LESSON PLAN
Group; vocational training in the profession "Bricklayer"
Lesson topic: "System for dressing seams in masonry"
Goals:
educational – introduce students to different types of suture dressing systems;
To promote the formation of students' skills in reading construction drawings.
Educational - to create conditions for the manifestation of cognitive activity among students, interest in the profession, responsibility;
To promote the development of a sense of mutual assistance among students when working together in pairs; positive communication experience.
Educational – create conditions for the development of creative thinking;
To promote the development of students' abilities to analyze production situations.
As a result of studying the topic, the student should:
Be able to
Choose tools, fixtures and equipment for stone work;
Select the required masonry materials;
Know
Types, purpose and properties of masonry materials;
General masonry rules;
Suture dressing systems.
Lesson type: combined
Generated general competencies:
OK 1. Understand the essence and social significance of your future profession, show a steady interest in it.
OK 3. Analyze the working situation, carry out current and final control, evaluation and correction of their own activities, be responsible for the results of their work.
OK 6. Work in a team, communicate effectively with colleagues, management, clients.
Formed professional competencies:
Perform general stone work of varying complexity
Teaching methods:
Verbal (conversation, story);
Visual (observation of students, diagrams);
Practical (doing practical work)
Form of study:
Frontal, work in pairs
Means of education:
A set of educational and visual aids for the profession of a bricklayer - 6 sets;
Drawing tools
Schemes of single-row and multi-row masonry
Test tasks
DURING THE CLASSES
1. Organizational moment
Greetings, checking readiness for the lesson.
2. Target setting
Lesson topic message
3. Actualization of basic knowledge
Checking and linking the topic of the new lesson with the content of the previous one.
3.1. Front poll:
Name the edges of the brick.
What row of masonry is called the inner verst, outer verst, backfill?
Show on the diagram the vertical longitudinal and transverse seams of the masonry.
Types of bricks used for laying walls.
What is called jointing, what is the form of jointing?
What is the thickness of brick walls used in civil engineering?
How many rows are in one meter of masonry if the thickness of the brick is 65mm?
What is called masonry trim?
Show all available architectural and structural elements in the classroom.
3.2. According to the proposed drawings, name all parts of the building and its architectural and structural elements.
3.3. Testing
4. Primary assimilation of new knowledge
4.1. Creation of a problem situation and formulation of the main question by students.
How is the strength and solidity of the masonry achieved?
What is the third rule for cutting brickwork.
Why is it necessary to follow all three rules for cutting masonry?
4.2. Writing on the board of the topic of the lesson
4.3. Explanation of the new topic
Outline plan
Dressing system- this is a certain order of laying bricks and stones of the correct form, laid in a structure. In construction, three ligation systems are most common: single-row (chain), multi-row and three-row.
Single row (chain) the suture dressing system provides for the alternation of the bonder row with the spoon row. In this case, each vertical seam of the lower row is covered with bricks of the upper row. With this dressing scheme, the vertical transverse seams in adjacent rows are shifted relative to each other by a quarter of a brick, and the longitudinal ones by half a brick. In order to ensure the displacement of the vertical transverse seams by ¼ bricks, it is necessary to start laying each new row with three-quarters (3/4 bricks).
Such masonry is highly durable: all three cutting rules are fully observed in it.
A significant disadvantage of a single-row dressing system is that it requires a lot of labor for laying verst rows, a large number of whole bricks, as well as more skilled masons.
(draw in the notes a single-row dressing scheme)
In a multi-row dressing system tychkovy rows are located through five spoon rows. At the same time, I block the vertical transverse seams with overlying bricks in each row, and the longitudinal rows - only after five rows.
The disadvantage of such a masonry is that the bearing capacity of the masonry is reduced by 6% compared to a single-row dressing system ... Certain complications arise when laying in the winter (during thawing, walls can bulge).
Advantage - masonry is less laborious than single-row, as it requires a smaller volume of verst rows.
(draw a multi-row dressing scheme in the notes)
A variation of the multi-row dressing system is three-row, which is used mainly for laying pillars and piers. Masonry is performed by alternating a bond row and three spoon rows. In this case, the coincidence of vertical seams and three adjacent spoon rows is allowed.
(draw a three-row dressing scheme in the notes)
There are a number of other dressings (cross, gothic, Dutch and many others), but in each of them - the first and last rows, also at the level of wall cuts, pillars, protruding elements, under supports of parts of beams, slabs and other structures - they lay out poke from whole bricks.
In low-rise construction, in order to save bricks, so-called lightweight brick walls, in which the brick is partially replaced by effective heat-insulating materials.
5. Initial check of understanding
Completion of a practical task
It is necessary, according to the schemes, to lay out the brickwork using the method of single-row (chain) dressing of seams in 1 brick; in 1½ bricks and in 2 bricks;
Lay out the brickwork on a multi-row chain joint dressing system in 1 brick, in 1½ bricks and in 2 bricks
Based on the results of the practical task, a discussion is held with an analysis of typical mistakes.
6. Summing up the lesson
Analysis and evaluation of the success of achieving the goals; grades for the lesson.
7. Reflection
1. Was the lesson helpful for you?
2. What new knowledge have you acquired?
3. What skills have you developed?
4. Put a final assessment of your activities in the lesson.
5. I think that the objectives of the lesson have been achieved/not achieved.
ORGANIZATION AND METHODOLOGY OF THEORETICAL LESSONS
In theoretical fire-tactical training, the following are used: classes to explain new educational material; consolidation of previously studied material and acquired skills and abilities; repetition, systematization and generalization of the studied material; control, verification and evaluation of knowledge; combined classes. Most often, combined classes are conducted in the PTP system, the structure of which is shown in Fig. 2.1.
4.1.1Preparing the leader for classes
All training of the head of the classes can be conditionally divided into the following stages: preparation for drawing up a plan-outline; drawing up a plan-outline and its approval; preparation of the audience, technical and visual teaching aids for classes. The preparation of the leader for the preparation of the outline plan consists of: from understanding the topic; determining the objectives of the classes; selection and study of educational literature; selection of technical teaching aids and visual aids; developing a plan for studying new material; development of a general plan for conducting classes.
To understand the topic means to specify its content, volume, taking into account the time allotted for classes, as well as the essence of the issues arising from the topic. Understanding the topic, it is advisable to get acquainted with the methodological instructions set forth in the programs and instructions for the tactical training of command personnel.
Determining the educational, educational and developmental goals of the classes, the leader of the classes should take into account the level of knowledge of the students, their moral, strong-willed, aesthetic and other qualities, as well as their ability to formulate logically sound judgments and the degree of development of their tactical thinking. This will allow the teacher not only to predetermine the content of the educational material, but also the structure of the lesson, didactic methods and techniques for studying the material.
When selecting literature, it is necessary, first of all, to think over, determine which governing documents (charters, instructions, orders, reviews, etc.) contain the information necessary for conducting classes. Then you should outline textbooks, teaching aids, reference and pedagogical literature, articles from magazines and other sources of educational material, as well as select examples from the practice of the fire department or garrison. After selecting the literature, the teacher carefully studies it and determines which technical teaching aids and visual aids should be used for a better study of new material, as well as which diagrams, tables, graphs and other illustrative material should be prepared for classes or reproduced on the blackboard.
After studying the literature, the leader proceeds to the most important stage - to develop a plan for studying new material. The plan should consist of questions and sub-questions arranged in the required logical sequence.
Questions should be short, clear and relevant to the essence of the material being studied. At the same time, it is advisable to estimate how much time can be spent from the total amount allotted for classes to study new material and each issue separately. This will allow the class leader to determine what type of lesson is appropriate to apply, whether it is possible to plan a survey based on the material covered, consolidating the material learned in these classes, performing exercises and other elements. At the same time, it is advisable to think over the methodological methods of studying the material, allowing to achieve maximum effectiveness.
The final element of the first stage of leader training is the preparation of a general plan for conducting classes. The general plan (scheme) of classes depends on the type of lesson and may include the following elements: preparing students for classes; survey on the material covered; announcement of the topic, goals and plan for studying new material; presentation of new material; fixing the material; summarizing the lessons; issuing assignments for independent work, etc. For each element of the lesson, they find out how much time will be spent on it from the total budget of time allotted for classes. Time must be distributed so that each element of the lesson is fully worked out, and at the end of the lesson there is a reserve for answers if the students have questions.
You should not spend much time on introductions, prefaces, etc. After drawing up a general plan, it is advisable to check the distribution of time for the elements of the lessons, to check the selected educational material so that the lessons are not overloaded and at the same time correspond to the principle of learning with a high level of difficulty. If it turned out that the classes are overloaded, it is necessary to reduce the amount of new material, or conduct a better selection of it in accordance with the level required for the trainees, or exclude individual elements, for example, a survey or consolidation of educational material, i.e., adopt a different lesson structure.
4.1.2. Drawing up a plan-outline
After a thorough study of the material and drawing up a general plan for conducting classes, the leader proceeds to the second stage of preparation - to draw up a plan-outline for conducting classes. The form of the outline plan can be arbitrary. The practice of organizing and conducting classroom classes on PTP for personnel has developed certain regularities in the preparation and structure of the outline plan (Fig. 2.2). The volume of abstract material depends on the experience of the head of studies and the requirements of senior leaders.
For novice class leaders, it is recommended to write a full synopsis. For experienced managers (at the discretion of senior managers), a detailed plan for studying new educational material and a thesis presentation of this material are sufficient. When constructing a presentation of the main material, it is required to follow a strictly logical sequence so that each question or sub-question follows from the previous one, is related in content to it, but does not duplicate it in meaning. When presenting theoretical material, it is necessary to refer to the statutes, instructions and other governing documents, as well as to quote and formulate. Therefore, when compiling abstracts, quotes must be entered verbatim, referring to sources. All articles of the statutes, quotations, wording in meaning and content should be organically linked with the educational material presented. However, one should not overload the summary with them, as the trainees may get the impression of dogmatism.
The main sources of educational material are current guidance documents, textbooks and study guides of the latest editions. At the same time, everything stated in textbooks, journal articles and other publications should be treated critically, as they may contain inaccuracies or outdated material. In case of any additions, it is necessary to consult with senior commanders. We must constantly strive for creative generalization and conclusions based on existing knowledge and personal experience.
Writing a full text of the studied material for these classes is useful for every leader of the classes, especially for command personnel who have insufficient experience in conducting classes. In the process of writing the text, the leader selects the material, comprehends it and processes it, taking into account his own specifics and experience in verbally transmitting information to students. He selects the most concise, understandable and colorful phrases, supplements them with elements of colloquial speech familiar to him. In the course of the presentation, articles of charters and instructions, wording, quotations, as well as examples from practice are included in the necessary places. The text of the training material should be linked to the life, concerns and achievements of the fire department.
Writing a text that fully covers the material being presented does not mean that the entire text should be read in front of an audience. Mechanical reading would deprive the leader of simplicity, naturalness and ease in conducting classes, would not allow the use of pedagogical methods and techniques for activating students, and establishing psychological contact with them. The full text of the material is compiled in order to keep in mind its content in detail, if necessary, use it in the classroom. But you can't be tied to him.
When compiling a summary of any material, the head of the classes should carefully consider and write down the methodological methods for studying it in the classroom. For example, if it is intended to use the form of a conversation, the head of the class in the last column of the abstract must, in predetermined places, opposite the text being studied, indicate the questions that he will ask the trainees during the conversation. Similarly, it is indicated when and which fragment of the film, a slide of a filmstrip, a poster to demonstrate, where to draw the attention of personnel to compliance with labor protection rules, what exactly needs to be outlined verbatim (for example, articles of the Fire Service Combat Regulations, definitions), where and what example to give, what it is necessary to highlight the intonation, etc. It is advisable to highlight definitions, articles and paragraphs of documents, conclusions on issues in the text in order to quickly find them if necessary.
After the development of the entire outline plan, it is advisable to check it again; then the head of classes signs the outline plan and submits it to the senior boss for review and approval.
The preparation of the audience, technical teaching aids and visual aids consists in the fact that the head of classes selects short and meaningful fragments of educational films, slides and transparencies that most fully reflect the material being studied, as well as posters, diagrams, etc. After selection, he controls the serviceability of technical means, checking them in the order in which they will be used in the classroom. When selecting visual aids, it is advisable to pay attention not only to their content, but also NOT to their aesthetic design. It is necessary to take measures in advance for the production of missing diagrams, posters, slides, as well as for troubleshooting technical teaching aids.
4.1.3. The procedure for conducting a combined lesson
The procedure for conducting a combined lesson is shown in fig. 2.1, where all its main elements are indicated. Training (organization) of trainees is, as a rule, an element inherent in any class. Its essence is to psychologically set up the command staff for fruitful work, to achieve attention and an active attitude towards classes. For this purpose, the class leader can use the following techniques: when entering the audience, make a short pause, which means that the command staff should calm down; make a tactful remark to individuals for breaking the silence; ask to prepare notebooks, teaching aids, recall a remarkable event or fact that happened in the unit in order to distract students from other impressions and set them up for work. The leader of the lesson should always be calm, collected, friendly; he should not make tactless remarks, raise his voice. The organization of trainees for conducting classes does not take much time, but at the same time gives them a certain charge of psychological energy and increases their efficiency.
Before the start of classes, the leader must ensure that there are no new stimuli in the class that could distract students from work and scatter their attention. In particular, it is not recommended to set up visual aids in advance, hang tables, diagrams.
From the principles of conscientiousness, systematicity and strength of training, it follows that in educational work it is impossible to move forward until the students have mastered the material covered. Therefore, checking and evaluating the knowledge of trainees is a very important element of PTP classes. Classes on anti-tank drugs with the command staff of units are not held daily, but at a certain interval. In these cases, the class leader, as a rule, should strive to ensure that in each class the knowledge of all trainees without exception is checked and evaluated.
If there are only five or six people in the class, oral questioning gives good results. It allows you to identify the degree of assimilation of the material, but only for a small number of students. If a significant number of command personnel are present in the classroom, then along with an oral survey, it is advisable to conduct a frontal survey. To conduct a written survey, the class leader prepares several options for questions in advance (each of them can include several questions or tasks). Students give written answers to assess their knowledge.
In fire departments, whose classes are equipped with tutor machines, examining machines and other technical means of training and knowledge control, machine and machine-free programmed surveys can be used.
As experience shows, the work on the studied material must be organized and carried out in such a way that the trainees are required not to simply reproduce, but to actively and meaningfully apply the studied material in practice. For this purpose, it is necessary to use a variety of exercises, during which knowledge, skills and abilities are more deeply consolidated, apply elements of the calculation of forces and means, determine the operating time of trunks from the filling tanks of tankers, the water loss of networks, etc.
The study of new material (comprehension and memorization) begins, as a rule, with establishing a connection between new material and previously studied material. The command staff has certain knowledge and skills in anti-tank weapons, which were obtained earlier in the system of service and combat training in the previous and current academic years. Based on this knowledge and on the accumulated practical experience, the teacher can lead the students to comprehend the logical connection of the previously studied material with the new topic. This connection can be determined by the sequence of stages of combat work on fires (for example: fire reconnaissance, combat deployment, organization of rescue of people and evacuation of property, elimination of burning), thematic plan of service and combat training, a specific example from the practice of the unit or garrison.
Having linked a new topic with previously studied material, the head of the classes should briefly and clearly formulate it, set the goal of the classes and name the main issues that should be studied by the command staff in the classroom. The assimilation of these questions allows you to achieve the educational goals of the classes. At the same time, the leader of the classes stimulates manifestations of activity, perseverance and independence in the study of new material, thereby realizing the developmental goals of the classes. Pointing out the tasks facing the team of the unit, linking the work of departments with the life of society, the leader seeks to achieve the educational goals of the classes.
The study of new material should be problematic, with the formulation of questions to activate the trainees, and be based on previously acquired knowledge and experience of the command staff. Under these conditions, the method of conversation is widely used in conducting theoretical classes. Its essence lies in the fact that the teacher, with the help of skillfully posed questions, encourages students to actively reproduce the material presented in order to better comprehend and assimilate it. This method can be applied at any stage of the lesson: when studying new material, consolidating, repeating and summing up the lessons. Heuristic conversation, as a rule, is carried out to communicate and generalize new knowledge. At the same time, the teacher builds questions and expected answers in such a way that they lead the trainees' thoughts to new points, provisions and conclusions. The success of the conversation depends on the ability to put the required series of questions and the knowledge of the expected answers of the trainees. Therefore, the questions of the head of the classes should be formulated clearly, without unnecessary explanatory words. It is not recommended to repeat the question (especially in different formulations) until the trainees answer.
Direct work on the assimilation of new material, as practice shows, includes its primary perception and comprehension and subsequent deeper comprehension and memorization. Therefore, the teacher of classes, as a rule, should provide for two-time work of students on perception, comprehension and memorization. Only under this condition can new material be learned directly in the classroom.
Along with the problematic study of the material, the head of the lesson, when presenting new information, can use the method of story and explanation. It is advisable to use the story when the learners do not know or know little of the reported information (for example, when studying new fire extinguishing agents, extinguishing methods). In these cases, the story increases cognitive activity, arouses interest and arouses curiosity, explanation is effective in the study of concepts, provisions, patterns. When explaining, it is very important to provide a scientific and evidential logic of reasoning; in addition, for the complete assimilation of the material, it is important to achieve the concentration and attention of the trainees.
Visual aids and technical teaching aids can be considered as sources of new knowledge, means of developing practical skills and abilities, as well as monitoring and evaluating knowledge. Therefore, it is advisable to use them at all stages of classes: when presenting and comprehending new material, when consolidating it, conducting exercises, testing and evaluating knowledge.
The introduction of visual aids and technical teaching aids into the educational process is a creative matter. Each class leader must constantly evaluate the effectiveness of the use of visual aids, improve the methodology and techniques for using them in the course of classes. Visual aids should be demonstrated strictly in the course of studying the material and each time the trainees' attention should be drawn to the actual objects and phenomena displayed by the manual. Fragmentary films and slides are organically included in the story or explanation of the teacher.
An important stage of the training is the development of skills and abilities to apply knowledge in practice. This stage is associated with the use of methods of oral, written and practical exercises. The leader of the classes should keep in mind that one should not proceed to the exercises if the trainees have not mastered the theoretical material that they need to complete the exercises. It is necessary to pay special attention to the students' understanding of the order and methods of performing practical exercises. Failure to comply with these conditions will lead to the fact that the goal of the exercises will not be achieved.
Oral exercises are widely used in PTP classes. With their help, tactical thinking is developed, which makes it possible to assess the situation in a fire, determine the decisive direction of hostilities, and make a balance of forces and means in a fire.
To develop the necessary skills and abilities, written exercises are used to calculate the forces and means for extinguishing fires, determine the operating time of barrels and generators from the filling tanks of fire engines, etc. It is very important that the training exercises are creative, and the tasks proposed by the leader and their implementation contribute development of tactical thinking.
Consolidation of educational material can be carried out in the course of classes, after studying a particular issue or topic of classes as a whole. The latter option is more often carried out in the form of checking the results achieved in these classes. Verification can be carried out orally or in writing using pre-designed questions (exercises). It allows the head of the classes to find out how the educational material was learned, and to establish what gaps there are in knowledge in order to eliminate them in the next classes, as well as to issue personal tasks for independent work.
At the end of the lesson, the leader sums up: briefly recalls the goal of the lesson and assesses the degree of its achievement; indicates the positive aspects and shortcomings in the work of personnel in the classroom; gives a general task to students for independent work.
The leader of the classes should approach the organization and conduct of combined (mixed) lessons with particular care. First of all, it is very important to correctly allocate time. You should not spend more than 20 minutes on the repetition of the material covered. It is important to diversify the structure of the combined lesson, using various teaching methods and techniques (conversation, heuristic conversation, story, explanation, etc.). In some classes, knowledge testing can be carried out using the methods of individual and condensed surveys, in others - using a frontal written or programmed survey, etc. If a previously studied topic is closely linked to new material, then it is not advisable to start classes with repetition, it is better to combine the latter with consolidation new material.
In each lesson, its main stages can be distinguished, which are characterized by various activities of the teacher and students. These elements can act in various combinations and thus determine the construction of the lesson, the relationship between the stages of the lesson, that is, its structure.
The structure of the lesson should be understood as the ratio of the elements of the lesson in their certain sequence and interconnection with each other.
Conducting any lesson consists of three phases: preparatory, phases of active learning, phases of evaluation of the results of the lesson. The content of these phases can be represented by the following scheme, developed by E. Stones
Ι. Training:
1. Defining lesson objectives in terms of student learning
2. Analysis of the purpose of the lesson in order to identify its main elements.
3. Identification of key characteristics, concepts and skills that students will learn.
4. Checking the current level of students' proficiency in the subject they will be taught.
5. Deciding how to provide gradual learning that guarantees the student a high level of success.
6. Deciding on the type of actions carried out by students, on the nature of the feedback that should be provided, on the methods of presenting educational material and assessing the degree of its assimilation.
ΙΙ. Education:
7. An explanation at the beginning of the lesson of the nature of the new material that the students must master.
8. Providing examples that give an idea of the full range of key characteristics of the concepts being studied.
9. Arranging examples so that teaching concepts is economical and efficient.
10. Bringing counterexamples that are not related to utopian concepts.
11. Bringing new examples in order to expand the understanding of the concept.
12. Help students in the early stages of learning. It is significant at first, but gradually fades away when students can demonstrate learning without outside help.
13. Encouraging students in one way or another, allowing them to feel that learning is going well, and increasing their interest in learning.
14. Encouraging students to independently explain new concepts through questions, prompts, hypotheses, etc.
15. Increasing the level of motivation of all students by ensuring a high level of success in learning.
16. Providing feedback on the activities of students at all stages of their learning.
17. When teaching motor skills, the ordering of control practical exercises in relation to the changing conditions for the performance of the skill.
18. When teaching motor skills, ensuring a smooth transition from one sub-skill to another.
19. Encouraging students to independent, analytical and heuristic problem solving.
ΙΙΙ. Evaluation:
20.Checking the ability of students to apply the acquired learning in new situations (transfer to changing conditions).
21. Evaluation of students' interest in the subject they are studying.
22. Comparison of students' achievements with the objectives of this lesson.
The variety of lesson structures, methods of their organization and didactic goals suggests a variety of their types.
Let us give a classification of lessons according to B.P. Esipov with consideration of their structural features:
1.A lesson in introducing students to new material or communicating new knowledge. The structure of such a lesson: a repetition of the previous material, which is the basis for learning a new one; explanation by the teacher of new material and work with the textbook; verification of understanding and primary consolidation of knowledge; home assignment.
2.Knowledge consolidation lesson. Its structure: checking homework; performing oral and written exercises; checking the execution of tasks; home assignment.
3.A lesson in developing and consolidating skills and abilities. It involves the reproduction of theoretical knowledge; implementation of practical tasks and exercises; verification of independently performed work; home assignment.
4.Lesson of generalization and systematization of knowledge. Such lessons are held at the end of the study of individual topics, sections, training courses. Their mandatory elements are the introduction and conclusion of the teacher, and the repetition and generalization of the material is carried out in the form of short messages and conversations between the teacher and students.
5.Lesson testing knowledge, skills and abilities. The main tasks of such a lesson are to identify the level of students' learning and to identify shortcomings in mastering the material. In this case, written or oral forms of control can be used.
Stage 1. Organizing time- 1-3 min. It is necessary to create a working mood for the group, especially if, for example, the previous lesson was in physical education. The main thing is to make it as fast and as short as possible.
Stage 2. Preparing students for the perception of new material– 5-10 min.
Updating of basic knowledge must be present, since it is impossible to build new knowledge without a foundation;
Motivation (students should have a cognitive interest);
Goal-setting (setting the goal of work in the lesson in front of students, which should be clear, accepted by them and should become common).
This stage is the platform for a successful lesson. Often the three elements can run simultaneously or intertwined.
Stage 3. Presentation of new material– 25 min. You can communicate the material of the lesson in various ways and there are many of them. The classification of methods is presented below.
Stage 4. Primary fastening– 5-10 min.
Stage 5 Summarizing– 3-5min.
Stage 6 Issuing homework– 5-7 min. The task is issued not after the call, but before the end of the lesson. The time for the last stage should be foreseen in advance, as well as the method of issuance, the order of explanation (the task of the theoretical plan is reported first, then the practical one) and the rules for implementation. When explaining homework, you need to give examples, show design samples. It is fair to note that, as homework is given, so will students react to it.
Lesson of Consolidation and Improvement
Stage 1. Organizing time- 1-3 min.
Stage 2. Repetition of educational material and checking homework - 10-12 minutes.
Stage 3. Exercises– 25-30 min.
Stage 4. Summarizing and mandatory grading - 5-7 minutes.
Stage 5 Issuing homework-5-7 min.
A Lesson in Repetition and Generalization
Stage 1. Organizing time.
Stage 2. Checking homework.
Stage 3. Repetition and generalization from a review lecture (rarely used in schools) to active game methods.
Stage 4. Summarizing and grading.
Stage 5 Issuing extensive homework, as the lesson is most often held before the test.
IV. Test lesson
Stage 1. Organizing time.
Stage 2. Control event
Classification of laboratory and practical work on the grounds
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1. By didactic characteristics (by place in the educational process) |
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Illustrative They mean illustrating some theoretical provisions (for example, Ohm's law - how voltage and current are related). |
Research They are used before studying theoretical information (for example, how the magnitude of the current depends on the applied voltage). |
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2. Organization of work |
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Frontal All students perform one task, and the teacher works with them as with a group, which is convenient for him. |
Not frontal Each student or team of 2-3 people does their own work. Then, when they are done, they switch jobs. This is less convenient for the teacher. Why is this being done? In the era of a market economy, a large amount of equipment is needed for the frontal organization of work. One laboratory work is carried out once a year. If it is expensive, the educational institution does not have the opportunity to purchase the necessary equipment in the amount of 6-7 copies. From here, they go to a deliberately inconvenient organizational form. |
The structure of the stages of laboratory work
With frontal organization
Organizing time.
Repetition of the necessary theoretical knowledge.
Oral or written instruction in the form of guidelines for laboratory work.
Performing laboratory work and preparing a report.
Summing up, where the results of the work of each student are considered, marks are given to everyone.
Issuance of homework.
This scheme (order) can be modified if, for example, the laboratory work is long (for 2 lessons). So you can issue a homework assignment in the form of a report design, which involves finalizing a draft version, plotting graphs, etc. The most important thing is that points 1-4 are observed.
With a non-frontal lesson
With this organizational form, it is impossible to conduct oral briefing for everyone in the group, but only make general comments on keeping records, processing results, and reporting. The role of methodical instructions increases, since the teacher does not have enough time in the lesson to instruct and check the work of each student from the subgroup in several laboratory works.
Imagine a fragment of the schedule for moving students or teams to places.
Lesson plan on the topic: "Fillers"
Teacher: Chervova Natalya Viktorovna
OU: GPOU s. Tarasovo
Profession:"Plasterer"
Discipline: Materials Science
Lesson topic:"Fillers"
Lesson type: learning new knowledge
The purpose of the lesson: generalization and systematization of knowledge on the topic: "Fillers".
Tasks:
Educational:
1. contribute to the generalization of knowledge on the topic "The role and properties of fillers";
2. systematize and deepen knowledge on the topic "Classification of aggregates";
3. apply the acquired knowledge in specific situations.
Developing:
to promote the formation of cause-and-effect relationships, the ability to analyze, draw conclusions, make suggestions;
ensure the development of students' speech.
develop imaginative thinking, fantasy, imagination, creative approach to the work performed.
Educational:
Promote the development of responsibility, partnership;
Increase interest in the chosen profession.
Strengthen teamwork skills.
Forms of organization of educational and cognitive activity of students: frontal, group, individual.
Teaching methods: work in microgroups, practical work (exercises), slide show, conversation.
Interdisciplinary connections: Special technology, industrial training.
Material and technical equipment:TCO ( projector)
Educational and methodological support:
instruction cards;
student workbooks;
textbook V.A. Smirnov "Materials Science";
cards - tasks;
material samples.
During the classes
1. Organizational moment
Greeting, reconciliation of payroll, activating students to do work, goal setting.
2. Checking previously learned material
Find out the degree of assimilation of previously studied material (card - task)
| Answer options | Right |
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| 1. The "binders" include: | a) sand, pebbles, sawdust b) gypsum, lime, liquid glass c) cement, clay, sand | |
| 2. Hydraulic binder includes: | and cement, hydraulic lime b) cement, clay c) gypsum, gypsum clay, liquid glass | |
| 3. Portland cement is... a binder | a) air b) hydraulic c) plaster plaster | |
| 4. Solution is: | a) a mixture of binder, water and sand b) a mixture of binder and water c) a mixture of binder, aggregate and water rationally selected mixture of binder, water, sand and necessary additives | |
| 5. The mortar mixture is: | a) a mixture of binder, aggregate and water b) a mixture of binder, aggregate and water before setting c) a mixture of binder, filler and water after hardening. | |
| 6. What binder increases in volume during hardening? | a) cement b) lime |
Oral survey.
Describe the general properties of Portland cement?
What is the activity and brand of cement?
What are the types of Portland cement?
Active mineral additives for Portland cement?
4. Updating the basic knowledge necessary to study a new topic
Communication of the purpose, topic and tasks of studying new material; indicate its practical significance.
5. Explanation of new material
a) motivation for introducing new concepts.
b) explanation of new material using TCO and visual aids.
General information about the types and purpose of placeholders;
The role and properties of placeholders;
Classification of aggregates;
Aggregate quality indicators;
Summary of new material.
1. General information about types and purpose of placeholders
For the preparation of concrete, mortar, mastic and adhesive mixtures on mineral binders, aggregates and fillers, special additives are used, which are introduced into the mixture in dry form or when mixed with water.
1.1 Aggregates - a loose mixture of grains of natural or artificial
origin, having a certain size.
2. The role and properties of placeholders.
2.1 Aggregate volume - 85% of the total volume of concrete;
70% of the total volume of the solution.
2.3 Role of placeholders:
The more aggregate in concrete or mortar, the cheaper concrete, mortar;
Reduced shrinkage of mortar, concrete;
The cracking ability of mortar, concrete increases;
Determine the properties of concrete, mortar (lightweight concrete or mortar, good heat-conducting properties, decorative properties).
2.3 Properties of placeholders.
The use of porous aggregates results in lightweight concretes and mortars with good thermal insulation properties.
The use of crushed marble, andesite, colored glass, mica, we obtain decorative mortars and concretes for finishing work.
3. Classification of aggregates.
3.1 From the size of the grains: there are small (0.16 - 5 mm) and large (5-70 mm)
3.2 I distinguish by shape: round and rough.
solutions
fine aggregate
coarse aggregate
Gravel - smooth rounded particles
Crushed stone - particles of irregular shape, rough
3.3 By origin, fillers are divided into:
1. On natural;
2. artificial;
3. for industrial waste.
Placeholders
Industry waste
(fuel slag, coarse ash from thermal power plants, ash and slag mixtures)
artificial aggregates
Natural aggregates
Thermal treatment of natural raw materials and industrial waste
(expanded clay, thermolite, slag pumice)
Mechanical restoration
Rocks (granite, diabase, limestone, volcanic tuff, gravel, quartz sand, marble
Associated rocks
enrichment waste
4. Filler quality indicators.
Bulk density
Small (porous)
Heavy (dense)
Over 1200 kg/m3
Less than 1200 kg/m3
Brand 200……800
Mark: 1200
4.2 Grain composition - the smaller the grain, the less voids in the mortar or concrete.
4.3 Mineral composition - characteristics of the rock, assessment of cracks, degree of weathering, data on impurities, radiation.
4.5 Strength - characterized by a grade of 8-24, the weaker the gravel, the more grains.
4.6 Frost resistance - is estimated by the brand from F 15 to F300.
6. Consolidation of the studied material
1. The ability of students to relate to each other the concepts of the types and properties of fillers. 2. Consolidate the knowledge gained in the lesson (students make two questions on the new topic of the lesson to each other and write them down on a sheet, then exchange sheets with questions with each other, then evaluate each other's answers).
7. Summing up the lesson
Self-assessment and assessment of students and groups. Argumentation of the grades, comments on the lesson.
8. Homework
Information about homework.
