1. /Variable forms of certification of teachers/author's curriculum.docx 2. /Variable forms of certification of teaching staff/master.docx 3. / Variable forms of certification of teachers / methodological development of a teacher.docx 4. / Variable forms of certification of teachers / pilot development.docx 5. /Variable forms of attestation of teachers/pedagogical concept of the teacher.docx 6. /Variable forms of attestation of teachers/pedagogical project.docx 7. /Variable forms of attestation of teachers/tutorial.docx

Law of the Russian Federation "On Education" Expert evaluation of the master class for compliance with the highest qualification category Expert review methodological development of the teacher for compliance with the higher qualification category Experimental work program Pedagogical concept (in the middle of the sheet) Expert evaluation of the pedagogical project for compliance with the highest qualification category Problem Expert evaluation of a teaching aid developed by a teacher

Expert reviewmethodological development of the teacher

for compliance

highest qualification category

Methodological development is a manual that reveals the forms, means, teaching methods, elements of modern pedagogical technologies or the technologies themselves about training and education in relation to a specific topic of the lesson, the topic of the curriculum, teaching the course as a whole.

Methodological development can be both individual and collective work. It is aimed at the professional and pedagogical improvement of a teacher or a master of industrial training or the quality of training in educational specialties.

Methodological development can be:

• 
  development of a specific lesson;
• 
  development of a series of lessons;
• 
  development of the theme of the program:
• 
  development of a private (author's) method of teaching the subject;
• 
  development general methodology teaching subjects;
• 
  development of new forms, methods or means of training and education;
• 
  developments related to changes in the material and technical conditions of teaching the subject.

There are quite serious requirements for methodological development. Therefore, before you start writing it, you must:

1. 
   Carefully approach the choice of development topic. The topic should be relevant, known to the teacher, the teacher should have some experience on this topic.
2. 
   Determine the purpose of methodological development.
3. 
   Carefully study the literature teaching aids, positive experience on the chosen topic.
4. 
   Make a plan and determine the structure of methodological development.
5. 
   Determine areas for future work.

Getting started on the compilation of methodological development, it is necessary to clearly define its purpose. For example, the goal may be as follows: determining the forms and methods of studying the content of the topic; disclosure of the experience of conducting lessons on the study of a particular topic of the curriculum; description of the activities of the teacher and students; description of the methodology for using modern technical and information media learning; implementation of the connection between theory and practice in the classroom; the use of modern pedagogical technologies or their elements in the classroom, etc.

Requirements for methodological development:

4. The material should be systematized, presented as simply and clearly as possible.

5. The language of methodological development should be clear, concise, competent, and convincing. The terminology used should be consistent with the pedagogical thesaurus.

7. Methodological development should take into account the specific material and technical conditions for the implementation of the educational process.

8. Orient the organization of the educational process in the direction of the widespread use of active forms and teaching methods.

9. Methodical development should reveal the question "How to teach".

10. Should contain specific materials that the teacher can use in their work (task cards, UPD samples, lesson plans, instructions for laboratory work, diagram cards, tests, level-by-level tasks, etc.).

The structure of methodological development

General structure:

1 Abstract.

3. Introduction.

4. The main part.

5. Conclusion.

6. List of used sources.

7. Applications.

The annotation (3-4 sentences) briefly indicates what problem the methodological development is devoted to, what questions it reveals, to whom it may be useful.

The introduction (1-2 pages) reveals the relevance of this work, i.e. the author answers the question why he chose this topic and what is its place in the content of education.

Methodical development of the theme of the program

The main part may consist of the following sections:

• 
  topic description;
• 
  planning the study of the topic;
• 
  recommendations on the organization and methods of studying the topic.

The description of the topic indicates:

educational goals and tasks of the topic;

Planning the topic and the number of hours allotted for its study;

Knowledge and skills that students need to acquire or improve;

Place and role of the topic in the course;

Communication with the previous or subsequent material, as well as intra-subject and inter-subject communications;

A didactic analysis of the content of the material is given;

Levels of study and assimilation of educational material are distinguished;

It is possible to compare the quality of teaching according to the proposed methodology with the methodology that was used by the teacher before using the one proposed in the methodological development.

When planning a learning topic,:

1. Think over the methodology of teaching the topic.

2. Pick up examples, illustrations, outline laboratory and practical classes, tests, excursions, etc.

3. Highlight the main questions that students should firmly master.

4. Analyze the educational possibilities of the educational material and the methodology used.

AT imprisonment(1-2 pages) summarizes the problematic issues that were raised by the teacher, starting to draw up methodological development.

The structure of the methodological development of the lesson theoretical training .

The main section contains the following sections:

1. 
   Methodological substantiation of the topic.
2. 
   Guidelines for conducting the lesson.
3. 
   Lesson plan (with technological map).
4. 
   Didactic material for the lesson (you can not select as applications).
5. 
   List of literature (sources) for students.
6. 
   List of literature for teachers.

Suggested Lesson Plan:

1. The theme of the program.

2. The topic of the lesson.

3. Type of lesson.

4. Type of lesson.

5. The goal is methodical.

6. The goals of education (training, education, development).

7. Logistics of the lesson.

8. Intersubject and intrasubject communications.
Approximate technological map of the lesson:

The type of lesson is determined by the purpose of organizing the lesson, i.e. the purpose of its implementation.

Type of theoretical training lessons (according to M.I. Makhmutov):

• 
  Lesson learning new educational material.
• 
  A lesson in improving knowledge, skills and abilities.
• 
  Lesson of generalization and systematization of knowledge.
• 
  Lesson control of knowledge, skills and abilities.
• 
  Combined.

Lesson types practical training(according to M.I. Makhmutov):

• 
  Lesson on initial formation skills and abilities.
• 
  A lesson in improving skills and abilities.
• 
  Lesson on the implementation of complex tasks (works).

The type of lesson is determined by the form joint activities teacher and students, which dominates the lesson:

1. 
   Lecture.
2. 
   Conversation.
3. 
   Independent work.
4. 
   Practical work.
5. 
   Laboratory work.
6. 
   Conference.
7. 
   Seminar.
8. 
   Test.
9. 
   Offset.
10. 
    Business game.
11. 
    Excursion.
12. 
    Mixed (several activities of approximately the same time).

The didactic structure of the lesson includes the following didactic tasks:

1. 
   Motivation and stimulation of students' activities, target setting, activation of the necessary knowledge.
2. 
   Formation of new concepts and methods of action.
3. 
   Application of concepts and methods of action.

It is most effective when all three didactic tasks are solved in the lesson, but it can be different (depending on the goals and type of lesson).

Didactic methods (according to Lerner I.Ya.)

1. Information-receptive.

2. Reproductive.

3. Problematic: problematic presentation; heuristic; research.

The form of activity depends on the applied method and methodological techniques. For example: conversation, independent work, work with a book, watching a video, etc.

Ways of organizing the activities of the teacher and students (according to Molchan L.L.):

1. Frontal.

2. Individual.

3. Paired.

4. Collective.

The goals of education are divided into the goals of learning (the formation of knowledge, skills and abilities), education (the formation of views, beliefs, personality traits) and development (the development of interests, thinking, speech, will, etc.).

The methodological goal for each lesson implies the creation of conditions for the formation of knowledge, skills and abilities; ability development; education of personality traits, etc. If the lesson is open, then the methodological goal depends on the goal of inviting colleagues to this lesson.

General requirements for the design of methodological development.

1. 
   The total volume of methodological development should be at least 24 sheets computer text(font - 14). If the methodological development is the development of one lesson, then at least 10 sheets.
2. 
   The volume of the main content is at least half of the entire manuscript.
3. 
   The volume of applications is not limited, but they must correspond to the text (links to them in the text are required).
4. 
   References to the used literature in the text should be given in square brackets.
5. 
   The list of sources used should contain 10-15 titles. If the development is only practical, not requiring theoretical references, then the list of sources used can be omitted.
6. 
   The number and volume of sections is not limited.

Approximate methodological development scheme:

1. The name of the development.

2. Name and form of the event.

3. An explanatory note, which indicates the objectives of the event, the proposed method of conducting, the age of the children for whom the event is designed, the conditions for conducting, implementing.

4. Equipment, design (technical means, text options, title and authors of musical works used in the script).

5. Methodological advice for the preparatory period

(correct distribution orders).

6. Scenario plan, course of the event.

7. Scenario of the event, where all compositional plot parts, links to authors and names of sources with page indication are observed.

8. Methodological advice to organizers and directors (where it is better to hold an event, design options, ways to create an emotional mood, warnings against mistakes).

9. Methodological advice for the period of the immediate aftereffect (how to sum up, what to do to consolidate the result, etc.).

CONTENT

Title page

The list of the main sections of the portfolio with the indication of the pages:

Criterion 2 - “Ensuring the improvement of the quality of education based on effective use contemporary educational technologies, improving the methods of training and education "4str

2 .1.1. My pedagogical philosophy.

4 page

2.1.2. Rationale for the choice of educational programs.

7 p.

Criterion 2 - "High results in the development of educational programs by students" 24p.

2 .2.1. Dynamics of educational achievements of students

24 pages

2.2.2. The results of extracurricular activities of students

26 pages

2.2.3. The results of the teacher's activity in the field of socialization of students

30 pages

2.2.4. Cognitive activity of students in the subject

33 pages

3.1. Innovative activity of a teacher

40 pages

3.2. Results of dissemination of own pedagogical experience

45 pages

3.3. Methodical work

45 pages

Criterion 4 - "Professional and personal achievements of the teacher"

4.1. Training

50 pages

4.2. Certified achievements of a pedagogical worker

51 pages

6. Supporting materials:

1. 6.1. Copy of diploma

   6.2. Copy of certification sheet

1. 6.3. Lesson summary "Generalizing lesson on the topic" Stalinist modernization»in the 9th grade (city competition), (see disk)

1. 6.4. Development of an extra-curricular event on the topic “So it was ...”, dedicated to the 40th anniversary of BAM (see disk)

1. 6.5. Summary of the lesson “The cult of personality. Mass repressions" in the 11th grade (see CD)

1. 6.6. Reviews of colleagues, students, parents of students about the activities of a pedagogical worker (results of surveys, questionnaires).

1. 6.7. Copy of work book

   6.8. Copy of divorce certificate

1. 6.9. Copy of marriage certificate

7. Self-assessment sheet.

8. Sheet of peer review.

9. Petition (recall) of the head of the educational institution.

SECTION 1.

BUSINESS CARD.

Information about the certified employee:

Full NameKrylova Tatyana Vladimirovna

Place of work,position and date of appointment:municipal general education state-financed organization secondary school No. 6 in Tynda, Amur Region , a history teacher; 08/25/1997

Professional education of a teacher:Higher. Annunciation State Pedagogical University 1997 majoring in history, qualified as a teacher.

General work experience: 20 years 5 months.

Pedagogical experience: 18 years 5 months.

Work experience in this position in this school: 16 years 7 months.

Previous qualification categories, their validity periods:

Availability degree: -

Contact phone numbers:office phone: 56-55-261, cell phone: 8-914-56-01-047

E-mail address:niutik[email protected] mail. en

Right.

N.N. Kuznetsova

20.04.2014

SECTION 2.

INFORMATION - ANALYTICAL REPORT OF THE PEDAGOGICAL WORKER ON PEDAGOGICAL ACTIVITY.

Criterion 1 - "Ensuring the improvement of the quality of education based on the effective use of modern educational technologies, the improvement of teaching and upbringing methods"

A bad teacher teaches the truth

a good one teaches you to find it.

A. Diesterweg

2.1.1. My pedagogical philosophy.

Many thousands of years ago, God saw that the vices of people were multiplying and decided to help them himself. He summoned the high Spirits and said: “People have lost their way. How to be? one of the Spirits offered to inspire a prophetic dream on people, another - to send manna from heaven, the third - water from God. And only the fourth High Spirit said: “Instill in every person a thirst for knowledge, give them a teacher.”

Every person once has to answer the questions: why do I live, what is dear to me, what is important, what can I not do without? Reflecting on my life path, I understand very well that I cannot draw a line where my work ends and my personal life begins. Perhaps this is my philosophy, my road, calling and leading to happiness. pedagogical work, to endless life in the minds of my students. I'am a teacher!

Everything has its origins. The source, the life-giving spring of my pedagogical research, success and devotion to the chosen path was 1997, when I came to get a job. Who would have thought that this fateful meeting would change my whole life! But I had a dream that remained an unattainable dream ... Maybe this is the joy of life, that not everything comes true, that you can dream, in your soul, remaining a child, and believe in beautiful world without complications and problems? I had a choice. Life brought me together with wonderful people and professionals in their field - Shestak Lyubov Borisovna and Mastyugina Lyudmila Ivanovna. They taught me a lot, invested a part of their soul and knowledge, they believed in me! A person feels confident, needed and significant when they believe in him, when they are not torn to pieces for mistakes or mistakes, but point to them and help to correct and overcome everything. And they helped and help me. All that I have achieved is thanks to them - my life-giving keys!

Like my mentors, I believe that the success of the school depends on the teacher, who must be a master of his craft and be fluent in the art of teaching. The school is a whole close-knit team of like-minded people, each individual teacher and all taken together at once, this is one big family, where joys and hardships are shared by everyone, where everyone shoulder to shoulder, hand in hand, walk towards great purpose- parenting! It was my beloved teachers - mentors who revealed to me that friendly participation, lively, trusting communication with children is, perhaps, one of the main conditions for success and satisfaction from one's work. The teacher should not "work with children", but "live with them", "share joys and sorrows, ups and downs, avoiding falsehood in relationships."

The ancient Greek scientist Plato said: “If the shoemaker is a bad master, then the state will not suffer from this - citizens will be somewhat worse shod, but if the teacher of children does not perform his duties well, then whole generations of ignorant and bad people will appear in the country.” What a social responsibility the great sage placed on the teacher!

Teaching is charisma, plus labor, plus protracted childhood. It requires a special disposition of character, occupies all the time of a person and, like the Kingdom of God, promises grace somewhere out there, in the boundless future. Teachers have to sacrifice a lot and still know how to rejoice in it. Ideally, it is not a person who chooses the profession of a teacher, but vice versa. The teachers found Korchak and Pirogov among the doctors. And St. Peter is among the fishermen. He recanted three times, but relented.

If we count the number of scientific terms, definitions, technologies, methods and systems introduced into pedagogy, we can confidently say that this science is now experiencing the greatest upsurge. And soon the country will literally overflow with giants of thought.

Not a single, even super brilliant technique can save a child from a situation of failure in learning and in philistine philosophy. But the teacher can restore the child's faith in himself and in the world.

Years of work at school helped me to conclude that only a passionate person can captivate others. We must remember that our attitude to our teaching is passed on to children. The child cannot be deceived. He is very sensitive to falsehood and hypocrisy. I think that the authority of a teacher does not consist of the number of correct answers to tricky questions, but at least not only from this. To have the courage to admit the limitations of one's own knowledge - is this not evidence that the teacher is in search, he also learns and does it together with the student.

The posturing of a teacher who excitedly talks about morality, but in fact does not follow its examples in relations with a student, immediately arouses contempt in children. They cannot be flirted with, they must be respected and trusted.

What does it mean for me to be a teacher? Not an opportunity to teach children something, but to communicate with them every day, discovering something new. Children change, and I change with them. I like to talk about the world through the eyes of children. Find joy and satisfaction in it. Think about your students. Empathize with their successes and failures. Be responsible for them, remembering what Lyubov Borisovna taught - Do no harm!

Yes, for me "teacher" is a profession, social position, hobby, work... For me, being a teacher means living. Paraphrasing V.S. Vysotsky, I can say:

I don't like fatal outcome

I never get tired of life

I don't like anyone season,

When I spend it uselessly ...

It's my time - to collect stones! Nowadays, many things are so vulgar, simplified and profaned that it is absurd to assume that everything can be fixed with the simple push of a button. “I’ll press the button, the tape recorder will play, Beethoven’s music will sound - and you will turn into a cultural one ...” Only patience, small steps, joy from any, even a tiny victory - together, hand in hand, the teacher can lead the child to Beethoven. If we slowly but surely do our job, think for ourselves and teach others to think, work, believing that they, our pupils, are still nice, decent and promising young people, we will help them to become like that.

The teacher remains in moral opposition to mass brainwashing. “In a real tragedy, it is not the hero who perishes - the choir perishes.” (I. Brodsky. from the Nobel lecture). Our job is to protect the choir. We were taught this by our teachers. This is the only thing we can and must do.

Everything that was taught to me is time to collect together and pass on experience to others, as my dear mentors did, my life-giving keys of life.

And my philosophy as a teacher -

Humane world to create mind and beauty.

Then "wonderful discoveries" right way

Let it take the children to the coming world of dreams!

2.1.2. Rationale for the choice of educational programs

The future of the school is determined not by the president of a single country, not by the minister of education, and not even by a teacher. Each participant in the educational process decides for himself whether to keep pace with the future or ...

The 21st century, the century of industrialization and informatization, sets new tasks and goals for the teacher.

In modern world(intensive development of technology, space, nanotechnology, information and communication technologies)the education system should form new qualities in students - initiative, innovation, mobility, flexibility, dynamism and constructiveness. In the light modern requirements a professional must have a desire for self-education throughout his life, master new technologies and understand the possibilities of their use, be able to accept independent solutions and bear responsibility for them to society and the state, adapt in the social and future professional sphere, solve problems and work in a team, be prepared for overload, stressful situations and be able to quickly get out of them, share the values ​​of a safe and healthy lifestyle.

In order to form a competent graduate in all potentially significant areas of professional education and life itself, it is necessary to apply active methods education, technologies that develop, first of all, the cognitive, communicative and personal activity of today's schoolchildren.

In order for a teacher to solve the problems of implementing the 11th century graduate model and make him competitive in the modern world, the teacher, in addition to knowing his subject and loving children, must have a number of significant qualities, such as: professionalism, competence, culture, discipline, diligence, creativity, communication , activity, erudition, dedication, intelligence, decency, tact, ability to listen, kindness, sense of humor, justice.

Main tasks his pedagogical activity I consider:

development of interests, abilities, thinking, attention, imagination, memory, feelings, will, cognitive, research and practical skills; since developed thinking and other abilities allow a school graduate to replenish knowledge and improve themselves;

formation of abilities for self-education, needs and skills in self-study, in the use of information, since in modern era knowledge quickly becomes obsolete, and there is a need for the ability and willingness to constantly learn on their own;

creating a “success situation” for each student, taking into account his individual level of development.

The formation of civil-patriotic consciousness, the development of a sense of belonging to the fate of the Fatherland, the formation of a moral position.

creation of conditions for the formation of methods of scientific knowledge and the formation on this basis of ideas about the geopolitical picture of the world;

security required level the assimilation of systematized knowledge of history and social science, which will determine the adaptation of students to further education and life;

the formation of a worldview, moral, aesthetic and other values ​​and qualities;

formation of knowledge about the basics of production and organization of labor in industry and management, development of skills in using technical devices.

In order to solve all the tasks set, in addition to the personal qualities of the teacher, the material and technical base of the office is also necessary. On the this moment I am the head of the cabinet-museum “The Highway of My Childhood”, which has all the necessary demonstration equipment for studying history and social science. The office is equipped with a mobile computer class, a projector, interactive whiteboard, the necessary digital educational resources, maps, chart tables and there is Internet access.

I carry out my pedagogical activity at all levels of education in accordance with

Based Sample program basic general education in the history of the Ministry of Defense of the Russian Federation in 2008 and the author's program "New History 7-8 cells." edited by A.Ya. Yudovskaya and L.M. Vanyushkina. –M.: Enlightenment, 2013;

Based on the standards of basic general education in the history of the Ministry of Defense of the Russian Federation in 2008 and on the basis of the Sample program of basic general education in the history of the Ministry of Defense of the Russian Federation in 2008 and the author's program "History of Russia 6-9 grades." edited by A.A. Danilov and L.G. Kosulina-M.; Enlightenment, 2013;

Based on the Federal model program of basic general education in the history of the Ministry of Defense of the Russian Federation in 2008, the author's program "History of Russia in grades 6-9." A.A. Danilova and L.G. Kosulina.-M.: Enlightenment, 2013 and the author’s program “The Recent History of Foreign Countries. 20-beginning of 21 in: M.: Enlightenment, 2013;

Based on the standards of basic general education in social science 2008. and programs in social science, the author of which is A.I. Kravchenko, created on the basis of standards and an exemplary program in social science;

Based on the Exemplary Program of Secondary (Complete) General Education at the Basic Level in History and the Federal Component of the State Standard of Secondary (Complete) General Education at the Basic Level, Moscow 2008;

Based on the Model program of secondary (complete) general education at the profile level in social science, the federal component of the state standard of secondary (complete) general education at the profile level Moscow 2008 and the author's program L.N. » 2013;

The program on World History is compiled in accordance with the requirements of the Federal State Educational Standard for Basic General Education and is provided by the TMC for the 5th grade by the authors D.D. Danilova, A.V. Kuznetsova, D.V.Liseytseva, V.A. Klokova, V.A. Rogozhkina, N.S. Pavlova, E.V. Sizova, S.M. Davydova, S.S. Kuznetsova and others.

- The program in social studies was compiled in accordance with the requirements of the Federal State Educational Standard for Basic General Education and provided by the teaching materials for the 5th grade by the authors D.D. Danilova, E.V. Sizova, S.M. Davydova, A.A. Nikolaeva, L.N. Korpachevori, N.S. Pavlova, S.V. Parshina, M.E. Turchina.

Requirements of the federal state educational standard for basic general education (FGOS LLC), approved. Order of the Ministry of Education and Science of the Russian Federation dated December 17, 2010 No. 1897 “On Approval of the Federal State Educational Standard for Basic General Education”;

Requirements of the federal component of the state standard of general education: Order of the Ministry of Education and Science of the Russian Federation dated March 05, 2004 No. 1089 “On Approval of the Federal Component of State Educational Standards for Primary General, Basic General and Secondary (Complete) General Education”;

Order of the Ministry of Education and Science of the Russian Federation No. 1067 dated December 19, 2012 “On approval of federal lists of textbooks recommended (approved) for use in the educational process in educational institutions implementing educational programs of general education and having state accreditation for the 2013/14 academic year.”

The learning process is the organized interaction of the teacher and students to achieve educational goals. Stimulation and organization of active educational and cognitive activity of students in mastering their knowledge, developing abilities, developing views, I carry out adhering to the followingteaching principles :

The principle of citizenship, which is aimed at the humanization of education and allows you to meet social and personal needs;

The principle of focusing education on solving the problems of education and the general development of the student in the relationship;

The principle of scientific character (correspondence of the content of education to the level of development of modern science and technology, the experience gained by world civilization, the orientation of the learning process towards the formation of a conceptual vision of the world among students and the creation of its adequate and realistic image.

The principle of systematic and consistent learning;

The principle of visualization of training, combinations various methods, as well as teaching aids, depending on the tasks and content of training;

The principle of combining various forms of education depending on the tasks, content and methods of education;

Creation principle necessary conditions for learning;

The principle of strength, awareness and effectiveness of the results of education, upbringing and development.

The real teaching and upbringing process is complex and diverse; it puts before the teacher a whole range of problems that need solutions. Among them is the problem of choosing organizational forms and teaching methods that would make it possible to achieve best results in each specific situation.

Main directions In my work, I consider the following:

improvement of the lesson, as the main form of organization of the educational process, in form, structure and content;

organization of research activities of students at all stages of education;

involvement of students in various types of extracurricular activities in the subject;

search for gifted children and development of their abilities;

self-improvement (growth of methodological skills, development of organizational skills, mastery modern technologies learning).

The basis of my activity is the application of elements of V. Shubin's technology "Three approaches to the study of history":

I– use of gaming technologies (L.S. Vygotsky, D.B. Elkonin);

II- learning intensification technologies based on system-sign models (Firsov, V.F. Shatalov);

III- problem-based learning (M.M. Makhmutov, I.Ya. Lerner, Dewey).

My teaching activity includes the following components:

The system of lessons of traditional and non-traditional forms of education, the goals of which are to expand the volume, structuring, integrating, generalizing the subject content, transforming the personal experience of each student. At the same time, each student has the right to independently choose and use the most significant ways for him to study the material. Here I have developed a series of non-traditional lessons - lessons with elements of historical design, polylogues, where various points perspective on the most important historical events, Problems; the study of facts is combined with the formation of skills of analysis and creative understanding of the problem. For example, a polylogue lesson in the 10th grade "Mongol-Tatar invasion" - different points of view about the existence of a yoke in Russia.

The system for monitoring and evaluating students' activities: a survey on cards; variant tasks; historical dictations; thematic tests with tasks of varying complexity; tests.

To achieve the goals and objectives of the lesson, I use proven work at schoolthe following modern educational technologies:

Promotes the development of a creative personality with increased adaptive potential in the system of multi-stage education, the development of an independent personality (self-control, self-government), socialization and profiling of education, work with gifted and capable children.

Project Method

Development of research skills in the process of learning in one lesson and in a series of lessons, in additional education, followed by the presentation of the results of the work in the form of: abstract, report. Participation in school, city scientific and practical conference.

Increasing the motivation of students to the subject; creation of manuals used in the classroom, the output of projects beyond the subject content to the level of socially significant results.

Interactive technologies

Open up real opportunities for building an educational system based on the principles of an open information space; create the basis for the organization of independent activities of students in the analysis and generalization of the information array.

research technology

The activities of students related to the search for an answer to a research problem with a predetermined unknown decision and assuming the presence of the main stages characteristic of research in the scientific field. The main result of research activity is an intellectual product that establishes this or that truth as a result of the research procedure and is presented in a standard form.

Learning Intensification Technology Based on Schematic and Sign Models

The target orientation of this technology is abouteducation of all children, with any individual data, the formation of ZUN.Conditions of education- this is repeated repetition, mandatory control, study large blocks, the use of supports, the indicative basis of activity, humanism, a conflict-free learning situation, opening up prospects for correction, growth, success.

The result of the work is the emancipation that is created when free choice tasks, systems reference signals, contributing to the rapid restoration of the studied material in the memory, the awareness of its structural and logical connections and, at the same time, the development of associative figurative thinking, as well as perception, attention, imagination, oral and written speech.

Problem learning

studentsare attached to objective contradictions scientific knowledge and ways to solve them. Learn to think, creatively acquire knowledge.Rdevelops student independence.

Gaming technologies

callYuparticipants have initiative, perseverance, creativity, imagination, aspiration. LettingYut solve the issues of transferring knowledge, skills, abilities; seduce, convince. OkazyvaYueducational impact on students.The ability to distinguish real phenomena from unreal ones develops.In group activities, the result is perceived through the prism of common success, identifying the success of the group, team as their own..

Level differentiation

Each student is included in the activity corresponding to the zone of proximal development. A respectful attitude towards each other, tolerance for the opinions of others is formed. Created psychological comfort, the situation of success, trust.Failure is prevented. DFor students, a phased educational process, passing tests, achievements of advanced levels is possible.

Collaborative learning

(team, group work)

Mutual responsibility develops, the ability to learn by virtue of one's own capabilities with the support of one's comrades. The need to expand the information base of training is being realized.

The use of group technologies organizes joint actions of students that lead to the activation of educational and cognitive processes, develops communicative, mental, organizational, creative abilities of students, self-esteem and control.

Technology critical thinking

Formation of the ability to reason consistently, consistently and reasonably.

Activity approach

The activity approach presupposes opening the whole range of possibilities to the child and creating in him an attitude towards a free, but responsible choice of one or another opportunity. The principles of the activity approach in educational process effectively implemented through the educational technology educational and business game.

Health-saving technologies

Students learn to live together and interact effectively. Actively participate in the development of the culture of human relations, in the formation of the experience of health saving, which is acquired through the gradual expansion of the sphere of communication and activity. Development of self-regulation (from external control to internal self-control) of the student. The formation of self-awareness and an active life position on the basis of education and self-education, the formation of responsibility for one's health, life and health of other people.

Design and research technology

An educational technology that involves the solution by students of a research, creative task under the guidance of a teacher, during which scientific method knowledge. Key competencies are formed in students. Achievement of practical results, projects going beyond the subject content, transition to the level of socially significant results.

Portfolio

Portfolio Technologyis a way of fixing, accumulating and authentically evaluating individual educational outcomes student during a given period of study. The portfolio allows you to take into account the results in a variety of activities: educational, creative, social, communicative. This is a pre-planned and specially organized individual collection of materials and documents that demonstrates the efforts, dynamics and achievements of the student in various areas.

moderation

An effective technology that can significantly improve the effectiveness and quality of the educational process. Moderation technology involves certain stages of the lesson, each of which has its own goals, objectives and methods.

Counter force technology

Technology is personal oriented learning which develops students' own vision of artistic images, forms the ability to comprehend the results of activities, and creates a favorable atmosphere of co-creation.

Integration of academic disciplines

Effective Activation Model mental activity and developing teaching methods, where reflexivity and critical thinking develop.

Technology individualized

bathroom training

Ensuring personal self-development

Collaboration methodology

Development of mutual responsibility, the ability to learn by virtue of one's own capabilities

Differentiated learning

Development of general educational skills and abilities of schoolchildren

Learner-centered learning

Building learning on an active basis, through the expedient activity of the student, taking into account his personal interest in this knowledge.

I pay special attention in the lessons to the organization of research activities, because I believe that independent activity helps students to realize their creative potential. And in accordance with the new requirements for graduate training, a greater focus is placed on practical application knowledge and ability to use various technical devices.

The research approach in teaching consists of:

in the introduction of general and particular methods scientific research in the process of educational knowledge at all its stages (from perception to application in practice);

in the organization of educational and extracurricular scientific and educational, search and creative activities;

in the actualization of intra-subject, inter-subject, inter-cycle connections;

in complicating the content and improving the procedural aspects of cognitive activity; in changing the nature of the relationship between the student - teacher - a team of students in the direction of cooperation.

L.S. Vygotsky wrote, “... learning is good only when it is the creator of development, it encourages and calls to life whole line functions that are in the stage of maturation and lie in the zone of proximal development. Research activity organized within the framework of the educational process involves the choice of a problem, its theoretical study, experimental activities, substantiation of scientific and methodological conclusions and recommendations.

Properly organized research activity enables the teacher to form key competencies in students. Therefore, one of the directions of my methodical work is the organization of research activities of students in the lessons of history and social science.

I organize the research activities of students at three levels:educational and research, research, search and creative (project).

The search and creative level involves the involvement of a relatively large number of schoolchildren. At the same time, the subject matter is quite simple, diverse and necessarily corresponds to the interests of the author of the work. The activity of students at this level is reduced to searching for information on the chosen topic and writing essays, completing projects, the end product of which is most often a presentation and layout. Design is carried out on the principles of naturalness, awareness, self-activity, visibility, cultural conformity.

Working on a project, the student critically processes various types of information, carrying out analysis, synthesis, and highlights the most important. This level of research activity has its advantages, as it allows you to include a large number of students in the work. And presentations and layouts are a good visual tool and are used at various stages of the lesson.

In recent years, the priorities of education have changed in the world. If knowledge in itself was previously valued, now general educational skills have come to the fore: the ability to acquire and effectively use knowledge. The reasons are clear: at present, knowledge is rapidly becoming obsolete or insufficient, which means that it is necessary to master ways to update and replenish it. How a student can apply this knowledge, how competent he is in a broad extracurricular context, his future self-determination depends. This is not only the ability to acquire and apply knowledge, it is communication skills, self-control and self-assessment skills, development creativity.

The use of presentations, project research activities allows developing the intellectual and creative abilities of students, independence in acquiring knowledge, communication skills, and critical thinking.

At this stage, I pay special attention to motivation, as a condition for the student to have a question or problem. I use in class different ways creating motivation: problematic tasks, a text in which there is a contradiction; puzzles; pictures containing elements of the unknown; an impossible task or with a simple question “what do you know about…”. At the same time, students try to solve the problem, express the most different hypotheses are asking questions. Many interesting hypotheses are born as a result of attempts to find answers to their own questions. Hypotheses provide an opportunity to see the problem in a different light, look at the situation from the other side. Initially, hypotheses are neither true nor false - they are simply not defined. They should be confirmed, their probability assessed. How to do it? This needs to be well thought out.

Right.

Director of MOBU secondary school No. 6 of Tynda

N.N. Kuznetsova

20.04.2014

Research activity already requires significant efforts on the part of the student and the teacher. Here we need not only relevance and practical significance chosen topic, the research work should contain the author's conclusions and logical conclusions, own proposals, independent interpretations of the results.

Children present the results of their work at the annual school conferences, the best works based on the results of the decision of the scientific and methodological council are recommended for participation in city conferences.

Based on the experience of managing the research activities of schoolchildren, the stages of organization (choice of the topic of future scientific research; joint development of the research plan; work with literature and terminology; organization of consultations; advancement of a working hypothesis and analysis of the results of the study; development of orienting methodological literature; education writing results of research work; instilling the skill of public defense of research).

This approach is unusual, which at first confuses students raised in traditional educational systems. When the first feeling of helplessness due to the inability to copy the model passes, students gradually discover that they are surrounded by many information systems, which, when skillfully used, become tools for solving the task assigned to them. This and literary sources, and the help of adults, and joint activities with comrades, and advice from the teacher, and most importantly, the almost inexhaustible own possibilities to reason and fantasize. Sometimes you have to overcome the initial inertia of the guys who are used to more passive forms of learning, but every little discovery they make in the process of working on a project involves them in an interesting process of independent creativity and stimulates new searches and discoveries. As the work acquires the features of completeness, students more and more clearly feel the product of their own labor.

Introducing children to scientific work in the conditions of the school immediately solves several important pedagogical problems. With the proper organization of research work, students develop analytic skills, the need for creative activity, the horizons are expanding, studentschat clearly and clearly express thoughts, defend their opinion. Speaking to an audience, students learn to argue, prove their point of view, conduct polemics, and participate in discussions. Pursuing research work, students learn to observe scientific ethics, are convinced of how hard new knowledge is obtained. Scientific research activity gives students the opportunity to realize their belonging to big science introduces the methods of scientific and creative work.

Unlike Olympiads, the value of organizing research work on the basis of the school is increased by many positive aspects: large quantity covered schoolchildren, the possibility of choosing a topic; "Immersion" in the topic, as the work must be completed over months or years; the presence of homework, received not in an authoritarian form, but in the form of a distribution of responsibilities, including the supervisor himself.

It should be noted that there are graduates who have chosen science as their future profession and continue their studies in graduate schools or are teachers in higher special institutions technical orientation.

The main task of the students is to learn, what it means to "teach yourself"; I, as a teacher, can and must create for them best conditions learning.Teaching and learning is my mission. To teach to think, to comprehend the secrets of nature, to learn to look and see, to speak and speak out. Learning from mistakes, relying on knowledge and believing in luck to move forward ...

Right.

Director of MOBU secondary school No. 6 of Tynda

N.N. Kuznetsova

20.04.2014

Criterion 2 - "High results in the development of educational programs by students"

2.2.1. Dynamics of educational achievements of students.

Over the years, my students have shown a positive trend in educational achievement: 100% academic achievement and high quality of knowledge.

Student Performance in History and Social Studies

Right.

N.N. Kuznetsova

20.04.2014

From diagrams and tables it follows that the quality of knowledge in 2010-2011 is falling (this is due to age characteristics), and in 2011-2012. increases from 55% to 82%. In 2012-2013 growth was 4% (from 82% to 86%).

Right.

Director of MOBU secondary school No. 6 of Tynda

N.N. Kuznetsova

20.04.2014

The results of administrative examinations in history in 2011

Percent

academic performance

Percent

quality

Threshold of Success

Story

9 a

100

92,4

0,7

Story

9 b

100

73,3

0,2

Story

8 a

100

96,2

0,9

Story

8 b

100

0,6

Story

8 in

100

63,6

0,2

Story

7 in

100

0,6

Story

5 a

100

91,6

0,7

Story

5 B

100

87,08

0,6

The analysis of control works shows that students learn educational material at the level of the state standard from 63.6 to 96.2%.

Results of administrative examinations on history in 2014

results final certification 9th grade graduates

Minimum points

( established

Rosobnadzor)

above the passage- nogo score

having time

2011-2012

social science

100

2012-2013

social science

100

Right.

Director of MOBU secondary school No. 6 of Tynda

N.N. Kuznetsova

20.04.2014

2.2.2. The results of extracurricular activities of students

Every year my students participate in school, city and all-Russian Olympiads in history, social science, economics, law and win prizes.

All-Russian Olympiads and Championships

17.

April 2010

All-Russian

Diploma of 1 and 2 degrees, certificate of participation - 11 students

18.

April 2011

All-Russian

Diploma 1, 2, 3 degree

Participation certificate - 27 students

19.

All-Russian "Youth Historical Championship"

April 2011

All-Russian

Diploma 2 degree

Participation certificate - 29th

20.

All-Russian Youth Championship in Social Studies

March

2012

All-Russian

Diploma 2 and 3 degrees

Participation certificate -48 students

21.

All-Russian Olympiads in history and social science, Biysk

March

2012

All-Russian

Diplomas 2 and 3 degrees

Participation certificate - 71 students

22.

"Remote Olympiad in History", "Remote Olympiad in Social Science"

December 2013

International projectvideouroki. net

Diplomas of 2 and 3 degrees, certificate of participation

Right.

Director of MOBU secondary school No. 6 of Tynda

N.N. Kuznetsova

20.04.2014

Copy is right.

Director of MOBU secondary school No. 6 of Tynda _________ N.N. Kuznetsova

20.04.2014

Copy is right.

Director of MOBU secondary school No. 6 of Tynda

N.N. Kuznetsova

20.04.2014

2.2.3. The results of the teacher's activity in the field of socialization of students.

“Educators and teachers should know

whom they need to educate or teach,

know not only the pedagogical material,

who sits or runs under their direction,

but also that mental and moral ideal,

to which they are obliged to bring these entrusted to them

small living futures.

IN. Klyuchevsky

“To educate means to teach to live.

A.S. Makarenko

Children are our future and the main task facing teachers, parents and doctors is to lay down the norms and rules of behavior with which the child will go in this difficult adult life, to raise a mentally and physically healthy child.

Education is a process of constant “creation” of personality. This is a feat of time. You need to devote a lot of effort and attention to this matter. It requires reflection, reading special books, conversations with parents. And most importantly, our children need to be loved very, very much for real. To build our whole life for the sake of it and to live it. Only then can something happen.

The class in which I am now the class teacher was recruited from students from the city's schools at the beginning of the 2013-2014 academic year. I started working with the class by studying the personal files of students, making observations, talking with teachers elementary school and parents, the game "The World of My Hobbies", the light of acquaintances "The Story of Myself".

The main tasks of my educational work as a class teacher at initial stage steel: creating conditions for cohesion cool team; awakening children's interest in themselves; help in the formation of adequate self-esteem.

At the core educational system The class laid down the principles of focusing on the positive in the behavior and character of the child, trust and support, tolerance, voluntariness.

From the first day we met, we all stayed for a long time after school. The guys were responsive to kindness. Together they did their homework, helping each other, drawing newspapers, preparing amateur performances and just talking a lot.In our free time, we went to libraries, to nature.

My partners as a class teacher are the parent committee, subject teachers, centers additional education, museum, PDN, libraries, etc.

Interaction with partners makes it possible to hold events with the aim of broadening one's horizons, fostering love for the small Motherland and teaching ways of constructive interaction.

Significantly compared to previous year the interest of students in educational and research activities has increased.

Students of the class took part in youth championships in various subjects, Internet Olympiads and showed good results.

Traditions play an important role in the education of students. My students take an active part in all traditional school events: holidays of the first and last bell, Teacher's Day, Defender of the Fatherland Day, March 8, Victory Day Self-Government Day.

In the classroom, the development of student self-government is effectively taking place. In the team, all students are divided into creative groups, each of which performs its functional duties in a certain period of time.

One of the tasks of educational work is the development of a children's initiative to help elderly and lonely people, war and labor veterans who need their care and attention.

great job in my work with students I devote to excursion work, this contributes to the development of aesthetic taste, creative abilities of students, forms a culture of behavior in public places.

In order to educate students military-patriotically and increase the nationwide significance of conscription of citizens for military service, the class went to the solemn event "Conscript's Day".

For the purpose of vocational guidance, acquaintance with professions that can be obtained at FESTU and ASMA, students went on excursions to our Tyndinsky branch, and also went to Blagoveshchensk in March 2014 to study at ASMA.Some of the students plan to enter this school after graduation. educational institution and connect their fate with medicine and with our city, the city in which they were born.

We go on excursions to city ​​library, to the skating rink and go to nature.

Traditionally, we take an active part in city community work days to improve our hometown, clean up the territory of our school.

Diagnostics of the level of upbringing of students, carried out among the students of the class and their parents showed that GPA the class was quite high. Indeed, the students of the class are distinguished by a calm, balanced character, they adequately respond to comments. In their free time, they are engaged in various circles and sections.

There are no students in the class who are registered with the Inspectorate for Juvenile Affairs.

Right.

Director of MOBU secondary school No. 6 of Tynda

N.N. Kuznetsova

20.04.2014

2.2.4. Cognitive activity of students in the subject

“The secret of training talent -

is to find him and quietly stand by his side.”

A. Einstein.

One of the main tasks of pedagogical activity is to create conditions for the formation of methods of scientific knowledge and the development on this basis of interests, abilities, thinking, attention, imagination, memory, feelings, will, cognitive, research and practical skills.

Purpose of the study: substantiate and test the research skills and abilities of students in grades 5-11 schoolchildren, the ability to work in a team, group.

Object of study : the educational process in the basic school.

Subject of study : research activity in the educational process in the basic school.

Research objectives

-development of research skills;

-support of internal learning motivation based on the cognitive interest of pupils;

-formation of the foundations of research culture;

- involve children in the search and work with various sources and media;

-development of communication skills, cooperation.

Main research methods: analysis of psychological and pedagogical literature on the topic of research, observation, testing, analysis of project results, reflection.

Work results research is presented at meetings of the historical and philological department of the school and the city methodological association of teachers of history and social science. I use the results obtained in my work.

Students under my guidance conduct mini-research, prepare projects and successfully present their work at school and city scientific and practical conferences.

Right.

Director of MOBU secondary school No. 6 of Tynda

_________ N.N. Kuznetsova

20.04.2014

BA number of lessons, control, independent work for students in grades 5-11, multi-level electronic didactic and methodological aids for students were developed, a number of presentations of media lessons were created.Razworknrow creative tasks, contributing to the development of students' observation and independence of thinking.

One of the most important ways that help me to involve students in the world of history, to make the study of this subject more interesting and exciting, is the introduction of creative elements into the educational process. Most of my students are engaged in research work (see table below).

Right.

Director of MOBU secondary school No. 6 of Tynda

_________ N.N. Kuznetsova

20.04.2014

Copy is right.

Director of MOBU secondary school No. 6 of Tynda

_________ N.N. Kuznetsova

20.04.2014

The most important thing in preparing and conducting extracurricular activities- to involve and interest as many students as possible in it. In the process informal communication mutual understanding arises, the circle of friends expands, and any creative activity contributes to the development of positive qualities in students.

In my practice, I use a variety of forms of extracurricular activities: special courses, games, KVN, quizzes.

Information about elective courses, additional educational courses for the last three years

I have developed the working programs of circles and special courses, which were considered at a meeting of the historical and philological department and approved at a meeting of the MS of the school.

Circle

5-9

"Days military glory Russia"

Circle

9, 11

"Tasks in social science"

elective course

8

"Jurisprudence"

elective course

8

"Economic Issues"

elective course

Right.

Director of MOBU secondary school No. 6 of Tynda

_________ N.N. Kuznetsova

20.04.2014

The peculiarity of the courses is that they introduce a certain differentiation into the learning process of schoolchildren, i.e. training is carried out according to various curricula and programs, taking into account the individual abilities, inclinations, giftedness of children.

Every year, school students take part in games and competitions, show consistently high results.

April

2011

Urban

1 place

Urban

1st, 3rd place

Essay competition on history and social studies

Urban

1st, 2nd, 1st place

Scientific and practical conference of schoolchildren "Science Day"

Urban

2nd place

Competition " Armed forces»

Regional

participation

Urban

1 place

Contest "Consumer Protection Law Experts"

Urban

2nd place

Contest "Consumer Protection Law Experts"

Urban

2nd place

Competition "From Stalingrad to Kursk"

Urban

2nd place

Intellectual tournament "The strength of the people in unity"

All-Russian

2nd place

Competition of presentations "Consumer Rights"

Urban

participation

Internet quiz "From the rights of the child to human rights"

Regional

participation

Social Studies Essay Competition

Urban

1 place

Scientific-practical conference of schoolchildren "And manners, and language, and holy antiquity"

Urban

1 place

Games

Game "Vivat Middle Ages"

Urban

1 place

The game "The smartest"

Urban

2nd place

The game "The first stage" Zarnitsa "

Urban

3rd place

The game "The smartest"

Urban

participation

The game "The smartest"

Urban

1 place

Game "In the theater of the goddess Clio"

Urban

1 place

Game "Vivat Middle Ages"

Urban

participation

The game "The smartest"

Urban

1 place

Game "Zarnitsa" (theoretical stage)

Urban

3rd place

Game "In the theater of the goddess Clio"

Urban

1 nomination

Right.

Director of MOBU secondary school No. 6 of Tynda

_________ N.N. Kuznetsova

20.04.2014

Right.

Director of MOBU secondary school No. 6 of Tynda

_________ N.N. Kuznetsova

20.04.2014

Criterion 3 - "The results of the activity of a pedagogical worker in the professional community"

3.1. Innovative activity of a teacher

I take part in the work of the city site "Teacher's unity", in the work of the creative group of the school on the formation of universal learning activities, I actively use information and communication materials, website materials when conducting lessons and extracurricular activities.

In addition to organizing the research activities of students in the lessons of history and social science with2010 years of self-education

Date and year of birth	06.03.1969
Place of work (OO)	MBOU "Muromtsevsky Lyceum"
Position, date of appointment	History teacher at MBOU "Muromtsev Lyceum" since 2002
	First
Date of assignment of the qualification category	26.02.2009
Education
The level of education	Higher professional
Educational institution (graduated, studying)	Kyrgyz State University them. 50th anniversary of the USSR, KSU named after the 50th anniversary of the USSR
Specialty / direction and profile according to the diploma	Story
diploma qualification	Lecturer in History and Social Studies
Year of graduation	1991
Work experience
Total work experience (full years)
Pedagogical experience
Length of service in this position
Continuous Professional Development
formal education (certificates, certificates of advanced training, diplomas of advanced education, retraining received in the last 5 years)
Place of passage	year	Number of hours	Type of document	PC Theme
Federal State Educational Institution of Higher Professional Education “Omsk State University named after F.M.Dostoevsky, Omsk	2011		certificate	Teaching children with handicapped using Internet technologies.
Non-formal education (certificates, participation in the HQS, INKO, GMS, MO))
Form of education	year	Type of document	Topic
Seminar of tutors of the Olympiad movement BEI DPO "IROOO"	2010	Reference	Analysis of the results of the regional stage of the All-Russian Olympiad for schoolchildren 2009/2010 academic year.
Seminar BOU DPO "IROOO" (offsite)	2013	Reference	Development of a video lesson in preparation for certification for the first and highest qualification categories.
informal education (participation in competitions, conferences, own master classes, internship sites, schools, laboratories, etc.)
Activity Form	year	topic
	2010	Topical issues teaching history and social science in educational institutions.
Speech at the International SPC "The role of an educational institution in the continuous development of the professional competence of a teacher", OmSPU.	2010	The use of ICT in history lessons.
Open Classroom hour on the school level.	2011	Young Voter's Day.
Master class on regional level.	2011
Speech at the municipal stage of the V Regional Pedagogical Readings dedicated to the year of the child.	2011	Formation of key competencies in the lessons of history and social science.
Speech at the RMO by teachers of history and social studies.	2011	USE and criteria for assessing the level of preparation of graduates in history and social science.
Participation in regional competition"My Open Lesson"	2011	The development of parliamentarism in Russia.
Open lessons at the school level.	2012	2012 is the year of the history of the Russian Federation.
Speech at the RMO by teachers of history and social studies.	2012	Organization of research activities of students.
Speech at the RMO by teachers of history and social studies.	2013	Preparing students for olympiads in history and social science.
Speech at municipal pedagogical readings.	2013
Participation in the International SPC "Modern trends in education and science".	2013	Working with gifted children in the lessons of history and social studies and in after hours.
Open lesson at the school level.	2013	Russian Constitution.
Availability of a professional development program	Yes

1. Characteristics of the conditions of professional activity

Teaching load (for the period from the previous certification) by years and grades ( age groups)

Academic year	Number of hours	Subject	Class
2009-2010
		Story	6 a, b
		Story	10 a (physical and mathematical)
		Social studies (including economics and law)
		Economy
		Story
		Social science
		Right
		Economy
		Story	11a,b
		Social studies (including economics and law)
2010-2011
		Story	10 a (physical and mathematical)
		Social studies (including economics and law)
		Story	10 b (social and humanitarian)
		Social science
		Right
		Economy
		Story	11 a (physical and mathematical)
		Economy
		Story
		Social science
		Right
		Economy
2011-2012	31,5
		Story	10 a (physical and mathematical)
		Social studies (including economics and law)
		Economy
		Story	10 b (social and humanitarian)
		Social science
		Right
		Economy
		Elective course "Basics business communication»
		Story	11 a (physical and mathematical)
		Social studies (including economics and law)
		Story	11 b (social and humanitarian)
		Social science
		Right
		Economy
		Story	8 b (distance learning of a child with disabilities)
		Social studies (including economics and law)
		Story
2012-2013	32,5
		Story
		Social science
		Right
		Economy
		Elective course “History of Russia in Persons. X-XVII centuries.»
		Elective course "Fundamentals of business communication"
		Story	10 b (physical and mathematical)
		Social studies (including economics and law)
		Elective course "Fundamentals of business communication"
		Story	11 a (physical and mathematical)
		Social studies (including economics and law)
		Economy
		Story	11 b (social and humanitarian)
		Social science
		Right
		Economy
		Elective course "Studying the Constitution"
		Story	10 b (distance learning for a child with disabilities)
		Social studies (including economics and law)
		Story	9 b (distance learning of a child with disabilities)
		Social studies (including economics and law)
		Story	11 a (distance learning of a child with disabilities)
2013-2014
		Story	10 a (socio-economic)
		Social science
		Right
		Economy
		Elective course "Fundamentals of business communication"
		Story	11 a (socio-economic)
		Social science
		Right
		Economy
		Elective course "Heroes and Outcasts of the Revolution"
		Elective course "Studying the Constitution"
		Story	11 b (physical and mathematical)
		Social studies (including economics and law)
		Elective course "Fundamentals of business communication"
		Story	10 a (distance learning of a child with disabilities)
		Social studies (including economics and law)
		Story	11 b (distance learning of a child with disabilities)
		Social studies (including economics and law)

1. Information about ongoing programs

Story.

Grade 10 (basic level). Programs of V. I. Buganov, P. N. Zyryanov A. N. Sakharov “History of Russia from ancient times to 1917”, Moscow “Vako”, 2009; program Zagladin N. V., Kozlenko S. I., Zagladina Kh. T. "World history from ancient times to the end of the 19th century." M., " Russian word”, 2009, for the parallel study of subjects. UMK: N. V. Zagladin “All peaceful history. History of Russia and the world until the end of the 19th century. Grade 10”, publishing house “Russian Word”, 2007. A. N. Sakharov “History of Russia from ancient times to the end of the 16th century. Grade 10” and A. N. Sakharov, A. N. Bokhanov “History of Russia in the 17th-19th centuries. Grade 10, Moscow publishing house, Russkoye Slovo, 2007 (recommended by the Ministry of Education of the Russian Federation for teaching at school).

Grade 11 (basic level). Author's program Kozlenko S. I., Zagladina I. V., Zagladina X. T. “History of Russia. XX – the beginning of the XXI century”, Grade 11. M., “Russian Word”, 2010 and the program of Zagladin N.V., Kozlenko S.I., Zagladina H.T. “World History. History of Russia and the world from ancient times to the present day, 11th grade. M., "Russian Word", 2009 for parallel study of subjects.

UMK: N. V. Zagladin “All peaceful history. History of Russia and the world in the 20th century. 1st class. Publishing house "Russian Word", 2005 (approved by the Ministry of Education of the Russian Federation); N. V. Zagladin, S. I. Kozlenko, S. T. Minakov, Yu. A. Petrov “History of Russia XX-beginning XXI century”, M., “Russian word”, 2009

Social science. A basic level of.

The program of L. N. Bogolyubov, L. F. Ivanova, A. Yu. Lazebnikova "Man and society. 10-11 grades". Publisher: Moscow "Enlightenment", 2010.

UMK: L. N. Bogolyubov. "Social science", 10th grade. Publisher: Moscow "Prosveshchenie", 2009 (recommended by the Ministry of Education and Science of the Russian Federation).

L. N. Bogolyubov, N. I. Gorodetskaya, A. I. Matveev. "Social science", 11th grade. Publisher: Moscow "Prosveshchenie", 2009 (recommended by the Ministry of Education and Science of the Russian Federation).

Social science. profile level.

Program of L. N. Bogolyubov, L. F. Ivanova, A. Yu. Lazebnikova “Social Science. 10-11 grades, profile level (210 hours)”. Publishing house Moscow "Enlightenment", 2010.

WMC: L. N. Bogolyubov, A. Yu. Lazebnikova “Social science. 10. Profile level. Publishing house Moscow "Enlightenment", 2010 (recommended by the Ministry of Education and Science of the Russian Federation).

L. N. Bogolyubov, A. Yu. Lazebnikova, K. G. Kholodkovsky. “Social science.11. profile level. Publishing house Moscow "Enlightenment", 2010 (recommended by the Ministry of Education and Science of the Russian Federation).

Right. profile level.

The program of A. I. Matveev “Law. 10-11 class. Publishing house M., "Enlightenment", 2010.

WMC: L. N. Bogolyubov, E. A. Lukasheva, A. I. Matveev “Law. Grade 10". profile level. Publishing house Moscow "Enlightenment", 2008 (recommended by the Ministry of Education of the Russian Federation for teaching at school).

L. N. Bogolyubov, T. E. Abova, A. I. Matveev “Law. Grade 11". Publishing house Moscow "Enlightenment", 2009 (recommended by the Ministry of Education of the Russian Federation for teaching at school).

Economy. A basic level of.

The program of V. S. Avtonomov and L. B. Azimov for grades 10, 11 of general education schools at the basic level in economics. Publishing house "Vita-Press", Moscow, 2008.

UMK: V. S. Avtonomov “Introduction to Economics. 10-11 grades. Publishing house "Vita-Press", Moscow, 2011.

Elective course. We study the Constitution. The author is the compiler S. N. Stepanko. Volgograd, 2007.

Elective course. S. F. Sizikova. Fundamentals of business communication. Moscow, 2006.

Elective course. History of Russia in faces. Compiled by N. I. Chebotareva. Volgograd, 2007.

1. Video Lesson Information

I certify informational materials:

Director __________________________________ (signature transcript)

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To the Attestation Commission

Omsk region

Romakhova Alla Gennadievna

History and social studies teachers

MBOU "Muromtsevsky Lyceum"

Muromtsevsky municipal district

Omsk region

STATEMENT.

I ask you to certify me in 2014 for the highest qualification category as a teacher of history and social studies.

Currently, I have the first qualification category for the position of a teacher, its validity period is until February 26, 2014.

I consider the following results of work that meet the requirements for the highest qualification category (clause 31 of the Procedure) to be the basis for certification for the specified qualification category:

Possession of modern educational technologies and methods and effectively apply them in practical professional activities. I use in the process of education and upbringing the technology of developing critical thinking, which forms in schoolchildren through interactive inclusion in the educational process a culture of working with information, skillssolve problems, formulate conclusions, evaluate their activities, make decisions. I use problem-based learning(I.Ya. Lerner, M.I. Skatkin),The use of ICT technologies allows: to activate cognitive activity students, improve knowledge control, to form the skills of a truly research activity; provide access to various reference systems, electronic libraries, and other information resources.The technology of student-centered learning (I.S. Yakimanskaya) contributes toTechnology "Debate" Technology The systematic use of information and communication technologies (ICT), distance learning technologies is an effective solution to the problem of education and socialization of children with disabilities.Research teaching methods purposefully form all components of a student's research culture: mental skills and abilities, work with a book and other sources of information; skills and abilities related to the culture of oral and written speech. The project method of teaching allows you to activate independent search activity students, stimulates cognitive interest, develops research skills. The method of educational cooperation organizes joint activities for collective decision problems and encourages active dialogue. These pedagogical technologies and methods, in my opinion, allow the student not to accumulate the amount of knowledge or the amount of information, but develop the ability to manage this information: to search, to assimilate it in the best way, to find meaning in it, to apply it in life.

As part of the technologies and methods being implemented, I have developed and useddidactic materials created with the help of ICT. These are presentations, thematic multi-level tests, quizzes, intellectual and educational games and the development of lessons on the topics: “The coat of arms of Russia. Plasticine Crow”, “2012 – the Year of History in Russia”, “Development of Parliamentarism in Russia”, “Young Voter’s Day”, “Constitution of Russia”, “The Age of Peter the Great”, “The Changing Face of the World: An Experience of Understanding”, “Russia in in search of prospects (1917-1927)”, “ Civil law”, “Ancient era in the history of mankind”, “New political thinking”, workshop “Lawmaking and law enforcement”, as well as control and measuring materials in the USE format for students in grades 10-11 (I and II half-years).

To control the quality of the educational process for assessing the level of educational achievements of students, in the context of the use of ICT tools, I use the mobile class resource and the multimedia library of the virtual school of Cyril and Methodius available at the Lyceum: CDs "World History Lessons", including "Ancient World", "Middle century”, “New history”, “Recent times” and “Lessons Patriotic history"-" Until the XIX century "and" XIX-XX centuries "," Tutor of Cyril and Methodius "on history; electronic tutors "Economics and Law" and "Let's pass the exam."

The main achievement of my teaching activity is positive dynamics the quality of education. Every year, 100% of students successfully master educational programs. The quality of the knowledge gained over the period from 2010 to 2013 tends to increase: in the 10th grade in history from 65% to 81%, in social science from 60% to 85%, in law from 71% to 95%, in economics from 64% to 95% ; in 11th grade in history from 73% to 89%, in social studies from 86% to 92%, in law from 78% to 93%, in economics from 83% to 95%. Students confirm the quality of the knowledge gained at the final certification in the USE format. During this period, the average score of the USE results in social studies increased from 64 to 67.2 points, in history - from 63 to 73.5 points, which is higher than the average result for the region.

There is an increase in the number of students in grades 10-11 who take an active part and show good results in All-Russian Olympiad schoolchildren of all levels from 2010 to 2013. At the school level: in history from 9% to 12%, in social studies from 12% to 15%, in law from 11% to 15%. On the municipal level: in history from 6% to 9%, in social studies from 8% to 12%, in law from 8% to 10% of people. At the regional level: in history from 2% to 4%, in social studies from 2% (of which 1 prize-winner) to 4% (of which 1 prize-winner), in law from 2% to 6% (of which 1 prize-winner).

Over the past period, my students have been engaged in research in the field of the socio-economic situation of the region, the political activity of the population, the expediency of specialized education for students in the lyceum. The results of their research were presented at all levels by the NPK "Poisk" and became participants and laureates of the regional stage, they also took part in the regional student NPK "Social and Economic Development of Russia" (Tara), the regional conference of educational and research projects of students and talented youth of the Omsk Irtysh region "Generation of the Future". The team "Young Patriots" participated in the Regional Telecommunications Project "Bridges of Memory", students actively participated in the municipal competition computer presentations and video materials as part of the Year of Russian History..

I make a personal contribution to improving the quality of education based on improving the methods of education and upbringing, innovation, in the development of new educational technologies and actively disseminate my own experience in the field of improving the quality of education and upbringing:

Over the past two years, I have mastered and apply the technology of distance learning for children with disabilities;

The dissemination of pedagogical experience was presented in 2011 at a master class at the regional level with the presence of deputies of the Legislative Assembly of the Omsk region on the topic "Development of parliamentarism in Russia", at the school level - an open class hour for grades 10-11 "Young voter's day";

As part of the subject week dedicated to the Year of History in Russia, in 2012, open lessons were held in grades 10 and 11 at the school level;

As part of school events dedicated to the 20th anniversary of the Constitution of the Russian Federation in 2013, the pedagogical experience is presented at an open lesson on the topic “The Constitution of Russia”;

As part of self-education on the topic “Organization of work with children to develop their giftedness”, she presented her work experience in the reports “Use of ICT in history lessons”, “Formation of key competencies in history and social science lessons”, which are posted on my website on the portal social network educators http://site/ romahova-alla-gennadevna, created with the aim of disseminating their own pedagogical experience via the Internet. The article “Working with gifted children in the lessons of history and social science and after school hours” summarizes the experience and is published in the collection of scientific papers “Modern trends in education and science” of the Ministry of Education and Science of the Russian Federation, electronic journal"Modern Teacher" of the Siberian Institute of Continuous Additional Education;

As part of the exchange of pedagogical experience, television reports were prepared by the Omsk branch of the STRC in the village of Muromtsevo on the role of distance learning for children with disabilities in their education and upbringing and work with gifted children;

Pedagogical experience is presented at events of various levels: in 2010, a speech at the RMO of teachers of history and social science on the topic "Actual issues of teaching history and social science in educational institutions", at the International Scientific and Practical Complex in OmSPU "The role of an educational institution in the continuous development of the professional competence of a teacher" with a report "The use of ICT in history lessons"; at the RMO of teachers of history and social studies, presentations from work experience: in 2011 on the topic “USE and criteria for assessing the level of preparation of graduates in history and social science”, in 2012 - “Organization of research activities of students”, in 2013 - “Preparation of students to Olympiads in History and Social Science”;at the municipal stage of the V Regional pedagogical readings dedicated to the year of the child in 2011 - "Formation of key competencies in the lessons of history and social science", in 2013 generalization of experience at municipal pedagogical readings, correspondence International scientific and practical conference (Tambov) "Modern trends in education and science" on the topic of self-education "Working with gifted children in the lessons of history and social science and outside school hours" (diploma winner).

The experience of pedagogical activity in the application of the method of thematic testing in preparing students for the final certification in the USE format, the developed educational and thematic planning of basic and profile levels in history, social studies, law and economics is used by the teacher of history and social studies of the MKOU "Petropavlovsk secondary school" Rakhno A.V.Experience in teaching activities in the application of training sessions problem technology, ICT, techniques project activities, research methods teaching is used by teachers of the MBOU "Muromtsevsky Lyceum": Ivanova T. M., a teacher of history and social studies, Koksheneva N. V., a teacher of physics. The administration of the MBOU "Muromtsevsky Lyceum" has repeatedly attended open lessons, extracurricular activities prepared at high level through school and regional events.

I provide the following information about myself:

Date of birth 03/06/1969

Higher education, graduated from the Kyrgyz State University. 50th anniversary of the USSR, majoring in history, qualification teacher of history and social science.

Total work experience 13 years.

Pedagogical experience (specialty) 13 years,

in this position for 13 years; in this institution for 11 years.

I have the following awards: Honorary Diploma of the Ministry of Education of the Omsk Region in 2009, Letter of Appreciation from the Legislative Assembly of the Omsk Region in 2011.

Information on advanced training: certificate of advanced training in the Federal State Educational Institution of Higher Professional Education "Omsk State University named after. F. M. Dostoevsky" under the program "Education of children with disabilities using Internet technologies", 2011.

Trade union membership (yes, no): no.

I ask you to carry out certification at a meeting of the certification commission without my presence.

I am familiar with the procedure for attestation of teaching staff of state and municipal educational institutions.

In accordance with the Federal Law of July 27, 2006 No. 152-FZ “On Personal Data”, I agree to the processing of personal data provided by me in the application.

The application is accompanied by an attestation file (portfolio) for __ l. in 1 copy.

Date___________ Signature ___________

Phone house. 8 950 788 56 76, sl. 21-686

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2.1 Purpose educational activities (acquisition of knowledge through self-study)- Extension pedagogical knowledge in order to improve the methods of training and education

(Deepening knowledge on different methods; Mastering the achievements of pedagogical science, advanced teaching practice; Raising the general cultural level of the teacher).

2.2 Ways to achieve - courses advanced training, methodical seminars, pedagogical communication: attending the lessons of colleagues, participating in the work of WMO, RMO, SMO, working with your own website on the portal of the social network of educators http://website/romahova-alla-gennadevna, study of legal documents, Conducting open lessons and extracurricular activities, Mastering new teaching materials, Studying and implementing modern pedagogical technologies in practice, Generalization of experience in areas, Reflection, analysis of one's own pedagogical activity.

In the future - the study of the standards of the second generation of the Federal State Educational Standard for high school.

2.3 For achievement high results I motivate students in classroom and extracurricular activities, teach goal-setting, reflection, prepare students for olympiads, design and research activities, prepare for exams in the USE format, profile education contributes to this and elective courses, training and socialization of students with disabilities through the implementation of distance learning.

3.1Priority areas of self-development professional communication and practice; (systematic training; individual work).Professional communication- it helps to discuss pressing problems to exchange and enrich experience,

practice- because it is an opportunity to implement and verify the correctness of the chosen pedagogical technologies, an opportunity to see the result of your activities, identify problems and find the right way their decisions.

3.2 My self-development is determined by problems 1)identification and development of abilities, support and implementation of giftedness of students. (The teaching staff of our lyceum has been working since 2010 as part of the activities of the regional INCO “School as a center for creativity and development of gifted children”);

2) the problem of education and socialization of children with disabilities; 3) the problem of socialization of students, profile training

3.3 My success is measured by student achievement: positive dynamics of the quality of education. Every year, 100% of students successfully master educational programs. The quality of the knowledge gained over the period from 2010 to 2013 tends to increase: in the 10th grade in history from up to 81%, in social science from up to 85%, in law from up to 95%, in economics from up to 95%; in the 11th grade in history from up to 89%, in social studies from up to 92%, in law from up to 78%, in economics from up to 83%. Students confirm the quality of the knowledge gained at the final certification in the USE format. During this period, the average score of the USE results in social studies increased from 64 to 67.2 points, in history - from 63 to 73.5 points, which is higher than the average result for the region.

There has been an increase in the number of students in grades 10-11 who actively participate and show high results in the All-Russian Olympiad for schoolchildren of all levels from 2010 to 2013. At the school level: in history from 9% to 12%, in social studies from 12% to 15%, in law from 11% to 15%. At the municipal level: in history from 6% to 9%, in social studies from 8% to 12%, in law from 8% to 10% of people. At the regional level: in history from 2% to 4%, in social studies from 2% to 4% (of which 1 winner), in law from 2% to 6% (of which 1 winner). Over the past period, my students have been engaged in research in the field of the socio-economic situation of the region, the political activity of the population, the expediency of specialized education for students in the lyceum. The results of their research were presented at all levels by the NPK "Poisk" and became participants and laureates of the regional stage, they also took part in the regional student NPK "Social and Economic Development of Russia" (Tara), the regional conference of educational and research projects of students and talented youth of the Omsk Irtysh region "Generation of the Future". The team "Young Patriots" participated in the Regional Telecommunications Project "Bridges of Memory", students actively participated in the municipal competition of computer presentations and video materials as part of the Year of Russian History.

Admission of students to universities in specialized subjects, training 6 at the law faculty of Omsk State University, 2 at the history department, 5 at the economics, 4 at the pedagogical institute of history.

4.1 Pedagogical observation - visiting and analyzing lessons, studying the results of testing and questioning students

A formative experiment (experimental lessons) is a methodological development with a change in the content, sequence of presentation of the material or the use of new teaching aids, ways of presenting the material, then their effectiveness is checked during training.

4.2 Use in the process of education and upbringingcritical thinking development technologywhich forms in schoolchildren through interactive inclusion in the educational process a culture of working with information, skillssolve problems, formulate conclusions, evaluate their activities, make decisions. I applyproblem learning technology(I.Ya. Lerner, M.I. Skatkin),like a form active learning, it helps to solve problems and problematic tasks built on the content of the program material, and as a form of developmental education, it contributes to the independent search activity of students with the assimilation of ready-made knowledge.Use of ICT technologiesallows you to: activate the cognitive activity of students, improve the control of knowledge,to form the skills of a truly research activity; provide access to various reference systems, electronic libraries, and other information resources.Technology of student-centered learning (I.S. Yakimanskaya) promotes the maximum development of the child's individual cognitive abilities based on the use of his life experience.Technology "Debate"develops a communicative culture and skills of public speaking, dialogue. Technology syncwine is useful as a tool for synthesizing complex information, as a cutoff for assessing the conceptual and vocabulary of students.Systematic use of information and communication technologies (ICT), distance learning technologies– an effective solution to the problem of education and socialization of children with disabilities.Exploratory teaching methodspurposefully form all components of the student's research culture: mental skills and abilities, work with a book and other sources of information; skills and abilities related to the culture of oral and written speech. design method learning allows you to activate the independent search activity of students, stimulates cognitive interest, develops research skills. These pedagogical technologies, in my opinion, allow the student not to accumulate the amount of knowledge or the amount of information, but develop the ability to manage this information: to search, to assimilate in the best way, to find meaning in it, to apply it in life.

4.3 The level of ICT proficiency is high: I use a projector, printer, mobile class, operating system MACOS for distance learning. To control the quality of the educational process for assessing the level of educational achievements of students, in the context of the use of ICT tools, I use the mobile class resource and the multimedia library of the virtual school of Cyril and Methodius available at the Lyceum: CDs "World History Lessons", including "Ancient World", "Middle century”, “New History”, “Recent Times” and “Lessons of National History” - “Until the 19th century” and “19th-20th centuries”, “Tutor of Cyril and Methodius” in history; electronic tutors "Economics and Law" and "Let's pass the exam."

Tasks : expanding the possibilities of distance learning for a while low temperatures, illnesses of students, family education, advising students in preparation for the exam - this contributes to the continuity of education, improving the quality, success of students.

5.1 Yes, in law and economics

5.2 history-10kl manual Zaitseva N.V. to the textbook "General history from the ancient times to the end of the 19th century" in 2 parts and BN Serova, A R Lagno

11 class-lesson plans History of studies by NV Zagladina, S. I. Kozlenko “East Ros. 20th-beginning of 21st century”, in 2 hours, author-compiler N Yu Bukhareva; allowance P A Baranova East Ros in tables and diagrams

Didactics- visual aids(maps, atlases, maps, interactive maps, presentation materials with illustrations, photos, stands, posters, multimedia library of the virtual school of Cyril and Methodius: CDs "Lessons of World History", including "Ancient World", "Middle Ages", "New History”, “Recent Times” and “Lessons of National History” - “Until the 19th century” and “19th-20th centuries”, “Tutor of Cyril and Methodius” in history; handouts, multi-level tests

General - base-lesson of development 10-11 cells T P Begeneeva, Lessons in teaching skills 10-11 classes comp. T A Korneva

Lesson profile developed by E N Sorokina 10-11 class presentations, text of the Constitution of the Russian Federation, handouts (tables, diagrams, cards from the back, multi-level tests), manual P A Baranova Society in tables

Economics - Teacher's Book and Universal Workbook by Alexei Kireev; presentations, the text of the Constitution of the Russian Federation, handouts (tables, charts, cards from the back.

5.3 Features of working with gifted children in the lessons of history and social studies and outside of school hours.Identification and development of abilities, support and realization of giftedness of students - the goal modern school. Since 2010, the teaching staff of our lyceum has been working as part of the activities of the regional INCO "School as a center for creativity and development of gifted children." I work in high school specialized school. During her teaching career, she tried to organize the educational process in such a way that it was effective. By carefully observing the activities of students in the classroom, I came to the conclusion that everyone has a potential that must be realized. It is necessary to engage in the development of intellectual and creative abilities. And above all, because the full disclosure of the student's abilities is important not only for himself, but also for society as a whole. The rapid development of new technologies has led to a sharp increase in the need of society for people with non-standard thinking, who bring new content to the production and social life able to set and solve new problems. Creative and intellectual ability- the key to progress in any sphere of human life.

6.1 The form of education means the form of organization of work of students under the guidance of a teacher, which can be:

• Frontal (Collective)- This helps to establish trusting relationship and communication between the teacher and students, as well as students among themselves, instills in children a sense of collectivism, allows you to teach schoolchildren to reason and find errors in the reasoning of their classmates, form stable cognitive interests to activate their activities.
• Group - each group receives a specific task (either the same or differentiated) and performs it together under the direct supervision of the group leader or teacher; tasks in the group are performed in such a way that allows to take into account and evaluate the individual contribution of each member of the group; the composition of the group is not permanent, it is selected taking into account that the learning opportunities of each member of the group can be realized with maximum efficiency for the team.
• individual - This form of organization assumes that each student receives for self-fulfillment task, specially selected for him in accordance with his training and learning opportunities. Such tasks can be working with a textbook, solving problems, examples; writing essays, reports; making all kinds of observations

6.2 Evaluation of intermediate results (internal) - oral, written work, (KIM, thematic tests, essays, contour maps, work with a source, projects, reports, messages, abstracts).

Final results -KIMs

6.3 Pedagogical reflection is the process and result of subjects fixing the state of their development, self-development and the reasons for its state: an individual questionnaire, whether it received an answer or not, a group one. Brainstorm
Sincwine. Map-what new have you learned? what did you feel? what are the reasons for this? How would you rate your participation in the class?Reflection in the classroom is a joint activity of the teacher and students, which allows to improve the learning process. Reflection, leading the student to the realization of effective methods of activity, to their systematization, generalization, to the rejection of erroneous methods, eventually develops him as a person.

Self-control - verification with the sample,check and evaluate the work of a friend,the teacher intentionally makes mistakes on the blackboard,Ask students to evaluate their own work

Expert assessment of the methodological development of a teacher for compliance with the highest qualification category . Methodological development can be both individual and collective work. It is aimed at the professional and pedagogical improvement of a teacher or a master of industrial training or the quality of training in educational specialties. Methodical development can be: * development of a specific lesson; * development of a series of lessons; * development of the theme of the program: * development of a private (author's) method of teaching the subject; * development of a common methodology for teaching subjects; * development of new forms, methods or means of training and education; * developments related to changes in the material and technical conditions of teaching the subject. There are quite serious requirements for methodological development. Therefore, before you start writing it, you must: 1. Carefully approach the choice of a development topic. The topic should be relevant, known to the teacher, the teacher should have some experience on this topic. 2. Determine the purpose of methodological development. 3. Carefully study the literature, teaching aids, positive experience on the chosen topic. 4. Make a plan and determine the structure of methodological development. 5. Determine the direction of future work. Getting started on the compilation of methodological development, it is necessary to clearly define its purpose. For example, the goal may be as follows: determining the forms and methods of studying the content of the topic; disclosure of the experience of conducting lessons on the study of a particular topic of the curriculum; description of the activities of the teacher and students; description of the methodology for using modern technical and information teaching aids; implementation of the connection between theory and practice in the classroom; the use of modern pedagogical technologies or their elements in the classroom, etc. Requirements for methodological development: 1. The content of the methodological development must clearly correspond to the topic and purpose. 2. The content of the methodological development should be such that teachers can obtain information about the most rational organization the educational process, the effectiveness of methods and methodological techniques, the forms of presentation of educational material, the use of modern technical and information teaching aids. 3. Author's (private) methods should not repeat the content of textbooks and curricula, describe the phenomena and technical objects being studied, or cover issues set forth in general pedagogical literature. 4. The material should be systematized, presented as simply and clearly as possible. 5. The language of methodological development should be clear, concise, competent, and convincing. The terminology used should be consistent with the pedagogical thesaurus. 6. Recommended methods, teaching methods, forms and means of teaching should be substantiated by references to their pedagogical experience. 7. Methodological development should take into account the specific material and technical conditions for the implementation of the educational process. 8. Orient the organization of the educational process in the direction of the widespread use of active forms and teaching methods. 9. Methodical development should reveal the question "How to teach". 10. Should contain specific materials that the teacher can use in their work (task cards, UPD samples, lesson plans, instructions for laboratory work, diagram cards, tests, level-by-level tasks, etc.). Structure of methodical development General structure: 1 Annotation. 2. Content. 3. Introduction. 4. The main part. 5. Conclusion. 6. List of used sources. 7. Applications. The annotation (3-4 sentences) briefly indicates what problem the methodological development is devoted to, what questions it reveals, to whom it may be useful. The introduction (1-2 pages) reveals the relevance of this work, i.e. the author answers the question why he chose this topic and what is its place in the content of education. Methodological development of the theme of the program The main part may consist of the following sections: * characteristics of the theme; * planning the study of the topic; * recommendations on the organization and methods of studying the topic. The description of the topic indicates: - Educational goals and objectives of the topic; - Planning the topic and the number of hours allocated for its study; - Knowledge and skills that students need to acquire or improve; - Place and role of the topic in the course; - Communication with the previous or subsequent material, as well as intra-subject and inter-subject communications; - A didactic analysis of the content of the material is given; - The levels of study and assimilation of educational material are distinguished; - It is possible to compare the quality of teaching according to the proposed methodology with the methodology that was used by the teacher before using the one proposed in the methodological development. When planning a learning topic, it is necessary to: 1. Consider the method of teaching the topic. 2. Pick up examples, illustrations, outline laboratory and practical classes, tests, excursions, etc. 3. Highlight the main questions that students should firmly master. 4. Analyze the educational possibilities of the educational material and the methodology used. In the conclusion (1-2 pages) the results are summarized on those problematic issues that were raised by the teacher, starting to draw up a methodological development. The structure of the methodological development of the theoretical teaching lesson. In the main part, the following sections can be distinguished: 1. Methodological substantiation of the topic. 2. Guidelines for the lesson. 3. Lesson plan (with a technological map). 4. Didactic material for the lesson (you can not select as applications). 5. List of literature (sources) for students. 6. List of literature for teachers. Recommended lesson plan: 1. Theme of the program. 2. The topic of the lesson. 3. Type of lesson. 4. Type of lesson. 5. The goal is methodical. 6. The goals of education (training, education, development). 7. Logistics of the lesson. 8. Intersubject and intrasubject communications. Approximate technological map of the lesson: Didactic structure of the lesson Methodological substructure of the lesson Signs of solving didactic problems Teaching methods Form of activity Methodological techniques and their content Teaching tools Ways of organizing activities The type of lesson is determined by the purpose of organizing the lesson, i.e. the purpose of its implementation. Type of lessons of theoretical education (according to Makhmutov M.I.): * Lesson of studying new educational material. * Lesson to improve knowledge, skills and abilities. * Lesson of generalization and systematization of knowledge. * Lesson control of knowledge, skills and abilities. * Combined. Types of lessons of practical training (according to Makhmutov M.I.): * A lesson on the initial formation of skills and abilities. * A lesson on improving skills and abilities. * Lesson on the implementation of complex tasks (works). The type of lesson is determined by the form of joint activity of the teacher and students, which dominates the lesson: 1. Lecture. 2. Conversation. 3. Independent work. 4. Practical work. 5. Laboratory work. 6. Conference. 7. Seminar. 8. Control work. 9. Test. 10. Business game. 11. Excursion. 12. Mixed (several activities of approximately the same time). The didactic structure of the lesson includes the following didactic tasks: 1. Motivation and stimulation of students' activities, target setting, activation of the necessary knowledge. 2. Formation of new concepts and methods of action. 3. Application of concepts and methods of action. It is most effective when all three didactic tasks are solved in the lesson, but it can be different (depending on the goals and type of lesson). Didactic methods (according to Lerner I.Ya.) 1. Information-receptive. 2. Reproductive. 3. Problematic: problematic presentation; heuristic; research. The form of activity depends on the applied method and methodological techniques. For example: conversation, independent work, work with a book, watching a video, etc. Ways of organizing the activities of a teacher and students (according to Molchan LL): 1. Frontal. 2. Individual. 3. Paired. 4. Collective. The goals of education are divided into the goals of learning (the formation of knowledge, skills and abilities), education (the formation of views, beliefs, personality traits) and development (the development of interests, thinking, speech, will, etc.). The methodological goal for each lesson implies the creation of conditions for the formation of knowledge, skills and abilities; ability development; education of personality traits, etc. If the lesson is open, then the methodological goal depends on the goal of inviting colleagues to this lesson. General requirements for the design of methodological development. 1. The total amount of methodological development should be at least 24 sheets of computer text (font - 14). If the methodological development is the development of one lesson, then at least 10 sheets. 2. The volume of the main content - at least half of the entire manuscript. 3. The volume of applications is not limited, but they must correspond to the text (links to them in the text are required). 4. References to the used literature in the text should be given in square brackets. 5. The list of used sources should contain 10-15 titles. If the development is only practical, not requiring theoretical references, then the list of sources used can be omitted. 6. The number and volume of sections is not limited. Approximate scheme of methodological development: 1. Name of the development. 2. Name and form of the event. 3. An explanatory note, which indicates the objectives of the event, the proposed method of conducting, the age of the children for whom the event is designed, the conditions for conducting, implementing. 4. Equipment, design (technical means, text options, title and authors of musical works used in the script). 5. Methodological advice for the preparatory period (correct distribution of assignments). 6. Scenario plan, course of the event. 7. Scenario of the event, where all compositional plot parts, links to authors and names of sources with page indication are observed. 8. Methodological advice to organizers and directors (where it is better to hold an event, design options, ways to create an emotional mood, warnings against mistakes). 9. Methodological advice for the period of the immediate aftereffect (how to sum up, what to do to consolidate the result, etc.). 10. List of references. 11. Author of the development, position, place of work.

Certification of teaching staff is carried out in 3 stages: 1) preliminary, 1) written qualification exam, 3) making a decision on the compliance of the position.

Within the framework of this material, we will consider only stage 2 in terms of preparing a lesson summary as a form of a qualification test, since this is directly related to the specifics of the site. Link to full text document is presented at the beginning of the article.

Preparing a Lesson Summary as a Form of Proficiency Test

There are 2 options for conducting a written qualification test in order to confirm compliance with the position held (at the choice of the certified teacher):

1. preparation of a summary of the lesson (class) on the subject that he teaches in current year;
2. solution of pedagogical situations.

Purpose of the written proficiency test: Assessment of the level of formation of professional pedagogical competencies, on the basis of which a judgment is made on the compliance of the teacher with the position held.

The task of the teacher in the course of writing a lesson summary - to demonstrate mastery of the material on the subject being taught and a sufficient level of formation of pedagogical competencies that allow him to effectively solve pedagogical problems in the implementation of the curriculum.

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General requirements for writing an abstract

1. The teacher is asked in advance to determine the subject and the program within which the written work will be carried out.
2. When conducting a written qualification test, the teacher is offered an instruction containing the purpose of the work, the topic of the lesson, on which a summary should be drawn up, and evaluation criteria. If necessary, the teacher has the right to exclude a number of topics presented in the program, and for subjective reasons, not desirable for him (no more than five).
3. The time given to the certified teacher for writing the outline of the lesson is 1.5 - 2 hours.
4. Lesson outline should be related to learning new topic(new educational material).
5. The abstract involves reflecting the main stages of the lesson: organizational moment, questioning students on the material given at home, explaining new material, consolidating educational material, homework. When writing a summary, the teacher can skip certain stages or change the structure of the lesson in accordance with his individual vision of its construction.
6. The teacher must know in advance the criteria by which his work will be evaluated.

In the course of writing written work the teacher is invited to reveal the structure and subject content of the lesson, to formulate the goals and objectives of the lesson and its individual stages, demonstrate mastery of the methods and techniques of motivating educational activities, organizing the educational activities of students, illustrating this with examples of taking into account the individual characteristics of students and the specific characteristics of the class in which the lesson will be held. The main stages of the lesson and their content are presented in the proposed scheme for writing a lesson summary ().

Lesson outline

Table 1.

	Stages of work	The content of the stage (to be completed by the teacher)
1.	Organizing time, including: setting a goal that should be achieved by students at this stage of the lesson (what should be done by students so that they further work was effective in class a description of the methods of organizing the work of students at the initial stage of the lesson, the mood of students for learning activities, the subject and topic of the lesson (taking into account the real characteristics of the class with which the teacher works)
2.	Including: determination of the goals that the teacher sets for the students at this stage of the lesson (what result should be achieved by the students); definition of goals and objectives that the teacher wants to achieve at this stage of the lesson; description of methods that contribute to the solution of the goals and objectives; description of the criteria for achieving the goals and objectives of this stage of the lesson; definition possible actions the teacher in case he or the students fail to achieve their goals; description of methods for organizing joint activities of students, taking into account the characteristics of the class with which the teacher works; description of methods of motivating (stimulating) the educational activity of students during the survey; description of methods and criteria for evaluating student responses during the survey.
3.	This stage involves: definition of goals and objectives that the teacher sets for himself at this stage of the lesson; a statement of the main provisions of the new educational material that must be mastered by students; description of forms and methods of presentation (presentation) of new educational material; description of the main forms and methods of organizing individual and group activities of students, taking into account the characteristics of the class in which the teacher works; description of the criteria for determining the level of attention and interest of students to the educational material presented by the teacher; description of methods for motivating (stimulating) the educational activity of students in the course of mastering new educational material
4.	Assuming: setting a specific educational goal for students (what result should be achieved by students at this stage of the lesson); determination of the goals and objectives that the teacher sets for himself at this stage of the lesson; a description of the forms and methods for achieving the set goals in the course of consolidating new educational material, taking into account the individual characteristics of the students with whom the teacher works. description of the criteria to determine the degree of assimilation by students of new educational material; description of possible ways and methods of responding to situations when the teacher determines that some students have not mastered the new educational material.
5.	Homework, including: goal setting independent work for students (what students should do in the course of doing homework); determining the goals that the teacher wants to achieve by setting homework; defining and explaining to students the criteria for successful completion of homework.

Evaluation of written work by an expert

Evaluation of written work by an expert is carried out in accordance with the criteria presented in.

Criteria for evaluating the written work of a teacher

Table 2.

Estimated characteristics	Criteria for evaluation
Competence	The level of development of the teacher's competence in the field of setting goals and objectives of pedagogical activity can be judged by the following criteria: The teacher shares the topic of the lesson and the purpose of the lesson. Goals are formulated in a form understandable to the student. The goals set for students contribute to the formation of positive motivation and an increase in interest in learning activities. The goals set for students contribute to the organization of individual and group activities. The goals set for students contain criteria that allow them to independently assess the quality of the results obtained. The tasks identified by the teacher specify the goal, representing an intermediate result that contributes to the achievement of the main goal of the lesson. At the initial stage of the lesson, the teacher sets the goal and objectives aimed at creating conditions for further effective work in the lesson (organization of the working space, drawing students' attention to the upcoming learning activities, the subject and the topic of the lesson, etc.). The goals and objectives of the survey are educational in nature, they correspond to the subject material presented by the teacher. The goals and objectives set by the teacher contribute to the development of students' cognitive abilities, the education of socially significant personality traits.
Competence in the field of motivating students	The level of development of the teacher's competence in the field of motivating students to carry out educational activities can be judged on the basis of the following criteria: The teacher demonstrates to the students the possibilities of using the knowledge that they have mastered in practice. The teacher demonstrates knowledge of techniques and methods aimed at generating students' interest in the subject being taught and the topic of the lesson. The teacher uses knowledge about the interests and needs of students in organizing educational activities, setting educational goals and objectives, choosing methods and forms of work, etc. The teacher uses pedagogical assessment as a method of increasing the learning activity and learning motivation of students. The teacher plans to use different tasks so that the students feel their success. The teacher allows students to independently set and solve problems within the framework of the topic being studied.
Competence in the field of the information basis of pedagogical activity	This competence consists of the following components: competence in the subject of teaching, competence in teaching methods, competence in the subjective conditions of activity. Competence of the teacher in the subject of teaching reflects proficiency level educational material by subject and can be assessed based on the following criteria: The teacher demonstrates knowledge of the subject being taught while writing the abstract. The teacher is well versed in various sources (textbooks, educational and methodical manuals, media manuals, modern digital educational resources, etc.) on the subject being taught, can give links to suitable sources. When presenting the main material on the subject in a written work, the teacher reveals the connection of the new topic with previous and future topics on the subject being taught. The teacher sees and reveals the connection of his subject with other subjects school curriculum, connection theoretical knowledge with the practice in which they are used. The teacher presents the material in a form accessible to students in accordance with didactic principles. Teacher Competence in Teaching Methods reflects methodical literacy teacher, including possession of modern information and communication technologies. The level of development of this competence can be judged on the basis of the following criteria: The teacher demonstrates mastery of modern teaching methods. The methods presented in the summary correspond to the goals and objectives set, the content of the subject being studied, the topic of the lesson, the conditions and time allotted for studying the topic. The teacher demonstrates the ability to work with various information resources and software and methodological complexes, modern information and communication technologies, computer and multimedia technologies, digital educational resources. About the level of development competence of the teacher in the subjective conditions of activity can be judged based on the following criteria: When setting goals, choosing forms and methods of motivation and organizing educational activities, the teacher focuses on the individual characteristics and specifics of the relationship of students. The methods presented in the summary are selected in accordance with the age and individual characteristics of the students with whom he works. The teacher plans the work in such a way as to obtain information about the level of assimilation of educational material by various students. The teacher demonstrates mastery of methods of working with low-performing students.
Competence in program design and pedagogical decision making	This competence consists of the following components: the ability to select and implement standard educational programs, the ability to develop one’s own program, methodological and didactic materials, the ability to make decisions in pedagogical situations. About the level of development ability to select and implement standard educational programs, as well as to develop their own program, methodological and didactic materials, taking into account the requirements of the main regulatory documents, can be judged on the basis of the following criteria: When preparing for a lesson, the teacher takes into account the requirements of the main regulatory documents that determine the content and results of educational activities in the subject: the state educational standard, the convention on the rights of the child, the basic educational programs of the educational institution, the content of basic textbooks and educational and methodical complexes on the subject being taught, approved or recommended by the Ministry of Education and Science of the Russian Federation, basic curricula, teaching materials, methodological and didactic materials on the subject being taught, etc. The summary of the lesson is compiled taking into account the pace of assimilation of educational material by students. The outline of the lesson is drawn up taking into account the phased development (continuity) of the educational material within the framework of the taught subject and program. The teacher demonstrates the ability to make changes to existing didactic and teaching materials in order to achieve better results. The teacher uses independently developed program, methodological or didactic materials on the subject. About the level of development decision making skills in pedagogical situations can be judged on the basis of the following criteria: The teacher demonstrates the ability to argue the solutions he proposes. Pedagogical decisions reflected in the written work are distinguished by their validity and expediency. The teacher demonstrates the ability to adequately change the strategy of action if it is not possible to achieve the set goals.
Competence in the field of organization of educational activities.	The level of development of the teacher's competence in the field of organization of educational activities can be judged on the basis of the following criteria: The teacher sets goals and objectives that structure and organize the activities of students at each stage of the lesson. The teacher knows the methods of organizing individual and joint activities of students aimed at solving the goals and objectives. The teacher demonstrates the mastery of methods and techniques for creating a working atmosphere in the classroom, maintaining discipline. The teacher demonstrates the ability to establish a relationship of cooperation with students, the ability to conduct a dialogue with them. The teacher uses methods that encourage students to reason for themselves. The teacher demonstrates the ability to include new material into the system of already mastered knowledge of students. The teacher demonstrates the ability to organize students to search for additional information needed when solving learning task(books, computer and media manuals, digital educational resources, etc.). The teacher can articulate the criteria by which he evaluates student responses. The teacher shows the students on the basis of which criteria their answers are evaluated. The teacher is able to combine the methods of pedagogical assessment, mutual assessment and self-assessment of students. The teacher uses methods that contribute to the formation of skills for self-assessment of learning activities by students.

Note: the level of proficiency in educational material is assessed in accordance with the criteria presented in the framework of competence in the field of the information basis of pedagogical activity.

The expert makes a judgment about the level of development of each of the competencies within each of the stages of the lesson. Expert opinions are entered in the tabular scheme for evaluating the written work of the teacher, presented below ().

Scheme for assessing the written work of the teacher

Table 3

Competencies	In the field of personality. qualities	In the field of setting goals and objectives of pedagogical activity					∑+ _____ Quantity ratings
Lesson stages
Organizing time
Survey of students on the material given at home
Learning new educational material
Consolidation of educational material
Homework
∑+ (sum+) / Quant. ratings
Outcome	Mean value according to assessments of basic pedagogical competencies

During qualitative assessment the expert analyzes the summary presented by the teacher, considering in turn each of the stages of the lesson.

As part of the analysis of each of the stages of the lesson, the expert makes a judgment about the satisfactory or unsatisfactory level of development of certain basic pedagogical competencies. He enters the corresponding judgments in the table (), denoting them with a “+” sign in case of a positive assessment or a “-” sign in case of a negative one. The expert makes judgments only about those competencies that can be assessed in one or another part of the lesson. Not each of the stages of the lesson allows you to assess all competencies, so some of the cells in the table may remain blank. The expert makes his assessments on the basis of the criteria for evaluating the written work presented in .

Processing of results (formula and data interpretation)

Based on the results of the assessment, all positive ratings separately for each of the basic pedagogical competencies and for each of their stages of the lesson. The amount received is divided by the total number of marks for the relevant competence or stage of the lesson.

If the final score is >=0.5, one can judge the satisfactory level of development of the corresponding indicator. If this score<0,5, уровень развития соответствующего показателя является неудовлетворительным.

The main ones are assessments that reflect the level of development of basic pedagogical competencies. On their basis, the final score is calculated, which is the average value according to the assessments of basic pedagogical competencies.

It is calculated using the following formula:

Where: PS- indicator of compliance with the position held

BOD- assessments of basic pedagogical competencies.

The final indicator can vary from 0 to 1 point. It is interpreted like this:

From 0.5 to 1 point- compliance with the position held: the teacher demonstrated mastery of the main content of the subject and possession of basic pedagogical competencies.

0 to 0.49 points- inconsistency with the position held: the teacher did not demonstrate knowledge of the subject, does not have enough basic pedagogical competencies.

The final grades for each of the stages of the lesson are auxiliary and serve to prepare a high-quality expert opinion on the teacher being certified, to identify the strengths and weaknesses of his activities with a view to the subsequent development of individual advanced training programs.

An example of evaluating a teacher's written work is presented in.

An example of assessing the written work of a teacher

Table 4

Competencies	In the field of personality. qualities	In the field of setting goals and objectives of pedagogical activity	In the field of motivation of educational activity	In the field of ensuring the information basis of activities	In the field of developing programs of activity and making pedagogical decisions	In the area of ​​organizational learning activities	∑+ _____ Quantity estimated
Lesson stages
Organizing time	+	+	-			+	0,75
Survey of students on the material given at home		-	-		+	+	0,5
Explanation of new learning material	-	-	+	+		+	0,5
Consolidation of educational material	+	-	-	+	+	-	0,5
Homework		+	+		-		0,66
∑+ / Quant. ratings	0,66	0,4	0,4	1	0,66	0,75
Outcome	0.645 - compliance with the position held

Expert opinion

Based on the results of the evaluation of the written work, the expert writes a conclusion in which, based on the criteria presented (Table 2) and the final evaluation table (), he must reflect:

Level of knowledge of educational material: how fully the given topic of the lesson is disclosed.

The level of development of basic pedagogical competencies.

The effectiveness of the teacher's work at individual stages of the lesson.

Based on the results of an expert assessment, proposals can be developed for an individual advanced training program aimed at developing the most underrepresented pedagogical competencies.

It is important to note that the decision on the non-compliance with the position held is not irreversible for the teacher. In this case, the employer can provide training, advanced training for such a teacher and re-passing the certification procedure.

Answers to common questions

1. The methodology offers a significant number of criteria for evaluating the lesson summary. How to use them?

These criteria allow for a detailed analysis of the presented abstract from the point of view of the teacher's possession of the relevant subject content and basic competencies. Since the assessment of the lesson outline does not assume a score for each of the elements, the criteria presented can be seen as an important guideline for assessment and recommendations. Recall that the lesson summary is assessed by an expert on a yes/no system. “Yes” - compliance with the position held: the teacher demonstrated mastery of the main content of the subject and possession of basic pedagogical competencies (the ability to set goals and objectives and effectively organize educational and pedagogical activities aimed at achieving them). “No” - inconsistency with the position held: the teacher did not demonstrate knowledge of the subject, does not have basic pedagogical competencies.

As a result of certification, focusing on the criteria presented, the teacher is given recommendations for the development of those aspects that were not presented in the written qualification work.

2. If in the lesson summary the teacher focused all his attention on disclosing the content of the taught subject and practically did not demonstrate possession of basic pedagogical competencies, then what conclusion should the experts make about his/her suitability for the position held?

A negative decision is more likely to be made in the case when the teacher has demonstrated an anti-pedagogical position in preparing the lesson summary.