STATE BUDGET PROFESSIONAL EDUCATIONAL INSTITUTION NSO "MASLYANINSKY INTERDISTRIAL AGRARIAN LYCEUM"
MASLYANINO-2015
Introduction
Lesson Design Forms
Conclusion
Used Books.
INTRODUCTION
THE PRINCIPLES OF DESIGNING THEORETICAL LESSONS IN THE SYSTEM OF INITIAL PROFESSIONAL EDUCATION
Typical lesson plan
Setting goals and objectives
education of tolerance.
development of thinking;
teaching and visual aids;
means of control.
6.Group discussion
7. Self-control and self-esteem
8. Summing up
9. Homework
10.Special repetition
11. Control of knowledge acquisition
Lesson Design Forms
Plan -
Abstract-
Methodological development -
Approximate scheme of the lesson plan for theoretical education
Lesson Objectives:
DURING THE CLASSES
Stages of the lesson
Time spending
Assimilation rate
Teacher activity
Activities of trainees
introductory;
generalization and systematization;
control and verification;
combined;
integrative;
unconventional.
Approximate diagram of a lesson plan for industrial training
Lesson Objectives:
TECHNOLOGICAL CARD (STROKE LESSON)
Stages of the lesson
Time spending
Assimilation rate
Teacher activity
Activities of trainees
introductory;
test lesson.
organizational part.
Induction training.
Final briefing.
STATE BUDGET EDUCATIONAL INSTITUTION OF PRIMARY PROFESSIONAL EDUCATION OF THE NOVOSIBIRSK REGION
"Vocational School No. 77"
DESIGNING LESSONS FOR THEORETICAL AND INDUSTRIAL TRAINING
special disciplines by profession
"Master of finishing construction works" G.I. Safronova
MASLYANINO-2014
Introduction
Principles of designing theoretical lessons in the NPO system
Typical lesson plan
Lesson Design Forms
Approximate scheme of the lesson plan for theoretical education
Approximate diagram of a lesson plan for industrial training
Conclusion
Used Books.
INTRODUCTION
One of the professional tasks of a teacher or master of industrial training is the organization of educational activities in the educational process.
There are three stages of any professional action, including pedagogical one. These are three successive stages: preparatory, main and final. In teaching, these are:
Designing educational activities, including predicting the result, i.e. goal setting.
Direct organization of educational activities.
Evaluation of the result of educational activities and analysis.
Since the main form of the learning process is the lesson, then, considering from the point of view of the activity approach, it can be argued that the lesson is a certain type of activity of the teacher and the student. Therefore, the organization of a lesson as an activity provides for all three of the above stages. Let's focus on one of them - preparatory. The preparatory stage in this case is the design of the lesson.
THE PRINCIPLES OF DESIGNING THEORETICAL LESSONS IN THE SYSTEM OF PRIMARY PROFESSIONAL EDUCATION
Organization of the development of knowledge by considering the conditions of their origin and development.
The priority of the deductive method of mastering knowledge over the inductive one.
Determining the place of the concepts under consideration in the entire system of vocational education.
Formation of skills to operate with theoretical material in practice, as well as the ability to mentally perform substantive practical actions.
Typical lesson plan
Setting goals and objectives
Based on the public-state order, the teacher, predicting the results of his activity, determines the task for himself - to get as close as possible to the model of a graduate of an educational institution. And an integral component of the model assumed by any author is a professionally trained person.
The state carries out its order through the state standard, which the teacher is obliged to implement in the process of educational activities. The standard defines the scope of the minimum requirements for the content, therefore, the goals for the content (the necessary list of didactic units) and the level of training (requirements for knowledge, skills and abilities) are set.
Thus, the teacher, having determined the place of the discipline he teaches in the context with other disciplines of a professional, general professional or academic type, formulates a learning goal for the discipline as a whole and for each lesson separately, i.e. predicts the expected outcome.
But besides the state, the order is carried out by society, parents, employers, etc., and they all have their own different goals. The teacher must combine them and transform them into a triune task - education, upbringing and development. Therefore, when designing an educational lesson, the teacher must set educational and developmental goals along with educational goals.
Educational goals include:
education of an emotional and personal attitude to various aspects of life: society, work, profession, educational institution, the subject being studied, parents, nature, oneself, art, etc .;
formation of personal qualities: collectivism, patriotism, humanism, etc.;
formation of the need for learning, intentions to master social experience;
formation of a motivated positive attitude towards future professional activity;
education of tolerance.
Development goals include:
formation of cognitive processes through sensation
communication, perception, memory, imagination;
development of thinking;
development of interest in the subject being studied, in the profession, in the world around, etc.
2. Actualization of previously studied material
The teacher should help students get involved in the work, sorting out a number of questions for repetition, focusing on the connection between the material already studied and the upcoming study in this lesson. A great effect is the creation of problem situations, the solution of which is possible after studying new material.
This technique provides motivation for professional activity, if you point out the connection between the topic of the lesson being studied and the profession. The examples given by the teacher, which form a positive attitude towards the future profession through the content of the topic of the lesson, work on motivation.
3.Presentation of new material
The teacher conveys basic information to the students by choosing the means of teaching. Learning tools are means of expressing the content of learning, which are used primarily for the direct transmission of educational information, as well as for managing the learning process. Depending on the chosen teaching methods (verbal, visual, practical), the following teaching aids can be used:
educational and methodical literature;
teaching and visual aids;
means of control.
In addition to providing information, the teacher structures and organizes the material in such a way that students can use it.
4. Practice under the guidance of a teacher
The teacher can pick up small practical tasks to establish feedback. This makes it possible to timely detect problems in the assimilation of the material and consolidate knowledge at the initial stage. This technique is well covered in the description of the action-oriented technique.
5. Independent independent practice
Independent application of acquired knowledge The final stage of this work of trainees can be an exchange of opinions between them.
6.Group discussion
By organizing this work, the teacher can identify the points of view of the trainees, collect and discuss various opinions and lead to the adoption of a group decision, the only correct one. The teacher should help the students to formulate their own conclusions.
7. Self-control and self-esteem
Here it is important for the teacher to have in the lesson and provide the students with a clearly developed criteria system, with the help of which the students can independently control and evaluate the result of their activities. On this issue, too, you can refer to the methodology of action-oriented.
8. Summing up
Here the teacher needs to give a brief analysis of the activities of the students in the lesson and the result obtained from the point of view of the goals set at the beginning of the lesson.
9. Homework
In connection with the result obtained in the lesson, the teacher can connect homework with the consolidation of the studied topic, with the deepening of knowledge on the studied topic, recommending or providing a source of information. In addition, the teacher can give an advanced task to the next topic, which is closely related to the one just studied. In this case, the teacher needs to have several options for homework.
10.Special repetition
The teacher has the right to independently decide how often to conduct this kind of repetition. This can be once a week or once a month. It is important that this is a developed system.
11. Control of knowledge acquisition
The frequency of control is also determined by the teacher independently. As a rule, various types of control are used in each training session. In addition, intermediate control is carried out, i.e. at the end of the study of each topic of the program. This type of control, as well as the final one, is provided for when developing a work program for the discipline.
Lesson Design Forms
Plan - a summary of the methodological structure of the lesson. The plan fixes the goals and objectives of the lesson, its types, the principles implemented in the lesson and the chosen methods.
Abstract- Detailed lesson design. It records not only everything that is in the plan, but also details the content of didactic units, the techniques and methods of each stage, all the activities of the teacher and students.
Methodological development - a set of all materials that provide a lesson, as well as a description of the technologies used.
Approximate scheme of the lesson plan for theoretical education
Theme of the program ___________________________________________
Theme of the lesson ______________________________________________
Lesson Objectives:
educational __________________________________________
educational _________________________________
developing ___________________________________
Type and types of lesson __________________________________________
Teaching methods_________________________________________
Means of education________________________________________
Literature______________________________________________
DURING THE CLASSES
Stages of the lesson
Time spending
Assimilation rate
Teacher activity
Activities of trainees
Types and types of theoretical teaching lessons:
introductory;
mastering new knowledge and skills;
repetition and consolidation of knowledge and skills;
generalization and systematization;
control and verification;
combined;
integrative;
unconventional.
Approximate diagram of a lesson plan for industrial training
In the group _________ Profession _______________
Master___________________________
Theme of the program No. _________________
Theme of the lesson _____________________________
Lesson Objectives:
Educational ____________________
Educational _________________
Developing ___________________
Type and type of lesson ____________________________
Methods of carrying out _________________________
Training and production work _____________
Material and technical equipment __________
Visual aids and TCO __________________
Literature_________________________________
DURING THE CLASSES
Stages of the lesson
Time spending
Assimilation rate
Teacher activity
Activities of trainees
Types and types of industrial training lessons:
introductory;
lesson of exercises in labor operations and techniques;
a lesson in the implementation of complex work;
test lesson.
The structure of the industrial training lesson:
organizational part.
Induction training.
The main part is exercises and independent work.
Final briefing.
Lesson plan on the topic: "Fillers"
Teacher: Chervova Natalya Viktorovna
OU: GPOU s. Tarasovo
Profession:"Plasterer"
Discipline: Materials Science
Lesson topic:"Fillers"
Lesson type: learning new knowledge
The purpose of the lesson: generalization and systematization of knowledge on the topic: "Fillers".
Tasks:
Educational:
1. contribute to the generalization of knowledge on the topic "The role and properties of fillers";
2. systematize and deepen knowledge on the topic "Classification of aggregates";
3. apply the acquired knowledge in specific situations.
Developing:
to promote the formation of cause-and-effect relationships, the ability to analyze, draw conclusions, make suggestions;
ensure the development of students' speech.
develop imaginative thinking, fantasy, imagination, creative approach to the work performed.
Educational:
Promote the development of responsibility, partnership;
Increase interest in the chosen profession.
Strengthen teamwork skills.
Forms of organization of educational and cognitive activity of students: frontal, group, individual.
Teaching methods: work in microgroups, practical work (exercises), slide show, conversation.
Interdisciplinary connections: Special technology, industrial training.
Material and technical equipment:TCO ( projector)
Educational and methodological support:
instruction cards;
student workbooks;
textbook V.A. Smirnov "Materials Science";
cards - tasks;
material samples.
During the classes
1. Organizational moment
Greeting, reconciliation of payroll, activating students to do work, goal setting.
2. Checking previously learned material
Find out the degree of assimilation of previously studied material (card - task)
| Answer options | Right |
|
| 1. The "binders" include: | a) sand, pebbles, sawdust b) gypsum, lime, liquid glass c) cement, clay, sand | |
| 2. Hydraulic binder includes: | and cement, hydraulic lime b) cement, clay c) gypsum, gypsum clay, liquid glass | |
| 3. Portland cement is... a binder | a) air b) hydraulic c) plaster plaster | |
| 4. Solution is: | a) a mixture of binder, water and sand b) a mixture of binder and water c) a mixture of binder, aggregate and water rationally selected mixture of binder, water, sand and necessary additives | |
| 5. The mortar mixture is: | a) a mixture of binder, aggregate and water b) a mixture of binder, aggregate and water before setting c) a mixture of binder, filler and water after hardening. | |
| 6. What binder increases in volume during hardening? | a) cement b) lime |
Oral survey.
Describe the general properties of Portland cement?
What is the activity and brand of cement?
What are the types of Portland cement?
Active mineral additives for Portland cement?
4. Updating the basic knowledge necessary to study a new topic
Communication of the purpose, topic and tasks of studying new material; indicate its practical significance.
5. Explanation of new material
a) motivation for introducing new concepts.
b) explanation of new material using TCO and visual aids.
General information about the types and purpose of placeholders;
The role and properties of placeholders;
Classification of aggregates;
Aggregate quality indicators;
Summary of new material.
1. General information about types and purpose of placeholders
For the preparation of concrete, mortar, mastic and adhesive mixtures on mineral binders, aggregates and fillers, special additives are used, which are introduced into the mixture in dry form or when mixed with water.
1.1 Aggregates - a loose mixture of grains of natural or artificial
origin, having a certain size.
2. The role and properties of placeholders.
2.1 Aggregate volume - 85% of the total volume of concrete;
70% of the total volume of the solution.
2.3 Role of placeholders:
The more aggregate in concrete or mortar, the cheaper concrete, mortar;
Reduced shrinkage of mortar, concrete;
The cracking ability of mortar, concrete increases;
Determine the properties of concrete, mortar (lightweight concrete or mortar, good heat-conducting properties, decorative properties).
2.3 Properties of placeholders.
The use of porous aggregates results in lightweight concretes and mortars with good thermal insulation properties.
The use of crushed marble, andesite, colored glass, mica, we obtain decorative mortars and concretes for finishing work.
3. Classification of aggregates.
3.1 From the size of the grains: there are small (0.16 - 5 mm) and large (5-70 mm)
3.2 I distinguish by shape: round and rough.
solutions
fine aggregate
coarse aggregate
Gravel - smooth rounded particles
Crushed stone - particles of irregular shape, rough
3.3 By origin, fillers are divided into:
1. On natural;
2. artificial;
3. for industrial waste.
Placeholders
Industry waste
(fuel slag, coarse ash from thermal power plants, ash and slag mixtures)
artificial aggregates
Natural aggregates
Thermal treatment of natural raw materials and industrial waste
(expanded clay, thermolite, slag pumice)
Mechanical restoration
Rocks (granite, diabase, limestone, volcanic tuff, gravel, quartz sand, marble
Associated rocks
enrichment waste
4. Filler quality indicators.
Bulk density
Small (porous)
Heavy (dense)
Over 1200 kg/m3
Less than 1200 kg/m3
Brand 200……800
Mark: 1200
4.2 Grain composition - the smaller the grain, the less voids in the mortar or concrete.
4.3 Mineral composition - characteristics of the rock, assessment of cracks, degree of weathering, data on impurities, radiation.
4.5 Strength - characterized by a grade of 8-24, the weaker the gravel, the more grains.
4.6 Frost resistance - is estimated by the brand from F 15 to F300.
6. Consolidation of the studied material
1. The ability of students to relate to each other the concepts of the types and properties of fillers. 2. Consolidate the knowledge gained in the lesson (students make two questions on the new topic of the lesson to each other and write them down on a sheet, then exchange sheets with questions with each other, then evaluate each other's answers).
7. Summing up the lesson
Self-assessment and assessment of students and groups. Argumentation of the grades, comments on the lesson.
8. Homework
Information about homework.
Theme of the lesson of theoretical education __________________________________________________________
Group No. _____________________profession _____________________________________________
FULL NAME. the teacher who conducted the lesson _________________________________________________________
_____________________________________________________________________________________
| Indicators | Criteria | Weight coefficient | Score in points | |
| 1. Purpose 1.1. Meeting Program Requirements and Student Needs | a) corresponds to the content of the topics of the lesson, involves providing conditions for the development and self-development of students; b) corresponds to the content of the topic of the lesson, does not involve ensuring the development and self-development of students; c) there is no compliance with the requirements of the program and the needs of students | |||
| 1.2. Fit for students | a) focused on the physical, intellectual (mental), social capabilities of students; b) focused only on the general educational skills of students; c) there is no correspondence to the abilities of students | |||
| 1.3. Compliance with the time allotted for the lesson | a) the goal can be achieved in the time allotted for the lesson; b) the set goal can be partially achieved in the time allotted for the lesson; c) the goal set for the lesson cannot be achieved | |||
| 2. The structure of the lesson 2.1. Connection of the stages of educational activity and their tasks with the purpose of the lesson | a) tasks at each stage correspond to the general goal, do not overload it; b) the formulated tasks do not allow to fully achieve the goal of the lesson; c) the objectives of the lesson and its tasks are inconsistent | |||
| 2.2. The completeness of educational activities to solve the objectives of the lesson | a) at each stage of educational activity, the teacher stimulates and organizes the independent activity of students; b) the independent activity of students is limited, the teacher presents educational information and ways of working with it in a ready-made form; c) the teacher does not focus on the potential of students. Performs all actions himself, forcing students to repeat after him | |||
| 2.3. Rationality of the distribution of the stages of the training session in time | a) the teacher distributes time in a differentiated way, taking into account the complexity of learning tasks at each stage; b) the time for solving educational problems at individual stages of the lesson is not clearly defined; c) the teacher did not fix the time for each stage of the lesson | |||
| 2.4. Compliance of the level of mental performance of students with their physiological characteristics | a) Full match b) Partial match c) No match | |||
| 3. Content, forms, methods of the lesson | a) the content, forms and methods correspond to the objectives of the lesson (teaching, educating, developing); b) there is a partial match; c) the content, methods, forms of the lesson are inappropriate | |||
| 4. Results of the training session | a) full compliance of the result with the goal; 6) the result and the goal are partially correlated; c) the result does not meet the goal | |||
| 5. The emotional nature of the lesson | a) the atmosphere is calm, the students work with interest, diligently, the teacher is friendly; b) the situation is calm, the students are passive, do not show interest, the teacher is indifferent; c) the teacher and students are irritated, there is no contact between them | |||
| 6. Pedagogical technique 6.1. Acting, oratory | a) facial expressions, gestures, movements in space, speech rate, diction, intensity, emotionality of the teacher are aimed at developing the feelings, empathy of students, their attention, culture of speech; b) the acting and oratorical qualities of the teacher are not sufficiently manifested in the classroom, they are not educative factors of the lesson; c) the teacher does not have acting and oratorical qualities. Emotionally clamped | |||
| 6.2. The optimality of the chosen style of leadership in the activities of students in the classroom | a) the teacher demonstrates a democratic style (tactful, friendly, enters into a dialogue with students, based on their life experience); b) the teacher demonstrates a liberal style (indifferent, follows the lead of the students, does not pay attention to their difficulties, etc.); c) the teacher demonstrates an authoritarian style (there is no dialogue with students, uses the imperative mood in speech, makes harsh comments, violates the ethical norms of interaction) | |||
| Maximum points |
At 0.85 ≤ k ≤ 1 - a high level of the lesson (classes)
At 0.70 ≤ k< 0,85 - хороший уровень проведенного урока (занятия)
At 0.60 k< 0,70 - удовлетворительный уровень проведенного урока (занятия)
For k< 0,60 - низкий уровень проведенного урока (занятия)
F - the actual number of points
N - the maximum number of points
Scheme for analyzing the shortcomings of the lesson and their causes
| Typical disadvantages when conducting a lesson | Causes of deficiencies | |||||
| Doesn't know how | Knows but can't | Has no opportunity | not prepared | Other reasons | ||
| Organization of the lesson; irrational structure; the time for the elements of the lesson is incorrectly determined (underline) | ||||||
| Methods and methodological techniques for activating students: not applied: applied insufficiently (underline) | ||||||
| Control of students' knowledge: not carried out; frontal forms are not applied; given formally (underline) | ||||||
| 4 Independent work of students in the course of studying the material: not carried out; carried out inefficiently (underline) | ||||||
| Independent work of students to consolidate knowledge: not carried out; carried out inefficiently (underline) | ||||||
| Visual aids: not applicable; applied pedagogically incorrectly (underline) | ||||||
| Technical training aids: not applicable; applied pedagogically incorrectly (underline) | ||||||
| Intersubject communications are not carried out | ||||||
| Modern achievements of science and technology are not reflected | ||||||
| Using the educational opportunities of the lesson material: not used; not used enough (underline) | ||||||
| Consolidation of the lesson material: not carried out: it is formal (underline) | ||||||
| Homework: not issued; issued formally without instruction; do not contain elements of students' creative work (underline) | ||||||
| Pedagogical technique of the teacher: weakly owns the technique of speech; violations of pedagogical tact; no established style in work (underline) | ||||||
| Other disadvantages of the lesson |
Appendix 7
The structure of the lesson plan by discipline
Topic No. 2 "Name of the topic according to the perspective-thematic plan"
Lesson #12 (2 hours)
Lesson Objectives:
§ Teaching (teaching goals and learning goals) -
§ Developing -
§ Educational -
Lesson type:
Class type:
Teaching methods:
Teaching Methods:
Educational and methodological support:
Material and technical equipment:
Computer software (as required):
Basic concepts to be mastered (list of educational elements):
Lesson outline (describe in detail the points below)
1. Plan for studying a new topic (topic questions)
2. Summary on the topic (according to the questions of the topic study plan)
3. Stages of a specific type of lesson (description of the stages), taking into account the given schematic structure of the types of lessons and the possible stages of conducting classes in accordance with the structure.
Stages of the lesson of mastering and primary consolidation of new knowledge
1. Organization of the beginning of the lesson
2. Checking homework
3. Preparing students for learning new material (updating knowledge)
4. Learning new material
5. Primary knowledge test
6. Primary consolidation of knowledge
7. Control and self-examination of knowledge
8. Summing up the lesson, reflection.
9. Issuance and explanation of homework
Schematic structure of the lesson according to the type of mastering and primary consolidation of new knowledge
(see lesson steps)
Other options for the schematic structure of the lesson:
Lesson progress plan by stages
(fill in in a tabular form based on the generalization and systematization of the content of the lesson plan)
| № | Stage of the lesson (name) | Teacher activity | Student activities | Time allotted for this step (in minutes) | Expected outcomes (at student level) | Evaluation mechanisms (for the knowledge testing stage) | |
| 1. | Organizational part | ||||||
| 2. | Checking homework | ||||||
| 3. | Preparing to learn new material | ||||||
| № | |||||||
In this section, we will consider some approaches to the concept of a lesson.
A lesson is a segment of the educational process that is completed in a semantic, temporal and organizational sense. Despite the short duration, the lesson is a complex and responsible stage of the educational process - the overall quality of training ultimately depends on the quality of individual lessons.
The lesson is considered as a multivariant form of organizing purposeful interaction (activity and communication) between teachers and students of a certain composition, systematically applied at a certain stage of the educational process (in certain periods of time) for the collective and individual solution of the problems of education, development and upbringing.
A lesson is understood as a lesson conducted by a teacher with a group of students of a constant composition and the same level of training.
A lesson is a form of organization of the pedagogical process in which the teacher, for a precisely set time, manages the collective cognitive and other activities of a permanent group of students, taking into account the characteristics of each of them, using the types, means and methods of work that create favorable conditions for all students to mastered the basics of the subject being studied directly in the learning process, as well as for the education and development of cognitive abilities and spiritual strength of schoolchildren.
The lesson remains the leading organizational form of learning. More than 300 years ago, Ya. A. Comenius in the book "Great Didactics" described the class-lesson system of education. For several centuries, the lesson has changed (lecture, laboratory work, seminar, etc.), but remained a convenient form of organizing the educational process. In the lesson, all components of the structure of the educational process interact (Fig. 1) .
The relationship of these structural components is due to the activities of the teacher and students.
The lesson reflects all the advantages of the class-lesson system. In the form of a lesson, it is possible to effectively organize not only educational and cognitive, but also other developing activities of students.
The advantages of the lesson as a form of organization of the pedagogical process are that it has favorable opportunities for combining frontal, group and individual work; allows the teacher to systematically and consistently present the material, manage the development of cognitive abilities and form the scientific worldview of students; stimulates other types of activities of students, including extra-curricular and home activities; in the classroom, students master not only the system of knowledge, skills and abilities, but also the methods of cognitive activity themselves; the lesson allows you to effectively solve educational problems through the content and methods of pedagogical activity.
Delivering a quality lesson is not easy, even for an experienced teacher. Much depends on the understanding and fulfillment by the teacher of the requirements for the lesson, which are determined by the social order, the personal needs of students, the goals and objectives of education, the laws and principles of the educational process.
Among the general requirements that a high-quality modern lesson must meet, the following stand out:
1. Using the latest achievements of science, advanced pedagogical practice, building a lesson based on the laws of the educational process.
2. Implementation in the classroom in the optimal ratio of all didactic principles and rules.
3. Providing appropriate conditions for productive cognitive activity of students, taking into account their interests, inclinations and needs.
4. Establishment of interdisciplinary connections realized by students.
5. Connection with previously studied knowledge and skills, reliance on the achieved level of development of students.
6. Motivation and activation of the development of all spheres of personality.
7. Logic and emotionality of all stages of educational activities.
8. Effective use of pedagogical means.
9. Connection with life, production activities, personal experience of students.
10. Formation of practically necessary knowledge, skills, rational methods of thinking and activity.
11. Formation of the ability to learn, the need to constantly replenish the volume of knowledge.
12. Thorough diagnostics, forecasting, design and planning of each lesson.
Each lesson is aimed at achieving a triune goal: to educate, educate, develop. With this in mind, the general requirements for the lesson are specified in the didactic, educational and developmental requirements.
Didactic requirements include:
1. A clear definition of the educational objectives of each lesson.
2. Rationalization of the information content of the lesson, optimization of the content, taking into account social and personal needs.
3. Introduction of the latest technologies of cognitive activity.
4. A rational combination of various types, forms and methods.
5. Creative approach to the formation of the structure of the lesson.
6. The combination of various forms of collective activity with the independent activity of students.
7. Providing operational feedback, effective control and management.
8. Scientific calculation and mastery of the lesson.
Educational requirements for the lesson include:
1. Determining the educational opportunities of educational material, activities in the classroom, the formation and setting of realistically achievable educational goals.
2. Setting only those educational tasks that organically follow from the goals and content of educational work.
3. Education of students on universal human values, the formation of vital qualities: perseverance, accuracy, responsibility, diligence, independence, efficiency, attentiveness, honesty, etc. .
4. Attentive and sensitive attitude towards students, compliance with the requirements of pedagogical tact, cooperation with students and interest in their success.
The developing requirements constantly implemented in all lessons include:
1. Formation and development of students' positive motives for educational and cognitive activity, interests, creative initiative and activity.
2. Studying and taking into account the level of development and psychological characteristics of students, designing a “zone of proximal development”.
3. Conducting training sessions at a "leading" level, stimulating the onset of new qualitative changes in development.
4. Forecasting "jumps" in the intellectual, emotional, social development of students and the operational restructuring of training sessions, taking into account the upcoming changes.
Thus, we have considered approaches to the definition of the concept of a lesson, on the basis of which we can conclude that a lesson is a form of organization of the pedagogical process, strictly defined in time, with a certain composition of students, systematically applied at a certain stage of the educational process.
Also in this paragraph, the main requirements for the lesson were considered, namely didactic, educational and developmental.
All this contributes to understanding what the lesson should be like, what it should include and what requirements it should meet, this will allow us to create the most high-quality lesson project.
In each lesson, its main stages can be distinguished, which are characterized by various activities of the teacher and students. These elements can act in various combinations and thus determine the construction of the lesson, the relationship between the stages of the lesson, that is, its structure.
The structure of the lesson should be understood as the ratio of the elements of the lesson in their certain sequence and interconnection with each other.
Conducting any lesson consists of three phases: preparatory, phases of active learning, phases of evaluation of the results of the lesson. The content of these phases can be represented by the following scheme developed by E. Stones
Ι. Training:
1. Defining lesson objectives in terms of student learning
2. Analysis of the purpose of the lesson in order to identify its main elements.
3. Identification of key characteristics, concepts and skills that students will learn.
4. Checking the current level of students' proficiency in the subject they will be taught.
5. Deciding how to provide gradual learning that guarantees the student a high level of success.
6. Deciding on the type of actions carried out by students, on the nature of the feedback that should be provided, on the methods of presenting educational material and assessing the degree of its assimilation.
ΙΙ. Education:
7. An explanation at the beginning of the lesson of the nature of the new material that the students must master.
8. Providing examples that give an idea of the full range of key characteristics of the concepts being studied.
9. Arranging examples so that teaching concepts is economical and efficient.
10. Bringing counterexamples that are not related to utopian concepts.
11. Bringing new examples in order to expand the understanding of the concept.
12. Help students in the early stages of learning. It is significant at first, but gradually fades away when students can demonstrate learning without outside help.
13. Encouraging students in one way or another, allowing them to feel that learning is going well, and increasing their interest in learning.
14. Encouraging students to independently explain new concepts through questions, prompts, hypotheses, etc.
15. Increasing the level of motivation of all students by ensuring a high level of success in learning.
16. Providing feedback on the activities of students at all stages of their learning.
17. When teaching motor skills, the ordering of control practical exercises in relation to the changing conditions for the performance of the skill.
18. When teaching motor skills, ensuring a smooth transition from one sub-skill to another.
19. Encouraging students to independent, analytical and heuristic problem solving.
ΙΙΙ. Evaluation:
20.Checking the ability of students to apply the acquired learning in new situations (transfer to changing conditions).
21. Evaluation of students' interest in the subject they are studying.
22. Comparison of students' achievements with the objectives of this lesson.
The variety of lesson structures, methods of their organization and didactic goals suggests a variety of their types.
Let us give a classification of lessons according to B.P. Esipov with consideration of their structural features:
1.A lesson in introducing students to new material or communicating new knowledge. The structure of such a lesson: a repetition of the previous material, which is the basis for learning a new one; explanation by the teacher of new material and work with the textbook; verification of understanding and primary consolidation of knowledge; home assignment.
2.Knowledge consolidation lesson. Its structure: checking homework; performing oral and written exercises; checking the execution of tasks; home assignment.
3.A lesson in developing and consolidating skills and abilities. It involves the reproduction of theoretical knowledge; implementation of practical tasks and exercises; verification of independently performed work; home assignment.
4.Lesson of generalization and systematization of knowledge. Such lessons are held at the end of the study of individual topics, sections, training courses. Their mandatory elements are the introduction and conclusion of the teacher, and the repetition and generalization of the material is carried out in the form of short messages and conversations between the teacher and students.
5.Lesson testing knowledge, skills and abilities. The main tasks of such a lesson are to identify the level of students' learning and to identify shortcomings in mastering the material. In this case, written or oral forms of control can be used.
