"Control of knowledge in history" - Control of knowledge in the lessons of history and social studies. Right 11kl. Forms of control: 1. Oral. Non-traditional forms of control: Results of professional activity. Application of ICT. Types of control: Presentation of the material using modules. - Current Periodic and thematic - Final. 1. Oral 2. Written 3. Practical.
"Speech skills" - A multimedia application for the parent meeting. Possession of elementary sound analysis skills: Do not compare your child with other children Do not punish a child for no reason. Speech communication. Teach your child to sit at the table correctly, hold a pen, and focus. This is how patterns of a certain lifestyle are set.
"Journey to the land of knowledge" - How good it is to be able to read. Rough b u i b lo z shi ki sli ar. Read the station. Delicious words. Music station. Journey to the land of knowledge. Grammar station. Count station. Erudite station.
"September 1st Knowledge Day" - Japan. In Russia, Knowledge Day is traditionally celebrated on September 1st. Travel around the world. In Australia, the opposite is true. Denmark. There are so many official holidays and days off in no other country. Good luck in the new school year! Spain. Holiday brevity champion - Denmark. presentation to the Day of Knowledge.
"Fundamentals of Medical Knowledge" - Draft estimate. Expected results: Project milestone: Purpose and objectives of the project. Scientific and methodological novelty: Innovative potential of the project. Commercial perspective of the project. Relevance and significance: Organization - the main executor: The total number of executors. A teaching materials and a program for the course "Fundamentals of medical knowledge and children's health" have been developed.
"Knowledge Lesson" - The structure of the lesson for the formation of skills: The structure of the repetition lesson: Non-traditional forms of the lesson: The lesson of generalization and systematization of knowledge. It solves several didactic tasks. Types of lessons by n.p. Guziku: Combined lesson. Structure and typology of the modern lesson. The structure of the lesson on the application of knowledge, skills and abilities.
1. The structure of the lesson of mastering new knowledge: 1) Organizational stage. 3) Actualization of knowledge. 6) Primary fastening. 7) Information about homework, briefing on its implementation 8) Reflection (summing up the lesson) | 3. The structure of the lesson for updating knowledge and skills (repetition lesson) 1) Organizational stage. 2) Checking homework, reproduction and correction of knowledge, skills and abilities of students necessary for the creative solution of the tasks. 4) Actualization of knowledge. § in order to prepare for the control lesson § in order to prepare for the study of a new topic 6) Generalization and systematization of knowledge |
2 The structure of the lesson for the integrated application of knowledge and skills (consolidation lesson) 1) Organizational stage. 2) Checking homework, reproduction and correction of students' basic knowledge. Knowledge update. 3) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 4) Primary fastening § in a familiar situation (typical) § in a changed situation (constructive) 5) Creative application and acquisition of knowledge in a new situation (problem tasks) 6) Information about homework, instructions for its implementation | 4. The structure of the lesson of systematization and generalization of knowledge and skills 1) Organizational stage. 2) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 3) Actualization of knowledge. 4) Generalization and systematization of knowledge Preparing students for generalized activities Reproduction at a new level (reformulated questions). 5) Application of knowledge and skills in a new situation 6) Control of assimilation, discussion of the mistakes made and their correction. 7) Reflection (summing up the lesson) Analysis and content of the results of the work, the formation of conclusions on the studied material |
5. The structure of the lesson for the control of knowledge and skills 1) Organizational stage. 2) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 3) Identification of knowledge, skills and abilities, checking the level of formation of students' general educational skills. (Tasks in terms of volume or degree of difficulty should correspond to the program and be feasible for each student). Lessons of control can be lessons of written control, lessons of a combination of oral and written control. Depending on the type of control, its final structure is formed. 4) Reflection (summarizing the lesson) | 6. The structure of the lesson for the correction of knowledge, skills and abilities. 1) Organizational stage. 2) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 3) Results of diagnostics (control) of knowledge, skills and abilities. Identification of typical mistakes and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills. Depending on the diagnostic results, the teacher plans collective, group and individual ways of teaching. 4) Information about homework, briefing on its implementation 5) Reflection (summing up the lesson) |
7. The structure of the combined lesson. 1) Organizational stage. 2) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 3) Actualization of knowledge. 4) Primary assimilation of new knowledge. 5) Initial check of understanding 6) Primary fastening 7) Control of assimilation, discussion of the mistakes made and their correction. 8) Information about homework, instructions for its implementation 9) Reflection (summing up the lesson) |
Self-analysis of the GEF lesson
Improving the skill of the teacher and the educational process largely depends on well-organized introspection of the lesson. The teacher experiences difficulties in modeling and designing a modern lesson, it is self-analysis that will allow him to identify the reasons for the insufficient effectiveness of solving certain educational tasks in the classroom, take them into account in the further design of the educational process. For the teacher, introspection of the lesson, reflective activity in general, is of particular importance, because a teacher who has not learned to comprehend his own actions, who is not able to look back and restore the course of the lesson, is unlikely to ever truly deeply master the second generation of GEF.
Introspection The lesson allows you to:
- correctly formulate and set the goals of their activities and the activities of students in the lesson;
- develop the ability to establish links between the conditions of their pedagogical activity and the means to achieve goals;
- to form the ability to clearly plan and anticipate the results of their pedagogical work;
- to form the student's self-awareness when he begins to see the connection between the methods of action and the end result of the lesson.
Introspection of the lesson - a means of self-improvement of the teacher
Lesson Introspection Plan
1. Class characteristic:
- interpersonal relationships;
- deficiencies in biological and mental development;
- class deficiencies.
2. Place of the lesson in the topic under study:
- the nature of the connection of the lesson with the previous and subsequent lessons.
3. Characteristics of the general goal of the lesson, specified for didactic purposes: educational, developing and educating.
4. Lesson plan features:
- content of educational material;
- teaching methods;
- teaching methods;
- forms of organization of cognitive activity.
5. How the lesson was built in accordance with the plan:
- analysis of the stages of the lesson, i.e. how the teaching and educational elements used influenced the course of the lesson (positively, negatively), to obtain the final result.
6. Structural aspect of lesson introspection:
- analysis of each element of the lesson;
- his contribution to the achievement of the result;
- proof of the optimal choice of each element of the lesson.
7. Functional aspect:
- how the structure of the lesson corresponded to the overall goal;
- compliance with the capabilities of the class;
- analysis of the style of relations between teacher and students;
- impact on the outcome of the lesson.
8. Aspect of evaluating the final result of the lesson:
- the formation of universal educational activities in the lesson;
- determining the gap between the overall goal of the lesson and the results of the lesson;
- reasons for the break;
- conclusions and self-assessment.
SYSTEMIC APPROACH TO PEDAGOGICAL SELF-ANALYSIS OF THE LESSON
I. Brief general characteristics of the class
1. General preparedness of the class:
- the ability of children to work in pairs;
- the ability of children to work in small groups;
- the ability to listen to each other and interact frontally;
- the ability to self-evaluate themselves and mutually evaluate each other.
2. General characteristics of communication.
3. What prevails: rivalry or cooperation? The problem of leaders and outsiders.
4. The involvement of children in educational activities and the general level of its formation in the classroom.
5. General characteristics of the development of the program by this time.
II. Analysis of the effectiveness of the lesson project
1. The reality of the purpose of the lesson.
2. How to organize the work in the classroom?
3. What was planned to study? What for? The role of this material in the subject. Does the teacher know the material well enough?
4. What (th) concepts were planned for assimilation by students? What other concepts do they (it) rely on? What concepts are the basis for?
5. What do students know about the concept being studied?
6. The essence of the characteristics of the concept being studied, which should be the focus of students' attention.
7. What educational actions should students perform in order to master this concept and the general mode of action?
8. How was the student's water projected into the learning task?
9. How was the implementation of the remaining stages of solving the educational problem planned?
10. Did the lesson design provide for real difficulties that the children might encounter in the course of solving the learning task? Were possible student errors predicted?
11. What criteria for mastering this material were outlined in the lesson project?
12. General conclusion about the reality and effectiveness of the lesson project.
III. How was the lesson implemented according to its plan?
1. Does the purpose of the lesson match its end result? What is the gap? Has the program been successfully implemented? If yes, why? If not, why not?
2. Does the form of organization correspond to the goal of the lesson? Did the teacher succeed in taking the role of an equal member of the discussion?
3. How did the teacher create a situation of success at the beginning of the lesson?
4. What methods were used to create the situation for students to accept the learning task? How did she influence the further course of her decision?
5. Was the learning task accepted by the students?
6. How effective was the stage of transforming the conditions of the problem?
7. How did the teacher create a situation in which the children took on such learning activities as modeling and transforming the model?
8. What forms did the teacher use to organize the solution of particular problems? The level of tasks, their “interestingness” from the point of view of linguistic or mathematical material?
9. How was control organized? Was the control carried out as an independent action or was it included in other actions? What did the student control: the process of performing the action or only the result? When was the control carried out: at the beginning of the action, during the action or after its completion? What arsenal of means and forms did the teacher use to master the action of control by children?
10. Did the children work on their own assessment or did they use the teacher's assessment?
IV. Evaluation of lesson integrity
1. To what extent did the content of the lesson meet the requirements of the Federal State Educational Standard?
2. At what level was the student-student, student-teacher, student-group interaction organized in the lesson?
3. To characterize the interaction of the stages of the learning task in the course of self-decision. Highlight the strongest and weakest stages (in terms of the quality of their implementation) and their impact on the final result of the lesson.
4. Reflective activity of students as a result of solving a learning problem.
Types of modern lesson.
The typology of lessons is an important didactic problem. It should contribute to bringing data about the lesson in order, a system for a wide range of purposes, as it provides the basis for a comparative analysis of lessons, for judging about similar and different lessons. The lack of an accurate and substantiated typology of lessons hinders the effectiveness of practical activities.
The type of the lesson reflects the features of the construction of the leading methodological task.
Lesson types
Lesson type | Special purpose | Learning effectiveness |
Lesson of primary presentation of new knowledge | Primary assimilation of new subject and meta-subject knowledge | Reproduction in your own words of rules, concepts, algorithms, performing actions according to a model, algorithm |
Lesson in the formation of initial subject skills, mastery of subject skills | Application of acquired subject knowledge or methods of educational actions in the conditions of solving educational problems (tasks) | Correct reproduction of task performance samples, error-free application of algorithms and rules in solving educational problems |
Lesson in the application of meta-subject and subject knowledge | Application of universal educational actions in the conditions of solving educational problems of increased complexity | Independent solution of problems (performing exercises) of increased complexity by individual students or a class team |
Lesson of generalization and systematization of subject knowledge | Systematization of subject knowledge, universal educational activities (solving subject problems) | The ability to formulate a generalized conclusion, the level of formation of UUD |
Lesson of repetition of subject knowledge | Consolidation of subject knowledge, formation of UUD | Error-free execution of exercises, problem solving by individual students, the class team; unmistakable verbal responses; the ability to find and correct errors, to provide mutual assistance |
Control lesson | Testing subject knowledge, ability to solve practical problems | Results of control or independent work |
Corrective lesson | Individual work on the mistakes made | Finding and fixing errors on your own |
Integrated lesson | Integration of knowledge about a particular object of study obtained by means of different | Deepening the knowledge of the lesson material through the implementation of interdisciplinary knowledge |
Combined lesson | Solving problems that cannot be completed in one lesson | Planned result |
Non-traditional lessons (study tour, study trip, laboratory workshop, lesson in the library, museum, computer class, subject office) | Application of UUD in the study of the phenomena of the surrounding world in real life situations; creative design of reports; ability to use laboratory equipment; ability to use additional information sources |
|
Lesson in solving practical, design problems | Practical orientation of the study of theoretical positions | Using Course Tools to Explore the World |
Routing.
Lesson topic | ||||
Lesson type | ||||
Lesson date | ||||
Educational Resources | ||||
Lesson plan | ||||
Lesson Objectives | ||||
Forms and methods of teaching | ||||
Basic terms and concepts | ||||
Planned educational results: Will learn: They will have the opportunity to learn: | ||||
Organizational structure of the lesson | ||||
Lesson stage | Teacher activity | Student activities | Forms of organization of mutual interaction in the lesson | UUD |
Organizing time | ||||
Knowledge update | ||||
Learning new material | ||||
Primary comprehension and consolidation | ||||
Lesson results. Reflection | ||||
Homework |
Approximate structure of each type of GEF lesson
1. The structure of the lesson of mastering new knowledge:
1) Organizational stage.
3) Actualization of knowledge.
4) Primary assimilation of new knowledge.
5) Initial check of understanding
6) Primary fastening.
7) Information about homework, briefing on its implementation
8) Reflection (summing up the lesson)
2 The structure of the lesson for the integrated application of knowledge and skills (the lesson of consolidating).
1) Organizational stage.
2) Checking homework, reproduction and correction of students' basic knowledge. Knowledge update.
4) Primary fastening
in a familiar situation (typical)
in a changed situation (constructive)
5) Creative application and acquisition of knowledge in a new situation (problem tasks)
6) Information about homework, instructions for its implementation
The structure of the lesson on updating knowledge and skills (repetition lesson)
1) Organizational stage.
2) Checking homework, reproduction and correction of knowledge, skills and abilities of students necessary for the creative solution of the tasks.
3) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
4) Actualization of knowledge.
in order to prepare for the control lesson
in order to prepare for the study of a new topic
6) Generalization and systematization of knowledge
7) Control of assimilation, discussion of the mistakes made and their correction.
8) Information about homework, instructions for its implementation
9) Reflection (summing up the lesson)
The structure of the lesson of systematization and generalization of knowledge and skills
1) Organizational stage.
2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
3) Actualization of knowledge.
4) Generalization and systematization of knowledge
Preparing students for generalized activities
Reproduction at a new level (reformulated questions).
5) Application of knowledge and skills in a new situation
6) Control of assimilation, discussion of the mistakes made and their correction.
7) Reflection (summing up the lesson)
5. The structure of the lesson for the control of knowledge and skills
1) Organizational stage.
2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
3) Identification of knowledge, skills and abilities, checking the level of formation of students' general educational skills. (Tasks in terms of volume or degree of difficulty should correspond to the program and be feasible for each student).
Lessons of control can be lessons of written control, lessons of a combination of oral and written control. Depending on the type of control, its final structure is formed.
4) Reflection (summarizing the lesson)
Approximate structure of each type of GEF lesson
1. The structure of the lesson of mastering new knowledge:
1) Organizational stage.
3) Actualization of knowledge.
6) Primary fastening.
7) Information about homework, briefing on its implementation
8) Reflection (summing up the lesson)
2 The structure of the lesson for the integrated application of knowledge and skills (lesson of consolidation).
1) Organizational stage.
2) Checking homework, reproduction and correction of students' basic knowledge. Knowledge update.
4) Primary fastening
in a familiar situation (typical)
in a changed situation (constructive)
5) Creative application and acquisition of knowledge in a new situation (problem tasks)
6) Information about homework, instructions for its implementation
3. The structure of the lesson for updating knowledge and skills (repetition lesson)
1) Organizational stage.
2) Checking homework, reproduction and correction of knowledge, skills and abilities of students necessary for the creative solution of the tasks.
3) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
4) Actualization of knowledge.
in order to prepare for the control lesson
in order to prepare for the study of a new topic
6) Generalization and systematization of knowledge
4. The structure of the lesson of systematization and generalization of knowledge and skills
1) Organizational stage.
2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
3) Actualization of knowledge.
4) Generalization and systematization of knowledge
Preparing students for generalized activities
Reproduction at a new level (reformulated questions).
5) Application of knowledge and skills in a new situation
6) Control of assimilation, discussion of the mistakes made and their correction.
7) Reflection (summing up the lesson)
5.The structure of the lesson for the control of knowledge and skills
1) Organizational stage.
2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
3) Identification of knowledge, skills and abilities, checking the level of formation of students' general educational skills. (Tasks in terms of volume or degree of difficulty should correspond to the program and be feasible for each student).
Lessons of control can be lessons of written control, lessons of a combination of oral and written control. Depending on the type of control, its final structure is formed.
4) Reflection (summarizing the lesson)
6. The structure of the lesson for the correction of knowledge, skills and abilities.
1) Organizational stage.
2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
3) Results of diagnostics (control) of knowledge, skills and abilities. Identification of typical mistakes and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills.
Depending on the diagnostic results, the teacher plans collective, group and individual ways of teaching.
4) Information about homework, briefing on its implementation
5) Reflection (summing up the lesson)
7. The structure of the combined lesson.
1) Organizational stage.
2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
3) Actualization of knowledge.
4) Primary assimilation of new knowledge.
5) Initial check of understanding
6) Primary fastening
7) Control of assimilation, discussion of the mistakes made and their correction.
8) Information about homework, instructions for its implementation
9) Reflection (summing up the lesson)
The structure of the lesson ONZ.
1. Motivation (self-determination) for learning activities (“must” - “want” - “can”) 1-2 min.
2. Actualization and fixation of an individual difficulty in a trial educational action - 5-6 minutes.
3. Identification of the place and cause of the difficulty - 2-3 minutes.
4. Building a project for getting out of a difficulty -5-6 min.
5. Implementation of the constructed project - 5-6 min.
6. Primary consolidation with pronunciation in external speech - 4-5 minutes.
7. Independent work with self-test according to the standard - 4-5 minutes.
8. Inclusion in the knowledge system and repetition - 4-5 minutes.
9. Reflection of educational activity - 2-3 min.
Students' ability to learn:
1-4 min. – 60% of information
5 - 23 min. – 80% of information
24 -34 min. – 50% information
35 -45 min. – 6% information
How to build a lesson to implement the requirements Second generation standards?
To build a lesson within the framework of the GEF IEO, it is important to understand what should be the criteria for the effectiveness of the lesson.
1. The objectives of the lesson are set with a tendency to transfer the function from the teacher to the student.
2. The teacher systematically teaches children to carry out a reflexive action (to assess their readiness, to detect ignorance, to find the causes of difficulties, etc.)
3. A variety of forms, methods and techniques of teaching are used, which increase the degree of activity of students in the educational process.
4. The teacher owns the technology of dialogue, teaches students to put and address questions.
5. The teacher effectively (appropriate to the purpose of the lesson) combines reproductive and problem-based forms of education, teaches children to work according to the rule and creatively.
6. At the lesson, tasks and clear criteria for self-control and self-assessment are set (there is a special formation of control and evaluation activities among students).
7. The teacher achieves understanding of the educational material by all students, using special techniques for this.
8. The teacher strives to evaluate the real progress of each student, encourages and supports minimal progress.
9. The teacher specifically plans the communicative tasks of the lesson.
10. The teacher accepts and encourages, expressed by the student, his own position, a different opinion, teaches the correct forms of their expression.
11. Style, tone of relationships, set in the lesson, create an atmosphere of cooperation, co-creation, psychological comfort.
12. At the lesson, a deep personal influence "teacher - student" is carried out (through relationships, joint activities, etc.)
Let's consider the approximate structure of the lesson for introducing new knowledge within the framework of the activity approach.
1. Motivation for learning activities. This stage of the learning process involves the conscious entry of the student into the space of learning activities in the classroom.
To this end, at this stage, his motivation for educational activities is organized, namely: 1) the requirements for him from the side of educational activities are updated (“must”);
2) conditions are created for the emergence of an internal need for inclusion in educational activities (“I want”);
3) a thematic framework is established (“I can”). In the developed version, there are processes of adequate self-determination in educational activity and self-assertion in it, involving a comparison by the student of his real “I” with the image “I am an ideal student”, conscious subordination of himself to the system of normative requirements educational activities and the development of internal readiness for their implementation.
2. Actualization and fixation of an individual difficulty in a trial learning activity. At this stage, the preparation and motivation of students for the proper independent implementation of a trial educational action, its implementation and fixation of individual difficulties are organized. Accordingly, this stage involves:
1) actualization of the studied methods of action, sufficient for the construction of new knowledge, their generalization and sign fixation;
2) actualization of the corresponding mental operations and cognitive processes;
3) motivation for a trial educational action (“must” - “can” - “want”) and its independent implementation;
4) fixation of individual difficulties in the implementation of a trial educational action or its justification. 3. Identification of the place and cause of the difficulty. At this stage, the teacher organizes the students to identify the place and cause of the difficulty. To do this, students must:
1) restore the performed operations and fix (verbally and symbolically) the place - step, operation where the difficulty arose;
2) correlate their actions with the method of action used (algorithm, concept, etc.) and, on this basis, identify and fix in external speech the cause of the difficulty - those specific knowledge, skills or abilities that are not enough to solve the original problem and problems of this class or type in general
4. Building a project to get out of the difficulty (goal and theme, method, plan, means). At this stage, students in a communicative form consider a project for future learning activities: set a goal (the goal is always to eliminate the difficulty that has arisen), agree on the topic of the lesson, choose a method, build a plan to achieve the goal and determine the means - algorithms, models, etc. This process is led by the teacher: at first with the help of an introductory dialogue, then a prompt one, and then with the help of research methods.
5. Implementation of the constructed project. At this stage, the project is being implemented: the various options proposed by the students are discussed, and the best option is selected, which is fixed in the language verbally and symbolically. The constructed method of action is used to solve the original problem that caused difficulty. In conclusion, the general nature of the new knowledge is clarified and the overcoming of the difficulty that arose earlier is fixed.
6. Primary consolidation with pronunciation in external speech. At this stage, students in the form of communication (frontally, in groups, in pairs) solve typical tasks for a new method of action with pronouncing the solution algorithm aloud.
7. Independent work with self-test according to the standard. During this stage, an individual form of work is used: students independently perform tasks of a new type and carry out their self-examination, step by step comparing with the standard. At the end, a performing reflection of the implementation of the constructed project of educational activities and control procedures is organized. The emotional orientation of the stage consists in organizing, if possible, for each student a situation of success that motivates him to be included in further cognitive activity.
8. Inclusion in the system of knowledge and repetition. At this stage, the limits of applicability of new knowledge are identified and tasks are performed in which a new way of acting is provided as an intermediate step. Organizing this stage, the teacher selects tasks in which the use of previously studied material is trained, which has methodological value for the introduction of new methods of action in the future. Thus, on the one hand, there is an automation of mental actions according to the studied norms, and on the other hand, preparation for the introduction of new norms in the future.
9. Reflection of educational activity in the lesson (total). At this stage, the new content studied in the lesson is fixed, and reflection and self-assessment by students of their own learning activities are organized. In conclusion, its goal and results are correlated, the degree of their compliance is fixed, and further goals of the activity are outlined.
Korsakova Galina Nikolaevna - primary school teacher, secondary school No. 2, Novoorsk, Orenburg region
Topic of the speech at the round table “Mathematics lesson in elementary school. Different approaches to building a lesson»
Lesson- the main form of organization of the educational process.
A modern student no longer wants to be a simple listener and “go with the flow”, he is an active figure who controls the movement, he absolutely needs to know everything.
Modern math lesson is a lesson in creativity and joy from the results achieved, in which the teacher - assistant and consultant
Education focused only on obtaining knowledge now means orientation to the past. In a changing world, the education system should form such student qualities as initiative, dynamism and constructiveness: a person must be able to make independent decisions and solve problems, have the ability to independently acquire new knowledge and strive for self-education.
All these personality traits are laid, starting from primary school age. How, then, in the lessons in elementary school, is it possible to achieve the formation of precisely such qualities of the student's personality?
good lesson- this is the lesson where a businesslike creative atmosphere reigns, where the desire of schoolchildren to think is in full swing, where they willingly enter into a dialogue with the teacher, with each other, the authors of certain theoretical concepts and wishes, without fear of getting into trouble.
The birth of any lesson begins with the awareness and correct, clear definition of its ultimate goal - what the teacher wants to achieve; then establishing the means - what will help the teacher in achieving the goal, and only then determining the method - how the teacher will act so that the goal is achieved.
The course of didactics has its own requirements for a modern lesson, with the types of lessons and their structure. In the methodology of elementary teaching of mathematics, everything is much more complicated, especially with the structure of the lesson. This is due to the fact that when building a specific lesson, it is necessary to take into account not only certain stages of learning (actualization of knowledge, explanation of the new, consolidation, control, repetition) and the specifics of the mathematical content, but also the main goal of the lesson, its logic and those methodological techniques that contribute to it. achievement.
Approximate structure of each type of fgos lesson
1. The structure of the lesson of mastering new knowledge:
1) Organizational stage.
3) Actualization of knowledge.
4) Primary assimilation of new knowledge.
5) Initial check of understanding
6) Primary fastening.
7) Information about homework, briefing on its implementation
8) Reflection (summing up the lesson)
2 The structure of the lesson for the integrated application of knowledge and skills (consolidation lesson)
1) Organizational stage.
2) Checking homework, reproduction and correction of students' basic knowledge. Knowledge update.
4) Primary fastening
§ in a familiar situation (typical)
§ in a changed situation (constructive)
5) Creative application and acquisition of knowledge in a new situation (problem tasks)
6) Information about homework, instructions for its implementation
3. The structure of the lesson for updating knowledge and skills (repetition lesson)
1) Organizational stage.
2) Checking homework, reproduction and correction of knowledge, skills and abilities of students necessary for the creative solution of the tasks.
3) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
4) Actualization of knowledge.
§ in order to prepare for the control lesson
§ in order to prepare for the study of a new topic
6) Generalization and systematization of knowledge
7) Control of assimilation, discussion of the mistakes made and their correction.
8) Information about homework, instructions for its implementation
9) Reflection (summing up the lesson)
4. The structure of the lesson of systematization and generalization of knowledge and skills
1) Organizational stage.
2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
3) Actualization of knowledge.
4) Generalization and systematization of knowledge
Preparing students for generalized activities
Reproduction at a new level (reformulated questions).
5) Application of knowledge and skills in a new situation
6) Control of assimilation, discussion of the mistakes made and their correction.
7) Reflection (summing up the lesson)
Analysis and content of the results of the work, the formation of conclusions on the studied material
5. The structure of the lesson for the control of knowledge and skills
1) Organizational stage.
2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
3) Identification of knowledge, skills and abilities, checking the level of formation of students' general educational skills. (Tasks in terms of volume or degree of difficulty should correspond to the program and be feasible for each student).
Lessons of control can be lessons of written control, lessons of a combination of oral and written control. Depending on the type of control, its final structure is formed.
4) Reflection (summarizing the lesson)
6. The structure of the lesson for the correction of knowledge, skills and abilities.
1) Organizational stage.
2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.
3) Results of diagnostics (control) of knowledge, skills and abilities. Identification of typical mistakes and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills.
Depending on the diagnostic results, the teacher plans collective, group and individual ways of teaching.
4) Information about homework, briefing on its implementation
5) Reflection (summing up the lesson)
