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

For him, not a single wind will be favorable.

Seneca

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

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

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

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

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

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

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

* * *

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

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

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

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

Mandatory conditions for the use of these methods are:

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

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

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

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

* * *

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

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

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

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

Setting the teacher's own goals.Students do not set a goal, so they may not be interested in the lesson.

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

* * *

Goals should be:

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

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

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

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

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

Even the most perfect system of learning goals will be of little help to practice if the teacher does not have a correct idea of ​​how to achieve these goals through the activities of students, the sequence in which they perform individual actions.

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

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

The goals that are personally significant for the student, motivating them to study new material, appear to us as a system of learning tasks: write, list, highlight, demonstrate, choose, indicate, correlate, etc.

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

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

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

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

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

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

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

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

Applications

Appendix 1.

The goals of the modern training session

personal goals.

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

Help to understand... promote awareness …)

• social, practical and personal significance of educational material;
• the value of collaboration.

meta-objective goals.

Development of intellectual culture

… ( …, ensure the development of skills …)

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

Development of a research culture

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

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

Development of a culture of self-management by educational activities

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

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

Development of information culture

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

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

Development of a communicative culture

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

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

The development of a reflective culture

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

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

Appendix 2

In the teacher's methodical piggy bank

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

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

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

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

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

Rice. 1. Quadrangles.

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

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

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

Students answer: "All shapes are quadrilaterals."

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

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

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

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

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

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

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

Some goal-setting techniques

Topic question

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

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

1. Repeat knowledge about the adjective.

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

3. Change a few adjectives along with nouns.

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

It formulated specific learning objectives.

Work on the concept

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

Lead-in dialogue

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

Bright spot situation

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

grouping

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

Exception

Reception can be used through visual or auditory perception.

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

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

conjecture

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

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

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

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

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

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

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

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

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

The problem of the previous lesson

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

Here are some of these goal-setting techniques.

"For memorization and reproduction":

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

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

"On understanding and synthesis":

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

"For understanding and application":

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

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

Appendix 3

Teaching children today is difficult,

And it wasn't easy before.

"The cow gives milk."

The 21st century is the century of discoveries,

Age of innovation, novelty,

But it depends on the teacher

What children should be.

We wish you that the children in your class

Glowing with smiles and love,

Health to you and creative success

In the age of innovation, novelty!

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

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

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

Subject - the ability to compose a story

Means - the process of compiling a story

Outcome (verifiable) - child's story

The method is based on plot pictures.

On goals and purpose

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

K. D. Ushinsky

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

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

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

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

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

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

Rule 3 It is necessary to set achievable goals, that is, goals that can be achieved, even if with a low probability. It must be borne in mind that a goal that is currently unattainable may become achievable in the future.

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

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

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

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

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

For example.

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

Action plan for the lesson:

Review what properties functions can have

Construct graphs of functions for different values ​​of k

Determine what properties the constructed functions have

2. Revealing the incompleteness of students' knowledge

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

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

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

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

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

"Goals and objectives of the modern lesson on GEF" Prepared by: AnpadistovaTat `yana Aleksandrovna, history teacher MKOU "TSO No. 12" nodal 2018 Modern education in Russia has switched to the Second Generation Federal State Educational Standard (FSES). Before educational institutions set task, which involves the education of a citizen of modern society, a person who will learn all his life. aim modern education is the development of the student as a subject of cognitive activity. Feature of the new generation GEF - active nature, which puts the main task of developing the personality of the student. Modern education refuses the traditional presentation of learning outcomes in the form of knowledge, skills and abilities; the wording of the standard indicates the actual activities. The fundamental difference of the modern approach is the orientation of standards to the results of mastering the main educational programs. The results are understood not only as subject knowledge, but also as the ability to apply this knowledge in practical activities. At the same time, the requirements for results mastering the main educational program are differentiated into three groups subject, meta-subject and personal. Lesson objectives- steps towards the goal, what needs to be done to achieve the result.

When planning a lesson, it is important to take into account that the new standard is based on a system-activity approach, which provides for active educational and cognitive activity of students in mastering the competencies necessary for their further self-development and continuous education.

Fulfillment of the set tasks provides for students to master the system of educational actions, both universal and subject, which in the end are specific learning outcomes. The task of educating a personality is organically connected with the learning process and is planned as personal results.

Based on this, when formulating the goals and objectives of a particular lesson, it is important to focus training on achieving the planned results indicated in the educational program.

Namely, to get:

Systematic knowledge about the essence and features of the studied concepts, processes and phenomena, cause-and-effect relationships;

- skills self-acquisition and generalization of the information received, the ability to analyze, synthesize, compare, evaluate, classify, translate textual information into graphs, diagrams, cartograms and other forms of generalization;
-skills cooperation and communication in solving problem situations and organizing effective work in groups to solve common educational and applied problems;

- skills formalize the results of their work in the form of text, oral communication, video material, presentations and other forms;

- skills organization of cognitive activity from the search and attraction of the necessary resources to quality control of the task;

- skills analyze and evaluate their own activities depending on the tasks;

- ICT- the competence necessary for the effective solution of educational tasks aimed at achieving the planned learning outcomes.

The results of mastering the program are divided into three groups:

Subject Results learning in a given subject involves the acquisition of knowledge in a given subject.

Particular attention should be paid to achieving meta-subject outcomes such as:

Set learning goals and objectives;
- plan ways and means to achieve goals;
- choose the most effective ways to solve educational and cognitive problems;

Adjust their actions in connection with changes in the conditions of training and work;
- evaluate the correctness of the implementation of educational and other tasks;
- be able to work with various sources of information, classify and generalize, identify similar processes and phenomena, draw conclusions and conclusions;
- develop and apply conventional signs, models and schemes, diagrams and chart diagrams for solving and designing educational and cognitive tasks;
- receive information as a result of semantic reading of the text;

Work in a group to solve common educational problems;
- use oral and written speech for a reasoned defense of one's point of view, one's conclusions and conclusions;
- own information and communication technologies for obtaining and processing information;

Apply ICT - competencies;

Possess the primary skills of teaching, research and project activities.

An important aspect of the lesson is the achievementpersonalplanned results:

Education of patriotism and love for one's Motherland;
- fostering a sense of responsibility for their country, the development of their native land;

Readiness for self-education and self-development;

Motivation for learning;

Formation of scientific outlook on the basis of modern achievements of science and technology;

Formation of a respectful and benevolent attitude towards the culture, religion and way of life of other peoples of Russia and the world;

Training in communicative competence skills;

Obtaining skills of adequate individual and collective behavior;
- education of ecological culture and development of ecological thinking.

Thus, the tasks set require 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 new standard.

Bibliography

Guzeev, V.V. Design and analysis of the lesson / VV Guzeev // Principal of the school. - 2005. - No. 7.

Ivanova L.F. Project work in teaching social science // Teaching history and social science at school. 2007. No. 2,

Kovgorodova, A. Directing a school lesson / A. Kovgorodova // Director of the school. - Head teacher. - 2005. - No. 2. - S. 49 - 51.

The concept of federal state educational standards for general education: project / Russian Academy of Education; ed. A.M. Kondakova, A.A. Kuznetsova. - M .: Education, 2008.

Kuznetsov A.A. About school standards of the second generation / A.A. Kuznetsov. // Municipal entity: innovations and experiment. - 2008. - No.

Kuznetsov A.A. On school standards of the second generation. // Municipal entity: innovations and experiment. 2008. No.

Lavrentiev, V.V. Requirements for the lesson as the main form of organization of the educational process in the conditions of personality-oriented learning: methodological recommendations / V.V. Lavrentiev // Head teacher for school administration. - 2005. - No. 1. - C 83 - 88.

Lukyanova, M.I. Methodology for the analysis of a personality-oriented lesson in subjects of the main school / M.I. Lukyanova, N.A. Radina, T.N. Abdullina // Head teacher for school administration. - 2006. - No. 2. - S. 13 - 22.

IN AND. Sirotin, editor-in-chief of the magazine "TEACHER of geography" In the new educational standard (FSES), much attention is paid to the final learning outcomes achieved in the process of implementing the main educational program. At the same time, the requirements for the results of mastering the main educational program are differentiated into three groups subject, meta-subject and personal . Subject teachers in their work, traditionally and quite reasonably, when setting the goal and objectives of the lesson, pay more attention to the requirements related to the content of the subject being taught. Meta-subject and personal requirements for the results of mastering the main educational program, both in planning and in the course of implementing the objectives of the lesson, often remain beyond its scope. The methodology for implementing precisely these requirements of the Federal State Educational Standard needs to be given more attention when planning a lesson, selecting content, and organizing student activities.

When defining the tasks of a particular lesson, tasks for the education, development and upbringing of students are traditionally highlighted, which are still relevant at the present time. But at the same time, it is necessary to recognize their general nature, blurring and not focusing on the final result, as required by the new standard.

When planning the goals and objectives of a particular lesson in the modern conditions of transition to training according to the Federal State Educational Standard, in our opinion, it is advisable to proceed from the requirements for the results of mastering the main educational program and take into account the planned results contained in the main educational program of a particular educational institution. When planning a lesson, it is important to take into account that the new standard is based on a system-activity approach, which provides for active educational and cognitive activity of students in mastering the competencies necessary for their further self-development and continuous education. The activity paradigm of the standard provides for a tiered approach to the system of planned results and the allocation, along with the basic level, of a promising level (the graduate will have the opportunity to learn), which is necessary for students to build an individual trajectory of their development.

It is important to understand that the system of planned results establishes and describes a set of educational-cognitive and educational-practical tasks that are solved by students in the course of training. Particular attention is paid to tasks that are aimed at the formation of knowledge and competencies submitted for the final assessment (see GEF, POPOU, pp. 61-66, “the student will learn”).

The fulfillment of the set tasks provides for the mastering by students of the system of educational actions, both universal and subject, which, as a result, are specific learning outcomes. The task of educating a personality is organically connected with the learning process and is planned as personal results. Based on this, when formulating the goals and objectives of a particular lesson, it is important to focus training on achieving the planned results indicated in the educational program.

Namely, to get:
-systematic knowledge about the essence and features of the studied concepts, models, processes and phenomena, cause-and-effect relationships;
- skills of self-acquisition and generalization of the information received, the ability to analyze, synthesize, compare, evaluate, classify, establish analogues, translate text information into graphs, diagrams, cartograms and other forms of generalization;
- skills of cooperation and communication in solving problem situations and organizing effective work in groups to solve common educational and applied problems;
- the ability to formalize the results of their work in the form of text, oral communication, video material, presentations and other forms;
- skills of organizing cognitive activity from finding and attracting the necessary resources to monitoring the quality of the task;
- the ability to analyze and evaluate their own activities depending on the tasks set, the presence of value-semantic attitudes, to argue their positions;
- ICT - the competence necessary for the effective solution of educational tasks aimed at achieving the planned learning outcomes.

At the same time, we consider it expedient to concretize and differentiate educational tasks in the subject (geography) aimed at achieving the planned results of mastering the basic educational program of basic general education (OOOOOO) prescribed in the new standard and differentiate depending on the content and objectives of the lesson into subject, meta-subject and personal.

Lesson objectives:
Achievement subject planned results:
- formation of a system of knowledge about the Earth as a planet of people;
- ensuring a deep understanding of the integrity and heterogeneity of territories on the surface of the Earth;
- formation of a system of knowledge about the main stages of the development of the Earth;
- training in identifying the features of nature and economic activities of people in various regions and countries of the world;
- formation of a system of knowledge about the diversity of culture, features of life and life of the population belonging to different peoples;
- mastering the skills of using various devices and tools (including electronic ones) to solve educational and applied problems;
- formation of skills to give qualitative and quantitative characteristics of the components of the geographical environment;
- mastering the skills to use the map as a language of international communication and as a means of studying geographic processes and phenomena;
- mastering the skills of presenting one's activities in solving educational and applied problems;
- mastering the methods of ensuring one's own safety and the rules of behavior in the event of various types of natural disasters.

Achievement metasubject planned results:
- set learning goals and objectives;
- plan ways and means to achieve educational and applied goals;
- choose the most effective ways to solve educational and cognitive problems;
- adjust their actions in connection with changes in the conditions of training and work;
- evaluate the correctness of the implementation of educational and other tasks;
- be able to work with various sources of information, classify and generalize, identify similar processes and phenomena, draw conclusions and conclusions;
- develop and apply conventional signs, models and schemes, diagrams and chart diagrams for solving and designing educational and cognitive tasks;
- receive information as a result of semantic reading of the text;
- work in a group to solve common educational problems;
- use oral and written speech for a reasoned defense of one's point of view, one's conclusions and conclusions;
- own information and communication technologies for obtaining and processing information;
- apply ICT competencies to solve educational problems and tasks of an applied nature;
- possess the primary skills of teaching, research and project activities.

Achievement personal planned results:
- education of patriotism and love for one's Motherland;
- fostering a sense of responsibility for the quality of life of their people, the development of their native land;
- readiness for self-education and self-development;
- motivation for learning and the ability to build an individual educational territory;
- formation of scientific outlook on the basis of modern achievements of science and technology;
- formation of a respectful and benevolent attitude towards the culture, religion and way of life of other peoples of Russia and the world;
- teaching skills of communicative competence;
-obtaining the skills of adequate individual and collective behavior in order to ensure life safety in emergency situations of a natural and man-made nature;
- education of ecological culture and development of ecological thinking.

Thus, the definition of lesson objectives in accordance with the requirements of the Federal State Educational Standard for the results of mastering the main educational program will allow us to more systematically switch to training in accordance with the new standard. At the same time, it should be borne in mind that the above formulations, differentiated depending on the three levels of requirements specified in the new standards (subject, meta-subject and personal) are exemplary. The concretization of educational tasks occurs depending on the topic being studied, the content considered in the topic, the selected methods and teaching methods, as well as the form of the lesson and its structure. The selection of the content of educational material, the choice of teaching methods and techniques also need a new reading, taking into account the content of the new standards. These issues should also be key in organizing methodological work, disseminating the experience of creative teachers, holding creative workshops, master classes, scientific and practical conferences.

slide 2

goal setting

• The process of formulating the goal and the tasks arising from it
• Goal setting components
• Justification and goal setting
• Determination of ways to achieve them
• Designing the Expected Result

slide 3

The process of choosing and actually defining a goal, which is an ideal image of the future result of the activity; joint activities of students and the teacher in setting goals, planning activities; the choice of the content of the activity and the definition of criteria for the effectiveness of the activity, the choice of one or more goals with the establishment of parameters of permissible deviations for managing the process of implementing the idea.

slide 4

The concept of goal

slide 5

SMART goal setting criteria

• S (specific)
• M (Measurable) - measurability
• A (Attainable) - reachability
• R (Result-oriented) - result-oriented
• T (Time-bounded) - correlation with a specific period (time)

slide 6

Defining Lesson Objectives

• Learning objectives
• Item Objectives
• Objectives of this lesson
• (Goals at each stage of the lesson)

1. Strategic goal
2. tactical target
3. Operational goal

Slide 7

Goal formulation based on B. Bloom's taxonomy

• (Taxonomy - classification and systematization of objects ....)
• B. Bloom's taxonomy levels
• 6.Evaluation
• 5. Synthesis
• 4. Analysis
• 3.Application
• 2.Understanding
• 1.Knowledge

Slide 8

The purpose of the lesson is to achieve educational results

• Personal - acceptance of new values, moral standards
• Meta-subject - mastering the methods of activity, skills of self-organization
• Subject - the acquisition of knowledge and skills in this subject

Slide 9

Define a goal that can be achieved in 45 minutes, in 125 hours, in 5 years of study

• Teach students to work with reference literature.
• To form knowledge about the main cultural monuments of Ancient Greece.
• Learn to analyze literary works of an epic nature.
• To consolidate knowledge about the main features of mammals.
• To develop the ability to systematically analyze the phenomena of reality.
• To teach students to write abstracts and abstracts of read articles and books.
• To form knowledge about the periodic system of elements of D.I. Mendeleev.
• To form knowledge about the essence of Ohm's law.

Slide 10

Review lesson objectives:

Lesson Objectives:

• Ensure repetition and consolidation of basic concepts and facts.
• Contribute to the formation of worldview ideas.
• Ensure the health of students.
• To develop in students the ability to see the main, essential in the studied material, to compare, generalize, logically express their thoughts.
• Develop students' curiosity.

Theme of the lesson - "Planets of the solar system"

slide 11

What mistakes can be identified in the proposed formulations of the objectives of the lesson?

• Each student will be able to name 10 main events of the Great Patriotic War
• Each student will be able to explain the differences between wild and domestic animals.
• The student will be able to classify concepts ... by parameters ...
• Students will use colloquial expressions to greet, start and end a conversation
• Students will choose which of the two ways to solve the problem is better.

slide 12

How to determine that the goal is formulated correctly

Answer the questions:

• Is the goal feasible for students?
• Is the goal specific?
• Does it contribute to the achievement of the planned result?
• Is it possible to evaluate the achieved result?
• Are the goals formulated in the actions of the students?
• Is the final result in the formulation?

slide 13

The purpose of the lesson is transformed into tasks:

• Informational: what will we teach and what will we learn?
• Operational: how and how will we learn?
• Motivational: why do we need it?
• Communicative: with whom and where?

Slide 14

slide 15

slide 16

HOW THE LESSON CHANGES

The lesson becomes personality-developing;
- the lesson becomes competence-oriented;
- the lesson becomes meta-subject;
- along with the subject-oriented lesson, integrated forms (lessons of the lesson) are born, the line between teaching and education is blurred

Slide 17

Structure of a traditional lesson

How many stages should be in a lesson?

1. Organizing time;
2. checking homework;
3. updating the subjective experience of students
4. learning new knowledge and ways of doing things
5. primary test of understanding of the studied
6. consolidation of what has been learned;
7. application of what has been learned;
8. generalization and systematization;
9. control and self-control;
10. correction;
11. homework;
12. summing up the results of the training session;
13. reflection.

Slide 18

The structure of the modern lesson

1. Knowledge update
2. Problematization
3. Reflection
4. Control, self-esteem
5. Semantization

Slide 19

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.

Slide 20

slide 21

LESSON TYPOLOGY

slide 22

THE MAIN DIFFICULTIES IN PREPARING FOR THE LESSON ON GEF

• A sustainable lesson methodology that has developed over the past years.
• The need to enable the student to search for information and explore it.
• The need to create learning situations as special structural units of learning activities, as well as to be able to translate learning tasks into a learning situation.
• The traditional approach to the analysis of the lesson and the desire to adhere to the old approaches to evaluating the performance of the teacher.
• Replacing well-known outline plans with technological maps of the lesson.
• Control and evaluation activities.

slide 23

Modern lesson

• the student is not the object, but the subject of educational activity;
• the lesson uses a variety of sources of knowledge;
• the structure of the lesson changes;
• individual and collective activity prevail;
• priority is given to the student's activities;
• new criteria for assessing the activities of students are applied.

slide 24

Algorithm for constructing a lesson within the framework of a system-activity approach

• Present the lesson in the form of logically completed modules with a clearly defined goal and a planned result.
• Based on the subject of the lesson, the purpose of the module, taking into account the age-related psychological characteristics of the development of children, choose a pedagogical technique or technique from the bank of techniques.
• To prepare training tasks based on the material of the textbook, Ilyushin's situational task constructor can be used.
• Analyze the resulting lesson scenario from the point of view of a system-activity approach.
• Consider the selected methods or techniques for the use of ICT for their implementation.
• Assess the efficiency of the lesson, based on the principle of ideality: the maximum effect of students' learning activities with minimal teacher activity.

Slide 25

Exercise

1. Develop a goal-setting lesson on a system-activity approach.
Thing___________________________________
Theme of the lesson _________________________________
Class __________________________
Purpose (personal, meta-subject, subject result) __________________________
Lesson objectives:

• Subject:
• Metasubject:
• Personal:

View all slides

Typology and structure of the lesson

The allocation of the stages of the training session is based on the logic of the process of mastering knowledge: perception - comprehension - memorization - application - generalization - reflection
The set of stages of the training session that form its structure is as follows:
1. organizational stage
2. homework verification stage
3. the stage of preparing students for an active and conscious perception of new material
4. stage of learning new knowledge and ways of activity
5. the stage of primary verification of understanding of what has been learned
6. the stage of consolidating the studied
7. stage of application of the studied
8. stage of generalization and systematization
9.stage control and self-control
10.stage correction
11. homework information stage
12. stage of summing up the lesson
13.reflection stage

Main types of lessons remain the same, but have been modified:
The following five types of lessons are distinguished:
1) lessons of studying new educational material;
2) lessons on improving knowledge, skills and abilities (this includes lessons on the formation of skills and abilities, targeted application of what has been learned, etc.);
3) lessons of generalization and systematization;
4) lessons of control and correction of knowledge, skills and abilities.
"Aerobatics" in the conduct of the lesson and the ideal implementation of new standards in practice is a lesson in which the teacher, only guiding the children, makes recommendations during the lesson. Therefore, children feel that they are teaching the lesson themselves.

Types of lessons according to GEF - flow charts

Technological map No. 1 - A lesson in mastering new knowledge

Technological map No. 2 - Lesson for the integrated application of knowledge and skills (reinforcement lesson)

Technological map No. 3-Lesson of updating knowledge and skills (repetition lesson)

Technological map No. 4 - Lesson of systematization and generalization of knowledge and skills

Technological map No. 5 - Lesson of control of knowledge and skills

Technological map No. 6 - Lesson for correcting knowledge, skills and abilities

Technological map No. 7 - Combined lesson

Formation of competence

For problem solving:

Know various everyday clichés related to greetings, conduct a mini-dialogue

Be able to conduct a conversation on the situation: say your name, find out the age of a friend, name animals,

Students master new vocabulary on the topic, phonetic, spelling

Educational and cognitive competencies.

This is a set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activities, correlated with real cognizable objects. This includes the knowledge and skills of organizing goal-setting, planning, analysis, reflection, self-assessment of educational and cognitive activity. In relation to the studied objects, the student masters the creative skills of productive activity: obtaining knowledge directly from reality, mastering the methods of action in non-standard situations, heuristic methods for solving problems. Within the framework of these competencies, the requirements for appropriate functional literacy are determined: the ability to distinguish facts from conjectures, possession of measurement skills, the use of probabilistic, statistical and other methods of cognition.

. Information competencies. With the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier) and information technologies (audio-video recording, e-mail, mass media, Internet), the ability to independently search, analyze and select the necessary information, organize, convert, save and transfer it. These competencies provide the skills of the student's activity in relation to the information contained in the subjects and educational areas, as well as in the surrounding world.

Communication skills include the following key skills:

- verbally communicate in standard situations of educational, labor, cultural, everyday spheres;

- Orally, briefly talk about yourself, your environment, retell information, express an opinion, give an assessment;

- the ability to write and transmit elementary information (letter).

Communicative competencies. They include knowledge of the necessary languages, ways of interacting with surrounding and remote people and events, group work skills, and possession of various social roles in a team. The student must be able to introduce himself, write a letter, a questionnaire, a statement, ask a question, lead a discussion, etc. To master these competencies in the educational process, the necessary and sufficient number of real communication objects and ways to work with them are fixed for the student of each level of education within each studied subject or educational area.

skills, new grammatical structures

How to formulate the objectives of the lesson?

Prescribing educational goals, use the following wording:

create/provide conditions for fostering a sense of humanism, collectivism, respect for elders, mutual assistance, responsiveness, politeness, a negative attitude towards bad habits, the value of physical health, etc.

Developing The goal component will be formulated as follows:

create conditions for development / promote development (logical thinking, memory, observation, the ability to correctly summarize data and draw conclusions, compare, the ability to draw up a plan and use it, etc.)

In my opinion, it is quite clear: educational - to create conditions for education (we write what), developing - to create conditions for development (we write what).

Examples of educational goals:

"Create conditions that ensure the education of interest in the future profession ..."
"To provide conditions for the formation of conscious discipline and norms of behavior of students ..."
"Contribute to the development of a creative attitude to learning activities ..."
"Contribute to the education of frugality and economy ..."
“Provide conditions for cultivating a positive interest in the subject being studied…”
"Organize situations that emphasize the formation of conscious discipline at work ..."
“To create conditions in the classroom that ensure the education of accuracy and attentiveness when performing work using ...”
"Contribute to the education of respect for the environment ..."
"Ensure high creative activity in the implementation of ..."
“Create conditions that ensure the education of the desire to comply with the rules of safe work ...”
“To provide conditions for cultivating a creative attitude towards the chosen profession…”
"To contribute to the formation of a scientific worldview through the example of studying ..."
“Create conditions that ensure the formation of self-control skills in students ...”
“To contribute to the acquisition of the necessary skills for independent learning activities ...”

Examples of development goals:

"To promote the development of students' skills to summarize the knowledge gained, conduct analysis, synthesis, comparisons, draw the necessary conclusions ..."
“To provide conditions for the development of skills to establish causal relationships between ...”
“To provide situations conducive to the development of skills to analyze and distinguish ...”
“To provide conditions for the development of skills and abilities to work with sources of educational and scientific and technical information, to highlight the main and characteristic ...”
"To promote the development of skills to apply the acquired knowledge in non-standard (typical) conditions"
"To provide conditions for the development of skills to competently, clearly and accurately express one's thoughts ..."
“To provide conditions for the development of mindfulness, observation and the ability to highlight the main thing, the assessment of various processes, phenomena and facts ...”
"Contribute to the development of volitional qualities of students with ..."
“To promote the development of skills of a creative approach to solving practical problems…”
“To promote the development of technological (abstract, logical, creative) thinking…”
"To provide conditions for students to master the algorithm for solving problematic and research problems ..."

We figured out the educational and developmental goals.

cognitive(educational, practical, cognitive - these are all names for the same objective goal) it is more difficult to set a goal, because there is no single approach to its formulation. But this goal is the most important. It is the most concrete, the most verifiable, the most obvious and achievable. It is like a target: put it in front of you and your students and achieve a 100% hit.

Practical goals can be formulated depending on the type of lesson.(I will make a reservation that there is no unequivocal opinion on the issue of lesson typology). There is, for example, the division of lessons into language and speech. Then the goals are set depending on 1) the type of lesson and 2) the aspect of the language or the type of speech activity.

Aspect of language: phonetics, vocabulary, grammar.
Types of RD: listening (listening to speech), speaking (monologic, dialogical speech), reading, writing.