The structure of the lesson is its internal structure, the sequence of individual stages. The type of lesson is determined by the presence and sequence of structural parts.

The structure of the lesson is important in the theory and practice of the modern lesson, since it is it that ultimately determines the effectiveness and efficiency of learning.

From Comenius and Herbart originates the classic four-link structure of the lesson, based on the formal stages of education: preparation for the assimilation of new knowledge; assimilation of new knowledge and skills; their consolidation and systematization; application in practice.

The type of lesson corresponding to it is combined (mixed).

The stages of the combined lesson, decomposed into segments of time, are as follows:

Stage 1 - repetition of the studied (actualization of knowledge);

Stage 2 - the study of new knowledge, the formation of new skills;

Stage 3 - consolidation, systematization, application;

Stage 4 - homework.

The methodological substructure of the lesson, in contrast to the didactic one, is a variable value. The elements (stages) of the lesson can be combined in any sequence, which makes the lesson flexible and applicable to a very wide range of educational tasks.

In order to increase the effectiveness of training sessions, other types of lessons have arisen and are being practiced. Their structure usually consists of three parts:

– organization of work (1–3 min);

- the main part (formation, assimilation, consolidation, control, application, etc.) (35–40 min);

- Summing up and homework assignments (2-3 minutes).

All components should be a single system - a lesson. The lesson will be effective and informatively complete only if the teacher is sure that all components of the lesson are interconnected.

The main components of a modern lesson:

1. Organizational - the organization of the class throughout the lesson, the readiness of students for the lesson, order and discipline.

2. Target - setting learning goals for students, both for the entire lesson and for its individual stages.

3. Motivational - determining the significance of the material being studied both in this topic and in the entire course.

4. Communicative - the level of communication between the teacher and the class.

6. Technological - the choice of forms, methods and teaching methods that are optimal for a given type of lesson, for a given topic, for a given class, etc.

7. Control and evaluation - the use of the assessment of the student's activities in the lesson to stimulate his activity and the development of cognitive interest.

8. Analytical - summing up the results of the lesson, analyzing the activities of students in the lesson, analyzing the results of their own activities in organizing the lesson.

The main ways to improve the modern lesson are as follows:

Strengthening the purposefulness of the activities of the teacher and students in the classroom. One of the important tasks of the teacher is to mobilize students to fulfill the tasks set, to achieve goals directly in the lesson. To do this, it is necessary to plan each lesson so that it provides for the shortest paths to the goal, and first of all, the structure, methodology and teaching aids are outlined in strict accordance with the goal.

Implementation of the organizational clarity of each lesson from the first to the last minute. Visual aids necessary for the lesson, technical aids, student supplies, reference and additional literature are prepared in advance at the break, everything necessary for each workplace is laid out. Also, for this, it is possible to put an interesting task in front of the students, including them in the work from the first minute of the lesson. Instead of homework, various methods of frontal accelerated verification are used - test writing, programming, punched cards, etc.

Increasing the cognitive independence and creative activity of students. The most interesting direction is related to the issues of applying methods and techniques of problem-based learning in the classroom and creating problem situations as a means of increasing the cognitive activity of students, this contributes to improving the quality of knowledge and developing the necessary skills and abilities. It also provides for independent work of students with educational and scientific literature, dictionaries, reference books and encyclopedias, tables, diagrams, graphs, maps.

Optimization of the educational process. Purposeful choice of the best option for constructing a process that provides for a certain time the maximum efficiency of solving the problems of education in the given specific conditions of a school, a certain class. It is necessary to choose the best options for combining various methods, techniques, teaching aids, leading the shortest way to achieve the objectives of the lesson.

Intensification of the educational process in the classroom. The more educational and cognitive actions and operations performed by students per lesson, the higher the intensity of educational work. The degree of intensity of educational work depends on the productivity of using every minute of the lesson, the skill of the teacher, the preparation of students, the organization of the class team, the availability of the necessary equipment and its rational placement, the correct alternation of work and rest, etc. In conditions of intensified learning, students master knowledge mainly in the classroom, and there is no need to memorize the material at home. Instead of memorization, students get the opportunity to better comprehend and consolidate it, to perform creative tasks that arouse their interest, a sense of intellectual satisfaction from a job well done.

Implementation of intersubject and intrasubject communications. When moving to new material, tasks and questions are set for reproduction and subsequent correction, basic knowledge and practical skills and abilities for assimilation of new material. This knowledge is obtained by students in the learning process or on the basis of personal observations, while studying a given subject or related disciplines. These can be representations, concepts, laws, formulas, numerical data that create a support, a foundation for the full perception and understanding of new knowledge. But the reproduction of basic knowledge should be accompanied by their improvement: the addition of incomplete knowledge, the deepening of superficial knowledge, the expansion of narrow knowledge, and the correction of erroneous knowledge. Intra-subject to inter-subject communications are also carried out in order to achieve generalization and systematization of a wide range of knowledge. Interdisciplinary connections contribute to the assimilation of a system of knowledge about objects that are studied by individual elements in various academic disciplines.

Improving the typology and structure of the lesson. The lesson is a complex pedagogical object. Like any complex objects, lessons can be divided into types according to various criteria.

Target: acquaintance with the requirements of the modern lesson within the framework of the Federal State Educational Standard.

Tasks: to analyze and compare a modern lesson with a traditional school lesson.

Estimated result: can

• Distinguish a modern GEF lesson from a traditional lesson - basic level
• Compiling a technological map for a modern lesson is an advanced level.

The course of the teachers' council

1. Organizing moment.

Emotional mood - slides (methods, techniques, lesson types, forms of learning ...)

2. Actualization of basic knowledge

What unites all these words? The theme of our teachers' council is "Modern requirements for a lesson on the Federal State Educational Standard"

Task (group work) table "ZHU". Statements of representatives from groups + addition from other groups.

3. Statement of the problem

The question to which we must find the answer is “A modern lesson on the Federal State Educational Standard, its features”

Expected result: what will we learn?

4. Discovery of “new knowledge”

Opening speech. Modern society needs educated, moral, enterprising people who can:

• analyze your actions;
• make decisions independently, predicting their possible consequences;
• be mobile;
• be able to cooperate;
• to have a sense of responsibility for the fate of the country, its socio-economic prosperity.

The fundamental difference of the modern approach is the orientation of standards on the results of mastering the main educational programs. The results are understood not only as subject knowledge, but also as the ability to apply this knowledge in practical activities. Therefore, educational activity is built on the basis of an activity approach, the purpose of which is to develop the student's personality on the basis of mastering universal methods of activity. A child cannot develop with a passive perception of educational material. It is his own action that can become the basis for the formation of his independence in the future. This means that the educational task is to organize the conditions that provoke children's action.

5. Work on a new topic

The Federal State Educational Standard introduces a new concept - a learning situation, which means such a special unit of the educational process in which children, with the help of a teacher, discover the subject of their action, explore it by performing various learning actions, transform it, for example, reformulate it, or offer their own description, etc. D., partially - remember. In connection with the new requirements, the teacher is faced with the task of learning how to create learning situations as special structural units of learning activity, as well as being able to translate learning tasks into a learning situation.

The creation of a learning situation should be built taking into account:

• the age of the child;
• specifics of the subject;
• measures of formation of UUD students.

To create a learning situation, the following techniques can be used:

• present conflicting facts, theories;
• expose the worldly idea and present a scientific fact;
• use the techniques of “bright spot”, “relevance”.

At the same time, the studied educational material acts as a material for creating a learning situation in which the child performs certain actions (works with reference literature, analyzes the text, finds spellings, grouping them or highlighting groups among them). Masters the methods of action characteristic of the subject, i.e. acquires, along with subject, cognitive and communicative competencies.

The learning situation is one of the innovations of the modern lesson. What else is the novelty of the modern lesson in the context of the introduction of the second generation standard? Let's take a closer look at the following items:

• Place in the educational process. The lesson has lost its role as the main and only organizational form of education. Its competitors: information, home and additional education.
• Structure.

Approximate structure of each type of GEF lesson

1. The structure of the lesson of mastering new knowledge:

1) Organizational stage.

3) Actualization of knowledge.

6) Primary fastening.

7) Information about homework, briefing on its implementation

8) Reflection (summing up the lesson)

2. The structure of the lesson for the integrated application of knowledge and skills (reinforcement lesson).

1) Organizational stage.

2) Checking homework, reproduction and correction of students' basic knowledge. Knowledge update.

4) Primary consolidation in a familiar situation (typical) in a changed situation (constructive)

5) Creative application and acquisition of knowledge in a new situation (problem tasks)

6) Information about homework, instructions for its implementation

3. The structure of the lesson for updating knowledge and skills (repetition lesson)

1) Organizational stage.

2) Checking homework, reproduction and correction of knowledge, skills and abilities of students necessary for the creative solution of the tasks.

3) Setting the goal and objectives of the lesson. Motivation of educational activity of students.

4) Actualization of knowledge.

• in order to prepare for the control lesson
• in order to prepare for the study of a new topic

6) Generalization and systematization of knowledge

9) Reflection (summing up the lesson)

4. The structure of the lesson of systematization and generalization of knowledge and skills

1) Organizational stage.

2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.

3) Actualization of knowledge.

4) Generalization and systematization of knowledge

• Preparing students for generalized activities
• Reproduction at a new level (reformulated questions).

5) Application of knowledge and skills in a new situation

6) Control of assimilation, discussion of the mistakes made and their correction.

7) Reflection (summing up the lesson)

5. The structure of the lesson for the control of knowledge and skills

1) Organizational stage.

2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.

3) Identification of knowledge, skills and abilities, checking the level of formation of students' general educational skills. (Tasks in terms of volume or degree of difficulty should correspond to the program and be feasible for each student).

Lessons of control can be lessons of written control, lessons of a combination of oral and written control. Depending on the type of control, its final structure is formed.

4) Reflection (summarizing the lesson)

6. The structure of the lesson for the correction of knowledge, skills and abilities.

1) Organizational stage.

2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.

3) Results of diagnostics (control) of knowledge, skills and abilities. Identification of typical mistakes and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills.

Depending on the diagnostic results, the teacher plans collective, group and individual ways of teaching.

4) Information about homework, briefing on its implementation

5) Reflection (summing up the lesson)

7. The structure of the combined lesson.

1) Organizational stage.

2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.

3) Actualization of knowledge.

4) Primary assimilation of new knowledge.

5) Initial check of understanding

6) Primary fastening

7) Control of assimilation, discussion of the mistakes made and their correction.

8) Information about homework, instructions for its implementation

Reflection (summarizing the lesson)

Non-traditional lesson forms

Organizational forms (individual, group, differentiated group, frontal; academic, leisure, interactive)

Methodology (problem-based, research, project-based learning; developing, student-centered, reflective learning, productive technologies)

Funds

What are the requirements for a modern lesson :

• a well-organized lesson in a well-equipped classroom should have a good beginning and a good ending;
• the teacher must plan his activities and the activities of students, clearly formulate the topic, purpose, objectives of the lesson;
• the lesson should be problematic and developing: the teacher himself aims at cooperation with students and knows how to direct students to cooperate with the teacher and classmates;
• the teacher organizes problem and search situations, activates the activity of students;
• the conclusion is made by the students themselves;
• a minimum of reproduction and a maximum of creativity and co-creation;
• time saving and health saving;
• the focus of the lesson is children;
• taking into account the level and capabilities of students, which takes into account such aspects as the profile of the class, the aspirations of students, the mood of children;
• the ability to demonstrate the methodological art of the teacher;
• feedback planning;
• the lesson must be good.

Independent work with verification + control and self-assessment

Self-filling of the technological map of the lesson (group work) with verification

Reflection

• Table "ZHU",
• Estimated result
• Reception of “Unfinished Phrases”

8. Completion of the teachers' council

Approximate structure of each type of GEF lesson
1. The structure of the lesson of mastering new knowledge: 1) Organizational stage. 2) Setting the goal and objectives of the lesson. Motivation learning activities students. 3) Actualization of knowledge. 6) Primary fastening. 7) Information about homework, briefing on its implementation 8) Reflection (summing up the lesson)	3. The structure of the lesson for updating knowledge and skills (repetition lesson) 1) Organizational stage. 2) Checking homework, reproduction and correction of knowledge, skills and abilities of students necessary for the creative solution of the tasks. 4) Actualization of knowledge. § in order to prepare for the control lesson § in order to prepare for the study of a new topic 6) Generalization and systematization of knowledge
2 The structure of the lesson for the integrated application of knowledge and skills (consolidation lesson) 1) Organizational stage. 2) Checking homework, reproduction and correction of students' basic knowledge. Knowledge update. 3) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 4) Primary fastening § in a familiar situation (typical) § in a changed situation (constructive) 5) Creative application and acquisition of knowledge in a new situation (problem tasks) 6) Information about homework, instructions for its implementation	4. The structure of the lesson of systematization and generalization of knowledge and skills 1) Organizational stage. 3) Actualization of knowledge. 4) Generalization and systematization of knowledge Preparing students for generalized activities Reproduction at a new level (reformulated questions). 5) Application of knowledge and skills in a new situation 6) Control of assimilation, discussion of the mistakes made and their correction. 7) Reflection (summing up the lesson) Analysis and content of the results of the work, the formation of conclusions on the studied material
5. The structure of the lesson for the control of knowledge and skills 1) Organizational stage. 2) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 3) Identification of knowledge, skills and abilities, checking the level of formation of students' general educational skills. (Tasks in terms of volume or degree of difficulty should correspond to the program and be feasible for each student). Lessons of control can be lessons of written control, lessons of a combination of oral and written control. Depending on the type of control, its final structure is formed. 4) Reflection (summarizing the lesson)	6. The structure of the lesson for the correction of knowledge, skills and abilities. 1) Organizational stage. 2) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 3) Results of diagnostics (control) of knowledge, skills and abilities. Identification of typical mistakes and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills. Depending on the diagnostic results, the teacher plans collective, group and individual ways of learning. 4) Information about homework, briefing on its implementation 5) Reflection (summing up the lesson)
7. The structure of the combined lesson. 1) Organizational stage. 2) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 3) Actualization of knowledge. 4) Primary assimilation of new knowledge. 5) Initial check of understanding 6) Primary fastening 7) Control of assimilation, discussion of the mistakes made and their correction. 8) Information about homework, instructions for its implementation 9) Reflection (summing up the lesson)

Types of modern lesson.

The typology of lessons is an important didactic problem. It should contribute to bringing data about the lesson in order, a system for a wide range of purposes, as it provides the basis for a comparative analysis of lessons, for judging about similar and different lessons. Lack of accurate and justified typologies lessons hinders the effectiveness of practical activities.

The type of the lesson reflects the features of the construction of the leading methodological task.

Lesson type	Special purpose	Learning effectiveness
Lesson of primary presentation of new knowledge	Primary assimilation of new subject and meta-subject knowledge	Reproduction in your own words of rules, concepts, algorithms, performing actions according to a model, algorithm
Lesson in the formation of initial subject skills, mastery of subject skills	Application of acquired subject knowledge or methods of educational actions in the conditions of solving educational problems (tasks)	Correct reproduction of task performance samples, error-free application of algorithms and rules in solving educational problems
Lesson in the application of meta-subject and subject knowledge	Application of universal educational actions in the conditions of solving educational problems of increased complexity	Independent solution of problems (performing exercises) of increased complexity by individual students or a class team
Lesson of generalization and systematization of subject knowledge	Systematization of subject knowledge, universal educational activities (solving subject problems)	The ability to formulate a generalized conclusion, the level of formation of UUD
Lesson of repetition of subject knowledge	Consolidation of subject knowledge, formation of UUD	Error-free execution of exercises, problem solving by individual students, the class team; unmistakable verbal responses; ability to find and correct errors mutual aid
Control lesson	Testing subject knowledge, ability to solve practical problems	Results of control or independent work
Corrective lesson	Individual work on the mistakes made	Finding and fixing errors on your own
Integrated lesson	Integration of knowledge about a particular object of study obtained by means of different	Deepening the knowledge of the lesson material through the implementation of interdisciplinary knowledge
Combined lesson	Solving problems that cannot be completed in one lesson	Planned result
Non-traditional lessons (study tour, study trip, laboratory workshop, lesson in the library, museum, computer class, subject office)		Application of UUD in the study of the phenomena of the surrounding world in real life situations; creative design of reports; ability to use laboratory equipment; ability to use additional information sources
Lesson in solving practical, design problems	Practical orientation of the study of theoretical positions	Using Course Tools to Explore the World

Types of lessons according to GEF IEO

The lessons of activity-oriented goal-setting can be divided into four groups:

1. lessons of "discovery" of new knowledge;

2. reflection lessons;

3. lessons of a general methodological orientation;

4. developmental control lessons.

The main objectives of each type of lesson.

1. The lesson of "discovery" of new knowledge.

Activity goal: the formation of students' skills to implement new ways of action.

2. Reflection lesson.

Activity goal: the formation of students' abilities for reflection of the correctional-control type and the implementation of the correctional norm (fixing their own difficulties in activity, identifying their causes, building and implementing a project to overcome difficulties, etc.).

3. Lesson of general methodological orientation.

Activity goal: the formation of students' activity abilities and abilities to structure and systematize the studied subject content.

4. A lesson in developmental control.

Activity goal: the formation of students' abilities to implement the control function.

It should be noted that the theoretically substantiated mechanism of control activity assumes:

1. presentation of a controlled variant;

2. the presence of a conceptually justified standard, and not a subjective version;

3. comparison of the tested variant with the standard according to the agreed algorithm;

4. criteria-based assessment of the comparison result.

Thus, the lessons of developmental control involve the organization of the student's activities in accordance with the following structure:

1. student writing option control work ;

2. comparison with an objectively justified standard for the performance of this work;

3. students' evaluation of the comparison result in accordance with previously established criteria.

It should be emphasized that the division of the educational process into lessons of different types in accordance with the leading goals should not destroy its continuity, which means that it is necessary to ensure the invariance of the teaching technology. Therefore, when organizing lessons of various types, the activity method of teaching should be preserved and an appropriate system of didactic principles should be provided.

The structure of the lesson "discovery" of new knowledge

1) the stage of motivation (self-determination) for learning activities;

3) the stage of identifying the place and cause of the difficulty;

4) the stage of constructing a project for getting out of a difficulty;

6) the stage of primary consolidation with pronunciation in external speech;

9) the stage of reflection of the educational activity in the lesson.

1. The main goal of the stage of motivation (self-determination) for learning activities is the development of internal readiness to fulfill the regulatory requirements of learning activities at a personally significant level.

2. update the requirements for the student in terms of educational activities (“must”);

3. establish a thematic framework for learning activities (“I can”).

2. The main goal of the stage of actualization and trial educational action is to prepare the thinking of students and organize their awareness of their inner need to build a new mode of action.

1. reproduced and fixed the knowledge, skills and abilities sufficient to build a new way of action;

2. activated the corresponding mental operations (analysis, synthesis, comparison, generalization, classification, analogy, etc.) and cognitive processes (attention, memory, etc.);

3. updated the norm of a trial educational action (“must” - “want” - “can”);

4. tried to independently complete an individual task to apply the new knowledge planned for study in this lesson;

5. fixed the difficulty in performing a trial action or justifying it.

3. The main goal of the stage of identifying the place and cause of the difficulty is to realize what exactly is the lack of their knowledge, skills or abilities.

To achieve this goal, students must:

1. analyzed step by step based on a landmark record and said aloud what and how they did;

2. recorded the operation, the step at which the difficulty arose (place of difficulty);

3. correlated their actions at this step with the studied methods and fixed what knowledge or skill is missing to solve the initial problem and problems of this class or type in general (the cause of the difficulty).

4. The main goal of the stage of constructing a project to get out of the difficulty is to set the goals of educational activities and, on this basis, to choose the method and means of their implementation.

This requires that students:

1. in a communicative form, they formulated the specific goal of their future educational actions, eliminating the cause of the difficulty that had arisen (that is, they formulated what knowledge they need to build and what to learn);

2. proposed and agreed on the topic of the lesson, which the teacher can clarify;

3. they chose a method for constructing new knowledge (how?) - a refinement method (if a new method of action can be constructed from previously studied ones) or a supplement method (if there are no studied analogues and the introduction of a fundamentally new sign or method of action is required);

4. chose the means for building new knowledge (with the help of which) - the studied concepts, algorithms, models, formulas, ways of writing, etc.

5. The main goal of the stage of implementation of the constructed project is the construction by students of a new method of action and the formation of skills to apply it both in solving the problem that caused difficulty, and in solving problems of this class or type in general.

To achieve this goal, students must:

1. based on the chosen method, put forward and substantiate hypotheses;

2. when building new knowledge, use subject actions with models, diagrams, etc.;

3. apply a new course of action to solve the problem that caused the difficulty;

4. fix in a generalized form a new way of acting in speech and symbolically;

5. to fix the overcoming of the difficulty that arose earlier.

6. The main goal of the stage of primary consolidation with pronunciation in external speech is the assimilation by students of a new mode of action.

To achieve this goal, it is necessary that students: 1) solve (frontally, in groups, in pairs) several typical tasks for a new mode of action;

2) at the same time, they spoke aloud the steps taken and their justification - definitions, algorithms, properties, etc.

7. The main goal of the stage of independent work with self-examination according to the standard is the internalization of a new mode of action and performing reflection (collective, individual) of achieving the goal of a trial educational action.

For this you need:

1. to organize independent performance by students of standard tasks for a new mode of action;

1. to organize self-examination by students of their decisions according to the standard;

2. create (if possible) a situation of success for each child;

3. for students who make mistakes, provide an opportunity to identify the causes of errors and correct them.

8. The main goal of the stage of inclusion in the knowledge system and repetition is the inclusion of a new way of acting in the knowledge system, while repeating and consolidating what was previously studied and preparing for the study of the following sections of the course.

For this you need:

1. identify and fix the limits of applicability of new knowledge;

2. organize the execution of tasks in which a new way of acting is associated with previously studied ones;

3. organize the training of previously formed skills that require refinement or bringing to the level of an automated skill;

4. if necessary, organize preparation for the study of the following sections of the course.

9. The main goal of the stage of reflection of educational activities in the lesson is self-assessment by students of the results of their educational activities, awareness of the construction method and the limits of applying a new mode of action.

To achieve this goal:

1. reflection and self-assessment by students of their own learning activities in the lesson is organized;

2. students correlate the goal and results of their educational activities and fix the degree of their compliance;

3. goals for further activities are outlined and tasks for self-training are determined (homework with elements of choice, creativity).

The structure of the reflection lesson

1) the stage of motivation (self-determination) for corrective activities;

2) the stage of actualization and trial educational action;

5) the stage of implementation of the constructed project;

7) the stage of independent work with self-checking according to the standard;

8) the stage of inclusion in the system of knowledge and repetition;

9) the stage of reflection of educational activity in the lesson.

A distinctive feature of the lesson of reflection from the lesson of the "discovery" of new knowledge is the fixation and overcoming of difficulties in one's own learning activities, and not in the learning content.

For a competent reflection lesson, it is necessary to clarify the concepts of a standard, a sample and a standard for self-testing, which we will explain with a specific example.

In order for students to correct their mistakes not by chance, but by a meaningful event, it is important to organize their corrective actions based on a reflexive method, designed as an error correction algorithm. This algorithm should be built by the children themselves in a separate lesson of a general methodological orientation on the topic “How to correct your mistakes” and give them a clear answer to this question. If reflection lessons are conducted systematically, then children quickly master this algorithm and apply it confidently, starting with the simplest form, and then gradually refining and detailing from lesson to lesson.

Let's move on to describing the basic requirements for the stages of the reflection lesson.

1. As for the lesson of “discovery” of new knowledge, the main goal of motivation (self-determination) for remedial activity is to develop, at a personally significant level, internal readiness for the implementation of the normative requirements of educational activity, but in this case we are talking about the norm of remedial activity.

To achieve this goal, it is required:

1. create conditions for the emergence of an internal need for inclusion in activities (“I want”);

2. update the requirements for the student on the part of correctional activities (“must”);

3. Based on the tasks solved earlier, establish a thematic framework and create an indicative framework for corrective actions (“I can”).

2. The main goal of the stage of actualization and trial educational action is to prepare the thinking of students and their awareness of the need to identify the causes of difficulties in their own activities.

For this you need:

1. organize the repetition and symbolic fixation of the methods of actions planned for reflective analysis by students, definitions, algorithms, properties, etc.;

2. activate the corresponding mental operations and cognitive processes (attention, memory, etc.);

3. organize motivation (“I want” - “I need” - “I can”) and students perform independent work No. 1 to apply the methods of action planned for reflective analysis;

4. to organize self-examination by students of their work according to the finished sample with the fixation of the results obtained (without correcting errors).

3. The main goal of the stage of localization of individual difficulties is to understand the place and cause of one's own difficulties in the implementation of the studied methods of action.

This requires that students:

1. clarified the error correction algorithm that will be used in this lesson.

2. based on the error correction algorithm, they analyze their solution and determine the place of errors - the place of difficulty

3. identify and fix the methods of action (algorithms, formulas, rules, etc.) in which errors are made - the cause of the difficulties.

At this time, students who did not identify errors also perform a step-by-step check of their solutions according to the error correction algorithm to eliminate the situation when the answer is accidentally correct, but the solution is not. If during the check they find an error, then they join the first group - they identify the place and cause of the difficulty, and if there are no errors, they receive an additional task of a creative level and then work independently until the self-test stage.

4. The main goal of the stage of goal-setting and building a project for correcting the identified difficulties is to set goals for corrective activities and, on this basis, to choose the method and means of their implementation.

This requires that students:

1. formulated the individual goal of their future corrective actions (that is, they formulated what concepts and methods of action they need to clarify and learn how to apply correctly);

2. chose the method (how?) and the means (with the help of what?) of correction, that is, they established which specifically studied concepts, algorithms, models, formulas, ways of writing, etc. they need to once again comprehend and understand and how they will do it (using standards, a textbook, analyzing the performance of similar tasks in previous lessons, etc.).

5. The main goal of the stage of implementation of the constructed project is the meaningful correction by students of their mistakes in independent work and the formation of the ability to correctly apply the appropriate methods of action.

To achieve this goal, each student who had difficulties in independent work should:

Students who have not made mistakes in independent work continue to solve tasks of a creative level or act as consultants.

To achieve this goal:

1. discussion of typical difficulties is organized;

2. the formulations of the methods of action that caused difficulties are spoken out.

Particular attention here should be paid to those students who have difficulties - it is better that they speak out loud the correct methods of action.

7. The main goal of the stage of independent work with self-examination according to the standard is the internalization of the methods of action that caused difficulties, self-examination of their assimilation, individual reflection on achieving the goal and creating (if possible) a situation of success.

To achieve this goal, students who made mistakes

1. perform independent work similar to the first, while taking only those tasks in which errors were made;

2. carry out a self-examination of their work according to the standard for self-examination and fix the symbolic results;

3) fix the overcoming of the difficulty that has arisen earlier. At this time, students who did not make mistakes in the control

work, perform a self-examination of additional tasks of a creative level according to the proposed model.

8. The main purpose of the stage of inclusion in the system of knowledge and repetition is the application of methods of action that caused difficulties, repetition and consolidation of previously studied and preparation for the study of the following sections of the course.

1. perform tasks in which the considered methods of action are associated with previously studied ones and with each other;

2. perform tasks to prepare for the study of the following topics.

9. The main goal of the stage of reflection of activities in the lesson is the students' awareness of the method of overcoming difficulties and their self-assessment of the results of their corrective (and if there were no mistakes, independent) activities.

1. refine the error correction algorithm;

2. name the methods of action that caused the difficulty;

1. fix the degree of compliance with the set goal and the results of activities;

3. evaluate their own activities in the classroom;

4. outline goals for follow-up;

2. in accordance with the results of the activity in the lesson, homework is coordinated (with elements of choice, creativity).

It should be noted that the lessons of reflection, despite the rather large preparation for them by the teacher (especially at the initial stages), are the most interesting both for teachers and, first of all, for children. There is a significant positive experience of their systematic use in schools. Children in these lessons do not just train in solving problems - they master the method of correcting their own actions, they are given the opportunity to find their own mistakes, understand their cause and correct, and then make sure that their actions are correct. After that, the quality of assimilation of educational content by students significantly increases with a decrease in the time spent, but not only. Children easily transfer the experience of working on mistakes accumulated in these lessons to any academic subject.

It should also be emphasized that the lessons of reflection are much easier for teachers to master than the lessons of the "discovery" of new knowledge, since the transition to them does not change the very method of work.

The structure of the developmental control lesson

1) the stage of motivation (self-determination) to control and corrective activities;

2) the stage of actualization and trial educational action;

3) the stage of localization of individual difficulties;

4) the stage of constructing a project for correcting the identified difficulties;

5) the stage of implementation of the constructed project;

6) the stage of generalization of difficulties in external speech;

7) the stage of independent work with self-checking according to the standard;

8) the stage of solving tasks of a creative level;

9) the stage of reflection of control and correctional activities.

Lessons in developmental control are carried out at the end of the study of major sections of the course, involve the writing of a test and its reflective analysis. Therefore, in their structure, method of preparation and conduct, these lessons resemble reflection lessons. However, these types of lessons have some significant differences.

In the lessons of developmental control, in contrast to the lessons of reflection, when conducting control work, the emphasis is, first of all, on agreeing on the criteria for evaluating the results of educational activities, their application and fixing the result of the comparison in the form of a mark. Thus, a distinctive feature of the lessons of developing control is their compliance with the established structure of "managerial", criteria-based control.

Since these lessons sum up the study of a significant amount of material, the content of tests in terms of volume is 2-3 times higher than the usual independent work offered in reflection lessons.

Therefore, the lessons of developmental control are conducted in two stages:

1) writing by students of control work and its criteria-based assessment;

2) reflexive analysis of the completed control work and correction of errors made in the work. These stages are carried out in two lessons, which are separated by the time necessary for the teacher to check the results of the students' work in the first lesson (this time should not exceed 1-2 days).

Depending on who has the reference variant (criteria), the following forms of organizing developmental control lessons are distinguished: self-control, mutual control and pedagogical control.

Self-control involves the presentation of the reference version to the student, self-comparison of his own version with the reference one, followed by self-assessment based on established criteria.

In mutual control, the holder of the standard is another student. At the same time, the formation of the ability for self-esteem occurs through checking the fairness of the assessment made by another student, and a reflective analysis of the mistakes made.

Pedagogical control of the developing direction assumes that the teacher is the holder of the standard. The formation of the ability to self-esteem occurs through the agreement with the teacher of the result on the basis of previously established criteria and a reflective analysis of the mistakes made.

Let us now turn to the description of the main requirements for the stages of developmental control lessons.

Lesson 1 (Conducting a test)

1. As before, the main goal of the stage of motivation (self-determination) to control and corrective activities

nvlyaetsya development at a personally significant level of internal readiness for the implementation of the regulatory requirements of educational activities, but in this case we are talking about the norm of control and correctional activities.

Therefore, to achieve this goal, it is required:

1. determine the main goal of the lesson and create conditions for the emergence of an internal need for inclusion in control and correctional activities (“I want”);

2. update the requirements for the student from the side of control and correctional activities (“must”);

3. Based on the previously solved tasks, establish a thematic framework and create an indicative basis for control and corrective actions (“I can”);

4. establish the form and procedure of control;

5. present the criteria for scoring.

2. The main goal of the stage of actualization and trial educational action is to prepare the thinking of students and their awareness of the need for control and self-control of the result and identifying the causes of difficulties in activities.

For this you need:

1. organize the repetition of controlled methods of action (norms);

2. to intensify mental operations (comparison, generalization) and cognitive processes (attention, memory, etc.) necessary for the performance of control work;

3) to organize the motivation of students (“I want” - “I must” - “I can”) to perform control work on the application of methods of action planned for control and subsequent reflective analysis;

3. organize individual writing by students of control work;

4. arrange for students to compare their work according to the finished sample with fixing the results (without correcting errors);

5. provide an opportunity for students to self-evaluate their work according to a predetermined criterion.

II lesson (Analysis of control work)

This lesson corresponds to the lesson of working on the mistakes of the control work in a traditional school and is carried out after checking it by the teacher.

3. The main goal of the stage of localization of individual difficulties is the development of internal readiness for corrective work, as well as identifying the place and cause of their own difficulties in the performance of control work.

To achieve this goal, it is necessary:

1. to organize the motivation of students for correctional activities (“I want” - “I must” - “I can”) and their formulation of the main goal of the lesson;

2. reproduce controlled methods of action (norms);

3. analyze the correctness of self-examination by students of their work and, if necessary, harmonize their assessments< оценкой учителя.

1. clarify the error correction algorithm (the algorithm is based on the previous lessons based on the reflexive method);

2. based on the error correction algorithm, they analyze their solution and determine the place of errors - the place of difficulties;

3. identify and fix the methods of action (algorithms, formulas, rules, etc.) in which errors were made - the cause of the difficulties.

Students who have not made mistakes at this stage compare their solution with the standard and perform tasks of a creative level. They may also act as consultants. Comparison with the standard is necessary to correlate your decision with the methods of action used. This contributes to the formation of speech, logical thinking, the ability to substantiate one's point of view with criteria.

4. The main goal of the stage of constructing a project for correcting the identified difficulties is to set goals for corrective activities and, on this basis, to choose the method and means of their implementation.

This requires that students:

1) formulated the individual goal of their future corrective actions (that is, they formulated what concepts and methods of action they need to clarify and learn how to apply correctly);

2) chose the method (how?) and the means (with the help of what?) of correction, that is, they established which specifically studied concepts, algorithms, models, formulas, recording methods, etc. they need to comprehend and understand again and how they will do it (using standards, a textbook, analyzing the performance of similar tasks in previous lessons, etc.).

5. The main goal of the stage of implementation of the constructed project is the meaningful correction by students of their mistakes in the control work and the formation of the ability to correctly apply the appropriate methods of action.

As in the reflection lesson, to achieve this goal, each student who had difficulties in the control work must:

1. independently (case 1) correct their mistakes by the chosen method based on the use of the chosen means, and in case of difficulty (case 2) - using the proposed standard for self-checking;

2. in the first case - to correlate their results of error correction with the standard for self-testing;

4. solve these tasks (some of them can be included in homework).

Students who do not make mistakes in the control work continue to solve tasks of a creative level or act as consultants.

6. The main goal of the stage of generalization of difficulties in external speech is to consolidate the methods of action that caused the difficulty.

To achieve this goal, like reflection lessons, the following is organized:

1. discussion of typical errors;

2. pronunciation of the wording of the methods of action that caused difficulty.

7. The main goal of the stage of independent work with self-examination according to the standard, as in the reflection lesson, is the internalization of the methods of action that caused difficulties, self-examination of their assimilation, individual reflection on achieving the goal, and also creating (if possible) a situation of success.

To achieve this goal, it is necessary that students who make mistakes in the control work:

1. performed independent work, similar to controlled work, choosing only those tasks in which errors were made;

2. conducted a self-examination of their work on the finished sample and recorded significant results.

3. fixed the overcoming of the difficulty that had arisen earlier.

Students who did not make mistakes in the control work perform self-examination of tasks of a creative level according to the proposed model.

8. The main purpose of the stage of inclusion in the knowledge system of repetition is the application of methods of action that caused difficulties, repetition and consolidation of previously studied *preparation for the study of the following sections of the course.

To do this, students with a positive result of the previous stage:

1. perform tasks in which the considered method of action is associated with previously studied ones and with each other;

2. perform the following tasks to prepare for the study

topics.

If the result is negative, students repeat the previous step for another option.

9. The main goal of the stage of reflection of activities in the lesson is self-assessment of the results of control and correctional activities, awareness of the method of overcoming difficulties in activities and the mechanism of control and correctional activities.

To achieve this goal, students:

1) pronounce the mechanism of control activities;

2) analyze where and why mistakes were made, ways to correct them;

3) name the methods of action that caused the difficulty;

4. fix the degree of compliance with the goal of control and correction activities and its results;

5. evaluate the results of their own activities;

6. if necessary, tasks for self-training are determined (homework with elements of choice, creativity);

7) outline the goals of follow-up activities.

It should be noted that in pedagogical practice, control lessons are often held that are not related to the development of students' abilities for control and self-control, for example, administrative control or traditional test work. These lessons should be distinguished from activity-oriented lessons, since they realize other than activity-oriented goals of education and, thus, do not move students forward in developing their necessary activity qualities.

Lessons of a general methodological orientation

are called, firstly, to form students' ideas about the methods that link the concepts being studied into a single system, and secondly, about the methods of organizing the educational activity itself, aimed at self-change and self-development. So, in these lessons, students understand and build the norms and methods of educational activities, self-control and self-assessment, reflective self-organization. These lessons are over-subject and are conducted outside the framework of any subject on classroom hours, extracurricular activities or other lessons specially designated for this in accordance with the structure of the technology of the activity method.

The significance of the lessons of a general methodological orientation can be illustrated with the help of the following example. We propose to solve the same problem in two versions.