Positive and negative aspects of the introduction of GEF in the primary education system.

In accordance with the decision of the Government of the Russian Federation, a general education standard was developed, which is called the "Federal State Educational Standard (FSES)".

According to the authors of the standard, it is aimed at modernizing Russian education. However, in the process of introducing and implementing the Federal State Educational Standard, practicing teachers and the administration of an educational organization have a lot of unresolved issues, problems and ideas for solving them.

Before proceeding to the disclosure of the problems of introducing the Federal State Educational Standard, I will present the main characteristics of the Federal State Educational Standard.

If we compare the standards of the first generation and the standards of the second generation, we can see the transition from the school of the formation of ZUNs to the school of the formation of thinking and universal educational activities, the fundamental difference in the subject and personal development of the student, in setting the goals and objectives of the lesson.

The idea underlying the New Generation Standard is as follows: “From the recognition of knowledge, skills and abilities as the main outcomes of education, there has been a shift to understanding learning as a process of preparation for real life, readiness to take an active position, successfully solve real tasks, be able to cooperate and work in a team, be ready to quickly retrain in response to updating knowledge and labor market requirements.

This idea is very relevant in our developing society, since traditional education was largely aimed at the formation of subject knowledge, skills and abilities. School graduates knew the material very well in the subjects, but they were not always able to work in a group, competently carry out the communication process, defend their point of view, and quickly relearn.

The expediency of introducing new generation standards also lies in the fact that many graduates can see the paradox of an excellent student. Practice shows that many excellent students are not able to adapt to the real world. They know and (theoretically) know how to do more than their peers, but give the impression of a less developed, less independent, much more dependent person. While underachieving students, on the contrary, more often achieve more in life only due to developed communication skills, the ability to interact in a group, take risks, etc.

We conclude that over the past decades, society has undergone significant changes in setting the goals of education and ways to implement them. The Federal State Educational Standard does not exclude the formation of knowledge, skills and abilities among students, but the emphasis is on the development of personal and meta-subject knowledge, while subject knowledge is given less importance. And this is the main disadvantage of the modern education system. I would like to clarify the basic principles of the Federal State Educational Standard, that is, to tell in more detail about the personal and meta-subject results of education.

Under the personal results of educational activities in the Standard is understood the system of value relations of students - to themselves, other participants in the educational process, the educational process itself and its results, formed in the educational process.

It is customary to refer to personal results such characteristics as:
. self-determination;
. motivation for learning activities;
. family love;
. moral and aesthetic assessment;
. patriotism, etc.

Meta-subject results are understood as methods of activity applicable both within the framework of the educational process and in solving problems in real life situations, mastered by students on the basis of one, several or all academic subjects. In other words, meta-subject results are universal learning activities (UUD), the formation of which will allow students to independently master any academic subject, socialize in society, continuously self-learn, etc., that is, “do”, not “know”.

Based on this, we can highlight the positive aspects of the introduction of the standard.

The first plus is the transition from a simple transfer of knowledge to a student, to projecting the creative abilities of an individual. Therefore, at the head of the implementation of the Federal State Educational Standard is a system-activity approach, which involves the widespread introduction of project and research activities into training.

The second plus of the Federal State Educational Standard is the educational function.Creation of conditions for the formation of a creative, independent, humane personality, capable of appreciating himself and respecting others in the conditions of personality-oriented education.

The third plus is the continuity of approaches and principles in building standards for primary, secondary and high schools:

Primary school provides primary skills for self-searching for knowledge;

The basic school develops independence in the use of knowledge and skills in solving specific problems, develops the primary skills of goal-setting and reflection;

The high school reinforces the skills and abilities for independent goal-setting, the choice of tools and means to achieve the goal, helps to consolidate the skills of applying the acquired knowledge in educational, project and educational-research activities at the pre-professional level (6)

The fourth plus is the material and technical base of primary school classrooms meets the requirements of the Federal State Educational Standard.

One of the main advantages of the Federal State Educational Standard can be safely attributed to great attention to extracurricular activities, which means:

sports and recreation activities;

spiritual and moral direction, the formation in children of the feeling of a full-fledged citizen;

general intellectual development through the solution of special problems;

social direction;

general cultural development.

At the same time, the content of the classes is compiled based on the experience of leading specialists, the wishes of the parents of the students and the children themselves. Extracurricular activities include individual sessions with a speech therapist (for oral, written speech, handwriting), a teacher-psychologist, etc. Meeting with such specialists is never in vain, children receive special knowledge, the necessary psychological support that only a real professional. Group and individual consultations for schoolchildren of different ages are conducted excursions, round tables, sections, disputes, conferences, olympiads, competitions, scientific research. All this allows you to break away from boring textbooks and interest the child as much as possible.

And now let's imagine the disadvantages of the implementation of the Federal State Educational Standard, which the teacher faces during work.

In the process of introducing the GEF, the following problems were identified:

1. Insufficient amount of funds for the purchase of educational literature, screen and sound aids (including in digital form), interactive whiteboards, educational and practical and educational and laboratory equipment, natural objects.

2. In addition to the usual subject tests, it is now necessary to carry out meta-subject diagnostic work composed of complex tasks.

3. The problem for the school is the diagnostics of the results of personal development introduced by the Federal State Educational Standard. The usual form of written control work is now supplemented by such new forms of results control as:

Purposeful observation (fixing the actions and qualities shown to students according to the given parameters),

Self-assessment of the student according to the accepted forms (for example, a sheet with questions on self-reflection of a specific activity),

Results of educational projects,

The results of a variety of extracurricular and extracurricular activities, the achievements of students.

4. What has changed in the professional activity of a primary school teacher in connection with the implementation of the Federal State Educational Standard? If before the introduction of the document, the application of the system-activity approach was a personal initiative of the teacher, then at present, this is an obligatory component of work for the formation of UUD. Now, when preparing for a lesson, the teacher spends almost twice as much time as compared to previous school years. If earlier they tried to do what they planned, now they need to organize the activities of children. Focus on the student's self-esteem, the formation of adequate self-esteem. Accounting for the dynamics of children's learning outcomes relative to themselves. Assessment of intermediate learning outcomes.

5. According to the new standards, the main thing is not just to create conditions for acquiring new knowledge and skills, our task is to teach children to LEARN, create favorable conditions for the personal and cognitive development of each student, teach children to apply, develop this knowledge and skills in class and after school hours. And this is the main problem. After all, there are students who are really capable of such learning, and there are those who simply cannot be independent and active. Also here there is a problem that not all children have the opportunity to access the Internet at home.

The sources of knowledge, as a rule, were the teacher and the textbook. Now, whether we want it or not, the information base of children is much wider, and the task of the teacher is to show the range of possibilities for finding information. And not just a search, but how to perceive this information, evaluate it, how to operate with it. The child must understand what knowledge he lacks, where and how to get additional knowledge. But many children do not even have the opportunity to acquire elementary subject knowledge, when the teacher is, as in the traditional system, the source of knowledge transfer.

We must not lose sight of the fact that primary school students do not want to learn, their motivation to acquire new knowledge suffers. The student is not satisfied with the explanation that he needs this or that material only because it will be useful to him in his adult life after graduation, that is, in a few years.

Therefore, the teacher should understand, "How to teach?" or, more specifically, “How to teach in a way that triggers their own questions in children: “What do I need to learn?” and “How can I learn this?”

In addition, following the requirements of the new standard, the teacher needs to master modern educational technologies, choose teaching materials, use the possibilities of the material and technical base, learn how to develop and implement curricula, programs of extracurricular educational activities, participate in the design of the educational program.

The most significant disadvantage of introducing the Federal State Educational Standard into the educational process is the complexity of the full implementation of the system. To do this, the state must radically change the financing of the education system, especially with regard to raising teachers' salaries and improving the quality of the material and technical base of all schools. The new standard must be implemented in a new environment. Also, teachers themselves must change their attitude to the matter, otherwise it will become a serious obstacle.

In general, if the state can fulfill its part of the responsibilities for the successful implementation of the Federal State Educational Standard, this system can become a real breakthrough. This standard has many advantages, the main thing is to organize the educational process correctly. In this case, this task falls entirely on the shoulders of leading teachers, who, fortunately, are enough in our country. They will be able to gradually introduce the Federal State Educational Standard, isolate the advantages from it and get rid of the shortcomings.

Teachers see the solution to the problems presented above in the implementation of the following ideas:
. development of textbooks in accordance with the requirements of the Federal State Educational Standard for basic general education;
. development of methodological recommendations for teachers for each textbook;
. reducing the number of students in the class;
. reducing the teaching load of teachers;
. the introduction of additional payments to the salaries of teachers for supervising the project activities of schoolchildren;
. improvement of the educational environment.

In conclusion, I would like to say that the thoughts expressed in the article are just assumptions. At this stage of the implementation of the Federal State Educational Standard, it is certain to answer the question: "Have positive or negative results been achieved by the introduction of the Federal State Educational Standard of basic general education?" it is impossible, until the Second Generation Standard begins to work in full force, until all the requirements and norms of the Federal State Educational Standard are met.

Bibliography:

3. Evplova E.V. Federal State Educational Standards for Basic General Education: Problems and Solutions / E.V. Evplova // Standards and monitoring in education. - 2014. - No. 3. - S. 62-64

4. Federal state educational standard. http://standart.edu.ru/catalog.aspx?CatalogId=230.

5. Federal state educational standard for basic general education. Approved by order of the Ministry of Education and Science of the Russian Federation dated December 17, 2010, No. 1897.

6. Kablashova O.V. Implementation of the principles of continuity and consistency of the Federal State Educational Standard of the IEO and the Federal State Educational Standard of the LLC// Social network of educators. - nsportal.ru .

1. General assessment of the solution of the tasks set: during the lesson, educational, upbringing and health-improving tasks were solved. However, due to lack of time, these tasks were partially solved.

2. Evaluation of the health-improving orientation of the lesson:"Physical Culture » - the only subject in the school, the educational process of which is aimed not only at teaching and educating students, but also at versatile strengthening of health, hardening of schoolchildren.

To do this, the teacher used a variety of means, methods, techniques, created special conditions: compliance with hygienic requirements for places of study, clothes, shoes for students; posture exercises, breathing exercises were used; the motor activity of students became more active. All this made it possible to develop and improve the functions and systems of a growing organism. Improving work at physical culture lessons, as a rule, goes unnoticed, in parallel with training and education, which, when analyzing the teacher's activity in this direction, requires special professional knowledge from the examiner.

3. Positive aspects in the work of the teacher: the lesson was conducted methodically correctly, parts of the lesson are sustained, a good selection of outdoor switchgear, good organization of the lesson.

4. The main shortcomings in the preparation and conduct of the lesson: in the process of analyzing the teacher's readiness for the lesson, organizing the lesson, teaching, educating, developing physical qualities, shortcomings in work, mistakes were revealed: the lack of a good command voice.

5. Overall assessment of the density of the lesson. The lesson was of high density, the children were constantly busy doing the exercises that the teacher offered them.

6. The attitude of students to the lesson: The students showed activity, interest in the lesson, tried to perform the exercises as correctly and better as possible.

7. Evaluation for the lesson:"Great".

8. Suggestions for improving the quality of the lesson: it is necessary to pay attention to the development of a command voice, to pronounce commands clearly and loudly.

Signature of the person who analyzed the lesson __________ Ryazhkina O.

Signature of the person conducting the lesson __________ Kaisin S.S.

Outline of extracurricular activities

Subject: "Who if not us".

Target: Raising a healthy lifestyle and love for sports, as well as the ability to rejoice and worry about their sports teams and athletes.

Tasks:

Building a class team.

Formation of respect for health and sports, a sense of empathy for the performance of sports teams and athletes of our Russia.

Organization of joint creative activity of students.

Identification and creation of conditions for the individual, creative activity of each child.

Development of student culture.

Conduct form: Collective-creative work with the use of multimedia accompaniment.

Methods: Conversation, use of visual aids and templates, joint labor activity with elements of competitive competition and role-playing game.

Preparatory work: All students in the class participate in the event. On the board is the name of the topic of the extracurricular event, Attributes of the teams. Prepare a presentation with musical accompaniment for the creative mood of students. To perform practical work, prepare the necessary tools and materials for each group: glue, templates, bandanas, task cards, flags.

preliminary stage: All students from the very beginning are divided into three groups, according to the attribute that they got at the beginning (star, torch, pennant).

I stage. Introduction by the teacher.

Good afternoon guys. Allow me to introduce myself, "Nika" the messenger of "Zeus" - the patron saint of the Olympic flame.

I came to teach you

Sport is friendly with health.

Just remember: athletes,

Every day is sure

Start with exercise.

So we guys will start our lesson with exercises.

The song "Charging" sounds and the guys perform exercises to the music.

Well done boys! You have all done the exercises very well. Probably many of you go in for sports or do exercises in the morning. Raise your hands who do exercises in the morning. Now raise your hands, who plays sports. This is very cool, which means you care about your health.

Guys, who among you can say where and in what year the Winter Olympic Games will take place? Right in Sochi in 2014. Now tell me the names of the Winter Olympics with the help of a clue. I show you a pictogram, and you have to guess what kind of sport it is. Well done guys, you are good at pictograms. Do you know which 3 mascots will accompany the Sochi Olympics? Well, of course - this is a HARE, BEAR and SNOW LEOPARD.

And now I want to offer you a little cheer. Well, do not be afraid not in the truest sense of the word. I want to invite you to play the role of fans. How are fans different? Well, of course - with chants and additional attributes. And now we will hold a fan contest, and for this we need to split into three teams.

At the beginning of the event, you already received one of your team's attributes. It is attached to your right cheek. And so let's welcome the team "Zvezda", "Torch" and "Vympel".

First, let's do a warm-up: I'll start the game now, I'll start, and you finish. Answer in unison.

In a healthy body healthy mind)

To stay healthy you need to - (do sports)

If you want to be healthy - (harden)

Be friends with sports - (be healthy)

Well done! Now let's move on to practical tasks.

II stage. Creative work of students.

Each team must go through 3 stages. At each stage, tasks await you. Read them carefully and follow them correctly. Proceed to the next stage only when all team members have completed the task. After passing through all three stages, you need to build.

The winner is the team that quickly, accurately and best of all will cope with the task.

After all the teams have gathered, the role-playing game begins.

Stage III. Final.

Well done guys, you all did a great job. You've made great fans. I suggest you increase your team of fans by accepting our guests into your ranks. Share some of your attributes (flags) with them. And now let's all the fans sing together the song "Who, if not us"

Summarizing.

Undoubtedly, if we have such fans in Russia. Then the Russian teams and athletes will certainly win.

The level of knowledge and skills of schoolchildren, the pedagogical skills of the teacher are assessed mainly during the attendance of training sessions. The lesson, as a focus, concentrates all the activities of the teacher, his scientific training, pedagogical skills, methodological skills, the ability to organize independent work of all students.

The real value of a lesson is its result; the degree of assimilation of the material by students. No matter how outwardly effective techniques the teacher uses, if the children have not mastered the topic, it cannot be called effective. At the lesson, the children should learn the planned amount of knowledge, develop the necessary skills and abilities. At home, knowledge is expanded, deepened, consolidated, but acquired mainly in the classroom.

In more detail, observation of the lesson should cover:

1) The organizational side of the lesson. The person present determines whether the teacher arrives on time, whether the manuals, equipment, chalk, blackboard are prepared, whether the children are ready for the lesson, the sanitary condition of the class, duty and general order;

2) The content of the lesson. The depth and scientific nature of the teacher's explanations are assessed, whether a connection is established with reality, whether the material of the lesson is used for educational purposes, whether additional material is involved, the latest achievements of science, whether the explanation is interesting, whether visual aids, drawings, diagrams, models are used. What is the content of the students' answers, the depth of their knowledge, the level of independence, the culture of speech, how grades are given;

3) The educational role of the lesson. Does the teacher use the content of the material for educational purposes, what is the system of teacher requirements. Are the guys accustomed to work, independent work, do they follow the rules of conduct. Does the teacher pay attention to the behavior of schoolchildren, their attitude to work, mutual assistance, adherence to principles, efficiency, discipline;

4) The methodological side of the lesson:

A) the leader pays attention to the methods of the survey, the methods of activating the group during the survey, how much time it takes to survey, the deepening of knowledge during the survey;

B) the methods and techniques of the teacher’s work are carefully studied during the explanation: whether they listen carefully, what methods the teacher achieves in the development of students’ thinking, their independence and individual abilities, what the teacher does to ensure that the children firmly learn the material, which of the modern teaching methods are used ;

C) how visual and technical teaching aids are used, how experiments and practical work are organized;

D) ways to consolidate knowledge, solve problems, perform independent work;

D) home appliances and checking homework;

E) maintaining workbooks, notes, checking these notebooks, developing skills to draw up, make drawings, diagrams;

5) Features of the behavior of the teacher in the classroom. Of no less interest to the leader is the role of the teacher in the lesson as an organizer and conductor, his culture, speech, tact, clothing, manners, habits, relationships with students.

Thus, the observation of the lesson has a comprehensive, complex character, it covers all components of the educational work. Observation is only the first stage of control, the second is the analysis of lessons, its comprehensive analysis, and the development of recommendations for improving the work of the teacher.

The lesson cannot be analyzed abstractly on the basis of some eternal, unshakable criteria or opportunistic hobbies. First of all, one should not look for the use of all means and methods of work without exception in every lesson. To demand that all lessons be combined, including all “elements”, means to schematize the educational process, to simplify it.

When analyzing the lessons, at least the following specific circumstances should be taken into account:

A) features of the topic. There may be lessons where there is no need to use visual aids or technical means, to call to the board, to work with a book;

B) the possibilities of the school, the availability of classrooms, technical means, visual aids, the necessary books in the library, school sites. When analyzing a lesson, it is important to pay attention to whether the teacher used everything, but at the same time make real reasonable demands; c) the composition of this class, the level of development and abilities of students (often an opinion about the lesson is made on the basis of the answers of schoolchildren, tests, and the level of development of children, their abilities are not taken into account);

D) the individuality of the teacher, the level of training, character traits, health status, previous results of work.

Parsing can take many different forms. The most rational, in our opinion, is the following scheme:

A) the teacher himself talks about his lesson, about what he, in his opinion, succeeded in, what he did not;

B) then the presenter analyzes the positive aspects of the lesson;

C) only after that follows the analysis of negative points;

D) finally, suggestions are made on how to get rid of the shortcomings;

E) after the analysis, the teacher again expresses his opinion, and, finally, all those present are included in the discussion of the problems.

The lesson is a part of a child's life, and living this life must be done at the level of a high universal human culture. The modern lesson is the flow of a forty-five-minute moment of life as a continuation of it, at home, on the street, as part of the history of the child's personal destiny. The lesson is lived not only by the child, but also by the teacher, as a person of modern culture, therefore, there are cultural norms for his activity in the lesson. He is not a servant, not a servant of children. He, too, should be created high working conditions. The ethics of interaction, adopted in a lesson in a group of high culture, instructs the teacher at school to teach children not to make sharp categorical judgments, not to emphasize the intellectual superiority of someone, not to neglect the opinions of others, not to interrupt the speaker. And to be concise and clear in your statements yourself, not to allow familiarity in relation to anyone, to note the individually valuable in the work of everyone, to express gratitude to all those present.

Target:

• Justify the use of the model
• Consider the theoretical basis of the lesson

Tasks:

• Consider psychology and pedagogy on this issue
• Analyze a modern lesson
• Expand the concept of quality education
• Describe the lesson model
• Consider teaching methods

Requirements for a modern lesson

Didactic requirements for a modern lesson:

• a clear formulation of educational tasks in general and their constituent elements, their connection with developmental and educational tasks. Determining the place in the general system of lessons;
• determination of the optimal content of the lesson in accordance with the requirements of the curriculum and the objectives of the lesson, taking into account the level of preparation and readiness of students;
• forecasting the level of assimilation of scientific knowledge by students, the formation of skills and abilities both in the lesson and at its individual stages;
• the choice of the most rational methods, techniques and means of teaching, stimulation and control, their optimal impact at each stage of the lesson, the choice that provides cognitive activity, a combination of various forms of collective and individual work in the lesson and maximum independence in the teaching of students;
• implementation in the lesson of all didactic principles;
• creation of conditions for successful learning of students.

Psychological requirements for the lesson:
The psychological goal of the lesson:

1. Designing the development of students within the study of a particular subject and a particular lesson;
2. Consideration in the target setting of the lesson of the psychological task of studying the topic and the results achieved in previous work;
3. The provision of separate means of psychological and pedagogical influence of methodological techniques that ensure the development of students.

Lesson style:

1. Determination of the content and structure of the lesson in accordance with the principles of developmental education:
   • the ratio of the load on the memory of students and their thinking;
   • determination of the volume of reproducing and creative activity of students;
   • planning the assimilation of knowledge in finished form (according to the teacher, from a textbook, manual, etc.) and in the process of independent search; implementation by the teacher and students of problem-heuristic learning (who poses a problem, formulates it, who solves it);
   • taking into account the control, analysis and evaluation of the activities of schoolchildren carried out by the teacher, and mutual critical evaluation, self-control and self-analysis of students;
   • the ratio of encouraging students to work (comments that evoke positive feelings in connection with the work done, attitudes that stimulate interest, strong-willed efforts to overcome difficulties, etc.) and coercion (a reminder of the mark, sharp remarks, notations, etc.) .
2. Features of teacher self-organization:
   • preparedness for the lesson and, most importantly, awareness of the psychological goal, internal readiness for its implementation;
   • working well-being at the beginning of the lesson and during it (collection, attunement with the theme and psychological goal of the lesson, energy, perseverance in achieving the goal, an optimistic approach to everything that happens in the lesson, pedagogical resourcefulness, etc.);
   • pedagogical tact (cases of manifestation);
   • psychological climate in the classroom (maintaining an atmosphere of joyful, sincere communication, business contact, etc.).

Organization of cognitive activity of students:

1. Determination of measures to ensure the conditions for the productive work of thinking and imagination of students:
   • planning ways for students to perceive the objects and phenomena being studied, their comprehension;
   • the use of attitudes in the form of persuasion, suggestion;
   • planning conditions for sustained attention and concentration of students;
   • the use of various forms of work to update in the memory of students previously acquired knowledge and skills necessary for the perception of new ones (conversation, individual survey, repetition exercises);
2. Organization of the activity of thinking and imagination of students in the process of forming new knowledge and skills;
   • determination of the level of formation of knowledge and skills among students (at the level of specific sensory representations, concepts, generalizing images, "discoveries", formulating conclusions);
   • reliance on the psychological patterns of the formation of ideas, concepts, levels of understanding, the creation of new images in the organization of mental activity and the imagination of students;
   • planning methods and forms of work that ensure the activity and independence of students' thinking (a system of questions, the creation of problem situations, different levels of problem-heuristic problem solving, the use of tasks with missing and redundant data, the organization of search and research work of students in the classroom, the creation of surmountable intellectual difficulties in the course of independent work, the complication of tasks in order to develop the cognitive independence of students);
   • management of increasing the level of understanding (from descriptive, comparative, explanatory to generalizing, evaluative, problematic) and the formation of skills to reason and conclude;
   • the use of various types of creative work of students (explaining the purpose of the work, the conditions for its implementation, training in the selection and systematization of material, as well as processing the results and designing the work);
3. Consolidation of the results of work:
   • formation of skills through exercises;
   • training in the transfer of previously acquired skills and abilities to new working conditions, prevention of mechanical transfer.

Student organization:

1. the attitude of students to learning, their self-organization and the level of mental development;
2. possible groups of students according to the level of learning, taking these circumstances into account when determining the combination of individual, group and frontal forms of work of students in the lesson.

Taking into account the age characteristics of students:

1. lesson planning in accordance with the individual and age characteristics of students;
2. conducting a lesson taking into account strong and weak students;
3. differentiated approach to strong and weak students.

Hygiene requirements for the lesson:

1. temperature regime;
2. physical and chemical properties of air (the need for ventilation);
3. lighting;
4. prevention of fatigue and overwork;
5. alternation of activities (change of listening by performing computational, graphic and practical work);
6. timely and high-quality physical education sessions;
7. maintaining the correct working posture of the student;
8. matching classroom furniture to the height of the student.

Lesson requirements:

1. the lesson should be emotional, arouse interest in learning and educate the need for knowledge;
2. the pace and rhythm of the lesson should be optimal, the actions of the teacher and students should be completed;
3. full contact is necessary in the interaction of the teacher and students in the lesson; pedagogical tact and pedagogical optimism must be observed;
4. an atmosphere of benevolence and active creative work should dominate;
5. if possible, it is necessary to change the types of activities of students, to optimally combine various teaching methods and techniques;
6. ensure compliance with the unified spelling regimen of the school;

Advantages and disadvantages of the modern lesson

The lesson as a phenomenon is so great and significant that everything said about it suffers from incompleteness.

We are not trying to present an encyclopedia of the lesson, but to invite you to think about it; We hope that this will give impetus to the search for ways to improve the quality of the lesson. The lesson was always accompanied by criticism, clarifying its weaknesses. But he is omnipotent and surprisingly stubborn. Criticism only strengthens it. Our violent innovations became a "light fright" for him.

Maybe there are more advantages than disadvantages in the lesson?

We invite you to reflect with us on the merits of the lesson:

• As the first, I would like to note the high cost-effectiveness of the lesson. Only one teacher is required for 25-30 students. For education to take place. The lesson has clear time limits. It requires minimal space and minimal logistical support. Considering that education is still financed on a residual basis, the cost-effectiveness and cheapness of a school lesson mean a lot.
• Another advantage is the flexibility, plasticity of the lesson. The lesson has survived many pedagogical paradigms and concepts. It can use a variety of educational technologies. The lesson has a powerful arsenal of methodological possibilities: the presence of species, types, a lot of methods, and the like.
• The advantages of the lesson include its ability to integrate other forms of organization of learning. It easily accommodates a lecture, a seminar, a consultation, a conversation. On this basis, various types of lessons have grown.
• The logical completeness of the lesson is another advantage. In the lesson, you can organize both the primary perception of the material, and the process of its application, and the control of assimilation. The pedagogical process is completely carried out in any pedagogical form of organization of education and training, but the cognitive process takes place only in the classroom. The lesson has the ability to cover the entire cognitive cycle.
• The lesson is a system for managing the cognitive process with feedback. Built in an interactive mode, it allows not only to exchange information, but also to receive data about each other: about the state of knowledge and skills, about relationships and assessments.
• The lesson has a system-forming ability in relation to the entire educational process of the school. It sets and defines the content and methodology for all other forms of organization of training. All of them are auxiliary in nature and, as it were, are located around the lesson.
• The educational ability of the lesson is undeniable. Whatever the lesson, it educates its participants not only by the content of the educational material and methods of influencing the teacher and students on each other, but above all by the interaction of their spiritual and moral worlds.
• And, finally, the lesson is a stimulus and a means of growth for the student and the teacher. In a particular lesson, they work to the limit: the student should try to get the best mark, and the teacher should try to conduct the lesson, if not already masterfully, then at least not fail it. Both parties work in an extreme situation.

We invite you to reflect on the shortcomings of the lesson. Remembering at the same time that the lesson has more advantages. Otherwise - why improve it.

The lesson is the action of one actor. It differs in many ways from theatrical performance. The actor studies his role for a long time, participates in rehearsals, works out all the details of his actions on stage and interactions with other actors who take part in the preparation of the performance. But he, in fact, does not interact with the audience. The actor has enough time to get used to the role. The teacher also prepares for his role in the class by first directing his lesson. But it is limited in time: it is necessary to spend 4-5 lessons almost daily, and even in different classes. But the difficulty is not only in this. The success or failure of an action largely depends on the actions of the students. They are not passive observers, but active participants in the educational process.

It would seem that the teacher, preparing for the lesson, carefully built its structure, thought through all the details (organization of students for learning activities, explanation of new educational material, types of work with students to develop skills and abilities, use of various teaching aids, etc.), but , opening the door of the classroom, I saw a picture that was not provided for by the director's plan: a boy and they had a fight in one corner of the classroom, a cartoon of a teacher was drawn on the blackboard; there is no geographical map to be used in the lesson. The teacher for some time "organized" the seventh graders to work with the intention of checking the quality of their homework with the help of individual cards. But it turned out that the students had prepared their homework: yesterday, the school held a general school sports day, in which almost all students of the class took part ...

As you can see, the good intentions of the teacher, her director's intention were in vain. But the lesson needs to be carried out, changing its structure, and the types of educational work, and much more, according to the situation. This is the complexity of the teacher's work.

In the creative activity of teachers, one can often hear such a dialogue after an open lesson, which was attended by other teachers:

Brilliant lesson. Sergey. Dmitrovichi

Not just brilliant - this is a manifestation of high skill

Sergey. Dmitrievich, confess, how long have you been preparing for this lesson?

It is difficult to measure this in time, dear colleagues. As they say - all my life

Undoubtedly, the path to high mastery of the teacher in the classroom is long and even thorny. Success depends on many factors. Firstly, it is a thorough scientific psychological and pedagogical training. Secondly, the effective assistance of the school principal and his deputies. Thirdly, possession of the technique and technology of visiting and analyzing the lessons of their colleagues. Fourth, the ability to introspect one's lessons.

In the pedagogical heritage. IN. Sukhomlinsky, we find brilliant thoughts about the role of the head of the school in shaping the professionalism of young teachers. In the monograph "Conversation with a young director" Vasily. Alexandrovich Drovich emphasizes: "The lesson is in the center of attention and concerns of an experienced director. Experience convinces that attending and analyzing a lesson is the most important work of the director, there are many things that depend on his high scientific level: the intellectual wealth of the life of teaching and student teams, the methodological skill of teachers, the versatility of the needs and interests of the pupils.The culture of the entire pedagogical process at school depends on the daily improvement of the lesson, which occurs due to the thoughtful analysis of the leaders.The lesson leads to dozens of invisible at first glance threads to extracurricular work, to self-training of schoolchildren, to the individual creative laboratory of the teacher, exchange of experience, to the work of the teaching staff with parents "team with fathers"1.

Each teacher should attend the lessons of his colleagues, especially experienced masters of pedagogy. This makes it possible to learn from others, compare your work with the work of colleagues, overcome your own mistakes in organizing educational work with students in the classroom. You should also review your lessons systematically. This is an important factor in the development of pedagogical skills. Self-analysis allows you to affirm positively the aspects of preparing and conducting a lesson and overcome shortcomings, avoid mistakes.

In this context, there is a need to master the technology and technique of attending and analyzing a lesson

There are the following main types of lesson analysis

1. Full: carried out in order to control the quality of the educational process and study the style of the teacher, his work experience

2. Brief: carried out with the aim of a general assessment of the teacher's activities, determining his scientific and theoretical level. It reflects only the main didactic categories

3. Comprehensive: involves a comprehensive consideration of all aspects of the lesson in the unity of the manifestation of the content, types, methods and means of organizing the educational process. They are mainly used for simultaneous analysis and several lessons.

4 aspect: provides for the consideration of only certain aspects of the activities of the teacher and students in the lesson - educational, didactic, sanitary-hygienic, psychological, etc. They are used mainly to identify the fate of drugs or to determine the effectiveness of pedagogical techniques in the teacher's activities.

There are certain types of lesson analysis

1. Didactic: involves the analysis of the lesson according to the main didactic categories, in particular, it is aimed at analyzing and evaluating such factors:

a) to what extent the lesson meets the requirements of didactic principles;

b) the lesson and its course and results meet the requirements of the curriculum, the content of the academic discipline;

c) how well the didactic goal of the lesson is defined;

d) to what extent the study of educational material corresponds to the structure of the process of mastering knowledge, skills and abilities;

e) compliance of the learning process with the logic of the educational process;

f) the effectiveness of the use of teaching methods and means in the classroom;

there are) ways to enhance the independent cognitive activity of students in the classroom;

g) to what extent the structure of the lesson corresponds to its type;

c) a system for monitoring and evaluating the learning activities of students in the classroom

2. Psychological: involves the study of the psychological aspects of the activities of the teacher and students in the classroom - communication with students, taking into account the characteristics of the mental development of children. It is built on the principles of the requirements of developmental education, in particular:

21. The lesson is conducted not for the sake of the lesson, but with the aim of influencing the personality of the student, the formation of certain intellectual, moral, volitional and other qualities in him. The learning process should make changes not only in the intellectual sphere of the student, but also in the mental development of his personality as a whole. Education will be developing only on the condition that it introduces changes in the structure of personality.

22. Changes in the structure of personality occur only when the student acts due to internal motives. Action through coercion is destroyed as soon as conditions change. Hence the conclusion: not to reproach the student for laziness or passivity, but to stimulate cognitive activity and interest, not to punish for non-compliance with the requirements, but to organize the cognitive activity of students in such a way that the teacher's requirements become internal motives for the educational activity of students.

23. The central component of any lesson is the organization of students' cognitive activity. The leading cognitive processes are thinking and imagination. On the basis of the analytical and synthetic activity of these two processes, the formation of knowledge and intellectual skills, the study of problematic tasks and the creative solution of educational problems take place. The necessary conditions for the productive work of thinking and imagination are the expedient organization of the cognitive activity of students, the determination of a certain attitude and the organization of attention and respect.

24. The success of learning depends not only on external factors - the content of the lesson, the use of appropriate methods, techniques and teaching aids, but also on internal conditions - the individual psychological characteristics of students.

25. In the process of analyzing a lesson, it is necessary to take into account the preparedness of the teacher, his working mood, psychological contact with the class, his ability to navigate in an unintended pedagogical situation, the ability to combine frontal work with various types of group and individual lessons, etc. students, the level of mental development, attitude to learning, personalities of self-organization, learning abilities.

In the process of analyzing the lesson, it is necessary to pose the question: "did the teacher use all the opportunities to develop the personality of the students?"

Psychological analysis of the lesson involves consideration of the following factors:

a) goal-setting, adequate to the stages and tasks of the lesson - the definition of the psychological tasks of the lesson and its stages;

b) psychological substantiation of the stages of the lesson and their sequence;

c) psychological characteristics of the activities of the teacher and students based on the analysis of their interaction in the lesson, the effectiveness of the latter;

d) disclosure of the causes and conditions of positive and negative results of the lesson;

e) the proposals of options, methods and techniques used by the teacher in the lesson are psychologically and methodologically justified

3. Educational analysis of the lesson involves taking into account the following factors:

a) the educational orientation of the lesson from the standpoint of solving the problems of the comprehensive harmonious development of the personality;

b) to what extent the tasks of mental education were solved in the lesson;

c) the effectiveness of the formation of labor skills of students, career guidance and economic feasibility;

d) the conditions for the formation of the moral qualities of pupils through their organization for educational activities and through the content of educational material;

e) features of the content and the course of formation of aesthetic feelings and skills of pupils;

f) providing conditions for the physical development of schoolchildren and maintaining their health;

yes) features of communication between a teacher and students on the principles of humanism and pedagogy of cooperation

4 methodological analysis of the lesson involves taking into account such factors:

a) the topic of the lesson, its place in the structure of the educational material;

b) the validity of the choice of the type of lesson;

c) the structure of the lesson, the expediency of the stages of the lesson and the efficiency of using time at each stage;

d) what basic concepts were formed in the lesson;

e) expediency of using methods, techniques and means of training;

f) focus on the formation of basic knowledge, skills and abilities;

is) the establishment of internal subject and interdisciplinary connections;

g) methods of monitoring and evaluating the educational activities of students;

c) methods and techniques for enhancing the cognitive activity of students;

i) the volume and nature of homework, preparing students for its implementation; individualization and differentiation of homework;

i) summing up the lesson in order to make students aware of their progress in mastering knowledge

5. The organizational aspect of lesson analysis involves the following components:

a) the existence of a lesson plan and its implementation by the teacher;

b) the level of provision of the lesson with the necessary didactic teaching aids, the effectiveness of their application;

c) compliance with psychological and hygienic requirements for the organization of the lesson (taking into account changes in the state of working capacity of students, duty and change of activities in the lesson, compliance with air, heat, light business modes, taking care of the location of students in the workplace)

d) the state of the organization of the teacher's documentation in the lesson (notebooks and diaries of students, class journal);

e) the rationality of the use of time in the lesson (the timeliness of the beginning, the expediency of using time during the lesson, the psychological beginning and completion of the lesson, etc.);

f) compliance with the rules of labor protection and safety during the lesson

In the approach to the analysis of the lesson, it is necessary to observe a systematic approach. Familiarity with various types and types of lesson analysis makes it possible to distinguish two approaches: elemental and step-by-step analysis of the lesson. Each of the types of lesson analysis described above has, in fact, an aspect approach. At the same time, it is important to note that focusing attention only on certain aspects of the activities of the teacher and students in the classroom is an artificial violation of the requirements of systemicity.

Consideration of individual phenomena outside the system is a violation of the dialectical pattern of interconnections and interdependence of various phenomena of one system. Therefore, one should not be limited only to the aspect type of lesson analysis, but resort to a complete and comprehensive analysis of the lesson, while providing a systematic approach. This need is due to the learning process itself, carried out at the lesson.

The methodological specificity of the system approach is determined by the fact that it focuses on the disclosure of the integrity of the object, the mechanisms that provide it, on the identification of the diverse connections of a complex object and their reduction into a single scientific system. The systems approach requires:

Selection and fixation of multiple elements that form the system;

The division of the system into its constituent elements and the study of their qualitative specificity;

The study of the links between the elements in the system, the study of its structure and, most importantly, the allocation of those links that are system-forming;

Establishment and classification of actual connections and interaction of the system as a whole and its elements with the environment, that is, a system of short-range order;

The study of management processes that ensure the stable nature of the behavior of the system and achieve the desired results

Concretizing the general requirements of a systematic approach to the analysis of complex phenomena, we can conclude that when considering the educational process in the classroom, one must adhere to the following provisions

1. The educational process at a particular lesson is an integral part of a holistic pedagogical process at school, aimed at the formation of a comprehensively and harmoniously developed personality. Therefore, it is necessary to look at a specific lesson in the system of connections with the lessons of a particular academic discipline, as well as in the system of interdisciplinary connections.

2. The system-forming element of the integral system of the educational process is the presence of a goal. So, when analyzing a lesson, you need to proceed from the goals that are leading in this lesson.

3. The methodological basis of the learning process is the principle of unity of its content and procedural sides. The content component belongs to the content of learning; procedural - forms, methods, techniques and means and training. When analyzing a lesson, it is obligatory to establish a connection and interaction between the content of the educational material and the forms and methods of organizing learning.

4. The learning process is aimed at the development of the individual, the formation of a system of his thinking and the formation of a scientific worldview. It is important that in the process of analyzing the lesson it should be indicated how the content of the educational material contributed to the formation of the schoolchildren's thinking system, how it influenced the intellectual development of the individual.

The practice of analyzing a lesson only from didactic positions does not orient the teacher to understanding the educational process as a complex system in which all components - methods, techniques, means - are closely interconnected. Therefore, it is necessary to firmly stand on the position of a systematic approach to the analysis of the lesson and make it as complete as possible, following integrity. This is especially important when working with young teachers. This is the main prerequisite for the formation of the teacher's professionalism, the formation of his pedagogical skills.

During the observation and analysis of the lesson from the standpoint of consistency, it is necessary to adhere to a certain program. The experience of creatively working school leaders, methodologists convinces us that the following program of observation and analysis of the lesson is scientifically motivated and practically convenient:

1. The organizational structure of the lesson: the beginning of the lesson, congratulations to the students, the readiness of the equipment (board, chalk, pens, notebooks, textbooks, visual aids, teaching aids, etc.)

2. Sanitary and hygienic conditions for the lesson: compliance with hygienic requirements (air, heat, light conditions), compliance of furniture with the age of students; psychological readiness of students for the lesson, emotions and background of the lesson.

3. Type and structure of the lesson: the expediency of the chosen type of lesson in terms of processing a specific topic, achieving a didactic goal, the place of a specific lesson in the system of lessons on this topic; to what extent the selected structure corresponds to the type of lesson, ensuring the logical integrity of the lesson and its didactic completion.

4. Modeling the process of organizing the cognitive activity of students, taking into account the basic laws of the educational process: the action of the driving force, compliance with the requirements of the logic of the educational process, taking into account the structure of the process of mastering knowledge, skills and abilities, modeling the motives of learning.

5. Features of the implementation in the lesson of the requirements of didactic principles of teaching: scientific, systematic and consistent, conscientiousness, activity and independence in learning, visibility, thoroughness of knowledge, with the connection of learning with practical activities, accessibility of learning and taking into account the age and individual characteristics of students, the emotionality of learning.

6. Rationality and efficiency of using teaching methods in the classroom: combinations of diversity; correspondence of teaching methods and techniques to the purpose of the lesson and the age characteristics of students; implementation of the requirements and methods and techniques of teaching in the lesson of teaching students to master the methods of independent cognitive activity; the effectiveness of the methods used, the development of the mental abilities of students, the use of other individual, group and collective forms of educational work with students.

7. Methods, techniques and types of analysis and evaluation of educational activities of students; objectivity of the assessment, its stimulating orientation

8. Ensuring optimization in the selection of didactic material, the appropriateness of its use

9. Features of the mental activity of students in the lesson: a) the formation of students' attention, the ratio of involuntary and voluntary attention b) the place of memory in the mental activity of students, teaching schoolchildren to master the methods and techniques of memorization, using techniques to activate various types of memory (figurative, verbal-auditory , emotional, mechanical, operational) and types of memorization c) thinking. Neva activity of students in the classroom: methods, techniques and means of enhancing mental activity (creating problem situations, organizing independent cognitive activity).

10. Implementation in the lesson of the basic requirements of the components that ensure the comprehensive harmonious development of the individual: mental, moral, labor, aesthetic and physical education

11. The behavior of the teacher in the classroom: the ability to manage the class team, the organization of students for educational work, ensuring labor discipline; manifestation of constructive and communicative skills; mastery of the teacher's natural tact; manifestations of perceptual and suggestive skills and components of pedagogical technique (the ability to dress taking into account the characteristics of professional activity, the ability to control one's body - to walk, sit children, stand; command of the voice, tone, tempo and rhythm of pedagogical speech; command of gestures and facial expressions; possession of psychotechnics skills) , the level of culture of pedagogical communication.

12 lesson outcomes: conclusions and suggestions, goal achievement, quality of knowledge, skills and abilities of students; educational and educational value of the lesson; the most effective teaching methods; shortcomings in the organization and conduct of the lesson; recommendations for improving certain aspects of the pedagogical process in the classroom.

When attending a lesson, it is important to master the methodology and technique of recording the consequences of observations, preliminary analysis of the educational process from the standpoint of the proposed program.

The recommended structure and scheme for recording the lesson attended is placed on two expanded sheets of a notebook or a special journal. Let us give a concise record of the course and content of the lesson in the Ukrainian language in compliance with the proposed scheme, as well as a textual analysis of the same lesson (Table 33.3).

. Table 33

The passage of time

Ukrainian language 5-B class 32 students Gerasimenko Nina Sergeevna Theme of the lesson: "Personal pronouns"

1 Greeting the teacher to the students All students stand up and greet each in their own way

The purpose of the visit: to begin studying the activities of the teacher in implementing an integrated approach to educating students in the classroom, to get acquainted with the system for organizing students' independent educational work

2 The teacher invites the students to write the date, "class work" On a portable board, she offers tasks: a) open the brackets, write the numbers in words, coordinate the numbers with the nouns: 3 (notebooks), 3 (pencils), 4 (tractors), 9 (students ), 5 (notebooks), 16 (cyclists), b) write down the numerals with the words: I met with 50 students from a secondary school in Kyiv c) put such numerals in the instrumental case: 65, 648, 934, 723 -, 934, 723rd

When doing independent work, which included all the students in the class, three students (Peter S, Oksana M, Gavriil T) work at the blackboard on individual assignments on cards. The teacher controls the work of students, helps some, encourages others: you write, "Work on your own" 3 jokes with some All students are passionate about work and frantic. All scholars are buried in practice.

Conclusions and offers

Positive aspects of the lesson

Congratulation paints a picture of the general noise

The school should develop a clear ethical standard for greeting the teacher with the students in terms of: the teacher enters the classroom, all the students stand up; the teacher greets: "Hello!", And then after a short pause invites them to sit down; students greet the teacher getting up getting up yum

It expediently organizes students for learning activities by including them in specific work, which contributes to the removal of excitation from previous stimuli in the cerebral cortex and inclusion in a specific activity. This indicates the purposefulness of the teacher's work in the direction of implementing the requirements of the principle of knowledge strength

Invite other teachers (especially Annovsky RI, Semenenko PM, Oborotko SI) to attend the lessons of Nina Sergeevna and master the technique of organizing students for educational work. For all teachers (especially young ones), the words of KD Ushinsky should become decisive: good didactics and do what they repeat , and only each time they add something new

The teacher creates favorable conditions for independent study work of each student in the conditions of collective work In relation to students, tactful, polite

Students performing tasks at the blackboard work carelessly. Peter S made mistakes in writing the numeral 468 in Dv, and Oksana M - in writing the numeral 849 in OV Teacher]

At the psychological and pedagogical seminar, consider the issue of ways to enhance the independent learning activities of students in the process of testing the quality of students' knowledge Suggest to Nina Sergeevna and Nikolai Ivanovich (mathematics)

Subject, class, teacher, number of students, topic of the lesson, purpose of the visit, etc.

Structure, course and content of the lesson Activities of the teacher and students

The passage of time

3 The teacher stops the work of all students at the same time: "Children, finish work. If you have not written down the last numbers, do not start Put your pens Focus on the questions that are written on the portable board (turns the board over) and get ready to give oral answers to them" the following questions: 1) What part of speech is called a pronoun? 2) How do pronouns change? 3) Name the game of pi pronouns by meaning? sh, how well I learned the previous material "and ik arno zasvoїv previous material" that іn.

4 Teacher "In previous lessons, children, we got acquainted with the pronoun, as a part of speech, groups of pronouns The topic of our today's lesson:" Personal pronouns "Starting to study personal pronouns Please pay attention. Please respect"

Conclusions and offers

Positive aspects of the lesson

Shortcomings in the course and content of the lesson

did not notice these mistakes, did not involve students in correcting them

hold several open lessons, in which all students would be included in independent educational work

This work contributes to the actualization of students' knowledge.

On the boards where three students worked, the results of the work were not erased. The teacher only casually looked at the results of their work and said: "Sit down. You coped with the task" This is pedagogically wrong

Any work of students must be evaluated by some specific approval or disapproval (if not evaluation), carefully monitor the correctness of its implementation, and wipe the board after completion.

The teacher determines the topic of the lesson Tries to focus the attention of students on learning new material

The teacher does not define the objectives of the lesson, thereby putting forward a specific perspective for the students, which would be the organizing beginning of their mental activity.

In each individual case, the teacher must clearly communicate the topic of the lesson to the students, point out the prospect of their mental activity: what they will achieve, what level of literacy they will rise to, carefully working on the study of new educational material Study this issue in other teachers Consider it at a psychological and pedagogical seminar

Subject, class, teacher, number of students, topic of the lesson, purpose of visit, etc.

Structure, course and content of the lesson Activities of the teacher and students

The passage of time

Teacher Remember what pronouns are personal Sergey already remembered I ask Student Personal pronouns belong to: I, we, you, he, she, it, they Teacher That's right!

In a class of 32 students, 12 minutes were used to study new material. This should be (when each student was included in active cognitive activity) 384 study minutes. The students were excluded from independent work, attention was scattered. %

The teacher continues to talk about the use of personal pronouns in sentences The students do not work Already somewhat tired, the teacher remains on this side of the psychological barrier herself Teacher Understood, children and? not react

Conclusions and offers

Positive aspects of the lesson

Shortcomings in the course and content of the lesson

Sanitary and hygienic conditions in the classroom are unsatisfactory: the classroom is dirty, only one window is open, it is stuffy, there is a lack of oxygen Children sit at tables that are high for them Stools do not have support Dey that students kneel on stools to make it more convenient to write The teacher does not pay attention to their posture at the workplace

This issue should be resolved with the director at a production meeting. Students in this class should be transferred to another room where there are appropriate desks. All teachers should work out manuals on student occupational health.

The teacher's language is expressive, but somewhat harsh

The National Assembly does not have the proper methodology for organizing students for independent learning activities The constructive and communication skills of the teacher are weak

To conduct open lessons with elements of problematicity on your own, to show the technique for all teachers How to bring out teachers of the 3rd circle of false traditions?

Subject, class, teacher, number of students, topic of the lesson, purpose of visit, etc.

Structure, course and content of the lesson Activities of the teacher and students

The passage of time

5 Teacher Let's do, children, physical education breaks Everyone buzzed excitedly and with relief, jumped up from their seats The teacher commands: to stand upright Under her guidance, the students perform 4 short exercises: for the muscles of the fingers in the hands, shoulders, sits in place

6 Teacher Open your diaries and write down your homework Writing on the board: § 65, exercise 426 (speech 3,4,5)

7 Teacher Now we will complete part of exercise 426 After that, you will understand how to work on this task at home. The first sentence is analyzed orally for a sample. And then the students work on their own to complete the task. The teacher controls the work of students, helps individuals overcome complications. on the table special cards with individual tasks, as well as sheets of blank paper The students are already accustomed, obviously, to the fact that there will be such types of work, and react calmly completed the first and second sentences of the exercise Several students read the sentences, explain the use of pronouns

Conclusions and offers

Positive aspects of the lesson

Shortcomings in the course and content of the lesson

It's good that the teacher organizes sports breaks Tries to follow our recommendations

physical education pauses were of a formal nature: only one window remained open, there were no breathing exercises for the neck joints, chest, and those that would contribute to maximum access to the brain in the blood

Give the task to the teacher of physical education to once again conduct a conversation on the technique of conducting a physical pause To study specific exercises with all teachers with an awareness of their physiological basis

The students received their homework in a timely manner The teacher makes sure that all students make notes in their diaries, find tasks in the textbook

It is positive that the following small work is a kind of instruction for the exercise

Timely familiarization of students with homework (and even when they receive instructions in the form of doing such work under the guidance of a teacher) is the key to successful work of students on homework. We must show this technique to teachers in open lessons and further make it a rule in the work of all teachers.

Subject, class, teacher, number of students, topic of the lesson, place of visit, etc.

Structure, course and content of the lesson Activities of the teacher and students

The passage of time

8 Teacher In front of you on the task cards Take blank sheets of paper Look so that the field is on the right side, write your last name and first name on the first line, put on the field, as always, the code of your howling card Do tasks 2,4,6 and 9 on your own Don't ask me anything Each of you will get a grade, be diligent The students quickly get involved in the work It is clear that they are used to doing such tasks The teacher controls independence 10 small tasks are printed on each card aimed at developing spelling skills: spelling prefixes, voiced and voiceless consonants, the use of a capital letter, simplifications in consonant groups, spelling of case endings of nouns of the 2nd cancellation in the genitive case, spelling of numerals, the use of personal pronouns and inikіv ta іn.

9 Teacher Finish the work, children If someone has not completed their tasks, do not worry I will evaluate your work by the number of points scored Pass the tasks and your work to the front desk Pupils w quickly diversify

10 Teacher Make notebooks, books and briefcases Sit up straight Here is the bell The lesson is over Go to the break

Conclusions and offers

Positive aspects of the lesson

Shortcomings in the course and content of the lesson

It is very commendable that the National Assembly pays so much attention to the inclusion of all students in independent learning activities aimed at developing skills and abilities. Only in this way can knowledge truly become a blessing for students

The air in the classroom is already too heavy The students are prematurely tired, they begin to breathe more often, yawn The teacher does not notice this

All teachers should be oriented towards the preparation of didactic material for inclusion in such work The effectiveness of the lesson is determined primarily by how the teacher managed to organize the cognitive activity of each student Organize processing by teachers and discussions at the seminar of literature dedicated to optimizing the learning process

A clear organization of students is provided. This is a manifestation of pedagogical technique.

Many teachers are still insufficiently proficient in pedagogical techniques. Next year, this issue should be the subject of in-depth study.

The lesson has a good psychological and physiological completeness

Based on the notes made, it is convenient to conduct a conversation with the teacher about the quality of the organization of teaching and educational work in the lesson. First you need to point out the positive aspects of the lesson, ways to consolidate this positive activity. Then, it is reasonable to analyze the shortcomings that took place in the work of the teacher in the lesson, to determine the best ways to overcome these shortcomings in further activities.

We give an example of individual fragments of a complete analysis of the visited and outlined lesson

1. The organization of students for educational activities was well provided. The teacher immediately managed to include students in useful learning activities without wasting time on unnecessary conversations. The students are quite organized: they have prepared pens, notebooks, textbooks, diaries. The board is clean, there is chalk. Visual aids (portable board, table) are also prepared in advance, and they are placed so as not to distract the forebodings and attention of the students.

2. Sanitary and hygienic conditions for the lesson are provided only partially: the teacher held physical education breaks, changed one type of work to another; there is enough daylight in the classroom from the left. Otherwise, the sanitary and hygienic conditions for normal mental work of students were unsatisfactory: the room was not ventilated after the previous lesson, there was no wet cleaning in the classroom. Brudno, students work at desks that don't fit their height; they sit on stools, there is no support for the muscles of the back and the belt; the windows do not open (they are tightly boarded up), only one window is open; while being heavy, it is stuffy in the classroom (somewhere around 24 ° C). No attention is paid to the position of students in the workplace. This reduces mental activity, leads to overwork of students, improper development of their ethno system rocks.

The emotional background at the beginning and during the lesson was good: the teacher sets a major tone for the class team, encourages the students in their work, and jokes appropriately. The psychological readiness of students for the lesson was ensured: the students prepared the necessary equipment, met the teacher with a willingness to work.

3 quite successfully and motivated chosen type of lesson - combined. The implemented structure of the lesson corresponds to its type. The educational topic "Personal Pronouns" just required the solution of various problems: and check. SKU of the qualities of knowledge, skills and abilities of students, and the study of new material, and the formation of skills and abilities, the application of knowledge in practice. The components of the lesson were interconnected by a logical sequence and ensured the didactic integrity of the lesson.

4. The lesson implements the requirements of the teaching principles. The principle of scientific character is especially well observed: the educational material that was studied meets the requirements of scientific normative grammar.

The principle of linking learning with life was partially realized: individual tasks were proposed in cards for individual work, which prompted students to use knowledge to tell stories about the surrounding reality. However, it is necessary to more widely show the output of knowledge into practice, the need for specific knowledge to solve life problems, in particular, when studying new material, the teacher did not show why students need knowledge about personal pronouns. This is where formalism in the acquisition of knowledge manifested itself. Life practice is an impetus to the conscious mastery of knowledge and a criterion for verifying the truth of the acquired knowledge. The teacher did not keep the first demand.

The requirements of the principle of systematicity and consistency were implemented in the lesson as they are laid down in the program for the Ukrainian language

The principle of accessibility is also reflected in the course and content of the lesson. The content of the educational material, exercises were available to students. However, from the point of view of the mental capabilities of some of the students, this was not enough. For capable students (Sergey. A,. Natalya. V,. Oksana. T,. Svetlana. N,. Petra. S, etc.), more complex tasks are required that would provide sufficient stress on their minds and contribute to the active development of mental the potentials of these pupils uchniv.

the requirements of the principle of visibility were also fully realized: a blackboard and a portable board, a table of declension of personal pronouns were used, the design of the equipment does not require additions. The teacher was aware of the rules for using visual equipment. The didactic material offered on a portable board contributed to the activation of students' learning activities. But still, the table used does not contribute to the activation of students' thinking. The students' notes on the blackboard are sloppy. And in general, was it necessary in such a passive version to call these three students to the board?

Considerable attention in the lesson was paid to the implementation of the requirements of the principle of consciousness, independence and activity of students in learning. This was done quite well at those stages of the lesson, where the teacher checked the quality of the students' knowledge of an, skills and abilities. During the test, the skills and abilities of students were formed. Here, optimal conditions were created for the active independent work of each student, time was used rationally, and the volume and effectiveness of such work deserves attention. However, at the stage of studying new material, the teacher, in fact, excluded the students from independent educational work, and therefore the requirements of activity and consciousness were not implemented. No situation was created for the action of the driving force, the teacher did not help the students to realize the essence of the problematic task. So, for example, out of 304 study minutes that were allotted for learning new material, only 10-15 percent was used rationally. The teacher did not realize the importance of the role of independent learning activities of students, does not fully own the technique of implementing this from the beginning.

The requirements of the principle of the strength of knowledge, skills and abilities of students at individual stages of the lesson were successfully implemented. If this did not find proper implementation in the process of studying new material, then during the formation of c. UCHN new skills and abilities the teacher has achieved mastery, deserves attention, study and imitation. Each student receives a task and must independently work on its implementation. Particular attention was paid to the consolidation of previously acquired knowledge, the development of skills and strong beginners on their basis.

5. The lesson used various teaching methods whenever possible. Verbal, visual and practical methods were appropriately used. They basically correspond to the purpose of the lesson and the age characteristics of the students. It is approving that it is during the language lesson that the teacher pays enough attention to the actual teaching methods (a system of exercises, etc.). However, in the process of learning new material, the advantage of verbal methods (story, explanation) was incorrectly given. This led to the activity of the teacher and the passivity of the students.

The teacher worked on the formation of students' attention. If she succeeded at the beginning and end of the lesson (everyone had a specific job), then in the process of learning new material. Nina. Sergeevna failed to mobilize the attention of the students. The students and the teacher remained on opposite sides of the psychological barrier.

Observation of the lesson gives the right to say that the teacher contributed to the mental development of the general abilities of students, in particular working memory, reproductive activity. However, the lesson did not create conditions for the development of students' creative abilities.

Purposeful work was not carried out on the formation of clear and conscious motives for learning among students, in particular, cognitive motives in the process of learning new material

In the lesson, a prominent place was occupied by the individual work of students. However, it did not separate psychologically from the collective learning activities of the entire class.

Pupils have a good command of the methods of independent educational work in the process of developing skills and abilities. So, they quite deftly performed tasks on cards, from a portable board. In the process of such work, they do not ask additional questions. This indicates that due attention is paid to teaching students how to master the methods of educational work. Nevertheless, in the process of studying new material, students were not taught how to process it, how to highlight the main thing, etc. But there were prerequisites for this. Teaching students to master the methods of independent study as a tool of knowledge is an important task of the school in the formation of personality, preparing it for independent active work.

Oral responses of students in the lesson were evaluated (and there were almost none). However, at the end of the lesson, all students independently worked on the implementation of individual tasks. The teacher checked them after the lesson, the results were not bad. Two students did not cope with the learning tasks (Anatoly. G,. Evgeny. S), but the teacher did not evaluate their work. All the mistakes were corrected (As N. S. said, she conducts individual consultations with these students in such attacks, helps them to fill in the gaps, thereby encouraging them to act). This approach is psychologically motivated. The main thing is to use the assessment not only to ascertain the level and quality of educational activities, but also to encourage students to actively study and study.

6. At the lesson, to a certain extent, the tasks of the comprehensive harmonious development of the personality were solved. There was work on solving the problems of mental education. But this process was successfully carried out only at the stage of testing the knowledge, skills and abilities of students and the formation of skills and abilities. Here, indeed, all the students worked independently, mastered the methods of educational work. And in the process of studying a new material, as we have already noted, proper conditions for independent study work were not created. The mental passivity of the majority of students was observed.

The tasks of moral education were also implemented in the form of techniques aimed at the formation of responsibility, discipline, respect for each other: the teacher's attitude towards students is based on benevolence, politeness, and observance of pedagogical tact. Partially didactic material (sentences, exercises) contributed to the formation of students' feeling of love for their country. Other hobbies in the bulllo lesson.

Issues of preservation and development of health were not given due attention when modeling the lesson and during its course. There was only a physical culture break, one type of activity changed to another. But, as already mentioned, the physical culture pause did not fully achieve its goal. Sanitary and hygienic conditions in the classroom are unsatisfactory. There was no concern for creating optimal conditions for the normal development of the scientists' organism. And this leads to a deterioration in the health of children, a decrease in their mental activity. This issue should be the subject of study for all teachers in the next tea hour.

On the implementation of the tasks of labor education, they were implemented to a certain extent: at all stages of the lesson, in addition to studying new material, purposeful work was carried out to organize mental work and students, they were taught to save and rationally spend every minute of the lesson, pay attention to the culture of work, they were also taught to master the methods of an independent educational robot.

The tasks of aesthetic education were implemented in the classroom. All children are neatly dressed, boys and girls have good hairstyles, the teacher takes care of the students’ compliance with aesthetics in keeping notebooks; in the exchange between the teacher and the students, there is a sense of inner respect for the students (“Please”, “Thank you”, etc.). The class room is decorated with taste, there is nothing superfluous. The tables are painted in a soft salad color. However, it so happened that the room was cleaned (garbage, pieces of paper, etc.), and this was left without attention, although, as it turned out later, it was an accident caused by a combination of furnishings and caused by a large set of furnishings.

7. The behavior of the teacher testifies to her great experience and skill. She has a good command of the class, knows how to organize students for learning activities, sees each student, knows how to distribute attention, is able to maintain work discipline by involving the entire class team in learning activities. True, in the process of studying new material, this was not fully realized: a significant part of the students fell out of the teacher's field of vision.

The teacher is good at constructive activities, skillfully models the lesson, knows how to select the necessary material, and ensures the logical and didactic integrity of the lesson. Even during the lesson itself, she showed the ability to reorganize her activities and the activities of students depending on the educational material, the emotional state of the students, the level of activity of the class team, it was expedient to distribute the class to perform various types of initial tasks.

The communicative activity of the teacher is not bad: she knows how to ensure a major tone of work, create a positive emotional background, sees the whole class and each student in particular, knows how to slow down the unresolved activities of overly excitable students in time (as was the case with Nikolay. S), encourage sluggish ones to be active pupils.

Also, the teacher has a pedagogical tact, which was clearly visible at all stages of the lesson. Pedagogical technique is well developed: distribution of tasks between students, switching their attention from one type of activity to another, preparation of previous didactic tasks and equipment for their implementation. And all this at first glance is so simple and rational. This side of the teacher's activity deserves to be studied and followed by other teachers.

There are grounds for asserting that N. S has developed a good style of work: efficiency and simplicity without visualization, theatricality, as is observed in other teachers while attending lessons. Students, obviously bottom, have long since mastered this style and feel comfortable in such a business environment. The tone of the work also plays a significant role. As already noted, it is major. The teacher is constantly trying to maintain the cheerfulness and business spirit of the children, creating a positive emotional background for active mental activity.

The appearance of the teacher meets the requirements of the teacher's ethics: a modest but beautiful hairstyle, a fashionable beautiful blue suit, patent leather shoes, the absence of unnecessary jewelry, a slight smile in her eyes - all this contributes to the creation of a positive psychological climate in the class team.

The language is correct, melodic, tonal at different stages of the lesson in addressing different students. Diction is expressive, strong-willed. All this is complemented by the way facial expressions, gestures, clear congruence. The teacher always chooses the right place in the classroom at the blackboard and while monitoring the individual work of the students.