Lesson "I am a researcher" Grade 1

Topic "Learning to put forward hypotheses" (training of research abilities)

The purpose of the lesson: to develop the ability to put forward hypotheses and confirm them

Tasks: 1) learn to ask questions

2) to teach to put forward hypotheses, to confirm them with the help of an experiment

3) develop the ability to work in pairs, the ability to listen to each other.

4) develop critical and creative thinking, speech

Expected results:

Metasubject:

Regulatory:

Plan your action with the task

Realize step control

Cognitive:

Get knowledge

Carry out the analysis of objects with the allocation of essential and non-essential features

Communicative:

Learn to play different roles in a group

Formulate your opinion and position

Negotiate and come to common decision

Personal:

Develop students' cognitive skills

Develop critical and creative thinking

1. Organizational moment.

There are many interesting things in the world

Sometimes unknown to us.

The world of knowledge has no limit.

So hurry, friends, get to work!

2.Updating knowledge.

Let's remember - what do researchers need?

be observant

Know how to ask questions

Hypothesize

Conduct experiments etc.

3. New material.

(Bird chirping sounds)

- What did you hear ? (Students: beautiful and bewitching birdsong.)

- Listening to the birds singing, what did you feel? (Students: joy, the approach of summer ...)

Indeed, this is so, and many people, admiring the singing of birds, have songbirds at home. And today I want to tell you a story that happened to the girl Varya.

“Vari had a siskin. Chizh lived in a cage and never sang. Varya approached him:

- It's time for you to sing.

“Let me go free, in freedom I will sing all day.”

- Who lived with Varya? (Students: chizh.)

- Where did the siskin live? (Students: in a cage.)

- What a problem, the siskin had? (Students: he didn't want to sing in the cage.)

- What problem do you think Varya should solve? (Students: create conditions for the chizh to want to sing.)

- In order to continue to reflect on the problem of Varya and Siskin, we will use the wordssuppose, suppose, if, perhaps.)

Today these words will help us throughout the lesson.

-Continue thought.

If Varya releases the siskin from the cage, then...

What if the siskin stays in the cage?..

Suppose Varya has already opened the cage door, how will the siskin behave?...

And how can we check this? (No, we can only guess.)

4. Formulation of a new concept.

- And as it is called in the study, the following entertaining task will help you guess.

Gi + by + ter - p + for \u003d?

- Determine the topic of our lesson. (Students: making hypotheses.)

What will we do in class? (Students: practice making hypotheses.)

Where can I find the definition of the word hypothesis? (in the book, online)

Let's get to know scientific definition this concept.

A hypothesis is a hypothetical, probable knowledge that has not yet been proven logically and has not yet been confirmed by experience. A hypothesis is a prediction of events.

What do you guys think, hypotheses can arise from scratch? Hypotheses arise based on existing knowledge, intuition.

The ability to develop hypotheses can be specially practiced. Here is a simple exercise: let's think together how the birds will know the way to the south?

(Birds determine the path by the sun and stars; birds see plants from above: trees, grass, etc., and they show them the direction of flight; birds are led by those who have already flown south and know the way; birds find warm air currents and fly along Or maybe they have an internal natural compass, almost the same as in an airplane or ship)?

There are also completely different special, implausible hypotheses, they are usually called "provocative ideas." In our case, this may be, for example, such an idea : "birds accurately find their way to the south by the fact that they catch special signals from space."

When making assumptions, we usually use the following words:

May be;

Suppose;

Let's say;

Maybe;

What if…

5. Exercises in groups. Fizminutka.

a) Find a possible cause of the event” can also help you learn to put forward hypotheses:

Children began to play more in the yards;

Misha played all evening with the construction designer;

The fire helicopter circled over the forest all day;

The police car stood alone by the road;

The bear did not sleep in winter, but wandered through the forest;

Friends quarreled.

b) “What would happen if a magician granted the three most important desires of every person on Earth?”

c) Imagine that sparrows have become the size of large eagles (“Elephants have become smaller than cats”, “People have become several times smaller (or larger) than they are now.” What will happen? Come up with several hypotheses and provocative ideas about this.

6. The result of the lesson ...

Tell me what did you learn in class today? What was interesting?

At home, you should hypothesize about your research topic…..

If you want to teach me something
Let me walk slowly...
Let me take a look...
Touch and hold
Listen…
Smell…
And maybe taste...
Oh how much can I
Find it yourself!

Teacher primary school

MOU secondary school No. 9, Nadym

Molokanova L. N.

The most important task modern system education is not so much the development by students of specific subject knowledge and skills within individual disciplines, but also the formation of a set of universal educational activities that provide the competence of "teach to learn".

The current student is required to be able to manage their educational activities on a reflexive basis, for this it is necessary to master the diagnostic skills of self-control and self-assessment. The student's competence is supplemented by methodological knowledge and organizational, constructive, communication activities. It becomes clear that a new quality of teaching requires filling the teacher's activity with new content.

O Once again, the content of the teacher's activity is made up of three interrelated stages of the lesson: goal-setting, independent productive activity, reflection. Let's stop at the first stage of the lesson - goal-setting. Goal-setting is part of the regulative universal educational activities that need to be developed in the student. What is goal setting? “Goal-setting in education is the process of establishing and formulating by students and the teacher the main goals and objectives of education at certain stages of it.”

“The goal-setting stage occupies a leading place in the structure traditional lesson, but the new position provides for qualitative changes at this stage: the teacher does not broadcast his goal, but creates conditions that include each student in the goal-setting process. Only in the case when the student realizes the meaning of the educational task and accepts it as personally significant for him, his activity will become motivated and purposeful. It is at this stage of the lesson that intrinsic motivation student to an active, active position, impulses arise: to find out, to find, to prove. “Goal-setting is necessary for the design of educational actions of students and is associated with an external social order, educational standards, with the specifics internal conditions, with the level of development of children, the motives of their teaching, the characteristics of the topic being studied, the available teaching aids, the pedagogical views of the teacher. As you know, the goal of an activity is its anticipated result.

Often the formulation of goals causes serious difficulties for teachers, and even more so for students. The reason for this, perhaps, is that the goal is considered as some kind of abstract concept, a stage that must be overcome, and then you can forget about it. In personally - oriented learning goal-setting goes through the entire process of education, performing the functions of motivating the activities of students, stabilizing educational process, diagnosing learning outcomes. Everyone knows that the effectiveness of goal setting is determined by the degree to which learning outcomes correspond to the goals set. Let's say: "As you set a goal, so will the result be." Therefore, the goals should be: - understandable, conscious - real, achievable (indicate specific learning outcomes); - instrumental, technological (determine specific actions upon their achievement); - diagnostic (measurable, determination of compliance with them results learning activities)

In the organization, this stage is not simple, it requires thinking through means, techniques that motivate students for future activities. How does the process of developing goal-setting skills in students begin?

We can propose the following solution to this technological problem, it contains the following steps:

1. diagnosing the goals of students;
2. analysis and systematization of the obtained data;
3. designing individual technological lines for teaching students and a common technological line for a teacher.

Consider these steps:

1. Diagnosis of the goals of students;

If we want to make learning productive and meaningful for the student, then we need to start by diagnosing student goals. To do this, you can use an oral interview, written questionnaire, testing, observation, etc. The options can be open and closed.

As open question you can use this: “What is most important to me?” The closed form is something like: "Would you like to get an 'A' in math?" Students set goals under the guidance of a teacher for different time periods: lesson, homework, academic quarter, year, training course. For example, in the first lessons of literary reading, the teacher, together with the students, finds out the meaning of the lessons on the subject: what kind of science is it, what questions and problems are raised here, why it needs to be studied. These questions are discussed during the lesson, included in the classroom or home composition: What do I know about literature? Why should I study literary reading?” In the classroom, the guys compare different points of view on the meaning of the subject and correlate with their own point of view, formulate the goals of their own advancement in the course material of literary reading.

The absence of an initial task (a list of ready-made goals, the formulation of goals by the teacher) for goal setting makes it possible to identify truly personally significant goals for the child. What do you value most in life? What is the most important thing for you? Study, family, money, home, friendship, health, parents, Motherland. However, this technique presents certain difficulties for the teacher in processing the received answers.

To systematize the results, you can use one of the classifications of goals proposed by A.V. Khutorsky, who distinguishes the following groups: Personal goals - understanding the goals of education; gaining faith in yourself, in your potential; implementation of specific individual abilities; self-expression through the material of the subject.

Subject goals - formation positive attitude to the subject being studied; knowledge of basic concepts, phenomena, laws; development of skills to use the simplest devices; solving typical or creative problems on the topic. Creative goals - compiling a collection of tasks; writing a story; model construction; drawing a picture. Cognitive goals - knowledge of objects of the surrounding reality; studying ways to solve emerging problems; mastering the skills of working with primary sources; setting up an experiment; conducting experiments. Organizational goals - mastering the skills of self-organization of educational activities; the ability to set a goal; plan activities; development of group work skills; mastering the technique of conducting a discussion. This diagnostic can be used in diagnostics based on the list of goals that is offered to students, and their task is to create their own hierarchy of goals from the proposed set.

List of targets:

1. Study textbook material.
2. Learn the basic concepts and laws of the topic.
3. Prepare a report on one of the problems.
4. Qualitatively prepare for the test, control work.
5. Do your own research on your chosen topic.
6. Master the methods of studying and explaining the phenomena being studied.
7. Deeply consider specific issues of the topic.
8. Learn to perform experiments, work with devices, technical means.
9. Show and develop your abilities.
10. Organize your studies around your chosen topic: set goals, make a realistic plan, execute it and evaluate your results.
11. Learn to argue with reason during the study of the topic.
12. Get a good mark on the test, control work.
13. Learn to solve problems and problems on the topic.
14. Your choice of goal.

2. Analysis and systematization of the obtained data;

The choice of a particular goal carries certain information about the student's personality: - goals No. 1, 4, 12 - formal orientation of the student in learning (Personal) - goals No. 3,5,8 - creative inclinations - goals No. 2,7,13 - cognitive motives - goals No. 6,10 - methodological priorities of activity (subjective) - goals No. 9,14 - self-organization (organizational activities) When analyzing the hierarchy of goals compiled by students from the proposed set, their educational mood, and motives, individual inclinations are revealed. On the basis of what the teacher constructs or corrects the goals or objectives of joint activities with students in the study of this subject, makes up his own hierarchy of goals.

3. Designing individual technological lines for teaching students and a general technological line for a teacher.

After defining the setting goals, on their basis a basic technological map is constructed, including a system of classes on the topic, forms, methods, selected material, necessary teaching aids. With the help of this map, an educational program is designed for training course, is compiled thematic plan and lesson developments. Such diagnostics can be carried out when studying each topic after its perspective presentation. The most convenient here is the use of modular learning technology. At the same time, students can be invited to create their own technological map, in which they indicate what goal they set for themselves when studying the topic, in what ways they intend to achieve this goal and what the final result (product) of their activity can be. That is, students design their own activities.

At the end of the study of the topic, a reflection of the activity is carried out, that is, an assessment of the ratio of the results obtained and the stated goal.

For students, learning to set goals is not an easy process, so there are three levels of implementation of this stage:

• Traditional, in which students accept the goal announced by the teacher.
• The level at which, together with students, one goal is formulated for all.
• The level at which each student consciously defines his goal “For example, a teacher may simply declare the goal of the lesson to be the study of a certain topic or the consideration of a certain phenomenon.

Students, being in a passive position, may not even notice that the teacher demonstrates the formulation of a goal. But if the student is put in an active position, starts with an argument, explains the reason for considering this phenomenon, then the goal formulated then training session will give a semantic emphasis on goal-setting. If the teacher does not rush to formulate the goal himself, but asks the children to do this, thereby transferring them to an active position, the formation of universal skill goal setting." When teaching students the technology of goal-setting, it is necessary to remember some rules: Updating knowledge; The teacher indicates the topic of the lesson; for more high level the topic of the lesson is formulated by the children. Question to the students: What do you know about the topic of the lesson? What would you like to know? What is the goal of each of you for the lesson on the topic?

Self-determination of the goal. The main thing in this work is not to let children generalize goals for everyone, to set them personally for themselves. Each goal must have personal meaning. At each stage of the lesson, a conclusion is drawn: What does this task give? Who has already achieved the goal that they set? Reflection at the end of the lesson includes an analysis of the work in the lesson and summing up the result - to what extent the goal set at the beginning of the lesson turned out to be fulfilled, who else needs to work to achieve it.

Some methods of goal setting.

1. Formation of the goal with the help of supporting verbs.

The teacher can name the topic of the lesson and invite students to formulate the goal using supporting verbs. You can offer students a ready-made set of verbs, with the help of which the goal is recorded (to study, know, be able to, find out, generalize, consolidate, prove, compare, analyze, draw a conclusion, understand, systematize ...).

2. Work on the concept.

Students are offered for visual perception the name of the topic of the lesson. For example, the topic of the lesson in the 7th grade is "Energy. Potential and kinetic energy". It is necessary to explain the meaning of each word or find in " explanatory dictionary". Further, from the meaning of the word we determine the purpose of the lesson.

3. Leading dialogue.

At the update stage educational material there is a conversation aimed at generalization, concretization, logic of reasoning. The dialogue is brought to what children cannot talk about due to incompetence or insufficiently complete justification of their actions. Thus, a situation arises for which additional research or action is needed. A goal is set.

4. Creating problem situations

In order for the student to formulate and appropriate a goal for himself, he must be confronted with a situation in which he will find a deficit in his knowledge and abilities. In this case, the goal will be perceived by him as a problem, which, being really objective, will appear for him as subjective. Methods for creating problem situations can be very different. The choice of this or that technique is determined by the content of the educational material, the purpose of this lesson.

For example, a problem situation is created

1. based on a demonstration or frontal experiment (grade 11 - EMP phenomenon, grade 7 - mixing alcohol and water of equal volume, air pump bell)
2. when solving problems. For example, in the 10th grade, when studying the topic “Movement of a body under the influence of gravity”, students are asked to solve the problem: “Determine the flight time, maximum lift height and flight range of a projectile fired at a certain speed at an angle to the horizon.” Prior to this, students solved the problem on the specified topic, only considering the movement of the body along the vertical. There is a need to consider the features of solving problems on the motion of a body thrown at an angle to the horizon. Students formulate a goal and determine how to achieve this goal.
3. when asking questions. For example, in the 8th grade, when studying the topic “Evaporation”: “If you blow on your hand, you feel cold, but if you breathe, then it’s warm? Why?". Students need to build a plan of action to answer the question. Children put forward many opinions, the more opinions, the better the ability to listen to each other and support the ideas of others is developed, the more interesting and faster the work goes.
4. Unsolved home task. As one of the home tasks, the teacher deliberately indicates one in the course of solving which the students should have difficulty in completing it, due to lack of knowledge.

For example, in the 10th grade, when consolidating the skills of solving problems on the topic “Movement of the body under the action of several forces”, along with tasks for the movement of the body horizontally and vertically, propose a task for the movement of the body along inclined plane. Thus, a problem situation can be created in advance, and at the next lesson it is necessary to lead students to formulate the goal of the lesson. It is easy to see that almost all goal-setting techniques are based on dialogue, so it is very important to correctly formulate questions, to teach children not only to answer them, but also to come up with their own. During the discussion, students put forward various goals.

The variety of students' goals allows the teacher to build a line of goals with them, the guys understand that goals can be ranked. The teacher should write down the most meaningful goals from the point of view of the subject on the blackboard, which will draw the attention of other students to them, including those who failed to set their goals. Fixing goals allows the teacher to refer to them during the lesson and at the end of it to analyze their achievement. Now you need to set tasks (this can be done through the actions that will be performed: read the textbook, make notes, listen to the report, make a table, write out the meanings of words, and so on).

Tasks are also written on the board. At the end of the lesson, it is necessary to return to this record and invite students not only to analyze what they managed to do in the lesson, but also to see if they achieved the goal, and depending on this, homework is formulated. Undoubtedly, all of the above is not full description of those techniques that contribute to the development of goal-setting skills, every creative teacher can certainly offer others.

In the end, it should be noted that goals are not “born” by calling for a lesson - “The process of goal-setting is laborious and time-consuming!” We have considered the main aspects of goal setting. But the child must want to set a goal and move towards its solution. And for this it is necessary to create an impulse for the educational movement of the student, for his self-realization. To do this, it is recommended to offer tasks that encourage the student to start learning. given subject, topic, will interest him. From the experience of working on the technology of A.V. Khutorsky “Individual educational trajectory” “The main goal of the teacher in relation to the individual self-realization of students in the study of the topic is to help each child find his own unique path of movement towards common purpose for everyone, to support, understand, and maybe even anticipate the final result.

It is necessary to let the child “get” knowledge on the topic of the lesson himself and let everyone have their own pace of movement, there is no need to force events. Let this be an inspiration for the child! And for this, the teacher must be at least a genius ... "" How exactly is it supposed to achieve the individual self-determination of students: a difficult question!!! Apparently, through a system of specially selected tasks, questions and exercises on this topic. Moreover, the work should be built every time in a new way, there should not be any algorithms. Everything should happen instantly, lively and brightly.

Most of this is improvisation, you have to live in the learning situation that develops in the classroom, but we must not forget that more often impromptu is good homework, it is a huge preliminary work of the mind and heart. A list of tasks for students designed for their individual self-determination and goal setting in relation to the topic being studied: the subject "Russian language" the topic "Composition of the word" Tasks of a logical type: "Exclude the superfluous", "What is common", "What is the difference"

Tasks of an emotional-figurative type: “Draw an image of a word in your imagination, what did you feel at the same time”, “Come up with words that do not exist in the Russian language, and describe what feeling it causes”, write a mini-essay about words (about parts of a word), disassemble words by composition different colors. Tasks creative type: “Picture the word in motion”, “Learn the word by pantomime”, “Come up with a quatrain with the given word”, create a projective drawing on the topic “Word Composition”, scene task: play the role of a certain part of the word. Tasks for setting goals of the research type: Explore how from one word you can get another cognate word. Parse single-root words in parts and guess how the parts of the word are called. Tasks of other types: solving puzzles, rebuses, compiling crosswords.

Drawing up a summary on a topic, formulating a rule, creating an algorithm for parsing a word by composition, role-playing game"Find Your Place"

Conclusions:

Students set goals under the guidance of a teacher for different time periods: lesson, homework, academic quarter, year. Objectives are essential for designing student learning activities. The goals of the students involve the achievement of results in some certain form activities. When the results are achieved, a reflection of the activity is carried out, that is, an assessment of the ratio of the results obtained and the stated goal. If the combination of goal-setting and reflection in various types activity is repeated systematically, then this work leads to the fact that some guys begin to independently formulate their goals.

Sources of information

1. http://www.eidos.ru/journal/2006/0822-1.htm Problems and technologies of educational goal setting. Khutorskoy A.V.
2. http://mc-krkam.edusite.ru Goal setting in the lesson
3. http://www.modernstudy.ru/pdds-296-3.html Routing one of the means heuristic learning
4. http://www.gimnazy161.ru. .Formation of goal-setting skill
5. http://menobr.ru Modular technology for planning an educational topic
6. http://www.school2100.ru/ Formation of goal-setting skills in younger students

References

1. Golubchikova, M.G. From Teacher Creativity to Student Creativity: A Guide to productive learning[Text]: / Proc. allowance / M. G. Golubchikova. - Ed. 4th, add. and reworked. - Irkutsk: Publishing house of Irkut.state pedagogical university, 2007. - 127p.
2. Kosogov, A.S. The formation of a teacher [Text]: monograph./ A.S. Kosogova. - Irkutsk: Irkut Publishing House. state ped. un-ta, 2001. - 178s.
3. Khutorskoy, A.V. Modern didactics [Text]: Proc. allowance. 2nd ed. revised / A.V. Khutorskoy. - M.: Higher. school, 2007.-639s.: ill.
4. federal state educational standard primary general education. Approved by order of the Ministry of Education and Science of the Russian

Class on extracurricular activities
"My first projects"
in third grade

Primary school teacher
MBOU OOSH r.p. Sosnovoborsk
Malysheva N.I.

This lesson is part of the social project "What are we?" Within the framework of this project, the value orientations of children in the areas of music, literature, sports, attitudes to learning, money, parents, hobbies and more are considered.

TOPIC "Children and money"

Purpose: study value orientations children, their attitude to money.
Tasks:
consider the problem of children's attitude to money through their eyes;
analyze the results of the questionnaires;
find out the meaning of friendship, family, health by writing mini-essays “What Money Can’t Buy”;
prepare to consider this problem through the eyes of parents (questionnaires for parents)
Lesson progress
(I'll fill out a survey first)
(Children are seated in groups, sorting out the tokens of red, blue and yellow color, i.e. divided into 3 groups)

1.-Hello. My name is I will teach you today. I hope for mutual cooperation and support from your side, and then our work will be fruitful. This activity is part of the work of one of the groups on the project “What are we?” To determine the topic of the activity, we need to solve a riddle.
The thing is small, but everyone needs it. (money)

Each of them has a dignity, And they give honor to each one - A pinch of one, the other a pood. But, of course, I won’t compare them: Without a small one, there won’t be a big one. And you had to meet with this one. (Money, coin)

2.- Name the topic of our lesson. (money)
- Right. We will talk about money, about your attitude towards them.
Money accompanies a person all his life. If you think that money problems concern only adults, then you are mistaken. Money problems directly affect children. It is generally accepted that what more money from parents, more possibilities in children. In fact, a new generation has grown up in the country, which, living in a world of price tags, not values, has no idea about another system. human relations except for the one measured in money. Today I want to make sure of something else. You are the new generation, but you do not measure life with money.

3. - What is money? (children's statement)
- Aunt Owl will remind you how they appeared. (fragment of the cartoon "Lessons of Aunt Owl. ABC of money.")
Money is a medium of exchange. People accept money in exchange for the goods and services they provide.

4. Conversation. (go to groups)
- Is it possible to take money from someone? (1 group)
- Is it possible to ask for money? Why? (Group 2)
-What about stealing? Why? (group 3)
Where do people get money from?
What does a person need to make money? (profession)
Money must be earned honestly.

5. - My daughter has this thing on the shelf (showing the piggy bank). What is her role?
- The fact that you are saving money, I learned from your profiles. How do you hoard them?
(analysis of some items of the questionnaire)
- Can money spoil you? What wrong can they do? (If yes")

6. - But there are things that you can’t buy for any money. Continue my suggestions with what money can't buy. For example, I say: "Money can buy a bed," and you continue: "But not a dream."
- money can buy hours (but not time)
money can buy a book (but not wisdom)
– money can buy a bodyguard (but not a friend)
money can buy a house (but not a family)
money can buy medicine (but not health)

- It turned out that money cannot buy time, wisdom, friend, family, health. (list of words on the board) This list can be continued.

7. - Let's complete the task. Each group receives a word from the list and writes it in the empty space on the slips of paper. I advise you to read the proposal received again. It will be the first sentence of the mini-composition “What Money Can't Buy” You need to continue this essay.

We believe that money cannot buy ___________________, because (children continue)

Let's read what you got.
8. - As a result of the lesson, I learned about your attitude to money. You convinced me that the new generation, living in the world of price tags, understands the system of human relations and does not measure everything with money. And I repeat the words of Aunt Owl that you need to get rich not only materially, but also morally, morally, collect knowledge, acquire skills and not make enrichment the goal of your whole life. But the opinions of children and adults do not always coincide. I suggest at home to come up with questions for the questionnaire with parents. (on the leaflets of each) and email address site where you can find information on this topic [ Download the file to see the link ] .

9.-I got a lot of pleasure from communicating with you. What did you get from this lesson? Write it down and put it in the piggy bank.

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Attached files

When a person does not know which pier he is on his way to,

For him, not a single wind will be favorable.

Seneca

The essence and features of goal setting in accordance with the requirements of the Federal State Educational Standard.

Goal-setting as a meta-subject type of educational activity

The 21st century is the time of progress and technology. This is the time that put forward new requirements for what should be modern graduate schools. In the Federal State Educational Standard (FSES) of the second generation, therequirements for personal, meta-subject and substantive results education.The most important task of the education system today is the formationuniversal learning activities, which, according to GEF, become invariantthe basis of the educational and upbringing process.It is the mastery of universal educational actions by schoolchildren that is considered as "the ability of the subject to self-development and self-improvement through the conscious and active appropriation of a new social experience; a set of student actions that ensure his cultural identity, social competence, tolerance, the ability to independently master new knowledge and skills, including the organization of this process.

Universal learning activities (UCA) are divided into four main groups:personal, regulatory, cognitive, communicative.

Today, the lesson should become for the student not only an occupation in solving problems, but also allow him to master the ways of successful existence in modern society, i.e.be able to set specific purpose plan your life, predict possible situations. This means that the modern student must haveregulatory learning activities.

to regulatory learning activities relate:goal-setting, activity planning, result forecasting, control, correction, evaluation, volitional self-regulation.Leading position in the structure modern lesson occupies the goal-setting stage.It is at this stage that the internal motivation of the student for an active, active position arises, impulses arise: to find out, to find, to prove. The organization of this stage requires thinking through the means, techniques that motivate students for future activities. The peculiarity of educational activity is that "its result is a change in the student himself."New federal educational standards offerto introduce into educational activity such a meta-subject type as goal-setting, which in pedagogical and psychological sense is aimed at changing the student's consciousness, changing the very approach to organizing educational activities, including the child's personality in planning their studies, understanding their results, and ultimately turning the student from an object of learning into his subject, a full-fledged manager and organizer of educational activities.

The strategic goal of modern developmental education is the education of the personality of the child as a subject of life. In the most general sense, being a subject means being the master of your activity, your life: setting goals, solving problems, being responsible for the results. The main means of the subject is the ability to learn, i. teach yourself.

* * *

Goal setting - this is the process of identifying the goals and objectives of the subjects of activity (teacher and student), presenting them to each other, agreeing and achieving them. It should be subjective and correspond to the planned result.

When starting to search for the best option for planning a system of lessons on a topic or a separate lesson, the teacher first of all thinks over the purpose of learning.

All goal-setting techniques are based on dialogue, so it is very important to correctly formulate questions, to teach children not only to answer them, but also to come up with their own.

The goal should be written on the board. Then it is discussed, and it turns out that there may be more than one goal. Now you need to set tasks (this can be done through the actions that will be performed: read the textbook, make notes, listen to the report, make a table, write out the meanings of words, and so on). Tasks are also written on the board. At the end of the lesson, it is necessary to return to this record and invite students not only to analyze what they managed to do in the lesson, but also to see if they achieved the goal, and depending on this, homework is formulated.

Mandatory conditions for the use of these methods are:

– taking into account the level of knowledge and experience of children,
– availability, i.e. solvable degree of difficulty,
– tolerance, the need to listen to all opinions, right and wrong, but necessarily justified,
- all work should be aimed at active mental activity

Goal-setting techniques form a motive, a need for action. The student realizes himself as a subject of activity and own life. The goal-setting process is a collective action, each student is a participant, an active worker, everyone feels like a creator of a common creation. Children learn to speak their mind, knowing that it will be heard and accepted. They learn to listen and hear the other, without which interaction will not work.

It is this approach to goal setting that is effective and modern.

goal setting - the most main part designing a lesson, planning a lesson, it is necessary to go from the goal, and not from the content. Substantive goals should not obscure the main thing - the upbringing and development of the individual.

* * *

Goal setting is a problem of the modern lesson.What is the essence of the problem?

Target change lesson means. Often teachers get moral satisfaction not from the result of the lesson, but from what the children did in the lesson. In fact, the goals of the lesson are being replaced by means of achieving them. Let's give an example: in the geography lesson "Great geographical discoveries» The teacher showed a whole firework of pedagogical techniques, all the children were involved in the work, the lesson is well equipped with visualization. It just remained unclear: what conclusion did the students make about the significance of the discoveries?

formal approachwhen setting a goal. The vagueness and uncertainty of the goals designed by the teacher leads to a misunderstanding of the goals by the teacher and students.

Goal overstating. Goals can be divided intolocal and global.Traditionally, the lesson sets a global goal, i.e. a goal that cannot be achieved in one lesson. The strategic, global goals of education are set out in the Law of the Russian Federation "On Education", in the Concept for the Modernization of Russian Education and other documents. They are dictated by the requirements of society, the state. Global goals are guidelines for human activity. For example, "intellectual development of students", "mastering the knowledge necessary for practical activities." If the goal is related to a specific lesson, it is local target . The diagnostic nature of the goal means that there are means and opportunities to check whether this goal has been achieved.

staging own purpose teachers.Students do not set a goal, so they may not be interested in the lesson.

In pedagogy, goal setting - this is the process of identifying the goals and objectives of the subjects of activity (teacher and student), presenting them to each other, agreeing and achieving them. It should be subjective and correspond to the planned result. A goal is what one strives for, what needs to be achieved.

* * *

Goals should be:

• Diagnosable. Diagnostic goals means that there are means and opportunities to check whether the goal has been achieved. Measurability criteria are qualitative and quantitative.
• specific.
• Understandable.
• Conscious.
• Describing the desired result.
• Real.
• Incentive (to motivate to action).
• Accurate. The goal should not be vague. You should not use such vague expressions as "learn", "feel", "understand".

The goal is to design the activities of the teacher and students.

Only in the case when the student realizes the meaning of the educational task and accepts it as personally significant for him, his activity will become motivated and purposeful.

In order for the student to formulate and appropriate a goal for himself, he must be confronted with a situation in which he will find a deficit in his knowledge and abilities. In this case, the goal will be perceived by him as a problem, which, being really objective, will appear for him as subjective.

Goals should be sufficiently tense, achievable, conscious by students, promising and flexible, that is, responsive to changing conditions and opportunities to achieve them. But this is not a guarantee of high performance of the lesson. It is also necessary to determine how and with what help they will be implemented.

Even the most perfect system of learning objectives will be of little help to practice if the teacher does not have correct presentation about ways to achieve these goals through the activities of students, the sequence of their individual actions.

The ability to harmonize the goals of the subjects of activity (teacher and student) is one of the criteria pedagogical excellence. At the same time, it is important to ensure that students understand and accept it as their own, significant for themselves.

At the goal-setting stage, the student knows the scope of the upcoming academic work both at the minimum and at the maximum; knows his capabilities (experience revealed in the process of actualization); independently defines its own goal; plans work to achieve it; self-assesses the degree of achievement of educational results.

Goals that are personally significant for the student, motivating to study new material, are presented to us by the system learning objectives: write, list, highlight, demonstrate, choose, indicate, correlate, etc.

Defining goals from the standpoint of a competency-based approach and includes solving problems:

1. Analysis of the place of the lesson in the process of developing the ability to independently solve problems.

2. Determination of the type of result of educational activity of students.

3. The choice of a verb (phrase) that reflects the essence of the planned activity.

Comparison of landmark words to determine the objectives of the lesson.

Traditional ("knowledge") approach	Competence approach
Understand requirements	Learn to set a goal
Know (to form knowledge about ...)	Form the need for knowledge (see the problem)
Learn to work with different sources of knowledge	Learn to choose sources of knowledge
systematize	Teach to systematize
Generalize	Learn to recognize the common and the special
To teach to perform certain actions (to form skills)	Learn how to choose solutions
Estimate	Form evaluation criteria, ability for independent evaluation
Pin	Modify, regroup, teach to apply
Verify	Teach self-control techniques
Analyze (mistakes, student achievements)	Build the capacity for self-esteem

According to the requirements for a modern lesson, the goal-setting activity of a teacher corresponds to the following:

• the focus of the goal on the expected and diagnostic result of training;
• presentation of the tasks of the lesson as a system of actions of the teacher to achieve the goal;
• the reality of achieving the goal during the lesson;
• correspondence of the purpose of the lesson to the possibilities, abilities, needs of students.

Applications

Attachment 1.

The goals of the modern training session

personal goals.

The development of a personal-semantic attitude to subject; development of value relations of students to the surrounding reality:

Help to understand... promote awareness …)

• social, practical and personal significance of educational material;
• value joint activities.

meta-objective goals.

Development of intellectual culture

… ( …, ensure the development of skills …)

• analyze...
• compare …
• highlight the main thing s ...
• classify...

Development of a research culture

Create conditions for the development of skills … (promote skills development …, ensure the development of skills …)

• use scientific methods knowledge...
• formulate problems...
• offer solutions to problems...

Development of a culture of self-management by educational activities

Create conditions for the development of skills … (promote skills development …, ensure the development of skills …)

• set goals;
• plan their activities, seek and use the necessary means and ways to achieve them;
• exercise self-control-self-assessment-self-correction.

Development of information culture

Create conditions for the development of skills … (promote skills development …, ensure the development of skills …)

• structure information;
• draw up a simple and complex plan;
• etc.

Development of a communicative culture

Create conditions for the development of skills … (promote skills development …, ensure the development of skills …)

• communicate;
• dialogic and monologue speech;
• conscious orientation of students to the positions of other people;
• listen and engage in dialogue;
• participation in a group discussion;
• Express your thoughts with sufficient completeness and accuracy.

The development of a reflective culture

Create conditions for the development of skills … (promote skills development …, ensure the development of skills …)

• step back, take any of the possible positions in relation to one's own or someone else's activity as a whole.

Appendix 2

AT methodical piggy bank teacher

Exist various tricks on the formation of the action of goal-setting: "Theme-question","Working on the concept","Bright Spot" , "Exception" , "Thinking" , "Modeling the life situation", "Grouping" , "Collect the word" , "Problem of the previous lesson", "Demonstration of the plurality of meanings of the word". "Problem Situation", "Inductor".

When choosing goal-setting techniques, it is necessary to use the following conditions: taking into account the level of knowledge and experience of students; availability; the focus of work on active mental activity. It should be noted that all techniques are based on dialogue. Therefore, the teacher needs to competently form and build a chain of questions and teach children to answer them.

Let's look at examples of the use of goal-setting techniques in the lessons of studying new material.

Reception "Bright spot".This technique consists in presenting to students a set of objects of the same type, words, a series of numbers, expressions, one of which is highlighted in color or size. Through visual perception focus on the selected object. Then, together we find out the generality of the proposed and the reason for the isolation of the selected object. Next, the topic and objectives of the lesson are formed.

For example, a lesson on the topic "Trapezoid" in grade 8. The teacher suggests considering a number of quadrilaterals, among which the trapezoid is highlighted in color.

Rice. 1. Quadrangles.

Teacher's question: "Among the presented figures, what did you notice?"

Students answer: "Figure No. 4 is highlighted in color."

Teacher's question: "What do these figures have in common?"

Students answer: "All shapes are quadrilaterals."

Teacher's question: "How does the selected quadrangle differ from others?"

Students answer: “It is not a parallelogram. It has two sides that are parallel and the other two are not.

Teacher's question: "And who knows what this quadrangle is called?" Children either respond or they don't. The teacher introduces the name of the object.

Teacher's question: "What do you think the topic of the lesson is?"

Students formulate the topic of the lesson. If necessary, the teacher corrects the topic of the lesson and suggests formulating the objectives of the lesson. Students formulate the goals of the lesson and tasks for achieving them.

Reception "Problem situation".The introduction of a problematic dialogue into the lesson is necessary for students to determine the boundaries of knowledge - ignorance. Creation in the lesson problem situation allows the student to formulate the purpose of the lesson and its topic. Types of problematic dialogue: inciting and leading. Inciting dialogue is as follows: the teacher encourages students to express various

version of the problem. The introductory dialogue is built on a chain of questions that consistently lead to the correct answer planned by the teacher.

Some goal-setting techniques

Topic question

The topic of the lesson is formulated in the form of a question. Students need to build a plan of action to answer the question. Children put forward many opinions, the more opinions, the better the ability to listen to each other and support the ideas of others is developed, the more interesting and faster the work goes. The selection process can be led by the teacher himself in the case of subjective relations, or by the selected student, and the teacher in this case can only express his opinion and direct the activity.

For example, for the topic of the lesson "How do adjectives change?" made a plan of action:

1. Repeat knowledge about the adjective.

2. Determine with which parts of speech it is combined.

3. Change a few adjectives along with nouns.

4. Determine the pattern of changes, draw a conclusion.

It formulated specific learning objectives.

Work on the concept

I offer students the name of the topic of the lesson for visual perception and ask them to explain the meaning of each word or find it in the "Explanatory Dictionary". For example, the topic of the lesson is "Conjugation of verbs". Further, from the meaning of the word we determine the purpose of the lesson. The same can be done through the selection related words or via search in compound word word bases. For example, the topics of the lessons "Phrase", "Rectangle".

Lead-in dialogue

At the stage of updating the educational material, a conversation is conducted, aimed at generalization, concretization, logic of reasoning. I lead the dialogue to something that children cannot talk about due to incompetence or insufficient justification for their actions. Thus, a situation arises for which additional research or action is needed. A goal is set.

Bright spot situation

Among the many objects of the same type, words, numbers, letters, figures, one is highlighted in color or size. Through visual perception, attention is focused on the selected object. The reason for the isolation and generality of everything proposed is jointly determined. Next, the topic and objectives of the lesson are determined.
For example, the topic of the lesson in grade 1 is "Number and number 6".

grouping

I suggest that children divide a number of words, objects, figures, numbers into groups, substantiating their statements. The classification will be based on external signs, and the question: "Why do they have such signs?" will be the task of the lesson.
For example: the topic of the lesson "Soft sign in nouns after hissing" can be considered on the classification of words: ray, night, speech, watchman, key, thing, mouse, horsetail, oven. A math lesson in grade 1 on the topic "Two-digit numbers" can be started with the sentence: "Divide the numbers into two groups: 6, 12, 17, 5, 46, 1, 21, 72, 9.

Exception

Reception can be used through visual or auditory perception.

First view. The basis of the "Bright Spot" technique is repeated, but in this case, children need to find something superfluous through an analysis of the common and different, justifying their choice.
For example, the theme of the lesson is "Wild Animals".

Second kind. I ask the children a series of riddles or just words, with the obligatory repeated repetition of riddles or a proposed series of words. Analyzing, children easily determine the excess.
For example, The world in grade 1 on the topic of the lesson "Insects".
- Listen and memorize a series of words: "Dog, swallow, bear, cow, sparrow, hare, butterfly, cat."
What do all words have in common? (Names of animals)
- Who is extra in this row? (Out of many well-founded opinions, the correct answer will definitely sound.) The learning goal is formulated.

conjecture

1. The topic of the lesson and the words "helpers" are proposed:

Let's repeat
Let's study
Learn
Let's check

With the help of the words "helpers" children formulate the objectives of the lesson.

2. Determine the reason for the combination of words, letters, objects, analyzing the pattern and relying on your knowledge. For a math lesson on the topic "Order arithmetic operations in expressions with brackets" I offer the children a series of expressions and pose the question: "What unites all the expressions? How to do the calculation?

(63 + 7)/10
24/(16 – 4 * 2)
(42 – 12 + 5)/7
8 * (7 – 2 * 3)

	Characteristic goals	Goal setting keywords
educational	Formation of program knowledge and skills at the level of knowledge, understanding, application.	Repeat, define, acquaint, describe, explain, demonstrate, use, control, provide, reinforce.
Educational	Formation of motor (motor), manipulative activity, neuromuscular coordination; development of writing skills, speech skills, development of mental operations.	Provide development, promote the formation of skills.
Educational	Formation of an emotional and personal attitude to the phenomena of the surrounding world, the formation of interests and inclinations, the experience of certain feelings.	Provide, promote, stimulate.

Problem situation(according to M.I. Makhmutov).

A situation of contradiction between the known and the unknown is created. Application sequence this technique is:
– Independent solution
– Collective verification of results
– Identification of reasons for discrepancies in results or implementation difficulties
- Setting the goal of the lesson.
For example, for a math lesson on the topic "Division by two-digit number" for independent work a number of expressions are offered:

12 * 6 14 * 3
32: 16 3 * 16
15 * 4 50: 10
70: 7 81: 27

The problem of the previous lesson

At the end of the lesson, the children are offered a task, during which there should be difficulties with the implementation, due to lack of knowledge or lack of time, which implies the continuation of work in the next lesson. Thus, the topic of the lesson can be formulated the day before, and at the next lesson it can only be recalled and justified.

Here are some of these goal-setting techniques.

"For memorization and reproduction":

Surprise! It is well known that nothing attracts attention and stimulates work more than amazing. You can always find a point of view in which even the ordinary becomes amazing. These may be facts from the biography of writers.

- delayed answer. Using the work on the study of the etymology of the word, "speaking surnames", this technique can be applied. At the end of one of the lessons on the numerals, you can ask the question: “What numeral literally means “thousands”? The next lesson should start by answering this question.

"On understanding and synthesis":

- Fantastic supplement.The teacher completes real situation fantasy. In literature lessons, a fantastic addition is relevant in such tasks: write a letter to a literary hero; write a letter to one literary hero to another; imagine that you met with the heroes before the duel; to tell on behalf of Lisa about the fate of Sofia Famusova.

"For understanding and application":

Get the error! This technique allows the teacher to test knowledge of the details. literary work, literary terms, and the child to realize the importance of attention.

- The practicality of the theory.The teacher introduces the theory through practical task, the usefulness of the solution of which is obvious to students. For example, the situation: with the question “whose name is the street?” students were approached by foreigners. So in grades 3-4, you can start a conversation about the life and work of the writer.

Appendix 3

Teaching children today is difficult,

And it wasn't easy before.

"The cow gives milk."

The 21st century is the century of discoveries,

Age of innovation, novelty,

But it depends on the teacher

What children should be.

We wish you that the children in your class

Glowing with smiles and love,

Health to you and creative success

In the age of innovation, novelty!

The goal of the lesson (local goal) begins to be formulated with a verb in indefinite form. The goal should include:

1. the subject is the object of influence, what the teacher influences, what is formed by the teacher, what the teacher is working on;
2. means reflects how this effect occurs, i.e. means of achieving the goal;
3. the end result is a specific knowledge, a skill that they want to teach children (necessarily verified using specific tools);
4. mode of action.

For example: “To develop the ability to compose a story based on plot pictures”

Subject - the ability to compose a story

Means - the process of compiling a story

Outcome (verifiable) - child's story

The method is based on plot pictures.

On goals and purpose

Satisfy all the desires of a man, but take away from him the goal in life and see what a miserable and insignificant creature he is. Therefore, it is not the satisfaction of desires that is commonly called happiness, but the goal in life is the core of human dignity and human happiness.

K. D. Ushinsky

It is unlikely that anyone will argue about how important it is to have a purpose in life. However, the idea of ​​this is not born together with a person, but is the result of his development, the result of the formation of his personality.

The federal state educational standard of secondary (complete) general education refers to the meta-subject results of mastering the basic educational program the ability to independently determine the goals of activities and draw up action plans; independently carry out, control and adjust activities; use all possible resources to achieve the set goals and implement action plans; choose successful strategies different situations. In this way,the teacher is faced with the problem of teaching schoolchildren how to set a goal, choosing a strategy to achieve it.

What is a goal? From a psychological point of view,goal is a subjective image end result that governs the course of action.It must have the following properties:specific, measurable, achievable, result-oriented, time-bound.

From this, we can formulate five rules for setting goals, the understanding of which by students should be formed by the teacher.

Rule 1 . The goal should be specific and clearly defined. You can often hear from schoolchildren as a goal: "I want to study well." However, this statement does not specific information and therefore cannot be the goal. It is necessary to understand what the student's actions will be when he "studies well". For example, “I will complete all my homework”, “on weekends I will repeat the rules”, etc.

Rule 2 . From the formulation of the goal, it should be clear whether it was achieved at a particular moment or not.

Rule 3 We must put achievable goals, i.e., such goals that can be achieved, even with a low probability. It must be borne in mind that the unattainable this moment goal may become achievable in the future.

Rule 4 . Goals should be formulated positively. You need to rely only on yourself. Confidence in success increases the chances of success by several times.

Rule 5 . The goal should be correlated with a specific deadline for achieving it. This rule contains the possibility of timely adjustment of the goal and methods for achieving it.

Let's consider some techniques that can contribute to the formation of the ability to goal-setting, the process of choosing one or more goals, in mathematics lessons.

1. Formulation of the topic in the form of a question

The topic of the lesson is formulated in the form of a question. During the discussion between the teacher and the children, a lesson plan is built.

For example.

The topic of the lesson can be formulated as follows: "How to determine the properties of the function y \u003d kx?"

Action plan for the lesson:

Review what properties functions can have

Build function graphs for different meanings to

Determine what properties the constructed functions have

2. Revealing the incompleteness of students' knowledge

At the beginning of the lesson, at the stage of updating knowledge, a conversation is conducted, which reveals a certain incompleteness of students' knowledge.

For example. At the beginning of the first lesson on the topic " Quadratic equation”, solve the equations in sequence: When solving the last equation, difficulties arise. Based on this, it is possible to formulate a theme and a plan of work on it.

3. Supplementing the goal of the lesson with helper words.

The teacher formulates the topic of the lesson and asks the students to formulate the purpose of the lesson with the help of the words of the assistants. Helper words: repeat, study, learn, check.

These techniques are universal, do not require much time of the lesson and the teacher's efforts. For those who want to get acquainted with other methods of forming the ability of goal-setting among students, we can recommend the book by G.O. Astvatsaturov "Technology of goal setting of the lesson", published by the publishing house "Teacher", Volgograd, 2008.

Characteristics of concepts: theme, subject, object of study. Justification of the relevance of the choice of research topic. The subject of research as a problem in the topic of research. What can research be?

Know: how to choose a topic, subject, object of study,

Be able to: choose a topic, subject, object of study, justify the relevance of the topic.

Compliance with the purpose and objectives of the research topic. The essence of the process under study, its main properties, features. The main stages, stages of research.

Know: the answer to the question - why are you doing research?

Be able to: set goals and objectives of the study.

^ Learning to put forward hypotheses - 2 hours

Concepts: hypothesis, provocative idea.

Questions to consider: What is a hypothesis. How hypotheses are created. What is a provocative idea and how does it differ from a hypothesis. How to build hypotheses. Hypotheses can begin with the words: maybe ..., suppose ..., suppose ..., perhaps ..., what if ...

Practical tasks: “Let's think together”, “What would happen if a magician fulfilled the three most important desires of every person on Earth?”, “Come up with as many hypotheses and provocative ideas as possible”, etc. Know: how hypotheses are created. Be able to: create and build hypotheses, distinguish between a provocative idea and a hypothesis.

^ Organization of the study (practical lesson) - 4h.

Method of research as a way of solving problems of the researcher. Acquaintance with the main research methods available to children: think for yourself; look at books about what you are researching; ask other people get acquainted with films and television films on the topic of your research; turn to the computer, look in the global computer network Internet; observe; to conduct an experiment.

Practical tasks: training in the use of research methods during the study of available objects (water, light, indoor plants, people, etc.).

Know: - research methods,

Be able to: use research methods in solving research problems, ask questions, draw up a work plan, find information.

^ Observation and observation. Observation as a way to identify problems - 4h.

Acquaintance with observation as a research method. Studying the advantages and disadvantages (show the most common visual illusions) of observation. Scope of observation in scientific research. Information about discoveries made on the basis of observations. Acquaintance with instruments designed for observation (microscope, magnifying glass, etc.).

Practical tasks: “Name all the features of the object”, “Draw the object exactly”, “Paired pictures containing a difference”, “Find the artist’s mistakes”.

Know: - research method - observation

Be able to: - make observations over the object, etc.

^ Collecting. Express-study "What collections do people collect" - 5 hours

Concepts: collecting, collector, collection. What is collecting. Who is a collector. What can be collected. How to quickly build a collection.

Practical tasks: choosing a topic for the collection, collecting material.

Know:- concepts - collecting, collector, collection

To be able to: - choose a topic for collecting, collect material.

Search activity on the topic "What collections people collect." Student presentations about their collections.

^ What is an experiment - 2 hours

Concepts: experiment, experimentation.

Most main way obtaining information. What do we know about experimentation? How to learn new things through experimentation. Planning and conducting an experiment.

Practical work.

Know: - concepts - experimentation and experimentation

To be able to: plan an experiment, find something new with the help of an experiment.

^ Collection of material for research - 4 hours.

Concepts: a way of fixing knowledge, research search, research methods.

What is an exploratory search. Ways of fixing the received information (regular letter, pictographic letter, diagrams, drawings, icons, symbols, etc.).

Know: the rules and methods of collecting material

Be able to: find and collect material on the topic of research, use methods of fixing the material.

^ Generalization of the received data. How to prepare a report on the results of the study and prepare for the defense - 2 hours

Analysis, generalization, main, secondary.

What is a generalization. Generalization techniques. Definitions of concepts. Main choice. Sequence of presentation.

Practical tasks: “Learning to analyze”, “Learning to highlight the main thing”, “Place the material in a certain sequence”.

Know: Ways to Summarize Material

To be able to: generalize the material, use generalization techniques, find the main thing.

Drawing up a plan for preparing for the defense of the project.

Message, report.

What is a report. How to plan your research report. How to distinguish the main and secondary.

Know: the rules for preparing a message.

Know how to plan your work “What first, what then”, “Composing stories according to given algorithm" and etc.

^ Individual consultations- 2 hours

Consultations are conducted by the teacher for students and parents working in microgroups or individually. Preparing children's work for public defense.

^ Summing up the work. Protection. - 2 hours

Analysis of your project activities. Protection. Issues to Consider : Collective discussion of problems: “What is protection”, “How to make a report correctly”, “How to answer questions”.
^ Grade 3 (34 hours)

observation. Experiments with real objects -3h.

A conversation about the role of scientific research in our lives. Task "Look at the world through someone else's eyes."

^ How to choose a friend by common interest? (interest groups) – 1 hour.

Tasks for detection common interests. Group work.

What can research be? – 2h.

Introduction to project types. Group work.

^ Formulation of the goal, objectives of the study, hypotheses - 2 hours.

Setting the goal of the study on the chosen topic. Definition of tasks to achieve the goal. Putting forward hypotheses.

^ Work planning - 2 hours.

Drawing up a project work plan. The game "In places".

Acquaintance with the methods and subjects of research. Experiment of knowledge in action - 3 hours.

Familiarize yourself with the methods and subjects of research. Determine the subject of research in your project. Experiment as a form of knowledge of the world.

^ questionnaire training, social survey, interviewing - 2 hours.

Compilation of questionnaires, surveys. Conducting interviews in groups.

Work in the library with catalogs. Selection and compilation of a list of literature on the research topic - 2h.

Excursion to the library. Choice necessary literature on the topic of the project.

^ Analysis of the literature read - 3h.

Reading and selecting the necessary parts of the text for the project. Learn to write down the literature used in the project correctly.

^ Exploration of objects - 2 hours.

A practical lesson aimed at the study of objects in students' projects.

Main logical operations. We learn to evaluate ideas, highlight the main and secondary - 2 hours.

Thought experiment "What can be made from a piece of paper?" Write a story based on the finished ending.

^ Analysis and synthesis. Judgments, conclusions, conclusions - 2 hours.

Game "Find the mistakes of the artist." A practical task aimed at development is to analyze your actions and draw conclusions.

^ How to communicate the results of a study. Registration of work - 3 hours.

Drawing up a work plan. Message requirements. Making drawings, crafts, etc.

^ Work in a computer class. Making a presentation - 3 hours

Working on a computer - creating a presentation.

Mini-conference on the results of own research. Analysis of research activities - 2h.

Performances by students with the presentation of their projects.

Analysis of your project activities.

^ Grade 4 (34 hours)

Knowledge, skills and abilities required in research work. Culture of thinking - 3 hours.

Practical work "Look at the world with different eyes."

Topic types. Practical work "Unfinished story".

^ Ability to identify problems. associations and analogies. . Discussion and selection of research topics, updating the problem - 5 hours.

Tasks to develop the ability to identify the problem. associations and analogies.

Selection of the research topic of interest from great variety topics. Work on the relevance of the selected problem.

^ Goal-setting, actualization of the problem, hypotheses - 2 hours.

Setting a goal, defining a problem and putting forward hypotheses on the topic of research.

Subject and object of research - 1 hour.

Definition of the subject and object of research and their formulation.

^ Work in the library with catalogs. Selection of literature on the research topic - 3h.

Excursion to the library. Working with a file. Selection of literature.

Acquaintance with the literature on this issue, analysis of the material -2 hours.

Work with literature on the chosen topic. Selection of the necessary material for work.

^ Observation and experimentation -2h.

Practical work. Experiment with microscope, magnifying glass.

Technique of experimentation -2h.

Experiment with magnet and metal. The task "We tell, we fantasize."

^ Observation observation. Improving the technique of experimentation - 2h.

Game for the development of observation. Conducting an experiment. Correct thinking and logic - 2 hours.

Tasks for the development of thinking and logic.

^ Processing and analysis of all received data - 2h.

Selective reading. Selection of necessary statements on the topic of the project.

What are paradoxes -2 hours.

The concept of paradox. A conversation about life's paradoxes.

^ Work in a computer class. Making a presentation - 3 hours.

Making a presentation for a project. Selection of necessary pictures. Compilation of an album of illustrations. Doing crafts.

^ Training public speaking. How to prepare for defense Defense of research in front of classmates - 2 hours

Drawing up a presentation plan.

Presenting research projects in front of classmates.

^ Performance at the school scientific and practical conference– 1 hour

Presentation of the project at the school NPC.

Final lesson. Analysis of research activities - 1h.

Analysis of research activities. Conclusions.
The main activity of the children is research activities. Students will work on their creative work under the guidance of a teacher who will guide, advise, help select the right material, organize reflection and distribute roles in groups, provide computer facilities and space. It is very important for the teacher and students to understand what didactic goals are pursued by the research they undertake. The teacher formulates common problem work on a particular subject, the specific problem of future research should be formulated by the students themselves. The task of the teacher is to imperceptibly use the method of auxiliary, i.e. leading questions to bring the participants of the work to the formulation of the problem. Therefore, at the stage of research planning, the teacher - coordinator, can suggest possible options formulation of design problems. He needs to organize a search, a desire to get to the bottom of the matter: to activate the thought process and support cognitive interest students.

The teacher himself determines which competencies the research activity will form in the first place, everything will depend on the goals and objectives of the research project being carried out, and the goals and objectives that the teacher sets for himself and the students when achieving the final result. But it can be the following competencies:

Study:

Be able to benefit from experience;

Organize the interconnection of their knowledge and organize them;

Organize your own learning methods;

Be able to solve problems;

Do your own learning.

Search:

Query various databases;

Query the environment;

Consult with an expert;

Get information;

Be able to work with documents and classify them.

To study:

Organize the relationship of past and present events;

Be critical of this or that aspect of the development of our societies;

To be able to resist uncertainty and complexity;

Take a stand in discussions and forge your own opinion;

See the importance of the political and economic environment in which training and work takes place;

Assess social habits related to health, consumption, as well as the environment;

Be able to evaluate works of art and literature.

Cooperate:

Be able to cooperate and work in a group;

Make decisions - resolve disagreements and conflicts;

be able to negotiate;

Be able to:

Get involved in research;

Be responsible;

Join a group or team and contribute;

Show solidarity;

Be able to organize your work;

Be able to use computational and modeling instruments.

Adapt:

Be able to use new technologies of information and communication;

Prove flexibility in the face of rapid change;

Show resilience in the face of difficulties;

Be able to find new solutions.

Once the fundamental question has been identified and problematic issues, it is necessary to give work creative title, to introduce elements of originality, to determine what specific topics of independent research of students will be.

It is very important to determine in advance in what form the results will be presented. educational research and how much time is needed for independent research activities of students. And it also turns out that the necessary technical support and so the activities of students will be evaluated. What criteria and assessment tools will be used? Where will the research result be presented?

Activities can be carried out both in a specialized mixed group and in a group of children of the same age.

Observations of the process of educational research activity show that students themselves strive to obtain the necessary information to complete the work, and make the necessary calculations.

It is in research learning that the idea of ​​developmental learning is embodied in reality.

Performing creative work, students make their own decisions, learn to take responsibility for their implementation.

The student becomes an equal participant in joint activities with the teacher, being responsible for his successes and failures.

He himself analyzes every step of his teaching, determines his shortcomings, looks for the causes of difficulties that have arisen, and finds ways to correct mistakes.

He is given the right to choose methods of activity, put forward assumptions, hypotheses, participate in a collective discussion various points vision.

Work on the project is preceded by the necessary stage - work on the topic, during which children are invited to collect a variety of information on a common topic. At the same time, students themselves choose what exactly they would like to learn within the framework of this topic. At further work drafted general encyclopedia or a file cabinet can serve as one of the main sources of information on a topic.

Suggested course of action:

1. Familiarization of the class with the topic.

2. Selection of subtopics (fields of knowledge).

3. Setting goals and objectives.

4. Putting forward a hypothesis.

5.Organization of the study.

6.Fixation of research results in the form of a record, drawing, collection.

7. Presentation of research projects.

The teacher chooses a common theme or organizes its choice by the students. The criterion for choosing a topic may be the desire to implement a project related in plot to any topic.

When choosing a subtopic, the teacher not only suggests big number subtopics, but also prompts students how they can formulate them themselves.

Classic sources of information - encyclopedias and other books, including those from school library. In addition, these are video cassettes, encyclopedias and other materials on CDs, adult stories, excursions.

The stories of adults are understood not only as the stories of parents to their children, but also conversations, interviews with specialists in some field of activity, including during meetings of specialists with children specially organized at school.

Possible excursions are excursions either to museums or to operating enterprises.

In addition, adults can help children get information from the Internet.

After information has been collected on most of the subtopics, the teacher states this fact, reminds latecomers to hurry up, and discusses with the children what projects (crafts, research and activities) are possible after studying the topic.

Creative works can be, for example: drawing, postcard, craft, sculpture, toy, layout, story, counting rhyme, riddle, concert, performance, quiz, KVN, newspaper, book, model, costume, photo album, design of stands, exhibitions, report, conference, electronic presentation, holiday, etc.

Children themselves choose a topic that is interesting to them, or offer their own topic. We remind you that this work is done voluntarily. The teacher does not force the children, he must keep in mind that the guys who are not participating in this project can take part in the next one.

During the project implementation, a workbook is used, in which all stages of work on the project are recorded.

Successful finds while working on the project should be made available to the whole class, this can increase interest and attract other children to work on the project.

Each research project should be brought to a successful conclusion, leaving the child with a sense of pride in the result. After completing a project, children should be given the opportunity to talk about their work, show what they have done, and be praised. It's good if on the results view research project not only other children will be present, but also parents.

Classes are held in the form of games, practical exercises. When passing through topics, the integrity, openness and adaptability of the material are important.

In the process of passing the course, the skills and abilities of independent research activities are formed; the ability to formulate a research problem, put forward a hypothesis; skills in mastering the methodology for collecting and processing the material found; skills in mastering scientific terms in the field of knowledge in which the research is being carried out; mastery skills theoretical knowledge on the topic of their work and more; Ability to write reports and research papers.

At the end of the course, a public defense of the project is held. research work– experience of scientific educational research on subject matter, presentation, demonstration of the level of psychological readiness of students to present the results of the work.

^ The program aims to achieve 3 levels of results:

First level of results (1 class)	Second level of results (grade 2-3)	Third level of results (4th grade)
involves the acquisition by first-graders of new knowledge, experience in solving design problems in various directions. The result is expressed in children's understanding of the essence of research activities, the ability to gradually solve research problems.	implies a positive attitude of children to the basic values ​​of society, in particular to education and self-education. The result is manifested in the active use of the research method by schoolchildren, self-selection topics (subtopics) of research, gaining experience self search, systematization and presentation of information of interest.	involves the acquisition of independent social experience by schoolchildren. Manifested in the participation of schoolchildren in the implementation social projects along a chosen direction. Results program implementation can be presented through presentations of research projects, participation in competitions and olympiads in different directions, exhibitions, conferences, festivals, championships.

^ Interdisciplinary connections in the classroom on project activities:
with Russian language lessons: recording individual expressions, sentences, paragraphs from the texts of the studied works;

with lessons visual arts: decor creative works, participation in exhibitions of drawings during the defense of projects;

With labor lessons: the manufacture of various elements on the topics of projects.