The educational process can be organized in various ways. There is a whole range of forms of its organization: a lesson, a lecture, a seminar, a conference, a laboratory-practical lesson, a workshop, an elective course, an excursion, course design, diploma design, industrial practice, home independent work, consultation, exam, test, subject circle, workshop, studio, scientific society, olympiad, competition, etc.

In the modern domestic school, the lesson remains the main form of organization of education. A lesson is a form of organizing the activities of a permanent staff of teachers and students in a certain period of time, systematically used to solve the problems of teaching, educating and developing students.

In each lesson, its main components can be distinguished (explanation of new material, consolidation, repetition, testing of knowledge, skills), which characterize various types of teacher and student activities. These components can act in various combinations and determine the structure of the lesson, the relationship between its stages, i.e. its structure. The structure depends on the didactic goal, the content of the educational material, the age characteristics of the students and the characteristics of the class. The variety of lesson structures implies a variety of their types. There is no generally accepted classification of lesson types in modern didactics.

Lecture is a special design of the educational process. The teacher throughout the lesson reports new educational material, and students actively perceive it. Lecture is the most economical way to convey educational information, because The material is presented in a concentrated, logically sustained form.

Depending on the didactic goals and place in the educational process, introductory, installation, current, final and review lectures are distinguished.

Depending on the method of implementation, there are:

- informational lectures, during which the explanatory and illustrative method of presentation is used;

- problematic lectures involve the presentation of the material using problematic issues, tasks, situations. The process of cognition occurs through scientific research, dialogue, analysis, comparison of different points of view, etc.;

- visual lectures involve visual presentation of the material by means of TCO, audio and video equipment with brief commentary on the materials being demonstrated;

- binary lectures(lecture-dialogue) provide for the presentation of the material in the form of a dialogue between two teachers, for example, representatives of two scientific areas, etc.;

- provocative lectures These are classes with pre-planned mistakes. They are designed to encourage students to constantly monitor the information provided and search for inaccuracies. At the end of the lecture, the students' knowledge is diagnosed and the mistakes made are analyzed;

- lectures-conferences are held as scientific and practical classes with listening to reports and speeches of the audience on a predetermined problem within the framework of the curriculum. In conclusion, the teacher summarizes, supplements and clarifies the information, formulates the main conclusions;

- consultation lectures suggest the presentation of the material according to the type of "questions - answers - discussion".

Seminar- a training session in the form of a collective discussion of the issues under study, reports, abstracts. Depending on the method of conducting, there are several types of seminars.

The most common type is seminar-conversation. It is conducted in the form of a detailed conversation according to the plan with a brief presentation and summing up by the teacher.

A special form of the seminar is seminar-dispute. It involves a collective discussion of a problem in order to establish ways to solve it.

Conference(educational) - an organizational form of training aimed at expanding, consolidating and improving knowledge.

Laboratory and practical classes, workshops- forms of organization of training, in which students, on assignment and under the guidance of a teacher, perform laboratory and practical work. The main didactic goals of such classes are experimental confirmation of the studied theoretical positions; mastering the technique of experimentation, the ability to solve practical problems by setting up experiments; the formation of skills to work with various devices, equipment, installations and other technical means.

Extracurricular activities provide for an in-depth study of academic subjects of the choice and desire of students. They are aimed at expanding the scientific and technical knowledge and practical skills of trainees.

Excursion(educational) - forms of organizing training in the conditions of production, a museum, an exhibition, a natural landscape with the aim of observing and studying by students various objects and phenomena of reality.

course design how an organized form of education is used in higher education at the final stage of studying a subject. It allows you to apply the acquired knowledge in solving complex production and technical or other problems related to the field of activity of future specialists.

Diploma design- the organizational form used at the final stage of training in an educational institution.

Internship, as a form of organization of the educational process in a university, is aimed at the formation of professional skills, as well as the expansion, consolidation, generalization and systematization of knowledge through application in reality.

Home independent work- an integral part of the learning process related to extracurricular activities.

Consultation as a form of education is used to assist students in the development of educational material. There are individual and group consultations.

Exam- a form of education that aims to systematize, identify and control the knowledge of students.

credit- a form of study, close in purpose to the exam. The test can also be viewed as a preparatory stage before the exam.

Subject mugs and other similar forms of education (laboratories, studios, etc.) are very diverse both in direction and content, methods of work, training time, etc. The work of students in subject circles contributes to the development of their interests and inclinations, a positive attitude towards learning, and improving its quality. On the basis of circle work, scientific societies (academies, etc.) can be created, which unite and correct the work of circles, hold public events, organize competitions and olympiads.

Competitions and Olympiads stimulate and intensify the activity of students, develop their creative abilities, form the spirit of competition.

Teaching methods

The nomenclature and classification of teaching methods is characterized by great diversity, depending on what basis is chosen for their development. It follows from the very essence of methods that they should answer the question "how?" and show how the teacher acts and how the student acts.

The methods are divided according to the dominant means into verbal, visual and practical. They are also classified depending on the main didactic tasks: on the methods of acquiring new knowledge; methods of formation of skills and knowledge in practice; methods for testing and evaluating knowledge, skills and abilities.

This classification is supplemented by methods of consolidating the studied material and methods of independent work of students. In addition, the whole variety of teaching methods is divided into three main groups:

Organization and implementation of educational and cognitive activities;

Stimulation and motivation of educational and cognitive activity;

Control and self-control over the effectiveness of educational and cognitive activities.

There is a classification that combines teaching methods with the corresponding teaching methods: information-generalizing and performing, explanatory and reproductive, instructive-practical and productive-practical, explanatory-inciting and partially exploratory, motivating and search.

The most optimal is the classification of teaching methods proposed by I.Ya. Lerner and M.N. Skatkin, which takes as a basis the nature of educational and cognitive activity (or the method of assimilation) of students in their assimilation of the studied material. This classification includes five methods:

Explanatory and illustrative (lecture, story, work with literature, etc.);

reproductive method;

Problem statement;

Partial search (heuristic) method;

research method.

These methods are divided into two groups:

Reproductive (methods 1 and 2), in which the student learns ready-made knowledge and reproduces (reproduces) the methods of activity already known to him;

Productive (methods 4 and 5), characterized in that the student obtains (subjectively) new knowledge as a result of creative activity.

The problem statement occupies an intermediate position, since it equally implies both the assimilation of ready-made information and elements of creative activity. However, usually teachers, with certain reservations, classify problem presentation as a productive method. With this in mind, consider both groups of methods.

a) Reproductive teaching methods

Explanatory and illustrative method. It can also be called information-receptive, which reflects the activities of the teacher and the student with this method. It consists in the fact that the teacher communicates ready-made information by various means, and the students perceive, comprehend and fix this information in memory. The teacher communicates information using the spoken word (story, lecture, explanation), printed word (textbook, additional aids), visual aids (pictures, diagrams, films and filmstrips, natural objects in the classroom and during excursions), practical demonstration of methods of activity (showing a method for solving a problem, proving a theorem, methods for drawing up a plan, annotations, etc.). Students listen, watch, manipulate problems and knowledge, read, observe, correlate new information with previously learned and remember.

The explanatory and illustrative method is one of the most economical ways of transferring the generalized and systematized experience of mankind. The effectiveness of this method has been tested by many years of practice and it has won a firm place at all levels of education. This method incorporates such traditional methods as oral presentation, work with a book, laboratory work, observations on biological and geographical sites, etc. as means and forms of implementation. But when using all these various means, the activity of the trainees remains the same - perception, comprehension, memorization. Without this method, none of their purposeful actions can be ensured. Such an action is always based on some minimum of his knowledge about the goals, order and object of the action.

reproductive method. To acquire skills and abilities through the knowledge system, the activity of trainees is organized to repeatedly reproduce the knowledge communicated to them and the shown methods of activity. The teacher gives tasks, and the students complete them - they solve similar problems, make plans, reproduce chemical and physical experiments, etc. It depends on how difficult the task is, on the abilities of the student, how long, how many times and at what intervals he must repeat the work.

Reproduction and repetition of the mode of activity according to the model are the main feature of the reproductive method. The teacher uses the spoken and printed word, visualization of various types, and the students perform tasks with a ready-made sample.

Both described methods enrich students with knowledge, skills and abilities, form their basic mental operations (analysis, synthesis, abstraction, etc.), but do not guarantee the development of creative abilities, do not allow them to be systematically and purposefully formed. This goal is achieved by productive methods.

b) Productive learning methods

The most important requirement for educational institutions and an indispensable condition for scientific, technical and social progress is the formation of the qualities of a creative person. An analysis of the main types of creative activity shows that with its systematic implementation, a person develops such qualities as quick orientation in changing conditions, the ability to see a problem and not be afraid of its novelty, originality and productivity of thinking, ingenuity, intuition, etc., i.e. e. such qualities, the demand for which is very high at the present and, undoubtedly, will increase in the future.

The condition for the functioning of productive methods is the existence of a problem. We use the word "problem" in at least three senses. An everyday problem is a domestic difficulty, the overcoming of which is relevant for a person, but which cannot be solved on the go with the help of the opportunities that a person currently has. A scientific problem is an actual scientific task. And, finally, an educational problem is, as a rule, a problem that has already been resolved by science, but for the student it appears as a new, unknown one. A learning problem is a search task, for the solution of which the student needs new knowledge, and in the process of solving which this knowledge must be acquired.

There are four main stages (stages) in solving an educational problem:

Creation of a problem situation;

Analysis of the problem situation, formulation of the problem and its presentation in the form of one or more problematic tasks;

Solving problematic tasks (tasks) by putting forward hypotheses and testing them sequentially;

Checking the solution to the problem.

Problem situation- this is a mental state of intellectual difficulty, caused, on the one hand, by an acute desire to solve a problem, and on the other hand, by the inability to do this with the help of the available stock of knowledge or with the help of familiar methods of action, and creating a need to acquire new knowledge or search for new ways of action. To create a problem situation, it is necessary to fulfill a number of conditions (requirements): the presence of a problem; optimal difficulty of the problem; the significance for students of the result of solving the problem; the presence of students' cognitive needs and cognitive activity.

Analysis of the problem situation- an important stage of independent cognitive activity of the student. At this stage, what is given and what is unknown, the relationship between them, the nature of the unknown and its relationship to the given, known is determined. All this allows us to formulate the problem and present it as a chain of problematic tasks (or one task). A problematic task differs from a problem in that it is clearly defined and limited in what is given and what needs to be determined.

The correct formulation and transformation of the problem into a chain of clear and specific problematic tasks is a very significant contribution to solving the problem. Next, you need to consistently work with each problematic task separately. Assumptions and conjectures about a possible solution to the problematic problem are put forward. From a large, as a rule, number of conjectures and assumptions, several hypotheses are put forward, i.e. well-founded assumptions. Then the problematic tasks are solved by sequential testing of the put forward hypotheses.

Verification of the correctness of solutions to the problem includes a comparison of the goal, the conditions of the problem and the result obtained. Of great importance is the analysis of the entire path of problematic search. It is necessary, as it were, to go back and see once again whether there are other clearer and clearer formulations of the problem, more rational ways of solving it. It is especially important to analyze errors and understand the essence and causes of incorrect assumptions and hypotheses. All this allows not only to check the correctness of the solution to a specific problem, but also to gain valuable meaningful experience and knowledge, which is the main acquisition of the student.

The role of the teacher and students at the four considered stages (stages) of solving an educational problem can be different: if all four stages are performed by the teacher, then this is a problem statement. If all four stages are performed by the student, then this is an exploratory method. If some stages are performed by the teacher, and some by students, then there is a partial search method.

Learning using productive methods is commonly referred to as problem learning (Fig. 26).

Rice. 26. Methods of organization and implementation

educational and cognitive activity

Questions for self-examination:

1. What is the learning process?

2. What is called didactics?

3. What are the principles of learning.

4. What is the content of the educational process?

5. How is the content of education formed?

6. What role do curricula and curricula play in the educational process?

7. Name the forms of organization of educational activities.

8. What teaching methods can you name?

Information and technical support (ITO) of the educational process: concept, essence, types.

1.1 The concept of ITO of the educational process

Information and technical support of the educational process is a structural unit that carries out information and technical activities, ensures the introduction of new information, multimedia technologies, modern technical means in the educational process.

The essence of information technology support of the educational process

Society and education are inseparable, this is convincingly evidenced by the fact that any global changes that society and civilization as a whole face inevitably affect the state of the education sector. The success of the development of our state in the 21st century, its ability to choose and implement the optimal historical trajectory fully depends on the availability of modern educational and information spheres of society. Given this, it can be argued that the strategic goals, ways and stages of informatization of education coincide with the general directions of informatization of society as a whole. Since the education system as a social institution of society fulfills a social order, it acts as an object of social management by the state, which determines its goals and functions, provides funding, sets the legal framework for its activities, developing and implementing this or that educational policy. Within the framework of this policy, appropriate federal programs are developed and adopted at the state level, as well as concepts for the development and reform of the education system. As one of the leading directions in the development of education in Russia today, its informatization is considered. Under informatization of education in a broad sense, a complex of socio-pedagogical transformations associated with the saturation of educational systems with information products, means and technology is understood, in a narrow sense - the introduction of information and technical means based on microprocessor technology in educational institutions, as well as information products and pedagogical technologies based on these funds

Types of ITO educational process

The creation of information and technical support lies in the prospective development of computer support and the use of information technologies in the educational process, in methodological work, in the management system based on modern means of receiving and transmitting information, i.e. in creating a unified automated information environment

Types of IT include:

1) Presentations

3) Documentary / scientific films

4) Audio files

5) Interactive whiteboards

6)Pictures/Photos/Drawings/Graphics

Methods and forms of training future welders, implemented in the conditions of Secondary vocational education (SVE)

General and professional pedagogy: textbook. allowance for students. higher textbook institutions / G.D. Bukharova, L.D. Starikova. - M .: Publishing Center "Academy", 2009. - 336 p.

Teaching methods

Teaching methods are ways of joint activity of the teacher and students aimed at achieving their educational goals.

There is no single classification of teaching methods; at the same time, consideration of various approaches to the division of teaching methods into groups is the basis for their systematization as didactic tools.

Historically, the first methods of teaching are the methods of the teacher (story, explanation), the methods of the student (exercise, independent work, question), as well as the methods of their joint work (conversation).

Teaching methods can be classified on various grounds.

According to the source of knowledge transfer, the following methods are distinguished:

Verbal: story, explanation, conversation (introductory, introductory, heuristic, reinforcing; individual and frontal, interview), discussion, lecture; work with the textbook (taking notes, drawing up a plan, formulating theses, citing, annotating, reviewing);

visual: illustration (using posters, tables, paintings, maps, sketches, dummies, layouts), demonstration (experiments, TV shows, videos; films, filmstrips, code positives, computer programs);

practical: exercise (oral, written, graphic, reproducing, training, commentary, educational and labor), laboratory work, practical work, didactic game.

AND I. Lerner and M.N. Skatkin based their classification of teaching methods on the increase in the degree of independence of students and proposed the following types of teaching methods:

Explanatory-illustrated (informational-receptive) method - the teacher communicates information, the students perceive it;

reproductive method - the student performs actions on the model of the teacher;

The method of problem presentation - the teacher poses a problem to the children and shows the way to solve it; students follow the logic of solving the problem, receive a model for the deployment of knowledge;

Partial search (or heuristic) method - the teacher divides the problem into parts, the students take separate steps to solve subproblems;

research method - students carry out creative search activities to solve new problems for them.

Yu.K. Among the possible bases for the classification of teaching methods, Babansky singled out the degree of manifestation of the search nature of the activity and, from this point of view, divided all teaching methods into methods of reproductive, heuristic, and research activities.

M.I. Makhmutov proposed a system of teaching methods based on a combination of external and internal in the activities of a teacher and a student: a system of methods of problem-developing teaching (monologic, demonstrative, dialogic, heuristic, research, algorithmic and programmed).

V.A. Onischuk proposed to take didactic goals and corresponding activities of students as the basis for classification. As a result, the following classification of teaching methods was obtained:

communicative method, the goal is the assimilation of ready-made knowledge through the presentation of new material, conversation, work with text, evaluation of work;

cognitive method, goal - perception, comprehension and memorization of new material;

transformational method, the goal is the assimilation and creative application of skills and abilities;

systematizing method, the goal is generalization and systematization of knowledge;

control method, the goal is to identify the quality of assimilation of knowledge, skills, and their correction.

When choosing teaching methods, one should be guided by the following criteria:

compliance with the goals and objectives of training and development;

compliance with the content of the studied material;

compliance with the real capabilities of students and teachers;

compliance with the conditions and time allotted for training.

Means of education

Teaching aids are material and ideal objects that are involved in the pedagogical process as carriers of information and a tool for the activity of the teacher and students.

In table. 4 shows the classification of teaching aids.

The classification of teaching aids can be different depending on the feature underlying it, for example:

· According to the composition of objects, teaching aids are material (premises, equipment, furniture, computers, class schedules) and ideal (figurative representations, symbolic models, mental experiments, models of the Universe);

in relation to the sources of appearance - artificial (devices, paintings, textbooks) and natural (natural objects, preparations, herbariums);

By complexity - simple (samples, models, maps) and complex (video recorders, computer networks);

By way of use - dynamic (video) and static (code positives);

By structural features - flat (maps), three-dimensional (layouts), mixed (Earth model), virtual (multimedia programs);

By the nature of the impact - visual (diagrams, demonstration devices), auditory (tape recorders, radio) and audiovisual (television, video films);

By information carrier - paper (textbooks, file cabinets), magneto-optical (films), electronic (computer programs), laser (CD-Rom, DVD);

· according to the levels of the content of education - teaching aids at the level of the lesson (text material, etc.), subject (textbooks), at the level of the entire learning process (classrooms);

· in relation to technological progress - traditional (visual aids, museums, libraries); modern (mass media, multimedia teaching aids, computers), promising (websites, local and global computer networks, distributed education systems).

Ideal teaching aids Material teaching aids 1st level - lesson Language sign systems (oral and written speech). Visual aids (diagrams, photos, etc.). Educational computer programs. Organizing and coordinating activities of the teacher. The level of qualification of the teacher. The level of the internal culture of the teacher. Separate tasks, exercises, tasks from textbooks, problem books, didactic materials. Text material. Visual aids (objects, layouts, operating models). Technical teaching aids. Laboratory equipment 2nd level - subject A system of symbols for various disciplines (notation, chemical symbols, etc.). A special environment for the accumulation of skills in this subject (pools, language environment, etc.). Educational computer programs (for a course of study on the subject) Textbooks and teaching aids. Didactic materials. Methodological developments (recommendations) on the subject. Primary sources 3rd level - the learning process as a whole. The learning system. Teaching methods. System of general school requirementsLearning rooms.Libraries.Canteens, canteens.Medical rooms.Premises for administration and teachers.Changing rooms.Recreations

Grouping Learning Tools

Grounds for selection ComponentsMaterial objectsEducational equipment, tools, devices, training and production equipment, demonstration equipment TCO. Sign systems Textbooks and teaching aids, didactic material, task cards, instruction cards, reference notes, workbooks. Logical regulators of activity Theoretical level: principles, rules, methods, teaching methodology. Empirical level: actions, operations, methods of learning activity.

Learning tools can also be combined on such grounds as material objects, sign systems, logical regulators of activity.

Forms of organization of educational activities

In the world around us, form and content are inextricably linked. They constitute the essence, a single whole of the world of material entities, processes and their results. Form (from lat. forma) - appearance, external outline, a certain, established order. S.I. Ozhegov defines the form as an external outline, appearance, device, construction of something, due to a certain content.

A form of learning is a time-limited construction of a separate link in the learning process. It is a form of education and at the same time a form of organization of education. The success and efficiency of the educational process depend on the skillful use of various forms of its organization.

A set of forms, united on the basis of the connection between students and teachers through educational material and complementing each other, constitutes the organizational system of education.

Organizational forms and systems of education are historical: they are born, develop, are replaced by one another depending on the level of development of society, production, science and educational theory and practice.

At the dawn of mankind, experience and knowledge were passed on to children in the process of various labor activities. At the same time, labor activity acted as a universal form and means of transferring knowledge and skills from generation to generation. The system of individual education and upbringing took shape in primitive society as a transfer of experience from one person to another, from older to younger. With the advent of writing, the elder of the family or the priest passed on the learned wisdom to his successor. In the course of the historical process, the forms and means of teaching and educating the younger generation changed.

With the development of a conscious need for education, the system of individual education gradually transformed into an individual-group one.

The class-lesson system originated in the fraternal schools of Ukraine and Belarus in the 16th - early 17th centuries. The first serious scientific consideration of the forms of education is found in Ya.A. Comenius, in his work "The Great Didactics" (1633-1638). Further development of the classical teaching of Ya.A. Comenius about the lesson, the class-lesson system in domestic pedagogy was carried out by K.D. Ushinsky. The class-lesson system has withstood the test of 400 years and is the main form of organization of education in schools in many countries. A significant contribution to its development was made by outstanding teachers I.G. Pestalozzi, I.F. Herbart, A.F. Disterweg.

The didactics of the Soviet period I.Ya. Lerner, M.N. Skatkin, N.M. Shakhmaev, M.I. Makhmutov, A.V. Usova, V. Okon and others.

Forms of education, which are called general, are divided into individual, group, frontal, collective, paired, forms with a shift composition of students. This division is based on the characteristics of communicative interaction between the teacher and students, as well as between the students themselves.

Individual classes: tutoring, tutoring (scientific guidance), mentoring (mentoring), tutoring, family tuition, self-study, exam.

Collective-group lessons: lesson, lecture, seminar, conference, Olympiad, excursion, business game, workshop, optional lesson, consultation.

Individual-collective classes: immersion, creative week, scientific week, project.

The classification of forms of organization of training is carried out on various grounds: according to the goals, content, methods, teaching aids, the nature of the interaction between the teacher (teacher) and students.

Currently, in the educational process of secondary school, various forms of organizing training sessions are used, which, according to the main didactic goal, are divided into four types:

theoretical training - lectures, seminars, conferences;

blended learning - lessons and excursions;

practical training;

· labor training.

Each form performs its own specific functions that are not inherent in other forms of training.

The historically established systems of education are the system of individual education, class-lesson, lecture-seminar.

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Pedagogical form- sustainable completed organization of the pedagogical process in the unity of all its components. The form is considered as a way of expressing the content, and therefore, as its carrier. Thanks to the form, the content takes on an appearance, becomes adapted to use (additional classes, briefing, quiz, test, lecture, dispute, lesson, excursion, conversation, meeting, evening, consultation, exam, ruler, review, raid, etc.). Any form consists of the same components: goals, principles, content, methods and means of teaching.

All forms are in complex interaction. In each of the forms, the activities of students are organized differently. Based on this, allocate forms of student activity: individual, group and frontal (collective, mass). In our opinion, it is more professional to consider the forms of organization of education not by the number of students participating in the educational process, but by the nature of the connections between them in the process of cognitive activity.

Individual form- in-depth individualization of learning, when each student is given an independent task and a high level of cognitive activity and independence of each student is assumed. This form is appropriate when performing exercises, solving problems of various types, programmed learning, deepening knowledge and eliminating gaps in it.

The named forms of organization of educational activity of students are very valuable and effective only in interconnection.

group form- provides for the division of a group of students into subgroups to perform certain identical or different tasks: drawing up a technological route or studying a technological process, designing a device or tool, performing laboratory and practical work, solving problems and exercises.

front shape- involves the joint activity of the entire study group: the teacher sets the same tasks for everyone, sets out the program material, students work on one problem. The teacher asks everyone, talks to everyone, controls everyone, etc. Students are provided with simultaneous advancement in learning.

Learning task and learning activities

The main component of the structure of learning activity is the learning task. It is offered to the student: a) as a specific educational task, the formulation of which is extremely important for the solution and its result; b) in a certain educational situation, the totality of which represents the educational process itself.

Almost all learning activities should be presented as a system of learning tasks. They are given in certain learning situations and involve certain learning activities - subject, control and auxiliary (generalization, analysis, schematization, underlining, writing out, etc.). The structure of the task requires two components: 1) the subject of the task in its initial state; 2) model of the required state of the subject of the problem.

The composition of the problem as given and desired, known and unknown, condition and requirement is presented in the form of the initial and future as a result of resolving the relationship between the components of the problem composition. The task is considered as a complex system of information about some phenomenon, object, process, in which only part of the information is clearly defined, and the rest is unknown. It can be found only on the basis of a solution to a problem or information formulated in such a way that between individual concepts there is inconsistency, a contradiction that requires the search for new knowledge, proof, transformation, agreement. In the interpretation of L. M. Fridman, any task consists of the same parts: 1) subject area - a class of fixed designated objects in question; 2) relationships that connect these objects; 3) the requirement of the task - an indication of the purpose of solving the problem, what needs to be established in the course of the solution; 4) task operator - a set of those actions that must be performed on the condition of the task in order to complete its solution. A method for solving a problem is any procedure that, when implemented by the solver, can provide a solution to this problem. When solving a problem in one way, the goal of the student is to find the correct answer; solving the problem in several ways, he faces the choice of the shortest solution, which requires updating many theoretical knowledge, known methods and techniques and creating new ones for this situation. At the same time, the logical search and research abilities of the student develop.

The educational task is a means of achieving educational goals - the assimilation of a certain mode of action. To achieve any educational goal, a certain set of tasks is required, where each takes its place. In educational activity, the same goal requires the solution of a number of tasks, and the same task can serve to achieve several goals.

As the learning tasks are completed, the student himself changes.

E.I. Mashbits formulated the basic requirements for the design of learning tasks:

Educational tasks should ensure the assimilation of the system of means necessary and sufficient for the successful implementation of educational activities;

The learning task should be constructed in such a way that the appropriate means of activity, the assimilation of which is expected in the process of solving problems, act as a direct product of the students' actions, a direct product of learning.

The learning task is given in a specific learning situation. The educational situation can be conflict and collaborative, and in terms of content it can be problematic or neutral. The problem situation is given to the student in the form of questions: why?, how?, what is the reason, the connection of these phenomena? Questions like how much, where often focus only on the reproduction of what is stored in memory.

Problem situations differ in the degree of the problem itself. The highest degree is inherent in such a situation in which a person: 1) formulates the problem (task); 2) he finds its solution himself; 3) decides and 4) self-controls the correctness of this decision.

The solution of the problem, the implementation of educational activities is possible only on the basis of the implementation of educational actions and operations.

All actions included in the activity of the teaching can be divided into two classes: a) general (non-specific), b) specific.

General types of cognitive activity are used in different areas, when working with different knowledge (the ability to plan one's activities, the ability to control the implementation of any activity, all the methods of logical thinking, the ability to remember, - + - the ability to be attentive, the ability to observe, etc.). Specific actions reflect the characteristics of the subject being studied and therefore are used within the given field of knowledge (sound analysis, addition, etc.).

When constructing the content of training in a subject and determining the sequence of its study, it is necessary to take into account connections and relationships along three lines: a) subject, specific, knowledge; b) specific activities; c) logical methods of thinking and the logical knowledge included in them.

The ability to learn consists of cognitive actions.

12. Psychological analysis of the lesson in the activities of the teacher

Psychological and pedagogical analysis of the lesson. The purpose of training is to make certain changes in the psyche of the student, to develop his cognitive abilities, to form certain personality traits. The activity of the teacher in the lesson is considered as "stimulation and management" of the active activity of the student. But management is not possible without feedback, that is, the constant receipt by the teacher of information about the course of the student's cognitive activity, which he manages: about mistakes, misunderstandings, difficulties, pace, etc.

Psychological and pedagogical analysis of the lesson involves an assessment of its type and structure, as well as their psychological expediency. Further, what determines the activity of the teacher and the student is the content of the lesson, that is, the nature of the information that students must learn. (the teacher can offer material different in its degree of concreteness, generalization and abstractness). It is very important to understand the psychological features of the educational material, since it largely determines the nature of the student's cognitive activity. When assessing the quality of educational information, it is necessary to determine its compliance with the age and individual characteristics of schoolchildren. P.p. the analysis begins with finding out how the teacher formed the concept at one level or another. In the learning process, not only individual concepts are formed, but also their system, so you need to determine what connections between concepts the teacher has established (intra-subject, inter-subject)

13. Leadership of the teaching staff

The most important condition for optimizing the management of a student team is the integration of educational influences exerted on the team into a single system that ensures the continuity of these processes. Ways to achieve this integration:
the use of a complex of pedagogical influences on the team;
constant and multilateral care of team members about each other in everyday life;
creating situations in the life of the team that contribute to its positive impact on individual members;
expanding the functions of student self-government;
uniting the efforts of all those who participate in the work with the team.
Team leadership styles. The first experimental study of the psychological climate and leadership style was started in 1938 by the German psychologist K. Levin. Instructors were selected who demonstrated 3 types of leadership: authoritarian (the leader commanded, single-handedly determined the direction of the group, stopped any initiative, gave tasks, summed up, punished and pardoned), democratic (facts were evaluated, not individuals, the group took part in the discussion assignments and the progress of work) and conniving (doomed the matter to chance, everyone did what he wanted). Every six weeks they changed places
K. Levin identified 3 styles of leadership (leadership):
authoritarian - rigid methods of management;
democratic - collegiality, encouragement of initiative, etc.;
conniving (liberal) - refusal of management, removal from leadership.
The direct impact of the teacher on the student for a number of reasons can be ineffective. The best results are obtained through the impact through the schoolchildren around him. This was taken into account by A. S. Makarenko, putting forward the principle of parallel action. It is based on the requirement to influence the student not directly, but indirectly, through the primary team.
A particularly important factor influencing the effectiveness of team management, AS. Makarenko considered the choice of target. A practical goal that can captivate and rally the pupils, he called the prospect. In the practice of educational work AS. Makarenko distinguished 3 types of perspectives:
A close perspective is put forward before a team that is at any stage of development, even at the initial one. The main requirement for the near future: it must be based on personal interest: each pupil perceives it as his own tomorrow's joy, strives for its implementation, anticipating the expected pleasure. The highest level of close perspective is the prospect of the joy of collective work, when the very image of joint work captures the guys as a pleasant close perspective.
The average perspective, according to A. S. Makarenko, lies in the project of a collective event, somewhat postponed in time.
The distant prospect is the most socially significant and requiring significant efforts to achieve the goal, which is pushed back in time. In such a perspective, personal and social needs are necessarily combined. An example of a distant perspective is the goal of successful graduation from school and the subsequent choice of a profession.
The system of perspective lines must permeate the collective. It must be built in such a way that at any moment the team has a bright and exciting goal in front of them, lives by it, and makes efforts to achieve it. The development of the team and each of its members in these conditions is significantly accelerated, and the educational process proceeds naturally.

Forms (types) of a student's learning activity are ways of organizing students' activities that differ in the characteristics of the student's interaction with other participants in the educational process. The most important characteristic of educational interaction is the type of communication. Therefore, learning can be defined as communication between teachers and learners. An analysis of educational practice shows that the development of teaching methods was based on the use of various types of communication. There are the following forms and the corresponding methods of learning:

1. steam room a form of learning activity when the work of a student with a teacher (or peer) is organized one on one. This way of learning is called individual. In schools, it is rarely used due to insufficient teacher time and is widely used in extracurricular activities and tutoring.

2. group a form of teaching when a teacher simultaneously teaches a whole group of students or a whole class. This form is characterized by separate, independent fulfillment of learning tasks by students with subsequent monitoring and evaluation of results. This form of education is also called general class or frontal and it matches group way of learning.

3. Collective a form in which all students are active and educate each other. Typical example collective way of educational work - the work of students in pairs of shifts.

4. Individually isolated form of education often referred to as independent work student. The student's homework, control and independent work in the classroom, independent completion of assignments at the blackboard or in a notebook during the lesson belong to this form.

The group way of organizing educational work can be represented by three varieties: general class (frontal) classes; classes in small groups on the principles of differentiation; intergroup work (each group has its own task for a common goal).

In general classes and classes in small groups, a group listens to one speaker, while the number of listeners is always greater than the number of speakers. The difference between communication in a small group (link) and in a large group (class) lies in the number of people listening at the same time. In this regard, general class (frontal) and link (small group) classes are essentially the same group form of organizing educational activities. The essence of the group method of teaching in the most general form can be expressed in the formula: one person teaches many at the same time - a whole group. The number of students in a group may vary; It is difficult to set a limit on the number of students, but the minimum is two.

The main features of the organization of group work of students in the lesson are:

The class in this lesson is divided into groups to solve specific learning problems;

Each group receives a specific task (either the same or differentiated) and performs it together under the direct supervision of a group consultant or teacher;

Tasks in the group are carried out in such a way that allows you to take into account and evaluate the individual contribution of each member of the group;

The composition of the group is not permanent, it is selected taking into account that the learning opportunities of each member of the group can be realized with maximum efficiency for the team, depending on the content and nature of the work ahead.

During group work, the teacher performs a variety of functions: controls the progress of work in groups, answers questions, regulates disputes, ensures the order of work and, in case of emergency, provides assistance to individual students or the group as a whole.

The group form of work in the classroom can be used to solve such basic didactic tasks as mastering new knowledge, consolidating it, developing students' skills and abilities, monitoring and correcting the progress and results of the educational process.

Class-wide or frontal work of students in the lesson can have not only a group form. If the teacher gave all students the same task and each student performs this task individually, without communicating with the teacher or with other students in the class, then such work of students is individually isolated. The main feature of the individual-isolated work of students is the absence of a live, direct contact of the student with other participants in the educational process.

The collective form of the student's learning activity arose only in the 20th century. in Russia (A.G. Rivin, V.K. Dyachenko). This is a specific form of learning activity, fundamentally different from other existing forms.

The general class work that we meet in almost every lesson in a modern school is not collective. First of all, because during the general class work, the student team does not have a common goal. The teacher sets before the students not a common, but the same goal for all. If the goal set by the teacher can be achieved by one student or all individually on their own, then this is the same goal for everyone. And if the goal for a given period of time can only be achieved by all students together with common efforts, then such a goal is common or joint.

The learning goal can be shared if in the course of learning, in addition to mastering new knowledge, teachings and skills, a group of students (class) teaches each of its members. This provides for the systematic participation of each member of the group in the training of all.

In the collective form of organization of educational work, the leading role is played by the communication and interaction of students with each other. Communication becomes collective and productive when it has a changing pair structure, i.e. Students communicate in pairs of shifts. Only such work corresponds to the modern concept of collective work.

There are the following signs of teamwork:

The presence of all its participants in a common, joint goal;

Division of labor, functions and responsibilities;

Participation of all in the control, accounting and management of educational work;

The socially useful nature of the activities of each and every participant individually;

The amount of work performed by the team as a whole is always greater than the amount of work performed by each of its members or part of the team.

Forms of organization of the current educational work of the class.
The following traditional forms of educational work are used in schools: a lesson, an excursion, homework, extracurricular activities, a form of extracurricular work (subject circles, clubs, studios, olympiads, competitions, etc.).

As a result of reforming the system of secondary education, new forms of educational work are also emerging in schools. Thus, in the senior classes of educational complexes "school - university" the use of university forms of educational work is practiced. First of all, these are lectures and seminars, a credit system, a project-based form of education.

In connection with the development of innovative teaching technologies in schools, teachers began to apply new forms of educational work. Using game forms and teaching methods in the classroom, instead of the usual training sessions, they conduct games in the form of competition, competition, travel. Creative lessons are also used, in which there is no mastering of new material in the traditional sense of the word.

The main form of education in elementary school today is still the traditional lesson. This is explained by the fact that most of the teachers are teachers who have worked at the school for decades, which means that they adhere to the traditional classical teaching methods. In any case, it is not easy for a person to readjust. So the teacher needs time and conditions to learn how to work in a new way.

A feature of the federal state educational standards of general education is their activity nature, which sets the main task of developing the student's personality. Modern education refuses the traditional presentation of learning outcomes in the form of knowledge, skills and abilities; GEF formulations indicate real activities.

The task set requires a transition to a new system-activity educational paradigm, which, in turn, is associated with fundamental changes in the activities of a teacher who implements the Federal State Educational Standard. Teaching technologies are also changing, the introduction of information and communication technologies opens up significant opportunities for expanding the educational framework for each subject in the educational institution.

What main points should a teacher take into account when preparing for a modern lesson in accordance with the requirements of the Federal State Educational Standard?

The methodological basis of the Federal State Educational Standard is a system-activity approach, which is aimed at the development of the individual, the formation of civic identity. The system-activity approach makes it possible to single out the main results of education and upbringing in the context of key tasks and universal learning activities that students should master. The development of the student's personality in the education system is ensured, first of all, through the formation of universal educational activities, which are the basis of the educational and upbringing process. Mastering universal learning activities by students creates the possibility of independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn. This possibility is ensured by the fact that universal learning actions are generalized actions that generate a broad orientation of students in various subject areas of knowledge and motivation for learning. In order for students' knowledge to be the result of their own searches, it is necessary to organize these searches, manage, develop their cognitive activity. The teacher faces a serious problem - how to optimally include each child in mental activity in the classroom, since the personality develops in the process of activity. The use in the lesson of various combinations of individual, group, collective, pair work ensures the inclusion of each student in the educational process. It contributes to the gradual formation of not only subject knowledge and skills, but also the development of the student's communication skills, teamwork skills. Therefore, we can talk about the possibility of each student of the school to master the educational standard in the subject, to obtain high-quality learning outcomes.

The organization of the educational process can become more efficient, better quality, if the following organizational forms are combined when designing a training session:

frontal work, where problematization occurs and the necessary minimum of educational material is presented

work in constant pairs (groups) - training, repetition, consolidation of the material presented in the previous frontal work

work in pairs (groups) of shift composition - deep development of individual moments of the material on the topic under study

individual work - independent completion of tasks on the topic of the lesson

What is each of the listed forms of organization of educational work of students in the classroom? What are the advantages and disadvantages of each of them? How to combine these forms of work of students in the specific pedagogical activity of the teacher?

Frontal shape organization of educational activity of students is called this type of activity of the teacher and students in the lesson, when all students simultaneously perform the same work common to all, discuss, compare and summarize the results of it with the whole class. The teacher works with the whole class at the same time, communicates with students directly in the course of his story, explanation, demonstration, involvement of students in the discussion of the issues under consideration, etc. This contributes to the establishment of especially trusting relationships and communication between the teacher and students, as well as students among themselves, instills a sense of collectivism in children, allows students to be taught to reason and find errors in the reasoning of their classmates, form stable cognitive interests, and intensify their activity. From the teacher, of course, a great ability is required to find a feasible work of thought for all students, to design in advance, and then create learning situations that meet the objectives of the lesson; the ability and patience to listen to everyone who wants to speak out, tactfully support and at the same time make the necessary corrections during the discussion. Due to their real capabilities, students, of course, can at the same time make generalizations and conclusions, reason during the lesson at different levels of depth. This teacher should take into account and question them according to their abilities. This approach of the teacher during the frontal work in the lesson allows students to actively listen and share their opinions, knowledge with others, listen carefully to other people's opinions, compare them with their own, find errors in someone else's opinion, reveal its incompleteness. As for the teacher, using the frontal form of organizing the work of students in the classroom, he gets the opportunity to freely influence the entire class team, present educational material to the whole class, and achieve a certain rhythm in the activities of students based on their individual characteristics. All these are the undoubted advantages of the frontal form of organizing the educational work of students in the classroom. That is why, in the conditions of mass education, this form of organization of students' educational work is indispensable and the most common in the work of a modern school. The frontal form of educational work, as noted by scientists-teachers - Cheredov I.M., Zotov Yu.B. and others, has a number of significant drawbacks. Students with low learning abilities work slowly, learn the material worse, they need more attention from the teacher, more time to complete tasks, more different exercises than students with high learning abilities. Strong students, on the other hand, do not need to increase the number of tasks, but to complicate their content, tasks of a search, creative type, work on which contributes to the development of schoolchildren and the assimilation of knowledge at a higher level.

Individual form organization of student work in the classroom. This form of organization assumes that each student receives a task for independent completion, specially selected for him in accordance with his training and learning opportunities. Such tasks can be work with a textbook, other educational and scientific literature, various sources (reference books, dictionaries, encyclopedias, anthologies, etc.); solving problems, examples, writing summaries, essays, abstracts, reports; conducting all kinds of observations, etc. It is advisable to carry out individual work at all stages of the lesson, when solving various didactic problems; for the assimilation of new knowledge and their consolidation, for the formation and consolidation of skills and abilities, for generalization and repetition of the past, for control, for mastering the research method, etc. For poorly performing students, it is necessary to draw up such a system of tasks that would contain: sample solutions and tasks to be solved based on the study of the sample; various algorithmic prescriptions that allow the student to solve a specific problem step by step - various theoretical information that explains the theory, phenomenon, process, mechanism of processes, etc., allowing you to answer a number of questions, as well as all kinds of requirements to compare, compare, classify, generalize and etc. Such an organization of the educational work of students in the classroom enables each student, by virtue of his abilities, abilities, composure, to gradually but steadily deepen and consolidate the acquired and acquired knowledge, develop the necessary skills, skills, experience of cognitive activity, form his own needs for self-education. This is the advantage of the individual form of organization of educational work of students, this is its strengths. But this form of organization also contains a serious drawback. Contributing to the education of students' independence, organization, perseverance in achieving the goal, the individualized form of educational work somewhat limits their communication with each other, the desire to transfer their knowledge to others, and participate in collective achievements. These shortcomings can be compensated in the teacher's practical work by combining the individual form of organization of students' educational work with such forms of collective work as frontal and group work.

group form of organization of educational work of students. The main features of the group work of students in the lesson are: the class in this lesson is divided into groups to solve specific learning problems; each group receives a specific task (either the same or differentiated) and performs it together under the direct supervision of the group leader or teacher; tasks in the group are performed in such a way that allows to take into account and evaluate the individual contribution of each member of the group; the composition of the group is not permanent, it is selected taking into account that the learning opportunities of each member of the group can be realized with maximum efficiency for the team. The size of the groups is different. It ranges from 3-6 people. The composition of the group is not permanent. It varies depending on the content and nature of the work to be done. In group work, learning is transformed from the individual activity of each student into joint work. The student is forced to learn to negotiate, sacrificing his personal interests, constructively and quickly resolve conflicts. Gradually, the student gets used to feeling the class community as part of his world, he is interested in maintaining friendly relationships. Group work is especially effective when discussing problematic tasks, since only with a joint discussion can a solution to the problem be found. Group work requires the student to consider more factors. He must adapt to the pace of work of other members of the group, must correctly understand them, clearly formulate his thoughts and desires, correlate them with the tasks chosen by the group. All this contributes to the process of self-regulation. When summing up, everyone can compare their work with the work of group mates, see the notebooks of their comrades, listen to the rationale for the decision and analysis of errors. Thus, the background for the formation of self-esteem of each student is expanding. Since there is a joint search in the group, erroneous answers do not scare the guys, but make them look for a new solution. Confusion with the wrong decision is not observed. The guys should learn to understand that learning is not the assimilation of ready-made knowledge and conclusions, but a process of cognition, which includes wrong decisions. The advantages of the group organization of students' educational work in the classroom are obvious. The results of the joint work of students are very tangible both in accustoming them to collective methods of work, and in the formation of positive moral qualities of the individual. But this does not mean that this form of organization of educational work is ideal. The group form also has a number of disadvantages. Among them, the most significant are: difficulties in recruiting groups and organizing work in them; students in groups are not always able to independently understand complex educational material and choose the most economical way to study it. As a result, weak students have difficulty mastering the material, while strong students need more difficult, original assignments and tasks. Only in combination with other forms of teaching students in the classroom - frontal and individual - the group form of organizing the work of students brings the expected positive results. It cannot be universalized and opposed to other forms.

Each of the considered forms of organization of education solves its own specific educational tasks. They complement each other. The preparedness of students and their individual characteristics, the qualifications of the teacher - all this affects the choice of one form or another of organizing students' activities. The combination of various forms is multivariate. It is carried out either sequentially, when one form follows another, or in parallel, when the combination proceeds simultaneously and the forms of work enter one another. As experience and many experiments conducted by various teachers show, a combination of forms of organizing activities should be applied, going from a combination of simple ones to more complex ones, taking into account the age of students, the specifics of the subject. To determine the optimal variant of the organization of activities, it is necessary to know how a particular form affects the effectiveness of educational activities of various groups of students. "Such a combination of forms of educational work, in which the shortcomings of some are neutralized and higher performance of others is ensured with minimal time, is optimal." (Cheredov I.M. "Method of planning school forms of organization of education"). The choice of form depends on many factors, but to a greater extent on the stage in the learning process. Teachers who deal with this issue have identified some patterns and developed recommendations for choosing the optimal combination of student work forms in the classroom.

Each form has its advantages and disadvantages, therefore, when planning a lesson, the teacher must select a combination of forms so as to strengthen the strengths and neutralize the weaknesses of each form.

The methodological goal of each lesson is to create conditions for the manifestation of cognitive activity. Creation of pedagogical situations of communication, allowing each student to show initiative, independence, creating an environment for the natural self-expression of the student. The pace of personal development is individual, therefore it is important to bring the personality of each student into the development mode.