the goal and objectives of the lesson. Motivation of educational activity of students
3) Identification of knowledge, skills and abilities, checking the level of formation of students' general educational skills. (Assignments in terms of volume or degree of difficulty should correspond to the program and be feasible for each student)
Lessons of control can be lessons of written control, lessons of a combination of oral and written control. Depending on the type of control, its final structure is formed.
4) Reflection (summarizing the lesson)
6. The structure of the lesson for the correction of knowledge, skills and abilities
1) Organizational stage
2) Setting the goal and objectives of the lesson. Motivation of educational activity of students
3) Results of diagnostics (control) of knowledge, skills and abilities. Identification of typical mistakes and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills
Depending on the diagnostic results, the teacher plans collective, group and individual ways of teaching
4) Information about homework, briefing on its implementation
5) Reflection (summing up the lesson)
7. The structure of the combined lesson
1) Organizational stage.
2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
3) Actualization of knowledge.
4) Primary assimilation of new knowledge.
5) Initial check of understanding
6) Primary fastening
7) Control of assimilation, discussion of the mistakes made and their correction.
8) Information about homework, instructions for its implementation
9) Reflection (summing up the lesson)
TYPES OF LESSONS
Lesson type
Special purpose
Learning effectiveness
Lesson of primary presentation of new knowledge
Primary assimilation of new subject and meta-subject knowledge
Reproduction in your own words of rules, concepts, algorithms, performing actions according to a model, algorithm
Lesson in the formation of initial subject skills, mastery of subject skills
Application of acquired subject knowledge or methods of educational actions in the conditions of solving educational problems (tasks)
Correct reproduction of task performance samples, error-free application of algorithms and rules in solving educational problems
Lesson in the application of meta-subject and subject knowledge
Application of universal learning activities in terms of solving learning problems increased complexity
Do-It-Yourself Solution tasks (performing exercises) of increased complexity by individual students or a class team
Lesson of generalization and systematization of subject knowledge
Systematization of subject knowledge, universal educational activities (solving subject problems)
The ability to formulate a generalized conclusion, the level of formation of UUD
Lesson of repetition of subject knowledge
Consolidation of subject knowledge, formation of UUD
Error-free execution of exercises, problem solving by individual students, the class team; unmistakable verbal responses; the ability to find and correct errors, to provide mutual assistance
Control lesson
Testing subject knowledge, ability to solve practical problems
The results of the control or independent work
Corrective lesson
Individual work on the mistakes made
Finding and fixing errors on your own
Integrated lesson
Integration of knowledge about a particular object of study obtained by means of different
Deepening the knowledge of the lesson material through the implementation of interdisciplinary knowledge
Combined lesson
Solving problems that cannot be completed in one lesson
Planned result
SELF-ANALYSIS OF THE LESSON ON GEF (OPTION 1)
What is the place of this lesson in the topic?
How does this lesson relate to the previous one?Dushim, how does it work for subsequent lessons?
What are the purpose and objectives of the lesson (educational, upbringing, developing)?
What result would you like to get by the end of the lesson?
How well was the content of the lesson selected in accordance withthe intended goal?
Is it possible to consider that the chosen combination of methods (statements of knowledgeniya, consolidation, control, stimulation of activity), methods and means of teaching is optimal for this class in the lesson?
Was the time allocated rationally for the stages of the lesson?
Were the "links" between the stages of the lesson logical?
What role did visual aids in achieving thegoals?
How well was quality control carried out in the lesson?warfare knowledge, skills and correction?
Is the volume and content of homework correctly determined taking into accountthe volume of the goal, features of the class and the quality of mastering the material at the levelke?
The psychological atmosphere of the lesson.
Did the students enjoy the lesson?
How do you evaluate the results of your lesson?
Did it succeedto complete all the tasks of the lesson?
If it didn't work, why not?
ByDid you enjoy the lesson?
What needs to be fixed?
Above whatneed more work?
SELF-ANALYSIS OF THE LESSON ON GEF (OPTION 2)
Today's lesson ... (№) in the system of lessons on the topic (section) ....
Its goal is ..., I attributed to the teaching tasks of the lesson ..., to educational - ..., the lesson was also designed to promote the development of students ....
In this class … , so I … .
This is like ... a lesson, it included ... stages: .... The main stage was ... , the tasks of the ... stage were ... , and the ... stages were ... .
During the lesson, I was guided by the principles of teaching: ....
To solve the purpose of the lesson, I picked up ... (content: examples, questions, assignment).
The lesson material turned out to be ... (difficult, easy, interesting for students).
At the ... stage of the lesson, I used ... (what?) teaching methods, because .... At the stage ... - ... (what?) Methods.
During the lesson, at the ... stage, ... (individual, frontal, group, collective) was organized, and at the ... stage ... the work of students, because ....
Tasks ... were focused on the development of ... students.
The teacher's guidance in performing ... tasks was ... (operational, instructing), because ....
The students had a choice of...
I (not) managed to meet the deadline. The distribution of time was…. The pace of the lesson....
It was … (easy …) for me to teach the lesson, the students … got involved in the work …. I was pleased ..., surprised ..., upset ... (which student?), because ....
Writing on the board.... Visual material (other teaching aids) ….
Homework will (not) cause difficulty for … students because
USEFUL LINKS FOR THE TEACHER
Methodological council (teacher's methodological portal) head teacher info
Teacher websites primary school
Creative Teachers Network
Elementary School. /
Primary school management.
Early Childhood Development
September 1 (advice to parents and students).
Holiday scripts.
Free lesson development, scripts, testing, karaoke melodies, etc.http
://
www
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uroki
.
net
./
Sun.http
://
www
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solar
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ee
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index
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html
LenaGold. Collection of backgrounds and cliparts.
The structure of various types of lessons in the context of the implementation of the Federal State Educational Standard
Performed:
Sushkina Olga Alexandrovna
Content
Introduction
Conclusion
Introduction
Federal state educational standards of the main general education completely change the view of modern education in general. Education should be active in nature, aimed at the formation of universal educational actions of students and the development of their personal qualities. Universal learning activities (personal, cognitive, regulatory, communicative) are one of the most important parts of the Federal State educational standard. Mastering universal learning activities by students creates the possibility of independent successful assimilation of new knowledge, skills and competencies, including the organization of development, that is, the ability to learn.
Traditionally, the learning outcomes should have been the acquisition by students of specific knowledge, skills and abilities. AT modern education the results of training should be formed personal, meta-subject and subject results obtained in the performance of specific activities.
As a result of the transition to a new system-activity education, the activities of a teacher who implements new educational standards undergo fundamental changes.
The requirements for the main methodological unit, the lesson, have also changed. The modern lesson is:
a well-organized lesson in a well-equipped classroom should have a good beginning and a good ending;
a lesson in which the teacher must plan his activities and the activities of students, clearly formulate the topic, purpose, and objectives of the lesson;
the lesson should be problematic and developing: the teacher himself aims at cooperation with students and knows how to direct students to cooperate with the teacher and classmates;
a lesson, throughout which the teacher organizes problem and search situations, activates the activity of students;
a lesson at the end of which the conclusion is made by the students themselves;
a lesson containing a minimum of reproduction and a maximum of creativity and co-creation;
a lesson during which the norms of time saving and health saving are observed;
a lesson in which the focus is on children;
a lesson that constantly takes into account the level and capabilities of students, which takes into account such aspects as the profile of the class, the aspirations of students, the mood of children;
a lesson in demonstrating the methodological art of a teacher;
a lesson that is impossible without feedback;
lesson in kindness.
At the present stage of development of methodological science, it is customary to single out the following types of lessons in the context of the implementation of the Federal State Educational Standard:
1. What is the structure of the lesson of mastering new knowledge
The purpose of this type of lesson is to master new material for students. 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.
Such lessons are most applicable in working with middle-aged and older schoolchildren, since it is in the middle and upper grades that rather voluminous and complex material is studied, and the block method of studying it is used.
The forms of such study can be very diverse: a lecture, an explanation by the teacher with the involvement of students in the discussion of certain issues, provisions, heuristic conversation, independent work with a textbook, other sources, setting up and conducting experiments, experiments.
Hence, the types of lessons used within the framework of this type of lessons are very diverse: lesson-lecture, lesson-seminar, film lesson, lesson of theoretical and practical independent work (research type), mixed lesson (combination various kinds lesson in one lesson).
Common to all these types of lessons is that the time of the lesson is devoted to the work of students with new material, during which all sorts of methods are used to enhance the cognitive activity of schoolchildren: giving the presentation of new material a problematic character, the teacher using vivid examples, facts, connecting students to discussing them. , reinforcement of certain theoretical provisions with their own examples and facts, the use of visual-figurative material and technical teaching aids. All work is aimed at a meaningful and deep explanation of the new material by the teacher and the ability to maintain the attention and mental activity of students when working with it. In addition, it is also common that in the lesson, in the course of studying new material, work is also underway to streamline and consolidate previously learned material. Impossible to study new material, without remembering, without analyzing, without relying on the material already covered, without applying it to the conclusions of some new provisions.
It is extremely important for the teacher, understanding the objective diversity of the processes in the lesson, not to be content with their spontaneous course, but to constantly look for and find the best options for the interaction of the elements of the lesson, interaction with the student, and the interaction of students with each other.
The structure of the lesson for mastering new knowledge involves the following stages of the lesson:
1) Organizational stage.
3) Actualization of knowledge.
5) Initial check of understanding
6) Primary fastening.
7) Information about homework, briefing on its implementation
Let's consider the content of the stages in more detail.
1) Organizational stage.
The main purpose of this stage is to organize students at the initial stage of the lesson. Checking those present, their readiness for the beginning of the lesson.
2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
After solving organizational issues, students should be aimed at understanding and formulating the topic, goals and the main tasks of the lesson that follow from this. In the first lessons of this type, students can use the help of a teacher, after a certain time, especially in high school, an increasing number of students can do this type of work on their own.
The main goal of the stagemotivation (self-determination) for learning activitiesis the development at a personally significant level of internal readiness to fulfill the regulatory requirements of educational activities.
To achieve this goal, it is necessary:
create conditions for the emergence of an internal need for inclusion in activities;
update the requirements for the student in terms of educational activities;
establish the thematic framework of educational activities.
3) Actualization of knowledge.
The main goal of the stageupdatingis the preparation of the thinking of students and the organization of their awareness of their inner need for the construction of a new mode of action.
This requires that students:
reproduced and fixed the knowledge, skills and abilities sufficient to build a new way of action;
activated the corresponding mental operations (analysis, synthesis, comparison, generalization, classification, analogy, etc.) and cognitive processes (attention, memory, etc.);
4) Primary assimilation of new knowledge.
The main goal of the stage is the construction by students of a new method of action, the formation of the ability to apply it both in solving a new problem, and in solving problems of this class or type in general.
To achieve this goal, students must:
based on the chosen method, put forward and substantiate hypotheses;
when building new knowledge, use subject actions with models, diagrams, etc.;
apply a new course of action to solve a new problem;
fix in a generalized form a new way of acting in speech.
5) Primary check of understanding.
The main goal of the stageindependent work with self-test according to the standardis the interpretation of a new mode of action and performing reflection (collective individual) of achieving the goal of a trial educational action.
For this you need:
to organize independent performance by students of standard tasks for a new mode of action;
to organize self-examination by students of their decisions according to the standard;
create (if possible) a situation of success for each child;
for students who make mistakes, provide an opportunity to identify the causes of errors and correct them.
6) Primary fastening.
The main goal of the stageprimary consolidation with pronunciation in external speechis the assimilation by students of a new way of action.
To achieve this goal, students must:
solved (frontally, in groups, in pairs) several typical tasks for a new mode of action;
at the same time, they spoke aloud the steps taken and their justification - definitions, algorithms
7) Information about homework, briefing on its implementation.
The main purpose of this stage is the issuance of homework by the teacher with commentary and pronunciation of the main stages of its implementation, determining the expected result, which is the goal of independent work for students at home.
8) Reflection (summing up the lesson)
The main goal of the stagereflection of educational activity in the lessonis self-assessment by students of the results of their educational activities, awareness of the construction method and the limits of applying a new mode of action.To achieve this goal:
reflection and self-assessment by students of their own learning activities in the lesson is organized;
students correlate the goal and results of their educational activities and fix the degree of their compliance;
goals for further activities are outlined and tasks for self-training are determined (homework with elements of choice, creativity).
2. What is the approximate structure of the complex application of knowledge and skills (consolidation lesson)
The main thing is to determine the place of this lesson in the system of lessons. Topics can be explored through combined lessons or large blocks. The formulation of goals should be thought out for students, i.e. it is necessary to determine what the student should know, be able to, etc. and for the teacher: with what the student should leave each lesson.
Setting goals is desirable for the structural elements of the lesson, through the acquisition of knowledge and skills of the student.
Differentiation of goal setting is necessary:
basic knowledge (main goal) - for all;
goal for high achievers;
target for underprepared students.
Differentiation can be carried out:
through content;
due to volume;
through expected results;
through levels of assimilation;
through the time spent on a particular group;
due to the presence of mandatory tasks (deepening or expanding the topic);
due to the role of the student in the educational process (assistant, group leader, etc.).
The purpose of the lesson is formed diagnostically, it must be real and achievable and must be constructive. Main didactic goal: the formation of certain skills.
Invariant structural elements for each lesson (mandatory):
awakening the student's interest and showing the prospects for upcoming activities through the designation of tasks and goals;
updating the basic knowledge and skills needed in this lesson;
organization of stimulation, control and correction of students' activities at each stage of the lesson, depending on the achievement of the goals set;
discussion of the results of the work, the degree of progress and assimilation of the lesson material, the prospects for further work. Show the benefits of active student activity.
Form of lessons:
lectures and seminars.
lessons with elements of modeling situations.
educational and business games.
lessons with elements of didactic games.
lessons are practicums.
knowledge review lessons.
non-traditional forms of the lesson: dialogues, trials, presentations, travel, etc.
Lesson structurecomplex application of knowledge and skills involves the following steps:
1) Organizational stage.
2) Checking homework, reproduction and correction of students' basic knowledge. Knowledge update.
3) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
4) Primary fastening
in a familiar situation (typical)
in a changed situation (constructive)
5) Creative application and acquisition of knowledge in a new situation (problem tasks)
6) Information about homework, instructions for its implementation
7) Reflection (summing up the lesson)
3. Make an approximate plan (structure) of the lesson for correcting knowledge, skills and abilities
Lessons of this type are intended to assess the results of learning, the level of assimilation of theoretical material by students, the system of scientific concepts of the course being studied, the formation of skills and abilities, the experience of educational and cognitive activity of schoolchildren, establishing the diagnosis of the level of learning of students and introducing certain changes into the technology of teaching, correction in learning process in accordance with the diagnosis of the state of learning of children.
The main didactic goal of lessons of this type is to identify the level of mastery of students with a complex of knowledge and skills, and on this basis, the adoption certain decision to improve the educational process.
When determining the structure of a 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.
When working in a lesson of this type, it is important to consistently move from a less complex level to a more complex level of assimilation, in accordance with the level of student learning:
Level 1 - understanding and recognition (to have an idea).
Level 2 - reproduction and execution according to the model.
Level 3 - application in a standard situation.
Levels 2 and 3 are the levels of the educational standard (know, be able).
Level 4 - reproduction or application of knowledge transfer.
Level 5 - assimilation of a creative task, application in non-standard situations.
Types of control and correction lesson can be:
oral survey (frontal, individual, group);
written survey, dictations, presentations, problem solving and examples, etc.; offset; credit practical (laboratory) work;
workshops;
control independent work;
accounting work...
All these and other types of lessons are conducted after studying entire sections, major topics of the subject being studied. At the lessons of correction, the degree of readiness of students to apply their knowledge, skills and abilities in cognitive and practical activities in various learning situations, to correct them if necessary is most clearly manifested; the necessary correction is made both in the activities of students and in the activities of the teacher.
The methodological substructure of correction lessons usually looks like this;
introductory explanatory part - instructing the teacher and psychological preparation students to perform the upcoming work: solving problems, writing an essay, dictation, creative work etc.;
main part -independent work of students, operational control, teacher consultations to keep students calm and confident in their abilities and in what they are doing;
final part -orientation of students in the upcoming study of a new section, course topic.
The structure of the lesson for the correction of knowledge, skills and abilities includes the following steps:
1) Organizational stage.
2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
3) Results of diagnostics (control) of knowledge, skills and abilities. Identification of typical mistakes and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills.
Depending on the diagnostic results, the teacher plans collective, group and individual ways of teaching.
4) Information about homework, briefing on its implementation
5) Reflection (summing up the lesson)
Conclusion
The most important task modern system education is not so much the development by students of specific subject knowledge and skills within individual disciplines, but also the formation of a set of universal educational activities that provide the competence of "teach to learn".
The current student is required to be able to manage their educational activities on a reflexive basis, for this it is necessary to master the diagnostic skills of self-control and self-assessment. The student's competence is supplemented by methodological knowledge and skills in organizational, constructive, and communicative activities. It becomes clear that a new quality of teaching requires filling the teacher's activity with new content.
Approximate structure of each type of GEF lesson |
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1. The structure of the lesson of mastering new knowledge: 1) Organizational stage. 2) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 3) Actualization of knowledge. 6) Primary fastening. 7) Information about homework, briefing on its implementation 8) Reflection (summing up the lesson) | 3. The structure of the lesson for updating knowledge and skills (repetition lesson) 1) Organizational stage. 2) Checking homework, reproduction and correction of knowledge, skills and abilities of students necessary for the creative solution of the tasks. 4) Actualization of knowledge. § in order to prepare for the control lesson § in order to prepare for the study of a new topic 6) Generalization and systematization of knowledge |
2 The structure of the lesson for the integrated application of knowledge and skills (consolidation lesson) 1) Organizational stage. 2) Checking homework, reproduction and correction of students' basic knowledge. Knowledge update. 3) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 4) Primary fastening § in a familiar situation (typical) § in a changed situation (constructive) 5) Creative application and acquisition of knowledge in a new situation (problem tasks) 6) Information about homework, instructions for its implementation | 4. The structure of the lesson of systematization and generalization of knowledge and skills 1) Organizational stage. 3) Actualization of knowledge. 4) Generalization and systematization of knowledge Preparing students for generalized activities Reproduction at a new level (reformulated questions). 5) Application of knowledge and skills in a new situation 6) Control of assimilation, discussion of the mistakes made and their correction. 7) Reflection (summing up the lesson) Analysis and content of the results of the work, the formation of conclusions on the studied material |
5. The structure of the lesson for the control of knowledge and skills 1) Organizational stage. 2) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 3) Identification of knowledge, skills and abilities, checking the level of formation of students' general educational skills. (Tasks in terms of volume or degree of difficulty should correspond to the program and be feasible for each student). Lessons of control can be lessons of written control, lessons of a combination of oral and written control. Depending on the type of control, its final structure is formed. 4) Reflection (summarizing the lesson) | 6. The structure of the lesson for the correction of knowledge, skills and abilities. 1) Organizational stage. 2) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 3) Results of diagnostics (control) of knowledge, skills and abilities. Identification of typical mistakes and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills. Depending on the diagnostic results, the teacher plans collective, group and individual ways of teaching. 4) Information about homework, briefing on its implementation 5) Reflection (summing up the lesson) |
7. The structure of the combined lesson. 1) Organizational stage. 2) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 3) Actualization of knowledge. 4) Primary assimilation of new knowledge. 5) Initial check of understanding 6) Primary fastening 7) Control of assimilation, discussion of the mistakes made and their correction. 8) Information about homework, instructions for its implementation 9) Reflection (summing up the lesson) |
Types of modern lesson.
The typology of lessons is an important didactic problem. It should help bring lesson data into order, a system for a wide range of purposes, as it provides the basis for comparative analysis lessons, to judge similarities and differences in lessons. The lack of an accurate and substantiated typology of lessons hinders the effectiveness of practical activities.
The type of the lesson reflects the features of the construction of the leading methodological task.
Lesson type | Special purpose | Learning effectiveness |
Lesson of primary presentation of new knowledge | Primary assimilation of new subject and meta-subject knowledge | Reproduction in your own words of rules, concepts, algorithms, performing actions according to a model, algorithm |
Lesson in the formation of initial subject skills, mastery of subject skills | Application of acquired subject knowledge or methods of educational actions in the conditions of solving educational problems (tasks) | Correct reproduction of task performance samples, error-free application of algorithms and rules in solving educational problems |
Lesson in the application of meta-subject and subject knowledge | Application of universal educational actions in the conditions of solving educational problems of increased complexity | Independent solution of problems (performing exercises) of increased complexity by individual students or a class team |
Lesson of generalization and systematization of subject knowledge | Systematization of subject knowledge, universal educational activities (solving subject problems) | The ability to formulate a generalized conclusion, the level of formation of UUD |
Lesson of repetition of subject knowledge | Consolidation of subject knowledge, formation of UUD | Error-free execution of exercises, problem solving by individual students, the class team; unmistakable verbal responses; the ability to find and correct errors, to provide mutual assistance |
Control lesson | Testing subject knowledge, ability to solve practical problems | Results of control or independent work |
Corrective lesson | Individual work on the mistakes made | Finding and fixing errors on your own |
Integrated lesson | Integration of knowledge about a particular object of study obtained by means of different | Deepening the knowledge of the lesson material through the implementation of interdisciplinary knowledge |
Combined lesson | Solving problems that cannot be completed in one lesson | Planned result |
Non-traditional lessons (study tour, study trip, laboratory workshop, lesson in the library, museum, computer class, subject office) | Application of UUD in the study of the phenomena of the surrounding world in real life situations; creative design of reports; ability to use laboratory equipment; ability to use additional information sources |
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Lesson in solving practical, design problems | Practical orientation of the study of theoretical positions | Using Course Tools to Explore the World |
Types of lessons according to GEF IEO
The lessons of activity-oriented goal-setting can be divided into four groups:
1. lessons of "discovery" of new knowledge;
2. reflection lessons;
3. lessons of a general methodological orientation;
4. developmental control lessons.
The main objectives of each type of lesson.
1. The lesson of "discovery" of new knowledge.
Activity goal: the formation of students' skills to implement new ways of action.
2. Reflection lesson.
Activity goal: the formation of students' abilities for reflection of the correctional-control type and the implementation of the correctional norm (fixing their own difficulties in activity, identifying their causes, building and implementing a project to overcome difficulties, etc.).
3. Lesson of general methodological orientation.
Activity goal: the formation of students' activity abilities and abilities to structure and systematize the studied subject content.
4. A lesson in developmental control.
Activity goal: the formation of students' abilities to implement the control function.
It should be noted that the theoretically substantiated mechanism of control activity assumes:
1. presentation of a controlled variant;
2. the presence of a conceptually justified standard, and not a subjective version;
3. comparison of the tested variant with the standard according to the agreed algorithm;
4. criteria-based assessment of the comparison result.
Thus, the lessons of developmental control involve the organization of the student's activities in accordance with the following structure:
1. students writing a version of the control work;
2. comparison with an objectively justified standard for the performance of this work;
3. students' evaluation of the comparison result in accordance with previously established criteria.
It should be emphasized that the division of the educational process into lessons of different types in accordance with the leading goals should not destroy its continuity, which means that it is necessary to ensure the invariance of the teaching technology. Therefore, when organizing lessons of various types, the activity method of teaching should be preserved and an appropriate system of didactic principles should be provided.
The structure of the lesson "discovery" of new knowledge
1) the stage of motivation (self-determination) for learning activities;
3) the stage of identifying the place and cause of the difficulty;
4) the stage of constructing a project for getting out of a difficulty;
6) the stage of primary consolidation with pronunciation in external speech;
9) the stage of reflection of educational activity in the lesson.
1. The main goal of the stage of motivation (self-determination) for learning activities is the development of internal readiness to fulfill the regulatory requirements of learning activities at a personally significant level.
2. update the requirements for the student in terms of educational activities (“must”);
3. establish a thematic framework for learning activities (“I can”).
2. The main goal of the stage of actualization and trial educational action is to prepare the thinking of students and organize their awareness of their inner need to build a new mode of action.
1. reproduced and fixed the knowledge, skills and abilities sufficient to build a new way of action;
2. activated the corresponding mental operations (analysis, synthesis, comparison, generalization, classification, analogy, etc.) and cognitive processes (attention, memory, etc.);
3. updated the norm of a trial educational action (“must” - “want” - “can”);
4. tried to independently complete an individual task to apply the new knowledge planned for study in this lesson;
5. fixed the difficulty in performing a trial action or justifying it.
3. The main goal of the stage of identifying the place and cause of the difficulty is to realize what exactly is the lack of their knowledge, skills or abilities.
To achieve this goal, students must:
1. analyzed step by step based on a landmark record and said aloud what and how they did;
2. recorded the operation, the step at which the difficulty arose (place of difficulty);
3. correlated their actions at this step with the studied methods and fixed what knowledge or skill is missing to solve the initial problem and problems of this class or type in general (the cause of the difficulty).
4. The main goal of the stage of constructing a project to get out of a difficulty is to set goals for educational activities and, on this basis, to choose the method and means of their implementation.
This requires that students:
1. in a communicative form, they formulated the specific goal of their future learning activities, eliminating the cause of the difficulty that had arisen (that is, they formulated what knowledge they need to build and what to learn);
2. proposed and agreed on the topic of the lesson, which the teacher can clarify;
3. they chose a method for constructing new knowledge (how?) - a refinement method (if a new method of action can be constructed from previously studied ones) or a supplement method (if there are no studied analogues and the introduction of a fundamentally new sign or method of action is required);
4. chose the means for building new knowledge (with the help of which) - the studied concepts, algorithms, models, formulas, ways of writing, etc.
5. The main goal of the stage of implementation of the constructed project is the construction by students of a new method of action and the formation of skills to apply it both in solving the problem that caused difficulty, and in solving problems of this class or type in general.
To achieve this goal, students must:
1. based on the chosen method, put forward and substantiate hypotheses;
2. when building new knowledge, use subject actions with models, diagrams, etc.;
3. apply a new course of action to solve the problem that caused the difficulty;
4. fix in a generalized form a new way of acting in speech and symbolically;
5. to fix the overcoming of the difficulty that arose earlier.
6. The main goal of the stage of primary consolidation with pronunciation in external speech is the assimilation by students of a new mode of action.
To achieve this goal, it is necessary that students: 1) solve (frontally, in groups, in pairs) several typical tasks for a new mode of action;
2) at the same time, they spoke aloud the steps taken and their justification - definitions, algorithms, properties, etc.
7. The main goal of the stage of independent work with self-examination according to the standard is the internalization of a new mode of action and performing reflection (collective, individual) of achieving the goal of a trial educational action.
For this you need:
1. to organize independent performance by students of standard tasks for a new mode of action;
1. to organize self-examination by students of their decisions according to the standard;
2. create (if possible) a situation of success for each child;
3. for students who make mistakes, provide an opportunity to identify the causes of errors and correct them.
8. The main goal of the stage of inclusion in the knowledge system and repetition is the inclusion of a new way of acting in the knowledge system, while repeating and consolidating what was previously studied and preparing for the study of the following sections of the course.
For this you need:
1. identify and fix the limits of applicability of new knowledge;
2. organize the execution of tasks in which a new way of acting is associated with previously studied ones;
3. organize the training of previously formed skills that require refinement or bringing to the level of an automated skill;
4. if necessary, organize preparation for the study of the following sections of the course.
9. The main goal of the stage of reflection of educational activities in the lesson is self-assessment by students of the results of their educational activities, awareness of the construction method and the limits of applying a new mode of action.
To achieve this goal:
1. reflection and self-assessment by students of their own learning activities in the lesson is organized;
2. students correlate the goal and results of their educational activities and fix the degree of their compliance;
3. goals for further activities are outlined and tasks for self-training are determined (homework with elements of choice, creativity).
The structure of the reflection lesson
1) the stage of motivation (self-determination) for corrective activities;
2) the stage of actualization and trial educational action;
5) the stage of implementation of the constructed project;
7) the stage of independent work with self-checking according to the standard;
8) the stage of inclusion in the system of knowledge and repetition;
9) the stage of reflection of educational activity in the lesson.
A distinctive feature of the lesson of reflection from the lesson of the "discovery" of new knowledge is the fixation and overcoming of difficulties in one's own learning activities, and not in the learning content.
For a competent reflection lesson, it is necessary to clarify the concepts of a standard, a sample and a standard for self-testing, which we will explain with a specific example.
In order for students to correct their mistakes not by chance, but by a meaningful event, it is important to organize their corrective actions on the basis of a reflexive method, designed as an error correction algorithm. This algorithm should be built by the children themselves in a separate lesson of a general methodological orientation on the topic “How to correct your mistakes” and give them a clear answer to this question. If reflection lessons are conducted systematically, then children quickly master this algorithm and apply it confidently, starting with the simplest form, and then gradually refining and detailing from lesson to lesson.
Let's move on to describing the basic requirements for the stages of the reflection lesson.
1. As for the lesson of “discovery” of new knowledge, the main goal of motivation (self-determination) for remedial activity is to develop, at a personally significant level, internal readiness for the implementation of the normative requirements of educational activity, but in this case we are talking about the norm of remedial activity.
To achieve this goal, it is required:
1. create conditions for the emergence of an internal need for inclusion in activities (“I want”);
2. update the requirements for the student on the part of correctional activities (“must”);
3. Based on the tasks solved earlier, establish a thematic framework and create an indicative framework for corrective actions (“I can”).
2. The main goal of the stage of actualization and trial educational action is to prepare the thinking of students and their awareness of the need to identify the causes of difficulties in their own activities.
For this you need:
1. organize the repetition and symbolic fixation of the methods of actions planned for reflective analysis by students, definitions, algorithms, properties, etc.;
2. activate the corresponding mental operations and cognitive processes (attention, memory, etc.);
3. to organize motivation (“I want” - “need” - “I can”) and students' performance of independent work No. 1 to apply the methods of action planned for reflective analysis;
4. Organize student self-assessment of their work finished sample with fixing the results obtained (without correcting errors).
3. The main goal of the stage of localization of individual difficulties is to understand the place and cause of one's own difficulties in the implementation of the studied methods of action.
This requires that students:
1. clarified the error correction algorithm that will be used in this lesson.
2. based on the error correction algorithm, they analyze their solution and determine the place of errors - the place of difficulty
3. identify and fix the methods of action (algorithms, formulas, rules, etc.) in which errors are made - the cause of the difficulties.
At this time, students who did not identify errors also perform a step-by-step check of their solutions according to the error correction algorithm to eliminate the situation when the answer is accidentally correct, but the solution is not. If during the check they find an error, then they join the first group - they identify the place and cause of the difficulty, and if there are no errors, they receive an additional task of a creative level and then work independently until the self-test stage.
4. The main goal of the stage of goal-setting and building a project for correcting the identified difficulties is to set goals for corrective activities and, on this basis, to choose the method and means of their implementation.
This requires that students:
1. formulated the individual goal of their future corrective actions (that is, they formulated what concepts and methods of action they need to clarify and learn how to apply correctly);
2. chose the method (how?) and the means (with the help of what?) of correction, that is, they established which specifically studied concepts, algorithms, models, formulas, ways of writing, etc. they need to once again comprehend and understand and how they will do it (using standards, a textbook, analyzing the performance of similar tasks in previous lessons, etc.).
5. The main goal of the stage of implementation of the constructed project is the meaningful correction by students of their mistakes in independent work and the formation of the ability to correctly apply the appropriate methods of action.
To achieve this goal, each student who had difficulties in independent work should:
Students who have not made mistakes in independent work continue to solve tasks of a creative level or act as consultants.
To achieve this goal:
1. discussion of typical difficulties is organized;
2. the formulations of the methods of action that caused difficulties are spoken out.
Particular attention here should be paid to those students who have difficulties - it is better that they speak out loud the correct methods of action.
7. The main goal of the stage of independent work with self-examination according to the standard is the internalization of the methods of action that caused difficulties, self-examination of their assimilation, individual reflection on achieving the goal and creating (if possible) a situation of success.
To achieve this goal, students who made mistakes
1. perform independent work similar to the first, while taking only those tasks in which errors were made;
2. carry out a self-examination of their work according to the standard for self-examination and fix the symbolic results;
3) fix the overcoming of the difficulty that has arisen earlier. At this time, students who did not make mistakes in the control
work, perform a self-examination of additional tasks of a creative level according to the proposed model.
8. The main goal of the stage of inclusion in the system of knowledge and repetition is the application of methods of action that caused difficulties, repetition and consolidation of previously studied and preparation for the study of the following sections of the course.
1. perform tasks in which the considered methods of action are associated with previously studied ones and with each other;
2. perform tasks to prepare for the study of the following topics.
9. The main goal of the stage of reflection of activities in the lesson is the students' awareness of the method of overcoming difficulties and their self-assessment of the results of their corrective (and if there were no mistakes, independent) activities.
1. refine the error correction algorithm;
2. name the methods of action that caused the difficulty;
1. fix the degree of compliance with the set goal and the results of activities;
3. evaluate their own activities in the classroom;
4. outline goals for follow-up;
2. in accordance with the results of activities in the lesson, homework is coordinated (with elements of choice, creativity).
It should be noted that the lessons of reflection, despite the rather large preparation for them by the teacher (especially at the initial stages), are the most interesting both for teachers and, first of all, for children. There is a significant positive experience of their systematic use in schools. Children in these lessons do not just train in solving problems - they master the method of correcting their own actions, they are given the opportunity to find their own mistakes, understand their cause and correct, and then make sure that their actions are correct. After that, the quality of assimilation of educational content by students significantly increases with a decrease in the time spent, but not only. Children easily transfer the experience of working on mistakes accumulated in these lessons to any academic subject.
It should also be emphasized that the lessons of reflection are much easier for teachers to master than the lessons of the "discovery" of new knowledge, since the transition to them does not change the very method of work.
The structure of the developmental control lesson
1) the stage of motivation (self-determination) to control and corrective activities;
2) the stage of actualization and trial educational action;
3) the stage of localization of individual difficulties;
4) the stage of constructing a project for correcting the identified difficulties;
5) the stage of implementation of the constructed project;
6) the stage of generalization of difficulties in external speech;
7) the stage of independent work with self-checking according to the standard;
8) the stage of solving tasks of a creative level;
9) the stage of reflection of control and correctional activities.
Lessons in developmental control are carried out at the end of the study of major sections of the course, involve the writing of a test and its reflective analysis. Therefore, in their structure, method of preparation and conduct, these lessons resemble reflection lessons. However, these types of lessons have some significant differences.
In the lessons of developmental control, in contrast to the lessons of reflection, when conducting control work, the emphasis is, first of all, on agreeing on the criteria for evaluating the results of educational activities, their application and fixing the result of the comparison in the form of a mark. Thus, distinctive feature lessons of developing control is their compliance with the established structure of "managerial", criteria-based control.
Since these lessons sum up the study of a significant amount of material, the content of tests in terms of volume is 2-3 times higher than the usual independent work offered in reflection lessons.
Therefore, the lessons of developmental control are conducted in two stages:
1) writing by students of control work and its criteria-based assessment;
2) reflexive analysis of the completed control work and correction of errors made in the work. These stages are carried out in two lessons, which are separated by the time necessary for the teacher to check the results of the students' work in the first lesson (this time should not exceed 1-2 days).
Depending on who has the reference variant (criteria), the following forms of organizing developmental control lessons are distinguished: self-control, mutual control and pedagogical control.
Self-control involves presenting the reference version to the student, independently comparing his own version with the reference one, followed by self-assessment based on established criteria.
In mutual control, the holder of the standard is another student. At the same time, the formation of the ability for self-esteem occurs through checking the fairness of the assessment made by another student, and a reflective analysis of the mistakes made.
Pedagogical control of the developing direction assumes that the teacher is the holder of the standard. The formation of the ability to self-esteem occurs through the agreement with the teacher of the result on the basis of previously established criteria and a reflective analysis of the mistakes made.
Let us now turn to the description of the main requirements for the stages of developmental control lessons.
Lesson 1 (Conducting a test)
1. As before, the main goal of the stage of motivation (self-determination) to control and corrective activities
nvlyaetsya development at a personally significant level of internal readiness for the implementation of the regulatory requirements of educational activities, but in this case we are talking about the norm of control and correctional activities.
Therefore, to achieve this goal, it is required:
1. determine the main goal of the lesson and create conditions for the emergence of an internal need for inclusion in control and correctional activities (“I want”);
2. update the requirements for the student from the side of control and correctional activities (“must”);
3. Based on the previously solved tasks, establish a thematic framework and create an indicative basis for control and corrective actions (“I can”);
4. establish the form and procedure of control;
5. present the criteria for scoring.
2. The main goal of the stage of actualization and trial educational action is to prepare the thinking of students and their awareness of the need for control and self-control of the result and identifying the causes of difficulties in activities.
For this you need:
1. organize the repetition of controlled methods of action (norms);
2. to intensify mental operations (comparison, generalization) and cognitive processes (attention, memory, etc.) necessary to perform control work;
3) to organize the motivation of students (“I want” - “I must” - “I can”) to perform control work on the application of methods of action planned for control and subsequent reflective analysis;
3. organize individual writing by students of control work;
4. arrange for students to compare their work according to the finished sample with fixing the results (without correcting errors);
5. provide an opportunity for students to self-evaluate their work according to a predetermined criterion.
II lesson (Analysis of control work)
This lesson corresponds to the lesson of working on the mistakes of the test in traditional school and is carried out after checking by her teacher.
3. The main goal of the stage of localization of individual difficulties is the development of internal readiness for corrective work at a personally significant level, as well as identifying the place and cause of one's own difficulties in performing control work.
To achieve this goal, it is necessary:
1. to organize the motivation of students for correctional activities (“I want” - “I must” - “I can”) and their formulation of the main goal of the lesson;
2. reproduce controlled methods of action (norms);
3. analyze the correctness of self-examination by students of their work and, if necessary, harmonize their assessments< оценкой учителя.
1. clarify the error correction algorithm (the algorithm is built on the previous lessons based on the reflexive method);
2. based on the error correction algorithm, they analyze their decision and determine the place of errors - the place of difficulties;
3. identify and fix the methods of action (algorithms, formulas, rules, etc.) in which errors were made - the cause of the difficulties.
Students who have not made mistakes at this stage compare their solution with the standard and perform tasks of a creative level. They may also act as consultants. Comparison with the standard is necessary to correlate your decision with the methods of action used. This contributes to the formation of speech, logical thinking, the ability to substantiate one's point of view with criteria.
4. The main goal of the stage of constructing a project for correcting the identified difficulties is to set goals for corrective activities and, on this basis, to choose the method and means of their implementation.
This requires that students:
1) formulated the individual goal of their future corrective actions (that is, they formulated what concepts and methods of action they need to clarify and learn how to apply correctly);
2) chose the method (how?) and the means (using what?) of correction, that is, they established which specifically studied concepts, algorithms, models, formulas, recording methods, etc. they need to re-interpret and understand and how they will do it (using standards, a textbook, analyzing the performance of similar tasks in previous lessons, etc.).
5. The main goal of the stage of implementation of the constructed project is the meaningful correction by students of their mistakes in the control work and the formation of the ability to correctly apply the appropriate methods of action.
As in the reflection lesson, to achieve this goal, each student who had difficulties in the control work must:
1. independently (case 1) correct their mistakes by the chosen method based on the use of the chosen means, and in case of difficulty (case 2) - using the proposed standard for self-testing;
2. in the first case - to correlate their results of error correction with the standard for self-testing;
4. solve these tasks (some of them can be included in homework).
Students who do not make mistakes in the control work continue to solve tasks of a creative level or act as consultants.
6. The main goal of the stage of generalization of difficulties in external speech is to consolidate the methods of action that caused the difficulty.
To achieve this goal, like reflection lessons, the following is organized:
1. discussion of typical errors;
2. pronunciation of the wording of the methods of action that caused difficulty.
7. The main goal of the stage of independent work with self-examination according to the standard, as in the reflection lesson, is the internalization of the methods of action that caused difficulties, self-examination of their assimilation, individual reflection on achieving the goal, and also creating (if possible) a situation of success.
To achieve this goal, it is necessary that students who make mistakes in the control work:
1. performed independent work, similar to controlled work, choosing only those tasks in which errors were made;
2. conducted a self-examination of their work on the finished sample and recorded significant results.
3. fixed the overcoming of the difficulty that had arisen earlier.
Students who have not made mistakes in the control work perform self-examination of tasks of a creative level according to the proposed model.
8. The main purpose of the stage of inclusion in the knowledge system of repetition is the application of methods of action that caused difficulties, repetition and consolidation of previously studied *preparation for the study of the following sections of the course.
To do this, students with a positive result of the previous stage:
1. perform tasks in which the considered method of action is associated with previously studied ones and with each other;
2. perform the following tasks to prepare for the study
topics.
If the result is negative, students repeat the previous step for another option.
9. The main goal of the stage of reflection of activities in the lesson is self-assessment of the results of control and correctional activities, awareness of the method of overcoming difficulties in activities and the mechanism of control and correctional activities.
To achieve this goal, students:
1) pronounce the mechanism of control activities;
2) analyze where and why mistakes were made, ways to correct them;
3) name the methods of action that caused the difficulty;
4. fix the degree of compliance with the goal of control and correction activities and its results;
5. evaluate the results of their own activities;
6. if necessary, tasks for self-training are determined (homework with elements of choice, creativity);
7) outline the goals of follow-up activities.
It should be noted that in pedagogical practice, control lessons are often held that are not related to the development of students' abilities for control and self-control, for example, administrative control or traditional test. These lessons should be distinguished from activity-oriented lessons, since they realize other than activity-oriented goals of education and, thus, do not move students forward in developing their necessary activity qualities.
Lessons of a general methodological orientation
are designed, firstly, to form students' ideas about the methods that link the concepts being studied in single system, and secondly, about the methods of organizing the educational activity itself, aimed at self-change and self-development. So, in these lessons, students understand and build the norms and methods of educational activity, self-control and self-assessment, reflective self-organization. These lessons are over-subject and are held outside the framework of any subject on class hours, extracurricular activities or other lessons specially designated for this in accordance with the structure of the technology of the activity method.
The significance of the lessons of a general methodological orientation can be illustrated with the help of the following example. We propose to solve the same problem in two versions.
It should be understood as a set of mandatory requirements for the learning process at a certain level. For their implementation in educational institution the main program should be developed, consisting of a study schedule, working projects of courses, subjects, disciplines. It should also include methodological and evaluation materials. In accordance with this program, teachers build their professional activity during school year in general, plan each lesson separately. Let us consider further the main stages of the lesson on the Federal State Educational Standard.
General classification
The school teaches a lot of different subjects. The content of the information is certainly different. However, all lessons can be classified into the following groups:
- Discovery of new knowledge.
- Reflection lessons.
- Classes of a general methodological orientation.
- Lessons in developmental control.
Lesson objectives
At each lesson, certain goals are set and implemented. So, in the lessons of discovering new knowledge, students develop the ability to use new methods of action, the conceptual base expands by adding new components. At the lessons of reflection, the already studied algorithms, terms, concepts are fixed and, if necessary, corrected. At the lessons of a general methodological orientation, generalized activity norms are formed, the theoretical foundations for the further development of content-methodological directions are revealed. In addition, there is a formation of abilities to systematize and structure the studied material. In the classes of developmental control, children develop the skills of introspection. It should be noted that the division into stages of the lesson according to the Federal State Educational Standards (second generation) should not disrupt the continuity of learning.
Characteristics of the stages of the lesson on the Federal State Educational Standard: "Discovery of new knowledge"
Each lesson is built according to a specific scheme. We can distinguish the following stages of the lesson on the Federal State Educational Standard (it will be mathematics or the Russian language, in principle, it does not matter):
Motivation
The objectives of the stages of the GEF lesson are different. However, at the same time, they are closely related to each other. The purpose of motivation is the development of a student's internal readiness to fulfill established standards at an individually significant level. The implementation of this task is provided by:
- Creating conditions for the emergence of an individual internal need to carry out activities.
- Updating the requirements for the student on the part of the teacher.
- Establishing a thematic framework for activities.
Update and trial operation
As main goal at this stage, the preparation of the thinking of children and the organization of their understanding of their own needs for the formation of a new model of actions. To achieve this, students need to:
Problem identification
The key task at this stage is the realization of what exactly is the lack of knowledge, abilities or skills. To achieve this goal, children need to:
- We analyzed all our actions. It is worth saying that introspection accompanies all stages of the modern lesson (according to GEF).
- Fixed the step or operation where the problem occurred.
- They correlated their own actions at the place of occurrence of the difficulty with the previously studied methods and determined what kind of skill is not enough to solve the task, similar questions.
Building the project
The purpose of this stage is to formulate the objectives of the activity and, on their basis, the choice of a model and means of their implementation. To achieve this, students:
Project implementation
The main task is the formation by children of a new model of actions, the ability to apply it in solving the problem that caused difficulty, and similar issues. To do this, students:
- Based on the chosen method, hypotheses are put forward and substantiated.
- They use subject actions with diagrams, models when building new knowledge.
- Apply the chosen method to solve the problem that caused the difficulty.
- Fix in a generalized way the method of action.
- Establish a workaround for the problem that arose earlier.
Primary fastening
It is necessary for children to learn a new method of action. This requires that children:
- They spoke aloud their steps and their rationale.
- Decided several typical tasks in a new way of doing things. This can be done in pairs, in groups or frontally.
Independent work and self-examination
These stages of the modern GEF lesson are of particular importance. In the course of independent work, the degree of mastering the acquired knowledge is checked, and a successful situation is formed (if possible). These stages of the GEF lesson involve:
- Performing work similar to the first one, but tasks are solved in which errors were previously made.
- Carrying out a self-test according to the standard and fixing the results.
- Establishment of overcoming the difficulty that arose earlier.
These stages of the GEF lesson include a special type of work for those children who did not have problems when solving for the first time. They practice the level according to the sample and then conduct an independent check of the results.
Inclusion in the realm of knowledge and repetition
The key task is the application of action models that caused difficulty, consolidation of the studied material and preparation for the perception of the following sections of the subject. If the previous stages of the GEF lesson were completed satisfactorily, then the children:
- They solve problems in which the considered models of actions are connected with those studied earlier and with each other.
- Perform tasks aimed at preparing for the study of other (next) sections.
If the previous stages of the GEF lesson gave a negative result, independent work is repeated and self-control is carried out for another option.
Reflection
At this stage, the main goal is for children to become aware of the way to overcome difficulties and to independently evaluate the results of corrective or independent work. For this, students need to:
Occupation of developmental control
Consider, for example, the stages of a music lesson according to the Federal State Educational Standard:
- Motivation for control and correctional activities.
- Update and trial learning activities.
- Localization of personal difficulties.
- Building a project for correcting the detected problems.
- Implementation of the new model.
- Generalization of difficulties in speech.
- Independent work and verification according to the standard.
- Solving creative problems.
- Reflection of work.
Performance of control activities
The main task of motivation for correctional activities is similar to that described earlier and consists in developing the internal readiness of students to implement the requirements of educational work. In this case, however, there is a control-corrective orientation. In this regard, it is necessary:
- Set the goal of the lesson and create conditions for the emergence of an internal need for students to get involved in the work.
- Update the requirements for the student on the part of control and corrective actions.
- In accordance with the tasks solved earlier, determine thematic limits and create guidelines for work.
- Formulate a method and procedure for control.
- Determine the evaluation criterion.
Preparing the thinking of children
Students should be aware of their own need for control and introspection, identifying the causes of difficulties. To accomplish this task, you need:
Occupation of a general methodological orientation
The stages of the combined lesson on the Federal State Educational Standards are aimed at developing in children an idea of the techniques that link the concepts they are studying into one system. In addition, they contribute to the awareness of the methods of constructing a plan directly to the educational activities. It, in turn, provides independent change and self-development of students. In such classes, the creation of norms and methods of educational activity, self-assessment and self-control, reflective self-organization is carried out. Such classes are considered super-subject. They are held outside of any discipline at or during an extracurricular activity.
Conclusion
The division of lessons into stages allows you to present the material in a clearly structured, logical sequence, while ensuring the continuous coordination of students' activities. For each lesson, tasks, options for students' actions should be determined. The organizational stage of the GEF lesson is also important. It precedes the formation of motivations in children. After a greeting, the teacher conducts a readiness test, absent ones are determined. After that, the attention of students is focused, the necessary mood for the perception of information is set. If necessary and possible, the teacher can adjust the lesson plan at the organizational stage.
