The criterion is the effectiveness of the teacher's use of modern educational technologies. The effectiveness of the use of modern pedagogical technologies in the educational process

UDC 74.200.04

CRITERIA AND INDICATORS OF THE EFFICIENCY OF THE IMPLEMENTATION OF MODERN PEDAGOGICAL TECHNOLOGIES IN THE PROCESS OF MODERNIZATION OF GENERAL EDUCATION

Fomichev Roman Sergeevich
Kemerovo State University
Interuniversity Department of General and University Pedagogy

annotation
The article examines the features of the use of modern pedagogical technologies in the process of modernization of general education, the classification of modern pedagogical technologies is given. The author formulated criteria and indicators of the effectiveness of the implementation of a number of modern pedagogical technologies at the present stage of the development of society.

THE CRITERIA AND INDICATORS OF USE EFFECTIVITY OF MODERN EDUCATIONAL TECHNOLOGIES IN EDUCA-TION MODERNIZATION

Fomichev Roman Sergeevich
Kemerovo State University
Departments of general and higher education pedagogy

Abstract
The article investigates the features of the use of modern pedagogical technologies in the modernization of public education, a classification of modern educational technologies. The au-thor defines the criteria and indicators of the effectiveness of its implementation of modern educa- tional technology at the present stage of development of society.

Bibliographic link to the article:
Fomichev R.S. Criteria and indicators of the effectiveness of the implementation of modern pedagogical technologies in the process of modernization of general education // Humanitarian scientific research. 2014. No. 11 [Electronic resource]..03.2019).

The current stage of development of domestic education is characterized by the active introduction of innovative pedagogical technologies in the educational process.

Speaking about the modernization of the education sector, E.D. Dneprov notes that the modernization of education is "a comprehensive, comprehensive renewal of all parts of the educational system and all areas of educational activity in accordance with the requirements of modern life, while maintaining and multiplying the best traditions of domestic education."

V.V. Putin also notes that “... one cannot treat education only as an accumulation of knowledge. In modern conditions, this is primarily the development of analytical abilities and critical thinking among students. It is the ability to learn. The ability to perceive knowledge yourself, keep up with changes.

Thus, an important task of the modern school is to create the necessary and complete conditions for the personal and cognitive development of each student, the formation of an active position, the subjectivity of students in the educational process.

An effective solution to this problem, based on the Federal State Standard of General Education, is impossible without meaningful implementation by teachers in the educational process of the school of modern pedagogical (including information computer) technologies.

At the same time, the study of the positions of teachers of secondary educational organizations allows us to assert that, despite the sufficient number of theoretical justifications and methodological developments, none of the existing technologies fully satisfies the requirements of consistency and completeness, unity of foundations.

In our opinion, at the present stage of development of society, the problem of developing criteria and indicators of the effectiveness of the implementation of modern pedagogical technologies, as well as providing conditions that would help teachers to effectively apply these technologies in practice, is relevant.

The problem of ordering and systematizing pedagogical technologies was considered by such scientists as V. P. Bespalko, E. V. Rudensky, A. Ya. Savelyev, G. K. Selevko, V. A. Slastenin, V. T. Fomenko and others,

V. P. Bespalko proposes a classification of pedagogical technologies, which is based on the types of interaction between the teacher and the student and highlights a number of features of this interaction. The combination of these features, according to Bespalko, allows us to define a number of didactic systems (technologies):

Classical lecture teaching;

Teaching with the help of audiovisual technical means;

System "consultant";

Learning with the help of a textbook - independent work;

The system of "small groups" - group work;

Differentiated ways of teaching;

computer training;

The "tutor" system - individual training;

Program training for which there is a pre-compiled program.

A correctly compiled classification gives a clear picture of the whole variety of classified objects, allows you to keep them in a single mental frame, it is easy to find for each of the newly discovered objects of the classified area the most specific and meaningful concept under which it can be summed up.

Analyzing the experience of scientists, we can conclude that the variety of modern pedagogical technologies allows us to take into account the individual abilities of students, reveal their creative potential, and ensure the comprehensive development of the personality of students.

Summarizing the experience of scientists, we have developed a modern classification of pedagogical technologies:

Table 1 - Classification of modern pedagogical technologies

Name	Target	Implementation mechanism	Essence technology
Problem learning technology	Development of cognitive activity, creative independence of students.	Search methods, setting cognitive tasks, solving problem situations.	Consistent and purposeful advancement of problematic tasks for students, solving which students actively acquire knowledge, skills and abilities.
Modular learning technology	Ensuring flexibility, adapting it to the individual needs of the individual, the level of his basic training.	Division of material into logical blocks - modules; individual pace of learning.	Independent work of students on an individual curriculum.
Developmental learning technologies	Comprehensive development of personality and its abilities.	Work with students involved in various activities	Orientation of the educational process to the potential of a person and their implementation.
Technology of differentiated learning	Creation of optimal conditions for identifying and developing the interests and abilities of students in the framework of the educational process.	Using methods of individual and differentiated learning.	Assimilation of program material at various levels, but not below the state educational standard.
Concentrated Learning Technology	Adaptation of the structure of the educational process to the natural psychological characteristics of human perception.	The use of methods that take into account the dynamics of students' performance.	In-depth study of the material by combining classes into logical blocks.
Information Technology Education	Developing the skills of students to obtain the necessary knowledge with the help of modern technical teaching aids.	Active use in the educational process of computer and Internet resources, computer testing, etc.	Continuous gradual development of students' interest in the educational aspects of the use of technical teaching aids.
business game technology	Security personal-activity nature of the assimilation of knowledge and skills.	Game teaching methods that contribute to the involvement of students in creative activities.	Independent cognitive activity aimed at the search, processing and assimilation of knowledge.

According to E.S. Polat, “the problem of pedagogical technologies is the problem of the transition from the theory of education, to its methodological developments, the system of pedagogical activity, since the construction of pedagogical technology reflects all the main structures of the learning process, from setting a goal to diagnosing the results obtained ".

Thus, the effectiveness of the implementation of pedagogical technologies largely depends on the built-in system, which reflects the relationship between the features of pedagogical technology and indicators of their implementation.

The effectiveness of the implementation of modern pedagogical technologies can be determined by a number of criteria that need to be verified in the course of experimental work.

V.P. Bespalko argued that there are no "criteria for evaluating the effectiveness of the didactic process as a whole" . Modern society, the world put forward special requirements for the quality of education that is received at school.

In this regard, the effectiveness of pedagogical technology can be assessed according to the following criteria:

the integrity of the reflection in the content of the tasks of education, upbringing and development;
reflection in the content of the current level of development of science and technology;
compliance of the content with the age and psychological characteristics of students;
information content of educational material;
the diversity of the use of methods and the variability of the implemented teaching methods;
ensuring the principles of visibility and accessibility of training;
versatility of use and ease of use of teaching aids;
the degree of teacher assistance to students in organizing their independent activities, etc.

The criteria listed above do not affect all aspects of evaluating the effectiveness of the use of pedagogical technology, however, they can serve as a criterion for evaluating the effectiveness of not only pedagogical technology, but also a traditional lesson.

The analysis carried out allowed us to formulate criteria for the effectiveness of the implementation of pedagogical technologies:

technological culture of the teacher;
the presence of own experience in the use of pedagogical technologies by the teacher;
creative "refinement" and transformation of technology;
creating a situation of success in the process of joint activities of students and the teacher in the implementation of technology;
organic interconnection of technology components;
the possibilities of technology in the actualization, self-development of students and the teacher;
noticeable changes in the state of students (in their motivation for activity, knowledge, skills, emotions, etc.) in the process of implementing a certain pedagogical technology.

In order to verify and effectively implement pedagogical technologies, it is necessary to determine indicators and indicators of the criteria described above.

Table 2 presents the criteria for the effectiveness of pedagogical technologies, indicators of their effectiveness, as well as indicators that allow us to state that a certain criterion really affects the effectiveness of the implementation of a particular pedagogical technology.

Table 2 - Criteria and performance indicators for the implementation of modern pedagogical technologies

Criterion efficiency	Indicators efficiency	Indicators
Technological culture of the teacher	- the teacher's possession of technological methods, techniques, teaching aids, their use in the educational process.	- periodic use by the teacher of modern pedagogical technologies in the course of the lesson, The teacher's ability to find their relationship with classical pedagogical technologies.
Having your own experience	- generalization and systematization of practices for the use of modern pedagogical technologies (hereinafter - SPT) in the educational process; – the ability to analyze and correct their own mistakes (shortcomings) in the process of using the SPT	- publications: monographs, brochures, books, manuals, articles; Participation in seminars, webinars, round tables on the exchange of experience with colleagues
Creative revision and transformation of the SPT	- the presence or absence of the use by the teacher in the educational process of qualitative changes of a certain SPT	- availability of peer-reviewed methodological developments, transformations of a certain SPT; Availability of patents for teacher's inventions
Creating a situation of success for students in the process of using SPT	- implementation of the principle of feedback with students during the lesson; Motivating students to successfully solve the tasks assigned to them	- increasing the level of qualitative progress in the subject; Increase in the number of participants in the competitive movement among students, their victories in competitions of various levels
Interrelation of technology components	- obvious and periodically implemented in the educational process the connection of various components of the technology chosen by the teacher	- conducting classes in which the interrelationships of the SPT components are revealed and effectively used
Technology as a factor of self-development of participants in the educational process	- setting by the teacher of goals and objectives aimed at self-development, development of the personality of students, their cognitive abilities	- transition to a new level of interaction between participants in the educational process - "cooperation" of the teacher and students; Tutoring
Positive changes in the state of students	- positive changes in the general condition of students	- increasing the level of academic performance; Increasing the level of motivation for activity (increase in the number of participants and winners of Olympiads, NPC in the subject, etc.) Increasing the level of psychological comfort in the classroom (questionnaires); Improving the health of students (reviews from parents, reports from the school doctor)

It should be noted that these criteria do not cover the whole variety of pedagogical technologies, however, as we assume, they allow us to evaluate the effectiveness of the implementation of a number of modern pedagogical technologies at the present stage of modernization of Russian education. The criteria and performance indicators described above are currently being tested in a number of educational organizations in the city of Kemerovo and the Kemerovo region.

Selevko, G.K. Modern educational technologies [Text] / G.K. Selevko. - M .: Public education. 1998 -256 p.

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Sections: General pedagogical technologies

I. The importance of using educational technologies in the educational process.

The dynamics of modern life makes high demands on specialists in various fields of activity, requires the active introduction of new technological solutions. These trends have not bypassed the sphere of education. At present, the concept of pedagogical technology has firmly entered the pedagogical lexicon.

Pedagogy in the modern world is going through a period of rethinking approaches, abandoning some established traditions and stereotypes. She came close to understanding that educational work in its general form differs from other types of socially useful labor only in specifics, it has its own product, its own technologies and their market value. Therefore, mastering technology becomes super important, a priority, both in mastering the teaching profession and in assessing the quality and cost of educational services. Thorough knowledge of pedagogical technologies, his high professionalism - this is what a modern teacher exposes to the labor market.

In UNESCO documents learning technology is considered as a systematic method of creating, applying and defining the entire educational process of teaching and mastering knowledge, taking into account technical, human resources and their interaction. The manufacturability of the educational process is to make the educational process fully manageable. Awareness of actions, goals, ways to achieve them and the results of educational activities makes students the subject of the educational process, creates the prerequisites for cooperation between the teacher and the student and for his further self-learning.

The modern order of the state to school obliges the teacher to work on the formation of the worldview of the child and his adaptation in society, a conscious choice of profession, a serious attitude to one's health, and loyalty of behavior in the arena of demand for employment. Mastering modern pedagogical technologies by a teacher with subsequent introduction into the educational process is the most important factor contributing to improving the quality of student learning. The organization of training based on a technological approach allows not only to satisfy the educational needs of each student in accordance with his individual abilities, but also to create conditions for self-realization, self-development of schoolchildren, the formation of their competencies necessary for a full life in modern society.

It is impossible to teach everything, to put the most important achievements of various sciences into the heads of children is beyond the power of teachers. It is much more important to give children “not a fish, but a fishing rod”, to teach them to acquire this knowledge, to develop their intellectual, communicative, creative skills by means of training, to form a scientific worldview. The most important question becomes “How to teach?”, and only then – “What to teach?”. Therefore, modern educational technologies are so relevant today, which are aimed at organizing the activities of students, at developing their skills, qualities, and competencies through this activity.

II. Features of the use of educational technologies in the educational process.

In the technological approach, there is initially an orientation towards the controllability of the educational process, which implies a clear set of goals and ways to achieve them. The following features of educational technologies are distinguished:

the procedural bilateral nature of the interrelated activities of the teacher and students, i.e. joint activities of the teacher and students;
a set of techniques, methods;
design and organization of the learning process;
the presence of comfortable conditions for the disclosure, implementation and development of the personal potential of students.

Any learning technology includes:

target orientation; scientific ideas on which it relies;
systems of actions of the teacher and the student;
criteria for evaluating the result;
results;
restrictions on use.

The use of modern educational technologies in the practice of teaching is a prerequisite for the intellectual, creative and moral development of students. To implement the cognitive and creative activity of the student in the educational process, teachers use a variety of educational technologies that make it possible to improve the quality of education, use study time more efficiently and reduce the proportion of students' reproductive activity by reducing the time allotted for homework. But not every technology can be applied by every teacher, a lot depends on his work experience, pedagogical skills, methodological and material security of the pedagogical process. It is important to pay serious attention to such properties of technology as its effectiveness and applicability. Often the teacher takes into account various requirements, methodological recommendations, instructions, etc., and does not always notice what his students want, what their interests and needs are. In such cases, no technology will help the teacher achieve their goals.

The choice of educational technologies should be carried out by the teacher, focusing on the positive aspects of personality development:

creation of the best conditions for the development and realization of the inclinations and abilities of the child,
satisfaction of existing interests,
exclusion of the desire to “cut everyone with the same brush”,
increased motivation to study,
student self-determination
early development of abilities,
career guidance, specialization,
realization of freedom of choice,
enabling “social trials”,
the ability to use sensitive periods in personality development.

The activities of the teacher (his goals, needs and motives, actions, means and conditions for their application, etc.) must correspond to the activities of the student (his goals, capabilities, needs, interests, motives, actions, etc.). Only on this basis, the teacher selects and applies the means of pedagogical influence. The competent use of pedagogical technologies in educational activities makes the teacher's lessons interesting, dynamic, saturated with the realities of the modern world and provides a good opportunity for the formation of the most significant general educational actions of schoolchildren.

III. Personality-oriented approach in modern educational technologies.

In the current system of education, the choice or development of a technology for teaching a particular subject is carried out by the teacher on the basis of his personal convictions and constitutes his individual style of pedagogical activity. It can be said that many original educational programs have appeared, aimed at achieving the set goals, i.e., student-centered technologies.

In modern pedagogy and psychology, the focus and research of foreign and domestic psychologists is the problem of personality, and the focus of pedagogical science is the creation of personality-oriented learning technologies. The development of teaching technology by a teacher is a creative process aimed at the comprehensive development of the individual, consisting in the analysis of goals, opportunities and the choice of forms, methods and means of teaching that ensure the realization of goals and opportunities. The application of this approach makes it possible to conduct a more complete lesson on the topic of the program of the academic discipline, contributes to the formation of the most important general educational actions of students. The functions of universal learning activities of students include:

ensuring the student's ability to independently carry out learning activities, set learning goals, seek and use the necessary means and ways to achieve them, control and evaluate the process and results of activities;
creation of conditions for the harmonious development of the personality and its self-realization on the basis of readiness for continuous education, the need for which is due to the multicultural society and high professional mobility;
ensuring the successful assimilation of knowledge, skills and competencies in any subject area.

Based on this, it is possible to identify the main features of educational technologies that meet the personally-oriented approach, the presence of which contributes to the formation of basic general educational skills of students. Similar technologies:

based on the activity of the teacher aimed at students.

The activity of a teacher in a lesson with a student-oriented orientation implies that the teacher has a curriculum for conducting a lesson, depending on the readiness of the class and the use of problematic creative tasks.

encourage the use of tasks that allow the student to choose the type, type and form of the material: verbal, graphic, conditionally symbolic.

Also positive experience confirmed the creation of a positive emotional mood for the work of all students during the lesson. This is especially important at the beginning of the lesson. In addition, at the beginning of the lesson, not only the topic of the lesson should be reported, but also the features of the organization of educational activities during the lesson.

be sure to include a discussion with the children at the end of the lesson not only about what they learned or mastered, but also about what they liked or disliked.

Why students liked or disliked this or that aspect of the lesson. What they would like to do again, and what to do differently. This is how students are encouraged to choose and independently use various ways to complete tasks.

imply assessment or encouragement when questioning in the lesson not only the correct answer of the student, but also an analysis of how the student reasoned, which method he used, why and what he was wrong about.

This does not imply bad arguments, on the contrary, the teacher should, if possible, identify the positive aspects even in the wrong answer. The mark given to the student at the end of the lesson should be argued according to a number of parameters: correctness, independence, originality. Moreover, the last arguments should be more important for students than just an assessment.

provide that when doing homework, not only the topic and scope of the task are called, but it is also explained in detail how to rationally organize your educational work when doing homework.

Thus, the teacher uses a student-centered approach even outside the classroom.

The mastery of universal learning activities by students, which are the invariant basis of the educational and upbringing process, creates the possibility of independent successful assimilation of new knowledge, skills and competencies, including the organization of comprehension, i.e. the ability to learn. This, in turn, generates the potential for self-development and self-improvement through the conscious and active appropriation of new social experience.

IV. The effectiveness of the use of educational technologies for the formation of general educational activities of schoolchildren.

In modern pedagogy, the main types of educational activities are distinguished:

personal (self-determination, meaning formation and the action of moral and ethical evaluation);
regulatory (goal setting, planning, control, correction, evaluation, forecasting);
cognitive (general educational, logical and sign-symbolic);
communicative.

Universal learning activities include:

independent selection and formulation of a cognitive goal;
search and selection of the necessary information; application of information retrieval methods, including using computer tools;
structuring knowledge;
conscious and arbitrary construction of a speech statement in oral and written form;
selection of the most effective ways of solving problems depending on specific conditions;
reflection of the methods and conditions of action, control and evaluation of the process and results of activities;
definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles;
understanding and adequate assessment of the language of the media;
statement and formulation of the problem, independent creation of activity algorithms in solving problems of a creative and exploratory nature.

Universal learning activities should be the basis for choosing and structuring the content of education, techniques, methods, forms of learning, as well as building a holistic educational process. Therefore, the choice of one or another educational technology should be carried out depending on what types of educational activities the teacher wants to form in this lesson.

The table shows the most commonly used technologies in pedagogy and the expected results of their application in the formation of students' learning skills.

Conclusion.

A modern lesson using pedagogical technologies contributes to the personal growth of any student. In the very course of such a lesson, there is a real opportunity to give to every student to find oneself, to give an opportunity for creative growth and development, to ensure success in the assimilation of educational material, to create conditions for the formation of personal general educational actions. Thus, the peculiarity of a modern lesson with the use of educational technologies is the development of the creative potential of each student's personality, stimulating the freedom to choose the content and pace of learning, creating comfortable conditions for everyone, partnerships between the subjects of the educational process, and a comprehensive solution of educational, developmental and educational tasks. And all the innovative pedagogical technologies listed above are aimed at organizing active communication between both teachers and students, and students with each other on the principles of cooperation and co-creation. Lessons with the use of new technologies, arousing interest in learning, activate the mental activity of the student, carry out the transfer of knowledge and methods of action. This gives rise to the success of learning, strengthening interest in knowledge, and creates conditions for self-realization, self-development of schoolchildren, the formation of their competencies necessary for a full life in modern society.

Bibliography.

Anokhin, G.M. On the organization of personality-oriented learning. Chemistry at school No. 7, 2008
Bely V.I. On current trends in the dissemination of project-based learning methods. School technologies № 2, 2010
Brandina NV Interactive tools for developing thinking. Newspaper ed. at home “First of September” No. 19, 2010
Guzeev V.V. Planning for educational outcomes and educational technology. Moscow, Public Education, 2000
Jacques D.I. Organization and control of work with projects. Minsk, Propylene, 2001
Kolechenko A.K. Encyclopedia of pedagogical technologies: a guide for teachers. St. Petersburg, Karo, 2009.
Kosheleva N.V. A brief review of some innovative pedagogical technologies in the light of the creation of an adaptive school. Physics at school No. 1, 2008
Polat E.S. Modern pedagogical and information technologies in the education system. Moscow, Academy, 2008.
Selevko G.K. Technological approach in education. Modern school management. Head teacher No. 2, 2008
Sovetova E.V. Effective educational technologies. Rostov n/a, Phoenix, 2007
Shiyan I. B. Information technologies in Russian education. Moscow, Evrika, 2007

Everything is in our hands, so we can not lower them

Coco Chanel

Peculiarity federal state educational standards of general education- their activity character, which makes the development of the student's personality the main task. Modern education refuses the traditional presentation of learning outcomes in the form of knowledge, skills and abilities; the wording of the Federal State Educational Standard points to real activities.

The task at hand requires implementation in a modern school system-activity approach to the organization of the educational process, which, in turn, is associated with fundamental changes in the activities of the teacher who implements the new standard. Teaching technologies are also changing.

What is educational technology?

. A set of techniques is an area of pedagogical knowledge that reflects the characteristics of the deep processes of pedagogical activity, the features of their interaction, the management of which ensures the necessary efficiency of the educational process;

. A set of forms, methods, techniques and means of transferring social experience, as well as the technical equipment of this process;

. A set of ways to organize the educational and cognitive process or a sequence of certain actions, operations related to the specific activities of the teacher and aimed at achieving the goals (technological chain).

Under these conditions, the traditional school, which implements the classical model of education, has become unproductive. Before me, as well as before my colleagues, the problem arose - to turn traditional education aimed at accumulating knowledge, skills, skills, into the process of developing the child's personality.

Leaving the traditional lesson through the use of new technologies in the learning process makes it possible to eliminate the monotony of the educational environment and the monotony of the educational process, create conditions for changing the types of activities of students, and make it possible to implement the principles of health saving. It is recommended to make a choice of technology depending on the subject content, the objectives of the lesson, the level of preparedness of students, the possibility of meeting their educational needs, the age category of students.

In the context of the implementation of the requirements of the Federal State Educational Standards, the most relevant are technology:

v Information and communication technology

v Critical thinking development technology

v Design technology

v Developmental learning technology

v Health-saving technologies

v Problem-based learning technology

v Gaming technologies

v Modular technology

v Workshop technology

v Case - technology

v Integrated learning technology

v Pedagogy of cooperation.

v Tier differentiation technologies

v Group technologies.

v Traditional technologies (class-lesson system)

one). Information and communication technology

The use of ICT at various stages of teaching mathematics

Information technology, in my opinion, can be used at various stages of a mathematics lesson:

- independent learning with the absence or denial of the teacher's activities;

- partial replacement (fragmentary, selective use of additional material);

– use of training (training) programs;

— use of diagnostic and control materials;

- performing home independent and creative tasks;

- use of a computer for calculations, plotting graphs;

- the use of programs that simulate experiments and laboratory work;

- use of gaming and entertaining programs;

— use of information and reference programs.

Since the visual-figurative components of thinking play an extremely important role in human life, their use in studying material using ICT increases the effectiveness of learning:

- graphics and animation help students understand complex logical mathematical constructions;

- the opportunities provided to students to manipulate (explore) various objects on the display screen, change the speed of their movement, size, color, etc. allow children to assimilate educational material with the fullest use of the sense organ and communication connections of the brain.

The computer can be used at all stages of the learning process: when explaining new material, consolidating, repeating, controlling, while for the student it performs various functions: a teacher, a working tool, an object of study, a collaborating team.

When choosing the conditions for the use of ICT, it is necessary to take into account:

one). the availability of programs relevant to the topic being studied;

2) the readiness of students to work using a computer;

The use of information technology must be considered in the inseparable unity of all components of the educational process:

creation of lessons using ICT;

creative project work of students;

distance learning, competitions;

mandatory elective classes

Creative interaction with teachers

Forms of use of ICT

In the process of teaching mathematics, information technology can be used in various forms. The directions I use can be represented in the form of the following main blocks:

· multimedia scenarios of lessons;

Checking knowledge in the classroom and at home (independent work, mathematical dictations, control and independent work, online tests);

Preparation for the OGE, Unified State Examination

2) Technology of critical thinking

Critical thinking - this is the ability to analyze information using logic and a personal psychological approach in order to apply the results obtained to both standard and non-standard situations, questions and problems. This process is characterized by openness to new ideas.

1. Critical thinking - thinking independent

2. Information is the starting point, not the end point, of critical thinking.

3. Critical thinking begins with asking questions and understanding the problems that need to be solved.

4. Critical thinking is based on persuasive reasoning.

5. Critical thinking - social thinking

RKM technology allows solving the following problems:

-educational motivation: increasing interest in the learning process and active perception of educational material;

- information literacy: developing the ability for independent analytical and evaluation work with information of any complexity;

-social competence: formation of communication skills and responsibility for knowledge.

TRCM contributes not only to the assimilation of specific knowledge, but to the socialization of the child, the development of a benevolent attitude towards people. When learning using this technology, knowledge is assimilated much better, since the technology is not designed for memorization, but for a thoughtful creative process of understanding the world, for posing a problem, searching for its solution.

Methodological techniques for the development of critical thinking, including group work, modeling of educational material, role-playing games, discussions, individual and group projects, contribute to the acquisition of knowledge, provide a deeper assimilation of the content, increase students' interest in the subject, develop social and individual skills.

Functions of the three phases of technology for the development of critical thinking

Call

Motivational(incitement to work with new information, awakening interest in the topic)

Informational(call "to the surface" of existing knowledge on the topic)

Communication
(non-conflict exchange of opinions)

Making sense of the content

Informational(obtaining new information on the topic)

Systematization(classification of the received information into categories of knowledge)

Reflection

Communication(exchange of views on new information)

Informational(acquisition of new knowledge)

Motivational(an incentive to further expand the information field)

Estimated(correlation of new information and existing knowledge, development of one's own position,
process evaluation)

Basic Methodological Techniques for the Development of Critical Thinking

§ Reception "Cluster",

§ table,

§ educational brainstorming,

§ intellectual warm-up,

§ zigzag,

§ zigzag -2,

§ reception "Insert",

§ Essay,

§ Reception "Basket of ideas",

§ Reception "Compilation of syncwines",

§ method of control questions,

§ Reception "I know .. / I want to know .. / I found out ...",

§ Circles on the water,

§ role project,

§ Not really,

§ Reception "Reading with stops"

«».

The mechanism of development of students' knowledge in the mode of technology for the development of critical thinking.(developed by S.I. Zair-Bek)

Physics lesson in grade 7. "Communicating vessels and their applications": (call stage):

“The fisherman, in order to keep the caught fish alive, made an improvement in his boat: he separated part of the boat by placing two vertical partitions, and made a hole in the bottom in the fenced off part. Will the boat not flood and sink if it is lowered into the water? - he thought before testing his improvement, but what do you think? (pin the picture of the boat on the album sheet to the board).

(The class listens to the opinions of the guys.)

-To give an accurate answer to these questions, we will have to remember some of the studied physics and learn something new.

front poll.

Questions:	Answers:
- “Somehow the Baby Elephant, the Monkey, the Parrot and the Boa constrictor, blew soap bubbles. The bubbles were spherical. The monkey fiddled for a long time and made herself a tube with a square hole. But the bubble didn't turn into a cube! Why? And why did these bubbles rise up?	According to Pascal's law: The pressure exerted on a liquid or gas is transmitted to every point in the medium without change. Because the air inside them is warmer than the outside.
What is the formula for finding pressure? (We write this and other formulas on the board.)	P=F/S p=ρgh
What formula is used to calculate pressure?	F=PS F=mg
- And how to determine the pressure of a liquid at any depth in it?	P=ρgh (Formulas write on the board)
What does the pressure in a liquid or gas depend on?	From the density of a liquid or gas, from the height of the liquid or gas column.

(listen to answers.)

Let's remember this information, it will be useful to us today.

(reflection stage):

Question: reconsider the drawing with the boat. What will you say to the fisherman? (The compartment in the boat and the riverbed are communicating vessels. The water pouring into the compartment will not reach the edge of the side, but will be at the same level as in the river. The boat will not flood, and it will float.

Question. Is the surface of the water in a river horizontal? And in the lake? (In the river - no: it leans towards the flow of the river; in the lake - yes.)

Question In front of you are two coffee pots of the same width, but one is high, the other is low (Fig. 6). Which one is more spacious?

(The capacity of the coffee pot and the spout are communicating vessels. Since the holes of the spouts are located at the same height, the low coffee pot is just as capacious as the tall one; the liquid enters them only up to the level of the spout.)

3) Design technology

In the context of the modernization of Russian education, aimed at improving the quality, accessibility and effectiveness of education and defining the formation of key competencies of students as one of the directions, the problem of implementing the tasks set at school is particularly acute.

One of the most important problems of education is the decrease in the learning motivation of students, which especially noticeable in adolescence. 15% of successfully studying children at school are obedient children, conscientiously doing their homework, all the requirements of the teacher. At the cost of their health, they achieve the maximum possible success for themselves, and 85% of students remain out of school education. Many teachers ask the question: "Why are not all children included in the educational process?" One of the reasons for this is the individuality of each child, which determines the individual path to knowledge. The use of various modern pedagogical technologies makes it possible to diversify the educational process and thereby involve more students in the active process of cognition. One such technology is the Project Method. The educational potential of project activities lies in the possibility of: increasing motivation in obtaining additional knowledge and improving the quality of education.

The project method is not fundamentally new in pedagogical practice. The design method is understood as a generalized model of a certain way to achieve the goal, a system of techniques, a certain technology of cognitive activity. The project method is one of the main methods, as it allows the student to become the subject of learning and his own development. I will take the liberty of expressing my opinion that the method of projects, the method of cooperation in organizing the work of students, to a large extent correspond to the indicated provisions. Studying and analyzing the results of the work of colleagues, I tried to organize and conduct similar work in physics lessons.

The main distinguishing feature of the project method is learning on an active basis, through the expedient activity of the student, which corresponds to his personal interests. This method is based on the development of students' cognitive skills, the ability to independently construct their knowledge, the ability to navigate in the information space, the development of critical and creative thinking. The project method is always focused on the independent activity of students - individual, pair, group, which students perform for a certain period of time. The project method always involves solving a problem.

The main goal of any project is formation various key competencies, which in modern pedagogy are understood as complex personality traits, including interrelated knowledge, skills, values, as well as the willingness to mobilize them in the necessary situation.

Stages of work on the project

Stages	Student activities	Teacher activity
Organizational preparatory	Choosing a project topic, determining its goals and objectives, developing the implementation of an idea plan, forming microgroups.	Formation of participants' motivation, advising on the choice of topics and genre of the project, assistance in the selection of necessary materials, development of criteria for evaluating the activities of each participant at all stages.
Search	Collection, analysis and systematization of the collected information, recording interviews, discussion of the collected material in microgroups, putting forward and testing a hypothesis, designing a layout and poster presentation, self-control.	Regular consulting on the content of the project, assistance in organizing and processing the material, consultation on the design of the project, tracking the activities of each student, evaluation.
final	Project design, preparation for defense.	Preparation of speakers, assistance in the design of the project.
Reflection

For example:

Geometry lesson grade 8.

Topic: Quadrangles.

Stages	Student activities	Teacher activity
Organizational preparatory	They are divided into groups (the number of groups corresponds to the types of quadrangles) develop the main ideas, goals of their work, draw up a plan	Formation of participants' motivation, advising on the choice of topics and genre of the project, assistance in the selection of necessary materials, development of criteria for evaluating the activities of each participant at all stages
Search	Collection, analysis and systematization of the collected information about the properties and features of the quadrilateral, recording material in microgroups, putting forward and testing a hypothesis, designing a layout and poster presentation, self-control.	Advice on the content of the project, assistance in systematization and processing of the material, consultation on the design of the project, tracking the activities of each student, evaluation.
final	Designing your project, protecting it	Assists in arranging
Reflection	Evaluation of your activities. “What did the work on the project give me?”	Evaluation of each project participant.

As a result, the overall result of the activities of all participants and groups is the creation of a classification of quadrilaterals.

4). Problem learning technology

In the conditions of modern society, ever higher demands are placed on the student as a person capable of independently solving problems of various levels. There is a need to form an active life position in children, a stable motivation for education and self-education, and critical thinking.

In this regard, the traditional learning system has significant drawbacks compared to problem-based learning.

Today, problem-based learning is understood as such an organization of training sessions that involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them.

When using this technology, I rely on the main provisions of the theory of problem-based learning (M. I. Makhmutov). I adhere to the peculiarities of creating problematic situations, the requirements for the formulation of problematic questions, since the question becomes problematic under certain conditions: it must contain a cognitive difficulty and visible boundaries of the known and the unknown; cause surprise when comparing the new with the previously known, dissatisfaction with existing knowledge and skills.

To activate the mental activity of students and develop their mental abilities, I use cognitive tasks, based on the typology of tasks proposed by the psychologist V. A. Krutetsky.

I use problem-based learning technology mainly in the classroom:

Studying new material and primary consolidation;

Combined;

Block problem classes - trainings.

This technology allows:

To intensify the cognitive activity of students in the classroom, which allows them to cope with a large amount of educational material;

To form a stable educational motivation, and learning with passion is a vivid example of health saving;

Use the acquired skills of organizing independent work to gain new knowledge from various sources of information;

To increase self-esteem of students, because when solving a problem, any opinions are listened to and taken into account.

A problematic situation can be created when a discrepancy between the existing knowledge and skills and the actual state of things is discovered. In order for students to discover this discrepancy, the teacher asks students to recall the well-known formulation of the concept, rules, and then offers for analysis such specially selected facts, in the analysis of which there is difficulty.

The second type of problematic presentation of new material - a problem situation is created when children are asked a question that requires an independent comparison of a number of studied facts or phenomena, and the expression of their own judgments and conclusions, or a special task is given for independent solution. In the process of such heuristic search, stable attention is created and maintained.

The survey can be carried out as a solution to educational and cognitive tasks that require not only the reproduction of what has been studied, but also the establishment of deeper connections in the concept. Each of these tasks requires not only the reproduction of the material, but makes it necessary to analyze what has been learned, which contributes to the intellectual activation of the class.

In general, the structure of the problematic lesson is as follows:

1) preparatory stage;

2) the stage of creating a problem situation;

3) students' awareness of a topic or a separate issue of a topic in the form of an educational problem;

4) putting forward a hypothesis, assumptions, substantiation of a hypothesis;

5) proof, solution and conclusion on the formulated educational problem;

6) consolidation and discussion of the data obtained, the application of this knowledge in new situations

Example 1: "Triangle Inequality"

Creating a problem situation in the lesson "Geometry Grade 7" "Is it possible to build a triangle with sides of 2 cm, 5 cm and 9 cm using a compass and a ruler?"

Example 2. "Finding a fraction from a number."

1) Let's solve the problem: “The garden occupies 6 ares of land. Potatoes are planted in 1/3 of the garden. How much of the total area of land is occupied by potatoes? Can we solve the problem? How?

2) Describe the task. Let's move away from the garden and potatoes, let's move on to the values. What do we know? [whole]. What to find? [part]

3) Let's take the same problem, but change the values of one value: “The garden occupies 4/5 of the land. Potatoes are planted in 2/3 of the garden. How much of the total land area is occupied by potatoes? Has the mathematical meaning of the problem changed? [No]. So, again, the whole is known, but we are looking for a part. Does replacing 6 with 4/5 affect the solution? Is it possible to decide? [No].

4) What kind of situation did we get?

[Both tasks are about finding a part of a number. But we can solve one knowing certain fractions, the concept of numerator and denominator, and we cannot solve the second]. Problem: we do not know the general rule for finding a fraction from a number. We need to get this rule out.

Example 3. "Archimedean force"

Basic.

Investigate the dependence of the buoyancy force on:

1. body volume;

2. liquid density.

Additional.

Investigate whether the buoyancy force depends on:

1. body density;

2. body shape;

3. diving depths.

Benefits of problem-based learning technology: contributes not only to the acquisition by students of the necessary system of knowledge, skills and abilities, but also to the achievement of a high level of their mental development, the formation of their ability to independently acquire knowledge through their own creative activity; develops interest in academic work; provides lasting learning outcomes.

Disadvantages: large expenditures of time to achieve the planned results, poor controllability of the cognitive activity of students.

5). Gaming technologies

The game, along with work and learning, is one of the main types of human activity, an amazing phenomenon of our existence.

A-priory, a game- this is a type of activity in the conditions of situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved.

Classification of educational games

1. By area of application:

—physical

—intellectual

— labor

—social

—psychological

2. By (characteristic) the nature of the pedagogical process:

—training

— training

—controlling

- generalizing

— cognitive

—creative

—developing

3. Game technology:

— subject

—plot

—role-playing

— business

— imitation

-dramatization

4. By subject area:

—mathematical, chemical, biological, physical, environmental

— musical

— labor

— sports

-economically

5. By gaming environment:

- no items

— with items

— desktop

- room

— street

— computer

—television

- cyclic, with vehicles

What tasks does the use of this form of training solve:

- Carries out more free, psychologically liberated control of knowledge.

- The painful reaction of students to unsuccessful answers disappears.

— The approach to students in teaching is becoming more delicate and differentiated.

Learning in the game allows you to teach:

Recognize, compare, characterize, reveal concepts, justify, apply

As a result of the application of game learning methods, the following goals are achieved:

§ cognitive activity is stimulated

§ mental activity is activated

§ information is spontaneously remembered

§ associative memorization is formed

§ increased motivation to study the subject

All this speaks of the effectiveness of learning in the process of the game, which is professional activity, which has the features of both teaching and labor.

Example 1"Rectangular coordinate system on a plane" (Grade 6)

Game "Competition of artists"

The coordinates of the points are written on the board: (0;0),(-1;1),(-3;1),(-2;3),(-3;3),(-4;6),(0; 8),(2;5),(2;11),(6;10),(3;9),(4;5),(3;0),(2;0),(1;-7 ),(3;-8),(0;-8),(0;0).

Mark each point on the coordinate plane and connect it to the previous segment. The result is a certain pattern.

This game can be played with the reverse task: draw by yourself any drawing that has a polyline configuration and write down the coordinates of the vertices.

Example 2

The game "Magic Squares"

A) In the cells of the square, write such numbers so that the sum of the numbers along any vertical, horizontal is equal to 0.

B) Write in the cells of the square the number -1; 2; -3; -4; 5; -6; -7; eight; -9 so that the product of any diagonal, vertical, horizontal is equal to a positive number.

6). Case - technology

Case technologies combine role-playing games, the project method, and situational analysis at the same time .

Case technologies are not a repetition after the teacher, not a retelling of a paragraph or an article, not an answer to a teacher's question, it is an analysis of a specific situation that makes you raise the layer of knowledge gained and put it into practice.

Characteristics of the case method

1. The main emphasis when using the method of a specific situation is placed not so much on the development of problem-solving skills, but on the development of analytical thinking, which is necessary to identify the problem, formulate it and make a decision.

2. The case method is a fairly effective means of organizing learning, but it cannot be considered universal, applicable to all disciplines and solving all educational problems. The effectiveness of the method is that it can be quite easily combined with other teaching methods.

§ Promotes the development of skills:

§ Analyze situations;

§ Evaluate alternatives;

§ Choose the best solution;

§ Make a plan for the implementation of decisions

Results possible when using the "Case method" method:

Educational

1. Assimilation of new information

2. Mastering the data collection method

3. Mastering the method of analysis

4. Ability to work with text

5. Correlation of theoretical and practical knowledge

Product

2. Education and achievement

personal goals

3. Level Up

Communication skills

4. Emergence of experience of acceptance

decisions, actions in the new

situations, problem solving

Student's work with a case

Stage 1 - acquaintance with the situation, its features;

Stage 2 - identification of the main problem (problems),

Stage 3 - suggesting concepts or topics for brainstorming;

Stage 4 - analysis of the consequences of making a decision;

Stage 5 - case solution - the proposal of one or more options for a sequence of actions.

Actions of the teacher in case - technology:

1) creating a case or using an existing one;

2) distribution of students in small groups (4-6 people);

3) familiarization of students with the situation, the system for evaluating solutions to the problem, the deadlines for completing tasks, organizing the work of students in small groups,

definition of speakers;

4) organization of presentation of solutions in small groups;

5) organizing a general discussion;

6) a generalizing speech of the teacher, his analysis of the situation;

7) assessment of students by the teacher

What gives the use
case - technologies

teacher

to the apprentice

Access to the database of modern educational materials

Organization of a flexible educational process

Reducing the time spent preparing for lessons

Continuous professional development

The possibility of implementing some elements of the educational process outside of class time

Working with additional materials

Permanent access to the database of consultations

Opportunity to prepare yourself for certification

Communication with other students in the group

Mastering modern information technologies

Example:

1. The first steam locomotives were created in Great Britain in 1803 (R. Trevithick) and in 1814 (J. Stephenson). In Russia, the first original steam locomotive was built

E.A. and M.E. Cherepanovs ( 1833 .). For over a century, steam locomotives were the most common type of traction until 50

x years. XX century, when they began to be replaced everywhere by electric locomotives and diesel locomotives. Since 1956, the production of steam locomotives in the USSR has been discontinued, although they are still in operation on some low-density lines.

railways and industrial enterprises. The main reason for replacing steam locomotives with other types of locomotives is their low efficiency: the efficiency of the best models did not exceed 9%, the average operating efficiency is 4%.
Great Soviet Encyclopedia

2. In order to assess how fully and profitably the heat obtained from fuel combustion is used in a steam locomotive, the concept of efficiency factor (COP) is usually used. The efficiency of a steam locomotive is the ratio of the amount of heat that is used to move the steam locomotive and train (that is, the useful heat used) to the amount of heat available from the fuel thrown into the furnace of the steam locomotive. The efficiency of a modern, even the most advanced steam locomotive of conventional design rarely exceeds 7%. This means that out of every ton of coal burned, only 70 kilograms . Rest 930 kilograms literally “fly out into the pipe”, that is, they are not used for work on the movement of trains.

Due to the extremely low efficiency of a steam locomotive, thousands of tons of precious fuel - “black gold” are thrown into the wind. Continuing the great undertaking of their compatriots, the famous Russian mechanics Cherepanovs, our locomotive builders step by step increased the power and efficiency of the locomotive. A radical solution to the problem of increasing efficiency was carried out at the beginning of the 20th century, when superheated steam was first used on steam locomotives. However, it was not possible to achieve noticeable results in increasing the efficiency of steam locomotives: since the time of the Cherepanovs, the power of a steam locomotive has increased by more than 100 times, the speed has increased by almost 15 times, and the efficiency of a steam locomotive has only doubled.
Wikipedia

3. On October 27, 2010, a Lekker Mobil electric car converted from an Audi A2 microvan made a record mileage on a single charge from Munich to Berlin 605 kilometers in conditions of real traffic on public roads, while all auxiliary systems, including heating, were preserved and operated. An electric car with a 55 kW electric motor was created by lekker Energie based on the Kolibri lithium polymer battery from DBM Energy. 115 kWh was stored in the battery, which allowed the electric car to cover the entire route at an average speed 90 km/h (the maximum speed on certain sections of the route was 130 km/h ) and keep after the finish 18% of the initial charge. According to DBM Energy, an electric forklift with such a battery was able to work continuously for 32 hours, which is 4 times more than with a conventional battery. A representative of lekker Energie claims that the Kolibri battery is able to provide a total resource mileage of up to 500,000 kilometers .
Venturi Streamliner Sets new world Speed Record 25 Aug 2010

4. Traction efficiency electric motoris 88-95%. In the urban cycle, the car uses about 3 l .with. engine. Urban transport can be replaced by electric vehicles. Electric vehicles still have one big drawback - the need to charge the battery. The process is long and requires some specially equipped charging point. Thus, it becomes unsuitable for long and long trips. But technologies have already been developed that allow charging lithium-ion batteries with electrodes made of nanomaterials up to 80% capacity in 5-15 minutes. In a hybrid car, this drawback is eliminated. Refueling is carried out according to the usual scheme, with conventional hydrocarbon fuel, when necessary, and further movement can be immediately continued.
Wikipedia

4. Once Vintik and Shpuntik didn't say anything to anyone, they closed themselves in their workshop and began to make something. For a whole month they sawed, planed, riveted, soldered and showed nothing to anyone, and when the month passed, it turned out that they had made a car.

This car ran on sparkling water with syrup. In the middle of the car, a driver's seat was arranged, and a tank of soda water was placed in front of it. The gas from the tank passed through a tube into a copper cylinder and pushed an iron piston. The iron piston, under the pressure of the gas, went here and there and turned the wheels. Above the seat was a jar of syrup. The syrup flowed through the tube into the tank and served to lubricate the mechanism.

Such carbonated cars were very common among shorties. But in the car that Vintik and Shpuntik built, there was one very important improvement: a flexible rubber tube with a tap was attached to the side of the tank so that you could drink sparkling water on the go without stopping the car.

So far, the most realistic solution to the problem is to reduce the harm from cars by reducing fuel costs. So, if today an average passenger car consumes 6-10 liters of gasoline per 100 kilometers way, passenger car engines have already been created that consume only 4 liters. In Japan, Toyota is preparing to release a car model with a fuel consumption of 3 liters per 100 kilometers way.

Atmospheric pollution by cars is also reduced by replacing gasoline with liquefied gas. Special additives-catalysts are used to liquid fuel, increasing the completeness of its combustion, gasoline without lead additives. New types of car fuel are being developed. Thus, in Australia (Canberra city) an environmentally friendly fuel was tested, which contains 85% diesel fuel, 14% ethyl alcohol and 1% special emulsifier, which increases the completeness of combustion of the fuel. Work is underway to create ceramic car engines that will increase the combustion temperature of fuel and reduce the amount of exhaust gases.
"Ecology. Big Dictionary of Ecological Terms and Definitions”3 � �� %� 100 kilometers way.

Analyze the proposed information, identify the main problems of heat engines, their causes, suggest solutions.

In the process of work, students should pay attention to the following aspects and answer the questions:

1. Low efficiency of heat engines and the value of efficiency. How to explain?

Here, the participants need to apply the knowledge gained not from the materials of the case, but, for example, from the material covered in the course of physics (“Thermal Phenomena”).

1. What are alternative car engines?

Assess their strengths and weaknesses.

2. Compare the impact of each type of engine on the environment, depending on various factors. Are there any well-known engines that are environmentally friendly and have a high efficiency?

3. How to reduce the negative impact of the car on the environment (except for the solutions proposed in the case)?

4. What ways would you suggest to improve the environmental situation in cities?

What ways to improve the efficiency of heat engines would you suggest?

7). Modular learning technology

Modular learning emerged as an alternative to traditional learning. The semantic meaning of the term "modular learning" is associated with the international concept "module", one of the meanings of which is a functional unit. In this context, it is understood as the main means of modular learning, a complete block of information.

In its original form, modular education originated in the late 60s of the XX century and quickly spread to English-speaking countries. Its essence was that a student, with a little help from a teacher or completely independently, can work with the individual curriculum offered to him, which includes a target action plan, an information bank and a methodological guide to achieve the set didactic goals. The functions of the teacher began to vary from information-controlling to consultative-coordinating. The interaction between the teacher and the student in the educational process began to be carried out on a fundamentally different basis: with the help of modules, the conscious independent achievement of a certain level of preliminary preparedness by the student was ensured. The success of modular training was predetermined by the observance of parity interactions between the teacher and students.

The main goal of the modern school is to create such a system of education that would provide the educational needs of each student in accordance with his inclinations, interests and abilities.

Modular learning is based on four fundamental concepts:

1. Educational block-module (modular program).

2. Time cycle (completed material block module).

3. Training session (very often this is a “paired lesson”).

4. Educational element (algorithm of the student's actions in the lesson).

The module includes: 1) an action plan with specific goals;

2) information bank;

3) methodological guidance to achieve these goals.

When compiling a module, the following rules are used:

1) At the beginning of the module, an input control of students' skills is carried out to determine their level of readiness for further work. If necessary, knowledge is corrected by additional explanation.

2) Be sure to carry out current and intermediate control at the end of each training element. Most often, this is mutual control, reconciliation with samples, etc. Its purpose is to identify the level of gaps in the assimilation of the educational element and eliminate them.

3) After completion of work with the module, output control is carried out. Its purpose is to identify the level of assimilation of the module with subsequent refinement.

In modular lessons, students can work individually, in pairs, in groups of constant and variable composition. The boarding form is free, each of them has the right to choose: he will work alone or with one of his comrades.

The role of the teacher in the classroom is to manage the learning process, advise, help and support students.

Modular learning technology creates a reliable basis for individual and group independent work of students and brings up to 30% savings in learning time without compromising the completeness and depth of the material being studied. In addition, flexibility and mobility are achieved in the formation of knowledge and skills of students, their creative and critical thinking develops.

Benefits of modular learning

Disadvantages and Limitations of Modular Learning

1. Learning objectives are accurately related to the results achieved by each student.

2. The development of modules allows you to condense educational information and present it in blocks.

3. An individual pace of learning activity is set.

4. Staged - modular control of knowledge and practical skills gives a certain guarantee of the effectiveness of training.

5. Learning becomes less dependent on the pedagogical skills of the teacher.

6. Ensuring a high level of activation of students in the classroom.

7. Primary formation of self-education skills.

1. High labor intensity in the design of modules.

2. The development of modular curricula requires high pedagogical and methodological qualifications, special textbooks and teaching aids.

3. The level of problem modules is often low, which does not contribute to the development of the creative potential of students, especially highly gifted ones.

4. In the conditions of modular training, the dialogue functions of training, the cooperation of students, and their mutual assistance often remain practically unrealized.

5. If for each new lesson, lesson, the teacher has the opportunity to update the content of educational material, replenish and expand it, then the "module" remains, as it were, a "frozen" form of presenting educational material, its modernization requires considerable effort.

For example:"Solution of systems of equations of the second degree by the method of addition and the method of introducing a new variable"

Lesson value.

one). The use of modular learning allows for a student-centered approach to teaching mathematics. At this stage, students have already mastered the basic level of solving systems of equations. Therefore, in this lesson, students have the opportunity to test their basic level of assimilation of the topic and get acquainted with new ways of solving systems of equations with two variables (advanced level) at their own pace.

2). The use of modular learning technology includes each student in a conscious learning activity, forms the skills of self-study and self-control in each student.

3). As a result of mastering the content of the module, students should be able to:

I-level solve systems of equations with two variables by way of substitution and

Graphically according to the algorithm

II-level solve a system of equations with two variables, where both equations are second

Degrees, choosing your own solution method

III-level apply acquired knowledge in non-standard situations

The purpose of the lesson:

one). Practice the skills of solving systems of equations using the substitution method and the graphical method

2). To ensure that students learn other ways of solving systems of equations of the second degree in various ways

3). To form in each student the skills of self-study and self-control

4). Include each student in conscious learning activities, provide an opportunity to advance in the study of the material at an optimal pace for themselves.

Lesson plan:

1).Updating knowledge

3). Input control

4). Learning new material (task 1 and 2)

5).Final control

6). Reflection

7). Homework

Lesson content:

one). Knowledge update

Frontal work with the class, at this time assistants (chosen from the students selectively check their homework).

What is called the solution of a system of equations of the second degree

What does it mean to solve a system of equations

How do you know how to solve systems

How to solve a system by substitution method

How to solve a system graphically

2). Motivational conversation, setting the goal of the lesson

Guys, we already know how to solve systems of equations graphically and by substitution. Look at the system of equations

What is the possible way to solve it.

Indeed, it is not possible to solve this system by known methods. There are other ways to solve systems of equations of the second degree, which we will get acquainted with in this lesson.

The purpose of our lesson is to test the basic level of assimilation of the topic and learn how to solve systems in new ways.

3).Input control

Purpose: to assess the initial level of your knowledge in solving systems of equations of the second degree

1 option.

1. (1 point) The figure shows the graphs of two functions.

Using these graphs, solve the system of equations

(1 point) Solve a system of equations

BUT). (2;3); (-2;-3) B). (3;2);(2;3) B).(3;2); (-3;-2)

3) . (2 points) Solve a system of equations

4). Learning new material.

Purpose: to learn how to apply the addition method when solving systems of equations with two variables of the second degree.

Block 1.

If the system consists of two equations of the second degree with two variables, then finding its solutions can be very difficult. In some cases, solutions can be found by applying addition method

(let's add these equations)

Answer: (4;-1), (4;1), (-4;1) , (-4;-1).

When applying the addition method, we obtain an equivalent equation, from which it is easier to express one of the variables.

We independently solve the system (3 points)

No. 448 (b)

Answer: (6;5) (6;-5) (-6;5) (-6;-5)

We check the solutions, if you decide correctly, then write down three points in your record-card.

Block 2.

Purpose: to learn how to solve systems of equations with two variables using the method of introducing a new variable.When solving systems of equations of the second degree, the method of introducingnew variable.

In this system, it is quite difficult to express one variable in terms of another. So let's introduce a new variable.

Let's denote each of the expressions with a new letter

We get a system of equations

Answer: (5;-2)

If the solution is obtained independently, then 4 points.

If the teacher helped the student once, 3 points.

If the student, on his own without the help of the teacher, could not solve, then only 1 point.

5). Final control.

Purpose: to assess the level of assimilation of new material.

1. (4 points) Solve the system by addition method

2. (4 points) Solve a system of equations by introducing a new variable

Check the task and put the number you have entered into your record-card

6). Reflection

Last name First name_________________________________

Training module number	Number of points
Input control
Block 1
Block 2
Final control
Total points

Grade:_______________

You need to calculate the number of points, evaluate your work

Score "5" - 14 to 19 points

Score "4" - 9 to 13 points

Grade "3" - 6 to 8 points

7). Homework.

nine). Health saving technologies

Health is the greatest value of a person.

Health, according to N.M. Amosov, can be defined "as an indispensable condition for effective activity through which happiness is achieved." The health of each person is not only an individual value, but, above all, a public one.

In recent years, the health status of children and adolescents has deteriorated. Currently, healthy children make up only 3-10% of their total number.

According to the Ministry of Health of Russia, only 5% of school graduates are healthy. Children's health is a common problem for physicians, teachers and parents. And the solution to this problem depends on the introduction of health-saving technologies into the learning process. Health-saving educational technologies are understood as all those technologies, the use of which is used to preserve the health of students.The health of students is determined by the initial state of his health at the time of entering the school, but the correct organization of educational activities is no less important. Working as a teacher of mathematics in the organization of educational activities, I pay attention to the following factors:

- integrated lesson planning, including tasks that have a health-improving orientation;

- observance of the sanitary and hygienic conditions of training (the presence of an optimal light and thermal regime in the office, safety conditions corresponding to the SanPiNs of furniture, equipment, optimal painting of the walls, etc. Airing is organized before and after classes and partial - at breaks. Wet cleaning of the office is carried out between shifts)

- the correct ratio between the pace and the information density of the lesson (it varies according to the physical condition and mood of the students);

- building a lesson taking into account the performance of students;

- favorable emotional mood;

- conducting physical education sessions and dynamic pauses in the classroom.

Physical culture minutes and pauses during the lessons of mathematics and physics are a necessary short-term rest, which relieves stagnation caused by prolonged sitting at desks. A break is necessary for the rest of the organs of vision, hearing, the muscles of the body (especially the back) and the small muscles of the hands. Physical education minutes help to increase the attention, activity of children at the next stage of the lesson. Basically, the lesson uses physical exercises for the eyes, for relaxation, for the hands. So gymnastics for the eyes prevents visual fatigue in schoolchildren.

For example,

I).gymnastics for the eyes according to the method of G.A. Shichko.

1.Up-down, left-right. Move your eyes up and down, left and right. Close your eyes to relieve tension, counting to ten.

2.Circle. Imagine a big circle. Circle your eyes first clockwise, then counterclockwise.

3.Square. Have the children imagine a square. Move your gaze from the upper right corner to the lower left - to the upper left, to the lower right. Once again, simultaneously look at the corners of an imaginary square.

4. Let's make faces. The teacher suggests depicting the faces of various animals or fairy-tale characters.

II).Finger gymnastics

1. Waves. The fingers are interlocked. By alternately opening and closing their palms, children imitate the movement of waves.

2. Hello. Children alternately touch the thumbs of each hand with the thumbs of that hand.

III). Physical education minutes

They got up together. bent over

One - forward, and two - back.

Stretched. Straightened up.

We squat quickly, deftly

Here, the trick is already visible.

To develop muscles

You have to sit down a lot.

We're walking on the spot again

But we don't leave the party

(walking in place).

Time to sit down

And start learning again

(children sit at their desks).

With a skillful combination of rest and movement, various activities will ensure high performance of students during the day.

To teach children to take care of their health. In the lessons, you can consider tasks that are based on factual material. All this contributes to the fact that students get used to, appreciate, respect and protect their health.

Let's consider some tasks:

1. The product of two consecutive natural numbers is 132. Find the sum of these numbers and you will find out how many pairs of chromosomes are in the human chromosome set.

Answer: 23 pairs.

2. During the day, the heart can pump 10,000 liters of blood. How many days would it take a pump of this power to fill a pool 20 meters long, 10 meters wide and 2 meters deep?

Answer: 40 days.

3. The mass of vitamin C, daily necessary for a person, refers to the mass of vitamin E, as 4:1. What is the daily requirement for vitamin E if we need to consume 60 mg of vitamin C per day?

Answer: 15 mg.

The use of such technologies helps to preserve and strengthen the health of schoolchildren: preventing overwork of students in the classroom; improvement of the psychological climate in children's groups; involvement of parents in the work to improve the health of schoolchildren; increased concentration of attention; reduction in the incidence of children, the level of anxiety.

10). Integrated Learning Technology

Integration - this is a deep interpenetration, merging, as far as possible, in one educational material of generalized knowledge in a particular area.

The need for emergence integrated lessons due to a number of reasons.

The world surrounding children is known by them in all its diversity and unity, and often the subjects of the school cycle, aimed at studying individual phenomena, break it up into separate fragments.
Integrated lessons develop the potential of the students themselves, encourage active knowledge of the surrounding reality, to comprehend and find cause-and-effect relationships, to develop logic, thinking, and communication skills.
The form of conducting integrated lessons is non-standard, interesting. The use of various types of work during the lesson maintains the attention of students at a high level, which allows us to speak about the sufficient effectiveness of the lessons. Integrated lessons reveal significant pedagogical possibilities.
Integration in modern society explains the need for integration in education. Modern society needs highly qualified, well-trained specialists.
Integration provides an opportunity for self-realization, self-expression, creativity of the teacher, promotes the disclosure of abilities.

Advantages of integrated lessons.

They contribute to increasing the motivation of learning, the formation of the cognitive interest of students, a holistic scientific picture of the world and consideration of the phenomenon from several sides;
To a greater extent than ordinary lessons contribute to the development of speech, the formation of students' ability to compare, generalize, draw conclusions;
They not only deepen the idea of the subject, but broaden their horizons. But they also contribute to the formation of a diversified, harmoniously and intellectually developed personality.
Integration is a source of finding new connections between facts that confirm or deepen certain conclusions. Student observations.

Patterns of integrated lessons:

the whole lesson is subject to the author's intention,
the lesson is united by the main idea (the core of the lesson),
the lesson is a single whole, the stages of the lesson are fragments of the whole,
the stages and components of the lesson are in a logical and structural relationship,
the didactic material selected for the lesson corresponds to the plan, the chain of information is organized as “given” and “new”.

Interaction between teachers can be built in different ways. It can be:

1. parity, with equal share participation of each of them,

2. one of the teachers can act as a leader, and the other as an assistant or consultant;

3. The entire lesson can be taught by one teacher in the presence of another as an active observer and guest.

Methods of the integrated lesson.

The process of preparing and conducting an integrated lesson has its own specifics. It consists of several stages.

1. Preparatory

2. Executive

3.reflective.

1.planning,

2. organization of the creative team,

3. designing the content of the lesson,

4.rehearsals.

The purpose of this stage is to arouse the interest of students in the topic of the lesson, in its content. Ways to arouse the interest of students can be different, for example, a description of a problem situation or an interesting case.

In the final part of the lesson, it is necessary to summarize everything said in the lesson, to summarize the reasoning of the students, to formulate clear conclusions.

At this stage, the analysis of the lesson is carried out. It is necessary to take into account all its advantages and disadvantages

for example : "Resultant force" (integrated lesson in grade 7)

(literature and physics)

You can beat Krylov's fable "Swan, rk and pike"

When there is no agreement among comrades,
Their business will not go well,
And nothing will come out of it, only flour.

Once a Swan, Cancer and Pike
Carried with luggage, they took it,
And together the three all harnessed themselves to it;
They are climbing out of their skin, but the cart is still not moving!
The luggage would have seemed easy for them:
Yes, the Swan rushes into the clouds, the crayfish moves back, and the Pike pulls into the water.
Who is to blame among them, who is right, is not for us to judge;
Yes, only things are still there.

1. Why do you think the cart is not moving?

2. What would you advise the characters in the fable to do in order to move the cart with luggage?

3. What bodies interact?

4. What can be said about the resultant of these forces? - Is it equal to zero?

"Scale" (integrated lesson in grade 6) (geography and mathematics) \

Mathematic teacher: let's write this concept as the topic of the lesson "Scale" in notebooks in mathematics. Are you guys familiar with this topic? Where have you already met her? What do you already know about this topic?

Geography teacher: What definition of scale did we give in geography lessons?
What types of scale do you know?

Mathematic teacher: for successful work in the lesson, we need to remember questions from mathematics, namely: the definition of a relationship; definition of proportion;
basic property of proportion; types of proportional dependence between quantities; ratios between length units: 1 km = ? m = ? cm.

Why do you think that after studying the topic “Relationships and Proportions” in mathematics, we have an integrated lesson on the topic “Scale”?

Write down the scales of the geographical maps of the atlas, highlighting the large-scale map and the small-scale one, determine which of the scales is the largest. Determine the distance between the cities of Moscow and St. Petersburg, St. Petersburg and Petrozavodsk, etc.

eleven). traditional technology

The term "traditional education" implies, first of all, the organization of education that developed in the 17th century on the principles of didactics formulated by Ya.S. Komensky.

Distinctive features of the traditional classroom technology are:

Students of approximately the same age and level of training make up a group that maintains a basically constant composition for the entire period of study;

The group works according to a single annual plan and program according to the schedule;

The basic unit of lessons is the lesson;

The lesson is devoted to one subject, topic, due to which the group students work on the same material;

The work of students in the lesson is directed by the teacher: he evaluates the results of study in his subject, the level of learning of each student individually.

The school year, school day, lesson schedule, study holidays, breaks between lessons are attributes of the class-lesson system.

By their nature, the goals of traditional education represent the upbringing of a personality with given properties. In terms of content, the goals are focused mainly on the assimilation of knowledge, skills and abilities, and not on the development of the individual.

Traditional technology is primarily an authoritarian pedagogy of requirements, learning is very weakly connected with the inner life of the student, with his diverse requests and needs, there are no conditions for the manifestation of individual abilities, creative manifestations of the personality.

The learning process as an activity in traditional education is characterized by a lack of independence, weak motivation for educational work. Under these conditions, the stage of implementation of educational goals turns into hard work with all its negative consequences.

Positive sides

Negative sides

The systematic nature of learning

Orderly, logically correct presentation of educational material

Organizational Clarity

The constant emotional impact of the teacher's personality

Optimal resource costs for mass learning

Template construction, monotony

Irrational distribution of lesson time

The lesson provides only an initial orientation in the material, and the achievement of high levels is shifted to homework

Students are isolated from communication with each other

Lack of autonomy

Passivity or visibility of student activity

Weak speech activity (average speaking time of a student is 2 minutes per day)

Weak feedback

Average approach
lack of individual training

Levels of mastery of pedagogical technologies

Today, there is a fairly large number of pedagogical learning technologies, both traditional and innovative. It cannot be said that one of them is better and the other is worse, or that only this one and no other should be used to achieve positive results.

In my opinion, the choice of a particular technology depends on many factors: the contingent of students, their age, level of preparedness, the topic of the lesson, etc.

And the best option is to use a mixture of these technologies. So the educational process for the most part is a class-lesson system. This allows you to work according to the schedule, in a certain audience, with a certain permanent group of students.

Based on the foregoing, I want to say that traditional and innovative teaching methods should be in constant relationship and complement each other. Do not abandon the old and completely switch to the new. Remember the saying

"Everything new is well forgotten old."

Internet and literature.

http://yandex.ru/yandsearch?text=project%20technology&clid=1882611&lr=2 « First of September”, 01/16/2001, 3 pp.

Methodology for assessing the effectiveness of the use of modern educational technologies by pedagogical workers in the educational process.

The modern general education school is diverse and complex, it is constantly changing. Renovation of the school involves solving a number of systemic tasks, the primary of which is the task of achieving a new quality of education. The new quality of education is a focus not so much on the assimilation of a certain amount of knowledge and skills by students, but on the development of the personality. An educational institution should form the key competencies of students. This is possible due to the use of modern educational technologies.

The use of modern educational technologies in the practice of teaching is a prerequisite for the intellectual, creative and moral development of students.

In connection with the use of modern technologies, there is a need to assess the effectiveness of their use by teachers. This technique creates the basis for identifying difficulties, promotes awareness and search for optimal ways to overcome them, allows you to determine the strengths of the teacher in work in this area.

Evaluation of the effectiveness of the use of modern educational technologies by pedagogical workers in the educational process is carried out according to the following criteria:

Criterion No. 1. Level of knowledge of modern educational technologies and methods.

Criterion No. 2. The effectiveness of the use of modern educational technologies.

Criterion No. 3. Personal contribution to improving the quality of education through the use of modern educational technologies.

Criterion #1

Level of knowledge of modern educational technologies and methods.

0- low level;
1- medium level;
2- high level.

Application technology	Supporting documents	Indicator score
Problem learning	Lesson notes
Multilevel training	The presence of didactic tasks, tests of different levels
Project method	Availability of abstracts, reports, presentations
Technology of modular and block-modular education	Lesson summary
Game learning technology: role-playing, business and other types of learning games	Availability of didactic material
Collaborative learning (small group work)	Lesson summary
Technology "Debate" (lessons - conference, lectures, etc.)	Summary of lessons, development of these activities
Informational - communication technology	The number of presentations developed by the teacher, students, the presence of a media fund, the number of Internet lessons with links to resources posted on the Internet.
Health saving technologies	Lesson notes, availability of materials, health and safety, physical education

The maximum possible score is 10

Criterion #2

Efficiency of application of modern educational technologies.

(for 2-3p.)

municipal stage

1b. - participation

2b. - victory

Regional stage

2b. - participation

3b. - victory

federal stage

3b. - participation

4b. - victory

The maximum score is set (taken into account regardless of the number of winners and the number of participants)

(1p each)

Up to 40% - 1b.

Up to 60% - 2b.

Over 60% - 3b.

Indicator

Supporting documents

Indicator score

Dynamics of students' progress

Annual report

Achievement of students at competitions (municipal, regional, federal stages)

copies of diplomas

letters,

certificates

The effectiveness of the use of modern pedagogical technologies in the educational process

A well-known didacticist, one of the leading developers of the problem of forming interest in the learning process, Shchukina G. I. believes that an interesting lesson can be created due to the following conditions:

the personality of the teacher (even boring material explained by a favorite teacher is well absorbed);

content of educational material;

application of modern teaching technologies. If the first two points are not always in our power, then the last one is a field for the creative activity of any teacher.

Today, significant changes are taking place in school education, which cover almost all aspects of the pedagogical process. The student's personal interest is a decisive factor in the educational process.

One of the main tasks, I think, is to improve the pedagogical skills of the teacher through the development of modern educational technologies for training and education. Pedagogical technology is the design of the educational process, based on the use of a set of methods, techniques and forms of organizing training and educational activities that increase the effectiveness of training, the use of which has a clearly defined result.

With the mastery of any new technology, a new pedagogical thinking of the teacher begins: clarity, structure, clarity of the methodological language.

Applying new pedagogical technologies in the classroom, I was convinced that the learning process can be viewed from a new point of view and master the psychological mechanisms of personality formation, achieving better results.

To improve the efficiency of the educational process when conducting lessons in elementary school, I use the following modern educational technologies:

1. Problem-based learning technology

Herrelevance is determined by the development of a high level of motivation for learning activities, the activation of the cognitive interests of students, which becomes possible when resolving emerging contradictions, creating problem situations in the classroom. Overcoming feasible difficulties, students experience a constant need to acquire new knowledge, new ways of acting, skills and abilities. The effectiveness of this technology is confirmed not only by my own observations, but also by the results of a survey of students, their parents, and the dynamics of improving the quality of education.

"Tell me and I'll forget.
Show me so I can remember.
Let me do it myself
and I will learn."

( Confucius)

This technology attracted me with new opportunities for building any lesson, where students do not remain passive listeners and performers, but turn into active researchers of educational problems. Educational activity becomes creative. Children learn better not what they receive ready-made and memorize, but what they themselves have discovered and expressed in their own way. So that training using this technology does not lose the principle of scientificity, I necessarily confirm and compare the conclusions of students with the rules, theoretical provisions of textbooks, dictionary, encyclopedic articles. The problematic dialogue technology is universal, as it is applicable to any subject content and at any level of education, it is easily and accessiblely presented by E.L. Melnikova in the book "Problem lesson or How to discover knowledge with students".

1) I will give an example of using this technology onRussian lesson on the topic "Unpronounceable consonants".

The word is written on the board messenger. Teacher: - Read this word spelling, orthoepic. (Bulletin, [in, e? sn, ik].) – What surprised you? (Letter t it is written in the word, but when reading, the sound [t] is not pronounced.) – What question do you have? (Why are some consonants written where the sound is not pronounced? How to find out or check whether it is necessary to write a letter denoting a consonant sound in a word if we do not hear it?) So, the children independently came up with a new topic and set the goal of the lesson. The term "unpronounceable consonants", like all terms and facts in general, the teacher can report in finished form. I always give my students the opportunity to suggest their own names and then compare them with scientific terms. In this case, students can be brought closer to the correct name: - The sound is NOT PRONOUNCED, therefore it is called ...

2) Russian language lesson.

The word "flycatcher" is written on the board. It is necessary to highlight the root in the word. There are different opinions. On the basis of word-formation analysis, children come to a new way of isolating the root (in compound words).

3) The introduction of mathematical concepts also presents many opportunities for organizing problem situations in the classroom.

for example , the student received the tasks: "Add 5 to 2 and multiply by 3." And another: "To 2 add 5, multiplied by 3." You can write both problems and calculate as follows:

2 + 5 * 3 = 21
2 + 5 * 3 = 17

Such a record is surprising in children. After analyzing the actions, students come to the conclusion that two different results can be correct and depend on the order in which addition and multiplication are performed. A problematic question arises, how to write this example in order to get the correct answer. The question encourages children to search, as a result of which they come to the concept of brackets. After inserting parentheses, the task becomes:

(2 + 5) * 3 = 21
2 + 5 * 3 = 17

2. Research work .

This approach allows you to transfer the student from a listener to an active participant in the learning process.

Exploratory behavior is one of the most important sources of a child's understanding of the world. To explore, to discover, to study means to take a step into the unknown and the unknown. Children are researchers by nature and take part in various research activities with great interest. The success of a study largely depends on its organization. It is very important to teach children to observe, compare, ask questions and develop a desire to find answers. And, therefore, you need to read additional literature, learn to experiment, discuss the results, listen to other people's opinions. When conducting research, children learn to think, draw conclusions.

3. Health-saving technologies .

In my class, it includes: holding thematic physical minutes at each lesson, dynamic pauses, participating in sports competitions of the school and the district, holding parent meetings on the topic “Daily routine at school and at home”, “How to keep a child healthy”, “Computer and child”, the organization of hot meals at school for all students, a series of meetings with a general practitioner, the organization of outdoor games during breaks. I think that our task today is to teach the child various techniques and methods for maintaining and strengthening their health, so that later, when they go to secondary school and beyond, the children can already apply them on their own. I try to build my lessons with this very goal in mind: how to make a lesson health-saving?
I use various fun physical exercises, gymnastics, “singing” sounds and much more in my lessons.
At different lessons I offer tasks with health-saving content :

Mathematics

Solve the problem .
Petya ate 6 cakes at the holiday, and Vasya ate 2 less. How many cakes did both boys eat?
(children make a short note and write down the solution to the problem)
Can you eat so many cakes? Why?
- What is the rule to follow? (Healthy food)

Literary reading

Reading and discussion of what has been read with conclusions about the right life and health.

For example:

« Sister Alyonushka and brother Ivanushka

Only clean water can be used for drinking. In an open reservoir, water cannot be clean, it must be boiled.

If the water is clear, beautiful, is it clean?

No. It may contain living organisms invisible to the eye, microbes that cause intestinal diseases.

Finger massage, preparing them for written work. I show a finger massage, accompanying it with the words:

small house

One, two, three, four, five.
(We unclench the fingers from the fist one at a time, starting with the thumb.)
The fingers went out for a walk.
(Rhythmically unclench all fingers together.)
One, two, three, four, five.
(Alternately squeeze the widely spaced fingers into a fist, starting with the little finger.)
They hid in the house again.
(We return to the starting position.)

I'll rub my hands

I rub my hands hard
I twist each finger
(Rubbing the palms, grab each finger at the base and with a rotational movement reach the nail phalanx.)
I say hello to him
And I'll start pulling.
I will then wash my hands
(Rub palm on palm.)
I'll put my finger in my finger
I'll lock them up.
(Fingers to "lock".)
And keep warm.
I will release my fingers
(Fingers unhook and sort through them.)
Let them run like bunnies.

4. Training in cooperation (group work)

Group work plays a positive role not only at the first stages of education, but also in subsequent educational work. I try to introduce the method of group work from the very first days of the child's education at school. These can be lessons in technology, the world around, where at the first stages, children are not faced with the complex tasks of analyzing and synthesizing the material being studied. While the children still do not know each other well, I suggest that they divide into groups of 5-6 people if they wish. I give the task to do the work independently to each, and then the same work - but all together.

For example, in a manual labor lesson, work with plasticine, the topic is “10 bulk apples”. First, everyone makes their own apple, and then 5 more with the whole group and collectively decorate the apple tree, hanging apples on it. Before starting work with children, I stipulate the rules of work: call each other only by name and use only polite words in conversation. Later, when the children get to know each other well, I begin work on forming groups for a quarter. The main selection principle is personal sympathy, ability to communicate, the level of intellectual development of the child.

And since the group being created is a single entity, each child must be involved in the work. And therefore, the methodology of such work involves distributing their responsibilities among the children. The leader of the group is the leader. This child should be able to organize work, direct it in the right direction. An idea generator is one who gives an idea, highlights the main idea of the material being studied. Fixer - one who writes down (preferably in diagrams) everything that the group suggests. Critic - identifies shortcomings in the work, criticizes the proposed from the position of unacceptable in the given conditions. The analyst draws conclusions, generalizes what has been said. The main goal of group work is to approach the problem being studied together, regardless of your assigned role.

Working in groups is very interesting for children, as they get to know each other better, learn to communicate, taking into account the interests of a friend. The teacher, observing the children, can conduct a mini-monitoring of the mental characteristics of the child for himself (the ability to communicate in a micro-team, summarize what has been said, express his opinion, determine the level of performance).

In these lessons, no child is left behind. Even children with a low level of performance, who prefer to be silent in the classroom, make attempts to join the group. You can not think that this work brings results from the first lessons. This requires a series of such lessons and painstaking work of the teacher.

5. Gaming technology

Play is a natural and humane form of learning for a child. Teaching through play, we teach children not in the way that it is convenient for us, adults, to give educational material, but how it is convenient and natural for children to take it.

Games allow for a differentiated approach to students, to involve each student in work, taking into account his interest, inclination, level of preparation in the subject. Game exercises enrich students with new impressions, perform a developing function, and relieve fatigue. They can be diverse in their purpose, content, methods of organization and conduct. With their help, you can solve any one problem (improve computing, grammatical skills, etc.) or a whole range of tasks: form speech skills, develop observation, attention, creativity, etc.

Game activity is used by me in the following cases:

for mastering the concept, topic and even a section of the subject (lesson-game "Journey through the Land of Knowledge", lesson - play "Folk Holidays");

as a lesson (class) or part of it (introduction, explanation, consolidation, exercise, control).

These are various games - competitions, relay races, in which it is proposed to find the meaning of an expression, insert the desired sign, come up with an example, etc. Such games are undeniable in assessing the automatism of skills and abilities.

for example , at literacy lessons in the game "Who is more?" Children make up their own words for the given sound. In the game "Find a word in a word" students make words from the letters of the word given by the teacher. For example, a thunderstorm (rose, horn, mountain, etc.) For the same purpose, I use the games “Find a Pair” (find synonyms for words), “Add a word” and others.

For example: Connect the halves of the words.

1) Make several word lists of six letters, divided in half into two columns. Each of them can contain both the first and last halves of words:

(Answer: optics, parquet, balloon, dried apricots, chamber, cinnamon, tanker, peanuts, armada, dance).

2) Connect the halves of the words with arrows so that you get whole words.

3) In mathematics lessons, children are happy to “travel” to the Land of Fairy Tales, to the Far Far Away Kingdom, and when they meet with each hero, they perform certain mathematical tasks.

For example:

Oral counting in elementary school can be carried out according to the fairy tale "Gingerbread Man":

The teacher pronounces the fairy tale "Gingerbread Man" and plays on the magnetic board. When a kolobok meets with the heroes of a fairy tale, a goal is set for him: to solve examples or a problem. - Guys, if Kolobok does not cope with his task, then the Wolf will eat him, let's help Kolobok solve examples. (Children agree and solve examples that are written on separate cards) ...

4) At the lesson of literary reading, you can play the game "Proverbs-shifters":

I call the turnaround proverb, and you have to guess what proverb is actually in question, which exists in Russian folklore.

(The cap is on fire on the thief)
2. Joy is gone - nail the door.
(Trouble has come - open the gate)
3. Cowardice of the village avoids.
(Cheek brings success)
4. Someone else's pants are further from the legs.
(His shirt is closer to the body)
5. Close your eyes on your bread.
(On someone else's loaf, don't open your mouth)

6. Comrade is saved. And he throws you.
(Die yourself, but help a friend out)
7. Keep a lot of money and don't be friends with anyone.
(Do not have a hundred rubles, but have a hundred friends.)
8. Ruined work, stay at home and tremble with fear.
(Business before pleasure)
9. Duck cow girlfriend.
(Goose pig is not a friend)
10. No need to think, you need to try twenty times to do something.
(Seven times measure cut once)

But including games and game moments in the process of teaching children, the teacher must always remember their purpose and purpose. We must not forget that there is a lesson behind the game - this is acquaintance with new material, its consolidation and repetition, this is work with a textbook and notebook.

All of the above techniques, new technologies used in the classroom and after school hours, enable the child to work creatively, contribute to the development of curiosity, increase activity, bring joy, form the desire to learn in the child.

Literature:

Andyukhov B. Case technology - a tool for the formation of competencies /B. Andyukhova // Director of the school. - 2010. - No. 4. - P.61-65

Yagodko L.I. The use of problem-based learning technology in elementary school / L.I. Yagodko // Primary school plus before and after. - 2010. - No. 1. – P.36-38

Zolotukhina A. Group work as one of the forms of student activity in the lesson / A. Zolotukhina // Mathematics. Newspaper Ed. House "First of September". - 2010. - No. 4. – pp. 3-5

Andreev O. Role-playing game: how to plan, organize and sum up /O. Andreeva // School planning. - 2010. - No. 2. – P.107-114

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