MODERN REQUIREMENTS FOR THE LESSON .
1. The lesson should be effective, not showy.
2. The material must be presented on a scientific basis, but in an accessible form.
3. The construction of the lesson must strictly correspond to the topic.
4. The set tasks of the lesson - developing, educational, educating should have an end result.
5. Students should clearly understand why and for what purpose they study this material, where it will be useful in life.
6. The lesson should create an atmosphere of involvement and interest of students in the material being studied.
7. To ensure that students themselves put forward a program for the search for knowledge, which is the highest level of problem.
8. During the lesson, you need:
Rational use of visualization, didactic material and TCO;
Variety of active forms and teaching methods;
Differentiated approach to teaching;
Clear organization of mental activity of students;
Creation of an atmosphere of pedagogy of cooperation, a creative atmosphere;
The right balance of induction and deduction in the process of working on the relevant material.
The presence in each specific lesson of its own didactic tasks, which depend primarily on the purpose and type of lesson.
Improvement of self-control skills by students;
A lesson of any type should not only give knowledge, but also educate students, i.e. prepare a comprehensively developed personality.
9. Logic, consistency, the ability to highlight the main thing in the studied material, the ability to correctly pose a question, aiming at a thoughtful answer.
10. Consistent setting of the goals of the lesson and its stages.
11. Checking homework with a mindset for mastering new material (updating knowledge).
12. The study of new material, starting with simple, and its gradual complication.
13. Preparation of students for the perception of homework and readiness to complete it.
14. Commenting on homework.
15. Methodically correctly use visibility, TCO, etc.
16. Use active survey forms to involve all students in the work when checking homework.
17. Consolidation of knowledge.
18. Organizational moment.
19. Knowledge of types, forms, teaching methods and forms of organization of cognitive activity of students in the classroom.
For mutual visits
Scheme for monitoring the progress of the lesson with the goal
definition of the quality of teaching.
1. Theme of the lesson. Educational and educational goals.
2. The quality of the teacher's preparation for the lesson. Knowledge of the requirements for the modern lesson.
3.Organization of the lesson, its structure, type, time distribution.
4. Implementation by the teacher of didactic principles - the creation of problem situations in the lesson.
6. Psychological climate of the lesson.
7. Methods of work of the teacher and students in the lesson. Testing and evaluation of knowledge, skills and abilities.
8. Education of students in the learning process.
9. The system of independent, creative and homework of students, a differentiated approach to students.
10. Arming students with the skills of self-education work (how a teacher teaches children to learn).
11. Lesson equipment. The effectiveness of its application.
12. Sanitary-hygienic mode of the lesson. Fatigue warning.
13. Compliance with the technological requirements for the lesson by the teacher.
15. the results of the lesson, its result, the achievement of goals.
Requirements for the organization of the lesson (class).
1. The first thing to start the lesson with is to ignite the dominant - the focus of active attention, to ensure that the child has an interest in the lesson, the reflex "What is it?"
2. The duration of one type of mental labor (reading, writing, counting, explaining new material, etc.) in each age group should not exceed the duration of active attention. This is especially true for preschoolers and students in grades I-IV. The structure of the lesson (the duration of the stages, its parts) should correspond to the dynamics of mental performance during the lesson (the period of development, the optimum performance, the time of the appearance of the first phase of fatigue, after which it is necessary to change the type of mental labor).
The duration of the account for students of grade 1 should not exceed 5-7 minutes, writing - 10 minutes, reading - 15 minutes.
3. The teacher should be able to switch the children's active attention in time, to include another group of nerve centers in the work. A special place when changing the type of activity during the lesson is occupied by physical education minutes, which provide students with the opportunity to take a break from mental work, switch to another type of activity. They must be carried out in all lessons for 1.5-2 minutes in the form of a small complex - three, four simple physical exercises, repeated four, five times. It is advisable to conduct physical education minutes at 20-25 minutes of the lesson or twice (in primary school) during one lesson (for 15 and 30 minutes).
4. The lesson should be held emotionally, not monotonously, with positive emotions (so as not to cause protective inhibition) and always on sensory perception, i.e. using visual aids so that all analyzers are involved. This is especially important for younger students when organizing a lesson, it is necessary to use visual aids, handouts, setting up experiments, since their first signal system prevails over the second and therefore it is necessary to rely primarily on the sensory perception of the subject.
5. Directly related to mental hygiene is a number of provisions of the teachings of I.P. Pavlov on higher nervous activity, from which it follows that:
a) the amount of new information entering the cerebral hemispheres should correspond to the functional and age capabilities of schoolchildren;
b) the amount of information should decrease by the end of each lesson, by the end of the school day, academic quarter and academic year.
If the first provision is mainly taken into account by teachers when drawing up curricula, lesson duration, school day, academic quarter and academic year, then the second is practically not taken into account. The amount of information in the last minutes of the lesson is no less than at the beginning of the lesson, at the end of the school day no less than at the beginning of it, and at the end of the school week no less than at the beginning of it.
6. Hence, the correct compilation is of particular importance. lesson schedules.
There are a number of requirements for the lesson schedule. Primarily number of lessons per week for each academic discipline in each class should be in strict accordance with the curriculum.
Another basic valeological requirement for scheduling lessons is accounting for the dynamics of mental performance students during the school day and school week.
The highest level of mental performance is observed from 9 am to 11 am in younger students and from 8 am to 12 am in older students. Then the decline in performance begins. At 15-17 o'clock in junior schoolchildren and at 16-18 o'clock in older schoolchildren, a second, relatively smaller increase in working capacity is observed, which is significantly inferior to the first in terms of productivity.
For younger students, lessons should begin no earlier than 8 h 30 min and end at 12 noon For older students, lessons should begin no earlier than 8 h, a end at 13 o'clock. For younger students, mental performance increases from the 1st to the 2nd lesson, and for older students from the 1st to the 3rd lesson (the period of working out and the optimum performance). Starting from the 3rd lesson for younger students and from the 4th lesson for older students, working capacity begins to decline, but remains even higher than it was at the 1st lesson. At the 4th lesson for younger students and at the 5th lesson for older students, mental performance is already lower than it was at the 1st lesson. If the 5th lesson is introduced for younger students, and the 6th lesson for older students, then in these lessons the working capacity is reduced by 50% compared to the 1st lesson. The 6th lessons for younger students and the 7th lessons for older students are pedagogically ineffective, since by this time the third phase of fatigue has developed.
A similar dynamics of mental performance is observed during the school week. If we take normal performance as 100 %, then on Monday it will be 98% (working period), on Tuesday (105%) and Wednesday (109 %) the highest performance (optimum) is observed, on Thursday the performance begins to decline (96%), on Friday it is even lower (95%) and on Saturday it is the lowest (94%).
In accordance with the dynamics of mental performance, it is necessary difficult lessons, i.e. requiring abstract attention (mathematics, physics, foreign language, Russian language, tests) put in the period of greatest working capacity, i.e. 1-2 for younger students and 1-3 for older students.
To the moment start decrease in working capacity, i.e. 3 lessons for younger students and 4 lessons for older students (or penultimate) it is necessary to put labor, physical education, fine arts, music and other lessons not related to intensive mental labor (lessons of a qualitatively different activity).
The last lessons should be lessons that do not require much mental effort (natural history, biology, history, geography, etc.). However, you can not put all the lessons in this discipline last. If younger students have 5 lessons, and older students have 6 lessons, then it is better to spend an hour of health after the 3rd lesson for younger students and the 4th lesson for older students (from 11 h 30 min until 12:30 min) outdoors.
On Monday and Saturday, the schedule should be lightened by reducing the number of hours and including lighter lessons. Doubling lessons is not allowed.(Previously, as an exception, it was allowed to double lesson labor. This was due to the shortage of labor teachers.) It is necessary to ensure that lessons do not accumulate on any given day, / requiring a lot of time to complete homework. On weekends and holidays it is forbidden to give homework, therefore, on Monday it is necessary to set lessons that do not require preparation at home.
In accordance with the weekly dynamics of mental performance on Thursday, it is necessary to do a "unloading" day with a reduced amount of study load, with excursions and walks.
7. Along with the schedule of lessons, the organization of changes with the introduction of outdoor games is also of great importance.
Outdoor games at recess contribute to the improvement of mental performance in the following lessons. Games should be organized during breaks, unoccupied breakfast or dressing of children (physical education lesson, excursion, etc.). If the weather permits, it is better to conduct them outdoors and separately with each class. For a 10-15 minute break, children can play 2-3 games.
Primary school students need to be guided by games. The leader must make adjustments, eliminate conflicts, encourage, follow the rules of the game. High school students play on their own.
Self-created games should be encouraged. In these cases, as a rule, direct guidance is not required, but supervision is required. When organizing independent games, it is necessary to use not an order, but a comradely form of communication in the form of advice: "What game will we play?",. "Let's play...", "Do you know the game...", etc. P.
No matter how correctly the lesson is organized and correctly drawn up, the schedule of lessons, no matter how the educational process meets the valeological requirements for protecting the nervous system of the student, the workload inevitably presents certain difficulties, in overcoming which the mental development of students takes place. Mental work must always be exhausted. It is only important that fatigue does not go beyond acceptable limits and does not turn into overwork. Hence, rest plays an important role. Proper organization of recreation is no less important than the organization of educational activities.
Basic requirements for conducting a lesson on GEF
The Federal State Educational Standard (FGOS) puts the development of the child's personality at the forefront. This task requires a new approach from the teacher to the organization of the learning process. The lesson, as it was before, remains the main unit of the learning process. But now the requirements for the lesson have changed, another classification of lessons has been proposed. The specificity of the system-activity approach also implies a different structure of the lesson, which differs from the usual, classical scheme.
Requirements for a modern lesson on GEF
The lesson must have a personality-oriented, individual character.
The priority is the independent work of students, not teachers.
A practical, action-oriented approach is being implemented.
Each lesson is aimed at the development of universal learning activities (UCA): personal, communicative, regulatory and cognitive.
Requirements for the preparation, organization and content of the lesson Preparing for a lesson, a modern teacher should not lose sight of the following points: the health of each student in the lesson is above all. Each lesson should be part of a system of lessons on a given topic. For more effective assimilation of the material, handout demonstration material should be present at the lesson. A dry explanation will not give any result.
At the lesson, the teacher should be a kind of guide to the world of knowledge, and not just a speaker. It is necessary to create conditions so that students can independently acquire knowledge. Educational moments should be present in the educational process, but not in the form of edification, but in a veiled form: on the example of situations, cases from life, by providing certain information. Especially if this is an elementary school, lessons on the Federal State Educational Standard in this case require special preparation and selection of information. In the classroom, the teacher should form the children's ability to work in a team, to defend their point of view, to admit defeat with dignity. Perseverance in achieving your goals is very useful in adulthood.
The main types of lessons at school according to GEF
New educational standards propose to distinguish four main types of lessons depending on the goals:
Type #1. A lesson in discovering new knowledge, acquiring new skills and abilities
Goals:
activity : teach children new ways of finding knowledge, introduce new concepts, terms.
Type #2. reflection lesson
Goals:
activity : to form in students the ability to reflect a correctional-control type, to teach children to find the cause of their difficulties, to independently build an algorithm of actions to eliminate difficulties, to teach introspection of actions and ways to find a solution to the conflict.
Type #3. Lesson of general methodological orientation (systematization of knowledge)
Goals:
Activity: to teach children how to structure the acquired knowledge, to develop the ability to move from the particular to the general and vice versa, to teach them to see each new knowledge, the studied method of action within the framework of the entire topic under study.
Type number 4. Lesson in developmental control
Goals:
activity : to teach children ways of self-control and mutual control, to form abilities that allow them to exercise control.
The structure of the GEF lesson
1. Motivation (self-determination) for learning activities (organizational stage 1-2 minutes).
2. Actualization of knowledge and fixation of individual difficulties in a trial educational action 4-5 minutes.
3. Identification of the place and cause of the difficulty, setting the goal of the activity 4-5 minutes.
4. Building a project to get out of the difficulty (discovery of new knowledge) 7-8 minutes.
5. Implementation of the constructed project 4-5 minutes.
6. Primary fixing 4-5 minutes.
7. Independent work with self-test according to the standard (sample) 4-5 minutes.
8. Inclusion in the knowledge system and repetition 7-8 minutes.
9. Reflection of educational activity (the result of the lesson) - 2-3 minutes.
Forms (types) of lessons for each type
| Type of GEF lesson | Types of lessons |
| Lesson of discovering new knowledge | Lecture, journey, staging, expedition, problematic lesson, excursion, conversation, conference, multimedia lesson, game, mixed lessons. |
| reflection lesson | Composition, workshop, dialogue, role-playing game, business game, combined lesson. |
| Lesson of general methodological orientation | Competition, conference, excursion, consultation, lesson-game, debate, discussion, review lecture, conversation, lesson-court, lesson-revelation, lesson-improvement. |
| Lesson in developmental control | Written works, oral surveys, quiz, review of knowledge, creative report, defense of projects, abstracts, testing, competitions. |
The last thing I would like to draw your attention to is didactic requirements for the lesson . And at the same time, we will reveal the essence of the changes associated with the conduct of a lesson of the modern type:
| Lesson Requirements | Traditional lesson | Modern type lesson |
| Lesson topic announcement | The teacher tells the students | The students themselves formulate (the teacher leads the students to understand the topic) |
| Communication of goals and objectives | The teacher formulates and tells the students what they should learn | The students themselves formulate, defining the boundaries of knowledge and ignorance (the teacher leads students to realize the goals and objectives) |
| Planning | The teacher tells the students what work they need to do to reach the goal | Students planning ways to achieve the intended goal (the teacher helps, advises) |
| Practical activities of students | Under the guidance of a teacher, students perform a number of practical tasks (the frontal method of organizing activities is more often used) | Students carry out learning activities according to the planned plan (group, individual methods are used), the teacher advises |
| Exercising control | The teacher supervises the implementation of practical work by students | Students exercise control (forms of self-control, mutual control are used), the teacher advises |
| Implementation of the correction | The teacher, in the course of performing and following the results of the work performed by the students, corrects | Students formulate difficulties and carry out corrections on their own, the teacher advises, advises, helps |
| Student Assessment | The teacher evaluates student work in class. | Students evaluate activities based on their results (self-assessment, assessment of the results of the activities of comrades), the teacher advises |
| Lesson summary | The teacher asks the students what they remember | Reflection is underway |
| Homework | The teacher announces and comments (more often - the task is the same for everyone) | Students can choose a task from the ones proposed by the teacher, taking into account individual abilities. |
This table allows us to conclude that the student, from being present and passively following the instructions of the teacher in a traditional type lesson, is now becoming the main actor. “It is necessary that children, if possible, learn on their own, and the teacher directs this independent process and provides material for it” - the words of K.D. Ushinsky reflect the essence of the lesson of the modern type, which is based on the principle of a system-activity approach.
Thus, the lessons in the light of the requirements of the Federal State Educational Standards require a thorough reconstruction of the educational process. Requirements have changed not only to the content of the educational process, but also to the results of education. Moreover, the Federal State Educational Standard offers a new system for the implementation of extracurricular activities. Thus, an integrated approach to the education of the child is carried out.
It can be difficult for young teachers to cope with the flow of documentation. I think that my development will help someone.
Work planning is a difficult and responsible stage in preparing a teacher for classes. Work planning includes the development of calendar-thematic planning and drawing up a plan for each lesson - lesson planning. How to do it correctly and simply .
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PRIMARY REQUIREMENTS
TO THE LESSON
Preparing the teacher for work
Work planning is a difficult and responsible stage in preparing a teacher for classes.
Work planning includes the development of calendar-thematic planning and drawing up a plan for each lesson - lesson planning.
The main documents in planning are the school curriculum and program.
Starting to draw up a work plan, the teacher, based on the curriculum, in accordance with the given number of hours, distributes the program material over the quarters of the academic year and proceeds to draw up calendar and thematic planning.
With regard to the order in which topics are studied and the approximate number of hours for each topic, the teacher is guided by the program. However, he is given the right to rearrange the study of individual issues within the topic.
With thematic planning of educational work, the material of each topic or a small section of the program is distributed among the lessons.
SUBJECT
/ Stage I / Stage II / Stage III /
Stage I - Water-emotional - create a motive, arouse interest. To say what knowledge, skills, abilities students will receive and what control will be. (1 lesson).
Stage II - Operational-cognitive - building a general technology of the topic (modeling and planning the topic). The goal is to ensure the assimilation of knowledge, skills and abilities.
Each lesson is to define the goal - knowing the end result.
Knowing the goal is to determine the content of each lesson.
Stage III - Evaluate your work and that of your students.
They determine the topic of each lesson, types of practical work, material for repetition and consolidation of knowledge, independent work of students, tests on the topic.
There is no mandatory uniform form of the calendar-thematic plan, but it is advisable to highlight the following columns.
1. The number of the training session on the topic.
2. The topic of the lesson, the form of its conduct (lesson, conference, excursion, practical lesson, etc.).
3. The main tasks of the lesson (educational, developing, educational).
4. Basic methods of conducting classes.
5. Interdisciplinary connections (carried out in the lesson).
6. Exercises of students under the guidance of a teacher.
7. Independent work of students in the lesson.
8. Demonstrations.
9. Homework.
Lesson plan
The final link in the planning of the teacher's work is the planning of each upcoming lesson. Working on a lesson plan or summary allows you to clearly represent all the elements of the lesson and its content.
The lesson plan relieves the teacher of the need to keep in mind all the details of the lesson and their semantic and chronological sequence, thereby unloading the teacher's attention and switching him to observing the class.
Each teacher writes the plan in the way that is convenient for him for the lesson. However, the plan should reflect the following issues, without which it loses its meaning:
- Theme and objectives of the lesson.
- Building a lesson.
- The sequence and methods of studying new material.
- Exercises.
- Homework.
- List of equipment and visual aids needed for the lesson.
The lesson plan is not dogma. He should not constrain the teacher in the lesson. Some deviations from the plan are quite acceptable. There is no need to rewrite lesson plans every year. If the lesson plan does not require a thorough revision, it is enough to make the necessary changes and additions to it.
Beginning teachers need to write a summary of the lesson.
Lesson Requirements
Despite the variety of lesson types, they all must meet some general requirements, the observance of which contributes to increasing the effectiveness of learning.
1. The teacher must formulate the topic and purpose of the lesson.
2. Each lesson should be teaching, developing and educating.
3. The lesson should be a combination of collective and individual work of students.
4. The teacher must select the most appropriate teaching methods, taking into account the level of preparedness of students.
5. The teacher must ensure that the assimilation of educational material is carried out in the classroom.
6. Comply with sanitary and hygienic requirements.
The normal organization of a modern lesson is possible only if certain rules are observed:
1. Determining the objectives of the lesson.
2. Clarification of the type of lesson.
3. Clarification of the type of lesson.
4. Choice of teaching methods and techniques in accordance with the set goals.
5. Determining the structure of the lesson, corresponding to the purpose and objectives, content and teaching methods.
Let's take a look at Lesson Objectives.
Many teachers are not convinced of the need to set lesson goals and experience significant difficulties in setting them.
Example: "Tell students about the types of capacitors ..."
"Introduce the properties of plastics ..."
It can't be consider the objectives of the lesson. Lesson objectives should be as specific as possible.
Didactic:
3 main didactic tasks:
1. Ensure the assimilation of (knowledge, skills, abilities ...)
2. Consolidate, repeat ... (provide consolidation), generalize and systematize, work out skills (which ones), eliminate gaps in knowledge.
3. Control (check or control knowledge, skills).
Educational:
It involves the formation of certain personality traits and character traits in students. What personality traits need to be cultivated?
In general terms, we can present the following list of educational goals in the classroom.
- Education of patriotism.
- Education of internationalism.
- The education of humanity.
- Education of labor motives, conscientious attitude to work.
- Cultivate a positive attitude towards knowledge.
- Cultivating discipline.
- Education of aesthetic views.
- Education of communication, rules of conduct, etc. (depending on the chosen structure of the lesson, technology).
The educational goal can be written in general in a perspective plan and not written in each lesson plan.
Developing:
It mainly involves the development in the lesson of the mental qualities of students: intelligence (thinking, cognitive, general labor skills), will and independence.
- To form students to carry out basic mental operations.
- Selection of the main.
- Comparison.
- Analysis.
- Specification.
- Abstraction, etc.
Lesson structure
There are 9 stages (possible) of the traditional lesson. Each step must be worthwhile.
Stage 1 – Organizational (the shorter, the better).
Target - Concentration of attention.
Stage 2 - Checking homework.
Target - Not checking who did and who did not, but identifying gaps and eliminating them.
Stage 3 – Deep control of knowledge.
Target - Deeply and comprehensively check the knowledge of students.
Stage 4 – Creation of motivation (without this theme “there is no further life”).
Target - Prepare students for learning new material.
Stage 5 – Explanation of new material.
Target - Acquisition of knowledge.
stage 6 - Revealing the adequacy of children's understanding of new material.
Stage 7 - Consolidation of new knowledge.
Target - To consolidate in the memory of students the knowledge and possessions that they need for independent work on new material.
Stage 8 - Homework.
4 conditions: - before the call
With full attention
Everyone should know what to do
Everyone should know how to do it.
When writing a plan on the board, the setting is “do everything” and there will be no homework.
Stage 9 - Summing up the lesson.
Analysis of the lesson plan, announcement of grades, answers to students' questions.
The material of each topic is divided into lessons THEME I stage II stage III stage Introductory-emotional Operational-cognitive Evaluating
Calendar-thematic plan Number of the lesson on the topic Theme of the lesson, the form of its conduct (lesson, conference, excursion, practical lesson, etc.) The main tasks of the lesson (educational, developmental, educational) The main methods of conducting classes Interdisciplinary connections Exercises of students under the guidance teachers Independent work of students in the lesson Demonstrations Homework
Lesson plan Theme and objectives of the lesson Structure of the lesson Sequence and methods of learning new material Exercises Homework List of equipment and visual aids needed in the lesson
Requirements for the lesson The teacher must formulate the topic and purpose of the lesson. Each lesson should be teaching, developing and educating. The lesson should be a combination of collective and individual work of students. The teacher must select the most appropriate teaching methods, taking into account the level of preparedness of students. The teacher must ensure that the assimilation of educational material is carried out in the classroom. Observe sanitary and hygienic requirements.
The organization of a modern lesson is possible only if certain rules are observed Determining the objectives of the lesson Clarifying the type of lesson Clarifying the type of lesson Choosing teaching methods and techniques in accordance with the set goals Determining the structure of the lesson corresponding to the goal and objectives, content and teaching methods
Lesson objectives Didactic Educational Developing
The main didactic tasks: - Ensure the assimilation (of knowledge, skills, skills ...) - Consolidate, repeat ... (provide reinforcement), generalize and systematize, work out skills (what), eliminate gaps in knowledge. - Control (test or control of knowledge, skills).
Educational - education of patriotism - education of humanity - education of motives for work, a conscientious attitude to work - education of a positive attitude towards knowledge - education of discipline - education of communication, rules of conduct, etc. (depending on the chosen structure of the lesson, technology)
Developing To form in students the ability to carry out basic mental operations Identification of the main Comparison Analysis Concretization Abstraction, etc.
Lesson structure Stage 1 - Organizational Stage 2 - Checking homework Stage 3 - Deep control of knowledge Stage 4 - Creating motivation Stage 5 - Explaining new material Stage 6 - Revealing the adequacy of children's understanding of new material Stage 7 - Consolidating new knowledge Stage 8 - Homework 9 stage - Summing up the lesson
